(LI
45^ o
^ <L> ~
uJ •=
♦ Spanish-American War
♦ Wright brothers' first flight ♦ Panic of 1907: Run on banks stopped by J. P. Morgan
♦ President McKiniey assassinated by anarchist; u s troops occupy Cuba
J. P. Morgan organizes U.S. Steel
U.S.
inW
♦ Robert Perry reaches North Pole
♦ Henry Ford builds his first car
♦ U.S. acquires control of Panama Canal Zone
Graver Cleveland
Theodore Roosevelt
Woodrow Wil;
Benjamin Harrison
William McKiniey
William Howard Taft
Year
1907
"55
Graysville School
Southern Industrial School
Graysville Academy
Southern Training School
— C
O <L>
O 73
George W. Colcord
N. W. Lawrence
C.L Stone
William T Bland
J. Ellis Tenney
Lyni
Charles W. Irwin
M. B. Van Kirk
b
o
+->
«/)
X
o
o
u
+->
c
<L»
>
uJ
♦ Graysville School begins classes (1892) ► 4
School canning business started (1899-1900)
♦ Graysville administration building built (1893) ♦ Boys' dormitory burns (1900)
♦ Three academy faculty arrested for violating Sunday laws (Mar. 1895)
♦ General Conference assumes control of school (Sept. 1 896)
♦ STS separates from conference as ♦ Broom-making & carpentn
legal entity (Apr. 1906) started (1911)
♦ Ellen G. White visits
Graysville (1904)
♦ Laundry & press buildings built;
Administration building enlarged
(1907)
♦ New boys' dormi
built (1912)
♦ Girls' dormitory » ♦ Southern Union assumes control of school (1 901 )
built (1898)
School printing business started (1900-01)
Graysville Sanitarium built (1902-03)
♦ STStal
Graysv
(1913)
County Seats
Graysville, Rhea County
)lvement
mama Canal opened
♦ 19th Amendment gives women right
to vote
♦ Protectionist tariffs established
♦ President Wilson awarded Nobel Peace Prize
Prohibition
♦ Lindbergh makes first solo transatlantic ♦ FDR announces 'New Deal' welfare state
flight
Stock market 'crash' triggers the Great
Depression
Japanese bomb Pearl Harbor- ♦
U.S. enters WWli
U.S. economy
begins to recover
♦ FDR attempts to 'pack'
Supreme Court
Calvin Coolidge
Franklin D. Roosevelt
/ N. Atte berry
Warren G. Harding
Herbert Hoover
1937
1
*
Southern Junior
College
.
4
Leo F. Thiel
H. H. Hamilton
John C.Thompson
1
Wod
Lynn H
Wood
►
Marion E. Cady
V
Leo F. Thiel
Henry J. Klooster
lops
♦ Collegedale Church
organized
.(Dec. 1916)
► *\ ♦ SoJuConians Student Association organized (1923) ♦ The South/and Sew// begun ♦ Pre-Nursing course offered (1934)
School expands curricula (191 9-22) ^ Collegedale Post Office opens (1 929)
> i
Financial crisis (1920-22)
Administration
building built
(1924-25)
First Medical
Cadet Corps
class (1940-41)
First faculty member with
Ph.D. hired (1940)
t\ Measles, influenza epidemics (1933-35)
♦ Girls' dormitory built Normal Building built (1929-30)
y nqi7i ▼ Telephone system -
u ' installed (1920) ♦ South, College, and North halls named (1924) ♦ Tornado does $3,000 damage (Jul. 1931)
* ?Feb. fej t0ry burns » j ♦ SJC secondary school accredited (1930) ♦ s ^ accredited as junior college (1936)
♦ SJC teaches 14 grades (1918) First school annual— The Sou/Mand (1922-23) ♦
^ i^^^^^— ^^^— ^ Tabernacle built
♦ Srhnni mni „. » * Sln^^M? 1 department No school annual published (1 930-38) (1 941 '
T&nh ? BS ?„«» begun (Oct. 1922) ♦ Monthly publication, /"A?
Thatcher farm (1916) ^ do ▼ SoM ^ begun; ► <
, ove Electricity installed on campus (1919) Bread bakery built (1926) Depression causes decline in enrollment (1930-39)
b d First SJC student drafted (Jul. 1 941 )♦
Wave of epidemics hits Collegedale area (Influenza, small pox, measles, scarlet fever, typhoid) (1918-29)
Chattanooga printers sue College Press;
Collegedale Industries formed (1931-32)
Hamilton County
Donated from the library!
of
Edgar O. Grundset.
/;
,^*^"
CsT
4MUT M AM
Dennis Pettibone is a professor of
history at Southern College with
twenty-five years of teaching
experience. Before joining the
Southern faculty in 1 988, he taugh
history at Columbia College in
Colorado for eight years, and at
Atlantic Union College in Massachu-
setts for two years.
Dr. Pettibone's prolific writings hav
been published in various books am
magazines, including the National Review,
Review. He received a first-prize award for an article published in Liberty
magazine, and he wrote a chapter in the book The World of Ellen G. White, which
was published in 1 987. He specializes in writing about church/state relations and
has also made twenty-four educational videotapes and two television programs
dealing with history and political science.
Dr. Pettibone earned his credentials at three California educational institutions: his
bachelor's degree in history from La Sierra College in 1958; his master's degree
from Loma Linda University; and his Ph.D. in history from the University of
California in Riverside in 1979.
Dr. Pettibone holds memberships in the American Historical Association, the
Society of Church History, and the Organization of American Historians. His
hobbies include photography and hiking. He and his wife, the former Carol
Nelson, and their two daughters, Lori and Teresa, live in Collegedale, Tennessee.
Jacket Design: David Bankston, Bankston Design
Hit SIOM Of HIM (OllKt MMM
J) (MM U (lUHLDKt
KNMf KITUMNC
McKEE LIBRARY
SeUhwr Advenfet University
Colegedale. TN 37315
]
Credits
Production Director: Vinita Sauder
Manuscript Editor: Barbara Ruf
Art and Design Director: Vinita Sauder
Picture Researchers: Lisa Springett, Sharon Ekkens
Footnote Editor: Russ Miller
Indexer: Sharon Ekkens
Book Publishing Committee: Vinita Sauder, chairman; Dean Kinsey, former chairman; Barbara Ruf,
secretary; Charles Fleming, Jr.; Ruth Jacobs; Ben McArthur; Dennis Pettibone; Jim Ashlock
Published by the Board of Trustees
Southern College of Seventh-day Adventists
P.O. Box 370
Collegedale, Tennessee 37315
Printed at The College Press
Collegedale, Tennessee
Type: New Century Schoolbook
Paper: 70-lb. Patina Matte, S. D. Warren Company. (Chosen for its archival quality, this paper is an acid-
free, neutral pH sheet that resists yellowing and brittleness.)
Design: Page makeup was produced entirely with Aldus PageMaker and Aldus FreeHand software on Apple
Macintosh computers.
©1992 Southern College
All Rights Reserved
Published 1992
Printed in the United States of America
First Edition
Library of Congress Preassigned Catalog Card Number
92-61601
LD
5101
.S367
.A65
1992
Pettibone, Dennis Lynn
A Century of Challenge : The
Story of Southern College 1892-1992
ISBN 0-9634258-0-3
Contents
Preface 5
Author's Foreword 6
Chapter 1: Graysville Academy (1892 - 1901) 9
Chapter 2: Southern Training School (1901 - 1916) 29
Chapter 3: The Move To Collegedale (1916 - 1927) 51
Photo Essay (1892 - 1927) 85
Chapter 4: Depression And War (1927 -1943) 123
Chapter 5: The Wright Years (1943 -1955) 147
Chapter 6: A Built-in Pocketbook (The Work Program, 1916 - 1992) 174
Chapter 7: A Maturing Senior College (1955 - 1967) 202
Photo Essay (1928 - 1992) 233
Chapter 8: The Pinnacle (1967 - 1980) 263
Chapter 9: Retrenchment And Recovery (1980 - 1992) 287
Endnotes 315
Index 330
Preface
As you prepare your mind-set for the history that follows, please do so realizing
that a college such as ours can be very much like an individual — it can have both warmth and
heart. Its birth is initially formed in the mind and imagination of some creative person or
persons. Once born, it goes through a fragile period of infancy, often when life or death hangs by
a thread. Many die from childhood disease. Others grow strong through hardships and survive
only through the loving efforts of those about them and who are a part of them. And because of
these struggles both the institution and its supporters develop a loyalty to each other that
becomes an emotional thing — a thing of beauty that cannot be defined in words but is felt very
deeply by all who are a part of it.
And thus it is with those who have been a part of Southern College. That which is
recorded hereafter is a recounting of its birth, its growing pains, its struggles, and its many
victories when defeat seemed imminent. The committee that worked on this narrative found
great difficulty in translating their feelings into words and pictures that can even vaguely convey
all that this entity means to them and to many others.
We trust you will find joy in the reading.
Charles Fleming, Jr.
Author's Foreword
Having just written the last word of the first draft of the last chapter of A Century of
Challenge, I have come to the end of a hundred-year journey, one that started in the sleepy
little town of Graysville and ended in the "happy valley" frequently scented with the deli-
ciously tempting aroma of brownies baking in the McKee ovens.
For me, as a newcomer to Collegedale, it has been a rare privilege to study and write
the history of Southern College of Seventh-day Adventists. Although graduation 1992 will
complete only my fourth academic year at Southern, in some ways I'm beginning to feel like
an old-timer, almost as if I'd been here one hundred years.
"It's a wonder the school survived!" This sentence from the first chapter might be
seen as the thesis for much that follows. Despite problems, conflicts, and tensions, the school
did survive. Eventually it was not only surviving but thriving — that is, until the 1980s, when
once again its future seemed clouded. But again it survived, and even learned to roll with the
punches.
Walking a line between a whitewash on one hand and an expose on the other, I have
attempted to write a book that, while empathetic, is honest, objective, and accurate. For
nearly three years I've been trying to sift fact from fiction in Southern's history. I've been
thrilled as I've uncovered previously unknown facts about the school, but my emotions have
been mixed as my research disproved one after another of our cherished Southern myths and
legends, feeling both a scholar's satisfaction combined with the uneasy guilt of a parent who's
just told a child that there really isn't a Santa Claus. I didn't set out to become an iconoclast,
but when documents contradict memories, I have chosen, for the most part, to accept the
evidence of the documents.
Attempting to write a history book, an honest account of the past without special
pleading, rather than hagiography or simply a book of warm, nostalgic memories, I have
ventured into areas that some people told me were taboo. Southern's struggle for survival, at
times against overwhelming odds, is a drama that — in my opinion — can't be adequately told
without some attention to the bottom line: profit and loss. By recording shadows as well as
sunshine, difficulties as well as success, I am in no way attacking the capability, dedication,
sincerity, or godliness of school administrators and industrial supervisors who had the misfor-
tune of being in charge when a depression wrecked the Southern economy or a precipitous
drop in the market price of baskets or brooms wiped out the profits of a school industry. If
historians now know better than to blame the Great Depression on Herbert Hoover, we could
hardly blame it on Henry Klooster!
From time to time I have included brief biographical sketches of a few students and a
much larger number of faculty members. Obviously I couldn't write a biography of each of
Southern's many thousands of students and hundreds of faculty members. Various criteria
were used in determining which faculty members to include, some logical (such as years of
service) and some arbitrary (such as the decision to include — except for presidents, academic
deans, and one person who started teaching here after I had already written about him as a
representative of student leadership — only those joining the faculty before 1967). As I discov-
ered some of the colorful, eccentric, lovable, saintly, feisty, contentious, heroic, and dedicated
personalities in Southern's past, I found the biographies to be both some of the most difficult
parts of the book to research and some of the most rewarding.
I could never begin to thank all the many people who have helped me in some way as
I researched this book. However, I would like to thank for countless hours and numerous
valuable suggestions the members of the committee which oversaw this project: Dean Kinsey,
Vinita Wayman Sauder, Barbara Ruf, Benjamin McArthur, Jim Ashlock, Charles Fleming, Jr.,
and Ruth Kneeland Jacobs. Some other people who were especially helpful were Bert
Haloviak, Jessica K. Queen, Milton Reiber, and Ronald Graybill, as well as my research
assistants, Lisa Springett and Russell Miller. I also want to thank the people I interviewed,
either in person or over the telephone, including a few who might be surprised to see their
names listed here since they supplied useful information in an informal conversation rather
than a formal interview. My verbal sources include Robert Adams, William Allen, Frances
Andrews, Bruce Ashton, John Beckett, Horace Beckner, Douglas Bennett, Peg Bennett, Eva
Teed Beugnot, June Thorpe Blue, Jane Brown, Betty Broyles, Melvin Campbell, Ben Chon,
Ann Clark, Jerome Clark, Earl Clough, Cecil Coffey, Betty Collins, Dale Collins, Lettie Collins,
Bert Coolidge, Joyce Spears Cotham, Jesse Cowdrick, Donald Crook, Desmond Cummings, Jr.,
Thelma Cushman, K. R. Davis, Olivia Dean, Don Dick, Jeanne Stamper Dickinson, Roy
Dingle, Helen Case Durichek, John Durichek, Mary Elam, John Felts, Charles Fleming, Jr.,
John Fowler, Robert Francis, Cyril Futcher, Phil Garver, Ruth Miller Gibson, Jerry Gladson,
Laura Hayes Gladson, Loranne Grace, Ronald Graybill, Floyd Greenleaf, Betty Belew Grogg,
Edgar Grundset, Norman Gulley, Richard Hammill, James Hannum, Lawrence Hanson,
Pamela Maize Harris, Carole Haynes, Inelda Phillips Hefferlin, Ray Hefferlin, Ralph
Hendershot, Volker Henning, J. W. Henson III, Lorabel Peavey Midkiff Hersch, Dorothy
Hooper, June Snide Hooper, Ralston Hooper, Duane Houck, Katye Burger Hunt, Donald
Hunter, Bradley Hyde, Gordon Hyde, Irma Hyde, Ray Jacobs, Ruth Jacobs, Masie White
Jameson, Dean Kinsey, Frank Knittel, Irene Tolhurst Kriegsman, H. H. Kuhlman, Marian
Kuhlman, Henry Kuhlman, Charles R. Lacey, Edward Lamb, Katie Lamb, Evlyn Lindberg,
Margaret Littell, John Loor, Jr., Benjamin McArthur, David Magoon, Sue Summerour
Magoon, Terry Martin, Wilma McClarty, Ellsworth McKee, O. D. McKee, Betty Jo Boynton
McMillan, Robert Merchant, Margarita Dietel Merriman, R. C. Mills, Sherrie Norton, Ronald
Numbers, Georgia Butterfield O'Brien, Martha Montgomery Odom, David Osborne, Judy
Edwards Osborne, Helmut Ott, Myrna Ott, Louesa Peters, Carol Pettibone, Lori Pettibone,
Susan Rozell Pettibone, Milton Reiber, Joi Richards, Arthur Richert, Jr., Joyce Cunningham
Richert, Wayne Rimmer, Floyd Rittenhouse, Marvin Robertson, Ken Rogers, Cecil Rolfe,
Daniel Rozell, Joann Ausherman Rozell, Donald Sahly, Helen Braat Sauls, Lynn Sauls,
Wilbert Schneider, Thyra Bowen Sloan, Peggy Davis Smith, Kenneth Spears, Lisa Springett,
Ronald Springett, Richard Stanley, William Taylor, Mildred Diane Tennant, Mitchell Thiel,
Cheryl K. Thompson, Verle Thompson, Drew Turlington, Wayne VandeVere, Noble Vining,
John Wagner, Dale Walters, Thomas Walters, Lora Winkler, William Wohlers, Marianne
Wooley, and Edwin Zackrison.
I also appreciate the photographs various people provided for us to use. In addition to
some of the people already mentioned, I especially want to thank Archa O. Dart and William
O. England, as well as the personnel of Southern's Heritage Museum. Finally, I want to
express my heartfelt appreciation to my wife, Carol, and our two daughters, Lori and Teresa,
for their patience while their father was engrossed in this enormously time-consuming project
and for their critiques of the early chapters.
&h£U^-~
Collegedale, Tennessee
December 1991
Chapter One
Graysville Academy
1892- 1901
t's a wonder the school
survived, plagued in
those early years by
shoestring
budgets,
firetrap buildings,
revolving-door
faculties, person-
ality clashes,
interference by
the local
community,
and confronta-
tions over
discipline. The
school lurched
from crisis to
crisis, seeming to
grope for a sense
of direction while
periodically tearing up
its educational blueprint
and starting over. It would
have taken a lot of imagination
to see in those twenty-three young
children gathered in the second story of a
general store the beginnings of a senior college
that would at one time reach an enrollment of
over 2,000 students. And yet Southern College of
Seventh-day Adventists did evolve from that
minuscule group of pre-collegiate scholars. In
1892 the school was not yet a college, not even a
▲ Earliest documented photograph of students and
staff at Graysville, 1896. The couple on the left are
Elder and Mrs. G. W. Colcord, founders of Graysville
Academy in 1892. (Photo courtesy ofWm. O. England,
from the collection of his father, Oscar England.)
high school; that first year most students
seem to have been in the elementary
grades. It did not yet have a name.
And it was not yet established in
its permanent home. But by
1893 it was christened
Graysville Academy, a
name reflecting both the
village in which it was
then located and the
founders' aspiration for
its success and growth.
A rural mining
town in southeast
Tennessee, about
thirty miles north of
Chattanooga,
Graysville was far
removed from the
turbulent, changing times
in the rest of the nation
during the early 1890s. While
the rest of the country marveled
about new "horseless carriages," its
dirt roads felt only the pressure of mule
wagons and a few horse-drawn buggies.
While the General Electric Company was
incorporating to flood cities with light,
householders in Graysville held little
expectation of abandoning their lamps and
lanterns, and probably had not even a great
desire to do so. While the rest of the nation
Chapter 1 : Graysville Academy
was entering a period of industrial warfare
escalating into pitched battles between the
forces of capital and labor, Graysville men
worked their shifts in the coal mines and
X"-
GRAYSVILLE
CHATTANOOGA
▲ Graysville, Tennessee, thirty miles north of
Chattanooga.
speculated on what prices their corn and
tobacco crops would bring. In short, while the
wealthy barons of commerce and industry
were leading the nation into "the gilded age,"
Graysville inhabitants were quietly living with
much of the same pioneer, mountain frugality
and wisdom they had always known and
trusted.
In 1892, while national periodicals were
debating the Supreme Court's statement that
the United States was a Christian nation,
Graysville had no doubts. Sunday was the
Lord's Day, when Christians and respectable
citizens attended church and often enjoyed
"dinner on the grounds." And in 1892, when
the University of Chicago opened its mighty
doors to higher education and eventual
renown, in Graysville a modicum of public
education, coupled with good common sense,
served quite adequately. Yet, in 1892 in
Graysville, another school was bravely opening
its doors — a school which might not achieve
the fame and fortune of that university, but a
school which would eventually influence
thousands of lives worldwide.
Adventism Comes South
|| dventism in the South was in its
0Ji 9 infancy in 1892. Born in New
Kb ■ England in the 1830s and 1840s, the
BJ Advent- movement had already spread
through the Midwest and had
established itself on the West Coast. But
except for "a stray member or two in
Maryland and Virginia and a scattered
company in Missouri," Adventism's
penetration of the slave states was delayed
until after the Civil War. In the post-war
period, as northern Ad-
ventists sent denomin-
ational publications to
southern friends and
relatives, some Southerners
began to develop an
interest in the Adventist
message. 1
Reading Adventist
literature led a group in
Edgefield Junction,
Tennessee, eight miles
north of Nashville, to begin
observing the seventh-day
Sabbath. Responding in
1871 to their request,
Elbert B. Lane held a
series of evangelistic
meetings in Edgefield
Junction, thus becoming
the first Seventh-day
Adventist minister to
preach in the South. His
bi-racial audience listened
to his lectures from two
▲ Robert M. Kilgore, who more than any
other individual, merits the title
"Father of Southern College."
separate rooms — the railroad depot waiting
room and the telegraph room. When these
facilities became too crowded, he moved his
meetings to the freight room and the platform.
After a short stay Lane returned north, but
came back for two weeks in May 1873,
organizing the first Seventh-day Adventist
church in the South. Other Adventist
evangelists followed Lane. Before long D. T.
Bordeau was holding meetings in Kentucky,
C. 0. Taylor was preaching in Alabama and
Mississippi, and Robert Mead Kilgore was
advancing Adventism in Texas. 2
Kilgore, more than any other single
individual, would probably merit the title
"Father of Southern College." It was at his
urging that George W.
Colcord moved from Oregon
to Tennessee to establish
Graysville Academy. He
helped to build the facility
with his own hands. And,
during the early years when
principals changed more
often than women's
fashions, a measure of
stability resulted from his
long tenure as board
chairman. Arthur W.
Spalding, his former
secretary, described him as
a man "of a genial and
hearty nature" who was
"known everywhere to his
converts and constituents as
'Uncle Robert.'" Born in
Tuscarawas County, Ohio,
on March 21, 1839, he
enlisted in the United
States Army at the age of
twenty-one, was captured
10
A Century of Challenge
▲ Mr. and Mrs. George W. Colcord moved from Oregon to Tennessee to help establish Graysville Academy.
after the battle of Shiloh, participated in the
siege of Vicksburg, was honorably discharged,
and reenlisted. By the end of the war he had
achieved the rank of captain. Colonel W. B.
Bell said of Kilgore, "He was a young man of
high Christian character when he enlisted,
and he maintained that character during the
entire war." 3
He returned home in 1865 to find his
parents observing the seventh-day Sabbath. At
their request, he traveled thirty miles to hear his
first Seventh-day Adventist sermon. Soon
convinced of the truth of the Adventist message,
he determined to share in its proclamation. His
preparation for the ministry would consist of
reading Seventh-day Adventist books. When he
wrote to Adventist leader James White explain-
ing his reasons for wanting SDA literature but
pointing out his lack of money, White replied, "I
send you sixty dollars' worth of books; pay your
vows to the Most High."
In 1867 Kilgore married Asenath M. Smith,
daughter of one of Michigan's
earliest Adventists. After three
years of double duty as itinerant
evangelist and Iowa's conference
treasurer, he was ordained by
James White to the gospel ministry
in 1872; in 1877 the General Confer-
ence asked him to become
Adventism's pioneer in Texas. 4
Only thirty-five Seventh-day
A Early view
Adventists lived in the entire Lone Star state at
that time. The Cleburne Chronicle considered
Kilgore no threat to the religious status quo.
Reacting to threats against Kilgore's life, the
Chronicle suggested that such extremes were
unnecessary. Instead, the newspaper countered,
Texans should permit him to "proclaim his
beliefs as much as he pleases. He will soon run
his race. When the excitement dies away, the
people will remember him as one of the curiosi-
ties of the time." There was, the paper
proclaimed, "no danger of his ever getting serious
recognition here. He is too far South." 5 When he
left Texas in 1885, the conference had grown to
eight hundred members, and the Advent Review
and Herald reported that Kilgore was "greatly
beloved by the Texas brethren, most of whom he
has been the means of bringing into the truth." 6
For the next six years he was president of
the Illinois Conference, but three years before he
relinquished that position he was given an
additional responsibility — one to which he would
devote his full time after 1891: leadership of
District Number Two, the southeastern United
States, an area with twenty-seven SDA churches,
seven ordained ministers, and about fifty black
and five hundred white Seventh-day Adventists.
No Seventh-day Adventist institutions existed in
the district at that time, and only one organized
conference — the Tennessee River Conference 7
Under his direction Adventists began creating
of a Graysville street.
11
Chapter 1 : Graysville Academy
schools, sanitariums, conferences, and a publish-
ing house. The first of these schools was
Graysville Academy.
n the South Kilgore faced interrelated
problems of sectional and religious
prejudice and racial segregation.
Lingering resentment toward Northern-
ers from the Civil War and its
aftermath plagued Adventist evangelists. Arriv-
ing during the Reconstruction period, Elbert B.
Lane reported, "Every northerner is looked on
with suspicion till he proves himself not a
meddler with their political affairs." Like some
who would follow him, he declared, "This is in
Two-story administration building built in 1893.
many respects an unfavorable field
in which to labor, owing principally
to the feelings of dislike which
people bear toward the North." It
took time for him to break down the
wall of sectional prejudice, but he
reported that it gradually went
away, and the size of his audiences
climbed from "perhaps ten or
twelve" to "between two and three
hundred." Once the suspicions were
gone, he observed, Southerners were
warm-hearted and kind. 8
Discussing the path-breaking work of J. O.
Corliss in Virginia, Kentucky, Tennessee, North
Carolina, Georgia, and Alabama, James White
wrote, "Political issues set no bounds to the
EXPENSES.
Tuition in the Primary Department, per month, . $2.00
Tuition in the Intermediate Department, per month, 3.00
Tuition in the Academic Department, per month, . 4.00
Board, including room rental, fuel, lights, etc., per week, 2.50
▲ From the 1896-97 calendar.
Lord's great harvest field." Recognizing the
existence of "strong sectional feelings," White
blamed "unprincipled Southern ministers" for
taking advantage of sectional prejudice to
insulate their flocks from Adventist proselytizers.
According to General Conference President
George I. Butler, however, Adventism melted
sectional prejudice: "We never received a warmer
welcome in any section of the country than was
given us by our Southern brethren. If sectional
feelings existed before, the present truth has the
power to break down all such unpleasantness." 9
Prejudice of a religious nature manifested
itself between 1885 and 1896 in the prosecution
of more than one hundred Seventh-day
Adventists for Sunday-law violations. Most of
these prosecutions took place in the South,
especially in Tennessee and Arkansas. Kilgore
participated in the publicity war that helped to
turn public opinion against such prosecutions. 10
The third type of prejudice that Kilgore
encountered was racial. Perhaps one of the
reasons the Adventist pioneers in the South
encountered sectional and religious prejudice
was their refusal to acquiesce in the region's
custom of segregating blacks from whites. When
the issue was discussed in General Conference
sessions between 1877 and 1885, the prevailing
opinion was that Adventists should not segregate
their churches.
fLmz
The school rented the second floor of J. W.
Clouse's General Store to conduct its first classes.
This photograph was taken decades later.
Kilgore approached the question pragmati-
cally. Concurring with a council of SDA
ministers from Kentucky and Tennessee who
said that anyone "laboring indiscriminately"
among blacks and whites could have "no influ-
ence whatever among the whites in any part of
the South," Kilgore wrote, "It is hard for our
brethren in the North to realize that anything
like the color line, or a distinction between the
two races, should exist in the minds of any, but
there is no question about it here in the South,
and any effort made on the part of those from the
North to break down the distinction between the
races, thus ignoring popular prejudices, is simply
fanatical and unwise." He cited race-mixing as a
reason the Tennessee Conference meeting had
been so poorly attended: "Those who have not
labored in the South cannot possibly appreciate
the situation." Eventually he persuaded the
General Conference leaders not to fight segrega-
tion in the South.
Not that Kilgore endorsed racial prejudice.
He believed that the Adventist message de-
stroyed racial prejudice as well as sectional
feeling. "With those who have received the truth
in the love of it, and know the power of the truth
in their own hearts as it is in Christ Jesus, the
prejudices that once existed are gone," he de-
clared. The problem was not with Adventists, he
believed, but with other Southerners who would
be hopelessly prejudiced against Adventists if
Graysville before 1892. The school was
built on the large area in the foreground.
13
Chapter 1 : Graysville Academy
they continued to hold integrated
meetings. 11
Another problem Kilgore
faced was the need for schools to
educate leaders for the South. By
the time Graysville Academy was
established, the denomination was
operating three colleges elsewhere
in the United States — Battle Creek
(Michigan), Healdsburg (Califor-
nia), and Union (Nebraska). A
junior college in the United States
and a Bible school in Australia
were established the same year as
Graysville, which would become
one of four Adventist academies. 12
In 1890 the General Confer-
ence officers had accepted a
committee report urging the opening of a school
in District Number Two "as soon as there is
sufficient encouragement that the patronage will
sustain it" but recommending that it be started
"in a small way" with only one teacher and "no
considerable outlay of means," spending only as
much money as those "personally interested [are]
able to bear." They had also recommended that a
committee consisting of R. M. Kilgore, George I.
Butler, and W. W. Prescott "look for the most
favorable location" and make the "plans neces-
sary to secure the success of the enterprise when
it shall be started." Soon after, a gathering of
delegates from every state in the district submit-
ted a "very strong plea" for the establishment of a
church school for the South, voting to establish a
permanent school as soon as practicable and to
consider "opening a temporary school" immedi-
ately. They were sure they could depend on
seventy-five to one hundred students that very
winter. But the General Conference brethren
DAILY PROGRAM FOR THE HOME.
Rising Bell 5 : 30 a
Morning prayers (attendance required) 6:10
Breakfast 6:30
Recitations 7 : 30 a. m. to 1 : 10 p.
Dinner 1 : 30
Calling hour 2 : 30 to 4 : 00
Gymnasium and other special work 4 : 00 to 6 : 00
Study hour 6 : 15 to 9 : 30
Evening prayers (attendance required) 6 1 15
Silent hour (1st Div.) 6 : 30 to 6 : 50
" " (2d ") 6: 50 to 7: 10
First retiring bell 9 = IO
Lights out 9 : 30
Domestic work as assigned.
M.
From the 1896-97 calendar.
thought that plans for such a big school were
premature and advised instead small local
schools. 13
The next year, in 1891, Kilgore reported to
the General Conference session with greater
urgency: "The . . . most imperative demand of all
for the advancement of the third angel's message
in the southern field, is for a school where
workers may be developed on southern soil to
labor in this field." Southern white workers were
needed to evangelize southern whites and
southern black workers were needed to evange-
lize southern blacks. If southern youth went
north for their education, they might be tempted
to stay there instead of returning to the South
where they were so desperately needed. "In no
section of the country," he insisted, "can there be
a more pressing demand, or a louder call for
school advantages, than that which comes from
this portion of the land." The church leaders
listened to Kilgore politely, but didn't vote any
money for southern education. 14
Kilgore was not overstating the
case. Mass education had not been
widely accepted in the South.
Opposition to the idea of public
schools had frequently taken the
form of arson. In July 1869
Tennessee's counties reported the
burning of thirty-seven school-
houses. Goodspeed's General
History of Tennessee records that
"teachers were mobbed and
whipped; ropes were put around
their necks, accompanied with
threats of hanging; ladies were
insulted." All public schools were
resented as the residue of carpetbag
governments and even as a form of
"socialism." Schools, according to
Virginia Governor F. W. M.
Holliday, were "a luxury ... to be paid for like
any other luxury, by the people who wish their
benefits." Especially hated were schools teaching
blacks. E. B. Lane reported in 1871, "In south
Tennessee, in a vicinity where I was, some nine
public school houses had been burned, where
colored schools were started, and three northern
teachers had been whipped nearly or quite to
death for attempting to teach them." 15
Although the percentage of white illiteracy
in Tennessee had increased by 50 percent
between 1880 and 1890, a leading historian
states that "little effective public action was
taken to check the retrogression before the end of
the century." As late as 1900 fewer than half of
the school-aged children in the South were
regularly attending school. Kentucky was the
only southern state with a compulsory school
attendance law; in the rest of the country only
two states lacked such laws. 16
If public elementary schools were scarce
and inadequate, public high schools were virtu-
14
A Century of Challenge
ally non-existent. The gap between elementary
school and college was filled almost exclusively
by private schools and academies, most of which
accepted only males. Thus Graysville Academy
would provide a much-needed service,
not just for the Seventh-day Adven-
tist denomination, but for the
community at large. Many of its
students came from non-Adventist
homes in Graysville. 17
Colcord's Private Academy
"Now is the time to sow the seeds of 'present
truth' all o'er the field." Graysville was not the
first academy he established, nor the only one
that might be considered forerunner of a college.
1
hen Kilgore decided the
Seventh-day Adventists
needed a school in the
South, the man he turned
I to was George W. Colcord.
Like Kilgore, Colcord had spent many
years in evangelism. Both men would
atihnes do triple duty in Graysville,
combining their administrative
positions with pastoring the
Graysville Church as well as teaching
or holding evangelistic meetings.
Colcord was forty-nine years old at
the time — four years younger than
Kilgore. Prominent Adventist writer
A. W. Spalding, one of Colcord's
Graysville students, fondly remem-
bered him as "a grand old drillmas-
ter" who was responsible for his love
of English grammar and who laid the
foundation for his skill in using the
English language. Milton T. Reiber
describes him as "a man of faith and
hard work."
Colcord expressed the driving
force in his life in "Sowing and
Reaping," a poem he composed for the
Review and Herald, proclaiming,
COURSES OF STUDY.
ACADEniC DEPART/IENT.
SCIENTIFIC COURSE.
CLASSICAL COURSE.
FIRST YEAR.
Algebra, I, a, 3.
Latin I, 1, a, 3.
Zoology, 1 ; Civil Government, a ;
Botany, 3.
General History, 1, 2, 3.
SECOND YEAR.
Rhetoric, I, 2, 3.
Latin II, 1, a, 3.
Bible III, 1, a, 3.
Geometry, 1, a, 3.
THIRD YEAR.
Eng. and American Literature, 1, a, 3.
Astronomy, 1 ; Advanced Physiology
and Bible Hygiene, a, 3,
Church History, 1, a, 3.
FIRST YEAR.
Algebra, 1, a, 3.
Latin I, 1, 2, 3.
Zoology, 1 ; Civil Government, 2 ;
Botany, 3.
General History, 3.
SECOND YEAR.
Rhetoric, 1, a ; Physics, 3.
Latin II, i, a, 3.
Bible III, 1, a, 3,
Geometry, I, a. 3.
THIRD YEAR.
Eng. and American Literature, 1, 2, 3.
New Testament Greek, 1, 2, 3.
Latin III, 1, 2, 3.
Astronomy, 1; Advanced Physiology
and Bible Hygiene, 2, 3.
FOURTH YEAR.
Political Economy, 1 ; Chemistry, a ;
Mental Science, 3.
Bible IV, 1, a, 3.
Church History, 1, a, 3.
Pedagogy, 1, a ; Logic, 3.
Debating and Public Speaking, i, a, 3.
FOURTH YEAR.
New Testament Greek, 1, a, 3.
Political Economy, I ; Chemistry, a ;
Mental Science, 3.
Church History, 1, a, 3.
Pedagogy, 1, a ; Logic, 3.
Debating and Public Speaking, 1, a, 3.
From the 1896-97 calendar.
He was also the founder of Milton Academy, a
predecessor of Walla Walla College. Unlike
Milton Academy, however, Graysville was not
only founded but also funded by Colcord. 18
The town of Graysville, described
by Ellen G. White as "a pretty little
village," was a small, saloon-free,
coal-rnining community. To the
north lay Lone Mountain and to the
west, Walden Ridge, where spring-
time dogwood, wild rhododendron,
daisies, and honeysuckle added
brilliant splashes of color to the
green slopes. Southern Review
editor N. W. Allee described its
"beautiful streams of sparkling
water" and its "rocky cliffs, from
which vast stretches of broken
country are spread out before the
eyes of those who delight to study
the immeasurable greatness of the
Creator." Humbler hills bordered
the east between the town and the
Tennessee River, and beyond the
river rose the foothills of the Great
Smoky Mountains of the southern
Appalachians. Kilgore had recently
moved to Graysville and transferred
his district headquarters there. The
local Seventh-day Adventist church,
organized in 1888 with nine mem-
bers, had grown to a membership of
twenty-one by 1890. Kilgore, as he
traveled through the South, began
to encourage Adventists to move to
Graysville so that their children
could get a Christian education. By
1895 at least one-fifth of the ap-
proximately 450 townspeople were
Seventh-day Adventists. 19
When did Graysville Academy
15
mt ^otttrwjrn Unrip.
Vou 4,
" Ftar Qod, apd H««p &'5 oommir/dfMrjts: for fylt 1$ fy« u^oli doty of m*t).'
ATLANTA, OA., TUgHDAY, HARCII, l», IMOA.
No. in.
Protpirout Community
Broken Up.
GraysvlHe Advantists Suf-
fer From a Bad Law.
Th« CMatf Jail I* k* RnnHK With
**m* «f Our •«•< CttlitM fas*
W«rfcl«f m tuntfay.
THK CONVICTED.
<°. \V. C.ilvunJ, I.C.C.U-t.r.l.
Win burt'linnl, Owiifttt I 'Itiniti.
IK'iiry Hun-linn!, W.J, Kvrr.
Win. Wolf, K. H Al'tnitt.
M. C Hiiinlvviiiu
Prof. I. C. Colcord, carrying lum-
ber acroii several fcncct to be used
in car|>entering work about hl» house.
Henry llurrhard, helping dig well.
There were indictments against
three other*— A. K. Harrison. K. M.
IM mill) anil II. I.. Deffenhachcr. No
arrests won- made in these ease*, the
j«artioH being in other slates.
The rase »Kainst N. II. Knglaud
was rontinueil at hit reipiest, a* he
consent to make a motion for an ar v
'eat of judgment on the plea that the ',
ndlctments were not properly drawn ,
ip. Judge Park* ove ruled thii mo- j
ion. The AdvcntUt* assembled at*
he court hoiwc Kriduy afternoon !
irepared to enter the Jail to serve'
heir sentences, and they will be
here by the lime thin |>s|wr reaches
: ts readem. The school at Grays-
ville i* rlo»cil in all iu departmentii,
The Seventh day Adventist's trial*
nre held Tuesday and Wednesday j
k-fiire Judge Park* at Circuit Court.
They were all charged with carry
inj.' on the common avocations of
I IV on Sunday, contrary to the law.
ml their names and the character
4 the work done, a* elicited by the
Mimony of Wright Rain*, the prin-^
ripal witne** against them, are given !
Mow. They were all, nine in num-
ber, found guilty:
Win. Rurchard, digging well, In
one case, and pulling fodder, in
mother.
W. J. Kerr, painting hou»e.
Dwight Plumb, building addition
in hi* house.
M. C. Sturdevant, *a\vlng stove
«<><>d and building wire fence around
lower lied. : v% '-v '•
I'.lderG. W. Colcord, superintend-
ing carpentering work in hi* house.
V, S. Abbott, aelling goods.
H'm. Wolf, rolling wimlla** at the
•e-ll Burchard was digging.
had onlv lately come from North 'and some of the scholar* are already
Carolina, and was not prepared for . making preparations to leave for
trial. There were in all the unlucky /their homes in other stairs
number of thirteen Advent!*!* indict- « The Adventi*t» all *|H'ak in good
ed. (!eo. Smith, who is not an Ad- ; terms of the courteous treatment
ventist, was also charged with the \ they received at the hand* of the of-
same offense, the prosecutor named [ ficial* of the court. The law seem-
in the indictment being C. R. Wilson, ed to be plain and against them. —
When Sijith's case was called Wilson : Davlon ( Trim.) Republican.
failed to prosecute ai.d the case was
dismissed, ;)
The A<h enlists did not employ a
lawyer but all addressed the juries. S|
Attorney-General Fletcher did not
prosecute any further than develop
the testimony from witnesses. 1
On Wednesday morning. Judge-
Parks gave hi* decisl. n in all the ca-i ,,„,,.
*es where there was a conviction.! (l , tvn
gtrreflptadtner.
The unprecedented cold and oilier-,,
wise bad weather for *outh Georgia,*
prevailed almost the whole of the
time after the first night of my meet-
ing at Quitman, so that the attend-
ance was very small except a! the'
Ing meeting, when there was a
■"he defendant* were fined *«-5° | fair sized congregation, the weather'
| being goo. I that night. We had the
I promise on leaving of two intelligent
i ladies lo keep Ihe Sabbath, and oth-
tcrs interested and greatly stirred
J'wo more were
each, but he xaid as it was the first
offense, and in view of the peculiar
character of the cases, he would sus-
pend the fines, leaving the judgment
In force for cost* only.
On Wednesday after the sentence
the Adventlsts held a consultation.
They concluded not to take an ap
(over the matter.
added to the Dixie church after my
-last report, one by baptism, the oth-
er having been previously baptized,
peal to the Supreme Court, but to - Aftcr , eav|ng hcre , v ,„, |ei , iM ,|,i„|
serve out their sentence in the Rhea Sa ,,, )a , n kce|>erH a , ,i irTt . ren , ,„,,„,,,,
county jail. After this decision was who|n we „„, „,„ tKm M »ni |hc
known ex-Attornev General Smith
and several other lawyer* got their
canvassers at Oglethorpe, the rem
Coin llMH ll nil •,-iiiihI |MIK,*.
actually begin classes? Several sources give
February 20, 1892, as the opening day, but that
date is improbable because it fell on Saturday.
Evidence confirms, however, that by April 1892
the school was already in operation. 20 Whatever
uncertainties about opening day may persist,
Colcord used his own money to rent the second
floor of J. W. Clouse's General Store at the corner
of Dayton Avenue and Shelton Street. While
these temporary quarters were being renovated,
the students met for a month in the Graysville '
Seventh-day Adventist Church. Each of the 23
students paid a monthly tuition of four dollars.
By the end of the first term there were 32
students. Encouraged by an enrollment of 60 in
January 1893, Colcord erected a "boxlike," 45 by
45 foot, two-story building on nine acres of
donated land. 21 The academy became a boarding
school sometime before December 25, 1893.
According to the 1894-95 school catalog the
dormitory facilities were separated from the
academy "only by a street." The weekly charge
for room and board was $2.50. During the
1894-95 school year enrollment reached 120 . 22
The catalog made it clear who was and
who wasn't wanted at Graysville, indicating in
the process that, unlike most southern acad-
emies, it was coeducational: "All worthy
persons of both sexes will be welcomed."
Graysville was "not a reform school," however;
"The incorrigible are not desired." Admission
would be denied to anyone using "profane or
unbecoming language, or . . . addicted to the use
of alcohol or tobacco, or . . . known to be in any
way vicious or immoral."
The school's religious mission was also
clear: "The managers of the school have no dis-
position to force upon students denominational
views, yet they desire to inculcate in the minds
of all, the practical lessons of seeking the
kingdom of God." The academy had two socie-
ties^ — a missionary society holding weekly
A Century of Challenge
meetings and a literary society "doing earnest
work."
In addition to its primary, intermediate,
and high school courses, the academy offered a
teacher training program which consisted of
finishing the high school classes and demonstrat-
ing one's fitness for teaching "by conducting one
class for ten weeks." Those complying with these
requirements would "be given the normal
certificate or diploma." 23
The Graysville Academy school year was
more than twice as long as that of the average
public school in the South, which was less than
one hundred days until after the turn of the
century. 24 The 1894-95 school year at Graysville
was scheduled as four terms of about ten weeks
each between August 27 and June 2. The
school's announced vacation policy was unusual:
"The school management advertises no definite
vacations, but should a majority of the instruc-
tors and students so desire, national holidays
and other days may be used as short vacation
sessions; but let all understand that the school
year is to be devoted almost wholly to earnest
educational work." 25 As it turned out, that
particular school year did not go as scheduled.
An unplanned interruption closed the academy
early.
Phis interruption, an outburst of Sunday
law arrests, resulted in what a
Chattanooga Times reporter called "one
of the most celebrated struggles for
religious liberty ever waged on Ameri-
can soil" 26 and severely threatened the survival of
the school. Many Saturday-keepers of this
period believed that the commandment which
required rest on the seventh day, equally de-
manded labor on the other six days. In addition,
the administration of Graysville Academy was
committed to making Christian education
affordable by letting as many students as pos-
The Adventist "chain gang" from Graysville.
sible earn as much of their expense as possible.
With classes held from Monday through Friday,
and with Saturday regarded as holy, much of
this student labor would of necessity take place
on Sunday. These factors, combined with a dash
of local religious prejudice, made Graysville
Academy and the Graysville Seventh-day Adven-
tist Church natural targets for prosecution under
Tennessee's Draconian Sunday law, which even
threatened punishment to parents who allowed
their children to play on Sunday. 27
In March 1895 three Graysville Academy
faculty members and six other Graysville
Adventists were arrested and tried in Dayton's
Circuit Court for Sunday-law violations. Choos-
ing to appear without a lawyer, they were
convicted of illegally engaging in common
avocations on Sunday by such activities as
"pulling fodder," building an addition to a house,
and selling goods. The academy principal and
church pastor G. W. Colcord was jailed for
"superintending carpentering work in his house."
The preceptor, or boys' dean, M. C. Sturdevant,
was convicted of "sawing stove wood and building
17
Chapter 1 : Graysville Academy
[a] wire fence around [a] flower bed." The third
faculty member, I. Celian Colcord, the principal's
nephew, was convicted of "carrying lumber
across several fences to be used in carpentering
work." One non-Adventist was charged at this
time in the same court with a Sunday-law
violation. His case was dismissed.
C. W. Reavis, the Southern agent of the
Religious Liberty Association, described these
events as involving "religious prejudice" more
than any "offense against public morals." The
Chattanooga Times agreed that the cases ap-
peared "very much like persecution," noting
that — although they couldn't censure the court
for enforcing the law — there was a distinct
contrast between these cases
and those of willful violations
by people without conscience. 28
Although he suspended
the $2.50 fines, the judge
ordered each of the convicted
Adventists to pay court costs.
Believing that to pay would be
in effect an acknowledgement
of the justice of the sentence,
they chose imprisonment
instead. They were sentenced
to terms ranging from twenty
to seventy-six days. About a
month later, the governor
pardoned the five Adventists
who had not yet completed
their time, but before they
were released, new Sunday
violation arrest warrants were
issued for fourteen Graysville
Adventists, including four of
those who had already been
jailed. This time, despite what
some earlier accounts have
related, the Colcords were not
among those rearrested. Eight were convicted
and fined $5 to $15 each plus costs. Again they
refused to pay the fines. This second group was
assigned to a chain gang engaged in road work
and in building a stone bridge at Spring City.
When Kilgore held evangelistic meetings in
Spring City that summer, the Adventists on the
chain gang were permitted to attend the evening
meetings but not Sabbath services. 29
The six remaining members of the second
group, including at least one academy student,
were not brought to trial until November. The
student, Wallace R. Ridgeway, was "charged
with fixing the ceiling of a house on Sunday and
with cutting firewood for a sick neighbor." Tried
in the same courthouse and before the same
judge as were the first violators, this group chose
the advantage of defending lawyers. Former
Congressman H. C. Snodgrass and Judge Louis
Shepherd, who volunteered their services,
argued that the law, at least as applied to
Adventists, was unconstitutional. All were
acquitted.
Reporting on these cases, The Chattanooga
Times described Seventh-day Adventists as *
"proverbially hard-working, steady, sober, and
industrious." Adventists were known as good
citizens, the paper said. "It has been ascertained
that not a single case of breach of the peace, or
the commission of any offense whatever against
The Rhea County Jail, where the arrested Adventists were detained.
18
A Century of Challenge
the law of the land, has ever been committed by
any member of the Adventist fraternity during
their residence here," wrote a Times reporter,
obviously excluding Sunday laws as an offense.
Contrasting the Adventists in the courtroom with
more typical Rhea County residents, the reporter
described them as "without exception . . . neat
and clean in their attire and [with] faces ruddy
with the glow of health." Reporting on the
verdict, the paper concluded, "Appearances
indicate that the wave of fanaticism and preju-
dice that has been sweeping Rhea County has
subsided." 30
The Graysville Adventists were not the only
members of their denomination facing trial for
Sunday-law violations at this time. During 1895
and 1896 the same thing happened to at least
seventy-six American and Canadian Seventh-day
Adventists. Twenty-eight of them served a total
of 1,144 days in prisons or on chain gangs. 31
Despite the suffering caused, this type of
prosecution was in some ways advantageous to
the Adventists, giving them an opportunity to
publicize their religious and constitutional
convictions, but for Graysville Academy it was a
nearly fatal disaster. With three of the five
members of the academy's faculty in jail, the
school closed down and didn't reopen until July
22, 1895. Enrollment plummeted from 125 to
75. 32
General Conference
Control
u
t was at this point that the General
Conference stepped in. Colcord had
tried to give the school to the church
during the 1893-94 school year, but
denominational leaders had refused to
accept it. They had, however, left the door open
for a later takeover. Assuming title to the school
in 1895, the General Conference
took control on September 9, 1896,
when Graysville Academy opened
for a new school year with a totally
new faculty, a new program, and
new policies. 33
The new school calendar
announced that the revisions of
policy and program were designed to
put Graysville "upon the same basis
as the other schools of the denomi-
nation." Many of the new policies
and regulations would influence
Southern Industrial School, Southern Training
School, Southern Junior College, and even
Southern Missionary College for decades to
come, while others would be short-lived.
The school year was forty weeks long, from
September 9 to June 15, divided into three terms
with no breaks between. No stated vacations
were scheduled, but there might be "such re-
T From the 1896-97 calendar.
WHO ADMITTED.
All worthy persons of both sexes will be welcomed. The
moral influence of the school is carefully guarded, and no one
who uses profane or unbecoming language, or who is addicted
to the use of alcohol or tobacco, or who is known to be in any
way vicious or immoral, will be enrolled.
From the 1896-97 calendar.
The young ladies are under the immediate supervision of the
Matron, who will have a mother's interest in their welfare, and
to whom they may go for counsel and advice. Ladies and gentle-
men are allowed to associate only by permission, except at table
and in classes. On no occasion will students of different sexes be
allowed to visit one another's rooms. Occasional receptions are
held in the parlors, where teachers and students may come together
for social improvement.
cesses as may be arranged by the Faculty." The
daily schedule began at 5:30 with a rising bell
and ended with lights out at 9:30. "Morning
prayers" were held at 6:10 a.m. and "evening
prayers" at 6:15 p.m. Attendance at both was
required. A "calling hour" was scheduled from
2:30 to 4:00. 34
The first four grades, intended to serve
children of parents in the community, were
described as the "Primary Department." People
completing these grades were promoted to the
Preparatory Department, where a three-year
program was designed for those not yet ready for
high school. The four-year Aca-
demic Department gave students a
choice between the scientific course
and the classical course. There
wasn't much difference between the
two lock-step, no-elective programs.
Both required such classes as
Algebra I, Geometry, Latin I and II,
Rhetoric, Pedagogy, Church His-
tory, and Logic, but the classical
course included such extras as
Latin III, two years of New Testa-
ment Greek, and a session of
physics. The scientific course
required a little more Bible and
history. Four classes were considered full work;
students couldn't take more without permission,
yet to finish the classical program in four years
they would apparently have needed such permis-
sion at least once. The calendar also listed a
19
Chapter 1 : Graysville Academy
Five young men who
occupied the "first men's
dormitory, " a house near the
school. Left to right: (Front
Row) A. F. Harrison, C. F.
Dart; (Back Row) Lewis
Brandon, Luther Woodall,
Seth Walker.
Ts
Graysville Influence
■ » J.J^Uji>,W, IMJ
Doth Charles Francis Dart and Annie Mae Morgan were forced to
leave their homes when they began keeping the Sabbath. Charles
walked every step of the way to Graysville from Georgia, eating
berries and nuts that grew by the wayside. But sometime during
Charles' student years, his father had a change of heart. He sold
his fruit farm and moved to Graysville where his younger children
could be in a Seventh-day Adventist school. As a result of this
move, all the younger children became Adventists and married
Adventists. Here Charles and his wife Annie stand on the
property that his father bought in Graysville.
Charles attended Graysville Academy for five years and
helped build the first women's dormitory. His son, Archa O.
Dart, attended for five years, too, and helped build the second
women's dorm when he was boys' preceptor in 1924. Archa
attended SJC for two years, and his daughter attended SMC for
two years. 79
one-year commercial course and a special two-
year Bible course for potential Bible workers
with limited time. This Bible course actually
included only two Bible classes; other require-
ments included subjects such as history,
grammar, physiology, bookkeeping, and botany. 35
The courses of study were thoroughly
overhauled the following year. The school year
was divided into two terms instead of three. The
Primary Department now consisted of only the
first three grades, grades 4-6 were designated
the Intermediate Department, and the Academic
Department became a five-year program. Gone
were the two academic programs, but now some
variation was allowed in course selection: for
instance, students were allowed to choose
between Greek and German. 36
School administrators couldn't seem to
make up their minds whether they wanted the
schedule to run on a semester or a quarter basis.
Following the three-term 1896-97 school year
and the two-term 1897-98 year, they continued
the two-term plan in 1898-99, but in 1899-1900
reverted to four terms of three months each. In
1900 they returned to two terms of sixteen weeks
each, plus a sixteen-week summer school. The
vacillation continued well into the twentieth
century, with the school retaining the semester
plan until 1908, reverting to the quarter system
from 1908 to 1914, and then returning to the
semester plan for the remaining years at
Graysville. 37
The four-class limit would be an institu-
tional policy for generations, as would another
academic policy introduced in the 1896-97
calendar: automatic forfeiture of grades for
being absent from 15 percent of a class's
sessions, whether or not any of the absences
were excused. 38
Although Graysville Academy broke with
the southern tradition of having separate acad-
20
emies for boys and girls, the school severely
limited social relationships. "Unrestricted
association of the sexes is not permitted, and all
students are expected to maintain a proper
degree of reserve in their association with the
opposite sex," declared the 1896-97 calendar,
further admonishing that,
Ladies and gentlemen are allowed to
associate only by permission, except at table
and in classes. On no occasion will students of
different sexes be allowed to visit one
another's rooms. Occasional receptions are
held in the parlor, where teachers and
students may come together for social improve-
ment.
The following year the faculty added another
restriction: "Gentlemen may not escort ladies on
the street or to and from public gatherings." 39
With denominational control in 1896-97
came new rules with respect to entertainment,
food in the dormitories, dress, and Sabbath
observance. Students were forbidden to attend
parties, the theater, or any entertainment of an
objectionable character. Parents were requested
not to send any food other than fresh fruit, the
only kind of food permitted in the dormitories
except emergency food trays from the school
dining room. The dress code ignored young
men's clothing, regulating only the wearing
apparel of young ladies. It was not to be con-
stricting, corsets were not to be worn, and shoes
must have low heels. The primary concern
appears to have been that the clothing be simple
and healthful.
Visiting and "strolling about" were forbid-
den on the Sabbath, and students were not
allowed to "spend a single Sabbath away from
the Academy' during the school terms. "How-
ever great may be the privileges elsewhere,"
explained the calendar, "the excitement of
A Century of Challenge
■4 W. T. Bland, principal, 1896-1898.
meeting friends and of visiting must prevent, in
a measure, the benefit which might otherwise be
gained." 40
Apparently teachers as well as students
were expected to live in the dormitory. The
calendar spoke of "teachers and students
rooming and boarding in the same building"
and sharing "one family life." As late as 1901
the business manager had to ask the board for
permission to move his family out of the
dormitory. 41 Some of the single teachers
continued to live in the dormitory even after
the move to Collegedale.
In spite of restrictions, students found
ways of striking up friendships and finding
marriage companions. Such was the case of
Annie Mae Morgan, whose parents expelled
her from her privileged home, "where hired
help did all the house work," when she ac-
cepted Adventism. She took to Graysville "her
clothes and a willingness to do what was
necessary to stay there, including mopping
floors, cleaning windows, and washing dishes."
While there she met Charles Francis Dart,
another student expelled from his home for
religious reasons, who arrived "with a bundle
of clothes and thirty-seven cents in his pocket."
Dart not only earned all of his expenses; at
graduation time he had a fifty dollar surplus.
Charles and Annie graduated and went to
Louisiana in 1898 as newlyweds, she to be the
Louisiana Conference's first church school
teacher, and he to be its first publishing
director. She later returned to teach in the
normal department, and their son Archa later
attended his parents' alma mater. 42
< C. W. Irwin, principal, 1898-1900.
21
Chapter 1 : Graysville Academy
Providing opportunities for students like
the Darts to earn their expenses had been part of
Colcord's vision for Graysville Academy from the
very beginning. But the new management
instituted the requirement that students engage
in two hours of labor daily in the buildings, the
laundry, or the grounds in partial payment of
their expenses. This free-
labor policy, which remained
in effect for as long as the
school was at Graysville, made
it possible to lower the
student's expense for tuition,
room, and board from $100 to
$80 a year, when paid in
advance. This augmented
Graysville's advantage over
comparable institutions in
other parts of the country, an
advantage also made possible
in part by a lower fuel bill
resulting from a milder
climate. 43
This advantage, much
needed by young people from
the economically depressed
South, attracted students from
other areas as well. By the
summer of 1896 a total of 188
students from 20 states had
attended the Graysville
school. Of these, 94 had come from Tennessee,
14 from Louisiana, 13 each from Florida and
Georgia, and 10 from North Carolina. Other
southern states had sent a total of 9, and 35 had
come from the West and Midwest. Of the non-
southern states, Illinois with 9 and Michigan
with 8 had sent the most students to Graysville.'
In 1897-98 the faculty emphasized the aim
of developing the students' "physical powers" by
expanding work opportunities. Girls could now
N. W. Lawrence, principal, 1901.
work at cooking, sewing, or housekeeping in the
kitchen, dining room, parlor, library, or bed-
rooms, and boys could work outdoors on the fifty
acres the school had acquired. Options for the
boys included raising fruit, vegetables, or poul-
try, and doing carpentry. 45 Reflecting a renewed
intention to teach useful trades, the board voted
in November 1897 to change
the school's name to Southern
Industrial School. That same
month the District Number 2
conference voted to consider
Graysville its "central school." 46
The man at the helm
during the first two years
under General Conference
control was William Thomas
Bland. Prior to coming to
Graysville he had been a public
school teacher, an English
teacher and administrator at
Battle Creek College, and
principal of Mount Vernon
Academy in Ohio. Most of the
teachers who came with him
stayed only one year. The only
faculty names to appear in
both the 1896-97 and 1897-98
calendars besides his own were
Mr. and Mrs. Norris W.
Lawrence. The faculty grew to
eight, all college graduates, and enrollment crept
back up to ninety during his administration.
Also while he was principal, work was begun on
a new girls' dormitory, which was completed
during the administration of his successor. 47
Bland left Graysville in 1898 to assume the
presidency of Union College. Ironically, his
replacement, Charles Walter Irwin, came from
Union, where he had been teaching Greek and
Latin for several years. He was both a capable
administrator and a devout believer in Ellen G.
White as a special messenger of divine guidance
for the denomination. Irwin corresponded with
Mrs. White, who was living in Australia at the
time, and respectfully read both her letters and
her published writings, as Edwin Carlton Walter
puts it, regardless of whether they were mes-
sages of "reproof, advice, or encouragement."
Suggesting that Irwin's "leadership and person-
ality" left an "indelible impression" on the schools
he administered, Walter describes him as a man
of boundless energy and enthusiasm for his
work and of strong convictions and personal
integrity who, when convinced "that a course of
A Black nurse Annie Knight, who taught in the
preparatory medical program.
A Century of Challenge
action was right, would carry it out regardless of
the personal sacrifices involved." 48 He brought
with him a totally new faculty, with the signifi-
cant exception of Norris W. Lawrence, the only
holdover from the Bland administration.
Lawrence would for a very short time be Irwin's
successor as principal of the Southern Industrial
School.
Completing the new dormitory was a
challenge because Irwin and his board were
committed to a debt-free policy. If they ran out of
cash, they would quit building. Several times
they came close to this point, but at the last
minute the needed funds always turned up.
Irwin called this type of financial policy the "faith
method." Guided by two skilled masons, a
plasterer, and a carpenter, students did a major
share of the construction work on the three-story
frame building with a sandstone foundation and
basement. The 32 by 64 foot dormitory had 28
student rooms besides a parlor, dining room, and
kitchen. The girls began living in the unfinished
dormitory in December 1898. 49
E
nder Irwin the school scrapped its
educational blueprint and started over
for the third time in its short history.
Focusing more pointedly on rapidly
preparing messengers to "labor in the
cause of God for the salvation of souls" in the
South, he replaced the regular high school
curriculum with three career-oriented programs.
Because Irwin didn't believe Southern Industrial
School was "a place where the lower branches
should be taught," the Industrial School trans-
ferred the administration of the elementary
school to the local church. His vision for
SIS also excluded "reformatory" work. As he saw
it, "Those coming to this school should be those
T.
Excerpted from the minutes of the May 7, 1901, Board of Managers meeting.
who desire to qualify themselves for usefulness
in some branch of the work for this time." In
harmony with Ellen White's letter suggesting
that students shouldn't be encouraged to remain
in school "for years," the board voted to make it
the school's sole policy to quickly prepare stu-
dents "of a mature age for entering the Lord's
work in this field." SIS sent out an appeal for
"earnest, devoted, fully consecrated students,"
middle-aged as well as young. It was almost as if
Irwin were starting a brand-new school with a
brand new objective. 50
The faculty became even more serious
about providing practical training. Ellen White
had stressed the denomination's need for employ-
ees with expertise in bookkeeping. Heading the
list of new offerings was a radically innovative
business program with an emphasis on learning
by doing. Students engaged in mock business
transactions as if they were already part of the
business world, going through the motions of
buying, selling, banking, managing, and doing
the bookkeeping for these transactions in a room
set up to resemble a bank and business office.
Business manager L. L. Lawrence, experienced
in bookkeeping and business, was the instructor.
The commercial curriculum was rounded out
with classes in commercial law, "business form
penmanship," and the "common branches" such
as language arts, social studies, and arithmetic. 51
Another innovation was a more comprehen-
sive teacher-education program. As early as
23
JffH
A Century of Challenge
^ Bookkeeping students engaged in mock business
transactions in a room set up to resemble a bank and
business office. (Photo courtesy of June Blue.)
1896 all high school seniors at Graysville Acad-
emy had been required to take a two-session
course in pedagogy. To that nucleus were added
such courses as psychology, school management,
history and philosophy of education, child study,
and public speaking. These, along with Bible,
the "common branches," and such courses of
potential practical benefit to the teacher as
physiology, drawing, physical geography, nurs-
ing, and cooking, made up the "teacher's course."
In explaining this program, Irwin spoke of the
1
_,,„ ■ ■ ; - : "^^\. 1 ^K'^ " : '
B
^^^^^^^^HB fci ^^^
1
'%'■ wT **■ -m j6 - mm
1
A The old cash register used in the bookkeeping classes
is still preserved in the Heritage Museum.
"great demand ... for church-school teachers in
the South" and suggested that "workers for the
Southern field" had a greater chance for success
if they had been educated in the region. 52
Irwin had to surmount a major obstacle to
launch a third type of professional program —
health education. Observing that "neither the
village nor the school has either a physician or a
trained nurse," he lamented the lack of local
personnel qualified to teach healthful living
principles, simple disease remedies, healthful
cooking, "and kindred subjects that are so
necessary a part of training for the Christian
worker, especially in the Southern field." To
solve this problem, he defied social custom and
hired a black nurse, Annie Knight, to teach
nursing and cooking in the school's "Preparatory
Medical" program. 53
In addition to these subjects, the "common
branches," and Bible, students in this program
studied such scientific and health-related courses
as anatomy, physiology, hygiene, psychology,
physics, botany, zoology, chemistry, and medical
Latin.
The following year, 1900, the services of a
physician, Otis M. Hayward, were secured, and
the program was revamped as the "Health and
Temperance Missionary Department." Therapeu-
tic bath and treatment rooms and a laboratory
were set up in the school's basement. Its one-year
program included classes in "simple treatment,
healthful cookery and dress-making." 54
For some of the more mature, potential
denominational workers, even these new profes-
sional programs took too long. To meet the needs
of those wanting accelerated preparation, a three-
month crash course was offered between January
2 and March 27, 1900, and a six-week
"Canvasser's Institute" was held that spring to
prepare those planning to sell Adventist litera-
ture. 56
Wanting to supplement white-collar train-
ing with a work-study program combining
instruction in the manual trades with an oppor-
tunity for students to earn their educational
expenses, Irwin determined that, "so far as
possible," they would "do all the work connected
with the school." A strong beginning for his
program of integrating earning and learning
involved training a group of boys to do most of
the carpentry and masonry work on the new
dormitory. When he discovered the school
woefully lacking in the necessary equipment, he
quickly acquired carpentry and masonry tools as
well as horses, wagons, a plow, a harrow, and
other essentials for the backbone of the school's
industrial program — agriculture. The school
farm grew from about 40 acres to nearly 100
acres; 2,500 fruit trees were set out. Also in
keeping with his announced determination to
"make all the manual labor connected with the
school educational," the 1899-1900 calendar
announced, "A regular class in Agriculture will
be conducted during the summer term for the
benefit of those who are doing the actual work on
the farm." 66
The Irwin administration initiated a
canning business which preserved fruits, berries,
corn, and legumes for both school consumption
and market. The board voted to expand this
business during the 1901-02 school year to one
which would be "canning by the carload." Ear-
lier, during the 1899-1900 school year, the
administration had announced plans to start a
broom-making business and a printing business
as soon as possible. In August 1901 the board
voted to pay two students ten cents an hour to
run the print shop. This was considerably more
than the school's normal rates for student labor
of five to eight cents per hour. The board also
voted in 1901 to buy an oven so that the school
could start a health-food bakery. 67
25
Chapter 1 : Graysville Academy
Southern Training School
D
rwin was attempting to transform the
Graysville school into what was called a
"manual labor school," a type born
during the early nineteenth century to
I meet the needs of older, mature
converts who felt called to the ministry but who
lacked both the patience and the financial
resources to attend six or seven years of college
and seminary. Administrators at SIS profited
from the experience of these other schools but, as
some of the other schools had discovered, it could
not always provide as much work as students
needed. Consequently, Irwin felt obliged to point
out, "There is necessarily a limit to the amount of
work which the school is able to furnish." 58
Realizing these limitations, the board in 1901
changed the school's name again, this time to
Southern Training School.
By now Irwin was no longer principal,
having been called to Australia's Avondale
College during the middle of the 1900-01 school
year, and the school had passed from General
Conference control to the newly created Southern
Union Conference of Seventh-day Adventists.
The board took its time finding a replacement.
Although N. W. Lawrence served as the de facto
principal at least as early as April 20, the board
did not officially ask him to fill Irwin's place for
the unfinished school year until May 7, 1901,
after their first choice turned the post down. But
when the Southern Union leaders learned that
J. Ellis Tenney was willing to move to Graysville,
they offered Lawrence the position of education
superintendent. On May 9 he resigned and the
board promptly elected Tenney. Thus, as the
1901-02 school year began, the Graysville school
had a new name, a new owner, and a new
principal. 59
AYSVILLE AC
On this site w»i founded CraysvBle Academy by * group of Seventh-
day Adventists who were organlited as • church on Sept, 8. 1888
south could be expanded, * ichoot #as
started Feb. 20, 1882 shove «M More of d. W. Clouse In 'the villaoe
of Crayavttl*. with G. W. Colcord as principal. With the donation
of this lend, the administration building wee erected to 1893 end
the ichool vu neeted Crayavllle Academy.
Later, the school waa known aa Southern Industrial School and
Soathern Training School. In l»B the girls' dormitory buraed. and as
a larger campus was needed, the school was moved to a location near
Ooltewah, Tenn. and the site was named Collegedale, The school
there. Southern Junior College, later became Southern College of
Seventh -day Adventists. After the fire in 19T3, the Board of Trustees
transferred the title to the local church and a school was continued
with the name again of Graysville Academy.
On June I. 1931. Graysville Academy was leased to I. A. Jacobs, who
had long been connected with the school, and was operated as a boarding
school. Because of economic conditions, the dormitories were closed
In Feb. 1939. The last of the academy buildings was demolished la
18*4, After the ctoslng of the boarding school, the Graysville "
Seventh -day Advent!. t Church has operated a day school for local
patrons until the present time. Many students of Graysville Academy
and the Southern Training School have served the Lord in many
countries of the world.
This memorial was erected on the centennial of the organization of
the Cray iv me Seventh -day Adventlst Church. Oct. 198a
This commemorative
sign currently stands
near the former
property of Graysville
Academy.
or insight into what Irwin was trying to
accomplish and a perspective from which to
better understand the successes and failures of
Southern's industrial program, not only during
the Irwin administration, but for generations
still future, a brief look at some of the other
manual labor schools may be helpful.
The earliest manual labor schools were
New York's Oneida Academy (established in
1827), the Manual Labor Academy of Pennsylva-
nia (Germantown, 1829), the Rochester Institute
of Practical Education (New York, 1831), Lane
Seminary (Cincinnati, Ohio, 1829), and Oberlin
College (Ohio, 1833). Students in these schools
could earn all or most of their expenses by
working about four hours a day on farms or in
such industries as a print shop or a barrel
factory. Advocating the concept, Theodore Weld,
general agent for the Society for Promoting
Manual Labor in Literary Institutions, argued
that manual labor by students would develop
character and industrious habits, promote health
through beneficial exercise, and reduce educa-
tional expenses. 60
But the manual labor schools soon found
themselves in serious financial trouble. Eliza-
beth S. Peck blames unskilled, inefficient
students, uncooperative teachers, and the
administration's lack of sufficient respect for "the
importance of management and finance." Those
that survived, like Oberlin, began eliminating or
at least de-emphasizing their industrial program.
They had begun as manual labor schools but
were moving away from that category. 61
Berea College (Kentucky), incorporated in
1866, moved in the opposite direction, starting
with a rather timid labor program but moving
toward becoming the kind of school Oberlin had
been originally. Its founders, who included Lane
and Oberlin alumni, were discouraged by the
experiences of the earlier manual labor schools
from attempting such an ambitious student-labor
program. Said Oberlin graduate E. Henry
Fairchild, an early president of Berea College, "I
can make a good garden, but I have never seen a
student who could do it." 62
Student initiative and a change of adminis-
tration brought a change of attitude. The
school's first skilled industry, a print shop, was
organized by students. Shortly thereafter, in
1892 — the very year Graysville Academy was
founded — Berea presidential candidate William
G. Frost wrote to the board of trustees challeng-
ing the incumbant's statement that manual labor
programs were always doomed to failure. Grasp-
ing the importance of an industrial program as a
means of enabling students to attend, Frost
accepted the presidency only after the board
promised "to secure better opportunities than
now exist here or elsewhere for self-supporting
students to assist themselves." He also per-
suaded the board to eliminate tuition. By the
time Irwin had become the president of Southern
Industrial School, Berea was teaching agricul-
ture and some other skills by a combination of
classroom instruction and on-the-job training.
But not until 1906 would Berea follow Oberlin
and SIS in promoting social democracy and
underscoring the dignity of labor by mandating
that all students, regardless of economic status,
work a certain number of hours each week. 63
Alabama's Tuskegee Institute, founded in
1887, had a similar requirement, even though
some parents protested "that they wanted their
children taught nothing but books." Founder
Booker T. Washington promoted manual labor as
a method of preparing students in both character
and skills for life after graduation. He wanted
them to "be sure of knowing how to make a living
after they had left" school, and he believed that
the skills they learned would enable Tuskegee's
black graduates to reduce racial prejudice by
showing the white population that they had
"something to contribute to the well-being of the
community." 64
The views of Washington and Weld on
manual labor were compatible with those of
Ellen White. While Washington had seen
manual skills as a means of breaking down racial
prejudice, she saw them as a way of reducing
religious prejudice. Both predicted that gradu-
ates with such skills could have a beneficial
influence on their communities and spoke of
marketable skills as a source of economic secu-
rity. 65 Like Washington and Weld, she suggested
that manual training would build character and
those personal qualities that would promote a
successful life 66 and even success in the profes-
sions. 67 Like Weld she promoted manual labor as
a source of healthful exercise 68 and as an avenue
whereby students could earn their educational
expenses without either going into debt or
depending upon their parents' financial sacri-
fices. 69 She also suggested that there were
mental and spiritual benefits from manual
labor — especially agriculture. 70
Wi
ith the encouragement of Ellen
White, at least one southern Seventh-day
Adventist school had already begun the type
of manual labor program that Irwin was
trying to develop: Oakwood Industrial School
in Huntsville, Alabama, an institution
specifically dedicated to the education of
blacks. Established on a run-down, oak-
studded estate, the school opened November
16, 1896, with fifteen students. Oakwood
accepted students without regard for their
ability to pay; like Berea, it didn't charge any
tuition. Instead Oakwood required that each
student contribute five hours of labor a day.
If students needed to earn their room and
board as well, they could work full time and
attend evening classes. Teachers' salaries
and capital improvements were paid from
charitable contributions and General Confer-
ence subsidies. 71
Manager S. M. Jacobs and the students
worked patiently to improve the depleted soil.
Within six years it produced flourishing fruit
trees and bountiful crops. Besides agriculture,
Oakwood was by 1903 training students in
canning, sewing, cooking, laundering, and the
making of buildings, brooms, molasses, roads,
shingles, and fences. Other students were
learning to weave carpets, care for poultry, and
make and repair shoes. It became a junior
college in 1917 and a senior college in 1943. 72
Early in the twentieth century another
southern Seventh-day Adventist manual labor
school opened: the Nashville Agricultural and
Normal Institute, later called Madison College.
Acting upon a suggestion from Dr. David
Paulson that he establish a school with "facilities
for student self-support" that would be "open to
any young man or woman of worthy character
who is willing to work," Edward A. Sutherland
resigned the presidency of Emmanual Mission-
ary College in order to establish such a school.
For the next forty-two years he would be presi-
dent of the Madison school, opened October 1904
on a run-down farm ten miles from Nashville. 73
There were several key differences between
Southern and Madison. Madison was an indepen-
dent institution without any denominational
financial support. Like Oberlin under Frost and
Oakwood in the early years, Madison charged no
tuition, expecting instead that its students would
work a certain amount of time in free labor. This
averaged six hours a day. 74 And, unlike the
Graysville school and the Oberlin generation of
similar institutions, Madison's manual labor
program was a success, at least in the early years.
But that success took much hard work and
financial sacrifice on the part of the faculty, who
taught half a day and worked at manual labor
with their students the other half. Class prepa-
ration time was extremely limited. Even
President Sutherland and Dean Percy Magan
were involved in the physical labor. Magan
described what was presumably a typical work
day for him: getting up at 4:30 a.m., working "in
the field with a team of mules 'til one o'clock,"
resuming labor until 6:30 p.m., and conducting a
class for one and one half hours in the evening.
For all this, Madison's faculty members were
paid less than half the salaries of their still
underpaid Graysville counterparts! 75
Both faculty and students had an extremely
Spartan existence. Sutherland insisted that the
buildings be small, simple, unheated, "plain,
wooden structures" without electricity and "with
no attempt at beauty of design or artistic archi-
tecture." It wasn't just a matter of saving money.
Sutherland seemed to consider austerity essen-
tial even when it wasn't necessarily more
economical, shunning the appearance of pride
that brick buildings might suggest, even if the
bricks were made on campus. Madison, unlike
Graysville, was specifically trying to train "self-
supporting workers," laymen who would, without
any financial support from the denomination,
spread Adventism throughout the poverty-
stricken southern hill country and perhaps even
to primitive areas overseas. Sutherland wanted
to prepare his students for the anticipated
austerity of their future lifestyles. 76
The Madison project had the wholehearted
support of Ellen White and of Southern Union
President George I. Butler, both of whom served
on the Madison board. Apparently unafraid that
Madison would weaken Graysville by draining
away potential students, Mrs. White urged that
the Madison administrators be freed from any
promise they might have made not to draw their
students from the South. 77
During more than half a century of opera-
tion, Madison made it possible for many students
(who would otherwise have been unable to do so)
to receive a college education. Many Madison
graduates, imbued with its strong sense of
service, established self-supporting schools and
medical clinics throughout the South and around
the world in areas where such services were
sorely needed. 78
28
Chapter Two
Southern Training School
1901 - 1916
Huring the final years of the nineteenth
century the Seventh-day Adventist
church and its educational system
experienced explosive growth. Between
1880 and 1900 the denomination's
membership increased from 15,000 to 75,000.
Whereas in 1895 the church had employed 35
elementary teachers who taught 895 pupils, by
the turn of the century it had 250 elementary
teachers instructing 5,000 students. The result
of this "large increase in churches and schools,"
Edwin Walter notes, was the need to train "many
more ministers and teachers." The number of
other denominational institutions multiplied as
well, creating an increased demand for employ-
ees of varied skills, which led to the
establishment of additional Adventist colleges
during the early twentieth century. 1
The South shared in the denomination's
rapid growth. When District Number Two was
reorganized as the Southern Union Conference
in 1901, its membership was 2,580, more than
five times that of 1885. By 1908, with the
membership of the Southern Union Conference
over 3,000, six times that of only twenty years
before, the conference was divided! The North
Carolina, South Carolina, Georgia, Florida, and
Cumberland conferences became the Southeast-
ern Union Conference, and the remainder of the
older union became the new Southern Union
Conference. 2
Southern Training School students and
A The Southern Training School Band in 1904. Pictured from left to right: (Front Row) Albert Phillips, Sam Moyers,
Professor Tenney, Everett Rideout, Will Melendy, Luther Woodell, Lerue Melendy, Fred Cureer, Clint Miller; (Middle
Row) Earl Hall, Lester Melendy, Earl Tenney, Professor C. Kilgore, L. A. Jacobs, Hubert Morphew, Ralph Smith, Will
Harrison, R. L. Williams, Cully Woodall, Professor J. L. Crouse; (Back Row) Clyde Miller, Harlin Harrison, Hannibal
Bech, Claude Dortch, Henry Noble, Harry Miller, Benny Roberts, Will Cineer.
29
Chapter 2: Southern Training School
J. ELLIS TENNEY, PRESIDENT OF FACULTY M. B. VANKIRK, Principal C. H. MOVERS. BUSINESS MANAGER
ADDRESS ALL BUSINESS COMMUNICATIONS TO THE SCHOOL AND NOT TO INDIVIDUALS
"A Knowledge of God
and of Jesus Christ whom
He hath sent, is the highest
Education; and it will cover
the earth with its wonderful
enlightment as the waters
cover the sea.'*
f$Uc j§>WHj*irtt <Frautht# j^rWul
BOARD OF MANAGERS
R. M. KILGORE
M. B. VANKIRK
GEO. 1. BUTLER
J. ELLIS TENNEY
C. H MOVERS
A. J. HCTHCRINGTON. M. D.
-X $"rltcjpl far Cliriatiaii 3Porkfr«
Sraysvilio, XJenn. *:. J90
adjourned meeting met according to appointment. The matter
of raising broom corn on the farm was spoken of and a
motion made that Brother Moyeps be asked to grow as
mush broom corn as in his Judgment seemed best. Unanimous-
ly carried.
The motion to rejeot the proposition made by
R. L. Williams as recorded in the minutes of the morridAg
meeting unanimously carried. Moved and seconded that
a committee consisting of the business manager, G. A.
Williams, L. A. Hansen and M. B. Van Kirk be appointed
to investigate tne matter of moving the old store build-
ing upon the school campus to be fiked over for a boys
dormitory. Unanimously carried. Meeting adjourned.
»
alumni contributed to this denominational
growth. Many Southerners received their first
exposure to Adventism from student
"colporteurs" who spent their summers selling
Seventh-day Adventist literature from door to
door in order to earn their educational expenses.
During the school year some of the students
would visit people's homes in pairs to talk, pray,
sing, and hold meetings. They also held reli-
gious services in the county jail and gave
attention to the sick and needy. Student-held
evangelistic meetings led to the organization of
a church and the establishment of a church
school in Montague, Tennessee. 3
Producing Seventh-day Adventist workers
for the South was one of the school's two most
important objectives. "The time ought to come,"
said M. B. Van Kirk, STS principal from 1906 to
1912, "when every graduate of this institution
should be directly engaged in the Lord's work." 4
This conviction is reflected in the motto printed
on the school stationery: "A School for Christian
Workers." By July 1906 Graysville had sent
sixty students into the denomination's southern
work; others served overseas. By June 1914
over 70 percent of the STS alumni were in one
or the other of these two categories — students or
denominational employees. 6
One of those alumni, Rochelle Philmon,
had inspired and encouraged her teachers by
demonstrating a strong religious commitment.
She had enrolled after a visit from R. M.
Kilgore, who — attempting to persuade her
reluctant parents to send her to STS — had
suggested that if she attended the school she
might become a teacher. He could never have
dreamed of the magnitude of the fulfillment of
that prediction. After graduating from STS in
1904 at the age of seventeen, she became a
church school teacher. She returned to
Graysville as a faculty member in 1909, remain-
30
A Century of Challenge
ing with the school until it moved to Collegedale,
at which time she became principal of Graysville
Academy, a position she held from 1916-1919.
She spent nine years teaching English and
Latin at Union College, resigning to marry R. M.
Kilgore's son Charles. After joining the faculty
of Atlantic Union College in 1936, "she emerged,"
according to Myron Wehtje, "as
the outstanding teacher of the
next quarter century." Former
students have spoken enthusias-
tically of the inspiration they
received in her classes. She
remained an active member of the
college staff until just before her
hundredth birthday. 6
Another early STS alumnus
was George Gentry Lowry, '08.
Even during his student years
Lowry sold religious literature,
assisted in evangelistic meetings,
and earned a preaching license.
Following graduation he spent a
year as the principal of
Mississippi's Pine Grove Indus-
trial Academy. In 1909, after
marrying and receiving ordina-
tion, he went as a missionary to
southern India where, in 1915, he
established a training school.
Eventually he became president
of the Southern Asia Division of
the General Conference of Sev-
enth-day Adventists. 7
One of the 1911 STS gradu-
ates was John Francis Wright,
who began his denominational
career as a pastor and evangelist
in Georgia and Alabama. After serving as
president of the Alabama and North Texas
conferences, he went to South Africa in 1925 as
president of the Cape Conference. Having
presided over the Southern African Division for
more than a decade, he spent the last three years
of his life as a vice-president of the General
Conference. 8
The other major objective of the school's
leadership, a priority from the beginning, was
the promoting of the
students' spiritual
welfare. This concern
produced favorable
results in baptisms, in
student testimonies in
religious meetings, in
student participation
in outreach programs
such as the distribu-
tion of religious
literature, and in
student lifestyles that
bore witness to the
surrendered heart.
The faculty must have
felt gratified when a
non-Adventist parent,
reporting that his son
was learning better at
Graysville than he had
been at public school,
seemed to be espe-
cially pleased that the
boy was learning "so
much from the Bible."
Another occasion that
compensated the
teachers for their
stress, toil, and
financial sacrifices was
the faculty meeting of September 27, 1903. After
discussing a letter from a mother concerned
about her daughter's spiritual condition, princi-
▲ Rochelle Philmon graduated from STS in
1904 and returned to Graysville as a faculty
member in 1909.
pal J. Ellis Tenney declared that this very girl
had "made a surrender to the Holy Spirit's
influence at our students' meeting yesterday." 9
Tenney's Troubled Tenure
he Tenney administration (1901-1906)
has been described as the longest in
the history of the Graysville school. It
wasn't really; it just seemed so.
Earlier works have listed Tenney as
principal from 1901 to 1908, but he actually left
this position two years earlier. Perhaps part of
the confusion stems from the fact that he re-
mained on the board for some time after
resigning as principal. 10
Tenney's administration was stormy,
tempestuous, and plagued by crisis. His man-
agement style and the school's periods of
financial and disciplinary crises appear closely
related to the frequent turnover of faculty
members. Yet Tenney's leadership also had
positive factors. He encouraged teachers to
present their subjects in a lively, enthusiastic
manner, to take a personal interest in their
students, and to rely on divine power in their
work. 11
Apparently a public school principal before
he entered denominational work at Battle Creek
College as a teacher of rhetoric and literature,
Tenney came to STS from the principalship of
Woodland Industrial School in Wisconsin. But at
STS he was frustrated that, in addition to
administrative duties, he was now expected to
teach classes in such subjects as Bible and
geometry. This, he felt, gave him inadequate
time for "general oversight" and made it impos-
sible for him to follow his public school practice of
making visits to each classroom. 12
Desiring to broaden the curriculum, he
31
Chapter 2: Southern Training School
inaugurated early in his career special summer
school programs for teachers and other non-
ministerial denominational workers. A
full-fledged normal department for teacher
training was established in 1904. For a while
Graysville Adventist parents had to choose
between sending their elementary school chil-
dren to the Graysville church school or to the
normal department's laboratory school. The
resulting competition created tension between
STS and the local church until STS re-assumed
control of the elementary school which it had
relinquished only a few years earlier. Mrs. C. F.
Dart, the former Annie Mae Morgan, headed the
normal department during the 1904-05 school
year. 13
The board chairman throughout the Tenney
years was R. M. Kilgore, the first president of the
Southern Union Conference. He had returned to
the region at Ellen White's request after five
years as superintendent of Missouri-based
District Number Five, which included the
southwestern United States, including Texas and
Wyoming. After a year as president, he stepped
down to the vice-presidency, but he stayed on as
STS board chairman until 1907. u
Ellen White visited Graysville in 1904. She
had earlier spoken of the school as an institution
"for the advancement of the Lord's work." As the
Lord had led in its establishment, Adventists
should, she said, encourage and assist the
Graysville school. After touring the school
buildings and farm, she described her visit to
Graysville as "a very pleasant one" and said, "We
found that the work in Graysville had made
encouraging advancement." She later would
complain, however, that too many Adventists
were settling in Graysville who should be going
out and laboring "in fields where the truth has
never been proclaimed." There was something
else about the situation in Graysville that
▲ J. Ellis Tenney, principal, 1901-1906.
bothered her. Writing to Southern Union
Conference president George I. Butler in 1906
that she was "greatly burdened because of the
disunity coming in among our people," she
specifically mentioned Graysville. 15 An examina-
tion of the tensions between the school and the
townspeople and also between certain faculty
members reveals that her concern was well-
founded. Tenney repeatedly complained of local
interference with the school's operation and of a
lack of parental cooperation. However, in some
instances the "interference" by the local people
seems to have been justified and Tenney's
resentment unwarranted.
The strained relationship between the
school and the local Adventist community during
the Tenney years is illustrated by the problem of
the 1903 Week of Prayer. Each year the denomi-
nation prepared a series of printed sermons to be,
read in the local Adventist churches during a
special devotional week, a provision which
became an annual ritual and a special spiritual
treat for the many tiny churches which had to
share their pastor with several other congrega-
tions. Not wanting to interfere with the school's
evening study period, the faculty decided to
schedule these readings for the school's regular
morning chapel period rather than taking the
students to the Graysville church each evening.
But some local church members perceived this
decision as a sign of alienation. Despite a desire
to discourage such feelings, the faculty felt that
its primary obligation was to the students, "not
to the church," and that the students' interests
"must come first." 16
Another symptom of this tension was
revealed in the January 17, 1905, faculty
meeting. When Tenney asked the teachers if
they thought it was a good idea to determine
whether the students would prefer attending a
Friday night meeting especially for them instead
of the Sabbath afternoon youth meeting at the
church, the business manager suggested that
doing so would widen the "breach" between
church and school. At this, another faculty
member declared that "he was sick and tired of
having that subject brought up." If the church
members were "so dead" that they needed "the
students to give them any semblance of life, they
would be better buried and out of the way." 17
99
A Century of Challenge
The following year the tension reached such
a level that Tenney threw down the gauntlet,
informing a local church leader that the time had
come for the church board and prominent church
members to "take their stand, with the school or
against it." Frustrated with the Graysville
church's attitude "toward the school and its
present management," Tenney declared that if
the church members couldn't "leave matters
alone which do not pertain to them, and cease
exerting that influence over the school which is
decidedly detrimental," the school should be
moved. 18
Among the causes of Tenney's frustration
were attempts of local Adventists to influence
the school's hiring decisions. For example, there
was the matter of a certain teacher the board
had hired before Tenney arrived at Graysville.
Although Tenney professed to hold the "highest
opinion" of him as a teacher and "conscientious
Christian gentleman," Tenney twice gave finan-
cial considerations as the reason for dispensing
with this teacher's services, but board minutes
suggest that his real objection to keeping him
was a difference of opinion on discipline. Appar-
ently the teacher in question had a more humane
concept of discipline than his principal. Called
before the board to explain his views, the teacher
stated "that he was not in favor of as extreme
measures as some were and yet he did not intend
Mrs. Ellen G. White met with Southern educational
leaders in 1904. Pictured from left to right: (Front
Row) J. E. White, Mrs. Ellen G. White, W. C. White,
Smith Sharp, Professor J. E. Tenney, N. W. Allee;
(Second Row) W. F. McNeely, S. B. Horton, R. M.
Kilgore, A. F. Harrison, John Macmillan; (Third Row)
F. R. Rogers, H. G. Thurston, J. O. Johnston,
T. A. Ford, Brother Dart, E. B. Melendy;
(Back Row) E. T. O'Rell, S. M. Jacobs.
to allow his opinions to interfere with the disci-
plinary plans of others." Tenney nevertheless
persuaded the board not to rehire him. When
several church members petitioned for a recon-
sideration, Tenney persuaded the board not to
respect their wishes. 19 That petition was doubt-
lessly one of the actions of the local church people
that he resented.
Although the board didn't change its mind
in that instance, it did bow to local pressure in
the matter of another teacher, one that had
already been elected for the coming school year
and for whom it had even voted a 12.5 percent
raise. Finding out that some people on the local
church board were unhappy over this decision,
the board rescinded her re-election. But in 1910,
with Van Kirk as principal, the board unani-
mously voted to bring back former STS normal
department teacher Minnie Hildebrand and
rehired her every year until after Van Kirk left.
If her other students felt the same way as Donald
Hunter, this was the right decision. "She had the
greatest influence of any teacher I've ever known
on the young folks," Hunter says, adding that she
taught them "to appreciate learning everything
they could about everything they could find to
get to know about." 20
33
Chapter 2: Southern Training School
▲ Students in the home on May 1, 1906, with the floriculture
manager, Otto Schultz, displaying his gardening implements.
Pictured from left to right: (Front Row) Anna Horning, Florida
Samson, Otto Schultz, Laurence Spear, Prof. R. K. Haughey; (Second
Row:) Lula Rodgers, Hattie Rodgers, Maud Coleman, Gertrude
McCulloch, Gradye Brooke; (Third Row) Ruth Seale, Henry Mitchell,
Howard Webb, Rachel Vreeland, Bertha Burrows, Edna Moor, De
Etta Payne; (Fourth Row) Mrs. M. C. Kenyon, Leslie Wade, John
Mitchell, Fera Maddox, Carl Hewitt; (Fifth Row) Howell Brook,
Claud Robertson, Prof. F. O. Raymond, Sophia Termier, Fannie
Burt, John Smith; Mr. Miller in back.
Tenney and Van Kirk had a hard
time finding and keeping dormitory
deans (preceptors and preceptresses).
Tenney's first pair of deans tried to
run their "school home" with a firm
hand and sometimes met with
rebellion. Lacking support from some
of their colleagues, they were encour-
aged to seek other employment. It
wasn't easy to replace them: the
board met with several refusals
before finding new deans. For each of
the next three years the board had to
go through the whole process again.
One of those years, at least six
choices turned down the positions,
apparently unwilling to teach nearly
full time while being responsible for
round-the-clock enforcement of strict
rules on potentially rebellious adoles-
cents, all for $7.50 a week. Another
year the board found a couple who
apparently wanted the job, but they
never showed up! Well into the
school year, when the board learned
they weren't coming, it asked the G.
H. Babers to move into the dormitory.
Elder Baber taught Bible, history,
and Spanish, and Mrs. Baber worked
in the intermediate department.
Although the Babers left at the end of
that school year, they returned in
1908, remaining until 1911. Finally
the school had found acceptable
deans who were willing to stay
awhile. 21
One of the reasons STS had such
a difficult time keeping dormitory
deans was the prevalence of disci-
pline problems. "Influences are at
work among our students that are
directly opposed to the work we are trying to do,"
Tenney complained. There were several stu-
dents, "whose conduct seemed to be radically
opposed to the best interests of the school." He
reported to the board that students were in a
"state of unrest." How to deal with students who
were "indulging in immoral and otherwise
censurable conduct" was a constant concern.
Attempting to solve these problems took a major
share of the time in many faculty meetings. 22
As Everett Dick points out, "In Adventist
schools at this time coupling off was strictly in
bad taste in the eyes of the faculty." STS was no
exception. The "association of young men and
women, and the attachments formed thereby"
was a major issue throughout the history of
Southern Training School. Tenney's faculty went
on record favoring "definite action" against
"sentimentalism in the school." His successors
continued to discourage boy-girl relationships.
According to the Faculty Meeting Minutes for
November 27, 1906, "The faculty took its stand
with Prof. Van Kirk against special attention
being shown between the boys and girls at the
picnic." Such relationships were banned not only
at picnics but at all other times as well. School
catalogs made it clear that any "association
between the sexes further than ordinary civility
and friendly relations" would not be permitted,
that young men weren't "allowed to escort ladies
to or from public gatherings," and that "students
must refrain from all kinds of flirtation." Years
The managers of Southern Training School's
industrial departments: (left to right) Otto Schultz,
floriculture; David E. Youngs, blacksmithing; J.
Luther Maroon, store-keeping; J. Ellis Tenney,
principal; Charles L. Kilgore, manager; Elmer E.
Woodruff, farming; F. O. Raymond, culinary science.
Photo courtesy of the Rochelle Kilgore collection, sent by Jessica Queen
34
Chapter 2: Southern Training School
later president Lynn Wood's faculty would also
be greatly concerned about boy-girl relationships,
reducing citizenship grades for such offenses as
making and receiving unauthorized visits,
escorting, and being escorted. More serious
punishment was voted for boys playing tennis
with girls on girls' tennis days. Young men
wanting to escort young women had to get
permission from the faculty, whose policy was
that they should "be allowed the privilege of
calling on young ladies" only once a month. 23
Not all discipline problems involved boy-girl
relationships. They ranged from smoking to
speaking disrespectfully. But decisions on
whether or not to permit students to remain in
school depended upon their attitudes more than
any specific actions. Reasons given for sending
them home included "general insubordination,"
breeding discontent, and an unwillingness to
obey school rules. 24 Although Tenney's succes-
sors would also wrestle with discipline problems,
faculty meetings for the most part seem to have
been calmer during the post-Tenney administra-
tions, with fewer confrontations over discipline.
One of the preferred ways to deal with relatively
minor discipline problems was to give deport-
ment grades, entered on the report cards in
faculty meetings. 25
A position perhaps even more demanding
than that of dormitory dean was that of business
manager. Since before the beginning of the
Tenney administration, STS had been plagued
with financial difficulties. There had been times
when the school had been forced to borrow
money in order to pay salaries, and other times
when the teachers hadn't been paid at all. At
least one business manager, untrained in book-
keeping, had resigned in frustration. After the
board had prevailed upon a reluctant Charles
Kilgore, a son of R. M. Kilgore, to resign his
position as secretary and auditor of the Southern
▲ Charles L. Kilgore
Union Conference to become STS business
manager and head of the commercial depart-
ment, financial stability returned. Not only was
the school able to pay its teachers in full without
going into debt, but it made a net gain of $804
during the 1905-06 school year. Southern Union
president George I. Butler spoke approvingly of
Kilgore's policy of "keeping accounts serviced,"
believing it was through his "faithful efforts" that
the school was avoiding financial reverses. If
everyone who ever accomplishes anything faces
criticism, Kilgore was no exception. Believing
that the business manager had offended two or
three community people, Tenney reportedly
expressed this belief to faculty members, future
faculty members, and even people outside the
school family. Consequently, three years after
Kilgore took office, several members of the
faculty-elect, led by a newcomer, tried to force his
resignation by threatening to resign if Kilgore
were retained. The next several board meetings,
with both Kilgores present, turned into heated
battles between supporters and opponents of the
younger Kilgore. Butler spoke in opposition to
the pressure tactics, while Tenney urged the
board to stand by Kilgore's opponents and find a
new business manager. Through it all, Charles
Kilgore manifested what even Tenney admitted
was "a beautiful Christian spirit," and at
Kilgore's suggestion, several board members
joined in an earnest "season of prayer" about the
problem. 26
Nevertheless, the fireworks continued with
Butler defending Kilgore, Tenney defending the
faculty, and several board members speaking out
against the attitude of "striking" and making
ultimatums. Butler recalled an unpleasant
episode in the history of Battle Creek College,
when he was General Conference president,
involving a faculty attempt to dictate the board's
policy. Implying that, like the Battle Creek
board, the STS board might close down the
school, he compared Tenney's position to that of
the Battle Creek rebels. Instead of closing the
school, however, the board decided to fire the
teachers who had participated in the ultimatum.
Believing that the controversy, although unjusti-
fied, had wounded Kilgore's potential
effectiveness as business manager, it voted to ask
him to "take charge of the commercial depart-
ment" and to continue as business manager only
until a successor was appointed. His replace-
ment was elected a few weeks later. 27
One of the reasons for the financial difficul-
ties of the early Tenney years was the school's
collections problem. An auditor's report revealed
that hundreds of people owed the school a total
"more than sufficient to cover all indebtedness."
The board voted that the business manager
should make sure that students who were
36
A Century of Challenge
greatly behind either pay their debts or leave
school and that "no one be admitted to the school
Home, who was in debt to the school and who did
not have the means to pay." Dormitory students
would be required to deposit $25 and make
satisfactory arrangements for monthly cash
payments before being admitted. Specific
families were written to with the request either
for the money owed or for the removal of their
children from school. This did not mean, how-
ever, that the school was indifferent to the
financial needs of the students. The board gave
some families who were behind on their pay-
ments special permission for their children to
stay in school and work off their expenses the
following summer if the parents signed a promis-
sory note. In addition, several teachers
volunteered to be responsible for the expenses of
specific students. 28
The teachers were providing this aid out of
meager salaries. The most any faculty member
received prior to 1903 was $11 a week, and only
one person received as much as $12 in the
following years. Some faculty members were
paid as low as $5. A typical teacher's weekly
salary during the Tenney years was $6 to $8.
One physician resigned from the faculty because
her financial obligations made it necessary for
her to earn more than $8 a week. Even as late as
the Van Kirk administration (1906-1912) the
maximum salary was $13. Some faculty mem-
bers were paid during the school year only. 29
Recipients of these princely salaries were
permitted no moonlighting. The board became
concerned when it suspected that one of the
physician-teachers was practicing medicine on
the side. When called before the board, she
explained that she had assisted only people
unable to obtain other medical care and that she
had not personally profited. 30
Although at times he made statements
▲ A 1907 view of the school farm, with the school and the town of Graysville in the background.
supporting the concept, in general
Tenney seems to have been less than
enthusiastic about Irwin's work-study
program. Shocked at learning that
nearly $2,500 had been paid for
student labor the year before he
arrived, he said, "Less work should be
given the students so there would be a
greater cash income." He reported that
all board members shared his belief
"that more work was being given
students than necessary." 31
►
View of the school farm looking
north, and some of the livestock.
37
Chapter 2: Southern Training School
If the board agreed with Tenney in 1901
that student labor should be cut back, it didn't
keep that opinion for long. It was even willing to
hire students to do work that would clearly be
less costly if done by adults. But the board was
anxious that the money students earned be used
for their education. The school's contracts for
student labor stipulated that payment be exclu-
sively in the form of credit toward the expense of
attending STS. Sometimes when a student left
school his parents demanded that his credit be
turned into cash. At least one family even
threatened to sue. The board compromised by
revising the contract to read that a departing
student would receive 50 percent of the
unclaimed credit in cash. 32
To board chairman R. M. Kilgore "the
necessity of making provision ... for students to
earn their way" was an important priority. 33 In
1905 the board voted that the school should have
"a more industrial plan." It adopted a new work-
study program that would enable a student to
earn three years' expenses by working at the
school for twelve months before starting classes
and then working summers plus twenty-five
hours a week while school was in session.
Tenney responded to this new industrial empha-
sis by threatening to resign, declaring that he
was entirely ignorant of the industrial branches
and incapable of giving them proper direction.
Butler persuaded him to stay another year. 34
Tenney did seem to favor greater student
involvement in agriculture, however. He adver-
tised for "capable young men" to head various
agricultural departments such as small fruits,
trees, and floraculture in order to "build up in the
school those industries that would result in the
greatest remuneration and would be the most
profitable to the students." He also operated
summer sessions so that "students would be in
school during the summer time when their
services were most needed." 35
One of the major subjects of discussion
regarding the agricultural operations was the
question of whether or not the school farm
should raise hogs. When the board was informed
that this practice was stirring "considerable
opposition throughout the conferences" and that
many people thought it "very inappropriate" that
Marshall B. Van Kirk, principal, 1906-1912.
those employed in the training of workers should
set a questionable example, Kilgore and Butler
rushed to the farmer's defense. Kilgore thought
this was "merely a matter of conscience" that
wasn't violating any principle if the people
involved didn't feel condemned for doing it.
Butler said he had known many "consecrated
and devoted" Adventists who with a clear
conscience kept hogs. The following day, how-
ever, someone found a statement from Ellen
White opposing the practice. Consequently, the
board voted to ask the school farmer to abandon
the hog-raising business. 36
Another controversial practice was the
horse-trading of a later farm manager who
invested his own money in animals such as
young heifers and ponies and raised them for the
market, turning the profits over to the school. At
first the board was amenable. But as the num-
ber of trading deals increased, some of the
members questioned the practice, and Butler
advised against involving the school in very
much trading. 37
In 1903 the school purchased beehives,
strawberry plants, and enough pear trees to
cover several acres. The following year the board
authorized the planting of "10,000 blackberry
plants, 700 gooseberry plants, three-quarters of
an acre of dewberry plants," and 5,000 additional
pear trees. The school farm also raised peaches
and corn, and the board voted to build a green-
house. 38 In 1901 the school canning factory
profitably processed 12,000 cans of food. This
would continue to be an important school indus-
try for years to come. 39
Board chairman Kilgore kept stressing the
importance of establishing additional industries.
At his suggestion a committee was assigned to
look into broommaking as a possibility, but
nothing came from it during the Tenney adminis-
tration. Broommaking was still on the board's
38
A Century of Challenge
mind in 1910 when it called for an industrial
program involving not only a strong agricultural
department and an expanded, better equipped
printing department, but also the creation of
several new businesses, including poultry,
carpentry, and broommaking. Although a lack of
funds kept Van Kirk from establishing any new
industries that year, thanks to camp meeting
fund-raising, the broom and carpentry shops
began operations the following year. 40
Meanwhile, the print shop was becoming
more of an asset to the school. The board autho-
rized the purchase of additional equipment, and
the Southeastern Union Conference helped to
support it by paying $10 a week to have Field
Tidings printed there. However, the board
refused to let the shop print a local Graysville
newspaper, believing that such a project "would
doubtless involve the connection with worldly
affairs, political and commercial, that would be
likely to bring detriment to our work and our
young people." Students working for the school
press were paid 8 173(2 per hour. 41
In 1902, five Graysville residents, including
R. M. and C. L. Kilgore, each invested $100 to
establish the Southern Training School Store, a
business that would turn its profits over to the
school rather than to the original investors.
Besides making a profit for the school, it would
save the school and sanitarium money on pur-
chases and provide work for students. By 1903
the store was able to donate $500 so that the
school could expand its work-study opportunities
by setting up a blacksmith and wagon-making
shop, an enterprise which turned out to be a
money-loser in the early years. 42
During the period when J. Ellis Tenney and
his successor M. B. Van Kirk were administering
STS, a nationwide explosion of nine new Sev-
enth-day Adventist colleges took place. One
reason for this was that, compared to the general
population, a larger percentage of Seventh-day
Adventist young people were attending college.
Meanwhile, by 1908 the number of Seventh-day
Adventist schools in the South had grown to
eight, including the three that would become
colleges — Madison, Oakwood, and Graysville.
The total enrollment of all eight schools was
about 300. 43
As for STS itself, its enrollment fluctuated
during the Tenney and Van Kirk years. During
the late 1890s, it had been slowly climbing
upward, reaching 113 by February 1899, but
dropping to 51 by October 1903. A year later
about 70 students were attending, and by 1910
the enrollment had reached 150, of which 29
were in the primary grades, 36 in intermediate
grades, and 85 in the training school proper. The
total enrollment for 1911-12 was about the same,
but by mid-year the number of students in the
training department had dropped to about 60.
Van Kirk explained to the board that some had
been dismissed because of their unwillingness to
live up to the school regulations, "a few" had gone
home "by choice," and some had left "because of
ill health." During the 1913-14 school year 223
students registered. 44
Enrollment may have been negatively
affected by two or three epidemics that hit the
South. The county health department, concerned
about the spread of diphtheria in 1902, insisted
that students admitted would have to give the
school physician "satisfactory evidence . . . that
no one would be in danger of exposure on account
of their attendance." On another occasion the
school board asked the sanitarium board to send
a nurse to the school to care for a student report-
edly sick with typhoid fever. In 1905 school
opened with fewer students than anticipated
because of a yellow fever quarantine. "Several
students living in districts infected with yellow
fever or in localities separated from the school by
quarantine lines desire to come to the school,"
Tenney wrote, "but have not been able because of
these restrictions." During the 1911-12 school
year a smallpox epidemic confronted Graysville.
Fortunately, the students had been vaccinated
and the school was able to continue operating.
When the Graysville church closed down for
three weeks, the school conducted its own
Sabbath School and church services in the
chapel. STS was less fortunate in 1915 when a
student died of diptheria; the primary and
intermediate grades were closed for a week to
prevent the disease from spreading. 45
Marshall B. Van Kirk
a
he person who really deserves recogni-
tion as the Southern Training School
administrator with the longest tenure is
Marshall B. Van Kirk, principal from
1906 to 1912. After several years of
public school experience and two years in Sev-
enth-day Adventist education, he came to
Tennessee hoping a warmer climate would
benefit his wife's health. 46
Van Kirk was just what the school needed.
He brought a sure management style and an air
of professionalism to the administration. Al-
though personality clashes and criticism didn't
disappear overnight, the passage of time and the
departure of some faculty holdovers brought an
improved spirit. The students had a better
attitude, the faculty got along "without any
serious friction," and relations with the commu-
nity mellowed. 47
Van Kirk began the transformation of STS
into a junior college. During the Tenney admini-
stration students had entered the professional
training school program right after the eighth
grade. As late as 1904-05 the ministerial and
39
normal courses had consisted of only two years
each; thus prospective ministers and teachers
had been completing only ten grades. The
business program had taken a year longer. Even
the addition of an "advanced study course" had
given the students a maximum of only twelve
grades of schooling. The advanced program had
been incorporated into the regular course of
study for the 1905-06 school year, when all
students, regardless of major, were scheduled to
study for three round-the-calendar years, includ-
ing summer school. Eliminating the summer
school requirement, Van Kirk extended most
programs to four academic years. In 1908 he
added a fifth "supplementary year." By 1909
students were expected to complete nine grades
before beginning their two-to four-year training
school program. Two years later the prerequisite
was increased to ten grades; the following year a
regular junior college arrangement was insti-
tuted, with completion of the twelfth grade a
prerequisite for the two-year literary and scien-
tific, advanced normal, and ministerial courses
and the one-year preparatory medical course. 48
STS, during the Van Kirk administration,
gave grades on a uniform percentage basis: an A
required 95%, a B 85%, and a C 75%. Anything
below 75% received an X for failure. There was
also a uniform test day. All teachers gave
examinations in all classes on the fourth Tuesday
of every month. 49
There was no time for loitering between
classes. Passing time was just one minute. If
students were late, they might as well have been
absent: teachers didn't make any distinction
between the magnitude of the two offenses. The
faculty decided in 1906 that three unexcused
absences or tardiness would cause the student's
•^ Boys' dormitory under construction.
A Century of Challenge
name "to be made public in some way." Later it
voted that 1% would be deducted from a
student's grade for each unexcused absence or
tardiness and that three unexcused absences or
tardinesses would "separate" a student from the
school. To be reinstated one had to re-register
and pay a $1 fee. If a student missed 15 percent
of the class periods in a course, no
grade would be given. 50 But the
school still didn't have a clear
policy for holidays. For instance,
in 1906 the faculty couldn't make
up its mind what to do about
Christmas. On December 4 it
leaned toward dismissing school
on Christmas Day; two weeks
later it decided to have school as
usual. Two days after that it
voted to have the day off after all.
Three days later, on December 23,
it reversed itself, again voting "to
have regular school work on
Christmas Day." Not until 1914
did the calendar list holiday
"recesses." 51
Van Kirk's achievements
included expansion of the physical
plant. When the partially insured
boys' dormitory burned in 1900,
forcing the young men to move
into a portion of the girls' dormi-
tory, Irwin had not thought it best
to rebuild right away. So
throughout the Tenney adminis-
tration all boarding students had
lived in one building. In addition
to the need for more student
housing, the school faced a shortage of class-
rooms and chapel space. Early in 1907, Van Kirk
acted to meet these needs; a 24 by 39 foot, two-
story building to house the laundry, press, and
Gradye Brooke
heating system was constructed. Later that year
the main administration-classroom building was
enlarged to sixteen rooms. 52
A lack of funds delayed the construction of
a new residence hall until 1910. Apparently
because the school's water supply was inad-
equate, when approving the plans for the 30 by
46 foot dormitory in April 1910, the
board voted "that there be no toilets
placed in the building." But a year
later a new steam pump capable of
delivering 3,500 gallons of water an
hour, together with water tanks
and a new well, removed the
objections to flush toilets, and Van
Kirk now recommended that they
be installed in the nearly completed
building. 53
Two STS alumni joined the
faculty during the Van Kirk admin-
istration. Gradye Brooke had
graduated from the literary course
in 1907 and returned the following
year to complete the requirements
for a diploma in music while
teaching stenography three periods
a day. She left STS for two years to
operate the Georgia Conference
Sabbath School and Young People's
departments. While there she
graduated from the Atlanta Conser-
vatory of Music. The year that she
left, another STS alumnus, Roch-
elle Philmon, was hired to teach the
intermediate grades. In 1910 Miss
Brooke agreed to return and Miss
Philmon agreed to remain on the
condition that they be permitted to live and eat
where they pleased, namely outside of the dorm.
Gradye Brooke was now teaching music and
stenography. 54
Both young women were re-elected the
following two years, although their teaching
loads were changed. Gradye Brooke was now a
full-time music teacher, and Rochelle Philmon
was transferred to the Training School language
department. "She is able to teach the Latin, and
also do good work in the English," Van Kirk told
the board. Although Miss Brooke had indicated
she didn't want to return, the board was so
pleased with her work that they unanimously
re-elected her. Nevertheless, she declined the
invitation and stayed away for two years, spend-
ing at least part of that time in Alpharetta,
Georgia. She taught at Graysville for one more
year, then spent two years completing her
bachelor's degree at Washington Missionary
College. After STS became Southern Junior
College and moved to Collegedale, Gradye
Brooke taught at Collegedale for one year before
marrying B. F. Summerour in October 1918.
Rochelle Philmon, whose service to STS had been
continuous since 1909, remained on the old
campus to administer Graysville Academy. 55
Gradye Brooke had lost a lot of time during
the 1911-12 school year because of illness, one of
the factors responsible for her declining the
invitation to return to STS the following school
year. Since a number of other teachers left for
the same reason, faculty illness was a major
ingredient in teacher turnover. On several
occasions, ill health led to mid-year resignations.
For some reason, this was especially true of
single women. One of the earlier teachers who
resigned for health reasons was Mary Alicia
Steward, a former office assistant for Ellen
White who had accompanied Mrs. White on her
visit to Tennessee and had stayed to teach at
Graysville. 56
Although the faculty and board agreed that
promoting the students' spiritual welfare was of
paramount importance, they didn't always agree
41
Chapter 2: Southern Training School
1
i
as to how this should be accomplished. During
the Tenney years school leadership had seen
bookburning as an acceptable way of accomplish-
ing this goal, but not requiring attendance at
Sabbath services. While the board had autho-
rized Tenney "to take from the library such books
as he might consider unsuitable for students to
read and burn them," the faculty had rejected
compulsory church attendance, deciding instead
to "earnestly request and advise" it. Early in the
Van Kirk administration the faculty, although
requiring daily attendance at chapel and dormi-
tory worships, was still reluctant to require
attendance at Sabbath worship services. The
policy changed in 1907, however. From then
until 1914 school bulletins included a church-
attendance requirement. When this requirement
was omitted from the 1914-15 Annual Announce-
ment, the faculty was once again confronted with
a church-absence problem. The administration
jj A Professor Grover Fattic (far right, first
» row) and the dormitory boys.
must have decided the omission was
a mistake: the 1915-16 bulletin
restored the phrase, "All students are
expected to attend regular services." 57
Other religious meetings in-
cluded daily prayer bands and chapel
services and weekly Young People's
Missionary Volunteer meetings,
prayer meetings, and vesper services.
In addition, various "bands" of
students were organized for holding
evangelistic meetings, selling reli-
gious literature, studying the Bible
with potential converts, and learning
about foreign missions. Another type
of religious activity was Harvest
Ingathering, which involved soliciting
money for missions. 58
The school's financial situation
was more stable during the Van Kirk
years. Operating on what was called
"a safe basis," it went the entire six
years without needing to solicit extra
help for operating expenses. This is
not to say balancing the budget was
always easy. As an economy move
the board cut the faculty's size in 1910. The
result was that the principal and business
manager were hard-pressed for time to fill their
administrative responsibilities while teaching
four or five classes a day. The other teachers
were carrying six classes daily, a 20 percent
overload according to Van Kirk, who told the
board their decision had been a mistake. 59
Throughout the history of Southern Train-
ing School tuition for a full load of four subjects
AO
A Century of Challenge
was still the same $4 a month that Colcord had
charged two decades earlier. Some students
during the Van Kirk administration were
actually paying less than the amount charged
during the Colcord years. Those who remitted in
advance had to pay only $10 per three-month
session, and second-year business students,
because they were perceived to be doing work
that helped the teacher, paid only $1 a month. 60
Dormitory rent in 1911 was $2.25 per
occupant per four-week month for two-window
corner rooms on the first two floors. One-window
rooms on these floors were $2 per person, and
students on the third story had to pay only $1.75
each. During the 1913-14 school year the mini-
mum rent for the boys' dorm
was raised to $2, and an
extra $1 a month was
assessed students who
didn't live in the dormito-
ries, in lieu of the twelve
hours of free labor required
of dormitory students. Also
that year the weekly meal
charges were raised from
$1.75 to $2. 61
During the last semes-
ter of Tenne/s
administration a legal entity
for the school separate from
the Southern Conference
Association had come into
existence. Known as the
"Southern Union Conference
Educational Association," its
charter of incorporation had
been signed on April 19,
1906. Because Van Kirk
considered the corporate
name "misleading and
confusing,'' it was changed
C. L. Stone, principal, 1912-1914.
by charter amendment to "Southern Training
School of Seventh-day Adventists, Incorpo-
rated." 62
Soon after the formation of the Educational
Association, the Southern Conference Associa-
tion assigned to the new corporation the ten-acre
campus, a thirty-five-acre hillside peach orchard,
a vacant lot, and the land that included the farm
manager's home and the school barn. Alto-
gether, by the end of 1907 the school owned, in
addition to the main campus, two houses, a 286-
acre farm, and six other lots. 63
The question of accepting one of these
pieces of property caused considerable contro-
versy. Because the school was attempting to
avoid indebtedness, the
STS manager requested
that the school-operated
farm be deeded free and
clear to the Educational
Association. The
Southern Union Confer-
ence executive
committee balked,
recommending instead
that the Educational
Association accept with
the property the obliga-
tion to provide a church
member with lifelong
support. Feeling help-
less between the options
of a perpetual financial
obligation involving
potential litigation and
giving up the vitally
needed farm, the Educa-
tional Association
rejected the offer. The
union conference execu-
tive committee proposed
a solution: to accept the property and sell part of
it to meet the obligation. The Educational
Association board accepted the compromise. 64
By the time Van Kirk had completed six
years as principal, denominational leaders
outside the South had become aware of his
outstanding administrative ability. Invited to
become educational secretary for the Central
Union, Van Kirk accepted, leaving with a "tinge
of sadness" in 1912. "I love this institution and
shall pray for its prosperity," he said. He would
continue moving up the denominational leader-
ship ladder, advancing to conference and then
union presidencies. 65
Administrations Of Stone
And Wood
H
is replacement, C. L. Stone (1912-14),
came to Graysville as principal, busi-
ness manager, and Bible teacher from
similar responsibilities at Bethel
Academy in Wisconsin. 66 He stayed
for only two years, but during those two years
STS experienced explosive growth, massive
faculty turnover, serious budget-balancing
problems, merger with Graysville Sanitarium,
and the first tentative steps toward transforming
Southern Training School into Southern Junior
College.
Very few veterans of the Van Kirk adminis-
tration survived the Stone biennium. Stone
brought with him from Bethel Grover R. Fattic,
dean of boys, and Miss Maude Warren, an
instrumental music teacher. By Stone's second
year, aside from the Bethel transplants and the
other dormitory dean, only Miss Philmon and
math and science teacher H. S. Miller remained;
the other eight teachers for 1913-14 were all
new. Only two of the newcomers continued on
the faculty the following year. 67
43
A Century of Challenge
▲ Lynn H. Wood, principal, 1914-1915 and
president, 1916-1922.
One reason that so many new teachers
were hired in 1913 was the school's explosive
growth, a growth which may have had its origin
in a board meeting in which the business man-
ager, responding to board chairman C. B.
Stephenson's emphasis on the "solemn obligation
to make our school pay," pointed out that — with
a total overhead for monthly salaries of nearly
$400 — the school could not meet expenses, "no
matter how careful the management might be, if
classes did not fill." The chief requirement for a
balanced budget, he said, was "a good atten-
dance." Thereupon the board voted to have the
preceptor take a recruiting trip. The trip was a
success; enrollment took an upward leap in the
fall of 1913, increasing by 61 percent over the
previous year to 215. Unprepared for such a
number, the school had to borrow beds, bedding,
and tableware from Graysville residents. The
massive influx of students didn't solve the
problem, however; instead it necessitated the
hiring of five additional teachers. Now the board
was groaning under a combined monthly salary
expense of $675. By this time some of the
teachers were making as much as $12 to $16 a
week, and the principal was receiving $17,
although single women were earning only $10 to
$11. 68
In December 1900, Dr. Hayward had begun
teaching a "Health and Temperance Missionary
Course" in treatment rooms set up in the school
basement. Desir-
ing to expand this
course into a full-
fledged nurses'
training program,
the Southern
Union Conference
Committee voted
to erect a sani-
tarium building.
Excavation for the
building was
underway in June
1902 on Lone
Mountain, three-
fourths of a mile
fromSTS. By
1908 Graysville
Sanitarium had
become, according
to Emmett K.
VandeVere, the
"best planned" of
the four Seventh-
day Adventist sanitariums in the South. From
the beginning there had been cooperation
between the school and the sanitarium, with
nursing students going to STS for preparatory
work and then to the sanitarium for nurses'
training. In 1913 STS took over Graysville
Sanitarium, but it proved to be a financial drain
and was soon turned over to a private individual.
Before long, it went out of business. 69
Once again the board decided the school's
name was inappropriate. Since the term "train-
ing school" was now being used for reform
schools, it gave the wrong connotation. The
board voted in 1912 to favor eliminating the
word "training" from the STS name at some
future time. 70 The name wasn't changed,
however, until the school moved to Collegedale.
▲ The Graysville Sanitarium.
45
Chapter 2: Southern Training School
At the same meeting the board
voted to work toward upgrading STS to a
college. Reversing directions the follow-
ing year for financial reasons, the board
voted to drop grades thirteen and four-
teen. Again reversing directions, it
rescinded this action because the General
Conference had recommended that
beginning ministers should have com-
pleted at least fourteen grades, and board
members considered several of the
southern conferences too poor to send
their youth to Washington Missionary
College in Maryland. 71
Stone was followed by Wood (1914-
15). Prior to coming to Graysville, Lynn
H. Wood had held positions at such
institutions as the Seventh-day Adventist
Foreign Missionary Seminary and Union
College. He is fondly remembered as a
very favorite principal, somewhat stern
but sincere, who wore eyeglasses with a
ribbon on them that went down to the
lapel of his coat. Reserved on a one-to-one
basis, Wood had a way of coming alive
before audiences with "convincing, well-
thought-out, aptly illustrated
discourses." 72
A strong religious emphasis charac-
terized the Wood administration. The
first faculty meeting for the 1914-15
school year began with the teachers
singing together a stanza of "Wholly
Thine." Another faculty meeting opened
with a special prayer session in which
every teacher prayed for one or more
unconverted students. Wood suggested
that the faculty's aim should be to win
"every student for Christ this year." He
planned a special extra Week of Prayer
for the opening week of school in addition
66
NEEDS
ST
The above was quoted by Elder Branson in his sermon Sabbath, Feb. 20. It was at 1
places in Graysville, and he was then announcing a week of services to follow at the cl
must needs go through Graysville." While the devil was kindling his fire in the basen
greater fire in the hearts of the students, and along with this and things that have foil
At 4 o'clock Thursday morning of
last week the girls' dormitory to the
Southern Training School at Grays-
ville caught fire in the basement and
in less time than could be imagined
the whole building was enveloped in
flames, ft was a four-storv structure
and was the residing place for thirty
or more of the female students of the
school. Miss Phelps, the preceptress,
was first to awake to the probability
of a fire by a Aise that sounded like
the crackling of burning boards, then
to a scent of smoke, at which she lost
no time in sounding the alarm along
the hallways and up and down the
fully injured by jumping from the
third-story window to the ground, a
distance likely of 25 feet, sustaining
a broken arm and wrench of back
and shoulders. She was picked up
and carried to the boys' home, where
she received medical attention for the
time being, and later removed to the
Sanitarium at the side of the moun-
tain. She is now improving and is out
of all danger.
Miss Eva Pickard was also injured
by a fall from the top of the porch.
She is now much better.
Thos. Huxstable ascended a ladder
and attempted entrance to one of
THE COMPANY OF YOUNG WOMEN WHO ESCAPED FROM THE BURNING BUILDING
4fi
stairs. By this time some one from
the boys' side of the campus discov-
the upper windows
but was hurled to
~j *i.„ a, —
of the building,
the ground by
were busily engaged removing
printing material to safer groi
Hardly were we out before we v
back, so quickly was the fire o
and just so did every man work.
All over, and almost at the br
of day, just as everything begai
quiet down, the bugle call ( wl
seemed so sad "just after the batt
was sounded from the boys' 1
calling together all the brave,
weary and the sad ones, but noi
discouraged, to discuss ways
means for the immediate com:
etc., of those thrown out by the fire,
soon as Prof. Wood explained the ot
of the meeting, invitat
were extended by the bt
ren and sisters of the t
to the homeless ones to c
and partake of their h<
talities. But breakfast
all that was needed, as
Graysville Sanitarium
soon arranged for, and
twelve o'clock in the da
the young students i
comfortably quartered in
good home at the side oi
mountain. Fortunate, inc
for the S. T. S. that su
place was at hand.
At 6:30 o'clock a pi
meeting was held in
chapel room. Prayer
offered by Elder Brar
then a few remarks by 1
Wood, Elder Hoopes
Prof. Fattic.
Elder Branson was fir:
speak, who mentioned
importance of all bearini
under the misfortune oi
hour and putting on a si
He knew it was hard,
asked all to take coui
thank God, and "smile."
himself put on a broad s
that was soon copied bj
and a better feeling i
over the entire crowd.
These were sad moments anc
speakers realized that a word oi
> tiikoi «.n
9»
A Century of Challenge
of the week of prayer, when meetings had been held nightly at a dozen different
ten he likened the above quotation to the importance at this time, and said, "And he
e Girls' Home at the S. T. S., the Lord was in the upper rooms preparing to kindle a
; evident that the needs are being fulfilled. Many hearts are touched as never before.
; he could not render assistance to
g barefooted girls;" that he had the
es, but he knew they were "too
ill." Here they all smiled again,
this time it seemed they were for-
:ing their troubles, and different
s throughout the crowd of girls
: the previous remarks with words
iraise to God for His protection in
ping them from death during the
, and promising consecration to
cause and begging that they may
lose hope, and saying they wanted
stay by the school, and not "go
tie." One word after another
ught utterances to " keep in good
er," in spite of the
il's effort to stop the
rk. and as the meet-
wound up good feel-
and blessed hope took
session of all. Miss
>ok, the vocal teacher,
ched the hearts of all
en she stood and sang
eautiful strain, fram-
the words to suit the
asion.
Jlder O. Montgomery,
sident of the Southern
lining School, was no-
ed by telephone the
s by fire and he, in
npany with Eld. Wight
the Southern Union,
ne at once to Grays-
fee.
Che bakery, which
od onlya few feet from
girls' home, was
med, but all the flour
a fruit stored therein
s saved. The oven was
c damaged beyond re-
F< so it has been over-
bed and placed on a
"'base in the laundry
™, in the rear of the
sin? 8 ^ ffice > read y for
>»}ess. Brother Domin-
' s m charge, and is
»ns as good bread as ever.
. yone , da y'f time was lost from
the boys' home they said they saw
fire in the two windows in the dining
room next to the kitchen, but by the
time I had reached the building and
gone around to the back side, the
fire was all over the floor of the din-
ing room. By this time nearly all the
girls were out of the building, but be-
fore all were taken out, the first floor
had gone through in some places.
There were twelve girls taken out
after the piano had fallen through the
floor into the basement.
Miss Genevieve Roberts, of Nashville,
was one of the first to be awakened,
but before she could get her clothes
After the fire the students all came
to the six-thirty rally in the Chapel,
and such a spirit of loyalty and earn-
estness was never manifested before
in the history of the school. A sub-
scription list was started for the help
of those students who had lost nearly
everything in the fire. The personal
loss of the students in the fire will run
very close to two thousand dollars.
The»loss of the buildings is estimated
at close to ten thousand dollars, while
there is about $3100 insurance.
The girls were taken to the Sani-
tarium for temporary quarters, but a
large dwelling has been procured right
Reprinted from the March 10, 1915, Field
Tidings.
to the regular Week of Prayer coming
later that session. Five of the teachers
served as Sabbath School officers, with
Wood filling the position of Sabbath
School superintendent. 73
The Monday through Friday class
schedule and Saturday Sabbath had
previously made Sunday an important
day for the school industries. But
wanting to avoid stirring prejudice in
the community as much as possible, the
faculty unanimously voted to hold
classes on Sunday for the 1914-15
school year and to designate Tuesday as
the day for work in the industries.
After the fire on February 18, 1915.
THE GIRLS HOME THAT WAS DESTROYED BY THE FIRE
and get down stairs the smoke had
so filled the hallway that she dared
on the campus, and this will be used
for a Girls' Home, and a rough dm-
£ .. ~r
47
Chapter 2: Southern Training School
When some of the Sunday-keeping villagers
protested this decision, saying they wanted to
send their children to STS but couldn't if classes
were held on Sunday, the faculty reversed itself,
unanimously voting to have classes on Tuesday
instead of on Sunday. 74
Looking back on the Graysville years,
Southern Junior College administrators would
see Southern Training School's town location as
a source of problems. One area of concern was
the double standard resulting from the fact that
a substantial number of students were not
subject to school home rules. In addition to the
local residents, several young people with homes
away from Graysville requested permission to
live outside the dormitory. The faculty voted to
permit them to do so if they were living with
brothers, sisters, aunts, or uncles or if three
students from the same family were enrolled.
This rule apparently assumed some adult
supervision, because the faculty told one mother
that she would have to secure a "permanent
guardian to live in [the] house with her children,
or else put them in the school Homes." A few
other students were given permission to live with
people that weren't relatives. Gradye Brooke
had living with her not only her own siblings but
two other students as well. 75
Another problem resulting from the proxim-
ity to an established community was that boys
from another school — boys whose lifestyles were
quite different from those the school was trying
to establish — would frequently come on campus
and play with STS students. The faculty voted
that Wood should have a talk with these boys
regarding the school's principles "and kindly ask
them to remain off the campus." 76
Financial hard times hit the school again,
reflecting, the board said, "financial conditions
existing throughout the South." Despite subsi-
dies from all but one of the conferences in the
Southern and South-
eastern unions, STS
experienced operating
losses in 1914-15
amounting to more
than 25 percent of the
institution's income.
The following year
income was down 10
percent. The net
operating loss was just
under 17 percent of
income and exceeded
the total of all the
teachers' salaries by
10 percent. 77
The school's
difficulties were
multiplied by the
catastrophe of Febru-
ary 18, 1915. Well
before dawn that
Thursday morning,
preceptress Bertha
Phelps heard a
crackling sound, then
smelled smoke. The
dormitory was on fire.
She ran down the hall,
racing from floor to
floor sounding the
alarm. The Field
Tidings reported that
the ringing of the
school bell "and the shrieks of young women in
the burning building" brought out "the entire
population of the Adventist section" of Graysville
Although some of the girls were dazed and
confused and three students were injured from
jumping or falling, everyone survived. When all
the girls had been accounted for, a boy played on
A A. N. Atteberry, principal, 19151916.
his harmonica "Praise
God from Whom all
Blessings Flow." 78
The girls lost
nearly $2,000 worth of
personal property,
including nearly all their
clothing. Outstanding
among the many people
who rallied to help them
was Rochelle Philmon,
who provided quite a few
girls with blouses and
skirts. Some of the boys
loaned girls their shirts,
and people from near
and far donated clothing
and money to the
students. The school
itself also lost heavily; it
had only about $3,100 in
insurance to cover
$10,000 in damages. 79
Since the school
kitchen had been
destroyed, the sani-
tarium staff prepared
breakfast for the stu-
dents that morning. The
sanitarium also gave the
girls a place to stay in
the immediate after-
math of the fire. Later
the girls were moved for
the rest of the year to the house that had be-
longed to the late R. M. Kilgore. 'The spirit was
good among the students," recalls Donald
Hunter. "I don't think any of them left because
of the fire." 80
Arson was suspected. Wood offered $100
reward for the arrest and conviction of the
48
A Century of Challenge
arsonist. But Hunter doesn't think it was a
case of arson, suggesting that the fire could
have started in the kitchen stove. 81
The Decision To Move
Eynn Wood left STS after only one year to
become educational secretary for the
Southern Union. His replacement was
A. N. Atteberry (1915-16), formerly
principal of Hazel Academy in Ken-
tucky. The school was temporarily downgraded
to twelve grades, and the staff was reduced. 82
Some people saw the fire as a sign that it
was time for the school to move. As early as
1912, moving had been discussed. A January 3,
1914, straw vote had revealed that a majority of
board members favored a move. With room for
expansion lacking and certain "elements" in the
town making school discipline more difficult,
some felt that "if the school was to fulfill its
mission, the preparation of workers for the
Southland, it needed a location and environment
different from that of a crowded proximity to the
mountain mining village where it had developed
from a local school." As Atteberry puts it, the
dormitory fire "brought the question to the
front." 83
A board-appointed committee studied the
possibility of a move in the context of the larger
question of Adventist education in the South. It
recommended that rebuilding the dormitory be
delayed until the future of STS was decided and
that a joint committee consider replacing it with
two schools, one for each union supporting STS.
Whatever changes were made should be done
without incurring any debt. Meanwhile, STS
should continue to operate at Graysville but with
only twelve grades offered. The board adopted
the committee's report. 84
▲ The school greenhouse.
Ellen White, writing about the Avondale
school in Australia, had recommended that much
of the school's estate should be devoted to or-
chards, "a farm and a park, beautiful with
fragrant flowers and ornamental trees." Perceiv-
ing this advice as the blueprint STS should
follow, the board voted to find a farm "as central
as possible to both the Southern and Southeast-
ern Union Conferences," with the two unions
cooperating in the enterprise "if the way opens." 85
Reluctant to see the school leave, the
Graysville Seventh-day Adventist Church
outlined a plan to build a new dormitory and
acquire forty-eight acres of adjacent land for the
school. The board voted to submit this "proposi-
tion" to the school's constituency but to continue
looking for other locations and investigating the
possibility of fund-raising. The Graysville church
had already petitioned the STS board to return
its original nine acres if the school should move. 86
The constituency rejected the Graysville
plan, adopting instead a report calling for the
49
Chapter 2: Southern Training School
I
location of an educational center "away from any
city or village, where conditions are more favor-
able to true Christian education." Believing that
such education could "best be given where there
is an abundance of land for agriculture and
opportunities for industries," the constituency
renamed the school Southern Junior College and
asked the board to select for it a "large farm" that
was "centrally and conveniently located" for the
two unions. It authorized the board to elect an
executive committee of five with the power to
implement this action.
