Landmarks of Tompkins County, New York : including a history of Cornell University, Part 57

Author: Hewett, Waterman Thomas, 1846-1921; Selkreg, John H
Publication date: 1894
Publisher: Syracuse, N.Y. : D. Mason
Number of Pages: 1194

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At the meeting of the Board of Trustees held November 20, 1885, a proposition was presented from the Hon. Henry W. Sage to endow a professorship of Ethics and Philosphy in memory of his wife, which should bear her name. In nominating as he did, on Jannary 6, 1886, Dr. J. G. Schurman as the first incumbent of this chair, he states: "Be- fore closing this report, I desire to put upon record for permanent remem- brance this statement: that my chief object in founding this professor- ship is to secure to Cornell University for all coming time the services of a teacher who shall instruct students in mental philosophy and ethics from a definitely Christian standpoint, and while the title which I gave in my former communication comprehends in a general way just what I mean, I think it best to ask that the following more exact wording of it be the one adopted for actual use, viz., Susan E. Linn Sage Professorship of Christian Ethics and Mental Philosophy." He added: "I was happy to find not only through the correspondence held with Doctor Schurman, but also through the personal interview above referred to, that his habits of teaching and thinking are quite in harmony with the desires I entertain in founding the chair. While Doctor Schurman attaches no importance to denominational distinc- tions, there is abundant evidence that all his teaching is from a dis- tinctively Christian point of view."

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The young professor to whom this important department was en- trusted was, as his name shows, the descendant of a Dutch family which came to New York and settled near New Rochelle more than two hundred years ago. The family, not sympathizing with the popular cause, removed to Prince Edward's Island, where Jacob Gould Schur- man was born in May, 1854. He studied at the Prince of Wales Col- lege, Georgetown, in 1870, where he won a government scholarship, which enabled him to pursue his education for two years more. Dur- ing the years 1873-4, he was a student at Arcadia College, where he also won first class honors in English and in classics. In 1875 he gained the Gilchrist scholarship for the Dominion of Canada, which enabled him to continue his studies in the University of London, where he re- ceived the degree of Bachelor of Arts after two years' residence, and obtained a scholarship in philosophy, tenable for three years, and also the Hume scholarship in political economy at University College, Lon- don, tenable for three years. In 1878 he received the degree of Master of Arts, mainly by studies in logic and psychology. Later, he received the degree of Doctor of Science at the University of Edinburgh, and obtained the Hibbert traveling scholarship for Great Britian and Ire- land, which enabled him to study in Germany and Italy for two years, from 1878-80. During this period he spent one year under the instruction of Professor Kuno Fischer at the University of Heidelberg. He also spent a semester at the University of Berlin, and also at the University of Göttingen. He had thus passed through an admirable preliminary training under the most advanced teachers, a course in English, Scotch and German philosophy. Upon his return to Nova Scotia, in 1880, he was appointed professor of English Literature in Acadia College. In 1882 he aceepted the chair of Metaphysics and English Literature in Dalhousie College.

At the meeting of the Board of Trustees held October 22, 1890, Mr. Sage announced his intention of adding to the endowment of the pro- fessorship which he had established in 1886 in memory of his wife, by a further gift of two hundred thousand dollars to the Department of Philosophy. His object was to provide permanently at Cornell Uni- versity philosophical instruction and investigation of the most varied kind and of the highest order. To this end he stipulated that the trustees should for all time supplement the proceeds of his endow- ments with generous annual appropriations from the general funds of the University. The trustees accepted the gift with the condition at-

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tached and to commemorate the munificence of Mr. Sage, and his pro- found interest in the subject of philosophy at Cornell University, they gave the name of the Susan Linn Sage School of Philosophy to the department thus enlarged.

Mr. Sage announced his purpose to extend the Department of Phil- osophy into a complete school for the study of ethics and philosophy. His main purpose may be inferred from the words which he used in closing his letter announcing this gift to the university :

" Heretofore Cornell has done little at her own proper cost to uplift the moral and religious element in her students. True, we have had this department of ethics several years; and we have had the chapel and its preachership eighteen years, but these have been carried on with very little expenditure from the funds of the university. We have done much, very much, for the foundations in science, in technical work, in agriculture, the classics, and modern languages, in history and economic studies, in ornamentation of our campus, and noble build- ings for all purposes; but for the top work of man's structure and de- velopment, the crown of his character and achievement, through his moral and religious nature-little, very little! Our function here is to educate man, and through education to provide foundation of char- acter, based on moral principle, which shall underlie the whole man, and give impulse, tone and color to all the work of his life. We can not do that without facilities for cultivating and developing every side of his nature. Increase of knowledge addressed solely to the intellect does not produce full-rounded men ; quite too often it makes stronger and more dangerous animals, living moral quality dormant, and the whole power of cultivated intellect the servant of man's selfish, animal nature. No education can be complete which does not carry forward, with the acquisition of knowledge for his intellectual side and physical wants, a broad and thorough cultivation of his moral and religious side, developing Christian virtues, veneration, benevolence, conscience, a sense of duty to God and man, purity and right living in the largest sense. In short, wise and broad education should and will ally man's intellect to his moral and religious, more completely than to his animal nature, and from that alliance results all the real dignity there is in mankind, making moral and intellectual qualities regnant, all others subject! I am so fully impressed with the vital importance of this subject, and the purpose of the proposed gift, that as trustee of Cornell university (with greater love for its policies and functions than I can

