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ton] classic statement of the qualifications of a successful university president: one who is an educator, has been a scholar, has judgment about finance, speaks continuously in phrases that charm and never offend, takes positions with which no one will disagree, consults everyone and follows all proferred advice, does everything through committees, but with great speed and without error." Comments, "All this reminds us that the average tenure of an American college or university president is approximately four years. So what you have before you is a person talking on the subject of academic tenure who has no tenure. I am one of the few employees of the institution that has less tenure than the football coach." Discusses presidential responsibility for protection of the faculty, but obligations for termination of services when the good of the institution requires it. Conclusion: "In my judgment there has been a little more heat than light on this subject in the past few years."

304. UPHAM, ALFRED HORATIO, 1877– 1945. State University Presidents. Sch. & Soc., 37: 686, May 27, 1933. (Author: President, Miami University, Ohio.)

Brief summary of terms of service of 150 presidents of state universities in 40-year period, with average tenure of 9.4 years. Names eight who had served more than 25 years each, longest being President Patterson, University of Kentucky, with record of 45 years. The 50 state university presidents in active service in 1932-33 had served an average of 7.7 years, four of them more than 15 years each, longest being President W. L. Bryan, Indiana University, with 30 years. Names five others with long terms of service.

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305. WATT, W. W. The College President: Conscience of the Campus. tion, 188: 512-515, June 6, 1959. thor: Head, Department of English, Lafayette College, Pennsylvania.)

Discussion of the alarming rate of turnover in the office of the college president and what this means for the university of the future.

306. WEST, ROSCOE L., 1892-. Chairman. An Investigation of Factors Affecting the Stability of Tenure of Presidents and Faculties of State Teachers Colleges. In American Association of Teachers Colleges, Sixteenth Yearbook, 1937, p. 124-129. (Author: President, State Teachers College, Trenton, New Jersey.)

Report of study made by Association's Committee on Standards. A letter describing the method of appointment of president and faculty of teachers colleges in New Jersey was

sent to teachers colleges and to commissioners of education in 36 states with request to report differences in their procedures. Replies were received from 34 states. Summary presented shows how presidents are appointed; terms of office specified, if any; and constitution of boards of control. Lists 12 typical practices regarding appointments, 11 practices dangerous to stability, and 18 practices making for stability.

307.

Chairman. Factors Affecting the Stability of Tenure of Presidents and Faculties of Teachers Colleges. In American Association of Teachers Colleges, Eighteenth Yearbook, 1939, p. 117-126. (Author: See No. 306.)

Lists 9 "Practices Dangerous to Stability" and 11 "Practices Making for Stability" derived from earlier report (No. 306). Reports results from a questionnaire covering 362 presidents of 127 institutions in 39 states who had terminated their services since 1900. Average length of service, 12 years. Six tables show number of years of service, number of presidents dropped for political reasons, other reasons for termination of services, relation of resignations to size of board of control, and relation of stability to method of selection of president. Conclusions: Presidents of colleges are more insecure than faculty members. Twenty percent were asked to resign. Most of the instability of presidencies are found in a few states.

See also Nos. 25, 26, 36, 41, 43, 46, 49, 50, 91, 109, 142, 161, 235, 239, 244, 245, 246, 247, 248, 251, 252, 253, 254, 320, 390, 423, 425, 438, 441, 467, 518, 691.

6. Retirement

308. COMMITTEE ON NECROLOGY. National Association of State Universities. Annual volumes of Transactions and Proceedings contain brief biographical sketches of member presidents who died during the preceding year. In some years given by the Committee on Resolutions.

309. DAVIS, PAUL H., 1897-. It May Be Sooner Than You Think: The Right Time to Retire. Coll. & Univ. Bus., 22: 19-20, June 1957. (Author: Consultant in Institutional Finance and Public Relations, Los Angeles, California.)

Discusses various retirement ages for college presidents varying from 60 to 70 years,

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310. DAVIS, SHELDON EMMOR, 1876- . Why I Quit. Peabody Jour. Educ., 24: 78-81, September 1946. (Author: President, State Teachers College, Dillon, Montana, until just before writing the article.)

"Though not of consequence, my quitting is meaningful to me, and it merits a few remarks." Discusses seven reasons why he did not quit the presidency. "If no one nor all of the foregoing impel me to quit, pray what does? The inescapable fact is that I have had too many birthdays. Every healthy septuagenarian thinks of himself as an exception. The law is the law, and I would not change it, but in closing I advise my readers against birthdays."