But two strings were attached to this
resolution: first, STS must liquidate its debt
before the move was to be made; and second, "no
standing indebtedness" was to be incurred in the
process of moving the school and establishing its
new campus. Improvements were to be made
"only as fast as the money [was] in sight." 87
So the decision was made to move, provid-
ing they could raise the money. Could they do it?
And if they did, where would they go?
Denominational Colleges Multiply
Ne
(ew Adventist colleges established early
in the twentieth century included Fernando
College in California (1901); Washington Train-
ing College in Maryland (1904) and renamed
Washington Foreign Mission Seminary in 1907;
Loma Linda College of Evangelists in California
(1906) and renamed College of Medical Evange-
lists in 1910; Western Normal Institute in Lodi,
California ( 1908); and German, Danish, and
Swedish seminaries established in 1910 in
Missouri, Minnesota, and Illinois. In 1904
Mount Vernon Academy began offering college-
level work. Although Walla Walla had been
called a college since 1892, 1905 was the first
year that its bulletin listed junior college
courses. 88
Also during this period Battle Creek
College moved to Berrien Springs, Michigan,
changing its name to Emmanuel Missionary
College. It went through an extremist phase in
which grades, degrees, diplomas, and "formal
courses of study" were abolished. Another
college which moved and changed its name was
Healdsburg, which became Pacific Union College.
This transformation was more than a simple
matter of relocation. It was more like death and
resurrection. After the Healdsburg property was
sold to help liquidate the school's suffocating
debts, it went through a year of non-existence
before the opening of the new campus at Angwin,
California. 89
Despite its resurrection, Healdsburg's
demise points to an important fact about the
institution at Graysville: its survival was not
predestined. Without strong administrative
leadership, and especially without the competent
financial management of people like Charles
Kilgore, Southern Industrial School could have
gone the way of Fernando College, Western
Normal Institute, and the foreign language
seminaries — Adventist colleges from this period
that have ceased to exist.
Chapter Three
The Move To Collegedale
1916- 1927
I efore 1835, southeastern Tennessee
j was a part of the vast Cherokee
I territory. According to congressional
I legislation, federal treaties, and a U.S.
Supreme Court decision, it should have
remained in the hands of the Cherokee. But in
1833 and 1834, as white settlers migrated across
the Appalachians to establish homes and villages
in the fertile western valleys, they began moving
into what is now Hamilton County. By 1839 the
Cherokee were gone, driven farther west into
Oklahoma on what has become known as "The
Trail of Tears." 1
By 1913, about eight-
een miles east of
Chattanooga, the little town
of Ooltewah was enjoying
its importance as a junction
of the Southern Railway
and as county seat of short-
lived James County, later to
be united with Hamilton
County. A quiet and peace-
loving community, it was a
"temperance town." Oolte-
wah — and all of James
County, for that matter —
had been free of saloons for
nearly thirty years, and the
county jailkeeper estimated
that he had been without
prisoners for most of the
j n
VI « I
iBSSpy; i» s
.:. ; s " 1 - *■■.■■
.. *v --
.
.■■...
▲ Thatcher's Switch, the
railroad stop for Thatcher's
Farm.
previous decade. 2
Two miles southeast of Oolte-
wah lay the 280-acre Limestone
Valley Stock Farm with its own
railroad station, called Thatcher's
Switch, where four passenger trains
stopped each day. Although the
farm had a 2,000-tree orchard, 175
acres in cultivation and 100 more in
timber, it was used primarily for
breeding horses and mules. Jim
Thatcher, the owner, had added to
his original holdings a limestone
quarry and a farm with a
large yellow house.
Thatcher had been in the
lime-making business from
about 1891 until about
1912 when poor health had
forced him to give it up.
Thatcher's lime had
reportedly been used in
building 75 percent of the
cotton mills in the South. 3
The Choice
In early spring 1916,
the locating committee
representing the Southern
▲ The locating committee as they test the spring water near
Thatcher's Farm. Left to right: S. E. Wight, G. H. Curtis, B. W.
Brown, and W. C. White. Photo by Lynn Wood.
51
Chapter 3: The Move To Collegedale
▲ The college board voted a new name for the Thatcher railroad stop in 1916:
Collegedale.
and Southeastern unions was already looking
for a new site for the school to be called
Southern Junior College. The most active
members of this committee were Southern
Union education secretary Lynn Wood and the
two union presidents, S. E. Wight and W. H.
Branson. They searched for weeks, visiting
communities in Alabama, Georgia, and Ten-
nessee, assisted by representatives of
companies and boards of trade, but "could not
seem to find any place that had all the essen-
tial requirements of a college site," Branson
recalled. They were looking for "a large place
that had good farm land, an abundance of
water, [and] good roads," that was close to a
large city yet far enough away "to insure
isolation," and that
had the conve-
nience of being
located near a
railway station at
which students
could arrive and
from which the
school's industrial
output could be
sent. 4
Almost de-
spairing, Branson
received a letter
from one of his
converts, a physi-
cian from Ooltewah
named J. M. Webb.
Expecting another
"blind lead" but
wanting to show
respect to Dr.
Webb, some of the
committee members
visited Jim
Thatcher's property. "As we walked over this
place," Branson said, "we were immediately
impressed with its possibilities of develop-
ment," noting its convenience to the railroad,
suitability for agriculture, its beauty, seclusion,
two large springs, and room for expansion. 5
The STS board visited the Thatcher farm
and one other on April 5, 1916, and took a
straw vote. Seventeen preferred Thatcher's
property; only one voted for its competitor.
The executive committee voted to offer
Thatcher $100 for a three-month renewable
option on his property, the "price not to exceed
$12,500," and to offer a $25 option on a neigh-
boring property to be purchased for less than
$1,200. Thatcher agreed to sell for $11,000,
but the other property owner wanted $1,600.
Dr. Webb tentatively agreed to make up the
$400 difference out of his pocket. 6
On July 16 the board voted to open the
school at Thatcher's farm on October 18, a
date later than normal to allow adequate time
for fund-raising. They needed not only the
$11,000 necessary to buy the farm and some
money for temporary buildings, but also
$14,000 to pay off the STS debt. STS princi-
pal A. N. Atteberry, Southern Union treasurer
G. H. Curtis, and others traveled throughout
the South visiting Adventists to solicit funds.
The board adopted as its fund-raising slogan
"ONE DOLLAR PER MEMBER." In the Field
Tidings Wood asked every individual mem-
ber — not family — to give $1, regardless of how
much they had previously given. What if they
didn't have a dollar? "Send for twenty Watch-
man and sell to your friends," Wood advised.
"Or, sell four dozen eggs, two or three chick-
ens — a little garden produce, or do something
to get the dollar." It worked. Within a few
weeks the Graysville debt was paid off; within
five months a total of $30,000 was raised. 7
Meanwhile the board had three problems:
insufficient funds, a fast-approaching opening
date, and no time to build a campus. The
buildings on the Thatcher farm included the
yellow house, a crude commissary building, a
run-down log barn, a pigpen, and some aban-
doned shacks used by the workers at the lime
quarry — hardly the makings of a campus.
Visiting the farm again, the committee held a
meeting on a pile of railroad ties under a
giant oak, wrestling with the problem of
whether to remain at Graysville for the
impending school year or to purchase the farm
and launch out with no facilities but with such
students as were willing to rough it. As
Atteberry recalled, "Each expressed opinion
A Century of Challenge
differed from all the preceding ones. . . . No
solution seemed . . . feasible." Finally G. B.
Thompson, secretary of the North American
Division, said, "I think we need some light
from heaven." After several earnest prayers
they unanimously decided to go ahead with
the school in James County. 8
The postal address for the new location
would be Ooltewah, but the board wanted a
new name for the railroad
station to replace
"Thatcher." On August 30
the executive committee
authorized the board
secretary to ask the rail-
road to change the name to
"College Park." But at a
board meeting held Sep-
tember 14 at the
Chattanooga YMCA,
Carlyle B. Haynes sug-
gested "Collegedale." The
name was unanimously
adopted. At the same
meeting the board voted
two new faculty members
for the 1916-17 school
year: for president, Lynn
Wood, but when he ex-
pressed reticence, Leo
Thiel, the Southeastern
Union educational secre-
tary, was chosen instead;
for Bible teacher, F. W. Field. The only STS
faculty members moving with the school were
principal A. N. Atteberry, who became the
Southern Junior College business manager,
preceptor and Mrs. J. S. Marshall, and printer
J. P. McGee. 9
Thiel (1916-1918), a graduate of and
professor at Union College, was described by
ALeoF. Thiel, president, 1916-1918,
1922-1925.
board president Branson as especially quali-
fied for this work, not only because of his
professional experience but also because of his
"practical knowledge of farming and general
mechanical work." Masie White Jameson, an
SJC student the first year at Collegedale,
recalls that he enjoyed watching the students
work. "He got a kick out of seeing us clean
lamp chimneys and pull weeds and pick
blackberries and things like
that," she says, suggesting
that perhaps he found this
amusing because "we didn't
know too much about what
we were doing." She remem-
bers him as friendly but
"very particular." As she was
helping to prepare breakfast,
"he noticed some of the
dishes were cracked, and
that wouldn't do at all in his
opinion, so we had to do
away with any dishes that
were cracked." 10
Not everyone was happy
about the move, particularly
many Graysville residents.
And some found original
ways of communicating their
feelings. Preceptor Marshall,
who favored the move, raised
white leghorn chickens as a
hobby. Donald Hunter
remembers that one morning,
on the sidewalk going from the main STS
building to the main street of Graysville,
someone had chalked a picture of the three
school buildings being pulled in little wagons
by a white leghorn rooster which was crowing,
"Oo-oo-ooltewah." Because the rooster had his
head up in the air, he couldn't see that he was
about to fall over a precipice. 11
The executive committee instructed the
administration to make preparation for sixty
students; paint the large house; clean, paper,
paint, and partition the commissary building
for classroom use; have the two large springs
tested; and purchase stoves to heat the build-
ings. Because of the lack of housing, each
conference in the union was asked to donate
two tents. Thiel, Atteberry, and Marshall
were authorized to purchase the crop on the
Thatcher farm for about $600 — they would
actually end up paying $1100. While
Atteberry remained at Graysville to "load and
ship the movable school equipment," Thiel
took a group of boys to get the school ready. 12
The Move
I strange caravan left Graysville one
Monday in October, led by Atteberry
with his thoroughbred Kentucky
i racehorse and rubber-wheeled buggy,
I followed by a wagon full of calves and
crated chickens driven by two students,
Thomas Huxtable and Charles Bozarth, then a
dozen Jersey cows herded by a boy named
Foster, and finally another wagon of chickens
and calves with Ralph Raymond and Raymond
Carlyle at the reins. From the wagon
streamed banners proclaiming that College-
dale was their destination. When one of the
cows refused to cross a fairly large creek,
"coaxing, scolding, pushing did no good,"
Atteberry remembers. Finally, pushed into
the water, she swam across. At Daisy the
caravan left the road to Chattanooga and
headed southeast toward the Tennessee River.
Drenched by an afternoon cloudburst, they
spent the night in a haystack of brambles and
blackberry briars in a windy log barn belonging
53
,v™<
-?^S :
^
/ /■ ■ ■■'111. ■ ■■ /
Chapter 3: The Move To Collegedale
to a cabin-dwelling mountaineer. After crossing
the river in three ferry trips, they travelled a
twisting, hilly road through "almost unbroken
forest." Friday afternoon in Ooltewah, they
paused at the home of Dr. Webb to get directions
for the last leg of their journey. After winding
their way up a narrow road cut out of the steep
side of White Oak Mountain, they caught a
glimpse in the valley below of the Thatcher
farmhouse. Now the pioneers knew that they
would reach their destination before sundown. 13
Meanwhile, Thiel and his group of boys had
been working to make the old buildings habit-
able, harvesting the crops, and "erecting tents
over wooden floors and side walls for housing
boys." Since there were only a few boys to do
much work in a short time, their workdays
stretched from 3 a.m. until after dark. 14
Right on schedule, Southern Junior College
opened its doors for students on Wednesday,
October 18, 1916. Thirty-three students regis-
tered the following day. Within a week
enrollment had reached 48, with 5 or 6 more on
the way. By the end of the year, enrollment
reached 57. According to Lynn Wood, almost
200 students were turned away because the
school had no place for them to stay. 15
Living Conditions
Perms like "spartan" and "primitive"
keep recurring in accounts of those
early years. Missionaries on furlough
from the Orient reported that condi-
tions were more primitive in
Collegedale than in their fields of service.
"The pioneer spirit was dominant," Atteberry
recalled. "The young men and women felt
Male students lived in "tent-houses"
and the abandoned quarry workers' quarters.
fifi
A Century of Challenge
Top photo: Bible teacher F. W. Field and his family
lived in this dilapidated dwelling for three years.
Middle photo: One of the boys' dormitories.
Bottom photo: The old commissary building, called
the "cracker box," provided housing for some boys
and served as the main classroom building.
they were experiencing some of the conditions
our missionaries often endure and also that
they were building for those who would come
later." School officials reported that the
students did very little complaining. Ironi-
cally, according to one faculty wife, complaints
came less from students raised in affluent
homes than from those reared in poverty. 16
The girls lived that first year in the
upper story of the old, yellow, twelve-room
Thatcher farmhouse. It had no electricity or
central heating, and the girls had to carry
firewood up the stairs to burn in "little sheet-
iron heaters" in their rooms. "It's a wonder
we didn't burn the place down, being young
and full of life and not very careful," recalls
Masie Jameson. The heat from the stoves was
augmented by that from the large-chimneyed
kerosene reading lamps. 17
Most of the boys lived in tents, loaned or
donated by Southern conferences, that had
been converted into tent houses by stretching
them over wooden frames and wooden walls
three feet high that were nailed to board
floors. Four boys stayed in each tent house.
As late as the winter of 1918-19, most of the
boys were still living in tent houses heated by
sheet-iron stoves. Even the following summer
the school calendar suggested that the boys
would continue in the tents until their dormi-
tory was completed. 18
The school didn't have enough tent
houses that first year to accommodate all the
boys. Some stayed in the attic of the rough-
57
Chapter 3: The Move To Collegedale
*TThe Doll House^
I he playhouse which Thatcher
had built for his daughter years ago was
elevated to the status of president's
office. In subsequent years, the little
one-room doll house served a variety of
needs: music studio, pest house when a
smallpox epidemic struck the school,
storehouse for seed, beehive supply shed,
shoe repair shop, barbershop, and in
between times a dormitory room and a
prayer room. The playhouse is now on
display in a fenced-in area across from
the Taylor Circle entrance to the college.
▲ Men's Glee Club
(1920s) in front of
Grafonola.
The doll house
in its original
location.
sawn old commissary building they called the
"cracker box"; others lived in the abandoned
quarry workers' quarters. These shacks
provided little protection from the winter
winds entering through the cracks in the
walls, the window holes, and even the gaps
between the floor boards. As he made his
rounds that winter, preceptor J. S. Marshall
would find the boys "hovering around a little
wood stove." Some of the shacks were in such
poor condition that, as the demand for student
housing increased, they were torn down so
that the salvageable materials could be used
to build a temporary men's dormitory to house
twelve students. 19
Students and faculty alike had to exist
without plumbing, hauling water from the
spring in what is now the student park.
Water for bathing was collected in a rain
barrel. On Thursday afternoon the girls
bathed in laundry tubs near the stove; the
boys' turn came on Friday afternoon. 20
Faculty housing was equally austere.
The president's family lived in a chicken coop
"with cracks in the walls large enough for one
to get a view of the surrounding scenery."
Because the roof was so leaky, a student later
reported, whenever it rained "every tub and
pan on the place had to be drafted into service
to catch the water." The preceptor, the music
teacher, and the farm manager lived in share-
croppers' shacks that had been recently used
as cattle stalls. Elder Field and his family
lived first in a tent "pitched camp meeting
style," then in an old house formerly used as a
barn. As late as July 1921, a physician
reported that the school blacksmith and his
family were living in unhealthful quarters.
The cellar needed ventilation, he said, and the
"spring should be fixed so as to keep out fish,
frogs, and other objectionable matter." Before
A Century of Challenge
turning the problem over to the school's
business management for corrective action,
the board's executive committee informed the
family that it deeply sympathized with them
and would try to get them a new house as
soon as it was possible to obtain the money.
Two faculty families and several students
shared a six-room farmhouse across the tracks
from the rest of the campus, and various
faculty members lived in tents and tent
houses at least as late as the fall of 1919. In
1921 president Lynn Wood, addressing a
constituency meeting, pleaded on behalf of his
faculty: "Our teachers have sacrificed by living
in rudely constructed shacks ever since school
started. They have put their own needs last,
and have sacrificed in every way possible for
the betterment and upbuilding of the plant. I
think the time has come when these teachers
should have plain but comfortable homes in
which to live." 21
As farm was hastily formed into school, a
playhouse which Thatcher had built for his
daughter some years before was suddenly
elevated to the status of president's office. In
subsequent demotions over the years the little
one-room doll house served a variety of needs:
music studio; "pest house" when a smallpox
epidemic struck the school; storehouse for
seed; beehive supply shed; shoe repair shop;
barbershop; and in between times a dormitory
room and a prayer room. 22
After the first few months of school, the
president's office was moved from the doll
house to the "cracker box," the building where
most of the classes were held. The four
The girls lived that first year in the upper story of the
old, yellow, twelve-room Thatcher farmhouse,
affectionately called the Yellow House.
59
Chapter 3: The Move To Collegedale
classrooms on the
second floor of this "old
rickety shack" were,
according to J. B.
Marshall, "separated by
rough board partitions
with cracks so large
that you could see what
was going on in the
next room, and, of
course, hear voices as
plainly as if we were all
in the same room." But
he considered the
biggest problem with
these classrooms to be
the difficulty in keeping
warm when cold
weather came. Despite
the stoves in each room,
on some days class-
rooms simply didn't get
warm enough for
students to feel com-
fortable even in their
overcoats. "On those
days," president Thiel
reported, "we would dismiss school and every
boy would be drafted for service in the wood
department." Cutting firewood was one of the
school's major industries that first winter. 23
The college laundry was set up in a 16 by
24 foot, leaky, and nearly floorless cross between
a tent and a shack which kept out neither wind
nor rain. The laundry equipment consisted of "a
spring, old-time wash tubs, scrub boards, and
soap." There were no irons or ironing boards
that first year. The college bakery began
operations in a tent house, the college press
occupied the largest of the quarry-worker
shacks, and a shed served as a dairy barn. 24
▲ The students are posed in front of the commissary building from the Thatcher farm in 1916-17, their first
year in Collegedale.
Building A Campus
ith the help of an architect named
White, the administration produced a
master plan for transforming this
amalgamation into a campus. Actual
I construction began in the spring of
1917. The first completed buildings included
the school store, a laundry, a dairy barn, and
some cottages built with lumber salvaged from
demolished shacks. The first major building
project was the girls' dormitory. 25
One of the many visitors to the campus
while the dormitory was being built was John
H. Talge, president of
Talge Mahogany Com-
pany, Indianapolis,
Indiana, a former
Presbyterian who had
become a Seventh-day
Adventist in 1914.
After touring the
campus, Talge asked
Thiel and Atteberry
what their plans were
for obtaining furniture
for the dormitory. They
replied, "We have no
furniture, nor any
plans, except the faith
that God, who has
helped us to proceed
this far, will provide
also somehow for this
pressing need." Quietly
he responded, "Well,
perhaps I can help you
a little in getting some
furniture." After
itemizing what would
be needed for the fifty
rooms, Talge promised, "I will see that you
have this furniture by the time you need it."
Not only did he send beds, dressers, tables,
chairs, and bathroom fixtures, he also pro-
vided oak flooring for the halls. When the
boys' dormitory was built, he furnished it as
well, in addition to providing laundry and
kitchen equipment. In 1919 he donated
$3,000 toward a new barn; he also financed
the establishment of several school industries,
including the basket factory, gave money for
the purchase of some additional land, sent
shoes and clothing, donated "some decorative
furnishings," and helped some of the students
A Century of Challenge
with their expenses. In 1927 the students
dedicated their annual, The Southland, to
John H. Talge, acknowledging, "The future
success of the college must always be due in
no small measure to his generous gifts." 26
Another source of funds was the General
Conference of Seventh-day Adventists, whose
North American Division made a $5,000
contribution in 1917. More important, the
General Conference Spring Council asked each
of the school's two constituent unions to raise
$20,000 and assessed the other unions in the
United States a total of $20,000 to be paid
between April and October 1919. When
wartime inflation made this amount inad-
equate, the non-Southern quota was raised the
following year to $30,000. Officials of the two
Southern unions traveled extensively that
summer raising funds for the construction
projects. Among those contributing toward
this campaign were students and faculty, who
pledged $2,000, and the school board, which
pledged $1,250. Although the campaign was
successful, the school's no-debt policy meant
that sometimes construction was delayed
while waiting for the anticipated funds. That
winter, because of emergency circumstances,
the board felt obligated to violate its no-debt
policy by borrowing $3,500, but in doing so it
declared a building moratorium until the debt
was repaid. 27
Under the direction of W. H. Gorich, the
construction work was done almost entirely by
students. Although the building wasn't
completed when school started in mid-October
The first major building project was the women's
dormitory in 1917, later known as North Hall. The
bottom photo shows the dedication ceremony for the
dormitory as it neared completion.
, ...«■; .. -* -J J , -
-- ■" JWiif* " " Jfmwn ■ MMS ^^i- — ■■■
■ '^fl(| PH^"*- ■■■■ ■' ^* .BB^BB- ■■- __^__._:^-- Z2— g^^^^^iiiiS^MMggjggiMBBBBBBBB^H
d^ El BjMLfca Le IBUJCfailBiBiif ""JMTT1
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fiWmiw* ibv&t? B-fa ®
61
Chapter 3: The Move To Collegedale
1917, the girls moved in anyway. Electricity
and plumbing had not been connected; fur-
naces had not been installed; doors had not
been hung; and stairway steps were old
boards. The girls hung sheets and blankets
for doors; "camp meeting-style benches"
furnished the parlor. Edwin M. Cadwallider
writes, "The young ladies . . . bore without
resentment such trials as trying to sweep sub-
flooring, studying by kerosene lamps, and
shivering in the heatless evenings, unless they
studied in the kitchen or dining room," where
wood-burning stoves were located. Although
▲ John H. Talge, president of Talge Mahogany
Company in Indiana, who provided furniture and
flooring for the two new dorms, as well as numerous
other substantial gifts to the college.
The men's dormitory, later called
South Hall, was constructed in
1919. In the top photo, the workbee
volunteers pause for a photo.
furnaces were installed before
Christmas, the girls continued
to shiver. Ethel Dart remem-
bers, "It was bitterly cold that
winter and the only fuel for
heating the building was green
wood" because the wartime
government had appropriated
the two carloads of coal the
school had purchased. 28
By mid-December the
upper two stories, where the
girls lived, were reportedly
"practically finished," and the
offices on the main floor were
"usable." The main floor
classrooms were completed
soon thereafter. Apparently
"practically finished" was a far
cry from completely finished,
because more than a year later
students and teachers, orga-
nized as the Collegedale
Catchem Club, pledged to raise
$25 each toward the $3,500
needed to complete the girls'
dormitory. They solicited
funds by writing letters. 29
When the girls had moved
into their new dormitory, some
of the boys moved into the
vacated girls' rooms in the
Yellow House, but others were
still living in tent houses. A
:<*
62
A Century of Challenge
boys' dormitory was obviously the
next most pressing need. Officers
and pastors of the two constituent
unions — and even the General
Conference president — personally
participated in this construction
project as part of a ten-day
"working bee." They put in the
foundations, completed the
basement, and erected half of the
first story. As before, students
labored in the building project
both during and after the work
bees. When work was suspended
in February 1919 due to a lack of
funds, a $17,000 contribution
from the North American Division
made completion possible. 30
Like the girls, the boys
moved into the dormitory before
it was finished; like the girls, the
boys lived on the upper stories.
On the main floor were located
classrooms and offices as well as
the boys' parlor and chapel. By
the end of September 1919
electricity had been connected
and walls had been plastered.
The college celebrated with a
special dedication ceremony on
November 2, 1919. 31
With student housing cared
for, the building of other needed
facilities and the raising of
Top and middle photos: The
administration building, later called
Lynn Wood Hall, was constructed in
1924. Bottom photo: The beginnings
of the barn.
necessary money occupied much time and
energy for the next several years. Members of
the constituent local and union conferences as
well as the General Conference financed
projects including a water system, several
industrial and agricultural buildings, a dining
hall, a normal (teacher-training) building, a
number of faculty cottages, an enlarged
laundry, and an administration building. At a
second work bee, from October 28 to Novem-
ber 13, 1919, between thirty and forty union
administrators and pastors — assisted by
students — erected two barns and a blacksmith
shop. The students and faculty solicited
$5,000 for a heating plant, and in 1923 stu-
dents ran another fund-raising campaign to
finish the boys' chapel and to replace the
"seats" of rough flooring strips with more
suitable ones. Two years later The Better
Men's Society of Southern Junior College
raised nearly $1,000 to furnish their dormitory
parlor. Southern Publishing Association
donated $15,000 toward a print shop, and a
donation by J. H. Caldwell enabled the school
to install a telephone system in 1920. The
faculty promoted campus beautification in
1919 by voting to purchase 1,000 gladiola
bulbs. 32
In 1924 the board voted to name the
buildings. The women's and men's residence
halls were called North Hall and South Hall
respectively, the Yellow House became Wel-
come, (though "Yellow House" prevailed), the
still-unfinished administration building was
designated as College Hall (renamed Lynn
Wood Hall in 1945), and the cottages were
given names such as Fair View, Springside,
Vinewood, Priscilla, Naomi, and Rest Haven,
the president's house. 33
When school opened in September 1924,
the $48,000 College Hall was pressed into
63
Joys' dormitory (Named South Hall in 1924)
Machine shops & farm machinery sheds
Pastor & Bible teacher J. H. Behrens' home (in trees, so not visible)
Married students' cottage (Cecil Graves, etc.) —j Corn crib
Barn & dairy
The Campus in 1921
Yellow House
Railroad
mm
Franzini house
Barn
Fred Fuller, Jesse Cowdrick, Mazie Jameson, Ruth, Carl, and Ray Jacobs
assisted in identifying the landmarks in these two views of the campus in
1921. Jesse Cowdrick and Mazie Jameson were members of the graduat-
ing class in 1919. Ruth Kneeland Jacobs arrived a few years later. Carl
and Ray Jacobs lived in the Yellow House in 1926. Fred Fuller grew up in
Collegedale in a log house (see photo). His father, George, held posts in the
area from 1922 onward, including treasurer of the school, store manager,
postmaster, and founder of an insurance business for the benefit of the
school and worthy students.
Williams' house
Puffery/cannery/laundry
• Girls' dormitory
Lime kiln & quarry
Chestnut house
' '1
' ■
hire sianon ^riuse uauj
Girls' dormitory (Named North Hall in 1924)
Tent houses for families
(Slates; Miss Carter & Helen)
Store/post office/business manager's office —
later a two-family apartment for married students
Yellow House
Bible teacher F. W. Field's home
Spring and pump house
Lime kiln
Lime quarry and cave
Garage/blacksmith
Corn crib
Ruskjer house
Boswell house
Print shop
George Fuller log house
Boys' dormitory
Chambers' house (In the '40s, home of farm and dairy manager
John B. Pierson, for whom Pierson Drive was named.)
Horse barn
.j,
Chapter 3: The Move To Collegedale
service, although it wasn't finished until after
graduation the following spring. By January
1927 a writer in the Advent Review and
Sabbath Herald was suggesting that SJC's
buildings made it the denomination's "best-
equipped" school. 34
Developing A Faculty
Buring the time that SJC was building
its basic campus, it was experiencing
administrative instability. The
presidency changed five times in
eleven years. In June 1918, Thiel
left Collegedale to teach English and biblical
literature at Walla Walla College. His re-
placement, former STS principal Lynn Wood
(1918-1922), had been actively involved in
promoting SJC and raising money for develop-
ing the campus during the years when he was
the education secretary of the Southern
Union. Now, in addition to
presidential duties, Wood
taught woodworking,
physics, and physics
laboratory five periods a
day. Besides that, he was
at first given the responsi-
bilities of business
manager, treasurer, and
editor of a fund-raising
publication called Faith,
and was expected to spend
his summers soliciting
money for the school.
Wood also seems to have
been the school's unofficial
men's sex education
teacher. Donald W.
Hunter recalls that he
"would call boys around
, M. E. Cady, president, 1927.
H. H. Hamilton, president, 1925-1927.
him on the front steps of
his little house . . . and
talk to us about the
things that boys needed
to know because so many
of us never got it at
home." Wood accepted a
call in 1922 to become
president of Australasian
Missionary College in
Avondale, Australia. As
a going-away present the
faculty voted to give him
the school library's
valuable copies of the
out-of-print Ellen White
volumes, Spiritual Gifts. 35
Wood's successor
was his predecessor:
having replaced Leo
Thiel, he was replaced, in turn, by Leo Thiel
(1922-1925). When Thiel
resigned to accept the presi-
dency of Union College, his
successor, H. H. Hamilton
(1925-1927), a Tennessee
native, transferred to SJC from
Western Washington Academy
in Auburn, where he had been
principal and business man-
ager for three years. Prior to
that he had taught at Walla
Walla College and Southwest-
ern Junior College. Called to
the presidency of Washington
Missionary College in the
middle of the 1926-27 school
year, Hamilton was replaced by
M. E. Cady (1927) of the
General Conference Education
Department. 36
The author of several
books, Cady had a rich back-
ground of denominational
experience that included the
presidencies of Healdsburg,
Walla Walla, and Washington
Missionary colleges. 37 With the
end of Cady's interim presi-
dency, SJC moved into a period
of greater administrative
stability. For the next decade,
Southern would have only one
president.
Instability was also
evident below the administra-
tive level those first eleven
years at Collegedale. Only one
of the veterans of 1916 was
still at SJC in 1927: Frank W.
Field. However, there was one
other familiar name on the 1927 teaching
roster: A. N. Atteberry, business manager,
agriculture director and teacher, and math-
ematics teacher during the pioneer years at
Collegedale, had returned in 1924 after a six-
year absence to serve four more years as
registrar, poultry director, and history profes-
sor. Several faculty members had tenures of
only one or two years. But there were others
who, although they hadn't been at Collegedale
at the very beginning, had come soon after
and stayed for six, eight, eleven, nineteen, and
even thirty-five years. 38
The teacher who remained on the faculty
thirty-five years (1917-1952) was Maude I.
Jones. 39 Born in Hernando, Mississippi, in
1872, Miss Jones graduated from a girls'
preparatory school in Memphis and then from
Mississippi State College for Women in 1894.
A Latin and mathematics instructor for ten
years on the high school and college levels,
A Century of Challenge
before she accepted Adventism, she joined the
staff at SJC in its second year at Collegedale,
initially teaching algebra, geometry, Spanish,
and Latin, but later teaching primarily En-
glish. In addition to teaching five classes a
day, she shouldered responsibility for co-
managing the library and editing the Southern
Union Worker. Not content with doing only
what she was asked, she also taught a weekly
class in word etymology in the early 1920s.
Students and colleagues from four de-
cades remember Maude Jones with respect
and love for her personal concern for students
and her wise counsel. They speak of the
qualities of her teaching: thorough, knowl-
edgeable, well prepared, engaging. She was
particularly fond of teaching Biblical Litera-
ture, and even after her official retirement
continued flawlessly to deliver annual chapel
talks on the subject. Well versed in the
English language, she held an unwavering
high standard for others, expecting that every
graduate leave with a command of the lan-
guage and correcting in a gentle way every
verbal miscue she heard.
Former students still picture her pacing
back and forth across the classroom in her
quiet, serious way. They think of her cour-
tesy, her pronounced Southern accent, her fear
of snakes and germs, her love for canaries, her
reputed partiality to boys, her scrupulous
honesty, her insatiable curiosity, and her
decided opinions, such as her opposition to
starting a cemetery in Collegedale. Then
there was her hard-to-read handwriting. She
didn't enjoy having students point this out, so
they felt compelled to use stategy. One would
say, "The light is glaring on the board. Could
Maude Jones in 1920.
you please read question two aloud?" When
she had read it, another student would say,
"From here it's hard to see question three."
The process would continue until she had
orally read the entire assignment. Students
still wonder whether she ever caught on.
According to the Southern Accent, she
played a major role in establishing SMC's
reputation as a "School of Standards." Re-
membered as "definitely a Victorian lady," she
held to strict propriety of behavior. When she
lived in the women's dormitory, though not a
dean, she felt it her duty to be present when-
ever couples were visiting in the parlor, and
even after moving to the Normal Building, she
similarly supervised the other unmarried
teachers who lived there. Yet the Southern
Accent called her "the favorite chaperone on
the campus," and to some she was "a great
matchmaker."
The esteem in which Maude Jones was
held received institutional recognition in the
renaming of the girls' dormitory after her in
1945. The following year former students
presented her with a more tangible honor: the
alumni association raised the money to build
her a cottage (near the site of the present
Miller Hall). Having lived in the women's
67
Chapter 3: The Move To Collegedale
dormitory for most of her
years in Collegedale and
later renting a small
apartment in the Normal
Building, she at last had a
home of her own.
The teacher from
Collegedale's pioneer years
who — next to Maude
Jones — remained on the
faculty the longest was
Frank W. Field, an experi-
enced evangelist,
administrator, and teacher,
who was approaching his
fifty-third birthday when he
became part of the faculty
in 1916 and who was
seventy-two years old before
he completely retired. Born
in 1863, in Waukesha
County, Wisconsin, Field
accepted Adventism at the
age of nineteen. With various courses in
religion, Greek, pastoral training, and as-
tronomy, his teaching load was generally five
classes a semester. In addition he managed
the college beekeeping business, pastored the
Collegedale SDA Church, conducted evangelis-
tic meetings, and edited the union papers.
During the summers, he was expected to paint
buildings, teach summer school, and recruit
students. 40
Field's personality was quite different
from that of Elder J. H. Behrens, his colleague
in the Bible department for more than half of
his tenure at SJC. Whereas Field has been
described as a "witty character" who wrote
humorous little poems, Behrens was — as one
student put it — so serious in his classes,
especially when talking about eschatalogical
prophecies, "that he almost scared the wits out
Bible teacher Frank W. Field.
A Bible teacher J. H. Behrens.
of some of his students." 41
Behrens came to Collegedale in 1920 after
nearly three decades of denominational ser-
vice. His initial responsibilities included
chairmanship of the Bible department, super-
vising chapels, and teaching classes. For the
1922-23 school year his largest class, Daniel
and Revelation, enrolled twenty-four students,
but all his other classes ranged in size from
three to seven. He conducted revival and
evangelistic meetings and succeeded Field as
Collegedale pastor. 42
The early faculty members were not
highly educated. Maude Jones was one of only
four in 1923 with a bachelor's degree; only one
had a master's degree. Sixteen of the teachers
and industrial department heads had no
degrees, but — the president said — twelve of
those had received "special training in Bible,
Normal, or industrial lines" which made "their
services as valuable as the services of one who
had finished a regular college course." With-
out doubt, they were dedicated and loyal and,
although fairly conservative, they were also
flexible, not immune from permitting student
persuasion to change their minds. Twenty
hours comprised the standard teaching load:
a typical teacher taught five classes four days
a week. Teachers were also expected to be
involved in the school's industries, "having a
warm interest in industrial work" and spend-
ing "some time working with the students
each day." 43
The Students
Buring the first eleven years at Col-
legedale, the size of the faculty,
including industrial managers,
doubled from 13 to 26, while the size
of the student body, grades one
throughl4, rose from 57 to 286 despite a steep
decline in 1920-21 and 1921-22, the retrench-
ment years. During much of the period
between 1916-1927, elementary and high
school students comprised over 80 percent of
the enrollment. In 1923 girls outnumbered
boys by a ratio of more than 2:1 in the high
school grades, while boys slightly outnum-
bered girls on the collegiate and elementary
levels. That year, 21 percent of the students
came from farming families, 18 percent from
families of denominational employees, and
nearly 12 percent from families in which the
breadwinner was a merchant or salesman.
Only about 2 percent of the students had
physicians for parents, and 1 percent came
from attorneys' homes. 44
Three students graduated in the class of
1917: two young women finishing the high
KS
SJC Graduates Step Into Leadership
.
uite a few SJC graduates from this
era entered denominational service; some
ascended to positions of major responsibility.
The class of 1924 alone produced four General
Conference executives and a union conference
president. 108 One of these was Leo Odom, who,
with his bride Lela, '24, went directly from
Collegedale to mission service in Puerto Rico.
When Lela died two years later, Leo returned
to the mainland. In 1929 he married Martha
Montgomery, also '24, who was teaching
Spanish at Washington Missionary College.
The Odoms served a number of pastorates in
the United States and mission appointments
in Spain, Panama, and the Philippines. Leo
worked as an editor for the Southern Publish-
ing Association and later for the General
Conference, producing the three-volume Index
to the Writings of Ellen G. White and editing
The Israelite. He
authored thirty-seven
books, the last one
published in 1989. Like
her husband, Mrs. Odom
authored several books
and worked in the Ellen
G. White publications
office of the General
Conference. 109
The year after the
Odoms graduated, two
new students arrived on
campus — Anna Ruth King from Spring City,
Tennessee, and O. D. McKee from Talowah,
Mississippi. Both worked their way through
school: Ruth checking in the cafeteria, clean-
▲ Leo and Martha Montgomery Odom
ing the kitchen, assisting the registrar, and
clerking in the business office; and O. D.
selling religious books,
working in the college
store, and doing janitorial
work. They got together
because of a box of candy
mailed to another student
who had withdrawn from
school before the candy
arrived at the campus post
office. Two different
relatives of the former
student unknowingly
offered the box of candy to
two different people: O. D.
McKee and Ruth King. O. D. was the first to
claim it, and later when Ruth asked for the
box she was told that he had already taken it
A few days later as she
was practicing the piano
in a room he was clean-
ing, she chided, "You got
my box of candy." Thus
began a friendship which
led to marriage and then
to a business partnership
that created a company
which eventually would
become Greater Chat-
tanooga's largest manu-
facturing employer.
To Ruth, SJC was "a little heaven on
earth," and according to O. D. she was "the
sweetheart of SJC." After two years of junior
college, she began teaching in Seventh-day
▲ O. D. and Ruth King McKee
Adventist church schools. After O. D. com-
pleted the SJC collegiate program in 1928, he
and Ruth were married.
During the next few years
while Ruth was employed
in secretarial and teaching
positions, O. D. worked for
the Southern Publishing
Company, for Pisgah
Industrial Academy, and
for Old Fort Sanitarium
as — among other things — a
baker. During the Great
Depression O. D. became a
snack cake salesman.
When his supplier went out
of business, he mortgaged his recently pur-
chased truck to buy Jack's Cookie Company,
a forerunner of McKee Foods Corporation.
Both McKees contributed to the company's
success: he specialized in sales and product
development, she in production and person-
nel management. When Ruth McKee passed
away on June 25, 1989, at the age of eighty-
two, a Chattanooga News-Free Press editorial
eulogized her thus: "She will be remembered
as a lovely and conscientious lady who had
sound priorities in her life and applied her-
self to them in ways that showered blessings
on others."
69
Chapter 3: The Move To Collegedale
school teaching training ("normal academic")
course, and a young man completing the
regular high school "academic" course. By
1925 the number of graduates was 36, of
which 23 were high school students. 45
Despite its small size and isolated loca-
tion, the college was not immune from
developments in the larger world, including
war and pestilence. Europe already was at
war when the Collegedale campus was being
established, and after the United States
became involved on April 6, 1917, the Selec-
tive Service System called three SJC students
in its first draft. By June 1918 a dozen young
men had left Collegedale to serve in the armed
forces. 46
As the war was drawing to a close, it was
replaced by an even deadlier scourge — influ-
enza. Twice as many people died in the
influenza epidemic of 1918-1919 as had
perished in the most horrible war the world
had yet seen. Some eighty-five SJC students
were stricken, but there were no fatalities.
On more than one occasion a physician told
faculty members, "You have two or three cases
who will likely develop pneumonia before
morning." On each of these occasions prayer
was offered in behalf of the student in ques-
tion, and in the morning the student was
always better. Another wave of the epidemic
hit Collegedale the following year; again there
were no fatalities. Several of the students
courageously volunteered to assist stricken
families in the area. 47
Meanwhile, other epidemics struck.
Simultaneous with the first wave of influenza
came smallpox. A few weeks after that,
pneumonia brought on by measles took the life
of one student. Measles returned to the
campus four years later, afflicting eight or ten
students. Other epidemics striking College-
dale during this period included pink eye,
scarlet fever, and — most tragically — typhoid,
which took the life of one young woman. 48
Becoming Collegiate
lthough the school was called South-
ern Junior College, only twelve grades
were offered the first year on the
Collegedale campus. Grade 13 was
added in 1917, grade 14 in 1919.
From the beginning SJC offered an alternate
program for secondary students: the normal
course for prospective teachers. By 1918 a
third high school program was being offered:
the Bible workers' course. In that same year
SJC offered three collegiate-level programs:
the college normal course, the ministerial
course, and the regular junior college course. 49
In addition to four academic subjects per
semester, all students — high school and
college — were required to take "drills" in such
skills as spelling, penmanship, and reading. A
drill in "sightsinging" was mandatory for
everyone in 1919. The spelling program
involved testing as well as drilling: in order
to graduate a student was required to receive
85% on a spelling test. College students were
also given drills in physiology, calisthenics,
hydrotherapy, and "hygiene and sanitation." 50
From 1919 to 1922 curricula had begun
to proliferate: on the secondary level such
programs as music, agriculture, and home
economics; on the collegiate level, music and
commercial. This trend was reversed in 1924
when the secondary normal, home economics,
and agricultural programs were eliminated.
But the trend toward a wide variety of specific
vocational classes continued. By the 1926-27
school year these included three full years of
woodwork, home economics, and sewing, two
years of printing, two semesters of "Hydro-
therapy, First Aid, and Practical Nursing,"
and one semester each of Elementary Agricul-
ture, Gardening and Soils, Farm Crops and
Machinery, and Animal Husbandry. Address-
ing a constituency meeting in 1921, Lynn
Wood claimed, "In the woodwork class ... I
can tell more about boys and their character,
and the way they will handle life's problems
by the way they handle their tools, than I can
by any amount of theoretical instruction." He
added, "There is no work in the whole curricu-
lum that will give a man more patience than
woodwork." 51
In 1920 the college administration con-
tacted the United States Bureau of Education
about the possibility of accreditation. With
accreditation, SJC credits would be accepted
by other institutions of higher learning.
Higher education specialist George F. Zook,
upon examining the school catalog, was
concerned that SJC no longer required a
foreign language and required only one year of
mathematics. He was also concerned about
the emphasis on religious and vocational
subjects. But after discussing the matter with
a Seventh-day Adventist colleague, he con-
cluded that the school's work was "honestly
done" and that those of its high school classes
which coincided with university and college
The students in hydrotherapy class learn to give
massages to relieve pain and suffering. This is the
treatment room with dressing booths, linen closet,
bath, and spray. According to the 1927 annual, fifteen
minutes in the bath causes a good perspiration. When
the patient comes out, he or she is given a spray to
close the pores and sometimes an alcohol rub.
70
Chapter 3: The Move To Collegedale
entrance requirements should be given full
credit, but that institutions requiring a foreign
language or more mathematics for entrance
should require students transferring from SJC
to make up such courses. As for SJC's college-
level classes, Zook suggested that "a college or
university could afford to recognize" every-
thing "at its full value, with perhaps the
exception of (1) Daniel and Revelation, (2)
Epistles, and (3) Printing." 52
The Bureau also asked Dr. Harry Clark
from the University of Tennessee to make a
report. Classes were not in session the day
Dr. Clark made his visit, but he did inspect
the campus. He was dismayed at the school's
equipment shortage, estimating that SJC had
only about $500 worth of chemistry equip-
ment, a similar amount of physics equipment,
and a library of only about 3,000 books. Also
disconcerting was the low number of college,
as opposed to high school, students. Could a
school really be serious about applying for
college accreditation when it had only twelve
college-level students? Besides, he didn't like
what he heard about the business department.
He reported that "the work in commerce did
not appear to be up to standard." But, in Dr.
Clark's opinion, the school had at least three
things going for it: a good student attitude, a
work-study program akin to that at Berea
College, and teachers who "were not over-
worked." 53 By "not overworked" he was
probably referring to the teacher-student ratio.
In spite of the negative aspects of Zook's
and Clark's reports, J. S. Abel, acting commis-
sioner of the Bureau of Education, stated his
opinion that SJC could "properly be accred-
ited." In November 1921 the executive
committee of the school board voted to ask
Wood to look into obtaining accreditation with
the University of Tennessee. When Peabody
College in Nashville asked Zook whether he
thought George Peabody should accept credits
from Southern Junior College, Zook suggested
that Peabody "accredit people from this
institution in particular courses" but he
thought it would be impossible to give a year's
college credit for a year's work done at Col-
legedale: "It would seem that the deficiencies
in foreign language and mathematics, together
with the stress laid on religious and vocational
subjects, would make it impossible for them to
do the equivalent of a year's work at George
Peabody in the same amount of time at
Ooltewah." 54
Unaware of George Zook's negative
opinion, John C. Thompson, Southern Union
Conference educational secretary and a mem-
ber of the SJC board, wrote to him requesting
the Bureau of Education to list Southern
Gathering hay in the college valley, 1925.
72
A Century of Challenge
Junior College in its directory of higher-
education institutions. Zook replied that SJC
did not seem to be qualified for such listing
because it did not have "at least twenty
regular students in collegiate standing" and
because its students did not "do at least two
years of the usual college work." Zook has-
tened to add that, in rejecting a school for the
directory, the Bureau was not intending to
reflect on its work, but was merely following
"some consistent practice in line with what
[was] done by the chief accrediting agencies."
Thompson also contacted the Southern Asso-
ciation but was informed that so far it had
"never undertaken" to rate junior colleges. 55
Meanwhile Wood, following the executive
committee's instructions, had contacted the
University of Tennessee. In reply, the univer-
sity had asked for a copy of the SJC catalog
and some other information. After hearing
Wood read the relevant correspondence, the
faculty voted to supply the material requested,
but to table any further consideration of the
subject pending contact with the General
Conference education department. The board
voted in March 1922 to leave the question of
pursuing accreditation to the college president
and the two educational secretaries to work
out with the help of the General Conference
education department. 56
But by this time Wood was in no mood to
work anything out. Zook's letters seem to
have convinced him that accreditation was an
unmitigated evil. Two days earlier, address-
ing a constituency meeting, he had expressed
alarm at what he considered an unenlightened
demand by parents that SJC's classes "receive
credit in the worldly institutions." He was
especially concerned about those parents,
apparently unaware of the institution's "tre-
mendous responsibility," who were questioning
whether their children should take Bible
classes because the credits might not be
transferable. Even worse, although the
eternal salvation of their sons and daughters
was at stake, some Adventist parents "calmly"
sent them to public schools because they
might have to make a small sacrifice to send
them to Adventist schools. "If we are going to
save our young people, we must educate them
in our schools, regardless of the cost," he
urged, implying that if Seventh-day Adventist
students received all of their education in
Seventh-day Adventist schools, there would be
no need for transferable credit. 57
Wood wasn't alone. A number of Sev-
enth-day Adventist educational leaders feared
that accreditation would limit the freedom of
denominational colleges to accomplish their
spiritual mission. Addressing the SJC faculty,
former Southern Industrial School principal
C. W. Irwin, who had been the president of
Avondale College and Pacific Union College
since leaving Graysville and was now an
associate secretary of the General Conference
education department, attacked the twin evils
of hiring teachers on the basis of their degrees
and of seeking accreditation with state institu-
tions. Teachers should be selected on the
basis of their personal qualifications, he said,
regardless of whether or not they have a
certain degree. "Our schools should be distinc-
tive because they have a special work to do,"
Irwin urged. "The schools that are not re-
quired to obtain recognition should not seek
for it." 58
But denominational colleges, driven
primarily by the requirement that medical
students study two years at an accredited
college before undertaking their professional
studies, were already beginning to seek and
receive accreditation from state institutions
and regional accrediting bodies. In order to
avoid the heavy financial requirements for
senior college accreditation, some SDA senior
colleges registered with regional accrediting
bodies as junior colleges. By 1928 three
Adventist colleges had received some kind of
accreditation. 59
n the meantime on campus, student
life was dominated by routine, but
routine spiced with periodic variation.
Students were awakened by a rising
I bell at 5:30. On school days four
hours were devoted to industrial labor, and
about the same amount of time was scheduled
for classes and daytime study periods. For
several years classes were held from Sunday
through Thursday, although during the Wood
administration the school week was shortened
to four days so that students could use one
day a week for house-to-house witnessing.
After a year this schedule was abandoned for
one in which college students went to classes
four mornings a week and academy students
attended five afternoons a week. Sunday
classes were discontinued and a Monday
through Friday schedule instituted in 1923. 60
The faculty continued to wrestle with the
problem of unexcused absences and tardi-
nesses. It finally decided in 1918 to
distinguish between the two offenses by
having three tardies count as an absence, and
the following year decided to mark students
absent when they were more than fifteen
minutes late. Penalties included ten hours of
free labor and a 1% grade reduction for each
absence. In addition, for each unexcused
absence, the students were required to attend
supervised study hall during entertainment
programs and were denied all social privileges
until they had endured enough extra study
73
Chapter 3: The Move To Collegedale
hall to compensate for all their absences.
Additional penalties were imposed on students
leaving early for vacation or coming back late
after vacation. When the total number of
absences came to 15 percent of the class
sessions, automatic failure resulted, whether
or not the absences were excused. 61
"School Of Standards"
escribing Mrs. I. D. Richardson, the
preceptress (dean of women) from
rj 1922-1924, Jeanetta Hardin wrote,
"She was tall, slender, and very
dignified with piercing blue eyes, and
a wealth of fluffy, silver-grey hair. Her most
distinguishing mark was a tape measure
around her neck. Twelve inches was the
highest peak that skirts could reach on girls
over sixteen." Recalls Masie Jameson, "The
way we had to dress was just ridiculous — long
skirts and long sleeves. The sleeves had to
cover our elbows." However, she adds that the
students didn't resent the strict rules: "It
didn't seem to make us angry or anything like
that." On the contrary, many alumni of that
period state that one of the positive things
about Southern Junior College was that it had
rules and lived up to them. Parents trusted
the faculty to be "true fathers and mothers to
their children," Hamilton told the teachers.
SJC took its surrogate parental responsibility
very seriously, and during the Wood adminis-
tration began to advertise itself as "The School
of Standards." 62
How the young men dressed wasn't a
matter of much concern for the faculty. It did
ask that they wear shirts when outside of
their dormitory rooms, and one former student
says that "at one time no male student could
▲ A school picnic around 1918: food is served from the wagon and several have parasols up as they wait in line.
go into the dining room without wearing a
coat." But, on the whole, little was said about
how the boys dressed. 63
The question of dress for the young
women was a different matter. A vocal
element of the constituency was shocked by
the shorter skirts that became fashionable in
the 1920s. The obsession with stemming this
worldly tide hit the Collegedale campus at
3:00 Monday afternoon, January 24, 1921,
when Lynn Wood read a letter from a con-
stituent conference president stating that
"because of the worldly spirit that is creeping
into the school, manifested in the way in
which the girls are dressing," a woman who
had been making financial contributions to the
school had "decided not to give any more."
The minister was urging that "something be
done" to change the situation on the campus. 64
Concerned that graduates rightly represent
Adventism by the way they dressed, the
faculty decided to act.
The 1921-22 calendar states, "Extreme
styles of hair, dress, the wearing of jewelry,
French heels and thin hosiery, extremely thin
waists [blouses], short or narrow skirts, low
necks, and sleeves not covering the elbows, are
contrary to the principles of the school." With
just three modifications, that sentence contin-
ued to appear in the school bulletin for more
than a decade. By the summer of 1926
"narrow heels or those more than one and one-
half inches high" was substituted for "French
heels"; "thin hosiery" was expanded to read
A Century of Challenge
"thin or conspicuous hosiery"; and sleeves
were permitted to stop at "the inside bend of
the elbows" instead of covering them. In
addition, girls were asked not to wear lipstick,
rouge, or eyebrow pencil. Although mixed
swimming was not permitted, opaque stock-
ings had to be worn when swimming. One
member of the dress committee wanted a
regulation mandating that girls wear heavy
underwear in the winter, but that proposal
was rejected as "out of the jurisdiction of the
committee." Southern's dress code didn't
apply only to adolescents. Anticipating the
arrival of church school teachers who would be
attending summer school that year, a faculty
member suggested sending each of them a
copy of the school's dress policies. 65
Even more vexing than the dress question
was the subject of relations between young
men and women. Believing that at least some
parents didn't want their sons and daughters
even thinking about courtship and marriage,
the faculty tried to segregate the sexes as
much as was possible in a coeducational
school. A definite line delineated that part of
the campus where boys could walk from the
part where girls could walk. Separate paths
were designated for boys and girls going to
and from the basket factory, and different
days of the week were stipulated not only for
using the swimming hole but also for trips to
Ooltewah. When the faculty discussed the
possibility of establishing a literary society, it
voted to have separate meetings for boys and
girls. Even in the area of "soul- winning work"
the faculty believed that "boys should confine
their efforts to work among boys." 66
Coupling off at games, picnics, and other
recreational activities, escorting a member of
the opposite sex to or from a picnic or school
program, and standing or "strolling about the
campus or elsewhere" with a member of the
opposite sex were forbidden, as was the
writing of notes and letters, "sentimentalism,
flirtation, and conspicuous courtship." Young
men "of mature age" were allowed to visit with
young women for a maximum of 1 1/2 hours
only once a month on Thursday nights, and
then only if both of them had earned at least
80% in each of their subjects and had parental
approval and "permission from the
preceptress." 67
When several faculty members observed
one particular couple conversing in the halls
and elsewhere in the administration building,
the president agreed to talk to each of the two
separately, informing them that they "must stop
visiting in the school building." Various other
students had their report-card deportment
grades reduced for talking to members of the
opposite sex in the halls or in the chapel. A boy
who three times met with a girl during the
supper hour at various places on the campus,
including the lime kilns, was given a letter of
censure. Another boy was asked to withdraw
from school for kissing a girl and writing her
notes. And a man who applied for a position
teaching science was rejected simply because he
was single. The executive committee feared the
▲ The Southern Junior College Chorus in 1927: "We are trying to meet the urgent and growing demand that the
young men and women who enter our denominational work shall have some training in musical lines and thus
be able to use their voices effectively in the blessed evangelism of song," reported the 1927 annual.
75
Chapter 3: The Move To Collegedale
The String Orchestra in 1927, led by Malvina Zachary, instructor of violin.
possibility of a "social relationship between
him and other members of the faculty," which
would "make it hard for the proper discipline
to be carried out." 68
In addition to the dress code and rules
concerning boy-girl relations, SJC had regula-
tions regarding leaving the school grounds,
using automobiles, bringing various other
items to school, living in the dormitory, and
observing the Sabbath. Students were al-
lowed, by permission only, to go to
Chattanooga once every two months and to
Ooltewah once a month. Visiting a store
adjacent to the campus was considered the
same as going to Ooltewah. A young lady who
went to Ooltewah after being denied permis-
sion was suspended for three days and given
the choice of working "full time without
remuneration" or remaining in her room for
the three days. Several other students who
left school grounds without permission — and
who didn't return until 3:00 in the morning —
were expelled. 69
Since the school barred anyone who used
alcohol, tobacco, or playing cards, one would
not expect to find these products on the
campus. In addition, students were asked not
to bring automobiles, flesh meats, chafing
dishes, electric grills, electric curlers, irons,
firearms, radios, phonographs, "objectionable
literature," or athletic equipment. "The
promiscuous use of cameras" was discouraged.
Students who, because of special circum-
stances, were permitted to drive automobiles
in order to come to Collegedale were not
permitted to operate them while here "except
by request of the school, unless permission is
granted by the office twenty-four hours previ-
ous to use." Students not living with their
parents or legal guardians were required to
live in the dormitories unless they had written
permission from the faculty to live elsewhere,
namely with "very near relatives." Regula-
tions regarding Sabbath observance were as
follows:
Students are expected to deport themselves
in such a way on the Sabbath as will be in
harmony with the day and to attend Sabbath
school and public worship. In the case of
necessary absence the student's time should be
spent in his own room. Students are not
expected to make or receive calls on the
Sabbath, or to spend the Sabbath away from
the school, unless it be, with permission, to
visit at the homes of near relatives, teachers,
or conference workers. 70
The school tried to discourage from
attending those who would be dissatisfied with
such rules. The calendar warned, "Giddy,
frivolous boys and girls are out of place here."
Applicants had to pledge to observe the school
rules, answer such questions as "Are you
enjoying a Christian experience?" and "furnish
testimonials" from a church elder, a conference
official, and a layman. 71
Student Activities
as it possible for students to find any
enjoyment at an institution that so
closely regulated their lives? What
did the students do for recreation
those early years at Collegedale? Not
much, according to one student from the late
1920s. "All we did was work, eat, sleep, and
A Century of Challenge
study." But an earlier
student, Masie Jameson,
"really enjoyed" attending
SJC. "We just had a good
time," she says. 72
What did the students
find enjoyable at College-
dale? "The one thing that
really thrilled me was the
band," recalls Ray Jacobs.
"I played the slide trom-
bone." Jacobs says he still
loves one of the pieces he
played with the band, the
"Poet and Peasant Over-
ture." And he recalls with
pleasure being a member of
a small group which played
at several churches and at
such places as the Chatta-
nooga fire station. Other
campus musical organizations included the
orchestra and chorus. Besides performing on
campus, they were occasionally asked to play
for a local high school graduation or perform
on WDOD, a Chattanooga radio station. 73
School publications provided another
creative outlet, beginning with the 1922-23
school year. Prior to that — except for a 1920
periodical that died after one issue — school
publications had been faculty-edited vehicles
for public relations, fund-raising, and recruit-
ment. During the early 1920s requests for a
school paper and an annual were denied.
When the journalism class had asked permis-
sion to start a four-page local paper, the
faculty, feeling that such an undertaking
might be too expensive, suggested that the
class might occasionally edit one of the union
papers instead or produce a "dummy issue" of
a denominational publication. When the
senior class of 1922 requested permission to
have an annual, the faculty responded nega-
tively, considering such an undertaking too
time-consuming and expensive. "It would be
Acting out an "Old Fashioned School" at the 1920
Boys' Reception.
difficult, if not impossible, for [you] to secure
enough advertising to make it pay," Wood told
the seniors. They should spend the time that
they would put into producing it into complet-
ing their school work. He added further that
annuals didn't "increase the desire to engage
in soul-winning." 74
But, with Thiel's return to the president's
office, the faculty changed its mind. Although
some still thought that having school annuals
was "a worldly custom" that SJC should not
follow, the majority of the faculty and the
board voted to fund "the production of an
annual, provided that in content and make-up
it conform to high Christian ideals." Three
years later the students launched a monthly
periodical. Confusingly, both the annual and
the monthly were called The Southland. 75
Collegedale's first student association was
a short-lived organization called the Catchem
The physical culture class in 1926 begins a race in front of the gas station /garage.
77
Chapter 3: The Move To Collegedale
A Taking care of the dairy cows in 1926.
Club. Fund-raising seems to have been its
primary activity. Its successor, the
Sojuconians, was organized at the suggestion
of the school board, who saw it as a vehicle for
promoting increased enrollment. The
Sojuconians not only accepted the challenge of
recruiting students and raising money for
school projects, it also provided leadership
training for future denominational administra-
tors like Jere Smith, who became the
president of the Lake Union Conference. 76
The women's club was called Joshi
Jotatsu Kai, a Japanese name meaning
"Ladies' Improvement Society." Meeting once
a week at the time usually scheduled for
evening worship, the club's leaders were
serious about self-improvement, designing
strategies to help the young women develop
better social graces and healthier lifestyles.
Less imaginatively, the men's club was called
the Better Men's Society. Other campus
organizations included a literary society and a
poets' club, but the faculty rejected as unchris-
tian the idea of a debating society. 77
Various religious organizations also gave
the students opportunities to develop leader-
ship skills: the church, the Sabbath School,
the Missionary Volunteer Society, and
"bands" — prayer bands, several foreign mission
bands, a colporteurs' band, a ministerial band,
a Bible workers' band, and others. After the
1924-25 school year, when one student was
president of both the Sojuconians and the
Better Men's Society, and another — a future
General Conference executive — was both
senior class president and the leader of one of
the mission bands, the faculty voted that no
student should hold more than one Sabbath
School, church, or student organization office
at a time. 78
The big night for recreation during the
early 1920s was Thursday, but after the school
switched from a Sunday through Thursday
class schedule to a Monday through Friday
program, Saturday night became recreation
night. For programs taking place in the
school auditorium, young men and women sat
on separate sides of the aisle. In the early
1920s the faculty believed that social events
shouldn't be "merely to entertain [but] should
be educational as well." 79
The first school year at Collegedale there
wasn't much recreation, educational or other-
wise. Since the school year had started late,
making up lost time was of primary impor-
tance, so most Saturday nights were spent
preparing for Monday's classes. On one
Saturday night in December, however, the
students played charades and some other
games and competed in a geography contest.
Also one Sunday night in March they enjoyed
listening to a borrowed Victrola. 80
Social activities livened up considerably
in the following years. Guests and faculty
members entertained students with illustrated
lectures on such topics as Yellowstone, Alaska,
the Holy Land, and the South Sea Islands.
Sometimes the students themselves provided
the entertainment. Besides performances by
the school's musical organizations, there were
programs such as the February patriotic
extravaganza featuring two student speeches
about the life and work of Abraham Lincoln as
well as band music and a flag drill. On
another occasion, students and teachers left
the campus to hear the John Philip Sousa
Band perform in Chattanooga. Sometimes
A Century of Challenge
recreation took place outdoors: games on the
lawn, hayrides, moonlight walks, cave explora-
tions, and marshmallow roasts. Lively and
intricate marches were another type of
evening recreation. 81
On special occasions students enjoyed
daytime recreational activities. Sometimes
these involved only one certain group, as when
the farm boys had a swimming outing to
McCallie Lake, or when the senior class
picnicked on Signal Mountain, or the religious
clubs sponsored a mountain-top breakfast and
prayer service. Sometimes activities included
the whole school body, such as the annual
spring picnic, the beautiful March day when
president Thiel surprised students by cutting
the school day short for a baseball game and a
hike up Grindstone Mountain, or special
school clean-up days when the students
worked in the morning and had a picnic meal
and hike in the afternoon. 82 Most frequently,
however, all-school daytime recreational
activities came on a holiday, especially
Thanksgiving.
Since it wasn't practical for students to go
home for the one-day Thanksgiving holiday,
the day was generally devoted to a combina-
tion of manual labor in the morning and fun
in the afternoon, although one time at least
the recreation began right after the 7:30 a.m.
chapel service. Observing the first Thanksgiv-
ing at Collegedale, students played such active
games as three deep, dare base, and drop the
handkerchief. That evening they competed in
a spelldown and attended a musical program. 83
The faculty also attempted to make the
Fourth of July a special day for students
working at the college during the summer.
For Collegedale's first July 4, the students
worked until 11:00 in the morning, after
which they had a picnic in the woods, followed
▲ Gas anyone? The price is
by an afternoon of games and an evening of
Victrola music, piano selections, and recita-
tions. In 1923 the usual half-day July 4
picnic expanded into an all-day picnic featur-
ing games and ice cream in a grove near
Apison to which the students had walked. 84
But the school did not celebrate New
Year's Day or Halloween. In 1922 the faculty
rejected a student request to suspend classes
for New Year's Day, and some students who
quietly celebrated New Year's Eve with a
midnight snack were suspended, presumably
because they stayed up so late. Some other
students had their deportment grades docked
for Halloween pranks and for appearing in the
dining room on Halloween "dressed up in a
grotesque manner." 85
Those July 4 baseball games would not
have been tolerated during the early 1920s.
During the Wood administration the faculty
had a decidedly negative attitude toward
baseball. Believing that some of the students
may have been spending too much time
playing baseball and consequently neglecting
their responsibilities, the faculty voted in 1919
to consider "discontinuing the game as a
regular sport." In February 1920 it voted to
permit two baseball games during the remain-
der of the school year, provided "that no game
of 'catch' be engaged in." In 1921 students
were permitted a few baseball games on the
condition that everyone involved have satisfac-
tory grades, their mandatory free labor up to
date, no unexcused class or worship absences
for the month, and that there be "no catching
or practicing between games." But then
something happened which caused the faculty
to reverse itself: a few boys played an unau-
thorized game with an Ooltewah team. This
convinced some of the teachers that they
personally had done wrong by "encouraging
ball playing," and the faculty as a whole
confessed its corporate guilt for "lowering the
standard" by "allowing the students to play
ball" and placed itself firmly on record as not
favoring ball games in the future. The follow-
ing year the faculty reaffirmed its position
that ball games were "not for the best inter-
ests of the students, especially from a spiritual
standpoint." But baseball at Collegedale was
rescued the next year by some of Ellen White's
writings to which the students appealed in
requesting that it be permitted at least for
79
■:•:«•:■:•»:•:
m
w(W: : >oc : : : : : : .
^■'r^-':l:' :A
On Sabbath, May 19, 1917, fifteen young people of the Southern Junior College were baptized. It was the first
time that this ordinance has been celebrated since school started. As a result of definite personal work on the
part of students and teachers, a very good spirit had come into the school, and baptism was the natural
sequence. Elder Branson (president of the Southeastern Union) was with us Friday and Sabbath and took
charge of the vesper service and also the preaching service. . . . Special meetings were held with the candidates
Friday evening and Sabbath, and it was decided to hold the baptismal service at three o'clock in the afternoon.
Promptly at three o'clock the students and teachers assembled in the chapel and went from there to the creek
that is north of the farm where there is an excellent place for baptizing. Elder Field, the Bible teacher,
performed the sacred rite. The young people who were baptized are as follows: Misses Marie Worrell (in the
water), Mangham, La.; Ruth Johnston, Birmingham, Ala.; Gwendolyn Widger, Hartfold, Ky.; Lettie Coble,
Graysville, Tenn.; Hazle Lee Kelley, Anniston, Ala.; Ruth Hale, Macon, Ga.; Sadie Rogers, Gilbertown, Ala.;
Messrs. Edward Bumby, Orlando, Fla.; Hugh Moomaugh, Asheville, N.C.; James Ennis, Jacksonville, Fla.; V. B.
Highsmith, Boston, Ga.; Fred Kalar, Jackson, Miss.; Richard Bumby, Orlando, Fla.; Floren Carr, Trezevant,
Tenn.; F. L. Adams, Collegedale. -Reprinted from Field Tidings, May 30, 1917
MS
A Century of Challenge
picnics. The faculty set up a committee to
study the issue, bound by three preconditions:
that permission for one game not be consid-
ered a precedent for any other holiday; that if
baseball be permitted on picnic days, there be
no playing of "catch" between times; and that
"we as a faculty disapprove of organized
baseball in the school," even if the games were
to be held as infrequently as once a month.
After that, an occasional baseball game was
permitted. 86
Spiritual Dimension
he disquietude that baseball might be
spiritually detrimental illustrates a
basic fact about the Southern Junior
College faculty members. Whatever
they did, wisely or unwisely, ema-
nated from a profound concern for the stu-
dents' spiritual well-being. Seeking divine
guidance, during the Wood administration
they set aside the first hour of each faculty
meeting for prayer. To encourage students to
develop a personal religious experience,
faculty members used their own money to
purchase yearly devotional guides for each
student. They visited students in their dormi-
tory rooms and prayed with them. They took
as a special challenge leading to Christ those
who had not publicly professed their faith in
Him. Year after year, baptisms gave external
evidence that these attempts to touch the
students' hearts had been — at least to some
extent — successful. 87
The Collegedale Seventh-day Adventist
Church was organized with a charter member-
ship of 50 in December 1916 with Elder Field
as pastor. Services were first held in the
Yellow House, then in the commissary, the
girls' dormitory, and the boys' dormitory.
When the administration building was com-
pleted, its chapel became the congregation's
place of worship. A Sabbath School had been
organized the first weekend after the first
potential student had arrived. By March
1923 Collegedale's Sabbath School member-
ship had grown to 181, and by November
1924 to 275. An orchestra was a regular
feature of the Sabbath School during 1926-
27. Even though most of its members were
cash-poor students, records show that the
Collegedale Sabbath School took seriously
its mission offering goals. 88
Attendance at Sabbath School and
church was required. Every student from
the sixth grade up, whether or not living in
the dormitory, had to sign a weekly "reli-
gious service record, certifying the service
he [had] attended." In addition, students
were expected to attend morning worship,
chapel, and evening worship every day. To
enforce attendance at morning worship,
which was held at 5:40 during the summer
of 1921, the faculty ruled that no student be
served breakfast unless he had attended
worship. Morning worship was required
even on days when students had no
classes — including Saturdays. On Friday
evenings worships were held a few minutes
before sundown, followed by vespers at 7:30.
The Friday night vespers, a popular favor-
ite, were followed by student testimonies
and then by prayers. Students were also
expected to attend Young People's Mission-
ary Volunteer Society meetings on Saturday
afternoons. As if these were not enough
religious services, the senior class of 1921
for their class-day program substituted a
mission skit instead of the traditional class
wills and prophecies. It included a student-
composed class song which said, in part,
Love for souls
shall spur us onward
Led by God's own loving
hand,
Till when he come he
shall find us
Serving him in every
land. 89
To help the students take an inventory of
their Christian experience, Wood designed a
folder. A copy, given to each student in
chapel, listed ten areas of the Christian life
(such as one's "prayer life"), ten steps toward
achieving perfection in each area, and well-
thought-out test questions to let the student
know what percentage of success he was
having at any given time. Each week the
students were to put a sheet of tissue paper
over the chart and graph out their current
Christian life. 90
One special chapel service in 1925 in-
cluded a bonfire. Students singing "Onward
Christian Soldiers" marched from the chapel
to the fire and watched the burning of objec-
tionable books, music, and other articles "that
they had voluntarily surrendered to the deans
and registrar." Among the books burned were
those that a committee of three had removed
from the college library. Other special chapels
included the weeks of prayer. After conduct-
ing one such week of religious emphasis, J. T.
Boettcher reported, "I have never been present
at any other meeting where the gentle influ-
ence of God's spirit was so manifestly shown
as here." 91
Like their predecessors at Southern
Training School, SJC students were actively
engaged both in spreading the Adventist
81
Chapter 3: The Move To Collegedale
message and in Christian service. Much of this
work was carried on by ministerial students.
Donald Hunter recalls that he and his ministe-
rial classmates all held evangelistic meetings
and all pastored local churches. He and Frank
Ashlock conducted the first Seventh-day
Adventist meetings ever held in Apison. In
1927 the ministerial training class held
meetings in Cohutta, Georgia, with average
attendance between forty and fifty. Other
students gave Bible studies, distributed
Adventist literature, and assisted the sick and
needy. On a typical summer in the 1920s
approximately forty students spread the
Adventist message and earned their educa-
tional expenses simultaneously by selling SDA
books. Students also promoted the mission of
the church through Harvest Ingathering, an
annual solicitation campaign which raised
funds for the denomination's charitable work.
Beginning in October and continuing through
December, they solicited neighboring commu-
nities as well as farther away places in
Tennessee, Alabama, and Georgia, raising
more than $2,000 a year. During the 1920
campaign, classes operated only four days a
week with the fifth day devoted to Ingather-
ing. During 1921 and 1922 some students
were gone from the campus for ten days or
more at a time. Another charitable cause for
which students raised money was "for the
relief of the suffering Armenian children."
And in 1922 the senior class voted to price
(but not to purchase) class pins, donating the
money to a Russian relief fund instead. 92
Students also participated in a campaign
to reduce the school's indebtedness. Despite the
no-debt policy the board had adopted at the
time of the move to Collegedale, SJC operated
at times with a deficit so serious that it threat-
ened the very existence of the college. To help
solve SJC's problem and similar ones elsewhere,
General Conference officials urged Adventist
institutions to reduce their debts by encourag-
ing each constituent layman to sell one copy
and each denominational employee to sell two
copies of Christ's Object Lessons. SJC students
and teachers sold thousands of these books in
1917 and 1925, and hundreds in 1926. In 1918
they substituted World in Perplexity for
Christ's Object Lessons, and in 1927 they used
The Return of Jesus by Carlyle B. Haynes. In
1925 school was dismissed for a day so that
students and teachers could sell books. 93
Financial Crises
outhern Junior College operated at a
loss every school year from 1916 to
1926 except for one year: 1919-20.
The gap between income and outgo
became a crisis on November 17,
1920, when the board faced over $34,000 in
obligations due by January 10, with no idea
where to get $21,000 of that amount. Reluc-
tantly, it voted to borrow the money in order
to save the school's credit. Then, after listen-
ing to some of its members express the belief
that by this vote they had violated their no-
debt pledge and betrayed the confidence the
General Conference officials had placed in
them, the board voted that anyone violating
the no-debt policy in the future would face the
"supreme punishment." But this balanced-
budget declaration was no panacea: it
couldn't prevent circumstances that were
beyond the administrators' control. The board
recognized that thirty-five more students were
needed to cover the deficit but, despite a
massive campaign to recruit additional stu-
dents, enrollment declined precipitously the
following school year. 94
Now the school faced a crisis that
dwarfed even that of 1920, and it appeared
that the only option was to close the school.
Anticipating a large deficit, the board had
already cut the size of the faculty to what it
considered the very lowest point. And then as
it became clear that this wouldn't suffice, it
had terminated more faculty members. But
even that wasn't enough. By October 6 the
deficit was looming much larger than previ-
ously estimated: budgeted expenses were
more than 2 1/2 times the school's "earning
power." Even with the various conference and
General Conference subsidies, anticipated to
be $12,754, the deficit would be more than 100
percent of the school's non-subsidy income.
The board's executive committee voted to call
a faculty meeting in which to present the
urgency of the situation and to ask the teach-
ers for advice "as to what measures might be
taken to reduce the remaining deficit." 95
Two faculty meetings were held: at the
first, several teachers agreed to teach extra
classes; at the second, board president W. H.
Heckman explained the situation, and presi-
dent Wood called for additional sacrifices to
encourage the board members as they ap-
proached the General Conference for
additional assistance. Taking the first step,
Wood volunteered to have his wages reduced
to those of any department head. "Whatever
you feel you can live on, then I will try to
make my wants match that," he proposed. "I
would be glad to hear from the rest as to what
they can do." Contrary to legend, it was not
Maude Jones, but Elder Behrens, who re-
sponded first: "If you will furnish us a place
to live in the dormitory and our board in the
dining hall, and our laundry, that's all we will
ask." Next, business manager J. R. Kennedy
said that although he had given up a salary
82
A Century of Challenge
four or five times his
present one to work for
Southern, he would be
willing to give the
school and its students
probably 90 percent of
his salary. Preceptor
H. A. Johnston, one of
those slated for termi-
nation, said that if no
one agreed to take over
the dormitory he "would
feel it a privilege to live
on half pay." At this
point Maude Jones
volunteered to "make
the same proposition
that Elder Behrens
did." Then Mrs. W. E.
Bailey, the wife of the
basket factory manager
(apparently not a school
employee herself),
volunteered to give her
time to SJC. Four
other faculty members
offered to live on half salary, one agreed to
accept termination, and various others either
made specific concessions or promised to do
their part. The two faculty members who
actually forfeited the largest amount, both in
terms of dollars and as a percentage of their
salaries, were J. R. Kennedy and Maude
Jones. The school survived, but for the rest of
the decade its future was clouded in uncer-
tainty. 96
How had it allowed itself to be placed in
such a precarious position? What were the
reasons for its deficits? Wood explained that
the crisis had been precipitated by the enroll-
ment decline, a result of the South's financial
▲ The Christian Salesmanship class from 1927. The students in this class, who were training to be colporteurs,
met together once a week at 4:30 a.m. on Tuesdays. "They have found that the wonderful principles of Christian
Salesmanship can be more readily mastered in the early hours when the mind is fresh, and are taking advantage
of this to prepare for the stern duties of life." [From the 1927 annual.]
depression which, according to the board, was
due to a lowered demand for such Southern
staples as cotton, rice, and peanuts. The
young, fragile institution was ill prepared for
such drastic enrollment swings. But there
were additional reasons for its financial
problems. One was its money-losing indus-
tries, especially the farm and the basket
factory. Farm and garden losses alone ac-
counted for about 75 percent of the 1919-20
deficit and for more than 100 percent of the
1920-21 net operating loss. About 63 percent
of the net operating loss of 1922-23 was due to
the basket factory's failure to pay its own way.
But without the work opportunities these
industries provided,
many students would
have been unable to
attend Southern
Junior College. 97
Another signifi-
cant contributor to the
school's financial
difficulties was its
collections problem.
According to business
manager A. N.
Atteberry, a major
reason for the 1916-17
operating loss was the
large sum of money
which the board
charged off to "lost
accounts." Overdue
accounts were, accord-
ing to President Thiel,
an even greater bur-
den the following
school year. Finally,
SJC undertook an
intensive collection
campaign in 1920 because of the "large in-
crease in student accounts receivable." A
related problem was the failure of some people
to honor financial pledges made during a
school fund-raising campaign. Unhappy over
the necessity of asking students to withdraw
from school because they were behind on their
bills, school administrators attempted to
prevent such debts by requiring potential stu-
dents either to make a cash deposit or to earn a
labor credit equivalent to one-sixth of his or her
anticipated expenses and to maintain that
balance until five-sixths of the school year had
elapsed. But collections continued to be a
serious issue. 98
83
Chapter 3: The Move To Collegedale
Another drain on the school's cash flow was
the board's compulsive buying of every piece of
real estate adjacent to the school that went on
the market. Determined to avoid the difficulties
the Graysville school had experienced because of
people living close by, the board tried to make it
impossible for such a community to develop. In
1923 a committee of the board went so far as to
recommend that the board require all students to
live either in one of the dormitories "or in a
cottage under the control of the college," but the
board failed to act on that recommendation. It
did, however, regularly print a message on the
inside front cover of the school bulletin urging
parents not to move to the Collegedale area."
What saved the school from total financial
disaster were donations from church members
and the generous financial subsidies of its
constituent and union conferences as well as the
North American Division and the General
Conference. Not only were these donations and
appropriations responsible for nearly all of SJC's
increase in net worth, but they also accounted
for a substantial portion of the school's operating
budget — approximately 24 percent in 1920-21. 10 °
Between 1916 and 1920 the presidential
salary at SJC had risen from $17 to $28 a week
and teachers' salaries, which had ranged from $8
to $16, had increased to a range of $13 to $26.
In addition, faculty members were receiving a 25
percent bonus on their weekly salaries. At the
end of the first eleven years on the Collegedale
campus the president was receiving $36 a week,
and the teachers and industrial managers had a
salary range from $7 to $26 a week. All male
faculty members had fifty-two-week contracts; all
women teachers had thirty-six-week contracts.
Those with fifty-two-week contracts were permit-
ted two-week vacations, unless they were taking
summer school, in which case the school might
eliminate the vacation and also reduce their
salary by 50 percent while they were taking
classes — but it paid train fare to their place of
study. Teachers were not allowed any moon-
lighting, not even gardening, at least if any of
the produce was sold. 101
Unmarried teachers were required to live in
the residence halls, were charged the same room
rent as students or more, and were expected to
abide by the same regulations as students
regarding study-period quietness. The preceptor
was expected to eat at least one meal a day in
the school dining room. 102
Teachers living in shacks were charged
$1.50 per room per month, and those living in
tent houses $3.00 a month. If they wanted
better quarters — either an existing building
remodeled or a cottage built — they were gener-
ally asked to advance the total cost, perhaps by
taking out a personal loan, and then the school
borrowed the money from the faculty member at
6 percent interest while expecting the teacher to
pay a rental of 1 percent of the value of the
house every four weeks. The maximum cost of
building a cottage, originally set at $1,500, was
raised to $1,800 in December 1920. The school
did not furnish window screens for the houses:
these were considered the responsibility of the
occupant. If there were fruit trees in the cottage
yard, the teacher wasn't allowed to eat the fruit:
it was declared to be school property not in-
cluded in the rental. 103
At first none of the faculty members owned
a car. When the president and business man-
ager purchased automobiles, the school agreed to
pay them $.06 a mile for using their vehicles on
school business. This was raised to $.07 a mile
in July 1920. The school, in turn, charged
teachers and students $.50 for a round trip to
Ooltewah and $.75 for a round trip to Chatta-
nooga. The board graciously permitted Mrs.
Wood and Mrs. Kennedy to ride with their
husbands at no charge. 104
Faculty members were urged to do their
shopping as far as possible at the school store.
They were also expected to contribute $1.00 each
toward the purchase of a school clock, $.25 a
month toward promoting Adventism locally,
$1.00 a week toward mission offerings, and one
week's salary for the Week of Sacrifice Offering.
In addition, faithful tithing was a condition of
employment. 106
Tuition had its ups and downs. With the
move to Collegedale the institution abandoned
the $4 monthly rate that it had maintained for
twenty-four years, increasing it by 25 percent to
$5 a month or $45 a year. Henceforth, tuition
expenses would be indicated as annual rather
than monthly rates. Various factors, particularly
General Conference pressure for uniform rates
throughout the denomination's educational
system, caused tuition fluctuation. By 1926 high
school tuition was $81 and college tuition was
raised to a record high of $90. 106
To help students from financially disadvan-
taged families, the college actively solicited funds
for scholarships and loans, sometimes success-
fully, sometimes not. In the especially difficult
school year of 1921-22, at least eighteen students
received financial assistance, mostly in the range
of $100 to $200 per student. Some of this money
came from people outside the Southern Union,
including Mr. Talge, and some came from the
pockets of faculty members. 107
The difficulties of financing a Christian
education during those first eleven years were
about to be eclipsed: the Great Depression
was just around the corner. Would Southern
Junior College be able to find the innovative
and competent administrators it needed to
devise strategies for both the institution and
its students to weather the storm?
Southern Training School principal A. N. Atteberry rides by the Graysville administration building in 1915 with his Kentucky thoroughbred and buggy.
85
GKAYSVir.Mv Ai
their children. No objection is made, ho - their receiving fresh frui other
kinds of food will the room
The years which a young girl spends at school are those in which good physical
habits should become so confirmed as to be necessary for comfort. It will in every
case be required that the whole outfit be in harmony with the necessities of good phys-
ical development. The lady in charge of this department will insist upon a change of
dress, whenever that worn is judged by her to be a hindrance to the best health. All
dresses should be as light as is consistent with warmth ; evenly distributed ; all skirts
hung from a waist so loosely worn that the arms can reach straight up with perfect
ease ; sleeves, also, to admit of the freest movement. No corset should be worn with
any suit. The shoes worn should have low heels. All students are expected to dress
plainly. The wearing; of jewelry and any unnecessary ornamentation in dress are not
in good taste here, and will not be in harmony with the wishes of the Managers.
THE STUDENT'S CONTRACT.
ion to
ledges hi
pledge is bi by such members
and if longer retained, it tfferance of the
Club class at Graysville Academy.
T Proper attire . . . always. Note the
mudscraping device on the porch step.
87
On the left, a view looking
east from Southern
Training School to the
Southern Railroad's trestle
over Martin Creek. On the
right, traveling west on
College Street. The home
of Professor G. H. Baber is
on the left.
Southern Railway's "Royal Palm" headed north. The railroad track ran right near Graysville Academy. Running parallel to the track are the telegraph wires.
A page from a
student's
notebook in
1910.
•• 1 hereby solemnlv prpmise, God helping me,
to abstain from all distilled, fermented, ami malt
liquors including wine, beer and cider, as a bever-
age, and to employ all proper means to discourage
the use of and traffic in the same."
DaU.&Jf.lp* Name, 9jJL <^«« <^— '-
L>
• : -* • -■
*^— ._.^ -- --" •
, Professor G. H. Baber at the main railroad tracks near the station.
89
The town of Graysville turned out for a sewing machine demonstration in 1916. This is the old school store after it was sold.
Student group in front of the girls' dormitory at
Graysville in 1902-03. (Photo courtesy of the
Rochelle Kilgore collection, sent by Jessica Queen)
\1>
\m »]
The third and
fourth grades of
Southern
Training School
in the spring of
1915. The
student marked
number one is
Merrill Dart; the
student marked
number two is
Edythe
Stephenson
(Cothren).
93
sot
rftt«**«
fSK.^-
iPfaxe*
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jx» f
e 3^
LJi^
j 8 l3-
pfil'l*'
jpfll
v '
V
V
--■ ■■<'' B^b\e
Bible %>ry . s
VroV" Wis*-* \,pts '
>4a) ot f f : of £ng "
Gen** » jurtfowq
B \«to*y ° { Greece
^^wh \
*^* «■»«■£&***
• • • \ctett°8 r l /s
2^bft» tice
Report cards were sent monthly at STS.
Here are one student's grades in May,
1913. Note the mark in deportment due
to a buggy ride!
Geolog?
•\ botany . . . .
•\zooVoigy . ...
••\Rioiogy ...
••VteS-jJS* -.v.
Ivhv** * ?' .. \
, \0» e "IIW" 1 * *
iVOC*
" piao°
■"Org« n
..•■\|^* bt * .......
£!
HOT*'
-. A**
ife£
,v
r*
3 B6 L
HT«"
A The Southern Training School band on parade with Russell Connell's buggy and
team.
The 1915-16 student and faculty group represented
the twelve grades offered during the final school year
of Southern Training School in Graysville.
/
yf
l\
+ v
WfUBfe;
«'
|%-
J
i
t
: ^em-'
S f?.v>^
»*r«
>• 4
.-? •no^T— *
irr-Vx
When the girls' dorm in Graysville burned on
February 18, 1915, some people saw the fire as a sign
that it was time for the school to move. The joint
committee of Southeastern and Southern Union
officials, shown here posed next to the Thatcher
mansion, considered replacing Southern Training
School with two schools — one for each of the unions.
Part of the locating committee on the footlog spanning the creek at the
Thatcher farm. Left to right: G. H. Curtis, W. E. Abernathy, Professors A.
N. Atteberry, Leo Thiel, Frederick Griggs; Elders W. H. Branson, J. B.
Locken, W. H. Heckman, Mr. Sanders, C. S. Wiest, J. L. Shuler, N. V.
Witless, G. B. Thompson, S. E. Wight, and I. H. Evans.
Background Stories About Collegedale
Excerpted from a student paper by Cecil Coffey, '49.
The site of Southern Junior College had a sur-
prisingly interesting history connected with it. Some
of the stories can't be proven, but many are authen-
tic. The writer has tried to differentiate between the
hearsay and fact.
The story can actually be traced back to Indian
days, long before the Civil War. The pass between
Collegedale and Ooltewah was, in bygone days, a
beaten path of the great Cherokee nation. The valley
of Collegedale was once a favorite meeting place for
tribal councils and ceremonies. One of the early
Methodist missions for the Cherokee tribe was estab-
lished between where Chattanooga and Ooltewah
now are. There is a story told of the Indians hiding
some valuable treasures in the caves which are on
the east side of the campus. Apparently this was sup-
posed to have occurred when the eastern tribes of the
Cherokees were being driven to Oklahoma by govern-
ment troops. It has been said, without verification,
that some descendents of those early tribes visited
the campus about 1925 and investigated the caves
with the aid of an old map, but without any known
success.
The next historical glimpse into the background
of Collegedale opens to view incidents which occurred
during the Civil War. During the famous battles
around Chattanooga — Lookout Mountain, Missionary
Ridge and others — Ooltewah and vicinity were not
by-passed. Old trenches and ruins of stone fortifica-
tions can still be seen on White Oak Ridge at the
west side of the campus. This was part of one of the
main lines of Confederate defense, running from
about where the Lee Highway now is to Ringgold,
.Georgia, and south. As the battle of Missionary Ridge
was being lost, many southern troops fell back to
these reserve fortifications. As it developed, however,
the Union forces' breakthrough came considerably
south and west of here, thus neutralizing the
strength of by-passed forces.
Before the fighting became so severe around the
Chattanooga area, the fertile valleys around
Ooltewah were battlegrounds, on a smaller scale.
There often came in the most despised of all foes, the
treacherous guerillas. They made raids upon the
farms carrying away stores of food and robbing the
people of their stock. And though that time has long
since passed, stories are still circulated about how
the farmers tried to protect themselves from the gue-
rillas.
The mountain road leading from
Ooltewah to the school in 1916.
'
>
■ -
"*§? "
,. -\ ■ ■-:■
"/ £** V.— al£«as. -i'
1-"*
▲ The valley as it was in 1916.
main Southern Railroad line.
In the foreground are the two lime kilns near the rock quarry, served by a spur track off the
97
Known alternately as the Big House and the Yellow
House, this main landmark on the Thatcher farm
became a key residence facility for Southern Junior
College until permanent residence halls could be
built. Adjacent to the Collegedale railroad sign,
visible on the right of the photograph above, the
house was the first impression for many newcomers
to Southern Junior College. The house below served
as a faculty home.
98
MS
""••I
**m
Our Old Home
Excerpted from a letter from Grace Thatcher, October 1 3, 1 950.
I will try to give you some of the history of our old home place and I
hope that it will be of interest to you all.
This farm consisting of 365 acres was purchased by Mr. Thatcher
before our marriage and I do not recall the date. On this first section
was what was known as the lime kiln and rock quarry. On this tract
of land there were several tenant houses for the workmen. Mr.
Thatcher lived in one of these houses during his bachelor days, and I
went there as a bride August 11, 1895.
In 1902 the remaining portion of the farm was purchased, which
consisted of the bottom land west of the rock quarry to the top of
White Oak Mountain. There was an old boarded-up farm house built
during or before the war of 1861 which we remodeled into the present
two-story Yellow House. This was quite an undertaking and required
a lot of hard work and thought in designing the house and landscap-
ing the surrounding yard to make the type of home we wanted to rear
our children in.
To begin with, the house had five large rooms. The front room was
connected to the remaining part of the house by a large hall with no
outlet except a very small window. It was in this large hallway that
Major Cleveland died during the Civil War.
In order to make this a two-story house, of course it was necessary
to open up the attic and raise the roof. In the attic we found wagon
loads of ashes, and in cleaning them out, we found buried pieces of
meat that were petrified, pieces of saddles, harnesses, quilts, old
clothing and shoes, all of which, of course, had rotted except for the
metal buckles on the harnesses. All of this we understand was
hidden there during the Civil War.
I would like to mention the large cave that is under the limestone
formation at the rock quarry. This cave runs for several hundred
yards and had all kinds of formations such as stalagmites and stalac-
tites of various colors. At the upper end of this cave was a large lake
approximately twenty feet square which had fish in it. At the lower
end of the cave was a very large open spring approximately thirty feet
below the ground where the water came out. As in every cave in the
summer, it was very cool and the cool air would rush out of this
opening as if a suction fan was connected, and cool the surrounding
area degrees cooler than the normal temperature, and in the winter
the warm air came out of this opening. At one time we put some
watermelons in this cave and kept them until Christmas.
This spring below the old home place which you now have enclosed
was the purest water of all and people around the adjoining neighbor-
hood would come for this water when there was a sickness in their
family such as typhoid fever, as the doctor recommended they use
this water instead of any water that they might have had, or when
their springs or wells would go dry in dry weather.
In 1916 we sold our holdings to the Seventh-day Adventist founda-
tion for which we are very happy that you have built such a wonder-
ful institution of Christianity from our old home place and that the
missionaries have been sent to several foreign countries.
99
' 3F
I
W* t l
SOUTHERN JUNIOR COLLEGE
An Ideal Rural Location
Super Moral Advantages
Strong United Faculty
Industrial Education Emphasized
Academic And Collegiate Courses
Fourteen Grades Standard School Work
Opportunity For Student Self-support
Moderate Charges
A The first years at Collegedale were spent building,
tearing down, and making do with ramshackle farm
and quarry buildings on the Thatcher farm.
Students and faculty alike endured primitive living
conditions for several years after the move from
Graysville in 1916.
Perhaps as an outlet for
its manufactured prod-
ucts and probably to
supply students with
limited mobility, a new
store was immediately
built in Collegedale.
Storekeeper Matilda
Nelson is shown at left.
State of Tennessee
barter of >rpc> atic
STATE OF ) Personally appeared be-
TENNESSEE [ foresee. Jno. A. Hall,
COUNTY OF JAMES ) Clerk of the County
Court of said County, Lynn H. Weed* one of the
above named incorporators, with whom I am per-
sonally acquainted, and who acknowledged that he
executed the within instrument fop;, the purpose
therein contained.
WITNESS MY HAND at office this 25th day
of July. 1919
(Signed) Jno. A. Hall, Clerk
{James County Court Seal)
BE IT KNOWN, That W, H. Branson, S. E,
, Lyon .r?. Wood, G. H, Curtis, and W. E,
Abe 1a '.. : are hereby ceated a body politic and
corporate by tl and style of
"SQUT'.J.RN JUNIOR COLLEGE"
at of public worship, the buildir r : and
x. ' :n« ic< of churches, parsonages, sthoois,
pitals, ch ■ >els, and such o is, education-
al or benevolent institutions as may be necessary
▲ Southern Junior College was chartered
as a corporation in 1919 in the James
County Court under the presidency of Lynn
H. Wood.
101
Following the move to the Thatcher farm, the lack of facilities resulted in the remodeling of almost any standing
structure for housing and classrooms. Even so, tent houses had to be erected for additional accommodations.
With the students so dispersed, faculty supervision was handicapped and the result was the emergence of some
natural youthful pranks. The photographs and accompanying account testify to the dedication and spirit of the
— _iC
102
■^hmbbb
The History of We-Like-It (or The Rats)
(Excerpted from a document written by Ralph Raymond, '17, the first male graduate of SJC.)
1 he four illustrious young men who were to oc-
cupy the cabin . . . were Messrs. Bozarth, Curtis,
Swofford and Raymond, quite a combination to be
sure. Of course the first thing to be done consisted of
papering the wall and ceiling with building paper,
putting in two or three windows, completely demol-
ishing the old roof, and constructing a new one and
covering it with tar paper. This being done, we pro-
ceeded to move our belongings . . . into these, our new
quarters.
About the same day that we christened our little
domiciliary "We-Like-It," we organized our legal asso-
ciation, hereafter to be known as the "Union." Like
any other secret society or fraternal order, we deemed
it absolutely necessary to have semi-occasional ban-
quets. Accordingly . . . the Union voted to install a
suitable commissary department . . . and to carry in
stock a sufficient line of groceries as would be neces-
sary for these feeds and banquets. In a few days our
first shipment came in ... . This initial stock of gro-
ceries consisted of a case of cocoa, a bunch of bananas,
one case crackers, besides an ample supply of butter,
eggs, and condensed milk. Everything except the
bananas, which were too big, were consigned to Duffs
trunk, it being the largest trunk on the place. The
bananas were strung up to the low ceiling (or rather
rafters) of the back room and carefully concealed by a
curtain.
One of our favorite refreshments was cocoa, and to
us, this tasted best about 11 p.m. Mr. Bozarth was
chief cook when it came to the making of the cocoa.
To suit our taste it must for sweetness be of about the
same consistency as syrup, probably just a litter thin-
ner, but not too thin. Then it must have plenty of
cocoa in it, and this usually required about a box and
a half or two boxes to the bucket- full, which was the
usual amount to make at one time. The formula also
called for the milk to be fifty percent pure cream, or if
condensed milk were used, to have it of the same
consistency as nearly as possible.
Probably the most extraordinary, unusual, and
exciting thing connected with the history of "We-Like-
It" were the other occupants that had their headquar-
ters in the attic. These inhabitants were commonly
known as the "Rats," but their physical bodily propor-
tions far exceeded anything ever heard of before or after
either in history or mythology. Unlike the small ani-
mals which man had hitherto designated as "rats,"
these possessed human intelligence, and it was not long
before various industries and amusements were in the
process of construction. However they were not desir-
ous that we should visit them until everything was
completed and in good running order. Accordingly they
took a very hostile attitude toward us, as was demon-
strated one night about nine o'clock when they were
making some unusual racket while hoisting some large
timbers into place, and one of these accidentally fell.
We were anxious to see what was going on, and so Mr.
Bozarth took the Rayo lamp, and proceeded to climb up
over the back of the bed and up through the hole in the
ceiling going up into the attic from the back room. To
his utter amazement, as soon as he got his head and
shoulders and the lamp up through the hole, one of the
sentinel rats on picket duty near this hole in the ceiling
quickly grabbed the chimney off the lamp, blew the
light out, and smashed the chimney over his head.
Quite a warm reception, wasn't it? Bewildered, fright-
ened, and not knowing what else to do, he beat a hasty
retreat without trying to rescue the lamp. We managed
to light an old lantern sitting over in one corner, and
made our way through the darkness to one of the other
cottages where we borrowed a lamp to finish our lessons
for the next day, since they had an extra one; but that
was only the pretext, because we didn't want to let our
real motive be known. The truth was that we were
afraid to go to bed without a bombardment from above,
and to be sure, it was quite late, (or rather early) when
we closed our eyes in slumber that night. However, the
rats were kind enough to return our lamp (minus the
chimney) the next day, for when we came home from
school we found it lying on the bed under the hole in the
ceiling where the tragic event had taken place the night
before.
Among other things less exciting that took place, I
might mention the disappearance of our shoes and soap
in particular. On several occasions we went to bed
leaving our shoes sitting beside a chair where we had
undressed, and in the morning when we got up we
would find that one of our shoes had been carried off,
and sometimes both of them. Upon thorough search of
both rooms we would generally find them away back
under the bed where they had been pulled half-way
through a big crack in the floor and got lodged. After
rescuing the shoe on one occasion we found two bars of
soap in it that the rats had forgotten to take out when
they abandoned the shoe.
We should also make mention in this article of the
many thriving industries which they built up, and also
the complete line of amusements which they established
for their own recreation. One of the first things that
they did was to set up a large sawmill and planing mill.
This ran day and night for several weeks during the
winter so that there might be no delay on the account of
lack of material when the building operations started in
the early spring. Also, temporary offices were erected
in connection with the sawmill to be used until the
permanent office building should be erected. Their
regular office hours were 10 p.m. to 3:30 a.m., and dur-
ing this time they had something like a dozen typewrit-
ers, and three or four adding machines going at the
same time. They were evidently sending out thousands
of business letters preparing for the big spring drive
when their business should open up in earnest. In the
spring after the erection of a large commodious office
building, they put up a big cotton mill with a hosiery
mill in connection. This was not long in erection and in
a week or two was complete with all the machinery
installed, and running full blast. A large department
store, and also a good-sized grocery store were erected
and stocked about the same time. Neither were the
dwelling houses neglected, and many large beautiful
bungalows were built in suitable locations. In fact,
everything that could possibly go to make a large, thriv-
ing, progressive community was built or procured by the
Rats.
And all the other happenings at "We-Like-It," and
how the Union was led into exile about the last of the
month of December by the army of faculty under Gen-
eral J. S. Marshall, are they not written indelibly upon
the minds of all the members of the Union? They shall
never be forgotten.
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Raw labor converted acres of timber into
milled boards for use in the many buildings
required to transform a farm into a college.
The lumber was also used to make furniture,
veneer, and baskets. Whether on the
woodcutting crew or running the sawmill,
there was pride in hard work.
▼ The large peach orchard was part of the school's agricultural efforts and was located to the east of the
campus on "peach tree hill. " Because farming was promoted by Ellen White and others as an important
element of education, the industry endured although it brought a perennial financial loss.
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The Purpose of Our Farm
iUR COLLEGE farm is indeed beautiful fo
ha. wi'v i.vli.i.ul. larm is lnaeea beautiful tor situation.
' surface of the country, the clear streams, and the woods
"The varied
, ravines, and
coves, all furnish abundant opportunity for recreation without indulging
in the harmful games or sports so prevalent today."
We might say that the farm is connected with our school primarily to
aid in producing a crop of upright characters.
We have a splendid gymnasium outdoors and indoors. We have six
hundred and sixty acres in our farm, of which about three hundred are till-
able, the remainder being woodland and pasture. One of the exercises of
our gymnasium is the care of our fifty-five hundred fruit trees, among which
are peaches, apples, pears, plums, cherries, prunes, apricots, and quinces.
In addition we have a nice young vineyard and two acres of strawberries.
The orchard equipment for the gymnasium consists in shovels, hoes, plows,
disc harrows, tractor, and a high power pressure sprayer.
Another exercise of our gymnasium is gardening. At present we are
growing most of our vegetables; in the near future we plan to raise all of
them. This furnishes exercise very different from that of orchard work.
(Connected with our garden we have hot beds and flower growing, which
afford pleasant exercise for our lady students.)
On the farm we grow all of the grain and hay for our fourteen mules
and horses, and twenty Jersey cows. We have the best equipped dairy
and most convenient barn in Hamilton County. A complete record of every
cow is kept. The care of our dairy, mules, horses, and poultry, and the up-
keep of farm machinery constitutes our inside gymnasium.
Agriculture was the only occupation given to man in the beginning.
Adam was an agriculturist, Cain a horticulturist. Abel an animal husband-
man, and Noah a horticulturist after the flood. It is the only occupation
that did not come about as the result of sin. It was given as a blessing and
will continue until the end of this earth's history. We have the promise
that Eden will be restored and then we shall farm in the New Earth.
The practice of agriculture now offers as great a field for scientific study
as is offered by law, medicine, or the ministry. Agriculture is a human-
interest subject. We cannot separate our interest from the soil on which
we walk, and the plants and animals upon which our lives depend.
As well as being a well equipped gymnasium, our farm is a splendid
laboratory. Textbook teaching of agriculture, while very useful, is inade-
quate because it fails to develop the student's power to see things under-
standing^. It is through observing and doing that most of the knowledge
of farming is acquired. The operations in fertilizing the land, preparing the
so.! selecting, testing, and planting the seed, gathering and saving the harvest,
feed.ng the produce to live stock in such a way as to bring the largest re-
turns, are its exercise.
"The study in Agricultural lines should be the A B and C of the educa-
tion given in our schools, the very first work to be entered upon." ,.
C E. Ledford.
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A labor-intensive industry, farming
provided many job opportunities.
Here students pick peas, harrow a
field, and thresh some of the crop.
ll
The silos were built first, and then the barn. The tall building with two vents on its peaked roof, just right of the new barn, was the new garage. The garage's proximity to
the barn reflects the curious evolution of the automobile — the garage replaced the blacksmith shop.
Old Apison Pike is in the
left side of this picture.
The road came across the
valley and turned left at
the foot of "peach tree
hill."
T The large farm was unmistakably the school's centerpiece. When a new barn was constructed in 1920, it
was even the location for some Southern Junior College graduation ceremonies. Below right, some of the farm
workers gathered by the corn crib for a photograph. Note the tractor on the right.
A Students scrape the corn off dried cobs to provide fodder for the
farm animals.
One of five wagons crafted at the school in
Graysville, inset left, this hack was used in
the move to Collegedale and then trans-
ported students from the train station to
the new school.
In addition to transporting students, below, wagons were
used to deliver the farm's produce. Then the school
abruptly changed the focus to automobiles. Tearing down
the blacksmith shop, above, a new garage was built on
the same site. "Fords a specialty" proclaims the advertise-
ment at right, and the row of cars, below right, confirms
it. However, mules still proved their usefulness, bottom,
as a "tow team."
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^fHT SOUTHLAND
ace :r ace
SOUTHERN JUNIOR COLLEGE
GARAGE
:
for
SATISFACTION
Auto Repairing
and
Washing
Tires
and
Accessories
Fords a Specialty
1
a.
The Southern Railway station in Ooltewah in 1916.
A In January 1927, the student body walked to the Ooltewah train station to say
farewell to President H. H. Hamilton.
The SJC band played at the station.
▲ President Hamilton boarded the train for Washington, D. C, where he became
president of Washington Missionary College.
119
L
International Service
Effective Leadership
Flag Day
The students of the
Southern Junior Col-
1 e g e showed their
patriotism by cele-
brating flag day in a
very special manner.
Out in the forest they
found a fine seventy-
five foot tree, brought
it to the shop, placed
the proper struts on it,
and with due cere-
mony raised it into
place directly in front
of the main building
site. After appropri-
ate chapel exercises
and patriotic songs.
the returned soldier
lads carried Old Glory
through the lines of
students, and hoisted
it to its proper place
where it might
proudly float over the
beautiful hills sur-
rounding one of the
most unique schools
in the country.
Page eight
In 1920 , World War I veterans hoisted the first homemade flagpole in front
of Lynn Wood Hall. (Name of publication unknown)
A student fire
department was
organized in
1930. Here the
students
practice a fire
drill at the girls'
dormitory. The
hose cart is
sitting in front
of the "hose
company." The
water comes
from a nearby
main fed by the
30,000 gallon
reservoir built
in 1920 on
White Oak
Ridge.
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▲ Several industries sprang from the timber cut around the campus.
Advertisements from this era identified the woodwork department, which
made cabinets, cedar chests, and church pews; the basket factory, which made
round bushel baskets, banana hampers, and diamond split market baskets in
one-half and one-fourth bushel sizes; and Southern Junior Veneer Works,
where gum, poplar, tupelo and American walnut veneer was "cut from our
own logs, which, like trusted friends, are good, honest, clean all through." In
1924 the basket factory and the veneer plant were located in the huge barn that
had been built for the farm.
The Basket Factory
a
rr\HERE
I 1 V, a bit
^HERE is the Basket Factory?" asked the little five-year-old with
of eagerness to find his sister who was putting in her two-hour
time at that place.
"Oh, it's away over there in the barn," replied mother, a bit impatient
at his ultra-inquisitiveness.
"Whoever heard of a Basket Factory in a barn? I thought that was
where they kept horses and cows."
Although it did seem ridiculous, such was the location of the Basket
Factory when installed by Brethren Talge and Bailey. The old tractor fur-
nished the power and the wagons hauled water from the creek.
Now when visitors come to the school they always make the Basket
and Veneer Plant one of the first places to go. They find it very interesting
to watch the girls as they nimbly braid the baskets and shape the handles.
Passing into the other section they see the boys fashioning banana hampers
for the market. In the next room they find a large electrically-driven machine
taking huge logs and peeling them into long, thin strips of veneer.
The plant has a two-fold aim: One is to take the huge logs from various
parts of the South and convert them into useful articles for the public; the
other, more important aim, is to take unskilled boys and girls and convert
them into faithful and efficient workers, fit vessels for the Master's service.
114
In 1916 when the school first moved to College-
dale, printing was carried on in a shack on the
hill for about two years. Gasoline engines were
the source of power, and night work was done by
kerosene lamp. By 1927 (below) the plant was
housed in a well-constructed building, was
electrically lighted, and all of the machines were
operated by electricity. This building was located
where Hackman Hall is today.
PRINTING is
■*■ the greatest
gift by which
God enables us
to advance the
things of the
Gospel.—
The Collegedale Laundry
In the early days of Collegedale the process of washing clothes was
carried on according to the fashion of our grandmothers. A shed, through
which the wind blew unhindered, a spring, old-time wash tubs, rub boards,
and soap constituted the laundry equipment before the conveniences offered
by modern invention were installed.
But this department, like all the others, has progressed. So now the
girls in a comfortable building with steam boilers, patent wringers, electric
irons, and large power washing machines, find the work a real pleasure.
116
A I
I 'j
^"
SEWING DEPARTMENT
Much progress has been made this year by the students of the Sewing Classes. Not only have they
learned to make stitches, seams, and garments ranging from dainty aprons to lovely spring coats, but
they have gone into such subjects as the knowledge of which will make them better able to cope with
this life's problems which come to every woman.
Studies on Christian dress have implanted a desire in their hearts to honor their Creator in this art.
They have learned that a person's character is judged by his style of dress, and that simplicity in dress,
when united with modesty, will go far toward surrounding a young woman with that atmosphere of
sacred reserve which will be to her a shield from a thousand perils.
Economy, rather than extravagance in dress, has been very thoroughly stressed until the girls are
enthusiastic advocates of making self-analysis. They feel as if they must anticipate their clothing needs,
and determine upon the length of time and the amount of money they can afford to spend on their
wardrobe.
"So dependent is our spiritual and
intellectual welfare upon well-being,"
states an article in the 1927 Southland
school annual, "that no educational
curriculum is complete, if it does not
provide for the proper knowledge and
upkeep of the body on the part of the
students. It is evident that the matter of
nutrition should receive due consideration
in the light of these undeniable facts.
"The Domestic Science class is highly
favored in having modern electrical
equipment for the use of its student-chefs
and matrons-to-be. Here in this room the
food is prepared under careful supervision
of the instructor. Not only is the method of
cooking outlined for the best results in the
flavor and digestibility of the food, but the
rules of good and chemically harmonious
food combinations are also stressed as to
their importance in the science of cookery.
"Dressed in spotless white the waiters
and waitresses deftly serve the choice,
refreshing viands with a grace born of
training and experience. It is but to be
expected that such advantages as are thus
presented to the students of Domestic
Science must produce excellent results in
their aim to qualify for this important
branch of service."
118
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In spite of the
heavy emphasis on
practical learning,
there were light
moments, and
courtship, but
always attended by
a chaperone, far
left.
fag * g ^^-tHE SOUTHLAftB^r^-^-
A With ties and belts in place, the men exercised and performed
gymnastic routines during physical culture class in 1926.
OBTAIN A CHRISTIAN EDUCATION
ATA
"School of Standards"
WHERE THERE'S A WILL
THERE'S A WAY
POHT £>E
S. J. C. Serves The South
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120
DIPT
30UTHERTT JUNIOR COLLEGE
DAILY TIME CARD
NAM E /
DE-5CRIFnOr* OS* W0R.K.
0,K.
DATE
J
•A
KSN
|
1
Ml
H
us
9$
P.M.
Departmej
•
2- -
3— CANNERY
4 -DINING ROOM
5— DAIRY
O-FARM
7- FUEL
,8 -GARDEN
'* 9— HOME EX
10- LAUNDRY
11— LIBRARY
12— LIGHT S .
13— OFFICE
14-POULTEY
15— PRINTING
16-SC HOO L EXPEN SE
SYSTEM
GRKING
Kinds of Work
Numbers by Departments
>17-
-SEWING
18-
-SHOP
19-
-TRUCK
20-
-TEAMS
21-
22-
KITCHEN
1. Preparing Foods
2. Cooking
-i\ 3 ,. Serving
I. Dish Washing
5. Cleaning
6. Diniiit^oorji
DAIRY
1. Herding Cattle
2. Feeding
3. Milking
Care of Milk
i ng Barn
SCHOOL EXPANSE
lean'g Class Rooms
2. Cleaning Chapel
HOME EXPENSE
1. Firing Boilers
2. Cleaning Halls, etc.
3. Work on Grounds
LAUNDRY
1, Washing
2. Iron in g
3.r<*k)ki':
TEAMS
BUILOl
J. Ra
2. R«
3. Re
This 1919 time card for W. H. Campbell provides insights into the various campus jobs available at the time.
The photos to the left and below were
found pasted into an unidentified SJC
student's photo album, preserved in the
college's Heritage Museum. The
inscription on the page reads, "Kodaking
the big lime kiln on Christmas day, 1919.
191
□ l
NVENTORY
DAY
NOW OR AT THE
LAST JUDGMENT
OOLTEWAH^f TENNESSEE
A SCHOOL OF STANDARDS
Write-
-LET US
HELP YOU PLAN THIS NEXT
YEAR'S SCHOOLING
ONE DOLLAR PER DAY PERMITS
STUDENTS TO STAY
1922-23
QUESTIONS
1. Always avoid anything in look, gesture, word, or tone that savors of
prideT
2. Ever pride yoursell on being morally superior to the hypocrite who
professes Christianity?
3. Ever let pride stand between you and an exact statement of truth?
4. Ever pitied yourself because of the hard place in which you were put?
5. Ever feel your talents and accomplishments just a little more after
being flattered?
6. Ever write an article or give a talk which you thought just a little better
than someone's else?
7. Ever do or say anything to attract attention or win praise?
8. When forgotten, neglected, or purposely set aside, do you Bmile and
rejoice inwardly?
9. Do you serve because of the reward ahead, or because of the deep love
in your heart?
10- Has Christ such complete control of your life that those following you
are following Him?
11. Any resentment when your wishes are crossed or opinions ridiculed?
12. Any bitterness in your heart because of the great trials and griefs God
allows to come to you?
13. Do you resent any disregard of your rights?
14. Ever doubt God's word and supply its place with a theory that leads to
disobedience?
15. Does a spirit of self-vindication take possession of you when your work
is confronted with failure?
16. Ever feel God has granted ©there opportunities withheld from you?
17. Ever tried to pray, and found your cherished bitterness toward another
made real prayer impossible?
18. Will you as readily confess a wrong to an inferior as to a superior?
19. Ever question God's leading when hard pressed by trials or difficult
problems?
20. Not how much can you do, but how much can you endure, and still be
unspoiled?
21. Any difference between the way you serve your weakest brother and the
most exalted?
22. In the little trials and tests of home and Bchool have you shown a Christ-
like gentleness and meekness?
23. Any tendency to feel you are an exception to the instruction God has
given through Bible and Testimony?
24. Ever excuse yourself in a wrong by Baying the temptation was too great,
or that others stronger than yourself have fallen in the same thing?
25. Any feeling of independence because of your efficiency in a special line
of work?
26. Have you entered into the spirit of Jesus aB He seeks continually to know
Find do God's will?
27. Is your life the greatest reason for believing in Christ?
28. Are you really as much of a patriot for the cause of Jesus as Washington
or Lincoln was for his country?
29. Does your life reveal to others the fact that you would be Supremely
happy if Jesus came tonight?
30. Willing really to ask yourself the question, "Lord, what wilt thou have
me to do?" and then do it?
31. Ever justify yourself when Binning occasionally, that others do, too?
32. Ever have a feeling of satisfaction that while peculiar in some things you
would never Btoop to the mistakes of another?
33. Ever use Bible texts or incidents, making jokes of them?
34. Ever doubt another's sincerity who confesses his wrong to you?
35. Ever use a minor or secondary reason as an excuse for an act, keeping
the true motive hid?
36. Because you have not caused others' guilt, do you feel you are in no way
responsible for it?
37. Is your heart torn and bruised by the transgressions of men, because of
their refusal to follow Christ?
18. Do you look upon and treat your troubles in the same light as you do
your talents — foundations for character-building?
39. In your leisure hours do your thoughts turn toward holy things?
40. Do men think of Jesus when they hear your name, as you think of music
when you hear of Beethoven?
41. Do you excuse your conduct because of the lack of harmony between
leaders?
42. Which worries you more, others criticisms of you, or your attitude to-
SPIRITUAL
MENTAL
MANUAL
OOLTEWAH
Tennessee
STANDARDS WORTH STRIVING FOR
SPIRITUAL INVENTORY CHART
ZERO
10 20 30 40 50 60 70 80 90
IN CHRIST
THE
NEW LIFE
PRIDE
SELF PITY
FLATTERY
("POOR IN SPIRIT")
HUMILITY
PENITENCE
KINGDOM
OF
HEAVEN
RESENTMENT
BITTERNESS
DOUBT. WORRY
("THEY THAT MOURN")
PATIENCE
HEART CONTRITION
COMFORT
OF
JESUS
INDEPENDENCE
VINDICATION
SELF SUPREMACY
("THE MEEK")
GENTLENESS
MEEKNESS
INHERIT
THE
EARTH
DISHONESTY
INDIFFERENCE
FRIVOLITY
("HUNGER ft THIRST")
SINCERITY
SOUL YEARNING
FILLED
WITH
LIVING WATER
CRITICISM
GOSSIP
SCORN
("MERCIFUL")
COMPASSIONATE
WATCHFUL
OBTAIN
MERCY
SENSUALITY
VULGARITY
COARSE THOUGHT
("PURE IN HEART")
MODESTY
PURITY OF LIFE
SEE
GOD
JEALOUSY
ENVY
EVIL SURMISING
("PEACEMAKERS")
LOVE
PERSONAL INTEREST
CHILDREN
OF
GOD
BACKBITING
RETALIATION
AVARICE
-
("PERSECUTED'*)
LONG SUFFERING
FAITHFULNESS
KINGDOM
OF
HEAVEN
SUNDER
MALICE
REPROACH
("REVILED")
LOYALTY
SELF CONTROL
GREAT
REWARD
IN HEAVEN
"EXAMINE YOURSELVES WHETHER YE BE IN THE FAITH."
Dl RECTIONS
EACH QUESTION COUNTS TEN POINTS, THERE ARE NINE DIVISIONS, AND TEN QUESTIONS TO
EACH DIVISION. IF YOU ANSWER ONLY THREE QUESTIONS IN DIVISION ONE. PUT A CROSS AT 30.
IF YOU ANSWER FIVE IN THE NEXT. PUT A CROSS AT 50. ETC. JOIN THESE CROSSES BY
STRAIGHT LINES AND YOU HAVE A LINE REPRESENTING YOUR SPIRITUAL INVENTORY.
LET US ALL BE VICTORIOUS, 100 PER CENT CHRISTIANS
ward them?
43. Ever listen to gossip because of curiosity?
44. While disliking to start gossip, are you sometimes glad if someone else
starts it so you can let him know you are not ignorant in regard to I
45. Do you look with scorn on those making mistakes in their Chi
4b. liver wish it were possible for God to excuse you from workii
clasB of people you naturally shun?
47. Ever become impatient or disgusted with others because tl
reahze a wrong as quickly as you do?
48. How much patient endurance have you shown toward men
Belfish politics to get first place?
49. When listening to criticism of another, do you always DOint
good qualities in his life? ^
50. Do you talk to the sinner about his sin — or to your neighbort
f 1' Eyi i. su Esestions ever break down your moral reserve?
52. Is there vice in your secret life?
53. Do suggestive pictures and stories lure you?
54. Can the stamp of the Master's approval be placed on your cor
55. liver think evil thoughts when working where circumsb
stantly suggest evil?
56. Is there such control over your thought that even in the c
immodesty you remain pure?
57. Are you doing things you know would seem out of place if
corded in the Bible that Jesus did them?
58. Should you like to see the pictures of your heart hung on the w
drawing room?
59. Should you like to see the thoughts of your heart written out
in your library for all to read? v
60. Are you satU6ed only with such an inward life that you
to shrink from the eye of God?
. 61 ; . A ° v enmity in your heart against those who make a success ii
in which you fail?
62. When you see others perhapB not so capable as yourself exall
jealousy aroused?
63. Ever compare the manner of the treatment received by your
64. Any jealousy toward the individual taking your place in the
of another?
65 Do you imagine of others ill for which you have no absoluti
proof?
66. As you read these questions, are you seeing visions of the o
with his sin and saying that surely hits ?
67. Under momentary impulse ever give way to jealousy and evil
08. Are you tempted to narrow your brotherliness and good will
clique?
69. Does your presence lessen the quarreling and fussing spirit of I
70. Have you resources of jo y that no man or misfortune can taki
, SL' 58" al !? w sin t0 go unrebuked in your life because you're afr
folks will say?
72. When done a wrong, do you look upon it as a sure sign of a d
the others life?
??' S ver tee1, " Wel1 ' if w e must do that, what fun can a person ha
„. y?*? y ? m "'" P'ove that you consider it too great a sac if
all to Christ?
75. Does your rife show to others that you are content with tl
of man who looketh on the outward adorning?
76. Is it policy or principle that governs your life?
i , A S? you liv ? n ? a !'! e on the average plane, or following yoi
closely that you clash with some of the unworthy habits in the socis
you?
78. Do you welcome persecution and convert it into a blessing'
79. Is it to a life of case or of hardship and toil for the Master tl
giving yourself?
80. Do you judge yourself a s severely as you judge others?
11' 5° y ? u E [ ve way when your m °tives are impugned?
82. liver let the other person's hard feelings toward you interfere
Christian experience?
83. Always speak well of those who speak evil of you?
84. Ever slight or offend those who do not especially appeal to
So. liver Bay things to folks' backs you would not say to their 1
86. Any malice or ill will m your heart against another?
oo ~ re y( i u true t0 your convictions although ridiculed'
on tS° ot "? rs criticisms brighten your spiritual life?
89. Docs adversity upbuild or uproot your character?
90. Do you know what it means to leave all your burdens at the
orosst
A Lynn H. Wood, principal in 1922, designed a brochure to help students take an inventory of their spiritual experience. Each week the students were to pu
sheet of tissue paper over the chart and graph out their current Christian life.
122
Chapter Four
Depression And War
1927- 1943
Es it faced the Great Depression, SJC
was fortunate to have a president of
the caliber of Henry James Klooster
(1927-1937), who at age thirty-one
replaced M. E. Cady at the end of the
1926-27 school year. Klooster had demonstrated
his leadership ability as a student at Emmanuel
Missionary College by directing two successful
campaigns to pay off a sizeable portion of the
school debt. After graduating from EMC,
Klooster took a second bachelor's degree from the
University of Chicago; he earned his master's
degree during the decade that he was Southern's
chief administrator and would later earn a
doctorate. Prior to accepting the presidency of
SJC, his professional experience had been
limited to six years of teaching and administra-
tion at Alberta Academy and Canadian Junior
College. 1 His administrative success at Southern
sprang from a combination of organizational skill
and dynamic speaking complemented by a
distinguished appearance.
Klooster carried a heavy load at South-
ern. For much of the time he was the school's
only biology and chemistry teacher. In addi-
tion to his administrative and committee
responsibilities, he taught three to five classes
a semester, sponsored the senior class each
year, solicited funds for the Harvest Ingather-
ing campaign from Southern's business
contacts, held evangelistic meetings, and
A Henry James Klooster, president, 1927-1937.
was only 31 when he assumed the presidency.
He
frequently gave the Sabbath sermon in Col-
legedale or elsewhere in the Southern Union. 2
Animal rights activists would hardly have
approved of a startling object lesson he used
in a 1936 evangelistic meeting held in Catoosa
County, Georgia:
One night he brought a chicken, a
hypodermic needle, a cigarette, and
somechemistry equipment. He filled a
gallon jug with water and attached a "U"
tube to it so that as the water siphoned
from the jug, the nicotine was trapped in
the water that was in the "U" tube. He
made a comment that this was all the
brains that it took to smoke a cigarette. .
. . Klooster took a needle full of the
nicotine solution from the "U" tube and
injected it into the chicken. It died right
away. He had graphically demonstrated
the deleterious effects of the use of
tobacco. 3
Klooster's Successors
fter guiding Southern Junior College
through the most difficult times of the
Wmmt B Depression, Klooster resigned in June
iy^BeJI 1937 to accept the presidency of
Emmanuel Missionary College.
Pressed for time by the immediacy of
Klooster's departure, the college board chose
one of its own, John C. Thompson (1937-1942),
newly elected president of the Alabama-
Mississippi Conference, as the next president.
After one year of teaching at Maplewood
Academy, Thompson had served seven years as
education secretary of the Southern Union and
Chapter 4: Depression and War
A John C. Thompson, president, A Denton E. Rebok, president,
1937-1942. 1942-1943.
A Paul Quimby, religion teacher
and pastor of the Collegedale
Church.
JRj
A Daniel Walther, history
teacher.
A Ira M. Gish, head of the
teacher training department.
A George Nelson, science and
mathematics teacher.
A D. C. Ludington, English
teacher.
A J. Cecil Haussler, history
teacher.
A Doris Holt Haussler, head of A Myrtle Maxwell, elementary
the music department. school teacher.
124
A Century of Challenge
twelve years as an associate secretary in the
General Conference Sabbath School Department.
Like Klooster, Thompson had two bachelor's
degrees and a master's degree. Like Klooster,
Thompson pursued an advanced degree while at
Southern — in his case, a doctorate. Also like
Klooster, he sometimes preached the Sabbath
morning sermon in Collegedale. But unlike
Klooster, he didn't seem to enjoy being presi-
dent. "These five years have been the hardest of
my life," he said in March 1942 as he announced
his resignation, effective June 1. This admission
may explain in part the diverse reactions left in
the minds of those who knew him as president:
to some he appeared hospitable, understanding,
and a public relations asset; to others he
seemed aloof and dogmatic. 4
Southern's next president, Denton E. Rebok
(1942-1943), was a twenty-three-year veteran
educator and administrator in China. For
twelve of these years he had been a college
president. Rebok held a master's degree from
Emmanuel Missionary College. He spent just
one year at SJC before leaving to become the
president of the Seventh-day Adventist Theologi-
cal Seminary. Kenneth Wright, his successor,
stated, "While President Rebok remained but
one year, his gracious and spiritual leadership
made a lasting impression upon the College." 5
Educated Educators
he faculty as a whole was more
I highly educated than it had been in
Collegedale's pioneer period. Though
the general tendency in Tennessee
secondary schools during the Depres-
sion was to relax educational standards for
teachers, Southern — still primarily a second-
ary school — was upgrading standards. By
1935 two-thirds of the teachers had master's
degrees and all but one had at least a
bachelor's degree. The catalog even listed one
faculty member with a doctorate: John E.
Weaver, a former president of Walla Walla
College, identified as an SJC "field representa-
tive." But this was somewhat misleading:
his real position was educational secretary for
the Southern Union. However, the school has
had doctorates on its teaching faculty ever
since 1940 when it hired Paul Quimby to
teach religion and pastor the Collegedale
Church. The following year Dr. Daniel
Walther and Dr. I. M. Gish were added. 6
Quimby came to Southern from the
presidency of the China Training Institute.
Having worked with Chinese-speaking people
for fourteen years, he at times thought in
Chinese and lapsed into speaking it. He
thrilled students with exciting stories from
China which, coupled with a rich sense of
humor, "kept even the one o'clock class
awake." 7
Walther, who was Swiss, also came to
Southern from the presidency of an overseas
Seventh-day Adventist institution: the
Seminaire Adventiste du Saleve in Collonges-
sous-Saleve, France. With his stimulating
lectures well laced with stories and illustra-
tions and his "tremendous sense of humor," he
completely reversed many students' previously
negative attitudes toward history. A doctorate
from the University of Geneva, he taught
American history from a Swiss perspective,
calling attention to people of Swiss origin who
"touched on American history." One year he
gave the class a three-word examination.
Arriving empty-handed on test day, he simply
wrote on the board the words, "The American
Revolution." Multilingual and multitalented,
he played violin with the Chattanooga Sym-
phony. 8
Ira M. Gish, a graduate of Walla Walla
College, had received his M.A. from the
University of Washington and his Ph.D. from
the University of Nebraska. Southern Junior
College hired him as head of its teacher
training department and helped him pay off
his graduate study expenses. Described as
bubbly, unique, and one-of-a-kind, he was a
favorite of a close-knit group of 1942 education
graduates who called themselves the "Gish-
malites." 9
But the backbone of the faculty, the
teachers who contributed the most to the
efforts of Klooster and his successors in facing
the challenges of Depression and war, were
not the earliest Ph.D.'s, whose terms of service
were brief, but the hard-working, creative,
flexible, loving, and dedicated teachers who
showed an unselfish willingness to serve in
many capacities beyond the classroom and
who remained on the faculty for longer terms.
Some of these teachers would, however, earn
doctorates later, after many years of teaching,
such as science and mathematics professor
George Nelson, who joined the faculty in 1939
and received his doctorate from the University
of Colorado in 1947. He remained on the
Collegedale campus until leaving for Loma
Linda in 1955 and is remembered for being
extremely knowledgeable, for having a dry
sense of humor, and for keeping a cow in his
back yard on what is now Morningside Drive. 10
Collegedale's longest-tenured, early-
Depression newcomer was D. C. Ludington,
whose job description changed every few years
during his twenty-three-year stay. Certified
in a variety of fields, Ludington was willing to
work wherever he was most needed: educa-
tion, industrial arts, speech, English, the
social sciences — even as principal of College-
dale Academy. Remembered as "a low-key
191;
Chapter 4: Depression and War
sort of impromptu sidewalk counselor" and
also as ambidextrous, he would start writing
on the board with his left hand and switch to
his right hand. He and his wife sought to
promote the arts, especially by the frequent
"spur-of-the-moment musicals" at their home.
Always ready hosts, they frequently invited
college guests to stay at their home.
Ludington was also very much involved
in the religious life of the school. Year after
year, he served on the religious activities
committee and was repeatedly elected leader
of the Young People's Missionary Volunteer
Society, as well as its faculty adviser. He was
also a deacon of the Collegedale Church and
was personally involved in sharing Adventism
with members of the community. 11
Another teacher heavily involved in SJC's
spiritual life, its recruitment program, and its
musical organizations was history instructor J.
Cecil Haussler. Haussler, who had attended
Walla Walla College only to please his mother,
had been something of a rebellious student at
first, but had been converted largely because
of his history professor, William Landeen. 12
When he joined the faculty in 1928, the
board agreed to let his wife, Doris, teach voice
and piano for a percentage of her lesson fees.
The next year she was promoted to head of
the music department. While on the faculty
she organized a four-part ladies' chorus,
arranged and adapted "a new school song,"
conducted the college orchestra, taught a
twelve-member class in hymn playing, and
accompanied three young ladies from SJC as
they sang on a department-store-sponsored
radio broadcast promoting student-made
aprons. 13
Her husband also involved himself in the
Collegedale musical program, generating
favorable publicity for the college. He directed
Harold A. Miller, noted composer of gospel songs, led the 1939-40 chorus.
the church choir, a fifty-voice college chorus,
and a male glee club; taught music directing
to forty-five students; and sang solos on
important occasions. He and Mrs. Haussler
also took students from time to time to classi-
cal concerts in Chattanooga. His men's glee
club broadcast a concert over WFOV in Rome,
Georgia. The station director offered the
group a weekly program, but they considered
Rome too far away. They did, however,
broadcast regularly for a time over WDOD in
Chattanooga, which led to invitations to sing
in nearby churches. 14
Nearly every summer Haussler traveled
extensively in the South, visiting homes and
attending camp meetings in search of poten-
tial students. The college paid his salary, and
the conferences through which he traveled
paid his travel expenses. 15
During the school year, Haussler carried
a heavy program. Besides his musical activi-
ties he taught all the history and government
classes, and some Bible as well. He was
responsible for some of the chapel programs,
including one in which he organized a debate
on the question of whether the United States
should cancel the Allied war debts. He served
on as many as four committees at a time, was
Sabbath School adviser and also Sabbath
School superintendent for much of the time,
126
assisted in Week of Prayer meetings for a
nearby congregation, actively participated in
the Harvest Ingathering campaign, and, to
help finance overseas missions, raised popcorn
on "Haussler's Half Acre," across the railroad
tracks from the school. 16
When Haussler left in 1935 to become
principal of Walla Walla's preparatory school,
his successor as leader of musical organiza-
tions was Harold Amadeus Miller, a noted
composer of gospel songs. Under his leader-
ship college musical organizations began
traveling more extensively, going as far as
Nashville, Knoxville, and Asheville, and the
college choir began performing the Messiah
annually with the Chattanooga Civic Chorus
and Orchestra. Much of the music performed
at graduation during the late 1930s was
written by Miller. Although a number of his
songs had been published in Rodeheaver's
books and in the Church Hymnal, the Miller
composition which had the greatest impact on
the college was "Come on Down to Collegedale,"
A Harold Miller composed the spirited tune, "Come On
Down to Collegedale. "
Come On Down To Collegedale
$
Lustily
HAROLD A. MILLER
WjjjU w
5=$
p -+ -3- 4 7+
ww~y
Come ondownto Col-lege-dale, It's a goodplaceto be! Come
jOJ - — K bi , .1 — *-k
%
m»J t^
i
*
%
^3
*
■0 ' a
V* Jiiii'i'JU ^ 1
*
i^5E
on down to Col-lege-dale, Be as hap - py as we; We're
Pf f fiFFF^I^P
m
J= j=^ ^^S ^IZi
m
in. /
^
t<
all one big fam-i - ly; Re - cruitswel-come as can be, Come
jMp pc i p pi'^N jnp^pfTf
P
t,M o
m
y*
rit.
m
f
K
ir-
on down to Col-lege dale, Join our big fam-ly tree
(3
^M
W
^m
)
Copyright 1936 by Harold A Miller.
