ࡱ> 8ifghjwpz|uhq P k n h N [ugY{Uh^]L@F!` .bjbj\\ 0>>$(h  """(tyyy8-zDq qC՚(W2>p "$$$$$$$uhݞH"d22ddH@W]d"W"W"d":F,"" $a ΑW} pUqyzr ՚|Rm mΑΑm"nZz@j$3^X,) HH՚ddddqCqCqC6yqCqCqCy"&R( R"  Without Adult Supervision: Campus YMCAs as an Ancestor of Student Affairs Dorothy E. Finnegan Associate Professor and Nathan F. Alleman Graduate Research Assistant School of Education The College of William and Mary Williamsburg, VA Presented at the Annual Meeting of The Association for the Study of Higher Education November 16-19, 2005 Introduction Students began to organize their own indigenous societies at least by the latter decades of the eighteenth century. Most associations were established for instrumental purposes. Although self-development was a popular function, others helped to maintain social control on the campus. Many of the organizations had literary ends, while others sought fraternity. Not surprising, given the impact of the Great Awakening on the extant colleges and then the trend toward secularization of study and student social life in the eighteenth century, religious purposes also brought students together. The earliest religious societies at The College of New Jersey (Princeton) date to the 1770s. At the turn of the century when religion appeared divorced from many campuses, small groups of students gathered into prayer groups at Hampden-Sydney, at Williams, and Yale. By the mid-1800s, most campuses had Christian societies, such as the Christian Association at Cornell College and The Philadelphian Society at Princeton. Although popular and active, most religious associationsunlike Phi Beta Kappa and succeeding early fraternities that issued charters for other college chaptersappear to have been campus-based and isolated from similar groups at other colleges. Campus-based until 1858 and isolated from others until 1877it was in these respective years that the YMCA first was established as a campus organization, and then linked to form a national network. By 1912, 772 associations existed on American college campuses, claiming 69,296 members. Eight years later, the number peaked at 731; from then on, the movement declined. Only 480 associations existed in 1940. The rise of the campus YMCAs in part was due to collegiate transformations during the last quarter of the nineteenth century. At the universities, as faculty became immersed in the advancement of knowledge, developed elective courses, and relinquished their advising duties, the gulf between student needs and faculty interests widened. Few institutions enrolled enough students to warrant a complex administrative staff. Even at Harvard in the 1870s, Eliots dean of the college managed faculty, student life, admissions, registration, and other personnel issues. At newer and smaller institutions, the board of trustees sank its precious dollars into building construction, hiring faculty, and outfitting classrooms. Hiring staff to specialize in student life was not even a glimmer. As the curriculum relaxed, permitting the election of courses, students acquired increasing amounts of unsupervised time and were left to fill the vacuum with culture, activities, and supervision of their own design. Although the YMCA movement began with a religious mission, students fine-tuned membership recruitment strategies that morphed into secular campus services. And these services eventually were absorbed by student affairs personnel beginning in the 1920s and 1930s. The profession of student affairs claims its earliest roots from the disciplinary and advising relationships between the faculty and students, which, given the number and ferocity of student riots, appears to have been often times less than successful. As the universities and colleges developed in the latter decades of the nineteenth century, direct adult supervision of students extra-curricular life lessened. Humanitarians, administrators, and psychologists independently began working with students outside of the classroom at the turn of the twentieth century, but increasingly after World War I. Not until 1919 did anyone argue the need for an organized department dedicated to student life beyond the classroom. And even then, reflecting the budding research, the student personnel role focused on student aptitudes and vocational advising. The contemporary history of the student affairs profession in the decades between the 1870s and 1900 is thin, albeit growing. Only recently have a few scholars revisited early scholarship on the growth of administrative bureaucracy. A number of scholars have mentioned the role of the campus YMCAs and YWCAs as a part of the missing story. This paper addresses the vibrant student movement that pre-dated the unification of the student personnel profession. Our contention is that the campus-based YMCAs, joined by YWCAs, initiated a model program of services and activities for their fellow students for which student affairs personnel deliberately and progressively assumed responsibility during the mid-years of the twentieth century. This paper traces the functional and organizational rise of the YMCA movement on college and university campuses as a voluntary association from 1858 and its gradual displacement by the emerging student personnel profession after World War I. Although associations promoted a religious proselytizing mission on their campuses, our paper is limited to their social and developmental programs that provided a blueprint for student affairs personnel. Further, we focus this discussion primarily on the YMCA for two reasons. The mens portion of the movement not only predates the womens, but operated as the more dominant group in leading and modeling campus activities and services. Second, the womens groups, which provided some parallel activities and partnered with the men to sponsor certain services and events, seem to have been defined by a slightly different mission. The differences, which are gender-based and related to differences in their allied national organizations, are beyond this paper. The Rise of the Student YMCA Movement In 1858, students at both the Universities of Virginia and Michigan initiated, apparently unknowingly to each other, Christian Associations associated with the YMCA. During the Civil War, the clubs remained singular within their states. The third group established appears to have been at the University of Rochester in 1862. The UM and UVa students must have sent members to other local colleges shortly after the war for the next associations to form were primarily at Virginia and Michigan colleges. Whether the result of proselytizing or merely hearing about the movement, in 1865, Gen. Robert E. Lee, then President of Washington and Lee University at Lexington, suggested and actively assisted [by contributing $100] in the organization of the Association there. Students were persuaded quickly at Roanoke (1867) and Olivet (1868) Colleges also. Pennsylvania College established its association in 1867. By 1870, associations surfaced at the College of the City of New York (1868), Cornell and Howard Universities (1869) and Hanover College (1870) in Indiana. Credit for much of the early propagation of campus associations belongs to Robert Weidensall, an employee of the Pacific Railroad, who was commissioned in 1868 by the YMCA International Committee to organize YMCAs in cities and towns along the rail lines. Along the way, Weidensall also visited colleges, assisting the formation of associations across Nebraska, Kansas, Iowa, Missouri, and Illinois. Encouraged by an adopted resolution to support the promotion of collegiate associations proposed by University of Michigan Prof. Adam K. Spence at the Indianapolis Annual YMCA Convention in 1870,  Weidensall began to attend state YMCA conventions assisting the collegiate representatives to plea for local recognition. Within months of the 1871 Michigan state convention, Weidensall helped to establish associations at Ypsilanti, Hillsdale, Albion, Adrian, and Kalamazoo. Using this technique, students at a minimum of 30 additional colleges across the nation had initiated associations de novo or transformed existing Christian societies in YMCAs by 1875. Although the primary early intercollegiate contact between campuses associations was attendance at state conventions, the movement expanded through Weidensalls propagation from 1868 to 1877 and deputation teams sent out from stronger units. However, a chance meeting at Princeton in December of 1876 soon changed the nature and intensity of the dissemination. Luther Wishard transferred in 1875 from Hanover College to Princeton for his junior and senior years. Active in the Hanover YMCA, Wishard, as a college representative, attended the 1872 YMCA International Convention at Lowell, MA, where he met Robert Weidensall. Wishard credited Weidensall for inspiring him to diffuse the idea of association. Once at Princeton, Wishard joined the 50-year old Philadelphian Society, the colleges religious society. Elected president in his senior year (1876), he convinced the society to affiliate with the YMCA in the late fall. Shortly afterwards, Wishard found himself without coal to heat his room. By chance, he knocked on the door of two sophomores who were entertaining their father. The father was William E. Dodge, president of the YMCA of New York City, member of the International Committee of the North American Associations, and founding partner of Phelps, Dodge & Company. Once Dodge realized what Wishard had accomplished with the Philadelphia Society, an extended conversation began. Out of this meeting was born the true intercollegiate Y movement. Urged on by Dodge, Wishard became convinced that the colleges needed to unite. A letter-writing campaign to 200 colleges by the Philadelphia Society-YMCA reaped enthusiastic responses from 40 colleges; 25 delegates from 21 campus associations across eleven states converged at the1877 YMCA International Convention at Louisville, Kentucky. On June 9th the Convention recognized the college work and agreed to a resolution proposed by the collegian representatives that asked for the appointment of a corresponding secretary and state assistant secretaries. Although still a small movement compared to what it would become, thirteen hundred students claimed membership in twenty-six campus associations that year. The gathering in Louisville probably was among the first major intercollegiate non-athletic student conferences. Not surprising, in September 1877 the International Committee hired Wishard as a visiting secretary to promote an intercollegiate movement. Within two months of his appointment, Wishard established the College Bulletin, a four-page newsletter with information pertaining to the movement, its conventions, and proven organizational processes as well as notes on activities within the campus associations. In the February 1879 College Bulletin, students at Davidson College announced that the students had just organized their association, souls at the University of Georgia solicited prayers for their peers, and the students at East Tennessee State reported great success in recruiting members, but at East Tennessee Wesleyan, the Association is working steadily against great odds. By the end of Wishards first year, the associations had met again at the International Conference at Baltimore and drew up a constitution, 2,000 letters had been exchanged among students in 100 colleges, six issues of the College Bulletin (14,000 copies) had been distributed to 350 American and Canadian colleges, Wishard had visited 30 colleges, and campus associations numbered 60. During the second fall, state college associations met in Michigan, Kentucky, Missouri, Ontario, and New Jersey. Each months issue of the College Bulletin announced new associations and campus initiatives. In 1884, the association at Ohio State was formed, the seventeenth in the state. That same fall when Iowa College (Grinnell) bragged that Wishard had joined them for Sabbath, it also announced the establishment of a YWCA on that campus. On this same visit through Iowa, Wishard told the YMCA students at Penn College, about 35 miles away, that the women who had joined their two-year old association could not be membersthe International Committee had ruled that women were not eligible for membership. The Penn women were not deterred; they started a YWCA within a few months. Through Wishards endeavors, which continued Weidensalls early efforts, the YMCAs grew to 258 with almost 13,000 student members during his eight years. Succeeding Wishard, John Raleigh Mott was appointed the first national (white) college secretary in 1888. Henry Edwards Brown was appointed secretary for Negro student work the same year. Between these two men, the movement gained further ground in the United States and Canada through the 1890s. By 1902, Mott reported 648 student associations. Among them were 103 associations in the African American colleges. Like Wishard, Mott had been a member of a campus YMCA and like Wishard, a leader on his home campus of Cornell. Mott, building on Wishards foundation, introduced innovations designed to inspire the young men at the campus level. His College Series consisted of pamphlets to assist the student associations with organizational management and activities. Motts 28-page booklet on conducting fund-raising activities for student association buildings was one of the first in the series. In another pamphlet, Mott disseminated methods for reaching out to freshmen. A primary concept underlying The Fall Campaign was known as the six-fold plandevised originally by Wishard from the principles of the College Y Constitutionthat held the principle of each member is to work for his fellow. Group activities were known as individual work, which consisted of a wide range of campus service activities, especially focused on the freshmen and mirroring the city association work concerned with the young man away from home. The YMCA Programs and Activities The mission of the early campus YMCAs paralleled that of the local city YMCAs. They were both primarily religious in nature with activities that enhanced the spiritual life of its members and assisted young men to battle the temptations of their surroundings. The natural mode for the campus Y was to adopt and adapt the successful endeavors of the city Y. Facilities The first endeavor that a city association would undertake would be to secure a meeting place. Often the men would rent or lease a room or set of rooms that would be furnished with a reading room and perhaps an assembly room. On the campuses, the college students recognized the importance of place and operated out of three different types of facilities: dedicated meeting rooms, stand-alone YMCA buildings, and communal socio-religious activity buildings (see appendix 1). For some colleges, the meeting room was merely the first stage in their facilities saga; for others, their physical space on campus never progressed much beyond a room or set of rooms. Regardless, they all started with a small space provided by the administration. The first evidence of a dedicated Y meeting room on a campus appears at the University of Rochester where, by at least 1870, the trustees leased for the Y a commodious room, which has been tastefully furnished by voluntary contributions. At Cornell, President Andrew Dickinson White, who in answering 1870 charges of heresy at his college, noted that the young YMCA [est.1869] at his campus holds its services in a room appropriated to it in the University buildings. Having been a mentor while a faculty member at the University of Michigan to Charles Kendall Adams, one of the founders of the Michigan association, White was well aware of the new movement and apparently supportive. The construction of a permanent building on many campuses advanced the identity, legitimacy, permanency, and significance of the organization to both students and administrators alike. Although other student groups often had space allotted to them on the campus, the Y rooms and buildings outlived most others, were controlled by the students to maintain the organizational mission, and were supported enthusiastically by succeeding administrative officers and faculty. Murray Hall (1879), the first of the YMCA buildings constructed, resulted from a bequest from Hamilton Murray, who drowned at sea in 1873, the year after his graduation. With the unreserved support of President McCosh, Princetons Y building was located on a prime spot on campus and opened in 1879. The building cost $20,000 and had exterior dimensions of 60x100 feet. Four years later, the students at Hanover College erected a wooden structure, 24x42 feet at the cost of $800, for their Y meetings. By 1892, a dozen more buildings had been constructed at costs from $4,000 to $55,000. The most expensive of the early buildings developed under the leadership of John Raleigh Mott, future national secretary of the Intercollegiate YMCA of the USA and Canada (1888-1915), general secretary of the International Committee (1915-1928), and 1946 Nobel Peace Prize winner. After transferring to Cornell from Upper Iowa University in 1885, he served as the president of the Cornell YMCA in his junior and senior years (1886-1888). A tireless leader, Mott led the Cornell Y in a fund-raising campaign for its new $53,600 building, Barnes Hall. Understanding the difficulties of and needed strategies to implement a successful capital campaign for a campus Y building from personal experience, Mott within his first few years as college secretary, published a primer to be used by students on their own campuses. In How to Secure a College Association Building (1892), Mott described several successful approaches to fund-raising and cautioned against some ineffective tactics used by Y students. Employing case studies of building campaigns at various campuses and adding his own experience at Cornell, Mott advised that two paths led to a building: student-generated subscriptions and donors. Many of the YMCAs raised their funds the hard waycanvassing among their members and at student revivals, among the faculty, and in the surrounding community. At the University of Tennessee, the student subscription amounted to $2,265, from the faculty another $1,475, and the town canvass produced almost $5,000. Unexpectedly, the university corporation donated $6,000 toward the eventual $18,000 building, which was opened in 1892. That same spring at Otterbein College, the Y students conducted a capital campaign to raise $10,000 for its building. The students alone subscribed $5,800; in addition, the faculty pledged $1,000, alumni association another $2,500, and from the community at least $1,500. In all, the Otterbein students ten-day campaign not only hit its mark, but raised another $1,000, allowing them to expand their campaign goal to construct a larger $15,000 building. With each successive capital campaign, the collective wisdom grew. Mott described the learning curve: It pays to strike while the iron is hot. In the early days of the building movement, Yale [students] raised $22,000 in three years. At Cornell, it was regarded as phenomenal when the students a little later secured $5,400 in three weeks. But, still later, by wise organization and aggressive work, fully $5,000 were pledged at the State University of Iowa in a few days. A few months afterward, over $4,000 were subscribed at the University of Virginia in three days. Better still, as we have seen, the Oberlin men pledged nearly $5,000 in less than an hour. And still more recently, over $5,000 were subscribed at the Iowa Wesleyan University in about twenty minutes. The most remarkable student subscription was that at the University of Illinois, where, within twenty-four hours, one hundred and forty-two students pledged $10,180 towards a building to cost at least $25,000. Generally even without deep pockets, student members managed to raise a considerable amount of money for their new association home, but many building campaigns were accelerated through a generous donationoften a memorialfrom a single donor or family. Most of these were named for the donor or in memoriam. The campaign for Barnes Hall at Cornell (1889) received $45,000 from Alfred Smith Barnes, a New York City publisher; Levering Hall at Johns Hopkins (1889) was entirely subsidized by a donation of $20,000 from Eugene C. Levering, a local merchant; Mrs. Anson Gale Stiles honored her husbands memory with a donation of $25,000 to build Stiles Hall at the University of California in Berkeley (1892). Single donor or memorial buildings also appear at the University of Iowa, and the University of Cincinnati. John D. Rockefeller provided significant donations (from $30,000 to $75,000) toward the Y buildings at Brown, Indiana, Minnesota, Georgia Tech, Clemson, North Carolina A & M College (North Carolina State University), Mississippi State University, and the University of Mississippi. At Yale, Dwight Hall (1886) pays tribute to the first President Timothy Dwight, but was subsidized entirely by Elbert B. Monroe; at Dartmouth, Bartlett Hall was christened in honor of the colleges president who had helped to secure it. Lafayette Colleges Brainerd Hall memorializes David Brainerd, an eighteenth century missionary who worked with Indians and for whom the colleges missionary society had been named. By 1903, at least thirty campus Y buildings had been erected. The confidence shared between association students and the administration of their universities was extremely high. Even though the students themselves secured much of the funds for their building, they often entrusted its ownership to the university trustees. The Y buildings quickly became the hub of student activity on campus. The associations housed their own activities as well as provided space for other college organizations. Since Berkeley, Dartmouth, and Clemson, like so many other institutions in the late nineteenth century, had yet to build adequate meeting space or even an auditorium, Stiles and Bartlett Halls, and the YMCA Building became the equivalent of a student union for the campus. Bartlett Hall, maintained by the professors of dust and ashesstudent janitors, functioned as a common gathering place for the whole college. Here also, members of all the fraternities can meet on common ground in a building devoted to the interests of the entire student body. In Stiles, forensic teams scheduled debates in the hall, other religious groups held their meetings, and even held the inauguration of President Benjamin Ide Wheeler. At Clemson, the YMCA Buildings (1915) first auditorium was used for vespers, church programs, and special meetings on Sundays; the second could be converted into a gymnasium or used for showing motion pictures. Residential rooms within the building were used for dormitory rooms as well as a campus hotel for guest lodging. At Virginia Polytechnic Institute, for a number of years [after the YMCA Building was constructed in 1899] all indoor athletic activities of the college were held in the Y gymnasium. The Y buildings as smaller institutions, such as Gettysburg Colleges Weidensall Hall, offered a swimming pool, billiard tables, and even ping pong to all of the students of the College. When a building was not possible, a dedicated room would do. Most tended to contain similar features. In 1902, the association at Washburn College, Topeka, Kan., rejoiced in a new room granted by the college authorities. It is located in the building containing the chapel and many recitation rooms, is large, well-lighted, and has steam-heating. The room is furnished as the social headquarters for the men of the college, and is used by the Association for all it meetings. The Worcester Polytechnic Institute Y was given a room in the engineering building in 1900, which was furnished after some financial help was solicited and received. Another former Society of Religious Inquiry reorganized as a YMCA in 1881, the Washington and Jefferson College (PA) association held regular meetings every Sunday evening in a room in the College specially set apart and furnished for that purpose. The room, open at first only on Sunday afternoons, held religious periodical literature is placed for general use. Similar to other associations, W&Js Y room appears to have been located in the main college building for some decades, but eventually relocated to the Caldwell House, a college building, in 1925. At The College of William and Mary, the Y men met at first in Ewell Hall, the colleges first dedicated dormitory in a room outfitted with the help of the Ladies Auxiliary and the administration and then in their room in the gymnasium. As time went on, most of the Y rooms, like the one at the Michigan Agricultural College, were outfitted as a reading and a game room. At Penn College (IA), until the institution could afford to construct a gymnasium, the Y men operated their own gymnasium in the Main Building. The mens gym sported floor mats, chest weights, a horizontal bar, a punching bag, ladder, rings, a trapeze and jumping standards. But equipment was not enough for these enterprising young men. In 1892, the YMCA boasted that their Bath Rooms for men have been in use two years, and during that time they have been extensively patronized. They are fitted out with three showers, a large basin, shoe blacking and brushes, so that after you have taken violent exercise in the gymnasium you may step into the bath room and make your toilet and be prepared for the class room with a clear brain and ready to take hold of your recitation with vigor. The bath is an important factor in maintaining good health. The income from the bath room, their towel concession, and non-member user fees allowed the men to continue to add to the equipment. By the end of 1898, they hoped to purchase a pair of parallel bars and a number of dumb-bells. The idea must have struck a chord. Another Quaker college, Friends University in Wichita, reported bath-rooms fitted up in 1901 and cost of construction and maintenance has been provided by the students. Although the students at Oberlin College launched what first appeared to be a successful fund drive for their own building in 1892, they ultimately could not gather enough for their own home. Like several other campuses, they shared a building, which housed socio-religious activities, other student groups. The Mens Building at Oberlin, the gift of an anonymous donor, cost close to a half million dollars and gathered mens social, religious, athletic, musical, and literary activities under one roof. Similarly, in 1893 the University of Pennsylvania administration and board, taking a cue from an early fund drive and purchase of a downtown building by its infant YMCA, constructed a university building with a quasi-YMCA mission. This movement is intended primarily to promote the religious and moral life of the University and to extend such influence as [much] as possible among its students. The building should at the same time present such provision for intellectual and physical improvement and for social purpose, that it may be attractive to all its students, and especially so the very large number [of] boarding students near the University, who are deprived of the comforts of home and are exposed to great temptations. Houston Hall, subsidized by a donation of $150,000 from Henry Houston, a Pennsylvania Railroad executive, opened its doors in 1896. Organized on the model of a mens club, Houston Hall was well-appointed. In addition to the rooms set aside for the YMCA on the second floor, the building provided a reading room with current newspapers and magazines, a pool and billiard room, bowling lanes, shuffleboard tables, a gymnasium, swimming pool, baths, an auditorium that could seat 600 people for church services or serve as a ballroom for university dances, four additional club rooms including space for the Camera Club with a modern dark room, a caf, a kitchen with a dumbwaiter, and a music room. Everything needed to keep the Penn men from roaming into Philadelphia to find trouble. Clearly, whether a full-scale building or rooms, the campus associations afforded a defined space for men. Supported by the college administrations across the colleges and universities, the buildings and rooms encouraged leadership, enabled fiscal and managerial responsibility, and keep the young men occupied in healthy activities on campus. During the decades when colleges and universities had yet to construct student unions, nor for many, dormitories or residence halls, these facilities provided not only a place in which men could gather for religious or social intercourse, but often spatial accommodations for the maturing institutional needs, such as presidential inaugurations and receptions, and housing for parental visits. Services Through the end of the nineteenth century, the Y developed an increasingly proactive set of strategies designed to target the new student at their most vulnerable moment of introduction to campus and to shepherd them into the collegiate experience and, conveniently, into the fold of the Y. In 1892, John R. Mott as College Secretary of the International Committee wrote a pamphlet that detailed the purpose and process of the fall campaign, as he termed it. Mott described seven steps for Associations to use to draw in new students. They included: the student handbook, meeting trains, the information bureau, and the opening reception. Although pioneering Associations inserted additional services such as housing bureaus, these four tactics formed the backbone of the fall campaign. Long before the days of the family moving son or daughter into the dorm and attending orientation programs together, before the tearful parking lot goodbyes (and cell phone calls later that night), many students arrived alone at an unfamiliar train station in a town they had never seen to attend a college about which they knew little. Mott himself as an impressionable youth was influenced by the Ys coordinated welcome. As a transfer student to Cornell in 1885, Mott wrote: I was met before I got here by the Christian Association, which at that time already included both men and women students. When I had written from the West [Iowa] asking for a university catalogue, the Association sent me a handbook of information, issued annually by the Christian Association, which it published for the benefit of the students. Its representatives met me at the train on my arrival, helped me to get settled, and introduced me to some of the upper-classmen and instructors. They broke down the barriers by thus helping and befriending me. Meeting new students at the trains became a Y ritual at many institutions. At the University of Pennsylvania in Philadelphia, the student handbook instructs incoming students to look for the red and blue badges, whereas Albion College freshmen were to look for the pink and green badges bearing the inscription Reception Committee that identified members of the Y. At Washington and Jefferson College (1901) new students are advised in the handbook that a committee of YMCA fellows will meet you at the train and be of whatever assistance they can to you. According to Mott, Y men assigned to train duty should be carefully selected. In The Fall Campaign, he exhorted: The most attractive men socially should be delegated to perform this work. The new students will form their estimate of the Association very largely from the impressions made upon them by the first representatives of that organization that they meet. This work should be dignified and raised to a rank as high as any other phase of the fall campaign, and not regarded as an insignificant and mechanical service. Once students were greeted and accompanied to campus, they were relayed to another sub-committee of the Association responsible for manning the information bureau. Y associations with their own building, such as Madison Hall at the University of Virginia, were able to utilize this resource and wow the new freshman with the amenities available there. Associations without their own buildings established an information bureau in a centrally located structure. At Olivet College in Michigan the 1921 handbook advises arriving students to head for the information bureau in Shipherd Hall, or the YMCA tent on campus. Mott suggested possible features for the information bureau in The Fall Campaign. His list included maps of the campus and city, a temporary post office, copies of the latest papers and magazines to occupy students before the start of classes, a baggage express, at least two well informed Y members who command the confidence of the faculty to advise students on courses and registration. Two additional suggested features often gained bureau status of their own: housing and employment bureaus. Housing bureaus most often serviced campuses that had not yet constructed enough on-campus living accommodations and required some or all students to find their own lodgings such as at Clark University, or schools that were large enough that the entire student body was not expected to be housed on campus, such as at the University of Michigan. The 1899 Albion College Y advised the freshmen that having [the reception committees] assistance it {would ] be unnecessary for anyone to come to Albion before the term opens in order to secure board and rooms. At Colorado Agricultural College (1917), the handbook informs new students that preparations were made the previous year to assist them in finding a room. Guides are furnished during the opening days. Maps of the city are furnished. Last year, five lists were prepared, involving hundreds of phone calls and days of work in calling at the homes. By the early 1920s though, some institutions began to gradually assume responsibility for this Y service. At the University of Pennsylvania, a boarding list could be obtained either from the Christian Association or from the Bursars Office. Although Mott mentions employment lists for those wanting to help pay their way through college in his 1892 pamphlet, the service seems to appear around the turn of the century in the handbooks and in the Intercollegian. In 1903, the Y at Ohio Wesleyan reported that its employment bureau secured permanent employment for 16 men and 79 occasional opportunities for work were provided for needy students. Likewise, the Y at Kansas State Agricultural College in Manhattan, noted that it assist[ed] large numbers in securing rooms and employment. Practically all work of this character has been turned over to the Association by the college authorities. On the Quad, the University of Missouri Y handbook, heralds its employment bureau in 1905. The employment Bureau is a good thing. It is especially appreciated by the men for whom we found about $4,000 worth of work last year. Work is found for all worthy students who need it. Obviously, the students had to be careful in selecting would-be employees to help. The College of William and Marys Y employment bureau warned that only serious, persistent, dependable students who will hold themselves responsible for work attempted are desired as applicants. Any others would soon destroy the usefulness of the bureau. By the 1930s, this service seems to have been ubiquitous. Yet, as a result of the National Youth Administration (NYA), a federal program created to help students earn enough money to stay in school, the Y bureau became less viable. At Pennsylvania State University in 1941, the NYA provided jobs for 700 students who earned approximately $13 a month the previous year. The Christian Association in response limited its employment bureau for the use of men students. The fall opening reception served as an opportunity to formally introduce the entering class to the faculty, upperclassmen, and organizational leaders. It also was used to tether the freshmen to the institution and tangentially to the association. As the initiators of the event, the Y assumed a position of legitimized authority, a representative of the institution. As a service, the opening receptions were an event initiated early in the movement and were seemingly a universal service to students and the institution. The concept may have originated with the city association rather than on the campuses though. In the fall of 1878 in Knoxville, Tennessee, The religious society, aided by the ladies of the city, gave a social reception in their halls at the beginning of the college year for the new students. They had first religious exercises such as singing, prayer, and short speeches. The ladies then served refreshments, which are always acceptable to students. Thus the religious element of the college takes the new student by the hand and leads him in right paths. Another early example of an opening reception involving a city association appeared in The College Bulletin in 1884. At Union College in Schenectady, New York, A social reception recently given to the students by the City Association was largely attended, and has had the invariable effect of deeping their interest in the College Association. This is one of several ways in which the City Associations can render very great aid to the College work. By the time the handbooks emerge in the early 1880s, the opening reception appears normative. The 1885 Hillsdale College handbook includes a note that a social reception will be held the second week of each term. However, no reception recipe reigned. The Y men in 1902 found ways to take advantage of their natural surroundings. A promising innovation at Yale Divinity School was a camp-fire reception given early in the term. It was held on the shores of the [Long Island] Sound, and was a time of fun and seriousness, participated in and enjoyed by the Faculty as well as the students. No event has ever cemented so quickly the relations between the students and Faculty. And the tradition continued to evolve. Three dozen years later, at the University of Pennsylvania, a freshman class luncheon under the auspices of the Christian Association was held in the gymnasium. This meeting included a light meal followed by short addresses by the president of the senior class and the president of the Christian Association. The varsity cheerleaders were also on hand to teach the young men the college cheers and songs. Immediately following, the entire group processed out to Franklin Field to witness the opening football game of the season. As these examples illustrate, the opening reception contributed to a sense of community by creating a point of interaction removed from the classroom. They facilitated the introduction of new students to important individuals and impressed upon them social norms and customs such as the college songs and cheers. Although the Y had developed an extensive program welcoming and imparting information to the new student, associations began to develop freshman camps and other orientation programs in the 1920s. Some programs were created in the absence of an official orientation experience, while many others were supplementary. Information provided to representatives from 13 campuses at the 1929 Blue Ridge YMCA/YWCA Summer Conference included an outline of possible Frosh Week activities. Associations were exhorted to find a suitable location off campus for a retreat, provide lectures on how to make the most of college and information on religious education and employment, schedule recreation time with upper class men, and develop leaders from the orientation experience. The common problems that beset the first year man were also listed, such as homesickness, choosing friends, fraternities, selecting a vocation, how to detect and deal with emotional difficulties, relationships with girls, moral problems (gambling, drinking, etc.), and conflict between athletics and studies. In short, many of the same topics typically addressed in the modern first year orientation program were noted. The camps clearly had different agendas though. The 1931 University of Florida Freshman YMCA Camp featured an evening campfire with speeches by upperclassmen on what college has meant to them, an address by university president John J. Tigert, and free time for swimming, hiking, and other recreation. The University of Michigan Y sponsored a Freshman Rendezvous Camp prior to the official orientation week. Limited to 125 men and held at nearby Patterson Lake, the camp was followed up by a Rendezvous Club made up of men who had attended the camp in previous years. The Clemson College YMCA in 1954 held a Freshman Week where practically all the freshmen who are interested in coming to school two days early to attend a Y get-acquainted camp. Every college senior realizes that if he could be a Freshman again and make his plans with the same knowledge and experience gained through four years of college life, he could do much better. So begins the description of the Ys Freshman Orientation Conference in the UCLA Handbook (1930). The success of student-run orientation programs rested upon the ability of organizers to attract upperclassmen with outstanding social and leadership abilities. Although the handbook was for new students, this was most certainly an appeal meant for returning men. Founded in the mid-1920s, the Y Freshman Camp at University of Minnesota predated any official freshman orientation at the university by nearly 25 years. Known as a place where friends, not speeches would be made, it was immediately successful, and continued under Association control until the institution took over in the 1954. Beyond meeting the initial needs of the new student, the Y associations provided a range of auxiliary services that varied with the perceived needs of the campus and the initiative of individual associations. Several maintained lending libraries with religious books and textbooks donated by students and alumni. At Harvard, the Association library began in 1907, and by 1925 boasted over 3,000 books, 1200 of which were borrowed by 350 different men during the previous school year. Books are loaned to students who cannot well afford to purchase them, on deposit of 25 cents (of which all but 5 cents are refunded upon return). Several Y associations exercised varying degrees of oversight on campus athletics. At Penn College in the late 1800s, all officers of the Athletic Association were required to be members of the YMCA. In 1902, the association at Drew Theological Seminary provided liberally for the athletic enjoyment of the students by maintaining and equipping baseball grounds and tennis courts. And in line with the Y philosophy, in 1940, to develop us in body as well as in mind and spirit, the Clemson YMCA sponsors an intra-mural sports program. Students taking an active part in this program realize more real good from it than from any other from of recreation offered by the college. The Clemson Y, like other associations with their own well-equipped buildings, provided an impressive range of services and activities not otherwise conveniently available to the college man. These included a pool, gymnasium, showers, dressing rooms, meeting rooms, a movie theatre (with free shows for cadets), a bowling alley, a tea room, a cafeteria (for many years, the handbook notes, the only place buy a meal on campus), a barber shop, a canteen for college supplies, and rooms for short or long stay transients. Similar to Clemsons canteen, Y associations at other schools found ways to meet the physical needs of the student body. At Wesleyan University (CT), in lieu of a co-operative bookstore in the college, the Association started an exchange bureau for books, furniture, etc., for the men. Springfield College YMCA ran the Student Co-operative Store, a profit sharing venture it seeks to supply the student with first-class goods at reasonable prices. The willingness of associations to create services meant for the entire student body illustrates the Ys comfort with assuming a role of responsibility and as a voice of all the students. Another resource meant for the campus at large were the range of counseling services provided by some Y associations. At the University of Minnesota, life work guidance was offered through two counselors on staff who dedicated nearly all of their time to this endeavor. About the same time, the University of Pennsylvania Y Association also provided vocational counseling. The object of this department is to furnish information regarding vocations, to bring men in business and the professions into contact with the student body in conferences and with individual students in interviews. Men who are undecided as to the choice of a career are invited to confer with the Director of Vocational Counsel. Within the University of Michigans associations new Lane Hall, facilities were provided for students to meet with faculty member Dr. E. W. Blakeman for counseling purposes. Yet, given the nature of the Ys mission, associations seldom provided formal religious counseling to students. The intent of the associations, however, was to encourage and not impede the relationship a young man should have with his pastor. Student Handbooks Individual campus chapters first began to publish YMCA association handbooks at least by the early 1880s. Adopted widely across campuses from the east to west coasts throughout the late nineteenth and early twentieth centuries, the handbooks contained basic college survival information, both in terms of logistics such as train schedules, academic calendars, lists of faculty and descriptions of campus buildings, and guidance, including advice on study habits, and rules for class behavior (such as the popular freshman cap), and campus traditions (such as the junior vs. freshman rope pull across University Pond at Clark College, 1921). The originator of the concept of the student handbook is unknown. Yet most associations appear to have recognized the potential of the handbook and adapted it to their own context. Harnessing this service helped to establish and legitimize the local association in several ways. First, most handbooks feature a welcome statement by one or more college officials. The statement served as a de facto endorsement of the handbook (and by extension, the YMCA) as representative bearer of accurate information regarding the institution and acceptable behavior therein. Although a feature of a few early handbooks, introductions became more common in the 1920s and 1930s. Most often penned by the president and occasionally followed by a similar page by the provost or dean, these formal greetings served to welcome new and returning students, and often also extolled the value of the Y association. According to Provost Thomas Fell at the University of Maryland at Baltimore: There is no question but that when you come from amidst the safeguards of home life and take up your position as students at the University, some agency should exist to which you can look for encouragement and sympathy. The Y.M.C.A. at the University of Maryland is animated with the desire of doing all that it can to smooth away the various difficulties, and to point out the dangers that beset the path of the new man. Official greetings rose in popularity concurrent with the importance of the handbook as a college resource and the increasing role faculty and administrators assumed in creating policy regarding student life. Despite this, the emphasis placed upon the Y within the greeting is more often a function of the role of the Y and the relationship of the author to the association, and less related to the era and type of the institution. Handbook greetings were also used to influence the attitude toward education of the incoming student. In the 1910, President Joseph W. Mauck exhorted students in his greetings in the Hillsdale College Handbook to see to it that you do not disappoint the fond hopes of parents and friends.  Making the most of ones educational opportunities in and outside the classroom is a common theme in the introductory addresses. Other greetings reflected the responsibility of the learner in light of external social and political realities. Colorado State Agriculture College president C. A. Lory addressed the changing attitude of higher education during World War I: The call of the Nation, the call of humanity are challenging each and all of us to make the best use of our time, of our facilities and of our abilities in fitting ourselves to do our part in the struggle for democracy. Second, Y association handbooks, as the official introduction to campus life and culture, helped to establish normative behavior for new and returning students, including the significance of Y membership and participation in Y events. From this voice of authority, the handbooks also often presented details of the Ys own mission, organization, services, membership criteria, and leadership. The handbooks featured dates and details concerning upcoming social, spiritual, and educational events, such as Bible Studies or Lyceum Series talks and concerts and exhorted students to plan their schedules to include a variety of Y activities. Third, the authority lent to the handbooks via official endorsement and the establishment of campus norms, which included Y membership, cumulatively resulted in the opportunity to make a deep impression on newly-arrived freshman seeking a foothold in a frighteningly new environment. Through the handbook as well as other hospitable activities, the Y served as a locus of information, reassurance, and authority to incoming freshmen, nearly all of whom were first generation students. The associations orientation activities thus helped to capture a steady stream of new members and assured its continued voice in the campus at large. Y membership data across various institutions show participation dwindling as students progressed through their four years. Over the decades, the Y handbooks evolved and adapted to the changing campus landscape and increased institutional complexity. Despite significant changes to the content volume and detail, handbooks usually accomplished three ends: to provide a sense of the physical place (town and gown) the student was entering, to familiarize the student with the norms, expectations, and opportunities of college life (from freshman rules to fraternities), and to introduce them to the YMCA and its work. Handbooks evolved at a steady though uneven pace through the seventy years of Y publication. The germinal phase began in the early 1880s when Hillsdale College, the University of Virginia, and Northwestern University (and likely others) published the first handbooks. Typical of this phase, the 1883 Northwestern Handbook is pocket-sized and ten pages long, opening with a list of the Y chapter leaders and a directive to new students to first see President Cummings in his office and present a testimonial of character and receive a matriculation paper. The handbooks emphasize the new and novel details of travel and communication, assuaging the fears of the many first generation students leaving home for the first time. Included are railway time tables (Northwestern and Hillsdale), instructions for the telegraph office (University of Virginia 1886) and a new service available in Hillsdale, which is connected by telephone with 175 cities and towns of Michigan and Ohio. Other common features are a list of local churches, boarding houses with rooms to rent, professors (and their home addresses), and pages of ads for local merchants. By the early 1890s, parallel to the growing complexity of colleges and universities, the handbooks had not only grown in depth of detail and content, but were recognized and encouraged to connect the new students to the Association. Mott, in his 1892 Fall Campaign, extolled the benefits of the handbook and provided a list of suggested content. Handbooks predated Motts role as college secretary, but he, along with others, encouraged and helped to standardize the handbook process and content. Through the end of the nineteenth century and the decade that followed, Y handbooks reflected the proliferation of organizations, activities, and policy governing student life. The succession of handbooks published by the Penn College YM/YWCA between 1892 and 1913 illustrate this process of adjustment. The 1892 Penn Handbook begins with a greeting for all students, along with a page of pointers with advice such as get a catalog at the Presidents office and keep it handy. You will want to refer to it constantly. It also reminds students to attend the YM/YWCA opening reception on Saturday night. By contrast, an increased formality and extension of campus involvement is evident in the 1913 handbook. This edition opens with a greeting from college president David M. Edwards followed by instructions to looks for members of the YM/YWCA Reception Committee at the train station and then to proceed to the Y Information Bureau to connect with the freshmen class advisor. Both the 1892 and 1913 Penn College handbooks include a description of Y activities, campus features, faculty lists, and an academic calendar. However, the 1913 edition devotes more than a page to athletics as opposed to one paragraph in 1892, excludes the local attractions section, and employs a decidedly administrative tone introducing a new policy entitled Control of Activities. Implemented by the faculty in 1912, these guidelines limited students to a certain number of extracurricular activities based on a points system correlated to their academic marks. Although this may have been an attempt on the part of the Y to provide as much information to students as possible, it also represented a new kind of information. The handbook demonstrates the transition to a publication of administrative rules that mediated student behavior outside the classroom, and with time, the increased voice of the institution in student life would result in a divestment of this role by the Y associations. Handbooks from the 1920s through the 1940s continued the effort to blend the features of the Y association work with the increasing complexity of campus activities and policies. In an effort to maintain the convenience of the portable pocket-sized handbook, editions from larger schools such as Harvard (1925, 199 pages) and UCLA (1930, 160 pages) became quite thick. By now handbooks included extensive information on the rules of student government (usually separate for men and women), athletics (often with photographs of coaches, teams, or stadiums), and descriptions of Greek life along with rules for rushing. Two important transitions were taking place. Although incoming students had long been the target audience, prior to 1920 handbooks were most often addressed to all students, as exemplified by the 1913 Penn College Handbook. Gradually, the language and content of handbooks focused on the target audience directly, with references to the guide as the freshman bible occurring more frequently. At many institutions, this informal label gave way to a shift in the official title from College Handbook to Freshman Handbook. This shift in terminology often occurred with a transfer of responsibility for publishing the handbook from the YM/YW or Christian Association to the institution. For example unlike previous Ohio State handbooks, the 1930 OSU Freshman Handbook was not a Y publication, although it contains evidence of the Ys continued presence on campus. The Y continued activities such as the employment bureau, the frosh council who organize the freshman camp (optional, but limited to 130 new men), and a few religious activities. However, the universitys assumption of publication duties demonstrates that the Y was now simply one of many campus organizations, and no longer the voice of authority for and to the student body. Activities Any organization, whether voluntary or corporate, that persists more than seven decades is bound to change. The mission, services, and activities of the campus YMCAs all changed as their environmental elements altered. The campus Ys simultaneously existed within several levels or types of environments, each of which impacted the response of the young collegiate men. Foremost, their own membership (or lack thereof) through the decades dictated the nature of the association. A secondary environment was their campus. During the decades in which the movement began and matured, their institutions struggled and matured. Enrollments increased, straining the physical and human resources. Institutions were forced by these internal pressures and contemporary external pressures to restructure and expand its operations. Third, the intercollegiate environment consisted of shared information from other associations through The College Bulletin at first, followed by The Intercollegian, and of manuals and advice from the national, regional, and state secretaries hired by the parent YMCA International Committee. These information sources disseminated innovations, but undoubtedly informally pressured associations to imitate other groups. Over the decades, the shift in activities across the campus associations represents a collective change associated with all of these environmental forces. However, the most significant differences in the associations appear to have been the result of their own institutional environment. Socio-religious Activities Reflecting the city associations, the college associations at their onset were voluntary religious organizations. At the University of Virginia, the first official collegiate YMCA (1858), the students were not merely concerned with their own religious spirit, but dedicated their organization to service work as well. Its adopted constitutional purpose was the improvement of the spiritual condition of the Students, and the extension of religious advantages to the destitute points in the neighborhood of the University. And in fact, in their second annual report, they launched the model by sponsoring public lectures, hosting prayer meetings, and sending every Sabbath some fifty young men [to preach} the gospel, either in the Sunday Schools of Charlottesville or the University, or, willing to forego the privileges of the Sanctuary during the day, as missionaries to different parts of the surrounding country. Perhaps the influence of the groups chaplain, Rev. Dabney Carr Harrison, led the UVa association to follow the contemporary mission of the urban YMCAs in spreading the evangelical word. Perhaps as Randolph Harrison McKim, one of the UVa-YMCA founders, explained, That this child of [Thomas Jefferson], deeply imbued with his spirit, should have become the mother of the first collegiate Christian Association in the United States may seem an anomaly, but, when we consider the benefit that must inure to genuine religious development from the establishment of an Institute of Learning upon the broadest principles of religious freedom the anomaly disappears, and the event takes its place as the natural fruitage of the seed planted. Or its religious orientation may have resulted from both. Apparently, this same mission was not as distinct within the second association. Michigans group, originallyhad much the character of a literary society devoted to the discussion of topics bearing on religion and morals. It appears to have continued the norms of the Society for Religious Inquiry, popular through the first half of the nineteenth century. According to one of the founders, Charles Kendall Adams, One of the prominent objects of the new Association was the hearing of essays, discussions and addresses. The first record in existence of a meeting (1859) had as its subject, Shall The Christian Dance? Another subject was, Need a Christian ever have an Enemy? These questions, and others like them, took up much of the time of these meetings and it is probably only just to say that it was not until the work of the Society came to be more largely devotional in its nature that its real power came to be felt. Yet in 1884, Michigan reported in The College Bulletin, that In addition to holding meetings every evening and on Sunday morning, and a number of sections for Bible study, the Association has instituted a workers training class for such Bible Study as will qualify the students to use the Word skillfully in dealing with the unconverted. However, the two charter associations did have a point in common. Among their first members were future educators and clergy who assumed major leadership roles. Among the first years roll of members at UVa, McKim cites men who became professors at the Union Theological Seminary, Columbia, Richmond, Virginia (2), and the University of the South, and numerous academy faculty. Of the thirteen who made up the first roll of officers, seven or eight became ministers of the Gospel. Within the much smaller group of men who transformed the University of Michigans Society of Inquiry in 1858 were Adam K. Spence and Charles Kendall Adams, both of whom rose from faculty positions at Michigan to become university presidentsthe latter at Cornell (1885-92) and the University of Wisconsin (1892-1902) and the former at Fisk University (1870-1875?). During