311. GREENOUGH, WILLIAM C. and KING, FRANCIS P. Retirement and Insurance Plans in American Colleges. New York: Columbia University Press, 1959. xiv, 480 p. (Authors: (1) President; (2) research officer; both of Teachers Insurance and Annuity Association of America and of College Retirement Equities Fund, New York, N.Y.)

A recent, comprehensive, and authoritative treatment of college planning for retirement benefits, life insurance, health insurance, and disability insurance for college instructional and administrative personnel, including college presidents.

312. Our Ex-Presidents of Universities. Nation, 104: 55-56, Jan. 11, 1917.

Comments on volume by President Emeritus W. J. Tucker of Dartmouth College. (See No. 450.) States that retired university presidents "have, to be sure, escaped from local into national politics; but in general they must look upon resignation as a step toward ignominious subsidence into dressing gown and slippers." Discusses various other possibilities, including "larger and freer opportunities" for service to society. "Dr. Tucker is... perhaps the first to recognize his work

as the fruit of a new and possibly important elderly leisure class."

313. TUCKER, WILLIAM JEWETT, 18391926. The New Reservation of Time. Atlantic, 106: 190-197, August 1910. (Author: President Emeritus, Dartmouth College, New Hampshire.)

"So far as I have observed, no attempt has been made to forecast the social effect of the various systems which are being put into operation for the retirement of the individual worker upon the approach of age." Considers the matter, from the personal standpoint, upon his retirement from the presidency at age 70. "Assuming that the intellectual worker remains, upon retirement, in possession of his mental powers, there are at least three inciting moods which may lead him to undertake new work-the reminiscent, the reflective, the creative." Discusses each of these. See No. 314.

314.

The New Reservation of Time, and Other Articles Contributed to the Atlantic Monthly During the Occupancy of the Period Described. Boston: Houghton, Mifflin Co., 1916. xii, 213 p. (Author: See No. 313.)

Includes six articles, reprinted from the Atlantic Monthly where they originally appeared from 1910 to 1916. The first one gives the title to the volume. For summary of it, see No. 313. For comments on the volume, see No. 312.

315. The Wretched University President. Educ. Review, 45: 210-214, February 1913. (Author: Anonymous, under "Notes and News.")

"The Johns Hopkins University has just now published a statement of the action of the Board of Trustees and the Faculty of the University on the occasion of the resignation of President Remsen." Quotes eulogistic statements by Basil L. Gildersleeve, Edward N. Griffin, Harmon N. Morse, James W. Bright, Kirby F. Smith, and J. H. Hollander, all faculty members. Asks: "Is it not time that those who are slandering American academic life should summon sufficient courage to be equally specific in their statements?"

See also Nos. 109, 155, 161, 291, 360, 429, 438.

V. Duties and Responsibilities

1. General

316. ADAMS, ARTHUR STANTON, 1896- . The University Family. In Utah Conference on Higher Education, Proceedings, 1951. (Eighth annual meeting.) p. 51-54. (Author: President, American Council on Education; former president, University of New Hampshire.)

"The 'University Family' is a favorite theme of mine. . . . I like to regard it as a family of five members: the board of trustees or regents, the administration, the faculty, the students, and the public." Discusses each of these in turn, their obligations and their opportunities. "The burden of the problems that come to the president's desk for attention is an incredible one." Gives various illustrations.

317. Relationships Between Governing Boards and Administrative Officers of Colleges and Universities. In Association of Governing Boards of State Universities and Allied Institutions, Proceedings, 1952, p. 51–57. (Author: See No. 316.)

"The subject which I have undertaken to discuss today is one which is full of hazards of misunderstanding and dangers of application. . . . The trustees or the regents, the administration, the faculty, the students, and the public all have an interrelationship one with the other, an interrelationship which means in the final analysis accomplishment, if it is to be carried on with proper respect for the function of each particular part." Discusses the various responsibilities involved.

318. ADAMS, JESSE E., and DONOVAN, HERMAN LEE, 1887-. The Administration and Organization in American Universities. Peabody Jour. Educ., 22: 328343, May 1945. (Authors: (1) Professor of Education, (2) President; both of University of Kentucky.)

Chiefly report of questionnaire returns from 62 presidents of "leading universities" on the organization and function of a university sen

ate, university council, faculty committees, or other provisions for faculty participation in university administrative policies. Quotes statement on the duties and responsibilities of the president of the University of Kentucky as stated in a Special Report, approved by the University Board of Trustees, April 6, 1943.

