, , IIIIII IIII III}: III: THE PRESIDENCY OF JONATHAN ‘LEMOYNEHSNYD‘EZRH'V _ AT MICHIGAN AGRICULTURAL COLLEGE, 18964915" Thesis for the Degree 'éfr'Ph; D. ‘ MICHIGAN STATE UNIVERSITY Maurice Raymond Cullen, Jr, ' 1.966" [Basis .J ' 4-4.; «W... l LIBRARY LL» Michigan State University "Ll!lluutfllyflllulflumgfllllOMEN)" i This is to certify that the 1‘ thesis entitled The Presidency of Jonathan LeMoyne Snyder At Michigan Agricultural College, 1896-1915 presented by Maurice Raymond Cullen, Jr. has been accepted towards fulfillment of the requirements for Ph. D. degree in Higher Education \ i —/—57 / {YEP/44% 2L— Major professor | Date May 5, 1966 k}. REMOTE STORAGE PLACE IN RETURN Box to remove this checkout from your record. return on or before date due. DATE [DUE DATE DUE DATE DUE ABSTRACT THE PRESIDENCY OF JONATHAN LEMOYNE SNYDER AT MICHIGAN AGRICULTURAL COLLEGE, 1896-1915 by Maurice Raymond Cullen, Jr. This study of Jonathan LeMoyne Snyder is significant because of what it reveals about American higher education during a time of difficult social and economic changes, and how one college president, through his flair for creative, dramatic leadership, succeeded in meeting them. Snyder was born into a large but poor farming family near Slippery Rock, Pennsylvania, on October 29, 1859. Each of the eleven Snyder chil- dren assisted the others until ten had secured college degrees. Jonathan Snyder received the B. A. from Westminster College, and became principal of a local Village school. A year later he was elected Butler County Superintendent of Schools, and became one of the founders of Slippery Rock Normal School. Later, as principal of the Fifth Ward School, in Allegheny, one of the nation’s largest schools, his work in manual training and home economics earned for him a reputation as an educational innovator and sound planner. In 1891, he received the Ph. D.'degree in philosophy and psychology from Westminster. Meanwhile, the progress of higher education in America had slack— ened due to economic depression and general public apathy. At the Michi- gan Agricultural College, enrollments were down, public confidence in its [Rests Maurice Raymond Cullen, Jr. programs had all but disappeared, students were in open rebellion, and some opinion leaders advocated abandoning the college entirely. In 1896, after a succession of presidents had failed to stem the tide, the Board of Agriculture turned to 36—year—old Jonathan LeMoyne Snyder. Drawing on his varied experiences, Snyder's efforts to revive the institution met with immediate success. He instituted a Women's Department in the fall of 1896 to support a growing interest in higher education for women. He also developed offerings in forestry and veter- inary medicine, and strengthened existing programs. In addition, he undertook a massive program of advertising and public relations to bring the college closer to the farmers of the state. Annual excursions brought thousands of farmers and their families to the campus each August to see first-hand what the institution had to offer. He discon— tinued required student labor, changed the long annual vacation from winter to summer, expanded institute work, short courses, and experi- mental and extension activities. Entrance requirements were brought up to par with the State University, curricula were improved, and the in— structional staff was strengthened, and equipment improved. Enrollments increased during the first year, and continued to grow throughout Snyder’s administration. The economic boom of 1897 assisted Snydergs planning significantly, and the entire posture of the institution underwent drama— tic changes. By 1914, the one-tenth of a mill tax revenue which helped support the college proved inadequate. Snyder and the Board appealed for an in- crease to one-fifth of a mill. Led by a legislator, who, while a student at MAC, had run counter to Snyder’s discipline code, the House Committee mes Maurice Raymond Cullen, Jr. programs had all but disappeared, students were in open rebellion, and some opinion leaders advocated abandoning the college entirely. In 1896, after a succession of presidents had failed to stem the tide, the Board of Agriculture turned to 36-year—old Jonathan LeMoyne Snyder. Drawing on his varied experiences, Snyder's efforts to revive the institution met with immediate success. He instituted a Women's Department in the fall of 1896 to support a growing interest in higher education for women. He also developed offerings in forestry and veter- inary medicine, and strengthened existing programs. In addition, he undertook a massive program of advertising and public relations to bring the college closer to the farmers of the state. Annual excursions brought thousands of farmers and their families to the campus each August to see first—hand what the institution had to offer. He discon- tinued required student labor, changed the long annual vacation from winter to summer, expanded institute work, short courses, and experi— mental and extension activities. Entrance requirements were brought up to par with the State University, curricula were improved, and the in- structional staff was strengthened, and equipment improved. Enrollments increased during the first year, and continued to grow throughout Snyder's administration. The economic boom of 1897 assisted Snyder”s planning significantly, and the entire posture of the institution underwent drama- tic changes. By 1914, the one-tenth of a mill tax revenue which helped support the college proved inadequate. Snyder and the Board appealed for an in- crease to one—fifth of a mill. Led by a legislator, who, while a student at MAC, had run counter to Snyder’s discipline code, the House Committee Maurice Raymond Cullen, Jr. cut the increase to one-sixth, and included a crippling ceiling on ex- penditures for the engineering program, long a contentious element to some farming interests. Those close to developments recognized the moves as a means of embarrassing Snyder. Then the State Supreme Court ruled that the Board alone could regulatecollege funds, that the entire bill was unconstitutional, and MAC had to return to the original one— tenth of a mill plan. Rumors hinted that unless Snyder resigned, the Legislature would be even more punitive when considering future appro- priations for the college. To avoid having harm brought to MAC, President Snyder submitted his resignation, effective June, 1915. The Board elected him President- Emeritus, and Snyder retired to his farm in East Lansing. He died on October 22, 1919. THE PRESIDENCY OF JONATHAN LEMOYNE SNYDER AT MICHIGAN AGRICULTURAL COLLEGE, 1896-1915 By Maurice Raymond Cullen, Jr. A THESIS Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education 1966 \q\ ACKNOWLEDGMENTS Completion of this study would have been impossible without the interest and direct participation of a number of persons who have earned my everlasting gratitude. Dr. Madison Kuhn, of the Michigan State University Department of History, and University Historian, opened the historical collection to me for unlimited exploration. His painstaking analysis of the manuscript, his incisive examination of the evidence, and his general interest in the 'project contributed immeasurably to the evolvement of the finished pro- duct. Dr. Max R. Raines, of the College of Education, stepped in at the eleventh hour to become chairman of my doctoral guidance committee, and proved himself a valuable adviser. His counsel and suggestions with reSpect to this study made it less burdensome and more rewarding than it might have been. Dr. Max S. Smith, and Dr. Walter F. Johnson, of the College of Education, each rendered a major service to the development of the thesis, and to my doctoral program in general. To Dr. W. Cameron Meyers, of the College of Communication Arts, goes my deep appreciation for having encouraged my interest in biography, and for his precise, detailed analysis of the work-in-progress. / T In addition to the invaluable contributions of these good men, words of appreciation must be extended to Dr. William H. Roe, formerly ii :T-nzs of the College of Education, and now Dean of the School of Education at the University of Connecticut, who served as my original guidance com- mittee chairman. Dr. Roe continually indicated his interest in my academic progress, and went all-out to steer an oft—befuddled doctoral candidate clear of academic frustrations and pitfalls. And to Professor Earl A. McIntyre, of Northern Michigan Univer- sity, a colleague, friend, and father—confessor, goes an unending litany of accolades for having encouraged me to undertake doctoral work at a time when professional and family reaponsibilities seemed to bar the way. His unerring moral support, freely and frequently given over a period of years, often emboldened a flagging spirit. Special gratitude goes to my wife, Mary, for her many Trojan efforts on behalf of my academic and professional advancement. Besides contributing the bulk of material support to our family of six these past two and one-half years, she continually lent moral succor, and once this thesis was begun, she read each chapter as it was written, giving freely of her intellectual powers in suggesting revisions and new vistas to be explored. Upon its completion, she returned to her office at the University's Center for International Programs during evening hours and on weekends to type the final draft. Expressions of appreciation would not be complete without exten— ding words to four other individuals who agonized through each day of doctoral study with me, and who willingly shouldered an unnatural home- life brought about by the absence of a working mother and the presence of a father at odd hours of the day, his temperament atilt under the stress of deadlines and study schedules. To Mary Pat, 7; Kathleen, 6; John, 5; and Maureen, 4, I can only utter a father“s most sincere thanks. iii TABLE OF CONTENTS ‘Page ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . ii Chapter I. A PRESIDENT IS ELECTED . 1 Major Problems . 1 Election of Willits 2 Election of Gorton 4 Gorton' s Dismissal 5 Renewed Attacks on M.. A. C. 6 Snyder's Background 7 Supporters . 8 Dealings with Board Members 9 Snyder as President 10 II DESIGN FOR CHANGE: THE FIRST YEAR . 12 A Personal Administrator . . . . . . . . . 12 A.Moral Leader . . ... . . . . . . . . . 13 Old Problems . . . . . . . . . . . . . l4 1, The Edwards Committee . . . . . . . . . 15 Public Relations. A New Force . . . . . . . . 19 Three.Major Changes . . . . . . . . . . . 22 Student Labor System . . . . . . . . . . . 24 ' New Curriculum . . . . . . . . . . . . 25 The Women's Program . . . . . . . . . . . 30 Winter Short Courses . . . . . . . . . . . 32 The Music Program . . . . . . . . . . . . 32 Fortieth Anniversary . . . . . . . . . . . 33 III PUBLIC RELATIONS AT M. A. C. . . . . . . . . . 36 Economic Conditions of the Time . . . . . . . 36 Problems of Other Institutions . . . . . . . 36 Agricultural Boom of 1897 . . . . . . . . . 37 Need for an Informed Public Opinion . . . . . . 38 College Publications . . . . . . . . . . . 43 The College Calendar . . . . . . . . . . . 45 Types of Publications . . . . . . . . . . 49 Personal CorreSpondence . . . . . . . . . . 50 Publicity . . . . . . . . . . . . . . . 56 Annual Excursions . . . . . . . . . . . . 60 iv Chapter IV THE WOMEN'S DEPARTMENT . Mary Bryant Mayo . Early Education for Women at‘M. A. C. The Curriculum . General Considerations Early Faculty . The Women's Building Progress - - . . . . . . Early Changes in Leadership. . . . . . . V SHORT COURSES, SUMMER STUDY, INSTITUTES, EXTENSION, AND THE EXPERIMENT STATION . . . . . . Short Courses . Recruiting Short Course Students Growth of Short Courses .. The Summer School Farmers' Institutes . Institute Programs for Women Corn Trains Extension. The Smith- Lever Act Success of Extension Work The Experiment Station Types of Experiments . VI OTHER CHANGES Academic Changes Religious Activities . Health Facilities Student Discipline The Faculty . Faculty Recruitment Faculty Salaries Faculty Duties Faculty Discipline Athletics. The Spanish- ~American War Campus Changes Page 68 68 7O 71 77 79 83 87 88 91 92 93 94 96 97 100 105 105 108 111 112 114 116 116 121 123 124 133 135 136 138 140 141 143 144 Chapter Page VII SEMI-CENTENNIAL CELEBRATION . . . . . . . 147 Special Appropriations . . . . . . . . 147 Faculty Committee . . . 148 Housing for Guests . . . 149 Readying the Campus . .. . . . . . 151 ”Jubilee Week" Activities . . . . 152 Honorary Degrees . . . . . . . . . 154 President Roosevelt's Arrival . . . . . . . 155 The President's Speech 157 VIII END OF THE REIGN . . . . . . . . . . . 160 M. A. C. '3 Financial History 160 The First Mill Tax . . . . . . . . . . 162 Move for Millage Increase . . . . . . . . . 164 Legislative Resistance . . . . . . . . . 164 Anti—Engineering Arguments . . . . . . . . . 165 Woodworth vs. Snyder . . . . . . . . . . . 166 Snyder's Defense . . . . . . . . . . . 166 Personal Attacks on Snyder . 170 Altered Bill Passed . . . . . . . . . . . 171 Supreme Court Suit . . . . . . . . . . . 172 Pressures Against Snyder . . . . . . . 173 Snyder's Resignation . 173 IX THE LAST YEARS . . . . . 175 The Snyder Record . . . . . . . . . . . . 175 President Emeritus . . . . . . . . . . 178 Activities in Retirement . . . . . 179 Final Illness . . . . . . . . . . . . . 181 Snyder's Death . . . . . . . . . . . . 182 Tributes . . . 183 184 BIBLIOGRAPHICAL NOTES . . vi CHAPTER I A PRESIDENT IS ELECTED When the State Board of Agriculture, the governing body of Michigan Agricultural College, met on February 10, 1896 it was for the purpose of electing a new president for the institution. The minutes of the meeting state only that ”J. L. Snyder had six votes and F. W. Marbury had one vote. J. L. Snyder of Allegheny, Pennsylvania was de— clared elected president of the college at $3200 per annum and house, salary to begin when he takes charge.”1 It was a terse announcement which veiled much that could not be gleaned from the minutes themselves. For Jonathan LeMoyne Snyder had been elected president of the college at what was probably the most critical point in its history, a time when the college had seemingly lost its way.2 Over the years its en- rollment had been decreasing,3 many of its faculty were moving to greater opportunities elsewhere, the institution had all but lost the support of 1Minutes of the Meeting, February 10, 1896, Michigan State Board of Agriculture, Lansing, Michigan. ‘2The Wolverine, Published by the Class of 1901, Michigan Agricul- tural College, Lansing, Michigan, 1900, p. 27. 3Board Minutes, September 10, 1895. 1. ——i—_——Tfin ._,._;r_7_.