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FRIDAY,     FEBRUARY 


NORTHlSeN 
PLANS  BUILDING 
TO  HONOR  scon 


Evanston  Edifice  to 
Cost  $750,000. 


r 


BY  AL  CHASE. 

Walter  Dill  Scott,  who  will  retire 
next  fall  after  nineteen  years  as  presi- 
.    dent    of 
N  0  rthwest- 
ern    univer- 

be  honored 
with  a  $750,- 
000  memori- 
al building 
on  the 
Evans  ton 
campus.  It 
will  be 
erected  b  y 
popular  sub- 
scr  iption 
and  will  be 
used  as  a 
student 
union  build- 
in  g  and 
m.  Walter  Dill  Scott.  c  ommunity 

auditorium.  It  will  be  called  Scott 
feall  and  will  be  a  memorial  to  both 
tScott  and  his  wife,  Anna  Miller  Scott, 
A  program  to  carry  out  this  plan  to 
honor  President  Scott  will  be 
launched  at  once  by  alumni,  friends, 
and  trustees  of  the  university. 

Since  Dr.  Scott  announced  his  in- 
tention to  retire  a  committee  of 
prominent  Chicago  and  north  shore 
citizens  has  been  considering  an  ap- 
propriate memorial  to  signalize  his 
contributions  to  the  Chicago  com- 
munity and  the  university. 


Decide  to  Erect  Building. 

The  decision  to  erect  Scott  hall 
was  announced  last  night  by  Harold 
H.  Anderson,  chairman  of  the  com 
mittee  and  former  president  of  the 
(university's  alumni  association. 

Scott  hall  will  complete  the  wom-, 
en's  east  quadrangle,  extending  from' 
University  place  to  Emerson  street  ; 
along  Sheridan  road.  It  will  be  three  j 
stories  high,  of  Wisconsin  lannon  \ 
stone,  and  will  harmonize  architec-; 
turally  with  the  other  quadrangle 
buildings. 

According  to-  tentative  plans  it  wil 
contain    a    1,000    seat    auditorium,    i 
restaurant,   private    dining   rooms, 
recreation  room,  a  library,  and   two 
lounges,  one  of  which  may  be  trans- 
formed into  a  ballroom  for  receptions 
and  dances. 
^Oominunity  Center  Long  Needed, 

Since  the  turn  of  the  century  such 
a  university-community  center  has 
been  badly  needed.  During  the  last 
twenty  years  there  have  been  a  num- 
ber of  attempts  to  raise  funds  for 
such  a  building, 

"Since  Scott  became  president  of 
Northwestern  in  1920  the  university 
has  enormously  increased  its  educa- 
tional and  physical  resources,"  said 
Anderson.  "The  number  of  grad- 
uate students  has  increased  since 
1920  from  1,270  to  4,291.  The  li- 
braries have  increased  their  holdings 
from  198,000  to  587,000  bound  vol- 
umes. 

"  The  annual  budget  has  risen  from  . 
$1,400,000  to  $5,230,000.  The  endow- 
ment has  increased  from  $5,625,000  to 
$26,700,000.  The  university's  assets 
have  advanced  from  $11,960,000  to 
$47,600,000." 

Committee  Members  Announced, 
The    members    Df    the    Scott    hall 
committee  besides  Mr.  Anderson  are: 
Bertram   J.  Cahn,   Philip  R.   Clarke, 
Robert  A.  Gardner,  Martin  M.  Grid 
ley,     George     B.     Everitt,     Silas     H,l 
Strawn,    and    Professors    James     Sm 
Bell,    F.    S.    Deibler,    Oliver    J.    Leei' 
Samuel   N.    Stevens,     and    Theodort 
Koch    of   Northwestern's   faculty. 

Others  on  the  committee  are:  Hav 
old  J.  Clark,  president  of  the  North 
western    Alumni    association,    Edwini 
O.  Blomquist,  Mrs.  Edson  B.  FowlerJ 
Mrs.  Lloyd  Harrold,  Mrs.  Richard  B  i 
Hart,  and  Mrs.  Geojge  A.  Paddock.     ! 

The  committee  hopes  to  complet 
Its  campaign  by  the  middle  of  Man- 
and   to   hold   ground    breaking   cere-; 
monies  on  May  1,  President  Scott's 
seventieth  birthday. 


1--^ 


LIBRARY 

TH^  O^siTA^Jl  ■    'NTT'TUTE 

FOR  ^^T  ••  -    •■■     ■  -       ■ 

T 


•\noH 


FEB  25  1968 


Memorial  to  University s  President 


It  is  planned  to  erect  the  above  building  as  a  memorial  to  President 
Walter  Dill  Scott,  who  will  retire  as  president  of  Northwestern  univer- 
sity next  fall.  Total  cost  of  building  and  its  endowment  will  be 
$750,000,  to  be  raised  by  popular -subscription.  Scott  hall  will  round 
out  the  east  women's  quadrangle,  extending  from  University  place  to 
Emerson  street  along  Sheridan  road,  Evanston.  It  was  designed  by 
James  Gamble  Rogers  of  New  York. 


^ 


IN  92D  YEAR;  HAS 
19,000  STUDENTS 


jCollege  Started  with  Ten; 

First  Building  Was  on 

an  Evanston  Swamp. 


Northwestern  University,  the  sec- 
ond college  founded  west  of  the  Al- 
leghenies,  began  its  92d  year  today, 
with  its  19,000  students  and  faculty 
of  1,087  a  far  cry  from  the  first 
class  of  10,  taught  by  four  instruc- 
tors, that  held  sessions  in  a  build- 
ing on  a  reclaimed  swamp  in  what 
is  now  Evanston. 

It  was  May  31,  1850,  that  nine 
Chicago  leaders  met  in  a  frame 
building  opposite  the  city's  court 
house  and  planned  a  university  to 
serve  the  vast  reaches  of  the  North- 
west. Seven  months  later,  Jan.  28, 
1851,  the  Illinois  Assembly  granted 
the  university  a  charter. 

The  first  action  by  the  nine 
founders  was  to  buy  a  tract  200  feet 
square,  now  the  site  of  the  Conti- 
nental Bank  at  La  Salle  street  and 
Jackson  boulevard,  for  a  prepara- 
tory school,  paying  $8,000.  This 
plan  was  later  changed,  and  the 
founders  bought  a  section  of  lake- 
side swamp  in  Evanston,  and  in 
1855  the  first  building,  Old  Col- 
lege, was  erected  there. 

Besides  the  growth  in  personnel, 
the  university  now  has  resources  of 
more  than  $56,000,000,  has  91  build- 
ings on  the  Evanston  and  Chicago 
campuses,  and  more  than  52,000 
living  alumni  in  all  48  states  and  62 
foreign  countries.  It  is  credited  with 
developing  Evanston,  a  community 
now  rated  as  the  fifth  best  in  Amer- 
ica for  residential  purposes,  one  of 
the  10  healthiest  and  one  of  the 
most  beautiful. 

The  nine  founders  were  Grant 
Goodrich,  city  planner,  Dr.  John 
Evans,  Orrington  Lunt,  Jabez  Bots- 
ford,  Henry  W.  Clarke,  Andrew  J. 
Brown,  the  Rev.  Richard  Haney.  the 
Rev.  R.  p.  Blanchard  and  the  Rev. 
Zndoc  H9II. 


NORTHWESTERN  UNIVERSITY 


THE  LIBRARY 


The  Ontario  Institute 


for  Studies  in  Education 


Toronto,  Canada 


JOHN  EVANS 


Northwestern      University 
1855         ^  History         1905 


Arthur  Herbert  Wilde,  Ph.  D. 
Assistant  Professor  of  History  in 
The     College     of     Liberal      Arts 


Volume  One 
Scmi-Centennial    Edition 


The    University  Publishing   Society 
New  York  U.  S.  A.  1905 


Copyright,  1905,  Hy 
The  Publishing  Society  of  New  York 


All  Rights  Reserved 


PUBLICATION  OFFICE 

41        LAFAYETTE       PLACE 
NEW   YORK,  N.  Y.,  U.  S.  A. 


PREFACE 

In  November,  1855,  the  first  students  entered  North- 
western University.  This  history  commemorates  the  fif- 
tieth anniversary'  of  this  event  and  aims  to  record  the  essen- 
tial features  of  the  life  of  the  institution  during  the  half 
century  that  has  elapsed. 

In  the  compilation  of  this  record  the  Editor  has  had 
the  generous  co-operation  of  trustees,  faculties,  alumni,  and 
students, — a  modest  recognition  of  their  debt  to  the  insti- 
tution. There  is  much  in  the  work  that  is  personal  and 
relative,  doubtless  somewhat  of  error.  The  Editor  has  not 
endeavored  to  secure  uniformit}'  of  discussion.  Each 
writer  has  told  his  stor\'  in  his  own  way. 

Respecting  his  own  contributions  to  the  history  the 
Editor  wishes  to  make  due  acknowledgment  of  the  service 
rendered  by  Dr.  Daniel  Bonbright  in  suggestions  made 
both  as  to  form  and  content  of  those  portions  of  the  man- 
uscript that  he  inspected.  The  Alumni  Record  compiled 
by  Professor  Charles  B.  Atwell  has  been  of  constant  ser- 
vice. 

The  composition  of  this  history  has  demonstrated  the 
wisdom  of  greater  care  in  the  preservation  of  the  materials 
for  the  histor\-  of  the  institution, — official  records,  cor- 
respondence, periodicals,  photographs,  etc.  The  University 
might  well  appoint  a  custodian  of  records  or  permanent 
historian  to  accumulate  and  preserve  in  some  systematic 

5 


6  NORTHWESTERN  UNIVERSITY 

way  those  data  that  have  permanent  value  for  the  archives 
of  the  institution. 

This  work  is  commended  to  the  friends  of  Northwestern 
in  the  hope  that  it  will  stimulate  interest  and  love  for  the 
University,  and  that  it  will  be  an  authoritative  basis  for 
such  continuations  of  the  history  as  shall  be  made  from 
time  to  time. 

Arthur  Herbert  Wilde. 

Evanston,  Illinois,  May,  1905. 


SYNOPSIS  OF  CHAPTERS 


CONTENTS 

CHAPTER  I 

Page. 
Chicago  and  Vicinity  in  1850 33 

Mary  Louise  Childs 

CHAPTER  II 

Education  in  the  Middle  West  before  the  Founding 

of   Northwestern    59 

Walter  Dill  Scott 

CHAPTER  III 

The  Methodist  Episcopal  Church  in  the  Middle  West 

in  1850  and  Its  Relation  to  Education   ....      83 
Charles  Macaulay  Stuart 

CHAPTER  IV 

The  Charter  of  Northwestern  University 103 

H.  H.  C.  Miller 

CHAPTER  V 

Founders  of  the  University 123 

James  Alton  James 

CHAPTER  VI 

The  First  Faculty 139 

Arthur  Herbert  Wilde 
27 


28  NORTHWESTERN  UNIVERSITY 

CHAPTER  VII 

Opening  of  the  University 163 

Arthur  Herbert  Wilde 

CHAPTER  VIII 

President  Hinman   and   His  Administration,    1853- 

1854 173 

Arthur  Herbert  Wilde 

CHAPTER  IX 

President    Foster    and    His    Administration,     1856 

(i857)-i86o 193 

Arthur  Herbert  Wilde 

CHAPTER  X 

Acting  Presidents  Noyes's  and  Wheeler's  Administra- 
tions     217 

Arthur  Herbert  Wilde 

CHAPTER  XI 

The  Administration  of  Erastus  Otis  Haven,   1869- 

1872   241 

Horace  Mann  Derby 

CHAPTER  XII 

President  Fowler  and    His    Administration,    1872- 

1876   263 

Arthur  Herbert  Wilde 


i855       A    HISTORY       1905  29 

CHAPTER  XIII 

The  Administration  of  Oliver  Marcy,  LL.D 281 

June,  1876 — June,  1881 
May,  1890 — Sept.  1890 

William  Bernard  Norton 

CHAPTER  XIV 

Administration  of  President  Cummings,   1 881-1890  309 
Herbert  Filanklin  Fisk 

CHAPTER  XV 

Henry  Wade  Rogers's  Administration  and  the  Inter- 
regnum of  Daniel   Bonbright,    1890- 1900 

Henry  Wade  Rogers's  Administration    335 

William  Albert  Locy 

The  Interregnum  of  Daniel  Bonbright 358 

Arthur  Herbert  Wilde 

CHAPTER  XVI 

Edmund  Jones  James  and  Thomas  Franklin  Holgate 
and  their  Administrations. 
The  Administration  of  President  James,   1902- 

1904 361 

William  Andrew  Dycke. 
Thomas    Franklin  Holgate,    Acting    President, 

1904 367 

Arthur  Herbert  Wilde 


30  NORTHWESTERN  UNIVERSITY 

CHAPTER  XVII 

Administration  of  Northwestern  University 371 

Thomas  Franklin  Holgate 

CHAPTER  XVIII 

The  Executive  Committee  of  the  Board  of  Trustees. .    381 
Frank  Philip  Crandon 

CHAPTER  XIX 

The  Benefactors  of  the  University 395 

Arthur  Herbert  Wilde 

CHAPTER  XX 

Social  Life  in  the  Early  Days 405 

Emily  Huntington  Miller 

CHAPTER  XXI 

Graduate   Study. 423 

Henry  Crew 

CHAPl^ER  XXII 

Accredited  Schools 443 

Charles  Beach  Atwell 


ILLUSTRATIONS 

John  Evans Frontispiece 

Facing  Page 

Chicago  in    1853    40 

Buckeye  Tavern 46 

Snyder  Farm  House 46 

Barbara   Heck    66 

Trevecca  College 66 

Thomas   Coke    88 

Peter  Cartwright 88 

John  Wesley 88 

Francis  Asbury 88 

Wilbur  Fisk 88 

Old  First  Methodist  Church — Evanston    96 

Founders — Grant  Goodrich 128 

Andrew  J.   Brown    128 

Alson  S.  Sherman 128 

James  V.  L.  Blaney 148 

Randolph  S.  Foster 148 

Daniel  Bonbright 148 

Henry  S.  Noyes 148 

William  D.  Godman 148 

Clark  T.  Hinman 176 

Randolph  Sinks  Foster 196 

Erastus  Otis  Haven 256 

Charles  Henry  Fowler 266 

Oliver  Marcy 288 

31 


32  NORTHWESTERN  UNIVERSITY 

Facing  Page 

The  Faculty  of  1884-85    314 

Oliver  Marcy — Daniel  Bonbrlght — Julius 
F.  Kellogg — Joseph  Cummings — Henry  S. 
Carhart — Herbert  F.  Fisk — Jane  M.  Ban- 
croft— Robert  L.  Cumnock — Charles  W. 
Pearson — Robert  Baird. 

Joseph   Cummings    328 

Henry  Wade  Rogers 342 

Daniel  Bonbrlght    358 

Edmund  Jones  James    364 

President  James — Inauguration  Ceremonies 366 

Thomas  Franklin  Holgate 374 

William  A,  Dyche 386 

Frank  Philip  Crandon   390 

Philo  Judson    390 

Robert  D.  Sheppard 390 

Thomas  C.  Hoag 390 

Robert  M.  Hatfield 398 

James  Bartlett  Hobbs   400 

President  Roosevelt's  Visit  in   1903    428 

President  Roosevelt's  Visit  in  1903 446 


CHAPTER  I 

CHICAGO  AND  VICINITY  IN  1850 

Mary  Louise  Childs 


1-3 


CHICAGO  may  well  be  called  a  "city  of  Des- 
tiny." In  the  dim  twilight  of  geologic  ages 
the  foundations  of  its  prosperit>'  were  laid- 
when  the  coal  plants  gave  their  life  for  its 
fuel ;  the  great  ice-plow  forced  its  way  south- 
ward bringing  a  burden  of  rich  rock  ground  soil  and 
leveling  and  smoothing  its  prairies;  when  the  lakes 
were  scooped  from  the  rocks  and  fashioned  to  hold 
the  waters  estimated  two  miles  in  depth.  The  city  marks 
the  meeting  point  of  unparalleled  trade  routes.  From  the 
northwest  comes  the  wheat;  from  the  north  the  iron,  the 
copper,  the  lumber;  from  the  south  the  com  and  coal  in 
superabundance  and  from  the  southwest  the  cattle  to  sup- 
ply the  voracious  mouth  of  the  stock  yards.  And  Chicago 
is  the  distributing  point  for  them  all.  Steamers  and  rail- 
roads are  her  handmaidens  to  send  to  the  world  these  pro- 
ducts, gathered  in  this  "half-way  house  to  transcontinental 
traffic."  Robert  Collyer  has  well  said — "Nature  called 
the  lakes,  the  forest  and  the  prairie  together  in  convention 
and  they  decided  that  on  this  spot  a  great  city  should  be 
built."  Granted  these  conditions,  can  we  show  what  man- 
ner of  city  had  emerged  by  1850?  What  were  its  facilities 
for  trade;  its  educational  advantages — or  disabilities; 
how  connected  with  the  outer  world;  what  interests  were 
paramount  in  the  city  then;  in  brief,  what  justification 
had  the  nine  men  gathered  in  Grant  Goodrich's  office  May 
31,  1850,  for  believing  the  time  was  ripe  to  found  a  great 
university  in  the  northwest  and  this  the  region  to  place  it  ? 

35 


36  NORTHWESTERN  UNIVERSITY 

A  rapid  review  of  the  men  and  measures  of  national 
fame  in  1850  will  help  us.  We  need  only  recall  the  names 
of  the  giant  trio  Calhoun,  Webster,  Clay,  compeers  for 
the  last  time  in  the  Senate;  their  colleagues,  Benton,  Doug- 
las, Seward,  Chase,  Hale,  Davis,  Giddings,  Horace  Mann, 
Thaddeus  Stevens  in  the  House  to  remember  this  was  one 
of  the  most  momentous  years  in  our  history.  The  death  of 
President  Taylor  and  of  Calhoun,  the  Compromises  al- 
ways remembered  as  Clay's  last  work;  Webster's  famous 
seventh  of  March  speech  and  its  direful  consequences  on 
his  political  career;  California  admitted  as  a  free  state; 
the  bill  granting  nearly  3,000,000  acres  of  land  for  a  rail- 
road connecting  Chicago  and  Mobile — a  measure  of  vital 
importance  to  Illinois  and  harbinger  of  her  prosperity, — 
and  last,  most  noteworthy  of  all,  the  Fugitive  Slave  Law, 
freighted  with  such  memorable  consequences  for  our  coun- 
try ;  to  name  these  alone  shows  us  the  vital  importance  of 
this  year. 

The  common  council  of  Chicago  October  21,  1850, 
declared  that  the  Act  for  the  recovery  of  fugitive  slaves 
violated  the  Constitution  of  the  United  States  and  the  laws 
of  God;  the  senators  and  representatives  from  the  free 
states  who  voted  for  the  bill,  or  "basely  sneaked  away  from 
their  seats  and  thereby  evaded  the  question — are  fit  only 
to  be  ranked  with  the  traitors  Benedict  Arnold  and  Judas 
Iscariot."  One  of  these  resolutions  requested  citizens, 
officers  and  the  police  of  the  city  to  abstain  from  all  inter- 
ference in  the  capture  of  any  fugitive.     These  resolutions 


i855       A   HISTORY       1905  37 

show  a  strong  Abolitionist  sentiment  in  the  Chicago  Coun- 
cil. But  while  one  mass-meeting  of  citizens  sustained  the 
resolutions  of  the  Council,  a  succeeding  one  was  over-per- 
suaded by  the  vigorous  oratory  of  Senator  Douglass  who 
spoke  three  hours  and  a  half  and  seemed  to  convince  his 
audience,  for  they  passed  opposing  resolutions  without  a 
dissenting  vote  that  declared  all  laws  of  Congress  ought  to 
be  faithfully  executed.  Douglas's  main  argument  was, 
"the  union  must  be  maintained."  He  stood  at  the  height 
of  his  popularity  because  he  had  just  succeeded  in  getting 
from  Congress  the  grant  of  land  making  possible  the  Illi- 
nois Central  Railroad.  Afterward  Douglas  boasted  in 
the  Senate  his  speech  was  the  first  public  one  "ever  made 
in  a  free  state  in  defence  of  the  Fugitive  law,  and  the 
Chicago  meeting  was  the  first  public  assemblage  in  any 
free  state  that  determined  to  support  and  sustain  it."  A 
bad  preeminence  certainly !  Let  us  remember  for  our  com- 
fort that  Illinois  sent  more  troops  to  the  Union  army  dur- 
ing the  Civil  War  in  proportion  to  her  population  than  any 
other  state  except  Kansas,  and  that  she  was  the  first  state 
to  ratify  the  thirteenth  amendment.  It  is  worth  noticing 
that  the  name  of  Grant  Goodrich  is  among  the  seven  who 
signed  a  call  for  another  mass  meeting  in  opposition  to  the 
Douglas  meeting  to  discuss  the  question,  "Is  the  Slave  law 
constitutional,  or  should  it  be  repealed?"  the  seven  signers 
taking  a  strong  affirmative  on  the  question.  It  is  well  to 
see  clearly  Chicago's  feeling  on  this  burning  topic  of  that 
day  and  remember  what  stand  was  taken  at  first,  though 


38  NORTHWESTERN  UNIVERSITY 

temporarily  lost,  on  this  question  of  tremendous  import- 
ance. 

In  the  Chicago  Daily  Journal,  December  lo,  1850,  is 
an  editorial  called,  "The  Spirit  of  the  Age,"  which  says: 
"The  railway  is  indeed  the  great  epic  of  the  age.  We  can 
scarcely  glance  at  an  exchange  hailing  from  mart  or  ham- 
let that  does  not  contain  the  record  of  railroads  projected, 
railroads  begun,  railroads  completed.  The  Song  of  Steam 
is  in  the  Muse's  Corner;  pictures  of  locomotives  are  in 
the  advertising  columns;  reports  of  surveys,  arrivals, 
departures,  dividends,  collisions,  running  times  every- 
where." And  yet  in  this  year  of  grace  eighteen  hundred 
and  fifty,  Chicago  possessed  one  short  line  about  forty- 
two  miles,  connecting  the  city  with  Elgin — the  advance 
guard  of  our  present  giant  system  of  iron  ways.  And  even 
two  years  later,  there  were  but  ninety-five  miles  of  railroads 
operated  in  the  entire  state  of  Illinois,  and  less  than 
11,000  miles  in  all  the  United  States. 

This  progenitor  of  our  steam  railroads  was  the  first 
completed  section  of  the  Galena  and  Chicago  Union,  and 
had  opened  February  i  of  this  year  with  a  grand  excur- 
sion and  banquet  to  two  hundred  directors  and  notables 
given  at  Elgin,  and  was  the  first  railroad  running  out  of 
Chicago  east  or  west.  In  these  early  days  railroads  were 
built  as  public  enterprises  and  not  as  money  making  spec- 
ulations alone.  William  B.  Ogden,  Chicago's  first  mayor, 
as  well  as  pioneer  railroad  man,  and  J.  Young  Scammon 
were  a  committee  of  two  to  induce  the  farmers  to  subscribe 


i855       A   HISTORY       1905  39 

to  G.  and  C.  U.  R.  R.  stock.  Many  farmers  came  forward 
and  subscribed,  though  they  had  to  borrow  the  first  instal- 
ment of  $2.50  on  a  share  and  get  trusted  "till  after  har- 
vest" for  the  same.  When  it  is  remembered  it  cost  five 
bushels  of  wheat  and  a  journey  of  from  four  to  seven 
days  to  Chicago  with  a  load  of  grain  to  get  that  first 
instalment  of  the  stock,  none  can  doubt  the  public  interest 
in  the  enterprise.  This  road  after  manifold  vicissitudes 
was  purchased  and  consolidated  with  the  Chicago,  St.  Paul 
and  Fond  du  Lac  in  1859  (later  renamed  the  Chicago 
and  Northwestern).  The  Northwestern  depot  in  the  city 
stands  on  the  site  of  the  old  Galena  and  Chicago  Union 
station,  Wells  and  Kinzie  streets,  the  first  passenger  depot 
in  Chicago.  At  this  time — 1850 — the  Michigan  Central 
was  running  between  Detroit  and  New  Buffalo,  a  small 
town  north  of  Michigan  City,  and  connecting  by  daily 
steamer  across  the  lake  with  Chicago.  The  newspapers 
of  this  year  contain  most  interesting  advertisements  of  this 
"remarkably  short  and  safe  route  to  New  York  City" — 
about  four  or  five  days — according  to  the  weather. 

The  Michigan  Central  labored  long  and  earnestly  to  get 
direct  railroad  connections  with  Chicago.  But  the  right 
of  way  was  held  by  the  Galena  and  Chicago  Union  for 
entrance  to  the  city  from  east  and  west,  and  owing  to 
rivalry  and  jealousy  on  the  part  of  the  directors  of  that 
road,  no  connection  by  rail  with  the  east  was  made  until 
February  20,  1852,  and  then  it  was  the  Michigan  South- 
em  and  Northern  Indiana — now  Lake  Shore  and  Michi- 


40  NORTHWESTERN  UNIVERSITY 

gan  Southern — that  outdistanced  the  Central  by  three 
months  and  gained  the  honor  of  first  connecting  Chicago 
and  this  northwest  with  the  east  by  bands  of  iron. 

In  January,  1848,  the  first  telegram  had  been  received 
in  Chicago  from  Milwaukee,  and  three  months  later  came 
the  first  through  dispatch  from  the  east  via  Detroit.  By 
1850  the  electric  telegraph  was  beginning  to  affect  business 
operations  by  introducing  new  methods.  About  twenty-two 
lines  per  day  comprised  all  news  by  telegraph  reported  for 
the  Chicago  Daily  Journal  for  1850,  and  telegrams  were 
generally  dated  New  York,  6  P.  M. 

Chicago's  great  routes  for  commerce  in  that  year  were 
the  Illinois  and  Michigan  Canal,  connecting  Lake  Michi- 
gan and  the  Mississippi  via  the  Illinois  River  and  other 
canals,  and  the  very  valuable  lake  route  from  the  east. 
Three  years  before  it  had  been  estimated  by  a  government 
expert  that  this  lake  commerce  was  worth  over  $100,000,- 
000  per  annum,  as  much  as  our  entire  foreign  commerce 
and  much  more  than  our  coast-wise  trade.  In  addition  to 
all  the  freight,  250,000  passengers  were  carried  in  1845. 
This  year  of  1850  was  the  high  tide  of  lake  travel.  Then 
a  fleet  of  sixteen  steamers  plied  between  Buffalo  and  Chi- 
cago, two  steamers  a  day  leaving  each  port.  The  voyage 
occupied  three  or  four  days  according  to  the  weather.  The 
average  fare  one  way  was  $10,  including  meals  and  berth; 
but  sometimes  passengers  were  carried  as  low  as  $2  when 
competing  lines  cut  the  rates.  The  steamers  were  large, 
often  holding  400  or  500  passengers,  and  were  elegantly 


i855       A    HISTORY       1905  41 

equipped.  The  cuisine  was  excellent  and  a  band  of  music 
helped  to  pass  the  time  pleasantly  each  evening.  From 
this  time  the  lake  passenger  traffic  declined  because  of  com- 
petition from  the  railroads. 

This  lake  commerce  had  increased  by  leaps  and  bounds 
since  1847,  for  in  that  year  was  held  in  Chicago  the  famous 
Northwestern  River  and  Harbor  Convention,  the  first 
great  advertisement  for  our  lake  metropolis.  In  1846 
President  Polk  had  vetoed  the  River  and  Harbor  bill, 
stating  as  a  reason  the  insignificance  of  the  lake  com- 
merce. Western  papers  accused  him  of  sacrificing  all  sec- 
tions of  the  countrv'  to  his  pet  project — the  retention  of 
Texas  and  the  consequent  Mexican  War.  Citizens  of  the 
West  and  Northwest,  and  those  in  the  East  who  were 
interested  financially  in  the  commerce  of  the  lakes  were 
very  indignant.  To  William  Mosley  Hall  seems  to  belong 
the  honor  of  originating  the  idea  of  a  great  convention  at 
Chicago  of  delegates  from  all  the  Union  to  consider  this 
great  question  of  the  imperative  needs  of  harbors  and  light 
houses  along  our  inland  seas  and  rivers. 

Such  a  convention  was  held  July  5-7,  1847,  *ri  Chicago, 
and  brought  several  thousand  delegates  from  eighteen  dif- 
ferent states.  The  only  complete  records  we  have  of  its 
proceedings  are  the  work  of  Mr.  Robert  Fergus,  Chicago's 
veteran  printer,  who  began  work  in  the  city  1840,  and 
was  the  editor  of  the  Fergus  Historical  Series,  our  best 
collection  on  local  history  in  Chicago.  The  number  record- 
ing the  Northwestern  River  and  Harbor  Convention  of 


42  NORTHWESTERN  UNIVERSITY 

1847  is  well  worth  reading.  The  sessions  of  the  con- 
vention were  reported  for  the  New  York  Tribune 
by  Horace  Greeley  and  for  the  Albany  Evening  Journal 
by  Thurlow  Weed.  Letters  were  received  from  numbers 
of  noted  men  unable  to  be  present,  and  some  of  these  let- 
ters contain  interesting  expositions  of  the  writer's  views  on 
western  needs  and  expansion.  Abraham  Lincoln  paid  his 
first  visit  to  Chicago  as  a  delegate  from  Springfield  to 
this  convention.  He  had  been  elected  representative  to 
Congress  the  November  previous  and  was  the  only  Whig 
chosen  from  Illinois.  Among  others  are  letters  from  Clay, 
Webster,  Benton,  Cass,  Van  Buren  and  many  United 
States  senators,  representatives  and  judges  who  could  not 
be  present.  Horace  Greeley  reported  20,000  present, 
10,000  of  them  delegates.  Its  meetings  were  held  in  a 
large  tent  on  the  Public  Square  and  a  series  of  resolutions 
were  passed  intended  to  arouse  public  sentiment  all  over 
the  United  States  in  behalf  of  adequate  congressional 
appropriations  for  western  rivers  and  harbors,  Horace 
Greeley  closed  his  report  of  the  three-days'  sessions  as 
follows : 

"Thus  has  met,  deliberated,  harmonized,  acted,  sepa- 
rated, one  of  the  most  important  and  interesting  conven- 
tions ever  held  in  this  or  any  country.  It  was  truly  char- 
acterized as  a  congress  of  freedom,  destitute  of  pay  and 
mileage,  but  in  all  else  inferior  to  no  deliberative  body 
which  has  assembled  within  twenty  years.  Can  we  doubt 
its  results  will  be  most  beneficent  and  enduring?" 


i855       A   HISTORY       1905  43 

The  meeting  of  that  convention  raised  the  value  of 
Chicago  property  at  once  and  was  the  starting  point  of  its 
unparalleled  prosperity  until  overtaken  by  the  disastrous 
fire  of  1 87 1. 

An  interesting  side  episode  was  the  first  public  speech 
made  in  favor  of  a  national  railroad  to  the  Pacific  coast, 
made  by  Mr.  William  Mosley  Hall  at  the  close  of 
the  convention  when  Mr.  Greeley  was  chairman  and 
unbounded  enthusiasm  was  exhibited  by  the  delegates. 

It  is  worth  our  while  to  dwell  at  length  on  this  con- 
vention, because  it  revealed  to  the  country  at  large  the  vast 
importance  of  the  newer  states  bordering  the  lakes  and 
the  Mississippi,  and  especially  the  great  future  Chicago 
was  destined  to  have.  These  facts  bore  fruit  in  the  organ- 
ization of  Northwestern  University  and  gave  the  heroic 
nine  who  created  the  University  justification  for  their 
hopes  and  plans. 

We  are  trying  to  get  a  picture  of  what  Chicago  was 
like  in  this  momentous  year  in  the  middle  of  the  nineteenth 
century ;  what  were  its  transportation  facilities,  its  connec- 
tions with  the  rest  of  the  world,  and  therefore  the  rea- 
sons there  were  for  the  determination  and  faith  of  the 
patriotic  little  group  gathered  in  Grant  Goodrich's  office 
that  last  day  of  May,  1 850.  Laymen  were  in  the  majority 
among  the  nine ;  there  were  only  three  clerg^^men  to  three 
lawyers,  two  merchants  and  one  physician. 

"There  was  then  no  institution  of  collegiate  rank  nearer 
than    Knox    College,    Galesburg,    Illinois."      "For    all 


44  NORTHWESTERN  UNIVERSITY 

practical  purposes  the  Northwest  in  the  middle  of  the 
all  practical  purposes  the  Northwest  in  the  middle  of  the 
last  century  was  Illinois,  Indiana,  Wisconsin,  Iowa  and 
Michigan, — in  fact,  the  states  carved  from  the  historic 
Northwest  Territory  except  Ohio,  and  with  Iowa  added. 
The  Conference  of  the  Methodist  Episcopal  Church  in 
these  states  proposed  to  minister  to  them  in  higher  educa- 
tion through  the  new  university.  We,  the  heirs  of  their 
courage,  want  to  know  the  grounds  for  the  'faith  that  was 
in  them.'  "*  They  can  only  be  learned  by  a  careful  study  of 
Chicago  and  vicinity  in  1850. 

The  files  of  the  daily  papers  help  us  most  in  such  study; 
a  rapid  reading  of  the  advertisements  especially  reveals  a 
store  of  interesting  material.  Each  issue  of  the  Journal 
for  that  year  contains  twenty-three  columns  of  advertise- 
ments, largely  of  real  estate  and  patent  medicines,  and 
five  columns  of  editorial,  telegraphic  and  city  news ! 

The  greatest  artery  of  commerce  then  was  the  Illinois 
and  Michigan  Canal,  one  hundred  miles  long,  between 
Chicago  and  La  Salle  on  the  Illinois  River.  Instead  of 
being  a  tax  on  the  state's  resources  it  was  earning  over 
$40,000  per  annum.  It  was  built  and  owned  by  the  state. 
Daniel  P.  Cook,  our  second  representative  in  Congress,  for 
whom  our  county  is  named,  succeeded  in  obtaining  from 
Congress  a  large  grant  of  public  lands  to  build  the  canal, 
and  by  his  efforts  defeated  the  endeavor  to  allow  a  private 


*R.    D.   Sheppard,   Historical   Sketch    (Northwestern   University), 
1902. 


i855       A    HISTORY       1905  45 

corporation  to  build  it,  and  to  receive  all  benefits  from 
selling  the  lands  granted.  The  canal  was  opened  in  1848 
after  twelve  years  of  actual  work,  and  thirty  years  of  strug- 
gle and  agitation.  The  state  came  into  complete  posses- 
sion of  it  in  1 87 1,  when  the  trustees  after  a  faithful  service 
of  twenty-five  years,  made  over  to  the  state  a  surplus  of 
about  $92,000.  Today  we  contemptuously  call  it  a  "tad- 
pole ditch"  and  turn  carelessly  away  from  one  of  the 
important  means  by  which  our  state  was  built  up  and  its 
wealth  largely  increased.  Chicago  is  due,  so  far  as  human 
means  could  determine,  to  the  town  platted  by  the  Canal 
Commissioners  in  1830,  and  the  original  impetus  to  its 
growth  came  through  this  same  humble  "mud  ditch." 

For  the  ordinary  citizen,  aside  from  his  daily  paper,  his 
most  important  means  of  communication  with  the  out- 
side world  is  through  the  post  office.  Chicago's  postal 
facilities  in  1850  were  a  curiosity.  Here  is  a  characteristic 
daily  item  from  the  newspapers :  "Eastern  mail  will  here- 
after be  closed  at  8  A.  M.,  except  when  a  boat  leaves  in 
the  evening,  when  it  will  be  closed  at  8  P.  M."  There 
was  a  daily  mail  to  Milwaukee  except  on  Saturday.  Stamps 
for  prepayment  of  postage  could  be  had  on  application, 
but  were  rarely  used,  as  postage  was  collected  on  the 
delivery  of  a  letter.  Five-cent  letter  stamps  were  cut  into 
halves  and  quarters  to  be  used  in  payment  of  postage  on 
newspapers.  The  long  suffering  editors  advertised  in  Chi- 
cago that  all  letters  addressed  to  them  must  have  postage 
prepaid.     Here  is  another  bit  of  news  from  a  daily  paper 


46  NORTHWESTERN  UNIVERSITY 

in  1850:  "The  amount  of  matter  handled  in  the  Chicago 
Post  Office  very  considerably  exceeds  a  ton's  weight  each 
day  and  hence  some  idea  may  be  formed  of  our  greatness 
as  a  people."  (See  census  reports  for  1900  for  compari- 
son). On  December  6  of  this  year  (1850)  is  the  follow- 
ing item :  "No  eastern  mail  yesterday  and  none  beyond 
Detroit  today.  The  mail  being  transferred  to  land  con- 
veyance, several  days  will  elapse  before  regularity  in  its 
receipt  can  be  depended  on."  December  9.  "Five  mails 
from  the  east  measured  not  by  numbers  but  bushels  and 
tons,  have  arrived  and  editors  are  happy.  Two  hundred 
bushels  of  papers  are  estimated." 

It  is  well  to  remember  that  the  population  of  Cook 
County  in  the  year  we  are  considering  was  about  43,000. 
Of  course  there  was  no  Evanston  then,  either  village  or 
township,  but  Ridgeville  township  is  set  down  for  443 
people;  New  Trier,  475;  Niles,  331.  Chicago  was  a 
thriving  little  city  of  28,000,  less  than  a  third  larger  than 
Evanston  today. 

