JESSE PARK-ER BOGUE: MISSlONARY FOR THE TWO-YEAR COLLEGE Thesis For the Degree of Ed. D. MICHIGAN STATE UNIVERSITY Lloyd Del! Reeci 1965 ti “.3 m LIBRARY Michigan State University This is to certify that the thesis entitled . "JESSE PARKER BOGUE: MISSIONARY FOR THE TWO-YEAR COLLEGE" presented by Lloyd Dell Reed has been accepted towards fulfillment of the requirements for Doctor degree in Education ///(/ I, flag/X Major professor Date Sefiember 281 1965 0-169 JESSE PARKER BOGUE: MISSIONARY FOR THE TWO-YEAR COLLEGE BY Lloyd Dell Reed AN ABSTRACT OF A THESIS Submitted to Michigan State University in partial fulfillment of the requirements fOr the degree of DOCTOR.OF EDUCATION College of Education 1965 ABSTRACT JESSE PARKER BOGUE: MISSIONARY FOR THE TWO-YEAR COLLEGE By Lloyd Dell Reed It is the purpose of this study to examine and analyze the contributions of Jesse Parker Bogue to the two-year college movement in the United States to clearly identify his part in leadership and influence to its development. Specifically this study is concerned with: l. 3. 5. The contribution of the original writings of this man. ‘ The contribution of his lectures and addresses. The influence of his leadership as a junior college president. The influence of his leadership as presi» dent of the American Association of Junior Colleges. Developments in the two-year college move- ment during the period that he served as executive secretary of the American Associa- tion of Junior Colleges. Lloyd Dell Reed 6. The influence of his leadership as a univerm sity teacher and consultant. 7. Secondary source remarks from his colleagues. The two-year community junior colleges have been devel- oped in most of the states to meet the varied educational needs of all the people with worthy educational objectives. It is haped that administrators and teachers now in the two- year collEge field can be more capable leaders if they are imbued with the spirit and dedication of former leaders. It is further h0ped that the findings of this study-will be of value to present and future two-year college administrators and leaders responsible for providing guidance to the move- ment as the two-year colleges attempt to meet the needs of the society and the individuals they serve. Method of Investigation The data for this study were gathered from members of Mr. Bogue's immediate family including Mrs. Adah Newhouse Bogue and a son, J. Parker Bogue, Jr., from member admini- strators and teachers of the American Association of Junior Colleges who were active in the affairs of the Association during the time that Jesse Parker Bogue was actively engaged in a leadership role within the.Association, from staff mem~ bers of Green Mountain Junior College, Poultney, Vermont, Lloyd Dell Reed from.staff members of the American Association of Junior Colleges, Washington, D. C., and from.university staff mem- bers who knew and worked with.Jesse Bogue. Additional data were secured from extensive research of general literature and correspondence written by and about this man pertaining to the history and philosophy of the two-year college move» ment during the mid-twenty years of the present century. These writings included articles and special sections in the Junior College Journal, the Washington Newsletter of the American Association of Junior Colleges, Bogue's lectures, books, addresses, and other writings, correspondence and records of Bogue's family, Green Mountain Junior College, the American Association of Junior Colleges, and the University of Michigan . Findings of Significance Jesse Parker Bogue was born and lived for eleven years in a rural community in northern Alabama. He was educated in the public schools of Indiana and studied for the clergy at De Pauw University. He was ordained a Methodist minister, and in 1930 he became Headmaster of the Troy Conference Acadw emy, a Methodist secondary school, at Poultney, Vermont. In 1931, Bogue was instrumental in creating and estab~ lishing Green Mountain College in Poultney. For fifteen Lloyd Dell Reed years he served this new institution as president; As a colé lege president, Bogue attracted a strong faculty, and encour- aged work toward advanced degrees. He was a friend of the students and had theirpneeds and interests in mind at all times. I Bogue knew every operation of the college, and he worked continuously to improve the facilities, the equipment, the library, and the educational offerings. Under his leader- ship Green Mountain College became an accredited and recog- nized collegiate institution. During Bogue's tenure as President of Green Mountain. College, he served for a time in the Vermont State Legisla- ture. He felt a sense of civic obligation, and thisexper- ience was to be of considerable value to him in a later mission. O In 1946, Bogue left Green Mountain College to become Executive Secretary of the American Association of Junior Colleges. At the time of his election to this new position, division and controversy prevailed within the Association. An aggressive and understanding force was needed to weld it together. Bogue had served the Association as President in 1943, and had been a member of the Board of Directors for a Lloyd Dell Reed number of years. He was aware of the problems which existed and was challenged.to seek solutions. Dorothy M. Bell, President of Bradford Junior College, Bradford, Massachusetts, describes Bogue's qualifications:1 He was one of the hardest working and most dedicated men I have ever known. Always calm, patient, and for- bearing he had been a pillar of strength throughout the great crisis which nearly tore the American Assoc- iation of Junior Colleges apart in the early 40's. His tireless work and quiet concentration on the posi- tive strengths and issues made him the unanimous choice for the new Executive Secretary. Assuming the duties of Executive Secretary, Jesse Bogue compared the responsibilities of the position to those of the navigator of a ship. He claimed that reliable navigation practices call for determinations of the ship's position, and in unknown waters, for frequent soundings. As navigator for the junior college movement, the executive secretary was under command of the president and board of directors of the Association. The chart of sailing was designed by the member- ship and guided by the compass of junior college principles and phi1050phy. The voyage which Bogue set out upon was cleared for the port of more and better education for the greatest number of people. As a leader in the two-year college movement in the 1Dorothy M. Bell, Bradford, Massachusetts, Personal Letter, July 26, 1965. Lloyd Dell Reed United States, Jesse Bogue was an advocate of a grassroots philosophy, good communications, adequate finances, good public relations, a positive image for the two-year col~ leges, strong instructional programs, expanding programs, equal educational Opportunity, strong national security, federal aid to education, full cooperation with senior institutions and state departments of education, retention of the two-year programs, and unity and concerted action. During the time that Bogue served the American Associ- ation of Junior Colleges as Executive Secretary, he authored The Community College and American Junior Colleges. Monthly articles appeared in the Association Journal, and he regular- ly reported to the membership in the Washington Newsletter. Bogue was in great demand as a speaker, and he worked and traveled ceaselessly over the country helping everywhere he was called in the establishing of new community and regional junior colleges.2 He never declined an opportunw ity to talk with administrators, teachers, students, tax- payers, board of trustee members, and laymen in the interest of the two-year college. He was universally liked and his integrity wasof such calibre that he commanded the respect \ A 2Ibid. Lloyd Dell Reed of everyone who knew and worked with him.3 After twelve years of faithful service to the Associa- tion, Jesse Bogue retired as Executive Secretary of the American Association of Junior Colleges in the spring of 1958. At the time of his retirement he probably knew more about junior colleges in general and had been on the camp- uses of more of them than any man in his time.4 _From 1946 to 1958, the two-year colleges made consider- able gains. Enrollment increased from 294,475 students to 869,720 and faculty members increased from 11,859 to 29,651. Activities of the Association were expanded and the budget increased from $23,500 to $52,336. As a result of the ef- forts of Jesse Bogue, circulation of the Junior College Journal increased from 1,735 to 4,200. Finally, regional accreditation of two-year colleges increased from 171 to 348. Upon retirement as Executive Secretary, Bogue accepted a position as professor of higher education and consultant to the community colleges of Michigan at the University of Michigan, Ann Arbor. He promoted better relations between the University and the community colleges and traveled 31b1d. 4Ibid. Lloyd Dell Reed extensively in the state visiting the two~year colleges, both public and private. While at the University of Michigan, Bogue cooperated with the American Association of Junior Colleges in the solicitation and procurement of finances from the W. K. Kel- logg Foundation for the implementation of leadership train- ing centers for community college administrators. With the rapid expansion and development of the two~year colleges, Bogue was aware of the need for well qualified administra- tors for the new institutions. Jesse Parker Bogue, minister, legislator, college president, educational executive, author and lecturer, died in Ann Arbor, Michigan, Eebruary 5, 1960, at the age of seventy. Bogue departed this life with the hope that a system of junior colleges would be established in the United States placing institutions of higher learning within com- muting distance of all young people desiring post secondary education. The community college as envisioned by this mis- sionary is developing in many of the fifty states. Time and history only will record the contribution of these in- stitutions° The two-year college movement may well be re- corded as one of the most significant developments in public education in the twentieth century, and the leadership and influence of Jesse Parker Bogue will be clearly evidenced in the historical reports. . w a‘ -'- .la , "I '9 . 4_4____—-- M 1L? JESSE PARKER BOGUE: MISSIONARY FOR THE TWObYEAR COLLEGE By Lloyd Dell Reed A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION College of Education 1965 ACKNOWLEDGMENTS Expressions of thanks and grateful appreciation are extended by the writer to Dr. Max 8. Smith, under whose guidance, counsel, and encouragement this study was under- taken and completed. To the members of the doctoral guidance committee, Dr. J. W. Artis, Dr. Harold Dillon, Dr. Halter Johnson, and Dr. Max Raines,for suggestions, recommendations, and personal advice in planning the doctoral program and in com- pleting the doctoral dissertation study, the writer is grateful. To Mrs. Adah Newhouse Bogue and to Mr. J. Parker Bogue, Jr., for supporting the study and providing vital information, the writer expresses his appreciation. To the American Association of Junior Colleges' staff for permitting the use of records and files of the AssociatiOn, the writer expresses his thanks. To the many professional colleagues in the two-year colleges of the United States who gave freely of their time for interviews and who responded to the many written in- quiries for data for the study, the writer is deeply indebted. ii To President Eric J. Bradner and Vice President John H. Brinn who permitted a flexible schedule during the past one year, the writer is appreciative. To the Schoolcraft College faculty and staff for their tolerance and encouragement during the study, the writer is grateful. Appreciation and thanks are due the W. K.-Kellogg Foundation, who provided the funds for a Community College Administration Fellowship grant for a part of the expenses of the doctoral study. To his wife Louise, and to Larry, Gary, and Bradley, for their patience and understanding and their genuine interest and active participation in this endeavor, the writer is eSpecially grateful. iii TABLE 05 CONTEEIS LISTOFTABLESoooooooooooouoooo Chapter I. II. III. THE EARLY YEARS OF JESSE PARKER BOCUE, MAN WITH A MISSION . . . . . . . . . . . SociOeficonomic Conditions Prior to Birth Existing Economi: and Educational Stands ards during Childhood . . . . . . . . . Effe: ts of World War I on Professional Career . . . . . . . . . . . . Personal Growth and Experience . . . . . Permanent Affiliation with School Admini~ stration and the TwoxYear College . . THE GREEN MOUNTAIN COLLEGE YEARS . . . . Headmaster of Troy Conference Academy . A One Man Executive . . . . . . . . . President of Green Mountain College . . Consoler of the Alumni . . . . . . . . . A Member of a Family Team . . . . . . . World Depression and Second War . . . Interpreter of the Junior College Program Advocate of Christian Principles . . . . Educati.ona1 Leader . . . . . . . . . . . Friend of the Students . . . . . . . . Leaves Green Mountain College . . . . . THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES PRIOR TO THE ROGUE ERA . . . . . . . . o The Creation of the TwomYear College . . Purposes of the Two-Year College . . . . Early Leaders in the Movement . . . . . Jesse P. Bogue in a leadership Role . . Unresolved Issues in the Association . . Jesse P. Bogue as a Spectator . . . . . Development of a Blueprint for Action . Recognition of Immediate Needs . . . . . Jesse P. Bogue as Executive Secretary. . iv o 0 Page y-é Chapter IV. TABLE OF CONTENTS JESSE PARKER ROGUE, MAN WITH A.MISSION o o Advocate of Grassroots Philosophyo o o o o Advocate of Good Communication 0 o o o o o Advocate of Adequate Finances o . . o o o Advocate of Good Public Relations 0 . o o Advocate of Positive Image 0 o o o o o o o Advocate of Strong Instructional Program a Advocate of EXpanding Programs 0 o o o o o Advocate of Equal Educational Opportunity Advocate of Strong National Security 0 o 0 Report of the First Year a o o o o o o o o Travels to the Grassroots o o o o o o o 0 Interpretation of Federal Legislation . 0 Promotion of Summer Workshops’ 0 o o o o 0 Contemporary Consideration of Problems 0 o Accomplishments of the Association 0 o o o A New Concept in Higher Education . o o o Continuation of Federal Aid Promotion 0 . Promotion of New Frontiers o . . . o o . 0 Role of the Community College 0 o . o o . Bogue,University Professor and Philosopher Reaexamination of Basic Policies . . . . . Retention of the Two-Year Programs . . . . War in Korea . o o o o . o o . o o . . . . Effects of Korean Conflict o o . . . . . . Needs of the Changing Times 0 o . . . . . No Ti.me for a Vacation 0 o o o o o . o . Increase in Dues and Salary Ad.justment . Caught in a Squeeze Play 0 o o o o o . . . Warm Interest and New Enthusiasm o o o o 0 Need for Unity and Concerted Action 0 o 0 Education for All the People 0 o o o a o 0 Information to the People a . o o . 1 . o Retirement Date Set. . . o . . o . . . . . Quantitative and Qualitative Contributions Honorary Degree Citation for Jesse Parker Bogue . o . o o o o o o u . Tribute to Jesse Parker Bogue o 0.0 o . . Appreciation and Thanks . g u u o . o . 78 o 79 o 81 o 82 o 85 o 86 o 88 o 90 o 91 o 95 o 95 0103 106 107 110 111 116 119 121 124 128 132 134 135 142 144 148 148 151 160 166 172 181 184 189 191 192 TABLE OF CONTENTS Chapter v. THECONCLUDINGYEARSooo.o...o.... A New Professional Career . a . o o . . . . Improving Relations . a . . . . o . . . o . The Final Months 0 O 0 0 0 0 0 0 0 0 I O O 0 Unfinished Business a . . . o . o a a o a . VI. SUMMARY» FINDINGS3 AND IMPLICATIONS o o . . The Problem 0 o a o . . . o o o o . . . . . Personal History and Advancement a a a o o . Leadership and Influence o a o o a o o o a . Community College Concept 0 o o a D o . . . Measured Gains o o o a . o . . o a . a . . . Consultant and Professor 9 a . . . . . . c . Appraisal of Leadership 0 o . . . o o . . 0 Implications o o o a o o o a . . . . . . . 9 Further Study . o o a o . o o o o . o . . . BIBLImRAPHY 0 0 O o O O 0 D 0 0 O D O O 0 O 0 fl 0 0 vi Page 195 195 197 200 202 204 204 207 210 212 213 214 216 216 LIST OF TABLES Table Page 1. Growth in Numbers of TWO-Year Co11egee . . . 185 2. Growth in Numbers of Enrollments in TWO-Yet! cal-19833 e o e e o e o o o e a e e 186 vii CHAPTER I THE EARLY YEARS OF JESSE PARKER.BOGUE, MAN WITH A MISSION Socio-Economic Conditions Prior to Birth The Civil War followed its tragic course through four horrible and trying years. The war began.with the attack on Fort Sumter on April 12, 1861, and ended when Robert E. Lee surrendered at Appomattox Court House, April9, 1865. An assessment of the Civil War shows the sacrifices as ‘well as the accomplishment. more than 200,000 men were killed in battle or died of wounds, and 413,000 others died of disease, accidents, and other causes. As a result of the war, the Thirteenth Amendment to the Constitution was passed which permanently destroyed slavery. Later the Fourteenth Amendment legallchonferred full citizenship to the liberated Negroes. The Fifteenth Amendment forbade the denial of suffrage to the Negroes be- cause of their race, color, or previous condition of 1EdwardiMeNall Burns, western Civilizations; Their History and Their Cultures (New York: N; W3 Norton and Company, Inc., 1958), p. 747. l servitude. But the Civil War left many problems. It left the South prostrate, in a state of helplessness and exhaustion. The will and vitality of the people were in complete sub- mission. Fears and prejudices had develOped so that the South.was incapable of taking any part in the democratic evolution of the country. The Southern economy became very weak. A poor econ- omy even before the War, with the physical damage done in the conflict, heavy expenditures from limited capital, the destruction of communications, the loss of lives, and the transition which followed of Negroes from slavery to free labor, it was much much weaker after the War. For the man on the farm or plantation in the South during these times, his problem was long one of survival rather than concern for progress. Livestock had been killed, and machinery had been destroyed. Capital remained scarce below the Mason-Dixon.Line for decades. The economic advance of the South was slow. Its educational progress at the turn of the century was even more limited. Low finan- cial conditions, a scattered population, and the necessity, as a result of the Jim Crow philosophy, for maintaining separate schools for whites and Negroes, all led to the retardation of education. As a result of theseconditions, at the beginning of the twentieth century, onewfifth of all the white men below the MasonwDixon line were illiterate, as were half of the Negroes.2 Few students were in school. Teachers were inadequately prepared and poorly paid. High schools for whites were uncommon, and those that did exist were located in the larger cities. Not a single state that had been a part of the Confederacy compelled children to attend school. Higher education as well floundered for the old southern aristocracy had been liquidated and funds were not sufficient to maintain their institutions.‘ The whole idea of public education suffered further from its associ- ation with the hated Reconstruction period and Yankee tyranny. During these trying years, eleven children were born to Mary and Parker Bogue on a Northern.Alabama farm. The ninth child was christened Jesse Parker at his birth August 16, 1889. This had been the given name of both his father and grandfather. According to his sister, now Mrs. Harriet Tanner, Winchester, Indiana, Jesse attended school in a one .'. . 2John R. Alden, Rise of the American Republic, (New York: Harper and Row, Publishers, 1963), p. 528. room school house a mile from his home.3 He was quick and eager to learn. He and his next older brother Arthur always got along so well together, never quarrels or disagreements as so often happens in families. Holding true to the be: liefs of the Quakers, the Christian group of which he was a member, Parker Bogue believed in simple living and strict honesty in business. He held that the truth should always be spoken, and he imbued this idea in the minds of all his children. Existing Economic and Educational Standards During Childhood By 1900, educational standards fell to a low level in Alabama. The bitter struggle went on over the education of the Negro. At the same time, however, education in the western states moved forward under the impact of Jacksonian Democracy, and as a result of an increased acceptance of the idea that formal education was necessary for economic betterment and community and national welfare. It was in the states west of the Allegheny mountains that the public school movement at all 1eve1Sm-elementary, secondary, and 3Mrs° Harriet Tanner, Winchester, Indiana, Personal Letter, July 6, 1965. highercmtook on its greatest significance.4 With a large family, Parker Bogue became discouraged with the slow progress of the economic and the educational systems in Alabama. Opportunities in the Northwest appealed to himm Discontent with a school year of only three months in Athens, Alabama, Bogue moved his family north in 1900. He sold his small plantation and moved his family to Spice= land, Indiana, so that the boys could receive the full adw vantage of formal education. Jesse was eleven years old. His brothers did not like the name Jesse, so he was affec» tionately known to them asJake. Mrs. Tanner tells that the Bogue family lived at. Spiceland only one year, but Jesse was enrolled in school there and made good grades. "Then the family moved to Huntsville, Randolph County, buying a hotel there where his -mother kept traveling salesmen over night and served meals. Jesse attended school here and worked on a farm in the sump mer for his brotherainclaw for the sum of $15.00 per month and room and board." During the period that Jesse Bogue was a child, and a young man, the American nation, deSpite lapses and failures 4William E. Drake, The American School in Transition, (Englewood Cliffs, N. J.: Prentice-Hall, Inc., 1955), pp. 190’1919 ' in some respects, achieved a remarkable measure of progress. The great American democracy set forth to correct its defic- iencies. This was not an automatic process, and it did require considerable time. The progressive era was a time when belief in the eternity of moral values was joined with belief in the desirability of social change.5 Persons whose voices counted for exposing and securing corrections of existing evils, adhered to no common political or religious ‘faith, and differed widely to approaches and procedureseto reform. However, the administrations of Theodore Roosevelt and Woodrow Wilson along with William.Taft were in general liberal in tone, and accomplished considerable in the way of r9form.legislation. Influenced by his church as well as the tone of the times, young Jesse Bogue at an early age became a boy evan- gelist. His articulate speech, fiery disposition, and broad vocabulary gave him the characteristics necessary for a career as a preacher. His early training gave him the belief that ‘worship should be spontaneous, without fixed ritual, an-order of service, or a prepared sermon. This era of national bouy- ancy and sense of mission in the United States appealed totdmu 5Henry F. May, The End of American Innocence: 'A.Study of the First Years of Our Time. 1912-1917, (New York:. Alfred Az’Knopf, 1959), p. 29. - Hts. Tanner, Bogue's sister, eXplains his early affil- iation with the church as follows: "At the age of 14 years he was coverted at Huntsville, Methodist and tried to live up to his obligations. He felt the call to preach and preached his first sermon at 17, his text being 'Wist ye not, I must be about my Father's business,Luke f:49.'". That first winter Bogue helped conduct revival services in several surrounding towns preaching every night.6 'Charac- teristics which he acquired during this time were to be of ’great value to him.later as he embarked upon the problems of the two-year colleges in the United States. With encouragement from his minister, Rev. Barrett, and with encouragement from home, Bogue entered De Pauw University, a co-educational school at Greencastle,.lndi- ana. Founded by the methodist Church, De Pauw University ‘maintained the church influence which had been such a fac- tor in the early years of Jesse Bogue. The improvement of man's mind, the salvation of his soul and the conservation of human life were objectives on ‘which Bogue fixed at an early age and never abandoned.7 In 4‘. A 6Tanner, 02. cit. 7Howard 8. Curtis, "Jesse Parker Bogue, A Famous Man," Jr. College Journal, Vol. 31, (February, 1961), p, 5. . a Speech at De Pauw in 1913, on the topic of better social conditions, he said, "Public education will solve this universally vital question . . . Hmmanity will never be aroused by a religion that dreams merely of a future exist- ence . . . Society will be awakened by a religion that also serves the eternal, now." Speaking about health, Bogue said, "Everyone is morally responsible to hbmself, to soci~ ety, to the generation to be, for a sturdy body and a sound‘mind." During his undergraduate years, Bogue permitted an argument over religious beliefs to deve10p with his father. This argument became one of the great regrets of his life. Bogue permitted himself to unintentionally dispute a fundam mental belief which his father held. He matured rapidly, and at an early age, he deve10ped the trait of understand~ ing men, all kinds of men, in all walks of life. Upon graduation from De Pauw University in 1914, Jesse Bogue pinned Adah C. Newhouse, who had also graduated from.De Pauw.8 Unable to make up his mind to a profession, he entered Boston University. Marriage was delayed. As a student in Boston, Bogue became a great debater. 8 ¥ ’ Mrs. Adah C. Bogue, College Park, Maryland, Personal Interview, April 24, 1965. One of his most gratifying victories was against the men of Harvard. Effects of World War I on Professional Career At the time that Jesse Bogue graduated from De Pauw University, the son of a Presbyterian clergyman, who had also been born in the south, Thomas WOodrow Wilson, was serving the United States as President. The south had seemed to have little to offer Wilson, so he had migrated north to study at Princeton and John's Hopkins University. A.brief career as a teacher and university president had led him into the political realm. After having campaigned for the governorship of the State of New Jersey as a re- former, Woodrow Wilson was elected. He served as governor in.a moderately progressive style. His success as Governor made him a contender for the Presidency in 1912, and he was elected to the nation's highest office that year. The European situation became highly explosive. A general war seemed imminent. Among the various factors that jeopardized the peace of EurOpe early in the twentieth century, nationalism, militarism, imperialism, and the. system of alliances were most important.9 9Jennings B. Sanders, A College History of the United States: 1865 to the Present, Vol. II, (Evanston, Illinois: Row, Peterson and Company, 1962), p. 273. 