—_,__ 7:_ . public opinion,4 and some impassioned critics advocated turning the campus into a prison farm or even an insane asylum.5 If that were not enough to shake the confidence of President- elect Snyder, a glimpse of the trials of his immediate predecessors must have given birth to a covey of qualms. Not since the administra— tion of Edwin Willits, who succeeded President Theophilus Capen Abbot in 1884, had a record of achievement characterized the fortunes of the college. In the seven years that intervened between Willits departure and the election of Snyder, two presidents--Clute and Gorton-~had failed ‘ to ward off the deteriorating influences which threatened to completely discredit the institution. Edwin Willits, principal of the State Normal School and a «a- _ _....__ former congressman, succeeded President Abbot on July 1, 1885. His administration was a prosperous one for the college as enrollment and services increased. New faculty with impressive credentials joined the staff, a number of new buildings went up, and new mechanical and engi- : neering programs were developed.6 In April, 1889, President Willits's resigned to become Assistant Secretary of Agriculture in Washington. Oscar Clute assumed the presidency of MAC in May, 1889. A graduate of the college and a former clergyman, he was unfortunate 4Howard Edwards, Clinton D. Smith, F. S. Kedzie, ”Report of Com- mittee Appointed to Investigate Attendance at the Agricultural College,” Made to the Board of Agriculture of the State of Michigan, Feb. 21, 1896. 5News Clipping, University Historian‘s Collection. Hereafter referred to as UHC. 6W..J. Beal, History of the Michigan Agricultural College (East Lansing: Published by the Michigan Agricultural College, 1915) p. 82 enough to take over the responsibilities of chief executive officer just as internal dissension became rife and the college came under bitter attack from without. Students rose up in near rebellion against Samuel Johnson, a professor of agriculture, who seemed to have a talent for in- citing the worst in his charges. A variety of faculty problems erupted as well and three members tendered their resignations. Worst of all, the reputation of the college itself came under direct fire from the agricul— tural interests of the state who claimed that the institution was placing too much stress on science and engineering and too little on agriculture.7 In 1891 the Senate cut appropriations for the college by $7,000. (Four years later it would provide no funds at all beyond what was needed for building repairs, institutes, student labor, and weather services.) Chaos was averted with the passage of the Second Merrill Act by Congress in 1890. This provided the school with $15,000 per year which was to be in- creased gradually to a maximum of $25,000. In spite of this windfall, enrollments continued to fall off as farm incomes declined. But the economic problems, of themselves, were not sufficient cause for MAC's dr00ping attendance. Other colleges in the state were increasing their enrollment figures at the same time. The poor public image projected by MAC at this time, particularly as reflected in the statewide press, con- tributed a lion's share to the plight in which the institution found 7The M.A.C. Record, I, No. 16 (April 28, 1896), p. 2. Hereafter referred to as MACR. itself.8 If all this Were not enough to break Clute, epidemics of diptheria and measles hit the campus, laying low both students and faculty, and giving the place the reputation of a pesthole. The Botan- ical Laboratory was destroyed by fire, and faculty raiding by other colleges cost MAC ten of its teaching staff. Oscar Clute became presi- dent only to be overwhelmed by an avalanche of crises which, in the end, drove him to less stress-filled climes. In 1893 he resigned to become president of the Florida Agricultural College.9 With Clute's departure came the third president in eight years. Lewis Griffin Gorton, a bulky six—feet, two-inches in height and two hundred and fifty pounds heavy, came to the presidency from public school work. He was thirty-three years of age. With no knowledge of agricul- tural education and no college administrative experience whatever, Gorton, the evidence indicated, stood little chance of improving on Clute‘s record. Still he was a man of some ability,and appeared to have earned the respect of the student body from the outset. But trouble continued to brew from the deep-seated discontent of the students until it climaxed in open rebellion over the Gallup Case in the fall of 1895. The general spirit of dissatisfaction burst into open hostility when the faculty ex— pelled E. E. Gallup, a college senior,for staying away from classes in order to work on a speech he was to deliver for an oratorical contest. 8The Union Lit., Publication of the Union Literary Society, Michigan Agricultural College, III, No. 10 (Dec. 7, 1895), p. 4 9Michigan State Board of Agriculture (nowBoard of Trustees) Annual Report, 1893, p. 25. Hereafter referred to as MSBAR The student body circulated a petition calling for reconsideration of the decision and a revision of some of the MAC regulations. When pre- sented to the faculty, the petition——bearing the signatures of almost Some students resigned from the college in protest, and others threatened to follow suit.10 the entire senior c1ass--was rejected outright. The storm of controversy that quickly developed over the Gallup incident, added to a bevy of other existing problems, spelled the end for President Gorton's regime. No president's report is included in the official volume published by the Board for the 1895-96 academic year, and whatever clashes of personalities might have been connected with the change in administration are difficult to determine.11 The report referred only to the dismissal of President Gorton due to "lack of har- mony in the faculty” and "lax discipline”.12 The minutes of the Novem- ber 11th meeting of the Board reveal only that certain action was taken: "Resolved that L. G. Gorton, president of this college, is hereby given indefinite leave of absence from this day and that his salary continue 1895." Mr. C. J. Monroe, 3 Board member, was appointed . . . 13 to serve as temporary pre51dent until a new selection could be made. until December 31, 10The Speculum, Student Literary Magazine, Michigan Agricultural College, XIV, No. 4 (Nov. 15, 1895), p. 72. llMSBAR, 1896. 12The Michigan Farmer, xxvm, No. 20 (Nov. 16, 1895), p. 312. 13Board Minutes, Nov. 11, 1895. The departure of President Gorton--seemingly another file in what promised to be an endless parade of presidents for MAC--opened the wounds of controversy anew and the college came under a barrage of pub— lic wrath which threatened to outdo all that kadgone on before. The severity of these assaults-—coming from all quarters—-was aptly reflected in an editorial published in The Union Lit., a publication of the Union Literary Society of the College which customarily restricted itself to less bellicose commentary. The editorial pointed out that, while the attacks by the press were aimed at the State Board, they could not help but spend themselves on the college as well, that ”the accumulated venom of years has been poured forth upon the college in one huge tore rent.“ 80 clouded were the issues, so confused was the public, that it would be impossible for fair—minded citizens to recognize the truth.14 In its regular meeting held on December 21st, the Union Literary Society concluded that if confidence in a new president were to be forthcoming, the man selected must of necessity have broad experience as a college administrator.15 If that statement reflected the views of any sizable number of MAC students and supporters, eSpecially as it called for a man well established in higher education, there must have been some disillu- sioned souls on the campus the following February when Jonathan LeMoyne Snyder became president. While his academic and professional experiences were impressive, the new leader, like Gorton before him, brought no 14rho Union Lit., III, No. 10 (Dec. 7, 1895), p. 4. 15The Union Lit., III, No. 11 (Jan. 4, 1896), p. 6. background in college-level work to the agricultural institution. And, for many accustomed to seeing presidents come and go with the regularity of the seasons, he must have appeared as another link in a battered chain that stretched off into an unknown and precarious future. But Snyder's background was deceiving. At thirty—six, he already had a reputation as an educational innovator, a superb planner, a deer of academic deeds surprising for his time. And he had succeeded in im- plementing his ideas. Jonathan LeMoyne Snyder was born on October 29, 1859,0n a farm near Slippery Rock, Pennsylvania, a town so named because a horse slipped on a rock in a nearby stream.l6 Reared in an environment which placed great store by learning, each of the eleven Snyder children helped the others both academically and materially until ten of the eleven received college training. Jonathan attended the Preparatory Division of Grove City College before moving on to WestminSter College where he proved to be an outstanding athlete and debater. After earning his B. A. degree with the Class of 1886, he became principal of a local village school until, a year later, he moved up to become Superintendent of Schools for Butler County. Almost immediately he set about trying to find ways and means of increasing the effectiveness of his teachers and, in this pur- suit, he became a leader in the group which founded Slippery Rock Normal School, now Slippery Rock State College. In addition, he introduced into his rural schools a graded course of study which became something of 16William Young Brady, ”Brodhead's Trail Up the Allegheny, 1779;" The Western Pennsylvania Historical Magazine (Pittsburgh: The Historical ,Society of Western Pennsylvania, 1954—55), XXXVII, p. 19. a novelty for that period. He resigned the superintendency before his three-year term expired to become principal of the Fifth Ward School in Alleghany (now part of the City of Pittsburgh), one of the largest schools in the nation. Here again he proved himself to be an innovator and sound planner by establishing a free kindergarten and programs in home economics and manual training. A separate building was constructed to house the manual training facilities, the first of its type in that section of the United States. While devoting the major portion of his time and effort to his work, he managed to give enough of each to fur— ther study in psychology and philosophy at Westminster,and in 1891 he received the Doctor of Philosophy degree from that institution. The following year he married Clara Maud Mifflin of North Washington, Penn- sylvania, by whom he would have three sons.17 With all his educational and professional achievements, Snyder kept up his interest in agricul— ture, its problems and promises, and continued to work the family farm at Slippery Rock during vacation periods. When the general discontent which characterized the Michigan Agricultural College in the mid-1890's culminated in the dismissal of President Gorton, the story received wide circulation in the statewide press. Mrs. Snyder’s brother, Elgin Mifflin, resided in Lansing at the time, and when the Gorton story broke, he promptly sent one of the news clippings to Dr. Snyder and urged him to apply for the position. Snyder was interested. He requested colleagues and friends, some of them known to the Board, to submit letters of recommendation for him. Some who wrote on his behalf were President Francis W. Parker of the Cook County ”MACK, 1, No. 6 (Feb. 18, 1896), p. 1. Normal School, Mr. Albert Maltby, Principal of the State Normal School at Slippery Rock, Mr. N. C. Schaeffer, Superintendent of Public In— struction for Pennsylvania, and about ten others.18 In his own letter to the Board, his Views were expressed clearly and to the point. On the matter of the Board's interest in a candidate having broad experience in college work, Snyder replied: "It seems to me that my training has fitted me much better for such a position as the presidency of your college than experience in a professor's chair would have done . . . " He pointed out, too, that his family had been engaged in farming for many years, that he still worked the Slippery Rock farm each summer, and that he owned farm land in Nebraska and Iowa. In addition, he urged the Board members to visit with him in Alleghany to appraise, on the scene, the work he was doing there.19 During the 1895 Christmas vaca— tion, he traveled to Lansing to visit each Board member at his home.20 It is evident that Dr. Snyder possessed certain abilities sorely needed by the college, and which Board members weighed heavily on their way to selecting him for the presidency. His work in vocational education, though not on the college level, had equipped him with an abundance of practical experience of considerable value to MAC. For this was an in— stitution primarily concerned with vocational education; the recommen— dations of the Edwards Committee sought to establish greater rapport between the college and the agricultural interests. Snyder had also 18Recommendations for Jonathan LeMoyne Snyder, Presidency of MAC, 1895—96, UHC. 19Application letter, 1896, UHC. 20Biographical data on Jonathan LeMoyne Snyder, Unpublished Manuscript, UHC. 10 developed a successful program in home economics education at Alleghany, and the Edwards Committee had urged the establishment of a program for women at MAC; again, Snyder's practical experience proved to be a major factor. His active participation in the founding of Slippery Rock Normal School indicated his appreciation for and competence in the construction of worthwhile academic programs based on existing needs, another strong point in his favor. And certainly his record of achieve- ment as a public school administrator stood him in good stead with the Board as a candidate who would be able to work with the public school officials of Michigan in order to boost enrollments at the college. Hence the man had a great deal to offer as chief executive of MAC, and the Board quickly recognized it. When J. L. Snyder accepted the presidency of MAC in February, 1896, he became the first president in the institution's history to hold an earned doctorate. His was only the second doctoral degree on the existing faculty, and the other, belonging to Prof. W. J. Beal, was an honorary degree. After his election, he and Mrs. Snyder remained in Lansing for several weeks so that he could meet his faculty and members of the student body. Semmingly he impressed most of them. At a func- tion held at the chapel, he told the assembled students that "a board of trustees and a faculty can not make a college; it takes students,”21 which must have electrified his audience with the Gallup incident still smouldering in the background. On Friday evening, February let, a reception was held in the library for President-elect and Mrs. Snyder 21 The Union Lit., IV, No. 1 (March 2, 1896), p. 4. ms 11 and one hundred persons attended.22 And when he officially took charge of the college in March, 1896, The MLA;Q. Record, a college publication, saluted the event with a healthy optimism which suggests that J. L. Snyder had indeed made his mark on the MAC community: "In assuming the duties of President of this College he comes among strangers, but strangers who welcome heartily their new leader, and who are ready to bear with him his burdens and to rejoice in his successful achievements.”23 22MACR, 1, No. 7 (Feb. 25, 1896), p. 2. 