HISTORY OF THE UNIVERSITY OF VIRGINIA 1819—1919 VOLUME V THE MACMILLAN COMPANY NEW YORK • BOSTON • CHICAGO • DALLAS ATLANTA • SAN FRANCISCO MACMILLAN & CO., LIMITED LONDON • BOMBAY • CALCUTTA MELBOURNE THE MACMILLAN CO. OF CANADA, LTD. TORONTO 5 ^ Z o O e HISTORY OF THE UNIVERSITY OF VIRGINIA 1819-1919 The Lengthened Shadow of One Man BY PHILIP ALEXANDER BRUCE, LL.B., LL.D. AUTHOR OF "Economic, Institutional, and Social Histories of Virginia in the Seventeenth Century;" "Plantation Negro as a Freeman;" "Rise of the New South;" "Life of General Robert E. "Lee;" "Brave Deeds of Confederate Soldiers-," "Short History of United States," etc., etc. Centennial Efcition VOLUME V NEW YORK THE MACMILLAN COMPANY 1922 All rights reserved WITHDRAWN 87 COPYRIGHT 1922 BY THE GENERAL ALUMNI ASSOCIATION OP THE UNIVERSITY OF VIRGINIA Set up and Printed. Published June, 1922. FRINTBD IN V. 8. A, The period from 1904 to 1919 was, from some points of view, an interval in the history of the University of Virginia as vital in its importance as the formative and experimental period from 1825 to 1842; for it was during this interval that the revolutionary influences which sprang up within the precincts after the collapse of the old order in 1865, reached such a pitch of de- velopment as to make certain the indefinite prolonga- tion of the changes which those influences had brought about in the scope and tendencies of the institution. We are now able to perceive and appraise with accu- racy the new foundations on which the structure of the University not only rests at this time, but will continue to rest for an unlimited number of years, in spite of modifications and expansions in policy which may be dictated by the course of events. It is the stability of the conditions which exist today, and the assurance of their perpetuation, in fundamentals at least, that justify the fullness with which this period has been treated by us. And there is still another justification in the fact that, during this period, the University of Virginia was a workshop in which all the educational influences then, and still, shaping the welfare of the Southern States were in active and successful operation. The record of the Ninth Period is not simply the record of a single institution of learning, — it is the record of a whole people, for that length of time, in the most im- portant province of their community life. Of this 1705(5 FOREWORD fact, we have never for a moment lost sight in our con- templation of each aspect of our subject; and it should not be forgotten by our readers in valuing the details which we present, however small their significance ap- parently may be, or however cumulatively or volumi- nously they may seemingly be set forth. P. A. B. AUTHORITIES FOR VOLUME V NINTH PERIOD, 1904-1919 ALDERMAN, PRESIDENT Public Addresses; Reports to Board of Visitors; Reports to General Assembly of Virginia ; Official Correspondence in Manuscript; Articles in Alumni Bulletin and Alumni News. ALUMNI BULLETIN, 1904-1919. Copious Miscellaneous Con- tributions Relating to Every Aspect of University History Since 1904. CRENSHAW, LEWIS D. ^ History of Reunion of 1913; Report on University Euro- pean Bureau; Reports as Secretary, General Alumni As- sociation. FORREST, REV. W. M. Service of the University to the Church in Virginia; University Chapel and Clergymen, Alumni Bulletin, Jan- uary. 1916. MCCQNNELL, JAMES R. Flying for France; Letters to Virginian Friends in Man- uscript. ALUMNI WHO DIED IN SERVICE. Manuscript Memorials in Possession of the General Alumni Association. PAGE, PROFESSOR JAMES M. Annual Reports, as University Dean, to the President of the University; Reports as Secretary of the General Alumni Association. WINSTON, HOWARD. Annual Reports as Registrar. PATTON, JOHN S. Annual Reports as Librarian. FACULTY Annual Reports of Members, on Their Respective Schools, to the President of the University, 1904-1919. CHAMBERLAIN, BERNARD P., War Diary. BASE HOSPITAL No. 41. Report in Alumni Bulletin for April, 1918. AUTHORITIES FOR VOLUME V MAPHIS, CHARLES G. Decade of Growth in Secondary Education in Southern States. BETWEEN CONVOYS MADISON HALL NOTES COLLEGE TOPICS ALUMNI NEWS CORKS AND CURLS HAND-BOOKS OF YOUNG MEN'S CHRISTIAN ASSOCIATION BOARD OF VISITORS, Minutes of FACULTY, Minutes of General CATALOGUES OF THE UNIVERSITY, 1904-1919 GORDON, ARMISTEAD C. Official Correspondence as Rector, in Manuscript; Report on the Establishment of the Presidential Office; Unpublished Letters relating to the Proposed Coordinate College. BRYAN, JOSEPH, Report on the Establishment of the Presidential Office. MANUFACTURERS' RECORD MILES, COLONEL GEORGE W. Papers Relating to Miles Controversy in Possession of Professor Raleigh C. Minor. SOUTHERN EDUCATIONAL CONFERENCES, Proceedings of THOMPSON, HOLLAND, The New South PUBLIC SCHOOL INSPECTORS OF VIRGINIA, Reports of STATE SUPERINTENDENT OF PUBLIC INSTRUCTION, Reports of GENERAL ALUMNI ASSOCIATION, Annual Proceedings, 1904-1919 PAYNE, PROFESSOR BRUCE R, Reports and Articles on the Subject of Public Education. HECK, PROFESSOR W. H. Reports and Articles on the Subject of Public Education and Hygiene. JEFFERSON AND WASHINGTON LITERARY SOCIETIES, Minutes, 1904-1919 HOUGH, PROFESSOR THEODORE Sketch of Dean Whitehead; Medical Education at the University of Virginia, Alumni Bulletin, July, 1917. WHITEHEAD, PROFESSOR R. H. DAVIS, JR., PROFESSOR JOHN STAIGE Evolution of Medical Education in America. History of the Medical Department of the University of Virginia, 1825-1914, Alumni Bulletin, July, 1914. AUTHORITIES FOR VOLUME V DUNNINGTON, PROFESSOR FRANK P. Chemical Museum of the University of Virginia, Alumni Bulletin, July, 1917. BRADFORD, RUSSELL, Reports as Secretary of Colonnade Club. METCALF, PROFESSOR JOHN C., Humanizing Education, An Address. CONTENTS VOLUME V NINTH PERIOD PAGE THE PRESIDENCY, 1904-1919 i I.— The Presidency — The First Suggestion; II. — The Presi- dency— Suggested After 1825; III. — 'The Presidency — Sug- gested After 1865; IV. — The Presidency, — Resolution of 1896; V.— The Presidency— William Gordon McCabe; VI.— The Presidency — George W. Miles; VII. — Election of President; VIII. — The Inauguration; IX. — Antecedents of the New Presi- dent; X. — Scholastic Convictions of the New President; XI. — Powers of the Presidential Office; XII. — Rectors and Vis- itors; XIII. — Administrative Committees; XIV. — iThe Students — Number, Birthplace, and Parentage; XV. — The Students — Admission of Women ; XVI. — The Students — ' Admission of Women, Continued ; XVII. — Matriculation and Entrance Re- quirements; XVIII.— < The College Department; XIX.— De- partment of Graduate Studies; XX. — Academic Schools; XXL — Academic Schools, Continued; XXII. — Academic Schools, Continued; XXIII. — Academic Schools, Continued; XXIV. — Academic Degrees — (Baccalaureate; XXV. — Academic Degrees — Master and Doctor; XXVI. — Scholarships and Fellowships; XXVII. — Professional Departments — Law; XXVIII.— Profes- sional Departments — • Medicine; XXIX. — Professional Depart- ments— Medicine, Continued; XXX. — 'Professional Depart- ments— Engineering; XXXI. — Professional Departments — Ed- ucation; XXXII. — The Summer School; XXXIIL— University Extension; XXXIV.— The Library; XXXV.— Student Life — Intellectual Side; XXXVL— Student Life — Intellectual Side, Continued ; XXXVIL— Student Life — Spiritual Side ; XXXVIII. — Student Life — Spiritual Side, Continued; XXXIX.— . Student Life — Economic Side; XL. — Student Life — Economic Side, Continued; XLI. — 'Student Life — Social Side; XLIL— Student Life — 'Social Side, Continued; XLIII. — Student Life — Social Side, Continued; XLIV.— Student Life — Physical Side; XLV.— Student Life — Physical Side, Continued; XLVI. — Student Life — Physical Side, Continued; XLVII. — Student Life — Physical Side, Continued; XLVIIL— Buildings; XLIX.— Finances — En- dowment Fund ; L. — Finances — General Resources ; LI. — The Alumni — General Association; LII. — The Alumni — Reunions; LIII.— The Alumni — Colonnade Club; LIV — The Alumni — Distinguished Sons; LV.— The World War — The First Uni- versity Measures; LVI. — The World War — Pacifism Sup- pressed; LVII. — The World War — Effect on Attendance; LVIIL— The World War — Students' Army Training Corps; LIX. — The World War— 'Bureau and Ambulance Units; LX. —-The World War — Base Hospital No. 41; LXL— The World War — Base Hospital No. 41, Continued; LXII. — The World War — Service and Honors} LXIIL— The World War — James R. McConnell; LXIV.— The World War ^Youthful Martyrs; LXV.— i The World War — Youthful Martyrs, Continued ; LXVI. Conclusion; Appendices; Index. HISTORY OF THE UNIVERSITY OF VIRGINIA NINTH PERIOD THE PRESIDENCY, 1904-1919 I. The Presidency — The First Suggestion In our preceding volumes, we referred incidentally to the altered economic and social conditions which prevailed in the Southern States during the long inter- val between 1865—1904. The influence of these con- ditions was perceptible in the life of that region many years before the close of the nineteenth century; but it was not until the end of the interval just mentioned that this influence became overwhelmingly predominant; and every twelve months which have passed since then have only served to increase its controlling power. Unless we bear in mind the existence of these all-pervading, all-comprehending conditions, — which were unknown in the South before the abolition of slavery, and which did not begin to display their full force until many dec- ades thereafter had gone by, — we cannot thoroughly gauge the external pressure, which, since 1904, has moulded the destinies of the University of Virginia to as great a degree from without as the scholastic work of the institution has moulded those destinies from within. With this background clearly understood, much that would otherwise be obscure becomes plainly intelligible. 2 HISTORY OF THE UNIVERSITY OF VIRGINIA To recapitulate these conditions briefly: the first characteristic of the change was the uprooting of the old plantation system, and along with that system, the social order which it had upheld, — this meant the prac- tical destruction of individualism as the chief factor of civic polity, the consequent establishment of the public school, and the spread of the community spirit. The second feature was the rise of industrialism, as most conspicuously illustrated in manufactures. This sig- nified the growth of towns, the creation of new social forces, the expansion of more diversified interests, and the demand for more cooperative effort in every line. How did these influences at work in the altered South most palpably affect the operations of the Univer- sity? They caused, first, the introduction of the Presi- dency; and secondly, they made that institution the real capstone of the public school system of the State. These were not the only marked changes which those influences brought about, but they were certainly the most salient. One of the most impressive characteristics of a society in which both the industrial spirit and the community spirit have become predominant is an insistent demand for efficiency. The creation of the Presidency did not have its origin so much in the failure of the chairman of the Faculty to perform the functions of his office with a fair degree of success, as in the expectation that a President, invested with larger powers, could ex- ecute the same functions with far greater advantage to the University. In the course of the inaugural cere- monies on April 13, 1905, both Professor James M. Page and Professor Francis H. Smith very correctly pointed out that the condition of the institution was not so lacking in prosperity that, for this reason alone, a new form of government was imperative. The fundamen- PRESIDENCY— THE FIRST SUGGESTION 3 tal reason for the change was to be found in that new spirit of the South which refused to be satisfied with less than the highest degree of efficiency that was at- tainable, whether the organization to be piloted was scholastic or industrial in its character. The authorities of the University, yielding to prac- tical influences which pervaded the air itself, had ar- rived at an attitude of mind that was ready to sacrifice all the suggestions of conservative tradition, if the ben- efits of a larger usefulness were likely to follow. In allowing themselves to be governed by this general prin- ciple, they were not unfaithful to the convictions which had been expressed by Jefferson, the father of the Uni- versity. In a letter which he wrote to his most loyal coadjutor, Cabell, in 1818, he made this pregnant re- mark: "Nobody could advocate more strongly than myself the right of every generation to legislate for it- self, and the advantages which each succeeding genera- tion has over the preceding one, from the constant prog- ress of science and the arts. " Would he have approved of the change to the Presidency under the influence of the opinion thus announced? There can be no question that, both in spirit and in practical operation, the chair- manship of the Faculty, to be held in rotation by each member of that body, was more democratic than the office of the average modern college president, with its more or less autocratic powers and broad personal responsibilities; and yet the period in which this office was established at the University of Virginia was certainly, from some vital points of view, more dem- ocratic in its tendencies than the period in which the original chairmanship was erected. Had Jefferson been living in 1904, and been still in occupation of the rectorship, his sensitiveness to the 4 HISTORY OF THE UNIVERSITY OF VIRGINIA claims of new conditions would quite probably have led him voluntarily to consent to the abolition of the old form of administration, and the substitution of one less democratic, it is true, but better fitted to meet the com- plicated requirements of a more diversified society. We liave seen how firmly he opposed the appointment of William Wirt to the Presidency, in spite of his pro- found respect for the character and ability of that dis- tinguished advocate; and although he gracefully yielded to the wishes of his colleagues, and actually himself forwarded the invitation, there is small reason to think that his original opinion had been modified. At that time, there was no expectation of obtaining a more efficient administration by the creation of the new office. The only object in view was, by the additional salary, to induce some competent member of the bar to accept the new chair of law, which, so far, had remained vacant, in spite of the indefatigable efforts to fill it. Had the Presidency been considered previous to this offer? The first reference to the office is found in a letter of Francis Walker Gilmer, which bore the date •of August, 1824. He had been persistently urged by Jefferson and other friends to become a candidate for the professorship of law. He was now in Edinburgh, in search of an incumbent for the chair of physics. " If you would elect me President or something," he wrote Chapman Johnson, in a spirit of half-jocularity, " with the privilege of residing within three miles of the Rotunda, it would be a great inducement to me to accept." It is plain that he preferred the shady lawn of Pen Park to the finest pavilion of the University, even with the office of chief executive thrown in to give increased dignity to such a roof. Did this suggestion, dropped so casually into PRESIDENCY— THE FIRST SUGGESTION 5 Johnson's mind, turn his thoughts as a Visitor to this form of administration for the new seat of culture? Probably not for the first time. Among all those in- terested in the welfare of the University, there was not one more discerning or more astute than he, — a man of genius, and also a man of practical affairs, one who had learned much from books, but still more from inter- course with mankind. He had, as a student, attended the College of William and Mary at the time that it was under the supervision of President Madison. It is possible that his recollection of the successful manage- ment of its interests by that wise and excellent prelate had given him a deep impression of the advantages of this kind of executive office for an institution of learn- ing. However that may be, the conviction which he expressed on the subject in October, 1820, has quite as much the ring of modernity as if it had been uttered in 1921. "The first of all things needed," he wrote General Cocke, " is a president, not appointed by chance or seniority, but appointed by the Visitors, and holding his rank during their pleasure; not limited in his au- thority to the powers of a moderator at the board of professors, but clothed with the chief executive powers of the government, and charged with the superin- tendence of its discipline and police, and responsible for their due administration. I hold this to be a matter of the last importance to the good government of the University." Jefferson did not share these emphatic views, and why? First, because, as we have already mentioned, he favored in every department of administration, whether it was scholastic or political, either a nice distribution of functions, or, should that not be practica- ble, an uniform rotation of powers. He had small 6 HISTORY OF THE UNIVERSITY OF VIRGINIA confidence in the continued integrity of any one man, or any set of men, who exercised authority above con- trol, and for an indefinite period. The chairman of the Faculty was elected annually, — it followed that he would remain in office long enough to acquire valuable knowledge and experience, but not long enough to learn to consider himself supreme. Who can accurately gauge how far Jefferson's antagonism to the appoint- ment of a President was colored by his recollection of the fact, that, with hardly an exception, the presidents of the colleges of those times were clergymen of the several denominations? Probably, he carried about with him the vision of old Bishop Madison lecturing to his class in clerical garb, and putting on his lawn sleeves on the occasion of every religious ceremony, and govern- ing students and professors alike in the spirit of a shepherd gently yet firmly driving his docile flock. Jefferson, in objecting to the substitution of the Presi- dency for the chairmanship, did not, however, bring forward his private convictions on the subject in justi- fication, but founded his opposition on technical grounds: (i)the Board of Visitors, he said in substance, possessed no legal right to appoint a President of the University; (2) the institution was too poor to offer the additional salary which the office would call for 5(3) such an office would be superfluous, as the chairman of the Faculty was already performing the duties which were to be attached to it. The Board of Visitors had defined the powers of the proposed President in a very modern spirit, — he was to superintend the execution of the various laws made for the government of the institution; he was to have the right of control over the proctor, and all subordinate PRESIDENCY— THE FIRST SUGGESTION 7 agents, in the province of their official functions; . he was to summon the Faculty together whenever it seemed to him, or to any two professors, that the University's interests required such a meeting to be held; he was to sit at the head of the table on such an occasion, with the privilege of casting one vote as a member of the Faculty, and a second vote in addition, should there be a tie; and, finally, in the case of his absence or sickness, his place was to be taken by a temporary chairman. All these matured provisions were adopted with the understanding that, should Wirt decline the invitation, no substitute for him was to be looked for. " I voted for the creation of the office of President," Joseph C. Cabell remarked in a letter to Wirt himself, " with the single view of giving it to you, with an increase of salary. The creation of the office was for you alone." And after hearing of Wirt's refusal, he wrote to his brother, Governor Cabell, " I think that we had better not urge the appointment of the President any further. There is not now a member of the Faculty in whom such an appointment can be prudently lodged. The better way will be to give the necessary powers to the chairman of the Faculty, and let that office continue an annual one." The impression had got abroad that the mere sug- gestion of the Presidency would be hurtful to the wel- fare of the University. " I am aware," wrote Wirt,— who had declined the position, ostensibly on the ground that he could not afford to give up the greater income which he derived from his practice, but who was probably more influenced by his knowledge of Jefferson's distaste for the change, — " I am aware that the interests of the institution require that this transaction should not 8 HISTORY OF THE UNIVERSITY OF VIRGINIA be made public, so far at least as the office created for the occasion; and I will take care that it secures no publicity from me." II. The Presidency — Suggested After 1825 Although Jefferson himself had been constrained to acknowledge that the disorders among vthe students in 1824 were due to the lax system of government which he had devised for their control, there is no reason to suppose that he ever for a moment expected that the appointment of a President would prevent the recur- rence of such turbulence because it would strengthen the hand of the University's police power. It is true that he favored the adoption of sterner regulations, and the exercise of more vigilant supervision, but, in his judgment, the existing chairman of the Faculty would be quite as competent as the proposed President in dis- charging these more vigorous executive functions. Chapman Johnson, as we have already mentioned, did not share this opinion. Above all, General Cocke, who, like Johnson, was a man of affairs, and accustomed to think sturdily for himself, even when he stood in the very presence of the sage, had arrived at a different conclusion. " My observation at the University and daily reflection," he said to Cabell in the month of February, 1826, "more and more convince me that we shall never have an efficient government there without a Head. I believe that the majority of the professors are convinced of it." And in the following July, only a few days after the news of Jefferson's death had reached him, he wrote to the same colleague on the Board, " I hear that there is a suspension of the lectures at the University by some of the professors for a fortnight, and by some for a month. This is a specimen of our THE PRESIDENCY— SUGGESTED AFTER 1825 9 No Head Government." The session, at this time, was so arranged as to extend through the entire summer, and the discontinuance of any of the recitations was contrary to the expressed provisions of the enactments. But neither Chapman Johnson nor General Cocke, in spite of their great ability and wide personal influence, was able to shake the stability of that administrative machinery which Jefferson had created. The original rule requiring rotation in the chairmanship might be abrogated, but the chairmanship itself, consecrated by the reputation of its creator, and clothed with that conservative glamour which comes into existence with the progress of time, stood firmly amid all the fluctu- ations in the pecuniary fortunes of the institution, and amid all those wild commotions which so often destroyed its peace. On rare occasions, when a feeling of des- peration would sweep over the Visitors, in consequence of these disturbances, some one among them would vehemently suggest the panacea of a new executive office, with far more radical powers. " The Board," exclaimed Andrew Stevenson, in June, 1841, "must do something about the Presidency. We can't get along without a President. The more I have reflected on the subject, the more thoroughly I am convinced of its im- portance. The experiment should be made, and the sooner the better." These were almost precisely the words which the equally impatient and the equally practical Cocke had used, under the same provocation; and it may be taken for granted that he had not changed his opinion. Four years later, when the University had only recently been convulsed by a riot of extraordinary violence, the dissatisfaction with the existing system of government caused a reversion to the thought of the 10 HISTORY OF THE UNIVERSITY OF VIRGINIA. Presidency as a possible means of assuring a condition of perfect quietude, without these discreditable interludes of disorder. In June, 1845, m anticipation of the annual meeting of the Board of Visitors, Professor William B. Rogers informed his brother Henry by letter that new schemes of administration would probably be broached when the members of that body assembled in July. The one that was most frequently talked of, and apparently the one that was most popular, he said, was the conversion of the chairmanship into a permanent office, or what was to amount to the same thing, into the Presidency. " Every one has his nostrum for the college evils," he remarked rather drily and wearily, " and this seems to be in great favor just now." Only a few members of the Faculty, however, thought that the creation of this office would remove that " want of uniformity of administration " which was supposed to be at the bottom of the malign conditions within the precincts now causing so much uneasiness. The Richmond Whig, which, as we have seen, had so often acidly criticised the management of the University's affairs in the past, threw the weight of its influence in the scale of establishing the Presidency. " The advantages of the office," it said, " were obvious. The Visitors, aware that the incumbent will hold his office for an indefinite period, will select no one but one whose talents, probity, and capacity for controlling and directing youth have been tested by experience. The President, by remaining long in his position, will acquire a thorough knowledge of the disposition and nature of young men, and the laws necessary for their discipline." That this reasoned opinion was shared by the Board of Visitors was clearly indicated by the instructions which they gave to their executive committee on the THE PRESIDENCY— SUGGESTED AFTER 1825 11 occasion of the meeting in July, — this committee was requested to draw up a report upon the advisability of bestowing upon the professor who should be chosen for the new chair of history and literature all the powers usually vested in the office of President. It is possible that this action was taken by the Board under the influ- ence of a suggestion which had been recently made by the Society of Alumni at their annual meeting. On that occasion, the latter had, by formal resolution, declared themselves in favor of conferring on some member of the Faculty, of proven qualifications, all the executive powers of the institution, and then reelecting him, from year to year, as long as he should continue to show the necessary ability, assiduity, and fidelity. They recom- mended that he should be entitled the " President of the University." Dr. James L. Cabell, writing to his uncle, Joseph C. Cabell, in January, 1846, about six months afterwards, suggested that James M. Mason, then conspicuous in political life, and destined to become more prominent still during the period of the Confederacy, should be chosen for the office, if the Board should decide to create it. R. M. T. Hunter, who was a colleague of Mason in Congress, having heard that the future incumbent of the projected chair of history and literature was also to discharge the duties of President, and was to be known by that title, recommended Caleb Cushing, the distin- guished publicist of Massachusetts, for both positions. " Whether he would take the chair without the Presi- dency, I know not," he said to a member of the Board. " You propose Mason, and I most cordially concur. If he would take the place, he would make the best President I know of." While these exchanges of views and recommendations 12 HISTORY OF THE UNIVERSITY OF VIRGINIA were going on, Professor William B. Rogers had been inquiring privately of his brother Henry, then residing in Boston, as to how far the experience of Harvard College touching its Presidency would justify the University of Virginia in imitating that institution by creating the same office for its own administration. What were the advantages of that form of government? What were the disadvantages? Such were the principal questions which Henry Rogers asked of President Quincy. " I deem the functions of the President," was the reply, " of the utmost relief to the Faculty of Harvard. He has no duties as instructor, but his great business is to overlook the conduct of the young men, and, by timely interference, suppress bad habits, detect delinquencies, and administer reproof and punishment in all instances in which he could do so apart from the Faculty." It will be recalled, that, after the riot of 1845, a legislative committee, appointed during the first follow- ing session of the General Assembly, visited the Univer- sity of Virginia in order to report upon the causes of the late turbulence, and to suggest some means of pre- venting its recurrence. In replying to a question asked by this committee, the Visitors, very much dis- heartened, acknowledged that there was some fundamen- tal defect in the institution's existing plan of government; and that the only possible remedy for this defect which they could think of was the appointment of a President — a permanent executive, — who could be held respon- sible for the strict discipline of the students, and for the proper management of every other department of the University's affairs. " His character," they said, " by the singleness and elevation of his position, would be identified with the character and good order of the in- THE PRESIDENCY— SUGGESTED AFTER 1825 13 stitution." Their recommendation won the approval of the committee. Mr. Alexander was the spokesman, and in the address which he delivered in the House of Delegates on the committee's return to Richmond, he counseled the early election of a President, as the only officer who was likely to command respect for the Uni- versity's laws and enforce a lasting state of peace. What kind of a man must he be? He must possess great moral excellence, fine literary culture, and urbane and conciliatory manners. A person of this character, as- serted Mr. Alexander, would, as President, be in a freer position to inspire awe and compel submission in cases of disorder than he would be as chairman of the Fac- ulty, for the time and energies of the latter, — as was well known, — were chiefly taken up with discharging the ordinary routine duties of his post. The change would, it is true, be in the nature of an experiment, but it was an experiment that had proved successful in other colleges. The General Assembly must, at first, have been favor- able to the adoption of the change proposed, for Pro- fessor George Tucker, who happened, at this time, to be in Richmond, — perhaps in the character of a witness, — informed Professor Gessner Harrison by letter that the appointment of a President would soon be author- ized; and that the new office would be invested with powers larger, not only than those of the chairmanship, but also of the Faculty itself as a body. Why was it that an innovation which was so gener- ally acknowledged to be desirable failed so signally so long to become a part of the University's organic law? There were two reasons for the falling down of the pro- posal. First, the original suggestion had been made, not for the purpose of increasing the purely material prosperity of the institution, — > which was the influence 14 HISTORY OF THE UNIVERSITY OF VIRGINIA that brought about the adoption of the change in 1904, — but because it was thought to be the most effective means of putting an end to the constantly recurring turbulence among the students. There was always a hope that each disorderly incident would be the last, — at least on an important scale; and so long as this expectation remained, the disposition was to put off the subversion of the existing system, which, in its operation in other provinces, had turned out to be so successful. In the second place, there was ground for apprehending that the addition of the Presidency to the other offices would impose a burden of expense on the institution which it would be unable to carry with ease. It was anticipated that no competent person could be engaged who would be willing to serve for an. annual salary smaller than twenty-five hundred dollars, which would swallow up exactly one-sixth of the yearly revenue to be granted by the General Assembly. Besides, at this time, that body was requiring the University to give, not only free tuition, but free board, to thirty-two State students, at an annual cost to its treasury of thirty- five hundred dollars. Pile the charges of the proposed Presidency upon this gratuitous outlay, and the State annuity would be practically cut down nearly one-half of its total amount. The Faculty, as a whole, — as might have been pre- dicted,— had little patience or sympathy with the advo- cates of the suggested alteration, if, for no other reason, because it would certainly diminish the authority and, thereby, the importance of that body. Professor John B. Minor, who, as we have seen, favored an addition to the powers of the Faculty at the expense of the powers of the Board of Visitors, voiced the conviction of his colleagues when he said that the " benefits of the Jeffersonian THE PRESIDENCY— SUGGESTED AFTER 1865 15 system of college government preponderated over the disadvantages." And why? " It makes," he continued, " the institution less dependent on a single man, gener- ates a more lively interest in its fortunes amongst all the members of the Faculty, each of whom feels a due share of responsibility for its success; and by exercising all more or less in administration, fits them, to a greater or less degree, for its duties." in. The Presidency — Suggested After 1865 When the war ended, and the prospects of the Univer- sity at the start appeared to be so overclouded, the proposition of establishing the Presidency was again broached. Now, for the first time, the need of the office as a means of building up the purely material for- tunes of the institution was earnestly discussed; but it would seem that it was not the members of the Faculty or the Board of Visitors, but the alumni, who suggested its creation. This project came to nothing, as the at- tendance in the beginning proved to be unexpectedly; large. By 1872, the students had, for one reason or another, shrunk in number. Soon the agitation of the question of electing a President was renewed among the alumni, but, as before, not among the instructors or the Visitors. In a letter to N. F. Cabell, a nephew of Joseph C. Cabell, and editor of the Jeferson- Cabell Correspondence, Professor Minor, in the course of that year, reaffirmed his own loyalty, and, apparently, the loyalty of all his colleagues, to the prevailing system of the chairmanship. Mr. Cabell earnestly deprecated such an expression. " I think," he said, " that the ob- jection to the Presidency may be obviated, whilst the institution itself might have all the advantages of such an office. Had such an office been created immediately 16 HISTORY OF THE UNIVERSITY OF VIRGINIA after the war, and General Lee invited thereto, how different might have been its status!" This is the first indication, in an authoritative form, which we have been able to discover that the name of the Confederate Commander was ever thought of in connection with that office at the University of Virginia. A report has long been in existence that it was definitely and formally offered to him; but, so far as we are aware, there is no entry in the records of the institution, and no reference in the Lee Correspondence, to justify the acceptance of such a statement as correct. The words used by Mr. Cabell woulcl seem to demonstrate that a popular impression prevailed that General Lee had not been invited to fill the Presidency; and that there had never been any intention of creating the post for his incumbency. Mr. Cabell shows a very natural im- patience with a policy which obtusely failed to seize an opportunity so full of promise for the immediate pros- perity and lasting distinction of the institution; and this feeling has been shared by persons of the generations which have followed those times. The plaster-cast and straight- jacket of ultra conservatism have, on more than one occasion, constricted the growth of the University of Virginia; but the influence of this attitude of mind, pushed beyond the bounds of moderation, has never, for that institution, worked more unfortunately than when it stood in the way of the selection of one of the great- est and noblest men of the ages for the office of its first President. Identified as the LTniversity had always been with the Southern States as a whole, his appointment would have consecrated that relation with the halo that will forever linger around his memory as the most splen- did of Southern champions, and with the exception of Washington, the loftiest representative of Southern THE PRESIDENCY— SUGGESTED AFTER 1865 17 genius and virtue. It does not seem improbable that, had the invitation been held out to him previous to the overture of another seat of learning, it would have been accepted by him, unless he would have shrunk from the greater publicity pertaining to a residence situated less remotely from the world at large than Lexington, and to the headship of an institution of a National, instead of mere State, reputation.1 The earliest sign of a change of opinion touching the practical sufficiency of the chairmanship which we detect in the Faculty's attitude was discernible about 1885, when a standing committee of three professors was appointed to take charge of the external relations of the University, — that province in which a President was expected to prove most useful; but their colleagues' jealousy even of such a limited power as this was shown in their requirement that every important step actually taken by that committee should have received the ap- proval of the Faculty as a whole beforehand. The students, however, being entirely free from the burden of collegiate responsibilities, displayed an almost scorn- ful impatience with the timidity of their professorial superiors. The editors of the magazine boldly proposed that the office of President should be at once created. " The spirit of the age," they asserted emphatically, u calls for the innovation. Every prominent seat of learning in the tlnited States, except our own, has adopted it. Who but a President could be expected to be on the qui vive always to advance the interest of his college, or to give blow for blow in one of those con- 1 Since the above was written, the following passage in Riley's General Robert E. Lee after Appomattox, just issued, has come to our notice: "To some suggestions (in private) that he should connect himself with the University of Virginia he objected because it was a State institution." A formal and pressing invitation might have overcome this objection. 18 HISTORY OF THE UNIVERSITY OF VIRGINIA troversial storms which are always raging in the educa- tional firmament." College Topics, in 1891, with the rashness of youth, or that wisdom, which we are told, sometimes proceeds from the mouths even of babes, had the audacity to dispute the good sense of the Jeffersonion system of administration. Was not the chairman of the Faculty primarily a professor in a particular school, and only secondarily the chief executive of the University? This being so, how was it possible for him to discharge properly the intricate business details so continuously intrusted to his judgment? Had not Jefferson's plan of organization been simply tentative and theoretical? After all, was he not a mere idealist, nurtured in the school of the French Revolution? Did anyone really think that his business principles, — if he had any at all, — or his financial methods, were entitled to modern consideration? In the opinion of the editors of this periodical, no answer but a negative one could be re- turned to these iconoclastic interrogatories. Two years afterwards, the same periodical renewed its assault upon the existing system of administration. ' Why should the Board of Visitors," it asked, " be confined in their selection of a chairman to one of twenty-two men, some of whom refuse to serve, and some are not qualified to do so? What were the characteristics demanded in a President? Good executive ability, honesty, truthful- ness, straightforwardness, a fixed standard and firmness in maintaining it. He should be impartial, just, tactful, and discreet; and should be respected and trusted by the student body." At the hour when the Faculty were turning to the cum- brous device of a committee to furnish a substitute for a President, and the students, with youthful boldness and THE PRESIDENCY — RESOLUTION OF 1896 19 unyouthful sagacity, were demanding the unhesitating creation of that office, the Board of Visitors, with whom the final authority rested, seemed to shrink from the consideration of the suggested change. Apparently, this body, at that time, was unalterably hostile to the adoption of a new executive system. IV. The Presidency — Resolution of 1896 But by 1895—96, a new spirit had begun to be exhibited by at least some of the Visitors. " When I first went on the Board in 1894," says Armistead C. Gordon, afterwards the rector of the University, " it did not take me six months to realize that, under the system of busi- ness administration then existing, the University was los- ing its students to other institutions, North and South; that it was in an almost moribund condition; and that it was entirely incapable, however high its scholarship or ad- mirable its literary methods, of competing, in the midst of the decay of the old private classical schools, with other higher institutions of learning, fed by the tremen- dously growing public school system, — a system then totally inadequate to University preparation. I saw too that, in its domestic management, existing and develop- ing defects were many, and if they were irremediable, as they appeared to be under the then system of govern- ment, they would tend to the institution's gradual and final decay. The Faculty was torn by radical differences of opinion; there was no liaison between its members as a body and the Board of Visitors through any re- sponsible administrative head, because the chairman was himself a member of the Faculty. The conditions that prevailed were more or less chaotic." 1 By June, 1896, these conditions had not improved, 1 From private letter to author. 20 HISTORY OF THE UNIVERSITY OF VIRGINIA and Mr. Gordon, at a meeting of the Board held on the 1 6th of that month, submitted a resolution calling for the appointment of a committee which was to report upon the advisability of electing an officer empowered to serve as the executive of the institution, and in that capacity, to assume the direct personal charge of all its affairs. It will be observed that the author of this resolution, in drafting it, avoided the use of the word " President," either because, for the moment, it was desired, in a spirit of conservatism, to retain the old title, or because the employment of the designation at that stage might in- crease the opposition to the proposed alteration in the administrative system. Mr. Gordon was appointed chairman of this committee, and William B. Mcilwaine and Joseph Bryan, of the Board, were associated with him as members. All three, by their connection with the University, both as alumni and as Visitors, were thoroughly in sympathy with all its traditions; but they were also experienced men of affairs who understood the value of practical tests. Mr. Bryan did not think that the hour had yet arrived for a change. Mr. Gordon and Mr. Mcilwaine dis- sented from this view. " Competition," they declared in their majority report, " is no less keen in the educational world than in that of business; and other conditions being equal, that University will be most successful in the race which adds to the best discipline the best instruction, and to the best instruction and best scholarship, the best busi- ness management. To ensure the latter, it was necessary that the executive head should be unhampered in the dis- charge of his administrative duties by the duties of a professor." So, in turn, no professor, in their opinion, should be encumbered with the former duties. They THE PRESIDENCY — RESOLUTION OF 1896 21 concluded with the recommendation that a President should be appointed for a term of four years, at an annual salary of five thousand dollars; that he should be required to discharge the main functions now incident to the chairmanship; that he should be expected to familiar- ize himself with those educational methods which had been adopted in the most advanced seats of learning of the world; that he should be called on to visit the princi- pal cities periodically in order to stimulate the interest of the alumni in the welfare of the University; and that he should be looked to, to suggest administrative changes of value for the consideration of the Board, and to as- sist the professors in developing their respective schools. The chairmanship of the Faculty was to be retained, but the independent executive duties of the incumbent were to be limited to the right to convene the members of that body; to sit at the head of the table at their meetings; and to enforce the numerous regulations which had been passed to maintain discipline among the students. He was also to take the place of the President in the absence of that officer; and was, at all times, to serve as the medium of communication between him and the members of the Faculty. Mr. Bryan, in the minority report, asserted that the appointment of a President would be repugnant to the fundamental theory upon which the University had been organized, and to which it had been loyal for a period of seventy years; that this theory left no room for the creation of a one-man power in the government of the institution; that, in the present era, the office of President called for both a scholar and a business manager to fill it, and such a combination of qualities it would, perhaps, be impossible to find; that the appropriation of a new 22 HISTORY OF THE UNIVERSITY OF VIRGINIA salary and the outlay for travelling expenses, — both of which would be necessary, — would impose an intoler- able charge upon the resources of the treasury; that the office was certain to become one of the footballs of State politics; that its allurements would be so irresistible that many gentlemen of dignified presence, elegant manners, general culture, and acknowledged eloquence, would de- sire to rush into the vacuum without any real intention of devoting their abilities and energies to practical ad- ministration; that, when once the Presidency had been occupied by a man of this type, it would require some- thing more than a crowbar to prize him out, for he was quite sure to be a man of a pugnacious disposition, who would resist removal tooth and claw, and thus precipi- tate a scandalous row, — which could not fail to tarnish the dignity of the institution. Mr. Bryan predicted that the alteration of the exist- ing system would damage the standing of the professors, since it would subordinate them completely to a supreme head, thus destroying that independence of the individ- ual school which Jefferson had considered to be of the first importance. Under such a shadow, it would be difficult to obtain scholars of the highest attainments to accept a vacancy in the Faculty. A President was not needed to stimulate the generous spirit of the alumni, as the history of the University had demonstrated; he was not needed to strengthen the arm of discipline, for the majority report itself had expressly left this branch of the administration under the control of the chairman as of old; it was not needed for the preservation of the University's property, for every one admitted that the proctor had discharged the duty of general oversight with success. To confirm and further buttress his argu- ment, Mr. Bryan appended a statement of the opinion THE PRESIDENCY — WILLIAM GORDON McCABE 23 which Jefferson had expressed in 1826, when Wirt had been nominated. Had the conditions and tendencies observable in the Southern States in 1896 been the same as those discern- ible in 1850 or 1860, or even in 1870, the conclusions so forcibly expressed in the minority report could not have been refuted. But the conditions and the tenden- cies alike had undergone a radical transformation; and it was the authors of the majority report, not the author of the minority report, who had gauged correctly what the University's welfare really called for. Nor, in sub- mitting their proposition, had they been disloyal to Jef- ferson's spirit, for had he not said, with that prescience which distinguished so many of his utterances, that each generation understood its own wants best? and that to each generation should be left the decision as to what measures it should adopt for its own good? The office of President might not be introduced at once, but its ultimate creation could not be prevented, simply because the movement in its favor was but one phase of that universal movement in the Southern States which im- peratively demanded the highest efficiency in every de- partment of their affairs. v. The Presidency — William Gordon McCabe Although the two reports were read with keen inter- est, yet, for the present moment, no change was brought about by the practical reasoning of the majority of the committee. In time, however, the vigorous and lucid argument in favor of the Presidency embodied in their report encouraged the friends of at least one conspicuous scholar to advocate his appointment, should the office be created, — as many alumni now anticipated it would be. In a previous volume, we have described the successful 24 HISTORY OF THE UNIVERSITY OF VIRGINIA part which Colonel McCabe took, as a member of the Board of Visitors, in liberalizing the courses assigned to the principal academic degrees. When the supposed need of the Presidency became, in 1896, a topic of popu- lar discussion, attention was at once directed to his striking fitness for discharging the varied duties of the office. Apparently, indeed, he possessed all the quali- fications which the incumbency of that position called for. First of all, he was a citizen of the world, who had associated, on a footing of intellectual equality, with many of the most famous men of his age, regardless of their country or clime, profession or business. His personal charm, originating in his keen wit and genial temper, and enhanced by culture and travel, would make him an almost unequaled host in entertaining the emi- nent guests, — the literary and scientific lecturers of high reputation, — who would be visiting the University from time to time. He was an alumnus of the institu- tion,— therefore, he would, by the force of intuition, un- derstand its peculiar spirit, value its traditions with filial loyalty and tenderness, and, at all times, be willing to sacrifice his means, his energies, and his hours for the furtherance of its welfare. He was a native of Vir- ginia,— therefore, he would be conversant with all those local currents of sentiment and opinion which had to be taken into tactful account in managing the affairs of the University. He personally knew all the influential men of the State, and enjoyed the friendship of many of them and the respect of all. During many years, he had been a member of the Board of Visitors, and had thus gained a thorough knowledge of the diversified interests of the institution. He had displayed remarkable capacity as a man of business, — which would aid him to perform with success the administrative duties of the Presidency. He PRESIDENCY — WILLIAM GORDON McCABE 25 was a scholar whose attainments were admired by the greatest classical students of his age; he was a litterateur, the productions of whose pen had won popularity by their brilliant and varied merit; he was a public speaker who never failed to captivate by his polished wit and instruct by his solid information; and, in addition to all these very pertinent characteristics, he had been both a soldier and a teacher, and in the one school of discipline had learned how to command men, and in the other, how to control the young. No one knew Colonel McCabe more intimately on every side of his individuality than Professor Thomas R. Price, himself one of the most accomplished gentle- men of that day, a gallant officer, an inspiring instructor, a finished writer, the pink of courtesy and urbanity in his personal deportment. " McCabe," he affirmed in a letter to Dr. W. C. N. Randolph, the rector of the Un- iversity, " is the one man, that, by a strange combination of gifts, is exactly fitted, as perennial chairman, to do the institution a noble service by his sagacity, his shrewd- ness, his insight into things and men, his prudence, his perfect honesty, his ability to make friends and acquire personal influence, his rare and delicate scholarship, his brilliant form of eloquence, that would enable him to represent the University and the Southern system with splendid force and effectiveness." In answering this commendatory letter, Dr. Randolph voiced an opinion which was held by many others dur- ing this period; namely, that the creation of the Presi- dential office, without restriction in its general powers, would ( i ) destroy the independence of the different schools which had existed from the time of Jefferson; and (2) deprive the Faculty of their right of discipline over the whole body of the students, — which would re- 26 HISTORY OF THE UNIVERSITY OF VIRGINIA move the most direct means of encouraging a sound public sentiment within the precincts. Dr. Randolph de- clared himself in favor of the introduction of the Presi- dency provided that all questions involving discipline should be left to the decision of the chairman, as recom- mended by Mr. Gordon and Mr. Mcllwaine in their majority report. " The name of President," he said, " I hate. It is almost as common as that of the time-worn Virginia and Southern Colonel." Professor Price also thought that there was " something odious and vulgar " in that title. Both preferred the designation of " chan- cellor." Dr. Randolph, as time passed, became more firmly convinced that an executive head, by whatever name he might be called, was indispensable. " Such an officer is needed, " said he, " in order to cope with the rapid growth in the external business relations of the Uni- versity; to develop further the practical relations with the alumni ; and to get in closer bonds with other educa- tional institutions. In Jefferson's day, there were no ex- ternal relations, no educational societies, no alumni to be taken into consideration. The chairman of the Faculty cannot give the proper amount of attention to all these interests, as his time is absorbed in discharging the duties of his position. The proctor cannot give it, as he has eight hundred accounts to keep, and can leave his office only for a few hours a day. The Rector and Visitors cannot give it, for they hold office only for a short time, and are constantly occupied with their own private affairs." What was the attitude of the members of the Faculty in the course of this anxious and conflicting debate? A resolution adopted by that body in May (1897) would seem to reflect an emotion of resentment because PRESIDENCY — WILLIAM GORDON McCABE 27 they had not, from the threshold of the discussion, been taken into the confidence of the Board of Visitors. A rumor that found its way into the columns of the news- papers was said to have been the first information which they received that a change in the University's form of government was contemplated. They asked for a " full and free conference" with the Board; and this request was accompanied by a feeling statement of their position. " By long and constant residence," they said, " the Fac- ulty are intimately acquainted with the internal opera- tions of the University, not only in minute detail, but also in general bearing; and by personal experience are en- abled to appraise accurately their deficiency and suffi- ciency. Moreover, the Faculty are able to judge clearly and exactly concerning the external relations of the Un- iversity,— to the State and its citizens, and to the edu- cational institutions in Virginia and elsewhere; and also to estimate rightly the comparative advantages of dif- ferent policies in organization and management, and the comparative efficiency of various systems of education. The several members of the Faculty have devoted their lives to the work of University organization, manage- ment, and instruction. This is their distinct and formal profession, — a profession to which all their abilities and acquirements are devoted; in which their public and private reputation is involved; and of which, they were supposed to have competent knowledge. Besides, it is their livelihood, both at present and prospectivcly. Thus with the University are bound up their personal and professional reputation, their year-by-year sustenance, and whatever of disinterested regard they may be granted to have for the cause of good education, and for the general welfare of the State." So soon as the Faculty's request for an interview 28 HISTORY OF THE UNIVERSITY OF VIRGINIA reached the Board of Visitors, they sent back an affirm- ative reply; but at the very hour that this favorable an- nouncement was received by the former body, the mem- bers of the Board put themselves on record as being hostile to the creation of the office of President. The influence of the Faculty, joined to that of numerous alumni who were inimical to the proposed change, seems to have been powerful enough, at this time, to prevent the adoption of the recommendation so warmly urged in the majority report drafted by Mr. Gordon and Mr. Mcllwaine. VI. The Presidency — George W. Miles About five years afterwards, the rumor was bruited abroad that the Board of Visitors had at last decided to elect a President of the University, and that their choice had already fallen upon a specific individual. The name of this person was soon revealed. It was Colo- nel George W. Miles, of Radford, Southwest Virginia. Colonel Miles had been a member of Governor Ty- ler's official staff, and had also occupied a seat on the Board of Visitors. When appointed to the latter posi- tion in February, 1898, the number of students in attend- ance on the lectures was in the neighborhood of four hundred only; and there had been a deficit of ten thou- sand dollars for the last fiscal year. The amount de- voted to the cost of advertisement was limited to three hundred dollars. A resolution was submitted by Colo- nel Miles, which provided for an appropriation of three thousand dollars for that purpose; and it was afterwards said that it was due to this more liberal expenditure that one hundred students were added to the roll of matriculates, and that a surplus of ten thousand dollars took the place of the former deficit. Friction had arisen THE PRESIDENCY— GEORGE W. MILES 29 at once when the chairman of the Faculty asserted his exclusive right to lay out the advertisement fund in harmony with the suggestions of his own judgment. But causes for irritation, it seems, had existed before this conflict of authority, — as a matter of fact, the Faculty had not been working in complete accord with the Board of Visitors since ithe debate over the creation of the office of President began in 1896. The existing bad feeling, joined to a decline in num- ber of students, with the consequent falling off in finan- cial resources, appears to have drawn the thoughts of the Board, with renewed interest, to the election of a President. On the motion of Colonel Miles, the in- cumbency of the projected office was offered to Woodrow Wilson, of Princeton University, whose reason for de- clining then was, no doubt, precisely the one which he ex- pressed privately as follows at a later date : " I under- stood the situation perfectly," he wrote Professor R. H. Dabney in November, 1902, " namely, that while they (the Faculty) were unwilling to have any President, if a President was to be given to them I would be more acceptable to them than any other person who could be chosen. It was my knowledge of that attitude on their part, more than anything else, that inclined me to take the matter seriously under consideration; and the reason why it did not go further was simply that the men here were so overwhelmingly opposed to it, and were so im- measurably gracious to me, that I felt that it would be mere ingratitude to leave them." So keen was Colonel Miles's interest in the subject, that, during the next few years, he endeavored to in- fluence the Board of Visitors to offer the position to other men of equal prominence, but this body declined to do so. It seems that his own name was first suggested for the 30 HISTORY OF THE UNIVERSITY OF VIRGINIA office by Daniel Harmon, a member of the Board at that time. He was informed of this fact by Carter Glass, — also a member of the Board, — when the Visitors assembled in June, 1902. Other members of that Board were equally friendly to his candidacy. It was known, to Colonel Miles's credit, that he had built up the excellent school of St. Albans at Radford; that he had been successful in the management of large business affairs; that he possessed a wide acquaintance among the public men of the State ; that he was a speaker of decided ability; and that, as one of the Visitors, he had been most active in discharging the duties of the position. All these were weighty qualifications for an exacting executive office. In the beginning, he refused to permit his name to be used, on the ground that his business interests de- manded his attention exclusively. Afterwards, he dis- posed of these interests to advantage, and thus was at liberty to accept the overture of the Board, should it be renewed. Having previously visited the chairman of the Faculty in his office, he, in August (1902), in- formed the rector, Charles P. Jones, that he was a candidate for the position of executive head of the University and then forwarded the resignation of his membership in the Board to the Governor of the State. The first public reference to his candidacy appeared in the columns of the Richmond Times in the course of the following September. Colonel Miles found earnest supporters among the members of the Faculty; especially in Colonel Peters, Professor Thornton, and Professor Kent; but a majority of the remaining members were so warmly opposed to his success, that they met and drew up a statement of objections to his candidacy. On October 13, before these objections had been con- THE PRESIDENCY— GEORGE W. MILES 31 sidered by the Board of Visitors, the Faculty assembled and adopted as their own a paper of exceptional ability which had already been drafted by one of the members in exposition of a plan of government for the University. The substance of this paper was as follows. Under the system which then existed, the Board of Visitors, through their constitutional advisers and agents, were called upon to weigh and adopt measures with respect to (i) dealings with students; (2) dealings with professors and employees; (3) University expenses; (4) administration of funds; and (5) intercourse with the public. The Faculty declared that they themselves were the most efficient advisers and agents of the Board in regard to all branches of the subject of dealings with the students. They admitted that, as to the other four heads, they would not be in a position to counsel as effectively as a single executive could do. There were, they said, three choices confronting the Board: (i) to retain the present system unaltered; (2) to elect a President, who would take over all the executive func- tions; or (3) to confer some of these functions on the Faculty and some on the President. It was the Faculty's conviction that the third alternative was the one which it would be wisest to adopt, provided that their own powers were confined to dealings with the students. By " dealings with the students " was meant all questions involving the conduct of the latter, their attendance upon class, their appli- cation to their books, their pursuit of athletics, the scope of lectures and examinations, the standards of in- struction, the number of studies, the character of de- grees, and the choice of volumes for the library and of apparatus and materials for the laboratories. The Faculty thought that there were distinct advantages in 32 HISTORY OF THE UNIVERSITY OF VIRGINIA reserving this province for their own supervision: first, it would increase the importance of the professor as an individual and of the Faculty as a body, in the eyes of the students; and second, it would preserve the inde- pendence of the schools as originally designed. The Faculty acknowledged the superiority of a President as the agent of the Board in managing every other department of the University's affairs, both ex- ternal and internal,— such as the selection of professors and employees; the determination of the students' fees and the professors' salaries; the investment of Univer- sity funds; the acquisition of State appropriations and private benefactions; the supervision and improvement of the University grounds; the calculation of the annual budgets; the creation of new chairs and scholarships; the intercourse with colleges and universities; the attendance at public meetings; the communications with alumni; and the entertainment of strangers. In substance, the plan proposed by the Faculty divided the advisory and executive functions into two groups, — over one, the Faculty was to be subordinate only to the Board of Visitors; and over the other, the President was to be subordinate only to that Board also. .They were convinced that, relieved from the larger part of their executive control of the University, they would have more time to give up to the performance of their duties as professors and to original research; that the Univer- sity funds would be periodically distributed among the various departments with a more discriminating under- standing of the best interests of all; and that the new instructors would be selected after more intelligent inquiry into their merits and claims. The Faculty advised that the General Assembly's consent should be obtained to an enactment, in amendment of the code, THE PRESIDENCY— GEORGE W. MILES 33 allowing the office of President to be created, and authorizing the Board to fill it. Provision should also be made that the right of nomination was to be pos- sessed by a committee of three members of the Board, three of the Faculty, and three of the alumni society. The Board as a body should have the right to reject any nomination submitted by these three committees. This thoughtful plan of the Faculty was adopted by the voices of all the members who were present, seven- teen in number. Professors Smith, Peters, N. K. Davis, Thornton, Kent, Buckmaster, and Page were absent, but cast their votes by letter. Buckmaster and Page wrote in approval of the plan; but Professor Thornton was opposed to it, on the ground that it divided the executive responsibility, while Professor Kent considered the discussion of any plan whatever to be inopportune. In the meanwhile, a copy of the statement of objections to the candidacy of Colonel Miles had been sent to him. A canvass at once began, marked by intemperate oppo- sition on one side, and by very vigorous support on the other. Many letters were addressed to the newspapers advocating or deprecating the proposed action of the Board. The response of the hostile alumni was immedi- ate,— formal objections were lodged by many of the chapters, and vehement resolutions were adopted by the students in mass-meeting. Colonel Miles too was backed by numerous partisans, and one of the most pertinent of these was the Richmond News-Leader. " He came from a new country, the Southwest," said that journal, " a country occupied by a new people palpitating with eagerness and striving to go ahead. He entered a settled, old, peaceful establishment, where the methods were easy-going and leisurely. With sharply opposed 34 HISTORY OF THE UNIVERSITY OF VIRGINIA forces, methods, sentiments, and purposes in the Faculty and Board of Visitors, antagonism was inevitable. Accustomed to deal in a hurry, and by clean-cut decisions, with large issues and properties and wide principles, Colonel Miles was impatient of the things that loomed so large to men living and thinking in seclusion. It was inevitable that he should be thoroughly disliked by the Faculty, which he was always nagging, goading, urging, stirring, and pushing." It seems that the intention of the members of the Board of Visitors, all of whom favored Colonel Miles, was to elect him to an office to be known as the " Permanent Chairmanship of the Faculty," for, without an act of the General Assembly, it was impossible to establish legally the office of President. He was also to deliver a course of lectures on the subject of economics, for which he was, at that time, not fully equipped, as he had received no scientific education. He had, in fact, spent but two years at the University of Virginia as a student, and, during his stay there, had won diplomas only in the Schools of Latin, German, and French Languages. Among the members of the Board of Visitors, at this time, were Charles P. Jones, who was the rector, Carter Glass, afterwards Secretary of the Treasury and Senator in Congress, Henry C. Stuart, destined to be- come Governor of the State, R. Walton Moore, after- wards a member of the House of Representatives, R. Tate Irvine, who was rector subsequently, Judge A. W. Wallace, Eppa Hunton, Jr., H. H. Downing, and Daniel Harmon. All these members, with the exception of Carter Glass, were alumni of the University. The Board convened on October 17, at three o'clock, but did not turn to the objections to Colonel Miles's candidacy, submitted by certain members of the Faculty, THE PRESIDENCY— GEORGE W. MILES 35 until late at night. The paper was then read, and this was followed by the reading of similar commu- nications from the alumni chapters of Norfolk, Rich- mond, and Baltimore, and handed in personally by their appointed representatives. There was also read a resolution which had been adopted by the Executive Committee of the Society of Alumni, which urged that action in filling the projected permanent chairmanship should be suspended " in view of the overwhelming im- portance of the matter, and of the uncertainty of the power, under the present law, to create such an executive head." The ensuing discussion clearly demonstrated that the only objection which could be brought against Colonel Miles was that his experience as the head-master of an academy, however excellent, was perhaps insufficient to fit him for the novel and difficult duties of the Presidency. It was debatable whether even this objection had not been suggested partly by opposition to that office, how- ever experienced and distinguished the incumbent might be. After lending an attentive ear to the discussion which took place at the meeting on that day, the i8th, the Board first passed an unanimous resolution highly commendatory of Colonel Miles, and then decided that, instead of filling the permanent chairmanship at once, it would be advisable to appoint a committee of three to urge upon the General Assembly the expediency of permitting the Visitors to create the office of executive head. The same committee were instructed to report as to the title to be borne by the incumbent, and the scope of his powers. They were also enjoined to obtain the views of the great body of the alumni. The elabo- rate plan drafted by the Faculty for the division of powers between their own body and a President seems 36 HISTORY OF THE UNIVERSITY OF VIRGINIA to have been passed over in silence, under the influence, perhaps, of the reason mentioned by Professor Thornton; namely, that such a division would be likely to lead to friction and confusion. Receiving attention quite as scant was a resolution passed by a group of alumni, which would have barred from the office of President any one who was a member of the Board of Visitors, or had been a member within an interval of four years. The Visitors did not reassemble until April 28 of the ensuing year (1903), by which time an enabling act had been passed by the General Assembly; they then adopted a resolution calling for the election of a President at the next meeting of the Board, which was to be held on June 13. The chairmanship was to be abolished so soon as a President was chosen. When June 13 arrived, the election was postponed until July 28, and on that date, it was postponed for the second time. The Board, however, had now reached the conclusion that how- ever high the undoubted qualifications of Colonel Miles in experience, ability, and character might be, it would be unwise to elect any one to the office of President un- less he was shown to be practically the unanimous choice of Visitors, Faculty, and alumni combined; and this seems to have been the opinion of the citizens of the State at large as reflected in the press. VII. Election of President However regrettable may have been the publicity which had been aroused by the incident we have just related, it is indisputable that it had the beneficial result of directing a closer scrutiny to the practical advantages of establishing the office of President. " It stirred things up," remarked the editors of the College Topics, " set the Board and alumni to thinking, and made them ELECTION OF PRESIDENT 37 see plainly our great need of an executive head, — a real one and a fit one, — and made them immediately active in what otherwise might have been postponed indefinitely." The Faculty itself perceived more clearly than ever that the welfare of the University would be promoted by an alteration in the general character of the admin- istration; but they still very stoutly denied that this change was called for by the presumption that the insti- tution was drying up in its financial resources. " Why was a President needed? " asked Professor James M. Page. "Not because of some alarming decadent or atrophied condition which had disclosed itself in the' University in late years. On the contrary, the opinion of the Faculty, and, I suppose, to some extent, that of the Visitors, — that this University needs a President, — was based, in large measure, upon the fact that the administrative affairs of the institution have grown both in scope and complexity within