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express), I think you can afford to accept this gift with its attendant liabilities, and that you cannot afford to decline it. It is my free and voluntary offering for a purpose, the highest, the noblest and the best ever promoted by this noble university."

His purpose to found a chair of Christian ethics and philosophy had been cherished by him for several years before its realization was pos- sible. Later he desired to enlarge the department which he had thus founded, and he requested Professor Schurman to go to Europe for the purpose of carefully investigating the best methods of teaching ethics and philosophy and to formulate from them and from his own experi- ence and judgment a plan of organization for a broad school embracing these subjects. Professor Schurman accepted with pleasure this op- portunity to enlarge the field of instruction in America in his favorite department of study, and upon his return submitted a plan of organ- ization which would satisfy the demands of modern science and scholar- ship and place the department abreast of philosophical schools in Europe. He proposed a chair of psychology to be filled by a professor versed in physiology and anatomy, especially of the brain and nervous system and skilled in the methods of experimental research in mental phenomena, the design being to establish here such investigations as are conducted in the great psychological laboratories of Paris and Leipsic; secondly, a more liberal provision for those branches which constitute philosophy in the older sense of that term, viz., logic, metaphysics and ethics-the field of theoretical philosophy. A third line of development should account for the religions of mankind by the study of comparative religion. Professorships for the study of comparative religion exist in Holland, France and Scottish univer- sities. To this chair it was proposed to assign the department of Christian ethics. Attention was called to the fact that every science in America had its organ save philosophy. It was proposed to found a philosophical periodical to stimulate and to some extent shape and control the philosophical activity of the continent. It was proposed to establish six scholarships and three fellowships in philosophy and ethics, to be open to graduate students only, and also to found a psy- chologieal laboratory. The chair of pedagogy, which is simply psy- chology applied to teaching, which had already existed in the university for four years, was transferred to the School of Philosophy, as it is in other universities. To carry out this noble purpose Mr. Sage offered to give $200,000 upon condition that whatever additional support was

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necessary for the development of the department, should be added from the general fund of the university. Dr. J. G. Schurman was appointed dean and professor of the new Susan Linn Sage School of Philosophy. The Reverend Charles Mellen Tyler, a graduate of Yale university and a resident clergyman in Ithaca, was elected to the professorship of the history and philosophy of religion and of Christian ethics, and pro- vision was made for the appointment of assistant professors of ancient and modern philosophy and a professorship of psychology. Three fel- lowships of four hundred dollars each were established and six scholar- ships of two hundred dollars each. Dr. Schurman established a philosophical seminary similar to those employed in the German uni- versities and also gave, during the spring term, a course of public weekly lectures open to all members of the university, on the elements of eth- ical theory and the history of ethical ideals and institutions among mankind. In addition to the regular courses of instruction a series of publie lectures were announced for the fall term, among which were included the inaugural address of Reverend Professor Tyler; a lecture by Professor Schurman on the Mental Development of Cardinal New. man ; a lecture by Mr. Caldwell on the Latest German Pessimism; by Dr. Willcox on Marriage and Divorce in the United States, and by other members of the school. The first announcement of the school presents a required course of study in physiology, psychology and logic, and advanced courses in psychology, with experimental illustrations of men- tal phenomena susceptible of experimental treatment, sensations con- sidered in their physical, physiological and psychological aspects, etc. ; the history of Greek philosophy, including Alexandrian and Roman ; the history of modern philosophy ; contemporary philosophy in Europe: the history of religions; ethics; two courses, elementary and advanced, on the science and art of teaching; the writings and philosophy of Plato and Aristotle; Spinoza's Ethics; Leibnitz's philosophical works; Hume's treatise on Human Nature; metaphysics and epistemology ; Kant's Critique of Power and Reason; the philosophy of religion; ad- vanced ethics ; practical ethics; the history of education.

Four seminaries were organized in connection with the school, viz., psychological, metaphysical, ethical and pedagogical. And a general philsosophical symposium was announced to be held weekly to be de- voted to the literature of contemporary philosophy as presented in the periodicals of English and foreign languages with reports and abstracts of the important articles, and discussions of new books. Upon the

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resignation of Professor Angell, Edward B. Titchener of the University of Oxford was appointed his successor. Advanced subjects of instruc- tion have been introduced and the department has received constant development.