Chapter 4: Depression and War
▲ Robert W. Woods,
physics and mathematics
a spirited number written in
1936 which the student body
sang lustily. 17
Miller used his musical
talent in support of the spiritual
mission of the college and of the
Seventh-day Adventist Church,
participating with his choir in
evangelistic meetings and
leading singing bands for the
Harvest Ingathering campaign.
Leading the singing for Friday
night vespers while playing the
piano is probably the image of
Harold Miller most firmly etched
in the memories of students from
those years. He was also appre-
ciated for his five-minute music appreciation
periods with which he opened chapel. He
would introduce the classical composition he
was about to play and tell something about its
background. Miller was at SJC from 1935 to
1942, left to teach at Union College and then
Pacific Union College, but returned after three
years, remaining until 1953, when he retired. 18
By 1939 the one
teacher, next to
Maude Jones, who
had spent the most
years at Collegedale
was Myrtle Maxwell,
a 1912 graduate of
STS. She had
arrived the same
year as Maude Jones
and in 1939 would
have had a tenure
equal to that of Miss
Jones had it not
been for the two
A Stanley Brown, English ,
teacher and librarian. y ears she s P ent
away from 1926 to 1928. During
her first stay at Collegedale she
served as preceptress; after return-
ing she taught elementary school
and summer school. Although
during the academic year her
classroom was in the elementary
school, she was very much involved
with the life of the college, serving
on the religious activities, social
activities, and library committees,
presenting chapel programs for the
college students, and holding vari-
ous church offices. She, with two
other people, organized the Little
Girls Club, a forerunner of Path-
finders. She also conducted a class
in Christian storytelling. From time to time,
she addressed the Home and School meeting
on such topics as "Intellectual
Training Suitable for Small
Children" and "Children's Quar-
rels and Fights." Her classroom,
consisting of the first four grades,
produced a "newspaper" and also
had a musical group, sometimes
called the "Toy Symphony Orches-
tra." 19
Robert W. Woods, physics
and mathematics teacher through-
out the Depression, was
fascinated by radio; he operated
two amateur radio stations and
did technical work for Chatta-
nooga station WDOD. Brilliant
but absent-minded, Woods is said
to have discovered the day before
his high school graduation that he was one
unit short. Staying up all night to read the
textbook, he passed the examination for the
missing course in time to receive his diploma.
Allegedly, one
Sabbath morning
he was seen clip-
ping his hedge,
having forgotten
what day it was. 20
Six teachers
arrived in College-
dale between 1935
and 1943 who
remained on the
faculty well into
the 1950s, '60s, and
even 70s. 21 Stanley
Brown was the first
to arrive and the
last to leave,
A George Dean, biology
and chemistry teacher.
A Olivia Brickman Dean,
head of normal department
serving from 1935 to 1972. When the South-
ern Association of Colleges and Secondary
Schools insisted in 1940 that the
school employ a full-time librarian,
the board chose Brown to fill that
post. Students remember his
skilled and deliberate use of an
extensive vocabulary. 22
Olivia Brickman Dean (1938-
1972) taught grades five through
eight for four years and was head
of the teacher education depart-
ment for seventeen years,
simultaneously serving as elemen-
tary school principal for nine of
those years. After that she contin-
ued teaching such education
courses as methods in music, art,
and reading. For a time she was
also chairman of the art depart-
ment and for about three years taught one or
two sections of freshman composition, the
assignment she probably enjoyed least. Her
former students who entered the teaching
128
A Century of Challenge
profession describe her as "an excellent role
model." 21 Joining the faculty a year later than
his wife, George Dean was at first designated
as a "graduate lab assistant." Shortly before
he completed his master's program at the
George Peabody College for Teachers, he
received a regular faculty appointment in
biology and chemistry. Remembered for his
English Class Holds
Outdoor Session
Mrs. Dietel Entertains at
Dew Drop Inn
Last Thursday afternoon Mrs.
Mary Dietel's English IV class con-
sisting of thirteen members were
happily surprised when they were
loaded into a truck and hastened to a
shady pasture path which led to a
picturesque log cabin in the woods.
After the students had inspected the
cabin, signed in the cabin registry,
and eaten sticks of ice cream, they sat
down on the long rustic table in front
kindness, his love of nature, and a dry sense of
humor, he remained on the faculty until 1954. 24
Theresa Brickman, a sister of Olivia
Dean, was a teacher in business administra-
tion from 1942 until 1963. She spent many
hours patiently working with those who found
shorthand difficult, "dictating over and over." 25
Mary Holder Dietel also joined the faculty
during this period.
A former mission-
ary to Spain, she
taught Spanish,
French, and En-
glish and was at
times dean of
women. She
remained on the
faculty until her
health-related
retirement in 1959.
Having come to
Collegedale so that
her ten-year-old,
of the cabin to read and act out
extemporaneously the last selection
in the textbook, "The Neighbors" by
Zona Gale. The local color of the
selection was intensified by the setting
and the excellent imitation of the
characters, the most outstanding of
which was Johnny Walsh's assuming
the part of grandmother in a high
squeaky voice, girls being too few in
the class. The three judges voted a
double portion of ice cream at the close
of the lesson to the best actors,
William Whelpley and Ben Wheeler.
The class was dismissed amid many
expressions of thanks for the pleasant
period and all walked home feeling
that a class in the hot summer is not
so bad after all.
mniir nnnn i\T\Tti
▲ Mary Dietel,
English, Spanish, and
French teacher.
A Theresa Brickman,
business administration.
nature-loving
daughter Margarita
could enjoy the
country, ironically
she lived with nine
other families and
single teachers in
the Normal Build-
ing for nine years
before she was able
to build her own
home on a wooded,
two-acre lot.
Meanwhile, she
hired some college
students to build a
log cabin known as
"Dew Drop Inn," which she and Margarita —
unable to afford vacations away from
Collegedale — used as their vacation cabin. 26
Stricken with crippling arthritis in 1947,
she continued teaching for another twelve
years, though getting ready for class — espe-
cially combing her hair — had became an
agonizing experience. Even after her arthri-
tis-stiffened knee and some loose gravel
caused her to fall and break her hip, she
continued teaching for another seven years
and took a group of Spanish students on a
five-week tour of Mexico. Most of her stu-
dents never realized the extent of her pain. 27
Depression Finances
outhern Junior College was finan-
cially robust before the full impact of
the Depression struck. Its ratio of
total liabilities to current assets
steadily decreased from 1926 to 1929,
when its spokesman proclaimed the school free
of debt. The school showed a profit every year
Chapter 4: Depression and War
from 1927 to 1930. But even as the delegates
to the 1930 constituency meeting rose to sing
"Praise God, From Whom All Blessings Flow"
over the good news, there was one overlooked
item in the treasurer's report: the balance
sheet showed an operating loss of $3,500 for
the period of June 2, 1929, to January 28,
1930. Buried in the rose-tinted avalanche of
positive figures, it should have been an omi-
nous warning that the school's financial
condition wasn't as healthy as the report
suggested. Apparently the school was able in
the second half of the fiscal year to bring in
enough money to compensate for the loss and
actually show a small profit, but this was the
last time for a long time that the balance
would end in the black. Year after year the
treasurer would have to report loss after loss.
In 1931 income dropped $11,000 from that of
the previous year. A key problem was the
declining amount of cash received from stu-
dents, $53,272 in fiscal 1928 to $17,188 in
fiscal 1933. The school was so hard-pressed
that even the tithe on student labor had
become burdensome. The debt-free status
quickly evaporated. By June 1931 the school
held $3,300 in notes payable. By fiscal 1933
administrators found it necessary to borrow
$16,000. In March 1934, Klooster warned,
"We have no reason to believe that the finan-
cial condition in the world about us will be
greatly improved, and therefore every effort
must be made ... to see that not a dollar is
spent unwisely." Alarmed, the board in
November 1934 temporarily relieved the
president and the treasurer of all teaching
responsibilities so that they could more closely
monitor the school's industries. 28
Basic to Southern's problems was a
decline in enrollment caused by the nation-
wide Depression. With the exception of the
PRINTERS FILE BILE?
iT&ENJOIN COLLEGE
#•*&*« - " • -■ -:
Claim Ooltewah School Gives
. Unfair Competition.
Ten Plaintiff* Declare Work
Solicited for Students in
Violation of Charter.
Ten Chattanooga printing firms yes-
terday filed a bill In chancery court
against the Southern Junior college, lo-
cated near Ooltewah, seeking to enjoin
U from engaging in the printing busi-
ness in competition with the Chatta-
nooga concerns.
The operators of printing establish-
ments who entered the litigation
against the college were the Angel
Printing company, Chattanooga Print-
ing and Engraving company, George
Barber Printing company, Arcade
Printing company, Galyon Printing
company, Ling Printing company, Purse
Printing company. Target Printing
company, Standard Printing company
and Intertype Composing company.
The Southern Junior college is a
Seventh-Day Adventist institution. At-
torney J. B. Sizer, who filed the suit
for the printing companies, said yes-
terday that he would not ask Chan-
cellor W. B. Garvin to Issue a flat for
a temporary Injunction for the time
being.
The bill alleged that the college Is
violating the provisions of its charter
in that it is operating a business' from
which it collects a profit and is in
competition "with taxpaylng concerns.
The college Is not subject to taxation
by reason of its public welfare charter,
the bill alleged. The. charter was ob-
tained in 1919..
The Chattanooga concerns, the bill
stated, are paying taxes and giving em-
ployment to many people. It was the
belief of the plaintiffs that the college
Is using student labor for which it pays
nothing to do its printing. . For^this
reason and for the further reason that
the institution does* not have to pay
taxes it can undersell the Chattanooga
concerns. It was charged. - -
Poi-. the purpose of carrying on Its
Chattanooga business the college has
acquired an office here, maintains a
force and a telephone, according to the
allegation^ , •'. '• , v,,'..,
A portion of the charter was "• In-
cluded in the bill. It stated among
other things that, the Institution . was
created to foster'' religious training,
education in fine arts and various other
similar activities-, n -' . *•••'. 'i- !.
—■ ■ t*Jurf$fc
1929-30 school year, the decline was continu-
ous, dropping from 300 in 1927-28 to a low of
194 in 1932-33. Although college enrollment
had been steadily rising to 75 in 1931-32, it
suffered a precipitous decline in 1932-33,
dropping to 45. Fewer students meant
smaller income. Other setbacks resulted from
the failure of an Ooltewah bank, wiping out
the school's deposits but not its loans; a
tornado in July 1931 that did nearly $3,000
worth of damage; and the accumulation of
uncollected accounts amounting to $30,000 by
1938. 29
Part of the income decline was self-
inflicted: in an attempt to halt enrollment
erosion, the college slashed tuition rates. For
the 1931-32 school year the combined total for
room expense and tuition was cut from $248
to $180. This was partially compensated for
by restoring the free-labor requirement of six
hours per week, which had been abandoned in
1928. Even counting the value of the free
labor, estimated at $.20 an hour, the total
annual expenses were reduced by $25. 30
To balance tuition reductions, teacher
compensation was also slashed. Salaries were
reduced by 10 percent as of January 1932,
another cut of up to 10 percent became effec-
tive in July 1932, and a third cut of up to 10
percent went into effect in July 1933. For
much of the time teachers at SJC, like those
at many other Tennessee schools, received
part of their salaries in coupons redeemable at
places like the college store and the school
garage. In August 1932 one teacher, whose
weekly salary at the time was $18, had the
audacity to ask for a raise. The board, "after
carefully reviewing his connection with the
college," dismissed him. Paid vacations were
reduced from two weeks to one, and mileage
reimbursement for using one's automobile on
The Normal Building, also called
"the demonstration school," served as
a laboratory for teachers in training.
school business was also re-
duced. Tuition discounts for
sons and daughters of faculty
members were retroactively
reduced in 1934 to 15 percent of
the portion of the tuition paid in
cash. Again, Southern Junior
College was not alone in reduc-
ing teacher compensation and
paying by scrip. 31
Another way SJC tried to
halt enrollment decline and to
attract more students was by
expanding industrial employ-
ment opportunities. This
resulted in an increase in the
amount earned by students from
$2,462 in fiscal 1926 to $51,438
in fiscal 1933. By March 1934
Klooster was reporting, "Only
three students are meeting their accounts
from month to month by payment of cash." 32
As it tried to attract students by increas-
ing work-study opportunities, SJC faced a
basic paradox: the same Depression that
made such expansion necessary would also
make it difficult for the school's industries to
market their products. One way of meeting
this problem was to demand preferential
treatment. Using a barter-type strategy cut
from the same cloth as the teachers' scrip
payments, some college purchases were made
conditional upon the suppliers' buying a
certain amount of products produced by the
school industries. 33
The industrial expansion had the desired
effect: total enrollment climbed from 194 in
1932-33 to 248 in 1933-34. By 1936-37 it was
358. However, most of the industries were
losing money. The most important exception
was the College Press, which earned a signifi-
cant profit largely offsetting the losses. Thus,
the very existence of the school was at stake
when a group of Chattanooga printers success-
fully brought suit to force Southern Junior
College to abandon the commercial printing
business. The court's decision, based on the
fact that the school's charter didn't say it
could engage in commercial enterprises, was
sidestepped by the formation of Collegedale
Industries, Inc. 34
Another threat to the school's survival
was the National Recovery Act, which — in
some industries — imposed wages substantially
higher than those which had been paid for
student labor. The college was forced to
respond with stratospheric increases in tuition
and other student charges. Annual tuition
rose from $112.50 in 1933-34 to $528.00 in
1934-35. However, provision was made for
students working in college industries but not
receiving these hyper-inflated wages to receive
instead tuition certificates in the amount of
the wage-scale differential. These could be
used to pay up to two-thirds of class fees and
tuition charges. When the Supreme Court
overturned the National Recovery Act, the
charges for tuition, room, and board returned
to more normal levels. College students
taking a full load in 1935-36, or even in 1938-
39, paid only $130 a year. Even with wartime
inflation and compliance with the Fair Labor
Standards Act, collegiate tuition cost only
$162 by the 1942-43 school year, less than 31
percent of the 1934-35 rate. 35
A third method of attracting students was
the offering of scholarships. The board in
1930 set up a scholarship fund with each of
the constituent conferences, the two constitu-
ent union conferences, and the college
contributing. A scholarship was offered to one
student from each of the constituent confer-
ences on the basis of scholastic achievement,
cooperation with and loyalty to his or her local
church, reputation in his or her community,
and promise of leadership in denominational
work. Originally the amount of the scholar-
ship was $100, but in 1932 the amount given
each recipient was cut in half. Instead of
giving just one scholarship per conference, one
was given for each denominationally accred-
ited school of ten or more grades in the newly
expanded Southern Union, comprising the
1932-merged Southern and Southeastern
•^ The college dining hall, built in
Jones Hall in the '30s.
Unions. By 1943 the number of scholarships
was increased from 11 to 14. 36
Things began looking up for the teachers
in 1934 when the board raised wages to the
level they had been prior to the last 10 per-
cent cut. In 1936 the board restored the
two-week paid vacation. For the 1942-43
school year women teachers were scheduled to
receive between $17.50 and $27.50 a week,
male teachers between $19.00 and $37.00 a
week. Because of wartime inflation these
rates were increased by 10 percent at least
twice that year. 37
The institution's overall financial situa-
tion also began to show improvement. Notes
payable declined to $333 in 1936; by the end
of the decade the school was again debt-free;
and for the 1940-41 school year the books
showed a net operating gain of $8,437. By
1940 the college president reported a collec-
tions rate of nearly 100 percent. 38
The college had continued expanding
facilities and increasing acreage during the
good years. Amazingly, it continued this
expansion during the hard times as well,
buying adjacent real estate in order to prevent
"colonization in the vicinity of the school."
Much additional capital expenditure was for
agricultural and industrial plant and equip-
ment, so badly needed to provide additional
jobs for students. More capital was expended
to upgrade the library and the science labora-
tories in preparation for accreditation. 39 The
normal and manual arts buildings, a dining
hall, an expansion of the girls' dormitory, and
additional faculty housing comprised the
major non-industrial construction projects.
135>
A Century of Challenge
The Normal Building was the last aca-
demic building to be completed before the
Depression hit. It served the college educa-
tion department and the laboratory
elementary school. The fifteen rooms on the
upper floor were divided into seven to ten
apartments of from one to three rooms each,
none with a bathroom or sink. One single
bathroom and a sink at either end of the hall
served all inhabitants. Inadequately insu-
lated, the upper floor was unbearably hot in
summer. Several teachers' cottages were
constructed during the Depression, including a
stone house for the president, built at a cost of
$5,770. A teacher's daughter recalls that in
comparison with the "substandard housing" of
the other faculty members, this new cottage
was "considered impressive." Also built
during this period were a $5,000 manual arts
building, equipped at a cost of $3,300, and a
$5,200 dining hall, furnished at a cost of
$1,800. In addition, the Georgia-Cumberland
Conference built a camp meeting pavilion
▲ The Georgia-Cumberland Conference built a camp meeting pavilion known as the "Tabernacle," which the
school used as a gym and later as a church.
A Teachers' cottages were built during the Depression
president's home, built at a cost of $5,770.
This one became the
In 1941, a 28-room addition to Jones Hall was completed.
115
Chapter 4: Depression and War
known as the "Tabernacle," which the school
used as a gymnasium and later as a church. 40
As the college emerged from the Depres-
sion, the major building project was another
twenty-eight-room expansion of the girls'
dormitory, completed in 1941. In addition, the
campus road was paved, tennis courts and a
ball diamond were built, a major landscaping
project was undertaken, and the dining room
enlarged. 41
During the Depression and the years that
followed, church subsidies were especially
important for two very dissimilar reasons: to
enable the school to survive the financial crisis
and to make accreditation possible. The
Southern Association of Schools and Colleges
required junior colleges to have an annual
income of at least $10,000 from sources other
than the students. Operating subsidies from
conferences averaged a little over $5,500 a
year from 1929 to 1933, and capital donations
from conferences during those years ranged
from a high of $18,402 in 1929 to $3,302 in
1933. Beginning in 1935, to meet the South-
ern Association requirement, the constituent
conferences and the Southern Union provided
annual operating subsidies of $10,000.
Another subsidy source at least part of the
time was the Florida Sanitarium and Hospital.
The Southern Publishing Association assisted
the school directly by donating library books
and song books and indirectly by providing
books at half price for the fund-raising "relief
campaigns." 42
Alumni families were another source of
capital funds. Especially important were
former STS and SJC teacher and alumna
Gradye Brooke Summerour and her husband
B. F. Summerour, a member of the board, who
gave thousands of dollars toward the dormi-
tory addition, toward building an infirmary,
A Treasurer George Fuller became postmaster in
1929 when the Collegedale Post Office was
established and operated out of the college store.
and toward purchasing a grand piano for the
music studio. 43
Additional income during the 1930s came
from the college insurance agency, operated by
treasurer George Fuller, which earned the
school more than $1,000 a year for several
years. George Fuller was also involved in
another source of income for the college — the
Collegedale Post Office, established in June
1929 and operated out of the college store.
Until it was upgraded from fourth- to third-
class in 1931, the post office also was a place
where students could earn some of their
expenses. A much smaller source of income
was the $10 monthly rental that the College-
dale Church began paying in 1927 for the use
of the administration building. 44
Producing Denominational
Workers
ecause the school was dedicated to
*J| carrying forward the mission of the
church, the denomination generously
invested in SJC, whose primary
assignment was still seen as prepar-
ing workers for denominational service. The
college charter had specifically stated that its
particular intent was "to establish and main-
tain a college in which . . . studies necessary
to the training of ministers of the gospel and
missionaries in foreign and home fields, Bible
teachers, colporteurs, and Christian workers
in various lines of religious, benevolent, and
philanthropical work shall be taught." There
was no ambiguity in Leo Thiel's 1924 declara-
tion: "The primary purpose of the Southern
Junior College has been to train workers to
hasten the spread of the third angel's mes-
sage." Similarly, in 1941, J. C. Thompson
described SJC as "the training school for white
gospel workers" in its constituent territory. 45
The school frequently published statistics to
show that nearly all of its recent graduates
were either denominational employees or
pursuing additional studies. 46
Looking back from a perspective of half a
century and more, one can say that Southern
alumni between 1927 and 1943 have served
their church well in denominational employ-
ment, amply repaying the denomination's
134
A Century of Challenge
investment in their education through service
to God and humanity. 47
Promoting Adventism
Pn addition to educating potential
denominational employees, Southern
was training its students to share in
the financing of the denomination's
worldwide mission. Harvest Ingather-
ing continued to be a major annual project.
Although in the early Depression years the
amount collected dropped, during the late
1930s and early 1940s, the campaign usually
collected more than $2,500 a year. Addition-
ally, in the late 1920s and early 1930s the
school held field days in the spring when
students sold literature to raise money for the
extension of Adventist missions. 48
Students and faculty members also
supported the church financially through their
tithes and offerings. The tithes came to more
than $5,000 a year during the early 1930s.
The annual Week of Sacrifice offerings ranged
in the neighborhood of $500 a year in the late
1920s and early 1930s, and Sabbath School
mission offerings averaged about $1,700.
Beyond vicariously promoting Adventism
financially, students and faculty members
personally participated in its promotion,
distributing literature, giving Bible studies,
and conducting Sabbath services and evange-
listic meetings in many surrounding
communities. 49
Undoubtedly, there was nothing more
important to the faculty than SJC's spiritual
impact upon its own students. During the
Thompson administration each student was
assigned to a faculty member who was to act
as a "personal counsel and friend" in all areas
of life, but especially the spiritual. "We want
the approval of heaven upon all our plans and
activities," Thompson said. Klooster encour-
A. key participant in the school's evangelistic
outreach was Robert H. Pierson. During his student years
he held several evangelistic series, served as Young People's
Missionary Volunteer leader and senior class pastor, and
worked his way through school at the dairy and later as a
night watchman. From two of those series in 1932 and 1933
at Igou Gap, a congregation of twenty members was
organized, which later moved to Standifer Gap.
At the end of the 1933 summer session, Pierson
became a denominational employee, conducting meetings in
Albany and Columbus, Georgia. From 1937-1966 he served
the church in such diverse areas as India, the British West Indies, and Africa, as
well as in brief North American assignments. In 1966 he was elected president of
the General Confer-
ence of Seventh-day
Adventists, a
position he held until
retirement in 1979. An
author of numerous
articles and books, he is
remembered as a man
who fervently loved his
Lord. 85
Early photo of Robert
and Dollis Pierson and
their sons.
Chapter 4: Depression and War
aged his faculty to plan chapel services and
lessons that would help students to grow
spiritually. The faculty was not only conse-
crated but orthodox, according to J. K. Jones,
then president of the Southern Union Confer-
ence: "No one can justly claim heresy is
taught in this school." 50
One of the ways the college promoted
student spirituality was to conduct two reviv-
alistic weeks of spiritual emphasis each year.
Prominent Adventist leaders were frequently
brought in to conduct these Weeks of Prayer,
including former SJC president Lynn H.
Wood, now holding a Ph.D. and serving as a
professor at the Seventh-day Adventist Theo-
logical Seminary; Meade MacGuire, a general
field secretary for the General Conference;
H. H. Votaw, associate secretary of the Gen-
eral Conference Religious Liberty Department;
Frederick Lee, associate editor of the Advent
Review and Sabbath Herald; C. S. Longacre,
editor of Liberty; W. G. Turner, a vice-presi-
dent of the General Conference; and F. G.
Ashbaugh, Young People's Missionary Volun-
teer secretary for the Pacific Union
Conference. During the Week of Prayer the
speaker delivered two one-hour sermons a
day — at the morning chapel hour and at
worship time in the evening. Prayer bands
were held just before the evening service.
Weeks of Prayer usually ended with a baptis-
mal service or the organization of a baptismal
class. The number of students baptized
each year generally ranged between four-
teen and twenty-five. 51
The Weeks of Prayer were just a small
part of the numerous religious services the
school required its students to attend. Even
village students were required to be present
at all the weekend religious services, includ-
ing Sabbath School, church, and also the
Young People's Missionary Volunteer meet-
ing. In addition to weekend services,
students were expected to attend chapel and
evening worship every day. 52
The most beloved of these services
seems to have been Friday evening vespers:
beautiful music, inspirational talks by one
of the teachers, followed by testimonies.
Students would stand up one by one and tell
about their personal spiritual experience,
praise the Lord, renew their commitment to
Him, express their thanks, or request the
prayers of their fellow students. Fre-
quently, students would tell of how their
parents, despite a lack of funds, had stepped
out in faith to send their sons and daugh-
ters to a Christian school, and how — in
answer to prayer — the Lord had blessed and
funds had come in, many times unexpect-
edly. One boy told how his mother, having
absolutely no funds, had been praying for
the money to send her son to Collegedale.
While they were praying, a man who had
owed her money for over a year, came to
pay his bill. Almost every student would
give a testimony each Friday night, some-
times as many as 206. Such voluntary
statements of spiritual commitment gave
credence to Klooster's 1932 report affirming
the students' loyalty to the college's spiri-
tual ideals and interest in the
denomination's spiritual program. 53
Accreditation
Ef Lynn Wood thought he had buried
the accreditation question, he was
mistaken. As soon as Klooster's first
academic year was behind him, he
began pushing for accreditation. The
first step was to get the secondary school
program certified. Hiring decisions began to
be influenced with an eye to pleasing accredit-
ing bodies. When this caused some dissension
within the faculty, teachers were specifically
asked to refrain from discussing the issue in
the presence of students. By adjusting the
teaching staff and reorganizing this curricu-
lum, the secondary school in the fall of 1930
was accredited by both the Southern Associa-
tion and the Tennessee State Department of
Education, whereupon the board authorized
SJC to begin working toward junior college
accreditation and Klooster began urging that
some of the college teachers be sent to gradu-
ate school and stressing the need for more
college-level students in order to meet the
Association's requirements. It took a firm
determination on Klooster's part to keep
pressing the issues for accreditation at the
very time the school was staggering under
Depression-caused budget deficits and enroll-
ment declines. But Klooster asserted that "a
considerable number" of Adventist young
people were going elsewhere because SJC
wasn't accredited. 64
The accreditation drive was given ur-
gency in the summer of 1933 when word
arrived from the College of Medical Evange-
lists that after the 1933-34 school year it could
no longer accept students from unaccredited
junior colleges. Four other Adventist colleges
had received either senior or junior college
accreditation by 1933, but the Southern
Association denied SJC's application that year,
stating that it couldn't possibly approve the
junior college without some faculty changes.
SJC reapplied the following year; again its
application was denied. 55
M. C. Huntley, the Southern Association
executive secretary, spelled out the
association's reasons for the rejection: its
136
A Century of Challenge
\°^JT ^cumSm l3^i}! {
We take pleasure in announcing to our
constituency that the application of
Southern Junior College for membership
in the Southern Association of Colleges
was favorably acted upon at the
meeting of the association held early
in December. Hereafter there will be
no embarrassment to students who enroll
for premedical, teacher training or other
courses where legal restrictions apply.
While we are gratified that the association
has seen fit to approve the school, we are
even happier over the fact that no princi-
ple vital to the interests of our people or
our work has in the least been compro-
mised in order to secure this recognition.
On the contrary, we have had a remark-
able opportunity to bring to the attention
of leading educators the system of Chris-
tian education sponsored by Seventh-day
Adventists and have been gratified to
find that the sound principles of Christian
education here commanded the respect,
confidence, and admiration of these men.
H. J. Klooster.
salaries were inadequate, some classes were
too large, and the president was carrying too
heavy a load. In addition, the system of
financial reporting needed to be revamped "to
show clearly income from industries which
would not be affected by school operation or
students in school." Moreover, the library
holdings were insufficient, "continuation
record of students" was incomplete, and a
physical education program was lacking. 56
Believing it would improve chances of
acceptance by the Southern Association, SJC
joined the Tennessee State College Associa-
tion. Finally, in 1936, Southern Junior
College was granted admission to the South-
ern Association of Colleges and Secondary
Schools. Within the next two or three years it
secured listing in the U. S. Office of
Education's Educational Directory, obtained
elementary teacher education accreditation
from the state of Tennessee, and joined sev-
eral other organizations of junior colleges,
private schools, and other educational institu-
tions. Accrediting bodies encouraged SJC to
obtain more books for its 7,000-volume library,
hire a full-time librarian, hold a series of
twelve programs to enable the students to
learn something about library science, reject
credit for correspondence courses, exercise
more selectivity in accepting students, up-
grade teachers' educational level, and keep in
touch with alumni as a means of determining
the effectiveness of their education. 57
Junior college accreditation was gratify-
ing, but Klooster had begun agitating for
senior college status as early as 1929. He
traveled to Washington, urging church leader-
ship to make plans in this direction by
permitting the school to offer the fifteenth
grade during the 1930-31 school year. In May
1930 the board unanimously adopted a memo-
rial to the General Conference for permission
to become a senior college and even initiated a
contest to select a senior college name, autho-
rizing a $100 prize for the winning entry. 58
The issue failed in 1933 and lay relatively
dormant during the rest of the decade, until in
1940 a letter from Chester C. Fink, registrar
of the College of Medical Evangelists, revived
the issue with compelling significance: CME
was complying with an American Medical
Association recommendation that three years
of college be required for admission to medical
school. Henceforth, students graduating from
Southern Junior College would have to take a
third year elsewhere before going to Loma
Linda, a requirement that could discourage
premedical students from attending Southern
at all, especially since the AMA had deleted
all junior colleges from its approved list. In
other words, only a few years after the hard-
fought battle for accreditation had been won,
the most important advantage of such recogni-
tion was being taken away. Added to this was
the passage of the Selective Service Act, also
in 1940. Ministerial students desiring draft
exemption could feel more secure in attending
a school that offered a four-year theology
degree. By October 1941 the board seemed
unanimous in the belief that the time had
come; it set up a committee to study both the
denomination's and the Southern Association's
requirements for senior college status. 59
Academic Standards
uring the Klooster, Thompson, and
f^fc g Rebok administrations, Southern took
WM a number of steps to upgrade
academic standards. One of these was
to regulate the relationship between
the amount of time a student spent working off
137
Chapter 4: Depression and War
his expenses and the amount of class work he or
she was permitted to take. In 1927 the faculty
decreed that students earning 100 percent of
their expenses were permitted to take only two
subjects unless they had special permission and
that no one working more than four hours a day
was permitted to take a full load of classes. This
was modified to twenty-five hours a week in 1933
and reduced to twenty hours a week in 1934. In
1933 a student taking a half load could work as
much as he or she wanted to, but in 1934 the
half-time student was limited to a maximum of
forty hours of labor a week. In 1933 special
evening classes were offered for those unable to
attend daytime classes because of their work
schedule. 60
Prerequisites for entering the collegiate
program were a diploma from an accredited
secondary school that represented at least
sixteen units, including three of English, two
of mathematics, two of social science, one or
two units of science, one unit of vocational
education and two units of a foreign language.
All registering students had to take a series of
examinations in English, spelling, handwrit-
ing, reading comprehension, and intelligence,
as well as a physical examination. Students
not receiving a satisfactory score on the
fundamentals of English were required to take
a non-credit introduction to English course. 61
MINUTES OF FACULTY MEETING
Held —Nov. 18, 1928
SPELLING Moved that the following recommendations on Standards for
STANDARDS graduates, and standards for spelling be accepted.
(a) That a standard test in Grammar and in Spelling
be given to all candidates for graduation both
in college and academic courses, and that a grade
of 90$ be required for passing.
(b) That these tests be given within the first
semester.
(c) That in case of failure the candidate for graduation
be required to pursue the foregoing subjects in a
class until he can meet the requirements.
(d) That a general examination in Spoelling be given
at zhe end of each six week period, and that those
receiving a grade below 90$ be required to enroll
in the Spelling class.
(e)That in "the written work of all students 1/2 $
be taken off for every misspelled word, and that
an individual losing as many as five points, also
join the spelling class.
(f) That no student be penalized to the extent of failure
bv the lo.ss of these five ooints.
Students receiving F's in two or more
subjects were subject to expulsion. Gradua-
tion required a C average. Some of the final
examinations were standardized tests pre-
pared by the General Conference, which the
MINUTES OF FACULTY MEETING HELD
OCTOBER 20, 1929
10:00 A.M.
METHOD OF
The grades of students are to be evaluated according to the scale of
GRADING
grading as given in the current Catalog: A, 9&-100; E, 90-94;- C,
85-89; D, 80-84; E, 75-80; F, Failure; I, Incomplete.
teachers themselves didn't see until half an
hour before the tests were administered. 62
Correct spelling was a major concern.
Students misspelling more than ten words on
a given assignment in any course were placed
in a special spelling class. Every student was
expected to attend a drill in spelling, hand-
writing, grammar, or some other basic skill for
up to thirty minutes a day, four days a week.
In order to graduate from either the academy
or the junior college — or even to be admitted
to the senior class — students had to receive a
score of 90% on examinations in grammar,
spelling, and handwriting. The spelling test
in 1931 was based on a list of six hundred
words distributed by the English teachers on a
138
A Century of Challenge
Monday. The examination was given the
following Friday. So many failed the test that
the faculty, deciding to give the students a
second chance, added four hundred words and
another school week in which to master the
whole thousand. 63
SJC also encouraged the use of correct
grammar through special weeks set aside as
Good English Week. During Good English
Week a variety of chapel programs promoted
not only correct usage but also vocabulary
development, the choice of good literature, and
correct pronunciation. One of these chapel
programs featured a dramatic "Trial for the
Murder of the King's English." For Good
English Week one year each student was
given a badge which had to be surrendered to
anyone catching him or her making a mistake
in English. A prize was given to the student
collecting the most badges. The winner, Ottis
Walker, accumulated thirty-two. 64
During the Klooster administration the
faculty did not give grades of A, B, C, etc.
until the fall of 1929 when the General Con-
ference Board of Regents called for a uniform
system of grading. Prior to that, grades were
given as the numbers "1" through "4", with "4"
representing failure, defined as any score less
than 75%. The letter C for "condition" was
given a student whose work was incomplete.
Until 1938 both before and after the adoption
of letter grades, grades were assigned on a
uniform percentage basis. When letter grades
were used, an A was defined as 94% or more,
the lowest B was 88%, the lowest C was 81%,
and the lowest D 75%. Students making up
incomplete work could not get any grade
higher than a D without a special vote by the
faculty. 65
No grades were given to a student absent
for 15 percent of any class, whether or not the
absence was excused. Students whose exces-
sive absences were due to serious illnesses or
circumstances completely beyond the student's
control could appeal to the faculty for an
exemption. Three unexcused absences in one
semester could bring a penalty up to five
hours of free labor. Absences occurring just
before or after a holiday or vacation were
counted double. 66
Changes in the academic programs
during the Depression years included elimi-
nating the secondary music program in 1928,
as well as the Bible workers' curriculum, and
even the theological course in 1935. Students
preparing for the ministry were advised to
register for the associate in arts program. In
1940, nineteen students were considered pre-
ministerial. Every program that survived the
period 1927-1943 at least underwent a change
of name. The "academic course" became "the
collegiate preparatory course" and then the
"college preparatory department"; the junior
literary program became the associate in arts
degree, the collegiate normal program became
elementary teacher training, and collegiate
business became business administration.
Some new programs were added, most of
which were short-lived, including secretarial
and home economics. The only new program
which continued during the war years was
science, introduced in 1928. The school year,
longer than that of many Southern schools,
generally ran from early September to late
May with just one day off for Thanksgiving
and as few as two days and no more than
seven school days for Christmas. 67
Social Guidelines
lthough the faculty worked to upgrade
its academic standards during the
Depression years and the war period
that followed, the term "School of
Standards" was often used to refer
to Southern's behavior code. 68 This code
maintained ideas about proper Christian
decorum that at one time had been common to
many church institutions but which by the
1930s had been elsewhere relaxed. The aim of
school discipline, The Southland declared, was
"to develop character of the highest type" and
"to encourage a social climate conducive to
study, work, and the development of mature,
responsible social relationships."
Dress, particularly that of young women,
continued to be a concern. The 1934-35 catalog
set forth the general principle: "All extremes . . .
should be avoided, and in the whole wardrobe
health, good taste, modesty, and economy should
be considered." An additional special leaflet
spelled out the details. At the outset of his
administration, Klooster advised faculty mem-
bers to check students to see if they were
observing the dress standards. Instead of
TRIPS TO
00LTEWAH
MINUTES OF FACULTY MSETIEG HELD
SEPTEMBER 29, 1929
10:00 A.M.
Voted that Tuesdays and Thursdays be boys' days to go to Ooltewah, and
Mondays and Wednesdays girls' days.
Upon motion meeting adjourned.
Chapter 4: Depression and War
requiring that all girls,
regardless of height, have
skirts that came within
twelve inches of the floor,
the new rule stated that
the skirts must cover one
third of the distance
between the floor and the
middle of the kneecap of a
young woman in stocking
feet. As the girls were
leaving for meetings, their
dean occasionally stood at
the door with a yardstick,
measuring the question-
able skirts and sending the
wearers back to change if the numbers weren't
right. For the first violation a student was
reprimanded; for the second, the student was
called before the dress committee; for the third,
suspended; for the fourth, expelled. 69
Social relationships were also a matter of
concern. Particularly in the early years of this
period when almost three-fourths of the
student body were young, immature academy
students, the administration encouraged only
"large group associations." The school banned
escorting, flirting, and the walking of couples
together. Boys and girls still had separate
"strolling grounds" and could go to town only
on different days of the week, though the
faculty did permit them to sit together on
some special occasions such as the boys' open
house.
The right to visit together in the parlor
was granted to boys of twenty and girls of
eighteen (raised to nineteen in 1934) who were
"in good and regular standing," had a satisfac-
tory scholastic record, and had permission
from both parents. On school hikes boys
couldn't hold hands with girls so they would
cut little sticks, and the boy would hold one
end and the girl would hold the other. The
rule against marriage during the school year
was made even stricter in 1937: students who
married before the completion of their entire
junior college program were to be expelled.
One rule regarding boy-girl relations, however,
was relaxed: in the early 1920s the faculty
had disapproved of the boys serenading the
girls, a ban lifted in 1929.™
We are happy almost beyond measure.
And we hope 'twill bring you delight;
For to have you as guests will be pleasure.
At our home on next Sunday night.
the boys of south hall
April 5. 1936
7:30 O'clock
The Sojuconians
he Sojuconians, the student
association, still appears to have been
primarily a fund-raising organization.
In 1928 it endeavored to raise $1,000
for a campus fund by a letter-writing
campaign. Using the slogan, "Lend a hand for
the concert grand," students sent out at least
1,986 letters and raised nearly $1,500 for a
grand piano during the 1929-30 school year.
Students raising $25 or more were rewarded
with a Sunday excursion to Lookout Mountain.
As the Depression deepened, fund-raising
campaigns became more difficult. During the
1930-31 school year the students tried to raise
$1,500 to expand and improve the school's
library collection and equipment. Again a trip
to Lookout Mountain — with a free dinner in
Chattanooga as well — was offered to students
raising at least $25. Those raising more than
$50 were promised exemption from library,
medical, and matriculation fees, and the
person raising the most money over $50 was
awarded a Shaeffer pen and pencil set. But
money came in very slowly, and the campaign
officially closed short of its goal. Presumably
to keep the students from feeling discouraged,
school officials transferred $600 — the portion
of the student matriculation fees earmarked
for the library — to the campaign fund. Still,
the total raised by the end of the campaign
came to only $1,216. The following year the
Sojuconians, attempting to raise enough
money to complete the new dining room,
collected only $685. 71
Apparently discouraged, the Sojuconians
tried to campaign for something less directly
monetary. With a youth congress scheduled
for Collegedale, the students wrote hundreds
of letters encouraging Southern young people
140
A Century of Challenge
to attend. However, the Southern
Tidings reported, "Responses from
the young people out in the field are
coming in rather slowly." 72
Since the dormitory hall floors
were "as bare as a sidewalk," the
Sojuconians tried another fund-
raising campaign in the spring of
1934, but one that was less ambi-
tious. Students attempted to raise
$1,000 for linoleum and stair treads
to cover the floors and stairways.
Again they came short of their goal,
raising only $712, which was at
least more than they had received in
1931-32. Again, in the spring of
1935, the Sojuconians attempted to
raise $1,000, this time to complete
the girls' dormitory porch. Results
of this campaign were not reported
and perhaps discouraged the
Sojuconians from further attempts
at fund-raising. The next reference to a
student campaign doesn't come until 1941,
and even then it was more an undertaking of
the alumni association than of the student
body. Meanwhile, it appears that the
Sojuconian student association had ceased to
exist. 73
Although the girls continued to call their
dormitory club Joshi Jotatsu Kai, the boys'
club emerged from the Depression with a new
name. Formerly called the Better Men's
Society, in January 1939 it became known as
the Triangle Club. During the Depression the
Better Men's Society had sold ice cream and
popcorn, with the proceeds furnishing the
second and third floor lobbies of their dormi-
tory. In the early 1940s some of the village
students organized the Mystery Club, with
monthly meetings in Glen Starkey's recreation
room. 74
A The Triangle Club of 1939, the dormitory club in South Hall with an objective
to "cultivate in its members the triangle of essentials of Christian manhood:
physical, mental and spiritual powers."
Other clubs included the Oratorial Soci-
ety, which conducted debates, the Art Club,
the Future Teachers of America, the
Sojuconian Literary Society, and the Premedi-
cal Club. The premedical group was the only
organization requiring a certain scholastic
attainment as a prerequisite for admission,
demanding a B average in science classes.
Meeting every other Saturday night, club
members listened to lectures by physicians,
talks on scientific topics, and papers presented
by students; watched science films; and visited
an observatory. In addition there were a
music and dramatic arts club and various
musical organizations: the band, the orches-
tra, vocal groups, the brass choir, and the
Collegedale String Quartet. 75
And, of course, there were the junior and
senior class organizations and their traditional
rivalry. Junior pranks included hanging all
the senior girls' banquet shoes on
the top of a tree or flagpole and
sprinkling a sleeping senior with a
watering can. 76
In 1929 the school held a
contest to name a new school
newspaper to be distributed free as
a public relations medium. For his
winning entry, Walter Ost received
a promise that his registration fee
would be waived the following
school year. When the paper
actually appeared, the title that he
suggested, The Southern Scroll,
was modified to The Southland
Scroll. For several years this was
the only publication the students
had an opportunity to produce. As
the school faced the financial
desperation of the Great Depres-
sion, the faculty went on record as
opposing the publication of a
school annual. Thus The Southland died in
1930. 77 When the financial situation eased
enough in 1938 for students to resume pub-
lishing an annual, it was called the Triangle.
Students from this era have pleasant
memories of the Saturday night marches and
roller skating in the Tabernacle, the "home-
spun" musical programs and "readings," games
on the lawn, hikes up Grindstone Mountain,
and travelogues in Lynn Wood Hall. With
student automobiles a rarity, the campus was
the center of the students' recreational activ-
ity. There were also picnics, baseball games,
banquets, and at least one marshmallow roast.
Neighborhood opposition to Sunday picnics led
the faculty to reschedule the 1929 junior-
senior picnic to a Monday. 78
A major highlight of the 1928-29 school
year was Herbert Hoover's inauguration. "An
excellent receiving set was placed in the
Chapter 4: Depression and War
chapel," reports the Field Tidings. "At about
ten o'clock central standard time, class work
was suspended" so that students could as-
semble in the chapel to hear Hoover's
inauguration address: "It was all very inspir-
ing, and served to impress anew upon our
minds the wonders of radio." 79
The average age of the students in the
high school and college grades increased very
slowly from 17 in 1926-27, to 18 3/4 in 1930-
31. Klooster considered the aging of the
student body a positive trend which the
administration should actively encourage by
giving employment preference to older stu-
dents. Raising the average age would reduce
discipline problems, tend to improve the
student body level of stability, responsibility,
and dependability, and produce more reliable
denominational workers, he said. 80
In 1930-31, out of an enrollment of 277,
college students accounted for only 74, a new
record. By 1940 the school had more colle-
giate students than students in the
preparatory division. The 1940-41 enrollment
of 331 included 173 college students and 122
in grades 9-12. 81
Influenza epidemics recurred in 1928-29
and 1934-35, both times resulting in a read-
justment of the school calendar. In 1929 the
exams for the first semester and the opening
of the second semester were postponed. Again
in 1935, the first semester examinations were
postponed. In addition, Christmas vacation
was extended a week, but school officials
decided not to add that week at the end of the
second semester. Instead, said a report in the
Southern Tidings, the students and teachers
would "have to make good this loss by extra
diligence and application." Eight teachers
were incapacitated by the 1929 epidemic. In
1935, with more than twenty students sick,
the first floor of the girls' dormitory was
converted into a temporary hospital ward.
The previous year a measles epidemic at-
tacked both dormitory and elementary
students. A quarantine was enforced and the
church school was closed for several days. 82
Though the school was remarkably free
from personal tragedies, the 1927-28 school
year was marred by the deaths of two young
women, one of whom died of pneumonia.
Tragedy struck the student body again in 1940
when a young man drowned at Lake
Chickamauga. 83
Wartime
s the clouds of Depression receded,
they were replaced by the
thunderclouds of approaching war. 84
During World War I the pacifistic and
Sabbatarian principles of Seventh-day
Adventists had led to the court-martial of
nearly two hundred American Adventists.
Wanting to avoid a repetition of that situation
in the impending war, Everett Dick of Union
College organized the Medical Cadet Corps to
give Adventist young men training that would,
according to assurance from the United States
War Department, result in assignment to the
military's medical service, where they would
save lives instead of killing and would feel less
pressure to violate Adventist conceptions of
proper Sabbathkeeping. Southern Junior
College offered the first Southern Union-
sponsored Medical Cadet Corps, for a fee of $5
plus room, board, and uniform costs, providing
two weeks of intensive training. Retired U.S.
Army Captain C. D. Bush commanded the
corps, Dr. Quimby served as corps chaplain,
and other faculty members participated in
various capacities, along with some physicians
and Illinois National Guard Captain B. F.
Tucker. This training was given from Decem-
ber 18, 1940, to January 1, 1941. Approxi-
mately 80 young men, mostly SJC students,
enrolled, studying military discipline, first aid,
map reading, signal communication, self-
defense, and the Seventh-day Adventist
philosophy of military service. Smartly attired
in dark olive-green uniforms, they spent four
hours each day in close order drill, marching
back and forth across a field down the hill
from Lynn Wood Hall. In an interview with
the Chattanooga News-Free Press, Bush said,
Strict discipline is stressed in the
medical corps at Collegedale. Yesterday
while the company was standing at ease
one of the fellows absent-mindedly threw
an orange peel on the grounds. It wasn't
noticed until the company had marched
about a quarter of a mile away. . . . The
captain immediately called the entire
company back and asked the absent-
minded youth to "remove the evidence."
The boy stepped forward promptly
and picked up the peel. Then the
company marched back to camp.
The Pearl Harbor bombing of December
7, 1941, came just a few weeks before a second
MCC course was scheduled to begin. Only 35
students had applied for the course before
Pearl Harbor, but after the U.S. declaration of
war, applications flooded in. A total of 95
enrolled, 65 of whom were not SJC students.
One of the cadets left a day early to appear
before his local draft board, and three or four
were scheduled for induction a few days after
their training.
A third MCC training session was held
the following year; by that time at least 56
students had been drafted. Maurice Felts, the
first to be called up, like most of the SJC
draftees, had taken medical cadet training; in
July 1941 he was doing office work for the
142
10
CHATTANOOGA NEWS-FREE PRESS, CHATTANOOGA, TENN., TUESDAY, DECEMBER 31, 1940.
Junior College Students Train For 'Life-Saving 7 In WaH
Here arc the offi
Seen above, left to
Green, Capt, Boy4
cers En charge of (he medical corps at Southern Junior College, who gav
right, are Capt, Bush, Cnpt. Blackburn, Sergt. Frederick, Lieut. Harte
Capt. Quimby, Lieut Williams and Capt, Tucker.
their services gratis.
Lieut. Spangler, Capt.
— Sljtf; Photos by Wihvru
Here is the medical corps with their only "weapon." a stretcher manned h
to serve on the battle front, they carry nothing with which to defend then
taking them.
four men. Although they arc trained
'Ives. Thev believe in saving lives, not
Important Message ~
to Folks Who Have
HEAD COLDS
3 PURPOSE
MISICfltf
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running or so cioggsd you san hartfl?
brwiths-put jum a few drops of VicSa
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joy she t^and relief it brings.
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does three Impos-
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PRESCKIPTION ORPGCISTS
I*)*£*rript!siia Called for .Bd
DeUpercd Pboo#
SO (KM , * -in A
CHARGE 9-4194
Over 52,000,000 Hold So-
cial Security Cards,
Chief Reports
We Are Proud...
T- T_T XJ, J *U«.
Chapter 4: Depression and War
medics at Fort Barrancas, Florida. Despite
national conscription, government officials
encouraged students not to volunteer for
military service. Affirming that "we must
have well-educated and intelligent citizens
who have sound judgment in dealing with the
difficult problems of today," President
Franklin D. Roosevelt encouraged college
students "to continue the normal course of
their education unless and until they are
called." John W. Studebaker of the U.S. Office
of Education agreed, emphasizing the impor-
tance of education to national defense.
"Emergencies require trained citizens," he
stressed.
Almost immediately after Pearl Harbor,
the U.S. Office of Education directed its
attention to speeding up the process of produc-
ing those trained citizens. In January 1942 it
sponsored a National Conference of College
and University Presidents. SJC president
Thompson reported that the purpose of the
conference was "to determine how institutions
of higher learning can train the largest num-
ber of skilled men and women for the service
of their country in the shortest period." At
this meeting the presidents of the various
institutions of higher learning adopted a
number of resolutions that were to have a
significant impact on Southern Junior College.
First, they echoed Roosevelt's and
Studebaker's concern that college students and
potential college students wait for the draft,
stating, "In their eagerness to serve the
nation, many of our most capable youth enter
the armed forces despite the fact that they
may now be serving or preparing to serve the
nation in ways more in keeping with their
training and ability." To assure the nation of
a continued supply of professionals qualified to
promote morale and minister to its physical
and mental health needs, the conference called
upon the Selective Service System to defer
premedical, predental, and pretheological
students.
The conference also urged that schools
taaammm
MS
Cheering at the Tracks
Ma
Lany of the SJC recruits were ordered to report to the induction center at Fort
Oglethorpe and after outfitting were shipped by rail in troop cars to Atlanta, where
they were dispersed to different army training camps. After passing through Ooltewah,
the Atlanta-bound trains paused at Collegedale to pick up the mailbags. When the
college community could learn what trains their friends would be on, they would
gather — sometimes seventy-five or a hundred — along the tracks to cheer, shout their
good-byes, and wave their affection. 86
offer enough summer classes to speed up the
education process so that students could
complete four years' work in three. SJC had
already announced a twelve-week summer
session for 1942, which was repeated in 1943.
In addition, a crash twelve-week secretarial
science program with classes six days a week
in shorthand, typing, business English, and
business practice was designed to make the
student "proficient enough ... for employ-
ment."
Even before the National Conference of
College and University Presidents, the Selec-
tive Service Act of 1940 had exempted from
active duty those students enrolled in recog-
nized theological schools. By the time of the
conference Thompson was already requesting
the Selective Service System to recognize SJC
as a theological school, although such recogni-
tion had not been given to any junior college.
He and those cooperating with him in this
attempt were successful in persuading General
L. B. Hershey, National Selective Service
director, to grant this recognition not only to
Southern Junior College but to all denomina-
tionally sponsored Seventh-day Adventist
junior and senior colleges in the United
States. Thus, deferments were available for
students attending these schools who were
able to convince their draft boards that they
were "in good faith" studying for the ministry.
The war brought unique problems to the
college — first of all, a two-year decrease in
enrollment over which it had no control.
Nevertheless, aware of the strong anti-Japa-
nese feeling prevalent in the United States at
the time and concerned about community
reaction, the college declined to increase
enrollment by complying with an official's
request to accept a limited number of Japa-
nese-Americans whom the government was
144
attempting to relocate in the East from west-
ern internee camps. Similarly, when the
board received a telegram seeking admission
for a Japanese-American, it voted to pass the
inquiry on to Madison, which already had
several Oriental students.
Moreover, wartime restrictions reduced
recruiting efforts and prevented the college
from constructing planned building projects.
In addition, some teaching schedules were
adjusted, particularly those of G. J. Nelson
and C. E. Winter, so that they could teach
nine hours a week at the University of Chatta-
nooga in a specialized training program for
the army and navy.
In December 1941 as the student body
gathered in chapel to hear by radio President
Roosevelt announce to the joint session of
Congress that the United States was now at
war, students could not have realized to what
extent world affairs would change their
personal lives. Educational plans of many
young men were interrupted as they were
drafted into service; those exempted were
hustled into accelerated programs with com-
pulsory year-round classes and a strict,
government-required accounting of their
. grades. The ratio of male to female students
was severely unbalanced. Lack of time and
worrisome news from overseas dampened
spirits, reducing the number of social activi-
ties, but different events included a
college-sponsored Red Cross Drive and a war
bond rally. Rationing of gasoline and unavail-
A "Soldiers' Directory" hung in the Lynn
Wood Hall lobby, showing the names of some of the
students who were serving their country. By
the end of the war, 171 young men from SJC
had served in the U.S. armed forces.
m tm
Chapter 4: Depression and War
ability of new cars to replace aging ones
reduced field trips and caused the cancellation
of the 1944 Academy Day. Travel to and from
campus was more and more dependent on
crowded trains and buses where service
personnel had priority. Students had to
submit their government-issued stamp books
so that the school could set up a ration point
bank account to facilitate buying food for the
cafeteria, particularly butter and sugar. And
in the Lynn Wood Hall lobby, the main exhibit
area featured a "Soldiers' Directory," a scroll
emblazoned with the United States seal, wood-
burned by student-artist Ralston Hooper,
whose own name appeared on a later, larger
scroll. By the end of the war 171 young men
from SJC had served in the U.S. armed forces,
where at least 8 had met their deaths.
Meanwhile, the college itself was being
transformed. Before the war was over, South-
ern Junior College had become Southern
Missionary College.
Village Development
J ii^_-rv-_v-flr-*"- ._■*.■■ i* j
Although the campus itself was
abuzz with activity, its isolation in the early
1940s is hard to envision today. Its sur-
roundings had remained quiet fields and
woods with only an occasional farm house
or two up Camp Road until the '20s and
early '30s when a few families — Artress,
Bird, King, and others — from the expanding
college staff had settled in, either buying
existing homes or building new ones. In
1938-39 the land bordering Camp Road
(named for the pioneer Camp family) was
divided into lots, and more staff and faculty
houses followed rapidly. Electric power was
installed in 1940, but even in 1941 the only
telephone in Collegedale was in Lynn Wood
Hall, and all calls had to be routed through
Ooltewah. Fire protection for the expand-
ing community was primitive: equipment
consisted of a car pulling an axle on which
was loaded a hose. Available water and
pumping facilities were hoped for by faith
at the scene of the blaze. Any trip was an
adventure with the steep and winding
course around Hickman curve challenging
even "a fancy car in high gear." 87 Until
Apison Pike was extended beyond Four
Corners, travelers turned right at
Robinson's farm and picked up the road to
Chattanooga in Ooltewah.
The Mail
I he Southern Railway System took
care of rail delivery to Collegedale. Above,
the diesel arrives and dispatches the mail.
Below, Tommy Ashlock takes it to the post
office, and then the Fuller family (George
and La Verne) sorts it and puts it in the
mailboxes.
Bfe
B^ *"*i
V Tv
fcC*^
Chapter Five
The Wright Years
1943- 1955
ntellectual stimulation, dynamic
growth, and major student involve-
ment in school and church affairs
made Collegedale an exciting place
during the administration of
Kenneth A. Wright (1943-1955), who adminis-
tered the college for twelve years — longer than
any of his predecessors. The school was
reborn — transformed from Southern Junior
College into the fully accredited and greatly
expanded Southern Missionary College.
During that time collegiate enrollment grew
from 124 to 473, teaching faculty expanded
from 25 to 41 (46 counting academy teachers),
and the number of majors available to college
students increased from five two-year pro-
grams to eight two-year programs and fifteen
four-year programs. 1
Kenneth A. Wright
Wright, a red-headed graduate of
Emmanuel Missionary College with a master's
degree from Cornell University, had spent
twenty years in denominational work as boys'
dean, academy principal, and educational
superintendent, before coming to Collegedale. 2
Students and faculty members remember him
as a dedicated, forward-looking, and well-
organized administrator with a keen perception
which enabled him to surround himself with
▲ Kenneth A.Wright, president, 1943-1955.
Chapter 5: The Wright Years
strong and gifted people, seemingly undis-
turbed if they didn't agree with each other.
Former students also describe him as a
compassionate person, gentle even when
rebuking, who could convince students that
homesickness was a virtue. They speak of
him as a president who ran a balanced pro-
gram and who helped Collegedale develop a
more collegiate atmosphere.
His practical, inspiring chapel talks were
laced with illustrations that made them "come
alive with force and meaning." He told stu-
dents, "Fall out of bed on your knees," and
encouraged them to spend time every day in
prayer, Bible study, and "talking to someone
about God and His love." Speaking on the
importance of punctuality, he quoted a sign,
"If more of us had a self-starter, the boss
wouldn't have to be such a crank." His favor-
ite Bible text was "I can do all things through
Christ which strengthened me" (Philippians
4:13). He also liked to quote Deuteronomy
11:11, suggesting that it was an apt descrip-
tion of Collegedale: "a land of hills and
valleys" that "drinketh water of the rain of
heaven."
A major contributor to the success of the
Wright administration was Charles Fleming,
Jr., a 1937 graduate of Emmanuel Missionary
College, who taught at Forest Lake Academy
and earned an M.B.A. at Northwestern Uni-
versity before coming to Southern as
instructor in business administration and
assistant business manager. After a stint
with the Georgia-Cumberland Conference, he
returned to Collegedale in 1946 as business
Charles Fleming, Jr.
Fleming had a way of enlivening meetings.
His oral financial report at one constituency
meeting consisted of the following:
"I understand that it is the custom to read
the financial report of the college at the constitu-
ency meeting. It is tedious, isn't it? I asked
CO. Franz [former Southern Union Conference
treasurer] if it was compulsory to read the entire
statement. He replied, 'At least read the first
figure and the last figure.' So being of an obedi-
ent nature I turn to page 2 and read $21,160.96,
and again turn to page 4 and read $18,618.52. If
you desire any further information, you will find
it between these two figures, or we will be happy
to supply it to you on request." 79
manager, where he served for three decades.
Fleming's winning personality ("an uncanny
ability to make you happy even if he said no")
and financial acumen ("the combination of
Wright and Fleming made this school") made
him a powerhouse in the Wright administra-
tion. Faculty of that period recall his
significant role in facilitating the college's epic
period of growth and adjustment to the influx
of veterans. 3
A Senior College
right's first great achievement was
the transformation of Southern Junior
College into a four-year senior col-
lege — something H. J. Klooster had
attempted to do without success. For
many years, because Southern was only a
junior college, students from the Southern
Union had to attend such schools as Washing-
ton Missionary College or Emmanuel
Missionary College to receive a four-year
degree at an Adventist college. The problem
was that these students would frequently
accept positions in the unions where they
finished their education, depriving the
Adventist church in the South of much-needed
workers. As a four-year college, Southern
would more efficiently channel potential
denominational employees into the Southern
Union Conference. 4
President Wright and board chairman
E. F. Hackman went to Washington in the
spring of 1944 for a meeting with the General
Conference Committee to present yet another
memorial from the Southern Union requesting
that SJC be permitted to become a senior
college. When approval came, plans were laid
to begin offering the fifteenth grade in the
summer of 1944 and the sixteenth grade
during the 1945-46 school year. 5
What would the new senior college be
called? The SJC board suggested the name
Southern College. For two months the school
actually called itself that, at least in its
articles in the Southern Tidings. However, a
union educational board, consisting of the SJC
board, the SJC faculty, educational superin-
tendents and academy principals of the
Southern Union, decided rather to call the
school Southern Missionary College. The
school's charter was amended in August 1944
to reflect the name change. 6
When SMC became a senior college, the
academy became, to a certain extent, a sepa-
rate institution. Although operating on the
same campus under the same board, College-
dale Academy now had its own principal, a
separate faculty, a different school calendar,
and a separate graduation service. As the
college grew, academy enrollment declined.
Because of the lack of dormitory space, poten-
tial academy students were encouraged to
apply elsewhere. 7
The first baccalaureate degrees were
awarded to two men and four women in May
1946. All six became denominational employ-
ees. The two young men, class president
Joseph Archie Crews and valedictorian
Clarence Delmar Wellman, both ministerial
students, gave many years of service to the
Seventh-day Adventist ministry. 8
Strengthening
Academic Standards
Q
he SJC board had earlier determined
that once this permission to develop a
senior college was granted, the school
would seek full accreditation as soon
as possible. Two people who played
Volume XV
Collegedale, Tennessee. April. 1944
Number 12
SOUTHERN TIDINGS
SOUTHERN MISSIONARY COLLEGE
Since the day the General Conference
granted permission to become a senior
college, we have been submitting and dis-
cussing suggestive names for our senior
college. The name "Southern College,"
which was suggested by the board some
time ago, did not seem to meet with gen-
eral approval, and so the board voted
to rescind their action and submit the
naming of the college to the union educa-
tional board, and the faculty of the
college.
The union educational board is made
up of the union conference committee,
the presidents of the colleges in the union,
the heads of the normal training schools,
the local conference superintendents and
the principals of twelve-grade academies.
A list of approximately thirty names was
presented, and after a very deliberate
consideration, a ballot was taken, and
the above name, "Southern Missionary
College," was chosen and made unanimous
by the group as the new title of our School
of Standards.
It was felt that the word "Southern"
is distinctive and appropriate, and that
the word "Missionary" is indicative of the
major purpose of our school. All future
correspondence may be properly addressed
to Southern Missionary College, College-
dale, Tennessee.
.Several inquiries have come in concern-
ing the opening date of the fall term.
Registration will begin on September 4,
with the first convocation being held in
the chapel on Sunday evening September 3.
Now that the college has been named,
we plan to have the new catalogue ready
within a week, and shall be glad to mail one
upon request.
Kenneth A. Wright, President
General Conference Votes Senior
College For The South
A $100,00(1 Expansion Program at Colleeedyle
By President K. A. Wright
The Spring Council of the General Conference in ses-
sion at Chicago has approved of the Southern Union Com-
mittee's request to raise the status of our junior college to
that of a senior or sixteen-grade college.
Since 1916, when the Southern Training School was
removed from Graysville, Southern Junior College has
served the South as it's educational center. Now, with
nearly one thousand conference and institutional work-
ers in our great Southern Union, the constant need for
the replacement of college-trained workers warrants this
advanced step.
The College now owns 887 acres of land located in one
of the most beautiful spots of the State of Tennessee.
The farm and dairy is rapidly becoming one of the best
in the State. The College oi>erates a print shop, a bnxmi
industry, and a furniture factory, in addition to the many
other opportunities for work in the kitchen, dormitories,
offices, and campus. An unusual opportunity is offered
for a student to earn a part of his college expenses.
All who have ever visited Collegedale agree that gco-
jUpttieatly it h, one of tlu.Vst located of any ef the
schools in our denomination. The progressive city of
Chattanooga is eighteen miles from our camqus. How-
ever, there are four busses passing by the College daily.
The Expansk n Program outlined by the Board calls
for the expenditure of approximately $300,000 to be
spent largely for new buildings and equipment. A library
building, a science building, and a music building, a
church and an additional dormitory when needed, a small
sanitarium and a general store and post office building
are to be built as soon as circumstances and funds will
permit.
A student may come at the opening of our summer
session on June 19, and take a full program of upjier [di-
vision college work. Special courses will be offered for
teachers in training, and students wishing to accelerate
their high school work may take one unit and a half in
the regular session, and two units on a special arrangement
which will be provided. College students may begin their
Associate in Arts, Premedical, Predental, Theological
and Secretarial courses.
We feel certain that God is leading " the School of Stan-
dards" on to higher ground and greater accomplishments
for the finishing of His work in our great Southland.
Chapter 5: The Wright Years
especially significant roles in obtaining this
accreditation were Ambrose Suhrie and Floyd
Rittenhouse. 9
Ambrose L. Suhrie began teaching in
1891, earned a Ph.D. from the University of
Pennsylvania in 1912, and held administrative
or teaching positions at five different colleges
and universities before becoming professor of
education at New York University in 1924, a
post he held until his retirement in 1942.
While on the NYU faculty he organized the
Eastern States Association of Professional
Schools for Teachers, presided over that
organization for seven years, and edited its
organ, The Teacher Education Journal. He
also wrote several textbooks. An interest in
education for blacks led him to a post-retire-
ment position as visiting professor at Atlanta
University; he was also a consultant to a
group often Negro colleges. For more than
three decades he was listed in Who's Who in
America and also in Who Knows — and What
and the Encyclopedia of American Biography.
The editor in-chief of The Chattanooga Times
described Suhrie as "one of the best-known
authorities on education in the country." 10
Prior to his retirement Dr. Suhrie, while
vacationing in western North Carolina,
became seriously ill and was rushed to
Mountain Sanitarium and Hospital, a self-
supporting Seventh-day Adventist institution
affiliated with Asheville Agricultural School,
now known as Fletcher Academy. Academy
students, the backbone of the hospital's labor
force, had a significant effect on Dr. Suhrie
over the next four years. He would return to
the hospital, a short distance from his vaca-
tion home, for daily hydrotherapy
treatments during his Thanksgiving, Easter,
and summer vacations. Four years later he
was again hospitalized there. As the acad-
▲ Ambrose L. Suhrie
emy students cared for his needs, he later
described the profound impression their mode
of life made on him:
... no drinking, no smoking, no
swearing, no midnight carousing at
roadhouses, no wild drinking on public
highways; they were always courteous,
helpful, friendly, resilient, jovial, and
cooperative in the highest degree. Their
religious ideas and their knowledge of
the Scriptures were amazing.
He listened as they sang hymns while
engaged in such routine duties as "serving
trays and cleaning rooms and corridors."
Sometimes they would invite him to join them
for evening worship. Physically unable to do
so, he in turn would invite them to hold a
worship service in his room. He was greatly
impressed and deeply touched when they did. 11
Later, while teaching at Atlanta Univer-
sity, he received weekly hydrotherapy
treatments at Atlanta Sanitarium, another
SDA self-supporting institution. One Christ-
mas while spending a month there, he read
Ellen White's Ministry of Healing and was
amazed at the book's medical insights, so far
ahead of its time. He began studying other
aspects of Adventism, including its educational
system. Impressed, he decided to become a
Seventh-day Adventist. After some brief visits
to SMC, he was hired in 1945 as "resident
educational consultant" and would teach two
▲ In 1949, under the direction of Dr. Suhrie,
the college dismissed classes for Arbor Day and
students spent the day planting 300 dogwoods,
200 azaleas, and 10,000 pine seedlings on the
eastern slope of White Oak Ridge.
i^n
A Century of Challenge
classes a session for one-third of the regular
salary. 12
Asked to live in the dreadful upper story
of the Normal Building, Suhrie insisted that a
second bathroom be added to serve the ten
apartments. He also asked permission to
build a $4,000 cottage on the campus. Aware
of the board's policy against selling building
lots, he proposed to pay
for the construction,
repairs, and insurance in
exchange for free rent for
life and payment to his
daughter of the net rental
income from the time of
his death through 1960.
Doubting the wisdom of
having the elderly gentle-
man live alone, the board
modified his proposal by
adding apartments for
two teachers on the
second floor. 13
Having come to
Collegedale with the
intention of aiding SMC's
accreditation, Suhrie
helped "pilot the school"
through the process.
Constantly agitating to
raise standards, he "ele-
vated people's notions
about the character of an
academic community, and what intellectual
achievement was all about." He also promoted
vocabulary development and proper English
usage, sponsoring the Better English program
with statements such as "Men and women of
refinement and culture are no more offended
by B.O. than B.E. (bad English)" and "Vocabu-
lary growth is the ultimate test of academic
Floyd O. Rittenhouse, academic dean.
achievement." 14
Suhrie's influence enabled both students
and teachers to have more say in the opera-
tion of the school. He innovated a "democratic
system of faculty-wide participation in college
policy making." He encouraged faculty mem-
bers to vacate their classes for one day,
visiting other church-related colleges, while
carefully selected students
took over their responsibili-
ties. Believing that
students learn by doing
and that education should
include opportunities to
apply knowledge, he
organized and sponsored a
student association which
was later imitated on a
number of other SDA
campuses. He urged that
for every faculty committee
there be a comparable
student committee. He
coordinated all student
projects and organizations,
including the freshman
orientation program. 15
He also enthusiasti-
cally promoted Arbor Day.
With classes dismissed,
various student organiza-
tions under his direction
would spend the day
planting trees and bushes, many of which still
adorn the campus. In 1949 they planted 500
dogwoods and azaleas near the main campus
buildings and 10,000 pine seedlings on the
eastern slope of White Oak Ridge. In 1950
they planted 700 shrubs; in 1951, 3,000
shrubs over a four-day period; and in 1954,
500 dogwoods. 16
Stricken with cancer, Suhrie sent a final
message to his colleagues: "Let's all try to
teach more and preach less; live more and say
less; guide more and drive less. What we are
is vastly more important than anything we
can do or say." He died in California in 1956.
Among those speaking at his funeral in
Collegedale was SA president Dean Kinsey:
What we remember most was that he
not only loved us but respected us. His
loving respect for us who were so much
younger, increased our self-respect and
improved our respect not only for him,
but for the ideals he stood for. . . .
What the students are able to do
today and what we may be able to do
tomorrow in the field of leadership, we
owe largely to Dr. Suhrie's inspiration, to
his energy, to his Christian friendliness,
and to his genuine greatness.
Kinsey and his associates in student
leadership showed their appreciation for
Suhrie in another way as well: by commis-
sioning a bronze likeness of the respected
educator. 17
The other key person in securing senior
college accreditation was Floyd Rittenhouse,
principal of Takoma Academy in 1938 when
the SJC board asked him to head the history
department. After a year at Collegedale, he
returned to Takoma Park as registrar and
later academic dean of Washington Missionary
College, completing his doctorate at Ohio State
University in 1947. The following year the
SMC board called him back to Collegedale as
academic dean and head of the social studies
division. 18
A major problem facing Rittenhouse as he
sought to secure accreditation was that so few
teachers had doctorates. "Before we can
expect accreditation for the two senior years,"
T
-
'f
*Uf,
•
he pointed out, "the level of staff training
must be lifted somewhat." Southern had,
however, come a long way from the days when
most of its teachers didn't have even
bachelor's degrees. By 1944 all of the regular
teachers had bachelor's degrees and 40 per-
cent had master's degrees, but only one faculty
member had a Ph.D. By 1948 when Dr.
Rittenhouse joined the faculty, SMC had four
Ph.D.'s and one M.D. But the Southern
Association wanted every department chair-
man to have a doctorate. The administration
tackled the problem in two ways: working to
increase the number of doctors on the faculty
and organizing the school on a divisional
basis. With individual departments consoli-
dated into divisions, fewer Ph.D.'s were
needed. By the autumn of 1955 nine teachers
had doctorates and only seven — primarily
teachers of vocational subjects — were without
at least a master's degree. 19
Campus Expansion
assential to accreditation were more
academic buildings and better
equipped ones. In the spring of 1944
the board announced a $300,000
building plan to include library,
science, and music buildings and also an
intention to build "a church and an additional
dormitory when needed" and a small sani-
tarium, a general store, and a post office
building when "circumstances and funds
permitted." With a record enrollment that
September, Southern Union President E. F.
Hackman reported, "Everything is overflowing
Interior of the new A. G. Daniells Memorial Library.
Prior to this, the library had been housed in a little
corner room on the top floor of Lynn Wood Hall.
A Century of Challenge
▲ The A. G. Daniells Memorial Library, completed in 1946.
at Collegedale." He quoted one student as
saying, "Elder Hackman, everything needs an
addition." The expectation that many veter-
ans would soon be returning to resume their
interrupted studies made expansion a further
imperative. 20
When Rittenhouse arrived as dean, the
only academic building completed was the
A. G. Daniells Memorial Library, finished in
1946 with a capacity for 60,000 volumes and
stocked with about $10,000 worth of new
books. Prior to this the library had been
housed in a little corner room on the top floor
of Lynn Wood Hall. The college had also built
such non-academic structures as a new laun-
dry building, new college store, addition to the
dairy barn, a number of faculty homes, and a
new wing for the men's dormitory. 21
With Rittenhouse as chairman, a commit-
tee was formed to draw up a campus master
plan. The dual incentives of accreditation and
rapidly increasing enrollment were fortuitous
in several ways. They meant that the college
grew over a short period of time with a basic
plan. Although the rapid growth required a
heavy investment in buildings, roads, and
landscaping over the brief span of a few years,
it enabled the administration to develop its
own full-time construction
crew to build, under the
The new science building
completed in the fall of 1950 and
named Hackman Hall after board
chairman E. F. Hackman. Notice
the Normal Building in the
background. The Normal
Building became Collegedale
Academy in 1958; in 1971 it was
torn down and replaced by
Summerour Hall.
.■.y.-.-. : .-.-.. : .;. : ..;.. : ..^ : . .■.,...;...;. . : . ,._.-...:. » >x . : «,-,....-..
: ;£:xSx:xv::
m$!w $&.
'^St******''**'
A Century of Challenge
The college store was built in the '40s and was
located in the vicinity of the barn, next to the gas
station and garage. The post office was also located
in the store building (see windows on right side).
capable leadership of George Pearman ( 1943-
1956), the needed facilities at a much lower
cost than that available on the open contract-
ing market. Pearman also developed an
efficient campus maintenance program. 22
The new library — Daniells Hall — was the
first major edifice on campus to break from
the architectural pattern and brown-stained
shingles of earlier buildings. The red brick,
limestone-trimmed, Georgian Colonial exterior
was designed by the first architects, Smith
T The college gas station and garage was down the
road from the barn and the creamery and right next
to the college store.
Chapter 5: The Wright Years
and Ashby. The exterior was repeated in the
science building, dedicated in February 1951
and named Hackman Hall after the board
chairman who had passed away the previous
month. 23
The following year construction began on
the new music building, similar in design and
named Harold A. Miller Hall after the newly
retired music teacher. Also during this period,
the school built thirty apartments for married
students, two additions to the wood products
factory, and a new cabinet shop. Because of
financial constraints, a medical clinic was
substituted for the more ambitious sani-
tarium. 24
At the dedication were Professor and Mrs. Miller (in
front) and (from left to right in back) Charles
Wittschiebe, Richard Hammill, V. G. Anderson.
The new music building dedicated in 1954 and
named Harold A. Miller Hall.
Accreditation
Bj
outhern Missionary College was
clearly making progress toward a
better-educated faculty and more
adequate facilities, but there was one
Southern Association requirement
that the board believed impossible for SMC —
or any other Seventh-day Adventist college — to
meet: that the annual salary of teachers be at
least $4,000. Since other SDA colleges had
been accredited by regional bodies having
similar standards, SMC's leaders hoped to find
some way around this problem. Perhaps they
could persuade the Southern Association to
accept the view that a portion of the $4,000
was being deducted as a contribution. 25
Meanwhile the faculty attempted to raise
academic standards by cutting in half the
number of absences permitted before auto-
matic failure resulted: now grades would be
forfeited if the total number of absences due to
illness, "other non-avoidable non-attendance,"
and late registration exceeded one week's
worth of classes. 26
The Southern Association required a
college to graduate four classes before request-
ing accreditation. The year SMC held its
fourth senior college graduation, Rittenhouse
and Wright appeared before the Southern
Association's Higher Commission to explain
SMC's objectives and answer commission
members' questions. Their request for an
inspection was granted, and the inspection
team toured the campus in October 1950. 27
It was not satisfied with the library's
periodical holdings, reporting inadequate
A Century of Challenge
representation for such subjects as foreign
languages, economics, business, the social
sciences, and political science. It was also
disturbed by the large number of high
grades. 28
Despite the library situation and the
grade-distribution problem, SMC was, as
Rittenhouse says, "to our astonished surprise
. . . granted full four-year college status" on
December 7, 1950. Contemporaries felt it was
extremely unusual for a senior college to be
accredited "at the first try . . . without so
much as a probationary interlude." Upon
receiving word that the college had achieved
full accreditation, business manager Charles
Fleming, Jr., recalls, "We rang the fire siren,
we rang the bells, brought everyone into the
chapel and sang the 'Doxology,' and dismissed
classes for the rest of the day." 29
With accreditation secured, the adminis-
tration turned its attention to certifica-
tion for its teacher education program.
Major responsibilities in this endeavor
were carried by Thomas Steen, chair-
man of the Division of Education and
Psychology. Tennessee State Board of
Education inspectors visited in January
1952. In February the state approved
the college as a four-year teacher
training institution. Because of inter-
state reciprocity, elementary and
secondary certification was valid in
many states, including thirteen south-
ern states. 30
Rittenhouse left SMC in 1952 to
become dean at EMC, his alma mater.
His successor, Richard Hammill, profes-
sor of biblical languages and religion,
had joined the SMC faculty in 1946 but
had been on leave for several years
completing his doctorate at the Univer-
sity of Chicago. A ministerial graduate
of Walla Walla College, he had gone to
Vietnam in 1940 as an evangelist.
Buffeted by World War II, he and his family
transferred to the Philippines, only to be
interned two separate times by the Japanese
at different prison camps. 31
Former students testify to his excellence
as a teacher — both for his extensive knowledge
of the Bible and of Greek and for his ability
"to communicate his intellectuality in under-
standable ways." 32
Anxious to maintain newly won accredita-
tion, Hammill worked at correcting the grade-
distribution problem. The Southern
Association inspection team had complained
that SMC gave too many high grades, espe-
cially for a school with a non-selective admis-
Richard L. Hammill, academic dean, 1952 -1955.
Accreditation Gained for
Southern Missionary College
Full accreditation came to Southern
Missionary College on Thursday morn-
ing, December 7, according to Pres-
ident K. A. Wright. The decision,
handed down by the Southern Associ-
ation of Colleges and Secondary
Schools at their recent meeting in
Richmond, Virginia, came about as
the result of seven years of planning
and building at this college.
Pre-medical and pre-dental students
will now be able to complete their
work here before going to medical
and dental schools. The teachers who
graduate will be fully certified. Those
who wish to pursue further education
in some university will be accepted
without any question concerning their
scholastic ability.
On October 2 and 3 the college
was inspected by an inspection team
composed of J. M. Goddard, executive
secretary of the S. A. C. S. S., Omer
superintf
in Louisville, Kentucky, and Gordon
Stipe, vice-president of Emory Univer-
sity, Atlanta, Georgia. Objects of
their inspection were: the financial
status of the institution, the educa-
tional standards, and miscellaneous
areas such as student organizations,
general administrative . policies, .and
dormitory life. A copy of their report
was sent to each member of the ac-
creditation committee.
The S. A. G S. S. met during the
week of December 3-9; President
Wright and Dean F. O. Rittenhouse,
who were in Richmond, were in-
formed of the final decision on the
morning of December 7.
Until this time, SMC was the only
Seventh-day Adventist senior college
in the United States which had not
been fully accredited.
sion policy, and had urged that this be cor-
rected. Some teachers, Hammill recalls,
especially some continuing from the school's
junior college period, were "giving grades out
pretty easily." Under Rittenhouse the aca-
demic standards committee had urged teach-
ers not to give more than 10% As, 25% Bs,
and 40% Cs, and to give at least 20% Ds and
5% withdrawals, failures, and incompletes.
Upon the committee's recommendation, the
faculty voted to "require individual teachers to
justify deviations to the dean." Hammill
softened this position a bit, suggesting that
the guidelines were more applicable for fresh-
man courses than for upper division courses.
He advised, however, "A good test should be
longer than even the brightest student can
k **^***j^ » r J^ "*
0^
A Century of Challenge
Aerial view of the campus in 1952.
cover within the time allotted," suggesting
that 150 to 200 questions be given in a fifty-
minute test and urging teachers to "go easy on
essay questions" because of their "lack of
reliability." Multiple choice questions were
best, he believed, although between five and
fifteen matching questions would be appropri-
ate. Teachers should calculate their grades
from the average score rather than the highest
score and "give more frequent quizzes" — at
least once a week — and prepare a schedule of
assignments in advance. 33 Reducing the
percentage of high grades was especially
important in view of the disappointing perfor-
mance of SMC students on a variety of stan-
dardized tests. 34
The religion department consistently
enrolled the largest number of students during
the Wright years — 46 theology majors in 1946.
By 1949 the department had 113 theology
majors, 7 Bible majors, and 10 religious
education majors. Beginning in 1949 all of
these majors were rechristened "religion."
Determined to make the theology program
practical, the department expected its stu-
dents to participate in the summertime Field
School of Evangelism. In addition, building
upon a 1943 Southern Union Conference
decision to require three months of literature
evangelism as a prerequisite for ministerial
internships, the faculty voted in 1950 to make
three months of selling Seventh-day Adventist
literature door-to-door a requirement for male
religion majors and a recommended activity
for young women pursuing religion degrees. 35
Among the other programs attracting
large numbers of students in 1946 were
secretarial, with 44 students, and pre-nursing,
VJTeorge Pearman, construction and maintenance
superintendent, was known as "an outstanding builder and
Christian gentleman," with a positive influence on the men
who worked with him. His obituary in the Southern Col-
umns included the following character-revealing incident:
"Business manager emeritus Chick Fleming recalls finding
Mr. Pearman [and his crew] straightening up the shop
beneath the old campus store on a Friday afternoon. He
asked Mr. Pearman why, since on Sunday he would have to
get everything out again to resume his tasks. Mr. Pearman replied, 'I've often wondered
what the carpentry shop in Nazareth looked like on a Friday evening.' Mr. Fleming said,
'Thank you,' and went upstairs and cleaned his office." 80
with 32. SJC had begun offering pre-nursing in
1934. After finishing the one-year curriculum,
the students completed their R.N. at Florida
Sanitarium and Hospital in Orlando. However,
Hammill persuaded the board to begin offering
a B.S. in nursing in 1955. Students spent a
year at SMC, followed by twenty-seven months
in Orlando, after which they returned to Col-
legedale for their final two semesters. Over the
years, as the program evolved, variations were
made in this sequence. 36
A Stellar Faculty
right and his deans assembled a
stellar faculty. Needing Ph.D.'s for
accreditation, they enticed several
people who either already had
doctorates or who had nearly
completed them. However, few of these trans-
ferring doctors and near-doctors stayed very
long, some only a year. 37 Four remained for a
period of between four and six years: Drs. Elaine
Giddings, E. I. Mohr, Kathleen McMurphy, and
Adrian Lauritzen.
Elaine Giddings came to SMC in 1945 as
head of the English and speech department.
A two-year leave of absence allowed her to
complete her Ph.D. at the University of
Michigan. She returned in 1949 to head the
newly formed Division of Language and
Literature but remained only one year, depart-
ing to help produce the Faith for Today
television program. A stickler for proper
pronunciation, Giddings labored to refine the
accents of her students. 38
Giddings was replaced by Elmore and
Kathleen McMurphy, who remained until
1956. Kathleen McMurphy, who was complet-
ing her doctorate, taught English. Frequently
Chapter 5: The Wright Years
late to her classes, burdened with a load of
books that she seemed invariably to drop, she
nonetheless possessed a talent for conveying
her passion for literature. Her husband, a
former pastor in Washington, D. C, taught
both religion and speech. Tall and good
looking, he cut an imposing figure in the
classroom. 39
E. Irving Mohr arrived in 1949 from a
background in teaching and mission work.
With a newly minted Ph.D.
from the University of
Southern California, he
taught physics and math on
the campus until 1954. 40
Adrian Lauritzen came to
SMC as chairman of the
Division of Fine Arts in
1952, staying (along with his
wife who also taught music)
for five years. Unusual
among his duties was his
directing the Temperance
Caravan, a group of students
and faculty who toured the
Southern Union presenting
temperance lectures. 41
Most of the doctoral
stars turned out to be mete-
ors, flashing brilliantly
across the Southern Mission-
ary sky and then disappear-
ing from view. All but one of
those recruited by Wright
were soon enticed to greener
pastures. The exception was Clyde Bushnell,
who joined the language and literature divi-
sion in 1953. Finishing his Ph.D. in Spanish
in 1958, he remained in Collegedale until
1965. 42
If the college had difficulty retaining its
Clyde Bushnell
Ph.D.'s, it had better success holding master's
and bachelor's prepared instructors (many of
whom in time earned doctorates). Among the
most notable were three who joined the staff
in 1946: Lief Kr. Tobiassen, Edward C.
Banks, and H. H. Kuhlman.
Lief Tobiassen, professor of history, was a
church education leader in his native Norway
even through the difficult times of the German
invasion. Coming to the United States in
i LiefKr. Tobiassen
. Edward C. Banks
55 *\M
▲ Charles E. Wittschiebe
, Marian Kuhlman
, Everett Watrous
1945 to attend the Seminary, he joined the
SMC staff the next year. Famous for his
prodding, incisive questioning, he made
teaching a "game of wits." Tobiassen con-
stantly stressed the need for capable
leadership within the church: "Be a shepherd.
There are sheep enough." He not only urged
the development of such qualities within men
but also took an advanced position on the role
of women in the church. As Student Associa-
tion sponsor he promoted female involvement
in student activities. 43
Edward Banks, a professor of homiletics
and evangelism, brought a solid background of
pastoral work to his training of ministers. He
had a special burden for instilling his fiery
commitment to evangelism
in the church. Students
remember that the tall
Banks had to be careful not
to bang his head on the
overhead pipes while teach-
ing in the basement of Lynn
Wood Hall. Others recall
him standing in the pulpit of
the Tabernacle holding up a
string of vegetarian wieners
while expounding on the
dangers of trying to "get just
as close to sin as possible
and still maintain a Chris-
tian lifestyle." 44
For seven of the thir-
teen years Banks spent at
SMC, his colleague and for
much of the time his depart-
ment chairman was Charles
E. Wittschiebe. Wittschiebe
arrived in Collegedale
already a veteran of over
twenty years of denomina-
tional work of various sorts, including stints in
China and internment in a Philippine prison
camp during World War II. One of the most
colorful faculty members, with a "Brooklyn
type of humor," he sat on his desk and told
stories and jokes while teaching. But he also
K. M. Kennedy
▲ Elva B. Gardner
i«n
Huldrich H. Kuhlman, "Mr. Science" of SMC.
was an accomplished Week of Prayer speaker,
counselor, and recruiter for the college. Few
students knew that he fasted one day out of
ten in gratitude for having survived his ordeal
during the war. 45
Huldrich H. Kuhlman, "Mr. Science of
Southern Missionary," arrived on campus to
find a biology department sharing half of a
partitioned room in Lynn Wood Hall. This
area served as office, library, and lecture room
for small classes. Microbiology supplies were
kept in a shoe box stored under a stairway,
necessitating a walk through the chemistry
area to retrieve them. During labs a piece
from a dissected frog might fly across the
partition, Kuhlman recalls, followed by a
retaliatory stream of water from the chemistry
students. Biology did not move to its home in
Hackman Hall until 1952. The department's
growth is measured in part by the increase in
microscopes from four when Kuhlman arrived
to 144 at his retirement in 1980. Kuhlman's
wife, Marion, served as school nurse for
twenty-seven years until 1976. 46
There were of course many other faculty
members who solidified the young senior
college and whose influence on individual
students was incalculable. Only a few can be
mentioned. Gerald Boynton helped build up
the industrial arts department. Everett
Watrous, at various times dean of men,
professor of history, and director of counseling
service, left a legacy of personal concern for
his students that earned him widespread
J. Mabel Wood, music professor, helps a student on
the Wurlitzer organ.
War Surplus Boilers Lead To Central Steam
1 he hand of God was often apparent to
college administrators, especially in those days
following the end of World War II, when in
the spring of 1944 college enrollment was 124
and twenty-seven months later was 464, an
increase of almost 400 percent. Not only were
instructional space and housing for students
very inadequate, but they were also danger-
ous. The dormitories, Lynn Wood Hall, the
Normal Building, and the Tabernacle were
heated by boilers at each location, tended by
students on a contract basis. Fueled by coal
or wood, they constituted a "fire trap."
For the safety of the students and to
avoid having the buildings condemned, it
became imperative to provide a central heat-
ing system. A sister college had recently
remedied a similar situation by constructing a
central heating plant and steam lines at a cost
of $400,000. Because of the multiple needs
arising out of the quadrupling of enrollment,
SMC's board had expended its limit. The
finance committee pleaded with the Lord for a
solution.
Two answers to prayer came initially.
The board was able to come up with $25,000,
and the United States Office of Education
granted a declaration of emergency need for a
50-horsepower boiler to operate the laundry in
order to serve the needs of the returning
veterans. But the college required at least a
400-horsepower boiler to serve the buildings
on the hill (which then included both dormito-
ries). Also, the declaration of emergency need
was just that — a hunting license to find such
available in war assets, surplus, the Federal
Works Agency, or wherever.
It wasn't long before someone observed in
an Atlanta newspaper a picture of four 150-
horsepower boilers, never used, but set up in
Memphis as a stand-by for a Quaker Oats
plant performing war service. These were now
listed as war surplus and available for sale.
Six-hundred-horsepower was a far shot from
the 50-horsepower declaration of need the
college had obtained but, as Charles Fleming,
Jr., recounts, "We were aware that we served
a God who could perform miracles."
Fleming was delegated to follow through.
Before setting off for the Atlanta branch of the
U. S. Office of Education, he recalled Presi-
dent Wright's oft quoted Scripture, "One man
can chase a thousand, but two can put ten
thousand to flight." He called Frank Ashlock,
▼ The laundry was hooked up to the new central heating plant by steam lines, just like the rest of the campus.
The three smokestacks represent the three boilers housed inside. Because the boilers were fueled by coal, on some
days the smokestacks belched up uncomfortable levels of soot, which fell most noticeably near Jones Hall.
Bible teacher and pastor of the Collegedale
Church, to participate with him in this endeavor.
When they arrived in Atlanta, Elder Ashlock
said, "Rather than my going with you, let me stay
right here in the car and pray for the Lord to
intercede in our behalf." So Fleming entered the
office and spoke with the very same colonel who
had granted the declaration of emergency need
for a 50-horsepower boiler. They thoroughly
discussed the need of the college as well as the
availability of the Memphis boilers. Although
sympathetic, the colonel explained that his
authority was limited to needs of returning G.I.'s
and felt that he had gone as far as he was
allowed.
Leaving the Office of Education, Fleming
went to the nearby Federal Works Agency,
contacting an agency representative who had
previously been helpful in making surplus equip-
ment available to the college. After hearing the
need and reading the article about the available
boilers, the gentleman thought awhile and then
said with a smile, "Understand that my responsi-
bility with this agency is to do my best in
assisting you to locate and secure that for which
you have a declaration of emergency need — or as
near to it as is reasonably possible. From my
knowledge of the very limited availability of
steam boilers, I believe that this is as near to
your declaration as we are likely to find. I will
process the order and notify you when the boilers
will be available for pickup."
In addition to these boilers, most of the
steam lines were received without cost from war
surplus. Though the total cost, including a
building to house the equipment, exceeded
$25,000, it was still a bargain, far below $50,000,
and served all the buildings on the hill, the
Tabernacle, and the laundry.
"Again, our extremity became our Lord's
opportunity," says Fleming. 81
A Century of Challenge
affection. Elva B. Gardner came to SMC in
1949 as instructor in secretarial science and
later became registrar until 1958. A masterful
storyteller, she authored half a dozen books of
mission stories, most notably Lure of India.
J. Mabel Wood moved from Union College in
1950 to begin her seventeen years of service in
the music department. Despite her own
commitment to music she would encourage
any young woman she knew to be engaged to
drop music lessons and take home economics.
K. M. Kennedy taught in the education de-
partment for over a quarter of a century until
his retirement in 1979. Among his achieve-
ments was directing SMC's accreditation with
the prestigious National Council for Accredita-
tion of Teacher Education. 47
As a group, members of the teaching
faculty were notable for devotion to the spiri-
tual well-being of their students and for a
concern with raising the academic standards
of the college. They pursued these goals in
return for modest weekly salaries that ranged
in 1944 from $17 to $49. 48
Ballooning Budgets
I he institution's total budget increased
more than tenfold during the first
decade of the Wright administration,
from $209,000 to $2,551,000. During
Wt the period 1942-1946 the school
showed a safe operating gain every year, due
primarily to profits in the industrial depart-
ments. Union Conference operating subsidies
(increased from $15,000 to $30,000 in 1947) and
modest faculty salaries also helped to keep the
budget balanced. 49
During this same period, the institution's
net worth tripled, from $450,000 to $1,600,000,
due primarily to the aggressive building pro-
gram and the acquisition of additional real
estate. Yet as late as 1950 the Southern
Tidings was reporting that the college plant
expansion had been accomplished "without one
dollar of indebtedness." This was made possible
only by Pearman's money-saving strategies and
by special appropriations from the Southern
Union and its constituent conferences, from the
General Conference, and from the Southern
Publishing Association, as well as by fund
raising by the students, by the Southern Union
Dorcas and Missionary Volunteer societies, and
field representatives employed to solicit Chatta-
nooga-area business firms. 50
Exploding enrollment was one reason for
the 1,000 percent budget increases, with stu-
dent head count more than doubling from 1945
to 1946. Another reason was inflation, which
was reflected in tuition rates and other student
charges. Tuition for an academic year with a
full load of sixteen semester hours increased
from $171 for Wright's first year at Southern
Junior College to $400 for his final two years at
Southern Missionary. Room rents were station-
ary until the fall of 1947, when they were
increased from $12 a month to $16.50, but in
1951 they were dropped to $16 and remained
there throughout the Wright administration.
The average cafeteria bill more than doubled —
rising for young men from $22 a month to $60
and for young women from $18 a month to
$40. 51
A Changing Student Body
s the student body grew, it tended to
become more diverse. Southern had,
for decades, been attracting students
from outside the South, but as the
total number of students increased
their places of origin became more varied. In
163
Chapter 5: The Wright Years
The Collegedale Veterans Club in 1947.
1949 SMC advertised that its students came
from 31 states and 6 foreign countries; in
1951, 39 states and 9 countries. By 1954, 21
foreign nations were represented in the
student body. 52
The postwar period, with its returning
soldiers, brought a lopsidedly male student
population, largely married and more mature.
Men accounted for over 62 percent of the
student body in the fall of 1947 and 56 per-
cent during the years 1951-1955. Male
predominance and married students were
especially visible in the upper division. Al-
though 66 percent of the six students
comprising the first four-year senior class
were women, female names were scarce on the
baccalaureate rosters for the next several
years, perhaps due to war-delayed marriages
and emphasis on female domesticity. The
class of '48 had only one woman (4 percent);
the class of '50 had only four (8 percent). Not
only was it 92 percent male, it was also 80
percent married. But by 1954-55 the latter
had dropped to 29 percent. 53
The Veterans
MC had deliberately courted the
returning veterans. "All of our
colleges were flooded with applica-
tions — far more than they felt they
were actually able to accommodate,"
Fleming recalls. "One of the duties that
Wright asked me to take over was correspon-
dence of all the applications from the veterans.
We . . . decided that we had to do everything
The Armistice Day ceremonies and parade in 1947.
164
A Century of Challenge
Honeymoon Hill Sports 'Stork Traps'
1 he trailer park was promptly dubbed
"Honeymoon Hill," although lacking in the
romantic amenities usually associated with that
experience. Residents shared community
bathroom buildings. Heating was by kerosene
stove with the fuel cans stored outside each
trailer in small, padlocked, gray plywood boxes,
war surplus from Oak Ridge. The boxes were a
mystery to campus visitors. By the second year,
with a newborn in almost every trailer, inquir-
ing strangers were informed that the trunk-like
boxes were "stork traps." 82
About thirty war surplus trailers were put behind old
Talge Hall as living quarters for the returning
veterans and their families. The families shared
community bathrooms.
we could to accommodate these people,
and ... to let them know we wanted them
here." More than 33 percent of the students
(and 66 percent of the four-year graduates) in
some postwar years were veterans, but as the
great conflict of the 1940s receded into the
past, the number decreased. Although South-
ern Missionary College attempted to attract
veterans of the Korean War, their numbers
were smaller than those of World War II.
Only seven of the fifty-two members of the
class of 1955 were veterans. 54
The veterans organized themselves into
a club, the Collegedale Veterans. They
celebrated Armistice Days by parading in
uniform in front of Lynn Wood Hall and
listening to special speeches given in their
honor. 55
"The veterans were a boon to the school
academically. They wanted to get down to
business," says Richard Hammill. Being more
mature than most of the other students, they
were more serious about their schoolwork.
This seriousness of purpose had a positive
impact on the classes they took. 56
But the veterans also brought problems.
For one thing, where would they live? With
thirty war surplus trailers assigned by the
Federal Housing Authority for use by married
veterans, the college established a park behind
the old Talge Hall with the trailers in fixed
locations. But thirty trailers weren't nearly
enough. The old press building was converted
into student apartments; ten tents were
borrowed from the Georgia-Cumberland
Conference for other married veterans to use
165
Chapter 5: The Wright Years
pending completion of their one-room
apartments in a new wing of the
men's residence hall. The basement
of the Normal Building was turned
into a barracks for unmarried veter-
ans and other young men. 57
Although the government gener-
ously provided for their educational
expenses, the veterans had only a
modest stipend to cover living ex-
penses. Trying to stretch their food
dollars as far as possible, some of the
married students asked the board for
permission to establish a cooperative
grocery — Dixie Co-operative, Inc.
Members purchased shares in the co-
op for $10 and paid $.50 a month
(later raised to $1) for dues. These
fees paid for the organization's over-
head and allowed members to buy
groceries at cost. The co-op operated
for nearly two years, reaching a
membership of more than 200, then
merged with the College Store in February
1949 after the store agreed to a 6 percent
mark-up policy for regular grocery items.
Some of the veterans, upset with this decision,
suggested that the co-op board had "sold out"
to the college. 58
Another type of problem facing some of
the veterans involved marital difficulties. The
enforced separation of up to five years led to
many conflicts. As Dr. Hammill, trying to
salvage one of these marriages, met with the
couple in his Lynn Wood Hall office, the wife
cried out to her husband, "Well, you aren't like
you used to be." Dr. Hammill reflects, "The
poor guy had been five years fighting the
battles of the country, and of course he wasn't
like she remembered. He was a far different
person, and it was pretty hard to get some of
▲ The Dixie Co-operative, Inc. was organized under a non-profit general
welfare charter issued by the State of Tennessee in 1947. An eleven-member
board was responsible for its operation. Pictured are chairman of the board
Earl Clough; manager Sanford Graves; and board members Horace Parrish,
Roscoe Mizelle, and John Wilson.
these wives and some of these husbands to
realize the change the years had made in
them and to adjust to it." The board re-
sponded to the problem of dissolving
marriages by enacting a policy of rejecting
applications from students going through the
divorce process and by denying to separated
students "social privileges . . . which would not
be granted to any married man or woman." 59
Alumni Employment
E
pon graduation most of the students
either entered denominational
employment or went to graduate or
professional schools for additional
education. According to Wright, this
was as it should be: the college's "sole reason
for existence was to train workers
whose ministry will hasten the coming
of the Lord." By the spring of 1950 at
least 21 of the 26 members of the
class of '49 were denominationally
employed and 2 were still students.
In the fall of 1951 the college adver-
tised that 90 of the 120 who had
received bachelor's degrees were
denominationally employed. By
December 1952 a count showed 17 of
them in mission service. The College
of Medical Evangelists' 1955-56
freshman class included 10 medical
students and 8 dental students from
SMC. As the Wright years were
drawing to a close, the Southern
Accent reported that a total of 97
people who had graduated from
Southern Missionary since it had
become a senior college were now
ministers in the Southern Union
Conference, 39 were teaching in
Southern Union Seventh-day Adventist el-
ementary and secondary schools, 34 were
denominationally employed elsewhere in the
North American Division, seven in the Inter-
American Division, six in the Southern African
Division, and thirteen in the Southern Asia
Division. 60
Quite a few graduates from those years
are well-known in Seventh-day Adventist
circles, some even beyond those circles. They
include Alfred C. McClure,'54, president of the
North American Division of the General
Conference of Seventh-day Adventists;
Ellsworth McKee,'54, president of the McKee
Foods Corporation; Joe Crews,'46, director of
the Amazing Facts radio and television minis-
try; Margarita Dietel Merriman,'46, long-time
professor of music at Atlantic Union College;
166
The Unforgettable Lawrence Scales
"jtgr '-m i • j j<.|ii. ^ *-*;*. _*._> •&_*>. jk->iw >
IVlany teachers and industrial leaders served the college for
extended periods of time. Thus they were known by many and left
lasting impressions. Although students abode on the campus for
shorter periods of time and had less exposure, there were a few,
nevertheless, who left their imprint and are well remembered. One
such was Lawrence Scales, whose personality, wit, and ability to
express himself articulately endeared him to most who knew him.
"Although he was full of ideas and plans which were not always in
harmony with school policy, still one couldn't help loving the guy and
smiling at the mention of his name," remembers Chick Fleming.
After Lawrence was mustered out of the Armed Forces in 1946,
he came back to Southern to finish his education. Immediately, he
was a leading force on campus. Not only did he become the presi-
dent of the Dixie Co-op, but he was elected president of the Student
Association. When his election was an-
nounced in chapel, he was asked to come to
the platform and acknowledge his accep-
tance — if he were willing to serve.
There is no copy available of the
speech Lawrence made at this time, but his
response, as those who were there recall,
was something like this:
"I am humbled and honored to be
chosen as your Student Association presi-
dent, but there are many reasons why it is
expedient for me not to accept this honor.
My grades and personal finances, as repre-
sented in my need to spend much time in
remunerative employment, are two of those
factors. However, this matter of accepting
or not accepting is not for me to choose, for that decision was made
five years ago, and I'll tell you now why.
"Five years ago, while a student here, I was drafted into service
and was taken to Fort Oglethorpe for induction. There we were
provided our apparel and were briefed on what the Armed Forces
expected of us. After two weeks, we were told to prepare for moving
out. We weren't told where, but word was that we would be heading
south. The day of departure arrived
and we were loaded on railroad cars
which pulled out of the Chattanooga
Southern Railway station.
"For some unknown reason, we
were moving very slowly. I began to
recognize certain objects — and then it
hit me — we weren't far from Ooltewah.
We were going to pass through the
beautiful Collegedale valley. 'Oh Lord,'
I cried, 'I can't take this; I'll break
down completely.' Then the thought
came to me, I must get out on the back
platform where I can see the campus,
but others can't see my emotional
breakdown.
"I started to rise out of my seat, when the sergeant standing in
the aisle a few rows ahead called out, 'I need a helper to assist in
checking papers.' — and looking right at me, said, 'Hey, you — you in the
black glass frames, come up.' As he turned his back momentarily, I
quickly put my glasses on the guy next to me and bolted down the
aisle, through the next car, and out onto the back platform.
"I made it there as we were leaving the Ooltewah station —
Collegedale was just ahead. I can't explain the gamut of emotion that
was coursing through my mind. I realized as never before how much I
loved that place. It was the dearest spot in the world to me and it was
now coming into full view.
"Bawling like a baby, I raised my hands toward Heaven and cried,
'Oh Lord, Lord, if in Your mercy You will bring me back here safely, I'll
do whatever they ask me to do.' He has honored my petition — you
asked me to be your president— I honor my promise to Him. I will
serve — and each of you — may you be smart enough to learn, as I have,
that this valley is the most wonderful place on earth."
That was Lawrence Scales, later to become an associate pastor
here, later president of Southwestern Junior College, and still later
pastor of the Pacific Union College church. Those who knew him well
will never forget him. 83
167
Chapter 5: The Wright Years
Raymond H. Woolsey,'51, associate vice-
president for editorial services, Review
and Harold Publishing Association; Fred
Veltman,'51, professor of religion at
Pacific Union College; and Thomas
Ashlock,'50, church ministries secretary,
North Pacific Union Conference.
Social Regulations
Sespite the fact that its student
body was much older than that
of its junior college predecessor,
Southern Missionary College
during the Wright years was, in
its social regulations, "like a big acad-
emy." Wright came to Collegedale ^
determined to maintain Southern's
reputation as the "School of Standards,"
warning against lowering the standards in
order to secure an increase in enrollment.
Student deportment was relaxed only
slightly from earlier years. Romantic involve-
ments were discouraged. The guidance
counselor would call in couples who lingered
too long visiting in the dining room or at the
flagpole. The only permissible times for
couples to be together were Tuesday lunch,
Wednesday supper, and the Saturday evening
program. Violation of handbook rules such as
secretly "meeting persons of the opposite sex
or dishonesty in examinations or other class
work, whether in giving or receiving help" was
grounds for immediate dismissal. But most
students of the period, though conscious of the
rules when first arriving, do not remember
them as oppressive or standing out. The sense
of belonging to "a big family," of having all
school experience centered in Collegedale, of
doing everything "together right here," pro-
moted a strong sense of fellowship and school
The 1952 Camera Club.
loyalty which dominates their recollection. 61
Student Organizations
i he social needs of the students are
quite adequately met by the clubs,
I musical organizations, lyceums, and
the daily contacts at work and play,"
I President Wright assured the con-
stituents, in what might be considered under-
statement in view of the proliferation of
extra-curricular groupings: an aviation club, a
camera club, colporteur club, crafts club,
French club, future nurses' club, gymnasium
club, home economics club, Master Comrade
club, ministerial club, model club, modern
languages club, music club, nature club,
parliamentarian club, poetry club, radio club,
science club, secretarial club, Southwesterners'
club, Spanish club, stamp club, Teachers of
Tomorrow club, Theological Activities Associa-
tion, veterans' club, and ushers' club. The
campus supported local chapters of
Future Business Leaders of America
and the American Temperance Society.
The women's dormitory club was called
Dasowakita, reportedly an Indian word
meaning "bound together for a purpose."
The men's dormitory club was called the
Triangle Club until the 1950s, when its
name was changed to Upsilon Delta
Phi. The Dasowakita purpose was
basically the same as the "three-fold
purpose" of the Triangle Club: to deepen
the Christian experience, to broaden the
intellect, and to promote physical
abilities and activities. The married
students had a club called Sigma
Gamma Tau. Wives of ministerial
students organized themselves as the
Apollos Guild. Other clubs included a
Bible workers' club, literary society, Junior
Chamber of Commerce, Women's Forum,
Men's Forum, Married Couples' Forum, and a
debating club which argued such propositions
as "Co-education is the abomination of the
denomination" and "Examinations should be
abolished in college courses." 62
The International Relations Club, under
the sponsorship of Lief Tobiassen, was the
largest departmental club with over a hundred
members and one of the most active. During
the 1947-48 school year the members produced
for each Friday morning chapel a simulated
radio broadcast which was an "international
news commentary, discussing world events
from the Adventist point of view." That same
year they conducted a foreign relief drive,
soliciting fellow students for funds to provide
nine-pound packages of soup, flour, bread,
sugar, lentils, and rice to people starving in
the wake of World War II. They collected
more than $300 for this project, then wrapped
168
A Century of Challenge
and addressed the packages. They
also showed films on such topics as
Nazi Germany, Philippine indepen-
dence, and the power of the Catholic
Church in Portugal; brought in guest
speakers; and sponsored forums and
round-table discussions. In 1952 they
staged a mock presidential primary
which was won by Senator Estes
Kefauver (TN). In February 1955
they, together with the Missionary
Volunteer Society and Christ's Foreign
Legion, successor to the mission bands
of an earlier era, sponsored an Inter-
national Relations Week consisting of
a Sunday-evening program devoted to ^
the life of pioneer missionary
Ferdinand A. Stahl, followed by chapel pro-
grams and weekend meetings featuring
General Conference secretary Walter R.
Beach. 63
The various clubs chose representatives
The Hi-Fi Club of 1956, pioneering new technologies.
to the Student Senate, the governing body of
the Student Association. The Student Senate,
in turn, chose the members of the eight
student committees that held joint meetings
with the corresponding faculty committees.
planned the annual College Days and
Clean-up Day activities, and — according
to Tobiassen — had "a voice in the
college administration." 64
One of the most lasting achieve-
ments of the Student Association was
the creation of radio station WSMC,
"the student voice of Southern Mission-
ary College" and the brainchild of
physics major Everette Erksine' '51. A
married student, Erksine conceived of
the station as a means of allowing
students' wives and other community
members to benefit from SMC's chapel
programs. On April 21, 1952, WSMC
began broadcasting the chapel services
as well as at least an hour of music
and news on a daily basis. It suspended
operations about a month later with the
intention of returning to the air in the fall,
but regular broadcasting did not actually
resume until the next February. The station
was again silent during the
1953-54 school year while
technical improvements were
made to increase its area of
coverage so that faculty
members living as far away
as Apison Pike and Camp
Road could hear the broad-
casts. It returned to the AM
The 1956 Student Senate had
broad governing powers. It chose
the members of the eight student
committees that held joint
meetings with the corresponding
faculty committees, planned
College Days, and had an active
voice in the college administra-
tion. Pictured here is senate
president Dean Kinsey.
Chapter 5: The Wright Years
▲ Student David Bauer, WSMC manager,
broadcasts a chapel program.
▲ On the air at WSMC in 1953 — everything was
produced and operated by the students.
J_
4
▲ The Adelphian Quartet averaged twenty performances a month from 1950 to 1952. Members of the group
were (left to right) John Thurber, Don Crook, "Wayne Thurber, and Jack Veazey.
dial in the fall of 1954 with 25 watts of power.
Except for the sponsors, the station's staff was
composed entirely of students. 65
Another lasting achievement was the
creation of the Student Park. Initially con-
ceived by the Industrial Arts Club during the
1953-54 school year, the project was turned
over to the Student Association in January
1955, with SA vice president Chester Damron,
'57, as coordinator. After a feasibility study,
the Industrial Arts club had suggested that
the park include picnic grounds, an amphithe-
ater, and a bird sanctuary. The college
donated $150 to bulldoze the amphitheater
floor, various campus clubs made donations
toward the project, and additional funds were
solicited by the Student Association. 66
The Student Park project was just one of
many fund-raising drives undertaken by the SA
and other student groups. Soliciting money was
still a significant part of life at Collegedale.
Besides raising funds for campus improvements,
the SA financed special mission projects,
supported Ingathering, subscription campaigns,
Red Cross drives and others. Sometimes
students engaged in two or three of these
campaigns simultaneously. 67
The Student Association had the honor of
hosting the first Seventh-day Adventist
Intercollegiate Student Association Workshop,
held from December 9 to 11, 1950, and attended
by delegates from several colleges. Future SA
170
A Century of Challenge
leaders would later attend similar workshops
on the campuses of other SDA colleges. 68
Perhaps the most visible of the various
musical organizations on campus were the
male quartets. "These
were the high days of
male quartets," says
Don Crook, '53,
member of what was
probably the best
known of these
groups, the Adelphian
Quartet, an organiza-
tion which averaged
twenty performances
a month from 1950 to
1952. In 1951 they
traveled to New York
to appear on the Faith
for Today television
program. Two mem-
bers of this quartet,
John Thurber, '56,
and Jack Veazey, later joined the King's
Heralds of the Voice of Prophecy radio broad-
cast. The fourth quartet member, Wayne
Thurber, '48, was a teacher at SMC at the
time. 69
The earliest of these quartets, the
Crusaders, flourished from 1946 to 1948. They
presented concerts as far south as Atlanta and
as far north as Takoma Park, Maryland, where
they held a secular benefit program for Golden
Memories, the Washington Missionary College
annual. They also appeared on a series of
thirteen weekly radio programs sponsored by
the local Missionary Volunteer Society and
broadcast over WAGC in Chattanooga. Mem-
bers of this quartet were Leonard Evans,
Eugene Wilson, '54, Morris Wilson, and Jack
Just, '48. Other quartets included the
▲ Horace R. Beckner,
college pastor from
1947 to 1960.
Sylvanaires, the Criterion Quartet, the
Heralds of Prophecy, the Chordsmen, the
Collegiate Quartet, the Watchmen, and a
group from the mid-1950s which recycled the
name Crusaders. Some members of these
quartets later joined the Faith for Today
television quartet; Jim McClintock,'56, from
the Collegiate Quartet, along with John
Ramsey,'69, later sang with Thurber and
Veazey in the King's Heralds. 70
The groups analogous to the male quar-
tets were the women's trios: the Aeolian Trio,
the Harmonette Trio, a group known simply as
the Girls' Trio, and the Southernettes. Actu-
ally there were two groups called the
"Southernettes": a quartet from the 1945-46
school year and the famous trio of 1949-1952
consisting of Frances Bumby, Marilyn Dillow,
and Mary Ellen Carden,'52, which moved
intact from Collegedale to New York in 1952
to perform for Faith for Today. Marilyn
Dillow Cotton later became a popular Seventh-
day Adventist recording artist appearing from
time to time on the It Is Written television
program. 71
Other vocal groups included a Treble
A When the church outgrew the Lynn Wood Hall chapel in 1946, services were moved to the Tabernacle, the
college's gym.
171
Chapter 5: The Wright Years
Cleff Choir, an a capella choir, a ladies'
chorus, a girls' octette, a male octette called
the Octavians, a male chorus, and groups
called the King's Men and the Chapel Singers.
Instrumental groups included the college
band, a brass trio, an ensemble, and a string
sextette. 72
Among the religious organizations giving
students opportunities to develop leadership
skills were the Missionary Volunteer Society,
Christ's Foreign Legion, the American Tem-
perance Society, the ministerial seminar, and
the Religious Interest Committee of the
Student Association. The Missionary Volun-
teer Society held Sabbath afternoon meetings,
organized expeditions to enroll people for Bible
correspondence courses, and conducted off-
campus revival meetings. It organized as
many as fifteen "service bands" engaging
weekly in activities ranging from distributing
literature to visiting prison inmates, tubercu-
losis patients, and orphanages. During the
1948-49 school year nearly half the student
body signed up to participate in MV Society
outreach activities. Beginning in 1933 the MV
Society also organized a student-conducted
Week of Prayer. 73
The Collegedale
Church
D
ot only did campus organizations give
a significant number of students
valuable leadership experience but the
church did also. Students were elected
I to a major share of the offices
of the Collegedale Seventh-day Adventist
Church. In 1949, half the members of the
church board and half of the deacons were
students. 74
When the church outgrew the Lynn Wood
Hall chapel in 1946, its services were moved
to the Tabernacle, which had a concrete floor,
wooden shutters instead of windows, and no
organ. While the organist played in Lynn
Wood Hall, an electronic speaker system
carried the music to the Tabernacle. The
pastor of the Collegedale Church from 1947 to
1960 was Horace R. Beckner, the son of a self-
supporting missionary to South Africa. He
came to the United States at the age of fifteen
and graduated from Atlantic Union College
before pastoring in the Southern New England
and Texas conferences. While pastoring the
Collegedale Church he also supervised the
senior ministerial students who carried the
pastoral responsibilities at the Athens, Cleve-
land, and Standifer
Gap churches. He
is remembered as a
"good, solid man,"
personable and
hard-working.
Because of his
accent many called
him the "beloved
pahster." Two or
three times a year
Beckner, his prede-
cessor J. F.
Ashlock, or some
other minister
baptized up to
twenty-two SMC
students. "It is the
policy of the college
to have a baptismal
class in training at
all times," Wright
said. 75
Outreach
s
tudents were not the only people
baptized. The outreach activities of
students and staff brought a number
of new members to Collegedale and
other Seventh-day Adventist
churches. Senior class president Kenneth
Harding, '53, alone was responsible for four
baptisms. Students and college employees
enrolled thousands of people in Bible corre-
spondence courses and passed out thousands
of pieces of literature. They also organized
Bible study groups and branch Sabbath
Schools, in addition to the evangelistic meet-
ings the evangelism class held during the
▲ When conditions became crowded for church in 1946 and the services were moved
to the Tabernacle, administrators began to plan for a new church building. Here is
an artist's conception of the proposed church as printed in the 1946 annual along
with President Wright's remarks about campus expansion.
172
A Century of Challenge
school year and the Field School of Evangelism
held in the summer each year beginning in 1948.
These had resulted in approximately one hundred
baptisms by November 1953. In 1949 Earl
Clough, president of the Student Ministerial
Association, reported that each month more than
one hundred students were engaged in pastoral
and evangelistic work in twenty-six churches.
During the first four months of the 1948-49
school year students traveled a total of more than
14,000 miles "doing pastoral work in the
churches." In addition, students produced a
number of weekly religious radio programs that
were broadcast over stations WBAC and WVUN-
FM. During the summers as many as one
hundred students went door-to-door selling
Seventh-day Adventist publications. 76
"The atmosphere was completely permeated
with spirituality," recalls Peggy Bennett. "There
was an obvious commitment of the students.
There was no doubt as to your main goal in life,
and that was to assist others to know Christ and
be ready for the kingdom." D. W. Dunbar, one of
the Week of Prayer speakers of 1944, wrote that
he was deeply impressed with the school's
"sincere religious atmosphere." 77
SMC during the Wright years was vibrant,
dynamic, and spiritual. But early in 1955 a
cloud began to cross the campus. In March,
Wright had a diabetes attack while on a trip in
California. He was reelected president a month
or two later, but he failed to fully recuperate.
He was granted a six-month leave of absence,
after which he was to become general field
secretary for the Southern Union. A farewell
reception in September honored Elder and Mrs.
Wright, followed by a chapel program to bid him
good-bye. The author of the Southern Tidings
article reporting on this chapel service described
Wright as "one of the best friends this college
ever had." A less happy chapter in Southern's
history had begun. 78
A Robert Hamm and Robert Mathews work in the visual aids department,
getting advertising materials ready for the field evangelists in 1948.
▲ Members of the 1948 Temperance
Society put the work of the visual
aids department to good use in
▲ The Missionary Volunteers in 1952 participated in "bomb wrapping," programs for Chattanooga area high
for literature evangelism — good news "gospel bombs.'
schools.
173
Centuj-old memories, Graysville structures and memorabilia recall a humble
beginning. This desk, inkwell, and school bell were used in the Graysville classrooms,
where grades one through twelve were taught. These
items are on display in the college's
Heritage Museum.
*&&
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Teach,
Un,
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Vjra «ye Brooif „ Sarah R 5 a , ter
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Leaw'ng a fine administration building in Graysville in 1916 for a farm house and rough outbuildings in Collegedale took courage. Mementos such
as the card at left recall the bright beginnings of a school founded on Christian principles. The photo above pictures the Graysville administration
building before it was demolished in the 1980s.
As they arrived in Collegedale, the students found what was barely a stop by the train tracks. By the time this photograph was taken in the late 1940s, passengers had to
disembark in Ooltewah. This painting of Mr. and Mrs. James Thatcher, from whom the Thatcher farm was purchased, is on permanent display in the Heritage Museum.
The Yellow House, below, served many functions, Including administration building, dormitory, and cafeteria. It remained as one of the first landmarks to greet
visitors until it was torn down in 1958. The Doll House, right, was built for Evadne Thatcher by her father. It sat at the edge of the apple orchard, about 150 feet
behind the Yellow House, and also served many functions, including president's office. It remains today as one of the oldest structures on campus.
*
Hit
\X
Sv
/
•
V"
sident WilbertM. Schneider (1967-1971) carried campus
ansion forward. Below, he and 0. D. McKee
about to throw open the doors to
Eider and Mrs. K. A. Wright, seated left of the
podium, attended the open house of their
namesake in 1969.
Uv*~ < ' a ■.Hi ;
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WWW *» nr *
MI
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The Collegedale congregation finally acquired
a permanent home of its own when this structure was built
in 1967. The sanctuary was simple and spacious, with few luxuries.
The college used it for chapel programs as well as for church. The Anton Heiller Memorial '
Organ was added in 1986, one of the largest tracker pipe organs of its kind in the U.S. Its ^
builder, John Brombaugh, is pictured above while tuning the organ. In 1991-92, the church
underwent an expansion program, above right, adding an atrium, additional Sabbath
School rooms, and a much-needed fellowship hall.
H
. «-.
[*A
IU (HHHttHX Ulti lldlUldl UtiHUljf Ul [IK JUUUICII) UJIIIJL/UO, IIIC UWWI ui l la/ci itae uraiuu m i<jv-t.
Funded by Ruth King McKee, the garden is a peaceful ridgetop repose tor the college and the community.
The grounds are diligently maintained for close communion with the Creator.
+ .
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the southern College mace. Crafted , by jot. (e(enesSi a nd (he
four-sided segment represents balanced me p ^ ^
reception m a horse-drawn carnage.
(the 'President and ffelloius of jRaruard Colleg<
to
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<% n «»e4a r ~/iLe*&/>
A BUILT-IN POCKETBOOK
The Work Program, 1916-1992
he year after Wright's departure, a
three-page article about Southern
Missionary College appeared in the
Reader's Digest. Sandwiched between
"I Remember Aunt Daisy" and "Classi-
fied Classics," it was called, "College With a
Built-in Pocketbook." Condensed from a longer
article in the Christian Herald by Cecil Coffey,
'49, its blurb proclaimed, "More and more educa-
tors are casting an appraising eye toward this
unorthodox Southern college." Describing
Southern Missionary as an institution that
"makes money" by violating "almost every rule
by which a college ought to operate," the article
focused on the college-owned industries: their
profitability and the opportunity they provided
for students to earn their educational expenses.
It suggested that the primary way SMC broke
the rules was by accepting students without
regard to their ability to pay. 1
This was not the first time Southern's
work-study program had received national
publicity in the secular press. In 1938 Seventh-
day Adventist colleges in general, and Southern
Junior College in particular, had been featured
in a U. S. Office of Education publication called
College Projects for Aiding Students. The same
year an article in School Life regarding "Self-
Help Colleges" had called attention to the SJC
work program. 2
An Urgent Imperative
he primary object of student labor is to
make higher education possible for
boys and girls who would otherwise be
deprived of it," said the School Life
article. Without this program, Coffey
says, "Hundreds and hundreds of people could
never have gotten through." The move from
Graysville had been motivated in part by the
need for a campus large enough for expansion of
the school's industrial program so that more
students could earn their expenses, an impera-
tive because so much of the South was poverty-
stricken. "We were all in the same class," recalls
Donald Hunter, '24. "We were all poor — about 99
percent of us." 3
To help solicit funds for SJC, Lynn Wood
had published stories of students from poverty-
stricken homes who were working their way
through school — students like Bessie Nell Follis,
whose mother had tried to discourage her from
receiving any education beyond the eighth grade;
Roy Campbell, who said he was "very thankful of
the privilege of working" twelve to sixteen hours
a day during the summer in order to earn enough
labor credit to allow him to start school in
September; and Mamie Jones, who had been
obligated to drop out of school for five years at
the age often in order to care for her siblings
after the death of her mother. "I prayed a great
deal about my education, hoping the way would
open to me," she wrote. "I have been able to
work my entire way this past year, and it has
been a real pleasure to me." 4
The need to earn most — or even all — of
their educational expenses was not limited to
just a few students. In 1925, 40 percent of the
students were said to be earning 100 percent of
their expenses. In 1939 President J. C. Thomp-
son reported that 80 percent of all student
charges were being paid by labor credit and that
the value of such labor had totalled $112,000
during the previous school year, a year when 193
students out of a student body of approximately
300 had worked their entire way and "only
thirty-seven were ... on an all-cash basis." The
1956 Digest article reported, "More than 80
percent earn at least one fourth of their expense,
while 25 percent work all their way." At least
half of those who graduated in 1958 were able to
do so because of the work-study plan. Even in
the late 1970s 85 percent of the students were
"learning the traditional values of hard work,
honesty, and integrity by participating in the
'Earn-in-Learn' work-study program." By this
time student labor was totalling more than
$750,000 a year. Such numbers were possible
only because as much as possible of the
institution's labor was done by students super-
174
More and more educator£ar£, casting an appraising eye tov^apd this
unorthodox Southern college
==^1
r sr °Tt5---
o
_-— —
«
©
—— — —
o
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1
11
1
College With a Built-in Pocketbook
Condensed from Christian Herald
Eighteen miles east of Chatta-
nooga, Tenn., stands a small
liberal-arts school that has violated
almost every rule by which a college
ought to operate. First off, it will
accept a worthy student regardless
of his ability to pay. Even more
starding, it will frequently reverse
the procedure and pay the student!
What's more, it makes money do-
ing so.
Through a remarkable work-
study plan, Southern Missionary
College has lifted itself from penury
into a multimillion-dollar institution
that may prove a valuable example
to scores of private colleges strug-
gling to survive. Here is how it
works: In the past dozen years the
Christian Herald (March, '56), copyright
37 E. S9 St,, New
Cecil Coffey
college has developed its own busi-
nesses and industries which now
turn out more than two million dol-
lars' worth of top-grade student-
manufactured goods annually, with
student earnings near $400,000.
Largest unit in College Industries,
Inc., a taxpaying corporation, is a
furniture plant manufacturing
chests and desks. It employs 150
students and does an annual gross
business of $600,000. A broom fac-
tory, one of the largest in the South-
east, employs 75 to 100 students, pro-
duces $400,000 worth of brooms and
mops a year. A printing plant and a
laundry— the latter servicing local
hotels and motels— each gross more
than $100,000 annually. The college
J956 by Christian Herald Assn., Inc., 12)
York ,6. N. Y.
A Century of Challenge
4
The March
1956 Reader's
Digest carried
the condensed
story written
by Cecil Coffey
about the
"College With
a Built-in
Pocketbook. "
(This auto-
graphed copy
was donated to
the college by
Mrs. Kenneth
A. Wright.)
vised by industrial managers or technical spe-
cialists. 5
The availability of jobs for students directly
affected the number of students who enrolled.
SJC had faced a major crisis in 1921 when it was
not able to provide enough employment to meet
students' needs, a continuing problem encoun-
tered by many of the earlier manual labor-
oriented schools. Unless more work was
available, students would have to withdraw from
school. But beyond merely meeting students'
financial needs, the school considered the work-
study program valuable in itself, particularly for
character-building experience. Elian B. Ratcliffe,
reporting on general trends in education in 1938,
found that "the idea of work as a part of educa-
tion itself [was] gaining ground." 6
The Digest article singled out for special
commendation president Kenneth A Wright and
business manager Charles Fleming, Jr. Having
earned his own college expenses at Atlantic
Union College and having researched institu-
tional self-support at Cornell University,
Wright — with the assistance of Fleming — was
credited with transforming the financially
troubled junior college with its "two or three
limping industries" into a senior college with a
multiplicity of flourishing industries, "with the
result that the school is today virtually un-
touched by the financial plight facing so many
other small private colleges." 7
To speak, as the article does, of "the new
work-study plan" was ignoring the fact that
Wright and Fleming were building on an already
established foundation. The school's agricultural
business had arrived at Collegedale along with
the chickens and cows in Atteberry's caravan
from Graysville. Another Collegedale industry
had been established even several weeks earlier:
carpentry. While Atteberry was still in
Graysville, President Thiel and a group of boys
175
S9»
I* -
Whether for commercial purposes or consumption by
the students in the cafeteria, fields and gardens were
planted with a great variety of crops.
J&L&'—
i$>.
e hand-painted photograph above
>aks for itself: the parlor in old Talge Hall.
1 f] :
If * * « 1
k. jl . J
Helen Talge Brown pays a visit to the
new Talge Hall in 1969. With her is
President Wilbert Schneider.
w, graduates cross in front of Talge Hall on their way
sremonies in the Tabernacle in 1964.
Jones Hall , demolished in the wake of
construction for Brock and Mabel Wood halls, was
replaced by a parking lot.
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H 'fm
Built in 1917, Jones Hall was theridgetop twin to old Talge Hall. Thus, when Talge
was South Hall, Jones was known as North Hall. It was renamed Maude Jones Hall in
1945.
Built in 1924 as College]
Hall, the administration
building, Lynn Wood Hall]
received its current
name in 1945. Besides
its role as auditorium
for the college, the
Lynn Wood Chapel
doubled for several
years as the Collegedale
Church.
nT*m
■"H»S "
Nestled among the trees, Lynn Wood Hall served many years as a
picturesque location for administration and academics. The alumni,
feeling that the old building was too majestic and memorable to
destroy, rallied to its cause in the mid '80s and saved it from the
wrecking ball. Now restored, the building houses the Heritage Museum,
the security office, and a variety of meeting rooms, including the restored
chapel.
*Wi
I H ■ I
Above, the first Collegedale post office was established in 1929 and housed in Lynn Wood Hall along
with the school store.
At left, the Student Association in 1956 commissioned a bronze likeness of respected educator and
consultant Ambrose Suhrie. The bust was mounted in Daniells Library, and is now displayed in the
Uarltona Uiieonm
*T
WSMC's
Associated Press newswire was
located near the station in a sm e
closet in Lynn Wood Hall for
years. Passersby could stop
and catch the news through tht
window.
Before the major changes of the '60s, the main campus road ran past the college store,
the large white building in the photo to the right. The bus is driving where Talge Hall is
now located, and the store was located where Thatcher Hall is today.
'he main road
in past the store
nd the gas station,
)en past the
fery and barn.
*e that the girls' residence (later named Talge Hall) has already been built in the left of the photo above. In 1963, the
aza was buift, thus replacing the old store, post office, and gas station.
" ■
"\
Bftra
nw
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K
1 :t-..> I
t*' s /
The Armistice Day celebration was an
important event on campus in the late 1940s. Students
who were veterans held ceremonies and paraded in
uniform in front of Lynn Wood Hall.
In addition to celebrations of patriotism, Collegedale hosted parades such as the
Work Festival Parade in 1954. Since it was held the day before the annual
College Day, academy seniors were invited to arrive early ^
and enjoy the festival.
MiULUl W
& V 0'
_ COLLEGEDALE
(tabernacle j\ucliioriimi
^^^^^^^^^^^^^■m^^^^nxoLm
i ^IBL «h
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Built in 1941 as a campmeeting auditorium, the Tabernacle was one of the most versatile
buildings on campus. It served as auditorium, cafeteria, gymnasium, and music building.
When destroyed by fire in 1989, it was being used for storage and church activities. The fire
swept through the old, dry timbers before the building could be saved or most of its contents
rescued.
The clean crispness of snowiall blankets the barn, for years the local point of the college 's proud farm program and much of its other industry. Inset bottom left shows the beginning of the end for the barn, razed in
1962. The creamery, bottom center, was the outlet for many of the farm's products. The milk bottles and creamery scoop, bottom right, are from the Heritage Museum's permanent collection.