the last decade and a half. The form of government practicable when the constitution was younger, had proved too cumbersome to meet the altered conditions. The University has not been the victim of arrested development, for, as a matter of fact, the number of students matriculated has more than doubled within the last fifteen years. Financial conditions have been improving and are better today than ever before." After the failure of the Board of Visitors in June, 1903, to elect Colonel Miles to the newly authorized office of President, that body deferred action for another twelve months. In the meanwhile, several persons of high qualifications for the post were con- sidered,— among whom were Bishop Collins Denny, Professor W. M. Lile, Professor James M. Page, John 38 HISTORY OF THE UNIVERSITY OF VIRGINIA H. McBryde, and Charles W. Dabney. Sixteen of the twenty-five members of the Faculty attached their signatures to a paper advocating the election of Pro- fessor Francis P. Venable, of the University of North Carolina. But on June 14, 1904, the Board, by a unanimous vote chose as the first President of the University of Virginia, Edwin Anderson Alderman, at that time President of Tulane University, in New Orleans. He accepted, and in September, began to dis- charge the duties of his new office. There had preceded him seventeen incumbents of the chairmanship of the Faculty, with an average length of service of five years. vill. The Inauguration The formal inauguration did not occur until April 13, 1905. The day was marked by beautiful weather, which brought out in perfection all the vernal charm of the Piedmont region. The cloudless sky seemed to have stolen its tint from the hue of the noble chain of mountains that leaned against the western horizon. The grass that carpeted the Lawn was as green as the turf of some English dell or Kentuckian pasture; the trees springing up before the two long lines of dormi- tories, on either side, were just putting forth their first red buds; the white surfaces of the pillars and arches of the arcades reflected the slightly misty sunlight that fell over the scene; while the fronts of the pavilions, with their white columns and entablatures, shone through the network of branches which shaded their porches. At the head of the vista rose the imposing Rotunda, com- manding the entire academic village, like some splendid temple of the classical age, and at the foot towered, in the distance, the range of the Southwest Mountains, THE INAUGURATION 39 clothed to the top with forest, and standing boldly against the broad background of sky. If perfect harmony, down to the minutest detail, had been sought for the academic procession, which, on that day, formed in front of the south steps of the Rotunda, the figures of the numerous professors, college presi- dents, and public men, taking part in it, should have been wrapped in the togas of the ancient Romans, for were they not to start from the Pantheon? and in their stately progress to Cabell Hall, were they not to pass the Diocletian Baths, the Temple of Fortuna Virilis, and the Theatre of Marcellus? But the spirit of modernity was too strong for mere consistency, and in the place of the loose robes of the Romans, all of one color and of one piece, the figures of those participants who could boast the possession of a degree were covered with their scholastic gowns adorned with hoods dyed scarlet, blue, yellow, gold, maroon or purple. In the advance down the terraced Lawn, first came the State officials, among whom was to be observed the attorney-general, Major William A. Anderson, who had been a student at the University during the war and had been crippled for life on one of the great battle- fields. In this group also were to be seen the lieutenant- governor, and the presiding justice of the Court of Appeals, the librarian of Congress, and the head of the Federal Bureau of Agriculture. Next came the members of the State Legislature and of Congress; after them, the superintendents of city and county schools, followed by the teachers in the public and private schools. Then came the representatives of educational and scientific societies. In this group was noticed Moncure D. Con- way, who, before the War of Secession, had left Virginia 40 HISTORY OF THE UNIVERSITY OF VIRGINIA to support the cause of Abolition, while not far from him walked Randolph H. McKim, a gallant soldier in the Confederate armies. Near at hand was Samuel Spencer, who had demonstrated that the South could beget great men of affairs as well as great orators and great statesmen; and not far off was Archibald C. Coo- lidge, of Boston, who was sprung from the blood of the Founder. Next followed the representatives of all the Universities of the North and South and West, robed in the doctor's gown and hood, and presenting, in their figures, all the colors of the rainbow. The repre- sentatives of Harvard and the College of William and Mary, the two oldest institutions of higher learning in the United States, marched at their head. The seventh division was formed by the members of the Faculty of the University of Virginia, and the eighth, of the Board of Visitors, the officers of the University, and the trus- tees of the Miller School. The last division numbered in its ranks the speaker of the day, the Governor of the State, the Rector of the University, and the new Pres- ident. The galleries of Cabell Hall were packed with stu- dents; and as the long procession slowly entered the great apartment, the young men burst out with their college song sung to the moving tune of Auld Lang Syne. The only touch of color employed was in the use of the United States and Virginian flags. The picture that adorned the wall back of the platform, the School of Athens, was set off with an American flag on either side; the portrait of Jefferson was similarly decorated, and so was the bust of Lafayette; while the flag of Vir- ginia,— with its picture of Liberty trampling the tyrant under foot, — was suspended above the speakers. The Board of Visitors, the Faculty, the State, the ANTECEDENTS OF THE NEW PRESIDENT 41 alumni, the institutions of learning, — North, and West, and South, — were all represented in the speeches that followed. The ceremony ended with the inaugural ad- dress of President Alderman. IX. Antecedents of the New President In appraising the work of an executive head, whether of a nation or of a university, it is essential that we should know something about the influences which have qualified him to perform successfully the duties of the position that he occupies. This is especially imperative in the case of the president of an institution of learning, which, like the University of Virginia in 1904—05, had passed at one leap from the divided administrative system approved by Jefferson to a system in which the power was, in no small part, concentrated in the hands of a single individual. We shall, in a later chapter, describe the scope of the very liberal functions, which by the action of the Board of Visitors, were attached to the newly created office. Suffice it to say here that these functions gave the first President so much author- ity that a study of the circumstances of his previous life becomes necessary if we are to obtain a correct impression of the history of the University while under his supervision. The opinions which an executive has expressed form an important key to an understanding of his general policy if his power has been commensurate with his responsibilities. It is true, that, no matter how great this power may be, a college president is compelled to be considerate of the views of his board of trustees, and, in a less degree, also, of those of his faculty; but if he is a man of vigorous character and clear convictions, — and without these traits it is hardly likely that he 42 HISTORY OF THE UNIVERSITY OF VIRGINIA would have been elected to his office, — he is certain to stamp the seal of his personality upon the contemporary tendencies of the institution which he superintends. We shall touch only on those aspects of the new President's previous career which appear to us to bear most directly upon the history of his administration, so far as it has yet progressed. In a suggestive address by a distinguished Carolinian teacher, delivered prior to the Presidency, before the General Alumni Association of the University of Vir- ginia, he, with that candor which is always permissible in a friend, although not always relished in proportion to its disinterested sincerity, pointed out what he con- sidered to be the ithree worst deficiencies of the alma mater of the men to whom he was then speaking. These deficiencies, he said, were an absence of the democratic spirit; a lack of organization; and an aloofness from the masses of people. This statement, as a whole, was exaggerated, but admitting its correctness in some details, what had there been in the career of the new President which offered a fair assurance that he would be able to furnish the remedy? In the first place, he was a native of North Carolina. Of all the commonwealths of the South, even during the existence of slavery, that State possessed the most democratic framework of society. The prevalence of a general social equality was more perceptible in it than in any Southern State of equal population. It possessed no city of importance, like Richmond, Charleston, Savannah, or New Orleans, to set the social pace; nor was there sufficient inequality in material fortune among its inhabitants to produce such a distinct stratification as was to be seen, for instance, in South Carolina and Virginia. Its society, as a whole, was one of great ANTECEDENTS OF THE NEW PRESIDENT 43 simplicity; and while marked by a wholesome and sturdy virtue of its own, was only able here and there to pretend to a share of the distinction which could be rightly claimed for the social life of its two most famous neigh- bors. There were many names in the history of the li'berty-loving people of North Carolina which we;re celebrated for talent and public service, but there were not so many which enjoyed a general prestige for social reasons only. It was altogether logical that the soil of a State, which even the presence of the slave could not make aristocratic throughout by encouraging everywhere a sharp division into classes, should have been nourishing to the public school long before it had taken root else- where in the South. Education at the public expense had been pushed further in North Carolina, previous to 1860, than in any other of the Southern communities. And why? Because that commonwealth possessed a social organization, which, in its democratic spirit, re- sembled the social organizations of the North and West, — regions that had always supported a public school system. In 1854, ninety-five thousand of the children of this State, — one-half of the population whose years ranged between five and twenty, — were enrolled in local schools that depended upon the public purse alone for their maintenance. By 1861, the number of pupils in these schools had increased to one hundred and fifty thousand; nor did this juvenile host shrink in size in the course of the war. As early as 1839, it had been enacted by the General Assembly of North Carolina, that, for every twenty dollars obtained by local taxation for education, forty should be appropriated for the same purpose out of the State Literary Fund. Calvin H. Wiley was elected 44 .HISTORY OF THE UNIVERSITY OF VIRGINIA State Superintendent of Public Instruction in 1852; and he continued to fill the post until 1865, when he was thrown out by an alien administration. In consequence of the dissipation of the school fund, in the Reconstruc- tion era, through the failure of banks and official rob- beries, and in consequence also of the reduction in every branch of taxation after the restoration of good govern- ment, the work of the public schools was more limited in scope, and less effective in quality, in 1880, than it had been in 1860, two decades earlier; but the attitude of the community towards the system had undergone no real change. President Alderman was born too late to have any personal knowledge of the conditions which prevailed in his native State before the abolition of slavery; but he grew up in an atmosphere in which the old com- munity spirit had been confirmed, and the old democratic spirit intensified, by the universal impoverishment which followed the war. The public school system remained, though temporarily clipped in wing. The great tradition handed down by Calvin H. Wiley had not lost its hold upon the imagination of that stout-hearted people, ele- vated, not degraded, invigorated, not enfeebled, by all the sacrifices which they had made for their cause. The spirit which that people had cherished long be- fore the war, now, under the pressure of new conditions, began to spread all over the Southern States. The lofty example set by Lee at Lexington, and the unwearied labors of Ruffner, and Sears, and Curry, and their dis- ciples in less conspicuous spheres, gradually created the conviction throughout that region that it was only through a general system of public instruction that its complete regeneration in every province of activity could be brought about. In this atmosphere of unself- ANTECEDENTS OF THE NEW PRESIDENT 45 ish service, there appeared a new type of publicist never before known in the South, — the educational statesman, the man who weighed the importance of education, not from a pedagogic point of view alone, but principally from the broader point of view of practical and con- structive citizenship. Talents, which formerly1 would have been directed to the defence of the institution of slavery, or to assaults upon the tariff, were now nobly content to limit their exercise to the advocacy of the public school. The most persuasive, eloquent, and zealous spokes- man of the new principle was Curry, a man who deserves to have more statues erected to his memory than any statesman associated with the history of the Southern States in recent times. What was the aim of this man in the prosecution of his invaluable work? " It was," said a distinguished disciple, " to democratize the point of view of an aristocratic society; to revolutionize its impulses and aspirations; to stimulate the habit of com- munity effort for public ends; to enrich the concept of civic virtue; to exemplify the ideal of social service to young men; and to set the public school in its proper correlation to all other educational agencies in front of the public mind as the chief concern of constructive statesmanship." The example set by Curry before all eyes, and the principles which he advocated, with the passion of a great preacher and the wisdom of a practical statesman, inflamed the imaginations and appealed to the sense of action of many promising young men, who soon came to think with him that here was to be found the most effective means of rebuilding the South materially and of restoring its former political influence. Among these young men was Edwin A. Alderman.. ' The first 46 HISTORY OF THE UNIVERSITY OF VIRGINIA vote that I ever cast," said he in a public address in 1902, "was for the public school; the first dollar that I ever earned was in the public school; and no honor has ever come into my life, no joy has entered my soul, comparable to the annexing of my life, twenty years ago, to this high service." During his studentship at Chapel Hill, he had dis- played the special abilities which, under the formed order, would have fitted him for a successful political career, and under the new, for the less brilliant honors of the profession of law or theology; but instead of following the gleam which led straight to political, legal, or ecclesiastical distinction, he turned away to devote his powers, native and acquired, to the more prosaic and much less lucrative calling of a teacher. Thus he started upon a career which carried him step by step from the superintendency of the public schools of Goldsboro, in his native State, to the Presidency of the University of Virginia. In travelling the highway of that long interval, he was to pass a succession of milestones which were to indicate the stages of his progress in his pro- fession,— the chair of History in the State Normal and Industrial College at Greensboro, the chair of History and Philosophy of Education at Chapel Hill, the Pres- idency of the University of North Carolina, and the Presidency of Tulane University, in New Orleans. It was in 1883 that young Alderman heard for the first time an address by Dr. Curry. The impression of that occasion confirmed him in the view, which he, as an earnest teacher in the public schools, already took of the moral aspects of his vocation. "A thriving North Carolina town," he says, " was proposing to tax itself for adequate school facilities. This was not then an everyday occurrence in North Carolina. Curry stood ANTECEDENTS OF THE NEW PRESIDENT 47 before them and plead with passion and power for the children of the community. I remember how he seized a little child impulsively, and with dramatic instinct, placed his hand upon his curly head and pictured to the touched and silent throng the meaning of a little child to human society. It was the first time I had heard a man of such power spend himself so passionately in such a cause. I had seen and heard men speak in that way about personal religion, and heaven, and hell, and strug- gles and wrongs long past, but never before about children. It seemed to me, and all young men who heard him, that here was a vital thing to work for, — here, indeed, a cause to which a man might nobly attach himself, feeling sure that, though he himself might fail, the cause would go proudly marching on. " In 1889, when President Alderman was only twenty- eight years old, and when barely seven had passed since his departure from college, there occurred an episode in his life which was colored with something of the ardor that burns in the breast of the true crusader. He and Charles Duncan Mclver, that sturdy offspring of the transplanted stock of the Highland glens, were appointed conductors of institutes for their native State. These two young men, who were especially picked out because of their experience, ability, zeal, and energy, were in- structed to visit every part of that highly diversified region, in order to demonstrate to its people, in a gen- eral way, ( i ) the need and duty of the commonwealth to give an education to every child, whatever his class or color, within her borders; and (2) the positive right which each of those children possessed to receive an education at public expense. It was planned that an institute should be held in every county. Through the institute, the mass of inhabitants were to learn precisely 48 HISTORY OF THE UNIVERSITY OF VIRGINIA what the public school system meant; why it was set up; how its standards could be raised; how its usefulness in every way could be improved. In their turn, the teachers working under this system were to be taught the best methods of pedagogy; the true aims for mem- bers of their profession; how each separate school should be organized; and how the pupils should be housed and their health protected. In his sympathetic sketch of his associate, President Alderman says, " I recall commencement night at Chapel Hill in the year 1889. We were to start out on a new and untried experiment in North Carolina and the South, — a deliberate effort by new campaign methods to create and mould public opinion on the question of popular education, involving taxation for the benefit of others. I remember that we talked about our plans and purposes and difficulties until the cocks began to crow. We talked on until the sun rose. I am inclined to think it about the best night I have ever spent, for an intelligent and unselfish idea held our youth under its spell, and bound us for life to a service which was not the service of self." Having apportioned the territory of the State be- tween them, they then, with words of mutual encourage- ment, separated, like two young missionaries to whom had been assigned respectively a spiritual task in a dif- ferent region; and during three years, without a single halt in the prosecution of their adventure, each, in his own set of counties, carried forward aloft the new ban- ner of civic salvation through popular education. The ground traversed by young Alderman spread from the sea to the mountains. In one stage of his crusade, he was only able to advance from point to point by the use ANTECEDENTS OF THE NEW PRESIDENT 49 of a boat, while behind him spread away to Hatteras, looming on the horizon, the glittering surface of the Sounds. In another stage, he passed along in sight of the highest peaks of the Appalachians, wreathed in the clouds of morning or afternoon. In the eastern coun- ties, shut off by salt water from railways, and possessing few roads, a deadly lethargy seemed, at that time, to have palled the minds of the illiterate and ignorant but kind-hearted and good-natured inhabitants. No effec- tive means of mental improvement were then in reach of those isolated men, women, and children. The young conductor lingered a week in each county employing every moment of his time in conferring with school teachers and trustees, and addressing the people at large. Like a Methodist minister riding his circuit, he spoke to his audiences in granaries, in churches, in town- halls, in ware-houses. Each occasion, in its social as- pects, recalled something of the spirit of the camp-meet- ing and the country fair. The rush of yelping dogs to the door when aroused by some sound without, and the wailing of sick babies or sleepy children in the laps of mothers seated on the benches, broke the patness of many amusing anecdotes, and the flow of many eloquent pe- riods, from the lips of the man on the platform. But in spite of these crude interruptions, he continued to talk to them in a strain of familiar conversation, which, not- withstanding the by-play of humor to ease the attention, never lost sight of the main thesis; namely, that the free school was the ark of the covenant, and that each com- munity must consent to support it by the taxation of its own citizens. In the course of his entire tour, he con- ducted thirty institutes; travelled nearly twenty-seven hundred miles by rail and five hundred by carriage; and 50 HISTORY OF THE UNIVERSITY OF VIRGINIA addressed thirteen hundred and thirty-five teachers, thus reaching indirectly from seventy-five thousand to one hundred thousand children. By his association with city schools as teacher and superintendent, and by his incumbency of an important chair in the State normal and industrial college, Profes- sor Alderman had come to comprehend the educational wants of the large or urban communities; and by his swing around the circle of the Carolina counties, he had been able to get an equally clear insight into the needs of the small or rural communities. There was no man of his age in the South whose practical knowledge of the public school system, founded upon actual observation at the closest quarters, was superior in fullness or sym- pathy to his own. His convictions were summed up in his own utterance: " Every child has the same right to be educated as he has to be free; and the one right is as sacred as the other. " The next step forward was his appointment to the professorship of History and Philosophy of Education, in the University of North Carolina; and the next, his election to the Presidency of that old and hon- ored seat of learning. This was a State institution, and the capstone of the public school system of the common- wealth. He soon perceived that the spirit of its stu- dents had drifted from the aspirations which had been popular during his own undergraduate years; at that time, the most talented looked forward to law, pedagogy, or politics, as the pursuit surest to furnish an oppor- tunity to gratify their ambition; now all the solid finan- cial enchantments of an industrial democracy had begun to whisper to them from the walls of the lecture-rooms. The new President, in his inaugural address, struck a chord upon which he was to continue to lay an emphatic ANTECEDENTS OF THE NEW PRESIDENT 61 finger throughout his subsequent career. " What sort of a university are we going to make here? " he asked. " Shall it be a good, honest, disciplinary college, seeking no new truth, dealing with letters, and records, and tra- ditions, and arts? Or shall it become a great modern force, doing that also, but alert to all social needs, from the problems of suffrage to the problems of the trans- fusion of electrical forces? There can be no limit set to the ideal of a State university. It must be a source of power to all below it, or fail miserably. Every- thing may be justly brought in it necessary to citizenship, livelihood, and character, in the twentieth century. After isolation, we are entering into membership in the modern world. Not only is there needed the directing brain and the cunning hand, the factory and the blast furnace, but also the man who has the right public spirit, and the force to make himself felt; the thinking man who sees that civic unity and community effort must replace raw individualism, and the disunion and rage of section, party, and sect. This is the mighty social engine to create that benign force." In the course of his official oversight of this famous university, President Alderman obtained as accurate a knowledge of the working of a great State seat of learning as he had already acquired of the working of the humblest primary, and the most advanced secondary, school. Here too he was in a position to exhibit ad- ministrative capacity in a large way. By the influence of his policy, the faculty and students were welded into a harmonious unity; the number of matriculates enrolled increased; the volume of income rose; new buildings were added to the original group; and a higher appre- ciation of the value of the institution was spread abroad through the commonwealth. 52 HISTORY OF THE UNIVERSITY OF VIRGINIA From Chapel Hill, he was translated to Tulane Uni- versity, a seat of learning in which were combined the characteristics of a State organization and a private foundation. The original college had merged its en- tity into a new institution created by the endowments of four individuals, the chief of whom was Paul Tulane, — in whose honor, it had been named the " Tulane Uni- versity of Louisiana." It was really a union of colleges, — • the college of arts and sciences, the college of tech- nology, the Sophie Newcomb Memorial Woman's Col- lege, and the schools of pedagogy, law, and medicine. President Alderman's administration here was marked by the same success which had given distinction to his administration vat Chapel Hill. As a member of the Southern Educational Board, he had an additional oppor- tunity of studying and weighing all the varied influences which were either retarding or advancing the welfare of the Southern States in every department of their vi- tal interests. In cooperation with Mclver, he had di- rected the educational activities of that Board; and after Mclver's death, he had become the chairman of its cam- paigns and its principal agent. In 1906, he was chosen a member of the General Education Board. x. Scholastic Convictions of the New President From the previous statement of facts, it is obvious that the new president had enjoyed an exceptional expe- rience,— whether in extent or variety, — in preparation for the office which, in 1904, he was called upon to fill at the University of Virginia. To sum up : he had been educated at one of the oldest and most respected seats of learning in the South; as a public school-teacher, a public school superintendent, a conductor of institutes, and a professor in a normal and industrial college, he had had an opportunity to weigh the power of the public CONVICTIONS OF NEW PRESIDENT 63 school system as an instrument for improving the condi- tion of the people at large; as President of the University of North Carolina, he had been in a position to decide what was the right policy which a State university should pursue, if it was to fulfill its duty to the community as a whole; as President of Tulane University, he had been able to study the special influences for good in many directions which a great institution of culture, resting upon private endowment, could create and spread abroad. By virtue of these combined experiences, rising from the lowest to the highest rung of the scholastic ladder, the new executive head of the University of Virginia, - gifted originally by nature with the necessary basic qual- ities,— had learned to administer large affairs with good judgment; to take the lead of faculties and students with tactful skill; and in his representative capacity, to appear before the world in an attitude of grace and dignity. And to crown these advantages, he had, as a member of the great educational boards, which had scattered, with liberal hand, their benefactions throughout the South, come to know, with thoroughness, the conditions which prevailed in all parts of that region; the difficulties which had to be surmounted by its people; and the spirit in which the solution of their problems had to be approached by themselves and by their alien friends. The educational convictions of a Southerner who has enjoyed such comprehensive opportunities as these to understand the needs of his own section., are always im- portant; but they assume a special significance, in their relation to the University of Virginia, when they are the convictions of a man who occupies the office of its presidency, with the possession of very great personal power in every province of its administration. The impression which had prevailed in that institu- 54 HISTORY OF THE UNIVERSITY OF VIRGINIA tion previous to 1865, and for many years afterwards, was that the only functions of a university were to breed or nourish gentlemen and to produce scholars, — the first function preponderating in value over the second. The most consistent motto which the University of Vir- ginia could, in those times, have adopted was to be found in the familiar stanza of Thackeray beginning " Who misses, ot who wins the prize," l supplemented by other lines proclaiming the power of knowledge. The old ar- gument was that, if the instincts of the gentleman and the scholar could be brought to flower in the student, the im- pulses of a useful citizen would inevitably accompany the development. If the student was chivalrous in feeling, unselfish in motive, and gentle in conduct, a lover of good literature, and the possessor of a cultivated intellect, it was confidently anticipated that he would later on per- form with fidelity his duty to himself, to his family, to his neighborhood, to his State, to his country. The University of Virginia made no pretension to serving the community directly, but it did claim that it served the community indirectly by tacitly and persist- ently inculcating in the individual student the importance of setting an upright and stimulating example, and by so training him in mind and morals, within its precincts, that he did set that example in after-life. It reached out to every citizen, high or low, only through its graduates. It did not assert that it was a lighthouse in itself, but it did endeavor to convert each graduate into a guiding torch for his own community. Every community was an aggregation of individuals. Develop the individual under the arcade, in the dormitory, and in the class-room, and he in turn, would, with the cooperation of his for- mer fellow-students, develop the community. It has iSee page 224, volume IV, for the whole of the stanza. CONVICTIONS OF NEW PRESIDENT 55 been reserved for a later age to declare that there was an aristocratic bent in this attitude. If the usefulness of a tree is to be judged by its fruit, then those in sympathy with that spirit have only to point to the types of men who left the halls of the University at the time that this spirit was in the full flush of its vitality. As we have seen, the economic changes set in motion in the Southern States by the fall of the Confederacy had come to be plainly perceptible by 1904. One of the most conspicuous results of these changes, as we have already mentioned, was the rise of the community spirit. The existence of this new spirit had been clearly dis- cerned by the authorities of the University of Virginia long before that year; and they had endeavored to adapt the administration of the institution to it without de- stroying that original policy upon which we have just been dwelling. They had altered the curriculum of the old degree of master of arts simply because this degree, as it then was, tended to disassociate the University from the current life of the State, by narrowing its capacity for practical usefulness, and by restricting its principal function to serving as a nursery for specialists and tech- nical scholars. They had been successful in creating a genuine relation between the University and the teachers by free tuition and the summer institutes ; and between the public school pupils and the University undergraduate courses by the establishment of scholarships. The long agitation for the erection of the Presidency had a part of its origin in this desire to get in closer touch with the new community spirit, which called so imperatively for the spirit of efficiency while insisting upon the spirit of democracy. Before the new office was introduced, it was perceived that the University of Virginia could not disregard the requirements of the new era if it was to 56 HISTORY OF THE UNIVERSITY OF VIRGINIA survive, — • it must reorganize its administration; it must recoordinate its studies; it must alter its outlook, if it was to retain the place which it had so long held with so much distinction. How far was the man who was elected President in sympathy with this new community spirit, which all thoughtful alumni of the University, however wedded to the past and its splendid traditions of individualism, knew had to be reckoned with and obeyed? His repeated utterances, recorded through a long series of years, leave no room for doubt as to what he looked upon as the true function of the universities of the modern South; and as to what he considered to be their proper relation with all the phases of the waxing industrial democracy of that far-spreading region. " Education," he said in his inaugural address at Tu- lane, " exists to make men. The public schools consti- tute one step in that process, the secondary schools, an- other, colleges still another. If we let the grass grow between us and the doors of the public school, that neg- lect will spell ruin to us. The University must keep its eyes on the people." Again, in an address before the National Educational Association, delivered not long afterwards, he said, " Our universities must interest themselves in the things which interest the people, no matter how homely or prosaic, — the negro's cabin, the factory child, the village library, the prices current, the home, the field, the shop." ' The University," he re- marked in his inaugural address in 1905, " is an agent of society as completely public as the State capitol. Its glory is service to society. Its strength is sustenance by society. We who administer, govern, teach, are the ser- vants of the people. The university must reach out into every hamlet, and touch hopefully every citizen, so that CONVICTIONS OF NEW PRESIDENT 57 the home, the village, the field, the shop, may see the university for what it is: an intellectual lighthouse, not alone for the few who trim its wicks and fill its lamps, but for all the uncharted craft adrift upon the sea." " No cry for guidance, in its complex development," he declared in an article printed in the South Atlantic Quarterly in 1906, " should come up out of an American State which is not met with an immediate answer by its State university. Its duty is not alone to provide teachers, lawyers, doctors, and clean-hearted and clear- minded men, — it is that, of course, — but to provide as well experts in every phase of expansion in a complex time : in engineering, in commerce, in agriculture, in the domestic arts, in public health, in public transportation and public welfare generally." In a letter to the alumni during the session of 1909-10, he wrote, " The Univer- sity should see beyond its walls the needs of an advanc- ing civilization, and have both impulse and power to carry help to a free society, ever reaching out to higher levels. If they need to know how better to till the soil, — out of which all wealth must come, — and to carry forward an orderly economic life; if their thought is upon the health and physical well-being of community life; if they desire to build their schools and local in- stitutions with wisdom and farsightedness; if they have need of the knowledge which will enable them to put beauty and dignity and spiritual value into their homes and lives, — their university should not fail them in these just desires, but should be an ever present stimulus to their aspirations, and a tower of strength in elevating the standards of living, As the servants of the common- wealth, the scholars and teachers of the university are at the call of the people." "The ultimate mission of the State University in 58 HISTORY OF THE UNIVERSITY OF VIRGINIA America," he wrote in 1912, "will be to supply the brains, not only to the fortunate few who can repair to its walls, but to all the people, who constitute the life of the State." And in an address delivered during the session of 1911—12, he said that " the supreme duty of this generation in educational progress was to rise above institutional exclusiveness, and behold primary schools, colleges, technical schools, professional schools, and university, working together as one great beneficial agency, feeding, stimulating, guiding, and un- derstanding, and supplementing each other." ' The university," said h!e in an address at Chapel Hill, in 1915, " may justly take its place as that coordi- nate branch of democratic government out of which may be drawn a body of experts and social-minded men, ever ready to undertake, to analyze, and understand, and sympathize, with the State in the making; who can organ- ize the education of its children, foster economic organ- ization in its moral life, and vitalize and socialize the isolation of its country life; who can improve its agri- culture and animal husbandry, and aid in organizing its public revenues and give direction to its thought." " More and more," he affirmed in a report to the Board of Visitors, in the course of the same year, " the university is seeking to emphasize the duty of the university to care for the State. The old idea was for the State to care for the university." And in the Alumni News for 1915, he declared that " the primary duty of a university was undoubtedly to discover truth, to set standards, and to train men within its walls. Its second- ary duty was to carry its knowledge to the whole life of the State and region which it serves. The first prepares for leadership; the second guarantees wise and sym- pathetic citizenship." CONVICTIONS OF NEW PRESIDENT 69 " No university," he remarked on another occasion, 11 will long endure which is not in fairly close touch with the community to whose needs it must minister. The university's chief task is first to teach its own students faithfully and well, not primarily for their sakes as in- dividuals, but as a means of State and national enrich- ment. It must mould the sources of public opinion by supplying technical evidence, just standards, and varied scholarship, to the State's peculiar problems of business, health, education, religion, and agriculture. University and State must work together in a partnership of mutual obligation. The university must be given a chance to realize its ideals and demonstrate its energy, and the State must then demand of it inspiration and guidance." And again he affirmed that a university " is a great cooperative public corporation in harmony with the growth of modern activities, uniting on almost equal terms with the State in contribution to the material, social, and moral welfare of all the people without, as well as within, its walls. Universities have drawn closer to the people, not to popularize themselves cheaply, but to enrich and strengthen the lives of the people. The people are asking of every institution whether it be serviceable or no, and demanding that its efficiency ex- press itself in service to the people as a whole." " If a State is wise and farseeing," he remarked as late as 1917, "it will demand of such accumulations of human energy and scientific material a service to the whole commonwealth which will cause a deeper intelli- gence to filter throughout the State; and which will bring creative helpfulness to communities as well as to individuals. Those who govern the State, whenever they undertake large matters based on scientific needs affecting the public good, should immediately ask them- 60 HISTORY OF THE UNIVERSITY OF VIRGINIA selves: what sciences can be got, to promote their ends, from their institutions of higher learning; and these should be commandeered (to use a military term) to help the State rather than be put in the position of thrust- ing themselves into the service of the people, whom they were brought into existence to serve." The preceding quotations from the addresses of President Alderman, which might be greatly multiplied, disclose the convictions which he has always held as to the proper functions of a modern seat of learning. We have seen what ideals entered into the administration of the University of Virginia before the influences of the present conditions in the South had begun fully to reveal themselves. The additional ideals of the same insti- tution, as created by these new conditions, and stimu- lated by the policy of its executive, in harmony with the trend of the age, are that the University is not simply a more or less secluded nursery for the production of scholars and gentlemen, but that it is also a great work- shop to which the whole community can turn for practical instruction and leadership; that it is a lighthouse, which casts penetrating rays along the whole coast of the State's multitudinous and complicated interests, for the profit of every citizen. The most radical exemplar of this general conception of what a university should do for the community is, of course, the University of Wisconsin, which has been described as a bureau of experts attached to the State government for the benefit of the State, — a general in- formation office, ready to supply all persons with scien- tific and technical knowledge for use in their daily life. It possesses numerous fully equipped laboratories for research, and a circle of professors thoroughly trained to employ these laboratories to the utmost advantage. CONVICTIONS OF NEW PRESIDENT 61 In consequence, that institution can rightly boast that, annually, it has added many millions of dollars to the incomes of the people of its commonwealth. We will anticipate our account of the different schools during the Ninth Period, 1904—1919, by pointing out briefly, at this stage, the community directions which the new university spirit has, under President Alderman's general guidance, so far taken. First, there has been established a geological department, which is investi- gating, with ever increasing thoroughness, the geolog- ical formations and mineral deposits of the State. Second, there has been founded a department of forestry, designed both to utilize and to preserve the State's re- sources in this important province. Third, there has been erected a large and well-equipped addition to the hospital for ministering to the sick, and for researches in the field of public health. Fourth, a school of edu- cation has been created to strengthen the general aims of the public school system; and to this a department has now been added for the training of teachers, and for the improvement of university instruction in all its branches. Fifth, university extension has been adopted, with the view of carrying university information and nurture to every hearth. Sixth, the Summer School of Methods has been perfected; and, seventh, a School of Finance and Commerce has been established, with a large endowment to support it. Professors of the University of Virginia have served with ability on different Public Commissions, such as the Educational, the State Geological, the State Tax, the State Highway, the Federal Tariff, and also on the State Board of Education and the numerous State cooperative leagues. In addition, the institution has taken, through its School of Secondary Education, an important part in 62 HISTORY OF THE UNIVERSITY OF VIRGINIA improving the sanitary condition of the public schools; and through its school of hygiene, it has increased the value of the public health inspection. Furthermore, it has entered the religious life of the State by the zealous and efficient labors of its Young Men's Christian Asso- ciation; it has encouraged the work of the State Archae- ological Society; it has assisted the debating societies of the high schools; and by every means in its power, has fostered and encouraged the various bodies organized for civic betterment. XI. Powers of the Presidential Office What were the powers bestowed on the new executive office by the Board of Visitors? The new President occupied the chair for the first time at a called meeting of the Faculty on September 14, 1904; and on the follow- ing day, the Visitors assembled and clearly defined the scope of his authority in the administration of the University's affairs. First, he was to serve as the medium of communication between the Board and the Faculty, and also between the Board and the subordinate officers. The object of this provision was to remove the awkwardness so often created, during the existence of the chairmanship, by the greater loyalty which the incumbent of that position, not unnaturally, exhibited towards the Faculty and officers than towards the Board. It was expected that the President, being practically independent of Faculty and officers, would be able to fulfill these liaison duties with perfect impartiality. Second, the President was to be responsible for the discipline of the students. This regulation was in sharp contravention of the recommendation of the Faculty, who, as already pointed out, had claimed that their POWERS OF THE PRESIDENTIAL OFFICE 63 body, as a whole, was in a better position to superintend the internal affairs of the institution than the President; and that the sole right to supervise these affairs was es- sential to the preservation of their influence with the students. The reasons that led the Board to deny this claim were : ( I ) that, so long as there was a duality of authority, there would be constant danger of a conflict between the President and the Faculty, with the undig- nified, and, in the public view, damaging, incidents certain to follow; and (2) that, unless the primary authority was concentrated in the office of President, he could not justly be held responsible for the proper government of the University. This did not signify the complete elimination of the Faculty as a part of the administrative machinery. On the contrary, as we shall see, the members of that body, as members of the several administrative committees, possessed and exercised great influence in the general direction of the Uni- versity's internal affairs. Third, while the President was required to overlook these internal affairs only in a general way, he was never- theless expected to keep a very vigilant eye upon the working of all the academic and professional depart- ments. This latter regulation, if it did not destroy the independence of the schools as established by Jefferson, materially curtailed it. The last word in the guidance of these schools now lay with the President, and not with the respective professors. The purpose of the change was to bring about a closer coordination between all the schools by subjecting them to the con- tinuous supervision of one responsible person. It was desirable, too, that the line between the college depart- ment, — the undergraduate and the graduate courses, — should be more sharply drawn ; and that the college 64. HISTORY OF THE UNIVERSITY OF VIRGINIA courses should be adjusted more accurately to the courses of the public high schools. All this could be more satisfactorily effected under the new system. Fourth, the President was to represent the University on every public occasion; and also to take the chair at meetings of the General Faculty, or the minor faculties, — bodies whose powers and duties he was authorized to determine. Fifth, he possessed the right to recommend to the Board the names of such persons as seemed to him to be properly equipped to fill vacancies on the teaching or administrative staff. Under the operation of the old rule, the testimonials of the several candidates were sub- mitted directly to the Board, who, after examining them, announced their decision in favor of one of the candi- dates upon the strength of his superior claim to personal and scholastic consideration. Under the practical work- ing of the new rule, the function of the Visitors re- sembled,— partially at least, — the function of the United States Senate in passing upon a nomination: if the nomination was disapproved of, it could be rejected, without the necessity of their substituting another in its place. This was looked upon as a sufficient device to bar all really objectionable selections by the executive head; but the rule still left the choice to the disinterested or biased judgment of the man who happened to be filling the Presidential office. The reputation of the University depended primarily upon the learning, character, and personal impressiveness of the members of the Faculty, and a failure to rise to the right level in any of these particulars was, perhaps, less apt to occur when the Board relied upon their collective judgment than when they trusted to the fallible judgment of one man, how- ever conscientious and faithful he might be. But the POWERS OF THE PRESIDENTIAL OFFICE 65 argument of the Board was that, if the President was to be held responsible for the successful administration of the University's affairs, he should be permitted to exercise the practically exclusive right to recommend the appointment of all who were to serve under him, in whatever capacity. The additional functions conferred on the President, which tended to increase the efficiency of his office, may be grouped as follows : he was to be a member of the Board of Visitors, — without the right to vote, how- ever, and he was always to serve as the chairman of the executive committee of that body; he was empowered to determine and define the duties of the students who had been awarded scholarships and fellowships; he was to appoint the deans of the several departments, subject to the subsequent ratification by the Board; he could compel guilty collegians to leave the precincts; and it was incum- bent upon him to inform any professor who had been delinquent, of the ground of the charge against him. The latter, however, could riot be turned out without the approval of the Board. One of the President's additional tasks, as time lapsed, was to adjust the annual budget. Written reports are first obtained from the professors of the different schools, and personal conferences, if necessary for further ex- planation, are held with them. The substance of these reports, and the conclusions of the conferences, are summarized by the President, with the assistance of a small budget committee. Then follows the process of cutting down to make tongue and buckle meet. " One has need," it has been very truly said, " of great sympathy and comprehension of varied problems and personalities, as well as accurate fiscal sense, in order to handle such a problem." 66 HISTORY OF THE UNIVERSITY OF VIRGINIA In weighing all the powers bestowed on the new executive head of the University of Virginia in September, 1904, it is perceived that the administrative system then introduced was less democratic than the one which had been established by Jefferson; and this fact is all the more pregnant in the light of the assertion made at the time of the first President's election; namely, that the institution was too aristocratic for the spirit of the times; and that what it needed most was a dem- ocratic purge. The Presidential form of administration was, as a matter of fact, adopted, not because the Board of Visitors thought that the institution required a dem- ocratic purge, but because they thought that it required a more efficient form of government, which, in this in- stance, the experience of other universities had demon- strated would be a modified form of autocracy. Unity, cooperation, the community spirit, — all were called for; and these were the more easily secured, as in our modern municipalities, by a general manager or President, than by a Faculty chairman, whose powers were limited, and who was the mouthpiece of a subordinate body rather than of the University itself. " The new Presidential system," remarked Judge John W. Fishburne, in a speech delivered at an alumni meeting, " hinges on the idea that the President is a man thoroughly familiar with modern educational questions, who stands ready to guide the institution along modern lines of complete service to all the people of the State." In these com- prehensive words are to be found the justification for the radical alteration, in 1904, of the University's system of government; and it would be sufficient even if there had been no other reason for making so far- reaching a change. RECTORS AND VISITORS 67 xii. Rectors and Visitors Before examining the right possessed by the Faculty, through its administrative committees, to participate, in a modified way, in the management of the University's internal affairs, it will be pertinent to give some account of the personnel of the Board of Visitors, a body to which the new President was subordinate, in spite of the wide sweep of his authority. The influence of the members of that body did not spring solely from their statutory powers, — it rested largely on their just appreciation of the moral demands of their office, their native ability, their professional attainments, and their weight of experience. Beginning with 1904 and ending with January I, 1919, — the limit of this history, — there were, during this interval, twenty-four Visitors by appointment. In addition to these, there were two who filled the office by reason of the fact that one was State Superintendent of Public Instruction, and the other, President of the University. Of the persons enlisted in this group, three had occupied the post of rector. Charles Pinckney Jones, the first of the three in date of appointment, had been a Confederate soldier, and, during many years, served in both branches of the State legislature; but he continued to pursue his profession of law, in the meanwhile, with distinction. Altogether, he performed the duties of rector for a period of twelve years. He had already been the incumbent of the office for some time when he participated, as the representative of the Board, in the in- auguration of President Alderman. Robert Tate Irvine occupied the rectorship from 1918 to 1920, two years altogether. He was appointed 68 HISTORY OF THE UNIVERSITY OF VIRGINIA a member of the Board of Visitors in 1895 to fill the vacancy caused by the death of Basil B. Gordon, and served during five terms of four years each, omitting the interval between 1904—1908. Mr. Irvine was sprung from an ancestor who had gone from the Scottish Lowlands to North Ireland, had taken part in the des- perate defense of Londonderry, and struck many re- sounding blows for the Protestant Cause. His more immediate forbears, accompanying the great Scotch-Irish stream of immigration in its westward flow, had halted in the Valley of Virginia. They were ardent patriots in the Revolution. One of his ancestors on his mother's side, Captain James Tate, had fallen at the head of his company at the battle of Guilford Court- House; and a shaft commemorative of his heroic death has been erected on that field. The subject of our sketch grew to manhood in the park-like blue grass region of Kentucky; he received his principal education in that State; and afterwards graduated in the School of Law of the University of Virginia, under the tutelage of Professor Minor. Almost from the threshold of his professional career, which began in Southwest Virginia, he took a very influ- ential part in political affairs, — represented his county in the House of Delegates; and was only defeated for election to Congress in that Republican district by a very much reduced majority for his opponent. Mr. Irvine was distinguished, not only as a lawyer and politician in the higher sense, but as a man of superior scholar- ship,— in 1920, he became a member of the Phi Beta Kappa academic fraternity; and he also received the degree of Doctor of Laws from Centre College in 1919. In addition, he has been an important factor in the RECTORS AND VISITORS 69 development of all the natural resources of the section of the State in which he resides. In the numerous provinces of vital activity in which he has participated, whether professional, business, or political, — as a member and rector of the Board of Visitors of the University, for instance, or as a citizen of a prosperous and cultivated community, — his influ- ence has been cast in the scale of all that was calculated to aid, to improve, and to elevate, whether the object of his consideration has been his State, his district, his town, his profession, his alma mater; and he has illus- trated once more the energy, steadfastness, and integrity of that Scotch-Irish stock to which the Commonwealth of Virginia has been so deeply indebted for so many of her most useful and distinguished citizens. If we except Joseph C. Cabell, Armistead C. Gordon filled the office of rector for a longer period than any of his predecessors; namely, thirteen years; and as rector and visitor, he occupied a seat at the table of the Board for the space of sixteen years. There have been few intervals in the history of the University which have been as pregnant with vital influences touching its wel- fare as these sixteen years; and throughout their successive stages, the vigilance, devotion, and helpful- ness of Mr. Gordon never slackened. There was a hereditary as well as a personal reason for this attitude of loyalty on his part. He was the grandson of General William Fitzhugh Gordon, the most faithful and trusted, if not the ablest, lieutenant of Joseph C. Cabell, in the Homeric struggle for the passage of the University bill, the adoption of Charlottesville as the site of the institution, and the acquisition of State appropriations, from time to time, for its extension and support. Gen- eral Gordon had, on many occasions, made important 70 HISTORY OF THE UNIVERSITY OF VIRGINIA sacrifices for the sole purpose of disconcerting those who sought to overthrow the whole of that beneficent pro- ject. His watchfulness never ceased and his firmness never relaxed throughout that long contest, in which so much factional spite, so much private malevolence, and so much provincial narrowness, were always conspiring to confuse and defeat the efforts of those who were fighting for the cause of higher education in Virginia. It was General Gordon, too, who, standing on the steps of the Rotunda facing the Lawn, welcomed the French hero, Lafayette, to the University precincts, in a speech long remembered for its grace and dignity. It was from a patriot like this, who had sat with Jefferson and Cabell at the birth of the University, and had helped assiduously to rock its cradle in its feeble years of infancy, that Mr. Gordon was sprung. His father was named after one of the staunchest of General Gordon's lieutenants in the House of Delegates, — George Loyall, who not only employed his great talents without stint in supporting the interests of the University in that body, but afterwards served, with invaluable zeal and intelligence, as a member of the Board of Visitors. George Loyall Gordon, in the flower of his young man- hood, perished for his country at Malvern Hill, in the course of the great assault which has made that ground one of the most hallowed spots in the South. The son of this soldier-martyr, — the future rector, — passed his childhood and boyhood on the family estate, which reposed in the midst of those beautiful Piedmont hills which he afterwards pictured in one of the most moving of his poems. Around that home, as around the homes of Francis Walker Gilmer and Joseph C. Cabell, not far away, there lingered all the charming influences of Virginian social traditions and social culture, inherited RECTORS AND VISITORS 71 from a line of ancestry that reached back to the most fa- mous colonial mansions standing on the banks of the James and the Rappahannock. Mr. Gordon, like all the members of his own class in the old times, obtained his first taste of the English classics in the home library; and here too he laid the broad foundation for the literary skill which has made him so conspicuous a figure in the literature of his native State. Having passed the early stages of his tuition in one of those private schools the headmasters of which were great moral teachers as well as great scholars, he entered the University at a day when its chairs were filled by the most inspiring body of men recorded in its history, and when its atmosphere was still on fire with that spirit of patriotism and high endeavor which had been so vividly aroused by the sacrifices of the recent conflict. All the impressions of his previous life, — his loving associations with home and school, his keen ap- preciation of literature and scholarship, his thorough knowledge of Southern history, his profound reverence for Southern heroes, his boundless devotion to his native State and its great traditions, and his fervent sympathy with the spirit which had conferred so much distinction on her past, — • all united to make him deeply responsive to the silent lessons, as well as to the formal instruction, which the University of Virginia had to give. Throughout the years when he was consolidating his position in his profession of law, and also winning a wide reputation as a novelist, biographer, and poet, his in- terest in the University of Virginia continued to burn as brightly as during the days of his student life. He had chosen as his future home a town from which he could still look out on that splendid chain of mountains on which his eyes had rested unbrokenly in his youth and 72 HISTORY OF THE UNIVERSITY OF VIRGINIA early manhood. It required but a short journey to re- turn to the scenes of his college years, and to bring him- self into immediate contact with the institution which he still held in undiminished honor. The interests of a career that touched many more sides of life and thought than is usual with professional men were never offered, as they so often are, as an excuse for indifference to the call of his alma mater. There was in his attitude towards her a reflection of that devotion which, in old times, the Virginian felt for his native State, — an emo- tion which was the combined result of inherited instincts, social traditions, personal memories, patriotic pride, passion for the sacred soil. The appointment of Mr. Gordon to membership in the Board of Visitors was a very proper recognition, not only of his high personal reputation, but also of this unselfish attachment to the institution, exhibited at every opportunity which had arisen in his life. Born almost in sight of the dome of the Rotunda, brought up from childhood under the influence of the principles which the University represented, educated first in its shadow, and afterwards in its lecture-halls, a distin- guished writer as well as a lawyer of standing, a man of affairs as well as a citizen interested in the welfare of the community, it was to be expected that his appoint- ment would receive the stamp of public approval, and that it would be predicted, that, in time, he would be advanced to the rectorship. In his performance of the varied, intricate, and delicate duties of the latter position, practical wisdom went hand in hand with sentiment and affection. There was not a more zealous and indefati- gable member of the building committee after the Great Fire than Mr. Gordon; and to him was due the pater- nity of the resolution which first proposed the conversion RECTORS AND VISITORS 73 of thd chairmanship of the Faculty into a virtual Presi- dency. The same spirit, at once reverential for the noble traditions of the University, yet keenly alert to the de- mands of progress as created by new conditions, was ex- hibited by him in every other province in which he was re- quired to reach a decision as the rector of the institution. At the close of his successful tenure of that responsible office, he could truly say as he did in the privacy of per- sonal friendship : " I have loved the University of Vir- ginia through a life, now far beyond the crest of the hill, that has, in no small measure, been dedicated to its welfare, and that is bound to it by a three-fold cord that is not lightly broken, — the cord of friendship, love, and death. There is not a stone of its noble edifices that is not dear and sacred in my regard; there is not a story of its glory and its greatness in which I do not rejoice; and it could have no agony in which I could not share." The members of the Board of Visitors who served contemporaneously with the three rectors just named, were men of influence and prominence, either in the commonwealth at large, or in their respective commu- nities. Of this useful body, fifteen were active prac- titioners at the bar, two were physicians, and two were engaged in business, either of banking or manufacturing. Henry D. Flood had been a member of Congress during many years, and R. Walton Moore was destined to occupy a seat in the same assembly. William H. White and Eppa Hunton, Jr., were lawyers of prom- inence, and both were to be identified with the office of president of railroads. J. L. M. Norton and George S. Shackleford had won an excellent reputation on the bench. Daniel Harmon, Joseph W. Chinn, Goodrich Hatton, B. F. Buchanan, Robert Turnbull, A. F. Robert- 74 HISTORY OF THE UNIVERSITY OF VIRGINIA son, W. F. Oliver and C. Harding Walker were lawyers known and respected throughout the State. Several of this number had been influential members of the General Assembly. John W. Craddock had been successful in establishing one of the largest manufacturing plants in the Southern States. G. R. B. Michie had been successful as a publisher, and at the same time had served as the chief officer of a prosperous bank. W. F. Drewry and F. W. Lewis were skilful and trusted practitioners of medicine. J. Stewart Bryan, educated for the bar, was widely known for public spirit, and as the editor and proprietor of newspapers. All were men of recog- nized talents who had been trained in the practical school of the new conditions which had arisen in the Southern States; all were in full sympathy with the predominant tendencies of their times; and all performed with disinterested zeal and fidelity the varied and ex- acting duties incident to a seat on the Board. xill. Administrative Committees After the establishment of the Presidency, the admin- istrative offices embraced the incumbent of that position, the dean of the University and the college, the dean of the department of graduate studies, the dean of the department of law, the dean of the department of med- icine, the dean of the department of engineering, the director of the summer school, the bursar, the registrar, the librarian, the superintendent of buildings and grounds, the director of the Fayerweather gymnasium, the superintendent of the hospital, the University physi- cian, the sanitary inspector, and the alumni secretary. We have already given some description of the powers of the President. The Faculty, taken as a whole, was known as the General Faculty. The minor faculties ADMINISTRATIVE COMMITTEES 75 were made up of subdivisions of the General Faculty according to departments. The principal administrative machinery was composed of working councils, drawn from the membership of the General Faculty, which also included the President. The most important of these was the Administrative Council, which consisted of the President and the deans of the several depart- ments. This committee took shape only a few weeks after Dr. Alderman gathered up the reins of government, and it was his chief adviser in one of the most vital prov- inces falling under his supervision, for it passed upon the delinquencies of the students, — more particularly in cases of individual drunkenness, or improper conduct on the part of their different social organizations. The second administrative body was the short-lived Academic Council. Its function was to thresh out be- forehand all matters of importance which were to be disposed of by the General Faculty a.t their next meeting. Its work in this way sensibly facilitated the progress of business in the Faculty room by bringing it forward in a digested form, for this made practicable a quick decision on the merits of each case as submitted. The Academic Council itself not infrequently relied upon a sub-committee to investigate a question under con- sideration, and report first to its own body before the Faculty was informed of the conclusion reached. Such a question was the one that came up in 1904 touching the regulations to be adopted for entrance examinations, — at that time under earnest discussion. The General Faculty was divided into administrative committees charged with the performance of certain clearly defined duties; thus there was a committee of this character to supervise the University publications; another, athletics; another, the catalogue. There was 76 HISTORY OF THE UNIVERSITY OF VIRGINIA a separate committee appointed for each of the follow- ing purposes; to keep in order the University cemetery; to oversee the condition of the buildings and grounds; to adjust the entrance requirements; to advise with the librarian; to follow the affairs of the different college associations; to superintend the religious exercises; to arrange for the public celebrations; to regulate the relations with the accredited schools. In addition to these different committees, there was one to watch the condition of the several devices in use for fire protection; another to find out the means of self-help for students of small income; another to keep the University clock and bell in proper repair; another to manage the affairs of the Commons Hall; another to supervise the gradu- ate department; and still another to superintend the Summer School of Methods. For additional purposes, there were other committees in active existence. In short, there was no single interest of the University, — indeed, no important branch of any single interest, — that was not under the protecting eye of a trained committee. The largest membership embraced in any committee was to be observed in the one in charge of publications. That membership numbered eight; but, of the commit- tees in general, the membership ranged, on an average, from seven to three. Most of these committees acted through sub-committees, which reported to their head- committees; and the latter, in turn, reported to the President and General Faculty. After the establishment of the office of President, much of the business which had formerly been trans- acted by the General Faculty was transferred to the minor faculties representing the several departments, — academic, law, medical, and engineering. The dean of these departments possessed some of the powers of the ADMINISTRATIVE COMMITTEES 77 former chairman of the Faculty. To each was fre- quently referred the applications from students sub- mitted to the minor faculty of that department. A student found deficient was first admonished by his professor, and then by the dean of his department; and it was the dean's duty to report that fact to the young man's parent or guardian. With the delegation of authority to councils and com- mittees, the need of the General Faculty holding fre- quent meetings steadily declined. In 1907, there seem to have been eleven sessions of that body; in 1909, ten; in 1911, nine; in 1914, four; and in 1915, five. Be- tween October 22, 1906, and November 24, 1917, appar- ently the number of meetings did not exceed seventy- nine, a yearly average of seven, — the greater number of the seventy-nine occurring previous to 1911. One of the innovations which followed the creation of the Presidency was the use of the academic cap and gown. This had been introduced by President Alder- man at Tulane University. In a short time, several ceremonies were established at the University of Vir- ginia which were thoughtfully calculated to increase the dignity and impressiveness of its administration. For instance, in 1905, the graduating class was, for the first time, formally presented to the alumni at the banquet at finals. Next, the University Hour was appointed. This was a monthly meeting of teachers and students in the public hall for the purpose of discussing the numerous questions which involved the interests of both. Convo- cation Day, in the autumn, and Founder's Day, in spring, were celebrated with academic processions, full of color and distinction; and on the same occasions interesting ad- dresses were delivered. Thus, on the ceremonial side of university life, a new vision was exhibited, which 78 HISTORY OF THE UNIVERSITY OF VIRGINIA recognized that the splendor of a seat of learning can be promoted, not only by an appeal to the sense of intellec- tual acquisitiveness, but also by an appeal to the sense of beauty and dignity. XIV. The Students — Number, Birthplace, and Parentage During the session of 1904—05, approximately six hun- dred and sixty-two students matriculated at the Univer- sity of Virginia. By March, 1913, that number had grown to eight hundred and thirty-six ; but it was not un- til the beginning of the session of 1915—16 that the roll embraced one thousand names, — the thousandth name being that of Matthew S. Martin, of New Jersey. By March, 1916, the number of matriculates had swelled to one thousand and sixty, and by March, 1917, to one thousand and ninety-two. During the interval between 1904—05 and 1915—16, the rate of increase had not ex- ceeded fifty per cent. The explanation for the slow advance during the early part of this period was to be found in the operation of several adverse influences : ( i ) the adoption of more rigid entrance examinations by the University; (2) the popularity in the world at large of certain branches of technological education, which could be more satisfac- torily acquired in institutions delvoted exclusively to that province of study; (3) the reputation for difficulty which had long stuck to the University's undergraduate courses ; and (4) the false impression that the expense of living within its precincts was abnormally high. There was a suspicion that jealousy on the part of some of the less prominent colleges had led them to exaggerate the importance of all these supposititious drawbacks. The principal competitors of the University of Virginia in the State, at this time, in enrolment of students, were NUMBER, BIRTHPLACE, AND PARENTAGE 79 the Polytechnic Institute at Blacksburg, the College of William and Mary, the Military Institute at Lexington, and Washington and Lee University. At least two of these, — the College of William and Mary and the Vir- ginia Military Institute, — like the University of Virginia itself, received a large number of matriculates without any charge for tuition. The declaration of war with Germany led to a shrink- age in the roll of matriculates at the University of Vir- ginia during the session which followed that event. By March, 1918, when American participation in hostilities had been protracted over nearly twelve months, the num- ber of its students did not exceed seven hundred and sixty; but before another session had passed, that number had rebounded to thirteen hundred and eighteen, the largest, up to that year, in the history of the institution, and the immediate! result of the return to college of so many young men whose education had been temporarily interrupted by their enlistment in the army, — from which they were now withdrawn, as peace had been again established. To what States were the students enrolled in the Ninth Period, 1904-19, accredited? And what was the pro- portion of attendance belonging to each State? The number of matriculates coming from Alabama previous to 1916—17 had never, in any one year, risen above thirty or fallen below fourteen. Arkansas could never claim, during the same length of time, more than sixteen; Florida more than twenty-two; and Georgia more than twenty-seven. During some of the sessions, each of these commonwealths was represented by one half of these respective numbers. In 1907—08, Kentucky had sent forty-four matriculates; in 1911-12, fourteen only; but in 1918-19, the attendance from that State rose to 80 HISTORY OF THE UNIVERSITY OF VIRGINIA thirty-nine. The largest number which Louisiana could claim between 1904-05 and 1916—17 was twelve; the largest which Mississippi could claim was twenty-four; North Carolina, thirty-one; South Carolina, twenty- seven; Tennessee, forty-eight; West Virginia, thirty- two; and Texas, twenty-six. All these States showed a large increase in enrolment during the abnormal year of 1918—19. The smallest attendance to which any of these com- monwealths sank was six matriculates. This occurred only in the case of Louisiana. In the instance of both North Carolina and Te'xas, it was seven; of South Car- olina, eight; of Mississippi, twelve; of West Virginia, fifteen; and of Tennessee, seventeen. Th Insurance. Second year, first term: Lile, — Equity Jurisprudence; Graves,— Com- mon Law Pleading; Minor, — Real Property, begun. Second term: Lile,— Private Corporations; Graves, — Pleading in Virginia; Minor, — • Real Property, concluded, Constitutional Law begun; Eager, — Admir- alty; Dobie, — Code Pleading. Third term: Eager, — Practice; Minor, — Constitutional Law, concluded ; Dobie, — Taxation. Third year, first term: Minor, — Criminal Procedure; Dobie, — Wills and Administration, Roman Law; Eager, — Bankruptcy and Partnership. Second term: Lile,— j Equity Procedure; Minor,)— > Conflict of Laws; Dobie, — i Federal Jurisprudence and Procedure ; Eager, — Damages. PROFESSIONAL DEPARTMENTS— LAW 173 The enlargement of old subjects, and the addition of new, made it imperative to increase the number of teachers associated with the department. When Pro- fessor Lile was granted a leave of absence during the session of 1907-08, his place was temporarily taken by Armistead M. Dobie, who was afterwards assigned to a full professorship. By 1913—14, there were four full professors, — Graves, Lile, Minor and Dobie, — and one adjunct professor of law, Eager, and one adjunct professor of public speaking, Paul. Definite tasks had, for some time, been performed by assistants, who, though receiving small salaries, considered the compensation sat- isfactory, since the prestige of the position led to subse- quent connections with large practitioners or to junior partnerships. It was through them that a system of daily quizzes was maintained, which proved to be highly beneficial in its results. The introduction of the course in public speaking had been recommended in 1910 by the law faculty. The ground covered by this course embraced the principles of argumentation and debating, and also the methods of delivery. The students, in groups of four, discussed legal and forensic questions in the presence of the gen- eral class. This course was supplemented by Professor Lile's lectures on brief-making. In addition to the de- bates under Professor Paul, there was, during many years, a law debating society. The attendance in this so- ciety had been voluntary, although, at one time, every candidate for the degree of bachelor of law had been re- quired to argue at least one case before this body while under the presidency of a member of the law faculty. A debate open to all was permissible afterwards. Third term: Lile, — Public Corporations, Legal Ethics, Preparation of Cases and Practice of the Law ; Graves, — Evidence. 