PEDAGOGY.

In President White's final report presented to the trustees on June 17. 1885, the question of establishing a department of instruction for teachers was presented, and it was proposed that a lecturer on methods of instruction be appointed in order that graduates of this university who proposed to pursue the profession of teaching should be equipped by the study of the history of education and of the theories of the greatest educators as well as by the study of philosophical methods of instruction. It was thought in this way that students who had received a university training would likewise have it in their power to obtain the special specific training which was afforded in normal colleges. Teaching above all else must be taught by example, and thorough scientific training is the best preparation to qualify for imparting instruction.

President Adams in his inaugural elaborated the suggestion which his predecessor had made and urged the appointment of a professor of the science and art of teaching, as a means of making more intimate the relations between the university and the school system of the State, On December 18, 1885, a professorship of the science and art of teaching was established and Dr. Samuel Gardiner Williams was transferred from the department of geology to the department of pedagogy. Professor Williams had had a long and successful experience as an educator, and was familiar not only with current questions of education and school economy, but had occupied an influential position among the teachers of the State. The honored position which he held among the representatives of colleges and schools in the convocation qualified him to inaugurate the new department.

The formal instruction in pedagogy began with the opening of the university year of 1886-7. During the first two terms courses of instruction in the institutes and in the history of education were given. The third term was devoted to a conference for the discussion of educational subjects. It was soon found that the history of education needed a full year for its treatment. The course of instruction in

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school supervision has been added, also a seminary for the examination of the great works of educational reformers. The aim of the depart- ment has been from the first to prepare graduates for successful work in the secondary schools. In this respect it has accomplished excellent results. With the organization of the School of Philosophy, the Department of Pedagogy was incorporated with it.

XIII.

THE DEPARTMENT OF HISTORY AND POLITICAL SCIENCE.

President White in his inaugural address had said that there were two permeating or crowning ideas which must enter into the work of the university in all its parts, "first, the need of labor and sacrifice in developing the individual man in all his nature and in all his powers, as a being intellectual, moral and religious. The second of these per- meating ideas is that of bringing the powers of the man thus developed to bear upon society. In a republic like this, the way in which this is most generally done is by speech. A second mode of bringing thought to bear upon society is by the press. Its power is well-known, but its legit- imate power among us might be made greater and its illegitimate power less. I think that more and more the university should have the wants of the 'fourth estate' in view. We should, to meet its wants, provide ample instruction in history, in political science, in social science and in the modern literatures." He had proposed to make much of scientific study. After speaking of the value of scientific study he said: "We believe that it will make the students strong for study in language and literature; but while we would give precision and strength to the mind in these ways, we would give ample opportunity for those classes of study which give breadth to the mind, and which directly fit the stu- dents for dealing with state problems and world problems. In this view historical studies and studies in social and political science will hold an honored place, but these studies will not be pursued in the interest of any party. On points where honesty and earnest men differ, I trust we may have courses of lectures presenting both sides, I would have both the great schools in political economy represented here by

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their ablest lecturers." The crowning ideas here indicated were worthy of the man and the occasion. They were fitted to express the double aim of a great national university, and they will remain as a noble tribute to him who uttered them. Similar views were contained in the plan of organization two years before. He emphasized the im- portance of a department of jurisprudence, political and social science and history, and said: "We believe that the State and Nation are constantly injured by their chosen servants, who lack the simplest rudi- ments of knowledge, which such a department could supply. No one can stand in any legislative position and not be struck with the frequent want in men otherwise strong and keen of the simplest knowledge of principles essential to public welfare. Of technical knowledge of law and of practical acquaintance with business, the supply is always plen- tiful; but it is very common that in deciding great public questions, exploded errors in political and social science are revamped, funda- mental principles of law disregarded and the plainest teachings of history ignored. In any republic, and especially in this, the most frequent ambition among young men will be to rise to positions in the public service, and the committee think it well at least to attempt to provide a department in view of these wants The main stock in political economy and history of most of our educated public men is what they learned before they studied their professions. Many an absurdity, uncorrected at college, has been wrought in the constitutions the statutes of our great Commonwealth; and when we consider that constitution-making for new states and old is to be the great work in this country, of this and succeeding generations, surely we do well to attempt more thorough instruction of those on whom the work is likely to fall." The young president in these words exalted his own favorite studies, but they illustrate besides his personal interests in all political and social questions which concern the state and society- an interest so profound that it has led him, in the studies of his' later years, to devote more attention to questions of sociology than to the earlier his- torical subjects, to which he was devoted.

HISTORY.

