The Foust records cover every aspect of the School as it grew and changed during his almost twenty-eight years as president. The growth in programs, as well as the increase in the number of buildings and students, is reflected in the papers. During this period, the president was still very much involved with admitting students, hiring faculty, developing the curriculum, and designing campus buildings.

A great deal of the pre-World War I correspondence reflects the protective attitude of the parents and school administrators toward the students as they encountered problems arising from the new experience of college life. The strictness of the administration is reflected in a letter requesting Foust's permission to allow a brother to visit his sister on campus because visits were not always allowed (Nixon, 1907). Another letter informed a prospective student that she was not permitted to wear separate "middy blouses" (Vera Jackson, 1916). In 1916, there is a letter concerning a student who ran away (Mrs. T.H. Williams).

In 1915, the students petitioned for the charter of the Student Government Association. Foust defined the limits of the Association and added that "when the students fail to administer the affairs of this Department of the College [i.e. the relationship of the students with each other] to the best interest of all of the students, the authority granted will of course be withdrawn" (Blakeney, 1915). The correspondence also demonstrates that the students had their fun (the Olde English Pageant of 1916, Fischer) and they also had their pranks. A letter from Mrs. S. H. Rogers in 1917 seeks to buy some "thoroughbred goats" from the College because a student had told her that the college served goat every Sunday.

The papers also reflect the involvement of the students during World War I. Included are lists of sacrifices made by the students for the War Fund (Students War Fund, 1917), a thank-you note from the Red Cross for the use of a sewing machine room (Foust, 1917), a report of the Food Conservation Program (Food Administration, 1917), a description of a community [food] dryer (Dryer, 1918), and correspondence about the girls' operation of the school farm (Foust, 1918). There is also material on the broadened opportunities and responsibilities for women in the World War I era (Foust, 1918), and a call for typists and stenographers (Foust, 1917).

The 1918 Influenza Epidemic hit the campus particularly hard. Students were urged not to leave campus, and if they did, they were not allowed to return until all danger had passed. Town students were not permitted to attend classes (Foust, 1918). Instructions were given to the faculty and students on necessary precautions (Foust, 1918); and when students were allowed to return to campus, they were given special instructions for traveling and directed to report to the infirmary on arrival (Dorton, 1918). A large folder of records relating to the epidemic is in Box 21. Less severe epidemics of measles and diphtheria were reported in 1916 and 1917.

In 1925, in a report to the Board of Directors, Foust said that the students at that time were different from twenty-five years before--they were independent thinkers and more self reliant (Board, 1926). Foust also took issue with the opinion being espoused by many people of that day, that students were wasting time and were not serious. He felt that the problems facing the students were a result of World War I and that it would take a while for behaviors to adjust. The papers reflect a student's life; complaints about the hazing of freshmen (Students, 1924), camping trips to the school farm (Durand, 1925), a questionnaire concerning card playing in the society halls (Durand, 1925), night riding with boys (Hill and Horton, 1931), and an opinion survey on smoking (Smoking, 1931).

The changing size and shape of the College necessitated changes in the administration. The first thoughts on reorganization of the administration came in 1909 (R.P.Pell), but the reorganization did not occur until 1921. The papers include a full description of the new organization of the administration (Faculty, 1922) and the College of Liberal Arts and Sciences (Cook and Smith, 1922).

Increased size also required changes in the relationship between the administration and the students. These changes are reflected in the official papers. This began in 1924 with the reorganization of the Residence Department (Durand, Farrar, King) and the new plan for registration (Moore, 1925). The papers also contain material related to the introduction of Freshmen Week (Freshmen, 1928), the implementation of the faculty adviser system (Academic Board, 1928), and the establishment of a vocational director (Woodhouse, 1928).

Many of the official papers deal with the academic development of the College during the Foust years, as the School changed from a normal school to a full-fledged woman's college. As the College grew, it offered new departments and new programs. Vocal and school music was introduced in 1907 (Hoexter), and the first hint of a drama department appeared in 1926 (Taylor). New programs included an extension division (Gray, 1917), canning and home demonstration (Home, 1916), community organization (Jackson, Department of Interior, 1919), and commercial teacher training (Commercial, 1932). In 1909 there was mention of upgrading the curriculum to meet college standards (W. C. Smith), which included the requirement of twelve credits for the entering freshmen (Dorothy Harris and Linda Ramseur, l916).

Throughout the Foust papers, there are folders on faculty members, including applications, letters of recommendations, and offers and acceptances of positions. Most years also include salary schedules for the faculty. Some of the most interesting correspondence involving faculty members relate to several campus controversies. In 1922, Eric Lindemann resigned after several months of controversy resulting from allowing his African-American maid to hold a birthday party for her friends in his home while he was away. The Klu Klux Klan called for his resignation and this letter is included in the papers. In 1925, Dr. Albert Keister embroiled the College in the "evolution controversy" because of his remarks concerning the literal interpretation of the Bible. Correspondence relating to the tuberculosis of Professor Junius Matheson (1914) is also included.

The general course of the building activity on campus can be traced in the correspondence with architects; first Hook and Rogers (filed under Hook) and then Harry Barton (filed under Barton). The actual bids for the construction projects and any related disputes are filed under the names of the contractors. These, of course, are scattered throughout the papers, but it is clear that the major contractor after World War I was J. A. Jones Construction Company. Correspondence relating to landscaping is generally found under Warren Manning and after 1920, under Thomas Sears.

The relationship of Foust with other schools, especially the University of North Carolina at Chapel Hill and North Carolina State University, is also seen in the papers. Material relating to the formation of the consolidated University of North Carolina system in 1932 and the Foust-Frank Porter Graham correspondence is of particular interest and importance.

Life outside the College is also represented in the papers. The hardships created by the Great Depression are vividly seen in some of the letters. Other events include World War II (in private papers); political and legislative action in North Carolina; and events in the Greensboro community.

A large group of private papers is included, dating from 1903. The bulk of the papers follow Foust's retirement in 1934. Family correspondence includes both Dr. and Mrs. Foust's immediate families, letters between the two before and during their marriage, and Mrs. Foust's correspondence after his death. Following his retirement, Foust undertook writing an official history of the School. An outline is included in the papers as are fifteen chapters of the unfinished manuscript. More importantly, correspondence with various alumnae as well as leaders in the movement to establish the School is included. Another group reflects his role in the operation of the Alumnae Association and the building of the Alumnae House, which opened in 1937.