WHAT MAKES A COLLEGE? 157 



tact with the great world, if their usefulness is not in some degree to 

 atrophy or ossify. College teachers are not, as a rule, clamoring for 

 larger salaries because they love the dollar for its own sake, but because 

 they recognize that financial resources are the bed rock of their own 

 efficiency. Most of the captious criticism of the college by business men 

 falls by the way because they expect a professor on a salary of $2,500 to 

 yield a grade of service the business world considers itself lucky to get 

 at $25,000. It is often said that the best men do not go into teaching 

 because salaries are so low. This puts the cart before the horse. Not 

 only would doubling the salaries paid by small colleges bring in a 

 higher average of ability, but no reasonable doubt can exist that it 

 would result in a marked increase in the efficiency of present instructors 

 and professors. The most promising personal ability may yield disap- 

 pointingly small results by reason of insufficient material support and 

 absence of the proper incitement. If there is one fault preeminently 

 true of the modern small college professor, east or west, it is lack of 

 knowledge of the real world of to-day, lack of stimulating contact with 

 men and leaders in other walks of life. The college teacher's time is 

 spent largely in contact with immature personalities, very interesting 

 generally, very stimulating sometimes, but nevertheless immature. 

 This is perhaps one reason why whole faculties come momentarily to 

 lack true perspective on moral and intellectual values. It is one reason, 

 also, why we are sometimes slow to sense the nation's real educational 

 needs and continue to insist upon antiquated disciplines and outworn 

 curricula. It is the exceptional college teacher who has time to pause 

 in his work and ask himself, " What am I here for ? " 



The faculty then makes the college and scholarship makes the fac- 

 ulty. This granted as substantially true, there is but one sure way of 

 getting a scholarly faculty. Pay salaries large enough to call forth, to 

 develop, and to retain ability. The average young doctor of philosophy 

 can with propriety hardly be called an educated man, in a broad sense 

 of the term. He lacks breadth of reading, travel, the stimulating and 

 mellow fellowship of men in callings other than his own ; he has not 

 done a tremendous amount of thinking nor has he thought very deeply 

 or broadly; he lacks, in short, the schooling of a rich and assimilated 

 experience. The maturity, breadth of horizon and catholicity which 

 should characterize the college professor, wherever found, are too often 

 lacking. If the young doctor goes into a college, often removed from 

 the real intellectual centers, from adequate libraries, from the main 

 currents of contemporary thought and interest, he is in a fair way to 

 remain for some time essentially immature, and then to undergo prema- 

 ture ossification. The small colleges of the past have sought primarily 

 to recruit their faculties with men of " personality and character." If 

 of late they have put somewhat more emphasis on scholarly attain- 

 ments, still inability to pay good salaries has necessitated reliance upon 