In the organization of the Department of History, President White was made professor of history, and William Channing Russel, associate professor of history. Professor Goldwin Smith, who had purposed to come to the United States to study its political institutions, with the

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intention of residing in some university town, had been won for this university by President White, during his trip to Europe in the sum- mer of 1868. Professor Wilson lectured on the philosophy of history, the history of philosophy and also upon political economy, in addition to his distinctive field of philosophy.

Professor Smith's name appeared in the first general announcement as non-resident professor of history. In the first catalogue he appears as professor of English and constitutional history. In the second catalogue, which was issued in the same year (1868-9), he appears as non-resident professor of English history. Professor Smith brought to the university not only the ripest scholarship, but an unusual sympathy with the aims of a new institution. He was willing to see it tested by the demands of this country and shaped by national needs. In a letter expressing his desire to be present at the opening, he said: "You say, you wish I could be with you, so I do, because the occasion will be one of the deepest interest; but you would not persuade me to give you any advice. I know too well the difference between the old and the new world; at least the only advice I should give you would be, without ignoring the educational experience of Europe, to act quite independently of it, and to remain uninfluenced either in the way of imitation or antagonism by our educational institutions or ideas. The question of academic education on this side of the water is mixed up with historical accidents and with political struggles, to which on your side there are happily no counterparts. What I would say is, adapt your practical education, which must be the basis of the whole, to the practical needs of American life, and for the general culture, take those subjects which are most important and interesting to the citizen and the man. Whatever part may be assigned to my subject in the course of general culture, I will do what I can to meet the wishes of the authorities of the university without exaggerating the value of the subject or unduly extending its sphere." Professor Smith's contribution to the study of history in this university possessed a value which cannot be overestimated. During the first years of the history of the university he lectured usually twice a week for two terms in a year. He delivered lectures upon the general and constitutional history of England. It is perhaps not too much to say that, at that time, no such lectures upon history had ever been delivered in this country. Professor Smith is a brilliant word painter, with unsurpassed power of grouping the essential facts relating to a given period or character, so as to leave a clear and

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vivid impression upon the mind. A character was mirrored in a sentence; the entire philosophy of a period was compressed into one terse picturesque statement. Associated with all, was a lofty moral judgment presiding over the acts of nations and of individuals, meting out with rigorous truthfulness, a nation's falsity to its ideals, or the fatal weakness of some great character. This inflexible moral standard pervaded his judgments, as it has pervaded his attitude toward every living question which has affected this nation since his residence among us. Professor Smith was in sympathy with American institutions. He regarded this republican government as the noblest and grandest achievement of the human race, and its struggle for freedom and liberty as the noblest struggle, demanding sympathy, admiration and recogni- tion. When we consider that Professor Smith was an Englishman, who had only once before visited America, we must regard his thorough identification with the university, and with all its interests, as one of the most valuable gifts in its history. Soon after his arrival, finding how imperfect was the equipment for literary and historical study, he sent to England for his own private library, consisting of 3,400 volumes, the choice and valued books of his university life and of silent study, and presented them to the university. In the following year he gave $2,500 additional for the purchase of works in history. Thus he signal- ized his devotion to a new university in a land distant from his own.

Professor Dwight of the Columbia Law School delivered vearly for four years a course of lectures on constitutional law. It is said that the term "College of History and Political Science" appeared first in this country in the second catalogue issued by the university, for 1868-9. Professor Dwight whose work as a jurist and lecturer ranks high in American legal education, delivered a systematic course of lectures, didactic and expository in character, as befitted the subject, which made them distinguished for their practical value among the early lectures of non-resident professors. The historical and political sciences were taught chiefly through lectures, but in early medieval history there were regular class exercises, the text book being "Gibbon's Decline and Fall of the Roman Empire." The lectures upon history were so arranged as to form a chronological sequence, ancient history being followed by the early medieval period, that by medieval and later modern history, and that again by the history of England and the constitutional history of the United States. The historical work as announced consisted of : 1. A course of lectures on ancient and early modern history by Professor

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Russel; 2. Modern history in general, and the philosophy of modern history by President White; 3. The general and constitutional history of England by Professor Goldwin Smith; 4. General history and the philosophy of history by Professor Wilson; 5. American constitutional history by Professor Dwight; 6. Political economy by Professor Wilson. It was announced that the lectures of the resident professors extended through each trimester, while those of Professor Dwight, which were twelve in number, were given in the spring term.

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Landmarks of Tompkins County, New York : including a history of Cornell University, Part 57

Author: Hewett, Waterman Thomas, 1846-1921; Selkreg, John H Publication date: 1894 Publisher: Syracuse, N.Y. : D. Mason Number of Pages: 1194

Author: Hewett, Waterman Thomas, 1846-1921; Selkreg, John H
Publication date: 1894
Publisher: Syracuse, N.Y. : D. Mason
Number of Pages: 1194