Unclear curriculum for primary task (science education). It occurs to me that the task of figuring out how to teach English or composition or rhetoric likely seemed comparatively easy against the task of figuring out how to create a program of study in applied science, the primary charge of the school. One quote: “For years, the teachers had to work out the material of their courses while they taught them…” Also, the “lack of clarity about the objectives toward which the land-grant colleges were supposed to work led to many bitter struggles” (18). Page 17-18 provides a sense of the challenges the first faculties faced in forming a curriculum in scientific education.
Competitive environment for anything other than practical education. In the west, where there were few colleges and universities, land-grants could move more easily into liberal courses of study. But if they did this in the east, where there were already many established institutions providing this function, there would be trouble… “On the other side were those who wanted the new colleges to educate the sons and daughters of farmers and workmen who could not afford the expenses of the endowed colleges. In the states west of the Alleghenies, it was not difficult for those who believed this to carry the day, and in many states, state universities early grew out of the land grant institutions. But in the East, long established endowed schools resisted this move and fought to restrict the new state colleges to a narrower field” (18)
“The opposition to [Dimond’s plans] was strong and extremely vocal for many years.” (22)
Dimond as an advocate for “other scientific and classical studies.” Dimond gets at a sense of the challenge when he writes of boys being “taught to memorize a mass of words from dry and, to them, unmeaning textbooks, as parrots are taught to recite verses” or the establishment of apprentice-shops “where boys would be blindly taught the manual arts of agriculture and manufacture, as monkeys are taught to perform antics in order to procure coppers for their masters” (20).
In addition to the scientific studies, the students needed English, commercial arithmetic, bookkeeping, and drawing immediately. (21)
See great quote from Dimond on 21, “It is to take young men… and enable them to become first-class men, useful and influential citizens.”
NHC’s first rhetoric instructor was contract-labor, Edwin O. Sanborn. (23)
Extreme poverty of NHC—see quote about comparisons of funding with Cornell and UCAL p. 34)
Conant scholarships, ($1000 for each town in a single county of NH, Cheshire and $2000 for Jaffrey) were a significant source of income for NHC right through the 1880s and could only be used for students pursuing ag (33-34)
Clarence W. Scott first full-time librarian at Dartmouth, professor or English language and literature at NHC, listed as English prof at NHC in book on MLA proceedings circa 1884 (https://books.google.com/books?id=3mw9AAAAYAAJ&pg=RA2-PR78&lpg=RA2-PR78&dq=Clarence+W.+Scott+English+professor&source=bl&ots=T_u3GDVoen&sig=qiRIFxmINP7W-9WUPNJpP2YOxbM&hl=en&sa=X&ved=0ahUKEwjD06jXoOHMAhWGNz4KHZ3dCvUQ6AEIHTAA#v=onepage&q=Clarence&f=false)
Scott taught at NHC part-time (see p. 50)
Leading up to the move to Durham (early 1890s), there were only four primary courses of study offered—agriculture, chemistry, mechanical engineering, and electrical engineering. A “general course” was added for female students, in order that they might take electives in place of shop work and surveying, etc. “There appears to have been little expectation that this arrangement would have any particular attraction for men and it was frankly advertised as a ‘women’s course’” (54)
List of number of graduates (p. 59)
Tuition (1890): $30/yr
Consistent trend away from agriculture as primary subject at NHC. There seems to have been this problem where NHC was supposed to be an ag school and was assumed to be so by several (Dartmouth, Conant [gave tuition scholarships to ag students only that kept the school afloat], the state). There is a chart on p. 67 which shows the occupations of NHC graduates from 1871-1892. This is helpful data—143 total gradutes. “An examination of these lists as they appeared shows a small but steady decline in the percentage of graduates who either became practicing farmers or teachers of agriculture after graduation.” (67)
Challenge of securing students (33)
Although the entire study body never exceeded 33 before 1880, a total of 34 or more scholarships were offered for in-state students each year. (34)
New Hampshire college was one of the poorest of the land grant institutions. In an article written in 1884, entitled, Agricultural Education Historically Considered, Professor Scott wrote:
"In income, Cornell heads the list with $230,000. Next comes the University of California, with a yearly income of $100,000...It has received from the state $35,000 for its library, nearly half a million dollars for buildings and over a million for general expenses... The income of $4,800 received by the state college of New Hampshire is the smallest income received by any one of the colleges doing independent work." (34)
Founding of the "General Course"... "There appears to have been little expectation that this arrangement would have any particular attraction for men and it was frankly advertised as a "women's course." (54)
Hatch Act (3/2/87): established the agricultural experimental stations (54). Allowed for greater resources and a much greater degree of specialization. For full excerpt from the Act, see p. 55. The Act provided that the federal government would provide $15K per year for support of experimental agricultural work and the salaries of employees (states were left to find or raise buildings). Here's an important passage about the impact of Hatch on NHC:
Fifteen thousand dollars was a tremendous sum to the little New Hampshire school whose total annual budget did not equal this amount. With this appropriation, the resident staff could be increased and experts in a number of fields could be secured for part-time services. (55)
Professor Dimond passes (1876, p. 44)
Problems with enrollment (58-59)
First female students-, 1890-but not graduates (63-65)
Dissatisfactions with the Hanover location (67-82)
Murkland is the first "official" president of NHC (96)
Second Morrill Act (1890) (105)
Enrollment Numbers:
1893:
1903: 121 students (p. 188)
1911: 315 students (p. 189)--In the 19 years that the college had been in durham, enrollment increased by almost 500%.