174 HISTORY OF THE UNIVERSITY OF VIRGINIA During the session of 1907-08, the General Assembly appropriated sixty-five thousand dollars for the erection and proper equipment of a law building at the University of Virginia. The first site that was considered for its location was one in the vicinity of the present post-office; but the final choice fell upon the slope lying east of Daw- son's Row. The turf there was broken for the founda- tions of the edifice in the spring of 1909; it was com- pleted in January, 1911; but was not used until the be- ginning of the next session. Its total cost reached the sum of $64,560.28.! The structure may be said to con- sist of a central mass with two subordinate wings; its entire front is accentuated by a line of six Doric columns; and it stands two stories in height. It was very appro- priately named in honor of Professor John B. Minor. On the upper floor of this building, the books of the department were deposited. It was estimated, that, during the long interval between 1826 and 1895, tne Board of Visitors* had not appropriated altogether for the law library as much as one thousand dollars. Be- ginning in 1895, that body, from time to time, provided sums sufficient to increase the number of volumes to a point that rendered them, by 1904-05, a very fair nucleus for a really imposing collection. As we have seen, these books had been, for many years, stored in the base- ment of the Rotunda, — a situation encompassed with many inconveniences. By 1908-09, nearly ten thous- and volumes had been accumulated. During this session, a notable addition was made to the collection by Pro- fessor James Barr Ames, of the Harvard Law School, in the shape of three hundred and fifty volumes of the English Law Reports, which brought the issue fully up 1In March, 1911, Professor Lile estimated that the "interior furnish- ings," up to that time, had entailed an outlay of $10,000. \ PROFESSIONAL DEPARTMENTS— LAW 176 to date. By 1909—10, the law library was in possession of a practically complete set of all the State reports in spite of their heavy cost. Those of Delaware, for in- stance, had required an outlay of twenty-five dollars per volume. Through the generosity of W. W. Fuller, an alumnus who had won distinction and fortune in the practice of law, the library received a fund of ten thousand dollars, the income of which was to be devoted to the purchase of additional books. During the session of 1910—1 1, an accession was obtained through the bequest of Judge Lambert Tree, another alumnus who had risen to em- inence in the same profession. He left the larger part of his collection of law books to the law library. A set of Maryland reports was also received from Joseph Wilmer, a brother of the late Skipwith Wilmer, of the Baltimore bar. By this time, the collection of the decisions of the American and English courts of last resort was substantially without a gap" The library, in 1913-14, contained about 12,700 volumes, and it was in the care of a thoroughly competent librarian, Miss Lipop, and her assistant. By 1916-17, the number of volumes had increased to fourteen thousand. How many students attended the classes of the de- partment of law during the years of the Ninth Period(? In the course of 1904-05, about two hundred registered; during the session of 1908-09, approximately two hun- dred and ninety-four; but, in 1910-11, the number sank to one hundred and ninety. This decline followed the adoption of the three-year course. It could not be told until the session of 1913-14 whether this shrinkage would be permanent, for it was not until then that the new rule was to come into full operation. The upshot of the attendance was, at that time, encouraging, — the 176 HISTORY OF THE UNIVERSITY OF VIRGINIA number of students was two hundred and seventy; but, in 1915-16, it fell to two hundred and fifty-one; in 1916-17, to two hundred and thirty-five; and in 1917- 18, to ninety-nine. Only eighty members of the several classes were really present. This remarkable decline was due to the pressure of the war, which made, from the beginning, the heaviest draft upon the schools in which were enrolled the young men of mature years. The number of degrees of bathelor of laws won during the Ninth Period by members of the department ranged from fifty in 1904—05 to seventy- four in 1908—09; and fell off from ninety-six in 1909—10 to fifty-two in 1914— 15^ In 1910—11, there were only fifteen graduates; but this was attributable to the extension of the course. So thorough was the preparation which the graduates received for their future profession that Dean Lile was able to declare in his report to the President in March, 1910, that, since the adoption in Virginia, in 1896, of the rule that all applicants for a license must be examined by the Supreme Court of Appeals, there had been pro- portionately only a small number of failures to meet that test among the winners of the University's law diploma; indeed, that as many as ninety per cent, of the students who had carried off the coveted degree had passed suc- cessfully those exacting examinations for admission to the bar. Another proof of the superior character of the tuition was to be found in the excellence of the journal issued by the law department. In June, 1913, the Board of Visitors appropriated one thousand dollars for the sup- port of this periodical, which was to make its first ap- pearance in the following autumn, under the direction of an editorial board of twenty-five students chosen on a scholarship basis from among the members of the junior, PROFESSIONAL DEPARTMENTS— MEDICINE 177 intermediate, and senior classes. Eight numbers were to be published annually. The law faculty was to serve only in an advisory capacity. This review was estab- lished as planned, and soon ranked with similar reviews issued by the law departments of Princeton, Harvard, and Yale Universities. During the session of 1916—17, in a lecture on the Barbour-Page foundation, Dean Wig- more referred to it as one of the best of its kind pub- lished in the United States. xxviii. Professional Departments — Medicine During many years following the close of the war be- tween the States, as we have seen, the medical school of the University of Virginia was satisfied to restrict it- self to the methods of didactic teaching. The instruc- tors, outside the hall of the demonstrator of anatomy, relied only on the lecture and text-book; and the information thus acquired by the student during the session was clarified and confirmed by written examina- tions at its end. The reputation of the school rested chiefly on the record made before army and navy boards, whose touchstone of competence consisted alone of a series of questions in writing. During that period, there were no oral interrogatories, and no laboratory or hos- pital tests. By the beginning of the Ninth Period, 1904, a new spirit had come to govern medical education everywhere. Its influence was reflected (i) in the increase in the amount of preparation required of prospective medical students; (2) in the employment of the laboratory as a method of imparting expert knowledge; and (3) in the far greater prominence accorded to practical research. For some years, this spirit had made little impression upon the didactic system prevailing at the University of 178 HISTORY OF THE UNIVERSITY OF VIRGINIA Virginia, but, in time, it was strongly felt there also, through the convictions of younger professors who had been trained to more modern methods than their prede- cessors. The earliest indications of this fact in practi- cal application were the use of out-patient clinics, the in- troduction of classes in histology, embryology, bacteriol- ogy, pathology, and clinical diagnosis, and the erection of a hospital in part. The foremost upholders of these new methods were Barringer, Christian, Dabney, Tuttle, Flippin, and the younger Davis. The demonstrators of anatomy, like the elder Davis and Towles, had, in their department, long anticipated the coming revolution, and in doing so, had won a reputation which extended far beyond the precincts. But the teaching force and equip- ment continued inadequate, and the University was, dur- ing all this time, unable to meet all the needs of the sit- uation. Nevertheless, it had become imperative that the institution should do so if it was to maintain a respectable position in the profession. Instead of examining boards being satisfied now, as formerly, to submit a se- ries of written questions, they called upon all applicants to prove their knowledge to be practical; and this was done by requiring them to answer oral questions or to do test work, in laboratory or hospital. It was generally admitted that the deductive system by itself left the student pitifully weak along practical lines. When the Ninth Period began in 1904, the modern aim of the department was only illustrated conspicu- ously, though not exclusively, in those special branches of work which we have enumerated, and which were all too few as we have seen. Professor Barringer, in a formal report to the President in 1904-05, said that " there were but three strong points in favor of our school of medicine : ( i ) its medical professors, removed PROFESSIONAL DEPARTMENTS— MEDICINE 179 from the commercialism of city life, taught their subjects like the professors of Latin, history, and so on; (2) the faculty work is best done in an educational atmosphere, — here we have it to perfection; (3) our hospital, small as it is, is yet under our sole conduct, and close at hand, and is usable to its full extent. Medicine is be- coming each year more of a science and less of an art. While the art demands the clinical material of the city, the science demands only the habits and spirits of inves- tigation." It was acknowledged, at this time, that the graduates were particularly deficient in training in physical diagno- sis, in pathology, in clinical microscopy, and in materia medica. The general need of reorganization along more modern lines was fully grasped by the new Presi- dent very soon after his inauguration; and one of the first great tasks which enlisted his attention was to bring about its realization. The principal demands were for ( i ) a more cultured preparation for the study of medi- cine; (2) fully equipped laboratories in the fundamental medical sciences, under the direction of thoroughly edu- cated instructors; (3) the creation of a larger teaching hospital, in which students in their third and fourth years would have an opportunity to observe in person phenomena of disease. This was to be done at the bed- side, under the guidance of professors whose only duty would be to instruct them. Who was the man most competent to build up the de- partment along these broad, salient lines? The Presi- dent's choice fell upon Richard H. Whitehead, then occupying a chair in the University of North Carolina. He had graduated at the University of Virginia in 1886, having preferred to enter its didactic school of medicine rather than some school elsewhere, in which the tuition 180 HISTORY OF THE UNIVERSITY OF VIRGINIA was given by men engaged in actual practice. After as- suming, in 1905, general charge of the department, as the dean of its faculty, his first important policy was to re- quire that, from the session beginning September, 1907, no student should be admitted to the school who had not received a year of laboratory training in the three funda- mentals of medicine in some institution of collegiate rank. His second was to establish properly equipped laboratories, under the direction of experts, who had been appointed after a careful appraisement of their fitness. His third was to reorganize the hospital for the purpose of teaching students as its principal form of usefulness. The history of the medical department during the Ninth Period is a history of the development of this com- bination of policies. We propose to treat each in turn in its various ramifications. Let us consider first the re- quirements for admission adopted from time to time. In the interval between 1904 and 1906, the American Medical Association undertook in earnest to elevate the character and condition of medical education in the United States. That body declared it to be essential that there should be first an improvement in the prelim- inary education of the prospective student of medicine. This improvement, — in accord with the demand of the Association, — was, in 1904, considered to be evidenced by the completion of a four-year high school course, and afterwards, in 1906, by an additional year of col- lege work in the basic sciences. The University of Virginia, beginning with 1907-08, required that every applicant for admission to the first year of its medical department should submit the diploma of a recognized institution of collegiate rank or a certificate of good standing given by the like seat of learning; or the di- ploma of a high school offering at least a three-year PROFESSIONAL DEPARTMENTS— MEDICINE 181 course, or the certificate of an accredited school offering an equivalent course. In addition, he must have com- pleted at the University the college courses in physics, general chemistry, and biology, or the same courses in some other institution of reputation. Under the operation of the various entrance require- ments, during a period of four years, the enrolment shrank from one hundred and thirty-six students to seventy-eight; but, in the meanwhile, as we shall see, the means of restoring the balance were being created by the establishment of new laboratories, the appointment of ex- pert teachers, and the extension of hospital facilities. How necessary for the high character of the Medical School these admission requirements were, is demon- strated by the report of the dean for 1906-07, — the year before they went into effect. "A little more than fifty per cent, of the medical classes this year," he said, " had devoted from one to four years to collegiate education before beginning medicine. The class contains all de- grees of quality, from mature, intelligent, trained men, at one extreme, to raw, untrained boys, at the other." It was expected that pupils of the latter type would be un- able to obtain entrance at the beginning of the next ses- sion; and this anticipation, as already stated, proved to be correct. It was to equip the raw and untrained that the college course especially was laid off with such care and discrimination. Not less than thirty-five per cent, of the students in the medical department in 1908-09 had won the degree of master of arts or bachelor of arts. The rule was based on two facts: (i) it was im- possible to impart a proper knowledge of modern medi- cine to an unripe and undisciplined mind; and (2) it had been observed that the young men who had received in- struction in those naturalistic sciences which were funda- 182 HISTORY OF THE UNIVERSITY OF VIRGINIA mental to medicine exhibited the most interest, and were the most successful, in the medical course. By March, 1915, Dean Whitehead concluded that the department had won such a high position that it would be safe to increase the entrance requirements to two years of college work. He based his recommendation on two reasons : ( i ) the average student found it difficult to acquire in one year the necessary training in chemistry, physics, and biology, and in those modern languages which had been added to the course; and (2) the laws of numerous States already prescribed two years. By 1916—17, the requirements for admission called for proof of two years of college work, covering, among other sub- jects, always English, mathematics, inorganic chemistry, physics, biology, and either the German or the French tongue. This work was to follow the completion of a four-year course in a high school. The student who was able, on entering the medical department, to secure an advanced standing, was enrolled in the classes of the second, third, or fourth year. To accomplish this, he had, not only to show that he had satisfied all the general requirements for entrance into the department, but also to submit a certificate from an accredited school of medi- cine in proof that he had done work equivalent to the grade of at least eighty per cent, in each subject for which he was asking credit. The like privilege for one year was allowed the holder of the degree of bachelor of arts or science whose academic course had included medical sub- jects equal in quality and volume to those of the first year in the medical course. This regulation was already in operation in 1905—06; and seems to have continued in force during succeeding sessions. In 1904-05, the medical courses which had to be com- pleted by the candidate for the degree of doctor of medi- PROFESSIONAL DEPARTMENTS— MEDICINE 183 cine extended over four years. He was only exempted, as already stated, from so prolonged a stay if he had been successful in obtaining advanced standing by the required testimonials which relieved him of the first, second, or third year, as the case might be. The division of studies in force in 1905—06 was as follows: during the first session, instruction was given in elementary biology, chemistry, practical physics, practical chemistry, medical biology, — which embraced physio- logical anatomy, normal histology and embryology, — and descriptive anatomy; during the second session, in physiology, bacteriology, general pathology, special path- ology, descriptive anatomy and regional anatomy; during the third session, in obstetrics, materia medica, surgery, clinical diagnosis, and dispensary clinics; and during the fourth session, in practice of medicine, therapeutics, hygiene, clinical surgery, derminology, diseases of eye, ear, and nose, gynecology, medical jurisprudence, diseases of children, and dispensary and hospital clinic. The largest proportion of the course of the first year was accompanied, at this time, by practical work in the laboratory. This condition was true, in almost equal measure, of the course of the second year. During the third year, — and especially during the fourth, — the at- tention of the student was very much occupied with practical clinical instruction. Some account of the charac- ter of this supplementary work will be given on a later page. By 1906—07, the dean of the department was able to say in his annual report that " an excellent beginning had been made towards the full realization of a well- rounded modern school." ' We only lack now," he added, sufficient motive power, — money." During this session, the chair of anatomy was separated from the 184 HISTORY OF THE UNIVERSITY OF VIRGINIA chair of surgery, and the chair of practice of medicine from the chair of pathology. With the subsequent in- troduction of a course in pharmacology, Professor Whitehead declared that the department had been com- pletely reorganized in the sense " that all the more im- portant branches of medical science were represented in its courses on a basis that permitted of their going for- ward, should the condition of the future be favorable to them." By 1907—08, the division of subjects was as follows: during the first session, the instruction was limited to normal histology and embryology, anatomy, anatomy of the nervous system, and physiological chemistry; during the second, to physiology, bacteriology, pathology, anatomy, pharmacology, and physical diagnosis; during the third, to obstetrics, materia medica, practice of medi- cine, surgery, gynecology, clinical diagnosis, and clinics; and during the fourth to neurology, pediatrics, thera- peutics, hygiene, surgery, dermatology, gynecology, medical jurisprudence, diseases of eye, ear, nose, and throat, and clinics. This division and assignment to successive sessions followed a logical scheme : the first and second years were occupied with the study of those sciences which were fundamental to the subjects of the re- maining two years. These latter subjects were the strictly professional ones. They had been begun in the second year. Both in the third and fourth years, partic- ular attention was still given to clinical instruction. In March, 1909, as the result of a movement which had been inaugurated by the President of the University in the previous autumn, at the suggestion of Dr. Rawley Martin, a distinguished physician of the city of Lynch- burg, the Board of Visitors authorized the establishment of a series of courses for the practical teaching and PROFESSIONAL DEPARTMENTS— MEDICINE 185 demonstration of sanitary engineering, the science of public health, and other topics which related to the training of public health officers. The first series of lectures formed a part of the summer course in 1909, and embraced the subjects of sewerage, filth disease, malaria, ventilation, plumbing, vital statistics, and the like. An advanced course in physiology was now added for the benefit of the fourth-year students who had completed the lower courses and wished to specialize in the science. xxix. Professional Departments — Medicine, , Continued We have already referred incidentally to the stress laid upon the laboratory after the reorganization of the medical department. The aim which the new dean kept in view from the first hour of his induction into office was to bring the laboratory studies up to the minimum standard set for those subjects by the Association of American Colleges, and approved by the American Medical Association and the Association of the State Licensing Boards. At the time of his appointment, the department was crippled in this direc- tion by the following deficiencies: (i) there was prac- tically no laboratory work undertaken in the funda- mental science of chemistry, — it was necessary that the medical student should have open to him courses in the methods of qualitative analysis, in toxicology, and in physiological chemistry; (2) there was no in- struction at all in the methods of experimental physi- ology. The hours assigned to bacteriology were short of the minimum by at least fifty per cent., and of the requirement of a really great school by a much wider gap still. By the beginning of the session of 1907—08, these 186 HISTORY OF THE UNIVERSITY OF VIRGINIA particular defects had been at least partially cured. The Massie house, at the north end of West Range, had, -by that date, been remodeled inside, — one section had been converted into a laboratory for physiological chemistry; and another section into a laboratory for ex- perimental physiology. There was reserved in the basement a room for experimental practice of medicine on animals. The former Ross dwelling-house was now used for storerooms, offices, and small laborato- ries, while the Ross boarding-house was divided into two laboratories, — the one occupying the upper floor was assigned to the professor of general chemistry for un- dergraduates; the one occupying the lower was used not only for the like purpose but also as a lecture room. Before the close of the session of 1908-09, the number of laboratories had been increased threefold at least. The work now done therein was for the illumination of the fundamental subjects of organic chemistry, gross anat(omy, histology and embryology, bacteriology, path- ology, physiological chemistry, physiology, pharma- cology, and materia medica. In the absence of funds with which to erect new lab- oratory buildings, old structures were renovated and equipped with apparatus for teaching, and to a less extent, for original investigation. The medical student gained through these laboratories a large part of his knowledge at first hand and by his own exertion. He, by the same means, acquired confidence in himself,— a state of mind imperative for successful practice afterwards. President Alderman, in an address delivered, in 1917, before the Medical Association of Virginia and North Carolina, affirmed that " the University of Virginia, during the previous six years, had expended ap- PROFESSIONAL DEPARTMENTS— MEDICINE 187 proximately six hundred thousand dollars in multiplying its scientific laboratories and their equipment ten-fold, in- creasing its instructorial staff, and, above all, developing the advantages of its own hospital to the point where fifteen hundred cases of disease pass through it yearly, and where, in surgery, its service for the students en- rolled equals the best in America." Let us now inquire into the history of this beneficent institution since 1904— 05- The hospital was designed and conducted as a teach- ing hospital, and was so constructed as to allow of in- definite expansion. In 1906, the edifice consisted of an administration building and one completed wing, with a second wing in the process of erection. There was now accommodation for fifty patients; and fifty more could be taken in when the new wing had been finished. The clinical work at this time was carried on by the pro- fessors of the practice of medicine, general surgery, ab- dominal surgery and gynecology, and obstetrics. The medical class was first divided into medical and surgical groups, and then subdivided into sections, which were distributed through the four wards, — two of which were reserved for white people and two for colored. Each clinical patient was assigned to two students, under the criticism and advice of the physician-in-chief ; and they assisted at the operation, if surgical treatment was called for. In the central building, there were an amphithe- atre, private operating rooms, and x-ray rooms, while in the basement of the north wing was situated a fully equipped clinical laboratory. During 1914—16, steps were taken to erect an addi- tional wing to the hospital. The money required for this purpose was donated by the town of Charlottes- ville and the County of Albemarle, — which together subscribed the sum of twenty-one thousand dollars, — and Mr. Charles Steele, of New York City. This new wing was occupied in the summer of 1916; and it gave the hospital a capacity of two hundred beds. There were now six wards, — two of which were for the use of the colored people, — and forty private rooms. The out-patient department, by this time, had been made an integral part of the hospital itself. It had for- merly been housed in the old dispensary, but in the fall of 1916, it was transferred to the first floor of the new wing of the hospital. The dispensary had been in charge of an advanced medical student, who, together with other students of the same grade, responded to calls in the neighborhood, in addition to prescribing for persons who came to the building. One or two of the medical professors met their regular classes at the dispensary; and under their guidance, diagnostic and patholog- ical examinations of patients were made by the mem- bers. By 1910-11, the number of cases treated at the hos- pital had increased to fifteen hundred annually. Of the 1565 patients admitted between July i, 1910, and July i, 1911, six hundred and twenty-two were charged no fee; six hundred and sixteen paid in part; and the remainder paid in full. During this interval, over one thousand surgical operations took place. There were for the fiscal year ending July i, 1912, 1781 patients; for the fiscal year ending July i, 1914, 2133. Since the first of July, 1908, the number had trebled. At the close of the fiscal year of 1916-17, the number of patients had grown to 3200. In other words, it had nearly quintupled. Of the 2313 cases treated in the fiscal year of 1914-15, 1348 were gratuitous. In consequence of these services to in- dividual health without pecuniary return, the hospital PROFESSIONAL DEPARTMENTS— MEDICINE 189 added very sensibly to the expenses of the University; indeed, the outlay ran ahead of the income to such a de- gree that there was always a deficit on the annual opera- tions of this section of the medical department. For the fiscal year ending July 10, 1910, this deficit amounted to nearly nine thousand dollars, even after the Board of Visitors had advanced the sum of eight thousand. Be- ginning with the session of 1910—11, the General Assem- bly made an annual appropriation of ten thousand dollars for the benefit of the hospital, but this failed to balance the annual accounts, — during that year, the expenses rose to $40,183.98, while the income did not exceed $21,- 927.65. In 1912—13, the total expenses, — exclusive of the salaries of the professors, — amounted to $26,- 909.71; the receipts to $15,960.67. From $42,579.21 in 1913-14, the expenses swelled to $90,379.08 in 1916- 17; the income from $42,769.09 to $79,134.28. A rise in prices of all articles used in the hospital was now perceptible. The cost of maintaining a patient was $1.21 per diem in 1914—15 as compared with $1.03 in 1913—14; and the advance grew only more rapid after war was precipitated in Europe. At the beginning of the Ninth Period, there were four full professors whose instruction was restricted to the courses of the medical department; and in addition to these, there were two adjunct professors, a demonstrator, and three assistants. Of the academic faculty, three full professors and one adjunct were called upon to devote a portion of their time to lectures on purely medical topics. Professor Whitehead, in addition to the deanship of the department, occupied the chair of anatomy. Dr. W. M. Randolph was the adjunct professor of surgery. When a separate chair of bacteriology and pathology was es- tablished in 1906-07, Professor C. H. Bunting was 190 HISTORY OF THE UNIVERSITY OF VIRGINIA chosen the incumbent. Dr. Theodore Hough who had previously been associated with the famous Institute of Technology in Boston, was, during the same session, appointed to the separate school of physiology, and after- wards became the dean of the department of medicine following the death of Professor Whitehead. During his first year, his' time was given up altogether to the construction and equipment of the new laboratories. Dr. William D. Macon was elected to fill the chair of obstet- rics. Dr. Stephen H. Watts followed Dr. Buckmaster as professor of surgery; and, as director of the hospital, assumed general charge of that section of the department, while Dr. H. B. Stone became the adjunct professor of general surgery and gynecology, to be succeeded by Dr. William H. Goodwin. Dr. James C. Flippin was ap- pointed to the chair of clinical medicine and therapeutics after the retirement of Professor Barringer. Simulta- neously, Dr. H. S. Hedges became professor of the dis- eases of the eye, ear, nose, and throat. Subsequently, this professorship was divided and Dr. Robert F. Comp- ton delivered the lectures on a section of the original course. Dr. H. T. Marshall succeeded Dr. Bunting in the chair of pathology and bacteriology, with Dr. C. R. Meloy as the adjunct professor. In 1910-11, Dr. H. E. Jordan, the associate professor of anatomy, was promoted to the full professorship of histology and embryology, a section of that school. Dr. John A. E. Eyster was the first exclusive teacher of phar- macology and materia medica, in which position he was followed by Dr. Jas. A. Waddell, in 1912. Dr. Joseph H. Kastle was the successor of Professor Mallet in the chair of medicine, and, in turn, was succeeded by Dr. Graham Edgar. Dr. Charles M. Byrnes was, for some time, the incumbent of the adjunct professorship of anat- PROFESSIONAL DEPARTMENTS— MEDICINE 191 omy and neurology, and Dr. John H. Neff was the in- structor in surgery. For a period, the administrative work of the hospital was in charge of Dr. M. R., Pratt. A vacancy in the chair of gross anatomy and neurology was filled by the appointment of Dr. Robert B. Bean. During the sessions of 1909—10, 1910-11, and 1911— 12, the number of first-year matriculates in the medical department increased so rapidly that it was considered advisable to reduce that enrolment thereafter to thirty- six new students, as this was the largest number which could be properly provided for with the then existing staff of teachers and laboratory facilities. In 1915—16 eighteen qualified applicants had to be denied admission; and it was expected that, at the beginning of the ensuing year, as many as thirty-five would have to be turned away, as there were, at that time, sixty students in the college department preparing for the medical course of the first year. The following table indicates the number of young men who attended the lectures between 1907—08 and 1917—18 inclusive, and also the number who won the degree of doctor of medicine in the course of the interval between 1907—08 and 1915—16 exclusive: 1907-08 1908-09 1909-10 1910-11 1911-12 1912-13 Number of students . . . 107 88 89 79 84 91 Number of graduates . 22 18 31 20 12 14 1913-14 1914-15 1915-16 1916-17 1917-18 Number of students 104 108 121 108 100 Number of graduates 17 21 The temporary falling off after 1907—08 was attribut- able to the adoption of the new requirements for admis- sion. Down to 1914 inclusive, 6214 students had ma- triculated in the department of medicine since 1825. Of this number, 2019 na<^ received the diploma of doctor of medicine. One hundred and sixty-eight had entered the 192 HISTORY OF THE UNIVERSITY OF VIRGINIA medical corps of the army and navy and the marine hos- pital service. About 1912-13, the committee on medical education of the American Medical Association, having thoroughly inspected all the medical schools then in operation in the United States, registered the medical department of the University of Virginia in class A, a primacy which was granted to but twenty-two in a very long list. The only Southern institutions admitted to this star roll, besides the University of Virginia, were the Tulane University, the University of Texas, and the Johns Hopkins Univer- sity. Early in the session of 1913-14, the Board of Visitors were informed that, should the medical department of the University of Virginia and the Medical College of Vir- ginia in Richmond agree to consolidate, — the Medical College to take over the University medical department, — a large endowment could be obtained for the united schools. A committee reported to the Board in January, 1914, the upshot of their investigation, which was un- favorable to the acquisition of the endowment; and after the Board had weighed other adverse information bear- ing on the question of consolidation, they adjourned with- out further action; and ultimately the original proposal was permanently dismissed from discussion. XXX. Professional Departments — Engineering The requirements which had to be met by the applicant for admission to the department of engineering were practically the same as those demanded of the applicant seeking entrance to the medical department. If his ob- ject was simply to be enrolled in the first-year course, he must present the diploma of a reputable institution of collegiate rank; or a certificate of a well known school of PROFESSIONAL DEPARTMENTS— ENGINEERING 193 engineering; or the diploma of graduation in a high school, cither public or private; or an equivalent per- sonal certificate from the principal of such a school. If he was unable to show such testimonials, yet was able to pass satisfactorily the general entrance examinations, he was admitted to the department without further condi- tions. Should he wish to obtain the advantage of ad- vanced standing, he had only to submit a certificate from a respectable institution of learning which should indicate that he had covered all the courses for which he was asking credit. There was an allowance of credit also for engineering work done in the summer school of the University of Virginia or any other University. The most salient features of the engineering course at the beginning of the Ninth Period, 1904, were (i) the length of time given up to pure and mixed mathematics; (2) the requirement that, at the end of the lecture, the student should work out on the blackboard problems resembling those which he would have to solve in pro- fessional life; and (3) the additional requirement, that, instead of copying from tracings, he should cut out mod- els from his own designs. He was taught to illustrate the principles emphasized in the lectures by designs re- duced to plates. This plate system was thought to be a progressive step in imparting that branch of technical education. Five general lines of study were pursued in the engi- neering department at this time simultaneously: (i) in the lecture-room, the fundamental subjects were covered, such as pure mathematics, mechanics, physics, chemistry, mineralogy, geology, and the applied sciences; (2) in the drafting-room, the technique of the graphic art and the methods of the graphical analysis were mastered; (3) in the laboratory, the ability to measure lengths, weigh 194 HISTORY OF THE UNIVERSITY OF VIRGINIA masses, time events, test the strength of materials, and the like, was acquired; (4) in the surveying field, lengths, angles, heights, depths, and velocities were determined; (5) in the shop, exactness and accuracy in measurements, skill in workmanship, and care in execution, were learned. The successive courses included in the preceding gen- eral lines of study were as follows : ( I ) required courses, — in the first year, these were directed to the mastery of the art of technical drawing, field work, and laboratory testing; and in the second, to the acquisition of such knowledge as would constitute an introduction to technical mechanics ; ( 2 ) elective courses, — these began in the third year of residence, and continued through the fourth and final year; they included courses in all the three branches of engineering, civil, mechanical, and electrical; (3) laboratory courses, — these, which were protracted throughout the four years, consisted of a series of tests of different materials; (4) drafting courses; and finally, (5) work in shop and field. All these courses were taught by the joint use of text-book and lecture; they were made objective by parallel prac- tice in the drafting-room, the shop, the laboratory, and the field; and they were enforced by daily oral examina- tions, frequent written reviews, copious exercises in draft- ing, and abundant illustration by means of specimens and experiments. After the reorganization, — which went into full op- eration with the session of 1908-09, — the extent of the technical instruction required of each candidate for a de- gree was increased over one-third. Instead of two years given up to technical courses in each branch of engineer- ing, three years were the number adopted. Every stu- dent was introduced to his strictly professional studies at the beginning of his second year instead of his third, as PROFESSIONAL DEPARTMENTS— ENGINEERING 195 formerly; and this contact was prolonged down to the date of his graduation. Previously, the first and second years had been limited to the fundamentals of education in the applied sciences; and because of these fundamen- tals, each engineering student had been required to take the courses of these two years regardless of the branch which he intended to pursue specially during the third and fourth years. Each one, in his graduating year, about this time, was called upon to submit to the dean of the department some theme for independent study suited to the, particular course which he was following. In 1907, at the request of the engineering faculty, Professor T. L. Watson, the new incumbent of the chair of geology, delivered a series of specialized lectures, — accompanied by laboratory and field work, — on engi- neering geology, economic geology, and petrography; and in 1908—09, Professor R. M. Bird, of the chemical fac- ulty, gave instruction in chemical engineering. Ultimately, the four years of the courses in engineering were divided formally into the freshman year, the sopho- more year, the junior year, and the senior year; and in each course, a definite set of studies were assigned to each year. By igiv, there had been an important re- arrangement of the latter. The freshman class received lessons in mechanical drawing, elementary machine con- struction, and plane surveying. Associated with these were practical courses in the drafting-room, the work- shop, the machine-shop, and the field. All the members of the department were required to pursue these introduc- tory studies. With the sophomore year, the specializing began in civil, electrical, and mechanical engineering. A series of general courses in mathematics, physics, chem- istry, and geology were also taught simultaneously. The defective side of the instruction in engineering 196 HISTORY OF THE UNIVERSITY OF VIRGINIA now, as formerly, lay in engineering practice. The re- moteness from great industrial plants abbreviated the number of visits to important engineering works, owing to the expense of the journey and the length of time taken up. There were, however, in the vicinity of Charlottcs- ville several foundries, machine-shops, and railway-shops which proved highly useful. The courses were strong in the emphasis that was laid on the fundamental sciences, and in the influences brought to bear to encourage inde- pendence and resourcefulness in the student. On the other hand, it was thought that they were weakened by the failure to require, as one of the conditions of admis- sion, work in at least the physical and chemical labora- tory; and also by the absence of facilities for a human- istic training. But in spite of these shortcomings, the department continued to make satisfactory progress. "The last decade," said Dean Thornton, in 1916-17, " has seen a general advance in the work of instruction. The laboratory equipment has been improved and en- larged. Modern text-books have been introduced. The most vital force of our growth has been the labora- tory teaching. In strength of materials, in cement test- ing, in roads material testing, in hydraulics, in steam engi- neering, in general testing, in experimental study of engines and boilers, and in all the branches of electrical engineering, there has been a steady improvement in the apparatus and methods of study." After the World War began, the engineering faculty adopted measures to broaden the curriculum of the de- partment. By omitting certain courses of a post-gradu- ate nature, and by condensing others, room was obtained for a new group of studies, including English, general economics, cost accounting, specifications, contracts, and PROFESSIONAL DEPARTMENTS— ENGINEERING 197 engineering economics. These were now required of the candidates for all the engineering degrees. In 1904-05, there were eighty-eight students enrolled in the different sections of the general department. The attendance in 1909—10 was divided into two nearly equal groups, one of which was specializing in civil and mining engineering, and the other in electrical and mechanical. There were, at this time, one hundred and eight students present in all these classes; and there were one hundred and thirty-three in 1916—17, — the session that saw the entrance of the United States into the great world con- flict. The impression, however, prevailed that this de- partment, throughout the Ninth Period, ought to have drawn to its lecture-halls a larger number of matriculates, for, in no other, was the instruction more faithful, more thorough, and more modern than in this. The only ex- planation that could be offered for the comparative pau- city of students was that the University of Virginia was known primarily as an institution in which the humanities held by far the most conspicuous place in the general esteem. Beginning with the graduating class of June, 1904, and ending with that of June, 1917, there were thirty- nine young men who had received the diploma of elec- trical engineer, while, during the interval between June, 1906, and June, 1917, there were sixty-one who had re- ceived the diploma of civil engineer. The diploma of mechanical engineer, on the other hand, had, between June, 1904 and June, 1917, been won by only twenty-nine. The expansion in the courses and facilities of the de- partment was indirectly demonstrated by the increase in the membership of its faculty. There were, in 1904-05, thirteen persons employed in instructing its different 198 HISTORY OF THE UNIVERSITY OF VIRGINIA classes; in 1905-06, sixteen; in 1906-07, twenty-three. This list included the professors of physics, chemistry, analytical chemistry, and geology, as well as the profes- sors of mathematics and applied mathematics. The names of the men so employed have been already men- tioned. In 1910—11, W. S. Rodman was adjunct pro- fessor of electrical engineering, and Charles Hancock, associate professor of mechanical engineering. There were, in 1914, nine assistants. The two senior pro- fessors were still William M. Thornton and John Lloyd Newcomb. Another useful teacher, during many years, was Jared S. Lapham. " No greater improvement in the discipline of applied science at the University of Vir- ginia has ever been made," said Professor Thornton, " than when all the laboratory work, — in strength of materials, hydraulics, steam-engines, gas-engines, fuels, lubricants, road materials, etc., introduced by the several professors as the needs of their specialties demanded, and continued under their individual direction, — was grouped under the one 'title of experimental engineering, and, in 1913, put in the hands of Jared S. Lapham." XXXI. Professional Departments — Education In anticipation of the establishment of a practical School of Education, at the University of Virginia, President Alderman drew up a scheme for such a school, in the light of his own experience and observation, and of the recorded convictions of numerous teachers of high reputation in their calling. In all its salient features, this scheme will be found to have foreshadowed the gen- eral groove which the School of Education at the Uni- versity was afterwards to follow. We shall enumerate here only the outstanding aims of that scheme as speci- fied by him. PROFESSIONAL DEPARTMENTS— EDUCATION 199 A school of education, he said in substance, should offer an opportunity for the thorough study of that sub- ject as one of the most important functions of society; it should give the training that is necessary for pedagogics or for school administration; it should develop scien- tific methods of testing school work, and demonstrate the manner of their application; it should become a centre of educational influence, to which teachers could resort for instruction and guidance ; it should, by lectures, bulletins, visitations, and the like, instil into the public mind a just conception of educational progress, and the general duties of citizenship in all branches of community service, but especially in that branch which relates to the public schools. In short, a School of Education attached to a university should not be simply a chair of education, like the chair of mathematics, Latin, or English litera- ture, but rather a professional department, like the de- partment of law, medicine, or engineering, engaged in diligently preparing a large company of young men and women to prosecute scientific educational work so success- fully that the educational process, from the primary school to the university, should, through them, be re- duced to a perfect cooperative unity. The need of schools of education in all the State uni- versities of the South to carry into effect these principles, thus briefly epitomized by us, had been so clearly per- ceived by the General Education Board, that, not long after its organization, it had begun to use its means and its influence to encourage their establishment. At the beginning of the Ninth Period a great gap still existed between the University of Virginia and the public schools of the Commonwealth. It was not until the year 1906 was passed that the rapid development of secondary edu- cation began in the State. This movement was due 200 HISTORY OF THE UNIVERSITY OF VIRGINIA primarily to the recognition of the fact that it was neces- sary to create and maintain the secondary school if there was to be a completely successful linking up of elementary school, secondary school, and university. Indeed, there could be no other guarantee for a continuous and pro- gressive educational process. How was the proper coordination of the work of each section of the chain to be permanently assured, and the cooperation of all firmly kept up? From the begin- ning, there seemed to be but two ways to bring all this about: (i) college and university must adopt require- ments for entrance that would reserve to the secondary school the function of preparing the student for admis- sion to the higher institution; (2) the college, whether independent or departmental, must aid in standardizing the work of the high school, so as to promote its effi- ciency. As the tie between the University of Virginia and popular education grew closer, through these two general policies, the need of more carefully drilled teachers became more insistent, and the call for more expert supervision more difficult to resist. What could meet this growing need and supply this increasing de- mand, which were crying out in every community? The normal school could furnish the subordinate teacher; but what could be looked to with confidence to furnish the educational leader, without whose expert knowledge the value of the work of the subordinate teacher must be sensibly diminished? The answer which time returned to this vital question was: the formal School of Educa- tion. The functions of suclj a leader were clearly grasped even before the actual creation of his class: he was to assist in persuading the people to add continuously to the number of the high schools; he was to place the courses PROFESSIONAL DEPARTMENTS— EDUCATION 201 of study of those already in existence or to be established, on a scientific footing; and he was to make them thor- oughly efficient in imparting information and training. It was to be his duty also to foster an intimate connection between the secondary schools and the University. This was to be done by his coming into close personal inter- course with the principals, teachers, and officials of these schools; and also by creating a system of accrediting through offering a university course in secondary edu- cation for the benefit of those students who expected to teach, or to occupy some educational administrative sta- tion. With all these definite ideas as to the true function of secondary education deeply planted in the minds of the men who were responsible for the government of the University of Virginia, the establishment of a School of Education in that institution was only waiting for the ac- quisition of the pecuniary means to support it. The first suggestion in favor of its introduction was dropped by Professor E. Reinhold Rogers in the pages of the Bulletin about 1904. But that suggestion appeared re- mote from realization until April, 1905, when President Alderman, at his inauguration, was able to announce that Mr. Rockefeller had donated one hundred thousand dollars to the University, the income of which was to be spent in maintaining a School of Education, to be known as the Curry Memorial School, in honor of that great apostle of public instruction in the South. This gift, sup- plemented by an annual appropriation from the General Education Board, made it possible to create the chair of education, and also the chair of secondary education. W. H. Heck was chosen the incumbent of the first, and Bruce R. Payne, of the second. The purposes of the general school at that time were declared to be : ( i ) to 202 HISTORY OF THE UNIVERSITY OF VIRGINIA include in the college curriculum, courses in education as the most important phase of sociology and civics; (2) to train departmental teachers for secondary schools, and principals and supervisors for both the elementary and the secondary; and (3) to found a centre for the ad- vanced study of educational principles of immediate per- tinence to the conditions existing in Virginia and the other Southern States. Apparently, time did not modify this statement of the functions of the new school. Thus, it was said, in 1910, five years after that school was created, that it was de- signed, in the first place, for the benefit of those persons whose purpose in life was to teach or to manage public school affairs, — such persons required instruction and training in the scientific principles and technique of their calling. It was designed, in the second place, for those persons who were anxious to obtain, in general, a dis- criminating knowledge of the public school system, of educational psychology and history, and of educational methods. As soon as Professor Payne was transferred to the University of Virginia from the College of William and Mary, he was assigned the task of assisting in the cam- paign,— which was, at that time, in full sweep, — of per- suading the General Assembly to create a modern high school system, and afterwards to maintain it with a suf- ficient annual appropriation. First, he journeyed up and down the State speaking earnestly everywhere for the specific purpose of arousing an emphatic public sentiment in favor of the enactment of such legislation. In Vir- ginia, prior to 1906, there was no fixed standard of re- quirement, and no uniform regulations of any kind, ap- plicable to the few high schools that did exist. Such schools were only to be found in the cities and the towns. PROFESSIONAL DEPARTMENTS— EDUCATION 203 There was only one here and one there among them which offered a four-year high school course ; and this course, as a rule, was confined to mathematics and the Latin lan- guage. With the expert aid of Superintendent Eggles- ton, of the State Board, Professor Payne drafted a bill for the organization of a practical system of secondary schools; and also with the backing of that officer, — who was one of the most energetic and sagacious men who ever occupied that useful position, — and of the high school inspectors and the President of the University, he was able to persuade the legislature to adopt the meas- ure. As chairman of the University committee on studies, Professor Payne assisted the State Board of Education and the State Board of Examiners in framing a course that was exactly adapted to the needs of the people ^C large; and not content with this, he again and agdin canvassed the State, in whole or in part, to urge the different communities to establish more high schools. In 1905—06, when he became professor of secondary education at the University of Virginia, there were only forty-four such schools in the State, with an enrolment of 4900 pupils. In 1912-13, — the session following his translation to the presidency of the Peabody college for teachers in Nashville, — there were four hundred and twelve high schools, with an enrolment of nearly seven thousand pupils. This growth in the high school system quickened the spirit of education throughout the Commonwealth, from the elementary school to the Uni- versity. It was the lack of adequate provision for the training of teachers for the public schools, now so in- creased in number, which led, through Superintendent Glass, of Lynchburg, to the establishment of the School of Methods at the University of Virginia, which, as we 204 HISTORY OF THE UNIVERSITY OF VIRGINIA shall see, passed, in 1909, under the guidance of Pro- fessor Payne. The duties of Professor Payne, from year to year, during his incumbency of his chair, were as follows: (i) he helped to increase the efficiency of the high school teachers and administrators by addresses delivered at their meetings; (2) he personally inspected the high schools and suggested practical methods for improving them; (3) he visited community after community, in order, by timely arguments, to encourage a larger popular support for the high schools recently erected; (4) he distributed, without charge, numerous mono- graphs relating to high school subjects; (5) he found out, by actual examination, which high schools were en- titled to be accredited at the University of Virginia; and (6) he converted the School of Education into a clearing- house for information on high schools, — the proper administration, the right methods of teaching, the wisest course of instruction, for them. Professor Heck, during his incumbency of the chair of education, performed a beneficent work of equal im- portance. He had, during several years, occupied the post of assistant secretary of the General Education Board, and was familiar with all the great questions in- volved in public instruction. During the period of Professor Payne's incumbency of the allied chair, the two men, in their intervals of leisure from their regular classes, would start out separately to traverse different sections of the State. Thus, in the course of the session of 1907—08, the two made a systematized effort to reach every part of Virginia. Payne conferred with the superintendents, principals, and other officials of the secondary schools, while Heck delivered addresses on the special subjects that touched the physical welfare of all PROFESSIONAL DEPARTMENTS— EDUCATION 205 the schools. At a later date, when another incumbent occupied the chair of Professor Payne, Professor Heck followed a regular schedule in the campaigns which he undertook. His general theme was hygiene. He treated this subject from four points of view: (i) the hygiene of school buildings and equipment; (2) the hygiene of school management and instruction; (3) the hygiene of school development; and (4) cooperation of home and school for the protection of the schoolchild's health. During some weeks, Professor Heck passed as many as five of each six days in the field, delivering frequently more than one address daily on topics that touched the sanitary condition of the schools, — such as water, utensils, cleanliness, janitor service, and ventilation. One day, he would attend an institute and confer with the teachers there assembled; the next, he would speak at a mothers' meeting or to a concourse of children in a public school-house. Wherever he went, he strove, with noble energy, to better the status of high school life by raising the ideals of the pupils in regard to their own physical and moral welfare alike, and by stimulating the teachers and the parents to more fruitful activities for the improvement of the young under their care. The standards of each community visited, in every depart- ment of its interests, were lifted up by the inspiring instruction of this trained representative of the Univer- sity of Virginia; and through him, its influence reached far into many quarters, which, otherwise, would not have felt the power of her solicitous teachings. Each tour of this youthful apostle, who perished in the very flower of his usefulness, was said to have been a success- ful effort to cooperate with the public schools in bring- ing about the right kind of moral atmosphere and the 206 HISTORY OF THE UNIVERSITY OF VIRGINIA right degree of physical healthfulncss, by urging un- ceasingly the benefits of cleanliness, order, industry, humanity, purity, courtesy, kindness, and mutual assistance^ "The University," declared President Denny, in 1905—06, " must be an evangel of educational reform. It must furnish educational experts and conduct educa- tional campaigns. The public schools must look to the leadership of specialists. Let our institutions of higher learning surrender the idea of an educated class in favor of an educated community. Let them stand for the diffusion of knowledge among the masses." There were many ways in which the University of Virginia was now carrying out this farsighted counsel, but in none was a more wholesome, more improving, or more elevating work performed by that institution, during these early years in the history of its department of education, than in the field-work of these two distin- guished men, who set a pace which has been faithfully maintained by their successors. But their beneficent labors were not limited to public addresses and inspections, or to thoughtful and expert advice. A wide province of study was covered by both of their schools; and that portion of their time which was not spent in educational excursions was given up to systematic instruction in their various courses. During the session of 1905-06, there were five of these courses. Professor Heck lectured upon the history of education, which carried him over the whole ground of ancient and modern times, — India, Egypt, China, Greece, Rome, Europe in the Middle Ages, the Renaissance, the Ref- ormation, Modern Germany, France, America, — all were embraced in the scope of the survey. The theories of the great educational pioneers were discussed and PROFESSIONAL DEPARTMENTS— EDUCATION 207 analyzed; and educational ideals and practice were de- scribed as phases of social evolution. In his second series of lectures, he touched upon the principles of general education, the modern hypothesis, study, and practice of physical education, school hygiene, and secondary school administration. Educational psychol- ogy formed also a section of this course. In his third series of lectures, the subjects considered were national, state, and city schools; public finances as bearing on education, school buildings, and equipment; the employ- ment and supervision of teachers; the connection be- tween society and the school-house; and the educational systems and policies of the South viewed in detail. Professor Payne dealt with the psychology and philos- ophy of education in one course, and in another, with all the aspects of secondary education. How minute and practical was his instruction may be inferred from the following subjects embraced in one course only: (i) the proper way of organizing and administering high schools; the methods and sources of high school support; the graduation and classification of the students and lines of study; the relation of high school activities to the needs of social life; (2) the examination of high school systems in other States, in order to discover the best plan of legislation for constituting and equipping schools of secondary learning; (3) the most successful methods of high school teaching. It will be perceived from this outline of the instruction given by the incumbents of the two chairs that, from the beginning, it was considered indispensable that the graduates of the School of Education should, not only be informed about all the practical conditions entering into modern school administration, but that they should also have acquired a solid basis of knowledge of such 208 HISTORY OF THE UNIVERSITY OF VIRGINIA vital themes as psychology, sociology, biology, hygiene, and physiology. The lapse of another decade reveals no remarkable shifting in the ground covered, although, by 1919, the original two chairs had been organized into a depart- ment, with important additions to its faculty. There were nine courses offered the members of the under- graduate classes, and three, the members of the under- graduate and graduate. Those for the undergraduate were respectively: the biological foundations of educa- tion; educational hygiene; secondary education; history of educational systems; applied psychology; methods of teaching and studying; educational administration and supervision; educational measurements, surveys, and tests; and elementary school organization and super- vision. For undergraduates and graduates, the three courses embraced: the place of the child in society; the psychology of biography; and school administration. Training was now provided for three classes of students: ( i ) the candidates for the baccalaureate degree in educa- tion; (2) the graduates of other institutions who were desirous of obtaining the necessary professional knowl- edge to qualify them to win the highest certificate issued by the State Board of Public Instruction; and (3) students at large who had been able to satisfy the gen- eral entrance requirements of the graduate department of the University of Virginia, and the special entrance requirements of the educational courses which they were pursuing. In 1916-17, the faculty consisted of Charles G. Maphis, who had succeeded to the chair formerly occupied by Bruce R. Payne, and who was also known as " high school visitor;" Professor Heck, who was still the incumbent of the chair of education, which he was PROFESSIONAL DEPARTMENTS— EDUCATION 209 to continue to fill until his lamented death; A. L. Hall- Quest, who was the incumbent of the chair of psychology and principles of teaching, with A. G. A. Balz as asso- ciate professor of psychology; and J. L. Manahan, who had been recently elected to the chair of educational adminstration. The instruction which this faculty was giving at the end of the Ninth Period was, in general, designed to train, in a scientific way, school principals, supervisors, and superintendents; to carry on scientific investigations; and to furnish technical help to the en- tire educational system of the Commonwealth. During the session of 1911—12, a model building to serve as a shelter for the school, as it was at that date, was guaranteed by the Peabody Educational Board. This structure was to entail an expenditure of forty thousand dollars. The edifice was, in time, completed, and the school received an annual appropriation from the treasury of the same philanthropic organization. A tribute to the efficiency of this school was paid in a statement by the head of the Carnegie Foundation in 1910—11. We have seen that it was largely due to the first report of this Foundation, in 1906, that the Univer- sity of Virginia, in common with other institutions, adopted those entrance requirements which that Founda- tion had made indispensable for all who wished to be registered in its accepted list. In his letter to President Alderman, President Pritchett said that the University of Virginia was put on the Carnegie Foundation for ( I ) its past achievements; (2) the eminence of its faculty; (3) the advancement of its standards of admission; but especially for (4) the success of its efforts to develop and improve the secondary schools. "Our executive com- mittee realizes," he concluded, " that a State university should relate itself directly to the system of high schools 210 HISTORY OF THE UNIVERSITY OF VIRGINIA jr. the State; and it believes that the leadership which the University has shown in these matters will result, not only in greater educational efficiency to the whole system of schools in Virginia, but that it will likewise result in furnishing to the University a far better pre- pared group of students." On another occasion, President Pritchett said: ' There is no obligation which in a State supported uni- versity is more clear than that of developing the second- ary school. The only method by which the State can do this is to ordain for itself requirements of admission, and to respect the field of the high school and not to trench upon it. The State university which itself under- takes to conduct secondary school work is hindering the development of a true secondary school system. The university helps the secondary schools best when it sets up fair standards and enforces them; when it holds the high schools responsible for good levels, and not when it undertakes to do the high schools' work for them; when it gives the secondary school system a wise, sympa- thetic scrutiny, and leads it with increasing thorough- ness and efficiency." It was these conclusions, reached through practical observation and experience, which the Department of Education has always sought to reduce to a reality in its class-work and field-work alike. It was due, in large measure, to the zealous energy of this department that the number of young men from the public schools so steadily augmented in the registration lists of the Uni- versity. In April, 1916, President Alderman referred, in a public address, to the fact that, during the previous six years, this increase had amounted to fifty per cent.; and that, in the course of the year of his speech, ninety- one graduates from these schools were admitted, — THE SUMMER SCHOOL 211 which was one third of all the male graduates of the accredited public high schools of Virginia. Twelve years before, there had been to all intents none. " This means," he said, in conclusion, " that we have tied the University by logical ties to the real democratic life of the State." i XXXII. The Summer School So far, we have described only those activities of the School or Department of Education which related to such fundamental subjects as class instruction, high school inspection, and school hygiene. We will now take up two additional activities of equal importance in their own provinces; namely, the summer school and the extension lecture. For a period of nine years, there assembled at the University, the Virginia Summer School of Methods, under the general supervision of E. C. Glass and his associates. During the holding of these successive sessions, there was no official connection between the University of Virginia and that school. Indeed, while this independent status lasted, the school was practi- cally an ordinary institute; but when it came under the general control of Professor Payne, as the representa- tive of the University, it assumed the much more diffi- cult function