10 In 1914, war was declared in Europe. The United States remained neutral for two and a half more years. As the "Melting pot of the world ,"Wilson saw the need and de- sire to prevent American involvement in the war. In August 1914, the President proclaimed neutrality and requested "impartiality and friendliness to all concerned." . Challenged by the conditions of the time, and with the desire to improve hwmanity, Bogue accepted his first teaching position at Illinois Wesleyan University, Bloom- ington. For the school year 1915-16, he enthusiastically taught speech and English at this little university. However, after only one year, Bogue left teaching to return to Indiana. Reacting to the developments in.the. world, in the fall of 1916, Bogue went back to the workmof the church. During these years after graduation from De. Pauw University, he had kept in close contact with Miss Newhouse. During a work camp in October, 1916, near Green- castle, Jesse Parker Bogue and Adah C. Newhouse slipped away to Crawfordsville, Indiana, and were married.lo .Later that year, he was ordained a minister in the Methodist Epis- copal Church, and he accepted his first pastorate at Linden, _ 4__-__ fiT—w _ Z s 4.. -.10 * |....>; Cr .. Mrs. Adah C. Bogue, College Park, Maryland, Persona1 interview, April 24, 1965. w L__‘. in the Indiana Methodist Conference. Personal Growth and Experience War was avoided for four years and WOodrow Wilson was elected to the Presidency a second time, principally be- cause "he had kept us out of war." It did not take long, however, for him.to see that a German victory would change the course of civilization. Without warning, on March 18, 1917, German submarines sank three American ships. Many Americans were killed. In a special session of Congress, April 2, 1917, President Wilson asked that war be declared upon Germany. In the address to Congress, he conceded that neutrality was no longer possible. Germany had permitted no other choice. "The world must be Inade safe for Democracy. It is a dreadful thing," he de- clared, "to lead this great peaceful people to war, and to the most terrible and senseless of all wars. Civilization itself seems to be in the balance. But . . . we shall fight . . . for democracy, . . . for the rights and liberties iof small nations, for a universal dominion of rightby such .a concert of free peoples as shall bring peace and safety to all nations and make the world itself at last free." War was declared which required immense sacrifice and shattering consequences. The ranks of the Navy and of the E—é {3 .b; Marine Corps were swelled by mass enlistments. This rapidly increased strength in the armed services was matched by a massive industrial effort. The necessary weapons, trucks, uniforms, gas masks, and other materials were manufactured in vast quantities. This American contribution was essen- tial to victory for the Allies. The news from the battle lines was almost unifonmly bad for the Allies throughout 1917 in spite of the American contribution. Offensives which had been undertaken by the French and British in France brought small gains and heavy casualties. Americans had not reached France in large num- bers before the end of the year. By April 24, 1918, "dough~ boys" were engaged in largenscale fighting with the Genmans, however. In February, 1918, Pastor Jesse Bogue enlisted in the military service as a chaplain. As a trainee in the chap- lain training school at Pensacola, Florida, and at Louisville, Kentucky, he was given the assignment of administering the men's recreation programs. Other than as pastor of a church, this was his first exposure to administrative responsibility. In October, 1918, Lieutenant Bogue was sent to over- seas duty in France with the 49th Field Artillery. ‘When the war ended, he returned to the states in April, 1919. This 13 brief tenure in France was the only opportunity that this internationally minded man had to travel outside the con- fines of the United States. It was back to Indiana for Pastor Bogue and his young wife when he returned from France and was discharged from the military service. The need for someone to fill in as superintendent of the public schools at Bringhurst, Indiana during the 1919-1920 school year developed during the time that Bogue was serving the pastorate at the Methodist Church in that city. To accommodate the community, he accepted the superintendent's position for the school which included grades one to twelve. The role of superintendent at Bring- hurst dictated that he also teach history in the high school. Bogue's superiors in the church recognized his great ability to organize, and to tactfully and skillfully direct human resources. In the fall of 1920, Bishop Leete of the Indiana conference, whose office was in Indianapolis. called lBogue to assist him as his executive secretary. However, .after serving the entire state in this capacity for two years, it was back to the pulpit for Pastor Bogue. Bishop Leete had personally directed the purchase of land in north Indianapolis as a site for a new church. With the potential. for a dynamic church, and with a special interest 14 in_the success of the new-church, BishOp Leete desig~ nated Jesse Bogue as pastor. With his leadership and min- istry, the North Church of Indianapolis was created and grew. A four year tenure in a new church was filled with finance drives, church board meetings, trustee actions, and architect counseling and advising. Long hours each day could be endured by Bogue as a result of his ability to relax and "cat nap" whenever the Opportunity presented its self. - I In 1926 Jesse Bogue and Mrs. Bogue left their.home state of Indiana and moved to Knoxville, Tennessee. vIn Knoxville, the Bogue children were born. The eldest daughter, Mary Elizabeth, now Mrs. Ben L. Hoover, Virginia Beach, Vir- ginia, became her father's writing critic. It was Betty who proofread his work and communicated with her father through her mother until it was firmly established that she was truly a capable contributing constructive critic. Sadness overwshadowed the Bogue household in that two small daughters died in infancy.- A fourth daughter, now Mrs. Ralph.Marquiss, Baltimore, Maryland, was named Barbara Joy by her father. Considered a blessing from God, Jesse Bogue chose a happy name for the little girl. 15 A son, Jesse Parker Bogue, Jr., now of College Park, Maryland, and Odessa, Texas, was born while his father was pastor of Trinity Church at the University of Tennessee. Parker has followed, to some extent, the footsteps of his father in that he has been and is associated with the two year college movement in the United States. For three years, he was president of Pratt County College.in Kansas. He has been associated with Odessa College, Odessa, Texas, for several years, and will return to the faculty and staff there after studying full-time toward his doctorate at the 11 University of Maryland, College Park. Permanent Affiliation with School Administration and the Two~Year College An assignment to a church in Buffalo, New York led in- directly to the affiliation of Jesse Bogue with the two-year college. Requested by the Bishop to examine the conference academy, Bogue and a close friend and co~worker, Earl Ledden, drove with their wives to Poultney, Vermont. To the Ledden's and Mrs. Bogue, Ehe Troy Conference Academy had little appeal. Returning to Buffalo from Poultney, Bogue inquired of Ledden as to what his appraisal would be. Ledden replied, "For me, 11 “' Jesse Parker Bogue, Jr., College Park, Maryland, Per- sonal interview, April 24, 1965. 16 no; for you, Jesse, yes." Yes, it was for Jesse Bogue. Starting with nothing was always a big challenge to him. The Troy Conference .Academy was a coeducational high school which was on the "skids." Jesse Bogue accepted the position as headmaster and moved his family to Poultney in 1929. Bogue never found fault with too much work, and-he lived his responsibilities: building, administration, and education. Even to make bricks out of straw was not impos~ sible for Bogue as headmaster of the Troy Conference Academy at Poultney, Vermont. CHAPTER II THE GREEN MOUNTAIN COLLEGE YEARS Headmaster of Troy Conference Academy Troy Conference Academy was organized‘by the Troy Conference of the Methodist Church at Plattsbery, New York, August, 1834.1 In the fall of that same year, a charter was granted to the school by the Legislature of the State of Vermont. The first session of the Academy was conducted in 1835 in the home of Reverend Spencer Mattison which was located in Poultney, Vermont, on the present site of Green Mountain.Junior College. Troy Conference Academy was a coeducational boarding school for grades nine through twelve, and students came from the states of New York, Ver- mont, New Hampshire, Connecticut and Massachusetts. There was no high school in Poultney, so many of the local stu- dents enrolled in the Academy. The Academy was maintained for the purpose of teaching 2 and training young men and women. In its program provisions 1 , , Troy Conference Academy Annual Catalogue, 1930-1331, Volume 18, No. 4, p. 6. Ibid. 17 13 were also made for students who intended to enter some gain- ful occupation or business directly from the Academy train- ing. Further, provision was made for all students for emphasis on character so that the graduates could become useful and intelligent citizens, and makers of happy Chris» tian homes. Poultney, Vermont is located twenty miles southwest of Rutland, Vermont, in the County of Rutland. It is ninety miles north of Albany and Troy, New York, 211 miles from Boston, Massachusetts, and 145 miles from Montreal, Canada. The village of Poultney, with a population of approximately 1,300, is situated in a beautiful valley between the Green ‘Mountains on the east and the Adirondacks on the west. The town of Poultney was selected as the location of the Troy Conference Academy for several reasons:3 1. Two important stage coach lines ran through Poultney, one ran east and west, and the other north and south. 2. The morals of the citizens were known to be especially good. The people were praised for their industrious and God fearing chara acters. . . There were few temptations that might lead one astray. 3. Fuel was cheap. Plenty of wood could be 3Jean Louise Smith, "A History of Troy Conference Acad- emy and Green Mountain College, 1834-1947," Unpublished paper, Green Mountain College Library, Poultney, Vermont, 1947, p. l. 19 secured for $1.50 to $2.00 a cord. This was a practical, businesslike considera- tion for a thrifty people. 4. The peOple of Poultney could furnish board and room to the students at a reasonable rate. 5. Building materials were cheap in Poultney. Plans eventually called for the erection' of a large school building so this was no small consideration. 6. Other considerations favoring Poultney in- cluded an unlimited water supply, healthful surroundings, fresh air, proximity of the mountains, and the country living. Land for the Academy was purchased for $2,500 which was raised by subscription and donations.4 The Academy had financial troubles beginning in the early years and extend- ing through the closing of its doors in 1936. Originally money had been pledged for new buildings, but problems of collecting the money became a continuous chore. Around 1865 the Academy passed out of the hands of the Troy Conference of the Methodist Church and became Ripley Female College, a private endeavor, for girls only. In 1873 the citizens of Poultney joined with other interested pe0ple in raising $15,000 necessary for the Troy Conference to rempurchase the school.5 During the late 1800's the Academy campus grew 4Ibid., p. 2. 5Ibid., p. 4. as a new classroom building, a chapel, and a gymnasium were erected. The changes and advancements during the twenty: five years from 1880 to 1905 were considerable and the Troy Conference Academy was an institution of distinction. By the late 1920's it became obvious that the New England academies had served their day. Public education had increasingly filled the need for elementary and second- ary education and the private academies were experiencing a steady decline in enrollments. Only a few of the private academies survived the development of the public secondary schools. In Poultney, Vermont, where the Academy had served as the local secondary school, plans were set in motion for the construction of a new public high school. It was during this era that Jesse Parker Bogue moved to Poultney to become headmaster of the Troy Conference Academy. A One Man Executive When Bogue arrived at the Troy Conference Academy he found his assignment to be one of considerable detail to every aspect of the Academy's Operation. He was responsible for the supervision of the three hundred students, both day and night including weekends, for recruiting of students from throughout the region in several states, for recruiting 21 and hiring of faculty, for supervising instruction, for main- taining and developing the physical plant, which consisted of six buildings, the heating plant, and the college farm, and for financing the totaloperation on limited capital. Regulations for the students as listed in the 1930-31 issue of the Troy much of the 1. Conference Academy Bulletin clearly identified responsibility of the headmaster:6 Students must in every instance report at the Academy immediately upon arrival in Poultney. No student may disconnect himself from the , Academy except at the close of the semester, unless excused by the Headmaster. Students must not be absent from town with- out authority from the HeadmaSter's office. Studies may be drOpped or changes made by 'permission'of the Headmaster only. Students in residence at the Academy shall not be allowed to maintain automobiles at the school or in the village without per» ‘mission from the Headmaster. . . . Nothing shall be presented at any public exercise of the Academy nor in any of its publications which has not been passed upon by authority of the Headmaster. Other regulations of the school life, such as hours of study, privileges, personal conduct and appearance, and so forth, are as binding when duly announced as if printed in the catalogue. Troy Conference Academy Annual Catalogue, op.cit.,p.32. {as 2.;- As Headmaster of tue Academy for the initial year of his tenure at Poultney, Jesse Bogue became conditioned to the demands of the job and developed characteristics and procedures which were to be followed and used during his years as a college president. President of Green Mountain College As the citizens of Poultney, Vermont were considering the building of a public secondary school, the trustees of the Troy Conference Academy forsaw the effect this would have upon the Academy. Although many of the Academy stun dents came frmm some distance, a considerable number of students enrolled from the immediate area. The trustees and administration of the Troy Conference Academy rose to the emergency as it had risen to emergencies in the past, and sought methods of adapting the school to contemporary educational trends. Jesse P. Bogue, who had come to the Academy as Head: master in 1930, studied the situation carefully and recom- mended to the trustees that two years of college work be added to the Academy program. In.May, 1931, the trustees responded to the recommendation and established Green Mouna tain College. This recommendation was urged by Bogue bee cause of demands made by parents for a school of the type 23 and character of the junior college. The May 9, 1931 issue of the Rutland Vermont Herald carried an article with the following caption: "NEW COLLEGE WILL OPEN AT POULTNEY " and stated:7 A new Junior College to be known as the Green Moun- tain College of Poultney will Open its doors to students next fall, this important move being noted upon at a special meeting of_the board of trustees of Troy Conference Academy held Thursday in Poultney. A bond issue for $75,000 was voted and a sum exceed- ing $10,000 was subscribed during the first five minutes after it was announced. The board announces that a two-year junior college course will be of- fered, the college work to be entirely separate and distinct from the Academy work. The teachers, some of whom have already been secured, are of college rank. During the summer of 1931 a faculty was organized, curricula were outlined, many changes and improvements were made, new equipment was purchased, and a class of sixty college students was enrolled under the guidance of Presi~ dent Jesse Bogue. Green Mountain College enrollments during the early years showed a continuous increase. In its second year of operation one hundred students registered. Subse- quent years the enrollments were 142, 162, 177, 246, and 266 consecutively. During the early years of the College, the Academy continued in the same facilities. However, in 1936, 7 , "New College Will Open at Poultney," Rutland, Vermont Herald Newspaper, May 9, 1931, p. 1." the public secondary school of Poultney was Opened for operw ation and concurrently, the Troy Conference Academy was closed. Consoler of the Alumni The establishment of Green Mountain College in 1931 met with much favor with the citizens of Poultney, the church membership throughout the Conference, and with the alumni of the Troy Conference Academy. However, as the death of the Academy was announced, Bogue saw the need for a complete explanation to go to the almmni. In a brief statement, he explained ”Why Troy Conference Academy Devel- oped Green.Mountain Junior College " Bogue explained that the Troy Conference Academy develoPed Green Mountain Junior College in the first place because an extensive revolution had taken place in high school education. With the increase in number of high school age students, local high schools were being built. Students were attending high school at home, and proportionately the number of boarding students decreased. 'Without an adequate number of boarding students, it was impossible for the Troy Conference Academy to bal- ance the budget and continue Operation, Bogue wrote. In his explanation, Bogue stated further that the 25 second reason was one of finances. Compelled_to Operate on student tuition, during the depression years and the period of high school revolution, the Academy was not financially successful, whereas, the Junior College had been established in 1931 and was a success financially, and was now showing a balance each year in the operating income. For a number of years previous to the development of the Junior College, deficits had invariably resulted. In the explanation to the alummi, Bogue pointed out that without contradiction, the plant of the institution was in better condition than at any time in its history. Debts were being paid, improvements were being made, and sound fiscal policies were being practiced. "The School is not out of the financial woods. It is headed in the right direc~ tion, and it is on its way," he emphasized. "Your Alma Mater may have added a little to her name. She may have changed her duties and functions somewhat, but she has the same ideals and purposes: namely, to send into the world well-trained young men and women of sound Christian Character," he concluded. A Member of a Family Team Jesse Parker Bogue was approaching his fortieth birthw day when he accepted the position as Headmaster of the Troy Conference Academy in June of 1930. His first contract at Poultney during this depression year called for a cash sal~ ary of $3,200.00, and the Trustees agreed to furniSh living quarters for the President and his wife and three children, and such servant's work as was necessary for cleaning such quarters together with table board, light, heat, water and laundry for the entire family. The living quarters were housed in a part of the college dormitory complex. This. placed him close to the students, but it denied the family of the normality of family life. Not until 1937 did Pres- ident Bogue move his family into a house adjacent to the campus. Mrs. Bogue possessed many of the same characteristics as her husband. Mr. Robert Long, chemistry teacher at Green Mountain, describes her contribution to Dr. Bogue's leadership by stating, "Mrs. Bogue certainly complemented him in the whole scheme. She was always wanting to help people. She was personally always interested in families of faculty and students." Mrs. Bogue was an official member of the Troy Conference E! {L 27 Academy and Green Mountain College faculties for many years. She taught music and represented the college throughout the area personally and with students with.music concerts and presentations. The 1941 issue of ggégg, the college year- book, was dedicated by the students to Mrs. Bogue; The dedication statement reads as follows:8 There are silent forces which work unseen. The wheels turn, things are done, but the hidden power is often unnoticed. Thus during the past ten years, and more, Mrs. Bogue has worked quiet- 1y, modestly, but incessantly as the constant companion of the President of the College, as a faithful instructor for ten years in voice and piano, and as a true friend of her students.- During the hard years of the early 1930's, when the depression made life for the Academy and' the College unusually difficult, Mrs. Bogue car- ried more than a full-time teaching schedule, trained choirs and quartets, planned~music for chapel five times a week, and in one season made fifty concert trips in the interest of the school. Therefore, we dedicate this volume of PEAKS to Mrs. Bogue in well deserved recognition of a sincere friend and a constant worker for all that is best at Green Mountain Junior College. ' The Bogue children were young when the fmmtly moved to Poultney. Betty completed grade school in Poultney and entered the Troy Conference Academy in 1932. Upon gradua- tion from the Academy in 1936, she entered Green Mountain Junior College as a freshman. She was an active part of the L 8 . PEAKS, Green.Mountaianoilege Yearbook, Poultney, Vermont, 1941, p. 2.. (n College and made every attempt to escape the fact that she was the President's daughter. Upon graduation from Green Mountain in 1938, Betty Bogue went on to complete a bach- elor's degree in English and dramatics. She aspired to teach so she returned to Poultney and joined the faculty of Green Mountain College as an instructor of dramatics in the early 1940's. Bogue himself received a doctor of divinity degree from De Pauw in 1936. With the closing of the Troy Conference Academy in 1936, Barbara Bogue spent her high school years at Poultney high school from 1938 to 1942 before enrolling at Green Mountain Junior College. World Depression and Second War The American Depression of 1929 followed a dramatic stock-market crash on October 24 of that year. By 1929 factories and farms of the world were producing more food and more manufactured products than the world's people could afford to buy. The people could have used the goods if there had been money to buy them. As a result of the surplus, prices fell, banks closed, mortgages were fore~ closed, unemployment spread, and countries faced bankruptcy. Following brief recoveries in the stock market in 1930 and 1931, stocks continued their downward course until, 'o~’_ de 29 in July, 1933, their prices represented a loss with referw ence to pre-crash days, of two-and-a-half times the decline on October 29, 1929.9 Herbert Hoover was president when the depression began. A former Secretary of State, Hoover represented the Republican Party. By the early months of 1933, however, between twelve and fifteen million workers were out of jobs and were idle, and local systems of relief were breaking down under the strain of.the times. Near the peak of the ruinous depression the American people paused to select a new president. The Republicans had no choice but to renominate Hoover. Long before the Democratic national convention assembled in_Chicago, there had been a strong drift in favor of nominating Governor Franklin D. Roosevelt of New York.10 Despite a substantial physical handicap, Roosevelt campaigned vigorously and cre- ated an impression that he was the salvation of the economic conditions which prevailed. In the November, 1932 election, Roosevelt and the Democratic Party won by a landslide, and carried all but six states. He was able to inspire confi- dence of the people by his buoyant nature and his resolute 9 Jennings B. Sanders, A College History of the United States, Vol. 2 (Evanston: Row, Peterson and Co., 1962), p.374. 10Ibid., p. 378. rr‘ 30 determination to solve the country's ills as quickly as pos~ sible. It was a dark hour economically in the United States when Roosevelt took office in 1933. "This great nation," said Roosevelt, "will endure as it has endured, will revive and will prosper." Under Roosevelt's leadership, legisla- tive marvels were accomplished, aid was given to agriculn ture, a housing program was developed, improvement was made in labor and industrial conditions, social security was im- proved, and trade agreements were made. Thus, Roosevelt's pledge of a "New Deal" to the "forgotten man" was imple- mented. 3 The 1936 election resulted in Roosevelt's election with only two states going to Alf Landon and the Republican Party. This was the most disastrous defeat ever suffered by a major political party in the United States. Roosevelt continued his "New Deal" which was geared to the welfare of the people. By direct relief payments, by public works, and by creation of new jobs through stimulation of business, along with new regulations pertaining to wages, hours,.rights of workers, and ways of carrying on trade, new hopeswere realized by most of the people. However, problems of a dif- ferent nature were rising on the world scene in Europe and Asia. During the period of world depression, each country was combating its own problems in its own way. The polit» ical effects were profound. In several countries parlia- mentary government came to an end and dictators rose to positions of power. In Genmany, a new government rose to power under the leadership of Adolf Hitler. Hitler openly attacked the whole philosophy of democratic government. Japan and Italy also witnessed serious consequences as a result of the worldwwide depression. In all three coun~ tries, dictators embarked on programs of imperialistic ex- pansion in the hope that by gaining possession of new ter- ritory, relief would come to the economic pressures at home. Adolf Hitler believed that the Germans were meant to rule the world. He became the leader of the National Social- ist German Workers' Party in 1921, the party which later be- came known as the Nazi Party. By 1933 Hitler and his Nazi Party had become the govern- ment of Germany. Genman democracy was dead. Benito Mussolini, ruler of Italy, was making plans for war against -Ethiopia, and in October, 1935, the war began. Ethiopia was taken by the Italians in 1936. lAustria was then invaded by Germany and annexed to that country in 1938. In the same year Hitler demanded that Czechoslovakians surrender to -- E. a .. -- \ yak...» is. 32 Germany. Japan had joined with the Germans and Italians in a pact that suggested a triple understanding among these three powers. The United States during these trying years had ape pealed, protested, and offered advice, but found more and more the world problem growing. The United States had de- clared neutrality through formal legislation and indicated its determination to avoid invdlvement in foreign wars. However, the'neutrality did not last. The United States was forced to become involved in the war, and destroyers were exchanged for naval and airobase leasing rights in foreign seas and lands. The imminence of America's entrance into the war was demonstrated when Congress narrowly passed the Selective Training and Service Act in 1940. This act.was to affect institutions of higher education throughout the country as young men would be entering military service rather than enrolling in colleges and universities after graduation from the secondary school. Under the Selective Service Acts of 1940, 1941, and 1942, approximately 8300,000 men had been enlisted into the United States. armed forces.11 __ .1 11William Habberton et a1., WOrld History: Story of Man's Achievements, (Rines Forest, Illinois: Laidlaw Broth- ers, 1962), p0 5370 33 The crisis in foreign affairs was sufficient in 1940 to induce the American people to abandon their anti-thirdu term tradition, and Franklin D. Roosevelt was elected to a third term as President of the United States. December 7, 1941 was the date that ended what had been a war of words with.Japan and Germany, and a war of bombs was begun. Japan- ese bombers attacked the great American naval base at Pearl Harbor, Hawaii. Congress declared war on Japan the next day, and three days later, the declaration was made by the United States that war would be waged with Germany and Italy as well. From.December, 1941 to August, 1945, the United States waged war on two widely separated fronts, one in the Pacific, the other in Europe.12 A ticket of Roosevelt and Harry S. Truman, Senator from.uissouri, was elected to the presidency and vice presin dency in the war time election of 1944. Roosevelt died just three months following his inauguration, and Truman promptly assumed the responsibilities of the office of President. Under the leadership of Harry Trwman the war continued vigor~ ously, and the decision to use the atomic bomb was made dur- ing his first year as president. It took two bombs to subdue 12Sanders, op. cit., p. 237. 