Acres of Diamonds: Our Every-day Opportunities
but my mother. It leaves nothing at all. Yet my longing is to be a
minister. It is the one ambition of my life. Is there anything that I
can do?’
“‘Any man,’ I said to him, ‘with the proper determination and ambition
can study sufficiently at night to win his desire.’
“‘I have tried to think so,’ said he, ‘but I have not been able to see
anything clearly. I want to study, and am ready to give every spare
minute to it, but I don’t know how to get at it.’
“I thought a few minutes, as I looked at him. He was strong in his
desire and in his ambition to fulfil it--strong enough, physically and
mentally, for work of the body and of the mind--and he needed something
more than generalizations of sympathy.
“‘Come to me one evening a week and I will begin teaching you myself,’ I
said, ‘and at least you will in that way make a beginning’; and I named
the evening.
“His face brightened and he eagerly said that he would come, and left
me; but in a little while he came hurrying back again. ‘May I bring a
friend with me?’ he said.
“I told him to bring as many as he wanted to, for more than one would be
an advantage, and when the evening came there were six friends with him.
And that first evening I began to teach them the foundations of Latin.”
He stopped as if the story was over. He was looking out thoughtfully
into the waning light, and I knew that his mind was busy with those days
of the beginning of the institution he so loves, and whose continued
success means so much to him. In a little while he went on:
“That was the beginning of it, and there is little more to tell. By the
third evening the number of pupils had increased to forty; others joined
in helping me, and a room was hired; then a little house, then a second
house. From a few students and teachers we became a college. After a
while our buildings went up on Broad Street alongside the Temple Church,
and after another while we became a university. From the first our
aim”--(I noticed how quickly it had become “our” instead of “my”)--“our
aim was to give education to those who were unable to get it through the
usual channels. And so that was really all there was to it.”
That was typical of Russell Conwell--to tell with brevity of what he
has done, to point out the beginnings of something, and quite omit to
elaborate as to the results. And that, when you come to know him, is
precisely what he means you to understand--that it is the beginning of
anything that is important, and that if a thing is but earnestly begun
and set going in the right way it may just as easily develop big results
as little results.
But his story was very far indeed from being “all there was to it,” for
he had quite omitted to state the extraordinary fact that, beginning
with those seven pupils, coming to his library on an evening in 1884,
the Temple University has numbered, up to Commencement-time in 1915,
88,821 students! Nearly one hundred thousand students, and in the
lifetime of the founder! Really, the magnitude of such a work cannot be
exaggerated, nor the vast importance of it when it is considered that
most of these eighty-eight thousand students would not have received
their education had it not been for Temple University. And it all came
from the instant response of Russell Conwell to the immediate need
presented by a young man without money!
“And there is something else I want to say,” said Dr. Conwell,
unexpectedly. “I want to say, more fully than a mere casual word, how
nobly the work was taken up by volunteer helpers; professors from the
University of Pennsylvania and teachers from the public schools and
other local institutions gave freely of what time they could until the
new venture was firmly on its way. I honor those who came so devotedly
to help. And it should be remembered that in those early days the need
was even greater than it would now appear, for there were then no night
schools or manual-training schools. Since then the city of Philadelphia
has gone into such work, and as fast as it has taken up certain branches
the Temple University has put its energy into the branches just higher.
And there seems no lessening of the need of it,” he added, ponderingly.
No; there is certainly no lessening of the need of it! The figures of
the annual catalogue would alone show that.
As early as 1887, just three years after the beginning, the Temple
College, as it was by that time called, issued its first catalogue,
which set forth with stirring words that the intent of its founding was
to:
“Provide such instruction as shall be best adapted to the higher
education of those who are compelled to labor at their trade while
engaged in study.
“Cultivate a taste for the higher and most useful branches of learning.
“Awaken in the character of young laboring men and women a determined
ambition to be useful to their fellow-men.”
The college--the university as it in time came to be--early broadened
its scope, but it has from the first continued to aim at the needs
of those unable to secure education without such help as, through its
methods, it affords.
It was chartered in 1888, at which time its numbers had reached almost
six hundred, and it has ever since had a constant flood of applicants.
“It has demonstrated,” as Dr. Conwell puts it, “that those who work for
a living have time for study.” And he, though he does not himself add
this, has given the opportunity.
He feels especial pride in the features by which lectures and
recitations are held at practically any hour which best suits the
convenience of the students. If any ten students join in a request for
any hour from nine in the morning to ten at night a class is arranged
for them, to meet that request! This involves the necessity for a
much larger number of professors and teachers than would otherwise be
necessary, but that is deemed a slight consideration in comparison with
the immense good done by meeting the needs of workers.