- Ag: 133 (1/2 of these were in the 2-year course)
- Eng: 96
- A&S: 83
Chapter 7: The Administration of President Fairchild (1912-1917)
In 1915, New Hampshire was spending only $121 per student as against $469 spent by MA. (209)
1915: dividing the college into three divisions with description of programs in each division (211)
1915: Department of education created (212)
Addition of new faculty, including Richards and Scudder (213)
Jump in enrollment: 1912/13 = 354; 1916/17 = 666 (218)
Rise of liberal arts:
(p. 219)
Rise in number of students enrolling in teacher education (219)
Rise of majors in liberal arts division:
(p. 220)
Social class of students:
(p. 221)
Debate team and Dr. Richards:
(p. 224)
Chapter 8: The War Years
Chapter 9: The College Becomes the University (253)
In many ways, New Hampshire college after the war was a far different institution from what it had been. Joseph Conrad once wrote of the shadow line that separates youth from maturity, a line marked in the life of each individual by the meeting of a great crisis and the successful surmounting of it. Much the same thing was now happening in the life of the college. It was, in most respects, the same institution that it had always been, yet much had changed and the consequences of those changes were far-reaching. (253)
1922: college enrolls 1000 students for the first time:
140: agriculture
289: engineers
550: arts and sciences (256)
As can be seen from these figures, the phrase, agricultural and mechanical, in the name of the college, actually described the courses taken by less than half of the total student body. The following year [1923], the agricultural division actually lost in the size of its enrollment, while the division of arts and sciences gained a number almost equal to the total increase in enrollment, giving them a total of 687 out of 1,121 students in the college. This fact provided an argument which President Fairchild had been unable to make in favor of changing the college into a university. (265)
More on the name change and how the agricultural interests in the state had fought the change to UNH (265-266)
NHC becomes UNH July 1, 1923
Chapter 10: The Present University
Enrollment Info:
The enrollment continued to increase until 1927, when it reached 1680, but then became more or less stabilized in the vicinity of 1600 for nine years. (275)
Furthermore, it had been the fixed policy of the college to admit all New Hampshire residents who could offer a high school diploma and a record of courses passed which covered the required subjects under the point system. Some maintained that the university now had no right to reject any New Hampshire boy or girl who had completed a secondary school course satisfactorily and wanted to continue with collegiate work. In 1926 and 1927, no in-state applications were rejected, but the following year 15 were denied admission. (276)
So, 1600 from 1927-1936
He says that these:
change of name (1923)
mill tax (1925)
mark two of the most important developments at the college.
President Lewis (1927-1936)
The distinguishing feature of President Lewis' administration was the effort to raise the scholastic standards of the university (277)
Developments of the 15 years leading up to 1941 (the year Babcock's book was published):
College of Liberal Arts continues to grow (278-29)
Professor Clarence W. Scott, first librarian of the college, instructor and professor of English (1878-1886), and professor of history and political science (1879-1930) (282)
On Graduate Study (289-291)
Graduate study dates to 1893 (the year of the move to Durham) (289)
1921-1925: graduate education organized more thoroughly and first MA degrees awarded (289)
First MA degree awarded in English (290)
1925: first year they publish a Graduate bulletin (along with undergraduate bulletin)
1928: establishment of Graduate School
1930: graduate degree in education
1941: as of this date, English had awarded 30 MA degrees
Mention of The Writer's conference (293)
Mention of Folio and The Poetry workshop (298)
Mention of The Student Writer, est in 1928 and also students winning writing prizes (300)
The New Hampshire, est. in 1935 (300)
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