74. ADAMS, ARTHUR STANTON, 1896. A Board's Highest Responsibility. In Association of Governing Boards of State Universities and Allied Institutions, Proceedings, 1958, p. 67-73. Discussion, p. 126-130, 132–133. (Author: President, American Council on Education, Washington, D.C.; President, University of New Hampshire, 1948-50.)

"I venture to assert that the highest responsibility of a board of trustees is that of selecting and electing the president of the university of which the board has the ultimate control and responsibility." Discusses desirable characteristics of the president and best methods for selecting him.

75. ALEY, ROBERT JUDSON, 1863-1935. A University President to the Faculty. Educ. Review, 51: 92-97, January 1916. (Author: President, University Maine.)

of

Portion of address to his faculty. "I hold no brief for the college presidents of this country. . . . I believe that they are a highminded, conscientious body of men. I believe that in general if they fail it is because of lack of wisdom and not because of any intention to do wrong. They are intensely interested in the institutions they represent."

76. ALLAN, R. S. Liberty and Learning: Essays in Honour of Sir James Hight. Christchurch, New Zealand: Whitcombe & Tombs, 1950. 328 p. (Author: Professor of Geology, Canterbury University College, New Zealand.)

Sir James Hight was Pro-Chancellor of the University of New Zealand from 1935 to 1948. Volume includes six personal tributes, 13 contributions on academic topics by colleagues and four students, and a bibliography of his writings of 30 titles. Personal tributes speak of many aspects of Sir James' success as a university administrator and teacher as well as his personal characteristics.

77. The American College President. Harper's Weekly, 46: 489, Apr. 19, 1902.

Reprinted in Current Lit., 32: 724-725, June 1902.

"There are always more college presidencies vacant than there are men competent to fill them." Suggests but dismisses as impractical proposal to establish chairs in universities to train them. Considers powers and responsibilities of the presidency. "This concentration of power in the hands of a single man has, of course, its advantages and its defects, but the most conspicuous merit is this: that under such a system things are actually done." Contrasts with the European system. "No other system, indeed, could in practice be made to work without a radical change of theory and a violent break in the traditions of our educational past." In view of increasing burdens and complexities of the presidential office, discusses the proposal to divide the functions of the university presidency with two administrators, one in charge of financial affairs, one of academic affairs. "This project has commended itself to very many able students of university development in this country. At first sight, it seems not only reasonable and wise, but practical as well. Nevertheless, there exists in it the possibility of danger." Concludes that our universities "are trusting that whenever the necessity arises of a new appointment there will be found the well-equipped, efficient, energetic executive like President Butler, who today officially becomes the head of Columbia University."

78. ANDREWS, ELISHA BENJAMIN, 18941917. University Administration. Educ. Review, 31: 217–225, March 1906. (Author: Chancellor, University of Nebraska.)

"The most imperative service required of a university board is therefore the selection of a good executive. The choice is delicate also. Few offices in existence are harder to fill." States the qualifications of a successful president and says that "He needs a Titan's power for toil, yet must always work con amore, like an artist." Also discusses his relations with trustees, faculty, and students. "It lies mainly with the president to shape a university's task, ideals, standards, policies, to determine what it shall be or try to be."

79. ANGELL, JAMES ROWLAND, 18691949. College Presidents. Sch. & Soc., 26: 293-294, Sept. 3, 1927. (Author: President, Yale University.)

Copy of a letter to the New York Times in reply to an editorial claiming that university presidents are not "selected from the company of scholars." Says: "I beg to call to your attention a few striking instances of distinguished scholars who have risked happiness, peace, and a reputation for veracity by accepting presidential posts." Names a dozen such, with their institutions and fields of scholarship.

80. BAGLEY, WILLIAM CHANDLER, 18741946. Education Boomerang: Reply to H. G. James. Amer. Mercury, 43: 501502, April 1938.

Questions President James' statement (No. 142) "The notion that by taking his graduate degree in the field called 'education,' he becomes specially qualified for administrative posts is not in accordance with the facts." States facts to show that "a young man whose ambition points toward the administration of higher education and who 'takes his graduate degree in the field called "Education"' has, other things things being equal, nearly double the chances of appointment to the presidency of a State university of one similarly ambitious who elects to work in history and political science, and more than double the chances of one who elects to work in any other subject."

81. BAILEY, RICHARD PAUL, 1922Wisconsin Picks a College President. Sch. & Soc., 86: 377-378, Oct. 25, 1958. (Author: Assistant to the Director, Board of Regents of Wisconsin State Colleges.)

Reports procedure followed in selecting a new president for Wisconsin State College, Platteville, which was so satisfactory that board plans to follow same method in selection of other presidents as vacancies occur.

82. The Answer Was a Presidency. Wisc. Jour. Educ., 92: 20-21, 29, November 1959. (Author: President, Yakima Valley Junior College, Wash.)

Yakima Valley Junior College, in searching for a new president, considered 50 candidates, narrowing the choice to four men. These men were given nine questions regarding educational theory and practice in a junior college. The nine questions and the answers are given as written by the successful candidate, the author.