23MACR, I, No. 11 (March 24, 1896), p. 2. CHAPTER II DESIGN FOR CHANGE: THE FIRST YEAR When Jonathan LeMoyne Snyder took over the presidency of Michigan Agricultural College in the spring of 1896, he applied himself to his tasks with a vigor that had not been recognized in that office for some time. Snyder believed in an active presidency, in the "per- sonal touch” approach to administration in which the executive officer must personally involve himself on every level; this he carried out during his entire nineteen years in office. Much of the voluminous paper work he handled himself. His personal notes went out to any and all who indicated even a slight interest in the college. He wrote to the parents of potential students;1 he wrote to parents about student problems when he felt it appropriate to do so or when the parents themselves had intervened.2 And he responded in the same manner to complaints and attacks from outside the college, always with a firm grasp of the problem, always probing the troubled spot in a friendly, cooperative manner. A man of deep moral and religious convictions, Snyder served 1Letter to Mr. V. V. Newell, Holyoke, Mass., Dec. 19, 1898, University Historian”s Collection. Hereafter referred to as UHC. 2Letter to Mrs. May Knaggs, Bay City, Mich., Dec. 12, 1898, UHC. 12 ,m—h—<——M ...... 13 for a number of years as an elder of the First Presbyterian Church in Lansing.3 He interested himself in the proper overall development of the young people in his charge.4 So convinced was he that his students should be exposed to no unsavory or questionable experiences that he once dismissed a woman instructor for having danced at student gatherings.5 Yet the image of strict moralist would not accurately portray the real man. One.acquaintance described him-as possessing "the gentleness of a child, yet has the firmness characteristic of great minds."6 There was a kindliness about him and a sensitivity which indicates that he could readily empathize with others as well as suffer when aggravations and disappointments were thrust upon him.7 With the enormity of his re3pon- sibilities he remained devoted to his wife and three young sons who lived with him in the rambling president's house at the heart of the campus.8 With all these things, he was first an educator dedicated to he progress of his students, a man who worked diligently to bring about hange when old ways no longer sufficed. He became president of Michigan gricultural College at a time when change must serve as the force to aise the institution out of the doldrums. He accepted the challenges 3"Mrs. Clara Maud Mifflin Snyder," Unpublished Manuscript, UHC. 4Letter to Mrs. Sickles, Oct. 2, 1899. UHC. 5Letter to President E. A. Bryan, Pullman, Wash., March 11, 1903, HC. 6Letter from Mr. R. A. Clark to The Union Lit., IV, No. 2 (April , 1896), p. 3. 7Letter to Prof. George H. Lamb, Youngstown, Ohio, Dec. 2, 1898, HC. 8Beal, Agricultural College, p. 396. [:11- . I. Il.l\! IE: [:1 14 from the outset; he was prepared to bring major changes to the campus. In the early years of the twentieth century, Professor William I. Beal wrote his history of the Agricultural College after a lifetime of service to the institution. Looking back through his forty—year asso— ciation with the college, he saw fit to underline some of the root prob- lems which had plagued MAC back to the administration of President Abbot and, even now, confronted the new order under J. L. Snyder. To create and implement the changes necessary if the college were to take a new, positive direction, Snyder had to cope with problems deeply imbedded in the past. In his history Beal wrote: The College was embarrassed by starting in the woods nearly thirty miles from a railroad, with horrid wagon roads inter— vening, and by having no model to follow. It was sorely pinched for means for growth; it was rent by the civil war; it was ha: rassed by efforts to make it a school of the university. For most of his (Abbot's) term of office, there was but one course of study for all, with no electives. Trouble came from the employment of a number of men ill fitted for the work they attempted; the management of compulsory student labor added much to the difficulties; the teachers were overworked for fifty—two weeks in the year ... hese were grievances of long standing which, if anything, had worsened ver the years until, by the time Snyder arrived, the situation was bleak. While there was much that was good about the campus in the 1890's, uch required drastic improvement, and it became Snyder's responsibility 0 bring this about. The slow growth and development of MAC during its early years ame about as a result of many factors, some of them sketched above by eal. Other factors existed as well. One of the major trouble spots 9Beal, Agricultural College, p. 81 M lay in the administration of the college itself. The State Board of Agriculture and the State Legislature had insisted on restricting the academic work of the institution almost entirely to agriculture. These two divisions of government controlled the administration and they con- trolled the purse strings. A president could do little under such cir— cumstances, even a competent, determined president, to bring about con— structive changes and sound, creative leadership. The frequent depar- tures in the office of president since Abbot's day offer some indication of the complexities and frustrations of the office. And these frequent changes, in turn, weakened the image of the college itself, caused the public to lose confidence in it, and reduced to a trickle the flow of new students to its doors.10 Around the turn of the century it became apparent to those seri- ously concerned with the overall operation and development of Michigan Agricultural College that the old ways were no longer good enough, that sweeping changes must come in the courses of study, in the administrative structure, and in other aspects of management if the school were to pros- per. Even the Board recognized the looming crisis and appointed a fac- ulty committee in the fall of 1895-—made up of Howard Edwards, C. D. Smith, and F. S. Kedzie--to study the problems which had stymied the college for so long, and to recommend measures to put the institution on solid footing. The Edwards Committee reported back to the Board with their findings and recommendations 3 week after the election of J. L. Snyder to the presidency. And while the committee’s work predated his 10Board Minutes, Sept. 10, 1895. election, their recommendations would require dynamic leadership if they were to bear fruit. Snyder was prepared to provide such leadership. He supported the recommendations generally, and even found that most of them were in keeping with his own thinking. When he took office in March, 1896, he set about to put the new programs into action.11 The Edwards Committee gathered together individual and group opinions relating to the problems and practices of the college as the basis for their recommendations. Newspaper articles published since the inception of the institution were carefully examined; interviews were conducted with prominent people; recent students and current faculty members were questioned——no opportunity for gathering helpful, construc- tive views was by-passed. As a result of this painstaking effort, the committee was able to determine that the flagging support of public opinion, now at an all-time low, had developed as the direct result of certain negative influences: (1) A distrust of the technical features of the college course and the feeling that the college had soared above the farmers expected to support it. (2) An alleged tendency on the part of the college to divert young men from the farm. (3) The depressed condition of agriculture at the time, and the existing View that farming brought few material rewards. (4) Ignorance of the work done at the college and its Sources of revenue. 11The Wolverine, Published by the Class of 1901, Michigan Agri- cultural College, Lansing, Mich., 1900, p. 27. 17 (5) The lack of a "feeder line” from secondary and primary schools whose teachers were alumni of the State University or the State Normal School, and who funneled graduates into those institutions and away from the Agricultural College. (6) The antagonisms of the public press due to its ignorance of the work actually done at the college. (7) Too great a cash investment required of the new student at the outset.12 With an eye to overcoming these problems as a prerequisite to launching MAC into a brighter and more meaningful future, the Edwards Committee submitted ten recommendations to the Board, summarized as fol- lows: (1) The character of the courses offered by the institution should be clearly defined and a continuing campaign of advertising and education aimed at the public should be undertaken to ensure that this Fefinition would become firmly fixed in the public mind. (2) The earlier years of study at MAC should be made more techs 11C31 to serve appropriately as a foundation for subsequent study in ag- riculture. (3) Special winter courses should be offered. (4) The long school vacation should be changed from winter to ;ummer. The existing plan forced many MAC students to seek teaching po- itions in winter to which many returned on a full-time basis after grad— Lation. The new plan would encourage them to seek summer employment on 12Board Minutes, Feb. 20, 1896. 18 farms. (5) Effort should be expended toward instilling an interest in agriculture among students in rural schools. (6) A course of study in domestic economy should be organized for women students. (7) A preparatory course of six months‘ duration should be es- tablished for beginning students to help them overcome academic deficien- cies, and thus curtail the number who were forced to drop out each year. (8) The matriculation fee should be reduced to one dollar or should even be abolished altogether, and board should be set at a maxi- mum cost of two dollars per week. (9) The dormitory system should gradually be abolished. (10); The college should develop a sound, continuous program of advertising in order to "carry the school to the people, tell them where :we are, what our equipment is, and what we can do for the farmer and the Lmechanic.”13 The work of the Edwards Committee opened the door for major re— forms at the Agricultural College, reforms sorely needed if the institu- tion were to be placed on a new, more vigorous course. The committee members succeeded in their work by going to the people of the state-- many of them highly vocal critics-—and bringing the scars of controversy to light. It was daring in the sense that polls often create opinions as well as reflect them, and oftentimes permit the clamor of discontent to rise to the surface again after much of it has passed. The search for 13 Board Minutes, Feb. 20, 1896. l9 truth, therefore, might have presented Edwards and his team with results on which they had not planned. Still there was no other way. And as the committee members talked with people around the state, crucial prob- lems were identified, and they gave birth to recommendations; from these came the guidelines that would link the institution to a more promising future. With the exception of the recommendation to outlaw the dormi— tory system--the new president believed completely in the use of dormi- tories—-Dr. Snyder was prepared to pilot the demoralized institution into a more prosperous future along the lines recommended by the Committee and approved by the Board of Agriculture. But before he could give his attention to emerging academic changes, Snyder had to face important administrative innovations. In— stitutional public relations was to become standard practice at MAC in order to keep the public abreast of the changes that would come. Public information, the Edwards Committee had discovered, had to be the major instrument in establishing public endorsement and support. The college advertising program, therefore, became the first order of business. An advertising committee was organized, comprised of the college president, the secretary, and the college field agent. Under Snyder‘s direction, Kenyon L. Butterfield, the field agent, developed plans for increasing student enrollments by a series of well-designed advertising campaigns aimed at ”selling” Michigan Agricultural College to a variety of important publics. Butterfield recommended such activities as: (1) The preparation of ten thousand leaflets advertising 20 special winter courses to be sent to sympathetic persons and groups, e.g. the Grange, farm clubs, alumni, school commissioners, and so forth. Materials would, therefore, be distributed locally and the names of po- tential students forwarded to the college. (2) Visits by Butterfield himself to various parts of the state to meet with and speak to Citizens on the advantages of a MAC ed- ucation, as a means of developing additional interest in the school. (3) The preparation of circulars advertising the women"s pro— gram to be mailed out with a circular letter to each Grange in Michigan. Butterfield further urged that the Agricultural College be rep- resented at all appropriate institutes, and that there be on hand printed naterials about the college along with application forms for those of school age who might be interested in eventually enrolling at MAC. Each form, once filled in, was to be kept on file until an applicant entered IAC, enrolled at another college, or passed beyond college age. Appeals :0 alumni for assistance in recruiting new students were to be continued long with such assistance from the Grange and Farmer”s Clubs in the dis- ribution of MAC materials and publications. Exhibits at all state and ounty fairs, with printed materials on hand, would further tell the AC story to the public.14 The M.A.C. Record, the college newspaper, a thriving enterprise ,nce January 14, 1896 with Howard Edwards as its editor, served as 3 ans of drawing together the college and the public. Its basic identity 8 established in the first issue when it called for closer ties with 14Board Minutes, Oct. 14, 1896. 