James F. Jones, Jr.
The College’s 21st president on the role of alumni and parents,
the endowment, the city of Hartford, and much more
interview by Drew Sanborn
photographs by Robert Reichert
James F. Jones, Jr., president of Kalamazoo College, Kalamazoo,
Michigan, will take office on July 1, 2004, as Trinity’s 21st
president. At Kalamazoo, Jones initiated development of a
strategic plan and a comprehensive capital campaign that led to
the endowment of 10 faculty chairs, substantial student
scholarship and faculty development funds, as well as the
renovation of major buildings. Under his leadership, the College
was repositioned to play a pivotal role in the local community
while gaining extensive external funding support nationally.
Prior to joining Kalamazoo in 1996, Jones was professor in the
humanities and vice provost of Southern Methodist University and
dean of SMU’s Dedman College of Humanities and Sciences in Dallas,
Texas. From 1975 to 1991, he held various academic positions at
Washington University, Saint Louis, Missouri, including professor
and chair of the Department of Romance Languages and Literature
for almost a decade, as well as serving as the founder and
director, Summer Language Institute in France, Château de la
Hercerie, La Croix-en-Touraine. Earlier, he served as preceptor,
Department of French and Romance Philology, Columbia University,
and as chair of the Department of Foreign Languages, Woodward
Academy, Atlanta, Georgia.
Jones received his Doctorate and Master of Philosophy degrees
from Columbia University and earned a Master of Arts from Emory
University and a Bachelor of Arts from the University of Virginia.
He holds a Certificat, Degré Avancé, from the Ecole des
Professeurs de Français à l’Etranger, the Sorbonne. He is the
author of three books, the last of which, Rousseau’s Dialogues: An
Interpretive Essay, was nominated for the prestigious Gottschalk
Prize, and more than 50 articles and reviews. His scholarship was
recognized by the French government when he was named a Chevalier
des Palmes Académiques in the mid-1980s.
Dr. Jones was interviewed for the Reporter by Drew Sanborn,
director of publications at Trinity.
If you could pick
one moment from your lifetime that you think most strongly shaped
your philosophy as an educator, what would it be?
I will never forget that moment! My father died in 1951, when I
was not quite four, and my brother and I went through a pretty
rough time. But one of the threads in the fabric of our life was
our beloved housekeeper who had worked for our family for a long
time and who was one of the great unifying factors of our
childhood. When we were small children, she would make us do our
homework before we were allowed to go out to play. We would have
to take it to her, and she would say, using wonderful 19th-century
terms, “You need to go in there and write your sums better, they
are not orderly.” Or if it were spelling, she would say, “Well, I
think you don’t have this spelling down right,” and she would send
us back to do our work over.
Then one day when I was 11 and my brother was 9, I realized
that she couldn’t read! I grabbed my brother, dashed out into the
backyard, and said, “She’s had us buffaloed all these years. She
can’t read!” To the day she died, and she lived to be 87, we never
let on that we knew.
I will never forget that moment, because I suddenly realized
that wisdom has nothing to do with knowledge and that—as she would
teach us—what mattered most was what she used to call “the size of
your heart, not the color of your skin.”
Of all the great transformational moments of my life, and there
have been many, that was by far the most life-altering. I have
used it in many speeches and sermons over the years because it was
the greatest lesson about what’s really important in life, which
is not the number of diplomas you have but how you learn to live
your own life and what you put down as priorities as you deal with
those around you.
been widely recognized over the past decade for its efforts to
engage in a variety of ways with the city of Hartford and with the
neighborhood around the College. In what ways do you anticipate
that Trinity will continue to interact with the city when you are
What Trinity did with the city of Hartford was very cogent,
because just simply saying that you are one among the 637 liberal
arts colleges left in the United States is not good enough, not
with the rapid changes washing over liberal arts education today.
Right now, we think that probably only four to five percent of the
college-bound cohort of high school students is headed the way of
these 637 schools, so carving out a niche for Trinity’s future was
a wonderfully prescient thing for the College to do.
Trinity is in a unique position. Unique is a word schools
overuse all the time—all you have to do is look at their PR
material—but in Trinity’s case it’s true. I don’t know of any
liberal arts college in the country in an urban area that has
embraced its environment to the degree that Trinity has. What is
going on here, in the curriculum and in extracurricular
activities, is informed by where we are geographically. The
College has embraced the city as a partner and as a learning
environment for the students, and I plan to continue that legacy.