of offering additional courses that rose to the dignity and fullness of those taught in the higher seats of learning. As long as it was the conventional School of Methods, the attendance, owing to competition with other small normal schools, had fallen below three hundred students. This dwindling prosperity suggested to the watchful State Superintendent of Public Instruc- tion, Joseph D. Eggleston, that it would be an advantage to the public school system should the University re- 212 HISTORY OF THE UNIVERSITY OF VIRGINIA organize the School of Methods on a broader and higher platform. The old work of equipping teachers for the elementary schools was not, under his plan, to be dis- continued, but, by the employment of the University's professors, in cooperation with other distinguished educators, the ripest instruction could be rendered practicable for men and women who were already en- gaged as teachers, principals, or superintendents of high schools or colleges, or who aspired to advanced standing in the courses of the University at the regular session. The adoption of Superintendent Eggleston's proposal made the University of Virginia the culminating centre for the summer term work^ At the time that the summer session was established in 1907, numerous communities of the State were busy erecting buildings for their projected high schools; and in order to equip them for use and to obtain teachers for them, steps had been taken to collect the funds wanted by means of county and local taxation. The most knotty difficulty, however, was to secure a sufficient number of instructors for their service. We have seen already how influen- tial this fact became in encouraging the addition of a school of education to the University. It seemed to be impracticable for the teachers to go out of Virginia to acquire, in their few months of leisure, the special train- ing which they needed; and what training they really required could only be fully comprehended within their own State. The summer school at the University, so soon as its standards were raised, seemed to meet exactly ••he demands of their case, for it was not expensive to reach its precincts; it was not dear to reside there during the summer season; and instructors could be found there who knew and could remove their particular deficiencies. The allurement of the advantages offered was so THE SUMMER SCHOOL 213 great that, beginning, in 1907, with five hundred students, the attendance, during the next three years, in- creased to thirteen hundred and fifty; and the registra- tion continued to grow larger with the progress of time. The quality of that registration may be discerned from ?.n examination of the antecedents of the students en- rolled in 1911, — during that session, there were to be found in the list three hundred graduates of colleges, four hundred and seven graduates of high schools, one hundred and twenty-four bachelors of arts, twenty-one masters of arts, two doctors of philosophy, eleven col- lege instructors, and one hundred and forty principals of schools. Directing the studies of this earnest body of men and women were fifty-three instructors. Two years afterwards, there were sixty-eight; and three years afterwards, seventy-three. During the summer session of 1906—07, the subjects embraced in the courses of instruction were English grammar, rhetoric, and composition; English literature and American literature; ancient, mediaeval, and modern history; American history and government; algebra, plane geometry, nature, botany, biology and physical geography; physics, chemistry, agriculture, manual train- ing, first-year Latin and French, second-year German and French; school administration, methods of teaching, psy- chology, and logic. In time, archaeology, astronomy, domestic economy, drawing, commerce, education, hy- giene, library methods, Spanish language, story telling, and the art of composition and music, were added to the round of topics. By 1909, the number of courses had swelled from sixty-three to one hundred and one. The demand after this for vocational studies in the public schools steadily increased, — such studies, for instance, as those which prepared for agricultural demonstrations, 214 HISTORY OF THE UNIVERSITY OF VIRGINIA and for the organization of farmers' clubs, canning clubs, and the like. The summer school recognized the perti- nency of this popular disposition, and grounded the teachers in the best methods of serving it. Moreover, it held numerous rural life conferences, and endeavored thereby to stimulate interest in all that would raise the status of that life. In 1914, the General Assembly increased the State appropriation from four thousand dollars to ten thou- sand, five hundred, on condition that every teacher regis- tering from Virginia should be admitted without any charge for tuition. Students who entered from another State were called upon, in 1914-15, to pay a fee of twelve dollars. In 1918, the appropriation by the University for a single summer session amounted to fifteen hun- dred dollars, and by the town of Gharlottesville, to five hundred. From all sources, the summer school of this year received an income of $19,977.50. The ex- penses did not exceed $18,618.87, which left a surplus of $1,357.00. In 1917, however, there had been a defi- cit of $936.72. As already mentioned in a previous chapter, credits for advanced standing in the regular classes of the Uni- versity were allowed for successful work accomplished during the summer session. An industrious and ambi- tious young man could, by the application of three such sessions, shorten the time for winning his baccalaureate degree by at least one year. Extraordinary strictness, however, was shown in scanning the character of this work. It did not follow that it would always relieve the candidate of the necessity of meeting satisfactorily the entrance requirements of the University. The rules governing his case demanded that no course in the summer session should be accepted in lieu of these en- THE SUMMER SCHOOL 215 trance requirements unless the dean and professor of his future class should decide that the summer courses were equivalent to them; and the same condition was attached to a grant of advanced standing for certain primary studies which he had previously covered in the summer school. And he was allowed still more advanced standing, if the dean of the college, the faculty committee on degrees and courses, and the professor in charge of the subject for which credit was desired, should join in a similar decision touching the advanced work which he had accomplished in that school. In addition to the advantages of instruction given by professors of great learning and ability, the students of the summer session enjoyed the use of the laborato- ries, museums, and libraries of the University. Rest rooms were also provided for them. Madison Hall, with its reading-room, was thrown open to them from nine in the morning until ten in the evening. Daily ad- dresses were delivered in Cabell Hall, interspersed with music, both vocal and instrumental. The gymnasium, with its swimming pool and baths, was accessible to them without the payment of a fee. There were vesper services in the chapel on Sunday; organ recitals in the public hall; and excursions to Monticello, Natural Bridge, Luray, and the battle-fields. But the most picturesque forms of recreation enjoyed by the students of the summer school were the games and pageants which were organized for their amusement. The games were conducted on the Lawn by an expert, and a large number of teachers took a delighted part in them. Stories of folk-lore or ancient myths were re- cited from the Rotunda steps to attentive audiences gathered to listen. At other times, folk-dances were danced on the Lawn in the twilight. In July, 1911, a 216 HISTORY OF THE UNIVERSITY OF VIRGINIA series of tableaux, with a chorus, were presented in three parts, each of which illustrated a dramatic phase of the history of the Nation. A stage for these tableaux was found in the south front of the Rotunda. The pag- eant which was celebrated in July, 1913, was long re- membered for its highly colored beauty. The cast em- braced as many as two hundred persons, and it required the area of Lambeth Field to afford the space needed for the performance. Plays were also acted by regular companies that possessed an international reputation for their trained skill, — thus, during one session, the Cobourn troupe appeared in Richard III, the Tempest, and the Rivals; and during another, the Clifford Dever- eux troupe in She Stoops to Conquer, Scarecrow, and A Comedy of Errors. So strong waxed the feeling of unity and fraternity among the members of the school, that, about 1913, they entered into an association for its formal and per- manent expression. This organization gave the director information about prospective students; aided him in spreading abroad knowledge of the courses of instruc- tion; and pointed out additional Southern communities to which the influence of the school might be extended. There were minor divisions of this central association in all parts of the country where it was represented by graduates. XXXTII. University Extension Finally, one of the principal aims of the School of Education has been to use the extension lecture as a means of spreading the scholastic usefulness of the Uni- versity of Virginia. The extension courses of that institution have been described as the organized and systematic endeavor to bring some of the advantages of UNIVERSITY EXTENSION 217 the culture and training to be found within the college precincts to people who reside without. It has put the resources of a great seat of learning, whether in the form of faculty, libraries, laboratories, and me- chanical shops, at the complete disposal of other com- munities and their inhabitants. In other words, it has brought the University of Virginia to the doors of in- numerable men and women who cannot go to it; it has been a helping hand and an illuminating torch held out to every city, every town, every village, and every rural neighborhood in the State; it has been the connecting link between every part of the University and the actual condition of life in the entire Commonwealth. The most highly developed form of university exten- sion to be discovered in the United States, at that time, was the one associated with the principal scholastic in- stitution of Wisconsin. The latter's staff of experts reached out to every branch of the social and economic affairs of that commonwealth. The extension lecture system was organized, in 1912—13, at the University of Virginia, on a similar pattern. Professor Heck, of the School of Education, was appointed the director; and a course was laid off, with distinct lines of cleavage. These were as follows : ( i ) class meetings, given up to lectures and quizzes, held in the buildings of public schools and the local Young Men's Christian Associa- tions, and the like; (2) instruction in technical themes imparted to persons employed in trades and machine- shop work, and also to salesmen, and so on; (3) prepar- ation of syllabi for debaters belonging to clubs situ- ated without the precincts; (4) public lectures on topics relating to the public service and welfare. Among these topics were sanitation and preventive medicine; village surveys and improvements; commission govern- 218 HISTORY OF THE UNIVERSITY OF VIRGINIA ment for cities; municipal beautification; civic eco- nomics; and other subjects of a kindred character. During the first year following the inauguration of the extension course, twenty-seven members of the Faculty were enrolled in the list of lecturers. The broadness and variety of the ground traversed by them are demon- strated by the nature of their themes. These themes pertained to some aspect of history, medicine, law, chemistry, languages, literature, geology, education, physics, political science, effect of war on race, tree life, philosophy, the high school as a social institution, lit- erary haunts in England, the tariff, good roads, soap bubbles, study of living things, mineral resources of Vir- ginia, life of the ancient Greeks, and the Solar System. There was not a department of the University which was not represented among the speakers. It was as- serted that, during one year, one professor alone, Rev. W. H. Forrest, had delivered sixty-two lectures and addresses, and sixty-nine sermons, beyond the precincts, the larger proportion of which had fallen distinctly within the category of extension work. But perhaps the most indefatigable of all the laborers in this great province was Professor C. Alphonso Smith. In 1913, beginning January 10, and ending March 28, he spoke on sixteen occasions, and his itiner- ary carried him as far south as Rome, in Georgia, and as far north as Chambersburg, in Pennsylvania. Be- tween January n and April 2, 1915, he delivered eight extension lectures; in 1916, beginning January 15, and ending May 8, thirteen. In the course of these lecture- tours, he visited, not only large cities, like Washington, Richmond, and Atlanta, but small centres of population, like Earlysville, in Albemarle County, Buckingham Court-House, East Radford, and Bedford City. There UNIVERSITY EXTENSION 219 were other professors who established records that in- dicated almost equal activity. In his annual report for 1913-14, Professor Kepner suggested the arrangement of a programme of extension work for the general School of Biology and Agriculture. He proposed that two towns should be selected, in which a series of thirty lectures and demonstrations should be given by the instructor in charge, assisted by his stu- dents; that the series should extend to plant and animal morphology and physiology; and that its aim should be to supplement the teachings of the public schools and the State department of agriculture. In 1915-16, he delivered a course of seven extension lectures along these clearly defined lines. ;' We are both taking an active part/' said Professor Lewis, his colleague in 1917-18, "in the campaign of visiting the high schools in the interest of higher education. We are also taking an active interest in the development of work in science in the Virginia high schools. In this connection, I am serving as president of the science section of the Virginia Educational Association." John S. Patton, the librarian of the University, counseled, sometime before the plan was actually adopted by the State, that the University should estab- lish, out of its own collection of books, the travelling library for the benefit of the public schools of Virginia. The scheme submitted by him was that packages of pamphlets, magazine articles, and speeches, relating to questions to be debated by specific public schools, should be forwarded to their representatives as often as needed for use. Professor Heck was so much encouraged by the suc- cess of the extension courses, that, in 1912-13, he pre- dicted that the hour was close at hand when the Uni- 220 HISTORY OF THE UNIVERSITY OF VIRGINIA versity of Virginia would possess a corps of professors whose principal duty would be to deliver lectures in the country at large, — not simply one here and another there, as was then the case, but, in succession, a series in each place, on some theme of supreme importance to that community; and all without cost to its people, be- yond payment of the travelling expenses of the lecturer, — which was the rule already in operation. A step promotive of still greater practical usefulness was the establishment of a formal bureau of university extension at a later date. " This bureau," said Presi- dent Alderman at the time, " will spread the campus of this University out to every hamlet in the State, so that, if the State needs trained science to foster economic organization in its life, to educate its children, to bring order out of chaos in its public revenues, to become aggressive and effective in the application of scientific knowledge and business organization to the conduct of the State's affairs, it can hope and expect to find such aid in its State University." The bureau was under the general supervision of Director Maphis, assisted by a committee of twelve professors. Its purpose was pro- claimed at the date of its organization to be to advance the welfare of the people of Virginia (i) by giving instructive lectures in different communities; (2) by en- couraging the formation of literary societies in the public schools through gifts of documents pertinent to debate; (3) by loaning package libraries to all schools and as- sociations asking for them; (4) by distributing gratui- tously the Virginia High School Quarterly; (5) by is- suing bulletins that recorded the fruits of the researches and investigations of the University Faculty; and (6) by submitting, whenever there were vacancies in the schools, information about possible teachers. UNIVERSITY EXTENSION 221 Before the close of 1918, the mission of the bureau had expanded far beyond these original limits. What did its work consist of at the end of the Ninth Period? First, it scattered a fund of all sorts of general knowl- edge by sending out library books and answering ques- tions; second, it stimulated public discussion and debate by assisting the High School Literary and Athletic League; third, it assigned a definite number of profes- sors annually to deliver lectures beyond the precincts; fourth, it organized county and State clubs, which were to make a complete study of social conditions in the different counties and large community centres; fifth, it promoted school hygiene and encouraged educational enterprises; sixth, it brought to the University confer- ences on rural life, or sent out University workers to take a hand in every branch of constructive and demon- strative civic effort; seventh, it issued bulletins and pub- lications; and eighth, it initiated courses of study by cor- respondence for the benefit of those persons who were unable to matriculate. In September, 1916, F. M. Alexander was appointed to the position of assistant director of the extension bureau. His duties consisted of the regular routine office-work; writing articles for various periodicals; de- livering addresses; assisting with suggestions the Vir- ginia High School Literary and Athletic League; man- aging the advertisement of the summer school; collect- ing data on correspondence study; establishing the honor system in each new high school; arranging the dates for extension lectures ; and editing publications. it was principally due to the active interest and wise foresight of Professor Archibald Henderson, of the University of North Carolina, that the plan of exchang- ing professorships between the different Southern insti- 222 HISTORY OF THE UNIVERSITY OF VIRGINIA tutions of higher learning was adopted by them. Hen- derson had drawn attention to the fact that the Univer- sity of Virginia, the University of North Carolina, and Vanderbilt University, had, during many years, ex- changed baseball, football, and debating teams, — a policy which had undoubtedly fostered kindly feeling between these institutions, but which had produced no real comity, because it was not the most vital form of intercommunication. There had been lacking withal some influence that would have brought them together socially and academically; and this, Professor Hender- son thought could be found in an exchange of distin- guished teachers. In 1911, there was created an exchange professorship between the United States and Japan, the object of which, was to cultivate a more cordial intercourse between the peoples of the two nations. The following univer- sities shared in this important international arrange- ment: Yale, Columbia, Johns Hopkins, Virginia, Illi- nois, and Minnesota. It was provided that, during every alternate session, a professor from some one of the im- perial educational institutions of Japan should deliver at each of these seats of learning a series of addresses on the different aspects of Japanese life. On the alternate years, an American professor from one of the six American universities mentioned was to visit Japan to lecture on some feature of American civilization. The first appointee on this foundation who appeared at the University of Virginia was Dr. Nitobe, of the University of Tokyo. He was followed by the distin- guished dean of the agricultural college attached to Tohoku University. But of greater international interest still was the American lectureship which the Emperor William estab- UNIVERSITY EXTENSION 223 lished at the University of Berlin, and which was named in honor of Theodore Roosevelt. This position had been filled by men of such high reputation in their call- ing as Professor Burgess, of Columbia, Professor Had- ley, of Yale, and Professor Wheeler, of the University of California. Professor C. Alphonso Smith, who had been recently elected to the Edgar Allan Poe chair of English in the University of Virginia, was chosen as their successor. He was appointed by the Prussian Ministry of Education, on the nomination of the trustees of Columbia University. " I was the first Southerner to occupy the position," said Professor Smith afterwards, " and in my references to Thomas Jefferson and Joel Chandler Harris, I felt a sort of ambassadorial re- sponsibility to place in their proper setting two men of whom the Germans knew little." Smith, who was a direct descendant of John Kelly, who rebuffed Jefferson's overture for the purchase of his land for the site of the University of Virginia, had filled the chair of Eng- lish Language in the University of North Carolina, and had been dean of the graduate department in that institution. During his tenure of this chair, he had de- livered numerous addresses before clubs, schools, colleges, universities, State legislatures, and educational confer- ences. His absence from his post at the University of Vir- ginia extended from September, 1910, to the middle of March, 1911. He was the first of the appointees on the Roosevelt foundation to confine his utterances to lit- erary subjects. He chose for his public introductory lecture " American Literature," and for his seminar work, for the benefit of special students of English letters, "Edgar Allan Poe." His inaugural address was delivered on November 10 (i9i°)> and was at> tended by an audience of two thousand persons, — among them, the Emperor and Empress and the American Am- bassador with his staff. In conversation with Professor Smith, after the conclusion of the lecture, the Emperor confessed that he had never read any of the works of Poe, although he had exhibited a fair knowledge of American humor and the American short story. " An- other surprise," says Professor Smith, " came when, after commending to me, in terms of measureless lauda- tion, Chamberlain's amazing Foundations of the Nine- teenth Century^ and after I had asked him what place Washington and Jefferson occupied in the work, he said, ' I do not recall that either of them was mentioned.' ' " In his study of history," adds Professor Smith, " de- mocracy and all democratic movements had been ignored, and so they were ignored by his favorite historian." The seminar lectures were delivered in a hall one wall of which was adorned with a large picture of the Uni- versity of Virginia; and the book-marks of the pupils were copies of a photograph of Poe's room in West Range. " Everybody in Germany," says Professor Smith, " placed Poe on a pinnacle." When asked by a German who was the most famous woman born in America, he replied that the choice would fall between Pocahontas and Dolly Madison. " But what is your answer?" he asked the German. 'Why," was the prompt reply, " I should have said Annabel Lee." Professor Smith was invited to repeat the series of lectures, — which related exclusively to American litera- ture,— at the University of Leipsic, but was compelled, by the brevity of the time at his disposal, to decline. Early in February, 1914, a number of lectures in return were delivered at the University of Virginia by a dis- tinguished German scholar. THE LIBRARY 225 / XXXIV. The Library On the threshold of the session of 1903—04, the number of volumes in the library was said to be about fifty thousand, and in 1908-09, about seventy thousand. Among the most interesting of all these volumes was still the Hertz collection of classical texts, which, during this period, was withdrawn from the obscurity and confu- sion of their former storage place and accurately class- ified. It was found that the majority of these works were printed in the Latin, Greek, and German tongues; the minority in numerous other languages; but not one of them in English. The dates of the editions, in many cases, went back further in the past than the foundation of Jamestown ; and some of the volumes were in existence when the Spanish Armada bore down upon the southern coast of England. One was printed in the year of Shakspeare's birth; another had come from the Aldine press of Venice only twenty-three years after the foot of Columbus first touched the shore of San Salvador; while a few volumes were the product of the famous Elzevir Press at Amsterdam, forever consecrated in the eyes of bibliophiles. Among the gifts which increased the variety of the contents of the library during this Period, were several hundred letters in manuscript written by Joseph C. Cabell, the coadjutor of Jefferson. They threw a clear light upon the social and political spirit of his times. In 1909-10, Ambassador Jusserand, representing the French Government, presented a large number of books de- scriptive of French history, letters, art, and archaeology. A full set of Buffon's splendid volumes on Natural His- tory was given by Dr. George Tucker Harrison. Another addition of the first importance was the twelve thousand volumes which had been bequeathed by 226 HISTORY OF THE UNIVERSITY OF VIRGINIA Edward Wilson James, of Norfolk, Virginia. Mr. James, having inherited a large fortune, had found his most congenial occupation in reading and in collecting books. His taste for literature had been formed in an older school, and discovered its highest gratification in the perusal of the classics written in his own language, embracing all those which had conferred literary fame on America as well as on the mother country. One by one, the volumes had been purchased and thoughtfully digested, until the whole collection seemed to be but the visible shadow of his inner moral and intellectual life. It was in the midst of these books that he passed away suddenly, and around him as he lay dead, so many days before his decease was known, were scattered the copies of that quaint Lower Norfolk Antiquary, into which he had breathed so much of his own original personality, so redolent of a day when good literature had not yet found a rival in the high-flown fiction of the modern best- seller. And this was true in another way of the collection of nearly four thousand volumes which Dr. Bennet W. Green left to the library by his last testament. This collection was made up of more recent titles, but it had been chosen with extraordinary discernment. It was particularly rich in works on Virginian and American his- tory, and on the topic of philology, in which his interest had been that of a highly discriminating student. Dr. Green, like Mr. James, was a wealthy bachelor, who had the disposition of a cultivated recluse, with no other in- terests to distract his attention from the pursuit of the only genuine recreation of his life, — the? enjoyment of books; and in that department, his judgment was at once solid and refined. No volume bearing upon any of the subjects which appealed most strongly to his thoughtful THE LIBRARY 227 mind remained unpurchased; and it followed that the col- lection which he gradually formed after his retirement from the practice of his profession, represented, in the line of his special leanings, a small library of conspicuous merit. The books belonging to Professor Mallet which his widow presented in 1913 related to the vocational themes of medicine, physics, and economic geology. One of the largest gifts ever received by the library was made by Dr. William P. Morgan, of Baltimore. About one thou- sand of these volumes were of a medical turn; but the re- maining three thousand ranged over an extraordinary variety of topics, — fiction, extending from the author of Sir Charles Grandison to Zola, ornithology, voyages, biology, art, and music. There were twenty-three vol- umes on the horse alone, and about fifteen hundred on the campaigns of the War of Secession. " There is not one title in this collection," wrote Dr. Morgan, " that has not appealed in some way, and will not again appeal, to some person. It includes unique books, like Profes- sor N. P. Smith's manuscript introductory lectures. The oldest book on microscopy is among them. I have found a deal of modern medicine and modern thought in the books of the Ancients. Hippocrates was a successful practitioner. Lucretius antedated Charles Darwin. You will find in this collection books of both." Mrs. James A. Harrison, in 1914, presented a section of the library which had been left by her deceased hus- band, Professor Harrison, one of the most accomplished and cosmopolitan scholars of his time. Another gift of value was made by Mrs. Colston, of Cincinnati, a granddaughter of Andrew Stevenson, a former rec- tor of the University; in 1915-16, she transferred to the library her grandfather's books, which included among 228 HISTORY OF THE UNIVERSITY OF VIRGINIA their number, many of the English standard works. A carefully picked group of volumes relating to botany and theology was bequeathed by Rev. Haslett McKim; and about thirteen hundred medical authorities were re- ceived from the estates of Dr. John S. Wellford, of Rich- mond, and Dr. Herbert Nash, of Norfolk. Interesting gifts of separate books were the Sayings of Jesus, clipped by Jefferson; the Bible which he used, presented by Mrs. Burke, of Alexandria ; and a copy of Palladio's drawings, found in Rome, and presented by the American ambas- sador to Italy, Thomas Nelson Page. By 1913—14, the library had increased to eighty thou- sand volumes. It had now become the largest in the South, and the forty-fifth in the entire American list. Its value had risen in proportion. On the side of the Romantic and Teutonic languages, its contents bore a favorable comparison, — in excellence, at least, — with the collections of the wealthy institutions of the North. It was peculiarly rich in works relating to Confederate and Virginian history, and also in such as threw light upon the various educational, political, and racial prob- lems of the Southern States. It also possessed many volumes belonging to the provinces of biology, travels, geography, English and foreign literature. The gifts to the library, during the Ninth Period, were not limited to small or large packages of books, — en- dowment funds, either from living persons or by will, were received in considerable amounts. Richard B. Tunstall, of Norfolk, in 1907, gave the sum of one thou- sand dollars to establish a memorial in honor of his wife, the memorial to take the shape of a collection of American and English poetry. The sum of five thou- sand was also received under the testament of Judge Lam- bert Tree, of Chicago, an alumnus, to be expended at THE LIBRARY 229 the discretion of the librarian. Arthur Curtis James, of New York City, in 1911—12, presented four hundred dollars for the purchase of books relating to the negro. But a far more important bequest of funds than had been previously made was contained in the will of Dr. B. W. Green : five-sixths of his estate, valued at one hundred and fifty thousand dollars, was, by its provisions, to be added to the endowment of the library. Between July, 1907, and July, 1908, the library's total income from all sources was estimated at $4,267.23 ; and of this slender sum, $2,691.00 was in the form of receipts from permanent funds and annual appropria- tions. The income from the permanent funds alone was $2,000 during the sessions of 1911—14, while the gen- eral appropriation, during that year, amounted to $6,398.00, — which also included the money due for sal- aries. Previous to 1912—13, a part of this annual sum was apportioned to the several professors for the pur- chase of books relating to the subjects of their respec- tive departments; but, in the course of that year, this rule was tentatively abandoned. In 1914—15, the annual appropriation to cover all expenses and purchases was fixed at $9,198.00. What proportion of the students entered their names for books? How many volumes were taken out from year to year ? It should be borne in mind that only the general library is considered in these two inquiries. There were, by 1910—11, eight departmental collections housed beyond the precincts' of the central collection, which was still preserved under the dome of the Rotunda, — there was the astronomical library, stored in the McCormick Observatory; the biological and botanical, in the biological laboratory; the engineering, in the me- chanical laboratory; the geological, in the Brooks Mu- 230 HISTORY OF THE UNIVERSITY OF VIRGINIA seum; the Hertz, in Cabell Hall; the physical, in the physical laboratory; the law, in Minor Hall; and the medical, in the basement of the Rotunda. All these libraries were for consultation under their roofs alone, and, for that reason, we do not include them in the estimates of circulation which we are about to give. Independently of the patronage of the summer school, the number of volumes withdrawn in 1908-09 was 6,789, and in 1910—11, 9,060. Between March i, 1911, and March I, 1912, the number reached the higher total of 10,040; but this, doubtless, included the books which had been taken out by the students of the summer school. It was estimated for these twelve months that about one- half of the young men attending the University made use of -the library in this manner. During the next twelve months, the total was 10,401 ; and of this number, 6,494 were debited to the students of the regular session, 1,551 to the students of the summer school, and 1,700 to the professors and others. The number withdrawn by card- holders was 613. Between March i, 1914, and March i, 1915, the number debited to students of the regular session was 6,149; of the summer school, 1,093; and to professors and others, 1,093. About fifty-four per cent, of the whole number of matriculates obtained books from the library during these months; and in the course of 1915-16, the percentage rose to seventy-eight, and in 1917—18 to ninety-four. A very full collection of vol- umes relating to the World War had been added by this time to the library; and this, perhaps, explains in part the larger proportion of borrowers. In 1906, it was decided that the possible advantage of throwing open the library at night to readers should be tested in practice; and down to 1909, this new regulation continued in force. It was then abandoned, as the at- THE LIBRARY 231 tendance did not seem to justify its prolongation. Dur- ing I9i3-i4,the experiment was resumed, and the result turned out to be more encouraging, although even then the nightly attendance did not go beyond fifty students. Previously, it had not reached a higher average than eight. Throughout the year ending February I, 1918, the library was closed in the evening, owing to the neces- sity of restricting the budget to the smaller income which had followed the declaration of war in the preceding April. By 1915-16, the package system was in active operation; and the draft on the resources of the library was further increased by the organization of a league composed of the high schools of the State, which con- stantly called for authorities for use in each of their de- bates. In the course of the Ninth Period, numerous addi- tions were made to the art collections of the library, and the other public apartments of the University. Likenesses of distinguished members of the Faculty, who were either dead, or had recently retired from their chairs, were given by private individuals. Among the portraits were those of the elder Rogers, Tuttle, Stone, Whitehead, Mallet, McGuffey, Coleman, Barringer, J. A. Broadus, Courtenay, Noah K. Davis, Gildersleeve, Gilmore, Gessner Harrison, Schele de Vere, Towles, Venable, Holmes, and Patterson. A bronze bust of John B. Minor was presented by W. A. Clark, Jr. There was also a bust of Jefferson, and a bust of Washington, among the gifts. Of the portraits of the men who had been associated with the University in some administra- tive capacity, the most conspicuous were those of Chap- man Johnson, Wertenbaker, Francis W. Gilmer, Joseph Bryan, and Armistead C. Gordon. There were also portraits of alumni, — James L. Gordon, J. Pembroke 232 HISTORY OF THE UNIVERSITY OF VIRGINIA Thorn, Cameron E. Thorn and George Ross; the head- masters, McGuire, Norwood, Blackford, and McCabe; Henry W. Grady, John L. Williams, R. H. McKim, J. Thompson Brown, J. R., Thompson, Linden Kent, John W. Daniel and Walter Reed; of distinguished soldiers,— J. E. B. Stuart, John S. Mosby, and William Smith; of benefactors of the University, — W. W. Corcoran, Lean- der J. McCormick, Edward W. James, A. H. Byrd, and Samuel W. Austin; and of the famous educator and pub- licist, J. L. M. Curry. Jefferson M. Levy presented a picture in oils of the Apostle Paul brought before Agrippa, and Thomas F. Ryan, Church's famous canvas of the Natural Bridge, also in oils. There was, besides, an oil painting of a group representing Jefferson, Martha, his daughter, and Thomas Jefferson Randolph, his grandson. This was the gift of Mrs. Burke, of Alexandria, a descendant of the statesman. xxxv. Student Life — Intellectual Side In the closing issue of the magazine for the session of 1905—06, the announcement appeared that, in the future, that periodical would be under the general guid- ance of the School of English. The reason for the transfer was set forth at some length, and not without a touch of pathetic protest: "We cannot refrain from a feeling of sadness," remarked the editors, with obvious sincerity, " when we consider the causes which have made such a change necessary. As the athletic teams repre- sent the prowess of a university, so its magazine brings before the world its intellectual qualities. The mental achievements of a great university do not depend on ath- letics, and the quality of the degrees is not judged by football victories. We would urge our college men to STUDENT LIFE— INTELLECTUAL SIDE 233 spare a little time from the present pursuit of athletics and social glory for the cultivation of higher ideals." The magazine had, during several preceding sessions, been showing a succession of deficits. Indeed, such a formidable debt had been piled up, in consequence of the steady shrinkage of patronage, that the alternative was presented to the two literary societies for decision: should the manner of publication be altered? or should the periodical be discontinued? The Kent Memorial School of English now offered to pay off its accumu- lated obligations, and assume all financial responsibil- ity for its management during a period of three years, provided that the school was allowed an advisory super- vision of its contents from number to number. When this period ended, the original contracting parties promptly agreed to continue the same arrangement for another session. The magazine was now edited by a board which had been chosen by the entire body of subscribers, who numbered several hundred in all. The other officers consisted of a treasurer and a manager. No student was eligible to election on this board, unless he had con- tributed two acceptable articles to the pages of that periodical. Of the staff for 1907-08, only one member belonged to the School of English, — a proof that the magazine was really the organ of the whole University, and not of a single department. From 1908-09 to 1917-18, the editor-in-chief seems to have been a student from Virginia each year. Seventeen natives of that State occupied the post of associate editor during this in- terval, while the remaining fourteen were from other commonwealths, with Alabama slightly preponderating. One of these associate editors had matriculated as from Minnesota and another as from New Mexico. 234 HISTORY OF THE UNIVERSITY OF VIRGINIA The contents of the magazine, during the Ninth Pe- riod, ranged, with a wide flight, through the separate- provinces of fiction, poetry, and essay. How multi- tudinous for any single year were the ventures in these different literary areas may be perceived from an enu- meration for 1908—09, — in the pages of the magazine for that session, there were printed twenty-three compo- sitions in fiction, thirty-four in verse, and nineteen in es- says. The corresponding numbers for the following ses- sion were eighteen, thirty-five, and fifteen. The confi- dence of the authors in the excellence of their produc- tions, whether imaginative or didactic, is proven by the frank attachment of their signatures to them. In 1910—11, the number of compositions in fiction were twenty-eight, in poetry, thirty-six, and in essays, twelve; in 1911—12, there were twenty-one: pieces of fiction, thirty-five of verse, and about the same number of essays; in 1912—13, the corresponding figures were nine- teen, forty-four, and thirteen; in 1914-15, twenty- two, thirty, and eleven. These enumerations were substan- tially representative of the whole of the Ninth Period. It is to be inferred from the preceding grouping of facts that imaginative literature was, during this period, the most popular form in which the creative literary in- stincts of the students expressed themselves; and that, of its several varieties, poetry was the one most fre- quently chosen. The homely essay seems to have been kept in the modest background. This kind of writing had been supreme in the days of the Seventh Period, 1866—95, and had not lost all its primacy even during the Eighth, 1895—1904; but, under the influence of the stimulus which the supervision of the Memorial School of English gave to the production of imagina- tive articles, the essay appears, during the Ninth Period, STUDENT LIFE— INTELLECTUAL SIDE 235 to have declined in importance. The poet and the short-story writer did not entirely succeed in suffocat- ing the essayist, but, they certainly constrained him to limit the number of his printed utterances. Excellence in poetry and fiction demanded more orginality of mind in a young writer than excellence in normal prose; and it is possible that these essays of the Ninth Period are, on the whole, more interesting and more valuable than the specimens of poetical and fictional invention preserved between the same covers. All verse, however, • — even that of moderate merit, — possesses, .at least the advantage of being a very good file for giving polish and precision to style. There is always an emotion of fascination, if not of consolation, in discovering what our neighbors think of us. The editors of the magazine were in an unex- celled position to find out the precise value set upon their efforts by their contemporaries, — they had only to scan the pages of their college exchanges, for, with the rash confidence of youth, the persons in charge of these exchanges never shrank from recording, with en- gaging candor, their impressions of that periodical. In one of the numbers of the magazine for the session of 1912—13, the editor-in-chief, with the magnanimity of conscious superiority, has reprinted some of these im- pressions. To one admiring scholastic organ, issued in far-off Texas, the University of Virginia magazine seemed to be the " ideal college publication." The Richmond College Messenger praised it as the " best of all the exchanges " that came to the table of its sanc- tum. The magazine of the University of Oklahoma, with remarkable generosity, pronounced it to be with- out an equal, while the University of Georgia magazine asserted that its contents always " dispersed the melan- 236 HISTORY OF THE UNIVERSITY OF VIRGINIA. choly, and renewed the brightness, of the world for its readers." Still another Southern college editor ex- claimed enthusiastically, in the words of Jaques, " More, prithee more of it; " and a third cheerfully ac- knowledged that he always missed his dinner in his eager- ness to read the contents of his copy so soon as it arrived. The tone of the foreign comments, however, was not always laudatory. The editors suspected a touch of condescension in the references of some of the North- ern periodicals. The Williams College Literary Monthly, for instance, while refusing to admit its Southern contemporary to the " ten foot shelf of the seven magazines which it liked best," yet acknowledged that that contemporary possessed " a certain standard excellence." " It is a literary aristocrat that wears its traditions grandly," said the magazine of the University of Minnesota, " but it lacks real substance, and every-day sturdiness." " Its pages," remarked the Carolinian, " evidence a spirit of scornful dictatorship that is not in the least pleasing. It suggests a blase, bored, and condescending air." The Hollins Institute Monthly and the Randolph-M aeon Female College Tattler united in expressing their disapproval of its short sto- ries, and when successfully answered, " took refuge," said the editors of the University of Virginia Magazine, scornfully, " behind a chocolate ice-cream soda." The editors asserted, — no doubt with a correctness not open to dispute, — that the magazine faithfully re- flected the literary tastes of its patrons. " Every article which goes into our pages," they remarked in 1915, "is carefully considered in reference to our sub- scribers, whose likes and dislikes have been carefully studied. Every man who can write is asked to hand STUDENT LIFE— INTELLECTUAL SIDE 237 in matter. By making the contributor work this ma- terial over and over, a story or essay can be converted into good copy. We try to show the young writer where he is going wrong from the view-point of the public. In this way, the magazine has decided educa- tional value." It is to be noticed that the editors did not even pre- tend that they could improve the bad poetry which they received. It was only the defective story or essay which was sought to be recasted. As long as a medal was awarded for the most meritorious verse, there was little probability that the poets of the University would be discouraged by editorial coldness and aloofness in particular instances. A medal was also still bestowed for the best short story; and one too for the most ad- mirable essay. These were granted by the decision of committees which had no connection with the University. Each prize could only be carried off by a student; and he could win that special prize but once. These medals were appraised at twenty-five dollars. In 1907—08, a prize of five dollars was offered for the best negro dialect poem; and in order to allow room for the exercise of every sort of talent in this form of production, it was announced that the lines might be humorous or pathetic or descriptive or narrative 'as preferred, or with all these qualities rolled into a com- plete unity. As a means of giving more distinction to the three principal prizes, the first, for the best short story, was designated the " Edgar Allan Poe " ; the sec- ond for the best essay, the " Woodrow Wilson " ; and the third, for the best poem, the " John R. Thompson." As the dialect prize was only temporary, it was not dig- nified by a historic name. College Topics was very correctly described as the 238 HISTORY OF THE UNIVERSITY OF VIRGINIA University newspaper, for it endeavored successfully to gather up, from week to week all the items of the social and athletic life of the academic community. In accord with a rule adopted in 1917 by the General Athletic As- sociation, the staff of this periodical was limited to an editor-in-chief and an assistant editor-in-chief, six asso- ciate editors, a business manager, and an assistant business manager, — all to continue in office throughout the session. The editor-in-chief was picked out by the ex- ecutive committee of the association from among the members of the board at large, on the strength of his record in that position; the assistant editor might be chosen from among the students as a body; while the associate editors were always selected from a list of candidates submitted by the editor-in-chief. The as- sistant business manager, who was appointed on per- sonal application, was advanced in the second year of his tenure to the office of manager. The editor-in-chief, his assistant, and the business manager, received sixty- five per cent, of the annual proceeds of the journal as the remuneration for their labor in publishing it. The gradually rising popularity of College Topics seems to have led to an increase in the size of the editorial board, — in 1910, there were seated around its table as many as ten associate editors; in 1912, there were twelve; but in 1912—15, the number fell back again to the original ten. By 1913, however, a news editor had been added, and by 1915, an assignment editor, an athletic editor, and a reviewing editor. There were two assistant business managers; and the reportorial staff had expanded to seventeen. This staff was now selected after the applicants had been subjected to a seaching competitive test. A semi-weekly edition was now issued. STUDENT LIFE— INTELLECTUAL SIDE 239 In 1912, the first step was taken to divorce this journal from the ownership of the General Athletic Association. There had already been started a move- ment among the students to establish a new and inde- pendent newspaper. To forestall this movement, the following changes in the regulations of College Topics were adopted: (i) the share in the profits which had, up to this time, been reserved for the use of the athletic association, were, thereafter, to be allowed to accumu- late as a sinking fund, under the association's trustee- ship,— a provision which was expected to detach the journal ultimately from the control of that body; (2) the editor-in-chief henceforth was to be appointed, not by the association as before, but by the outgoing board each April; (3) the assistant editor-in-chief was to serve as the news editor. In October, 1907, the first number of the University of Virginia Record was issued. It was published monthly, with the exception of July and August. The object which this new periodical had in view was to offer for the convenience of the public press and the alumni, official information touching the general prog- ress and plans of the University. It was intended to supplement the Alumni Bulletin by printing facts that were too small and too transient for the older, more dignified, and more solid journal to insert in its pages. The hand-book of the Young Men's Christian Associa- tion contained the calendar for the year, the schedules of lectures and examinations, the syllables of the col- lege yells, and the college songs. Madison Hall Notes was issued every week of the session, and gave a sum- mary of the religious news. In a previous chapter, we referred to the journal issued by the students of the department of law. The 240 HISTORY OF THE UNIVERSITY OF VIRGINIA first number came from the press in October, 1913, and, from that time forward, eight numbers were printed annually. It was the earliest periodical of its kind to appear in a Southern seat of learning, and took, from the beginning, rank with the most respected periodicals of that order published in Northern, institutions. Corks and Curls was, in 1913-14, incorporated for the first time with a definite capital. In the course of the first decade of its existence, it had been transformed from a fraternity publication into a college annual. Its initial volume was issued in May, 1888, under an ed- itorial board which is said to have been nominated by Alfred H. Byrd and J. H. C. Bagby. Byrd was to become a liberal benefactor of the University in later years. Bagby was the son of the distinguished Virginian litterateur, George W. Bagby, and a nephew of John Hampden Chamberlayne, one of the most famous journalists of his native State. The impression has al- ways prevailed that Ernest M. Stires, then a student of the University, and now the rector of St. Thomas's Church, in New York City, first suggested the establish- ment of this periodical. The Alumni News began publication during the Ninth Period. Facts about its origin and scope will be submitted in a later chapter, when we come to con- sider the last phase in the history of the General Alumni Association. xxxvi. Student Life — Intellectual Side, Continued At the beginning of the Ninth Period, 1904-05, there was in existence at the University of Virginia a debating and oratorical council representing the two literary societies, the Washington and the Jefferson. It comprised five members in all, two of whom belonged STUDENT LIFE— INTELLECTUAL SIDE 241 to the one society and two to the other, whilst the fifth was the professor of public speaking. It was their duty to arrange, in the names of these organizations, for the annual contests between the two societies, and also for the contests between the University and those institu- tions of Virginia, the South, and the Middle States, with which the University had combined under the terms of special agreements. The two societies were still mem- bers of the Southern Interstate Oratorical Association, which was composed, at this time, of the Universities of Texas, Alabama, Sewanee, Vanderbilt, South Caro- lina, Kentucky, and Virginia. Previous to 1905, the representatives of the University of Virginia had won in only a single contest, — the successful competitor, in this instance, being Aubrey E. Strode, afterwards a prominent senator in the General Assembly of Virginia. The two societies were also members of the Central Oratorical Association, — to which also belonged the Universities of Chicago, Ohio, Wesleyan, Cornell, Columbia, Yale, and Princeton. Two prizes were awarded to the successful orators of these contests, — one for an hundred dollars, and the other for fifty. The Interstate Association was composed of the colleges of Richmond, Randolph-Macon, Hampden-Sidney, Roanoke, and Emory and Henry, and the Universities of Virginia and Washington and Lee. The method of selecting the representatives of the two societies for these trials of debating and oratorical skill was substantially the same in each instance, — the candidates were chosen by the sifting process of pre- liminary tests. Those who were successful thereby were considered eligible for individual instruction in daily rehearsals, until the yard-stick of a final competi- tion should be applied to disclose the possessors of the 242 HISTORY OF THE UNIVERSITY OF VIRGINIA superior qualifications. This ultimate test was made by a committee of the Faculty sitting as the final ju5oo Brown Scholarship Fund iiSoo Cabell Scholarship Fund 1,200 Sampson Scholarship Fund 2,000 iW. J. Bryan Fund 250 J. B. Gary Fund 50,000 Rives Fellowship Fund 5,ooo Austin Estate 405,347.58 James Estate 198,467.03 Sinking Fund 12,865 Loan Fund 1,000 Fuller Fund 10,000 Harvard Loan Fund 5,ooo Herndon Fund 14,246.92 Skinner Fund 41,988.92 Miller Fund 100,000 During the session of 1912-13, the additions to the resources of the University in the form of donations and FINANCES— GENERAL RESOURCES 329 bequests were, in the aggregate, $35,081.70; during the session of 1913-14, $115,163.12, and during that of 1914—15, $286,790.65. The latter amount consisted of the portion of Dr. Green's estate which had so far been received; namely, $126,193.17; the sum of $16,- 929, accredited to the Austin estate; a loan fund of $10,000, given by Colonel Oliver W. Payne; a donation of $50,000 from John B. Cobb; and another donation of $50,000, from an anonymous friend of the Univer- sity. The two gifts of Mrs. Senff, which were equal to $20,000, were also included. In 1915, Robert L. Par- rish bequeathed $50,000 to the institution, and the next year an anonymous gift of $250,000 was announced, and also a bequest of $7,625, under the will of Miss Frances Wilson. Mr. Steele also presented $10,000 additional. In 1918, the donations amounted to $18,135.67. What was the total value of the property held by the University in 1912—13, the middle session of the Ninth Period? It was as follows: in the form of bonds, $i,- 279,774; in the form of mortgages, $133,645.33; and in the form of stocks, $1,000. Its productive real estate was appraised at $286,518.56. This consisted of the dormitories, the cottages in Dawson's Row, the Presi- dent's House, the heating plant, observatory, pavilions, fraternity houses, and the colonnade club. The un- productive real estate, — which comprised the grounds, campus, and timber lands, — was appraised at $600,000; the unproductive buildings, — such as Cabell Hall, hos- pital, laboratories, gymnasium, dining-halls, law build- ing, administration building, literary society halls, chapel, and dispensary, — at $937,694.58; and the general equipment at $178,077.00. The total valuation of the property in the University's possession, at this time, was estimated at $3,416,709.47. 380 HISTORY OF THE UNIVERSITY OF VIRGINIA Let us pause here and compare these figures with the figures for 1906 in order to show the University's growth in the short interval of half a dozen years. The total estate of the University, in the latter fiscal year, was ap- praised at $2,328,000. The division was as follows: the general endowment fund, $778,000, and the build- ings, equipment, and lands, $1,550.00. With the excep- tion of the original edifices, valued at $400,000, the land valued at $100,000 and the new hospital valued at $70,- ooo, this great property had been acquired from private persons in the form of gifts equivalent in value to the sum of $980,000. Next, let us compare the figures of 1912—13 with those of 1916—17, the session coming just before the end of the Ninth Period. " Omitting the original Jefferson combination," remarked the Presi- dent of the University in his report for that year, " of the twenty-five buildings on our grounds, eighteen were erected by private gifts, and seven by State appropria- tions. Four greatly needed buildings, and certain phy- sical improvements, costing, in the aggregate, $425,000, have been erected by private gift; and besides, a million and a half dollars have been added to the endowment fund during the past twelve years. The State has only put into its University, in the way of permanent improve- ments, during the century of its existence, $675,000, and now (January 1918) is able to show for the investment tangible property values of $1,697,000, and an endow- ment of $2,471,000, a total of $4,168,000, — over six times the amount the State has spent." What was the indebtedness of the University at the time that the preceding valuations of its property were made? Apart from the mortgage safeguarding the loan negotiated for the complete physical restoration of the institution after the fire of 1895, there was, in 1904, an FINANCES— GENERAL RESOURCES 331 outstanding liability of $69,500; this matured on October 15, 1905; and the finance committee was in- structed to sell the securities of the sinking fund, and with the proceeds pay the whole of it off. On March 10, 1906, the General Assembly authorized the Board of Visitors to issue bonds for $200,000 to be secured by a deed of trust. These were to be used to retire the bonds issued in 1895-96. About six years later, the total debt of the University, protected by mortgage, amounted to $202,174.38; and this charge had not been reduced by 1916—17. What was the amount of the annual income of the University during the Ninth Period, and what was the amount of the annual expenditures? In 1904-05, the first session of the Period, the income was estimated at $163,650; the annual expenditures at $176,300. From what source did this income arise and what were the purposes for which it was disbursed? The following were the sources of the income : State appropriation, $50,- ooo; tuition and other fees, $71,000; interest on endow- ment fund, $32,390; and rents, etc., $10,260. The ex- penditures were as follows: $103,320 for the salaries of the professors, instructors, and officers; $12,000 for in- terest on the debt and for an addition to the sinking fund; $31,480 for improvements, repairs, and labor; $29,500 for advertisements of various sorts, printing, fellowships, scholarships, and small incidental charges. By the fiscal year of 1909—10, the total income had in- creased to $241,180, and the total expenses to $239,- 911.00 The following table offers a bird's eye view of the resources of the University from the fiscal year of 1913 to the end of the Ninth Period, on January i, 1919. 332 HISTORY OF THE UNIVERSITY OF VIRGINIA Income, 1913-1918 Year From Students From Endowments From State June 30 1013 84.,? 60.04 8i,i6s.3<) 98,200.00 IQI4 04, SI2/37 74.SQ6.27 114,04.0. QQ i iqi c 02 778.16 81,265.29 Il8,55O.OI < 1016 06,134.71 82.0QS.43 83*333/34 < IQI7 IOO.7IS.4I 82,386.24 QO,OOO.OO i IQl8 67(,I42.33 8l.OOO.74 96,685.62 Year From Bequests From Rents etc. Total Tune 30, IQI3 . 10.126.00 11.443.37 2Q4.294.37 IQI4 2I.2OI.7S 24.276.OI 329.S36.39 IQI < 27.2S7.O2 23,865.2$ 344,315.79 1016 26,303.1 s 26,798.67 3IS.ISS-3O 1017 33.74I.7Q 2S.833.9S 332,677.09 1018 , 3 3. 3 1 0.8o 27.O73.IS 3OS. IQ7.64 The following table shows the expenditures for the fiscal years 1913, 1915, and 1918: Expenses 1913-1918 College and Gfn. Business Graduate Laiu Year Admin. Admin. Departments Department 1013 26(306.08 4.762. so 86.3I7.7S 18 630 65 IOIS 27. SI 8.1 3 4 684.16 IO3.7Q2 CO 2O 7J.C OO 1018 i8.6so.oo 31.288. S7 io8.sio.os l8.4O7.SI Year Medical Department Engineering Department Library Summer school IQI'J C4.O46. OS 14 2-I7.4I 6 376 88 i 500 oo IQI ^ 7S.322.SO I S 443. IO o 067 c c i 500 oo toil 4I.OSI.S7 16.316.10 6.824. S4 I.SOO.OO THE ALUMNI— GENERAL ASSOCIATION 333 Sinking Year Bldg. funds Gymnasium Fund Miscellaneous 1 01 1 2Q.OQ8.27 1,250.68 11,498.00 7,002.18 IQI C 46,^10.7? I.CIC.OO 11,605.46 12, 78?.OO IQl8 47.282.i;8 LI. The Alumni — General Association The objects which the General Alumni Association kept in view throughout the Ninth Period continued, as formerly, to be : ( i ) to advance all the material and moral interests of the University; (2) to encourage unity and kindliness among the alumni; and (3) to strengthen the spirit of the local chapters, and to bring them to- gether in the bonds of a closer organization. In 1904—05, the threshold of the Period, there were twenty-six chapters in Virginia, all of which, with the exception of a half dozen, were situated in the towns and cities of the Commonwealth. At this time, there were twenty-eight chapters in existence in the other States. Indeed, every Southern State besides Virginia, includ- ing Maryland and Missouri, could claim the possession of one or several, — by 1909, there were eight chapters in Texas alone, and four in Tennessee. Beyond the borders of the South, flourishing chapters had been founded in New York, Philadelphia, Denver, Los Angeles, and Porto Rico. There were twenty-eight in Virginia during 1912—13, and thirty-six outside, — which took in the new chapters established in Wilming- ton, Delaware, and Kansas City; but two years later, the number of the Virginia chapters shrank to twenty- 1 The bursars during the Ninth Period were in succession Isaac Moran and E. I. Carruthers. 334 HISTORY OF THE UNIVERSITY OF VIRGINIA six, although, beyond the borders of the State, the num- ber had increased to forty-three. During 1916-17, there were twenty-seven in Virginia, and forty-eight out- side,— a total of seventy-six. Twenty-five hundred of the alumni were, in. 1909, enrolled in these dif- ferent organizations; and in the course of the following eight years, this enlistment was very much enlarged. Everyone of the chapters which, in 1904—05, contained ten active members was entitled to appoint the incum- bent of a scholarship at the University. During this session, there were forty holders of such scholarships, of whom twenty-six had been named by the Virginia chapters, and fourteen by the foreign. No chapter could fill one position of this kind unless it had remitted to the treasurer of the General Alumni Association the fee of five dollars due for the preceding year; and it could only fill two if it had paid twenty-five dollars in fees. In 1905—06, the General Assembly reduced the general charges of the Virginia student to ten dollars, and this enactment rendered almost valueless the scholar- ships belonging to the Virginia chapters. Five years later, the records disclose that only fifteen of the exist- ing sixty chapters to be found throughout the United States had made appointments to these alumni scholar- ships; and this fact was the more remarkable as no cost in filling the position fell upon thfc individual chapter. At the annual meeting this year, it was proposed that every chapter which so wished should have the right to appoint a scholar at its own expense; but few were will- ing to assume the charges thus to be incurred. Although the amount of the annual dues payable to the General Alumni Association by each chapter, did not, during the early years of the Ninth Period, exceed fifty cents for each of its members, yet the collection of even THE ALUMNI— GENERAL ASSOCIATION 335 this small sum was tedious and precarious. The Asso- ciation needed a moderate income to defray the expenses of printing, postage, clerical work, and other miscellane- ous details; and it was imperative too that some re- muneration should be allowed the secretary for his time and labor. It was estimated, in 1909, that the sum of $1,750 would be required each year; and of this amount, twelve hundred dollars was to be reserved for the sal- ary of that officer. A committee, which reported on this subject to the General Association, recommended that each member of every chapter should be permitted to pay five dollars on condition of obtaining a permanent exemption from further assessment except by his chapter for its own support. The adoption of this suggestion created a system of life memberships; but it was left to the option of each member whether he should apply for such membership; and before the end of the first year, one hundred had taken advantage of the rule. By 1915, the dues of each member of the association had been fixed at two dollars annually; and this amount was increased to two dollars and a half in the course of the ensuing session. Payment of these dues entitled the member to the following privileges: he could cast a vote at the alumni meeting; he could participate in the appointment of alumni scholars; he could call on the alumni office for information or aid in any university matter in which he was interested; he could claim a year's subscription to the Alumni News; and finally, he was to be admitted to the enjoyment of all the advantages of the Colonnade Club. In. 1916, the central office of the General Alumni Association derived its income from the following sources : ( i ) an appropriation by the Board of Visitors of fifteen hundred dollars each year for its support; (2) advertisements in the Alumni News; 336 HISTORY OF THE UNIVERSITY OF VIRGINIA (3) annual dues of the members; and (4) sums paid by classes, alumni chapters, and the University itself, for special services independent of the routine work. Between 1904 and 1916, the office of President of the General Alumni Association was filled by men of dis- tinction,— the number included among others, Samuel Spencer, Thomas Nelson Page, R. Walton Moore, O. W. Underwood, and John Sharp Williams. There were but two treasurers elected in this interval, — Professor Raleigh C. Minor, and William A. Perkins. There were numerous vice-presidents, — among them, George W. Lockwood, R. C. Blackford, Dr. H. H. Young and Swager Shirley. The most important office was the secretaryship; and this was occupied in succession by Professor James M. Page and Lewis D. Crenshaw. In June, 1914, the for- mer, who had performed the duties of the position dur- ing ten years, withdrew from it, and was succeeded by Mr. Crenshaw, who, on the first day of the preceding January, had been elected recorder for the six months to end with the last day of the ensuing June. The specific purpose of his appointment at that time, and for that in- terval, was to assure, through his energy and devotion, the success of a reunion of alumni which was projected for the finals of that year. The necessity of employing a permanent and salaried secretary was clearly per- ceived as early as 1904-05, for it was only by offering substantial inducements that a competent man could be influenced to give his entire attention to the duties of the office. We have already alluded to the recommendation of an alumni committee, in 1909, that a definite sum should.be annually reserved for the requital of such a secretary; but it was not until Mr. Crenshaw was chosen recorder that a really practical step was taken to bestow THE ALUMNI— GENERAL ASSOCIATION 337 upon the incumbent of the place a living wage. On his appointment for the period of six months, he was promised a monthly salary of one hundred and fifty dollars, with seventy-five dollars for the same length of time for routine expenses. When the term of six months expired in June, Mr. Crenshaw's services as recorder had proved to be so valuable that the General Alumni Association deter- mined to collect four thousand dollars to secure his re- tention, and at their annual meeting in June, $2,050 of this sum was contributed by thirty-three of the members then present. The Board of Visitors appropriated $1,500 for the same purpose; and the alumni in general were asked to subscribe the remainder. The arrange- ment was intended to continue until June, 1915, when it was anticipated that a plan would be drafted for the permanent support of the office, which, by the action of the executive committee of the association on July n, had come to combine the different duties of secretary and treasurer. It was these duties which Mr. Crenshaw was to undertake. The demand for the creation of the office in a durable form was in harmony with the experi- ence of other institutions, the majority of which were, at this time, employing a permanent alumni secretary. There was now a national organization of such secre- taries; and their annual conferences had begun as early as 1913. The functions of the new secretary may be summar- ized as follows: ( i ) he edited the Alumni News; (2) he assisted the officers of the local chapters in a general way; gave early notice of chapter meetings and banquets; organized new chapters and reorganized old; took part in the choice of incumbents for the alumni scholarships, and secured their necessary credentials; (3) he formed 338 HISTORY OF THE UNIVERSITY OF VIRGINIA the alumni into class units, and each outgoing class into a distinct body; published the class directories; aided in compiling the class bibliographies; arranged for the en- tertainment of alumni at the finals; (4) he indexed all the alumni by card alphabetically and geographically, and kept the roll of them up to date; helped the frater- nities in their similar work; assisted in the public propa- ganda of the University; and cooperated with the General Alumni Association in attracting a large attendance for special events. It was also his duty to draft and mail to the alumni the annual letter which informed them of the trend of affairs at the institution during the previous session; and as he occupied the position of treasurer as well as that of secretary, it was also his duty to col- lect the annual fees. An extraordinary burden of ad- ditional work, too minute to be particularized, fell upon his back. At the annual meeting of the Association in June, 1915, it was decided to confine all alumni work to the office of the secretary and treasurer, and to keep up that office by means of modest dues to be paid by the entire body of membership. The Board of Visitors also appropri- ated $1,500 per annum for three years, beginning July i, 1915, for the continuation of its routine functions. There had been an early recognition of the fact that an endowment fund was needed to maintain the secre- taryship in unbroken usefulness, and in 1916—17, a cam- paign began to collect the sum of $200,000 for its sup- port. The purposes which the endowment was expected to ensure were : ( i ) to reorganize the chapters, so as to make them alert and influential for the benefit of the University; (2) to reorganize the classes; (3) to check up annually the addresses of the alumni; (4) to prepare directories for all the alumni classes; (5) to inaugurate THE ALUMNI— REUNIONS 339 an annual campaign to induce so many of the alumni to return to their several class reunions that the attendance at finals would reach at least one thousand persons each year; (6) to obtain a photograph and biography of each alumnus; (7) to mail to every alumnus the annual re- ports of the secretary, the President, and the bursar, and all other college literature of the like practical interest; (8) to take the necessary steps to persuade the best of the high school graduates to matriculate in the Univer- sity; (9) to establish a bureau of appointments, through which recent graduates or older alumni might find em- ployment; (10) to make of the University night, during the Christmas holidays, a brilliant social occasion to which thousands of alumni would come, and to furnish each of these gatherings with photographic stereopticon studies or moving pictures of the University; (n) to establish a travelling fund to enable the secretary to visit annually a large number of alumni chapters, and to be present, as the college representative, at every important chapter meeting; (12) to develop among the alumni a spirit of pecuniary liberality towards their alma mater; (13) to appoint for each year a date on which the alumni could return for the purpose of watching the institution at work; and finally, (14) to keep the practical needs of the University always in the public eye, in order to en- sure a more generous legislative support. LII. The Alumni — Reunions A circular letter of the secretary of the association in 1906, — which was addressed to the surviving alumni of the years 1886, 1891, 1896 and 1901, — deplored the small attendance that had, by this time, become ha- bitual at the annual commencement. What was his ex- planation? The lack of a systematic class organiza- 340 HISTORY OF THE UNIVERSITY OF VIRGINIA tion. The alumnus who now visited the University at the finals had no reason to anticipate the sight there of any of his old college comrades. The familiar scenes, he knew, would be found unaltered, but the loneliness would destroy the pleasure of seeing them again. How