Much  has  been  said,  much  written  concerning  the  mar- 
vellous rise  in  land  values  in  Chicago.  These  speculations 
were  based  on  the  firm  belief  of  a  few  daring,  far-sighted 
men  that  the  little  port  at  the  foot  of  Lake  Michigan  was 
bound  to  become  a  great  city.  But  half  a  century  ago  no 
one  even  dreamed  Chicago  would  touch  the  million  mark, 
and  a  prophecy  of  its  present  population  would  have  been 
jeered  as  the  vision  of  an  opium  victim.  Mr.  Henry 
Brown  in  1846  ventured  the  prediction  Chicago  would  con- 


BUCKEYE  TAVERN 


SXYDER  FARMHOUSE 


i855       A    HISTORY       1905  47 

tain  200,000  people  within  the  life  time  of  persons  then 
dwelling  in  the  city.  His  statement  was  greeted  with 
shouts  of  laughter  in  the  old  Court  House  where  his 
address  was  being  delivered.  He  estimated  the  popula- 
tion of  Illinois  would  then  be  5,000,000  and  200,000 
seemed  a  sensible  conjecture  for  Chicago.  The  state  has 
realized  his  prophecy ;  the  city  has  more  than  quadrupled 
his  wildest  dream.  One  man  was  offered  in  1841  for  his 
wagon  and  team,  the  block  where  Marshall  Field's  whole- 
sale house  now  stands.  But  the  mud  was  so  deep  and 
everything  looked  so  forlorn,  he  said  he  wouldn't  take 
the  land  as  a  gift  and  be  obliged  to  live  on  it;  he  preferred 
going  west  till  he  found  dry  ground,  and  this  he  discovered 
on  the  Fox  River,  and  has  lived  to  regret  his  lack  of  fore- 
sight and  to  be  honest  enough  to  say  so. 

In  185  I  the  Marine  Bank  offered  twenty  acres  of  land 
running  from  Lake  street  to  the  lake,  at  $5,000  per  acre. 
Property  purchased  in  1845  ^^^  $15,000  was  worth, 
twenty  years  later,  $10,000,000.  Also  a  piece  of  property 
bought  for  $8,000  in  1844,  was  sold  in  1852  for  $3,000,- 
000.  The  block  of  land  now  the  site  of  the  new  Chicago 
post  office — a  little  over  three  acres — sold  in  1833  for 
$505.  The  United  States  government  recently  offered 
$5,000,000  for  the  land  alone.  The  lot  at  the  northeast 
comer  of  Clark  and  Randolph  streets  sold  in  1834  for 
$60.    The  same  land  in  1899  ^^^^  worth  $800,000. 

Nor  should  we  fail  to  notice  the  business  sagacity  of  the 
trustees  of  Northwestern  in  purchasing  the  lot  200  feet 


48  NORTHWESTERN  UNIVERSITY 

square,  at  the  corner  of  La  Salle  and  Jackson  streets  for 
$8,000  In  the  early  fifties.  This  lot  was  counted  then 
quite  remote  from  the  business  centre.  Northwestern  still 
owns  it  and  the  building  upon  it.  The  land  alone  is  valued 
at  $1,750,000  now.  In  1848  vacant  lots  25  by  150  feet  in 
the  best  part  of  Chicago's  business  centre  rented  for  $250 
per  annum,  and  the  best  four-story  brick  business  blocks 
covering  lots  25  by  100  feet  could  be  rented  for  $800  a 
year.  Lake,  Dearborn,  and  Water  streets  were  the  heart 
of  Chicago's  business  in  1850.*  Instances  might  be  mul- 
tiplied, but  these  given  are  sufficient  to  increase  our  admir- 
ation for  the  level-headed  business  sagacity  that  insisted 
that  Chicago  and  the  North  Shore  was  the  magic  spot 
to  found  a  great  university  if  one  considered  simply  the 
financial  side  of  the  project.  The  half  century  has  amply 
justified  the  decision  by  the  wonderful  rise  In  value  of  the 
University's  real  estate. 

It  seems  strange  to  read  the  lengthy  advertisement, 
nearly  a  column,  devoted  to  certificates  from  farmers  using 
the  recently  invented  McCormick  reaper  recommending 
it  to  the  hay  makers  of  the  West  as  a  good  machine.  This 
same  advertisement — the  Journal,  December  4,  1849, — 
says  1,500  reapers  had  been  made  that  year,  and  nearly 
all  sold,  the  tiny  beginning  of  one  of  Chicago's  indus- 
tries that  has  built  colossal  fortunes  for  several  families. 


*These  figures  are  from  a  report  of  the  Chicago  Real  Estate  Board 
for  1899;  from  the  old  Fergus  Historical  Series  and  from  E.  O.  Gale's 
Reminiscences  of  early  Chicago,  published  1902. 


i855       A   HISTORY       1905  49 

To  the  world  without,  Chicago  would  not  be  Chicago 
minus  the  stock-yards,  and  so  we  must  seek  the  statistics 
of  that  industry  in  1850.  The  city  directory  for  that  year 
gives  the  capital  thus  invested  at  $650,500;  cattle  slaugh- 
tered, 2,800;  barrels  packed,  97,500;  receipts  for  the 
year,  $824,009.  Armour's  business  alone  is  now  estimated 
at  $40,000,000  per  annum,  to  say  nothing  of  the  half 
dozen  other  corporations  doing  business  at  the  Union 
Stock  Yards. 

There  is  much  curious  interest  to  be  satisfied  in  a  review 
of  the  salaries  of  Chicago  officials  in  1850.  The  mayor 
was  paid  $1,000;  clerk,  $750,  with  one  assistant  at  $500; 
city  treasurer,  $700;  superintendent  of  the  water  works, 
$750;  clerk  of  the  market,  $550;  while  the  salary  of  the 
chief  engineer  was  raised  to  $400  in  this  year. 

The  issue  of  the  Journal,  January  2,  1850,  reports 
under  City  Items:  "No  cases  before  the  mayor  this 
morning.  State-rooms  in  the  watch  to  let.  The  wintry 
weather  seems  not  unfavorable  to  nocturnal  excursions, 
and  rowdies  in  common  with  bears  and  other  people  keep 
snugly  housed."  Imagine  a  day  in  Chicago  with  no  arrests 
and  the  cells  in  the  Bridewell  empty! 

But  how  did  the  little  city  amuse  herself  in  the  middle  of 
the  last  century?  There  were  two  theatres,  the  second, 
Rice's  on  Dearborn  street,  erected  during  this  very  winter. 
The  Mechanic's  Institute,  Young  Men's  Association  and 
the  Chicago  Lyceum  all  furnished  good  courses  of  lec- 
tures each  winter,  combining  instruction  and  recreation. 

1-4 


50  NORTHWESTERN  UNIVERSITY 

The  Mechanic's  Institute  that  winter  advertised  a  course 
of  lectures  by  O.  S.  Fowler  of  New  York  on  Phrenology, 
Physiology  and  their  applications.  "The  first  two  lec- 
tures were  free  and  a  collection  taken.  Seats  to  subsequent 
ones  12  1-2  cents,  or  a  man  and  two  women  .25!"  An 
editorial  in  the  Journal  is  to  this  effect:  "Humanity  con- 
densed. Mr.  Fowler  lectured  last  evening  in  the  City  Hall 
to  an  audience  so  compact  it  is  matter  for  wonder  how  they 
recovered  their  individuality;  but  for  nearly  three  hours 
they  listened  without  apparent  weariness.  Whatever  may 
be  thought  of  phrenology,  Mr.  Fowler  assuredly  under- 
stands it."  Even  as  early  as  1850  Chicago  people  were 
eagerly  seeking  some  new  thing  and  any  novelty  had  an 
irresistible  charm.  Hence  the  interest  aroused  by  this 
fad  of  that  year,  phrenology.  This  winter  before  the 
Lyceum  was  debated  the  question,  "Is  a  man  morally 
bound  to  marry?"  "Let  the  ladies  vote  on  that  ques- 
tion and  the  negative  would  be  no  where!"  comments  the 
editor  of  the  Journal.  The  ladies  were  universally  favored 
in  the  prices  asked  at  all  amusements  or  lectures.  The  gen- 
eral admission  was  half  a  dollar  for  gentlemen  and  a  quar- 
ter for  ladies.  Even  the  two  singing  schools  advertised 
for  the  winter  asked  $3  for  gentlemen  for  the  twenty-six 
evenings,  and  $2  for  ladies.  A  great  many  concerts  were 
given,  and  from  the  newspaper  reports  were  all  well 
attended.  An  excellent  illustration  in  the  growth  in 
musical  taste  in  Chicago  could  be  obtained  from  a  compari- 


1 855       A   HISTORY       1905  51 

son  of  the  program  of  one  of  these  concerts,  and  the  prcK 
gram  of  a  Thomas  concert  of  today. 

From  the  Journal  of  February  8,  1850,  comes  the  fol- 
lowing: "Last  night  occurred  the  Commencement  of  Rush 
Medical  College  (40  graduates)  :  Mr.  Fowler  gave  his 
fourth  lecture  upon  Phrenology;  the  ball  of  the  Young 
Men's  Association  came  off  at  the  Sherman  House.  Relig- 
ious meetings  were  held  in  at  least  three  of  the  churches, 
all  well  attended,  and  yet  people  enough  left  to  keep  the 
machinery  of  business  moving  as  briskly  as  though  all 
hands  were  at  the  helm.  This  is  rapidly  becoming  quite  a 
town!" 

The  issue  of  the  preceding  day  for  the  same  paper 
devotes  over  three  columns  out  of  its  five  for  news  and  edi- 
torials to  the  territorial  question  as  debated  in  the  United 
States  Senate  upon  Clay's  Compromise  Resolutions.  This 
is  the  best  evidence  of  the  deep  interest  taken  in  Chicago 
over  the  slavery  question,  and  also  shows  us  how  slow  were 
the  methods  for  transmitting  news  when  a  great  debate  in 
Washington  was  not  published  in  Chicago  till  nine  days 
later ! 

And  now  what  of  the  North  Shore  and  the  suburbs  of 
the  city  in  that  region?  There  had  been  a  post  office 
known  as  Grosse  Point  since  1846,  and  a  few  scattered 
pioneers  in  the  log  cabins  in  the  region  had  gone  over 
there  for  their  mail — at  first  only  one  mail  a  month. 
There  was  also  a  post  office  called  Dutchman's  Point 
farther  west  beyond  Niles  Center,  and  this  office  seems  to 


52  NORTHWESTERN  UNIVERSITY 

have  been  continued  even  after  Grosse  Point  was  changed 
to  Ridgeville,  April  26,  1850,  and  a  new  post  master 
appointed.*  The  name  Ridgeville  was  changed  to  Evans- 
ton,  August  27,  1855,  so  the  name  in  honor  of  Dr.  John 
Evans,  first  president  of  the  University  trustees,  has  had 
just  a  half  century  of  history. 

Much  of  the  region  now  included  in  Evanston  was 
swamp,  with  here  and  there  a  grove  of  oaks  and  maples 
covering  a  knoll  emerging  from  the  surrounding  mud 
and  water.  Such  a  grove  was  the  present  campus  delight- 
ing Mr.  Orrington  Lunt,  "the  discoverer  of  Evanston," 
on  his  search  for  a  site  for  the  new  university.  Ridge 
avenue  seems  to  have  been  the  main  wagon  road  and  trail 
between  Green  Bay,  Milwaukee  and  Chicago,  with  a 
branch  road  crossing  the  swamp  near  Rose  Hill,  to  the 
slight  rise  of  ground  we  know  as  Chicago  avenue,  and 
continuing  northward  to  the  present  campus.  This  trail 
and  road  seems  to  have  been  used  when  the  weather  and 
mud  permitted  a  nearer  approach  to  the  lake.  Where 
Forest  avenue  now  is  there  was  another  slight  rise  of 
ground,  and  the  only  available  crossing  from  the  Ridge 
road  to  the  lake  in  ordinary  seasons  was  at  Church  street. 
Davis  street  was  the  first  plank  road  built  within  the 
present  limits  of  Evanston.  We  leave  to  local  antiquarians 
the  question  whether  Ridge  avenue  or  Chicago  avenue  was 
the  original  Green  Bay  Road.    Such  a  question  lies  outside 


*We  have  these  facts  from  the  records  of  the  Post  Office  Depart- 
ment at  Washington. 


i855       A   HISTORY       1905  53 

our  present  purpose — to  find  what  this  North  Shore  was 
like  in  1850  when  Northwestern  had  its  birth.  Certainly 
the  road  commissioners  who  first  had  charge  of  draining 
this  region  and  made  possible  the  platting  of  lots  and 
building  suitable  homes  along  the  lake  shore  westward 
deserve  our  profound  gratitude.*  We  strike  no  natural 
bluff  or  high  ground  in  this  north  shore  region  south  of 
Winnetka,  and  Evanston,  Wilmette,  Kenilworth,  would  be 
impossibilities  without  some  process  of  artificial  drainage. 
Aside  from  the  trees  and  the  lake.  Dame  Nature  has 
thrown  her  children  sharply  on  their  own  resources  along 
this  North  Shore,  and  its  present  beauty  and  desirability 
for  residence  are  due  solely  to  human  effort  to  render  a 
swamp  a  healthful  home. 

We  often  fail  to  comprehend  the  density  of  the  natural 
forest  in  those  early  days.  Chicago's  wood  supply  for 
nearly  tT\-ent}'  years  came  from  this  north  shore  as  far  as 
Highland  Park.  No  coal  was  used  and  boats  and  engines 
of  all  descriptions  depended  on  wood  for  fuel.  One  of 
the  older  residents  of  Evanston  says  he  has  seen  in  a  single 
day  one  hundred  teams  loaded  with  wood,  passing  along 
the  Ridge  road.  Aside  from  the  enormous  amount  thus 
cut  and  hauled  to  Chicago,  the  immense  traffic  in  wood  via 


♦Honorable  Har\'ey  B.  Hurd,  one  of  these  first  commissioners,  still 
among  us,  read  an  exceedingly  interesting  paper  on  the  Drainage  of  the 
North  Shore — before  the  Evanston  Historical  Societ>'  in  October,  1900, 
and  the  paper  is  given  in  the  issue  of  the  Evanston'  Press  October  29. 
For  an  interesting  map  and  sketches  showing  what  this  Chicago  region 
was  like  geographically,  see  Bulletin  No.  I  of  the  Chicago  Geographic 
Society,  entitled  "The  Geography  of  Chicago  and  its  Environs." 


54  NORTHWESTERN  UNIVERSITY 

the  lake  must  be  remembered.  Small  boats,  called  "wood- 
hookers,"  were  built  then,  small  enough  to  land  almost 
anywhere  along  this  North  Shore  and  easily  loaded.*  The 
lumber  trade  was  the  great  trade  of  the  north  shore  until 
reckless  cutting  denuded  the  fine  forests  of  white  oak  and 
ash,  and  then  came  agriculture  as  a  second  principal  occu- 
pation of  the  people.  The  city  market  for  all  this  wood 
was  the  corner  of  Randolph  and  State  streets,  and  thither 
every  teamster  from  the  North  Shore  brought  his  wood 
and  offered  it  for  sale.  The  coal-fields  of  the  state  were 
practically  unknown  then,  and  not  until  the  Illinois  Cen- 
tral began  hauling  soft  coal  from  its  newly  opened  mines, 
late  in  the  fifties,  did  this  wood  trade  begin  to  decline. 

A  most  interesting  survivor  of  Evanston's  ancient  for- 
ests is  the  old  oak  at  the  campus  entrance.  Experienced 
woodmen  say  it  is  at  least  five  hundred  years  old.  The 
entire  campus  is  covered  with  the  remains  of  an  ancient 
wood,  though  most  of  Evanston's  present  trees  have  been 
planted. 

Evanston  was  a  great  game  region  a  half  century  ago. 
Deer,  quail,  prairie  chickens,  grouse,  ducks,  mink  were 
plentiful,  and  many  were  the  pioneers  who  eked  out  a 
scanty  living  gained  by  cutting  and  hauling  wood,  raising 
cattle  or  melons  and  vegetables  for  the  city  market,  and 
by  hunting  and  trapping. 


*For  derivation  of  the  name,  consult  popular  meaning  of  the  verb 
to  hook.  A  wood  hooker  engaged  in  such  an  enterprise  usually  oper- 
ated in  dark  nights  along  the  shore. 


i855       A   HISTORY       1905  SS 

Although  this  history  deals  mainly  with  higher  educa- 
tion, since  the  public  schools  are  the  feeders  for  the  col- 
leges and  universities,  a  few  extracts  from  the  records  of 
the  school  trustees  of  Ridgeville  township  for  1850  should 
be  of  interest  and  germaine  to  our  subject.  The  Evanston 
Historical  Society  possesses  the  record-book  of  these  school 
trustees  between  1 846-1 882,  and  many  curious  facts  may 
be  gleaned  from  a  reading  of  these  old  minutes.  The  three 
trustees  met  irregularly  at  the  Ridge  Road  House,  Grosse 
Point,  "at  early  candle  light"  to  transact  the  school  busi- 
ness of  the  township.  The  one  log  school-house  was  sit- 
uated in  the  lot  with  the  burying-ground,  at  the  north- 
west comer  of  Ridge  avenue  and  Grain  street.  The  com- 
pensation allowed  the  teacher  was  $2  per  week,  and  he 
or  she  must  engage  to  teach  at  least  three  months — or 
sixty-six  days — under  one  contract.  Of  course  the  com- 
pensation included  boarding  around.  The  expenses  for  all 
school  purposes,  except  the  wood  for  fuel,  for  the  year 
1850,  for  the  Township  of  Ridgeville  were  $59.40.*  The 
first  code  of  by-laws  for  the  guidance  of  the  trustees  and 
teacher,  adopted  April  20,  1850,  furnishes  the  following 
interesting  items:  "Teachers  are  requested  to  use  exer- 
tions to  have  their  scholars  go  to  and  return  from  school 
in  quiet,  orderly  manner  and  make  it  a  rule  they  do  not 
play  by  the  way,  or  bear  tales  of  any  of  the  transactions 


*For  contrast  see  the  school  treasurer's  report  for  much  the  same 
locality  for  1904-5 :  total  expenditure  about  $193,000. 


56  NORTHWESTERN  UNIVERSITY 

in  school  or  during  intermission."  "Teachers  are  required 
as  soon  after  commencement  of  school  as  possible  to 
make  an  estimate  of  the  number  of  days  required  to  board 
for  each  scholar  and  give  notice  to  patrons  of  the  school  in 
writing."  "All  scholars  attending  school  shall  be  required 
by  their  teacher  to  come  with  clean  face  and  hands  under 
pain  of  being  expelled  from  the  school."  "Breaking  or 
damaging  school  property  or  the  fencing  around  the 
burial  ground,  or  anything  pertaining  thereto,  must  be 
paid  for  by  parents  or  guardians." 

The  gold  fever  was  at  Its  height  in  1850,  and  we  find 
this  curious  bit  of  testimony  to  that  fact.  "On  motion  it  is 
ordered  that  the  treasurer  require  W.  B.  Huntoon  to 
renew  his  note  of  Eight  dollars  with  new  security  as  one 
of  the  old  security  has  gone  to  California."  This  calls  to 
mind  that  a  party  of  fifty  men  started  April  8,  1850,  from 
Ridgeville  township  for  California.  Their  route  was  to 
Chicago  and  westward  via  Council  Bluffs,  Iowa;  thence 
to  Fort  Laramie,  Salt  Lake  City  and  Sacramento.  It  is 
to  be  remembered  that  the  population  of  the  township  was 
only  443  in  that  year.  Consider,  therefore,  what  it  meant 
to  take  away  fifty  of  the  young  vigorous  men  from  this 
region.  They  were  gone  about  one  year  and  seem  to  have 
done  well  at  the  gold  fields,  though  a  few  of  the  little 
party  never  came  back  to  their  families.  Some  of  the  old 
settlers  living  in  Evanston  have  letters  received  from  the 


i855       A   HISTORY       1905  57 

prospectors,  and  the  postage  collected  on  their  delivery 
from  Sacramento  was  forty  cents.* 

Since  "the  roots  of  the  present  lie  buried  deep  in  the 
past  and  nothing  is  dead  to  him  who  would  learn  how  the 
present  came  to  be  what  it  is,"  we  cannot  count  useless 
the  time  and  effort  spent  to  understand  this  stirring  year 
of  1850  for  Chicago  and  the  North  Shore.  The  record 
gives  much  cause  for  rejoicing  that  we  stand  at  the  thresh- 
old of  the  twentieth  century  instead  of  at  the  middle  of  the 
nineteenth.  What  will  be  the  record  when  Northwestern 
celebrates  its  centennial? 


♦Apropos  of  this  subject,  here  is  an  advertisement  from  a  Chicago 
paper  for  the  same  year.  "A  person  going  to  pick  up  gold  dust  offers 
for  sale  30  acres  heavy  timber-land  on  the  North  Branch  16  miles 
from  Chicago,  at  $4  per  acre  cash.  Title  perfect.  Also  corner  lot  in  the 
original  town  near  railroad  depot  (present  Northwestern)  for  $120 
cash  down."  The  land  is  worth  a  large  fortune  today  and  we  may  well 
doubt  whether  the  person  offering  it  so  recklessly  for  $240  cash  down 
realized  its  present  value  in  gold  dust  in  the  mines.  But  the  fever  of 
the  gold  hunter  was  in  his  veins  and  go  he  must. 


CKL^PTER  II 

Education  in  the  Middle  West  Before  the  Found- 
ing OF  Northwestern 

Walter  Dill  Scott 


THE  educational  system  of  a  people  of  a  terri- 
tory or  of  a  period  of  history  can  be  under- 
stood only  in  connection  with  their  entire 
social  development.  The  understanding 
of  the  school  systems  of  our  original  thir- 
teen colonies  involves  an  understanding  of  the  previous 
history  of  the  colonists  and  their  environments.  We 
are  unable  to  comprehend  the  formation  of  schools 
in  the  Middle  West  without  a  glance  at  the  his- 
tory of  the  early  settlers.  The  "Middle  West"  is  inter- 
preted as  embracing  the  vast  tract  once  known  as  the 
Northwest  Territory.  This  tract  was  subsequently  divided 
into  the  states  of  Ohio,  Indiana,  Michigan,  Illinois,  Wis- 
consin, and  Minnesota.  In  addition  to  this  it  is  customary 
to  include  under  the  title  of  Middle  West  that  part  of 
the  Louisiana  purchase  which  was  subsequently  formed 
into  the  states  of  Iowa  and  Missouri,  as  well  as  that  which 
forms  the  part  of  Minnesota  west  of  the  Mississippi 
River. 

The  first  explorers  and  settlers^  of  this  vast  domain  were 
Frenchmen,  but  their  numbers  never  seem  to  have  been 
great  and  their  influence  upon  later  civilization  was  com- 
paratively  insignificant. 

The  real  settlement  of  this  territory  began  in  the  year 
1788.  At  this  date  a  group  of  132  New  Englanders, 
together  with  their  families,  reached  the  head  waters  of 
the  Ohio,  constructed  a  fleet  of  boats,  one  named  the  May- 
flower, sailed  down  the  river  to  the  mouth  of  the  Mus- 

61 


62  NORTHWESTERN  UNIVERSITY 

kingum,  and  there  founded  the  first  town  of  Ohio  and 
named  it  Marietta  in  honor  of  Queen  Marie  Antionette 
of  France.  This  colony  was  composed  of  members  of  the 
best  famihes  of  New  England.  Among  them  were  many 
who  had  fought  for  years  in  the  Revolutionary  War,  and 
who  were  now  going  with  their  families  to  find  a  perman- 
ent home  beyond  the  Alleghanies.  In  speaking  of  this 
colony  Washington  said  it  was  the  best  body  of  emigrants 
the  world  had  ever  seen.  But  unfortunately  for  the  ter- 
ritory these  pioneers  were  not  followed  by  other  similar 
companies  of  New  Englanders.  In  quick  succession  fol- 
lowed a  colony  from  New  Jersey  which  settled  Cincinnati, 
a  company  of  New  York  sharpers  who  attempted  to  settle 
Gallipolis,  a  colony  from  Virginia  which  settled  in  the 
very  southeastern  part  of  the  present  state  of  Ohio,  and  a 
band  of  Kentuckians  who  established  themselves  at  Chilli- 
cothe.  During  the  next  two  decades  settlements  were 
made  along  the  Ohio  and  its  tributaries  by  Frenchmen, 
Germans,  and  especially  by  emigrants  from  the  Southern 
states.  The  central  part  of  Ohio  was  soon  peopled  with 
emigrants  from  Pennsylvania  who  were  for  the  most  part 
of  German  or  Scotch-Irish  descent. 

Not  until  after  the  opening  of  the  Erie  Canal  did  the 
New  Englanders  seek  the  new  territory  in  large  numbers. 
After  the  year  1825  we  find  emigration  moving  along 
exact  parallels  of  latitude.  The  New  Englanders  made 
settlements  in  the  northern  parts  of  Ohio,  Indiana  and  Illi- 
nois, and  the  southern  part  of  Michigan.    Emigrants  from 


1 85 5       A    HISTORY       1905  63 

the  states  of  Pennsylvania  and  New  Jersey  moved  across 
the  border  into  the  central  part  of  Ohio  and  Indiana. 
Maryland,  Virginia  and  Kentucky  sent  large  numbers  to 
the  southern  parts  of  Ohio,  Indiana,  Illinois  and  Missouri. 
It  is  to  be  observed  that  the  southern  part  of  Ohio,  Indiana 
and  Illinois  was  first  settled  by  emigrants  largely  from  the 
the  South  and  that  at  a  later  period  the  northern  section  of 
these  same  states  was  settled  by  emigrants  from  New 
England.  These  two  classes  of  emigrants  were  of  decidedly 
different  characteristics  and  came  from  diverse  social  en- 
vironments. The  New  Englanders  came  from  the  very 
best  families  and  were  accustomed  to  schools  which  were 
in  many  instances  under  the  control  of  the  state  and  were 
supported  and  conducted  by  society  in  its  organized  capaci- 
ty. Many  of  the  emigrants  from  the  South  seem  not  to 
have  been  from  the  better  families  but  from  the  poorer 
and  more  ignorant  classes.  At  home  most  of  them  had 
been  too  poor  to  hold  slaves  but  they  desired  to  introduce 
slavery  into  the  new  territory.  They  had  come  from  a  dis- 
trict where  schools  were  usually  not  supported  by  general 
taxation,  but  were  creations  of  a  church  or  private  enter- 
prise. They  were  very  illiterate  and  refused  to  be  taxed 
for  the  support  of  schools.  It  is  of  course  true  that  the 
district  along  the  Ohio  received  many  of  the  best  sorts  of 
emigrants,  such  as  the  North  Carolina  Quakers  who  set- 
tled in  Indiana  and  who,  like  the  Kentuckian  settlers  at 
Chillicothe,  were  driven  out  of  the  South  because  of  their 
hatred  of  slavery. 


64  NORTHWESTERN  UNIVERSITY 

In  all  the  settlements  the  colonists  found  themselves 
in  the  midst  of  numberless  difficulties  in  every  attempt  to 
educate  their  children.  There  were  no  school  houses,  school 
teachers,  school  books  or  school  organizations  of  any  sort. 
Throughout  all  this  territory  a  settlement  seems  hardly  to 
have  been  made  before  efforts  were  put  forth  to  start  a 
school.  In  the  absence  of  any  available  room  all  the  house- 
holders turned  out  and  joined  in  the  common  work  of 
building  a  school  house.  Their  only  tools  were  axes,  saws 
and  augers,  but  these  were  sufficient  and  in  two  or  three 
days  a  new  school  house  was  construsted  out  of  standing 
trees.  We  have  record  of  an  instance  in  Illinois  in  which 
the  school  house  was  burned  to  the  ground.  Immediately 
the  parents  assembled  and  constructed  a  new  building  so 
that  the  school  was  continued  three  days  after  the  fire. 
These  log  school  houses  were  still  to  be  found  in  all  of  the 
states  of  the  Middle  West  as  late  as  1850]  It  seems  diffi- 
cult for  us  to  imagine  the  crudity  of  such  school  houses, 
but  they  were  the  best  the  wilderness  could  afford. 
The  school  books  were  few  in  number  and  very  poor  in 
quality.  We  read  of  one  school  in  Illinois  which  in  1835 
had  three  spelling  books  for  the  thirty  pupils. 

There  were  not  a  few  good  school  teachers  in  the  pio- 
neer days,  but  the  accounts  which  have  come  down  to  us 
make  us  think  that  the  qualifications  of  the  teacher  were  in 
many  cases  very  low.  In  some  districts  the  ability  to  read, 
write,  and  "do  sums"  in  arithmetic  was  sufficient. 

Often  the  parents  in  a  community  appointed  certain  of 


1 855       A    HISTORY       1905  65 

its  members  to  direct  the  affairs  of  the  school.  A  common 
way  for  the  teacher  to  make  sure  of  his  pay  was  to  draw 
up  a  contract  stating  what  he  would  do,  and  the  compensa- 
tion which  he  expected,  and  then  take  this  contract  around 
and  have  it  signed  by  all  persons  in  the  community  who 
were  parents  or  guardians  of  children  of  a  school  age. 
The  following  is  a  copy  of  such  a  contract  which  was  used 
by  a  teacher  in  Illinois : 

"Articles  of  agreement,  drawn  this  25th  of  May,  1833,  between 
Allen  Parlier,  of  the  countj-  of  Washington  and  State  of  Illinois,  of 
the  one  part,  and  we,  the  undersigned,  of  said  county  and  State,  wit- 
nesseth,  that  the  said  Parlier  binds  himself  to  teach  a  school  of  spelling, 
reading,  and  the  foregoing  rules  of  arithmetic,  for  the  term  of  three 
months,  for  $2  per  scholar,  per  quarter ;  said  Parlier  further  binds 
himself  to  keep  good  order  in  said  school,  will  teach  five  days  in  each 
week,  all  due  school  hours,  and  will  make  up  all  lost  time,  except  muster 
days,  and  will  set  up  with  twenty  scholars,  the  subscribers  to  furnish  a 
comfortable  house,  with  all  conveniences  appertaining  thereto,  the  school 
to  begin  as  soon  as  the  house  is  fixed.  N.  B. — Wheat,  pork,  hogs, 
beeswax,  tallow,  deer  skins,  wool  and  young  cattle,  all  of  which  will 
be  taken  at  the  market  price,  delivered  at  my  house,  at  the  expiration 
of  said  school,  day  and  date  above  written. 

("Subscribers'   names). 

"ALLEN  PARLIER." 

As  this  contract  would  indicate,  the  school  was  under 
no  external  administration  and  received  no  support  from 
taxation.  About  that  time  ( 1833)  state  laws  were  passed 
which  organized  the  states  into  districts  for  school  pur- 
poses. It  was  left  to  the  vote  of  the  individual  community 
to  decide  whether  it  would  levy  a  local  tax  upon  all  prop- 
erty in  the  community  for  the  support  of  the  public  schools 

or  not.     In  the  more  advanced  districts  this  optional  tax- 
1-5 


66  NORTHWESTERN  UNIVERSITY 

atlon,  made  possible  by  state  law,  was  taken  advantage 
of,  and  the  schools  were  brought  under  the  management  of 
school  boards,  and  were  supported  by  taxation.  The  more 
backward  communities  voted  against  such  taxation,  and 
did  not  take  advantage  of  these  permissive  laws,  and  no 
thorough  system  of  public  elementary  schools  supervised 
by  the  state  and  supported  by  general  taxation,  was  estab- 
lished throughout  the  states  till  after  1850. 

In  the  year  1834  the  school  section  of  the  township  In 
which  Chicago  is  situated  was  mostly  sold.  The  following 
year  an  appropriation  from  the  fund  thus  secured  was 
made  for  the  school  which  was  being  taught  by  Miss 
Eliza  Chappel,  In  the  First  Presbyterian  Church,  situated 
on  the  west  side  of  Clark  street  between  Lake  and  Ran- 
dolph. This  was  Chicago's  first  public  school.  There 
was  an  Infant  department  to  this  school  which  was  held  In 
the  same  room  with  the  rest  of  the  school,  and  separated 
from  It  by  means  of  a  curtain.  Later  In  the  year  1834  a 
school  was  held  in  the  First  Baptist  Church,  on  South 
Water  street,  near  Franklin  street,  which  became  a  public 
school.  This  school  had  been  opened  In  1833  by  Mr.  G. 
T.  Sproat  from  Boston,  as  a  classical  and  English  school 
for  boys. 

The  first  building  for  a  school  in  Chicago  was  erected 
in  1834.  It  was  constructed  by  the  generosity  of  Messrs. 
Hamilton  and  Owen  and  located  on  the  north  bank  of  the 
river  just  east  of  Clark  street.  The  following  year  It 
became  a  public  school  and  was  taught  by  Mr.  John  Wat- 


BARBARA    HECK 


TKIVKCCA  COI.l.KGE. 


i855       A   HISTORY       1905  67 

kins.  The  number  of  private  and  public  schools  increased 
steadily,  and  in  1835  the  whole  number  of  public  and 
private  schools  was  seven.  In  1840  the  population  of 
Chicago  was  4,800,  and  the  public  schools  were  taught 
by  four  male  teachers  who  received  each  $33.33  a  month 
for  their  services.  School  was  kept  five  days  and  a  half 
a  week  with  "a  recess  of  a  few  minutes"  each  half  day. 
The  amount  of  vacation  allowed  each  year  was  only  four 
weeks.  By  1850  Chicago  had  a  population  of  about 
30,000,  but  its  public  schools  could  boast  of  a  force  of 
twenty-four  teachers.  Of  this  number  four  were  males 
and  twenty  were  females. 

One  of  the  chief  factors  in  the  formation  of  an  efficient 
system  of  elementary  schools  throughout  the  Middle  West 
was  the  attitude  which  the  general  government  had  taken 
towards  the  subject.  In  1785  the  Congress  of  the  Con- 
federation decided  to  reserve  section  16  of  each  township 
of  thirty-six  sections  throughout  Northwestern  Territory 
for  the  support  of  schools.  In  1787  an  ordinance  was 
drawn  up  for  the  government  of  this  territory.  In  this 
ordinance  of  1787  appeared  the  following  famous  sen- 
tence: "RELIGION,  MORALITY,  AND  KNOWL- 
EDGE BEING  NECESSARY  TO  GOOD  GOVERN- 
MENT AND  THE  HAPPINESS  OF  MANKIND, 
SCHOOLS  AND  THE  MEANS  OF  EDUCATION 
SHALL  BE  FOREVER  ENCOURAGED."  In  speak- 
ing of  this  ordinance  Daniel  Webster  said:  "We  are 
accustomed  to  praise  the  law-givers  of  antiquity ;  we  help 


68  NORTHWESTERN  UNIVERSITY 

to  perpetuate  the  fame  of  Solon  and  Lycurgus;  but  I 
doubt  whether  one  single  law  of  any  law-giver,  ancient  or 
modem,  has  produced  effects  of  more  distinct,  marked, 
and  lasting  character  than  the  ordinance  of   1787." 

By  this  ordinance  and  by  subsequent  acts  the  national 
government  placed  millions  of  acres  of  fertile  land  in  the 
.hands  of  the  different  states  for  the  support  of  schools. 
The  national  government,  having  made  the  grant,  named 
the  respective  states  as  trustees  of  the  fund  and  took  no 
part  in  supervising  the  preservation  of  the  land  or  the  dis- 
tribution of  the  funds  secured  from  leases  and  sales. 
The  states  were  made  the  trustees,  and  as  such  were  com- 
pelled to  take  more  than  a  passing  interest  in  the  public 
schools  formed  within  their  borders.  If  it  had  not  been  for 
these  funds  the  formation  of  complete  systems  of  free  pub- 
lic schools  would  have  been  much  delayed,  even  if  they 
would  have  been  formed  at  all.  The  settlers  from  New  Eng- 
land favored  state  control  of  public  schools,  and  the  settlers 
from  the  South  opposed  it.  The  New  Englanders  favored 
the  district  as  the  unit  for  the  direct  control  and  for  levy- 
ing the  taxes;  the  Southerners  desired  to  have  the  county 
the  unit.  In  the  gradual  development,  the  influence  of  the 
state  fund  strengthened  the  contentions  of  the  Easterners, 
and  helped  to  bring  about  our  state  systems  of  public  com- 
pulsory schools  with  the  district  as  the  primary  unit  of 
authority,  and  the  county  as  the  advisory  and  superin- 
tending influence.  The  presence  within  the  states  of  emi- 
grants from  so  many  different  lands  and  from  so  many  of 


1 85 5       A    HISTORY       1905  69 

the  older  colonies  made  it  possible  that  every  form  of 
school  administration  known  to  civilized  man  should  have 
its  advocate  within  each  state.  This  advocacy  of  diversi- 
fied systems  kept  the  state  fund  from  having  an  undue 
Influence,  for  among  pioneers  of  slender  fortunes  the 
presence  of  such  a  fund  available  for  public  schools  was 
likely  to  hinder  endeavor  towards  the  establishment  of 
any  other  kinds  of  schools,  and  thus  to  lead  to  a  monopoly 
of  education  by  the  state.  As  it  was,  the  state  fund  proved 
a  blessing  and  not  a  curse.  In  the  formation  of  state  sys- 
tems of  public  instruction  all  forms  of  private,  ecclesias- 
tical, and  corporate  educational  institutions  found  their 
appropriate  and  useful  position  in  supplementing  the 
more  general  system  of  the  state. 