34 the Japanese army. On August 10, the Japanese asked for peace, and four days later, American terms of surrender were accepted. Russia had declared war against Japan a few days previous to the use of the atomic bombs, but his- torians credit the bombings with the early termination of the war. War had ended in EurOpe in May, 1945, with the an» nouncement that Hitler had committed suicide. Thus, World War II had ended as the most costly war in history. Interpreter of the Junior College Program From 1940 to 1946 the enrollment at Green.Mbuntain Junw ior College averaged from 275 to 300 fullwtime students. With World War II in progress, young men were not enrolling in the colleges. As a result of the absence of male enroll- ments, in 1943, Green Mountain discontinued the admission of men to the college. To this date Green Mountain College had offered two years of collegiate studies to all high school graduates. The variety of curricula had offered opportuni- ties for students to discover the particular field best suited to their needs. The curricula were now to change. Changes were reflected in the College Catalogue as the pro- gram.was altered to meet the needs of a female clientele only. The objectives of the College were geared to the many "JI talented young women who, for various reasons, did not expect to spend four years in college, as well as to those who aSm pired to the fourmyear college or university. Emphasis was now being placed upon benefits which would come from social and cultural contacts in college life. Prospective students studying the materials published by Green Mountain College learned that the experience of transferring from high school to college, from the environw ment of a home and the supervision of parents to that of the campus, and life beyond the home is one of the most critical which young women must face. Adjustments are made to new methods of study; greater independence is exercised in the use of leisure time; wider choice is given in the selection of friends; and many fundamental life purposes and ideals are formed. Advocate of Christian Principles Green Mountain College was established as a Christian institution. Bogue, as president of the College, never lost sight of the fact that the College was established and con- ducted as a result of the interest of the Methodist Church in sound education and Christian citizenship. He early de- veloped an atmosphere in the practical daily work which was \ ‘ 36 broad, tolerant, and positiveo From its inception, it was the aim of Green Mountain College that the personality and influence of each teacher, the general appearance of the entire physical plant, the place of the College's program of recreation and social activities would create a Chris~ tian atmosphereo In keeping with the desire of the College to assist students in the development of character and a sense of reverence, chapel services were conducted daily, visiting ministers and speakers were brought to the College, good music was fostered, and worship in local churches was en- couragedo Baptist, Catholic, Episcopal, and Welsh Presby- terian Church members as well as Methodist members were en- rolled at Green Mountaino Churches for these denominations were also located in Poultney. Educational Leader Bogue instilled in his faculty an attitude of unSparu ing of their efforts to assisting studentso Green Mountain College offered educational fellowship between teacher and studentso Faculty and students mingled together in social affairs and enjoyed each other's companionship and mutual help in extra curricular activitieso Classes were reasonably small so that the teacher 37 could know each student, understand her aptitudes and diffi- culties, and help work out programs suitable to and compat- ible with students' individual differences. Through a system of faculty advisors, students were given the individ- ual attention which is a part of the two-year college con- cept. Mr. Andrew Vargish joined the Green Mountain faculty as an instructor of art in 1937. He is currently serving as Dean of Instruction at Green Mountain. Dean Vargish remem- bers President Bogue as an aggressive and determined admini- strator who desired to have a good college. Bogue had the ability to attract a competent faculty even though the.sa1ar ies were below average.13 According to Dean Vargish, Bogue knew every detail of the operation of the college; he knew where everything was and what function it played. As chief administrator of the College, Bogue directed the development of the curricula, but in the classroom, the teacher was perm mitted to teach without interference. Bogue was a hard worker, and he expected the same from his staff. In his extreme desire to maintain an excellent institution, he developed a sense of arbitrariness which 13Andrew Vargish, Poultney, Vermont, Personal Inter- view, July 6, 1965. \. ‘ " rTm-“j-C flm;‘ma; if...“ 38 hindered to some extent his effectiveness as a college pres- ident.“ He saw no need for the committee system of faculty organization. According to Mrs. Sarah'Williams Thomas, former secre- tary to the President at Green Mbuntain, Jesse Bogue was very methodical in his work and never let things pile up.14 "Dr. Bogue was like a clock," Mrs. Thomas explained, "Fifteen minutes after he arrived at his office each day, he was ready to respond to each bit of mail received. He never failed to respond immediately to his correspondence, whether from.a prospective student, a parent, a teacher, a church layman, a fellow college administrator or a member of the board of trustees." Bogue combed the countryside for students annually. After interviewing prospective students in their homes, "he could call all of them.by name when they arrived at Green Mountain." He called on all valedictorians in the confer- ence and attracted many t0p students to the College. Mr. Robert Long, chemistry teacher at Green Mountain, claflms that Bogue was a tremendous salesman of educational 14Sarah‘Williams Thomas, Poultney, Vermont, Personal Interview, July 6, 1965. 39 15 "Bogue could convince people that an educational plans. plan should be set up. He could anticipate the future and the educational needs of that future. He possessed a treQ mendous personality and could influence people and sell his ideas," Long explained. "Bogue was a friendly man who took a great deal of interest in everyone: faculty, students, families of students and faculty, and friends of the col- lege." Dean Vargish summarizes his appraisal of Bogue's lead- ership as a college president by pointing out that Bogue was very satisfied to be devoting his full effort at the ground level of the operation of Green Mountain College. Bogue understood the students, especially the boys, and the stu- dents liked him. He had arrived on the scene at the Academy at a period when times were extremely difficult, but he never permitted himself to become discouraged. Mrs. Thomas was a graduate of the College and stayed on to work in the office of the president. She concludes that "Bogue was the kind of person you desired to do things for." She admits that as a student she possessed a bit of fear of Bogue, but "he was always the President to the 15Robert Long, Poultney, Vermont, Personal Interview, July 6, 1965. ‘ - .... ' 3".WW::. ..:..---._ _,.;. gem-rastj V 40 students." According to Mrs. Thomas, Bogue was meticulous in dress and was always meticulous about the appearance of the Greeanountain College campus. He was interested in- local activities and served for a time in the Vermont State Legislature. During the months each year that the legisla- ture was in session, Bogue was at the College on weekends and Mondays and was at the state capitol during the week.16 Bogue was unopposed in his bid for the seat in the state legislature, and the only explanations given for this act was that he felt it his civic duty to serve. It is not-clear whether he professed to be a Democrat or a Republican, but with the strength of the Republican Party in the State of Vermont, it is believed that he was registered as a member of the majority party in the state. Friend of the Students Bogue knew that the junior college movement represented an ideal in democracy and education. The plan of the junior college was for large numbers of high school graduates to be enrolled in colleges of various types receiving the benefits of further educational and social contacts. In the April 9, 1944 Green Mountain College Annual Catalog, Bogue explains 16Sarah Thomas, Op. cit. the role of the junior college: 41 17 In the interest of a more enlightened citizenship, and for the sake of a more dependable democracy, ever increasing numbers of American students should have and will have an opportunity foerore education and wider social contacts than they may receive in'high school. American democracy will inevitably be stronger because of the contribution of the junior college. It is in reality the peo- ple's college. ‘ Green Mountain was truly the people's college. Students worked their way through college, and the.College farm was Operated to permit boys to be employed to pay for part of their expenses. The College farm of more than onehundred acres along with adjacent land leased by the College was cul- tivated and maintained with student help. Bogue loved the farm.and after school in the afternoons he would help with the animals and the farm equipment. Land farmed by the Col- lege provided a hunting ground for the President during the pheasant season each year. "Dr. Bogue was very fair to the students and never scolded," according to Mrs. Thomas, his secretary. Develop- ‘ment of the total personality of each student was one of the essential objectives of Green Mountain during Bogueis_admin- istration. To Bogue and his faculty, character, personality, 17GreeniMountain College Annual Catalog, Poultney, Vermont, April 9, 1944, p. 5. 42 and good manners were just as important as any phase of edu- cation. Training the intellect for insight or the body for skill is not the total problem of education, Bogue claimed. In keeping with the ideal of culture and appreciation, Green Mountain College provided opportunities to its stu- dents to hear people of outstanding ability in various.fields of thought and accomplishments Among the programs which were presented, the following are significant:18 Carl Sandberg, famous American Author. Eugene Lyons, Editor, The American Mercury. Mill Murriel Kerr, Pianist. Dr. William Beebee, Adthor, Scientist and Explorer. Miss Hilda Burke of the American Opera Company. Chapel was always a highlight of the daily activity at Green Mountain College for President Bogue. He presided over the chapel and the faculty was required to sit on the plat- form. According to Dean Vargish, Bogue would make a few brief notes before going to chapel, and would then talk "off the cuff to the students and faculty." 0n the days before holidays, Bogue delighted in pretending that he had a.long prepared speech for chapel, and then would suggest to the students that the prepared address be discarded and that classes be dismissed for the balance of the day. This act of course met with great favor on the part of the students. l8 - ' Green Mountain College Catalog Poultney‘ Vermont 1945-46, p. 8. ’ ’ ’ 43 Bogue was popular with the students, and in 1937, the PEAKS, the official college yearbook, was dedicated to the President. The dedication statement reads as follows:‘ tain, the 1946 edition of PEAKS bade the President farewell: 19 To Dr. Jesse P. Bogue, President of Green Mountain Junior College, we dedicate this third volume of the PEAKS. His magnetic personaiity, moral_integrity, courageous determination, and frank generosity have made Green Mountain the exponent of the true educa- tion, that which goes beyond books and beyond theory. 0n the occasion of Bogue's‘departure from Green Moun- 20 It is not just a class of 1946 that will bid fare- well to Green Mountain in June, but a man who had a great influence upon the College for a number of years will no longer be here to greet the num- ‘bers of incoming freshmen. As a college president, Dr. Bogue has guided the activities of Green Moun- tain in a manner which has proved beneficial to the College and the students. Though reserved and somewhat stern on first appear- ance, "Doc" has proved himself a kind and understand- ing friend to many. Although we leave behind the material things found here, the memory of Green Mountain and the part Dr. Bogue played in shaping our experience will long be remembered. we thank you, Dr. Bogue, and hope that we may jus- tify your efforts and be a credit to the college from which we graduate. 19PEAKS, Green Mountain College Yearbook, Poultney, Vermont, 1937, p. 1. 20 PEAKS, Green Mountain College Yearbook, Poultney, Vermont, 1946, p. l. Leaves Green Mountain College Jesse Parker Bogue served as President of Green.Moun- tain College during the first_fifteen years of its operation, and an appraisal of these years indicates that he served the college and students in a commendable manner. Bogue aspired to have an outstanding institution and in the third year of operation, Green Mountain College was fully accredited by the New England Association of Colleges and Secondary Schools, the highest accreditation available to an education- al institution. Under Bogue's leadership the College grew in enrollment, curricular offerings, buildings, equipment, and total college program. Three hundred twenty students were enrolled during the 1945-46 school year. During his period as President of Green Mountain College, Bogue had been an active participant in local, regional, and national educational organizations, having served on the board of directors of the American Association of Junior Colleges and as president of that organization in 1943. During these fifteen years, Bogue had devoted full time to the responsibilities of the Presidency of the College. The initial years of any organization or endeavor are always trying times, and the operation of Green Mountain College was no exception. By 1946 it develOped that a change was 45 needed at Green Mountain. Although it was a tremendous dis~ appointment for Dr. Jesse Bogue to leave Poultney, there were larger and more important tasks ahead for him to per- form. Others would follow him at Green Mountain College, and to keep abreast of the times and for the welfare of the College, one then only could not fully £111 the gap left vacant by Bogue's departure. On the occasion of Bogue's leaving Green Mountain Col- lege, the faculty most ably summarized his leadership as a college president in the following citation:21 ' June 10-1946 TO: DR. JESSE P. ROGUE: On this Commencement day the Faculty of Green Mountain Junior College wishes to honor you for your accomplishments and your achievements during a long period of service as the President of this College. In the words of the Class of 1937 your "magnetic personality, moral integrity, courageous determination and frank generos- ity have made Green Mountain the exponent of true education." For the last 16 years you have served as its President, and I ' during that period your qualities of administration and 21Elizabeth M. Brood et al., "Citation to Jesse Parker Bogue," Poultney, Vermont, June 10, 1946. 46 leadership have been recognized, each successive year, alike by the student body, by the Faculty, and by the community. You have been primarily instrumental in the growth and devel- 0pment of the College over this period of years, and its growth from a small graduating class of 21 in 1933 to 106 on this Commencement day. You have taken a prominent position in matters of civic bet-fi terment and community interest. You have ably represented the Town of Poultney in the State Legislature. You have been signally honored in having served as the Pres- ident of the American Association of Junior Colleges. During “Orld‘war I you contributed your services as Chaplain. ‘ In recognition of the qualities so characteristic of your individuality, and of your accomplishments and success as the President of this College, The faculty of Green Mountain Junior College confer upon you the GREEN'MOUNTAIN MEDAL as an expression of our appreciation and esteem. '1 ned 000°OOOOOOOOOOOOOOOICUCOOOO00° ( 8 ) (Elizabeth M. Broad, Dean) (Evangeline‘Markwick, Secretary of the faculty) OOOOOOOOOOOOOOOOOOOOOOO0...... (C. E. Akerstrom, Vice- Chairman of the faculty) 47 Since Bogue's departure from Green Mountain College, this two~year college for women has continued to grow both in student enrollment and in physical plant. In.February of 1960 a newlymcompleted dormitory was named "Bogue Hall" in honor of the college's first president. During the . 1963-64 academic year a total of 601 students were enrolled. Two hundred thirteen were second year students and 388 were freshmen. Students came from twentywsix states and eight countries. .— 22GreenMountain College Catalogue, Poultney, Ver~ mont, 1964~65, pp. 116c117. CHAPTER III THE AMERICAN ASSOCIATION OF JUNIOR COLLEGES PRIOR TO THE BOGUE ERA The Creation of the Two~Year College The two=year college is a product of the twentieth century, but the idea for it was germinated earlier by such university presidents as Falwell of Minnesota, Tappan of ‘Michigan, and Harper of Chicago.1 The notion was initiated by President William.Raney Harper during the establishment and opening of the University of Chicago. Seven hundred forty-two students enrolled in the University, October 1, 2 1892. What they found was a new model American University, one which divided the twelve months of the year into four academic quarters, and invited the students to take a minimum.three or accelerated four; a univer- sity which divided the traditional four collegiate years into two equal parts~~the first to be known as the junior college or academic college, where the Spirit would be collegiate and preparatory, and the 1 Leland L. Mbdsker, The Junior College: ,Progress and Prospect (New-York: McGraw~Hill Book Company, Inc., 1960), ppo 10-110 ‘ , T. W. Goodspeed, A.History of the University of Chi- cago: The‘First Quarter Century (Chicago, 1916), pp. 1-44. 48. 49 second to be known as the senior college or the university college, where the spirit would be ad- vanced and scholarly; a university where a system of major and minor studies permitted a student to pursue one subject in depth.while less time to another.3. William.Harper not only coined the term "junior col- lege," but was also highly influential in the establishment of the first public junior college which.is still flourish- ing: Joliet Junior College, Joliet, Illinois, founded in the year 1901.4 Four different methods were used in the es- tablishing of two-year colleges, and were identified by the terms amputation, stretching, decapitation, and the independ» ent creation method.5 The amputation method was used by col» leges or universities which decided that their services could be improved by cutting off the first two years, and establish- ing a separate institution or division as was done by Harper at Chicago. The stretching method was used by a number of preparatory schools and academies. In a time when transport- ation was somewhat difficult, and few rural students had an 4 3 Ibid. Jesse P. Bogue, "The Development of Junior Colleges," American Junior Colleges, Fifth Edition (washington, D. C.: U. S. Government Printing Office, 1960), p. 10. 5Walter Crosby Eels, The Junior College (Cambridge, Massachusetts: Houghton Mifflin Company, 1931), p. 31. opportunity to commute to college, some academies, especially along the eastern sea-board, expanded their programs to in- clude the first two years of college work.6 Both public sec- ondary schools and private academies used this method from the beginning of the twentieth century through the depression years of the 1930's. ’ The decapitation method occurred extensively during the first twenty years of the present century occasioned by small colleges realizing that they were not adequately eduipped, staffed, or financed to satisfactorily offer a strong four- year program.7 The elimination of the two upper years result~ ed in a two-year institution. The independent creation method of establishment has been used almost exclusively since world war II.- Designed to fit the needs of the local community, these institutions are disassociated from the secondary schools below, and from the universities above, are fitted to perform their educational function as Collegiate institutions, and are giving true col- lege education in the sense of general cultural education, somewhat higher than the restrictions of the secondary school 6D. G. Morrison and S. VQ‘Mortorana, Criteria for the Establishment of Two-Year Colleges (Washington, D. 0.: 0.8. Government Printing Office, 1960), p. 2. 7Ibid. and somewhat lower than the scholarly specialization of the 8 university. Purposes of the TwOwYear College Proponents of these two-year institutions charged them with heavy responsibilities. Among the functions which are usually ascribed to them, the following_are sign nificant:9 1. 'Providing terminal curricula of two years and less in length. 2. Providing curricula preparatory to advanced undergraduate education in fouruyear in- stitutions. ' 3. Providing general education for all students, terminal and preparatory. 4. Aiding students to make educational and vocational choices that are consistent with their individual characteristics. 5. Offering a wide range of general and special courses for adults. Across the expanse of America, from Florida to washing- ton, from.Massachusetts to California, from Hawaii to Alaska, and from Guam to the Canal Zone, twouyear colleges have been established. The 1965 Junior College Directory of the Ameri- can Association of Junior Colleges lists a total of 719 such 8Eels, OE. cit., p. 67. 9Medsker, Op. cit., pp. viavii. I“! Jxl; institutions, enrolling 1,043,963 students. The Directory further shows that forty-one of these colleges are listed for the first time this year, and several more are slated for enrollment later in the year. The seven hundred nineteen two-year colleges have only a single characteristic which is common to them all. That characteristic is their diversity. In name, organiza- tion, control, size, support, program, staff, student body, objectives, and facilities, the variations are extreme. However, whether referred to_as junior colleges, community colleges, city colleges, technical institutions, academies, colleges of applied science, or simply as colleges, these institutions have an identity of their own. Further, whether financed by public or private funds, whether con- trolled by elected or apointed boards of control, whether housed in an obsolete-abandoned elementary school building or a multi-million dollar modern structure, whether enroll- ing two hundred students or twenty thousand students, their total resources are directed toward programs which meet par- ticular educational needs of their clientele--needs which usually extend not more than two years beyond the secondary school. ti Eel Pri‘ an e eRpm Fifth EjUCaz . ,,.. Earl Leaders in the MoVement In addition to the leadership provided by William R. Harper, and the encouragement given by Folwell and Tappan, later educators to exert great influence on the junior col- leges included A. F. Lange of the University of Michigan and later the University of California, Leonard V. Koos, who taught at the University of Minnesota and later at the University of Chicago, and Ellwood Cubberley and walter Eels, of Stanford University. In 1920 the junior colleges of America joined together to form the American Association of Junior Colleges to stimulate their professional develop- ment and growth.10 For sixteen years, Doak S. Campbell served as execu- tive secretary of the American Association of Junior Col- leges on a part time basis. He was followed by Walter C. Eels in 1938 as executive secretary. Dy the year 1939, a total of 575 two~year public and private colleges were operating in the United States with an enrollment of 196,710 students; by 1958 these totals had expanded to 667 colleges with a total enrollment of 1oEdmund J. Gleazer, Jr., American Junior Colleges, Fifth Edition (Washington, D. C.: American Council of EducationI'1960), p. 495. 