Stanford University - Quad Yearbook (Palo Alto, CA)

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Dedication.................. Ideals of Stanford First Decade of the University The Growth of the Quadrangle In Memoriam Verses to Barbara The Faculty Classes Fraternities Organizations Musical Clubs Publications Athletics Debating Miscellaneous Literary 11 13 15 17 18 19 29 79 143 155 1G7 173 197 211 223 Joshes 245

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AFTER TEN Ten years ago, when Stanford was a glowing possibility, but nothing more. Mr. Walter M. Page, then editor of the Forum, asked me to set forth some of its ideals and purposes. The question to be answered was this: ' What advantage can a new university have over an old one in America?” In what way can freedom and newness make up for the lack of history and traditions ? It may be interesting for a moment to glance at the theoretical answer to these questions, in the light of our own actual experience. It seemed to me, in the first place, that it was not necessary that a school should be ancient in order to gain the wisdom of age. Each generation is heir to all previous experiences. In the new university the period of infancy and growth may be materially shortened. Among the |x»sitive advantages of the new school was, first, the simplicity of its mechanism. A hard and fast organization, or any code of regulations beyond those necessary to secure order, is a burden on teacher and student. In all things,” says James Watt. but proverbially in mechanism, the supreme excellence is simplicity.” Tlie essential function of the university is the “ emancipation of thought.” This was the original impulse which in the Dark Ages gave rise to the first universities. To this end the simplest |x ssible organization is the one which serves the purpose best. The essential of method in the university must be instruction by investigation. It is only by direct contact with the problems of life and nature that thought can be made free. The new university, it seemed to me, should cut itself loose from the timeworn English College curriculum and its much-patched American equivalent, with its system of favored studies and false incentives. It can give to each line of work the time and freedom it needs, thus leaving all questions of the relative value of studies to be settled by each student for himself. It can free itself from traditional methods of teaching, because no teacher of a mechanical sort, left over from former conditions, can have any claim on a new school for pension or sup| ort. A new school need fill its ranks with none but growing men. And just as important as growth is soundness. The mushroom may grow rapidly, but it does not make good wood. Jftonforb §uab 1902 11