the transition stage from its Society of Religious Inquiry to a bona fide YMCA, the students at Washington and Jefferson were invigorated by attending a state convention in Harrisburg in October of 1878. Learning what the associations at Lafayette, Pennsylvania College (Gettysburg), Allegheny College, Wyoming Seminary, and State College were doing, the members determined to transform the Society and its very quiet workso quiet that many of the students scarcely knew of its existence by joining the new movement. The awakened group held general prayer-meetings on Sabbath afternoons and Saturday evenings. They carry on two Sabbath schools, one at a country school-house, the other among the colored people of Washington. These activities were typical of the associations in the late 1870s and through the 1880s. In order to nurse and substantiate its newly-recognized collegiate department, the International Committee provided a pamphlet of 300 topics for prayer-meetings arranged for each day of the year, Sabbaths excepted at a cost of 50 cents a dozen or five cents each. Some of the established college associations sponsored revivals during these first decades, such as at State College in Pennsylvania in 1877 and at Howard University in early 1879. With visits from Wishard, attendance at state meetings, and subscriptions to the College Bulletin, the students learned of activities accomplished on other campuses. In 1884, the College Bulletin itemized the activities of the 181 college associations91 of which had been established that year. They all conducted prayer meetings and business meetings, half ran Bible study sessions, 84 held Foreign Missionary meetings, 55 engaged in work in the college neighborhood, 43 had secured exclusive rooms for their use, and two associations (Princeton and Hanover) had constructed buildings. The associations were on the move. By 1903, inspired no doubt by the settlement work of the era, 42 college associations reported conducting outside work, that is, religious and philanthropic service activities. The philosophy had started to shift from evangelistic conversion to personal Christianity and social gospel in many of the campus Ys in the first decades of the twentieth century. A considerable amount still involved religious evangelistic deputations, especially during holiday vacations, but increasingly, the men became involved with visitations to hospitals, jails, and alms-houses. The activities at smaller colleges were more focused. At Iowa (Grinnell), Cornell, Union, and Oberlin Colleges, the men sponsored (not surprisingly) boys clubs. The larger universities conducted even more extensive outside work, having more hands to organize and maintain the activities. The University of Pennsylvania carries on nearly all of the activities mentioned above, and in addition does rescue work for men, work for women, girls clubs, kindergarten and boys summer camps. The University Christian Settlement is the distinctive work of the Association, and owns a property worth $3,000. The whole outside activities at Pennsylvania cost $3,000 annually, and use 150 students. Yale and Columbia also operated boys clubs among a long list of other activities. Through these activities, the men become interested in social problems as regards the conditions of poor-whites and their African American neighbors. Beyond the social benefits provided to the recipients, good will accrued to the association and to their colleges. Further, in at least one instance, the role models the men provided produced applications for study at their college from outsiders helped in these activities. And this new work enabled the associations to engage a different set of students. A section of the undergraduate body formerly not appealed to by any form of Association work has been active in boys club work. Social justice issues with regard to race emerged early at the University of North Carolina at Chapel Hill. In 1913, 100 Y students participated in a six-week course based on the book Negro Life in the South written by college secretary for the South, W.D. Weatherford. At UNC, the discussions led to student initiated projects within the Black community educational opportunity in the form of a night school for Black boys and young men, and research on Black living conditions. The students then established a Black YMCA in the winter of 1913-1914. Social awareness continued to swell. Association leadership sought opportunities for students to experience pressing social problems of the day in their local context. At Colorado Agriculture College (1917), two committees were formed: a Rural Life Committee which was essentially a Y run extension office that met weekly to discuss the issues of rural life, with the expectation that students would apply what they learned when they returned home, and an Industrial Service Committee, an engineers group that visited local communities where a survey of the foreign section of the city [was] made to determine what can be done to better lighting, sanitary, street, and building conditions. At the University of Michigan (1935), three-day faculty-led sociology tours investigated the living conditions of the poor in the inner-city of Chicago. Similar work regarding racial issues was performed through the Inter-racial Committee at Ohio State University (1930) and the Race Relations Committee at Penn State University (1941). Socio-cultural Activities A trend that began at the turn of the century involved sponsoring lectures or lyceum courses. In 1893-94, the Penn YM-YW Associations organized a lecture series. In third annual season, the Penn Associations teamed up with Oskaloosa Y to sponsor the Union Association Course of six evening lectures and entertainments. The fifth annual series, which cost $2.00 for the eight-week season, included Russell H. Conwell, founder-president of Temple University, and Booker T. Washington. Other events over the years included lectures by social reformers Jacob Riis and Jane Addams and concerts by the Boston Symphony Orchestra and the Temple Male Quartette. Northwesterns Student Lecture Course for the 1902-03 season included six events, among them, the Lotus Glee Club, Russell H. Conwell (an obvious college circuit lecturer), the Katherine Ridgeway Concert Company, and Henry Van Dyke, Professor of English Literature, Princeton University. At the University of Missouri, featured lecturers included Jacob Riis (another circuit speaker), F. Hopkinson Smith, Gov. Bob LaFollette of Wisconsin, and author Jack London, and music by the St. Louis Symphony Orchestra. Although their quest to perform social welfare actions continued, the activities that the associations sponsored began to broaden after the war. The increased prominence of the emerging American university enticed a growing stream of young people from other countries to study in the United States. Several associations formed Cosmopolitan Clubs beginning in the 1920s to provide internationals with basic resources as well as opportunities to build relationships with American students. The University of Kentucky Y initiated a Cosmopolitan Club, providing socials and monthly meetings. The officers of the club were all to be foreign-born which gives them an opportunity to develop their executive ability. The University of Pennsylvania Y volunteered to maintain an International Students House. Y students provided various kinds of entertainment and served meals in the student dining room. In the handbook, Y men were encouraged to volunteer: Remember that in helping these international men you are showing to the future leaders of the world the true America. Social Activities The work of the early twentieth century college associations intended two distinct ends: activities and services designed to educate and mobilize young men (religiously, socially, & culturally), and those designed to spread the influence of the Y. The early drive of religious fervor emphasized the Ys evangelical mission. However, as associations honed their methods of attracting new students and earned the respect of their institution, they assumed an increasingly active role in the campus social life. Prior to 1900, other than the opening reception, no social events or social committees among the branches of the organization are recorded. On the Quad, the University of Missouri Handbook (1905) lists Social Committee chair F. J. Bullivant, with this encouraging note: If the social chairman does not loaf on his job, we will have some good times together socially. Sometimes with the girls, and sometimes without them. From this point on, social committees and events, often annual and seasonal, became an integral part of the Ys role on campus. The 1917 Colorado Agriculture College Handbook claims that eleven YM-YW mixers were held the past year and six stag socials. Springtime at Olivet College in the early 1920s brought two cherished events: the annual YWCA track meet, and the YMCA breakfast by the lake. The details of social events in the 1941 Muskingum College handbook are divided into months, with the YM or YW initiating seasonal traditions such as the September Pink Tea (YW) and PowWow (YM), a weiner roast up in the hollow. In November, YM/YW held a joint Thanksgiving service, and prior to graduation in the spring, students and faculty alike walked out to the colleges Fruit Farm for a day of entertainment including faculty stunts (skits) and a picnic dinner. Through the middle of the twentieth century the audience for Y activities began to shrink as campus activities formalized under deans of students and as fraternities and other social organizations expanded. Thus, the Y once again catered to a niche of like-minded students, as the associations ability to speak for the campus was superceded by other authorities. The Rise of Student Affairs The student personnel movement, marked by a professional consciousness of kind, first formed during the late 1920s and gathered strength during the next decade. The formation, however, emerged from several streams of events and intellectual advancements through the late nineteenth and early twentieth centuries. The appearance of the personnel researchers and administrators, the advancement of disciplines and scholarship, the rapid enrollment growth, and the adoption of the standardization and efficiency business model converged to press and provide opportunities for systematic operations of campuses across the country. And all the while, during the seventy-plus years in which this confluence of events and advancements transpired, the campus YMCAs matured, expanded their activities, and gained influence and stature within their institutions. Personnel Researchers and Administrators Nineteenth century professional women supervising the academic and social life of women students provided a prototype for subsequent student-oriented staff. The impetus for these early managers of women students life arose from the fears and doubts of the educators of the period in regard to co-education led to the designation of special officers to solve the problems predicted for those colleges which would attempt to educate men and women together. Having no role model, co-educational colleges in the second half of the nineteenth century hired lady principals or matrons to supervise women students college social and moral life and their living arrangements, especially at the smaller colleges, such as Antioch and Swarthmore and at womens coordinate colleges, like Sage at Cornell. Since most of the state institutions did not provide dormitories until well after the turn of the century, the need for mentors for their women students was absent. However, as women students were often ignored both in and out of the classroom, womens groups, such as the Womans League at the University of Michigan, the Ladies Association of the Faculty at the University of Oregon, and the earliest group, the Massachusetts Society for University Education for Women with concerns for women students at Boston University, stepped in to provide social and vocational guidance. At first deans of women were hired to dual staff and faculty positions. In fact, between 1870 and 1933 most deans of women taught, generally holding masters degrees. As womens enrollments expanded, fears of the academy becoming feminized and concerns for the special health issues women posed caused a gradual specialization of the role. Michigan, Wisconsin, and Oregon, and Northwestern Universities all hired deans of women, rather than lady principals or matrons in the 1890s. Significantly, the newly-appointed deans employed their national association, the Association of Collegiate Alumnae, not only for self-support, but to collectively influence collegiate policy, eventually developing accrediting criteria and sponsored scholarships. From a role designed to supervise women students, these professionals coalesced to begin reforming the status of women on campus and address their needs. On the other hand, the office of dean of men was a comparatively new and a less universal position. Although Charles Eliot appointed Le Baron Russell Briggs as the first dean of students at the all-male Harvard in 1890, the first dean of men was employed at the University of Oregon in 1878. Even by the late 1920s, the role was neither prevalent across institutions, nor well-defined at those that employed them. Most had been appointed in 1920. Scarcity reflected ambiguity. Stanley Coulter, dean of men emeritus at Purdue, characterized the quandary: It is impossible to tell what the function of the dean of men may be. He is a personality, not an officer. If he is not that he will be utterly unsuccessful in his work as a dean. He is the human element in the university mechanism. The transformation of deans of men and women into personnel counselors is credited to Walter Dill Scott, an early applied psychologist and president of Northwestern University (1920-1939). As president, Scott translated his World War I army personnel work to the campus, establishing the first personnel office with L.B. Hopkins as its director. However, the headwaters for the various streams that converged to create the student personnel movement began to bubble up long before Scott arrived at Northwestern. One primary factor was enrollment growth. Enrollment growth accelerated in the first thirty years of the 20th century, driven by population growth and continuing rises in participation rates. Between 1899-1900 and 1909-10, enrollment rose by 50 percent. In the following decade, enrollment rose by 68 percent, and between 1919-20 and 1929-30, enrollment rose by 84 percent. During these 30 years, the ratio of college students to 18- to 24-year-olds rose from 2 to 7 per 100. The sheer number of bodies crowding the campuses pressed for more effective campus administration, but also made possible the use of statistical methods in educational researchthe development of norms whereby the individual student may be more certainly measured. Prior to this advancement, studies about students primarily focused on student life and institutional practices. Psychologist, J. McKeen Cattell pioneered the use of physical and psychological tests on students at Columbia in 1894, but only suggested that the data might be used to remedy defects. A dozen years after William Rainey Harper counseled in 1905 that psychological instruments could be utilized to help students adjust to college, University of Chicago Dean of Commerce and Administration Marshal and psychologist Harry Dexter Kitson focus the use of testing on students. As a result of Scotts appointment of Hopkins at Northwestern, the first bona fide personnel work commenced. The office, opening in 1922, was created to coordinate student services, not to supplant any operations that already existed. The staff consisted of a psychologist, who managed the testing program and admissions for the liberal arts college, and conducted interviews with men students, and a recent graduate, who maintained contact with the fraternities, the YMCA, and athletics. By 1927, Northwestern sponsored a Freshman Week, which included psychological and academic placement testing, greetings by various deans, receptions by student societies (the Ys being most prominent), and registration. Conducting primitive research and experiments primarily on students achievements and activities, the office was able to supply faculty and administrators with institutional research for the first time. Institutional Reorganization The trail set by Hopkins and Northwestern of a dedicated research and service office does not appear to have been followed immediately by others although by the early 1930s many of the individual activities, whether testing, counseling, or Freshmen Week had been adopted at numerous institutions. Obviously not everyone was convinced that this type of coordination was necessary. In 1931, addressing the Seventh National Convention of the American Association of University Women, C.S. Boucher, Dean of the College at the University of Chicago proclaimed that: Recently we have heard much blare of trumpets about a fifth wheel to the college cartan independent personnel department, whose staff members are not faculty members and are responsible only to the presidents office. A college which has set up such an agency has done so apparently on the assumption that because faculty members have so long neglected their duty regarding educational guidance and all related personnel problems they cannot or will not study and meet this personnel service obligation of the institution to its students. If this is so, then indeed there is no hope for us. Others did not agree with Boucher. After a decade of scholarship resulting from this newly-found research focus on students, Alexander Ruthven, President of the University of Michigan, argued that the discussion so far has been so academic as to be quite out of tune with this scientific age, and many educators must have listened so long as to have become indifferent or tired of it. With these words, Ruthven began to contextualize the reorganization of his university. He continued, Since the modern university is of such financial dimensions as to be comparable with a great business, so large as to acquire the physical plants of a sizable industry, and has a student body of such magnitude that personnel and health problems require much attention, experts are need who will devote all of their time to some of the details of the institution. Ruthvens move was radical in 1931. However, the institution had become so complex and the need to stream-line the operation so imperative that a new order, a bureaucracy, was the answer. Ruthven announced that The general features of the new plan are: to add officers who will assist the president without, in effect, separating him from the faculty; to distribute various functions to several vice-presidents, deans, directors, and committees together with authority and responsibility, these officers to serve as advisers to the chief executive; to keep the president in direct contact with the staff through the deans and allow him time to study University problems; and to give the faculties more authority in the affairs of the individual units. Two Additional Driving Forces Two events in the early 1920s appear to have released the locks that held some of the streams at bay. First, following the war, colleges had to reassess admissions policies as enrollments were stretching the facilities. The second was a series of student reports on their institutions curriculum. The reports, initiated by students at Barnard in 1921, were generated at 16 different institutions through the next decade. By the mid-1920s, colleges began to list character, personality, and physical fitness as criteria beyond academics. These criteria then required more systematic methods for high schools in certifying their graduates and colleges in reviewing applications. A three-year grant of $60,000 from Rockefeller to the American Council on Education (ACE) in 1927 produced among other things a personnel record card system, which permitted the efficient chronicling of a students secondary and post-secondary abilities and achievements. A year into the research, the ACE began to disseminate the standardized cards and their manuals. Regardless of the academic quality of the more selective freshmen classes, academicians also recognized that entering students were often failing and were far from mature. Faculty specialization, secularization, and scholarship exacerbated the void in student oversight and the need for additional personnel to supervise students. Nowhere was the absence of advising more felt than with new students. Although this recognition may not have been novel and the retreat of some faculty from advising gradual, the sheer volume of matriculates required the institutions to devise ways to ease students transition to college. At the University of Chicago, Freshmen Week dates back to 1924 with staff believing that the first term is likely to govern later terms, and the first week of the first term is likely to imprint its character on later weeks. Yet, the practice of Freshmen Week had yet to catch on and was far from an effective orientation to college. By the early 1930s, more administrators recognized the advantages of bringing new students to campus prior to the start of classes. The concept of Freshman Week included not merely orienting students to college life, but testing their academic capabilities and limitations for course placement. Out of this innovation, a new status emerged, that of dean of freshmen. With increased enrollments and thus a more complex student body, more specialists seem to spring up across campuses. In 1932 George F. Zook noted that colleges needed specialists to admit, to test, and to advise students on vocational issues during matriculation and in anticipation of graduation, and to supervise the health and physical activities of students. Yet, throughout this period during which professional positions to oversee student life were multiplying, the students themselves began to agitate. At 16 institutions across the country, many of those which participated in the ACE study, students published reports between 1921 and 1931 that covered such topics as mission, curricular and instructional content and methods (including majors, tutorials, grading and honors courses), admissions and size of college, the faculty, student activities, athletics, fraternities and sororities, provisions for freshmen, and scholarships and loans. Most reports focused on academic issues, but six student commissions also targeted aspects of student life. A consistent message permeating the reports is reflected in the Barnards original reports title: Student Self-Determination. Unfortunately, the report that started the student movement seemed to go nowhere. According to Margaret Mead, Editor of the Barnard Bulletin, mourned the following year that copies of the curriculum [report] are tucked away in the back part of the desk, if they are kept at all. And no one is sufficiently interested to even ask why. In his letter to the 12 presidential-appointed student members of the Dartmouth College Undergraduate Committee, President Ernest M. Hopkins wrote that Dartmouth, likewise, by virtue of having first among the American colleges adopted the policy of restriction of numbers, is in a position to devote its funds and endowments from now on to maintaining and improving the present grade of work within the College, and proposes to do this. One of the Dartmouth seniors selected by the president for the student committee was William H. Cowley (24), the Editor of The Dartmouth. Cowley, earlier that academic year began hammering at education in the editorial column; and the undergraduate body ultimately became interested. The outcome was a Senior Committee, which went to work immediately to devise a system for turning educated men out of our colleges. Like the 1828 Yale Report, the Dartmouth seniors focused on not merely the content of the curriculum, but the functional processes and intended outcomes of the colleges academics. The students suggest rational thinking, philosophic understanding, creative imagination, aesthetic sensitiveness, and service to serve as the foundational principles of the curriculum. However rather than address the learning processes, the faculty only a transformed the content of the curriculum. Reports continued to be issued through the early 1930s from students at institutions such as the University of Chicago (1925), Bowdoin (1926) Harvard (1926), Northwestern ((1927) Rollins College (1931) and Haverford (1931). Leslie Patton, analyzing the reports, reflected: No doubt this whole movement is a welling-up from within the colleges, an omen of the renaissance in higher education, or a sign of the growing self-consciousness. They are certainly a factor in the present reorganization of higher education, and, declared by many administrators, an important factor in the changes taking place. The Transition to a Unified Student Personnel Office At this point in time, other administrators besides Ruthven at the University of Michigan had begun to rethink their staffing patterns. Evolving events at three different institutions reveals fundamental elements and occurrences as well as threats and opportunities that the collegiate communities experienced during the three decades in which the student personnel movement was developing. Bucknell University At Bucknell, like the University of Michigan, a new president, Homer Price Rainey (1931-35), coupled with a 1932 fire that destroyed part of the colleges main building, encouraged reorganization. Rainey led the institution during his first year to rethink the organization. Nine faculty committees were established: administration, faculty, curriculum, personnel, student health service and sanitation, religion, physical education and intercollegiate athletics, engineering, and physical needs; each produced a survey report. The year before Rainey became president, Dean of Freshmen J. Hillis Miller recommended to the Board and President Hunt the establishment of a personnel office which would be made responsible for coordinating all forces in the university in order to effect adequate supervision of student affairs and to turn these activities to desirable ends. Under Raineys administration, the Survey Committees on Personnel and Student Activities and Organizations, revealed intolerable conditions with respect to student life on campus. Data concerning individual students were found to be scattered all over the campus, fraternity presidents constituted the only student government body, unsatisfactory relationships between students and faculty were conspicuous, every conceivable form of graft existed in student organizations, neither a centralized or a decentralized system of supervision was in evidence, campus politics was rampant, and for the most part an unwholesome situation prevailed. The following year, educational psychologists Charles Hubbard Judd, University of Chicago and Melvin E. Haggerty, University of Minnesota spent three days at Bucknell, evaluated the institution in an accreditation-like review. After talking with faculty and staff, who comprised nine committees, the two recommended (among other things) that an administrative division to have charge of all matters relating to student excluding instruction and curriculum be created. In a letter to the Faculty in September, 1933, President Rainey explained that there was an urgent need for [the reorganization of all student activities], as you all know, and it has been, perhaps, the most difficult phase of our entire reorganization program. In the following year, Bucknell abolished its Student Activities Committee and established Student-Faculty Congress and a Personnel Committee, composed of two sub-groups, directed by Miller, now the new Dean of Students, and a Student Budget and Finance Committee. Obviously, whatever role the YMCA may have had on the campus in earlier days, by the early 1930s it no longer served as a controlling or moderating force. Equally, the decentralized nature of personnel services appears not to have been functioning adequately. Consolidation under and coordination from one office, responsible to the president, was chosen as the resolution. Significantly, though, the consolidation and reorganization did include substantial representation and participation by students in the governance of student life. Ohio State University At Ohio State, President George Rightmire announced in November of 1934 the formation of the Personnel Council to coordinate personnel activities of the university and advise the president in student personnel matters. Composed of 13 faculty and administrative staff members and chaired by (Dartmouth graduate) William H. Cowley, the Council was also charged with promoting improved techniques of administration in student personnel offices, conducting research on student personnel problems, and cooperating with the director of publicity to publicize the student personnel activities of the university. During the summer of 1936, President Rightmire hosted William Guthrie (Ohio State Class of 1932) to lunch. Guthrie remembered the president explaining to him, a newly-hired National Youth Administration worker, that since the university was exceeding 10,000 in enrollments [it was] time to personalize it and make the academic life easier. Trying to convince Guthrie to assume the role of financial aid director, Rightmire reportedly pleaded: Bill, weve come to the conclusion at the university that we need to enlarge on whats done for students to help them with jobs and loans and scholarships and any other kind of self-help that we can develop. Weve never had an office for self-help for students. Weve got student loan funds scattered again that nobody knows about, and some that are known. Weve got student employment which is in the Ohio Union office and the YMCA office, and weve got the YWCA on campus, where they deal with a number of these women who take care of little children and live [in] faculty homes or homes in the neighborhood. Weve got 3,000 students now on National Youth Administrative jobs that are paid for by the federal government. Its time we pulled all that stuff together and make a student employment or student financial aids office. Would you come up on campus and organize it? Guthrie was convinced, took the position, and became a subordinate of Mylin Ross, the dean of men, who was the second man in the OSUs history to occupy the role. Joe Park had preceded [Ross]. Joe had been the YMCA secretary back in the era when student YMCAs and YWCAs were essentially the campus service organizations. It was in my time, both as a member of the Personnel Council, which was made [up] of persons who were heading the agencies that were in student services, for example financial aids. As I say, my knowledge of what went on in transferring things from the YMCA into university offices came from not only being in Financial Aids but from being a member of that Junior Council and Personnel Council. Joe Park, to his credit, was one of the architects of this transfer of student services from volunteer to university sponsorship. It came naturally from his own transfer from YMCA secretary to Dean of Men. Unlike Bucknells situation, the Y at OSU continued to function as a significant and positive force for the university right up to the organization of the student personnel office. However, the expanded enrollments required operations that were merely too complicated for a student-based organization to continue to have a major impact or to coordinate activities for the whole university. Bureaucratization was essential. Springfield College At Springfield College, an institution established to prepare YMCA professional staff, the Student Association (SA), established in October of 1896, bragged in 1906 yearbook that no other Student Young Men's Christian Association controls such a variety of student activities. The peculiar nature of the school makes this possible. By 1914-15, the SA control[ed] all college activities, athletics, social life and religious work. In addition, it has departments for the administration of the employment bureau, the student dining hall and co-operative store. Five years later, the Handbook again explains The Student Association of our college is the one all-inclusive organization of the Student Body. Every activity, every function, every detail is under its supervision and control. It is an organization, democratic in the highest degree, and is by the students, of the students and for the students. Far from exaggerating, the SA ran the student experience. A gift of Elinor S. Woods, Woods Hall, the dining and social building, was erected in 1904. Two years later, the Student Association established a committee to supervise the building. Five years later, early in the 1911-12 academic year, the SA assumed full control of the operations in the building, clearly with the blessing of the administration. Having listened to years of complaints, the SA Woods Hall Committee hired and supervised a chef, who competing with the European war, foot and mouth disease, hog cholera, and kindred ills managed through his economizing secrets to provide board to students at a reasonable rate. Additionally that year, the SA took over the store business, which was a private concern conducted by a studentand place[d] it upon a co-operative basis. Although naysayers assumed failure, by 1914, the SA Co-operative Store Committee returned dividends to its members of 14-18 percent, depending upon how much they reinvested in capital for the store. In a series of progressive steps, though, the administration, similar to so many others across the nation, begin to assist, and then absorb the responsibilities of the Student Association. The first administrative venture into the domain of the SA appeared as an opportunity for the college to extend its curriculum. President Doggett shared Prof. Arthur Rudmans report, Plans for Religious Practice Work with the Trustees at their June 11, 1920 meeting. With the intent of organizing the religious work of students by unifying the instructional aspects with the SAs activities, Prof. Rudman agreed to turn over to the Student Association such lines of the religious work as can be properly carried on by them, thus contributing to the standing of the Student Association in comparison with the Students Associations of other colleges along the lines of religious and missionary works. By the 1925-26 academic year, the Springfield College Freshman Handbook reflects for the first time a decided presence of the administrators of the college. The president and the new dean of freshman welcome the new students and impart the values of the college. A year later, although the description of the association remains the same as it was in 1920-21, an Advisory Council had been formed consisting of two seniors, two juniors, two members of the Faculty, and the President and General Secretary of the Association. The council could make recommendations to the SA Cabinet, but also was to act as the final arbiter in controversies between faculty and students. In addition, the guidance of Freshmen is in the hands of the Dean of Freshmen, assisted by a committee of six menchosen from the Freshmen class at the end of the Fall term. Finally, by 1924, worried about the finances of the college, Dr. Doggett laid a plan before the trustees to assume control of athletics. Prior to this time, the SA managed the athletic teams (with the college paying the coaches salaries) and realized the gate receipts ($1,760-$4,000) for intercollegiate matches. President Doggett proposed to hire a Manager of Athletics, who would have faculty status and serve in a dual role of teacher-coach. Although the president proposed to reserve half of the gate receipts for SA, he also argued to the board that athletics should pay its own way. Thus, at Springfield through the 1920s, the college grew in complexity. It shared in the post-war college participation boom, swelling its enrollment. Its stature also heightened as its graduates succeeded as YMCA professionals and also within the mushrooming instructional area of physical education. As President Doggett indicated to the Board, the war has greatly increased the cost of operation. Efforts had to be made to streamline and professionalize the operations, squeezing revenue out of places that previously the college valued on the basis of its democratic spirit and philosophy of practical application, but could no longer afford. Conclusion In her review of the 13 major student affairs philosophical statements, Nancy Evans identifies the factors that contributed to the need for professionals who were responsible for overseeing the out-of-classroom activities of students. Citing a variety of authors, she lists: faculty research demands yielding less time for students; increasing diversity of students and parental concerns for student welfare; secularization of higher education; and expanding vocation opportunities. Clearly, all of these elements had transpired within the first decades of the twentieth century and led presidents to find ways to alleviate the problems. However, determining causality does not entirely explain the processes by which individual institutions established their student affairs operations and the content of their programs. Not until 1937 did the American College Personnel Association develop its philosophical statement, The Student Personnel Point of View (SPPV). Indeed, a confluence of the elements including expanding needs of increasingly complex institutions, intellectual innovations of psychological research, and organizational improvements through standardization and bureaucracy facilitated the emergence of a variety of specialist roles on campuses after the turn of the twentieth century. As these specialist roles matured, they sought camaraderie and support among themselves, organizing professional networks and caucuses. Newly-formed universities, detecting a fertile delta, established graduate programs to further research as well as specialized training. As J. McKeen Cattell observed in the same year as the SPPV, Educational administration is becoming a professionwitness the professional school of the Columbia Teachers College. Whether vocational counselors or deans of women and men, the streams of student personnel specialists, meandered toward one another through the 1920s and 1930s and coalesced with the development of the SPPV. But, national professionalization is merely half of the story. On the campuses, beginning with the establishment of the first two YMCAs in 1858, students themselves first initiated religious activities for themselves and neighbors of their colleges, then gaining the approbation of their peers and the administrators they extended their organizational skills to assist new students in learning the ropes of college life, to provide space on campus for students to gather, to help those with less means to remain in schoolin short to ensure the welfare of the student body on campus. Was the YMCA the only organization on campus to serve the requirements of students during this seventy-year period? Of course not. Fraternities, sororities, and literary societies as well as athletic teams obviously addressed the myriad needs. However, the Y associations transformed their services and activities toward an ethos of social justice and leadership as the university system matured and American society shifted yet their focus remained on their fellow students. By the late 1920s, the Y movement clearly had sketched the blueprint for the institutions nascent student personnel professionals.     PAGE 58 PAGE 1  We would like to thank several librarians and archivists for their invaluable assistance in helping us to gather the material and documents for this paper: Dagmar Getz, Kautz Family YMCA Archives, University of Minnesota; Julie Hanson, Wilcox Library, William Penn University; Barbara Krieger, Rauner Special Collections Library, Dartmouth College; Anna Mae Moore, Archives and Special Collections Library, Washington & Jefferson College; Paige Roberts, Archives and Special Collections, Springfield College; Mary Ann Willard, Special Collections/ University Archives, Bucknell University.  Leon Jackson, The Rights of Man and the Rites of Youth: Fraternity and Riot at Eighteenth Century Harvard. History of Higher Education Annual, 15 (1995): 5-49.  Caroline Winterer, The Humanist Revolution in American, 1820-1860: Classical Antiquity in the College, History of Higher Education Annual 18 (1998): 111-129.  Richard Hofstadter, Academic Freedom in the Age of the College. (New York: Columbia University Press, 1955).  J. Edwin Orr, The Light of Nations: Evangelical Renewal and Advance in the Nineteenth Century. (Grand Rapids: Wm. B. Eerdmans, 1963), 20-23.  In 1824, a small group of Princeton students established a secret fraternity called Chi Phi, dedicated to its members spiritual life and personal holiness. Chi Phi became The Philadelphian Society by the middle of the century. Princeton University Archives, Student Christian Association (SCA) Records, 1855-1967, AC135, Introduction to Finding Aid.  During the mid-1900s, students on many campuses belonged to an organization entitled the Society for Religious Inquiry. Robert Weidensall, discussed below, found these societies (or variations on the name) at many colleges in Michigan, Illinois, and Indiana. The alpha group may have begun at Amherst in 1821 when the college was founded and spread from there to the University of Vermont, Union, Williams, Hartford Seminary, and the University of Michigan. Many of these societies transformed into YMCAs during the second half of the nineteenth century. Clarence Prouty Shedd, The Origin and Development of the Student Young Men's Christian Association Movement in North America (M.A. thesis, Clark University, 1914), 26-31. That story is beyond the scope of this paper.  Shedd, Origin and Development, 233; C. Howard Hopkins, History of the Y.M.C.A. in North America (New York: Association Press, 1951), 646.  H.E. Hawkes, College Administration, The Journal of Higher Education, 1 (5, May 1930), 245.  S. Arthur Watson, William Penn College: A Product and a Producer (Oskaloosa, IA: William Penn College, 1971).  W.H. Cowley, The History and Philosophy of Student Personnel Work, Journal of the National Association of Deans of Women III (June 1940): 153-162; Orr, The Light of Nations.  W.H. Cowley, Student Personnel Services in Retrospect and Prospect, School and Society, 19 Jan. 1957, 19-22.  C.S.Yoakum, Plan for a Personnel Bureau for Educational Institutions, in Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 4-8.  Caroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000); Kenton Gatyas, Thomas Arkle and the Office of Dean of Men at the University of Illinois, 1901-1917, Journal of Educational Administration and History 30 (2, 1998): 145; Robert A. Schwartz, How Deans of Women Became Men, The Review of Higher Education 20 (4, 1997):419-436; Robert A. Schwartz, The Rise and Demise of Deans of Men, The Review of Higher Education 26 (2, 1997): 217-239.  David P. Setran, Student Religious Life in the Era of Secularization: The Intercollegiate YMCA, 1877-1940, History of Higher Education Annual 21 (2001): 7-45.  In the minutes of the Louisville YMCA Conference in 1877, the Rev. J. Wm. Jones, D.D. of Richmond, Va. is quoted as stating: In 1855 I was privileged to assist in the organization of the Association at the University of Virginia, and it has had an uninterrupted existence ever since. Proceedings of the 22nd Annual Conference of the Young Men's Christian Association, Louisville, KY, 6-10 June 1877, 69. YMCA International Conventions and Yearbooks, 1876-1880, Archives and Special Collections, Springfield College, Springfield College, Springfield, MA. All other citations, including documents from the UVa association put the founding as 1858.  M. Edwards Gates, The Association in a University, Association Monthly, 1 (2, February, 1870), 33.  Rev. J. Wm. Jones, D.D. of Richmond, Va., Louisville Conference, 1877, 69. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  The association was initiated by alumnus Robert Weidensall. The Y.M.C.A. Cabinet, The 1933 G-Book, 37th edition (Gettysburg, PA: YMCA, 1933), 91. Courtesy of Kurt E. Kramer, YMCA of the USA, Chicago, IL.  F.E. Seybolt, Luther D. Wishard and the Intercollegiate Christian Movement (M.A. thesis, International Young Men's Christian Association Training School, 1906), 8. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Spence, one of the founders of the University of Michigan YMCA, published an article in the June 1870 issue of the Association Monthly, in which after explaining the need for collegiate young men to have guidance in their first days away from home, he urge[d] a special consideration at the next international Convention for this subjectthe CHRISTIAN ASSOCIATION IN COLLEGES AND SCHOOLSits values and how to plant and conduct it in such Institutions, A.K. Spence, The Association in Colleges and Schools, Association Monthly 1 (6, June 1870) 125. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA; Shedd, The Origin and Development, 93-4.  Shedd, The Origin and Development, 96-97.  The lists of associations with founding dates are far from complete and we are in the process of developing a list from a variety of sources. Lists that appear to be cited most often were compiled by Shedd of the original associations sending delegates to the 1877 Louisville Conference. We find them to be incomplete. Shedd, The Origin and Development, 148; Gates, The Association, 33; Spence, The Association in Colleges, 125; YMCA Universities, The Watchman, (1 June 1877), 6; College Young Men's Christian Associations, Yearbook of the YMCA of the United States and British Provinces for the Year 1878-79, 82. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Seybolt, Luther Wishard, 8-9.  Cleveland H. Dodge, Address, Proceedings of the 32nd Annual Conference of the Young Men's Christian Association, Philadelphia, Pa., June 1889, 87-88, Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.; Shedd, The Origin and Development, 141.  Wishard notes that Dodge wrote a check at that meeting that would become the first of a series of contributions which reached a magnificent climax in 1901the erection of Princetons YMCA building, Dodge Hall. Luther D. Wishard, The Beginning of the Intercollegiate Movement, The Intercollegian XXV (4, 1903): 76. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Although most histories of the movement highlight the Princeton groups push in 1877, obviously earlier attempts were made to coordinate campus Christian associations with the state YMCA meetings. Students from Hanover College in Indiana and Dartmouth College as well as those in Michigan accepted invitations to meet with their state associations prior to 1877. See Ralph Dwinell, The first official contact in Dartmouth Christian Association Historical Material, Rauner Special Collections Library, Dartmouth College.  Proceedings, Louisville, 77. Two years later the college work made a permanent department of the International Committee to be also included in the biennial budget. Hopkins, History of the YMCA, 281.  Students at several eastern colleges had only begun to compete against each other in rowing contests in the early 1850s and other intercollegiate sports contests in baseball and football were soon to follow. Smith, R. (1988). Sports and freedom: the rise of big time college athletics. New York: Oxford University Press.  College Bulletin, 1 (February 1879), 4. All issues of The College Bulletin cited are courtesy of Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  The Inter-Collegiate Work, College Bulletin, 2 (October 1879), 2.  College Y.M.C.A. Constitution, College Conferences, and New Jersey Conference, College Bulletin, 2 (September 1879), 4.  College Items, College Bulletin VI (December 1884), 4.  College Items, College Bulletin, VII (October 1884), 4.  Hopkins, 292-293.  YM and YWCA, anonymous manuscript, 1-4, YM-YWCA file, Wilcox Library Archives, William Penn University.  Shedd, Origin and Development, 185.  John R. Mott, End of the first quarter century of the American and Canadian Student Young Men's Christian Association movement, 1877-1902, in Addresses and papers of John R. Mott, volume 3. (New York: Association Press, 1947/1902): 162.  John R. Mott, How to Secure a College Association Building. Second ed. (New York: The International Committee of Young Men's Christian Associations, 1892).  John R. Mott, The Fall Campaign or How to Reach New Students. (New York: The International Committee of Young Men's Christian Associations, 1892); Hopkins, History of the Y.M.C.A., 283.  Gates, The Association, 33.  Andrew D. White, Heresy in Colleges, Old and New, Jan. 1870, 133; White had been a faculty member at the University of Michigan from 1856 to 1865 when he and Ezra Cornell established Cornell University. At Michigan, White taught and mentored Charles Kendall Adams, who also succeeded White as president of Cornell.  Shedd, Origins and Development, 48-49.  Murray Hall.  HYPERLINK "http://etc.princeton.edu/Campus/text_Murray.html" http://etc.princeton.edu/Campus/text_Murray.html . Retrieved February 8, 2005. A second building constructed in 1900 for use by the Philadelphia Society, Dodge Hall, was attached to Murray Hall by a cloister in 1884. Funds for this building were donated by William Earl Dodge, Jr. and Cleveland H. Dodge (79), as a memorial to Earl Dodge (79), their respective son and brother, who died in 1884.  HYPERLINK "http://etc.princeton.edu/CampusWWW/Companion/murrary_dodge_hall.html" http://etc.princeton.edu/CampusWWW/Companion/murrary_dodge_hall.html. Retrieved February 8, 2005. Earl and Cleveland were the two sophomores who answered the door when Wishard needed coal for his cold room at Princeton.  Mott, How to Secure, 28.  Mott, A Years Development, 14-26; Barnes Hall  HYPERLINK "http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53" http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53 Retrieved February 8, 2005.  Mott, How to Secure, 12-15.  Mott, How to Secure, 20-21.  Hugh Hawkins, Pioneer: a history of the Johns Hopkins University, 1874-1889. (Ithaca: Cornell University Press, 1960), 279; An Historical Sketch of the University YMCA in The Men and Program of Stiles Hallthe University Y.M.C.A., 1884-1948 (Berkeley: University of California), 1.  Close Hall, History of the University of Iowa: Miscellaneous Papers, vol. I-II, Courtesy of the University of Iowa Archives, Iowa City, IA; The Centennial of the National Student YMCA, 1958-1959 and the 43rd Anniversary of the University of Cincinnati YMCA (Cincinnati: The University of Cincinnati YMCA and Cincinnati, 1958), 4.  Building Campaign Completed, The Minnesota Alumni Weekly, XVI (Dec. 18, 1916), 6; Minneapolis YMCA Box 16, University Branch Building, Kautz Family YMCA Archives, University of Minnesota; Martha Mitchell, Faunce Hall Encyclopedia Brunoniana,  HYPERLINK "http://www.brown.edu/Administration/News_Bureau/Databases/Encyclopedia/search.php" http://www.brown.edu/Administration/News_Bureau/Databases/Encyclopedia/search.php; Georgia Tech Alumni House History,  HYPERLINK "http://gtalumni.org/House/history-pr.php" http://gtalumni.org/House/history-pr.php; YMCA, The Students Handbook of Clemson College, 1953 (Clemson, SC: Young Mens Christian Association, 1953), 104; YMCA, The Tech Students Handbook (Georgia School of Technology), 1922 (Atlanta, GA: Young Mens Christian Association, 1922), 19.  James B. Reynolds, Dwight Hall, New Englander and Yale Review, (Nov. 1886), 972; Letter to Trustees of Dartmouth College from C.C. Merrill, President, on behalf of the Executive Committee of the Young Men's Christian Association of Dartmouth College, June 23rd 1893, asking to change the name of the building to Bartlett Hall. Courtesy of the Rauner Special Collections Library, Dartmouth College; The New Association Building at Lafayette College, The Intercollegian, 25 (Dec. 1902), 58.  Mott, The Students of North America United, 17.  Charles T. Brewster, A History of the Dartmouth Christian Association in Dartmouth Christian Association Historical Material ed. Ralph Dwinnell (collection of unpublished manuscripts, 1929), 18-19. Courtesy of Rauner Special Collections Library, Dartmouth College.  The Men and Program of Stiles Hallthe University Y.M.C.A., 1884-1948, (Berkeley: University of California, date), 1  P.B. Holtzendorff, The Clemson College Y.M.C.A. [Annual Report, 1944-45] (Clemson, SC: YMCA, 1945), 2.  YMCA, Guidon, Students Handbook of the Virginia Polytechnic Institute, (Blacksburg, VA: Young Mens Christian Association 1934), 39..  The Y.M.C.A. Cabinet, The 1933 G-Book, 37th edition (Gettysburg, PA: YMCA, 1933), 66. The building was named in honor of alumni, Robert Weidensall, (Class of 1860), who is credited with starting the colleges Y in 1867.  The Student World, The Intercollegian, 25 (Nov. 1902), 41. All issues of The Intercollegian cited are courtesy of Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Winthrop G. Hall, The History of the Tech Y.M.C.A., Tech News (April 28, 1913), 1. Courtesy of the Worcester Polytechnic Institute Archives and Special Collections, George C. Gordon Library, Worcester, MA.  YMCA, Pandora 1886, (Washington and Jefferson Yearbook), 92-93; Washington and Jefferson College Catalogue, 1881-82, 31; James B. Anderson, Material relative to the College and its various organizations W&J Collection 378.733 EA, 10; Courtesy of the Archives and Special Collections Library, Washington & Jefferson College.  The Y.M.C.A. The Colonial Echo, (Williamsburg, VA: The College of William and Mary, 1902), 76; The Y.M.C.A. The Colonial Echo, (Williamsburg, VA: The College of William and Mary, 1901), 26; YMCA, Handbook of The College Of William And Mary 1919 (Williamsburg, VA: Young Mens Christian Association of the College, 1919), Courtesy of the University Archives, Swem Library, College of William and Mary.  The Student World, The Intercollegian, 25 (Nov. 1902), 39.  YMCA, Bathrooms, A Handbook for Students, 1892-93, 8, Courtesy of the Wilcox Library Archives, William Penn University, Oskaloosa, Iowa.  Y.M.C.A., The Penn Chronicle, (1903), 4, Wilcox Library Archives, William Penn University, Oskaloosa, Iowa.  The Student World, The Intercollegian, 25 (Jan. 1903), 89.  Oberlin College Archives, retrieved Oct. 21, 2005  HYPERLINK "http://www.oberlin.edu/archive/resources/photoguide/mens_building.html" http://www.oberlin.edu/archive/resources/photoguide/mens_building.html  University of Pennsylvania Board of Trustees Minutes, February 14, 1893, 88, cited in Paul Forchielli, Houston Hall: Morality, Activity, and Community in 1890s Philadelphia (M.Ed. thesis, The College of William and Mary, 2004), 10.  University of Pennsylvania Trustee Board Minutes, Nov. 6, 1894, 235, cited in Forchielli, 9.  Information on individual rooms and building layouts are taken from Spangler, The Howard Houston Hall, University of Pennsylvania, 59-63 and Photographs from William Rau and D. Lathrop, both found in the University of Pennsylvania Archives, as cited by Forchielli, 21-23.  Mott, The Fall Campaign, 11.  Howard, History of the YMCA, 284.  YMCA, The Students Handbook for 1923-24 at the University of Pennsylvania, 1924 (Greenfield, IN: WM Mitchell Printing Company, 1924); YM-YWCA, The Students Handbook, 1899-1900 (Albion, MI, 1899), 19. Courtesy of Albert Zatkoff.  YMCA, Students Handbook of Washington and Jefferson College, 1901 (Washington, PA: H. F. Ward Printer). 5. Courtesy of the Archives and Special Collections Library, Washington and Jefferson College.  Mott, The Fall Campaign, 15  YMCA/YWCA, The Students Handbook of Olivet College, 1921 (Olivet, MI: publisher unknown, 1921). Courtesy of the Olivet College Archives, 95, 37.  Mott, The Fall Campaign, 16-18.  YM-YWCA, The Students Handbook, 1899-1900, 19.  YMCA/YWCA, The Handbook of the Colorado Agricultural College, 1917 (Fort Collins, CO: publisher unknown, 1917). College Christian Associations, 112, 12.  General Accommodations, University of Pennsylvania Student Handbook 1924, 16.  The Student World, The Intercollegian, 25 (Feb. 1903): 114-115.  On the Quad, A Handbook of What, How, and When at the University of Missouri: Columbia, MO. University Archives, University of Missouri-Columbia, 1905, 55, 30.  Students Handbook of the College of William and Mary: Williamsburg, VA. The College of William and Mary Special Collections, 1921, 17.  The Student Handbook of Pennsylvania State University: State College, PA. Penn State Christian Association, 1941, 170, 24.  Religious Societies in Colleges, Washington Jeffersonian II (December 1878): 2. Courtesy of the Archives and Special Collections Library, Washington and Jefferson College. College Items, College Bulletin VI (December 1884), 4  Students Handbook: Hillsdale, MI. Hillsdale College Archives, 1885, 35, 14. Courtesy of the Archives and Special Collections Library, Washington and Jefferson College. The Student World, The Intercollegian, 25 (Nov. 1902), 41.  Freshman Class Luncheon, University of Pennsylvania Student Handbook, 1924, 21.  The schools listed with Frosh Week programs varying in length from four events to one full week are North Carolina State University, Louisiana State University, Emory University, Roanoke College, Louisiana Polytechnic Institute, Wofford College, University of Tennessee, Mississippi A&M, Tusculum College, University of South Carolina, Vanderbilt University, University of Virginia, and the University of Miami (FL). Frosh Week Frosh Work: Blue Ridge Conference, 1929. 4. Courtesy of the Special Collections Department of Smathers Library, University of Florida.  YMCA, Frosh Work: Blue Ridge Conference, 1929 (unpublished). 3-7.Courtesy of the Special Collections Department of Smathers Library, University of Florida.  University of Florida YMCA, Outline of Activities for the Freshman YMCA Camp, September 12-14, 1931. Courtesy of the Special Collections Department of Smathers Library, University of Florida.  For Freshman The Michigan Handbook, 1935. 56-57.  YMCA, The Student Handbook of Clemson College, 1953 (Clemson, SC: Young Mens Christian Association, 1953). 101. YMCA-YMCA, The Student Handbook of UCLA, 1930, 124.  YMCA Centennial History Committee, A Timeless Place: The University of Minnesota YMCA, 1887-1987 (Minneapolis: University of Minnesota YMCA, 1987), 9-15. Local Histories: The University YMCA, 1887-1987, Courtesy of the Kautz Family YMCA Archives, University of Minnesota Archives.  YMCA, Clark College Student Handbook, 1910 (Worcester, MA: Clark College Press, 1910), 8. Courtesy of the Archives and Special Collections, Robert Hutchings Goddard Library, Clark University. Phillips Brooks House Association, The Handbook of Harvard University, 1925 (Cambridge, MA: Phillips Brooks House, 1925). 19.  Libraries The Handbook of Harvard University, 1925, 19.  The Student World, The Intercollegian, XXV (Nov. 1902): 42.  YMCA, The Students Handbook of Clemson College, 1940 (Clemson, SC: Young Mens Christian Association, 1940). 67.  Other examples of a full service Y buildings are the University of Virginias Madison Hall, Illini Hall, and the Texas A&M YMCA Building, to name a few.  The Student World, The Intercollegian, XXV (Jan. 1903): 92.  YMCA, Student Association Handbook of Springfield College, 1914 (Springfield, MA: International Young Mens Association, 1914), 15. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA..  YMCA, The University YMCA Commemorative Booklet. Published by the University of Minnesota Young Mens Christian Association, 1923. Minneapolis YMCA, Box 90, History, Courtesy of the Kautz Family YMCA Archives, University of Minnesota Archives.  Vocational Counsel The Students Handbook at the University of Pennsylvania, 1924, 77.  Counseling Services The Michigan Handbook, 1935-6, 55.  The University of Virginia YMCA published its first handbook in 1883; their1886 handbook is the third edition (University of Virginia Archives). Northwestern University Y published an 1883 handbook (Northwestern University Archives). Hopkins notes that Hillsdale College published a handbook in 1883, Hopkins, History of the YMCA, 284.  The University of Maryland at Baltimore Handbook 1916-1917, (Baltimore: Young Men's Christian Association, 1916), 1.  Christian Associations, The Handbook for Hillsdale College, 1910 (Hillsdale, MI: Young Mens and Young Womens Christian Associations, 1910). Courtesy of the Hillsdale College Archives.  College Christian Associations, The Hand Book of the Colorado Agriculture College, 1917 (Fort Collins, CO: Christian Associations, 1917). Courtesy of the Colorado State University Archives.  