To replace the store and gas station displaced by Rees' grand campus design, the College Plaza was built in 1963. Later it was
renamed Fleming Plaza. The Esso gas station became a Phillips 66, and the College Store became the College Market. A Campus
Shop sold books and stationery items, and the new plaza included a separate post office. Then, as needs grew, the College Market
was replaced by a new building added to the plaza in 1972 and named the Village Market.
- T ? r"'
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C. N. Rees (1959-1967) was president
during most of the dramatic campus
changes in the '60s.
1 ' * i >l
The Home Arts
Center was constructed in 1958 and housed
the cafeteria, student lounge, and the home economics department.
Wright Hall, the keystone structure of the campus mall, was built in front of
the Home Arts Center in 1967-68. In 1971, the poorly constructed Home
Arts Center was razed to make room for a larger cafeteria to be built on
the same site.
\j im ,
jjjjj«
The back of the old Home Arts
Center had two entrances. Here Wright Hall is
under construction.
J^^^^^HBEI
"^
The barn was the center of activity for the college
farm and dairy until it was demolished in the
early '60s.
Chapter 6: A Built-in Pocketbook
T This beekeeper valued head protection — but note
the bare arms.
wm
WML *••
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■: : . . „
■ ■■**■ :■
: ■ ■:;■
were busily renovating the buildings on the
Thatcher farm in preparation for the arrival of
the business manager and his crew.
Collegedale's agriculture and carpentry contin-
ued to be major employers of students for de-
cades to come. Yet the accomplishments of
Wright and Fleming were phenomenal.
Agricultural activity developed a large,
diversified farm including, in the early 1920s,
100 acres of field corn, 48 acres of hay (sorghum,
soy beans, clover, timothy, and alfalfa), 18 acres
of peas and beans, 3 acres of sweet corn, 3 acres
of tomatoes, 3 acres of cucumbers, watermelon,
and cantaloupes, 2 acres of raspberries, 4 acres of
strawberries, and half an acre of dewberries.
Peanuts, onions, cauliflower, celery, radishes,
okra, beets, "vegetable oyster," "cabbage
mangels," kale, turnips, lettuce, collards, mus-
tard greens, pumpkins, squash, eggplants,
pimentos, asparagus, rutabagas, and blackber-
ries also grew in the garden. By 1926 the
orchard included 3,350 peach trees as well as
cherry, plum, apricot, apple, and pear trees. By
1928 there were also ten acres of cotton. In the
1930s the school dairy included as many as 70
Jersey cattle. Produce from the garden and
orchard, as well as grapes from the vineyard,
honey from the apiary, eggs from the poultry,
and milk from the dairy found their way to the
school dining room as well as to markets in
Chattanooga. Students were employed planting,
cultivating, harvesting, canning, and drying
fruits and vegetables, shucking corn, baling hay,
milking cows. 8
Administrators were proud of their award-
winning agricultural enterprises. College hens
won first, second, and third prizes and college
roosters won fourth and fifth prizes at the 1917
Chattanooga fair. One of the college dairy cows
had the distinction of being, in the spring of
1937, the most productive in quantity both of
milk and butterfat of any cow in Bradley,
McMinn, and Hamilton counties, and the college
herd, according to the University of Tennessee
Extension Department, had the highest average
milk and butterfat production of any herd in the
three counties. 9
At first SJC tried to have its agricultural
operations managed by college administrators,
professors, and even students: at various times
the business manager ran the farm, the religion
teacher managed the apiary, the science
teacher — or the history teacher — operated the
poultry department, and a history teacher or
even an academy student was in charge of the
dairy. However, in November 1917, the board
voted to ask Carter E. Ledford to "head up the
agricultural work," including the dairy, orchard,
garden, and farm departments, as well as
functioning as the "general head" of all the school
industries. His only teaching responsibility was
a class in agriculture. During the winter he was
expected to work in construction. Although the
specific mix of agricultural departments for
which he was responsible fluctuated from time to
time, Ledford remained at Southern for a decade
and a half, even after losing both arms in a corn
shredder, a disability which would have caused
most men to give up. 10
The agricultural
departments furnished
employment for dozens of
students, providing
thousands of dollars of
labor credit each year,
but — more often than
not — the departments
were a drain on the
school's financial re-
sources. Although it, too,
had its share of bad years,
the dairy was the most
profitable agricultural
department, sometimes
reporting a gain of nearly
$1,000 which, however,
came far short of offset-
ting the losses of the other
agricultural departments.
There were even years
when the farm losses
#i
■
WfcmF
Carter E. Ledford
178
I
FOR SALE
DAIRY
Southern Junior College dairy continues to year-old registered cow and "Collegedale
growand provide more work for both boys and Jessie Mae," a two-year-old heifer brought
girls and profit for our school. $650 .00 to the dairy department.
Grade A pasteurized products from clean,
healthy cows has increased the demand for
college dairy products by leaps and bounds.
Visitors come from miles away to patronize our
attractive dairy retail counter which specializes
in "Quality Ice Cream" and "Golden Guernsey
Milk."
Our attractive spotted Guernseys and the
Filpail Jerseys are attracting more and more
interest among cattle men and visitors in this
section. Breeding stock has been sold to
advantage. Recently "Helen of Honor," a nine-
Improvements to herd equipment are
constantly being made.
A milking machine has greatly increased
efficiency. The milk bam has been ceiled
and painted and some new stanchions
purchased and a shower and locker room
for the students has been added.
The dairy is proud of its fine cattle and
products but most of all of the fine group of
young people who make these things
possible.
▲ Each cow was known by name. Here "Lady" is hooked up to
the milking machine in the 1950s.
. M * i j
r ' • *■ #
179
The Creamery
The Creamery was the retail outlet of the dairy, selling ice cream, milk, and cottage cheese to the public in the '40s and '50s.
ISO
The Creamery^*
181
Chapter 6: A Built-in Pocketbook
A John B. Pierson, farm and dairy superintendent.
exceeded the total amount paid in student labor.
Over the years college treasurers blamed various
conditions for the losses: dry summers, wet
autumns, poultry diseases, predatory chicken
thieves, high-priced dairy feed, as well as fre-
quently changing and inexperienced manage-
ment. 11
This drain upon college finances was
suffered for many years because of the strong
feeling of the constituency that to follow Ellen
White's admonition, an Adventist college must
teach agriculture and operate a farm. Thus
there were many who felt strongly that agricul-
ture be an integral part of the school program
even though few students enrolled in the courses
and the farm was expected to operate on infertile
land and small, hilly, broken up fields.
By the time Wright arrived, some of the
agricultural operations of which the college had
been so proud had become an embarrassment.
The peach orchard had declined seriously; most
of its trees had ceased to be productive due to age
or insect infestation. More serious was the
deterioration of the college dairy. By fall 1941 its
bacterial count was so high at times that the
county health department feared it might
precipitate an outbreak of diseases. At this point
the board called John B. Pierson (brother of
Robert) as farm and dairy superintendent.
Pierson restored the good name of the college and
developed one of the finest herds in Tennessee.
Highly respected in the agricultural field, he did
much to overcome prejudice toward Adventists.
Serving as editor of the Hamilton County Farm
Journal, he was available to farmers all around
who would call him in the middle of the night
when one of their heifers was calving, and he
was always ready to help. 12
Other Early Industries
(1916-1943)
a
rom the time that Leo Thiel and his
crew of boys began renovating the
original buildings on the Thatcher
farm, carpentry was a vital part of the
student labor program. In 1933, H. J.
Klooster testified, "All of our buildings have been
erected by student labor under skilled supervi-
sors. All of our repairs are made by student
labor under competent supervision." Utilizing
Students worked on demolition projects,
pulling nails and stacking lumber.
student labor on the administration building
(except for the plumbing and plastering) had
saved about $6,000. 13
Students worked not only in construction
but also in timber cutting and demolition.
Pulling nails and stacking lumber, young SJC
men helped demolish the Billy Sunday Taber-
nacle in Atlanta. For firewood, students in the
pioneer days harvested trees from the campus'
forty forested acres. 14
The College Press had been established
even before the school moved to Collegedale. It
printed Field Tidings for the Southeastern Union
and Faith for the college as well as commercial
work such as office forms, stationery, catalogs,
and advertisements for the general public. A
money loser at first, the press became enor-
mously profitable after Wythe Clifton Starkey
became its manager in 1925 — so profitable that
its competitors tried, by a lawsuit, to put it out of
business. After Starkey left in 1934 to establish
his own printing business in Chattanooga,
profits declined from a 1931 high of $6,174 to a
1938 low of $195. In 1933 the press had em-
ployed about 23 students, by 1938 only 14. The
following year, while continuing to manage his
own establishment, Starkey returned on a
volunteer basis to help the College Press reorga-
nize and increase its volume of business. The
press profits increased, but did not return to
their former lucrative level. 15
The agricultural and printing industries
marketed their products to the general public,
although they also served the needs of the
college. The construction industry, on the other
hand, was devoted exclusively to serving the
campus. Several other student-employing
189.
A Century of Challenge
departments also catered solely — or at least
primarily — to the college, faculty, and students:
the laundry, kitchen, janitorial service, water
department, residence halls, library, administra-
tive offices, and even the "school department" —
the academic part of the operation, which
sometimes hired students as instructors. 16
Several other industries started out prima-
rily as service departments but evolved into
commercial enterprises. The school blacksmith's
shop evolved into a
commercial garage
and service station;
the campus commis-
sary into the college
store; the cannery
into a factory produc-
ing peanut butter and
meat substitutes. 17
The college had
established a bakery
in a tent house
between the Doll
House and the
business office during
the first winter on the
Collegedale campus, but it must have ceased
operation soon after, because in 1921 President
Wood told the constituents that the school had
been buying bread from Chattanooga for several
years. He suggested that if equipment were
available, "we could make our own bread, and
offer work to several students." Although several
years passed before sufficient funds were raised,
an 18 by 27 foot structure was completed in the
spring of 1926; by mid-July the new bakery was
producing 40 to 50 loaves a day. Two years later
the bakery went commercial, placing its bread in
several Chattanooga stores. During the first four
weeks of the 1928-29 school year the bakery
produced a total of almost 20,000 cookies, cakes,
Wythe C. Starkey
183
▲ The cannery began producing peanut butter and
meat substitutes.
jelly rolls, pies, and loaves of bread. Five stu-
dents worked in the bakery that year. Taking
the name "Staff of Life Products," the bakery
purchased a new delivery truck and built a new
addition. By mid-summer 1931, bakery workers
had reached a daily output of 3,200 loaves of
whole wheat, white, gluten, and salt-rising
bread. 18
This explosive business growth was exhila-
rating. There was only one problem: the bakery
was a heavy money-loser. Before 1931 was over
the board's executive committee called a halt:
selling to wholesalers was discontinued, the
number of students employed was reduced
sharply, and the bakery was instructed to
produce only for SJC and its store, plus a small
retail trade in Chattanooga and Cleveland. 19
Another commercial business that grew out
of campus needs was the wood products factory,
a business rooted in two different concerns of the
college administrators: providing planed lumber
for campus construction projects and teaching a
woodworking class. Tools and equipment used
for the class and for construction needs could just
as easily be used to make products for sale. As
early as 1925 the woodwork department was
advertising doors, church pews, souvenirs,
novelties and special-order furniture in The
Southland: "Let us know your wants. Our prices
are very reasonable." In 1933 the school hired
T. R. Huxtable, SJC alumnus, ordained minister,
and former missionary to Africa, as a full-time
traveling sales agent for the woodshop. He was
so successful that the shop, up till then a small-
scale operation, was swamped with orders and
began running a double shift, shipping at least
two freight cars a month of twenty different
products: various kinds of small tables, steplad-
ders, ironing boards, bookcases, wall racks, and
"corner whatnots." By March 1934 the shop had
thirty-two student employees who were earning,
among them, $1,000 a month. 20
Again the exhilaration of a rapidly expand-
ing business. But again, there were problems.
After several industrial accidents, the board
voted to carry compensation insurance for
students and teachers. This added expense
naturally reduced potential profits in the wood-
working industry. To make matters worse, the
shop was already losing money. Believing that
the output was too diversified, the board limited
shop production to the six current best-selling
items while the college management investigated
other items, such as caskets and bee-keeping
supplies, that might be even more profitable.
Though Huxtable became shop superintendent,
he wasn't able to save the business, which now
faced a new problem with the stratospheric
wages imposed by the National Recovery Admin-
istration. On December 31, 1934, the woodcraft
shop went out of business. 21
In February of the following year the board
decided to give it a second chance. Among the
items produced that summer were five hundred
folding chairs ordered by the Georgia-Cumber-
land Conference for use in summer evangelistic
meetings. Again the shop failed and was shut
down, but again the board voted to reopen it,
mandating, however, that the business proceed
cautiously, manufacturing only items that could
be easily sold and that could be made with
equipment already on hand. The latter stipula-
tion didn't seem practicable. Told in 1937 that
reopening would require the expenditure of
thousands of dollars, the board voted to defer
action for a year. 22
( Selling &. Preaching J
W ood products and broom salesman
and woodshop supervisor Thomas R.
Huxtable didn't abandon the ministry when
he joined the Southern Junior College
industrial staff. He continued to preach
sermons, conduct baptismal services, and
hold weekly prayer meetings in Collegedale,
Standifer Gap,
and Harrison.
He was one of
the three
elders of the
Collegedale
Seventh-day
Adventist
Church. He
was also
elected presi-
dent of the
SJC Alumni
Association in
1935. Called
to South
America, he
preached his
farewell
sermon in
Collegedale in
April 1937. 81
▲ Mr. & Mrs. T.R. Huxtable
184
With Elder Huxtable selling, the woodshop haa
expand to meet the increased demand. However, it
continued to lose money.
A
I
\
'■-■ •■'r*J7.M*
■^0^' '
...
1
Chapter 6: A Built-in Pocketbook
The following year Kelly and Ratcliffe
reported:
The furniture factory is in the process
of reorganization. A new manager has
recently been obtained, new high-speed
machines purchased, and increased
production entered upon. The college
finds competition in this industry keen
and up-to-date methods and equipments
necessary. Forty students are employed
in the factory. 23
But a few months later the board voted yet
another time to close the shop and liquidate its
inventory. Faced with losing his job, the man-
ager, L. E. Rafferty, offered to rent the shop and
buy its inventory, making payments as he
received money from purchases. The executive
committee rejected this offer. It did, however,
agree to permit the shop to fulfill its promise to
continue supplying Rich's department store until
six months after giving notice that the arrange-
ment would be discontinued. 24
It appears that this stay of execution saved
the life of the wood products factory. Despite the
board's vote to close it, the shop remained in
business, perhaps because of the war-borne
economic improvement. In January 1940 the
board voted to spend $5,000 for enlarging and
purchasing additional equipment. A year later,
swamped with orders, the factory was eagerly
recruiting student employees to help produce the
thirty carloads of unfinished furniture (valued at
$28,000) for which it was committed. The boom
continued. Nearly two years later C. A. Russell
reported in the Southern Tidings:
"The woodworking factory, working ten
hours a day, is unable to keep up with its orders.
... At the peak of production last year in the
month of January, twenty-eight carloads were
shipped in twenty-four days. . . . More help in
this industry is needed." 25
Although such commercial enterprises as
the wood products factory started out primarily
as campus service organizations, others were
established primarily or even exclusively to sell
their products off campus. The earliest of these,
after the Graysville-born College Press, was the
basket factory. Conceived in 1920 with high
hopes, the factory was a gift of J. H. Talge and
W. E. Bailey. Primarily a place of employment
for young women, it did for a time employ more
student labor than any of the other industries,
but it never fulfilled Lynn Wood's dream that it
would "bring in a good revenue." The wholesale
price of baskets declined from 85 cents a dozen
before the factory started production to 75 cents
at the time of the first shipment. By March 1922
it was down to 40 cents. 26
Desperate, Bailey — now the plant man-
ager — contacted Talge, who advanced $1,000 for
the purchase of walnut logs with which to make
veneer. "We are now making veneer," the
treasurer reported in 1922, "and I hope to realize
enough from the veneer business to carry the
basket industry." 27
He was disappointed. The basket factory
--, |~~_i ~f
Tj^SBBb' - "'
i i m , JS
Ha ]&'
feflHtt 1?
BE*,J^^ jflrififefe*
^Hi^KS^^ A
, Barney Hagan repairs shoes in 1948.
lost $6,168 the following school year, making it
the biggest industrial money-loser on campus.
The school's auditors suggested that the factory
be discontinued unless it could "be operated on a
different basis." 28
But it wasn't discontinued, and it continued
to lose enormous amounts of money. During the
1924-25 school year it lost $8,296. The president
and the treasurer, at loggerheads over what to do
with the factory, remained deadlocked until
H. H. Hamilton took over as president. When he
arrived, the board authorized pay reductions at
the factory. Its losses were cut nearly in half
that year to $4,608, but that was still far too
much. 29
Sexist arguments almost closed the basket
factory in 1926. One of the ministers on the
board said the college was "making too great a
sacrifice to keep the factory in operation" because
the denomination's "great need" was "young men
for the ministry," but the college was "giving a
great amount of money to a factory employing
only young women." Somebody moved that it be
closed at the end of the school year. Somebody
else seconded the motion. Before the board could
vote, however, Hamilton said Talge had contrib-
uted a subsidy for the factory's operation. The
college would have to return this money and the
machinery Talge had donated unless administra-
tors could talk to him and get "help and advice as
to how the factory could be run to profit." The
motion to close the plant was withdrawn, re-
placed by one creating a committee of three to
explain to Talge that the board had unanimously
concluded that the factory was impossible to
operate profitably and "that it had never been
operated except with a great financial loss, giving
him the figures and facts." The board voted to
wait for a report from this committee before
taking any action. 30
186
A Century of Challenge
Hamilton thought he had found the solu-
tion to the problem when he discovered that
someone in Berrien Springs, Michigan, was
selling fancier baskets for several times the price
of the SJC products. He suggested asking
George Fuller to take over the factory, convert it
to the production of the more expensive baskets,
and "create the market for this new product."
But for some reason this didn't work out. Fuller
left the school's employment for several years,
and two years after Hamilton's suggestion SJC
was still producing cheap baskets and losing
money. The losses at that time were exceeding
the amount of student labor the factory was
providing. With wholesale prices continuing to
drop, the board decided to close the plant unless
the baskets could bring 40 cents a dozen. Appar-
ently they couldn't. Financial statements for
1929-30 imply that the factory was no longer
operating. 31
But the board hated to let go of it. Deep in
the Great Depression, it realized that the college
would have to create jobs to have students.
Consequently, it decided in March 1931 not to
sell the basket factory machinery. Maybe the
factory could somehow be revived sometime. In
May the executive committee approved plans to
let the factory operate during the coming sum-
mer. 32
In December reality dictated that the space
was needed by another industry. Reluctantly,
the executive committee voted to seek Talge's
permission to sell the basket-making equip-
ment. 33
In the on-going search to sustain and
strengthen the "built-in pocket-book," college
administrators in the pioneer days explored a
number of different industries which could be
operated by student labor and provide enough
profit to pay employees. The school flirted with a
grist mill, knitting factory, glove factory, radio
factory, lime quarry, and shoe repair shop. Half
of these never materialized; the other half had
very little impact on either student employment
or college income. 34
Another early business that didn't look
promising at first was the broom shop. It didn't
do much, the treasurer explained in 1925,
"except make up some broom corn for the neigh-
bors," and was just about breaking even. The
business appears to have gone into hibernation
and may actually have been discontinued,
because in July 1931 the executive committee
authorized the establishment of a "broom indus-
try." By December 1 of that year the factory's
average production was approximately twenty
dozen brooms a day. By the following April it
was providing $400 of labor a month and selling
$1,000 worth of brooms a month. 35
But the revived broom shop was battling
the hazards of the early Depression economy. In
1932-33 the factory produced far more brooms
than it had sold — $3,000 worth. Meanwhile the
price of brooms was steadily declining, falling 50
percent in just one year. The total losses since
September 1931 had been $4,000. Warned
President Klooster: "It is evident that we cannot
continue to operate a department with losses of
this kind accumulating month after month. . . .
Unless market conditions are stabilized . . ., it is
questionable whether this department should be
maintained." 36
It appears that market conditions did
improve. A few months later the Southern
Tidings was reporting that the SJC broom
business was booming, with orders for 1,000
dozen having been placed within a ten-day
period. The shop's average daily output at that
time was 60 dozen. Even though it closed the
fiscal year with a loss of $2,453, the broom shop
T The lime quarry was worked by Thatcher before SJC was located on the farm. Searching for profitable
industries, the administration attempted to find a way to benefit from the land's resources.
was the college's second biggest source of hard
cash that year, bringing in $15,768. In October
the remarkable Huxtable, having virtually
drowned the furniture factory with orders,
turned his hand to soliciting orders for the broom
shop. By the next year students were earning
$1,000 a month in the shop and it was selling
$3,500 worth of brooms a month. A year later
the factory was obtaining so many orders that it
had to increase its work force. On January 8,
1937, Broom and Broom Corn News reported
that the largest carload of broom corn ever
shipped from Wichita, Kansas, a shipment of
44,820 pounds, had been sent to Southern Junior
College. 37
In 1938 Kelly and Ratcliffe reported, "The
broom factory employs 18 to 20 students. Its
product is sold to wholesale and retail distribu-
tions, and it is operated on an even-paying basis." 38
Besides resurrecting the broom factory, the
college launched several new business ventures
during the Great Depression, including a "nut
crackery," reed furniture factory, cereal puffery,
commercial book bindery, and — most signifi-
cantly — a hosiery mill. The reed furniture plant
lasted less than a year. The nut crackery was
another short-lived experiment. Authorized in
December 1928, it purchased pecans by the
carload for students to shell. These nuts were
then to be sold to dealers that carried the college
bakery products. At its peak it provided work for
between seventy-five and one hundred students,
who, paid on a piecework basis, earned $5,898.
Unfortunately, at least one carload of pecans
were mildewed, and the business lost over $4,000
in one year. In 1931 the college sold the stock
and equipment for the pecan business to the
former nut crackery manager. 39
The puffery was another money-loser.
Known as the Golden Grains Food Factory, it
provided thousands of dollars in student labor
and produced as many as five hundred dozen
packages of cereal a week, but — as one college
administrator put it — the factory was "puffing
dollars into nickels." 40
The hosiery mill represented a different
approach: cooperation with private enterprise.
In 1931 Bryan Hosiery Mill rented space from
the college to operate the Collegedale Hosiery
With brooms
hanging from the
ceiling and stacked
on the floor, the
broom shop literally
swung from an early
Depression glut of
brooms to over-
whelming orders.
With Huxtable on the
road, the broom shop
soon had so many
orders that it
received "the largest
carload of broom
corn ever shipped
from Wichita,
Kansas."
Mill, agreeing to hire only student labor "except
for such responsible positions as necessitate the
services of hosiery workers of long experience
and training." Even for these positions the
management would give "mature, responsible
students" preference as soon as they could
receive adequate training. The contract stated
that student wages would be turned over to the
college each week to be credited to the students'
accounts, that all employees would be people "of
good moral character" and no one would be
employed at the factory who used alcohol,
tobacco, or profanity on the premises, that the
factory would be closed one hour before sundown
on Friday and remain closed for an hour after
sundown on Saturday, and that all of the
factory's printing would be done at the College
Press. 41
During its first year of operation the
hosiery mill provided nearly $6,000 in student
labor; during its second year students earned
over $7,000. In 1936 student earnings at the
plant were $29,889. The mill produced 624,000
pairs of silk stockings in 1939. That year fifty-
A Century of Challenge
A. The puffery in 1939.
five students earned 100
percent of their expenses
working in the hosiery
mill. During the war,
with silk and nylon
unobtainable, the factory
switched to rayon. 42
Although it was not
correct to say that
Southern had only two or
three industries when
Wright took the reins, it
was correct to describe
these industries as
"limping" (with the exception of the College
Press) despite the very modest salaries the
supervisors received and wages for students that
generally ranged from 15 to 25 cents an hour.
Even the privately owned hosiery mill was
sometimes subsidized by the college. 43 Like the
manual-labor school administrators before them,
Southern's industrial supervisors learned that it
was easier to find students who needed to work
their way through school than it was to make a
profit with their labor. Hard work and dedica-
tion didn't exempt their industries from the
vagaries of the marketplace and the typically
high failure rate afflicting most new businesses.
▼ As a cooperative venture with private enterprise, the
hosiery mill expanded with a new building in 1936.
Heavenly Gains
From Earthly Losses
i
ven when the industries lost money,
they were vital to the interests of the
school. Between 1922 and 1933
students earned $384,668 in college-
operated industries; between 1936
and 1941 the figure was $507,916. In 1939
student labor paid 70 percent of student ex-
penses. Testifying in a lawsuit that threatened
to shut down the school's commercial enterprises,
H. J. Klooster testified, "There is no question but
that the life of the school is threatened. . . . We
have no students at this time who are not
dependent in some way upon our industries to
meet their expenses." 44
Discussing the school's industrial losses,
presidents Wood and Thiel stressed their charac-
ter-building value. A money-losing industry was
often a factor in saving a soul, Thiel said. Both
read a statement from Ellen White's Counsels to
Teachers: 'The account books may show that the
school has suffered some financial loss in carrying
on industrial work; but if in these lines of work
the students have learned lessons that will
strengthen their character, the books of heaven
will show a gain far exceeding the financial loss." 45
The Turnaround
a he industries may have been
character-building, but the fact
remains that for most of the
institution's junior college years the
majority of its industries were either
not profitable or only marginally so. During the
Wright administration, however, the non-
agricultural, commercial enterprises were
generally — but not always — profitable. Yet it
would be an exaggeration to suggest that Wright
transformed an unprofitable collection of busi-
nesses into a profitable group. The evidence is
that the turnaround came not in 1943 but in
1938 as the Depression began to ease. 46
This is not to suggest that Wright and
Fleming didn't bring about significant changes.
They operated more commercial enterprises
than previous administrations, and — what's
more — with the exploding enrollment, the
number of students employed in these busi-
nesses multiplied. Furthermore, it was no mean
achievement to extend a five-year boom for most
of the next dozen years. In fact, comparing the
overall financial picture of the college business
auxiliaries for the quarter century Fleming was
in charge with that of the previous quarter
century, suggests that Fleming should be
described as the Aladdin of Southern's indus-
tries. Undoubtedly the earlier business manag-
ers were capable and dedicated, but they
weren't magicians.
College Industries, Inc.
(1943-1955)
uring the Wright years the college's
F^fclj non-agricultural businesses were
• I divided between two college-owned
corporations: College Industries, Inc.,
and Collegedale Enterprises, Inc. In
addition, the college maintenance department
operated as an in-house construction firm.
College Industries, Inc., originally organized in
the previous decade, included the venerable
broom and wood products factories, now greatly
expanded to provide work opportunities for a
much larger student body, as well as the newly
commercial Collegedale Laundry.
The industry employing the most students
189
Chapter 6: A Built-in Pocketbook
was the wood products factory. Producing such
furniture items as desks and chests, it employed
40 percent of the student body — too large a
percentage for the good of the school. Although
the factory was profitable for most of the Wright
years, it experienced two periods of catastrophic
losses. Losses in 1947 led to a decision — later
reversed — to liquidate the business. A recession
in the furniture market brought such a disas-
trous year in fiscal 1954 that it more than wiped
out all the profits of the previous three years and
threw the whole college into a financial crisis. 47
Another large employer was the broom
factory, a consistently profitable component of
College Industries, Inc., for most of the Wright
years. During this period its annual output
increased from about $75,000 to $400,000.
Reportedly the largest broom factory in the
Southeast, by 1955 it was producing 500 to 600
dozen brooms a week and had paid half a million
dollars in student wages, employing as many as
seventy-five students each year. 48
The College Press was no longer the
financial powerhouse of the Collegedale campus,
but at least it ended most academic years in the
black. Its profits were more modest than in the
-&*>■-; ■-■• ■' '
1 l B^
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. -.
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. A look inside "The Cleanest Laundry in the South."
early 1930s; they were also seasonal. As busi-
ness manager Charles Fleming observed in 1954,
"Rarely has the press shown a gain on December
31 and rarely has it shown a loss on June 30, the
end of the fiscal year." But, Fleming added, the
press was "a good place for student work oppor-
tunities. ... It pays well and gives a profitable
training." Some students who worked at the
College Press found a lifelong career in the
printing business. 49
A new component of College Industries,
Inc., was the Collegedale Laundry. Although
from its earliest days the school had operated a
laundry to wash students' clothes, not until
January 1948 did a laundry and dry-cleaning
business emerge as a full-fledged commercial
venture. The Southern Union Conference
invested $15,000 into building and equipping a
$19,000, 50 by 96 foot, cement block plant. With
the slogan, "The Cleanest Laundry in the South,"
by 1951 it was servicing five hotels and more
than twenty motels. Despite the zeal with which
its sales force lined up commercial accounts, the
laundry was a money-loser its first four years.
The turnaround came in fiscal 1952. Over the
next several years profits ranged from $1,019 to
$5,948. Admitting that "for several years we
wondered if anything good could come out of the
laundry," Fleming described it in 1954 as the
"one bright spot in College Industries" and
exclaimed , "I think of that statement of David's
in the 118th Psalm, v The stone which the builder
rejected is become the head of the corner.'" 50
The last factory established during this era
was a cabinet shop specializing in church and
laboratory furniture. It was housed in a new
building constructed with a $10,000 donation
from a "friend of the college." Like so many other
enterprises, it evolved out of a campus service:
building cabinets for college-owned buildings. 51
Collegedale Mercantile
Enterprises, Inc.
(1943-1955)
.
ollegedale Mercantile Enterprises,
Inc., was a new corporation created by
the Wright/Fleming administration.
Whereas College Industries, Inc.,
concentrated on various types of
product production, Collegedale Mercantile
Enterprises was an umbrella organization for a
variety of primarily retail businesses. Most of
these were new ventures which, during the fiscal
years 1950-1954, collectively produced nearly
five times as much profit as the industries. One
of these new businesses was the Southern
Mercantile Agency. Set up in 1947 as a purchas-
ing agency for the college, Southern Mercantile
began selling such items as refrigerators, wash-
ing machines, televisions, and ranges to other
denominational institutions and their employees
and then to the general public. It evolved into an
immensely profitable appliance store, but by the
mid-1950s competitors began to reduce prices on
large appliances, causing Fleming to declare,
"The future of the Mercantile is not rosy." 52
An even more profitable purchasing ven-
ture was Collegedale Auto Expediter, an agency
which sold, but did not stock, automobiles.
During the postwar period, when automobiles
were difficult to obtain, the college worked out a
pool-purchasing arrangement to obtain cars for
denominational institutions and employees,
selling the automobiles for cost plus $25 to $35.
During its brief six-year lifetime it sold
$6,000,000 worth of automobiles, paid $20,000 in
wages, and earned the school a profit of $41,000.
However, declining business led to its termina-
tion. With the war scarcity over and with an
increasing supply of automobiles, local dealers
had become more competitive in price and also
were allowing trade-ins. 53
The business which, according to Fleming,
showed "the best profit in proportion to invest-
ment of any on the campus" was Collegedale
Distributors, a wholesale operation which served
as a middleman between various manufacturers
of vegetarian meat analogs and retail outlets
throughout the eastern states. Inaugurated in
1948, Collegedale Distributors produced a profit
of $21,809 during the three fiscal years 1951-
1954. 54
Four branches of Collegedale Mercantile
Enterprises served primarily the people of
Collegedale and the surrounding area: the
college store, the garage, and two new busi-
nesses: the creamery and the fountain. The
fountain was a snack bar or soda shop with four
or five stools, a small but profitable operation.
The creamery was a retail outlet for college farm
and dairy products, including milk, ice cream,
and cottage cheese. Originally a part of the
college agricultural operations, it became a part
of the Collegedale Mercantile Enterprises, Inc.,
in 1951. Although it lost over $3,000 in fiscal
1952, its profits for the next two years totaled
$13,535. 55
The generally profitable college store sold
groceries, reportedly for 6 to 7 percent less than
competitors in Chattanooga. The least profit-
able of the four was the garage, which sold
gasoline and repaired automobiles. It operated
pretty close to the break-even level, losing some
years and making a small profit other years.
Still searching for additional student labor
opportunities, the college also operated a few
short-lived, money-losing businesses during the
late 1940s, including a saw mill and a visual
aids industry. It seems to have also briefly
resurrected the cannery and the barber and
shoe-repair shops. Another short-lived but
A In the post-war euphoria of ready availability of
cash and products, Southern Mercantile was a very
successful retailer of household appliances.
▲ Collegedale Distributors.
profitable business was the Southern Finance
Agency, established in 1951 and terminated in
1955. 56
The college maintenance department,
headed by George R. Pearman, employing about
fifty students, carried out at least sixty-seven
major construction jobs during Wright's first
eleven years. These included Hackman,
Daniells, and Miller halls, various faculty homes,
several apartment buildings, a store, a mainte-
nance building, a laundry, and several remodel-
ing projects. 57
But while most of the industries and
enterprises were making money and the mainte-
nance department was saving money, the
school's agricultural enterprises continued
consistently to lose large amounts. These losses
were especially severe in 1954, when they
amounted to $23,643 and, combined with the
woodshop deficits of the same year, brought the
college to a financial crisis. School administra-
tors were hard-pressed even to meet the college
payroll. 58
There's a paradox here. The administration
quickly terminated a number of money-losing
enterprises but continued the money-draining
agricultural program, attempting to follow for as
long as possible the Adventist commitment to the
virtue of working the land.
Celebrating Labor
J ith the creation of new commercial
enterprises and the expansion of some
of the older ones, the total amount
| paid in student wages quadrupled
between 1943 and 1955. The entire
student body worked: about 67 percent in the
college industries, nearly 13 percent in office
work, and the remainder in various campus
services. In 1948 about one-fourth were working
6-8 hours a week, half were working 9-16 hours a
week, and another quarter were working more
than 16 hours a week. In 1953-54 the typical
student was earning half of his college expenses
and 160 of SMC's 650 academy and college
students — roughly 25 percent — were working
100 percent of their school expenses. The
average student in 1952 earned between 51 and
68 cents an hour. With the opportunity to earn
on a piecework basis in such industries as the
broom factory, some students were earning as
much as $2.50 an hour by 1955. 59
Besides creating new work opportunities for
students, the administration desired to ennoble
the image of labor. Beginning in 1953 school was
dismissed for a day so that students could
participate in the annual Work Festival, de-
scribed by some as an "industrial commence-
ment," a celebration designed to emphasize the
value of the work program for the individual
student. The second of these festivals included
parades with floats featuring the various stu-
dent-employing entities, guest speakers, musical
performances, tours of the industries, work
contests, and a special awards assembly at which
certificates of merit were given students working
for the same department or industry for at least
five hundred hours. Cash and scholarship
awards climaxing with a year's free tuition were
given to students who turned in the best money-
saving suggestions at their place of employment.
Beginning in 1954 the Work Festival was held a
day before the annual College Day; high school
seniors were invited to come a day early and
spend two days on the campus at college ex-
pense. With the change of administration in
1955 from Wright to Thomas Walters the Work
Festival was downgraded and the industrial
floats eliminated in the interest of economy. 60
Toward Privatization
l hat wasn't the only change the new
] administration brought. Whereas the
Wright administration had canceled
its only alliance with private
enterprise (the hosiery mill), Walters'
board announced a policy of encouraging
entrepreneurs to develop or purchase industries
in Collegedale that would hire students. Two
landmark transitions resulted from this new
policy: the sale of the cabinet shop and the
development of McKee Baking Company.
The SMC board began discussing
privatization of college industries early in 1956.
A key reason seems to have been that the wood
products factory was continuing to incur heavy
losses following the furniture recession of 1954.
Perhaps the whole furniture factory was too big a
problem for the potential entrepreneurs to
tackle, for when the actual transaction was
made, it was the cabinet shop rather than the
parent factory that was privatized. Collegedale
Cabinets, Inc. continued to lease facilities from
the college and to work closely with the college
administration for more than a decade until, as
Collegedale Caseworks, it moved away from
Collegedale to the far side of Ooltewah. 61
192
A Century of Challenge
▲ Most floats in the Work Festival Parade, held only in 1954, were pretty straightforward symbolisms of the
particular industry represented. But some departments — such as engineering, on the facing page — included a little
humor in their entry.
A catastrophe enabled the college to get out
of the furniture-making business and paved the
way for Collegedale to become host to the largest
private employer in the Chattanooga area. Don
McClellan was spraying furniture in the factory's
finishing room at approximately 10:45 a.m. on
Tuesday, July 3, 1956, when a spark from a
short-circuited lighting fixture ignited a fire
engulfing the entire building within fifteen
minutes and setting off explosions in the paint,
varnish, and stain containers. No one was hurt,
but the fire caused between $200,000 and
$250,000 in damage. 62
The board decided to invest the insurance
money in building and equipping a plant for a
different student-employing industry. At first it
had voted to reestablish a book bindery, but
instead built a 100 by 300 foot building to lease
to King's Bakery of Chattanooga, operated by
SJC alumni O. D. and Ruth McKee. The Build-
ings and Grounds Department employed twenty-
two students in the construction project. In 1957
what became known as McKee Baking Company
began producing snack cakes on the Collegedale
campus. Since then the plant has been greatly
expanded and become a multimillion dollar
operation. During the 1960s the bakery em-
ployed as many as 375 students at a time. 63
While King's Bakery was moving from
Chattanooga to Collegedale, a college-owned
business was sold and moved to Chattanooga.
Preserving student jobs doesn't seem to have
been a consideration in the privatization of
College High Fidelity, which employed only three
students. This $2,500-monthly business, devel-
oped by music professor F. R. Constantine during
the 1955-56 school year, gave the college "a
practical monopoly of this kind of equipment in
this region," according to H. B. Lundquist. The
board didn't seem impressed and voted in 1958 to
sell the franchise and inventory "to some repre-
195
A Students on the production line of the new King's Bakery of Chattanooga, later to become McKee Baking Company.
T Insurance money from the burned furniture factory built McKee Baking Company's Plant 1 in a move to exchange a big money-loser for profitable enterprise.
M ' ': : -2
j4ttia$u4+..
A Century of Challenge
sentative concern in the Chattanooga area." But
concerns of this type were apparently not inter-
ested, so the college made an arrangement with
two students, Vinson Bushnell, '58, and Fred
Eberhart, '57, to take over the business. When
the new management moved the high-fidelity
store to 2345 McCallie Avenue, it was still the
only Chattanooga store selling high fidelity
equipment exclusively. 64
Unprofitable Profits
rosperity returned to the college-
owned industries and enterprises
during the Walters years and con-
tinued during the Rees and Schneider
administrations. Throughout this
period Charles Fleming continued to be a key
decision-maker for the college and its industries,
sometimes as general manager of the college,
sometimes with more specific industrial responsi-
bilities such as overseeing the broommaking and
woodworking industries. SMC president Frank
Knittel credited Fleming with doing "more for
SMC as an individual than any other several
men put together." For much of this period the
broom shop was the most profitable industry,
although it was surpassed by the College Press
in the 1960s, and both were eclipsed by the
phenomenal profits from Collegedale Distribu-
tors during several fiscal years in the 1960s and
especially during 1970-71. 65
Those prosperous years were also years of
expansion: Collegedale Distributors built a new
warehouse near Orlando, the College Press built
a $25,000 addition and stocked it with $10,000
worth of equipment, and a supportive organiza-
tion called the Committee of 100 for SMC, Inc.,
constructed a building to rent to the College
Broom Factory. The college also built a new
bindery building. 66
The most ambitious expansion program of
this period was College Plaza (later called
Fleming Plaza), a $375,000 shopping center
which officially opened on April 9, 1963. The
plaza housed the expanded reincarnation of the
College Store (now called College Market and
later Village Market), the Southern Mercantile
Agency, Collegedale Distributors, the Campus
Kitchen (a snack bar), and various stores and
offices leased to non-college operators: an
insurance office, a barber shop, credit union
office, "Washateria," religious bookstore, and post
office. Adjacent to the shopping center was a
new service station, also leased to a private
operator. Rent from College Plaza leases pro-
vided the college with a significant income in the
years that followed; several of these businesses
also employed SMC students. 67
Despite the general prosperity of the
industries and enterprises, some businesses were
a major drain on college finances. The farm
continued to be a big money-loser until the
Walters administration finally decided to termi-
nate agricultural operations. For several years
after the school ceased to operate the farm, the
former college farm manager rented the farm
buildings and land for his own agricultural
operations, but in the early 1960s the farm
buildings were razed. After that about fifty-five
acres were leased to another farmer as pasture
land for three years. While the farm was being
phased out, the formerly profitable creamery
started losing money and was closed in 1961. 68
Proceeds from liquidating the creamery
were used to equip the new bindery. A consis-
tent money-loser, the bindery was kept in
operation for eleven finance-draining years
before it was discontinued. By that time its
losses had mounted to over a quarter of a million
dollars. Another money-loser was the short-lived
College Music House, established in 1960 prima-
rily so that the college and its constituent acad-
emies could purchase music and music supplies
at a discount. It was discontinued as a commer-
cial enterprise in 1964. Even the formerly
profitable Southern Mercantile went through a
difficult period which led the board's executive
committee to decree that the Mercantile should
no longer stock appliances but sell only on order.
After this decision, the Mercantile once again
became profitable. 69
Two points should be noted here. First, the
few money-losing industries and enterprises did
Student Entrepreneur
While most
m students were
content to work in
industries devel-
oped by the college,
student entrepre-
neur Tom Mostert,
Sr., developed his
own industry. Prior
to undertaking the
study of theology at
SMC, Mostert had
operated a doughnut business in Tallahassee,
Florida. When he decided to go back to
school, he brought his business with him.
Before sunup each weekday he baked at his
home 120 dozen doughnuts. While Tom was
in class, his wife packaged them for his fifty-
five mile afternoon delivery route to seventy-
six Chattanooga-area stores. After his
graduation in 1951 he exchanged his dough-
nut oven for a pulpit. 82
▲ Tom Mostert, Sr.
197
mHiiHHMmarHaHmamBHi^B
A Century of Challenge
•4 The College Plaza (now Fleming Plaza) was
opened in 1963.
not eclipse the profitability of SMC businesses,
which earned between 1948 and 1974 over $75.4
million in gross sales. Second, although it took a
dozen years to abandon the bindery started with
such high hopes, as a general rule college admin-
istrators were able to act decisively in terminat-
ing long-term money-losers and reorganizing
businesses with short-term losses. 70
Overall, the auxiliary enterprises were
producing a good profit, but something was
wrong: a staggering cash flow deficit reflecting the
tension between sound business practices for
running a commercial enterprise and those
required for operating an educational institution.
Instead of producing cash for the college, the
profits were being reinvested in the businesses —
inventories, accounts receivable, equipment —
investments needed to maintain profitability. At
one time the thriving broom factory needed an
additional van to service new customers who
would, in turn, increase sales. The $5,000 van
could be paid for in three months of operating
profits. But the academic dean also needed an
additional van — to transport student nurses back
and forth to area hospitals. Which interest should
prevail? Could the two problems be solved?
Administrators explored several solutions.
Circumstances had changed since the
pioneer days at Collegedale: greater national
prosperity, the proliferations of loans and grants,
and more stringent scholastic requirements had
reduced the demand for student work assign-
ments. Students seemed less anxious to learn a
trade, and many of the available jobs were less
useful in that regard than earlier. Learning good
work habits certainly was still relevant, but that
could be accomplished equally well, perhaps
better, in the private rather than in the institu-
tional setting. 71
By July 1974, the answer was clear to
Charles Fleming. Having worked with the
college auxiliaries for nearly three decades, he
knew they had been "an absolute necessity in our
past growth," and he didn't like the conclusion he
had reached, but the future of the institution was
at stake. He bit the bullet and prepared a paper
for the board outlining the facts as he saw them
and making specific recommendations. The
bottom line: the time had come for the college to
divest itself of nearly all its commercial enter-
prises. He prepared tables summarizing the
previous twenty-six years of sales, profits, and
net investment. The conclusion: "Although
these auxiliaries have produced a profit of over
$2.4 million during the past 26 years, all of this
profit, plus an additional sum of $1,291,486 of
institutional money, has been invested in in-
creased receivables, buildings, and equipment of
the auxiliaries." The college needed the money.
It had borrowed heavily to finance the expansion
an exploding student population had necessi-
tated. Now, the college should pay off these
debts by selling the campus businesses to inves-
tors "interested in maintaining the college's
objectives and continuing student employment."
This was especially important because, as he
later observed, "The General Conference had put
a debt limit on the college; therefore, whatever
we put up or invested in industries made it
unavailable to instructional buildings." Another
consideration was that tax laws going into effect
in 1976 would require the college-operated
businesses to pay half their profits to federal and
state governments. As SMC president Frank
Knittel put it, there was almost no possibility "for
an industry to generate as much cash profit as
could be realized through interest if the industry
was sold." Those considerations led the board to
go on record as agreeing "to the general concept
of alienating some or all of the commercial
auxiliaries." Knittel interpreted this as approval
for the sale of these businesses "if an attractive
offer is made," especially if the new owner
expected to leave the business in Collegedale. 72
Accelerated Privatization
he previous year (1973) SMC had sold
two relatively new money-losing
ventures: Film Sound Productions,
which produced slide shows for
corporations, and Computer Spectrum,
an attempt to sell time on the college computer.
Other divestments followed. As early as 1972 a
potential buyer had approached the college about
acquiring the immensely profitable Collegedale
Distributors, but apparently balked at the price
tag: $1,000,000. The deal was not consum-
mated. Before another buyer could be found, the
business experienced a sudden reversal of
fortune; the board voted a major retrenchment,
including a 50 percent staff reduction, and
suggested possible liquidation. Instead, the
business was sold to the Landstrom Company of
San Francisco for the value of the inventory and
assets. The sales contract included an agree-
ment to lease the campus facilities for at least
five years. Most of the money received from the
sale was applied to the reduction of commercial
auxiliary indebtedness. 73
Another business sold in 1975 was College-
dale Interiors, which marketed and installed
carpets. Unlike Distributors, Interiors had been
a consistent money-loser. The purchaser was
former business manager Charles Fleming, who
had retired from the college the previous year. 74
Next to go were the broom shop and
Collegedale Hydroponics. McKee Baking
Company purchased in 1976 both the broom
business (including the building and inventory)
199
Chapter 6: A Built-in Pocketbook
and the hydroponics building and inventory.
Collegedale Hydroponics, four years old at the
time of the sale, raised tomatoes without soil and
supplied plants, nutrients, and greenhouses to
other hydroponic growers. It had been a cash-
A3
UDGE ZlEGLER
Within weeks after College Enter-
prises, Incorporated was formed as a
corporate spin-off from Southern Mission-
ary College, the Enterprises' office safe
was broken into by professional thieves
and $6,500 removed. Collecting on this
loss led to a suit against the insurance
company, whose representatives held that
their policy was with Southern Missionary
College, not with Collegedale Enterprises.
They were correct in this because the
exposure had not yet been changed over in
the name of the new corporation. College-
dale Enterprises argued, however, that
this was just a technicality inasmuch as
the risk was the same, the premium the
same, and the premium for the exposure
had been paid.
The case came up in Hamilton
County Chancery Court, where Judge
Alvin Ziegler presided. The insurance
company argued strongly on precedent
and on "the letter of the law" that it could
not be forced to pay a claim to one com-
pany on the loss of another company that
was not insured by it.
Judge Ziegler pondered the argu-
ments of both sides. He ruled in favor of
Collegedale Enterprises, basing his
decision on II Corinthians 3:6, "The letter
killeth, but the Spirit giveth life." 83
draining, money-losing operation. The broom
shop, on the other hand, had produced nearly a
half million dollars of profit. Proceeds from this
sale were used to reduce the school's long-term
debt. Later the college repurchased the broom
business and then sold it once again. 75
The last of the major industries to be
privatized was the Collegedale Laundry, sold in
1978 to Medi-Clean, a company that was in turn
sold in 1981 to Angelica Healthcare Services
Group, furnishing linens to hospitals. The
laundry had experienced its ups and downs in
profitability but overall showed a total profit of
$162,617 during the quarter century 1948-
1974. 76
One further act of privatization followed: in
1981 the board voted to sell the beauty parlor to
one of its operators. 77
And Then There Were Four
0y 1985 the college was operating only
five commercial enterprises: the
College Press; Village Market; Village
Market Bakery; Campus Shop, (which
had absorbed the Mercantile); and
briefly the broom factory, later re-sold for a
second time. These four enterprises which the
school retained were making an annual profit of
over a quarter million dollars. 78
Times had indeed changed since the
Graysville days of free labor. In 1956-57 total
student earnings at the various college services
and commercial ventures were $237,817 — more
than the total tuition charge for SMC students.
Only three years later that total had risen to
$371,788. As the government raised minimum
wages, student wages rose. Increased wages
resulted in higher tuition, but tuition didn't go
up as much as wages. Whereas in 1966-67 it had
taken 1,225 hours for a student to earn his or her
tuition, in 1977-78 it could be earned in 1,081
hours. 79
By then, however, it seemed that fewer
students were interested. Business manager
Richard Reiner told the faculty in 1979 that five
years earlier student labor had totaled twice as
much as student aid, but by 1978 the ratio had
reversed. In the late 1980s a lower percentage of
students were earning 100 percent of their
expenses. Yet even in the early 1990s Southern
College still had students who were shunning
loans, determined to earn all of their college
expenses. 80
Collegedale Hydroponics was one of the casualties of accelerated privatization.
200
Good Managers and Supervisors Were Key to Successes
IVlanagers and supervisors of the various
college industries filled critical posts. Admin-
istrators sought managers who combined the
attributes of astute businessmen, skilled
craftsmen, wise counselors, and Christian
examples to the young people who worked
under them. Frank Fogg managed the broom
factory from 1954-1973. When he died several
years after retirement, a number of broom
shop alumni, in tribute to his leadership,
returned to Collegedale for his funeral. They
remembered his continual presence in the
shop; he had worked alongside them unloading
700 pound bales of broom corn from the
railroad cars and carting them to the ware-
house. Kenneth Wright said that one of the
greatest blessings of his Collegedale years was
to have his three sons work under the direc-
tion of John Pierson. Similar statements could
have been made of other managers, including
J i Jill .JUM
John Goodbrad, Nobel Vining, Bruce Ringer,
and Francis Costerisan — all men who worked
diligently and have been fondly remembered
with legend-like tales.
M. E. Connell was the competent and
respected manager of the broom factory from
1946-1954. One day Connell decided to check
stock to determine whether he had on hand a
replacement arm to fit each broom stitching
machine. As he held the part beside a ma-
chine to determine if it would fit, suddenly the
operating arm broke with a bang; all the
workers looked for the source of the noise.
They saw Connell standing there with the
replacement arm ready to be installed.
Says one old timer, "To this day, his
workers swear that Connell knew his ma-
chines so well that he knew just when an arm
would break and stood there ready to replace
it." 84
, Murrell Connell, Broom Factory
-:,,
A John Goodbrad, Collegedale
Distributors
▲ Noble Vining, College Press
. Bruce Ringer, Mercantile
. Francis Costerisan, Engineering
Chapter Seven
A Maturing Senior College
1955- 1967
fter Kenneth Wright left the presi-
dency of Southern Missionary College,
the mood at Collegedale changed so
perceptibly that SMC seemed like an
entirely different school. Gone was
the spirit of buoyant optimism, of unity in
diversity, of welcoming student participation in
college governance — replaced by a pessimistic
mood, a divided faculty, and an attempt to reduce
the power of the Student Association. However,
after three years the mood changed again; the
college entered another era of optimism and
growth.
Thomas W. Walters
(1955-1958)
E
t the center of the storm was Thomas
W. Walters, 1 Ed.D., a veteran of more
than two decades of academy and
conference administration. Anyone
who follows in the wake of a superstar
is likely to find the rowing tough. In Walters'
case the difficulty was reportedly magnified by a
board mandate to reverse some of Wright's
popular policies by reducing the degree to which
both teachers and students were perceived as
influencing administrative decisions. A 1934
graduate of Walla Walla College with both a
master's and doctor's degree in educational
administration from Stanford University,
Walters had never served on a college faculty
Thomas W. Walters, president, 1955-1958.
until his arrival in Collegedale to take up duties
as academic dean a mere three months before his
elevation to the presidency. He had, however,
spent six years as principal of the largest
Seventh-day Adventist boarding academy, where
he had earned a reputation as an excellent
academy administrator. Apparently that was
what the board wanted: someone who had never
experienced a college faculty's climate of
collegiality, someone who was used to dictating to
students — high school students — and to their
teachers. The board elected Walters
unanimously and gave him another difficult
mandate: to pay off the debts incurred during
the previous administration's building program.
Pleased with his successful attack on the debt,
Walters says, "We worked night and day to pay it
off."
Among the talents which Walters brought
to his office was a mastery of the English lan-
guage. He "wrote beautiful letters" and gave
memorable chapel talks. He also showed a
personal interest in students, nearly every week
inviting several to his home for Sabbath dinner.
Along with many of the students, he enjoyed
sports. During his tenure intramurals assumed
greater importance: the college adopted an
intramural constitution, and games were regu-
larly reported in the Southern Accent.
But a love for sports was not enough to
redeem his leadership in the minds of those
students who had enjoyed the atmosphere of the
previous administration and who had appreci-
ono
A Century of Challenge
ated the relaxation of some of the rules. Describ-
ing Walters' attempt to "tighten things up,"
especially for the young women, a student
explained the time-card system used to keep
track of coeds. When a female student went to
the library in the evening, the time she left the
dormitory was entered on a card which she
would take to the library, where the time she
arrived would be entered. If too much time had
elapsed between check-out and check-in, she
would be disciplined.
Tensions between the administration and
the Student Association led to tensions between
the administration and certain faculty members
closely associated with the SA. When some of
these school employees shared their concerns
with the board, these employees, along with the
president, were relieved of their positions.
Meanwhile, the students seemed to be
voting with their feet. A steadily declining
enrollment aggravated the financial problems
that had begun surfacing late in Wright's tenure.
In February 1957, Walters bluntly told the board,
"Southern Missionary College is struggling to
survive." Despite criticism that his earlier
reports were too pessimistic, he assumed the
responsibility of bringing board members "to face
the unpleasant facts of life pertaining to the
situation at Southern Missionary College."
At a time when the total enrollment was a
mere 480, Walters said, "We need 100 more
students to balance our budget" — an increase of
more than 20 percent.
One Thousand Students
s
essimism switched to optimism when
Conard N. Rees assumed the
presidency. Enrollment really did
increase that September by the 20
percent Walters had needed, and it
kept climbing at astronomical rates throughout
the next decade. More than a thousand students
registered for the 1964-65 school year; for
1966-67 the total was 1,211. 2
By this time, the composition of the student
body had changed significantly. For one thing, it
had more women. At the beginning of the
Walters administration, females had constituted
less than 42 percent of the student body. By the
end of the Rees administration they had reached
parity. Perhaps more significant was that
women were more likely to complete the full four
years of college than they had been a few years
earlier. 3
Not only did SMC have more coeds by 1967,
it also had a few representatives from a group
not previously represented: blacks. SMC had
made its first steps toward integration — hesi-
tantly, slowly, reluctantly. There was reason for
the reluctance. Representing an alien religion,
administered by a sequence of transplanted
Yankees, populated with a cosmopolitan student
body, the college was loath to impose between
itself and its neighbors a third wall of prejudice:
racial as well as religious and sectional. Just so
they wouldn't forget, local Klansmen kept tabs on
the school, monitoring the sleeping arrangements
of visiting musicians from Oakwood College and
reportedly burning crosses from time to time as a
SMC Board of Trustees,
February
11.
1965 --page
2
1548
ADMISSIONS
POLICY BROADENED
VOTED
of race,
to accept qualified student
color or national origin.
applicants to the
college
regardless
reminder to walk the line. 4
As early as 1961 General Conference
representatives had urged SMC to prepare for
integration. The following year the faculty,
recognizing its inevitability, believed that the
time was approaching for at least token integra-
tion. But the board, aware that the vast majority
of people in the South were still of a culturally
segregated mind-set, called for delay, noting,
"Further preparation is necessary prior to the
admission of qualified negro students."
President Rees appointed a committee chaired by
history professor Jerome Clark to study the
problem. The Clark committee recommended
that blacks be accepted. In February 1965 the
board voted to accept qualified applicants "re-
gardless of race, color, or national origin." 6
The expected backlash never materialized.
There was no large-scale negative reaction on
campus to the presence of blacks. In fact, when
the new policy was announced in chapel, the
students gave it a standing ovation. The editor of
the Southern Accent, Robert Murphy, included a
portion of Martin Luther King's famous Lincoln
Memorial address in the paper's literary supple-
ment. His successor as editor, William S. Nelson,
called for a color-blind Christianity that viewed
the race question from the perspective of God's
Fatherhood and man's brotherhood. 6
The simplicity of
the minutes
belies concern
over anticipated
repercussions.
Fortunately the
concerns proved
unfounded.
203
Chapter 7: A Maturing Senior College
Not that everyone was happy with the new
situation. Some constituents had difficulty
adjusting to the overthrow of long-held custom.
Even on campus there were a few signs of
resistance, including complaints about the King
piece and a segregation-defending letter to the
editor which took issue with Nelson's editorial.
Some may have been insensitive; some may have
been unkind; but others welcomed the change
and believed that ethnic diversity was beneficial
to the school. 7
Although more evenly divided between men
and women and racially integrated, the student
body was still training for denominational
service. Of the 65 percent of the four-year
graduates of 1966 who planned to enter the work
force immediately, 69 percent were entering
denominational employment. Of the 33 percent
going on for advanced study, nearly one-third
were planning to attend the Seventh-day
Adventist Theological Seminary. 8
Plans for denominational employment were
not the only similarities between the Rees-era
students of Southern Missionary College and the
earlier students of Southern Junior College.
Another was their vulnerability to war and
pestilence. This time the war was Vietnam; the
pestilence was hepatitis, a disease that mysteri-
ously incapacitated eighty-three students and
teachers up to eight weeks during the winter of
1965-66. Hamilton County health authorities
were unable to find any evidence of food, water,
or milk contamination upon which to blame the
outbreak. To prevent its spread, the college
health service and the college physician gave
about one thousand gamma globulin injections. 9
If only an injection could have warded off
the Vietnam war. It lurked over the student
body, threatening to snatch away young men
before they completed their education. Yet the
student body as a whole seemed strangely
unconcerned. Aside from a couple of young men
who made a peace sign, the campus escaped the
demonstrations, teach-ins, and protests that
enveloped so many other campuses during this
period. When the editor of the Southern Accent
took Lyndon Johnson to task, it was not for the
war but for his failure to attend Winston
Churchill's funeral. 10
Not that the student body was about to
organize an LBJ fan club. In the 1964 election,
according to a Southern Accent poll, 82% of the
juniors, 61% of the sophomores, 59% of the
freshmen, and 53% of the seniors supported
Barry Goldwater. 11
Accommodating A
Threefold Increase
Phe college never could have
accommodated an enrollment that in
1966-67 was nearly triple that of
1957-58 without a massive building
program. Several times during that
decade of explosive growth college officials
indicated that the school had nearly reached its
saturation point. In 1960, with an enrollment of
583, President Rees told the board, "Limited
facilities provide an automatic check on any large
increases of enrollment." Two years later — in
order not to overtax the school's physical facili-
ties — the board voted an enrollment limit of
1,100 to 1,200 students, a ceiling smashed five
years later. 12
To make room for the additional students,
SMC transformed itself from a hilltop campus to
one sliding down into thevalley. "It seems that
the earth movers were working almost forever in
preparing that valley down there for the expan-
sion of the campus," recalls professor Gordon
Hyde. 13
During the Walters years a ten-year master
plan for campus development was adopted,
College Drive was rerouted so that it no longer
ran through the heart of the campus, and con-
struction was begun on a new $150,000 building
to house the home economics department and the
cafeteria. In addition, a new elementary school —
named after STS teacher Arthur W. Spalding —
T Hepatitis made headlines at SMC when Vietnam was the headliner on most American campuses.
Hepatitis Cases Decline,
Reports Health Service
The epidemic of infectious
hepatitis that struck SMC after
Christmas, affecting nearly 75
persons is over according to Mrs.
Marian Kuhlman, Health Serv-
ice Director. She emphasized,
however, that it is impossible to
be completely sure for a period
of many weeks, because a dis-
ease like this is very hard to
trace. She explained that it can
be symptomatically over but
that it can appear again after a
few weeks.
Mrs. Kuhlman said, ''Gamma
globulin, a protein blood frac-
tion, is very effective in pre-
venting the disease if taken
within a week of exposure. The
Health Service has given over
870 injections, Dr. T. C. Swin-
yar, campus physician, has
given well over 100 and many
students got injections before
204
1WK Km w-~
nir m
'
■'"■"•
.iijMii J
|hiwi -■»■■■!?
Pi j *>«*■**
* iSa,.^
: 1 — t:.-'
:'.' . - : ;.-.; ;-:^^ : ^/-\ : :;^.^^}}^y^: : p\
A Century of Challenge
77ie raeu; cafeteria / home economics/ student lounge
building was finished in 1958. Across campus, the
new A.W. Spalding Elementary School was built at
the corner of Camp Road and College Drive East.
was constructed, and the old Normal Building
was renovated for use by the academy students. 14
But it was during the Rees administration
that the real transformation of the campus
began. The first major building to invade the
valley was the new 275-bed women's residence
hall (later known as Talge Hall), completed in
1961. When the women moved into the new
dormitory, freshmen men took over Maude Jones
Hall; the other men remained in the old Talge
Hall. Hardly had this new dormitory been
completed when administrators perceived it to be
inadequate, and within three years a new wing
was added. 15
To accommodate additional married stu-
dents and faculty members, the college built a
new mobile home park and several houses. The
trailer park was relocated behind the Student
Park with spaces for fifty mobile homes, while
two new subdivisions for faculty homes were
opened on White Oak Drive and Pierson Drive. 16
Meanwhile, the floor space of Hackman
Hall was doubled, a greenhouse added, and the
cafeteria building enlarged at least twice. A new
heating plant failed to deliver on its promise to
eliminate the soot that polluted Collegedale's
atmosphere, but a new $175,000 sewage system
enabled cafeteria workers to use "such conven-
iences as garbage disposals." Other new build-
ings in the valley included the Collegedale
Seventh-day Adventist Church and the College
Plaza shopping center. 17
The campus expanded in the other direction
as well. A new industrial arts building, designed
by an architectural drawing student (with an
205
The Campus in 1962
When the new cafeteria / home economics building was constructed in 1958,
College Drive was no longer a thoroughfare. Talge had been built in 1961 as
a women's dormitory, and Jones Hall was now occupied by freshmen men.
Notice that Talge has only one wing toward the back. The old college store
and garage are still operating, but the new College Plaza will be built soon
and open in April, 1963. The creamery and barn still stand in the lower left
of the photo, but the barn will be torn down in the fall of this year.
▲ Rees, right in top photo, attended many ribbon
cuttings during his administration. Clockwise from
above, the College Plaza, Collegedale Church, McKee
Industrial Building, College Trailer Park, and Talge
Hall.
207
IW^T^i
A Century of Challenge
architect's revision) and largely built by students
taking a construction class, with funds provided
by the O. D. McKee family, was completed in the
summer of 1964 in the valley behind Hackman
Hall. Originally called the McKee Industrial
Building, it is now known as Ledford Hall. 18
O. D. McKee was partially responsible for
another major construction project: the physical
education center, officially opened in September
1965. This project was primarily funded by the
Committee of 100 for S.M.C., Inc., an organiza-
tion that McKee helped to launch in 1963.
Conceived as an advisory body to promote the
college and assist in campus development, the
committee had recruited 100 members by May
1964, the month of its legal incorporation as a
non-profit corporation. Its first president —
serving for a quarter of a century — was William
A. lies, of Orlando, Florida. The new building
was later named after him. Former SMC presi-
dent Kenneth Wright was another charter
member of the committee. Besides providing
more than $200,000 toward the construction of
the physical education center and financing a
new broomshop, the committee persuaded the
college board to employ a full-time fund-raiser. 19
The final major building project undertaken
during the Rees years was the new administra-
tion building, named Wright Hall in honor of the
former president. Moving the administrators
freed up space in Lynn Wood Hall for additional
classrooms. 20
Such an ambitious expansion program
could hardly have been undertaken without the
continuing services of the college's own
construction team, under the leadership of
George Pearman, who was followed by Perry
Named after members of the Committee of 100 who
helped to raise money for their construction, Wright
Hall, top, and lies Physical Education Center (named
for William A. lies in the '80s) crowned the era of
construction.
209
iMnft mm
^ "-^W
i M:.
■
7%e Campus in 1967
Wright Hall has been completed, but the cafeteria behind it will be torn down
in 1971 and replaced by the current cafeteria I student center building.
Thatcher Hall is under construction, soon to be occupied by the women. Talge
Hall will be given to the men shortly after the women move to Thatcher.
A Century of Challenge
Coulter (1956-1962), succeeded, in turn, by
Francis Costerisan (1962-1984). Under these
supervisors the construction team "performed
unbelievable feats by building at a cost per
square foot well under the current market,"
according to a 1975 report by Jack Tyler and
Associates, architects for many of the major
structures. Averaging per square foot about 50
percent below the architect's estimated cost, the
team saved the college $3,004,280 between
1961-1967 on five major buildings alone: Talge,
Thatcher, Wright Hall, the shopping center, and
the physical education center. 21
While new buildings were being added to
the campus, some old landmarks were being
subtracted, including the Yellow House, razed in
1958. The old college store, service station,
creamery, and bull pen were demolished in
1963. 22
Paying The Bills
I hile the expansion communicated a
WaWA sense of optimism and vigor to the
TA ^H campus and added much-needed
facilities for the increasing number of
students, at least one key faculty
member, academic dean J. W. Cassell, Jr.,
suggested that the program had "become too
ambitious." Declaring "a college expansion
program must never jeopardize, curtail, or
supercede the instructional program," he called
upon the board in February 1967 to put on the
brakes. Complaining that building projects had
taken more than $95,000 from operating funds
that year, he expressed the opinion that this was
"not an acceptable or sound financial practice." 23
Cassell's complaint was precipitated by the
fact that the college was once again experiencing
financial difficulty. After a glorious decade of
balanced budgets and debt liquidation, it ap-
peared that the fiscal balloon had burst. Even
during the good years the budget had contained
an Achilles' heel: during most of the decade the
instructional division of the college had shown a
loss, although it had been offset by gains in the
industries and other auxiliary operations.
Another important component of the balanced
budget was denominational subsidy; part of the
problem for the 1966-67 budget was that these
subsidies had remained unchanged for six years
despite increasing enrollment and greatly
expanded physical facilities. 24
A partial solution, the budget committee
decided, was to increase tuition again — to raise it
by more than 10 percent — an increase that would
cost the students an additional $100 per year
when, at the time of the previous increase a year
earlier, it was already more than twice as much
as it had been at the beginning of the Walters
administration eleven years before. Complaining
in 1957 that tuition, fees, room, and board
expenses were already too high, Walters had
opposed using tuition raises as the major method
of increasing income. Although some of the
tuition increases were mandated by inflation and
the higher cost of student labor resulting from
rising minimum wage laws, and although
expense comparisons of Seventh-day Adventist
colleges repeatedly showed that only Oakwood
was less expensive, at least some students found
that they were unable to afford SMC. Registrar
Cyril F. W. Futcher calculated in 1965 that one
out of six students who had dropped out over the
previous five years had done so for financial
reasons. 25
Supplementing the work-study program,
the college and its friends attempted to make
SMC affordable to more students through a
variety of scholarships, loans, and personal gifts.
The number of scholarships available to academy
seniors was increased in 1962 and the amount
was doubled in 1964. Privately funded scholar-
ships were available for future elementary
teachers, nursing students, McKee Bakery
employees (both full-time and part-time), and
residents of Arkansas. The college and Southern
Publishing Association granted $300 scholar-
ships to students showing "potential abilities
toward the publishing business." The Southern
Union Conference provided grants in aid of up to
$300 for elementary education majors and up to
$600 for nursing students who agreed to work for
denominational hospitals in the Southern Union
for at least a year. The college and various other
denominational entities provided scholarships in
addition to or in lieu of compensation for stu-
dents who sold Adventist literature, conducted
evangelistic meetings, assisted at summer
camps, and served as student missionaries. 26
The SMC board voted to participate in the
student loan program of the National Defense
Education Act in 1960. Other loan funds were
set up by the Alumni Association and various
private donors. Formal scholarships and loans
were not the only sources of student aid. Needy
students from time to time received help on an
individual basis from faculty members, alumni,
fellow students, and others. 27
Conard N. Rees
(1958-1967)
Bne of the key people who had worked
to make those scholarships possible
was SMC president Conard N. Rees. 28
Rees, fifty-nine years old, was a
sports-loving Union College graduate
in English with a Ph.D. in school administration
from the University of Nebraska. A former
Lincoln city tennis champion who had served the
Nebraska public school system as athletic coach,
211
Chapter 7: A Maturing Senior College
principal, and school superintendent, Rees was
able to devote thirty-one years to Seventh-day
Adventist schools as boys' dean, academy
principal, and college administrator, including
the presidency of Southwestern Adventist
College.
Rees counseled the faculty, "We need to
learn humility, meekness, and peaceableness."
He practiced what he preached. Unassuming,
kind, and pleasant, he brought peace to a
troubled campus and was beloved by students.
Approachable and supportive, he was
appreciated by teachers — but not by everybody.
His administrative style, which permitted SMC
to experience more than a decade of dynamic
growth and balanced
budgets, was seen by
some as weak, not
assertive enough. But
what some perceived
as weakness may have
resulted from his
conscious attempt to
carefully choose
top-quality administra-
tors and then give
them room in which to
operate. "He delegated
authority well," says
former administrator
Bill Taylor. Meeting
weekly with his
administrators, Rees
came not "bringing a
solution," but "seeking
a solution." Desiring a
congenial atmosphere
and a harmonious
faculty, he was "more
of a diplomat or
compromiser than a
dictator." Once the administrative council had
made a decision, however, Rees could be both
decisive and assertive. Professor Cecil Rolfe
remembers that one time the faculty "voted and
debated and voted and debated until he finally
got the vote he wanted."
By the time of the school's 1967 financial
problems, Rees was gravely ill, having suffered a
stroke. Collegedale responded with an
outpouring of sympathy. Hoping that he would
recover, the board hesitated to consider a
replacement. Meanwhile, board chairman H. H.
Schmidt instructed the academic dean, business
manager, dean of student affairs, and director of
college relations to continue operating each in his
own area, with academic
dean Jack Cassell acting
as coordinator. The
board reluctantly ac-
cepted Rees's resignation
in February 1967,
appointed Cassell acting
president for the remain-
der of the year, and
asked Atlantic Union
College president Robert
Reynolds to take SMC's
reins for the 1967-68
school year. 29 Reynolds
declined.
Acting president
Cassell, a history gradu-
ate from Washington
Missionary College with
a Ph.D. from Michigan
State University, had
become in 1963 the
college's fifth academic
dean in the eight years
since newly installed
dean Thomas Walters
Conard N. Rees, president, 1958-1967.
had been elevated to the presidency with the
resignation of Kenneth Wright. In that emer-
gency the General Conference had sent former
SJC president D. E. Rebok to act as dean for the
1955-56 school year. Ray Underhill and George
Shankel followed Rebok for about two years each,
after which future SMC president Wilbert M.
Schneider filled the post for three years. 30
Although Cassell was designated as acting
president, some of the other members of the
interim administrative team had more lasting
impact on SMC. One of these was Charles
Fleming, Jr., who had resumed his position as
business manager when Rees had become
president. Three of the people who joined
Fleming in financial administration during the
Rees years continued to play an important role in
college finances at least as
late as 1991: Robert Mer-
chant, Louesa Peters, and
Kenneth Spears. Merchant,
a 1945 honor graduate of
Emmanuel Missionary
College, had served in the
financial departments of
several schools. A certified
public accountant with an
M.B.A., he was college
treasurer from 1961 until
retirement in 1991.
Co-worker Louesa Peters was his assistant from
1964 to 1991. 31
Spears came to SMC as a student in 1961.
After graduating in 1966, he became college
manager in 1967 (Fleming was now general
manager of finance and development), dean of
student affairs in 1970, and director of admis-
sions and records in 1977. In 1980 he became
associate business manager, moving up to
vice-president for finance in 1984. He retired in
1991. 32
A Jack W. Cassell
212
A Century of Challenge
Tit
▲ £/sie Mae Taylor
Bill Taylor was an-
other dynamic and influen-
tial member of the interim
administrative team. He
served Southern for more
than thirty years in a
number of posts, but par-
ticularly as dean of
student affairs, college
relations director, and
director of development. He
helped launch the Committee of 100 in 1963 and
the ten-million-dollar endowment campaign in
1984. He and his wife, Elsie Mae, (switchboard
receptionist) were honored for their faithful years
of service with the naming of the drive in front of
Wright Hall as "Taylor Circle" in 1986. 33
Taylor's replacement as dean of students
was Kenneth R. Davis, dean of men. During a
stint at Atlantic Union College he earned a
second master's degree — this one in counseling
from Boston University — and returned to SMC
as director of counseling and testing, a position
he held for more than two decades. Among his
other duties at Southern have been teaching
religion classes, assigning student employment,
recruiting for eight to ten weeks each summer,
and — for more than twenty years — sponsoring
the Student Association, a responsibility he
William H. Taylor
describes as "the most
enjoyable part of my work."
In 1973 the board
voted him a letter of com-
mendation for "work beyond
the call of duty," including
his "extra mile" carpentry in
building the Student Park
shelter, various sets for
student talent programs,
saunas for the dormitories,
and many other projects. Says Des Cummings,
Jr., '65, "He was a person who believed in young
people, even when they didn't believe in them-
selves." His wife, Jeanne, served as executive
secretary for three presidents. 34
An alumna who joined the administrative
faculty as assistant registrar in 1965 was Mary
Elam, a 1951 English graduate. She became
records director in 1980, a title changed to
associate vice president for academic administra-
tion in 1990. Miss Elam defines her job as "to
help people graduate." To that end, among other
innovations, she streamlined student registration
from a time-consuming process to a highly
efficient one. She was awarded a Distinguished
Service Medallion in 1989. 35
AMIAA
f^
«|fr
A Robert Merchant
. Louesa Peters
Kenneth Spears A Kenneth R. Davis ▲ Jeanne Davis
Overworked And
Underpaid
By the fall of 1960 the heads of all
academic divisions held doctoral
degrees, the number rising to 21 in
1965-66, when Southern Memories
reported the "largest number of
Ph.D.'s per student of any Seventh-day Advent-
ist college." The 1962 self-study for accreditation
reported that the teachers had an average of
fifteen to twenty years' teaching experience, 88
percent held membership in
learned societies, and 53
percent had attended profes-
sional conventions at school
expense the previous school
year. 36
At a time when
teachers were carrying up to
sixteen semester hours of
classes or more, Cassell told
the board, "Teaching loads
are not excessive but defi-
nitely need to be reduced in
line with increased demands for research and
scholarly writing, personal counseling, and
greater proficiency in rapidly expanding fields of
knowledge." Under pressure from the Southern
Association of Schools and Colleges, the board
adopted guidelines reducing the maximum to
twelve hours for department chairmen and
fourteen hours for others. 37
Not only were teachers overloaded, accord-
ing to the Southern Association they were also
underpaid. The Association asked the college
president in 1958 to justify the school's low
teaching and administrative salaries, which
ranged from $64 to $81 per week for full-time
male college teachers and from $53 to $58 for
▲ Mary Elam
213
Chapter 7: A Maturing Senior College
Ml-time female teachers in departments other
than nursing. The highest nursing department
salary was $64. One female administrator made
$60 per week; the top male administrative salary
was $84. Actually those salaries were an
improvement over two years before, at the
beginning of the Walters administration, when
men teachers had received between $31 and $67
weekly, women teachers had earned between $22
and $50, the highest-paid woman administrator
had been paid $52, and the top male
administrator's salary had been $72. Despite
Southern Association concern, the maximum pay
rates in each category were unchanged for the
1959-60 school year. Although most salaries rose
gradually during the inflationary 1960s, nursing
instructors received hefty raises, with some
earning just pennies a week less than the college
president. By 1967 many nursing instructors
were earning more than the president. The
highest paid nursing teacher earned $6,180 a
year; the highest paid college administrator
earned $5,278 a year. 38
Nursing On Three
Campuses
he academic departments were
grouped into eight divisions
offering as many as twenty-
five baccalaureate majors.
The division attracting the
largest number of majors during the
mid '60s was nursing, representing 26
percent of thel967 graduates. By this
time the nursing division was operat-
ing two completely distinct programs —
B.S. and A.S. — on three campuses:
Collegedale, Orlando, and Madison. 39
The Collegedale-Orlando B.S.
program was rooted in the earlier cooperative
arrangement between the Florida Sanitarium
and Hospital School of Nursing and Southern
Missionary College. Most students preferred a
college-campus degree curriculum to a four-year,
hospital-based, no-degree R.N. program.
Wanting "to attract more students into nursing
in the Southern Union," but finding its own
school on the verge of disintegration, the hospital
board voted an annual subsidy of more than
$30,000 in order to make it financially feasible
for Southern Missionary to take over its nurses'
training. Students attended three semesters at
Collegedale, then four semesters at Orlando,
where they took the bulk of their nursing classes,
then returned to Collegedale for the final
semester. After 1966, students spent only the
junior year at Orlando. Back at Collegedale for
their entire senior year, they obtained clinical
experience at Moccasin Bend Hospital and at the
Chattanooga-Hamilton County Public Health
Center. The National League for Nursing
granted the division full accreditation in 1962. 40
The Orlando campus had its own separate
student association. Students considered one of
the advantages of the Orlando campus to be the
small size of its student body. "You could get to
know everybody better," says Dorothy Hooper,
'68. "Classes down there have been close
and very supportive." 41
The division chairman from the
1956 merger until 1960 was Mazie A.
Herin, R.N., who had previously taught
nursing at SMC from 1944-1947. She
chaired the committee that oversaw the
transition from hospital to college
control, and under her leadership the
division promoted the profession by
setting up Future Nurses clubs at three
Southern Union academies. The
tie Herin nursing education building was named
in her honor in 1976. 42
Her second time at SMC, Miss Herin stayed
only four years; her successor, Dr. Harriet Smith
Reeves, stayed seven. Despite the premium pay
scale, the division had a very high turnover rate.
Only three nursing teachers from this era stayed
a whole decade: Doris Davis (1966-1976), Zerita
Hagerman (1961-1973), and Maxine Page
(1965-1975). Those three represented only 10
percent of the nursing faculty of 1966-67, when it
included twenty-six full-time and four part-time
instructors. 43
SMC's other nursing curriculum, the A.S.
program, grew out of the demise of Madison
College. If the availability of government loans
had a crippling effect on the Southern Missionary
work-study program, it may have sounded the
death-knell for Madison. With students no
longer compelled to earn 100 percent of their
expenses in order to attend college, Madison lost
its biggest drawing card. Then, faced with a
government imperative either to spend millions
to modernize the hospital buildings or close
down, the constituents of the cash-poor,
self-supporting institution felt that they had no
choice in 1963 but to turn their school and
hospital over to the denomination. 44
When it accepted Madison, the Southern
Union Conference found itself operating two
colleges in the same state. Union officials made a
brave attempt to make it work, placing former
Collegedale pastor Horace R. Beckner in the
presidency of Madison College and distinguish-
ing it from SMC by designating its mission as
technical and vocational training. Promised
Southern Union Conference president Don R.
Rees, "The Southern Union Conference Commit-
tee, the entire staff of Madison College and the
board of trustees will pledge their earnest efforts
to make Madison College one of the outstanding
schools in the organization." 45
214
A Century of Challenge
It didn't work. Within a year they decided
to discontinue the experiment. In a desperate
attempt to salvage something from its educa-
tional program, the Madison board asked SMC to
assume that responsibility. The SMC board
voted to take over Madison's nursing and medical
technology programs but to discontinue the
agriculture curriculum. 46
Thus SMC found itself operating two
unrelated nursing programs. The two-year
degree, with one year at Collegedale and the
second at Madison, proved to be more popular
Nursing students divided their time between
Collegedale and Orlando, where they received most of
their nursing courses.
215
Chapter 7: A Maturing Senior College
than administrators anticipated. Expecting a
maximum of twenty students, they were
flabbergasted when fifty-eight enrolled for the
1965-66 school year. 47
Preparing Preachers
Q
he second most popular major during
this period was religion, which
accounted for 18 percent of the
four-year graduates in 1967. The
3 chairman of the religion division for
all but two years from 1955 until retirement in
1963 was Otto Christensen, recipient of a doctor-
ate in 1951 from the University of Chicago's
Oriental Institute. He had chaired the Depart-
ment of Biblical Languages at Emmanuel
Missionary College from 1947 to 1955 and prior
to that had served as the director of the SDA
Mongolian Mission, where he
had been the first person to
translate portions of the
Bible into the local language.
Reportedly one of only two or
three Americans with a
working knowledge of the
Mongolian language, he
wrote a Mongolian grammar
text. He knew at least
twelve languages and served
on the board of the National
Association of Professors of
Hebrew. 48
Christensen was
determined that his faculty
be theologically orthodox. He
would, in an inoffensive
manner, ask potential
religion teachers questions
about such Adventist doc-
trines as the sanctuary, a
strategy which caused one of
Otto Christensen
▲ Robert Francis
his interviewees, Robert Francis, to reflect,
"Every teacher at a Seventh-day Adventist
college should subscribe to at least 99 percent of
the beliefs listed on their baptismal certificate."
Francis, who had spent most of his first
seventeen years in an orphanage, had been
converted to Adventism at the age of seventeen
largely through the influence of another
seventeen-year-old he happened to meet at an
Adventist camp meeting — George Vandeman.
He was encouraged to attend college by a series
of encounters he regarded as providential.
Joining the SMC faculty in 1960, he taught for
the next eighteen years until his health-related
retirement. Even after his retirement he was
prevailed upon to help out in emergencies. 49
His tenure was nearly matched by that of
colleague Frank Holbrook. Like Francis,
Holbrook was an alumnus of Washington Mis-
sionary College and the
Seventh-day Adventist
Theological Seminary.
While on the faculty
Holbrook wrote a monthly
column for These Times
called "Frank Answers." An
Old Testament scholar, he
left SMC to join the Biblical
Research Committee at the
General Conference. 50
The religion teacher
setting the record for longest
tenure was Douglas
Bennett, '51, an Alabama
native who had worked as a
bank teller in Columbus,
Georgia, for five years before
attending college and later
£"- Andrews University. He
Wk ~" joined the faculty in 1962,
A JlBa^k, chaired the religion depart-
BBk ^^ ^1 ment from 1970 to 1983, and
Douglas Bennett
■»? Ji
▲ Frank Holbrook
WI0S 930-M»
(•(VflltV
▲ Evangelism field schools led to organization of
new churches and baptism of hundreds. Here, Lavoy
Garner shakes members' hands after serving as
pastor-of-the-day at a local church in 1963.
in 1987 was appointed to the newly endowed
chair in religion. During the first semester of
1990 he taught classes at the Seventh-day
Adventist seminaries in Poland and Czechoslova-
kia. As Southern College entered its second
century, Bennett completed thirty years on the
college faculty. 51
SMC's ministerial training program contin-
ued to emphasize practical experience in minis-
try. Bennett was a key participant in the religion
division's annual summer field school of evange-
lism. Participation in the field school, he says,
keeps him in touch with people away from the
college, helps him understand students' heart
struggles, recharges him, and helps him to do
better in the classroom. "Religion has to be
experimentally participated in," he says. 52
The religion division conducted several
evangelistic series in the Chattanooga area
during the school year as well as the summer
field schools in such places as Pensacola, Char-
lotte, and Knoxville. These led to the organiza-
tion of new Adventist congregations in St.
Matthews, Kentucky, and Ringgold, Georgia, and
to the baptism of hundreds of people. 53
216
A Century of Challenge
Training Teachers
he third most popular major at SMC
in the mid-1960s was elementary
education, one of two majors offered
by the Education-Health and Physical
Education Division. In 1967,
eighteen percent of the four-year graduates
qualified for either elementary or secondary
teacher certification. 54
The college's first request to have the
education program accredited by the National
Council for Accreditation of Teacher Education
was unsuccessful. At the second request in 1967,
NCATE hesitated, troubled by the school's lack
of library space, "the lack of choice in religious
philosophy open to students," the teachers' low
salary schedule, and the heavy teaching loads
imposed upon them. It did, however, commend
the attempt made to lighten teacher loads.
Despite these reservations, NCATE granted
accreditation to the elementary education
program in the fall of 1968. 55
Other than veterans Olivia Dean and
division chairman Kenneth Kennedy, the tenure
champions among the education teachers of the
Walters years were Drs. James M. Ackerman
and LaVeta Payne. During his thirteen years
Ackerman was director of testing as well as
^£
►
^N
J^^f
A major in
health,
>*$** '** >
frt>f#
physical
education, and
^Idr N
w? '-'Vf
recreation was
7 * '
introduced in
1964.
A James Ackerman ▲ LaVeta Payne
professor of education, and at various times had
additional responsibilities in such areas as
admissions, counseling, and audio- visual media.
A widower, he married SMC music teacher
Dorothy Evans in 1953. He retired from the
college in 1970 to become city manager of the
newly incorporated city of Collegedale. 56
LaVeta Payne, professor of education and
psychology, taught at SMC from 1966 to 1977.
One of her readers, Pamela Harris, '75, remem-
bers the "musty Southern dampness" of her office
in the basement of Lynn Wood Hall and the pink
Plymouth or Dodge in which the poetic Dr. Payne
drove her to meetings of the Chattanooga Artists
and Authors Association. "She probably made
me want to be a teacher more than anybody in
the whole world," declares Peggy Smith, '75. 57
A major in health, physical education, and
recreation was introduced in 1964, under the
chairmanship of Dr. Cyril Dean. Standing for
excellence, whether in student performance or in
the care given to the newly built physical
education complex, he was "tough but loved," one
who highly motivated his students. Dean
continued teaching at SMC until 1972. 58
Accentuating
The Practical
pplied arts and sciences was another
popular division. It included business
administration, home economics,
industrial arts, library science, and
office administration. During the
1965-66 school year 83 students were registered
as business and accounting majors and 76 were
majoring in office administration. 59
The chairman of this division during the
latter years of the Rees administration was the
youthful Wayne VandeVere, who arrived in 1956.
VandeVere's mandate included helping with the
217
Chapter 7: A Maturing Senior College
▲ Wayne VandeVere
development of a new
program to prepare stu-
dents to pass the Tennessee
Certified Public Account-
ant's Examination. He
headed the business admin-
istration department from
1962 until at least the end
of the college's first century
three decades later. Mr.
and Mrs. VandeVere
sponsored the "Usher's
Club." Male and female students in dressy black
and white outfits ushered people to their seats
for chapel, Friday night meetings, and Saturday
night programs. The club also held parties,
picnics, and outings for its members. 60
VandeVere's many other activities outside
the classroom have included conducting
in-service training for denominational adminis-
trators, auditing denominational offices in Africa,
Asia, and Europe for the General Conference of
Seventh-day Adventists, serving as mayor of
Collegedale, and spending twenty years as board
chairman of the Collegedale Credit Union. 61
During Dr. VandeVere's first thirty-six
years at Southern about 800 students received
▼ VandeVere teaches business in the basement of
Lynn Wood Hall in the late '50s.
Cecil Rolfe
degrees in business.
VandeVere was honored in
1990 with the college's
Distinguished Service
Medallion and occupies the
Ruth McKee chair for
Entrepreneurship and
Business Ethics. 62
One of VandeVere's
colleagues in the business
administration department
from the late Rees years into
the 1990s was Cecil Rolfe,
who joined the department
in 1964. Born in Zambia, he
earned an M.B.A. and a
Ph.D. at the University of
Maryland. 63
The secretarial science
department changed its
name in 1964 to office
administration. Nearly all
of its majors were female.
Although SMC offered a B.S. in office adminis-
tration, most of the majors were enrolled in one
of the two-year curricula: office administration,
medical office administration, or editorial office
administration. During the Walters years the
college also offered a one-year secretarial course
to meet the urgent demand for secretaries. 64
The department prided itself in producing
employment-ready secretaries. For example,
Richard Stanley, department chairman from
1964 to 1979, judging that a student who could
type 40 words per minute was employable, made
his goal to have the average student type 80
words per minute; most of them did not disap-
point him. He remembers one young woman who
typed 105 words per minute for five minutes with
no errors. Even students who were below
average compared to their classmates became
Richard Stanley
above-average secretaries. When one graduate,
less well-prepared than her classmates, had been
on the job for a month, her employer called to
say, "If you have any more like her, please send
them to me." 65
For all but three of Stanley's fifteen years at
SMC his colleague in the department was Lucille
White, who joined the faculty in 1962 and
remained until 1976. 66
Another coed-centered department was
home economics. The chairman of this depart-
ment from 1957 to 1963 was Dorothy
Christensen, wife of the religion division chair-
man. Mrs. Christensen suggested that every
female college student should take at least a
minor in home economics. "Whatever may be her
profession," she wrote, "she must be a home-
maker even if only for herself." 67
In 1957 Mrs. Christensen was joined in the
home economics depart-
ment by Thelma Hemme
Cushman. Mrs. Cushman
became chairman of the
home economics depart-
ment in 1969 and re-
mained on the faculty for
thirty years, witnessing
construction of two
different home economics
buildings, demolition of
the first one and — shortly
after her retirement in
1987 — sadly observing the
elimination of her beloved
department. 68
If home economics
was stereotyped as a
department serving young
women, the industrial arts
department primarily
instructed young men.
▲ Thelma Cushman
A Century of Challenge
A Auto mechanics has been taught since the
blacksmith sign was replaced by "Fords a Specialty."
How highly school leaders regarded industrial
education fluctuated widely during the Rees and
Walters administrations. During the Walters
years the department offered a B.S. degree and
taught courses in such fields as welding, building
construction, woodworking, drafting, machine
shop, auto mechanics, printing, and creative
design. Harry Hulsey, one of the department's
teachers, wrote in 1957 of the desperate need of
public schools and
Adventist schools alike
for industrial arts
teachers, and mentioned
a letter from the super-
intendent of a county
where two alumni were
teaching: "Please tell
me where I can find ten
more industrial arts
teachers this year." Yet
less than two years later
the board voted to
discontinue the indus-
trial arts major and to
offer instead a limited
number of courses "for
which there has been a
consistent demand." The
following year it autho-
rized the creation of a
. John Duricheck
two-year industrial education program. In 1963
the college executive committee declined William
Rose's offer to start an appliance repair program
because SMC was "primarily a liberal arts
college." In 1965 the board restored the B.S.
program in industrial arts. 69
These fluctuations reflected an ambivalence
in the school's self-image. An institution whose
history was rooted in manual training and in
Ellen White's admonitions about its importance
was now increasingly thinking of itself in more
traditional collegiate terms. Student vocational
preferences tended more toward white collar
jobs, and the college's curricular changes re-
flected that in the coming years.
SMC alumnus Drew Turlington, '51,
headed the industrial education department from
1960 to 1981. Some of the classes Turlington
taught included gardening, animal
husbandry ,woodworking, electronics, drafting,
auto mechanics, welding, and such teacher
education courses as the history and philosophy
of industrial education. His students partici-
pated in both designing and building Ledford
Hall and later in the construction of Ledford's
addition. 70
Turlington was joined in 1964 by another
alumnus, John Durichek, '58. After two years at
SMC he accepted an invitation to serve at
Highland Academy as principal, but three years
later returned to SMC. By the beginning of
Southern's second century he had taught at the
college a total of twenty-five years. In 1987,
under Durichek, the department moved into the
computer age and was renamed "technology."
While attending SMC Durichek was not only
manager of the concert band but also a full-time
oboe-player for the Chattanooga Symphony.
Later, as a faculty member, he played with the
SMC concert band. As faculty sponsor, bus
driver, and supervisor, he spent eight summers
working with students at the college's mission
outpost in Nicaragua. 71
Scientific Respect
he Division of Applied Arts and
Sciences may have enrolled more
majors, but the two divisions
generating the most publicity were the
one called natural sciences and
mathematics and the one called language arts.
The facet of the science program which
received the most attention was its research
projects. Central to much of this research was
Ray Hefferlin, who joined the physics faculty in
1955. By 1990 he had broken Maude Jones'
record to become the professor with the longest
tenure in the school's history.
Born in Paris of an American father and a
Swiss mother, Hefferlin lived in Paris until the
age of seven when his father decided to take him
to California — beyond the potential reach of
Adolf Hitler. Wanting his son to become ac-
quainted with nature, he sent him to stay with a
Seventh-day Adventist family on a San Juaquin
Valley ranch to work in the summer. After
reading most of the books in this family's library,
Ray returned to his urban home and on his own
initiative studied with Pastor Arthur L. Bietz.
He was baptized at the age of fourteen. He
graduated from Pacific
Union College and later
received his doctorate from
^j& the California Institute of
Technology in 1955. 72
Dean Richard Hammill
v^ was proud of having lured
^ - ^^ this bright young scholar to
^M M Collegedale. Soon reports of
H W M the research that Hefferlin
and his students were doing
▲ Ray Hefferlin
219
began tumbling from the pages of Southern
Tidings and the Southern Accent. Accounts of
research grants, new equipment purchases,
presentations before learned societies, and
scholarly publications followed one after another.
What made these reports so exciting to collegiate
readers was not just that their professor was
doing all of these marvelous things, but that he
was actively involving his students — sometimes
even letting them write the articles, deliver the
papers, and receive the research stipends. Even
the Hefferlin-sponsored physics club received a
research grant in 1965-66 from the Bendix
Corporation through the American Institute of
Physics as a result of student- written grant
proposals. 73
"The golden era of the physics department,"
says Dr. Hefferlin, "was about 1960 to 1964."
During those years the department had about
Noted for involving students in his research projects,
Hefferlin evokes the thrill of discovery in teaching.
thirty-five majors and research grants of about
$10,000 a year. However, Hefferlin says, "The
money came to an end largely because of the
Vietnam War." 74
Hefferlin didn't let the drying up of funds
put an end to his research. He continued to
present papers and to publish the results of his
research. One of these papers, presented in 1971
to the American Physical Society's Division of
Electron and Atomic Physics, culminated an
eight-year study. 75
After the Vietnam War Hefferlin received a
grant from the National Academy of Sciences to
conduct research at the Soviet Academy of
Sciences in Leningrad. He lived in the Soviet
Union for a major portion of at least two school
years and in the People's Republic of China
another year. Since then he has returned to the
Soviet Union and to other Eastern European
countries repeatedly to present scientific papers.
Besides traveling to the Soviet Union at least
eight times, he has also had Soviet and Chinese
scientists and other Soviet citizens visit him in
Collegedale and address Southern students and
faculty. 76
From 1976 through the early 1990s
Hefferlin and his students continued working on
creating a periodic chart of molecules. Some of
the results of his research were published in his
1989 book Periodic Systems and their Relation to
the Systematic Analysis of Molecular Data and in
the 1991 McGraw-Hill Encyclopedia of Science
and Technology. Since September 1987 his
research has been funded by an endowed chair. 77
Hefferlin has received several awards: the
college yearbook dedication in 1971, the Student
Association's Professor of the Year award in
1976, the Southern College President's Award in
1983, the Zapara Award for teaching excellence
in 1988, and the Southern College Distinguished
Service Medallion in 1991. In 1985 he was one of
ten finalists in the Professor of the Year competi-
tion of the Council for Advancement and Support
of Education. 78
Hefferlin and his colleagues in the physics
department were not the only science professors
to be actively engaged in research. John Chris-
tensen, the division chairman from 1955 until
the division system was abolished in 1969, con-
ducted, for at least a decade, student-assisted
research on periodate oxidation using a series of
grants from such organiza-
tions as the Petroleum Re-
search Foundation of the
American Chemical Society.
Christensen also supervised
a research project which
demonstrated that nearly
all of the caffeine that
chemists had supposedly
found in chocolate was real-
ly theobromine, a compound
with similar chemical struc-
ture but very different
physiological properties.
Among Christensen's other scholarly activities
were co-authoring a paramedical chemistry text-
book, writing for Chemical Abstracts, and chair-
ing the subcommittee which produced the 1970
American Chemical Society Examination in
Inorganic-Organic Biological Chemistry. He
continued to teach in the chemistry department
for several years after his retirement in 1974. 79
Research grants were also awarded to
Norman Peek of the chemistry department and
H. H. Kuhlman and Edgar Grundset of the
biology department. Grundset joined the faculty
in 1957. He is especially remembered for his
out-of-state field trips, particularly the spring
. John Christensen
220
A Century of Challenge
▲ In the thick of many social events, Ye Olde Time-
keeper Grundset made some annual adjustments.
break ornithology expedition to Florida. On a
typical trip the students would identify about 150
species of birds, with Grundset excitedly jumping
up and down when he spotted several scarlet
ibises. He is also remembered as a fun-loving
chairman of the student
affairs programs subcommit-
tee and as Santa Claus at
Christmas parties. By the
beginning of Southern's
second century Grundset
had completed thirty-five
years on its faculty. 80
Among the other
, Edgar 0. Grundset
Mitchell Thiel
long-tenured professors to
join the science-math faculty
during the Rees administra-
tion were Mitchell Thiel,
Cecil E. Davis, and Lawrence
E. Hanson. Davis became
assistant professor of math-
ematics in 1963. For the
next three years he taught
all of the math classes except
for one or two. He was joined
in 1966 by Lawrence
Hanson, who will be dis-
cussed in a later chapter.
Davis remained on the
faculty for sixteen years. 81
Mitchell Thiel, son of
the first Southern Junior
College president, joined the
chemistry faculty the same
year as Davis but remained
at the college for over a
decade longer. Thiel spent
three summers at White
Sands Missile Range helping
to research ozone levels in
the upper atmosphere. He
became chairman of the
chemistry department in
1976; when the college
reinstated the division
system in the mid-1980s
Thiel was named director of
the science division. 82
By the end of the Rees administration the
division was offering bachelor of arts degrees in
biology, chemistry, mathematics, and physics as
well as bachelor of science degrees in chemistry
and physics. 83
▲ Lawrence Hanson
The Communicators
l he departments of communications,
English, and modern languages made
i up the language arts division.
Journalism, speech, broadcasting, and
public relations were all included in
the communications major which SMC began
offering in 1959. Besides the major, which could
be taken with either a speech or a journalism
emphasis, the department offered minors in
communications, speech, and journalism and
cooperated with the office administration depart-
ment in making available a two-year curriculum
in editorial office administration. In addition the
communications department offered seminars
and workshops in photography, school
publications, and public relations. 84
The department provided students with
various opportunities for practical experiences,
including producing sound slide programs for the
Southern Union, summer internships for
denominational periodicals, and working for the
college radio station. WSMC was no longer a
local AM carrier-current station but a fully
licensed 80,000-watt FM station. This
transformation began in November 1958 when
the college applied to the Federal
Communication Commission for a license to
operate a ten-watt, non-commercial FM station.
The original plan was for it to be operated by the
Student Association (like its AM predecessor),
but the Federal Communication Commission
wouldn't grant a license to the Student Associa-
tion, so the college itself had to make the applica-
tion and assume responsibility. At first the SA
retained partial control of the new station and
chose its officers. The Student Association, the
college board, and the Collegedale Church jointly
participated in the purchase of the transmitter. 85
221
Chapter 7: A Maturing Senior College
The FCC issued the station's initial license
in December 1959 and soon thereafter approved
the call letters WSMC-FM, but the station didn't
officially begin operation until December 1961.
Part of the delay involved waiting for the FCC to
assign the station a frequency; part was caused
by technical problems. Meanwhile, the AM
carrier station had ceased operation. 86
The FM station began broadcasting with 10
watts of power at 88.1 on the dial from a studio
in Lynn Wood Hall that had not been
sound-proofed. The transmitter was in a room
behind the studio and the antenna was on the
roof. WSMC was still primarily a campus
station, "The Student Voice of SMC."
Programming included campus news as well as
world news, classroom lectures and assembly
programs as well as classical and semi-classical
music. For College Days at least one year
WSMC-FM announced the arrival of the
incoming academy groups. One of the early
campus-oriented programs was "Pulse," directed
in the spring of 1963 by freshman
communications major Allen Steele. This
half-hour broadcast included interviews, college
and club news, student opinion polls, and light
music. Among the station's early educational
programs were "Religion and the Intellectual,"
"Fine Arts Fantasia," and "Tips for
Homemakers." Broadcasting about thirty-six
hours a week, it used forty students in its
operations. 87
As a campus-oriented station, WSMC-FM
followed the cycles of the institution it served.
When the school year ended, the station ceased
operation. This changed in 1964. The decision
that year to keep operating with a reduced
schedule during the summer was a key step in its
transformation from a plaything of the Student
Association into a real radio station. Even then
it shut down from August to September. The
previous year it had taken other important steps
in that transformation, soundproofing its studio
and subscribing to the United Press Interna-
tional teletype for news. After three years with
UPI the station switched in 1966 to the Associ-
ated Press. Another key step, a controversial
one, came in 1965 when, in anticipation of an
expensive expansion, the Student Association
voted to sever its ties to the station, turning
control completely over to the communications
department. Students objecting to the transfer
published a paper called The Backlash, which
was countered by another publication, The
Whiplash. A Southern Accent-backed compro-
mise proposal to resurrect the campus-only,
carrier-current AM station was defeated by the
Student Association General Assembly 356 to
292 after a thirty-minute debate. Despite the
severed ties with the Student Association, a 1965
telephone survey suggested that most students
with FM radios listened to the station an average
of ten hours a week. 88
Meanwhile the station had taken other
steps toward a more professional image,
including expanding its hours of operation and
providing all-night election coverage on
November 12, 1964, complete with taped
interviews from national political headquarters
in Washington, D.C., as well as on-the-spot
coverage from the Democratic and Republican
headquarters in Chattanooga by means of a
newly installed phone patch. It joined both the
newly organized Adventist Radio Network and
the Tennessee Association of Broadcasters, a
professional organization that included, among
others, six other Chattanooga-area radio sta-
tions, such as WDEF-AM and FM, and WFLI.
Most important, the board had created a
power-expansion fund to receive donations for a
tower and transmitter to increase the station's
range. Land for the new tower on White Oak
Mountain was donated by Dr. Dewitt Bowen, '49.
The tower itself was donated by WRCB-TV in
Chattanooga. 89
On March 21, 1967, U. S. Congressman
William E. Brock III and other dignitaries spoke
at the opening ceremonies for the new, more
powerful stereo WSMC-FM, the second most
powerful radio station in the Chattanooga area
and the most powerful station owned by a
Seventh-day Adventist institution and one of the
nation's ten most powerful educational,
non-commercial, stereophonic stations, now
located at 90.7 megacycles on the FM dial. This
achievement was made possible by the financial
contributions of students, alumni, Collegedale
Church members, and the Georgia-Cumberland
Conference of Seventh-day Adventists, as well as
college board appropriations. The single indi-
vidual receiving the most credit for the newly
T From a 10-watt station in 1959 to 80,000 watts in
1967, WSMC was the most powerful FM radio
station owned by an SDA institution.
222
A Century of Challenge
powerful status of the college
station was James Hannum,
the station's broadcasting
director and faculty advi-
ser.
. James Hannum
By June 1967 the
station was broadcasting 66
hours per week, with 13 1/2
hours of classical music, 24
hours of "light music," and
11 hours of religious music.
Other religious program-
ming accounted for 9 hours, news and commen-
tary for 5 hours, and programs of an educational
informative nature — including some classroom
lectures — 3 1/2 hours. That summer — for the
first time ever — WSMC-FM stayed on the air all
summer and continued to broadcast every
day — even on holidays. By December 1967 it was
operating 16 hours a day or 112 hours a week — a
70 percent increase in six months. 91
The master of ceremonies for the festivities
inaugurating the newly powerful station was
Gordon Hyde, language arts division chairman,
under whose guidance WSMC-FM had flourished
and expanded. Hyde, an ordained minister and
frequent contributor to denominational publica-
tions, was invited in 1965 to replace Elmore
McMurphy as speech teacher. He was at first
the college's only communications teacher, but a
decade later he headed a communications
department of eight and a language arts division
of seventeen teachers. 92
In 1963 the board selected Hyde to replace
Otto Christensen as chairman of the religion
division, but, "prompted by the scarcity of men in
the denomination to serve the communications
area," he decided to remain with the communica-
tions department. The board then chose Bruce
Johnston, but when Johnston left in 1968, Hyde
became a full-time religion professor and ac-
cepted the religion division chairmanship;
however a year later he became director of the
Biblical Research Institute of the General
Conference of Seventh-day Adventists in
Washington, D.C. Emerging from a brief
retirement, he returned to Southern in 1982,
resuming his old position as religion chairman.
In 1988 he retired from that post but not from
the college, serving for several years as editor of
Adventist Perspectives, a Southern College
publication. 93
Although the subject of less media attention
than the radio station, the English department
was hardly neglected, receiving publicity for a
remarkably improved performance by SMC
students on the National Sophomore English
Test, a revamped curriculum with more
upper-division emphasis on literature, and the
phenomenal success rate of students who
competed in the Youth's Instructor's annual Pen
League contest. In 1960 SMC freshmen received
9 of the 15 top awards and 14 out of a total of 30
awards altogether. In 1962 SMC students won
19 of the 29 awards, including the grand award
in the Freshman English section (won by future
SMC English teacher Bernice Gearhart). In
addition the magazine accepted for publication
sixteen of the other articles submitted by SMC
students. The performance of SMC students in
1965 was even more amazing: they won 28 of the
prizes. 94
Many of these winners were students in the
freshman composition class taught by Miss Evlyn
Lindberg. A member of the English faculty from
1959 to 1977, she had remarkable abilities to
"pull the creativity out of students," to make
grammar challenging and exciting, and to prod
student minds into clear, logical thinking. By
1963 the large scrapbooks she kept of all the
articles her students had written were bulging:
168 manuscripts written for her classes had been
He
1 he student most responsible for
WSMC's transformation from a
campus service to a powerful in-
strument of public relations was
Allen Steele. Steele was involved
with the station from the time he
arrived on campus as a freshman
communications major in 1963
until he graduated at the end of
the first semester of the 1966-67
school year. He began his campus
broadcasting career as station
relations director and announcer
under station manager Des
Cummings, Jr. The following year
he was promotions and program director,
became the station's general manager in
1965 and was reappointed in 1966, becoming
the first person to serve in that position for
more than one year. During his senior year
the 675-station Intercollegiate Broadcasting
System, organized in 1940, named Steele to
its convention-organizing national college
conference committee, made him director of
the IBS Southern Region, and chose him as
vice-president in charge of coordinating its
various regional organizations. 153
After graduating from SMC Steele
pursued graduate studies in radio-TV at
the University of Florida, Gainesville;
eventually he earned a doctorate. He has
been manager of WAUS at Andrews
University, of Adventist World Radio-Europe
in Lisbon, Portugal, and of Adventist World
Radio- Asia in Agat, Guam. 154
223
Chapter 7: A Maturing Senior College
accepted for publication. Happily remembering
that many of her students have continued
writing, "Miss Lindy" describes her students as
her special joy. 95
She had never planned to be an English
teacher. A music graduate of Willamette Univer-
sity who had just converted to Adventism, Miss
Lindberg had accepted a call to teach music at an
academy, "and to be dean and librarian in her
spare time." But the first year she was there, she
was asked to help fill in for an English teacher
who had left for health reasons — a circumstance
Miss Lindberg refers to as "one of the Lord's little
jokes in my life." 96
In dedicating to Miss Lindberg the 1963
yearbook, the Southern Memories staff said that
their Kansas-born, Swedish-American,
pizza-loving former sponsor had found a special
place in their hearts primarily by giving her
students "not only a part of yourself, but all of
yourself." They told the lady with the twinkling,
sky-blue eyes who had spent hours with so many
of them in individual writing conferences, "We'll
always remember the way you patiently worked
and worked with us as we struggled to become
young writers." 97
Miss Lindberg's immediate predecessor as
well as several of her colleagues in the English
department were SMC alumni; some had even
been her students. The
predecessor, Frances
Andrews, '49, had been both
editor (as a student) and
sponsor (as a teacher) of the
Southern Accent. She
returned to her alma mater
to teach from 1953 to 1959
and returned again from
1975 to 1987 as associate
professor of communications.
Says Georgia O'Brien, '87,
~\
one of her English students. "She had that class
laughing the entire time, telling story after
story." 98
Other alumni teaching in the English
department during the Rees administration
included Carolyn Luce, '60, from 1964 to 1974;
Ann Clark, '61, who taught at Southern for more
than a quarter century; and Minon Hamm, '66,
described as "an absolutely inspiring professor of
literature." 99
Another alumnus on the English faculty
was Richard Lynn Sauls, serving from 1964 to
1969. Baptized into
the Seventh-day
Adventist Church in
July 1950 as a
result of contacts
with a student
literature evange-
list, Sauls worked
his way through
SMC selling books
and making brooms.
Sauls returned in
1989 when he
became the chair-
man of the journal-
ism department.
The Associated
Church Press
honored him with
its 1988 Award of
Merit for magazine
news story writ-
ing. 100
All students
pursuing a bachelor
of arts degree were
required to take six
hours of
intermediate-level
A "Miss Lindy" carries theme folders on the way to class in
1963.
foreign language; the bachelor of science pro-
grams in chemistry and physics also required six
hours of foreign language; for chemistry that
foreign language was specified as intermediate
German. SMC offered a German major begin-
ning in 1965; minors were available in Spanish
and German. The modern languages depart-
ment also offered a few courses in French and for
a brief period of time, Russian. 101
The college attempted to help students
develop a working, conversational knowledge of
foreign languages. Methods employed included
summer field schools
ranging in length
from two weeks to two
months in
Montemorelos,
Mexico; building a
$6,000 language
laboratory in the
basement of the A. G.
Daniells library in
1961 and staffing it
with students who
had lived in foreign
countries; replacing
this lab in 1967 with
a $36,000 remote
control language
laboratory; and
joining Adventist
Colleges Abroad
starting in the
1966-67 school year to
provide students with
an opportunity for a
year of intensive
language study at an
overseas Seventh-day
Adventist campus. 102
224
A Century of Challenge
Promoting The Arts
he Division of Fine Arts consisted of
the art and music departments. The
music department offered two majors:
one leading to a bachelor of music, the
other to a bachelor of arts. Although
the art department offered only a minor, some of
its students were able to exhibit their work in the
Gillman Gallery and the Hunter Gallery in
Chattanooga as well as in various locations on
campus. Sponsoring such organizations as the
orchestra, the concert band, the brass ensemble,
the woodwind ensemble, the keyboard ensemble,
the collegiate chorale, the college choir, the
Encomium Singers, and the ladies' chorus, as
well as special
events such as the
annual Messiah
performance, the
fine arts division was
responsible for much
of the sacred music
and the weekend
entertainment on
campus as well as
public relations tours
away from campus.
A campus musical
organization not sponsored by the division but
widely known in Seventh-day Adventist circles
was the folk-gospel recording group known as the
Wedgwood Trio. 103
Chairman of the division for most of the
Rees years was Morris Taylor, a well-known
pianist. He had previously taught at Atlantic
Union College and Walla Walla College. 104
The star vocalist of the Taylor team was the
beloved Dorothy Evans Ackerman, outstanding
both as a performer and as a teacher. According
to the 1963 college yearbook, "Mrs. Ackerman's
students testify that her genial disposition and
empathetic ability make voice lessons a pleasure
rather than an embarrassment." 106
"She was a well-known contralto soloist
throughout the Southeast," says Dr. Marvin
Robertson, who succeeded Taylor as division
chairman in 1966. She gave numerous concerts
in the Chattanooga area and elsewhere and gave
solo performances with the Chattanooga Civic
Chorus, the Chattanooga Symphony, and the
Knoxville Symphony. She also sang on the Faith
for Today television program for two years and
presented a number of concerts in the Northeast.
She taught as many as fifty voice lessons a week.
Among other things, she is remembered for
keeping "banana bread and candies and goodies
in her office." She retired in 1979 and passed
away in 1989. 106
Learning About
Humanity
Q
he division coming last in alphabetical
listings was social sciences, which
until 1966 included just one
department sometimes designated as
history-political science-sociology.
Although history was the only major the division
offered most of the time, in 1955-56 it listed three
majors: social science, history and an interde-
partmental major in business and economics.
Economics was later transferred to the business
department, and the social science major was
dropped in 1958, but in 1964 the division began
offering a new major: community sciences, an
interdisciplinary behavioral science major with
its heaviest emphasis on psychology. In 1966
this major was placed under the umbrella of a
new department within the division: behavioral
science. 107
The division's most highly publicized
offerings were its historical tours. In 1957
division chairman George Shankel led twenty
summer-school students, most of whom were
church school teachers, on a three-week educa-
tional field trip in the Mid-Atlantic states and
New England. Shankel's successor as division
chairman, Everett T. Watrous, planned a history
tour for June 1962 that included all of the states
east of the Mississippi except Florida and West
Virginia. 108
More ambitious were the history tours con-
ducted by Jerome L. Clark, who joined the fac-
ulty in 1959. Clark's
first overseas tour was
a two-week journey to
Belgium, Switzerland,
France, and Germany
in 1966, sponsored by
the college and the
Georgia-Cumberland
Conference. Four
years later Dr. and
Mrs. Clark conducted a
six- week tour of Brit-
ain, sponsored by the
English and history
departments. Students
remember Clark for
local field trips as well, including battlefield tours
and professional meetings. 109
▲ Jerome L. Clark
. Dorothy E. Ackerman
, Marvin Robertson
225
Chapter 7: A Maturing Senior College
Clark was a demanding teacher, recalls
Brian Strayer, 73:
A compulsive choleric, Dr. Jerome Clark
for thirty years taught history students the
importance of using time wisely. "There are
no shortcuts in mastering history," his bass
voice resonated from the wall of Lynn Wood
Hall 218. "It's slow and steady that wins in
the study game."
To help his often terrified freshmen master
the intricacies of Western Civilization 104 and
105, Dr. Clark prepared elaborate study guides
with scores of names, dates, treaties, wars, and
vocabulary words typed in two double-spaced
columns. Days before a major exam, students
could be seen all over campus filling in these
multi-page sheets, often quizzing each other over
them. Those expecting an A on a Clark exam
defined every term!
Appreciative of the research and study
skills he and his peers learned from Clark,
Strayer says these skills, "saw many a history
major through his or her master's, J.D., or Ph.D.
degree years later." 110
Always a scholar, Clark authored a
three-volume, thousand-page work 1844, "a
study of the social, economic, and political milieu
of the period which saw the rise of the Millerite
and Adventist movements." 111
A member of Phi Alpha Theta, the national
historical honor society, he established and
sponsored a branch of that society at SMC in the
1970s. He also sponsored the International
Relations Club for about twenty years and the
literature evangelists' club for about ten. An
active promoter of first-amendment rights, he
served for many years as the religious liberty
secretary of the Collegedale Church. Clark was
chairman of the department from 1967 until
1974, and was curator of the McKee Library's
Lincoln and Civil War collections from 1979 to
1984. 112
Reaccreditation
n preparation for the 1962
reaccreditation by the Southern
Association of Schools and Colleges,
SMC prepared a self-study directed by
Dr. K. M. Kennedy which examined,
among other subjects, admission policies,
freshman and senior testing, grade distribution,
intellectual atmosphere, and the library. It
found that the college had tightened admission
requirements within the previous five years:
making it harder for students passing the
General Educational Development Test to get in,
increasing the prerequisite number of high school
units from fifteen to eighteen, and directing C
average in "solid" subjects rather than all
subjects. New requirements also mandated that
college students take standardized exams so that
the school might better assess its instruction. 113
One concern of the self-study committee
was that grade inflation might jeopardize
reacreditation. Despite the faculty's 1958 vote
that the school's overall grade point average
should be 2.0 (C) on a four-point scale, it was
actually a little higher: 2.49. In self-defense, the
report pointed to similarities between Southern's
grade distribution and those reported in Frank
Edson's study of eighty midwestern liberal arts
colleges. 114
The college proudly pointed to the constant
growth in the number of volumes available in the
college library: 12,000 in 1947-48; 17,696 in
1950-51; 28,167 in 1959-60. In addition, there
were 2,500 volumes on the Orlando campus by
early 1961. It estimated that in 1961-62 each
student spent an average of 5.36 hours per week
in the library. Most of that time was devoted to
Stanley Brown
reading assignments in reserved books. 115
Stanley Brown continued to be the head
librarian throughout the
Walters and Rees adminis-
trations. In addition to
student assistants he had
two full-time assistant
librarians in Collegedale as
well as assistants in Orlando
and Madison. Mariannne
Evans (later Wooley), the
assistant librarian for
Orlando, had the longest
tenure of any member of the
Orlando faculty: from 1966
until into the college's second century. 116
Another reaccreditation concern was the
physical separation of the academy from the
college. When notified that "operating a second-
ary school in the same building as the college"
put the college's accreditation in jeopardy, the
self-study committee suggested that academy
classes be moved from the top story of Lynn
Wood Hall into the old Normal Building. An-
other step in distancing the college from the
academy was the establishment in 1961 of a
separate Collegedale Academy library. The
divorce between the two institutions was com-
pleted in 1966 when Collegedale Academy
became a day school serving a local
Chattanooga-area constituency and the college
board relinquished control of the academy to the
Greater Collegedale School System, a new
organization representing that constituency. 117
The college also upgraded academic stan-
dards by stricter attendance policies. In 1956 the
college had resurrected the idea of automatically
failing students with excessive absences, excused
as well as unexcused, by introducing the report
card grade of FA — failure because of poor atten-
dance^ — but the failure point was higher than it
226
A Century of Challenge
had previously been: up to 25 percent of class
meetings, cut in half three years later. From
time to time the academic deans reminded the
faculty of this provision as well as the special
circumstances under which it could be waived.
Wayne VandeVere remembers warning a stu-
dent who had already missed his limit that he
had better not miss any more classes even if it
meant that he "had to be carried in." The
student began attending regularly, until the last
class of the semester, when he was belatedly
carried in on a stretcher. 118
A visiting team inspected the campus in
1962. On December 9 the college was informed
that the Southern Association had granted
complete, unreserved accreditation. Not content
to rest on its laurels, the administration contin-
ued to upgrade academic standards by calling for
comprehensive examinations over an entire
semester's work in every class and by implement-
ing tougher admission requirements, more
comprehensive testing, and the expulsion of
students with unsatisfactory academic records.
"Since higher education is a dynamic process,"
academic dean J. W. Cassell told the board, "it is
necessary to keep pace with the times by continu-
ally improving the quality of the academic
program." Southern Missionary College could
not accept every student who applied, he
said — not even every Seventh-day Adventist. He
saw "increasingly selective admissions" as a
method of improving "the intellectual quality of
the student body." This was accomplished by
specifying the American College Testing Service
examination and the completion of certain
prerequisites for admission. To be admitted a
student had to have either a C average in En-
glish, mathematics, science, social studies, and
foreign languages or an ACT composite score and
English score of at least 15. Students from
outside the Southern Union were required to
have even higher grades for admission. 119
In February 1965 Dean Cassell told the
faculty that fourteen students had been dropped
second semester because their first semester
grades had not been high enough. Three months
later registrar Cyril Futcher reported that 5.6
percent of the students who had dropped out of
SMC during the previous five years had done so
because of failure to maintain a C average. That
same year the college expelled four students for
cheating on exams. 120
Association And Fun
he Student Association survived, but
according to SA presidents from both
the Walters and Rees years, neither of
the college presidents really wanted
the SA to have the kind of power it
had during the Wright administration. "Rees
saw the SA as a public relations arm of the
school, not at all as a voice of the students," says
Ron Numbers, SA president for 1962-63. Yet
participants in SA leadership testify of its value
to themselves personally. 121
The Student Association planned the
annual school picnics; scheduled some of the
chapel speakers; organized the College Days
activities; and produced Southern Memories; the
Southern Accent, the school newspaper; the Joker
(renamed Eccos in 1967), a student-identification
picture book; and an announcement sheet called
the Campus Accent. As of 1955 the school
publications were no longer marketed through
subscription campaigns. Instead, a portion of
each student's Student Association fees was
designated for a copy of the annual and two
subscriptions (one for the student and one gift
subscription) to the Accent. 122
Other Student Association responsibilities
included operating the campus radio station be-
fore it was surrendered in 1965 to the communi-
cations department, overseeing the intramural
sports, and planning the student week of reli-
gious emphasis as well as various programs —
including orientations, benefits, and social ac-
tivities. In 1956 the Student Association made
the Salk polio vaccine available to students; it
assisted in administering the Sabin oral polio
vaccine in 1964. Its officers substituted for col-
lege administrators on Student Administration
Day while other students substituted for the
teachers. They also engaged in the school's old-
est student-organi-
zation activity:
fund-raising. 123
Two of the
Student Associa-
tion fund-drives
were especially
noteworthy: the
1956-57 campaign
for "suitable soft
seats" in Lynn
Wood Hall chapel
and the 1964-65
swimming pool
campaign. After
the college reno-
vated and en-
larged the Lynn
Wood Hall chapel,
at a cost of about
$16,500, President
Walters suggested
that the students
be invited to solicit
funds to raise
$6,000 toward
purchasing a
grand piano and
replacing the
▲ Student Association events
included a range of activities
from sports to banquets.
227
Chapter 7: A Maturing Senior College
T Like a political party convention, lines for the
Chair Campaign were drawn geographically. In the
end, the Border States prevailed. Shown here is a
demonstration of the Border States party in 1956.
chapel's worn-out wooden seats with five hun-
dred padded opera seats. The college would
match whatever money the students collected.
Single faculty members were asked to donate $18
for one opera seat; those with families were
asked to give twice as much. Leadership for the
campaign was provided by a Walters-appointed
faculty committee and SA officers. 124
A Wednesday-morning chapel rally in
October 1956 launched the campaign, dividing
the students into three "parties" on the basis of
their home region — the Deep South, the Border
States, or Independents. "How long, O College-
dale, how long will we permit juvenile indiffer-
ence and immature inhibitions to keep us from
writing letters and soliciting funds for college
campaigns?" asked SA president John Harry
Culp in the keynote address. "How long . . . will
you sit in this auditorium and suffer unbearable
pain when in a few months you could be sitting
in luxury?" Said student Larry McClure on
behalf of the Deep South party, "The platform of
the Deep South doesn't have any planks in it. . . .
We feel we have been sitting on planks long
enough." 125
Contributing from their own pockets as well
as "asking, begging, cajoling" in person or by
letter, students collected cash and pledges.
Student letters were supplemented by articles
and advertising in the Southern Tidings urging
each constituent to pay for one or more seats.
"Nothing has taken place in recent years which
has enlisted a larger amount of enthusiasm and
work than this campaign," reported the Southern
Tidings. 126
When the official campaign ended in
November, the Border States team was declared
the winner. The total raised was just over
$5,000 — short of the announced goal but, with
the matching funds, enough to pay for the 462
seats on the main floor but apparently not the
balcony. The new seats were installed during
Christmas vacation. 127
Unlike the soft seats campaign, the swim-
ming pool campaign was initiated by the Student
Association leaders. The board approved their
plan to raise $30,000, enough to build an
Olympic-size pool but not to enclose it. The plan
was to build the enclosure later, whenever funds
were available. SA president Bert Coolidge
launched the campaign in November 1964,
stating, "When we finish this project this will be
the largest amount of money raised by any
Seventh-day Adventist college Student Associa-
tion." Prizes were promised to the most success-
ful solicitors. The administration offered a bonus
incentive that if students succeeded in raising
their goal by the December 10 deadline, an extra
day would be added to Christmas vacation.
Again letter- writing was the heart of the
fund-raising strategy. In order to help students
reach their individual goals, the administra-
tion — at the suggestion of Robert Merchant —
decided to let students put up to $30 on their
accounts "to be paid in part or in full depending
on the amount of money received . . . from other
sources." Payments could be spread over six
months. By December 6, only $24,000 of the
$30,000 goal had been either received or pledged,
but by the deadline the total had reached
$30,335. About 90 percent of the students had
participated. Joann Campbell, who had solicited
$500, the highest amount raised by any one
student, won the first prize, a portable stereo set.
Appreciative of the students' efforts, the board
decided to build the pool and its enclosure at the
same time after all, applying a $25,000 gift from
Chattanooga's Benwood Foundation earmarked
for expansion "toward a structure to enclose the
new swimming pool." 128
Various types of clubs continued to play a
major role in campus life: professional clubs
related to a wide variety of academic disciplines,
religious clubs, dormitory clubs, a married
couples' club, and a number of hobby clubs. In
addition there were the clublike organizations of
the freshman, sophomore, junior, and senior
classes, each of which had parties and an annual
picnic. 129
The most expensive club was undoubtedly
the Flying Club, organized in 1963 and spon-
sored by religion chairman Bruce Johnston.
Annual membership fees of $100 were supple-
mented by $7.50 monthly dues. Membership
qualified students for free flying lessons at the
Cleveland airport. Within a year the club bought
its first airplane, a Cesna 140, for which it
228
A Century of Challenge
charged members $4 an hour rental. By 1966
the Flying Club had twenty-five members and
owned three airplanes. 130
The Business Club provided
entertainment for the whole student
body with its annual "Producers on
Parade" audience-participation program.
The club's correspondence committee
wrote letters to producers soliciting gifts
for contestants, and the advertising class
wrote promotions for these products.
Contestants who correctly answered a
*5 DERT COOLIDGE
* ■ — »- - - ■ — ■■»-jt*-.->-j.".- i x .->j< ji
▲ Jokes referred to the Grand Coolidge Dam
Reservoir and 1964: Year of the Swimming Pool, but
successful completion of the project represented a
monumental accomplishment for the Student
Association. Here Coolidge floats a navy of wooden
"boats" in the newly poured foundation of the pool.
1 he driving force behind the suc-
cessful swimming pool campaign was
Herbert Everett Coolidge, '65, an ac-
counting major with a history minor who
was awarded the prestigious Danforth
Fellowship for graduate study as well as
being listed in Who's Who in Ameri-
can Colleges and Universities. At
the pool's opening somebody pushed
him into the water,
clothes and all. Fortu-
nately he was a good
swimmer. Coolidge was
the treasurer of the
Southern Accent and
promotional director for
WSMC-FM his sopho-
more year, treasurer of
the Student Association
his junior year, and Stu-
dent Association presi-
dent his senior year. He
earned a Ph.D. in 1970.
Positions he held in-
cluded assistant director
of institutional analysis
at the University of Vir-
ginia, president of
Fletcher Hospital and
Academy, Inc., and fi-
nancial consultant for
Merrill Lynch. In its
centennial year he re-
turned to Southern, this
time as a member of the business
administration faculty. 155
qualifying question were asked to perform a
stunt in competition with others who had an-
swered their questions correctly. The contestant
performing the stunt first or best received a
prize, such as a home appliance, luggage, or
camping equipment. Everyone attending was
given a gift of some kind. One year it was a
sample box of Ruskets cereal provided by Loma
Linda Foods. Over $700 worth of prizes were
w? m ■ ■* \^tir*
A A skit to encourage students to contribute to the
pool campaign.
229
■
A In 1966 the Flying Club was responsible for developing the Collegedale
Airport, now Chattanooga's number two airport. This Cessna 172, owned by
the Flying Club, flew to over thirty states on various missions.
awarded in 1962, the year the Business Club
itself spent spring vacation in the Chicago area,
visiting such places of business interest as the
Board of Trade, the Chicago Federal Reserve
Bank, and Sears Roebuck. 131
Every Saturday night during the school
year an eagerly anticipated, school-sponsored
entertainment or activity was attended by most
of the students, virtually all of the faculty, and
even a large segment of the community. Stu-
dents were personally introduced to each faculty
member at the annual handshake. The whole
community enjoyed the school's watermelon feed.
There were marches, concerts by members of the
music faculty and by campus music organiza-
tions, seasonal parties, banquets, club activities,
oratorical contests, and films like The African
Lion, The Vanishing Prairie, and A Man Called
Peter. Not just the local community but the
entire Southern Union was invited to the Ly-
ceum Series travelogues, including the
ever-popular Stan Midgley and his
"chuckelogues," as well as concerts by such
groups as the Concordia Choir, the Tucson Boys'
Chorus, and the United States Navy Band, and
such individuals as opera star Nell Rankin,
pianist Stewart Gordon, folk singer Karen Duke,
and classical guitarist Alirio
Diaz. 132
One previously popular
form of recreation died
during the Rees era: roller
skating. Students had
enjoyed skating in the old
Tabernacle, especially after
a wood floor was installed.
"We had two or three
hundred people in there
skating," remembers John
Durichek. "Everybody
skated." But the floor of the
new gymnasium was not
suitable for skating, and efforts to revive the
activity were unsuccessful. 133
Not all of the recreational activities were
officially sponsored. According to Ron Numbers,
a basketball team from SMC played in Chatta-
nooga surreptitiously. Had the administration
known about this, Numbers says, it could have
led to the expulsion of the team members. 134
Occasionally the two men's dormitories
waged water balloon fights. One time, when the
top administrators were attending a meeting at
Andrews University, the "boys" from Jones,
expecting a water balloon attack by the "men"
from Talge, armed themselves with a fire hose
and stormed up the fire escape of Talge Hall.
Somebody called the fire department. Deciding
that this was a riot, the firemen tried to hose
down the participants, but the students took
away their hoses and unleashed them on each
other. After two or three hours of brawling, with
water running down the staircase, while a
student without a hose was using a water-filled
wastebasket as his weapon, somebody turned off
the water main. College administrators made
sure this did not become a tradition. 135
The first snowfall always brought excite-
ment, especially for the students from Florida.
"We would go wild," says Dianne Tennant, '65.
"It usually came in January, just before exams."
Students would take cafeteria trays, plastic wash
pans, "anything sleddable," to the hill behind
Summerour Hall. "We thought it was real neat
to slide all the way to the cabinet shop," she says.
One south Mississippian could ski upright down
that slope "just in his shoes." 136
Controversial
Regulations
Elthough the social policy of the
Walters years may have discouraged
growth, the more moderate but still
thoroughly conservative policies of the
Rees years and beyond were widely
perceived as popular with the constituency and a
major reason for the college's dynamic expan-
sion. 137
And yet among the students themselves the
attitude toward the regulations was mixed. On
the one hand, some of the students from conser-
vative homes — especially some who had attended
boarding academies — tended to be accepting of
SMC's rules. "It was so much more liberal than
the academy," says one. "After coming from
academy, I couldn't believe the latitude." Some
even agitated for stricter standards. But other
students felt differently; some of the discontented
wrote letters to the editor and even editorials in
the Southern Accent pushing for change. The
1962 self-study reported, "Over one-third of those
polled thought that the social regulations of the
campus were too restrictive." 138
For purposes of social regulation, students
were divided into two categories, collegians and
upper collegians. Upper collegians were juniors,
seniors, and lower classmen age twenty or above
who had been at SMC for at least nine weeks,
and had earned a C grade point average. All
230
A Century of Challenge
A Not exactly intended utilization of cafeteria trays, students nevertheless
found the plastic rectangles suitable for the occasion.
other students were collegians. Young men and
women were not permitted to sit together at any
Sabbath religious services (In 1966 an exception
was made for Sabbath School classes.), although
they were now permitted to walk together "to
and from various appointments during the
week." Couples were still not allowed to visit
together in public buildings, and the public
display of affection was "out of order" anywhere
on campus. Young men and women entered the
cafeteria from separate entrances. Collegian
men and women weren't permitted to shop
together but could "go to concerts or other
occasions in nearby cities with an approved
chaperone." Upper collegians, however, could
either attend concerts or go shopping together
provided two couples went together and re-
mained together the entire time. 139
Until 1966, freshmen were not permitted to
bring cars and sophomores were not permitted to
drive them unless they were upper collegians. As
of 1966 freshmen were permitted to bring
automobiles if they were at least twenty years of
age. Collegians still had to obtain specific
permission to use their automobiles; at night all
students were required to obtain such permis-
sion. Each student was assigned a designated
parking space, checked by
monitors. 140
Women were not
permitted to wear trousers
"except for certain types of
work or recreation." Shorts
were banned until 1965,
when Bermuda shorts were
legalized whenever the
wearer was "actually
engaged in recreational
activities." Dresses had to
"cover the whole knee while
standing." Young men were required to wear
neckties to all religious services and to formal
and semi-formal social activities such as lyce-
ums. Mixed swimming was not acceptable. 141
Students were expected to attend 7:30
chapel three mornings a week as well as morning
worship on at least every non-chapel day and
evening worship every day. Disciplinary action
was taken against students missing more than
four or five worships or weekend services a
month or three chapels a semester. 142
The 1966-67 handbook relaxed several of
the rules. Among other things it lifted the ban on
sleeveless dresses and the prohibition of record
players in the women's dormitory. Students
unhappy with the rules achieved another victory
in 1967, when the President's Council voted that
dormitory lights could be on all night. 143
Spiritual Growth
And Outreach
Fhe college has no right to continue its
existence if the students fail to grow
spiritually," asserted president Rees.