Being a good partner with the city and with other local
educational institutions is something we did in Kalamazoo when
that city was confronted with some pretty serious economic
changes. The various educational institutions banded together to
form the Consortium for Higher Education, which it was my
privilege to chair. We brought in David Ross, a great urbanologist
who wrote about Hartford in his book Cities Without Suburbs, which
is one of the reasons why, when I was asked to pay more attention
to the presidency here, I was already familiar with what Trinity
is doing. Actually, we used Trinity as a model for a lot of our
development projects in southwest Michigan, especially in the
Kalamazoo public schools. We studied the Learning Corridor schools
here on Broad Street when Kalamazoo College adopted the Woodward
Elementary School in the city’s public system.
All of the issues confronting older cities in the Northeast are
prevalent right here at our doorstep. As I walk around our campus,
around Broad Street and New Britain Avenue, and look at the
difference Trinity has made in the neighborhood, I think, “This is
an absolutely splendid platform to underscore the
interconnectedness of the College and the city of Hartford.” So I
very much look forward to working with Mayor Eddie Perez, a
Trinity alumnus, as well as other local leaders, in continuing to
strengthen the connection between the city of Hartford and the
is ranked first in the country for excellence in international
programs. In what ways do you anticipate that your leadership in
this field will make a difference at Trinity?
In today’s environment, we are being derelict in our duty to our
students if we do not make certain they have as much of a global
perspective as we can give them. Kalamazoo College has sent 85
percent of the student body abroad for the past 40 years, and 16
percent of the current student body will graduate having had two
experiences abroad, which is why U.S. News & World Report keeps
putting Kalamazoo first in the country.
I have already started doing some things here to help more
Trinity students go abroad. I talked to a new colleague in the
Trinity chemistry department when I was on campus here a couple of
weeks ago about programs in Australia that we can easily broaden
to include Trinity. I have already talked to colleagues of mine at
the Curtin University of Technology in Perth, Australia, about
that. Also, I have been on the board of trustees of the Centre
d’Echanges Internationaux in Paris for a long time and will help
make connections there. These are just two of the many
possibilities I hope to bring to my new academic home that will
benefit Trinity students.
You have noted
that the first few weeks of a student’s college career are among
the most important. Please explain why that is.
Students decide within the first six to eight weeks whether they
have connected with their college or not. Students connect to the
larger institution by connecting to one of its salient parts. Of
course we would love to have a checklist for what works, for what
helps students make these connections, but it is very subjective.
It may depend on what happens at the point when they enroll in the
college, what happens when they first move into their residence
halls, what happens at the initial meeting of their first-year
seminar, what happens with their peer leaders, which is why I’m
very interested in reading the faculty’s proposal on enhancing the
First-Year Program. Where this program is going at Trinity appears
to be exactly on target, as the faculty thinks about small,
interdependent, first-year seminars and looks at what happens
during the matriculation period, for example.
Dick Light, in his wonderful book, Making the Most of
College, talks about a young woman he met at Harvard who
didn’t feel connected with anything. She said she always thought
it would be great to be a member of the band, but she didn’t play
an instrument. And Light said, “Well, there are drums in the band
so large that someone has to help carry them. Why don’t you go and
do that.” Here is this eminent professor of education at Harvard
suggesting that she should carry a drum! But it worked, and she
belonged to Harvard ever since.
The example Light used is perfect—you can belong to Harvard
simply because you carry a drum in the band. That’s how students
belong to a school—they belong to the larger thing we call
“Trinity” by belonging to some smaller constituent part or parts,
which is one of the important things I learned at Kalamazoo about
first-year retention issues.
One of the things I hope to do here in the first year or so of
my presidency is to set up a program that we might call Quest,
which would take maybe 100 of the first-year students and put them
into a really serious outdoor experience like Outward Bound in one
of our national parks. I’ve participated in the Land/Sea Program
at Kalamazoo College for the past seven years, and it’s amazing to
be with the first-year students and watch what happens. They
become bound to the College through something to which they can
attach their souls before they even move into the residence halls.
endowment is a key factor in our ability to create new
opportunities and meet future challenges. What are your plans for
strengthening Trinity’s endowment?