21 its major publics——farmers, alumni, and parents of regular students-- and solicited their confidence and criticism.15 With President Snyder serving as ex-officio chairman of the publications committee of the college, The M.A.C. Record developed as more than a news medium once the public relations effort was formalized and put to work in earnest. Large sections of the paper--often full pages—-advertised the college, its various departments and programs, with photographs and explanatory details attractively displayed to interest readers.16 Under Snyder's leadership, the Record took on a new lustre and served as a vital link between the institution and the public. That the college had to establish a network of communications with the people of Michigan, on all levels, became apparent and, once established, this line of communication had to be maintained. The major media of the time-- ‘print media——served as the initial vehicle (as opposed to other channels to be utilized later). Developing and successfully projecting the image of the ”new" MAC was a subtle effort, attired in the habit of timely tips to farmers, news notes to old grads, information for women, and a multitude of similar messages which would permit readers to recognize that interesting things happened at MAC, things that could at once be scholarly and practical to those who learned of them. This is what Snyder and his associates succeeded in accomplishing with their publica- tions. 15The M.A.C. Record, I, No. 1 (Jan. 14, 1896), p. 2. Hereafter referred to as MACK. 16There are many fine examples of the Record as an advertising medium. The issues of Jan. 28, 1896 (p. 4), and April 21, 1896 (p. 4), are but two of them. 22 There was also a well-planned effort on the part of the college to develop closer ties with the public schools of the state. One pro- gram in support of this end was launched in the spring of 1896; MAC made arrangements to distribute flower seeds to any interested school district in Michigan with the sole provision that the district would re- port back on its success with the planting. More than five hundred ap- plications came in, and to each was sent a group of twenty-five seed varieties along with information on preparing the earth, planting, and so forth. Although most participating school districts did not report back at all, those which did indicated an enthusiastic endorsement of the program, which helped to improve the appearances of school grounds throughout the state.17 Once the public relations arm of the college became firmly es— tablished, President Snyder turned his attention to other crucial prob- lems. Soon after assuming the presidency, he submitted three major ad— ministrative changes to the Board and won approval on all of them. Each had been among the recommendations of the Edwards Committee: (1) The long annual vacation was changed from winter to summer. (2) A course for young women was outlined and adopted and Abbot Hall was turned over to the exclusive use of the women students. (3) The college was to offer four special six-week courses during the winter months.18 17Michigan State Board of Agriculture (now Board of Trustees) Annual Report, 1897, p. 37. Hereafter referred to as MSBAR 18MSBAR, 1897, p. 26. 23 ”These changes,” Snyder wrote, "have been under consideration for several years and seem to meet the approval of the faculty, as well as many influential citizens of the state."19 The motion to change MAC's long vacation from winter to summer took effect with the new academic year beginning in September, 1896. For abnost forty years the college calendar had begun in late February, and closed down about the tenth of November when the long annual vaca- tion would begin.20 Under Snyder‘s new plan, Fall Term would run for fourteen weeks; Winter Term, beginning January 4th, would run for twelve weeks; Spring Term would begin on April 5th and run for twelve weeks. All future school years would follow the same pattern.21 Practical considerations required altering the college calen- dar in this manner, considerations which, for one thing, favored the student. Since on-the-job training had long been considered a practical adjunct to classroomxand laboratory experience at the college, a summer vacation permitted the student to do farm work at home and thus have the opportunity to apply theory to practical problems in a way most meaning- ful to him and even to his family. Under the old system, this summer experience had been gleaned on the college farm under the watchful eyes of the faculty; as such, it had become merely an extension of laboratory Work. And while misgivings about the change were firmly fixed in the minds of some, the plan received warm support from others, including 19MSBAR, 1897, p. 26. 20Beal, Agricultural College, p. 141. 21Board Minutes, April 15, 1896. 24 the college community, as exemplified by endorsements published in campus publications.22 In setting up the academic year under the new plan, J. Li‘ Snyder also spelled doom for a MAC institution as old as the college itself--required manual labor. For by releasing the students from aca- demic work during the summer, the operation of the college farm with student labor became difficult. The change came about in spite of the fact that as recently as June, 1895, the State Board of Agriculture had reaffirmed its support of required manual labor for all students and called upon the faculty to enforce it.23 The student labor system came in with the founding of Michigan Agricultural College in 1855 by means of legislative enactment. The system required from twelve to fifteen hours per week of manual labor by students. They worked on the college farm, the garden, or at certain mechanical chores for a specified amount of time each day. Considered a fine mode of discipline, the system was also geared to provide prac- tical training to complement the regular academic work. Pay was low (Liberty Hyde Bailey earned eight cents per hourza), and discontent overthe plan was rampant from its earliest days. In his history of the college, Beal pointed out that in his forty years' experience, ”There has been no one thing at the College which has been the cause of so much 22MACR, I, No. 15 (April 21, 1896), p. 2; The Union Lit., IV, No. 3, (May 2, 1896). 23Beal, Agricultural College, p. 202. 24Philip Dorf, Liberty Hyde Bailey (Ithaca, N. Y. ; Cornell University Press, 1956), p. 38. 25 trouble "25 During Liberty Hyde Bailey”s undergraduate days at MAC, students labored through a Spartan schedule which began with the 6:00 A.M. bell. Classes were held only in the morning hours; after- noons were kept free for manual labor. The college library remained open from 4:00 P.M. until 6:00 P.M. and again after the evening meal. Saturday was a partial holiday with classes ending at 11:00 A.M. On Sundays students could sleep until 6:39 AM.26 But in spite of its shortcomings, manual labor, according to Beal and others, might have developed beneficial results had it been properly implemented.27 Once the vacation change had been adopted, it became necessary to revamp the class schedule at MAC. In the spring of 1896, President Snyder presented to the Board a new "scheme of study and work” for the agricultural course. It was immediately approved and adopted. While modernized considerably over the structure of manual labor days, the new plan proved to be rigorous enough for the most capable student.28 It offered a good deal of exposure to ”culture“ courses, along with vo— cational work; practical laboratory sessions filled in the afternoon hours heretofore devoted to manual labor. The MAC student now had the opportunity to study subjects, other than agriculture, which were be- coming of greater importance in the changing world around him. (The complete program is presented on the following pages.) 25Beal, Agricultural College, p. 194. 26Dorf, Bailey, p. 37. 27Beal, Agricultural College, p. 194. 28 Board Minutes, April 15, 1896. ZS NEW CURRICULUM FOR MEN EAL; TERM A.M. Algebra — 5 hrs. Grammar - 5 hrs. English - 2 hrs. Drawing - 2% hrs. P.M. 1st Half-Term a) History of Breeds & Their Charac— teristics — 2% hrs. a day b) Judging Stock 2nd Half-Term Laboratory work with seeds, seedlings, roots, stems, and leaves - 2% hrs. a day Drill-3 hrs. per week FRESHMEN YEAR EIEIEE_IEEM A.M. Algebra — 5 hrs. Physics — 5 hrs. Botany of flowers, fruitS‘& grains —~5 hrs:. English - 2 hrs. P.M. Soils - 2% hrs. a week for 4 weeks Shopwork - 2% hrs. a week for 3 weeks SPRING TERM A.M. Geometry — 5 hrs. Physics - 5 hrs. Elementary Chemistry - 5 hrs. English - 2 hrs. P.M. Soil Physics Tillage 2% hrs. per Drainage day Farm Crops Drillw3 hrs. per week Drill-3 hrs. per week Desire some time each week for gymnastics, especially in inclement weather. Geometry — 5 hrs. Analytic Chemistry - 2% hrs. Entomology - 3 lectures; 4 hours in lab per week English - 2 hrs P.M. 'Worhof prior term in agriculture continued — % term 2% hrs per day Physics Lab - % term Drill - % term; 3 hrs per week 27 SOPHOMORE YEAR WINTER TERM A.M. Organic Chemistry — 5 hrs. Anatomy — 2 lectures; 2 hrs. in lab per week Veterinary - 5 lectures per week Plant Histology & Physiology - 2 lessons; 6 hrs in lab per week English - 1 hr per week P.M. Stock Feeding — % term Dairy - % term; 2% hrs per day Drill - % term; 3 hrs SPRING TERM A.M. 1123mm & Surveying — 51hrs. Physiology — 3 lectures; 4 hrs in lab per week Trees & Shrubs - 3 hrs lease—table Gardening - % term; 5 hrs Landscape Gardening - 2 hrs English - 2 hrs P.M. Horticulture Lab. - 4 hrs a week 2% hrs a day Surveying — 2% hrs a week FALL TERM A. M. Agricultural Chemistry - 5 hrs. Pomology - 5 hrs Rhetoric - 5 hrs Parasitic Fungi — l lesson, lab 3 hrs P. M. Work in Horticulture Drill - % term; 3 hrs a week 28 JUNIOR YEAR WINTER TERM A. M. Greenhouse, floriculture, & Spraying - elect this or the following - 5 hrs Stock Feeding — 5 hrs English History — 5 hrs Literature - 5 hrs Shakespeare - 1 hr. P. M. Those in agriculture per day Those in horticulture per day wk 2% hrs Reilx Per day Sheep 23111 - 3 hrs per week SPRING TERM A° M. Elect either: Agricu1ture Horticulture - 5 hrs a week Civics — 5 hrs Forestry % term; 5 hrs Systematic Botany - % term; 5 hrs Shakespeare - 1 hr P. M. Those in agricul- ture per day Those in horticul— ture per day L_ivsat__00k 2% hrs Dairy per day Sheep Drill- 3 hrs a week Aggiculture Elective — Elect one - 5 hrs Horticulture Veterinary Meteorology Geology .Bactéria - 4 hrs in lab Constitutional History German 23 French elective as a fourth study by student of good standing - 5 hrs P. M. For those electing agriculture: a) Livestock 2% hrs PST C) Field Work day b) Dairy d) Veterinary For those electing horticulture - 2% hours per cay 29 SENIOR YEAR WINTER TERM A. M. Agriculture Elective — Elect one — 5 hrs Horticulture Veterinary Economic Zoology English Masterpieces Psychology Engineerinngeth. - 5 hrs German 95 French as in previous term - 5 hrs For those electing agriculture: a) Livestock b) Baoteria in 2% hrs Dairy per c) Field Work day d) Veterinary For those electing horticulture - 2% hours per day SPRING TERM 7A. M. Agriculture Elective - Elect one - 5 hrs Horticulture Veterinary Political Economy Logic Domestic Engineering - 5 hrs German 23 French as in previous term - 5 hrs For those electing agriculture: a) Bacteria in Dairy 2% hrs per b) Field Work day c) Veterinary For those electing horticulture - 2% hrs per day 30 In June, 1896, President Snyder submitted to the Board an outline of a four-year academic course for women students. Along with traditional disciplines, it included such practical course work as cooking, chemical manipulation, trees and shrubs, landscape, household economy, sewing, and calesthenics.29 While the overall theme of the . proposed program centered on homemaking, such traditional studies as ~English, mathematics, history, literature, French, German, botany, chemistry, entomology, and natural philoSOphy were stressed. Snyder was careful to avoid giving the new program any trade school taint. As he put it: "While the practical work as been emphasized, it has not been the intention to desPise what are called the accomplishments.”30 The basic idea of having a program eSpecially geared for wo- men students was not new to Michigan Agricultural College; its roots went far back into the college's history.31 But this latest plan, ini- tiated by the work of the Edwards Committee and organized by President Snyder, was something unique. It created a bonafide Women's Department with a curriculum geared to the needs and interests of women; heretofore the ladies had to study the courses designed essentially for men. In its issue of October 15, 1895, The Speculum, the MAC literary publica- tiong had called for such a Specialized program as a way of increasing 29Board Minutes, June 8, 1896. 3OMSBAR, 1897, p. 27. 31Minutes of the Meeting, March 14, 1870, Faculty of Michigan Agricultural College, Lansing, Michigan. 31 32 student enrollments. The M.A.C. Record also supported the idea when initially recommended by the Edwards Committee. An editorial published in April, 1896 stated: "If our young women were thoroughly skilled in cooking, physiology, hygiene, the prOper care of children and the home, many of the social and poor problems would be solved."33 In its next issue the Record called for offering the ladies educational advantages equal to those of men so that they might prepare "in a scientific, accu— rate and intelligent manner" for taking on womanly responsibilities.34 Such agricultural forces as the State Grange, the Agricultural Society, Farmers' Clubs, and other groups had agitated for a women's program for some time prior to the report of the Edwards Committee.35 The interest displayed by agricultural factions in the state stemmed from a desire that the daughters of farmers be offered the same opportunities for ad- vanced education as those offered their sons.36 Another contributing factor became the evolving national interest in higher education for women, based on social and economic developments, which will be presented in a later chapter. The special winter courses which Snyder presented to the Board r" 32The Speculum, Published by the Student Body of Michigan Agri- cultural College, Lansing, Mich. 33MACR, 1, No. 14 (April 14, 1896), p. 2. 34MACR, 1, No. 15 (April 21, 1896), p. 2. 35Maude Gilchrist, The First Three Decades of Home Economics at Michigan State College, 1896-1925, Published by the School of Home Eco- nomics as Part of the Observance of the 50th Anniversary of the Begin- nings of Home Economics at Michigan State College, May, 1947. 36MACR, I, No. 20 (June 2, 1896), p. 1. 