It  was  apparent  to  the  more  enlightened  of  the  settlers 
that  the  provision  for  secondary  education  would 
offer  many  more  difficulties  than  that  of  the  primary  or 
elementary  grade.  The  rudiments  of  reading,  writing, 
and  arithmetic  could,  when  necessary,  be  taught  by  the 
parents  in  the  home,  by  the  minister  in  the  church,  or  by 
irresponsible  travelers  who  might  be  induced  to  tarry  a 
few  months  and  teach  in  a  log  school  house  or  in  a  deserted 
building  of  some  sort.  Such  means  were  resorted  to  in 
almost  every  settlement  in  the  absence  of  anything  bet- 
ter. Although  such  make-shifts  might  be  tolerated  for 
primary  instruction,  something  better  must  be  provided 
for  secondary  education.  The  parents  of  the  wilderness 
were  ambitious  for  their  sons,  and  desired  that  they  should 


70  NORTHWESTERN  UNIVERSITY 

be  prepared  to  enter  college  and  to  receive  the  benefits  of 
higher  education. 

Previous  to  1820  there  were  but  two  public  high  schools 
within  the  borders  of  the  United  States,  and  these  do  not 
seem  to  have  been  so  influential  as  many  of  the  academies. 
These  latter  were  to  be  found  in  large  numbers  in  all  the 
eastern  and  southern  states.  Whether  the  settlers  had 
come  from  the  east  or  the  south,  or  from  one  of  the  Euro- 
pean countries,  they  were  all  familiar  with  academies. 
Some  of  these  were  endowed,  some  were  supported  and 
controlled  by  ecclesiastical  corporations,  others  by  local 
boards  and  local  subscription;  some  were  founded  and 
controlled  entirely  by  private  enterprise.  Most  of  them 
were  subsidized  by  state  or  nation ;  a  few  were  supported 
in  part  by  public  taxation,  but  more  often  by  public  grants 
or  by  favorable  charters.  In  almost  none  of  them  was 
tuition  free  for  those  who  were  able  to  pay,  although  the 
sons  of  indigent  parents  and  of  widows  were  ordinarily 
allowed  free  tuition.  This  great  diversity  was  to  be  found 
at  the  same  time  in  most  of  the  oldest  states,  if  not  in  the 
countries  of  Europe.  Probably  the  first  building  devoted 
to  school  purposes  In  the  Middle  West  was  erected  in 
Marietta,  Ohio,  in  1797.  This  was  to  be  the  seat  of 
Muskingum  Academy,  the  first  academy  west  of  the  Alle- 
ghanies  and  north  of  the  Ohio.  This  academy  seems  from 
the  very  first  to  have  offered  classical  education  sufficient 
to  qualify  the  students  to  enter  Yale  College.  It  seems  to 
have  been  founded  by  members   of  the   Congregational 


i855       A   HISTORY       1905  71 

church,  and  its  support  and  control  were  certainly  domi- 
nated by  that  church.  Very  much  more  concern  was  taken 
for  the  founding  of  academies  for  secondary  education 
than  for  schools  of  a  more  elementary  character. 

During  each  of  the  succeeding  decades  till  the  middle  of 
the  nineteenth  century,  scores  of  academies  were  estab- 
lished within  the  borders  of  the  Middle  West.  In  general 
the  state  took  no  active  part  in  their  establishment.  The 
states  were  the  custodians  of  vast  areas  of  public  lands 
which  the  national  government  had  ceded  them  for  the 
promotion  of  schools.  This  land  was  leased  or  sold 
by  the  state  authority  and  the  funds  were  used  in 
many  instances  to  subsidize  academies  which  had  been 
founded,  or  were  to  be  founded,  by  private  or  cor- 
porate enterprise.  The  state  seldom  placed  any  restric- 
tions upon  such  academies,  but  they  were  given  full 
authority  to  use  the  funds  as  desired  for  the  support  of 
the  schools.  The  Christian  churches  were  unwilling  to 
trust  the  instruction  of  their  sons  and  daughters  to  the 
state,  since  the  church  was  divorced  from  the  state,  and 
religious  instruction  could  not  be  expected  from  schools 
supported  and  controlled  by  such  an  agency.  We  thus 
find  the  churches  the  chief  agency  in  the  establishing  of 
academies.  In  many  cases  the  Christians  of  a  community 
of  different  denominations  joined  together  In  founding  and 
supporting  an  academy.  In  most  cases,  perhaps,  the 
schools  were  under  the  patronage  of  a  single  denomina- 
tion.    In  not  a  few  instances  the  citizens  of  a  town  pro- 


72  NORTHWESTERN  UNIVERSITY 

vided  a  large  part  of  the  necessary  endowment  and  then 
invited  one  of  the  Protestant  denominations  to  supplement 
the  fund  and  take  charge  of  the  school.  Ordinarily 
the  states  were  generous  in  granting  charters  to 
these  struggling  institutions,  and  the  churches  and  citi- 
zens were  loyal  in  supporting  them,  but  they  were  seldom 
able  to  exist  without  tuition  fees,  and,  even  so,  they  were 
so  crippled  for  funds  that  large  numbers  of  them  were 
not  able  to  survive  for  more  than  a  few  years.  No  accu- 
rate record  has  been  kept  of  such  institutions,  but  Indiana, 
for  example,  seems  to  have  had  sixty  in  existence  in  1850. 
Certainly  the  majority  of  that  number  has  ceased  to  exist 
by  the  present  time. 

"Spontaneity  is  the  keynote  of  education  in  the  United 
States.  Its  varied  form,  its  uneven  progress,  its  lack  of 
symmetry,  its  practical  effectiveness,  are  all  due  to  the 
fact  that  it  has  sprung,  unbidden  and  unforced,  from  the 
needs  and  aspirations  of  the  people.  Local  preference 
and  individual  initiative  have  been  ruling  forces.  What 
men  have  wished  for  they  have  done.  They  have  not 
waited  for  state  assistance  or  for  state  control."  These 
words  of  President  Butler  are  especially  pertinent  when 
applied  to  secondary  education  in  the  Middle  West.  Gov- 
ernmental control  tends  to  restrict,  to  hinder  personal 
initiative,  and  to  end  in  rigid  conservatism.  That  this  is 
true  of  education  in  general  is  evident  and,  as  a  proof,  it 
is  but  necessary  to  mention  that  individual  effort  or  private 
cooperation  took  the  initiative  in  demonstrating  the  value 


i855       A    HISTORY       1905  73 

of  all  the  following:  Manual  training,  kindergartens,  art 
schools  and  galleries,  museums,  libraries,  reading-rooms, 
instruction  in  agriculture,  Indian  schools,  negro  schools, 
Alaskan  schools,  and  the  higher  education  of  women. 
Indeed,  schools  were  not  made  public  until  they  had  been 
shown  to  be  possible  by  private  enterprise.  The  rugged 
pioneer  would  not  have  been  willing  to  have  surrendered 
his  independence  in  determining  the  sort  of  education 
which  his  children  were  to  receive.  The  period  from  the 
founding  of  Muskingum  Academy  to  the  general  estab- 
lishment of  high  schools  after  1850  was  a  period  rich  In 
experiments  in  secondary  education.  The  public  schools 
that  were  established  at  this  latter  date,  received  the 
benefit  of  the  pioneer  schools  in  secondary'  education.  It 
would  be  difficult  to  say  what  the  outcome  would  have  been 
if  Instead  of  these  academies  there  had  been  established 
from  the  beginning  a  system  of  public  high  schools  with 
the  necessary  tendency  to  conservatism,  and  to  the  subjec- 
tion to  political  influence.  After  the  establishment  of  the 
public  high  school  (about  1850)  the  academies  were 
restricted  and  the  majorit}'  of  them  ceased  to  exist.  They 
ceased,  not  because  they  were  not  valuable,  but  because 
by  their  ven,'  value  they  had  impressed  upon  the  state  the 
benefit  of  secondar)^  education,  and  hence  the  state  was 
willing  to  support  such  education  and  to  model  it  after 
that  which  the  private  academy  had  already  begun.  The 
place  of  the  academy  by  the  year  1850  was  thus  a  changed 
one.     Instead  of  being  the  principal  agency  of  secondary 


74  NORTHWESTERN  UNIVERSITY 

education  it  was  to  become  supplementary  to  the  public 
high  school.  It  was  established  largely  by  Christian 
denominations  and  the  religious  influence  which  it  was  sup- 
posed to  exert  on  the  youth  of  the  land  caused  it  to  be 
especially  cherished  by  its  supporters.  The  freedom  which 
it  has  in  religious  education,  and  which  can  not  be  exer- 
cised by  the  public  high  school  seems  to  be  sufficient  ground 
why  the  denominational  academy  of  former  days  should 
be  continued  as  a  valuable  supplement  to  the  public  high 
school. 

Although  the  early  settlers  of  the  Middle  West  gave 
more  attention  to  the  founding  of  academies  than  to 
elementary  schools,  their  chief  concern  for  education  was 
for  the  colleges.  The  colleges  of  New  England  were 
modeled  after  those  of  England,  and  were  modified  to 
suit  the  conditions  of  provincial  life.  The  colleges  of  the 
Middle  West  were  founded  in  a  large  part  after  the  pat- 
tern of  New  England  colleges,  but  they  were  modified 
to  the  special  needs  of  the  situations  under  which  they 
were  established. 

The  funds  for  establishing  these  colleges  were  secured 
mainly  from  the  land  grants  of  the  national  government, 
and  from  the  funds  supplied  by  ecclesiastical  corporations. 
As  stated  above,  the  national  government  had  declared 
that  "Religion,  morality,  and  knowledge  being  necessary 
to  good  government  and  the  happiness  of  mankind,  schools 
and  the  means  of  education  shall  be  forever  encouraged." 
In  keeping  with  this  ordinance  the  national  government 


i855       A   HISTORY       1905  75 

proceeded  to  make  generous  grants  for  tKe  support  of 
"Seminaries  of  Learning."  Within  each  of  the  states  of 
the  Middle  West  vast  tracts  of  valuable  land  were  ceded 
by  the  national  government  to  the  state.  The  different 
states  were  named  as  guardians  of  these  grants,  and  of 
other  grants  of  land,  and  of  money  which  were  made  at 
later  times. 

Acting  in  the  capacity  of  guardian  of  these  funds  the 
state  appointed  "trustees,"  or  "regents"  who  should  con- 
trol the  grants  made  by  the  national  government,  and 
who  should  also  establish  and  control  the  university  thus 
supported.  These  institutions  were  called  "state"  univer- 
sities because  they  were  controlled  by  boards  appointed 
by  the  state,  and  because  they  were  the  beneficiaries  of  the 
funds  granted  by  the  national  government  to  the  states  for 
the  promotion  of  higher  learning.  The  states  would  not 
have  established  universities  at  all  if  it  had  been  necessary 
to  do  so  by  general  taxation.  Indeed  the  legislatures  in 
some  of  the  states  were  so  apathetic. in  the  managements 
of  these  grants  from  the  national  government  that  a  large 
part  of  the  funds  was  wasted.  There  was  much  opposi- 
tion to  state  control  and  state  support  of  higher  education. 
This  opposition  was  so  great  that  none  of  the  state  legis- 
latures appropriated  a  dollar  to  their  support  till  they  had 
been  well  established  as  "state"  universities  in  the  sense 
in  which  that  term  was  used.  The  date  at  which  the 
respective  states  made  appropriations  by  general  taxation 
for  their  universities  is  as  follows:     Ohio,   1881;    Indi- 


76  NORTHWESTERN  UNIVERSITY 

ana,  1867;    Michigan,  1867;    Illinois,  1869;    Wisconsin, 
1870;   Minnesota,  1898;   Iowa,  1866;   Missouri,  1872. 

In  the  state  of  Illinois  the  Legislature  was  distinctly 
opposed  to  granting  charters  to  colleges  which  were  under 
the  control  of  ecclesiastical  corporations.  The  difficulty 
of  securing  charters  was  so  great  that  four  colleges  of 
the  state  united  in  petitioning  the  Legislature,  and  finally 
secured  the  charters  in  1835.  Certain  restrictions  were 
imposed  on  the  colleges  as  to  the  amount  of  property  they 
might  hold,  and  they  were  strictly  enjoined  from  ever 
allowing  a  theological  professor  to  become  a  teacher,  and 
from  making  any  religious  or  denominational  tests  in 
selecting   trustees   or  receiving   students. 

The  Legislature  of  the  state  of  Michigan  was  opposed 
to  granting  charters  to  any  degree-conferring  institution 
other  than  the  state  university.  In  1849  the  Legislature 
did  grant  the  power  to  confer  degrees  to  women  to  the 
Wesleyan  Seminary  and  Female  Collegiate  Institute.  At 
a  later  time  this  institution  received  power  to  grant  degrees 
to  men,  and  was  changed  to  Albion  College.  Hillsdale 
College  (under  the  name  of  Michigan  Central  College) 
was  opened  in  1844,  but  was  unable  to  secure  the  right  to 
confer  degrees  till  1850.  At  that  time  the  state  Legisla- 
ture grudgingly  granted  to  the  institution  the  power  "to 
confer  such  degrees  and  grant  such  diplomas  as  are  usually 
conferred  and  granted  by  other  colleges,  providing  the 
course  of  study  pursued  in  such  college  shall  be  in  all  re- 
spects as  comprehensive  as  that  required,  or  shall  be  here- 


1 855       A    HISTORY       1905  77 

after  required,  in  the  University  of  Michigan."  The 
constitution  of  the  state  of  Michigan  prohibited  the  grant- 
ing of  special  charters  to  educational  institutions,  and 
there  was  no  general  statute  whereby  a  college  could  be 
incorporated.  In  1865  persons  interested  in  denomina- 
tional institutions  united  their  efforts  and  secured  the  pas- 
sage of  a  general  college  law. 

Thus  at  the  time  of  the  founding  of  Northwestern  Uni- 
versity the  University  of  Michigan  was  the  only  institu- 
tion in  the  state  of  Michigan  which  had  the  right  to  con- 
fer college  degrees  on  men,  although  this  right  had  been 
earnestly  sought  by  several  Christian  denominations. 

The  states  of  Michigan  and  of  Illinois  were  no  excep- 
tions, but  it  may  be  said  in  general  that  in  the  early  days 
of  education  in  the  Middle  West  the  state  legislatures 
were  often  a  hindrance  to  the  cause  of  higher  education. 
They  mismanaged  the  school  funds  provided  by  the 
national  government  for  higher  education;  they  refused 
ecclesiastical  corporations  collegiate  charters;  in  many 
ways  they  seemed  to  fear  the  conferring  of  power  upon 
corporations  which  might  be  able  to  support  institutions 
of  learning;  and  they  refused  to  support  such  institutions 
of  higher  education  by  state  taxation. 

In  the  following  tabulation  are  presented  certain  data 
concerning  all  the  colleges  of  the  Middle  West  which 
were  chartered  and  opened  before  1850,  at  which  time  the 
trustees  of  Northwestern  first  met  and  looked  over  the 
educational  condition  of  the  Middle  West. 


78  NORTHWESTERN  UNIVERSITY 

The  following  data  are  given  in  succeeding  columns: 
The  date  of  receiving  the  college  charter;  the  date  of 
opening;  the  name  of  the  institution;  the  geographical 
location;  the  religious  denomination  instrumental  In 
founding  the  college ;  the  year  in  which  bachelor's  degrees 
were  first  granted  to  graduates;  the  number  in  the  first 
class  to  receive  bachelor's  degrees;  the  number  of  students 
to  receive  bachelor's  degrees  in  1850. 


1 8s 5       A   HISTORY       1905  79 

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8o  NORTHWESTERN  UNIVERSITY 

Previous  to  the  year  1850,  thirteen  educational  institu- 
tions were  in  existence  in  the  Middle  West,  which  are 
excluded  from  the  tabulation  as  given  above,  because  they 
were  not  chartered  and  giving  instruction  of  professedly 
college  grade  before  the  year  1850. 

Kalamazoo  College,  Kalamazoo,  Mich.,  was  chartered 
in  1833  as  the  Michigan  and  Huron  Institute.  It  was 
established  by  the  Baptists  and  received  a  charter  under 
the  name  of  Kalamazoo  College  in  1855. 

Albion  College,  Albion,  Mich.,  was  chartered  in  1835 
as  a  Methodist  academy.  In  1849  ^^  was  successful  in 
securing  a  charter  under  the  name  of  the  Wesleyan  Sem- 
inary and  Female  Collegiate  Institute.  In  1851  this  insti- 
tute conferred  the  first  bachelor's  degree  to  be  conferred 
upon  any  woman  in  the  state  of  Michigan.  In  i860  the 
institution  was  chartered  as  Albion  College. 

Hillsdale  College  was  opened  as  a  college  in  1844  at 
Spring  Arbor,  Mich.,  under  the  name  of  Michigan  Cen- 
tral College.  It  was  established  by  the  Free  Baptists,  but 
they  were  unable  to  secure  a  charter  till  1850.  In  1853 
the  institution  was  transferred  to  Hillsdale,  Mich.,  and 
took  the  name  of  Hillsdale  College. 

The  Iowa  Wesleyan,  Mount  Pleasant,  Iowa,  was  char- 
tered by  the  Methodists  in  1844  as  the  Mount  Pleasant 
Collegiate  Institute.  In  1855  it  was  changed  to  a  college 
under  the  name  of  Iowa  Wesleyan. 

Mount  Union  College,  Alliance,  Ohio,  was  opened  as  a 


i855       A    HISTORY       1905  81 

small  Methodist  Seminary  In  1846.  In  1858  it  was  char- 
tered under  its  present  name,  ' 

Baldwin  University,  Berea,  Ohio,  was  opened  as  a 
Methodist  collegiate  institute  In  1 846,  and  was  changed  to 
a  college  in  1855. 

Earlham  College,  Richmond,  Ind.,  was  opened  as  a 
Friends'  College  In  1847,  but  was  not  chartered  till  1859. 

Taylor  University,  Upland,  Ind.,  was  first  chartered 
in  1 847  as  the  Fort  Wayne  Female  College,  Fort  Wayne, 
Ind.  The  Instruction  offered  at  Fort  Wayne  was  not  of 
college  grade,  and  for  many  years  it  continued  as  a  Meth- 
odist academy  rather  than  a  college.. 

Lawrence  University,  Appleton,  Wis.,  was  chartered 
by  the  Methodists  as  Lawrence  Institute  In  1847,  ^"^ 
changed  to  Lawrence  University  in  1853. 

The  State  University  of  Iowa,  Iowa  City,  Iowa,  was 
chartered  in  1847,  but  was  not  opened  till  1855. 

W^isconsin  University,  Madison,  Wis.,  was  chartered 
in  1848.     Instruction  was  not  offered  till  1850. 

Otterbein  University,  Westervllle,  Ohio,  was  chartered 
as  a  United  Brethren  College  in  1849,  but  Instruction  was 
not  offered  till  1850. 

William  Jewell  College,  Liberty,  O.,  was  chartered  as  a 
Baptist  college  in  1849,  but  Instruction  was  not  offered 
till  1850. 

As  indicated  In  the  tabulation  only  five  of  the  twenty- 
eight  institutions  for  higher  learning  were  established  by 

"non-sectarian"   agencies.     Twenty-three  of  the  twenty- 
1-6 


82  NORTHWESTERN  UNIVERSITY 

eight  were  established  by  specificially  religious  denomina- 
tions. In  certain  instances  it  is  not  accurate  to  state  that 
the  institution  was  founded  by  "appropriations"  from  any 
particular  denomination,  although  the  auspices  under 
which  the  college  was  founded  were  strictly  religious  and 
even  ecclesiastical.  As  examples  of  this  sort  should  be 
mentioned  Oberlin  and  Knox  colleges.  State  universities 
had  not  yet  been  established  in  Illinois,  Minnesota  and 
Iowa  and  no  instruction  had  yet  been  offered  by  the  Uni- 
versity of  Wisconsin.  None  of  the  state  legislatures  had 
yet  made  an  appropriation  by  general  taxation  for  the  sup- 
port of  their  respective  state  universities.  In  some  of  the 
states  there  was  a  very  strong  sentiment  against  state  con- 
trol of  institutions  devoted  to  higher  learning.  In  at  least 
one  of  the  states,  plans  were  formed  for  distributing  the 
national  land  grants  among  the  different  denominations 
which  had  established  or  expected  to  establish,  colleges 
within  the  state. 

Of  the  thirteen  educational  institutions  in  existence  in 
1850,  but  excluded  from  the  tabulation,  eleven  were  de- 
nominational institutions  and  only  two  were  non-sectarian. 
It  is  thus  quite  evident  that  the  church  was  the  dominant 
force  in  establishing  colleges  throughout  this  territory.  It 
is  no  exaggeration  to  say  of  the  college  of  the  Middle  West 
that  it  is  the  child  of  the  church. 

The  founding  of  Northwestern  University  is  but  a  man- 
ifestation of  the  religious  zeal  and  of  the  faith  in  higher 
learning  which  was  such  a  marked  characteristic  of  the  civ- 


i85S       A   HISTORY       1905  83 

ilization  of  the  period  and  of  the  states  of  the  Middle 
West. 

The  tvv'enty-eight  institutions  included  in  the  tabulation 
were  ostensibly  doing  work  of  collegiate  grade  before 
1850,  but  certain  ones  of  them  at  least  were  little  more 
than,  secondary  schools  which  hoped  to  be  colleges  or  uni- 
versities in  the  near  future  and  so  had  assumed  the  name. 
The  following  is  a  quotation  from  the  history  of  one  of 
the  more  prominent  colleges  and  universities  appearing  in 
the  tabulation : 

"Soon  other  colonists  arrived  and  the  work  of  clearing 
the  primeval  forest  was  heartily  entered  upon.  A  steam 
engine,  bought  with  the  college  funds,  was  soon  exerting 
itself  upon  a  flour  mill  and  a  saw  mill,  the  latter  trans- 
forming the  logs  into  shape  for  college  buildings  and  col- 
onists' dwellings.  A  wooden  building  35  by  40  feet  in  di- 
mensions, and  two  and  one-half  stories  in  height,  contained 
the  entire  college  for  more  than  a  year,  including  the  prin- 
cipal's office  and  study,  dining  room,  school-room,  chapel, 
church,  dormitories  for  young  women  on  the  second  floor 
and  for  young  men  in  the  attic.  In  these  quarters  school 
was  opened  on  December  3,  18 — ,  with  forty-four  students 
— twenty-nine  young  men  and  fifteen  young  women,  half 
of  whom  were  from  the  east.  The  teachers  (three  in  num- 
ber) whom  Mr.  S. —  had  engaged  in  the  east  were  not  yet 
on  the  ground,  and  temporary  charge  was  given  to  John 
S — ,  a  student  from College." 

It  is  not  necessary  to  speculate  as  to  the  curriculum  in 


84  NORTHWESTERN  UNIVERSITY 

such  an  institution.  No  matter  how  bright  and  how  faithful 
the  young  college  student  may  have  been,  the  instruction 
which  he  was  able  to  give  the  forty-four  students  must 
have  been  primitive  in  the  extreme.  In  theory  the  curri- 
culum was  doubtless  "modeled  after  that  of  the  best  East- 
ern colleges,"  but  in  reality  the  work  must  have  been  sim- 
ilar to  that  of  one  of  the  other  of  these  twenty-eight  insti- 
tutions concerning  which  their  historian  writes:  "The  State 
University  consists  of  sixty-six  children  in  the  common 
branches."  Those  interested  in  Northwestern  have  been 
accustomed  to  think  of  it  as  one  of  the  first  of  the  uni- 
versities to  be  established  in  the  Middle  West  when,  in 
fact,  there  were  these  twenty-eight  institutions  in  existence 
before  the  first  plans  were  made  for  Northwestern.  It 
will  be  noticed  that  most  of  these  institutions  were  very 
small  in  1850.  This  is  indicated  by  the  fact  that  the 
combined  number  of  graduates  of  all  these  institutions  in 
1850  was  but  one  hundred  and  fifty-seven.  The  founders 
of  Northwestern  did  not  intend  to  establish  a  university 
that  would  compete  with  the  institutions  of  Ohio  and 
southern  Indiana  (where  most  of  the  twenty-eight  col- 
leges were  situated)  but  they  saw  the  need  in  the  city  and 
vicinity  of  Chicago  and  in  the  great  territory  lying  to  the 
north  and  the  west.  In  all  this  territory  there  had  not 
been  a  single  student  graduated  from  any  college  previous 
to  1850.  In  respect  to  this  vast  territory  Northwestern 
University  was  to  be  a  pioneer  university. 


CHAPTER  III 

The  Methodist  Episcopal  Church  in  the  Middle 
West  in  1850,  and  its  Relation  to  Education 

Charles  Macaulay  Stuart 


IT  is  the  just  pride  of  Methodism  that,  from  the 
beginning,  she  recognized  in  the  work  of  the  school 
room  an  auxiliary  to  the  work  of  the  church.  It 
could  hardly  be  otherwise.  The  founders  of 
Methodism  were  of  the  educated  class  and  were 
convinced  that  the  school,  though  for  some  only  an 
opportunity  for  idle  and  godless  conduct,  was  the  one 
gateway  leading  to  anything  like  widespread  and  per- 
manent influence  in  society.  In  the  very  year  from 
which  Methodism  dates  its  formal  organization  (1739) 
the  Kingswood  colliers  gave  to  Mr.  Wesley  and  Mr. 
Whitefield  what  was  for  them  an  extraordinary  sum, 
toward  the  establishment  of  a  school  in  which  the  rising 
generation  of  Methodists  might  be  properly  trained.  The 
question  of  schools  under  Methodist  auspices  was  pre- 
sented by  Mr.  Wesley  at  the  first  conference  of  the  denom- 
ination in  England  and  the  report  of  the  Committee  on 
Education  now  constitutes  part  of  the  regular  order  of 
business  at  every  conference  of  the  denomination  wherever 
held.  In  this  country  Princeton  and  Dartmouth  colleges 
were  beneficiaries  of  the  Wesleyan  enthusiasm  for  educa- 
tion, both  colleges  receiving  aid  from  Wesleyans  in  Eng- 
land on  the  plea  of  Whitefield  and  Mr.  Wesley. 

American  Methodism  at  its  organization  in  1784  pro- 
ceeded among  other  things,  to  make  provision  for  the 
educational  care  of  its  own  youth,  and  of  such  others  as 
desired  that  sort  of  care.  Asbury  upon  his  arrival  in  this 
country,  some  time  before,  had  planned  a  school  and  had 

87 


88  NORTHWESTERN  UNIVERSITY 

actually  secured  contributions  towards  its  foundation.  Dr. 
Coke,  however,  to  whom  Wesley  had  committed  super- 
vision of  the  church  in  the  United  States,  arrived  in  time 
to  canvass  the  matter  with  Asbury,  whereupon,  finding 
that  their  views  differed  as  to  the  character  of  the  school, 
it  was  agreed  to  refer  the  project  to  the  representatives 
of  the  church  in  general  conference  assembled.  The  con- 
ference (1784)  sided  with  Coke,  and  a  school  of  college 
grade  was  favored.  To  recognize  the  services  of  both  men 
the  institution  was  named  for  both,  and  as  Cokesbury  Col- 
lege its  doors  were  opened  to  receive  students  in  Decem- 
ber, 1787.  The  announcement  to  the  church  was  entitled: 
"A  plan  for  erecting  a  college,  intended  to  advance  Re- 
ligion in  America,"  a  form  of  statement  which  indicates 
very  clearly  that  the  "Fathers"  of  Methodism  saw  in  edu- 
cation an  aid,  and  not  a  hindrance,  to  the  highest  religious 
culture.  The  breadth  and  sanity  of  their  educational  views 
are  also  seen  in  the  things  most  emphasized  by  the  docu- 
ment. First,  of  course,  is  its  emphasis  upon  religion. 
"Especial  care,"  we  are  told,  "shall  be  taken  that  due 
attention  be  paid  to  the  religion  and  morals  of  the  chil- 
dren." Further,  it  is  said,  "the  first  object,"  of  the  insti- 
tution "shall  be  to  answer  the  designs  of  Christian  educa- 
tion, by  forming  the  minds  of  the  youth,  through  divine 
aid,  to  wisdom  and  holiness,  by  instilling  into  their  minds 
the  principles  of  true  religion,  speculative,  experimental, 
and  practical — and  training  them  in  the  ancient  way  that 
they  may  be  rational,  spiritual  Christians."     When  one 


THOMAS    COKE 
FRANCIS    ASBURY 


JOHN   WESLEY 


PETER    CARTWRIGHT 
WILBUR    FISK 


i855       A    HISTORY       1905  89 

reflects  that  today  this  emphasis  upon  a  place  for  religious 
nurture  Is  regarded  as  part  of  the  "new"  education  one  is 
able  the  better  to  judge  the  far  and  clear-sightedness  of 
these  pioneers  in  denominational  education. 

Again,  these  worthies  were  quite  convinced  that  a  "lib- 
eral" education  was  not  incompatible  with  true  piety. 
Under  the  "plan"  the  students  were  to  be  instructed  In 
"English,  Latin,  Greek,  logic,  rhetoric,  history,  geography, 
natural  philosophy  and  astronomy;"  and  further,  when 
the  finances  of  the  college  permitted,  there  were  to  be 
added  courses  In  "Hebrew,  French  and  German,"  But 
even  so  the  discipline  was  more  for  character  than  culture. 
For,  we  are  told,  "In  teaching  the  languages  care  shall  be 
taken  to  read  those  authors,  and  those  only,  who  join 
together  purity,  strength  and  the  elegance  of  their  several 
tongues.  And  the  utmost  caution  shall  be  used  that  noth- 
ing immodest  be  found  in  any  of  our  books."  Even  this 
was  not  all,  "We  shall  take  care  that  our  books  be  not 
only  inoffensive,  but  useful;  that  they  contain  as  much 
strong  sense  and  as  much  genuine  morality  as  possible." 
With  learning  just  for  learning's  sake  these  eminently 
sensible  saints  had  small  patience.  Education  was  for 
them  an  Instrument  of  life,  and  as  such  must  minister  to 
clean  as  well  as  to  sound  thinking,  to  pure  as  well  as  to 
strong  feeling. 

Once  more,  following,  as  they  confess,  the  theories  of 
Locke  and  Rousseau,  play  was  prohibited  in  the  strongest 
terms.     Instead  were  offered  for  recreation  the  practical 


90  NORTHWESTERN  UNIVERSITY 

arts  of  agriculture  and  architecture, — studies  they  declare, 
"of  the  greatest  public  utility,  necessary  for  a  new-settled 
country,"  and  therefore  a  means  for  promoting  patriotism. 
For  the  benefit  of  such  as  might  shrink  from  a  suggestion 
of  this  sort  as  not  comporting  with  the  dignity  of  the 
higher  learning,  examples  were  cited  from  history  of  undis- 
puted dignitaries  who  were  not  above  a  practical  knowl- 
edge of  building  and  farming  to  which  latter  art,  more- 
over, the  Georgics  of  Virgil,  "one  of  the  completest  poetic 
pieces  of  antiquity"  was  devoted.  Between  the  art  of  the 
class  room  and  the  practice  of  the  plow  "the  students 
might  delightfully  unite  the  theory  and  practice  together. 
We  say  delightfully,  for  we  do  not  entertain  the  most 
distant  thought  of  turning  these  employments  into  drudg- 
ery or  slavery,  but  into  pleasing  recreation  for  the  mind  and 
the  body." 

Religion,  the  humanities  and  the  most  necessary  of  the 
domestic  arts, — these  three  and  the  greatest  of  these 
religion !  Such  was  the  educational  creed  of  early  Meth- 
odism. And  yet  the  unique  thing  about  the  institution 
was  not  its  curriculum  but  its  place  in  the  thought  of  the 
Church.  The  entire  Church  was  convinced  of  the  value 
of  education  and  of  the  higher  education.  Asbury,  indeed, 
was  disposed  to  favor  a  school  of  academy  grade.  But 
his  fellow  workers  joined  with  Dr.  Coke  in  his  scheme  for 
a  college,  and  the  college  became  the  pride  of  the  whole 
people.  When  one  remembers  the  times,  the  condition  of 
the  country,  the  meagre  recourses,   the  sparse  numbers^ 


i855       A    HISTORY       1905  91 

the  manifold  and  pressing  demands  upon  every  dollar  in 
hand  or  expected, — one  would  want  no  better  testimony  to 
the  enthusiasm  of  the  people  for  education  than  their  con- 
tribution of  $40,000  for  the  establishment  and  equipment 
of  Cokesbur^'^  College.  The  money  came  from  the  peo- 
ple and,  of  course,  almost  altogether  in  small  subscriptions. 
Asbury  traveled  incessantly  over  a  wide  area,  and  made 
the  school  his  chief  care;  it  was  entirely  characteristic  of 
the  man  that  in  multiplied  labors  he  nev^er  forgot  the 
enterprise  or  its  needs.  During  a  very  trying  period  he 
actually  went  from  door  to  door  through  the  streets  of 
Baltimore  begging  money  to  support  "the  charity  boys 
at  the  college." 

Ten  years  after  its  auspicious  opening  Cokesbun^  Col- 
lege was  destroyed  by  fire.  In  the  sharpness  of  his  dis- 
appointment Asbury  concluded  that  "the  Lord  did  not 
call  the  Methodists  to  build  colleges," — a  remark  which 
was  then,  and  long  after,  used  to  dampen  the  ardor  of  the 
denomination  in  its  educational  work.  That  the  remark 
was  the  outcome  of  a  passing  temper  is  abundantly  mani- 
fest in  the  fact  that  a  second  Cokesbury  College  arose 
withing  a  year  and  that  Asbury  gave  the  school  the  same 
personal  supervision  as  in  the  case  of  the  original  col- 
lege. When,  however,  the  second  building  was  destroyed 
by  fire,  there  were  many  who  found  in  the  calamity  a 
Providential  confirmation  of  Asbury's  hasty  remark,  and 
thereafter,  for  a  time  at  least,  the  educational  work  of  the 
Church,  so  far  as  it  concerned  institutions  of  "higher  learn- 


92  NORTHWESTERN  UNIVERSITY 

ing,"  fell  into  abeyance.  From  this  time  Asbury  returned 
to  the  plan  of  establishing  schools  of  academic  grade,  none 
of  which  became  permanent,  but  all  of  which  did  good  ser- 
vice in  providing  educational  opportunity  in  communities 
where  but  for  these  no  school  would  have  existed. 

The  founding  of  Augusta  College  at  Augusta,  Ken- 
tucky, is  of  interest  as  the  school  made  claim  to  have  been 
"the  first  institution  of  learning  under  Methodist  control 
that  accomplished  the  work  as  well  as  bore  the  name  of 
a  college."  Its  charter  dated  from  1822,  and  there  is  no 
dispute  as  to  its  claim  to  be  "the  only  Methodist  college 
then  in  existence  with  authority  to  confer  degrees."  Its 
chief  interest  at  present,  however,  is  this :  that  it  furnished 
the  model  alike  as  to  its  foundation,  organization,  courses 
of  study  and  administration  for  the  institutions  in  the  Mid- 
dle West  which  came  after  it.  The  institution  was  started 
on  the  basis  of  a  state  grant;  its  organization  was  based 
on  a  charter  received  from  the  state,  with  trustees  from 
certain  annual  conferences  in  charge  of  the  property.  Its 
courses  of  study  practically  followed  the  schedule  of  old 
Cokesbury  and  like  Cokesbur)'  emphasis  came  upon  relig- 
ious nurture.  There  can  be  no  doubt  that  Augusta  Col- 
lege became  the  model  of  succeeding  Methodist  colleges 
quite  as  much  from  the  fame  of  its  revival  spirit  as  from 
any  other  excellence.  The  school  had  a  notable  list  of 
presidents  and  professors,  the  more  familiar  names  being 
John  P.  Finley,  John  Price  Durbin,  Martin  Ruter  and 
Henry  B,   Bascom.     The  spirit  which  obtained  in  these 


i855       A    HISTORY       1905  93 

years  is  indicated  in  a  letter  written  by  Dr.  Durbin  for  the 
Christian  Advocate  m  which  he  says:  "Our  college  is  pros- 
perous. We  have  about  one  hundred  students.  I  had 
long  believed  that  a  college  could  be  made  not  only  the  nur- 
sery of  learning,  but  of  morals  and  religion.  I  am  con- 
vinced of  it  more  and  more  ever\'  day.  I  rejoice  that  we 
have  in  the  west  one  regular  college  where  our  youth  may 
be  educated,  and  neither  their  morals  nor  their  principles 
corrupted.  And  yet  we  do  not  teach  them  religion  other- 
wise than  we  teach  other  men,  namely,  by  preaching  to 
them,  and  endeavoring  to  walk  uprightly  before  them.  I 
am  clearly  convinced  that  our  youth  should  not  be  taught 
by  any  man  who  is  not  decidedly  pious."  It  is  quite  mani- 
fest from  these  words  that  the  second  generation  of  Meth- 
odists had  in  no  wise  departed  from  the  tradition  which 
put  religious  character  as  the  end  of  education  and  the 
church  school  as  the  most  available  auxiliary  to  that  end. 

