Gradus Ad Parnassum

THIS ANNUAL undergraduate issue follows the custom of some years' standing of publishing a number in which emphasis is given to contributions by students in the College. It is a unique custom among college alumni magazines. The editors' purpose in this number is to introduce certain prominent seniors to the alumni through articles and contributions that will have wide and general interest.

IT WOULD HAVE been easy for the editors to fill this entire number with undergraduate articles and comments and news, for the year has been an unusually productive one in respect to growth of student interest and participation in affairs of the College. It should be added to this statement that the activity of this year has been, to some extent, the result of committee work of the preceding two years. Committees have been reporting right and leftincluding such varied subjects as Social Survey (including fraternities), Health Council, Topical Majors, Social Science required courses, Freshman Commons, UpPerclass Dining Hall (under construction now), Hanover Inn, requirement for the major in English, and other projects of varying degrees of importance. (So far the Nuggett has escaped investigation.)

What Mr. Ryan, retiring editor of TheDartmouth, writes in this issue seems quite true. Our own observation checks in the main with his. Processes of change in the College may be seen on every side of the campus. There have been changes in and additions to personnel in various branches of the Administration but the changes have been more than superficial shifts among employees of the College. Revisions of general policy have been involved. And in many cases fundamental theories, shaping present and future policy, have been evolved with invaluable help from undergraduates. Dartmouth has long heeded the "student voice" in its affairs. This has been a basic principle of President Hopkins' approach to the busy affairs of his administration, now more than 20 years old. But it does seem true that the undergraduate body, collectively and individually, expects and accepts increasingly greater responsibility in the most significant aspects of the life of the College.

The undergraduate year has been a dynamic one. There is progress on all fronts—whether academic, athletic, social, recreational, Outing Club, construction of new buildings, or other elements in the complex structure that is Dartmouth. Reports and comments by seniors who are prominent in their respective fields, as published in this annual student number of the MAGAZINE, offer the proof that things are moving in Hanover, and moving forward.

HAVING SAID all of these things, and paid tribute to the forward progress of the College in recent years, what can be said of success in meeting some of the pressing needs with which we are confronted? Not so much, unfortunately. Dartmouth's endowment still remains so low (on a per student basis) that it can not be compared to that of the colleges of first rank with which we are ordinarily associated. The need for additional endowment funds, to provide the wherewithal for long-awaited advances in faculty salaries, and a hundred-and-one other things, remains our most vital weakness. Of scarcely less importance are the two buildings that are urgently required—an addition to Wilder Hall, to provide modern and more space for the department of Physics; and an auditorium and theater. (And there areother needs—details on request!)

Alumni are gradually becoming aware of the work that the Alumni Council is doing, largely in the person of William J. Minsch '07, toward discovering some potential ways and means of meeting the most urgent needs. No fanfares or campaigns are planned in the Council's approach to the problem. But quietly and surely, progress is being made on this front, too. And alumni here and there, as time goes on, are going to be asked to put their shoulders to the wheel.

THE COVER this month is a Dick's House photograph made by Boris, Boston photographer. It shows a corner in the attractive library of Dick's House where boys in recuperative stages may spend their time lounging or studying. The center figure is none other than Donald E. Cobleigh '23, professor of music and a frequent caller on friends who are confined to the infirmary. Just behind Professor Cobleigh stands a grandfather's clock presented to the House by William R. Abbott Jr. '27, a close college friend of Dick Hall. The painting at the left is the Chester Harding portrait of Daniel Webster, a gift to the College by Julia C. Lindsay.

THE FIRST building erected on the site of Chandler Hall was a home for Moor's Indian Charity School, constructed by President John Wheelock in 1791. It was the third site of the School, the first being in Lebanon (now Columbia), Conn., and the second, the original college buildings, which were owned by the School rather than the College. This building survived until 1838, although the School became moribund during that period. As a part of the attempt to revive it, although as a preparatory school for whites rather than primarily for Indians, President Lord in that year replaced the old building with the nucleus of the one which has just been razed. It was a simple, dignified structure, along the architectural lines common to the New England academies of the period.

The School was finally closed in 1849, and in 1852 its building was rented to the newly established Chandler School of Science and the Arts. It served as the home of that institution until it was merged in the College in 1893. In 1871 the structure was rebuilt, a French roof was added, and it became an architectural monstrosity of the type characteristic of the 1870's. In 1898 the title to the property was acquired by the College, and the building was greatly enlarged by an extension to the rear, which added much to its unsightliness, but also to its utility. This addition was financed by a gift of $34,000 from Frank W. Daniels '68. It contained the first of the modern lecture rooms of the College, and was, for a time, of the utmost service. In recent years the building has been used by the Departments of Mathematics and Graphics, ever awaiting in eager expectation more adequate quarters. These quarters have at length been provided, and Chandler Hall could serve no further purpose.

The disappearance of an ancient landmark is usually an occasion for regret, but it would be difficult to find any one who cherishes such feelings in regard to the destruction of this structure. (See oppositepage for more recent Chandler Hall pictures.)

IF SPACE permitted, the inaugural address delivered by William A. Eddy when he was made the president of Hobart College last fall would be reprinted here in full. It was in that address that President Eddy announced the beginning of a four-year course at Hobart "in responsible citizenship" as a requirement for the bachelor's degree. The concluding note of his remarks was: "Patriotism is not enough;scholarship is not enough. Intelligentcitizenship is best."