Many alumni emphatically testify that
the school was successful in achieving
this objective in their own lives. The 1962
self-study suggested that most of the students
were happy with the spiritual climate: respond-
ing to a questionnaire, 231 students thought the
campus religious life was wholesome, 76 thought
religion wasn't stressed enough, and only 30
thought it was stressed too much. 144
The faculty was concerned with the spiri-
tual growth of all students, but especially with
those who had not been baptized, including those
from non-Adventist backgrounds. Said Rees,
"Practically every non-Adventist who comes to
this campus and remains for the academic year is
baptized before the close of the year." 145
Bible conferences and weeks of prayer (or
spiritual emphasis) supplemented the regular
daily and weekly religious services. Weeks of
prayer brought to the campus a galaxy of
Adventist religious speakers: Roland Hegstad,
future editor of Liberty, at the time book editor
for the Southern Publishing Association; Edward
Heppenstall, professor at the Seventh-day
Adventist Theological Seminary; E. L. Minchin,
associate General Conference Youth leader;
H.M.S. Richards, Sr., speaker of the Voice of
Prophecy radio broadcast (accompanied by Del
Delker and the King's Heralds); Joe Crews,
speaker of the Amazing Facts broadcast. In
addition to the two regular weeks of prayer each
year generally conducted by guests, a third week
of spiritual emphasis was conducted by the
students themselves. 146
The students led out in other religious
growth experiences as well, including hilltop
prayer bands, dormitory prayer bands, and a
student-instituted, pre-lunch prayer session
called "The Power Hour." In 1955-56, 85 of the
270 offices of the Collegedale Church and Sab-
bath School were held by students. 147
The student-led Missionary Volunteer
Society served the community with spiritual and
humanitarian ministries to hospitals, prisons,
231
Chapter 7: A Maturing Senior College
and homes for the elderly. It also conducted
evangelistic meetings, enrolled people in Bible
studies, distributed religious books, and began
sponsoring student missionaries to foreign
lands. 148
The doctrine that the body was the temple
of the Holy Spirit received strong reinforcement
from an active and successful campus chapter of
the American Temperance Society, fighting to-
bacco and illegal drugs as well as alcohol. SMC
contestants frequently did well in nation-wide
ATS jingle, essay, and oratorical contests. In ad-
dition, the ATS chapter had a phenomenal suc-
cess rate akin to that of the composition classes
in Pen League contests, winning year after year
the national temperance leadership excellence
plaque. The society sponsored quite a few fair
exhibits, showing motion pictures and giving out
literature portraying the dangers of chemical ad-
dictions, conducted temperance workshops on
, In the '50s and '60s, roller skating in the Tabernacle was a popular pastime
campus, sent teams to put on programs at public
high schools, and even conducted church ser-
vices. 149
Donating and soliciting funds for humani-
tarian aid, students and faculty enthusiastically
participated in the United Way and Ingathering
campaigns. On at least two occasions the
"United Givers Fund" presented SMC with an
award for 100 percent participation. The amount
raised rose from a mere $382 in 1957 to $1,238 in
1962. For the next four years straight
the college exceeded its United Way
goal. In 1966 it raised $2,010. 150
Totals solicited and donated on the
annual Ingathering field day also
showed a general upward trend. In
1956 the 250 participants brought in
about $4,500, $1,500 short of their goal.
In 1963 they broke the $10,000 barrier,
with totals steadily climbing each year
to $13,515 in 1966. With William
Taylor's enthusiastic leadership and
careful organization, 511 participated
that year. In addition, many of the stu-
dents who stayed behind gave all or
part of the money they earned that day.
The number of students doing this in
1966 was 450. Support for what was
being called "Missions Promotion Day"
showed that, despite the debate that
had already begun over the college
name, SMC was still a missionary-
minded college. 151
The Rees years were, as Des
Cummings, Jr., had put it, "a very for-
ward-looking time" when the students
emulated the faculty's "sense of opti-
mism and vigor." 152 But the best was
yet to come. The late 1960s and 1970s
would be for SMC a period of even more
dynamic growth and enthusiasm.
232
This 1930s photo is labeled "noon hour," with students headed for the basement dining room
in North Hall, the girls' dormitory. (College Hall, later called Lynn Wood Hall, is the
administration and classroom building, and beyond College Hall is the College Press and
South Hall, the boys' dormitory.)
i
**.
r"*r.
ill.
1
rf«C
PHOTO ESSAY
1 928- 1 992
CO
o
o
18
SOUTHERN JUNIOR COLLEGE
HOW TO REACH THE COLLEGE
Ooltewah is on the Atlanta Division of the Southern Rail-
way, fifteen miles east of Chattanooga. Five passenger trains
each day pass here, and nearly all stop.
Students coming from west of Chattanooga should take the
Southern Railway, if possible, to avoid changing stations
there. From many points through trains to Ooltewah can be
had. Those coming on the N. C. & St. L. Railway must change
stations in Chattanooga. Tickets should be bought to Ooltewah,
and baggage checked to that point.
All students taking the local trains from Chattanooga or
Atlanta which stop at Collegedale, should buy their tickets
and check their baggage to that point, and turn their baggage
checks with their tickets over to the conductor in order to have
baggage taken off at Collegedale. This will save time and
trouble for both the College and railway company.
Students from the East should take the Southern Railway
if possible. Connections with this road can be made at Knoxville
and Atlanta. Those who arrive by bus from Chattanooga or
Knoxville may get off at the Ooltewah crossroads. Students
should notify the College by letter or telegram, stating the hour
of their arrival at Ooltewah. If this is done, a conveyance will
meet them and bring them directly to the College.
The College office may be called on the telephone through
the Chattanooga exchange by calling County 2602 between
the hours of seven A. M. and six P. M. There is no toll charge
for calls from Chattanooga.
The 1964 Programs Committee of the Student Association poses at the Ooltewah train stat
"LIFE IS A SHIP"
A stately ship lay sweet and calm —
At rest beside the sea of life,
Its course is guided by a psalm
Protecting it from worldly strife.
For several days it anchors there
While godly men into the hold
A priceless cargo store with care —
A treasure that will ne'er be sold.
And now the stalwart ship goes forth
Its precious mission to fulfill.
A message, glad, of gospel truth,
This wretched, blood-stained world
to thrill.
— Lyle Marie Wallace
234
A This 1950s entrance to the college was located where the Collegedale
recycling center is today.
Directional signage in 1949.
too
CKNOXVIUF -*/ ' ATL
" ' \\i t M i f/
E-WAH "/4
o?
ANTA >
SNSSO10 >
v
Xolleqe
235
1
if
I
i
i
I
i
FRIDAY laBSSIWI
For tiie sake of others who nay need to
do some pressing for the Sabbath, please do
not sign up for more than half an hour.
6:30^ Tkc/^X
I'.oorrj.v.QaAyiftt.
7:30 fl^n^/AAj^/
8:00!
8:30 Mc^
12;00 CWU fo*«(*4
12;30 TiuiJLAj^Pl'
3; 00 fiJC&ML
9:00 ]jA^rui^,0i^cL 3 :3 o ^^^t^^^O
9 : 30 >^ — ^ ^v, 4 : 00 4$UMjU M&rr hjby
10:56 <^4-c-c*^£. /4c^4j """" — "."• —
11:00
^ i. . i
- V-
^
1929: 7%e |
sign warns,
"Look out for
the cars when
you hear the
whistle or
bell."
JUNTOS
^%^^^**^ tHh.ii^ MIV^W <MMRI>#' 4MHWV ^i******^*" '^^■trttf
▲ On £/ie way to chapel in 1929-
the men arrive from South Hall
and the women from North Hall.
(Far left) The Friday pressing
sign-up sheet from the early 1930s.
237
•^ The seal used in
SJC's charter document
in 1919 consisted of two
concentric triangles and an
eagle carrying a scroll to the
world, around which is draped
a ribbon proclaiming, "the ever-
lasting gospel to every nation and
kindred and tongue and people this
generation. " The seal carried the founding year for Graysville Acad-
emy and the year of the move to Collegedale. (The date 1893 re-
flected the confusion as to when the school really started. It was
later changed to 1892.) The triangle was chosen because it "is the
most stable of all forms," according to the 1938 Triangle, the year-
book. "The circle is easily dented, the square can be crushed, but the
triangle can withstand great strain. SJC stands for a triangular
education . . . the physical, mental, and spiritual phases of life ... a
three-fold preparation. "
1ST? 9132 vJMMms
Meal W Ticket
Nsraeja
Not TratisiVrablp ff
A The photos on this page are taken in the late '20s and early '30s. Above is the graduating class of 1928 in
the Lynn Wood Hall chapel.
SMC
|j||JPi : IJ!)lJI'!ll : iliHllUW'
W5 |
Courtesy
Week
The Student Association's Social Education Committee chose up to twenty-five
scouts each year to determine the most courteous man and woman on campus
during the annual Courtesy Week. These students were then dubbed Courtesy
King and Queen in a special ceremony. Usually one day of the week was called
Reverse Courtesy Day, when the women performed the courtesies ordinarily done
by the men, such as seating the men in the dining room, opening doors, carrying
books, and walking next to the road when escorting a man down the sidewalk.
Ted Graves and Flossie Rozell were crowned Courtesy King and Queen in
December 1952 by the previous year's winners, Art Butterfield and Carol Jean
Whidden.
,***
\*
A King Smuts Van Rooyen and Queen Candy Scott are surrounded by their court
in 1963: Robert Murphy, Diane Mills, Maximo Rojas, Anne Louise Sonestam,
Terry McComb, and Judy Edwards.
The Medical Cadet Corps training in 1940. In the background is the girls' dormitory along with the soot-producing boiler smokestacks.
240
In the kitchen of Maude
Jones Hall in 1950.
A 1951
241
'<
r
¥
f
' il
^
I
Banquets in the li
■
I
M
►
Posing for
portraits at
the 1970
Sigma Theta
Chi
reception.
The 1972 Sigma Theta
Chi reception
transformed the gym
into a "flower-filled
avenue in Paris."
Reprinted from the Southern Accent, April 22, 1955
i ' i
College Officials
Surrender Offices
The annual College Visitation Day
came last Wednesday, when all tne fa-
culty and teachers left the SMC campus
early in the morning.
Their destinations were several sister
colleges in Tennessee, Georgia, and
Alabama.
Assuming administrative responsi-
bilities were the four major officers of
the Student Association, James Ray Mc-
Kinney, president; Chester Damron,
vice president; Norman Trubey, treas-
urer; and Kathryn Wooley, secretary.
During the day the SA president
occupied President Wright's office; the
vice president used Dean Hammill's
office; the treasurer took the place of
general manager Fleming; and the sec-
retary acted in the place of coordinator
of student activities.
Classes met as usual, with the excep-
tion of the teachers, who were "guest"
students.
W^i
V
I
5*>~*13
v .i
▲ The Student Senate and the Student Association
held broad powers in the early '50s. Here the Senate
meets in Daniells Library.
244
The telephone system for both college and
community was operated from this
switchboard in Jones Hall. This photo was
taken in 1950.
A Recreation and organized activities in the '50s took place in the field across the road from
Lynn Wood Hall, where Wright Hall is now located.
College Days Through The Years
mmm&mmmm
1
1
■
P 2 \H '
In 1970, College Days visitors were welcomed with a Civil War theme
College Days Through The Years
•u . ^10 i."Wi.W**«tP4
From Academy Day
program in 1936.
Sunday Morning- -April 19
View of Sunrise from Lookout Mountain
Trip to Lookout Mountain starting four o'clock
Meet on the porch of the Girls' Dormitory
Breakfast on the Mountain
Story ot war days Veteran Negro Guide
School family breaktast 8: 00—8: 30 o'clock
Dinner served at the Picnic Grounds 1: 00 p. m.
til
(Far right) 1964: The
rebel flag is part of the
welcoming convoy.
(Middle) 1970: To give
the welcome a big bang,
this tank was fired
each time another
senior class was
escorted to campus.
(Right) 1964: Cars
lined up for the parade
to welcome seniors from
the Southern Union.
▲ Mrs. James 0. Thatcher (woman far left)
attended the third annual Founders' Day program
in 1952, the year that the name of the old Thatcher
homestead was changed from the Yellow House to
Thatcher Hall.
A In 1969, the new girls' dormitory was named
Thatcher Hall. At the naming ceremony were
(left to right) Evadne Thatcher Smith, Jason
Thatcher, and Mr. and Mrs. Paul Thatcher.
A C.N. Rees, president from 1958 to 1967, receives the dedication of the 1967 Southern
Memories.
A Kenneth Spears, business manager for
the Southern Accent in 1964.
A 1985: Sanford and Martha Ulmer hold the
plaque which officially names the Student
Center after them, in recognition of their
commitment to the students of Southern College.
The Ulmers gave leadership and support to the
founding of the college's endowment campaign.
A Robert Merchant, SA sponsor in 1978, is cheered by SA president Ken Rogers and his
officers.
m ens Jfr
s ^s,?ALL
Gordon A. Madgwick, chairman of the English department, pauses with his dog, Little Joe, in 1963.
A Kenneth R. Davis, dean of men, photographed in 1966.
A Mr. and Mrs. Kenneth Wright pose next to the plaque which names Wright Hall.
249
G.C. President Robert Pierson visits with Frank Knittel in the 70s.
~T
■
▲ In February 1988, William J. Hulsey, president of the
Committee of 100, pays tribute to Mr. and Mrs. William A. lies
for their work with the college throughout the years. In a
special convocation, the physical education center was named
the William A. Res Physical Education Center.
'//.,
"""^sgwEq
\t~yt
£&,,
\T
OLLEGE
>■»*•.
I |^B
▲ Ray and Inelda Hefferlin in the late Ws.
^ Tennessee Governor Lamar Alexander
autographs a copy of his book during his
visit to the campus in 1986.
250
• '
SC's
Famous
People
■ii • 1 1
js* gm
>
;U,
^^m/***^^^
▲ Professor Ed Lamb received New York's
Salvation Army Volunteer Award in 1984 on
behalf of scores of Southern College students
who have fed New York's homeless on
Thanksgiving Day since 1977.
M In 1986, the road in front of Wright Hall
was named Taylor Circle after Mr. and Mrs.
William H. Taylor, who have served the
college over thirty years. "Taylor Circle will
provide us with the opportunity to literally as
well as figuratively follow in their tracks of
dedicated service to God and humanity," said
President John Wagner.
UMfTFD STHTE3 OF AMERICA
OmCE OF PRICE ADMINISTRATION
N? 549|5t)3BX
WAR RATION ROOK No. 8
Identification of person to whom issued: PRINT IN FULL
{(Vat name) (Middle name) (Last name)
Street number or rural route
City or post office
AGE
SEX
WEIGHT
lbs.
HEIGHT
Ft. In.
OCCUPATION
.Signature -—
{Person to whom book is lamed. If such person i« unable to sign because Of age or incapacity
WARNING
This book is the property of the
United State* Government, It is
unlawful to sell it to any other per-
eon, or to use it or permit anyone
efcm to use it, except to obtain
.rationed* goods in accordance with
regulations of the Office of Price
Administration,. Any person who
finds a lost War Ration Book must
return it to the War Price as**
Rationing Board which issued i
Persons who violate rationing regir
lations are subject to $10,000 fine ox'
imprisonment, or both.
OIW F.
Ooltew&h, Tenn.
^2-
-iM
6
i
Maude
Jones
j^fi^-
i*HiHi<At-iT
jR-t-rx*
a^t^
Maude Jones came to Southern Junior
College in 1917 and taught English and
Biblical literature until 1950. Her
personal interest in each student, her
words of encouragement, and her
enthusiastic example of a consistent
Christian life left an impression on
hundreds of young men and women
through the decades. She passed away
in 1961.
(0
u
&
sn
This agreement made in duplicate and entered into between
Southern Junior College, party of the first part, hereinafter
designated "College" and tlB11 . p T _ T party of the
second part, hereinafter de s igna ted "Tea cher ; '
Witnesseth:
In consideration of the premises ana mutuality hereof it is
agreed by and between the parties hereto as follows:
1. The College agrees to employ the teacher for the 19J3019J51
school term, salary and services to begin September 9 1 9 50
compensation to be at the rate of % 2^.00 per week.
251
Outreach
T To end the Week of Prayer, a baptismal service in the early
'40s took place in the baptismal pool near Daniells Hall.
T Students visit
nursing home resi-
dents during
Sunshine Bands in
1966.
252
Outreach .
Malcolm Mackenzie and John Swafford demonstrate
Smoking Sam in 1966.
▼ The F.T. Fogg Clinic was one of
four clinics established in the '70s in
Nicaragua by SMC. This clinic was
funded by a generous donation from
Mrs. Frank T. Fogg in remembrance
of her husband, former broom shop
manager.
Each year a sizable
number of students
volunteer a year to become
missionaries in foreign
countries. Here Ashley
Hall poses with her
students in the Marshall
Islands in 1990.
A Under the direction of Bible instructor E. C. Banks, this group of student workers conducted a Field School
of Evangelism in the summer of 1949 in Montgomery, Alabama. A harvest of nearly thirty souls was gleaned.
. Rhonda Huffaker and Sharon Ingram lead out in Story Hour in 1970.
253
Coal- Powered Heat
Beginning in the late '40s, the campus enjoyed central heat provided by big steam boilers. In
1963, two new coal-powered boilers were to be delivered by truck to the campus. The first
long-awaited boiler, left, arrived safely. The truck delivering the second boiler was struck by a
passenger train on a railroad crossing only eleven miles from campus. The locomotive, above,
was derailed and rolled over on its side, and the boiler, above right, was demolished. A
replacement boiler was shipped in and installed, and in later years the boilers were converted
from coal to gas.
When the old whistle blew
When the college installed a central heating system after World War II, admin-
istrators thought it would be ideal to utilize the excess steam from the new boilers
with a steam whistle. The 30-inch tall, 8-inch wide, 60-pound, solid brass whistle
was donated to the college by the Southern Railway System, which had tracks
through the campus and was the main line from Chattanooga to Atlanta. The
whistle came from one of the many passenger trains that carried students,
teachers, and mail to and from Collegedale's "old Thatcher Station." The steam
whistle became a very important signal to the campus and the community as its
shrill, musical call broadcast the time to awake, go to work, and go to class. One
long blast signaled rising time and noontime. A medium blast sounded five
minutes before the hour, and two short blasts announced the hour. The feeling of
unity the whistle contributed to the campus and the memory of its piercing cry will
live on in the minds of those who responded to its call so many times. The whistle
was used until the late '60s.
255
The "Ad" Building (1924-1968)
Memories of Lynn Wood Hall include registration, the stench of chemistry lab, the tantalizing aromas from
the home ec rooms, organ and piano practice, chapel, rushing to classes, and paying the school bill.
The College Hall library operated until Daniells Library was built in 1946. A Chemistry lab.
▲ Chapel in the early '50s. Attendance by the faculty was
required, too; they sat in seats under the balcony.
95fi
The "Ad" Building (1924-1968)
▲ Cooking class in Lynn Wood Hall
▲ Typing class in Lynn Wood Hall in the '50s. A Physics lab in Lyr* *~*nn Wood Hal
257
The ice plant in the dairy was installed in
1929. Look hard to see the newly made ice
blocks on top of the freezer unit.
6
A In July 1956, the wood products factory went up in flames. The insurance money from the blaze was invested in
building a facility to house McKee Bakery. Later, a new broom shop was erected on the site where the woodshop
urned.
A Collegedale Wood Products manufactured desks, chests, night
tables, dressers, beds, bookcases, headboards, and mirrors in three
different styles. This five-piece set of maple bedroom furniture sold
for $90.75 in 1955.
A The College Store and post office in 1962. Notice that the women's residence
hall (now Talge Hall) has already been built. The Fuller Insurance Agency is
located to the right of the building.
The College Store and
gas station in 1962.
▼ The barn is razed in
1962. Old Talge Hall
in the background was
not demolished until
1968.
A View from the gas station up to the Home Arts Center in 1962. Wright Hall is
now located where the car is parked.
261
Margarita Dietel
Animato
Collegedale Forever!
Majoric Wynn-Hall
^F^=
S
^?F
m
r^=£
• hW fr3» m i — *- far
*
gugji
1. Sou - thern Mis - sion - ar - y Col - lege,
2. Ne - stled snug - gly in the foot - hills
3. Tink-ling brook - lets, whis-p'ring pine trees
»• jig
Glo - ry in your grow - ing fame;
Pierced by lanes for de - cades trod.
Blend with flut-tering an - gels" wings;
CTE
m
BE
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* ' * ' *t
&
*=3
r^-g^V i I Jr3
Draw and hold us, "School of Stand - ar da,"
Lies our col - lege sweet - ly rest - ing
In our cher-ished "School of Stand-ards"
By what's no - ble in your name.
Near the ve • ry heart of God.
Tru - ly all ere - a - tion sings.
Refrain,
BS
fe
J- a w -i P * >
P
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3
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Sou - them friend-ships root the deep • est. Sou - them skies seem a! - ways blue
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1 CH
Sou - them charm will live for - e - ver;
Col - lege • dale, we're true to you.
B
h
iTJMt
i
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JL1
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ttr^r Ftffr i f 1 i^iTf [[ N' ^f=?
TTie school song, "Collegedale Forever!", was very popular in the '40s, '50s, and '60s. Composer Margarita
A new college seal, updated from the triangular form to a
circular one, was voted by the Board of Trustees in 1963.
The seal features the Bible, the shield of faith, the helmet
of salvation, and the sword of the Spirit. "Veritas Vincit"
means "truth conquers." The seal is placed on all official
transcripts from the college.
SOUTHERN COLLEGE
OF SEVENTH-DAY ADVENTISTS
The college logo was voted by the Board of Trustees in
September 1985, and appears on all official college
stationery. The logo is designed to portray academic
excellence through the use of the campus' familiar
architectural symbol, the columns. The four columns
represent the four pillars of Southern's educational
philosophy — mental, spiritual, social, and physical
development. They are encircled by a symbol of spiritual
unity and harmony. The circle globe also points to the
college's commitment to world service. The color bands
behind the columns convey the feeling of warmth, caring,
and the college's ideal location in the Sunbelt.
Tiiotol (AAorrimnn) mriQ n aturlont nf Pmftxzvnr pfarnlrf ]\/fiJIpr
Chapter Eight
The Pinnacle
1967- 1980
nrollment figures kept climbing: 480
in 1957; 1,150 in 1966; 1,412 in 1971.
Pausing to catch its breath, the enroll-
ment total repeated that figure in
1972, then bounded upward with
annual leaps of as much as 141 students a year,
before breaking the 2,000 mark in 1979 and
reaching its all-time high of 2,079 in 1980. 1
Similarly the number of graduates multi-
plied: just over 80 in 1962, 165 in 1967, and
about 380 in 1976. "I handed more diplomas to
graduates than all the previous presidents put
together," says Frank Knittel, president of
Southern from 1971 to 1982 and academic dean
for the preceding four years. 2
These statistics translated themselves into
Enrollment Tops Record
According to the official
computer count of September
3, 2033 students have regis-
tered at SMC, reports Ken-
neth Spears, Director of Ad-
missions and Records. That's
a record high for SMC, up 208
over last year's enrollment of
1825.
This year 629 new freshman
have joined the ranks, com-
pared with 524 in 1978. The
senior classes, however, have
shrunk. There's a total of
408 two- and four-year seniors
this year, while last year
boasted a 428 total.
Special students add up to
151 this year, an increase of
nearly 40 per cent. Nearly 80
of these are from Georgia
Cumberland, Pisgah, and
Laurelbrook Academies,
where extension courses are
being taught. There's also
been a significant increase of
students coming to SMC di-
rectly from high school — 107
this year, compared with 80
last year.
The nursing division claims
the largest number of majors
enrolled with 440 students.
Business comes next with 209.
Theology, elementary educa-
tion, and biology follow with
137, 130, and 112 respectively.
The 2033 students represent
46 states and 34 foreign
countries. People have mi-
grated to SMC from such
diverse corners of the world as
Iran and Egypt, Singapore and
Switzerland, Norway and
Nicaragua.
A The September 6, 1979, Southern Accent proclaimed enrollment of more than 2,000 students. It reached an all-
time high of 2,079 the next year.
an upbeat attitude, a positive spirit, and a large
dose of school pride. The years 1967 to 1980
were an exciting time to be at Southern Mission-
ary College, for students and faculty alike. 3
SMC's population explosion was exciting,
but it came at a price. Several who were stu-
dents or teachers before the explosion and who
remained here or returned afterwards have said
that previously the school had "more of a family
spirit": the faculty was much closer, the students
"pretty much knew everybody," the campus
community was close-knit. "As we grew we lost a
lot of this personal touch," says Louesa Peters. 4
Rebuilding The Campus
or the school's leaders the twenty-
three-year enrollment growth pre-
sented a "delightful dilemma" — how to
accommodate the hundreds of indi-
vidual human beings that made up
those exhilarating totals. Again a major building
program — one nearly amounting to "a total
rebuilding of the campus" — seemed imperative.
Already in progress was a new women's resi-
dence with accommodations for 510 students,
slated to bear the name of its original predeces-
sor, Maude Jones Hall. However, soon after its
completion in 1968, the board named it after
James and Grace Thatcher instead. Meanwhile,
true to Southern's tradition, the new dormitory
was being occupied before completion, with one
wing used as an overflow men's residence and
263
Chapter 8: The Pinnacle
▲ Thatcher Hall became the new women's residence in 1968.
the other for women. Again, true to tradition,
when Thatcher Hall was completed, the dormi-
tory constructed a few years previously and
known simply as the Women's Residence Hall
was renovated, rechristened — like its predeces-
sor — Talge Hall, and turned over to the young
men. Another renovation was also in progress:
converting the former administration building
(Lynn Wood Hall) to classroom use. 6
Knowing that a larger library was needed
to maintain accreditation, the board planned an
addition to the existing building that would
double its size; in order to raise $25,000 of the
needed $150,000, a special offering was taken
throughout the Southern Union in September
1967. Five days later the board decided to
construct a completely new library on the site of
the first Talge Hall, demolished during the
summer of 1968. Financing this project, how-
ever, was a problem. The Southern Union
Conference, historically the chief source of capital
funds, was short on money because of the Madi-
son takeover. SMC president Wilbert Schneider
approached SJC alumnus O. D. McKee, who —
with his family — gave a substantial contribution.
The faculty pledged $25,000. Thanks to private
gifts, donations by local foundations and indus-
tries, and contributions from Southern Union
Charles Fleming, President Schneider, O. D. McKee,
and Charles Davis are shown top right inset, left to
right, at the 1970 dedication of McKee Library.
Moving from the old Daniells Library took five days,
bottom right.
Conference constituents, the building, valued at
$1,211,504 (but with Fleming's prudent manage-
ment, careful budgeting, and student labor built
for $638,000) was completely paid for by the time
it was constructed. In view of the McKees'
significant contribution, the board named the
new building the McKee Library. Consequently,
McKee requested that the McKee industrial
education building be renamed. At a special
assembly in November 1970, it was rechristened
▼ The library is dedicated to Mr. and Mrs. O. D.
McKee and their children. A plaque outside the
building reads, "to commemorate and honor their
devotion to truth, their interest in Christian
education, and their unstinting generosity. " Pictured
left to right: Mr. and Mrs. Jack McKee, Mr. and Mrs.
Ellsworth McKee, and Mr. and Mrs. O. D. McKee.
9fi4
, y
• »
*=■"•»•
%^1HH
Chapter 8: The Pinnacle
in honor of former farm manager C. E. Ledford.
Meanwhile, 66,000 books were moved mainly by
student volunteers from the old Daniells Library
to the new McKee Library, a process that took
five days. On September 24, 1970, congressman
William E. Brock III was the featured speaker at
the official opening ceremonies. At a cost of
about $100,000, Daniells Hall was converted into
classrooms, laboratories, and offices for the
physics and mathematics departments. 6
The next major construction project, other
than the enlarged shopping center, resulted from
an embarrassing situation: the hastily built,
"new" Walters-era cafeteria and home economics
building, considered by some to be unattractive,
A The decade-old cafeteria I home economics building
was brought down within two days following the
1971 graduation commencement ceremonies.
▲ B. F. and Gradye Brooke Summerour, above, were
remembered for their years of service to the college
when the new home economics building, right, was
named for them.
poorly located, and badly constructed, was
coming apart: in places the floors were danger-
ously pulling away from the walls. Moreover, a
feasibility study of the plan to build a new
kitchen and tie it in with the old one revealed
that this would be more expensive than to
demolish the building and build a new one from
scratch. But how would the constituents react to
the destruction of a comparatively new building?
How would faculty members react to such
destruction when they were so desperately short
on classroom space — when, for example, the art
department in the basement of old Jones Hall
was subject to regular flooding during heavy
rains? After explaining the situation, Schneider
received the cooperation of an initially hesitant
faculty; a confrontation with the general Advent-
ist public was avoided by knocking down the
building within a two-day period right after
commencement in May 1971, "before anyone
knew about it." 7
Since the academy had relocated in a new
educational complex across the valley from the
college, the old Normal Building had already
been razed in November 1970 to make way for
the new home economics building. Completed in
the autumn of 1971, it was named Summerour
Hall in honor of former board member B. F.
Summerour. 8
Solving the cafeteria problem wasn't so
simple. The new food service-student center
building, actually an addition to Wright Hall,
wouldn't be completed until 1973, nearly two
years after the demolition of the old cafeteria.
Meanwhile the food service operated in the old
Tabernacle, now known to students as the
"Tabeteria." Most of the equipment from the old
building was transferred to the Tabernacle, the
main exception being the dishwasher. Conse-
quently, the students used paper plates, plastic
tableware, and disposable trays. This arrange-
ment, the college found, was more economical
than paying students to wash the dishes but,
complained the Southern Accent editor — "You
can't slide down hills" on cardboard trays. By the
end of the twenty-three months the students
were weary of paper and plastic table service.
Some pranksters put a toilet filled with dirt and
the offending items in front of the Tabeteria with
a placard that read, "Death to paper plates and
plastic silverware." Eecalls one student, "Faculty
members were not amused." 9
By this time some key administrators were
convinced that the time had come to bring
266
A Century of Challenge
campus expansion to a halt. President Schneider
warned of the possible consequences of an
overbuilt campus should the enrollment drop.
Heeding the warning, the board had voted in
June 1967 to limit future enrollment to "pres-
ently planned residence hall facilities." Calculat-
ing that the new dormitories would accommodate
approximately 1,000 students and that there
might be perhaps 400 village students, Schneider
suggested that enrollment should be limited to
1,400. 10
But that's easier said than done. Antici-
pating an overflow of male students in 1970-71,
the board's executive committee voted to remodel
the third floor of Jones Hall for their use. As it
turned out, when that time actually arrived SMC
had a surplus of both young men and young
women seeking dormitory housing. The Talge
Hall recreation room was turned into a barracks
for the extra men, and Jones Hall once again
became a women's dormitory.
In the spring of 1971 general manager
Charles Fleming, Jr., suggested that it was time
to stop building. Explaining that each addition
increased the college's operating expenses and
overhead, he warned that it would no longer be
possible to provide money for capital expansion
from operating funds without abandoning the
Southern tradition of keeping its tuition lower
than that of its sister colleges. In retrospect, one
veteran professor suggests that the decision
makers should have listened to Fleming. SMC
should have put a ceiling on enrollment and
raised its admission standards. Instead, he says,
"We overbuilt." But it's hard to turn away even
nominally qualified students desiring a Christian
education enough to either work for it or pay for
it. 11
Besides, there was a pressing need for a
nursing building. By 1973 nursing was the
largest division, with 26 teachers and more than
400 students, yet its classrooms and offices were
divided between two floors of Lynn Wood Hall
and three mobile trailers parked near the science
building. An unexpected gift of $100,000 ear-
marked toward putting the whole division under
one roof, led the board to authorize the project if
the administration could raise enough additional
■•:**£»
1 1*1 HI &
\i_ *
K:: "'<
< ''wife * *■*
' V :J ,
A With things that are difficult or unpleasant at the time, there later exists a certain nostalgic
appeal, like the closeness of hundreds of students crowded into the "Tabeteria" (Tabernacle-
turned- cafeteria), at left, or the quiet moments of a solitary student dining by the window, center.
But just the same, the students were ready for the move into the new cafeteria building when it
finally came, as shown by the "sculpture," above right.
267
▲ Herin Hall was a powerful affirmation of the school's commitment to its School of Nursing.
money to complete it. After several months of
fund-raising had brought in an additional
$100,000, the Committee of 100 provided the
final $100,000. Although the actual furnished
cost of the building, named Herin Hall in 1976,
came to $430,000, the Committee of 100 com-
pleted the structure and gave it to the college
debt-free. 12
By this time the college admissions office
had been ignoring the 1,400-student ceiling for
several years; in September 1975 President
Frank Knittel was telling the board he needed
more dormitory space. The next January the
board approved dormitory additions to accommo-
date 116 more young men and 252 additional
young women. Construction began shortly
thereafter, transforming Talge from a U-shaped
to an E-shaped structure. The million-dollar
addition to Thatcher was, however, a separate
building connected by a breezeway or bicycle
shed. The Committee of 100 financed both
projects. 13
Meanwhile, housing needs of married
students were not neglected. The college pur-
chased six more mobile homes in 1969 and
expanded the trailer park to accommodate thirty-
six more units. Students in the two-year build-
ing technology program built a new apartment
T Built by students for students, these apartments,
along with the trailer park, were the school-provided
housing for married students.
complex for married students in 1975; assisted
by the engineering department, they built
another one in 1978. After a new medical
complex was constructed near the intersection of
Apison Pike and Ooltewah-Ringgold Road, the
old clinic was converted into apartments for
married students. 14
Nor were the students on the Orlando
Campus neglected. In response to a grant
request by development director Dwight S.
Wallack, the Edythe Bush Charitable Founda-
tion donated $85,000 for the renovation of the
Orlando dormitory. 15
Other construction projects completed
during this period of expansion included the
enlargement of Ledford Hall and several im-
provements in the physical education complex,
including a new block of four tennis courts and
three gifts from the Committee of 100: racquet-
ball courts, a resurfaced track, and a new foyer
for the gymnasium. 16
Demographics
eanwhile, the administration had
reversed itself on enrollment projec-
tions. Whereas in 1976 it had fore-
seen continuous growth until at least
1985, at which time the college was
expected to have nearly 2,350 students, in the
spring of 1978 it took note of the fact that na-
tional enrollment projections were down. When
enrollment dipped in 1978, Knittel warned that
between the state of the economy, the demo-
graphic projections, and the shifting priorities in
Adventist homes, continued decline was a real
possibility. He predicted that if the present trend
continued, a year from then enrollment would
have declined by about 200 students within a
two-year period. If that happened, he warned,
"We certainly are not all going to be needed." In
A Century of Challenge
July 1979 Knittel told the faculty to look for a
decline in the number of college-age young people
for the next ten years so serious that the number
of college-bound students might drop by as much
as 50 percent. But for Southern, the evil day of
either decline or leveling off would wait a few
years, despite the brief dip. 17
Why? A major reason was the number of
students coming from outside the Southern
Union, believed to be due largely to SMC's
reputation for having a spiritual atmosphere
enhanced by a conservative social code. Other
attractive assets were its low tuition (compared
with sister colleges), new buildings, and attrac-
tive campus. Although the college didn't spend a
cent recruiting students from outside its constitu-
ent territory, as many as 38 percent of its stu-
dents came from other areas of the United States
and from foreign countries. In 1976, 86 students
were citizens of some country other than the
United States. Typically the student body was
about 45 percent male and 55 percent female; in
1972-73 the percentages among unmarried
students were 40 male, 60 female.
The Vietnam War may have been partially
responsible for some of those lopsided statistics.
With the elimination of deferments for college
students and the introduction of the birthday-
T Crowding around the AP wire, SMC men
anxiously await their number during the drawing of
the draft lottery.
,*m Wrings for 248 &0a
Phyllis Ann Sttvene - Ivan Louis Whtddan, '6B. Feb 8, 1969, forest City, Fl«.
Kathryn Edith Wooley, '55 Jama* Hinson, Aug 17. 1969, Orlando, Fla,
Chartane Gad P*o*n, '69 - Thomas Raphael Wilton, Nov. 16. 1969 Ootiawah,
Tann.
Linda Suwn Voas. 69 . Ronald Hirmin, Nov 23. 1969. Gantry, Ark.
Msrgarat Glbb* Woodrow Whidd*n. '67. Nov 27. 1969. Courtland. NY.
Ruth Rom Softon. '66 - Thomas Prosier, Jr. Dae. 21. 1969
Batty Sua Watkins. 69 - Bruca Ntwmm, Doc 28. 1969, Apison. Tann.
B«v*rty oibuck Stasnar, '67 - LeRoy Boiian. Jan. 1970. No-port N«w*. Va.
Qranda Annan* Northrop - George William Adams. Fab 1. 1970. KMn* Te*.
Miriam Grace Moor*. 43 - G«n« Miracla, Fab 26. 1970. Glandaia. Calif.
Mary Pal Horwath. 67 - Ronald Ouan* Mtin* Apr 5, 1970. Kettering, Ohio
Donnie Gay Vanca. '66 - Jonathan Daan Ol.s. May 10. 1970. Panama City. Fla
Cynthi* Eugenia Twing. '7P ■ Jamas Theodore Richardson, Jr.. 70, June 1.
1970.
Tina Wodzenaki ■ Donald Laroy Wast, Jr., 68. Juna 7, 1970, Hegsrstown. Md.
Barbara Lucila Hoar. 64 - Jotapn John Arena, Juna ft, 1970. Rockville
Center, N.Y.
Anatia Mana Palm, '68 • Or Paul Gilbert Johnson. Juna 24, 1970. Loma
Linda. Calif.
Glenna Fay* Footer. '67 • Ernest Theodore Ahl, '68, Juna 28, 1970, Atlanta.
Ga.
Rom A. Meister, '21 - Cider Laonard E. Allan, Juna 28. 1970, Daar Lodga,
Tann.
Sandra Jean Smith. '?Q ■ Austin Q. Regal. Jun* 21. 1970. Orlando, Ft*.
Ola Virginia Daw*, '70 - Marion Allan McFarland. Ju!y 5. 1970. Miami, Fla.
1 Ruth Hapwo. '
6olt*weh, Tann.
Nancy Ruth Hopwood, '69 - Jsmn Barnard I
■68. July 19, 1970.
tow Anno Shefqal - Bill Lorrama Crofton. 70. Au(. )6, 1970, Tracey, Calif.
Margaret prrscUla Phillips • Jamas William Walters. '68, Aug. 23. 1970, VYythe-
viile, Va.
Sharon Ann OeRosia, '68 - Barnard Noal Qumn, Aug. 23. 1970. Rivarsida.
Call*.
Jo Anna Mohr. '70 - Mark Russall Codington. 70, Nov. 8. 1970. Andtrson. Ind.
Lmd* Gayla AmoW. 71 - Gary Leon Miles. Dec 19, 1970, Woodbury. Tenn.
Bonnia Lynn Pumford. '71 - Danny Eldon Hogan. Doc. 21. 1970, Ooltewah,
Joyce Ann Coo*. '70 -
Daniel Wayne Man^ano. 71. Dec. 22. 1970. Orlando.
Orville Raymond Ruckle. '70. Dec. 22. 1970,
Shirley Jean Scftneider,
Collagadal*. Tann.
Batty Yvonne Roof - Clifford Carroll Myers. '71. Dec. 22. 1970, Ooltewah. T*nn.
Sandra Faye Mayee, 71 • Jama* Albert (Click) Sweeney. Dec 23. 1970. Mt
Vernon. Ohio
Ladonna Eil*n* White Gary Allan Gryte. '70. Dec 27. 1970. Ooltewah. Tenn.
Ann Elizabeth Cone, '70 ■ David LeRoy Vimng. Dec. 29. 1970. Marietta. Ga
Dona Mary Miliar. '71 - Clifford Bruce Mm a Jen, 1. 1971, Naples fla
Linda Jean Feagin. 71 - Ronald Albert Brown. Jan. 24. 1971. Ooltewah. Tenn.
Barbara Ann DuPuy. '67 - David L. George, Feb. 7. 1971. New Orleans La.
Ramona Joy Jopling. '68 - Dr. Bradford Ames Flack. March 6, 1971, Las
Vegaa. n**
Linda Jean Meacunana • Robert William Cash. III. '71. March 9, 1971. Cray.
villa. Tenn.
Ruth Amelia Halvoraan - Dan Verne Stock*. March 13, 1971. Decatgr, Mich.
Mary LourM Holm**, 70 - Benjamin Carl Ma .son, '71, March 14, 1971.
Memphis, Tenn.
Rebecca Jane Maulsby • George Alton Alder. Apr, 9. 1971, Lookout Mountain,
Go.
Meredrth Ann Jennings. '71 ■ Robert L. May. Apr 16. 1971, Rockvill*. Md.
Eitretia Elonsa Acoata-Velez - Robert Wilhem Donesky. May 16, 1971, Moca.
Puerto Rico.
Roberta LM Parker - Robert Floyd Hegar. May 16. 1971. Cotlegedal*. Tann.
Kathryn CluaDeth Johnson, '71 ■ Frederick Meitisld Brannan. '71, May 16,
1971. Ooltewah. Tenn.
Nancy Lh Wardla. 70 - Fred Lm Turner. May 16. 1971, Chattanooga. Tenn.
Thane*. Joanne Griamore - Garland Charles B*nti«n, May 23, 1971, Bunker
Hills, Ind.
Alien* Roberta H-jnt, '70 ■ Charles JoMph W*rsnar. May 23, 1971. Berrien
Springs. Mich
Nancy Ruth Brass - Benjamin Douglas Koc he newer, May 23. 1971. Charlotte.
N.C.
Bemrta May Foreman - Bradley Amen Lewis, Way 23. 1971. Sheridan. Ill
Linda Sue Nantl. 71 - William Francis Worth. Jr.. '71. May 23. 1971, College-
dale. Tenn.
"sfty Jeanne Walker. '66 - Donald Gene Smith. May 23. 1971. Lexington, Ky.
Donna Gail Cock ran . Chester Arvid Caswell. '70 May 30. 1971. Danville. Va.
Lynda Roberta Eedte • Ronald Van Fowler. May 30. 1971. Spartanburg. S C.
Kathryn LourM Evans - Richard Edward Trumper. May 30. 1971. Miami. Fta.
Connio Leigh Thor*) • Steve Edward Knight. '69. May 30, 1971. Charlotte, N.C.
Andnsa Paige Grovor - Allen Richard Steele. '67, May 30. 1971, Washington.
DC.
Sandra 3u« Welch, '71 - Robert Cad Peeke. '71. May 30. 1971. Atlanta, Ga.
Sharon Olson Burgeaon, '61 - David L. Barnes, Juna, 1971. Kettering. Ohio.
Barbara So* Day. '71 . John Benton Taylor, Juna 6, 1971. Sedan Kan.
Jeraidena Joan He*g*r - Wayne Herrts Hicks. 71, Jun* 6. 1971. Angwm. Calif
Linda U)u«* Hagenbaugh, '70 - Kurt Davis Schneider, June 6. 1971. Dallas,
Pa.
Evelyn Lanora Harper - Gerald Estt* Gilkeson. June 6. 1971. Chicago. Ill
Cheryl Lynn Wslper - Cart Benjamin Magoon. 71. June 6. 1971. Madison,
Tenn
Barbara Ann Swop* - Joseph Parry Priest. '70. Jun* 6. 1971. Buchanan. Mich
Marsha Lm Mabry, '70 - Michael Douglas Coa. June 10, 1971. Orlando, Fla
Postponing a wedding is very
bad luck.
When a chicken comes into the
house with a piece of straw in its
beak and lays down, there will
be a wedding soon.
It is bad luck to have a gray
horse at a wedding.
On board the sea of life the
principle of Noah's ark is best
. . . two by two.
Marriage is a diamond of which
lone is trie sparkle.
Love is the prized possession of
the emotionally wealthy.
There is no time limit on honey-
moons.
Helen Ruth Beracz. '71 - Michael Lawrence Hicks, Juna 13, 1971. Berlin Woe
Arlene Elizabeth Barren ■ Harold Clauda Reynolds, Juna 13, 1971, Ooltewah.
Tann.
Patricia Ann* Brock, '71 • Frederick Bryan Woods, Jr.. Jun* 13. 1971. Madi-
son, Tenn.
Sharon Elizabeth Johnson - Las Dudley Holland, Juna 13. 1971. Chunky
Miss.
Ida Clara Kincatd, 69 - Reppard Grady Sapp, II, June 13, 1971. Orlando, Fla
Marion Suun Rozall. '66 ■ Donald Mark Pett.bone, June 13. 1971 Silver
Spring, Md.
Cynthia Carol Tandy • Jon Michael Gear-hart. Juna 13, 1971, Concord. Tenn.
Sharon Ana Wenuelmen. '71
Louis, Mo.
Phyllis Ann Bryant,
Donnalene Aoaanne Gerald, '71
Silver Spring.
•a McNeil.
Paul William Robbanton. Juna 13. 1971. St.
Walter WHlism Labrenz. June 20. Louisville, Ky.
David Bruce BMrdsiey, '69. June 20. 1971
Richard Lawrence Hancock, June 27. 1971, Tazewell,
'. 1971
Mary Sua I
Va.
Wynen* Louts* Preston ■ Jamas Ernast Wayne Fanderson. Jui
Collogedale. Tenn.
Joy Kegels Smith - John PWrc* BrowniM, Juna 27, 1971. Toledo. Ohio
Joyce Dean Holland ■ Larry Rogers. July 2. 1971, Mayfield. Ky
Mary Tereaa Brown • Mark Allen Patmour, July 3, 1971. Atlanta Ga.
Dm Om Little - Michael Eugene Feaworth, '71, July 4, 1971. Portland, Ore.
Judith Kay Osborne, '71 - Jimss Ira Crabtna*. July 4. 1971. Avon Part, Fla.
Meredith Joy Smith - Richard Eugene Pomeray, July 4, 1971. Parkarsburg,
Susan Lorraine Wilcox ■ Robert Matthew Korzyniowski, July 4, 1971. Louis-
ville, Ky.
Deborah Lucille Arney ■ Robin Bernard Parrssh, July I, 1971. Portland. Tenn.
Rae Elim« English, 66 - Donald Myers, July 18, 1971. Raleigh. N.C.
Nancy Carol Foster ■ John Ronald Shoemaker. '68. July 24, 1971. Chatta-
nooga. Tenn.
V. Geyle CarUblanca ■ Douglas Gregory Foley, '71. July 25. 1971, Oalton. Ga.
Bonnie Sue Oemdoerfer ■ Eddie Chrtstopha*- Tow!**, '70, July 23, 1971,
Louisville. Ky.
Rebecca Jo Hamilton • Jamas Cartyta Ingeraoll, July 25, 1971, Birmingham,
71 ■ James Alan Klnganorth, Jr., Aug. 1. 1971. Mednun,
Tann
, Cleburne,
TereM Gail Can
Tenn.
Janet Mane MeJendy ■ Chns Leslie Davit, Aug. 1, 1971, Nashville. Tann
Evelyn Elaine Holt, 68 - Vyron Metvin Carpenter, Jr., Aug. 1, 1971, Clebui
Tes.
Neomi Elain* Strickland. '71 ■ David Lawrence Gustafson. Aug. 1. 1971,
WetervHie. Maine.
Sharon Masine Swlnson, '71 - Gerald Woodrow Priest. Aug. 1, 1971. Jackson-
villa, Fla.
Mary Elizabeth Wahl ■ V. Lynn Nielsen, '69, Aug. 1. 1971. Memphis, Tenn.
Mrs. Theresa C. Wright ■ Dr. Kenneth M. Kannedy. Aug. 1, 1971. Ooltewah.
Tann,
Betty Jun RamMy, 69 • Daniel Paul Frederick. Aug. 7, 1971, CoJIegedale.
Tenn.
Karen Leigh Taylor ■ BUI Wayne SwilWy. 71. Aug. 7. South Fulton. Tenn.
Vivian Lm Galey, '71 -Hkshard Clyde Snyder, Jr., Aug. I. 1971. Hamsburg,
Martha Jane Oerace, '71 . James Kenneth Hoppa, Aug. 8, 1971. Miami. Fla.
Tanya Gorman. '71 - Dr. Glenn Thomas Hart, Aug 8. 1971. Ootteweh. Tenn.
Annie Sue Mitae - Michael Lewi* FoKworthy, '71, Aug. 8, 197L Columbia. S C.
Mary Edith (Dm Dm) Saaley - Randall Hugh Hen-man. Aug. 8, 1971, Clerks-
field. Ohio.
Cefeen Amber SaKz. '71 - Richard Edmund Stanley, '71, Aug. t, Glandaia.
Calif.
Jacqueline Stanley - Edgar Ross Lyman. Aug. 8. 1971. Collegedeie. Tenn.
Nancy Lou Shepherd ■ Warren Jay Voagele, Aug. 8. 1971. Plerra, 3.D.
Short Marie Wittenberg. '71 - David Lamar Fardulle, Aug. 8, 1971, Winter
Park. Fla.
Mary Jo Pippin - Robert Ray Davenport. Aug. 12, Naahvlli*. Tenn
Barbara Ann Moon ■ Warren Allan Sredenkamp, Aug. 12, 1971. Ootteweh.
Tenn.
Elian Carlene Bramson, '70 - Gary Edward Jameraon. Aug. 15. 1971. Gtendala,
Calif.
Astrid Diana Lazaration, '71 • Larry Donald Howard. Aug. 15. 1971, J>*mri
River, N.Y.
Double Wedging
Marge LouTm Martin, '71 - Elton Robert Kerr, '71, Aug. 15. Avon Park,
Fla
Selma Kay Martin ■ James Arthur Neubrender. Aug. 15. 1971, Avon Park.
Fla.
Elsie-Re* Pike,
■_Benton Lyie D*w«. Aug. J5._J971,_Ea*l Killlngly. Conn.
_ - Edward Lewis
Manitoba. Canada.
Betsy Jane Renau. '71 - David Allen Ertal. Aug. IS. 1971. Charleston, S.C.
Winsome Diane Gallant ■ Edward Lewis Croker, Aug. 22, 1971, Winnipeg,
Becky Jeen Heath. '71 • Edgar Allan Soepes. Aug. 22, 1971. Madison, Tenn.
Lynda Varlene Hughes. '71 - Devid RusmII S«td*(, Aug. 22. 1971, Candler,
N.C.
Janice Celeste McElroy, '71 - Stephen Laurence Phelpe, Aug. 22. 1971, Nome,
James Lm Pleasants, '71. Aug. 29. 1971. Collegedeie,
Don William Ambler. September 5. 1971. Jackson,
Paula Maria Hawthorne - James L*e SchaRer, Sapt. S. 1971, Seffher. Fla
Jane Regine Loor
Tenn.
Gayla Lynn Gardner
▲ Little wonder that, for many, SMC stood for Southern Matrimonial College with wedding announcements for
248 people printed in the Southern Accent in July 1971.
269
▲ Garland Dulan
, Lorenzo Grant
based, Selective
Service lottery,
perhaps one-third
of SMC's young
men over eighteen
years of age found
themselves facing
induction. The
trepidation felt by
the male students
as they crowded
around the WSMC
teletype machine in
Lynn Wood Hall in
December 1969 to
see what priority
their date of birth
would have, must
have been intensi-
fied by the fact that
about two weeks
previously the Southern Accent
published the news that former
student Ronald Delong had been
killed in Vietnam. They felt great
relief in March 1973 when Richard
Nixon withdrew the last American
troops from Vietnam. But a greater
danger than the Vietnam War
remained for the student body: the
American highway. During the
1970s the Southern Accent reported
the accident-caused deaths of at
least seven current or recent
students: six in automobiles and
one in a private airplane. 18
For some unmarried students
the letters "SMC" seemed to stand
for "Southern Matrimonial College."
The Southern Accent in August
1970 listed forty-four weddings that
▼ Wilbert Schneider, president,
1967-1971.
. Karen Warren
270
had taken place or were
scheduled to take place
between February and
August of that year; a year
later a similar list appeared
under the headline, "Wed-
dings for 248." 19
As the college gradu-
ated more and more stu-
dents, a smaller percentage
of these graduates were
entering denominational
employment. Whereas
previous administrators had
considered producing
church workers to be the
school's top priority,
Schneider told the faculty
that the denomination could
no longer provide jobs for
the majority of graduates
from its colleges. In 1920 one out of every 14
Seventh-day Adventists was a denominational
employee, and even as late as 1950 the figure
was one in 19. By 1970 it was only one in 31 and
by 1980 one in 38. 20
Although representing a smaller percent-
age of the total student population than at some
other Seventh-day Adventist colleges, blacks
were a growing segment, increasing from about
five in 1967-68 to 111 in 1980-81. SMC had
several black teachers: Garland Dulan in
behavioral science, Lorenzo Grant in religion,
Karen Warren in nursing. The college had
officially adopted a racially nondiscriminatory
employment policy in 1969 and a policy for
affirmative action in the employment of women
and members of minority groups in 1973. By the
late 1970s it was celebrating Black History
Week. 21
Wilbert Schneider
(1967-1971)
B
wo men presided over Southern
Missionary College during this dy-
namic period — Wilbert Schneider 22 and
Frank Knittel. Schneider, an Okla-
homa-born alumnus of Southwestern
Junior College and Union College with a Ph.D. in
economics from the University of Southern
California, came to the presidency after twenty-
four years of denominational service: hospital
accountant, food company treasurer, academy
dean of students, college business manager, head
of the business administration department or
division of four colleges (including SMC), and
academic dean of three colleges (including SMC
in 1960-1962). The author of numerous scholarly
articles and of a book on banking history,
Schneider combined the strengths of the aca-
demic researcher with those of a practical, level-
headed businessman.
T President meets president as Wilbert Schneider is
greeted by Lyndon Johnson at the White House on
National Prayer Day in 1967.
A Century of Challenge
Having appreciated Schneider as an
academic dean, several of the faculty members —
delighted that he had been chosen president —
met him at the airport with a sign reading,
"Welcome home." Although some were disap-
pointed that the current dean had been by-
passed, Schneider skillfully pulled the whole
faculty together. Jerome Clark speaks of
Schneider as "the man with the velvet glove: he
had control of things in such a smooth way that
people hardly knew they were being controlled."
Others praise his good judgment, his consistency,
his decisiveness, his willingness to listen to
people, his diplomatic skill — a firm but non-
arbitrary leadership style, and his devotion to
hard work.
Schneider was thankful for the college's
conservative image and for the widespread,
enthusiastic support among its constituents.
Once, when Charles Fleming, Jr., had returned
from traveling in the Southern Union bearing
glowing reports of the feedback he had received,
Schneider told him, "We can't be as good as they
say we are, but it sure feels good." However, he
cautioned the faculty, if the college didn't keep its
image by upholding its standards, "We are pretty
much through." Although careful to distinguish
between school regulations and divine mandate,
Schneider's personal commitment to a conserva-
tive Adventist lifestyle is reflected in the devo-
tional messages he presented in faculty
meetings, such as the one in 1971 when he
suggested that the concept "By beholding we
become changed" was particularly applicable to
television. He practiced what he preached.
Among the members of his teaching and admin-
istrative team who testify to his superlative
spiritual qualities is his secretary, Jane Brown,
who describes him as "a very godly man" with "a
beautiful Christian character."
Frank A. Knittel
(1971-1983)
H
chneider's brilliant, dynamic, charis-
matic academic dean and successor,
Frank A. Knittel, 23 had started his
education at the age of three, spend-
ing his first four years of school in an
experimental rapid-reading program. "At the
end of the fourth grade," he says, "all of us
children in the program were reading high school
and college material." After graduating from
Southwestern Junior College at the age of
seventeen, he became an elementary-school
teacher for a one-room school in Louisiana with
twenty-one students; he was also head elder of
the local Seventh-day Adventist church. While
majoring in English and history at Union Col-
lege, he edited both the school paper, the Clock
Tower, and the annual, Golden Cords. At Union
, Frank Knittel, president, 1971-1983.
he also played on a Goodyear-sponsored school
baseball team.
Graduating from Union College in 1947,
Knittel accepted a position teaching English at
Enterprise Academy. He was drafted in 1951
and reached the rank of first lieutenant before
completing his two-year hitch. At the University
of Colorado (Boulder) he earned both an M.A.
and a Ph.D. in the field of English and worked as
a graduate-assistant men's dean. While studying
in Boulder, the twenty-eight-year-old Knittel met
and married Helen Dean in 1956. From the time
he left Boulder until he moved to Collegedale, he
was on the faculty of Emmanuel Missionary
College (later Andrews University), first as an
English teacher and finally as vice-president for
student affairs. While there he constructed his
home with his own hands.
Early in his presidency Knittel told a
faculty colloquium that for Southern Missionary
College to deserve its
status as a Seventh-
day Adventist institu-
tion, it was imperative
for each class to reflect
Seventh-day Adventist
ethics. "This philoso-
phy should be clearly
stated in the syllabus
for each class in each
discipline," he said.
"Unless SMC main-
tains this distinctive-
ness, it has no
justification for exist-
ing."
Similarly in his
first chapel as presi-
dent, Knittel told the
students that "SMC
271
Chapter 8: The Pinnacle
exists for the purpose of furthering the aims and
philosophy of the Seventh-day Adventist Church
in and through the students." Warning them
that any attempt to change the rules "by embar-
rassing the school" through marches, demonstra-
tions, or Southern Accent editorials was
"ungodly," Knittel declared, "Anything written or
said to embarrass or deface the school" was
"going against God."
Probably no other administrator in
Southern's history has been simultaneously both
so highly admired yet so highly controversial.
Although agreeing with his admirers that he was
intelligent and outgoing, an excellent teacher,
and a gifted and sought-after public speaker,
Knittel's detractors — especially among his
administrators — resented what they considered
to be an impulsive, arbitrary management style
that was prone to disregard established channels
of authority and undermine his administrators.
Knittel's resurrection of the division system and
his attempts to expand all classes to four semes-
ter hours each were two especially unpopular
policies. But perhaps even more galling was his
alleged favoritism: granting certain privileges to
personal friends that were denied to others.
On the other hand, many Southern teach-
ers have nothing but praise for Knittel's manage-
ment style, speaking of him as approachable and
decisive, praising the freedom of expression for
faculty members as well as the vitality and
intellectual stimulation that characterized the
Knittel years when "the search for excellence"
was not just a cliche. Says one professor, "Those
were the golden years of the school, a time when
Southern was making a serious bid to becoming
the premier undergraduate college in the Ad-
ventist system, a time of progressive enlighten-
ment and of upgrading the faculty: bringing in
people with a cosmopolitan view of things."
A similar dichotomy marks faculty evalua-
tions of his relations with the teachers. Some
recall his sociability ("he didn't know any strang-
ers"), his concern about the welfare of each
faculty member, his ability to make people feel
good about themselves. Yet others speak of
widespread hostility against what they perceived
as unfair treatment, suggest that he didn't do as
well as his predecessors with keeping people
informed, and describe his treatment of certain
faculty members as insensitive.
Student evaluations of Knittel were more
consistent. They speak of his treating them with
respect, showing a personal interest in them, and
talking to them as a friend. They also speak of
his accessibility, his "open door policy" for stu-
dents. As dean he developed rapport with
students by holding monthly press conferences
and faculty-student encounter sessions called
"Intercom." As president he held dormitory
"feedback" forums. A more frequent type of
encounter came in the classes he regularly
taught. Appreciating the opportunity "to be with
the students in a totally unadministrative
capacity," Knittel fascinated students with his
storehouse of knowledge and his dynamic presen-
tations. He was, according to Bill Taylor, "prob-
ably the most knowledgeable of our presidents."
Says John Beckett, "Any time I read about J. H.
Kellogg, Frank Knittel's image comes to my
mind — all the way down to his white shoes."
Knittel's replacement
as academic dean was
admissions and records
director Cyril F.W. Futcher,
a native of England, an
alumnus of Newbold College,
Emmanuel Missionary
College, the University of
^^L * London, and the University
^k &<m of Western Australia with
an M.Ed, and Ed.D. from the
Cyril Futcher
University of Maryland. Educationally he was a
Renaissance man, having completed majors in
religion, history, mathematics, and education
and minors in physics and English. Before
joining the faculty in 1962 he had taught at three
other colleges. Futcher spent nine years as
records director and a total of nine years as
academic dean at Southern; he retired in 1978
after seven years in that position. Four years
later, he was again pressed into service for an
additional two years, 1982-1984. Evonne
Richards, his secretary, described him as "a boss
who is non-pressurized, who plans ahead, and
who is prompt to get things done." She admired
his patience: "his ability to treat student #450
the same as student #1." 24
Futcher's 1978
successor as academic dean
was Wisconsin-born
Lawrence Hanson, a
mathematics graduate of
Los Angelas State College
with a master's from the
University of California,
Davis, and a Ph.D. in
mathematics education
from Florida State Univer-
sity. Before coming to
Southern, Hanson had taught at the University
of Oregon, California State Polytechnic College,
and Florida State University. 25
Hanson had joined the mathematics
faculty as department chairman in 1966, had
been the first recipient of the Professor of the
Year Award (1971), and had been largely respon-
sible for the creation of the faculty senate in
1972. He was a teacher who never said an
impatient word, says Terry Martin, '76, adding,
"He had a genuine concern that everyone suc-
ceed." Loyally promoting Knittel's pet project,
Hanson resurrected the widely resisted division
Lawrence Hanson
272
T Nursing students gain a wealth of practical
training in affiliate hospitals.
system. Although some teachers complained
that it forced people to make decisions beyond
their area of expertise, others thought changing
from a department with perhaps only three
• teachers to a larger division was beneficial.
Some lasting results of this short-lived restruc-
turing have been the mergers of the two nursing
departments and that of the business depart-
ment with the department of office administra-
tion. 26
The years of expanding enrollments during
the Schneider and Knittel administrations were
generally years of balanced budgets. For the
students, however — thanks at least in part to the
mega-inflation the United States experienced
during the Johnson, Nixon, Ford, and Carter
years — such balanced budgets required con-
stantly increasing tuition. A day student taking
A Century of Challenge
a full load of 16 hours for two semesters paid
$1,095 for tuition and fees in 1967-68; by the
1981-82 school year this figure was nearly four
times as high: $3,920. However, SMC main-
tained its position as the union conference-
sponsored Seventh-day Adventist college with
the lowest or second lowest tuition in the United
States. Dormitory rent increased more slowly,
rising from $270 (for rooms in the newer build-
ings) to $800. The amount the school budgeted
for student aid, the wages paid for student labor,
and the amount available for student loans also
increased. The size of the scholarships granted
to the top 5 percent of Southern Union academy
graduating classes was doubled to $200 in 1969.
In 1978 the college used two large gifts totalling
$200,000 to establish an endowment fund,
investing the $200,000, as well as additional
contributed money, and using the income for
scholarships. 27
Tennessee's Largest
Nursing School
ddressing the faculty in 1976, Hanson
I suggested that probably few colleges
nnlthe size of SMC in the United States
| ffij provided as many career opportuni-
ty ties. Indeed, the most popular majors
were those preparing their students for a specific
career. Elementary education, theology, and
business were at various times the second most
popular major during the Schneider and Knittel
administrations while nursing was consistently
the major attracting the most students, with the
total enrolled rising from 241 in 1967 to 488 in
1975, then dropping slightly to 440 in 1979. In
1973 the Southern Accent reported that SMC had
Tennessee's largest nursing school. The college
began limiting the program to 80 beginning
nursing students per semester. Said Knittel in
1976, "If we had taken all of the students who
wanted to come into nursing during the last five
years, we could have four or five hundred more
students on our campus than we presently
have." 28
The most important development in
nursing during this period was the integration of
the associate's and bachelor's degree curricula
into a one-track "ladder" program allowing
students to take their state examinations at the
end of two years and to continue attending
college an additional two years to complete their
bachelor of science requirements. Bringing this
about required four years of feasibility studies,
diplomatic negotiations between the two nursing
departments, and upgrading the nursing
faculty's academic preparation. Key participants
273
Chapter 8: The Pinnacle
in this process were Knittel, Futcher, and
nursing professor Lois E. Graham. 29
SMC reorganized its associate degree
program in 1970 when the Madison campus
closed, citing the lack of a stable, qualified faculty
on the Madison campus and deficiencies in the
Madison hospital facilities. Students now took
all four school-year semesters on the Collegedale
campus. A summer practicum in various South-
ern Union Seventh-day Adventist hospitals was
substituted for the clinical experience at Madi-
son. However, four years later, after Madison
enlarged its facility and upgraded its staff,
SMC — responding to a directive from the Gen-
eral Conference Board of Higher Education
requiring all SDA nursing programs to include
laboratory experience in a Seventh-day Adventist
hospital — again reorganized its program to
include one semester at Madison. 30
Five years after reopening the Madison
campus, SMC closed it permanently. Reasons
given included "the expense of maintaining two
extension campuses" and — once again — the
"limited clinical facilities at Madison Hospital."
This time the clinical semester was transferred
from Madison to Orlando. Consequently, nurs-
ing students were spending a total of two semes-
ters — one lower division and one upper
division — at Florida Hospital, the denomination's
largest. In addition, the Orlando campus offered
the last two years of the B.S. program for people
in the community. Terry Martin, who completed
her non-ladder nursing program in December
1976, says her junior year at Orlando was the
greatest year in her single life. "I learned a lot
because I didn't have a lot of outside distrac-
tions," she says, adding, "We didn't worry much
about dating." 31
Despite cooperation from Memorial and
Erlanger hospitals, the major obstacle to operat-
ing the entire nursing program on the College-
dale campus was the difficulty in arranging
clinical experiences, especially after the Univer-
sity of Tennessee at Chattanooga began offering
nursing. Even before this, in 1971, the problem
was serious enough for the board to set up a
committee to study once again the possibility of
opening a Seventh-day Adventist hospital in
Collegedale. No Collegedale hospital material-
ized, but nursing students, in cooperation with
the Chattanooga Public Health Department,
operated a free clinic in an impoverished section
of Chattanooga during the early 1970s. 32
Facing reaccreditation of its four-year
degree by the National League for Nursing, the
college worked to upgrade the entire nursing
program. At least two nursing teachers earned
doctorates in 1978. The pass rate of the associ-
ate degree nursing students on the state board
examinations in the late 1970s was far above the
national average. In 1979 the National
League granted the four-year program full,
continuing, unlimited approval. Of the fifty
nursing schools with a ladder program
applying for League accreditation or
reaccreditation "in the recent past," Knittel
reported, only eleven had been approved. 33
Other Popular Majors
outhern's second most popular
major in 1967 was elementary
education. With 218 students, it
was just 23 short of nursing. The
college also began offering two
related majors: early childhood education
and a two-year curriculum in pre-school
education. During most of the 1970s
theology was the second most popular major
with a steadily increasing enrollment trend.
The college was extremely successful in
placing its theology graduates, Futcher
recalls. Non-ministerial religion majors also
accounted for a substantial number of students. 34
By the end of the decade the Division of
Business and Office Administration was, next to
nursing, attracting the most majors: 209. Most
popular among the division's curricula were the
business administration and accounting pro-
grams. SMC was especially successful in produc-
ing certified public accountants: approximately
one-third of all Seventh-day Adventist CPAs in
1973 were Southern alumni. 35
Atlanta businessman E. A. Anderson
added a new dimension to the accounting and
business administration majors beginning with
the 1971-72 school year by funding the E. A.
Anderson Lecture Series. This series often
second-semester lectures per school year featured
business executives from near and far with
expertise in business areas not covered in the
▲ Elementary education was second in enrollment
only to nursing during the late '60s.
274
A Century of Challenge
department's regular classes. Two hours of
credit were given to students attending the
lectures and taking quizzes over the talks. The
general public was invited at no cost. Anderson's
generosity also funded summer business work-
shops for denominational administrators. 36
Young Scientists
I iology was SMC's favorite science,
I # I consistently enrolling well over 100
f ^ J majors throughout the 1970s and
l^^jjBff peaking, according to the Southern
Accent, at 180 in the fall of 1976,
a semester when a total of 678 students were
taking biology classes. 37 Other science depart-
ments, although attracting fewer majors, contin-
ued making contributions to their academic
disciplines.
Proud of the quality of his department's
students, physics pro-
fessor Henry Kuhlman
says, "We get good
students coming in and
we graduate good stu-
dents, but we don't get
many students because
unless they've taken all
the math and science
offered in high school,
they can't do physics in
college." 38
A scholarly
article by physics major
Joe Mashburn ap-
peared in the April
1976 issue of the Journal of the Tennessee
Academy of Science. In 1978, as a freshman
physics major, Young Huh discovered a new
mathematical theorum. In 1971, the physics
department presented to the American Physical
▲ E. A. Anderson
Society a paper reporting on the research of
physics students Johannez Penz and David
Wheeler and professors Hefferlin and Kuhlman.
Kuhlman himself also discovered and published
a new physics formula in 1976. The department
and the student chapter of the American Insti-
tute of Physics each received at least one re-
search grant in the late 1960s, although these
were much smaller than some of the grants from
before the Vietnam War. 39
Under the umbrella of the physics depart-
ment, SMC began offering a computer science
minor in 1970 and an associate degree in com-
puter science in 1976. Another new area the
department ventured into was religion. Devel-
oped and taught by physics professor Ray
Hefferlin, Issues in Physical Science and Religion
could be taken for either physics or religion
credit. 40
The Arts
And Humanities
, he music department faculty was
\ young and stable, with several teach-
; ers in their thirties. However, the
department was geographically frag-
mented, with some music classes
meeting in Miller Hall, some in the Old Taber-
nacle, the choirs meeting in the nursing building,
and organ lessons being given in the church. The
department's musical organizations began to
expand touring horizons. Besides giving numer-
ous performances on campus, in the Southern
Union, and in other parts of the United States,
they began taking international tours. After the
band toured in Canada and the Collegiate
Chorale visited Jamaica, the orchestra, under the
direction of Orlo Gilbert, went even farther from
home with tours of the Far East and Australia.
SMC was granted full membership in the Na-
tional Association of Schools of Music in Novem-
ber 1972. 41
The college began offering an art major,
rather than just a minor, in 1970. By the second
semester of 1975-76, 38 students were registered
as majors, while 12 were working toward a
bachelor's degree in interior design — an empha-
sis that had been moved from home economics to
the art department. 42
Declining interest generally in the humani-
ties led the board in 1973 to drop the three-year-
old French minor and in 1974 to reduce the
modern languages teaching staff. In 1979, the
faculty senate voted to reduce the course offer-
ings in Spanish and German, making spending
the sophomore year abroad the only way to
complete a B.A. in German or Spanish. The
modern languages department conducted Euro-
pean tours in 1972 and 1978. 43
Communication
Phe communication department offered
three major emphases: communica-
tion media (broadcasting), journalism,
and speech. In 1976 the department
added an associate degree in media
technology. Students in the department per-
formed plays for their
fellow students, wrote a
television script for
WDEF-TV, created
"Experience," a multi-
media production,
wrote and edited a com-
munity newspaper, and
participated in the op-
erations of the
department's radio
station, WSMC-FM. In A There was at least one
addition, for a time, dummy in the art
department.
275
Chapter 8: The Pinnacle
broadcasting students operated WCCR, a cam-
pus "radio" station that operated for ninety min-
utes a day through the dormitory intercoms. 44
WSMC's broadcasting was the best known
of the department's activities. "The community
thinks of the institution as a radio station with a
college in the basement," says former broadcast-
ing director James Hannum, quoting president
Knittel as saying, "The station is becoming the
tail that wags the dog." A Chattanooga bank
official told Knittel, "Don't ever let go of that
radio station. It's worth a million dollars a year
to you." The station was broadcasting sixteen
hours a day in 1967 and seventeen hours a day in
1969. Again in 1970 it added an extra hour. 45
WSMC began broadcasting National Public
Radio's in-depth news program, All Things
Considered, in 1972. Some programs produced
by the staff were broadcast nationally over NPR,
including a thirty-minute 1971 Fourth of July
special featuring Senator Hubert Humphrey,
Astronaut Frank Borman, and former NBC
television newscaster Chet Huntley conversing
with alumnus and postgraduate student Ray
Minner, '70, the program host. In 1976 All
Things Considered broadcast a 2 1/2-minute
feature on the congressional race produced by
Mike Bradley, WSMC news director. It took
Bradley more than twelve hours to prepare this
feature. 46
The station begin receiving a $7,500
annual grant from the Corporation for Public
Broadcasting in 1971. CPB's 1976 grant was
$25,000. Other sources of funding included
community and listener contributions, corporate
underwriting, grants from the college, and — at
least on one occasion — the showing of a benefit
film {The Sound of Music). The college's contri-
bution to the station's budget rose from $31,368
in 1972-73 to $50,000 in 1975-76, by which time
WSMC was counting on $25,000 from underwrit-
ing and $17,640 in contributions in order to meet
its expenses. The William Bingham Foundation
made a $65,000 grant in the late 1960s. Most of
the station employees were students. 47
To streamline decision making, WSMC
severed its connection with the communications
department in 1979. In retrospect, Hannum
believes this was a disadvantage for the depart-
ment, causing it to lose momentum. 48
Other Majors
n the fall of 1975, 51 students regis-
tered as health and physical education
majors, 33 as home economics majors,
and 65 as behavioral science majors.
I Seven were pursuing the associate
degree in food service and bakery management,
and two were studying toward a one-year certifi-
cate in food service. 49
The industrial education department
offered a bachelor of science in industrial arts,
which enrolled 21 majors in the fall of 1975, an
associate degree in industrial education with two
different emphases at that time, and an associate
degree in construction technology, one of the
fastest-growing programs during the early 1970s,
registering 23 students that fall. Construction
technology students built nine or ten houses
around Ooltewah. They also built the Tennessee
apartment complex for married students. Sec-
ond-year construction technology students were
paid $2 an hour for their labor plus half of the
profits from the sale of their project houses.
Beginning in 1979 the department offered a one-
year diploma in auto body. It also taught several
classes in aviation. 50
A Growing Library
f the library is not a serious factor in
your educational processes," Knittel
told the students in his chapel talk of
September 5, 1972, "your teachers are
not fulfilling their teaching mission
and your educational experience here will be a
sloppy one." The college took a major leap in its
library budget for new books between 1967-68,
when it was $13,800, and 1968-69, when it was
approximately $40,000. S1
At about the same time the college library
began changing its cataloging system from the
Dewey Decimal system to Library of Congress
cataloging. During the 1971-72 school year
library workers reclassified 3,850 books from the
old to the new cataloging system as well as 9,029
new books. By the fall of 1972 the library was
employing 45 students and had holdings of
71,605 volumes. 52
The following year the library grew by 70
percent when SMC acquired 50,000 volumes
from Dr. Vernon Thomas of Keene, Texas.
▼ Industrial education majors included an associate
degree in construction technology, below, and a
diploma in auto body, right.
276
A Century of Challenge
Included in this acquisition were two special
collections: one of Civil War books and docu-
ments; the other, the John W. Fling, Jr., collec-
tion of Abraham Lincoln books and memorabilia.
These collections included photographs, cancelled
checks, and handwritten letters as well as books
and published documents. Six years later,
Glenmore Carter, a member of the Committee of
100, donated another handwritten letter: an
eyewitness account of the fight between the
Monitor and the Merrimac. These collections,
now housed on the third floor of the McKee
Library, have been a useful resource for student
research. 53
Academic Policies
ntil 1970 SMC followed its traditional
practice of starting school in mid-
September, ending the first semester
in late January and the second semes-
ter in late May, and conducting
summer school from mid-June until the first or
second week of August. Summer school students
were expected to attend classes five days a week,
even on holidays. More than once their instruc-
tors were reminded that classes were to be
conducted on the Fourth of July. 54
When planning for the 1970-71 academic
year, the board accepted a new concept for the
school calendar: starting early enough in the fall
to finish the first semester before Christmas
vacation. This meant that subsequent summer
sessions could start at the beginning of June and
conclude before the end of July. The summer
session was split into two halves the following
summer, with July 4 coming in between. From
then on, the Fourth of July continued to be a
vacation day even when it didn't fall between
sessions. In 1977 the college began squeezing in
an extra summer session in May. 55
Changes in the school calendar were
followed by adjustments in the grading system,
modifications in the attendance policy, and a
restructuring of the general education require-
ments. Grades with pluses and minuses were
initiated in 1973. This led to a modification of
the rule that no grade less than a C would count
on a major or minor: henceforth no grade less
than a C- would count. 56
The health service requested in September
1976 that it be permitted to discontinue giving
absence excuses; subsequently instructors had
the responsibility of excusing absences for their
classes. Immediately the absence rate dramati-
cally increased. This put a particular hardship
on the nursing division because each laboratory
session was vital to the successful completion of
the nursing program. Confronted with a deluge
of requests for make-up laboratories, heavily
overloading the department's clinical staff, the
nursing faculty begged for a modification of the
policy: the reinstatement, at least for their
division, of the previous policy of requiring a
written excuse from either a physician or the
health service. This led to the creation of an
absence committee to decide the validity of
absence excuses. 57
A new general education program went
into effect with the 1975-76 school year which
reduced the number of semester hours required
for graduation from 128 to 124 (except in nurs-
ing, which still required 128). The new program
was more flexible but did not allow students to
count toward their majors any courses taken for
general education. 58
Although the college made some of the
policy changes recommended by the Southern
Association of Colleges and Schools at the time of
SMC's reaccreditation, these were primarily
adjustments in structure and terminology rather
than academic changes: modifying the composi-
tion of the board, merging some related depart-
ments, and setting up a committee to consider
changing the school name. The college chose,
however, to ignore some of the visiting
committee's more substantial recommendations:
offering fewer majors, reducing the religion
component of the general education require-
ments, and substituting generic religion courses
for "the more professional theology courses" with
their narrow Adventist orientation. On the other
hand, the administration did take steps to deal
with another of the visiting committee's academic
concerns: grade inflation. 59
Perhaps the reason SMC felt free to ignore
some of the recommendations, especially those
which might be seen as undermining the college's
very reason for existence, was the general tone of
the committee's report. As Knittel recalls, the
chairman said, "Committee members are bit
embarrassed because they feel the recommenda-
tions they're going to make are really quite
peripheral." One reason for their generally
positive impression was the "incredibly high"
combined morale of students, faculty, and
administration. 60
When the visiting team was on campus,
Knittel was able to point with pride to the
constantly improving level of faculty academic
277
Chapter 8: The Pinnacle
preparation, anticipating that in the upcoming
school year all but two departments would have
at least one person with a doctorate. By the
1975-76 school year more than half the faculty
members outside the nursing department had a
doctorate and only one teacher outside that
department had less than a master's. 61
Changing Student
Organizations
0y 1980 the Student Association consti-
tution bore little resemblance to the
document Ambrose Suhrie had helped
to draw up during the Wright admin-
istration. Throughout the 1970s it
seemed that the SA was constantly amending its
constitution or even adopting a new one. Finding
the existing constitution "too long, unwieldy, and
confusing," the SA senate appointed a committee
to draw up a "short, workable constitution" for
the "specific purpose of giving the SA more
freedom of movement." Written by Elton Kerr,
'71 and David Patterson, '70, the 1970 constitu-
tion, departing from Suhrie's assumption that
the Student Association would have governing
power, "assumed that the SA existed not to
govern but to offer services to the student." The
size of the senate was reduced; its members were
elected from geographical districts. This consti-
tution was amended in 1972, changing the
number of vice-presidents from one to three:
executive, religious, and social. Two years later
the number of vice-presidents was back down to
one, and the only elected officials were the
president, the vice-president, and the editors of
the Southern Accent, Joker, and Southern
Memories. Still another constitution was
adopted in May 1976. 62
Student apathy was responsible for some of
these constitutional changes. Although there
was generally healthy competition for the
presidency, a large number of candidates for
other offices were generally unopposed, and
sometimes nobody at all chose to run for some
particular official or senatorial position. Reduc-
ing the number of elected positions made sense
when so few people showed any interest in
running for these positions and so few students
seemed to care who was elected. In 1973 less
than 30 percent of the students bothered to
vote. 63
One way of fighting apathy was the
attempt to make the Student Association more
relevant to students' lives by restoring the
organization's voice in determining social and
academic policies. Unhappy over faculty rejec-
tion of SA proposals that women be permitted to
wear pantsuits and that seniors be exempt from
final examinations, the senate voted to ask
Knittel "to appear before a general meeting of
the student body" to explain the administration's
position on these issues. The following year
another student petition to excuse from final
exams second-semester seniors earning at least a
B was approved by the faculty senate, but more
than 20 percent of the faculty asked that the
measure be taken up by the faculty general
assembly. After hearing arguments that such a
policy would interfere with academic freedom,
the faculty assembly vetoed that senate action.
Noting that in European universities the final
examination was often the only basis for a grade,
mathematics professor Lawrence Hanson
explained, "While I do not concur with this
practice, I would hesitate to enact a policy which
prohibits a teacher from following it or at least
giving considerable weight to a final examina-
tion, especially in upper division classes." 64
That same year an SA committee investi-
gated the relationship between prices and costs
at the cafeteria, the Campus Kitchen, the Cam-
pus Shop, and the Southern Mercantile; it
reported that these services were not making
excessive profits. The 1972-73 SA also held a
student plebescite on whether the final examina-
tions should be scheduled between 8:00 a.m. and
5:45 p.m. rather than between 7:00 a.m. and
4:45. Other issues of concern included better job
placement for seniors and whether school should
start earlier so that Thanksgiving vacation could
be a full week long. 65
Students were represented on faculty
committees during both the Schneider and
Knittel administrations. In the late 1960s they
were appointed by the college president; in the
late 1970s by the SA president. In 1969-70
twenty-five students served on eight faculty
commitees; by 1977-78 students were serving on
sixteen faculty committees. 66
Fund-raising continued to be an important
SA activity: unsuccessfully attempting to raise
$7,000 for the student lounge in 1969-70; putting
on a benefit variety musical in the Tivoli Theater,
the proceeds of which (about $1,000) went to the
Siskin Foundation, a charity concerned with
rehabilitating the handicapped; raising $8,120 in
1979-80 for Cambodian refugees. In addition to
soliciting, the SA made appropriations from its
own funds: $1,000 in 1970-71 for the "Wayout," a
youth ministry of the Voice of Prophecy; $8,500
toward a shelter in the Student Park, completed
in 1976; and $186 to help the orchestra meet
expenses for its tour of the Orient. The SA also
purchased lights for the tennis courts, lockers for
the village students, sound systems for the
dormitory chapels, typewriters for students to
use in the library, and a game table, chairs, and
other furniture for the Student Center. 67
The SA sponsored talent shows, intramural
and interscholastic College Bowl competitions,
College Day activities, at least one dramatic
production, and a community clean-up day. A
278
new type of SA-sponsored program began in the
spring of 1979: the Strawberry Festival, a three-
screen slide review of the school year followed by
strawberries and ice cream. 68
As late as 1969 the SA was still holding
annual off-campus picnics. The 1969 picnic, at
the Hamilton National Bank's picnic grounds on
Harrison Bay, included water skiing in addition
to such traditional picnic activities as relay races
and volleyball games. Lunch and supper were
both served at the picnic area. After the students
returned to the campus, they watched a motion
picture in the cafeteria. The previous summer
the SA had sponsored a weekend camping trip in
Cherokee National Forest. In 1970 the SA
planned a road rally. 69
By 1978 over half of the Student Associa-
tion's budget was being spent on publications.
Frustrated with what it perceived as the paper's
negative contribution to college public relations,
the administration turned the Southern Accent
into a publication for distribution on campus
only. Discarding the name Eccos, the SA's stu-
dent-identification directory once again began
calling itself Joker in 1968. Other SA publica-
tions included Legacy, an annual booklet of stu-
dent-produced literature and art; a student tele-
phone directory; and Southern Memories, the
school yearbook. In 1978 Southern Memories in-
cluded a seventeen-minute phonograph record
featuring interviews of students and college ad-
ministrators. 70
The campus continued to host a multitude
of clubs during the Schneider and Knittel admin-
istrations. Chapters of at least two national
honor societies were chartered: Phi Alpha Theta
(history) and Alpha Mu Gamma (foreign lan-
guages). The Southern Tai Kwon-Do Associa-
tion, also known as the Karate Club, became
official in 1972. Other new clubs included the
Collegedale Home Economics Association,
organized in 1977; and BYKOTA (Be Ye Kind
One to Another), which, among other things,
began sponsoring Black Culture and History
Week in 1978. After several years of dormancy
the local chapter of Music Educators National
Conference revived in 1974. Among the other
active organizations was a physical education
club sponsoring such activities as canoeing and
camping trips. 71
A young married couples' club had its own
Sabbath School class and planned such activities
as a potluck dinner, a hot dog roast, a water
skiing party, and a weekend campout. Upsilon
Delta Phi, the men's club, sponsored road rallies
and tournaments in such sports as table tennis,
two-man basketball, paddleball, free-throw
basketball, par 3 golf, and horseshoe pitching.
Sigma Theta Chi, the women's club, raised
money by placing vending machines stocked with
candy and potato chips in the dormitory base-
ment. It sponsored a banquet every other year. 72
In 1972 the Missionary Volunteer Society,
the American Temperance Society, and the
Dr. Melvin Campbell, chemistry professor, throws out
a College Bowl question to competing teams from
SMC and Oakwood in 1970.
A A variety of cars were driven in the Student
Association-sponsored road rallies. This 73-mile
rally was held in November 1970.
Religious Liberty Club were integrated into the
Student Association under the SA's religious
vice-president. Although the specific organiza-
tional structure might vary, the basic feature of
having all the religiously oriented clubs under
one umbrella organization continued. Even the
name of the umbrella organization changed
during the 1970s, with Missionary Volunteers
giving way to Campus Ministries. Among other
previously existing organizations incorporated
into the new grouping was the Colporteur Club,
renamed the Literature Evangelism Club. As
the campus ministry program flourished and
expanded, a variety of new clubs and ministries
were organized: Leaves of Autumn, devoted to
▲ Karate Club in 1977.
279
Chapter 8: The Pinnacle
▲ Be Ye Kind One To Another (BYKOTA) Club in 1979.
giving away Adventist literature; Story Hour,
conducting programs for children; Bonny Oaks,
providing big "brothers" and "sisters" for lonely
children; Sunshine Bands; Prison Ministry;
Adopt-A-Grandparent; Christian Growth Semi-
nars; branch Sabbath Schools; New Testament
Witnessing; Personal Prayer Ministry; Inner City
Evangelism. The Collegedale American Temper-
ance Society changed its name to Collegiate
Adventists for Better Living (CABL) and broad-
ened its focus from fighting substance abuse to
healthful living in general, including nutrition
and exercise. The organization conducted Five-
Day Plans to Stop Smoking , cooking schools, and
blood pressure testing, and sponsored such
activities as hayrides, bicycle trips, and
campouts. One of its chapel programs featured
Paul Anderson, reportedly the world's strongest
man. 73
280
Weekend
Entertainment
MC was still able to draw large
crowds to its Saturday-night pro-
grams. Over 2,200 people came to see
the film Born Free during the 1967-68
school year. A decade later all
seats for Allen Funt's program "The Best of
Candid Camera" were sold out within a four-hour
period. Said Jack McClarty, Artist Adventure
Series director, "We had planned on opening a
ticket booth at the College Plaza, but it was all
too apparent that we would not be able to go any
farther than the Student Center." 74
Both programs attracted large crowds, but
▼ Clowning for CARE Campus Ministries.
there was a difference. In the '60s and early '70s
large attendance at Saturday night programs
was the norm; by the end of the '70s such crowds
were unlikely unless drawn by a famous person-
ality. Ironically, the crowds on a typical Satur-
day night were bigger when the student body
was smaller. As the size of enrollment was
approaching its peak, attendance began declin-
ing. 75 With many students now having cars at
their disposal, off-campus Saturday night enter-
tainment presented strong competition to that
on campus. Students increasingly sought their
recreation independent of the college, but in so
doing sacrificed a sense of community the school
had always possessed. Collegedale was no longer
the isolated, remote village it had once been.
Some of the most popular attractions,
especially before the mid-1970s, were motion
pictures: Walt Disney films like Third Man on
the Mountain and Gus, musicals like Fiddler on
the Roof and The Sound of Music, and religious
films like The Hiding Place and The Cross and
the Switchblade. The history club was respon-
sible for scheduling some of the films: The Diary
of Anne Frank and To Kill a Mockingbird.
Beginning in 1978 the Historical Classics Film
Series was a regular feature on the special events
calendar. The series opened with The Great
Locomotive Chase. 16
Some of the motion pictures were travel-
ogues with live narration by guest lecturers:
Clay Francisco with Brazil, Willis Butler with
Holiday in Holland, Curt Matson with Switzer-
land — in 4 Seasons, Jean-Michel Cousteau with
Underwater Jungle Law. Especially popular
were travel films with humorous narrations by
two men who came to Collegedale repeatedly:
Don Cooper and Stan Midgley. 77
Music continued to be an important
Saturday night entertainment, with classical
instrumental soloists such as pianists Jon
Robertson, Van Cliburn, and Paul Badura-
Skoda, violinist Patricio Cobos, '66, trumpeter
Raphael Mendez, and harpsichordist Igor Kipnis.
Among the instrumental groups were the India-
napolis Symphony Strings, the Lucktenberg Duo,
pianists Ferrante and Teicher, the Romero guitar
quartet, the Clebanoff Strings, and the United
States Navy Band, which visited repeatedly.
Vocal performances were given by the Sons of the
Pioneers, the Roger Wagner Chorale and three
boys' choirs: Vienna Choir Boys, Arizona Boys'
Chorus, and California Boys' Choir. The Norman
Luboff Choir sang at least twice. Other guest
performers presented music and folk dances from
such countries as Korea, Mexico, Chile, and
Trinidad, as well as the Ozark and Appalachian
mountains of the United States. 78
Celebrities appearing at Collegedale on
Saturday nights included advice columnist Ann
Landers, pianist-comedian Victor Borge, and
Roots author Alex Haley. Actor Alexander
Scourby presented a program called Walt
Whitman's America. 79
But much of the entertainment still
represented local talent: plays like You're a Good
Man, Charlie Brown, faculty talent shows, and
performances by SMC's musical organizations.
The college band concerts were always well
attended, at least until the late 1970s; for the
Christmas band concerts the gymnasium was as
packed as at commencement. The annual
Christmas Tree Lighting in front of Wright Hall
was another popular event. Other types of
recreation included parties in faculty homes and
get-togethers like the annual Fall Festival. Some
Saturday nights were devoted to sporting events,
including a performance by the Harlem Wizards
and, beginning in 1970, the annual Rees Basket-
ball Series. 80
Not all of the programs were on Saturday
night. The school began experimenting with
▲ Paul Anderson, 370-pound Olympic champion,
visiting in 1969, back presses 1,600 pounds with
eight men sitting on a wooden table.
w
Ballet Folklorico
Mexicano, spon-
sored by the
Mexican govern-
ment presented
traditional
dances.
scheduling
some on
Sunday nights
and even
weeknights.
At least one of
Stan Midgley's
performances
and several of the Kodak shows took place on
school nights.
And, of course, there were unoffical recre-
ational activities: pranks like putting a card-
board box on top of the flagpole and fads like
wall-climbing. According to a Southern Accent,
in 1977, "242 students suspended themselves
across the six-foot hallway of Talge Hall." Six
Thatcher Hall residents entered the competition
for the 1973 Peach Bowl football queen but
withdrew before the final elimination contest
when they learned that — contrary to what they
had been previously told — it would take place on
Saturday. Another unofficial recreational
activity ended tragically: a football accident left
a freshman student paralyzed. 81
Changing Fashion
merican colleges and universities
were, during the late '60s and early
'70s, torn by protests, demonstrations,
sit-ins, student seizures of campus
buildings, violent confrontations, and
even bombings. Although much of this agitation
281
▲ The annual Christmas Tree Lighting.
centered on such national issues as racism and
the Vietnam War, other disturbances focused on
the local campuses: curriculum revisions, the
relationship between school policies and these
national issues, and the right of students to use
publicly words considered obscene. The bottom
line was this: the demonstrators wanted to take
charge, to dictate — or at least have a say in — the
policies of both the federal government and the
educational institution.
SMC students were not immune from this
desire. Although Collegedale escaped the disrup-
tive turmoil of Berkeley, the seizures of Colum-
bia, and the blood-letting of Kent State, SMC
students politely but vociferously demanded the
relaxation of some of the school rules.
To prevent the types of demonstrations
that had occurred on other campuses, Southern
Missionary College adopted a seven-point
program outlining the steps to be taken to
terminate protest marches, sit-ins, building
seizures, and other disruptions: "The college will
not tolerate any group of students forcibly
interrupting the normal activities of the college,
nor will the college negotiate with any group . . .
under conditions of duress." Any disruptive
activity called for disciplinary action; failure to
TAs many as 242 students at one time climbed the
walls at Talge.
disperse within ten minutes would bring immedi-
ate and indefinite suspension. On the other
hand, the seven-point program outlined policies
to guarantee that channels of communication
were open and that administrators would give a
respectful hearing to student suggestions. 82
Although some students complained that
the school's standards were too low in some
areas, many of the student suggestions had to do
with relaxing the rules, especially the dress and
grooming code. Special targets were the bans on
blue jeans, women's pants, and men's beards.
SMC had a long-standing rule against female
students wearing slacks for general campus
wear. A 1969 revision specified that, although
banned from the classrooms, the cafeteria, and
"general campus appointments," slacks were
permissible in certain places, including picnics,
outdoor recreation, and art laboratories. At a
1970 meeting of Intercom, a faculty-student
encounter session, senior "Bradley Hyde rather
hesitantly introduced the issue of ladies wearing
pantsuits in cold weather," reports the Southern
Accent. Five other students "presented support-
ing arguments including practicality, healthful-
ness, and modesty." Knittel responded with the
main arguments in favor of the status quo. The
Southern Accent printed articles, editorials, and
letters by students and even faculty members
opposing the ban on pantsuits. 83
Two faculty votes during the 1970-71
school year yielded conflicting results: a Decem-
ber 1970 poll of faculty members indicated by 43
to 20 that, since "the present manner of dress of
many of the girls is not modest," they would favor
the legalization of pantsuits; but the following
month, a proposition that pantsuits be allowed
for general wear was defeated by a faculty vote of
12 to 69. Dean of students Kenneth Spears later
explained this paradox: the fear that "faded blue
jeans and things of that nature" would appear on
282
Refrigerators, Pantsuits
Discussed at Lively Intercom
By Lynnda Armstrong
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Women in Pants Is a Matter
Off Individual Conscience
By Robert Merchant
A Special Feature
The principle is
"V stated in the Bible
V .-a ; n Mrs F.llen
veil. A man wearing a veil in
Biblical times or in some countries
today wou'.d be directly violating
Deut 22:5. There is nothing wrong
in wearing a veil in itsef, but it
1 mannish suit with a man's hai
cut, she could easily be mistak.
for a man.
Concerning modesty, there is
doubt but that the fairly long,
... :. »u„ ™™t modest apparel 1
The subject of
women wearing
pantsuits to class
received
numerous
headlines in the
1970 and 1971
Southern Accent.
campus more frequently if any type of pants were
legalized. Nearly three years later, while retain-
ing the general ban, the faculty senate made an
exception for the Student Center after 7 p.m. 84
Despite all the agitation for legalizing
pantsuits, signed student letters to Knittel
regarding a 1974 proposal before the faculty
senate to permit pantsuits and dress slacks were
all in opposition. Explained the Southern Accent:
"Since pantsuits are generally worn by women
who are past their college days, and slacks and
jeans are worn by college women, it was gener-
ally felt that the
decision was
whether or not
to allow Levi's
as classroom
attire." The
proposal was
defeated. 85
The dike
was breached in September 1976 when the
faculty senate voted to approve a pantsuit
uniform for nursing students. The dam broke
the following July when the faculty granted
blanket approval for women's pants, although it
continued to ban blue jeans in classrooms, dining
room, and library. 86
Beards were another major subject of
discussion and debate. The 1969 ban on beards
survived attempts to legalize them in 1971, 1973,
and 1974. Finally, in 1976 the faculty senate
decided to permit "well-groomed" beards. 87
A Century of Challenge
SHU A
Missionary College
esistance to SMC's conservative dress
code was not simply a matter of
rejecting the college and its basic
values. "The spirit was very positive,"
remembers Volker Henning, '77.
"Students were glad to be here. There was a lot
of school pride." 88
In board and faculty meetings Knittel
spoke highly of the students' "positive religious
commitment." In reply to a retired couple's
critical letter, Knittel wrote, "I wish you could see
the missionary zeal of our students. You would
thrill to talk with our student missionaries, our
students in witness groups, or any one of the
thirty or more young people who are here be-
cause SMC students shared their [religious
beliefs] with them." Addressing the faculty,
Knittel said in 1972, "We have far more students
now involved in witnessing than ever before."
According to Des Cummings, Jr., campus chap-
lain from 1971 to 1976, over four hundred
students at a time were involved in witnessing
programs. 89
SMC students and a teacher established a
Seventh-day Adventist congregation in Hixson,
Tennessee, and launched the construction of the
SDA church in Rock Spring, Georgia. Together
with students from Bass Memorial Academy they
gave hundreds of Bible studies, made thousands
of visits, and distributed more than ten thousand
pieces of literature in southern Alabama. They
held several evangelistic campaigns in downtown
Chattanooga as well as in such places as Nash-
ville, Birchwood, and Hixson, Tennessee, and
Calhoun and Clayton, Georgia. They produced a
magazine called HOPE, "structured around the
283
Chapter 8; The Pinnacle
▲ Sabbath afternoon at the Gate: Jim Leker, Edie
Stone, and Bob DuBose host the weekly story hour for
nearby ghetto children.
personal religious experiences of students,
faculty, and others." They attempted to reach
the counterculture's youth through a "coffee
house" called The Gate, staffed with student
volunteers. At least one conversion resulted from
this controversial, short-lived project. Students
also held religious services in the Chattanooga
Work House, the Bradley County jail, and the
Hamilton County jail; conducted a branch
Sabbath School and day camp for East Brainerd
children; and organized a traveling singing-
witnessing group call The Way. Humanitarian
projects included operating a big brother-big
sister program for the homeless children of the
Bonny Oaks School, and rebuilding a home that
had been practically destroyed by fire. They also
helped in the construction of a Seventh-day
Adventist school in Murphy, North Carolina, and
La Gunore Island, Haiti, as well as the Rock
Spring, Georgia, church. They gave blood for
Blood Assurance, donated and solicited more
than $8,000 for Cambodian refugee relief, raised
money for the March of Dimes and the United
Way, and solicited funds for the denomination's
Ingathering campaign, but the amount of money
solicited on the Ingathering field day declined
from $15,586 in 1968 to $8,388 in 1980. 90
Southern Missionary even had missionar-
ies in the traditional sense: student missionaries
serving in foreign lands, something like an
Adventist Peace Corps, taking a year off from
their studies to work with people of different
cultures. They taught in high schools, English
language schools, and even a college, in India,
Thailand, the Caroline Islands, Japan, Hong
Kong, Korea, and Rwanda. They engaged in
pastoral and evangelistic work in Honduras and
Costa Rica and served as nurses in Haiti, Nicara-
gua, and the Caroline Islands. Some worked in
the refugee camps along the Thai-Cambodian
border. Others worked in Zambia, Panama,
Bolivia, Sarawak, and Puerto Rico. By the late
1970s SMC was sending out as many as nineteen
student missionaries a school year. 91
The college also developed and operated its
own mission station originally under the sponsor-
ship of Professor Mel Campbell, on-campus
director of student missions. It was probably the
only American Seventh-day Adventist college to
do so. "That fact permeated much that went on
on campus," says Ed Lamb. "The students were
proud that it was their college's project — unique
to SMC," says Pam Harris, 75. "The entire
student body fasted one day and gave the money
saved to the mission." The project was originally
a Student Association undertaking, initiated by
1970-71 SA president Elton Kerr, '71, and SA
pastor Ben Davis, who secured approval from the
SA general assembly. The class of '71 donated
$1,000, the alumni gave $3,000, and a benefit
concert brought in $1,500. The following sum-
mer the "Nicaragua Nine" — seven students and
two faculty members — set out on a thirteen-day,
4,000-mile journey in a jeep, pulling a supply-
loaded truck, to work with the Miskito Indians.
Making their temporary headquarters in Puerta
Cabezas, they began looking for land. Someone
suggested Cefat, seventy miles to the north.
After driving the truck to Francia Sirpi, they
hiked a jungle trail for 2 1/2 hours to Cefat before
deciding against that location. Writes Lyleen
Henderson, '73, "The myth of mission glamor
faded as the group trudged back over the muddy
jungle trail with flies buzzing around their
sweating bodies." 92
They obtained permission to build in the
Tasba Raya area in the village of Francia Sirpi,
and under the leadership of John Durichek,
faculty on-site sponsor of the mission for its full
eight years of operation, began to construct a
dwelling for the staff. Meanwhile, they lived in a
building owned by Instituto Agrario de Nicara-
gua and began using their jeep as an ambulance
to take patients to a hospital more than forty
miles away; once they delivered a baby in the
jeep. They also began conducting church ser-
vices. 93
That fall, Hurricane Edith propelled a
"tidal wave of mud" that devastated northern
Nicaragua, sending a flood of homeless refugees
to Francia Sirpi, doubling the village's size in a
week. Writes Ms. Henderson,
The students now became the life-line to
over nine hundred destitute people. They
were responsible for trucking in the food,
helping the sick, and putting up the tents
that were sent in to house the people. 94
At first the students called their mission
Dawan Pleiska (Place of God), but in 1973 it was
officially registered with the Nicaraguan govern-
ment as the Seventh-day Adventist Mission of
Tasba Raya-S.M.C. After modern languages
professor Rudolf Aussner (the mission's adviser/
coordinator at that time) personally spoke with
Nicaraguan dictator Anastasio Somoza, the
284
The Nicaragua Mission
Images from a dedicated effort. At right, the
Nicaragua Nine (number nine is John Durichek): on
the left, David E. Smith, Milford Crist, Christine
Pulido and Judy Bentzinger; on the right, Don Pate,
Prof. Genevieve McCormick, Gladstone Simmons and
Raymond Wagner.
Chapter 8: The Pinnacle
▲ Aussner shakes hands with General Anastasio Somoza, president
of Nicaragua.
mission received permission to import supplies
for the clinic duty-free. 95
In 1975 the problem of providing insurance
for the students at Francia Sirpi led the college
board to declare the mission "an official exten-
sion campus of Southern Missionary College."
By 1977 $9,000 came from student and faculty
donations, $4,500 from the college, $2,500 from
the Student Association, and $2,500 from special
gifts. That year the board
also set in motion a three-
year plan to provide a
more stable staff by
turning the facilities over
to the Nicaragua Mission
and Central America
Union by 1980. 96
Students conducted
branch Sabbath Schools,
evangelistic meetings, and
operated four clinics in
four different villages.
They built a church
seating 175 people.
Eighteen people were
baptized at Tasba Raya in
December 1976. During
its eight-year existence
about seventy-five people
joined the church because
of the mission. In 1977 the govern-
ment gave the mission about 250
acres of land. The students hoped to
develop an experimental farm and
build a twelve-bed hospital and even
a boarding academy on this acreage. 97
With Somoza's government
under attack by the leftist Sandinista
revolutionaries, the Southern Accent
reported in mid-September 1978 that
the civil war had not affected the mission's work,
that it was running smoothly, and that — being
two hundred miles from the fighting — it was
unlikely to "be endangered." But as the fighting
drew closer to Tasba Raya, the five student
missionaries and the rest of the Americans
employed there "found it necessary to leave
Nicaragua." The college turned the facilities over
to the Nicaragua Mission and declined the
▲ Aussner receives the title for the land to the mission house; the clinics
at Francia Sirpi, St. Clara, Wisconsin, and Tasba Pain; and the 12-bed
hospital, elementary school, academy, and experimental farm in Cefat.
mission's request to continue sending student
missionaries. 98 The following summer the
Sandinistas were victorious.
Dr. Floyd Greenleaf, Aussner's successor as
adviser/coordinator, stated that in his opinion
this student missionary program had markedly
improved the living conditions, health habits,
and even the economic situation of the Miskito
Indians by providing transportation enabling the
Miskitos to sell their produce in the city. 99
After the withdrawal from Nicaragua,
Southern Missionary College continued to send
student missionaries to other parts of the world:
it was still a missionary-minded college. But
pressure was increasing to drop the middle word
from the college name.
286
Chapter Nine
Retrenchment And Recovery
1 980 - 1 992
outhern's dizzying ascent up the
enrollment ladder was transformed in
the fall of 1981 into a six-year, 764-
student (37 percent) plunge
precipitating a financial crisis. The
resulting retrenchment cut a number of staff and
faculty positions and disrupted the careers of
even tenured professors. But after this low point,
enrollment began to inch steadily upward. 1
Why the sudden plunge? And why the
1987 turnaround? Was the falling enrollment
simply a matter of demographics, a decline in
the college-age population? Or was it because
rank and file Seventh-day Adventists were —
rightly or wrongly — losing confidence in
Southern as an orthodox exponent of their
denomination's historic teachings? Faculty
members disagreed. Some described it as
simply a demographic trend; others countered
that the enrollment had fallen faster than the
demographic projections. They could have
added that the enrollment increases of the late
1970s had defied demographic projections, as
would those that would come in the late
1980s. Was it simply coincidental that the
enrollment crisis came at a time of theological
controversy and that the upturn followed
Southern's high-profile reassertion of its
commitment to the old-time religion?
One thing is for sure: the early 1980s
were a troubled time for Southern. The
theological controversies, involving the accusa-
tions of extreme conservatives and also the
misgivings of moderates about what some
correctly or incorrectly perceived to be the
arrogant attitude of certain religion professors
toward denominational leadership and some of
the church's long-cherished beliefs, were only
one dimension of a complex interaction of
forces. These forces included enrollment and
financial problems and the deep-seated frus-
tration of some faculty members with
administration policies that had nothing
Faculty cut
U by Tom Hunter
By the end of this school
year at Southern Missionary
College there will have been
16 to 20 people dropped from
faculty and staff employment.
Half of this figure will come
from the instructional area
while the balance will affect
other college personnel.
The latest faculty members
to receive notice of their
dismissal are Dr. Robert Sage
of the music department and
.Malcolm Childers of the art
department. Both Sage and
Childers have contracts which
have been interrupted and will
receive some salary continua-
tion as is afforded them by
j^w.
Eight to ten other instruc-
Iprs will be let go before the
:ar is over. Business
inager Richard Reiner says
by Tom Hunter
these'people are under one-
year contracts which simply
won't be renewed. Their
names could notbe released
until the February board
meeting at which time all
contracts for the following
year will have been negotiated
and all affected personnel
notified.
Reiner thinks those most
recently notified of their
termination are taking it in a
good spirit but conceded that
he had no way of being sure as
unemployment is not a very
pleasant experience. He also
remarked that among other
instructors there seem to be
feelings of uneasiness and
paranoia which are to be
expected. Reiner feels the
people to be notified should
have some idea of where they
stand through discussions
with the various division chair-
men.
Teachers now being con-
tracted to teach one or two
classes will likely be dropped
and their class load absorbed
by the remaining personnel.
Staff being released have
been evaluated by the presi-
dent and the academic dean,
conclusions being based on
several criteria such as con-
tract status, class productivity
and their proximity to retire-
ment.
These cutbacks of staff are
probably the last the school
will have to face this year and
barring any future drop in
enrollment, Reiner feels the
college will meet all budget
requirements before the
1982-83 school year begins.
287
Chapter 9: Retrenchment And Recovery
Southern /lecent
Volume 37, Number 6
Southern Missionary College, Collegedale, Tennessee
M,l..l.-t -V MM
SMC tightens financial belt
by Tom Hunter
Campus-wide budget cuts
are in order for Southern
Missionary College following
a decision reached by the
College Board of Trustees.
The Board decided that SMC
needs to cut the budget by at
least another $150,000 for this
year. The decision was reach-
ed following examination of
the college's projected budget
for this year.
The projected budget put
out last year was based on a
group decision that enrollment
would experience a decrease
Business Manager Reiner explains proposed budget cuts.
of about 30 students. This
figure was drastically miscal-
culated and the actual enroll-
ment of over 250 students less
than last year resulted in the
loss of over a million dollars in
revenue for the college.
Several proposals for the
reduction of spending are
under scrutiny at this time,
including the termination of
some college staff. Business
Manager Richard Reiner was
hesitant to give specific areas
of cut-backs as the proposals
had yet to be discussed by an
Internal Review committee.
He did relate several facts
of interest, however, which he
feels will be incorporated into
the future plans of the college.
Ultimately, economizing can
recover most of the loss.
Though the academic pro-
gram will remain stable at
SMC, the smaller elective
classes will be closely examin-
ed and are prime candidates
for the budget axe next year.
There will also be this year
the basic reductions of spend-
ing in travel, and students will
be sought to fill positions
currently filled by adults in the
community.
Though basic services to the
students will continue, a pos-
sibility for savings was cited
as being the elimination of
student insurance coverage
for next year.
Reiner also feels that there
is substantial room for savings
in the area of energy conser-
vation. Presently, TVA is con-
ducting a survey on campus
which could result in a 5
per cent decrease in the utility
expenses of the college. This
will be a substantial amount as
the utility bills have been
running over $600,000 per
year, and the proposed reduc-
tions will amount to about
$25,000.
Reiner feels these steps for
future-as well as present-
cut-backs are necessary as the
budget problem is not going to
go away.
He speculated that there
will be a low enrollment again
next year, the main reasons
being the reduction in federal
aid to students, lower num-
bers of academy seniors this
year, a generally smaller num-
ber of 18-year-olds in America
and the ever present possi-
bility of a military draft. These
factors indicate that enroll-
ments will remain stable or
continue to drop until 1986.
As a result of the financial
state of the college, the Com-
munications building, pre-
sently under construction and
slated for completion in 12 to
18 months, will not likely be
completed for two to three
more years.
The possibility for future
tuition increases is present as
Southern Missionary College
presently has the lowest cost
per credit hour of all Adventist
institutions. If tuition were to
go up, it would be comparable
to other similar colleges.
Outside of the dismissal of
some staff members and over-
all expense control, Reiner
feels that a mere "shifting of
resources" will be sufficient to
get the college through the
year. He also made it a special
point that no student will lose
his or her job. "Departments
cannot cut staff to please us by
cutting student labor," he
maintained.
whatever to do with either theology
or demographics. The consequences
were a change in the presidency
and, for several years, a troubled
faculty. 2
Dropping The
Missionary
dded to this explosive
■ combination was a heated
I debate over the school's
name, an issue which had
[been simmering since the
1960s, when every other North Ameri-
can Adventist college with the word
missionary in its name had discarded
it. The SMC executive committee had
recommended as early as 1968 that
the college reconsider its name; the
following year it voted to establish a
board-faculty committee to submit a
recommendation. The Southern
Association accrediting inspection
team in 1972 suggested that Southern
Missionary College gave "an inaccu-
rate connotation" which was "detri-
mental to the school's image": an
underdeveloped "Bible college" rather
than a liberal arts institution of higher
learning. In response the board
created another committee to restudy
the question. Rejecting all of that
committee's suggestions (Southern
Christian College, Adventist College of
the South, Southern Adventist College,
Christ College of the Arts, Principia
College, Sherim College, Shiloh
College, Lynn Wood College, Bates
College, or Daniells College), the board
voted not to change the name. 3
288
▲ On campus, emotions ranged from dismay, frustration, and
bitterness to simple relief when the name was finalized — for now.
^ MlOUIO p™~— ■
possibility for MMM
— . m /~* fc- -. *~ r* /3 the college * co.om...... _
; me Things AlwaysChang^^ , l8
na^ e
JST«oA ^.TW^
COLLEGE CONSIDERS
CHANGE OF NAME
'■Name Change
AT APRIL MEETING
is,
>ue. .
(her i
angc
What School is this?
I came here in '82
To a school whose name I thought I knew
Then the Big Thing in '83
Was renaming good old S.M.C.
And now again in '84
Petitions float around once more
What I'm wondering is, in '85
Will we be finished with this changing jive
Let's pick a name and let it stay
So when friends ask me to what school I go
I won't have to hang my head and say. . .
"I don't know."
Brae* 1Mb
Name change finalized
by Tom Hunter K^J
As of July 1, 1982 Southern
Missionary College will be no
more. In a meeting held
Tuesday, February 16, the
Board of Trustees voted
unanimously to change the
name of the institution to
Southern College of Seventh-
day Adventists.
Of the 19 members present,
all were in favor of the name
chosen. Also present at the
meeting were about SO
members of the Committee of
100 and 20 or so faculty
members. In a general vote
taken, all but two were
opposed to the name chosen,
but all were in favor of
change.
Reasons given for the name
change included the problem
some graduates were having
on job searches with the word
"missionary", as employers
were concerned that students
were trained for oversea
mission work instead of recog-
nizing SMC as the liberal arts
college which it is. Another
reason given by Dr. Wayne
Thurber. College Public
Relations Director, was that
when trying to get various
foundations to donate money
to the school they are appre-
hensive about the word
"missionary."
The name was derived from a
suggestion by a name change
committee headed by Bryan
Strayer — Southeastern
College. The name was short-
ened to Southern for a couple
of reasons according to SMC
President Frank Knittel; the
first reason being that the
union in which our college is
situated includes more than,
the southeast region of the
country; the second being to
avoid confusion with the new
Southeastern Conference of
Seventh-day Adventists.
Dr. Knittel reported that he
will fully support the name
changed decision. when
questioned about the student
reaction to the change Knittle
said, "There is always an
initial adverse reaction when
an institution changes its
name," and cited a similar
discordant attitude which
existed when Emmanuel
Missionary College changed
its name to Andrews
University in the past.
When speaking about the
apparent length of the name
compared to the present one
Knittel says, "I anticipate that
an abbreviated version,
Southern or Southern College,
will become common vocab-
ulary." Knittel also feels that
the addition of "Seventh-day
Adventists" to the end of the
name is no major concern as
several other church related
institutions, hospitals, etc.,
have this addition to their
names. Thurber reported that
this name change idea has
been anticipated for three or
four years.
The general reaction of the
students is one of strong
opposition. Soon after the
name change was voted on,
before the faculty-board
banquet which followed the
board meeting was over, more
than 700 students had signed
a petition that asked the board
to reconsider its decision.
289
Chapter 9: Retrenchment And Recovery
After the issue was revived at the Febru-
ary 1977 board meeting, the Southern Accent
noted the resentment toward the word mis-
sionary in certain foreign countries and
suggested that some graduates had encoun-
tered hostility from foreign officials because of
the name of the college from which they
received their degrees. Citing recent polls, the
article suggested that the most popular choice
for a new name would be
Southern Adventist College.
Arguing for a name change,
development director Dwight
S. Wallack reported two
experiences involving person-
nel officials of American
corporations who assumed
that the word missionary in
the college name meant that
the school was "an
unaccredited, small college
operated by some small,
unattached missionary
society." He said that in
some countries graduation
from a missionary college
was grounds for visa denial. 4
But again the board
voted not to change the
school's name — this time
because of the current fund-
raising campaign for a fine
arts complex. The adminis-
trative council had suggested to the board
that, "because of the immediate need to
approach the people of Chattanooga, it would
be unwise at this time to change. . . , as
Southern Missionary College is the name by
which we are well known in Chattanooga." 5
In 1981 the board voted that at its
February 1982 meeting it would finalize on a
John Wagner, president, 1983-1985.
new name. The executive committee consid-
ered Southeastern University the best of those
suggested, while public relations director
Wayne Thurber — noting that the present
name had presented problems for alumni
applying to graduate schools and had been an
impediment to the school's fund-raising
efforts — suggested such names as Spalding
Memorial College, Lynn Wood College, and
Wright College. 6
Of the six names sug-
gested by Brian Strayer's
name change committee, 7
faculty and students alike
preferred Southeastern
College. Some teachers
suggested merging the names
Southern and Sutherland (for
Madison College founder
E. A. Sutherland) to form
Southerland. 8
Rejecting all these
names, the board unani-
mously voted to adopt the
name Southern College of
Seventh-day Adventists.
Some faculty members
objected that the board had
"bypassed the opinions of
both faculty and students"
and that putting the
denomination's name in the
school's name would strike
Southern from the list of schools Malaysians
were permitted to attend. Pressured by the
faculty, the board agreed to allow a New York
marketing firm to study the matter. Although
the study was still in process, and despite the
fact that after the board had chosen the name,
someone discovered that Orlando had an
unaccredited Southern College, Southern
College of Seventh-day Adventists became the
school's official name on July 1, 1982. Many
people were dissatisfied. 9
The following February several students
suggested to a Southern Accent reporter that
they would prefer such names as Southern
Adventist College (or University) or Southern
Memorial College. Several months later a
committee headed by Kentucky-Tennessee
Conference president Clayton Farwell sug-
gested Daniells College. The board asked this
committee to further study that name as well
as the one already chosen and also Southern
Adventist College, consulting students, faculty,
and constituents about their preferences.
Meanwhile, the study by Tony Romeo Associ-
ates suggested using "the name of a prominent
Adventist leader." The executive committee
voted in May 1984 to have Farwell's commit-
tee hold an open hearing that fall in which
students, teachers, and others could "give
ideas on a name." When the hearings were
over, the board in November accepted the
committee's suggestion that the school retain
the name Southern College of Seventh-day
Adventists. "We sense a growing acceptance
of the name," said President John Wagner. 10
John Wagner
(1983-1985)
1
( agner had become president in May
1983, two years after the enrollment
slide had begun. He came to Southern
[from Union College, where he was
'academic vice president. Previously
he had served as a conference education superin-
tendent and as a faculty member of four acad-
emies, including Madison and Forest Lake,
where he was principal. A graduate of Atlantic
290
▲ Ribbon-cutting ceremony at Brock Hall.
A Richard A. Brock
A flurry of construction and destruction dramatically altered the north end of the
campus during the early 1980s, including the construction of, clockwise from left,
J. Mabel Wood Hall and Richard Brock Hall, and destruction of Jones Hall.
Also, the Anton Heiller Memorial Organ was added to the Collegedale Church.
Chapter 9: Retrenchment And Recovery
Union College, he held a master's from Andrews
and an Ed.D. from the University of Florida. 11
Despite the continuing enrollment decline and
resulting faculty retrenchment, campus expan-
sion continued during the early 1980s, partially
financed by the Committee of 100 and by funds
solicited for that purpose from the Chattanooga-
area business community. Begun before the
decline, J. Mabel Wood Hall (named for the
college's late music teacher) was completed
during the latter part of the Knittel administra-
tion, and Richard Brock Hall (named for a
corporation executive who played a major role in
the fundraising campaign) was completed during
Wagner's term of office. Another major project
completed during the 1980s was the construction
and installation in the Collegedale Church of the
Anton Heiller Memorial organ, the largest
tracker organ built in this century in North
America. The renovation of Miller Hall to serve
the religion department was undertaken by
alumni from the junior college years; hence the
building was, for a period of time, called So-Ju-
Conion Hall, although the name Miller Hall was
restored, at alumni request, in 1991. 12
But the 1917 venerable Maude Jones
Hall, beyond restoration, was demolished due
to age and condition. More than one teacher
watched misty-eyed as the oldest building on
campus (other than the Doll House restored by
the Alumni Association in 1981) was razed.
The process took several days, recalls English
professor Ann Clark, whose office had been
located in the building just a few weeks
earlier. "It was like watching someone being
assaulted in a park." 13
Praised by his board chairman for "his
ability to communicate well and his inter-
personal skills," Wagner is remembered as a
warm, appreciative, conscientious, organized
president with a deep, resonant voice, who
"seemed to rally students around him." Fac-
ulty members describe him as "the apex of
graciousness, kindness, and love," a Christian
gentleman who "handled criticism in a very
Christlike manner." The 1985-86 school year
had hardly begun when Union College invited
Wagner to be its president the following year.
Hoping that Wagner would decline the invita-
tion, hundreds of Southern students and
faculty members signed a giant card urging
Wagner to stay. But he accepted the call to
Union. 14
Donald Sahly
(1986- )
is successor, Donald Sahly, 15 was a
Canadian with twenty-two years of
teaching and administrative
experience who came to Southern from
Singapore, where he was associate
education director of the Far Eastern Division.
▲ After the inauguration, Dr. Sahly and then board
chairman Al McClure, along with their wives, rode to
the reception in an open carriage.
▲ Donald Sahly,
president, 1986-
Prior to that he had
been academic dean
(and interim president)
of Southeast Asia Union
College in Singapore,
administrator of the
Adventist English
School in Bangkok,
assistant to the vice-
president for develop-
ment at Andrews
University, and princi-
pal of Seventh-day
Adventist elementary
schools in California
and British Columbia. He received both his
bachelor's and master's degrees from Andrews
and his Ed.D. from the University of the Pacific.
Although Sahly was Southern's twenty-
second chief executive, he was the first to be
formally inaugurated. More than forty col-
leges and universities sent representatives to
the ceremony, which was personally financed
by some of the board members. Charles
Fleming, Jr., chairman of the inauguration
planning committee, described the occasion as
an opportunity to "welcome Sahly, introduce
him to the public, increase the college's visibil-
ity, and reaffirm our commitment to Christian
education." After listening to an address by
Loma Linda University president Norman
Woods, Southern's 115 faculty members
rededicated themselves in commitment to the
school's mission.
As Sahly took up his duties at College-
dale, he announced several goals for his
administration: increasing enrollment, balanc-
ing the budget, and encouraging student and
teacher "commitment to the goals and philoso-
phies of Adventist education." Describing
himself as a "conservative person who makes
William Allen
changes," he consciously promoted Southern's
image as "the most traditional of the Advent-
ist colleges." Under his leadership,
enrollments did rise, budgets were balanced,
and Southern regained its
reputation for commitment
to historic Adventist
principles and values.
The vice president for
academic affairs during
Wagner's last two years
and Sahly's first year at
Southern, William Allen,
had previously been for
sixteen years a chemistry
professor at Loma Linda
University's Riverside campus. He held a
Ph.D. in organic chemistry from the Univer-
sity of Maryland. 16
Allen developed a new seven-division
academic structure which merged eight of the
previous ten divisions into four while adding a
Division of Adult Studies and Special Pro-
grams. Each of these four newly merged
divisions contained between three and six
departments, but the
nursing, religion, and adult
studies divisions had no
separate departments. The
board eliminated the
academic divisions in
1987. 17
Allen's successor,
Floyd Greenleaf, 18 was a
1955 graduate of SMC. At
the time of his vice presi-
A Floyd Greenleaf dential ap p ointmen t he
had been on Southern's history faculty for
twenty-one of his thirty-two years as an
educator. He had been chairman of both the
history department and the Division of Arts
■_•__.
and Letters. Greenleaf had an M.A. from
George Peabody College for Teachers and a
Ph.D. from the University of Tennessee. A
well-traveled specialist in Latin America, he
authored a two-volume history of the Seventh-
day Adventist Church in Latin America and
the Carribean.
Balanced Budgets
Bespite the enrollment decline, the
Knittel, Wagner, and Sahly
administrations managed to balance
the budget every year but one
throughout the 1980s and into the
1990s. It was, however, a Herculean task
involving streamlining operations for greater
efficiency, anticipating enrollment drops when
developing the budget, making adjustments in
terms of actual registration totals, and the
especially painful ordeal of reducing the size of
the faculty and phasing out some academic
programs. The Sahly administration went
beyond balancing the budget by paying off over
$4 million of the school's $5.3 million in long-
term indebtedness. 19
Helping to ease the pain of the budget
crises was the generosity of the college's
friends. During the Wagner administration
Southern became the first Seventh-day Ad-
ventist college to have a fully endowed chair,
the Ruth McKee Chair for Entrepreneurship
and Business Ethics. The appointment of
veteran business professor Wayne VandeVere
to this chair enabled the administration to
hire an additional teacher for the business
department. Two other endowed chairs were
established in the 1980s: the Ellen G. White
Memorial Chair of Religion and the Ray
Hefferlin Chair of International Research
(physics). Another type of endowment was the
▲ Ruth McKee receives recognition from President
Wagner for first Adventist endowed chair.
$10 million Century II Scholarship Endow-
ment fund suggested by board member
Sanford Ulmer in 1983 and propelled forward
by a $100,000 donation by Martha Ulmer. By
November 1991 Southern had $10 million in
endowment funds: $7.4 million for scholar-
ships; $2.6 million for endowed chairs and
other special purposes. In 1991 income from
Century II endowment brought $375,000 for
scholarships. 20
Spurred on by a challenge grant from the
Business Executives' Challenge to Alumni,
Southern alumni gave unrestricted donations
of $84,844 during 1981-82. This amount rose
steadily to $177,399 in 1986-87. In addition,
alumni contributed heavily to other funds,
including Century II. In 1985-86 total dona-
tions to Southern exceeded $2 million. The
following year, Sahly reported, the college's
benefactors were "more generous" than ever
before. They donated $1.3 million during the
summer alone. More than 18 percent of the
school's $8.1 million 1987-88 budget came
from private gifts and grants. 21
The Southern Union Conference was
another major source of operating funds.
Beginning with the 1986-87 school year, the
operating subsidies from the Southern Union
came to more than $1 million yearly. By 1991
they came to more than $1.4 million. The
union conference contributed an additional
$433,000 a year to capital improvements; this
money was applied to the long-term debt
incurred by the building projects dating from
the Knittel years. 22
293
Chapter 9: Retrenchment And Recovery
▲ The Century II Endowment Fund was launched at
the 1984 Alumni Weekend with a huge check.
With the help of generous friends, the ad-
ministration was able not only to reduce the
school's indebtedness from earlier construction
but even to undertake several new projects. The
Committee of 100 financed a $100,000 beautifi-
cation of the college entrance and a restoration
of Wright Hall's front pillars. The upper cam-
pus promenade was another Committee of 100
project. Other contributors helped fund a
$650,000 refurbishing of Talge Hall. 23
When the business and humanities
divisions moved into Brock Hall, the oldest
remaining major campus building, Lynn Wood
Hall, seemed superfluous. Expensive to heat
and maintain, it had badly deteriorated and
was the most flammable of campus structures.
The board decided in 1986 to raze it, but
alumni balked. Those who had attended
Southern during its junior college years were
especially reluctant to see demolished the last
surviving classroom building of that era.
Memories of academy classes, college classes,
church services, weddings, and funerals
flooded their minds. "I remember during the
wartime sugar rationing we would flock
downstairs to the store when it was rumored
that some candy had come in," one said. "I
had my first deep spiritual experience in Lynn
Wood Hall," said another. 24
The board agreed to give the Alumni
Association time to come up with a plan for
renovating the building, a cost estimate, and a
fund-raising strategy. At the May 1987 board
meeting, restoration committee chairman Bill
Taylor and an architect presented a plan; the
board voted to undertake the project if by the
first of August $250,000 in cash and $100,000
in additional pledges had been raised. "No
resources from the college are to go into this
project," the action stated. By July 31 the
terms were met, thanks largely to the Com-
mittee of 100's $100,000 contribution for
restoring the Lynn Wood Hall chapel. Soon
Garden Of Prayer
It's early morning. Shadowed by giant
boulders; encircled by a profusion of color from
dogwood, rhododendron, azaleas, roses, and
golden pfitzers; and softly caressed by the
gentle melodies of a familiar gospel tune, a
young couple sits on a bench, Bibles open,
heads bowed. A squirrel scampers up a tree,
and a robin alights on the ground nearby.
Ruth McKee would have been pleased.
Envisioning such a scene at the time col-
lege officials began discussing renovating
Miller Hall for the religion department, Mrs.
McKee donated the funds to build and main-
tain the Garden of Prayer and the adjacent
parking lot, presenting the garden as a memo-
rial to her parents, Symon and Leota King. "I
could think of nothing more appropriate than
to have a little garden dedicated as a place of
quiet retreat where teachers, students, and
friends in the community might go for medita-
tion and prayer, a place away from cold and
austere buildings," she said.
Grounds superintendent Charles R. Lacey
designed and constructed this verdant refuge
adjacent to Miller Hall. Complementing the
white oaks and hickories already there, Lacey
and his crew added hemlocks, abeles, Japa-
nese maples, and various other plants, as well
as an automatic sprinkler system, lights,
sound equipment, six benches, and two large
wooden plaques-one bearing the Ten Com-
mandments, and the other featuring an inspi-
rational message about the love of God from
Ellen White's Steps to Christ. One of the
trees, a dogwood transplanted from Grays-
ville, was descended from a tree that had
been part of the landscaping at Southern
Training School. A cross-section of a five
hundred-year-old redwood, with markers
pointing to historical dates on its annual
growth rings, contrasts the brevity of man
and the timelessness of God.
The Garden of Prayer was dedicated in
October 1985. Since then, hardly a day has
gone by, summer or winter, without at least
one student stopping by this little sanctuary
to meditate and pray. 132
Garden of Prayer
9QA
J. he Garden of Prayer was just one of
many campus beautification projects under-
taken during the '70s, '80s, and early '90s by
Charles Lacey and his grounds department
crew. On
Lacey's office
wall in the
oldest campus
building-Talge's
old basket
factory and later
the broomshop-
hang plaques
and certificates
honoring his
contributions to
both the Col-
legedale campus
and to the
landscaping
profession.
"When
visitors come on
the campus for
the first time, their first impression of what
we stand for is the grounds," says Jeanne
Dickinson, '64, a former member of Lacey's
supervisory team. "The grounds crews take a
lot of pride in their work. It's very important
to them to keep this campus looking immacu-
late." Says Lacey, "I've been told by people in
charge of recruiting that we're their best tool."
Employing between twenty and forty-five
students (down from about seventy in 1973),
under five foremen assisted by the department
secretary, Lacey's wife Gloria, the grounds
department is responsible for planting, nurtur-
Charles Lacey
ing, and maintaining all the flowers, shrubs,
trees, and grass on campus, beginning with
the precisely timed seed planting for the
greenhouse-grown bedding plants that are set
out in due season to keep the campus colorful
the year around. Other responsibilities
include collecting the campus trash, operating
the college recycling program, and even
digging the graves at the Collegedale cem-
etery. During the 1970s the department also
operated a commercial greenhouse and truck
farm.