Of  the  schools  modeled  upon  the  plan  of  Augusta  Col- 
lege the  most  notable  in  the  Middle  West  is  McKendree 
College,  situated  at  Lebanon,  Illinois,  whose  organization 
dates  from  1828.  A  charter  granted  by  the  state  in  1835 
with  numerous  restrictions  was  replaced  in  1839  by  one  of 
more  liberal  tenor  and  content.  Among  the  friends  of 
the  movement  by  which  this  later  charter  became  possible 
was  Abraham  Lincoln.  Curiously  enough  the  early  settlers 
in  Illinois  were  not  simply  indifferent  but  actually  hostile 
to  schools  of  the  higher  grade.  The  churches  were  really 
the  first  to  exhibit  any  interest  in  the  matter  and  among 


94  NORTHWESTERN  UNIVERSITY 

these  none  were  more  ardent  than  the  Methodists.  The 
Illinois  Conference  of  1824, — organized  at  that  time  and 
embracing  all  the  territory  west  of  the  Ohio  to  the  Pacific 
(excepting  Missouri),  and  north  to  the  British  possessions, 
considered  resolutions  on  the  subject;  and  in  1827  the  Con- 
ference was  asked  to  consider  a  petition  from  certain  citi- 
zens of  Green  County  in  behalf  of  establishing  a  confer- 
ence seminary.  The  chief  mover  in  this  bit  of  enterprise 
was  the  now  famous  Peter  Cartwright,  to  whom,  with  four 
others,  the  matter  was  referred  for  further  consideration. 
As  soon  as  it  was  learned  that  the  Conference  was  favor- 
able, even  if  only  to  the  extent  of  appointing  a  committee 
on  the  subject,  the  people  of  Lebanon,  a  village  with  about 
200  inhabitants,  took  steps  to  secure  the  location  of  the 
school  at  that  place.  Articles  of  association  were  drawn 
up,  subscriptions  solicited  and,  in  less  than  six  months  after 
the  adjournment  of  the  Illinois  Conference,  $1,385  were 
reported.  The  Illinois  and  Missouri  Conferences  were 
invited  to  unite  in  giving  supervision  to  the  school,  but 
this  they  declined  to  do.  The  subscribers  to  the  fund 
therefore  came  together  and  selected  a  board  of  managers 
under  whom  the  project  was  carried  to  immediate  com- 
pletion. The  two  village  school  houses  of  Lebanon  were 
rented  for  temporary  headquarters  and,  November  24, 
1828,  the  school  was  started.  The  articles  of  association 
had  provided  for  "the  erection  of  an  edifice  for  a  seminary 
of  learning  to  be  conducted  as  nearly  as  may  be  on  the  plan 
of  Augusta  College,  Kentucky;"    and  the  "constitution" 


i855       A    HISTORY       1905  95 

of  the  association  set  forth  the  nature  of  the  educational 
work  to  be  done  both  in  the  preparatory  and  college  depart- 
ments. As  at  Cokesbury  and  Augusta  the  curriculum  in 
the  latter  department  gave  emphasis  to  "the  higher 
branches  of  Mathematics,  Natural  and  Moral  Philosophy, 
and  the  Latin  and  Greek  Languages."  The  school  opened 
as  Lebanon  Seminar}'  with  two  teachers, — E.  R.  Ames, 
afterwards  Bishop  Ames,  and  a  Miss  McMurphy.  It  is 
noted  with  a  degree  of  just  pride  by  the  friends  of  McKen- 
dree  that  from  the  beginning  the  school  has  favored  co-ed- 
ucation and  recognized  the  equality  of  the  sexes,  so  far 
as  concerns  work  and  wages.  Mr.  Ames  and  Miss  McMur- 
phy were  voted  equal  salaries,  the  amount  being  placed  at 
$25  per  month  for  a  session  of  five  months.  Bishop  Mc- 
Kendree,  upon  coming  to  the  state  in  connection  with  his 
work  of  episcopal  supervision,  visited  the  school  and  so 
far  approved  it  as  to  make  a  handsome  bequest  in  its 
favor,  whereupon  the  school  took  his  name  and  became 
McKendree  College.  The  first  class  was  graduated  in 
1841 ;  there  were  seven  students  and  all  were  "classical." 
The  amount  of  Greek  required  was  equal  to  that  prescribed 
"at  that  time  by  the  best  American  colleges."  It  is  hardly 
necessan,'  to  say  that  the  work  of  the  school  was  greatly 
restricted  for  want  of  funds.  Methodism  could  generally 
find  money  enough  to  found  a  school,  but  the  problem  of 
supporting  it  when  founded  was  quite  another  matter. 
Asbun^  could  collect  $40,000  for  the  establishment  of 
Cokesbury,  but  from  the  day  of  its  founding  he  had  the 


96  NORTHWESTERN  UNIVERSITY 

much  more  arduous  task  of  steady  solicitation  for  funds 
towards  its  support.  There  is  suggestion  in  the  fact  that 
of  the  numerous  institutions  founded  by  Methodism 
between  1784  and  18 19  not  one  of  them  became  perman- 
ent. Cokesbury,  Augusta,  McKendree  founded  in  faith, 
and  established  in  enthusiasm,  could  never  realize  the 
thought  and  wish  of  their  founders  for  want  of  funds. 
Cokesbury  and  Augusta  passed  away;  but  McKendree 
has  maintained  itself  and  is  now  at  a  point  in  its  history 
where  easier  circumstances  are  promised  and  enlarged 
work  made  possible. 

The  most  important  item  affecting  Methodism  in  its 
relation  to  higher  education  was  the  action  of  the  General 
Conference  of  1820  in  Baltimore.  Early  in  the  session 
a  committee  was  ordered  "to  enquire  into  the  expediency 
of  digesting  and  recommending  the  outline  of  a  plan  for 
the  institution  of  schools  or  seminaries  of  learning,  within 
the  bounds,  and  under  the  direction  of  the  several  annual 
conferences,  or  otherwise,  as  may  be  judged  most  advisa- 
ble." The  report  of  that  committee  which  was  adopted 
by  the  Conference  contained  three  recommendations :  First, 
that  "all  the  annual  conferences  establish,  as  soon  as  prac- 
ticable, literary  institutions  under  their  own  control,  in 
such  way  and  manner  as  they  may  think  proper;"  second, 
that  it  be  "the  special  duty  of  the  episcopacy"  to  urge  that 
recommendation  upon  the  annual  conferences;  and  third, 
that  the  constitutions  of  Wesleyan  Academy  and  Wesleyan 
Seminary  be  sent  to  the  annual  conferences  as  models  of 


i855       A    HISTORY       1905  97 

what  a  proper  school  ought  to  be.  Again,  In  1824,  the 
General  Conference  of  that  year  adopted  a  resolution  to 
the  effect  that  annual  conferences  not  already  having  a 
seminary  be  urged  to  "use  their  utmost  exertion"  to  estab- 
lish one;  while  by  the  General  Conference  of  1840  the 
annual  conferences  were  permitted  to  order  public  collec- 
tions for  the  educational  institutions  within  their  bounds. 

Had  the  action  of  these  conferences  been  based  upon 
Asbury's  idea  of  preparing  schools  wherever  needed,  and 
colleges  only  in  certain  districts,  the  history  of  Methodist 
education  would  have  been  quite  other  than  it  has  been. 
But  as  one  outcome  of  the  action  all  the  annual  confer- 
ences were  made  to  feel  that  the  founding  of  a  college  was 
a  matter  of  local  pride.  There  came  to  be  therefore  a  per- 
fect epidemic  of  seminaries  of  learning;  so  much  so, 
indeed,  that  the  Bishop's  address  to  the  General  Confer- 
ence of  1840  and  the  report  of  that  body's  committee  on 
education  both  noticed  and  condemned  the  unwise  mul- 
tiplication of  schools  with  inadequate  support  and  impos- 
sible methods  of  instruction.  Says  the  report  of  the  Com- 
mittee on  Education :  "The  interest  now  so  generally 
manifested  for  the  promotion  of  education  constitutes  the 
present  age  an  epoch  in  the  intellectual  history  of  our  race, 
— it  scarcely  requires  encouragement,  but  loudly  demands 
direction,  and  those  who  are  intrusted  with  the  guidance 
of  the  public  feeling  upon  this  subject  should  be  careful 
not  to  waste  those  new  born  energies  by  dispersion,  but 
should  concentrate  them  upon  the  institutions  most  likely 


98  NORTHWESTERN  UNIVERSITY 

to  be  extensively  useful,  until  they  are  perfectly  and  per- 
manently established."  The  existence  of  the  educational 
activity  In  the  denomination  at  this  period  of  Its  develop- 
ment Is  most  graphically  shown  In  the  following  exhibit  of 
Institutions  In  connection  with  the  annual  conferences 
responsible  for  them : 

New  York  Conference:  Wesleyan  University,  (1831)  White 
Plains  Academy,   (1824)    and  Amenia  Seminary,    (1835). 

New  England  Conference:  Wesleyan  University,  Wilbraham 
Academy   (1824). 

Maine  Conference:     Maine  Wesleyan  Seminary   (1821). 

New  Hampshire  Conference:  Newbury  Seminary,  (1833)  South 
New  Market  Seminary. 

Troy  Conference:     Troy  Conference  Academy   (1835). 

Pittsburg  Conference:     Alleghany  College   (1833). 

Erie  Conference:     Alleghany  College   (1833). 

Black  River  Conference :     Gouverneur  High  School. 

Oneida  Conference:     Gouverneur  Wesleyan  Seminary   (1837). 

Michigan  Conference:     Norwalk  Seminary   (1833). 

Genesee  Conference:     Genesee  Wesleyan  Seminary   (1830). 

Ohio  Conference:  Worthington  Female  Seminary,  (1839)  Au- 
gusta (Ky.)  College,  (1822)  Blendon  Young  Men's  Seminary,  Canton 
Female   Seminary. 

Missouri  Conference:     St.  Charles  College  (1833). 

Illinois   Conference:    McKendree   College    (1828). 

Kentucky  Conference:     Augusta  College   (1822). 

Indiana   Conference:      Asbury  University    (1837). 

Holston  Conference:  Henry  and  Emory  College,  (1838)  Holston 
College. 

Tennessee  Conference:     LaGrange  College  (1831). 

Mississippi  Conference:  Elizabeth  Female  College,  Emory  Acad- 
emy,  Vicksburg   Academy,   Woodville   Female   Academy. 

Alabama  Conference:     LaGrange  College   (1831). 

Georgia  Conference:  Emory  College,  (1837)  Georgia  Female 
College,  Georgia  Conference  Manual  Labor  School,  Collingsworth  In- 
stitute, Wesley  Manual  Labor  School. 

South  Carolina  Conference :  Cokesbury  Manual  Labor  School, 
Randolph   Macon  College    (1830). 


i855       A    HISTORY       1905  99 

North  Carolina  Conference :  Randolph  ^lacon  College,  ( 1830) 
Clemonsville  Male  and  Female  Academy,  Greensborough  Female  Col- 
lege and  Leesburg  Academy. 

Virginia  Conference:  Randolph  Macon  College,  (1830)  Female 
Collegiate   Institute    (1854"). 

Baltimore  Conference:     Dickinson  College  (1833). 

Philadelphia  Conference:     Dickinson  College  (1833). 

New  Jersey  Conference:  Dickinson  College,  (1833)  Pennington 
Male  Seminary  (1839). 


In  this  list  there  appears  to  be  a  distinction  betv^xen 
university  and  college, — the  "university"  implying  associ- 
ated professional  and  graduate  departments.  But  it  was  not 
until  considerably  later  that  any  provision  was  made  for 
work,  other  than  that  of  college  grade.  From  the  list  it 
will  be  seen  that  as  a  result  of  General  Conference  urgency 
all  the  conferences  but  one  had  a  school  of  one  kind  or 
another  under  its  fostering  care.  As  most  of  them  were 
utterly  without  endowment  and,  for  want  of  funds,  able 
to  offer  only  the  most  meagre  opportunity^  for  study,  the 
warning  of  the  General  Conference  was  altogether  in 
point.  The  list  also  shows  that  the  states  and  conferences 
of  the  Middle  West  were  quite  as  ardent  in  their  school 
building  temper  as  those  of  the  older  and  more  populous 
states  and  conferences.  To  the  General  Conference  of 
1848  there  were  reported  42  institutions  of  all  kinds;  of 
these  16  were  in  the  Middle  West, — Indiana  having  2, 
Illinois  3,  Ohio  8,  Michigan  i,  Iowa  i,  Kentucky  i :  and 
of  these  several  remain  to  the  present  day. 

From  this  review  it  will  be  seen  that  the  attitude  of 
Methodism  in  the  Middle  West  towards  education  was 


loo         NORTHWESTERN  UNIVERSITY 

determined  by  the  tradition  of  the  denomination  from  its 
beginning.  The  founders  of  Methodism,  however  they 
may  have  differed  in  other  matters,  were  one  on  the  neces- 
sity of  education,  and  of  an  education  under  denomina- 
tional auspices.  Their  dread  was  that  education  might  be 
secularized,  and  that  what  ought  to  be  an  instrument  of 
life  might  become  a  peril  to  human  well  being.  More- 
over the  leaders  of  the  church  were  agreed  that  the  educa- 
tion offered  by  the  church  should  be  "liberal"  in  the  best 
sense  of  that  much  abused  word.  Their  idea  of  a  church 
school  was  as  far  removed  from  denominational  narrow- 
ness on  the  one  hand  as  from  godless  learning  on  the  other. 
One  of  the  noblest  and  most  characteristic  declarations  of 
Methodism  on  this  point  is  from  Dr.  Durbin's  report  to 
the  General  Conference  of  1848:  "In  order  to  accom- 
plish all  this  (the  exercise  of  a  healthful  influence  upon 
the  problems  of  national  life),  our  schools  must  compre- 
hend the  whole  circle  of  learning  and  be  open  to  all. 
The  wealth  and  intelligence  of  our  people  will  require  the 
most  accomplished  education.  But  if  our  schools  were 
organized  only  for  our  own  people,  and  afforded  little 
more  than  instruction  in  our  own  peculiar  views,  they 
would  contribute  to  make  us  a  bigoted  sect  instead  of  an 
enlightened  and  liberal  church;  and  they  would  afford 
us  but  little  aid  in  extending  the  Kingdom  of  Christ  in  the 
earth.  We  must  not  forget  the  social  character  of  our 
common  Christianity,  and  we  must  seek  to  introduce  it 
into  the  social  life  of  the  nation,  and  make  it  the  ruling 


i855       A    HISTORY       1905  loi 

element  therein."  Convinced  that  a  Church  which  did  not 
educate  as  well  as  evangelize  would  fail  of  extended  or 
permanent  influence,  Methodism  made  the  founding  of 
schools  one  of  her  chief  concerns ;  she  may  have  erred  by 
reason  of  excessive  zeal;  she  may  have  multiplied  schools 
beyond  her  school  needs;  she  may  have  lacked  in  the 
sustained  earnestness  which  would  have  kept  alive  many 
a  school  of  her  own  planting;  but  she  has  kept  alive  a 
good  conscience  on  all  important  matters,  and  out  of 
her  mistakes  she  has  matured  a  temper  of  educational 
earnestness  and  sagacity  which  promises  better  things  for 
the  future  schools  of  the  Church. 


CHAPTER  IV 

The  Charter  of  Northwestern  University 

H.  H.  C.  Miller 


A  MEETING  of  friends  favorable  to  the 
establishment  of  a  university'  at  Chicago, 
under  the  patronage  and  government  of 
the  Methodist  Episcopal  Church,  was 
convened  at  the  office  of  Grant  Good- 
rich, in  that  cit\',  on  May  31,  1850.  There  were  present 
Rev.  Richard  Haney,  Pastor  of  Clark  St.  church,  Rev. 
R.  H.  Blanchard,  Pastor  of  Canal  St.  church,  Rev.  Z. 
Hall,  Pastor  of  Indiana  St.  chapel.  Dr.  John  Evans,  Grant 
Goodrich,  Orrington  Lunt,  J.  K.  Botsford,  Henn.^  W. 
Clark  and  Andrew  J.  Brown. 

After  addresses  by  the  Rev.  Richard  Haney  and  Dr. 
John  Evans,  the  following  preamble  and  resolutions  were 
adopted : 

"Whereas,  The  interests  of  sanctified  learning  require 
the  immediate  establishment  of  a  University  in  the  north- 
west, under  the  patronage  of  the  Methodist  Episcopal 
Church, 

"THEREFORE  RESOLVED,  That  a  Committee  of 
five  be  appointed  to  prepare  a  draft  of  a  charter  to  incor- 
porate a  Literary  Lniversit)-  to  be  located  at  Chicago,  to 
be  under  the  control  and  patronage  of  the  Methodist  Epis- 
copal Church,  to  be  submitted  to  the  next  General  Assem- 
bly of  the  State  of  Illinois. 

"RESOLVED,  That  said  Committee  memorialize  the 
Rock  River,  Wisconsin.  Michigan  and  Northern  Indiana 
Conferences  of  the  Methodist  Episcopal  Church,  to  mutu- 
ally take  part  in  the  government  and  patronage  of  said 
Universit}-. 

"RESOLVED,  That  a  Committee  of  three  be  appointed 
to  ascertain  what  amount  can  be  obtained  for  the  erection 
and  endowment  of  said  institution." 

105 


io6         NORTHWESTERN  UNIVERSITY 

In  accordance  with  these  resolutions,  Dr.  John  Evans, 
A.  J.  Brown,  E.  G.  Meek,  A.  S.  Sherman  and  Grant 
Goodrich  were  appointed  the  committee  to  prepare  a  draft 
of  the  charter  for  the  proposed  university,  and  the  com- 
mittee was  requested  to  report  in  two  weeks. 

On  June  14,  1850,  nearly  all  of  the  persons  who  were 
present  at  the  first  meeting  convened  at  the  parsonage 
of  Clark  St.  church  and  the  committee  appointed  at  the 
previous  meeting  reported  the  following  draft  of  a  char- 
ter, which  was  unanimously  adopted  and  the  committee 
requested  to  present  the  proposed  charter  to  the  next  ses- 
sion of  the  General  Assembly  for  adoption.  The  charter 
is  as  follows: 

A  bill  for  an  Act  to  incorporate  the  Northwestern 
University : 

Sec.  I.  Be  it  enacted  by  the  People  of  the  State  of  Illi- 
nois represented  in  the  General  Assembly,  That  Richard 
Haney,  Philo  Judson,  S.  P.  Keyes  and  A.  E.  Phelps  and 
such  persons  as  shall  be  appointed  by  the  Rock  River  An- 
nual Conference  of  the  Methodist  Episcopal  Church  to 
succeed  them  in  said  office;  Henry  Summers,  Elihu 
Springer,  David  Brooks  and  Elmore  Yocum  and  such 
persons  as  shall  be  appointed  by  the  Wisconsin  Annual  Con- 
ference of  said  Church  to  succeed  them;  four  individuals, 
if  chosen,  and  such  persons  as  shall  be  appointed  to  suc- 
ceed them  by  the  Michigan  Annual  Conference  of  said 
Church;  four  individuals,  if  chosen,  and  such  persons  as 
shall  be  appointed  to  succeed  them  by  the  Northern  Indi- 
ana Annual  Conference  of  said  Church;  H.  W.  Reed,  I.  I. 
Stewart,  D.  N.  Smith,  and  Geo.  M.  Teas  and  such  per- 
sons as  shall  be  appointed  to  succeed  them  by  the  Iowa 
Annual  Conference  of  said  Church;    four  individuals,  if 


i855       A    HISTORY       1905  107 

chosen,  and  such  persons  as  shall  be  appointed  to  suc- 
ceed them  by  the  Illinois  Annual  Conference  of  said 
Church;  A.  S.  Sherman,  Grant  Goodrich,  Andrew  J. 
Brown,  John  Evans,  Orrington  Lunt,  J.  K.  Botsford, 
Joseph  Kettlestring,  Geo.  F.  Foster,  Eri  Reynolds,  John 
M.  Arnold,  Absalom  Funk,  and  E.  B.  Kingsley  and  such 
persons,  citizens  of  Chicago  or  its  vicinity,  as  shall  be 
appointed  by  the  Board  of  Trustees  hereby  constituted,  to 
succeed  them,  be  and  they  are  hereby  created  and  con- 
stituted a  body  politic  and  corporate  under  the  name  and 
style  of  the  ''Trustees  of  the  Northwestern  University," 
and  henceforth  shall  be  styled  and  known  by  that  name; 
and  by  that  name  and  st>'le  to  remain  and  have  perpetual 
succession  with  power  to  sue  and  be  sued,  plead  and  be 
impleaded,  to  acquire,  hold  and  convey  property,  real,  per- 
sonal or  mixed,  in  all  lawful  ways,  to  have  and  use  a 
common  seal  and  to  alter  the  same  at  pleasure,  to  make 
and  alter  from  time  to  time  such  by-laws  as  they  may 
deem  necessary  for  the  government  of  said  institution,  its 
officers  and  servants,  provided  such  by-laws  are  not  incon- 
sistent with  the  constitution  and  laws  of  this  State  and  of 
the  United  States,  and  to  confer  on  such  persons  as  may  be 
considered  worthy  of  such  academical  or  honorary  degrees 
as  are  usually  conferred  by  similar  institutions. 

Sec.  2.  The  term  of  office  of  said  trustees  shall  be  four 
years,  but  that  of  one  member  of  the  board  for  each  con- 
ference enjoying  the  appointing  power  by  this  act,  and 
the  term  of  three  of  the  members  whose  successors  are  to 
be  appointed  by  the  board  hereby  constituted,  shall  expire 
annually,  the  term  of  each  member  of  the  board  herein 
named  to  be  fixed  by  lot  at  the  first  meeting  of  said  board, 
which  board  shall  in  manner  above  specified  have  per- 
petual succession  and  shall  hold  the  property'  of  said  insti- 
tution, solely  for  the  purposes  of  education,  and  not  as  a 
stock  for  the  individual  benefits  of  themselves  or  any  con- 
tributor to  the  endowment  of  the  same,  and  no  particu- 
lar religious  faith  shall  be  required  of  those  who  become 
students  of  the  institution.    Nine  members  shall  constitute 


io8         NORTHWESTERN  UNIVERSITY 

a  quorum  for  the  transaction  of  any  business  of  the  board 
except  the  appointment  of  president  or  professor,  or  the 
establishment  of  chairs  in  said  institution,  and  the  enact- 
ment of  by-laws  for  its  government,  for  which  the  pres- 
ence of  a  majority  of  the  board  shall  be  necessary. 

Sec.  3.  Said  annual  conferences  of  the  Methodist  Epis- 
copal Church,  under  whose  control  and  patronage  said 
University  is  placed,  shall  each  also  have  the  right  to 
appoint  annually  two  suitable  persons,  members  of  their 
own  body,  visitors  to  said  University,  who  shall  attend 
the  examination  of  students  aijd  be  entitled  to  participate 
in  the  deliberations  of  the  Board  of  Trustees  and  enjoy  all 
the  privileges  of  members  of  said  board,  except  the  right 
to  vote. 

Sec.  4.  Said  institution  shall  remain  located  in  or  near 
the  city  of  Chicago,  Cook  County,  and  the  corporators  and 
their  successors  shall  be  competent  in  law  or  equity  to  take 
to  themselves  in  their  said  corporate  name  real,  personal 
or  mixed  estate  by  gift,  grant,  bargain  and  sale,  convey- 
ance, will,  devise  or  bequest  of  any  person  or  persons 
whomsoever,  and  the  same  estate,  whether  real,  personal 
or  mixed  to  grant,  bargain,  sell,  convey,  devise,  let,  place 
out  at  interest,  or  otherwise  dispose  of  same  for  the  use  of 
said  institution  in  such  manner  as  to  them  shall  seem  most 
beneficial  to  said  institution.  Said  corporators  shall  faith- 
fully apply  all  the  funds  collected  or  the  proceeds  of  the 
property  belonging  to  the  said  institution  according  to  their 
best  judgment,  in  erecting  and  completing  suitable  build- 
ings, supporting  necessary  officers,  instructors  and  servants, 
and  procuring  books,  maps,  charts,  globes,  and  philoso- 
phical, chemical  and  other  apparatus  necessary  to  the  suc- 
cess of  the  institution,  and  do  all  other  acts  usually  per- 
formed by  similar  institutions  that  may  be  deemed  neces- 
sary or  useful  to  the  success  of  said  institution  under  the 
restrictions  herein  imposed: 

Provided,  nevertheless,  that  in  case  any  donation,  devise 
or  bequest  shall  be  made  for  particular  purposes  accordant 
with  the   designs  of  the   institution   and  the  corporation 


i855       A    HISTORY       1905  109 

shall  accept  the  same,  every  such  donation,  devise 
or  bequest  shall  be  applied  in  conformity  with  the 
expressed  conditions  of  the  donor  or  devisor; 

Provided  further,  that  said  corporation  shall  not  be 
allowed  to  hold  more  than  two  thousand  acres  of  land  at 
any  one  time,  unless  the  said  corporation  shall  have 
received  the  same  by  gift,  grant  or  devise,  and  in  such  case 
they  shall  be  required  to  sell  or  dispose  of  the  same  within 
ten  years  from  the  time  they  shall  acquire  such  title,  and 
on  failure  to  do  so  such  land  over  and  above  the  before 
named  two  thousand  acres  shall  revert  to  the  original 
donor,  grantor,  devisor,  or  their  heirs. 

Sec.  5.  The  Treasurer  of  the  institution  and  all  other 
agents,  when  required,  before  entering  upon  the  duties 
of  their  appointment,  shall  give  bond  for  the  security  of 
the  corporation  in  such  penal  sums  and  with  such  securities 
as  the  corporation  shall  approve,  and  all  process  against 
the  corporation  shall  be  by  summons,  and  the  service  of  the 
same  shall  be  by  leaving  an  attested  copy  thereof  with  the 
Treasurer  at  least  sixty  days  before  the  return  day  thereof. 

Sec.  6.  The  corporation  shall  have  power  to  employ 
and  appoint  a  president  or  principal  for  said  institution, 
and  all  such  professors  or  teachers,  and  all  such  servants 
as  may  be  necessary,  and  shall  have  power  to  displace  any 
or  such  of  them  as  the  interest  of  the  institution  may 
require,  to  fill  vacancies  which  may  happen  by  death, 
resignation  or  otherwise  among  said  officers  and  servants, 
and  to  prescribe  and  direct  the  courses  of  studies  to  be  pur- 
sued in  said  institution. 

Sec.  7.  The  corporation  shall  have  power  to  establish 
departments  for  the  study  of  any  and  all  of  the  learned 
and  liberal  professions  in  the  same;  to  confer  the  degree 
of  doctor  in  the  learned  arts  and  sciences  and  belles-let- 
tres, and  to  confer  such  other  academical  degrees  as  are 
usually  conferred  by  the  most  learned  institutions. 

Sec.  8.  Said  corporation  shall  have  power  to  institute  a 
board  of  competent  persons,  always  including  the  faculty, 
who  shall  examine  such  individuals  as  may  apply,  and  if 


no         NORTHWESTERN  UNIVERSITY 

such  applicants  are  found  to  possess  such  knowledge  pur- 
sued in  said  institution  as  in  the  judgment  of  said  board 
renders  them  worthy,  they  may  be  considered  graduates  in 
course,  and  shall  be  entitled  to  diplomas  accordingly  on 
paying  such  fees  as  the  corporation  shall  affix,  which  fee 
however  shall  in  no  case  exceed  the  tuition  bills  of  the  full 
course  of  studies  in  said  Institution ;  said  examining  board 
may  not  exceed  the  number  of  ten,  three  of  whom  may 
transact  business,  provided  one  be  of  the  faculty. 

Sec.  9.  Should  the  corporation  at  any  time  act  con- 
trary to  the  provisions  of  this  charter,  or  fail  to  comply 
with  the  same,  upon  complaint  being  made  to  the  Circuit 
Court  of  Cook  County,  a  scire  facias  shall  issue  and  the 
Circuit  Attorney  shall  prosecute  in  behalf  of  the  People  of 
this  State  for  forfeiture  of  this  charter. 

This  Act  shall  be  a  public  act,  and  shall  be  construed 
liberally  in  all  courts  for  the  purposes  herein  expressed. 

At  the  following  session  of  the  General  Assembly  this 
bill  was  enacted  into  a  law  and  was  approved  by  the  Gov- 
ernor, A.  C.  French,  January  28,  185  i. 

On  June  14,  185 1,  a  meeting  called  for  the  purpose  of 
organizing  Northwestern  University  was  held  at  the  Clark 
St.  Church.  There  were  present :  Dr.  John  Evans,  S.  P. 
Keyes,  Orrington  Lunt,  A.  S.  Sherman,  E.  B.  Kingsley, 
Grant  Goodrich,  George  F.  Foster,  Joseph  Kettlestring, 
J.  M.  Arnold,  Absalom  Funk,  J.  K.  Botsford,  Dr.  N.  S. 
Davis,  David  Brooks  and  Andrew  J.  Brown. 

The  Act  of  Incorporation  of  Northwestern  University 
passed  at  the  previous  session  of  the  General  Assembly 
was  then  on  motion  approved  and  accepted.* 


*When  the  bill  came  up  for  passage  in  the  Senate,  there  were 
20  yeas  and  i  nay.  The  negative  vote  was  given  by  Parker,  who 
represented  Vermilion,  Champaign,  Piatt,  Moultrie,  Coles,  and  Cumber- 
land  counties. — Editor. 


i855       A    HISTORY       1905  iii 

The  following  resolution  was  adopted:  "That  the 
thanks  of  this  Board  are  gratefully  tendered  to  Hon. 
David  S.  Gregg,  Secretary  of  State,  for  his  kindness  and 
promptness  in  furnishing  this  board  with  a  certified  copy 
of  the  Act  of  Incorporation  of  Northwestern  University 
free  of  charge." 

At  a  meeting  of  the  Board  of  Trustees  held  September 

22,  1852,  the  following  resolution  was  adopted: 

RESOLVED,  That  we  ask  the  next  session  of  the 
Legislature  of  Illinois,  so  to  amend  the  charter  of  this 
institution  as  to  allow  the  Northwestern  Indiana  Con- 
ference of  the  Methodist  Episcopal  Church  to  unite  with 
those  already  participating  in  its  management,  and  also  for 
the  establishment  of  primary  and  preparaton'  departments 
of  this  institution  in  different  sections  of  the  northwest; 
also  for  the  adoption  of  seminaries  and  other  institutions 
of  learning  now  in  existence  as  primary  and  preparatory 
departments  of  this  Universitv',  on  such  terms  as  may  be 
agreed  upon  between  them  and  this  Board  of  Trustees, 

At  the  session  of  the  Legislature  which  convened  in 

January,  1855,  an  Act  to  amend  an  Act  entitled  "An  Act 

to  incorporate  the  Northwestern  University,"   approved 

Januarv'  28,  185  i,  being  the  original  charter,  was  passed 

and  approved  Februar}'  14,   1855.*     This  Act  is  as  fol- 
lows: 


^January  13.  1855.  Mr.  Judd  introduced  into  the  Senate  a  bill  for 
the  amendment  of  the  original  charter  of  the  University.  The  bill  was 
read  the  first  time,  and  a  second  time  by  title,  and  was  then  ordered  to 
be  engrossed  for  a  third  reading.  Mr.  Palm.er  moved  to  strike  out 
that  part  of  the  bill  that  prohibited  the  sale  of  liquors,  and  the  question 
being  taken,  the  vote  was  as  follows :  Yeas.  6 ;  nays,  14.  Mr.  Gillespie 
offered  the  following  amendment:  "Provided,  that  so  much  of  the  act 
as  relates  to  the  sales  of  intoxicating  drinks,  within  four  miles,  may 
be  repealed  by  the  General  Assembly  whenever  they  think  proper."  The 


1 1 2         NORTHWESTERN  UNIVERSITY 

Section  I.  BE  IT  ENACTED  BY  THE  PEOPLE 
OF  THE  STATE  OF  ILLINOIS  REPRESENTED 
IN  THE  GENERAL  ASSEMBLY,  that  John  L.  Smith, 
Aaron  Wood,  Luther  Taylor  and  WilHam  Graham,  and 
such  persons  as  shall  be  elected  to  succeed  them  by  the 
North  Western  Indiana  Conference  of  the  Methodist 
Episcopal  Church,  be  and  they  are  hereby  constituted 
members  of  the  Board  of  Trustees  of  the  Northwest- 
em   University. 

Section  2.  No  spiritous,  vinous  or  fermented  liquors, 
shall  be  sold  under  license,  or  otherwise,  within  four  miles 
of  the  location  of  said  University,  except  for  medicinal, 
mechanical  or  sacramental  purposes,  under  a  penalty  of 
twenty-five  dollars  for  each  offence,  to  be  recovered  before 
any  Justice  of  the  Peace  of  said  county  in  an  action  of 
debt,  in  the  name  of  the  County  of  Cook,  PROVIDED 
that  so  much  of  this  act  as  relates  to  the  sale  of  intoxicat- 
ing drink  within  four  miles,  may  be  repealed  by  the  Gen- 
eral Assembly  whenever  they  may  think  proper. 

Section  3.  The  said  corporation  shall  have  power  to 
take,  hold,  use  and  manage,  lease  and  dispose  of  all  such 
property  as  may  in  any  manner  come  to  said  corporation 
charged  with  any  trust,  or  trusts,  in  conformity  with  trusts, 
and  direction,  and  so  execute  all  such  trusts  as  may  be  con- 
fided to  it. 

Section  4.  That  all  property  of  whatever  kind  or 
description  belonging  to,  or  owned  by  said  corporation, 
shall  be  forever  free  from  taxation  for  any  and  all  pur- 
poses. 

Section  5.  This  act  shall  be  a  public  act,  and  take  effect 
from  and  after  its  passage. 

At  a  meeting  of  the  Board  of  Trustees  held  June  13, 


amendment  was  agreed  to.  The  bill  was  then  read  a  third  time  by  its 
title  and  was  passed  by  the  following  vote:  Yeas,  18;  nays,  2.  (111. 
Journal  of  the  Senate  under  date  Jan.  13,  1855).  In  the  House  the 
bill  sent  from  the  Senate  was  read  for  the  first  time  on  Feb.  7  and 
was  passed  on  Feb.  13  by  the  following  vote :  Yeas,  51 ;  nays,  none 
(111.  House  Reports,  1855,  pp.  295,  538). — Editor. 


1 855       A    HISTORY       1905  113 

1855,  the  foregoing  amendment  to  the  charter  was  read 
and  on  motion  accepted. 

At  the  session  of  the  Legislature  beginning  in  January, 
1 86 1,  the  original  charter  v/as  further  amended  by  "An 
Act  to  amend  an  Act  entitled  'An  Act  to  incorporate  the 
Northv/estern  University'  "  and  was  approved  February 
16,   1 86 1.     This  amendment  is  as  follows: 

Section  I.  BE  IT  EXACTED  BY  THE  PEOPLE 
OF  THE  STATE  OF  ILLINOIS  REPRESEXTED 
IN  THE  GENERAL  ASSEMBLY:  That  the  annual 
conferences  of  the  Methodist  Episcopal  Church  which  now 
or  may  hereafter  be  authorized  to  elect  or  appoint  Trus- 
tees of  said  University  shall  hereafter  elect  only  two 
Trustees  each :  who  shall  also  be,  and  perform  duties 
of,  the  visitors  to  said  institution;  and  the  place  of  the 
two  Trustees  last  appointed  by  each  conference  is  herebv 
vacated.  The  Trustees  elected  by  such  conferences  shall 
hereafter  hold  their  office  for  two  vears,  and  until  their 
successors  are  chosen,  the  term  of  one,  elected  bv  each  of 
them  expiring  annually.  In  case  any  conference  having 
authority  to  elect  Trustees  shall  now  or  hereafter  be 
divided  into  two  or  more  annual  conferences,  thev  shall 
each  have  authority  to  elect  Trustees.  On  the  request  of 
the  Board  of  Trustees  made  at  a  re^'ular  meeting,  any 
such  annual  conference  may  elect  Trustees  as  herein  pro- 
vided. 

Section  2.  Any  annual  conference  electing  Trustees  as 
herein  provided,  having  at  any  time  refused  to  elect  suc- 
cessors thereto  or  resolved  to  discontinue  or  refuse  its 
patronage  to  said  institution,  shall  authorize  the  Board  of 
Trustees  by  vote  of  a  majority  thereof  at  any  regular 
meeting  to  declare  vacant  the  place  of  all  Trustees  ap- 
pointed by  such  conference,  and  its  right  to  appoint  Trus- 
tees shall  thereupon  cease. 

Section   3.  Any  chartered  institution   of   learning  may 

1-8 


114         NORTHWESTERN  UNIVERSITY 

become   a   department  of  this  University   by   agreement 
between  the  Boards  of  Trustees  of  the  two  institutions. 

Section  4.  This  act  shall  take  effect  and  be  in  force  from 
and  after  Its  passage. 

At  a  meeting  of  the  Board  of  Trustees  held  July  20, 
1866,  the  Committee  on  Amendments  to  the  Charter  made 
their  report  through  J.  G.  Hamilton,  which,  after  some 
amendments,  was  adopted  as  follows: 

RESOLVED,  That  this  Committee  recommend  to  the 
Board  of  Trustees  to  take  such  action  as  may  be  requisite 
to  secure  from  the  Legislature  of  the  State  of  Illinois, 
the  passage  of  the  following  Act  to  wit:  An  Act  to 
amend  an  Act  entitled  "An  Act  to  Incorporate  North- 
western University,"  and  the  several  acts  amendatory 
thereof. 