See page 37 for enrollment growth data. Students Directory of Northwestern University, Evanston, IL: Christian Associations of Northwestern University), 1883, 10, 2. Courtesy of Northwestern University Archives, 2.  Students Handbook of Hillsdale College, Hillsdale Michigan: Young Mens and Young Womens Christian Associations, 1885, 22.  YMCA-YWCA, Penn College Student Handbook, 1892 (Oskaloosa, Iowa: Times Print, 1892). Courtesy of Wilcox Library Archives, William Penn University. YMCA-YWCA, Penn College Student Handbook, 1913 (Oskaloosa, Iowa: Globe Press, 1913). Courtesy of Wilcox Library Archives, William Penn University.  Minutes of the Faculty Meeting, June 12, 1912, Penn College, 45-46. Courtesy of the Wilcox Library Archives, William Penn University.  YMCA-YWCA, The Freshman Handbook of Ohio State University, 1930 (Columbus, OH: publisher?, 1930). Courtesy of the Ohio State University Archives.  Christian Association, The Handbook of the University of Michigan, 1935 (Milwaukee, WI: Sealman and Sons Co., 1935).  The 1930 UCLA Handbook includes a page on the intra-fraternity council (men) and the pan-Hellenic council (women). YMCA-YWCA, The Student Handbook of UCLA, 1930, 110-111. YMCA-YWCA, Penn College Student Handbook, 1913 (Oskaloosa, Iowa: Globe Press, 1913). Courtesy of Wilcox Library Archives, William Penn University.  Two examples are The Freshman Handbook of Ohio State University, 1930 and The Freshman Handbook of Springfield College, 1930 (Springfield, MA, 1930). Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  The Freshman Handbook of Ohio State University, 1930.  University of Virginia YMCA, Article I, Section 2 of the Constitution and By-Laws of the Association, adopted October 12, 1858, as quoted in Shedd, Origin and Development, 62, 37.  L.M. Blackford, J.L. Johnson, R.H. McKim, Second Annual Report of the University of Virginia Young Men's Christian Association as quoted in Shedd, Origin and Development, Appendix B.  Randolph Harrison McKim, The Planting and Training of the Young Men's Christian Association of the University of Virginia, The Intercollegian, XIII (May and June, 1891): 128.  Twenty-fifth Anniversary of the Michigan University Association, The College Bulletin, Y.M.C.A., 5 (February 1883), 4. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  C.K. Adams, Reminiscences, Quarterly Centennial Celebration, University of Michigan, as quoted by Shedd, 67.  College Items, College Bulletin, Y.M.C.A., VII (October, 1884), 4.  McKim, Planting and Training, 129.  The last entry for the Society of Religious Inquiry appears in the Catalogue of the Officers and Students of Washington and Jefferson College for the Academical Year 1880-1881 (Washington, PA: Review and Examiner Print., 1881), 32. The first entry for the Young Men's Christian Association appears the following year. Catalogue of the Officers and Students of Washington and Jefferson College for the Academical Year 1881-1882 (Washington, PA: Review and Examiner Print., 1882), 31. Courtesy of the Archives and Special Collections Library, Washington and Jefferson College.  Religious Societies in Colleges, Washington Jeffersonian 2 (December 1878): 37-38. Courtesy of the Archives and Special Collections Library, Washington and Jefferson College.  300 Topics for Prayer Meetings for 1879, College Bulletin, Y.M.C.A. 1 (January, 1879), 4.  Religious Societies, 1; College Bulletin, Y.M.C.A. 1 (February, 1879), 3.  Last Years Work, College Bulletin of the Young Men's Christian Association VII November, 1884), 1.  H.P. Andersen, Religious and Philanthropic Work Outside the College, The Intercollegian XXV (May 1903): 170.  Andersen, Religious and Philanthropic Work, 171.  Anthony Wayne James, Defining the Boundaries of Racial Liberalism: The Student YMCA and Interracial Activity at The University of North Carolina, 1910-1939 (M.A. thesis, North Carolina State University, 1992).  Activities of the YMCA, The Student Handbook for Colorado Agriculture College, 1917, 14.  Sociology Tours The University of Michigan Handbook, 1935, 57.  Inter-racial Committee, The Freshman Handbook of Ohio State University, 1930 (Columbus, OH: Ohio State University Handbook Committee, 1930), 67; Race Relations Committee, Penn State Christian Association, The Student Handbook of Pennsylvania State College,1941 (State College, PA, 1941). 55.  Y.M.C.A. Lecture Course, 1893-1914. YM-YWCA File, Wilcox Library Archives.  College Young Men's Christian Association of Northwestern University, Student Lecture Course, Season 1902-1903 (Evanston: E.L.Kapelman, Printer, 1902).  YMCA-YWCA, On the Quad, The Student Handbook of the University of Missouri, 1905 (Columbia, MO: Young Mens and Young Womens Christian Associations, 1905), 55.  YM/YWCA, University of Kentucky Student Handbook, 1928 (Lexington, KY: James M. Burnes Co., 1928). 34.  International Students House The Student Handbook of the University of Pennsylvania, 1923. 76.  Similar work was done at Harvard (1925), where the handbook boasted of nineteen nationalities served by their international house; at Washington State (1929), the Y ran a foreign student department that tries to build a friendship among the students of the college and the students of other lands (46); at Michigan (1935), international work consisted of dinners, forums, and opportunities for Americans and foreign students to connect; and Penn State (1941), the Y conducted an international tea and an international weekend.  YMCA-YWCA, On the Quad, 30.  YMCA-YWCA, The Handbook of the Colorado Agriculture College, 1917 (Fort Collins, CO: College Christian Associations, 1917). 12. Courtesy of the Colorado State University Archives.  YMCA-YWCA, Olivet College Students Handbook, 1921 (Olivet, MI: Olivet Christian Associations, 1921). 25-26. Courtesy of the Olivet College Library Archives.  YMCA-YWCA, Students Handbook of Muskingum College, 1941 (New Concord, OH: College Christian Associations, 1941). 26-28.  Holmes, History of Dean of Women, 5.  Nidifer, Pioneering Deans of Women, 16.  W.H. Cowley, The History of Student Residential Housing, School and Society 40 (December 1 1934): 705-712. Even in 1927-28, not quite 15 percent of the students registered at 44 land-grant institutions were housed in institutionally-owned and operated residences. Arthur J. Klein, Survey of Land-Grant Colleges and Universities, Office of Education Bulletin 1930, No. 9 (Washington, D.C.: Government Printing Office, 1930), 426  Holmes , History of Dean of Women, 18; Nidifer, Pioneering Deans of Women, 34.  McGrath, Evolution of Administrative Offices 99-100.  Marion Talbot, Dean of Women at the University of Chicago from 1892-1925, was a co-founder of the ACA in 1881. Its purpose was to encourage young women to go to college and to advance opportunities for women college graduates. The ACA became the American Association of University Women in 1921. Nidifer, Pioneering Deans of Women, 37, 39.  Robert A. Schwartz, The Rise and Demise of Deans of Men, The Review of Higher Education 26 (2, 2002): 217-229.  McGrath, Evolution of Administrative Offices, 4, 110; Klein, Land-Grant Colleges, 416.  Stanley Coulter, Function of the Dean of Men in the State University in Secretarial Notes of the 10th Annual Conference of the National Association of Deans and Advisers to Men.(Lawrence, KS: Republican Printing, 1928), 36-38.  Robert A. Schwartz, The Rise and Demise of Deans of Men, The Review of Higher Education, 26 (Winter, 2002), 228.  Thomas D. Snyder, ed., 120 Years of American Education: A Statistical Report. National Center for Educational Statistics (Washington, DC: GPO, 1993).  David A. Robertson, The Committee on Personnel Methods, Personnel Methods. The Educational Record Supplement no. 8 (July, 1928), 3.  For example, see Henry Davidson Sheldon, Student Life and Customs ( New York: D. Appleton and Company, 1901) and Louis Franklin Snow, The College Curriculum in the United States (New York: Teachers College, 1907).  J. McK. Cattell and L. Farrand, Physical and Mental Measurements of the Students of Columbia University, Psychological Review, III (1896): 618-648 as cited in Esther McD. Lloyd-Jones, Student Personnel Work at Northwestern University (New York: Harper & Brothers, 1929), 4.  William Rainey Harper, The Trend in Higher Education (Chicago: University of Chicago Press); Harry Dexter Kitson, The Scientific Study of the College Student, Psychological Review Publications, 1917, both as cited in Lloyd-Jones, Student Personnel Work, 6.  Lloyd-Jones, Student Personnel Work, 17-21.  Lloyd-Jones, Student Personnel Work, appendix B, 231-237.  C.S. Boucher, Current Changes and Experiments in the Liberal Arts College, Fiftieth Anniversary and Seventh National Convention, American Association of University Women, Boston, MA (8-11 Apr. 1931), 204-05.  Alexander G. Ruthven, Administration at Michigan: A Plan by Which the Members of the Faculty Will Receive a Larger Measure of Self-government but More Responsibility, The Journal of Higher Education, 2 (Jan. 1931): 7.  Ruthven, Administration at Michigan, 9.  L.B. Hopkins, Personnel Procedure in Education: Observations and Conclusions Resulting from Visits to Fourteen Institutions of Higher Learning, The Education Record Supplement 3 (Oct. 1926): 11.  Robertson, Committee on Personnel Methods, 3-11.  George W. Rightmire, The Floundering Freshman: Furthering the Scheme of One University for the Orientation of the Freshman The Journal of Higher Education 1 (April, 1930): 186.  Cowley, The History of Student Personnel Work, 155.  Ernest H. Wilkins, Freshman Week at the University of Chicago, The School Review, XXXII (Dec. 1924): 746.  Hopkins, in his 1926 report on the practices of 14 major institutions, found that only three of the eight that conducted a Freshmen Week program operated programs worth sharing. The institutions participating were: Stanford, Northwestern, Columbia, Cornell, Syracuse, Yale, Harvard, and Princeton Universities, the Universities of Iowa, Minnesota, Chicago, Michigan, and North Carolina, and Dartmouth College; Hopkins, Personnel Procedures, 3, 16.  Fred G. Livingood, Extending Freshmen Week, School and Society 40 (29 Sep. 1934): 420.  George F. Zook, The Administration of Student Personnel Work, The Journal of Higher Education 3 (Oct. 1932), 351.  Leslie Patton, Undergraduate Student Reports: A Factor in the Reorganization of Higher Education, The Journal of Higher Education 3 (June, 1932): 286.  Margaret Mead, Comment: A Page of Student Self-Determination, Barnard Bulletin, XXVII (15, Dec. 1922), 2. Barnard College Archives, The Barnard Bulletin Digital Archives, retrieved October 4, 2005  HYPERLINK "http://www.barnard.edu/archives/bulletin.html" http://www.barnard.edu/archives/bulletin.html  President Hopkinss Letter The Report on Undergraduate Education of the Dartmouth College Senior Committee, Part I (Hanover, NH: Dartmouth College, 15 May 1924), 5. Courtesy of Rauner Special Collections Library, Dartmouth College.  Edward Duffy, A Critical Survey of the Dartmouth Report Intercollegiate World, 1 (March 1926), 36. Courtesy of Rauner Special Collections Library, Dartmouth College.  The Dartmouth Report, 12-16.  Duffy, A Critical Survey, 38.  Patton, Undergraduate Reports, 286-87  Deans of freshmen appear to have been popular during the 1920s when the concept of Freshmen Week was in its infancy.  J. Hillis Miller, The Liberal Arts College Functioning Through Student Activities, School and Society 40 (8 Sep. 1934): 328-331.  Miller, The Liberal Arts College, 328.  Letter from Charles H. Judd and M.E. Haggerty to President Rainey, July 14, 1932, Courtesy of Special Collections/University Archives, Ellen Clarke Bertrand Library, Bucknell University. Judd and Haggerty were both scholars and leaders in the educational measurement movement of the 1920-30s.  Minutes of the Faculty of Bucknell University, 3 May 1933, 1-2; Bucknell University Catalogue 1932-33, 157. Courtesy of Special Collections/University Archives, Ellen Clarke Bertrand Library, Bucknell University.  The New Council at the Ohio State University, School and Society, 40 (22 Dec. 1934), 836-37.  Robert Sutton, Interview with William Guthrie, (Dec. 7, 1983), The Ohio State University Knowledge Bank, 2 retrieved on Aug. 30, 2005  HYPERLINK "http://hdl.handle.net/1811/479" http://hdl.handle.net/1811/479.  Sutton, Guthrie Interview, 8.  Student Association, Massasoit 1906 (Springfield, MA: Springfield Training School, 1906).  Student Association Handbook, 1914-1915, International Young Men's Christian Association College, (Springfield, MA, 1914), 10.  Handbook of Student Association, Springfield College, 1920-1921 (Springfield, MA, 1920), 28. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Woods Hall, Massasoit 1915 (Springfield, MA: International Young Men's Christian Association College, 1915), 103.  Student Co-operative Store, Massasoit 1915, 104; Springfield College Handbook, 1920-1921, 34. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Plans for Religious Practice Report of Prof Arthur Rudman to Dr. L.L. Doggett, June 11, 1920, International YMCA College, Board of Trustees Record, June 1920-April, 1927 (Springfield, MA, 1920), 33. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Student Association of Springfield College, Freshmen Handbook, 1926-1927, XIII (Springfield, MA, 1926), 36-37, 18. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Report of President L.L. Doggett to the Board of Trustees, International Young Men's Christian Association College, Springfield, Massachusetts, April 2, 1924, (Springfield, MA, 1920), 237. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Report of President L.L. Doggett to the Board of Trustees, International Young Men's Christian Association College, Springfield, Massachusetts, June 13, 1924, (Springfield, MA, 1920), 261. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Nancy J. Evans, Guiding Principles: A Review and Analysis of Student Affairs Philosophical Statements. Journal of College Student Development 42 (4, 2001): 359-378.  Evans cites in order: E.M. Nuss, The Development of Student Affairs, in Student Affairs: A Handbook for the Profession. 3rd edition ed. S.R. Komives and D.B. Woodard (San Francisco: Jossey-Bass, 1996), 22-42; W. H. Crowley [sic], Some History and a Venture in Prophecy in Trends in Student Personnel Work ed. E.G. Williamson (Minneapolis: University of Minneapolis Press, 1949), 12-27; R.B. Caple, To Mark the Beginning: A Social History of Student Affairs (Lanham, MD: American College Personnel Association, 1998); N. J. Evans, D.S. Forney and F. Guido-DiBrito, Student Development in College: Theory, Research, and Practice (San Francisco: Jossey-Bass, 1998); and R.B.Young, Guiding Values and Philosophy, in Student Affairs: A Handbook for the Profession. 3rd edition ed. Susan R. Komives and D.B. Woodard (San Francisco: Jossey-Bass, 1996), 83-105.   HYPERLINK "http://www.naspa.org/gradprep/StudAff_1937.pdf" http://www.naspa.org/gradprep/StudAff_1937.pdf  J. 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Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" ""A""Given the involvement of citizens in Michigan and Virginia in the Civil War, it appears that the dissemination of the movement h""during" "any"""after the war. " h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahomaP"initiate Y associations were Olivet ( " "Roanke (1867) ""o":"Washington and Lee (1867), ""1868).""until " h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"B""sent d" "to ""at"" to the idea"" W"" Colleges"", associations were established at Cornell University and at Howard Univer" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma("spread the idea to""By 1869"" ""an"" N""Te""r""a""he""go""th"" f""e""th" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahomar"was largely a result of the changes that were occuring ">"in colleges and universities ""s"" duirng ">"the latter part of the nineth""collegiate ""e"Z"adopted less stringent curricula, students " h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma,"t the universities, ""developed elective courses, and relinquished their advising duties "" "", " "as "" A"P"Few institutions were large enough to ""enrolled ""students ""warrant ""a""a complex ""staff."("in part was due to"" E">"detailed the role of the dean""reports to include management of students, faculty, admissions, registration, and personnel issues."" i""'""s"" ""d" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"o" "At "z"newer and smaller colleges, such as Penn College in Iowa, t" "he ""institution"" board of trustees sank its precious dollars into the constructio "P"of buildings and outfitting classrooms"&", hiring faculty,"".""A""Hiring s","not even considered." h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" "" ""ic" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" "",""to"|"As the curriculum relaxed, permitting election of courses, s"4"had time on their hands "" unsupervised"".""last quarter""a "" gained""d"" amounts of" " and" "the ""e"x"Although the YMCA movement certainly began as a religious ""with a ""mission, "" member""qucikly "F"developed strategies and tactics ""that "8"it graduated to much more "X"ed membership recruitment strategies into ""students"" ":"to become campus activities""secular ""."&"that morphed into""as" "with"" A""services""services eventually were absorbed by student affairs personnel beginning in the 1930s.""As the universities and colleges developed in the latter decades of the nineteenth century, adult supervision of the studnets ""lessened. "4"direct extra-curricular " h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"'"" life" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"of the "*"The Student Affairs""Rise of """""The fears and doubtsof the educators of the period in regard to co-education led to the designation of special officers to solve""e"d" which would attempt to educate men and women to""gether""*" (Holmes, 1939,5). "" "8"Matrons, lady principals, ""and finally deans of women solved the problems for educators in the ""presidents"$"of co-education "R"second half of the nineteenth century. ""dual "" position. ""s"" ""studewnt ""personnel "@" co-educational colleges hired"f"The development of the student personnel movemen "" "H"A confluence of factors permitted " "seemly rushed "."confluence of streams""emergence"P", as a conscious professional identity"" "" "", marked by ""ness of kind" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"ed"@" and gathered strength duirng "&"the next decade. ""numerous "r"through the late nineteenth century and early twentieth" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahomaD"joined to create the confluence ""a""types" "THe "l"formation, however, resulted from the emergence of t"0"within the context of ""."" T""is"T"paralleled the development of the YMCAs "" year "" plus"*"s that produced the"("occurred while the"" campus"d"matured and gained influence and stature on the "8"within their institutions.""as"$"is professional ""During t""in which " h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"d"","D"xxx streams of events, emerging " " and""emerged""several""intellectual ""movements""advancements" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"Cowley attributed the formation of the student personnel profession to faculty specializatio"F"n, scholarly secularization, and "" scholarship." h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"th""i""Ca""s""o""pr""ni"" ""st"" " h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma "the"".""pr""Th""th""e"" e" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"an" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"F""ex""s"N" Had the enrollments, however, staye ","d relatively small, ""Progressive Era was also marked by a growth in bureaucracy that carried the message of standardization and efficiency. " h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" colleges and universities might have been able to contain the extra-curricular activities of students with only a dean of men a" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" "L"The prototype of the dean of women, "v"the emergence of faculty scholarship, enrollment growth, "B"standardization and efficiency " "the "" movement, " "and """business model ""co"$"pportunities to " "to " "for "l"the smooth operation of campuses across the countyr." h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"However, d""" of events and ""advancements"" " h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma","", and" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"The deans""The Faculty""vided ""a "" for ""."&"Enrollment Growth"H" subsequent student-oriented staff" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" ""However, the impetus for the creation of these early managers of student life was tied to society'""student lif"" ""T""at an ""date "0"the arts and sciences.""an academic "\"McGrath, in a study of administrative roles ""collegiate "" in 1938, found that most of the institutions studied reported ""these women "" majority of" " the deans of """""holding office during the period 1870 to 1933 [had] teaching responsibilities.""at first as a principal or matron to supervise college life for women studyents."". """were engaged in""In fact, "" "0" and most held master'""s degree""s""."L"y of supervising the women students "" "."s coordinate college ""Sage, "" at Cornell." "many""state"", which did not furnish residential halls for students, felt no need to hire "0", including dormitory ":"residential accommodations,""dormitories"R" until at least the turn of the century" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"."""Apparently, as "", "" " h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma&" of Women and Men""wi""set of ""s""personnel ""student "`" movement was the organizing of deans of women""ation "" A""S""se""s ""s""s""women'"F"s living arrangements and social " h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"their "" student""'""and moral ""."" ""M"X"Because women students we      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnoqrstuvwxyz{|}~re often ignored.""'""s groups",", such as the Woman'","s League at the uNiv""f Mici"x"the Ladies Association of the Faculty at theUniversity of "" ""Oregon, and the earliest group, the Massachusetts Society for Univer"", "&"with concerns for"" " "stepped in to "&"provide guidance "0"social and vocational ""."" ""ol""once """the role began "`"As the role expanded to include health issues "f"enrollment of women expanded and the competition "n", fears of the academy becoming feminized as well as "6"concerns for the special "N" women posed, the roles increasingly "" ""University"D"ies all hired deans of women as "p", rather than lady principals or matrons in the 1890s."" ""S">"ly, the national association "t"s begun by a small cohort of these newly-appointed deans"d" for their own self-support and problem-solving.""also "" "", such as the Association of Collegiate Alumnae (later the American Association of University Women)" "led"L", grew into an accrediting body for "t"eventually developed recognition criteria and sponosred ""scholarships.""ir"","*"established in 1881" h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma%@U%  %%%NidifermmandBarPopuppwws00( l|H!0"was used" "tili""policy"4"to influence collegiate ""to provide""accrediting"" "" a" "new position. "D"and certainly a less ubiquitous "x"The earliest dean of men was employed at Oberlin in 1902. "R"32 institutions, equally divided among "H"state universities, large eastern " "institutions, "D"small eastern and small western ""institutions, found the role in only fifteen of the colleges. "" " h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahomar" By the early 1930s, several colleges and universities "^"Although the position could still be foundin "B" in colleges during the 1960s, ""b""were already consolidating the myriad student personnel staff under the office of dean of students." "Hillis Miller," " proposed the "X"at the Board and President reorganize the " h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. 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Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" "L" rethinking their staffing patterns."o@U#o  o#ooHillisommandBarPopuppwws00( l|H!0"Freshman""e""is""e"P" Along with the dean of men, a second ""first"6" As freshmen orientation ""When "&" became the fad, ""Klein found " h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma6" of the late 1920s, the """practice of assigning to a single college official the duties of dean of men is not nearly so general .""as is the pra""role was not "n"as prevalent as the corresponding position for women.""""X"The idea that the personal reslationships "" between facult and men students needs embodiment in in a single officer is of very late origin, and by no means so widely accep""y""."F" of the need for a dean of women.""neither"(", nor well-defined"" ."X"Stanley Coulter, dean emeritus at Purdue, ">"characterized the dean of men""quandry " ": """It is impossible to tell what the function of the dean of men may be.""mechanism.""""F"Although Charles Eliot appointed "*"the first dean of """students""D" at the all-male Harvard in 1980":"Le Baron Russell Briggs as ""." 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" ""Although " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"at"" of men "<"administrative positions in ""mid-1930s'"" " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" w""Schwartz credits Walter Dill Scott, president of Northwestern University ""named "H"an early applied psychologist and "." (1920-19xx), as the "."man who initated the ""i""transformation of deans of men and women into personnel counselors.""the women professionals were able to make inroads into xxxxxxxx" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahomal"Within a year, Bucknell boasted a newly-established "T"and centralized dean of students office.""in 1931 " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"Personnel Committee, composed of the Central Committee of twelve faculty and a Student Council"","" members"" "P"wo sub-groups, which were directed by " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma", ""."", consisting " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma", including governance, dramatics, social relations, publications, athletics, honorary and professional""etics, and"" "p", which worked in cooperation with the faculty group, " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma "two""s"j"had abolished its Student Activities Committee and ""both a "4"Student Faculty Congress"" "","\", and a Student Budget and Finance Committee""Th""ev""af"","" ""ed"" " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"s"","" ""U"*"accreditation-like ""their"", "" r""a""a"""""B""o" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma",""as""wa""d""39"" " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"At"","" ""(Princeton) " "most"B"the clubs remained campus-bound" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"S""though b""70""1""also "6" and Hanover College (IN)""Withi""n five years""at least 29 ""additional"8"initiated their own groups"J"Until 1877, the campus associations"6"primary contact that the ""Y "(" may have had was "~"was undoubtedly the deputations sent out from stronger units." "had "$"intercollegiate "N"took the form of the deputation teams"" O"$"The unorganized ""A reportedly chance meeting in a residence hall at Princeton soon changed the ""a minimum of "4"nature of dissemination.""."" H""A""Hanover YMCA"", Wishard "," for his senior year""30""Rev. "0"Apparently, General Ro" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" ""i""""r" of $100) in the organization of the Association there." 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"Whether the result of a deputation or merely hearing about the organiz""ation, ""i"" other " "and "" established ":"Students were convinced at ""quickly ""cropped up""d" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"seemingly ""gossip""proselytizing""direct " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma " and"&"attended the YMCA""1872 ""International Convention at Lowell, MA, where he met Robert Weidensall. "4" as a representative of "$"for the college ""During "<"singular within their states""Robert Weidensall, however, commissioned by the International Committee ""Y'""s "" "N"an employee of the Pacific Railroad, " "was "V" to organize city associations along the " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma "in ""rail lines.""T""within a few years of the War for the earliest groups to form after the charter groups were located in Virginia and Michigan." 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"."" also""B" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahomaV"The emergence of campus associations was ""spread ""early "."must be attributed to"" " "who""We""Y""an""propagation"" ""and towns ""vi"" "","&"between campuses "b" in addition to the early forays by Weidensall'""s efforts""I"" " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma", " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma "--u "" in 1877 ""January of " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma","", " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahomaj"Wishard credited Weidensall for providing him with "2"the fervor to continue ""inspiration ""g"<"to continue the propagation "," of the association.""idea of ""On"" " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"jo""junior and ""s""an" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"students at "" o""T""hi""wi""We""o""o""th""."" A"","" ""ne" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment T      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxy{|}~extCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"p""y" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"In""in 1868 ""Believing that the movement was not only transient, but important." 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma", ""." 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"Although"" "," sympathetic, it was""o" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma*" ready to recognize"j"commit itself and resources to the college movement""Co""a"R hiUW  R W R SheddCommandBarPopuppwws00Dӧ|!0 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" T""r"" leased a """commodious room, which has been tastefully furnished by voluntary contributions."" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"in"" ""in Indiana"x"played an important role in safe-guarding young collegians""fo""ti""es"" "" ""h""s"L" and attendance at state conventions" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma&"associations was "".""resulted from""Weidensall'"4"s early propagation and ""hiU. s "."Weidensall sBarPopuppwws00Dӧ|!0", ""were "" of 1871"" t""t"","" ""pa""pr""T""al" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma", ""th""su""e""fo""io""of" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"it was "".""."8"Spurred on by this support"0" and intensity of the ""Howewver, a"" a"(" from 1868 to 1877""efforts "" "","p", and convinced the society to affiliate with the YMCA"." in the late fall of "","".""."" ""E"" (1876)""he"`"Shortly after the union of Princeton witht he "8"Association Movement, Mr. ""spent ""Sunday, Decem""b"p" 10, 1876 with his two sons, members of the class of '" "79."" "&"with the Society'""s recent action he sent for the president of the Society for the purpose of conveying to him the cordial appreciation with which"J"Wishard related what happened next:""Ou""true ""Wi""Y ""s ""t""a"","^"Shortly after the vote to align with the YMCA" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahomahiU  IntercollegianrPopuppwws00Dӧ|!0".."Z"On a dark wet Sunday evening down in Prince" "ton"" there were ""two college" boys , sophomores, in their room and a gentle man from New York was with then who was interested in college matters and also in Christian work. While they were talking together there sat ain a room t, two floors belieoe w , a sSenior who was very much interested in the religious life of the college.  His room was cold.  He had not been well the fday before and had forgotten to get in coal "the "he needed.  As the fire fogot low and he sat there in his gown shivering, he naturally said to himself, I ust "m"" fo and ""g" forrowsome coal.  He first thought of his classmates in "the "r"building and going down the entry knocked at the door o""He did not know these sophomores, but he had seen them and he went up to their door. ""Wi""ex""T" " New York City"", "" ""Am""On""Co" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"U"", ""an""fr" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"a""to""r""en"" "" ""ap"" ""ed" "t t"" form ""associations""next ""several of" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"fo""UM and UVa ""YMCAs ""would " " and""ed""E""d" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma " to"""""local""" ""T""was typical"" results of""."<"played out in several states""By"" a""ca""de""gr""as""early ""Although t"", "" ""chance""t""e"" " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma","f", and founding partner of Phelps, Dodge & Company" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma", ""be"" "" ""A""recognition"" from" ": "" "; ""Z"Resolved (1) That a corresponding Secretary" " be appointed ""more than ""by the International Committee to take charge of the general work of the Associations in colleges and other higher educational i""That this Corresponding Secretary appoint an assistant secretary in whihc ""state or province to take charge of the general work of the Associations in the colleges and other higher educaitonal "l" institutions of learning in his state or province. "" "".""s""mere "Z"Not surprising, the International Committee""The Bulletin ":"held their first confernce ""In"" delegates "" " "own "N" for which Wishard was elected chair.">"With the intent of organizing"r"Demonstrating to their elders their enthusiastic reolve""s"f", they devised strategies to organize themselves."0"keep in touch through " "an "" lett" "ers"8", sharing their activities" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"e"B" written by committees of five."" would recommend to the International Committee that a general secretary be appointed"."Their plan included: ""s" "ing""; " "ing"0"for the college work; ""to conduct""subcribing """to The Watchman"", the Y'"x"s newspaper; organizing similar groups at other colleges. "" ""T"."what they proposed. " "9th "P" the Convention adopted the resolution":"recognized the college work"(" in September 1877"" ""religious""non-athletic"N"the College of the City of New York, "" (1868)"" (1869)"" (1870)""Within two months of his appointment, Wishard established the College "", a four-page newsletter that communicated both national information as well as " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"of a " "with"<"pertaining to the movement, ""its conventions, and proven organizational processes as well as notes on activities within the campus associations. ""By the end of his first year, the associations had met again simultaneous""with the International Conference at Baltimore and drew up a constitution."", "" "" E""Davidson College announced in the February 1879 Bulletin that " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma$"College Bulletin"","" "J"the Committee on Correspondence at ""the students had just organized their association, the University of Georgia ""souls at "" solicited prayers for their peers, and in Tennessee, the students" " at " "East Tennessee"" State ""reported great success in recruiting members, but at East Tennessee ""Wesly""an"", the ""j"Association is working steadily against great odds."""""."".""B"" A"", "N", and campus associations numbered 60" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"Each month'""s Bulletin""issue of the ""announced additional associations and in 1884, when Iowa College ""bragged that Wishard had joined them for Sabbath, it also announced the establishment of aYWCA "" """on that campus." 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"."" ""I"" ("" through Iowa" " two-year old "" --it ""was a men'" "s organization"" "@"e Penn women were not detered;"V" they started a YWCA within a few months." 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"e"^", but included news of additional initiatives""20s and 19""Bu"."is just beginning to "$"be addressed by " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma "in "" """a few scholars." "thin""I""The YMCA"2"s (and YWCAs) On Campus"|"social reception recently given to the students by the City "K0JK  KKKdeepingmmandBarPopuppwws00|!0b"can render very great aid to the College work. ""ulletin"""" "College Items""",""" "4" VI ( December 1884), 4.""Th"" f""an" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"e""t""fa" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma$"Can we use this ""bo""College ""Facilities"".""model of the campus associations obviously came from the city and town YMCAs. ""city "L"would be to secure a place to meet. " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma "ing""the men would rent or lease a room or set of rooms that would be furnished with a reading room and perhaps a meeting room.""n"" "" The first e""1873 when President Andrew White gives the students at Cornell its own room.""0"N"at the University of Rochester where " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"for the Y """"".""A" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma", "","", ">"who in answering charges of """heresy""$" at his college ""1870 "", nots that""e"h" the young YMCA at his campus holds its services ""v"in a room appropriated to it in the University builsings.""d"".""much of the"" "Z" was the first of the YMCA buildings to be ""constructed"" (1879),"", was the result of a      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{}~ bequest from Hamilton Murray, Class of 1872, who drowned at sea "R"in 1873, the year after his graduation." 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"th" 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" The building cost $20,000 and had exterior dimensions of 60x100 feet.""ore buildings had been constructed at costs from $4,000 to $55,000.""of the early ","s was the result of ""ed"" "f"from the leadership of John Raleigh Mott, future ""9"j"College Secretary for the International Committee, ""Secretary " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma","", and " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" winner"" " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"1885,"". "" " 6 h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"th""of""."".""Understanding the difficulties of and needed strategies to implement a successful capital camp""aign for a campus Y building from personal experience, John Raleigh Mott, "|"wrote a primer to be used by students on their own campuses.">"College Association Building ""(1892), Mott described several different approaches used by Y students in fund-raising.""successful"J"and warned of unsuccessful tactics ""ed against " "some"" "" "" ""published "F"student subscription amounted to ""$2,265, "@"from the faculty another $1475"", "D", and the town canvass produced """almost $5,000. "("Unexpedtedly, the ""c" "the"" "" O""s" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" "d" within his first few years as college secretary""F","riptions and donors." ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. 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Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"capital "" " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"."" r""T""$"" r""$2""wa"" " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"A"" "6", and named for the donor"".""Most were """ or in memorium""of these "",""s""s"8" Mississippi State Univers"", ""s"" P"" x"" " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"it""Dwight Hall" "but"";""at" "Bartlett Hall ""as"" College""re""al"" (1886)""Timothy""7""1" "95-" "1817""the first ""fr"" b""t"$"Brown, Indiana, ":" (from $30,000 to $50,000) """case studies of"" " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"added to " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma,"Mott described the """"learning curve""":"@"strike while the iron is hot. "Z"the building movement, Yale raised $22,000 ""students """in three years."" ""[students] ""At Cornell, "d"it was regarded as phenomenal when the students ">"secured $5400 in three weeks.""" a little later"","" "."But, still later, by "R"wise organization and aggressive work, "v"fully $5,000 were pledged at the State University of Iowa"$" in a few days. "4"A few months afterward, "v"over $4,000 were subscribed at the University of Virginia""" in three days."" "\" pledged nearly $5,000 in less than an hour."" "X"wer subscribed at the Iowa Wesleyan Univer""e"" "&"that at the Unive"H" where, within twenty0four hours, ""-"H"one hundred and forty-two students"" pledged"" "l"$10,180 towards a building to cost at least $25,000.""even " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma "Nathan -- you "N"should be able to use this somewhere:" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. 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Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"John Raleigh ","Succeeding Wishard, "*"the first national ""s""w"" "4" as a visiting secretary" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" "" ""the movement continued to spread throughout the United States and Canada through the ""1890s. " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" "".""had been a member of a campus YMCA and like Wishard a leader within his home campus of Cornell. "|", building on the foundation begun by Wishard, continued to "T"introduced innovations designed to help " "the young men "."at the campus level. "" " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"booklet "J" was one of the first in the series" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma$"he disseminated ""." ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"A"*"The Fall Campaign, """was devised by ""originally " "who ""second" "Mott""Wishard."zNK  zzHawkeswW0,WWD}<0D}W,W" (""at"" ""?" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" "" "."orcester POlytechnic ""Institute"", whereas others had dedicated rooms in the main building of the campus"F", such as at Penn College in Iowa" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"'""s""," "xxxx"" "."which was outfitted a" "The "" in 1900"" ""fter ""b"some financial help was solicited and received." ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" O"R", like Washington and Jefferson College"", ""Penn College" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma2ww"Most of these rooms, like the one at the Michigan Agricultural College " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" f"@" as a reading and a game room.""And this?"""""A promising innovation at Yale Divinity School was a camp-fire reception given early in the term. ""[LOng ""Island] "", and was a time of fun and seriousness, participated in and enjoyed by the Faculty as well as the students. "" cemented so quickly the relations between the students and Faculty. "&"e Student World,""T" The Intercollegian, 25 (Nov. 1902), 41."" """"f"The Association at Washburn College, Topeka, Kan.""recitation room, is large, well-lighted, and has steam-heating.""s" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma""" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"And this?""""n"The Association Indoor Campus Meeting at Cornell Univ""in Bible study, and there is a large regisitration in mission "" study."""" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"2"j"Most tended to contain similar features. In 1902, " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"rejoiced ""(P""(I"" At Penn College (IA), until the institution had the finances to construct a gymnasium, the Y men and women operated their own "." in the Main Building"" " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"r"" The idea obviously spread to another Quaker college, Friends University in Witchita"", for t"8"hat association reported ""."bath-rooms fitted up ""b"" ""in 1901"" and ""N"cost of construction and maintenance "H"has been provided by the students.""""|"a place in which men could gather, whether for religious or "" intercourse."" ""Mr""s" "***""T""e""On""di""YM""an"" "".","social and religious""o""-"" activity ""meeting ""Fo""f""Re""r""t"" "" p""ed" "rom" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma""developed under""A ""A" "he " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma " to ">"building campaigns at various""Using"" and " "ing""Employing"","", ""in 189""2 ""in"" t" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" ""an"".""U"" (""1892)".", which was opened in"&"That same spring "8"the collective wisdom grew""t""a""de" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"held "" "At "","" T"" w""d " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo(       !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstvwxyz{|}~^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"he"" ""W&""wh""ov""co"" ""me"" ""in""d","the Caldwell House, "*"building, in 1925. " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma "The "", ""o"", [was]" "the ""e""]""[" "nother former " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma4" reorganized as a YMCA, " "the"" association ""held "" organized in 1881, held regular meetings every Sunday evening " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma""""""".""The room "0",open at firstonly on "" "" "6" Sunday afternoons, held " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"""."appears to have been ""some of "", ""W"$"for some decades" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. 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Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"A""me"" "", ""A"" Y"""could afford to"" ":"must have been a good one. ""A"",""At Antioch, ""lthough the s""udents at"" College ""Oberlin"" launched a fund drive for their own building in 1892, they ultimately could not gather"("what seemed to be "" successful":" enough for their own home.""campuses"" they shared space in a building that housed other student groups.""d""s Men""s Building, the gift of an anonymous donor, cost close to a half million dollars ""a" ", and gathered" "men'""s activities"j"social, religious, athletic, musical, and literary "&" under one roof. "" t""Univers"""s Houston Hall ""Similarly, t" "and " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma78K7  777ForchielliX?0`HX?<0LX?`H ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahomaL"resulted from administrative action ""to construct a building that would house the activities of the men students and keep them on campus and away from the temptation" "in ""1896 " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma "an "" "p" administration, taking a cue from the previous months"" discussion ":"of its infant YMCA, sought ""in 1896 " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" and board"" " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" of "", "("s about a building""within " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma".""began to ""university ""."2" with a similar mission" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma""YMCA-supportive" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma " in ""ed"" ""quasi-""3" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. 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Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma "1896"$"opened its doors"" "" contents?"D"Organized on the model of a men'"V"s club, Houston Hall was well-appointed. ","for church services "X"serve as a ballroom for university dances "p"a reading room with current newspapers and magazines, " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"four additional club rooms including space for the Camera Club with a state-of-the-art"$"dark room, a caf"""f", a kitchen with a dumbwaiter, and a music room. ""ravelling "X"roaming into Philadelphia to find trouble." ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"support "D"by administration -- leadership "h"and responsibility, keep them occupied on campus, "0"in healthy activities ""provided""ed""ed""the college ""s across the colleges and universities, the buildings and rooms encouraged " "and "" young men""not only "" "" the maturing""needs.""extend""campaign"*" construct a larger"" building""d" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"Cl"" H""th"r"an early fund drive and purchase of a downtown building""by" "Georgia Tech, " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"an""w""73""5""by""58""3"" ""al""inspire" ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma i++:i++:i++:i++:+++++i+K+i++X+LpUI 0 Proutyw8 0\8$ <0$8\ ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"Af""By 1912 "", 772 associations existed on American college campuses, claiming 69,296 members." ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" " ~ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d   Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"primarily ","The Rise of the Stud"&"ent YMCA Movement""Services""Dickinson "" "f", one of the founders of the Michigan association"  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma@", White was well aware of the " "new movement. "  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" A"P"s association was established in 1869."  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"[1869] "" e" "st. ""Mi""n"  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" a"" ?""appreciated" "struck a chord" "first appeared"X", which housed socio-religious activities,"  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"Te""a""d""Backed""Supported ","had yet to construct" "Ewe""s""an"" ""th" ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^Bb`B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"in" ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^Bb`B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahomaR"At Virginia Polytechnic Institute, the "<"gymnasium in the Y Building "."for a number of years"" (1899)"" "<"[after it was built in 1899]"" all indoor athletic activities of the college were held in the """""'""Y'"" gymnasium"&"the YMCA Building""constructed""." ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^Bb`B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"ontemporary ""C""o""was t""." "were""T" ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^Bb`B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" arose from""c"" ""s""n""A" ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^Bb`B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^Bb`B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" ""di""H""e""af""," ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^Bb`B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"i""be""at""re""T"$", albeit growing" ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^Bb`B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^Bb`B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"T""A"0"in the complete story ""remains " "for""what ""Although a number of scholars have mentioned the role of the YMCA and YWCA ""campus ""s""s as part of "<"s as a part of the missing s"", ""absent "F" and this paper begins to address""es"." what occurred during"".""T","the vibrant movement""student ""that "p"that pre-dated the unified student personnel movement.""rise of the ""cation of "" profession" "the ""."&"deliberately and ""primarily in "" O""al" ^ h:#d0FP^`OJPJQJ^Jo(-      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefgijklmnopqrstuvwxyz{|}~ ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^Bb`B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"Undoubtedly" ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^Bb`B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ", the college'"*"s religious society"";""c"" major" "tes""ns" "and "" ""campus " "new" " and""the International Committee had ruled that women were not eligible for membership. ""Bu""s" ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^Bb`B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma", ""b""t""co""YM"" (white)""further ""gained""ground "",""on" ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. 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Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC`J 9Body Text Indentd`NR`N 9Body Text Indent 2d^Bb`B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma,", which consisted of"" "" and " "the ""T""The natural mode for the campus Y was to imitate the successful programs of the city Ys.""endeavor"""adopt and adapt"r"college students recognized the importance of place and" ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. 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Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" " "Bartlett Hall """">"professors of dust and ashes"""--student ""janitors, ""served ""ed as ""b"a common gathering place for the whole college"""."".""can meet ""on common ground in a building devoted to the interests of the entire student body." ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. 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Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" The Y buildings as smaller institutions, such as Gettysburg, "<"s Weidensall Hall, offereed ""a swimming pool, billiard tables, and even ping pong to all of the students of the College."" College"", ""He" ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"adoption of "$"creation of the " "the " ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD2D Y} Balloon TextCJOJQJaJB'AB Y}Comment ReferenceCJaJ<R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"seventy"&"personnel adminis"$"researchers and ""trators"""materialization"""disciplines and""growth""advancement" "the " "to ""systematic""s" ^ h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"P""R""A""t"^" in the second half of the nineteenth century" "and"" "", especiall""y "  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. 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Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ4 @4 AFooter  !  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" ""an""mo""ta""h"," across institutions""os"," that employed them."" "  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ4 @4 AFooter  !  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ4 @4 AFooter  !  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" i" "his "  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ4 @4 AFooter  !  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma "As president, ""establishing""al""in""a dozen years""to"" """"("Enrollment growth "h"accelerated in the first thirty years of the 20th ""century "" "D", enrollment rose by 50 percent."N" In the following decade enrollment "*"rose by 68 percent."","D", enrollment rose by 84 percent."" "d"to 18- to 24-year-olds rose from 2 to 7 per 100.""""" "."campus administration""made possible the use of statistical methods in educational research.""the development of norms whereby the individual student may be more certainly measured."" 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Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma "was "  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ4 @4 AFooter  !  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma"'""s" "had " "as ""e"" "*"were stretching the""First, f""Other "" in 1927""A "  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ4 @4 AFooter  !  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma", but""ed spects of""a"D"mourned the following year that """""c""[report] ""s"("administrators in ""institutions""In"  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ4 @4 AFooter  !  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahoma" "":From the one""-room country school to the graduate faculty of the university the teach"""""Educational administration is, however, becoming a profession--witness "x"the professional school of the Columbia Teachers College.""" ","J. McKeen Cattell, ""T"Retrospect: Psychology as a PRofession."" ""Journal of Consulting and Clinical Psychology, 1992, 60 (#1), 7-8.""ee""""" "  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ4 @4 AFooter  !  Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahomab"Journal of Consulting Psychology 1 (1937): 1-3."""""Conclu" "sion""."v"of the 13 major student affairs philosophical statesments"B", identifies the factors that """contributed to the need for professionals who were responsible for overseeing the out-of-classroom activities of students.""" " "ing""for students;"j" diversity of students during the enrollment boom; ""increasing "*" perceived need to "R"parental concerns for student welfare; " " and""secularization of higher education; expanding vocation opportunities" "and ""."  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD@2D Y} Balloon TextCJOJQJaJB'@AB Y}Comment ReferenceCJaJ<@R< Y} Comment TextCJaJ@j@QR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ4 @4 AFooter  !  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Gz Times New Roman5Symbol3& z Arial?5 z Courier New;Wingdings5& zaTahomaZ"Clearly, all of these elements combined to ""d""had developed"" ","within a few decades" "the""de""first ""of the twentieth century and led to the universities and colleges scrambling to "J"presidents attempting to find ways " "ing"8"to alleviate the problems."8"the causes do not reflect ""determining causality does not entirely explain the processes by which individual institutions managed to establish their studen""ed"" and programs"4"the student association ""S""A""Young "" ""D"controls all college activities " "[ed]"" in 1914-15"0"its first handbook in "H"explained to new students that it "" ""H"" """""The Student Association of our college is the one all-inclusive organization of the Student Body. "4"s and for the students.""" By 1925-26" "the"" "" """academic year, ""the Springfield College Freshman Handbook reflects for the first time "v"a decided presence of the administrators of the college. "D"The students did not exaggerate." "the ""experience."""depending uopn ""the amount " " to " "from""""  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD2D Y} Balloon TextCJOJQJaJB'AB Y}Comment ReferenceCJaJ<R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ4 @4 AFooter  !  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"0"an Advisory Council ha""d been formed consisting of two seniors, two juniors, two members of the Faculty , and the President and General Secretary of th"b" in controversies between faculty and students."" ""the guidance of Freshmen is in the hands of the Dean of Freshmen, assisted by a committee of six men...""chose"" "  h:#d0FP^`OJPJQJ^Jo(- ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`o(.^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.P#t                 @@@ NormalCJ_HaJmH sH tH 8@8 Heading 1$@&>*DA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List .)@. Page Number<+@<  Endnote TextCJaJ>*@> Endnote ReferenceH*6U@!6 Hyperlink >*B*phD2D Y} Balloon TextCJOJQJaJB'AB Y}Comment ReferenceCJaJ<R< Y} Comment TextCJaJ@jQR@ Y}Comment Subject5\>@r> FM( Footnote TextCJaJ@&@ FM(Footnote ReferenceH*FV@F TFollowedHyperlink >*B*ph`d JC@J 9Body Text Indentd`NR@N 9Body Text Indent 2d^Bb@B MF3 HTML CodeCJOJPJQJ^JaJ4 @4 AFooter  !  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).bjbj\\ 0>>^6 <T8D& 8{ **H8,p,,&.&.>d.x.  h &.&. Z,~&. &.&.&.* Kqpxt{    .$>`t...&...{ 888888888        !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]_`abcdefghijklmnopqrstuvwxyz{|}~did not catch oningare appears to have beenoften and some of some to which the two groupsthe national organizations, and some were allied somewhich are gender-based,and relat were is -in to mid , C." ." ,(1998). The humanist revolution in American, 1820-1860: Classical antiquity in the college, . History of Higher Education Annual, 18 . , Hastings, W.T. (1965). Phi Beta Kappa as a secret society with its relations to freemasonry and antimasonry. Washington, D.C.: United Chapters of Phi Beta Kappa(  Jackson, L. L.  .(1995). The rights of man and the rites of youth: Fraternity and riot at eighteenth century Harvard. History of Higher Education Annual, 15, " ", C., (1998). . ,, W.T. (1965). L. (1995) ,,Leon ,,.., Caroline (1998): .., 1965). (1995):, ( R. R.(1955). ( 1955)..Orr, J. E. (1963). (1955). .J. E. (1963). (1963): Richard 1955).,.J. Edwin The evidence is presented in the full paper.Mott, J.R. .John R. (1947/1902). End of the first quarter century of the American and Canadian Student Young Men's Christian Association movement, 1877-1902. In Addresses and papers of John R. Mott, volume 3. New York: Association Press, (. ."I" J.R. (1947/1902). ,.iI (1947/1902): Holmes, L .