Knox College - Gale Yearbook (Galesburg, IL)

Page 15 text:

I Old Main HALF A MILLION ber, with the opening of the next college year, and will be pushed with the utmost vigor until the entire sum is subscribed. ln the meantime the energies of the President have been clevotecl to pre- paratory worlt looking towarcl this active canvass. The worlc so far has been exceedingly encouraging, ancl there are many indications that the alumni are realizing more than ever before that much of the responsibility for the continuecl progress ancl growth of the College, especially in the matter of financial support, rests upon them. The necessity of continually increasing endowment to maintain colleges like Knoat in the first rank, and the reasons for such large enclowment, seem to be matters not always clearly unclerstoocl. in

Page 14 text:

l I I Campus, South ' THE CAMPAIGN FOR IN the 1915 Gale announcement was made of a conditional pledge of the General Education Board of New York, which offered to contrilnute toward the endowment of Knox College the sum of one hundred thousand dollars provided its alumni and friends would raise an additional four hundred thousand dollars laefore May 1, IQI6. Although very little has been said pulolicly regarding the campaign to secure this half million dollar fund, the President and Trustees and some of the alumni have been very actively laying plans which they are confdent will lead to the completion of the task within the specified time. ln pursuance of the plans' adopted lay the Trustees last fall, the active canvass for subscriptions will he begun in Septem-

Page 16 text:

Alumni Hall THE CAMPAIGN FOR the last two or three years it has been repeatedly stated lay educa- tional authorities that in the very near future, a college, even though it confnes itself strictly to college work, must have an endowment of at least two million dollars if it is to attain its highest usefulness. This statement applies with especial force to Knox College at the present time. Some of the reasons may he stated as follows: in the Hrst place, methods of instruction have been changing rapidly and radically in the last twenty-jqve or thirty years. The departments of Science are the lvest examples of this change. A few years ago the study of Chemistry, for instance, consisted of learning certain formulae from a text laoolt and watching a few simple experi-