Major projects of the 1990s included
rebuilding Industrial Drive, lowering the hill
behind
Summerour
Hall for greater
safety, and
expanding the
parking facili-
ties for Brock,
Miller, and
Summerour
halls. During
the 1980s one
of the most
satisfying
projects for
Lacey was what
he calls the
"Cross Country
Walk," a side-
walk that
enables wheel-
chair-bound
students to go
from Wright
Hall to Brock Hall, eliminating the need to
use stairs or even elevators.
The department's biggest campus trans-
formation during the 1980s was the upper
campus promenade, replacing a crumbling
asphalt automobile road with a spacious,
concrete, tree-lined pedestrian walkway
complete with a man-made stream and water-
fall, fish and lily ponds, benches, and an
adjacent alcove with picnic tables. Initially
funded by the Committee of 100 and designed
by Lacey, the promenade was completed in
1987 with special gifts from the McKees and
from Denzil McNeilus, '81. 133
▲ The Alcove was a beautification project undertaken in 1987 to enhance the upper
campus promenade. The Alcove is located in front of Daniells Hall and features a man-
made stream running through a bed of rocks, crossed by a wooden bridge.
9QK
Chapter 9: Retrenchment And Recovery
the project was under way. By the time the
renovation of the main floor was completed
during the 1989-90 school year, the Alumni
Association and the Committee of 100 had
spent over $400,000. The alumni's Heritage
Museum was then moved from J. Mabel Wood
Hall to much more spacious quarters in the
south end of Lynn Wood Hall. 25
While nostalgic alumni were busy pre-
serving one storehouse of memories, fire
erased another. Shortly after noon on Sab-
bath, November 4, 1989, flames caused by an
electrical surge destroyed the north end of the
old Tabernacle, the only other survivor of the
main junior college campus. "About 60 to 70
percent of the structure was gutted," noted the
Chattanooga News-Free Press. Weakened by
the damage, the rest of the structure, deemed
unsafe, was demolished several weeks later. 26
The science departments were occupying
the oldest classroom buildings on campus
other than Lynn Wood Hall. Deciding that it
would cost more to renovate the outdated
science facilities than to build a new science
center, the board launched a $3.9 million
fund-raising campaign. Originally designating
a building site between Talge and Mabel Wood
halls, the board responded to Student Associa-
tion objections and other considerations by
locating the three-story, 50,000-foot brick and
concrete structure on the former site of the
Tabernacle. By April 1991 $2.6 million had
already been pledged. 27
Student Expenses
he relentless march of inflation was
reflected in Southern's tuition charges.
A full load of sixteen semester hours,
costing $1,960 per semester in 1981-
82, was $3,550 a decade later.
▲ A Sabbath afternoon fire in 1989 destroyed the
Tabernacle. Architect's drawing, at right, of the
proposed science building.
However, throughout the 1980s Southern was
able to maintain its reputation of having the
lowest tuition of any Seventh-day Adventist
college in the United States except for Oakwood
(which was subsidized by the General Confer-
ence). 28
In 1982 Larry Hanson suggested giving
free tuition and room rent for new students
attending the fourth summer session. That
summer, of the 360 students who took advan-
tage of the offer, 290 returned in the fall. Of
the summer school freshmen who had been
accepted for the fall, 86 percent actually
attended, compared with 73 percent among all
accepted freshmen. Considering the experi-
ment successful, Southern continued the
program throughout the '80s and into the '90s,
eventually making one modification: $100 of
the $250 summer school deposit would be
applied to the fall tuition but forfeited if the
student chose not to return. The remainder of
the deposit was credited toward summer
cafeteria charges. 29
Another special tuition plan was adopted
as of January 1985: college graduates could
take courses at half the regular tuition rate.
Exceptions were made for individual-oriented
9Qfi
A Century of Challenge
Welcome to Southern
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classes such as music lessons; in classes with
limited enrollment preference was given to
students paying full tuition. This plan was
continued into the college's second century. A
senior citizen discount plan was adopted in
1989: people over sixty-five could, on a space-
available basis, audit regular college courses
free or take them for credit at one-fourth the
regular rate. 30
Student labor continued to be an impor-
tant method of making education affordable.
By 1987 the college was budgeting $1 million
annually for student labor; in addition, many
students had off-campus jobs. Besides, over
75 percent of the students were receiving some
type of grant, loan, or scholarship. Total
financial aid in 1990-91 was $5,929,834. Still,
Sahly told the faculty in 1987 that he thought
the college could have four hundred more
students "if we could meet the financial
barrier." 31
Students struggling to meet expenses
were especially appreciative of the empathy,
compassion, and "exceptional abilities" of
Laurel Wells, student finance director from
1968 to 1988. Noted for her outstanding
expertise in helping students obtain financial
aid and her patient exploration of all possible
aid sources, Mrs. Wells was honored by a
Southern Memories dedication in 1984, was
named Business Associate of the Year by a
local chapter of the American Business
Women's Association in 1985, and was
awarded a Southern College Distinguished
Service Medallion in 1989. Between 1981 and
1986 her office processed nearly $22 million in
financial aid in addition to helping students
locate work. "We guarantee every student a
job," she said in 1981. 32
A Leaner Faculty
Balancing the budget in the years of
declining enrollment demanded a
reduction inthe size of the faculty. In
terms of full-time equivalencies (as
opposed to total head count), the
faculty size dropped from 122 in 1980-81 to 83 in
1987-88 before climbing to 101 in 1990-91. In
terms of actual people, the 1988-89 full-time
equivalency of 87 faculty members translates
into 74 salaried faculty and 37 (part-time)
contract teachers. The student-teacher ratio for
the 1980s and early 1990s, again in terms of full-
time equivalencies on both sides of the equation,
fluctuated between a high of 13.85 in 1980-81
and a low of 11.07 in 1983-84. The total number
of full-time instructors (not administrators) with
A Laurel Wells
earned doctorates
declined slightly
between 1985 and
1992, from 36 to 34,
but this was balanced
by an increase in the
number of adminis-
trators with earned
doctorates. 33
Balancing the
budget resulted in a
leaner faculty in
another sense:
rapidly escalating
costs for faculty medical benefits led the
administration to offer modest financial
incentives for participation in a comprehensive
wellness program. Under the guidance of
Charles Knapp, M.D., scores of faculty and
staff members reduced their risks for serious
(and expensive) health threats such as heart
attacks. In the process, a number of over-
weight teachers lost pounds-over a thousand
pounds in one year alone-and the college
saved a substantial amount from its projected
medical reimbursements. 34
Nursing Regains
The Lead
fter a drop in the mid-1980s, nursing
I regained its position as the
department enrolling the most majors
I in 1989 and retained that distinction
into Southern's centennial year. It
was the largest nursing school in the state of
Tennessee and the largest nursing department of
any Seventh-day Adventist college. 35
But at the beginning of the 1980s the
department's very survival was in jeopardy.
297
Chapter 9: Retrenchment And Recovery
Despite student performance consistently
above the national average on state board
exams and despite a 1979 evaluation by the
National League for Nursing that was, Knittel
said, "so praiseworthy as almost to be embar-
rassing," Tennessee had SMC on a
"conditional approval" status from 1978 until
January 1982. Although 20 percent was the
national average failure rate, the state had
arbitrarily decided that any school with more
than a 15 percent failure rate was subject to
closure. By instituting a mandatory remedial
program for students doing poorly on a com-
prehensive examination, the college was able
to bring its failure rate down to 8 percent in
the fall of 1981, thus qualifying for the resto-
ration of its "full approval" status in 1982.
The mean score for Southern's 75 candidates
that year was 525; passing was 350. 36
Southern nursing students continued to
do well on state boards: throughout the 1980s
▲ Nursing standards were strengthened even more under state
accreditation pressures.
and early 1990s the passing rate dropped
below 88 percent only three times. All 82
students who took the examination in July
1991 passed on their first try. National
League for Nursing accreditation for both the
associate and bachelor's degree programs was
renewed in 1985. 37
Southern's nursing students had several
advantages over many other nursing students:
the ladder program gave them opportunity to
increase their earning power while continuing
their education; Southern was the only college
whose students were certified in Advanced
Cardiac Life Support before they received
their bachelor's degree; and they had more
than the usual amount of clinical experience.
"I know of a hospital in the Chattanooga area
that requests only SC graduates when it
contacts nursing pools," said nursing division
director Katie Lamb in 1986. "Even our two-
year graduates have clinical experience in
areas such as critical care that most A.S.
students have not had." 38
In order to obtain that clinical
experience Southern's nursing
students had to be early risers. "I
remember waiting for the [motor
pool] vans at 6:00 a.m. in 32°F
weather to take us to the hospi-
tal," says Georgia O'Brien, '87.
Associate-degree students on the
Collegedale campus spent their
mornings two days a week in
various Chattanooga-area hospi-
tals and attended on-campus
classes the other three days. In
1986 the nursing division honored
motor pool director William
McKinney for providing the
necessary transportation. "Van
mileage for this purpose has often
totaled over 2,000 miles per week," reported
the Southern Tidings. 39
Southern's nursing students in the 1980s
and 1990s benefitted from the Florence Oliver
Anderson Lectureship, a series of skill-
oriented workshops funded by a substantial
gift from Mrs. Anderson, a former nursing
teacher at Washington Missionary College and
at Washington Sanitarium and Hospital who
had given up her nursing career to work with
her husband, E. A.
Anderson, sponsor of the
business lectureship, in
his business. She
donated the money to
support continuing
education programs to
promote excellence in
nursing and remind
nursing students of the
importance of Adventist
nursing. Dozens of
Chattanooga-area nurses, seeking continuing
education credit, and even some from other
parts of the United States, joined Southern's
students at these workshops, which featured
expert guest lecturers from throughout the
United States. Among the subjects considered
were AIDS and hepatitis, pain management,
eating disorders, motivating students through
creative teaching, bioethics, legal issues in
nursing, and the role of imagination in the
healing process. Workshops typically started
at 8:00 a.m. and lasted until 2:30. 40
As of 1985, baccalaureate "nursing stu-
dents were no longer required to spend one of
their two final semesters at Orlando; the
requirement that associate-degree nursing
students spend time on the Orlando campus
was eliminated in 1987. Meanwhile, the
Orlando campus was in a state of flux. "Every
William McKinney
298
A Century of Challenge
year or two something changed," says
Marianne Wooley, Orlando librarian. Since
the mid-1970s the Orlando branch had oper-
ated its own self-contained, upper-division
bachelor of science program for local graduate
nurses. In 1983 the Florida State Board
granted the college permission to operate a
self-contained associate-degree program at
Orlando. Classes for the new program began
that fall with 32 students. In 1985 belief that
a "glut" of nurses existed, disagreement
between the college and Florida Hospital over
the financial aspects of the cooperative ven-
ture, and other problems, including one
involving National League for Nursing accredi-
tation, led the Southern College executive
committee to decree a phase-out of the two-
year nursing program at Orlando. No
freshmen were accepted that year; but in
1986, before the phase-out was completed,
these problems were solved and the death
sentence for the associate of science at Or-
lando was revoked. But again the following
year Southern's board ordered the program
discontinued. Again came a last minute
reprieve with a new agreement that gave
Southern the responsibility of providing the
academic program while Florida Hospital
provided the funding. 41
The Florida Hospital Foundation raised
an endowment fund to pay 100 percent of the
tuition of 40 first-year and 40 second-year
students. Upper division students all at-
tended on a part-time basis. If they were
employees of Florida Hospital, they received
free tuition as a benefit. By the end of the
decade the Florida campus was strictly aca-
demic, lacking any student organizations. As
Southern entered its second century the
situation at Orlando was changing again. A
College of Health Sciences was being estab-
lished to operate the two-year program that
Southern had been operating, and Southern
was scheduled to disassociate itself from the
Orlando associate degree after a transition
period. 42
Meanwhile, in the Chattanooga area
Southern operated another hospital-based
nursing education program. A "consortium"
offered evening classes at local hospitals for
nurses working toward a bachelor of science
degree. Forty-nine registered nurses partici-
pated in the fall of 1989. The program was
phased out a few years later 43
Graduate nurses in the Chattanooga area
wanting even more education could pursue a
master's degree in nursing offered on campus
by Andrews University. Two major emphases
were available: nursing administration and
nursing of adults. Loma Linda University
also offered graduate studies in Collegedale
leading to a Master of Public Health. 44
Business And
Technology
he business, office administration, and
industrial education departments were
yoked together in Bill Allen's
reorganization scheme. Of these,
business administration was the most
popular, even surpassing nursing in the number
of majors in 1988-89. When the division struc-
ture disintegrated, business and office adminis-
tration remained together as one department.
By Southern's centennial year the department
was offering bachelor of business administration
degrees in accounting, management, marketing,
and computer information systems; bachelor of
science degrees in business administration, long-
term health care administration, and office
administration; and associate degrees in office
administration and health information adminis-
tration. Most popular was management, which
enrolled 173 students in the fall of 1989. Total
fall department enrollments in the late 1980s
and early 1990s ranged from 295 to 351. 45
One hundred fifty out of a total of about
300 accounting graduates passed the CPA
examination; half did so on their first try,
including all 1987 and 1988 graduates who
took the test. This compares to the Tennessee
success rate of 7 percent in 1990. 46
The long-term health care administration
major, initiated in 1979 to help meet the
pressing need for nursing-home and convales-
cent-care administrators, was the only such
program in the Seventh-day Adventist denomi-
nation. It included "an intensive 400-hour
internship." The college reported in 1985 that
every long-term health care graduate desiring
employment had been "placed in a good
position within the health care industry."
Enrollment in the program during the late
1980s and early 1990s ranged from 29 to 40.
Between 95 and 100 percent of the graduates
passed the national board. 47
The marketing major was instituted in
the fall of 1989. Enrollment rose steadily
from 10 to 38 before the end of Southern's
first century. 48
Business students continued to benefit
from the E. A. Anderson Lecture Series.
Guest speakers discussed such topics as stress
management, the United States bond market,
the defense budget process, time management,
fraud detection, embezzlement, and effective
communication. Noted lecturers included
Robert Goralski, former NBC news correspon-
dent; Donald L. Jernigan, president,
Metroplex Hospital, Kileen, Texas; Lindley B.
Richert, former Wall Street Journal columnist;
and Lee Anderson, editor of the Chattanooga
News-Free Press. 49
299
Chapter 9: Retrenchment And Recovery
The fact that Southern was now graduat-
ing more business administrators than
ministers and teachers didn't mean that the
college was abandoning its historic mission.
Business department graduates served the
denomination in such capacities as General
Conference auditors, hospital administrators,
and "Christian business people," according to
department chairman Wayne VandeVere. 50
The industrial education department
underwent an almost total metamorphosis
during the 1980s and 1990s. Under chairmen
Drew Turlington and Wayne Janzen the
department had achieved full collegiate status,
offering a major in industrial education and
teacher certification for those desiring it. But
the same problem became evident as that
which had doomed Madison College and was
already affecting SC's home economics depart-
ment: namely, shrinking student interest in
courses of that type, despite valiant recruiting
attempts in the constituent academies. Di-
minished enrollment and increasingly
demanding state requirements for teacher
certification made the programs too costly to
continue. Aviation courses, the associate of
technology in construction, and the one-year
trade competency diploma, with emphases in
electrical wiring, plumbing, or refrigeration
and air conditioning, were all dropped. Both
the BS in industrial education and the AS in
industrial technology were discontinued in
1987, as were the teaching endorsements in
drafting, industrial arts, metals, power me-
chanics, and woods and construction. Only
two of the department's programs survived the
1980s: the industrial education minor (re-
named technology) and the one-year diploma
in auto body repair and refinishing, begun in
1979. 51
As it adapted to the realities of changing
demand, the department was reorganized and
renamed industrial technology. It experienced
rebirth by creating a new AS program, com-
puter-aided technology, in 1988; by
introducing an associate degree in architec-
tural studies in 1989; and by developing
cooperative programs with Andrews Univer-
sity leading to bachelor of technology degrees
in graphic arts and technical plant services.
In 1990 the architectural studies and com-
puter application programs moved from the
technology department to the computer science
▲ Computer technology was taught as part of the
graphic arts bachelor of technology offered in
cooperation with Andrews University.
department (renamed computer science and
technology). 52
Although religion no longer attracted as
many majors as business, it was still a popu-
lar choice, enrolling a steadily increasing
number in the late 1980s and early 1990s. In
the fall of Southern's centennial year, 115 stu-
dents registered as religion majors. 53
The religion department had been the
subject of intense controversy during
the 1980s, with serious accusations — many of
which were clearly untrue — being leveled
against the orthodoxy of some of its teachers.
By the late 1980s, however, the department
had decided that the best defense was to go on
the offensive, using the newly established col-
lege publication Adventist Perspectives as a
vehicle for demonstrating the religion faculty's
commitment to historic Adventist teachings.
Members of Southern's religion faculty were
also instrumental in establishing the Adven-
tist Theological Society, an organization
devoted to Adventist orthodoxy. The religion
faculty of the late 1980s and early 1990s had,
according to Ron Springett, "much more soli-
darity" than it had in the early 1980s. "We
don't all agree," he says, "but we read off the
same page. We play the game by the same
rules, but respect each other's right to dis-
agree." 54
Besides the creation of Adventist Perspec-
tives and the endowed chair in religion,
developments during the final decade of
Southern's first century included the creation
of the religion research library, the institution
of the Robert H. Pierson Lectureship series,
and the resurrection of the evangelism field
school. Adventist Perspectives was originally
funded by the same anonymous donor who
endowed the Ellen G. White Chair in Religion.
Its initial subject matter was the twenty-seven
fundamental beliefs of the Seventh-day
Adventist Church. Private contributions were
also responsible for the religion research
library. 65
The Pierson Lectureship brought distin-
guished Seventh-day Adventist theologians
and church administrators to Collegedale for a
weekend of meetings for Southern's religion
majors. Among the early Pierson Lectureship
speakers were former General Conference
president Robert Pierson, retired Pacific Union
College professor Leslie Hardinge, General
300
A Century of Challenge
Students in Field School
Find Joy of the Harvest
"I think this is the best part of my
education."
The poised young lady bubbles
with enthusiasm. Terri Lynch is a
religion major and the only woman
among the 15 students enrolled in
the summer's evangelism classes.
"The part I enjoy the most is
seeing the reaction on people's faces
when they discover Bible truths that
eluded them before," offers Evan
Valencia 'To watch people change —
if s just amazing."
Full-scale evangelistic meetings
began in Asheville, N.C., on July 19
under the joint direction of South-
ern's Department of Religion and the
Southern Union Conference. Ashe-
ville, 200 miles east of Collegedale,
neighbors the Blue Ridge Parkway.
The series ended August 25, just in
time for participating students to
return to campus for the fall semes-
ter. At that point 42 had already
been baptized.
Six hours of academic credit in
public and personal evangelism are
offered each summer. Along with
invaluable experience, students
receive a scholarship from the
Southern Union. All church ministry
majors are expected to participate.
"We had classes from 9 to 12,
visited from 4 to 6, and then helped
with the 7 o'clock meetings," reports
Terri. "We worked with the pastors
of eight local churches and visited 35
or 40 interested people."
Dr. Doug Bennett represented .
Southern College in this segment of
professional training. (He calls it a
"living lab.") Evangelist was Ron
Halvorsen, director of church growth
and evangelism for the Southern
Union.
"Ron's an excellent teacher and
evangelist, so enthusiastic that it
can't help but rub off on you," Terri
says. His Christ-centered, Bible-
based messages brought 600 to 650
people out on average, some 130 of
them not yet members of the
Seventh-day Adventist Church.
While all students explored frame-
work topics such as evangelistic
organization, advertising, and
budgeting, each student took a
particular role.
Has the summer increased their
personal interest in evangelism?
"Absolutely. I think every church
needs an evangelistic series every
year," responds Evan.
"If s therapeutic for the Adventist
Church," declares Terri. "Sometimes
we forget that people are out there
wanting to find God's answers." fnt
Reprinted from the Southern Columns Fall 19V0
Conference public affairs and religious liberty
director Bert B. Beach, and retired Ellen G.
White Estate director Robert Olsen. Most of
these speakers addressed the student body as
a whole in an assembly the Thursday before
their weekend series. 56
Evangelism field schools had been held
annually for the twenty years ending in 1984.
In a typical month-long field school, Douglas
Bennett conducted a two-hour class in the
morning, students made house calls for four
hours in the afternoon, and then students
participated and observed in the evening
meeting. But for a time in the 1980s, the
program was discontinued. It was revived in
1988, when participation became a require-
ment for all church-ministry religion majors
and the time involved was increased to two
months. 57
Field-school experience was considered to
be one of the reasons for Southern's success in
placing its ministerial students. In the early
1980s Southern claimed the best ministerial
placement record of any Seventh-day
Adventist college. In the late '80s and early
'90s college spokesmen stated, "Virtually all
ministerial students are placed promptly after
graduation." 58
Andrews University offered courses
toward the Master of Divinity and Doctor of
Ministry degrees on the Collegedale campus. 59
Mathematics And
The Sciences
Bill Allen's division organization
combined the biology, chemistry,
computer science, mathematics, and
physics majors in the science division.
By far the most popular of these
departments was biology, which vied with
religion in the late '80s and early '90s as the
major enrolling the third largest number of
students. The primary occupational objective of
most biology majors was medicine. 60
Southern's biology department joined
with those of five other Seventh-day Adventist
colleges in December 1985 to affiliate with the
Rosario Beach marine biology station north of
Seattle, Washington, operated by Walla Walla
College. Introduction to Marine Biology,
Marine Invertebrates, and Behavior of Marine
Organisms were some of the classes taught at
the forty-acre, forested coastal campus. An-
other special opportunity for studying marine
biology was the annual week-long, summer
field laboratory excursion in the Bahamas
under the direction of department chairman
Stephen A. Nyirady. Among other biology
classes scheduling expeditions were E. O.
Grundset's ornithology class, with its annual
trip to Florida, and Duane Houck's Smoky
Mountains Flora class, taught every other
summer, which included a camping trip of ten
days to three weeks in the Great Smoky
Mountains National Park. 61
Beginning in 1987 allied health was
listed as a department in the SC catalog.
Previously, curricula preparing students for
the allied health professions had been listed as
interdepartmental programs. The college
offered all but the senior year of a bachelor of
science in medical technology and, beginning
in 1987, offered associate degrees in allied
health for students planning to take profes-
sional courses in dental hygiene, occupational
therapy, and physical therapy. Fall semester
enrollment for each of these majors fluctuated
between 68 and 74 during the last four years
of Southern's first century. The most popular
of these programs was pre-physical therapy,
enrolling between 41 and 50 students. 62
301
Chapter 9: Retrenchment And Recovery
▲ Marine biology field trip in the Bahamas.
A F/ora dass in i/ie Smoky Mountains.
Another new associate degree program in
1987, engineering studies, enrolled 30 stu-
dents in 1988, although it was down to 18 in
1991. The various computer science and
technology programs enrolled between 33 and
40 students in the late '80s and early '90s.
Chemistry, mathematics, and physics enroll-
ments each ranged between 11 and 21 during
this period. 63
Despite its relatively small size,
Southern's physics department was making an
impact in the world of science. Listed in the
International Directory of Professional Astron-
omical Institutions, the Directory of Atomic,
Molecular, and Optical Scientists, and the
Directory of Research in Physics and Astron-
omy at Undergraduate Colleges and
Universities, the department brought to the
campus such distinguished guests as Dr.
Arseny Berezin, a thermonuclear physicist
with the Soviet Academy of Sciences. By 1984
more than thirty of Southern's physics stu-
dents had had articles published in
professional journals. In January 1991 Robert
Marsa, a senior math and physics major,
presented a paper at a joint meeting of the
American Association of Physics Teachers and
the American Physical Society. In the early
1990s six of Southern's physics graduates were
teaching in Seventh-day Adventist colleges in
the United States and twenty-four had taught
or were teaching science in secondary
schools. 64
Human Development
he Division of Human Development
included the education; behavioral
science; home economics; library
science; and health, physical
education, and recreation depart-
ments. Two of these departments were phased
out in the 1980s. 66
Elementary education was the most
popular of these majors, enrolling between 76
and 103 students during the last four years of
Southern's first century. However, as the
century ended, the college was restructuring
the program due to Tennessee certification
regulations requiring new teachers to have
completed an academic major other than
education. The department developed special
curricula in psychology and in social science
for prospective elementary teachers. Between
70 and 101 students a year were preparing for
secondary teaching between 1988 and 1992. 66
Southern's education department had an
excellent record in placing its graduates and
in preparing them for the National Teaching
Examination. All but three of the twenty-five .
1982 elementary graduates and all but five of
that year's eighteen secondary education
graduates found teaching jobs immediately;
some of the others had chosen to go on to
graduate school. These statistics seem to be
typical. NTE results between 1986 and 1990
ranged from about 90 percent passing to a full
100 percent passing. Education graduates
could pursue a master's at Collegedale
through a La Sierra University extension. 67
Psychology was transferred from the
behavioral science department to one renamed
"education and psychology" in 1987. Between
53 and 62 students annually registered as
psychology majors during the final
quadrennium ending in 1992. 68
After losing the psychology major, the
behavioral science department was left with a
bachelor of science in behavioral science and a
bachelor of social work. Behavioral science
programs were enrolling between 45 and 62
majors each fall. 69
Each year at Thanksgiving time depart-
ment chairman Ed Lamb took a group of
sociology students to New York to study ethnic
groups, social problems, urban change, and
social agencies. On the agenda each time was
helping the Salvation Army feed the homeless
and hungry. In 1984 the New York Salvation
Army gave Lamb one of its three volunteer
awards for the hundreds of hours of Southern
student participation. 70
302
A Century of Challenge
The two departments phased out were
library science, accepting no more students for
its minor after August 1986, and home eco-
nomics, axed in 1989, just three years after it
had begun offering a new major in food service
administration. College officials blamed
declining interest in the field. 71
The health, physical education, and
recreation department provided for the needs
of the entire student body with its intramural
program, in which more than one-third of the
students participated, as well as by sponsoring
such special fitness events as the annual
triathlon, initiated in 1984. Its gymnastics
team, the Gym-Masters, generated publicity
for the college by putting on exhibitions in
area schools, hosting academy gymnastics
workshops, and appearing at half time in
,i" ■;' \;, ':... ••■ : . , . -\'-'XttM
%«pt <■ 9
81 asat. ^1
""■<*■ *!
■
nU
2 ■" 1
A Ed Lamb and his sociology students help to feed
the homeless in New York at Thanksgiving.
professional sporting events. 72
The department offered majors in health,
physical education, and recreation; health
science (phased out beginning in 1990); and
corporate/community/wellness management
(initiated in 1990). The number of students
enrolled as majors in the department rose
steadily in the latter '80s and early '90s, from
42 to 61. 73
Humanities
he departments of art, communication,
English, history, modern languages,
and music were grouped together in
the Allen reorganization as the
Division of Humanities. The art
department, although enrolling few majors,
enriched the lives of a cross section of the student
body through classes, exhibits, and tours. In
addition to paintings by its own students, it
sponsored exhibitions of paintings by Jorgen
Henriksen, associate professor at the Massachu-
setts College of Art; Covenant College professor
Ed Kellogg; Daud Ahkriev, a Russian artist; and
Melissa Hefferlin. Other exhibitions in the Brock
Hall art gallery have included photographs by H.
Wayne Eastep, 70, a commercial photographer; a
collection of department-owned, wood block and
silk-screen prints, etchings, and engravings by
artists ranging from Salvador Dali to former
Southern College teacher Malcolm Childers; and
a valuable collection of World War I posters
donated by alumnus Ron Numbers. Every year
the art appreciation class visited New York
museums during Thanksgiving vacation; the
department also participated in overseas tours.
Declining enrollment led the administration to
discontinue the art major. No new students were
admitted into the program after the 1988-89
school year; however, the department continued
to offer a minor. 74
Another department which enrolled few
majors but provided a service for all bachelor
of arts students was modern languages. In
cooperation with
Adventist Colleges
Abroad, Southern
College offered bach-
elor of arts degrees in
French, German,
Spanish, and interna-
tional studies, but
none of these majors
attracted more than
four students at any
one time during the
last several years of
Southern's first
century. "More than
before, it has become
a service department,"
says Helmut Ott,
department chairman.
Both Adventist
Colleges Abroad and
special summer
European tours gave
language students
opportunities to learn
modern languages in
their native setting. 75
Enrolling 28
majors per year in the
late 1980s, 76 no
department did more
to enrich the cultural
experience of
▲ Gym-Masters in 1987. Southern > s stu dents
than did music. Not only did the band,
orchestra, and various choirs and musical
ensembles-as well as music major soloists-
educate, entertain, and edify in a kaleidoscope
of assemblies, recitals, vesper programs,
worship services, and Saturday night pro-
303
Chapter 9: Retrenchment And Recovery
grams, but students performing with some of
these organizations had priceless opportunities
for both regional and international travel in a
role that set them apart from ordinary tour-
ists.
The Southern College Symphony Orches-
tra performed in Hawaii, Australia, New
Zealand, and Fiji (1981); the Soviet Union and
Romania (1983); the Far East (1986); Greece
(1989); and Spain (1991). Die Meistersinger
male chorus visited the Soviet Union twice
(1982 and 1987); it also traveled to Romania
(1982), Poland (1987), and Canada (1991).
Another group that visited the Soviet Union
The orchestra performed in Greece in 1989.
was the Southern Singers. The Southern
College Concert Band toured Puerto Rico,
Jamaica, Haiti (1984), and Mexico (1991), and
visited Canada twice. A highlight of the 1985
Chamber Singers' (forerunner of Scola
Cantorum) tour of Yugoslavia, Italy, and
Austria, was singing in St. Mark's Cathedral
in Venice. Most of these groups also per-
formed in various parts of the southeastern
United States; both the band and the orches-
tra appeared at the Knoxville World's Fair in
1982; and several performances were tele-
vised. The orchestra performed in Carnegie
Hall in 1989. 77
Music department productions presented
in Collegedale have included the Messiah
(1980, 1989), Elijah (1981), The Sound of
Music (1982), My Fair Lady (1984), Annie
(1988), and The King and I (1990). A 1986
gift of $100,000 endowed the Eugene
A. Anderson Organ Concert series,
bringing six noted organists per year
to play on the Anton Heiller Memo-
rial Organ. 78
English was another department
providing services for the entire
college which far exceeded its work
in training about 30 majors per year.
With virtually every student required
to take College Composition 101 and
102, and with class sections limited
to 25, it was not uncommon for the
department to offer a dozen or more
sections of composition classes each
semester. In addition, English
teachers offered guidance to students
preparing writing projects for other
classes. In 1990 the department
hosted the southeastern regional
meeting of the Conference on Christi-
anity and Literature. 79
The history major became
increasingly popular in the latter
years of Southern's first century, enrolling 52
students in the fall of 1990. To meet the
needs of the approximately 40 students per
year whose career objective was law, the
department initiated an interdisciplinary
political economy minor in 1990. Like most of
the other departments in the humanities
division, history provided opportunities for
international travel, especially with the
European Study Tour, conducted at least
every other year since 1982 by history profes-
sor (and, since 1988, vice president for student
services) William Wohlers. During the sum-
mer of 1987 another history professor,
Benjamin McArthur, led a two-week U. S.
Constitution Study Tour focusing on Philadel-
phia but ranging from Boston to Washington. 80
The communication
department — the depart-
ment in the humanities
division enrolling the
most majors in the late
1980s and early 1990s
(67 in 1988) — experienced
a major transformation in
both structure and
curricula. In the early
1980s the department
offered only one baccalau-
reate major,
communication (B.A.),
with three variations: a
radio-TV-film emphasis, a
journalism emphasis, and
a speech emphasis. It
also offered an associate
degree in media technol-
ogy. In 1984 the speech
emphasis was dropped;
the following year a
bachelor of science in
public relations was added. Under the chair-
manship of Bill Oliphant the department's
name was changed to journalism, the media
technology degree was dropped, public rela-
tions became a bachelor of arts program, and
the communication major became a major in
journalism (with either a news editorial or a
broadcasting emphasis). Speech courses were
transferred to the English department. The
department developed internship programs
with several local television stations, and two
▲ The symphony orchestra also
performed at Carnegie Hall in
May 1989.
304
A Century of Challenge
professors, together with a local journalist,
launched the East Hamilton County Journal
in 1989 as a laboratory for student reporters.
Meanwhile, journalism students continued to
write some of the Southern Accent stories. 80
Although WSMC had severed its formal
ties with the communication department, it
continued to provide broadcasting students
with practical experience in radio station
operation. Beyond that, the station served the
college as a public relations medium. A 1987
survey suggested that the vast majority of one
hundred Chattanooga community leaders
perceived WSMC as an asset to the Southern
College image. Describing the station's
broadcasting as "the most visible thing South-
ern does," they said that by providing a
valuable service to the community it caused
people to "think well of Southern College."
Said one respondent, "WSMC helps Southern's
image as being an intellectual center, as well
as being a religious center." By 1990 WSMC
had become the second most-listened-to
station for morning news in the Chattanooga
area. Overall, it rated fourth-up from eighth
in 1979. According to WSMC development
director Jeff Lemon, the station had between
• 10,000 and 15,000 listeners during any fifteen-
minute segment of its news programs. In
1991 it was the only Tennessee radio station
to be a finalist in the competition among both
commercial and noncommercial radio stations
for the Crystal Award for community service
from the National Association of Broadcasters.
Program director Dan Landrum described
WSMC's average listener as "a business owner
or a person in management, in the middle-
income bracket." 82
Community appreciation for WSMC
translated into ever-increasing financial
support from listeners during the station's
annual pledge drive, steadily rising from
$13,000 in 1979 to $66,450 in 1991. Other
sources of support, aside from the college
itself, included program underwriters and the
Corporation for Public Broadcasting. 83
In October 1981 the station — now broad-
casting at 100,000 watts — changed
frequencies, moving from 90.7 to 90.5 on the
FM dial to avoid signal clashes with an
Atlanta station. It adopted a format of classi-
cal music and National Public Radio news in
1985. Later that year the studios were moved
to the newly completed Brock Hall. In 1986 it
began broadcasting twenty-four hours a day. 84
Elderhostel
he Allen reorganization created one
totally new division: Adult Studies
and Special Programs. When the
enrollment drop eliminated the need
I for the Thatcher Hall annex as a
dormitory, this facility was taken over by the
new division, rechristened the Conference
Center, and used to house off-campus guests,
particularly those attending the division's
recurring Elderhostel program. 85
Certified by the International Elder-
hostel Organization, it enabled people over
sixty and their spouses to spend a week on
campus taking up to three noncredit courses,
most of which were taught by members of the
faculty. Often these courses focused on
nutrition, the Civil War, and the history of
organ music. Diplomatic relations, literature,
and Cherokee Indians were some of the other
subjects. Between twenty-five and thirty-two
people attended Elderhostel each time; the
sessions were held three times a year. 86
With the elimination of the division
system in 1987, this division became the
department of adult education. 87
"A Very Healthy School"
ess than eight years after its 1982
I reaccreditation by the Southern
Association of Colleges and Schools,
Southern began a two-year self-study
I in preparation for its 1992 Southern
Association evaluation. Halfway through this
self-study, the director, English professor Jan
Haluska, said, "The picture of a very healthy
school is beginning to emerge." 88
▲ Conference Center, site of the Elderhostel program.
As usual, a significant portion of the
study was devoted to the libraries. Acquiring
between three and four thousand volumes
yearly, about half of which were Library of
Congress donations, McKee Library spent
$696,425 on acquisitions during the 1980s,
bringing the total
number of volumes
to nearly 100,000.
The Orlando library
had 4,822 books. 89
Standardized
305
Chapter 9: Retrenchment And Recovery
examinations suggested that the typical
Southern student had received an above-
average education in both his or her high
school preparation for college and in his or her
college general education courses. In 1987 the
American College Testing (ACT) composite
score average for incoming freshmen was
19.04. (The national average was 18.7 and the
Tennessee state average was 18.0.) Two years
later, the ACT for Southern's incoming fresh-
men had risen to 19.1, while both national
(18.6) and state (17.9) averages had declined.
The Academic Profile II examination was
given in March 1990 to 276 students complet-
ing their second year at Southern. "SC met
national norms in two of the seven subareas
and exceeded the norms in the other five
areas," reported registrar Mary Elam, associ-
ate vice president for academic
administration. 90
The college launched a new honors
program in 1981, designed "to challenge the
exceptional student who wants more than
average education." Admission to the program
required an extremely high grade point aver-
age, while the program itself, called "Southern
Scholars" as of 1983, demanded that the
student maintain a 3.5 grade point average,
pursue an especially rigorous general educa-
tion curriculum, participate in great-books
seminars, and produce a major interdiscipli-
nary research project. 91
Peggy Brandenburg was the first to
graduate as a "Southern Scholar." Completing
a double major in English and psychology with
a French minor, she graduated summa cum
laude in 1984 with a grade point average of
over 3.9. She was a practicing attorney by
decade's end. 92
Five Southern Scholars graduated in
1987. Four of them went on to medical school;
the other received a graduate fellowship to
study mathematics at Duke University. The
following year 33 students were enrolled in
the program, including three seniors. 93
Students And
Organizations
he typical student during the last
decade of Southern's first century was
a female from Tennessee, Florida, or
i Georgia whose family income was
below average. In the fall of 1990, 57
percent of the students were female, 43 percent
male. Although the college continued to attract
more students from outside its constituent union
than any other North American Seventh-day
Adventist college, between 60 percent (1981) and
68 percent (1987) came from the Southern Union.
Students from outside the United States ac-
counted for between 4 and 6 percent of the
student body. In 1988, 46 states, 29 foreign
countries, and the U.S. territories of Puerto Rico,
Guam, and the Virgin Islands were represented.
In the early 1990s the Union of Soviet Socialist
Republics and the People's Republic of China
each sent two students. In 1988, 146 students
were black, 70 Hispanic, 43 Asian, and five
Native American. Despite the oft-repeated
faculty remark that students drove better cars
than the teachers, at least as late as 1984
statistics indicated that 75 percent of Southern's
students came from homes with below-average
incomes. 94
Entertaining and informing this diverse
student body, the Student Association received
1.25 percent of the full-time tuition. About
half of that money went for SA publications.
In addition to the Southern Accent, Southern
Memories, and Joker, the Student Association
produced the Campus Chatter, a weekly
events calendar, Numerique, a student tele-
phone directory, and Wallside Journal, a
scanvertiser the senate purchased in 1985 and
placed in the cafeteria. This lighted message
board with continuously moving announce-
ments could be described as a scaled-down
version of the giant headline news display in
New York's Times Square. 95
Student Association entertainment
included mixers, banquets, picnics, talent
programs, game nights, Christmas parties,
barn parties, the Strawberry Festival (a
photographic review of the year using from
2,000 to 6,000 slides), and a "beach party"— a
midwinter attempt to recapture the summer-
time mood (indoors, of course). The 1982
picnic, held on an October Sunday at Red Clay
State Park, included the opportunity to ride a
hot air balloon for a dollar. 96
But the Student Association didn't limit
itself to informing and entertaining its members.
In addition to its traditional campus improve-
ment projects, attempts to influence
administration decision-making, and choosing
seven of the thirteen students serving on faculty
committees, the student leaders launched
projects reflecting concern for both the environ-
ment and those less fortunate than themselves.
SA social vice-president Krisi Clark announced
that the theme for the 1991 SA Christmas party
was giving. "Bring non-perishable food and
canned goods to the party to put under the
Christmas tree," she instructed Southern Accent
readers. "All proceeds will be placed in food
baskets to be given to needy families in our
community." At the suggestion of student
senator Angela Dyer, 1990-91 SA president
Woody White set up a fund to help needy
students obtain "necessary items such as cloth-
ing and hygienic supplies." 97
White also launched an environmental
306
▲ Student Association Talent Night.
program calling for the elimination of
styrofoam in the cafeteria and a comprehen-
sive campus-wide recycling program. After his
anti-styrofoam resolution passed the student
senate in October 1991, the cafeteria agreed to
permit students to substitute paper for an
extra four cents per meal. Naming November
15, 1990, as Environmental Awareness Day,
White announced that on that date environ-
mentalist Abyd Karmalli would present the
assembly program and students would have
an opportunity to vote on a ballot resolution
calling for eliminating the use of styrofoam at
the two campus snack bars. This resolution,
although it passed by a 58 percent vote, was
quite controversial: sophomore Rick Mann and
junior Harvey Hillyer publicly challenged the
facts and logic behind White's preference for
paper. K. R.'s Place and the Campus Kitchen
agreed to use half paper, half styrofoam. On
December 1 the college launched a comprehen-
sive recycling program. 98
A Century of Challenge
During the previous semester, concern for
the environment had led to the formation of a
new campus club, SAVE (Students Aware of
our Valuable Environment), the outgrowth of
a class project for Larry Williams' Contempo-
rary Social Problems class. SAVE was one of
a small handful
of special-
interest clubs on
campus at this
time. Although
the dormitory
and departmen-
tal clubs
continued to
exist, a couple of
new occupational
clubs were
organized (pre-
law and long-
term health
care), and
Campus Minis-
tries coordinated
dozens of reli-
gious,
humanitarian,
and health-
conscious
organizations,
very few hobby
clubs remained,
nothing like the multitude that flourished in
the Wright-era club heyday."
A new departmental club organized in
1990 was Engineering and Technology. An-
other departmental club, the Kappa Phi
chapter of the Tri-Beta National Biological
Society, produced its own E. O. Grundset
Lecture Series in 1991. It consists of six
natural history lectures, five by guests, the
S.A. Opposes Styrofoam
Use in Cafeteria
other by a Southern College professor, and a
research seminar conducted by a guest profes-
sor. 100
Two of the most active non-departmental
clubs were the International Club and Beta
Kappa Tau. Each year the International Club
sponsored a
Sabbath School,
food extravagan-
zas, two potlucks,
and several social
events, all with an
v Shern Plan and Kevin Snider
ENVIRONMENTALISM IS an
issue facing the entire world, and
it's an issue facing each individ-
ual. This year the Student Asso-
ciation is incorporating and de-
veloping new ideas and concepts
to do its part and set examples for
other schools to follow.
The first program is the styro-
foam replacement in the cafele-
See Woody White's environ-
mental resolution, page 16.
ria. Another program is the
comprehensive paper recycling
system. In some of the SA of-
fices there is a box set up to put
used paper in to be taken to the
recycling center. Several trips
have already been made to the
Collegedale recycling center;
more are on the way.
The SA is in the process of
forming an environmentalism
committee, as well. The purpose
of this committee is "to explore
The S.A. is working to rid the college of styrofoam products,
like those used in our cafeteria.
specific environmental issues the
SA will be involved in and fa*
cilitatc a comprehensive program
for the school," said Woody
White, SA president.
Protecting the environment "is
▲ Styrofoam food containers targeted by Student Association in
1990. (Reprinted from the Southern Accent, October 18, 1990.)
international
theme. 101
Beta Kappa
Tau (originally "Be
kind to one an-
other"; later
"Brotherhood,
Kinship, Together-
ness"), the black
students' club,
sponsored a
basketball team,
club parties,
weekly Adventist
Youth Society
meetings, and the
Black History
Week program
each February.
For several years
the club had a choir which traveled to various
churches putting on weekend services. Among
the special Black History Week guests were
Terrence Roberts, one of the seven black
students who integrated Little Rock's Central
High School during the Eisenhower adminis-
tration, recording artists Kim and Reggie
Harris, and actress Alice McGill portraying
Sojourner Truth. 102
something everyone should be
aware of. It is our responsibility
to know," said White.
"Environmentalism is a team
effort," said Kevin Snider, SA
public relations director.
307
Chapter 9: Retrenchment And Recovery
Toward Broader
Horizons
he Black History assemblies were a
small portion of the college's
continuing effort not only to provide
spiritual enrichment but also to
broaden students' cultural horizons
through both mandatory assemblies and volun-
tary Saturday night programs. By the late 1980s
the morning assemblies were taking place less
frequently (only once a week except during the
three annual weeks of spiritual emphasis), and
students could elect to substitute certain evening
cultural events for a portion of their assembly
attendance requirement. The privately funded
▲ International Food Fair
President's Lecture Series brought to the campus
such distinguished guests as author Chaim
Potok, Nobel laureates Carleton Gajdusek and
Roslyn Yalow, sculptor Alan Collins, and former
CBS news president Fred Friendly. 103
Another specially funded assembly lecture
series, Staley Christian Scholars, was sup-
ported by the Thomas F. Staley Foundation.
Among the speakers for this series were Dr.
Carl F. H. Henry, editor of Christianity Today
from its inception in 1956 until 1968, and Dr.
Anthony Campolo, professor of sociology,
Eastern College, PA. Other well-known guests
for morning assembly programs included
Russian poet Alexander Ginzburg; Dr. George
Sheehan, medical editor of Runner's World;
Elizabeth Dole, former Reagan administration
transportation secretary; career planning
adviser and drug counselor Calvin Hill, a
former player for the Dallas Cowboys; H. M.
S. Richards, Jr., speaker of the Voice of Proph-
ecy radio broadcast; Grammy Award nominee
Wintley Phipps, pastor of the Capitol Hill
Seventh-day Adventist Church, Washington,
D.C.; and National Public Radio's Robert
Siegel, co-host of All Things Considered. 104
Several of the 1982-83 chapel programs
emphasized the importance of putting into
one's mind only "that which will enhance one's
religious experience" and were designed to
educate students regarding such issues as
Sabbath observance, social relations, absti-
nence from alcohol, and theater attendance.
Three times a year a Week of Spiritual Em-
phasis involved chapel assemblies and evening
worships in the church, as well as the Sabbath
morning worship service. Students presented
one of these weeks each year; the others
generally featured guest speakers. 105
After the on-campus revival of Southern's
College Bowl academic competition in 1984,
one assembly program during the second
semester each year was devoted to its champi-
onship finals. Preliminary contests were held
during the supper hour in the back of the
cafeteria. In a typical season, the competition
involved sixty students forming twelve
teams. 106
With students and constituents less
interested in attending cultural programs on
Saturday night, many programs of the type
formerly scheduled for the weekend Artist
Adventure Series were held on evenings
during the school week as alternative assem-
blies. These included the annual Chamber
Music Series in Ackerman Auditorium featur-
ing such solo artists as saxophonist Neal
Ramsay, pianist Yin Cheng-Zong, and harpsi-
chordist John Paul, as well as ensembles like
the Georgia Chamber Consortium, the Atlanta
Chamber Players, and the Audubon Quartet.
Classical vocalists presenting evening concerts
included soprano Vertrelle Cameron and
baritone Daniel Lichof. Other evening assem-
blies featured religious drama and
characterization: performances by the Parable
Players and by Tom Key as "Screwtape in
Person." 107
Friday evening vespers, with attendance
required of all dormitory students since the
beginning of the Sahly administration, also
provided, in addition to the usual homilies and
gospel concerts, cultural and dramatic perfor-
mances. Examples include the contemporary
passion play Behold the Lamb and the classi-
cal music of pianists Stephen Nielson and
Ovid Young as well as that of the Hanover
Chamber Choir. Evensong, scheduled just
before sunset on Saturday evening, regularly
featured classical sacred music, vocal or
instrumental. 108
Except for performances by Southern's
own musical organizations, classical music on
Saturday night became a rarity. The United
States Marine Corps Band concert of October
308
Southern /lecent
Volume 37, Number 20
Southern Missionary College, Collegedale, Tennessee
March 11,1982
After many debates and several votes, the blue jeans issue has finally been settled— and jeans are in.
Faculty finally
take the plunge
Blue jeans were voted
acceptable by the Faculty
Senate on Wednesday, Febru-
ary 24, just before the majority
of students left for Spring
Break. This was the second
time the senate had consider-
ed this issue.
The first time the jeans
proposal was voted on, it
passed the senate but missed
passing general faculty
assembly by one vote. The
same speeches and arguments
were used effectively enough
this time around to convince
faculty to allow jeans to be
used as an acceptable attire in
the classroom and in the
cafeteria all day. This passing
made SMC the last Seventh-
day Adventist college to allow
jeans in classes.
According to Jolene Zackri-
son, secretary for the Faculty
Senate, most of the faculty
who were against jeans felt
that the students would abuse
the privilege and wear dirty.
sloppy jeans to classes and
that the Board of Trustees
would feel that the school
standards were being let
down.
Some of the arguments for
jeans were that the rule was
inconsistent — that if green,
red, and brown jeans were
allowed, then blue ones
should be also. Some of the
faculty also felt that college
students should be mature
enough to handle the
responsibility of wearing nice
jeans to classes without abus-
ing the privilege.
The announcement of vote
results were announced to the
faculty early on Wednesday
morning, and was passed on
to the students by noon.
This vote went into effect
immediately and now allows
the students to wear jeans
anywhere on campus at any-
time except during Sabbath
hours.
309
Chapter 9: Retrenchment And Recovery
1981 was one of the last. Similarly, Saturday
night travelogues became rarities. Two
exceptions were Jens Bjerre's "China After
Mao" (1981) and John Wilson's "Galapagos
Island Wildlife" (1984). Except for the Hu-
manities Film Series, which was generally
sparsely attended, Saturday night films
tended to be more light-hearted: the annual
Warren Miller ski movie or Disney comedies
served with pizza in the cafeteria. An excep-
tion was A Cry in the Dark, a true story of a
Seventh-day Adventist woman falsely con-
victed of murdering her infant. Student
Association activities and programs frequently
fell on Saturday nights, as did various types of
participatory and exhibitionistic sports: ice
skating, softball, the Gym-Masters' home
shows, and the Rees basketball series champi-
onship games. 109
More and more, students were spending
their Saturday nights away from the campus.
"We always went to Taco Bell," recalls Georgia
O'Brien, '87. "Anytime we went, there was
always someone else from the college." 110
But there probably weren't too many
students at Taco Bell on Saturday night,
January 9, 1988. Snowball fights were more
likely. Collegedale had been buried the
previous Thursday under ten inches of snow,
the most since 1927. With driving conditions
extraordinarily treacherous, classes were
canceled that Thursday and Friday. 111
Jeans At Last
ome of those snowball fighters were
V doubtlessly clad in blue jeans. The
pariah garment had been legal in
Collegedale since 1982, when
Southern — true to its conservative
tradition — had become the last Seventh-day
Adventist college to lift the ban. Jeans were now
permitted on campus everywhere and anytime
except during the Sabbath. 112
This left some students in the uncomfort-
able position of needing something else to
complain about. It didn't take them long to
start airing new grievances: soon some were
complaining because they couldn't have
television sets in their dormitory rooms or
▲ Trimmings of the Agape Feast.
because they weren't permitted to attend the
Van Halen rock concert in Chattanooga.
When Sahly took over as president, they found
even more reason to complain: they had to
attend five evening worship services a week
(up from three), the mandatory church atten-
dance rule was reinstated, the administration
declined to relax the dress code any farther, a
faculty committee deleted Elvis Presley and
Chuck Berry tunes from a Student Association
"50s Fling," and — most terrible of all — the
faculty senate adopted a rule for men to avoid
radical hair styles. Other students, however,
were untroubled by such regulations. "I didn't
find the rules oppressive," says Joi Richards,
'88. "My parents were very spiritual-minded.
Everything that the school stood for, we had
to adhere to pretty much at home." 113
Always A
Missionary College
tespite its name change, the
legalization of blue jeans, and libelous
rumors to the contrary, Southern was
still committed to the historic
principles of the Seventh-day
Adventist church. Southern College was first
and foremost a religious institution. John
Wagner defined his job as working "in the
interest of preparing our youth for life and
eternity." Upon taking office, Don Sahly de-
clared, "As president of Southern College I plan
to take seriously the spiritual dimensions of our
heritage." Affirming, "Our programs . . . are
empty and valueless without Jesus Christ," he
told the faculty in 1987, 'This must become a
campus where students are confronted on a daily
basis with what an SDA philosophy and lifestyle
is and should be." 114
To those who say that students were
more spiritually minded in an earlier age, Roy
Dingle, '79, manager of the Village Market
Bakery, responds, "A lot of students are still
religious." 115 A visitor sitting with the stu-
dents for Friday evening vespers or the
student Sabbath School in Thatcher Hall can
quickly sense that this is true.
310
A Century of Challenge
Assistant chaplain Bill DuBois, '86,
observed in 1985, "The 'Spiritual Revolution'
we have prayed for has most definitely ar-
rived. Many students throughout the campus
are meeting their Saviour once again, and
some are on their knees for the very first
time." As evidence for this, he mentioned a
record Friday evening attendance at After-
glow, the voluntary post-vespers service, of
350-400 and growing; Friday evening dormi-
tory prayer bands involving "nearly 200
students . . . scattered throughout the dorms";
▲ Collegiate Adventists Reaching Everyone (CARE).
and a combined turnout of about 90 people the
previous Sabbath for literature and sunshine
bands. 116
Sahly noticed a similar trend in 1987.
"At the end of the fall week of prayer, we set
up the cafeteria for the Agape feast . . . based
on . . . the turnout we have had . . . over the
last few years. We were about seventy seats
short." A mother visiting the campus in 1987
was moved to tears as she ate in the cafeteria
"and saw a young man and his girlfriend clasp
hands across the table as they prayed." In the
fall of 1991, senior religion major Virgil Covel
reported that more than one-fourth of the
residents of Talge Hall were involved in
voluntary small-group Bible studies. 117
The institution itself set the tone for the
threefold Seventh-day Adventist concept of
religious service: unselfish humanitarian
assistance, the promotion of a "wholistic"
healthy lifestyle, and sharing one's faith. The
college sent relief vans to South Carolina in
church's Ingathering campaigns until 1982,
and it continued participating in United Way
for at least another decade. SC employee
United Way contributions rose steadily from
less than $7,000 in 1985 to $12,422 in 1991.
Besides encouraging its employees to give, the
college itself donated the services of a "loaned
executive" for a number of off-campus United
Way campaigns. In 1991, 64 percent of the
faculty and staff participated. For years, Don
Dick coordinated the campus campaign. 119
Southern's nursing students found sev-
▲ Clown Ministry, one avenue of community service for Southern students.
the wake of Hurricane Hugo, donated farming
equipment to a secondary school in Honduras
operated by a 1980 alumnus, and raised
$1,679 from students and faculty in 1985 for
famine relief in Ethiopia. 118
Southern was directly involved in the
eral avenues for community involvement.
Nursing Club members renovated the sitting
room of a boarding home for indigents, raising
$3,000 and doing much of the work them-
selves, assisted by various college personnel,
local church members, and members of the
311
Chapter 9: Retrenchment And Recovery
Student Missions Club. College president
John Wagner was among those doing the
painting. Nursing students were also involved
with Senior Neighbors, providing foot care and
"loving concern" for senior citizens; taught
CPR and first aid in private schools; gave
talks on dental health and other areas of
healthful living; assisted in health screening
and health fairs; and discussed various as-
pects of cardiac care on an AM radio station. 120
Another academic department directly
involved in humanitarian service was behav-
ioral science. Students accompanying Ed
Lamb to New York during Thanksgiving
vacation served meals to the homeless, distrib-
uted clothing, and talked with lonely people. 121
Operated by students in cooperation with
the campus chaplain and an assistant chap-
lain who generally was a new alumnus serving
as a Task Force volunteer, the organization
coordinating student humanitarian, health-
promoting, and faith-sharing service activities
was Collegiate Adventists Reaching Everyone
(CARE), divided into three branches: Campus
Ministries, Collegiate Adventists for Better
Living (CABL), and Collegiate Missions.
While campus hobby clubs were shriveling up,
CARE organizations seemed to proliferate,
reaching more than forty in 1989, up about
ten from 1984. That year, 40 percent of the
female students and 25 percent of the male
students were actively involved in at least one
of the CARE programs. Students reached out
to the elderly with weekly sunshine bands and
the Adopt-a-Grandparent program; they
enriched the lives of handicapped, hospital-
ized, homeless, and single-parent children and
teenagers with the Orange Grove Project,
Clown Ministry, and Big Brother/Big Sister.
They volunteered to work at the Chambliss
Shelter, a community day care service and
shelter for children temporarily removed from
their homes. In 1988 Andrea Nicholson
launched a campaign in which students gave
more than $600 to buy books as Christmas
presents for each of the 237 impoverished
children at a public school in a nearby state.
Rake 'n' Run, another 1987 project, involved
thirty students who did yard work for elderly
people unable to do their own. A similar
program two years later was called Helping
Hands. Some of CARE's other humanitarian
programs for 1989-90 were Project Overcoat,
▲ Destiny Drama Company.
collecting coats for the homeless; Silverdale
GED, helping prison inmates prepare for their
high-school equivalency test; and Soup Kitch-
ens, serving food to the homeless. Advanced
Learning was a program using college stu-
dents as tutors at the A. W. Spalding
School. 122
CABL was a CARE branch which empha-
sized physical fitness and health awareness.
It sponsored camping, hiking, running, skiing,
weight lifting, swimming, scuba, and spelunk-
ing clubs as well as a triathlon club; planned
all-day hiking outings and camping trips; and
arranged health screening for students. It
also invited Blood Assurance bloodmobiles to
the campus up to six times a year and urged
students to donate blood "and perhaps save a
life." So many students responded in Septem-
ber 1989 that the bloodmobile had to turn
people away. Reaching out to the community,
CABL set up booths at malls and fairs, pre-
sented programs in churches and schools,
conducted cooking schools, and did health
screening. 123
Some CARE activities were more specifi-
▲ The Honduras project.
312
A Century of Challenge
cally religious: giving out copies of Happiness
Digest (Steps to Christ), visiting various
neighborhoods to tell children Bible stories,
conducting services in prisons and small
churches, conducting student Sabbath Schools
and various voluntary religious services,
showing religious films, scheduling prayer
sessions on the hour every hour in the Stu-
dent Center prayer room, coordinating small
group Bible studies and prayer bands in the
dormitories and in the student center, spon-
soring a Bible marking program, conducting
▲ Student missionary Brenda Sparks with refugee
children in 1986-87.
Christian growth seminars, and sending
students to intercollegiate Bible conferences.
CARE Prayer was a program in which a group
of students prayed for five specific persons
each day. In 1986 twenty-four students spent
their spring vacation participating in a lay
evangelism training seminar, Maranatha '86. 124
One of the most visible campus ministries
was Destiny Drama Company, created in 1979
by Frank Roman, a student who wanted "to
share Christ with large audiences." Admission
to the group was by competitive audition.
Announcing as its mission conveying "the
pertinence, power, and personality of Jesus
and His gospel," the organization presented
local programs on campus, at Covenant
College, and at Hamilton Place Mall; in
addition it frequently traveled to Southern
Union academies, churches, and youth rallies.
During the 1989-90 school year company
members also performed at Andrews Univer-
sity, Columbia Union College, Pacific Union
College, and four academies in northern
A In a traditional "missionary" moment, teaching
from a picture roll at a refugee camp.
California. The following year Destiny per-
formed at Tomlinson College, Cleveland,
Tennessee; Kettering College in Ohio; and an
Ohio youth rally. Its 1990 home performance
Eyewitness, an original and very moving play,
depicted the life of Christ in a contemporary
setting. 125
Southern students were still conscious of
Seventh-day Adventism's worldwide mission.
Graduates continued to leave for foreign
shores in denominational service. In addition,
some students held evangelistic meetings in
foreign lands during their vacations. Evange-
listic meetings held in the Soviet Union in
July 1991 by Ben Chon, '92, and seven others
resulted in 104 baptisms. He returned to hold
more evangelistic meetings during the 1991-92
Christmas break. 126
Southern's organized attempt to promote
foreign missionary activities by students was
carried on by a third branch of CARE: the
Collegiate Missions Club. The club, enrolling
as many as 150 students a year, supported the
student missionary program and its domestic
equivalent, Task Force, and raised money to
help finance the transportation costs of stu-
dent missionaries by its annual International
Food Fair, with colorful booths, foreign and
American food, and exotic costumes and
entertainment. Much of the food was donated,
prepared, and served by members of local
churches. The 1990 fair raised $3,900. 127
Besides the food fair, the other two
highlights of each school year for the missions
club were the Student Missions Call Book
Fair and the spring mission trip. The Call
Book Fair — complete with costumes, souvenirs,
and decorated booths representing potential
mission destinations — held in the fall, permit-
ted potential student missionaries to talk with
former student missionaries; look at videos,
slides, and picture albums; and apply for
specific overseas openings as listed in the Call
Book. 128
Each year, from 1984 until 1991, between
seventeen and fifty students visited the island
of Roatan off the coast of Honduras during
spring vacation. They built, among other
things, an addition to the Adventist school
there, as well as a church and a 122 by 62 foot
market. In 1992 a group of students went
instead to the Dominican Republic to cooper-
313
Chapter 9: Retrenchment And Recovery
ate with a Maranatha International project to
build twenty-five churches in fifty days. The
cost for a student participating in one of these
trips (transportation, room and board, and
insurance) was about $500. According to
James Herman, campus chaplain from 1976 to
1991, these trips had two objectives: to fulfill
"a need that would go unmet without the
students' presence" and to allow "students who
live in an affluent society to see how it is to
live in a less fortunate environment." Spring
mission trips were successful on both counts,
as Brent Van Arsdell, '87, reported after the
1987 trip:
The food we ate was more adven-
turous than having to sleep in a
shrimp boat or on a retired barge, as
most of the guys did. After about the
third day, it made us long for good
Southern College cafeteria and
Campus Kitchen food. The staples on
the islands were beans and rice
served exactly the same way at every
meal. For variety we ate cooked
bananas that tasted like potatoes,
deep fried banana chips that were
salty, or cooked bananas that were
sweetened. Occasionally we tried
bananas that tasted like bananas. 129
By 1992 Southern had sent out more
than 450 student missionaries — forty-four
overseas student missionaries and three Task
Force workers for the 1991-92 school year
alone. Promotional material reporting this
fact declared, "We are always a missionary
college." Students taught in English-language
schools in Korea, Japan, Indonesia, Hong
Kong, Thailand, Taiwan and Israel; taught at
church-operated elementary and secondary
schools in the Marshall Islands and other
Pacific-island nations as well as in Ireland,
Spain, England, Puerto Rico, and West Vir-
ginia; helped set up and operate a
Seventh-day Adventist radio station in Guam
and in Denmark; worked as assistant dormi-
tory deans in Iceland, England, and the
United States, as builders in Guam, as nurses
and health educators in Thailand, and as a
translator in Chile. About to graduate, jour-
nalism and business administration major
David Barasoain, '90, turned down a position
as an editorial video journalist with CNN to
serve as a student missionary in Korea; after
completing his year of service he asked to
return a second year. Tiffany Wilson, '91, a
broadcasting graduate, turned down a news
reporting position at a Nevada television
station so that she, too, could be a student
missionary in Korea. "It seemed like the Lord
was telling me 'If you go work for Me for a
year, everything will fall into place when you
come back,'" she said. 130
"If the educational system fails, the
church fails," declared Sahly. "If our schools
flourish, our church will blossom and grow."
The mother whose eyes filled with tears of joy
as she observed two students join hands and
pray, wrote, after her visit, "As I have looked
at these youth, I have hope for tomorrow and
for our Church." 131
Southern had come a long way, from
Graysville to Collegedale, from the second
story of a store building to a campus of
unsurpassed beauty, from twenty-two students
to the largest North American Seventh-day
Adventist college without a graduate program,
from horse-and-buggy simplicity to modern
sophistication — truly a century of challenge.
Generations have come and gone, programs
have been added and discarded, and some-
times the tempests have seemed overwhelming,
but Southern's compass still points upward.
Regardless of its official title, it will always be
Southern Missionary College.
I
314
!
Endnotes
ABBREVIATION LISTING
AA Annual Announcement
AR Adventist Review
BM Board Minutes (also includes documents distributed at
board meetings and filed with board minutes)
BUL Bulletin
CAL Calendar
CAT Catalog
CFP Chattanooga Free Press, Chattanooga News-Free Press
ECM Executive Committee Minutes
FMM Faculty Meeting Minutes
FT Field Tidings
GA Graysville Academy
GCDB General Conference Daily Bulletin
PAR Principal's Annual Report
PR President's Report
R&H Review and Herald; Advent Review & Sabbath Herald
R&HPA Review and Herald Publishing Association
SA Southern Accent
SC Southern College of Seventh-day Adventists
SCOL Southern Columns
SDA ENCY Seventh-day Adventist Encyclopedia
SIS Southern Industrial School
SJC Southern Junior College
SM Southern Memories
SMC Southern Missionary College
SPA Southern Publishing Association
SR Southern Review
SS The Southern Scroll
ST Southern Tidings
STS Southern Training School
YB Year Book; Yearbook
CHAPTER ONE
1. Arthur Whitefield Spalding, Origin and History of Seventh-day Adventists,
II (Washington: R&HPA, 1962), p. 168; Louis A. Hansen, From So Small A
Dream (Nashville: SPA, 1968), p. 29.
2. R&H, XXXVII (May 2, 1871), p. 158, (Dec. 5, 1871), p. 198, XXXIX (Mar.
5, 1872), p. 94, XLIII (May 19, 1874), p. 182, L (Aug. 9, 1877), p. 54, LVIII
(Nov. 22, 1881), p. 331.
3. Spalding, II, p. 189; R&H, LXV (Jun. 5, 1888), p. 363, LXLX (Jul. 26,
1892), p. 477, LXXXIX (Aug. 1, 1912), p. 13; T. A. Kilgore, "Shiloh," pp. 3, 6, 9
(MS provided by Jessica K. Queen).
4. R&H, XXXVI (Jul. 5, 1870), p. 22, (Aug. 2, 1870), p. 56, XLIV (Nov. 3,
1874), p. 150, (Nov. 24, 1874), p. 174, XLDC (May 17, 1877), p. 158, LXXXIX
(Aug. 1, 1912), p. 13.
5. Cleburne Chronicle, quoted in ibid., LXX (Sep. 12, 1893), p. 588.
6. R&H, L (Nov. 22, 1877), p. 166, LIV (Dec. 11, 1879), p. 190, LXII (Aug. 18,
1885), p. 541, LXXXIX (Aug. 1, 1912), p. 13.
7. Ibid., LXIII (Oct. 12, 1886), p. 637, LXV1 (Oct. 29, 1889), p. 683; SDA, YB
1889 (Washington: R&HPA, 1889), p. 28, YB 1890, pp. 29, 58, YB 1891, pp.
26, 67, YB 1892, p. 10; Daily Bulletin of the General Conference, TV (Mar. 8,
1891), pp. 19-20; Hansen, p. 154; Spalding, II, p. 185.
8. R&H, XXXVIII (Sep. 26, 1871), p. 119.
9. Ibid., LVI (Dec. 9, 1880), p. 376, LXII (Aug. 18, 1885), p. 528.
10. Dennis Lynn Pettibone, "Caesar's Sabbath: The Sunday-law Controversy
in the United States, 1879-1892" (Ph.D diss., University of California-
Riverside, 1979; Ann Arbor, MI: University Microfilms, May 1979), pp. 306-
329; R&H, LXIII (Aug. 31, 1886), p. 551.
11. Spalding, II, pp. 187-188; R&H, LXVI (Oct. 29, 1889), p. 683.
12. Walton J. Brown, Chronology of Seventh-day Adventist Education
(Washington: Department of Education, General Conference of Seventh-day
Adventists, 1972), pp. 9-10, 14.
13. SDA, YB 1891, pp. 61, 65, YB 1892, p. 57; R&H, LXVII (Nov. 25, 1890),
p. 731.
14. Daily Bulletin of the General Conference, TV (Mar. 8, 1891), pp. 20-21.
15. Goodspeed's General History of Tennessee (Nashville: Goodspeed
Publishing Company, 1887; reprint, Nashville: Charles and Randy Elder
Booksellers, 1973), pp. 421, 432; C. Vann Woodward, Origins of the New
South, 1877-1913 (n.p.: Louisianna State University Press, 1951), p. 61; R&H,
XXXVIII (Sep. 26, 1870), p. 119. Lane hastened to add, "In other parts
schools are tolerated and quite well sustained."
16. Woodward, pp. 62-63, 96, 399; Goodspeed's, pp. 436, 440; Stanley J.
Folmsbee, Robert E. Corlew, and Enoch L. Mitchell, Tennessee: A Short
History (Knoxville: University of Tennesseee Press, 1969), p. 459.
17. Woodward, p. 400; Folmsbee, pp. 274, 415, 459; Wilma Dykeman,
Tennessee: A History (New York: W. W. Norton & Company, 1984, 1975), p.
167; STS, AA 1905-06, [p. 41 (Andrews University).
18. SDA Encyclopedia (Washington: R&HPA, 1966), p. 276; R&H, XXXVI
(Feb. 7, 1871), p. 62, (Feb. 21, 1871), p. 78, XLIV (Jul. 28, 1874), p. 54, LI
(Mar. 7, 1878), p. 79; Elizabeth Spalding McFadden and Ronald W. Spalding,
A Fire in My Bones (Mountain View, CA: Pacific Press Publishing Association,
1979), p. 24; Milton T. Reiber, Graysville— 1888-1988: Battle Creek of the
South (Collegedale, TN: The College Press, 1988), pp. 7, 91; American
Sentinel, X (Mar. 21, 1895), p. 89.
19. R&H, LXVIII (Aug. 25, 1904), p. 7; Edward M. Cadwallader, "A History
of Seventh-day Adventist Education" (n.p.: by the author, 1958(?)), pp. 209-
210, mimeographed (SC); SR, X (Dec. 4, 1900), p. 92; Reiber, pp. 1-4, 105;
Margaret Littell, interview by author; Ron Graybill, "Tales of a Tennessee
Chain Gang," Liberty, LXVIII (Jan.-Feb. 1973), p. 3, cf. Chattanooga Daily
Times, 5 Nov. 1895, p. 3.
20. The problem must be the date, Feb. 20, and not the year. Feb. 20, 1891,
is improbable as a date for starting school — it was a Friday, and Feb. 20,
1893, is clearly too late. Graysville church records strongly imply that the
school was already in operation in Apr. 1892 and definitely state that this
was the case on Oct. 1, 1892. Graysville Church, Record of Meetings, Apr. 3,
Oct. 1, 1892 (D provided by Margaret Littell). In addition, an article in the
R&H of Jan. 24, 1893, (pp. 60-61), describes the school in such a way that it
had clearly been in session awhile. Elder and Mrs. G. W. Colcord transferred
their church membership to the Graysville Seventh-day Adventist Church on
Oct. 1, 1892 (Reiber, p. 98). An article in the CFP, 7 Aug. 1938, p. 7, col. 2,
suggests that the school started in Apr. 1892. Arthur W. Spalding — who was
there at the time — says the school was founded in 1892 (II, p. 127). He says,
"Elder Colcord came to Graysville in the spring of 1892. That spring, in May
I think, he opened a short term school of three or four weeks, but the real
opening came in the fall of 1892." Arthur W. Spalding, to K. A. Wright, 19
Oct. 1952, TLS (SC).
21. Reiber, pp. 7-8; SDA ENCY, p. 1237; Cadwallader, p. 210; R&H, LXX
(Jan. 24, 1893), p. 61; Daily Bulletin of the General Conference, V (Mar. 1,
1893), p. 433.
22. SR, extra, rV (Jan. 9, 1894), pp. 225-226; GA, Announcement 1894-95, pp.
2-4 (SC).
23. GA, Announcement 1894-95, pp. 2-3.
24. Woodward, p. 62.
25. GA, Announcement 1894-95, p. 4
26. Chattanooga Daily Times, 6 Nov. 1895, p. 7.
27. Sunday Law, Code of Tennessee, sec. 2289 (1884).
28. Dayton Republican, quoted in Reiber, pp. 9-10; Cases 1218-1262, State
Dockett, Attorney General's copy 9-15 (Rhea County Cir., Mar. 1895), Trial
Dockett 88-89, Trial Minutes, III, Mar. 8, 1895, pp. 335-349; Chattanooga
Daily Times, 5 Nov. 1895, p. 3, 6 Nov. 1895, p. 4.
29. American Sentinel, X (Mar. 14, 1895), p. 88, (Mar. 21, 1895), p. 90, (Apr.
4, 1895), pp. 112-114, (Apr. 11, 1895), p. 120, (Apr. 18, 1895), pp. 127-128,
(Jul. 11, 1895), pp. 217-218, (Jul. 25, 1895), p. 240, (Sep. 5, 1895), p. 273;
Graybill, p. 4; R&H, LXXII (Jul. 9, 1895), p. 448, (Aug. 20, 1895), p. 539;
Cases 1218-1356, State Dockett, Attorney General's copy 21-34, Clerk's copy
25-34 (Rhea County Cir., Jul. 1895), Trial Minutes, III, Jul. 3, 1895, pp. 496-
520. Some secondary sources have confused the two arrest waves and
assumed that those arrested in the first wave served on the chain gang.
Hansen, p. 156; Elva B. Gardner, A School of His Planning (Chattanooga:
Starkey Printing Company, 1962), p. 15. However, it was the second group,
not the first, that was assigned to the chain gang. A careful study of the lists
of names of both those arrested and those convicted in the second wave does
not show that either of the Colcords was arrested or convicted a second time.
Rhea County Cir., Jul. 1895, loc. cit. But the legend of Colcord on a chain
gang goes back at least to 1909. STS, AA 1909-10, p. 43 (Andrews
University).
30. Cases 1335-1354, State Dockett 92 (Rhea County Cir., Nov. 1895), Trial
Minutes, Nov. 5, 1895, pp. 43-47; American Sentinel, X (Jul. 11, 1895), p. 217;
Chattanooga Daily Times, 5 Nov. 1895, p. 3, 6 Nov. 1895, p. 7.
31. Religious Liberty Association, American State Papers, 3d rev. ed.
(Washington: The Religious Liberty Association, 1943), p. 562.
32. American Sentinel, X (Apr. 18, 1895), p. 127; Cadwallader, p. 210;
Hansen, p. 156; Reiber, p. 12; SR, V (Apr. 7, 1896), p. 29.
33. Daily Bulletin of the General Conference, V (Mar. 1, 1893), p. 433; Reiber,
pp. 13-14; SDA ENCY, p. 1237; GA, CAL 1896-97, p. 5 (SC).
34. GA, CAL 1896-97, pp. 4-5, 8, 31 (SC).
35. Ibid., pp. 13-14.
36. GA, AA 1897-98, p. 15 (SC).
37. Ibid.; GA, CAL 1896-97, p. 4; SIS, AA 1898-99, p. 2 (SC), AA 1899-1900,
pp. 15-16 (SC); SIS, BM, May 7, 1901, p. 2 (SIS and STS BM are found in
SC's Heritage Room. SJC BM are in the SC treasurer's vault. SMC BM from
the very early years of the Wright administration are also in the treasurer's
vault. From the Wright administration to the present, BM are in the SC
president's office and at the headquarters of the Southern Union Conference
of Seventh-day Adventists.) STS, AA 1905-06, p. [2], AA 190910, [before p.
1]; STS, CAL 1904-05, p. 4, CAL 1906-07, p. [2], CAL 1907-08, p. 3, CAL
190809, p. 1 (Andrews University), CAL 191213, p. 2 (D provided by Sue
Summerour Magoon); STS, Quarterly, I (Jul. 1, 1910), p. 1, III (no. 4, 1913),
p. 2, IV (2d quarter, 1914), p. 1, V (2d quarter, 1915), p. 1.
38. GA, CAL 1896-97, p. 28.
39. Ibid., pp. 9, 29; GA, AA 1897-98, p. 11.
40. GA, CAL 1896-97, p. 29.
41. Ibid., pp. 6-7; SIS, AA 1899-1900, p. 5; SIS, BM, Apr. 6, 1901. The
request was granted. BM, May 7, 1901.
42. Reiber, pp. 35-36; R&H, LXXXI (Oct. 27, 1904), p. 21.
43. GCDB, VIII (Feb. 17, 1899), p. 16, VI (Feb. 22, 1897), p. 109; GA, CAL
1896-97, p. 7; Reiber, p. 16; Cadwallader, p. 211.
44. GA, CAL 1896-97, p. 31.
45. GA, AA 1897-98, pp. 4-5; Reiber, p. 14.
46. Reiber, p. 14; SR, VII (Sep. 27, 1898), p. 29.
47. SDA ENCY, p. 138; GA, CAL 1896-97, p. 3, AA 1897-98, p. 6, inside back
cover; Cadwallader, loc. cit.
48. Cadwallader, loc. cit.; Reiber, p. 16; SDA ENCY, pp. 610-611; Edwin
Carlton Walter, "A History of Seventh-day Adventist Higher Education in the
United States" (Ph.D diss., University of California-Berkeley, 1966; Ann
Arbor, MI: University Microfilm, 1966), pp. 120-121.
49. GCDB, VIII, loc. cit.; SR, VII (Sep. 13, 1898), p. 23, (Sep. 27, 1898), p. 29;
Reiber, pp. 16-17; Cadwallader, loc. cit.; SIS, AA 1899-1900, p. 4.
50. SR, VII (Sep. 27, 1898), p. 29, DC (Jan. 30, 1900), p. 117; Reiber, p. 20;
Ellen G. White, to George A. Irwin, 22 Jul. 1897, Spalding-Magan Collection
of Unpublished Testimonies, p. 95.
51. Ellen G. White, Testimonies for the Church (Mountain View, CA: Pacific
Press Publishing Association, 1948, 1889), p. 553; SR, VII (Oct. 11, 1898), p.
34; Cadwallader, p. 212; GCDB, loc. cit.; SIS, CAT 1899-1900, p. 9.
52. SIS, CAT 1899-1900, p. 9; GCDB, loc. cit.
53. GCDB, loc. cit.; SIS, CAT 1899-1900, pp. 2, 9; J. H. Kellogg, to L. A.
Hoopes, 15 Jun. 1900 (General Conference Archives).
315
5 4. SR, X (Dec. 4, 1900), pp. 92-93; Reiber, p. 20.
5 5. Cadwallader, p. 213; SIS, AA 18991900, p. 16.
5 6. SR, VII (Sep. 13, 1898), p. 23, (Sep. 27, 1898), p. 29; GCDB, loc. cit.; SIS,
^A 1899-1900, p. 7.
5 7. SIS, AA 1898-99, p. 4, A4 1899-1900, p. 8; SIS, BAf, May 22, 27, 1901;
g^S, BAf, Aug. 21, 1901;
5 g. S/i, VII (Sep. 13, 1898), p. 23.
5 g. SIS, BAf, Apr. 20, 22, May 7, 9, 1901; STS, BM, Aug. 21, 1901.
g0. Robert Samuel Fletcher, A History of Oberlin College From the
fglindation Through the Civil War, I (Oberlin, OH: Oberlin College, 1943),
p. 34, 40-43, 50, 56-57, 634-637; Elizabeth S. Peck, Berea's First 125 Years,
jggS-1980 (Lexington: The University Press of Kentucky, 1982), pp. 110-111.
6J . Peck, p. Ill; Fletcher, pp. 657, 661, 663-664.
g2. John A. R. Rodgers, Birth of Berea College: A Story of Providence
(Philadelphia: Henry T. Coates & Company, 1903), pp. 67, 72-73; Peck, pp.
35, 111-114-
g3 . Peck, pp. 113-115, 122-123.
g4. Booker T. Washington, Up From Slavery: An Autobiography (Garden
C j t y, NY: Doubleday & Company, 1900, 1901), pp. 126-127, 154-156, 312.
g 5. Ellen G. White, Testimonies, VI (n.p., 1900), p. 176; idem, Education
.fountain View, CA: Pacific Press Publishing Association, 1903), pp. 214,
220; idem, Counsels to Parents, Teachers and Students Regarding Christian
r^iication (Mountain View, CA: Pacific Press Publishing Association, 1913),
p. 3H-
6 g. Ellen G. White, Counsels, pp. 315-316; Signs of the Times, VIII (Jun. 29,
igg2), p. 289; idem, Testimonies, V, p. 90; idem, The Ministry of Healing
/fountain View, CA: Pacific Press Publishing Association, 1905, 1909), p.
402; idem, Education, pp. 214, 221.
67 . Ellen G. White, Education, p. 220.
gg Signs of the Times, loc. cit.; Ellen G. White, Fundamentals of Christian
gjtication (Nashville: SPA, 1923, 1890), p. 146.
70 , Ellen G. White, Education, p. 221.
~i Ellen G. White, The Story of the Patriarchs and Prophets (Mountain
vie w, CA: Pacific Press Publishing Association, 1890, 1913), p. 601; idem, 10
Ju j. 1902, Letter 98, p. 10 (D provided by Jessica K. Queen).
~2. Brown, pp. 16-17; Louis B. Reynolds, We Have Tomorrow: The Story of
caventh-day Aduentists with an African Heritage (Washington: R&HPA,
iQtfi^ PP- 50. 190-192; Cadwallader, pp. 178, 180-181, 184-185, 187.
73 Cadwallader, pp. 181, 186, 191; Reynolds, pp. 194, 201; Brown, p. 140.
74 Ira Gish and Harry Christman, Madison, God's Beautiful Farm
.fountain View, CA: Pacific Press Publishing Association, 1979), p. 171; SDA
EtfCY, pp. 733-734; Arthur W. Spaulding (later changed name to "Spalding"),
The Men of the Mountains (Nashville: SPA, 1915), p. 150.
7 e Gish, p. Ill; Richard W. Schwarz, Light Bearers to the Remnant
.fountain View, CA: Pacific Press Publishing Association, 1979), p. 246.
76 Gish, pp. 92, 120; Merlin L. Neff, For God and C. M. E. (Mountain View,
rfc. Pacific Press Publishing Association, 1964), pp. 118-119.
77 Neff, pp. 115, 118, 120; Spaulding, Men, p. 153; Gish, pp. 92-93, 110, 113-
114, H9-
78 Gish, pp. 103, 120; Neff, pp. 113-115; SDA ENCY, p. 734, 828; Ellen G.
vyjjjte, to the Southern Union Conference Committee, 24 Feb. 1907 (D
^vided by Jessica K. Queen).
19-
Archa Dart, letter, Summer 1990.
CHAPTER TWO
j falter, p. 118; Cadwallader, p. 290.
o peiber, pp. 22, 41; Emmett K. VandeVere, in Adventism in America, ed.
Gar y Land (Grand Rapids, MI: William B. Eerdmans, 1986), p. 6.
3 SR, V (Apr. 7, 1896), pp. 29-30, 32; R&H, LXXIII (May, 19, 1896), p. 316;
qq])B, loc. cit.; Reiber, p. 48.
4 STS, PAR, 1911, p. 1 (n.p.).
5 jbid., p. 8; STS, PAR, 1912, p. 1 (n.p.); Reiber, pp. 38-47.
6. STS, FMM, Nov. 22, 1903 (FMM are found in SC registrar's vault); Reiber,
pp. 47, 91; SDA, YB 1905, p. 31, YB 1920, p. 237, YB 1923, p. 206, YB 1936,
p. 229; David D. Rees and Everett Dick, Union College: Fifty Years of Service
(Lincoln, NE: Union College Press, 1940), p. 136; Everett Dick, Union: College
of the Golden Cords (Lincoln; NE: Union College Press, 1967), p. 397; Myron
F. Wehtje, And There Was Light: A History of South Lancaster Academy,
Lancaster Junior College, and Atlantic Union College, I (South Lancaster,
MA: The Atlantic Press, 1982), p. 236; Accent on AUC, XXXVII (Fall, 1987), p.
12. She served in the Georgia Conference Sabbath School Department in
1907 and 1908. SDA, YB 1907, p. 29, YB 1908, p. 75.
7. SDA ENCY, p. 725.
8. Ibid., p. 1437.
9. Reiber, pp. 8, 33, 46; STS, FMM, Sep. 27, Nov. 15, 1903, Nov. 11, 1904,
Oct. 8, 1906; Cadwallader, p. 214.
10. STS, BM, May 27, 1906, Feb. 8, 1907.
11. STS, F MM, Sep. 20, 27, Nov. 15, 1903.
12. Ibid., Sep. 27, 1903, Oct. 16, Nov. 20, 27, 1904; SIS, BM, May 9, 1901;
Emmett K. VandeVere, The Wisdom Seekers (Nashville: SPA, 1972), p. 85.
13. Cadwallader, loc. cit.; STS, BM, Feb. 14, 1904, Jan. 5, 1905, Feb. 16,
1906; R&H, LXXXI (Oct. 27, 1904), p. 21.
14. R&H, LXXX (Nov. 26, 1903), p. 19, LXXXI (Dec. 15, 1904), p. 21, LXXXIX
(Aug. 1, 1912), pp. 13-14; Reiber, p. 23; SIS, BM, Apr. 20, May 7, 9, 1901;
STS, BAf, Jun. 4, 1907.
15. Ellen G. White, Testimonies, VII, p. 231; Arthur L. White, Ellen G. White:
The Early Elmshaven Years (Washington: R&HPA, 1987), p. 347; R&H,
LXXXI (Aug. 25, 1904), p. 7; Ellen G. White, to Elder N. C. McClure, 12 Jul.
1904, Ellen G. White Manuscript Release #193-8, Letter 245; Ellen G. White,
to Our Brethem in Graysville, Tennessee, 1 1 Feb. 1907, Spaulding-Magan
Collection of Unpublished Testimonies, pp. 397-98; Ellen G. White, 1906,
Ellen G. White Manuscript Release #841-2, Letter 86, cf. Ellen G. White, to
the Brethern Assembled in Council at Graysville, Tennessee, 6 Mar. 1906 (D
provided by Jessica K. Queen).
16. STS, FMM, Dec. 6, 12, 1903.
17. Ibid., Jan. 17, 1905.
18. STS, BM, Apr. 19, 1906.
19. Ibid., Oct. 23, Nov. 5, 6, [1902], [Feb. 13], 1903.
20. Ibid., Nov. 5, 1905, Feb. 5, 19, 1906, Mar. 6, 1910, Jan. 3, 1911, Jan. 29,
1912; Donald W. Hunter, interview by author.
21. STS, FMM, Jan. 17, 1904; STS, BM, Feb. 2-4, 9, 1904, Jul. 16, Sep. 17,
Nov. 17, 1906, Feb. 8, May 27, Jun. 5, 1907; SDA, YB 1905, p. 89, YB 1907,
p. 108, YB 1908, pp. 79, 141, YB 1909, p. 155, YB 1910, p. 156, YB 1911, p.
155; Gardner, pp. 192, 210.
22. STS, FMM, Jan. 10, 1904; STS, BM, Nov. 5, Dec. 14, [1902], Apr. 19,
1906, cf. STS, AA 1904-05, pp. 5-6 (SC).
23. STS, FMM, Dec. 4, 1904, Nov. 27, 1906; Dick, p. 270; STS, AA 1905-06,
[p. 9], AA 1909-10, pp. 8, 10; STS, CAL 1907-08, p. 9; STS, Quarterly, II (2d
qtr., 1911), p. 29, V (2d qtr., 1915), p. 11 (SC). Oberlin had similar
regulations. Cadwallader, p. 13.
24. STS, FMM, Oct. 15, 18, 25, Nov. 1, 8, 1903, Oct. 23, Dec. 4, 1904, Dec.
11, 1906.
25. STS, PAR, 1911; STS, FMM, Jan. 31, 1907.
26. STS, BM, May 26, Aug. 21, 1901, Apr. 6, Nov. 6, 1902, Jan. 26, Feb. 12,
May 10, Sep. 30, 1903, Mar. 6, 1905, Mar. 19, 20, May 2, 27, Jul. 16, 1906;
STS, AA 1904-05, p. 33.
27. STS, BM, Mar. 20, Apr. 19, May 2, 27, 1906. The Battle Creek episode is
narrated in VandeVere, Wisdom Seekers, pp. 42-47. See also Walter, p. 47.
28. STS, BM, [Fall, 1902], Dec. 14, [1902], Jan. 20, Feb. 1, Nov. 22, 1903,
Jan. 29, 1907.
29. SIS, BM, May 7, 12, 23, 1901; STS, BM, Nov. 7, [19021, Sep. 30, 1903,
Sep. 29, [1904], Jan. 2, Nov. 5, 1905, Nov. 19, 1906.
30. STS, Finance Committee Minutes, May 21, [19021, (n.p.); STS, FMM, Nov.
22, 1903; STS, BAf, Feb. 1, 1903, Feb. 25, 1904.
31. STS, FMM, Sep. 20, 1903; STS, BAf, [Fall, 1901], Oct. 30, 1901, Sep. 20,
1903, Oct. 25, 1904, Mar. 6, 1905.
32. STS, BAf, Jul. 16-17, 1906.
33. STS, FMM, Oct. 4, 1903; STS, BM, Oct. 25, 1904, Mar. 6, 1905.
34. STS, BAf, Jan. 2, 5, 6, 1905.
35. Ibid., May 1, 1904; STS, AA 190405, pp. 7-8, AA 1905-06, [p. 8]. Later
administration eliminated the summer school. STS, CAL 1906-07, [p. 2].
36. STS, BAf, Feb. 2-3, 1904.
37. Ibid., May 1, 1904, Mar. 19, 1906.
38. Ibid., Feb. 12, 15, 1903, Apr. 19, 1906; Reiber, p. 36; Arthur L. White, p.
347.
39. STS, BAf, Apr. 7, [1902]; Reiber, loc. cit.
40. STS, BAf, Feb. 4, 1904, Jan. 24, 1907, Mar. 6, 1910; STS, PAR, 1911, p.
1, PAR, 1912, pp. 2, 6.
41. STS, BAf, Jan. 19, 1910, Jan. 29, 1912, Feb. 14-15, Apr. 25, 1913;
Contracts in folder with ibid., Apr. 26, 1913.
42. Reiber, p. 36; STS, BAf, Feb. 2, 1904, Feb. 20, 1905.
43. Emmett K. VandeVere, Rugged Heart: The Story of George /. Butler
(Nashville: SPA, 1979), p. 106.
44. STS, FMM, Oct. 4, 1903; R&H, LXXXI (Oct. 27, 1904), p. 21; Walter, p.
27; Cadwallader, p. 214; STS, Quarterly, TV (2d qtr., 1914), p. 5.
45. STS, BAf, Sep. 23, [1902], Jun. 28, n.d.; R&H, LXXXII (Oct. 26, 1905), p.
18; FT, VII (Mar. 3, 1915), p. 8; Reiber, p. 45; STS, F MM, Feb. 28, 1915.
46. STS, BAf, Apr. 19, May 27, 1906; STS, PAR, 1912, p. 9.
47. STS, BAf, May 30, Jun. 4, 1907, Feb. 22, [1909]; STS, PAR, 1911, p. 2;
Hansen, p. 157; STS, AA 190910, p. 7; SDA, YB 1908, pp. 72, 78.
48. STS, AA 1904-05, pp. 11, 18-19, 21-30, 32, AA 1905-06, [pp. 11-13], AA
1909-10, pp. 20-23; STS, CAL 1906-07, [pp. 15-171, CAL 1908-09, pp. 22-26,
CAL 1912-13, p. 28-32; STS, Quarterly, I (Jul. 1, 1910), pp. 11, 20-22, 191, II
(2d qtr., 1911), p. 59; Some earlier writers dated the junior college program
too soon. Cadwallader, p. 21; Brown, p. 120.
49. STS, FAfAf, Oct. 15, 1906. Registrar's records for the Van Kirk period
show percentages rather than letter grades.
50. STS, Quarterly, IV (2d qtr., 1914), p. 9; STS, FAfAf, Sep. 23, Nov. 20,
1906, Sep. 13, 1914.
51. STS, FMM, Dec. 4, 18, 20, 23, 1906; STS, Quarterly, IV (2d qtr., 1914), p.
1. The following year, the calendar would again avoid listing any holiday.
Ibid., V (2d qtr., 1915), p. 1.
52. Reiber, pp. 40, 43; STS, BAf, Apr. 12, 1910, Dec. 13, 1911; STS, PAR,
1911, p. 1, PAR, 1912, pp. 1-2, 7.
53. STS, FMM, Feb. 18, Mar. 14, 1907; STS, BAf, Jun. 5, 1907, Mar. 21,
1910; Sue Summerour Magoon (her daughter), interview by author; SDA, YB
1909, p. 75, YB 1910, p. 75, YB 1911, p. 155. There were one or two other
students, at least, who taught part-time at STS during the early 1900s.
Hansard Presley taught typing and stenography. Marie Van Kirk, who
taught Latin, seems to have been a student, judging from the extremely low
pay she received. STS, BAf, Mar. 20, 1910, Jan. 3, 1911, Mar. 8, 11912].
54. STS, BAf, Jan. 29, 1912; STS, PAR, 1912, p. 8; Sue Summerour Magoon,
interview by author; SDA, YB 1913, p. 166, YB 1915, p. 176, YB 1916, p. 183,
YB 1918, p. 202; Reiber, p. 91.
55. STS, BAf, Mar. 13, 1904, Oct. 31, 1906, Feb. 8, 1907; SDA ENCY, p.
1263.
56. STS, BAf, Aug. 4-18, n.d., meeting held in connection with education
convention at Anniston, AL; STS, FMM, Oct. 30, 1904, Dec. 11, 1906, Sep. 15,
1914; STS, AA 1905-06, [p. 6], AA 1909-10, p. 9; STS, Quarterly, I (Jul., 1910),
p. 6, II (2d qtr., 1911), p. 30, III (no. 4, 1913-14), p. 19, TV (2d qtr., 1914), pp.
8-11, V (2d qtr., 1915), p. 11; STS, CAL 1907-08, p. 10, CAL 1912-13, p. 26.
57. STS, FAfAf, Nov. 6, 1906, Sep. 15, Nov. 29, Dec. 6, 1914, May 9, 1915.
58. STS, BAf, Jan. 3, 1911; STS, PAR, 1911, pp. 2-3, PAR, 1912, p. 2.
59. STS, Quarterly, V (2d qtr., 1915), p. 14; STS, BAf, Oct. 6, 1910.
60. STS, BAf, Jan. 3, 1911, Feb. 15, 1913, n.d. [C. L. Stone administration];
STS, Quarterly, loc. cit.
61. STS, BAf, Apr. 19, 1906; Southern Union Conference, Sectary's Records,
p. 1 (SC); Southern Union Conference Educational Association, Constituency
Meeting Minutes, Jan. 3, 1910 (SC).
316
62. Southern Union Conference Educational Association, Director's Meeting
Minutes, Jul. 15, 1907 (SO; Deed Register, in Southern Union Conference
Educational Association, Minute Book, p. 188 (SO.
63. Southern Union Conference Educational Association, Director's Meeting
Minutes, Jul. 1517, 19, Oct. 2, 1907, Apr. 5, 1908 (SO.
64. SDA, YB 1914, p. 24, YB 1920, p. 16, YB 1923, p. 25; STS, PAR, 1912, p.
9; FT, XDC (Apr. 15, 1927), p. 1.
65. SDA, YB 1912, p. 160.
66. Ibid., YB 1913, p. 166, YB 1914, p. 173, YB 1915, p. 176.
67. STS, BM, Feb. 15, Sep. 13, 18, 1913, n.d. [C. L. Stone administration];
STS, Inc., Minutes, Dec. 30, 1913 (SO; Reiber, p. 46-47; Hansen, p. 157.
68. Reiber, pp. 25-26, 31-32; Cadwallader, pp. 214-215; VandeVere, Rugged
Heart, p. 106; STS, BM, Jan. 26, 1903, Sep. 18, 1913.
69. STS, BM, Oct. 29, 1912.
70. Ibid., Oct. 29, 1912, Jan. 3, 1915; Reiber, pp. 47-48.
71. VandeVere, Wisdom Seekers, p. 172; Donald W. Hunter, Ray L. Jacobs,
Jesse S. Cowdrick, telephone interviews by author.
72. STS, FMM, Sep. 13, Nov. 22, Dec. 20, 1914, Jan. 4, 1915.
73. Ibid., Sep. 13, 17, 1914.
74. Ibid., Sep. 16, 22, 1914.
75. Ibid., Nov. 23, 1914.
76. STS, BM, Jan. 3, 1915; STS, Balance Sheet, Jun. 30, 1915, Jun. 30, 1916
(SO.
77. FT, VII (Feb. 24, 1915), p. 4; Donald W. Hunter, telephone interview by
author; Reiber, p. 54.
78. FT, loc. cit., p. 5; Donald W. Hunter, telephone interview by author; STS,
FMM, Feb. 28, 1915.
79. FT, loc. cit., VII (Mar. 3, 1915), p. 8, (Mar. 10, 1915), p. 4; Reiber, p. 53;
Donald W. Hunter, telephone interview by author.
80. STS, BM, Apr. 28, 1915; Reiber, p. 54; Donald W. Hunter, telephone
interview by author.
81. Reiber, p. 59; STS, BM, May 24, 1915; SDA, YB 1915, p. 176, YB 1916, p.
183.
82. SDA ENCY, p. 1237; Reiber, p. 48; A. N. Atteberry, "Graysville—
Collegedale," p. 1 (Ms at SO.
83. STS, BM, Apr. 27, 1915.
84. Ellen G. White, Testimonies, VI, p. 187; STS, BM, Aug. 9, 1915.
85. STS, BM, Feb. 10, 1916, Apr. 27, 1915.
86. STS, Constituency Meeting Minutes, Apr. 3, 1916 (SO.
87. Walter, pp. 96-106, 113-117, 120.
88. Ibid., pp. 82-91.
CHAPTER THREE
1. Allen Guttmann, States Rights and Indian Removal: The Cherokee Nation
v. The State of Georgia (Lexington, MA: D. C. Heath & Co., 1965), pp. 5, 16,
58, 75; Goodspeed's, p. 797; Polly W. Donnelly, ed., James County: A Lost
County of Tennessee (Ooltewah, TN: Old James County Chapter, East
Tennessee Historical Society, 1983), p. 56.
2. Goodspeed's, p. 797; Donnelly, pp. 3, 7, 15, cf. East Hamilton County
Journal, 2 Aug. 1989, p. 2; 1913 James County Booster Edition of the James
County Times, Ooltewah, Tennessee (Georgetown, TN: Old James County
Historical Society, n.d.), p. 8.
3. 1913 James County Booster Edition, pp. 10, 32.
4. W. H. Branson, to Cecil Coffey, 4 Mar. 1949, p. 2 (SO.
5. Ibid.; Atteberry, p. 3.
6. STS, BM, Apr. 5, 1916; STS, ECM, Apr. 5, 1916 (SO.
7. STS, BM, Jul. 6, 1916; FT, VIII (Jul. 12, 1916), p. 1, (Apr. 12, 1916), p. 1,
(Aug. 23, 1916), p. 1; Atteberry, loc. cit.; Hansen, p. 158.
8. Atteberry, p. 4.
9. STS, ECM, Aug. 30, 1916; STS, BM, Sep. 14, 1916, Aug. 6, 1916; SDA, YB
1916, p. 183, YB 1917, p. 193.
10. FT, VIII (Sep. 20, 1916), p. 2; Masie White Jameson, telephone interview
by author.
11. Donald W. Hunter, Jesse S. Cowdrick, telephone interviews by author.
12. STS, ECM, loc. cit.; Atteberry, pp. 5-6.
13. Hansen, p. 158; Donald W. Hunter, Mrs. Margaret Littell, telephone
interviews by author; Atteberry, pp. 6-7.
14. Branson, to Coffey, p. 3; FT, VIII (Oct. 25, 1916), p. 1; Cecil Coffey,
"Early History of S. M. C," p. 2 (Ms at SO.
15. FT, Vin (Sep. 20, 1916), p. 2, DC (Jun. 20, 1917), p. 1; SDA ENCY, p.
1237.
16. SMC, FMM, Nov. 21, 1977, p. 5; Atteberry, p. 10; Mitchell Thiel, Masie
White Jameson, telephone interviews by author; FT, DC (Aug. 15, 1917), p. 8.
17. Cadwallader, p. 217; Masie White Jameson, telephone interview by
author; Coffey, p. 5.
18. FT, VIII (Sep. 20, 1916), p. 2, XI (Feb. 5, 1919), p. 8; SJC, Industrial
Meeting Minutes, Aug. 19, 1918, Sep. 1, 1918, (n.p.); SJC, BM, Feb. 13, 1919;
Cadwallader, loc. cit.; Coffey, p. 3; Hansen, p. 160; SJC, CAL 1920-21, p. 12.
19. Atteberry, p. 8; Coffey, pp. 1, 3-4; Southland, 1927, [p. 53]; FT, VIII (Nov.
15, 1916), p. 8, (Dec. 20, 1916), p. 8, DC (Aug. 8, 15, 1917), p. 8; SJC, CAL
1919-20, p. 10; Mitchell Thiel, interview by author; J. D. Smith, in Southland,
1923, [pp. 26-271.
20. Mitchell Thiel, interview by author; Masie White Jameson, telephone
interview by author; Coffey, Ip. 5|; Atteberry, p. 8; Hansen, p. 161;
Cadwallader, p. 218.
21. Mitchell Thiel, interview by author; J. D. Smith, loc. cit. Gardner (A
School of His Planning, p. 54) takes a different view, suggesting that the
chicken coop was the president's office rather than his home, but this appears
to contradict Huxtable's recollection (p. 6) that the president's office was in
the "cracker box" the first year and the implication in Atteberry's manuscript
(p. 7) that a principal's office in the commissary had been partitioned off
before the caravan arrived. Coffey, pp 3-4; FT, VIII (Nov. 15, 1916), p. 8,
(Dec. 20, 1916), p. 8, (Dec. 27, 1916), p. 8; SJC, ECM, Jul. 31, 1921, Jan. 17,
1918; Cadwallader, p. 217; SJC, FMM, Sep. 10, 1919; SJC, PR, Constituency
Meeting, Feb. 10, 1921, p. 6 (SO; Masie White Jameson, telephone interview
by author.
22. FT, VIII (Dec. 20, 1916), p. 8, XII (Nov. 5, 1920), p. 3; Atteberry, p. 9;
Southland, 1927, |p. 54 1; SJC, Building Committee Minutes, May 18, 1917
(SO; SJC, FMM, Oct. 1, 1922; SA, 24 Jan. 1947, p. 1; Betty Belew Grogg,
telephone interview by author.
23. Atteberry, pp. 1, 8; Coffey, pp. 1, 3; Southland, 1923, [p. 27]; FT, DC (Aug.
8, 15, 1917), p. 8.
24. FT, VIII (Dec. 27, 1916), p. 8, DC (May 30, 1917), p. 8, (Aug. 8, 1917), p.
8; Southland, 1924, [p. 43]; Atteberry, p. 9; Coffey, p. 3; State of Tennessee, ex
ref, etc. v. Southern Junior College, Case 25,252, (Chattanooga Chancery
Court, 1933), deposition of Mr. Henry J. Klooster, deposition, Mar. 17, 1933.
25. Atteberry, pp. 10-11; SJC, BM, Jan. 18, 1917; STS, BM, Sep. 4, 1917; FT,
DC (Apr. 4, 1917), p. 8, (Jul. 4, 1917), p. 8, XI (Jan. 9, 1919), p. 8; Coffey, [p.
5]; SJC, ECM, Jun. 23, 1917.
26. FT, DC (Apr. 4, 1917), p. 8, (Jun. 13, 1917), p. 8, (Jul. 4, 1917), p. 8, X
(Nov. 13, 1918), p. 8, (Dec. 18, 1918), p. 8, XI (Jan. 9, 1919), p. 8, (Mar. 26,
1919), p. 8, (Nov. 5, 1919), p. 1, XIII (Apr. 6, 1921), p. 7; Coffey, loc. cit.; SJC,
ECM, loc. cit.; STS, BM, loc. cit.; "John H. Talge," [p. 1] (Ms at SO;
Atteberry, p. 12; Hansen, p. 161; SJC, PR, loc. cit.; Southland, 1927, [p. 4].
27. SJC, Building Committee Minutes, May 18, 1917; General Conference
Bulletin, VIII (Apr. 4, 1918), p. 58, (Apr. 9, 1918), p. 117; FT, DC (Jun. 20,
1917), p. 1, (Aug. 22, 1917), p. 2, (Nov 14, 1917), p. 3; Hansen, pp. 160-161;
SJC, BM, Dec. 24, 1917, adjourned meeting. As a way of soliciting funds
from those who were not affiliated with the denomination, the board
authorized the publication of a four-page monthly publication called the
Southern Junior College Bulletin. BM, Sep. 4, 1917, Dec. 24, 1917, adjourned
meeting; Atteberry, p. 11.
28. Atteberry, pp. 11-12; FT, DC (Oct. 24, 1917), p. 1; Hansen, p. 160; Masie
White Jameson, interview by author; Cadwallader, p. 218; Southland, 1927,
[p. 54]; Coffey, [p. 6]. The delay in getting the electricity hooked up was due
to a combination of a shortage of funds and the fact that once they received a
request to connect the school, it would take the Tennessee Power Company
seven to eleven months to run the power lines. SJC, BM, Jan. 18, 1917; SJC,
ECM, May 3, Jun. 23, 1917; SJC, Minority Board Minutes, Nov. 18, 1917
(SO.
29. FT, DC (Dec. 19, 1917), p. 8, XI (Mar. 26, 1919), p. 8; Coffey, [p. 5]; SJC,
FMM, Mar. 23, 30, 1919.
30. Coffey, [p. 6]; FT, X (Jun. 26, 1918), p. 8, (Oct. 28, 1918), pp. 1, 8, (Oct.
30. 1918), p. 8, (Nov. 6, 1918), p. 1, XI (Mar. 5, 1919), p. 8; Branson, to
Coffey, p. 3; SJC, ECM, Oct. 7, 1918; Hansen, p. 162; SJC, Special Committee
on Future Building Programs Minutes, Feb. 24, May 19, 1919.
31. Hansen, p. 62; Tennessee Power Company and SJC, electric service
agreement, Aug. 26, 1919; FT, XI (Jun. 18, 1919), p. 8, (Sep. 10, 1919), p. 8,
(Sep. 17, 1919), p. 8, (Nov. 5, 1919), p. 1; SJC, ECM, May 19, 1919.
32. Southland, 1923, [p. 45], 1927, |p. 54]; SJC, ECM, Jun. 23, 1917, May 12,
Jun. 24, 1920; STS, BM, Jul. 29, 1917; SJC, Minority Board Minutes, Nov. 18,
1917; SJC, BM, Dec. 24, 1917, adjourned meeting, Jul. 29, Nov. 12, 1919, Jul.
21, Jan. 21, 1920, Feb. 13, 1921, Jan. 24, Jan. 28, May 24, 1923, Jan. 24, Oct.
19, 1924, Aug. 3, 1925; Hansen, pp. 162, 165; FT, X (Jan. 16, 1918), p. 8,
(Apr. 24, 1918), p. 8, XI (Oct. 22, 1919), p. 3, (Nov. 11, 1919), p. 2, (Nov. 19,
1919), p. 8, XVII (Oct. 28, 1925), p. 7, (Nov. 18, 1925), p. 7, XVIII (Feb. 10,
1926), p. 7; SJC, PR, Constituency Meeting, Mar. 7, 1922; SJC, Special
Committee on Future Building Programs Minutes, Feb. 24, 1919, corrected
copy; R&H, CI (Sep. 25, 1924), pp. 19-20; Branson, to Coffey, loc. cit.; SJC,
FMM, Jan. 26, 1919.
33. SJC, BM, Jul. 24, 1924; SMC, BM, Mar. 28, 1945 (SO.
34. Atteberry, p. 13; Donald W. Hunter, telephone interview by author; R&H,
CII (Jun. 18, 1925), p. 17, CIV (Jan. 27, 1927), p. 19.
35. SJC, BM, Apr. 11, 1918, Dec. 24, 1917, Feb. 2, Jul. 20, 1919, Apr. 8,
1920, Jun. 9, 10, 1921, May 25, 1922; FT, XTV (Aug. 30, 1922), p. 7; SDA, YB
1919, p. 211, YB 1918, p. 91; Southern Union Worker, XII (Jul. 25, 1918), p. 6;
SJC, ECM, Apr. 14, 1921; Donald W. Hunter, telephone interview by author;
SJC, FMM, Oct. 22, May 25, Jul. 18, Sep. 17, 1922, Nov. 30, 1919.
36. SJC, BM, Feb. 2, 1925; Leo Thiel, to W. H. Heckman, 1 Feb. 1925 (SO;
Southland, 1926, [p. 6]; Hansen, p. 162; R&H, CII (Jun. 18, 1925), p. 17;
SDA, YB 1925, p. 234; FT, XVIII (Nov. 10, 1926), p. 7, XTX (Feb. 2, 1927), p.
6; SJC, FMM, Jan. 24, 1927.
37. SDA ENCY, p. 182; Walter, p. 139.
38. SDA, YB 1917, p. 193, YB 1927, p. 263; Elva B. Gardner, A School of His
Planning, rev. ed. (Chattanooga: Starkey Printing Company, 1972), pp. 300-
315; SA, 19 Jan. 1962, p. 1.
39. This brief biography of Maude Jones is distilled from interviews with
Frances E. Andrews, H. Douglas Bennett, Betty L. Collins, Lettie Collins,
Edythe Stephenson Cothren, Jesse S. Cowdrick, Mary E. Elam, Charles
Fleming, Jr., Ruth Miller Gibson, June Snide Hooper, Ralston Hooper, Donald
W. Hunter, Ray L. Jacobs, Irene Tolhurst Kreigsman, Sue Summerour
Magoon, Betty Jo Boynton McMillan, Martha Montgomery Odom, Arthur
Richert, Jr., Joyce Cunningham Richert, Thyra Bowen Sloan, Drew M.
Turlington, and from the following published sources and unpublished
documents: SA, I (Oct. 12, 1945), pp. 1-2, (Apr. 5, 1946), p. 1, TV (Oct. 24,
1948), p. 4, XVII (Jan. 19, 1962), p. 1; SMC, Annual Catalog, II (Jun., 1952),
p. 9 (SO; SJC, SS, XTV (cat. no. 1942-43), p. 8; SMC, Teacher Roster, 1951-
62, (D courtesy of Mary Elam); FT, X (Sep. 25, 1918), p. 8, (Jul. 24, 1918), p.
6; Patti Hare, to the author, 18 Oct. 1990 (SO; SDA, YB 1917, p. 193; SJC,
PR, Jan. 22, 1923; SJC, FMM, Oct. 14, 1918; SJC, ECM, Oct. 6, 1921, Apr. 6,
Jun. 5, 1938; Maude Jones Guest Book, Oct. 10, 1949 to Jun. 16, 1955;
Southland, 1924, [p. 1]; Triangle, 1946, p. 4; SMC, BM, May 22, 1945, Feb. 5,
1946.
40. SDA, YB 1917, loc. cit., YB 1927, loc. cit.; FT, X (Jul. 24, 1918), pp. 1, 6,
XVIII (Jan. 6, 1926), p. 8, XXII (Jul. 23, 1930), p. 7, XXIV (Mar. 16, 1932), p.
8; SJC, BM, Feb. 11, Jun. 9, 1921, Jul. 21, 1920; SJC, PR, Jun. 22, 1923;
Southland, 1925, pp. 4-5.
41. Jesse S. Cowdrick, telephone interview by author.
42. SDA, YB 1892, p. 5; SJC, FMM, Nov. 22, 1919, Mar. 9, 1926; SJC, BM,
Feb. 11, 1921; SJC, PR, loc. cit.; FT, XVI (Mar. 6, 1924), p. 4; Collegedale
SDA Church, Arise and Build (fund-raising pamphlet), [p. 4], (n.p.).
43. SJC, PR, loc. cit.; Donald W. Hunter, telephone interview by author; SJC,
FMM, Sep. 15, 1919; SJC, BM, Feb. 11, 1921, Jan. 28, 1923, Aug. 3, 1925;
SDA, YB 1917, loc. cit. Sometimes a professor's teaching load would be
317
slightly reduced when he took on heavy managerial responsibilities. See, for
example, SJC, FMM, Oct. 14, 1919.
44. Official reports of enrollment figures contain some discrepancies, but it
appears that enrollment reached a peak in 1924-25 and then leveled off until
1927-28, when it reached 288. SDA ENCY, p. 1237; SDA, YB 1917, loc. cit.,
YB 1927, loc. cit.; SJC, PR, Feb. 10, 1921, Mar. 7, 1922, Jan. 22, 1923, Feb. 1,
1925, 1928; SJC, Treasurer's Report, Mar. 7, 1922 (SO; R&H, CII (Jun. 18,
1925), p. 17.
45. The report in earlier books that the first Commencement was held in a
tent is incorrect. It began on the lawn of the yellow house, but a rainstorm
forced removal to an unfinished building. Atteberry, p. 10; FT, IX (Jun. 6,
19171, p. 8; R&H, CII (Jun. 18, 1925), p. 17.
46. FT, K (Aug. 1, 1917), p. 8, X (Jun. 19, 1918), p. 8.
47. F. Walter Wallbank, et al., Civilization Past and Present, 6th ed.
(Glenville, IL: Scott, Foresman and Company, 1987), p. 767; FT, X (Oct. 28,
1918), p. 8, (Oct. 30, 1918), p. 8, XII (Mar. 17, 1920), p. 8, XVIII (Feb. 24,
1926), p. 6; SJC, BM, Apr. 12, 1920; Southland, 1923, (p. 361.
48. SJC, FMM, Nov. 24, 1918, Feb. 1, May 5, 1924, Oct. 3, Dec. 28, 1920,
Nov. 4, 11, Dec. 2, 8, 1923, undated minutes; SJC, BM, Feb. 13, 1919,
extraordinary session Jan. 15, 1924; FT, XI (Mar. 26, 1919), p. 8, XV (Apr. 11,
1923), p. 3; SJC, ECM, Dec. 31, 1925; SJC, PR, Feb. 15, 1924, Feb. 1, 1925;
Martha Montgomery Odom, telephone interview by author.
49. FT, DC (Jan. 17, 1917), p. 1, X (Jul. 24, 1918), p. 3; STS, Inc., ECM, Nov.
7, 1916; SJC, FMM, May 4, 1919; Southern Union Worker, XII (Jul. 25, 1918),
pp. 2-3, 5.
50. SJC, FMM, Mar. 16, Sep. 15, 1919, Nov. 8, 1923; SJC, CAL 1922-23, p.
57 (SO; Southland, IV (Jul., 1926), pp. 60-61.
51. SJC, BM, Feb. 13, 1919; SJC, CAL 1919-20, p. 48, CAL 1921-22, pp. 55-
57, 60-62 (SO; SJC, FMM, Jun. 4, 1924; Southland, IV (Jul., 1926), pp. 50-
54; SJC, PR, Feb. 10, 1921.
52. George F. Zook, to Shelton Phelps, SJC Board Minute Book, 8 Dec. 1921
(SO. Apparently the school was motivated by a new Alabama requirement
regarding teacher education. SJC, FMM, Dec. 18, 1921.
53. Zook, to Phelps, loc. cit.
54. J. S. Abel, acting commissioner, Department of the Interior, Bureau of
Education, 19 Oct. 1920 (SO; SJC, ECM, Nov. 28, 1921; Zook, to Phelps, loc.
cit., emphasis supplied and spelling corrected; SDA, YB 1921 , p. 66.
55. George F. Zook, to John C. Thompson, 4 Jan. 1922 (SO; Bert E. Young,
to John C. Thompson, 19 Jan. 1922 (SO.
56. SJC, FMM. These minutes are dated Dec. 27, 1921, but if the dates on
the correspondence are correct that date is impossible. More likely would be
Jan. or Feb. 27, 1922. BM, Mar. 9, 1922.
57. SJC, PR, Mar. 7, 1922.
58. Another concern expressed by at least one Adventist educational leader
was the financial cost of complying with accreditation requirements when
SDA schools were already heavily burdened with debt. SJC, FMM, Nov. 17,
1923, Dec. 13, 1924; Walter, pp. 159-160, 165.
59. SJC, FMM, loc. cit.; Walter, pp. 131, 133, 143-44, 155.
60. The time of the rising bell varied from year to year and from school year
to summer. It could be as early as 5:00 or as late as 6:00. SJC, FMM, Jun.
12, Sep. 4, 1921, May 2, Oct. 10, Nov. 5, 1922, May 23, Sep. 15, 1923, Sep. 13,
1926, Nov. 19, 1918, Sep. 15, Oct. 30, 1919; SJC, Industrial Meeting Minutes,
Sep. 21, 1924, Sep. 23, 1918; Southern Union Worker, XIII (Jul. 25, 1918), pp.
4-5; SJC, BM, Jan. 28, 1923, Nov. 17, 1920, Feb. 12, 1919; SJC, PR, Feb. 10,
1921; SJC, CAL 1919-20, p. 19, CAL 1923-24, p. 24, CAL 1924-25, pp. 5, 24,
CAL 1925-26, pp. 3, 25 (SO; STS, BM, Jan. 12, 1917; FT, X (Jun. 12, 1918),
p. 8, XI (Jun. 11, 1919), p. 8; Southland, TV (Jul., 1926), p. 24.
61. SJC, FMM, Oct. 14, 1918, Jan. 12, Mar. 23, 1919, Oct. 19, 1920, Nov. 18,
1923, Jan. 21, 1924, Sep. 22, Dec. 2, 15, 1925, Jan. 12, May 4, 1926; SJC,
ECM, May 19, 1919; SJC, CAL 1919-20, p. 20, CAL 1920-21, p. 23, CAL 1922-
23, p. 25; Southland, IV (Jul., 1926), p. 25.
62. An earlier rule had specified that skirts come down to the top of the
high-top shoes. Southland, 1923, [p. 39]; SJC, FMM, Apr. 25, 1920, Sep. 13,
1926; Masie White Jameson, Ruth Miller Gibson, telephone interviews by
author; FT, XIII (Jul. 14, 1926), p. 7.
63. SJC, Industrial Meeting Minutes, Sep. 13, 1926; Reiber, p. 34.
64. SJC, FMM, Jan. 24, 1921, cf. SDA, YB 1921, p. 65.
65. SJC, FMM, May 23, 1923, Feb. 21, 1927, May 11, 1926. The elbow rule
was revised in 1925. FMM, Sep. 7, 1925; SJC, CAL 1921-22, p. 27;
Southland, IV (Jul., 1926), p. 30; Irene Tolhurst Kreigsman, telephone
interview by author; Martha Montgomery Odom, interview by author; SJC,
Dress Committee Minutes, Oct. 11, Nov. 16, 1922 (SO.
66. It was also suggested that it would be a waste of money to educate
potential denominational workers who fell in love before completing their
education. SJC, FMM, Feb. 23, 1919, Apr. 4, 25, 1920, Apr. 11, May 9, Jun.
12, 1921, Jan. 15, Feb. 5, Apr. 9, Sep. 24, Oct. 14, Nov. 5, 1922.
67. SJC, FMM, Dec. 29, 1918, Jan. 19, Feb. 23, 1919, Sep. 25, Nov. 21, 1920,
Feb. 13, Jun. 29, Sep. 24, Oct. 14, Nov. 5, 26, 1922, Sep. 29, 1925, Feb. 7,
1927; SJC, CAL 1921-22, pp. 23-24, 26; Southland, IV (Jul., 1926). p. 26.
68. SJC, FMM, Nov. 5, 1922, Mar. 23, May 15, 1926; SJC, Discipline
Committee Minutes, Apr. 4, 1926 (SO; SJC, ECM, May 23, Jun. 10, 13, 1921.
69. SJC, FMM, Oct. 29, 1918, Jan. 1, 1922, Jan. 12, May 15, 1926.
70. The reason for banning "chafing dishes, electric grills, irons, etc." was the
possible "damage to furniture." Southland, TV (Jul., 1926), pp. 27-29; SJC,
CAL 1919-20, pp. 22-23, CAL 1920-21, pp. 13, 25, CAL 1925-26, p. 30; SJC,
FMM, Mar. 2, 1919, Oct. 11, 1922; SJC, ECM, Dec. 29, 1919, Oct. 24, 1920.
71. Southland, TV (Jul., 1926), application blank; SJC, CAL 1920-21, pp. 12-
13; SJC, BM, Jul. 21, 1920.
72. Eva Teed Beugnot, Masie White Jameson, telephone interviews by
author.
73. Ray L. Jacobs, telephone interview by author; IT, XII (May 5, 1920), p.
8, XVIII (Apr. 14, 1926), p. 7, [May 5, 1926), p. 7, (Jun. 2, 1926), p. 7, XIX
(Apr. 6, 1927), p. 7; SJC, FMM, Apr. 22, 1924, Mar. 16, 1926.
74. SJC, BM, Dec. 23, 1918, Feb. 4, 1920; Coffey, p. 7; Gardner, rev. ed„ p.
78; SJC, FMM, Feb. 15, 1920, Feb. 13, 19, 1922.
75. SJC, FMM, Dec. 31, 1922; SJC, BM, Jan. 24, 1923; FT, XVIII (Apr. 28,
1926), p. 7.
76. FT, XI (Mar. 26, 1919), p. 8, XV (Jun. 6, 1923), p. 1, (Jun. 28, 1923), p. 1;
SJC, BM, Feb. 4, 1920, Jan. 28, 1923: SJC, FMM, Mar. 13, 1923; SJC, ECM,
Dec. 11, 1924, Nov. 24, 1926; SDA, YB 1968, p. 46.
77. FT, XVIII (Feb. 10, 1926), p. 7; Southland, 1924, |p. 991, 1925, pp. 16, [p.
591; SJC, FMM, Jan. 3, 1921, Nov. 19, 1922, Apr. 14, 1924. Similarly, the
board disapproved of organizing an alumni association in 1919. SJC, BM,
Jul. 29, 1919. By 1924, however, the faculty, at least, were in favor of having
such an organization.
78. Southland, 1925, |pp. 15-161, Ipp. 55-561; FT, X (Oct. 16, 1918), p. 8,
XVIII (Jan. 13, 1926), p. 7; SJC, FMM, Jan. 12, Dec. 14, 21, 1919, Jan. 11,
1920, Nov. 4, 1921, Fob. 3, 1924, Dec. 6, 1926, Jan. 24, 1927.
79. SJC, FMM, Dec. 14, 1919, Oct. 1, 1922.
80. FT, VIII (Dec. 6, 1916), p. 8, (Dec. 27, 1916), p. 8, IX (Mar. 21, 1917), p.
8.
81. SJC, FMM, Aug. 14, Oct. 12, 1921, Jan. 8, Nov. 5, 1922, Sep. 29, 1925;
FT, XIV (Jun. 14, 1922), p. 7, (Nov. 1, 1922), p. 7, XVII (May 20, 1925), p. 7,
XVIII (Jan. 6, 1926), p. 7, (Mar. 3, 1926), p. 7, (Mar. 10, 1926), p. 7, (Mar. 24,
1926), p. 7; Southland, 1925, p. 95; Irene Tolhurst Kreigsman, telephone
interview by author.
82. FT, XVII (Mar. 18, 1925), p. 8, XIX (May 19, 1927), p. 7, (Jun. 29, 1927),
p. 7; Southland, 1925, [p. 971; Irene Tolhurst Kreigsman, telephone interview
by author; SJC, FMM, Apr. 13, 1926, May 5, 1925, cf. Jan. 19, 1918, Feb. 21,
1920.
83. FT, VIII (Dec. 6, 1916), p. 8, XII (Dec. 1, 1920), p. 8, XIII (Nov. 30, 1921),
p. 8, XTV (Dec. 13, 1922), p. 8, XVII (Dec. 2, 1925), p. 7, XVIII (Dec. 1, 1926),
pp. 7-8; Southland, 1923, Ip. 42]; SJC, FMM, Oct. 20, 1925.
84. FT, DC (Jul. 11, 1917), p. 8, XV (Jul. 11, 1923), p. 2, XVII (Jul. 15, 1925),
p. 1, XVm (Jul. 14, 1926), p. 7.
85. Masie White Jameson, telephone interview by author; SJC, FMM, Oct.
31, Nov. 5, 1922.
86. The faculty permitted a game to be played on Sunday, October 9, 1924,
to fulfill a promise made the previous year. However in the fall of 1925, they
denied a student request to permit a game the Sunday after examinations,
stating that no games were to be played before 4:45. In 1927, the old lament
appeared in the faculty minutes: some faculty members felt that baseball was
causing some students to neglect their studies. SJC, FMM, Apr. 27, 1919,
Feb. 21, 1920, Mar. 1, 14, 28, May 17, 23, 1921, Feb. 26, Nov. 26, 1922, Jun.
1, 1924, Oct. 20, 1925, Mar. 14, 1927; Donald W. Hunter, telephone interview
by author.
87. SJC, FMM, Dec. 15, 1918, Oct. 12, 19, 1919, Dec. 30, 1920, Sep. 13, 1926,
Mar. 14, 1927; FT, DC (May 30, 1917), p. 8, (May 22, 1918), p. 8, XIII (Apr.
20, 1921), p. 7, XV (Jun. 6, 1923), p. 1, XVIII (May 12, 1926), p. 7, XDC (Apr.
20, 1927), p. 7; Masie White Jameson, telephone interview by author.
88. Coffey, [p. 6]; FT, VIII (Dec. 13, 1916), p. 8, XIII (Apr. 20, 1921), p. 7, XV
(Mar. 21, 1923), p. 8, XVI (Nov. 5, 1924), p. 8, XVIII (Nov. 24, 1926), p. 7,
XVIII (Oct. 27, 1926), pp. 7-8; SJC, FMM, Dec. 14, 1920; SJC, PR, Feb. 10,
Dec. 27, 1921, Oct. 21. 1925; Southland, 1924, Ip. 411.
89. SJC, FMM, Mar. 16, 1919, Jan. 24, Feb. 21, 1927, Jan. 29, Sep. 17, Oct.
1, 1922, Sep. 15, 1925, Jun. 12, 1921. Worship was earlier during the
summer of 1923. FMM, May 23, 1923; SJC, CAL 1922-23, p. 27; Southland,
rv (Jul., 1926), p. 27; SJC, ECM, Sep. 22, 1920, Apr. 14, 1921; FT, VIII (Nov.
15, 1916), p. 8, XIII (Jun. 15, 1921), p. 7, XTV (Nov. 1, 1922), p. 7; Southland,
1924, [p. 35].
90. Jesse S. Cowdrick, telephone interview by author.
91. SJC, FMM, Nov. 12, 1925; R&H, CIV (Jan. 27, 1927), p. 19.
92. Donald W. Hunter, telephone interview by author, cf. Southland, 1923,
[pp. 31-35]; Ibid., 1924, [pp. 42-45]; FT, X (Oct. 16, 1918), p. 8, XI (Jan. 9,
1919), p. 8, XIII (Apr. 20, 1921), p. 7, (Nov. 23, 1921), p. 7, XTV (Mar. 15,
1922), p. 7, (Dec. 13, 1922), p. 8, (Jan. 31, 1923), pp. 6-7, (Jun. 6, 1923), p. 1,
XVI (Mar. 6, 1924), p. 4, XIX (Mar. 16, 1927), p. 7; SJC, PR, Feb. 10, 1921,
Mar. 7, 1922; SJC, FMM, Dec. 15, 1918, Oct. 19, 1919, Oct. 24, 1920, Nov. 8,
Dec. 18, 27, Oct. 30, 1921, Jan. 29, Oct. 11, Nov. 19, 1922, Feb. 20, 1923;
R&H, CII (Jun. 18, 1925), p. 17; SJC, ECM, Sep. 22, 1920. For an example of
an individual converted by the ministerial band, see FT, X (Jan. 16, 1918), p.
8.
93. SJC, FMM, Dec. 13, 1924, Jan. 31, Feb. 7, Apr. 18, 1927; SJC, BM, Jan.
19, 1917, May 6, 1925; FT, XVII (Mar. 4, 1925), p. 8, XVIII (Mar. 31, 1926), p.
7; SJC, Industrial Meeting Minutes, Jun. 24, 1918.
94. In 1918, the constituents voted to close the school down, but rescinded
the action. In 1921, the board voted a new job description for the treasurer
which listed as one of his duties to see that the no-debt policy was "carefully
guarded." SJC, BM, Jul. 29, Nov. 15, 1919, Nov. 17, 1920, Feb. 11, 1921;
STS, BM, Sep. 4, Feb. 12, 1917; SJC, PR, Mar. 7, 1922, Feb. 27, 1933; SJC,
Balance Sheet, July 1, 1919, Sep. 1, 1920, Jun. 7, 1921 (SO; SJC, ECM, Jul.
31, 1921, Aug. 1, 1922; SJC, Budget, Sep. 19, 1921 (SO; SJC, Treasurer's
Report, Feb. 21, 1923, Feb. 1, 1925 (SO; SJC, Financial Statement, 1925-26
(SO; F. L. Harrison and Burton Castle, Report to the Board, fiscal year
ending Jun. 25, 1923 (SO.
95. SJC Board, to the Executive Committee of the General Conference, 7
Sep. 1921 (SO; SJC, BM, Sep. 19, 20, 1921; SJC, FMM, Oct. 6, 1921, cf. SJC,
Budget, Sep. 19, 1921; SJC, ECM, Oct. 6, 1921.
96. SJC, FMM, Oct. 6, 7, 1921; SMC, FMM, Nov. 21, 1977; SJC, Budget, Oct.
9, 1921. Soon some of the other faculty members found that they were
unable to live on their reduced wages, and adjustments had to be made. SJC,
ECM, Nov. 28, 1921; SJC, PR, Mar. 7, 1922; SJC Board, to the Executive
Committee of the General Conference, loc. cit.
97. SJC, PR, Mar. 7, 1922; SJC Board, to the Executive Committee of the
General Conference, loc. cit.; SJC, BM, Nov. 15, 1919; SJC, Condensed Report
of Loss and Gain, Apr. 26, 1921 (SO; SJC, Balance Sheet, Jun. 7, 1921;
Harrison and Castle, loc. cit.
98. STS, BM, Sep. 4, 1917; SJC, BM, Apr. 6, 1918, Jul. 21, 1920, Jul. 24,
1924; SJC, Auditor's Statement, Sep. 1, 1920 (SO; SJC, Balance Sheet, Jun.
22, 1920; SJC, ECM, Nov. 28, 1921; SJC, CAL 1919-20, p. 18, CAL 1925-26,
p. 24; SJC, PR, Feb. 1, 1925.
99. STS, BM, Feb. 12, 1917; SJC, Building Committee Minutes, Feb. 5, 1917;
SJC, BM, Feb. 12, 13, Nov. 12, 29, 1919, Nov. 17, 1920, May 24, 1923; SJC,
PR, Feb. 10, 1921; SJC, CAL 1924-25, inside front cover; Southland, IV (Jul.,
1926), inside front cover.
100. SJC, BM, Feb. 4, 1920, Jul. 24, 1924; SJC, Board Minute Book, 1921,
pp. 181-82 (SO; SJC, Balance Sheet, Jun. 22, 1920; SJC, Treasurer's Report,
Feb. 10, 1921, Mar. 7, 1922, Feb. 1, 1925; SJC, Condensed Operating and
318
Revenues Statement, Jun. 27, 1922 (SC); SJC, Financial Statement, 1925-26;
SJC, Financial Statement, 1926-27; SJC, FMM, Dec. 13, 1924, Oct. 6, 1921;
SJC, PR, Mar. 4-6, 1934; Klooster, deposition, p. 15.
101. STS, ECM, Aug. 30, 1916; SJC, BM, Apr. 12, 1920, Mar. 3, 1926, Jul.
29, Nov. 15, 1919; SJC, ECM, Jun. 13, 1921, Mar. 15, May 25, 1922, May 12,
Jun. 24, 1920; SC, ECM, Dec. 2, 1990.
102. SJC, ECM, Jun. 23, 1917; STS, Inc., ECM, Nov. 7, 1916; SJC, BM, Nov.
16, 1920; SJC, FMM, Nov. 18, 1919.