892 ,642 students.11 Jesse P. Bogue in a Leadership Role As the year 1943 approached, it was apparent that the junior colleges were feeling the full impact of the war. Enrollments were down, regular teaching staffs were depleted, and the future seemed uncertain. However, leaders of the junior colleges were giving consideration to the postwar role of their institutions. The American Association of Junior Colleges was in financial trouble, and there was some consideration given to curtailing many of the activities of the Association, even to the extent of closing the Washington office. Jesse Parker Bogue, President of Green Mountain Junior College, Poultney, Vermont, who had been an active leader on the Board of Directors of the American Association of Junior Colleges, was elected president of the National Association. His dynamic leadership ability was evidenced from the very beginning of his administration when he turned to the solution of the problem of finance. Bogue called for an immediate inventory of association holdings, and a Certi- fied Public Accountant audit. A formal budget with adeouate control, and an increase of income through higher dues as 11Ibid., Tables V and VI. well as through special contributions were requested. And finally, Jesse Bogue set in motion the necessary steps for incorporation of the Association. Members of the American Association of Junior Col- leges did not will that the Washington office be closed, or that association activities be curtailed. Overwhelming sentiment was in favor of retaining the Washington office. The increase in dues was studied and contributions from both individuals and from regional associations were re- ceived. During the tenure of Jesse Bogue as association president, by April, 1944, all accounts were paid, all indebtedness of the Association was liquidated, and a sub- stantial cash balance was established. Much of the credit for these accomplishments was due Bogue. Throughout the year as president of the National Assoc- iation of Junior Colleges, Bogue's influence prodded the junior college administrators of America. In the president's address to the annual convention of the American Association of Junior Colleges held in Cincinnati, Ohio, in the spring of 1944, Jesse P. Bogue spoke on the topic "The Future of the Junior College." Quoting Abraham Lincoln, Bogue said, "If we could know whither we are drifting, we could better know what to do and how to do it." Comparing the words of 12 Lincoln to the junior colleges, Bogue continued: His words (Lincoln's) are applicable to the junior colleges today. All indications point to the fact that the junior college is at the dawn of a new day, not only in the United States, but in other countries. It is my conviction that one of the advantages of the junior college has been its liquid state. . . . As long as it remains in a liquid state, it will be adaptable to the needs of various communities in America as well as in various countries. Bogue's prophecy proved to be true. The liquid state to which he referred remained a trait characteristic of the developing junior colleges as well as the new institutions being'established. President Bogue continued the convention address by expressing his great faith in the junior colleges:13 Surely no one would attempt to predict just what the future of the junior colleges will be, but it would seem to be reasonable to have faith in the future of the junior colleges as an instrum- ent in behalf of the best interests of the Amer- ican people as well as those of other countries and nations. Jesse Bogue was a humble person with deep convictions for the democratic process, and a genuine friendliness to all his colleagues, characteristics which are evidenced in 12Jesse P. Bogue, "The Future of the Junior College," Junior Collgge Journal, washington, D. C., GMay, 1944), p. 342. ‘ 13 Ibid. his concluding remarks of the president's address in 14 Cincinnati: It is my belief that in looking forward to the future of the American Association of Junior Colleges, we shall never go wrong as long as we follow the convictions of the majority of members. I say this in all seriousness, be- cause the membership is made up of people whose intelligence must be considerably above the average, and who, being engaged in the field of education, must be animated by motives of unselfish service to their fellow men. Men and women of intelligence and character probably will not go very far from the right path if they are given an opportunity to express themselves. All the problems confronting the junior colleges of America were not solved during the administration of Jesse P. Bogue as president of the National Association. When World War II ended, federal aid for all facets of American education was being considered. Unresolved Issues in thg Association A total of 14,601 veterans were enrolled in higher ed- ucational institutions in the United States under provisions of the G. 1. Bill of Rights on June 30, 1945, according to reports of the Veterans Administration. A concern of the junior colleges was that only 318 of these veterans were in the junior colleges, while 13,761 were in senior colleges, 1("Ibid. 58 universities, and professional schools. Teachers colleges 15 'The question of why only two per- could account for 522. cent of the veterans were in two year colleges while these institutions were enrolling about ten percent of all other students in higher educational institutions was of concern to the junior college leaders. Investigation showed that there were two explanations for this situation. In California, the greathajority.of the veterans enrolling in the public, no~tuition junior col- leges had chosen to ignore their G. 1. Bill benefits, shrewdly saVing them for later use at senior colleges where their expenses would be greater; The real villain, however, for low enrollment of veterans in the junior colleges was considered to be insufficient publicity. Many of the men whose educational needs could be best met by junior college enrollments had never heard of the junior college. When the veterans were thinking of education, they thoughtappar- ently more of the large four year colleges and universities. Advisors in the Veterans Administration often were no better informed.‘ The A.AmJ.C. set out to do something about this problem. Directories listing each of the two year» 5 . Winifred R. Long, Washington Newsletter, American Association of Junior Colleges, washington, D. C., Vblume I, Number 1 (September 21, 1945), p. l. colleges, its location, accreditation, control, affiliation, enrollment, faculty, size, and administrative head were dis= tributed to Army educational service officers all over the world. Statements were prepared explaining what the junior colleges had to offer for inclusion in military bulletins of information. Daily inquiries were answered from educa- tionwminded servicemen and their counselors. Individual colleges promoted the establishment of Veteran's Adminiu stration Guidance Centers, wrote to servicemen telling of offerings for veterans, mailed catalogs and other informa- tion to dischargees, and worked for the development of adequate housing for veteran enrollees. Improvement through revision of the original G. 1. Bill of Rights received the continuous support of the junior college leaders. Jesse Bogue, chairman of the legislative committee of the American Association of Junior Colleges, in late 1945, was calling for clarification and interpretation of the Vocational Education Bill, S. 619, and its relationship to junior colleges. President Harry S. Truman and General Eisenhower were renewing the fight for compulsory military training. Questions being debated included (1) Is compul- sory military training, in and of iteselr, necessary, and (2) If some form of compulsory military training is essential, is it possible and desirable to so frame the law. as to work the least possible interference on the education of youth?16 Other problems studied by the junior college leaders included the possibility of excessive federal control of education, and the temptation to yield to the clamor of the times for substitution of terminal and technical educa- tion in place of liberal arts programs. Both of these dangers were quite evident in the discussions of the con- vention of the American Association of Junior Colleges held in Cincinnati. They were also prominent in the delibera- tions and proposals of the Committee on Postwar Plans of the Association. Another concern was the rumblings within the Associ- ation which showed evidence of a possible split between- the public institutions and the private colleges. Dr.. James W. Reynolds, Professor and Consultant in Junior Col- lege Education, University of Texas, Austin, who served as editor of the Junior College Journal for a number of years, reflects that the serious rift in the American Association of Junior Colleges stemmed from what was regarded as.the 16Winifred R. Long, Washiggton Newsletter, American Association of Junior Colleges, Volume I, Number 3, (Novem- ber 21, 1945), p. 1. 61 divergent interest of the public and private junior col- leges.17 He explains that many of the public junior college administrators believed that the late Dr. W. C. Eels favored the private junior colleges. Eels was then serving as Executive Secretary to the Nationa1.Association. Reynolds continues, "Ever since the publication of Dr. iEels' book, The Junior College, in 1931 there had been a definite feud between Eels and K008." Leonard V; Koos was at that tbme Professor of Education at the University of Chicago. According to Reynolds, the rift grew out of the fact that Eels devoted approximately one-third of his book to an attack on the position Ross had taken regarding the desirability of four-year junior colleges.18 The final threat to the Association was the ever pres- ent North-South problem. During the period from 1943 to 1946, Jesse P. Bogue continued with leadership roles in the National Association as a member of the Board of Directors, and with the administration of the Green Mountain Junior College. Walter C. Eels resigned his position as executivec. 17Dr. James W. Reynolds, Austin, Texas, Personal let- ter, June 9, 1965. 18 . mm. bi secretary of the American Association of Junior Colleges in 1945, to accept a position on the overseas staff of the Army's University Education Center for the Mediterranean Theater of Operations.19 The Washington office was then filled.by Mrs. Winifred Long as acting executive secretary. Jesse P. Bogue as.a Spectator A National Convention of the American Association of Junior Colleges was always a joyous occasion for Jesse Bogue. He had presided over one convention as President of the As~ sociation, had reported to others as a committee chairman, and was an active participant in many other conventions. At the 1945 convention in Chicago, Bogue enjoyed himself.immense— ly in that he had been responsible for the previous annual meeting. .As chairman of the legislative committee, with a brief report to the Association, he was permitted the privi- lege of being free from the main pressure of the gathering. As a spectator, he heard speeches on the theme "Have We Grown Up?" The major impression growing out the meeting was one of longolatent power finally grown to maturity and_ready 19Winifred Long, "Junior College World," Junior Col- lege Journal, Washington, D. C. (September, 1965), p. 39. 63 for unleashing.20 In the opening address of the Convention, President Lawrence Bethel said:21 The junior college has deveIOped from a mere babe of an extended prep school, or~small addition to the . public high school, to a size in terms of registra- tion as large as the largest of the universities-- registrations that in some instances run into the twenty thousands in a single institution with per- haps a 60 acre campus. ._. . . - President Bethel continued with the following analogy in the form of a question: J. Is "junior" with his increased size only yet a "fat boy” in our national educational structure, or has he also grown in maturity of purpose, judgment,.and prestige to the extent that he may be recognized among men? In emphasizing the progress made by the junior col- leges, Bethel said:23 One bit of significant evidence of our maturity is that we are learning how to live together. . . . The East and West have met. The private and public institutions have found common ground. Stories of 20Winifred R. Long, washington Newsletter, American Association of Junior Colleges, Washington, D. C.,Volume ' I, No. 4 (January 28, 1946), p. l. 21 Lawrence Bethel, "Have‘We Grown Up?" Address, National Convention, American Association of Junior Colleges, Chicago, January 17,1946, p. l. .- . 221bid., p. 2. 23Ibid. 64 our all-night fights, remembered by some of us from years ago, may soon be collectors' items. . . . To this claim, Bogue-and other spectators probably responded to themselves with the thought, if it were only true. iMost would not disclaim that much progress had been 'made, but many were aware that much remained to be done. President Bethel continued the introductory presenta- tion as follows:24 As well disciplined youths, we have been brought up with the understanding that we should "speak only when'Spoken to." And in our rattle-brained youth- fulness, that was as it should have been. We really didn't have too much to say of which we could be. very certain. We were small. Our research activi- ties were necessarily limited. The breadth of our contact with the lawmakers in washington and in the reSpective states was small. We have played the appropriate role of little brother to our edu- { cational associations. And they have been most kind and helpful to us. When we wanted something done we went to them and they did all within rea- son to get it for us. But now the load is just too big. . . In this coun- try, action by states promises within five or ten years to move junior college education into a vol- ume even beyond our own dreams . . . WE MUST CHANGE OUR.WAYS. - In the concluding remarks of the address, the Associa- tion President outlined the specific "musts" for the immedi- ate future in which Jesse Bogue, the spectator at this 2('Ibid” p. 4. war—_— | 65 moment, was to play such a significant role: 1. .As a national organization, we must participate in junior college developments within states. . . direct relationship with state departments of education and with state legislatures. 2.- We must make ourselves heard on all educational issues of national importance. This should be by our own voice and pen. . . . 3. Means must be found for an intensive program of public relations that will reach down to the very grass roots--taxpayers and parents. . . . 4. We must deve10p our own program of organized research. . . . "Are we ready for this responsibility? Are we willing to deve10p a voice of our own? Have we grown up?" Bethel had aSked the questions and in part had given his own answers. However, it was the responsibility of the confer- ence participants to answer the questions. President Truman's telegram.to the meeting was inter- preted to be no message to an adolescent: I am happy to send greetings and good wishes to the American Association of Junior Colleges. The exten- sibn of general education and of terminal college grade vocational education represented by the Junior Colleges in this country constitutes a real contrib- ution to democracy in education. Soc1al, economic and political conditions prevailing throughout the world can be solved only in terms of,a lengthened period of education made available to an increasing proportion of the population. 25Ibid., p. 5. 26 ' Harry S. Truman, Washington, D. C., Telegram to Con- vention, Chicago, January 17, 1946. 66 General Omar Bradley, for the Veterans' Administra- tion, praised the junior colleges in his message to the Convention:27 . . . . The junior colleges of America are well equipped to furnish the answer to the educational problems of our young veterans. They are able to furnish a higher education in the veterans' own home town, thus relieving him of the problem of ._housing. They are able to make up his deficien- ’ ciea in high school credits. They are able to give him the best possible foundation for special- ized university training. State Departments of Education in six different states ;were represented at the meeting, indicating their approval of the Association activities. Illinois, Kansas, Minnesota, Oklahoma, Texas, and Washington were the states represented by State Department of Education personnel. Development of a Blueprint for Action Mrs. Winifred Rm Long, Acting Executive Secretary of the American Association of Junior Colleges recalls that from the convention in Chicago there "first of all came the basic realization that at this convention therewasdeveIOping a _meeting of minds, a blending of all shades of junior college 27 Omar N. Bradley, washington, D. C., Telegram to Con- vention, Chicago, January 17, 1946. 67 opinion, into a complete readiness to work together on even the most controversial questions." NEXt came the parade of research committee reports, with their nudgings.toward an Association research program of adult and vital signifi- cance.28 Standing committees which reported to the convention included; (1) The Student Personnel Committee, with an but- line of research problems in its field pressing for invest- igation and solution. (2) The Committee on Teacher Prepara~ tion for Junior Colleges, with its report of work already I done in securing understanding in the nation's graduate schools of the special requirements for training goodjunior college teaching staffs, and the vast work to be done. (3) The Curriculum Committee, telling of a dozen or more fields in which it wanted to go to work. (4) The Legislative Com- mittee with a resolution urging national action for the ex- pansion of educational opportunities for all, and with an appeal for united effort by the educational groups of the nation. And finally,(5) The Administrative Problems Com- mittee reporting on the important areas it wanted to invest- igate, and making an on-the-spot survey at the convention 28Winifred Rs Long, washington Newsletter, American Association of Junior Colleges, Washington,—D. C.,,Volume I, No. 4 (January 28, 1946), p. 3. 68 of the way junior colleges had not "barred the doors to Veterans." ,Areport had been.made in some of the neWSpapers that many of the leading colleges were unable to take further vetErans. The survey at the convention showed that junior colleges were not barring veterans from enrolling. On the contrary, evidence showed that there was considerable room for veterans in many of the member institutions. Research staff and facilities of the University of Chicago were made available to the Association. This.active guidance was accepted, and the research of the Association became an adult manifestation. ,At a meeting at the Drake Hotel in Chicago the Ameri- can.Association of Junior Colleges adopted the arrangement by which they would farm out (1) their research activity and (2) the editing of Junior College Journal.29 Eels was no longer serving the Association as Executive Secretary, but the feelings which had developed earlier betWeen‘hbm and Dr. Koos were still very much in evidence. Since Dr. L. V. Eoos had long been active in the junior college movement, and since he had just retired as Professor of Education at the 29Reynolds, Letter, op. cit. 69 University of Chicago, it seemed appropriate to secure his services in discharging both of these responsibilities.30 There were those in the meeting who did not favor the ap- pointment of Koos. In a compromise move, to prevent Koos from remaining-for very long in the position which he was invited to take, a three year limitation was placed.upon the contract with the University of Chicago.' At the close of the third year, the contract went to the University of Texas, Austin. On the floor of the convention in Chicago; and in com- mittee meetings, the conviction grew that the Association was taking on the characteristics of an adult. One thing that was lacking, however, was a strong, vigorous, adequately staffed and financed, program of public relations and serv- ice, administered by a tOp-flight Executive Secretary. Dr. Eels, as the first full-time Executive Secretary, had at- tained considerable prestige and influence in educational affairs for the Association. These brilliant and indefatig- able efforts were everywhere recognized by the convention, and a resolution of deep appreciation, unanimously adopted by the delegates,*was sent to Dr. Eels. Dr. Eels and others 30Ibid. ?0 had laid the foundation for the movement, and the job remaino ing, which was a vital one, was one of enrichment and adult development, of building upon the solid foundation which had already been developed. The delegates felt that greater expansion of public relations and service would be followed by even greater returns in service, and increased prestige and recognition for the junior college movement. Recognition of Immediate Needs The very immediate need of the Association was a tep- flight full-time Executive Secretary, a man who could walk into Senatorial offices and appear before Congressional com» 'mittee hearings and be heard with unquestionable respect. A second need was an adequate budget, a budget that would pro- vide sufficient allowance for the Executive Secretary to travel to the various states when necessary and requested to give strategic services. Convention delegates gave as the third need for now as never beiore, an intensive centrally emanating program.of public information that would reach down to the very grass roots-mto the millions of taxpayers and parents-~the effects of which would be felt in every junior college in the nation. A fourth, and final, need was the major revision of the constitution of the Association, revi- sions which called for changes in the committee structure 71 of the Association to provide for wider participation on the part of member administrators. The delegates had identified the needs of the Associa- tion. It was the responsibility of the delegates, now, to provide for the financing of the program.if it were to be realized. A budget had been prepared by a committee previ- ous to the opening of the convention, a budget which called for the expenditure of an amount equal to the previous dues of the Association. ‘With the convention in progress, the committee quickly went back into session to draft a different budget, one which requested a considerable increase of revenue to finance an expanded program of activity. ,After the budget committee had completed its report, delegates began to Speak in favor of it and the raise in dues which it prOposed. No possible doubt was left that the mem- bership were 100% behind the assuming of reSponsibilities and activities of adulthood for the junior college movement; and certainly no doubt whatever remained that they considered 13% cents instead of the old 8 cents a day a cheap price per 31 junior college for the change. The dues were raised from $30 per year per college to 31Winifred Re Long, washington Newsletter, op. cit., p. 5. Y2 $50 per year. The Junior College Journal had its face lifted and its contents enriched by a staff which was adequate to its importance. The constitution was completely revised. Soon the Association was to have the new fullmtime Executive Secretary. To President Bethel's earlier questions, the conven- tion had answered: We are ready for this reSponsibility. ‘We are willing to develop a voice of our own. We have grown up. Jesse P. Bogue as Executive Secretary After the close of the 1946 convention in Chicago, and after an interim period of a few months with an Acting Exec- utive Secretary, it was necessary to turn to the task of filling the position with a permanent appoinbment. Meeting in Chicago, during the smmmer of 1946, the Board of Directors of the American Association of Junior Colleges elected a suc~ cessor to Dr. Eels. Dr. Rosco Ingalls was President of the Association,-and presided over the meeting. Dr. Bogue was at that time a member of the Board of Directors represent- ing the New England States. Dr. Curtis Bishop, President of Averett College, Danville, Virginia, who later served as President of the Association, was also in attendance. Dr. Bishop, who is currently at Averett College, vividly recalls 73 this vigorousmeeting:32 .After a rather lengthy discussion beginning in the middle of the day and extending until late'into the night, the Board.adjourned and began its delibera- tions again the next morning. Once again the discussion lasted through the day and well into the early morning hours of the following day. The Board had agreed in the begin- ning to make a thorough canvas of prospective Executive Secretaries. Near midnight of.the second day;-the Board agreed that it must discard the unan- imity rule. It then proceeded to elect a‘candidate from.the Middle Heat, a candidate who had subsequent- ly proved to be an outstanding leader in the field of junior college education. However, he declined to accept the appointment. ‘ According to Dr. Bishop, the field had been narrowed to three candidates, oneof whom was Dr} Bogue. Two of the candidates, including Dr. Bogue, were present in Chicago, but naturally, had withdrawn from all discussions. Mas. Bogue indicates that her husband went to the Chicago meet- ing with the genuine hOpe of being selected for thejob.33 Apparently there were others who aspired to the position, or at least others who had their own candidates to promote for the high office. . Dr. Bishop recalls further that "at four o'clock on the morning of the second night, Dr. Bogue was called out of 32Curtis BishoP, Danville, Virginia, Personal letter, May 20, 1965. ' ‘Mrs. Adah Bogue, Personal Interview. 74 bed, invited to the room in which the Board was meeting and was informed that he had been elected Executive Secretary. In typical Dr. Bogue genteel fashion, he not only agreed to accept the appointment but confirmed it by taking the mem- bers of the Board, who were still willing to sit up, to ac- company hum to an early breakfast." It was now official. ‘Meeting in Chicago, July 28,1946, the Board of Directors elected unanimously Jesse Parker Bogue to the position of Executive Secretary of the American Assoc- iation of Junior Colleges,34 reported the official minutes of the meeting written by Board Secretary Theodore Wilson. Nearly twenty years later, Dr. Bishop, reflecting upon this action concludes, "It is to be doubted that a single junior college official who knew Dr. Bogue as Executive Secretary would question the statement that the Board of Directors in that memorable Chicago meeting made a wise choice, for it was Dr. Bogue who led the Association through these diffi- cult days and into an era of success unsurpassed in the his- tory of higher education in America." The official minutes of the Chicago meeting state:35 f 4 Theodore H. Wilson, "Report of the Board of Direc- tors," Junior College Journal, washington, D. C. (Septem- ber, 1946), p. 25. 35Ibid. .3 F“, "" ' . 75 The Board of Directors is confident that with his backwground of exPeriences in the South, the Cen- tral States, and in the East, in both public and private institutions, as President of the American Association of Junior Colleges in 1943, and as President of Green Mountain Junior College for sixteen years, Dr.'Bogue will prove to be an ef» ficient and successful Executive Secretary. Editorializing in the September, 1946 Junior College Journal, Rosco C. Ingalls, President of the American Assoc» iation of Junior Colleges, stated: "Welcome to.a new exeCw utive secretary, Jesse P. Bogue, who brings extensive exper- ience and superior abilities focused on the aggressive ad- vancement of the enlarging program of the Association." CHAPTER IV JESSE PARKER BOGUE, MAN WITH A MISSION By 1946 the National Association was twenty seven years old, was considered past the stage of infancy and adolescence, and was now entering early maturity with strength, vitality, enthusiasm, and high purpose. A.new constitution had been adopted at the 1946 annual meeting in Chicago which called for decentralization of activi- ties by calling representatives from all parts of the . country to participate in research activities, and to serve on major standing committees. Consideration was given to legislation, teacher preparation, curriculum planning, administrative problems, student personnel serv- ices and adult education, through standing committees. Assuming the duties of Executive Secretary, Bogue compared the responsibilities of the position to those of the navio gator of a ship:1 Reliable navigation practices call for detenminaa 1Jesse P. Bogue, ”From the Executive Secretary's Desk," Junior College Journal, washington, D. C., (Septem~ ber, 1946), p. 47. 