sest by that institution for only three years, and forced her, in turn, to look for a new man."

219. VALENTINE, ALAN CHESTER, 1901-. Inaugural Address of the President of the University of Rochester. Sch. & Soc., 42: 841-845, Dec. 21, 1935.

Given at Rochester, New York, November 15, 1935. "In the work I now begin, I cannot promise success, but I can pledge without reserve whatever energy and wisdom I can muster. This University has an honorable past and moves toward a distinguished future. Sixty years ago, university inaugurals were long, erudite, and scholarly. A president was then a remote but admirable figure, generally respected but seldom understood. felt his authority in the intellectual world and made the most of it. . . . Since that time the learned world has become less restricted, and its members more critical. . . . That change is a healthy one. No man is wise enough to direct alone the policies or details of a university."

He

220. WARD, PAUL WILLIAM, 1893-. Reflections on University Administration. Educ. Record, 19: 117-124, April 1938. Reprinted in AAUP Bull., 24: 638-644, December 1938. (Author: Professor of Philosophy, Syracuse University; Chairman of Committee of the American Association of University Professors on Place and Function of Faculties in University and College Government.)

"University administration, consequently, cannot be patterned too closely after other types of administration. . . . In all administrative set-ups, however, performance is a function of characters and universities are no exception.

The preface to excellent administration lies in the selection of administrators." Considers principal factors and methods to be followed in selection of a president. Advocates "faculty participation or consulation in the selection of presidents."

221. Chairman. Place and Function of Faculties in College and University Government. AAUP Bull., 25: 145-168, April 1939. (Author: See No. 220.)

Includes report of Committee T (p. 145150), and symposium on same subject at 25th annual meeting of the Association, led by Julian P. Bretz of Cornell University (See No. 88), Ordway Tead of New York, and Carl Wittke, Oberlin College. Latter two not di

rectly concerned with the work of the president. Committee T report summarizes earlier reports of the Committee. Reports results of a questionnaire to Association chapters asking for their wishes as to future activities of the Committee. More than two-thirds of the chapters wanted it to do consultative work and to "make a comprehensive survey of governmental set-ups in as many as possible of the institutions at which the Association has chapters with a view to publishing the results." For other reports by this Committee, see Nos. 222, 223, 224, 225.

222. Chairman. Place and Function of Faculties in College and University Administration: Committee Report and Symposium. AAUP Bull., 26: 171-190, April 1940. (Author: See No. 220.)

A report on various aspects of faculty participation based upon information furnished by 177 institutions. In reply to the question, "Is faculty consulted in choice of a new president?" answers were "No", 113; "Yes", 44. Replies to this and other questions are analyzed in a set of eight charts for all institutions and separately for 29 State universities, 20 women's colleges, 14 engineering colleges, 23 teachers colleges, 6 endowed graduate schools, 6 most democratic state universities, and 6 least democratic universities.

223. Chairman. Place and Function of Faculties in College and University Administration. AAUP Bull., 27: 155-177, April 1941. (Author: See No. 220.)

Report at 27th annual meeting of the Association. "This report of Committee T falls into four divisions: I. Further researches of the Committee; II. Suggestions of the Committee; III. Continuing recommendations of the Committee; IV. Conclusions." Gives revised summaries of reports made the previous year (No. 222) but based on returns from 228 institutions instead of 177. Reports that faculty is not consulted in choice of a new president in 148 institutions, consulted in 60, others not reported. Develops a Faculty Self-Government Index and a 28-Point Rating Scale based on it.

224. Chairman. Place and Function of Faculties in College and University Government. AAUP Bull., 39: 300-318, Summer 1953. (Author: See No. 220.)

Report at 39th annual meeting of the Association. Reports progress on new study inaugurated in January 1953, based on replies

from 155 of the Association's 460 chapters. Quotes extensively from 1920 report (see No. 618), and summarizes preceding reports of the Committee. Shows progress made in 51 identical institutions between 1939 and 1953. States that 25 institutions had made improvement in faculty participation in choice of new presidents. Includes bibliography of 11 titles.

225. WARD, PAUL WILLIAM, 1893Chairman. The Place and Functions of Faculties in College and University Administration. AAUP Bull., 41: 62-81, Spring 1955.

(Author: See No. 220.)