Section  I.  BE  IT  ENACTED  BY  THE  PEOPLE 
OF  THE  STATE  OF  ILLINOIS,  REPRESENTED 
IN  GENERAL  ASSEMBLY:  That  the  name  of  the 
corporation  created  by  Act  of  the  General  Assembly  of 
the  State  of  Illinois  approved  on  the  28th  day  of  January, 
A.  D.  185 1,  under  the  name  of  the  "Trustees  of  the 
Northwestern  University"  be  and  the  same  is  hereby 
changed  to  "Northwestern  University,"  and  by  that 
name  shall  hereafter  be  known,  and  in  and  by  such  name 
shall  have  and  exercise  all  the  powers  and  immunities  con- 
ferred on  said  corporation  by  said  act  of  incorporation, 
and  all  acts  amendatory  thereof. 

Section  2.  In  addition  to  the  number  of  Trustees  here- 
tofore provided  for  by  law,  the  board  may  elect  any  num- 
ber not  exceeding  twenty-four,  and  without  reference  to 
their  several  places  of  residence;  and  a  majority  of  the 
whole  board  shall  be  members  of  the  Methodist  Episcopal 
Church. 


i855       A    HISTORY       1905  115 

Section  3.  No  greater  number  shall  be  required  to  con- 
stitute a  quorum  than  has  been  heretofore  required  by 
law.  Provided,  that  in  all  called  meetings  of  the  board, 
the  object  of  the  meeting  shall  be  particularly  specified  in 
the  notice  to  be  previously  given  to  each  Trustee. 

Section  4.  This  act  shall  be  a  public  act,  and  in  force 
from  and  after  its  passage. 

The  foregoing  acts,  approved  January  28,  185 1,  Feb- 
ruary 14,  1855,  February  16,  1861,  and  February  19, 
1867,  constitute  the  charter  of  Northwestern  University 
under  which  it  is  now  organized  and  acting. 

One  of  the  most  important  provisions  of  this  charter, 
if  indeed  it  be  not  the  most  important,  is  Section  4  of  the 
Act  approved  February  14,  1855,  which  provides:  "That 
all  property  of  whatever  kind  or  description  belonging  to 
or  owned  by  said  corporation  shall  be  forever  free  from 
taxation  for  any  and  all  purposes." 

Prior  to  January  28,  185 1,  the  University  had  acquired 
the  real  estate  at  the  northeast  comer  of  LaSalle  and 
Jackson  streets  in  the  City  of  Chicago,  on  which  the  Illinois 
Trust  and  Savings  Bank  Building  now  stands,  and  also  some 
real  estate  in  the  Village  of  Evanston,  and  subsequent  to 
that  date  and  prior  to  1874,  it  had  acquired  other  property 
in  the  Village  of  Evanston.  In  the  latter  year,  a  large 
part  of  the  real  estate  of  the  University  in  Evanston  was 
assessed  for  the  taxes  of  that  year,  and  the  tax  not  being 
paid,  these  lands  were  returned  as  delinquent  to  the  County 
Clerk  and  judgment  entered  thereon.  An  appeal  from 
the   judgment   of   the   County   Court   was   taken   to   the 


ii6         NORTHWESTERN  UNIVERSITY 

Supreme  Court  of  the  State,  which  held  that  these  lands 
were  liable  to  be  taxed,  notwithstanding  the  provision  of 
the  charter  above  referred  to,  upon  the  ground  that  the 
Constitution  of  1848,  which  was  in  force  at  the  time  the 
exemption  clause  of  the  charter  was  enacted,  did  not 
authorize  the  General  Assembly  to  exempt  from  taxa- 
tion property  not  directly  used  for  educational  purposes. 

On  July  8,  1875,  ^  meeting  of  the  Executive  Committee 
of  the  Board  of  Trustees  was  held  at  the  office  of  Grant 
Goodrich,  in  Chicago,  to  consider  what  action  should  be 
taken  in  view  of  the  decision  of  the  Suprem.e  Court.  There 
were  present  Orrington  Lunt,  William  Deering,  J.  K. 
Botsford,  Dr.  N.  S.  Davis,  T.  C.  Hoag,  R.  F.  Queal,  J. 
J.  Parkhurst,  Oliver  Marcy  and  J.  G.  Hamilton. 

On  motion  of  R.  F.  Queal,  the  attorneys  of  the  Uni- 
versity were  instructed  to  consult  some  additional  counsel 
and  then  determine  what  action  they  would  recommend 
to  the  Executive  Committee. 

At  a  meeting  held  August  14,  1876,  on  motion  of  Dr. 
N.  S.  Davis  it  was  resolved  that  Wirt  Dexter,  Esq.,  one 
of  the  leading  members  of  the  Chicago  bar,  should  be 
employed  to  take  charge  of  the  case  decided  by  the 
Supreme  Court  of  the  State  adversely  to  the  University, 
and  carry  the  same  to  the  United  States  Supreme  Court. 
Thereafter  the  case  was  taken  by  Writ  of  Error  to  the 
United  States  Supreme  Court,  and  Hon.  Matt  H.  Car- 
penter of  Wisconsin  was  employed  to  assist  Mr.  Dexter 
in  presenting  the  case  to  that  court.     The  case  was  argued 


1 855       A    HISTORY       1905  117 

by  Mr.  Carpenter  and  Mr.  Dexter  on  March  26,  1879, 
and  decided  April  27,  1879.  The  case  is  entitled  "North- 
western University  vs.  The  People  of  the  State  of  Illinois," 
and  the  opinion  may  be  found  in  99  U.  S.,  page  387.* 

The  court  held  that  the  Legislature  had  the  power, 
under  the  Constitution  of  1848  to  grant  the  exemption 
found  in  the  charter,  and  held  that  the  original  charter  and 
the  amendments  thereto  having  been  accepted  by  the  Uni- 
versity constituted  a  contract  between  the  State  of  Illinois 
and  Northwestern  University,  which  could  not  be  impaired 
by  any  subsequent  act  of  the  Legislature.  In  concluding 
its  opinion,  the  court  said:  ''We  are  of  the  opinion  that 
such  use  and  such  holding  bring  the  lots  within  the  class  of 
property  which  by  the  Constitution  of  1848  the  Legis- 
lature could,  if  it  deemed  proper,  exempt  from  taxation, 
and  that  the  Legislature  did  so  exempt  it." 

No  further  attempt  was  made  to  tax  any  of  the  property' 
of  the  University  until  the  spring  of  1903,  when  the  Board 
of  Assessors  of  Cook  County  assessed  the  propertv  in  Chi- 
cago known  as  the  Illinois  Trust  and  Savings  Bank  prop- 
erty. The  Board  of  Assessors  was  induced  to  do  this  by 
the  suggestion  of  its  attorney,  that  inasmuch  as  the  case 
decided  by  the  Supreme  Court  of  the  United  States  was 
based  upon  a  stipulation  of  facts,  which  did  not  cover  the 


*The  news  was  telegraphed  from  Washington  that  the  University 
had  won  the  suit.  In  the  evening  the  event  was  celebrated  by  the 
students  by  a  bonfire  and  the  firing  of  a  mortar  upon  the  campus. 
They  later  serenaded  the  different  members  of  the  faculty  and  of  the 
board  of  trustees.  Acting  President  Marcy  and  Mr.  Orrington  Lunt 
responded  to  the  serenades  in  short  speeches. — Editor. 


1 1 8         NORTHWESTERN  UNIVERSITY 

present  condition  of  some  of  the  University  property,  it 
was  important  that  the  question  of  exemption  should  be 
again  tested.  The  suggestion  of  the  attorney  for  the 
Board  of  Assessors  was  doubtless  made,  in  view  of  the  fol- 
lowing statement  in  the  opinion  of  Mr.  Justice  Miller, 
viz.,  "It  is  possible,  if  that  question  (the  question  of 
exemption)  had  been  fully  investigated,  and  all  of  the 
facts  necessary  to  determine  it  were  before  the  court,  it 
might  not  appear  that  all  the  lands  subjected  to  taxation 
by  the  judgment  of  the  Supreme  Court  were  bought  after 
the  date  of  the  amended  charter  or  donated  on  the  faith 
of  that  exemption." 

The  University  by  its  attorney,  Mr.  H.  H.  C.  Miller, 
appeared  before  the  Board  of  Review  of  Cook  County 
and  file  objections  to  the  assessment  made  by  the  Board 
of  Assessors  upon  the  ground  that  all  of  its  property  was 
exempt  under  Section  4  of  the  Act  of  February  14,  1855, 
and  the  board  of  review  so  held.  The  action  of  the 
Board  of  Review  in  holding  said  property  exempt  was  cer- 
tified to  Hon.  James  S.  McCullough,  Auditor  of  Public 
Accounts,  in  accordance  with  the  provisions  of  Section 
35  of  "An  Act  for  the  assessment  of  property,  and  pro- 
viding the  means  therefor,  and  to  repeal  a  certain  Act 
therein  named."  Approved  February  25,  1898.  The 
finding  of  the  auditor  was  as  follows : 

"Inasmuch  as  the  Supreme  Court  of  the  State  of  Illinois 
in  the  case  of  Northwestern  University  v.  People  ex  rel,  80 
111.  333,  and  in  86  111.   141,  held  that  the  property  of 


i855       A   HISTORY       1905  119 

Northwestern  University  not  used  for  school  purposes 
was  subject  to  taxation,  and  the  judgment  in  said  cause  was 
reversed  by  the  Supreme  Court  of  the  United  States  in 
University  v.  People,  99  U.  S.  309,  and  there  has  been 
no  action  of  the  Supreme  Court  of  this  State  on  this 
question,  since  the  decision  of  the  Supreme  Court  of  the 
United  States,  and  it  is  desired  by  the  Board  of  Assessors 
of  Cook  County  and  the  owners  of  the  property  assessed, 
that  the  question  of  its  liability  for  taxation  be  passed  on 
by  the  Supreme  Court,  I,  therefore,  decline  to  approve 
the  order  of  the  Board  of  Review  holding  said  property 
exempt  from  taxation,  and  hereby  certify  the  foregoing 
statement  of  facts  to  the  Supreme  Court  of  the  State  of 
Illinois  at  its  October,  1903,  session,  for  a  hearing  and 
decision  thereof  by  said  court." 

The  record  had  been  so  framed  as  to  present  to  the 
Supreme  Court  broadly  the  question  as  to  whether  any 
of  the  property  of  the  University,  whether  acquired  prior 
or  subsequent  to  the  Act  of  February  14,  1855,  was  liable 
for  taxation.  This  record  was  filed  in  the  Supreme  Court 
by  the  Auditor  of  Public  Accounts. 

The  State  was  represented  by  Hon.  H.  J.  Hamlin,  Attor- 
ney General,  the  Board  of  Assessors  by  Mr.  John  C.  Rich- 
berg,  and  the  Board  of  Review  by  Mr.  Frank  L.  Shep- 
ard.  The  case  was  argued  on  behalf  of  Northwestern 
University  by  Mr.  H.  H.  C.  Miller  and  Mr.  John  P. 
Wilson.  The  case  was  decided  December  16,  1903.  It 
is  entitled,  "In  re  Assessment  of  Northwestern  Univer- 


I20         NORTHWESTERN  UNIVERSITY 

sity,"  and  the  opinion  may  be  found  in  Vol,  206  111.,  page 
64.  The  court  held  that  where  the  constitutionality  of 
a  statute  has  been  upheld  by  a  court  of  last  resort,  the 
question  cannot  be  re-litigated  in  a  subsequent  suit  between 
the  same  parties  by  assigning  new  reasons  for  holding  the 
act  invalid,  which  reasons  existed  when  the  decision  was 
rendered;  that  section  4  of  the  Act  of  February  14,  1855, 
which  exempted  from  taxation  all  property  belonging  to  or 
owned  by  Northwestern  University,  is  constitutional,  and 
that  under  said  section  "all  property  of  whatever  kind  or 
description  belonging  to  or  owned  by,"  said  University 
is  exempt  from  taxation. 

One  of  the  most  important  provisions  of  the  charter  is 
section  2  of  the  Act  of  February  14,  1855,  which  provides 
that  "no  spiritous,  vinous  or  fermented  liquors  shall  be 
sold  under  license,  or  otherwise,  within  four  miles  of  the 
location  of  said  University,  except  for  medicinal,  mechan- 
ical or  sacramental  purposes  under  a  penalty  of  $25 
for  each  offense,  to  be  recovered  before  any  Justice  of  the 
Peace  of  said  County  in  an  action  of  debt  in  the  name  of 
the  County  of  Cook." 

To  this  provision  Evanston  owes  very  much  of  its  char- 
acter as  one  of  the  most  attractive  and  beautiful  cities  in 
the  United  States.* 


*The  University  has  been  uniform  in  its  opposition  to  the  invasion 
of  Evanston  by  the  drink  traffic.  Not  only  has  it  endeavored  to  safe- 
guard the  whole  town  by  the  amendment  to  its  charter  interdicting  the 
sale  of  liquor  within  four  miles  of  the  campus,  but  it  has  inserted  pro- 
hibitive clauses  in  its  leases,  and  has  exhibited  active  sympathy  with 
those  measures  adopted  b\'  the  municipality  or  by  private  associa- 
tions of  Evanston  for  the  exclusion  of  the  traffic.  (Compare  Records 
of  the  Trustees,  Vol.  IX,  38,  240,  294;    XI,  131-2). — Editor. 


i855       A    HISTORY       1905  121 

In  closing  this  sketch  of  the  Charter  of  Northwestern 
University,  it  may  not  be  inappropriate  to  give  an  extract 
from  a  minute  which  was  spread  upon  the  records  of  the 
University  at  a  meeting  held  in  the  early  part  of  1853  : 

"In  selecting  the  Universit\^  site,  and  in  establishing  the 
institution,  neither  local  prejudice  nor  a  spirit  of  oppo- 
sition to  kindred  institutions  has  had  any  place  in  the  hearts 
of  its  friends,  but  rather  a  desire  to  meet  adequately  the 
growing  want  in  the  northwest  for  a  University-  of  the 
highest  grade,  adapted  to  the  country,  to  its  increasing 
prosperity  and  the  advanced  state  of  learning  in  the  present 
age.  Its  location  makes  it  central  for  the  entire  north- 
west, and  the  magnitude  of  the  enterprise  by  developing 
the  educational  resources  of  the  country  on  a  large  scale, 
and  by  stimulating  a  spirit  of  noble,  generous  rivalry,  will 
benefit  institutions  of  every  grade  and  promote  the  cause 
of  education  generally,  to  an  incalculable  degree.  We 
ver}'  frankly,  yet  we  hope  not  ostentatiously,  aver  our 
design  of  making  it  an  institution  second  to  none,  and 
worthy  of  the  country  in  which  it  is  located,  and  its  name 
— The  Northwestern   Universitv." 


CHAPTER  V 

Founders  of  the  University 

James  Alton  James 


^"y  O  chapter  of  our  national  development  is  of 
greater   interest   than    that  which    records 
L  the  founding  of  institutions  of  higher  leam- 
^        Ing.     Real  origins  are  difficult  to  determine, 

and  here  as  always  one  must  be  content 
with  a  study  of  the  men  who  planned  and  the  eliects  which 
they  partially  realized. 

May  31,  1850,  will  always  be  a  notable  date  in  the 
history'  of  the  Middle  West.  On  that  day,  in  a  small 
office  at  109  Lake  street,  Chicago,  a  company  of  nine  men 
met  to  consider  the  establishment  of  a  university  in  that 
city. 

It  may  be  asked  what  was  the  sufficient  reason  in  the  minds  of 
the  founders  of  Northwestern  University  for  the  establishment  of 
another  institution  in  the  Middle  West,  a  part  of  the  country  then  very 
sparsely  populated.  Several  colleges  and  academies  had  already  sprung 
up  in  Illinois  and  vicinity.  But  the  intellectual  temper  of  the  founders 
of  Northwestern  was  not  satisfied  with  the  quality  of  any  college  west 
of  the  Alleghanies.  For  the  education  of  their  sons  the  choice  in  their 
minds  seems  to  have  lain  only  between  the  older  institutions  of  the  East 
and  the  new  one  which  they  would  endeavor  to  establish  on  as  broad  and 
permanent  foundations.  Mr.  Judson  writes.  "There  is  no  literary  insti- 
tution of  the  grade  and  character  of  the  one  proposed,  under  Protestant 
influence  in  or  within  a  convenient  distance  of  the  city.  There  are  nine 
Methodist  Episcopal  churches  in  Chicago  with  nearly  one  thousand 
members.  Two  thousand  children  in  the  city  look  to  this  church  for 
education.  It  would  save  $25,000  to  educate  125  students  at  home 
rather  than  send  them  away  to  another  school;  and  $25,000  is  just  what 
Northwestern  University  wants  to  start."  Says  Dr.  John  Evans,  "It 
will  cost  $1,000  less  to  educate  sons  at  Northwestern  University  than 
at  Yale  or  Cambridge." 

The  founders  had  an  abiding  faith  in  the  future  of  Chicago.  They 
were  themselves  men  of  public  spirit,  actively  participating  in  the 
development  of  the  city. 

Dr.    Evans    was    a    successful    physician    and    speculator    iij    land. 

12; 


126         NORTHWESTERN  UNIVERSITY 

Chicago  was  the  strategic  point  for  education  as  well  as  for  material 
development.  It  would  also  become  easier  of  access  from  a  wide  region 
than  any  other  college  town  of  the  West. 

Moreover,  it  seemed  good  to  these  loyal  children  of  Methodism 
that  their  own  church  should  institute  the  college  at  Chicago.  This 
denomination  had  already  founded  several  colleges  in  Illinois  and  Indi- 
ana, but  it  was  believed  that  an  institution  at  Chicago  would  have  pecu- 
liar promise. 

The  motives,  therefore,  that  co-operated  to  the  founding  of 
Northwestern  were  economy  in  expense  of  educating  youth,  the  strat- 
egic character  of  Chicago,  denominational  loyalty,  and  adequate  pro- 
vision for  the  educational  needs  of  the  rapidly  growing  Northwest. 

Another  meeting  was  held  on  June  12  to  consider  the 
charter  which  had  been  prepared  by  the  committee,  and 
was  presented  by  Dr.  Evans.  Having  been  adopted 
unanimously,  the  charter  which  provided  for  a  corpora- 
tion styled,  "The  Trustees  of  Northwestern  University," 
was  endorsed  by  the  State  Legislature,  and  was  signed  by 
the  Governor.  The  first  Board  of  Trustees  named  were 
A.  S.  Sherman,  Grant  Goodrich,  Orrington  Lunt,  John 
Evans,  J.  K.  Botsford,  Joseph  Kettlestrings,  George  F. 
Foster,  Eri  Reynolds,  John  M.  Arnold,  Absalom  Funk 
and  other  members  from  the  various  conferences  of  the 
northwest. 

On  June  14,  1851,  the  first  meeting  of  the  corporation 
was  held  in  the  Clark  Street  church,  Chicago.  The  act  of 
incorporation  passed  by  the  Legislature  was  approved,  and 
other  preliminary  forms  of  organization  were  completed. 
Dr.  Nathan  S.  Davis  was  elected  a  trustee  to  succeed  Eri 
Reynolds.  A  plan  of  operations  looking  to  the  establish- 
ment of  the  college  of  liberal  arts  was  approved.     This 


i855       A    HISTORY       1905  127 

provided  for  a  president  who  was  also  to  be  "professor 
of  moral  philosophy  and  belles  lettres."  Three  profes- 
sorships were  recommended,  those  of  mathematics,  of 
the  natural  sciences,  and  ancient  and  modem  languages.  A 
preparatory  department  was  recommended  to  be  located 
in  the  City  of  Chicago.  With  commendable  foresight 
they  decreed  that  no  debts  might  be  contracted  or  money 
expended  without  the  means  having  first  been  secured. 
Christian  education  would  today  be  more  firmly  rooted 
had  their  appeal  of  September  22,  1852,  been  more  gen- 
erally acquiesced  in.  Convinced  that  too  great  a  multi- 
plication of  institutions  crippled  their  influence,  they 
earnestly  recommended  that  the  conference  of  the  Metho- 
dist Episcopal  Church  in  the  northwest  should  concentrate 
their  efforts  in  the  building  up  of  one  institution  of  higher 
learning.  Preparatory'  schools  were  to  be  located  at 
points  of  vantage  in  the  northwest,  and  seminaries  already 
in  existence  were  to  be  adopted  as  fitting  schools  for  the 
University. 

By  August  I,  185  I,  the  Executive  Committee  was  ready 
to  recommend  a  site  for  the  preparatory  department.  Their 
choice  was  eighty  feet  of  land  on  Washington  St.  in 
Chicago  just  east  of  the  Universalist  church,  for  which 
they  recommended  the  payment  of  $4,000  to  the  trustees 
of  the  Universalist  church,  one-half  in  cash  and  the  bal- 
ance in  three  years  at  six  per  cent.  These  items  indicate 
that  but  little  money  was  already  in  sight  for  the  Univer- 
sity.   The  sale  could  not  be  consummated  on  these  terms, 


128         NORTHWESTERN  UNIVERSITY 

and  the  offer  was  increased  to  $4,800.  But  Dr.  Evans 
and  Mr.  Lunt  were  requested  to  examine  other  lots;  Dr. 
Evans  was  to  circulate  a  paper  for  subscriptions.  The 
result  of  the  labors  of  these  two  men,  assisted  by  their 
colleagues,  was  ( i )  the  determination  of  the  trustees  to 
secure  the  lot  situated  at  what  is  now  the  corner  of  LaSalle 
and  Jackson  Sts.,  the  present  site  of  the  Illinois  Trust  and 
Savings  Bank;*  (2)  subscriptions  were  paid  in  so  that  by 
September,   1852,  the  accounts  stood 

Money  received    $11 93   01 

Money  paid    1 1 83   08 

Money  on  hand $9   93 

Certainly  this  institution  had  not  in  its  origin  the  touch 
of  Midas.  Had  it  not  been  that  the  generosity  of  Dr. 
Evans  and  Mr.  Lunt  supplied  the  funds  for  the  purchase 
of  the  Jackson  St.  lot,  the  University  might  have  been 
denied  this  most  lucrative  endowment.  The  purchase  was 
made  of  P.  F.  W.  Peck  for  $8,000.  The  lot  was  about 
200  feet  square  and  therefore  larger  than  the  Washington 
St.  site. 

In  the  annual  meeting  of  the  trustees  the  following 
year.  Dr.  Clark  Hinman  was  unanimously  chosen  presi- 
dent. He  seems  to  have  been  a  man  well  fitted  to  carry  out 
the  plans  the  trustees  had  devised.  The  sum  of  $200,000 
was  to  be  raised  chiefly  through  the  sale  of  scholarships, 


*Still  owned  bv  the  University. 


FOUNDERS 
GRANT  GOODRICH 


ANDREW   J.    BROWN 


ALSON   S.   SHERMAN 


1 855       A   HISTORY       1905  129 

pne  half  of  which  was  to  be  used  for  the  purpose  of  instruc- 
tion, and  the  remainder  for  the  purchase  of  a  suitable 
site  and  the  erection  of  university  buildings.  Within  a 
year  some  $90,000  was  raised  in  this  manner. 

Meantime  the  Committee  on  site,  largely  through  the 
influence  of  Mr.  Lunt,  had  recommended  the  purchase 
of  380  acres  of  land,  on  the  lake-shore,  eleven  miles  north 
of  the  Chicago  court  house.  Several  sites  were  examined, 
the  committee  travelling  south  to  the  Indiana  State  line, 
north  as  far  as  Winnetka,  and  northwest  as  far  as  the 
Desplaines  countr}'.  The  board  was  about  to  close  with 
the  owner  of  a  site  in  Jefferson  when  the  enthusiasm  of 
Mr.  Lunt  drew  them  to  the  more  elevated  lands  between 
the  Ridgeville  swamps  and  Lake  Michigan. 

Mr.  Lunt  must  be  permitted  to  relate  in  his  own  words  the  story  of 
the  "discovery"  of  Evanston : 

"A  friend  said  to  me  he  was  going  to  drive  up  the  shore  to  look  at 
some  property,  and  asked  if  I  would  not  like  to  accompany  him.  I 
accepted  the  invitation,  and  we  drove  nearly  to  Lake  Forest.  Coming 
back,  late  in  the  afternoon,  he  said  he  wanted  to  see  a  farmer  (Mr.  Sny- 
der) who  lived  east  of  the  ridge.  He  drove  east  about  where  Davis 
street  now  is,  until  he  came  to  the  old  shore  road,  Chicago  avenue, 
which  had  been  formerly  the  main  road,  but  which,  owing  to  washing 
away  by  the  lake,  had  been  abandoned  to  the  north.  He  drove  south 
to  Mr.  Snyder's,  and  found  him  at  home.  While  he  was  employed 
with  him  with  his  business,  I  took  a  stroll  over  to  the  lake  through  the 
wet  land,  and  I  well  remember  of  walking  over  logs  or  planks  on  a 
portion  of  it. 

"In  looking  south  it  was  wet  and  swampy ;  looking  north  I  noticed 
the  large  oak  forest  trees.  The  thought  first  struck  me  that  here  was 
where  the  high  and  dry  ground  began.  Going  through  the  woods  to  the 
lake  shore  and  looking  north,  I  saw  the  high,  sandy  bluff  perpendicular 
as  at  present  (this  side  of  the  water  works).  This  only  confirmed  the 
idea,  and  when  I  came  back  I  asked  Mr.  Snyder  what  kind  of  land  it 


I30         NORTHWESTERN  UNIVERSITY 

was  north  and  east  of  us.  He  said  just  the  same  as  where  we  were — 
high,  dry,  and  covered  with  trees.  I  asked  who  owned  it,  and  wanted 
to  look  at  it  then,  but  it  was  so  near  night  and  seemed  so  far  from  the 
city,  I  gave  it  up,  although,  as  I  now  know,  it  would  have  taken  but  a 
few  minutes.  On  the  way  back  I  began  to  think  possibly  this  might  be 
the  place  we  were  looking  for. 

"It  continued  in  my  dreams  of  that  night  and  I  could  not  rid  myself 
of  the  fairy  visions  constantly  presenting  themselves  in  fanciful  beauties 
— of  the  gentle  waving  lake — its  pebbly  shore — the  beautiful  oak  open- 
ings and  bluffs  beyond.  The  impressions  it  made  settled  it  in  my  mind 
that  I  would  not  vote  to  accept  the  option  for  Jefferson  until  the  com- 
mittee should  make  another  trip  north.  The  Executive  Committee 
were  to  meet  that  morning  to  close  the  trade.  In  accord  with  my 
request,  it  was  laid  over  and  a  number  of  the  Executive  Committee 
went  to  examine.  It  was  a  pleasant,  sunny  August  day.  We  drove  into 
what  is  the  present  campus,  and  it  was  just  as  beautiful  as  now  in  its 
natural  condition.  We  were  delighted, — some  of  the  brethren  threw  up 
their  hats  and — we  had  found  the  place. 

"The  only  question  now  was,  could  it  be  purchased?  I  had  met  Dr. 
Foster,  the  owner,  before  we  came,  and  asked  what  the  land  was  worth. 
He  said  fifteen  or  twenty  dollars  an  acre,  but  he  would  not  sell  it.  The 
purchase  of  it  was  referred  to  the  committee.  Dr.  Evans  and  Lunt,  who 
immediately  called  and  found  Dr.  Foster  unwilling  to  sell.  We  told  him 
just  what  our  purpose  was,  to  try  for  a  location  for  our  University, 
and  this  was  something  he  should  be  interested  in.  He  said  he  didn't 
care  or  want  to  sell  it.  He  thought  he  might  want  to  live  there  some- 
time. We  said  you  will  sell  it  for  some  price  for  such  a  purpose,  and 
we  want  you  to  give  us  your  best  terms  with  a  small  cash  payment,  the 
balance  on  long  time  with  six  per  cent,  interest.  He  finally  agreed  to 
give  us  a  price  the  next  day.  We  called  to  see  him  and  he  said  he 
would  take  $25,000  for  the  379  acres,  (about  $71  an  acre),  $1,000  cash, 
the  balance  in  ten  years  as  six  per  cent.,  with  the  privilege  of  selling 
200  lots ;  the  committee  to  become  responsible  over  and  above  the  mort- 
gage for  its  payment. 

"Personally  my  mind  was  made  up  at  once  as  I  knew  we  better 
pay  $100  an  acre  than  have  the  other  land  given  us.  A  meeting  of  the 
committee  called  and  the  proposed  offer  was  taken  to  the  committee 
and  they  acepted  the  proposition  as  made  by  him.  I  well  remember 
when  I  called  on  Dr.  Foster  and  notified  him  of  the  acceptance  of  his 
proposition  that  his  countenance  fell,  showing  he  was  not  really  pleased 
with  the  transaction.  I  had  rather  expected  he  would  desire  to  hold 
a  part  of  it. 


i855       A   HISTORY       1905  131 

"The  trade  was  closed  by  Dr.  Evans,  who  took  the  property  in  his 
own  name  and  gave  back  a  mortgage." 

The  sale  was  consummated  by  the  agreement  on  the  part  of  the 
board  to  pay  $25,000  for  this  property.  After  various  names  were  dis- 
cussed, Evanston  was  selected  as  the  most  desirable  for  the  seat  of  the 
University-to-be.  "In  selecting  the  University  site"  the  trustees  declare 
with  notable  breadth  of  vision;  "and  in  establishing  the  institution 
neither  local  prejudice  nor  a  spirit  of  opposition  to  kindred  institutions 
has  had  any  place  in  the  hearts  of  its  friends,  but  rather  a  desire  to  meet 
adequately  the  growing  want  in  the  northwest  for  a  university  of  the 
highest  grade  adapted  to  the  country,  to  the  prosperity,  and  the 
advanced  state  of  learning  in  the  present  age.  Its  location  makes  it 
central  for  the  entire  northwest,  and  the  magnitude  of  the  enterprise 
by  developing  the  educational  resources  of  the  country  on  a  large  scale 
and  by  stimulating  a  spirit  of  noble,  generous  rivalry,  will  benefit  insti- 
tutions of  every  grade  and  promote  the  cause  of  education  generally  to 
an  incalculable  degree.  We  very  frankly,  yet  we  hope  not  ostenta- 
tiously, own  our  designs  of  making  it  an  institution  second  to  none  and 
worthy  of  the  country  in  which  it  is  located  and  its  name — the  North- 
western University." 

The  relations  between  the  undergraduate  and  the  grad- 
uate departments  were  clearly  defined  and  a  suitable  plan 
of  study  for  each  was  set  forth.  As  a  special  feature  of 
the  scientific  course  chemistry  was  to  be  applied  to  the 
study  of  agriculture  and  the  industrial  arts.  The  institu- 
tion was  to  be  a  university  in  reality  as  well  as  name,  and 
the  professional  schools  were  to  be  provided  for  in  the 
near  future.  These  men  did  not  sympathize  with  that 
sentiment  too  prevalent  in  the  West  which  held  for  low 
standards  of  admission  to  college.  They  declared  that  the 
knowledge  necessary  for  admission  should  be  fully  equal 
to  that  of  any  of  the  older  colleges  in  the  country,  not 
excepting  Yale  or  Harvard. 

Public  school  education  was  not  forgotten   and  land 


132         NORTHWESTERN  UNIVERSITY 

was  granted  from  time  to  time  upon  which  buildings  might 
be  erected  for  this  purpose.  Three  professors  were 
selected  with  the  understanding  that  the  men  appointed 
were  to  spend  a  year  or  more  to  travel  in  Europe,  and  to 
study  in  the  best  eastern  universities.  With  their  plans 
thus  definitely  set  forth  and  with  a  property  amounting  to 
some  $250,000,  the  trustees  in  their  meeting  of  June, 
1855,  decided  that  the  formal  opening  of  the  University 
should  take  place  at  Evanston  on  November  i  of  that 
year. 

There  is  no  necessity  to  give  a  narrative  of  the  struggles 
incident  to  the  early  days.  That  there  were  days  of  gloom 
goes  without  the  saying.  As  one  reads  the  records  of 
these  years  of  founding  he  is  impressed  with  the  wise 
foresight,  the  steady  persistence,  the  willing  sacrifice,  and 
the  sublime  faith  in  their  plan  manifest  on  the  part  of 
the  trustees  and  faculty.  A  policy  which  was  to  tell  on 
the  whole  future  of  the  University  was  inaugurated  in 
1877.  There  were  those  who  favored  the  establishment 
of  a  school  of  technology  and  courses  of  this  nature  had 
already  been  given.  But  it  was  then  decided,  that  "An 
institution  which  has  only  money  enough  to  employ  a 
competent  number  of  instructors  should  dismiss  all  other 
courses  and  teach  one  course  well.  Additional  courses, 
unless  well  provided  for,  weaken  the  character  of  the  insti- 
ution." 

At  times  unwilling  assent  was  given  to  what  was  called 
the  "educational  absurdity"  of  asking  the  Professor  of  Nat- 


i85S       A   HISTORY       1905  133 

ural  History  to  teach  Logic,  and  the  Professor  of  Civil 
Engineering  to  "hear"  the  class  in  Rhetoric.  These  warn- 
ings were  those  of  Acting  President  Marcy  who  in  his 
annual  report  of  1876  also  used  words  which  we  do  well 
to  ponder  in  these  days  of  University  expansion.  He 
declared:  "The  number  of  students  at  a  college  is  not  a 
very  reliable  index  to  the  character  of  an  institution.  As 
a  business  house  may  obtain  a  very  large  patronage  on  a 
small  capital  by  sending  out  runners,  employing  cheap 
labor  and  selling  an  inferior  quality  of  goods  at  low  prices, 
so  an  educational  institution  by  a  management  on  similar 
principles  may  obtain  for  a  time  large  numbers  of  pupils. 
We  do  not  think  it  desirable  to  secure  patronage  by  such 
means.  We  would  seek  that  patronage  only  which  is 
based  on  a  reputation  for  good  work  whether  it  be  large  or 
small." 

It  is  no  easy  task  to  define  what  constitutes  the  years 
of  "founding."  The  first  twenty-one  have  been  somewhat 
arbitrarily  selected.  Evidences  of  the  development  of  a 
policy  which  should  determine  the  character  of  the  Uni- 
versity have  been  pointed  out.  Within  these  years  there 
were  other  notable  events  connected  with  the  life  of  the 
institution.  During  that  period  a  law  school  was  begun  in 
1859;  in  1863  authority  was  given  to  locate  Garrett 
Biblical  Institute  on  the  campus;  the  Chicago  Medical 
College  became  an  integral  part  of  Northwestern  Univer- 
sity in  1867;  and  in  1869  the  first  permanent  building. 
University  Hall,  was  completed;   young  women  were  for 


134         NORTHWESTERN  UNIVERSITY 

the  first  time  admitted  to  the  college  classes;  and  the 
Greenleaf  library  was  donated  to  the  University.  The 
assets  of  the  University  in  that  year  were  some  $750,000. 

Fortunately  the  influence  of  the  men  who  constituted 
the  first  board  of  trustees  and  the  first  faculty  cannot  be 
measured  in  years.  A  few  men  were  conspicuous  among 
the  organizers  of  the  University,  whose  advice  was  of 
inestimable  worth  on  all  questions  of  policy  during  the 
critical  first  quarter  century.  Some  of  these  men  were  a 
significant  part  of  the  University  for  nearly  forty  years. 
Governor  Evans  was  the  first  president  of  the  board  of 
trustees,  and  was  retained  in  this  position  until  1895.  He 
remained  a  member  of  the  board  until  his  death  in  1897. 
His  appointment  in  1864  by  President  Lincoln  to  the 
office  of  Governor  of  the  Territory  of  Colorado,  necessi- 
tated his  removal  to  Denver,  but  this  change  of  residence 
did  not  decrease  his  interest  in  the  welfare  of  the  Uni- 
versity. He  negotiated  the  purchase  of  the  property  in 
Chicago  upon  which  the  Illinois  Trust  and  Savings  Bank 
has  been  erected;  he  was  for  several  years  editor  of  the 
Northwestern  Medical  and  Surgical  Journal;  was  the 
founder  of  (the  Methodist  Book  Concern  and  of  the 
Northwestern  Christian  Advocate,  and  later  founded  the 
University  of  Denver.  He  is  described  as  a  forceful  per- 
sonality, a  man  of  marked  ability  and  great  wisdom  in 
counsel.  His  gifts  in  money  to  the  University  are  only 
partially  represented  in  the  endowment  of  the  chairs  of 
Latin  and  of  Moral  and  Intellectual  Philosophy. 


i855       A    HISTORY       1905  135 

Orrington  Lunt  was  the  "discoverer  of  Evanston."  No 
man  was  more  closely  identified  with  the  history  of  the 
University  from  its  founding.  He  was,  from  the  first,  a 
member  of  the  Executive  Committee,  was  vice-president 
of  the  board  for  many  years  and  at  the  time  of  his  death 
in  1897,  was  president  of  the  board.  For  nearly  forty 
years  he  was  also  secretary  and  treasurer  of  Garrett  Bib- 
lical Institute.  His  services  to  the  University  cannot  be 
estimated  in  money  values,  although  he  seems  always  to 
have  been  ready  to  contribute  liberally.  Having  lost  home 
and  business  in  the  Chicago  fire,  he  turned  his  attention 
first  to  caring  for  the  invested  property  of  the  University. 
It  was  said  of  him  by  one  who  knew :  "I  think  Northwest- 
em's  success  as  a  University  is  due  more  to  him  than  to 
any  other  man,  as  it  was  through  his  judicious  investments 
of  her  endowments  that  she  was  able  to  withstand  the 
hard  times  when  other  schools  and  colleges  were  com- 
pelled to  give  up  for  lack  of  funds."  His  words  to  the 
young  men  and  women  of  the  University,  on  the  day  when 
he  presented  the  library  building,  seem  to  indicate  the  secret 
of  his  own  power.  "Remember,"  he  said,  "that  wherever 
you  are,  your  chief  effectiveness  in  life  will  be  due  to  the 
high  ground  you  take;  that  your  weight  in  advancing  any 
cause  will  be  measured  exactly  in  the  end,  by  your  standard 
of  character.  If  leadership  ever  falls  to  you,  you  will 
indeed  need  all  the  inspiration  you  can  receive  here,  and 
all  the  power  and  skill  that  arduous  study  can  give.  It  is 
indispensable,  if  you  would  really  serve  your  race,  that  you 


136         NORTHWESTERN  UNIVERSITY 

should  be  fired  with  inspiration  and  energized  with  moral 
strength." 