was this condition to be changed? By inviting the alumni to come back in cycles. In this way, each would have an opportunity, once every five years, to meet at the University the friends of his own class year. First, an invitation should be dispatched to the alumni of the sessions ending in one or six. These should be asked to return in June, 1906. The alumni of the sessions ending in two or seven should be asked to return in June, 1907; and of the sessions ending in three or eight, in 1908; and so on for an indefinite series of years. The reasons in explanation of the absence of class organization at the University were still as vigorous in their influence as ever. In the first place, there was an extraordinary number of fraternites and other societies which tended to concentrate the students' interest upon separate organizations, and not upon a central one common to all; and in the second place, there being no class system, as in curriculum colleges, the young men did not enter and leave the precincts as members of a distinct class which had hung together during four years. The first indication of class consciousness occurred in 1892, when each department, acting separately, elected a president; but his term of office did not last beyond a single session, and his only important function was to serve as a judge in trials under the Honor System. The next indication of class consciousness was the per- manent organization of the medical class in 1899, and of the law class in 1902. But a more meaning step forward was taken in 1907, when, for the first time, the THE ALUMNI— REUNIONS 341 graduates of all the departments united themselves in one permanent body, and elected officers to represent it. This body was known as the class of 1907; and in imi- tation of its example, the graduates of each succeeding year established a class for their own session. Previous to the reunion of the general class of 1908 in 1913, there had been a reunion in 1910 of the medical classes of 1899 and 1905 ; but the attendance was small; and the attendance of the general class of 1907, at their first reunion, was still more insignificant. It was said that less than ten of its members were present. The emotion which this fact excited was one of discourage- ment. " In the place of the advantages of an organized class system, like that of Princeton," it was asserted afterwards, " with its fine loyalty and spirit of camara- derie, we have had to substitute our cumbrous device of confusing in one grand class all the graduates of all the departments of a given year, as well as those men who are leaving college although not graduating." Never- theless, even before the class of 1908 had made their splendid demonstration in 1913, the possibilities of loyalty to friendship and alma mater which lurked in this so called " cumbrous device " had begun to reveal themselves in beautiful ways. Thus the class of 1907 presented the University with a bronze bust of Wash- ington; the class of 1910 gave a sundial and two Pom- peian benches; the class of 1911, a bust of Sidney La- nier; the class of 1912, a sum of money to found a loan fund; the class of 1913, a class book; and the class of 1916, a marble bench. In 1910, class exercises took place. The honor men, clothed in cap and gown, marched, in double file, to the north front of the Ro- tunda, and there an original poem was read, and gifts to the University delivered, a class song sung, and the class 342 HISTORY OF THE UNIVERSITY OF VIRGINIA toast offered and responded to. After passing the lov- ing cup and trolling the Good Old Song, the graduates dispersed. Before describing the manner in which the reunion of the class of 1908 was celebrated, let us dwell for a mo- ment upon the initial steps which were taken to ensure that unprecedented success. During the commence- ment week of 1908, a constitution was drafted by the class of that year and officers elected. The President of the class was Thomas V. Williamson and the Vice- president, Lewis D. Crenshaw. Each member pledged himself to be present during the finals of 1913, and agreed to pay an annual fee of one dollar and twenty- five cents in the interval, chiefly for the purpose of providing board and lodging at the University on the expected occasion. The plan of issuing a bulletin for each year in this interval was also adopted, and by 1911, two issues had been printed. The old cry of the class was again practiced with all the wild ardor of the im- pulsive years passed under the arcades: "Keg and a crate, keg and a crate, We are the men of nineteen eight." Mr. Crenshaw was appointed the publicity manager of the reunion campaign, a position for which his ener- getic and sanguine temper and previous study of class organization excellently fitted him. As a loyal graduate of the University, he was also anxious to demonstrate the possibilities of the reunion as a means of quicken- ing the devotion of the alumni as a body. So soon as he accepted the new post, he opened an office at the Uni- versity. His first practical step was to communicate with the one hundred and eighty members of the class, whose names had not as yet been registered, — indeed, THE ALUMNI— REUNIONS 343 at this time, there were only one hundred and forty-six en- rolled. In the end, nearly every member attended the reunion, so persuasive were his tireless exhortations, and so powerful were his more substantial inducements. Some came from communities as far away as Texas, Arkansas, California, and Panama. The shrewd principle which animated his appeals was, as he him- self said, " that weary business and professional men do not come back to hear speeches ; that they want to laugh over old times and meet on the old camping ground the friends of earlier days; that they want music and the joy of their young days; that they want to be young again and drop their cares for a brief period." His second step was to organize the class of 1913 with a view to the assistance which it could furnish in entertaining the class of 1908; and his third, to form the Class Officers' Association, composed of the officers of the classes of 1908, 1909, 1910, 1911, 1912 and 1913. This body too was to be turned to full account in pro- moting the success of the reunion. In recognition of all these tireless activities, the Colonnade Club donated a trophy cup, to be awarded annually to that class which, in its own membership, should show the largest per- centage of alumni present at the finals. A special edi- tion of College Topics, descriptive of the approaching reunion, was published, and seductive literature, in all forms, crying up the occasion, was dumped by the wheel- barrow into the post-office and weighed down the cur- rent mails. The largest section of the returning alumni agreed to rendezvous in Richmond, and there they were made receptive for the expected festivities at the University by a brilliant banquet at the Commonwealth Club. With a special car to themselves next day, the men, without 314 HISTORY OF THE UNIVERSITY OF VIRGINIA any shock to their modesty, were able to don on the train the sailor suits of the class. At the station in Charlottesville, the chairman of the class and a town committee received them with imposing formalities. A procession was quickly formed, and with the class banner waving gallantly in the van, and a brass band playing lively airs in the rear, the nautical visitors took up the march towards the University. As they tramped along, they broke into the old familiar songs and repeated the ear-splitting college yell, while the excited and gaping crowds on the sidewalks greeted them with shouts of admiration and approval. Arriving at the north front of the Rotunda, they mounted the steps, rank after rank, and deploying by way of the colonnade terrace, halted on the south front of the building. Rallying around their banner and uncovering their heads, they sang the Good Old Song, to the tune of Auld Lang Syne, and the grand notes rolled through the arcades and echoed from pavilion to pavilion, and dormitory to dor- mitory: "That good old song of Wah-hoo-wah, We'll sing it o'er and o'er; It cheers our hearts and warms our blood To hear them shout and roar. We come from old Virginia, Where all is bright and gay; Let's all join hands and give a yell For the dear old Virginia. Wah hoo wah hoo Wah hoo wah, Uni-i- Virginia Hoo-rah-ray, Hoo-rah-ray, Ray ray, U. V. A. What though the tide of years may roll, THE ALUMNI— REUNIONS 345 And drift us far apart, For alma mater still there'll be A place in every heart. In college days, we sang her praise And so when far away, In memory, we still shall be At the dear old U. V. A." Closing the song with a mighty shout for the class of 1908, the procession again fell in, like seasoned soldiers, and took up the line of march down the Lawn, and thence straight to the right to the foot of Monroe Hill. Between Minor Hall and the middle house of Dawson's Row, a big tent had been pitched, with its hospitable flaps thrown wide apart; and under its protecting white folds, the men broke ranks, having, as they entered, blown a final blast of trumpets. Addresses by representatives of various classes followed. Next morning (June 16), the Lawn and Ranges were swarming with a very motley host of invaders, — there were swarthy buccaneers, in the garb of the cut-throats who used to plunder the Spanish Main, and jolly tars, in white jackets and trousers, who could not be distinguished from the sailors who manned the American battleships; here and there a picturesque matador or picador would be elbowed by what seemed to be a group of curious bumpkins, fresh from the hay-fields, while many militant suffragettes were to be seen flaunting red printed sheets inscribed with the legend : " Votes for Vimmen, A-men." At three o'clock in the afternoon, a great procession, with outriders on cavorting horses, was formed to attend the game between the " frenzied farmers " of 1913, and the " sacrilegious seamen " of 1908, which was to be played on Lambeth Field. This event had already been widely announced in a flamboyant poster. The route 346 HISTORY OF THE UNIVERSITY OF VIRGINIA taken by the marching men started from the Big Tent and zigzaged through the grounds. First came the band playing the liveliest ragtime airs, and behind them walked the members of the several classes in separate bodies, — the class of 1913, dressed as Mexicans; the class of 1907, as Zouaves; the class of 1909, as Alpine climbers; and the class of 1913, as farmers. The sailor class of 1908 laboriously pulled along a battleship float bristling with dummy guns. After deploying around the field, the several detachments halted in its centre, and then the mock ceremony of presenting works of art to the University began. The first delivered was fashioned in the most fantastic cubist style, and according to the grave announcement, had been executed by the great Sir Ezekiel Moses himself; and the same paternity was attributed to the heroic statue of Jefferson, which was next delivered, with equal formality. This was made up of boxes, crates, and kegs, and held a horn in one hand and a wooden sword in the other. At the second stoppage of the procession, a bull fight was found to be going on. The furious animal at first successfully resisted a host of matadors and picadors, but was finally struck down; and on that instant, there emerged from its hide, a distinguished physician of Nor- folk, who had belonged to the class of 1903. Next ensued an engagement between the dreadnought, manned by the crew of 1908, and the pirate ship Blow and Fire, manned by the crew of 1912. While this determined battle was being fought out, the farmers of 1913 were grouping their squealing pigs and cackling poultry, and building their hayricks, along the front line of the stadium. A mule, with a bunch of lighted firecrackers tied to his tail, and bestridden by two clowns who be- longed to the class of 1900, suddenly burst into the THE ALUMNI— REUNIONS 347 field, amid a storm of hilarious shouts from the specta- tors. The occasion, so full of loud noise, gay color, and rough merriment, closed with a game of baseball, in which the antagonists were the classmen of 1908 and During the entire interval of the reunion, the Big Tent was a scene of almost continuous fun and uproar, and if there was ever a pause, it was filled up with the music of the band or the piano. A tribunal was set up and an alumnus tried for undertaking, without license or patent, to manufacture hair-brushes from the " thread- like bristles " of his moustache. There was also a club organized for the purpose of seeing the sun rise above the Southwest Mountains; but eighteen of the members were soon dropped because they had gone to bed by four o'clock in the morning. The principal rule of this club called for a dervish dance as the dawn began to break. Among the cups presented in the course of the exercises which were held on the Rotunda steps was one given to the alumnus who had travelled the longest distance to be present at the reunion. He had traversed the length of 3,898 miles. Another had jour- neyed 3,640, and a third, 3,600. A fourth received a bonus because his jaunt had extended through eight dry States. The trophy cup which was given by the Colonnade Club was awarded to the class of 1908. The reunion ended with a mighty barbecue in the grove of Sunnyside, — the home of William R. Duke. " Can you forget," said Dr. William Dold, in describ- ing the scene, " the red-hot Brunswick stew, followed by the early draughts of nut-brown ale? Do you recall with what interest we stood by the pots and watched the roasting of the lambs and shoats, smelling the sa- vory odors that filled the woods? Above all, do you 348 HISTORY OF THE UNIVERSITY OF VIRGINIA remember how each and all of us enjoyed that feast? Riding home with an Oxford man, he made the remark that it was one of the most unique and interesting affairs that he had ever attended." Mr. Duke, the genial and hospitable host of the hour, received a loving cup from the class of 1908 as a souvenir of their gratitude for his kindness. An event of a romantic and pathetic character took place during the exercises of the commencement of 1912, — at the suggestion of President Alderman, an invitation to attend a reunion at the University at that time was sent to every alumnus still surviving, who had entered the service of the Confederacy. One committee was appointed to look up their several addresses and their military records; another, to despatch the invitations to them and to provide for their entertainment. One hundred and seventeen, were discovered; and it was found that, among them, were one brigadier-general, one colonel, two lieutenant-colonels, three majors, twenty- five captains, and eighteen lieutenants, six adjutants, fourteen sergeants, two surgeons, seven assistant surgeons, three corporals, and thirty-five privates. Only about eighty were able to attend the formal exercises, which had been set for the tenth, eleventh, and twelfth of June. On the first day so appointed, these veterans assem- bled, and organized themselves into an association; and this was followed by a dinner, which the University gave in their honor. Judge George L. Christian responded in their name on that occasion. " Ever since this little band of Confederates," he said, " landed at the insti- tution, they have met with unstinted attention. Nothing could have been more marked than the evidence of ven- eration, respect, kindness, and courtesy, of the students THE ALUMNI— REUNIONS 349 and the young alumni towards us." " Never," said another old soldier, who was also present, " have I seen such fervor and enthusiasm since the historic days when the student company left the University for Harper's Ferry in April of 1861." Among those to whom medals were awarded was a veteran of eighty years who had lost his sight. As he was led to the rostrum by his grandson, a child, in order to receive his medal, the sympathy of the great audience expressed itself in pro- longed applause. " Never have I looked upon a more appealing and dramatic scene," comments the old sol- dier already quoted. And the same electric emotion was aroused by the toastmaster at the final banquet, Armistead C. Gordon, when he read to the same apprecia- tive audience the stirring lines of his battle-poem, The Garden of Death. The success of the reunion in 1913 led to increased energy in organizing the classes which had not yet been enrolled. By 1914, the Secretary was able to report that, in the number brought together, were the classes of 1864, 1874, 1879, 1884, 1889, 1894, 1903, and 1904, and the classes of 1906 to 1914 inclusive. The classes of 1915 and 1916 were afterwards organized in turn. Accurate rosters of all the other classes ending in six or one had been compiled by him with the view to their reunion at the finals of 1916. The permanent formation of each one of these classes was accomplished during this reunion, and plans were drawn up for the next like event in the future. To promote a desire to return to the reunion of 1914, Crenshaw began, on March 12, the printing of the Big Tent, in which he pressed upon the members of the classes expected, with all the persuasive resources at his command, a campaign of Back to Virginia. This peri- odical appeared up to the finals of that year once every 350 HISTORY OF THE UNIVERSITY OF VIRGINIA ten days. It was sponsored by the Class Officers' As- sociation. In 1915, the Orange and Blue Paper was is- sued as a substitute for the Big Tent. This too was dis- continued in 1916. The class of 1917 was fully or- ganized by December, 1916; but its elaborate programme was completely upset by the entrance of the United States into the World War, in the course of the follow- ing April. Liu. The Alumni — Colonnade Club Before the inauguration of President Alderman the Faculty was a small body, and in consequence, their social intercourse was then more intimate and more con- stant than would have been possible had the membership been large and less homogeneous. As the number of professors was increased to fill the new or the expanded chairs, the desirability of some social centre common to them all became more apparent; and under the influence of this fact, a faculty club was organized in 1907 and pavilion vil rented for its use from the Board of Visitors, at an annual charge of one hundred and fifty dollars. The roll of resident members, at first, did not exceed seventy names. The only purpose of the association at this time was acknowledged to be to foster cordial and friendly relations, and to encourage an active co- operation, among the teachers and the members of the administrative staff of the University. But there was one man who had the practical shrewd- ness and the breadth of vision to see that the club could be made to subserve a far more useful end than the con- tracted one then in view. This was Bruce Moore, the secretary, who was not an alumnus. It had been se- riously proposed to abolish the remnant of those features which had once made the finals so attractive THE ALUMNI— COLONNADE CLUB 351 to the returning sons of the institution. What induce- ment could be offered to revive the interest of the alumni in this occasion, and thus stimulate their loyalty to the University itself? Mr. Moore, with just foresight, thought that the club could be turned into a means of accomplishing this beneficent object. He now went in- defatigably to work, with the hearty encouragement and assistance of the club, to increase its non-resident membership in order to secure the money necessary to defray the expense of offering new attractions to influ- ence the alumni to revisit the precincts. In short, he strove to do for the alumni of the University of Virginia what the Graduates' Club at Yale and the Calumet Club at Harvard had done for the sons of those institu- tions,— the creation of a centre within the bounds where all the alumni could meet on common ground. It was said, in 1909—10, that the success of the club, under Mr. Moore's general management, was chiefly instrumental in preserving some of the flavor of the old social character of the Finals. The alumni began to return in numbers that had not been noted since the first years following the close of the War of Secession. At the commencement of 1908-09, at least one hundred reg- istered their names on the books of the club, and at the commencement of 1909—10, two hundred and fifty. Its membership, had, by this time, increased to nearly one thousand. In 1910, it issued a volume which contained the names of the living alumni, and it also lent its aid in obtaining all the information about their careers that could be collected. It assisted too in the formation of local alumni chapters, and in keeping them in contact with the University. It sent, at its own expense, a rep- resentative of the General Alumni Association to the Conference held at the Ohio State University in Febru- 352 HISTORY OF THE UNIVERSITY OF VIRGINIA ary, 1913, which assembled to found a national society of alumni secretaries. It also offered, as already men- tioned, a reunion cup to nourish the spirit of the organ- ized classes, — which it was so important to strengthen and extend, — and also to influence classes wfiich had not yet been organized to come together at once to compete for the trophy. Another means which the club adopted to accomplish the same object was the establishment of the Alumni News in March, 1913. This periodical was designed to supply the alumni with information about all the de- partments of the institution, and the varied interests of the student body, and also to create a medium of con- veying to the Faculty the opinions of the alumni about university problems. It was issued once a fortnight, and sent, without charge, to every non- resident member of the club. Its editor was Russell Bradford, who was to take up the work of the club in succession to Mr. Moore, after an interval in which Paul B. Barringer, Jr., had filled the office. But the principal advantage offered by the club to the non-resident members was that it would assure them, during their visits to the University, all the conven- iences of a home. It had been clearly recognized by Mr. Moore that the) problem of inducing the alumni to return periodically was, in no small degree, the problem of housing them properly. The club afforded a prac- tical solution of this difficulty. But it was not long before it was perceived that the increased enrolment would ultimately make indispensable an addition to the building then standing. Previous to 1905, the sum of nearly three thousand dollars had been collected by the General Alumni Association for the purpose of erecting an alumni hall; and the General Athletic Association had THE ALUMNI— COLONNADE CLUB 353 also, by that time, secured about eighteen thousand dollars in contributions for the construction of an ath- letic building. In the course of that year, the two organizations agreed to pool their respective funds, and if possible, to augment the amount by sixty thousand dollars in order to assure one large building which would give ample room for the members of both bodies com- bined. The original alumni fund was, prior to 1905, held in trust by Colonel Carter, the proctor, and the original athletic fund, by Dr. Lambeth. When the two were united, Dr. Lambeth and Judge R. T. W. Duke, Jr., were chosen the joint trustees. At the annual meeting of the General Alumni As- sociation, in June, 1910, it was suggested that the two organizations should abandon the plan of erecting a single edifice for their common use. The members of the General Alumni Association were now, as a body, anxious to build a separate structure for their own oc- cupation, and its executive committee, aware of this fact, at their session in January, 1911, appointed a committee to canvass for subscriptions. This committee reported in June the acquisition of $2,088, with promises of $288.00 more. As there was already four thousand dollars in hand, the total sum that had now become available was about six thousand dollars. The executive committee, when they met in January, as previously mentioned, had also urged the separation of the double trust fund; and had further recommended that the projected alumni hall should be attached to the Colonnade Club, in the form of an annex. The General Athletic Association having accepted the proposal to divide the funds, the General Alumni Association decided to use their own share in creating the annex as advised by their executive com- mittee. A special committee was appointed to consider 354 HISTORY OF THE UNIVERSITY OF VIRGINIA the style of the prospective building; and it was also in- structed to confer on that subject with the President of the University and the President of the Colonnade Club. At the meeting of the Association in June, 1912, ac- ceptable plans for the structure were submitted by the firm of Ferguson, Carlow, and Taylor, architects of Norfolk. At this time, there was a fund of $6,442.00 in bank. In the spring of 1913, the new building was pushed rapidly forward towards completion; it contained a billiard room, a pool room, a lounging room, and eight chambers. There was space for a garden in the rear. The moneys used in constructing the annex consisted of $3,132 obtained from the two original trustees; $4,000 appropriated by the club; and $2,554.33 contributed by the alumni and held by a third trustee, — a total of $9,- 686.03. The Board of Visitors advanced the sum of $1,500, and the Club an additional $500.00. The entire cost, including the outlay for heat and light fixtures, was in the neighborhood of twelve thousand dollars. LIV. The Alumni — Distinguished Sons Among the members of the National Congress in 1906, there were nineteen who had been educated at Yale University; eighteen, at the University of Mich- igan; and eleven, at Harvard University. On the other hand, twenty-one were accredited to the University of Virginia. In the Sixty-First Congress (1910—11), Yale University could point to fifteen of her graduates; Harvard University to sixteen; the University of Virginia again to twenty-one. In the Senate, during this ses- sion, the latter institution could count seven of her alumni. It was represented in the National Government, during the administration of 1913—21, by the following officials: the President, Woodrow Wilson; the Attorney- THE ALUMNI— DISTINGUISHED SONS 355 General, Thomas W. Gregory; member of the Supreme Court, J. C. McReynolds ; Counsellor of the State De- partment, John Bassett Moore; Comptroller of the Cur- rency, John Skelton Williams; ambassadors to foreign courts, C. P. Bryan, Thomas Nelson Page, and Joseph E. Willard; minister, Hampson Gary; surgeon general of the National Public Health Service, Rupert Blue. Nine members of the Senate, during this administra- tion, were able to claim her as their alma mater. Besides Virginia, States as wide apart in situation as Kentucky and Texas, Delaware and Mississippi, Illi- nois, Alabama, and Arkansas, were represented in that body by her graduates. At least eighteen of her alumni, coming from communities as remote from each other as New York and Texas, Indiana and North Carolina, occupied seats in the Lower House of Congress. During the administration of President Cleveland, the Democratic tariff bill was formulated by William L. Wilson, an alumnus; and when a similar bill had to be taken up during the administration of President Wil- son, it was Oscar W. Underwood, another alumnus, who drafted it. At this time, Henry D. Flood, also an alumnus, was Chairman of the House Committee on Foreign Affairs, and William A. Jones, of the Committee on the Philippines; Senator Martin was the leader of the Democratic Party in the Senate; and Thomas P. Clarke was the President pro tempore of that body. The importance of the graduates of the University of Virginia in the judiciary of the Commonwealth, in the Ninth Period, is indicated by the appointments of the General Assembly, during the session of 1913—14, — Joseph L. Kelly was then elected a member of the Court of Appeals; and eight other alumni were raised to seats on the circuit bench. At one time, in the course of this 356 HISTORY OF THE UNIVERSITY OF VIRGINIA Period, twenty-eight alumni were members of the Na- tional Medical Corps and Medical Reserve Corps, a number only exceeded in the case of the graduates of the University of Pennsylvania, George Washington Uni- versity, and Jefferson Medical College, enrolled in those professional bodies. E. O. Lovett, an alumnus, was elected to the Presidency of the great scientific institu- tion established by the philanthropist, Rice, at Houston, Texas. In 1913, there were at least twenty-one of the alumni employed in the East as missionaries, religious and medical, or as teachers and editors, — indeed, it was correctly said that the University of Virginia had dis- patched a larger number of its graduates to the foreign fields than any State institution in the entire country; and there were few denominational colleges even which could rightly claim more representatives in that great province. It was estimated that, by 1916, about five hundred of the alumni had been ordained for the min- istry; and seventeen of these, during the Ninth Period alone, were bishops of their several sects. The three most influential denominational journals of the South were edited by graduates of the University, — the Southern Churchman, by Meade F. Clark; the Religious Herald, by A. E. Dickenson; and the Christian Advo- cate, by J. J. Lafferty. The Ninth Period was marked by a more lively inter- est in the fame of Edgar Allan Poe as the greatest liter- ary alumnus of the University. It was during this Period that a bronze tablet, the gift of Miss Bangs, of the National Cathedral School in Washington, was erected over the door of his room, No. 13, West Range. Besides the name of the master, and the date of his birth, it bore the felicitous inscription, Domus parva maani poetae. THE ALUMNI— DISTINGUISHED SONS 357 The interval between the sixteenth and the twenty- third of January, 1909, was given over to a commem- oration of the poet's career. The occasion began on Saturday, the i6th, in Jefferson Hall, which was sit- uated only a few steps from the dormitory which he had once occupied. The essays then read related to the events of his sojourn at the Ujniversity, while a sermon, bearing upon his general life and character, was de- livered in the chapel on the following morning. The Raven Society had charge of the celebration which was held on Monday evening in Cabell Hall. At that meet- ing, an original poem was read by Professor J. South- hall Wilson, of the College of William and Mary, fol- lowed by an interpretation of Poe's verse by Profes- sor Willoughby Read. Illuminating personal recollec- tions of the man and the artist were told by Dr. Her- bert M. Nash of Norfolk, who had heard him deliver a deeply interesting lecture in that city not long before his death. Another vivid feature was the lantern studies of the University buildings and terraces as they appeared at the time of his matriculation. Papers, hav- ing for their subjects different aspects of his master- pieces, were read on the following days by Alcee For- tier, Georg Edward and several other professors of dis- tinction. Among the subsequent exercises was the presenta- tion of sixty-seven medals to individuals and institu- tions, who or which had been conspicuously instru- mental in heightening the popular appreciation of the poet's genius. During the progress of the proceedings from day to day, his former dormitory was thrown open for inspection. An effort had been previously made to furnish it with articles that would restore it to the condition which distinguished it during his occupancy. 358 HISTORY OF THE UNIVERSITY OF VIRGINIA A settee from the Allan home in Richmond had been obtained, besides other pieces of furniture of that date, while a real raven, stuffed, looked down from a coign of the room. The Ninth Period witnessed more literary produc- tiveness among the alumni than had characterized any period since the close of the War of Secession. The range of the works extended over broad and varied ground. In the ecclesiastical field, Professor Craw- ford H. Toy's Introduction to the History of Religion was a contribution of the ripest scholarship to a sub- ject of which he was admitted to be a master. Pro- fessor Thomas L. Watson's Mineral Resources of Vir- ginia and Professor Jordan's Histology were thorough scientific treatises. Professor Raleigh C. Minor's Re- public of Nations was a thoughtful presentation and analysis of all the arguments that could be advanced in favor of a League of Nations. In the province of belles-lettres, there were two works of merit, — Profes- sor C. Alphonso Smith's What Literature has Done for Me, a volume of unusual suggestiveness, and Rabbi Calisch's The Jew in English Literature, which incorpo- rated the fruits of the author's wide reading. The Let- ters of Edgar Allan Poe to Sarah Helen Whitman, edited by Professor James A. Harrison, threw a new romantic light on the private life of the poet. Professor Trent, as the head of the board of editors which arranged for the publication of the monumental Cambridge History of American Literature, and in part composed it, in- creased the great reputation for literary skill and crit- ical acumen which he had long before acquired. The principal novels written by the alumni during the Ninth Period were Robin Aroon and Ommirandy, by Armistead C. Gordon, and John Marvel, Assistant, by THE ALUMNI— DISTINGUISHED SONS 359 Thomas Nelson Page. Robin Aroon pictured, with poetical delicacy, the highly colored scenes and characters of Colonial Virginia, while Ommirandy presented the humorous and pathetic aspects of the later plantation life, with perfect knowledge and tender sympathy. John Marvel was a forceful description of the different sides of the modern social life of the North and West. The principal collection of poetry was also the achievement of Mr. Gordon. The small volume For Truth and Freedom, which he issued, contained, among other verse, the lofty stanzas read at the inauguration of the Academic Building.1 Two volumes of reminiscences were published during the Ninth Period; namely Dr. Richard Mcllwaine's Memories of Threescore Years and Ten, and Dr. David M. R. Culbreth's Recollections of Student Life and Professors, a volume which has preserved, with remark- able vividness, the characteristics and personalities of the University of Virginia in the seventies. One of the most admirable county histories ever written by a native of the State was the production of an alumnus of this Period, — the History of Orange County, by W. W. Scott, a book which has touched upon every side of the annals of that community with the learning of an antiquarian and the spirit of a patriot. A volume of wider scope, The Old Dominion, Her Making and Her Manners, by Thomas Nelson Page, described, with sympathy and insight, the influences which have moulded the social life of the Commonwealth at large. Stuart's Cavalry in the Gettysburg Campaign, by Colonel John S. Mosby, the Life of General Turner Ashby, by Clar- ence Thomas, the Soul of Lee, by Randolph H. McKim, and Robert E. Lee, Southerner, by Thomas Nelson Page, 1 The inscription on the face of this building "Ye shall know the truth, and the truth shall make you free" was first suggested by Mr. Gordon. 360 HISTORY OF THE UNIVERSITY OF VIRGINIA were valuable contributions to Confederate military history; and of equal importance as a contribution to Confederate political history was the Life of Jefferson Davis, by Armistead C. Gordon. The biography of J. L. M. Curry, jointly written by President Alderman and Mr. Gordon, and the Life of O. Henry, by Professor C. Alphonso Smith, sympathetically depicted the careers of two Southerners who were conspicuously active in different provinces, and who, by their genius, raised the reputation of their native region. But, perhaps, the most remarkable of all the biographical works of this period was the Benjamin Franklin, Self-Revealed, by William Cabell Bruce. Its wealth of information, its humorous and philosophical insight into the char- acter of its subject, its breadth of view, its thoroughly digested matter, its perfectly balanced arrangement, and the pungency, affluence, and vigor of its style, made so strong an impression that its author was awarded by Columbia University the Pulitzer prize for the most finished and patriotic biography issued during the year of its publication. LV. The World-War — The First University Measures Before the United States declared war, the University of Virginia was participating, so far as foreigners were permitted to do, in many of the numerous provinces of the belligerency in Europe. All the principal American seats of learning organized an ambulance service for the Red Cross, and the University of Virginia was one of the first to purchase and equip a field ambulance for the same purpose. A thousand dollars were subscribed towards that end by persons associated with the Univer- sity community. Among the alumni who found their way to the fighting line at this early stage of military WORLD-WAR—FIRST UNIVERSITY MEASURES 361 events were James McConnell, Chouteau Johnson, A. Courtney Campbell, and James Drake. Dr. Vivian Slaughter was a second lieutenant in the London Fusil- iers, William A. Fleet, a lieutenant in the Grenadier Guards, and Wynne Cameron, a private soldier in the British army operating in Mesopotamia. In the various medical units dispatched to France were Doctors Robert Bryan, George Benet, W. D. Anderson, Jr., Charles T. Porter, and M. Blanchard. R. K. Gooch resigned his appointment as Rhodes Scholar to enter the service of the American Ambulance Hospital at Neuilly, and John Ray was also employed in the same service. At the general meeting of the Faculty in October, 1916, the question was brought up for discussion whether or not the University should introduce a system of mili- tary instruction and training among the students. The committee which was named to report upon its advis- ability earnestly recommended the establishment within the limits of one or more units of the Reserved Officers Training Corps, in harmony with the regulations of the War Department issued during the previous September. But it was not until March 15, 1917, that this proposal was approved by the General Faculty. Eight days afterwards, the Board of Visitors convened, and having decided to carry out the recommendations of the original committee, instructed the rector, Mr. Gordon, and the President, to make application to the War Department for a Federal officer who would undertake the functions of a professor or assistant professor of military science and tactics. The Board were scrupulous to put on record that it was not their purpose to incorporate for good in the life of the institution a department of military sci- ence, thus conferring on it the character of a military school. Rather, they said, they were impelled to take 362 HISTORY OF THE UNIVERSITY OF VIRGINIA this step by considerations of patriotic duty, and on ac- count of the urgent requirements of the country in a definite national crisis. ' We hereby solemnly pledge to Woodrow Wilson, President of the United States," they added, " the loyal cooperation of his alma mater in the defense of that liberty, honor, and independence, which George Washington and Thomas Jefferson did so much to establish and maintain." The General Faculty assembled on March 27. " If war is declared," said the President of the Univer- sity on that occasion, " there will be great need of men with academic training to serve as officers. This insti- tution should take a leading place among other institu- tions of a similar grade in this country towards the formation of units for a Reserve Officers' Corps." The dean of every department was instructed to ap- point a committee of its professors to consider how to make the resources of that department most useful to the Nation. But a more important agency was the Council or Committee on National Service appointed at a somewhat later date. Its general function was to bring about such an adjustment in the current life of the University as the military situation called for. Of this committee, the President was the chairman, and Professor Echols, the vice-chairman. It held its first session on April i. Military committees were then chosen for all the departments out of the membership of the minor faculties, and shelter was provided for military storage. It was decided to recommend to the Board of Visitors that a military course should be in- troduced into the circle of the studies that would be en- titled to credit for degrees; and also that the Fed- eral officer should be admitted to a seat at the Faculty table. WORLD-WAR—FIRST UNIVERSITY MEASURES 363 Lieut-Colonel James A. Cole, U. S. A., retired, had been appointed as the military instructor. He was a graduate of the United States Military Academy; had won distinction in the Indian, Spanish, and Philippine Wars; and at the time of his withdrawal from the active list, was attached to the Sixth Cavalry, and was entitled to wear three foreign service badges. Arriving at the University during Easter Week, he took up the per- formance of his duties at once, and prosecuted them with such skill and energy that very soon the corps of his pupils, — who included four-fifths of all the students, and over one-half of the Faculty, — was in so advanced a stage of training as to allow of its being divided into regular companies, under the command of those of the young men who had been drilled in military schools or in the National Guard. Before three weeks had passed, these companies were able to go through the manoeuvres without a hitch, and even without an appearance of serious awkwardness. By April 19, about eight hun- dred students had been enrolled. They came upon the field in all sorts of dress, — golf costumes, tennis suits, summer flannels, military school uniforms, and Platts- burg khaki. Colonel Cole lectured once a week on military science. This course, however, was optional. A special committee, appointed by the University Council on National Service, submitted a report which laid down the general policy to be pursued by the insti- tution so long as the war should last: (i) all the re- sources, in the way of men and equipment, which it possessed, should be put at the disposal of the National Government; (2) its regular functions and activities should not be interrupted; (3) the students under twenty- one years of age, — who were not eligible to commis- sions in the Federal Military and Naval forces, — 364 HISTORY OF THE UNIVERSITY OF VIRGINIA should continue in their classes at the University of Virginia, and if physically fit, prepare themselves for the front by acquiring the military training offered on the campus; (4) the departments of engineering and medicine, and the hospital also, should be used for the national benefit; (5) all college athletics should be sus- pended; and (6) leave of absence should be granted to all members of the Faculty and officers of administra- tion whose offer of their services should be accepted by the government at Washington. By the end of the session of 1916—17, when the United States had been involved in the war only during two months, about three hundred and thirty-four alumni of the University of Virginia were taking an active part in the hostilities, in one way or another. Sixty-eight of these were enrolled in the ambulance unit, and the remainder in the other military sections. Seven hundred and eighty-four students and twenty-four professors were registered in the Reserve Officers' Train- ing Corps, while about forty-six of the graduates were stationed in the widely dispersed camps. Before the session of 1917—18 began, there was or- ganized an impressive series of new college studies for the benefit of the matriculates who expected ultimately to enter the Federal service. They embraced meteorol- ogy, oceanography, elements of electrical engineering, telephony, telegraphy and signaling, navigation, field astronomy, automobiles, timber characteristics and uses, practical Spanish, political geography, photography, international law and diplomacy, engineering, geology, plane surveying, topographical drawing and military service and tactics. Professors Rodman, Mitchell, Hancock, Newcomb, and Colonel Cole were the in- structors in these varied courses. THE WORLD-WAR—PACIFISM SUPPRESSED 365 LVI. The World War — Pacifism Sup-pressed At this critical hour, when the institution was bending every pound of energy to assist in the prosecution of the War, and when so many of its sons were performing their full duty with alacrity in every department of the service, there occurred an incident which caused an in- dignant shock to the minds of the University authori- ties and the alumni in general. Professor Whipple, of the School of Journalism, was invited in November, 1917, to deliver an address before the Current Event Club of the Sweet Briar Female College. He chose as his topic, The Meaning of Pacifism; and before a word of it was spoken, he sent a summary of its contents to numerous newspapers throughout Virginia, with the request that it should be published at least in part. The substance of the address was printed in several of the Virginia papers; and as soon as President Alder- man read it as thus published, he issued a formal state- ment. " Officially and personally," he declared, " I re- pudiate the reported utterances of Professor Whipple as unpatriotic and calculated to give aid and comfort to the enemies of the Republic in a grave moment of na- tional peril." All the members of the Faculty who were then in residence joined in a protest, which was drafted only two days after the address was delivered. " We consider such sentiments," they said, " disloyal to our national policy and deserving condemnation by all patriotic citizens." " The offense," they added, " was aggravated by the circumstance that copies were sup- plied to the public press of Virginia, with the intention of disseminating these disloyal opinions among the peo- ple,— opinions the more readily made current when ut- tered by a professor of the State University." " Profes- sor Whipple," they continued, " had distorted and abused 366 HISTORY OF THE UNIVERSITY OF VIRGINIA academic freedom" ; and in conclusion, they unanimously pronounced his views " to be discreditable to a teacher of an institution which had consistently sought, since the inception of the war, to instil into her sons, — graduate and undergraduate, — the spirit of loyalty to the Govern- ment, and the determination to present an undivided front to the enemy." In anticipation of the meeting of the Board of Visi- tors, President Alderman, in order to express the feel- ing of himself, the Faculty, and the alumni, drew up a statement for their consideration, in which he vigorously characterized Professor Whipple's utterance, " as a doc- ument of disloyalty; a counsel of national dishonor; a frank incitement to inactivity in the presence of aggres- sion; a condemnation of God in national leadership; a plan for the impairment of the Nation's spirit and cour- age in the face of grave national peril; a disparagement of those who were willing to die to win a peace based on freedom rather than to accept, without struggle, a peace based on servitude." The Board of Visitors having convened, and having heard and weighed Professor Whipple's defense of his conduct, which he delivered in person, adopted Presi- dent Alderman's recommendation that his appointment as adjunct instructor of journalism should be rescinded; and that his chair should be pronounced vacant. Their action was accompanied by words which demonstrated their abhorrence of the pacifist sentiments which had been expressed in that teacher's ill-timed speech. The principal of the Sweet Briar College very emphatically denied that she had been in sympathy with such unpa- triotic views. " I gave myself no concern," she wrote the President of the University, on November 22, " about any effect that the address might have outside, WORLD-WAR—EFFECT ON ATTENDANCE 367 because we are secure at Sweet Briar from unpleasant publicity, as the happenings here are given to the papers always through us. The papers this morning were a dis- agreeable surprise, and I felt that the Professor took ad- vantage of the invitation sent entirely through the students, — indeed, the nature of his theme was not known to the Faculty." LVII. The World War — Effect on Attendance In the statement which President Alderman submitted to the General Assembly in January, 1918, he estimated the loss in young men in the college department at one hundred and forty-four; in the graduate, at forty-four; in the law, at one hundred and forty-four; in the medi- cal, at ten; in the engineering, at twenty-nine, — a total of three hundred and seventy-one, or thirty-five per cent. By January, 1918, the enrolment had shrunk from one thousand and sixty-four students to seven hundred. At a meeting of the Board of Visitors, held on April 5, 1918, a special committee was appointed to make all the arrangements required for the establishment at the University of a branch of the projected United States Army School for truck-drivers. Professor Newcomb was put in general charge of this task, with instructions to provide spacious and comfortable accommodations for six hundred privates, seven officers, and forty in- structors in field and shop. The barracks were ulti- mately erected; and they wer.e occupied continuously from May 15 to November 15. Fifteen members of the engineering department were picked out to be instructed in shop-work, and twenty-five from the College at large, in road-building. A separate school was set up for their benefit, in which Professor Hancock superintended the machine and shop work and Professor Hyde, the road 368 HISTORY OF THE UNIVERSITY OF VIRGINIA construction. There were forty enlisted men in the work-shop division and forty in the machine-shop divi- sion. Eighty were enrolled in the class of engineering drawing; forty in the class of automobile repairs; forty in the class of electric wiring; sixteen in that of auto- mobile construction; and sixty-one in that of wireless telegraphy. What was the history of the regular departments during the session of 1917-18? The following table will disclose how the attendance of first-year students, during that session, compared with the like attendance during the five preceding years : 1912-113 1913-14 1914-15 1915-16 1916-17 1917-18 College Department 197 206 243 274 287 225 Graduate Department 10 16 10 n 16 4 Law Department 75 81 58 44 6r 18 Medical Department 18 15 17 12 9 21 Engineering Department.. 35 34 37 56 51 48 Total 324 344 357 385 418 313 It will be perceived, by an examination of the pre- ceding figures, that the graduate and law departments, owing to the maturity of their students, showed, by 1917-18, a remarkable shrinkage in their attendance. The total enrolment for the law department that session was ninety-nine; and of this number, about twenty with- drew before the close of the last term. A part of the course, because of the absence of Professor Dobie in serv- ice, was dropped. In consequence of the increased in- terest in the French tongue, the classes in the School of Romanic Languages were able to retain their numerical strength, but those in geology fell off nearly one-third. This school was actively employed in investigations re- lating to industrial preparedness. The attendance in the School of Biology and Agriculture began with fifty- WORLD-WAR—EFFECT ON ATTENDANCE 369 seven students. During the war, Professor Lewis, of this school, was a consulting biologist of the United States Bureau of Mines; and in cooperation with Pro- fessor Kepner, carried on a series of experiments for the detection of gas. The Schools of Latin and Greek suf- fered little loss in students, while the Schools of English and. English Literature, not only retained their popular- ity, but even added to it by lectures on war poetry, and the other literary aspects of the conflict. Almost the only lectures delivered by Professor Mit- chell were those which related to navigation and field astronomy. In the School of Economics, the loss in undergraduate courses amounted to one-fourth, and in graduate, to one-half or even to two-thirds. The School of Forestry sensibly increased in importance, — Pro- fessor Jones was one of the three enlisting officers ap- pointed for the regiments composed of foresters and lumbermen; and he was also in charge of all the forest patrolmen of Virginia. There were one hundred and ten students in the department of engineering. This repre- sented a shrinkage of nearly one-fifth in number. But of all the professional departments, the medical prob- ably had the most serious obstructions to impede its work, although its attendance grew rather than fell away: (i) the cost of material for use in the labora- tories was almost prohibitive in exorbitancy; and (2) the class of young men who had formerly served as as- sistants were drawn off to the war, and no substitutes were to be obtained. The library, for want of the neces- sary funds, was constrained to shut its doors at night, and to limit its purchases of new books; but its useful- ness was not otherwise impaired. It was the impression of careful observers that the general effect of the war influences had, so far, been to 370 HISTORY OF THE UNIVERSITY OF VIRGINIA deteriorate the spirit of scholarship by weakening the at- tention and diminishing the assiduity of the students. The average standing in 1917—18, however, seems to have been at least higher than in 1916—17, — it was 85 in 1914-15; 64.1 in 1916-17; and 76.4 in 1917-18. The average standing of the degree men was slightly more creditable, — in 1916-17, it was 86; and in 1917-18, rt was 79.3. The shrinkage in the numerical strength of the teaching staff was too small to afford an explanation for this decline. In 1916—17, there were actively em- ployed with their classes twenty-three full professors, four associate professors, thirteen adjunct professors, sixteen instructors, thirteen permanent assistants, and three student assistants, — a total corps of eighty-two. In 1917-18, on the other hand, there were present for duty twenty-four professors, three associate professors, thirteen adjunct professors, twelve instructors, eleven permanent assistants and eight student assistants, — a total corps of sixty-nine. LVIII. The World War — Students' Army Training Corps We have seen that the University of Virginia, when the United States entered the war, possessed a Reserve Officers' Training Corps, which had been equipped and instructed in the infantry drill at the expense of the Gov- ernment. In August, 1917, the draft age was suddenly lowered in order to meet the exigencies of the new pro- gramme, which called for an armed force of four mil- lion men. It was found that one hundred thousand officers would be needed just as soon as they could be made available. Experience had demonstrated that the body of drafted men would only be able to furnish a very small proportion of these officers; and the volunteer STUDENTS' ARMY TRAINING CORPS 371 officers in the special training camps had already begun to decline in number, owing to the exhaustion of the source of supply. The next best material were the young men who had recently matriculated in the colleges, or were preparing to do so. The different seats of learn- ing possessed facilities for training at least one hundred and seventy-five thousand men, and the National Gov- ernment wisely decided to use these advantages, which were already in existence. The arrangement that was made with the University of Virginia, — which was common to all, — required that it should furnish such instruction as the War Depart- ment should approve or prescribe ; house the young men in a sanitary manner; supply meat of the quantity and quality demanded in the standard army ration; provide grounds suitable for military instruction and adapted to the drill, and also offices for the military administration of the unit; and cooperate closely with the War Depart- ment. The Government, on its part, agreed to provide for the military training of the young men ; to furnish uni- forms and equipment for their use; to supply the cots, blankets, and bed-sacks which they would need; and to pay the sum of one dollar and fifty-two cents a day for each student-soldier on active duty. From these terms, it will be perceived that the War Department's object was to induct men into the army, as required by the selected draft law, and at the same time, to permit them to remain in college for military and educational instruction, until it should be expedient to remove them elsewhere. But the main purpose was, of course, to convert the matriculates into soldiers; their conversion into scholars was, — very properly under the circumstances, — a secondary purpose. In short, it was aimed to develop in them those personal qualities which 372 HISTORY OF THE UNIVERSITY OF VIRGINIA had been found, by experience, to be indispensable to an officer's success; and, in addition, to impart to them si- multaneously the noblest patriotic ideals, and the ability to defend these ideals on the field of battle. The Uni- versity of Virginia, like all its fellow institutions, was to become a reservoir for the supply of good material for competent officers and skilled mechanics, and also a medium for the elimination of bad material before its training had brought about serious expense to the Gov- ernment. As fast as one group of young men would be drawn from the precincts into active service, their places would be taken by a new quota, obtained either by vol- untary induction, or by the involuntary draft. The rule of assortment and assignment adopted by the War Department was substantially as follows: selected young men, physically qualified and over eighteen years of age, who had received only a grammar school educa- tion, were, in general, to enter special training detach- ments in order to be taught along mechanical lines of military value. Should any of them prove themselves to be good material for officers, they were to be trans- ferred to a unit established in some college; and they were to remain members of that unit until fitted to enter a central officers' training camp. On the other hand, young men who had enjoyed a high school education were to be permitted at once to enter college for advanced training as officers and technical experts; and those among them who should exhibit promise under this training were to be retained there until qualified for ad- mission to a central officers' training camp, or for en- trance at once into active service as technical experts. Those who should fail to develop any aptitude were to be sent either to a non-commissioned officers' school or to the nearest department brigade. STUDENTS' ARMY TRAINING CORPS 373 From these provisions, it is to be seen that each stu- dent-soldier was to be allowed the fullest opportunity to obtain just that kind of training which was precisely adapted to his natural abilities. There were, in each institution of learning so utilized, two sections among the young men: one was the collegiate section; the other, the vocational, — such, for instance, as the school of chauffeurs established at the University of Vir- ginia at an early date. The members of the collegiate section were transferred every three months in age groups. The student twenty years old went first; the one, nineteen years old, went next; the one, eighteen years old, followed last. Members of the vocational section re- mained under instruction during the three months, and were then assigned to those departments of the service which called for technical experts. In the curriculum of the Students' Army Training Corps, the number of hours to be devoted to practical and theoretical mili- tary lessons and physical exercises was limited to eleven a week, while the number allowed for allied subjects, — which included the time required for lectures, recitations, laboratory instruction, and preparation for that instruc- tion,— was not to exceed forty-two a week. These allied subjects consisted of English, the French and Ger- man languages, mathematics, physics, physiology, chem- istry, biology, geology, geography, topography, map- making, meteorology, astronomy, hygiene, sanitation, de- scriptive geometry, military law, and government. The University of Virginia was included in the list of institutions which were allowed a naval section, but its quota in that division was restricted to fifty men. These men were inducted by temporary officers. The entire military unit was organized with Colonel Cole in command, while subordinate in authority to him were 374 HISTORY OF THE UNIVERSITY OF VIRGINIA one captain, three first-lieutenants, and sixteen second- lieutenants. The automobile training station was, at this time, under the command of Captain A. T. Budgell. There were five first-lieutenants and four second sub- ject to his orders. As provided for by the War De- partment, the general ceremony of induction took place on October i (1918). The total number of young men registered, on that occasion, was one thousand and six- teen, the great majority of whom were brought into the army of the United States as simple privates. The fol- lowing table shows the most important numerical facts relating to the membership of the Students' Army Train- ing Corps at the beginning of the session of 1918-19: College Medical Engineering Total Department Department Inducted 476 76 134 686 Enrolled 6r ... n 72 Naval Unit 32 ... 19 51 Naval Reserve Force ... 8 4 3 15 These statistics reveal that nearly three-fourths of the entire number of matriculates in the college depart- ment were enlisted in the Corps. About five hundred and ninety-eight first-year students were registered on the occasion of the induction, which was nearly double the number of the first-year students who had entered the University at the beginning of the previous session; and this fact was the more significant when it is recalled that the law and graduate departments were eliminated when the Students' Army Training Corps was organized; and that a large proportion of the matriculates of 1917—18, — who would have otherwise returned, — had been ordered into active service. The explanation of this in- crease lay in the incentive which now existed for every young man of draft age, who had obtained a high school STUDENTS' ARMY TRAINING CORPS 375 education, to enter the University, and prepare himself to hold a commission in the army or navy. The records disclose that the largest section of the Students' Army Training Corps at the University of Vir- ginia were the sons of farmers. The sons of merchants were nearly equal to them in number ; and, after the sons of merchants, came, in the following gradations, the sons of lawyers, of physicians, of clergymen, of real estate agents, of bankers, of railway employees, of clerks, of teachers, and of brokers. The greatest proportion of the soldier-students in their first year had been educated in the public schools, either of Virginia or of the other commonwealths. Indeed, three hundred and forty of the entire five hundred and ninety-eight had been thus in- structed. The private school had sent one hundred and forty-six only; the several colleges but seventy- four. In a former chapter, a brief allusion was made to the effect which the war conditions prevailing before the establishment of the Students' Army Training Corps had had upon the scholarship of the young men. It was thought, — as we have already stated, — that their power of application showed a decline during that earlier period, although some improvement was perceptible in the course of the session of 1917-18. All the existing testimony seems to demonstrate that, from an academic point of view, the work of the Students' Army Training Corps was still more unsatisfactory. Indeed, there was no leisure allowed, and no facilities provided, for the main- tenance of the old spirit of academic acquisitiveness. " The most ardent student," it was said, " learned noth- ing except in the hours spent in the lecture-room and the laboratory. The less earnest student learned nothing on any occasion. Then came the armistice, and after that, academic chaos! " 376 HISTORY OF THE UNIVERSITY OF VIRGINIA It was the opinion of Professor James M. Page, the dean of the College department, that the end of the war arrived too soon after the enrolment of the corps to leave sufficient time for the proper organization of the new system. This seems to have been substantially the conclusion of the President of the University also. In an address delivered on Founder's Day, in 1919, he said, ' The experiment, — though there adhered in it bound- less possibilities for investigation, test, and discovery, in intensive training for leadership, — had no chance for fru- ition or practical success. Every possible misfortune befell it; and it was practically nullified before it was born. I have only praise both for the men who con- ceived the idea, and for those who were intrusted with the details of undertaking; and it shall live in our mem- ory as an honest effort of high-minded and courageous soldiers and teachers to perform a sort of educational miracle in martial defense." Lix. The World War, — Bureau and Ambulance Unit So far, our attention has been confined to the war history of the University strictly within the precincts. We will now proceed to relate the history of the insti- tution in connection with the activities which took place beyond those narrow limits. We will first give an ac- count of the organizations with which it was associated in this outside work; and will then consider the achieve- ments of the alumni in actual service. The Inter-Collegiate Intelligence Bureau was created at the suggestion of William McClellan, of the Univer- sity of Pennsylvania. Lewis D. Crenshaw received the appointment of local adjutant for the University of Vir- ginia, and with the assistance of Professor William H. BUREAU AND AMBULANCE UNIT 377 Faulkner, and the ladies of the community, he was soon successful in making a military census of the great major- ity of the alumni. Responses for information regarding themselves were obtained from about twenty-five hun- dred; and these facts were reported to the Bureau for permanent record. An organization of another character was the Uni- versity of Virginia Ambulance Section. Among the first calls sent out by the Jnter-Collegiate Intelligence Bureau was one for the recruiting of ambulance companies, which were to be enrolled in the United States Army Ambu- lance Service. It seems that, in May, 1917, the Surgeon- General of the War Department had requested the Bu- reau to furnish fourteen hundred men for the perform- ance of ambulance duty in France. These men were to be- come members of the Medical Enlisted Reserve Corps, as required under the provisions of the National Defense Act of June, 1916. It was anticipated that this body would arrive in France by June, 1917. The unit assigned to the University of Virginia was to comprise thirty-six men, whose ages were not to fall below eight- een years or to rise above forty-five. Application was early made for permission to furnish two units ; and con- sent having been obtained, the University, through the alumni office, was successful, in spite of many obstacles, in assembling, by May 23, the two companies thus author- ized. It was said of these two units, — which were the University's first organized contribution to the service of the Nation, — that they distinguished themselves, not only by their devotion to all the tasks assigned them, but also by their exceptional courage under the heaviest fire. Many were wounded and many gassed; and they were awarded numerous commissions and decorations for their conduct. 378 HISTORY OF THE UNIVERSITY OF VIRGINIA Another practical step taken by the University of Vir- ginia, a few months later, was the establishment of a bureau in Paris. The American University Bureau, whose purpose was to be of assistance to all alumni in the military arm, had already been organized in that city, and it was due to the energetic initiative of Lewis D. Crenshaw that his own alma mater was able to co- operate with it. By an untiring personal campaign, and the distribution of many thousand printed circulars, he succeeded in collecting about nine thousand dollars for the support of the proposed bureau, without counting the one thousand reserved for travelling expenses and for different items of equipment. He was appointed the director of the bureau, and granted a leave of absence from his duties as alumni secretary and editor of the .4lumni News. Professor Bardin was chosen to fill these two offices temporarily, and Miss Nina Stout, an assist- ant, was put in charge of the alumni files. Accompanied by numerous trunks, weighted down with stationery and the like miscellaneous material, and a large assortment of cigarettes, Crenshaw set sail on November 30 (1917) from " a port in America," to use his own description, " in the good boat Qa ne fait rien, and landed ten days later ' somewhere in France.' ' The University of Virginia Bureau found shelter in the same building as the American University Bureau. The walls of its four rooms were soon adorned with pic- tures that reminded the visitors of Jefferson's academic village, and the entire suite was furnished with many of the comfortable appliances of a small club-house. The apartment of the larger bureau nearby supplied a restaurant, a general reading-room, baths, and an abun- dant canteen; and there was also to be discovered in its files the name of every American University man en- BUREAU AND AMBULANCE UNIT 379 rolled in the service in Europe. But in addition to its proximity to these advantages, the University of Vir- ginia Bureau possessed special allurements of its own. Hither came the alumni of that University, and of other Southern institutions, to enjoy the hospitality which was whole-heartedly held out to them, to the utmost limit of the resources of the establishment; and besides these visitors, there were numerous foreigners who were in- terested in the likenesses, on the walls, of Thomas Jeffer- son, Woodrow Wilson, and Edgar Allan Poe, or in the classic architecture of the University. " My aim," said Mr. Crenshaw at the time, " is to make the bureau a home for the Virginia alumni, where they can step across the threshold into Old Virginia. When a couple of travel- stained boys come rolling through from the front, and start getting the dirt off in time to meet two other of their friends, — whom I happen to know are in town, — one of the main reasons for the existence of the bureau is served. It is the personal side all the way through, which no other organization over here can give. I could cite instance after instance of brothers, cousins, and intimate friends, who have got in touch with each other over here through the mails, or face to face, through the mediation of the Virginia Bureau. It is almost uncanny the way Tom from Flanders, or Dick from Alsace, or Henry from Southern France, will land here the same day, — all attracted by the old orange and blue banner, — and fall on each other's necks, in a regular grizzly bear."1 The Paris editions of the Herald, Tribune, and Lon- don Mail were spread out on the reading table; and so were the lighter French publications. Useful maps of 1 Mr. Crenshaw's assistant was Madame DCS Noyers, whose kindness to the young soldiers visiting the bureau was often a subject of grateful reference in their letters to the superintendent of the bureau, after their return to the trenches. 