76 77 tions of a ship's position, and in unknown waters, for frequent soundings. In a sense, the executive secretary is the navigator, under command of the president and Board of Directors, charged with the chart of sailing designed by the membership of the Association, guided by the compass of junior col- 1ege principles and philosophy, with papers cleared for the port of more and better education for the greatest number of people. President Ingalls quickly designed the chart for sail» ing which Bogue desired:2 1. How shall the junior colleges provide adea quately for an unprecedented enrollment for veterans, oncoming high school graduates, adults of the community, and foreign students? How can the junior colleges provide more ef- fective occupational training for competency of the semimprofessional type to match the effectiveness of our work in the prew professional types? How, where, and under what circumstance shall new junior colleges be built to meet tomorrow's needs? What are the best procedures for strengthen- ing public relations? How can junior colleges recruit and train teachers for America? . How can junior colleges improve training pro- grams for civic competency so as to aid in stabilizing democracy in the new world of tomorrow? How can the junior colleges advance understand- ing through UNESCO to build a United Nations for security, happiness, and the welfare of men everywhere? A grassroots philosophy of operation was adopted by 2Rosco C. Ingalls, "Looking Ahead With the-Associa- tion," Junior College Journal, washington, D. C. (Septem- ber, 1946), p. 2. 78 the new executive secretary of the American Association of Junior Colleges which called for the consideration of the basic tasks as identified by President Ingalls. Reporting to the Association in his column entitled "From the Execu- tive Secretary's Desk," in the Junior College Journal, Dr. Bogue wrote: From October 24 to December 15, 1946, the executive secretary's desk has been in his vest-pocket. The grass roots program of the Association has carried the Secretary from.Massachusetts to California, and from.Michigan to Tennessee. . . . Field work is one of the most valuable aspects of the activities of the Association. Unless you go, you cannot know the college administrators, faculties, problems, trends, atmosphere, needs, relations with senior institutions and state departments of education, and the great buzzing United States in which the colleges must do their work. Advocate of Grassroots Philosophy A part of Bogue's grassroots philosophy was use of the Association Journal. He continuously promoted the sub- scriptions to the Journal in the hope that a larger number of junior college instructors, trustees, and friends of the movement could become better infonmed. "Why not let the Journal work with and for you in your college and community,’ he wrote. "Surely, we, all of us, would be glad to accept another good assistant at half salary. Well, of course, this is a little sales talk, but think it over. The Journal is our best medium for spreading the philosophy of the junior college." Advocate of Good Communication Bogue was convinced that group subscriptions would enlarge the circulation of the Journal, and by late 1948, eighty-eight junior colleges with over 1300 subscribers were particpating in the group plan. Thegroup subscription plan permitted colleges with twenty or more teachers to form clubs with not less than ten subscribers; colleges with less than twenty teachers could form clubs with at least oneuhalf of the teachers subscribing. Subscriptions under the group plan were $2.00 per year per subscriber while the individual subscription was $3.50 per year. Junior colleges followed various plans in getting the Journal into the hands of the faculty members and board mem- bers. In some, the individual paid the $2.00 per year. In others, the total amount for the group subscription was paid by the college, justified on the grounds that the reading of the Journal would assist the teacher to do a better job. Still others used the "jackmpot" system, as Bogue called it, where the teachers each paid $1.00 each and purchased as many subscriptions as the finances provided, with the jour~ nals placed conveniently for easy access to the faculty members. ”Inwservice thinking, planning and study is character- istic of a good junior college. Why not make the Journal one of the publications for consideration for in-service training of your staff and faculty?" Bogue suggested. The same group terms were established by the Association for distribution of the Association Newsletter which was period- ically written and mailed to member institutions, faculty members, members of boards of trustees, and friends of the Association. Back in the Association headquarters office in Wash- ington, C.D., Bogue was busy in part at the task of 81 interpreting legislation pertaining to faculty deferments, educational facilities, and veterans' housing, and of coma mmnicating his findings to the Association membership. "Public Law 697, 79th Congress, is the outcome of S. 2085 to provide surplus government facilities to colleges for use as classrooms, dining halls, laboratories, faculty.- housing, etc.," he reported. Bogue prodded the junior colleges by asking the question, "Is your junior college cooperating as a community force and influence to do some- thing about veterans' housing?" "Why welcome a veteran home if there is no home to be welcomed into," he empha- sized. Advocate of Adequate Finances Reporting futher on federal legislation, Bogue called the attention of the junior colleges to S. 2499, a bill which had been introduced by Senator James Murray of ” Montana, Chairman of the Committee on Education and Labor, for himself and Senators Morse and Pepper. Known as the Murray Bill, S. 2499 proposed a tenuyear program for the deve10pment of educationwuat all levels. Federal aid would be provided to help equalize educational opportuni- ties for everyone in the United States without regard to sex, race, color or creed. _Such legislation fit closely 1:: U 4.. into the philosophy of the two-year colleges. Commenting on the future of the Bill in the Association Newsletter, September 5, 1946, Bogue stated, "It will be one of the most important and dramatically debated bills in the next session. Your views and those of your friends will be important factors in the further progress of this legis- lation. It is of equal interest to both public and pri- vate institutions." Jesse Bogue became Executive Secretary of the A.A.J.C. the year the junior colleges experienced the greatest enrollment boom to date. There were 585 junior colleges in existence. Forty-five additional colleges were preparing for operation within the year., Several col- leges which had been casualties of the War were included in the new deve10ping institutions. Advocate of Good Public Relations A total enrollment of 355,000 students were expected to enroll in the junior colleges in the fall of 1946.' Veterans made up 43 per cent of this total. Despite their tremendous enrollment, Bogue proclaimed that "junior col- leges could admit a total of about 33,000 more students." The problem, however, was that the excesscapacity was not distributed evenly over the junior colleges throughout the “a!" country. Sixty per cent of the junior colleges estimated that their September enrollments would fill every available seat, despite the large increases in capacity which so many of them had farsightedly been making. Bogue urged the rela- tively few areas where many junior colleges had additional capacity over and above anticipated September enrollment, as a national service in the period of emergency, to cooperate and give wide publicity to their availability. At a time when the major concern was that of provide ing seats in classrooms for a very deserving clientele, the American Association of Junior Colleges did not 10Se sight of the need for a strong outgoing program. A report from the administrative problems committee on junior college public relations was presented to the Association members. Bogue was aware of the importance of public relations. In requesting data from junior colleges for use in publicity, he said, "If you will give us the facts, we can use them to help the junior college movement. This means in the final analysis, a real service to more men and women." Bogue's motives were never selfish. His concerns were usually for others. The Washington Office was right up on the front national firing line. Bogue needed ammunition at all times. 84 He pleaded for up-to-the-minute facts about the junior col- leges. "Estbmates, Opinions, and guesses do not have high explosive qualities," he warned. In his plea for facts, Bogue reminded the administrators, five minutes or less of your registrar's time will give all of us valuable mater- ial for the following:3 1. To present to governmental agencies whose decisions can be tremendously helpful to you. , 2. To present before Legislative Committees . where nine-tenths of the work is done for the passage of proper laws, both national and state. 3. To present before other educational associ- ations and voluntary organizations with whom our standing and prestige are important. 4. To present before citizens groups in various states which are now making.surveys for the future development of educational systems. Scarcely a day went by without an appeal to the A.AsJ.C. for facts about the junior college movement, its present status, and its future trend. To dramatize his need, Bogue expressed a wish that every Director, Dean, or President could come to Washington, make the rounds with htm, and see for himself just how vital this action was. Bogue was optimistic about federal legislation for educa- tion. He was confident that the 80th Congress and the. 3Jesse Parker Bogue, Washington Newsletter, American Association of Junior Colleges, washington, D. C., Volume 2, No. 3, (November 4, 1946), p. 3. 85 tate legislative sessions of 1946 and 1947 would give reater and more serious attention to education than had ver been given in the history of this nation. Advocate of Positive Image The prestige and-standing of the junior colleges were ontinuously the concern of the Executive Secretary. "No onger can 'Junior' sit in the corner to be seen but not eard," he warned. "'Junior' is no longer a youngster. He 3 doing things and has some ideas of his own to present for he general welfare of this nation. Let us back up his ideas ith facts so that his voice may be clear and articulate." In the nation's capitol, with the national legisla- ors, Jesse Bogue found fertile ground for promotion of the wo-year colleges. At the February, 1947 meeting, the Assoc- ation Board of Directors "voted unanimously that Secretary ogue be authorized to Speak for the Board of Directors be- ore the legislators along lines in keeping with the Board's olicies." Bogue was the spokesman for the Association, but he onsidered the various standing committees to constitute the yes and ears. He knew that the information he needed could ome only from the local and state levels, and that only hrough the committees with the wide participation of the W en 7|"». membership from all regions of the country, and from both the public and independent colleges could the vital and practical needs of the Association be identified. The com- mittees carried on studies of their own determination and conducted the discussion groups at annual meetings. Problems which existed at the time the committee system was restructured existed up through the years, but from year to year solutions gradually emerged. The system was extended to the six regional associations and councils, and considerable effort was eXpended to organize identical committees at the region level with participation of members from the national committees. Although.much progress was ‘made in some regions, Bogue was disappointed with the lack of committee action at the regional level. Advocate of Strong Instructional Program In the area of instruction, Bogue pushed for aggres- sive exploration and adoption of new methods to speed up and improve the quality of teaching in the junior colleges. He pointed out that Open minded colleges have boldly cut loose from the tail of the senior college kite and built curricula for terminal students based on the needs of stu- dents in relation to actual life situations. From the beginning of his tenure as Executive 82* Secretary of the American Association of Junior Colleges, Jesse Parker Bogue worked closely with such educational organizations as the National Education Association. He never failed to pass along to the junior colleges inform- ation which would be of value to administrators and teachers. Bogue was keenly interested in the formulation of The World Organization of the TeachingProfession. Sponsored by N.E.A., delegates from 38 national teachers associations from 28 different countries met in Endicott, New York, August 17 to 30, 1946, to form the Organization. The declared purposes of the organization were: O 1. To make available to all, without dis- crimination, the highest standards of full and free education. 2. To improve the professional status of the teachers of the world and to pro- mote their intellectual, material, social and civic interests and rights. 3. To promote world-wide peace through the building of good will founded upon coop- eration"between nations in educational enterprises, baSed upon pertinent and accurate information. 4. To advise the appropriate organizations of the United Nations and of other inter» national bodies on educational and pro- fessional matters. Detailed programs were drafted by the Organization for the teaching of international understanding. Bogue 4Bogue, Washington Newsletter, A.AmJ.C., Washington, D.C., Vol. 2, No. 2 (October 3, 1946), p. 2. appraised the objectives of the World Organization.of the Teaching Profession, and quickly saw application of the ob- jectives in the junior colleges. "Through this organization, junior college teachers will have a down-to-earth chance to ’I" come to close grips with the solution of international prob- lems," he claimed. Advocate of Expanding Programs February 19-22, 1947, meeting in St. Louis at the Amer- ican Association of Junior Colleges national convention, junior college administrators under the leadership of Jesse Bogue were discussing such items of importance.as "The~Issues of Higher Education for 1947,” "Can We Educate.the world for Peace?" "UNESCO and the Junior Colleges," "The President's Commission on Higher Education," "Junior College Building Programs," and "Scientific Aids to Instruction." The grass- roots parts of the program consisted of reports and discus- sion of the five research and service committees of.the Assoc- iation. New officers were elected for the coming year and the new Board of Directors took up the reins of the group. Reporting to the Association membership in the Newslet- 555 in March, Bogue outlined tasks to be considered. "The V new Board faces a challenging year with an expanding program of research, with ever increasing requests for sound 59 information on how to organize, operate, and finance junior colleges, with extensive building projects, endowment drives, and fair legislation, with an enlarged Junior College Journal beginning in September, with a goal of at least forty new institutional members, and with a current budget of over $40,000. There will be plenty to do, and much is expected." Bogue set forth the formula to accomplish these tasks: Look ahead, work ahead, and get ahead. The spring of 1947 was a time of success stories for junior colleges throughout the country. Additional new jun- ior colleges were being established. Existing junior col- leges were capitalizing upon federal legislation which per- mitted them to obtain surplus equipment and buildings for the implementation of educational programs. Press clippings and letters from various parts of the country indicated great interest in many cities and counties in the establish‘= ment of two~year colleges. Baltimore, Maryland; Lakewood, New Jersey; Marianna, Florida; Cepperhill, Tennessee; New Hanover County, Wilmington, North Carolina; and Pensacola, Florida are but a few of the cities considering or opening new junior colleges. 90 Advocate of Equal Educational Opportunity As his first year as Executive Secretary of the Ameri- can Association of Junior Colleges approached a close, Jesse Bogue was called before the Senate Committee on Labor and Public Welfare to testify for Federal Legislation for education. Speaking as he had been authorized to do for the 650 junior colleges in the United States with an enrollment of approximately 325,000 students, Bogue clearly stated the position of the American Association of Junior Colleges:5 In regard to proposed legislation now being con- sidered by your committee "to assist the States and Territories in financing a minimum founda- . tion education program of public elementary and secondary schools, for the general’welfare and' for other purposes," the American Association of Junior Colleges desires to be placed on record as in favor of such assistance. The American Association of Junior Colleges pledges complete support to a policy of education throughout the United States so organized and financed as to extend full and equal opportunities whereby each individual may develOp his capacities for his own benefit and for the best interests of the nation as a whole. , In this educational system.we recommend that all unjustified forms of discrimination be eliminated and opportunities be equally available—without regard to sex, race, color, or creed, and that it be the ‘ purpose of the schools and other educational insti- tutions to teach the principles and practices of democracy, of respect for the dignity of the 5Jesse P. Bogue, washington Newsletter, A.AsJ.C., Washington, D. C., Volume 2, No. 7 (April 30, 1947), pp. 1-2. » 91 individual, and for such fundamental human rights as freedom of assembly, speech, the press, and religion, with unrestricted pursuit of objective truth and the free exchange of ideas and knowledge. Such an educational system is required in the in- terests of world peace and security, the common~ defense, democratic participation in government, the development of sciences and the arts, employ- ment in a fruitful economy, the wise use of leisure, 3 and the general welfare.- These are the essential ? factors in our long cherished American way of life. 05‘ ‘édvocate of Strong National Security Testrmony was requested of Dr. Bogue by the Armed Services Committee in July, 1947. Emphasizing that the American Association of Junior Colleges believes inla pro- gram.for National Security, Bogue pointed out that there was divergence of conviction regarding the best methods by which such a policy may be attained. As early as January, 1946, the Association had formally resolved at its national convention in Chicago:6 That, in view of the present widespread discussion . of universal military training we urge that a far more careful study be made of the plan in all of its implications as a measure of national defense and world peace, and more especially so when we consider the ever-changing methods of highly tech- nical warfare and the advent of atomic energy. At the national convention in St. Louis, February, 1947, 6Bogue,‘W’ashi§gton Newsletter, A.AnJ.C., washington, D. C., Volume 2, No. 10 (August'4, 1947), p. 1. 92 additional consideration was given to the subject of uni- versal military training. The following resolution was‘ unanbmously adopted to support earlier resolutions:7 That, the Association affirms its faith in educa- tion as an essential means of creating understands ing between nations and establishing the foundations %“ for a peaceful world; it also affirms the importance of education as an instrument of national unity and' as the basis of our technical and industrial strength. It, therefore, reiterates its stand in» favor of an extended program of education for all the people and wishes to emphasize the conviction of educators that education is the only means of maintaining national strength and creating inter- national good will and understanding. Bogue reported the findings of a poll he had taken of the junior college administrators only recently. A total of 268 administrators had voted as follows: for universal mil- itary training, 102; against, 160; undecided, 6. .After clearly stating the position of-the ANAWJ.C. on guniversal military training, Bogue continued independently and outlined a plan for national security which he claimed would be superior to universal military training. In consid- erable detail, this preacher-educator set forth a plan which called for a continuation of the size and_efficiency of the Navy, and an expansion of the‘Marine Corps with retention of its high standards of personnel and training. His plan 71bide , p0 2." 93 requested a united and upwtOudate Air Force with the best equipment our skill could devise. Terminal vocational- technical education should be extended greatly to provide better trained personnel for the Air Force. Assistance should be given to junior colleges and technical institutes to train large numbers of qualified young men on a volun- tary basis. Enlargement and extension of the Civilian arm of.the Air Force to every part of the nation was another part of Bogue's recommendations. He advocated that men living at home and engaging in their favorite occupations and profes» sions could be secured in large numbers to provide for ef- fective patrol duty in this field of service. Bogue claimed further that an extension of aero-mechanics through high schools, junior colleges, and technical institutes could sup- ply the needed ground forces in the different communities where the civilian units might be organized. He suggested improvements in the Army, changes whereby it would become more attractive as a career for wellnmatured men on an ever higher selective basis than at that time. Probably the most radical change proposed by Bogue was the reorganiZation of the National Guard into a National Army. Operated on a voluntary basis with considerable increase in pay, he predicted that the National Army would bring in large numbers of well-qualified and seasoned men who had actual battle experience. Men would train in their own communities and be ready at an instant's call for duty. Bogue's plan further called for continuation and ex- pansion of R.O.T.C. units in junior colleges as well as four year colleges and universities. Finally, Bogue's plan identified further the role of an extended educational. system. He urged the committee members to take the steps necessary to assist the several states in extending equal educational opportunities to all the children of all the people. "We believe that such a program.is necessary for the national defense and security as well as for the national economy," he told the committee. Bogue concluded his testi- many by reminding the committee members that "if another war comes, which God forbid, we cannot afford to burden the Army with an educational program to make fit enough illiterate men for at least three divisions of troops as was the case in the last war." The question of national security and universal mili- tary training remained as a hot iron on the anvil of the country. Bogue, as a leader of a great movement, spent well the time he was given to attempt to shape the hot iron into 95 some workable form. Many hammers pounded on the problem long after Bogue left the hearing room. Report of the First Year After a full year as executive secretary, Bogue reported in detail on the itinerary of the year's activity. Physical aspects of the report included the extensive travel to all areas of the United States visiting many colleges. In addition to the traveling, Bogue reported:8 Correspondence has been heavy at all times. Ad- dresses have been numerous, conferences, consult- ations, personal interviews on practically every phase of the junior college; meetings on both the state and the national levels regarding legisla- tion for education, assistance in founding new junior colleges, directing the distribution of information, press releases, and many contacts with various departments of the National govern- ment and with other educational associations have filled the days with activity. Mbreover, writing has consumed more time than was anticipated. This phase of the work has been most welcome, because it has Opened several avenues for spreading the news and philosOphy of the junior.colleges. Travels to the Grassroots Requests for counsel and advice from the Executive Secretary of the American Association came to the‘washington office from all parts of the country. As Bogue began his ‘ -1 8Jesse P. Bogue, "From the Executive Secretary's Desk," Junior College Journal, Washington, D. C. (Septem- ber, 1947), pp. 37-40. 96 second year with the Association, he was in Holyoke, Massa~ chusetts, for a mass meeting of educators and citizens interested in the further progress of the new junior college in that city. The Mayor of Holyoke, the School Board, mem- bers of the State Legislature living in that city, members of the faculty, students, officers of the local school system and citizens were present. An interesting meeting was held, Bogue reported, and the movement in Holyoke called for plans for expansion that included a separate building for the college and the deve10pment of two-year programs of fonmal education along with university parallel and adult education curricula. 0n invitation of the State Department of Education, Bogue visited for two weeks in the State of Iowa. ,Equal-time was devoted to both the private and public institutions.. Careful and detailed planning of the visit permitted him to meet all appointments during the two-week visit on time, Vis- iting thirteen colleges and traveling over twelve hundred 'miles. As Bogue boarded a train in Des Moines for Madison, Wisconsin, he could enumerate a number of facts andaimpresu sions: The public junior college of Ipwa were relatively small. Graceland, a private institution, was the largest with an enrollment of 600 students. There had been no real {fie-e. 7! plan for the location of junior colleges. They had grown up from local interest which had outstripped the legal interest and assistance of the state. There was no state support and no authority for the creation of junior college districts. All public institutions operated with and in high school plants with the exception of one, at Ellsworth. Plans in some cities called for new wings to high school plants to house the junior colleges. Educational support and authority in the State of Iowa was lagging. 