83. BAKER, CARLOS HEARD, 1909. A Friend in Power. New York: Charles Scribners Sons, 1958. 312 p. Condensed

in Readers' Digest Condensed Books, vol. 3, 1958, p. 343-462. (Author: Chairman, English Department, Princeton University.)

a

"At a great university the search is on for successor to the aging president. The search touches many lives, and this novel by a distinguished professor presents an authentic picture of the forces at work under the deceptively quiet surface of faculty life."Publisher's statement.

84. Barr, StriNGFELLOW, 1897– . Purely Academic. New York: Simon and Schuster, Inc., 1958. 304 p. (Author: President, Foundation for World Government; Former President, St. John's College, Md.)

Fictional account of the activities of President Pomton, in a midwestern university, in his efforts to secure a research grant from a national foundation. "President Pomton was a remarkable man. . . . He was the sort of man who would be essentially too big for any job. Neither did he ornament scholarship; scholarship ornamented him." Deals extensively with campus politics and intrigues in selection and inauguration of his successor in the presidency. Presents a thoroughly cynical picture of university life and influence. Reviews by R. Hughes, Cath. World, 187: 315, July 1958; by R. Horchler, Commonweal, 68: 134, May 2, 1958; by S. S. Smith, Lib. Jour., 83: 78, Jan. 1, 1958; by W. Bittner, Nation, 186: 104, Feb. 1, 1958; by C. Tunstall, N.Y. Her. Trib. Book Rev., p. 3, Jan. 5, 1958; by E. Fuller, N.Y. Times, p. 4, Jan. 5, 1958; by J. K. Galbraith, Reporter, 18: 48, Feb. 6, 1958; by W. Hogan, S.F. Chronicle, p. 19, Jan. 13, 1958; by M. Crane, Sat. Review, 41 : 14, Jan. 4, 1958; and in Time, 71: 78, Jan. 6, 1958.

85. BENJAMIN, HAROLD, 1893-. The Role of Higher Education in American Democracy. In Democracy in the Administration of Higher Education (No. 21), p. 3-14. (Author: Dean, College of Education, University of Maryland.)

Discusses "Is Professional Experience a Handicap in College Administration?" States: "This is one of the most dangerous weaknesses in American higher education today. It causes some universities to descend to the level of believing that a trained administrator, a man who has run banks, oil companies, armies, or political parties is a wonderful 'find' for a university presidency ... . . that they are lucky to have someone uncontaminated by educational experience."

86. BIDDLE, J. CRAIG. Announcing the Appointment of a New President. Pride,

Reports unfortunate and fortunate methods of announcing appointment of new presidents at Springfield College and at University of Pittsburgh.

87. BRANDT, JOSEPH AUGUST, 1899-. Poison in the Academic Ivy: A College President Must Know How to Manage a Business Enterprise. Sat. Review Lit., 28: 5-7, Jan. 13, 1945. (Author: Director, University of Chicago Press; formerly President, University of Oklahoma.)

"The general concept of the duties of the presidents of our colleges and universities is usually Early American or, at the least, Early Victorian. . . . There is increasing evidence, however, that trustees in choosing presidents today are looking beyond the Christian ve

88. BRETZ, JULIAN P. Selecting a President at Cornell. AAUP Bull. 25: 150-157, April 1939. (Author: Faculty member, Cornell University.)

"The recent selection of a President for Cornell University has attracted favorable notice because of the somewhat unusual proceduce of the Board of Trustees in inviting faculty participation. I have been asked to give you an account of the search for a new president with special emphasis on the method employed." Describes the joint committee of nine members, five from the trustees, four from the faculty, its philosophy and its methods.

89. BRUMBAUGH, AARON JOHN, 1890-. Why Be a College President? North Central Assoc. Quart., 20: 282–290, April 1946. (Author: Vice-President, American Council on Education, Washington, D.C.; Formerly President, Shimer College, Ill.)

"I should like to aid those who aspire to the position to approach it with a knowledge of its demands and its rewards." Discusses appraising the presidency, the responsibilities

of a college president, some hazards of the position, and desirable qualifications for it. Quotes one statement of qualifications drafted by a committee for choice of a new president. "This formidable list of values leaves one with the impression that if there is such a man, he ought to be canonized instead of saddling him with the duties of a university president."

90. The Burden of the College Presidency. Nation, 81: 335, Oct. 26, 1905.

"The duties and qualifications of the president of a modern university were discussed by the educators who gathered last week at the inauguration of Dr. Edmund J. James as president of the University of Illinois. The ideal president must evidently be a scholar, teacher, disciplinarian, organizer, administrator, financier, diplomatist, and accomplished writer and speaker. Such, at least, is the impression from an interesting address on the subject by Dr. Andrew Sloan Draper." See No. 367. Gives varied comments on that address and its implications. "The average man does not realize how much we demand of our college presidents. . . . The wonder is that more colleges do not, as Senator Dolliver put it, 'smell of Oil'."

91. CARLSON, WILLIAM SAMUEL, 1905–. The Roughest Profession: The College Presidency. Amer. Scholar, 21: 69-80, Winter 1951-52. (Author: President, University of Vermont.)