How often this point is made by educators and how little of a tangible and definite nature is done toward achieving that objective. Dartmouth is embarked upon a course of emphasis on the social sciences which President Hopkins and the faculties concerned feel will make progress toward the goal of educating undergraduates for the complicated society into which they are soon to go. The two-year course at Dartmouth has started auspiciously. Freshmen are reported to be finding it interesting and stimulating. But there is still a long way to go before the graduating senior can feel confident that his liberal arts course has prepared him to be, throughout life, an intelligent citizen.

PRESIDENT EDDY agrees with educators who are coming to feel that progressive education must be characterized by "(1) personal guidance, and by (2) integrationof the curriculum to bring ordered mindsto bear upon the chaos and bewildermentof modern life." He proposes that the student is progressively more susceptible to a lasting effect from orientation and survey and integration courses as he moves through the four years of college. The Hobart four year course in the social sciences is a radical departure in colleges, he says, "first because it is continuous throughoutthe four years, and secondly because it emphasizes orientation in senior year, whenthe student is consummating, not beginning, his college work." He continues, further: "the senior is older . ... is

vitally concerned with the larger world intowhich he is about to be graduated It seems to me not only reasonable but imperative that we culminate our educationfor citizenship in the senior year."

Combined with this purpose of stimulating the departing seniors to an understanding of the world's great problems is President Eddy's emphasis on personal relationships between faculty and students, so far as Hobart is concerned. "The awakening of the individual mind and purposeis our first and great objective," he said in the inaugural address. The college to which he went from Dartmouth is a small institution. It will be more feasible there to develop the intimate knowledge about every student which he desires than would be the case in larger colleges. But the trend of education has constantly been, over a period of years, toward greater attention to the individual boy. This the larger colleges, such as Dartmouth is, are attempting to do although with greater difficulties in the path than are encountered in colleges with less numerous enrollments.

THE GRANTING of scholarship aid is a good case in point. It has only been in recent years that Dartmouth has studied the individual and separate cases of all applicants for financial help before deciding (1) whether or not aid would be granted; (2) what the amount of this should be; and (3) whether the aid should be in the form of a loan, an outright grant, or a proportion of both. Not many years ago needy students were put on the "scholarship" list and aid was granted according to academic grades. The high-ranking scholar received free tuition, or more, as a prize for his marks; the average student received proportionately less. Table jobs in the Commons and other positions of assistance in self-support were passed out without great regard to amounts of scholarship aid also being awarded to the recipients.

Under Professor Neef's guidance, and in accord with educational theory all along the line, a careful study is now made of each applicant's case. Judgment is finally passed upon his need and promise as a good risk. The outright grant of aid, the loan, the Commons job, or something else, is then awarded on the basis of personal knowledge of the individual.

This demands an expenditure of time by the college officer concerned that could hardly be duplicated by most members of the faculty who are busily engaged in meeting the demands of their numerous classes. They conscientiously strive toward the goal of personal relationships with students by holding frequent conferences with them—as frequent as the hours of the day will permit. No one can predict what the future curriculum of the liberal arts college will be. But if present trends continue, President Eddy will be proved right, and greater significance will be attached to the personal and intimate relationships between instructor and student. Much of this type of faculty-student contact now flourlshes in Hanover. The purpose of offsetting the bigness of Dartmouth by more of this sort of thing is an excellent objective to keep in mind.

UNDER THE wing of the Carnegie Foundation and the General Education Board a plan for promoting more of the personal education type of curriculum, and for gauging its effects, has been hatched out. This is the Progressive Education Association, formed some years ago and now checking up on its first brood of students, entering some number of colleges of the country this past fall. The experiment starts back in preparatory school. The individual abilities and talents of students are observed and courses of study for them laid out accordingly. A staff of experts travels about, visiting the students in their colleges to find out how things are going. A member of this staff, covering some of the eastern colleges, is Dean Chamberlin, '26, formerly assistant to Dean Strong. It is hoped that data of real value will become available on the question of whether or not individual students will mature faster and more completely in college if attention is given to their separate personalities and talents in secondary school.

THE EDITOR.

A WAH-HOO-WAH!

For FREDERICK S. BEEBE '35 and Louis W. BOOKHEIM, JR. '35 elected to the board of the Yale Law Journal.

For THOMAS N. BARROWS '22, new president of Lawrence College, succeeding President Wriston, new president of Brown University. (President Barrowsentered Dartmouth with the class of '22but received his degree from the U. ofCalifornia. We can't claim full credit.)

For ELLWOOD H. FISHER '21, director of the Cleveland community chest drive, and one of his able lieutenants Fletcher Andrews '16, on the success of their charity campaign for several millions.

THE ONE-TIME ATTRACTIVE EXTERIOR OF CHANDLER HALL

MORE RECENT STAGES IN THE RISE AND FALL OF CHANDLER HALL On the opposite page is pictured the appearance of the historic building as remodeled some TOO years ago. Years later it was converted into the monstrosityshown above. Demolition of the building, planned for some time, has at lastbeen completed, revealing a new vista from Main Street looking toward Hitchcock Hall and adjacent dormitories.