0n the positive side, Bogue could see that progress was being made and directives had been given in recent legisla- tion for the reorganization of the public schools in every county in Iowa. The farmers of the state were showing.in- creased interest in education. He was convinced that once they were fully aroused to the fact that their children must have as good an education as city children, and once the cit- izens of the state awakened to the injustice of education being almost fully supported by local taxes, changes would be made rapidly. State aid, junior college districts, greater authority to the State Department for the location and super- vision of junior colleges would inevitably result in an astounding growth in the numbers, enrollments, and the devele cement of educational programs designed for large numbers of students who want and who will take not more than two years of formal schooling beyond high school graduation. It was on to Wisconsin for Bogue confident that Iowa had the resources to deve10p a strong system of junior colleges. He would do what he could in his own way to assist the Hawkeye state in accomplishing these tasks. Bogue was intrigued with the Extension System of the State University in Wisconsin. Extension centers in Wisconsin were comparable to junior colleges in other states. With the State as its campus, the extension centers were enrolling more than 30,000 students. Bogue met with heads of the depart- ‘ments of instruction at the university and then visited six of the fourteen center campuses. He could quickly see the influence and philosophy of the university in the personnel and equipment of the centers. Plants had been provided by local communities, while the equipment, personnel and educaa tional programs stemmed from the State University. ,He did not question their excellence although he could see improves ments in the making for plants, equipment, and programs. With an attitude that the university parallel curricula should be firmly established before extensive "terminal” programs were undertaken, Bogue summarized, that it will be of great interest to watch the Wisconsin plan relative to: 99 l. The extent to which the Centers may be located within the state, 2. The type of programs that will be offered, 3. The philosophy of education that will emerge from a university and the functions it proposes_to perform.in the state, 4. The responsiveness of the Centers to the unique educational needs of the several communities, * 3“ 5. The manner in which local pride and inter- ‘ est may be constantly stimulated without local autonomy, 6. The degree to which a centralized system and a single philosophy of education emanating from a state university may allow for com- munity expression, influence and the growth of a certain enrichment in atmosphere, tone and what may be called the "personality" of the different centers. 9 - On to Minnesota, Bogue scheduled his travels to be in Minnesota for the meeting of the North Central Council of Junior Colleges. The question of regional accreditation in the North Central region was one of serious thought for jun- ior colleges. As things stood at that time, accreditation \ of junior colleges Operating with senior high schools was determined by high school standards. Bogue identified the need to consider for adoption standards more in keeping with the functions of the junior college as a unique institution. Only one day was spent in Bismarck Junior_College in North Dakota, but this was an important visit for Bogue. 9Bogue, Washington Newsletter, A.AsJ.C., Washington, D. C., Velume 111, No. 3, (December 9, 1947), p. 6. 100 Governor Anandahl had asked for a brief conference with the Executive Secretary. The Governor was very much interested in the progress of the junior college movement, and had given support to the Bismarck institution, even to the ex- tent of enrolling his daughter there. Junior college personnel at Lake Coeur d'Alene, Idaho, honored Bogue and expressed their faith in his leadership by initiating him into Phi Theta Kappa. After visiting in Boise, he expressed his delight in seeing the development of a totally new campus on a 110 acre site. Bogue knew that this plan should be the aspiration of many junior colleges throughout the country. Separate facilities away from the secondary schools, with a separate board of control respons- ible only for the junior college, and a separate tax.base would permit these institutions to develop to full potential and provide adequately for the post high school educational needs of students in the college districts. Stops such as the one in Boise seemed to give Bogue even greater enthusi- asm for his cause. Boise could be used later as_a model organization after which other institutions could pattern their own development. So that the State of Washington and the junior colleges located there could receive the greatest benefit from the 1D}. visit of Jesse Bogue, a two-day workshop was held at.Everett Junior College with approximately 200 people in attendance. Reporting on the workshop, Bogue wrote, "We have seldom seen a group take hold of subjects, presented under the panel system, more enthusiastically than did the people at Everett." So that other colleges might be influenced by their actions, . he reported further that "Washington Junior Colleges pay. state dues of $100per year and thus have funds to provide outstanding programs." Other bits of information which Bogue found in wash- ington which he desired to pass along to other states were that state support for junior colleges that year would be about $240 per student in average daily attendance, and that the State University would offer a summer workshop in 1948. These were two signs of progress and hope for the further development of junior college programs in the Northwest. Down the coast to Oregon went Jesse Bogue. At Port- land, Multnomah and Vanport were campaigning for funds for new buildings. Bogue was pleased with the technical curric- ula offered there with a booming enrollment. Although housed in temporary buildings at a former ship building site, he could describe the use of facilities and equipment at Vanport only as excellent. Contacts were made in Portland ,3. U .44. with the Chamber of Commerce, the Rotary Club, and a dinner meeting with educational ledaers. He had high praise for the public relations in Portland for Multnomah and Vanport. Bogue's schedule allowed very limited time for the junior colleges in California. Stops included only the junm ior colleges in Sacramento, San Mateo and San Francisco. The brief visit in California did include meetings with the state vocational education supervisors, the deans and direc- tors of the junior colleges in the northern section of the state and with a committee on postwhigh school education. He praised the Sacramento College for its fine campus and buildings, superior faculty, and a library which was about the final word for a junior college. Leaders at San Fran- cisco were commended by Bogue for actually providing an education program that really met the needs of the city. November 8, 1947 was the date for a one day state con» ference and workshop for junior colleges at Grand Island, Nebraska. Bogue entered into this meeting with the same interest and enthusiasm that he displayed in more fertile areas. Although not burning very brightly, he could.see a~ small spark of interest in junior colleges in Nebraska. He was impressed with studies which were being made by the State Department in the area of curriculum. 103 The final stOp for Bogue on his seven week trek was Chicago. It was possible in a brief time for him.to see something of the work at the several branches of the Chicago City Junior College. At that time, Chicago was the only city in the country with a definitely planned system of jun- ior colleges. "Other cities would de well to study what Chicago has done and probably will continue to do in locat- ing junior colleges on a city-wide basis," he pointed out. "Che is impressed favorably with the splendid combination of general and vocational education, and especially with the advantages of the personnel work directed for all branches through the central system." Probably no one profited more from these travels, con- ferences, visitations, and dinners than did Jesse Bogue.hime self. Any profit, however, that he may have realized from these travels would be fully utilized for the advancement of the junior college movement. All the pleasures of the entire journey could not match the pleasure that he felt upon return- ing to washington, D. C., his office, and home and family. Interpretation of Federal Legislation In the spring of 1948, Bogue was interpreting for the junior colleges a bit of federal legislation which was called 104 the Fulbright Act. This Act was of special interest to him because of a genuine interest he possessed in international understanding. The Fulbright Act, Public Law No. 584,I authorized the Department of State to use a portion of the foreign currencies resulting from the sale of surplus mater- ials abroad for educational activities with foreign coun- tries. By this time, the junior colleges throughout the country had become fully saturated with surplus equipment. In a status report to the member colleges, Bogue reported that agreements had been signed with China and Burma, and negotiations were in progress with Australia, Austria, Belgium, Egypt, Finland, France, Greece, Hungary, Iran, ltaly, the Netherlands East Indies, New Zealand, Norway, the Philippines, Siam, Turkey, and the United Kingdom.- While the term educational activities, as used in the Act, could be interpreted verylbroadly, the following activities were envisaged:10 Aid in international reconstruction by assisting foreign countries to secure the services of Americans with specialized knowledges and skills and to assist the peoples of these gpuntries to understand the American people, their achieve-n ments, and their ideals. .1 Jesse P. Bogue, Washington Newsletter, American \ssociation of Junior Colleges, Washington, D. C., Volume [II, No. 8, (May 19, 1948), p. 4. 105 Provision for Americans to study, teach, and con- duct research abroad in connection with American .schools or with institutions of higher learning, and to add to the store of knowledge of foreign areas, peOples and cultures. ‘ Opportunities for a limited number of foreign stu- dents to study in American institutions abroad and to assist foreign students and teachers to engage in educational activities in the United States by paying for their transportation wherever foreign currencies can be used for this purpose. On September 22, the Governments of the United Kingdom and the United States signed an agreement under the provi- sions of the Fulbright Act. The agreement made available the sum of $50,000,000 realized from the sale of war surplus properties in the United Kingdom for educational purposes. Forty per cent of this amount was to be used for the benefit of advanced students in both countries. Bogue encouraged the junior college personnel who were interested in.app1ying for study in the United Kingdom under the Fulbright Act to file their requests with the Committee on the International Exchange of Students. By 1950-51 nearly 700 nationals from.uine countries could come to America for study, teaching or research under the provisions of the Fulbright Act. Opportunities in: United States educational institutions were now available to citizens of Belgium, Luxembourg, Burma, Greece, the 106 Netherlands, New Zealand, the Philippinug, the United Kiug dom and France. Promotion of Summer Workshops Summer workshops at four year colleges and universities for junior college administrators and faculty members were continuously promoted by Jesse Bogue during his tenure as Executive Secretary of the American Association of Junior Cola leges. Many of the universities had indicated a desire to offer more work in the junior college fields of study, but they were waiting for assurances of interest on the part of the junior college personnel. Bogue encouraged the discus- sion of the summer workshops in the state and regional assoc- iations, and pointed out that success would depend largely on the interest of the junior college peOple. In encouraging participation in the summer workshops, Bogue reminded the junior colleges that they had greatly de» sired the c00peration of senior institutions. Several of the universities had been making efforts-to assist the junior colleges. Greater numbers of them had realized their reapons~ ibilities and were ready to copperate to the fullest extent possible. "It costs money to provide conferences andwork- _AShOps and to offer courses of study," he wrote. "It is now up 1:0 us in the junior college to arrange for the largest 107 possible attendance from the staffs and faculties, as well as from personnel interested in becoming junior college teachers." Universities planning summer workshops dealing with junior college were asking will there be enough peo- ple interested to justify the trouble and expense? One suggestion for promoting the attendance_at the workshop set forth by the Executive Secretary was that local school boards provide at least $50 per teacher to those who would attend the state workshop. ‘ In the summer of 1948, approximately forty univer- sities and senior institutions were affording_opportunities of various kinds in the junior college field of study.- Bogue himself participated in workshOps at the University of Colorado, University of Wisconsin, Harvard University, and Texas A. and‘H. College. State workshops and confer- ences included West Virginia, Iowa, Maine, North Carolina, New Jersey, Florida, and Oregon. Contemporary,Consideration of Problems COOperatively with the Division of Higher Education, U. 8. Office of Education, the American.Association ongun- ior'Colleges in the summer of 1948 began extensive research (n1 a.number ofquestions pertaining to the junior colleges. 108 Ihesequestions included: What is the minimum size and wealth of the supporting area necessary to maintain an ef- fective junior college? Up to this time about the only criteria needed to establish a college were an interest by a few people, a building for classes, sufficient financial resources to pay expenses, and a few students to justify the establishment of such an institution. A second ques- tion was how can the junior college be made to serve the community vocational, cultural, health, social, and other needs more fully? At this point the two year college was beginning to take on responsibilities beyond that of pro- viding only college transfer curricula for the students, aspiring to earn degrees from four year colleges or univer- sities. A third question to research was what are.some.of the better methods of organizing junior colleges or lower division faculties to promote their in-service growth in teaching ability? Closely related to question three was the question of how may the lower divisions of colleges of arts and sciences and junior colleges best beorganized for effective relationships with high schools on the one hand and with the upper divisions of colleges and universities on the other? A final, and probably the most important, question identified to be researched was how can the program.of in~ struction be organized to provide for Students a balanced program of studies to meet vocational, civic, and avoca- tional objectives? It would appear that by this time the junior colleges were truly ready to consider important issues which.would shape and influence their future pat? tern and development. The "nuts and bolts" concerns which had prevailed since the war were gradually disappearing. Examination of the many articles written by Bogue in the Junior College Journal, The Bulletin of the National As- sociation of Secondary School Principals, The Journal of the National Education Association, the School Executive, and state and regional journals, shows that he was a prolific writer. Projecting into the future, he identified problems which he said would persist for years to come. They included adequate finance; problems of physical space; difficulties in securing an adequate number of qualified teachers and staff members; and acquisition of books, teaching materials, and scientific equipment. Considerable attention must be given to curriculum and adult education, and greater emphasis must be placed on guidance. Adequate funds must be sought for an expanded program of research. A final point of deep Concern to Bogue was his desire for junior colleges to give 110 greater emphasis during the coming years to world understand» ing and cooperation, through exchange of students and teach- ers, and better teaching for an intelligent understanding of international relations. Accomplishments of the Association The humble and modest person that Jesse Bogue was caused him to never boast of the accomplishments of the National Association, and the great strides made under his leadership.‘ tary, he did 1. 3. 5. However, after two years as executive secre- report the following observations:11 The writer has heard the junior college praised by men in high places who only a few years ago roundly denounced it‘ as a passing fad and unsound educational adventure. - He has witnessed former silence and indif- ference on the part of universities and. ‘ state departments of education turned into audible interest and active participation. He has seen.the first stirring of action to create more and better materials for the teaching of the unique course of study for two year curriculums. He has seen more action in more communi- ties to find out the unmet needs of com- munities that could be met by junior colleges. ‘ He has seen private colleges push ahead with financial and building programs. 11Jesse P. Bogue, "From the Executive Secretary's‘ Desk, " Junior College Journal, Washington, D. C. (Septem- ber, 1948), p. 48. 6. Colleges are remexamining their phil= osophy of education, their programs of study and services, and are over- hauling organizational plans. 7. Aumovement has been started for cooper- ation among junior colleges, industry, and the armed services for vocational- technical education. The extent of Bogue's influence in effecting these changes in attitude toward the junior colleges, and accom- plishing these advancements cannot be fully measured. How- ever, few would disagree that the influence was great. A New Concept in Higher Education With the increasing enrollments after WOrld war II and the broadening of offerings in the two-year colleges, it was inevitable that a new conception of the purposes of higher education should emerge. The Report of the Presi— dent's Commission on Higher Education, published in 1947, under the series title "Higher Education for American Democ~ racy," gave a big boost to the junior colleges. The report set forth the following purposes for the colleges:12 .. Education for a fuller realization of democracy . in every phase of living. Education for the application of creative imagq.. ination and trained intelligence to the solution of 12President's Commission on Higher Education, Higher Education for American Democrac , Vol. 1 (New York: Harper and Brothers, 1947;, p. 8. ._.; r.‘ N) social problems and to the administration of public affairs. Education directly and explicitly for inter« national understanding and cooperation. Volume I of the Report played up the role of the "comm munity" college for the extension of education of college level. It gave due consideration to the part being taken by private institutions as well as public supported colleges. Commenting on the Report, Bogue stated that ”the public was somewhat startled judging by editorial comment, by what ape pears to be a revolutionary suggestion, namely, that two additional years of free education he now added to the twelve years already provided. Perhaps nothing has taken place since the founding of junior colleges a halfmcentury ago that has so deeply stimulated public interest in these in- stitutions." Specifically, the report read as follo‘ssl3 Whatever form the community eollege pose is educational service to the and this purpose requires of it a variety of func» tions and programs. It will provide college educa» tion for the youth of the community certainly, so as to remove geographic and economic barriers to educational Opportunity and distover and develop individual talents at low cost and—easy access. But in addition, the community college will serve as an active center of adult education. It will attempt to meet the total postwhigh school needs of its community. 131b1a., pp. 67m68. 113 Following publication of the Report, considerable debate and writing evolved from college administrators. Many institutions which.were community-minded in purpose and function were changed in name from junior college to community college. To some administrators the term "jun- ior college" remained as the more appropriate title. .They argued that nearly fifty years of publicity for the.two- year institutions would be lost in the name change.. Pro- ponents of the title change were quickly willing to shed the word junior. Ralph R. Fields, in The Community Col— lege'Movement, says,14 "the shift in name signifies two. slowly achieved but significant changes, both of which.make 'community' accurate as a description of those institutions which exemplify the changes. First, the current public jun- ior college is communityocentered. Second, the new.term be- speaks the shift of emphasis of the college from.a single- purpbse to a multi-purpose institution. 'Junior college' connotes a small edition of a college; the term_fcommunity college,‘ on the other.hand, connotes a breadth of services." In attempting to influence junior college leaders to I isttend the annual national convention scheduled for Kansas * .- _— 14Ralph R. Fields, The Community College Movement (New Yoric: McGraw-Hill Book Company, 1962), pp. 61-62. 114 City, February 24~27, 1948, Bogue wrote that a great deal will be said about the Report on the President's Commission on Higher Education. "Great things are in the making for junior colleges. The iron of public opinion grows hotter every day. Surely this is the time to strike hard and con- tinuously to beat out the kind of action that will insure a better education for the youth of this country." During the decade to follow, many of the two-year colleges changed their names to include the’word community. With the change of name came the new concept of education; it was not just a new label for the same contribution which was being made by the junior colleges with the two year transfer curricula. The new label signifies the develop- ment of an educational program based on the needs of the whole community, rather than just the need for students who planned to take their first two years of liberal arts or prewprofessional training before transferring to a four~ year college or university. In accepting the concept of community college, the junior college function remains. As a core of the pattern, the liberal arts offerings are complemented by curricula which are related to most of the social, civic, business, and industrial agencies in the community. The community 115 college concept has breathed life into the American ideal that education beyond the secondary school can be good for everyone, if designed to fill the specific needs of the college clientele. This the two~year colleges desired to do. Writing for the 1955 issue of the Women's City Club of Detroit, Michigan, Annette Cummings describes the ground breaking ceremony for the new Henry Ford Community College, Dearborn, Michigan, and elaborates on the new concept of this two-year institution of higher education. -She describes the change in concept as follows:15 The need for this change arose after World war II, when many returning veterans inadequately prepared for college but who had gained skills, training, and experience in four years of service found themc selves matured beyond the high school level. With an increased-band sometimes belated--respect for education, these young men and women were in many ways ready for higher education. They could not return to the high school, associating with imma- ture youngsters, to continue‘their interrupted studies. The community co11ege, recognizing this problem, admitted veterans without high school diplomas on the basis of scores made on their_Gen- eral Diagnostic Tests, instituted remedial courses, when necessary, and worked on the problem of creat- ing an adult atmosphere in which both liberal arts education and technical training could be continued. The success of many of these students gauged from their completion of four year college courses in 15Annette Cummings, women's City Club, Detroit, Mich- igan, (February, 1955), p. l. the post war years justified the experiment and has paved the way for further well-thought—out deviam tions from the conventional pattern. This new type of education attempts to seek both prob» lems and solutions. It has been challenged to experiment in finding the solutions to some of the problems of the commun» ity. Young people and adults alike have found through the community college opportunities to find direction towards ‘worthwhile living and the fulfillment of their greatest capacities. Continuation of Federal Aid Promotion Federal funds for education was the topic of debate in the fall of 1948. Bogue was encouraging junior college lead» A ers to clarify in their own minds the role of the Federal Government in education in the United States. Quoting from a report entitled "Federal Government, Funds for Education," made by the U. S. Office of Education, Bogue pointed out that it was estimated that two billion dollars were made available for education or closely related purposes, by the Federal government for the fiscal year 1948, for distribu» tion to the States and Territories, or to individual schools within them. The above total did not include another two billion dollars being spent for education and training of veterans. Bogue asked the junior college leaders the questions, "how does your state stand in these appropria~ tions, and how were the funds applied within your state?" He queried further, "do you know to what extent Federal control, if any at all, is being exercised over the schools of your state because these Federal funds are m :4 being appropriated, or for any other reason?" Opponents of Federal Aid bills for general appropri- ations to the several states were constantly insisting that Federal funds meant Federal control and nothing less. Bogue 'was questioning the truth of this contention, and was asking for evidence from these opponents to support their claim. He was aware that if Federal aid came, it would be because the people wanted it and insisted upon having it. Junior college leaders were encouraged by the Executive Secretary to write to committee chairmen in the House of Representa- tives and Senate, and more importantly, to write to their own Congressman in Washington. Bogue wrote, "As we have said several times before, it's the folks back home in.the Congressman's own District who count, because there’s where the votes for reaelection come from. We can't emphasize this point too strongly! When you write or talk to your own Congressman, he is bound to listen to you or read your let- ter and reply to it. It’s your Congressman who can have the Q"? '-.. 