380 HISTORY OF THE UNIVERSITY OF VIRGINIA Paris and France were tacked to the walls; and near at hand, was the file, not only of all the alumni of the Uni- versity of Virginia then stationed in Europe, but also of all those in America who were preparing for service abroad. The list of the living alumni of every age was also accessible. One of the important functions of the bureau was to forward the letters addressed in its care to the young alumni at the front, whose precise whereabouts were not known to the writers. So soon as the bureau received information that some one of them had been wounded, its aid was offered him in whatever manner would best assure his comfort, while to the stricken alumni lying in the wards of the local hospitals, cigarettes, chocolates, socks, toothpowder, and magazines, were sent in as large quantities as its limited resources would allow. The bureau also acted as the purchasing agent of the alumni in the trenches. " The demands," said Mr. Cren- shaw, " ranged from trigonometry to five readable French novels; from kodak films to aviators' goggles; and from a French Easter rabbit, toy for a little Alsace kid, to a bottle of something that would cure pustules. Every day brought its requests; and very often these requests were for theatre, hotel, or train reservations." Another useful purpose which the bureau served was that, for many of these young men, it afforded the prac- tical facilities of a bank; money was deposited with the director to be transferred to some one at home in Amer- ica; and he also became the custodian of all sorts of articles, large and small, which the alumni departing for the front wished to leave behind for safe-keeping. In addition, he was the fountain of information to all who were on furlough in Paris about the operas, mu- seums, restaurants, and stores of the city. The bureau THE WORLD WAR — BASE HOSPITAL NO. 41 381 was also the centre of informal gatherings ; and on New Year's Day, 1918, there was an abundant dinner, in which a large turkey, stuffed with marrons in the French style, — a toothsome object in those narrow times, — occupied the place of honor on the table. The anni- versary of General Lee's birthday was also celebrated with great distinction. In the following April, a tablet of marble and bronze was, with the participation of the bureau, attached to the house in which Jefferson had lived between 1785 and 1789, while minister to France. LX. The World War — Base Hospital No. 41 One of the most vital and successful of all the services which the University of Virginia performed in the prose- cution of the war in France was the establishment of Base Hospital No. 41 in Paris. It had, at one time, been hoped that the institution would be able to organize such a hospital through its own medical faculty alone, but it was quickly perceived that this could only be done by closing the doors of the medical department. It was then hoped that such a hospital could be founded by en- listing the medical staff from the ranks of its alumni. After interviews with Dr. W. D. Anderson, — who had recently come back from France, — and the President of the University, Dr. W. H. Goodwin, the associate pro- fessor of surgery, and Lewis D. Crenshaw, who had been instrumental in organizing the two ambulance units, visited Washington for the purpose of consulting with Colonel Kean, the Director General of Medical Relief of the Red Cross. He approved of the selection of the staff from the alumni, on condition that the enrolled personnel should satisfy all the prerequisites laid down for the medical enlisted reserve corps; and that the nurses too should hold the diplomas of a training school 382 HISTORY OF THE UNIVERSITY OF VIRGINIA in a hospital having under treatment, on the average, not less than fifty patients a day. The typical base hospital called for twenty-four medi- cal officers commissioned in the Medical Officers' Reserve Corps, one chaplain, fifty primary nurses, fifteen reserve nurses, and one hundred and fifty-three men, of ages ranging between eighteen and forty. Fifteen civilian employees were also required. An organization com- mittee composed of President Alderman, Professor Hough, Professor Flippin, Professor Goodwin, Miss Cowling, — the superintendent of the University training school, — and Lewis D. Crenshaw, was authorized to assemble this force for the projected Base Hospital No. 41. Miss Cowling enrolled sixty-five graduate nurses, with nine additional in reserve. In order to secure the men, an application was first made to all alumni of the classes from 1908 to 1916, exclusive of former medical and engineering students ; but the choice was not restricted to this circle, or even to the alumni of the University of Virginia, for, as already stated, there were needed ex- perts in an extraordinary variety of trades, — assistants in laboratory, dispensary, and operating-room, bakers, carpenters, cobblers, electricians, interpreters, machin- ists, metal-workers, orderlies, pharmacists, photogra- phers, plumbers, stenographers, telegraph and telephone operators, watch-menders, waiters, and barbers. To avoid the delay that would be caused by rejection for physical deficiencies, about three hundred and fifty of the applicants were accepted, — from which number, the desired one hundred and fifty-two sound men were subsequently to be chosen; but before this could be effected, the order arrived from Washington that the per- sonnel were not to be formally enlisted without further instructions, and moreover, it was announced that the THE WORLD WAR — BASE HOSPITAL NO. 41 383 right to enlist at all was suspended for the time being. The Director General of Medical Relief also required that the medical staff should be increased to thirty, the number of nurses to one hundred, and the total of the personnel to two hundred, just as soon as the right to enlist was restored. But these directions were after- wards recalled, as well as the earlier order to enlarge the capacity of the hospital to one thousand beds. The confusion resulting from this fickle and halting course of action could not be removed by the repeated visits which Professor Goodwin made to Washington. At last, all further effort seemed to be rendered hopeless by the announcement that the Government could not then furnish the necessary supplies; and that, unless Base Hospital No. 41 could procure them at its own ex- pense, it would not be called into service at once. It was estimated that forty thousand dollars was the small- est sum that would be required for the purchase of the indispensable equipment. How was this to be obtained? Everything was in a completed state for an early start if the money could only be got. All the physicians had joined the Medical Officers' Reserve Corps, and all the nurses, the Red Cross, in anticipation of certain and early employment in France. Staff and personnel were only waiting for the word of command to enter upon the first stage of their undertaking. At a joint meeting of the respective representatives of the branches of the Red Cross in Norfolk and Rich- mond and the base hospitals Nos. 41 and 54, forty thous- and dollars was promised by the Richmond and Norfolk chapters; and the amount to be thus secured was increased to $53,500 by the separate guarantee of the chapters of Portsmouth and Lynchburg; but this generous action seems to have been rendered practically nugatory by the 384 HISTORY OF THE UNIVERSITY OF VIRGINIA opposition of the General American Red Cross to the use of such funds for the equipment of base hospitals at all. At this critical moment, it was announced that the Benevolent and Protective Order of Elks had col- lected from its own members one million dollars to be ex- pended for war relief. It happened that the Exalted Ruler of this great organization was Frederick Harper, of Lynchburg, a loyal and distinguished alumnus of the University of Virginia. It occurred to Dr. Goodwin that, through the personal intervention of Mr. Harper, Base Hospital No. 41 might be successfully financed; and this expectation soon proved to be well grounded. The Elks' War Relief Commission, at Mr. Harper's solicita- tion, promised to appropriate sixty thousand dollars for that purpose, and even more, should it be required. Dr. Goodwin and Mr. Fanning, the secretary of the Order of Elks, met in Washington and arranged with the purchasing department of the American Red Cross for the acquisition of the necessary equipment. This equipment embraced all the materials essential to a com- plete outfit for kitchen, mess, and laundry on a great vScale; for the commensurate office, ward, and operating rooms; and for the living-rooms of doctors, nurses, and enlisted men. There were also needed many sets of surgical instruments and x-ray apparatus, and also nu- merous ambulance trucks, bicycles, and touring cars. Electric fixtures, drugs, surgical dressings, splints, and orthopedic appliances also were called for in large quan- tities; and an ice-plant too must be provided. When the medical staff of Base Hospital No. 41 had been first chosen, Dr. Hugh Nelson, of the University Faculty, who was a captain in rank, was appointed chief; but he was afterwards ordered to Camp Lee ; and while THE WORLD WAR — BASE HOSPITAL NO. 41 385 there, was placed in charge of a field hospital. This constrained him to withdraw from the staff of Base Hos- pital No. 41. The corps of officers, as finally made up, consisted of Major W. H. Goodwin, director, Major Lomax Gwathmey, chief of the surgical section; Major Charles S. Venable, quartermaster; and nine others who held the commission of captain, and one, Rev. Beverly D. Tucker, Jr., that of chaplain. There were also twelve first-lieutenants, most of whom belonged to the surgical division ; there were, in addition, two connected with the laboratory section and two with the dental; and there was, besides, one expert in the use of the Roentgen ray. Some of these officers had been pursuing special courses in medicine or surgery, in anticipation of their duties in the hospital service, — of this number, were Major Gwathmey, Major Venable, and Captain Minor C. Lile. Among the one hundred nurses under the leadership of Miss Cowling were dieticians, anaesthetists, assistant training school superintendents, and assistants in the operating room. We have seen that the right to enlist the personnel of one hundred and fifty-two men, — afterwards increased to two hundred, — had been suspended, for a time, by order from the War Department. On August 30 (1917), this order was withdrawn, and during the fol- lowing month, the men were assembled, physically ex- amined, and enrolled as privates. They were then tem- porarily dismissed. It was not until February 20, (1918) that they, — then residing in their widely dis- persed homes, — were summoned by telegraph to return to the University for mobilization. Instructions had been brought from Washington by Lieutenant H. T. Jackson, whom Major Goodwin had chosen as his as- 386 HISTORY OF THE UNIVERSITY OF VIRGINIA sistant, that the Hospital force, so soon as it could be got together, should set out for Camp Sevier, in South Carolina. The first roll was called in the shadow of the Univer- sity hospital, and all, — although some resided as far apart as Seattle and Tampa, — answered to their names. The drill took place on Lambeth Field; and the exercises with the bicycles were carried out in the region surround- ing Charlottesville. Daily lectures were also delivered on the various subjects which would fall under observa- tion in the active service. The members of the hospital contingent were sheltered in the local hotels and the dormitories of East Range; and the meals of a large number were provided by the kitchen of Commons Hall. On the 5th of March, they entrained for Camp Sevier. After their arrival there, they were, for a time, put in quarantine, in accord with regulations to which all new- comers had to submit. At first, they were housed in a long row of canvas tents, where their beds consisted of canvas cots padded with straw-stuffed sacks, while plain wooden boxes served as their tables, chairs, and ward- robes. Their principal amusement now seems to have been to exchange flights of arrows of wit with the tenants of an enclosure nearby in which troops soon to depart were always stationed. This enclosure was known as the bull pen. Its occupants, at this time, showed, by taunts and gibes, their contempt for the raw " rookies " over the way, who, still unequipped, were compelled to wear their old civilian clothes, and to remain, — in appearance at least, — entirely alien to their real professional character. To prepare them to combat exposure to disease, the members of the unit were subjected to inoculations for typhoid and small-pox. In this interval of waiting, they did a great amount of rough work, — swept the roads, THE WORLD WAR — BASE HOSPITAL NO. 41 387 dug ditches, prized up the stumps. " We did not know any better," sadly says Bernard P. Chamberlain, one of the members of the unit, to whom we are indebted for an interesting diary of these events. " We worked our heads off nearly. People stopped to watch us, their looks showing admiration and surprise." Near the end of April, the contingent was assigned to duty in Camp Sevier itself. Here the hospital work began. There were various wards in the camp hospital, — one for prisoners, one for lunatics, others for sufferers from different maladies. Down to this time, the medi- cal officers of the unit had not reported for duty, since they were engaged elsewhere, as already stated, in pur- suing special preparatory lines of research. Lieut.- Colonel Julian Cabell had now taken over the command. The unit, having been ordered to Camp Mills, on Long Island, was safely established there by June 19. Here Major Goodwin, who had been promoted to the rank of Lieutenant-Colonel, was assigned to the position of head of the surgical branch. This camp was situated only four hundred yards from aviation field No. i, and the members of the unit were awakened the morning fol- lowing their arrival by the buzzing sound of aeroplanes flying overhead. The duties consisted of day drills and night guard; but these were cut down as far as possible so as to give the men much leisure to enjoy the amuse- ments of New York City. LXI. The World War — Base Hospital No 41, Continued On July 6, the unit embarked on the Scotian for Europe; There were thirty-nine officers and one hun- dred an ninety-eight men on board. The nurses' corps, which mobilized in New York, departed by a boat which 388 HISTORY OF THE UNIVERSITY OF VIRGINIA sailed on a later date. There were fifteen vessels in the convoy, besides the Scotian; and all were escorted by a battle cruiser, which steamed well to the head. For some distance, the ships were accompanied by a small dirigible, a large biplane, and five sub-chasers of the mos- quito fleet. A few days before, a German U-boat had been reported to be prowling off the coast of New Eng- land, and there was a chance of its bobbing up in the water nearby at any moment now so long as the shores of America remained on the horizon. Every vessel in the convoy carried depth bombs; and an unceasing watch was kept up during the twenty-four hours. On the third day of the voyage, a target resembling a periscope was dropped some distance forward in the waves, with orders to every one of the gunners of the fleet to fire at it. The route was altered constantly. First, the ships made for the south, but afterwards swerved so far towards the northeast that the north star seemed to be shining in the vault of Heaven just above the masthead. There was no difficulty, during that interval, in reading on deck until ten o'clock at night. The members of the unit wore their life preservers throughout the day, and slept with them under their bunks. During two nights, no one was permitted to take off any portion of his clothes except his shoes; at the most unexpected moments, all were summoned to aban- don the ship ; and there were also daily drills for boat-fire. At one stage of the voyage, the fleet passed through a large quantity of drifting wreckage ; but no other evidence of the enemy's former presence was to be seen. The hours were enlivened by prize fights and other strenuous tests of physical strength and skill. And on one occasion, there was a spectacular swimming match. A gun was fired on one of the ships, and simultaneously a man THE WORLD WAR — BASE HOSPITAL NO. 41 389 leaped from its hurricane deck into the water and turned his face towards the rear of the convoy. Mounting to the hurricane deck of a second vessel, he again leapt into the ocean as the second gun went off; and after thus changing boats several times, he finally halted on the flag- ship, where he received, in solemn ceremony, the croix de mer. On the approach to the British coast, the voyagers were met by a small cloud of destroyers. Afterwards, the ships entered the Clyde ; and as they slowly advanced up that narrow stream, the men aboard greeted the Scotchmen on the shore with cries of " hoot mon." From every house, the Stars and Stripes were floating in the wind. By July 19, the hospital unit had arrived at Southamp- ton, and leaving that port for Havre, amid the moving strain of My Old Kentucky Home, they reached Paris on July 25, after spending a few days in a rest camp near the sea, where each batch of twelve men were compelled to sleep in a single tent eleven feet in diameter. Army trucks transported the unit to L'E'cole de la Legion d'Honneur at St. Denis, which was situated about five miles from the Place de 1'Opera in Paris. As they rum- bled through the teeming streets en route, they were greeted with a continuous roar of welcome from the populace, and were received at their destination with graceful and gentle formality by the principal and the other ladies in charge of the school, which had previously been devoted to the education of the daughters of the most distinguished families in France. The Abbey of St. Denis was said to have been founded by the first Dagobert, and a portion of the original structure had been burned down during an in- cursion of Norman pirates. It was restored, in a very 390 HISTORY OF THE UNIVERSITY OF VIRGINIA much enlarged and beautified form, in the twelfth and thirteenth centuries, and, in part, renovated in the eight- eenth. All that remained of the mediaeval chapel and circular monastery was now used as a recreation hall. The modern chapel had been, at one time, the hall of the guards; and it was here that the coffins of the French monarchs rested before their final deposit in the vaults of the abbey. The southern end of the main building still displayed the Benedictine shield, on which was in- scribed the one word Pax, surrounded by a wreath of thorns. The unit had been in occupation of these historic edifices ten days before they received word that their equipment had been unloaded in France. In the mean- while, the first steps had been taken to convert the con- tiguous buildings into one great hospital. Apartments were arranged on the first floor as administrative offices, dining halls, kitchens, and storage quarters, while on the second, the space was reserved for wards, operating rooms, laboratories, shock-rooms, x-ray rooms, and rooms for sterilizers. At the east end of the main struc- ture, apartments were assigned to the dental experts and the experts on the eye, ear, and nose; and here too were placed additional laboratories. Although the hospital was designed for a thousand beds only, it was called upon, before the end of the war, to take in three thousand. Two of the hallways were converted into wards; and more space still was got by transferring the medical sup- plies to a separate roof. Fifty-two marquise tents were erected, each for the housing of thirty-seven patients; and the same number of patients respectively were cared for in the thirteen double Beaseneau tents which were afterwards put up. The chapel and the old receiving ward were also turned into apartments for the wounded, THE WORLD WAR — BASE HOSPITAL NO. 41 391 while field kitchens were installed for the cooking of a larger quantity of food. When the armistice was declared, Base Hospital No. 41 was ministering to the acute needs of twenty-nine hun- dred patients. The first convoy rolled in at midnight on August 1 6. There occurred at this moment a beautiful scene which those who witnessed it will never cease to remember. The kind and pious ladies of the school were standing near the main entrance, and as each of the litters was slowly borne1 in, one of the group, — all of whom knew only a few words of English, — would lean over each wounded man, and in her soft French accent whisper the one word, " welcome." By the end of the first week, there were seven hundred wounded soldiers concentrated in the wards. Between September 6 and 30, about two thousand in all were admitted, — General Foch's counter offensive was now at its height, — and occasionally, a convoy would embrace as many as four hundred patients. The five wards in the building ac- commodated about six hundred; the fifty tents, twenty- two hundred more; and the chapel, a considerable addi- tional number. Down to October 7, Base Hospital No. 41 served as an evacuation hospital only; it received patients directly from the front, to whom only first aid had already been given; and these men were sent on to a second hospital so soon as they were sufficiently improved to travel. The Base Hospital No. 41 was, therefore, filled with wounded whose condition demanded immediate surgical attention. These had passed first into the receiving ward, where they were washed and dressed; and, after- wards, they had been distributed in the supplementary wards, according to the state of their wounds. Many of the convalescent soldiers served as orderlies, stretcher- 392 HISTORY OF THE UNIVERSITY OF VIRGINIA hearers, and' the like; and it was said that, without this assistance, all the work which had to be done in the buildings could never have been performed. An epidemic of influenza broke out in October, which, by disabling one-fourth of the officers, nurses, and en- listed men, reduced the effective force to two hundred and thirty. These served throughout the twenty-four hours at a time when two thousand patients were in the hospital, and a complement of seven hundred were ex- pected. About ten thousand meals had to be daily pro- vided. Although between August 16 and January 17, 1918—19, about forty-eight hundred cases were treated, — of which, thirty-five hundred were surgical, — there were only sixty-eight deaths, of which, twenty-seven resulted from pneumonia that followed influenza. Only thirty-nine of the surgical cases were lost. Although there were ten such establishments situated in Paris, it is estimated that Base Hospital No. 41 received one-fourth of all the wounded who were brought to the city from the front. " A few air raids," says a member of the unit, " one a very spectacular daylight raid, the flashing and the booming of the guns on the Chateau Thierry line, and an occasional shell from Big Bertha, were the only things that made us realize that the greatest war of all time was in progress, except for our own men coming in from the trenches. We saw after all the more pitiable and the more trying side of war, with the glory and excitement of battle replaced by the grim battle of life and death that we fought with these men that made our victory possible." Previous to October (1918), the Protestant services held in the hospital were conducted by Rev. R. F. Black- ford, a member of the unit, who made the daily round of the wards; and after that date, Rev. Beverly D. Tucker, THE WORLD WAR — BASE HOSPITAL NO. 41 393 Jr., the regular chaplain, took charge of the religious min- istrations to those of his own faith, while a devoted priest of the Abbey of St. Denis served as the spiritual adviser and consoler of the Catholics. For the diversion of the tenants of the hospital, concerts and other musical entertainments were given by the representatives of the Young Men's Christian Association, and by the Knights of Columbus; and also, for their enjoyment, the first violinist of Paris played, with his most exquisite skill, before them, and the Fifth Regiment band of New York, in its turn, followed that kindly example. The Brotherhood of St. Andrew had organized a local chap- ter in the hospital, with Bernard P. Chamberlain as sec- retary; and at the meetings of the members, interesting short addresses were delivered and musical programmes offered. The Red Cross converted the theatre of the school into a recreation hall; and here, picture-shows and dramatic plays were presented. In the course of the last months, basket-ball games were contested on the concrete tennis-court during the day, and even at night, under electric lamps. There were also tests of skill in boxing and wrestling. Foot- ball games out of doors and baseball within took place; and a field-meet was even arranged, but its events were forestalled by the dispersion of the convalescents. A few copies of a journal known as Between Convoys were issued. At Christmas, the corps of the Base Hospital contributed eleven hundred and twenty-eight francs for the support of two French children, whose father had been killed in battle, and who had been adopted by the unit. Their names were Yvonne and Georges Lefevre. In a letter addressed to the Board of Visitors, in May, 1919, the Surgeon-General of the Army referred to the work of the corps as " the invaluable service 394. HISTORY OF THE UNIVERSITY OF VIRGINIA rendered by that splendid organization, Base Hospital No. 41 "; and he eulogized as a "glorious heritage of splendid achievement " the record of duty performed which its members would hand down to posterity. " The chief of the medical service," he added, " is very ap- preciative of the cooperative spirit shown by every med- ical officer of the Hospital, and at no time, has he ever heard one complaint of any work assigned him." " Most of these officers," a witness has stated, " had held pre- vious appointments in hospitals as internes, but these same men bowed their heads over dressings hours every day, day after day, and were happy doing their utmost for the soldiers. The soldiers will never forget the nurses of Base Hospital No. 41 because their kindness and gentle care of the wounded began when the patient entered the receiving ward, and continued through the operating-room and various wards. At no time was a nurse ever too tired to adjust a pillow, or in other ways make a patient more comfortable and help him on to recovery by cheerful words." LXII. The World War — Service and Honors It is estimated that there were in the service of the Government, during the war, approximately two thous- and, seven hundred and ten men who had been edu- cated at the University of Virginia. The assignment of these was as follows: in the infantry, there were nine hundred and forty-six; in the medical corps, three hundred and ninety-three; in the regular artillery, sixty- five; in the quartermaster's department, thirty-one; in the cavalry, twenty-two; in the signal corps, eight; in the tank corps, four; in the ordnance, eleven; in the marine corps, forty-three; in the navy, two hundred and forty- seven; in the ambulance corps, eighty-four; in the British THE WORLD WAR — SERVICE AND HONORS 395 service, twelve; in the Lafayette Escadrille, three; in the Young Men's Christian Association's War Service, twenty-seven; in the Red Cross, thirteen; and in the Salvation Army's War Service, one. About three hun- dred and ninety-three were unclassified. The records reveal that, on March 31, 1918, there were eighteen colonels and lieutenant-colonels in the medical corps who were alumni of the institution; and in addition, there were twenty-nine majors in the medical corps, marine corps, and the regular army, combined. There were fifteen captains and twenty-five first-lieu- tenants in the medical corps, and four captains and five first-lieutenants in the marine. There were eighty-one captains in the regular army, and also two hundred and twenty-nine first-lieutenants, with six in the foreign serv- ice. There were eight first-lieutenants in the navy. There were two second-lieutenants in the marine corps, seventy in the army, and one in the navy. There were fifty-five sergeants, corporals, ensigns, and paymasters, in the army and navy together ; and there were also four alumni, who, at this time, were serving as chaplains. Major Hugh A. Bayne was judge-advocate in the re- serve corps attached to the first contingent that went out with General Pershing; and Major Alexander N. Starke was the principal medical officer of the army which ex- pelled the Germans from the St. Mihiel salient. Dr. Robert Bryan was the director of the Whitney Hospital at Neuilly and the medical adviser of the Roumanian Commission. Major Stuart McGuire was the director of Base Hospital No. 45, and Major Hugh H. Young, of the Johns Hopkins Biological Unit. Colonel Jeffer- son R. Kean was the Director General of the Medical Relief of Red Cross, which was in command of the United States ambulance service in France. 396 HISTORY OF THE UNIVERSITY OF VIRGINIA Many of the professors had an honorable share in the prosecution of the war beyond the confines of the cam- pus. We have referred to the part which Professors Goodwin, Venable, and Hugh Nelson played in the med- ical service. Professor Pott was detailed to the United States Reserve Camp Division; Professor Hyde to naval aviation; Professors Kerr and Dobie to the military arm; Professor Rogers to the war bureau at Washington. Other professors who participated, in one form or an- other, outside of the institution, were Thomas Walker Page, John C. Manahan, C. M. Sparrow, J. C. Bardin, C. P. Olivier, and C. W. Paul. H. H. Lannigan served as one of the physical trainers for a section of the avia- tion corps. How many citations of the sons of the University were there in the course of the World War? The following statement shows, not only their number, but also their special characters.1 Beginning with the French decora- tions, there were fifty-one alumni who received the croix de guerre; fifteen, the fourrargere croix de guerre; five, the medaille militaire; three, the fourrargere medaille militaire; twelve, the Legion d' Honneur; and ten, the French sanitary decoration. Two were cited in the or- ders of French G. H. Q., four in the French divisional orders; and two in the French unit orders. In the United States army, fourteen received the distinguished service cross and ten the distinguished service medal, while twenty-three were cited in orders of general head- quarters; seven, in general army orders; forty-two, in divisional orders; six, in unit orders; and three in 1 For the names of the alumni embraced in the lists of citations and decorations that follow, the reader is referred to the Alumni Bulletin for 1922, and also to the monograph on the University of Virginia in the World War, prepared by John S. Patton. Our space is too limited to allow us to insert this very voluminous roster. THE WORLD WAR — JAMES R. McCONNELL 397 naval orders. Four were awarded the naval cross. In the English service, two alumni received the dis- tinguished service order and five the military cross, while five also were cited in general orders. One was awarded the Order of St. Michael and St. George. In the Italian service, four received the war cross; one the Order of the Crown of Italy; and one the distinguished service medal. The Belgian decorations granted were the Order of Leopold of Belgium to six, and the Distin- guished Flying Cross of Flanders to one. One alumnus received the Grand Commander Order of Avis, a Por- tuguese decoration; one the Order of St. Anna, a Ser- vian; and one, the Medal of Military Merit, a Grecian. One was also decorated as Chevalier of the Order of the Saviour. LXIII. The World War — James R. McConnell The spirit which animates the participants in a war cannot be adequately presented by simply offering a plain statement of crosses won, or rank attained, or numbers engaged. We must closely scrutinize the careers of in- dividual soldiers if we wish to get a correct impression of the courage, the fortitude, the staunchness, the patriot- ism of the mass. Was the conflict on the European theatre, in which the alumni of the University of Virginia took part, more appealing to our sympathies, or more compelling in its claims to spiritual consideration, than that earlier strug- gle in which freedom, country, and hearthstone were the sacred objects that all those youthful paladins and martyrs described by us in a previous volume, sought to protect and preserve? The World War, — in an in- direct sense at least, — was also a war of defense, al- 398 HISTORY OF THE UNIVERSITY OF VIRGINIA though on a far vaster scale ; but it did not have for the South the intimacy and poignancy of those four years in which the attack was aimed against the very threshold, the very roof-tree, of every Southern home, as well as against the general principles upon which every Southern community rested. In this contest, the retention of everything economic or political, personal or civic, then existing, was at stake. The fight was upon the native soil, and often under the very eaves of the home. The sound of the guns echoed through every forest, across every harvest-field, over the roofs of every vil- lage. It was everywhere; and it never ceased until the South, having exhausted her last resource, lay completely prostrate. In reality, the resistance to the German onrush and the resistance to the Federal invasion, by the young alumni of the University of Virginia, in their respective generations, had much in common; but much more yet that was essentially different. The personal issue was less piercing in the former case than in the latter; indeed, the issue for the young soldiers in the World War was an impersonal one; and, for this reason, their participa- tion in that conflict assumed an almost purely spiritual aspect. It was not in defense of their own country so much that they were fighting as for the salvation of man- kind as a whole. It was as if some great crusade had drawn these young men to the other side of the world, — just as the followers of Godfrey de Bouillon had been drawn to Palestine, — in order to press forward a cause which had lost entirely its limitation to one land and to one people, and been merged in a cause that reached out to all lands and to all peoples. It was this spiritual point of view, — which was the logical result of the character of the World War, — that THE WORLD WAR — JAMES R. McCONNELL 399 has given such a sublimated meaning to the deaths of the young alumni of the University who perished in the course of that conflict. It is only possible to describe the careers of a few of these youthful heroes in the con- tracted space at our disposal. We shall consider as our first representative of them all, the youthful warrior who was the earliest of the alumni to die, and who, in his un- selfish consecration, sunny temper, unfailing courage, and love of daring adventure, may, like the others whom we shall name in later chapters, be rightly regarded as the epitome of all his glorious young comrades. James R. McConnell, although of Carolinian blood, was a native of Chicago. His home there was situated within a few doors of the home of one of the earliest pioneers in aviation, who was in the habit of studying the wings and flight of birds, and testing the results of his observations with primitive machines in a vacant lot just under the boy's window. It was, perhaps, the recol- lection of these spectacles which impelled McConnell to become the founder of an aero club after his admission to the University of Virginia, in 1907. While here, he was the chief editor of Corks and Curls, and was also crowned, amid florid ceremonies, the King of the Hot Feet. It was the memory of this royal honor that led him to paint a red foot on the side of his plane in France. On one occasion, finding on the streets of Charlottesville an Italian, who was accompanied by a performing bear, he brought the two to the precincts, and endeavored to arrange a wrestling match between bruin and a member of his fraternity, who weighed two hundred pounds. He purchased a pair of bagpipes, and employed a Scotch- man to teach him the art of playing on that instrument. It happened that a soiree was held in Dawson's Row after one of the examinations in law. McConnell, enter- 400 HISTORY OF THE UNIVERSITY OF VIRGINIA ing the room at midnight, bagpipes in hand and dressed in Highland kilts, began at once marching up and down, blowing the droning pipes with all his vigor the while, until, finally, like another Pied Piper, he drew the whole crowd behind him out of doors; and they continued to follow the buzzing strains until the grounds of the Uni- versity had been traversed, amid a mighty hullabaloo of music, shrieks, catcalls, and yells. -The house of his fraternity was known as The Castle ; and here he rarely failed to give a tea to his friends in the afternoon. In the autumn of 1914, he offered his services to the Allies, — one of the very first Americans to volunteer. At this time, he was engaged in business in North Caro- lina. " One day in January, 1915," says a friend, " I saw Jim McConnell in front of the court-house at Car- thage (N. C). ' Well,' said he, ' I am all fixed up, and am leaving on Wednesday.' 'Where for?' I asked. ' I've got a job to drive an ambulance in France,' was his quiet reply." In a letter to another friend, written in the following April, he remarked, " I am sitting in a little cafe in Nancy, sipping a glass of beer. Tomorrow, I am going to the front with our squad and twelve am- bulances. After working in Paris for two very interest- ing and instructive months, I got out in an old and picked squad, — the first really to go to the front. We 3 re now a part of the army to all intents, and a French sergeant is attached to us. I am having a glorious ex- perience." Not long before leaving the capital on this occasion, he had seen the first Zeppelin pass high above the roofs. " It glowed," he said, " like a silver whale against the night sky. A searchlight caught it. Sud- denly, great balls of fire began to hurtle up towards her, the fusee shells rising from the Trocadero like great Roman candles touched off." THE WORLD WAR — JAMES R. McCONNELL 401 While McConnell was stationed at the front with the ambulance squad, the Germans began bombarding a rail- way not far from his position. " There was a sickening whistle," he wrote in description of the scene, " as the shell hurtled toward us, and then the detonation ! After only two shells had come in, there was a call for am- bulances. The French drivers would not go out. Two of us volunteered. The crowd watched us from the tower of an old castle as we descended the hill. I got my car across the sidings, but could not reach the main line of the railway. A shell whizzed through the air and planked down back of me. I went into the house for the wounded. Another shell came, and the men sur- rounding the poor fellow, who was lying in blood on a mattress, huddled against the wall. Another shell landed in front of my car, but did not go off. We ran down between the tracks, turned, and followed back on the other side of the house, where I got my man. It was quite exciting." After this episode, McConnell was constantly under fire, and at Pont-a-Mousson was awarded the croix de guerre for conspicuous bravery. But the life of the ambulance driver did not satisfy the cravings of those characteristics which he is said to have possessed even as a student; namely, " hatred of the humdrum, an abhorrence of the commonplace, and a passion for the picturesque." It was to the newest method of fighting that his aspiring, dare-devil spirit in- voluntarily turned, — he determined, without hesitation, to train for the aviation corps. It was in this branch of service that he could most certainly anticipate hand-to- hand combat, which he longed for as the quickest means of winning personal distinction for himself. But below this thirst for adventure there lay a profound sympathy 402 HISTORY OF THE UNIVERSITY OF VIRGINIA for France, and a burning desire to advance her cause. " I was convinced," he said, " that the United States ought to aid in the struggle against Germany. It was, therefore, plainly up to me to do more than drive an am- bulance. The more I saw of the splendor of the fight which the French were making, the more I began to feel like an embusque, or what the British call a slacker; so I made up my mind to go into aviation." After the required course of training, he entered the American Escadrille, which ultimately assumed the name of the Lafayette, as the Administration at Washington protested against the use of the word " American." Its insignia was the head of a Sioux Indian in full war paint, whilst its uniform was cut and colored like a diver's suit. Some of the members of the Escadrille, — for in- stance, Chouteau Johnson, of New York, Laurence Rum- sey, of Buffalo, Clyde Balsley, of El Paso, — substituted for khaki the horizon blue uniform of the French flying corps. The biplane in use was the Nieuport, which was the smallest, the trimmest, the fastest rising, the fastest moving machine in the French service. It could fly at the rate of one hundred and ten miles an hour. The occupant could fire his machine gun with one hand, while, with the other hand and his feet, he could operate the plane. The Nieuport pilots were always spoken of by the French as the " aces of the air." They were not required to answer roll-calls; and each had, at his com- mand, two mechanics and one orderly. The Lafayette Escadrille was sent first to Luxeuil, where a large British contingent was stationed. In the beginning, they were received with coldness ; but this very soon thawed into a whole-hearted comradeship. " We didn't know what you Yanks would be like," said one of the Englishmen afterwards. " We thought you might THE WORLD WAR — JAMES R. McCONNELL 403 be snubbing us on account of your being volunteers, but I'll swear you are a bloody human lot." The Alsace sector, where the Escadrille were now patrolling, was infested with German planes engaged in reconnaissances, which very often brought them above the Allied lines. It was the duty of the Escadrille to shoot down these ob- servers if possible, or at least, to prevent their passing over the heads of the Allied troops. " Having obtained the proper position," said McConnell, in describing his own experience, " one turns down or up, whichever the case may be, and when within fifty yards, opens up with a machine-gun. As one is passing at a terrific rate, there is no time for many shots, so, unless wounded, or one's machine is injured, one tries it again and again, until there is nothing doing, or the other fellow drops. The planes also acted as torpedo boats in convoying bombard- ment machinery." In his first excursion, McConnell seated himself in his plane at six o'clock in the morning. As it floated upward and away between the boundless heavens above and the vast plain below, the diminutive Nieuport gradually dwindled to the size of a gadfly. The air soon became murky, and the clouds began rolling up, and in a short time, his companions' machines were hidden from his view. Rising to a height of seven thousand feet, — a position far above the sea of vapor, — he discovered the peaks of the Alps glittering in the distance beneath the rays of the sun, like a row of gigantic icebergs adrift. Gradually, the masses of mist below broke up into great wreaths, leaving crevasses, through which could be de- scried the chequered lowlands spreading eastward to the banks of the ribbon-like Rhine. And then one by one, — first as mere specks against the sky, — the machines of his comrades came in sight. " Suddenly," said he, " two 404 HISTORY OF THE UNIVERSITY OF VIRGINIA balls of black smoke appeared close to one of them, and with the same disconcerting abruptness, similar balls be- gan to dot the sky above, below, and on all sides of us. We were being shot at with shrapnel. The roar of my engine drowned the noise of the explosions. Strangely enough, my feelings were wholly impersonal. It was bit- terly cold, and even in my fur-lined combination, I was shivering. Looking downward, I saw what I, at first, took for a round shimmering sheet of water. It was simply the effect of the sunlight on the congealing fog." From Luxeuil, the Escadrille was ordered to Verdun. There, every sign pointed to their nearness to a mighty battle, for now plainly visible were unending convoys of motor-trucks, great streams of troops, and fleets of am- bulances. It was the duty of the pilots of the Nieuports to guard the observation and range-finding machines, which were always hovering above the line of trenches, like flocks of white gulls. " Sailing high above these machines," said McConnell, " we felt like an old hen protecting her chickens." As the enemy's bombardment of the forts went on, shells appeared fairly to rain upon the plain; a smoky pall soon settled over that part where the firing was hottest; and from its folds enormous pro- jectiles would burst out, and as they flew by the planes, the air would seem to rock like the waters of a tumultuous sea. Again and again, the Nieuports would dart upon their aerial opponents far behind the hostile lines. In one of these impulsive raids, McConnell drove at four machines in succession, and his own Nieuport, after the last combat was ended, was perforated like a sieve. It had been shot through and through with machine-gun bullets. He himself had been severely hit in the head; but so soon as his wound had been bandaged, he mounted into the air again and continued to fly and to fight. THE WORLD WAR — JAMES R. McCONNELL 405 From these devastated scenes in Eastern France, the Escadrille was withdrawn to the banks of the Somme. At Verdun, the explosions of the guns far below had been drowned by the noise of the engines, but the peals of the artillery in the new position reached the ears of the pilots in a heavy volume. " From the field," said McConnell, afterwards, " we could see the line of sausage-shaped observation balloons, which delineated the front, and be- yond them, the high flying airplanes, darting like swal- lows in the shrapnel puffs of anti-aircraft fire. The roar of motors that were being tested was punctuated by the staccato barking of machine-guns; and at intervals, the hollow whistling sound of a fast plane diving to earth was added to the symphony of war notes." The day before McConnell was killed, he had a narrow escape from death. A band of American aviators, who were members of the Lafayette Escadrille, flew, on that occasion, to a distance of twenty-six miles behind the hostile lines. The enemy were now in slow retreat. The Nieuports were moving on a low altitude, and the German machine-guns took advantage of this fact to open fire on the fleet. " I could see the luminous bullets," said McConnell, on his return to headquarters, " passing me like a jet of water sparkling in the sunlight." Two German planes, which had approached him, had been able to signal to their aircraft batteries below, the exact range of his machine, and then had darted away out of danger; but by skilful manoeuvring, he succeeded in es- caping from the outburst of the shrapnel. This fight- ing occurred in the vicinity of Ham. On the fatal day in March (1917), having received orders to protect the observation-machines flying over the Allies' advancing troops, McConnell, with two comrades, each in a separate Nieuport, mounted up into the air; but 406 HISTORY OF THE UNIVERSITY OF VIRGINIA one of the planes, having become disabled, soon dropped behind. McConnell and Genet flew on, and up to ten o'clock, continued their reconnoissance by circling above the region of Ham. At that hour, McConnell suddenly drove his machine straight for St. Quentin. Genet fol- lowed, but at a greater height. While they were moving backwards and forwards, behind the hostile lines in that vicinity, two German aeroplanes, one ahead of the other, and both high above the two Americans, flew slowly for- ward, like two great condors, with the apparent intention of diving abruptly upon their opponents. Genet as- cended in order to secure a position of advantage over the nearest of these machines, and as he did so, the clouds shut out the now distant plane of McConnell. In the meanwhile, his own immediate foe had rushed at Genet, and fired a rapid succession of shots, one of which struck him in the cheek, and the other broke his stanchion. But in spite of this crippled condition, he was able to glide down safely to the ground. McConnell was not again se'en alive; but the duel in which he was killed had been witnessed by a group of French cavalry patrolling far below. The enemy, hav- ing successfully manoeuvred to get on either side of him, finally riddled his body and machine- with bullets. A Nieuport stamped with his number was afterwards found in the environs of a little village from which the Ger- mans had just retired. The mangled body was hardly recognizable, and the plane itself had been completely smashed. McConnell was buried on the spot where his remains were discovered. One who visited that spot a few months later, wrote, " We stopped at a little mound beside the way. At the foot was his battered machine-gun, while, on either side, were pieces of his aeroplane, including a blade from the propeller. For- THE WORLD WAR — JAMES R. McCONNELL 407 get-me-nots and other fresh flowers were blooming, and American and French flags were waving, on the wooden cross that marks the grave. There is no fear that the site will be disturbed. The place is sacred, for that is a hero's grave." There was found among McConnell 's effects a letter which had been written by him in anticipation of just such a fate as overtook him. " Good luck to the rest of you," was its concluding message to his comrades, " Vive la France." " My death," he added, " is of no importance. Make it as easy as possible for your- selves." In a graphic little volume which recorded his recollections of " flying for France," he made but one reference to this sombre subject. " At the close of a day," the sentences ran, " when the aviators began to go to bed, a few would be inclined to stay behind. Then the talk became more personal and more sincere. Only on such intimate occasions, I think, have I ever heard death discussed. Certainly we were not indifferent to it." When his mother, broken in health, urged him to obtain his release from the French army, he replied, " If I knew I was to be killed within a minute, and 1 was absolutely free to leave untouched, I would not do so." Such was the dauntless spirit which animated the soul of this youthful hero ! What was death to such a man as this but another stirring adventure to be faced with perfect serenity, and, perhaps, even with an emo- tion of positive joy? Of not one enrolled in that gal- lant company could it be more truly said than of him, that "All he had he gave "To save mankind ; himself he scorned to save." In September, 1917, the National Government ap- propriated two cannon, with carriages and balls, as an 408 HISTORY OF THE UNIVERSITY OF VIRGINIA addition to the monument to McConnell which had been erected in Carthage, N. C., where he had lived before departing for France. But a far more original and imposing memorial was the statue by Gutzon Borglum, which, in 1919, was raised on the grounds of the Uni- versity of Virginia. This is said to have been the first endeavor of a sculptor to poise the flying warrior at the aerial height at which all his victories were won, and where, only too often, like this intrepid young soldier, he perished. T LXIV. The World War — Youthful Martyrs Among the other alumni who were killed in the World War, it is difficult to choose without appearing to be in- vidiously partial; but the space at our disposal will not allow of our paying them all the encomium which they all deserve. A tribute that will embrace the entire num- ber must be left to some future historian, who shall write a special volume descriptive, like Johnson's Confederate Memorial, of every one who perished in the service. It is only possible for us here to refer briefly to a few who seem to us, in spirit and action, to represent very faithfully the noble disposition which, under all circum- stances, they and their youthful comrades displayed in the great cause for which they sacrificed their lives. William Alexander Fleet was a descendant of the rebel, Sir Thomas Wyatt, who marshalled a Protestant army against Bloody Queen Mary, and also the nephew of another rebel, so called, James Alexander Seddon, the Confederate Secretary of War. His ancestry of his own name went back to Captain Henry Fleet, who played an adventurous part in the history of Jamestown. 1 It was due to the suggestion of President Alderman, and the gener- osity of W. W. Fuller and John B. Cobb, that this statue was erected. THE WORLD WAR — YOUTHFUL MARTYRS 409 In 1904, he was chosen as a Rhodes Scholar, — the first to be appointed to that position from Virginia. " He was our first real Rhodes Scholar," said the head of Magdalen College after his death. " No man was more generally known or liked in his generation. America could have had no better representative to start her traditions here. He both gave and received in the richest measure." On his return to America, Fleet became at first a preceptor at Princeton, and afterwards, an officer of the Culver Military Academy. When he saw England plunging deeper and deeper into the World War, he ex- hibited an almost passionate desire to prove his gratitude for all the intellectual and social advantages which he had enjoyed during his stay at Oxford, by assisting that coun- try in some way, however small. His original plan was to join the British Red Cross; but on arriving in England, he found that all his college-mates were in the army proper, and he promptly decided to go to them. " They gave me such a good time at Oxford," he wrote, in explanation of his action, " and were such good fellows, that, now that they are fighting and dying, I must fight with them." He was commissioned a second lieutenant in the Grenadier Guards in January, 1917, and in the following August arrived in France with his reg- iment, which almost at once began to take part in the desperate battles then being fought in Flanders. He was gassed at Langemarck in September. After re- covering, he returned to his place in his regiment, par- ticipated in the continuous encounters of the spring of 1918, and in the end, perished near Arras, when a Ger- man bomb fell upon his tent, at the moment occupied by four other officers and himself. Only a few months be- 410 HISTORY OF THE UNIVERSITY OF VIRGINIA fore this fatal event, he had married the daughter of Sir Charles Lyall. " He always did his duty most loyally, and with the most conscientious care," testified Lord Gort, his com- mander, after his death. " Anything I asked him to do was accomplished by him with a total disregard to his own personal safety; and he always set a most magnif- icent example to us all." " He has fallen with his British comrades," said his old headmaster at Oxford, " and I feel sure, that, notwithstanding all his hearty enjoyment of life and the great happiness of his mar- riage, could he have chosen again, he would never have done or wished otherwise." And his old instructor at the Culver Military Academy said, " We who knew and loved him, remember him not for his fine mental and physical endowment. Rather, we recall his unusual qualities of heart, his unselfish, clean, and wholesome life. The call of war has been answered by some from ambition, and by some from inborn love of change or of conflict. To Captain Fleet, the call of war was the call of duty. His interests were all of peace, the peace of sustained effort. The three words, peace, service, sacrifice, now seem to describe the man we have known and loved." The name of William Alexander Fleet enjoys the noble distinction that it is inscribed upon the memorial tablets which shine upon the walls of three famous and widely separated seats of learning: Oxford, Princeton, and the University of Virginia. He was one of the two hundred and five members of Magdalen College who perished in the World War, and the legend engraved above the roll of their glorious names, in one of the most beautiful buildings in the world, has a poignantly pathetic meaning as bearing upon his unselfish motives THE WORLD WAR — YOUTHFUL MARTYRS 411 in entering the British army: " Greater love hath no man fhan this : that a man lay down his life for his friends." Vivian Slaughter was sprung directly from fighting stock, — three of his ancestors of his own name, a father, son, and grandson, participated in the Battle of Great Bridge, of the Revolution. His grandfather served as surgeon in all the encounters that swayed backwards and forwards along the banks of the Rapidan during the War of Secession, while his father was one of seven brothers who were marshalled in the Confederate armies. That father had been sent off to school to remove him from the temptation of running away to join the Con- federate ranks; but this turned out to be ineffective, — he became a member of the Orange Artillery, and as an officer fought in every campaign from the Peninsular to Early's dash down the Valley. Even as a child, Vivian Slaughter was keenly interested in books. There was one sentence in Pilgrim 's Progress which he was often heard to repeat, drawn to do so, perhaps, under the influence of the foreshadowed fate which was to overtake him, as it has overtaken so many other soldiers, " And so he passed over the river, and all the trumpets sounded for him on the other side." "These early years," says one who knew him then, " were full of the glorious visions of a happy childhood, with its joyous twilight hours, when stories were told in the starlight and firelight of home." Deciding to adopt the calling of medicine, Slaughter, after leaving the University of Virginia, spent several years in Vienna and Berlin. He returned home in 1914; but instead of pursuing his profession, he was so much wrought up by his sympathy for the Servians that he decided to go back to Europe and join the American Red Cross, as the only practical means in his power of 412 HISTORY OF THE UNIVERSITY OF VIRGINIA \ giving assistance. He sailed in January, 1915, and after passing twelve months in the Balkans, he came to the same conclusion as McConnell in the like situation; namely, that his eagerness to aid the Allied Cause would be better satisfied by a share in actual warfare. In July, 1916, he was gazetted as a second lieutenant in the Twentieth London Regiment, which apparently, at that time, was posted in Saloniki. He accompanied this reg- iment first to Egypt, and then to France, and was a par- ticipant in every one of the numerous actions in which that gallant force was engaged in these different regions. He was about to resign and enter the American army, which was now encamped in Europe, when he was killed. His battalion had been held up, for a short while, near Marconing by a nest of German machine guns. At the head of two platoons, he hurried forward to sweep away the obstruction and fell at the moment of success. The history of this last scene confirms the truth of the tribute which his commander paid to his memory: "Though perfectly unassuming, whatever job was given him to do was always done; and he was so much beloved by his men that they would follow him anywhere." His body found its last repose in the British cemetery at Grande Rapide, where it lies surrounded by the bodies of his brave English comrades, who perished in the same great series of battles. Robert H. Wood, Jr., of Charlottesville, had made up his mind to matriculate as a medical student at the University of Virginia ; but just so soon as the first mili- tary training began, he apparently had no thought, as was said of him at the time, " but to put his whole life at the disposal of his country." He promptly reported at Fort Meyer, but failed to be admitted because his age would be still short of his majority in the year when he THE WORLD WAR — YOUTHFUt MARTYRS 413 would be expected to graduate. Owing to a weakness In his arm, — resulting from a fracture received dur- ing a game of baseball, — and also to some infirmity of the hip, he was turned down, when, on two occasions, he volunteered to serve in the University of Virginia con- tingent. His father suggested that, perhaps, the Gov- ernment would prefer him to continue his medical studies as a preparation for the duties of the Medical Corps in the future; but his only reply to this was, "No, I am determined to get in now." Very soon afterwards he enlisted; and having been ordered to the Georgia Technological School at Atlanta, he pursued the work of his classes there so ardently and so successfully that he graduated as one of the five honor men who were permitted to complete the special course in the United States, France, or Italy, just as they should elect. He decided in favor of France. The only com- plaint which he was heard to make of the training which he received there was that it dragged on too slowly to satisfy his eager temper. He aspired to enter the avia- tion corps, and was harassed by the thought that the weakness of his hip might stand in the way of his ap- pointment. But he obtained his commission in May, 1918, and was then licensed as a pilot in the observation corps. " He was not one of those," wrote a close com- rade after his death, " who joined the army merely to wear a uniform, or to escape the draft. He came in for the honor of his home. The United States had been outraged. His memory will be an ideal which we will strive to reach, and which will bind us more firmly to- gether for the common purpose, which is to inflict such a blow on the demon who started this reign of suffering as will always prevent its recurring." Farrell D. Minor, Jr., also was a scion of an honor- 414 HISTORY OF THE UNIVERSITY OF VIRGINIA able family long settled in Albemarle county, though his parents resided in Texas. He was a graduate of the University Law School, and while a member of that school had won the reputation of being a model student, not only in his power of successful application, but also in the high principles which always governed his conduct. He obtained his commission as second lieutenant at the earliest moment possible after the United States entered the War. " What would you have done," he was asked, " had you failed to pass the examination? " " I would have enlisted at once as a private," was the reply. He volunteered to join the famous Rainbow Division, then awaiting embarkation at Camp Mills; it was with this division that he served in France; and he was with it when the Germans made their last desperate offensive east of Rheims at midnight of July 4, 1918. His platoon participated, three weeks later, along with his battalion and regiment, in the great encounter at Red Cross Farm, which will go down in history as one of the most glorious, and not the least sanguinary, in the second Battle of the Marne. This regiment came out of that awful conflict with only five hundred and eighty-five effective men in an original enrolment of three thousand; nine officers had been killed outright, and forty wounded; and one half of his own company had perished in a shorter interval than forty minutes. He himself fell. A corporal who saw him rigidly straighten himself up as if hit by a bullet, and then suddenly collapse, ran for- ward to assist him. " Don't worry about me," was the reply of the stricken soldier to the eager offer of help. " Go and do the best you can with the men." The ad- vance which he had been heading had been over an open wheat field; and there had been no support from the ar- tillery because the heavy rains had made the terrain im- THE WORLD WAR — YOUTHFUL MARTYRS 415 passable. But the order had been given that the ground was to be occupied at all costs, and occupied it was. Minor had still strength enough to allow of his re- moval to the hospital. While lying desperately wounded, he treated his attendants with such unfailing consideration that it seems as if they, and not he, were entitled to special solicitude and service. " He was surely one of the finest men here," remarked one of these attendants after his death. " I was on night duty in his ward, and he was one of the kind that would always say, when he asked for anything, ' When you have the time.' All the patients who could walk came to his side more than once through the day to inquire, and those who could not, never failed to ask after him or call to him a pleasant greeting." " When the time comes to go on the line," he had written his parents after his arrival in France, " I will be quite satisfied, and you can rest as- sured that I will do my best and give to the limit." " And he did live up to the confidence that we had in him," said his stricken but justly proud father after his death. " His parents rest in the confident assurance that not on the line only, but in the camp, on the march, in the trenches, in No Man's Land, in the hospital, every- where, he did his best, and gave to the limit." Randolph Mason, the son of a Confederate veteran, was attached to the I48th Machine Gun Battalion as second lieutenant. After his arrival in France, he was offered an official position that would have withdrawn him entirely from exposure to fire. " No," said he em- phatically, in declining; " no, I have come here for ac- tive service." In his first engagement, he exhibited such perfect equanimity that his captain declared that his bearing had been, not that of a raw soldier, but of one already seasoned by a long experience of danger. It 416 HISTORY OF THE UNIVERSITY OF VIRGINIA was affirmed of him that, by his cheerfulness and self- possession, he held his men steady in the most perilous situations. From July 7 to July 23, he took part in the terrific conflict in the Bois de Belleau. During three days of this interval, his platoon was cut off altogether from food and water, and were unable to sleep, in con- sequence of the unbroken bombardment. All this while, he, at the head of his soldiers, was reconnoitering from time to time in the face of the fire, and was constantly leading out volunteers to pick up the wounded. Death overtook him when he had gone forward alone to observe the enemy's movements. " I found him shortly after- wards," said his captain, " and I folded his hands and laid him out for his long rest." He was buried near the spot where he was killed, which was situated in a beautiful grove overlooking the ground that he and his men had assisted in capturing only a few hours before. Over his grave, his platoon, pausing in the fight, placed a wooden cross, rudely put together, and then sadly re- turned to their guns. Said one of these comrades after his death, " His cheerfulness was the salvation of us all, for even the strongest of us was breaking under the strain." And another said, " I do not think a native son of France could have been more willing to die for her than he was. He loved her and her people almost as much as he did his native soil; and often I have heard him remark that no man can have a better epitaph than ' Mort pour la patrie.' He has made the supreme sac- rifice, and we who knew him in France know that he was proud and happy to make it. We who are left are the better for having known him. A true soldier and a splendid officer, he died a soldier's death." " God bless you," he wrote his father. " Pray for me *o be a good soldier in this good cause." That prayer THE WORLD WAR — YOUTHFUL MARTYRS 417 was heard in the chancellery of Heaven. The parent blood that had confronted the hosts of the North, with unfaltering courage and staunchness, did not fail when, in Randolph Mason, in the next generation, it was called upon to aid in resisting the invasion of another soil, which was as dear to him as the one which his father had defended. The Southern soldier of the War of Seces- sion had blossomed out into the soldier of the War of all Mankind. LXV. The World War — Youthful Martyrs, continued It was not the lot of all who gave up their lives for their country and mankind, to die on the field of action, or even in a foreign land, but the final sacrifice of those who perished in the course of their training under their native skies is not the less worthy of being eternally cherished by their alma mater. Here too we have only space to bring forward the names of a few who, in their character and conduct, appear to us to have reflected faithfully the spirit of all those youthful soldiers, who, before passing away, did their full duty, but were not destined to hear the guns roar beyond the Atlantic. Victor Sharp Metcalf, son of Professor John Calvin Metcalf, of the University of Virginia, was one of those gallant Americans, who, although they failed, from no fault of their own, to join the ranks in Flanders or the Argonne, just as truly offered up their lives for their country's benefit as if they too had been struck down by bullet or shell. All the years of his pathetically short career were passed in an academic atmosphere, — he was born on a college campus, and resided within or near college precincts almost to the close of his existence. His heritage was a heritage of literary culture; he never knew the time when he was not surrounded by books; 418 HISTORY OF THE UNIVERSITY OF VIRGINIA books even in his early youth were his most entertaining friends; but this did not dull the edge of his taste for sports in the open air. Aside from athletics, the form of college activity which pleased him most keenly was the amateur stage. Young as he was at the hour of his death, he had had the opportunity to see and listen to the most famous American and European actors in classic and modern plays, and was familiar with all the master- pieces of dramatic literature. In his own histrionic per- formances, it was noticed that his preference leaned to comedy; and his natural gayety, his sense of humor, and his quick wit, enabled him to interpret, with peculiar fidelity, the spirit of mirthful scenes in many roles. Dramatic composition, verse-making, and short story- writing were the natural outlet for the principal bent of his literary powers. The World War altered the current of his thought an3 purpose. From the hour that the United States entered the conflict, his mind returned again and again, with the force of an instinctive impulse, to the question of his own duty; and he volunteered so soon as he had finished the academic tasks which had been set for him. " Into this new life," said one who had known him from childhood, " he threw himself with his accustomed dash and energy. Then, with tragic suddenness, came the fateful darkened days of disease. There was a short, brave struggle, and his bright dreams were ended. But the fine spirit which animated him, and others like him, in their country's service, does not perish with their dreams. If his practical achievement was small, his spiritual accomplishment was great. The fulfilment of a worthy purpose, which death temporarily interrupts, must be credited eternally to the aspiring soul. He lived gladly, willed greatly, and aspired much. The promise THE WORLD WAR — YOUTHFUL MARTYRS 419 of the dawn was fulfilled in the crowning glory of his brief day." In the autumn of 1915, John Dunn, Jr. of Richmond, entered the University of Virginia, and here, during his first year, his hours were devoted equally to study and outdoor pastimes. The shadow of the war fell more heavily over his second session, diverting his thoughts, and the thoughts of his comrades, with ever growing seriousness, to the great conflagration that was then de- stroying Europe. The following summer (1917), when he was still a mere youth in years, found his mind in a state of increasing uncertainty as Jto what course duty called upon him to adopt, — he became more and more abstracted in his bearing, more and more restless in his movements. But by the time that the month of January, 1918, arrived, he had made up his mind to enter the war just as soon as it was practical for him to do so. " I wish to be over there when spring breaks, in the crush of the last drive," he wrote his parents. He was keen to be enrolled in the aviation service, but the American branch was now overcrowded, and the facilities for instruction and practice were limited. It would be necessary to wait, during several months, for the reception of an order to begin; and this fact prompted him to solicit admission to the Royal Training Corps stationed at Toronto, a city which he knew well through his summer travels. " It is the same cause as ours," he said, " and England needs men." " Canada has been combed for fliers," he wrote after his enlist- ment, " and is prepared to turn them out as rapidly as they can be trained. I made no mistake when I came here." The restless desire which had so harassed his spirit seemed at last to be soothed. His longing was gratified, now that the path was clear of all obstruction. 