Tulane University - Jambalaya Yearbook (New Orleans, LA)

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INTRODUCTORY. HE Jambalaya, 1902, is launched with a feeling of relief. If there is a measure of excellence to be found within its covers, it is attributable to those students of Tulane who have worked so unselfishly for its success, and to them the editors and every lover of the University ex- tend their heartiest thanks. The work has been hard and the obstacles many, but the result justifies the efiforts of those who have concentrated their energy and best thoughts in its consummation. We trust that in the future it may serve to remind you of the many incidents of the session of 1901-02 at Tulane which made univer- sity life pleasant. 10

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Page. Law Department 129-13S Fraternities 139-211 In Memoriam 212 Literary Societies 213-224 Publieafons 225-238 Athletics 239-24G Clubs 247-25S Miscellany 259-2S5 Xbe End 286 Advertisements ; 2ST-S00

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Brandt Van Blarcom Dixon. RANDT VAN BLARCOM DIXON was born February 27, 1S50. in Paterson, New Jersey, of good old Dutch stock. His parents removed to St. Louis, however, when he was only seven years old, and that citj ' was his home until his removal to New Orleans in 18S7. His early education was ohtained largely in the pub- lic schools of his adopted home. The character of the man was here foreshadowed by the boy. Dr. Wil- liam T. Harris, the United States Commissioner of Education, says: In taking charge of my first class in the public schools of St. Louis, my attention was at once attracted to one boy. He was one of the smallest boys in the class, but he had more brains than any of the others. That was Brandt Dixon. After passing through the High School, he went, in 1866, to Amherst College, Massachusetts, in which institu- tion he remained for two years, after which he entered Cornell University, then newly established, from which he graduated in the Class of 1870. By subsequent study he obtained the degree of Master of Arts from his Alma Mater. Having decided to adopt the profession of teaching as his life-work, his first position was in Caledonia, Missouri, but here he remained only a short time. He taught continuously from 1871 to 1887 in the public schools of St. Louis, occupy- ing almost every possible position from the bottom to the top of the system. Out- side of his routine duties, his special interest was directed to scientific studies, particularly Chemistry and Geology, in etich of which he became an expert. In the prosecution of the latter subject he spent much time in the mining regions of the far West, so that his knowledge of practical mining became accurate and extensive. His interests in this formative period of his intellect were, however, not lim- ited to his scientific studies, but under the inspiration of the remarkable group of philosophers that at that time made St. Louis a center of philosophic thought — Dr. Harris, Judge Brockmeyer and others — his interest was aroused in philosophic questions, and he became a firm adherent of the modernized Hegelian system that later found its expression in the famous Concord School. As a practical teacher and as a scholar of great breadth of interest and attainment, he made steady advance during this period, and in 1884 he was elected principal of the Central High School of St. Louis, a school of the highest character of its class, having more than a thousand students and in which the principle of co-education was fully car- 11