53.7, 118 greatest influence with the Chairmen and members of the Comm mittees now holding the kingwpin position." Bogue warned that people close to the situation were convinced that un- less public interest was expressed then, more strongly than at any previous time, action on the bills might be unduly J delayed or sideatracked. Other educational agencies were also prmmoting federal legislation for education. Reporting to member institutions of the American Association of Junior Colleges in the 2322' ington Newsletter on a National Education Association regional conference which had been held to review and clarify the rea» sons and issues involved in the failure of legislation for Federal Aid to education being passed by the 80th Congress, Jesse Bogue cautioned that Federal Aid was not the only issue in providing better education. More equitable local taxes, better state financing, more efficient organization and ad» ministration of schools and higher professional standards for educational personnel also needed to be considered. Am» plifying these points, he indicated that no matter how much Federal Aid may be given, if the organization of school dis» tricts in many states were not improved, such funds would simply be poured down "rat holes." Higher professional standards naturally wait on better financing, so that adequate 119 support can be given to school personnel, regular increments in salaries provided, tenure of office guaranteed, and re- tirement provisions secured. A Bogue's only argument for Federal Aid to education.was the need for better education. He recommended that better education be secured by all legitimate means and that all persons and organizations be used who would help in this great cause. Promotion of New Frontiers "Education--The Creator of New Frontiers," was the gen- eral theme of the American Association of Junior Colleges national convention in San Francisco in early 1949. Keeping with the spirit of the gold rush of one hundred years ear- lier, junior college leaders traveled to the west coast for the meeting. According to Bogue, the theme was selected by the Boardlof Directors for a number of reasons:16 1. The American Association of Junior Colleges is a progressive organization, pioneering in the field of education. It is one of the distinc- tive contributions to education made in the. United States and Canada. While it has done 'many things unique in education, its greatest field of usefulness-is in the future. We lock, 6Jesse P. Bogue, Washington Newsletter, American Assoc- iation of Junior Colleges, Washington, D. C., Volume IV, No. 4 (December 8, 1948), p. 1. therefore, to the frontiers that are to be created and conquered by the right kind of education. ‘What are these frontiers? What kind of education is necessary for this kind of creative conquest? These are the questions that will be answered at San Francisco. ‘ During the year 1949, California will be' celebrating its first 100 years. The pioneer theme has been adopted in keeping with the spirit of the general state celebration. Jun- ior colleges think that they, too, have struck pay dirt in organizing distinctiVe programs of‘ college work of two years duration, in making college education more popular with the masses of the people, in extending the privileges and opportunities for further education to all who can profit by it, in devising educational pram grams in response to the needs of the commun- ities discovered by scientific community sur— ‘veys and in offering continuing opportunities to all the people of communities regardless of' their ages or levels of educational attainment. Many of the physical.frontiers in terms of geoga‘ raphy have been reached. There are, however, "acres of diamonds" under our feet and in every backyard. Our processes now point in the direc- tion of intensive conquests. But there are -, frontiers of greater importance than the mere_ phvsical: social relationships in thefamily and civic life; international relationships that cost billions in money and rivers of blood; educational relationships in which mile lions of our own people are frustrated in their desires for intellectual advancement or even worse in that schools are so poorly housed and. of such low grade that inspiration for advance- ment is totally lacking; governmental relation- ships, ever eXpanding into an ever-increasing number of fields of cooperative enterprises. . . . In stating the reasons for the adoption of such a theme for the 1949 convention, Bogue had done a good job of summers izing the position of the junior colleges in that year. In 121 addition, he had established and identified additional areas of study which merited the time and consideration of the junior college leaders. Selective service, federal aid, national scholarships, and the United Nations were but a few of the areas to receive the attention of the junior college leaders. Role of the Community College As a result of the President's Commission on Higher'Ed- ucation Report of 1947, Bogue had once again alertly recog- nized another need of the two-year institutions of America, an identification of the role of the community colleges Largely the outgrowth of practical experiences, observations, personal judgments regarding currents of thought, present trends, and perhaps here and there an attempt at prophecy for the future, Bogue set forth accurately and precisely the essential functions and objectives of the present day public institutions in The Community College. This voluminous bodk also gave full recognition to the independent institutions in their retention of their own specific and distinctive. roles. The Community College deals with philosophies,§basic functions, historical perspective, future trends, educational cooperation, general education, technical education, adult education, organization, administration, and critical problems 122 of the community colleges. After expounding at,consider~ able length in The CommunityCollege on the basic functions of community colleges, Bogue summarizes with an excellent de- scription of the institution:17 By examination of life situations, of identifiable problems that need solution, on national, state,. and local levels, we arrive at conclusions regard- ing the basic functions of community colleges.. They are guidance and counseling for all students regardless of vocational objectives; technical and other vocational training, and that on a continu- ing basis, for all students who will not advance to upper division collegiate studies; the further democ- ratization of higher education by surmounting barriers of geography and family difficulties; the populariza- tion of higher education by breaking down family trad- itions and creating greater personal interest and motivation; adult education and university-parallel studies for those students who should continue formal education. Overall, The Community College presents an optimistic future for the two-year community colleges and independent colleges alike. While optimistic views were expressed, enough problems have been identified that cry for solution to keep even the most optimistic humble. These include:18 The rapidity of growth, predictions for future de- veloument, increasing favor of the movement in circles competent to judge of educational needs 1 7Jesse P. Bogue, The Community College, (New York: McGraw-Hill Book Company, 1950), p. 76. 181b1d., pp. 301-302. 123 and values cannot blind the eyes of those who are interested in the future of the community college to many problems which demand research, experi- mentation, and the combined judgment and wisdom of educational leaders and citizens. Challenging the proponents of the community college to recognize their responsibilities to the future, Bogue 19 writes: There is no disposition, however, to predict that the movement will really continue to move unless those who believe in it are ready to work and fight for its place in American education. Re- gardless of the needs of the people, leaders must sense them, reveal them to the people, and, by patience, wisdom, and persistent effort, attempt to provide for their satisfaction. The course of education in America has been upstream, not down. It is still upstream. Any tendency to drift, to leave well enough alone, to rest on laurels al- ready won, or to pursue the course of least resist- ance regardless of the goals to be reached would be fatal. The community college, like domesticated plants and cereal grain, requires careful cultiva- tion by man and the favor of atmosphere from the "powers that be." The former can be supplied by intelligence and hard work; the latter by the principle of justice. The challenge was clearly stated. Jesse Bogue was not disappointed with the progress made through 1960. :The Com- munity College was chosen often as the text for graduate study in the area of junior and community colleges. During the time that Jesse Bogue was writing The Com- munity College, he did not slight his responsibility to the 19Ibid. 12% National Association. Salary schedules, improvement of in- struction, retirement plans, libraries, building standards, eligibility and subsidization of athletes, enrollment re- ports, supervision by state and other agencies, minimum standards of junior college education, general education, family life education, audiovisual education, placement and follow-ups, relations with high schools, and teacher prepar- ation were studies promoted by the American Association of Junior Colleges under the direction of Jesse Bogue. BogueI University Professor gEQVPhiloggphgg The best newsfifor the junior colleges in the fall of 1949 was the reports of workshops, conferences, seminars, and courses of study offered at universities throughout the United States. Several hundred junior college teachers-and administrators participated in the twentynseven workshops as faculty members, visiting professors, and as students. Promoted and sponsored jointly by the American Association of Junior Colleges and the participating universities, the universities themselves became more aware of the junior col- lege contribution, and appeared to be deeply interested in cooperating as fully as possible. Workshops were held in California, Florida, Iowa, Massachusetts, Kansas, Maryland, North Carolina, Texas, Pennsylvania, Washington, Illinois, Michigan, Louisiana, New York, Colorado, and Utah. Harvard conducted a six-weeks seminar with thirty- three participants from fourteen states. Jesse P. Bogue was instructor assisted by other junior college leaders. One feature of the Harvard seminar was the building of a simulated junior college by each participant. The project formed the framework within which plans for buildings, curricula, teaching personnel, teaching and recreational facilities, organization and administration, finances, and other features were designed. Bogue approached teaching in the same thorough way in which be administered the busi- ness and activities of the American Association of Junior Colleges. He arrived at Harvard University, Cambridge, Massachu- setts, on July 4, 1949, for the Harvard Seminar oanunior Colleges. Bogue was a guest professor at a number of univer- sities and colleges from time to time and Harvard was always one of his favorite schools. Describing the Yard at Harvard, you never speak of the campus in Cambridge, he recorded, be- hind the high brick walls, among stately buildings and stat- ues, one seems to be in another world. "By tradition, by the availability of research materials and equipment, by scholarly leaders and teachers, by its thoroughly democratic attitudes and practices, Harvard University is beyond doubt one of the greatest centers of culture in the world," he proclaimed. "Time and again, the courageous stand of this University has unsheathed the flaming sword of intellectual liberty . . . that has 'turned in every direction' to pro- tect the freedoms of all schools of learning." Bogue took this opportunity to make an important point to the junior college leaders of America, by relating the following story. During World-War I, a Harvard professor by the name of Hugo Munsterberg is reported in the biography of President Lowell to have been a man of some controversy. A certain Harvard man had "threatened to annul a bequest to the University of $10,00U,000 unless Munsterberg was immedi- ately deprived of his professorship." Munsterberg offered to resign if the proposed ten million were reduced to a-check for even half the amount. The resignation was refused by the Harvard Board with this pronouncement: "It is now officially stated that, at the instance of authorities, Professor Munsterberg's_resignation has been withdrawn, and that the University cannot tolerate any suggestion that it would be willing to accept money to abridge free speech, to remove a professor or to accept his resignation." The statement con- tinued, "There are no 'For Sale' signs on Harvard's gates-- 127 no matter how high the bid!" To make his point, Bogue continued, in a sense of warn» ing to the junior college leaders:20 Those who believe in freedom in American education would do well to refresh their Spirits by re-read- ing the famous Dartmouth College case, the Nebraska case and the Oregon case. . . . Those who say, "It can't happen here" should read history again. They may be surprised to find how many times it has al- most happened here. Except for eternal vigilance, the high price of freedom, there can be no freedom. This is the Fourth of Iuly. We are almost in sight of Bunker Hill Monument, the Boston Commons, Old South Church, a few miles from Lexington and Concord. We can hear the bells in the tower of Memorial Hall, in the Harvard Yard, erected to the honor of Harvard men who gave their lives in World War I. May those chimes always ring with the notes of freedom to the honor of free men in a free Nation. With the opportunity still at hand to continue to ex- press his feeling about freedom and security, Bogue contin- ued the warning:21 Of course the question of security is always at stake. But where does the security rest? ‘In the police state or in the minds, hearts and deter» mined efforts of men to find the truth and proclaim it to the Nation° Abridge the rights of men to seek and publish the truth as they honestly see it, stifle free inquiry in an atmosphere of suspicion and political witch hunting, then where shall either freedom or security be found? Plainly, if 2 oJesse-P. Bogue, Washington Newsletter, American As- sociation of Junior Colleges, Washington, D. C., Volume IV, No. 11, (July 15, 1949), p. 5. 21 Ibido , PPO 5&60 w . i as M ' 1.31 . 7.3.3, ." Jr‘s-‘7. ;_ 55 to he: the Constitution is clear, those who advocate its destruction by violent means are in rebellion against the Constitution. . . . Real dangers to all freedom creeps in when efforts are made by law, by threat or by pressure to throttle the freedoms of men guaranteed in the Constitution and the Bill of Rights. . . . The real issues have been confused to such an extent that advocates of constitutional freedom have been singled out at times as the enemies of security. Oaths are being required of teachers and certain groups, as though an oath could increase the loyalty and devotion of a free American who holds his liberty by the power of understanding, or deter a criminal from his crime by the signing of an oath! Criminals can and should be punished without abriding the rights of free men or calling their loyalty into question. Re-Examination of Basic Policies The 1950 summer meeting of the Board of Directors of the American Association of Junior Colleges and the Coor- dinating Committee for Research and Service was held at the University of Chicago in late July. The meeting had orig- inally been scheduled for Denver, but was changed to Chicago when it was determined that a savings of $475 could be made by such a change. A differential in traveling costs per- mitted the savings. Because of the limited finance of the Association, this conservative attitude prevailed. Bogue, as well as the other officers of the Association, was eager to spend money only when there would be full return in the best interests of the total membership. This summer meeting was devoted quite largely to a 129 re-examination of the basic policies of the Association. Five years earlier, in the Chicago convention, and with the election of a new full-time executive secretary, a blue— print for the future had been developed. The blueprint had called for a decentralized program for the Association and this had been carried forward. It was now considered wise to look at what had been accomplished, the principleseon which the work had been done, and to see in what respects the work could be done better in the future. Problems had arisen from time to time which were demanding guiding prin- ciples and policies for their solutions. Bogue was calling for the development of the necessary principles and policies to cope with these questions and problems: the total program of the Association with respect to its financial structure and how the two issues could be kept in proper balance; the problem of minimum standards for membership in the Associa- tion, especially from states which had no standards for ap-l proval or accreditation for junior colleges and from those states where standards were very low; the problem of post- season and national athletic contests; further research and research publications; how to reach the rank and file of.the junior college staffs, faculties and boards of control with the essential philosophy, functions and objectives of the junior college movement; policies regarding the recognition of junior college honor societies; the further extension of nursing education and the part to be played by junior col- leges; and the problem of a national plan for student and faculty insurance and whether or not it should be a concern of the Association. Bogue solicited from the Association members sugges~ tions and recommendations for the proposed work at the Chicago meeting. He compared the Association to the indiv- idual junior college, and reminded the members that the best way,in fact the only way a junior college could keep in close contact with its community was to make continuous surveys of the needs, both vocational and cultural, of the people. In a like sense, he continued, the only way the Association could maintain close contact with the membership was by a somewhat similar process. Bogue indicated a desire to visit all junior colleges and pointed out the advantage of such visits to ask questions as to their needs, problems. best methods of work for success, and to learn what the junior colleges as a total body of educational effort could do to strengthen the local institutions. He reminded the member- ship that, "The United States is a big nation and over 600 colleges require a great deal of time for visitations." The Chicago meeting was held, and considerable time was devoted to considerations for the future work of the Associa- tion. Such matters as finance, expansion of committee work on a national scale, closer cooperation with regional and state associations, the enlistment of more universities in research projects and programs of education for junior col- g1 lege personnel, expansion of membership opportunities to junior college teachers and amendments to the constitution for the establishment of better standards for membership in the Association were discussed. With respect to standards for institutional member- ship, the constitution adopted in 1946 had given colleges then listed as provisional members five years in which to qualify for active membership. Failure to qualify by 1951 would cause these institutions to be dropped from the Assoc- iation's rolls. They were required, under provisions of the constitution, to be accredited or approved by a regional as- sociation, state department of education, state university or other recognized accrediting body. Bogue urged junior colleges who were then on the list of provisional members and which were so listed in 1946 to take prompt action to qualify for active membership. Junior colleges admitted to provisional membership subsequent to 1946 have five years in 132 which to qualify for active membershipo It was in no way the desire of Bogue and the Board of Directors to exclude these struggling institutions. They were merely attempt- ing to prod them into taking the necessary action and to ‘making the necessary improvements within their own struc- ture, if possible, so they could and would become accred~ ited. Some form of accreditation would permit the reten» tion of membership in the American Association of Junior Colleges. Further, Bogue and the Board.pledged that they would render all possible assistance to provisionalmembers oc to reach standards required for active membership. Retention of the Two-Year Programs Aspirations of some of the junior college leaders to make their institutions fourwyear colleges were the continu- ous concern of Jesse Bogue. In the fall of 1950, with the announcement that Northeast Junior College, Monroe, Louisi» ana, had been recently made by an act of the State Legisla- ture a state fourwyear college, Bogue took advantage of the opportunity to express his beliefs on this kind of action. The announcement from Monroe said nothing about the continu- ation of the junior college department. Bogue suggested that colleges expanding into fouroyear programs might well examine with care the needs for two-year programs of a variety which may still be needed. "If they existed in the first place, what has happened to cancel these needs, if any- thing?" he asked. ”When it is a fact that not more than 50 percent of entering freshmen survive to the junior year of colleges, it is a serious matter to overlook the essen- tial needs of these students which might be better served by shorter and different kinds of programs." Bogue cited Peoria Junior College, Peoria, Illinois, as a good example of this kind of an institution being organized, in this case by Bradley University, whose begin- nings itself were in a junior college. When the University was deve10ped, a look at the community was convincing evi- dence that many of the needs for which the first junior col- lege was organized still existed in the Peoria area. As a result, Bradley University organized Peoria Junior College in 1946. He pointed further to a survey in Ohio where twenty- seven colleges and universities were asked if tw03year junior college programs should be develOped in that state. All but three of the institutions expressed conviction that they should be. Bogue concluded his discussion of this t0pic by suggesting that, "History should be consulted and some of its lessons seriously considered, as is probably the case in many situations, before final plans are made which.might run 134 counter to presentoday trends." War in Korea As World War II ended in 1945, at the Potsdam.Confer- ence a line was determined which was to later become the . ‘l-J battle line for another war. Korea had become free and in- 3,, "f 3 .. Q Q dependent. The 38th parallel of latitude had been desig- nated as the dividing line between Russian occupation forces on the north and American occupation forces on the south.22 In 1948-49, occupation forces of both powers were withdrawn. The affairs of Korea were then left to the Republic of Korea in the south and the People's Democratic Republic of Korea in the north. During the occupation period the United Nations had failed in its attempt to bring about unifica- tion. Korea was then divided. . On June 25, 1950, the North Korean army invaded South Korea.23 President Harry S. Trmman supported the action taken by the United Nations Security Council to resist the aggres- sion of North Korea. American troops were sent to Korea, as were Red Chinese troops from the north. A very costly see- saw war continued for three years in the vicinity of the' A 22 23 . Sanders, op. cit., p. 480. Ibldo 135 38th parallel. There was little victory in Korea. In a sense, newly elected President Dwight D. Eisenhower, the Republican candidate, brought to a close the long~drawn~out armistice negotiations and the war was halted at the 38th parallel.24 ' .1'111'1' \ During the conflict in Korea, there were 157,530 casual- ties with 54,246 dead. The major accomplishment of the war was that the United Nations showed it could and would.resist aggression. It showed further that there were no easy solu- tions_to the evils and ailments of the world. Effects of Korean Conflict With fighting in Korea in the early 1950ws, the world situation in general was quite uncertain. The question in the minds of many thoughtful people was, "how long can the cold war remain cold?" Junior College administrators were concerned with the influence the world situation would have onetheir institutions. In September, 1950, writing for the Journal, Jesse Bogue once again provided the guiding light, and clearly defined the duties of the junior colleges in this critical period:25 241b1d., p. 481. Bogue, "From the Executive Secretary's Desk," Junior College Journal, Washington, D.C. (September,l950), pp.51~52. 136 1. Work for the democratization of education for all the people to the extent that each person may profit thereby. 2. Demonstrate in every possible manner within the junior colleges the democratic way of life. 3. Exert all legitimate influence to assist students and people of the several commun- . ities to maintain the sanity of well- [ balanced judgments. ? 4. Whenever and wherever conversion of ordinary ’ procedures within the colleges is required to speed the efforts for security and defense, make them as completely as may be necessary as quickly as possible. 5. Make use of all just methods to focus the at- tention of those who plan for civilian com- petency and national security upon the unique contribution which junior colleges can give. 6. Be sure that all students-have an Opportunity to improve their knowledge and understanding of American Democracy and_the rich heritage of our socio-humanistic culture. - 7. Do all that is possible to inspire all stu- dents who may be in college to make the most of their opportunities, privileged as they are to enjoy this kind of life while others, fully as good and deserving, fight to help preserve these very rights and privileges. 8. Move ahead with courage, determination, and intelligence to make each college and every phase of its work the very best. The New York Times, Sunday, August 20, 1950, in an edi- torial, "Whathe Fight For," stated: "Korea is only a single battle in a long war whose sphere of action is the greater part of the world. This is an acute phase of the struggle in which our liberty and our whole way of life are at stake." The editorial continues with an observation regarding the mind of the soldier in Korea and in all future 137 areas of combat: "He must, then, know what communism.means and how it works in practice. He must be able to know that there is no ground for compromise between Soviet communism and Western democracy." Bogue responded to the editorial by agreeing fully with it, but he posed the questions of what is communism and what is Western democracy; what is our way of life? Regardless of any other consideration in the curriculum of colleges of that day, Bogue was convinced that it was the duty of all colleges to.all students and adults in the communities who would hear, to make these issues clearly understood. "Such an understanding.is basic to all other issues," he pleaded. Bogue claimed that an understanding of the fundamental facts and principles of American history and institutions should be a requirement for all high school and college stu- dents. He felt that if American democracy were to be com- pared and contrasted to Soviet communism, then it would be. necessary to study communism objectively and understand what it is, how it works, and what its aims really are.