It  is  probable  that  the  plan  for  a  University  first  orig- 
inated in  the  mind  of  Judge  Grant  Goodrich.  "By  his 
personal  contributions,  pledge  of  individual  credit,  united 
labors,  watchful  care  and  judicious  management  of  the 
financial  interests  he  secured  the  endowment  of  the  Uni- 
versity." It  was  chiefly  through  his  influence,  also,  that  the 
money  was  secured  which  made  Garrett  Biblical  Institute 
possible.  His  name,  too,  will  always  be  associated  with 
the  beginnings  of  Chicago.  He  came  to  Chicago  in  1834, 
served  as  alderman  the  second  year  of  the  existence  of 
that  city;  as  a  member  of  the  school  board  he  helped  to 
lay  the  foundation  of  the  public  school  system ;  and  aided 
in  organizing  the  first  temperance  society  and  the  first 
Bible  society  in  Chicago.  Judge  Goodrich  was  a  friend  of 
Abraham  Lincoln,  was  one  of  his  greatest  admirers  and 
advocated  his  nomination  for  president.  The  day  follow- 
ing the  discussion  at  Freeport  between  Lincoln  and  Doug- 
las, Judge  Goodrich  declared  to  his  friends :  "Uncle  Abe 
is  the  man  of  destiny.  Douglas  may  get  the  Legislature 
and  the  United  States  Senate,  but  Lincoln  will  be  the  next 
president." 

These  three  names  have  been  selected  from  among  those 
of  the  men  who  were  the  leaders  when  the  foundations 
of  the  University  were  being  laid.  To  this  group  there 
would  naturally  be  added  the  names  of  Philo  Judson,  J.  K. 
Botsford,  Andrew  J.  Brown,  Dr.  N.  S.  Davis,   Bishops 


i8ss       A   HISTORY       1905  137 

Simpson  and  Ames,  and  of  Presidents  Hinman  and  Foster, 
and  of  Professors  Noyes  and  Bonbrlght.  Without  attempt- 
ing to  enumerate  the  names  of  the  men  who  have  con- 
tributed to  the  development  of  the  University  in  its  second 
quarter  century,  that  of  William  Deering  should  be  noted. 
Mr.  Deering,  now  president  of  the  board  of  trustees  has, 
since  the  time  of  his  election  as  member  of  the  board  in 
1875,  linked  his  name  inseparably  with  that  of  the  Uni- 
versity. 


CHAPTER  VI 

The  First  Faculty 

The  Editor 


IT  may  be  questioned  why  in  this  history  the  first 
faculty  of  Northwestern  should  be  regarded  as 
entitled  to  detailed  discussion.  But  a  superficial 
examination  of  the  annals  of  the  University  will 
prove  that  to  the  self-denying  devotion  of  the 
first  faculty,  no  less  than  to  that  of  the  founders,  are 
due  the  wise  plans  of  development  of  the  institution, 
and  the  conservation  of  its  resources.  Had  the  faculty 
refused  to  render  services  when  full  salaries  could  not  be 
paid,  the  University  must  have  been  closed.  Foster  and 
Godman  were  attracted  by  larger  opportunities  in  other 
fields,  but  Noyes  and  Bonbright  remained  loyally  by 
Northwestern,  giving  constantly  for  its  welfare  more  than 
they  received,  creating  by  their  own  breadth  of  spirit  the 
largeness  of  opportunity  that  others  might  have  thought 
it  necessary  to  seek  elsewhere. 

This  chapter  will  first  discuss  individually  the  character 
and  services  of  those  members  of  the  first  faculty  who  are 
not  the  subjects  of  separate  and  special  reference  else- 
where, and  will  then  allude  to  the  relations  of  the  faculty 
as  a  body  to  the  students. 

Abel  Stevens  was  one  of  the  four  members  of  the 
earliest  faculty.  At  the  time  of  his  election  he  was  secre- 
tary of  the  Tract  Society  of  the  Methodist  Episcopal 
Church  and  editor  of  the  National  Magazine,  a  periodical 
of  much  interest.  His  pen  was  fluent,  his  thought  vigor- 
ous. He  had,  moreover,  a  wide  reputation  as  a  pulpit 
orator.     It  is  not  to  be  wondered  at  that  the  trustees  tried 

141 


142         NORTHWESTERN  UNIVERSITY 

to  attach  this  man  to  their  institution.  They  made  over- 
tures to  him  which  were  apparently  not  congenial  to 
him.  In  November,  1854,  he  wrote  that  he  could  not 
accept  the  position  tendered  him,  but  suggested  that  Pro- 
fessor Haven  of  Michigan  would  be  "the  man  for  the 
post" :  "I  have  suggested  him  and  several  others  in  my 
letter  to  Dr.  Evans."  Dr.  Stevens  had  been  offered  the 
chair  of  Rhetoric  and  English  Literature.  Evidently  the 
trustees  believed  that  he  would  come  into  some  relation 
with  the  institution,  for  they  continued  to  announce  his 
name  among  the  members  of  the  faculty.  But  Dr.  Stevens 
never  came  to  the  University.  Doubtless  his  editorial 
position,  one  of  far-reaching  influence,  was  more  to  his 
taste  than  a  professorship  in  a  rudimentary  western  col- 
lege. And  yet  Dr.  Stevens's  interest  in  the  institution  was 
genuine.  He  coveted  for  it  a  maximum  endowment  of 
$500,000;  then  would  it  "stand  shoulder  to  shoulder  and 
eye  to  eye  with  Yale,  Harvard,  and  Princeton."  After  his 
declination  the  trustees  did  not  again  make  appointment  to 
this  chair  of  English  until  it  was  filled  by  the  election  of 
Professor  Wheeler. 

Robert  Kennicott  must  have  recognition  among  the 
early  servants  of  the  University.  The  present  University 
museum  is  the  monument  of  his  labors,  and  those  of  Dr. 
Marcy.  But  his  enthusiasm  was  limited  by  the  privations 
suffered  by  him  with  the  University.*     He  was  compelled 


*By  May  of  1858  the  University  was  indebted  to  Kennicott  for  the 
following  amounts : 


i855       A   HISTORY       1905  143 

frequently  to  cease  his  work  of  collecting  scientific  speci- 
mens to  write  to  Mr.  Judson,  financial  agent  of  the  Uni- 
versity, for  small  amounts  of  money  for  the  most  essential 
current  expenses.  Nevertheless,  the  beginnings  made  by 
him  were  so  creditable  that  the  University  might  soon 
boast  of  the  most  complete  museum  in  the  West. 

In  the  summer  of  1847,  at  the  Commencement  of  the 
Ohio  Wesleyan  University,  Mr.  Godman,  then  finishing  a 
year  of  graduate  study  in  German  and  Hebrew,  had  the 
satisfaction  of  meeting  the  Rev.  Clark  T.  Hinman,  prin- 
cipal of  the  Seminary  at  Albion,  Michigan.  The  acquaint- 
ance formed  at  that  time  gave  occasion  later  for  closer 
association.  Godman's  was  among  the  first  names  pre- 
sented by  Hinman  to  the  trustees  of  Northwestern  for  a 
professorship.  Having  accepted  the  appointment  to  the 
chair  of  Greek  Language  and  Literature,  Professor  God- 
man  resigned  a  position  in  the  East  and  employed  the  year 
1854-5  in  study  and  literary  work.  In  May,  1855,  he 
wrote  to  Mr.  Judson  consenting  to  travel  for  the  purpose 
of  selling  and  collecting  scholarships  to  contribute  to  the 
endowment  funds  of  the  University. 

Professor  Godman  is  described  to  us  as  of  "medium 


Bills  rendered — 

April  6,  '57,  for  expenses $149  45 

May  4,  '57,  for   expenses 62  50 

July  10,  '57,  for  expenses 134  67 

October   30,   '57,   for    expenses 376  c» 

May  25,  '58  for  expenses 215  76 

Salary  for  six  months  in  1857 540  00 

$1478  38 


144         NORTHWESTERN  UNIVERSITY 

height,  slight  figure,  broad,  peaceful  brow,  mild  gray  eyes, 
benignant  aspect,  with  the  slightly  abstracted  bearing  of  a 
scholar,  the  incarnation  of  refinement."*  One  of  the 
noblest  traditions  of  the  early  days  of  the  University  is 
this  spirit  of  refinement  realized  In  the  lives  of  Godman, 
HInman,  Noyes,  Foster, — and  surviving  to  this  day  in  Dr. 
Bonbright. 

Even  before  Professor  Godman's  coming  his  enthusiasm 
for  the  University  was  apparent.  He  suggested  to  the 
trustees  candidates  for  the  vacant  presidency,  and  plans  of 
operations  for  the  University.  With  Professor  Noyes  he 
prepared  the  first  circular  of  information,  and  with  him 
participated  in  other  announcements  of  the  opportunities 
offered  by  the  University. 

In  November,  1855,  Professors  Godman  and  Noyes 
began  instruction  in  the  college.  Both  were  admired  by 
their  students ;  both  were  devoted  to  all  the  nobler  interests 
of  the  higher  education.  Noyes  was  the  administrative 
officer ;  Godman  was  secretary  of  the  faculty  and  librarian. 
The  minutes  of  one  of  the  early  faculty  meetings  state 
that  the  faculty  met  in  Professor  Godman's  recitation 
room.  Professor  Noyes  in  the  chair! 

At  the  request  of  the  Executive  Committee  of  the  Uni- 
versity Professor  Godman  attended  the  session  of  the 
Iowa  Annual  Conference  in  the  fall  of  1856.  His  mis- 
sion was  that  of  Informing  the  Conference  that  the  Unl- 


*Willard,  Classic  Town,  p.  330. 


i855       A    HISTORY       1905  145 

verslty  was  in  operation  and  was  ready  to  welcome  more 
students.  A  little  later  Professor  Godman  in  company 
with  the  Rev.  Philo  Judson  was  present  at  the  Rock  River 
Conference  in  the  interest  of  the  University.  To  Godman 
such  service  was  more  congenial  than  it  was  to  Noyes, 
The  former  was  himself  a  clerg^^man  in  the  Methodist 
church;  the  latter  was  averse  to  those  public  solicitations 
in  behalf  of  the  institution  that  were  regarded  by  the 
trustees  as  essential. 

Professor  Godman  entered  heartily  into  the  social  life 
of  the  community.  His  home*  diagonally  across  the  street 
from  Professor  Noyes's  was  hospitable,  presided  over  by 
the  genial  spirit  of  Mrs.  Godman. t 

Of  imaginativ^e  temperament  Professor  Godman  often 
exercised  his  poetic  gifts.  He  read  the  poem  at  the  formal 
opening  of  the  Northwestern  Female  college,  a  composi- 
tion described  by  one  who  heard  it  as  marked  by  "good 
sense,  sharp  wit,  and  correct  social  philosophy. "+  Another 
production  graced  the  dedication  exercises  of  Rose  Hill 
Cemetery.  Miss  Wlllardli  dates  her  love  for  Wordsworth 
from  a  lecture  on  this  poet  by  Professor  Godman.  His 
prose  contributions  to  the  periodicals  of  the  Methodist 


*Long  known  as  "The  Somers  House" — still  standing,  though  much 
altered,  on  the  south-east  corner  of  Sheridan  Road  and  Chicago  Ave. 

tit  was  a  melancholy  event  in  the  community-  when  this  good 
woman  after  but  a  brief  residence  in  the  new  home  was  stricken  with 
death.  The  privations  of  early  Evanston  told  heavily  on  her  delicate 
constitution.  On  the  residents  of  the  village  she  left  an  impress  of 
intellectualitv  and  refinement  which  has  not  vet  been  obliterated. 

JN.  W.  Chris.  Adv.  Jan.  9,  1856. 

^Classic  Town,  p.  338. 

I-lo 


146         NORTHWESTERN  UNIVERSITY 

church  were  not  infrequent,  and  the  field  of  his  writing  was 
a  varied  one.*  His  occasional  sermons  were  much  enjoyed. 
Professor  Godman  was  rather  a  man  of  learning,  culture 
and  refinement  than  of  force.  He  possessed  a  highly 
developed  sense  of  beauty,  recognizing  the  artistic  in 
nature,  literature,  and  human  character. 

In  i860  Professor  Godman  resigned  his  chair  in  North- 
western to  accept  the  professorship  of  Mathematics  at 
Ohio  Wesleyan  University,  his  alma  mater,  a  call  which  he 
regarded  as   imperative! 

The  scientist  of  the  early  faculty  was  Professor  Blaney. 
He  was  born  in  New  Castle,  Delaware,  in  1820.  He  was 
graduated  at  Princeton  in  1838,  salutatorian  of  his  class, 
and  from  the  Jefferson  Medical  College  in  1842.  In  his 
studies  he  developed  a  special  fondness  for  chemistry,  in 
which  his  proficiency  gained  him  immediate  recognition. 

In  quest  of  a  favorable  place  in  which  to  begin  practice 
as  a  physician.  Dr.  Blaney  came  in  1 842  to  Chicago.  He 
soon  cooperated  in  the  founding  of  Rush  Medical  Col- 
lege, but  continued  the  practice  of  medicine.  Dr.  Blaney's 
mind  was  brilliant  and  well-disciplined,  his  conversation 


*For  the  Western  Christian  x\dvocate  he  wrote  a  series  of  articles 
on  "Qualifications  for  the  Ministry;"  for  the  Northwestern  Christian 
Advocate  a  discussion  of  the  history  of  Bulgaria.  "The  Life  and  Char- 
acter of  St.   Paul.,  etc. 

t Professor  Goodman  remained  at  Delaware  for  four  years  as  pro- 
fessor of  Mathematics  and  a  fifth  year  in  the  chair  of  Biblical  Theology. 
Five  years  were  then  given  to  the  pastorate,  after  which  he  was  elected 
president  of  Baldwin  University  at  Berea,  Ohio.  In  1875  he  accepted 
the  presidency  of  New  Orleans  Univer.sity  and  in  connection  with  this 
work,  founded  the  La  Teche  Seminary  (now  Gilbert  Academy  and 
Industrial  College).  He  now  (1905)  remains  president  emeritus  of 
the  institution  and   resides  in   Philadelphia. 


i855       A    HISTORY       1905  147 

vivacious,  his  temperament  nervous,  his  energy,  versatility, 
and  ingenuity  striking.*  He  was  peculiarly  fitted  for  pio- 
neer work  in  the  sciences  in  the  crude  western  country.  He 
was  actively  interested  in  many  of  the  societies  established 
in  Chicago  for  the  promotion  of  science  and  of  the  general 
welfare.  He  founded  and  edited  the  Chicago  Medical 
Journal.  It  has  been  statedf  that  he  with  Dr.  Charles  H. 
Quinlan  was  the  first  to  distil  chloroform  in  Chicago. 

In  less  than  ten  years  after  his  arrival  in  Chicago  Dr. 
Blaney  had  become  the  most  popular  lecturer  on  scientific 
subjects  in  the  city.  He  rose  rapidly  to  repute  as  a  phy- 
sician and  a  practical  chemist.t 

Dr.  Blaney  had  been  associated  with  Dr.  Evans  on  the 
faculty  of  Rush  Medical  School.  The  latter  was  well 
acquainted  with  the  man's  fine  quality  as  a  scientist,  and 
the  trustees  sought  Dr.  Blaney  for  the  new  University.1l 


*A  pen  picture  of  the  man  is  given  by  one  of  his  old  students :  "He 
was  of  average  height  and  rather  stout  of  body,  had  blue  eyes,  a  high 
forehead  and  a  baldness  only  partially  covered  by  the  shielding  help  of 
some  side  locks.  He  wore  a  full  beard.  He  was  suave  and  genial  in 
manner  and  quite  democratic  in  attire.  He  wore  a  soft  hat,  lay-down 
collar,  and  business  suit,  while  the  other  professors  at  that  time  donned 
the  regulation  silk  hat,  high  '"side-board"  collar,  and  Prince  Albert 
coat." 

fMoses  Kirkland's  History  of  Chicago,  I,  500. 

jln  1853  the  Mechanics'  Institute  advertised  premiums  for  the  best 
native  wines  and  brandies;  many  samples  of  the  liquors  were  brought 
together  for  the  test.  Dr.  Blaney,  within  one  hour  of  the  time 
appointed  for  the  inspection,  invented  a  liquor,  at  a  cost  not  exceeding 
twenty  cents  a  gallon,  that  was  adjudged  by  experts  to  be  the  finest  and 
oldest  of  the  collection.  He  never  divulged  the  secret  of  its  manufac- 
ture nor  placed  the  product  on  the  market. 

*FAt  the  meeting  of  the  trustees  in  June,  1855,  a  ballot  was  taken 
to  fill  the  chair  of  chemistry.  Blaney  had  ten  votes  and  Fisk  eight ; 
but  as  there  was  no  quorum,  the  election  was  declared  null  and  void. 
But,  though  there  was  no  further  allusion  in  the  records  to  his  election, 
it  must  have  been  duly  made,  for  he  appears  in  the  first  annual  circular 
of  the  Universitv  as  Professor  of   Natural   Sciences. 


148         NORTHWESTERN  UNIVERSITY 

Dr.  Blaney  was  the  more  ready  to  accept  the  invitation  as 
he  desired  some  rest  from  the  increasingly  exacting  duties 
of  his  profession;  moreover,  he  was  deeply  attached  to  a 
rural  life.  He  came  to  Evanston  and  built  for  himself  a 
residence  on  the  Ridge.*  He  had  the  finest  garden  in 
Evanston,  one  in  which  the  owner  himself  delighted,  and 
which  he  never  wearied  of  exhibiting  to  his  friends.  He 
experimented  with  artificial  fertilizers  and  secured  abun- 
dant results.  Flowers  were  his  constant  friends,  in  winter 
as  well  as  in  summer. 

Professor  Blaney  was  contemporaneously  professor  in 
Rush  Medical  College  and  in  Northwestern  University. 
For  this  reason  and  on  account  of  the  remoteness  of  his 
residence  from  the  campus,  he  met  the  students  but  little 
outside  the  class-room ;  yet  with  those  who  had  developed 
an  interest  in  his  department  he  made  common  cause, 
worked  with  them,  and  stimulated  their  zeal  for  scientific 
knowledge.  He  impressed  his  students  with  the  thor- 
oughness of  his  information  in  science.  Visitors  to  his 
classes  remarked  with  astonishment  his  mechanical  inge- 
nuity and  dexterity.  If  he  were  in  need  of  apparatus  he 
contrived  it,  and  then  constructed  it  with  his  own  hands. 

Dr.  Blaney  was  the  first  to  outline  a  course  in  science  for 
the  college.  The  needs  of  his  department  were  so  clearly 
demonstrated  to  his  colleagues  of  the  faculty  that  they 
waived  their  requests  for  fuller  equipment,  especially  in 


♦On  the  site  now  occupied  by  the  mansion  of  Mr.  James  A.  Patten. 


-  z 
_:  < 

:::  S 

—  -1 
z  ~ 

<  -^ 


z    >. 
-   z 


i855       A   HISTORY       1905  149 

the  library,  that  necessary  apparatus  might  be  secured 
for  scientific  instruction.  Besides  his  work  in  science  Pro- 
fessor Blaney  gave  instruction  in  French,  being  well  versed 
in  the  language. 

The  war  called  Professor  Blaney  from  his  classes  to 
the  field.  He  served  throughout  the  conflict  in  the  medical 
department.  At  the  close  of  the  war  he  returned  to  his 
professorship  at  Rush  Medical  College,  but  not  to  active 
service  at  Northwestern.*  After  serving  the  Medical 
College  for  several  years,  as  professor  and  president,  he 
resigned  his  position  on  account  of  failing  health.  He  died 
in  1874. 

Professor  Marcy  was  his  successor  in  the  faculty  at 
Northwestern. 

Professor  Daniel  Bonbright  was  called  to  Northwestern 
in  1856.  An  alumnus  of  Dickinson  College,  his  special 
interest  was  Latin.  His  high  scholarship  secured  him  an 
appointment  as  tutor  in  Yale  College. f 


*His  name  was  published  in  the  University  catalogue  till  1869  as 
Professor  of   Chemistry,   Emeritus. 

fA  story  that  has  not  been  told  enough  in  Evanston  is  the  spiking  of 
the  cannon  at  Yale  by  Tutor  Bonbright.  There  was  much  irritation  in 
New  Haven  between  the  students  and  the  people  of  the  town.  One 
evening  a  student  attended  the  theatre,  and  in  one  of  the  intermissions 
stood  up  at  his  seat.  The  young  men  of  the  town  ordered  him  to  sit 
down,  which  he  refused  to  do.  This  incident  aggravated  the  e.xisting 
animosit\%  and  the  youth  of  the  town  gave  notice  that  no  student  was 
henceforth  to  attend  the  theatre.  A  day  or  two  later,  at  the  evening 
chapel  service  at  the  college,  slips  of  paper  were  passed  about  among 
the  students  inviting  all  who  would  to  appear  that  night  at  the  the- 
atre to  show  their  contempt  for  the  threat  of  their  enemies.  After  the 
performance,  as  the  students  were  returning  to  the  college  dormitories, 
town  and  gown  engaged  in  a  continuous  fight,  culminating  in  the  fatal 
stabbing  of  a  townsman  by  a  student.  The  infuriated  mob  then  secured 
a  cannon  from  a  neighboring  arsenal  and  ran  it  to  the  college  grounds, 


150         NORTHWESTERN  UNIVERSITY 

In  1855  one  of  the  trustees  of  Northwestern  received 
the  following  letter  from  Dr.  McClintock : 

"Carlisle,  April  24,  1855. 
"Dear  Brother: 

"I  do  not  know  whether  it  is  the  purpose  of  your  Board 
of  Trustees  of  N.  W.  Univ.  to  fill  up  all  its  professorships 
promptly;  but  I  beg  leave  to  offer  one  name  for  consid- 
eration, for  the  Professorship  of  Latin. 

"Mr.  D.  Bonbright,  formerly  a  student  in  Dickinson 
College  and  for  some  years  past  Tutor  in  Yale  College, 
would  accept  the  Latin  Professorship,  with  the  condition 
that  he  should  have  a  year  or  two  to  spend  in  Germany 
before  entering  upon  his  duties. 

"Mr.  Bonbright  is  a  Methodist — of  the  purest  and 
clearest  moral  character — a  student  in  the  best  sense  of 
the  word,  and  in  all  respects  a  young  man  of  the  highest 
promise.    He  is  just  24  years  of  age. 

"It  strikes  me  that  this  kind  of  arrangement  will  just  suit 
your  plans.  I  hope  it  will  fall  in  with  the  views  of  your 
board  to  secure  Mr.  Bonbright's  services ;  if  not,  you  will 
miss  a  prize. 

"The  Rev.  P.  E.  Judson,  President  Woolsey,  of  Yale,  or 


prepared  to  fire  against  the  walls  of  the  dormitory  in  which  the  stu- 
dent was  supposed  to  reside  who  had  done  the  stabbing.  Both  the 
mayor  of  the  city  and  President  Woolsey  of  the  college  addressed  the 
crowd,  but  to  little  purpose.  But  the  diversion  was  sufficient  to  permit 
a  young  man  to  approach  the  gun  and  spike  it  without  attracting  atten- 
tion. When  the  mob  purposed  to  resume  its  attack  on  the  hall  after 
the  addresses  of  mayor  and  president,  it  found  its  task  impossible. 
There  was  nothing  to  do  but  to  retire.  The  man  who  spiked  the  can- 
non, Tutor  Bonbright,  became  the  hero  of  the  hour. 


1 855       A    HISTORY       1905  151 

any  of  the  professors,  will  give  you  further  testimony  as 
to  Mr.  B. 

"I  shall  be  happy  to  hear  from  you. 
"Yours  truly, 

"John  McClintock." 

It  may  be  assumed  that  Professor  Godman,  too,  who  had 
married  a  sister  of  Dr.  McClintock,  would  endorse  a 
candidate  supported  by  the  latter.  At  all  events,  at  the 
annual  meeting  of  the  trustees  in  June,  1856,  Mr.  Bon- 
bright  was  elected  to  the  professorship  of  Latin.  The  pro- 
fessor-elect requested  that  he  be  given  leave  of  absence  for 
study  in  Europe — one  of  the  first  of  the  long  procession 
of  American  students  to  German  universities.  For  two 
years  he  pursued  his  studies  abroad.  In  July,  1858,  the 
trustees  requested  Professor  Bonbright  to  repair  to  the 
University  on  his  arrival  in  the  country.  Having  accepted 
his  position  when  the  outlook  of  the  University  was  hope- 
ful, the  new  professor  on  his  arrival  found  a  most  dis- 
couraging situation.  Financially  the  institution  was  pros- 
trate. He  has  wondered  ever  since  why  he  remained, 
when,  too,  his  friends  were  urging  him  to  accept  a  more 
promising  environment  in  an  eastern  institution.  Never- 
theless Professor  Bonbright's  sense  of  loyalty  attached  him 
to  Northwestern,  and  from  1858  to  1905  this  same  allegi- 
ance has  been  one  of  the  inspirations  of  University  life. 

Like  other  members  of  the  faculty.  Professor  Bonbright 
suffered  with  the  University  in  its  period  of  financial  adver- 


152         NORTHWESTERN  UNIVERSITY 

sity.*  He  saw  it  In  its  crudest  state  and  has  remained 
with  it  to  these  days  of  its  wider  development. 

Professor  Bonbright  has  always  possessed  the  charac- 
teristics of  the  enlightened  gentleman,  scholar,  and  diplo- 
mat. Had  he  applied  himself  to  the  profession  of  law 
and  to  the  public  service,  jurisprudence  would  have  secured 
a  mind  of  finest  fibre  and  the  nation  a  servant  who  would 
have  won  honors  for  her  at  any  of  the  courts  of  the  world. 

As  an  instructor,  the  work  of  Professor  Bonbright  will 
be  an  inspiration  to  his  students  to  the  end  of  their  days. 
The  life  and  spirit  of  the  man  have  commanded  their 
warmest  admiration.  One  writes,  "He  did  much  more 
for  me  than  to  help  me  with  lessons  from  a  text-book. 
He  helped  me  to  a  purpose  to  be  a  better  man.  He  had 
the  utmost  respect  for  the  students ;  we  were  always  proud 
of  him.  .  .  .  He  was  always  the  cultured.  Christian 
gentleman."  Another  adds,  "As  I  recall  him,  he  was 
never  particularly  friendly  with  any  student,  but  fair  and 
Impartial  with  all.  He  was  ever  dignified  with  every  one, 
but  his  dignity  was  not  of  the  chilly  variety.  His  knowl- 
edge of  the  thing  he  taught  was  complete  and  accurate.  He 
was  disposed  to  be  sarcastic  at  times  with  the  unprepared 
or  indifferent  student,  but  his  shafts  were  always  well 
directed  and  carried  no  malice  or  meanness.  He  was 
always  perfectly  at  ease  in  the  class-room,  calm  and  com- 


*It  appears  that  one-fifth  of  Dr.  Bonbrights'  salary  was  his  total 
remuneration  for  the  first  year  of  service.  Two-fifths  of  the  first 
year's  salary  was  still  in  arrears  more  than  a  year  afterward. 


i855       A   HISTORY       1905  153 

posed,  but  quick  to  detect  any  infraction  of  class  decorum. 
The  one  thing  that  distinguished  him  as  a  teacher  was  that 
he  knew  his  subject  so  well  that  he  could  answer  a  well- 
propounded  query  instantly  and  fully  in  few  words.  No 
student  more  than  once  attempted  to  trifle  with  him.  So 
incisive  were  his  replies  that  they  were  always  retorts,  but 
they  were  always  the  retort  courteous — at  least  in  the  first 
instance." 

The  Latin  language  and  literature  became  in  his  hands 
vital  things.  "Dr.  Bonbright  brought  to  his  teaching  a 
peculiar  flavor  of  intimacy  with  the  Latin  authors  which  it 
is  a  rare  privilege  to  enjoy.  To  read  Horace  with  him 
was  to  wander  with  the  old  singer  himself. 
Through  him,  the  Latin  authors  lived  in  almost  visible 
presence  before  his  pupils.  He  used  to  walk  to  the  win- 
dow, and,  standing  with  his  hands  behind  him,  look  out 
— I  verily  believe! — over  the  fields  and  plains  of  Italy; 
not  the  Italy  of  today,  but  the  actual  Italy  where  Horace 
lived.  At  such  times  I  used  to  have  a  strange  feeling  that 
the  spirit  of  the  old  poet  had  become  re-incarnate  in  him. 
Latin  in  his  hands  was  not  a  thing  of  moods  and  tenses, 
of  endless  forms  and  bewildering  syntax,  but  a  language 
that  lived  and  throbbed  under  his  vital  touch.  A  transla- 
tion was  enlivened  by  a  running  commentary  which  the 
author  himself  might  have  made.  Sometimes  if  even  the 
"divine  Horace"  failed  to  rouse  our  unappreciative  minds, 
the  good  Professor's  "x\ll  stand  up !"  at  least  brought  us 
to  a  realizing  sense  of  where  we  were.    So  the  whole  class 


154         NORTHWESTERN  UNIVERSITY 

would  rise,  the  lesson  would  proceed  as  usual,  and  pres- 
ently we  should  be  told  to  sit  down.  Such  a  proceeding 
never  failed  to  wake  up  even  the  sleepiest  candidate  for 
credit  who  was  serving  his  time  in  that  room.  Always 
cheery  and  genial,  bringing  out  always  the  rich  and  beau- 
tiful treasure  from  his  abundant  store,  no  pleasanter  mem- 
ories remain  of  any  college  class-room  than  of  Dr.  Bon- 
bright's." 

No  student  will  forget  the  cogency  of  Dr.  Bonbright's 
English,  the  incisiveness  of  his  criticism,  and  his  stimu- 
lating recognition  of  thorough  work. 

The  professor  had  an  innate  repugnance  to  the  super- 
ficial and  to  shams.  Many  a  youth  found  to  his  sorrow 
that  the  Latin  room  was  no  place  for  the  indolent  or  unpre- 
pared student.  The  pupil's  mind  seemed  an  open  book 
to  him.  Ordinary  tricks  of  the  class-room  were  trans- 
parent to  him.  Says  one,  "He  had  a  way  of  cutting  the 
ground  from  under  your  feet  that  was  very  disconcerting, 
and  sometimes  very  surprising."  Another  of  his  students 
relates,  "Early  in  my  work  under  him,  I  came  one  day  to 
his  class  unprepared.  I  nervously  awaited  being  called 
upon  to  recite,  and,  as  the  hour  wore  on,  seemed  about  to 
escape.  In  my  anxiety,  I  stealthily  glanced  at  my  watch  to 
see  how  the  race  against  time  was  progressing.  I  was 
detected  instantly  and  was  gently  admonished  as  follows: 

"Mr.  the  recitation  will  close  promptly  on  the 

hour."  That  was  all,  but  like  Mercutio's  wound,  it  served. 
Fortunately  the  hour  passed  without  my  being  called.     It 


i855       A    HISTORY       1905  155 

was  so  great  a  piece  of  luck  I  forgave,  but  did  not  forget, 
the  rebuke,  and  ever  afterward  either  'cut'  the  Doctor's 
classes  altogether  or  came  ready  to  be  called." 

The  qualities  of  mind  and  temper  that  appeared  in  the 
class-room  have  also  distinguished  Professor  Bonbright 
in  his  relations  with  his  colleagues,  and  in  the  administra- 
tion of  the  University.  In  the  discussion  of  important 
questions  no  one  has  pressed  more  insistently  for  the  facts 
out  of  which  the  discussion  had  arisen  or  has  ordered  these 
facts  in  a  more  logical  sequence.  When  the  matter  became 
clear  to  his  mind,  his  judgment  led  him  to  so  inerrant  con- 
clusions that  when  he  announced  his  views  they  were 
regarded  as  the  last  word  upon  the  subject.  The  younger 
men  of  the  faculty  have  made  proof  of  the  kindliness 
of  Dr.  Bonbright's  heart,  and  have  grown  wiser  by  his 
words  of  counsel. 

Dr.  Bonbright's  practical  wisdom  has  been  of  high  ser- 
vice to  the  University.  It  was  he  who  sketched  in  the 
rough  the  lines  of  University  Hall,  the  architect  working 
out  the  details.  It  was  at  his  suggestion  that  the  Snyder 
Farm  (the  tract  south  of  Dempster  St.  toward  the  lake)' 
was  purchased — a  most  important  investment  for  the  Uni- 
versity. 

In  the  early  decades  of  the  University  no  social  event 
was  complete  without  the  presence  of  the  urbane  Latin 
professor.  In  later  years,  when  social  life  has  made  wider 
and  more  emphatic  demands  upon  the  whole  University 
community.  Dr.  Bonbright  has  refused  to  sacrifice  to  it  his 


156         NORTHWESTERN  UNIVERSITY 

equanimity  or  the  congenial  repose  of  his  home — a  stand- 
ing protest  to  the  subjection  of  the  individual  to  the 
behests  of  society.  Yet  no  man  has  more  readily  or  more 
sympathetically  recognized  the  legitimate  claims  of  the 
community  upon  him  or  more  conscientiously  responded  to 
them;  but  with  independence  and  self-command  he  has 
asserted  the  right  to  determine  for  himself  the  field  of  his 
interests  and  the  employment  of  his  leisure. 

May  his  days  upon  the  earth  have  their  confines  in  the 
far  distant  future,  and  his  spirit  be  refreshed  with  the 
memory  of  fruitful  service. 

The  relations  of  the  early  faculty  to  the  students  are  of 
much  interest.  The  paucity  of  students  permitted  that 
intimate  personal  association  of  instructor  and  instructed 
that  is  impossible  in  the  larger  colleges  of  the  present  day. 
It  is  the  testimony  of  the  oldest  students  of  Northwestern 
that  during  their  connection  with  the  institution,  and  since 
their  departure  from  it,  the  friendship  of  the  faculty  has 
been  an  abiding  and  stimulating  memory.  No  tradition  of 
the  University  is  worthier  to  be  cherished  for  the  future 
than  this  personal  contact  and  association  of  faculty  and 
students. 

Before  their  coming,  prospective  students  were  invited 
to  address  the  president  or  any  member  of  the  faculty  for 
such  information  as  they  desired  regarding  the  Univer- 
sity. If  they  decided  to  enter  the  University,  they  were 
expected  to  be  present  the  Tuesday  or  Wednesday  before 
the  opening  of  the  term  for  examination  for  admission  to 


i855       A    HISTORY       1905  157 

classes.  Admission  by  certificate  was  not  yet  in  vogue. 
Matriculation  could  not  be  completed  (in  1857)  until 
after  one  term  of  residence.  Meanwhile  new  students  were 
on  probation. 

Instruction  in  the  lower  classes  was  primarily  by  recita- 
tions, but  seniors  were  taught  for  the  most  part  by  the 
lecture  method.  Lectures  began  at  the  following  hours : 
9,  (9.45?)  10.30,  1 1. 15;  2.45,  3.30.  While  classes  met 
for  three-quarters  of  an  hour,  examinations  were  continued 
for  an  hour  and  a  half.  Public  declamations  were  appointed 
for  Saturdays  at  9  A.  M.,  following  which  was  the  meet- 
ing of  the  faculty  at  10.30. 

Though  the  classes  at  the  University  in  the  first  five 
years  were  ver\'  small,  the  faculty  voted  on  October  13, 
1856,  "that  a  student  whose  credit  in  recitation  falls  below 
the  average  for  the  term  shall  fall  out  of  his  class  to  the 
next  lower;  if  a  freshman,  his  recitations  shall  be  post- 
poned for  one  year."  A  sophomore  losing  caste  had  the 
alternative  of  accepting  freshman  standing  or  taking  the 
scientific  course  !  One  student  who  did  no  honor  to  himself 
in  his  classes  was  placed  on  probation  and  was  required 
to  board  and  lodge  with  a  private  family  under  the  guar- 
dianship of  a  responsible  citizen. 