103. STS, Inc., ECM, Nov. 7, 1916; SJC, BM, Apr. 12, Jun. 24, Nov. 16, 1920,
Jun. 9, Jul. 21, 1921, Oct. 16, 1922, Feb. 2, 1925; SJC, FMM, Nov. 18, Jun. 7,
1919; SJC, ECM, Jun. 23, 1917, May 12, 1920, Apr. 14, 1921. For an
exception, see SJC, BM, Apr. 14, 1921.
104. Atteberry, p. 11; SJC, BM, Jul. 29, 1919, Jul. 21, 1920.
105. SJC, FMM, Nov. 5, Dec. 3, 1922, Oct. 14, 1923, Oct. 21, 1925; SJC, BM,
Nov. 20, 1926, Feb. 25, 1925.
106. SJC, BM, Nov. 5, 1922, Oct. 14, 1923, Feb. 21, Oct. 21, 1925, Nov. 20,
1926, Apr. 12, 1920; STS, BM, Feb. 12, 1917; "Ooltewah School Board
Minutes," May 26, 1918 (SC); SJC, ECM, May 19, 1919, Apr. 11, 1922, May
12, 1920, Apr. 14, 1921; Southland, TV (Jul., 1926), p. 18.
107. STS, BM, Jan. 12, 1917; SJC, BM, Jan. 28, 1923; SJC, FMM, Apr. 21,
1926, Sep. 4, 5, 18, Oct. 7, Dec. 4, 1921; FT, XVIII (Mar. 10, 1926), p. 7.
108. Southland, 1924, [pp. 9-19], 1925, Ip. 61]; SDA, YB 1925, pp. 77, 194,
227, YB 1948, p. Ill, YB 1968, pp. 13, 16, 18, 46; Martha Montgomery Odom,
interview by author.
109. Southland, 1925, 1pp. 19, 61]; SDA, YB 1925, pp. 193, 194, YB 1926, pp.
211, 212, YB 1927, pp. 225, 226, 227, YB 1929, pp. 89, 392, YB 1930, p. 88,
YB 1931, p. 84, YB 1932, p. 425, YB 1934, p. 359, YB 1938, p. 139, YB 1939,
p. 421, YB 1940, p. 325, YB 1943, pp. 262, 307, YB 1944, p. 268, YB 1945, p.
268;, YB 1948, pp. Ill, 411, YB 1958, p. 19, YB 1982, pp. 510, 807; R&H,
CXCIN (Oct. 7, 1965), p. 17; Martha Montgomery Odom, interview by author;
SJC, SS, I (Jul. 5, 1929), p. 4; SJC, AA 1934-35, p. 93.
110. CFP, 26 Jun. 1989, pp. Al, A5; East Hamilton County Journal, 5 Jul.
1989, pp. 1, 4, 5, 6; O. D. McKee, interview by author.
111. East Hamilton County Journal, loc. cit., pp. 4, 5, 6; Southland, 1928, [p.
34]; SDA, YB 1929, p. 90; CFP, loc. cit., p. A4, A5; Ellsworth McKee,
interview by author.
CHAPTER FOUR
1. VandeVere, Wisdom Seekers, pp. 133-134, 184; SJC, AA 1932-33, p. 5 (SC);
SJC, SS, VII (cat. no. 1935-36), p. 5 (SC); Gardner, p. 189; FT, XIX (Apr. 6,
1927), p. 8, XXII (Feb. 12, 1930), p. 7; Klooster, Deposition, p. 1; Walter, p.
177; Ray L. Jacobs, Ralph M. Hendershot, interviews by author.
2. SJC, SS, V (cat. no. 1933-34), pp. 7, 45, VI (cat. no. 1934-35), pp. 7, 9, 48-
49 (SC); SJC, AA 1928-29, p. 41, AA 1929-30, pp. 9, 11, 49, AA 1930-31, p. 11,
AA 1931-32, p. 11, AA 1932-33, pp. 9, 45, AA 1933-34, p. 9 (SC); Southland, V
(Jul., 1927), pp. 41-42; Ray L. Jacobs, telephone interview by author; FT,
XXII (May 14, 1930), p. 7, (Oct. 22, 1930), p. 7, XXVII (Feb. 20, 1935), p. 8,
(Mar. 13, 1935), p. 8, (Sep. 18, 1935), p. 18, XXVIII (Jan. 22, 1936), p. 8, (Apr.
15, 1936), p. 15, (Jul. 22, 1936), p. 8, (Jul. 29, 1936), p. 8, (Aug. 19, 1936), p.
8, XXDC (Jan. 27, 1937), p. 8, (Apr. 21, 1937), p. 8. He was one of the three
local elders of the Collegedale SDA Church. Ibid., XXVIII (Jan. 1, 1936), p. 8.
3. John William Henson III, Lucy Eula Henson (Chattanooga: by the author,
1990), [pp. 88-89].
4. H. J. Klooster, to Elder J. K. Jones and members of the SJC board, 13
Jun. 1937, TLS (SC); SJC, BM, Oct. 24-25, 1938, Jun. 14, 1937, Mar. 24-25,
1941; SS, XII (Nov., 1940), p. 1, XIII (Mar., 1942), p. 1; SJC, SS, XIII (cat. no.
1941-42), p. 5 (SC); SJC, Local Board Minutes, Aug. 2, 1937 (SC); ST, XXIX
(Jul. 28, 1937), p. 8, (Aug. 25, 1937), p. 16; SJC, PR, Mar. 4, 1942 (SC); Thyra
Bowen Sloan, Lorabel Peavey Midkiff Hersch, June Thorpe Blue, William M.
Schomburg, interviews by author; Olivia Dean, Milton T. Reiber, telephone
interviews by author.
5. SJC, SS, XTV (cat. no. 1942-43), p. 5; ST, XXXVI (Oct. 7, 1942), p. 5;
VandeVere, Wisdom Seekers, p. 157; SDA, YB 1944, p. 246; SMC, PR, 1947
(SC).
6. Folmsbee, p. 466; SJC, PR, Mar. 4, 1934, p. 3, Mar. 4, 1942, p. 5 (SC);
SMC, PR, 1947, p. 3; SJC, SS, VII (cat. no. 1935-36), pp. 5-7, XTV (cat. no.
1942-43), p. 5; SDA, YB 1935, p. 58, YB 1936, p. 60, YB 2937, p. 13; SJC,
Triangle, 1942, p. 14; SJC, BM, Oct. 7, 1940, Oct. 1, 1941.
7. SJC, SS, XTV (cat. no. 1942-43), p. 5; June Snide Hooper, Margarita Dietel
Merriman, telephone interviews by author; William M. Schomburg, interview
by author.
8. SJC, SS, XTV, loc. cit.; William M. Schomburg, June Thorpe Blue,
interviews by author; June Snide Hooper, Margarita Dietel Merriman,
telephone interviews by author; SMC, SS, XVI (cat. no. 1944-45), p. 6.
9. SJC, BM, Oct. 1, 1941; William M. Schomburg, Thyra Bowen Sloan,
interviews by author; SMC, SS, XVII (cat. no. 1945-46), p. 7.
10. SMC, CAT 1952-53, p. 11; SJC, SS, XI (cat. no. 1939-40), p. 6; SDA, YB
1955, p. 234, YB 1956, p. 324; Lorabel Peavey Midkiff Hersch, Thyra Bowen
Sloan, interviews by author; June Snide Hooper, Peggy E. Bennett, telephone
interviews by author.
11. Information about Luddington is distilled from interviews with Edythe
Stephenson Cothren, Lorabel Peavey Midkiff Hersch, Wayne Rimmer, Thyra
Bowen Sloan, Ellsworth McKee, Cecil R. Coffey, Lora Winkler, Peggy E.
Bennett, Milton T. Reiber, Olivia Dean, Margarita Dietel Merriman, as well
as the following published sources: SDA, YB 1931, p. 311, YB 1934, p. 246,
YB 1936, p. 269, YB 2952, p. 267, YB 1953, p. 274; SJC, AA 1932-33, p. 7;
SJC, SS, VI (cat. no. 1932-33), p. 7, VI (cat. no. 1933-34), pp. 7, 47, VII (cat.
no. 1934-35), pp. 7, 9, XTV (cat. no. 1941-42), p. 10, XV (cat. no. 1942-43), pp.
6, 10; SMC, SS, XVII (cat. no. 1945-46), p. 6, XVIII (cat. no. 1946-47), p. 9
(SC); FT, XXIII (Apr. 1, 1931), p. 7, (May 6, 1931), p. 7; ST, XXTV, (Oct. 26,
1932), p. 8, (Nov. 9, 1932), p. 16, XXV, (Jun. 21, 1933), p. 8, XXVI, (Jan. 10,
1934), p. 8, (Mar. 28, 1934), p. 8, (Jun. 20, 1934), p. 8, (Sep. 26, 1934), p. 8,
XXVIII, (Jan. 1, 1936), p. 8.
12. SJC, ECM, Jun. 15, 1928 (SC); Carol Pettibone, interview by author;
Doris Holt Haussler, From Immigrant to Emissary (Nashville: Southern
Publishing Association, 1969), pp. 55-56.
13. SJC, ECM, Oct. 16, 1928, cf. Apr. 13, 1931; FT, XX (Nov. 7, 1928), p. 7,
XXI (May 29, 1929), p. 7, (Sep. 11, 1929), p. 7, (Sep. 25, 1929), p. 7, (Oct. 2,
1929), p.' 7, XXII (Jan. 15, 1930), p. 7, XXIII (Aug. 26, 1931), p. 7, (Nov. 11,
1931), p. 7; SJC, FMM, Mar. 15, 23, 1930; SJC, BM, Oct. 1, 1931.
14. FT, XX (Oct. 24, 1928), p. 7, (Dec. 26, 1928), p. 7, XXI (Mar. 3, 1929), p.
7, (May 1, 1929), p. 7, (Jun. 5, 1929), p. 7, (Sep. 25, 1929), p. 7; Edythe
Stephenson Cothren, interview by author; ST, XXV (Oct. 12, 1933), p. 16,
XXVI (Jul. 25, 1934), p. 8, XXVII (Mar. 27, 1935), p. 8, (Apr. 10, 1935), p. 8,
(Apr. 24, 1935), p. 8, (May 29, 1935), p. 8, (May 1, 1935), p. 8, (May 15, 1935),
p. 16, (May 29, 1935), p. 8.
15. SJC, BM, Mar. 5, 1931, May 26, 1933.
16. SJC, SS, VI (cat. no. 1934-35), pp. 7, 11, 41; ST, XXV (Feb. 15, 1933), p.
8, cf. XXI (Nov. 20, 1929), p. 7; SJC, AA 1929-30, p. 11, AA 1931-32, p. 11;
FT, XXI (Jan. 2, 1929), p. 8, XXII (Jan. 8, 1930), p. 7, (Nov. 24, 1930), p. 7,
XXIII (Jan. 7, 1931), p. 7, XXV (Sep. 20, 1933), p. 8, XXVI (Jan. 10, 1934), p.
8, (Jun. 20, 1934), p. 8, (Sep. 26, 1934), p. 8.
17. Haussler, p. 97; The Seventh-day Adventist Hymnal (Washington:
R&HPA, 1985), no. 492; The Church Hymnal (Washington: R&H, 1941), nos.
23, 28, 59, 79, 80, 147, 170, 215, 236, 240; SA, I (Jul., 1946), p. 4, IV (Nov. 5,
1948), p. 1, VIII (Nov. 7, 1952), p. 3; Donald W. Crook, telephone interview by
author; Harold Amadeus Miller, Songs Along the Way (Collegedale, TN: The
College Press, 1950), 18 pp.; ST, XXDC (Sep. 8, 1937), p. 8, XXX (Feb. 23,
1938), p. 8, XXI (Jun. 7, 1939), p. 8, XXVIII (May 6, 1936), p. 8, (May 13,
1936), p. 8, XXDC (Sep. 22, 1937), p. 8, XXX (Jul. 6, 1938), p. 8.
18. SS, XII (Nov., 1940), p. 1; ST, XXXIII (Oct. 29, 1941), p. 4; William M.
Schomburg, Wayne Rimmer, Lorabel Peavey Midkiff Hersch, Thyra Bowen
Sloan, interviews by author, Milton T. Reiber, Donald W. Crook, June Snide
Hooper, telephone interviews by author; SJC, SS, XIII (cat. no. 1941-42), p. 7;
SDA, YB 1943, p. 246, YB 1944, p. 251, YB 2945, p. 243, YB 1953, p. 274, YB
1954, pp. 284, 462.
19. Reiber, p. 93; SJC, SS, V (cat. no. 1933-34), p. 7, VI (cat. no. 1934-35), p.
7, VIII (cat. no. 1936-37), p. 8; ST, XXII (Feb. 12, 1930), p. 7, XXIII (Mar. 11,
1931), p. 7, XXVI (Oct. 17, 1934), p. 8, XXVTI (May 22, 1935), p. 8, (Dec. 11,
1935), p. 8, XXLX (Jul. 12, 1937), p. 13; SJC, PR, Feb. 1, 1925 (SC); FT, XX
(Jun. 13, 1928), p. 7, XXI (Jan. 2, 1929), p. 8, (Mar. 6, 1929), p. 7, (Mar. 27,
1929), p. 7, (Apr. 17, 1929), p. 7, (Sep. 25, 1929), p. 7, (Dec. 4, 1929), p. 7,
XXII (Feb. 5, 1930), p. 7, (May 14, 1930), p. 7, XXTV (Jun. 15, 1932), p. 8,
XXV (Jun. 23, 1933), p. 8; SJC, AA 1929-30, p. 9, AA 1932-33, p. 7.
20. SJC, SS, VIII (cat. no. 1936-37), p. 6, X (cat. no. 1938-39), p. 8; ST,
XXVII (Aug. 7, 1935), p. 8, XXDC (Jan. 20, 1937), p. 8, (Feb. 17, 1937), p. 8;
Milton T. Reiber, June Snide Hooper, telephone interviews by author.
21. One of those six, George Nelson, is discussed above.
22. SJC, SS, VII (cat. no. 1935-36), p. 5; SMC, "S. M. C", XXI (2d qtr., 1971),
p. 116; SJC, BM, May 7, 30, 1940; Thrya Bowen Sloan, Lorabel Peavey
Midkiff Hersch, interviews by author; Margarita Dietel Merriman, telephone
interview by author.
23. SMC, Annual Bulletin, XII (May, 1962), p. 10; SJC, BM, Mar. 21-22,
1939, May 7, 1942; ST, XXX (Oct. 19, 1938), p. 6; SJC, SS, XTV (cat. no. 1942-
43), p. 7; Olivia Dean, Betty Jo Boynton McMillan, telephone interviews by
author, cf. June Thorpe Blue, Thyra Bowen Sloan, Margarita Dietel
Merriman, interviews by author.
24. SJC, SS, XTV, loc. cit.; ST, XXX, loc. cit.; SMC, Announcements 1947-48,
p. 9, Announcements 1948-49, p. 9; SMC, Annual Catalog, III (Jul., 1953), p.
13; Margarita Dietel Merriman, telephone interview by author; Thyra Bowen
Sloan, Lorabel Peavey Midkiff Hersch, interviews by author; Mary Holder
Dietel, Pets Aplenty (Nashville: SPA, 1960), pp. 92-93, 96, 129.
25. SJC, SS, loc. cit.; SMC, Annual Bulletin, loc. cit.; Helen Case Durichek,
telephone interview by author.
26. ST, XXX (Oct. 26, 1938), p. 6; SJC, SS, XTV (cat. no. 1942-43), p. 5; SJC,
BM, Apr. 7, 1943; SA, XV (Jul. 31, 1959), p. 3; Triangle, 1943, [p. 7|; SDA, YB
2959, p. 257; Mary Holder Dietel, The Future Yields to the Brave (Nashville:
Southern Publishing Association, 1963), pp. 13, 15; Dietel, Pets, pp. 72, 101-
102; Margarita Dietel Merriman, telephone interview by author.
27. Dietel, Future, pp. 11, 13, 19, 28-29, 76, 137; SA, loc. cit.; E. Dale Collins,
R. Lynn Sauls, interviews by author.
28. SJC, PR, n.d., 1932, p. 4, Feb. 27, 1933, Mar. 4-6, 1934, pp. 6, 8; SJC,
BM, Nov. 6, 1934; SJC, Constituency Meeting Minutes, Mar. 4, 1930 (SC); FT,
XX (Dec. 12, 1928), p. 7; SJC, Balance Sheet, Jun. 2, 1929 to Jan. 28, 1930;
SJC, ECM, Dec. 1, 1931.
29. SJC, PR, Feb. 27, 1933; SJC, BM, Oct. 1, 1931, Jan. 20-21, 1938; George
N. Fuller, Treasurer's Report, Mar. 3, 1931; ST, XXX (Apr. 27, 1938), p. 7.
30. The contrast is not quite as obvious in the AA, which includes a $10/
month minimum for meals in the 1931-32 total "period charge," but not in the
1930-31 equivalent. SJC, BM, Apr. 13, 1931; SJC, AA 1930-31, p. 26, AA
1931-32, p. 26.
31. SJC, ECM, Sep. 1, 1930, Dec. 22, 1931, Mar. 24, 1933; SJC, BM, Jun. 16,
1932 [supplement], May 26, 1933; ST, XXV (Mar. 23, 1933). For a temporary
reversal of that policy, see SJC, BM, Dec. 22, 1931. SJC, BM, Apr. 19, Jun.
16, 1932, May 26, 1933, Jul. 6, 1934; Folmsbee, p. 465; George Brown Tindall,
The Emergence of the New South, 1913-1945 (n.p.: Louisianna State
University Press, 1967), p. 493.
32. SJC, PR, Mar. 4-6, 1934.
33. Fuller, Treasurer's Report, 1933; SJC, BM, Dec. 22, 1932.
34. SJC, BM, Oct. 17, 1933, Jan. 3, 1934, Feb. 14-15, 1935; SJC, PR, Mar. 4,
1934; George N. Fuller, to the Constituency, 23 Feb. 1937 (SC); SJC,
Auditor's Annual Report, Jun. 2, 1930; SJC, Treasurer's Report, Apr. 19, 20,
1932, Feb. 27, 1933, 1934 rpt; State of Tennessee, ex ref, etc. v. Southern
Junior College, Case 25,252 (Chattanooga Chancery Court, 1933).
35. SJC, SS, V (cat. no. 1933-34), p. 27, VI (cat. no. 1934-35), pp. 27, 28, VII
(cat. no. 1935-36), p. 14, X (cat. no. 1938-39), p. 17, XV (cat. no. 1942-43), p.
19; Schechter Poultry Corp. v. United States, 295 U.S. Reports, 495; SJC, BM,
Mar. 6, 1934, Sep. 24, 1939; SJC, Executive Board Minutes, Jul. 31, 1939;
SJC, Local Board Minutes, Apr. 8, 1941.
36. SJC, BM, Mar. 4, May 30, 1930, Dec. 27, 1932, Mar. 5, 1934, Jan. 14-16,
1936, Apr. 12, 1937, Apr. 7, 1943; FT, XXII (May 21, 1930), p. 7, XXIII (Mar.
18, 1931), p. 7; ST, XXTV (Apr. 27, 1932), p. 8, XXV (Mar. 15, 1933), p. 8,
XXVI (Mar. 21, 1934), p. 8.
37. Three male faculty members received wages outside this 1942-43 range.
Two who weren't considered full-fledged teachers received less and one
administrator received $2 more. SJC, BM, Jul. 6, 1934, Jan. 14-18, 1936,
Mar. 6, Jun. 24, 1942, May 3, 1943.
38. Fuller, to the Constituency, loc. cit.; R&H, CXVII (Jul. 18, 1940), p. 17,
CXVIII (Aug. 21, 1941), p. 18; SJC, BM, Jul. 30, 1941; SJC, PR, Mar. 4, 1942.
39. SJC, PR, 1929, 1931, 1932, 1933, 1942.
319
40. FT, XX (Sep. 12, 1928), p. 7, XXI (Jan. 2, 1929), p. 7; ST, XXVI (Apr. 18,
1934), p. 8; Margarita Dietel Merriman, telephone interview by author;
Dietel, Pets, pp. 70, 72; SJC, PR, 1932, 1933, 1942; SJC, Treasurer's Report,
1934; SJC, BM, Mar. 6, 1934, Oct. 31, 1935.
41. SJC, Treasurer's Report, Mar. 24, 25, Apr. 30, 1941; ST, XXXIII (Jul. 9,
1941), p. 8; R&H, CXVIII (Aug. 21, 1941), p. 18; SJC, PR, Mar. 4, 1942, p. 5.
42. SJC, BM, May 26, 1933, Oct. 31, 1935, Apr. 12, 1937, May 3, 1943; SJC,
PR, Mar. 4-6, 1934, p. 5; SJC, Constituency Meeting Minutes, Apr. 19, 1932;
FT, XXI (Nov. 20, 1929), p. 7, XXIII (Mar. 4, 1931), p. 7; ST, XXJV (May 11,
1932), p. 8.
43. SJC, BM, Jul. 21, 1938, May 7, 1940, Mar. 24-25, Apr. 30, 1941, Mar. 16-
17, 1943.
44. SJC, Treasurer's Report, Mar. 31, 1931, Apr. 19, 20, 1932; FT, XXI (Jun.
26, 1929), p. 7, XXIII (Apr. 1, 1931), p. 7, (Aug. 26, 1931), p. 7; SJC, BM, Oct.
18, 1932, Aug. 19, 1937; SJC, ECM, Oct. 12, 1927, May 31, 1931.
45. SJC, PR, Feb. 15, 1924; R&H, CXVIII (Aug. 21, 1941), p. 18; State of
Tennessee, Charter of Corporation, Southern Junior College, Jul. 25, 1919.
46. ST, XXXII (Oct. 9, 1940), p. 6; SJC, PR, 1931, 1942.
47. SCOL, XL (no. 1, 1988), p. 20, (no. 2, 1988), p. 20, XLI (no. 1, 1989), pp.
17, 18, XLII (no. 1, 1990), p. 19; ST, XXXIII (Jul. 23, 1941), p. 7; SS, XII
(Sep., 1940), p. 4; SJC, ECM, May 8, 1930; Lorabel Peavey MidkifF Hersch,
June Thorpe Blue, William M. Schomburg, Ralph M. Hendershot, Eva Teed
Beugnot, interviews by author.
48. FT, XXI (Jan. 9, 1929), p. 7, (Apr. 24, 1929), p. 7, (May 8, 1929), p. 7;
SJC, PR, Mar. 4-6, 1934, Apr. 4, 1942; SJC, BM, fall council, 1936; The
Youth's Instructor, LXXXVII (Aug. 8, 1939), p. 12; SJC, FMM, Apr. 28, 1929,
Mar. 12, 1930, Mar. 15, 1931.
49. SJC, PR, Feb. 27, 1933, Mar. 4-6, 1934, Mar. 4, 1942; FT, XIX (Dec. 7,
1927), p. 7, XXI (Jun. 9, 1929), p. 7, XXIII (Feb. 25, 1931), p. 7; ST, XXV
(Jun. 18, 1933), p. 8, XXVIII (Feb. 26, 1936), p. 8, (Jun. 24, 1936), p. 8,
XXXIII (Nov. 13, 1940), p. 8; SS, XII (Nov., 1940), p. 1.
50. Youth's Instructor, loc. cit., p. 9; SJC, FMM, Dec. 22, 1929; ST, XXXI
(Jul. 12, 1939), p. 1, cf. SDA, YB 1940, p. 62.
51. R&H, CXVII (Jul. 18, 1940), p. 17; Youth's Instructor, loc. cit.; SJC, PR,
Apr. 2, 1929, 1932, Mar. 4, 1942; SDA, YB 1940, pp. 10, 53, 308; ST, XXXIII
(Apr. 23, 1941), p. 8; SJC, FMM, Apr. 7, 1929; FT, XX (May 16, 1928), p. 7,
(May 30, 1928), p. 7, XXI (May 15, 1929), p. 7, (May 29, 1929), p. 7.
52. In addition to weekend services, students were expected to attend chapel
and evening worship every day, although after Oct. 20, 1927, they were no
longer required to attend two religious services each morning. Southland, V
(Jul., 1927), p. 20; SJC, SS, VI (cat. no. 1934-35), p. 21; SJC, Student
Handbook 1943-44, pp. 11-12; SJC, FMM, Oct. 20, 30, 1927, Dec. 23, 1928,
Jan. 7, 1931, Sep. 3., 1933. Each chapel period included devotional exercises.
53. ST, XXXVI (Jul. 22, 1942), p. 3; Ralph M. Hendershot, interview by
author; FT, XX (Mar. 28, 1928), p. 7, (Oct. 10, 1928), p. 7; SJC, PR, 1932.
54. SJC, ECM, Jun. 15, Sep. 4, 1928, Jan. 14, 1930; SJC, PR, Apr. 2, 1929,
Mar. 3, 1931, Feb. 27, 1933, Mar. 4-6, 1934; SJC, BM, Dec. 10, 1930, Dec. 22,
1932, Aug. 7, 1933; SJC, FMM, Sep. 7, 1930.
55. SJC, BM, Aug. 7, Oct. 17, 1933, Nov. 7, 1934; Walter, pp. 151, 156;
Brown, p. 87.
56. SJC, BM, Feb. 14, 15, 1935, cf. Aug. 23, 1938.
57. Ibid.; ST, XXVI (Jan. 31, 1934), p. 8, XXX (Apr. 27, 1938), p. 8, (Dec. 14,
1938), pp. 8, 9, XXXI (Jan. 11, 1939), p. 1; Youth's Instructor, loc. cit., p. 8;
SDA ENCY, p. 1238; United States Department of the Interior, Office of
Education, Educational Directory 1938, pt. 3 (Bulletin 1938, no. 1), p. 59.
58. SJC, FMM, Dec. 15, 1929; SJC, BM, Mar. 5, 1930; SJC, SJC Board,
Memorial to the General Conference Committe, May 5, 1930.
59. SJC, BM, Oct. 7, 1940, Oct. 1, Dec. 9, 1941.
60. SJC, BM, Oct. 1, Dec. 9, 1941; SJC, FMM, Sep. 20, 1927, Sep. 3, 1933,
May 7, 1934; ST, XXV (Oct. 4, 1933), p. 8.
61. SJC, AA 1932-33, p. 34; SJC, SS, V (cat. no. 1933-34), p. 34, VI (cat. no.
1934-35), pp. 35, 37, VII (cat. no. 1935-36), p. 25, VIII (cat. no. 1937-38), p.
26; SJC, FMM, Apr. 16, 1930; ST, XXTV, (Sep. 14, 1932), p. 8.
62. SJC, SS, VI (cat. no. 1934-35), p. 35; SJC, FMM, Jan. 5, 1930, Jan. 14,
28, May 13, 1934.
63. SJC, FMM, Nov. 6, 1927, Nov. 18, 1928, Jan. 20, Mar. 14, Sep. 15, 22,
1929, Feb. 16, 1930, Mar. 8, 15, 1931, Jan. 14, Feb. 4, 1934; FT, XVIII (Oct.
24, 1927), p. 7, (Nov. 30, 1927), p. 7.
64. ST, XXV (Jan. 11, 1933), p. 8, (Jan. 18, 1933), p. 8, (Jan. 25, 1933), p. 16,
(Nov. 22, 1933), p. 8, (Nov. 29, 1933), p. 16, XXVI (Oct. 24, 1934), p. 8.
65. SJC, FMM, Oct. 30, 1927, Nov. 4, 1928, Oct. 20, 1929; SJC, SS, VI (cat.
no. 1934-35), p. 34, IX (cat. no. 1937-38), p. 23.
66. Southland, V (Jul., 1927), p. 17; SJC, SS, VI (cat. no. 1934-35), p. 19, XI
(cat. no. 1939-40), p. 25, XTV (cat. no. 1942-43), p. 15; SJC, FMM, Apr. 7,
1929, Jan. 5, 1930, Apr. 15, May 7, 1934.
67. Southland, loc. cit., pp. 3, 66; SJC, AA 1928-29, pp. 60, 61, 64, AA 1929-
30, p. 69, AA 1930-31, AA 1931-32, p. 70, AA 1932-33; SJC, SS, V-XV (cat.
nos. 1933-1943), incl. VI (cat. no. 1934-35), pp. 69, 71, 81, VII (cat. no. 1935-
36), pp. 38-42, XTV (cat. no. 1942-43), pp. 42-44, 46; SS, XII (Oct., 1940), p. 1;
SJC, Local Board Minutes, Aug. 2, 16, 1937; SJC, FMM, Nov. 6, 1927, Nov. 5,
1933; Tindall, p. 495.
68. Youth's Instructor, loc. cit., p. 12.
69. SJC, FMM, Sep. 18, Nov. 13, 1927, Sep. 16, 1928; SJC, ECM, Nov. 9,
1927; SS, I (Aug. 2, 1929), p. 1; June Thorpe Blue, interview by author.
70. SJC, FMM, Nov. 26, 1922, Jan. 19, May 9, 1928, Mar. 24, Apr. 11, 25,
Sep. 29, 1929, Apr. 13, 1930, Apr. 8, 1931, Jan. 21, 1934; Southland, loc. cit.,
p. 16; SJC, Student Handbook 1943-44, p. 13; SJC, ECM, May 11, 1937;
Ralph M. Hendershot, interview by author; SJC, SS, VI (cat. no. 1934-35), pp.
22, 24.
71. FT, XX (Feb. 29, 1928), p. 7, XXII (Jan. 22, 1930), p. 7, (Jan. 29, 1930), p.
7, (Feb. 19, 1930), p. 7, (Mar. 19, 1930), p. 7, (Dec. 24, 1930), p. 7, XXIII (Mar.
18, 1931), p. 7, XXIV (Jan. 13, 1932), p. 7, (Mar. 3, 1932), p. 7; SJC, ECM,
Nov. 19, 1929, Dec. 1, 1931; SJC, FMM, Apr. 16, 1930; FT, XXII (Dec. 24,
1930), p. 7; SS, II (Dec. 24, 1930), p. 2; SJC, PR, 1931; SJC, BM, Mar. 3, 4,
1931.
72. ST, XXV (Apr. 5, 1933), p. 16, (April 12, 1933), p. 8, (Apr. 19, 1933), p. 8.
73. Ibid., XXVI (Feb. 28, 1934), p. 8, (May 30, 1934), p. 8, XXVII (Mar. 13,
1935), p. 8, XXXIII (Apr. 3, 1941), p. 8. No reference to the organization was
found in Triangle, 1938-43.
74. Triangle, 1938, lp. 43 1; SS, XII (Aug., 1940), p. 1, XIII (Dec., 1941), p. 2;
Triangle, 1939, p. 39; ST, XXVII (Nov. 20, 1935), p. 8, XXVII (Apr. 15, 1936),
p. 16; Thyra Bowen Sloan, interview by author.
75. Southland, 1928, |pp. 69, 881, 1929, lp. 67|; Triangle, 1938, lp. 441; SS,
XII (Nov., 1940), p. 1, XIII (Jan., 1941), p. 1, (Jul., 1941), p. 1; S7\ XXV (Mar.
15, 1933), p. 8, XXVI (Jan. 17, 1934), p. 8, (Apr. 25, 1934), p. 8, (May 16,
1934), p. 8, (Nov. 21, 1934), p. 8, XXVIII (Oct. 28, 1936), p. 8, XXIX (Oct. 20,
1937), p. 8, (Nov. 24, 1937), p. 8, (May 10, 1939), p. 8; SJC, FMM, Mar. 5, 11,
1928, Mar. 14, 23, 1930; FT, XIX (Nov. 23, 1927), p. 7.
76. He got up, put on his raincoat, and went back to bed. June Thorpe Blue,
interview by author.
77. FT, XXI (May 29, 1929), p. 7; SJC, BM, Mar. 26-27, 1940; SJC, FMM,
Oct. 30, 1930; Gardner, p. 205.
78. June Snide Hooper, Lora Winkler, telephone interviews by author;
Lorabel Peavey Midkiff Hersch, Ralph M. Hendershot, interviews by author;
ST, XXXIII (Jul. 9, 1941), p. 8; SJC, FMM, Nov. 1, 23, 1927, Feb. 23, 1928,
Apr. 7, 25, May 9, 11, 1929, Apr. 9, 1930; SS, XIII (Jul., 1941), p. 1.
79. FT, XXI (Mar. 13, 1929), p. 6.
80. SJC, PR, 1929, 1930, 1931.
81. Ibid., 1931; SS, XII (Oct., 1940), p. 1.
82. FT, XXI (Jan. 16, 1929), p. 7; ST, XXVI (Mar. 7, 1934), p. 16, (Mar. 21,
1934), p. 8, XXVII (Jan. 2, 1935), p. 8, (Jan. 15, 1935), p. 8.
83. Southland, 1928, lp. 501; FT, XX (Jan. 11, 1928), p. 7; SS, XII (Aug.,
1940), p. 1.
84. Schwarz, p. 431; Everett N. Dick, "The Adventist Medical Cadet Corps as
Seen by its Founder," Adventist Heritage, I (Jul., 1974), p. 19; SJC, ECM, Oct.
30, 1939, Nov. 1, 19, 20, 1940; ST, XXXII (Sep. 11, 1940), p. 5, (Dec. 4, 1940),
p. 3, XXXIII (Jul. 9, 1941), p. 8, XXXVI (Feb. 11, 1942), pp. 7, 8, (Feb. 18,
1942), p. 1, (Apr. 29, 1942), p. 1, 2, 8, (Jul. 22, 1942), p. 6, (Oct. 7, 1942), p. 5,
(Oct. 28, 1942), p. 8, XXXVII (May 26, 1943), p. 6, XXXVIII (Feb. 16, 1944), p.
8; CFP, quoted in S7\ XXXIII (Jan. 29, 1941), p. 2; ST, XXXIII (Jul. 2, 1941),
p. 6, cf. SJC, BM, Jun. 6, 1941; Gardner, rev. ed., pp. 144-45; SS, XII (Oct.,
1940), p. 1, (Jan., 1941), p. 1, XIII (Jan., 1942), p. 3, XIV (Jul., 1943), p. 43,
(Oct., 1943), p. 1, XV (Jan., 1944), p. 4, (Feb., 1944), p. 1, (Mar., 1944), p. 1;
SM, 1946, p. 67; SA, I (Mar. 22, 1946), p. 1; SMC, PR, Feb. 13, 1947; Lorabel
Peavey Midkiff Hersch, interview by author; SJC, BM, May 2, 1935, Jul. 30,
Dec. 9, 1941, Mar. 6, May 7, 1942, Mar. 16, 17, Jul. 20, 21, 1943, Feb. 23, 24,
May 4, 1944; Triangle, 1944; SJC, SS, XV (cat. no. 1943-44), pp. 2, 3; SMC,
SS, XVI (cat. no. 1944-45), p. 17. Hershey's letter granting this recognition
mentioned that the question first arose in connection with SJC. SMC, BM,
Jun. 28, 1944.
85. ST, XXTV (Jul. 20, 1932), p. 12, XXV (Mar. 22, 1933), p. 16, (Apr. 12,
1933), p. 8, (Apr. 26, 1933), p. 16, (Jun. 21, 1933), p. 8, (Aug. 2, 1933), p. 8,
XXVI (Jul. 11, 1934), p. 8, (Dec. 5, 1934), p. 8, XXVII (Mar. 13, 1935), p. 8,
(Mar. 27, 1935), p. 8, (Jun. 26, 1935), p. 8, (Jul. 31, 1935), p. 8, XXVIII (May
20, 1936), p. 8, XXIX (Jun. 9, 1937), p. 8; SCOi, XLI (no. 1, 1989), p. 23;
SDA, YB 1942, p. 347, YB 1943, pp. 23, 362, YB 1944, p. 368, YB 1945, p.
119, YB 1948, p. 120, YB 1949, p. 132, YB 1950, p. 133, YB 1951, p. 200, YB
1954, p. 200, YB 1955, p. 60, YB 1957, p. 62, YB 1958, p. 67, YB 1959, p. 166,
YB 1965-66, p. 249; SMC, BM, May 16, 1961; R&H, CXLIII (Jun. 19, 1966),
p. 1; AR, CLVI (Jan. 4, 1979), pp. 2, 3, CLXV1 (Mar. 23, 1989), p. 2.
86. Information provided by Dave Magoon.
87. Information provided by Elwin Artress, Ralph Hendershot, Corinne King
and Thura Sloan.
CHAPTER FIVE
1. SMC, PR, Feb. 13, 1947; SA, X (Apr. 4, 1955), p. 3; R. Lynn Sauls,
interview by author; SDA, YB 1943, p. 243, YB 1955, pp. 234-235; SJC, SS,
XIV (cat. no. 1942-43), pp. 5-8, 42-48; SMC, "S. M. C", IV (3d qtr., 1954), pp.
9-15, 48-74.
2. Sources describing Wright's background, characteristics, and chapel talks
include SJC, Southland, XV (Jun., 1943), p. 1; SMC, "S. M. C", loc. cit., p. 9;
ST, XXXII (Jul. 11, 1940), p. 5, XXXVI (Jul. 22, 1944), p. 4, (Sep. 20, 1944), p,
8, XXXIX (Jun. 6, 1945), p. 2, XL (Jan. 23, 1946), p. 8; H. Douglas Bennett,
Floyd L. Greenleaf, Wayne Rimmer, R. Lynn Sauls, Charles Fleming Jr.,
Dean Kinsey, interviews by author; Jane R. Brown, Richard Hammill, Peggy
E. Bennett, Margarita Dietel Merriman, Cecil R. Coffey, Helen Case
Durichek, E. Dale Collins, Olivia Dean, Betty Jo Boynton McMillan,
telephone interviews by author.
3. ST, XLIII (Jun. 15, 1949), p. 9; SJC, BM, Apr. 8, 30, 1941, May 9, Dec. 19,
1946; SJC, SS, XIII (cat. no. 1941-42), p. 6; SJC, Southland, XIII (Jul., 1941),
p. 1; SA, I (Jul., 1946), p. 4; Henry Kuhlman, Marian Kuhlman, H. Douglas
Bennett, R. Lynn Sauls, interviews by author; Cecil R. Coffey, telephone
interview by author; Floyd O. Rittenhouse, to author, 31 Jul. 1989, TLS (SO;
SMC, CAT 1974-75, pp. 129, 133.
4. Richard Hammill, telephone interview by author; Walter, p. 157; SJC,
FMM, Nov. 23, 1930; SMC, FMM, Nov. 21, 1977, cf. R&H, CXXI (Nov. 2,
1944), p. 18.
5. SJC, Local Board Minutes, Mar. 23, 1944; SJC, Southland, XV (Apr.,
1944), p. 1; SJC, BM, Feb. 23, 1944; R&H, CXXI (Nov. 2, 1944), p. 18.
6. SJC, Local Board Minutes, loc. cit.; ST, XXXVIII (Apr. 26, 1944), p. 1,
(Jun. 28, 1944), p. 8; SMC, PR, Feb. 13, 1947; SJC, BM, Jun. 28, 1944; State
of Tennessee, Charter Amendment, Aug. 29, 1944.
7. ST, XXXDC (Jun. 6, 1945), p. 2, XLI (Apr. 5, 1947), p. 8, XLV (Aug. 29,
1951), p. 5; SMC, PR, Feb. 5, 1946.
8. SMC, PR, Feb. 13, 1947; ST, XL (Mar. 20, 1946), p. 1, (Jul. 10, 1946), p. 6;
SM, 1946, pp. 14-16; SDA, YB 1964, pp. 441, 520, YB 1986, p. 734; AR, CLXII
(Apr. 18, 1985), p. 30.
9. SJC, BM, Feb. 23, 1944; SMC, Joint Faculty-Board Meeting Minutes, Apr.
11, 1948; Rittenhouse, loc. cit; Richard Hammill, Cecil R. Coffey, Jane R.
Brown, telephone interviews by author; Charles Fleming Jr., H. H. Kuhlman,
Marian Kuhlman, interviews by author.
10. Ambrose L. Suhrie, Teacher of Teachers (Rindge, NH: Richard R. Smith,
Publishers, Inc., 1955), pp. 92, 333, 337; ST, XLIII (Jun. 15, 1949), p. 13; SA,
V (Mar. 10, 1950), p. 1, XI (Mar. 12, 1956), p. 3; quoted in ST, XLIV (Jul. 12,
1950), p. 1.
11. Suhrie, pp. 346-347.
12. Ibid., pp. 349-352; SA, XI (Mar. 12, 1956), p. 3; SMC, BM, May 22, Sep.
19, 1945.
13. SMC, BM, Oct. 17, 1945, Feb. 5, 1946; Ambrose L. Suhrie, to K. A.
Wright, 16 Oct. 1945, filed with BM, SMC, Local Board Minutes, Feb. 28,
320
1946. Dr. Suhrie's house was demolished in 1990.
14. SA, DC (Mar. 19, 1954), p. 1; Cecil R. Coffey, telephone interview by
author; Marian Kuhlman, Floyd L. Greenleaf, interviews by author; SMC,
FMM, Oct. 12, 1947, Jan. 14, 1951, Dec. 5, 1953; Suhrie, p. 342.
15. Floyd L. Greenleaf, William H. Taylor Jr., R. Lynn Sauls, interviews by
author; Suhrie, p. 353; ST, XLI (Oct. 15, 1947), p. 12, XLIII (Mar. 2, 1949), p.
8; SMC, FMM, Dec. 14, 1952, Mar. 12, 1953; SA, XII (May 1, 1957), p. 1.
16. SA, IV (Mar. 25, 1949), p. 4, V (Mar. 24, 1950), p. 1, VI (Apr. 13, 1951), p.
1, IX (Mar. 19, 1954), p. 2; Joyce Spears Cotham, Marian Kuhlman,
interviews by author; Suhrie, p, 354.
17. Rittenhouse, loc. cit.; Jane R. Brown, telephone interview by author; SA,
XI (Sep. 23, 1955), p. 2, (Mar. 12, 1956), pp. 1, 2, 3, XII (May 1, 1957), p. 1.
Other interviewees speaking highly of Suhrie included R. Lynn Sauls, Marian
Kuhlman, Joyce Spears Cotham, and Betty Jo Boynton McMillan.
18. SJC, BM, May 18, 1938, Jun. 13, 1939; Rittenhouse, loc. cit.; SMC, EM,
Feb. 2, Mar. 22, 1948; SA, III (Apr. 19, 1948), p. 1; Ellsworth McKee, Floyd L.
Greenleaf, Wayne Rimmer, Dean Kinsey, interviews by author; Betty Jo
Boynton McMillan, Cecil R. Coffey, E. Dale Collins, telephone interviews by
author. Jane R. Brown describes him as a wonderful person with a
wonderful memory. Jane R. Brown, telephone interview by author.
19. SA, IV (Apr. 11, 1949), p. 1; SMC, SS, XVI (cat. no. 1944-45), pp. 6-7;
SMC, BUL 1948-49, pp. 8-11, BUL 1950-51, pp. 10-14, BUL 1955-56, pp. 9-15;
SMC, Joint Faculty-Board Meeting Minutes, Apr. 11, 1948; Rittenhouse, loc.
cit.; Richard Hammill, telephone interview by author.
20. SMC, Joint Faculty-Board Meeting Minutes, loc. cit.; Southland, XV (Apr.,
1944), p. 1; ST, XXXVIII (Sep. 20, 1944), p. 1.
21. SMC, PR, 1947; SMC, BM, Oct. 17, 1945; SMC, Joint Faculty-Board
Meeting Minutes, loc. cit.; ST, XXXIX (Aug. 22, 1945), p. 1, XXXX (Mar. 20,
1946), p. 1, (Nov. 6, 1946), p. 8, XLI (Aug. 6, 1947), p. 2, XLIV (Jul. 12, 1950),
p. 2; Margarita Dietel Merriman, telephone interview by author.
22. Rittenhouse, loc. cit.; information supplied by Charles Fleming, Jr.
23. Information supplied by Charles Fleming, Jr.
24. Rittenhouse, loc. cit.; SA, TV (Apr. 11, 1949), p. 1, (Jun. 5, 1949), p. 3,
(Jul. 3, 1949), p. 1, V (May 12, 1950), p. 8, (Aug. 14, 1950), p. 3, VI (Feb. 23,
1951), p. 1, (Summer, 1951), p. 3, IX (Sep. 18, 1953), p. 1, (Feb. 12, 1954), p.
1, X (Oct. 15, 1954), p. 1, (Jan. 21, 1955), p. 4, (Apr. 22, 1955), p. 3; ST, XLIV
(Jul. 12, 1950), p. 2, XLV (Feb. 14, 1951), p. 10, (Jul. 18, 1951), p. 2, XLVII
(Jan. 7, 1953), p. 4, (Dec. 2, 1953), p. 2, XLVIII (Feb. 10, 1954), p. 3, (Feb. 24,
1954), p. 3.
25. SMC, FMM, Feb. 1, 1948; SMC, Joint Faculty-Board Meeting Minutes, loc.
cit.
26. With the instructor's permission, exceptions to the automatic failure
policy could be made for students on the Dean's List who were doing
satisfactory work for the class in question. Otherwise, forfeited grades could
be restored only by the Curriculum and Academic Standards Committee.
■SMC, SMC Policy Regarding Class Attendance (1948-49), filed with FMM,
Oct. 24, 1948; SA, IV (Oct. 5, 1948), pp. 1, 4; "S. M. C", I (Jun., 1951), pp. 38-
39. This was omitted from the bulletin when Hammill became dean. Now
teachers were asked to prevent the stretching of vacations by giving
examinations the day before the vacation and quizzes the day after. Since
Thanksgiving vacation was only one day long, the faculty voted to do
everything possible "to persuade students to stay here during Thanksgiving
Vacation." For Thanksgiving they modified the policy to read that a test that
could not be made up should be given on Friday over Wednesday lectures.
SMC, FMM, Oct. 4, Nov. 1, 1953.
27. ST, XLIII (Dec. 21, 1949), p. 5; SA, V (Dec. 15, 1950), p. 1.
28. SMC, FMM, Dec. 17, 1950.
29. Rittenhouse, loc. cit.; SA, loc. cit.; Frank Knittel in SMC, FMM, Nov. 21,
1977, cf. H. H. Kuhlman, interview by author; information supplied by
Charles Fleming, Jr.
30. Richard Hammill, telephone interview by author.
31. SA, VII (May 9, 1952), p. 1; Richard Hammill, lecture for Adventist
Forum, at Seattle, WA, Oct., 1989; ST, LXIII (Jun. 15, 1949), p. 10; SMC,
BM, Jul. 31-Aug. 1, 1946.
32. Dean Kinsey, R. Lynn Sauls, Floyd L. Greenleaf, interviews by author;
Jane R. Brown, E. Dale Collins, Drew M. Turlington, telephone interviews by
author; ST, LXIII (Jan. 5, 1949), p. 9.
33. Richard Hammill, telephone interview by author; SMC, FMM, Dec. 17,
1950, Apr. 29, 1951, Feb. 10 (supplement!, Nov. 10, 1952, Mar. 1, Oct. 4,
1953. This paragraph assumes that the dean prepared the faculty meeting
handout February 10, 1952.
34. SMC, FMM, Sep. 12, 1947, May 27, Nov. 11, 1951, Oct. 12, 1952, Oct. 18,
1953.
35. SMC, PR, Feb. 5, 1946; ST, XLIII (Feb. 2, 1949), p. 5; SMC, BUL 1949-50,
revised, p. 103; SJC, BM, Nov. 18, 1943; SMC, Joint Faculty-Board Meeting
Minutes, Apr. 11, 1948; SMC, FMM, Jan. 29, 1950. The major was called
religion, but the degree awarded future ministers was called a Bachelor of
Arts in Theology. "S. M. C", I (Jun., 1951), p. 121.
36. SMC, PR, Feb. 5, 1946; Richard Hammill, Marianne Wooley, telephone
interviews by author; SA, X (Jan. 21, 1955), p. 1.
37. ST, XLVII (Nov. 18, 1953), p. 3, XLVIII (Nov. 17, 1954), p. 2; SDA, YB
1956, p. 238.
38. ST, XXXfX (Aug. 1, 1945), p. 1, XLIII (Mar. 30, 1949), p. 2; SA, V (May
12, 1950), p. 8, VI (Mar. 27, 1951), p. 4, (Summer, 1951), p. 3; SMC, AA 1947-
48, p. 9; SMC, CAT 1951-52, p. 11; Margarita Dietel Merriman, telephone
interview by author.
39. SA, VI (Summer, 1951), p. 3; ST, XLVI (Feb. 6, 1952), p. 2; Peggy E.
Bennett, Norman R. Gulley, telephone interviews by author; Dean Kinsey, R.
Lynn Sauls, interviews by author; SMC, CAT 1955-56, pp. 12, 14.
40. SA, TV (Jul., 1949), p. 3, V (Jun. 4, 1950), p. 2; SMC, CAT 1953-54, p. 10.
41. SA, VII (Mar. 28, 1952), p. 1; ST, XLVIII (Jul. 7, 1954), p. 2, XLIX (Mar.
23, 1955), p. 3; SMC, CAT 1956-57, p. 10; SMC, BUL 1961-62, p. 9; SDA, YB
1956, p. 238.
42. ST, XLVII (Oct. 21, 1953), p. 1; SMC. CA7: 1955-56, p. 11, CAT 1965-66,
p. 121; SA, X (May 31, 1955), p. 3.
43. SA, II (Oct. 11, 1946), p. 3; ST, XLII (Apr. 7, 1948), p. 12, XLIII (Jun. 15,
1949), p. 13, XLIV (Feb. 1, 1950), p. 4, XLV (Dec. 12, 1951), p. 3, XLIX (Jun.
15, 1955), p. 3; SDA, YB 1941, p. 261, YB 1942, p. 224; Peggy E. Bennett,
Joanne Ausherman Rozell, Cecil R. Coffey, Betty Jo Boynton McMillan,
telephone interviews by author; Joyce Spears Cotham, Floyd L. Greenleaf, R.
Lynn Sauls, Dean Kinsey, interviews by author.
44. ST, XLI (Nov. 5, 1947), p. 8, XLIII (Feb. 2, 1949), p. 6, (Jun. 15, 1949), p.
6; SA, V (May 12, 1950), p 6; R. Lynn Sauls, Thelma Cushman, Wayne
Rimmer, interviews by author; Helen Case Durichek, Joann Ausherman
Rozell, Cecil R. Coffey, telephone interviews by author.
45. ST, XLI (Feb. 5, 1947), p. 8, XLIII (Feb. 2, 1949), p. 5, (Jun. 15, 1949), p.
13. His thesis topic was "Problems of Seventh-day Adventist Young People of
Academy and College Age." SMC, FMM, Nov. 15, 1953; Cecil R. Coffey, Drew
M. Turlington, telephone interviews by author; Wayne Rimmer, Dean Kinsey,
R. Lynn Sauls, interviews by author.
46. SA, I (Mar. 22, 1946), p. 1, rV (Dec. 17, 1948), p. 3; ST, XL (Apr. 3, 1946),
p. 8, XLIII (Jun. 15, 1949), p. 10; SMC, BM, Feb. 5, 1946; H. H. Kuhlman,
Marian Kuhlman, Terry Taylor Martin, Dean Kinsey, Loranne Grace, Duane
Houck, interviews by author; John W. Fowler, telephone interview by author;
SMC, BUL 1962-63, p. 9, BUL 1979-80, p. 203; SMC, CAT 1975-76, p. 132.
47. SA, HI (Apr. 19, 1948), p. 1, IV (Nov. 19, 1948), p. 3, VI (Feb. 24, 1950), p.
2, V (Oct. 10, 1949), p. 2, (Jun. 4, 1950), p. 4, VI (May 25, 1951), p. 2, X (Dec.
10, 1954), pp. 1, 4, XXV (Feb. 20, 1970), p. 3; ST, XXXIX (Aug. 1, 1945), p. 1,
XLIII (Jun. 15, 1949), pp. 7, 13, XLIV (Mar. 22, 1950), p. 3, (Apr. 3, 1950), p.
4; SMC, CAT 1951-52, p. 10, CAT 1956-57, p. 11, CAT 1957-58, pp. 9, 13,
CAT 1969-70, pp. 113, 121, CAT 1978-79, p. 178, CAT 1979-80, p. 198; Melvin
Campbell, R. Lynn Sauls, Verle B. Thompson, Wayne Rimmer, Thelma
Cushman, Edward Lamb, Katie Lamb, K. R. Davis, Ellsworth McKee, Peggy
E. Bennett, interviews by author; Judy Edwards Osborne, Olivia Dean,
telephone interviews by author; SMC, AA 1949-50, p. 12, AA 1950-51, p. 12;
SMC, BM, Jan. 30. 1945, Mar. 16, 1967; Gardner, rev. ed., p. 239.
48. Floyd L. Greenleaf, interview by author; ST, XLIII (Jun. 15, 1949), p. 5;
SJC, BM, Feb. 24, 1944; SMC, PR, 1947; SMC, BM, Feb. 5, 1946.
49. SMC, PR, 1947; SMC, Operating Statement, Jun. 1, 1946; SMC, BM, May
13, 1947; SA, IX (Sep. 18, 1953), p. 1.
50. ST, XLIV (Mar. 8, 1950), p. 5; SA, DC (Sep. 18, 1953), p. 1; SMC, BM, Feb.
23, Jun. 28, 1944, May 26, 1946, Mar. 3, Aug. 12, 1947, Feb. 2, Jun. 3, Aug.
2, 1948.
51. SJC, BM, Mar. 16-17, 1943; SMC, CAT 1950-51, p. 136, CAT 1951-52, p.
136, CAT 1954-55, p. 146, 147, 148; SMC, BUL 1949-50, rev. ed., p. 117; SA,
VI (Jan. 12, 1951), p. 1. Students in rooms with adjoining bathrooms in the
women's residence hall paid an extra $2 a month. SMC, AA 1946-47, p. 22;
SJC, SS, XV (cat. no. 1943-44), p. 27.
52. ST, XLIII (Jun. 15, 1949), p. 15, XLVI (Dec. 3, 1952), p. 3; SA, TV (Apr.
11, 1949), p. 8, VI (Summer, 1951), p. 1, VII (Sep. 28, 1951), p. 1, X (Oct. 1,
1954), p. 3.
53. ST, XLI (Oct. 15, 1947), p. 12, XLIV (Mar. 8, 1950), p. 5, XLIX (Feb. 16,
1955), p. 2; SA, VI (Summer, 1951), p. 1, X (May 13, 1955), p. 2; SMC, PR,
Feb. 5, 1946.
54. SMC, BM, Nov. 14, 1946; SA, III (Sep. 29, 1947), p. 1, V (Oct. 2, 1949), p.
4, VI (Summer, 1951), p. 1, VIII (Sep. 26, 1952), p. 1; ST, XXXVIII (Aug. 23,
1944), p. 8, XLIV (Mar. 8, 1950), p. 5, (Jul. 5, 1950), p. 5, XLVI (Oct. 22,
1952), p. 1, XLIX (Feb. 16, 1955), p. 2; information provided by Charles
Fleming, Jr.
55. SA, I (Feb. 22, 1946), p. 1, III (Nov. 21, 1947), p. 1, IV (Nov. 19, 1948), p.
1.
56. Richard Hammill, telephone interview by author.
57. SMC, BM, Feb. 28, Jul. 31-Aug. 1, 1946; SA, I (Feb. 22, 1946), p. 1, (Jun.
21, 1946), p. 1, II (Sep. 27, 1946), p. 1; Floyd L. Greenleaf, interview by
author; ST, XL (Sep. 5, 1946), p. 8, (Nov. 6, 1946), p. 8.
58. SMC, BM, Oct. 21, 1947, Jan. 1, 1948; SA, TV (Jan. 28, 1949), p. 1; Earl
M, Clough, telephone interview by author.
59. Richard Hammill, telephone interview by author; SMC, BM, Mar. 3, 1947.
60. R&H, CXXI (Nov. 2, 1944), p. 18; SA, TV (July, 1949), p. 1, V (Mar. 24,
1950), p. 1, DC (May 10, 1954), p. 3, X (Apr. 4, 1955), (Apr. 13, 1955), p. 2; ST,
XLV (Feb. 21, 1951), pp. 1, 2, (Jul. 4, 1951), pp. 3-4, (Jul. 19, 1951), p. 28,
XLVI (Dec. 3, 1952), p. 3, XLIX (Jul. 27, 1955), p. 3, (Oct. 5, 1955), p. 3. It
was not necessary to complete college before entering dental school. Only two
years of college were required as late as 1955. SMC, BUL 1954-55, p. 75.
61. R. Lynn Sauls, Joyce Spears Cotham, Wayne Rimmer. interviews by
author; Southland, XV (Jun., 1943), p. 1; SMC, PR, 1947; ST, XLI (Feb. 5,
1947), p. 8; SJC, Student Handbook 1943-44, pp. 10-11, 13, 14, 19-20; SMC,
Student Handbook 1945-46, p. 10-11, 14, 29; S. M. C. and You [1951-521, p. 9,
12, 16, 19; SMC, FMM, May 7, 1950; SMC, BM, Mar. 3, 1947; Olivia Dean,
Norman R. Gulley, telephone interviews by author.
62. SMC, PR, 1947; SA, II (Oct. 25, 1946), p. 3, HI (Oct. 10, 1947), p. 1, (Oct.
24, 1947), p. 2, (Nov. 21, 1947), p. 1, (Dec. 5, 1947), p. 3, (Jan. 23, 1948), p. 1,
(Feb. 20, 1948), p. 4, (Apr. 19, 1948), p. 2, IV (Nov. 5, 1948), p. 3, V (Oct. 21,
1949), p. 5, (Dec. 2, 1949), p. 3, (Feb. 10, 1950), p. 3, (Feb. 24, 1950), p. 3, VI
(Nov. 3, 1950), p. 3, (Jan. 12, 1951), p. 3, (Feb. 23, 1951), p. 3, (Mar. 14,
1951), p. 1, VII (May 30, 1952), p. 3, X (Feb. 25, 1955), p. 3; SM, 1946, p. 54,
56, 1950, p. 91, 1952, p. 22, 25, 29, 1953, p. 85; ST, XLI (Nov. 12, 1947), p. 8,
XLII (Jan. 14, 1948), p. 8, (Feb. 14, 1948), p. 10; SJC, Triangle, 1944, [pp. 40-
411.
63. The affirmative won on both of these questions. SA, III (Dec. 5, 1947), p.
3, (Jan. 9, 1948), p. 1, (Jan. 23, 1948), pp. 1, 3, VII (May 30, 1952), p. 3, X
(Feb. 25, 1955), p. 3; ST, XLI (Nov. 12, 1947), p. 8, XLII (Apr. 14, 1948), p.
10. Dwight Eisenhower came in second. XLIX (Mar. 2, 1955), p. 2.
64. ST, XLIII (Mar. 9, 1949), pp. 6-7, XLIX (Feb. 2, 1955), p. 3; SA, TV (Mar.
11, 1949), pp. 1, 4, V (Oct. 21, 1949), pp. 1, 4, VII (Mar. 14, 1952), p. 1, X
(Mar. 24, 1955), p. 1.
65. SA, VII (Apr. 25, 1952), p. 4, (May 30, 1952), p. 2, VIII (Feb. 20, 1953), p.
1, X (Oct. 1, 1954), p. 1, (Feb. 4, 1955), p. 3.
66. SA, X (Feb. 4, 1955), p. 1, (Mar. 14, 1955), p. 3; S7\ XLIX (Mar. 3, 1955),
p. 3.
67. Southland, XV (Mar., 1944), p. 1; SA, VII (Apr. 25, 1952), p. 2, VIII (Nov.
7, 1952), p. 1, X (Feb. 25, 1955), p. 2, (Mar. 24, 1955), p. 1; ST, XXXVII (Feb.
2, 1944), p. 8, XLVIII (May 12, 1954), p. 3, (Dec. 15, 1954), p. 2, (Dec. 22,
1954), p. 3; SMC, BM, Nov. 14, 1946, Jul. 7, 1947.
68. ST, XLIV (Dec. 20, 1950), pp. 9, 12; Joann Ausherman Rozell, Norman R.
Gulley, interviews by author.
69. Donald W. Crook, telephone interview; SA, VI (Jan. 12, 1951), p. 4, VIII
(May 30, 1952), p. 4. The four members of this quartet were singing together
321
at least as early as January 1950 under the name "Southern Missionary
College Male Quartet." V (Jan. 27, 1950), p. 1.
70. SA, I, (Feb. 8, 1946), p. 3, II (Oct. 25, 1946), p. 3, (Nov. 8, 1946), p. 4,
(Jan. 10, 1947), p. 1, (Mar. 7, 1947), p. 4, (May 2, 1947), p. 1, IV (Apr. 11,
1949), p. 7, VI (Dec. 5, 1950), p. 4, (Feb. 23, 1951), p. 3, VIII (Jan. 16, 1953),
p. 1, X (Oct. 1, 1954), p. 4; SM, 1948, p. 54, 1949, [p. 37), 1953, [p. 481; ST,
XLVIII (Jan. 27, 1954), p. 3, XLDC (Feb. 23, 1955), p. 3; Donald W. Crook,
telephone interview by author.
71. SA, I (Feb. 8, 1946), p. 3, II (May 16, 1947), p. 4, VIII (Aug. 8, 1952), p. 1;
SM, 1949, [p. 37], 1951, p. 15; ST, XLVI (Oct. 22, 1952), p. 3.
72. SJC, Triangle, 1944, [p. 461; SM, 1946, pp. 64, 66, 67, 1948, p. 54, 1949,
[p. 371, 1951, p. 25, 1952, p. 32, 1953, p. 107; SA, III (Nov. 8, 1946), p. 3.
73. ST, XLI (Feb. 19, 1947), p. 8, XLII (Nov. 10, 1948), p. 8, XLVIII (Apr. 21,
1954), p. 2, (Oct. 6, 1954), p. 4, XLK (Jul. 27, 1955), p. 3; SA, VIII (Jan. 16,
1953), p. 1; R&H, CXXXI (Mar. 18, 1954), p. 19.
74. ST, XLIII (Mar. 16, 1949), p. 3; SA, III (Jan. 9, 1948), p. 1, IV (Jun. 5,
1949), p. 2, (Nov. 19, 1948), p. 1, X (Jan. 21, 1955), p. 1.
75. H. H. Kuhlman, Thelma Cushman, interviews by author; SA, I (May 3,
1946), p. 1, II (May 2, 1947), p. 4, (July, 1947), p. 1, III (Feb. 4, 1948), p. 1,
(May 28, 1948), p. 1; SDA, YB 1960, p. 381, YB 1961, p. 396; Gordon Hyde,
telephone interview by author; SMC, PR, 1947; SMC, BM, Jun. 28, 1944; ST,
XXXDC (Jun. 6, 1945), p. 1, XL VII (Dec. 16, 1953), p. 4, XLDC (Jan. 26, 1955),
p. 12.
76. ST, XLII (Oct. 6, 1948), p. 12, XLIII (Feb. 2, 1949), p. 5, XLVI (Dec. 3,
1952), p. 3, (Jul. 16, 1952), p. 12, XLVII (Dec. 16, 1953), p. 4, XLVIII (Jan. 27,
1954), p. 3, (Apr. 28, 1954), p. 2, (May 19, 1954), p. 2, XLDC (Feb. 23, 1955), p.
3; SA, II (July, 1947), p. 3, IV (Feb. 11, 1949), p. 4, (Apr. 11, 1949), p. 7, V
(Oct. 10, 1949), p. 1, VIII (Mar. 20, 1953), p. 1.
77. Peggy E. Bennett, telephone interview by author; R&H, CXXI (Apr. 13,
1944), p. 18.
78. SA, X (Mar. 14, 1955), p. 2, XI (Sep. 23, 1955), p. 2; ST, XLLX (Sep. 7,
1955), p. 1, (Oct. 5, 1955), p. 3.
79. SMC, Treasurer's Report, Feb. 13, 1947.
80. SCOL, XL (no. 1, 1988), p. 23.
81. Information provided by Charles Fleming, Jr.
82. Information provided by June Snide Hooper.
83. Information provided by Charles Fleming, Jr.
CHAPTER SIX
1. Cecil R. Coffey, "College With a Built-in Pocketbook," Reader's Digest,
LXVHI (Mar., 1956), pp. 123-126; Cecil R. Coffey, "The College With a Built-
in Pocketbook," Christian Herald, (Mar., 1956), reprint; Cecil R. Coffey,
telephone interview by author.
2. United States Department of the Interior, Office of Education, Bulletin
1938, no. 9; Fred J. Kelly and Ella B. Ratcliffe, College Projects for Aiding
Students (Washington: United States Government Printing Office, 1938), pp.
56-61; Ella B. Ratcliffe, "Self-Help Colleges," School Life, XXIII (Apr., 1938),
pp. 273-274.
3. School Life, loc. cit., p. 274; Cecil R. Coffey, telephone interview by
author.
4. Bessie Nell Follis, "A Struggle for Success"; Roy Campbell, "Early
Traditions"; Mamie Jones, "The Power of Prayer." Each of these is a one-
page publication located in the SC Treasurer's vault.
5. R&H, CII (Jun. 18, 1925), p. 17; Youth's Instructor, LXXXVII (Aug. 8,
1939), pp. 9, 12; Reader's Digest, loc. cit., p. 124; H. B. Lundquist,
"Opportunities Unlimited," Signs of the Times, LXXXV (Mar., 1958), p. 12;
SMC, SMC Project '80 (Chattanooga: Starkey Printing Company, [n.d]), Ipp.
5. 251; SJC, ECM, May 23, 1921.
6. SJC, BM, Feb. 13, 1921, afternoon mtg.; SMC Project '80, loc. cit., [p. 25];
SMC, PR, Feb. 10, 1921, Mar. 7, 1922; SJC, FMM, Jul. 29, 1923; School Life,
loc. cit.
7. Reader's Digest, loc. cit., p. 125.
8. FT, DC (Jul. 4, 1917), p. 8, (Sep. 26, 1917), p. 8, X (Aug. 28, 1918), p. 8,
XIV (May 24, 1922), p. 7, (Jun. 14, 1922), p. 7, XV (Mar. 14, 1923), p. 2, XVIII
(Apr. 7, 1926), p. 7, XX (Oct. 24, 1928), p. 7; Thompson, Youth's Instructor,
loc. cit., p. 9; SJC, BM, loc. cit.; SJC, FMM, Jan. 26, 1919; STS, BM, Jul. 29,
1917; Klooster, Deposition, p. 25; Southern Union Worker, loc. cit., p. 6;
Hansen, p. 159; Coffey, "The First Year," [p. 9].
9. FT, DC (Oct. 10, 1917), p. 8; E. E. Shouse, county agricultural agent, to D.
H. I. A. members, 26 Mar. 1937, 19 Apr. 1937 (filed with SJC BM).
10. Coffey, "The First Year," [p. 12); SJC, BM, Feb. 2, Nov. 12, 1919, Nov. 17,
1920, Feb. 11, 1921, Feb. 27, Oct. 17, 1933; SJC, ECM, Jul. 31, 1921; SDA,
YB 1917, p. 193, YB 1927, p. 263; FT, X (Jul. 24, 1918), p. 1, XTV (Nov. 1,
1922), p. 7; Cadwallader, p. 218; Martha Montgomery Odom, interview by
author, cf. Southland, 1927, p. 13; SJC, Minority Board Minutes, Nov. 19,
1917, cf. FT, X (Jul. 24, 1918), pp. 1, 6.
11. The farm, poultry, and dairy departments employed 19 students during
the 1927-28 school year. SJC, PR, 1928, Mar. 4-6, 1934; SJC, Treasurer's
Report, Feb. 10, 1921, Mar. 7, 1922, Jan. 21, 1923, Feb. 1, 1925, Mar. 4, 1930,
Mar. 3, 1931, Apr. 19, 20, 1932; SJC, Balance Sheet, Jun. 7, 1921; SJC,
Trading Profit and Loss Statement, year ending Jun. 22, 1920; SJC, Financial
Statement, 1925-26, 1926-27; SJC, BM, Nov. 15, 1919; SJC, Condensed Report
of Loss and Gain, Apr. 26, 1921, Jan. 21, 1923; SJC, ECM, Aug. 1, 1922;
Harrison and Castle, loc. cit.
12. SJC, ECM, Feb. 15, 1931; SJC, BM, Mar. 8, 1936, Sep. 11, 1941; John
William Henson III, interview by author; information provided by Charles
Fleming, Jr.
13. Coffey, "The First Year," [p. 15]; Klooster, Deposition, p. 19; R&H, CII
(Jun. 18, 1925), p. 17.
14. SJC, ECM, Jan. 17, 1918; Coffey, "The First Year," [pp. 9, 10]; Klooster,
Deposition, p. 27.
15. Coffey, "The First Year," [p. 10]; SJC, FMM, May 6, 1919; Kelly and
Ratcliffe, p. 60; SJC, Trading Profit and Loss Statement, year ending Jun. 22,
1920; SJC, Treasurer's Report, Feb. 10, 1921, Feb. 1, 1925; SJC, Balance
Sheet, Jun. 7, 1921; SJC, PR, Feb. 1, 1925, Feb. 27, 1933, Mar. 4-6, 1934,
Mar. 4, 1942, cf. SJC, BM, Feb. 14-15, May 23, 1935, Jan. 14-16, 1936; SJC,
Financial Statement, 1925-26, 1926-27; SDA, YB 1926, p. 249, YB 1933, p.
242; State of Tennessee, ex rel. v. Southern Junior College, Hamilton County
Chancery Court no. 25,252, Apr. 20, 1933; Noble Vining, interview by author;
SJC, BM, Mar. 21-22, 1939; Klooster, Deposition, p. 21. The competing
printers won their case when the court ruled that SJC's charter did not
permit it to engage in commercial business. State v. SJC, p. 6. In response,
SJC incorporated Collegedale Industries, Inc. State of Tennessee, Charter of
Incorporation, Collegedale Industries, Inc., Nov. 29, 1933; ST, XXV (Dec. 6,
1933), p. 8.
16. Southland, 1924, [p. 43], SJC, Trading Profit and Loss Statement, year
ending Jun. 22, 1920; Gardner, rev. ed., p. 98; SJC, ECM, May 3, Jun. 23,
1917, Jun. 8, 1919; SJC, PR, Mar. 7, 1922; Hansen, p. 159; Coffey, "The First
Year," (p. 10]; Klooster, Deposition, p. 18; SJC, Balance Sheet, Jun. 7, 1921;
SJC, Treasurer's Report, Feb. 10, 1921; SJC, FMM, Sep. 29, 1925.
17. SJC, BM, Dec. 24, 1917, Feb. 13, Jul. 29, 1919, Oct. 31, 1935, Mar. 8,
1936, May 7, Sep. 7, 1942; SJC, Trading Profit and Loss Statement, year
ending Jun. 22, 1920; SJC, Balance Sheet, Jun. 7, 1921; FT, XVII (Nov. 25,
1925), p. 7, XXII (Jun. 18, 1930), p. 7; Klooster, Deposition, p. 18.
18. FT, VIII (Dec. 27, 1916), p. 8, XVIII (May 5, 1926), p. 7, (May 12, 1926),
p. 7, (Jul. 14, 1926), p. 7, XX (Sep. 19, 1928), p. 7, (Oct. 24, 1928), p. 7, XXI
(Jun. 26, 1929), p. 7, (Jul. 3, 1929), p. 7, (Jul. 31, 1929), p. 7, XXIII (Jun. 3,
1931), p. 7, (Jul. 15, 1931), p. 7, (Jul. 29, 1931), p. 7; SJC, PR, Feb. 10, 1921,
Apr. 2, 1929; SJC, ECM, May 31, 1931.
19. SJC, ECM, Dec. 1, 22, 1931; Klooster, Deposition, p. 16.
20. SJC, PR, Feb. 10, 1921, cf. Klooster, Deposition, pp. 19-20; Southland,
1925, Ipp. 44, 70]; SJC, BM, Aug. 6, 1925; ST, XXV (Jul. 5, 1933), p. 16, (Jul.
12, 1933), p. 8, (Aug. 2, 1933), p. 16, (Aug. 9, 1933), p. 16, (Nov. 1, 1933), p. 8;
SJC, Treasurer's Report, Mar. 4-6, 1934.
21. SJC, BM, Mar. 5, Jul. 12, 1934, Feb. 14-15, 1935; Victor Esquilla, To
whom it may concern, 11 May 1934, filed with SJC, BM, cf. SJC, PR, Mar. 4-
6, 1934; SJC, SS, VI (cat. no. 1934-35), p. 10.
22. SJC, BM, Feb. 14-15, 1935, Sep. 23, 1936, Apr. 12, 1937; ST, XXVII (Jun.
26, 1935), p. 8.
23. Kelly and Ratcliffe, p. 60.
24. SJC, BM, Nov. 18, 1938; SJC, ECM, Dec. 21, 1938.
25. Southland, XII (Aug., 1940), p. 1; ST, XXXIII (Feb. 19, 1941), p. 8, (Apr.
23, 1941), p. 8, XXXVI (Oct. 7, 1942), p. 6; William Schomburg, interview by
author; SJC, BM, Jan. 22, 1940.
26. SJC, ECM, Sep. 22, Dec. 22, 1920; SJC, PR, Feb. 10, 1921; SJC, BM, Jul.
21, 1920; SJC, FMM, Sep. 17, 1922; SJC, Treasurer's Report, Mar. 7, 1922.
27. SJC, Treasurer's Report, Mar. 7, 1922; SJC, ECM, Dec. 30, 1920; SJC,
BM, Jun. 10, 1921; SJC, PR, Mar. 7, 1922.
28. Harrison and Castle, loc. cit.
29. SJC, Financial Statement, 1925-26; SJC, BM, May 6, Aug. 3, 1925.
30. SJC, BM, Mar. 3, 1926.
31. SJC President, letter to the members of the Board, 8 Jul. 1926 (SC);
SDA, YB 1927, p. 263, YB 1929, p. 291; SJC, BM, Mar. 28, 1928; SJC,
Operating Statement, Jun. 2, [1929] to Jan. 28, 1930, Dec. 30, 1929 to Jan.
28, 1930, statement for the year ended Jun. 2, 1930.
32. SJC, BM, Mar. 3, 4, 1931; SJC, ECM, May 31, 1931.
33. SJC, ECM, Dec. 1, 1931.
34. Ibid., May 3, Jun. 23, 1917; SJC, Minority Board Minutes, Nov. 18, 1917;
SJC, BM, Sep. 4, 1917, Jun. 9, 1921; SJC, Financial Statement, 1925-26,
1926-27; Klooster, Deposition, p. 17; FT, XX (Oct. 31, 1928), p. 7; SJC, PR,
Apr. 2, 1929. Lack of additional reference to them would suggest that the
knitting glove and radio factories never materialized.
35. SJC, Treasurer's Report, Feb. 10, 1921, Feb. 1, 1925, Apr. 19 20, 1932.
To put these figures in perspective, the broomshop manager was earning no
more than $15 a week. SJC, Financial Statement, 1925-26, 1926-27; SJC,
PR, Mar. 4-6, 1934; SJC, ECM, Jul. 6, Dec. 1, 1931; R. C. Hampton, letter to
Pres. H. J. Klooster, 29 Sep. 1932, filed with SJC, BM (SC).
36. SJC, Treasurer's Report, Feb. 27, 1933; SJC, PR, Feb. 27, 1933.
37. ST, XXV (Jul. 12, 1933), p. 8, (Nov. 1, 1933), p. 8, XXVII (Jun. 26, 1935),
p. 8, XXDC (Jan. 20, 1937), p. 8; SJC, PR, Mar. 4-6, 1934; SJC, Treasurer's
Report, Mar. 4-6, 1934.
38. Kelly and Ratcliffe, pp. 60-61.
39. SJC, BM, Mar. 8, 1936; ST, XXDC (Mar. 24, 1937), p. 8; Klooster,
Deposition, p. 17; SJC, ECM, Dec. 3, 1928, May 31, 1931; SJC, PR, Apr. 2,
1929; SJC, Treasurer's Report, Mar. 3, 1931; SJC, Auditor's Annual Report,
Jun. 2, 1930; FT, XXI (Jan. 30, 1929), p. 7, (Mar. 6, 1929), p. 7, (Jul. 3, 1929),
p. 7, (Oct. 21, 1929), p. 7, (Nov. 20, 1929), p. 7; John William Henson III,
interview by author.
40. SJC, ECM, Jun. 5, 1938; Fuller, to the constituency, loc. cit.; ST, XXX
(Jun. 15, 1938), p. 4, (Jul. 6, 1938), p. 8; Henson, |p. 112].
41. SJC, ECM, Sep. 1, 1931; H. J. Klooster, to Bryan Hosiery Mill, 9 Sep.
1931 (SC); Contract between Bryan Hosiery Mill and SJC, supplement to SJC
BM, Oct. 1, 1931.
42. SJC, PR, Feb. 27, 1933, Mar. 4-6, 1934; SJC, Treasurer's Report, Mar. 4-
6, 1934, Feb. 23, 1937; Kelly and Ratcliffe, p. 60; Thompson, Youth's
Instructor, loc. cit., pp. 9, 12; ST, XXXVI (Oct. 7, 1942), p. 6.
43. SJC, BM, Nov. 15, 1919, May 29, 1934, Feb. 14-15, 1935, Jan. 27, Sep.
18, 1939, Mar. 26-27, 1940; SJC, PR, Feb. 10, 1921, Mar. 4-6, 1934, Mar. 4,
1942; SJC, Treasurer's Report, Feb. 10, 1921, Mar. 7, 1922, Feb. 1, 1925, Apr.
19, 20, 1932; SJC, Trading Profit and Loss Statement, Jun. 22, 1920; SJC,
Balance Sheet, Jun. 7, 1921; State v. SJC, p. 3; Klooster, Deposition, pp. 9,
22; H. J. Klooster to Bryan Hosiery, loc. cit.; Contract, Bryan Hosiery Mill,
loc. cit.; STS, BM, Jul. 29, 1917; SJC, ECM, Apr. 14, 1921, Aug. 1, 1922, cf
Jun. 8, 1919; Kelly and Ratcliffe, p. 59.
44. Klooster, Deposition, pp. 14, 25; SJC, Treasurer's Report, Mar. 14, 1942;
Thompson, Youth's Instructor, loc. cit., p. 9.
45. SJC, PR, Mar. 7, 1922; SJC, FMM, Jul. 29, 1933; Ellen G. White,
Counsels to Parents, Teachers and Students, p. 316.
46. SMC, Operating Statement, Jun. 1, 1946; SMC, PR, 1947; Christian
Herald, loc. cit.; SJC, PR, Mar. 4, 1942.
47. SA, IV (Dec. 3, 1948), p. 3, V (May 12, 1950), p. 8, X (Oct. 1, 1954), p. 4;
SMC, Business Manager's Report, Feb. 10, 1954; SMC, BM, May 13, 1947,
Aug. 10, 1949, Feb. 14, 1955; SMC, Subcommittee Minutes, May 13, 1947;
SMC, Minority College Board, Aug. 12, 1947.
48. A major exception to the broomshop's general profitability came in 1954.
SMC, Operating Statement, Jun. 1, 1946, Jun. 30, 1953; SMC, BM, Aug. 10,
322
1949, Feb. 22, 1950, Mar. 10, 1952, Feb. 14, 1955; R&H, CXVIII (Aug. 21,
1941), p. 18; SMC, PAR (abridged), 1950, p. 10; Reader's Digest, loc. cit., p.
123; ST, XLIX (Jan. 5, 1955), p. 3; SA, X (Jan. 4, 1955), p. 3.
49. SMC, BM, Aug. 10, 1949, Feb. 22, 1950, Mar. 10, 1952, Feb. 14, 1955;
SMC, Business Manager's Report, loc. cit.; Henson, [p. 115].
50. SMC, Local Board Minutes, Mar. 1, 1945, Feb. 28, 1946; SMC, BM, Apr.
9, Nov. 14, 1946, Aug. 10, 1949, Feb. 22, 1950, Feb. 14, 1955; ST, XLV (May
2, 1951), p. 2; SMC, Business Manager's Report, loc. cit.
51. Reader's Digest, loc. cit., p. 124; SA, X (Oct. 15, 1954), p. 1; Gardner, rev.
ed., pp. 103-104.
52. SMC, BM, May 13, 1947, Aug. 10, 1949, May 10, 1951, Mar. 10, 1952,
Feb. 4, 14, 1955; H. H. Kuhlman, Marian Kuhlman, interviews by author; ST,
XLV (May 2, 1951), p. 2, XLVI (Jul. 16, 1952), p. 11; Reader's Digest, loc. cit.,
p. 124; SMC, Business Manager's Report, loc. cit.
53. SMC, BM, Feb. 14, 1955; ST, XLV (May 2, 1951), p. 2; SMC, Business
Manager's Report, loc. cit.; Charles Fleming, Jr., to author, 19 Mar. 1991,
TLS.
54. SMC, Business Manager's Report, loc. cit.; Gardner, rev. ed., pp. 108, 109;
SMC, BM, loc. cit.
55. SMC, BM, loc. cit.; SMC, Business Manager's Report, loc. cit.; ST, XLV
(Jul. 18, 1951), p. 2; Henson, [p. 1141.
56. SMC, Operating Summary, Jun. 1, 1946; SMC, BM, Apr. 9, Jul. 31-Aug.
1, 1946, Sep. 24, 1947, Aug. 10, 1949, Nov. 17, 1953, Feb. 14, Nov. 14, 1955;
ST, loc. cit.; SJC, BM, Jul. 20, Sep. 20, 1943; SMC, Local Board Minutes, Feb.
28, 1946.
57. SCOL, XL (no. 2, 1988), p. 23; ST, XLVII (Oct. 28, 1953), p. 2, XLVIII
(Feb. 24, 1954), p. 3; SMC, PR, Feb. 10, 1954, pp. 5-8; SMC, PAR (abridged),
1950, p. 8.
58. SMC, Operating Statement, Jun. 1, 1946; SMC, BM, Aug. 10, 1949, Aug.
8, 1954, Feb. 4, 14, 1955.
59. ST, XLII (Oct. 6, 1948), p. 9, XLIII (Jun. 15, 1949), p. 8, XLVII (Jun. 3,
1953), p. 2, (Dec. 23, 1953), p. 2, XLVIII (Mar. 31, 1954), p. 3; SA, V (May 12,
1950), p. 1, VI (Apr. 27, 1951), p. 3; Christian Herald, loc. cit. The average
male college student was earning 68 cents an hour, the average female
college student was earning 58 cents, academy boys were earning 61 cents
and academy girls were averaging 51 cents an hour. SMC, BM, Mar. 10,
1952. The hourly wage was from 40 to 80 cents an hour in 1951. ST, XLV
(Aug. 29, 1951), p. 4. Wages largely depended on how long one had worked in
a given industry. After 750 hours in one industry, a student would receive 75
cents an hour. SA, V (Mar. 24, 1950), p. 1.
60. Dean Kinsey, interview by author; SMC, BM, Feb. 24, 1953, Feb. 14, Apr.
8-9, 1956; ST, XLVIII (Mar. 31, 1954), p. 3; SA, DC (Mar. 19, 1954), p. 1, (May
10, 1954), p. 1.
61. SMC, BM, Nov. 14, 1955, Feb. 14, Apr. 8-9, May 9, 1956, Feb. 4, 1964;
Gardner, rev. ed., pp. 103-104; SMC, ECM, Aug. 11, 1960.
62. SA, XI (Aug. 10, 1956), p. 1.
63. SMC, BM, Jul. 9, 23, Nov. 8, 1956, May 16, 1961; ST, L (Jul. 23, 1956),
p. 2, (Aug. 1, 1956), p. 2, LI (Mar. 13, 1957), p. 3; SMC, Special Committe,
Minutes, Sep. 18, 1956; Ellsworth McKee, interview by author; SMC, ECM,
Aug. 11, 1960; SC, ECM, Mar. 18, 1987.
64. ST, L (Feb. 15, 1956), p. 4; SA, XI (Aug. 10, 1956), p. 1; SMC, BM, Apr.
8-9, 1956.
65. SMC, BM, Feb. 14, Nov. 8, 1956, Aug. 28, 1957, Jan. 26, 1961; SMC,
Budget Summary of Operations, fiscal year ending Jun. 30, 1964, Jun. 30,
1965; SMC, Operating Budget, year ending Jun. 30, 1968, Jun. 30, 1971, Jun.
30, 1972; SMC, Business Manager's Report, Feb. 13, 1957.
66. SMC, ECM, Mar. 22, 1959, Apr. 15, 1966; SMC, BM, Feb. 10, 1966;
Charles Fleming, Jr., Report to the Board of Trustees of SMC, Apr. 29, 1971.
67. For a time the college operated a beauty parlor and washateria. SMC,
ECM, Nov. 11, 1962, Apr. 2, 1963, Nov. 11, 1964; ST, LVI (Mar. 14, 1962),
LXI (Apr. 14, 1967), p. 37; SMC, BM, Jan. 28, May 2, 1960, May 15, 1969,
Sep. 30, 1974, Sep. 20, 1977; Charles Fleming, Jr., Report to Board, Jul. 8,
1974.
68. SMC, BM, Sep. 13, 1956, Aug. 28, 1957, Jan. 26, Mar. 10, May 16, Jun.
11, 1961, Jan. 25, Nov. 13, 1962; Gordon Hyde, interview by author; SMC,
ECM, Mar. 9, Jun. 20, 1961; SMC, Finance Committe Minutes, Nov. 6, 1962.
69. SMC, Abbreviated Operating Summary, for 10 months ending Apr. 30,
1964; Charles Fleming, Jr., Report to Board, loc. cit.; SMC, BM, Jul. 1, Aug.
28, 1957, Nov. 14, 1960, May 16, 1961, Sep. 30, 1971; SMC, Summary of
Financial Operations, May 21, 1964; SMC, ECM, May 14, 1957, Feb. 12,
1958; SMC, Budget, fiscal year ending Jun. 30, 1964, Jun. 30, 1965.
70. For other examples of money-losing businesses that were quickly
terminated, see Charles Fleming, Jr., loc. cit.
71. Information provided by Charles Fleming, Jr.
72. Charles Fleming, Jr., "A Study in Financial Direction Especially
Pertaining to the Commercial Auxilaries," Jul. 8, 1974; Charles Fleming, Jr.,
to author, 19 Mar. 1991, TLS; SMC, FMM, Oct. 7, 1974; SMC, BM, Sep. 30,
1974.
73. SMC, Industrial Board Minutes, Dec. 7-8, 1972, Jan. 29, Jun. 25, Aug. 6,
Dec. 5, 1973, Nov. 11, 1974, Jan. 22, Sep. 22, Oct. 23, 1975, Apr. 7, 1976;
SMC, BM, Jan. 30, Apr. 6, 1973, Nov. 25, 1974, Jan. 28, Sep. 22, 1975, Jan.
28, 1976; Charles Fleming, Jr., Report to Board, loc. cit.; John A. Beckett,
interview by author; SMC, Operating Budget, year ending Jun. 30, 1972.
74. SMC, Operating Budget, loc. cit.; Charles Fleming, Jr., Report to Board,
loc. cit.; SMC, Industrial Board Minutes, Dec. 15, 1975; SMC, PR, Sep. 30,
1974.
75. SMC, BM, Apr. 8, Sep. 27, 1976; SC, BM, Nov. 3, 1983, Mar. 12, 1984,
Apr. 27, 1989; SMC, Industrial Board Minutes, Jan. 29, Apr. 3, 1973, Nov. 11,
1974, Jan. 28, Apr. 7, 1976; Gardner, rev. ed., p. 100; Charles Fleming, Jr.,
Report to Board, loc. cit., cf. SMC, Operating Budget, loc. cit.; SMC, ECM,
Nov. 23, 1976.
76. SMC, BM, Jul. 14, 1980; Robert G. Adams, telephone interview by
author; SMC, Operating Budget, loc. cit.; Charles Fleming, Jr., Report to
Board, loc. cit.
77. SMC, BM, Sep. 24, 1981.
78. SC, BM, Sep. 17, 1985; Transcript, Sep. 28, 1989; SC, Budget, 1987-88,
revision of Mar. 18, 1987.
79. Signs of the Times, loc. cit., p. 12; SMC, BM, Nov. 14, 1960, Apr. 17,
1974; SA, XXI (May 27, 1965), p. 4; SMC, Financial Survey Minutes, Mar. 9,
1966; ST, L (Feb. 15, 1956), p. 4; SMC, FMM, Mar. 26, 1979.
80. Charles Fleming, Jr., Report to Board, loc. cit.; SMC, FMM, Mar. 26,
1979; Ray Hefferlin, interview by author; interviews with various students.
81. ST, XXV (Jul. 5, 1933), p. 16, XXVI (Dec. 19, 1934), XXVII (May 22,
1935), p. 8, (May 29, 1935), p. 8, (Nov. 13, 1935), p. 8, (Dec. 25, 1935), p. 8,
XXVIII (Jan. 1, 1936), p. 8, (Apr. 28, 1937), p. 8.
82. SA, V (Jun. 4, 1950), p. 4; SDA, KB 2955, p. 58.
83. Information provided by Charles Fleming, Jr.
84. Ibid.
CHAPTER SEVEN
1. This section is based upon interviews with Thomas W. Walters, R. Lynn
Sauls, Wayne VandeVere, Gordon Hyde, Richard Hammill, Jane R. Brown,
Dan W. Rozell, John T. Durichek, Ray Hefferlin, and Dean Kinsey. "S. M. C",
V (Dec., 1955), p. 1, VI (3d qtr., 1956), p. 10; SA, X (Aug., 1955), pp. 1, 4, XI
(Oct. 10, 1955), p. 3, (Jan. 13, 1956), p. 4, XII (Mar. 29, 1957), p. 4; ST, XLIX
(Jul. 13, 1955), p. 1, (Aug. 3, 1955), p. 2, (Sep. 7, 1955), p. 1, L (Sep. 26,
1956), p. 1, (Oct. 3, 1956), p. 2, LI (Sep. 28, 1957), p. 12; SMC, FMM, May 4,
1952; SMC, PR, Feb. 14, Nov. 14, 1955; SMC, BM, Feb. 14, Nov. 14, 1955,
Jun. 28, Nov. 8, 1956, Aug. 28, 1957, Jun. 2, 26, 1958.
2. ST, LII (Nov. 9, 1958), p. 9; SA, XV (Oct. 9, 1959), p. 1, XVII (Sep. 22,
1961), p. 1, XX (Sep. 24, 1964), p. 1, (Feb. 11, 1965), p. 1, XXI (Sep. 16, 1965),
p. 1, XXII (Oct. 7, 1966), p. 1; SMC, PR, May 21, 1964; J. W. Cassell, Jr.,
Report to the Board of Trustees, Feb., 1967.
3. SMC, enrollment statistics, Nov. 11, 1955, filed with SMC, BM, Nov. 14,
1955, cf. SA, XXI (Aug. 15, 1966), p. 1; SMC, Self-Study Report, Mar., 1962.
4. Thelma Cushman, John Felts, interviews by author.
5. SMC, Survey Committee Minutes, Apr. 11-12, 1966; SMC, Faculty
Colloquium Minutes, Sep. 7, 1962; SMC, BM, Sep. 17, 1962, Nov. 11, 1963,
Feb. 11, 1965; Jerome Clark, Cecil Rolfe, interviews by author.
6. See, for example, SMC, BM, Apr. 7, 1965; Inelda Phillips Hefferlin, Cecil
Rolfe, interviews by author; Laura Hayes Gladson, Mitchell Thiel, telephone
interviews by author; SA, XX (Apr. 18, 1965), p. 9, XXI (Feb. 17, 1966), p. 2.
7. Richard Stanley, Mary E. Elam, Mitchell Thiel, Cecil Rolfe, Thelma
Cushman, interviews by author; SA, XX (May 13, 1965), p. 2, XXI (Mar. 10,
1966), p. 2; SMC, FMM, Feb. 19, 1967.
8. SA, XXI (Jun. 3, 1966), p. 4.
9. Ibid., (Jan. 20, 1966), pp. 1, 4; SM, 1966, p. 91.
10. SA, XK (Sep. 29, 1964), p. 2, XXI (Sep. 15, 1966), p. 1, (Mar. 2, 1967),
pp. 3, 5; M. Dianne Tennett, telephone interview by author. A registrar's
office bulletin board featured a large map of Vietnam and the words,
"UNLESS YOU STUDY." SM, loc. cit.
11. SA, XIX (Sep. 29, 1964), p. 2, (Oct. 8, 1964), p. 2, (Oct. 29, 1964), p. 2.
12. SMC, BM, Sep. 19, 1960, May 10, 1962; ST, LrV (May 11, 1960), p. 3.
13. Gordon Hyde, interview by author.
14. SMC, BM, Nov. 8, 1956, Feb. 13, May 14, Jul. 1, 1957, Apr. 15, 1958; SA,
XII (Dec. 19, 1956), p. 4, XIII (Oct. 4, 1957), p. 1; ST, LII (Mar. 5, 1958), p. 5.
15. ST, LV (Aug. 2, 1961), p. 7, (Sep. 13, 1961), p. 13; Kenneth E. Spears,
interview by author; SMC, BM, Sep. 29, 1966; SA, XVIII (Aug. 31, 1962), p. 2,
(Apr. 15, 1963), p. 5; SMC, PR, May 21, 1964.
16. SMC, ECM, Jun. 22, 1962, Mar. 23, Jun. 25, 1965, May 2, 1967; SMC,
BM, Feb. 11, Sep. 29-30, 1965; SA, XX (Aug. 20, 1964), p. 3; Louesa Peters,
interview by author.
17. ST, LVII (Apr. 24, 1963), pp. 40, 41, LX (Apr. 7, 1966), p. 6, (Oct. 4,
1966), p. 2, (Oct. 14, 1966), p. 3; SMC, BM, Jul. 31, 1962, Feb. 13, 1967; SMC,
ECM, Mar. 1, Apr. 2, 1963; SA, XVIII (Aug. 31, 1962), p. 2, XTX (Feb. 13,
1964), p. 3, (Aug. 20, 1964), p. 3, XX (May 27, 1965), p. 4, XXII (Sep. 15,
1966), p. 4; Ellsworth McKee, Verle B. Thompson, interviews by author.
18. Drew M. Turlington, telephone interview by author; SMC, BM, Nov. 11,
1963; ST, LTX (Jun. 25, 1965), p. 18; SA, XX (Aug. 20, 1964), p. 3.
19. Ellsworth McKee, O. D. McKee, Cyril Futcher, William H. Taylor,
interviews by author; ST, LVII (Nov. 20, 1963), p. 3, LVIII (Jun. 26, 1964), p.
3, LXI (Dec. 8, 1967), pp. 3, 4; Certificate of Incorporation of the Committee of
100 for S. M. C, Inc., May 7, 1964; SMC, ECM, Jul. 22, 1963; SMC, BM, Sep.
29-30, 1965; SMC, FMM, Feb. 20, Apr. 10, 1966.
20. ST, LX (Oct. 14, 1966), p. 5; William H. Taylor, promotional release, Dec.
29, 1967.
21. Information provided by Charles Fleming, Jr.
22. SMC, BM, Nov. 16, 1958, Sep. 23, 1963; SMC, ECM, Apr. 2, 1963.
23. Desmond Cummings, Jr., telephone interview by author; J. W. Cassell,
Jr., Report to the Board, Feb., 1967.
24. SMC, Survey Committee Minutes, Apr. 11-12, 1961; Charles Fleming, Jr.,
Report to the Board, Feb. 13, 1967; SMC, BM, Aug. 28, 1957, Apr. 15, 1958,
Feb. 18, 1960, Jan. 26, 1961, Sep. 17, 1962, Jan. 21, 1963; SMC, Budget of
Operations, Jun. 30, 1964, Jun. 30, 1965; SMC, PR, May 21, 1964; SMC,
Business Manager's Report, Feb. 13, 1957; SMC, FMM, Dec. 18, 1966.
25. SMC, Budget Committee Minutes, Dec. 13, 1966; "S. M. C", XVII (2d qtr.,
1967), pp. 116, 118, V (3d qtr., 1955), p. 148, XVI (2d qtr., 1966), pp. Ill, 116;
SMC, PR, Feb. 13, 1957; SA, XXI (May 27, 1965), p. 4; ST, LIII (Mar. 18,
1959), p. 17; "Comparative Costs of Tuition, Fees and Rentals," filed with
SMC, BM, Dec. 12, 1963.
26. SA, XXI, (May 27, 1965), p. 6; SMC, ECM, Apr. 11, 1962, Jul. 26, 1965;
SMC, BM, Feb. 4, Sep. 28, 1964, Sep 29-30, 1965; "S. M. C", XVI (2d qtr.,
1966), pp. 120-121; ST, LIII (Feb. 25, 1959), p. 5, LX (Mar. 4, 1966), p. 15,
LXI (Mar. 31, 1967), p. 17; Charles Fleming, Jr., Report to Board, loc. cit.
27. SMC, BM, Nov. 9, 1958, Feb. 18, 1960; "S. M. C", loc. cit., pp. 121-122;
SMC Alumi Bulletin, X (Nov., 1960), p. 5; ST, LII (Nov. 12, 1958), p. 12; R.
Lynn Sauls, interview by author.
28. This biographical sketch of Conard Rees is based on interviews with Dan
W. Rozell, Robert W. Merchant, Kenneth E. Spears, Inelda Phillips Hefferlin,
H. Douglas Bennett, R. Lynn Sauls, Cecil Rolfe, David D. Osborne, Thelma
Cushman, William H. Taylor, Evlyn Lindberg, Richard Stanley, K. R. Davis,
Lawrence Hanson, Jerome Clark, Jane R. Brown, and Louesa Peters; ST, LX
(Dec. 9, 1966), p. 10; SA, XXII (Jan. 17, 1967), p. 1, (Mar. 2, 1967), pp. 1, 3,
(Apr. 13, 1967), pp. 1, 2; SMC, FMM, Jan. 6, 1963; SM, 1967, p. 20.
29. SA, XXII (Jan. 17, 1967), p. 1; William H. Taylor, interview by author; SMC,
FMM, Dec. 4, 1966; SMC, BM, Feb. 13, 1967; ST, XLI (Mar. 3, 1967), p. 5.
323
30. SMC, FMM, May 19, 1963; ST, XLIX (Sep. 28, 1955), p. 3, LII (Aug. 20,
1958), p. 3, LIV (Mar. 16, 1960), p. 23, LVII (Jun. 19, 1963), p. 4; SMC, BM,
Apr. 15, Jun. 2, 1958; SA, XXII (Mar. 2, 1967), p. 3; SM, 1964, p. 144.
31. ST, LII (Aug. 20, 1958), p. 3, LV (Aug. 30, 1961), p. 4, LLX (Aug. 6, 1965),
p. 14; SMC, BM, Jul. 11, 1958; Louesa Peters, interview by author.
32. SMC, BM, Sep. 23. 1963; Kenneth E. Spears, Louesa Peters, interviews
by author; SA, XXIX (Oct. 10, 1973), p. 4, XLVI (Aug. 25, 1991), p. 22; "S. M.
C", XVIII (2d qtr., 1968), p. 114, XXVII (2d qtr., 1977), p. 170; SMC, CAT
1981-82, p. 206; SC, CAT 1985-86, p. 246.
33. ST, LII (Sep. 10, 1958), p. 4, LVI (Oct. 24, 1962), p. 2; Gordon Hyde,
William H. Taylor, Robert W. Merchant, interviews by author; SMC, BM, Jul.
11, 1958; SMC, Self-Study Report, loc. cit.; William H. Taylor, "Director of
College Relations," SMC, BM, May 21, 1964; "S. M. C", XXVI (2d qtr., 1976),
p. 138, XXVII (2d qtr., 1977), p. 170.
34. Biographical sketch of K. R. Davis is based on interviews with K. R.
Davis, Desmond Cummings, Jr., David Osborne, Kenneth E. Spears, Robert
Francis, Ken E. Rogers, and Judy Osborne; SA, XVII (May 28, 1962), p. 1,
XXIII (Jan. 27, 1977), p. 5; SDA, YB 1945, p. 337, YB 1946, p. 350, YB 1947,
p. 227, YB 1948, p. 228, YB 1949, p. 257, YB 1970, p. 300; ST, loc. cit., LII
(Jun. 18, 1958), p. 3; SMC, ECM, Apr. 11, 1962; SMC, BM, Dec. 12, 1970,
Nov. 1, 1973; "S. M. C", XV (2d qtr., 1965), p. 119, XVI (2d qtr., 1966), pp.
125, 129, XX (2d qtr., 1970), p. 112; SC, CAT 1986-87, p. 227, CAT 1987-88,
p. 227, CAT 1989-90, pp. 267, 270; William H. Taylor in BM, May 21, 1964.
35. SA, LX (Sep. 17, 1954), p. 1, XXVII (Apr. 6, 1972), p. 3; SDA, YB 1954, p.
259, YB 1961, p. 240, YB 1965, p. 291, YB 1966, p. 291; SMC, BM, Sep. 28,
1964; SMC, ECM, Nov. 23, 1976; SMC, CAT 1980-81, p. 208; SC, CAT 1990-
91, p. 265; ST, LXXXIII (Jul., 1989), p. 12.
36. SMC, BM, Sep. 19, 1960; SMC, Self-Study Report, loc. cit, p. 9; ST, L
(Sep. 26, 1956), p. 1, LVII (Apr. 24, 1963), p. 40, LX (Dec. 9, 1966), p. 10;
SMC, PR, May 21, 1964; SM, 1966, p. 15.
37. SMC, Self-Study Report, loc. cit., pp. 70, 77; Jerome Clark, interview by
author; SMC, BM, May 26, 1964, Jun. 27, 1967.
38. SMC, BM, May 14, 1957, Jan. 16, 18, 1958, Sep. 17, 1961, Nov. 11, 1963,
Sep. 28, 1964; SMC, Salaries and Prerequisites, schedules 12 and 13, Jun. 30,
1955, schedule 14, Jun. 30, 1959; SMC, Coordinating Committee Minutes, Jul.
24, 1960; Charles Fleming, Jr., "Several S. D. A. Schools of Nursing:
Comparative Compensation of Nursing Instructors (Monthly Basis)," Oct. 27,
1963; SMC, Division of Nursing, Budget of Direct Salary, Housing and Travel
Allowance, Jul. 1, 1963 through Jun. 30, 1964; SMC, Operating Budget, 1966-
67.
39. *S. M. C", XVI (2d qtr., 1966), p. 31; SMC, Self-Study Report, loc. cit., p.
37; SA, X (May 31, 1955), p. 6, XXI (Dec. 17, 1964), p. 4; J. W. Cassell, Jr.,
Report to the Board, Feb., 1967; SMC, BM, Feb. 10, 1966.
40. SMC, Coordinating Committee Minutes, Nov. 9, 1958; ST, L (Jul. 25,
1956), p. 1, (Nov. 7, 1956), p. 1, LI (Jul. 10, 1957), p. 12, LII (Dec. 17, 1958),
p. 9, LVII (Apr. 24, 1963), p. 40, LVIII (Feb. 21, 1964), p. 6; SMC, Division of
Nursing, Report to the Board, Feb. 13, 1957; SMC, Minutes of Special
Committe appointed by Board of S. M. C. and F. S. H„ Jul. 9, 1956; SMC,
BM, Jan. 16, 1958, Sep. 29, 1966.
41. ST, LV (Nov. 8, 1961), p. 4; Dorothy J. Hooper, interview by author.
42. Originally she was called "Dean of the Collegiate School of
Nursing.TSMC, BM, Apr. 8, 9, 1956; ST, LI (Sep. 28, 1957), p. 12, LII (Feb.
26, 1958), p. 3; SA, XXXII (Oct. 28, 1976), p. 1; SDA, YB 1956, p. 242; "S. M.
C", IX (2d qtr., 1959), p. 12; Coordinating Committee Minutes, 1956.
43. This includes two teachers on study leave. SMC, Division of Nursing,
Coordinating Committee Minutes, May 2, 1967; "S. M. C", XVI (2d qtr.,
1966), pp. 83, 128, XXII (2d qtr., 1972), p. 122; SMC, CAT 1974-75, p. 136,
CAT 1975-76, p. 134.
44. Jerry Moon, "The Rise of the Self-Supporting Movement in Seventh-day
Adventist Education," Self-Supporting Worker, VIII (Jun., 1990), p. 14; ST,
LVII (May 22, 1963), p. 20.
45. ST, loc. cit.
46. Walter, p. 176; SMC, ECM, Jul. 22, 1964; SMC, BM, Sep. 28, 1964;
Hansen, p. 167.
47. SMC, FMM, Jan. 24, Oct. 17, 1965. The only relationship between the
two was that they shared the same division chairman. SMC, BM, Nov. 20,
1964;
48. SA, XVII (Apr. 23, 1962), p. 1, XXI (Dec. 17, 1965), p. 4, XVIII (Feb. 7,
1963), p. 4; J. W. Cassell, Report to the Board, Feb., 1967; SM, 1963, p. 71;
ST, XLK (May 25, 1955), p. 3, LII (Aug. 20, 1958), p. 3; SMC, ECM, Apr. 2,
1963; SM, loc. cit.
49. Robert Francis, interview by author; "S. M. C", XXVTI (2d qtr., 1977), p.
174; SA, XV (Sep. 22, 1960), p. 3, XXXIII (Apr. 13, 1978), pp. 1, 6; SMC,
ECM, Apr. 27, 1978.
50. SMC, BM, Feb. 19, 1981; "S. M. C", XXVIII (2d qtr., 1978), p. 177; SMC,
CAT 1980-81, p. 216; These Times, LXXV (Nov., 1976), p. 32.
51. Laura Hayes Gladson, telephone interview by author; SA, IV (Nov. 19,
1948), p. 1, VI (Nov. 3, 1950), p. 3, XLV (Dec. 13, 1990), p. 20; ST, XLDC (Jan.
26, 1955), p. 6, LVI (Oct. 24, 1962), p. 2; SC, CAT 1982-83, p. 179; SC, BM,
May 1, 1987.
52. H. Douglas Bennett, interview by author.
53. ST, LV (Mar. 29, 1961), p. 9, LVII (Feb. 13, 1963), p. 11, (Oct. 9, 1963), p.
7, (Dec. 4, 1963), pp. 14-15, LVIII (Jul. 4, 1964), p. 2, (Jul. 24, 1964), p. 2, LLX
(Apr. 2, 1965), p. 20, LX (Jun. 10, 1966), p. 14.
54. SA, XXI (Dec. 17, 1965), p. 4; J. W. Cassell, loc. cit.
55. SMC, BM, Sep. 17, 1962; SMC, FMM, Mar. 19, 1967, Oct. 20, 1968.
56. ST, LI (May 1, 1957), p. 3, LVII (Jan. 30, 1963), p. 4; SMC, FMM, Feb.
26, 1948; SMC, BM, May 14, 1957; SMC, A Study of the Program of Teacher
Education at Southern Missionary College for the National Council for
Accreditation of Teacher Education, Jan., 1962, p. 16; "S. M. C", VII (Jul.,
1957), p. 9, XVIII (2d qtr., 1968), p. 114, XIX (2d qtr., 1969), p. 113; SA, XIII
(Dec. 18, 1957), p. 4, XXVI (Oct. 23, 1970), p. 5.
57. SA, loc. cit.; ST, LVII (Jan. 30, 1963), p. 4; "S. M. C", XXVI (2d qtr.,
1976), p. 146; Pamela Maize Harris, Peggy Davis Smith, interviews by
author.
58. "S. M. C", XII (2d qtr., 1962), p. 158, XIX (2d qtr., 1969), pp. 54, 116; ST,
LV (Sep. 13, 1961), p. 15; Philip G. Garver, interview by author; SMC, BM,
Feb. 4, 1964; SMC, ECM, Nov, 18, 1971.
59. "S. M. a", XVI (2d qtr., 1966), p. 31; SA, XXI (Dec. 17, 1965), p. 4.
60. SA, XI (Mar. 12, 1956), p. 1, XLVI (Nov. 1, 1990), pp. 13, 14; "S. M. C",
XV (2d qtr., 1965), p. 31; ST, L (May 2, 1956), p. 3, (Jun. 27, 1956), p. 4;
SMC, ECM, Aug. 14, 1958; SMC, BM, May 10, 1962; "S. M. C", LX (2d qtr.,
1959), p. 59; SC, CAT 1991-92, p. 110; John T. Durichek, Ann Rorabaw Clark,
interviews by author; SM, 1967, p. 39.
61. Floyd L. Greenleaf, remarks, SC Commencement, May 5, 1991; Wayne
VandeVere, interview by author.
62. SA, XLVI (Nov. 1, 1990), p. 14; Dan W. Rozell, interview by author;
Greenleaf, loc. cit.
63. SA, XXII (Oct. 7, 1966), p. 3; "S. M. C", XVI (2d qtr., 1966), p. 130.
64. ST, L (Aug. 1, 1956), p. 3; "S. M. C", XTV (2d qtr., 1964), p. 86; Richard
Stanley, interview by author.
65. Richard Stanley, interview by author.
66. "S. M. C", XVI (2d qtr., 1966), p. 132, XXV (2d qtr., 1975), p. 96, XXVIII
(2d qtr., 1978), p. 128.
67. ST, LIII (Sep. 2, 1959), p. 5; SMC, BM, Aug. 25, 1955; SMC, ECM, Apr.
2, 1963; "S. M. C", VIII (3d qtr., 1957), p. 51.
68. SMC, BM, Jul. 1, 1957; Thelma Cushman, interview by author; ST, LI
(Jul. 24, 1957), pp. 12, 13; "S. M. C", XII (2d qtr., 1962), p. 72.TThe name
changes with the 1965-66 Bulletin.T'S. M. C", XIX (2d qtr., 1969), p. 60.
69. ST, L (Oct. 17, 1956), p. 3, LI (Mar. 13, 1957), p. 3; SMC, BM, Feb. 18,
1960, Jan. 26, 1961, Feb. 11, 1965; SMC, ECM, Apr. 2, 1963.
70. ST, LIV (Aug. 17, 1960), p. 19; Drew W. Turlington, telephone interview
by author.
71. SMC Alumni Bulletin, XrV (Dec., 1964), p. 3, XVI (Oct., 1966), p. 2; John
T. Durichek, Don Dick, interviews by author; SC, CAT 1985-86, p. 122, CAT
1987-88, p. 177, CAT 1990-91, p. 220; SA, X (Dec. 10, 1954), p. 3, XIII (Feb.
10, 1958), p. 4.
72. Inelda Phillips Hefferlin, interview by author; SA, XXVII (Jul. 30, 1971),
p. 4, XLVI (Oct. 18, 1990), pp. 15, 18.
73. SA, X (May 31, 1955), p. 4, XrV (Jan. 30, 1959), p. 4, (Mar. 3, 1959), p. 3,
XV (Oct. 9, 1959), p. 5, (Aug. 22, 1960), p. 2, XVII (Apr. 23, 1962), p. 5, XVIII
(Oct. 23, 1962), p. 3, (Jan. 17, 1963), p. 1, (Apr. 15, 1963), p. 12, XIX (Aug. 15,
1963), pp. 3, 4, (Oct. 24, 1963), p. 3, (Feb. 27, 1964), p. 1, XX (Sep. 24, 1964),
p. 3, (Jan. 21, 1965), p. 1, (Feb. 11, 1965), p. 6, XXI (Nov. 18, 1965), p. 6,
(Dec. 17, 1965), p. 1, XXIII (Aug. 17, 1967), p. 2, (Aug. 31, 1967), p. 3, (Oct.
25, 1967), p. 2, XXXI (Oct. 2, 1975), p. 3, XXXII (Oct. 28, 1976), p. 5, XXIV
(Feb. 1, 1979), p. 1; Richard Hammill, Ronald L. Numbers, Ray Hefferlin,
Lawrence Hanson, interviews by author; ST, LIII (Apr. 15, 1959), p. 34, (Dec.
9, 1959), p. 14, LV (May 24, 1961), p. 20, (Aug. 30, 1961), p. 21, LVII (Mar.
13, 1963), p. 4, (Apr. 24, 1963), p. 40, LX (Feb. 4, 1966), p. 16; SM, 1967, p.
136; Greenleaf, loc. cit.; SMC, Self-Study Report, loc. cit., p. 110.
74. Ray Hefferlin, interview by author.
75. SA, XXVII (Dec. 9, 1971), p. 3, XXXI (Oct. 2, 1975), p. 3, XXXII (Jan. 27,
1977), p. 2, XXXTV (Feb. 1, 1979), p. 1.
76. SMC, FMM, Sep. 25, 1978, Oct. 30, 1979; East Hamilton County Journal,
I (Sep. 6, 1989), p. 1, II (Jun. 6, 1990), p. 1, (Oct. 18, 1990), p. 18; SA, XXXII
(Oct. 7, 1976), p. 1, XXXV (Sep. 20, 1979), p. 5, XLVI (Jan. 31, 1991), pp. 13,
14; SMC, BM, Feb. 16, 1978; Floyd L. Greenleaf, loc. cit.; Transcript, Nov. 29,
1990, p. 2, Apr. 25, 1991, p. 2; SCOL, XLIII (Winter, 1991), pp. 10-11; Ray
Hefferlin, interview with Russell E. Miller. »
77. Ray Hefferlin, interview with Russell E. Miller.
78. ST, LX (Jun. 24, 1966), p. 11; SMC, BM, Apr. 19, 1988; Greenleaf, loc.
cit.; SM, 1971, [pp. 9-10]; SCOL, loc. cit., p. 9; Council for Advancement and
Support of Education, letter, Jul. 24, 1985.
79. SA, X (May 31, 1955), p. 4, XIII (Feb. 26, 1958), p. 4, XV (Aug. 22, 1960),
p. 2, XVIII (Aug. 31, 1962), p. 3, XIX (Nov. 7, 1963), p. 3, (Nov. 26, 1963), p.
1, (Dec. 19, 1963), pp. 1, 4, XXI (Oct. 22, 1965), p. 4, XXIII (Nov. 21, 1967), p.
4, XXIX (Apr. 25, 1974), p. 11, XXXI (Jan. 29, 1976), p. 1, XXXTV (Apr. 19,
1979), p. 2; SMC, BM, May 16, 1961, Apr. 20, 1965; ST, LVII (Mar. 13, 1963),
p. 4; "S. M. C", XVIII (2d qtr., 1968), p. 29, XXIII (2d qtr., 1973), p. 122,
XXrV (2d qtr., 1974), p. 131; SMC, Self-Study Report, loc. cit., p. 112.
80. SMC, BM, Mar. 20, 1957; SA, XIII (Feb. 26, 1958), p. 1, XVIII (Aug. 31,
1962), p. 3, XIX (Nov. 7, 1963), p. 3, (Nov. 26, 1963), p. 1, XXVIII (Apr. 6,
1973), p. 1, XXIX (Mar. 20, 1974), p. 4, XXXII (Feb. 24, 1977), p. 1, XXXIII
(Nov. 17, 1977), p. 5, XXXTV (Feb. 22, 1979), p. 6; Pamela Maize Harris,
Loranne Grace, Edgar Grundset, interviews by author; SC, CAT 1991-92, p.
304.
81. SA, Xin (Nov. 8, 1957), p. 3, (Feb. 26, 1958), p. 1, XXI (Jun. 3, 1966), p.
4, XXVII (Mar. 23, 1972), p. 3, XXVIII (Apr. 6, 1973), p. 1; SMC, ECM, Mar.
1, 1963; "S. M. C", XXV (2d qtr., 1975), p. 134; Arthur Richert, Jr., interview
by author;
82. SC, CAT 1990-91, p. 275; "S. M. C", XXVI (2d qtr., 1976), p. 46; SC,
ECM, Jun. 16, 1986; Mitchell Thiel, interview by author.
83. "S . M. C", XVI (2d qtr., 1966), p. 138.
84. Ibid., pp. 31, 48; ST, LIII (Jun. 10, 1959), pp. 6, 7, LVIII (Sep. 4, 1964),
p. 15, LX (Mar. 18, 1966), p. 16, (Apr. 29, 1966), pp. 4-5; SMC, BM, Jan. 26,
1961.
85. ST, LIV (Jan. 6, 1960), p. 12, LX (Apr. 29, 1966), pp. 2-3; SA, XI (Aug.
10, 1956), p. 2, XIII (Nov. 24, 1958), p. 1, XXI (Dec. 17, 1965), p. 2, XXII (Aug.
17, 1967), p. 4, XXIV (Feb. 6, 1970), p. 3; SMC, BM, Nov. 9, 1958; SMC,
Finance Committee Minutes, Apr. 15, 1960.
86. SA, XV (Oct. 23, 1959), p. 6, (Feb. 26, 1960), p. 5, (Apr. 11, 1960), p. 4,
XVI (Sep. 22, 1960), p. 1, XXV (Feb. 6, 1970).
87. Ibid., XVII (May 28, 1962), p. 3, XVIII (Dec. 13, 1962), p. 4, (Apr. 15,
1963), pp. 1, 3, XX (Nov. 12, 1964), p. 4; ST, LIV (Jan. 6, 1960), p. 12, LVI
(Jun. 20, 1962), p. 24; Bradley G. Hyde, Des D. Cummings, Jr., interviews by
author.
88. SA, XIX (Aug. 15, 1963), p. 4, (Sep. 26, 1963), p. 1, XX (Aug. 20, 1964), p.
4, XXI (Aug. 31, 1965), p. 1, (Dec. 17, 1965), p. 2, (Feb. 25, 1965), p. 1, XXI
(Jan. 20, 1966), p. 2, XXII (Oct. 7, 1966), p. 4, (Mar. 2, 1967), pp. 1, 2, 6, cf.
XXI (Jan. 20, 1966), p. 5; James C. Hannum, telephone interview by author.
89. Ibid., XX (Sep. 24, 1964), p. 4, (Nov. 12, 1964), p. 1, XXI (Oct. 5. 1965), p.
1, (Feb. 17, 1966), p. 6, XXV (Feb. 6, 1970), p. 3; SMC, BM, Sep. 28, 1964, p.
1.
90. SA, XXII (Sep. 15, 1966), pp. 1, 3, (Oct. 10, 1966), p. 4, XXIII (Mar. 21,
1967), p. 1, XXV (Feb. 6, 1970), p. 3; ST, LX (Sep. 17, 1966), p. 11, LXI (Jun.
324
9, 1967), pp. 2, 4, 5.
91. ST. LXI (Jun. 9, 1967), p. 6; SA, XXII (Mar. 21, 1967), pp. 1, 4, (Dec. 8,
1967), p. 10.
92. SA, X (Apr. 30, 1956), p. 3, XI (Aug. 10, 1956), p. 3, XV (Aug. 22, 1960),
p. 4, XX (Mar. 11, 196S), p. 4, XXII (Mar. 21, 1967), pp. 1, 4; ST, LX (Apr. 29,
1966), p. 5, LXI (Jun. 9, 1967), p. 4; Cyril Futcher, Gordon Hyde, interviews
by author; "S. M. C", XVI (2d qtr., 1966), pp. 31, 47, 56, 74.
93. "S. M. C", loc. cit.; SA, XVIII (Feb. 7, 1963), p. 1, (May 27, 1963), p. 8;
SMC, BM, May 8, 1963, Feb. 8, 1968; Gordon Hyde, interview by author; SC,
CAT 1983-84, pp. 183, 225, CAT 1987-88, p. 169, CAT 1988-89, p. 209;
Adventist Perspectives, V (no. 2, 1991), p. 5.
94. SM, 1956, p. 82; SA, XX (May 27, 1965), p. 1, XXII (Mar. 21, 1967), p. 1;
ST, LIV (May 25, 1960), p. 5, LVI (Jun. 6, 1962), p. 6.
95. ST, LIV (May 25, 1960), p. 5, LVI (Mar. 14, 1962), p. 17; SMC, BM, Feb.
15, 1959, Feb. 16, 1978; SA, XVIII (May 27, 1963), p. 7, XXXII (Mar. 24,
1977), p. 6; R. Lynn Sauls, John W. Fowler, Bradley G. Hyde, interviews by
author.
96. SA, XIV (Feb. 13, 1959), p. 1, XVII (Feb. 9, 1962), p. 3, XVIII (May 27,
1963), p. 7, XXXII (Mar. 24, 1977), p. 6; Evlyn Lindberg, telephone interview.
97. SM, 1962, p. 52, 1963, p. 19; SA, XVII (Feb. 9, 1962), p. 3, XXXII (Mar.
24, 1977), p. 6.
98. SA, XXXI (Oct. 2, 1975), p. 3; ST, LIII (Mar. 4, 1959), p. 16; "S. M. C",
VIII ( 1958), p. 14; SC. CAT 1986-87, p. 229; Georgia Butterfield O'Brien,
interview by author.
99. "S. M. C", XX (2d qtr., 1970), p. 118; SC, CAT 1987-88, p. 233, CAT
1991-92; Pamela Maize Harris, interview by author.
100. ST, XLIV (Sep. 13, 1950), p. 8; SM, 1956, p. 41; "S. M. C", XVI (2d qtr.,
1966), p. 133; SMC, ECM, Dec. 2, 1968; Minuteman, 1970, p. 190; Cardinal,
1987, p. 103; SC, CAT 1989-90, pp. 155, 175; East Hamilton County Journal,
Jun. 28, 1989, p. 4.
101. "S. M. C", loc. cit., pp. 19, 44, 74, 75, 94; SMC, BM, Feb. 11, 1965;
SMC, ECM, Mar. 22, 1959.
102. SMC, BM, Sep. 17, 1962; SMC, ECM, Dec. 14, 1966; SA, XVII (Aug. 21,
1961), p. 3, (Mar. 26, 1962), pp. 1, 4; ST, LV (Nov. 8, 1961), p. 5, LVIII (Feb.
21, 1964), p. 4, LXI (Apr. 14, 1967), p. 37; SMC. Self-Study Report, loc. cit., p.
114.
103. "S. M. C", loc. cit., pp. 31, 33, 76, 82; ST, L (Jan. 4, 1956), p. 3, LI (Apr.
10, 1957), p. 3. LIII (Dec. 9, 1959), p. 16, LVI (May 9, 1962), p. 8, LXI (Dec.
22, 1967), p. 12; SA. XVI (Sep. 22, 1960), p. 4, (May 18, 1961), pp. 5, 6, XVII
(Mar. 26, 1962), p. 3, (Apr. 13, 1962), p. 1, (Apr. 23, 1962), p. 1, (May 14,
1962), p. 4, XIX (May 7, 1964), pp. 3, 4, XX (Mar. 30, 1965), p. 3, XXII (Sep.
15, 1966), p. 3, (Dec. 20, 1966), p. 3; Wayne VandeVere, interview by author.
104. ST. LVI (Sep. 17, 1958).
105. SM. 1963, p. 55; Donald W. Crook, Marvin Robertson, interviews by
author; SA, I (Dec. 21, 1945), p. 4, XIII (Dec. 18, 1957), p. 4.
106. SA. 1 (Mar. 8, 1946), p. 1, (Apr. 5. 1946), p. 1, IV (Nov. 19, 1948), p. 1,
XIII (Dec. 18, 1957), p. 4, XVI (Nov. 3, 1960), p. 6, XIX (Aug. 15, 1963), p. 4,
(Jan. 30, 1964), p. 4; Marvin Robertson, interview by author; SMC, BUL
1949-50, pp. 10-14, BUL 1979-80, p. 198; ST, XL (Mar. 13, 1946), p. 6, XLVII
(May 27, 1953), p. 5, L (Jan. 4, 1956), p. 3; Donald W. Crook, telephone
interview by author; "S. M. C", XVI (2d qtr., 1966), p. 130, XXVIII (2d qtr.,
1978), p. 174; SMC, ECM, Apr. 12, 1961; Marvin Robertson, interview by
author; East Hamilton County Journal, Jun. 14, 1989.
107. SMC, BM, Feb. 10, 1966; SA, XXVI (Oct. 8, 1970), p. 3, XXVII (Nov. 11,
1971), p. 3; "S. M. C." V (3d qtr., 1955), pp. 141-145, VI (3d qtr., 1956), pp.
67-68, 148, VIII (3d qtr., 1958), p. 127, XIV (2d qtr., 1964), p. 31, XV (2d qtr.,
1965), p. 55, XVI (2d qtr., 1966), p. 34; SMC, ECM, Mar. 18, 1964.
108. "S. M. C", VII (3d qtr., 1957), p. 148; SA, XIII I Oct. 25, 1957), p. 4; ST,
LI (Sep. 4, 1957), p. 12, LVI (May 23, 1962), p. 15.
109. "S. M. C", X (2d qtr., 1960), p. 114; Cost: $226 per student. ST, LVII
(Jun. 5, 1963). Estimated cost: $50 per student. SA, XIV (Mar. 31, 1959), p. 4,
XXI (Apr. 7, 1966), p. 3, XXII (Sep. 15, 1966), p. 4, XXV (Oct. 10, 1969), p. 1;
SMC, ECM, Apr. 15, 1966; SMC, FMM, Sep. 14, 1969; SMC, BM, May 15,
1969.
110. SA, XXI (Apr. 7, 1966), p. 1, XXIX (Nov. 14, 1973), p. 7; Bryan Strayer
in SC, History Department Newsletter. 1991, pp. 2, 3.
111. Rollin E. Malleinee II, to author, 6 Mar. 1991, TLS; ST. LIX (Mar. 5,
1965), p. 12; Jerome Clark, interview by author.
112. Strayer, loc. cit., p. 3; John William Henson III, Jerome Clark, interview
by author; SA, XVII (May 28, 1962), p. 3, XX (Nov. 12, 1964), p. 1, XXVIII
(Mar. 23, 19731, p. 3; Collegedale Seventh-day Adventist Church, Officers and
Committees 1991-93, May 10, 1991; ST, LIII (Dec. 23, 1959), p. 20, LVII (Oct.
9, 1963), p. 4; SMC, ECM, May 2, Dec. 5, 1967; SMC, BM, Oct. 1, 1973; "S.
M. C", XXVIII (2d qtr., 1978), pp. 85, 175; SC, CAT 1983-84, p. 223; SC, BM,
Apr. 11, 1984.
113. SA, XVIII (Dec. 13, 1962), p. 4; SMC, Self-Study Report, loc. cit.. p. 29;
SMC, FMM. Feb. 19, 1961; "S. M. C", V (3d qtr., 1955), p. 30.
114. SMC, Self-Study Report, loc. cit., pp. 44, 45; SMC, FMM. Oct. 19, 1958,
Apr. 17, 1960.
115. SMC, Self-Study Report, loc. cit., pp. 49-50.
116. ST, L (Nov. 7, 1956), p. 3; "S. M. C", XVI (2d qtr., 1966), p. 126, XIX
(2d qtr., 1969), pp. 114, 117, XX (2d qtr., 1970), pp. 113, 121; SC, CAT 1991-
92, p. 311.
117. SMC, PR, Feb. 13, 1957; Gordon Hyde, interview by author; SMC, BM,
May 14, 1957, Jan. 26, 1961, Feb. 10, 1966.
1 18. "S. M. C", IV (3d qtr., 1956), p. 36, VIII (3d qtr., 1958), p. 38, IX (2d
qtr., 1959), pp. 35, 37; SMC, FMM, Dec. 9, 1962, May 15, 1966; Wayne
VandeVere, interview by author.
119. SA, loc. cit.; SMC, FMM, Dec. 9, 1962, Dec. 6, 1964, May 16, Oct. 17,
1965; J. W. Cassell, Report to the SMC Board, May 21, 1964, ST, LIX (Oct. 1,
1965), p. 15, LX (Jan. 7, 1966), p. 13; "S. M. G", XIV (2d qtr., 1964), pp. 13,
14, XVI (2d qtr., 1966), pp. 14, 15; SMC, Budget Committee Minutes, Dec. 13,
1966.
120. SMC, FMM, Feb. 15. May 31, 1965; SA, XXI (May 27, 1965), p. 4.
121. Dean Kinsey, Ronald L. Numbers, interviews by author; Joann
Ausherman Rozell, Judy Osborne, telephone interviews by author.
122. SA, XI (Jan. 13, 1956), p. 4, XIX (Sep. 26, 1963), p. 2, (Oct. 10, 1963). p.
1, XXII (Oct. 7, 1966), p. 1; Ronald L. Numbers, Joann Ausherman Rozell,
telephone interviews by author; SM, 1964, [p. 51; Joker '63, p. 1; ST, XLIX
(Oct. 5, 1955), p. 3.
123. SA, XI (Jan. 13, 1956), p. 4, XII I Nov. 2, 1956), p. 1, (Dec. 19, 1956), p.
4, XVII (Mar. 26, 1962), p. 3, XIX (Jan. 30, 1964), p. 4, (Apr. 9, 1964), p. 1;
ST, L (May 9, 1956), p. 2, LI (Sep. 28, 1957), p. 12.
124. Dan W. Rozell, interview by author. -Another campaign raised $5000 in
1957-58 to decorate and furnish the student lounge. ST, L (Oct. 3, 1956), p. 3,
(Oct. 10, 1956), p. 3, (Oct. 24, 1956), p. 10, LIII (May 27, 1959), p. 14; SMC,
PR, Feb. 13, 1957; SMC, BM, Sep. 13, 1956.
125. ST. L (Oct. 31, 1956), p. 3, (Dec. 12, 19561, p. 3; SA, XII (Nov. 2, 1956),
p. 1; Wayne VandeVere, interview by author.
126. SA, loc. cit., XII (Jan. 18, 1957), p. 1; ST, L (Oct. 3, 1956), p. 3, (Oct. 10,
1956), p. 3, (Oct. 24, 1956), p. 10, (Dec. 12, 1956), p. 3.
127. ST, L (Dec. 12, 1956), p. 3; SMC. PR, loc. cit.; SA, XII (Dec. 19, 1956), p.
4, (Jan. 18, 1957), p. 1.
128. SMC, BM, Sep. 28, 1964, May 20, 1965; SA, XX (Nov. 12, 1964), p. 1,
(Dec. 17, 1964), p. 1; SMC, FMM, Nov. 15, Dec. 2, 6, 1964; ST, LVIII (Dec. 11,
1964), p. 16; Herbert E. Coolidge, Cecil Rolfe, K. R. Davis, interviews by
author; SMC, ECM, Mar. 23, 1965.
129. SA, XI (Oct. 10, 1955), pp. 1, 3, (Feb. 3, 1956), p. 4, (Apr. 7, 1956), p. 4,
(May 10, 1956), p. 1, XIII (Nov. 5, 1958), p. 3, XIV (Mar. 31, 1959), p. 3, XVII
(Mar. 9, 1962), p. 1, XVIII (Oct. 25, 1962), p. 3, (Nov. 29, 1962), p. 4, (Apr. 15,
1963), p. 4, XDC (Mar. 12, 1964), p. 3, (May 7, 1964), p. 1, XX (May 13, 1965),
p. 4, XXI (Nov. 18, 1965), p. 1; SM, 1956, pp. 97-99; ST, XLIX (Oct. 19, 1955),
p. 3, L (Mar. 21, 1956), p. 3, LII (Feb. 26, 1958), p. 3, (Mar. 5, 1958), p. 5;
Ronald L. Numbers, telephone interview by author; Lawrence Hanson,
interview by author.
130. SA, XIX (Feb. 27, 1964), p. 4. XX (Dec. 17, 1964), p. 6; ST, LX (Sep. 16,
1966), p. 11.
131. SA, XVII (Mar. 9, 1962), p. 1, (Mar. 26, 1962), p. 4, (May 13, 1962), p. 4;
Wayne VandeVere, interview by author.