Also President Conwell--for of course he is the president of the
university--is proud of the fact that the privilege of graduation
depends entirely upon knowledge gained; that graduation does not depend
upon having listened to any set number of lectures or upon having
attended for so many terms or years. If a student can do four years’
work in two years or in three he is encouraged to do it, and if he
cannot even do it in four he can have no diploma.
Obviously, there is no place at Temple University for students who care
only for a few years of leisured ease. It is a place for workers, and
not at all for those who merely wish to be able to boast that they
attended a university. The students have come largely from among
railroad clerks, bank clerks, bookkeepers, teachers, preachers,
mechanics, salesmen, drug clerks, city and United States government
employees, widows, nurses, housekeepers, brakemen, firemen, engineers,
motormen, conductors, and shop hands.
It was when the college became strong enough, and sufficiently advanced
in scholarship and standing, and broad enough in scope, to win the name
of university that this title was officially granted to it by the State
of Pennsylvania, in 1907, and now its educational plan includes three
distinct school systems.
First: it offers a high-school education to the student who has to quit
school after leaving the grammar-school.
Second: it offers a full college education, with the branches taught in
long-established high-grade colleges, to the student who has to quit on
leaving the high-school.
Third: it offers further scientific or professional education to the
college graduate who must go to work immediately on quitting college,
but who wishes to take up some such course as law or medicine or
engineering.
Out of last year’s enrolment of 3,654 it is interesting to notice that
the law claimed 141; theology, 182; medicine and pharmacy and dentistry
combined, 357; civil engineering, 37; also that the teachers’ college,
with normal courses on such subjects as household arts and science,
kindergarten work, and physical education, took 174; and still more
interesting, in a way, to see that 269 students were enrolled for the
technical and vocational courses, such as cooking and dress-making,
millinery, manual crafts, school-gardening, and story-telling. There
were 511 in high-school work, and 243 in elementary education. There
were 79 studying music, and 68 studying to be trained nurses. There were
606 in the college of liberal arts and sciences, and in the department
of commercial education there were 987--for it is a university that
offers both scholarship and practicality.
Temple University is not in the least a charitable institution. Its
fees are low, and its hours are for the convenience of the students
themselves, but it is a place of absolute independence. It is, indeed, a
place of far greater independence, so one of the professors pointed out,
than are the great universities which receive millions and millions of
money in private gifts and endowments.
Temple University in its early years was sorely in need of money, and
often there were thrills of expectancy when some man of mighty wealth
seemed on the point of giving. But not a single one ever did, and now
the Temple likes to feel that it is glad of it. The Temple, to quote
its own words, is “An institution for strong men and women who can labor
with both mind and body.”
And the management is proud to be able to say that, although great
numbers have come from distant places, “not one of the many thousands
ever failed to find an opportunity to support himself.”
Even in the early days, when money was needed for the necessary
buildings (the buildings of which Conwell dreamed when he left
second-story doors in his church!), the university--college it was then
called--had won devotion from those who knew that it was a place where
neither time nor money was wasted, and where idleness was a crime,
and in the donations for the work were many such items as four hundred
dollars from factory-workers who gave fifty cents each, and two thousand
dollars from policemen who gave a dollar each. Within two or three years
past the State of Pennsylvania has begun giving it a large sum annually,
and this state aid is public recognition of Temple University as an
institution of high public value. The state money is invested in the
brains and hearts of the ambitious.
So eager is Dr. Conwell to place the opportunity of education before
every one, that even his servants must go to school! He is not one of
those who can see needs that are far away but not those that are
right at home. His belief in education, and in the highest attainable
education, is profound, and it is not only on account of the abstract
pleasure and value of education, but its power of increasing actual
earning power and thus making a worker of more value to both himself and
the community.
Many a man and many a woman, while continuing to work for some firm or
factory, has taken Temple technical courses and thus fitted himself
or herself for an advanced position with the same employer. The Temple
knows of many such, who have thus won prominent advancement. And it
knows of teachers who, while continuing to teach, have fitted themselves
through the Temple courses for professorships. And it knows of many a
case of the rise of a Temple student that reads like an Arabian Nights’
fancy!--of advance from bookkeeper to editor, from office-boy to bank
president, from kitchen maid to school principal, from street-cleaner to
mayor! The Temple University helps them that help themselves.
President Conwell told me personally of one case that especially
interested him because it seemed to exhibit, in especial degree, the
Temple possibilities; and it particularly interested me because it