- He was aware that there would be some opposition to this thesis on the ground that all information about communism should be shunned. ."To learn about communism is altogether different from indoctrination in communism, just as a study about 0‘! It"?! 138 disease is different from inoculation with disease germs," he wrote. "Physicians must know about disease in order to deal with it; citizens must know about communism.and other forms of anti-democratic isms in order to deal effectively with them." Bogue sought information regarding publications which were available which would give objective, scientific in- formation about communism, reliable in nature, so that he could recommend them to the junior college leaders. He pointed out that it is the duty of all colleges to give stu- dents a chance to know definitely what they stand for; spe- cifically, objectively, point by point what they stand against. He knew that mere emotional reactions against "something bad" are not enough for trying times such as these, nor for that matter, for any time. It is the re- sponsibility of education to assist students in answering the questions of what do we believe, what is our phi1050phy of life, and how does it stand out in contrast to other systems? Bogue concluded, "It's bad enough for our young men to fight in hell holes around the world; it's worse that they should be compelled to do so without knowing why." During the Korean conflict, there was no greater de- moralizing influence upon college age young people than the 139 frustration that develops from inability to plan for the future because of certain national policies which dictate to the student what he would do. Also, there was the frustration which came from inability to plan for the future because of certain national decisions which had not yet been made. In this period of trial, many college age students doubted that future planning was worthwhile. .A "what's the use" attitude developed which made for impul- sive action, uninformed decisions, and mere drifting. Bogue saw the situation as one in which the young ‘men and women wanted to do two things: (1) to secure the best education possible whereby they could become efficient workers, good citizens, and establish their own families and homes; (2) to become intelligent and wellatrained mili- tarily and as auxiliary workers for the common defense and _ national welfare of the United States and associated nations in the free world. He was aware that there-were variations with respect to these ambitions, but he believed that by and large they were applicable to the rank and file of the youth of the country. Bogue and the junior college leaders in the American Association of Junior Colleges through resolutions and var- ious publications had contended for several years and still 1&0 believed that both of these objectives could be achieved for vast numbers of young people at one and the same tflme. Senc ator Morse of Oregon was strongly advocating what he called "the marriage of education and military training." Points of controversy such as the age of induction into military service as a part of the Universal Military Training, the n!“ time of service, time to be spent in reserve status, were not settled at this time, but all were aware that there would be considerable conflict with plans for college for the young men affected. Senator Morse's plan was in direct agreement with recom- mendations and plans advocated by the American Association of Junior Colleges. Bogue believed there was one way to settle the matter for the youth of the land and for the Nation:' "Provide for a combined program of military training and fur- ther education at one and the same time for all young men wherever units of at least one hundred may be formed. When they have completed such education and training, call them into active duty as demand for their services may require such action." What Bogue was suggesting was this: attack the problem of military training and education with all possible force at the local level, with local resources and personnel, but 141 in full cooperation with local military units. If enough local units could demonstrate the wisdom of this action, and show how it could be done, he claimed, a pattern would be set for the whole country. The fact that the United States and some other nations were determined that the security of the world shall ber. guaranteed as far as this can be done was endorsed fully by Bogue. To accomplish this pledge, laws had been passed, plans made, and actions initiated. Universal Military Train- ing, which was now the law of the land, demanded an almost complete reorientation of the views and attitudes of the young men and the colleges which were educating them. Bogue was asking, if youth must serve for six months in basic mil- itary training, starting at age eighteen, just how will ad- justments be made in scheduling the college year? He was en- couraging colleges to provide for greater flexibility in scheduling, in educational offerings, couseling and all other matters relating to the young men who would have their educa- tional career interrupted with military training, and who must serve in some active reserve unit for seven and one-half years after discharge from active duty. 142 Needs of the Changing Times To meet the.needs of these changing times, Bogue was encouraging the development of more and better programs of different kinds: nursing education, a wider variety of business curricula, technical training and adult educational interests were being developed universally. He encouraged every junior college to re-examine its program in light of rapidly changing conditions, to anticipate in each college and community what these changes would be, and to make ready to meet them. What should our own college do is the dues- tion which should be raised and answered by every college. Bogue was convinced that directions could be discovered and problems identified best in the in-service faculty work- shOps, and he asked that all colleges hold such workshops during the 1951-52 school year. In outlining what a faculty and administration could accomplish, Bogue pointed to Pueblo Junior College in Colorado as a good example. This institu- tion had gone along for many years in the traditional pat- tern. It had one of the best academic facilities and pro- grams in the country. But now, across the street from the academic facility was another new million dollar plant for the technical-vocational work, occupied for the first time in 1951. There had been no magic in the development of the a. Isa-s": .s-fixr --_-- program.and the building of the building. It had resulted from careful study of the community, hard-headed planning, and the conviction of the staff, faculty, trustees, and citizens that this further extension of services was greatly needed. Bogue told that the program was meshed into the activities of the community and was running day and even— ing, twelve months in the year for any and all people who could profit from what could be offered. The educational program became an integral part and basic function of com- munity life and work. This college program had become a necessity in the way and life of the peOple. It was no longer a luxury reserved for the few. Of course Bogue knew that mere imitation of programs was not the key to this kind of success. He knew that the key and secret lie in the attack upon the problems of the community by the people who live and work there. He knew that every community was different, and that if junior col» lege leaders did not face up to the task, the changing cona ditions of the times would throw their traditional programs out of balance. "What is to be done? How shall we do it? Start the ball rolling with the best possible ineservice workshop to find out what the needs are, how they can be met, and to create agreement and conviction to meet them," __ ETEF"1' 14 a. he suggested. Fortunately the world crisis did not deveIOp into another world war, but the junior colleges did concern themselves to a limited degree with universal training. Other concerns of the 1950's included academic freedom, the Korean Veteran's Bill of Rights, expansion of counsel- ing services and testing, and the development of vocational- technical programs including nursing education. Jesse Bogue reported evidence of "greater maturity by junior college personnel in group thinking and action, closer working can operation between junior and senior institutions and state departments of education, honest planning for further devel- opment of junior colleges, and genuine interest in accredi- tation of junior colleges." No Time for a Vacation The thirtwaifth annual convention of the.American Association of Junior Colleges was held in Des Moines, Iowa, in early March, 1951. With 569 registered delegates and visitors, it was believed to be the largest number of leaders ever to gather in the interests of the junior colleges. President Dorothy M. Bell, Bradford Junior College, Bradford, Massachusetts, was elected president of the Association. Following the convention in Des Moines, Miss Bell continued .4 145 a drive which sprang from the grassroots of the Association to provide some additional assistance to the washington office. In her first official act as president of the Assoc- iation, Miss Bell sent greetings and best wishes to all association members. In the letter, she enlisted the aid of the junior college leaders to meet an immediate problem faced by the Association. During the previous year, groups of junior college administrators from every section of the country had gone to washington for consultation with govern- 'ment and military officials, and to appear before congres- sional committees holding hearings on issues affecting the junior colleges. Bogue was the obvious liaison in each in- stance, both because he was in Washington and because he served the interests of the junior colleges continuously and faithfully and was on call constantly himself to appear be- fore government and other agencies to represent the junior college world. In getting directly to the problem, Miss Bell stated, "Our problem is that our Executive Secretary is now a very much overworked man. To continue with all his responsibilities, he needs additional help and needs it at once." The Association could not provide the additional finances through an increase in dues because of constitu- tional requirements of time and notification prior to action its at an annual meeting. At the Des Moines meeting there had arisen spontan' eously from the membership and the Board of Directors requests to make possible the continuation of full services by the Executive Secretary. The Association members took quick action, and the request crystallized into individual voluntary contributions of amounts ranging from $10.00 to $100.00. The total projected need was established to be $3500. This amount was to be used to provide additional secretarial assistance in the Washington office, and to bring to Washington, as needed, junior college representaw tives to work in defense and legislation. In her letter, Miss Bell pointed out that "Jesse Bogue has been unable to take a vacation since he went to the Washington office five years ago. With someone there cape able of carrying on in his office, the man who serves our cause so unceasingly and so well will be able to get a much needed rest." The Association's Board of Directors met for the mid» year session in Washington on January 10 and 11, 1952. The contract with Jesse Bogue, Executive Secretary, was extended for three years, beginning in August, 1952. A surplus of current funds was carried forward to 1952 as a result of a 142' cooling off of the national legislative situation and by the fact that no midmyear meeting of the Board had been held in 1951. Funds which had been collected in the special plea to association members were not needed as originally antics ipated. Income from the special request amounted to " $3,396.90. Some additional help was employed in the washington office for a short period of time, and assistance was given to the Executive Secretary by Mr. Ralph.Moor. Mr. Moor's expenses were paid by the South Georgia College and the Southern Association of Junior Colleges. Recognizing the inadequacy of Bogue's salary, adjust- ments were made by the Board to increase the guaranteed amounts he would receive each year. Up to this time, Bogue had been permitted to supplement his regular salary with summer teaching, lectures, workshops, and other special services from time to timeo The Board felt that some of the pressure for this kind of work should be taken from the Executive Secretary° They proposed that he be permitted to continue these services, but all financial remuneration would be placed in the general fund of the Associationo A sub- stantial increase of salary was budgeted, with the anticipaw tion that more than onewhalf of the increase would come from C _ 148 honorariums. In further action, the A.AmJ.C. Board of Directors "ordered" the Executive Secretary to take a vacation and instructed the Executive Committee to make sure that this was done!26 Increase in Dues and Salary Adjusnment In final action, and in keeping with the provisions of the Constitution of the Association which called for a formal notice previous to voting at the national convention, the Board prOposed to the membership the consideration for increasing dues by $10 per institution in 1953. This recom- mendation was made even though the Association.was now in sound financial condition. Since 1948, the Board had been setting money aside in a reserve. At the time of the mid- year session in 1952, the reserve fund was increaséd by. $679.71 to make the permanent reserve $8,000. It was the desire of the Board and the Executive Secretary to insure complete stability of the Association, and to do this, it was projected that the reserve fund should reach $10,000. Caught in a Squeeze Play While the Board of Directors had been considering the 9 ‘l ’ t .99.!”me 26Bogue, Washington Newsletter, A.A.J.C., Washington, D. C., Vol. VII, No. 5 (January 30, 1952), p. 2. ~\ inadequacy of his salary, Jessa Bogue was busy further anew lyzing the position of the junior colleges in l9?2. no ex» plained that the junior colleges were in the midst of a squeeze play. He asked the association members to face up to the situation and to deal with it realistically. Like all squeeze plays, he stated, it comes from several directions concurrently. First, practically all veterans had completed education in the junior colleges by 1952 and had moved on to further studies in senior and grad- uate institutions, or on to employment. Second, this was the period of depression as far as college age students were concerned as a result of the war years. Third, selec» tive service and the armed services were striking at the age groups most likely to attend college at this time. Fourth, with rare exceptions junior colleges had no military pro~ grams as the vast majority of the more than four hundred ROTC and similar units were in the senior colleges and uni~ versities. Fifth, a peak of employment with high wages apw pealed to students more than college training. Sixth, Bogue pointed out, junior colleges had little ot no share in the research programs provided by the Federal Government to senior institutions for the Defense Department. Seventh, trends on the part of the military were definitely toward 150 big name institutions with prestige as centers for further education for officer and enlisted personnel. Bogue ques~ tioned the feasibility of some universities developing ex- tension centers in some instances for as many as 10,000 students, with some of the centers located considerable distance from the main campus, with still others using the facilities of junior colleges to duplicate what the junior colleges were doing themselves. Bogue knew that the question for the junior colleges was one of what shall we do? He set forth action which should be taken:27 1. 2. Deve10p an adult education program as rapidly as possible. Provide for every possible kind of short course for employed people; work- study programs; educate the people who are still in the community. Improve and extend the public relations program of the college. Turn the heat on your Congressmen and Senators to pass legislation for ROTC and similar units in junior colleges; get your trustees and boards of directors to swing in behind this demand. Contact and re-contact commanding offices of military camps near your campus to get a share in the educational programs pro- vided for officers and enlisted personnel. The time has come to fight, Bogue urged, not alone, but with many. "Get together in every state and bring all the 27 Ibid., p. 8. T3" “”1- «pm-7* iv --' "' - ' ' "2"” Ema-3m - - . . 151 possible combined influences to bear on the powers that be for equal rights and equitable sharing in the work that now faces this country." Warm Interest and New Enthusiasm Bogue was always in great demand as a speaker. Gradu- ation time and commencement exercises were the busiest time of the year, and he would annually schedule a circuit of addresses. In 1952 in a sweep across Iowa, Bogue spoke at exercises at Iowa Falls, Forest City, Estherville, Boone, Fort Dodge, and Clinton. It was usually possible to schedule him into a few extra addresses on the way such as at Rotary, Kiwanis and Lions Club meetings in the various cities. He was always willing and eager to speak to any group where he could promote the cause of the junior colleges. With classes under way in the junior colleges in the fall, Bogue would begin his almost annual whistlestop tour to various parts of the United States. Junior college leadw ers were continuously amazed at the ability of Bogue to carry out his tours nearly to the minute as planned months in advance. With scores of places to go, and thousands of miles to travel on a tour, Bogue insisted that carefu1.p1an- ning was the reason his travels went so smoothly. Every detail was worked out in advancewawhere he was going, how I quarry—1' " -. L"lfl“l.S.L‘~-W’T" . ' 152 he would travel, where he would stay, whom he would see, and subjects to be discussed. A.second factor which Bogue did not overlook, that accounted for the smoothness Of his travels, in addition to advanced planning, was the full cooperation of the junior college people. He was well received at every stop. The fall 1952 tour took Bogue first to CaSper, wyoming, for a meeting with the four junior colleges and the univer» sity centers of that state. He seems to have been clever enough to schedule a hunting trip in his travels, so while in flyoming and Idaho he took time to go hunting with Dean Griffith, Fred Hanselmann, Dick White and Mike Sedar of Casper Junior College. Bogue reported a marvelous time-- great refreshing out-of-doors, wonderful companionship.and good shooting--antelope on Saturday and a deer on Mbnday. From the Northwest, it was back to the North Central region for the Executive Secretary, and a meeting of the North Central Council of Junior Colleges in Kansas City, Kansas. He reported an excellent meeting, by far the best he had ever attended with this group, with music and enter- taimment which were tops, outstanding speakers, large ata tendance and fellowship which.was the best. By plane to California, on.Monday, October 20, Bogue landed at San Bernardino and was met by John Lounsbury. After breakfast at the college with the faculty, Bogue huddled with heads of departments during the morning and inspected the new million dollar engineering-tech building. He was pleased with the fine increase in enrollment at San Bernardino as at every college visited during the trip. Bogue praised. the work being done in advancing general education, especially in humanities, and in developing taro-year technical programs. He was also pleased to see work being done cooperatively with military bases in various parts of the country. By automobile, Bogue went on to Ontario and arrived in time for lunch with Leo Wadsworth and some of his faculty. At Mt. San Antonio College, meeting with President George Bell, Bogue was impressed with the new college facilities developing on an extensive campus. He described the new buildings as being largely one-story, modernistic, function- a1, fireproof, with lots of light and color. He enjoyed the busy activity of the college campus. In Pasadena, Bogue was met by a brother-in-law who took him to Glendale for the night. He was never too busy to take time for his family. Back to Pasadena the next morning, he joined the Assoc- iation President, Dr. Basil Peterson and spent the entire Auuqn,_ .4. - .1. day with representatives of the Fund for the Advancement of Education . At the East Los' Angeles Junior College, Bogue toured the inside of the 22,000 seat stadium and viewed the rapidly rising new plant there. He reported the menu of the even- ing meal at the home of Rosco and Mrs. Ingalls of East Los .- . man" Angeles Junior College to have been broiled steaks with all the California trimmings. A full day was spent with Dr. Peterson at his insti- tution, Orange Coast College. Another delight for Bogue was the privilege of speaking to student groups. At Orange Coast College, he addressed the assembly of the student body. A part of the assembly program included music by the college choirs and quartets which was excellently performed, according to Dr. Bogue. "Superior Teaching, The Unique Function of the Junior College," was the title of the even- ing address to the Orange CoastCollege faculty. Back to Los Angeles by car, Bogue boarded a train for Santa Barbara. He was met there by Frank Lindsay of the California State Department of Education and John Crossley, Superintendent at Ventura. To Ventura by automobile, Bogue conferred with junior college leaders and inspected the new plant which was described by the visitor as being one of the 155 most extensive and splendid college plants he knew about. On down the coast to Vista, Bogue was delighted to arrive at the home of a daughter and her family for the weekend. After a busy and strenuous week, he needed the relaxation this visit would permit. 1' waW—I-y Even before the weekend was complete, Bogue was on a train bound for Northern California. On Monday morning, -3. 9'. . “I“ '1" _ October 27, he was met in Martinez by Leland Medsker, Director, East Campus, Contra Costa Junior College. Medsker, a past president of the Association, and formerly of the Chicago Junior Colleges, took Bogue on a tour of the West Campus where they conferred with John Porterfield, Director, Drummond McCunn, Superintendent, and other members of the staff. To Concord in the afternoon, Bogue inspected the temo porary buildings of the East Campus. Crowded with students, he was pleased to learn of the extensive plans for perman~ ent structures on this wellalocated and extensive campus. After tea with the faculty, and conferences at the East Campus, Bogue was guest in the home of Dr. and Mrs. Medsker. But there was no time for leisure, as Bogue and Medsker de- parted quickly after dinner for a Board of Trustees? meeting in Martinez . 156 So that other junior college leaders could also profit from this experience of the Executive Secretary, Bogue re- ported in detail on the format of the meeting. "All busi- ness’lmatters were thoroughly prepared in advance, and the five trustees, men of wide and large business experience, did the rest pronto. I saw an amazing lot of business & transacted in short order," Bogue wrote. Before leaving Concord, Bogue visited with 330 pe0ple in a natural science forum and observed the awarding of diplomas to seventy-five police officers who had been taking special instruction at the East Campus, Contra Costa Junior College. To the State Capitol by train on the 28th, Bogue met with representatives of the State Department of Education. At the invitation of Roy Simpson, Superintendent of Public Instruction, he sat in on a meeting of the Executive Com- mittee of the Department. At the Sacramento Junior College, with President Paul Mohr, Bogue was impressed with the devel- opments in technical education. "A two-year program has been organized for stationary engineers--can't find enough well-trained men for this field; graduates start at about $350 per month,” were bits of information which he passed on to the junior college leaders. He reminded the leaders that newer technical deve10pments demand different and more education than in former days. He was pleased to learn that twenty graduates of the aeronautics division of Sacramento Junior College were at that time jet pilots in Korea. Bogue's visits to Yosemite, Stockton, and Modesto Colleges were described as being pleasant and profitable, where the plants were beehives of students. He participated in a state conference at Yosemite where he described the l surrounding to be "breathlesso-towering peaks and sheets of granite rising from the tree-filled and carpeted moss. and grass floor of the valley-ethousands of feet." Bogue apologized for leaving the Yosemite conference before its conclusion, but he could not disappoint those who were awaiting his visits to other states and colleges.. Back to the air, Bogue flew by plane to Portland, Oregon,.where he was met by Paul Gaiser, President, Clark College, Van- couver, Washington. After a two-day workshOp with 175 Washington junior college personnel, he departed for Yakima with Harold Hoeglund and members of his faculty. He de» scribed the student activity which followed the evening foot-o ball game as "lively student frolic." He never lost sight of the fact that colleges exist for the sole purpose of benefiting the students. Church Sunday morning, tea in the afternoon at the ‘home of his hosts with faculty, trustees, and city dignitar- ies, and a radio broadcast in the evening made for a busy Sabbath day for the junior college missionary. So that he could.be at Wenatchee Monday morning, Bogue left Yakima by ‘plane Sunday evening. His visit to Wenatchee was more of ma '1? the same, tour of facilities, meeting and lunch with the faculty, radio broadcast with the college dean, superin- -4---n§4 v l-a tendent of schools, and director of public relations, and .a visit to the local hospital where the college nursing jprogram.was in operation. To Spokane, Coeur d'Alene and Boise, across Seven JDevils Mountains and Hell's Canyon, Bogue appeared before student assemblies, Kiwanis Clubs, and addressed a banduet of Phi Theta Kappa. At North Idaho College, he learned of the extensive testing work being done with all high schools ‘within a radius of nearly one hundred miles of the college, xwith some twenty scholarships provided by companies and inn