132. Jerome Clark, Louesa Peters, Wayne VandeVere, Robert W. Merchant,
interviews by author; David Osborne, telephone interview by author; SA, XII
(Nov. 2, 1956), p. 1, (Dec. 19, 1956), p. 4, (Jan. 18, 1957), p. 1, XVIII (Oct. 25,
1962), p. 1, XX (Sep. 24, 1964), p. 3, XXI (Sep. 16, 1965), p. 1; ST, XLIX (Oct.
12, 19551, p. 3, L (Feb. 15. 1956), p. 4, LII (Nov. 12, 1958), p. 12, LIII (Sep.
16, 1959), p. 2, LVII (Oct. 9, 1963), p. 4, LVIII (Sep. 4, 1964), pp. 12, 13, LDC
(Jan. 18, 1965), pp. 13, 16, (Sep. 3, 1965), pp. 12. 13.
133. John T. Durichek. Richard Stanley, interviews by author.
134. Ronald L. Numbers, telephone interview by author.
135. Des D. Cummings, Jr., David Osborne, telephone interviews by author;
Cyril Futcher, Kenneth E. Spears, K. R. Davis, interviews by author.
136. M. Dianne Tennant, Judy Osborne, telephone interviews by author.
137. SMC, FMM, May 17, 1970; Robert W. Merchant, Melvin Campbell,
Volker S. Henning, interviews by author; Wilbert Schneider, telephone
interview by author; SA, XXIX (Sep. 12, 1973), p. 2.
138. Dan W. Rozell, Arthur Richert, Jr., interviews by author; David Osborne,
Ronald L. Numbers, telephone interviews by author; SA, XVI (Oct. 20, 1960).
p. 1, (Nov. 3, 1960), p. 2, XK (Apr. 9, 1964), p. 2, (Apr. 20, 1964), p. 2; SMC,
Self-Study Report, loc. cit., p. 106.
139. Ann Rorabaw Clark, interview by author; "S. M. C", IX ( 1st qtr., 1959),
pp. 21, 23-24, 25-26, 27, XIII (2d qtr., 1963), p. 11, 22, 23, XVI (2d qtr., 1966),
p. 26. The term used in 1966 was "loiter." XVI (2d qtr., 1966), p. 21.
140. "S. M. C", XIII (2d qtr., 1963), p. 14, XVI (2d qtr., 1966), pp. 12, 13;
David D. Osborne, telephone interview by author.
141. "S. M. C", K (1st qtr., 1959), p. 32, XVI (2d qtr., 1966), p. 25; SMC,
FMM, Sep. 19, 1965; Ronald L. Numbers, telephone interview by author.
142. "S. M. C", IX (1st qtr., 1959), pp. 17, 18, XIII (2d qtr., 1963), pp. 16, 17;
SMC, FMM, Feb. 19, 1961, Sep. 19, 1965; David D. and Judy Edwards
Osborne, telephone interviews by author; SA, XIX (Apr. 20, 1964), p. 2.
143. SA, XVII (Feb. 9, 1962), p. 1. XXII (Sep. 15, 1966), p. 1.
144. ST, LVII (Apr. 24, 1963), p. 40; John W. Fowler, David D. Osborne,
telephone interviews by author.
145. ST, LIII (Apr. 15, 1959), p. 33; SMC, Survey Committee Minutes, Apr.
11-12, 1961. During the 1955-56 school year, SMC had 14 non-Adventist
students and 21 baptisms. ST, L (Aug. 1, 1956), p. 12; SMC, BM, Nov. 14,
1955.
146. ST, L (Jan. 25, 1956), p. 3, (Oct. 3, 1956), p. 3, LII (Mar. 19, 1958), p. 4,
(Nov. 5, 1958), p. 13, LV (Oct. 25, 1961), p. 15, LVI (Dec. 5, 1962), p. 4, LVII
(Apr. 24, 1963), p. 40; SA, XIX (Oct. 24, 1963), p. 1, XX (Oct. 29, 1964), p. 6;
SMC, FMM, Oct. 25, 1964; SM, 1966, p. 99.
147. ST, LII (Mar. 19, 1958), p. 4; SA, XI (Jan. 13, 1956), p. 4.
148. ST, XLIX (Oct. 19, 1955), p. 3, L (Mar. 21, 1956), p. 3, (Dec. 19, 1956),
p. 3, LII (Feb. 12, 1958), p. 12, (Mar. 19, 1958), p. 4, (Oct. 15, 1958), p. 12,
LXI (Mar. 31, 1967), p. 17, (Dec. 8, 1967), p. 10; SA, XIX (Sep. 26, 1963), p. 4.
149. ST, L (Oct. 3, 1956), p. 3, LIV (Mar. 30, 1960), pp. 6, 7, LV (Oct. 25,
1961), p. 15, LVI (May 9, 1962), p. 5, (Oct. 10. 1962), p. 20, (Dec. 5, 1962), p.
5, LDC (Jan. 8, 1965), p. 17; SA, XVI (Oct. 6, 1960), p. 1, XVIII (Sep. 27,
1962), p. 3, (Dec. 13, 1962), p. 4, XIX (Oct. 10, 1963), p. 1, (Mar. 12, 1964), p.
3, (Apr. 20, 1964), p. 1, XX (Sep. 24, 1964), p. 3, (Oct. 8, 1964), p. 4, (Oct. 29,
1964), p. 6; SMC, Faculty Colloquium Minutes, Sep. 5, 1962.
150. SMC, FMM, Nov. 2, 1958. Nov. 1, 1959, Sep. 29, 1963, Nov. 8. 1964; ST,
LVIII (Jan. 10, 1964), p. 4; SA, XXII (Nov. 1, 1966), p. 5.
151. SA, XII (Oct. 14, 1956), p. 1, XIX (Oct. 24, 1963), p. 1, p. 1, XX (Oct. 29,
1964), p. 1, (Feb. 25, 1965), p. 2, (Mar. 30, 1965), p. 2, (May 13, 1965), pp. 2,
3, (May 27, 1965), p. 2, XXII (Oct. 7, 1966), p. 5; ST, L (Oct. 31, 1956), p. 3,
LVI (Nov. 7, 1962), p. 6, LVII (Nov. 20, 1963), p. 5, LVIII (Oct. 30, 1964), p. 2,
LIX (Nov. 12, 1965), p. 11. Of those going out, 438 were studcnts.TSA, XIII
(Oct. 7, 1966), p. 5.
152. Des. D. Cummings, Jr.. telephone interview by author.
153. ST, LX (Apr. 29, 1966), p. 5; SA, XIX (Aug. 15, 1963), p. 4, XX (Aug. 20,
1964), p. 4, (Sep. 24, 19641, p. 4, (Mar. 30, 1965), p. 3, XXI (Apr. 18, 1966), p.
4, XXII (Sep. 15, 1966), p. 3, (Nov. 17, 1966), p. 1, (Jan. 19. 1967), p. 1.
154. SA, XXII (Jan. 19, 1967), p. 1; SC, Alumni Directory, p. 129; SDA, YB
1976, p. 747, YB 1982, p. 343, YB 1990, p. 973.
155. SA. XVIII (Sep. 27, 1962), p. 3, XIX (Apr. 9, 1964), p. 1, XX (Nov. 12,
1964), p. 1, (Dec. 17, 1964), p. 1; Wayne VandeVere, interview by author; SM,
1964, p. 22, 1965, p. 180; SMC, FMM, Oct. 25, 1964; SC, Alumni Directory, p.
325
27; ST, LXX (Feb., 1976), p. 29.
CHAPTER EIGHT
1. ST, LX (Oct. 14, 1966), p. 3, LXVI (Oct., 1972), p. 26; SMC, BM, Apr. 8,
1976, Sep. 27, 1976, Sep. 20, 1977; SA, XXXIV (Sep. 14, 1978), p. 3, XXXV
(Sep. 6, 1979), p. 1.
2. 1967 figure includes 209 bachelor's and 147 associate degree graduates in
the spring and 25 bachelor's and 9 associate degree graduates in the summer.
1981 figure: 217 bachelor's, 112 associate, 11 diploma. ST, LXXTV (Oct.,
1980), p. 20; SMC, FMM, Mar. 22, 1976; information provided by Mary E.
Elam; Frank Knittel, telephone interview by author.
3. Melvin Campbell, Frank Knittel, Volker S. Henning, interviews by author.
4. Dan W. Rozell, Mitchell Thiel, Jerome Clark, John T. Durichek, John W.
Fowler, Louesa Peters, interviews by author.
5. Henry Kuhlman, Wayne VandeVere, interviews by author; Frank Knittel,
to author, 6 Jul. 1989; SMC, BM, Sep. 29, 1966, Apr. 12, 1967, Sep. 26, 1968;
William H. Taylor, loc. cit.
6. ST, LTX (Apr. 16, 1965), pp. 24-25, LXJ (Sep. 15, 1967), p. 15; SMC, BM,
Sep. 28, 1967; SA, XXIII (Aug. 19, 1968), p. 1, XXVI (Aug. 5, 1970), p. 1 (Sep.
25, 1970), p. 1, (Nov. 19, 1970), p. 1, XXVII (Sep. 25, 1970), p. 1, (Jul. 30,
1971), p. 3; Wilbert Schneider, telephone interview by author; SMC, FMM,
Jan. 21, 1968; SMC, Cost Analysis of Buildings Erected During Past 15 Years,
Mar. 5, 1975; SMC, EBM, Dec. 4, 1969; Henry Kuhlman, interview by author.
7. However, plans to build a new structure in that location had been
previously announced. SMC, Cost Analysis, loc. cit.; Gordon Hyde, Cyril
Futcher, Wilma McClarty, interviews by author; SA, XXV (Feb. 20, 1970), p.
1, XXVI (Apr. 22, 1971), p. 3, XXVII (Jul. 30, 1971), p. 1; Wilbert Schneider,
telephone interview by author.
8. SMC, BM, Apr. 19, 1967, May 9, 1968, Sep. 28, 1972; SA, XXVII (Oct. 7,
1971), p. 1, XXVIII (Oct. 27, 1972), pp. 1, 2; SMC, Cost Analysis, loc. cit.
9. SA, XXVII (Jul. 30, 1971), p. 1, XXIX (Sep. 5, 1973), pp. 4, 5; Pamela
Maize Hams, Cecil Rolfe, Bradley G. Hyde, Evelin Harper Gilkeson,
interviews by author.
10. Wilbert Schneider, telephone interview by author; SMC, BM, Jun. 27,
1967; ST, LXI (Jun. 21, 1967), p. 20.
11. SMC, ECM, Dec. 4, 1969; SA, XXVI (Sep. 10, 1970), p. 1; Charles
Fleming, Jr., Report to the Board of Trustees of SMC, Apr. 29, 1971; Ray
Hefferlin, interview by author.
12. SMC, BM, Apr. 12, 1973, Feb. 13, 1974; SA, XVIII (Apr. 27, 1973), p. 1,
XXXII (Oct. 28, 1976), p. 1; SMC, "History, Operations, and Objectives of the
Committee of 100 for SMC," Mar. 31, 1978, p. 2; ST, LXTX (Nov., 1975), p. 30,
LXXTV (Jul., 1980), p. 10.
13. ST, LXVI (Oct., 1972), p. 26; SMC, BM, Sep. 22, 1975; SA, XXXI (Feb. 6,
1976), p. 1, (Apr. 22, 1976), p. 3, XXXII (Oct. 28, 1976), p. 1, XXXIII (Sep. 8,
1977), p. 1; SMC, FMM, Mar. 22, 1976.
14. SMC, BM, May 15, 1969, Apr. 14, 1977; SA, XXV (Aug. 7, 1969), p. 4,
XXXI (Dec. 4, 1975), p. 1, XXXIV (Sep. 14, 1978), p. 1.
15. David R. Roberts, to SMC, 14 Nov. 1975 (SO; SA, XXXI (Feb. 26, 1976),
p. 1.
16. SMC, BM, Jan. 13, 1972, Jan. 28, 1975; SA, XXXV (Apr. 10, 1980), p. 6.
17. SMC, BM, Jan. 29, 1976; SMC, FMM, Apr. 24, Oct. 30, 1978; SMC,
Faculty Senate Meeting Minutes, Jul. 10, 1979; SA, XXXIV (Feb. 1, 1979), pp.
1, 8.
18. Wilbert Schneider, telephone interview by author; ST, LXXII (Nov.,
1972), p. 15; SA, XXV (Nov. 20, 1969), p. 1, (Dec. 12, 1969), p. 1, (Mar. 23,
1970), p. 1, XXVI (Sep. 10, 1970), p. 4, XXVII (Sep. 30, 1971), p. 1, XXVIII
(Sep. 7, 1972), p. 1, (Sep. 21, 1972), p. 1, XXXI (Sep. 2, 1975), p. 1, (Sep. 16,
1975), p. 4, (Jan. 15, 1976), p. 1, XXXII (Sep. 9, 1976), p. 1, XXXIV (Jan. 25.
1979), p. 1; SMC, BM, Oct. 1, 1973; Philip G. Garver, Pamela Maize Harris,
interviews by author.
19. SA, XXVI (Aug. 5, 1970), p. 1, XXVII (Jul. 30, 1971), p. 3. A few of those
weddings listed had taken place during the 1969-70 school year (one had even
been performed the February before that), and a few involved students who
had graduated several years earlier. However, the bulk of these weddings
involved current students or 1971 graduates.
20. Wilbert Schneider, telephone interview by author; AR, CLXVII (Jul. 17,
1990), p. 31.
21. Information provided by Mary E. Elam, Associate Vice-President for
Academic Administration; SMC, ECM, Jun. 26, 1969; SMC, Affirmative
Action Statement, Official Employment Policy, filed with SMC, BM, Oct. 1,
1973; ST, LXVII (Aug., 1972), p. 17; SA, XXXI (Sep. 2, 1975), p. 3, XXXIII
(Feb. 2, 1978), p. 1; Joker 1977-78, pp. 59, 61; Ed Lamb, interview by author.
22. ST, LXI (Apr. 28, 1967), p. 11; SMC, BM, May 3, 1954, Feb. 18, 1960;
SA, XXVI (Apr. 22, 1971), p. 1; Dan W. Rozell, Robert W. Merchant, William
H. Taylor, Ann Rorabaw Clark, Ron Springett, H. Douglas Bennett, Cecil
Rolfe, Jerome Clark, Lawrence Hanson, Louesa Peters, Don Dick, Mitchell
Thiel, Jane R. Brown, Drew M. Turlington, Thelma Cushman, K. R. Davis,
interviews by author; Wilbert Schneider, telephone interview by author; SMC,
FMM, May 17, 1970, Feb. 14, 1971.
23. H. Douglas Bennett, R. C. Mills, Kenneth E. Spears, William H. Taylor,
Ron Springett, Jane R. Brown, Ed Lamb, Cyril Futcher, Wayne VandeVere,
Louesa Peters, Melvin Campbell, Cecil Rolfe, Robert W. Merchant, Pamela
Maize Harris, Jerome Clark, Helmut Ott, Lawrence Hanson, Arthur Richert,
Jr., Jerry A. Gladson, Don Dick, Ann Rorabaw Clark, Thelma Cushman,
Richard Stanley, K. R. Davis, Mitchell Thiel, John A. Beckett, John R. Loor,
Jr., Ken E. Rogers, Inelda Phillips Hefferlin, interviews by author; SA, XX
(Feb. 11, 1965), p. 1, XXV (Nov. 6, 1969), p. 1, (Nov. 20, 1969), p. 2, XXVI
(Nov. 5, 1970), p. 3, (Nov. 19, 1970), p. 3, (Apr. 22, 1971), p. 1, XXVII (Sep. 2,
1971), pp. 3, 7, (Oct. 8, 1971), p. 3, XXXI (Oct. 16, 1975), p. 4, (Jan. 22, 1976),
p. 5, XXXII (Apr. 10, 1977), p. 5; Mizpah, 1942, [p. 26), 1944, [p. 36]; SDA, YB
1945, p. 62, YB 1949, p. 256, YB 1954, p. 245, YB 1955, p. 201, YB 1960, p.
231; SC, FMM, Sep. 20, 1982; Golden Cords, 1947, p. 37; Dick, pp. 400, 402;
"S. M. C", XXVI (2d qtr., 1968), p. 119; SMC, Faculty Colloquium Minutes,
Aug. 24, 1973.
24. ST, LVI (Jun. 20, 1962), p. 7; LVIII (Sep. 18, 1964), p. 17; SA, XXVI
(May 6, 1971), p. 1, XXXIII (Apr. 13, 1978), pp. 1, 6; "S. M. C", XXI (2d qtr,
1971), p. 119; Cyril Futcher, interview by author.
25. ST, LXI (Aug. 18, 1967), p. 21; SMC, BM, Feb. 16, 1978; SA, XXI (Jun. 3,
1966), p. 4.
26. SMC, BM, Feb. 10, 1966; ST, LXV (Jun, 1971), p. 29; Ed Lamb, Ron
Springett, Lawrence Hanson, Don Dick, Ann Rorabaw Clark, William
Wohlers, Terry Taylor Martin, interviews by author; SMC, FMM, Apr. 30,
1972, Nov. 21, 1977, Mar. 26, Dec. 13, 1979; SA, XXVIII (Oct. 27, 1972), p. 3,
XXXIII (Feb. 23, 1978), p. 1, XXXV (Mar. 20, 1980), p. 1; SC, CAT 1991-92,
pp. 110, 244.
27. SMC, BM, Sep. 28, 1972, Sep. 20, 1977, Apr. 27, 1978; SMC, FMM, Dec.
16, 1969, Sep. 27, 1976, Aug. 27, 1978, Mar. 26, Jul. 10, 1979; SMC,
Operating Budget, year ending Jun. 30, 1972, Jun. 30, 1975, Jun. 30, 1976;
Robert W. Merchant, Mitchell Thiel, interviews by author; SA, XVIII (Feb. 23,
1973), p. 1, XXDC (Oct. 10, 1973), p. 1, XXXI (Feb. 26, 1976), p. 1, XXXIII
(Jan. 19, 1978), p. 1, XXXTV (Mar. 15, 1979), p. 8, XXXV (Jan. 31, 1980), p. 1;
ST, LXXTV (May, 1980), p. 18; "S. M. C", XVII (2d qtr, 1967), p. 116; SMC,
CAT 1981-82, p. 190.
28. The 1975 figure in the Southern Tidings was 503. ST, LXTX (Nov, 1975),
p. 2; SMC, FMM, Oct. 25, 1976; SA, XXIII (Nov. 2, 1967), p. 5, XXTX (Sep. 12,
1973), p. 1, XXXI (Sep. 2, 1975), p. 1, (Apr. 22, 1976), p. 6, XXXII (Jan. 20,
1977), p. 1, XXXV (Sep. 6, 1979), p. 1; SMC, BM, Apr. 12, 1973, Apr. 10, Sep.
22, 1975, Jan. 29, 1976.
29. Lois E. Graham and Frank Knittel, letter, 31 Aug. 1972 (SO; SMC, PR,
Jan. 13, 1972; SMC, Board Sub-Committee Minutes, May 26, 1971; SMC,
FMM, Aug. 25, 1975; SMC, BM, Apr. 10, 1975; Cyril Futcher, Katie Lamb,
interviews by author; ST, LXXIV (Jul, 1980), p. 10.
30. SA, XXVI (Aug. 5, 1970), p. 1, XXDC (Apr. 3, 1974), p. 3; Cheryl A.
Thompson, telephone interview by author.
31. SMC. BM, Sep. 14, 1978; SA, XXXTV (Mar. 22, 1979), p. 4; ST, loc. cit, p.
11; Terry Taylor Martin, interview by author.
32. SMC, BM, Sep. 30, 1971; SA, XXVI (Nov. 19, 1970), p. 3, XXTX (Sep. 5,
1973), p. 5, (Dec. 12, 1973), p. 4.
33. SA, XXXTV (Sep. 14, 1978), p. 3, (Sep. 28, 1978), p. 5; SMC, FMM, Mar.
26, 1979.
34. SA, XXIII (Nov. 2, 1967), p. 5, XXIX (Sep. 12, 1973), p. 1, XXXII (Jan. 20,
1977), p. 1, XXXV (Sep. 6, 1979), p. 1; Cyril Futcher, interview by author; ST,
LXXTV (Oct, 1980), p. 20.
35. SA, XXXV (Sep. 6, 1979), p. 1; SMC, BM, Jan. 30, 1973, Jan. 29, 1976.
36. SA, XXVII (Feb. 10, 1972), p. 1, (Mar. 23, 1972), p. 3, XXTX (Mar. 20,
1974), p. 1, XXXTV (Jan. 18, 1979), p. 4, XXXV (Apr. 3, 1980), p. 1; SMC, BM,
Dec. 14, 1972, Oct. 1, 1973, Sep. 30, 1974.
37. SA, XXXII (Sep. 23, 1976), p. 2, (Jan. 20, 1977), p. 1, XXXV (Sep. 6,
1979), p. 1; SMC, BM, Jan. 29, 1976.TThe 1976 total reported in the Southern
Accent does not agree with the report in Southern Tidings, LXX (Sep, 1976),
p. 5, which lists 136 biology majors.
38. Henry Kuhlman, interview by author.
39. SA, XXII (Aug. 17, 1967), p. 2, XXIII (Apr. 11, 1968), p. 3, XXVI (Feb. 5,
1971), p. 3, XXXI (Mar. 18, 1976), p. 1, XXXII (Oct. 21, 1976), p. 3, XXXTV
(Feb. 22, 1979), p. 1; SMC, BM, May 16, 1961.
40. SMC, BM, Feb. 12, 1970; SMC, FMM, Oct. 25, 1976; SA, XXTX (Apr. 25,
1974), p. 14, XXXII (Sep. 23, 1976), p. 2; "S. M. C", XXVI (2d qtr, 1976), pp.
104, 111.
41. SMC, BM, Jan. 29, 1976, Sep. 14, 1978, Feb. 19, 1981; Wilma McClarty,
Bruce Ashton, Marvin Robertson, interviews by author; SA, XXV (May 22,
1970), p. 4, XXVIII (Oct. 5, 1972), p. 7, (Dec. 8, 1972), p. 1, (Feb. 16, 1973), p.
3, (Apr. 6, 1973), p. 1, XXTX (Jan. 16, 1974), p. 4, (Jan. 23, 1974), p. 4, (Apr.
13, 1974), p. 3, XXXI (Oct. 16, 1975), p. 1, XXXII (Oct. 7, 1976), p. 1, (Mar.
17, 1977), p. 1, XXXIII (Sep. 22, 1977), p. 1, XXXTV (Sep. 28, 1978), p. 5,
(Nov. 16, 1978), p. 6, (Mar. 29, 1979), p. 6, XXXV (Oct. 4, 1979), p. 5, (Apr. 3,
1980), p. 1; SMC, FMM, Oct. 30, 1979.
42. SMC, BM, Feb. 12, 1970, Jan. 29, 1976; "S. M. C", XVI (2d qtr, 1966), p.
33, XXII (2d qtr, 1972), p. 62, XXV (2d qtr, 1975), p. 33.
43. SMC, BM, May 9, 1968, Apr. 12, 1973, Apr. 17, 1974; "S. M. C", XX (2d
qtr, 1970), p. 68; SMC, Faculty Senate Minutes, Apr. 16, 1979; SA, XXVII
(Dec. 9, 1971), p. 1, (Feb. 24, 1972), p. 5, XXXIII (Nov. 3, 1977), p. 2, XXXTV
(Apr. 19, 1979), p. 7.
44. SMC, BM, Jan. 29, 1976; "S. M. C", XXV (2d qtr, 1975), p. 48; SA, XXVI
(Sep. 10, 1970), p. 3, (Oct. 22, 1970), p. 1, XXXI (Nov. 6, 1975), p. 1, (Jan. 22,
1976), p. 1, XXXII (Feb. 17, 1977), p. 2, XXXTV (Apr. 12, 1979), p. 1; Don
Dick, interview by author. Jones Hall residents could get WCCR at 540 on
their AM dial.
45. James C. Hannum, telephone interview by author; ST, LXI (Dec. 8,
1967), p. 10; SA, XXV (Aug. 7, 1969), p. 4, XXVI (Aug. 5, 1970), p. 6.
46. SA, XXVII (Jul. 30, 1971), p. 9, (Apr. 6, 1972), p. 3, XXXII (Oct. 21,
1976), p. 2.
47. SMC, BM, Feb. 18, 1971, Jan. 30, 1973, Sep. 22, 1975; SA, XXVII (Jul.
30, 1971), p. 9, XXIX (Dec. 5, 1973), p. 7, (Jan. 16, 1974), p. 4, XXXII (Nov.
18, 1976), p. 2, XXXV (Oct. 25, 1979), p. 1; SMC, FMM, Nov. 19, 1972, Mar.
25, 1973, Feb. 17, 1975; James C. Hannum, telephone interview by author.
48. SA, XXXTV (Feb. 15, 1979), p. 1; James C. Hannum, telephone interview
by author.
49. SMC, BM, Jan. 29, 1976.
50. Ibid.; SA, XXTX (Sep. 12, 1973), p. 1, (Sep. 19, 1973), p. 5, XXXI (Dec. 4,
1975), p. 1, XXXV (Sep. 20, 1979), p. 1; Cyril Futcher, interview by author;
SMC, FMM, Oct. 21, 1973; ST, LXXTV (Mar, 1980), p. 9.
51. SA, XXVIII (Sep. 21, 1972), p. 1; SMC, FMM, Dec. 17, 1967.
52. SMC, BM, May 9, 1968; SMC, FMM, Oct. 1, 1972.
53. Usually described as a donation, apparently the collection was acquired
as collateral on a loan. Cyril Futcher, Benjamin McArthur, Lawrence Hanson,
interviews by author; SA, XXVIII (Sep. 5, 1973), p. 1, (Oct. 24, 1973), p. 1,
XXXV (Dec. 6, 1979), p. 6; SMC, Faculty Colloquium Minutes, Aug. 26, 1973.
54. SMC, BM, Feb. 8, 1968; SMC, FMM, Jun. 6, 1966, Jun. 17, 1968.
55. SMC, BM, Sep. 25, 1969; "S. M. C", XX (2d qtr, 1970), p. iii, XXII (2d
qtr, 1972), pp. ii, iii; XXTV (2d qtr, 1974), p. iii; XXVII (2d qtr, 1977), pp. ii,
iii.
56. SA, XXTX (Oct. 17, 1973), p. 1, (Dec. 5, 1973), p. 1; SMC, FMM, Dec. 9,
1973.
57. SMC, Faculty Senate Minutes, Sep. 13, 1976; SA, XXXII (Nov. 11, 1976),
p. 1, XXXIII (Sep. 22, 1977), p. 2, XXXTV (Sep. 21, 1978), p. 5, XXXV (Jul,
1980), p. 5; SMC, Joint Faculty-Senate Meeting Minutes, Jul. 10, 1978.
58. SA, XXIX (Nov. 14, 1973), p. 6, (Feb. 27, 1974), p. 1; SMC, FMM, Feb. 17,
1974; "S. M. C", XXTV (2d qtr., 1974), p. 19, XXV (2d qtr., 1975), pp. 18-21.
59. SMC, PR, Jan. 13, 1972; SMC, BM, Apr. 13, 1972; SMC, FMM, Apr. 30,
1972; *S. M. C", XXI (2d qtr., 1971), pp. 19, 127, XXII (2d qtr., 1972), pp. 19,
130, XXVIII (2d qtr., 1978), pp. 22, 189; Recommendations of the Visiting
Committee to Southern Missionary College, Mar. 26-29. 1972; SMC, FMM,
Aug. 25, 1977. The Recommendation report specifically suggested more
courses like "Comparative Religion" and "Theology and Modern Culture."
Rees had noted after the Southern Association's 1965 annual meeting a trend
toward having various faiths represented on the same campus, exposing
students to various viewpoints, and letting them make their own choices.
SMC, FMM, Dec. 6, 1965.
60. Frank Knittel, telephone interview by author; SMC, PR, loc. cit.
61. SMC, FMM, Apr. 30, 1972, Mar. 22, 1976.
62. SA, XXV (Feb. 20, 1970), p. 1, (Mar. 6, 1970), p. 1, (Mar. 23, 1970), p. 1,
XXVII (Feb. 17, 1972), p. 1, XXIX (Jan. 16, 1974), p. 4, (Mar. 27, 1974), p. 1,
XXXI (Apr. 22, 1976), p. 1, XXXII (Oct. 21, 1976), p. 3.
63. Ibid., XXV (Sep. 16, 1969), p. 1, (Oct. 10, 1969), p. 1, XXVI (Apr. 8, 1971),
p. 1, XXVIII (Mar. 23, 1973), p. 1, XXIX (Sep. 19, 1973), p. 4, (Mar. 27, 1974),
p. 1.
64. Ibid., XXVII (Dec. 9, 1971), p. 1, (Apr. 6, 1972), p. 1, XXVIII (Mar. 23,
1973), p. 1, (Mar. 30, 1973), pp. 1, 8; SMC, FMM, Mar. 26, 1972.T
65. This bill was defeated. SA, XXVIII (Feb. 16, 1973), p. 1, (Mar. 30, 1973),
p. 1, XXXIV (Feb. 1, 1979), p. 1.
66. Ibid., XXV (Nov. 6, 1969), p. 1, XXXII (Mar. 24, 1977), p. 6.
67. Ibid., XXV (Sep. 16, 1969), p. 1, (Nov. 6, 1969), p. 1, (Feb. 20, 1970), p. 1,
(Mar. 23, 1970), p. 1, (May 8, 1970), p. 1, XXVI (May 6, 1971), p. 4, XXXI
(Oct. 30, 1975), p. 1, (Apr. 8, 1976), p. 1, XXXII (Mar. 31, 1977), p. 3, XXXIII
(Feb. 9, 1978), p. 4, XXXIV (Nov. 16, 1978), p. 4, (Mar. 29, 1979), p. 1, XXXV
(Jan. 17, 1980), p. 1, (Mar. 27, 1980), p. 1.
68. Ibid., XXV (Sep. 30, 1969), p. 1, (Nov. 6, 1969), p. 1, XXVI (Feb. 5, 1971),
p. 3, XXVII (Jan. 20, 1972), p. 5, (Feb. 29, 1972), p. 4, (Apr. 6, 1972), p. 1,
XXVIII (Apr. 6, 1973), p. 1, XXXII (Oct. 21, 1976), p. 3, (Nov. 10, 1976), p. 1,
(Feb. 17, 1977), p. 2, XXXV (Apr. 17, 1980), p. 6; SMC, FMM, Sep. 5, 1971,
Jan. 16, 1972.
69. SA, XXV (Aug. 7, 1969), p. 3, (Sep. 30, 1969), p. 1, XXVI (Oct. 22, 1970),
p. 1.
70. Ibid., XXVI (Oct. 22, 1970), p. 1, (May 6, 1971), p. 4, XXXIII (Jan. 26,
1978), p. 1, (Feb. 9, 1978), p. 4; SMC, Student Life Committee Minutes, Sep.
27, 1967; ST, LXV (Oct., 1971), p. 33; Joker '68, cover.
71. SC, Homecoming program bulletin, Oct. 27-29, 1989, [pp. 4, 10]; Donald
B. Hoffman, letter, 8 May 1991, TLS (SC); SA, XXVIII (Dec. 15, 1972), p. 3,
XXXI (Sep. 16, 1975), p. 4, XXXII (Feb. 17, 1977), p. 2, (Apr. 29, 1977), p. 1,
XXXIV (Feb. 1, 1979), p. 6; Philip G. Garver, interview by author.
72. SA, XXVII (Sep. 2, 1971), p. 7, XXDC (Oct. 31, 1973), p. 1, (Jul. 16, 1974),
p. 4, XXXI (Jan. 29, 1976), p. 1; Pamela Maize Harris, interview by author.
73. Ibid., XXVII (Feb. 17, 1972), p. 1, XXIX (Dec. 12, 1973), p. 4, (Jan. 16,
1974), p. 6, XXXII (Sep. 9, 1976), p. 7, (Apr. 10, 1977), pp. 10, 11, XXXIII
(Sep. 8, 1977), pp. 4-5, (Nov. 10, 1977), p. 3, XXXIV (Sep. 7, 1978), p. 3, (Dec.
7, 1978), p. 5, XXXV (Sep. 13, 1979), pp. 4-5, (Oct. 11, 1979), p. 1.
74. Ibid., XXIII (Jan. 18, 1968), p. 3, XXXTV (Oct. 19, 1978), p. 1.
75. Edgar O. Grundset, interview by author.
76. SA, XXVII (Sep. 2, 1971), p. 7, XXTX (Mar. 20, 1974), p. 1, XXXII (Mar.
24, 1977), p. 1, XXXIII (Sep. 15, 1977), p. 1, XXTV (Sep. 2, 1978), p. 6, (Sep.
14, 1978), p. 7, (Feb. 15, 1979), p. 1, XXXV (Sep. 27, 1979), p. 1, (Oct. 25,
1979), p. 1.
77. Ibid., XXV (Feb. 20, 1970), p. 4, XXVI (Nov. 19, 1970), p. 3, (Dec. 17,
1970), p. 1, XXVII (Oct. 7, 1971), p. 3, (Apr. 20, 1972), p. 3, XXXTV (Apr. 5,
1979), p. 1, XXXV (Nov. 8, 1979), p. 1; Edgar O. Grundset, interview by
author.
78. Ibid., XXIII (Jan. 18, 1968), p. 1, XXV (Feb. 20, 1970), p. 9, (Mar. 6,
1970), p. 12, (Mar. 23, 1970), p. 1, XXVI (Feb. 5, 1971), p. 3, XXVII (Oct. 28,
1971), p. 1, (Apr. 20, 1972), p. 3, XXX (Apr. 30, 1975), p. 1, XXXI (Jan. 29,
1976), p. 1, XXXII (Nov. 11, 1976), p. 2, (Jan. 27, 1977), p. 2, (Feb. 24, 1977),
p. 1, (Mar. 24, 1977), p. 1, XXXIII (Oct. 13, 1977), p. 6, (Oct. 27, 1977), p. 1,
(Feb. 2, 1978), p. 2, (Mar. 16, 1978), p. 1, XXXIV (Feb. 1, 1979), p. 1, (Feb. 15,
1979), p. 1, (Mar. 29, 1979), p. 1; ST, LXXTV (Sep., 1980), p. 11; SM, 1969, p.
45, 1975, p. 68, 1978, p. 33, 1980, p. 33.
79. SA, XXVII (Nov. 11, 1971), p. 3, XXXIII (Oct. 27, 1977), p. 2, XXXV (Jan.
31, 1980), p. 1; Mary Lou Rowe, telephone interview by author; ST, LXXIV
(Sep., 1980), p. 11.
80. SA, XXVII (Oct. 28, 1971), p. 1, (Apr. 20, 1972), p. 1, XXVIII (Feb. 16,
1973), p. 1, XXXI (Sep. 25, 1975), p. 1, XXXII (Sep. 8, 1976), p. 1; Edgar O.
Grundset, Henry Kuhlman, interviews by author; ST, loc. cit.
81. Bradley G. Hyde, interview by author; SA, XXIX (Sep. 12, 1973), p. 7,
XXXII (Jan. 27, 1977), p. 2, XXXIII (Feb. 9, 1978), p. 1.
82. SMC, BM, Sep. 25, 1969.
83. SA, XXVI (Nov. 19, 1970), p. 3, (Dec. 17, 1970), p. 2, XXTX (Sep. 19,
1973), p. 2, (Feb. 13, 1974), p. 3, (Feb. 27, 1974), p. 3, XXXI (Nov. 6, 1975), p.
2, XXXIII (Nov. 17, 1977), p. 5; "S. M. C", LX (1st qtr., 1959), p. 32, XVI (2d
qtr., 1966), p. 25; SMC, FMM, May 8, 11, 1969; SMC and You, Jul., 1969.
84. SMC, FMM, Dec. 13, 1970, Jan. 17, 1971; SA, XXIX (Sep. 26, 1973), p. 8,
(Jan. 30, 1974), p. 7.
85. SA, XXTX (Mar. 30, 1974). p. 1.
86. SMC, Faculty Senate Minutes, Sep. 13, 1976, Sep. 11, 1978; SMC, FMM,
Jul. 7, 1977.
87. Wilbert Schneider, Ed Lamb, Pamela Maize Harris, interviews by author;
SA, XXIX (Feb. 13, 1974), pp. 1, 3, XXXII (Jan. 20, 1977), p. 1, XXXIII (Sep.
1, 1977), p. 1; SMC and You, Jul., 1969, p. 8; SMC, PR, loc. cit.; SMC, Faculty
Colloquium Minutes, Aug. 26, 1973; "S. M. C", XXVII (2d qtr., 1977), p. 15.
88. Volker S. Henning, interview by author.
89. SMC, BM, Sep. 30, 1974; SMC, FMM, Apr. 30, 1972, Jan. 13, 1974; "S.
M. C", XXVI (2d qtr., 1976), p. 139; Des D. Cummings, Jr., telephone
interview by author.
90. Des D. Cummings, Jr., Bradley G. Hyde, interviews by author; SA, XXIII
(Nov. 21, 1967), p. 4, XXTV (Oct. 9, 1968), p. 1, (Mar. 4, 1969), p. 4, XXV (Sep.
30, 1969), p. 1, (Nov. 20, 1969), pp. 1, 2, (Dec. 12, 1969), p. 1, XXVII (Oct. 7,
1971), p. 3, XXVIII (Jan. 19, 1973), p. 7, (Jan. 26, 1973), p. 1, (Mar. 30, 1973),
p. 3, XXIX (Jan. 23, 1974), p, 4, (Apr. 25, 1974), p. 14, XXXI (Oct. 2, 1975), p.
5, (Feb. 19, 1976), p. 3, (Feb. 26, 1976), p. 1, XXXII (Sep. 23, 1976), p. 2,
XXXIII (Nov. 3, 1977), p. 3, XL VI (Nov. 1, 1990), pp. 1, 5; SMC, Faculty
Colloquium Minutes, loc. cit.; ST, LXVI (Mar., 1972), p. 21, LXXII (Sep.,
1978), p. 12, LXXTV (Feb., 1980), p. 18, (Dec, 1980), p. 15; SMC, BM, Sep. 30,
1974, p. 3; William H. Taylor, press release, Feb. 29, Apr. 30, 1968.
91. SA, XXV (Aug. 7, 1969), p. 3, (Jan. 16, 1970), p. 1, (Feb. 20, 1970), p. 1,
(May 22, 1970), p. 4, XXXTV (Oct. 5, 1978), p. 4, XXXV (Sep. 20, 1979), p. 1,
(Sep. 27, 1979), p. 3; SM, 1978, p. 120.
92. Ed Lamb, Pamela Maize Harris, interviews by author; SMC, ECM, Dec.
14, 1972; SA, XXVI (Apr. 22, 1971), p. 1, XXVII (Feb. 2, 1971), p. 2, (Jul. 30,
1971), p. 1.
93. SA, XXVII (Nov. 18, 1971), p. 1.
94. Ibid., XXVI (Feb. 2, 1971), p. 2.
95. Ibid., XXVII (Apr. 26, 1972), p. 1, XXTX (Sep. 19, 1973), p. 7, (Mar. 27,
1974), p. 3.
96. SMC, BM, Jan. 28, 1975, Sep. 27, 1976; SMC, FMM, Feb. 28, 1977; SA,
XXXII (Feb. 10, 1977), p. 1, (Mar. 17, 1977), p. 1.
97. SA, XXTX (Apr. 10, 1974), p. 3, XXXII (Feb. 24, 1977), p. 5, (Apr. 10,
1977), p. 3, XXXIII (Sep. 22, 1977). p. 2, XXXV (Oct. 11, 1979), p. 6; SMC,
FMM, Oct. 24, 1977; SMC, BM, Sep. 14, 1978.
98. SA, XXXIV (Sep. 14, 1978), p. 1, XXXV (Oct. 11, 1979), p. 6.
99. SA, XXXV (Oct. 11, 1979), p. 6.
CHAPTER NINE
1. The 1980-1991 enrollment statistics are summarized in SC, Fall 1991
Statistics for Board Meeting, Sep., 1991, p. 1 (Records Office). For second
semester (1992) statistics, see Transcript, Jan. 10, 1992.
2. These two paragraphs are a distillation of many, many hours of interviews
with various current and former faculty members sympathetic to diverse
viewpoints and is intended as a simplified, nonpartisan synthesis of the
various perspectives. People on both sides of these controversies, as well as
those who tried to avoid choosing sides, suffered great pain. Regarding
demographic projections and academy graduation statistics, see SC, FMM,
Dec. 2, 1982, Feb. 22, 1983, Jul. 24, 1984; Donald Sahly, "My Vision for the
Future," SC, Faculty Colloquium, Aug. 16, 1987; R. M. Barrow, Report of
Admissions and College Relations, SC, Young Alumni meeting, winter, 1990.
See also SA, XLVII (Sep. 12, 1991), pp. 1, 4, (Sep. 26, 1991), p. 3.
3. SDA, YB 1962, pp. 232, 243, YB 1963, p. 294; SMC, ECM, Dec. 2, 1965,
Dec. 4, 1969; SMC, FMM, Apr. 30, 1972; SA, XXVIII (Sep. 21, 1972), p. 4;
SMC, BM, Apr. 13, Sep. 28, Oct. 1, 1972.
4. SA, XXXII (Feb. 17, 1977), p. 1, (Feb. 24, 1977), p. 1, (Mar. 24, 1977),
p. 4.
5. SMC, BM, Apr. 14, 1977.
6. SA, XXXVII (Nov. 5, 1981), p. 1; SMC, Executive Board Minutes, Apr. 16,
1981; ST, LXXV (Oct., 1981), pp. 6, 7.
7. Southeastern College, Southeastern Adventist College, Southeastern
Memorial College, Southeastern Christian College, Sutherland College, and
Wright College.
8. SA, XXXVII (Jan. 21, 1981), p. 1.
9. SMC, BM, Feb. 16, Apr. 15, 21, 1982; SMC, FMM, Feb. 23, Jul. 1, 1982;
SA, XXXVII (Apr. 8, 1982), p. 1; ST, LXXVI (May, 1982), p. 5; SM, 1990, p.
14.
10. SA, XXXVIII (Feb. 17, 1983), p. 8, XXXIX (Sep. 29, 1983), p. 1, (Oct. 6,
1983), p. 1; SC, BM, Sep. 13, 1983; SC, Executive Board Minutes, May 3,
1984; ST, LXXIX (Jan., 1985), p. 16. For some student reactions to the item
of changing the name again, see SA, XXXIX (Oct. 6, 1983), p. 12, (Oct. 13,
1983), p. 1.
11. SC, BM, Feb. 15, 1983; SDA, YB 1982, p. 437; SCOL, XXXV (2d qtr.,
1983), p. 17; ST, LXXVII (Mar., 1983), p. 27, (Jul, 1983), p. 6.
12. ST, LXXVII (Jul., 1983), p. 7; SMC, BM, Sep. 30, 1974, Apr. 8, 1976, Sep.
24, 1980; SMC, ECM, addendum, Sep. 28, 1981; SMC, FMM, Aug. 26, Sep.
11, 1979; SC, BM, Jan. 4, Mar. 12, Apr. 11, 1984, Feb. 18, 1991; SC, Joint
Faculty- Senate Meeting Minutes, Jun. 27, 1984; William Wohlers, Wayne
VandeVere, William H. Taylor, interviews by author; SA, XXXI (Feb. 6, 1976),
p. 1, (Apr. 15, 1976), p. 1, XXXVII (Oct. 29, 1981), p. 1, XL (Nov. 8, 1984), p.
1, (Dec. 6, 1984), p. 1, (Jan. 17, 1985), p. 1, XLV (Sep. 10, 1989), p. 1; SCOL,
XXX11 (no. 2, 1984), p. 21, XXXVII (no. 1, 1985), cover, p. 5, (no. 2, 1985), p.
7, XXXVIII (no. 2, 1986), pp. 3, 12.
13. SCOL, XXX (4th qtr., 1981), p. 16; SC, ECM, Jul. 19, 1983; SA, XL (Jan.
17, 1985), p. 4; Ann Rorabaw Clark, Duane Houck, interviews by author.
14. SCOL, XXXVIII (no. 2, 1986), p. 3; SC, Joint Faculty-Senate Meeting
Minutes, loc. cit.; ST, LXXVII (Mar., 1983), p. 27; Robert W. Merchant,
Wayne VandeVere, Duane Houck, Georgia Butterfield O'Brien, Cecil Rolfe,
William H. Taylor, H. Douglas Bennett, interviews by author; SA, XLI (Oct.
24, 1985), p. 4.
15. Part of the time he was in Singapore, simultaneously holding the two
posts, where he was also director of the Far Eastern Branch of Home Study
International. ST, LXXX (Mar., 1986), p. 39, (Jun., 1986), pp. 10-11, LXXXII
(Apr., 1988), p. 29; SA, XLI (Jan. 30, 1986), p. 3, XLII (Sep. 18, 1986), p. 3,
(Oct. 9, 1986), p. 5, XLIII (Oct. 22, 1987), pp. 4, 5; SDA, YB 1980, p. 318, YB
1981, p. 322, YB 1982, p. 431, YB 1983, p. 448, YB 1984, p. 449, YB 1985, pp.
405, 463; SCOL, XXXVIII (no. 2, 1986), p. 5, (no. 3, 1986), p. 4; SC,
Registration Statistics: Summary of Fall Opening Enrollment, Sep., 1991;
Discussions with various students.
16. SCOL, XXXVI (no. 2, 1984), p. 10.
17. William H. Allen, resume of accomplishments and initiatives as Vice-
President for Academic Administration; SC, BM, Apr. 22, 1985, Jan. 29, 1987;
ST, LXXIX (Jul., 1985), p. 20.
18. SA, X (Dec. 10, 1954), p. 3, XXXVII (Apr. 2, 1982), p. 1; SCOL, XXXIX
(no. 3, 1987), p. 5.
19. SCOL, XXXIII (3d qtr., 1982), p. 20, XXXV (3d qtr., 1983), p. 11, XL (no.
2, 1988), p. 7; SC, Faculty Assembly Minutes, Mar. 24, Sep. 29, Dec. 8, 1986,
Aug. 10, Sep. 21, 1987, Feb. 25, 1991; SC, 1987-88 Budget, Mar. 18, 1987,
revision; SC, Executive Board Minutes, Jul. 11, 1989; SC, BM, Feb. 15, 1983,
Jan. 25, Feb. 4, Apr. 11, 1984, Sep. 17, 1985, Jan. 23, Sep. 23, Oct. 28, 1986,
Jan. 29, Sep. 22, Dec. 4, 1987, Oct. 4, 1990; SA, XXXVII (Oct. 8, 1981), p. 1,
(Jan. 14, 1982), p. 1, XLIII (Oct. 22, 1987), p. 4; Marvin Robertson, Don Dick,
Kenneth E. Spears, interviews by author; SC, FMM, Feb. 22, 1983, Nov. 3,
327
1986, Nov. 8, 1990, Feb. 25, 1991; SC, Faculty Colloquium Minutes, Aug. 17,
1986; Transcript, Sep. 28, 1989, Feb. 22, 1990; SMC, ECM, Nov. 4, 1981, Jan.
7, 1982; SC, ECM, Dec. 6, 1983, Oct. 30, 1985, Oct. 28, 1986; John Wagner,
"Southern College of SDA Retrenchment," Feb. 13, 1984, filed with SC, BM;
SC, Financial Statement, Sep. 30, 1991; SC, Self-Study, spring, 1992, p. 251.
20. ST, LXXXI (Oct., 1987), p. 11; John Wagner, telephone interview by
author; SC, BM, Feb. 15, 1983, Nov. 1, 1984, Sep. 17, 1985; SCOL, XXXVIII
(no. 3, 1986), pp. 6, 14; SC, ECM, Jun. 9, 1986; Ray Hefferlin, interview with
Russell E. Miller; Jack McClarty, Report of the Development Office; SC, Young
Alumni meeting, winter, 1990; SC, Senate Minutes, Nov. 11, 1991.
21. ST, LXXVI (Oct., 1982), p. 17, LXXIX (Nov., 1985), p. 13, LXXX (Sep.,
1986), p. 15, LXXXI (Dec, 1987), p. 12; SC, Joint Faculty-Senate Meeting
Minutes, Jun. 27, 1984; SC, Faculty Assembly Minutes, Aug. 10, 1987; SC,
1986-87 Budget, Mar. 18, 1987 revision.
22. SC, 1987-88 Budget, Mar. 18, 1987 revision; SC, Self-Study, spring, 1992,
p. 134; SC, Southern Facts, 1992, (p. 3J; SC, Financial Statement, Sep. 30,
1991; SMC, BM, Apr. 15, 1980; William H. Taylor, interview by author.
23. SC, ECM, Jan. 29, 1987; SC, BM, Sep. 27, 1989; SA, XLIII (Jan. 21,
1988), p. 3; ST, LXXXII (Mar., 1988), p. 14.
24. SC, Faculty Assembly Minutes, May 13, 1987; SCOL, XXXTX (no. 1,
1987), pp. 6, 7; Edythe Stephenson Cothren, Susan Rozell Pettibone,
interviews by author.
25. SC, BM, Sep. 23, 1986, Jan. 29, May 1, Sep. 22, 1987; SCOL, XXXIX (no.
2, 1987), p. 2; SA, SLV (Nov. 2, 1989), p. 8.
26. CFP, 5 Nov. 1989, p. D3; SA, loc. cit.
27. SC, ECM, Jun. 13, 1990; SA, XLV1 (Feb. 28, 1991), p. 1, (Apr. 25, 1991),
pp. 1, 2; SC, Science Center Centennial Campaign, "Science Center Fact
Sheet"; SCOL, XLIII (no. 2, 1991), p. 3.
28. Even during the 1984-85 school year, when Southwestern's tuition was
$64 a semester less than Southern's, the total for room, board, and tuition
was — as usual — considerably lower at Southern: $212 per school year. SMC,
CAT 1981-82, p. 191; SC, CAT 1991-92, p. 16; SA, XXXVI (Jan. 15, 1981), p.
4, XXXVII (Sep. 3, 1981), p. 1, XL (Feb. 21, 1985), p. 1, XLIII (Oct. 1, 1987),
p. 1; ST, LXXXI (Jun., 1987), p. 12, LXXXII (May, 1988), p. 12; SC, FMM,
Aug. 21, 1983; SC, ECM, Sep. 13, 1988; SC, Academic Affairs Committee
Minutes, Sep. 4, 1989.
29. SC, FMM, Oct. 7, 19, 1982, Feb. 22, 1983; ST, LXXXII (Apr., 1988), p. 12;
Author's personal experience.
30. SC, ECM, Dec. 12, 1984; SC, CAT 1989-90, p. 254, CAT 1991-92, pp. 18,
30-31.
31. ST, LXXXVI (Mar., 1987), p. 8; SCOL, XXXTV (4th qtr., 1982), p. 9; SC,
Southern Facts, 1990, [p. 3]; SC, Student Finance Office, Comparative
Financial Aid Report, Jun. 30, 1991; SC, Faculty Assembly Minutes, Sep. 21,
1987.
32. SM, 1984, pp. 20-21; "S. M. C", XVIII (2d qtr., 1968), p. 114; ST, LXXX
(Jan., 1986), p. 13, LXXXIII (Jul., 1989), p. 12; SCOL, XXXVIII (no. 2, 1986),
p. 10; SA, XXXVII (Sep. 10, 1981), p. 1.
33. SC, Academic Affairs Committee Minutes, Oct. 15, 1990; SC, BM, Dec. 8,
1988, Nov. 7, 1990, Nov. 11, 1991; SC, CAT 1985-86, pp. 245-247, CAT 1991-
92, pp. 297-300.
34. SC, Faculty Assembly Minutes, Aug. 19, 1990; Transcript, Oct. 5, 1989,
Feb. 21, 1991.
35. SC, statistics for board meeting, Fall, 1991, p. 4 (Records Office); ST,
LXXVI (Jan., 1982), p. 12, LXXXVI (Mar., 1986), p. 9; SA, XL VI (Feb. 28,
1991), pp. 13-14.
36. SMC, BM, Sep. 24, 1980; SMC, FMM, Oct. 23, 1980; SA, XXXVII (Oct.
29, 1981), p. 1; ST, LXXVI (Jan., 1982), p. 12.
37. SC, Self-Study, Spring, 1992, pp. 22, 45; SA, XL (Apr. 4, 1985), p. 1,
XLVII (Sep. 26, 1991), p. 2; ST, LXX1XX (Aug., 1985), p. 11, (Dec., 1985), p.
13.
38. SA, XLIV (Feb. 16, 1989), p. 11; ST, LXXX (Nov., 1986), p. 29.
39. Ibid.; Georgia Butterfield O'Brien, interview by author.
40. Katie Lamb, Georgia Butterfield O'Brien, interviews by author; SC,
Southern Facts, 1990, [p. 2]; SA, XL (Feb. 21, 1985), p. 1, (Mar. 21, 1985), p.
5; Transcript, Oct. 5, Dec. 7, 1989, Jul. 26, 1990; Nursing Scope, (Fall, 1991),
[p. 11; ST, LXXXI (Sep., 1987), p. 11.
41. SA, XL (Nov. 8, 1984), p. 1; SC, BM, Sep. 13, 1983, Jan. 29, 1987, Apr.
19, 1988; Cheryl A. Thompson, Marianne Wooley, telephone interviews by
author; SMC, FMM, Feb. 23, 1982; SC, FMM, Jan. 17, Feb. 22, 1983; SC,
ECM, Jan. 3, 1985; SC and Florida Hospital Medical Center, Memorandum of
Understanding, Jan. 23, 1986.
42. Cheryl A. Thompson, telephone interview by author; SC, Academic
Affairs Committe Minutes, Sep. 16, 1991.
43. SA, XLV (Nov. 2, 1989), p. 5; ST, LXXVII (May, 1983), p. 10.
44. SC, BM, Sep. 17, 1985; ST, LXXX (Apr., 1986), p. 19; SC, Self-Study,
Spring, 1992, p. 47.
45. SC, CAT 1985-86, p. 41, CAT 1991-92, p. 112-119; SC, statistics for board
meeting, Fall, 1991 (Records Office).
46. ST, LXXXTV (Jun., 1990), p. 30.
47. SMC, CAT 1979-80, p. 57; ST, LXXIX (Jun., 1985), pp. 16, 17; SC, BM,
Sep. 13, 1984; SC, statistics, loc. cit.
48. SC, ECM, Apr. 12, 1989; SA, XLV (Nov. 2, 1989), p. 3; SC, statistics, loc.
cit.
49. SA, XXXVI (Apr. 2, 1981), p. 1, XXXVII (Apr. 1, 1982), p. 1, XXXVIII
(Jan. 13, 1983), p. 1, (Apr. 7, 1983), p. 3, XXXTX (Feb. 2, 1984), p. 1, (Mar. 29,
1984), p. 1, (Apr. 5, 1984), p. 1, XLI (Jan. 16, 1986), p. 3; Transcript, Mar. 29,
1990.
50. ST, LXXXTV (Jun., 1990), p. 30.
51. This paragraph is based on the SMC and SC catalogs from 1979-1992;
ST, LXXVIII (Jun., 1984), p. 15; information provided by Barbara Ruf.
52. Don Dick, John T. Durichek, interviews by author; ST, LXXXII (Mar.,
1988), p. 22; SC, CAT 1989-90, pp. 221-224, CAT 1991-92, pp. 139-140;
Transcript, Jul. 26, 1990.
53. SC, statistics, loc. cit.
54. SMC, FMM, Oct. 2, 1980; SMC, Faculty Colloquium Minutes, Aug. 16,
1981; SA, XXXVII (Mar. 18, 1982), pp. 8-11, XXXVIII (Oct. 21, 1982), p. 5; H.
Douglas Bennett, Ron Springett, Wayne VandeVere, Robert Francis, Wilma
McClarty, Lawrence Hanson, Jerry A. Gladson, Laura Hayes Gladson, K. R.
Davis, Ed Zackrison, interviews by author.
55. SA, XLIII (Oct. 1, 1987), p. 3; SCOL, XXXIX (no. 3, 1987), p. 11; ST,
LXXX (May, 1986), p. 14.
56. Author's personal recollection.
57. ST, LXXVIII (Sep., 1984), p. 10, LXXXII (Dec, 1988), p. 12; SA, XLIV
(Feb. 16, 1989), p. 6; SC, CAT 1988-89, p. 210.
58. ST, LXXVI (Nov., 1982), p. 19, LXXX (Mar., 1986), p. 9, (Aug., 1986), p.
16, LXXXII (Dec, 1988), p. 12; Transcript, May 2, 1991.
59. SC, Self-Study, Spring, 1992, p. 47; Transcript, Mar. 21, 1991.
60. SC, CAT 1985-86, p. 41; SC, statistics, loc. cit.; SC, Self-Study, Spring,
1992, p. 19.
61. SC, BM, Dec. 12, 1985; SA, XLI (Jan. 16, 1986), p. 8, XLIV (Mar. 1,
1989), p. 5; SC, CAT 1991-92, pp. 105, 109; Transcript, Jun. 15, 1989, Jun.
28, 1990; SC, statistics, loc. cit.
62. SC, CAT 1986-87, pp. 175-178, CAT 1987-88, pp. 36-40; SC, BM, loc. cit.
63. SC, statistics, loc. cit.; SC, CAT 1986-87, p. 179, CAT 1987-88, p. 96.
64. Transcript, Aug. 17, 1989, Jan. 10, 1991; SC, FMM, Mar. 1, 1984, Oct.
30, 1989; SA, XL VI (Feb. 15, 1991), p. 7; ST, LXXXTV (Sep., 1990), p. 11.
65. SC, CAT 1985-86, p. 41.
66. SC, statistics, loc. cit.; SC, Joint Faculty-Senate Assembly Minutes, May
29, 1991.
67. ST, LXXVI (Nov., 1982), p. 19; SC, Self-Study, Spring, 1992, pp. 19, 45.
68. SC, CAT 1987-88, p. 80; SC, statistics, loc. cit.
69. SC, CAT 1991-92, pp. 93-94; SC, statistics, loc. cit.
70. SA, XL (Mar. 1, 1985), p. 5, XLI (Nov. 21, 1985), p. 3, XL VI (Nov. 29,
1990), p. 3, XLVII (Nov. 7, 1991), p. 4; SCOL, XXXVII (no. 1, 1985), p. 23.
71. SC, CAT 1987-88, p. 128; SC, BM, Mar. 11, 1986, Dec. 8, 1988, Feb. 20,
1989.
72. SC, Self-Study, Spring, 1992, p. 124; SA, XL (Nov. 8, 1984), p. 1, (Apr. 4,
1985), p. 3, LXIII (Sep. 24, 1987), pp. 1, 3, XL VI (Sep. 20, 1990), p. 1, (Oct. 4,
1990), p. 13; SCOL, XXXTV (4th qtr., 1982), p. 6; Transcript, Oct. 11, Dec. 6,
1990.
73. SC, Faculty Senate Minutes, Jan. 15, 1990; SC, statistics, loc. cit.; SA,
LXV (Feb. 1, 1990), p. 10.
74. SC, CAT 1985-86, p. 41, CAT 1989-90, pp. 45, 46; SA, XXXV (Jan. 15,
1980), p. 1, XXXVI (Apr. 16, 1981), p. 1, XXXVIII (Nov. 4, 1982), p. 6, (Dec. 9,
1982), p. 4, XL (Nov. 8, 1984), p. 4, XLI (Oct. 31, 1985), p. 3, XLIV (Mar. 1,
1989), p. 5, XLV (Nov. 31, 1989), p. 5, XLVI (Oct. 18, 1990), p. 16, (Feb. 28,
1991), p. 2, XLVII (Sep. 26, 1991), p. 4; Floyd L. Greenleaf, memorandum to
faculty, 26 Nov. 1990; SC, Self-Study, Spring, 1992, p. 174; Robert Garren,
interview by Benjamin McArthur.
75. SC, statistics, loc. cit.; Helmut Ott, interview by author; SCOL, XLI (no.
1, 1989), p. 9.
76. SC, statistics, loc. cit.
77. SA, XXXVII (Sep. 24, 1981), p. 6, XXXVIII (Oct. 21, 1982), p. 1, XLII
(Apr. 2, 1987), p. 3, (Apr. 16, 1987), p. 4, XLVI (Sep. 6, 1990), p. 4, (Mar. 28,
1991), p. 4, XLVII (Nov. 7, 1991), p. 3; ST, LXXVI (Feb., 1982), p. 20, LXXVII
(Aug., 1983), p. 21, LXXTX (Aug., 1985), p. 13, LXXX (Jun., 1986), p. 21,
LXXXI (Apr., 1987), p. 11; Transcript, Jul. 20, Dec. 7, 13, 1989, Feb. 15, Mar.
15, Nov. 1, Dec 6, 1990, Jan. 24, Feb. 7, Jun. 13, 1991; SCOL, XXXI (4th qtr.,
1982), p. 8, XXXVI (no. 2, 1984), p. 6, XXXIX (no. 2, 1987), p. 7; Marvin
Robertson, interview by author.
78. SA, XXXVI (Dec. 5, 1980), p. 1, (Mar. 19, 1981), p. 1, XXXVII (Apr. 8,
1982), p. 1, XXXTX (Apr. 12, 1984), p. 5, XLIII (Apr. 7, 1988), p. 1; Transcript,
Nov. 30, 1989, Mar. 15, 1990; SCOL, XL (no. 2, 1988), p. 3; SC, Self-Study,
Spring, 1992, pp. 43, 102.
79. SC, statistics, loc. cit. See, for example, SC, Second Semester Class
Schedule 1991-92, p. 14; Ann Rorabaw Clark, to writing emphasis teachers,
21 Nov. 1991, photocopy of TLS; SA, XLV (Apr. 19, 1990), p. 5.
80. SC, statistics, loc. cit.; SC, Joint Faculty-Senate Executive Committee
Minutes, Oct. 17, 1990; SA, XXXVI (Apr. 16, 1981), p. 1, XXXVIII (Nov. 4,
1982), p. 6, XXXTX (Jan. 26, 1984), p. 4, XL (Nov. 8, 1984), p. 4, (Jan. 17,
1985), p. 9, XLII (Dec. 11, 1986), p. 13, XLTV (Jan. 19, 1989), p. 5, XLVI (Sep.
6, 1990), p. 3, (Dec. 13, 1990), p. 5; ST, LXXIX (Nov., 1985), p. 12, LXXXI
(Sep., 1987), p. 11, (Oct., 1987), p. 11, LXXXII (Jul., 1988), p. 11; SC,
Academic Affairs Committee Minutes, May 9, 1989.
81. SC, statistics, loc. cit.; SMC, CAT 1981-82, pp. 45, 46; SC, CAT 1984-85,
p. 44, CAT 1985-86, p. 74, CAT 1987-88, pp. 120, 127; ST, LXXXI (Jan.,
1987), p. 27; SC, BM, Jan. 29, 1987; Don Dick, interview by author; SA, XLIII
(Sep. 17, 1987), p. 5, XLVII (Jan. 18, 1991), p. 10; SCOL, XXXTX (no. 1, 1987),
p. 16; East Hamilton County Journal, 8 Mar. 1989, p. 2.
82. Southern Communicator, V (Fall, 1991), p. 2; SC, CAT 1991-92, p. 213; J.
Bruce Ashton, Report to SCSDA Board, Apr. 1, 1989, p. 3; Report filed with
SC, BM, Nov. 11, 1991; SA, XLIII (Oct. 8, 1987), p. 1; Transcript, Aug. 15,
1991, p. 1; The Chattanooga Times, 26 Oct. 1990, p. CI; ST, LXXIII (Jan.,
1979), p. 27.
83. ST, LXXIII (Jul., 1979), p. 20, LXXVI (Mar., 1983), p. 15, LXXX (Jan.,
1986), p. 13, LXXXII (Jan., 1988), p. 11; SCOL, XLIII (no. 1, 1991), p. 15; SA,
XXXVII (Feb. 18, 1982), p. 3, XL (Dec. 6, 1984), p. 5, XLIII (Nov. 12, 1987), p.
3, XLV (Nov. 17, 1989), p. 11, XLVI (Nov. 15, 1990), p. 1, XLVII (Oct. 24,
1991), p. 1.
84. SA, XXXVI (Feb. 12, 1981), p. 1, XXXVII (Oct. 8, 1981), p. 4, XL (Jan. 24,
1985), p. 1; ST, LXXTX (Jan., 1983), p. 3, LXXX' (Nov., 1986), p. 12.
85. Information provided by William M. Allen; ST, LXXTX (Nov., 1985), p. 29.
86. SC, Self-Study, Spring, 1992, p. 48; ST, loc. cit., LXXX (Jan., 1986), p. 30,
LXXXI (May, 1987), p. 11; Transcript, Oct. 19, 1989, Mar. 22, 1990; SCOL,
XL (no. 1, 1988), p. 13, XLI (no. 1, 1989), p. 9; SA, XLVI (Nov. 1, 1990), p. 5;
SC, Faculty Assembly Minutes, Apr. 23, 1990.
87. SC, BM, Jan. 29, 1987; SC, Self-Study, loc. cit.
88. SC, BM, Jan. 6, 1983; SC, FMM, Jan. 17, 1983, Jan. 30, 1990;
Transcript, Feb. 28, 1991; SA, XLVI (Oct. 18, 1990), p. 5.
89. SC, Self-Study, Spring, 1992, pp. 67-68, 73, 74, 76, 303-308; Sfj, Southern
Facts, 1992, [p. 21.
90. SCOL, XXXTX (no. 3, 1987), p. 10; A Word to the Wise Advisor, Oct. 9,
1989, Jul. 2, 1990; SC, Faculty Assembly Minutes, Aug. 19, 1990. For the
328
scores, see SC, Academic Affairs Committee Minutes, Sep. 3, 1990.
91. SMC, CAT 1981-82, pp. 24-26; SC, CAT 1983-84, pp. 23-24; Benjamin
McArthur, quoted in SA, XLII (Jan. 28, 1988], p. 3; J. Bruce Ashton,
interview by author.
92. SCOL, XXXVI (no. 2, 1984), p. 17; SC, Alumni Directory, p. 14.
93. ST, LXXXI (Jul., 1987), p. 11; SA. XLHI (Jan. 28, 1988), p. 3.
94. The following spring the ratio was almost exactly 57:43. SC, statistics for
board meeting, Jan., 1991, p. 2 (Records Office); SC, Faculty Assembly
Minutes, Jun. 15, 1987; SC, Registration Statistics: Summary of Fall Opening
Enrollment, Sep., 1991; ST, LXXXII (Oct., 1988), p. 12, (Nov., 1988), p. 31;
SA, XLIII (Feb. 11, 1988), p. 3, XLV (Sep. 21, 1989), p. 5, XLVII (Feb. 15,
1991), p. 15; Joker, 1991-92, p. 102; SC, FMM, Oct. 23, 1984.
95. SA, XXXVIII (Oct. 14, 1982), p. 4, XL (Jan. 24, 1985), p. 1, XLV (Oct. 5,
1989), p. 6, XLVI (Nov. 15, 1990), p. 15; Campus Chatter, Nov. 6-12, 1991;
Numerique, Fall, 1991; Author's personal recollection.
96. SA, XXXVI (Apr. 9, 1981), pp. 4-5, XXXVII (Nov. 19, 1981), p. 1, XXXVIII
(Oct. 7, 1982), p. 1, (Feb. 17, 1983), p. 1, XLIII (Sep. 17, 1987), p. 3, XLV
(Nov. 2, 1989), p. 10, (Feb. 15, 1990), p. 1, (Apr. 19, 1990), p. 1, XLVI (Nov.
29, 1990), p. 8, (Jan. 18, 1991), p. 2, (Mar. 28, 1991), p. 3, XLVII (Sep. 26,
1991), p. 1, (Oct. 24, 1991), p. 1, (Dec. 5, 1991), p. 1; Author's personal
recollection; SM, 1984, pp. 140, 143, 152; Edgar 0. Grundset, to author, 18
Oct. 1991, L.
97. SA, XXXVII (Nov. 5, 1981), p. 4, XXXVIII (Oct. 14, 1982), p. 4, (Oct. 28,
1982), p. 1, XLVI (Nov. 15, 1990), p. 7, (Feb. 15, 1991), p. 3, XLVII (Dec. 5,
1991), p. 1; SC, Self-Study, Spring, 1992, p. 101.
98. SA, XLVI (Oct. 18, 1990), pp. 15, 16, (Nov. 15, 1990), p. 3, (Nov. 29,
1990), pp. 1, 5, 10, (Dec. 13, 1990), pp. 1, 3, 4, 7.
99. Ibid., XLIV (Mar. 30, 1989), p. 4, XLV (Oct. 5, 1989), p. 3, (Apr. 19,
1990), pp. 4, 7, XLVI (Oct. 4, 19901, p. 17, (Nov. 1, 1990), pp. 3, 4, (Mar. 28.
1991), p. 13, XLVII (Sep. 12, 1991), p. 9, (Oct. 24, 1991), p. 3; SM, 1982, pp.
174, 180, 1984, p. 175, 1991, pp. 161-162.
100. SA, XLV (Apr. 19, 1990), p. 4. Kappa Phi Chapter, Tri-Beta National
Biological Society, handbills, I Fall, 1991, Spring, 19921.
101. SC, Self-Study, Spring, 1992, p. 104; Author's personal recollection.
102. SA, XLII (Feb. 11, 1988), p. 3, XLV (Feb. 15, 1990), p. 4, XLVI (Oct. 4,
1990), p. 16, (Jan. 18, 1991), p. 8, (Feb. 28, 1991), p. 9; BKT meeting, Nov. 3,
1991; SC, Self-Study, Spring, 1992, p. 103; Pamela Allen, schedule. Black
History Week, Feb. 3-9, 1991; Author's personal recollection; Transcript, Feb.
16, 1989.
103. SC, Faculty Assembly Minutes, Aug. 14, 1988; SC, Assembly Schedule,
2d sem., 1990-9i; SCOL, XXXVII (no. 3, 1985), p. 12, XXXVIII (no. 1, 1986),
p. 2, XXXIX (no. 1, 1987), p. 14; SA, XLI (Oct. 31, 1985), p. 3, XLIII (Oct. 22,
1987), p. 3.
104. SC, BM, Feb. 15, 1983; SC, Southern Facts, 1992, I p. 21; SA, XXXVI
(Mar. 19, 1981), p. 1, XXXVII (Oct. 15, 1981), p. 1, (Oct. 22, 1981), p. 4,
XXXIX (Oct. 13, 1983), p. 1, XL (Mar. 21, 1985), p. 5, XLV (Sep. 21, 1989), p.
3, (Oct. 23, 19891, p. 12, (Nov. 2, 1989), pp. 1, 2; SCOL, XXXIX (no. 1, 1987),
p. 15, XLVII (Oct. 24, 1991), p. 5; SC, Faculty Assembly Minutes, Feb. 22,
1988; Transcript, Sep. 21, Oct. 26, 1989.
105. SMC, FMM, Mar. 12, 1982; SA, XXXVII (Nov. 5, 1981), p. 1, XLVII
(Nov. 7, 1991), p. 1.
106. SA, XL (Jan. 17, 1985), p. 9, (Mar. 2, 1985), p. 5, XLIII (Jan. 28, 1988),
p. 3, XLV (Nov. 31, 1989), p. 9, (Feb. 15, 1990), p. 1, XLVI (Jan. 18, 1991), p.
2; Transcript, Jan. 18, 1990.
107. SA, XXXVII (Oct. 15, 1981), p. 1, XXXIX (Feb. 2, 1984), p. 11, XLI (Jan.
30, 1986), p. 3, XLII (Sep. 18. 1986), p. 3, XLV (Nov. 17, 19891, p. 3, XLVI
(Oct. 4, 1990), p. 4, (Mar. 15, 1991), p. 3, XLVII (Oct. 24. 1991), p. 7, (Nov. 21,
1991), p. 3; SC, Southern Facts, 1992, |p. 21; SC, Special Programs, 1990-91,
handbill; Transcript, Nov. 15. 1991; SC, Artist Adventure Series, 1991-92,
handbill.
108. SA, XLI (Jan. 30, 1986), p. 3, XLII (Sep. 25, 1986), p. 9, XLV (Oct. 15,
1989), p. 9, (Feb. 1, 1990), p. 8; Transcript, Nov. 9, 1989, Apr. 5, 1990;
Author's personal recollection; SC, Artist Adventure, loc. cit.
109. SA, XXXVI (Feb. 12, 19811, p. 1, XXXVII (Oct. 1, 1981). p. 7, (Oct. 29,
1981), p. 4, (Apr. 1, 1982). p. 1, XXXIX (Dec. 15, 1983), p. 4, (Mar. 29, 1984),
p. 1, XLI (Nov. 21, 1985), p. 3, XLIII (Sep. 10. 1987). p. 4. (Oct. 1, 1987), p. 1,
XLIV (Mar. 1, 1989), p. 7, XLV (Oct. 23, 1989), p. 1, (Nov. 2, 1989), p. 12,
(Feb. 1, 1990), p. 1, XLVI (Nov. 29, 1990), p. 12, (Jan. 31, 1991), p. 16; SC,
Artist Adventure, loc. cit.; Author's personal recollection; SCOL, XXXIII (3d
qtr., 1982), p. 19; Transcript, Sep. 14. 1989. Jan. 11, Oct. 4, 1990; Campus
Chatter, Nov. 7-12, 1990. The Humanities Film Series was renamed the
Classic Film Series in 1991. SC, Self-Study, Spring, 1992, p. 102.
110. Georgia Butterfield O'Brien, interview by author.
111. SA, XLIII (Jan. 14, 1988), pp. 1, 5.
112. Ibid., XXXVII (Mar. 11, 1982), p. 1
1 13. Regarding complaints about the blue jeans rule, see, for example, ibid.,
XXXVI (Jan. 15, 1981), p. 2, XXXVIII (Oct. 14, 1982), p. 4.
114. Ibid., XXXVIII (Oct. 14, 1982), p. 4, (Nov. 11, 1982), p. 1, XLII (Sep. 25,
1986), p. 9, (Oct. 9, 1986), p. 5, XLIII (Oct. 22, 1987), p. 5, XLIV (Jan. 19,
1989), p. 12, (Mar. 1, 1989), p. 9, (Mar. 30, 1989), p. 5, XLV (Mar. 1, 1990), p.
1, XLVI (Oct. 18, 1990), p. 3; SC, Faculty Colloquium Minutes, Aug. 16, 1987,
Aug. 20, 1989; SC, Faculty Senate Minutes, Dec. 11, 1989; Joi C. Richards,
telephone interview by author; ST, LXXLX (Apr., 1985), p. 13.
115. Roy E. Dingle, telephone interview by author.
116. William T. DuBois IV, letter, 18 Sep. 1985, filed with SC, BM.
117. SA, XLIII (Oct. 22, 1987), p. 1, XLVII (Nov. 21, 1991), p. 10; ST, LXXXI
(Jul., 1987), p. 28.
118. SA, XLV (Oct. 23, 1989), p. 11; ST, LXXIX (Jun., 1985), p. 7, LXXX
(Sep., 1986), p. 18.
119. SC, FMM, Sep. 2, 20, 1982, Mar. 20, 1985, Sep. 26, 1988, Sep. 25, 1989,
Sep. 24, Nov. 8, 1990; SMC, FMM. Oct. 2, 1980; S7\ LXXX (Jan., 1986), p. 13,
LXXXI (Apr., 1987). p. 11, LXXXII (Oct., 1988), p. 11; Transcript, Oct. 18,
1989, Oct. 24, Dec. 13, 1991.
120. SC, FMM, Mar. 20, 1985; SCOL, LXXX (no. 2, 1986), p. 11; ST, LXXXII
(Oct., 1988), p. 11; Transcript, Nov. 29, 1990.
121. SC, FMM, loc. cit.
122. SC, FMM, Sep. 25, 1989, Sep. 24, 1990; ST, LXXVII (Nov., 1984), p. 10,
LXXXI (Nov., 1987), p. 5, LXXXII (Jan., 1988), pp. 11, 12; Author's personal
recollection: SA, XLIII (Jan. 14, 1988), p. 4, XLIV (Jan. 19, 1989), p. 8, XLV
(Oct. 5, 1989), p. 8; SC, Self-Study, Spring, 1992, p. 106.
123. SA, XLII (Oct. 30, 1986), p. 7, XLIII (Oct. 1, 1987), p. 3, (Jan. 21, 19881,
p. 3, XLV (Sep. 21, 1989), p. 3; SC, Self-Study, Spring, 1992, p. 105; ST,
LXXVIII (Oct., 1984), p. 25.
124. SA, XLII (Sep. 18, 19861, p. 7, XLIII (Feb. 11, 1988), p. 11, XLV (Oct. 5,
19891, p. 8; SM, 1984, p. 43; ST, LXXX (Jan., 1986), p. 13, LXXXI (Nov.,
1987), p. 5, LXXXII (Apr., 1988), p. 11; Author's personal recollection;
Campus Chatter, Oct. 16-23, 1991; SCOL, XXXVIII (no. 2. 1986), p. 10.
125. SCOL, XXXVI (no. 2, 1984), p. 5; SA, XLIII (Mar. 24, 1988), p. 5, XLIV
(Jan. 19, 1989), p. 4, XLV (Oct. 23, 1989), p. 10, (Mar. 22, 1990), p. 8, XLVI
(Oct. 4, 1990), p. 18, (Nov. 1, 1990), p. 3; ST, LXXX (Dec., 1986), p. 12;
Transcript, Feb. 1, 1990; Floyd L. Greenleaf, memo to faculty, 30 Oct. 1991;
Destiny Drama Company Chronicle, I (Mar. 30, 1990), pp. 3, 7; Lori Pettibone,
telephone interview; Author's personal recollection.
126. SC, Alumni Directory, pp. 201-202; SC, Faculty Assembly Minutes, Oct.
28, 1991; Wilma McClarty, remarks in Collegedale SDA Sanctuary Sabbath
School, 1991; Ben Chon, remarks to the author, Dec, 1991.
127. SA, XLH (Oct. 30, 1986), p. 3, (Nov. 6, 1986), p. 9, XLIII (Sep. 24, 1987),
p. 3, (Nov. 5, 1987), p. 3, XLV (Nov. 2, 1989), p. 3, XLVI (Oct. 18, 1990), p. 16,
(Nov. 1, 1990), p. 1; Sherrie Norton, telephone interview by author; ST, LXXX
(Dec, 1986), p. 12, LXXXI (Nov., 1987), p. 5.
128. ST, LXXXI (Nov., 1987), p. 5; SA, XLIII (Sep. 24, 1987), p. 3.
129. SC. BM, Jan. 4, Mar. 12, 1984; ST. LXXXI (May, 1987), p. 6; Floyd L.
Greenleaf, memo to faculty, 23 Feb. 1990; SA, XLVI (Mar. 28, 1991), p. 4;
Lori Pettibone, telephone conversation; Campus Chatter, Oct. 23-29, 1991;
Author's personal recollection.
130. ST, XLIX (Sep., 1985), pp. 16, 17, LXXXII (Sep., 1988), p. 5; SC, SC
Registration Statistics: Summary of Fall Opening Enrollment , Sep., 1990;
Joker, 1988-89, p. 43, 1991-92, pp. 44-46; SCOL, XLIII (Fall, 1991 ), p. 22; SA,
XXXVII (Mar. 18, 1982), p. 5, XLV (Oct. 23, 1989), p. 7, (Nov. 2, 1989), p. 7,
(Nov. 17, 1989), p. 10, (Nov. 31, 1989), p. 6, XLVII (Dec. 5, 1991), p. 11; SC,
student missionary dedication program. 1990; FM 90.5 WSMC Radio Guide,
Apr., 1990, [p. 5]; Southern Communicator, V (Fall, 1991). Ipp. 1, 3|.
131. ST. LXXXII (Apr., 19881, p. 28, (Jul., 1988), p. 28.
132. Charles Lacey. Jeanne Stamper Dickinson, interviews by author; SCOL,
XXXVII (no. 2, 1985), p. 15; Author's personal observation.
133. Charles Lacey. Jeanne Stamper Dickinson, interviews by author;
Author's personal observation.
329
Index
Abel, J. S., 72
Abernathy, W. E., 96
Absences, 20, 40, 73, 139, 152, 226, 277
Academic changes during Depression, 139
Academic departments, early, 19, 20, 70,
139
Academic divisions, 214, 217, 219, 221,
225, 272, 293, 297-305
Academic policy, 20, 277
Academic standards, 137-139, 152, 227
Academy Day. See College Days
Accreditation, 70-73, 134, 136-137, 149,
151-156, 160, 213, 264. See also
Reaccreditation
Ackerman Auditorium, 308
Ackerman, Dorothy Evans, 225
Ackerman, James M., 217
Administration building, 41, 85, color
section i. See also Lynn Wood
Hall; Wright Hall
Admission policy, 16, 138, 156, 226-227,
267
Advent Review and Herald, 11, 66,
136. See also Review and Herald
Adventist Colleges Abroad, 224, 303
Adventist Perspectives, 223, 300
Agriculture, 25, 38, 70, 106, 107, 175-182,
192. See also Farm
Ahkriev, Daud, 303
Albritton, Jerry, 253
Alexander, Lamar, 250
Allee, N. W., 15, 33
Allen, William, 293, 299, 301, 303, 305
Alumni Association, 211, 294, 296
American Temperance Society, 173, 232,
252, 279. See also CABL
Anderson, E. A., 274-275, 298
Anderson, Florence Oliver, 298
Anderson, Lee, 299
Anderson, Paul, 281
Anderson, V. G., 156
Andrews, Frances, 224
Angelica Healthcare Services
Group, 200. See also
Laundry; Medi-Clean
Annual
Southern Memories, 213, 224, 227,
278-279, 297, 306
The Southland, 61, 77, 118, 139, 141,
184
Triangle, 141, 238
Annual Announcement, 42
Anton Heiller Memorial Organ, 291, 292,
304, color section xiii
Apartments for married students, 268
Arbor Day, 151
Art department, 128, 225, 275, 303
Ashbaugh, F. G, 136
Ashlock, Frank, 82, 162, 172
Ashlock, J. F., 172
Ashlock, Thomas, 146, 166
Assemblies. See Worship attendance
Atteberry, A. N., 48-49, 52-53, 56-66, 83,
85, 96, 175
Attendance policy, 226, 277
Aussner, Rudolf, 284, 286
B
Baber, G. H., 34, 88, 89
Baber, Mrs. G. H., 34
Badura-Skoda, Paul, 281
Bailey, Mrs. W. E., 83
Bailey, W. E., 186
Bakery, health-food, 25. See also
Industries: bakery
Band. See Music Organizations
Banks, Edward C, 159, 253
Barasoain, David, 314
Barn, 60, 108, 109, 155, 261, color section
vi
Baseball, 79
Basket factory, 295. See also Industries:
basket factory
Bauer, David, 170
Beach, Bert B., 301
Beach party, 306
Beach, Walter R., 168
Beck, Haninbal, 29
Beckett, John, 272
Beckner, Horace R., 171, 214
Behrens, J. H., 68, 82
Bell, W. B., 11
Bennett, Douglas, 216, 301
Bennett, Peggy, 172
Bentzinger, Judy, 285
Berezin, Arseny, 302
Bietz, Arthur L., 219
Bietz, Gordon, color section xvi
Biology department, 160, 275, 301
Bjerre, Jens, 310
Black History Week, 307
Bland, William Thomas, 21-23
Blue jeans, 282,310
Boettcher, J. T, 81
Boilers, 162-163, 240, 254
Bookburning, 42, 81
Bookstore, 197
Bordeau, D. T., 10
Borge, Victor, 281
Borman, Frank, 276
Bowen, Dewitt, 222
Boynton, Gerald, 160
Bozarth, Charles, 53
Bradley, Mike, 276
Brandenburg, Peggy, 306
Brandon, Lewis, 20
Branson, W. H., 52-53, 80, 96
Brickman, Theresa, 129
Brock Hall, 291, 292, 294, 295, 303, 305,
color section iv
Brock III, William E., 222, 266
Brock, Richard A., 291
Brombaugh, John, color section xiii
Brook, Howell, 34
Brooke, Gradye, 34, 41, 48. See also
Summerour, Gradye Brooke
Broom shop, 25, 209, 259, 295. See also
Industries: broom shop
Brown, B. W., 51
Brown, Helen Talge, color section iv
Brown, Jane, 271
Brown, Stanley, 128, 226
Budget, 43, 45, 82, 136, 160, 211, 273,
292-293, 297. See also Financial:
difficulties
Bumby, Edward, 80
Bumby, Frances, 170
Bumby, Richard, 80
Burrows, Bertha, 34
Burt, Fannie, 34
Bush, C. D., 142
Bushnell, Clyde, 159
Bushnell, Vinson, 195
Business administration department, 23,
40, 72, 139, 217, 274, 299
Butler, George I., 12, 14, 28, 32, 36, 38
Butler, Willis, 281
Butterfield, Art, 239
Cabinet shop, 152, 230. See also Indus-
tries: wood products factory
CABL, 280, 312. See also American
Temperance Society
Cadwallider, Edwin M., 62
Cady, M. E., 66, 123
Cafeteria, 145, 176, 278
Cafeteria/home economics building, 204-
206, 210, 266. See also Home Arts
Center
Caldwell, J. H, 63
Cameron, Vertrelle, 308
Campbell, Joann, 228
Campbell, Melvin, 279, 284
Campbell, Roy, 174
Campbell, W. H., 121
Campolo, Anthony, 308
Campus Accent, 227
Campus Chatter, 306
Campus expansion, 152, 263-268
Campus Kitchen, 197, 260, 278, 307
Campus Ministries, 279, 307
CARE, 280, 311-313
Campus promenade, 295
Campus Shop, 200, 278, color section xii
Carden, Mary Ellen, 170
Carlyle, Raymond, 53
Carr, Floren, 80
Cassell, Jr., Jack W., 211-213,227
Century II Endowment Fund. See
Endowment funds
Chapel. See Worship Attendance
Chattanooga, 9, 51, 76-78, 84, 97, 125,
126, 128, 140, 184, 195, 216, 222, 225,
230, 255, 276, 290, 299
Chattanooga News-Free Press, 69, 142,
296, 299
Chattanooga Times, The, 17-19
Chemistry department, 221
Cheng-Zong, Yin, 308
Childers, Malcolm, 303
Choir. See Music Organizations
Chon, Ben, 313
Christensen, Dorothy, 218
Christensen, John, 220
Christensen, Otto, 216, 223
Churchill, Winston, 204
Cineer, Will, 29
Civil War, 12, 97, 99
Clark, Ann, 224, 292
Clark, Harry, 72
330
A Century of Challenge
Clark, Jerome L., 203,225-226,271
Clark, Krisi, 306
Cleveland, 184, 228
Cleveland, Major, 99
Cliburn, Van, 281
Clough, Earl, 166, 172
Club, men's
Better Men's Society, 63, 78, 141
Triangle Club, 141, 168
Upsilon Delta Phi, 168, 279
Club, women's
Dasowakita, 168
Joshi Jotatsu Kai, 78,141
Sigma Theta Chi, 279
Clubs, 78, 141, 228, 279, 307
business, 229
Catchem Club, 77
Collegedale Catchem, 62
Coble, Lettie, 80
Cobos, Patricio, 281
Coffey, Cecil, 174, 175
Colcord, George W., 9-11, 15-17, 19-21,
43
Colcord, I. Celian, 18
Coleman, Maud, 34
College Bowl, 278, 308
College Days, 169, 192, 222, 227, 246,
278, color section viii
College Enterprises, Incorporated, 200
College Hall. See Lynn Wood Hall
College High Fidelity, 195
College Industries, Inc., 189-191
College Market. See College Store
College Music House, 197
College Plaza, 197, 199, 205-207, 211,
260, color section vi, color section
xii. See also Fleming Plaza
College Press, 60, 131, 182, 186, 188, 197,
200, 233
College Store, 60, 90, 100, 152, 155, 164,
183, 191, 197, 200, 208, 211, 260, 261,
color section v, color section vi
Collegedale Academy, 149, 153, 226
Collegedale Auto Expediter, 190
Collegedale Cabinets, Inc., 192
Collegedale Caseworks, 192
Collegedale Church, 68, 81, 125, 126, 134,
162, 171, 184, 205, 207, 208, 221, 222,
231, 292, color section v, color section
xiii
Collegedale Distributors, 190, 197, 199
Collegedale Enterprises, Inc., 189
Collegedale Hydroponics, 199
Collegedale Industries, Inc., 131
Collegedale Interiors, 199
Collegedale Mercantile Enterprises,
Inc., 190-191
Collegedale Wood Products, 259
Collins, Alan, 308
Commissary building, 52,57,81. See also
Cracker box
Committee of 100, 197, 209, 268, 292,
294-296
Communications department, 221, 223,
227, 275, 304
Computer science department, 275, 300
Computer Spectrum, 199
Conference Center, 305
Connell, Murrell E., 201
Connell, Russell, 94
Constantine, F. R., 195
Coolidge, Herbert Everett, 228, 229
Cooper, Don, 281
Corliss, J. O., 12
Costerisan, Francis, 201,211
Cothren, Edythe Stephenson, 93
Cotton, Marilyn Dillow, 170
Coulter, Perry, 211
Courses, early
Bible, 20
classical, 19-20
commercial, 20
scientific, 19-20
Courtesy Week, 239
Cousteau, Jean-Michel, 281
Covel, Virgil, 311
Cracker box, 58, 59. See also Commissary
building
Creamery, 155, 180, 181, 191, 197, 206,
208, 211, color section vi, color
section ix
Credit Union, 197
Crews, Joseph Archie, 149, 166, 231
Crist, Milford, 285
Crook, Don, 169, 170
Crouse, J. L., 29
Culp, John Harry, 228
Cummings, Jr., Des, 213, 223, 232, 283
Cureer, Fred, 29
Curtis, G. H., 51,52,96
Cushman, Thelma Hemme, 218
D
Dairy, 152, 177, 178, 258. See also Barn
Dali, Salvador, 303
Damron, Chester, 169
Daniells Hall, 152, 192, 252, 266,
295. See also Daniells Memorial
Library
Daniells Memorial Library, 152, 224, 244,
264, 266, color section v. See also
Library; McKee Library
Dart, ArchaO., 20,21
Dart, Charles Francis, 20, 21, 33
Dart, Ethel, 62
Dart, Merrill, 93
Dart, Mrs. C. F., 32
Davis, Ben, 284
Davis, Cecil E., 221
Davis, Charles, 264
Davis, Doris, 214
Davis, Jeanne, 213
Davis, Kenneth R., 213, 249
Dean, Cyril, 217
Dean, George, 129
Dean, Helen, 271
Dean, Olivia Brickman, 128, 129, 217
Debt, 50, 52, 82
Debt-free policy, 23, 130, 132
Delker, Del, 231
Delong, Ronald, 270
Depression, Great, 84, 123, 125, 128-131,
133, 135, 139, 141, 187-189
Destiny Drama Company, 313
Dew Drop Inn, 129
Diaz, Alirio, 230
Dick, Don, 311
Dick, Everett, 34, 142
Dickinson, Jeanne, 295
Dietel, Margarita, 129, 166, 262
Dietel, Mary Holder, 129
Dillow, Marilyn. See Cotton, Marilyn
Dillow
Dingle, Roy, 310
Dixie Co-operative, Inc., 166, 167
Dole, Elizabeth, 308
Doll House, 58, 59, 292, color section iii
Dormitory, men's, 40, 41, 57, 58, 60, 62,
81, 152. See also Jones Hall; South
Hall; Talge Hall
Dormitory, women's, 22, 23, 60, 81, 132,
240. See also North Hall; Thatcher
Hall; Women's Residence Hall
Dortch, Claude, 29
Dress code, 21, 74, 139, 231. See also
Blue jeans; Pantsuits
DuBose, Bob, 284
Duke, Karen, 230
Dulan, Garland, 270
Dunbar, D. W., 172
Durichek, John, 219, 230, 284, 285, color
section xvi
Dyer, Angela, 306
E
E. A. Anderson Lecture Series, 274, 299
E. O. Grundset Lecture Series, 307
East Hamilton County Journal, 305
Eastep, H. Wayne, 303
Eberhart, Fred, 195
Eccos, 227, 279. See also Joker
Edson, Frank, 226
Edwards, Judy, 239
Eisenhower, Dwight, 307
Elam, Mary, 213, 306
Elderhostel, 305
Elementary education, 217, 274, 302
Ellen G. White Estate, 301
Ellen G. White Memorial Chair in Reli-
gion, 293, 300
Ellsworth, Sharon, 260
Employment, denominational, 30, 69,
134, 165-166, 204, 270, 313
Endowment funds, 248, 273, 293, 294,
299
English department, 221, 223, 304
Ennis, James, 80
Enrollment, 16, 19, 22, 39, 45, 56, 68, 78,
82, 83, 130-131, 136, 142, 144, 147,
149, 152, 161, 162, 166, 189, 203,
203-204, 204, 211, 263, 267, 268, 273,
274, 280, 287, 292, 293, 297, 299-301,
303, 305
Epidemics
diphtheria, 39
hepatitis, 204
influenza, 70, 142
measles, 70, 142
pink eye, 70
pneumonia, 142
scarlet fever, 70
smallpox, 39, 70
typhoid fever, 39, 70, 99
yellow fever, 39
Erksine, Everette, 168
Eugene A. Anderson Organ Concert
Series, 304
Evangelism field schools, 301. See also
Field School of Evangelism
331
Index
Evangelistic meetings, 15, 30, 31, 42, 68,
82, 123, 128, 135, 172, 184, 211, 216,
232, 284, 286, 313
Evans, I. H., 96
Evans, Leonard, 170
F. T. Fogg Clinic, 253
Faith, 66, 182
Farm, 37, 43, 83, 109, 177, 197, color
section ix. See also Agriculture
Farwell, Clayton, 290
Fattic, Grover R., 42, 43
Felts, Maurice, 142
Field, Frank W., 53, 57, 58, 66, 68, 80, 81
Field School of Evangelism, 157, 172, 216,
253. See also Evangelism field schools
Field Tidings, 39, 47, 48, 52, 141, 182
Film Sound Productions, 199
Financial
aid, 297
difficulties, 31, 36, 42, 48, 82-84, 132,
189, 203, 211, 212, 287
Fink, Chester C, 137
Fire
furniture-making business, 195, 259
men's dormitory, 41
Tabernacle, 296, color section vii
women's dormitory, 48, 96
Fire department, 113
Fleming, Jr., Charles, 148, 153, 162, 163,
167, 175, 189-191, 197, 199, 212, 264,
267, 271, 292
Fleming Plaza, 197, 199. See also College
Plaza
Florence Oliver Anderson Lecture-
ship, 298
Florida Hospital, 134, 274, 299
Florida Sanitarium and Hospital School of
Nursing, 214. See also Orlando
campus
Flying Club, 228, 230
Fogg, Frank T., 201,253
Fogg, Mrs. Frank T., 253
Follis, Bessie Nell, 174
Ford, T. A., 33
Francis, Robert, 216
Francisco, Clay, 281
Franz, C. O., 148
Friendly, Fred, 308
Fuller, George, 134, 146, 186
Fuller Insurance Agency, 261
Fuller, La Verne, 146
Fund-raising, 39, 52, 61, 63, 66, 77, 78,
140, 169, 174, 209, 227, 278, 290, 292,
294, 296
Futcher, Cyril F. W., 211, 227, 272, 274
G
Gajdusek, Carleton, 308
Garden of Prayer, 294, 295, color section
xiv
Gardner, Elva B., 160
Garner, Lavoy, 216
Gas station and garage, 108, 111, 155,
183, 191, 197, 208, 211, 261, color
section vi
Gate, The, 284
Gearhart, Bernice, 223
General Conference, 11-14, 19, 22, 31, 36,
46, 61, 63, 69, 73, 78, 82, 84, 125, 135,
137, 138, 148, 161, 168, 199, 203, 212,
274
Georgia Conference, 41
Georgia-Cumberland Conference, 133,
164, 184, 222, 225
Giddings, Elaine, 157
Gilbert, Orlo, 275
Ginzburg, Alexander, 308
Gish, IraM., 124,125
Golden Grains Food Factory, 188. See
also Industries: cereal puffery
Goldwater, Barry, 204
Good English Week, 138
Goodbrad, John, 201
Goralski, Robert, 299
Gordon, Stewart, 230
Gorich, W. H., 61
Grades, 36, 40, 94, 138, 139, 153-157,
156, 226, 277
Graduates, 69, 134, 166, 204, 263, 270,
296, 313
Graduation, 153, 238
Graham, Lois E., 274
Grant, Lorenzo, 270
Grants, 297. See also Loans
Graves, Sanford, 166
Graves, Ted, 239
Graysville, 9, 10, 13, 15, 20, 32, 37, 48, 52,
53, 90, 96, 100, 174, 175, 200, 294,
314, color section i
Graysville Academy, 9-20, 22, 25, 26, 27,
30,41,87
Graysville Sanitarium, 43, 45, 48
Graysville Seventh-day Adventist
Church, 15-17, 49
Greater Collegedale School System, 226
Greenleaf, Floyd, 286, 293
Griggs, Frederick, 96
Grundset, Edgar O., 220, 301
Gym-Masters, 303, 310
H
Hackman, E. F., 148, 152, 153
Hackman Hall, 115, 152, 153, 160, 191,
205, 209
Hagan, Barney, 186
Hagerman, Zerita, 214
Hale, Ruth, 80
Haley, Alex, 281
Hall, Ashley, 253
Hall, Earl, 29
Haluska, Jan, 305
Hamilton, H. H., 66, 74, 112, 186
Hamm, Minon, 224
Hamm, Robert, 173
Hammill, Richard, 156, 156-157, 163,
165,219
Hannum, James, 223, 276
Hanson, Lawrence E., 221, 272, 273, 278,
296
Hardin, Jeanetta, 74
Harding, Kenneth, 172
Hardinge, Leslie, 300
Harris, Kim, 307
Harris, Pamela, 217, 284
Harris, Reggie, 307
Harrison, A. F., 20, 33
Harrison, Harlin, 29
Harrison, Will, 29
Haughey, R. K, 34
Haussler, Doris Holt, 124, 126
Haussler, J. Cecil, 124, 126-128
Haynes, Carlyle B., 53, 82
Hayward, Otis M., 25, 45
Health, physical education, and recreation
depart, 25, 276, 303
Heckman, W. H., 82, 96
Hefferlin, Inelda, 250
Hefferlin, Melissa, 303
Hefferlin, Ray, 219-220,250,275
Hegstad, Roland, 231
Henderson, Lyleen, 284
Henning, Volker, 283
Henriksen, Jorgen, 303
Henry, Carl F. H., 308
Heppenstall, Edward, 231
Herin Hall, 268
Herin, Mazie, 214
Heritage Museum, 121, 296, color section
i, color section ii, color section v, color
section ix
Herman, James, 314
Hershey, L. B., 144
Hewitt, Carl, 34
Highsmith, V. B., 80
Hildebrand, Minnie, 33
Hill, Calvin, 308
Hillyer, Harvey, 307
History department, 225, 304
Hitler, Adolf, 219
Holbrook, Frank, 216
Holidays, 41, 79, 277
Holliday, F. W. M„ 14
Home Arts Center, 261, color section
x. See also Cafeteria/home economics
building
Home economics department, 70, 139,
204, 217, 218, 275, 276, 300, 302
Honeymoon Hill, Ju65
Honors program, 306
Hooper, Dorothy, 214
Hooper, Ralston, 146
Hoover, Herbert, 141
Horning, Anna, 34
Horton, S. B., 33
Houck, Duane, 301
Huffaker, Rhonda, 253
Huh, Young, 275
Hulsey, Harry, 219
Hulsey, William J., 250
Humphrey, Hubert, 276
Hunter, Donald W., 33, 48, 49, 53, 66, 82
Huntley, Chet, 276
Huntley, M. C, 136
Huxtable, Mrs. Thomas R., 184
Huxtable, Thomas R„ 53, 184, 187
Hyde, Bradley, 282
Hyde, Gordon, 204, 223
I
lies, Mrs. William A., 250
lies Physical Education Center. See
Physical education center
lies, William A, 209, 250
Illiteracy in the South, 14
Inauguration, 292
.332
A Century of Challenge
Industrial arts building, 205. See also
Ledford Hall; McKee Industrial
Building
Industrial Drive, 295
Industrial education department, 160,
217, 219, 268, 276, 299, 300
renamed technology, 219
Industrial expansion, 131
Industrial labor, 73
Industrial program, 39
Industries, 47, 174, 182-192
bakery, 60, 183-184
barbershop, 191,197
basket factory, 60, 75, 83, 114, 186-187
beauty parlor, 200
bindery, 188, 197
blacksmith shop, 39, 183
broom shop, 38, 39, 187-189, 197, 199-
201
campus commissary, 183
cannery, 183, 184, 191
canning, 25, 38
carpentry, 39, 175, 182
cereal puffery, 188, 189
College Press. See College Press
creamery. See Creamery
cutting firewood, 60
fountain, 191
gas and service station. See Gas
Station and Garage
hosiery mill, 188, 189
nut crackery, 188
print shop, 25,39,63,115
reed furniture factory, 188
saw mill, 191
shoe-repair shop, 191
Southern Junior Veneer Works, 114
Village Market Bakery, 200
visual aids, 191
wagon-making shop, 39
wood products factory, 152, 184—186,
189, 190, 192, 259
woodwork department, 114
Ingathering, 42, 82, 123, 127, 128, 134,
169, 232, 284, 311
Ingram, Sharon, 253
Insurance, 134, 195, 196, 259, 286
compensation, 184
Insurance office, 197. See also Fuller
Insurance Agency
Integration, 203
Intercom, 282
Intramural sports, 202, 227, 303
Irwin, Charles Walter, 21-23, 25, 26, 41,
73
J. Mabel Wood Hall. See Mabel Wood Hall
J. W. Clouse's General Store, 13, 16
Jack Tyler and Associates, 211
Jacobs, L. A., 29, 92
Jacobs, Ray, 77
Jacobs, S. M., 28, 33
Jameson, Masie White, 53, 57, 74, 77
Janzen, Wayne, 300
Jernigan, Donald L., 299
Johnson, Lyndon, 204, 270
Johnston, Bruce, 223, 228
Johnston, H. A., 83
Johnston, J. O., 33
Johnston, Ruth, 80
Joker, 227, 278, 279, 306. See also Eccos
Jones Hall, 133, 162, 205, 206, 230, 244,
263, 266, 267, 291, 292, color section
iv, color section xvi. See also Dormi-
tory, men's; South Hall; Talge Hall
Jones, J. K, 135
Jones, Mamie, 174
Jones, Maude I., 66-68, 82, 83, 128, 219,
251
Junior college status, 39
Just, Jack, 170
K
K. R.'s Place, 307
Kalar, Fred, 80
Karmalli, Abyd, 307
Kefauver, Senator Estes, 168
Kelley, Hazle Lee, 80
Kellogg, Ed, 303
Kennedy, J. R., 82, 83
Kennedy, Kenneth M., 160, 217, 226
Kennedy, Mrs. J. R., 84
Kenyon, Mrs. M. C, 34
Kerr, Elton, 278, 284
Key, Tom, 308
Kilgore, Charles L., 29, 31, 34, 36, 39, 50
Kilgore, Robert Mead, 10-28, 30, 33, 38,
39,48
Kilgore, Rochelle Philmon, 30, 31, 41, 43,
48, 92, color section i
King, Anna Ruth. See McKee, Ruth King
King, Leota, 294
King, Symon, 294
King's Bakery of Chattanooga. See McKee
Baking Company
Kinsey, Dean, 151, 169
Kipnis, Igor, 281
Kirk, Iva Dell, 76
Klooster, Henry James, 123, 130, 131,
135-137, 139, 141, 148, 182, 187, 189
Knapp, Charles, 297
Knight, Annie, 22, 25
Knittel, Frank A., 197, 199, 250, 263,
268-274, 276-279, 283, 293, 298
Korean War, 163
Kuhlman, Henry, 275
Kuhlman, Huldrich H., 159, 160, 220
Kuhlman, Marian, 160
Lacey, Charles R., 294, 295
Lacey, Gloria, 295
Lamb, Ed, 250, 284, 302, 303, 312
Lamb, Katie, 298
Landeen, William, 126
Landrum, Dan, 305
Lane, Elbert B., 10, 12, 14
Laundry, 60, 63, 189, 192, 200. See also
Angelica Healthcare Services
Group; Industries: laundry; Medi-
Clean
Lauritzen, Adrian, 157, 159
Lawrence, L. L., 23
Lawrence, Norris W., 22, 23, 26
Ledford, Carter E., 178, 266
Ledford Hall, 209, 219, 268. See also
Industrial arts building; McKee
Industrial Building
Lee, Frederick, 136
Legacy, 279
Leker, Jim, 284
Lemon, Jeff, 305
Library, 226, 264, 276. See also Daniells
Memorial Library; McKee Library
Lichof, Daniel, 308
Lindberg, Evlyn, 223, 260
Loans, 199,211,214,273,297. See also
Scholarships
Locken, J. B., 96
Logo, college, 262
Longacre, C. S., 136
Lowry, George Gentry, 31
Luce, Carolyn, 224
Ludington, D. C, 124-126
Lundquist, H. B„ 195
Lynn Wood Hall, 63, 113, 141, 142, 145,
146, 152, 159, 160, 162, 163, 171, 209,
217, 222, 226, 227, 233, 236, 238, 245,
256, 257, 264, 267, 270, 294, 296,
color section v, color section viii
M
Mabel Wood Hall, 291, 292, 296, color
section iv
Mace, college, color section xvi
MacGuire, Meade, 136
Mackenzie, Malcolm, 253
Macmillan, John, 33
Maddox, Fera, 34
Madgwick, Gordon A., 249
Madison College, 28, 39, 144, 214, 226,
274, 300
Magan, Percy, 28
Maintenance department, 189, 191
Mann, Rick, 307
Manual labor schools, 26, 27
Maroon, J. Luther, 34
Marsa, Robert, 302
Marshall, J. B., 60
Marshall, J. S., 53, 58
Marshall, Mrs. J. S., 53
Martin, Terry, 272, 274
Mashburn, Joe, 275
Master plan for campus development, 60,
152, 204
Mathews, Robert, 173
Matson, Curt, 281
Maude Jones Hall, 241. See also Jones
Hall
Maxwell, Myrtle, 124, 128
McArthur, Benjamin, 304
McClarty, Jack, 280
McClellan, Don, 192
McClintock, Jim, 170
McClure, Alfred C, 166, 292
McClure, Larry, 228
McComb, Terry, 239
McCormick, Genevieve, 285
McCulloch, Gertrude, 34
McGee, J. P., 53
McGill, Alice, 307
McKee Baking Company, 192, 195, 196,
199, 259.
McKee, Ellsworth, 166, 264
McKee Industrial Building, 207, 209. See
also Industrial arts building; Ledford
Hall
333
Index
McKee, Jack, 264
McKee Library, 264, 266, 305, color
section xi. See also Daniells Memo-
rial Library; Library
McKee, Mrs. Ellsworth, 264
McKee, Mrs. Jack, 264
McKee, O. D., 69, 195, 209, 260, 264, color
section xi
McKee, Ruth King, 195, 264, 293, 294,
color section xiv
McKees, 295
McKinney, William, 298
McMurphy, Elmore, 157, 223
McMurphy, Kathleen, 157
McNeely, W. F., 33
McNeilus, Denzil, 295
Medi-Clean, 200. See also Angelica
Healthcare Services Group; Laundry
Medical Cadet Corps, 142, 240
Melendy, E. B., 33
Melendy, Lerue, 29
Melendy, Lester, 29
Melendy, Will, 29
Mendez, Raphael, 281
Mercantile. See Southern Mercantile
Merchant, Robert, 212,213,228,248
Merriman, Margarita Dietel, 129, 166,
262
Midgley, Stan, 230, 281
Miller, Clint, 29
Miller, Clyde, 29
Miller, H. S., 43
Miller Hall, 67, 152, 192, 275, 292, 294,
295
Miller, Harold Amadeus, 126-128, 156,
262
Miller, Harry, 29, 34
Miller, Mrs. Harry, 156
Miller, Warren, 310
Mills, Diane, 239
Minchin, E. L., 231
Ministerial course, 39, 70. See also
Theology major
Minner, Ray, 276
Mitchell, Henry, 34
Mitchell, John, 34
Mizelle, Roscoe, 166
Mobile home park. See Trailer park
Modern languages department, 221, 303
Mohr, E. Irving, 157, 159
Montgomery, Martha, 69
Moomaugh, Hugh, 80
Moonlighting, 37
Moor, Edna, 34
Morgan, Annie Mae, 20,21
Morphew, Hubert, 29
Mostert, Sr., Tom, 197
Motschiedler, Ed, 253
Moyers, Sam, 29
Murphy, Robert, 203, 239
Music department, 70, 225, 275, 303
Music organizations, 77, 78, 94, 112, 126,
141, 169-170, 225, 275, 304
Mystery Club, 141
N
Name change of school, 22, 26, 45, 146,
147, 149, 288-290
National Council for Accreditation of
Teacher Education, 160, 217
National Recovery Act, 131
National Recovery Administration, 184
Nelson, George J., 124, 125, 145
Nelson, Matilda, 100
Nelson, William S., 203
Nicaragua Nine, 284-286
Nicholson, Andrea, 312
Nielson, Stephen, 308
Nixon, Richard, 270
Noble, Henry, 29
Normal Building, 63, 67, 68, 129, 131,
132, 151, 153, 162, 164, 205, 226, 266
Normal department, 32, 40, 70
North Hall, 61, 63, 233, 236. See also
Dormitory, women's; Thatcher
Hall; Women's Residence Hall
Numbers, Ron, 227, 230, 303
Numerique, 306
Nursing division, 45, 157, 214, 267, 273-
274, 277, 297-299, 311
ladder program, 273, 298
Nyirady, Stephen A., 301
O
Oakwood College, 39, 203, 296
Oakwood Industrial School, 28
O'Brien, Georgia, 224, 298, 310
Odom, Leo, 69
Office administration department, 217,
218, 221, 299
Oliphant, Bill, 304
Olsen, Robert, 301
Ooltewah, 51-53, 56, 72, 75, 76, 79, 84,
97, 112, 130, 144, 167, 192, 234, color
section ii
Orchestra, 304
O'Rell, E. T„ 33
Organ. See Anton Heiller Memorial Organ
Orlando campus, 157, 214, 215, 226, 268,
274, 298. See also Florida Sani-
tarium and Hospital School of
Nursing
Ost, Walter, 141
Ott, Helmut, 303
Page, Maxine, 214
Pantsuits, 278, 282, 283. See also Dress
code
Paper, school, 77
Parrish, Horace, 166
Pate, Don, 285
Patterson, David, 278
Paul, John, 308
Payne, De Etta, 34
Payne, LaVeta, 217
Pearman, George R., 152, 159, 161, 191,
209
Peek, Norman, 220
Penz, Johannez, 275
Persecution, religious, 18
Peters, Louesa, 212, 213, 263
Phelps, Bertha, 48
Phillips, Albert, 29
Philmon, Rochelle. See Kilgore, Rochelle
Philmon
Phipps, Wintley, 308
Physical education center, 208, 209, 211,
250
Physics department, 220, 275, 302
Pierson, Dollis, 135
Pierson, John B., 182, 201
Pierson, Robert H., 135,250,300
Post office, 134, 155, 197, 261, color
section v, color section vi
Potok, Chaim, 308
Power Hour, The, 231
Prayer bands, 42,78,136,231,311,
313. See also Religious activities
Prejudice
racial, 12-14, 203
religious, 12, 17-19, 182, 203
sectional, 12, 203
Prescott, W. W., 14
President's Lecture Series, 308
Privatization of college industries, 192
Producers on Parade, 229
Professional training school program, 39
Public schools, opposition to, 14
Publications. See Adventist Perspectives;
Campus Accent; Campus
Chatter; Joker; Numerique; Southern
Accent; Southern Columns; Southern
Memories; Wallside Journal
Pulido, Christine, 285
Q
Quartets
Adelphian, 169
Chordsmen, 169
Collegiate, 169
Criterion, 169
Crusaders, 169
Heralds of Prophecy, 169
Sylvanaires, 169
Watchmen, 169
Quimby, Paul, 124, 125, 142
R
Racism, 282
Radio station. See WSMC
Rafferty, L. E., 186
Ramsay, Neal, 308
Ramsey, John, 170
Rankin, Nell, 230
Ratcliffe, Elian B., 175
Ray Hefferlin Chair for International
Research, 293
Raymond, F. O., 34
Raymond, Ralph, 53, 103
Reaccreditation, 226, 274, 305. See also
Accreditation
Reader's Digest, The, 174
Reavis, C. W., 18
Rebok, Denton E., 124, 125, 137, 212
Recycling program, 295, 307
Rees, Conard N., 197, 203, 205, 207, 209,
211-212, 217, 219, 224-227, 230-232,
248, color section x
Rees, Don R., 214
Reeves, Harriet Smith, 214
Reiber, Milton T., 15
Reiner, Richard, 200
Religion department, 157, 216, 300
Religious activities, 42,78,171. See also
Prayer bands
Religious liberty. See Prejudice: religious
Religious Liberty Association, 18
Residence halls. See Dormitory
334
A Century of Challenge
Retrenchment, 68, 287
Review and Herald, 15. See also Advent
Review and Herald
Reynolds, Robert, 212
Richards, Evonne, 272
Richards, Joi, 310
Richards, Jr., H. M. S., 308
Richards, Sr., H. M. S., 231
Richardson, Mrs. I. D., 74
Richert, Lindley B., 299
Rideout, Everett, 29
Ridge way, Wallace R., 18
Ringer, Bruce, 201
Rittenhouse, Floyd, 151-153
Robert H. Pierson Lectureship Series, 300
Roberts, Benny, 29
Roberts, Terrence, 307
Robertson, Claud, 34
Robertson, Jon, 281
Robertson, Marvin, 225
Rodgers, Hattie, 34
Rodgers, Lula, 34
Rogers, F. R., 33
Rogers, Sadie, 80
Rojas, Maximo, 239
Rolfe, Cecil, 212, 218
Roman, Frank, 313
Room and board charges, 16, 43, 130-132,
163,211,273,296
Roosevelt, Franklin D., 142, 145
Rose, William, 219
Rozell, Flossie, 239
Rules, 74-76, 203, 282
Sabbath observance, 21, 76, 308
Russell, C. A., 186
Ruth McKee Chair for Entrepreneurship
and Business Ethics, 218, 293
Sahly, Donald, 292, 293, 297, 310, 311,
314, color section xvi
Salaries, 36, 37, 45, 48, 83, 84, 130, 136,
152, 160, 213
Samson, Florida, 34
Sanders, Mr., 96
Sauls, Richard Lynn, 224
Scales, Lawrence, 167
Schmidt, H. H., 212
Schneider, Wilbert M., 197, 212, 264, 266,
267, 270-271, 273, 278, 279, color
section iv, color section xi
Scholarships, 132, 192, 211, 273, 297. See
also Loans
Schultz, Otto, 34
Scott, Candy, 239
Scourby, Alexander, 281
Seal, college, 238, 262
Seale, Ruth, 34
Segregation, racial, 12
Selective Service System, 70
Senior college status, 148-149
Seventh-day Adventist Theological
Seminary, 204
Shankel, George, 212, 225
Sharp, Smith, 33
Sheehan, George, 308
Shepherd, Louis, 18
Shuler, J. L., 96
Siegel, Robert, 308
Sigma Gamma Tau, 168
Simmons, Gladstone, 285
Smith, Asenath M., 11
Smith, David E., 285
Smith, Evadne Thatcher, 248
Smith, Jere, 78
Smith, John, 34
Smith, Peggy, 217
Smith, Ralph, 29
Snodgrass, H. C, 18
So-Ju-Conion Hall, 292. See also Miller
Hall
Social life, 21, 34-36, 75-76, 139, 140,
166, 230, 308
Sojuconians, 78, 140. See also Clubs:
Catchem Club; Student Association
Somoza, Anastasio, 284
Sonestam, Anne Louise, 239
South Hall, 62, 63, 233, 236. See also
Dormitory, men's; Jones Hall; Talge
Hall
Southeastern Union Conference, 29, 39,
48, 49, 52, 61, 80, 96, 182
Southern Accent, 67, 166, 202-204, 220,
222, 224, 227, 229, 230, 241, 266, 270,
273, 275, 278, 279, 281-283, 286, 290,
305, 306. See also Southland Scroll,
The
Southern and Southeastern Union
merger, 132
Southern Association of Colleges and
Schools, 73, 128, 134, 136, 137, 152,
156, 213, 226, 227, 277, 288, 305
Southern Association's Higher Commis-
sion, 153
Southern Columns, 159
Southern Conference Association, 43
Southern Finance Agency, 191
Southern Memories. See Annual: Southern
Memories
Southern Mercantile, 190, 197, 200, 278,
color section vi
Southern Publishing Association, 63, 69,
134, 161, 211, 231
Southern Review, 15
Southern Tidings, 140, 142, 149, 161, 186,
187, 220, 228, 298
Southern Union Conference, 26, 29, 32,
36, 43, 45, 48, 49, 51, 61, 72, 96, 123,
125, 132, 134, 135, 148, 149, 157, 159,
160, 166, 172, 190, 211, 214, 221, 227,
230, 264, 269, 271, 274, 275, 293, 306,
313
Southern Union Conference Educational
Association, 43
Southern Union Worker, 67
Southland Scroll, The, 141. See also
Southern Accent
Southland, The. See Annual: The
Southland
Spalding, .Arthur W., 10, 15, 204
Spalding Elementary School, 205, 312
Sparks, Brenda, 313
Spear, Laurence, 34
Spears, Kenneth, 212, 213, 248, 282
Springett, Ron, 300
Stahl, Ferdinand A., 168
Staley Christian Scholars, 308
Stanley, Richard, 218
Starkey, Glen, 141
Starkey, Wythe Clifton, 182, 183
Steele, Allen, 222, 223
Steen, Thomas, 155
Stephenson, C. B., 45
Steward, Mary Alicia, 41
Stone, C. L., 43
Stone, Edie, 284
Strawberry Festival, 279, 306
Strayer, Brian, 226, 290
Studebaker, John W., 144
Student Association, 151, 167, 168, 169,
202, 203, 213, 221, 227-230, 234, 239,
244, 246, 278-279, 284, 286, 296, 306,
307, 310, color section v. See also
Sojuconians
Student missionaries, 211, 253, 283, 284,
286
Student organizations, 166-168, 278-279,
306-307. See also Clubs
Student Park, 168, 205, 278
Sturdevant, M. C, 17
Suhrie, Ambrose, 150-151, 278, color
section v
Summer field schools, foreign lan-
guage, 224
Summerour, B. F., 41, 134, 266
Summerour, Gradye Brooke, 134,
266. See also Brooke, Gradye
Summerour Hall, 153, 230, 266, 295
Sunday law violations, 12, 17
Sutherland, Edward A., 28, 290
Swafford, John, 253
Swimming pool campaign, 228
Tabernacle, 133, 141, 162, 171, 230, 266,
267, 275, 296, color section iv, color
section vii
Talge Hall, 164, 205, 207, 208, 210, 211,
230, 245, 261, 264, 267, 268, 281, 282,
294, 296, 311, color section iv, color
section vi. See also Dormitory,
men's; Jones Hall; South Hall
Talge, Helen. See Brown, Helen Talge
Talge, John H., 60, 62, 84, 186
Taylor, C. O., 10
Taylor, Elsie Mae, 212, 250
Taylor, Morris, 225
Taylor, William H., 212, 213, 232, 250,
272, 294
Teacher education program, 17, 23, 70,
128, 139, 155
Telephone system, 63, 244
Tennant, Dianne, 230
Tennessee State College Association, 137
Tennessee State Department of Educa-
tion, 136
Tenney, Earl, 29
Tenney, J. Ellis, 26,29,31-39,41
Tent houses, 57-59, 62, 102, 183
Termier, Sophia, 34
Thatcher, Evadne, color section iii
Thatcher farm, 52, 56, 96, 100, 102, 178,
182
Thatcher farmhouse, 57, 96. See also
Yellow House
Thatcher, Grace, 99, 263, color section ii
Thatcher Hall, 210, 211, 248, 264, 268,
281, 305, 310, color section vi, color
335
Index
section xi. See also Dormitory,
women's; North Hall; Women's
Residence Hall
Thatcher, James, 51, 187, 263, color
section ii
Thatcher, Jason, 248
Thatcher, Mrs. James 0., 248
Thatcher, Mrs. Paul, 248
Thatcher, Paul, 248
Thatcher's Switch, 51, 255
Theology major, 274. See also Ministerial
course
Thiel, Leo, 53, 60, 66, 77, 79, 83, 96, 175,
182, 189
Thiel, Mitchell, 221
Thomas, Vernon, 276
Thompson, G. B., 53, 96
Thompson, John C, 72, 73, 123, 124, 134,
135, 137, 144, 174
Thurber, John, 169, 170
Thurber, Wayne, 169, 170, 290
Thurston, H. G., 33
Tobiassen, Leif Kr., 159, 168
Trailer park, 205, 207, 268
Trios
Aeolian, 170
Girls', 170
Harmonette, 170
Southernettes, 170
Tucker, Captain B. F., 142
Tuition, 16, 22, 42, 84, 130, 131, 163, 192,
200, 211, 267, 269, 273, 296, 299, 306
Turlington, Drew, 219, 300
Turner, W. G., 136
U
Ulmer, Martha, 248, 293
Ulmer, Sanford, 248, 293
Underhill, Ray, 212
Vacation policy, 17, 19. See also Holidays
Van Arsdell, Brent, 314
Van Kirk, Marshall B., 30,33,34,37-43
Van Rooyen, Smuts, 239
Vandeman, George, 216
VandeVere, Emmett K., 45
VandeVere, Wayne, 217, 218, 227, 293,
300, color section xvi
Veazey, Jack, 169, 170
Veltman, Fred, 166
Veterans, 113, 163-164, color section viii
Vietnam War, 204, 220, 269, 270, 275,
282
Village Market. See College Store
Vining, Nobel, 201
Votaw, H. H., 136
Vreeland, Rachel, 34
W
Wade, Leslie, 34
Wages. See Salaries
Wagner, John, 250, 290, 293, 310, 312
Wagner, Raymond, 285
Walker, Seth, 20
Wallack, Dwight S., 268, 290
Wallside Journal, 306
Walter, Edwin Carlton, 22, 29
Walters, Thomas W., 192, 197, 202-203,
204, 211, 212, 219, 226, 227, 230
Walther, Daniel, 124, 125
Warren, Karen, 270
Warren, Maude, 43
Washateria, 197
Watchman, 52
Watrous, Everett T., 160, 225
Weaver, John E., 125
Webb, Howard, 34
Webb, J. M., 52, 56
Wedgwood Trio, 225
Week of Prayer, 32, 47, 127, 135, 171,
172,227,231,252,308,311
Week of Sacrifice, 135
Wehtje, Myron, 31
Wellman, Clarence Delmar, 149
Wellness program, 297
Wells, Laurel, 297
Wheeler, David, 275
Whidden, Carol Jean, 239
Whistle, steam, 255
White, Ellen G., 15, 22, 23, 27, 28, 32, 33,
38, 41, 49, 66, 69, 79, 106, 150, 182,
189, 219, 294
White, James, 11,12,33
White, Lucille, 218
White, W. C, 33, 51
White, Woody, 306
Widger, Gwendolyn, 80
Wiest, C. S., 96
Wight, S. E., 51, 52, 96
Willess, N. V., 96
Williams, Larry, 307
Williams, R. L., 29
Wilson, Eugene, 170
Wilson, John, 166,310
Wilson, Morris, 170
Wilson, Tiffany, 314
Winter, C. E., 145
Wittschiebe, Charles E., 156, 159
Wohlers, William, 304
Women's Residence Hall, 205, 261, 263,
264, color section vi. See also
Dormitory, women's; North
Hall; Thatcher Hall
Wood, Bill, 253
Wood, J. Mabel, 160, 161
Wood, Lynn H., 36, 45, 46, 49, 52, 53, 56,
59, 66, 70, 72-74, 77, 79, 81-83, 101,
122, 136, 174, 183, 186
Wood, Mrs. Lynn, 84
Woodall, Cully, 29
Woodall, Luther, 20, 29
Woodruff, Elmer E., 34
Woods, Norman, 292
Woods, Robert W., 128
Woodward, H. A., 260
Wooley, Marianne Evans, 226, 299
Woolsey, Raymond H., 166
Work Festival Parade, 192, 195, color
section viii
Work-study program, 25, 37, 38, 131,
174-191,211,214
World War I, 70, 113
World War II, 142-144, 163, 168
Worrell, Marie, 80
Worship attendance, 42, 81, 231, 308
chapel, 42, 136, 231
church, 42, 81, 136, 310
Wright Hall, 208-211, 213, 245, 249, 250,
261, 266, 281, 294, 295, color section x
Wright, John Francis, 31
Wright, Kenneth A., 125, 147, 153, 157,
160, 163, 165, 166, 172, 175, 188, 190,
191, 201, 202, 209, 212, 227, 249, 278,
color section xi
Wright, Mrs. Kenneth A., 249, color
section xi
WSMC, 168, 170, 221, 222, 229, 270, 276,
305, color section v
Yalow, Roslyn, 308
Yellow House, 52, 59, 62, 63, 81, 98, 99,
211, 248, color section iii
Young, Ovid, 308
Youngs, David E., 34
Youth's Instructor, 223
Ziegler, Judge Alvin, 200
Zook, George F., 70, 72
336
For Reference
Not to be taken
from this library
I/)
W <L) =
3
World War I
♦ Berlin blockade and airlift;
Marshall Plan initiated
♦ U.S. uses atomic weapons
against Japan
♦ Brown v. Board of Education
♦ A.F.L and C.I.O. merge
♦ U.S. spy plane shot down
overU.S.S.R.
♦ U.S. defeats Japanese fleet at
■ Mldwav ♦ New York declared UN
headquarters
Korean War
♦ Desegregation crisis in
Little Rock, AR
US. tro
combat
♦ Race riots in BirminaJi
JFK assassinated
♦ D-day: Allies invade Nazi-held Europe ▲ jnj^jq f 0rme( j
McCarthy 'spy' hunts
♦ 1st manned space flight; Bay of Pigs 'iny
♦ Cuban Missile Crisis
♦ U.S. launches first satellite: Explorer I
Franklin D. Roosevelt
John F. Kennedy
Harry S. Truman
Lyndon B. Johnson
Dwight D. Eisenhower
Year
o V.
in *-
Southern Junior College
Southern Missionary College
— C
O <L>
Denton E. Rebok
Thomas W. Walters
Kenneth A. Wright
Conard N. Rees
o
-t->
if
o
o
.c
u
IS)
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>
♦ Southern Mercantile Agency
begins operation (1947)
♦ SMC accredited for 4-year ♦ Wood Products building burns (1956) ♦ Barn razed (1962) ♦ Co
teacher training (Feb. 1952) SMC nursing merges with Florida Hospital (1956) Bo
♦ Lynn Wood, Maude Jones, and
Talge halls named (1945)
♦ Daniells Library built (1946)
♦ School renamed SMC (Aug. 1944)
WSMC's first broadcast (Apr. 1952)
PE
♦ Hackman Hall built;
First SDA Intercollegiate SA workshop
SMC accredited as 4-year college
(Dec. 1950)
SA Soft Seats fund drive (1956-57)
♦.Harold Miller Hall
♦ New Talge Hall built;
Creamery closes (1961)
built (1954)
Adelphian quartet (1950-52)
*~^H ♦ Commercial laundry established;
SMC becomes senior First evangelism field school (1 948)
college (1945-46) '
♦ Dixie Co-op merges with college
store (Feb. 1949)
♦ SMC awards first
baccalaureate (May 1946)
♦ McKee. Bakery moves to
Collegedale (1957)
♦ Student park created;
SMC offers B.S. Nursing;
Last sub campaign (1955)
Intramural sports begun;
College Drive rerouted (1955-58)
♦ WSMC issued FM .
license (1959)
SA swimming poc
campaign (1964-f
♦ College Plaza opens;
Committee of 100 foil
♦ Enrollmenti
SMC takes <
Crusaders quartet (1946-48)
Southernettes trio (1949-52)
Annual Work Festival (1953-55)
Bindery operated (1961-72)
♦ Home Arts Center built; Yellow House razed (1958)
orized to enter
♦ 1st manned moon landing
♦ U.S. celebrates
Bicentennial
H ♦ Space Shuttle Columbia makes
♦ Last U.S. troops withdrawn
from Vietnam
U.S. hostages held in
Iran
1st flight
♦ Vietnam War protests begin • ♦ Watergate break-in
♦ Student protesters killed at Kent State
♦ Martin Luther King, Jr.
assassinated
Arab oil embargo
♦ Carter mediates
Egyptian/Israeli peace
accord
♦ Energy crisis
♦ Bell System
broken up
♦ Berlin Wall
♦ U.S. warplanes attack comes ■
Libya down
♦ Space Shuttle Challenger
explodes
♦ 241 U.S. troops killed in Beirut;
U.S. troops invade Grenada
♦ 1st woman on Supreme Court
Persian Gulf War
♦ U.S. troops invade Panama
Gerald R. Ford
George Bush
Jimmy Carter
Richard M. Nixon
Ronald Reagan
1967
Southern College of Seventh-day Adventists
Frank A. Knittel
SOUTHERN COLLEGE MCKEE LIBRARY
John Wagner
TMS085758
Wilbert Schneider
Donald R. Sahly
Church built;
5 admission regardless of race;
)pens (1965)
♦ 1st Prof, of the Year Award;
Home Arts Center demolished;
Summerour Hall built (1971)
st history tour of Europe; ♦ Rees Series started;
A separates from SMC (1966) Collegedale incorporated;
McKee Library opened (1970)
♦ Herin Hall built;
Talge and Thatcher expanded;
Racquetball courts built;
Pantsuits allowed for women;
Beards allowed (1976)
+ 1st endowed chair (1983)
♦ Jeans allowed on campus;
School name changed to SCSDA;
1st free 4th summer session (1982)
♦ Home Ec major eliminated;
Promenade finished (1987)
♦ Peak enrollment: 2,079(1980)
♦ Old Talge Hall razed;
Thatcher Hall built;
McKee Plant 2 built (1968)
♦ All-night lights in dorm;
,..„. WSMC goes to 80,000 watts;
!963 > Wright Hall built (1967).
♦ New cafeteria/student center opens;
+/- grades initiated (1973)
♦ Faculty Senate created;
WSMC broadcasts NPR;
Village Market opens (1972)
♦ 1st Strawberry Festival;
Madison campus closed;
Destiny Drama Company begun (1979)
♦ 1st Black History Week (1978)
♦ Rosaro Beach affiliated;
Garden of Prayer dedicated;
1/2 tuition for graduates (1985)
♦ College Bowl revived;
Brock Hall dedicated;
SC Triathlon started 1984)
+ East Hamilton County
Journal starts;
Tabernacle burns(1989)
Lynn Wood Hall
renovated (1989-90)
+ Most snow since 1 927;
'Art major phased out (1988)
1,000;
rJison College (1964)
Nicaragua mission project (1971-79)
♦ Non-discriminatory employment policy started (1969)
♦ Southern Scholars started;
Mabel Wood Hall opened (1981)
+ 1st presidential inauguration;
24-hour broadcasting from WSMC;
Church organ dedicated (1986)
Absence Committee (1976-89)
'Tabeteria' operated (1971-73)
Faculty retrenchment (1982-88)
Fund-raising for new
science building
(1991 -?)
tilton County