420 HISTORY OF THE UNIVERSITY OF VIRGINIA " Since the question has been settled for me in spite of the chasing around that I have done," he wrote to his parents, " a calm has fallen over my real self that has not been mine for many a month." He was still within two years of his majority, — a youth of nineteen only,— when he entered the British service. There was nothing now lacking to complete his happiness. " I sleep as soundly in my pine board bunk as I ever did in the four poster at home," he gayly tells his mother; " for the first time in four years, I now feel properly attired." The young soldier passed the first three weeks in an intensive drill, and was then ordered to Camp Borden for lessons in wireless and gunnery; and another week there found him fully versed in the details of a course which usually required a month to master. At the end of a fortnight, he was registered in the University of Toronto as a student of military aeronautics. By this time, he had acquired so much knowledge of his new vocation, and had shown the possession of so many fine personal qualities, that, young as he was, he was put in command of a squad of ten men. It was while he was thus employed, and daily anticipating an order for his transfer to active service in France, that he was stricken with scarlet fever and died. Only a few weeks before he had celebrated his twentieth birthday. He was buried within the precincts of Old Blandford Church at Petersburg, his body wrapped in the folds of the American and British flags. In the far Muskaka, on the soil of Canada, — where he had passed so many summers, happy in the diversions of canoeing, and fishing, and hunting, — the people of the little community, who had watched him spring up to manhood, placed a window in the village church in his THE WORLD WAR — YOUTHFUL MARTYRS 421 memory; and on its surface shone the countenance and the figure of a youthful warrior. Adair Pleasants Archer could trace his ancestry directly back to Pocahontas, and also to General Adair, one of the heroic pioneers of the dark and bloody ground of Kentucky, and afterwards a governor and senator of that State, and a distinguished officer in numerous wars. Eager as young Archer was to adopt, as his permanent vocation, some branch of the fine acrts, — for which and literature he had shown an extraordinary aptitude from youth, — yet so soon as the black shadow of war began to drift across his country, he enlisted in the Officers' Reserve Corps. " Not to have done so," he wrote at the time, " would have been to ally myself with those hated pacifists." By the middle of August, 1917, he was stationed at Camp Lee. Even here, under cir- cumstances apparently so hostile, his artistic and literary bent came to the surface in a highly characteristic way, — he was appointed the editor of the Trench and Camp; and was detailed to establish a community the- atre, which he had been first to suggest. The play of Henry the Fifth, substantially curtailed, was the first one to be performed; and in the course of this, he was not only the stage manager, but also the personifier of the king. ' Where can I find words fitly to describe that gallant figure in the steel gray armor?" says one who saw him on that occasion, " the brilliant face show- ing in the open oval of his head of mail; the color and pose as he went through the act; the ardent ringing voice, so convincing you that this was Henry as the Master might have dreamed him." Temporarily relieved of his duties at Camp Lee, in consequence of ill health, he returned to his home in 422 HISTORY OF THE UNIVERSITY OF VIRGINIA Richmond, and while there, delivered a series of thoughtful lectures on the drama, and on the production of plays; and he also formed a small theatre league com- posed of the local artists, musicians, teachers, and scholars. This was in the spring of 1918. "It was a pleasure to attend those weekly meetings," says a mem- ber. " Adair was the youngest person present, but he dominated all, — not obtrusively or consciously, but through the sheer force of individuality." " He not only dominated the student group," said another, " but he took the chief hand with the actors." While en- gaged in the preparation of a play for a public perform- ance by the league, he had been writing a scenario and musical arrangement for a ballet, which was afterwards given in Boston. Returning to Camp Lee, after an interval spent at Camp Devens, he soon won the reputation of being the most respected member of his company. His sur- viving comrades have many moving stories to tell of his gay temper, debonair bearing, and energetic spirit, during these last crowded months. He was now serv- ing as a sergeant with a development battalion; his duties were on a level with those of a second lieutenant and consisted of drilling the men and lecturing to them; but while faithfully engaged in these somewhat monoto- nous tasks, he was put in charge of two organizations that were to be employed in making experiments in recreation. Before he could begin this new work, so congenial to his tastes, or receive the promotion which his poor physical health had deferred so long, he was carried off in the terrible epidemic of influenza which was then orevailinff. Thus passed away a youthful genius, who, had he lived to full maturity, would have reflected the distinction of an accomplished writer and composer on his alma mater. CONCLUSION 423 Artist, scholar, soldier, — he stands out as the most poetical figure in the shining ranks of those alumni of the University of Virginia who laid down their lives for the benefit of mankind in the World War. Percy Mackaye dedicated a poem to his memory, and Amelie Rives wrote a threnody in his honor; and thus he died deeply lamented by those who, by kindred sympathies and talents, were best able to gauge the character and extent of his powers, and estimate the loss inflicted upon art and literature by his untimely death. LXVI. Conclusion The history of the University of Virginia during the first one hundred years of its existence is now finished. The story, in all its multitudinous aspects, has been told. To some it may appear that the narrative has traversed too wide a field and harvested too abundant a mass of detail; but, in opposition to this impression, it should be remembered that the record of the institution has not been viewed by us as though it were simply the record of a seat of learning standing by itself, and, therefore, to be studied without regard to its larger relations beyond its own precincts. Rather, we have always borne in mind that the University of Virginia, in its remote past and in its middle past alike, and in the living present also, has been a mirror of the governing characteristics of the Southern people, whether moral or intellectual, social or political. We have only to gaze steadfastly and dis- criminatingly at the picture lurking in that mirror to dis- cover there the faithful reflection, in general outline, of the history of the Southern States, — that illustrious group of commonwealths, which, in their annals, offer events more glorious and more tragic, and qualities more highly individualized, than are to be observed in the 424 HISTORY OF THE UNIVERSITY OF VIRGINIA annals of any other part of the Union. If we had no other means of gauging the spirit of those States, and the general conditions, which, from generation to genera- tion, have prevailed within their borders, we would not be entirely lacking in light upon these subjects so long as we possessed the story of the University of Virginia. The gay, the impulsive, the chivalric, the sterner side of the Southern temperament; the high sense of honor; the uncalculating patriotism; the readiness for self-sac- rifice; the fine devotion to ideals; the esteem for intel- lectual ability; the admiration for oratory; the respect for public service; the appreciation of classic literature; the love of personal freedom; the inborn conservatism; the will to overcome all obstacles, if necessary, — there is not- one of these traits of the Southern people, as a whole, that is not perceptible in the history of this seat of learning as it passes through the nine great periods of its career during these first one hundred years. Here was a University, which, up to a recent datCj could only count its students by the hundred, and the members of its Faculty by the dozen, — why was it so representative of that great region known as the South? Because it was the epitome, the microcosm, of all those communities, which have always been so homogeneous in their white population, so unified in their economic interests, and so identical in their social, moral, and in- tellectual characteristics. The history of the University of Virginia reminds us of that Genevan toy of magnify- ing oval glass which, though one can hold it in the hollow of the right hand, contains, at its centre, a repro- duction in miniature of a great city, or even of the map of an entire kingdom. There is no limit to the details en- compassed within those bounds, although too small appar- ently to give space for the tip of the little finger. And CONCLUSION 425 so with this oval glass of Jefferson's creation. Look into its depths, and there you will find, not simply the story of a seat of classical and scientific culture, but the story of a whole people, who have stamped their quali- ties upon the history of the foremost of modern repub- lics. The picture at the heart of this scholastic frame- work seems to reach out until it takes in millions of in- dividuals and thousands of square miles. The history of the University of Virginia expands until it embraces the history of the South; and the history of the South contracts until it merges in the history of the University of Virginia. The great power for good which the University of Virginia has exercised, during these first one hundred years, is too subtle, too far spread, and too voluminous, to be gauged to the farthest limits. A partial roster of its eminent alumni will give at least an approximate impression of the scope of its influence, — one President of the United States; six members of the Federal Cab- inet; five of the Confederate; nine ministers and ambas- sadors to foreign courts; two justices of the United States Supreme Bench; thirteen members of the Federal circuit and district benches; twenty chief-justices of the State supreme courts; seventy-nine associate justices of these courts; thirty-four; United States senators; one hundred and fifty-two representatives in the lower House of Congress, and an uncounted number of members of the State legislatures; fifteen bishops of the Protestant Episcopal Church; two of the Methodist Episcopal, and one of the Reformed Episcopal; thirty-nine presidents of universities and colleges; one hundred and eighty-eight professors and fifteen famous headmasters; fifty-two officers of a rank above that of lieutenant, in the navy; ?nd in the army, during the World War alone, ninety-six 426 HISTORY OF THE UNIVERSITY OF VIRGINIA officers above the rank of captain, and thirty-two in the Federal public health service; and also three surgeon- generals. Two thousand, five hundred, and seventy-one of the matriculates of the University of Virginia left the pre- cincts after winning degrees. About four thousand of these were graduates of the three great professional de- partments of law, medicine, and engineering alone. An army of twenty-two thousand, six hundred young men have been trained within her bounds; and there is not a single pursuit in life which has not been advanced in usefulness and distinction by their talents, their industry, and their integrity. " The story of a great seat of learning," said Ran- dolph H. McKim, one of the most loyal of these alumni, " is not in the census of its professors, its courses, its students; not in its buildings, its laboratories, its appa- ratus, its library, its equipment; but in the kind of men it turns out. We honor the University of Virginia above all the other American institutions because she has best fulfilled the highest function of a university — the devel- opment and training of a noble type of manhood. We love her because she helped to make us self-respecting men; because she taught us the dignity of hard work; because she made us understand that her honors and rewards were reserved for real scholarship; because she taught us to despise shams; because she refused us di- plomas which we did not deserve; because she set truth and integrity above academic honors; above all, because she trusted and so made us men." ' Young men are trained at the University of Virginia to their profes- sions," said Dr. Calisch, the distinguished Rabbi of Rich- mond, " but they are also trained to a keener realization of not only the use but the privilege of knowledge, — to CONCLUSION 427 an appreciation of the truth that, while education may be the test of life's trade, yet back of the test is the hand, and back of the hand, is the heart, and within the body is the soul." In looking back upon the history of the University of Virginia, it is seen that that institution has, from the beginning, in spite of the originality of its elective sys- tem, been always faithful to the scholastic tradition; and while it has, from period to period, changed in ways of importance, as called for by the altered conditions of the times, it has not varied in its respect for the stand- ards of genuine scholarship, in its tests of upright con- duct, and in its spirit of patriotism. The principles of non-sectarianism, of student self-government, of per- sonal honor and freedom, of merit as the only basis of degrees, of liberty in the choice of studies, of thorough- ness in their pursuit, — all remain, in its administration, as inviolate today as during the early years of its ex- istence. At the same time, the old attitude of collegi- ate aloofness has been modified under the influence of a .more complex frame-work of society. It has been cor- rectly asserted that there is not a single creative, con- structive force at work in the Southern States in our own day, — whether it is in the province of religion, or of education, or of public health, or in any other field, — to which the University of Virginia is not earnestly en- deavoring to respond through the services of its Presi- dent and Faculty. In following out this policy, the University of Virginia has been seeking to expand in obedience to the imperative call of our own era, without any real subversion of those great ideals embodied in the traditions which have de- scended to it from the past. As long as the ornate en- tablatures and stately columns of its buildings shall stand 428 HISTORY OF THE UNIVERSITY OF VIRGINIA to whisper to the sensitive ears of its students the glory and the grandeur of the Grecian and Roman Ages; as long as the splendid record of its great alumni shall sur- vive to inspire each successive generation with a thirst for achievement in every province of life; as long as the story of its learned, devoted, and unselfish teachers shall be told; as long, indeed, as the spiritual presence of the Master Builder himself shall pervade the atmosphere of those beautiful precincts, the pride of his last years and the token of his immortality, — just so long as all these lofty memories and beneficent influences shall last — and when can they die ? — the ideals which have con- ferred so much distinction on the University of Virginia can never be forgotten or neglected. It is this noble heritage of scholastic and personal accomplishment, coupled with a quick responsiveness to the lessons of each age as it passes, which assures for that institution a prac- tical infinity of existence. There is no other seat of learning of equal importance in the United States which has been called upon to face and overcome the consequences of so many depressing events. The wild riots of its students in its early history seriously threatened its very existence, but, in the end, they were permanently put down. It saw all the young matriculates of 1861 drawn away to the battle-field, but it refused to turn the key upon its lecture-halls. Dur- ing the first decades following the close of the War of Secession, there were recurring intervals when it lan- guished for lack of means, but it never consented to lower its standards in order to replenish its treasury. Its main building was destroyed by fire, but, undismayed, it not only restored what had been lost, but added an impos- ing group to the circle of the original structures-. Through all these sombre periods, when there was so much reason CONCLUSION " 429 for dejection, it remained unhesitating and unshaken in its loyalty to the principles of its foundation, confident that, in the end, its own magnetic needle of courage, and firmness, and fidelity, would guide it safely through storm and darkness to the harbor of happier and more prosperous times. Nor was this constancy of the Uni- versity of Virginia to its inherited ideals confined to scholarship, and personal honor, and political concepts, and religious dogmas. During the War between the States and the World War alike, its record demonstrated the staunchness and ardor of its patriotism. In no great emergency, national or sectional, has it shown itself to be reluctant or dilatory. It has been summoned more than once to play a part on the stage of national and world events, and it has never failed to play that part in a way which was worthy of the great memories that; cluster about its lofty Rotunda, its peaceful arcades, its beautiful lawns, and its classic pavilions. Throughout every stage of the first one hundred years of its existence, the University of Virginia has never swerved in loyalty to the wise teachings of the Fathers of the Republic. The conception of national liberty and personal freedom which has been held by the Anglo-Saxon peoples in all lands where* they have es- tablished their homes is the conception which it too has always entertained. It upholds, — and we believe will continue to uphold, — the general principles of our race, whether they are applicable to government, or society, or morality. Above all, it has been true, — and we believe will continue to be true, — to the particular principles which its immortal founder proclaimed: absolute free- dom of the mind in its outlook upon all things; justice that considers neither wealth, nor class, nor sect; un- selfish service to the community in every province of 430 HISTORY OF THE UNIVERSITY OF VIRGINIA action, and in every rank of society; and devotion to country which knows no reservation of energy and no limit of sacrifice. During the last one hundred years, the majestic shade of that founder has seemed to brood above his beautiful academic village ever solicitous to warn, to guide, and to inspire; and his great spirit will continue thus to brood as long as those noble buildings, the offspring of his genius and his loving care, shall stand, to illustrate, in the course of future ages, the exquisite refinement of his taste, the practical grasp of his intel- lect, the absolute correctness of his foresight, and the incomparable grandeur of his conceptions for advancing the welfare of mankind. APPENDIX A. NAMES OF ALUMNI INSCRIBED UPON THE UNIVERSITY OF VIRGINIA MEMORIAL TABLET DEDICATED TO THOSE WHO PERISHED IN THE WORLD WAR Robert Dunaway Adams George Wayne Anderson, Jr. Adair Pleasants Archer Samuel Chandler Baker Andrew Beirne Blair, Jr. William Ewing Boone Harry Whiting Brigham Morris Fountaine Briggs Andrew Courtney Campbell, Jr. Lucian Carr (srd) Thomas Clay Carter, Jr. Frank Palmer Christian Leroy Howard Clapp Paul Lee Cocke John Hayes Collett Robert Young Conrad Mortimer Park Crane John Cleburne Culin, Jr. Thomas William dimming James Hodges Drake, Jr. Wilson Brown Dodson Fritz Leopold Dressier John Patrick Driscoll Charles Benjamin Duncan John Dunn (4th) Edward Gary Eichelberger James Heath Ewell, Jr. Leonidas Barkdull Faulk Lawrence Edward Flannagan William Alexander Fleet Robert Goldthwaite, Jr. Norborne Russell Gray Tom Dunbar Halliday Alexander Pope Humphrey, Jr. Edward Hammond Johnson Charles Lafayette Kinney, Jr. Charles Clement Kite Walter Kiloh Knight Maurice Lentilhon Lequirr Frank Nelson Lewis John Ma rye Lewis Thomas Bayard Long John Lyon James Rogers McConnell Stephen Patrick McGroarty Judson McCune McManaway Charles Oscar Maas Randolph Fitzhugh Mason Eugene Noble Mayer Farrell Dabney Minor, Jr. Victor Sharp Metcalf Joseph Simpson Monroe Daniel Clovis Moomaw Hawley Brownell Olmstead Estes Paine Francis Worth Payne William Lawrence Phillips Herbert Windsor Reed Wyatt Rushton Alexander Rives Seamon Vivian Slaughter Basil Sherwood Snowden Henry LeNoble Stevens John Stoddart George Olin Tilghman Charles Kremer Tuohy 431 432 APPENDIX Kensey Johns Hammond, Jr. Elmer Hoover Van Fleet John Randolph Harman Eugene Russel Wheatley John Ravenswood Hicks Victor McDowell Whitside Walter Scott Hoen Richard Bland Williams James Alfred Holden Robert Hancock Wood, Jr. Peter Puryear Homes William Edward Word, Jr. Frank Hough Frank Leslie Young APPENDIX B. A very large proportion of the authorities for the five volumes of this history have consisted of a mass of original materials of a very mis- cellaneous, not to say, fugitive, character; and in weighing the cred- ibility of their statements at the first reading, it was not easy, or even possible, to detect the shades of inaccuracy that sometimes marked them. The following explanations, changes, modifications, and additions, — the fruits of further investigation, — are suggested in order to impart greater clearness or greater correctness to the text of the first four volumes. In volume I, on page 2, line 4, "civic," as being more exact, should be substituted for "executive;" on page 4, line 17, "these men" for "them;" and on page 137, line 7, "Braidwood," for "Broadwood." Substitute "spot" for "site" on page 171, line i; "larger" for "large;" on page 248, line 10; "unexceptionable" for "unexceptional" on page 275, line 24; and also in volume II on page 55, line 19, and on page 150, line 24; and; in volume I, "doctorate" for "doctrinate" on page 332, line n, and "Winthrop" for "William," on page 362, line 29. The quarried stone referred to on page 256, line 7, of the same volume was suitable for Tuscan capitals and bases, and was so used by Gorman. Substitute "practicable" for "practical," on page 113, line n in volume II. The name of Edwin Conway was omitted in the list of hotel-keepers given on page 222 in same volume. The fixed salary, namely, one thousand dollars, of the professors was not included in the sum of $2,250 men- tioned in line 4 of page 99 of volume III. This referred only to the fees. In stating on page 194, in volume III, that Chapman Johnson was of "obscure parentage," we did not intend to convey the impression that he was of "obscure family." The family, in a previous genera- tion, had occupied an excellent social position, but the social status of his parents had been seriously lowered through extreme impoverishment. Substitute in same volume "1856" for "1866" on page 219, line 15; and "calculate" for "celebrate" on page 275, line 12. It should be "Maddock," not "Maddox," in preface of volume III. The new system of academic degrees was adopted at the meeting of the Board of Visitors, held in December, 1891, and not at the meeting held in December, 1893. See page 396, line 13, in volume III. The Beta Theta Pi should be added to the list of fraternities mentioned in the note to page 96 in volume IV. McGuire, referred to on page 138, line 30, of the same volume, was not then a "recent graduate," and Greenway, referred to on page 145, line 4, had been a member of the football team earlier than 1894. It 433 434 APPENDIX was John P. Poe, not Johnson Poe, who served as football coach. See volume IV, pages 144, 345. W. Gordon McCabe was of a somewhat re- moter descent than grandson of the signer of the Declaration of In- dependence. See page 221 in same volume. It was not the "three years," but the "three Rs" which limited the primary education in 1894. See volume IV, page 237, line 34. Substitute "autumn" for "spring" on page 145, line i in same volume, and "runs" for "games" on page 351, line 25. The Delta Kappa Epsilon Chapter obtained permission, in 1900, to build a brick home as mentioned on page 336 in volume IV, but the structure was not completed until a much later date, owing to the delay in collecting the fund to cover the cost. It is stated in Corks and Curls for 1921 that the Phi Kappa Sigma Chapter, and not the Delta Kappa Epsilon Chapter was the first to be established at the University of Virginia. Professor James M. Garnett, in his History of Eta Chapter, D. K. E., affirms that this was the first fraternity chapter to be founded at the University of Virginia, and that it was followed by Phi Kappa Psi and the Phi Kappa Sigma, in succession. INDEX Abbot, III, W. R. 89; IV, 229-231; V, Abbott, the coach, 299. Abbey of St. Denis, V. 389. Abrahams, III, 167. Academies, Private, III, 225, 226; the most conspicuous before 1825, 227-8; instruction in, 228- 232 ; University's influence on, 234-5 ! those in existence after 1824, 236-8; Ridgeway, 238; Concord, 239; Hanover, 240; their influence, 241-4. Adair, General, V, 421. Adams, I, John, 221; II, 353; I, John Quincy, 221. Addison, Walter E., IV, 82. Administrative Committees after 1904, V, 74-77. Agriculture, I, 32, 156, 335; II, Jefferson recommends a course in, 127; III, chair of, 50-2, '353, 364, 374; IV, school of, 27; de- partment, 302-3. Alabama, II, students from, 75; IV, 61 ; V, 79 ; editors of mag- azine from, 233 ; University of, 241 ; alumni from state in Con- gress, 355. Albemarle Academy, L, origin, 115-124; acts of trustees, 124- 131; converted into college, 131- 139; trustees' attitude, 142. Albemarle County, I, stock im- ported into, 32; early settlers and social life, 102-115; its rep- resentatives in General As- sembly in 1814-15, 131, 151; sub- scriptions by citizens of, 173, 174; Jefferson, commissioner of, at Rockfish Gap Conference, 210; II, Dawson's bequest to, 394; III, Rifles and Guards, 270; Daughters of Confederacy, 339; V, scholarship in engineering established for, 165; donates money for new hospital, 187; Farrell Minor sprang from a family of, 414. Alderman, President, III, address at tablet unveiling, 340; V, elected President of the Univer- sity, 38 ; inaugurated, 38-41 ; early environment, 44-46 ; student at Chapel Hill, 46; impression made on him by Curry, 46 ; ap- pointed a conductor of institutes, 47 ; his experiences as such, 48- 50; professor in University of North Carolina, 50; President, 50-51; President of Tulane Uni- versity, 52 ; member of Educa- tional Boards, 52; his convictions as to true functions of a South- ern state university, 52-60; changes introduced by him in the circle of university schools, 61-62; powers of his office of President, 62-66 ; deprecates policy of segregation for women stu- dents, 88 ; endorses coordinate college, 90; his convictions as to working of coordinate college, 92; sums up its advantages, too; recommends moderation, 102; views about coordinate college unshaken, 103 ; institutes divi- sion of academic department, no; recommends a school of journalism, 130; gift to the Uni- versity, through, 145 ; announces Mclntire endowment of chair of fine arts, 152; counsels unanimity about omission of Latin, 155; re- ceives report from Professor Barringer, 178 ; recognizes need of reorganizing medical school, 179; selects Dr. Whitehead, 179; address before Medical Associa- tion, 186; scheme for School of Education, 198 ; announces Rocke- feller gift, 201; supports Profes- sor Payne's bill for a system of secondary schools, 203 ; letter to, from Professor Pritchett, 209, 210; refers to increase in num- ber of students from the public 435 436 INDEX schools, 210; comments on ex- tension bureau, 220; appoints student self-help committee of the Faculty, 268; suggests the organization of a scientific soci- ety, 280; inaugurates college hour, 292 ; takes steps to reform athletics at the University, 293 ; residence built for him, 315; of committee to draft amendment to charter, 322; activity in se- curing the endowment fund, 324- 6; report upon the property of the University, 330; suggests re- union of Confederate alumni, 348-9 ; co-author of a biography of Curry, 360; applies for army officer, 361 ; chairman of commit- tee on national service, 362; condemns pacifism, 365-7; esti- mates the shrinkage of the en- rolment during the war, 367 ; his opinion of experiment with students army training corps, 376; aids in organizing Base Hospital No. 41, 381-2; suggests erection of statue to McConnell, 408. Alexander, II, R. H., 246 ; III, J. W., 136; V, F. M., 13, 221. Allen, III, 44, 310; IV, 6. Alston, Washington, I, 148. Alumni, III; favor School of His- tory, 30; Society of, defends Medical School, 41 ; defends University, 1845, 119-121, 201- 202; Society of, organized, 198; objects, 200; historical depart- ments of Society, 203 ; difficult to maintain, 204; distinguished al- umni previous to 1865, 218-244; Poe at the University, 208-214; Thompson, 214-217; professional, 217-224; teachers among, 236- 244; influence of, on education, 224-244; IV, new constitution of Society, 201; new charter, 202; spirit of alumni, 203-205 ; class organization of, 205 ; in Army and Navy after 1856, 206-210; judges and public men, 211-212; literary, 213-215; Poe honored, 215-216; ecclesiastic, 216; teach- ers, 216-218; headmasters, 218- 231; sympathy of, after Great Fire, 264; present Hertz library, 319; alumni of distinction, after 1895, '366-368; V, declare them- selves in favor of the office of President, u; action on candi- dacy of Colonel Miles for Presi- dency, 35 ; number in World War, 394; spirit of, in World War, 398; eminent alumni, 425; honor men, 426 ; influence of University upon, 426 ; alumni who perished in World War, Appendix A. See General Al- umni Association, Society of Alumni. Alumni Bulletin, see Bulletin. Alumni News, V, 58, 240, 335, 337, 352, 378. Ambler, II, 68. Ambroselli, IV, 115, 117. American University Bureau in Paris, V, 378. Ames, J. B., V, 174. Amherst College, V, 306. Analytical and Applied Chemistry, School of, III, 41, 253 ; V, 145- 147. Anatomy, I, erection of hall, 269- 270; Rockfish report refers to, 224; II, 107, iio-n, 112, 114; III, 43; IV, 6, 8, 12, 14, 15, 292, 297-8. Anderson, I, Edmund, 121, 122; Edward, 178; III, Archer, III; IV, Anderson Brothers, 152; Richard, 355; III, .William A., 323; V, 39; W. D., 361, 381. Andrews, C. L., IV, 165. Anglo-Saxon, I, 224; II, 92; III, 377- Annex, The, III, 21-27; Pratt ad- dition to, proposed, 24, 146; cost of, 185-6; IV, destruction of, by fire, 252-256. Anthony, I, 254. Antrim, Joseph, I, 265. Appleton, Thomas, I, 254-5, 266. Applied Mathematics, School of, HI, 353, 358-9; V, 138. Arcade Echoes, IV, 82. Archaeological Society, V, 121. Archer, Adair P., V, 421-23. Architecture, I, Jefferson's taste for, INDEX 437 35-44; naval and military, 242; of University, 243 ; of pavilions, 244; Jefferson's preference in, 245 ; views of experts on Univer- sity's, 246 ; III, 23 ; IV, 274-6 ; V, 152. Arkansas, III, 5; V, 79, 343, 355. Arlington Club, IV, 134, 136. Armistead, II, 297. Arras, V, 409. Assistants to Professors, III, 96, 97- Associations, V, American Medical, 192; Oratorical, 241; State Teachers, 244; Colleges, 301-2; Class officers, 343 ; Religious Co- educational, 135. Astronomy, II, 39, 374-5; IV, 287; V, 141-3. Athletics, II, Jefferson's gymnasia, 337-9; III, 150; IV, baseball, 133- 9; football, 140-145; gymnasium, 145-154, 354-6; General Athletic Association, 154-160; Rives Boat Club, 160-170; private ground acquired, 344; coaching, 345-6; opinion of experts on coaching system, 347-8 ; record of games and runs, 349, 350-3; track, 353- 4; tennis, 356; lacrosse, 357; V, after 1904, 292; regulations adopted, 293-7; scholastic stand- ing of members of athletic teams, 298 ; coaching system, 299 ; football, 303-305 ; baseball, 305- 307 ; track, 307-9 ; swimming, 309; basketball, '309, 310; physical examination, 310; running, 311; appointment of Lannigan, 312; the stadium, 312; lacrosse, 313; tennis and golf, 313. Atkinson, III, Archer, 77; Rev. J. M., 290. Atlanta, V, 413. Austin, IV, 249, 375; V, 232, 329. Aylett, P. H., II, 121; III, 197. Bachelor of Arts, Degree of, III, established, 64; changes in, 387-91 ; McCabe Report on, 392- 3> 395! scheme for, adopted, 396- 7, 402-3; IV, after 1895, 308-11; number of, granted, 314; V, re- quirements for, in 1904-5, 153; movement to drop the ancient languages, 153-6; number of stu- dents winning the degree, 163; effect on attendance, 163. Bachelor of Science, V, 157-8. Bacon, Robert, V, 326. Bagby, II, Geo. W., 216; V, J. H. C., 240. Bailey, IV, 212. Bain, Geo., IV, 369. Baker, IV, James B., 56; R. H., 196. Baldwin, III, 266; I, Briscoe G., 233; III, John B., 52, 197, 200, 205, 257-8, 317. Balinger, I, 272. Ballard, III, 75, 76. Ballou, II, 61. Balls, II, 254, 322-3, 324, 326-7; III, 162. Balsley, Clyde, V, 402. Baltimore, I, 58; Medical College, 106, 164; II, 172; V, track games in, 307. Balz, Professor, V, 133, 209. Banister, I, 54. Baptist Clergymen, III, 220. Barber, II, 127. Barbour, I, James, preface, 86, 112, 308; II, 151; I, Philip P., 112, 146; II, 28; III, B. Johnson, 198- 9, 200, 205 ; John S., 222 ; soldier in Southern Guard, 1861, 266. Bardin, V, 126, 133, 378, 396. Barksdale, I, 172, 252; II, 316. Barley, L. C., IV, 156. Barlow, I, 149. Barnard College, V, 92. Barnwell, III, 301. Barringer, Paul B., IV, appointed professor, n; his influence in Medical School, n; urges erec- tion of hospital, 14; opposes ad- mission of women, 67 ; prize cup given by, 160; appointed chair- man of Faculty, 195 ; comment on University's connection with public schools, 237, 239, (see Appendix B, volume V for cor- rection of error in report of com- ment) ; member of soliciting com- mittee after Great Fire, 270; his persistence in urging need of hospital, 295 ; member of con- 438 INDEX -t ruction committee, 296 ; his course of instruction, 1895-6, 297 ; plan for sustaining reli- gious work, 361 ; V, upholder of the modern medical methods, 178; report to the President, 178; suc- ceeded by Flippin, 190; his por- trait, 231; Paul B. Jr., 352. Barton, III, 266. Baseball, IV, amateur games, 133- 4; Monticello Club, 134-6; con- tests with Lexington teams, 134- 6; association reorganized, 137; games, 118-9; support, 138; con- tests, 1896-1904, 350-2; V, after 1904, games, 305-7. Base Hospital No. 41, V, organized, 381-84; officers, 384-5; the first roll call, 386; ordered to Camp Sevier, 386; to Camp Mills, 387; voyage to Europe, 387-9; arrive in Paris, 389; arrangements for hospital at St. Denis, 390; the wounded, 391-92; air raids, 392; religious services, 392-3 ; diver- sions, 393 ; tribute to hospital's usefulness, 393-4. Baskerville, III, soldier in South- ern Guard, 266. Basketball, V, 309-10. Baths, III, 152. Battle, Geo. Gordon, IV, 82, 156. Baxter, III, 229. Bayard, Thomas F., IV, 129. Baylor John R., IV, 221. Bayne, Hugh A., V, 395. Beale, Robert, V, 245. Bean, Professor Robert B., V, 191. Beard, S. M., IV, 83. Bedinger, III, 266, 268. Beirne, Geo. P., II, 142. Bell for University, II, 298; IV, 190. Bellevue High School, IV, 221. Belmont, I, m. Bern, V, 138. Benet, George, V, 361. Ben Greet Players, V, 247, 290. Bennett, W. H., Ill, 220. Bentley, W. H., Ill, 221. Berkeley, III, 266. Bethel Academy, IV, 221. Biblical History and Literature, School of, V, 134-6. Big Tent Newspaper, V, 349. Bigelow, II, 127, 320; III, 161. Bingham, III, 218. Biology, School of, III, 372 ; IV, 292 ; action of Miller trustees, 303 ; V, Tuttle becomes professor in, 150; work in, 150-1; attendance during World War, 368. Bird, R. M., Professor, V, 144, 195; III, W. W., 196. Birely Scholarship, IV, 22. Birkbeck, Dr. George, I, assists Gilmer, 371. Bishop, II, 257. Bitter, Carl, V, 320. Black, Rev. Samuel, I, 115. Blackburn, I, 290. Blackford, V, Charles M., 170; III, L. M., 139; IV, 224-7, 232; J. C., 157; V, R. C., 336; Rev. R. F., 392; Mrs. Susan C., 170. Blacksburg A. and M. College, III, 365; V, 79, 309. Blaettermann, Professor, I, recom- mended by Ticknor, 341 ; contract with, 3f9; II, arrival, 8; iras- cibility, 38; his school, 90-5; career at University, 157-60; sug- gests rules for library, 230; scene with students, 293 ; reports students, 296; at ball, 323. Blakey, A. R., IV, 202. Blanchard, V, 361. Bledsoe, A. T., Ill, succeeds Courtenay, 38; his life and char- acter, 79-81 ; his Sunday school, 142; his view of secession, 262; returns during the war to his professorship, 316; in Confeder- ate War Office, 344; IV, intellec- tual power, 27. Blue Cottage, III, 270. Blue, Rupert, V, 355. Board of Students, III, in 1850, 180; IV, mess, 71-74, 327-8. See Expenses. Bocock, Thomas H., Ill, 119; IV, 196. See Bowcock. Boeck, Leopold J., Ill, appoint- ment, 361 ; his career, 361 ; V, testimonials to his merits and abilities, 138, 139-40. Boggs, III, 229. Bohn, II, 40, 196. Bois de Belleau, V, 416. INDEX 489 Boiling, II, 68; IV, 97. Bolton, Channing M., Ill, soldier in Southern Guard, 266 ; seces- sion views of his college mates, 270. Bonnycastle, Professor, I, his lec- ture-room, 263 ; remedies defec- tive chimneys, 269 ; accepts pro- fessorship, 371-2; II, voyage to Virginia, 9-12; reception in Richmond, 12-13 ; attitude towards his professorship, 35; method of teaching, 95, 98-9; offers to teach civil engineering, 126; attain- ments and character, 145-6; so- cial gatherings in which he took part, 184; intercepted by stu- dents, 272, 280; insulted, 279, 292; at ball, 323; favors musi- cians, 339; III, his popularity, 76; ability as mathematician, 27; V, influence on University School of Mathematics, 136. Booker, Miss Betty, V, 290. Books, II, students' preference in early years, 343-5. See also Li- brary. Bookstores, II, 185. Borglum, Gutzon, V, 408. Boston, II, Courier, i ; Dean, 345 ; V, city, -304. Boswell, II, 99. Botany, III, 364. Bouldin, Wood, III, 221. Bowcock, J. J., II, 316; see also Taverns. Bowditch, I, invited to fill chair in University of Virginia, 339. Bowers, Aubrey, IV, 263. Bowman, Rev. M., II, 371. Boyce, III, 260. Boyd, III, in, 266. Bradford, Russell, V, 352. Braidwood, see Broadwood; also Appendix B volume V. Brannon, III, 221. Breck, G. W., IV, 280. Breckinridge, I, James, 210, 212, 220-1, 236, 290; II, 44; III, R. J-, 136. Breedin, II, 321. Bremo, I, 36, 256. Brent, I, William, 174; IV, Frank P., 221, 369. Bricks, I, 191, 280; IV, 269. Briggs, II, 147; III, Rev. C. A., 220; IV, 320; S. W., 71. Brigham, V, 311. Broadhead, III, 222. Broadnax, see Brodnax. Broadus, II, Rev. John A., master of arts, 64; impression of Gess- ner Harrison, 88; III, pastor, 138; chaplain, 143; final orator, 1 66; powers as an orator, 219; V, his portrait, 231 ; III, Edmund, contractor for State Students, n. Broadwood (misprint for Braid- wood) I, 137, 138. See Appendix B. Brockenbrough, Arthur S., I, assists Jefferson in the building of the University, 238, 249 ; contracts for Rotunda, 264; his duties as proctor, 275-7 > Hi relations with Professor Long, 6; suggests state scholars, 70; explains epidemic in 1829, 242; disapproves of Uniform Law, 246, 248 ; suggests artesian wells, 386; III, dis- placed, 190-1. Brockenbrough, I, John, 354; Wil- liam, 210; II, J. W., 355; W. H., 199, 200, 343 ; III, soldier in Southern Guard, 266. Brockman, I, William, 57; V, W. W., 245- Brodnax, III, W. H., 197; IV, J. M., 361; V, 245. Bronaugh, III, 266. Brook, Anselm, IV, 71. Brooks, A. H., I, part in building University, 252; over-charges, 281. Brooks Museum, III, erection, 362- 3; IV, 317-8; V, rearranged, 148 ; geological books stored in, 229. Brougham, Lord, I, 358; II, 22, 147. Broun, Leroy, III, 237. Brown, I, Matthew, 191, 252; III, University. 250-53; V, 91, 307; IV, scholarship, 22 ; V, portrait, 232. Bruce, James C., II, volunteer as- sistant to librarian, 199; home °f> 345 > HI> alumni orator, 201 ; 440 INDEX services to agriculture, 224; I, Malcolm G., preface; III, John, 229; IV, William Ballard, 320; William Cabell, 213; V, 360. Brune, IV, 257. Bryan, III, Joseph, 322; IV, 76, 197. 3*75 v» 2°i 2I» 22> 23!> 3i9» 322-3, 326, 355; IV, C. P., 213; Jonathan, 156; William J., 330; V, Dr. Robert, 361, 395; J. Stewart, 74. Bryant, II, 253. Bryce, Lord, V, 170. Bryn Mawr College, V, 88. Buchanan, I, Professor, declines Gilmer's invitation, 365; V. B. F., a visitor, 73. Buckingham County, I, 175-6; II, 165. Buckmaster, Professor H. H., IV, 16, 270; V, '33. Buena Vista, V, high school, 245. Buford, III, 266. Buildings, I, pavilions, 244; Ro- tunda, 260-1, anatomical hall, 269; small observatory, 272; cost of original, 287 ; II, condition and protection of, after 1832, 380-7 ; III, dormitories on Monroe Hill built, 16; Dawson's Row, 18; Annex, 21-27; Brooks Museum, 362; observatory, 375; IV, chapel, 177-180; after Great Fire, 274-282; V, after 1904, 314- 21. Bulletin, Alumni, IV, 329; V, 239, 396. Bullitt, III, 129; J. T., Judge of Supreme Court, 221. Bunting, Professor, V, 189. Bureau of University of Virginia in Paris, V, 378-81. See also L. D. Crenshaw.. Burford, V, 257. Burgess, V, 223. Burke, III, 226; V, 228, 232. Burks, E. C., Ill, 221. Burnett, IV, 71. Burwell, I, William M., 346; H, Thomas, 221 ; III, Soldier in Southern Guard, 266; P. Lewis, 268. Byrd, Alfred H., IV, memorial fund, 321-2; V, portrait, 232; connection with Corks and Curli, 240. Byrnes, C. M., V, 190. Cabell, I, B. J. S., 290; N. F., preface, 157; V, 15, 16. Cabell, James L., II, 161; career and character, 175-79; fees, 245; entertains his students, 326; HI, 41, 43, 44, 64; opinion of students' violence, 1845, 115; adverse to civil aid, 123; interested in tem- perance, 130; in the parsonage, 144-6; head of National Board of Health, 148; chairman, 189; part in Confederacy, 310; his professorship during the war, 315; IV, 6, 8, 9, 187; custodian of chapel fund, 177 ; V, suggests James M. Mason for President of University, zi. Cabell, Joseph C., I, 31-2, 75-80, 9Z, 99-ior, 117, 130, 132-137, 139; sketch of life, 145-157; connection with Central College, 167-175, 191 ; opposes selection of Cooper, 201 ; reports legislative attitude, 206-7 ! Part i° shaping the Rock- fish Gap Commission, 209, 210; part in struggle for University site, 226-236; suggests a change in the pavilions, 248 ; denies ex- travagance in the building of University, 285-6 ; fight for ap- propriations, 287-308; opposes re- moval of William and Mary Col- lege, 308-321 ; asked to visit Eu- rope for professors, 341 ; II, 13, 34, 61 ; correspondence with Dr. Chapman, 109; opinion of hotel fare, 231; deprecates starting a magazine, 351; III, 13, 14, 26; favors Sylvester, 74; IV, hall named after, 278; V, refers to office of President, 7; his letters in manuscript, 225. Cabell, William H., I, 85, 117, 145, 149; opposes choice of Cooper as professor, 204; commissioner at Rockfish Gap, 211-12; con- demns efforts to block removal of William and Mary College, 314- 15; urges Gilmer to settle in Richmond, 350; II, suggests Wirt for Univertity Presidency, 29 ; INDEX 441 recommends his nephew to Jos- eph C. Cabell, 176. Cabell, V, Colonel Julian, 387; I, Nicholas, 146; IV, William D., Si- Calathumpians, III, 112-18, 161 ; IV, 118. Spelt also Calithum- pians. California, III, 5, 99, 343. Calisch, Rabbi, V, book by, 358; his opinion of University influ- ence quoted, 426. Call, Daniel, I, 146. Cambridge, I, Gilmer visits, 360- 2. Cameron, III, John, 231; V, Wynne, 361. Camm, John, I, 174. Campbell, I, 374-5; II, 376; IV, 187; V, Courtney, 361. Campbell County, V, scholarship for, 1 66. Camps, V, Borden, 420; Lee, 384, 421-2; Sevier, 386; Devens, 422; Mills, 387, 414. Campus, HI, 152. Caperton, A. C., Ill, 222. Capitals and bases, I, 265-7, 275, 280-1; IV, 281. Carey, Isaac, IV, 307; V, 327. Carnegie, Andrew, V, 325-6, 327. Carnegie Foundation, V, 209. Carr, I, Dabney, 113, 350; III, Elias, 222; II, 28; I, Frank, 21- 2, 124, 126; II, 351; III, 198; George W., 277 ; IV, James, 148 ; I, John, 118, 123; III, 190; I, Jonathan, 121-2; I, Samuel, 121, 123. Carr, Peter, I, 35, 72-4, 122, 131; trustee of Albemarle Academy, 118; president of board, 124-5. Carrington, II, 345 ; I, family, 145 ; III, William C., 119; IV, Isaac H., 196. Carr's Hill, I, 168; III, 15, 269; IV, 72-3, 134, »47» 187, 243-4, 343; V, 315. Carruthers, V, 333. Carson, A. C., IV, 83. Carter, I, Curtis, 252-3, 258; George, 150; Hill, 174; II, 68; Bernard, 38, 193; Charles, 20; John, 228; Maria, 20; III, Frank, 266; IV, Henry R., 210; James C., 279; V, 326; IV, Colonel Thomas H., 282, 363; V, 353; Thomas N., 15-3, 165. Carthage, N. C., V, 400, 407. Cartmill, V, 308 Cartwright, I, 21, 358, 375; II, 39. Carusi, II, instructor in dancing, 320-22. Gary, I, 177; II, 68; Archibald, 158; V, 325-6; IV, John B. Cary Fund, 284; lectureship, 358; V, 134-6; IV, Isaac Carey Fund, 307; V, 327. Caskie, John S., Ill, 221. Catholic University, V, 309. Central College, I, its site, 164-172; subscription to, 172-8; plan, 178; corner-stone laid, 89; building, 190-3; first professor, 193-200; bill for conversion, 206-8 ; fight for conversion into University, 209-237. Chairman of Faculty, II, 48-9, 50- 52; reports by, 132; view of early rising, 214; III, 187-190; IV, occupants of office after war, 195; burden borne by, 315, 317; V, powers of, under the plan of reorganization, 1896, 21. Chalmers, III, 222. Chamberlain, V, Bernard P., 387, 393; I, Nathaniel, 258, 264; V, historian, 224; coach, 299. Chamberlayne, IV, L. P., 82; J. H., 216; V, 240. Chambers, H. C., Ill, 297. Chamelion Magazine, II, 351. Chancellor, Dr. J. E., IV, 5. Chapel, II, 377-9; IH, 52, 145-7; IV, 177-180; V, 251-2. Chapel Hill, see North Carolina, University of. Chaplains, II, 373-379; III, 143-4; IV, 181, 358. Chapman, II, 108-9, 228; III, 21, 266. Charleston, I, 146; III, 85-6, 295. Charlottesville, I, 97, 101, 105, 108, 113, 115-6, 121, 125; ladies' acad- emy in, 155; competes for the University site, 209; too small for hospital, 224; Jefferson favors as University site, 228-34: trans- 442 INDEX portation to, 282; a village, 338; plate given to church in, 355; II, 3, 7, 61-4, 71, 91, no, 176, 212, 246; its tradesmen, 1842, 257; depredations of students in, 272, 306; taverns in, 275-6, 284-91; cotillions in, 319, 327-8; Lafay- ette's visit to, 330; theatre in, 338; Hatch's ride through, 372; III, 16, in, 125, 127, 129; re- vival in Baptist church, 131; mu- sicians in, 162; dismissed stu- dents in, 202; military rendez- vous, 1861, 276, 281; Confeder- ate hospital in, 311; Federal army reaches, 332; IV, 13, 39, 98, 104-7, I20> I25-6, 191, 193, 202, 246 ; aids in Great Fire, 261 ; its congregations disturbed by students, 339; trophy given by merchants of, 353; gymnastic per- formance in, 356; V, proposed woman's college at, 94, 98 ; scholarship for high school of, 167; donates money for hospital, 187; shops in, for inspection of engineering students, 196 ; high school in, 245 ; Sunday school in, 246, 248 ; near, 247-8 ; trial in, under Honor Code, 259 ; proces- sion of club in, 285; alumni ren- dezvous in, 344; McConnell and the bear on streets of, 399; R. H. Wood Jr., a native of, 412. Charlton, Francois, III, 150. Chastellux, I, 29. Chateau Thierry, V, 392. Chemistry, School of, II, 15, 40-1, 80- 1 ; rearranged, 100; room in Annex, 24; III. course in, 40-1; Maupin appointed professor, 94; during Confederacy, 311; sub- divisions, 359; V, after 1904, 144- 5 ; club in, 286. Chemistry, School of Analyt. In- dustrial and Agricultural, III, 359, 3<5o, 373; IV, 10?; V, 145- 6. Cheves, II, 297; III, 301. Chicago, V, University of, 241 ; city, 399- Chinn, V, 73. Chisholm, I, Hugh, 273 ; III, James, 231. Christian, III, George L., 326-28 ; V, 348; IV, Professor William G., II, 15; V, 178; Archer, 303. Christian Woman's Board of Mis- sions, V, 325-6, 327. Christmas Recess, II, 66-7; IV, 324; V, 261. Church and State, I, 2, 7, 12, 19, 26; II, 361-8. Civil Engineering, II, in 1833, 126; III, 1854-5, 49J IV, 1865-99, 16, 299; V, after 1904, 192-8. Claiborne, I, Stirling, 174; N. H., 211-12; 111, Herbert, 85; IV, J. Herbert, 211. Clark, I, 112; V, address by Chief Justice, of N. C., 242; Meade F., 356; W. A. Jr., 231; W. A. Sr., 322. Clarke, Thomas P., V, 355. Class Officers Association, V, 343, 350. Clay, II, Thomas, 384; III, C. C., 222; Henry, 256. Clergymen, II, 371-6; III, 220; IV, 359; V, 252-4. See also Chap- lains. Cleveland, President, V, 321. Clifton Forge, III, 281. Clock and Bell, I, 274-5; IV, 263, 281. Clubs, III, 164; IV, 101, 117, 340- •3; V, 279-83, 285-87. See Music. Coaches, III, 345; IV, 345-8; V, 299, 300-1. Cobb, John B., V, 145, 315, 329, 408. Cobbs, Rev. N. H., II, 378; III, 229. Cochran, II, 257. Cock Fighting, II, 276. Cocke, IV, A. R., 181, 185; II, Philip St. George, 121 ; III, 51, 224; IV, 243-4; II, Colonel, the inn^keeper, 315; III, William F., 297-300. Cocke, General John H., I, preface, 146; sketch of life, 157-64; sub- scribes to Central College, 176 ; building at Bremo, 193, 253 ; op- poses Cooper, 201; visitor, 236; assists Jefferson, 249-250; his stone quarry, 256 ; anxious about Rotunda contract, 263-4; disap- INDEX 443 proves of general type of Uni- versity buildings, 286; II, 34, 84, 120, 128, 145, 218, 225, 238; in- terested in the Uniform Law, 249; condemns absence of dis- cipline, 263-4; warmly approves the Temperance Society, 289 ; at- tends meeting of Visitors at Uni- versity, 1825, 299; interested in parsonage, 378; opposes cover- ing the roofs in winter season, 382; III, 27, 124, 136, 144; V, letter to, from Chapman Johnson, 5 ; advocates creation of office of President, 8 ; connection with Temperance Hall, 315. Coffee, W. J. I., 277. Cole, V, Colonel, 363-4; the coach, 299. Coleman, III, Frederick, 64, 200, 239, 240; Lewis M., 64, 96, 241- 4, 292-4, 310; V, 231; IV, Charles W., 82. Coles, I, Edward, 112; Isaac, 6r, 99, "3, 134, 145, 156; II, John, 331. College Department, V, inaugurated, no; reorganized, 110-114; effect, 114. College Hour, V, 292. College Topics, IV, 29, 83, 172-4, !83, 343, '353J V, 18, 36, 2^7-9, 268, 281, 309, 312, 343. Collegian, The, II, 94, 352, 360. Colonna, II, 160, 340. Colonnade Club, V, 283, 316, 343, 350-54- Colors of the University, IV, 325-6. Colston, Mrs., V, gift of books, 227. Columbia, III, University of, 76; IV, 333, 334; V, 81, 241; II, District of, 75; IV, 5; V, 142-3, 222, 298. Columbian Society, III, 176. Comfort, Daniel, III, 232. Commencement Exercises, II, 140- 3; IV, 88, 129-33; V, 243, 351. Commodore, Lewis, II, 58. Commons Hall, V, 262-5, 3*4- Compton, Professor R. F., V, 190. Confederacy, III, alumni politically prominent in, 222-3 ; professors in the war, 73, 310: IV, 26, 29, 33 ; III, march to Harper's Ferry, 273-284; sacrifices for, 284-8; paladins and martyrs, 288-310; Federals' sojourn at University, 331-40; V, influences following fall of, i, 2, 55; scholarships for descendents of Confederate soldiers, 167; memorial tablets, 321 ; reunion of veterans at university, 348-9; son of a vet- eran, 415-17. Confucius, Sons of, IV, 123. Conrad, III, Tucker, 289; IV, Holmes, 196; V, 322. Convention of 1776, I, 24. Conway, I, Thomas, 256; II, Ed- win, 226, 325 ; see also Appendix B.; Sarah, 190; V, Moncure D., 39- Cooke, M. T., V, 299. Coolidge, I, Joseph, 274-5; H, 219.; V, A. C., 40, 170. Coombs, IV, 149. Cooper, Thomas, I, Jefferson writes to, 101 ; observations on educa- tional plan, 133; antecedents of, 195-8; fight against, 200-206; II, elected first professor of law, 26. Coordinate College, V, 86-103. Coordinate Education, IV, 63-68; V, 86-103. Coplestone, Bishop, I, 358. Corcoran, W. W., Ill, 353, 363, 381; IV, 250; V, 232. Corks and Curls, IV, 75, 79, 83, 100; V, 240, 399. Cornell University, III, 255; IV, 352; V, 81, 137, 241, 306. Correa, Abbe, I, 200, 202, 347-8. Cosby, William, I, 272. Costa, de la, I, 99. Costello, V, 280. Courtenay, Edward H., Ill, syl- labus, '38; professor of math- ematics, 77; chairman, 189; IV, capacity as a teacher, 27; V, in- fluence on school of Mathematics, 136; his portrait, 231. Cowling, Miss, V, 382, 385. Cox, Joseph E., Ill, epitaph, 288. Craddock, V, 74. Craft, Jacob, I, 259. Craigie, I, 360. Crane, III, Colonel, 280; V, 444 INDEX Charles R., 320, 326. Crawford, IV, J. P., 153; V, Charles B., 299. Crenshaw, Lewis D., V, recorder and alumni secretary, 336-7; functions, 337; his appointment as publicity agent for class • of 1908, 342; his part in reunion of I9I3> 342-3 5 organizes classes, 349 ; local adjutant of Intercol- legiate Intelligence Bureau, 3-76; head of University of Virginia Bureau, 378-381 ; aids in organ- izing Base Hospital No. 41, -381- 2. Culbreth, D. M. R., Ill, preface, 94, 361; IV, 6, 31, 34, 55, 88, 90, 103, 141, 189; V, 138-9, 359. Culver Military Academy, V, 409. Curriculum System, II, its influ- ence, 72, 73. Currie, Ellyson, I, 174. Curry, J. L. M., V, 44, 45, 46-47, 232, 324-5- Gushing, Caleb, III, suggested for University Presidency, 32; V, n. Custer, General, III, 333. Dabney, IV, Charles W., 94; V, 38; III, Richard H., 64, 218, 381; IV, 67, 82, 203-5; V, 29, 90; III, Robert L., 166, 218, 227; Vir- ginius, i 53> 71- D'lvernois, I, the Geneva Col- lege, 61-3. Dixon, Henry, II, 295. Dobie, A. M., V, 172-3, 368, 396. Doddridge, Philip, I, friend of the University, 290, 305. Dodge, W. E., IV, 362. Doggett, Bishop, II, 376; III, 220. Dold, Dr. William, V, he describes the reunion barbecue, 347. Downing, H. H., V, member of Board of Visitors, 34. Draffin, Thomas, I, 178, 258. Drake, James, V, '361. Drewry, III, Soldier in Southern Guard, 266, V, W. F., 74. Drinking, II, in dormitories, 279- 80; mint sling, 281; in taverns, 284-91 ; students' wine parties in the thirties, 286; III, in the fif- ties, 163; IV, after 1865, 108, 117. Drury, Rev. Henry, I, 369-70. Dubose, W. P., Ill, 139, 140, 169; IV, 319- Dudley, Bishop Thomas U., Ill, 140, 164. Duels, II, 295-8; III, 172; IV, 109. Duke, I, subscription to Central College, 177; Richard (not Alex- ander) 276 (see III, preface) ; II, James, 317; III, Colonel R. T. W., teacher, 231; secretary of Board of Visitors, 198; com- mands Albemarle Rifles, 270; IV, an incorporator of General Alumni Association, 1872, 202; gives books to library, 319; I, Judge R. T. W. Jr., 276; III, preface, • 91, 92; IV, magazine medalist, 82 ; recollections of University life, 104-5, "6, 119; member of Alumni Executive Committee, 365; V, trustee of ath- letic-alumni fund, 353; William R, 347- Dunglison, Robley, I, 334, 371; II, 9-12, 13, 33, 35, 114, 171-3, 240- 6; upholds Uniform Law, 249; sells books to library, 193 ; pro- poses a magazine, 346; his house, 381; III, popularity, 76; chair- man of Faculty, 188-9; IV, his portrait, 322. Dunkum, II, 257. Dunlop, James, III, 323. Dunn, John Jr., V, 419-21. Dunnington, Professor F. P., I, preface; III, professor in School of Analyt. and Agricultural Chemistry, 360; his course for students of agriculture, 368; IV, lectures on pharmacy, 8; favors the admission of women, 67; his medical course, 298; V, success of his pupils, 146. Dunscomb, I, 178. Du Pont, I, 31, 63, 348; IV, 82; V, 146. Dwight, Timothy, I, 331. Dyke, The, IV, 119-123. Eager, Professor, V, 172-3. Eardman, III, 19. Echols, Edward, IV, 365. Echols, W. H., Ill, preface, 274; 446 INDEX IV, 18, 67, 154, 187, 224; part in Great Fire, 254-9, 262; res- toration committee, 266, 271 ; head of the School of Math- ematics, 285 ; his law building resolution, 290; disapproves of new colors for University, 327 ; V, opposes establishment of co- ordinate college, 90; work in his school, 137; refers to Honor System, 256; member of reform- ing athletic committee, 293 ; mem- ber of Committee on National Service, 362 Economics, School of, V, 131-2, 369- Edgar, Professor Graham, V, 190. Edgehill, I, 106, in. Edgewood, I, 155. Edinburgh, I, Gilmer visits, 362, 364-6. Edmunds, John R., Ill, 197, 200. Education, I, Jefferson's views of, 45-49; bill of 1779, 65-72; schemes of popular, 72-82 ; meas- ures adopted for, 82-94; Jef- ferson's, refers to condition of, in Virginia, 84; V, school of, 198-211. Edward, Georg, V, 357. Eggleston, Joseph E., V, 203, 211- 12. Elective System, I, 330-1 ; II, 97- 98 ; proposal to introduce at Har- vard University, 244-50; at Brown, 251-4; at Massachusetts Institute of Technology, 254. Eli Banana Society, IV, 97-99; 338- 340; V, 277, 291. Eliot, Charles W., Ill, 249, 250; V, 170. Elks Benevolent and Protective Or- der, V, '384. Ellett, Charles, III, plan for water works, 20. Elliott, III, 266; IV, 198; V, 299. Ellis, Thomas H., I, 157; III, 25- 6, 200. Emmet, J. Duncan, IV, 165. Emmet, John P., II, 15-17, 52, 57; projected botanical garden, 100; his course, 107; disapproves of military company, 124; serves as chairman, 188; attacked by stu- dents, 299, 301 ; his house leaks, 381 ; fire in house of, 385. Emory and Henry College, V, 241. Endowment Fund, General, V, its origin, 321 ; appointment of trus- tees, 322-24; President Alder- man's part in raising, 324-26. Endowment Funds, special, V, 328. Engineering, School of, III, 48-9; IV, after 1865, 16-19; after 1895, 299-301; V, after 1904, 192-8; during World War, 369. See Civil Engineering. English, School of, I, Jefferson's preference, 30; II, neglected at first, 92-95 ; III, interest in, aroused, 378-381 ; IV, reorgan- ized, 284; instruction in speaking attached to, 335; V, attendance during World War, 369. English Language, School of, III, 380; IV, 284. English Literature, School of, III, 380; V, 118-19, 128-30, 369. Enquirer, The Richmond, I, 253; II, 19-20; III, preface, 348; IV, 102. Entrance Requirements, IV, 382-3 ; V, 105, 107-8. See Examinations. Epidemics, II, 1829, 237-46; III, 1857-8, 148-50; IV, 1875, 175- Episcopal High School, IV, 138, 142, 221, 224-5, 3545 V, 282. Eppes, I, member of Congress, 175. Estes, I, Triplett, 114, 118-9, *39I II, 198; I, William, 283; IV, Z. N., 348. Everett, I, Charles, in, 178; III, Edward, no, 177, 249, 271. Ewell, II, 221. Examinations, II, previous to 1842, 132-4; III, Honor System applied to, 52-61 ; entrance, 382-3 ; Eng- lish, 384; IV, in Medical School, 294; V, 106, 107. See Entrance Requirements. Exchange Lectures, V, 221, 223-4. Expenses of Students, II, 251; III, 178-82; iv, 69-75; 327-28; v, 260-7. Experimental Farm, III, 365-7, 372. Extension Lectures, V, character of, 216-17; the lecturers, 218-19; bu- reau, 220; its work in 1918, 221; exchange professors, 222-3. INDEX 447 Eyster, J. A. E., V, 190. Ezekiel, V, 319-20. Faculty, The, II, 46-8, 139, 142, 191, 204; approves early rising ordinance, 214; enforces Uniform Law, 248; permits balls, 254; dis- turbed by students, 266-76 ; curbs Keller, 286; threatens to resign, 299 ; contest with military com- pany, 303 ; precautions against fire, 384-5; HI, 9, 30, 42, 54, 57, 61, 64, 112-18, 121 ; interested in building parsonage, 144; author- izes a gymnasium, 150-1; disap- proves of fraternities, 167; sug- gests organization of alumni, 199 ; represses political spirit of stu- dents, 256; attitude at beginning of the war, 1861, 262; opposes closing the University, 314; meetings, 316; energy after 1864- 5> 345"5°! recognizes need of new scientific studies, 357; attitude toward Miller Fund, '366; at- titude towards changes in de- grees, 388-403; IV, 15, 44, 63-68, 71, 89, 109, 130, 158, 176, 186, 232-6; part in financial history of University after 1865, 24°- 51 ; action of, after Great Fire, 265-70, 272-4; scheme of examina- tions recommended by, 282; plan for medical course, 293 ; for scholarships, 1897, 304; for de- grees, 308-14; powers of minor faculties, 315-17; condemns Eli Banana, 338-9; relations with public schools, 371 ; plan for can- vassing for students, '324; V, does not, in 1865, favor establishment of Presidency, 14; its attitude in 1897, 26, 27; drafts plan of government for University, 31, 32; denies unprosperous condi- tion of the University, 37; meet- ings of, during the Presidency, 77; view of entrance require- ments, 108 ; rule adopted by, for the degree of Master of Arts, 159; members of, deliver exten- sion lectures, 218; teach Sunday schools, 249; could inflict punish- ment, 258; adopts athletic regula- tions, 296; favors athletic con- ference, 302; discusses the ques- tion of military instructions, 361 ; condemns pacifism, 365. Fairfax, II, 68; III, 169, 266, 292. Fanning, V, 384. Farmers' Bank, I, new charter, 307- Farmington, I, 36, 106. Farrar, E. H., IV, 82. Faulkner, IV, Charles J., 212; V, 322; J. B., 317; V, William H., 125, 376. Faunce, President, V, 91. Fauntleroy, V, 257. Fauquier, Governor, I, 29. Fawcett (not Fawsett), George D., IV, 125, 162-5. Fayerweather, IV, Fund, 150, 270; gymnasium, 151; V, 292, 309-10. See Athletics, Gymnasium, Gen- eral Athletic Association. Federalist Party, I, 12. Fees, II, payments of, at the begin- ning to professors, 180-4; IH> 178-9; surplus, 186; during war of 1861-5, 324 J f°r new scientific schools after war, 358; IV, 1872- 9S» 69-70, 327 ; V, 260-2. Fellowships, IV, 22, 303, 307; V, 167-170. See Scholarships. Fergusson, IV, 137. Ferron, II, fencing master, 122, 335; teaches French, 340; danc- ing and boxing, 320-1. Ficklen, II, 341 ; III, 127. Field, III, soldier in Southern Guard, 266. Finances, III, 1825-60, 183-7; IVi 1865-95, 240-251; at time of Fire, 270, 273; 1896-1904, 373-6; v, 327-333- Finch, IV, 257. Fires, I, Jefferson's precautions against, 180; II, early apprehen- sions of, 384; III, conflagrations on Lawn, 122; IV, in 1886, 193; the Great Fire, 252-65. Fischerz, III, 37. Fishback, III, 222. Fishburne, John W., V, 66. Fitch, F. D., Ill, 15. See Taverns. Fitz-Hugh, Thomas, I, preface; IV, 283 ; V, 120. Flag Poles, V. Fleet, IV, A. F., 84; V, Henry, 408; William A., 361, 408-411. 448 INDEX Fleming, III, 78, 222; soldier in Southern Guard, 266. Fletcher, J. D., IV, 156-7. Flippin (not Flippen), Professor, IV, 298; V, 178, 190, 382. Flood, Henry D., V, 73, 355. Florida, V, 79. Floyd, John B., II, 194. Fluvanna County, I, 176 Foch, Marshal, V, 391. Folkes or Fowlkes, III, 338; V, 166. Folklore Society, V, 129. Fontaine, W. M., Ill, appoiated professor, 364; IV, opposed to admission of women, 67 ; V, re- tires, 147. Football, III, 154; IV, 140-5, 349; v, 303-5- Forbes, I, 115, 367. Forestry, School of, V, 149, 369. Forrest, III, Douglas, in, 140; V, Rev. William M., 134, 218, 252. Fort Sumter, III, bombardment, no. Fortier, Alcee, IV, man of letters, 215; V, at Poe celebration, 357. Foushee, II, 285; IV, 254. Fowlkes, see Folkes. France, V, 377, 378, 381, 389, '395, 397-407, 409, 412, 413-17- Fraternities, II, Gamma Pi Delta, 1836, 361; III, previous to 1861, 166; after 1865, 95-6; IV, sup- pers of, 115-7; chapters after I895, 335-8; V, after 1904, 273; number of members, 273 ; houses, 275-6; standing in classes, 276; dances, 291. Fredericksburg, II, 4, 5, 61, 63; HI, 236; IV, 166. French, III, member of Southern Guard, 266; IV, Seth B., 167. Fry's Spring, V, 311. Fuel, II, 210-11; III, 181. Fuller, III, Bartholomew, 231 ; V, W. W., 175, 323, 408. Fulton, Robert, I, 34, 147. Funds, see Endowment Funds. Funsten (not Funston) Bishop, IV, 216. Gaines, I, preface; III, Richard, 65- Galladet, V, 245. Gallaher, John A., Ill, 220. Gait, IV, Alexander, 190; III, William R., 237. Gambling, II, 220, 276-9. Games II, loo and cards, 277-9. Garber, HI, 221. Garden, Hugh R., IV, 95. Gardens, II, 99, 230, 387-8; V, 3*7-19- Garland Bill, I. authorizes dis~ trict colleges, 320. Garland, David, I, 174. Garner, Mrs., I, sells land to University, 240. Garnett, IV, A. S., 208; III, James M., 139, 167, 197, 237, 266, 380; IV, 58, 67, 95; Appendix B; III, M. R. H., 203. Garrett, Alexander, I, 119, 121-2, 126, 150, 172, 190; recollections of Rockfish Gap Commission, 218; treasurer and bursar, 237- 8 ; impressions of University contractors, 253; II, 64, 198; opinion of Keller, 285 ; distrib- utes temperance pamphlets, 289; III, predicts number of students, 6. Garth, I, 177-8; II, 190. Gary, Hampson, V, foreign minis- ter, -355. Gas, III, 21 ; IV, 194. Gateways of University, V, 316. General Alumni Association, IV, name of Society of Alumni changed to, 362; more thoroughly organized, 363-5; number of chapters, 365; hall, 366; V, the endowment fund, 321-3 ; number of chapters, 333; scholarships, 334; officers, 336; secretary ap- pointed, 336; his functions, 337; purposes of an endowment, 339.; reunions, 339-48; Confederate re- union, 348-9; colonnade club, 350- 4; distinguished alumni, 354-60. See Society of Alumni. General Assembly, I, 75, 83, 93, 108, 117, 138, 183; imposes con- ditions on Rockfish Gap Commis- sion, 2ii ; incorporates the Uni- versity, 235; annuity from, 288; authorizes loans, 292, 297 ; sen- timent in, touching removal of William and Mary College, 308- INDEX 449 21 ; II, 38-40, 78, 314; III, re- port of investigating committee, 1845, 6; authorizes loan for water-works, 19; admits State students, 10, 13; allows more pro- fessorships, 51; refuses to pass University prohibition act, 112; view of riot of 1845, 118; in- vestigating committee of, 123 ; farmers in, 224; increases in- come of University, 1864, 318; receives land fund, 365; abro- gates tuition fees, 1875, 383 ; IV, 48, 192, 195, 236; action on Uni- versity debts and annuity, 240- 50; authorizes loan after Great Fire, 273 ; i appropriation for heating, 281; for hospital, 296; annuity after 1896, 373-6; V, favors establishment of Presi- dency, 13; action of, relating to coordinate college, 99; feel- ing in, about coordinate educa- tion, 101, 102; reestablishes Geological Survey, 148 ; appro- priates money for law building, 174; appropriates money for hospital, 189; for summer school, 214; creates loan fund, 270; authorizes bond issue, 331; reduces fees of Virginia stu- dents, 334; appoints alumni judges, 355. General Athletic Association, IV, 154-760; takes over College Topics, 54; societies offer to help, 93 ; the ribbon societies' influence in, 340; obtains a field for games, 344; foreign coach- ing, 345-8; games, 349; ar- rangement for hall, 366; V, changes rules for College Topics, 239; ribbon societies still influ- ential in, 278 ; new charter ob- tained, 301 ; financial condition, 302 ; agreement with alumni as- sociation to build hall, 352-3 ; joint fund divided, 353. See Athletics, Baseball, Football, Track Meets. General Education Board, V, 199, 201, 204, 325. Genet, companion of McConnell, V, 406. Geneva College, I, 60-3. Geology, School of, V, 147-8. George Washington University, V, 356. Georgetown College or University, IV, 143; V, 297, 305-6. Georgia, II. Students from, 7? ; III, 5; IV, 61; V, 79; Univer- sity of, 25, 143. Gerry, Elbridge, I, 18. Gibbs, the architect, I, 40. Gildersleeve, Basil L., II, 150; III, 37, 85-8, 104, 310; profes- sorship during the war, 315; Confederate officer, 343 ; Col- onel McCabe's impression of, 352; IV, 187; V, testifies in favor of Professor Boeck, 139; lectures on Barbour-Page Foundation, 170; his portrait, 231. Giles, I, William B, 14, 334; II, 14; III, 232; V, Professor, 148. Gill, III, 19. Gillespie, III, 179. Gillies, II, 253. Gilmer, Francis W., I, 195, 200; selected for the English Mission, 342; character and career, 343- 356; II, 25; offered law profes- sorship, 26, 27, 29; collects first library, 38-42; his books offered to University, 192 ; V, refers to his nomination as President of the University, 4; his portrait, 231. Gilmer, Thomas W., I, 112; II, 69-70; III, 201. Gilmore, Professor, IV, 4, 5, 67, 288; V, 231. Girardin, I, 117. Glass, IV, E. C., inaugurates School of Methods, 369; V, 203, 211 ; IV, Carter, visitor, 317; V, supports Colonel Miles, 34. Glazebrook, Rev. Otis A., IV, 178, 181. Glover, John A., Ill, killed, 125-6. Godby, Captain, II, 10. Goggin, III, soldier in Southern Guard, 266. Gold Mine, I, in Buckingham County, 174. Golf Club, IV, 357; V, 313. Gooch, II, 257; V, 361. Goode, John, IV, 106. 450 INDEX Goodnow, I, presents a skeleton, 269. Goodrich, III, 134, 230. Goodwin, Professor, W. H., V, 190, 381-7. Gordon, Armistead C., Ill, pref- ace; IV, contributor to maga- zine, 82 ; one of the founders of the Eli Banana Society, 97; visitor, 197; man of letters, 215; attends first Faculty meeting after Great Fire, 265 ; member of building committee, 271 ; de- livers poem at inauguration of new buildings, 279-280; chosen rector the first time, 317; of ex- ecutive committee of General Alumni Association, 365 ; V, re- calls conditions in 1894, 19; sug- gests appointment of a commit- tee to consider the advisability of electing a President, 20; signs majority report, 20; influences in his life, 69-71 ; services as rector, 71-73 ; convictions about coordinate college, 90; receives letter about proposed college, 102; his portrait, 231; member of charter committee, 322 ; toast- master at Confederate alumni banquet, 349; later literary works, 358-60; suggests motto for fagade of academic building, 359; applies as rector for army officer, 361. Gordon, IV, Basil B., 197; Douglas H., 53; James L., 82, 215, 231; Mason, 196. Gordon, William Fitzhugh, I, pref- ace, 112, 148, 177; supports bill for establishing a University, 226; assists in securing site at Charlottesville, 231; activity in advocating appropriations, 290; urges loan, 304; II, speech in welcoming Lafayette, 330; V, 69. Gorman, John, I, stone-cutter, 254, 281. Gort, Viscount, V, 410. Gough, III, temperance speech, 132- Governors, III, among the Alumni, 222. Gowan and Marx, I, bankers in London, 358. Graduate Department, V, 115-117; number of students in, 117; where their degrees were ob- tained, 1 1 8. Grady, Henry W., IV, 129, 216; V, 232. Graham, J. McD., Ill, no. Cranberry, J. C., Ill, 140, 143. Grasty, Professor, V, 148-9. Graves, Charles A., I, preface; II, 156; monograph on Martin Dawson, 390; IV, elected pro- fessor in University School of Law, 288 ; V, disapproves of coordinate college, 90; arrange- ment of his course for 1917-18, 172; reference to, 173; speaks before Washington Society, 242 ; recommends a duty code, 258. Gray, II, John, 6; career as hotel- keeper, 227; Mrs. John, 215 j 227-8 ; her cherry-tree cut down, 272; a ball at her hotel, 324; estimates profits on hotel, 237; W. F., 142. Greek, School of, II, under Long and Harrison, 81-7; III, Gilder- sleeve -appointed professor in, 37; course, 1866-7, 377! IV, after 1897, 281; V, after 1904, 121-123. Green, I, Chancellor, aids Univer- sity scheme, 231; III, soldier of Southern Guard, 266; IV, Dr. B. W., 320; V, 168, 226, 229, 329J IV, Dr. E. H., 207; James B., 288. Greenlee, James L., Ill, 32-3. Greenway, Addison, IV, 145; V, Appendix B. Greenwood, II, tavern near, 315; IV, Dinwiddie School at, 221. Gregory, Thomas W., V, attorney- general, 355. Gresham, IV, 288. Gretter, II, final orator, 142. Griffin, I, 299. Griffith, Dr. R. E., II, 114, 175. Grigsby, Hugh B., Ill, 230. Grimme, Christopher, II, 341. Gross, Dr. II, invited to professor- ship, I75. Grosvenor, V, 284. Gwathmey, Dr. Lomax, V, 385. INDEX 451 Gymnasium, I, reference in Rock- fish Gap report to gymnastics, 224; the wings of the Rotunda, 269; II, 337-9; Ponci, 340-1; Grimme, 341 ; III, D'Alfonce sets up private gymnasium, 151; his methods, 153; IV, returns after war, 145-6; amateurs, 147; Squibb, 148-9 ; instructors, 149 ; Fayerweather, 150-2; prizes, 355; scholarship, 356; V, after 1904, 309-10. Hacks, II, used by students, 62. Hadley, V, 223. Hale, I, 12. Hall-Quest, Professor, V, 209, 242. Ham, V, in France, 405. Hamer, II, in duel, 296. Hammett, Rev. M, II, 302, 374, •376. Hamner, W. W., IV, 71. Hampden-Sidney College, I, 28. 53, 84, 289, 299, 334; IV, 24, 25; V, 241, 281. Hanckel, L. J., IV, 365. Hancock, Charles, V, 198, 364, 367- Hanover, I, presbytery, 22; IV, academy, 221. Harmon, Daniel, IV, 277; V, 30, 34, 73, 165. Harnsberger, J. S., IV, 84. Harper, IV, Frederick, president of Gen. Athletic Association, '575 V, obtains fund for Hospi- tal No. 41 during World War, 384; III, Brothers, gift of books to library, 277-8. Harper's Ferry, III, the march to, in 1861, 275-84; V, 349. Harris, I. John, 118; III, H. H., 139, 220; IV, Joel .Chandler, 331; V, 223, 281; III, W. L.; IV, W. O., 76. Harrison, I, Benjamin, 41; III, Carter H., 289; Rev. Dabney C., *39, !43, 288-90; III, Edmund, 220; V, Fairfax, 271; I. Dr. George Tucker, preface; II, 8$, V, 225; IV, James A., 152, 2ij, 266, 284, 320, 329-30, 332-3, '<;$., 381; V, 124-5, 227, 358; IV, James F., 6, 195; James P., 365; II, Jesse Burton, 151; III, Mat- thew, 63; IV, Randolph, 127; III, Robert L., 323. Harrison, Gessner, II, 84-9; 152-5; 161, 196; 323; resents disorder among students, 293-4; enter- tained by his students, 323; III, origin of his given name, pref- ace; letter about School of Athens, 25-6 ; recommendations for history and literature chair, 31-2; assistant allowed him, 35; ms chair of Ancient Languages divided, 36; influence as teacher, 95,' receives all the fees of his chair, 98; his Sunday school for slaves, 137; chairman, 189; pioneer in Southern classical scholarship, 242-3; V, letter to, about Presidency from George Tucker, 13; his portrait, 231. Harvard College and University I, 16, 33; II, 97) I3g; in, 4-6, 120, 138, 182; how far influenced by the University of Virginia, 245-5o; alumni of, in War of Secession, 285; IV, awards prize to Dr. W. C. Dabney, 39; price of board at, in i%76, 72; games with teams of, 139, i4S> 349-52; representatives in Congress, 212; V, usefulness of office of Presi- dent to, 12; represented at in- auguration of President Alder- man, 40; its students, 81 ; its relations wfth its Coordinate College, 91; with the University of Virginia observatory, 143 • percentage of candidates for de- grees at, 163; its law journal 177; its coaching experts, 299- game of football with team of, 304-5; baseball, 306; social club at, 35i; its alumni in Congress, 354- Harvie, I, 87. Harwood, John, I, 57*. Haskell, W. T., Ill, 169, 300. Hatch, Rev. F. W., II, 37I-2. Hatton, Goodrich, V 71 Havre, V, 389. Haworth, C. D., Ill, I$. Headmasters, IV, 218-30 Health, II, 237-246; III, 148-50: _,IV. 175-7- Heating, V, 319. Heatwole, I, preface. 452 INDEX Heck, William H., V, 201, 204-9, 217, 219. Hedges, Professor, IV, 297; V, 190. Henderson, II, Archibald ST., 214, 246; V, Professor Archibald, 221; III, Leonard A., 305. Henneman, I, preface; IV, 82. Henningsen, III, 280. Henry, II, Joseph, 164; Patrick, 353-4; III, William W., 64, 221. Herbert, Hilary A. (not R.), Ill, 168, 222; V, 321. Herndon, Dr. Cumberland, V, 165, Herron, I, 259, 260, 284. Hertz Library, IV, 54, 319; V, 120, 225. Herve, II, 160. Heterick, III, 229. Hiden, Rev. J. C., Ill, 220. Higginson, H. L., V, 327. Higgs, Captain, III, 339. Hildebrand, IV, succeeds D'Al- fonce, 146. Hill, I, 90; III, 266. Hilliard, William, II, 40, 190-1, 194. Hinton, III, 266. History and Literature, School of, III, 30, 33-4, 63, 88-9, 378; IV, name of, changed, 286-7, 381; V, course of study in School of History after 1904, 131. Hitchcock, John S., IV, 149. Hogan, III, 229. Hoge, III, Moses D., 136; Samuel D., 230. Holcombe, III, James P., 47-8; life and character, 71-3 ; views on secession, 262 ; suggests the name "Sons of Liberty," 265 ; announces the secession of Vir- ginia, 276 ; member of Confeder- ate Congress, 344; Thomas B., 105. Holidays, IV, in 1895, 324-5. See Christmas. Holladay, Professor, IV, 300. Holliday, III, Governor, 222; IV, 129, 319; III, Waller, 139. Holmes, Geo. Frederick, III, 33, 88-9, 109, 315-16; Southern in feeling, 343 ; complains of stu- dents' ignorance of English, 379 ; IV, 90, 116, 186; correspbnds with B. J. Barbour, 200; his books bought for library, 320; V, his portrait, 231. Holmes, I, Hugh, 211-12; Judge, 350; III, W. C., 326. Holt, III, 221. Homer, Statue of, V. 320. Honor System, III, introduction, 52-61; IV, after War of Seces- sion, 170-5; V, 247, 254-60. Honors in World War, V, 394-97. See Decorations. Hoomes, I, 231. Hopkinson, I, 12. Homer, IV, Bishop, 216; School, 221. Horse Races, III, 161. Hospital, I, Jefferson's view of 224; II, in the beginning. 106-7; IV, in Charlottesville, 10-13; movement for, after 1895, 293, 295 ; partly constructed, 296 ; de- signed, 297; V, after 1904, 187-9. Hot Feet Society, IV, 34^; V, 283. Hotel-keepers, II, 209; the first chosen, 216-229; the fare sup- plied by, 230-235; IV, keepers between 1850-1865, 71. Hotels, I, 252, 287; II, 222, 240. Houdon, I, 35. Hough, Professor Theodore, V, 190, 382. Houston, Samuel, III, 133. Hove, II, 223. Howard, II, Dr. Henry, 175; III, 44, 57, 316; IV, !86; McHenry, 266; II, N. P., 171; HI, 66. Hoxton, IV, 225 ; V, 141. Hubard, II, 68. Hubbard, R. W., Ill, 222. Hughes, I, 177; IV, R. M., 82; R. W., 196; III, Thomas, 228. Humphrey, A. P., IV, 91; V, 322, 323, 327- Humphreys, III, Milton W., 177- IV, 67, 284; W. J., 298. Hundley, V, 126, 133. Hunter, III, Soldier of Southern Guard, 266; IV, James W., Jr., 216. Hunter, R. M. T., I, 290; III, 32, 197, 222, 223 ; member of Society of Alumni, 200; Chairman of alumni committee, 202; in Con- federate Congress, 223; IV, INDEX 453 alumni orator, 91, 129; V, rec- ommends Caleb Gushing for President of the University, n. Huntington, E. C., IV, 149. Hunton, IV, Eppa Jr., 317; V, 34, 73, 90, 322-3 ; IV, General Eppa, 212, 319. Hutter, Captain, III, 266. Hutton, III, 269. Hyde, Forrest, V, 133, 367. Hydraulic Mills, I, 258. Hygiene, School of, IV, 16, 297. Illinois, V, University of, 222; alumni from, in Congress, 355. Indiana, V, 355. Indians, I, 107-8. Infirmary, III, 44, 45. Influenza, V, 392. Irby, J. R. McD., IV, 52. Irvine, R. Tate, IV, 317; V, 34, 67-69. Jackson, I, John G., 211, 212, 215; III, Howell, 222; V, Lieut., H. T., 385; General Stonewall, 79, 218, 307; II, W. M., 376-7- James, V, Edward W., 226, 232, 328; Arthur Curtis, 229. James River, I, 259. Jameson, Thomas, I, 121, 123. Janitors, II, 56-58, 212-13. Japan, V, 222. Jefferies, William, IVk hotel- keeper, 71. Jefferson Medical College, II, 172; IV, 34! V, 356- Jefferson, Peter, I, 106-7; HI, X97- Jefferson Society, II, 355-95 HI, 102, 162; celebrations and elec- tions in, 170-1 ; proposed re- moval to projected wing of An- nex, 174; Poe a member of, 214; IV, 75-6, 78, 85-6, 87-8; change in manner of electing debaters and orators, 91 ; additions to, in 1889, 92; new medal offered, 92; injured by athletic craze, 93; postbellum finals, 130; Wil- son a member of, 213; prizes, 333-4J v> after Z904. 