(1939). Bashaw, C.T..(1999). Stalwart women: A historical analysis of deans of women in the south. 1999). Stalwart women: A historical analysis of deans of women in the south. (New York: Teachers College Press. Stalwart women: A historical analysis of deans of women in the south.A history of the position of dean of women in a selected group of co-educational colleges and universities in the United States,J. (2000). Pioneering deans of women: More than wise and pious matrons. 2000). Pioneering deans of women: More than wise and pious matrons. (New York: Teachers College Press,. Lulu Holmes, A history of the position of dean of women in a selected group of co-educational colleges and universities in the United States. (New York: Teachers College, Columbia University, Bureau of Publications, 1939); Caroline Terry Bashaw, Stalwart women: A historical analysis of deans of women in the south. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering deans of women: More than wise and pious matrons. (New York: Teachers College Press, 2000). A history of the position of dean of women in a selected group of co-educational colleges and universities in the United StatesStalwart women: A historical analysis of deans of women in the south. Lulu Holmes, A history of the position of dean of women in a selected group of co-educational colleges and universities in the United States. (New York: Teachers College, Columbia University, Bureau of Publications, 1939); Caroline Terry Bashaw, Stalwart women: A historical analysis of deans of women in the south. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering deans of women: More than wise and pious matrons. (New York: Teachers College Press, 2000). J.E. PhD dissertation" from 1860 to 1933."(1936). .  Earl James McGrath, The evolution of administrative offices in institutions of higher education in the United States from 1860 to 1933 (Ph.d. diss., University of Chicago, 1936).ddDCowley, W.H. "". IStudent affairs: a professions heritage,ited by .& ..(1986/1957). W.H. W.H. (1986/1957). ,. IiStudent affairs: a professions heritage,. ited by erald.& and udrey..(1986/1957), Yoakum, C.S. /19571919/"".,. In Student affairs: a professions heritage, edited by G. L. Saddlemire & A. L. Rentz. Alexandria, VA: American College Personnel Association,. In Student affairs: a professions heritage, edited by G. L. Saddlemire & A. L. Rentz. Alexandria, VA: American College Personnel Association, in Student affairs: a professions heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986),C.S.C.S. /1919(1986). (1986). pbei"pbEeiIPB,/1957hrachHRrAaCcW.T. slegitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. S srelations to fase rights of mryouth: Fraternity and recAcademic fac(light of nareanc, (1963): Dwinell, R. .The l nh pdwsg c cuw hadwsdwomen: More tw pmpersonnel srpaaphevolution of aoiheStudent affairs: a professions heritage 19th20thycampus traditions (such as the JsFcluding advice on study habits, idea Although t,the decision of so any individualharnessharness Ymany of theinclude an opening statement. The welcome statement kind of , whichand schools they were penned by the PMost often<-- the E t( The early? Most often introductions were delivered by the college president, but at other times by rovost, and Especially in the pre-1900 handbooks, the college president penned the introduction. Later, the provost or deans of men, women, and students might add add their greetings. their greetingswelcomeh1916-1917 University of Maryland at Baltimore HandbookHandbook,1916-1917, more broadlyThe originator of the concept of the student handbook is unknown. Yet most associations appear to have recognized the potential of the handbook and adapted it to their own context. Harnessing this service helped to establish and legitimize the local association in several ways. First, most handbooks feature a welcome statement by one or more college officials. The statement thatserved as a de facto endorsement of the handbook (and by extension, the YMCA) as representative bearer of accurate information regarding the institution and acceptable behavior therein. Especially in the pre-1900 handbooks, the college president penned the introduction. Later, the provost or deans of men, women, and students might add their salutation. These formal greetings served to welcome new and returning students, but often also address extolled the value of the Y association. In the University of Maryland at Baltimore Handbook 1916-1917, Provost Thomas Fell, Provost, offered the following words of introduction: Thomas Fell,offered the following words of introductionUniverIn theaAt the University of Maryland at Baltimore Handbook 1916-1917, Provost Thomas Fell A1916-1917, Handbook Handbook 1916-1917.Young MenThe University of Maryland at Baltimore Handbook 1916-1917UniverUniversityYoung Men's Christian Association, The University of Maryland at Baltimore Handbook 1916-1917, (Baltimore: publisher?, 1916), page?Young Men's Christian Association, The University of Maryland at Baltimore Handbook 1916-1917, (Baltimore: publisher?, The Student Christian Association of the YMCA as a Precursor of Student Affairs Dorothy E. Finnegan and Nathan F. Alleman The College of William and Mary Introduction Students began to organize their own indigenous societies at least by the latter decades of the eighteenth century. Most associations were established for instrumental purposes. Although self-development was a popular function, others helped to maintain social control on the campus. Many of the organizations had literary ends, while others sought fraternity. Phi Beta Kappa, for example, was initiated at The College of William and Mary in 1776 as a secret club dedicated to the intellectual and political development of its members. In 1793, the Harvard upper-class students organized the Society to Discourage the Perpetuation of Crimes in an effort to control miscreants whose pranks had risen to intolerable levels. Not surprising, given the impact of the Great Awakening on the extant colleges and then the trend toward secularization of study and student social life in the eighteenth century, religious purposes also brought students together. The earliest religious societies at The College of New Jersey date to the 1770s. At the turn of the century when religion appeared divorced from many campuses, small groups of students gathered into prayer groups at Hampden-Sydney, at Williams, and Yale. Presumably tied to one of the successive Awakenings or revivals of the period, Princeton students organized for Bible study and distributing religious tracts. By the mid-1800s, most campuses had Christian societies, such as the Christian Association at Cornell College and The Philadelphian Society at Princeton. Although popular and active, these religious associationsunlike Phi Beta Kappa that issued charters for other college chapterswere campus-based and isolated from similar groups at other colleges. Campus-based until 1858 and isolated from others until 1877it was in these respective years that the YMCA first was established as a campus organization, and then began to link together as a national network. In 1858, both the Universities of Virginia and Michigan initiated, apparently unknowingly to each other, Christian Associations associated with the YMCA. During the next 20 years, students at other colleges recognized the advantages of establishing YMCAs for themselves. At the urging of a few members of the Princeton Philadelphian Society-YMCA and the invitation of International Committee (the national organizing group for the North American YMCAs), 25 delegates from 21 campus associations across eleven states met for the first time in 1877 in Louisville, Kentucky at the YMCA International Convention. Although still a small movement compared to what it would become, thirteen hundred students claimed membership in twenty-six campus associations that year. The gathering in Louisville probably was among the first intercollegiate non-athletic student conferences.  At Louisville, the collegians gained the support of the YMCAs International Committee, which then hired a visiting college secretary, Luther D. Wishard, to promote an intercollegiate movement. As a student, Wishard had been active in the Student Christian Association at Hanover College (Indiana) before transferring to Princeton. Through Wishards endeavors, the Student Christian Associations grew to 250 with more than 13,000 student members during the next eight years. By 1902, Mott reported 648 student associations. The Problem and its Significance Simultaneously, as faculty became immersed in the advancement of knowledge during the latter decades of the nineteenth century, the gulf between student needs and faculty interests widened. Students increasingly were left to fill this vacuum with culture, activities, and supervision of their own design. The history of the profession of student affairs claims its earliest roots from the remedial and advising relationships between the faculty (obviously including college presidents) and students, which, given the number and ferocity of student riots, appears to have been often times less than successful. However, the professions contemporary history tends thento skips the decades between the 1870s and 1900. Only recently have a few scholars revisited early scholarship on the growth of administrative bureaucracy. The position of dean of women evolved from the role of matrons or principals appointed by nineteenth century paternalistic presidents, who feared and doubted the wisdom of educating women along side of men. William Cowley, in a 1957 retrospective of the profession, argues that humanitarians, administrators, and psychologists, all apparently entering the scene between the turn of the twentieth century and after World War I, commenced working with students outside of the classroom. The first dDeans of men was appointed at Oberlin in 1902, but the role was not adopted elsewhere until after the first world war. Nand women, and occasionally, of students appeared on campuses in the last years of the nineteenth century, but not until 1919 did anyone argue the need for an organized department dedicated to student life beyond the classroom. And even then, the student personnel role was limited to student aptitudes and vocational advising. What occurred in the void of those three decades and spilt over into the twentieth century is the topic of this paper. Our contention is that the Student Christian Association of thecampus-based YMCAs, joined by YWCAs, createdinitiated a model program of services and activities for their fellow students for which student affairs personnel progressively assumed responsibility during the mid-years of the twentieth century. This paper traces the functional and organizational rise of the SCA-YMCA-YWCA movement on college and university campuses as a voluntary association from 1858 and its gradual displacement by the emerging student personnel profession after World War I. Although SCA-YMCA chaptersassociations also promoted a religious proselytizing mission on their campuses, our paper is limited to their social and developmental programs that provided a model blueprint for student affairs personnel. Further, we focus this discussion primarily on the YMCA for two reasons. The mens portion of the movement not only predates the womens, but operated as the more dominant group in leading and modeling campus activities and services. Second, the womens groups, which provided some parallel activities and partnered with the men to sponsor certain services and events, seem to have been defined by a slightly different mission. The differences, which are gender-based and related to differences in their allied national organizations, are beyond this paper. The SCA-YMCA(and YWCA) Programs and Activities The mission of the early campus YMCAs paralleled that of the local city YMCAs; they were both primarily religious in nature with activities that enhanced the spiritual life of its members and assisted young men to battle the temptations of their surroundings. Two occurrences not only strengthened their associations but allowed their programs to evolve. First, their organizations expanded and stabilized as they hired secretaries to manage the operations. Until 1886, the SCA-YMCAs were managed by undergraduate volunteers. In that year the Yale and University of Toronto Ys employed student secretaries for their campuses. By the early 1900s, fourteen campus associations had hired secretaries. Secretarieseither employed part-time or full-time and often either undergraduate or graduate studentspermitted the SCA-YMCAs to expand their programs and activities beyond Bible classes and to attract new members. Two organizational tactics bolstered the skills and successes of the organizers and secretaries. The Louisville Conference had enabled the disparate associations to gain the imprimatur of the national YMCA coordinating body, but it also was the start of national and swiftly following, state and regional meetings of delegates and eventually the secretaries. These annual meetings and state and regional conferences permitted representatives from the member colleges to share problems and solutions and to gain strength from each other. The first regional conference, the New England College Conference, was held at Yale University on February 17-18, 1883 and included delegates from Brown, Amherst, Williams, Harvard, Dartmouth, Bowdoin, Bates, and Colby Colleges, and Phillips Andover and Williston Academies. Summer camps, held at Mount Herman, Northfield, Silver Bay, Winona Lake, Pacific Grove, Southern Pines, and Asheville, also became a staple for training and instruction of student workers and eventually secretaries. Harvard University even held a conference for newly-elected presidents at the turn of the century. Second, once the National YMCA office secured a permanent national college secretary, it published through its own Association Press pamphlets and eventually manuals, outlining appropriate activities and helpful organizational tips. A variety of campus Y leaders as well as the national college secretary, for example, prepared a series of pamphlets called the College Series in the 1890s. The series included College Association Record Blanks by C.H. Lee, How Can a College Association Awaken and Maintain Interest in Bible Study? and How to Secure a College Building, both by J.R. Mott. The changes in the activities of the SCA-YMCA can be seen in the 1927 manual, The Work of the Student Young Men's Christian Association, authored by H.L. Seamans, a former secretary of the Ohio State Committee. Whereas the pre-1900 concerns focused on rudimentary organizational necessities, on fund-raising for buildings, and especially on religious activities, the 1927 manual details sophisticated organizational operations of publicity and committee work, and on activities ranging from discussions and forums to speakers bureaus and relations between men and women. The activities of the Cornell Y while John R. Mott served as its president in his junior and senior years (1886-1888) demonstrates the range of typical activities for the earlier years of the SCA-YMCA: Bible study classes led by a faculty member, a program that helped some 3,000 new students to find housing, the publication of both The Bulletin, an association newspaper, and of the university Student Handbook, a library with an ever-expanding book and magazine collection, receptions for the freshmen to integrate them into the campus, missions conducted in two Ithaca neighborhoods and the county jail, a White Cross Army company (a national Y movement to promote personal purity, respect for women, and decent language), and a missionary band (group). With all of this activity, Mott still found time to lead the Cornell Y in a fund-raising campaign for its new $53,600 building, Barnes Hall. The construction of a permanent building on many campuses advanced the identity, legitimacy, permanency, and significance of the organization to both students and administrators alike. The confidence shared between association students and the administration of their universities was extremely high. Even though the students themselves secured the funds for their building, they often entrusted its ownership to the university trustees. Generally without deep pockets, student members managed to raise a considerable amount of money for their new association home, but many building campaigns were accelerated through a generous donationoften a memorialfrom a single donor or family. Barnes Hall at Cornell (1888), Levering Hall at Johns Hopkins (1889), Stiles Hall at the University of California in Berkeley (1892), and Houston Hall at the University of Pennsylvania (1896), were named for their benefactors or as memorials. Single donor or memorial buildings also appear at Princeton, University of Iowa, and the University of Cincinnati. John D. Rockefeller provided significant donations toward the Y buildings at Clemson, North Carolina A & M College (now North Carolina State University), and the University of Mississippi. At Yale and Dartmouth, the SCA-YMCA buildings were christened in honor of the colleges president who had helped to secure it. Many of the SCU-YMCAs raised their funds the hard waycanvassing at student revivals, among the faculty, and in the surrounding community. At the University of Tennessee, the university corporation donated $6,000 toward its $18,000 building. And at Otterbein College, the Y students conducted a campaign to raise $10,000 for its building. The students alone subscribed $5,800; in addition, the faculty pledged $1,000, alumni association another $2,500, and from the community at least $15,000. In all, the ten-day campaign not only hit its mark, but raised another $1,000. With wholehearted support by Princetons President McCosh, the very first student association building, Murray Hall, was located on a prime spot on campus and opened in 1879. Four years later, the Hanover College YMCA (est. 1870), initially the Society for Religious Inquiry (est.1848), opened the second campus YMCA building. By 1903, thirty campus Y buildings had been erected. The Y buildings quickly became the hub of student activity on campus. The associations housed their own activities as well as provided space for other college organizations. Since Berkeley, Dartmouth, and Penn, like so many other institutions in the late nineteenth century, had yet to build adequate meeting space or even an auditorium, Stiles, Bartlett, and Houston Halls became the equivalent of a student union for the campus. In Stiles, forensic teams scheduled debates in the hall, other religious groups held their meetings, and even held the inauguration of President Benjamin Ide Wheeler. In Houston Hall, reading, pool and billiards rooms, a photography darkroom, a bowling alley, gymnasium, and swimming pool complemented the rooms set aside for the YMCA as well as other groups. At Clemson, the YMCA Buildings (1915) first auditorium was used for vespers, church programs, and special meetings on Sundays; the second could be converted into a gymnasium or used for showing motion pictures. Residential rooms within the building were used for dormitory rooms as well as a campus hotel for guest lodging. The activities of the Student Associations progressed through the decades from Bible classes to campus and community service. After World War I, many of the Student Associations became the seat of campus study and debate of current national issues in addition to their programs devoted to student classes, especially freshmen. Tethering the freshmen to the organization was a strategic tactic that the SCA-YMCA employed through summer freshmen camps, orientation programs, and freshmen leadership conferences. In an effort to maintain its membership with upperclassmen, they also sponsored social and recreational affairs, coordinated religious activities with other campus groups, coordinated commencement baccalaureate (religious) ceremonies and operated the university rooming and employment services. At the Worcester Polytechnic YMCA for example, since Tech has no dormitory as yet it was necessary for the Y to accommodate the new men by helping them to find desirable rooming and boarding places in the vicinity of the college. At Berkeley, Harry Kingman, former New York Yankee turned Stiles Hall director, encouraged some of the associations members to begin the Universitys student-run cooperative housing movement in 1933 toward the end of the Depression. Thus, they were an invaluable and constructive arm of campus administration, filling the gaps in administrative programs. The associations also engaged in community service projects and programs, such as teaching immigrants to read and write English, working with the local Y in its youth programs, and cooperating with nearly churches. Often they supplied student leaders for community programs at local Y, entertainment at hospitals, and speakers for the community, civic, church, and school groups. Student Handbooks Individual campus chapters first began to publish YMCA association handbooks at least by in the early to mid 1880s. Adopted widely across campuses from the east to west coasts throughout the late nineteenth and early twentieth centuries, the handbooks contained basic college survival information, both in terms of logistics such as train schedules, academic calendars, lists of faculty and descriptions of campus buildings, and guidance, including advice on study habits, and rules for class behavior (such as the popular freshman cap), and campus traditions (such as the junior vs. freshman rope pull across University Pond at Clark College, 1921-22). The originator of the concept of the student handbook is unknown. Yet most associations appear to have recognized the potential of the handbook and adapted it to their own context. Harnessing this service helped to establish and legitimize the local association in several ways. First, most handbooks feature a welcome statement by one or more college officials. The statement thatserved as a de facto endorsement of the handbook (and by extension, the YMCA) as representative bearer of accurate information regarding the institution and acceptable behavior therein. Especially in the pre-1900 handbooks, the college president penned the introduction. Later, the provost or deans of men, women, and students might add their salutation. These formal greetings served to welcome new and returning students, but often also address extolled the value of the Y association. According to Provost Thomas Fell at the University of Maryland at BaltimoreProvost,: There is no question but that when you come from amidst the safeguards of home life and take up your position as students at the University, some agency should exist to which you can look for encouragement and sympathy. The Y.M.C.A. at the University of Maryland is animated with the desire of doing all that it can to smooth away the various difficulties, and to point out the dangers that beset the path of the new man. Similar greetings, some placing emphasis on the role of the Y, and while others serving as a more general welcome can be found in handbooks from Hillsdale College (1909-1910), Colorado Agricultural College, 1923-1924 (now Colorado State University), Springfield College (1924-1925), the University of Kentucky (1927-1928), Washington State College (now Washington State University, 1929-1930), Bucknell University (1945-1946), and many others. ( span decades? Second, Y association handbooks, as the official introduction to campus life and culture, helped to establish normative behavior for new and returning students, including the significance of Y membership and participation in Y events. For example, part of the introduction to both the Y and campus life was the Opening Reception, a meet and greet usually involving the faculty, upper classes, and representatives from other organizations, hosted by the Y at The College of William and Mary (1909-1910), Clark College (1911-12), University of (at Maryland (1916-17), Clark College (1911-12), Harvard (1925-26), and the College of William and Mary (1909-1910) amongmany others). From this voice of authority, the handbooks also often presented details of the Ys own mission, organization, services, membership criteria, and leadership. As well, dates and details concerning upcoming social, spiritual, and educational events, such as Bible Studies or Lyceum Series talks and concerts engaged students to plan their schedules to include these Y offerings. Third, the cumulative result of the authority lent to the handbooks via official endorsement and the establishment of campus norms that included Y membership was the opportunity to make a deep impression on newly arrived freshman seeking a foothold in this frighteningly new environment. Through the handbook as well as other hospitable activities, the Y, sWhile the details of the YMCAs work with first year students is outlined in greater detail elsewhere in this paper, it is important here to note that the position of terved he Y as both as a locus of information, comfortreassurance, and authority to incoming freshmen, (nearly all of whom were first generation students). The associations orientation activities however, also assured captured the organization a steady stream of new members and as well as a assured its continued voice in the campus at large..  ---------------------------------------------------------------------------------------------------------------- IDEAS: Although many of the handbooks contain common elements, the specific content varies greatly from campus to campus. Over the years, the Y handbooks evolved and adapted to the changing campus landscape and increased institutional complexity. Early handbooks list few student activitiesprimarily the Y and literary societies. As the years go on, the number and scope widen. [or something like this] Paid off: legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. ---------------------------------------------------------------------------------------------------------------- Finally, a typical service of the SCA-YMCAs was the publication of the institutions student handbook. In 1934, the Virginia Polytechnic Institute published its 39th volume of its campus students handbook, the Guidon. The Guidon not only introduces the campus to freshmen and provides pointers for success in college, but it acquaint[s] each new man with the work of the Yin order to make him interested enough to want to play a part in that work. The Handbook explains the college, student government, the cadet corps, and the athletic program, provides school songs and cheers, and of course, details the history and programs of the YMCA. Similar student handbooks were published at least at the Universities of Florida, California at Berkeley, Missouri, Wooster, Illinois, and Texas, Worcester Polytechnic Institute, Texas A & M, Cornell, Dartmouth, Hampden-Sydney and Coe Colleges, and The College of William and Mary. Not until 1937 did the American College Personnel Association develop its philosophical statement, The Student Personnel Point of View (SPPV). According to Evans review of the undersized literature on its history, the student affairs profession did not begin training personnel until the 1920s. Only with the SPPV did the field become conscious of itself. Thus, we intend to demonstrate that the SCA-YMCAs was a precursor to Student Affairs, which only began to assume responsibility for many of these services and activities beginning in the 1940s. The Student Christian Association of the YMCA as a Precursor of Student Affairs Dorothy E. Finnegan and Nathan F. Alleman The College of William and Mary in a 1957 retrospective of the profession, sin Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 171-177.School and SocietyJanuary 19uary,through legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. informationdescriptionlittleOHowever, the professions contemporary history tends thento skip sthrough the decades between the 1870s and 1900 with scant narrative. Although scholars were prolific during the 1930s-1940s on the development of the personnel services profession, However, oAlthough s, However, the professions contemporary history tends thento skip sthrough the decades between the 1870s and 1900 with scant narrative. Only recently have a few scholars revisited early scholarship on the growth of administrative bureaucracy. The position of dean of women evolved from the role of matrons or principals appointed by nineteenth century paternalistic presidents, who feared and doubted the wisdom of educating women along side of men. William Cowley, director of the xxxx at Ohio State, argued that humanitarians, administrators, and psychologists, all apparently entering the scene between the turn of the twentieth century and after World War I, commenced working with students outside of the classroom. W.H. Cowley, Student Personnel Services in Retrospect and Prospect, School and Society, 19 Jan. 1957, 19-22. However, the professions contemporary history tends thento skip sthrough the decades between the 1870s and 1900 with scant narrative. Only recently have a few scholars revisited early scholarship on the growth of administrative bureaucracy. The position of dean of women evolved from the role of matrons or principals appointed by nineteenth century paternalistic presidents, who feared and doubted the wisdom of educating women along side of men. William Cowley, director of the xxxx at Ohio State, argued that humanitarians, administrators, and psychologists, all apparently entering the scene between the turn of the twentieth century and after World War I, commenced working with students outside of the classroom. The first dDeans of men was appointed at Oberlin in 1902, but the role was not adopted elsewhere until after the first world war. Nand women, and occasionally, of students appeared on campuses in the last years of the nineteenth century, but not until 1919 did anyone argue the need for an organized department dedicated to student life beyond the classroom. And even then, the student personnel role was limited to student aptitudes and vocational advising.  Lulu Holmes, A History of the Position of Dean of Women in a Selected Group of Co-educational Colleges and Universities in the United States. (New York: Teachers College, Columbia University, Bureau of Publications, 1939); Caroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000).  Earl James McGrath, The Evolution of Administrative Offices in Institutions of Higher Education in the United States from 1860 to 1933 (Ph.D. diss., University of Chicago, 1936).  C.S.Yoakum, Plan for a Personnel Bureau for Educational Institutions, in Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 4-8.  Lulu Holmes, A History of the Position of Dean of Women in a Selected Group of Co-educational Colleges and Universities in the United States. (New York: Teachers College, Columbia University, Bureau of Publications, 1939); Caroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000).  Earl James McGrath, The Evolution of Administrative Offices in Institutions of Higher Education in the United States from 1860 to 1933 (Ph.D. diss., University of Chicago, 1936).  C.S.Yoakum, Plan for a Personnel Bureau for Educational Institutions, in Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 4-8. tRegardless of the extant scholarship of However, tThe student affairs professions contemporary history tends thento skip sthrough the decades between the 1870s and 1900 with scant narrative. Only recently have a few scholars revisited early scholarship on the growth of administrative bureaucracy. William Cowley, director of the xxxx at Ohio State, argued that humanitarians, administrators, and psychologists, all apparently entering the scene between the turn of the twentieth century and after World War I, commenced working with students outside of the classroom. Deans of men and women, and occasionally, of students appeared on campuses in the last years of the nineteenth century, but not until 1919 did anyone argue the need for an organized department dedicated to student life beyond the classroom. And even then, the student personnel role was limited to student aptitudes and vocational advising. What occurred in the void of those three decades and spilt over into the twentieth century is the topic of this paper. TCaroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000).; ; Caroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000). Caroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000). Setran, D.P. .(2001)." ''".History of Higher Education Annual2001, 21, ,David P.D.P. (2001). ,.History of Higher Education Annual21 ():, 21,Mott, J.R. . (1903). The students of North America unitedsuJohn R. The J.R. (1903). Sstudents of North America Uunited(, 1903)C.P. rlegitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. rRlestiodsm"".aster of rts (G. Stanley Hall, advisor)., 1914). (1914). C.P. Clarence Prouty C.P. (1945). A csi New York: (1945). A Century of Christian Student Initiative Shedd, The odh; We will not go into detail here in the proposal, but arguments still rage as to which was the first of the two associations. From our research, we settle on the side of the University of Virginia. The evidence is presented in the full paper. Although the Civil War appears to have until aftertheGiven the involvement of citizens in Michigan and Virginia in the Civil War, it appears that any dissemination of the movement halted during the conflict ended. Deputations from both universities recruited students from nearby colleges shortly after the war. Among the first campuses to legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. In 1858, both the Universities of Virginia and Michigan initiated, apparently unknowingly to each other, Christian Associations associated with the YMCA. Given the involvement of citizens in Michigan and Virginia in the Civil War, it appears that any dissemination of the movement halted during the conflict ended. Deputations from both universities recruited students from nearby colleges shortly after the war. Among the first campuses to during Deputations from both universities from bDdrecruitefromat UniverUniversity and Howard Universityit appears that any recruitto the idea Within another year In 1858, both the Universities of Virginia and Michigan initiated, apparently unknowingly to each other, Christian Associations associated with the YMCA. Given the involvement of citizens in Michigan and Virginia in the Civil War, dissemination of the movement halted until the conflict ended. Both universities sent deputations to spread the idea to students at nearby colleges shortly after the war. Among the first campuses to initiate Y associations were Washington and Lee (1867), Roanoke (1867) Olivet (1868) Colleges. By 1869, associations were established at Cornell and Howard Universities. During the next 20 years, students at other colleges recognized the advantages of establishing YMCAs for themselves. At the urging of a few members of the Princeton Philadelphian Society-YMCA and the invitation of International Committee (the national organizing group for the North American YMCAs), 25 delegates from 21 campus associations across eleven states met for the first time in 1877 in Louisville, Kentucky at the YMCA International Convention. Although still a small movement compared to what it would become, thirteen hundred students claimed membership in twenty-six campus associations that year. The gathering in Louisville probably was among the first intercollegiate non-athletic student conferences.  At the urging of a few members of the Princeton Philadelphian Society-YMCA and the invitation of International Committee (the national organizing group for the North American YMCAs), 25 delegates from 21 campus associations across eleven states met for the first time in 1877 in Louisville, Kentucky at the YMCA International Convention. Although still a small movement compared to what it would become, thirteen hundred students claimed membership in twenty-six campus associations that year. The gathering in Louisville probably was among the first intercollegiate non-athletic student conferences.  The Problem and its Significance By 1902, Mott reported 648 student associations.tshoudl(obviously includingand college presidents) Need a transition hereTehfillingorganizegovenr themselvesir providedthe shiftsSimultaneously, as faculty became immersed in the advancement of knowledge during the latter decades of the nineteenth century, the gulf between student needs and faculty interests widened. Students increasingly were left to fill this vacuum with culture, activities, and supervision of their own design. The rise and success of the campus YMCAs was a prominent movement in helping students to govern the free time afforded by the adoption of electives into the curriculum. The history of the profession of student affairs claims its earliest roots from the remedial and advising relationships between the faculty (obviously including college presidents) and students, which, given the number and ferocity of student riots, appears to have been often times less than successful.  Orr, The Light of Nations. the the The history of the profession of student affairs claims its earliest roots from the remedial and advising relationships between the faculty and students, which, given the number and ferocity of student riots, appears to have been often times less than successful. Simultaneously, as faculty became immersed in the advancement of knowledge during latter decades of the nineteenth century, the gulf between student needs and faculty interests widened. Students increasingly were left to fill this vacuum with culture, activities, and supervision of their own design. The rise and success of the campus YMCAs was a prominent movement in helping students to govern the free time afforded by the adoption of electives into the curriculum. and success occuringchangesthe that were duirngthe latter part of the ninethoccurring in colleges and universities eenth century. As colleges adopted less stringent curricula, students was a prominent movement in helping students to govern the free time afforded by the adoption of electives into the curriculum. The history of the profession of student affairs claims its earliest roots from the remedial and advising relationships between the faculty and students, which, given the number and ferocity of student riots, appears to have been often times less than successful. Simultaneously, as faculty became immersed in the advancement of knowledge during latter decades of the nineteenth century, the gulf between student needs and faculty interests widened. a during latter decades of the nineteenth centurys As colleges adopted less stringent curricula, were large Apositionswas largely a result ofreported H.E. Hawkes, College Administration, The Journal of Higher Education, 1 (5, May 1930), 245.The Journal of Higher Education'detailed the role of the in one of his first presidential reports to includement ofstudents, faculty students, , studentscollegeconstructioSWatson, S. Arthur (1971). William Penn College: A product and a producer. Oskaloosa, IA: William Penn College.. ,Oskaloosa, IA: William Penn College, ( S. Arthur Watson, William Penn College: A product and a producer. (Oskaloosa, IA: William Penn College, 1971). The Journal of Higher EducationSimultaneously, students was a prominent movement in helping students to govern the free time afforded by the adoption of electives into the curriculum. The history of the profession of student affairs claims its earliest roots from the remedial and advising relationships between the faculty and students, which, given the number and ferocity of student riots, appears to have been often times less than successful. Simultaneously, as faculty became immersed in the advancement of knowledge during latter decades of the nineteenth century, the gulf between student needs and faculty interests widened. Students increasingly were left to fill this vacuum with culture, activities, and supervision of their own design. The Problem and its Significance The rise of the campus YMCAs in part was due to collegiate transformations during the latter part of the nineteenth century. At the universities, as faculty became immersed in the advancement of knowledge, developed elective courses, and relinquished their advising duties, the gulf between student needs and faculty interests widened. Few institutions enrolled enough students to warrant a complex administrative staff. Even at Harvard in the 1870s, Eliots dean of the college managed faculty, student life, admissions, registration, and other personnel issues. At newer and smaller institutions, such as Penn College in Iowa, the board of trustees sank its precious dollars into the construction of buildings, hiring faculty, and outfitting classrooms. Hiring staff who would specialize in student life was not even considered. Students increasingly were left to fill this vacuum with culture, activities, and supervision of their own design.Simultaneously, as faculty became immersed in the advancement of knowledge during latter decades of the nineteenth century, the gulf between student needs and faculty interests widened. Students increasingly were left to fill this vacuum with culture, activities, and supervision of their own design. The history of the profession of student affairs claims its earliest roots from the remedial and advising relationships between the faculty (obviously including college presidents) and students, which, given the number and ferocity of student riots, appears to have been often times less than successful. who which who the construction of buildingthe of buildings, the of buildings, which wouldwhich wouldto,building Slatter partalatter partlast quarterconsideredconsidereda glimmerAs the curriculum relaxed, permitting election of courses, shad unsupervised time on their hands. They had gainedly on their hands. Theyacquired amounts of andS lyhad on their hands. Theythe this the this The history of the profession of student affairs claims its earliest roots from the remedial and advising relationships between the faculty and students, which, given the number and ferocity of student riots, appears to have been often times less than successful. as a quciklygraduateditadjust einto to much more student members quickly developed strategies and tactics that was a prominent movement in helping students to govern the free time afforded by the adoption of electives into the curriculum. . to become Although the YMCA movement certainly began with a religious mission, students fine-tuned membership recruitment strategies that morphed into secular campus activities. first world war with with as as as with activitiesactivitiesservicesactivities And these services eventually were absorbed by student affairs personnel beginning in the 1930s. studnetsthe extra-curricular adult supervision of students 'Given the involvement of citizens in Michigan and Virginia in the Civil War, dissemination of the movement halted until the conflict ended. Both universities sent deputations to spread the idea to students at nearby colleges shortly after the war. Among the first campuses to initiate Y associations were Washington and Lee (1867), Roanoke (1867) Olivet (1868) Colleges. By 1869, associations were established at Cornell and Howard Universities. In 1858, both the Universities of Virginia and Michigan initiated, apparently unknowingly to each other, Christian Associations associated with the YMCA. Given the involvement of citizens in Michigan and Virginia in the Civil War, dissemination of the movement halted until the conflict ended. Both universities sent deputations to spread the idea to students at nearby colleges shortly after the war. Among the first campuses to initiate Y associations were Washington and Lee (1867), Roanoke (1867) Olivet (1868) Colleges. By 1869, associations were established at Cornell and Howard Universities. During the next 20 years, students at other colleges recognized the advantages of establishing YMCAs for themselves. At the urging of a few members of the Princeton Philadelphian Society-YMCA and the invitation of International Committee (the national organizing group for the North American YMCAs), 25 delegates from 21 campus associations across eleven states met for the first time in 1877 in Louisville, Kentucky at the YMCA International Convention. Although still a small movement compared to what it would become, thirteen hundred students claimed membership in twenty-six campus associations that year. The gathering in Louisville probably was among the first intercollegiate non-athletic student conferences. .. The history of the profession of student affairs claims its earliest roots from the remedial and advising relationships between the faculty and students, which, given the number and ferocity of student riots, appears to have been often times less than successful. As the universities and colleges developed in the latter decades of the nineteenth century, direct adult supervision of students extra-curricular life lessened. Scholars were prolific during the 1930s-1940s on the development of the personnel services profession. William Cowley, director of the xxxx at Ohio State, argued that humanitarians, administrators, and psychologists, all apparently entering the scene between the turn of the twentieth century and after World War I, commenced working with students outside of the classroom. The position of dean of women evolved from the role of matrons or principals appointed by nineteenth century paternalistic presidents, who feared and doubted the wisdom of educating women along side of men. The first dean of men was appointed at Oberlin in 1902, but the role was not adopted elsewhere until after the First World War. Not until 1919 did anyone argue the need for an organized department dedicated to student life beyond the classroom. And even then, the student personnel role was limited to student aptitudes and vocational advising. Regardless of the extant scholarship of the post-depression era, tHowever, the student affairs professions contemporary history tends thento skip sthrough the decades between the 1870s and 1900 with scant narrative. Only recently have a few scholars revisited early scholarship on the growth of administrative bureaucracy. William Cowley, director of the xxxx at Ohio State, argued that humanitarians, administrators, and psychologists, all apparently entering the scene between the turn of the twentieth century and after World War I, commenced working with students outside of the classroom. Deans of men and women, and occasionally, of students appeared on campuses in the last years of the nineteenth century, but not until 1919 did anyone argue the need for an organized department dedicated to student life beyond the classroom. And even then, the student personnel role was limited to student aptitudes and vocational advising. What occurred in the void of those three decades and spilt over into the twentieth century is the topic of this paper. student affairs professions contemporary history scontemporary history of the student affairs shistory tends thentosthrough with scant narrative Only recently have a few scholars revisited early scholarship on the growth of administrative bureaucracy. William Cowley, director of the xxxx at Ohio State, argued that humanitarians, administrators, and psychologists, all apparently entering the scene between the turn of the twentieth century and after World War I, commenced working with students outside of the classroom. Deans of men and women, and occasionally, of students appeared on campuses in the last years of the nineteenth century, but not until 1919 did anyone argue the need for an organized department dedicated to student life beyond the classroom. And even then, the student personnel role was limited to student aptitudes and vocational advising. Student Christian Association of thecampus-baseds,joined by YWCAs,initiatedcreated-YWCA movementSCA-associationsSCA-YMCA chaptersalso model blueprint Further, we focus this discussion primarily on the YMCA for two reasons. The mens portion of the movement not only predates the womens, but operated as the more dominant group in leading and modeling campus activities and services. Second, the womens groups, which provided some parallel activities and partnered with the men to sponsor certain services and events, seem to have been defined by a slightly different mission. The differences, which are gender-based and related to differences in their allied national organizations, are beyond this paper. SCA-(and YWCA) The Rise of Student Affairs The Rise of Student Affairs The Rise of Student Affairs ""educatorsboth a studewnt, the first personnel charged with student life,served The fears and doubts of the educators of the period in regard to co-education led to the designation of special officers to solve the problems predicted for those colleges which would attempt to educate men and women together (Holmes, 1939,5). Matrons, lady principals, and finally deans of women solved the problems of co-education for presidents in the second half of the nineteenth century. Having no student personnel model, co-educational colleges hired these women in dual staff and faculty positions. movemen permittedseemly rushed A confluence of factorsA confluence of streams development, as emergence of the with consciousness of kind professional identity seemed to duirngRivletsthe next decade. Rivuletscentury and early twentieth centurythestreamsrivulets of numerousjoinedHTemergenceand combined to create a confluenceeThe Rise of Student Affairs The student personnel movement, marked by a professional consciousness of kind, first formed during the late 1920s and gathered strength during the next decade. The formation, however, resulted from the appearance of three types of professionals within the context of numerous events through the late nineteenth and early twentieth centuries. This confluence paralleled the development of the YMCAs legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. is paralleled the development of theon the whilee producedfashionedTthat shaped this professional confluence shaped occurred asthe appearance of three types of ,resultedxxxemerging professionalsmovementsproceedingswithin the context of numerous events proceedingsproceedingsevents and intellectual advancements and intellectual advancements events scholarly illiam Dartmouth,College""osophy of Student Personnel Work",laid the foundation forpresentedmodelprototype staff position expansiona for future expansion. Cowley attributed the formation of the student personnel profession to the ingextned void in student oversight that resulted from faculty specialization, secularization, and scholarship extended oversight that resulted from faculty specialization, secularization, and scholarship extended void in student The that resulted from fextendedProgressive Era was also marked by a growth in bureaucracy that carried the message of standardization and efficiency. Had the enrollments, however, stayed relatively small,Had the enrollments, however, stayed relatively small, colleges and universities might have been able to contain the extra-curricular activities of students with only deans of men and women. Progressive Era was also marked by a growth in bureaucracy that carried the message of standardization and efficiency. Progressive Era was also marked by a growth in bureaucracy that carried the message of standardization and efficiency. Had the enrollments, however, stayed relatively small, colleges and universities might have been able to contain the extra-curricular activities of students with only deans of men and women. prototype of the dean of women,movementtocountyr , Certainly, nineteenth century professional women supervising the academic and social life of women students proffered the staff prototype. Faculty specialization, secularization, and scholarship exacerbated the void in student oversight and the need for additional personnel to supervise men students. Had the enrollments, however, stayed relatively small, colleges and universities might have been able to contain the extra-curricular activities of students with only deans of men and women. Progressive Era was also marked by a growth in bureaucracy that carried the message of standardization and efficiency. During the fifty-plus years in which this professional confluence transpired, the campus YMCAs matured and gained influence and stature within their institutions. Dprofessional gained influence and stature within their institutions. And all the while, expanded its activities andHowever, during the fifty-plus years in which this confluence of events and advancements transpired, the campus YMCAs matured, expanded its activities, and gained influence and stature within their institutions. And all the while, However, The dffered the staff also The Faculty Faculty specialization, secularization, and scholarship exacerbated the void in student oversight and the need for additional personnel to supervise men students. Enrollment Growth Had the enrollments, however, stayed relatively small, colleges and universities might have been able to contain the extra-curricular activities of students with only deans of men and women. Progressive Era was marked by a growth in bureaucracy that carried the message of standardization and efficiency. The fears and doubts of the educators of the period in regard to co-education led to the designation of special officers to solve the problems predicted for those colleges which would attempt to educate men and women together (Holmes, 1939,5). Matrons, lady principals, and finally deans of women solved the problems of co-education for presidents in the second half of the nineteenth century. Having no student personnel model, co-educational colleges hired these women in dual staff and faculty positions. 'student life was tied to societyThe fears and doubts of the educators of the period in regard to co-education led to the designation of special officers to solve the problems predicted for those colleges which would attempt to educate men and women together (Holmes, 1939,5). Matrons, lady principals, and finally deans of women solved the problems of co-education for presidents in the second half of the nineteenth century. Having no student personnel model, co-educational colleges hired these women in dual staff and faculty positions. the arts and sciences.most of the institutions studied reportedse "" The position of an academic dean appeared in professional schools at an earlier date than in the arts and sciences and generally in larger and state institutions studyents.inMcGrath, in a study of collegiate administrative roles in 1938, found that . "'iries 'somelargerdormitory residential halls, felt no need to hire Gradually, 1939,  At many of the state institutions, such as the Universities of Michigan and Kansas, which did not furnish dormitories for students until at least the turn of the century, felt no need to provide a mentor for their women students. Holmes , History of Dean of Women, 7-13. (Holmes, 1939,5).presidents found that and Journal of the National Association of Deans of Women, Obviously, ,andmove towardorganizinge at At slarger these women at first as a 'social college living arrangements and college social life, including and 'residential accommodations, for women students.At mSeveral of these institutions'','uNivf Mici7-13.andUniverUniverassisting 1eldoOnce the role began and the competition role expanded to include s increasinglyE Several OUniversities of The y as A s"A", also begungrew into an accrediting body for sponosredset of events that assisted the student personnel movement was the coordination of deans of women s, such asestablished in 1881later the American Association of University WomenUniversTwas established by () encourageopportunititesleda small cohort of seproblem-solvingutilisedtheir own forrecognitionlater Evolution of Administrative Offices, foundining Be" The lrts College Funirts College Functioning thrrts College Functioning thrts College Functioning t" Sep. 8 School and Society ,,,School and SocietyMott, J. R. . (1947/1887). A years development of the Christian Association. Annual Report presented at the Cornell University YMCA Annual Meeting, December, 1887. In Addresses and papers of John R. Mott, volume 3. New York: Association Press."ydan Association. Annual Report p.I p. (. .  HYPERLINK "http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53" http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53ember,Mott, J.R..(1892). How to secure a college association building. Second edition. New York: The International Committee of Young Men's Christian Associations,(1892). How to secure a college association buildingscassociation bition.. ( Seamans, H.L. "The work of the student Young Men's Christian Association: a manual of principles and methods especially for associations in colleges without employed student YMCA secretaries.. ( 1927). The work of the student Young Men's Christian Association: a manual of principles and methods especially for associations in colleges without employed student YMCA secretaries (New York: The General Board of the Young Men's Christian Association, (). (ed.) wsampmethods especially for acw e ss Mott, J.R. . sJohn R. suHlotzendorff, P.B. P.B"""wptdemocratic ilwhen rf"mp Evans, N.J. N.J.,"a rastudent affairs ps2001), Guiding Principles: A Review and Analysis of Student Affairs Philosophical Statements. Journal of College Student Development 42, (4 (), consolidating the myriad student personnel staff under the office of dean of students. At Bucknell, for example, Dean of Men J. Hillis Miller, proposed that the Board and President reorganize the ,MenaeisAlong with the dean of men, a second earliestubiquitous position. s employed at Oberlin in 1902. only fifteen of the colleges. .As McGrath, in his study of 32 institutions, equally divided among state universities, large eastern institutions, small eastern and small western institutions, found the role in only fifteen of the colleges. Most had been appointed in 1920. Klein found Klein foundcolleges and "...practice of assigning to a single college official the duties of dean of men is not nearly so general as is the pra"ss in as the corresponding position for women." Education Bulletin 1930, No. 9, "not as ...dean of menquandry "univerU"Although ""98. Tdean of men""Educaiton,4, 1The Review of Higher EducationSurvey of Land-Grant Colleges and UniversitiesLand-Grant CollegesEvolution of Administrative OfficesEvolution of Administrative OfficesPioneering Deans of WomenEvolution of Administrative OfficesHistory of Dean of WomenPioneering Deans of WomenHistory of Dean of WomenPioneering Deans of Women1928 National Association of Deans of Men, as quoted in Klein, Land-Grant Colleges, 416.""th held in Gatlinburg, Tennessee, May 10-12, ion of Deans and Advisers to Men Oberlin in 1902Univer; McGrath, Evolution of Administrative Offices, 110.Within the land certainly 'sbecame the fad, "...sIn the year 1927-28, there were 136,659 students registerd in the 44 land-grant institutions reporting on this question. OArthur J. Klein, Survey of Land-Grant Colleges and Universities, Office of Education Bulletin 1930, No. 9 (Washington, D.C.: Government Printing Office, 1930), Land-Grant CollegesIn women posed, When freshmen orientationnamed xxxxxx Schwartz credits Walter Dill Scott, an early applied psychologist and president of Northwestern University (1920-19xx), as the man who initiated the transformation of deans of men and women into personnel counselors. Although the position could still be found in colleges during the 1960s, by the early 1930s, several colleges and universities were already rethinking their staffing patterns. At Bucknell, for example, Dean of Freshmen J. Hillis Miller proposed that the Board and President consolidating the myriad student personnel staff under the office of dean of students. in 1931 Dean of Freshmen J. Hillis Miller proposed dean of studentsand centralized , officehe Central Committee of twelve faculty members and a Student Council. The Personnel Committee, under the direction of the new Dean of Students (Miller) () and a Student Council. The Personnel Committee, under the direction of, coordinated student activities etics, honorary and professional and a , whichperation with the faculty group, The Personnel Committee, under the direction of, 1932-33 Bucknell University Catalogueaboasted a newly-both Student Minutes of the Faculty of Bucknell UniversityMinutes of the Faculty of Bucknell University,Minutes of the Faculty of Bucknell University,Universi ofCharles Hubbard Judd, education psychologist , from ofthe educationUnivea by"realting"President Rainey appointed a survey committee to evaluate the Within two years""aM.E. Haggerty, Final Report, the new Dean of Students, Miller, , erecontainedcomprisedxx""History of Higher Education AnnualMany of the organizations had literary ends, while others sought fraternity. Phi Beta Kappa, for example, was initiated at The College of William and Mary in 1776 as a secret club dedicated to the intellectual and political development of its members. In 1793, the Harvard upper-class students organized the Society to Discourage the Perpetuation of Crimes in an effort to control miscreants whose pranks had risen to intolerable levels.  