32 that spring as his third major recommendation were to benefit working farmers who could not afford full-time study. The prOposal fitted in 'perfectly with the change in the annual long vacation for the college in that its facilities and staff would be available for short courses for farmers during the seasonal lull in farming activity. Many of those engaged in agriculture were happy to Spend these slack months improving their knowledge and practice of farming. During the first year eighteen enrolled in the six-week course in dairying, fifteen in livestock hus- bandry, ten in fruit culture, two in floriculture, and omain vegetable gardening.37 Snyder noted that farmers "entered into the work with en- thusiasm and expressed great satisfaction with the results.”38 Again the college developed a segment of its academic offerings in terms of the needs of the people with Whom it was most directly concerned, needs that could be fulfilled at a time most opportune for the interested parties. The new administration stressed the idea that course work, especially vocational work, should be geared to the practical interests of students. Another change instituted by President Snyder during his first year in office was the establishment of a music program. Fond of music himself, he saw to it that free piano lessons were made available as part of the new women‘s program. He felt that an appreciation for music, as well as the ability to "make music”, were important assets in the 37MSBAR, 1897, p. 27. 38MSBAR, 1897, p. 27. few 33 home. In 1896 the Agricultural College offered its first course in music, and Mrs. Maude Marshall, wife of a MAC bacteriology professor, became the first piano teacher in the new department.39 When Michigan Agricultural College Opened its doors in September, 1896 for the beginning of the new academic year, returning students and faculty found it difficult to recognize the new climate which had suc- ceeded the old. Tradition had been altered by the guiding hand of J. L. Snyder to the extent that most were impressed, some overawed.4O A hint of optimism that had not been in evidence on the campus in some time scented the brisk fall air. This was a new school year; MAC was, in a very direct sense, a new institution. That September 342 regular students came to enroll, plus eleven graduate students, and forty-four others enrolled in Special courses.41 These were impressive beginnings for a new idea, a new chapter in the development of the college. The Fortieth Anniversary of the opening of the institution occurred the following Spring. Appropriate exercises were held, and a queue of Speakers paid eloquent tributes to progress and prosperity, including an original thirty-stanza poem delivered by Mr. Frank Hodgman, of the Class of 1862. But the speech that seemed to catch the temper of change that characterized the new MAC was delivered by Mr. C. B. Colling- wood of the Class of 1882. He urged, for one thing, that the Agricul- 39”A General Outline of the History of Music and Its Development at Michigan Agricultural College, 1855 to 1919,” Rare Book Collection, Michigan State University, p. 10. 40MACR, I, No. 33 (Sept. 22, 1896), p. 4. 41Msmm, 1897, p. 27. I .I' I I..|.ll 34 tural College devise a new, a broader name for itself, that the insti- tution move away from the restrictions of purely agricultural education and offer sound programs in other academic areas.42 Though COlliDSWOOd'S aim was to see the college turned into a good secondary school along the lines of Rugby and Harrow,43 he, like Snyder and others seated be- fore him, sounded the need for change, significant change on all levels: if the college were to contribute in full measure to the economic and social betterment of Michigan and her people for the present and the future. The changes brought about during the first year of Snyder's presidency not only provided the institution with the initial thrust which would move it toward new educational horizons, but also prepared the way for more changes to be developed in the years ahead. The Agri— cultural College had stood too long in the shadow of mid—nineteenth century mores, and when the new changes came they appeared vast and even destructive to those wedded to outdated notions of what higher education should be. But these people saw catastrophe in other changes as well, changes brought on by economic and social advances which altered Ameri- can 1ife down to the level of the individual. It remained for the MAC leadership to hush the clamor and the catcalls with sound, efficient planning and impressive results. The problem, then, became one of dis- seminating information on the need for changes which is why the public AZMSBAR, 1897, p. 465. 43MSBAR, 1897, p. 465. 35 information activity was the first change instituted. That the many alterations to the face and Spirit of the college came to gain routine acceptance less than twenty years later when Snyder left office, testi- fies to the wisdom of his planning. And proper planning was at the root of it all. At the end of his first year as president, Jonathan LeMoyne Snyder closed his annual report to the Board of Agriculture on the same optimistic note that had permeated the entire campus throughout that first year: "The general condition of the College is good and the fu- ture prOSpects of the institution are bright. The best of feeling has prevailed in the Faculty, and all seem determined to make the College 44 meet the highest expectations of its friends.” 4"MSBAR, 1897, p. 28. CHAPTER III PUBLIC RELATIONS AT M. A. C. The improved economic climate which set in during the late 1890's aided significantly the efforts of President Snyder to place the college on the ascendancy. ~Without this meaningful assistance, the out- come of his administration might well have been different. The latter remains a matter of conjecture, but that the difficult times prior to 1897 Wrought desolation on many an academic development plan is a matter of record. For the critical problems which weighed heavily on the MAC . campus before Snyder's arrival had plagued other institutions as well. And while these problems had been sufficient to oust Presidents Clute and Gorton from their positions, the outcome at other colleges often differed in appearance. In many cases the presidents who held office during the bleak, depression years-~the Clute~Gorton period--were the same presidents who guided their institutions into prosperity at the turn of the century. The times themselves, therefore, did not dictate entirely who would suc- ceed or whoiwould fail. Whether Snyder would have succeeded at MAC ten years earlier is problematical; certainly they were difficult years for most college presidents. The difference was that some foundered in the tempest of the times while others, seemingly cut from stronger oak, man- aged to hold fast, and bring their institutions firmly into the new pros- perity when times were more receptive to the designs of higher education. Hence, while hard times numbed the abilities of many college presidents, 36 37 the prOSperous times that followed assisted them mightily. The difficult economic fortunes of the 1890's spent themselves devastingly on higher education in general. At the University of North Dakota the collapse of agricultural prices in 1893 provided a cogent argument for economic diversification in the state. This led, in turn, to "support of utilitarian technology and engineering" at the expense of the theoretical approach to science. Under existing conditions it was exceedingly difficult to get increases in appropriations, certainly no 1 At the such sums as the $10,000 requested for a new mining school. University of Missouri, the 1897-98 academic year was most difficult fi- nancially. Faculty salaries were cut, and little remained for books or 2 The climate at Purdue seemed every bit as stormy. laboratory supplies. There ”public apathy resulted in frequent failure of appropriations for essential objects."3 But while these and other institutions labored to overcome their problems, just as the Board of Agriculture and the Edwards Committee worked to get MAC on solid footing, there came a time, suddenly, almost abruptly, when the storm clouds cleared and a fresh breeze gave new vigor to America's economy. Society began to View things in a differ- ent light. The ”new era” had implications for higher education which was to raise itself to unprecedented heights. lLouis G. Geiger, University of the Northern Plains: A History of the University of North Dakota,71803-1958 (Grand Forks: The University of North Dakota Press, 1958), p. 115. 2Frank F. Stephens, A History of the University of Missouri (Columbia, Mo.: The University of Missouri Press, 1962), p. 368. 3William Murray Hepburn and Louis Martin Sears, Purdue University: Fifty Years of Progress (Indianapolis: The Hollenbeck Press, 1925), p. 76. 38 This "new era" of prosperity appeared in the fall of 1897 with a wheat crop that outmeasured any harvest in years. At the same time, Russia and India suffered severely from famine, their wheat crops failed, and these and other European nations were forced to turn to the United States for assistance. Prices soared. Ray Stannard Baker, a distinguished MAC alumnus, wrote in his Our New Prosperity: "Here was not only the largest crop of years; but the highest prices per bushel.” With vast sums of money pouring into the pockets of hard-pressed farmers, spending for long required commodities spurted upward. Demands for manufactured goods sent factories into capacity production, the railroads increased freight haulage, and throngs of men and women were hired to keep business humming. In 1898 the United States exported more domestic products than did Great Britain for the first time in history; the following year foreign trade exceeded two billion dollars for the first time, and profits amounted to more than four hundred and seventy—six million dollars. The entire na— tion spruced up as it had not been able to do in some time.4 In the year 1898-99, the University of North Dakota sensed the tremors of change. Suddenly the struggle for survival ended. Enrollments started to increase and the institution undertook expansion planning to meet new demands. Soon seven new buildings went up and three more took Shape on the drawing boards.5 William Albert Locy was president of North- western University from 1890 to 1900, and impresSive developments marked 4Ray Stannard Baker, Our New Prosperity (New York: Doubleday and McClure C0,, 1900), pp. 3-21. 5Geiger, Northern Plains, p. 139. 39 the closing years of his administration.6 Growth and development charac- terized North Carolina State College at Raleigh at the turn of the cen- tury.7 Its Sister—institution, the University of North Carolina, bene- fitted by improvements on the statewide industrial scene, especially in tobacco, cotton, and furniture manufacturing; now "there were individuals whose accumulation of wealth was such that their assistance could be counted on occasionally.”8 Pennsylvania State College, between 1892 and 1907, had "passed well out of the critical period when its survival was problematical, and had become one of the more important institutions of 9 learning in the Commonwealth." In 1900-1901, Purdue Shook itself out of the doldrums tq/Welcome skyrocketing enrollments which would continue far ./ into the future,10 Enrollments proved to be a major measure of success during these years, and increased enrollments were based, at least par- tially,con the economic picture and the optimism and ideas about reform which characterized the Progressive Era. The renewed value now being attached to higher education was also reSponsible. In 1900, some 240,000 Students enrolled in American colleges and universities. During the next fifty years, while the national population was doubling, enrollments 6Arthur Herbert Wilde, Northwestern University: A History, 1855- 1905 (New York: The University Publishing Society, 1905), p. 338. 7David A. Lockmiller, Histogy of the North Carolina State Collegg, 1889-1939 (Raleigh: Edwards & Broughton, 1939), p. 72. 8Louis R. Wilson, The University of North Carolina; 1900-1930 (Chapel Hill, N.C.: The University of North Carolina Press, 1957), p. 116. 9Wayland Fuller Dunaway, History of the Penpgylvania State Collgge (Lancaster Pa.: Lancaster Press, Inc., 1946), p. 138. 10Hepburn and Sears, Purdue, p. 101. 40 would increase ten times. Good times had returned and higher education rode the crest of the new wave.11 While the economic boom unquestionably enabled many college presidents to undertake plans for expansion which, only a Short time before, would have been unrealistic, the element of executive leader- ship remained a vital ingredient in executing such plans. The times alone could not guarantee success. Growth and development still re- quired vision and creative leadership to guide each institution toward future opportunities. And J. L. Snyder EEE president of Michigan Agri- cultural College at the time when possibilities for growth and develop- ment presented themselves. Under his direction the college seized the many benefits of the new prosperity, and made them an instrument of suc— cess. Success was achieved largely by applying appropriate measures and techniques to specific problems. Not all the colleges encountered the same problems, or even solved similar problems in the same manner. The fact that so many presidents wrote to Snyder to inquire about some of the techniques he found indiSpenaable suggests that not only were many of MAC's problems uniquely its own, but many of Snyder's corrective measures were uniquely REE own. One of the most potent measures implemented by President Snyder to help correct MAC's problems and start the institution en a new path ‘llGeiger, Northern Plaipg, p. 139. 12Letters from Pres. R. W. Sylvester, Maryland Agricultural College, Jan..ll, 1900; from Pres. J. H. Worst, North Dakota Agricultural College, Sept. 16, 1899, and others, University Historian's Collection, hereafter referred to as UHC. 41 was what in later years became institutional public relations, an ad- ministrative tool which attempts to correct local problems by applying local techniques. Snyder saw clearly that improved economic conditions could not, alone, project the plans and hopes of the college into the future. Fence-mending was still necessary, now more than ever before, if the institution hoped to cathre and hold the support of the public on any long-term basis. Following through on a recommendation of the Edwards Committee, the president recognized public relations as a massive program of education and information aimed at creating and maintaining support for the Agricultural College. It has already been shown that MAC suffered critically from a lack of response to its plans and programs principally because its primary public--agricultural groups and individual farmers-~were not completely aware of these plans and programs and what they were designed to accomplish. In addition, this public, as well as the press and the public-at-large, nurtured harmful negative attitudes about the worth of the college, about the value of its courses, the quality of its equipment and livestock, its buildings, its faculty, and, as a direct result, of its graduates. This misdirected "concern" led, in too many instances, to open condemnation. Hence if measures were to be taken to correct the poor existing image of the institution, and to supplant it with a new, positive image, they would have to transcend the limitations of advertising, per se, and carefully indoctrinate the people of the State in terms of precisely what the college was worth to them. The plan would take many forms, including publications, personal public relations (letters, interviews, and so forth), forthrightly dealing with complaints, public tours of the campus, and other image-building techniques. 