240-44. Jefferson, Thomas, I, father of the University, 1-5; political prin- ciples, 6-17; religious views, 17- 27; love of science, 27-35; taste for architecture, 35-445 faith in education, 45-55 ; scheme for William and Mary College, 49- 54; relations with Quesnay, 55- 60; with College of Geneva, 60- 63 ; with Du Pont de Nemours, 63-4; bill of 1779, 65-72; letter to Peter Carr, 72-74; bill of 1817, 75-9; removal of William and Mary College, 80-81 ; view of condition of education in Vir- ginia, 84; influence on public plan of education in 1816,87-90; bill of 1818 passed, 90-3; pref- erence for site of University, 95-102; visits of Indians known to, 108; describes Albemarle Society, 113; aids trustees of Al- bemarle Academy, 116; rela- tions with the academy, 120-31 ; seeks the erection of Central College, 132-9; foresight for col- lege, 139-42; eliminates the old board, 142-3 ; visitor of College, 143 ; urges Cabell to enter politi- cal life, 149; relations with Ca- bell, 152; chooses site for College, 167-8; objections to it, 169-70; mentions obstructions to subscriptions, 175 ; plan for buildings, 178-82 ; aid received in plan, 183-7; stakes off plat, 188 ; corner-stone laid in his presence, 189; first association with Wertenbaker, 190; makes contracts, 191-3; invites Cooper to become professor, 195-8; de- fends him, 200-205 ! bill for con- version of College into Univer- sity, 206-8; the Rockfish Gap Conference, 209-21 ; the report, 221-6; takes part in struggle for site, 227, 234-5 5 visitor of Uni- versity, 238; urges purchase of water-shed, 239-40; plan for University construction, 240-5 ; impression of his work, 245-8 ; superintends the building, 249; regards each pavilion as a sep- arate school, 251 ; imports Ital- ian workmen, 254-5; P'an for Rotunda, 260-2 ; uses of Rotunda, 263; his part in building Ro- tunda, 264-5; last visit to Uni- versity, 267; designs the Medi- cal Hall, 269; the observatory 454 INDEX also, 270-1 ; plan for water supply, 272 ; for gardens, 273 ; orders clock and bell, 274; rela- tions with proctor, 276 ; esti- mates cost of transporting the capitals, 280-1 ; circumvents the tinner, 281-2; estimates for buildings, 284-7 ! share in fight for appropriations, 287-88, 298- 308 ; opposes the removal of William and Mary College, 308-21 ; his system of education for the University, 321-334.; plans for filling the chairs, 334- 40; asks Cabell to visit England to procure professors, 341-2; his opinion of Gilmer, '346 ; receives message from Dr. Parr, 375; II, attacked by the press for choos- ing foreign professors, i ; solici- tous for comfort of new profes- sors, 3 ; receives Long, 8 ; anxiety for safety of delayed professors, 9-10; opinion which he held of them, 14; receives Emmet, 16; impression of George Tucker, 19-21 ; what he required in law professor, 24; turns to Gilmer, 29 ; opposes election of president, 30-1 ; solicitude about library, 36-41; member of University ex- ecutive committee, 45 ; his view of chairmanship, 46, 48 ; Uni- versity opens, 59, 60; deprecates holidays, 65 ; sanguine for the University, 71 ; opposition to un- dergraduate classes in ancient languages, 81-2; view of modern languages, 89-90; inattention to English studies, 92; liking for scientific studies, 96; gives his museum to the University, 99; the botanical garden, 99; his view of medical school, 106- 7; of military exercises, 116-8; of manual training, 125 ; of the embellishing arts, 126; of agri- cultural education, 127; favors lecture system, 128-9; view of degrees, 135-8; meets Gessner Harrison as a student, 154; view of professor's fees, 180-1; scheme for library, 186-90; anecdote about Gibbon edition, 190; be- queaths his books to University, 192; his view of the hotel-keep- ers, 216-7, 219; his code of disci- pline for the students, 258-62; its failure, 263-4; tightens the reins of government, 265 ; con- demns the riot of 1825, 299, 300; proposes a University court, 313; cordial relations with stu- dents, 318-19; visited by Lafay- ette, 329-31; view of athletics, 336-7; elected honorary member of Jefferson Society, 355 ; his view of sectarianism in a seat of learning 362-3 ; how far religion should be introduced into a Uni- versity, 363-9; relations with Dawson, 391-2; III, view of Honor System, 58; of secondary schools, 225, 272-4; influence on Ticknor and Harvard College, 244-50; sympathy of Faculty of 1861 for his political views^ 262-3 I his plans for the University, 382; reference to his view of degrees, 385; V, would perhaps have approved change to Presi- dency in 1904-5, 3 ; reasons for antagonism to office of President, 6; his bust decorated, 40; his administrative system compared with the ^ new, 66 ; reference to, 223-4; his picture presented by Mrs. Burke to University, 228, 232; his bust, 231; endowment fund in honor of his memory, 321; portrait in Paris, 379; his house in Paris, 381; University of Virginia loyal to principles of, 430. Jeffrey, Lord, I, receives Gilmer, 367- Jessup, W. K., V, 326. Jewish Organization, V, Menorah Club, 282. Johns Hopkins University, IV, 138-9, 142-5, 160; invitation from, to the University for ora- torical association, 334; games with, 349, 352; track meets, I9Q3, 354,' lacrosse, 357; V, a graduate of, 152; on the star roll, 192; exchange professor- ship, 222; track games with, 1*7-9- Johnson, Chapman, I, 91, 146, 154, INDEX 455 201, 227; appointed visitor of University, 236; active for ap- propriations, 290 ; opposes confis- cation of William and Mary College endowment, 317; en- courages Gilmer to resist his sickness, 354-5; II, 12, 44, 81-2, 150; does not favor Kraitsir, 161; recommends a hotel-keeper, 221; speaks to students, i82<;, 299; III, 74, 200; character and career, 194-6; V, letter, to, from Gilmer, 4; advocates office of President, 5 ; his portrait pre- sented, 231. See also Appendix B. Johnson, IV, General Bradley T., 321; III, Charles, 15; V, Chou- teau, 361, 402; I, Elizabeth, pref- ace; II, Daniel C., 296; V, Professor H. P., 130; Hammond, 299; III, Rev. John, no, 139, 220; IV, 288; V, 408; John E., 187; II, Doctor, no, 245, 277, 323 ; IV, Thomas, 244. Johnston, John W., Ill, 222. Jones, I, 192; IV, academy, 354; V, Charles P., 30, 34, 67; IV, Horace W., 202; III, Hilary P., 218; Rev. J. William, 139, 142. 172; IV, 181, 320, 359; III, James Alfred, 64, 221 ; IV, James D., 317; II, Meredith, 333; V, R. C., 150, 369; I, William, 211; V, William A., 355. Jordan, Prof. H. E., V, 190, 358. Journalism, IV, 287; V, 130. Joynes, Edward S., II, 167; III, 29i 3°) 35) 62; master of arts, 64; quotes the prevailing im- pression of the University's it- religion, 133; final orator, 166; impressioti of Frederick Cole- man, 240; IV, impression of Colonel William E. Peters, 32; III, W. J., 221. Judges, Higher Courts, III, before 1860, 221; IV, 2ii ; V, 355. Jusserand, Ambassador, IV, 322. Kane, Elisha Kent, III, 221. Kansas City, V, alumni chapter in, 333- Kastle, Joseph H., V, 144, 190. Kean, II, Andrew and John, 197; III, R. G. H., 221; IV, 198; V, Colonel Jefferson R., 395. Keats, John, I, the poet, 355-6. Keily, A. M., Ill, 222. Keith, III, 221. Keller, the confectioner, II, 268, 286-7, 292. Kelly, I, John, 118, 122, 143, 167- 8; V, 223; Joseph L., 355. Kemper, III, school of Delaware, 237 ; II, Governor, 129 ; III, W. B., I93. Kenmore School, IV, 221. Kennedy, the barber, II, 289. Kent, II, Chancellor, 26-7 ; III. Charles W., 380; IV, 67, 287; V, 30, 33; IV, Linden, 82; V, 232; III, Mrs. Linden, 380. Kentucky, I, 292 ; resolutions, 1798-9, 14; II, number of stu- dents from, 75 ; IV, number be- tween 1865-1895, 61 ; V, during Presidency, 79; University of, 241 ; alumni from, in Congress, 355- Kenyon College, III, 80. Kepner, Professor, V, 151-2, 219, 360. Kerr, V, 396. Keswick, I, in; II, 63. Key, Professor Thomas H., I, 205, 361-4, '367, 370; II. voyage and reception in Richmond, 9-13 ; ap.- pearance, 33 ; feud with Blaet- termann, 34, 198 ; leaves Virginia, 36; circumstances of his resig- nation, 144-5; books taken from library by, 204; resents students' violence, 299; lenient to student musicians, 334. Kimball, Prof. Fiske, I, preface; questions Jefferson's architec- tural indebtedness to Dr. Knox, 179; impression of the Univer- sity architecture, 246; V, elected professor of fine arts, 152; pre- vious career, 153; his course of instruction, 153. Kincaid, W. A., II, 310. Kincheloe, I, 13. King, I, 190; III, 221. Kinsolving, I, 177; IV, 216. Kirkpatrick, Rev. John, III, 231. Knight, David, I, 252. Knights of Columbus, V, 393. Knox, Rev. Samuel, I, 179, 194-;. 456 INDEX Koiner, Philip, I, waggoner, 250. Kossuth, Hungarian patriot, V, 138-9. Kraitsir, Prof. Charles, II, 160-2, 380; III, 37, 76, 131- Laboratories, III, 374; V, 185-6. Lacrosse, see Athletics. Lacy, III, 221, 230. Lafayette, II, 330-2; IV, 322; V, 40. Lafayette College, IV, -350. Lafayette Escadrille, V, 395, 402, 404-5. Lafferty, J. J., Ill, 222; V, 356. Lamb, III, James C., 71; IV, 82, 162, 165; William, 107-8. Lambda Pi Society, V, 287. Lambeth, Dr. William A., I, pref- ace ; impression of Jefferson's taste as an architect, 245 ; IV, instructor of physical culture, 149, 151; fire-brands from burn- ing Rotunda reach his house, 262 ; professor of hygiene, 297 ; athletic field named after, 344; views on coaching system, 347-8 ; professor of hygiene and materia medica, 355; V. member of re- forming athletic committee, 293; describes working of alumni coaching system, 300; describes politician in athletics, 301 ; mem- ber of national football commit- tee of seven, 303 ; value of his services, 312; comments on President's house, '315; trustee of athletic fund, 353. Lambeth Field, IV, 344, 354; V, 216, 285, 287, 309, 311. 313, 345, 386. Lancaster, I, Professor, preface ; IV, Rev. J. L., 181. Land, III, 221. Land Fund of Congress, III, 357-8, 364- Landis, III, 221. Langemarck, V, 409. Languages, School of, II, ancient, 1825-42, 80-9; III, assistant in, 35; divided, 36; II, jnodern, 1825-42, 80-1, 59-95; HI, 1850-9, 37-8 ; after war, 377 ; IV, re- organized, 284; V, 123-127; at- tendance during World War, 368. Lanier, Sidney, IV, 214; V, bust, 341. Lankford, Dr. Burnley, IV, 157. Lannigan, V, 311-12. Lanza, Gaetano, V, 140. Lapham, Jared S., V, 198. La Rochefoucauld, I, 98. Lassiter, Frank R., IV, 82. Latane, III, Bishop James, 220; John, 268. Latin, School of, III, established separately under Harrison, 36; Coleman takes charge of, 96; after 1868, 377; after 1897, 283; medal awarded in, 1903, 308; V, after 1904, 119-21; attendance during World War., 369. See Languages, Gessner Harrison, and William E. Peters. Latrobe, I, the architect. 43, 164, 179, 185-7; H, 63; HI, 165; II, John H. B., 63. Law, School and Department of, I, 17 ; subdivided, 325 ; text- books, 327; II, difficulty of secur- ing a professor, 24-28 ; Lomax, 31; previous to 1842, 101-5; ^ees at this time, 182; law court pro- posed, 313; III, 45-8; fees after 1842, 178; men trained in, be- fore 1861, 205-6; attendance dur- ing the war, 322-3 ; IV, status after 1865, 1-5; increase of fees, 69; distinguished graduates, 211-12; professors, 288; courses, 288-9, 290; new building sug- gested, 290; examinations and course, 291-2; V, 170-77; spe- cial students, 171 ; division of studies, 172; new building, 174; library, 174-5 ; number of stu- dents and degree, 175-6; journal, 176; clubs, 285-7. See John B. Minor, James P. Holcombe. Charles A. Graves, W. M. Lile, Raleigh C. Minor, and preface of volume III. Lawber, Edward, I, 258, 265, 211. Lay, Bishop H. C., Ill, 220. Leake, Shelton F., Ill, 126. L'Ecole de la Legion D'Honneur, V, 389- Lectures, system of, II, 128-32. INDEX 457 Lee, V, Cazanove G., 321 ; II, J- H., 355; IV, Fitzhugh, 129; III, Captain Robert E. Jr., 266, 284; General Robert E., 79, 232, 343; IV, 26, 51; V, 16, 44, 271, 3»i. Lefevre, V, Albert, 133; Georges and Yvonne, 393 ; IV, Walter S., 82, 92. Legare, Hugh L., I, 349. Leghorn, I, 265. Lego, I, 105, III. Lehigh College, IV, 350. Leigh, I, B. W., 145, 150, 354; Thomas W., '354. Leitch, II, Andrew, 257; I, James, in, 121, 123, 126; II, 333; I, William, 280. L'Engle, W. J., IV, 162. Leslie, John, I, 364-5. Levy, IV, Felix, 138, 142, 157, 344; Jefferson M., 280; V, 232. Lewis, I, Abraham, 106, 171 ; Colonel, 174; III, E. P. C., 222; D. P., 222; II, Howell 317; V, F. W., 74; Professor Ivey F. 152, 219, 369; III, John, 229; IV, John H.. 84; I, Meriwether, 122; N. H., 178; Nicholas, in, 121, 122; IV, Samuel, 196. Lewis and Clark, I, 3-3. Lexington, I, 62; attitude towards Central College, 206; competes for the University, 209, 216-221 ; advocates of, as university site, 227-8; II, stage route by, 135; IV, games of baseball in, 135; V, Lee's preference for, 17, golf tournament, 314. Library, II, first collection, 36-42; Jefferson's plans for, 186-7; contents and classification, 187- 190; Jefferson's gift to, 192; professors' opinion of, 193 ; ad- ditions, 195-6, librarians, 196- 201; rules, 201-204; III, between 1842-61, 101-6; IV, income of, 53; gifts to, 53; after Great Fire, 317-322; V, Hertz collec- tion, 225; gifts and bequests, 225-8 ; size, 228 ; money left to, 228 ; income, 229 ; libraries sup- plementary, 229 ; proportion of students taking out books, 229- 30; open at night, 230; art collections of, 231-2; during World War, 369. See William Wertenbaker, Frederick Page, John S. Patton. Licentiates, III, 96-7. Lights, II, 211-12. Ligon, III, 222. Lile, V, Minor C., 385; III, Pro- fessor William Minor, preface; IV, appointed professor, 5 ; op- poses admission of women, 67 ; member of construction com- mittee, and chairman, after Great Fire, 270-1 ; gives track trophy, 353; V, suggested for •the Presidency, 37; recom- mends that conditioned students should be barred, 171 ; arrange- ment of his course in 1917-18, 172; granted leave of absence, 173 ; lectures on brief making, 173 ; refers to examinations for the bar by the Court of Appeals, 176; estimates cost of interior furnishings of law library, 174; address on Honor System, 257. Lincoln, President, III, 80, 270-1; V, 281. Lindsay, I, subscribes to Central College, 177; II, Livingstone, 295; IV, John, 5, 181. Lipop, V, 175. Literary Fund, I, 75, 85-6, 90, 92, I33» I3S| source of large income, 206-8 ; its disruption favored, 228 ; Jefferson's view of, 289, 294-5 ; unappropriated income of, 292; loan obtained from, 293, 297; conditioned, 1820-1, 296; hostility to, 302. Lloyd, IV, 216. Lockington, the bookseller, II, 39. Lockwood, Geo. W., V, 336. Locust Dale Academy, IV, 221. Lorn ax, John T., I, 146, 333 ; II, ap- pointed law professor, 31-2; ap- pearance and character, 34; Faculty meets at his house, 52; condemns neglect of English studies, 93; his course, 102-5; resigns, 169; at a ball, 323; III, serves as chairman, 188. London, III, Daniel H., as; II, University of, 146; III, 73. Long, George, I, 205, 367-9; II, 3, 458 INDEX 4-8, 33-5; influence on his school, 82-4; resigns, 146-51; favors Jesse B. Harrison at first for his chair, 151-2; his references to Gessner Harrison, 154-6; re- sents violence of students, 263 ; favorable opinion of them, 264; II, Mrs. George Long, 6. Los Angeles, V, 333. Lottery, I, 124, 139, 178. Louisa County, I, 176; II, 197; III, 194. Louisiana, III, students from, after 1842, 5; IV, after i86<;, 6 1 ; V, after 1904, 80. Lounsbury, Professor, V, 170. Lovett, E. O., V, 356. Loyall, George, I, 290, 304; II, 44; V, 69. Lucas, D. B., HI, 221; IV, 21 5, 3*9- Luck, J. J., V, 137. Lupton, V, 320. Luxeuil, V, 402, 404. Lyall, Sir Charles, V, dio. Lynchburg, I, 177, 199; IV, boat race at, 163; aids in Great Fire, 263; boxing match in, 311; golf tournament, 314. Mabie, Hamilton W., IV, 216. Mackall, III, soldier in Southern Guard, 266. Mackaye, Percy, V, 423. Macon, Prof. W. D., V, 190. Maddox, see Maddock, appendix B. Madison, I, Bishop, 96, 145, '345; V, 3; II, Dolly, 44, 196; III, 102 ; V, 224. Madison Hall, IV, 152; V, 103-4, 215, 249-50, 285, -315; Notes, 239, 246. Madison, James, I, 16, 23, 41, 143, 177, 189; commissioner at Rock- fish Gap Conference, 210-1, 220; visitor, 236; receives letter from proctor, 277; with Jefferson chooses the law textbooks, 327; high opinion of Gilmer, 3157; II, 21, 24, 44, 119-20, 148, 156, 169, 172^: bequest to library, 196; ex- ptains epidemic of 1829, 243 ; disapproves of Uniform Law, 247; attends meeting of visitors at University, 1825, 299; visits University with Lafayette, 330; succeeds Jefferson as rector, 356; favors provision for religious services, 370; III, corresponds with Quincy, 247; the income from his library bequest, 102 ; V, school named in his honor, •327- . Magazine, II, The Museum, 346- 50, Chameleon, 351; Collegian, 352; III, Jefferson Monument, 106-7; tne University, 108-11; its attitude towards Secession, 259, 261, 264; IV, reestablished after War, 76-8 ; contents and medal, 80-2 ; prizes, 329 ; editors, 330; V, supervised by school of English, 233; contents, 234-5; esteem for, expressed by con- temporaries, 235-6; prizes, 237. Magdalen College, V, 409, 410. Magill, II, Professor, A. T., 18, 111-12; antecedents, 173; election and death, 174; his impression of the University, 184; B. F., 297; IV, Peter, society, 339. Maeruder, II. 68. Mallet, John W., Ill, 343, 359, 360; plan for experimental farm, 365; his work in connection with School of Agriculture, 368; IV, lectures on pharmacy, 8 ; career and Character, 33-4; portrait, 51 ; favors admission of women, 67; corresponds with B. J. Bar- bour, 200; of committee on land grant, 243 ; cost of his residence, 243 ; member of construction committee after Fire, 266; of hospital committee, 296; V, course of instruction, 144; his books presented to the library by his widow, 227; his portrait, 2^1 ; residence, ^19. Mallet, Robert, III, 360. Manahan, Professor, V, 209, 396. Manning, W. H., V, 314. Maphis, Professor, IV, 353 ; V, 208, 220. Marburv, V, 312. Marconing, V, 412. Marshall, III, Colonel Charles, 64, 221; V, Professor Harry J-. 190; III, Hunter H., 221; IV, H. INDEX 459 Snowden, 82; II, Isaac, 257; I, Chief Justice John, 16, 312; II, 20; IV, 322. Martin, IV, Henry, the janitor, 188-9, 254; V, Matthew S., 78; the jumper, 307; Dr. Rawly, 184; IV, Senator Thomas S., 197, 212; V, 355. Marx, the Banker, II, 40. Marye, J. L., IV, 196-8. Maryland, III, 5; IV, 61 ; V, 150, 175, 33'3- Mason, II, 68; I, A. T., 211; II, Edgar, 355; I, George, 67; III, James M., 12, 197; V, n; John Y., 197; IV, 22; V, Randolph, 415-17. Massachusetts Institute of Tech- nology, III, 254. Massie, IV, 71; V, 186; IV, N. H. 201-25 ; Robert, 142 ; III, Robert J., 311; Rodes, III. Master of Arts, Degree of, II, 140; III, 61-4, 388-91; McCabe's report, 392-4; report is adopted, 395; alumni oppose change in degree, 399; status, 1895, 402-3; IV, after 1895, 311-13; number of winners previous to 1904, •314; V, regulations relating to, 158-162; number of winners after 1904, 163. Mathematics, School of, II, pre- vious to 1842, 95-8; II, 80-1 ; III, 38-9, 73 ; in time of Courtenay, 77; Bledsoe, 79-81 ; Venable, 353 : IV, 16; Echols and Page, 285-6; V, number of students in, 118; history of, after 1904, 136-7. Matriculation, II, 75-80; V, 105-8. Matthews, II, 296; Captain William, 117-25, 338; III, H. M., 222. Maupin, II, Addison, 236; IV, 71; III, Socrates, 41, 64, 94-5, 237; chairman, 189; during the war, 315-16; aids in protecting the University, 1865, 332-5; borrows money to start it for session of 1865-6, 347; IV, 116, 195; skill in finance, 241. Maury, III, 266; IV, Mrs. Charles, 241 ; III, Dabney H., 222 ; I, Rev. Tames, 115; IV, James L., 24; III, John H., 284; I, Mat- thew, 115; III, Commodore M. F., 52, 374; IV, 241; I, Reuben, 177; Thomas W., 135. Maury School, I, 28. Maxwell, III, N. E., 221; II, William, 169; III, 40. Mayo, Rev. George, V, 248. McBryde, IV, 181; V, 38. McCabe, W. Gordon, I, preface; III, 242, 266, 277, 294; recollec- tions of Pegram, 307 ; his im- pressions of the students after 1865, 351-2; influence in altering the degrees, 392-7; IV, 35-7, 196, 215; his life, 221-4; on building committee after Fire, 271; his portrait presented, 322; aids in restoring library, 320; V, suggested for the office of Presi- dent of the University, 23 ; his 232. See Appendix B for cor- qualifications, 24; his portrait, rection of error. McCaleb, IV, 79. McCarty, III, 266. McClellan, V, 376. McClure, I, 148. McConnell, James R., V, 361 ; his career, 397-407. McCormick, IV, Cyrus, 152; V, Hall, 141; III, Leander J., 354. 375; V, 32; IV, Robert S., 213. McCoy, IV. 71, 240. McDonald Brothers, IV, 270, 274-5. McEmery, III, 221-2. McGowan, IV, 165. McGuffev, Rev. William H., II, 176; III, 90, 91, 109, 142; favors total abstinence, 132-3; influence of, 135; his lectures and faculty attendance during war, '315-16; sympathy with South, 343 ; IV, 186; V, his portrait, 231. McGuire. Ill, Rev. John P., 237, 291; IV, Professor T- P., 227-9; V. 232: IV, Murray M., 138, 144, 350; V, 90, 95-98; see also Appendix B; IV, Stuart, 82; V, 3<><>. McGuire school, IV, 82, 221. McHenry, II, 296. McIIhany, Rev. H. M., IV, 361-2; V. 245. Mcllwaine, I, Richard, 93 ; III, 220; V, 359; William B., 20. 460 INDEX Mclntire, Paul Goodloe, II, 330; V, establishes chair of Fine Arts, 152; presents an amphi- theatre, 314; presents a flag pole, 320. Mclver, Charles D., V, 47-48, 52. McKay, Angus, I, 258. McKennie, II, 184-5; HIi 15. McKergow, Professor, IV, 300. McKim, Rev. Haslett, IV, 320; V, 135, 228. McKim, Rev. Randolph H., Ill, 140, 221 ; soldier of Southern Guard, 266; flag episode, 267; his comment on University spirit in 1861, 275; his comment on spirit of Confederate soldiers, 286; invited to University pul- pit, 359; V, at inaugural of President, 40; his portrait, 232; writes biography of Lee, 359; his characterization of his alma mater, 426. McNair, Rev. W. I., IV, 361. McReynolds, J. C., V, Justice of Supreme Court of United States, •355. McVicar, III, 231. Meade, Bishop, II, '370. Mediums River, I, 106. Medals, IV, awarded in several schools in 1903, 308. See Mag- azine and Prizes. Medical College of Virginia. See Richmond Medical College. Medical Officers Reserve Corps, V, 382-3. Medicine, School of, II, 1825-42, 80-1, 105-116; fees in, 182; III, 1842-61, 41-5, 84; men trained in, 205 ; in Federal service, 223 ; IV, after 1865, 6, 7, 9, n; changes adopted, 12, 13 ; hos- pital proposed, 14, 15; influence of W. C. Dabney, 39-41 ; grad- uates in Federal service after 1865, 206-9; movement for hos- pital after 1865, 293 ; begun and partly completed, 295-6; faculty of, 1895, 297; courses in, 1898, 298; V, condition of Medical Science, 1904, 277-8; need of reorganization, 179; re- quirements for admission, 180-2; division of studies, 183-4; lectures on public health, 184-^ new laboratories, 185-7; hospi- tal, 187-9; circle of professors, 189-91; number of students, 191; standing of the school, 192; pro- posed to consolidate with Medi- cal College in Richmond, 192; students club in, 286 ; attendance during World War, 369. Megginson, I, 283. Meigs, IV, 53. Meloy, Professor, V, 190. Mercer, C. F., I, 86, 89-90; II, 221. Meredith, John A., II, 374. Meriweather, I, family, 109 ; furnishes timber for University, 258; II, 68; I, Nicholas, 122; W. D., 280. Merrick, W. Gordon, V, 164. Merritt, General, III, 335. Metcalf, V, Prof. John C., 130; Victor Sharp, 417-19. Meyer, Fort, V, 412. Michaux, III, 162. Michie, III, H. Clay, 266; Patrick, 195; V, G. R. B., 74. Michigan, University of, III, 140; V, 81, 152, 299, 307, 354. Micou, III, 266. Miles, George W., V, 28-36. Military Companies, II, 122-3, 279-80, 302-7; III, in 1860, 265- 7; parade, 270; at Harper's Ferry, 275-8 ; in West Virginia, 280-4. Military exercises, II, 116-125. Miller, IV, A. M., 80; II, H. W., 177; III, Samuel, 353; I, Thomas, 354- Miller Fund, III, 353, 360, 365-74; IV, 242, 246-9, 302-3. Mills, III, 22, 24. Millspaugh, III, 231. Milton, town, I, 105, 117, 259, 283; II, 383, 392- Minnesota, V, University of, 222 ; editors of magazine from, 233. Minor, III, 266; B. B., 15, 18; V, Farrell D., 413-15; III, Franklin, 119, 197, 238-9, 317; I, Garrett, 245; IV, John B. Jr., 4; Miss Martie, 179; I, Peter, 238; III, Professor Raleigh C., preface; IV, 4, 5, 113, 121, 123; recollec- tions of boating, 170; full pro- INDEX 461 fessor, 288 ; author of alumni re- organization resolution, '363 ; V, opposes coordinate college, 90; his course of instruction in 1917- 18, 173 ; member, athletic reform committee, 293 ; alumni treasurer, 336; issues a book, 358; II, Warner, 201, 226, 236-7, 274, 288, 291. Minor Hall, V, 314, 345. Minor, John B., I, preface; II, 314. 389; III, 27, 32, 46-7, 109, 262- 3 ; character, 68-71 ; advocates total abstinence, 132-3; teaches Sunday School, 142; in 1861-5, without any assistant in his law classes, 315; drafts fee resolu- tion, 1864, 318; his part in time of Federal occupation, 332-8; joins with Maupin in borrowing money to start the University, 1865, 347; IV, 1-3, 42-4, 47, 109. 183, 186; disagrees with Board of Visitors, 199; his bust saved in Great Fire, 259; debating society named after, 291 ; V. op- poses the establishment of of- fice of President, 14-15; testifies favorably for Professor Boeck, 140; law building named after, 174; his bust, 231. Mission, III, 140, 142; IV, 183; V, 248-9, 253. Mississippi, II, students from, 75 ; IV, 61 ; V, 80; alumni from, in Congress, 355. Missouri, II, 75 ; V, University of, 144; chapters of alumni in, 353. Mitchell, V, S. A., 142-3, 364, 369; I, William, 258. Moncure, III, soldier of the Southern Guard, 266. Monroe Hill, I, 171, 271-2; III, 14; IV, 147; V, 265, 319. Monroe, James, I, 19, ,85, 143, 147; buys Monroe Hill, 171 ; presides at corner-stone laying, 190: in- terest in 1812 war debt, 308; II, attends visitors' meeting at University in 1825, 299; elected honorary member of Jefferson Society, 356; V, memorial school in his honor, '327. Monticello, I, 3, 38-40, 63, 98, 120; Dinsmore works at, 192 ; II, 8, T9i 33°; library, 37; Board meets there, 45, 299; Jefferson re- ceives students there, 318-9; trees from, 388; Cocke's pro- posed gymnasium at, 236; III, Ticknor's visit to, 246 ; V, ex- cursions to, 215, 245. Monticello Baseball Club, IV, 133-5. Montpelier, I, home of Madison, in, University of, 148; II, 96. Moore, IV, A. W., 157; Bernard, 127; I, Bishop, '300; V, Bruce, 350-2; IV, J. Bassett, 213; V, 355; III, C. P. J., 221; Rev. Thomas, 136; IV, R. Walton, 82, 317; V, 34, 73, 336. Moore's Creek, I, 106. Moorman's River, I, 123. Moral Philosophy, School of, II, 19, 80-1, 101 ; III, 89, 90, 381 ; IV, students give books to, 52; after 1897, 285; V, after 1904, 133. Moran, V, 383. 4 Morea, II, 18, 100; III, 15; IV, 131. Morgan, Dr. William P., V. 227. Morris, II, Captain, 303-5 ; Richard 256; Samuel, 164; III, John, 296; IV, George W., 365. Morrison, A. J., Ill, 227. Morton, Howard, IV, 82. Mosby, II, Charles, 142; V, John S., 232. 359- Mosely, Alexander, III, 200. Mott, John R., IV, visits the Uni- versity of Virginia, 183 ; inter- ested in its religious life, 362. Muddock, II, 105. Error for Maddock; not Maddox, as stated in preface, vol. III. Mudwall House, II, 328. Munford, III, soldier in Southern Guard, 266; W. P., 129; V, Mrs. Mary Branch, V, 93, 94, 103. _ Munnikhuysen, III, soldier in Southern Guard, 266. Murdock, III, soldier in Southern Guard, 266. Murray, Nicholas, III, 229. Music, II, room reserved for teacher of, 126; lessons in, 333; band, 334; III, during 1841-8, 161; IV, clubs, 1871-5, 127; in 462 INDEX 1897, 341-2; V, after 1904, 287-9. See Clubs. Myers, James, I, waggoner, 283. Nalle, IV, 157; V, 305- Nash, IV, W. M., 139: V, Dr. Herbert, 228, 357. National University, I, 62-64. Natural History and Geology, School of, III, 363-4; IV, 27, 287. Natural Philosophy, School of, II, 80- 1 ; 98-101; III, 24, 39; IV, 287; V, 139. Naval Academy, IV, 143 ; V, 310, 312. Neblett, III, soldier in Southern Guard, 266. Neff, V, Professor J. H., 191; W. N., 246. Negroes, I, 8; II, 7, 16, 17, 173; duties as dormitory servants, 208-9; secrete liquor, 284; IV, 106 ; trouble with students, 1869, 103 ; V, lectures on the race, 168. Neilsoh, I, builder, 192, 264, 268; V, John, 143. Nelson, III, A. H., 79; I, county, I5I» J55» family, in; Hugh, minister to Spain, 112; V, Dr. Hugh J., '384; I, Judge, of Williamsburg, 151; III, Kinloch, 221, 270-1 ; IV, 95. New Mexico, V, 233. New York, II, State, students from, 75 ; V, alumni from, in Congress, 355; III, 5; IV, 61; V, city, 303, 308, -333. Newcomb, John Lloyd, IV, 300; V, 198, 364, 367. News-Leader, newspaper, V, 33. Newton, William B., Ill, 302-3. Nicholas, I, George, 171 ;_ John, 118, 123, 126, 171 ; Philip N., 353; Robert Carter, 171; III, sol- dier in Southern Guard, 266; I, Gov. Wilson Gary, 74, 87, 142. Nicholson, Mrs. Wormeley, II, 221. Nippers, III, 95 J IV, 118. Nitobe, Dr., V, 222. Nolan, I, 32. Norfolk, Va., I, 146; II, 12, 63; IV, 210; V, 306, 383. North Carolina, II, number of stu- dents from, 75; IV, 61 ; V, 80; social and educational condition before 1860, 42, 44; V, after 1865, 47-50; IV, University of, 139, 1 60, 350, 352, 354, 356; V, 46, 48, 50, 51, 179, 222-3, 306; alumni from State, in Congress, 355- Northern Neck, I, 174, 301. Norton, IV, E. Hope, 157; I, Frederick, 374; V, Judge J. L. M., 73. Norwood, IV, school in Nelson County, 221; Prof. Thomas, 322; V, 232. Noyers, Madame Des, V, 379. Nurses, School for, IV, 299. Observatory, I, the mountain, 105 ; the building, 270-1; 111,336,375; IV, 191. See Astronomy. Ogilvie, I, 117; III, 231. Ohio, II, students from, 75 ; III, 5 ; V, University of, 241. Old, Captain W. W, III, account of West Virginia campaign of the students, 280, 281. Oldham, James, I, 250, 252, 277, 274; III, 184. Oliver, W. F., V, 74. Olivier, C. P., V, 143, 396. Orange and Blue, newspaper, IV, 325-6; V, 349. Orange County Artillery, V, 411. Orr, James L., Ill, 222. Otts, Rev. Dr., IV, 357. Ould, Miss Mattie, IV, 129. Owens, David, I, 258. Oxford University, I, 361-2; V, 409-10. Page, II, 68; III, Frederick W., 52, 158, 164; IV, 50, 56, 319, 322; III, Henry, 221 ; IV, James M., 195, 285; V, 2, 33, 37, 83, 94, 115, 137, 284, 336, 376, 396; I, John, 21, 56; III, John Randolph, 367-8, 370; IV, 8; Legh R., 83; II, M. A., 355; III, R. C. M., 266-7; V, Thomas Walker, 132, 280. Page, Mrs. Thomas Nelson, V, 169- 70, 321, '326-7. Page, Thomas Nelson, IV, 213, 2i<;, 331; V, presents copy of Palladio to library, 228 ; subscribes for Jefferson statue, 319; his part in collecting endowment fund, 321 ; trustee, 322, 323; president of INDEX 463 Alumni Association, 336; ambas- sador, 355; works by, 358-9. Palladio, I, 40, 187, 244, 261; V. 228. Palmer, B. M., Ill, 88. Panama, V, 343. . Pantops Academy, I, 36, 105, 123, 137, 221; IV, 354. Paris, V, war bureaus in, 378-81 ; base hospital in, 389-93 ; McCon- nell in, 400. Parishes, I, Fredericksville and St. Anne, 114-5, "7. 133, 138. Parks, III, 17. Parr, Dr., I, Gilmer visits, 358, 362, 375J II, Gilmer consults with, about library, 39. Parrish, Robert L., V, 329. Parsonage, II, 378-9; III, 143-45. Parthenon Society, III, 175. Partridge, Captain, II, 124. Patent Office (not Pension Office), I, 34- Patterson, II, Leiper, 228 ; John, 261 ; I, Professor R. M., 266, 272; II, 2, 163-4, 277, 323, 351; III, 189; V, 231. Patteson, Camm (not Patterson), IV, 69/197- Patton, II, Mrs., 221; III, John M., 68. Patton, John S., I, preface; III preface ; resolutions of Southern Rights Association, 258 ; IV, de- scription by, of final celebration, 132; appointed librarian, '322; secretary of General Alumni As- sociation, 365; V, suggests the travelling library, 219; mono- graph on University in the war, 396- Paul, IV, D'Arcy, 321; John, 197; V, Professor C. M., 171-3, 244, 396. Pavilions, I, 247-8; 250-1, 262-3, 279; cost of, 287; II, state of, at Long's arrival, 3; danger of fire in, 385. Payne, V, Bruce R., 133, 201-4; III, James M., 266; V, Colonel Oliver W., 325-329; IV, General W. H., 196. Peabody, V, College of Teachers, 203 ; Educational Board, 209 ; Charles J., 326; George F., 326. Pearson, R. M., Ill, 221. Peck, H. M., V, 245. Peebles, J. K., IV, 180. Pegram, William J., Ill, member of Southern Guard, 266; career, 303-9- Pelz, IV, architect of hospital, 295. Pen Park, I, 105, 344; V, 4. Penci, Alexander A., II, 97, 125, 340-1. Pendleton, I, Edmund, 67; III, George H., 129; I, Philip C., 211- 2, 221; III, P. P., 323; soldier of Southern Guard, 266; II, Colonel W. G., proctor, 289, 38*: III, Rev. William H., 237. Pennsylvania, I, State of, 2,1 • II, 2, 75; III, 5; IV, 61. Pennsylvania, University of, I, 33, 197; II, 109; III, Courtenay, professor in, 78; IV, debate with, 334; games with, 143, 145, 349- 51; V, students in, 81 ; game of baseball with, 306. Pension Office, I, 34; error for Patent Office. Penton, IV, 254. Perkins, III, 323; IV, 84; V, 336. Perkinson, Prof. W. H., Ill, 377, 381; IV, 67, 284. Perrow, Daniel, II, 229. Perry, J. M., I, 250, 252-3, 168; buys University site, 171-2; at corner-stone laying, 190; second purchase from, 239; testifies in Oldham case, 279; supplies bricks, 280; III, debt of University to, 183. Pestalozzi, I, 148, 155, 324. Peterkin, Bishop, Geo. W., Ill, 140, 221. Peter's Mountain, II, 243. Peters, Prof. Wm. E., Ill, Confed- erate officer, 343 ; chosen to Latin Chair, 353, 376; IV, career, scholarship, and character of, 29- 32; favors admission of women, 67; advocates a new gymnasium, 150; gives prize, 152; corresponds with B. J. Barbour, 200; of com- mittee on Congressional land fund, 243 ; of committee after Fire, 270; proposition by, for use of part of contingent fund, 361 ; V, favors Miles for President of 464 INDEX University, 30; supports Faculty plan of government, 33. Petersburg, V, 420. Peyton, II, 68; I, Colonel Bernard, 192, 266; II, 13; IV,- Major Green, proctor, 187; estimates cost of dam, 191 ; dismissed by Readjuster Party, 197; on Alumni constitution committee, and in correspondence with B. Johnson Barbour, 200-1 ; death, 282; Mrs. Green Peyton, 166. Pharmacy, School of, IV, 8, 9, 74. Phelps-Stokes Fund, V, 168. Phi Beta Kappa, V, 284. Philadelphia, I, 58, 116, 192; work- men from, 253, 264; price book of , 278-9; II, the Gazette, 2; George Tucker settles in, 23 ; instruments sent to, for repair, 98 ; medical school in, 106; defenses of, 163; V, Professor Boeck resides in, 138; track games in, 307 ; alumni chapter in, 333. Phillips, William, I, 250, 21:2-3, 258, 273. Philomethean Society, III, 108, 171;. Philosophical Society, IV, 341 ; V, 285. Philosophy, Doctorate of, I, 332; III, 385, 390; changes, 391-2, 395, 402; IV, 313; V, 161, 163. Physical Geography, School of, III, 52. Physics, School of, see School of Natural Philosophy. Pi Mu Society, IV, 115. Pickett, II, 246. Pierson, John S., IV, 319. Pinckney, I, 351; III, 294. Piper, D. A., I, sells land to Uni- versity, 240. Plummer (not Plumer), Rev. W. S., Ill, 136. Poague, III, soldier in Southern Guard, 266. Pocahontas, V, 224. Poe, Edgar Allan, III, visits Mon- ticello, 208 ; no reference to his alma mater in his works, 209 ; University's attitude of indif- ference to him at first, 210; pos- sible influence of University's ar- chitecture on, 211-12; his influ- ence on the University's students, 212-14; IV, 331; bust, 216, 322; V, memorial school of English Literature in his honor, 128; subject of lectures, 130, 223-4; name of, given to prize for best short story, 237 ; his dormitory, 284; commemoration of his cen- tenary, 357-8; portrait in Paris. 379- Poe, John P. (not Johnson), III, !44, 345; V, 229. See Appendix B, volume V for correction. Poindexter, I, 138. Political Economy, III, 378; IV, 286. Pollard, J. B., IV, 157. Pont-a-Mousson, V, 401. Poor, Professor, V, 143. Pope, William, I, 354. Poplar Forest, I, 190-1. Porcher, Samuel, IV, 153. Porter, II, 246; V, 361. Porto Rico, V, 333. Portraits at University, IV, 51, 321 ; V, 231-2. Posey, S., II, clothier, 256. Post Office, II, 342-3. Pott, Professor, V, 133. Potts, Allen, IV, 326. Powell, John, V, 290. Powers, Pike, III, 77, 237. Praed, Winthrop M., I, Gilmer introduced to, 362. See Appen- dix B, volume V, for correction of given name. Pratt, III, Julian, 284; V, Dr. M. R., 191; HI, William A., 17, 24, 25, 26 ; canvass by, for money for addition to Annex, 146; superintendent, 316; reap- pointed, 329. Prentis, R. R., m, 27) ,94> 3l6> ^ Presbyterians, I, 19, 7I) 299. See Dissenters. Presidency, V, the first suggestion, i; after 1825, 8; after 1865, 15; resolution of 1896, 19; W. Gor- don McCabe, 23; George W. Miles, 28; other persons sug- gested, 37; election of Dr. Al- derman, 38; inauguration of first president, 38; powers of office, 62. President's House, V, 3:5, 329 Preston, II, 68; I, Gov. James, INDEX 465 161, 227, 275; II, John, 121; General John S., 138; IV, 91, 129; V, Robert L., 321, 322; III, soldier in Southern Guard, 266; •III, Rev. Thomas, 220; II, Thom- as L., 124; III, 197, 332-5; IV, 196; III, William C., 88; W. Ballard, 222. Preston Heights, I, 168. Pretlow, II, T.J., 296; III, J. J., 323. Price, Henry, II, tailor, 256-7; V, Theodore, 326. Price, Prof. Thomas R., Ill, suc- ceeds Gildersleeve, '377; com- plains of students' ignorance of English, 378-9; IV, called to Columbia University, 23 ; life and work, 35-37; suggests pur- chase of Hertz library, 54; re- port on magazine, 81 ; his books presented to the University, 321 : V, urges McCabe for Presidency, 25-6. Prices, II, 231; III, 99. Priddy, Thomas, I, waggoner, 283. Priestley, Doctor, I, 29, 71, 194, 197; his works published, 204; II, his library, 37. Princeton College and University, I, 16, 116, 128, 182; II, Chemis- try taught at, 97; III, Philadel- phia Society at, 140; IV, games with, 143, 145, 349-352; alumni representatives in Congress, 212; V, its students, 81, 84; possesses no coordinate college, 93 ; its law journal, 177; member of orator- ical association, 241 ; coaching experts, 299; game of baseball with, 306; William A. Fleet a preceptor in, 409. Pritchett, III, 254; V, 209-10. Prizes, IV, 19, 308, 329-33, 355; V, 237. See Medals, Magazine, Athletics, Debating Societies. Proctor, II, powers of, 53, 54, 313; III, men who filled the place be- fore 1865, 190-194; IV, after 1865, 187, 197, 282. Professors in World War, V, 370. Provost, III, 231. Pryor, III, Judge Roger A., 221 ; Dr. Theoderic (not Theodore}, 220. Public School System, IV, 231-40, 305, 368-373; V, 82. Punishments, II, measures, 1832, 312; court for University pro- posed, 313. Quarles, Rev. J. A., Ill, 220. Quesnay de Beaurepaire, I, Col- lege scheme of, 55-60. Quincy, Josiah, II, 384; III, 83, 247. Races, II, 336; III, 161; V, 311. Radcliffe, College, V, 92. Radford, III, m, 266. Ragged Mountains, I, 103 ; III, 137, 142, 209. Raggi Brothers, I, 250, 255-7, 265- 6. Ragland, I, 178; II, 374. Rainbow Division, V, 414. Randall, IV, gift to University, 281 ; hall, 343 ; V, 263. Randolph, IV, Agnes, 114; I, Geo. W., 119; II, 253; III, 223; II, John, 356; Maria, 12; III, Mar- tha, 184; IV, 243-4; V, 232; I, Peter, 210; II, Thos. E., 221; Thomas Jefferson, 12, 192, 245; III, 22-3, *84, 196-7; IV, 191; V, 232; I, Thomas Mann, 125, 344; II, 12; IV, Dr. W. C. N., 197- 8, 202, 253, 265, 271; V, 25, 26; I, William, 106; V, Dr. William M., 189; III, W. W., 303-5. Randolph-Macon College, III, 378; IV, 36; V, 241; Woman's Col- lege, 291. Raphael, the tradesman, II, 212, 257- Raven Society, V, 284, 357. Rawlings, Rev. J. M., IV, 181. Ray, John, V, 361 Rayner, Isidor, IV, 91. Read, Willoughby, IV, 227; V, 357- Readjuster Party, IV, 197-8. Record, The, of University, V, 139. Rector, the runner, V, 307. Rectors of the University, III, be- fore 1861, 194-7; IV, previous to 1904, 198; V, between 1904 and 1919, 67-73. Red Cross, V, 381, 383-4, 393, 395, 409, 411. Redwood, John, IV, 165-6, 168. 466 INDEX Reed, Dr. Walter, II, 138; IV, career, 209-10; V, his portrait, 232; school named in his honor, 327. Reese, Bishop Frederick, IV, 216. Religion at the University, I, Jef- ferson's views, 17-27; apartment reserved for services, 262; II, Jefferson's original plan, 362-9; the chaplains, 371-9; parsonage, 377-8 ; III, reputation for im- piety lingers, 7, 133-4; Dr- Mc- Guffey's influence, 135; Young Men's Christian Association or- ganized, 137-42; religious dis- courses at, 1849, 136; church mem- bership, 147 ; famous graduates in the pulpit, 218-21 ; IV, strug- gle for chapel, 177-180; clergy- men, 180-1 ; movement for Y. M. C. A. building, and the work of the association, 181-4; church membership at this time, 185; spirit of tolerance, 185-6; IV, lec- tureship, 358-9; impressions of Dr. Young, 360; secretaries, 361; building projected, 361-2; V, after 1904, 245-254, 356. Rents, see Expenses. Reserve Officers' Training Corps, V, 364- Reunions of Alumni, V, 339-350. Rhea, III, 231. Rheims, V, 414. Rhett, Grimke, III, 301. Rhodes, IV, 33. Rhodes Scholars, V, 361, 409. Ribbon Societies, IV, 97-101, 338- 40. Rice, Rev. John H., I, 204, 231-2, 300; II, 373; III, 229, 232. Richeson, the hotel-keeper, II, 224- 5, 240. Richmond, City of, I, 36, 55-60, 176, 181, 257; removal of Capi- tal from, discussed, 215, 234; marbles from Italy arrive at, 266; freight rate from, 282 ; removal of William and Mary College to, proposed, 297, 308-21 ; Gilmer's residence in, 347; II, English professors entertained in, 12-13 ; oil brought from, 212 ; III, cul- ture of its people, 86 ; Chap- man Johnson removes to, 195; IV, scheme to remove medical school of the University to, 6 ; concerts given in, by University musical clubs, 127, 342; aid from, at time of Great Fire, 263; V, committee investigating riots of 1845 returns to, 13; has branch of Archaeological Society, 121 ; extension lectures in, 218; scene of games, 306, 308; rendezvous of alumni, 343 ; Red Cross branch in, 383. Richmond College, V, 241, 309. Richmond Medical College, II, Dr. Cabell offered professorship in, 177; V, merger of Medical Col- lege of Virginia with University Medical School proposed, 192. See Medical College of Virginia. Riding, II, 335; HI, 161. Riley, Professor, V, 17. Rinehart, Hollis, V, gives scholar- ship, 167. Riots, II, in 1825, 298-301; in 1836, 302-307; III, in 1845, 111-18; moral effect, 121 ; commotions after 18415, 121-8. Ritchie, III, teacher and editor, 228. Rivanna River, I, 2, 259; II, 392; III, 155-6, 334; IV, 162. Rives, I, subscription to Central College, 177; II, Alexander, 123; III, 83, 116, 121, 221; IV, 196, 198; V, Amelie, 423; IV, Francis H., 161, 165; I, Robert, 174; Dr. William C., preface; V, 167, 326. Rives Boat Club, IV, its history, 161-169. Rives, William Cabell, I, 112, 233- 4, 241-2 ; active for appropria- tions for the University, 290; let- ter to, from Jefferson, 302-3; II, favors School of Agriculture, 128 ; obtains separate post office for the University, 342 ; interested in parsonage, 378; III, also in proposed chair of History and Literature, 33; Visitor, 197. Roane, I, Spencer, 211, 220, 231; III, L. D., 266. Roanoke, V, '313. Roberts, James, III, 150. Robertson, V, Alexander F., 7-? • IV, E. W., 156; III, F. S., 266 1 John, 230; IV, J. W., 157. INDEX 467 Robertson, Judge W. J., II, ob- jects to Uniform Law, 254; III, advocates chair of applied math- ematics, 41 ; counsel in Madison case, 102; Visitor, 197; Judge of Court of Appeals, 221 ; IV, aids in drafting new constitution for Alumni Association, 201. Robinson, III, music-master, 162; I, John, 216, 221 ; III, Leigh, no; II, Merritt, 357-8; III, Rev. Stuart, 136; William Wirt, 268. Robinson, Morgan P. Ill, preface; IV, President of General Ath- letic Association, 157; his descrip- tion of Great Fire quoted, 260, 261, 263 ; V, acts as tribune of student body, 279. Rockefeller, John D., gift to the University, 324, 326. Rockfish Gap, I, site, 259; II, 64; I, conference, 209-221 ; report, 221-26. Rodgers, II, 253. Rodman, Professor W. S., V, 198, 364. Roelker, IV, 320. Rogers, Henry, II, error for Robert, 168. (See preface, vol. Ill) ; geologist for New Jersey, 166; III, writes about elective system to his brother William, 250-1 ; V, letter to, from his brother, 10; consults Josiah Quin- cy about usefulness of college presidency, 12. Rogers, III, 167; V, Lindsay, 133, 396; IV, Reinhold, 373; V, 201; II, Robert (not Henry), 168; III, 113-14; Rowland, 231. Rogers, William B., I, 54, 331; II, 126, 150, 161 ; his early life, 164- 6; eloquence, 166-8; III, 75, 8'*, 98, 126; advocates temperance, 129-30; chairman, 189; disap- proves of curriculum system, 249 ; refers to Wayland's visit to the University, 251 ; approves elec- tive system, 254; IV, portrait, 51 ^ V, refers to Presidency, 10, 12; his portrait, 231. Roosevelt, President, V, 321. Root, Elihu, V, contributes to En- dowment Fund, 326. Rose, II, J. N., hotel-keeper, 226, 232; hill, 226. Rosecrans, General, III, 282-3. Ross, III, Dr. George, 266, 284; III, Miss, 325; IV, 71; V, 144, 186, 232. Rosser, III, General Thomas L., 338; Leonidas, the revivalist, 143; IV, Thomas L., Jr., 156. Rotunda, I, site, 188-9; plans for, 249 ; the building, 260-9 ; cost, 287; II, first flag on, 305; W. F. Gordon's speech from steps of, 33°; gymnasia of, 337-9; religious services in, 1833, 374; III, tanks on, 20; annex to, 21-7; lecture rooms in, 1843, 52; damaged in riot, 1845, 114; vote taken in, 1861, 264; Confederate flag raised on, 267 ; memorial tab- let on walls of, 287 ; IV, stag cotillion in, 115; speeches by dykers' victims in, 121 ; destruc- tion by fire, 257-65 ; law lec- tures held in, after 1897, 290; V, books stored in basement of, 174, 229; recitals on steps of, 215-16; alumni sing the college song on steps, 1913, 344; cups presented on north front, '347. Rouss, IV, Charles B., 279; Peter B., 300. Rousseau, I, 46. Rouvelle, I, 60. Rowing Club, III, first suggestion of, 155-6. See also Rives Boat Club. Ruffin, II, 374; III, Edmund, 119; I, Frank G., preface; II, 266; IV, W. R., 198. Ruffner, III, Henry, 136; II, Wil- liam H., 168; III, 136, 143, 232- 3, 319; V, 44. Rugby School, IV, 221. Rumsey, Laurence, V, 402. Rush, Richard, I, 341, 357; II, 38. Russian Choir, V, 290. Rutherford, I, Archibald, 210; Pe- ter, 283. Rutherfoord, I, John C., preface; III, 68, 75, 157; I, Judge John C. preface. Ryan, IV, Father, 129; V, Thomas F., 165, 232, 320, 322-3, 125. Ryland, Rev. Mr., II, 376; III. 220. 468 INDEX Saint Albans School, IV, 221 ; V, 30. Saint Anthony's Hall, IV, 337; V, 291. Saint Paul's Chapel, V, 245. Salaries of Professors, III, 98-101, 317-321; IV, 41-50. Saloniki, V, 412. Sampson, III, John G., 136; Francis S., 220; IV, John R., 221 ; V, Scholarship, 164. Sanford, V, 299. Saunders, II, 68; IV, Edward W., 82, 213; III, James W., 102; II, Robert, 355. Saxton, Joseph, I, 274. Say, the French Economist, I, 138. Scharff, III, 45. Schele de Vere, Professor, III, 37, 81-4, 146, 279, 316; sympathy with the South, 343 ; his profes- sorship after 1865, 377; failure of a pupil in the English ex- amination, 385 ; IV, the sign over his door, 116; his superin- tendency of West fLawn and West Range proposed, 186; his portrait presented, 322; V, 231. Scholarships and Fellowships, IV, 20-22; 303-7, 356, 368-70; V, 164-170, 334. School of Athens, III, 26; IV, 280. Schools of the University, I, re- ferred to in the Report of the Rockfish Conference, 223 ; as finally arranged by Jefferson, 323; character of, 324-334; V, additions to, during the Presi- dency, 61. Scott, II, 68; IV, Mrs. Frederick, 281 ; John, 95, 281 ; Scott-Sid- dons 126; V, William W., 359. Seabrook, C. P., Ill, 294. Sears, V, 44. Secession, Doctrine of, III, view of students, 258-64; of profes- sors, 262-3. Seddon, II, James A., objects to Uniform Law, 255; III, member of Society of Alumni, 200, 221 ; of the Confederate Cabinet, 223 ; V, 408; IV, Thomas A., 82. Selden, II, 68. Semmes, J. E., II, murders Prof. Davis, 310-11. Semple, I, Judge, 245 ; III, Rev. R. T.. 232. Sener, IV, 365. Senff, V, 316, 325. 329. Serpentine Walls, I, 251, 273. Seven Club, V, 271. Sewanee, University of, V, 241. Shackleford, I, 177; V, 73. Shadwell, I, 107, in. Shakespeare, V, 127, 225. Sharp, Charles, III. 63. Shaw, III, Charles B., 49; V, Anna B., 280. Shearer, Rev. John B., Ill, 220. Sheppard, H. E., IV, 215. Sheridan, General, III, 331, 335, 337- Shields Bequest, IV, 270. Shipp, Barnard, IV, gift to li- brary, 321. Shirley, Swager, V, 336. Short, William, I, minister abroad, 19, 112. Shuey, Jacob, I, waggoner, 259. Siddons, Mrs., IV, 126. Simpson, V, 320. Sims, II, E. W., 383; III, W. G., 88. Sinclair, Mrs. J. A., IV, 300. Skating, II, 335. Skinker, Peter, II, 193. Skinner, Colonel James H., V, 166. Skull and Keys Society, V, 287. Slaughter, II, 69; I, Captain, 231; III, Philip, 221; V, Vivian, 361, 411-412. Slaves. I, employed in building the University, 259; cost of hir- ing, 284; III, episode at Dr. Fleming's house, 79. See Ne- groes. Sloan, IV, 254. Small, William, I, 28. Smith, III, Bishop, 80; B. M., 136; II, President Henry Louis, 96;' IV, Duncan, 331; III, Edward, 229; II, John, the janitor, 57-8, 212-13; HI, J- Lawrence, 94; Dr. J. P., 312; II, Rev. Mr., the first chaplain, 373; I, Mrs. Samuel H., 346; II, 63; IV, S. H., 153; [II, Thomas, 221; IV, 196; V, William, 232. Smith, Prof. C. Alphonso, V, head of Edgar Allan Poe Memorial INDEX 469 School of English, 128; Presi- dent of Virginia Folk-lore So- ciety, 129; his course of in- struction, 129; delivers extension lectures, 218; appointed to Roosevelt lectureship in Berlin, 223-4; publishes a volume on literature, 358; on O. Henry, 360. Smith, Prof. Francis H., II, 156, 166; III, 142; succeeds Rogers, 39; recollections of Honor Sys- tem in its first years, 61 ; master of arts, 64; recollections of Cour- tenay, 77; of Schele, 82, 84; life and character of, 92-4; describes military drill in 1861, 279; his courses during the war, 315; IV, 67, 190, 200; member of com- mittee after Great Fire, 266; V, refers to Presidency, 2 ; sup- ports Faculty plan of govern- ment, 33 ; testimonials in favor of Professor Boeck, 140. Societies, see Clubs. Sons of Liberty, III, 265 ; officers and men, 266; drill, 267, 270; leave for Harper's Ferry, 276-7. Sophie Newcomb College, V, 92. See Tulane University. South, N. L., IV, 335. South America, V, 126. South Carolina, I, 32; II, students from, 18215-42, 75; IV, after 1865, 61; V, after 1904, 80; IV, University of, 25 ; V, 241 ; III, Prof. Holmes admitted to the bar of, 88. Southall, I, 177; III, James C., 64'; IV, Joseph W., 237, 369: III, Prof. Stephen O.. 353; IV, 2, 4., 47, 51, 198, 243; S. Valen- tine, 201; I, V. W., 190; II, 331. Southern Educational Board, V, 52. Southern Guard, III, 265; officers and men, 266; drill, 267, 270; leaves for Harper's Ferry, 276-7. Southern Intercollegiate Associa- tion, IV, 160. Southern Literary Messenger, III, 29, 215-16. Southern Rights Association, III, 258. Southwest Mountains, I, 105, no, 168. Sparrow, Professor, V, 141, 396. Spencer, Samuel, III, 361 ; V, -321, 322, 326. Spinner, William, II, 56. Spooner, George W., I, 250, 252-3; son-in-law of Perry, 172; II, estimates cost of altering gymna- sia, 339; work in 1835, 383; III, builds Temperance Hall, 27; ap- pointed proctor for a time, 191; IV, debt of University to, 243. Spotswood, II, 69; George W., the hotel-keeper, 31 ; career as such, 222-4; loses servants by fever, 239; ball at his hotel, 324. Squibb, Edward H., IV, 148-9. Stadium, V, 304, 312-13. Stanard, I, 146; II, Robert C., 256; III, 64, 221; V, Mrs. William G, 99- Stark, Burwell, II, 319. Starke, Dr. Alexander, V, 395. State Oratorical Association, IV, 334- Statues at the University, IV, 190, 322; V, 319, 320. Staunton, I, road, 240; city, 207, 209, 216, 218-21; II, 64; IV, 135, 263 ; V, athlete, 312. Steel, Rev. Mr., Ill, 220; IV, 181. Steele, Charles, IV, member of Rives boat crew, 162; V, 188, 323, 325-6, 329. Steiner, B. C., I, 179. Sterrett, III, 221. Stevenson, I, Andrew, 161 ; III, seeks estimate for water works, 19; contracts for Annex, 22; reference to Sylvester, 73-4; career, 196; V, advocates crea- tion of Presidency, 9; his books given to the library, 227 ; II, John W., contributes to religious services, 374; III, Governor of Kentucky, 222. Stewart, Dugald, I, 375. Stires, Rev. Ernest M., V, 240. Stith, II, 221. Stone, Professor, Osmond, III, 375 ; IV, 67, 190; V, 141-2, 231; Pro- fessor H. B., 190. Stout, Miss Nina, V, 378. Streshley, R. B., I, 121-3. Strode, IV, Aubrey E. (not T), 470 INDEX 82; V, 86, 87, 241, 270; IV, H. A., 221. Stuart, Alexander, H. H., Ill, member of cabinet, 222; IV, por- trait, 51 ; dialectician, 91 ; visi- tor and rector, 196, 198. Stuart, II, 69; Archibald, 210, 216, 220; V, General J. E. B., 232; IV, Henry C., 212, 317; V, 30 Students, II, their first vacation and Christmas, 65-7; State stu- dents, 70; proportion returning, 1825-30, 72-3; as represented by States, 73-75; matriculation, 1825, 76-80; number in law school, 104 ; in military exer- cises, 117-8; orator elected, 1834, 142; library rules for, 1842, 202-3 1 dormitories, fuel, and early rising, 205-15; fare, 235; epidemic among, 1829, 240-6; attitude towards Uniform Law, 253-6; clothes, 1833, 250, 256; discipline code for, 1825, 258-66; disturbances, 266-76; dissipation, 276-91 ; assaults and riots, 291- 311; diversions, 317-36; balls, 321, 326; public dinners, 332; their mail, 342; taste in books, 343-4; subscribe to chaplaincy, 373 ; religious feeling among, be- fore 1842, 379-80; III, attend- ance, 1845, 3-6; new boarding houses for, 15; State, 8-15; class attendance, 1843-60, 49; Honor System, 52-61 ; desire a magazine. 108 ; amusements, 114; Ugly Club 117; Calathumpians, 118; tem- perance among, after 1842, 129- 33; part in religious life, 1855- 1860, 133-49; athletic exercises. 1845-61, 150-4; amusements, 157- 66; fraternities, 166-70; social life before 1861, 157-8; expenses before 1850, 178-82; attitude toward secession, 256-62 ; ante- cedents of, in 1861, 271-75; num- ber joining army, 285-7; during the war, 321-8; during the first session afterwards, 350-2; IV, fees of, 49, 62; number of, be- fore 1871, and influence affect- ing it, 56-61 : proportion to each year of attendance, 1866-70, 62; State, 62 ; admission of women, 1892, 63-9; fees, rents, board, 1865-95, 69-74; total expenses, 1890, 74-5; contests with police, 102-7; the dyke, 119-123; Sons of Confucius, 123 ; plays, clubs, dances, finals, 125-132; number, 1896-1903, 323-4; holidays, 325; colors, 325-6; expenses after 1^95, 327-9; V, number, birth- place, and parentage during the Presidency, 78-85 ; official ad- visers, 115; number of, in college and graduate departments, 117; their degrees, 118; number of, in the different classes, n8; members of class of journalism, 130-1 ; number of, in the churches, 250-251 ; relations of, with Honor System after 1904, 254-60; fees paid by, 260-2 ; board, 262-5 1 rents paid by, 265 ; total ex- penses of, 266-7; self-helps, 268- 70; loans to, 270; social life, 271-2; number of, in fraternities, 273 ; shrinkage in enrolment of, by 1918, 367; standing in classes during World War, 270; students army training corps, 370; num- ber inducted, -374; in the war, 394- Students Army Training Corps, V, 370-6. Subscriptions to Central College, I, 175, 177, 325- Summer School, IV, first School of Methods, 372-3 ; V, Payne takes charge of, 203, 211; object of re- organization, 2t2 ; attendance, 212-13; subjects taught, 213; ap- propriation to, by State, Univer- sity, and Charlottesville, 214; credits allowed for work in, 214; amusements of students, 215, 216; alumni association, 216. Summers, George W., Ill, visitor, 197- Sumter, Fort, III, fired on, 270. Sunday Schools, II, 379, 380; III, 137, 142; V, 246, 247. Suppers, III, previous to 1850, 163. Swann, III, 222. Swanson, Senator, IV, 212. Swarthmore College, IV, 357. Sweet Briar College, V, 291, 365- 6. INDEX 471 Sylvester, Professor, II, 380; III, 73-77- Tabb, William, III, 266. Taft, President, V, 170. Tailors, II, 257. Taliaferro, John, I, friend of the University, 230.' Tanks on Rotunda, III, 20; IV, 191. Tate, James, V, 68. Taverns, I, Old Stone, 114, 118, 121, 128, 139; II, Rockfish Gap, 229; Fitch, 275, 278, 285; Boyd, 285 ; Garner, 275, 285 ; Midway, 275, 287; Brown, 275, 285; Vowles, 275, 285; Keller, 275, 285-7; Ward, 285; Toole, 285; Miller, 285; Cocke, 315; Bow- cock, 315-16; Clarke, 316; III, Eagle, 162; II, balls in, 327-9. Taylor, I, 226; II, 69; I, Creed, 210, 212; III, Geo. • B., 220; I, James M. (not John), 211-12, 221; V, Henry, 90; I, General Robert B., 204-5, 236, 238; Sam- uel, 90; William,' 106; II, Rev. James B., 376-7; III, Rev. Stephen, 231; IV, Dr. J. S., 208; R. C., 300; V, R. E. Lee, 3", 354; R. V., Jr., 274. Tazewell, II, 69; I, Littleton W., 179, 347- Tebbs, III, 237. Teignmouth, Lord, I, 3158. Temperance, IV, Council of Friends, 94, 109-10; III, hall erected, 27; IV, in; V, 315; II, Society, 289; IV, Union, no; II, temperance movement at the University, 289; III, 129-33; Iv> 109-10. Tennessee College, East, I, 179. Tennessee State, V, number of stu- dents from, after 1904, 80; al- umni chapters in, 333. Tennis, IV, 154, 356; V, 313. Terrell, I, Dabney Carr, 349; II, 349; I, J. H., 178; Joel, 171; Joseph, 105 ; II, Lucy, 205. Tesse, Comtess de, I, 36. Texas, III, students from, after 1842, 5; IV, after 1865, 61 ; V, after 1904, 80; University of, 34, 192, 241 ; alumni chapters in, 333; alumni from, attend reunion, 3, 3435 in Congress, 355; Farrell Minor, a native of, 414. Text-books in Law School, I, 15, 17; II, 103. See preface vol. Ill, for corrections. Thackeray, William M., IV, 224. Thorn, V, Cameron E., 232; IV, De Courey W., organizes track athletics, 153; of Rives Boating Crew, 162; attends Fredericks- burg race, 166; organizes bump- ing races, 169, 322; contributes to endowment fund, 327; T. Pembroke, 231. Thomas, II, 375; J. Hanson, 212; III, Rev. W. D., 220; IV, J. P., 369; V, Clarence, 359; George C., 319; W. M. M., 245. Thompson, II, Lucas P., 310; R. A-, 355; III, John R., friend of Professor Holmes, 88; student at University, 214-15; visits England, 215; literary editor in New York City, 217; IV, com- parative literary merit, 214; his portrait, 322; V, 232; name of, given to prize for best magazine poem, 237. Thorn, A. B., I, 252, 258, 264. Thornton, I, subscriber to Central Callege, 177; III, James D., 221 ; I, William, the architect, 184, 186. Thornton, Prof. W. M., Ill, trib- ute to Gildersleeve, 87 ; fills the chair of applied mathematics, 361 ; refers to University stand- ards as bearing on the stand- ards of the smaller colleges, 384; approves new degrees, 401 ; IV, adjunct professor of Applied Mathematics and Civil Engi- neering, 17 ; defines needs of can- didates for graduation, 18; sketch of Colonel Venable, 26-7, 28 : favors admission of women, 67; impression of the value of college athletics, 159; chairman, 195; impressions of public schools, 236; warning of possi- ble fire in Rotunda, 2^3; action after Great Fire, 266-7, 270; member of committee, 271-2; re- fers to degrees, 312-3; V, favors Miles for President of Univer- sity, 30; opposes faculty plan of 472 INDEX government, 33,%36; comment on engineering school, 196; opinion of Lapham, 198; refers to Honor System, 257; residence, 319. Thum, W. W., IV, magazine medal- ist, 82. Thurman, A. G., IV, 129. Ticknor, George, I, letter from Jefferson to, 45; admires archi- tecture of the University, 246; recommends Blaettermann, 341 ; friend of Gilmer, 349; III, in- fluenced by the University of Virginia's elective system, 24<;- 50. Tilka Society, IV, 99, 339-4°; V, 277, 291. Timberlake, II, 257. Times newspaper, of Richmond, V, 30. Timrod, the Poet, IV, 214. Tinsley, Rev. Peter, IV, 181. Togno, Joseph, II, 196. Tomlin, II, R. H., 256; III, Har- rison B., 197. Tompkins, Christopher, I, 191. Toombs, General Robert, III, final orator, 166; Senator, 222; in Confederate Congress, 223 ; IV, speaker in debating society, 91. Tosh, Captain, III, commands Sons of Liberty, 266. Towles, Dr. William B., IV, dem- onstrator, 6 ; lectures in School of Pharmacy, 1886-7; h's course in 1892, 14; his character, 14; one of several to buy the old col- lege bell, 190; V, his portrait, 231. Toy, Crawford H., Ill, master of arts, 64; impression of McGuf- fey, 90; recollections of drunk- enness, 163; of the antebellum commencements, 165; member of D. K. E. fraternity, 169; called to Harvard University, 218; IV, helps to restore his fra- ternity, 95 ; V, publishes a book, 358. Track Athletics, IV, 153, 354-5; V, 307-9. Tracy, Martin, III, janitor, 330. Tree, Lambert, III, 222; V, 175, 228. Trent, I, contributes to the estab- lishment of Central College, 177. Trent, Professor William P., I, sketch of English Culture in Vir- ginia, preface; IV, contributes to the University Magazine, 82; prominence in Jefferson Society, 92; man of letters, 215; valuable statistics prepared by, 218; V, his literary skill and critical acumen, 358. Trinity College, England, I, 360. Triplett, Miss Mary, IV, 129. Trist, N. P., II, 221, 249; III, 198. Trueheart, Charles W., Ill, 284. Tucker, III, Bishop Beverley D., 140; IV, 359; V, Rev. Beverley D. Tucker Jr., 385, 392; II, David H., 374; IV, Bishop Henry St. George Tucker, 216; III, John Randolph, 48, 197, 205, 221; IV, 241; III, Nathaniel B", 54; St. George, secretary of Board of Visitors, 198; I, Judge St. George, of Williamsburg, 97, 146, 151 ; II, £o. Tucker, Professor George, I, pre- face, 349; II, career, 19-24; popularity 33 ; Faculty meets at his house, 52; advice about ad- vertisements, 61 ; favors Christ- mas recess, 67; opinion of gradu- ate degree, 135; favors Jesse B. Harrison for Latin chair, 152; conversation with Blaettermann, 160; friendly to Kraitsir, 161; complains of fees, 182-3 ; orders cleansing of precincts, 1829,244; disapproves the Uniform Law, 248-9; attacked by students, 299; suggests the insertion of fiction in the Museum Magazine, 346; III, aids in getting an engineer for the water supply, 19; favors Sylvester, 74; dislikes total ab- stinence, 131-2, 136; accomplish- ments, 1 88; chairman,, 188-9; V, letter by, about creation of Presidency, 13. Tucker, Judge Henry St. George, I, 145, 174, 176-7; friend of Gilmer, 348-9; II, offered law chair at the University, but de- clines, 27-8 ; recommends his son- in-law, Dr. Magill, for medical professorship, 173; III, succeeds INDEX 473 John A. G. Davis as professor of law, 45 ; his course, 46 ; sug- gests Honor System, 53-5; rea- sons for accepting law chair, 66 ; appointed chairman, 87-8, 189; asked to draft report on special college court, 1845, n8; bridal party at his house, in 1842, 130; not in sympathy with total ab- stinence, 131-2, 136; IV, the word "dyke" said to have origi- nated in his house, 119. Tulane University. V, 52, 91, 192. Tunstall, Richard B., IV, 365; V, 228. Turnbull, Robert, V, 73. Turner, III, 221. Tustin, Rev., Dr., II, 376. Tuttle, Professor Albert H., Ill, career previous to election, 373 : course in School of Biology and Agriculture, 373 ; IV, course in 1892, 14; favors admission of women, 67; one of those who purchased the old bell, 190; his course in medical biology, 1907, 292-3; V, his work, 150-1, 178, 231; IV, Anne S., 322; III, David K., 41, '315. Tutwiler, Prof. Henry, II, 5, 264, 299; III, Master of Arts, 64; career as teacher, 217. Twombly, H. Me., V, 326. Tyler, I, Gov. John, message on public education, 85; President John, admires University archi- tecture, 245 ; III, friend of Pro- fessor Holmes, 88. Tyler, Lyon Gardiner, I, preface; quoted, 98; IV, edits Univer- sity magazine, 82; man of let- ters, 215. Ugly Club, III, 164; IV, 117. Underwood, Oscar W., IV, 8-2, 212 ; V, 336, 355- Uniform Law, II, 246-56. See Henry St. George Tucker. University Hour, V, 77. University of the South, IV, 160. University of Virginia, see tables of contents, vols. I-V. University of Virginia Bureau in Paris, V, 378-81. Upshur, Abel P., I, 347. 354- Vanderbilt, III, 375; IV, 150; V, 222; University, 241, 310. Varner, H. H., V, 297. Vass, Rev. L. C., IV, 181, 358-9. Vassar College, V, 88. Vaughan, Rev. C. R., IV, 181. Venable, Charles S., II, his route to the University as a student, 63 ; III, opinion of Courtenay, 77; licentiate, 97; describes hab- its of students in 1850, 160; elected professor of mathematics in University, 353; IV, succeeds Bledsoe, 16; offers prize, 19; career, 23-29; influence in public .affairs, 30; attitude towards fees, 43-4 ; opposes admission of women, 67 ; suggests limitation of orators at finals to degree men, 93; chairman, 195; disap- proves of encroachments on the Rector's powers, 199; of commit- tee on land grant, 243 ; part during and after Great Fire, 260, 263, 270; presents books to library after Fire, 319; V. in- fluence on University School of Mathematics, 136; his portrait, 231. Venable, III, soldier in Southern Guard, 266; IV, Mrs. Charles S. Sr., 178; V, Dr. Charles S. Jr., 385; IV, E. C., 196; V, President Francis P., of Univer- sity of North Carolina, 38 ; IV, Nathaniel, 24. Verdun, V, 404, 405. Vinegar Hill, HI, 105-6. 127, 213. Virginia, I, old manor houses, 37; loss from education of her sons elsewhere, 232; Jefferson con- demns condition of education in, 292; III, 225; I, Gilmer refers to genius of, 373 ; III, seces- sion of the State, 263, 273. Virginia Historical Society, III, 203. Virginia Medical College. See Richmond Medical College. Virginia Military Institute, III, 51, 138-9; 293;' 265; V, 79, 131, 281. Virginia Union, V, 283. Visitors, Board of, I, of Central College, 143 ; authorize erection of first pavilion, 188; choose 474 INDEX professors, 193, 195; powers of University board, 235; where housed, 236 ; contract for Ro- tunda, 263 ; not all in sympathy with Jefferson's plans, 285; im- powered to borrow sixty thou- sand dollars, 292; adopt scheme of studies, 1824, 322; the elec- tive principle also, '331; au- thorize the employment of pro- fessors, 338-9; II, 40, 42-5. 6o» 66, 100, 113, 140, 142, 147, 159, 174; abolish the right to fees, 181 ; appropriate sum for books, 194; adopt rules for students, 207; object to the use of the hotels as students' hospitals, 240; set up students' self-government, 1825, 258; propose -a student court, 313; refuse to allow pub- lic speeches by students, 359-60; attitude toward the sects, 367-9; disapprove of church building, 378; III, 10, 13, 30, 98-101, 117-8, 143, 197, 199; establish a modified School of Military Science, 311-12; debate the clos- ing up of the University during the war, '317; ineffective Board, 1865, 347; lay down course in School of English, 379 ; change degrees, 388-403; IV, 11-12, 20, 41, 45-50, 66, 68, 89, 149, 175, I95"98, 199, 240-51; action of, after Great Fire, 265, 267, 270, 272-3 ; adopt scheme of entrance examinations, 282; reorganize law school, 289; create new fel- lowships and scholarships, 1896, 303, 305-6; approve changes in degrees, 310, 313; accept new rules for the minor faculties, 316; decline Dr. Otts's gift, 357; establish public school scholarships, 368; V, define powers of President, 6 ; refer- ence by, to the creation of the office, in 1845, 10; discouraged by disorders at University in 1845, 12; shrink from appoint- ing a President, 19; decide to do so, 28, 30, 36; choose Dr. Alderman President, 38; mem- bers of, after 1904, 73, 74; ap- point debate on coordinate col- lege, 92; favor its establishment, 98, 101 ; approve reorganization of college department, 113; found scholarships, 167; appro- priate money for law library, 174; for law journal, 176; ad- vance money to hospital, 189; appropriate money for alumni secretary, 338; appropriate money for addition to Colonnade Club, '354; pass resolutions in support of President Wilson, 361 ; condemn pacifism, 366. Volger, III, 37. Voorhees, Daniel, III, 205. Vowles, John, I, 258; II, 206. Waddell, III, 229, 231; V, 190. Wade, James, I, 272. Wages, I, of stonecutters, 281. Wake Forrest College, IV, 143, 160. Waldo, Giles, III, 231. Walke, II, 298; IV, Willoughby, 164-5. Walker, IV, C. B., 153; V. H., 308; Harding, 74; IV, Gilbert C. Governor of Virginia, 129; III, Lindsay, 306; R. W., 221; I, Thomas, in. Wallace, II, 69; III, Robert, 123; V, A. W., 34- Walsh, Robert, I, 350. Ward, II, hotel-keeper, 200, 229, 235, 326; III, 176; II, Mrs. Ward, 171; IV, Daniel, 71; III, Professor, 362; II, Thomas S., 3°5- Ware, Richard, the builder, I, 250, 252, 280. Warminster, I, 118, 155. Warner, Professor, II, 112-13, i?t: m*" / .»> • 43- Warren, Rice, V, 299. Washington, I, City, 42, 43; V, 308, 381, 385; II, 63; I, Col- Iege, 53, 84, 216-221, 289, 334. Washington and Lee University, Iv» 135-9, 163, 217; V, 79, 241, 309, 310, 311. Washington, George, I, ro, ij; submits plans for the new capi- tal to Jefferson, 43 ; the National University favored by, 62; let- ter to, from Jefferson on Educa- tion, 66; II, seen by George INDEX 475 Tucker, 20; V, bust presented to University, 231. Washington, Robert J., Ill, a soldier of 1861, 266. Washington Society, II, organized, 359; III, represented on maga- zine board, 108; its hall, 173-4; debate in, on Secession, 260, 262, 264-5; resolutions, in 1861, showing attitude of members, 271 ; IV, establishes scholar- ship, 20; scene in, after close of the war, 31; favors the revival of the magazine, 1867, 76; re- organization in 1865, 84; address to Jefferson Society, 85; partisan elections in, 1870, 87-8; change in the method of choosing ora- tors and debators in, 91 ; final celebrations of, 130; hall used by law class after Great Fire, 290; awards for debate, 333-4^ V, after 1904, 240-44. Watchman, newspaper, III, 133. Water Works, I, first proposals, 272; II, condition of pipes, 1833- 39. 387J HI, m 1843-ss, 18-21; IV, after 1865, 191; in 1885, 192; in 1892, 193. Watkins, I, 177, 210; II, 69. Watson, I, 177, 189; David, 131-2, 143-4, 236; III, 50; IV, J. R., 71; V, Thomas L., 147-9; 195i 358- Watson's Hotel, III, 170. Watts, IV, J. Allen, 82; III, J. W., 222; IV, Leeh (not Leigh), 277, 317; V, Prof. Stephen. H., 190; III, Thomas H., 223. Webb, V, 121-3. Weddell, Rev. A. W., Ill, 140. Wellesley College, V, 88. Wellford, II, 69; III, 266, V, 228. Wells, Thomas, I, 121. Welsh, III, 215. Wertenbaker, II, Colonel Charles C., 325, 342; III, Thomas J., 27. Wertenbaker, William, I, 177, 190, 267; II, refers to Poe, 138; su- pervises bookstore, 185 ; Uni- versity librarian 190, 191, 194, 197 ; secures Madison booksj 196; early life, 198; resigns position of librarian, and is re- appointed, 199-200; for a time head of a University hotel, 229.; condemns wildness of students in 1825, 263; his strictness as assistant to proctor, 267 ; re- ports drinking, 280; parties at his house, 281, 325; discouraged about temperance, 290; outbreak before his house, 1835, 334; postmaster, -34* ; III, a quaran- tor for Temperance Hall, 27; report on library income, 1854, 103; his duties divided, 105; of the Council of Friends of Tem- perance, 109; asks of General Cocke list of temperance books, '1842, 129; again discouraged, 131-2; defends Poe's memory, 210; Confederate flag raised at his house, 1861, 269; his part during the war, 315, 329; im- pression of students after the war, 350-1; IV, character, 55; health fails, 56; objects to balls in library room, 130; testifies' to fidelity of Gait's statue of Jeff- erson, 191 ; V, his portrait, 231. Wesleyan University, IV, 174; V, 241. West Point, United States Mili- tary Academy at, II, 15; III, 78; V, 136, 363. West Virginia, V, students from, after 1904, 80. Weyer's Cave, III, 161. Wheatley, III, 280. Wheeler, Professor, III, succeeds Professor Price, 377. Wheeler,, V, President of Uni- vesity of California, 223. Whig, newspaper, I, 318; III, 9, 10, 201 ; V, 10. Whipple, IV, Charles R., 97; V, Leon R., 130, 365-7. White, I, Joseph, 275; IV, Wil- liam H., 317; V, 73; II, Rev. W. S., 376. White, Stanford, I, 246; IV, 274-7; v, 315- White Sulphur Springs, III, 281-2. Whitehead, John B., Ill, 323. Whitehead, Professor, R. H., V, appointed professor, 180; his work at the University, 180-3 ; fills chair of anatomy, 189; his 476 INDEX portrait, 231; terms of his lease, 317. Whitley, Rev. J. T., IV, 181. Whitsitt, W. H., Ill, 220 Wickham, II, 20, 69; George, 253; McClurg, 374, 379; III, Wil- liams C., 224. Wigfall, II, 296; III, 222, 223. Wigmore, Dean, V, 177. Wiley, Calvin H., V, 44. Willard, I, supplies the clock, 274- 5 ; V, Joseph E., ambassador, to Spain, 355. William and Mary College, I, 16, 27, 28, 33, 37-8, 49-55, 66, 69-71, 80, 84, 95-102. 103-4, 132, 134, 136, 202; friends of, oppose the University, 229-30, 234, 289 ; Jefferson disparages, 297; Epis- copalians at, charge University with atheism, 299 ; struggle for removal of, to Richmond, 308- 21 ; elective system at, 3^1; Gil- mer enters, 344; offered its presi- dency, 351; II, George Tucker a student in, 19; St. George Tucker, law lecturer in, 25 ; chemistry taught in, 97 ; fee sys- tem in, 1 80; III, Honor System in, 54-5 ; George Frederick Holmes a professor in, 88 ; ex- penses at, 1840-50, 182; V, Chap- man Johnson student at, 5 ; represented at inauguration of President Alderman, 40; received many students without tuition fees, 79 ; coeducation at, 103 ; Professor Payne leaves, 202 ; club of students from, at Uni- versity, 281. Williams College, II, 97. Williams, IV, John L., 281, 319, 322; V, 232; IV, John Sharp, 212; V, 336; IV, John Skelton, 281; V, 355; II, Robert, 321. Williamson, Thomas V., V, 342. Willis, IV, B. C., 157; III, Ed- ward J., 129. Wilmer, V, Joseph 175; II, Rev. Mr., 376; V, Skipwith, 175; IV, Dr. William H., 211. Wilson, V, 'Frances, 329 ; IV, Dr. Gordon, 257 ; V, Professor James Southall, 130, 357; IV, Prof. R. H., 285; V, 90, 125, 127; IV, Robert B., 216; I, Thomas, 211-12; III, William L., 222; V, 355; IV, Woodrow, alumnus, 213; interested in the Jefferson Society's proceedings, 213; man of letters, 215; V, offered Presidency of Univer- sity, 29 ; his name given to magazine prize, 237; President, 354; resolutions, in support of, by visitors, 352; portrait in Paris, 379. Winchester, I, 146, 348-50; II, 27, 63. Winchester, Boyd, III, 222. Winfree, II, 275. Winn, John, I, 121-2, 126, 172. Winston, I, Edmund, 174; How- ard, preface; IV, William A., 56. Wirt, William, I relations with Gilmer, 345-6, 350, 352, 355; Gilmer writes to, from Eng- land, 361 ; II, offered Presidency of University, 29-21; V, 4; let- ter declining, 7. Wisconsin, University of, V, 60, 217. Wise, I, Governor Henry A., 155; III, 197, 280, 284; II, Dr. John C., 179; IV, John S., 133, 197, 215; III, O. Jennings, 270. Wishard, L. D., IV, 182. Withers, III, Robert E., 222; soldier of Southern Guard, 266. Witherspoon, Rev. T. D., II, 176; IV, 177-9- Wolff, Dr. Bernard, IV, 211. Wood, I, 177; IV, General Leon- ard, 210; V, Robert H. Jr., 412- 13; Thomas, 131; IV, Thomas L., 82; I, Warner, 258. Woodberry Forest Academy, IV, 221, 354. Wood fin, IV, 181. Woodley, Col. Willis H., II, let- ter from Kraitsir to, 162; con- demns drinking, 282-3 ; refers to students' credits, 288 ; supervises repairs, 1835, 383; III, permit- ted to take boarders, 15; ap- pointed proctor, 192-3. Woods, I, 177 ; Rev. Edgar, pref- ace; II, 316, '372; IV, John R., INDEX 477 240; III, Micajah, 323; IV, 196; V, Samuel B. Jr., 257. World War, University in, V, the first measures, 360; pacifism sup- pressed, 365; effect on attend- ance, 367; Students Army Train- ing Corps, 370; bureau and ambulance units, 376 ; base hos- pital, 381, 387 ; service and honors, 394; heroes among alum- ni, '397-422. Wormeley, II, Carter, 221 ; Carter W., 76. Wright, Sarah E., V, 271. Wyatt, III, soldier in Southern Guard, 266. Wythe, George, I, 29, 55, 67. Xaupi (not Xaupe), II, 321; III, 163. Yale College and University, I, •33, 128; III, attendance at, 1853, 4; expenses at, 1840-50; 182; invites the debating societies of the University to join the pub- lication of a magazine, 260;^ representatives in Congress, 212;" IV, games with the University of Virginia, 145, 349-52; V, its law journal, 177; exchange pro- fessorship, 222 ; oratorical as- sociation, 241 ; coaching experts, 299; game of football with, 304; baseball, 305-6 ; social club at, 351 ; alumni in Congress, 354. Yancey, I, Charles, 131, 135; II, 315; V, Kemper, 299. Yates, II, 69. Yerkes Observatory, V, 142-3. Young, IV, Rev. Charles A., 284; 358-60; Dr. Hugh H., 14, 211; V, 248, 336; II, John B., 253, 374; III, 119, 200; W. H., 284. Young Men's Christian Associa- tion, III, formed at the Univer- sity of Virginia, 139; IV, shares expenses of magazine, 1867, 77; secures site for campus and hall, 152-3; aids in building chapel, 178-80; quarters, 1868, 1878, 181; its work, 183; effective leadership, 360; quarters, 1902-3, 360; secretaries, 361; secures a separate building, 1905, 362; V, after 1904, 245-254, 268-9; in Paris during World War, 393 ; in France, 395. Zeta Society, IV, too; V, 277. Zimmer, IV, 240. Zolway, the sculptor, IV, 216, 217. HILL REFERENCE LIBRARY ST. PAUL LD Bruce, Philip Alexander 5678 History of the University B7 of Virginia Centennial ed. PLEASE DO NOT REMOVE CARDS OR SLIPS FROM THIS POCKET UNIVERSITY OF TORONTO LIBRARY