319. AGNEW, WALTER DEE, 1873-. The Administration of Professional Schools for Teachers. Baltimore: Warwick & York, Inc., 1924. 262 p.

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Doctoral dissertation at Columbia University. "The following chapters, with an historical introduction, present à study of current administrative practices in 30 of these growing institutions in 18 states, with recommendations for their improvement. curing the data, the presidents or principals of 28 of these institutions were personally interviewed." Chapter 3, "The Chief Executive of the Professional School"; Chapter 4, "The President and His Governing Authority"; Chapter 5, "The President and His Faculty"; Chapter 6, "The Executive and His Students"; Chapter 7, "Guiding Principles-a Summary Chapter." Bibliography, 107 titles. See also No. 320.

320.

The Duties of the Normal School President. Teach. Coll. Record, 27: 814-824, May 1926. (Author: President, Woman's College of Alabama.)

Taken from the author's doctoral dissertation, No. 319. Discusses duties of the president relating to the faculty, to the student body, to the constituency, personal qualifications of the president, and some compensations for the duties of the president. "More than 10 years ago, the writer, on being called to the presidency of a small college in the Middle West, found that the tenure of the president of that institution had never, except in one instance, been longer than four years, several presidents having resigned at the end of two years and all of them having suffered rather stormy administrations. Upon investigation he discovered that the truble had been due very largely to a misunderstanding of the relative functions and duties of the president and the board of trustees."

321. The American College President. Nation, 77: 244, Sept. 24, 1903.

Editorial, critical of excessive emphasis on the president as a money-raiser. "Not long

ago an Eastern scholar was called, at a generous salary, to the presidency of a Western university, and, on his arrival, bidden to go out and collect his salary." Conclusion: "No college president should be expected to reinforce the qualities of the promoter with the practices of the sycophant." For comments see No. 322.

322. The American College President. Nation, 77: 300, Oct. 15, 1903. (Author: "Veritas.")

Comments on No. 321. "In academic circles the opinion is growing that the promoter president should go as soon as possible, not only because he presents a ludicrous spectacle, but also for more serious reasons. It is being felt more and more as an intolerable anomaly that, in the very heart of our democracy, a monarchical institution, such as the college presidency really is, should still exist." Argues vigorously for the German university system. "I am not exaggerating. Hundreds of professors would corroborate my statements if they dared to speak."

323. The American University and the College President. Science, 28: 798-799, Dec. 4, 1908.

Quotation of portion of article by David Starr Jordan from The Independent. See No. 144.

324. ANGELL, JAMES ROWLAND, 18691949. American Education: Addresses and Articles. New Haven, Conn.: Yale University Press, 1937. v, 282 p. (Author: President, Yale University.)

"The essays and addresses in this volume have been written during the 16 years of my service as President of Yale University, and have been selected by me."-Prefatory Note. Includes 23 titles, the first of which is his inaugural address in 1921 (p. 1-11). "Properly and inevitably at such a time we turn our vision forward. . . . I invite your attention to certain considerations bearing upon this unknown future. No thought has been so often brought to my notice by the alumni of Yale as their desire that she should somewhat enlarge her character as a national university." Discusses various phases of enlargement.

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325. As to University Administration. Science, 28: 308-309, Sept. 4, 1908.

Quotation from Springfield Republican commenting on article in July 1908 issue of

Popular Science Monthly, "with special reference to recent events at Syracuse, Cincinnati, and in Oklahoma." Concludes that "occasionally a gross and tyrannical abuse of authority reminds the world how far America is behind Germany in the freedom of its university life."

326. BAKER, JAMES HUTCHINS, 18481925. University Administrative Problems Outside of Teaching. In National Education Association, Proceedings, 1910: 537-542. With discussion by James K. Patterson, ex-President, University of Kentucky. (Author: President, Univer

sity of Colorado.)

Address at Department of Higher Education, N.E.A. "It is sometimes humorously suggested that there should be five presidents: an executive president, a literary president, a political and financial president, a religious president, and a social president. Surely a position making such demands is one to which many may feel called, but few wisely chosen." Discusses relation of president to alumni, to board of control, and especially faculty problems which "are more numerous and complicated."

327. BAUER, RONALD C., 1915The Case Method in the Study of College Administration. New York: 1952. (Author: President, Inter-American University, Puerto Rico, since 1955.)