Students  who  lived  in  Chicago  were  expected  to  remain 
in  Evanston  over  Sunday,  and  for  these  and  all  other  stu- 
dents a  Bible  class  was  formed,  taught  by  Professor  Noyes. 
For  several  years  prayers  were  conducted  both  morning 
and  evening,  but  in  1861  the  evening  service  was  discon- 
tinued. 


158         NORTHWESTERN  UNIVERSITY 

Both  faculty  and  students  were  deeply  moved  by  the 
events  of  the  Civil  War.  When  W.  H.  Seward  was  in  Chi- 
cago in  October,  i860,  the  students  were  excused  from 
classes  to  hear  his  address.  In  May,  1864,  students  of  age 
were  permitted  to  enlist  for  one  hundred  days  without  los- 
ing their  class  standing,  and  when  Tutor  Linn  joined  the 
group  of  those  going  to  the  war,  other  members  of  the 
faculty  divided  his  work  of  instruction  among  themselves. 
In  November  of  the  same  year  Professor  Noyes  was 
authorized  to  excuse  classes  to  attend  the  Union  mass 
meeting  in  Chicago. 

The  literary  societies — Hinman  and  Adelphic — enjoyed 
the  favor  of  the  faculty.  But  these  organizations  were 
required  to  meet  in  the  afternoon  (three  o'clock  on  Wed- 
nesday) .  The  petition  of  Adelphic  for  an  evening  hour 
was  denied;  another  request  by  the  same  society  for  a 
larger  room  was  refused.  A  strawberry  festival  planned 
by  Adelphic  in  1865  was  permitted,  but  the  event  was  dis- 
approved as  an  undesirable  precedent.  When,  in  1866, 
both  literary  societies  were  permitted  to  hold  their  meet- 
ings in  the  evening,  they  were  required  to  terminate  their 
sessions  at  9.30,  the  lights  must  be  carefully  extinguished, 
and  the  fire  left  in  a  condition  safe  against  accident. 

Discipline  was  not  severe,  but  it  was  intended  to  cor- 
rect the  abuses  of  student  life.  In  March,  1863,  several 
cases  of  intoxication  were  strenuously  reprimanded.  One 
student  (in  1864)  was  condemned  to  receive  sixteen 
demerits  for  the  second  offense  of  card-playing.     Two 


i8ss       A   HISTORY       1905  159 

years  later  study  hours  were  announced  as  9  A.  M.  to  12 
M.,  2  to  5  P.  M.,  and  all  the  evening  after  7  o'clock.  No 
student  was  permitted  to  leave  Evanston  without  the  con- 
sent of  the  president.  But  though  these  regulations  are  no 
longer  In  force,  we  have  no  evidence  that  they  were 
regarded  in  the  sixties  as  unreasonable  or  arbitrar)-.  Prob- 
ably they  agreed  well  with  the  desires  of  the  patrons  of 
the  University. 

The  students  were  required  to  recognize  the  facult}'  on 
meeting  them  and  to  wear  a  uniform  cap.  In  the  cata- 
logue for  1 86 1-2  and  for  several  years  afterward  the  fol- 
lowing statement,  or  a  variant  of  it.  Is  to  be  found :  "Young 
men  at  college  have  very  little  need  of  pocket  money,  and 
parents  having  minor  sons  at  the  University  are  advised 
to  entrust  their  funds  to  some  member  of  the  facult)^  who 
will  attend  to  the  payment  of  their  bills,  and  render  an 
account  thereof  regularly,  charging  for  the  service  a  com- 
mission of  three  per  cent.  By  this  course  one  of  the 
strongest  temptations  of  the  young  to  vice  will  be  avoided." 

The  attendance  of  students  in  the  first  five  years  of  the 
University  did  not  overwhelm  the  institution.  The  regis- 
trations In  college  classes  for  these  years  were  as  follows : 

1855-6,      10 

1856-7,      21 

1857-8,      22 

1858-9,      29 

1859-60,  2^-  50  more  were  enrolled  in  the  prepara- 
tory department. 


i6o         NORTHWESTERN  UNIVERSITY 

How  little  the  University  received  in  tuition  fees  from 
these  students  Is  manifested  by  the  accounts  of  Professor 
Noyes,  the  treasurer  of  the  faculty.  The  revenues  In 
1856-7  by  terms  were  as  follows: 

First  term.  But  two  students  paid  tuition,  the  others  hav- 
ing entered  on  scholarships.  Tuition  was  $15  a 
term  ( 1-3  of  a  year)  ;  Incidental  fees,  paid  by  all, 
were  $2  a  term.  Four  students  paid  room  rent 
of  $5  a  term. 

Total  receipts  for  first  term $86 

Second  term.     One  tuition  fee $15 

Two  fees  for  room  rent 10 

Other  receipts   25 

Total  for  second  term $50 

Third  Term.     Total  receipts  were 40 

Total  receipts  for  year $176 

Of  which  the  janitor  received. $7 1   75 

Postage     4  25 

76 

Balance  in  treasury $100 

"One  of  the  disappointing  factors  in  the  work  of  the 
University  In  the  early  days  was  the  want  of  good  prep- 
aration In  most  students  who  came.  The  trustees  and  fac- 
ulty were  at  first  firm  against  doing  preparatory  work; 
but  were  compelled  to  undertake  It."  The  country  schools 
had  not  yet  established  curricula  that  adequately  pre- 
pared students   for  colleges.     The  University  was  com- 


i855       A    HISTORY       1905  161 

pelled  to  deal  most  delicately  with  the  conference  schools 
so  that  the  shortcomings  of  the  latter  should  not  be  made 
too  evident,  and  the  position  of  the  former  might  not  seem 
to  savor  of  arrogance.  But  it  was  impossible  for  the  Uni- 
versity to  do  actual  collegiate  work  with  the  crude  material 
sent  them  from  the  schools.  This,  with  the  demand  of 
purchasers  of  scholarships,  impelled  the  trustees  to  open 
a  preparatory  school  in  the  college  building.  This  was  at 
first  under  the  general  supervision  of  the  faculty,  but 
administered  by  others  who  managed  it  for  their  own  finan- 
cial profit.  Later,  however,  the  school  was  taken  over  by 
the  University. 


1-11 


CH^^PTER  VII 

Opening  of  the  University 

The  Editor 


IN  1855  the  trustees  began  in  Evanston  the  erection 
of  the  University  Building  at  the  northwest  corner 
of  (now)  Davis  St.  and  Hinman  Ave.  From  the 
start  this  was  regarded  only  as  a  temporary  home 
for  the  college.*  Its  foundations  were  not  laid 
until  the  late  spring  or  early  summer,  and  in  conse- 
quence it  could  not  be  ready  for  occupancy  at  the 
usual  time  in  the  fall  for  the  opening  of  schools.  It  was 
November  before  it  was  used.  It  was  a  frame  structure, 
"a  superb  building  of  three  stories,  having  ten  large  airy 
rooms  besides  the  chapel,  in  an  elevated  position,"  and 
"presenting  a  very  neat  appearance."  Six  of  these  large 
airy  rooms  were  used  as  recitation-rooms,  others  were  set 
apart  for  the  museum  (a  department  of  much  pride  to 
the  University),  for  literary  societies,  and  two  others  in 
the  roof  for  lodgers.  The  chapel  was  the  room  on  the 
first  floor  at  the  right  of  the  main  entrance. 

It  may  have  been  fortunate  that  students  did  not  crowd 
to  the  University.  A  prejudice  against  student  dormitories 
existed  and  so  none  of  these  had  been  erected  for  students. 
Evanston  had  been  enjoying  something  of  a  "boom,"  and 
accommodations  for  strangers  were  at  a  premium.  A  vis- 
itor to  Evanston  in  June,  1855,  found  every  room  at  the 
hotel  taken,  and  people  sleeping  on  the  dining-room  tables. 


*\VhiIe  the  building  was  erected  only  as  a  preliminarv'  structure,  it 
has  proved  its  utility  to  the  present  hour — first  as  the  home  of  the  col- 
lege, then  of  college  and  preparatory  department;  later,  after  its 
removal  and  enlargement,  the  peculiar  propertj'  of  "Prep"  till  the 
completion  of  Fisk  Hall.  Now,  as  "Old  College"  it  has  renewed  its 
youth,  housing  again  only  students  of  collegiate  grade. 

165 


1 66         NORTHWESTERN  UNIVERSITY 

on  cots  between  the  tables  and  on  shakedowns  under  them. 
But  few  dwellings  had  been  erected. 

The  opening  of  the  college  for  instruction  occurred  on 
the  fifth  day  of  November,  1855.  Apparently  there  was 
little  thought  in  Evanston  at  the  time  of  the  significance  of 
the  event.  So  far  as  the  writer  can  learn  there  were  no 
formal  exercises  for  the  inauguration  of  the  institution. 
There  was  no  president  to  greet  students  or  friends  of  the 
University.  Dr.  Hinman  had  died  about  a  year  before. 
No  keys  were  presented  by  the  trustees  to  any  executive 
officer.  No  one  charged  the  facultv  and  students  to  faith- 
ful performance  of  duty.  There  were  but  two  men  to 
constitute  the  faculty, — Henry  S.  Noyes,  Professor  of 
Mathematics,  and  William  D.  Godman,  Professor  of  the 
Greek  Language  and  Literature.  Professor  Blaney  was 
not  yet  on  the  ground.  Few  students  were  in  attendance. 
Less  than  a  dozen  townspeople  were  present  at  an  event 
that  for  five  years  had  been  the  objective  of  the  trustees. 
According  to  Professor  Godman,*  on  the  opening  day 
*'there  was  very  little  besides  the  examining  and  classing 
of  students — only  five  were  classed  as  Freshmen.  My 
recollection  is  that  Brother  John  Sinclair  was  present  and 
offered  prayer.  Dr.  Judson  also  was  present.  I  think 
Mr.  Danks  who  kept  the  hotel  was  there;  and  an  eccen- 
tric man  by  the  name  of  Wilbur.  We  had  no  ceremony; 
all  that  was  laid  over  until  the  arrival  of  Dr.  Foster." 


*Letter  to  the  editor,  Oct.  29,  1904. 


1 855       A   HISTORY       1905  167 

One  of  the  first  students  (W.  E.  Clifford)  adds  that  "Dr. 
Evans,  Mr.  Lunt,  and  (I  believe)  Hon.  Grant  Goodrich 
dropped  in  to  see  the  start.*  The  roll  of  students  for  the 
first  year,  as  recorded  by  Professor  Noyes,  included  the  fol- 
lowing : 

Thomas  E.  Annis,  Laporte,  Ind., 

Winchester  E.  Clifford,  Evanston, 

Samuel  L.  Eastman,  Newbury,  Vt., 

J.  Marshall  Godman,  Marlon,  Ohio, 

Horace  A.  Goodrich,  Evanston, 

Melville  C.  Spaulding,  Dubuque,  Iowa. 

O.  F.  Stafford,  Indiana, 

Hart  L.  Stewart,  Evanston, 

Albert  Lamb,  Elkgrove, 

Elhannon  J.  Searle,  Rock  Island. 

It  will  be  noticed  that  all  the  students  except  two  (East- 
man and  Godman)  were  either  from  Evanston  or  from 
places  not  far  distant  from  the  University.  But  Eastman 
was  from  the  old  town  of  Hinman  and  Noyes,  and  God- 
man was  the  nephew  of  Professor  Godman.  Clifford  had 
been  won  by  the  enthusiastic  eloquence  of  Hinman  before 
the  Rock  River  Conference;  Goodrich  was  the  son  of 
Grant  Goodrich,  one  of  the  founders  of  the  University. 

According  to  the  testimony  of  two  who  were  con- 
nected with  the  University  during  the  first  year  (Prof. 
Godman   and  W.   E.   Clifford)    the  number  of  students 


♦Clifford,  Letter  to  Dr.  Marcy,  Feb.  7,  1895. 


1 68         NORTHWESTERN  UNIVERSITY 

present  was  not  limited  to  the  list  left  us  by  Prof.  Noyes. 
Both  state  that  there  were  nearer  twenty  students  in  attend- 
ance. Several  came  and  went,  unable  to  hold  the  pace  set 
for  the  Junior  and  Senior  years.*  Clifford  arrived  about 
ten  days  after  the  opening  and  Searle  a  little  later.  After 
the  Sophomore  examination  Godman  left  to  enter  Ohio 
Wesleyan  University,  which  was  much  nearer  his  home. 
Though  the  number  of  students  was  small,  even  at  the 
greater  figure,  it  was  unexpectedly  large. f  It  was  con- 
sidered a  proof  of  the  wisdom  of  the  trustees  in  founding 
a  college  rather  than  a  preparatory  school.^ 

The  University  was  now  in  full  operation.  In  the  absence 
of  a  president,  Professor  Noyes  served  as  administrative 
officer  of  the  college.  But  a  president  was  needed  and  at 
the  annual  meeting  in  June,  1856,  Rev.  Randolph  S.  Foster 
was  elected  to  that  office.  It  was  unfortunate  that  Dr. 
Foster  could  not  assume  administration  at  once.  The 
trustees  consented  to  an  arrangement  which  he  thought  to 
be  necessary,  so  that  for  the  academic  year  1856-7  he 
would  return  to  his  pastorate  in  New  York  City  and 
assume  the  duties  of  his  University  office  in  the  fall  of 
1857.  In  their  interest  for  classical  culture  the  trus- 
tees deemed  it  advisable  to  fill  the  chair  of  Latin,  and 
to  this  they  elected  Daniel  Bonbright,  then  a  tutor  in  Yale 
College.  Though  appointed  in  1856,  he  did  not  begin 
work  until  1858. 


*Clifford,  to  Dr.  Marcy,  Feb.  7,  i{ 
fN.  W.  Chris.  Adv.  Jan.  9,  1856. 
•tlbid. 


i855       A    HISTORY       1905  169 

The  opening  of  Northwestern  UniversiU'  was  not,  then 
the  hasty  accomplishment  of  a  swiftly  developed  plan.  Five 
years  and  a  half  elapsed  between  the  first  conference  of 
the  "Friends"  of  the  institution  and  the  opening  of  its 
doors  to  students.  Two  years  more  had  passed  before 
the  organization  was  completed  by  the  induction  of  Pres- 
ident Foster.  The  University  was  conservative  in  its  foun- 
dations and  this  tradition  has  been  perpetuated  in  its  later 
histor}'.  Xo  great  and  unexpected  munificence  has  enabled 
the  institution  to  make  progress  by  leaps,  and  it  is  to  be 
doubted  if  the  trustees  would  have  approved  an  expan- 
sion in  which  they  could  not  clearly  see  all  the  elements  of 
permanence.* 

An  interesting  view  of  Evanston  and  the  University 
community  in  1855,  is  gathered  from  an  account  of  the 
first  anniversary  of  Garrett  Biblical  Institute,  June  15th 
and  1 6th  of  that  year.  The  public  was  "cordially  invited 
to  participate  in  the  enjoyment  of  this  moral,  mental,  and 
social  entertainment."!  A  part)'  coming  to  Evanston  for 
this  event  left  the  cars  and  "with  occasional  stopping  for 
flowers  and  hunting  for  strawberries,  after  a  while  arrived 
at  the  place  of  meeting."  The  company  was  met  there 
by  Dr.  Dempster,  Professors  Goodfellow  and  Wright, 
and  by  Mr,  Judson.    An  hour  was  spent  in  walking  about 


*A  fuller  discussion  of  President  Hinman's  administration  is  found 
in  another  chapter  of  this  work.  The  narrative  beginning  with  the 
"Opening  of  the  University"  is  continued  in  "President  Foster  and  His 
Administration." 

fChicago   Daily  Democratic  Press.  June   14,    1855. 


I70         NORTHWESTERN  UNIVERSITY 

the  campus  and  then  religious  exercises  were  conducted  by 
the  Rev.  George  Rutledge  of  the  Illinois  Conference. 
The  object  of  the  assembly  was  then  announced  by  Pro- 
fessor Goodfellow.  Dr.  Watson,  editor  of  the  Christian 
Advocate,  was  introduced  and  spoke  for  two  hours  and 
fifteen  minutes,  pleading  for  a  thorough  education  of  the 
ministry.  The  benediction  and  doxology  closed  the  morn- 
ing service.  Dinner  was  then  served  to  the  visiting 
friends. 

After  dinner  Bishop  Simpson  spoke  of  the  importance 
of  colleges  and  universities  in  their  relation  to  the  state, 
the  church,  and  the  world.  "The  light  of  letters  and  the 
discoveries  of  science  would  grow  dim  in  the  absence  of 
our  universities — as  when  the  sun  setteth,  and  useful  dis- 
coveries become  few  and  far  between.  It  is  therefore  with 
feelings  so  far  surpassing  the  grateful  that  I  must  pro- 
nounce them  exultant,  that  I  look  upon  the  exquisitely 
beautiful  grounds  here,  and  reflect  upon  the  uses  to  which 
they  have  been  consecrated.  Here,  under  the  blessings 
of  Almighty  God,  may  the  Northwestern  University  speed- 
ily arise,  as  the  fruit  of  your  praiseworthy  benevolence 
and  vigorous  enterprise — arise  In  all  the  beauty  and 
majesty  of  its  material  proportions  and  commodiousness 
and  stand  forever,  fulfilling  Its  sublime  Intellectual  and 
moral  mission  to  the  world."  The  bishop  was  unanimously 
requested  to  print  his  address. 

After  the  address  of  Bishop  Simpson  there  were  several 
short  addresses  by  members  of  various  conferences.     The 


i855       A   HISTORY       1905  171 

occasion  was  an  inspiring  one;  the  day  had  been  "suf- 
ficiently delightful  to  have  done  honor  to  Eden  before 
the  entrance  of  the  tempter,  or  to  have  taken  rank  in  the 
inspired  annals  of  the  world's  chronology,  and  to  have 
been  known  in  the  imperishable  syllables,  'The  evening 
and  the  morning  were  the  first  day.'  "  The  guests  returned 
to  Chicago  by  the  evening  train.  Later  one  wrote  of  the 
impression  which  the  day  made  upon  him  in  the  following 
words:  "We  chronicle  the  fifteenth  of  June,  at  Evans- 
ton,  as  a  palmy  day  in  the  annals  of  the  moral  and  intel- 
lectual movements  of  Methodism  in  the  Northwest.  Some 
of  us  may  experience  as  interesting  a  day — none  of  us 
will  ever  pass  a  day  more  fully  rational,  social,  fraternal 
and  spiritual,  in  its  enjoyments  until  we  commence  life  in 
heaven."* 


*N.  W.  Christian  Adv.  June  20,    1855. 


CHAPTER  VIII 
President  Hinman  and  His  Administration 

1853-1854 
The  Editor 


CLARK  TITUS  HINMAN  was  the  first  pres- 
ident of  Northwestern  University,  and  in 
this  the  institution  was  singularly  fortunate. 
President  Hinman  possessed  those  qualities 
of  the  pioneer  that  exalted  him  above  difS- 
culties.  His  career  at  Northwestern  seems  after  fifty 
years  to  have  been  one  of  inspired  enthusiasm.  He 
laid  himself  to  the  tasks  of  his  position  with  consum- 
ing zeal  and  fidelity,  but  his  strength  was  prematurely 
spent,  and,  in  the  year  succeeding  his  accession  to  the  pres- 
idency, the  University  lamented  his  untimely  death. 

To  us  in  this  generation  the  early  years  of  the  University 
are  rapidly  becoming  obscure.  Beyond  the  brief  and 
formal  references  to  events  included  in  the  records  of  the 
trustees  and  of  the  college  faculty  comparatively  little  of 
detail  may  be  made  out.  The  actors  have  for  the  most 
part  passed  away,  and  with  them  much  of  the  recollection 
of  the  origins  and  early  development  of  the  University. 
The  brief  administration  of  Dr.  Hinman  participates  in 
the  general  obscurity. 

President  Hinman  was  young  both  in  years  and  in  spirit 
when  he  came  to  Northwestern.  He  was  born  in  Kort- 
right,  Delaware  County,  New  York,  August  3,  18  19.  He 
came  from  a  family  known  since  the  seventeenth  century 
for  its  vigor  and  intelligence.  His  mother  was  a  woman 
of  rare  endowments,  notable  among  these  being  a  gift  for 
public  speaking  which  she  often  exercised.  Under  the 
influences  of  his  early  environment  Clark  early  recognized 

175 


176         NORTHWESTERN  UNIVERSITY 

the  responsibility  for  right  living  and  began  the  develop- 
ment of  earnest  Christian  character.  He  prepared  for  col- 
lege at  Cazenovia,  N.  Y.,  and  entered  Wesleyan  Univer- 
sity at  Middletown,  Conn. 

At  Wesleyan,  Hinman  began  to  manifest  his  strength. 
His  rank  in  scholarship  was  high.  At  a  time  when  the 
Latin  oration  at  either  the  Senior  or  Junior  exhibition  was 
given  to  the  first  in  the  class  and  the  Greek  to  the  second, 
Hinman  delivered  the  Greek  in  his  Junior  year  and  the 
Latin  in  his  Senior  year.  At  Middletown  Hinman  came 
for  a  part  of  his  career  under  the  influence  of  Wilbur 
Fisk  who  made  a  deep  impression  upon  the  young  man. 
As  a  student  he  had  broad  and  yet  solid  tastes;  he  pur- 
sued the  study  of  French  when  this  was  not  a  part  of  the 
required  work.  At  commencement  in  1839  he  again 
appeared  as  one  of  the  speakers  of  his  class,  discussing  the 
subject  of  "Moral  Grandeur." 

After  his  graduation  at  Wesleyan,  Hinman  was  called 
to  an  instructorship  in  the  seminary  at  Newbury,  Vermont, 
a  school  administered  under  the  auspices  of  the  conferences 
of  the  Methodist  Episcopal  Church  of  New  Hampshire 
and  Vermont.  He  continued  as  instructor  at  Newbury 
till  1844  when  he  became  principal  of  the  seminary.  The 
restless  activity  of  the  man,  so  clearly  manifested  in  Chi- 
cago in  1853-4,  was  in  evidence  at  Newbury.  Not  content 
with  his  duties  as  instructor  or  principal,  which  in  such  a 
school  are  sufficiently  exacting,  he  cooperated  with  two 
others   in   editing  the   Newbury   Biblical   Magazine,   the 


CLARK    T.    HINMAN 


i855       A    HISTORY       1905  177 

organ  of  the  Newbun-  divinity  school.*  As  a  teacher  in 
the  Seminary  "he  made  a  most  favorable  impression  by 
his  thoroughness  in  the  class-room,  by  his  singularly  attrac- 
tive personality,  as  well  as  by  his  ready  and  magnetic 
oratorv'.  As  a  lecturer  and  preacher  he  had  set  before 
him  lofty  ideals  and  was  steadily  living  up  to  them."t 
Here,  too,  he  distinguished  himself  as  an  eloquent  solici- 
tor of  funds.  He  was  sent  out  as  an  agent  of  the  Biblical 
Institute,  collecting  about  $7,000  in  three  months,  in  sums 
ranging  from  $20  to  S500.  This  experience  was  to  stand 
him  in  good  stead  when  he  became  president  of  North- 
western. Hinman's  personality  left  an  abiding  impression 
on  the  community  at  Xewbur}'.  His  teaching  and  preach- 
ing were  vivacious,  earnest,  and  forceful.  Here  he  mar- 
ried; hither  he  delighted  to  return  to  meet  old  friends,  and 
it  was  to  Newbury  that  he  was  journeying  when  death  over- 
took him.  This  amount  of  detail  regarding  Hinman's 
connection  with  Newbury  is  not  irrelevant  if  it  be  borne 
in  mind  that  it  was  there  that  he  received  the  training  that 
fitted  him  for  his  work  in  the  West,  and  there  that  Henry 
S.  Noyes  caught  the  spirit  of  the  man  who  drew  him  also 
to  the  new  University.? 


*This  theological  school  was  established  at  Xewbury,  was  later 
transferred  to  Concord.  X.  H.,  and  still  later  to  Boston,  Mass.,  where 
it  was  amalgamated  with  Boston  University. 

jLetter  of  Dr.  Joseph  E.  King,  of  Fort  Edward.  X.  Y.,  to  the 
editor  under  date  Dec.  20.    1904. 

lOne  of  the  first  students  of  Xorthwestern  (S.  L.  Eastman)  was 
also  from  X'ewbury.  Mr  .and  Mrs.  John  A.  Pearsons,  long  and  tire- 
less friends  of  the  University,  were  induced  to  come  to  Evanston  by 
President  Hinman.  Mrs.  Pearsons  had  "stood  up"  with  the  bride  at 
the   wedding   of    Hinman. 

1-18 


lyS         NORTHWESTERN  UNIVERSITY 

In  1846  the  pioneer  spirit  of  Hinman  led  him  to  resign 
his  position  at  Newbury  to  accept  the  principalshlp  of  the 
Wesleyan  Seminary  at  Albion,  Michigan.  Here  again  he 
found  large  room  for  his  faculties  of  organization  and 
administration.  As  a  president  "he  was  watchful,  dis- 
creet, and  forceful."* 

The  financial  status  of  both  the  Seminary  and  the  affili- 
ated Female  Collegiate  Institute  was  unstable.  The  school 
for  women  was  his  own  project.  Both  institutions  were 
placed  on  a  permanent  financial  basis.  Dr.  Hinman, f  now 
in  close  touch  with  the  Michigan  Conference,  was  chosen 
one  of  its  early  representatives  on  the  Board  of  Trustees 
of  Northwestern  University. t  While  at  Albion,  Dr.  Hin- 
man had  formed  an  intimate  acquaintance  with  Dr.  E.  O. 
Haven,  himself  deeply  interested  in  Northwestern  and 
later  to  become  a  president  of  the  University.  They  dis- 
cussed the  project  of  the  new  University  several  times 
before  the  actual  inception  of  the  enterprise,  and  after  the 
first  purchase  of  lands.H  Dr.  D.  P.  Kidder  also  had  an 
interview  with  Hinman  in  1852  at  Niles,  Mich.,  convers- 
ing on  the  subject  of  founding  a  University  at  or  near  Chi- 
cago. A  few  days  later  Hinman  wrote  to  Dr.  Kidder  after 
a  meeting  with  the  projectors  of  the  University,  remarking, 


♦Letter  of  Prof.  Fiske,  of  Albion,  to  Dr.  Marcy,  July  4,  1898. 

fHe  had  received  the  degree  of  Doctor  of  Divinity  from  Ohio 
Wesleyan   University  in   1851. 

JThe  Trustees'  Records  give  the  names  of  D.  A.  Pilcher,  Loren 
Grant,  A.  M.  Fitch,  and  Clark  T.  Hinman  as  members  of  the  Board 
from  the  Michigan  conference  for  the  year  1852-3.     Vol.  I,  p.   15. 

^See  Stratton's  edition  of  E.  O.  Haven's  Autobiography,  N.  Y., 
1883,  p.    175- 


i8s5       A   HISTORY       1905  179 

"Your  plans  were  generally  carried  out."*  It  Is  quite  clear 
that  Hinman  believed  that  Chicago  or  its  vicinity  was  a 
much  more  strategic  site  for  a  great  denominational 
school  than  it  was  possible  for  Albion  to  be.  It  is  appar- 
ent, therefore,  that  in  the  early  fifties  Hinman  was  pro- 
foundly interested  in  the  development  of  the  new  Uni- 
versity. This  interest  must  certainly  have  been  known  to 
the  Board  of  Trustees,  and  this  together  with  his  record 
at  Middletown,  Newbury,  and  Albion,  would  make  him  a 
strong  candidate  for  the  presidency.!  At  all  events  at  the 
meeting  of  the  trustees  June  23,  1853,  Dr.  Hinman  was 
unanimously  elected  president — the  first  president — of  the 
University. 

To  President  Hinman  have  been  ascribed  several  plans 
and  projects  that  for  lack  of  trustworthy  information  as  to 
their  sources  have  been  attached  to  him  rather  than  be  left 
impersonal.  From  many  points  of  view  the  early  years  of 
the  University  are  its  heroic  age,  and  like  other  heroic 
ages,  in  some  degree  legendary.  Thus,  it  has  been  stated 
that  it  was  Hinman's  proposition  to  transfer  the  seat  of  the 
University  to  the  rural  neighborhood  of  Chicago — to  buy 
a  farm,  reserve  a  portion  of  it  for  college  purposes  and 
divide  the  remainder  into  town  lots,  a  part  of  which  should 
be  sold  to  erect  buildings,  etc.,  the  remainder  to  be  leased 
and  sold  for  the  purpose  of  permanent  endowment.^    It  is 


*Strobridge,  Life  of  D.  P.  Kidder,  N.  Y.,  1894,  P-  218. 
fMiss  Willard  ("Classic  Town,"  p.  285)  calls  Dr.  Dempster  the 
"procuring  cause  of  his   (Hinman's)  coming  to  Evanston." 
f'Helop"  in  Evanston  Index,  March  2,  1878. 


i8o         NORTHWESTERN  UNIVERSITY 

impossible  to  believe  that  this  plan  originated  with  Hin- 
man,  though  the  fact  that  the  Evanston  lands  were  not  pur- 
chased till  the  October  after  his  election  may  seem  to  give 
weight  to  the  legend.  But  for  some  time  previous  to  the 
consummation  of  the  Evanston  purchase  the  trustees  had 
been  reconnoitering  the  suburbs  for  a  suitable  site  for  the 
University.  The  conception  of  buying  a  large  block  of 
land,  reserving  some  of  it  for  college  purposes  and  selling 
and  leasing  the  remainder,  is  manifestly  in  harmony  with 
the  views  of  John  Evans  and  Orrington  Lunt  as  expressed 
later,  and  since  there  is  no  record  in  the  minutes  of  the  trus- 
tees that  the  suburban  purchase  was  a  recommendation  of 
Dr.  Hinman,  the  project  must  have  emanated  from  the 
trustees  rather  than  from  the  new  president.  Dr.  Hin- 
man's  vision  was  not  of  that  practical  sort  that  would  have 
contemplated  the  investment  of  a  small  sum  of  money  in  a 
wilderness,  the  increment  and  income  of  which  should  be  a 
perpetual  endowment  to  the  University.  Hinman's  hope 
for  the  endowment  of  the  institution  was  in  the  solicitation 
of  funds  from  its  friends  and  the  general  public. 

It  may  be  asserted  perhaps,  with  more  justice,  that  a 
new  policy  adopted  by  the  University  in  1853  was  the 
suggestion  of  President  Hinman.  At  first  it  was  intended 
to  lay  the  foundations  of  the  University  in  the  establish- 
ment of  a  preparatory  school.  Resolutions  were  passed 
by  the  trustees  June  14,  185  i,  that  a  preparatory  school 
be  founded  and  set  in  operation  as  soon  as  possible.  It 
was  for  this  department  that  the  first  purchase  of  land  in 


i855       A    HISTORY       1905  181 

Chicago  was  made.  In  the  fall  of  1852  It  was  still  the  pre- 
paratory school  that  was  in  prospect.  But  all  of  Hinman's 
work  was  directed  toward  the  founding  of  a  college  or 
university  rather  than  a  preparatory  school.  Indeed  the 
trustees  so  completely  changed  their  point  of  view  that  they 
later  stated  in  one  of  their  advertisements  that  they  had  no 
preparatory  school,  but  a  real  university'  in  operation.  June 
23,  1853,  the  trustees  voted  that  "it  is  inexpedient  to  erect 
a  preparatory  department  in  Chicago  at  the  present  time." 
Other  institutions  were  expected  to  furnish  preparatory 
instruction.*  It  was  only  under  pressure  from  various 
directions  that  in  1858-9  it  became  apparent  to  the  trustees 
that  they  must  open  a  preparatory  department.! 

President  Hinman  had  the  dreams  of  a  prophet.  North- 
western was  to  become  the  central  university  in  the  North- 
west of  the  Methodist  Episcopal  Church,  other  institu- 
tions becoming  academies  or  feeders  to  it.  It  should  have 
an  endowment  that  would  make  it  distinguished  at  once 
among  American  educational  institutions.  One  of  the  first 
students  at  the  University,  an  enthusiastic  admirer  of  Dr. 
Hinman,  writes,  "Harvard  and  Yale  are  coming  near  to 
the  fulfilment  of  his  prophecy.  Cornell  today  is  the  almost 
perfect  embodiment  of  Hinman's  dreams. "+ 

President  Hinman  undertook  at  once  the  task  of  secur- 


*E.  g.  Rock  River  Seminary.  The  trustees  discussed  (Jan.  ii, 
1854.)  how  this  institution  might  be  reheved  from  debt  and  joined  to  the 
Universit}-.     TR,  I,  33. 

f  See  chapter  in  this  History  on  the  Academy,  and  Xorthw.  Chris. 
Adv.  Aug.  3,  1859,  p.  123.  Holders  of  scholarships  demanded  that 
these  be  available  for  preparatorv  instruction. 

•\V.  E.  C(lifford)  in  Vidette  I,  177. 


1 82         NORTHWESTERN  UNIVERSITY 

ing  an  endowment  for  the  University.  While  the  trus- 
tees hoped  to  secure  $200,000,  he  set  the  limit  at  $500,000. 
It  was  proposed  by  the  Board  to  raise  $100,000  by  the  sale 
of  scholarships  and  $100,000  more  by  subscription.  The 
value  of  a  perpetual  scholarship  was  set  at  $100,  and 
no  sale  was  to  be  binding  on  either  party  until  $100,000  in 
scholarships  were  contracted  for.*  He  aimed  to  secure 
$100,000  for  the  erection  of  buildings,  including  an  astro- 
nomical observatory,  a  library,  cabinet,  apparatus  and  other 
University  fixtures.  Dr.  Hinman  was  astonishingly  suc- 
cessful in  his  canvass  for  funds;  within  one  year  from  the 
date  of  his  election  he  had  secured  $64,600.  He  averaged 
$1,000  a  day  for  every  day  that  he  could  devote  to  the 
canvass.f  Most  of  these  subscriptions  were  obtained  in 
Chicago,  but  outside  the  city  he  had  great  success;  in 
the  town  of  Peru,  111.,  thirty-one  scholarships  were  sold.i 
His  enthusiasm  is  recorded  by  contemporaries.  In  Sep- 
tember, 1853,  a  young  manH  read  in  the  Chicago  Demo- 
crat that  Hinman  would  present  the  plans  of  the  Uni- 
versity to  the  Rock  River  Conference  in  session  at  the 
Clark  St.  church,  Chicago.  He  decided  to  hear  the  address. 
There  was  standing  room  only.  Hinman  is  described  as  of 
somewhat  less  than  medium  stature,  and  with  a  keen,  alert 
eye.  The  speaker  advanced  holding  the  notes  of  his 
address  in  his  right  hand.     Within  five  minutes  the  notes 


*N.   W.  Chris.  Adv.   Nov.  23,   1853. 
fN.  W.  Chris.  Adv.  Jan.  4,  1854- 
JN.  W.  Chris.  Adv.  Feb.  i,  1854. 
1IW.   E.  Clifford.     See  Vidette  I,  164L 


i855       A    HISTORY       1905  183 

flew  backward  over  his  shoulders  and  the  orator  became 
eloquent  as  he  sketched  the  status  of  existing  institutions 
and  demonstrated  the  need  for  a  new  University.  He  was 
entirely  possessed  by  his  subject.  The  audience  were  "anon 
wrapped  in  the  visions  of  the  speaker,  and  then  smiling 
at  each  other  with  glances  of  satisfaction."  Evans,  Lunt, 
Goodrich,  and  others  were  intently  observing  the  impres- 
sion made  on  the  Conference.  The  young  man  resolved 
then  and  there  that  he  would  be  one  of  the  first  gradu- 
ates, and,  if  possible,  be  present  on  the  opening  day. 

One  of  the  first  trustees*  mentions  a  short  canvassing 
tour  made  in  company  with  Hinman  among  the  offices 
of  business  men  of  Chicago.  Few  could  resist  the  persua- 
sive eloquence  of  the  president  as  he  pictured  the  future  of 
the  University,  Its  value  to  Chicago,  and  the  worth  of  a 
perpetual  scholarship  in  the  institution,  and  this  selling  at 
the  price  of  only  $100!  At  this  time  the  Middle  West 
was  rapidly  developing;  railroads  were  building  rapidly; 
business  was  expanding  and  money  was  in  free  circulation. 
Miss  Willard  alludesf  to  the  ardent  enthusiasm  of  Hinman 
as  he  endeavored  to  Induce  his  audience  to  purchase  schol- 
arships. While  Madame  Willard  desired  to  send  her  chil- 
dren to  Oberlin,  her  husband  "then  and  there  became  a 
devotee  of  Evanston." 

President  Hinman's  addresses  were  not  confined  to 
requests  for  money.     He  elaborated  plans  and  courses  of 


*Andrew  J.  Brown. 
f'Classic  Town,"  p.  284. 