Leon Jackson, The Rights of Man and the Rites of Youth: Fraternity and Riot at Eighteenth Century Harvard. History of Higher Education Annual, 15 (1995): 5-49. In 1793, the Harvard upper-class students , theItheseSociety for Religious Inquirydissemination of the movement haltedBoth universities sent deputations to spread the idea to students at nearby colleges shortly after the warsB6901During the next 20 yearsat least otherrecognized the advantages of establishing YMCAs for themselvesThelin, J. (2004)may have had wasthat the campus Y associations had wasundoubtedly the deputations lackadasicalThis lackadaisicalThe unorganized187XAs a student, Wishard had been active in the Student Christian Association at Hanover College (Indiana) before transferring to Princeton. Having been aStudent Christian Association187X18729iIs e ever since. In 1865, Gen. Rov". In 1865, Gen. Robert E. Lee, then President of Washington and Lee University at Lexington, suggested and actively assisted (making a personal contribution"Rev. J. Wm. Jones, D.D. of Richmond, one of the University of Virginia General Ro . I""ndYoung Washington and Lee (1867), iAmong the first campuses to initiate Y associations were Roanoke (1867) Olivet (1868) Colleges. Apparently, In 1865, Gen. Robert E. Lee, then President of Washington and Lee University at Lexington, suggested and actively assisted (making a personal contribution of $100) in the organization of the Association there.  Louisville Conference, 1877, 69. I first Among the other campuses to initiate Y associations were established Bwere also establishedcropped upClarence Prouty Shedd Clarence Prouty Shedd, The Origin and Development of the Student Young Men's Christian Association Movement in North America (M.A. thesis, Clark University, 1914). thesis, Clark University, 1914).The Watchman""1914), 148; Association Monthly, Association Monthly"The lists thatThe lists that isOne lasYoung""Yearbook of the YMCA of the United States and British Provinces for the Year 1878-79.page?page? that appearscomplete.  The lists of associations with founding dates are far from complete and we are in the process of developing a list from a variety of sources. Lists that appear to be cited most often were compiled by Shedd of the original associations sending delegates to the 1877 Louisville Conference. We find them to be incomplete. Clarence Prouty Shedd, The Origin and Development of the Student Young Men's Christian Association Movement in North America (M.A. thesis, Clark University, 1914), 148; A.K. Spence, The Association in Colleges and Schools, Association Monthly 1(6, June 1870) 125; YMCA Universities, The Watchman, (1 June 1877), 6; College Young Men's Christian Associations, Yearbook of the YMCA of the United States and British Provinces for the Year 1878-79, page? The lists of associations with founding dates are far from complete and we are in the process of developing a list from a variety of sources. Lists that appear to be cited most often were compiled by Shedd of the original associations sending delegates to the 1877 Louisville Conference. We find them to be incomplete. Clarence Prouty Shedd, The Origin and Development of the Student Young Men's Christian Association Movement in North America (M.A. thesis, Clark University, 1914), 148; A.K. Spence, The Association in Colleges and Schools, Association Monthly 1(6, June 1870) 125; YMCA Universities, The Watchman, (1 June 1877), 6; College Young Men's Christian Associations, Yearbook of the YMCA of the United States and British Provinces for the Year 1878-79, page? sent deputations to though deputationgossipa convinced. Apparently,of Given the involvement of citizens in Michigan and Virginia incampus-bound until the conflict endedShortly after the war both universities seemingly spread the idea to students at nearby colleges'city associations city page?Robert Weidensall, an employee of the Pacific Railroad, however, was commissioned by the Ys International Committee to organize associations in cities along the rail lines. Whether the result of direct proselytizing or merely hearing about the organization, in 1865, Gen. Robert E. Lee, then President of Washington and Lee University at Lexington, suggested and actively assisted (making a personal contribution of $100) in the organization of the Association there. Students were persuaded quickly at Roanoke (1867) and Olivet (1868) Colleges and bRobert Weidensall, an employee of the Pacific Railroad, however, was commissioned by the Ys International Committee to organize associations in cities along the rail lines. By 1870, associations surfaced at Cornell and Howard Universities and Hanover College (IN). emergence was however,spread""Youngand 'is efforts Until 1877, the primary intercollegiate contact between campuses took the form of the deputation teams sent out from stronger units In addition to the early forays by WeidensallUntil 1877, the primary intercollegiate contact between campuses took the form of the deputation teams sent out from stronger units , --Unu until 1877 attended as a representative for the college representative for the college for the fervor to continue providing him with the atopropagation""l Final Report, July 14, 1932, ty Archives, Ellen Clarke Betran Archives Catalogue 1932-33, 157. University Archives, Bucknell University legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. old old Society for Religious Inquiry;t, Hartford Seminary The degree to which these societies had contactRobert Weidensall, discuss below, found these societies (or variations on the name) at many colleges in Michigan, Illinois, and Indiana. The alpha group may have begun at Amherst in 1821 when the college was founded and spread from there to the University of Vermont, Union, Williams, Hartford Seminary, and the University of Michigan. Many of these societies transformed into YMCAs during the second half of the nineteenth century. This storyThe degree to which these societies had contactSociety for Religious InquiryClarence Prouty "of the Student Young Men's Christian Association Movement in North America (M.A. thesis, Clark University, 1914), Clarence Prouty of the Student Young Men's Christian Association Movement in North America (M.A. thesis, Clark University, 1914), , ,students at or transformed existing Christian societies in YMCAsIn addition to the early forays by Weidensall, tIn addition to the early forays by Weidensall, tThim continueperseverewith continuethe local th After when 'four delegates from the University of Michigan, including Prof. A.K. Spence, one of the founders of that institutions associationthat institutions association four delegates from the University of Michiganthat institution s association four delegates from, including,ies Weidensall also attended state YMCA conventions at which he supported the pleas for recognition from collegiate representatives. At the 15th Annual YMCA Convention in Indianapolis in 1870, Prof. A.K. Spence, one of the founders of the University of Michigans association presented a resolution asking the membership of the confederation of city and town YMCAs to recognize the collegiate associations; the resolution failed. in 1868 At the 15th Annual YMCA Convention in Indianapolis in 1870, Prof. A.K. Spence, one of the founders of the University of Michigans association presented a resolution , Obviously, the membership was not , Owas not obviouslyrecognizeIn an effortA Clarence Prouty Shedd, The Origin and Development of the Student Young Men's Christian Association Movement in North America (M.A. thesis, Clark University, 1914), 26-31.Association Monthly extolling the virtues and "eration at the next internation ----""(6, June 1870) 125;A.K. and Schools, Association Monthly 1 (6, June 1870) "" at which the T""M. Edwards in a University,Association Monthly, 1 (2, February, 1870), ; The third group appears to have been established in 1862 at the University of Rochester at which the trustees leased a commodious room, which has been tastefully furnished by voluntary contributions. (IN)in Indiana(IN)only importantthe membership of the confederation of city and town YMCAs toze also at which he supported the own stook the form of the deputation teams sent out from stronger units and attendance at state conventionsand ssassociations was attendance at state conventions. But the dispersion of the movement took the formresulted fromof took the formof the the 'Weidensalls early propagation and Prof. A.K. Spence, one of the founders of the University of Michigans association presented a resolution at the 15th Annual YMCA Convention in Indianapolis in 1870, asking for recognition of the collegiate associations. Although the membership was sympathetic, it obviously was not ready to commit itself and resources to the college movement; the resolution failed. Convinced of the essential nature of collegiate associations, Weidensall attended state YMCA conventions assisting the pleas for recognition from collegiate representatives. Believing that the movement was not transient, but played an important role in safe-guarding young collegians, had own .Prof. and Irwin Shepard, professor and alumnus of Olivet Collegeassociaitons""failedrecognition promotion Although tAlthough tTit obviously wasitself and , it obviouslyalthough was not ready to commit itself and resources to the college movement; the resolution failedpasspassion oftoe support for vigorous recognition ion ion of of , passing the resolutionit obviouslyalthough wasitself and failed; the resolution ed; the resolution although not ready to commit resources to the college movement. Shedd, The Origin and Development, 93-4. it was to the college movement..to the college movement....Convinced of the essential nature of collegiate associationssupportSpurred on by this encouragementConvinced of the essential nature of collegiate associations. If the Michigan state convention of 1871 is any indication, they were successful in recruiting new colleges into the movement. After the meeting, the chair of a newly-appointed committee to foster visitations to Michigan colleges accompanied Weidensall on a tour around the state. Within months, they helped to establish associations at Ypsilanti, Hillsdale, Albion, Adrian, and Kalamazoo. . A and intensity of the wHowever, aA had had 'early and primarily due to Weidensalls campaignearly from 1868 to 1877efforts and.,, andwas eand of . was eE (1876), he convinced the society to affiliate with the YMCA in the late fall of of reportedly chance reportedly chance n informal At the urging of a few members of the Princeton Philadelphian Society-YMCA and the invitation of International Committee (the national organizing group for the North American YMCAs), 25 delegates from 21 campus associations across eleven states met for the first time in 1877 in Louisville, Kentucky at the YMCA International Convention. Although still a small movement compared to what it would become, thirteen hundred students claimed membership in twenty-six campus associations that year. The gathering in Louisville probably was among the first intercollegiate non-athletic student conferences. witht heYoun Sunday, Decem'Decemb'' "" A.K. ,and Schools, Association Monthly 1 (6, June 1870) Gates, The Association, 33; Luther D. Wishard, The Beginning of the Intercollegiate Movement, The Intercollegian XXV (4, 1903): 76. The Intercollegian The IntercollegianWishard related what happened next: Shortly after the union of Princeton with the Association Movement, Mr. William E. Dodge, who was the president of the Young Men's Christian Association of New York City, and also a member of the International Committee of the North American Associations, spent Sunday, December 10, 1876 with his two sons, members of the class of 79. Being acquainted with the Societys recent action he sent for the president of the Society for the purpose of conveying to him the cordial appreciation with which the Committee regarded the step which the Society had taken. a few members(not surprising since Wishard had been a student there) (not surprising since Wishard had been a student there) both appear to have as well as those in Michigan both appear to have were made obviously one"contribtuions"--'""t the urging of Wishard and others of tOut of this meeting was born the true intercollegiate Y movement. s a result of a letter-writing campaign sponsored by t the urging of a few members of ttat , urged on by DodgeWishard related what happened nextLuther D. Wishard, The Beginning of the Intercollegiate Movement, The Intercollegian XXV (4, 1903): 76.Wishard, The Beginning, 78also ""Shedd, The Origin and Development, 141.Luther D. Wishard, The Beginning of the Intercollegiate Movement, The Intercollegian XXV (4, 1903): 76. Wishard notes that Dodge wrote a check at that meeting that would become the first of a series of contributions which reached a magnificent climax in 1901the erection of Princetons YMCA building, Dodge Hall. Luther D. Wishard, The Beginning of the Intercollegiate Movement, The Intercollegian XXV (4, 1903): 76.....legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. Shortl y after the union of Princeton with the Association Movement, Mr. William E. Dodge, who was the president of the Young Men's Christian Association of New York City, and also a membera of the Intt ernational Committeiee eof the sNorth American Associations, spent Sunday, December 10, 1876 with his two sons, members of the class of 79. Being acquafinted with the Societys recent action he sent for the president of thofe Society for the purpose of conveying to him the cordial appreciation with whi"ch thef Commiforrowttee regard"ed the step which the Society had takeninthe...Wishard related what happened nextShortly after the vote to align with the YMCA On a dark wet Sunday evening down in Princeton there were two college boys, sophomores, in their room and a gentleman from New York was with then who was interested in college matters and also in Christian work. While they were talking together there sat in a room, two floors below, a Senior who was very much interested in the religious life of the college. His room was cold. He had not been well the day before and had forgotten to get in the coal he needed. As the fire got low and he sat there in his gown shivering, he naturally said to himself, I must go and furrow some coal. He first thought of his classmates in the building and going down the entry knocked at the door of one of them, but he was out. He did not know these sophomores, but he had seen them and he went up to their door. Now that man little thought that as he knocked on that trivial errand that by his going into that room the whole course of his life was to be changed. On a dark wet Sunday evening down in Princeton there were two college boys, sophomores, in their room and a gentleman from New York was with then who was interested in college matters and also in Christian work. While they were talking together there sat in a room, two floors below, a Senior who was very much interested in the religious life of the college. His room was cold. He had not been well the day before and had forgotten to get in the coal he needed. As the fire got low and he sat there in his gown shivering, he naturally said to himself, I must go and furrow some coal. He first thought of his classmates in the building and going down the entry knocked at the door of one of them, but he was out. He did not know these sophomores, but he had seen them and he went up to their door. Now that man little thought that as he knocked on that trivial errand that by his going into that room the whole course of his life was to be changed. Wishard explained that tDecemAs a result of a letter-writing campaign sponsored by the Princeton Philadelphian Society-YMCA and at the invitation of International Committee (the national organizing group for the North American YMCAs), urged on by Dodgeu As a result of sponsored at theof,, met for the first time in in Louisville, Kentucky at the YMCA International ConventionLouisville, Kentucky at theand an invitation from International Committee (the national organizing group for the North American YMCAs) 1877 wereisbegan to tt gether as foundin earliest groupsafter the charter groups theThe students must have sent members to other local colleges within a few years of the War for several of next associations to form were located in Virginia and Michigan. The third group appears to have been established in 1862 at the University of Rochester at which the trustees leased a commodious room, which has been tastefully furnished by voluntary contributions.  M. Edwards Gates, The Association in a University, Association Monthly, 1 (2, February, 1870), 33. appears to have been established in 1862 at the University of Rochester atassociations ed ,ingit was Spurred on by this ementpleas for recognition from collegiate representativess from""If tis any indication,they were successful in recruiting new colleges into the movement. was typicalWithin five yearstheircampus groupsde novogroupsT. But ninformal to persevere with the ion ofYoung Shedd, The Origin and Development, 96-97. Spence published an article in the June 1870 issue of the Association Monthly, in which after explaining the need for collegiate young men to have guidance in their first days away from home, he urge[d] a special consideration at the next international Convention for this subjectthe CHRISTIAN ASSOCIATION IN COLLEGES AND SCHOOLSits values and how to plant and conduct it in such Institutions, A.K. Spence, The Association in Colleges and Schools, Association Monthly 1 (6, June 1870) 125.Annual Convention of the Young Men's Christian Association2, Louisville, KY6-10 1877 andConvinced that the colleges needed to united, Wishard set to work. Urged on by DodgeCt the colleges needed to united, Wishard set to work., adthe support of": "Resolved (1) That a cwhihceducaitonal educational ; Association Monthlywhich thena visiting college secretary, Luther D. ,confernceAts With the intent of organizingWith the intent of organizingbegin an keep in touch through inter-collegiate letters, sharing their activities ing keep in touch yThey would se. The delegates would forsubcribingThe Watchman 'more than mere recognition from the YMCAs International CommitteeUth adopted the resolutionnon-athleticreligiousThe College Bulletinnational information that communicated bothof a national as well assimultaneousconcurrent with""College Y.M.C.A. Constitution<,"" ""College BulletinEmory and Henry College in Virginia took the opportunity to ask Davidson College announced in the February 1879 Bulletin iBulletinCollege BulletinWeslyan"...".FebrB and drew up a constitution.excahnged and "" The Inter-Collegiate Work, College Bulletin, 2 (September 1879), 4. September4 'Bulletin"" College Items, College Bulletin, 2 (September 1879), 4. 2September79 and i --'Tehe deteredUniverat xxxxtends to skip throughis just beginning to be addressed by the decades between the 1870s and 1900 with scant narrative. just beginning to be addressed by a few scholars Two occurrences not only strengthened their associations but allowed their programs to evolve. First, their organizations expanded and stabilized as they hired secretaries to manage the operations. Until 1886, the SCA-YMCAs were managed by undergraduate volunteers. In that year the Yale and University of Toronto Ys employed student secretaries for their campuses. By the early 1900s, fourteen campus associations had hired secretaries. Secretarieseither employed part-time or full-time and often either undergraduate or graduate studentspermitted the SCA-YMCAs to expand their programs and activities beyond Bible classes and to attract new members. Two organizational tactics bolstered the skills and successes of the organizers and secretaries. The Louisville Conference had enabled the disparate associations to gain the imprimatur of the national YMCA coordinating body, but it also was the start of national and swiftly following, state and regional meetings of delegates and eventually the secretaries. These annual meetings and state and regional conferences permitted representatives from the member colleges to share problems and solutions and to gain strength from each other. The first regional conference, the New England College Conference, was held at Yale University on February 17-18, 1883 and included delegates from Brown, Amherst, Williams, Harvard, Dartmouth, Bowdoin, Bates, and Colby Colleges, and Phillips Andover and Williston Academies. Summer camps, held at Mount Herman, Northfield, Silver Bay, Winona Lake, Pacific Grove, Southern Pines, and Asheville, also became a staple for training and instruction of student workers and eventually secretaries. Harvard University even held a conference for newly-elected presidents at the turn of the century. Second, once the National YMCA office secured a permanent national college secretary, it published through its own Association Press pamphlets and eventually manuals, outlining appropriate activities and helpful organizational tips. A variety of campus Y leaders as well as the national college secretary, for example, prepared a series of pamphlets called the College Series in the 1890s. The series included College Association Record Blanks by C.H. Lee, How Can a College Association Awaken and Maintain Interest in Bible Study? and How to Secure a College Building, both by J.R. Mott. The changes in the activities of the SCA-YMCA can be seen in the 1927 manual, The Work of the Student Young Men's Christian Association, authored by H.L. Seamans, a former secretary of the Ohio State Committee. Whereas the pre-1900 concerns focused on rudimentary organizational necessities, on fund-raising for buildings, and especially on religious activities, the 1927 manual details sophisticated organizational operations of publicity and committee work, and on activities ranging from discussions and forums to speakers bureaus and relations between men and women.s (and YWCAs) O--"""College Bulletinformedformation of the association at Ohio State was of the ation announced year VI ( VI ( fuCollege BulletinCollegeCollege BulletinCollege BulletinFacilities The construction of a permanent building on many campuses advanced the identity, legitimacy, permanency, and significance of the organization to both students and administrators alike. The confidence shared between association students and the administration of their universities was extremely high. Even though the students themselves secured the funds for their building, they often entrusted its ownership to the university trustees. Generally without deep pockets, student members managed to raise a considerable amount of money for their new association home, but many building campaigns were accelerated through a generous donationoften a memorialfrom a single donor or family. Barnes Hall at Cornell (1888), Levering Hall at Johns Hopkins (1889), Stiles Hall at the University of California in Berkeley (1892), and Houston Hall at the University of Pennsylvania (1896), were named for their benefactors or as memorials. Single donor or memorial buildings also appear at Princeton, University of Iowa, and the University of Cincinnati. John D. Rockefeller provided significant donations toward the Y buildings at Clemson, North Carolina A & M College (now North Carolina State University), and the University of Mississippi. At Yale and Dartmouth, the SCA-YMCA buildings were christened in honor of the colleges president who had helped to secure it. The parental place to meet tonmeeting The first evidence of a 3 for which the trustees leased a commodious room, which has been tastefully furnished by voluntary contributionsin 1870for which "" M. Edwards Gates, The Association in a University, Association Monthly, 1 (2, February, 1870), 33.""when aPresident Andrew White gives the students At Cornell "" " gives the students its own room.""1Old and New stherto be wasClass of 1872, With wholehearted support by Princetons President McCosh, the very first student association building, Murray Hall, was located on a prime spot on campus and opened in 1879.  Murray Hall.  HYPERLINK "http://etc.princeton.edu/Campus/text_Murray.html" http://etc.princeton.edu/Campus/text_Murray.html . Retrieved February 8, 2005. the very first student association building, Murray Hall,father and brother''son and brother respective lyhttp://etc.princeton.edu/CampusWWW/Companion/murrary_dodge_hall.html . for their Y meetings. Within was the of8College Secretary for the International Committee, Secretary the and Mott,Univerlegitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. uuJohn R. Mott, A Years Development of the Christian Association. Annual Report Presented at the Cornell University YMCA Annual Meeting, Dec. 1887, in Addresses and Papers of John R. Mott, volume 3 (New York: Association Press, 1947/1887), 14-26; Barnes Hall  HYPERLINK "http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53" http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53 Retrieved February 8, 2005. still found time to lealegitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it.  ' The parental model of the campus associations obviously came from the city and town YMCAs. The first endeavor that a city association would undertake would be to secure a meeting place. Often the men would rent or lease a room or set of rooms that would be furnished with a reading room and perhaps an assembly room. The first evidence of a dedicated Y meeting room on a campus appears at the University of Rochester where, by at least 1870, the trustees leased for the Y a commodious room, which has been tastefully furnished by voluntary contributions. At Cornell, President Andrew White, who in answering 1870 charges of heresy at his college, notes that the young YMCA at his campus holds its services in a room appropriated to it in the University buildings.  "by With all of this activity, Mott still found time to lead the Cornell Y in a fund-raising campaign for its new $53,600 building, Barnes HallThe most expensive of the early buildings resulted from the leadership of John Raleigh Mott, future national secretary of the Intercollegiate YMCA of the USA and Canada (1888-1915), general secretary of the International Committee (1915-1928), and 1946 Nobel Peace Prize winner. Mott, after transferring to Cornell from Upper Iowa University in 1885, served as the president of the Cornell YMCA in his junior and senior years (1886-1888). Mott led the Cornell Y in a fund-raising campaign for its new $53,600 building, Barnes Hall. legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. Mott wroteHow to Secure a College Association Buildingdifferentunsuccessfulwarned ofwrote , dits' Mott led the Cornell Y in a fund-raising campaign for its new $53,600 building, Barnes Hall. U John Raleigh The confidence shared between association students and the administration of their universities was extremely high. Even though the students themselves secured much of the funds for their building, they often entrusted its ownership to the university trustees. Generally without deep pockets, student members managed to raise a considerable amount of money for their new association home, but many building campaigns were accelerated through a generous donationoften a memorialfrom a single donor or family. Barnes Hall at Cornell (1889), Levering Hall at Johns Hopkins (1889), Stiles Hall at the University of California in Berkeley (1892), and Houston Hall at the University of Pennsylvania (1896), were named for their benefactors or as memorials. Single donor or memorial buildings also appear at Princeton, University of Iowa, and the University of Cincinnati. John D. Rockefeller provided significant donations toward the Y buildings at Clemson, North Carolina A & M College (now North Carolina State University), and the University of Mississippi. At Yale and Dartmouth, the SCA-YMCA buildings were christened in honor of the colleges president who had helped to secure it. Generally without deep pockets, student members managed to raise a considerable amount of money for their new association home, but many building campaigns were accelerated through a generous donationoften a memorialfrom a single donor or family. Barnes Hall at Cornell (1889), Levering Hall at Johns Hopkins (1889), Stiles Hall at the University of California in Berkeley (1892), and Houston Hall at the University of Pennsylvania (1896), were named for their benefactors or as memorials. Single donor or memorial buildings also appear at Princeton, University of Iowa, and the University of Cincinnati. John D. Rockefeller provided significant donations toward the Y buildings at Clemson, North Carolina A & M College (now North Carolina State University), and the University of Mississippi. At Yale and Dartmouth, the SCA-YMCA buildings were christened in honor of the colleges president who had helped to secure it. The confidence shared between association students and the administration of their universities was extremely high. Even though the students themselves secured much of the funds for their building, they often entrusted its ownership to the university trustees. Many of the SCU-YMCAs raised their funds the hard waycanvassing at student revivals, among the faculty, and in the surrounding community. At the University of Tennessee, the student subscription amounted to $2,265, from the faculty another $1,475, and the town canvass produced almost $5,000. Unexpectedly, the university corporation donated $6,000 toward the $18,000 building. And at Otterbein College, the Y students conducted a campaign to raise $10,000 for its building. The students alone subscribed $5,800; in addition, the faculty pledged $1,000, alumni association another $2,500, and from the community at least $15,000. In all, the Otterbein students ten-day campaign not only hit its mark, but raised another $1,000. Four years later, the Hanover College YMCA (est. 1870), initially the Society for Religious Inquiry (est.1848), opened the second campus YMCA building. By 1903, thirty campus Y buildings had been erected. Many of the SCU-YMCAs raised their funds the hard waycanvassing at student revivals, among the faculty, and in the surrounding community. At the University of Tennessee, the student subscription amounted to $2,265, from the faculty another $1,475, and the town canvass produced almost $5,000. Unexpectedly, the university corporation donated $6,000 toward the $18,000 building. And at Otterbein College, the Y students conducted a campaign to raise $10,000 for its building. The students alone subscribed $5,800; in addition, the faculty pledged $1,000, alumni association another $2,500, and from the community at least $15,000. In all, the Otterbein students ten-day campaign not only hit its mark, but raised another $1,000. Four years later, the Hanover College YMCA (est. 1870), initially the Society for Religious Inquiry (est.1848), opened the second campus YMCA building. By 1903, thirty campus Y buildings had been erected.  Mott, How to Secure, 12-15  Mott, The Students of North America United, 17.  Mott, How to Secure, 12-15  Mott, The Students of North America United, 17. By 1903, thirty campus Y buildings had been erected. Generally without deep pockets, student members managed to raise a considerable amount of money for their new association home, but many building campaigns were accelerated through a generous donationoften a memorialfrom a single donor or family. Barnes Hall at Cornell (1889), Levering Hall at Johns Hopkins (1889), Stiles Hall at the University of California in Berkeley (1892), and Houston Hall at the University of Pennsylvania (1896), were named for their benefactors or as memorials. Single donor or memorial buildings also appear at Princeton, University of Iowa, and the University of Cincinnati. John D. Rockefeller provided significant donations toward the Y buildings at Clemson, North Carolina A & M College (now North Carolina State University), and the University of Mississippi. At Yale and Dartmouth, the SCA-YMCA buildings were christened in honor of the colleges president who had helped to secure it.  Mott, The Students of North America United, 17. By 1903, thirty campus Y buildings had been erected.  Mott, The Students of North America United, 17. ,resulted fromHawkins, Hugh (1960). Pioneer: a history of the Johns Hopkins University, 1874-1889An historical sketch of the University YMCA, In The men and program of Stiles Hallthe University Y.M.C.A., 1884-1948,, aster of ucation (2004)..,were All named for their benefactors or as memorialsversity of Pennsylvania (1896), , and memoriumSCA-''."", Stiles Hall at the University of California in Berkeley (1892),Univershonors Oand Dartmouth, the YMCA buildings were christened in honor of the colleges president who had helped to secure it, whereas Lafayettes Brainerd Hall pays tribute to President xxx Dwight (1XXX-XXXx), but was subsidized entirely by Elbert B. Monroe butalthough the buildingitandthe YMCA buildings ere, whereas .remembers""New Englander and Yale ReviewThe Intercollegianlxxx1XXX-XXXx (1795-1817) by of the Princeton, Murray Hall (Princeton)  HYPERLINK "http://etc.princeton.edu/Campus/text_Murray.html" http://etc.princeton.edu/Campus/text_Murray.html . Retrieved February 8, 2005; University of Iowa: , Mott, The centennial of the nsat The csrby the University YMCA for the yemen and ps SCA-his collected examples from his own experience at Cornell and from case studies of other campuses and from Mott, How to Secure.h sketch of the University YMCA""I,An Historical Sketch of the University YMCinmpAn Historical Sketch of the University YMCA in The Men and Program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of California; Hugh Hawkins, Pioneer: a history of the Johns Hopkins University, 1874-1889. (Ithaca: Cornell University Press, 1960), 279; "" students UniverUnive0  How to Secure Generally without deep pockets, student members managed to raise a considerable amount of money for their new association home, but many building campaigns were accelerated through a generous donationoften a memorialfrom a single donor or family. Most of these were named for the donor or in memoriam. The campaign for Barnes Hall at Cornell (1889) received $45,000 from Alfred Smith Barnes, a New York City publisher; Levering Hall at Johns Hopkins (1889) was entirely subsidized by a donation of $20,000 from Eugene C. Levering, a local merchant; Stiles Hall at the University of California in Berkeley (1892), and from Henry Houston, a Pennsylvania Railroad executive who donated $150,000, Houston Hall at the University of Pennsylvania (1896) became reality. Single donor or memorial buildings also appear at the University of Iowa, and the University of Cincinnati. John D. Rockefeller provided significant donations (from $30,000 to $50,000) toward the Y buildings at Brown, Indiana, Clemson, North Carolina A & M College (now North Carolina State University), Mississippi State University, and the University of Mississippi. At Yale, Dwight Hall (1886) pays tribute to the first President Timothy Dwight, but was subsidized entirely by Elbert B. Monroe; at Dartmouth, Bartlett Hall was christened in honor of the colleges president who had helped to secure it. Lafayette Colleges Brainerd Hall memorializes David Brainerd, an eighteenth century missionary who worked with Indians and for whom the colleges missionary society had been named. ding campaigns were accelerated SCU- Mott transferred as a sophomore to Cornell in 1885 and wrote: I was met before I got here by the Christian Association, which at that time already included both men and women students. When I had written from the West [Iowa] asking for a university catalogue, the Association sent me a handbook of information, issued annually by the Christian Association, which it published for the benefit of the students. Its representatives met me at the train on my arrival, helped me to get settled, and introduced me to some of the upper-classmen and instructors. They broke down the barriers by thus helping and befriending me.  Hopkins, C. Howard (1951). History of the YMCA in North America. New York: Association Press, 284. Mott transferred as a sophomore to Cornell in 1885 and wrote: I was met before I got here by the Christian Association, which at that time already included both men and women students. When I had written from the West [Iowa] asking for a university catalogue, the Association sent me a handbook of information, issued annually by the Christian Association, which it published for the benefit of the students. Its representatives met me at the train on my arrival, helped me to get settled, and introduced me to some of the upper-classmen and instructors. They broke down the barriers by thus helping and befriending me. Mott transferred as a sophomore to Cornell in 1885 and wrote: I was met before I got here by the Christian Association, which at that time already included both men and women students. When I had written from the West [Iowa] asking for a university catalogue, the Association sent me a handbook of information, issued annually by the Christian Association, which it published for the benefit of the students. Its representatives met me at the train on my arrival, helped me to get settled, and introduced me to some of the upper-classmen and instructors. They broke down the barriers by thus helping and befriending me. Mott transferred as a sophomore to Cornell in 1885 and wrote: I was met before I got here by the Christian Association, which at that time already included both men and women students. When I had written from the West [Iowa] asking for a university catalogue, the Association sent me a handbook of information, issued annually by the Christian Association, which it published for the benefit of the students. Its representatives met me at the train on my arrival, helped me to get settled, and introduced me to some of the upper-classmen and instructors. They broke down the barriers by thus helping and befriending me. -- Mott was appointed college secretary in 1888. Henry Edwards Brown was appointed secretary for Negro Student Work the same year. The student secretaries made a major difference. By 1902, Mott reported 648 student associations. Among them were 103 associations in the Black colleges. Mott was appointed representative to the student associations in 1888. One of his innovations was the College Series, which consisted of a series of pamphlets designed to assist the student associations with organizational management and activities. When a building was not possible, a dedicated room at least would do. At WPI, the Y was given a room in the engineering building. Whether from a room or a building, Student Associations ran employment and housing bureaus, counseling services, in addition to religious activities. William Alfred Millis, The History of Hanover College From 1827 to 1927 (Hanover, Indiana: Hanover College, 1927). William Alfred Millis, The History of Hanover College From 1827 to 1927 (Hanover, Indiana: Hanover College, 1927). TT (1927)38 By 1902, Mott reported 648 student associations. Mott was appointed college secretary in 1888. Henry Edwards Brown was appointed secretary for Negro Student Work the same year. Mott was appointed college secretary in 1888. Henry Edwards Brown was appointed secretary for Negro Student Work the same year. Mott was appointed college secretary in 1888. Henry Edwards Brown was appointed secretary for Negro Student Work the same year. John Raleigh Mott was appointed representative to the student associations in 1888. SWthe International Committee hired Wishard as a visiting secretary in September 1877 By 1902, Mott reported 648 student associations. The student secretaries made a major difference. By 1902, Mott reported 648 student associations. Among them were 103 associations in the Black collegesBy 1902, Mott reported 648 student associations. Among them were 103 associations in the Black colleges By 1902, Mott reported 648 student associations. John R. Mott, End of the first quarter century of the American and Canadian Student Young Men's Christian Association movement, 1877-1902, in Addresses and papers of John R. Mott, volume 3. (New York: Association Press, 1947/1902): 162. This should be moved to a later point in the paper. .By 1902, Mott reported 648 student associations The student secretaries made a major difference.. One of his innovations was the College Series, which consisted of a series of pamphlets designed to assist the student associations with organizational management and activities. O One of his innovations was the College Series, which consisted of a series of pamphlets designed to assist the student associations with organizational management and activities. So continued to Like Wishard, Mott had been a member of a campus YMCA and like Wishard a leader within his home campus of Cornell. Mott, building on the foundation begun by Wishard, introduced innovations designed to help the young men at the campus level. One of his innovations was the College Series, which consisted of a series of pamphlets designed to assist the student associations with organizational management and activities. In another pamphlet, which built on Obers ideas about campus activities, Mott suggested methods for reaching out to Freshmen at the train, with handbooks, and at receptions. In another pamphlet, which built on Obers ideas about campus activities, Mott suggested methods for reaching out to Freshmen at the train, with handbooks, and at receptions. Obers ideas about campus activities Like Wishard, Mott had been a member of a campus YMCA and like Wishard a leader within his home campus of Cornell. Mott, building on the foundation begun by Wishard, introduced innovations designed to help the young men at the campus level. One of his innovations was the College Series, which consisted of a series of pamphlets designed to assist the student associations with organizational management and activities. Not surprising, one of Motts publications provided information on conducting fund-raising activities for student association buildings. In this 28-page booklet, Mott cites several case studies of how the various associations went about securing their buildings. Not surprising, one of Motts publications provided information on conducting fund-raising activities for student association buildings. In this 28-page booklet, Mott cites several case studies of how the various associations went about securing their buildings.publications provided information booklet on conducting fund-raising activities for student association buildings was one of the first in the series. In this 28-page In this booklet, Mott cites several case studies of how the various associations went about securing their buildings. which built on Obers ideas about campus activities, Mott suggested at the train, with handbooks, and at receptions. methods for reaching out to F Like Wishard, Mott had been a member of a campus YMCA and like Wishard a leader within his home campus of Cornell. Mott, building on the foundation begun by Wishard, introduced innovations designed to help the young men at the campus level. One of his innovations was the College Series, which consisted of a series of pamphlets designed to assist the student associations with organizational management and activities. Motts 28-page booklet on conducting fund-raising activities for student association buildings was one of the first in the series. In another pamphlet, he disseminated methods for reaching out to freshmen. Charles K. Ober, after graduating from Williams College, served as an assistant to Robert McBurney, genl secy to NYC Assoc, 1865-1898 and member of International Committee (est. 1879). Ober was the author of the six-fold plan that rested on the principle of each member is to work for his fellow. Group activities were known as individual work a wide range of campus service activities, especially focused on the freshmen mirroring city association work concerned with the young man away from home. Charles K. Ober, after graduating from Williams College, served as an assistant to Robert McBurney, genl secy to NYC Assoc, 1865-1898 and member of International Committee (est. 1879). Ober was the author of the six-fold plan that rested on the principle of each member is to work for his fellow. Group activities were known as individual work a wide range of campus service activities, especially focused on the freshmen mirroring city association work concerned with the young man away from home. "The Fall Campaignanotherhes were known as individual work Charles K. Ober, who after graduating from Williams College, served as an assistant to Robert McBurney, genl secy to NYC Assoc, 1865-1898 and member of International Committee (est. 1879). Ober was the author of ,, History of the Y.M.C.A. in North AmericaHopkins, C. (1951). Howard in North America. New York: Association PressHowever, t" .YMCA Buildings SCA- Need a reference hereCan we use this?The Men and Program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of CaliforniaOld Shack on Union street: Stiles Hall, Working Proof That Democratic Ideals Live When Rightly Fostered, The Science Christian Monitor, August 28, 1948, reprinted in The Men and Program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of California, 9-10."Houston Hall: Morality, Activity, and Community in 1890s Philadelphia"""","campus hotel for guest lodging. When a building was not possible, a dedicated room at least would do. At WPI, the Y was given a room in the engineering building. Whether from a room or a building, Student Associations ran employment and housing bureaus, counseling services, in addition to religious activities. campus hotel for guest lodging. When a building was not possible, a dedicated room at least would do. At WPI, the Y was given a room in the engineering building. Whether from a room or a building, Student Associations ran employment and housing bureaus, counseling services, in addition to religious activities. campus hotel for guest lodging. When a building was not possible, a dedicated room at least would do. At WPI, the Y was given a room in the engineering building. Whether from a room or a building, Student Associations ran employment and housing bureaus, counseling services, in addition to religious activities. When a building was not possible, a dedicated room at least would do. At WPI, the Y was given a room in the engineering building. Whether from a room or a building, Student Associations ran employment and housing bureaus, counseling services, in addition to religious activities. OPIPenn College in Iowa 'indedicatedsuch as at Iowas Penn College, xxxx Whether from a room or a building, Student Associations ran employment and housing bureaus, counseling services, in addition to religious activities. ,At , the"" """", ,Winthrop G. Tech News, (April 28, 1913), 1. WPI Archives & Special Collections, George C. Gordon Library.Hall, The History of the Tech Y.M.C.A., 1.Worcester, MA,, WPI&Worcester Institute of Technology, Worcester Institute of Technology, Worcester, MA, WPI , whereas oWashington and Jefferson College, , PennThe CollThe College of William and Mary. The Co HANDBOOK OF THE COLLEGE OF WILLIAM AND MARY OLD SEAL 1919-1920 HANDBOOK OF THE COLLEGE OF WILLIAM AND MARY OLD SEAL 1919-1920 OF THE COLLEGE OF WILLIAM AND MARY OLD SEAL 1919-1920 OLD SEAL HANDBOOK OF THE COLLEGE OF WILLIAM AND MARYHandbook Of The College Of William And MaryHandbook Of The College Of William And MaryHandbook Of The College Of William And Mary 1919-1920The Coll, The College of William and Mary Archives and Special Collections. Handbook Of The College Of William And Mary 1919-1920, The College of William and Mary Archives and Special Collections. Handbook Of The College Of William And Mary 1919-1920, The College of William and Mary Archives and Special Collections.Ooutfitted after some financial help was solicited and received. Others, like Washington and Jefferson College and Penn College had committed rooms in the main building of the campus or at The College of William and Mary, the Y room was located in the gymnasium. Most of these rooms, like the one at the Michigan Agricultural College """And this?"O""The Intercollegian"mannyThe Worcester Polytechnic Institute Y was given a room in the engineering building in 1900, which was furnished after some financial help was solicited and received. Others, like Washington and Jefferson College and Penn College had committed rooms in the main building of the campus or at The College of William and Mary, the Y room was located in the gymnasium. The Association at Washburn College, Topeka, Kan., is rejoicing in a new room granted by the college authorities. It is located in the building containing the chapel and many recitation rooms, is large, well-lighted, and has steam-heating. The room is furnished as the social headquarters for the men of the college, and is used by the Association for all it meetings. "And this?"UnivUniviI iNearly 100 Freshmen have registered in Bible study, and there is a large registration in mission study. At least two-thirds of the Freshmen present at the Decision meeting gave "The Association Indoor Campus Meeting at Cornell University was attended by nearly 500 Freshmen, and was addressed by the athletic leaders, the president of the University, and secretary of the Association. The Student World, The Intercollegian, 25 (Nov. 1902), 41. 1 The Association at Washburn College, Topeka, Kan., is rejoicing is rejoicingand Penn College (Iowa) The Worcester Polytechnic Institute Y was given a room in the engineering building in 1900, which was furnished after some financial help was solicited and received. Others, like Washington and Jefferson College (PA) had committed rooms in the main building of the campus or at The College of William and Mary, the Y room was located in the gymnasium. Most of these rooms, like the one at the Michigan Agricultural College outfitted as a reading and a game room. At Penn College (IA), until the institution had the finances to construct a gymnasium, the Y men and women operated their own gymnasium rooms in the Main Building. The mens gym sported floor mats, chest weights, a horizontal bar, a punching bag, ladder, rings, a trapeze and jumping standards. But equipment was not enough for these enterprising young men. In 1892, the YMCA boasted that their Bath Rooms for men have been in use two years, and during that time they have been extensively patronized. They are fitted out with three showers, a large basin, shoe blacking and brushes, so that after you have taken violent exercise in the gymnasium you may step into the bath room and make your toilet and be prepared for the class room with a clear brain and ready to take hold of your recitation with vigor. The bath is an important factor in maintaining good health.  YMCA, Bathrooms. A Handbook for Students, 1892-93, 8; Y.M.C.A., The Penn Chronicle, 1903, 4. "A, Bathrooms.", The Penn Chronicle, 1903, 4.Univer William Penn University, Wilcox Library Archives, the income from the bath room, their towel concession, and non-member use fees allowed the men to continue to add to the equipment. By the end of 1898, they hoped to purchase a pair of parallel bars and a number of dumb-bells.  YMCA, Bathrooms. A Handbook for Students, 1892-93, 8; Y.M.C.A., The Penn Chronicle, 1903, 4. t The income from the bath room, their towel concession, and non-member use fees allowed the men to continue to add to the equipment. By the end of 1898, they hoped to purchase a pair of parallel bars and a number of dumb-bells. The income from the bath room, their towel concession, and non-member use fees allowed the men to continue to add to the equipment. By the end of 1898, they hoped to purchase a pair of parallel bars and a number of dumb-bells. The activities of the Student Associations progressed through the decades from Bible classes to campus and community service. After World War I, many of the Student Associations became the seat of campus study and debate of current national issues in addition to their programs devoted to student classes, especially freshmen. Tethering the freshmen to the organization was a strategic tactic that the YMCA employed through summer freshmen camps, orientation programs, and freshmen leadership conferences. In an effort to maintain its membership with upperclassmen, they also sponsored social and recreational affairs, coordinated religious activities with other campus groups, coordinated commencement baccalaureate (religious) ceremonies and operated the university rooming and employment services. At the Worcester Polytechnic YMCA for example, since Tech has no dormitory as yet it was necessary for the Y to accommodate the new men by helping them to find desirable rooming and boarding places in the vicinity of the college. At Berkeley, Harry Kingman, former New York Yankee turned Stiles Hall director, encouraged some of the associations members to begin the Universitys student-run cooperative housing movement in 1933 toward the end of the Depression. Thus, they were an invaluable and constructive arm of campus administration, filling the gaps in administrative programs. The associations also engaged in community service projects and programs, such as teaching immigrants to read and write English, working with the local Y in its youth programs, and cooperating with nearly churches. Often they supplied student leaders for community programs at local Y, entertainment at hospitals, and speakers for the community, civic, church, and school groups. YMCA, Bathrooms. A Handbook for Students, 1892-93, 8; "",date?,Y.M.C.A., ; 4. Y.M.C.A., The Penn Chronicle, (date? 1903), 4, Wilcox Library Archives, William Penn University, Oskaloosa, Iowa. and women rooms Witchita"bath-rooms fitted up """""The Intercollegian 'menoryStiles Hall at the University of California in Berkeley (1892),,( legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. The campus Ys found housing irshared patternsal and The first evidence of a dedicated Y meeting room on a campus appears at the University of Rochester where, by at least 1870, the trustees leased for the Y a commodious room, which has been tastefully furnished by voluntary contributions. At Cornell, President Andrew White, who in answering 1870 charges of heresy at his college, notes that the young YMCA at his campus holds its services in a room appropriated to it in the University buildings. The parental model of the campus associations obviously came from the city and town YMCAs. The first endeavor that a city association would undertake would be to secure a meeting place. Often the men would rent or lease a room or set of rooms that would be furnished with a reading room and perhaps an assembly room. On the campuses, the Ys operated out of three different types of facilities: dedicated rooms, stand-alone YMCA buildings, and communal socio-religious activity buildings. The first evidence of a dedicated Y meeting room on a campus appears at the University of Rochester where, by at least 1870, the trustees leased for the Y a commodious room, which has been tastefully furnished by voluntary contributions. At Cornell, President Andrew White, who in answering 1870 charges of heresy at his college, notes that the young YMCA at his campus holds its services in a room appropriated to it in the University buildings. dless,TtTTdless, was the owas the edoromwholeheartedwholeheartedunreservedPrincetons President McCosh, the the Princetonsthe Princetons resulted fromresulted fromdeveloped undertireles Mott, aMott, aAhe A tireless leader, in and cautioned against some ineffective tactics used by Y students in fund-raisingapproaches approaches to fund-raising approaches in fund-raisingother From Using other building campaigns at various From ed to and inged toUsing EmployingUsing Union College, Schenectady, N.Y.A social reception recently given to the students by the City Association was largely attended, and has had the invariable effect of deeping their interest in the College Association. This is one of several ways in which the City Associations can render very great aid to the College work. College Items, College Bulletin VI (December 1884), 4.A promising innovation at Yale Divinity School was a camp-fire reception given early in the term. It was held on the shores of the [Long Island] Sound, and was a time of fun and seriousness, participated in and enjoyed by the Faculty as well as the students. No event has ever cemented so quickly the relations between the students and Faculty. The Student World, The Intercollegian, 25 (Nov. 1902), 41.,0,0,in 1892 increase, allowing them to enhance their building goal to $15,000enhance their building goalThus, understanding the difficulties of and needed strategies to implement a successful capital campaign for a campus Y building from personal experience, Mott within his first few years as college secretary, published a primer to be used by students on their own campuses. In How to Secure a College Association Building (1892), Mott described several successful approaches to fund-raising and cautioned against some ineffective tactics used by Y students. Employing case studies of building campaigns at various campuses and adding his own experience at Cornell, Mott advised that two paths led to a building: student-generated subscriptions and donors. Many of the YMCAs raised their funds the hard waycanvassing at student revivals, among the faculty, and in the surrounding community. At the University of Tennessee, the student subscription amounted to $2,265, from the faculty another $1,475, and the town canvass produced almost $5,000. Unexpectedly, the university corporation donated $6,000 toward the $18,000 building. And at Otterbein College, the Y students conducted a capital campaign in 1892 to raise $10,000 for its building. The students alone subscribed $5,800; in addition, the faculty pledged $1,000, alumni association another $2,500, and from the community at least $1,500. In all, the Otterbein students ten-day campaign not only hit its mark, but raised another $1,000, allowing them to enhance their building goal to $15,000. Four years later, the Hanover College YMCA (est. 1870), initially the Society for Religious Inquiry (est.1848), opened the second campus YMCA building.  