In 1900, after two years of teaching at Wesleyan University,
Woodrow Wilson and family packed their bags and moved to New Jersey, where
he accepted a professorship at his alma mater, Princeton University.
Although Wilson had been happy in Connecticut, he still felt that
he was not achieving his full academic and professional potential,
and reasoned that Princeton would provide more opportunities to
do so. While at Princeton he wrote and published Division
and Reunion in 1893, a work that charted the course of
American history from the 1830s to Reconstruction after the Civil War.
He also published a biography of George Washington in 1897 and
published a large five-volume History of the American People in
1902. In addition to his books, Wilson also authored dozens of magazine
articles, editorials, pamphlets, and essays. He intended to write
a crowning work that he planned to call The Philosophy
of Politics, but was called to other duties before he
even began to research the subject.
Just as at Bryn Mawr College and Wesleyan, Wilson was
received at Princeton with much enthusiasm; he was lauded as an
excellent professor of political economy and jurisprudence who
could make his lectures both interesting and informative. He also
taught public administration, English law, international law, and
constitutional law. Hundreds of students attended his lectures;
his popularity was unequaled. His fame as an orator and teacher
spread throughout the American academic world. While a professor
at Princeton, Wilson was offered the chairmanship of the history
departments at the University of Chicago and at Johns Hopkins University
(to replace his former professor Dr. Herbert Adams), and he was
offered the presidency of numerous other schools, including the
University of Illinois and the University of Virginia. Yet he declined
to accept any of the offers, preferring to remain at the school
he loved. His twelve years as a Princeton professor were among
his most challenging and stimulating.
Ever a religious man, Wilson and his wife Ellen joined
the Second Presbyterian Church in 1897. That same year, Woodrow
also became a governing elder of the church. In 1905, after trying
to unite the First and Second Presbyterian Churches into one body,
he withdrew his membership from the Second congregation and entered
the First as an elder. Throughout this period Wilson retained every
ounce of the strict sense of morality that his father and the church
had instilled in him during his youth.
Wilson also became a leader among the Princeton faculty
members. During his teaching years at Princeton, many both inside
and outside the university believed the quality of education had
been waning and that Princeton was losing its place among the nation's top
schools. Many of the teachers, led by Wilson, cried for higher standards
and better leadership to guide the university into the new century.
When the university's president, Dr. Francis L. Patton, caved into
popular demand and resigned his position, the faculty and trustees
of the school looked to Wilson to lead them, unanimously electing
him president of the university in 1902. He was the first Princeton
president who had not previously been a clergyman.
President Wilson stepped up to the task of strengthening
and reorganizing Princeton with vigor, and was blessed for the
first five or six years with almost complete support from the faculty,
trustees, and even students. Furthermore, for the first time in
his career, he was in a position to write policy and to make changes.
Wilson began a series of reforms designed to convert the school
from a "place where there are youngsters doing tasks to a place
where there are men thinking." The reformist attitude and tendencies
he developed during these years would stick with him throughout
the remainder of his political career.
The first task Wilson set out to accomplish was reorganizing
the university budget to fund his visionary reforms. With a check
for six million dollars from the trustees, he set about allocating
money to various departments, including the undergraduate college,
a new school for science, a fund for new teachers and facilities,
a new graduate school, a school of jurisprudence, a natural history
museum, and a school for electrical engineering. He then set about redesigning
the methods of teaching undergraduates, transforming the system
to a style modeled after a program used at Oxford University. Entitled
the preceptorial system, this method of teaching brought small
groups of students together under the tutelage of a professor trained
in their chosen field rather than in large impersonal lecture halls.
The system was devised to stimulate thinking, student-teacher interaction,
and discussion rather than requiring students to memorize information.
Nothing like the preceptorial system existed anywhere else in the
United States at the time, and it quickly helped push Princeton
back up into the ranks of elite American universities. Many modern
universities and colleges throughout the country now have similar
programs based on Wilson's revolutionary method.