Final report on the 1953 study of the Committee. Based on replies from 228 institutions and comparisons with reports from 228 institutions in 1939 report. Presented in a series of 14 graphs, most of them based upon faculty self-government indexes, derived in earlier report (No. 223.) Reports answers to question, "Is the faculty consulted in the choice of a new president?" In 1939, answers were "Yes", 60; "No", 148. In 1953 answers were "Yes", 112; "No", 111.

226. WEBSTER, ARTHUR GORDON, 18631923. Science and Inaugurations. Nation: 89: 376-377, Oct. 21, 1909. (Author: Professor of Physics, Clark University, Massachusetts.)

Comments on editorial in earlier issue stating that "our humanists need not shudder over Dartmouth choosing a physicist for president." Says that "I felt moved at the time to remark that in other countries this tendency to shudder is not experienced." Names seven physicists "who are, or have recently been, at the head of British Universities." Comments on three recent inaugurations which he has attended, and their emphasis on the importance of science in the modern university.

227. WECTER, DIXON, 1906-. Prowling for Campus Presidents. Sat. Review Lit., 31: 9-11+, Sept. 11, 1948. Reprinted, AAUP Bull., 34: 493-504, Autumn 1948. Excerpts, Newsweek, 32: 92, Sept. 20, 1948. (Author: Chairman, Research Group, Huntington Library, California.)

Vigorous, often frank, comments on various types of university presidents, especially fourstar generals, scholars, and business men. Many such named and characterized. Conclusion: "If a university president accepts this prime obligation [defender of free thought], cultivates broad understanding if not scholarship, and keeps himself within the limits of serenity and justice, it matters not too gravely whether he knows all about cost-accounting, has a winsome microphone manner, or started

his professional career as instructor, bank messenger, or shave tail."

228. WETZLER, WILSON F., 1914– . A Look at the President of the Small College. Jour. Higher Educ., 25: 439-441, 456, November 1954. (Author: Assistant Director of Student Teaching, Madison College, Virginia.)

Based on a questionnaire answered by 24 presidents of liberal arts colleges, privately controlled and church-related, with enrollSummarizes ments of less than 500 students.

data on ages, experience, training, and needed characteristics for success. Considers also special problems facing the presidents of these institutions. "Most of the administrators believe that financial problems are the most pressing and urgent." Also discusses why the presidents dislike certain functions and duties. "One president complains that 'playing God' is indeed a tiresome task."

229. WHITE, GOODRICH COOK, 1884The Education of the Administrator. Nashville, Tenn.: Methodist Board of Education, 1957. (Studies in Christian Higher Education, No. 3.) viii, 62 p. (Author: President, Emory University, Georgia.)

Based on address at 12th Institute of Higher Education, Nashville. 1956. Contains 4 chapters: I. On Keeping Intellectually Alive. II. Patience and Its Limits. III. The Letter and the Spirit. IV. The Real Job.

230. Why College Presidents Are Mentally Second-Rate. Current Opinion, 67: 242, October 1919.

"The steady deterioration in the character and capacity of college presidents remains one of the unheeded warnings of the time in the United States. The college president is responsible for the decay of the intellectual life of the nation. . . Our college presidents who are in a conspiracy against knowledge,... facile in retailing sophistry, . . . a smiling humbug." Quotes extensively from an article by an unnamed "Western college professor" in School and Society, but gives no reference to volume or date.

231. WIDGER, HOWARD DEFORREST, 1887-. What Should Be the Qualifications for the President of Utopia Teachers College? AAUP Bull., 33: 525–534, autumn 1947. (Author: Head, Department of English, Eastern Illinois State College.)

Considers the significance of age, appearance, education, experience, character, temperament, and attitudes. "This paper has not

attempted to make a complete catalog of all the qualifications which should be required of Utopia's president. It is neither a bill of particulars nor a blue print. It will have accomplished its purpose if it serves to call the attention of the inquiring College Board to some of the tangible and intangible qualities of head and heart about which they must do some plain thinking before they commit themselves to a decision on the presidency."

232. WIGGIN, GLADYS ANNA, 1907-. Selecting and Appraising Personnel. In Democracy in the Administration of Higher Education (No. 21), p. 129-148. (Author: Professor of Education, University of Maryland.)