William Alfred Millis, The History of Hanover College From 1827 to 1927 (Hanover, Indiana: Hanover College, 1927), 237-240. Four years later, the Hanover College YMCA (est. 1870), initially the Society for Religious Inquiry (est.1848), opened the second and the smallest campus YMCA building. Thus, understanding the difficulties of and needed strategies to implement a successful capital campaign for a campus Y building from personal experience, Mott within his first few years as college secretary, published a primer to be used by students on their own campuses. In How to Secure a College Association Building (1892), Mott described several successful approaches to fund-raising and cautioned against some ineffective tactics used by Y students. Employing case studies of building campaigns at various campuses and adding his own experience at Cornell, Mott advised that two paths led to a building: student-generated subscriptions and donors. uThus, The most expensive of the early buildings developed under the leadership of John Raleigh Mott, future national secretary of the Intercollegiate YMCA of the USA and Canada (1888-1915), general secretary of the International Committee (1915-1928), and 1946 Nobel Peace Prize winner. After transferring to Cornell from Upper Iowa University in 1885, he served as the president of the Cornell YMCA in his junior and senior years (1886-1888). A tireless leader, Mott led the Cornell Y in a fund-raising campaign for its new $53,600 building, Barnes Hall. Four years later, the Hanover College YMCA (est. 1870), initially the Society for Religious Inquiry (est.1848), opened the second and the smallest campus YMCA building. uUnderstanding the difficulties of and needed strategies to implement a successful capital campaign for a campus Y building from personal experience, Mott within his first few years as college secretary, published a primer to be used by students on their own campuses. In How to Secure a College Association Building (1892), Mott described several successful approaches to fund-raising and cautioned against some ineffective tactics used by Y students. Employing case studies of building campaigns at various campuses and adding his own experience at Cornell, Mott advised that two paths led to a building: student-generated subscriptions and donors. uUenhance their building goalFour years later, the Hanover College YMCA (est. 1870), initially the Society for Religious Inquiry (est.1848), opened the second campus YMCA building. (1892)(), which was opened in()And That same spring And in 1892 in 1892 students appeared to have learned from each otherthe collective wisdom grewstudents appeared to have learned from each other TAtaTAcommitted The Worcester Polytechnic Institute Y was given a room in the engineering building in 1900, which was furnished after some financial help was solicited and received. Others, like Washington and Jefferson College (PA) had meetings, conducted by its members, are held in a room in the College specially set apart and furnished for that purpose, and on its table religious periodical literature is placed for general use. had " committed dedicated rooms in the main building of the campus or at The College of William and Mary, the Y room was located in the gymnasium. Most of these rooms, like the one at the Michigan Agricultural College outfitted as a reading and a game room. At Penn College (IA), until the institution had the finances to construct a gymnasium, the Y men operated their own gymnasium in the Main Building. The mens gym sported floor mats, chest weights, a horizontal bar, a punching bag, ladder, rings, a trapeze and jumping standards. But equipment was not enough for these enterprising young men. In 1892, the YMCA boasted that their Bath Rooms for men Others, like heldThe Worcester Polytechnic Institute Y was given a room in the engineering building in 1900, which was furnished after some financial help was solicited and received. Others, like At Washington and Jefferson College (PA), had meetings, conducted by its members, are held in a room in the College specially set apart and furnished for that purpose, and on its table religious periodical literature is placed for general use. committed dedicated rooms in the main building of the campus or at The College of William and Mary, the Y room was located in the gymnasium. Most of these rooms, like the one at the Michigan Agricultural College outfitted as a reading and a game room. At Penn College (IA), until the institution had the finances to construct a gymnasium, the Y men operated their own gymnasium in the Main Building. The mens gym sported floor mats, chest weights, a horizontal bar, a punching bag, ladder, rings, a trapeze and jumping standards. But equipment was not enough for these enterprising young men. In 1892, the YMCA boasted that their Bath Rooms for men dedicated s Y room was located in the gymnasium was located in theThe'or 23Washington and Jefferson College Catalogue, 1881-82;over the years was duirnghouse.The Worcester Polytechnic Institute Y was given a room in the engineering building in 1900, which was furnished after some financial help was solicited and received. Others, like At Washington and Jefferson College (PA), Pandoras 1886 Pandora (first W&J College yearbook) Page 92, 93 YMCA Organized in 1881 is the outgrowth of .Society of Religious Inquiry. . The Association holds its regular meetings every Sabbath evening. The Association room is open each Sabbath afternoon for the accommodation of any students who may desire to spend the time in reading. A number of first-class religious papers. are supplied for this purpose had meetings, conducted by its members, are held in a room in the College specially set apart and furnished for that purpose, and on its table religious periodical literature is placed for general use. W&Js Y met in a committed rooms located in the main college building of the campus during its early days, but eventually relocated to the Caldwell House, a college building, in 1925. or whereas at The College of William and Mary, the gymnasium held the Y room was located in the gymnasium. Most of these rooms, like the one at the Michigan Agricultural College outfitted as a reading and a game room. At Penn College (IA), until the institution had the finances to construct a gymnasium, the Y men operated their own gymnasium in the Main Building. The mens gym sported floor mats, chest weights, a horizontal bar, a punching bag, ladder, rings, a trapeze and jumping standards. But equipment was not enough for these enterprising young men. In 1892, the YMCA boasted that their Bath Rooms for men O is.ost Washington and Jefferson College (PA), Pandoras 1886 Pandora (first W&J College yearbook) Page 92, 93 The YMCA, organized in 1881, [was] the outgrowth of the Society of Religious Inquiry t association held Pandoras 1886 Pandora (first W&J College yearbook) Page 92, 93 The YMCA, organized in 1881, [was] the outgrowth of the. . The Association [held] its regular meetings every Sabbath evening. The Association room is open each Sabbath afternoon for the accommodation of any students who may desire to spend the time in reading. A number of first-class religious papers. are supplied for this purpose had meetings, conducted by its members, are held in a room in the College specially set apart and furnished for that purpose ""The YMCA, organized in 1881, [was] the outgrowth of the. . The Association [held] its regular meetings every Sabbath evening.Pandoras 1886 Pandora (first W&J College yearbook) Page 92, 93 The Association room is open each Sabbath afternoon for the accommodation of any students who may desire to spend the time in reading. A number of first-class religious papers. are supplied for this purpose had meetings, conducted by its members, are held, and on its table religious periodical literature is placed for general use. " The Association room is open each Sabbath afternoon for the accommodation of any students who may desire to spend the time in reading. A number of first-class religious papers. are supplied for this purpose had meetings, conducted by its members, are held, and on its table met in a associaitons W of the campus during some of its early daysWashington and Jefferson College Catalogue, 1881-82, courtesy of the Washington and Jefferson; Pandora, 1886 and Jefferson Yearbook,Washington and Jefferson College CatalogueWashington and Jefferson College1881-82courtesy of the Washington and Jefferson ;Courtesy of the Archives and Special Collections Library, Washington & Jefferson College,"" YMCA, Pandora 1886, (Washington and Jefferson Yearbook), 92-93; Washington and Jefferson College Catalogue, 1881-82, 31; Material relative to the College and its various organizations by James B. Anderson, W&J Collection 378.733 EA, page 10 Material relative to the College and its various organizations by James B. Anderson,by  YMCA, Pandora 1886, (Washington and Jefferson Yearbook), 92-93; Washington and Jefferson College Catalogue, 1881-82, 31; James B. Anderson, Material relative to the College and its various organizations W&J Collection 378.733 EA, page 10 Courtesy of the Archives and Special Collections Library, Washington & Jefferson College. Material relative to the College and its various organizationspage  YMCA, Pandora 1886, (Washington and Jefferson Yearbook), 92-93; Washington and Jefferson College Catalogue, 1881-82, 31; James B. Anderson, Material relative to the College and its various organizations W&J Collection 378.733 EA, 10; Courtesy of the Archives and Special Collections Library, Washington & Jefferson College. YMCA, Pandora 1886, (Washington and Jefferson Yearbook), 92-93; Washington and Jefferson College Catalogue, 1881-82, 31; James B. Anderson, Material relative to the College and its various organizations W&J Collection 378.733 EA, 10; Courtesy of the Archives and Special Collections Library, Washington & Jefferson College.  YMCA, Pandora 1886, (Washington and Jefferson Yearbook), 92-93; Washington and Jefferson College Catalogue, 1881-82, 31; James B. Anderson, Material relative to the College and its various organizations W&J Collection 378.733 EA, 10; Courtesy of the Archives and Special Collections Library, Washington & Jefferson College. YMCA, Pandora 1886, (Washington and Jefferson Yearbook), 92-93; Washington and Jefferson College Catalogue, 1881-82, 31; James B. Anderson, Material relative to the College and its various organizations W&J Collection 378.733 EA, 10; Courtesy of the Archives and Special Collections Library, Washington & Jefferson College. YMCA, Pandora 1886, (Washington and Jefferson Yearbook), 92-93; Washington and Jefferson College Catalogue, 1881-82, 31; James B. Anderson, Material relative to the College and its various organizations W&J Collection 378.733 EA, 10; Courtesy of the Archives and Special Collections Library, Washington & Jefferson College. Courtesy of the Others, like Another former Society of Religious Inquiry reorganized as a YMCA, the association, organized in 1881, held regular meetings every Sunday evening The Worcester Polytechnic Institute Y was given a room in the engineering building in 1900, which was furnished after some financial help was solicited and received. Another former Society of Religious Inquiry reorganized as a YMCA, the Washington and Jefferson College (PA) association, organized in 1881, held regular meetings every Sunday evening in a room in the College specially set apart and furnished for that purpose. The room, open at first only on Sunday afternoons, held religious periodical literature is placed for general use. Pandoras 1886 Pandora (first W&J College yearbook) Page 92, 93 Similar to other associations, had W&Js Y committed rooms appears to have been located in the main college building of the campus for some decades, but eventually relocated to the Caldwell House, a college building, in 1925. or whereas at The College of William and Mary, the gymnasium held the Y room was located in the gymnasium. Most of these rooms, like the one at the Michigan Agricultural College outfitted as a reading and a game room. At Penn College (IA), until the institution had the finances to construct a gymnasium, the Y men operated their own gymnasium in the Main Building. The mens gym sported floor mats, chest weights, a horizontal bar, a punching bag, ladder, rings, a trapeze and jumping standards. But equipment was not enough for these enterprising young men. In 1892, the YMCA boasted that their Bath Rooms for men had W&Js Y committed s appears to have been located college of the campus for some decades, but eventually relocated to the Caldwell House, a college building, in 1925. whereas a 1886 Pandora (first W&J College yearbook) Page 92, 93 Similar to other associations, W&Js Y room appears to have been located in the main college building for some decades, but eventually relocated to the Caldwell House, a college building, in 1925. or aAt The College of William and Mary, the gymnasium held the Y room was located in the gymnasium. Most of these rooms, like the one at the Michigan Agricultural College outfitted as a reading and a game room. At Penn College (IA), until the institution had the finances to construct a gymnasium, the Y men operated their own gymnasium in the Main Building. The mens gym sported floor mats, chest weights, a horizontal bar, a punching bag, ladder, rings, a trapeze and jumping standards. But equipment was not enough for these enterprising young men. In 1892, the YMCA boasted that their Bath Rooms for men The room, open at first only on Sunday afternoons, heldPandoras 1886 Pandora (first W&J College yearbook) Page 92, 93 The room, open at first only on Sunday afternoons, heldPandoras 1886 Pandora (first W&J College yearbook) Page 92, 93 or aAgymnasium held the held the Y room Y men met in their room in the held the Y room was located in the gymnasium, wereMseAs time went on, mMse Yhad the finances tocould afford tohad the finances toAt Penn College (IA), until the institution could afford to construct a gymnasium, the Y men operated their own gymnasium in the Main Building. The mens gym sported floor mats, chest weights, a horizontal bar, a punching bag, ladder, rings, a trapeze and jumping standards. But equipment was not enough for these enterprising young men. In 1892, the YMCA boasted that their Bath Rooms for men At Penn College (IA), until the institution could afford to construct a gymnasium, the Y men operated their own gymnasium in the Main Building. The mens gym sported floor mats, chest weights, a horizontal bar, a punching bag, ladder, rings, a trapeze and jumping standards. But equipment was not enough for these enterprising young men. In 1892, the YMCA boasted that their Bath Rooms for men ,obviously spread to a ,,for that association must have been a good one. obviously spread to aAfor that association The income from the bath room, their towel concession, and non-member user fees allowed the men to continue to add to the equipment. By the end of 1898, they hoped to purchase a pair of parallel bars and a number of dumb-bells. The idea must have been a good one. Another Quaker college, Friends University in Wichita, reported bath-rooms fitted up in 1901 and cost of construction and maintenance has been provided by the students. legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. Antioch associations, they shared'd other student groups. Antioch''space in athat housed ,'A variance between a dedicate room and a building was the construction by a tUnivers'Ts Houston Hall and from Henry Houston, a Pennsylvania Railroad executive who donated $150,000, Houston Hall at the University of Pennsylvania (1896) became reality., Forchielli, Paul, University of Pennsylvania Trustee Board Minutes, Nov. 6, 1894, 235, cited in Houston Hall: Morality, Activity, and Community in 1890s Philadelphia (M.Ed. thesis, The College of William and Mary, 2004), 10. : University of California), 1; Forchielli, Paul, Paul Forchielli, University of Pennsylvania Trustee Board Minutes, Nov. 6, 1894, 235, cited in served a multitudeadministrative action in 1896 in sHouston Hall resulted from an 1896 administrative action to construct a building that would house the activities of the men students and keep them on campus and away from the temptations of Philadelphia. resulted from an 1896 administrative action and from Houston Hall from Henry Houston, a Pennsylvania Railroad executive who donated $150,000 who donated, Houston Hall at the University of Pennsylvania (1896)the previous months of began to that would house the activities of the men students and keep them on campus and away from the temptations of Philadelphia. Houston Hall, subsidized by a donation of $150,000 from Henry Houston, a Pennsylvania Railroad executive, became reality. This movement is intended primarily to promote the religious and moral life of the University and to extend such influence as [much] as possible among its students. The building should at the same time present such provision for intellectual and physical improvement and for social purpose, that it may be attractive to all its students, and especially so the very large number [of] boarding students near the University, who are deprived of the comforts of home and are exposed to great temptations. similar sought to -supportive 6 This movement is intended primarily to promote the religious and moral life of the University and to extend such influence as [much] as possible among its students. The building should at the same time present such provision for intellectual and physical improvement and for social purpose, that it may be attractive to all its students, and especially so the very large number [of] boarding students near the University, who are deprived of the comforts of home and are exposed to great temptations. Houston Hall, subsidized by a donation of $150,000 from Henry Houston, a Pennsylvania Railroad executive, became reality in . University of Pennsylvania Trustee Board Minutes, Nov. 6, 1894, 235, cited in Paul Forchielli, Houston Hall: Morality, Activity, and Community in 1890s Philadelphia (M.Ed. thesis, The College of William and Mary, 2004), 10. Forchielli, 9.Paul Forchielli, Houston Hall: Morality, Activity, and Community in 1890s Philadelphia (M.Ed. thesis, The College of William and Mary, 2004), 10.became reality contents? 'host aversity dances a reading room with current newspapers and magazines, the building provided state-of-the-arttravellingtraveling  Information on individual rooms and building layouts are taken from Spangler, The Howard Houston Hall, University of Pennsylvania, 59-63 and Photographs from William Rau and D. Lathrop, both found in the University of Pennsylvania Archives. . to gather on their campusess--addedprovided leadership and mn healthy activities on campus, , whether eligious or social intercourse. enhancebuildingextendexpand their campaign goalsFour years later, the Hanover College YMCA (est. 1870), initially the Society for Religious Inquiry (est.1848), opened the second and the smallest campus YMCA building. How to Securepagee or even an auditorium, Stiles,PennHouston HallsyIn Houston Hall, reading, pool and billiards rooms, a photography darkroom, a bowling alley, gymnasium, and swimming pool complemented the rooms set aside for the YMCA as well as other groups. &J'discussions about a buildingwithin'References for Rockefellers donations.parental model of the campus associations obviously came from On the campuses, the Ys operated out of three different types of facilities: dedicated meeting rooms, stand-alone YMCA buildings, and communal socio-religious activity buildings. For some colleges, the meeting room was merely the first stage in their facilities saga; for others, their physical space on campus never progressed much beyond a room or set of rooms. Regardless, they all started with a small space provided by the administration. Introduction W503during the next eight yearsOrigin and Development735 by 1888-89more than7helpJohn R1892),John R. a College Association Building. Second ed. (New York: The International Committee of Young Men's Christian Associations, 1892)John R. a College Association Building. Second ed. (New York: The International Committee of Young Men's Christian Associations, 1892)John R. of the Christian Association. Annual Report Presented at the Cornell University YMCA Annual Meeting, Dec. 1887, in Addresses and Papers of John R. Mott, volume 3 (New York: Association Press, 1947/1887) HYPERLINK "http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53" http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53Association Monthly XXV (4, 1903): 76.. John R. Mott, The Fall Campaign or How to Reach New Students. Second ed. (New York: The International Committee of Young Men's Christian Associations, 1892). Second ed. . The Fall Campaign or How to Reach New Students.: A product and a p"""Black certainlyBy 1912 dd, Origin and Development, 233.C. Howard in North America (New York: Association Press, 1951) The rise of the campus YMCAs in part was due to collegiate transformations during the last quarter of the nineteenth century. At the universities, as faculty became immersed in the advancement of knowledge, developed elective courses, and relinquished their advising duties, the gulf between student needs and faculty interests widened. Few institutions enrolled enough students to warrant a complex administrative staff. Even at Harvard in the 1870s, Eliots dean of the college managed faculty, student life, admissions, registration, and other personnel issues. At newer and smaller institutions, such as Penn College in Iowa, the board of trustees sank its precious dollars into building construction, hiring faculty, and outfitting classrooms. Hiring staff to specialize in student life was not even a glimmer. As the curriculum relaxed, permitting the election of courses, students acquired increasing amounts of unsupervised time and were left to fill the vacuum with culture, activities, and supervision of their own design. Although the YMCA movement surely began with a religious mission, students fine-tuned membership recruitment strategies that morphed into secular campus services. And these services eventually were absorbed by student affairs personnel beginning in the 1920s and 1930s. The history of the profession of student affairs claims its earliest roots from the remedial and advising relationships between the faculty and students, which, given the number and ferocity of student riots, appears to have been often times less than successful. As the universities and colleges developed in the latter decades of the nineteenth century, direct adult supervision of students extra-curricular life lessened. Scholars were prolific during the 1930s-1940s on the development of the personnel services profession. William Cowley, director of the Bureau of Educational Research at Ohio State, argued that humanitarians, administrators, and psychologists, all apparently entering the scene between the turn of the twentieth century and after World War I, commenced working with students outside of the classroom. The position of dean of women evolved from the role of matrons or principals appointed by nineteenth century paternalistic presidents, who feared and doubted the wisdom of educating women along side of men. The first dean of men was appointed at Oberlin in 1902, but the role was not adopted elsewhere until after the First World War. Not until 1919 did anyone argue the need for an organized department dedicated to student life beyond the classroom. And even then, the student personnel role was limited to student aptitudes and vocational advising. Regardless of the extant scholarship of the post-depression era, the contemporary history of the student affairs profession in the decades between the 1870s and 1900 is thin. Only recently have a few scholars revisited early scholarship on the growth of administrative bureaucracy. What occurred in the void of those three decades and spilt over into the twentieth century is the topic of this paper. Our contention is that the campus-based YMCAs, joined by YWCAs, initiated a model program of services and activities for their fellow students for which student affairs personnel progressively assumed responsibility during the mid-years of the twentieth century. This paper traces the functional and organizational rise of the YMCA-YWCA movement on college and university campuses as a voluntary association from 1858 and its gradual displacement by the emerging student personnel profession after World War I. Although associations promoted a religious proselytizing mission on their campuses, our paper is limited to their social and developmental programs that provided a blueprint for student affairs personnel. Further, we focus this discussion primarily on the YMCA for two reasons. The mens portion of the movement not only predates the womens, but operated as the more dominant group in leading and modeling campus activities and services. Second, the womens groups, which provided some parallel activities and partnered with the men to sponsor certain services and events, seem to have been defined by a slightly different mission. The differences, which are gender-based and related to differences in their allied national organizations, are beyond this paper. The rise of the campus YMCAs in part was due to collegiate transformations during the last quarter of the nineteenth century. At the universities, as faculty became immersed in the advancement of knowledge, developed elective courses, and relinquished their advising duties, the gulf between student needs and faculty interests widened. Few institutions enrolled enough students to warrant a complex administrative staff. Even at Harvard in the 1870s, Eliots dean of the college managed faculty, student life, admissions, registration, and other personnel issues. At newer and smaller institutions, such as Penn College in Iowa, the board of trustees sank its precious dollars into building construction, hiring faculty, and outfitting classrooms. Hiring staff to specialize in student life was not even a glimmer. As the curriculum relaxed, permitting the election of courses, students acquired increasing amounts of unsupervised time and were left to fill the vacuum with culture, activities, and supervision of their own design. Although the YMCA movement surely began with a religious mission, students fine-tuned membership recruitment strategies that morphed into secular campus services. And these services eventually were absorbed by student affairs personnel beginning in the 1920s and 1930s. The history of the profession of student affairs claims its earliest roots from the remedial and advising relationships between the faculty and students, which, given the number and ferocity of student riots, appears to have been often times less than successful. As the universities and colleges developed in the latter decades of the nineteenth century, direct adult supervision of students extra-curricular life lessened. Scholars were prolific during the 1930s-1940s on the development of the personnel services profession. William Cowley, director of the Bureau of Educational Research at Ohio State, argued that humanitarians, administrators, and psychologists, all apparently entering the scene between the turn of the twentieth century and after World War I, commenced working with students outside of the classroom. The position of dean of women evolved from the role of matrons or principals appointed by nineteenth century paternalistic presidents, who feared and doubted the wisdom of educating women along side of men. The first dean of men was appointed at Oberlin in 1902, but the role was not adopted elsewhere until after the First World War. Not until 1919 did anyone argue the need for an organized department dedicated to student life beyond the classroom. And even then, the student personnel role was limited to student aptitudes and vocational advising. Regardless of the extant scholarship of the post-depression era, the contemporary history of the student affairs profession in the decades between the 1870s and 1900 is thin. Only recently have a few scholars revisited early scholarship on the growth of administrative bureaucracy. What occurred in the void of those three decades and spilt over into the twentieth century is the topic of this paper. Our contention is that the campus-based YMCAs, joined by YWCAs, initiated a model program of services and activities for their fellow students for which student affairs personnel progressively assumed responsibility during the mid-years of the twentieth century. This paper traces the functional and organizational rise of the YMCA-YWCA movement on college and university campuses as a voluntary association from 1858 and its gradual displacement by the emerging student personnel profession after World War I. Although associations promoted a religious proselytizing mission on their campuses, our paper is limited to their social and developmental programs that provided a blueprint for student affairs personnel. Further, we focus this discussion primarily on the YMCA for two reasons. The mens portion of the movement not only predates the womens, but operated as the more dominant group in leading and modeling campus activities and services. Second, the womens groups, which provided some parallel activities and partnered with the men to sponsor certain services and events, seem to have been defined by a slightly different mission. The differences, which are gender-based and related to differences in their allied national organizations, are beyond this paper.  H.E. Hawkes, College Administration, The Journal of Higher Education, 1 (5, May 1930), 245.  S. Arthur Watson, William Penn College: A Product and a Producer (Oskaloosa, IA: William Penn College, 1971).  Orr, The Light of Nations.  W.H. Cowley, Student Personnel Services in Retrospect and Prospect, School and Society, 19 Jan. 1957, 19-22.  Lulu Holmes, A History of the Position of Dean of Women in a Selected Group of Co-educational Colleges and Universities in the United States. (New York: Teachers College, Columbia University, Bureau of Publications, 1939).  Earl James McGrath, The Evolution of Administrative Offices in Institutions of Higher Education in the United States from 1860 to 1933 (Ph.D. diss., University of Chicago, 1936).  C.S.Yoakum, Plan for a Personnel Bureau for Educational Institutions, in Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 4-8.  Caroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000).  David P.Setran, Student Religious Life in the Era of Secularization: The Intercollegiate YMCA, 1877-1940, History of Higher Education Annual 21 (2001): 7-45.  H.E. Hawkes, College Administration, The Journal of Higher Education, 1 (5, May 1930), 245.  S. Arthur Watson, William Penn College: A Product and a Producer (Oskaloosa, IA: William Penn College, 1971).  Orr, The Light of Nations.  W.H. Cowley, Student Personnel Services in Retrospect and Prospect, School and Society, 19 Jan. 1957, 19-22.  Lulu Holmes, A History of the Position of Dean of Women in a Selected Group of Co-educational Colleges and Universities in the United States. (New York: Teachers College, Columbia University, Bureau of Publications, 1939).  Earl James McGrath, The Evolution of Administrative Offices in Institutions of Higher Education in the United States from 1860 to 1933 (Ph.D. diss., University of Chicago, 1936).  C.S.Yoakum, Plan for a Personnel Bureau for Educational Institutions, in Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 4-8.  Caroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000).  David P.Setran, Student Religious Life in the Era of Secularization: The Intercollegiate YMCA, 1877-1940, History of Higher Education Annual 21 (2001): 7-45. primarily The Rise of the Student YMCA Movement Nathan you should be able to use this somewhere: Mott transferred as a sophomore to Cornell in 1885 and wrote: I was met before I got here by the Christian Association, which at that time already included both men and women students. When I had written from the West [Iowa] asking for a university catalogue, the Association sent me a handbook of information, issued annually by the Christian Association, which it published for the benefit of the students. Its representatives met me at the train on my arrival, helped me to get settled, and introduced me to some of the upper-classmen and instructors. They broke down the barriers by thus helping and befriending me. (and YWCA) Two occurrences not only strengthened their associations but allowed their programs to evolve. First, their organizations expanded and stabilized as they hired secretaries to manage the operations. Until 1886, the SCA-YMCAs were managed by undergraduate volunteers. In that year the Yale and University of Toronto Ys employed student secretaries for their campuses. By the early 1900s, fourteen campus associations had hired secretaries. Secretarieseither employed part-time or full-time and often either undergraduate or graduate studentspermitted the SCA-YMCAs to expand their programs and activities beyond Bible classes and to attract new members. Two organizational tactics bolstered the skills and successes of the organizers and secretaries. The Louisville Conference had enabled the disparate associations to gain the imprimatur of the national YMCA coordinating body, but it also was the start of national and swiftly following, state and regional meetings of delegates and eventually the secretaries. These annual meetings and state and regional conferences permitted representatives from the member colleges to share problems and solutions and to gain strength from each other. The first regional conference, the New England College Conference, was held at Yale University on February 17-18, 1883 and included delegates from Brown, Amherst, Williams, Harvard, Dartmouth, Bowdoin, Bates, and Colby Colleges, and Phillips Andover and Williston Academies. Summer camps, held at Mount Herman, Northfield, Silver Bay, Winona Lake, Pacific Grove, Southern Pines, and Asheville, also became a staple for training and instruction of student workers and eventually secretaries. Harvard University even held a conference for newly-elected presidents at the turn of the century. Second, once the National YMCA office secured a permanent national college secretary, it published through its own Association Press pamphlets and eventually manuals, outlining appropriate activities and helpful organizational tips. A variety of campus Y leaders as well as the national college secretary, for example, prepared a series of pamphlets called the College Series in the 1890s. The series included College Association Record Blanks by C.H. Lee, How Can a College Association Awaken and Maintain Interest in Bible Study? and How to Secure a College Building, both by J.R. Mott. The changes in the activities of the SCA-YMCA can be seen in the 1927 manual, The Work of the Student Young Men's Christian Association, authored by H.L. Seamans, a former secretary of the Ohio State Committee. Whereas the pre-1900 concerns focused on rudimentary organizational necessities, on fund-raising for buildings, and especially on religious activities, the 1927 manual details sophisticated organizational operations of publicity and committee work, and on activities ranging from discussions and forums to speakers bureaus and relations between men and women. The YMCAs (and YWCAs) on Campus Intro Can we use this? Union College, Schenectady, N.Y.A social reception recently given to the students by the City Association was largely attended, and has had the invariable effect of deeping their interest in the College Association. This is one of several ways in which the City Associations can render very great aid to the College work. College Items, College Bulletin VI (December 1884), 4. And this? A promising innovation at Yale Divinity School was a camp-fire reception given early in the term. It was held on the shores of the [Long Island] Sound, and was a time of fun and seriousness, participated in and enjoyed by the Faculty as well as the students. No event has ever cemented so quickly the relations between the students and Faculty. The Student World, The Intercollegian, 25 (Nov. 1902), 41. And this? The Association Indoor Campus Meeting at Cornell University was attended by nearly 500 Freshmen, and was addressed by the athletic leaders, the president of the University, and secretary of the Association. The Student World, The Intercollegian, 25 (Nov. 1902), 42. If we have room, we can use some of this stuff toward the end of our discussion on the campus Ys. Otherwise, we will save it for another paper or the book. The activities of the Cornell Y while John R. Mott served as its president in his junior and senior years (1886-1888) demonstrates the range of typical activities for the earlier years of the SCA-YMCA: Bible study classes led by a faculty member, a program that helped some 3,000 new students to find housing, the publication of both The Bulletin, an association newspaper, and of the university Student Handbook, a library with an ever-expanding book and magazine collection, receptions for the freshmen to integrate them into the campus, missions conducted in two Ithaca neighborhoods and the county jail, a White Cross Army company (a national Y movement to promote personal purity, respect for women, and decent language), and a missionary band (group). With all of this activity, Mott still found time to lead the Cornell Y in a fund-raising campaign for its new $53,600 building, Barnes Hall. Services UniverUniver. At Michigan, WhieUnivershim"Univerto Charles Kendall Adams, one of the founders of the Michigan association while a faculty member at the University of Michigan Having been a mentor while a faculty member at the University of Michigan to Charles Kendall Adams, one of the founders of the Michigan association, White was well aware of the new movement.  Andrew D. White, Heresy in Colleges, Old and New, Jan. 1870, 133. White had been a faculty member at the University of Michigan from 1856 to 1865 when he and Ezra Cornell established Cornell University. At Michigan, White taught and mentored Charles Kendall Adams, who not only succeeded White as president of Cornell, but was one of the student founders of the University of Michigan YMCA; Shedd, Origins and Development, 48-49. 'not only, but was one of the student founders of the University of Michigan YMCA;33.Shedd, Origins and Development, 48-49.Cornells association was established in 1869. st. new movement.MoreeeeMore References at least , the Washington and Jefferson College (PA) association, organized in 1881, organized,met at first ina good onebeen appreciatedseemedOberlinOberlins Mens BuildingsSupportedEncouragedBacked did not possess The activities of the Student Associations progressed through the decades from Bible classes to campus and community service. After World War I, many of the Student Associations became the seat of campus study and debate of current national issues in addition to their programs devoted to student classes, especially freshmen. Tethering the freshmen to the organization was a strategic tactic that the YMCA employed through summer freshmen camps, orientation programs, and freshmen leadership conferences. In an effort to maintain its membership with upperclassmen, they also sponsored social and recreational affairs, coordinated religious activities with other campus groups, coordinated commencement baccalaureate (religious) ceremonies and operated the university rooming and employment services. At the Worcester Polytechnic YMCA for example, since Tech has no dormitory as yet it was necessary for the Y to accommodate the new men by helping them to find desirable rooming and boarding places in the vicinity of the college. At Berkeley, Harry Kingman, former New York Yankee turned Stiles Hall director, encouraged some of the associations members to begin the Universitys student-run cooperative housing movement in 1933 toward the end of the Depression. Thus, they were an invaluable and constructive arm of campus administration, filling the gaps in administrative programs. The associations also engaged in community service projects and programs, such as teaching immigrants to read and write English, working with the local Y in its youth programs, and cooperating with nearly churches. Often they supplied student leaders for community programs at local Y, entertainment at hospitals, and speakers for the community, civic, church, and school groups. Student Handbooks Individual campus chapters first began to publish YMCA association handbooks at least by in the early to mid 1880s. Adopted widely across campuses from the east to west coasts throughout the late nineteenth and early twentieth centuries, the handbooks contained basic college survival information, both in terms of logistics such as train schedules, academic calendars, lists of faculty and descriptions of campus buildings, and guidance, including advice on study habits, and rules for class behavior (such as the popular freshman cap), and campus traditions (such as the junior vs. freshman rope pull across University Pond at Clark College, 1921-22). The originator of the concept of the student handbook is unknown. Yet most associations appear to have recognized the potential of the handbook and adapted it to their own context. Harnessing this service helped to establish and legitimize the local association in several ways. First, most handbooks feature a welcome statement by one or more college officials. The statement thatserved as a de facto endorsement of the handbook (and by extension, the YMCA) as representative bearer of accurate information regarding the institution and acceptable behavior therein. Especially in the pre-1900 handbooks, the college president penned the introduction. Later, the provost or deans of men, women, and students might add their salutation. These formal greetings served to welcome new and returning students, but often also address extolled the value of the Y association. According to Provost Thomas Fell at the University of Maryland at BaltimoreProvost,: There is no question but that when you come from amidst the safeguards of home life and take up your position as students at the University, some agency should exist to which you can look for encouragement and sympathy. The Y.M.C.A. at the University of Maryland is animated with the desire of doing all that it can to smooth away the various difficulties, and to point out the dangers that beset the path of the new man. Similar greetings, some placing emphasis on the role of the Y, and while others serving as a more general welcome can be found in handbooks from Hillsdale College (1909-1910), Colorado Agricultural College, 1923-1924 (now Colorado State University), Springfield College (1924-1925), the University of Kentucky (1927-1928), Washington State College (now Washington State University, 1929-1930), Bucknell University (1945-1946), and many others. ( span decades? Second, Y association handbooks, as the official introduction to campus life and culture, helped to establish normative behavior for new and returning students, including the significance of Y membership and participation in Y events. For example, part of the introduction to both the Y and campus life was the Opening Reception, a meet and greet usually involving the faculty, upper classes, and representatives from other organizations, hosted by the Y at The College of William and Mary (1909-1910), Clark College (1911-12), University of (at Maryland (1916-17), Clark College (1911-12), Harvard (1925-26), and the College of William and Mary (1909-1910) amongmany others). From this voice of authority, the handbooks also often presented details of the Ys own mission, organization, services, membership criteria, and leadership. As well, dates and details concerning upcoming social, spiritual, and educational events, such as Bible Studies or Lyceum Series talks and concerts engaged students to plan their schedules to include these Y offerings. Third, the cumulative result of the authority lent to the handbooks via official endorsement and the establishment of campus norms that included Y membership was the opportunity to make a deep impression on newly arrived freshman seeking a foothold in this frighteningly new environment. Through the handbook as well as other hospitable activities, the Y, sWhile the details of the YMCAs work with first year students is outlined in greater detail elsewhere in this paper, it is important here to note that the position of terved he Y as both as a locus of information, comfortreassurance, and authority to incoming freshmen, (nearly all of whom were first generation students). The associations orientation activities however, also assured captured the organization a steady stream of new members and as well as a assured its continued voice in the campus at large..  ---------------------------------------------------------------------------------------------------------------- IDEAS: Although many of the handbooks contain common elements, the specific content varies greatly from campus to campus. Over the years, the Y handbooks evolved and adapted to the changing campus landscape and increased institutional complexity. Early handbooks list few student activitiesprimarily the Y and literary societies. As the years go on, the number and scope widen. [or something like this] Paid off: legitimized the Y on campus helped to quickly socialize students to the emerging campus culture, including Y activities (later handbooks focus more on rules and by-laws, earlier ones on social norms). or it legitimized the Y in several ways: official endorsement made Y activities (opening reception) normative ( good gave the Y a powerful means of first-impression/influence ( I like this. I also can supply a quote or reference on this, I think. Will look for it. ---------------------------------------------------------------------------------------------------------------- Finally, a typical service of the YMCAs was the publication of the institutions student handbook. In 1934, the Virginia Polytechnic Institute published its 39th volume of its campus students handbook, the Guidon. The Guidon not only introduces the campus to freshmen and provides pointers for success in college, but it acquaint[s] each new man with the work of the Yin order to make him interested enough to want to play a part in that work. The Handbook explains the college, student government, the cadet corps, and the athletic program, provides school songs and cheers, and of course, details the history and programs of the YMCA. Similar student handbooks were published at least at the Universities of Florida, California at Berkeley, Missouri, Wooster, Illinois, and Texas, Worcester Polytechnic Institute, Texas A & M, Cornell, Dartmouth, Hampden-Sydney and Coe Colleges, and The College of William and Mary. The Rise of Student Affairs The student personnel movement, marked by a professional consciousness of kind, first formed during the late 1920s and gathered strength during the next decade. The formation, however, emerged from several streams of events and intellectual advancements through the late nineteenth and early twentieth centuries. The prototype of the dean of women, the emergence of faculty scholarship, enrollment growth, and the standardization and efficiency business model converged to provide threats to and opportunities for the smooth operation of campuses across the country. And all the while, during the fifty-plus years in which this confluence of events and advancements transpired, the campus YMCAs matured, expanded its activities, and gained influence and stature within their institutions. The Deans of Women and Men Certainly, nineteenth century professional women supervising the academic and social life of women students provided a prototype for subsequent student-oriented staff. However, the impetus for the creation of these early managers of student life was tied to societal beliefs. The fears and doubts of the educators of the period in regard to co-education led to the designation of special officers to solve the problems predicted for those colleges which would attempt to educate men and women together. Matrons, lady principals, and finally deans of women solved the problems of co-education for presidents in the second half of the nineteenth century. Having no student personnel model, co-educational colleges hired principals or matrons to supervise women students college social and moral life, including their living arrangements. Such was the case at the smaller colleges, such as Antioch and Swarthmore and at Sage, the womens coordinate college at Cornell. Many of the state institutions, such as the Universities of Michigan and Kansas, which did not furnish dormitories for students until at least the turn of the century, felt no need to provide a mentor for their women students. Because women students were often ignored both in and out of the classroom, womens groups, such as the Womans League at the University of Michigan, the Ladies Association of the Faculty at the University of Oregon, and the earliest group, the Massachusetts Society for University Education for Women with concerns for women students at Boston University, stepped in to provide social and vocational guidance. Apparently, as the responsibility of supervising the women students were less onerous than imagined, deans of women were engaged in dual staff and faculty positions. In fact, the majority of the deans of women holding office during the period 1870 to 1933 [had] teaching responsibilities with most holding masters degrees. As the enrollment of women expanded, fears of the academy becoming feminized as well as concerns for the special health issues women posed, the role gradually became more specialized. Michigan, Wisconsin, and Oregon, and Northwestern Universities all hired deans of women, rather than lady principals or matrons in the 1890s. Significantly, their national association, the Association of Collegiate Alumnae was utilized by the newly-appointed deans to provide self-support and to influence collegiate policy, eventually developed accrediting criteria and sponsored scholarships. Thus, from a position designated to supervise the women on campus, the women professionals were able to make inroads into xxxxxxxx On the other hand, the office of dean of men was a comparatively new and a less ubiquitous position. Although Charles Eliot appointed Le Baron Russell Briggs as the first dean of students at the all-male Harvard in 1890, the first dean of men was employed at the University of Oregon in 1878. Within the land-grant universities of the late 1920s, the role was neither prevalent, nor well-defined. The idea that the personal relationship between faculty and men students needs embodiment in a single officer is of very late origin, and by no means so widely accepted as is the recognition of the need for a dean of women. Stanley Coulter, dean of men emeritus at Purdue, characterized the quandary: It is impossible to tell what the function of the dean of men may be. He is a personality, not an officer. If he is not that he will be utterly unsuccessful in his work as a dean. He is the human element in the university mechanism. McGrath, in his mid-1930 study of administrative positions in 32 institutions, equally divided among state universities, large eastern institutions, small eastern and small western institutions, found the role in only fifteen of the colleges. Most had been appointed in 1920. Although the position could still be found in colleges during the 1960s, by the early 1930s, several colleges and universities were already rethinking their staffing patterns. At Bucknell, for example, Dean of Freshmen J. Hillis Miller proposed in 1931 that the Board and President consolidating the myriad student personnel staff under the office of dean of students. The following year, after their three-day accreditation-like evaluation visit, education psychologists Charles Hubbard Judd, University of Chicago and Melvin E. Haggerty, University of Minnesota, recommended that an administrative division to have charge of all matters relating to student excluding instruction and curriculum be created. By the following year, Bucknell had abolished its Student Activities Committee and established Student-Faculty Congress, a Personnel Committee, composed of two sub-groups, which was directed by Miller, the new Dean of Students, and a Student Budget and Finance Committee. The Central Committee, consisting of twelve faculty members coordinated student activities, including governance, dramatics, social relations, publications, athletics, and clubs. The Student Council worked in cooperation with the faculty group and included representatives from various groups and interests across campus. Schwartz credits Walter Dill Scott, an early applied psychologist and president of Northwestern University (1920-1939), as the man who initiated the transformation of deans of men and women into personnel counselors. The Faculty Faculty specialization, secularization, and scholarship exacerbated the void in student oversight and the need for additional personnel to supervise men students. Enrollment Growth Had the enrollments, however, stayed relatively small, colleges and universities might have been able to contain the extra-curricular activities of students with only deans of men and women. Progressive Era was marked by a growth in bureaucracy that carried the message of standardization and efficiency. Not until 1937 did the American College Personnel Association develop its philosophical statement, The Student Personnel Point of View (SPPV). According to Evans review of the undersized literature on its history, the student affairs profession did not begin training personnel until the 1920s. Only with the SPPV did the field become conscious of itself. Thus, we intend to demonstrate that the SCA-YMCAs was a precursor to Student Affairs, which only began to assume responsibility for many of these services and activities beginning in the 1940s.  Holmes, History of Dean of Women, 5.  Nidifer, Pioneering Deans of Women, 16.  W.H. Cowley, The History of Student Residential Housing, School and Society 40 (December 1 1934): 705-712. Even in 1927-28, not quite 15 percent of the students registered at 44 land-grant institutions were housed in institutionally-owned and operated residences. Arthur J. Klein, Survey of Land-Grant Colleges and Universities, Office of Education Bulletin 1930, No. 9 (Washington, D.C.: Government Printing Office, 1930), 426  Holmes , History of Dean of Women, 18; Nidifer, Pioneering Deans of Women, 34.  McGrath, Evolution of Administrative Offices 99-100.  Marion Talbot, Dean of Women at the University of Chicago from 1892-1925, was a co-founder of the ACA in 1881. Its purpose was to encourage young women to go to college and to advance opportunities for women college graduates. The ACA became the American Association of University Women in 1921. Nidifer, Pioneering Deans of Women, 37, 39.  Robert A. Schwartz, The Rise and Demise of Deans of Men, The Review of Higher Education 26 (2, 2002): 217-229.  McGrath, Evolution of Administrative Offices, 4, 110.  Klein, Land-Grant Colleges, 416.  Stanley Coulter, Function of the Dean of Men in the State University in Secretarial Notes of the 10th Annual Conference of the National Association of Deans and Advisers to Men.(Lawrence, KS: Republican Printing, 1928), 36-38.  Robert A. Schwartz, The Rise and Demise of Deans of Men, The Review of Higher Education, 26 (Winter, 2002), 228.  J. McK. Cattell and L. Farrand, Physical and Mental Measurements of the Students of Columbia University, Psychological Review, III (1896): 618-648 as cited in Esther McD. Lloyd-Jones, Student Personnel Work at Northwestern University (New York: Harper & Brothers, 1929), 4.  William Rainey Harper, The Trend in Higher Education (Chicago: University of Chicago Press); Harry Dexter Kitson, The Scientific Study of the College Student, Psychological Review Publications, 1917, both as cited in Lloyd-Jones, Student Personnel Work, 6.  Lloyd-Jones, Student Personnel Work, 17-21.  Lloyd-Jones, Student Personnel Work, appendix B, 231-237.  C.S. Boucher, Current Changes and Experiments in the Liberal Arts College, Fiftieth Anniversary and Seventh National Convention, American Association of University Women, Boston, MA (8-11 Apr. 1931), 204-05.  Alexander G. Ruthven, Administration at Michigan: A Plan by Which the Members of the Faculty Will Receive a Larger Measure of Self-government but More Responsibility, The Journal of Higher Education, 2 (Jan. 1931): 7.  Ruthven, Administration at Michigan, 9.  L.B. Hopkins, Personnel Procedure in Education: Observations and Conclusions Resulting from Visits to Fourteen Institutions of Higher Learning, The Education Record Supplement 3 (Oct. 1926): 11.  David A. Robertson, Report on the Progress of the Committee on Personnel Methods, The Educational Record Supplement, 8 (July 1928): 3-11.  George W. Rightmire, The Floundering Freshman: Furthering the Scheme of One University for the Orientation of the Freshman The Journal of Higher Education 1 (April, 1930): 186.  W.H. Cowley, The History and Philosophy of Student Personnel Work, Journal of the National Association of Deans of Women III (June 1940): 153-162.  Ernest H. Wilkins, Freshman Week at the University of Chicago, The School Review, XXXII (Dec. 1924): 746.  The institutions participating were: Stanford, Northwestern, Columbia, Cornell, Syracuse, Yale, Harvard, and Princeton Universities, the Universities of Iowa, Minnesota, Chicago, Michigan, and North Carolina, and Dartmouth College, Hopkins, Personnel Procedures, 3, 16.  Fred G. Livingood, Extending Freshmen Week, School and Society 40 (29 Sep. 1934): 420.  George F. Zook, The Administration of Student Personnel Work, The Journal of Higher Education 3 (Oct. 1932), 351.  Leslie Patton, Undergraduate Student Reports: A Factor in the Reorganization of Higher Education, The Journal of Higher Education 3 (June, 1932): 286.  Margaret Mead, Comment: A Page of Student Self-Determination, Barnard Bulletin, XXVII (15, Dec. 1922), 2. Barnard College Archives, The Barnard Bulletin Digital Archives, retrieved October 4, 2005  HYPERLINK "http://www.barnard.edu/archives/bulletin.html" http://www.barnard.edu/archives/bulletin.html  President Hopkinss Letter The Report on Undergraduate Education of the Dartmouth College Senior Committee, Part I (Hanover, NH: Dartmouth College, 15 May 1924), 5. Courtesy of Rauner Special Collections Library, Dartmouth College.  Edward Duffy, A Critical Survey of the Dartmouth Report Intercollegiate World, 1 (March 1926), 36. Courtesy of Rauner Special Collections Library, Dartmouth College.  The Dartmouth Report, 12-16.  Duffy, A Critical Survey, 38.  Patton, Undergraduate Reports, 286-87  Deans of freshmen appear to have been popular during the 1920s when orientation was in its infancy.  J. Hillis Miller, The Liberal Arts College Functioning Through Student Activities, School and Society 40 (8 Sep. 1934): 328-331.  Letter from Charles H. Judd and M.E. Haggerty to President Rainey, July 14, 1932, Courtesy of Special Collections/University Archives, Ellen Clarke Bertrand Library, Bucknell University. Judd and Haggerty were both scholars and leaders in the educational measurement movement of the 1920-30s.  Minutes of the Faculty of Bucknell University, 3 May 1933, 1-2, University Archives, Bucknell University.  Bucknell University Catalogue 1932-33, 157, University Archives, Bucknell University  The New Council at the Ohio State University, School and Society, 40 (22 Dec. 1934), 836-37.  Robert Sutton, Interview with William Guthrie, (Dec. 7, 1983), The Ohio State University Knowledge Bank, 2 retrieved on Aug. 30, 2005  HYPERLINK "http://hdl.handle.net/1811/479" http://hdl.handle.net/1811/479.  Sutton, Guthrie Interview, 8.   HYPERLINK "http://www.naspa.org/gradprep/StudAff_1937.pdf" http://www.naspa.org/gradprep/StudAff_1937.pdf  N.J. Evans, Guiding Principles: A Review and Analysis of Student Affairs Philosophical Statements. Journal of College Student Development 42, (4, 2001): 359-378. Appendix A YMCA Buildings pressurerolecaused a gradual specialization of the roleTwo Driving Forcesreleased Does this section need more? I am losing track. Yet, the practice of Freshmen Week had yet to catch on and was far from an effective orientation to college.With increased enrollments and thus a more complicated student body,complicatedseemed to go nowhere.One of thefor the student committeeHowever rather than address the learning processes, the faculty only a transformed the content of the curriculumconsolidatenewalofedbecame a subordinate of?'""The Y.M.C.A. The Colonial Echo ,The Colonial EchoThe Colmet at first in'ted with the help of the College'Auxilliarya room outfitted with the help of the Ladies Auxiliary and the administration Ewell Hall, the colleges first dedicated dormitory Similar to other institutions without extensive facilities, the gymnasium in the Y Building " (1899)the gymnasium in the Y Building, "''itbuilt'OGuidon, Students Handbook of the Virginia Polytechnic Institute( I cannot figure out how else to say it, but I dont like it either. Puzzled over it yesterday and this morning any thoughts? The impetus for the creation of these early managers of women students life was tied to societal beliefsoOT was tied to.societal beliefs was the impetus for the creation of these early managers of women students life.wastContemporary societal beliefs were The impetus for the creation of these early managers of women students life C wereStudent Christian Association of the The Precursora At Harvard, upper-class students in 1793 organized the Society to Discourage the Perpetuation of Crimes in an effort to control miscreants whose pranks had risen to intolerable levels.  