Trinity needs a much larger endowment, and therefore we will need
to mount a comprehensive campaign. But we will do so only after we
have made very certain that we have done our homework and have
earned the right to ask. A school of Trinity’s prestige and
national distinction simply needs more endowment to face the
challenges of the present and the future. I would love to see the
endowment grow by a quarter of a billion dollars.
Campaigns are 90 percent preparation and 10 percent execution.
Trinity’s exceptional Board chair, Paul Raether, and I have
already had a number of conversations about this critically
important matter. Vice President Janet Faude and I, in fact, had a
thorough conversation about retaining two of the best campaign
consultants in the country within a week after I was selected as
Trinity’s next president.
Campaigns are really, at the end of the day, harvests of the
good will the faculty and staff have instilled in alumni, parents,
corporations, and foundations. Trinity attracts the nation’s
brightest faculty and finest students. The College delivers on its
promise to transform lives and provide a first-class liberal arts
education. Our ability to continue to do so in the future will be
tied to our ability to attract and leverage additional endowment
resources to continue that legacy. Supporting the endowment
through gifts is the most lasting investment one can make in the
future of the College.
What roles do you
see the alumni/ae playing in the life of the College?
Alumni/ae are the front-line missionaries, which means that they
can do much more than write checks. Sure, we need to support the
schools we love with our financial resources, but alumni/ae can do
so much more. They can refer first-class students our way. They
can talk about the value of a Trinity College education in the
corporate environment. We can enlist their assistance when we go
in front of major foundations with requests for support. I look
forward to the opportunity to meet with Trinity alumni/ae around
the country and here on campus at Reunion, Homecoming, and other
events. Our alumni/ae are our primary source of strength.
My wife Jan and I intend to spend a considerable amount of time
during our first year meeting alumni/ae all across the country.
Over the course of the past seven-plus years in Michigan, I have
loved listening to the stories from our alumni/ae. I know that the
Trinity alumni/ae have myriad stories of their own experiences
with the College.
Just a few days ago, I had the most touching letter from Jim
Nadziega, Class of ’04, who served along with Lydia Potter ’05 on
the presidential search committee. In Jim’s beautiful letter, he
wrote of his great love for his school. That love transforms the
lives of countless students, all of whom then graduate to become
the first-line volunteers who serve Trinity’s future as modest
recompense for what they have received in this wonderful place.
What do you see
as the role of today’s parents in the lives of their children who
are college students?
That is a tough question today. The technological miracles of our
age have altered massively the interconnectedness between our
students and their parents. Thanks to e-mail and to attachments,
cell phones, and the like, parents are now in daily contact with
their children away at college or university. This is a massive
change from the time when their parents—and Jan and I are their
age precisely, with one child still left in school—were their age.
I used to write, and receive, one letter per week from my mother
when at the University of Virginia. Today, often several times a
day, children are in contact with their parents. Parents also feel
quite differently about contacting school officials about their
children’s lives, something most of our parents would not have
dreamt of when we were students.
I have come to view parents as our single greatest resource in
trying to make students accept responsibilities for their own
decisions and actions. A wizened old dean of students I knew used
to quip that no parent wanted to be so successful in sustaining
bonds with a child as to have that child, age 30, call up from his
basement apartment asking what time dinner was going to be ready.
Parents can, by their own wisdom and example, join with faculty
and staff in allowing their children to fly on their own wings.
One of the joys
of a liberal education is that it prepares people to continue
learning throughout their lives. In what ways to you continue
I’m an inveterate reader. I have, for example, just
started re-reading the Levin edition of Samuel Johnson’s great
Dictionary, which was published in the middle of the 18th
century. It may sound odd to be sitting around reading a
dictionary, but this book is one of the great lexical
contributions of the 18th century to the English language. I’m
also working slowly on Umberto Eco’s Foucault’s Pendulum.
The thousands of books we own—my wife Jan calls them my
“intellectual ballast”—now provide their own difficulty as we try
to figure out just where they are going to go in our new home at
Trinity. Every time we move, it gets worse! Sometimes she jokes
that we’ll end up living in the garage with the books because
there is no other place for them in the house. And that may be
true here—I may be stuck in the garage at the president’s house,
with huge rows of bookshelves and me camped out beside them! But
what would the world be without books? Horrendous. Unimaginably
so. Books are the lifeblood of the mind. It could be worse!
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