42 The ”Snyder Plan”, as it might be called, bore a striking resemblance to those employed by the public relations organizations of schools and col- leges at the present time.13 Snyder's working plan was as broad as it was simple. Designed to cover all "publics" from the State Board and State Legislature all the way down to the faculty and students and the general Michigan public, it attempted to tell the MAC story completely and accurately, and thereby reap significant benefits. No stone could be left unturned. Special calendars were designed and, during the Christmas-New Year holiday period, they were sent out to individuals, institutions, and groups, mostly in the state, but, to a limited degree, to individuals in other parts of the nation. At the beginning of February each year, quarterly bulletins containing the program of the Farmers Institutes and additional information on the college were mailed out to five thousand farmers con— nected in some way with the Institute's work. High school principals, ministers, agricultural organizations, and so forth, provided a list of from 6,000 to 8,000 names of young people for use in student recruitment programs. The May Issue of the collegeebulletin, designed Specifically for these audiences, contained information on MAC's courses of study, admission requirements, expenses, and the like. PrOSpective students also received Special issues of the M.A.C. Record. Another bulletin, issued in August of each year, furnished information on the annual excursions to the college grounds. This too, was distributed to young people as well ‘7‘.— 13The'author-draws from his ten years‘ experience as a journalism faculty member and observer of institutional public relations at three universities. 43 as to others interested in visiting the campus. The excursions themselves were held during the third Week of August each year. For these annual outings, various railroads ran Special excursion trains at reduced fares from outlying points directly to the campus. By 1904 the number of visi- tors to MAC during Excursion Week exceeded eight thousand, most of them farmers.14 Having so many visitors on hand each year was of special sig- nificance to the college in that all were permitted first-hand glimpses of the buildings, equipment, and facilities which went into the training and education.of Michigan youth. The excursions resembled the "open house" technique successfully employed by industries at the present time. Publications Much has been said in the previous chapter about publications at the Agricultural College. It will be the purpose here to provide further detailed insight into them as a public relations tool, their impact, how they were organized, published, and distributed, and how, in general, they helped tell the MAC story to the people of Michigan. The first publication and the eldest of the "new era” publications was the M.A.C. Record. Its first issue, published in January, 1896, pre- dated President Snyder's arrival. But in it the new president recognized unlimited possibilities for uniting agricultural groups, private citizens, alumni, and prOSpective students inra common interest -- the college it- self. .The-Record, a well edited and designed publication, matched almost any professional journal of the day in every way. Four pages in length, f .— 14 Letter to Prof. E. Davenport, Urbana, 111., Oct. 22, 1904, UHC. 44 it ran four columns per page. .Approximately one-half of Page Three was devoted to advertising and almost all of Page Four. The advertisements were varied in Size, Shape, general appearance, and in the products and services advertised; about half the Page Four ads were classifieds. ‘AS for its content, Page One contained Significant news stories of the week; column four was given over entirely to alumni news as a rule. The total content of Page Two, the editorial page, offered interpretative treat- ment of timely topics. The non-advertising matter on Page Three dealt with sports news and feature articles. Page Four was given over to Short features, poetry, and so forth, as Space left over from advertisements permitted.15 Along with being distributed to those publics mentioned above, the Record went out on an exchange basis to neWSpapers and magazines, professional organizations, and colleges and universities all over the country. In soliciting subscriptions, the paper employed a variety of pro- motional ideas. One came in the form of a heavy paperboard "card” which bore the name and return address of the college, and a Special slot on one Side where the subscriber could insert a fifty—cent piece--the cost Of a year's subscription-—and seal it in with a Special label.16 Special SubScription letters also went to potential subscribers which, by them- selves, helped to tell part of the MAC story while endeavoring to gain greater readership for the college newspaper. The following letter, l5This "average” issue of the Record iS based on an examination of many issues of the paper. 16UHc. 45 mailed en masse to alumni in 1900, bears a striking resemblance to news- paper and magaZine promotion letters mailed out today by commercial publishers: I am certain you would enjoy reading the College paper, the M.A.C. RECORD, the coming year. It will be carefully edited by Faculty and students. It will give you a weekly epitome of present life at M.A.C.; of the great improvements taking place; of the general prosperity of everything per- taining to your old college home. New buildings costing $111,000 have been erected the past year. Six hundred twenty- Seven students have been in attendance. Every department has been enlarged and improved. There is every indication that the coming year will witness a continuation of this Splendid growth. The M.A.C. RECORD will tell you all this in its weekly visit to your home. Its illustrations will present to you the M.A.C. of 1900-1901. And best of all it will tell you of the 'M.A.C. boys of {our own time; where they are living and what they are doing. 7 The annual college calendar proved to be one of the most success— ful promotional instruments devised under Snyder's direction. Mailed out all over the nation each year, it served as an impressive, attractive reminder of the Agricultural College. The calendars were in great demand, and letters from other colleges came steadily to inquire about printing costs, anticipated results, and so forth.18 Of the success of the cal- endar program, President Snyder once commented: "I do not think that we.have Spent money to better advantage in advertiSing the College.”19 An idea of the widespread distribution of the calendars-~which promised 17UHC . 18Letters from Presidents Sylvester and Worst. 19Letter to Pres. J. H. Worst, North Dakota Agricultural College, Fargo, N.D., Sept. 31, 1899, UHC. 46 exposure for twelve months of the year-—can be gleaned from examining the mailing list for the year 1900: l 900 2 1000 - to alumni and former students 3 1000 - to clergy 4. 130 - to Farmers Institutes 5. 63 - to land grant colleges 6 7 8 9 to faculty, students, and parents of students 132 - to members of the legislature 50 - to state officers and boards lOO - to state Granges and Farmer's Clubs 830 - to public school men, superintendents, county commissioners, and principals of high schools 10. 400 - to Michigan newspapers The actual cost for this particular mailing: $35 per 1,000 copies for1 printing; $100 for mailing. Five thousand copies were printed for 1900.20 On the purpose of the annual calendar program, President Snyder said: "The object of the calendar is to keep these peeple from whom I expect favors feeling good toward the College. Outside of this it is a Splendid method of bringing the College before the people."21 In brief, an excellent public relations instrument! On February 8, 1909 the MAC faculty approved the founding of a second newspaper for the Agricultural College. Named The Holcad, this student publication would "help enhance the reputation of the college.” Originally set up as a bi-weekly (eventually to become a weekly), The Holcad published on alternate Fridays during the academic year and con- tained twelve pages of literary matter and eight pages of advertising. 20Letter to Pres. R. W. Sylvester, Maryland Agricultural College, College Park, Md., Jan. 15, 1900, UHC. 21Letter to Pres. Sylvester. l%_ 47 The editor—in-chief and the business manager received a maximum of $100 per year for their services.22 Four years after the paper's founding, Professor Beal called it ”a most excellent publication.”23 The Holcad, then, joined the ranks of MAC publications which served the overall public relations effort by providing information to the people of the State, and by serving as a Showcase for the activities of the college. If a program of education and information can be judged in terms of the number and variety of pieces of material distributed to the various publics involved-~and to a great extent it can be so judged--then MAC's effort must be judged successful. If nothing else, this measure deter- mines how many persons or groups, including many opinion leaders, were exposed to the information contained therein. The degree to which some were influenced will be discussed later in this chapter. Snyder’s effort during these years was prodigious. During the year 1898-99 alone, the college distributed five thousand college calendars, eighteen thou- sand envelope catalogues, and ten thousand copies of the college year book. Close to five thousand copies of the regular college catalogue were distributed, and almost always on request. "Many thousands” of circulars were also distributed. Special editions of the M.A.C. Record went out to over Six thousand young people of the state whose names had been submitted by “responsible parties". In addition, advertisements which highlighted MAC's educational assets appeared in the agricultural '22”Relative to a College Student Newspaper," Unpublished Manuscript, UHC. 23 Beal, Agricultural College, p. 240. 48 \ religious, and educational newspapers of the State. Every request for a ' college catalogue was honored, along with a personal letter sent from Snyder to the interested party.24 The college turned out a wide variety of publications on a regu— lar basis, some of them for general consumption, others of a more Special- ized nature. But all of them brought the name of the college and its functions and purposes into sharper focus for the public-at—large. And since printed materials contributed significantly to the public relations effort, a brief examination of the major publicatiomsis in order: A. COLLEGE PUBLICATIONS I Experiment Station Publications 1. POpular bulletins sent to farmers of the state with material of general interest. By 1913 the mailing list numbered about 65,000 names. 2. Special bulletins contained information of local interest only, e.g. sub-station reports, etc., which dealt with topics of limited’interest. 3. Technical bulletins contained reports of scientific research usually sent out only to those engaged in such work. 4. Circulars were made up of from four to Six pages and dealt with practical topics when there was a special demand for certain information. 5. Press bulletins—-news releases to news- papers, etc.—-usually from 200 to 500 words dealing with topics of general interest. 24 Michigan State Board of Agriculture (now Board of Trustees) Annual Report, 1898, p. 41. Hereafter referred to as MSBAR. 49 II The College Catalogue Published annually and contained historical data, the purpose and philosophy¢of the college, in- formation relating to its equipment, methods, courses of Study, its scope, requirements for admission, expenses, and so forth. III Alumni Catalogue Contained the names of all officers and graduates and was published sporadically. IV General Catalogue Published in 1900 and contained the names of all officers, graduates and non-graduates. y Farmers Institutes Annual Published yearly beginning in 1894. VI Semi-Centennial Celebration of M.A.C. Bound volume 337 pages in length containing speeches, letters of congratulations, and other data on the 50th Anniversary of the opening of the Agricultural College. B. STUDENT PUBLICATIONS I The S eculum Published from Aug. 1, 1881 to Nov. 15, 1895. At first a quarterly, it eventually became a monthly containing literary works. It went into debt, lost its popularity, and finally ceased publication. II The M.A.C. Record A weekly newspaper put out by faculty assisted by students. It did not publish during the long vacation period. Its firSt issue was January 14, 1896. 50 III The Annual Published by the Junior Class, it had various names through the years; finally it became The Wolverine. IV The Holcad A student newspaper Started in 1909; issued every two weeks initially, then became a weekly. There were other publications as well, such as brochures and booklets on various events, academic programs, summer activities, Farmer's Week, and so forth. The output was voluminous in number and variety; there was something for just about every occasion. There can be no doubt of the value of the publications produced by the college during these years. Taken together as a Single operation of the public relations program, they brought a vast amount of news and practical, helpful information to a great number of people. And Since the college had performed the initial experiments, had organized the activities, had written, designed, and printed the publications, each of which carried the college's endorsement, readers could not help but iden— tify the new techniques and information with the college itself. Personal Correspondence Aside from Snyder‘s participation in formal public relations activities such as special events, campus visits, Speeches, exhibits, and his interest in and support of publications, he undertook a signifi» cant amount of personal public relations responsibility through his 25Beal, Agricultural College, pp. 236—241. 