Leon Jackson, The Rights of Man and the Rites of Youth: Fraternity and Riot at Eighteenth Century Harvard. History of Higher Education Annual, 15 (1995): 5-49. At Harvard, upper-class students in 1793 organized the Society to Discourage the Perpetuation of Crimes in an effort to control miscreants whose pranks had risen to intolerable levels. Phi Beta Kappa, for example, was initiated at The College of William and Mary in 1776 as a secret club dedicated to the intellectual and political development of its members. Presumably tied to one of the successive Awakenings or revivals of the period, Princeton students organized for Bible study and distributing religious tracts. such as Penn College in Iowa, Hiring staff to specialize in student life was not even a glimmer. S. Arthur Watson, William Penn College: A Product and a Producer (Oskaloosa, IA: William Penn College, 1971). surely remedial Scholars were prolific during the 1930s-1940s on the development of the personnel services profession. William Cowley, director of the Bureau of Educational Research at Ohio State, argued that hing, all apparentlybetween,entered the scene after the turn of the twentieth century and after World War I, commenced working with students outside of the classroom,commencedingafterThe position of dean of women evolved from the role of matrons or principals appointed by nineteenth century paternalistic presidents, who feared and doubted the wisdom of educating women along side of men. The first dean of men was appointed at Oberlin in 1902, but the role was not adopted elsewhere until after the First World War. Regardless of the extant scholarship of the post-depression era, t ""Educaitonal""Journal of Educational Administration and HistoryE""The Review of Higher EducationThe Review of Higher Education04 What occurred in tThein the complete story ofA voids as part of absentlthough a, begins to remains forand twhat occurred during those three decades and what spilt over into the twentieththat century is the topic of this papermovement..rise of the ed -YWCATeh"th 1933), 91. The 1933 G-Book.de novo associations On occasionfrom Hanover College to Princeton in 1875 'Princeton n and then ; Thelin, J. (2004). n delegatestesenthusiastic additional additional, butincluded news of uld not be members it was a mens organization.re not eligible for membership. Not until twas 's early efforts, TBuilding on Weidensalls early efforts and through Wishards endeavorstBdingbuilt on andStudent Christian Associations outcontinued to spreadwithinthe foundation begun by Wishard the' begun byof his sa series of designed to a second,devised originally by Wishard, known as the six-fold plan --de the six-fold plan ,--t rested on Services The campus associations inherited its parental model from the city and town YMCAs. ed that of the local city YMCAs;tsprogramimitateYs. For some colleges, the meeting room was merely the first stage in their facilities saga; for others, their physical space on campus never progressed much beyond a room or set of rooms. Regardless, they all started with a small space provided by the administration. The first evidence of a dedicated Y meeting room on a campus appears at the University of Rochester where, by at least 1870, the trustees leased for the Y a commodious room, which has been tastefully furnished by voluntary contributions. At Cornell, President Andrew Dickinson White, who in answering 1870 charges of heresy at his college, noted that the young YMCA [est.1869] at his campus holds its services in a room appropriated to it in the University buildings. Having been a mentor while a faculty member at the University of Michigan to Charles Kendall Adams, one of the founders of the Michigan association, White was well aware of the new movement and apparently supportive. The construction of a permanent building on many campuses advanced the identity, legitimacy, permanency, and significance of the organization to both students and administrators alike. Although other student groups often had space allotted to them on the campus, the Y rooms and buildings outlived most others, were controlled by the students to maintain the organizational mission, and were supported enthusiastically by succeeding administrative officers and faculty. Murray Hall (1879), the first of the YMCA buildings constructed, resulted from a bequest from Hamilton Murray, who drowned at sea in 1873, the year after his graduation. With the unreserved support of President McCosh, Princetons Y building was located on a prime spot on campus and opened in 1879. The building cost $20,000 and had exterior dimensions of 60x100 feet. Four years later, the students at Hanover College erected a wooden structure, 24x42 feet at the cost of $800, for their Y meetings. By 1892, a dozen more buildings had been constructed at costs from $4,000 to $55,000 (see appendix 1)thehttp://gtalumni.org/House/history-pr.phpEncyclopedia Brunoniana"",http://www.brown.edu/Administration/News_Bureau/Databases/Encyclopedia/search.php89750 (1904)(1923), now Building Campaign Completed, The Minnesota Alumni Weekly, XVI (Dec. 18, 1916), 6; Kautz Family YMCA Archives, Minneapolis YMCA Box 16, University Branch Building; Georgia Tech Alumni House History,  HYPERLINK "http://gtalumni.org/House/history-pr.php" http://gtalumni.org/House/history-pr.php; Martha Mitchell, Faunce Hall Encyclopedia Brunoniana,  HYPERLINK "http://www.brown.edu/Administration/News_Bureau/Databases/Encyclopedia/search.php" http://www.brown.edu/Administration/News_Bureau/Databases/Encyclopedia/search.php Martha Mitchell, Faunce Hall Encyclopedia Brunoniana,  HYPERLINK "http://www.brown.edu/Administration/News_Bureau/Databases/Encyclopedia/search.php" http://www.brown.edu/Administration/News_Bureau/Databases/Encyclopedia/search.php; Building Campaign Completed, The Minnesota Alumni Weekly, XVI (Dec. 18, 1916), 6; Kautz Family YMCA Archives, Minneapolis YMCA Box 16, University Branch Building; Dartmouth College Freshmen HandbookThe Men and Program of Stiles Hallthe University Y.M.C.A., 1884-1948, (Berkeley: University of CaliforniaThe Men and Program of Stiles Hallthe University Y.M.C.A., 1884-1948pageThe Intercollegiandate? Bartlett Hall ""--served""...""H", ARalph Dwinnellon 1909-1929 ed. Ralph Dwinnell Dartmouth College Freshmen Handbook; Facts About 1909-1929Hanoveunpublished collection unpublished of  Bartlett Hall, maintained by the professors of dust and ashesstudent janitors, functioned as a common gathering place for the whole college. Here also, members of all the fraternities can meet on common ground in a building devoted to the interests of the entire student body. In Stiles, forensic teams scheduled debates in the hall, other religious groups held their meetings, and even held the inauguration of President Benjamin Ide Wheeler. The Men and Program of Stiles Hallthe University Y.M.C.A., 1884-1948, (Berkeley: University of California, date), page , 'offereed>th: The 1933 G-Booku?? '.and and and Mrs. Helen S. Close donated ,Mott, How to secure, 4-11""RKautz Family YMCA Archives, Minneapolis YMCA Box 16, University Branch Building; ; ,.provide pressure to and to fiftyprototype position of the dean of women and subsequent dean of mencreationmaterializationfacultyemergencegrowththe smoothto ureThe Deans of Women and Men pPersonnel researchers and administrators ra the creation of contemporary societal beliefs. TMatrons, lady principals, and finally deans of women solved the problems of co-education for presidents in the second half of the nineteenth century. , including. Such was the case Sage, the womens coordinate college , the, such as the Universities of Michigan and Kansas, for students to provide aBecauseApparently, as the responsibility of supervising the women students was less onerous than imagined,engaged inthebetweemajority of the deans of women holding office during the period 1870 to 1933 tomajority of the holding office during the period [had] teaching responsibilities with most hmost institutions, including land-grant universities. McGrath, in his mid-1930 study of administrative positions in 32 institutions, equally divided among state universities, large eastern institutions, small eastern and small western institutions, found the role in only fifteen of the colleges. The idea that the personal relationship between faculty and men students needs embodiment in a single officer is of very late origin, and by no means so widely accepted as is the recognition of the need for a dean of women..Klein, Land-Grant Colleges, 416. Walter Dill Scott, an early applied psychologist and president of Northwestern University (1920-1939), initiated the transformation of deans of men and women into personnel counselorst , initiatedthearmy personnel work that he performed during World War I that he performed during initiatingeven he edwell in the teensand succeed in The"thcentury rose by 68 percent.191919" 120 Years of American Education: A Statistical Report,Report. Report and teaching methodspermitted--"""""', such as Sheldons study of student life.Snow HYPERLINK "https://lion.wm.edu/uhtbin/cgisirsi/fjjN7UwIgV/SWEM/159880060/18/X100/XAUTHOR/Snow,+Louis+Franklin,+1862-" Snow, Louis Franklin, 1862- Title:  HYPERLINK "https://lion.wm.edu/uhtbin/cgisirsi/fjjN7UwIgV/SWEM/159880060/18/X245/XTITLE/The+college+curriculum+in+the+United+States," The college curriculum in the United States, by Louis Franklin Snow.Student Life and Customs HYPERLINK "https://lion.wm.edu/uhtbin/cgisirsi/fjjN7UwIgV/SWEM/159880060/18/X100/XAUTHOR/Snow,+Louis+Franklin,+1862-" Snow, Louis Franklin, 1862- Title:  HYPERLINK "https://lion.wm.edu/uhtbin/cgisirsi/fjjN7UwIgV/SWEM/159880060/18/X245/XTITLE/The+college+curriculum+in+the+United+States," The college curriculum in the United States, by Louis Franklin Snow.Columbia University campus although ingNot until a didHopkins primaryand a recent graduate. The psychologist managed the testing program and admissions for the liberal arts college, and conducted interviews with men students. The psychologist. The other staff member At least bconsisted of (English, mathematics, and foreign languages)thet appears to be normative today,What appears to be normative today was aradical move The move was radical on the part of the Ruthven and the University of Michigan ' and the University of Michigan Theon the part of the the increase in applications forced some . Ehad to match existingFReorganization Begins By 1928David A. Report on the Progress of the The Educational Record Supplement, 8 (July 1928): Hopkins, in his 1926 report on the practices of 14 major institutions, found that only three of the eight that conducted a Freshmen Week program operated programs worth sharing ,. of the the withingor fewer The Faculty Committee on Instruction gave it their courteous consideration in a joint meeting with the student committee. The work that was done last year was purposive and hopeful, as if it might be the first page in a new book wherein students would do at least a modicum of thinking for themselves. But the college has failed to see the possibilities in this attempt. There is no curriculum committee this year. At 16 institutions across the country, many of those which participated in the ACE study, students published reports between 1921 and 1931 that covered such topics as mission, curricular and instructional content and methods (including majors, tutorials, grading and honors courses), admissions and size of college, the faculty, student activities, athletics, fraternities and sororities, provisions for freshmen, and scholarships and loans. Most reports focused on academic issues, but six student commissions also targeted aspects of student life. A consistent message permeating the reports is reflected in the Barnards original reports title: Student Self-Determination. Unfortunately, the report that started the student movement seemed to go nowhere. According to Margaret Mead, Editor of the Barnard Bulletin, mourned the following year that Copies of the curriculum are tucked away in the back part of the desk, if they are kept at all. And no one is sufficiently interested to even ask why. "C In his letter to each of the 12 presidential-appointed student members of the Dartmouth College Undergraduate Committee, President Ernest M. Hopkins wrote that Dartmouth, likewise, by virtue of having first among the American colleges adopted the policy of restriction of numbers, is in a position to devote its funds and endowments from now on to maintaining and improving the present grade of work within the College, and proposes to do this. One of the Dartmouth seniors selected by the president for the student committee was William H. Cowley (24), the Editor of The Dartmouth. Cowley, earlier that academic year began hammering at education in the editorial column; and the undergraduate body ultimately became interested. The outcome was a Senior Committee, which went to work immediately to devise a system for turning educated men out of our colleges. Like the 1828 Yale Report, the Dartmouth seniors focused on not merely the content of the curriculum, but the functional processes and intended outcomes of the colleges academic system. The students suggest rational thinking, philosophic understanding, creative imagination, aesthetic sensitiveness, and service to serve as the foundational principles of the curriculum. However rather than address the learning processes, the faculty only a transformed the content of the curriculum. each of systemcolleges and universitiesByhad CourtesdUniversity , 1-2, Bucknell University Catalogue 1932-33, 157 Courtesy of the University Archives, Bucknell University, The Student Council worked in cooperation with the faculty group and included representatives from various groups and interests across campus. The Central Committee, consisting of twelve faculty members coordinated student activities, including governance, dramatics, social relations, publications, athletics, and clubs. Maybe this is a way to get into the conclusion: Had the enrollments, however, stayed relatively small, colleges and universities might have been able to contain the extra-curricular activities of students with only deans of men and women. From the proposal: :From the one-room country school to the graduate faculty of the university the teach  HYPERLINK "http://www.naspa.org/gradprep/StudAff_1937.pdf" http://www.naspa.org/gradprep/StudAff_1937.pdfhttp://www.naspa.org/gradprep/StudAff_1937.pdfw HYPERLINK "http://www.naspa.org/gradprep/StudAff_1937.pdf" http://ww.naspa.org/gradprep/StudAff_1937.pdf "--" "R innon", 1992, 60 (#1), 7-8. Journal of Consulting and Clinical Psychology. Journal of Consulting and Clinical Psychology Journal of Consulting Psychology " Conclusion ent affairs philosophical states""producing during the enrollment boomperceived need to;N.J. Evans, Guiding Principles: A Review and Analysis of Student Affairs Philosophical Statements. Journal of College Student Development 42, (4, 2001): 359-378. .Nancy J. Citing a variety of authors, she lists: faculty research yielding less time for students; increasing diversity of students and parental concerns for student welfare; secularization of higher education; and expanding vocation opportunities. Nancy J. Evans, Guiding Principles: A Review and Analysis of Student Affairs Philosophical Statements. Journal of College Student Development 42, (4, 2001): 359-378. 42,""rd A""UniverIR"";To Mark the Beginning: A Social History of Student AffairsStudent Affairs: A Handbook for the ProfessionTrends in Student Personnel WorkStudent Development in College: Theory, Research, and PracticeStudent Affairs: A Handbook for the Professioncombinedcoalesceddevelop etoa fewscrambling tothe universities and collegesattemptingif the history of student affairs the causes do not reflect t affairs omanaged to  Howard, History of the YMCA, 284.  YMCA, The Students Handbook for 1923-24 at the University of Pennsylvania, 1924 (Greenfield, IN: WM Mitchell Printing Company, 1924); YM-YWCA, The Students Handbook, 1899-1900 (Albion, MI, 1899), 19. Courtesy of Albert Zatkoff.  YMCA, Students Handbook of Washington and Jefferson College, 1901 (Washington, PA: H. F. Ward Printer). 5.  Mott, The Fall Campaign, 15  YMCA/YWCA, The Students Handbook of Olivet College, 1921 (Olivet, MI: publisher unknown, 1921). Courtesy of the Olivet College Archives, 95, 37.  Mott, The Fall Campaign, 16-18.  YM-YWCA, The Students Handbook, 1899-1900, 19.  YMCA/YWCA, The Handbook of the Colorado Agricultural College, 1917 (Fort Collins, CO: publisher unknown, 1917). College Christian Associations, 112, 12.  General Accommodations, University of Pennsylvania Student Handbook 1924, 16.  The Student World, The Intercollegian, 25 (Feb. 1903): 114-115.  On the Quad, A Handbook of What, How, and When at the University of Missouri: Columbia, MO. University Archives, University of Missouri-Columbia, 1905, 55, 30.  Students Handbook of the College of William and Mary: Williamsburg, VA. The College of William and Mary Special Collections, 1921, 17.  The Student Handbook of Pennsylvania State University: State College, PA. Penn State Christian Association, 1941, 170, 24.  Religious Societies in Colleges, Washington Jeffersonian II (December 1878): 2. College Items, College Bulletin VI (December 1884), 4  Students Handbook: Hillsdale, MI. Hillsdale College Archives, 1885, 35, 14. The Student World, The Intercollegian, 25 (Nov. 1902), 41.  Freshman Class Luncheon, University of Pennsylvania Student Handbook, 1924, 21.  The schools listed with Frosh Week programs varying in length from four events to one full week are North Carolina State University, Louisiana State University, Emory University, Roanoke College, Louisiana Polytechnic Institute, Wofford College, University of Tennessee, Mississippi A&M, Tusculum College, University of South Carolina, Vanderbilt University, University of Virginia, and the University of Miami (FL). Frosh Week Frosh Work: Blue Ridge Conference, 1929. 4. Courtesy of the Special Collections Department of Smathers Library, University of Florida.  YMCA, Frosh Work: Blue Ridge Conference, 1929 (unpublished). 3-7.Courtesy of the Special Collections Department of Smathers Library, University of Florida.  University of Florida YMCA, Outline of Activities for the Freshman YMCA Camp, September 12-14, 1931. Courtesy of the Special Collections Department of Smathers Library, University of Florida.  For Freshman The Michigan Handbook, 1935. 56-57.  YMCA, The Student Handbook of Clemson College, 1953 (Clemson, SC: Young Mens Christian Association, 1953). 101. YMCA-YMCA, The Student Handbook of UCLA, 1930, 124.  YMCA Centennial History Committee, A Timeless Place: The University of Minnesota YMCA, 1887-1987. Courtesy of the University of Minnesota Archives. 9-15. may need a folder number  YMCA, Clark College Student Handbook, 1910 (Worcester, MA: Clark College Press, 1910). Courtesy of the Clark University Archives, 8. Phillips Brooks House Association, The Handbook of Harvard University, 1925 (Cambridge, MA: Phillips Brooks House, 1925). 19.  Libraries The Handbook of Harvard University, 1925, 19.  The Student World, The Intercollegian, XXV (Nov. 1902): 42.  YMCA, The Students Handbook of Clemson College, 1940 (Clemson, SC: Young Mens Christian Association, 1940). 67.  Other examples of a full service Y buildings are the University of Virginias Madison Hall, Illini Hall, and the Texas A&M YMCA Building, to name a few.  The Student World, The Intercollegian, XXV (Jan. 1903): 92.  YMCA, Student Association Handbook of Springfield College, 1914 (Springfield, MA: International Young Mens Association, 1914). Courtesy of the Springfield College Archives. 15.  YMCA, The University YMCA Commemorative Booklet. Published by the University of Minnesota Young Mens Christian Association, 1923. may need a file name.  Vocational Counsel The Students Handbook at the University of Pennsylvania, 1924, 77.  Counseling Services The Michigan Handbook, 1935-6, 55.  The University of Virginia YMCA published its first handbook in 1883; their1886 handbook is the third edition (University of Virginia Archives). Northwestern University Y published an 1883 handbook (Northwestern University Archives). Hopkins notes that Hillsdale College published a handbook in 1883, Hopkins, History of the YMCA, 284.  The University of Maryland at Baltimore Handbook 1916-1917, (Baltimore: Young Men's Christian Association, 1916), 1.  Christian Associations, The Handbook for Hillsdale College, 1910 (Hillsdale, MI: Young Mens and Young Womens Christian Associations, 1910). Courtesy of the Hillsdale College Archives.  College Christian Associations, The Hand Book of the Colorado Agriculture College, 1917 (Fort Collins, CO: Christian Associations, 1917). Courtesy of the Colorado State University Archives.  See page xx for data. Students Directory of Northwestern University, Evanston, IL: Christian Associations of Northwestern University), 1883, 10, 2. Courtesy of Northwestern University Archives, 2.  Students Handbook of Hillsdale College, Hillsdale Michigan: Young Mens and Young Womens Christian Associations, 1885, 22.  YMCA-YWCA, Penn College Student Handbook, 1892 (Oskaloosa, Iowa: Times Print, 1892). Courtesy of Wilcox Library Archives, William Penn University. YMCA-YWCA, Penn College Student Handbook, 1913 (Oskaloosa, Iowa: Globe Press, 1913). Courtesy of Wilcox Library Archives, William Penn University.  Minutes of the Faculty Meeting, June 12, 1912, Penn College, 45-46. Courtesy of the Wilcox Library Archives, William Penn University.  YMCA-YWCA, The Freshman Handbook of Ohio State University, 1930 (Columbus, OH: publisher?, 1930). Courtesy of the Ohio State University Archives.  Christian Association, The Handbook of the University of Michigan, 1935 (Milwaukee, WI: Sealman and Sons Co., 1935).  The 1930 UCLA Handbook includes a page on the intra-fraternity council (men) and the pan-Hellenic council (women). YMCA-YWCA, The Student Handbook of UCLA, 1930, 110-111. YMCA-YWCA, Penn College Student Handbook, 1913 (Oskaloosa, Iowa: Globe Press, 1913). Courtesy of Wilcox Library Archives, William Penn University.  Two examples are The Freshman Handbook of Ohio State University, 1930 and The Freshman Handbook of Springfield College, 1930 (Springfield, MA, 1930). Courtesy of the Springfield College Archives.  The Freshman Handbook of Ohio State University, 1930.  Mott, The Fall Campaign, 11.  Howard, History of the YMCA, 284.  YMCA, The Students Handbook for 1923-24 at the University of Pennsylvania, 1924 (Greenfield, IN: WM Mitchell Printing Company, 1924); YM-YWCA, The Students Handbook, 1899-1900 (Albion, MI, 1899), 19. Courtesy of Albert Zatkoff.  YMCA, Students Handbook of Washington and Jefferson College, 1901 (Washington, PA: H. F. Ward Printer). 5.  Mott, The Fall Campaign, 15  YMCA/YWCA, The Students Handbook of Olivet College, 1921 (Olivet, MI: publisher unknown, 1921). Courtesy of the Olivet College Archives, 95, 37.  Mott, The Fall Campaign, 16-18.  YM-YWCA, The Students Handbook, 1899-1900, 19.  YMCA/YWCA, The Handbook of the Colorado Agricultural College, 1917 (Fort Collins, CO: publisher unknown, 1917). College Christian Associations, 112, 12.  General Accommodations, University of Pennsylvania Student Handbook 1924, 16.  The Student World, The Intercollegian, 25 (Feb. 1903): 114-115.  On the Quad, A Handbook of What, How, and When at the University of Missouri: Columbia, MO. University Archives, University of Missouri-Columbia, 1905, 55, 30.  Students Handbook of the College of William and Mary: Williamsburg, VA. The College of William and Mary Special Collections, 1921, 17.  The Student Handbook of Pennsylvania State University: State College, PA. Penn State Christian Association, 1941, 170, 24.  Religious Societies in Colleges, Washington Jeffersonian II (December 1878): 2. College Items, College Bulletin VI (December 1884), 4  Students Handbook: Hillsdale, MI. Hillsdale College Archives, 1885, 35, 14. The Student World, The Intercollegian, 25 (Nov. 1902), 41.  Freshman Class Luncheon, University of Pennsylvania Student Handbook, 1924, 21.  The schools listed with Frosh Week programs varying in length from four events to one full week are North Carolina State University, Louisiana State University, Emory University, Roanoke College, Louisiana Polytechnic Institute, Wofford College, University of Tennessee, Mississippi A&M, Tusculum College, University of South Carolina, Vanderbilt University, University of Virginia, and the University of Miami (FL). Frosh Week Frosh Work: Blue Ridge Conference, 1929. 4. Courtesy of the Special Collections Department of Smathers Library, University of Florida.  YMCA, Frosh Work: Blue Ridge Conference, 1929 (unpublished). 3-7.Courtesy of the Special Collections Department of Smathers Library, University of Florida.  University of Florida YMCA, Outline of Activities for the Freshman YMCA Camp, September 12-14, 1931. Courtesy of the Special Collections Department of Smathers Library, University of Florida.  For Freshman The Michigan Handbook, 1935. 56-57.  YMCA, The Student Handbook of Clemson College, 1953 (Clemson, SC: Young Mens Christian Association, 1953). 101. YMCA-YMCA, The Student Handbook of UCLA, 1930, 124.  YMCA Centennial History Committee, A Timeless Place: The University of Minnesota YMCA, 1887-1987. Courtesy of the University of Minnesota Archives. 9-15. may need a folder number  YMCA, Clark College Student Handbook, 1910 (Worcester, MA: Clark College Press, 1910). Courtesy of the Clark University Archives, 8. Phillips Brooks House Association, The Handbook of Harvard University, 1925 (Cambridge, MA: Phillips Brooks House, 1925). 19.  Libraries The Handbook of Harvard University, 1925, 19.  The Student World, The Intercollegian, XXV (Nov. 1902): 42.  YMCA, The Students Handbook of Clemson College, 1940 (Clemson, SC: Young Mens Christian Association, 1940). 67.  Other examples of a full service Y buildings are the University of Virginias Madison Hall, Illini Hall, and the Texas A&M YMCA Building, to name a few.  The Student World, The Intercollegian, XXV (Jan. 1903): 92.  YMCA, Student Association Handbook of Springfield College, 1914 (Springfield, MA: International Young Mens Association, 1914). Courtesy of the Springfield College Archives. 15.  YMCA, The University YMCA Commemorative Booklet. Published by the University of Minnesota Young Mens Christian Association, 1923. may need a file name.  Vocational Counsel The Students Handbook at the University of Pennsylvania, 1924, 77.  Counseling Services The Michigan Handbook, 1935-6, 55.  The University of Virginia YMCA published its first handbook in 1883; their1886 handbook is the third edition (University of Virginia Archives). Northwestern University Y published an 1883 handbook (Northwestern University Archives). Hopkins notes that Hillsdale College published a handbook in 1883, Hopkins, History of the YMCA, 284.  The University of Maryland at Baltimore Handbook 1916-1917, (Baltimore: Young Men's Christian Association, 1916), 1.  Christian Associations, The Handbook for Hillsdale College, 1910 (Hillsdale, MI: Young Mens and Young Womens Christian Associations, 1910). Courtesy of the Hillsdale College Archives.  College Christian Associations, The Hand Book of the Colorado Agriculture College, 1917 (Fort Collins, CO: Christian Associations, 1917). Courtesy of the Colorado State University Archives.  See page xx for data. Students Directory of Northwestern University, Evanston, IL: Christian Associations of Northwestern University), 1883, 10, 2. Courtesy of Northwestern University Archives, 2.  Students Handbook of Hillsdale College, Hillsdale Michigan: Young Mens and Young Womens Christian Associations, 1885, 22.  YMCA-YWCA, Penn College Student Handbook, 1892 (Oskaloosa, Iowa: Times Print, 1892). Courtesy of Wilcox Library Archives, William Penn University. YMCA-YWCA, Penn College Student Handbook, 1913 (Oskaloosa, Iowa: Globe Press, 1913). Courtesy of Wilcox Library Archives, William Penn University.  Minutes of the Faculty Meeting, June 12, 1912, Penn College, 45-46. Courtesy of the Wilcox Library Archives, William Penn University.  YMCA-YWCA, The Freshman Handbook of Ohio State University, 1930 (Columbus, OH: publisher?, 1930). Courtesy of the Ohio State University Archives.  Christian Association, The Handbook of the University of Michigan, 1935 (Milwaukee, WI: Sealman and Sons Co., 1935).  The 1930 UCLA Handbook includes a page on the intra-fraternity council (men) and the pan-Hellenic council (women). YMCA-YWCA, The Student Handbook of UCLA, 1930, 110-111. YMCA-YWCA, Penn College Student Handbook, 1913 (Oskaloosa, Iowa: Globe Press, 1913). Courtesy of Wilcox Library Archives, William Penn University.  Two examples are The Freshman Handbook of Ohio State University, 1930 and The Freshman Handbook of Springfield College, 1930 (Springfield, MA, 1930). Courtesy of the Springfield College Archives.  The Freshman Handbook of Ohio State University, 1930. *** saYoung Association "s all college activities n addition "Handbook"run "Handbook of Student Association,Young Student Association Handbook, 1914-1915: Springfield Collegeop paid dividends to members of "uopn-of" (Springfield, MA, 1920) of Student AssociationHandbook, Springfield College, .Freshman Handbookwelcom"....... College BulletinProceedingsHistory of the YMCASports and freedom: the rise of big time college athletics"Origin and Development""""" More References for Rockefellers donationsClemson HandbookP.B [Annual Report, 1944-45], (1945). , Kautz Family YMCA Archives, Local Histories Kautz Family YMCA Archives, Courtesy of the Local Histories: The University YMCA, 1887-1987, Courtesy of the Kautz Family YMCA Archives, University of Minnesota Archives. 9-15.. may need a folder numberClark University ArchivesUniver. Courtesy of the Archives and Special Collections, Robert Hutchings Gooddard Library, Clark University, 8 The Student World, may need a file name. .tthee Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Cleveland H. Dodge, Address, Proceedings of the 32nd Annual Conference of the Young Men's Christian Association, Philadelphia, Pa., June 1889, 87-88, Archives and Special Collections, Springfield College, Springfield College, Springfield, MA. Cleveland H. Dodge, Address, Proceedings of the 32nd Annual Conference of the Young Men's Christian Association, Philadelphia, Pa., June 1889, 87-88, Archives and Special Collections, Springfield College, Springfield College, Springfield, MA. ; Shedd, The Origin and Development, 141.  Cleveland H. Dodge, Address, Proceedings of the 32nd Annual Conference of the Young Men's Christian Association, Philadelphia, Pa., June 1889, 87-88, Archives and Special Collections, Springfield College, Springfield College, Springfield, MA. ; Shedd, The Origin and Development, 141. Cleveland H. Dodge, Address, Proceedings of the 32nd Annual Conference of the Young Men's Christian Association, Philadelphia, Pa., June 1889, 87-88, Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.; Shedd, The Origin and Development, 141. Wishard notes that Dodge wrote a check at that meeting that would become the first of a series of contributions which reached a magnificent climax in 1901the erection of Princetons YMCA building, Dodge Hall. Luther D. Wishard, The Beginning of the Intercollegiate Movement, The Intercollegian XXV (4, 1903): 76. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA. Wishard notes that Dodge wrote a check at that meeting that would become the first of a series of contributions which reached a magnificent climax in 1901the erection of Princetons YMCA building, Dodge Hall. Luther D. Wishard, The Beginning of the Intercollegiate Movement, The Intercollegian XXV (4, 1903): 76. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Wishard notes that Dodge wrote a check at that meeting that would become the first of a series of contributions which reached a magnificent climax in 1901the erection of Princetons YMCA building, Dodge Hall. Luther D. Wishard, The Beginning of the Intercollegiate Movement, The Intercollegian XXV (4, 1903): 76. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Cleveland H. Dodge, Address, Proceedings of the 32nd Annual Conference of the Young Men's Christian Association, Philadelphia, Pa., June 1889, 87-88, Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.; Shedd, The Origin and Development, 141.  Wishard notes that Dodge wrote a check at that meeting that would become the first of a series of contributions which reached a magnificent climax in 1901the erection of Princetons YMCA building, Dodge Hall. Luther D. Wishard, The Beginning of the Intercollegiate Movement, The Intercollegian XXV (4, 1903): 76. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA. Cleveland H. Dodge, Address, Proceedings of the 32nd Annual Conference of the Young Men's Christian Association, Philadelphia, Pa., June 1889, 87-88, Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.; Shedd, The Origin and Development, 141.  Wishard notes that Dodge wrote a check at that meeting that would become the first of a series of contributions which reached a magnificent climax in 1901the erection of Princetons YMCA building, Dodge Hall. Luther D. Wishard, The Beginning of the Intercollegiate Movement, The Intercollegian XXV (4, 1903): 76. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA. College Bulletin, 1 (February 1879), 4. All issues of The College Bulletin, courtesy of Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  College Bulletin, 1 (February 1879), 4. All issues of The College Bulletin, courtesy of Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  College Bulletin, 1 (February 1879), 4. All issues of The College Bulletin, courtesy of Archives and Special Collections, Springfield College, Springfield College, Springfield, MA. The College Bulletin, , Jan. 1870, 133;  The Student World, The Intercollegian, 25 (Nov. 1902), 41. All issues of The Intercollegian cited are courtesy of Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  The Student World, The Intercollegian, 25 (Nov. 1902), 41. All issues of The Intercollegian cited are courtesy of Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  The Student World, The Intercollegian, 25 (Nov. 1902), 41. All issues of The Intercollegian cited are courtesy of Archives and Special Collections, Springfield College, Springfield College, Springfield, MA. http://www.oberlin.edu/archive/resources/photoguide/mens_building.htmlOberlin The Fall CampaignHistory of the YMCACourtesy ofCourtesy of Mott, The Fall Campaign Mott, The Fall Campaign,Courtesy ofCourtesy of. Courtesy of the Springfield College Archives. 15 . Courtesy of the Springfield College Archives.Courtesy of the Springfield College ArchivesCourtesy of the Springfield College. ( look in springfield college folder for the archives form that I signed, it should tell us how to cite the material I got from it.Courtesy of  Religious Societies in Colleges, Washington Jeffersonian II (December 1878): 2. Courtesy of the Archives and Special Collections Library, Washington and Jefferson College. Courtesy of  Students Handbook: Hillsdale, MI. Hillsdale College Archives, 1885, 35, 14. Courtesy of the Archives and Special Collections Library, Washington and Jefferson College. of Men, (), Fiftieth Anniversary and Seventh National Convention,The Journal of Higher EducationThe Journal of Higher EducationThe Journal of Higher Education, 21 (Springfield, MA, 1920), 28;  Student Association Handbook, 1914-1915, International Young Men's Christian Association College, (Springfield, MA, 1914), 10; Handbook of Student Association, Springfield College, 1920-1921 (Springfield, MA, 1920), 28. Courtesy of the Archives and Special Collections Library, Washington and Jefferson College. Courtesy of the Archives and Special Collections Library, Washington and Jefferson College.  Student Association Handbook, 1914-1915, International Young Men's Christian Association College, (Springfield, MA, 1914), 10; Handbook of Student Association, Springfield College, 1920-1921 (Springfield, MA, 1920), 28. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Springfield College Handbook, 1920-1921, 34. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Student Association of Springfield College, Freshmen Handbook, 1926-1927, XIII (Springfield, MA, 1926), 36-37, 18. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA. Student Affairs: ancy-illiamusan pan-Hellenic council (women). Courtesy of  YMCA, Students Handbook of Washington and Jefferson College, 1901 (Washington, PA: H. F. Ward Printer). 5. Courtesy of the Archives and Special Collections Library, Washington and Jefferson College. xxSee page 37 for enrollment data. x Introduction to work and ahistory of the was limited tos on studentsreflecting the budding research Introduction Students began to organize their own indigenous societies at least by the latter decades of the eighteenth century. Most associations were established for instrumental purposes. Although self-development was a popular function, others helped to maintain social control on the campus. Many of the organizations had literary ends, while others sought fraternity. Not surprising, given the impact of the Great Awakening on the extant colleges and then the trend toward secularization of study and student social life in the eighteenth century, religious purposes also brought students together. The earliest religious societies at The College of New Jersey (Princeton) date to the 1770s. At the turn of the century when religion appeared divorced from many campuses, small groups of students gathered into prayer groups at Hampden-Sydney, at Williams, and Yale. By the mid-1800s, most campuses had Christian societies, such as the Christian Association at Cornell College and The Philadelphian Society at Princeton. Although popular and active, most religious associationsunlike Phi Beta Kappa and succeeding early fraternities that issued charters for other college chaptersappear to have been campus-based and isolated from similar groups at other colleges. Campus-based until 1858 and isolated from others until 1877it was in these respective years that the YMCA first was established as a campus organization, and then linked to form a national network. By 1912, 772 associations existed on American college campuses, claiming 69,296 members. Eight years later, the number peaked at 731; from then on, the movement declined. Only 480 associations existed in 1940. Introduction recipe for the receptionfor the s recipe s thougha evangelist, and Campanari, and musicalmbnuers progressed in their ability toacknowledgementthe orecognitionromcollege associations of their studentsPersonnel Researchers and Administrators Personnel Researchers and Administrators edThus, fpositionatthe on campuswomen Reorganization Begins Reorganization Begins OtherThe Transition to a Unified Student Personnel Office The Transition to a Unified Student Personnel Office  Deans of freshmen appear to have been popular during the 1920s when the concept of Freshmen Week was in its infancy.  J. Hillis Miller, The Liberal Arts College Functioning Through Student Activities, School and Society 40 (8 Sep. 1934): 328-331.  Miller, The Liberal Arts College, 328.  Letter from Charles H. Judd and M.E. Haggerty to President Rainey, July 14, 1932, Courtesy of Special Collections/University Archives, Ellen Clarke Bertrand Library, Bucknell University. Judd and Haggerty were both scholars and leaders in the educational measurement movement of the 1920-30s.  Minutes of the Faculty of Bucknell University, 3 May 1933, 1-2; Bucknell University Catalogue 1932-33, 157. Courtesy of Special Collections/University Archives, Ellen Clarke Bertrand Library, Bucknell University.  The New Council at the Ohio State University, School and Society, 40 (22 Dec. 1934), 836-37.  Robert Sutton, Interview with William Guthrie, (Dec. 7, 1983), The Ohio State University Knowledge Bank, 2 retrieved on Aug. 30, 2005  HYPERLINK "http://hdl.handle.net/1811/479" http://hdl.handle.net/1811/479.  Sutton, Guthrie Interview, 8.  Student Association, Massasoit 1906 (Springfield, MA: Springfield Training School, 1906).  Student Association Handbook, 1914-1915, International Young Men's Christian Association College, (Springfield, MA, 1914), 10.  Handbook of Student Association, Springfield College, 1920-1921 (Springfield, MA, 1920), 28. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Woods Hall, Massasoit 1915 (Springfield, MA: International Young Men's Christian Association College, 1915), 103.  Student Co-operative Store, Massasoit 1915, 104; Springfield College Handbook, 1920-1921, 34. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Plans for Religious Practice Report of Prof Arthur Rudman to Dr. L.L. Doggett, June 11, 1920, International YMCA College, Board of Trustees Record, June 1920-April, 1927 (Springfield, MA, 1920), 33. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Student Association of Springfield College, Freshmen Handbook, 1926-1927, XIII (Springfield, MA, 1926), 36-37, 18. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Report of President L.L. Doggett to the Board of Trustees, International Young Men's Christian Association College, Springfield, Massachusetts, April 2, 1924, (Springfield, MA, 1920), 237. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Report of President L.L. Doggett to the Board of Trustees, International Young Men's Christian Association College, Springfield, Massachusetts, June 13, 1924, (Springfield, MA, 1920), 261. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA. The Transition to a Unified Student Personnel Office At this point, administrators in several institutions were already rethinking their staffing patterns. At Bucknell, for example, Dean of Freshmen J. Hillis Miller proposed in 1931 that the Board and President consolidate the myriad student personnel staff under a new office of dean of students. The following year, after a three-day accreditation-like evaluation visit, educational psychologists Charles Hubbard Judd, University of Chicago and Melvin E. Haggerty, University of Minnesota, recommended that an administrative division to have charge of all matters relating to student excluding instruction and curriculum be created. In the following year, Bucknell abolished its Student Activities Committee and established Student-Faculty Congress and a Personnel Committee, composed of two sub-groups, directed by Miller, the new Dean of Students, and a Student Budget and Finance Committee. At Ohio State, President George Rightmire announced in November of 1934 the formation of the Personnel Council to coordinate personnel activities of the university and advise the president in student personnel matters. Composed of 13 members of the faculty and administrative staff and chaired by (Dartmouth graduate) William H. Cowley, the Council was also charged with promoting improved techniques of administration in student personnel offices, conducting research on student personnel problems, and cooperating with the director of publicity to publicize the student personnel activities of the university. During the summer of 1936, President Rightmire hosted William Guthrie (Ohio State Class of 1932) to lunch. Guthrie remembered the president explaining to him, a newly-hired National Youth Administration worker, that since the university was exceeding 10,000 in enrollments [it was] time to personalize it and make the academic life easier. Trying to convince Guthrie to assume the role of financial aid director, Rightmire reportedly pleaded: Bill, weve come to the conclusion at the university that we need to enlarge on whats done for students to help them with jobs and loans and scholarships and any other kind of self-help that we can develop. Weve never had an office for self-help for students. Weve got student loan funds scattered again that nobody knows about, and some that are known. Weve got student employment which is in the Ohio Union office and the YMCA office, and weve got the YWCA on campus, where they deal with a number of these women who take care of little children and live [in] faculty homes or homes in the neighborhood. Weve got 3,000 students now on National Youth Administrative jobs that are paid for by the federal government. Its time we pulled all that stuff together and make a student employment or student financial aids office. Would you come up on campus and organize it? Guthrie was convinced, took the position, and became a subordinate of Mylin Ross, the dean of men, who was the second man in the OSUs history to occupy the role. Joe Park had preceded [Ross]. Joe had been the YMCA secretary back in the era when student YMCAs and YWCAs were essentially the campus service organizations. It was in my time, both as a member of the Personnel Council, which was made [up] of persons who were heading the agencies that were in student services, for example financial aids. As I say, my knowledge of what went on in transferring things from the YMCA into university offices came from not only being in Financial Aids but from being a member of that Junior Council and Personnel Council. Joe Park, to his credit, was one of the architects of this transfer of student services from volunteer to university sponsorship. It came naturally from his own transfer from YMCA secretary to Dean of Men. At Springfield College, the Student Young Men's Christian Association in its first handbook in 1914-15 explained to new students that it control[ed] all college activities, athletics, social life and religious work. In addition, it has departments for the administration of the employment bureau, the student dining hall and co-operative store. Five years later, the Handbook again explains The Student Association of our college is the one all-inclusive organization of the Student Body. Every activity, every function, every detail is under its supervision and control. It is an organization, democratic in the highest degree, and is by the students, of the students and for the students. The students did not exaggerate. They ran the student experience. Their co-op paid dividends to students from 18 to 20 percent depending upon the amount of the business done. By the 1925-26 academic year, the Springfield College Freshman Handbook reflects for the first time a decided presence of the administrators of the college. The president and the new dean of freshman welcome the new students and impart the values of the college. A year later, although the description of the association remains the same as it was in 1920-21, an Advisory Council had been formed consisting of two seniors, two juniors, two members of the Faculty , and the President and General Secretary of the Association. The council made recommendations to the association cabinet as well as acted as the final arbiter in controversies between faculty and students. In addition, the guidance of Freshmen is in the hands of the Dean of Freshmen, assisted by a committee of six menchosen from the Freshmen class at the end of the Fall term. Evan, in her review of the 13 major student affairs philosophical statements, identifies the factors that contributed to the need for professionals who were responsible for overseeing the out-of-classroom activities of students.  Citing a variety of authors, she lists: faculty research demands yielding less time for students; increasing diversity of students and parental concerns for student welfare; secularization of higher education; and expanding vocation opportunities. Clearly, all of these elements had transpired within the first decades of the twentieth century and led to presidents endeavoring to find ways to alleviate the problems. However, determining causality does not entirely explain the processes by which individual institutions established their student affairs operations and programs. Educational administration is, however, becoming a professionwitness the professional school of the Columbia Teachers College. J. McKeen Cattell, Retrospect: Psychology as a Profession Journal of Consulting Psychology 1 (1937): 1-3. Not until 1937 did the American College Personnel Association develop its philosophical statement, The Student Personnel Point of View (SPPV). According to Evans review of the undersized literature on its history, the student affairs profession did not begin training personnel until the 1920s. Only with the SPPV did the field become conscious of itself. Thus, we intend to demonstrate that the SCA-YMCAs was a precursor to Student Affairs, which only began to assume responsibility for many of these services and activities beginning in the 1940s. Conclusion GoBarbara Krieger, Rauner Special Collections Library, Dartmouth College; Paige Roberts, Archives and Special Collections, Springfield College; Dagmar Getz, chives, Ellen Clarke Bertrand LIEllen Clarke Bertrand Library, Archives and Special Collections Library, Washington & Jefferson College<--( Nathan, anyone else? I am trying to acknowledge the ones who helped the most . GooddGoodardamanMrs. then Dorothy E. Finnegan Associate Professor and Nathan F. Alleman Graduate Research Assistant School of Education The College of William and Mary Williamsburg, VA Presented at the Annual Meeting of The Association for the Study of Higher Education November 16-19, 2005 Introduction We would like to thank several librarians and archivists for their invaluable assistance in helping us to gather the material and documents for this paper: Julie Hanson, Wilcox Library, William Penn University; Dagmar Getz, Kautz Family YMCA Archives, University of Minnesota; Barbara Krieger, Rauner Special Collections Library, Dartmouth College; Anna Mae Moore, Archives and Special Collections Library, Washington & Jefferson College; Paige Roberts, Archives and Special Collections, Springfield College; Mary Ann Willard, Special Collections/University Archives, Bucknell University; ( Nathan, anyone else? I am trying to acknowledge the ones who helped the most . Services Through the end of the nineteenth century, the Y developed an increasingly proactive set of strategies designed to target the new student at their most vulnerable moment of introduction to campus and to shepherd them into the collegiate experience and, conveniently, into the fold of the Y. In 1892, John R. Mott as College Secretary of the International Committee wrote a pamphlet that detailed the purpose and process of the fall campaign, as he termed it. Mott described seven steps for Associations to use to draw in new students. They included: the student handbook, meeting trains, the information bureau, and the opening reception. Although pioneering Associations inserted additional services such as housing bureaus, these four tactics formed the backbone of the fall campaign. Services Services Student Handbooks Student Handbooks Y Student BeginsUniverBucknell University UniverOhio State University Springfield College III (June 1940): 153-162.W.H. and Philosophy of Journal of the National Association of Deans of Women III (June 1940): 3-162within a few years ofseveral oflocated in indirect organization[making a personal oof uggested and actively assisted ($100)Aapparently Themust be attributedsTaking advantage of the Y subsidy and his employmentvisited colleges on his trips throughspreadingProf. A.K. Spence, one of the founders of the University of Michigans association presented a resolution at the 15th Annual YMCA Convention in Indianapolis in 1870, asking for support for vigorous promotion of the collegiate associations. The membership was sympathetic and passed the resolution, although not ready to commit resources. Encouraged by the adoption of a resolution proposed by at the 15th Annual YMCA Convention in Indianapolis in 1870, asking for support for vigorous promotion of the collegiate associations. The membership was sympathetic and passed the resolution, although not ready to commit resources. Encouraged by the adoption of a resolution proposed by Prof. A.K. Spence, one of the founders of the University of Michigans associationtheion of a  The membership was sympathetic and passed the resolution, although not ready to commit resources. Encouraged by an adopted resolution to support the promotion of collegiate associations, proposed by Prof. A.K. Spence, Spence published an article in the June 1870 issue of the Association Monthly, in which after explaining the need for collegiate young men to have guidance in their first days away from home, he urge[d] a special consideration at the next international Convention for this subjectthe CHRISTIAN ASSOCIATION IN COLLEGES AND SCHOOLSits values and how to plant and conduct it in such Institutions, A.K. Spence, The Association in Colleges and Schools, Association Monthly 1 (6, June 1870) 125. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA. Believing that the movement was not transient, but would play an important role in safe-guarding young collegians, presented a resolution, asking for support for vigorous promotion of the collegiate associations. The membership was sympathetic Shedd, The Origin and Development, 93-4. . and passed the resolution, although not ready to commit resources., proposed by Prof. A.K. Spence,  one of the founders of the University of Michigans association, at the 15th Annual YMCA Convention in Indianapolis in 1870Annual YMCA Convention in Indianapolis 15th in at the Indianapolis Annual YMCA Convention in 1870, proposed by Prof. A.K. Spence., one of the founders of the University of Michigans association, , Univer edthey The results of Michigan state convention of 1871 played out in several states. After the meeting, the chair of a newly-appointed committee to foster visitations to Michigan colleges accompanied Weidensall on a tour around the state. By 1875, students at a minimum of 30 additional colleges across the nation had initiated associations de novo or transformed existing Christian societies in YMCAsB dispersion of the movement ion of the ddisperseresulted spreadbroadenfrom efforts Undoubtedly, the word probably also spread between friends attending different institutions. in a residence hall January of 1877 the vote to align with the YMCA,: On a dark wet Sunday evening down in Princeton there were two college boys, sophomores, in their room and a gentleman from New York was with then who was interested in college matters and also in Christian work. While they were talking together there sat in a room, two floors below, a Senior who was very much interested in the religious life of the college. His room was cold. He had not been well the day before and had forgotten to get in the coal he needed. As the fire got low and he sat there in his gown shivering, he naturally said to himself, I must go and borrow some coal. He first thought of his classmates in the building and going down the entry knocked at the door of one of them, but he was out. He did not know these sophomores, but he had seen them and he went up to their door. Now that man little thought that as he knocked on that trivial errand that by his going into that room the whole course of his life was to be changed. Cleveland H. Dodge, Address, Proceedings of the 32nd Annual Conference of the Young Men's Christian Association, Philadelphia, Pa., June 1889, 87-88, Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.; Shedd, The Origin and Development, 141. On a dark wet Sunday evening down in Princeton there were two college boys, sophomores, in their room and a gentleman from New York was with then who was interested in college matters and also in Christian work. While they were talking together there sat in a room, two floors below, a Senior who was very much interested in the religious life of the college. His room was cold. He had not been well the day before and had forgotten to get in the coal he needed. As the fire got low and he sat there in his gown shivering, he naturally said to himself, I must go and borrow some coal. He first thought of his classmates in the building and going down the entry knocked at the door of one of them, but he was out. He did not know these sophomores, but he had seen them and he went up to their door. Now that man little thought that as he knocked on that trivial errand that by his going into that room the whole course of his life was to be changed. The New York City man, the father of the sophomores, was William E. Dodge, president of the YMCA of New York City, member of the International Committee of the North American Associations, and founding partner of Phelps, Dodge & Company. The date was Sunday, December 10, 1876. Once Dodge realized what Wishard had just accomplished with the Philadelphia Society, an extended conversation began. Out of this meeting was born the true intercollegiate Y movement. Urged on by Dodge, Wishard became convinced that the colleges needed to unite. A letter-writing campaign to 200 colleges by the Philadelphia Society-YMCA reaped enthusiastic responses from 40 colleges; 25 delegates from 21 campus associations across eleven states converged at the1877 YMCA International Convention at Louisville, Kentucky. Although still a small movement compared to what it would become, thirteen hundred students claimed membership in twenty-six campus associations that year. The gathering in Louisville probably was among the first major intercollegiate non-athletic student conferences. Once at Princeton, Wishard joined the 50-year old Philadelphian Society, the colleges religious society. Elected president in his senior year (1876), he convinced the society to affiliate with the YMCA in the late fall. Shortly afterwards, Wishard found himself without coal to heat his room. By chance, he knocked on the door of two sophomores who were entertaining their father. the father of the sophomores, was William E. Dodge, president of the YMCA of New York City, member of the International Committee of the North American Associations, and founding partner of Phelps, Dodge & Company. The date was Sunday, December 10, 1876. Once Dodge realized what Wishard had just accomplished with the Philadelphia Society, an extended conversation began. Out of this meeting was born the true intercollegiate Y movement. Urged on by Dodge, Wishard became convinced that the colleges needed to unite. A letter-writing campaign to 200 colleges by the Philadelphia Society-YMCA reaped enthusiastic responses from 40 colleges; 25 delegates from 21 campus associations across eleven states converged at the1877 YMCA International Convention at Louisville, Kentucky. Although still a small movement compared to what it would become, thirteen hundred students claimed membership in twenty-six campus associations that year. The gathering in Louisville probably was among the first major intercollegiate non-athletic student conferences. tof the sophomores, The date was Sunday, December 10, 1876. just Although still a small movement compared to what it would become, thirteen hundred students claimed membership in twenty-six campus associations that year. The gathering in Louisville probably was among the first major intercollegiate non-athletic student conferences. In Louisville, the collegians held their own first conference for which Wishard was elected chair. Demonstrating to their elders their resolve, they devised strategies to organize themselves. Their plan included: sharing their activities through inter-collegiate letters, written by committees of five; recommending to the International Committee that a general secretary be appointed to conduct the college work; subscribing to The Watchman, the Ys newspaper; and organizing similar groups at other colleges. The students gained what they proposed. On June 9th the Convention recognized the college workr, Although still a small movement compared to what it would become, thirteen hundred students claimed membership in twenty-six campus associations that year. The gathering in Louisville probably was among the first major intercollegiate non-athletic student conferences. In Louisville, the collegians held their own first conference for which Wishard was elected chair. Demonstrating to their elders their resolve, they devised strategies to organize themselves. Their plan included: sharing their activities through inter-collegiate letters, written by committees of five; recommending to the International Committee that a general secretary be appointed to conduct the college work; subscribing to The Watchman, the Ys newspaper; and organizing similar groups at other colleges. The students gained what they proposed. : Resolved (1) That a Corresponding Secretary be appointed by the International Committee to take charge of the general work of the Associations in colleges and other higher educational institutions, during the ensuing two years. (2), That this Corresponding Secretary appoint an assistant secretary in which state or province to take charge of the general work of the Associations in the colleges and other higher institutions of learning in his state or province. Their appointments shall be subject to the approval of the International Committee. (3) The International Committee shall define the duties of the college corresponding secretary and of his assistants. Proceedings, Louisville, 77. Two years later the college work made a permanent department of the International Committee to be also included in the biennial budget. Hopkins, History of the YMCA, 281. In Louisville, the collegians held their own first conference for which Wishard was elected chair. Demonstrating to their elders their resolve, they devised strategies to organize themselves. Their plan included: sharing their activities through inter-collegiate letters, written by committees of five; recommending to the International Committee that a general secretary be appointed to conduct the college work; subscribing to The Watchman, the Ys newspaper; and organizing similar groups at other colleges. The students gained what they proposed. : Resolved (1) That a Corresponding Secretary be appointed by the International Committee to take charge of the general work of the Associations in colleges and other higher educational institutions, during the ensuing two years. (2), That this Corresponding Secretary appoint an assistant secretary in which state or province to take charge of the general work of the Associations in the colleges and other higher institutions of learning in his state or province. Their appointments shall be subject to the approval of the International Committee. (3) The International Committee shall define the duties of the college corresponding secretary and of his assistants. the Committee on Correspondencein Tennessee, his'concurrent with--the throughOne innovation was theCollege Series, whichy Archives, Bucknell University;( Nathan, anyone else? I am trying to acknowledge the ones who helped the most .oberts, Julie Hanson, Wilcox Library, William Penn University; Dagmar Getz, Kautz Family YMCA Archives, University of Minnesota; ,The College of William and Mary Archives and Special Collectionscourtesy of the University Archives, Swem Library, College of William and Mary. c,; Handbook of The College Of William And Mary 1919-1920. Courtesy of the University Archives, Swem Library, College of William and Mary. .Clemson Handbook, 53page YMCA, Guidon, Students Handbook of the Virginia Polytechnic Institute, 39 (1934), 61 YMCA, Guidon, Students Handbook of the Virginia Polytechnic Institute, (Blacksburg, VA: Young Mens Christian Association 1934), 39. """"""Handbook of The College Of William And Mary 1919-1920.""