THE AMOS TUCK SCHOOL FOUNDATION Under the terms of the Amos Tuck Endowment Fund, the gift by Mr. Edward Tuck of the Class of 1862, of the sum of three hundred thousand dollars as a memorial to his father, the Honorable Amos Tuck of the Class of 1835, and a Trustee of the College from 1857 to 1866, especial provision was made for the "establishment of additional professorships within the college proper or in graduate departments." In accordance with this provision of the endowment fund for additional instruction in undergraduate and graduate courses, and with the direct approval of the donor, the Trustees of Dartmouth College created the Amos Tuck School of Administration and Finance. By a second gift of one hundred thousand dollars Mr. Tuck made provision for the erection and maintenance of a building for the uses of the School. This building was occupied in September, 1904. AIM It is the aim of the Tuck School to meet so far as possible the increasing demand of the business world for trained service. It aims to accomplish this by enabling a young man to start in business with the advantages of a trained mind, a scientific knowledge of modern business methods and conditions, and the foundation of an expert knowledge of those branches of certain businesses in which such a knowledge is required. It recognizes clearly its limitations. It does not presume to create the genius for executive position, or even the genius for business negotiation. It aims in this respect to assist the young man to discover for himself and gather together into an effective working force, such elements of business ability as he may possess. Neither does it attempt to teach the details of any man's business; these can be learned most quickly and effectively on the ground. Between these extremes, the impossibility on the one hand of creating the genius for business, and the futility on the other hand of teaching the details of a particular employer's routine, there lies a wide field of possible instruction for the young man looking forward to a business career. Industrial education may have five objectives. First, the training of efficient manual labor, which is accomplished by trade schools. Second, the training of special office help, — which is taken care of by business colleges. Third, the development of expert labor in the field of applied sciences, which is accomplished by the many efficient technological schools. Fourth, the training of expert labor in certain branches of highly developed businesses, represented by the accountant and statistician in railroad service, the exchange clerk in banking, and the actuary in insurance; and fifth, the development of labor so trained in the general principles of business and in a knowledge of modern business conditions and tendencies, as to enable employers to relieve themselves of a part of the responsibility of management. Primarily the fourth and fifth, and incidentally the second, are the objectives of the Tuck School in the training of its students. That there is need for such training in the United States cannot be questioned. The business world complains that there is an insufficiency of young men entering business properly equipped. Trading companies and banking houses, for instance, have to secure foreign trained clerks for their foreign departments. The business world also complains that there is an insufficiency of that class of young men possessing such a broadness of view, independence of thought, and spirit of business activity, as to enable them to be advanced from routine clerkships to positions represented by secretaries and heads of departments, of whom is demanded initiative and the capacity for taking responsibility. It is from trained men of this class that, under modern business conditions, future managers and independent business men are likely to come. It has been said by more than one authority that future executives will probably come from the ranks of those who, with thorough technical knowledge joined to a comprehension of industrial conditions, are able to effect economies, reduce cost, and perfect a well-organized and smoothly running system. The largest opportunities in the modern business world of elaborate organization and exacting requirements should present themselves to those who have received the benefit of higher commercial training. That such training is possible can be no longer questioned. The experience of higher commercial education in both Europe and the United States has removed the doubt. It is possible because, on the one hand, business has accumulated a fund of experience that may be drawn upon, shaped into scientific form, and made the basis of instruction in business theory and practice; and because, on the other hand, many businesses have branches requiring the ability to make special applications of principles derived from developed fields of knowledge, the acquisition of which is accomplished only after long and scientific training. The assertion has been often made that college life unfits men for business. This is in part true. The unfitness has sprung, however, not so much from the lack of such preparation as is directly applicable to the work in hand, as from the fact that college associations and activities, while stimulating some, leave passive others of the characteristics necessary for success in business life. The undergraduate life does develop, with a thoroughness unexcelled by any other, certain characteristics fundamental to the successful business career, independence, originality, adaptability, broadness of mind; but it is also true that in many instances it fails to stimulate the fire and energy necessary to success in business life. The problem, therefore, in the organization of institutions for training that class to which the Tuck School offers its service, is a threefold one. They should aim to adapt the subject matter of their instruction to the special needs of those careers for which they train; to develop the broad, open, and receptive mind, - characteristics which can be nowhere better developed than in college life and work; and to counteract the tendency of college life to divert the energy and spirit so essential to business success. The Tuck School rests its claim for recognition upon the ground that this threefold problem is taken into consideration in the provision that its work shall be graduate in character. It permits the student to receive first the benefits of college education, to develop the man before developing the business man; and then to concentrate a trained mind upon the investigation of business facts and principles, and upon the acquisition of a special knowledge of special branches of business, under a discipline which develops a business esprit and prepares him for the discipline of the business world. Quite as much stress is laid by the School upon the creation of this esprit as upon the educational equipment. ORGANIZATION The course of the Tuck School requires two years' work. This two years is not added to the usual four years of college work, but is so joined to it that the First Year of the School, requiring for admission three years of college work, is co-ordinate with the college Senior Year, while the Second Year of the School constitutes a fifth year strictly graduate in character. THE FIRST YEAR The work of the First Year is planned with a view to securing the most effective approach to the practical and specialized work of the Second Year. The greater part of the work is in applied economics, — Finance, Money and Banking, Resources and Industries of the United States, Transportation, Statistics, and so on; but there are also introduced, to preserve the connection with undergraduate work, courses in History, Political Science, and Sociology; and to effect the transition to the special work of the Second Year, courses in Commercial Mathematics, Accounting, and Commercial French, German, and Spanish. Freedom of election is granted sufficient to secure consistency and natural development of the work of the student's entire course, college and Tuck School. The First Year's work of regular students is accepted in Dartmouth College as the final year's work for the bachelor's degree. THE SECOND YEAR The Second Year, in subject matter, grade of work, and method of treatment is quite distinct. The subject matter is more technical and may be specialized to meet individual requirements. The work is of graduate grade, and aims to encourage independence of thought and development according to natural inclinations. The discipline is more severe, aiming to approach the discipline characteristic of the business world. Vacations are shortened and the number decreased, the number of courses required of a student and the length of the courses are not fixed, constant and exact work is required, and in many ways the discipline is more rigid than a college can enforce. The work of the resident faculty is supplemented by lectures of business men, |