51 dealings with many people. As has already been mentioned, the MAC presi- dent sent a personal letter with every catalogue requested, and also wrote numerous letters to any and all who asked for information about the college regardless of the intensity of interest displayed. Inquiries came from the idly curious, from those actively seeking to associate with the college in any of a variety of ways, from groups desiring to visit the campus, from some registering complaints——a wide range of interests stimulated such correspondence. President Snyder carefully and promptly replied to all, and he did so clearly, candidly, and personably. His major concentration centered on encouraging potential Students to apply for admission to the Agricultural College, for increasing the enrollment of the institution was of paramount importance. The following personal letter (not a form) he wrote to a young lady in August, 1899; it serves as a good example of Snyder's personal brand of persuasion, sea— soned with a well-rounded appraisal of what MAC had to offer: Your name has been handed to me as a young person who would probably be interested in the Woman's department of our College, and I take the liberty to mail you under another cover a catalogue of our College also a circular of our Woman's department. We are certainly in a position to give young women a very thorough practical training. Our laboratories for work in Chemistry, Botany, Physics, Bacteriology are not surpassed anywhere in this country. Our depart— ments of English, Mathematics and modern languages are also very strong. We have a very strong faculty our institution being well endowed we are able to pay such salaries as to bring to us the best men in the country. We give in connection with the other work of the Woman's department two years of work on the piano free of charge. The course also contains Splendid work in art on the practical Side, domestic science and domestic art are given careful attention. The Woman's department is presided over by Miss Keller a graduate of WellsleyESEQ: 52 the domestic science is in the hands of Miss Rushmore a graduate of Drexel Institute, Philadelphia, the domestic art is taught by Mrs. Hane a graduate of Pratt Institute, Brooklyn. I mention these simply to Show the --— of our teaching force. 0n the completion of the course the Degree of Bachelor of Science is awarded the graduate. Next year our young women will occupy a new building, which with the furnishings will cost nearly $100,000. The last Legislature apprOpriated $95,000 for the erec- tion of this building. We had in attendance last year ninty-three [Elfin (93) young women, we expect more this year. They come from the best families of the state. As you perhaps already know we have the most beautiful campus in the country while the surroundings are all that could be desired. I would be very glad indeed to have you and your friends visit the College, and see for yourself what we are able to do for young women committed to our care. If the Agricultural College did not offer work in a particular area, Snyder was not above informing the prospective student to that effect, and at times he even recommended other colleges where such pro- grams could be found. And when it seemed appropriate, he offered advice to a prospective student, perhaps urging him to do work in other than one concentration in order to reap the greatest possible rewards from his education.27 But when MAC offered what a particular student required for his education, the president expended considerable time and effort acquainting him with that fact. Snyder's personal correspondence often dealt with strengthening the image of the institution, especially if it had been subjected to 26Letter to Miss.Floy Selby, Bronson, Mich., Aug. 11, 1899, UHC. 27Letter to Mr. John Schmaltz, Elk Rapids, Mich., Aug. 4, 1896, UHC. 53 attack from without. Frequently the complaints that came to him from outsiders were based on ignorance of MAC's overall purpose or functions, lack of information about its courses and programs, and even on erroneous and ill-founded rumors circulated among professional groups and individ- uals who lacked the insight to counter them. On one occasion a letter from a Farmer's Club presented a battery of complaints lodged by several of its members who had recently visited the campus. One member complained of having seen inferior stock at the college farm, doors loose from their tracks, and "a general untidy and extravagant appearance” about the place. He had also seen, much to his concern, three hundred dollars worth of furniture, purchased for the women's building and, found to be inferior (he was informed), secreted away in the building where ”it would probably be a loss to the college.” Other club members, the letter went on, had seen fit to denounce the ”negligence on the part of the college people to Show them around at the time the delegates of state association visited there . . . .” And yet another member had been told by machinists, he said, that graduates of MAC's mechanical course were "inefficient, and of no good to employ as moulders, etc.”28 Snyder replied to the charges, as he felt he must, in his cus— tomary forthright and tactful manner. Farmers and farmers organizations were important to the college, and while he tried to cull their favor, he would not permit the college to be the victim of harmful, inaccurate gossip. In replying to the letter, he first extended regrets that the 28Letter from Mr. Jay Sessions, Fowler, Mich. March 19, 1901, UHC. 54 Farmer's Club in question had an inadequate knowledge of the college and its activities, and invited the membership to hold a picnic on the grounds during the coming summer to look the place over for themselves. And since he had served on the committee which purchased the furnishings for the Women's Building and, therefore, knew first—hand of its quality, cost, and current location, he quickly pointed out that some of it was being stored in vacant rooms in the structure until the remaining rooms were ready to be furnished. As to the condition of the college livestock, Snyder merely pointed to the awards received and the endorsements of leading stockmen to clear the air on the matter. He handled the re- maining complaints in a similar manner—-straightforward but cordial-- and in the final reading there could be little doubt in the minds of the complainants that their information had been erroneous.29 Another time an irate merchant sent a letter to the editor of the Michigan Farmer, an influential farm journal, complaining that the Ag— ricultural College had shown favoritism in selling livestock to private citizens during a recent sale. Instead of printing the letter in the pending issue, Robert Gibbons, the editor, sent a copy of it to Snyder, affording him the opportunity to investigate the charge. The college had announced the sale of some of its Stock to the public, the president discovered, and the complainant, according to his letter, went to the college farm where a Staff member allegedly informed him that there was no stock for sale. The man mentioned the incident to a Lansing butcher who visited the campus himself and bought eleven hogs which he, in turn, 29Letter to Mr. Jay Sessions, Fowler, Mich., March 29, 1901, 55 sold to the complainant at a profit. The indignant merchant closed his letter by Stating: "When it gets so State institutions will offer their stock for sale to only one man, then I think it is time us taxpayers called a halt."30 From a public relations standpoint, President Snyder faced two major problems in thiSLmatter: first and perhaps foremost, he had to satisfy the editor of a leading agricultural journal that the State Ag- ricultural College had not employed improper measures in the sale of State property; secondly, he had to reassure a single but vocal citizen that the institution was as much interested in cultivating his support as it was that of any other individual. After a thorough investigation Snyder determined that a misunderstanding stood at the root of the prob- lem, and the affair was smoothed over to the satisfaction of all con- cerned. Snyder's interest in advancing the cause of the college above all else, and his practical flair for maintaining good relations with the many publics affecting the college, succeeded in warding off what would otherwise have become a difficult and injurious situation. And the MAC president recognized public relations opportunities in other areas as well. In June, 1899, the Ladies' Home Journal, the influential national magazine for women, published an article on education for women at some 30Letter from Mr. Robert Gibbons, Editor, The Michigan Farmer, May 10, 1897, with enclosure, UHC. 31Letter to Mr. Robert Gibbons, Editor, The Michigan Farmer, May 18, 1897, UHC. 56 of the state agricultural colleges. President Snyder, impressed with the article, expressed his satisfaction in a letter to the Journal's editor. He also enclosed a circular which outlined MAC's program for women. "Should you desire further information,” he wrote, ”it will be very cheerfully given.”32 On another occasion, the Michigan Grower and Prac- tical Farmer published an article on the Michigan Agricultural College, and Snyder conveyed his appreciation in a Similar manner. The story, he .said, was "a very valuable article for the college and we appreciate it very much."33 Just how much these niceties impressed editors is diffi- cult tdameasure. But certainly they impressed these harried professionals to the extent that such letters of appreciation are rare indeed; the name of the sender and his institution would register in the mind of an editor. Snyder enjoyed good relations with the press, generally, and his willingness to pen a note of thanks for a job well done could not help but be pleasing to a man who rarely found such messages addressed to him. An important factor in the structure of any public relations program is the dissemination of information through local, regional, and even national mass media. While the college's output of newspapers, bulletins, circulars, and so forth, was prodigious, there still remained the need to reach people not exposed to the regular line of MAC publica- tions. The daily and weekly newspapers of the state were received by a 2 3 Letter to Mr. Erbin E. Rexford, Ladies' Home Journal, Phila- delphia, Pa., July 6, 1899, UHC. 33 Letter to Mr. O. W. Braman, Grand Rapids, Mich., May 25, 1897, 57 great number of private citizens. Hence it was to MAC's advantage to have its Story carried in the press. There would be some overlapping among those who read both the college publications and the public press, but to have so many outlets carrying stories about the activities of the Agricultural College could only help the cause. Snyder recognized the importance of the news release--news and feature material written according to accepted, professional form and StandardS--as a means of telling part of the MAC Story. He also recog— nized and appreciated the problems of editors-—deadlines, Space limita— tions, etc.--and the negative attitudes harbored by many towards Submis- sions of publicity matter by groups and individuals. Many editors viewed publicity (as many do today) as an underhanded attempt by outside agencies to garner free space for material which, in reality, should be submitted as advertising matter and paid for at standard rates. While most newspapers and magazines made a practice of publishing such material if it contained sufficient reader interest to warrant publication, it was often done begrudgingly and under a cloud of suspicion and distrust. So Snyder's awareness of the problems of editors, and his willingness to go more than halfway to meet their requirements and needs gave him an advantage. He attempted to woo editors to his Side by adhering as much as possible to professional practice and Standards. He sent to them only those Stories he considered to be of genuine interest to the public. And he surrendered his material to the judgment of the editors--for better of worse--without attempting to apply pressures or to otherwise influence their decisions. Often he sent a cover letter along with material being submitted; one such letter, sent to the Michigan Farmer, 58 displays the president's awareness of the complications: If you care to publish this, you can do so in whatever way you think best. Nothing would suit me better than to have you use it without my name on the editorial page. Of you can give it as an extract from a letter to you, or as a communication from me. Any way you may desire will be satisfactory to me, and if gou do not have room for it I will not feel offended. 4 But cover letters to editors, regardless of how well phrased or intended, did not always succeed in winning over each and every editor. .This was especially true of small newspapers and magazines where advertising lineage was crucially linked with the very life of the publication. One letter sent to Snyder by the editor of the Pontiac Gazette reflects the efforts of at least one journalist to re- sist the-avalanche of publicity matter which came regularly to his desk: In re enclosed letter, I wish to inquire if you work for nothing? Do you expect the Gazette to? Isn't it about time all this sort-of begging business was Stopped?35 Since news and feature stories submitted to editors as publicity matter were often received with misgivings, editors of the day who nor— mally provided space for them sometimes expected some sort of patronage in return, either in paid subscriptions or in regular paid advertising. This created additional problems for the MAC president. For while his 34Letter to Mr. Robert Gibbons, Editor, The Michigan Farmer, Nov. 26, 1897, UHC. 35Letter from S. J. Tomlinson, The Pontiac Gazette, Aug. 10, 1899, UHC. There is no actual evidence that this letter was in reference to Snyder’s publicity efforts. But since he was an active publicist, it is likely that this letter was written in response to a request for space; it follows an almost historical pattern. 59 public relations efforts required the dissemination of large quantities of information on and about the college, his limited advertising budget precluded appreciable expenditures in this area. (Most of the MAC ads were published in publications of the college itself.) Again, Snyder's ability to keep most editors mollified in an attitude of friendly coop- eration with the college succeeded where, with one less aware of the value of maintaining proper press relations, the Situation might have been different. The Michigan Farmer had long sympathized with the needs of the Agricultural College, and with President Snyder's efforts to improve its academic and professional posture. It published a good deal of editorial matter relating to the institution and its activities. Even so, the publication's management saw fit, at least on one occasion, to inquire into why the college had not placed a greater number of ad- vertisements in the publication when it appeared that other newspapers and magazines regularly ran MAC ads.36 The situation was a difficult one and Snyder recognized in it the root of potential discord between the publication and the institution. He could ill afford to alienate the management of an important publication which had regularly expressed its willingness to cooperate. Yet his budget would not permit extensive advertising in the publication because so much of the available funds went to support other facets of the public relations venture. In the hope of easing the problem, then, Snyder wrote to the Farmer, again displaying his talent for dealing with a touchy situation in a forth- right and convincing manner. He pointed out that the college had 36Letter from Mr. G. J. Munsell, The Michigan Farmer June 4, 1897, UHC. 6O placed more advertising with that publication than any other though its rates were higher than most. He extended thanks for the many favors of the past, and promised that when the new advertising budget received approval, the Farmer would receive a proper share of college business.37 In addition to the large variety of official college publications, personal correspondence, and the press releases, Snyder also made use of slide presentations to bring the Agricultural College closer to the public. The slides were circulated throughout the state to clubs and gatherings of many types. The popularity of the medium proved so great that bookings ran far ahead of schedules.38 Annual Excursions One of the major facets of the institutional public relations programs was the development of the excursion plan which brought thou- sands of visitors to the campus each year. Here the people of Michigan were exposed to the institution directly, to its facilities and:its people. Here wrong impressions could be righted and, even more important, accurate impressions could be instilled in the young from the outset.iThe excursions served, too, as an excellent student recruitment outlet, for by bringing the young people into personal, physical contact with the campus, the faculty, and student body, the available educational oppor- tunities became immediately apparent. 