Doctoral dissertation at Teachers College, Columbia University, 1952. See No. 328. 328. Cases in College Administration: With Suggestions for Their Preparation and Use. New York: Teachers College, Columbia University, 1955. xi, 213 p. (Author: Visiting Lecturer, 1953-55, Institute of Education, University of London, England.)

"This book is the result of several years of sustained interest in and experience with the adaptation of the case method to the study of college administration." (See No. 327.) Comprises 18 well formulated hypothetical cases, covering administrative problems, policy development, student personnel, faculty personnel and interpersonal relations, each accompanied by list of stimulating "questions and suggestions for further study." Two of the cases "The Making of an Administrator," and "The President's Decision," deal especially with the work of a college president. Contains a final section on the collection and preparation of cases.

329. BEARD, JOHN L. A Study of the Duties Performed by College Administrators. Austin, Texas: 1948.

Unpublished doctoral dissertation at University of Texas, 1948.

330. BEU, FRANK ANDREW, 1898Speaking of Presidents: How Many Are That Way? Coll. & Univ. Bus., 12: 27, June 1952. (Author: President, Western Illinois State College.)

States his concept of the presidency based upon "experience with several thousand college presidents over a period of 20 years in all types of institutions."

331. BRANDL, ALOIS. A German View of the American University President. Review of Reviews, 36: 110-111, July 1907. (Author: "A noted German Anglicist" from University of Strassbourg.)

Discusses the power and influence of the American college president, especially President C. W. Eliot of Harvard University, "the strongest university president in America," who "as a permanent force is more powerful than the President of the Republic himself" and "will be a controlling force in the spiritual life of the nation as long as he lives." Reports in detail on his visit to Harvard and conferences with President Eliot.

332. BRANNON, MELVIN AMOS, 18651950. Some Difficulties and Joys of a College President. Quart. Jour. Univ. North Dakota, 10: 314-319, April 1920. (Author: President, Beloit College, Wisconsin.)

"Unless we know something of the program which must be followed by a college president, we can have no appreciation of the task and cannot evaluate its difficulties and joys. For convenience the field of administration may be divided into the classical number that was applied to Ancient Gaul. The first division is fundamentally economic. The second pertains to building, maintaining, and operating the physical plant. The third deals with the output or educational product." Considers each of these, with greatest emphasis on the third. "Thus far in this brief discussion of college administration the accent has been upon the question of tasks and difficulties, rather than upon joys. The fact is that if one is seeking a sphere which is accented with joy, he should never enter the field of college administration."

333. BRITT, ALBERT, 1874- . Eleven Years a College President. North Central Assoc. Quart., 11: 38-42, July 1936. (Author: President, Knox College, Illinois.)

Address before the Commission on Institutions of Higher Learning of the North Central Association, April 23, 1936. "Probably the first lesson that all of us learn in administrative work of this kind is that most of the things that we thought we knew are not true, or that if true, they are true only in part with discounts, alterations, and amendments." Considers the relations of the president to his trustees, faculty, students, and alumni.

334. BROWN, J. DOUGLASS, 1898. Mr. Ruml's Memo: A Wrong Approach to the Right Problem. Jour. Higher Educ., 30: 412-416, November 1959. Same, condensed, Educ. Digest, 25: 14-16, February 1960. (Author: Dean, Princeton University.)

Comments on No. 451. In general, quite unfavorable, but says: "Mr. Ruml is justifiably disturbed by the easy assumption . . . that a weak president makes a strong faculty. No premise for academic organization could be more misguided or unfortunate. It has been given support by the complementary premise, on the part of some boards of trustees, that the president is a business man riding firm but gentle herd on an interesting aggregation of seals. . . He is, or should be, the first member of the faculty, and essentially its leader in general educational policy. He is also, or should be, the leader of the board of trustees."

335. BROWN, KENNETH IRVING, 1896- . The Burden of Creative Leadership. Jour. Higher Educ., 24: 339–344, October 1953. (Author: Director, Danforth Foundation, St. Louis, Missouri; ex-president of Hiram College and Denison University, both of Ohio.)

A portion of his book published the following year, No. 336. Discusses responsibilities of presidents' wives for keeping their husbands human and sane. States that "every executive, in his absorption with budgets and supervisory boards and grandiose plans, encounters the danger of losing the feel of people, the care for faces." Stresses especially the obligation of "a religiously committed educator" for "making a concern for character and the interior life a fundamental part of the institution." Discusses also various snares to be avoided. "Perhaps a still more dangerous snare for the creative administrator is the danger of mistaking prominence and noise and shining brass for significance."

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