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A SALUTARY INFLUENCE In the period covered by this chapter, how well did faculty members carry out the curriculum which they offered? Certainly, most of them had considerably more postbaccalaureate training than all but a very few of their predecessors, although this alone did not insure that they were therefore better teachers. By the end of the Granville administration few faculty were offering courses in as many different fields as was fairly common before 1904. During these forty years, as will be seen, available library resources and equipment were much enlarged. Throughout the period, presidents and faculty shared an urge to undertake changes which would make Gettysburg, to use their own phrase, one of the best colleges in its class. Presidents Hefelbower and Hanson in particular regularly and in different ways urged the faculty to keep abreast of what other good colleges were doing and to act constructively on what they learned. Especially in the 1920s, during the early years of the Hanson administration, several innovations resulted from a concerted attempt to insure that a greater percentage of students who were willing to put forth the effort could and would complete their course of study. In one form or another, many graduates of these years testified to the value of the curriculum as the faculty administered it in promoting their own development as persons and professionals. As is to be expected, the evidence does not all point in the same direction. To balance the positive statement of such a distinguished alumnus as Joseph E. Rowe of the class of 1904 or Spurgeon M. Keeny of the class of 1914 is the accusation of an unidentified member of the curriculum committee a quarter century later. Some of his colleagues, he charged, based their teaching "on notes prepared twenty-five years ago."232 Library In the fall of 1904 the College library occupied space on part of the first floor of Glatfelter Hall. Professor John A. Himes held the title of librarian, but he had more than a full teaching load and could not give much time to his other duties. Sallie Krauth, his assistant, kept the library open twenty-two hours each week. She closed the collection at 3 P.M. Monday through Friday and at noon on Saturdays. There were no Sunday hours. The materials in the Philo and Phrena 2321932 History, p. 281; Columbia University Oral History Interview, typed transcript in GCA; minutes ofthe curriculum committee, October 10,1939, Office of the Dean of the College. The assumption is that the curriculum committee member believed that, ipso facto, all teaching making use of twenty-five-year-old notes is poor teaching. 57