."" of Pennsylvania State College, 301941 (, 1941).: Pe,nn State Christian Association     PAGE 2 PAGE 3 PAGE 58 PAGE 57 PAGE 64 PAGE 1 I forgot to turn on the editing function. Can we say this?  otten today. is where I have g as he knocked on that trivial errand that by his going into that room the whole course of his li Nathan, this is where I have gotten today.  This should be moved to a later point in the paper. This should be moved to a later point in the paper. This should be moved to a later point in the paper. This should be moved to a later point in the paper. This should be moved to a later point in the paper. I forgot to turn on the editing function. Can we say this?  Caroline Winterer, The Humanist Revolution in American, 1820-1860: Classical Antiquity in the College, History of Higher Education Annual 18 (1998): 111-129.  W.T. Hastings, Phi Beta Kappa as a Secret Society with its Relations to Freemasonry and Antimasonry. (Washington, D.C.: United Chapters of Phi Beta Kappa, 1965).  Leon Jackson, The Rights of Man and the Rites of Youth: Fraternity and Riot at Eighteenth Century Harvard. History of Higher Education Annual, 15 (1995): 5-49.  Richard Hofstadter, Academic Freedom in the Age of the College. (New York: Columbia University Press, 1955).  J. Edwin Orr, The Light of Nations: Evangelical Renewal and Advance in the Nineteenth Century. (Grand Rapids: Wm. B. Eerdmans, 1963), 20-23.  In 1824, a small group of Princeton students established a secret fraternity called Chi Phi, dedicated to its members spiritual life and personal holiness. Chi Phi became The Philadelphian Society by the middle of the century. Princeton University Archives, Student Christian Association (SCA) Records, 1855-1967, AC135, Introduction to Finding Aid.  We will not go into detail here in the proposal, but arguments still rage as to which was the first of the two associations. From our research, we settle on the side of the University of Virginia. The evidence is presented in the full paper.  Although most histories of the movement highlight the Princeton groups push in 1877, earlier attempts to coordinate campus Christian associations with the state YMCA meetings. Students from Hanover College in Indiana (not surprising since Wishard had been a student there) and Dartmouth College both appear to have accepted invitations to meet with their state associations prior to 1877. See Ralph Dwinell, The first official contact in Dartmouth Christian Association Historical Material, Rauner Special Collections Library, Dartmouth College.  Students at several eastern colleges had only begun to compete against each other in rowing contests in the early 1850s and other intercollegiate sports contests in baseball and football were soon to follow. Smith, R. (1988). Sports and freedom: the rise of big time college athletics. New York: Oxford University Press; Thelin, J. (2004).  John R. Mott, End of the first quarter century of the American and Canadian Student Young Men's Christian Association movement, 1877-1902, in Addresses and papers of John R. Mott, volume 3. (New York: Association Press, 1947/1902): 162.  Orr, The Light of Nations.  Lulu Holmes, A History of the Position of Dean of Women in a Selected Group of Co-educational Colleges and Universities in the United States. (New York: Teachers College, Columbia University, Bureau of Publications, 1939); Caroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000).  W.H. Cowley, Student Personnel Services in Retrospect and Prospect, in Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 171-177.  Earl James McGrath, The Evolution of Administrative Offices in Institutions of Higher Education in the United States from 1860 to 1933 (Ph.D. diss., University of Chicago, 1936).  C.S.Yoakum, Plan for a Personnel Bureau for Educational Institutions, in Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 4-8.  Setran, D.P. (2001). Student religious life in the era of secularization: the intercollegiate YMCA, 1877-1940. History of Higher Education Annual 2001, 21, 7-45.  Mott, J.R. (1903). The students of North America united. New York: Association Press; Shedd, C.P. (1914). The origin and development of the student Young Men's Christian Association movement in North America. Master of Arts, Clark University (G. Stanley Hall, advisor).  The first state weekend conference took place in Iowa at Parsons College in 1883. Other state weekend conferences included Wisconsin and Pennsylvania. Shedd, C.P. (1945). A century of Christian student initiative. New York: Association Press, 27.  Shedd, The origin and development, 215.  The history of the Tech Y.M.C.A., Tech News, April 28, 1913, Worcester Polytechnic Institute, WPI Archives & Special Collections, George C. Gordon Library, Worcester Institute of Technology, Worcester, MA; .  Mott, J.R. (1892). How to secure a college association building. Second edition. New York: The International Committee of Young Men's Christian Associations, 29.  Seamans, H.L. (ed.) (1927). The work of the student Young Men's Christian Association: a manual of principles and methods especially for associations in colleges without employed student YMCA secretaries. New York: The General Board of the Young Men's Christian Association.  Mott, who shared the 1946 Nobel Peace Prize, served as the first national secretary of the Intercollegiate YMCA of the USA and Canada (1888-1915) and then as the general secretary of the YMCAs International Committee (1915-1928). John R. Mott Biography.  HYPERLINK "http://nobelprize.org/peace.laureates/1946/mott-bio.html" http://nobelprize.org/peace.laureates/1946/mott-bio.html Retrieved February 8, 2005.  Mott, J. R. (1947/1887). A years development of the Christian Association. Annual Report presented at the Cornell University YMCA Annual Meeting, December, 1887. In Addresses and papers of John R. Mott, volume 3. New York: Association Press, 14-26; Barnes Hall.  HYPERLINK "http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53" http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53 . Retrieved February 8, 2005.  An historical sketch of the University YMCA, In The men and program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of California; Hawkins, Hugh (1960). Pioneer: a history of the Johns Hopkins University, 1874-1889. Ithaca: Cornell University Press; Forchielli, Paul (2004). University of Pennsylvania Trustee Board Minutes, Nov. 6, 1894, 235, cited in Houston Hall: Morality, Activity, and Community in1890s Philadelphia. Master of Education thesis, The College of William and Mary.  Murray Hall (Princeton)  HYPERLINK "http://etc.princeton.edu/Campus/text_Murray.html" http://etc.princeton.edu/Campus/text_Murray.html . Retrieved February 8, 2005; University of Iowa: Mott, How to secure, 4-11; The centennial of the national student YMCA, 1958-1959 and the 43rd anniversary of the University of Cincinnati YMCA, Cincinnati: The University of Cincinnati YMCA and Cincinnati, 1958, 4.  Letter to trustees of Dartmouth College from C.C. Merrill, President, on behalf of the Executive Committee of the Young Men's Christian Association of Dartmouth College, June 23rd , 1893 to change the name of the building to Bartlett Hall. Rauner Special Collections Library, Dartmouth College.  Mott, J.R. How to secure, 12-15  Murray Hall.  HYPERLINK "http://etc.princeton.edu/Campus/text_Murray.html" http://etc.princeton.edu/Campus/text_Murray.html . Retrieved February 8, 2005.  Mott, The students of North America united, 17.  Hlotzendorff, P.B. (1945). The Clemson College Y.M.C.A. [Annual Report, 1944-45], Clemson, SC: YMCA, 2.  The centennial, University of Cincinnati, 1958; Camp, Freshman [1932], Manuscript Collection 58, YMCA Records, 1922-1953, Box 2, Special Collections, Smathers Library, University of Florida; The Y at Virginiathe oldest college YMCA in the world, Charlottesville, VA: Young Men's Christian Association, 1946-47, 10.  Comment and statistical report by the University YMCA for the year ending June, 1948, The men and program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of California, 3-8.  New Student Work, Annual Report of the Student Dept. [YMCA] from March 1926 to March 1927, Worcester Polytechnic Institute YMCA, Worcester, MA, 4, WPI Archives & Special Collections, George C. Gordon Library, Worcester Institute of Technology, Worcester, MA.  Old shack on Union street: Stiles Hall working proof that democratic ideals live when rightly fostered, The Science Christian Monitor, August 28, 1948, reprinted in The men and program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of California, 9-10.  We have found a reference to an 1883 handbook published by xxx and have located an 1885 handbook published by the Hillsdale College YMCA.  The University of Maryland at Baltimore Handbook 1916-1917, (Baltimore: Young Men's Christian Association, 1916), page?  The details of the YMCAs work with first-year students is outlined in greater detail later/earlier? in this paper.  Guidon, Students Handbook of the Virginia Polytechnic Institute. Blacksburg, VA: Young Men's Christian Association, 1934, 39, 4.   HYPERLINK "http://www.naspa.org/gradprep/StudAff_1937.pdf" http://www.naspa.org/gradprep/StudAff_1937.pdf  Evans, N.J. (2001), Guiding Principles: a review and analysis of student affairs philosophical statements. Journal of College Student Development, 42, (4): 359-378.  Lulu Holmes, A History of the Position of Dean of Women in a Selected Group of Co-educational Colleges and Universities in the United States. (New York: Teachers College, Columbia University, Bureau of Publications, 1939); Caroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000).  W.H. Cowley, Student Personnel Services in Retrospect and Prospect, School and Society, 19 Jan. 1957, 19-22.  Lulu Holmes, A History of the Position of Dean of Women in a Selected Group of Co-educational Colleges and Universities in the United States. (New York: Teachers College, Columbia University, Bureau of Publications, 1939); Caroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000).  W.H. Cowley, Student Personnel Services in Retrospect and Prospect, School and Society, 19 Jan. 1957, 19-22.  Earl James McGrath, The Evolution of Administrative Offices in Institutions of Higher Education in the United States from 1860 to 1933 (Ph.D. diss., University of Chicago, 1936).  C.S.Yoakum, Plan for a Personnel Bureau for Educational Institutions, in Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 4-8.  W.H. Cowley, Student Personnel Services in Retrospect and Prospect, School and Society, 19 Jan. 1957, 19-22.  C.S.Yoakum, Plan for a Personnel Bureau for Educational Institutions, in Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 4-8.   Although most histories of the movement highlight the Princeton groups push in 1877, earlier attempts to coordinate campus Christian associations with the state YMCA meetings. Students from Hanover College in Indiana (not surprising since Wishard had been a student there) and Dartmouth College both appear to have accepted invitations to meet with their state associations prior to 1877. See Ralph Dwinell, The first official contact in Dartmouth Christian Association Historical Material, Rauner Special Collections Library, Dartmouth College.  Students at several eastern colleges had only begun to compete against each other in rowing contests in the early 1850s and other intercollegiate sports contests in baseball and football were soon to follow. Smith, R. (1988). Sports and freedom: the rise of big time college athletics. New York: Oxford University Press; Thelin, J. (2004).  Although most histories of the movement highlight the Princeton groups push in 1877, earlier attempts to coordinate campus Christian associations with the state YMCA meetings. Students from Hanover College in Indiana (not surprising since Wishard had been a student there) and Dartmouth College both appear to have accepted invitations to meet with their state associations prior to 1877. See Ralph Dwinell, The first official contact in Dartmouth Christian Association Historical Material, Rauner Special Collections Library, Dartmouth College.  Students at several eastern colleges had only begun to compete against each other in rowing contests in the early 1850s and other intercollegiate sports contests in baseball and football were soon to follow. Smith, R. (1988). Sports and freedom: the rise of big time college athletics. New York: Oxford University Press; Thelin, J. (2004).  John R. Mott, End of the first quarter century of the American and Canadian Student Young Men's Christian Association movement, 1877-1902, in Addresses and papers of John R. Mott, volume 3. (New York: Association Press, 1947/1902): 162.  Orr, The Light of Nations.  Orr, The Light of Nations.  Orr, The Light of Nations.  Orr, The Light of Nations.  H.E. Hawkes, College Administration, The Journal of Higher Education, 1 (5, May 1930), 245.  S. Arthur Watson, William Penn College: A product and a producer. (Oskaloosa, IA: William Penn College, 1971).  Orr, The Light of Nations.  Orr, The Light of Nations.  Although most histories of the movement highlight the Princeton groups push in 1877, earlier attempts to coordinate campus Christian associations with the state YMCA meetings. Students from Hanover College in Indiana (not surprising since Wishard had been a student there) and Dartmouth College both appear to have accepted invitations to meet with their state associations prior to 1877. See Ralph Dwinell, The first official contact in Dartmouth Christian Association Historical Material, Rauner Special Collections Library, Dartmouth College.  Students at several eastern colleges had only begun to compete against each other in rowing contests in the early 1850s and other intercollegiate sports contests in baseball and football were soon to follow. Smith, R. (1988). Sports and freedom: the rise of big time college athletics. New York: Oxford University Press; Thelin, J. (2004).  Orr, The Light of Nations.  W.H. Cowley, Student Personnel Services in Retrospect and Prospect, School and Society, 19 Jan. 1957, 19-22.  Lulu Holmes, A History of the Position of Dean of Women in a Selected Group of Co-educational Colleges and Universities in the United States. (New York: Teachers College, Columbia University, Bureau of Publications, 1939).  Earl James McGrath, The Evolution of Administrative Offices in Institutions of Higher Education in the United States from 1860 to 1933 (Ph.D. diss., University of Chicago, 1936).  C.S.Yoakum, Plan for a Personnel Bureau for Educational Institutions, in Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 4-8.  Caroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000).  W.H. Cowley, Student Personnel Services in Retrospect and Prospect, School and Society, 19 Jan. 1957, 19-22.  C.S.Yoakum, Plan for a Personnel Bureau for Educational Institutions, in Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 4-8.  Caroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000).  W.H. Cowley, Student Personnel Services in Retrospect and Prospect, School and Society, 19 Jan. 1957, 19-22.  C.S.Yoakum, Plan for a Personnel Bureau for Educational Institutions, in Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 4-8.  W.H. Cowley, The History and Philosophy of Student Personnel Work, Journal of the National Association of Deans of Women, III (June 1940): 153-162.  W.H. Cowley, The History and Philosophy of Student Personnel Work, Journal of the National Association of Deans of Women, III (June 1940): 153-162.  Holmes , History of Dean of Women, 7-13.  McGrath, Evolution of Administrative Offices, 4, 110.  J. Hillis Miller, The Liberal Arts College Functioning Through Student Activities, School and Society 40 (8 Sep. 1934 ): 328-331.  Deans of freshmen appear to have been popular during the 1920s when orientation was in its infancy.  Leon Jackson, The Rights of Man, the Rites of Youth, History of Higher Education Annual,  Caroline Winterer, The Humanist Revolution in American, 1820-1860: Classical Antiquity in the College, History of Higher Education Annual 18 (1998): 111-129.  W.T. Hastings, Phi Beta Kappa as a Secret Society with its Relations to Freemasonry and Antimasonry. (Washington, D.C.: United Chapters of Phi Beta Kappa, 1965).  Leon Jackson, The Rights of Man and the Rites of Youth: Fraternity and Riot at Eighteenth Century Harvard. History of Higher Education Annual, 15 (1995): 5-49.  Louisville Conference, 1877, 69.  Rev. J. Wm. Jones, D.D. of Richmond, Va., Louisville Conference, 1877, 69.  M. Edwards Gates, The Association in a University, Association Monthly, 1 (2, February, 1870), 33.  Spence published an article in the June 1870 issue of the Association Monthly, in which after explaining the need for collegiate young men to have guidance in their first days away from home, he urge[d] a special consideration at the next international Convention for this subjectthe CHRISTIAN ASSOCIATION IN COLLEGES AND SCHOOLSits values and how to plant and conduct it in such Institutions, A.K. Spence, The Association in Colleges and Schools, Association Monthly 1 (6, June 1870) 125.  Shedd, The Origin and Development, 93-  Shedd, The Origin and Development, 93-4.  Shedd, The Origin and Development, 93-4.  Shedd, The Origin and Development, 93-4.  Shedd, The Origin and Development, 96-97.  Although most histories of the movement highlight the Princeton groups push in 1877, earlier attempts to coordinate campus Christian associations with the state YMCA meetings. Students from Hanover College in Indiana (not surprising since Wishard had been a student there) and Dartmouth College both appear to have accepted invitations to meet with their state associations prior to 1877. See Ralph Dwinell, The first official contact in Dartmouth Christian Association Historical Material, Rauner Special Collections Library, Dartmouth College.  Students at several eastern colleges had only begun to compete against each other in rowing contests in the early 1850s and other intercollegiate sports contests in baseball and football were soon to follow. Smith, R. (1988). Sports and freedom: the rise of big time college athletics. New York: Oxford University Press; Thelin, J. (2004).  Luther D. Wishard, The Beginning of the Intercollegiate Movement, The Intercollegian XXV (4, 1903): 76.  Wishard also notes that Dodge wrote a check at that meeting that would become the first of a series of contributions which reached a magnificent climax in 1901the erection of Princetons YMCA building, Dodge Hall. Wishard, The Beginning, 78.  Shedd, The Origin and Development, 141.  Shedd, The Origin and Development, 141.  M. Edwards Gates, The Association in a University, Association Monthly, 1 (2, February, 1870), 33.  John R. Mott, The Students of North America United. (New York: Association Press, 1903); Clarence Prouty Shedd, The Origin and Development of the Student Young Men's Christian Association Movement in North America (M.A. thesis, Clark University, 1914).  The first state weekend conference took place in Iowa at Parsons College in 1883. Other state weekend conferences included Wisconsin and Pennsylvania. Clarence Prouty Shedd, A Century of Christian Student Initiative (New York: Association Press, 1945), 27.  Shedd, Origin and Development, 215.  The History of the Tech Y.M.C.A., Tech News, April 28, 1913, Worcester Polytechnic Institute, WPI Archives & Special Collections, George C. Gordon Library, Worcester Institute of Technology, Worcester, MA.  John R. Mott, How to Secure a College Association Building. Second ed. (New York: The International Committee of Young Men's Christian Associations, 1892), 29.  H.L. Seamans, The Work of the Student Young Men's Christian Association: A Manual of Principles and Methods Especially for Associations in Colleges Without Employed Student YMCA Secretaries (New York: The General Board of the Young Men's Christian Association, 1927.  An historical sketch of the University YMCA, In The men and program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of California; Hawkins, Hugh (1960). Pioneer: a history of the Johns Hopkins University, 1874-1889. Ithaca: Cornell University Press; Forchielli, Paul (2004). University of Pennsylvania Trustee Board Minutes, Nov. 6, 1894, 235, cited in Houston Hall: Morality, Activity, and Community in1890s Philadelphia. Master of Education thesis, The College of William and Mary.  Murray Hall (Princeton)  HYPERLINK "http://etc.princeton.edu/Campus/text_Murray.html" http://etc.princeton.edu/Campus/text_Murray.html . Retrieved February 8, 2005; University of Iowa: Mott, How to secure, 4-11; The centennial of the national student YMCA, 1958-1959 and the 43rd anniversary of the University of Cincinnati YMCA, Cincinnati: The University of Cincinnati YMCA and Cincinnati, 1958, 4.  Letter to trustees of Dartmouth College from C.C. Merrill, President, on behalf of the Executive Committee of the Young Men's Christian Association of Dartmouth College, June 23rd , 1893 to change the name of the building to Bartlett Hall. Rauner Special Collections Library, Dartmouth College.  Murray Hall.  HYPERLINK "http://etc.princeton.edu/Campus/text_Murray.html" http://etc.princeton.edu/Campus/text_Murray.html . Retrieved February 8, 2005.  Andrew D. White, Heresy in Colleges, Old and New, Jan. 1870, 133.  Gates, The Association, 33.  Andrew D. White, Heresy in Colleges, Old and New, Jan. 1870, 133. John R. Mott, A Years Development of the Christian Association. Annual Report Presented at the Cornell University YMCA Annual Meeting, Dec. 1887, in Addresses and Papers of John R. Mott, volume 3 (New York: Association Press, 1947/1887), 14-26; Barnes Hall  HYPERLINK "http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53" http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53 Retrieved February 8, 2005. John R. Mott, A Years Development of the Christian Association. Annual Report Presented at the Cornell University YMCA Annual Meeting, Dec. 1887, in Addresses and Papers of John R. Mott, volume 3 (New York: Association Press, 1947/1887), 14-26; Barnes Hall  HYPERLINK "http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53" http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53 Retrieved February 8, 2005.  An historical sketch of the University YMCA, In The men and program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of California; Hawkins, Hugh (1960). Pioneer: a history of the Johns Hopkins University, 1874-1889. Ithaca: Cornell University Press; Forchielli, Paul (2004). University of Pennsylvania Trustee Board Minutes, Nov. 6, 1894, 235, cited in Houston Hall: Morality, Activity, and Community in1890s Philadelphia. Master of Education thesis, The College of William and Mary.  Murray Hall (Princeton)  HYPERLINK "http://etc.princeton.edu/Campus/text_Murray.html" http://etc.princeton.edu/Campus/text_Murray.html . Retrieved February 8, 2005; University of Iowa: Mott, How to secure, 4-11; The centennial of the national student YMCA, 1958-1959 and the 43rd anniversary of the University of Cincinnati YMCA, Cincinnati: The University of Cincinnati YMCA and Cincinnati, 1958, 4.  Letter to trustees of Dartmouth College from C.C. Merrill, President, on behalf of the Executive Committee of the Young Men's Christian Association of Dartmouth College, June 23rd , 1893 to change the name of the building to Bartlett Hall. Rauner Special Collections Library, Dartmouth College.  An historical sketch of the University YMCA, In The men and program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of California; Hawkins, Hugh (1960). Pioneer: a history of the Johns Hopkins University, 1874-1889. Ithaca: Cornell University Press; Forchielli, Paul (2004). University of Pennsylvania Trustee Board Minutes, Nov. 6, 1894, 235, cited in Houston Hall: Morality, Activity, and Community in1890s Philadelphia. Master of Education thesis, The College of William and Mary.  Murray Hall (Princeton)  HYPERLINK "http://etc.princeton.edu/Campus/text_Murray.html" http://etc.princeton.edu/Campus/text_Murray.html . Retrieved February 8, 2005; University of Iowa: Mott, How to secure, 4-11; The centennial of the national student YMCA, 1958-1959 and the 43rd anniversary of the University of Cincinnati YMCA, Cincinnati: The University of Cincinnati YMCA and Cincinnati, 1958, 4.  Letter to trustees of Dartmouth College from C.C. Merrill, President, on behalf of the Executive Committee of the Young Men's Christian Association of Dartmouth College, June 23rd , 1893 to change the name of the building to Bartlett Hall. Rauner Special Collections Library, Dartmouth College.  Mott, How to Secure, 12-15  Mott, The Students of North America United, 17.  Mott, How to Secure, 12-15  Mott, The Students of North America United, 17.  Mott, The Students of North America United, 17.  An historical sketch of the University YMCA, In The men and program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of California; Hawkins, Hugh (1960). Pioneer: a history of the Johns Hopkins University, 1874-1889. Ithaca: Cornell University Press; Forchielli, Paul (2004). University of Pennsylvania Trustee Board Minutes, Nov. 6, 1894, 235, cited in Houston Hall: Morality, Activity, and Community in1890s Philadelphia. Master of Education thesis, The College of William and Mary.  Murray Hall (Princeton)  HYPERLINK "http://etc.princeton.edu/Campus/text_Murray.html" http://etc.princeton.edu/Campus/text_Murray.html . Retrieved February 8, 2005; University of Iowa: Mott, How to secure, 4-11; The centennial of the national student YMCA, 1958-1959 and the 43rd anniversary of the University of Cincinnati YMCA, Cincinnati: The University of Cincinnati YMCA and Cincinnati, 1958, 4.  Letter to trustees of Dartmouth College from C.C. Merrill, President, on behalf of the Executive Committee of the Young Men's Christian Association of Dartmouth College, June 23rd , 1893 to change the name of the building to Bartlett Hall. Rauner Special Collections Library, Dartmouth College.  Mott, The Students of North America United, 17.  Hugh Hawkins, Pioneer: a history of the Johns Hopkins University, 1874-1889. (Ithaca: Cornell University Press, 1960), 279; An Historical Sketch of the University YMCA in The Men and Program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of California; Forchielli, Paul, University of Pennsylvania Trustee Board Minutes, Nov. 6, 1894, 235, cited in Houston Hall: Morality, Activity, and Community in 1890s Philadelphia (M.Ed. thesis, The College of William and Mary, 2004), 10.  Mott, How to secure, 4-11; The Centennial of the National Student YMCA, 1958-1959 and the 43rd Anniversary of the University of Cincinnati YMCA (Cincinnati: The University of Cincinnati YMCA and Cincinnati, 1958), 4.  James B. Reynolds, Dwight Hall, New Englander and Yale Review, (Nov. 1886), 972; Letter to Trustees of Dartmouth College from C.C. Merrill, President, on behalf of the Executive Committee of the Young Men's Christian Association of Dartmouth College, June 23rd 1893 to change the name of the building to Bartlett Hall. Rauner Special Collections Library, Dartmouth College; The New Association Building at Lafayette College, The Intercollegian, 25 (Dec. 1902), 58.  Hopkins, C. Howard (1951). History of the YMCA in North America. New York: Association Press, 284.  Hopkins, C. Howard (1951). History of the YMCA in North America. New York: Association Press, 284.  Hopkins, C. Howard (1951). History of the YMCA in North America. New York: Association Press, 284.  Hopkins, C. Howard (1951). History of the YMCA in North America. New York: Association Press, 284.  John R. Mott, End of the first quarter century of the American and Canadian Student Young Men's Christian Association movement, 1877-1902, in Addresses and papers of John R. Mott, volume 3. (New York: Association Press, 1947/1902): 162.  John R. Mott, End of the first quarter century of the American and Canadian Student Young Men's Christian Association movement, 1877-1902, in Addresses and papers of John R. Mott, volume 3. (New York: Association Press, 1947/1902): 162.  John R. Mott, End of the first quarter century of the American and Canadian Student Young Men's Christian Association movement, 1877-1902, in Addresses and papers of John R. Mott, volume 3. (New York: Association Press, 1947/1902): 162.  John R. Mott, End of the first quarter century of the American and Canadian Student Young Men's Christian Association movement, 1877-1902, in Addresses and papers of John R. Mott, volume 3. (New York: Association Press, 1947/1902): 162.  P.B. Holtzendorff, (1945). The Clemson College Y.M.C.A. [Annual Report, 1944-45], Clemson, SC: YMCA, 2.  P.B. Holtzendorff, (1945). The Clemson College Y.M.C.A. [Annual Report, 1944-45], Clemson, SC: YMCA, 2.  P.B. Holtzendorff, (1945). The Clemson College Y.M.C.A. [Annual Report, 1944-45], Clemson, SC: YMCA, 2.  Winthrop G. Hall, The History of the Tech Y.M.C.A., Tech News (April 28, 1913), 1. Worcester Polytechnic Institute Archives and Special Collections, George C. Gordon Library, Worcester, MA.  Handbook of The College Of William And Mary 1919-1920, The College of William and Mary Archives and Special Collections.  Winthrop G. Hall, The History of the Tech Y.M.C.A., Tech News (April 28, 1913), 1. Worcester Polytechnic Institute Archives and Special Collections, George C. Gordon Library, Worcester, MA.  Handbook of The College Of William And Mary 1919-1920, The College of William and Mary Archives and Special Collections.  Winthrop G. Hall, The History of the Tech Y.M.C.A., Tech News (April 28, 1913), 1. Worcester Polytechnic Institute Archives and Special Collections, George C. Gordon Library, Worcester, MA.  Handbook of The College Of William And Mary 1919-1920, The College of William and Mary Archives and Special Collections.  The Student World, The Intercollegian, 25 (Nov. 1902), 39.  YMCA, Bathrooms. A Handbook for Students, 1892-93, 8; Y.M.C.A., The Penn Chronicle, 1903, 4.  YMCA, Bathrooms. A Handbook for Students, 1892-93, 8; Y.M.C.A., The Penn Chronicle, 1903, 4.  YMCA, Bathrooms. A Handbook for Students, 1892-93, 8; Y.M.C.A., The Penn Chronicle, 1903, 4.  The Centennial, University of Cincinnati, 1958; Camp, Freshman [1932], Manuscript Collection 58, YMCA Records, 1922-1953, Box 2, Special Collections, Smathers Library, University of Florida; The Y at Virginiathe oldest college YMCA in the world, Charlottesville, VA: Young Men's Christian Association, 1946-47, 10.  Comment and Statistical Report by the University YMCA for the Year Ending June, 1948, The Men and Program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of California, 3-8.  New Student Work, Annual Report of the Student Dept. [YMCA] from March 1926 to March 1927, Worcester Polytechnic Institute YMCA, Worcester, MA, 4, WPI Archives & Special Collections, George C. Gordon Library, Worcester Institute of Technology, Worcester, MA.  Old Shack on Union street: Stiles Hall, Working Proof That Democratic Ideals Live When Rightly Fostered, The Science Christian Monitor, August 28, 1948, reprinted in The Men and Program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of California, 9-10.  Gates, The Association, 33.  Andrew D. White, Heresy in Colleges, Old and New, Jan. 1870, 133.  Gates, The Association, 33.  Andrew D. White, Heresy in Colleges, Old and New, Jan. 1870, 133.  Mott, How to Secure, 12-15.  William Alfred Millis, The History of Hanover College From 1827 to 1927 (Hanover, Indiana: Hanover College, 1927), 237-240.  William Alfred Millis, The History of Hanover College From 1827 to 1927 (Hanover, Indiana: Hanover College, 1927), 237-240. John R. Mott, A Years Development of the Christian Association. Annual Report Presented at the Cornell University YMCA Annual Meeting, Dec. 1887, in Addresses and Papers of John R. Mott, volume 3 (New York: Association Press, 1947/1887), 14-26; Barnes Hall  HYPERLINK "http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53" http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53 Retrieved February 8, 2005.  William Alfred Millis, The History of Hanover College From 1827 to 1927 (Hanover, Indiana: Hanover College, 1927), 237-240.  William Alfred Millis, The History of Hanover College From 1827 to 1927 (Hanover, Indiana: Hanover College, 1927), 237-240.  Winthrop G. Hall, The History of the Tech Y.M.C.A., Tech News (April 28, 1913), 1. Worcester Polytechnic Institute Archives and Special Collections, George C. Gordon Library, Worcester, MA.  Handbook of The College Of William And Mary 1919-1920, The College of William and Mary Archives and Special Collections.  The Student World, The Intercollegian, 25 (Nov. 1902), 39.  Winthrop G. Hall, The History of the Tech Y.M.C.A., Tech News (April 28, 1913), 1. Worcester Polytechnic Institute Archives and Special Collections, George C. Gordon Library, Worcester, MA.  Handbook of The College Of William And Mary 1919-1920, The College of William and Mary Archives and Special Collections.  The Student World, The Intercollegian, 25 (Nov. 1902), 39.  Winthrop G. Hall, The History of the Tech Y.M.C.A., Tech News (April 28, 1913), 1. Worcester Polytechnic Institute Archives and Special Collections, George C. Gordon Library, Worcester, MA.  Washington and Jefferson College Catalogue, 1881-82, courtesy of the Washington and Jefferson; Handbook of The College Of William And Mary 1919-1920, The College of William and Mary Archives and Special Collections.  The Student World, The Intercollegian, 25 (Nov. 1902), 39.  Winthrop G. Hall, The History of the Tech Y.M.C.A., Tech News (April 28, 1913), 1. Worcester Polytechnic Institute Archives and Special Collections, George C. Gordon Library, Worcester, MA.  YMCA, Pandora 1886, (Washington and Jefferson Yearbook), 92-93; Washington and Jefferson College Catalogue, 1881-82, 31; James B. Anderson, Material relative to the College and its various organizations W&J Collection 378.733 EA, 10; Courtesy of the Archives and Special Collections Library, Washington & Jefferson College.  Handbook of The College Of William And Mary 1919-1920, The College of William and Mary Archives and Special Collections.  The Student World, The Intercollegian, 25 (Nov. 1902), 39.  YMCA, Pandora 1886, (Washington and Jefferson Yearbook), 92-93; Washington and Jefferson College Catalogue, 1881-82, 31; James B. Anderson, Material relative to the College and its various organizations W&J Collection 378.733 EA, 10; Courtesy of the Archives and Special Collections Library, Washington & Jefferson College.  YMCA, Pandora 1886, (Washington and Jefferson Yearbook), 92-93; Washington and Jefferson College Catalogue, 1881-82, 31; James B. Anderson, Material relative to the College and its various organizations W&J Collection 378.733 EA, 10; Courtesy of the Archives and Special Collections Library, Washington & Jefferson College.  Handbook of The College Of William And Mary 1919-1920, The College of William and Mary Archives and Special Collections.  The Student World, The Intercollegian, 25 (Nov. 1902), 39.  Y.M.C.A., The Penn Chronicle, (date? 1903), 4, Wilcox Library Archives, William Penn University, Oskaloosa, Iowa.  The Student World, The Intercollegian, 25 (Jan. 1903), 89.  University of Pennsylvania Trustee Board Minutes, Nov. 6, 1894, 235, cited in Paul Forchielli, Houston Hall: Morality, Activity, and Community in 1890s Philadelphia (M.Ed. thesis, The College of William and Mary, 2004), 10.  University of Pennsylvania Trustee Board Minutes, Nov. 6, 1894, 235, cited in Paul Forchielli, Houston Hall: Morality, Activity, and Community in 1890s Philadelphia (M.Ed. thesis, The College of William and Mary, 2004), 10.  University of Pennsylvania Board of Trustees Minutes, February 14, 1893, 88, cited in Forchielli, 9.  William Alfred Millis, The History of Hanover College From 1827 to 1927 (Hanover, Indiana: Hanover College, 1927), 237-240.  Forchielli, Houston Hall.  Mott, How to Secure, page  H.E. Hawkes, College Administration, The Journal of Higher Education, 1 (5, May 1930), 245.  S. Arthur Watson, William Penn College: A Product and a Producer (Oskaloosa, IA: William Penn College, 1971).  Orr, The Light of Nations.  W.H. Cowley, Student Personnel Services in Retrospect and Prospect, School and Society, 19 Jan. 1957, 19-22.  Lulu Holmes, A History of the Position of Dean of Women in a Selected Group of Co-educational Colleges and Universities in the United States. (New York: Teachers College, Columbia University, Bureau of Publications, 1939).  Earl James McGrath, The Evolution of Administrative Offices in Institutions of Higher Education in the United States from 1860 to 1933 (Ph.D. diss., University of Chicago, 1936).  C.S.Yoakum, Plan for a Personnel Bureau for Educational Institutions, in Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 4-8.  Caroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000).  David P.Setran, Student Religious Life in the Era of Secularization: The Intercollegiate YMCA, 1877-1940, History of Higher Education Annual 21 (2001): 7-45.  H.E. Hawkes, College Administration, The Journal of Higher Education, 1 (5, May 1930), 245.  S. Arthur Watson, William Penn College: A Product and a Producer (Oskaloosa, IA: William Penn College, 1971).  Orr, The Light of Nations.  W.H. Cowley, Student Personnel Services in Retrospect and Prospect, School and Society, 19 Jan. 1957, 19-22.  Lulu Holmes, A History of the Position of Dean of Women in a Selected Group of Co-educational Colleges and Universities in the United States. (New York: Teachers College, Columbia University, Bureau of Publications, 1939).  Earl James McGrath, The Evolution of Administrative Offices in Institutions of Higher Education in the United States from 1860 to 1933 (Ph.D. diss., University of Chicago, 1936).  C.S.Yoakum, Plan for a Personnel Bureau for Educational Institutions, in Student Affairs: A Professions Heritage ed. Gerald L. Saddlemire and Audrey L. Rentz (Alexandria, VA: American College Personnel Association, 1986), 4-8.  Caroline Terry Bashaw, Stalwart Women: A Historical Analysis of Deans of Women in the South. (New York: Teachers College Press, 1999); Jana Nidifer, Pioneering Deans of Women: More Than Wise and Pious Matrons. (New York: Teachers College Press, 2000).  David P.Setran, Student Religious Life in the Era of Secularization: The Intercollegiate YMCA, 1877-1940, History of Higher Education Annual 21 (2001): 7-45.  Howard, History of the YMCA, 284.  John R. Mott, The Students of North America United. (New York: Association Press, 1903); Clarence Prouty Shedd, The Origin and Development of the Student Young Men's Christian Association Movement in North America (M.A. thesis, Clark University, 1914).  The first state weekend conference took place in Iowa at Parsons College in 1883. Other state weekend conferences included Wisconsin and Pennsylvania. Clarence Prouty Shedd, A Century of Christian Student Initiative (New York: Association Press, 1945), 27.  Shedd, Origin and Development, 215.  Winthrop G. Hall, The History of the Tech Y.M.C.A., Tech News (April 28, 1913) Worcester Polytechnic Institute Archives & Special Collections, George C. Gordon Library, Worcester, MA.  Mott, How to Secure, 29.  H.L. Seamans, The Work of the Student Young Men's Christian Association: A Manual of Principles and Methods Especially for Associations in Colleges Without Employed Student YMCA Secretaries (New York: The General Board of the Young Men's Christian Association, 1927.  Mott, who shared the 1946 Nobel Peace Prize, served as the first national secretary of the Intercollegiate YMCA of the USA and Canada (1888-1915) and then as the general secretary of the YMCAs International Committee (1915-1928). John R. Mott Biography.  HYPERLINK "http://nobelprize.org/peace.laureates/1946/mott-bio.html" http://nobelprize.org/peace.laureates/1946/mott-bio.html Retrieved February 8, 2005. John R. Mott, A Years Development of the Christian Association. Annual Report Presented at the Cornell University YMCA Annual Meeting, Dec. 1887, in Addresses and Papers of John R. Mott, volume 3 (New York: Association Press, 1947/1887), 14-26; Barnes Hall  HYPERLINK "http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53" http://www.cornell.edu/search/index.cfm?tab=facts&q=&id=53 Retrieved February 8, 2005.  Andrew D. White, Heresy in Colleges, Old and New, Jan. 1870, 133. White had been a faculty member at the University of Michigan from 1856 to 1865 when he and Ezra Cornell established Cornell University. At Michigan, White taught and mentored Charles Kendall Adams, who not only succeeded White as president of Cornell, but was one of the student founders of the University of Michigan YMCA; Shedd, Origins and Development, 48-49.  The Centennial, University of Cincinnati, 1958; Camp, Freshman [1932], Manuscript Collection 58, YMCA Records, 1922-1953, Box 2, Special Collections, Smathers Library, University of Florida; The Y at Virginiathe oldest college YMCA in the world, Charlottesville, VA: Young Men's Christian Association, 1946-47, 10.  Comment and Statistical Report by the University YMCA for the Year Ending June, 1948, The Men and Program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of California, 3-8.  New Student Work, Annual Report of the Student Dept. [YMCA] from March 1926 to March 1927, Worcester Polytechnic Institute YMCA, Worcester, MA, 4, WPI Archives & Special Collections, George C. Gordon Library, Worcester Institute of Technology, Worcester, MA.  Old Shack on Union street: Stiles Hall, Working Proof That Democratic Ideals Live When Rightly Fostered, The Science Christian Monitor, August 28, 1948, reprinted in The Men and Program of Stiles Hallthe University Y.M.C.A., 1884-1948, Berkeley: University of California, 9-10.  We have found a reference to an 1883 handbook published by xxx and have located an 1885 handbook published by the Hillsdale College YMCA.  The University of Maryland at Baltimore Handbook 1916-1917, (Baltimore: Young Men's Christian Association, 1916), page?  The details of the YMCAs work with first-year students is outlined in greater detail later/earlier? in this paper.  Guidon, Students Handbook of the Virginia Polytechnic Institute. Blacksburg, VA: Young Men's Christian Association, 1934, 39, 4.  Holmes, History of Dean of Women, 5.  Nidifer, Pioneering Deans of Women, 16.  W.H. Cowley, The History of Student Residential Housing, School and Society 40 (December 1 1934): 705-712. Even in 1927-28, not quite 15 percent of the students registered at 44 land-grant institutions were housed in institutionally-owned and operated residences. Arthur J. Klein, Survey of Land-Grant Colleges and Universities, Office of Education Bulletin 1930, No. 9 (Washington, D.C.: Government Printing Office, 1930), 426  Holmes , History of Dean of Women, 18; Nidifer, Pioneering Deans of Women, 34.  McGrath, Evolution of Administrative Offices 99-100.  Marion Talbot, Dean of Women at the University of Chicago from 1892-1925, was a co-founder of the ACA in 1881. Its purpose was to encourage young women to go to college and to advance opportunities for women college graduates. The ACA became the American Association of University Women in 1921. Nidifer, Pioneering Deans of Women, 37, 39.  Robert A. Schwartz, The Rise and Demise of Deans of Men, The Review of Higher Education 26 (2, 2002): 217-229.  Klein, Land-Grant Colleges, 416.  Stanley Coulter, Function of the Dean of Men in the State University in Secretarial Notes of the 10th Annual Conference of the National Association of Deans and Advisers to Men.(Lawrence, KS: Republican Printing, 1928), 36-38.  McGrath, Evolution of Administrative Offices, 4, 110.  Deans of freshmen appear to have been popular during the 1920s when orientation was in its infancy.  J. Hillis Miller, The Liberal Arts College Functioning Through Student Activities, School and Society 40 (8 Sep. 1934 ): 328-331.  Letter from Charles H. Judd and M.E. Haggerty to President Rainey, July 14, 1932, Courtesy of Special Collections/University Archives, Ellen Clarke Bertrand Library, Bucknell University. Judd and Haggerty were both scholars and leaders in the educational measurement movement of the 1920-30s.  Minutes of the Faculty of Bucknell University, 3 May 1933, 1-2, University Archives, Bucknell University.  Bucknell University Catalogue 1932-33, 157, University Archives, Bucknell University  W.H. Cowley, The History and Philosophy of Student Personnel Work, Journal of the National Association of Deans of Women III (June 1940): 153-162.   HYPERLINK "http://www.naspa.org/gradprep/StudAff_1937.pdf" http://www.naspa.org/gradprep/StudAff_1937.pdf  N.J. Evans, Guiding Principles: A Review and Analysis of Student Affairs Philosophical Statements. Journal of College Student Development 42, (4, 2001): 359-378. Appendix A YMCA Buildings  Need a reference here  Leon Jackson, The Rights of Man and the Rites of Youth: Fraternity and Riot at Eighteenth Century Harvard. History of Higher Education Annual, 15 (1995): 5-49.  W.T. Hastings, Phi Beta Kappa as a Secret Society with its Relations to Freemasonry and Antimasonry. (Washington, D.C.: United Chapters of Phi Beta Kappa, 1965).  S. Arthur Watson, William Penn College: A Product and a Producer (Oskaloosa, IA: William Penn College, 1971).  Lulu Holmes, A History of the Position of Dean of Women in a Selected Group of Co-educational Colleges and Universities in the United States. (New York: Teachers College, Columbia University, Bureau of Publications, 1939).  Earl James McGrath, The Evolution of Administrative Offices in Institutions of Higher Education in the United States from 1860 to 1933 (Ph.D. diss., University of Chicago, 1936).  Gates, The Association, 33.  Andrew D. White, Heresy in Colleges, Old and New, Jan. 1870, 133; White had been a faculty member at the University of Michigan from 1856 to 1865 when he and Ezra Cornell established Cornell University. At Michigan, White taught and mentored Charles Kendall Adams, who also succeeded White as president of Cornell.  Shedd, Origins and Development, 48-49.  Murray Hall.  HYPERLINK "http://etc.princeton.edu/Campus/text_Murray.html" http://etc.princeton.edu/Campus/text_Murray.html . Retrieved February 8, 2005. A second building constructed in 1900 for use by the Philadelphia Society, Dodge Hall, was attached to Murray Hall by a cloister in 1884. Funds for this building were donated by William Earl Dodge, Jr. and Cleveland H. Dodge (79), as a memorial to Earl Dodge (79), their respective son and brother, who died in 1884.  HYPERLINK "http://etc.princeton.edu/CampusWWW/Companion/murrary_dodge_hall.html" http://etc.princeton.edu/CampusWWW/Companion/murrary_dodge_hall.html. Retrieved February 8, 2005. Earl and Cleveland were the two sophomores who answered the door when Wishard needed coal for his cold room at Princeton.  The Men and Program of Stiles Hallthe University Y.M.C.A., 1884-1948, (Berkeley: University of California, date), page  Charles T. Brewster, A History of the Dartmouth Christian Association in Dartmouth Christian Association Historical Material ed. Ralph Dwinnell (collection of unpublished manuscripts, 1929), 18-19. Courtesy of Rauner Special Collections Library, Dartmouth College.   Leslie Patton, Undergraduate Student Reports: A Factor in the Reorganization of Higher Education, The Journal of Higher Education 3 (June, 1932): 286.  Margaret Mead, Comment: A Page of Student Self-Determination, Barnard Bulletin, XXVII (15, Dec. 1922), 2. Barnard College Archives, The Barnard Bulletin Digital Archives, retrieved October 4, 2005  HYPERLINK "http://www.barnard.edu/archives/bulletin.html" http://www.barnard.edu/archives/bulletin.html  President Hopkinss Letter The Report on Undergraduate Education of the Dartmouth College Senior Committee, Part I (Hanover, NH: Dartmouth College, 15 May 1924), 5. Courtesy of Rauner Special Collections Library, Dartmouth College.  Edward Duffy, A Critical Survey of the Dartmouth Report Intercollegiate World, 1 (March 1926), 36. Courtesy of Rauner Special Collections Library, Dartmouth College.  The Dartmouth Report, 12-16.  Duffy, A Critical Survey, 38.   Nancy J. Evans, Guiding Principles: A Review and Analysis of Student Affairs Philosophical Statements. Journal of College Student Development 42, (4, 2001): 359-378.  Leon Jackson, The Rights of Man and the Rites of Youth: Fraternity and Riot at Eighteenth Century Harvard. History of Higher Education Annual, 15 (1995): 5-49.  Caroline Winterer, The Humanist Revolution in American, 1820-1860: Classical Antiquity in the College, History of Higher Education Annual 18 (1998): 111-129.  Richard Hofstadter, Academic Freedom in the Age of the College. (New York: Columbia University Press, 1955).  J. Edwin Orr, The Light of Nations: Evangelical Renewal and Advance in the Nineteenth Century. (Grand Rapids: Wm. B. Eerdmans, 1963), 20-23.  In 1824, a small group of Princeton students established a secret fraternity called Chi Phi, dedicated to its members spiritual life and personal holiness. Chi Phi became The Philadelphian Society by the middle of the century. Princeton University Archives, Student Christian Association (SCA) Records, 1855-1967, AC135, Introduction to Finding Aid.  During the mid-1900s, students on many campuses belonged to an organization entitled the Society for Religious Inquiry. Robert Weidensall, discussed below, found these societies (or variations on the name) at many colleges in Michigan, Illinois, and Indiana. The alpha group may have begun at Amherst in 1821 when the college was founded and spread from there to the University of Vermont, Union, Williams, Hartford Seminary, and the University of Michigan. Many of these societies transformed into YMCAs during the second half of the nineteenth century. Clarence Prouty Shedd, The Origin and Development of the Student Young Men's Christian Association Movement in North America (M.A. thesis, Clark University, 1914), 26-31. That story is beyond the scope of this paper.  Shedd, Origin and Development, 233; C. Howard Hopkins, History of the Y.M.C.A. in North America (New York: Association Press, 1951), 646.  Deans of freshmen appear to have been popular during the 1920s when orientation was in its infancy.  J. Hillis Miller, The Liberal Arts College Functioning Through Student Activities, School and Society 40 (8 Sep. 1934): 328-331.  Letter from Charles H. Judd and M.E. Haggerty to President Rainey, July 14, 1932, Courtesy of Special Collections/University Archives, Ellen Clarke Bertrand Library, Bucknell University. Judd and Haggerty were both scholars and leaders in the educational measurement movement of the 1920-30s.  Minutes of the Faculty of Bucknell University, 3 May 1933, 1-2; Bucknell University Catalogue 1932-33, 157. Courtesy of Special Collections/University Archives, Ellen Clarke Bertrand Library, Bucknell University.  The New Council at the Ohio State University, School and Society, 40 (22 Dec. 1934), 836-37.  Robert Sutton, Interview with William Guthrie, (Dec. 7, 1983), The Ohio State University Knowledge Bank, 2 retrieved on Aug. 30, 2005  HYPERLINK "http://hdl.handle.net/1811/479" http://hdl.handle.net/1811/479.  Sutton, Guthrie Interview, 8.  Student Association Handbook, 1914-1915, International Young Men's Christian Association College, (Springfield, MA, 1914), 10; Handbook of Student Association, Springfield College, 1920-1921 (Springfield, MA, 1920), 28. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Springfield College Handbook, 1920-1921, 34. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Student Association of Springfield College, Freshmen Handbook, 1926-1927, XIII (Springfield, MA, 1926), 36-37, 18. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Nancy J. Evans, Guiding Principles: A Review and Analysis of Student Affairs Philosophical Statements. Journal of College Student Development 42 (4, 2001): 359-378.  Evans cites in order: E.M. Nuss, The Development of Student Affairs, in Student Affairs: A Handbook for the Profession. 3rd edition ed. S.R. Komives and D.B. Woodard (San Francisco: Jossey-Bass, 1996), 22-42; W. H. Crowley [sic], Some History and a Venture in Prophecy in Trends in Student Personnel Work ed. E.G. Williamson (Minneapolis: University of Minneapolis Press, 1949), 12-27; R.B. Caple, To Mark the Beginning: A Social History of Student Affairs (Lanham, MD: American College Personnel Association, 1998); N. J. Evans, D.S. Forney and F. Guido-DiBrito, Student Development in College: Theory, Research, and Practice (San Francisco: Jossey-Bass, 1998); and R.B.Young, Guiding Values and Philosophy, in Student Affairs: A Handbook for the Profession. 3rd edition ed. Susan R. Komives and D.B. Woodard (San Francisco: Jossey-Bass, 1996), 83-105.   HYPERLINK "http://www.naspa.org/gradprep/StudAff_1937.pdf" http://www.naspa.org/gradprep/StudAff_1937.pdf  Appendix A YMCA Buildings  We would like to thank several librarians and archivists for their invaluable assistance in helping us to gather the material and documents for this paper: Julie Hanson, Wilcox Library, William Penn University; Dagmar Getz, Kautz Family YMCA Archives, University of Minnesota; Barbara Krieger, Rauner Special Collections Library, Dartmouth College; Anna Mae Moore, Archives and Special Collections Library, Washington & Jefferson College; Paige Roberts, Archives and Special Collections, Springfield College; Mary Ann Willard, Special Collections/University Archives, Bucknell University; ( Nathan, anyone else? I am trying to acknowledge the ones who helped the most .  Mott, The Fall Campaign, 11.  Spence published an article in the June 1870 issue of the Association Monthly, in which after explaining the need for collegiate young men to have guidance in their first days away from home, he urge[d] a special consideration at the next international Convention for this subjectthe CHRISTIAN ASSOCIATION IN COLLEGES AND SCHOOLSits values and how to plant and conduct it in such Institutions, A.K. Spence, The Association in Colleges and Schools, Association Monthly 1 (6, June 1870) 125. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Shedd, The Origin and Development, 93-4.  Spence published an article in the June 1870 issue of the Association Monthly, in which after explaining the need for collegiate young men to have guidance in their first days away from home, he urge[d] a special consideration at the next international Convention for this subjectthe CHRISTIAN ASSOCIATION IN COLLEGES AND SCHOOLSits values and how to plant and conduct it in such Institutions, A.K. Spence, The Association in Colleges and Schools, Association Monthly 1 (6, June 1870) 125. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Shedd, The Origin and Development, 93-4.  Spence published an article in the June 1870 issue of the Association Monthly, in which after explaining the need for collegiate young men to have guidance in their first days away from home, he urge[d] a special consideration at the next international Convention for this subjectthe CHRISTIAN ASSOCIATION IN COLLEGES AND SCHOOLSits values and how to plant and conduct it in such Institutions, A.K. Spence, The Association in Colleges and Schools, Association Monthly 1 (6, June 1870) 125. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Shedd, The Origin and Development, 93-4.   Spence published an article in the June 1870 issue of the Association Monthly, in which after explaining the need for collegiate young men to have guidance in their first days away from home, he urge[d] a special consideration at the next international Convention for this subjectthe CHRISTIAN ASSOCIATION IN COLLEGES AND SCHOOLSits values and how to plant and conduct it in such Institutions, A.K. Spence, The Association in Colleges and Schools, Association Monthly 1 (6, June 1870) 125. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA; Shedd, The Origin and Development, 93-4.  Cleveland H. Dodge, Address, Proceedings of the 32nd Annual Conference of the Young Men's Christian Association, Philadelphia, Pa., June 1889, 87-88, Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.; Shedd, The Origin and Development, 141.  Wishard notes that Dodge wrote a check at that meeting that would become the first of a series of contributions which reached a magnificent climax in 1901the erection of Princetons YMCA building, Dodge Hall. Luther D. Wishard, The Beginning of the Intercollegiate Movement, The Intercollegian XXV (4, 1903): 76. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Although most histories of the movement highlight the Princeton groups push in 1877, obviously earlier attempts were made to coordinate campus Christian associations with the state YMCA meetings. Students from Hanover College in Indiana and Dartmouth College as well as those in Michigan accepted invitations to meet with their state associations prior to 1877. See Ralph Dwinell, The first official contact in Dartmouth Christian Association Historical Material, Rauner Special Collections Library, Dartmouth College.  Students at several eastern colleges had only begun to compete against each other in rowing contests in the early 1850s and other intercollegiate sports contests in baseball and football were soon to follow. Smith, R. (1988). Sports and freedom: the rise of big time college athletics. New York: Oxford University Press.  Cleveland H. Dodge, Address, Proceedings of the 32nd Annual Conference of the Young Men's Christian Association, Philadelphia, Pa., June 1889, 87-88, Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.; Shedd, The Origin and Development, 141.  Wishard notes that Dodge wrote a check at that meeting that would become the first of a series of contributions which reached a magnificent climax in 1901the erection of Princetons YMCA building, Dodge Hall. Luther D. Wishard, The Beginning of the Intercollegiate Movement, The Intercollegian XXV (4, 1903): 76. Archives and Special Collections, Springfield College, Springfield College, Springfield, MA.  Although most histories of the movement highlight the Princeton groups push in 1877, obviously earlier attempts were made to coordinate campus Christian associations with the state YMCA meetings. Students from Hanover College in Indiana and Dartmouth College as well as those in Michigan accepted invitations to meet with their state associations prior to 1877. See Ralph Dwinell, The first official contact in Dartmouth Christian Association Historical Material, Rauner Special Collections Library, Dartmouth College.  Students at several eastern colleges had only begun to compete against each other in rowing contests in the early 1850s and other intercollegiate sports contests in baseball and football were soon to follow. Smith, R. (1988). Sports and freedom: the rise of big time college athletics. New York: Oxford University Press.  Students at several eastern colleges had only begun to compete against each other in rowing contests in the early 1850s and other intercollegiate sports contests in baseball and football were soon to follow. Smith, R. (1988). Sports and freedom: the rise of big time college athletics. New York: Oxford University Press.  Students at several eastern colleges had only begun to compete against each other in rowing contests in the early 1850s and other intercollegiate sports contests in baseball and football were soon to follow. Smith, R. (1988). Sports and freedom: the rise of big time college athletics. New York: Oxford University Press.  Proceedings, Louisville, 77. Two years later the college work made a permanent department of the International Committee to be also included in the biennial budget. 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