States that there are "about 200 presidential vacancies to be filled on our campuses this year and every year. For every really worthwhile presidency, there are likely to be a hundred or more candidates. Here is the worst competitive employment field in the country and in it one can find many a jobhunting lesson." Illustrates by a lively account of the qualifications, letters of recommendation, and methods employed by a large group of candidates for the presidency of a moderately small college designated as "Seaboard State." Reports that "I had the opportunity of reading the candidates' dossiersnearly a hundred of them." Gives illuminating quotations from many of them.

92. CARMICHAEL, OLIVER CROMWELL, 1891-. What Makes a Good College President? N.Y. Times Mag., p. 10+, Sept. 7, 1947. Reprinted in AAUP Bul letin, 33: 681-687, Winter 1947. (Author: President, Carnegie Foundation for the Advancement of Teaching, New York, N.Y.; Later, President, University of Alabama.)

"The fact is the background of college presidents today in the aggregate is probably more varied than that of any other occupa

tion." Gives numerous examples, both academic and nonacademic. "The first essential of an effective college or university president is a sound philosophy of education . . . and some knowledge of institutional structure and organization." Discusses importance of other characteristics including financial ability, business ability, and aptness in human relations.

93. CARNEGIE CORPORATION OF NEW YORK. Annual Report, 1951. New York: The Corporation, 1951. 90 p.

Section "White Blackbirds" (p. 23-26) contains a discussion of the widely varied characteristics of a successful college administrator, and the informal "modest program which the Corporation has been carrying on intermittently for almost ten years," to discover and give preliminary training to "young college and university officers of unusual promise." About 25 such have been sent by the Corporation to visit other institutions for periods of 2 to 4 months each. "A high proportion of them have gone on to positions of increased administrative responsibility."

94. CARROLL, RAMON LEONARD. A Study of Top Executive Selection in Industry With Implications for the Selection of College Presidents. Knoxville: 1959. 219 p. Abstract in Diss. Abstracts, 19: 2821, May 1959.

Unpublished doctoral dissertation (Ed. D.) at University of Tennessee. Examines the pertinent literature since 1930 and four programs of selection currently used in industry and attempts to identify and appraise factors in them which have significance for selection of college presidents.

95. CATTELL, JAMES MCKEEN, 18601944. University Presidents Who Have Been Psychologists. Scient. Month., 45: 473-477, November 1937. (Author: Editor, Scientific Monthly.)

"In the old days the college president was nearly always a clergyman. Eliot was

the first lay president of Harvard, Hadley at Yale, Wilson at Princeton. Psychology

and education, which should be an applied science based primarily on psychology, seemed the most logical fields from which to draw the president of a university if he were to be an educational leader, rather than orator and collector of money." Names several such. "A number of psychologists were elected to be president . . . three of whom have just retired: President Bryan at Indiana, President Farrand at Cornell, and President Angell at Yale." Gives large portrait of each and sketch of his professional career.

96. COFFEY, WALTER CASTELLA, 18761956. Criteria Helpful in Selecting a President for a Church-Related College. Assoc. Amer. Coll. Bull., 39: 353–356, May 1953. Reprinted from Trustee, January 1953, a quarterly letter to trustees of church-related institutions of higher education, issued by Division of Educational Institutions, Board of Education, Methodist Church, Nashville, Tennessee. (Author: President Emeritus, University of Minnesota.)

Report by committee of the trustees seeking a new president for Hamline University. "It will not be possible to find a man who measures up to all of the qualifications listed here. Nevertheless our Committee can do a better job if these qualifications are kept closely in mind." Lists them under seven heads: 1. Age, health, family; 2. educational training, academic degrees, honors; 3. experience (a) as a speaker, (b) as a teacher or minister, (c) as an administrator; 4. church affiliation; 5. ability in making contacts; 6. success in raising funds; 7. from another point of view.

97. College Presidents. Sat. Eve. Post, 205: 20, June 24, 1933.

Editorial, commenting on sudden death in auto accident of President Hibben of Princeton University. Discusses previous positions held by college presidents, and their duties, especially in influencing public opinion. "The president of a large university or notable college is almost sure to be listened to when he speaks. His very position gives him a certain authority. But that very fact should make him careful. He does not necessarily perform a public service by emitting a loud blast on every current topic or by seeking to startle, or by imitating the easy omniscience of some of the newspaper columnists. . . . But their greatest effect upon public opinion, in the long run, is in molding and building the young men and women who attend their institutions."

98. COLVERT, CLYDE C., 1899-. Significant Characteristics of Successful Administration Frequently Overlooked. Jun. Coll. Jour., 21: 145-147, November 1950. (Author: Professor of Junior College Education, University of Texas.)

Lists 17 features necessary for a junior college administrator if he wishes to be successful and retain his position.

99. A Complex of College Presidents. Independent, 105: 193, Feb. 19, 1921.

Reproduces composite portrait of "the typ ical college president" from Educational Review (See No. 290) stating that it is "a