37Letter to Mr. G. J. Munsell, The Michigan Farmer June 9, 1897, UHC. 38Letter to Mr. Charles B. Finch, Petersburg, Mich., Jan. 27, 1898, UHC. 61 Again, the basic plan was a Simple one though it sometimes became complicated in the execution. In early spring of each year, pos- tal cards went out to Granges, FarmerS*Clubs, and to officers of insti- tutions in the cities and towns from which Snyder wished to run excursions during August. The cards attempted to sound out local opinion concerning the degree of popular interest in the upcoming outing, the number of visitors to be expected, and so forth. Armed with such information, the MAC president would then approach the railroads and attempt to work out Special rates for the visitors and even Special trains, if the Situation warranted. The various railroads involved were assigned different days during Excursion Week so that the crowds could be properly accomodated. ”It is hard work but good work for the College,” Snyder commented.39 To help develop public enthusiasm for the trips, large handbills printed by the participating railroads were put up in railroad stations and at other central points in the communities where response was likely to be good. Many bills were sent to local Granges and clubs as well. One Such handbill, ten and one—half inches wide and twenty—eight inches deep, announced in large, red type: ”Grand Excursion to the Agricultural College, Lansing via Michigan Central. Wednesday, August 16, 1899,” followed by a complete timetable.40 Even those individuals not interested in joining the annual trek to the campus were exposed to the handbills, with MAC's name displayed prominently. 39Letter to Prof. R. A. Moore, Madison, Wisc., Aug. 19, 1899, UHC. 40UHC. 62 The public responded enthusiastically from the outset, though in the beginning the handling of large numbers of visitors to the campus proved to be troublesome. To improve conditions, Snyder arranged to have uniformed cadets board the incoming trains some distance outside of Lansing to instruct the excursionists about procedure, to distribute guidebooks, to answer questions, and to assist the passengers in disem- barking at the college.41 For the 1898 excursion the Michigan Central Railroad_§lgflg carried a thousand people from Bay City and intermediate stops to the college, and another 1,025 from Wayne.42 The following year, one traincbrought 1,180 gathered up between Grand Rapids and the campus, and a second train brought fifteen hundred from the shore of Western Michigan. On a single day in 1899 Some two thousand visitors arrived, almost all of them farmers and their families, the principal public of interest to MAC's public relations venture. College personnel distributed campus maps to the excursionists; every building was numbered with a large Sign that could be seen from a distance.43 one railroad, the Detroit, Grand Rapids. and Western, reported the following numbers of tickets sold along its line for the 1898 excur- sion:44 Grand Junction 10 Bravo 2 41Letter to Mr. Joseph S. Hall, Michigan Central Railroad, Detroit, Mich., Aug. 12, 1899, UHC. 42Letter from Mr. Joseph S. Hall, Michigan Central Railroad, Detroit, Mich., Sept. 9, 1898, UHC. 43Letter to Prof. R. A. Moore, Madison, Wisc., Aug. 19, 1899, UHC. 44Letter from Mr. George DeHaven, Detroit, Grand Rapids and Western Railroad, Aug. 25, 1898, UHC. F 63 ' Fenneville 14%* New Richmond 1 East Saugatuck 1 Holland 40 Zeeland 91 Vriesland 41 Hudsonville 57 Jenison 2 Grand Rapids 145 Alpine 1 Sparta 17% Kent City 9 Casnovia 7 Bailey 3 Grant 10 Newaygo 17 , White Cloud 2 f Allegan 13% ' Hamilton 4 Filmore 6 Miscellaneous 7 *Children under twelve rode at half fare. The same railroad, in 1899, offered the following schedule and rate system for the excursion on three separate days of Excursion Week: Tuesday, Aggpst 15th: From Grand Rapids, Edmore, Stanton, etc., and Lakeview, Howard City, Greenville, Belding, etc., combining at Ionia. The fare from Big Rapids was $2.00; Lakeview and Howard City $1.50; and proportionate rates from other stations. Thursday, August 17th: From St. Joseph, Benton Harbor, Muskegon, Grand Haven, Holland, Hart, Pentwater, Shelby, etc., all combining at Grand Rapids. Rate from St. Joseph and Benton Harbor to Grant Junction, inclusive, $2.00; Muskegon, Grand Haven, etc., $2.00; Hart and Pentwater, $2.50; and proportionate rates from other stations. Saturday, August 19th: From Detroit and intermediate stations. 64 Rate was from $1.80 down to 25 cents.45 The new spur track extending from the regular rail line to a 1 spot behind the campus boilerhouse was completed in time for the 1899 46 I excursion. On August 18th, nearly three thousand persons arrived on the i new Spur, and twenty-seven railroad coaches were backed up to the river. : The publicity given to the excursions throughout the area led to addi- tional requests by professional groups, schools, and clubs to hold pic- nics and holidays on the MAC campus at times other than during Excursion , Week. For example, the North Middlesex Farmers' Institute from Ontario, } Canada, held its annual meeting on the campus in June, 1899. The gath- ering included several members of Parliament, educators, and other hon- ored guests, and featured a speech by the Governor of Michigan. The excursion idea, while eminently successful, was not without its trouble spots. For one thing, a touch of scandal threatened to de- tract from the plan--chaotic for any public relations venture-—when several families lodged complaints with President Snyder about the theft of lunch baskets from campus picnic areas. The story even reached the press.48 Snyder devised a trap for the thief and eventually caught him red-handed. News of the coup was immediately transferred to the injured 45Letter from Mr. George DeHaven, Detroit, Grand Rapids and Western Railroad, May 27, 1899, UHC. 46Letter to Hon. L. Whitney Watkins, Manchester, Mich., Aug. 19, 1899, UHC. 47Letter from Mr. E. B. Smith, Ailsa Craig, Ontario, Canada, May 12, 1899, UHC. 48Letter from Mr. 0. w. Halstead, Mason, Mich., Aug. 29, 1901, UHC. 65 , 49 parties. In Spite of the successes realized, President Snyder tried to improve upon the excursion plan each year, and at the same time, to improve the image of the college. He knew that the image projected by the events would in large measure contribute to the image projected by the college itself. Therefore all events had to be of high quality. By 1905, ”hawking and crying goods” had been outlawed on the college grounds during Excursion Week. The selling of popcorn was permitted provided the vendor did not ”cry his wares in a loud manner.” The same was true of selling sandwiches at the trains at departure time. Megaphones were sur- pressed, as were ”acid lemonade" and "syrup drinks" of all kinds which had rendered some visitors ill. All usouvenirs to be sold to the visitors had to win approval, in advance, from the college because of the efforts of certain outsiders to sell cheap, undignified items which cast impro- per reflections on the college.50 In many reSpects the excursion plan became the high point of Snyder's public relations program. A basic problem which plagued the college in earlier times was the lack of understanding which existed be- tween the institution and the public. While print media succeeded in bringinthhe MAC story directly to the people, it is one thing to write about progress and quite another to Show it off. By bringing thousands of Michigan residents to the campus each year, by permitting them to peer into classrooms and laboratories, to examine equipment and see it 49Letter to Mr. 0. w. Halstead, Mason, Mich., Oct. 9, 1901, UHC. 50Letter to Mr. C. A. McCue, Aug. 12, 1905, UHC. " -'—-»« M..—...“ r'hmj g. 66 operate, to listen to faculty members who made themselves available, and by all the other influences to which excursionists were exposed, the col- lege made it abundantly clear that it not only took advantage of progress, but directly contributed to it. So even though the excursions necessi- tated a major preparation on the part of the entire MAC community over a period of many months, the good achieved in implanting a positive image of the college in the minds of those who came—~who in turn went home and talked with others about their visits--proved well worth the effort. Other public relations ventures undertaken in an effort to im- prove the stance of the Agricultural College before the public came in the form of exhibits set up at fairs and institutes, and an abundance of blue ribbons affixed to well—bred MAC livestock. Speeches by MAC faculty delivered at other colleges and universities, and faculty participation in seminars, extension work, and in the activities of the Experiment Station also helped the cause. While many of these functions may not have been conceived within the framework of public relations, they con- tributed, nonetheless. In the main, the tools and techniques outlined in this chapter made up the bulk of the public relations endeavor. And just as President Snyder knew that every faculty member, every Student, and every staff employee served as a representative of the institution, he recognized that every event, every publication, every award received, carried with it the reputation of the college, for better or worse. As the techniques increased numerically and in sophistication, so did the stature of the institution increase. 67 During the 1912-13 academic year, the college polled MAC fresh- men to determine the major influences which had made them decide to enter the college.51 The results indicated that the strongest influences were people--alumni, former students, current students, school teachers, mem- bers of formal groups, and private citizens. Otherwise the college cata- logue made a strong showing, especially as it maintained a continuing link between prospective students and the college. Visits to the campus, too, was a heavily influential factor. But the campus newspaper, adver- tisements of the college, and college circulars ranked among those selec- ted least of all as prime influences; yet Snyder and others considered these instruments to be among the major public relations assets. On the surface, then, it would appear that expenditures to support printed media of this variety were Simply thrown away; yet it must be remembered that they played a very special role in keeping people informed of develop— ments at MAC. (The M.A.C. ReCOrd, for example, was popular reading fare among old grads, former students, and private citizens all over the State.) Hence these instruments, while accorded a minor place in the results of the poll, went a long way toward successfully implanting a positive imprint of the college on the public mind. while potential Students might not have been directly influenced by the regular line of publications-- to which few of them would have been exposed-—thosa persons sympathetic to the college who gig influence potential students were kept informed of MAC developments through the articles, stories and editorials read in the college publications. So each element in the overall plan contributed substantially to the growth and development of the institution. 51Po11 Taken During the 1912-13 Academic Year, UHC. CHAPTER IV THE WOMEN'S DEPARTMENT Mary Bryant Mayo was a wise and capable woman who possessed an abiding desire to be of service to the people of Michigan. A farm woman, she sought to better the lot of rural and farm people throughout the state, and in their behalf she expended much of her effort and ability. Mrs. Mayo became a leader in the powerful State Grange and in farm and women's groups; in meetings and addressed before the public she called for change, especially in the role of women on the farm, always stressing the value of education and good training. Traveling to every county in the state over a period of years, she lectured eloquently in Grange halls, civic gatherings, and at church socials urging rural and farm women to heed opportunities for improving their lives and the lives of their fame~ ilies through education and local institutes and programs. AS chairman of the Woman's Work Committee of the State Grange, she launched the ”Fresh Air" program which annually brought countless children of the poor from their city slums to summer vacations on Michigan farms. And she insti- tuted programs for women through the Michigan Farmers' Institutes and other organized movements. But the activity closest to her heart, to which She devoted the bulk of her energies, was the establishment of a women's department at Michigan Agricultural College. For almost fifteen years she delivered Speeches and wrote articles for publication under— 68 69 scoring the need for such a department.1 Mary Mayo's interest in the establishment of sound educational opportunities for women was firmly based in the belief that such train- ing would aid future homemakers in the rearing of children, in caring for and assisting their husbands, and in placing the home on its proper level as a major social institution. She believed that young women Should be as thoroughly trained as men for their future roles in society, that the demands to be made of them would require, "skilled hands and trained minds.”2 The State Grange, the Agricultural Society, Farmers' Clubs, and other organizations had agitated for years for the development of a women's program at MAC. But Mary Mayo, according to Maude Gilchrist, who served as one of the early directors of the program, was "the influ— ential,