States

Studies the statements and achievements of certain famous university leaders, such as Eliot, White, and Harper in attempt to discover the characteristics of great administrators and the reasons for their success. that "putting in charge of a university a commander of troops whose only connection with a university had been as an undergraduate student is disastrous to the development of our social institutions. It is a trend which should be fought against vigorously by those who are working for the expanding social usefulness of the university. The master craftsmen of the great universities have been educational statesmen. . . . educational leaders have exhibited their flair for organizing university work long before they have been called to presidencies." Discusses also How the Great Presidents Secured Great Professors, Factors in Institutional Distinction, and Measures of Institutional Distinction-all features for which the university president has more or less direct responsibility. General conclusion: "The essence of their greatness is in the sweep of their educational philosophies and the strength of their educational courage."

Most of these

233. WILBUR, RAY LYMAN, 1875-1949. Inaugural Address of the President of Leland Stanford Jr. University. Sch. & Soc., 3: 181-186, Feb. 5, 1916.

Reviews his earlier connections with the University and reasons for them. "The desire to learn new things must be in the air. Merely to set up baubles to encourage scholarship and research may be expedient, but we cannot expect a man who considers these as worth much, or at least as goals to be attained, to go far along the plodding road of new thought or new discovery. There can be no place for the mentally stagnant." Conclusion: "Let us here at Stanford, trustees, faculty, alumni and students, together do our best as unselfish citizens to develop a university of service, of citizenship in its broadest sense of character-a place where truth is

paramount. In a word a university of quality and of usefulness."

234. The University President: Essential Characteristics for Success. Assoc. Amer. Coll. Bull., 30: 330–334, May 1944. (Author: Chancellor, Stanford University.)

"The fundamental requirement for a university president is durability of mind and body. . . The principal function of a university president is to select or steer the selection of a faculty of quality and to back up its members, young and old, in their ambitions, researches, scholarship, and teaching programs. ... Success in the presidency comes largely from the ability to make prompt decisions and to have a clearcut policy and to have written records of all important deelsions. Something must be said, too, for the wife of a university president. She is called upon to play silent partner, without remuneration, but with plenty of hard work, in social and other lines. She can do much to make or break her husband."

...

235. WILGUS, ALVA CURTIS, 1897-. Presidential Prerequisites. Sch. & Soc., 46: 275-276, Aug. 28, 1937. Reprinted in AAUP Bull., 24: 180-183, February 1938. (Author: Professor, George Washington University, Washington, D.C.)

"In higher education today the average yearly turnover in college and university presidencies in the United States is between 150 and 200.... Many reasons can be assigned for this astonishingly rapid change, but one of the usual contributing causes is to be found in the presidential personality. It may, therefore, be not inappropriate to say a word about so important a subject." siders various needed characteristics, including humility, honesty, optimism, open-mindedness, originality, patience, and accessibility to both faculty and students. "A president should be equally at home with a top hat or a tennis racquet, a riding habit or a walking stick."

Con

236. A Placement Bureau for College and University Administrators. Sch. & Soc., 48: 115, July 23, 1938. (Author: See No. 235.)

Comments on suggestion by H. G. James (No. 513). "In February and March 1937, the undersigned discussed with nearly two dozen leading educators in this country the need for and feasibility of establishing such a bureau. ... In the course of the discussion it became evident" that no one of five named national organizations could establish the needed service. Considers other possibilities, but reaches no satisfactory conclusion.

237. WILLIAMS, CHARLES WHITING. His All-Round Excellency, the College President: What Is Required of the Executive of an American Institution of Higher Education? Independent, 74: 499-503, Mar. 6, 1913. (Author: Assistant to President, Oberlin College.)

"No

Occasioned by election of Woodrow Wilson to the presidency of the United States. wonder a great party staked its chances of a diploma from the electoral college . . . on an ex-college president-and won! The number, size, quality and variety-in more academic language, the multitude, magnitude, essential characteristics, and heterogeneousness-of the duties loaded on the modern college executive are enough to fit him to handle with ease practically any job of 'presidenting' the country can furnish." Gives numerous examples, some serious, some amusing. Contrasts presidential difficulties in handling a cabinet and in handling a faculty. "No political party ever contained in proportion to its size anything like so many different kinds of people as a university teaching force." States that "a college president will hear, during the course of a year, from half the country's wise men and all its lunatics." Gives several examples of latter group. Mentions also Presi

dent James A. Garfield, former president of Hiram College, and President Thomas Jefferson, founder and first president of University of Virginia.

238. WILLIAMS, LLOYD P. Quiescence, Tradition, and Disorder-Cross-Section of a Small College. AAUP Bull., 43: 615-625, December 1957. (Author: Assistant Professor of Education, University of Oklahoma.)

"Cherokee College is the subject of this paper. Whereas the name is fictitious, the college is not. Cherokee is collegiate, private, church-related, and co-educational." Describes characteristics and faults of administrative officers, especially president and dean. "The president is preoccupied with administrative trivia, and his interference in various offices throughout the college is frequent, unpredictable, and apparently compulsive."

See also Nos. 12, 25, 38, 41, 43, 44, 46, 47, 48, 49, 50, 56, 62, 63, 66, 68, 239-254, 258, 280, 303, 306, 320, 339, 340, 346, 377, 390, 401, 406, 433, 434, 489, 504, 510, 513, 520, 521, 524, 528, 588, 618, 630.

1. General

239. CHAMBERS, MERRITT MADISON, 1899. Presidents of State Teachers

Colleges. Sch. & Soc., 35: 234-236, Feb. 13, 1932. (Author: Faculty member, Teachers College of Kansas City, Missouri.)

A statistical study of 61 presidents of state teachers colleges, "which have been rated as reputable degree-granting colleges for at least six years." Information summarized in five tables. Ages varied from 36 to 80 years, with median of 58 years. Median tenure was 12 years. Forty-six had previous experience as professors in college or normal school. Fourteen had earned doctor's degrees. Twenty-four of them have written at least one book each. Conclusion: "The academic histories of teachers college presidents should not escape observation. These men are in very important key positions, where sound scholarship and intellectual independence can do much toward the advancement of our civilization."

240. DONOVAN, HERMAN LEE, 1887- . The State University Presidency, 1955. In National Association of State Universities, Proceedings, 1955, p. 15-30. (Author: President, University of Kentucky.)

On basis of Who's Who in America and other similar reference works and a special questionnaire, finds that "the typical state university president today is a married man, 56 years of age, and he is the father of two children. The range of ages is from 33, the youngest, to 70, the eldest. He is a college graduate, the possessor of three earned degrees, including the Ph.D. degree, and he has received one or more honorary degrees. . . [His] major field of study is most often education. . . . He lives in a home on the campus provided for him and his family, rent free. The median salary . . . is $16,375 per year, but the range is from $10,000 to $30,000." Many other details given. Quotes definitions of college presidency by Harold Ickes, Walter Jessup, and W. H. Cowley. Makes detailed comparisons between James K. Paterson, President of University of Kentucky

1869-1910, and present conditions. On the basis of 27 years experience, considers the question: "What are the most important activities of the college president today?" Lists seven "things I would do differently if I had to live over my career as a college President." For further quotation from this address see paragraph preceding No. 644.

241. GORDON, JOSEPH ELWELL. The University Presidents: A Study of Their Background and Educational Concern in 1900 and 1950. Chicago, 1951.

Unpublished doctoral dissertation at University of Chicago. For summary, see No. 242.

242. The President: Has the Pattern of College and University Leadership Changed? Jour. Higher Educ., 24: 135-140, March 1953. (Author: Program Analyst, Air University, Alabama.)

Based upon author's dissertation at University of Chicago (No. 241). Compares presidents of 29 universities which in 1949 were members of the Association of American Universities with the presidents of the same institutions in 1900. Following factors were studied educational preparation, experience, age, former relationship to the institution, and honorary degrees received. Also considers "the extent to which the higher educational views and concerns of the present-day executive differ from the views and concerns of the officers at the beginning of the century."

243. GROSS, JOHN OWEN, 1894. The Methodist College President. Assoc. Amer. Coll. Bull., 32: 527-528, Dec. 1946. (Author: Secretary, Department of Educational Institutions, Board of Education, Methodist Church, Nashville, Tennessee. Former president, Simpson College, Iowa.)

Reports a study "of the presidents of 102 Methodist educational institutions." Average age was 53 years; when first chosen, 45 years. Ages tabulated, varying from 34 to 76 years. In last 10 years, 80 institutions have elected new presidents. Sixty-two of the presidents