1 84         NORTHWESTERN  UNIVERSITY 

study  and  laid  these  before  his  auditors.  Perceiving  the 
magnitude  of  the  enterprise  committed  to  him  he  gave 
himself  too  liberally  to  the  task.  The  physical  energy  that 
ought  to  have  carried  him  to  twice  his  years  was  consumed 
with  such  prodigality  that  in  less  than  a  year  and  a  half 
from  his  election  he  had  paid  the  debt  to  nature.  We  have 
a  view  of  the  ardor  of  the  man  in  a  visit  to  Newbury  in 
the  last  year  of  his  life :  "After  the  lapse  of  over  fifty 
years  I  can  vividly  recall  the  masterful  and  impassioned 
eloquence  with  which  he  held  the  large  audience  that  had 
thronged  the  church  to  hear  the  young  doctor  from  Evans- 
ton,  whose  brilliant  promise  Newbury  had  discovered  only 
to  lose  him  so  soon  at  the  call  of  a  more  ambitious  institu- 
tion. His  slender  form  seemed  to  dilate  as  he  warmed 
up  to  the  mighty  theme,  "The  Hiding  of  God's  Power  in 
Providence."  His  countenance  seemed  all  aflame;  he 
obviously  and  verily  saw  the  pictures  he  set  before  us,  and 
as  he  poured  out  climax  after  climax — a  swift  torrent  of 
winged  words — we  all  leaned  forward  spell-bound,  our 
only  fear  that  he  would  make  an  end."* 

The  outlines  of  instruction  in  the  new  University  were 
laid  on  a  scale  that  for  the  time  was  broad  and  liberal,  and 
in  this  work  the  president  must  have  had  a  determining 
voice.  While  a  law  school  was  projected  for  early  organi- 
zation, no  medical  school  was  required  on  account  of  the 
excellence  of  Rush  Medical  School,  with  which  Dr.  John 


*Letter  of  Dr.  Joseph  E.  King  of  Fort  Edward,  N.  Y.,  to  the  editor, 
Dec.   20,    J  904. 


i855       A    HISTORY       1905  185 

Evans  was  associated;  and  the  Garrett  Biblical  Institute 
satisfied  all  the  demands  for  theological  instruction.  As 
it  was  evident  that  no  immediate  consideration  need  be 
given  to  the  professional  courses,  attention  was  focussed 
on  the  organization  of  collegiate  instruction.  Three  gen- 
eral courses  of  study  were  sketched, — the  classical,  the 
scientific,  and  the  elective  courses. 

The  content  of  the  classical  course  was  so  well  defined 
in  the  general  mind  that  the  records  of  the  trustees  make  no 
comment  upon  it.  The  scientific  course  was  to  be  "a  more 
practical  application  of  the  natural  sciences  to  agriculture 
and  the  industrial  arts  than  is  usual  in  most  colleges."  It 
was  hoped  "to  make  this  a  distinguishing  and  improved 
feature  of  the  University."  Six  years  were  required  to  com- 
plete both  the  classical  and  scientific  courses. 

In  the  elective  course  or  ''Course  of  Selected  Studies" 
one  would  be  allowed  to  pursue  such  subjects  as  the  student 
desired  for  as  long  as  he  chose,  "provided  he  is  prepared 
to  enter  the  college  classes  of  the  studies  selected  and  is  not 
idle  on  the  one  hand  or  too  grasping  on  the  other."  The 
course  was  modeled  on  that  current  at  Brown  University 
and  the  Univ-ersit}^  of  Virginia.  It  was  intended  to  be  the 
heaviest  single  course  in  the  University.* 

The  scientific  course  and  its  practical  application  to  the 
needs  of  the  rapidly  expanding  western  country'  is  the  best 
evidence  of  the  progressive  bent  of  the  mind  of  President 
Hinman. 


*Goodrich  in  X.  W.  Chris.  Adv.  July  12,  1854,  p.  no. 


1 86         NORTHWESTERN  UNIVERSITY 

The  courses  of  study  determined,  plans  were  elaborated 
for  a  faculty.  Fourteen  departments  of  instruction  were  pro- 
posed which  the  University  would  set  in  operation  as  they 
were  required  and  resources  provided.  The  departments 
of  instruction  as  projected  were  to  be 

1.  Moral  Philosophy  and  Logic. 

2.  Intellectual  Philosophy,  Political  Economy  and  Phil- 

osophy of  History. 

3.  Rhetoric  and  English  Literature. 

4.  Mathematics. 

5.  Natural  Philosophy,  Astronomy,  Civil  Engineering, 

and  kindred  studies. 

6.  Greek  Language  and  Literature. 

7.  Latin  Language  and  Literature. 

8.  Chemistry  and  its  application  to  Agriculture  and  the 

Arts. 

9.  Geology,  Mineralogy,  Botany,  Zoology,  and  kindred 

studies. 

10.  German,  French,  and  other  modern  languages  and  lit- 

eratures. 

1 1 .  Hebrew  and  other  oriental  languages  and  literatures. 

12.  The  Fine  Arts  and  Arts  of  Design. 

13.  Didactics,  Physical  Education  and  Hygiene. 

14.  Natural  History,   Comparative  Anatomy  and  Physi- 

ology.* 
Young  men  were  chosen  for  the  new  professorships,  sev- 


*Records  of  Trustees,  I,  44.     It  was  purposed,  however,  to  sub- 
divide the  chairs  as  occasion  required,      (p.  46). 


i855       A    HISTORY       1905  187 

eral  had  accepted  positions  and  were  "expected  to  spend  a 
year  or  more  in  study  abroad  and  in  the  best  eastern  uni- 
versities comparing  their  own  methods  of  instruction  and 
profiting  by  the  society  of  the  ripest  scholars  of  the  age." 

As  the  endowment  of  the  University  permitted  only  a 
modest  beginning.  President  Hinman  selected  but  three 
others  to  constitute  with  him  the  first  faculty.  Henry  S. 
Noyes  was  called  from  old  Newbury  to  be  professor  of 
Mathematics:  Abel  Stevens,  a  notable  scholar  and  leader 
of  thought  in  the  Methodist  denomination  was  summoned 
to  the  chair  of  Rhetoric  and  English  Literature;  William 
D.  Godman  accepted  the  professorship  of  Greek;  Presi- 
dent Hinman  was  professor  of  Moral  Philosophy  and 
Logic.  All  these  appointments  were  formally  confirmed 
by  the  trustees  at  the  June  meeting  in  1854.  So  much  had 
been  accomplished  in  the  founding  of  the  University  by 
June,  1854,  that  the  trustees  then  adopted  a  formal  resolu- 
tion of  devout  thanks  to  God  for  His  favors.  They  had  a 
university  designed  in  the  full  American  sense  of  the  term, 
to  include  not  only  a  college,  but  also  professional  depart- 
ments.   A  law  school  would  soon  be  organized. 

President  Hinman  never  resided  in  Evanston,  He  se- 
cured a  lot  on  the  west  comer  of  what  is  now  Sheridan 
Road  and  Hinman  Avenue,  but  he  never  built  on  it.  He 
persuaded  some  of  his  friends  to  remove  from  Chicago  to 
Evanston  as  he  himself  expected  to  do.  But  such  time  as 
was  not  used  in  travel  for  the  University  he  spent  at  his 
home  on  the  West  Side  of  Chicago. 


i88         NORTHWESTERN  UNIVERSITY 

The  last  work  of  Dr.  Hinman  was  attendance  upon  the 
Iowa  conference  in  the  interest  of  the  University.  Thence 
he  started  on  the  long  journey  to  rejoin  his  family  then  in 
Vermont.  Although  ill,  he  persisted  in  his  determination, 
but  succeeded  only  in  reaching  Troy,  N.  Y.,  where  a  com- 
plication of  diseases  made  it  impossible  for  him  to  proceed. 
A  sympathetic  clergyman  took  the  dying  man  from  the  inn 
to  his  own  house.  Realizing  the  seriousness  of  his  illness, 
Dr.  Hinman  expressed  a  desire  to  live  for  his  family  and  to 
do  a  little  good.  Toward  the  end  he  became  unconscious. 
Death  came  within  four  days.  The  body  was  borne  to 
Newbury  and  over  his  grave  at  the  Oxbow  (Cemetery) 
now  rises  a  shaft  with  this  inscription : 

"Rev.  Clark  T.  Hinman,  D.  D.,  Founder  and  First 
President  of  Northwestern  University,  Evanston,  Illinois. 
Died  Oct.  21,  1854,  aged  35  years." 

The  sense  of  loss  felt  by  the  friends  of  the  University  is 
voiced  by  an  editorial  in  the  Northwestern  Christian  Advo- 
cate of  November  i,  1854:  "It  may  be  selfishness,  but  we 
have  honestly  begrudged  heaven  its  gain  in  view  of  our 
necessities — Oh  God,  hast  thou  a  controversy  with  our 
Zion  in  Chicago! — Everyone  of  the  thousands  who  have 
enjoyed  the  privilege  of  making  the  personal  acquaintance 
of  the  Rev.  Dr.  Hinman  will  sympathize  with  this  sense  of 
personal  bereavement  and  become  a  mourner  at  his  un- 
timely grave."    An  old  student  declares  that  his  loss  was 


i855       A    HISTORY       1905  189 

felt  as  that  of  a  brother.*  The  University  showed  respect 
for  his  memory  in  Februar}'  1856  by  deeding  r«-o  lots  to 
Dr.  Hinman's  heirs-at-law.  They  later  proposed  to  erect 
a  monument  on  the  campus  in  his  honor.  For  t\vo  years 
the  University  was  without  a  president  and  a  third  elapsed 
before  a  president  was  resident  at  the  University-.  Many 
who  had  purchased  scholarships  of  Hinman  refused  or  neg- 
lected to  redeem  their  pledges,  which  thus  became  a  total 
loss  to  the  University.  The  college  opened  in  November, 
1855,  with  a  faculty^  of  two  and  a  handful  of  students.  The 
death  of  Hinman,  with  the  approach  and  then  the  actual 
presence  of  the  panic  of  1857,  made  the  outlook  for  the 
new  institution  in  the  fullest  degree  depressing. 

Personally  Dr.  Hinman  was  engaging.  Youthful,  lithe, 
sinewy,  active  In  form  and  movement,  of  ruddv  counte- 
nance and  symmetrical  features,  with  black  hair  standing 
straight  up,  with  pale  face  and  keen  dark  eyes,  he  was 
dignified,  courteous,  kindly,  and  genial,  with  little  reserve. 
He  was  ever  ready  to  speak  his  thoughts,  not  always  sup- 
ported by  clearness  of  judgment.  Once  he  commented 
in  a  Greek  class  on  a  passage  in  which  a  character  expresses 
regret  for  frequently  speaking  and  never  remaining  silent: 
he  said  that  he  had  more  often  regretted  that  he  had  not 
spoken."^  As  an  orator  he  was  inspiring.  His  thought  was 
vigorous   and  philosophic,   the  movement   of  his  mental 


*An  Iowa  minister  writes,  "I  have  wept  the  loss  of  many  friends 
— fondly  cherished  friends — but  never  with  feelings  so  profoundly  and 
irreconcilably  afflicted  as  the  Xoble,  Generous  souled  Hinman." 

Letter  of  Rev.  J.  Brooks  to  Philo  Judson,  Nov.  23.  1S54. 

tWells,  Historv  of  Xewburv. 


I90         NORTHWESTERN  UNIVERSITY 

operations  magnetic,  his  diction  elegant  and  sometimes 
gorgeous.  His  utterance  was  direct,  instructive  and  per- 
suasive, eliciting  the  intense  interest  of  his  audience.  "Hin- 
man  combines  the  fire  of  the  West  with  the  refinement  of 
the  East — the  impulses  of  the  South  with  the  look-out-for- 
the-main-chance  calculations  of  the  North."*  The  man's 
nervous  and  spiritual  energy  was  remarkable,  but  this  co- 
existed with  a  lack  of  good  judgment  in  some  of  the  practi- 
cal affairs  of  life.  As  he  was  regardless  of  difficulties,  he 
was  oblivious  of  his  health.  Some  of  his  friends  felt  that 
he  was  not  possessed  of  that  sense  of  reality  and  of  the 
present  that  would  command  the  respect  of  practical  peo- 
ple. It  appears  also  that  some  highly  eulogistic  resolu- 
tions proposed  by  his  friends  of  the  Michigan  Conference 
were  tabled  by  the  trustees.  But  it  is  probable  that  the 
University  was  all  the  more  fortunate  in  a  president  who 
was  endowed  with  prophetic  fervor.  His  abilities  were 
excellently  supplemented  by  those  of  Goodrich,  Lunt, 
Evans,  Davis,  Judson  and  others. 

Northwestern  knows  nothing  by  experience  of  Hinman's 
skill  as  a  teacher.  A  friend  terms  him  an  apt  instructor, 
uniting  in  a  happy  degree  the  pulpit  and  the  professor's 
chair.  Conversions  always  occurred  among  his  pupils.  He 
was  called  to  no  task  in  which  he  did  not  surpass  expecta- 
tions.! 


N.  W.  Chris.  Adv.  June  29,  1853,  P-   102. 
tjas.  V.  Watson,  in  editorial  in  Northwestern  Christian  Advocate, 
Oct.    17,    1855. 


i8s5       A   HISTORY       1905  191 

On  the  whole,  friends  of  Northwestern  can  but  coincide 
with  the  estimate  placed  upon  the  character  of  President 
Hinman  by  Dr.  L.  R.  Fiske,  ex-president  of  x^lbion  Col- 
lege: "Few  men  dying  at  so  early  an  age,  or  indeed  filling 
out  three  score  years  and  ten  have  made  so  profound  an 
impression  on  the  public  as  Dr.  Hinman." 


CHAPTER  IX 

President  Foster  and  His  Administration 

1856  (1857)— 1860 

The  Editor 


i-i» 


^,       ""W       ^   VERY  place  has  its  legendary  and  heroic 
^^    H^J  period.     It  seems  to  me  the  name  that 

I    ^  best  represents  this  period  in  Evanston 

B  ^  chronology  is  that  of  Dr.  Randolph  S. 
Foster.  Dr.  Foster  had  left  Evanston 
before  we  came  thither,  but  the  air  was  surcharged 
with  his  vitality.  It  was  amazing  to  a  stranger  to 
note  the  charmed  atmosphere  in  which  his  memory 
seemed  to  abide."  Thus  writes  one  of  the  older  resi- 
dents of  the  town.  Dr.  Foster  made  his  home  in 
Evanston  but  three  years,  but  no  president  of  the  Uni- 
versity even  in  a  much  longer  term  of  service  made  a 
deeper  personal  impression  upon  the  community. 

Randolph  Sinks  Foster*  was  born  in  Williamsburg, 
Ohio,  February  22,  1820.  His  parents  were  of  a  sturdy 
type.  His  father  was  a  prosperous  man  in  business;  the 
home  was  one  of  piety  and  devotion  to  duty.  Early 
attracted  to  the  work  of  the  Christian  ministr\%  he  was 
pressed  into  active  service  before  his  character  was  matured 
and  his  faculties  had  been  thoroughly  disciplined.  He 
was  sent  to  Augusta  College  in  Kentucky,  then  the  only 
Methodist  college  west  of  Connecticut,  but  he  left  college 
before  the  completion  of  his  course  to  enter  the  active  min- 
Istr}^  This  haste  was  a  profound  regret  to  him  in  after  years 
and  he  was  wont  to  advise  young  men  designing  to  enter  the 
ministry  to  provide  themselves  first  with  an  adequate  intel- 
lectual equipment.     But  the  effects  of  his  mistake  were  off- 


*For  some  of  the  biographical  material  of  this  chapter  the  editor  is 
indebted  to  an  article  in  the  Methodist  Review  for  Jan. -Feb.  1904,  by 
Dr.    M.    S.    Terry. 


196         NORTHWESTERN  UNIVERSITY 

set  in  great  degree  by  assiduity  in  study  and  the  constant 
application  of  his  faculties  to  the  deepest  problems  of 
human  thought.  Philosophy  and  theological  science  became 
his  chief  delights  and  constituted  the  field  in  which  he 
exercised  his  gifts  as  teacher  and  author.  Calvin's  insti- 
tutes, Dwight's  Theology,  Ridgley's  Body  of  Divinity,  and 
the  writings  of  Jonathan  Edwards  indicate  the  bent  of  his 
mind. 

Foster  took  his  first  ministerial  appointment  when  he 
was  but  seventeen  years  of  age,  and  had  success  from  the 
outset,  developing  special  power  as  a  revivalist.  He 
served  first  in  the  Kentucky  Conference,  but  rapidly  rose 
to  influential  pastorates  in  Cincinnati  and  its  vicinity.  It 
was  in  Cincinnati,  when  pastor  of  Wesley  chapel,  that  he 
first  attained  reputation  as  a  theological  writer.  In  rebuttal 
of  certain  attacks  on  Methodism  he  sent  to  the  Advocate 
a  series  of  articles  on  "Objections  to  Calvinism,"  which 
became  at  once  a  standard  in  the  controversial  literature  of 
his  own  denomination. 

In  1850  Foster  was  transferred  to  New  York  City.  At 
about  this  time  he  published  his  most  enduring  woric  on 
"Christian  Purity,"  a  book  chaste  in  style  and  spiritual 
in  thought  and  feeling.  He  was  at  Trinity  church  in  New 
York  City  when  he  was  invited  to  become  the  president 
of  Northwestern. 

As  a  preacher  Foster  had  mad^  a  deep  impression,  dis- 
cussing the  highest  themes  with  dignity,  with  grasp  of  intel- 


RANDOLPH  SINKS  FOSTER 


i85S       A   HISTORY       1905  197 

lect,  and  with  fervid  imagination.*  In  the  ministry  he 
acquired  large  knowledge  of  men  and  books.  He  left 
upon  others  the  impress  of  a  powerful  personality,  and  of 
a  life  marked  by  a  simple  sincerity  and  spirituality.  One 
writes  of  him :  "Dr.  Foster  was  one  of  the  most  genial  of 
men,  and  had  so  deep  and  intense  a  heart  that  his  friends 
— those  who  were  chosen — delighted  in  the  warmth  of  an 
exalting  fellowship."  He  was  ever  impractical  in  pecu- 
niary matters. 

This  was  the  man  who  was  elected  to  the  presidency  of 
the  University  in  June,  1856.  In  the  canvass  for  an 
incumbent  of  the  office  two  candidates  divided  the  favor 
of  the  Board  of  Trustees — Dr.  Foster  and  Dr.  Haven 
of  the  Michigan  Conference.f  On  the  first  ballot  Foster 
had  fifteen  votes  and  Haven  nine.  On  a  motion  to  make 
the  election  unanimous  there  was  but  one  dissenting  vote. 

Professor  Godman  writes  (Aug.  31,  1904,)  the  fol- 
lowing account  of  the  election : 

"There  was  a  called  meeting  of  the  trustees  of  the 
University,  to  consider  the  election  of  a  president.  That 
was  a  notable  body  of  men.  Bishop  E.  R.  Ames  presided. 
The  leading  members  whom  I  can  now  recall  were  Dr. 
John  Evans,  Judge  Grant  Goodrich,  James  G.  Hamilton, 

*It  was  impossible  to  give  an  accurate  written  report  of  his  ser- 
mons, so  much  was  conveyed  by  the  delivery  itself.  At  one  time  the 
notes  of  an  expert  stenographer  were  shown  him  as  the  report  of  his 
sermon.  Foster  asserted  at  once  that  he  could  not  have  said  the  things 
he  read.  It  cost  him  long  effort  to  prepare  a  sermon  for  publication 
that  it  might  express  his  exact  thought.  N.  \V.  Chris.  Adv.  May  7, 
1903- 

fThis  was  Dr.  E.  O.  Haven,  president  of  Northwestern  1869- 1872. 


198  NORTHWESTERN  UNIVERSITY 

Orrington  Lunt,  and  Andrew  J.  Brown  of  Chicago,  and 
from  Michigan  came  the  following  members  of  the  Michi- 
gan Annual  Conference:  The  Reverends  Perrine,  Fisk, 
and  Ninde,  the  last  afterward  Bishop.  The  Michigan 
members  were  zealous  in  behalf  of  Dr.  E.  O.  Haven,  who 
at  a  later  time  so  brilliantly  presided  over  the  University 
of  Michigan.  The  only  other  name  considered  was  that 
of  Dr.  Randolph  S.  Foster,  then  the  distinguished  pastor 
of  Trinity  M.  E.  Church,  N.  Y. 

"Glowing  and  eloquent  tributes  were  paid  each  of  these 
great  men  by  their  admirers.  I  remember  that  Judge 
Goodrich,  usually  deliberate  in  speech,  waxing  warm, 
exclaimed:  'I  am  for  Dr.  Foster;  "the  game  flies  higher."  ' 
Dr.  Foster  was  elected,  the  vote  ultimately  being  made 
unanimous." 

The  trustees  made  provision — ample  for  those  times — 
for  the  salary  of  Dr.  Foster  and  placed  a  dwelling  house 
at  his  service.* 

In  July,  1856,  Dr.  Foster  met  the  trustees  and  addressed 
them  on  the  outlook  of  the  University.  The  details  of  the 
speech  are  not  recorded  and  may  only  be  conjectured. 

Dr.  Foster  was  given  leave  of  absence  for  the  year  1856- 
7  to  return  to  the  pastorate  of  Trinity  Methodist  Episcopal 
Church  in  New  York.  He  donated  his  salary  for  the  year 
to  the  incipient  library  of  the  University. 


*Long  standing  at  the  southeast  corner  of  Chicago  Ave.  and 
Church  St.,  but  now  removed,  standing  back  of  the  original  lot  and 
facing  Church  St.    In  1857  this  house  was  valued  at  over  $4,600. 


iSss       A    HISTORY       1905  199 

The  history  of  the  year  1856-7  is  a  sequel  to  that  of  the 
previous  years.  The  trustees  persisted  in  their  policy  of 
developing  a  college  rather  than  a  preparatory'  department. 
"No  preparatory  department  is  ever  to  be  connected  with 
it — it  is  in  no  sense  to  be  an  elementary'  school."  And  yet, 
this  rather  strenuous  assertion  made  by  a  warm  friend  of 
the  University  is  met  in  January  of  the  following  year  by 
the  establishment  of  the  Evanston  Seminar}'.*  The  need 
for  preparatory  instruction  in  proximity  to  the  University 
was  satisfied  only  by  the  establishment  of  a  school  with 
such  a  curriculum.  A  committee  of  seven  of  the  trustees 
was  appointed  in  June,  1857,  to  have  this  matter  in  charge. 
Moreover  the  University  was  not  to  be  local  or  sectional. 
"It  is  to  be  the  University  of  the  entire  West."'i' 

At  their  meeting.  May  23,  1857,  the  college  faculty 
offered  two  recommendations  to  the  trustees  whose  adop- 
tion the  stress  of  the  times  would  not  permit :  ( i )  that 
professors'  salaries  be  advanced  to  $2,000,  and  (2)  that 
a  preparatory'  school  be  established.  The  latter  recommen- 
dation is  of  special  interest,  indicating,  as  it  does,  a  demand 
that  the  University  had  not  intended  to  supply  on  its  own 
campus.  The  faculty  must  have  recognized  the  need  of 
better  preliminary'  instruction  if  their  own  work  was  to  be 
maintained  at  college  grade.  Perhaps  the  faculty  was  cog- 
nizant, too,  of  that  demand  made  by  purchasers  of  scholar- 


*N.  W.  Chris.  Adv.  Jan.  21,  1857- 

fN.  W.  Chris.  Adv.  July  2,  1856.  Iowa  Wesleyan  University 
strenuously  objected  to  the  exclusive  spirit  of  Northwestern.  Id.  July 
30,  1856. 


200         NORTHWESTERN  UNIVERSITY 

ships  for  preparatory  instruction,  which  became  more  and 
more  clamorous  until  within  a  few  years,  the  trustees  were 
impelled  to  the  establishment  of  an  academy.  At  all 
events,  in  September,  1857,  the  Evanston  Male  Academy, 
with  Warren  E.  Richmond  as  principal,  was  opened  in 
the  University  building,  a  separate  institution,  but  to  some 
extent  under  faculty  guidance.*  The  trustees  were  not 
yet  ready  to  establish  their  own  academy. 

At  the  annual  meeting  in  June,  1857,  the  trustees  were 
full  of  hope.  One  would  look  in  vain  for  any  sugges- 
tion of  the  commercial  panic  current  throughout  the 
country.  The  board  discussed  the  expediency  of  establish- 
ing a  law  school,  but  the  report  of  the  committee  was  tem- 
porarily laid  on  the  table,  and  the  project  was  referred  to 
the  Executive  Committee.  It  was  decided  to  accede  to  the 
request  of  the  faculty  to  fill  the  chair  of  Natural  Science. 
Philosophical  and  chemical  apparatus  was  to  be  purchased 
with  the  library  fund.  A  preparatory  school  was  projected 
(see  above),  this  time  to  be  located  in  the  University 
building;  a  permanent  habitation  was  to  be  provided 
later.    The  preparatory  school  was  destined  to  be  a  long 

time  occupant  of  the  building. 

******* 

Thursday,  June  18,  1857,  was  set  for  the  inauguration 
of  President  Foster,  the  crowning  event  of  commencement 
week.  Classes  were  to  be  examined  from  Tuesday  the 
ninth  to  the  following  Monday.     The  trustees  had  their 


*N.  W.  Chris.  Adv.  Sept.  2,  i857- 


1 855       A   HISTORY       1905  201 

annual  meeting  on  Tuesday,  and  in  the  evening  of  the 
same  day  Dr,  Bannister  delivered  an  address.  On  Wednes- 
day evening  Dr.  Eddy,  editor  of  the  Northwestern 
Christian  Advocate,  spoke  before  the  Hinman  Literary 
Societ\\  Thursday  morning  was  given  to  the  inaugural 
ceremonies,  the  exercises  being  presided  over  by  Dr.  John 
Evans,  president  of  the  Board  of  Trustees.  The  invoca- 
tion was  pronounced  by  Rev.  Mr.  Miley  of  Brookl>Ti, 
after  which  the  congregation  sang  the  hymn  "Before  Jeho- 
vah's Awful  Throne,"  to  the  tune  of  "Old  Hundred." 
Prayer  was  offered  by  Bishop  Ames.  Presentation  of  the 
keys  was  made  by  Dr.  Evans  who  formally  installed  the 
president  and  then  delivered  an  historical  address.  Dr. 
Dempster,  senior  professor  in  Garrett  Biblical  Institute, 
gave  the  charge  to  the  president,  after  which  Dr.  Foster 
delivered  the  inaugural  address.  A  second  devotional  ser- 
vice closed  the  impressive  ceremonies  of  the  first  formal 
Inauguration  of  a  president  of  Northwestern.* 

President  Foster  applied  himself  with  complete  devotion 
to  his  duties,  and  the  response  of  students  and  townspeople 
to  his  efforts  was  so  generous  that  his  term  of  office  in 
Evanston  was  said  by  him  in  later  years  to  have  been  the 
happiest  years  of  his  life.  The  students  felt  the  stimulus  of 
a  mind  and  heart  that  commanded  their  admiration. 

In  the  organization  of  the  work  of  the  facult)',  Profes- 


*The  addresses  of  Evans,  Dempster,  and  Foster  were  to  be  pub- 
lished in  pamphlet  form,  but  the  editor  has  not  been  able  to  find  a 
copy  of  the  pamphlet.  The  details  of  the  inauguration  are  found  in 
N.  W.  Chr.  Adv.  June  lo,  July  i  and  8,  1857. 


202         NORTHWESTERN  UNIVERSITY 

sor  Noyes  was  to  serve  as  vice  president  and  treasurer, 
Professor  Godman  as  secretary  and  librarian.  A  regular 
order  of  business  also  systematized  the  work  of  the  faculty. 
The  president  had  a  special  interest  in  the  University 
library.  On  the  date  of  his  election  (June  25,  1856,)  the 
committee  of  the  trustees  on  the  library  recommended  that 
$1,000  be  appropriated  for  the  purchase  of  books  for  the 
beginning  of  a  library,  and  that  the  same  sum  be  appro- 
priated from  year  to  year,  the  selection  of  books  to  devolve 
upon  the  faculty.  It  was  to  the  library  that  Dr.  Foster 
desired  his  salary  should  be  devoted  during  his  year  of 
absence,  1856-7.  The  University  was  able  to  announce  in 
the  summer  of  1857  that  the  library  contained  2,000 
volumes,  and  that  $1,000  was  annually  appropriated  for 
the  purchase  of  books. t  And  yet  the  trustees  had  voted 
in  June  of  the  same  year  that  the  library  fund  should  be 
applied  towards  the  acquisition  of  "philosophical"  and 
chemical  apparatus.  While  the  need  for  the  latter  was 
imperative,  and  the  financial  panic  compelled  the  Univer- 
sity to  husband  its  resources,  it  must  have  been  a  poignant 
regret  to  Dr.  Foster,  Professor  Noyes  and  Professor  God- 
man  to  surrender  the  library  appropriation.  Fortunately, 
in  June,  1858,  a  balance  in  the  treasury  in  the  "incidentals" 
account  was  applied  by  the  trustees  to  the  purchase  of 
periodicals  for  the  library.     But  at  the  same  meeting  of 


N.  W.  Chr.  Adv.  Dec.  9,  1857- 

*(i)   Reports,  (2)  unfinished  business,  (3)  miscellaneous  business. 

fN.  W.  Chr.  Adv.  Aug.  19,  1857. 


1 85 5       A    HISTORY       1905  203 

the  board  the  regular  libran/  appropriation  was  suspended 
for  another  year.* 

We  have  seen  that  President  Foster  was  never  a  man  to 
regard  the  details  of  finance.  He  lived  in  another  world. 
In  the  dismal  period  from  1857  to  i860  he  must  have  felt 
keenly  the  University's  financial  limitations.  Financial 
failures  of  friends  of  the  University,  the  impossibility  of 
selling  Evanston  land  at  remunerative  prices,  the  necessity 
of  providing  tuition  at  the  lowest  rates  possible,  the  inabil- 
ity of  its  patrons  either  to  make  gifts  to  the  University,  or 
to  aid  it  by  the  purchase  of  its  scholarships — all  these  made 
the  financial  outlook  depressing.  It  was  found,  too,  that 
scholarships  that  had  been  sold  were  not  redeemed."^ 

And  yet  in  this  very  period  a  brave  effort  was  made  by 
the  trustees  to  find  means  for  the  erection  of  a  permanent 
building  for  the  college.  The  building  constructed  in 
1855  was  inadequate  for  both  college  and  preparatory 
school.  Dr.  Evans  made  another  gift  of  $10,000;  and 
Mr.  Judson  one  of  S  1,000.  Bishops  Ames  and  Simpson 
promised  to  be  responsible  for  S2,ooo  if  $28,000  ad- 
ditional were  secured  by  January-  i,  i860.     The  Executive 


*In  March,  i860,  the  trustees  appointed  a  committee  to  consider 
President  Foster's  tender  of  his  library,  cabinet,  etc.,  to  the  Univer- 
sit\'.  The  value  estimated  by  him  was  $1,151,  but  the  University- 
accepted  them  at  a  valuation  of  $1,050,  paying  with  land  on  Grove 
St.,  between  Chicago  and  Sherman  avenues. 

fin  Iowa  were  two  causes  for  this:  (i)  the  prevailing  hard  times 
and  (2)  the  existence  of  local  institutions,  like  the  Iowa  Wesleyan 
University,  that  claimed  the  allegiance  of  Iowa  Methodists.  Finally, 
the  cost  of  collecting  the  funds  in  Iowa  was  so  much  greater  than  the 
amount  received  that  Northwestern  assigned  to  Iowa  Wesleyan  the 
unredeemed    scholarships. 


204         NORTHWESTERN  UNIVERSITY 

Committee  was  to  commence  the  building  when  $30,000 
was  pledged;  but  the  condition  was  not  met,  and  the 
pledges  lapsed.  Donors  of  $5,000  were  to  receive  the  honor 
of  naming  a  chair,  the  University  setting  apart  $15,000 
from  its  resources  to  complete  the  endowment  of  the  chair. 
Donors  of  $10,000  would  be  given  the  credit  of  endow- 
ing the  library,  or  the  museum,  etc.  These  are  the  begin- 
nings of  University  Hall,  a  monument  to  the  sacrifice  of 
trustees  and  friends  when  dimes  were  as  efficient  as  dollars 
are  now. 

In  these  times  of  stress  the  Executive  Committee  ap- 
pointed regular  quarterly  meetings  at  each  of  which  a 
financial  report  was  required.  But  the  pressure  of  the 
financial  situation  could  not  make  the  dreams  of  the  future 
of  the  University  seem  illusions.  The  trustees  never  lost 
the  vision  of  the  University  with  its  college,  and  its  schools 
of  law,  medicine,  and  divinity.  True,  they  had  but  the 
first  of  these,  with  the  beginnings  of  a  preparatory  depart- 
ment; but  a  medical  department  was  unnecessary  while  the 
University  was  in  close  sympathy  with  Rush  Medical  Col- 
lege, and  Garrett  Biblical  Institute  was  in  such  harmony 
and  cooperation  with  the  University  and  was  bound  to  it 
by  such  local  and  personal  bonds  that  no  additional  theo- 
logical department  could  be  needed.  The  trustees  satisfied 
themselves  with  proposing  to  these  institutions  that  a  rela- 
tion be  established  by  which  their  degrees  should  be  con- 
ferred by  the  University. 

That  the  trustees  should  at  this  time  have  considered 


i855       A    HISTORY       1905  205 

the  addition  of  a  law  department  is  a  high  testimonial  to 
their  courage.  In  July,  1858,  it  was  proposed  to  open  a 
law  school,  but  to  do  this,  if  possible,  without  expense.  By 
April  of  the  following  year  the  department  was  organized 
and  several  appointments  to  chairs  were  made.  Its  de- 
velopment, however,  will  be  traced  in  another  chapter  of 
this  work. 

The  liberality  of  spirit  and  breadth  of  view  of  President 
Foster  and  his  faculty  are  evidenced  by  their  interest  in  the 
development  of  the  scientific  department.  They  recom- 
mended appropriaions,  apparatus,  the  collection  of  a  mu- 
seum when  these  meant  the  curtailment  of  the  resources  of 
other  departments. 

In  July,  1858,  President  Foster  was  requested  by  the 
trustees  to  prepare  a  circular  of  the  University.  Possibly 
the  annual  circular  or  catalogue  of  the  institution  was 
meant,  but  Dr.  Foster  did  not  wait  for  this  to  lay  before 
the  public  the  advantages  offered  at  Northwestern.  In 
Northwestern  Christian  Advocate,  which  was  often  used 
by  the  trustees  for  official  announcements,  in  the  issue  of 
July  28,  is  an  advertisement  of  the  University.  The  insti- 
tution is  said  to  possess  an  ample  scientific  apparatus,  a 
museum  well  represented  in  all  departments,  and  in  some, 
the  largest  in  the  country.  The  price  of  board,  room,  fuel, 
light,  and  washing  is  $2.50  a  week.  Parents  instead  of 
laying  up  their  wealth  should  spend  it  on  their  children's 
education.  "Many  young  men  are  ambitious  to  accumu- 
late enough  wealth  to  own  a  small  farm,  and  many  others 


2o6         NORTHWESTERN  UNIVERSITY 

spending  their  lives  in  dissipation,  might  by  using  the 
advantages  of  education  become  a  great  influence  on  their 
time.  Let  ministers  seek  out  thoughtful  young  men  and 
urge  them  to  an  education.  Let  rich  men  and  churches 
encourage  promising  young  men.  Preparatory  instruc- 
tion is  now  offered  under  the  supervision  of  the  college 
faculty.  Many  have  been  kept  from  Northwestern  Uni- 
versity by  high  expenses;  lower  rates  will  be  in  effect  next 
year." 

The  cost  of  living  presented  in  the  above  publication 
was  somewhat  lower  than  the  figures  given  the  year  before 
in  the  same  periodical.  It  was  then  stated  that  board  and 
room  were  to  be  had  for  $2.50  to  $3.50  a  week,  but  the 
$2.50  rate  did  not  include  fuel,  light,  and  washing.  At 
the  same  time  the  tuition  fee  was  $45  per  annum,  inci- 
dentals were  $6.00  per  annum  and  library  fee  $3.00.  A 
few  good  comfortable  rooms  were  available  in  the  college 
building.* 

The  conditions  of  living  of  the  students  was  a  matter 
seriously  considered  by  the  trustees.  While  they  had 
objections  to  dormitories,  they  were  concerned  that  the 
students  should  board  under  suitable  conditions.  At  the 
annual  meeting  in  June,  1859,  a  minute  is  adopted  that 
additional  facilities  be  provided  for  the  boarding  of  stu- 
dents.    Land  should  be  leased  to  proper  persons  for  the 


*These  prices  may  be  compared  with  the  fee  paid  by  the  students 
of  the  "Institute" — $2.00  a  week,  which  included  board,  room,  and 
washing.  The  trustees  of  this  institution  furnished  stove,  mattresses, 
table,  bedstead,  washstand,  and  chairs.    N.  W.  Chr.  Adv.  Aug.  12,  1857. 


i855       A    HISTORY       1905  207 

erection  of  a  boarding-house  to  be  under  the  supervision 
of  the  faculty.  If  this  interest  of  the  trustees  could  have 
come  to  fruition,  more  would  have  been  done  for  college 
and  university  spirit  than  all  other  influences  on  the  campus 
combined. 

Dr.  Foster's  interest  in  the  spiritual  welfare  of  the  stu- 
dents was  constantly  in  evidence.  His  Sunday  morning 
addresses  at  nine  o'clock  in  the  college  chapel  were  faith- 
fully attended  by  the  college  communit)^  and  drew  eager 
Usteners  from  the  village.  The  topics  of  these  lectures 
were  in  the  field  of  natural  and  revealed  theolog)'.  Ab- 
struse questions  were  made  interesting  by  his  transparent 
thought  and  clearness  of  exposition.  It  was  possibly  at  one 
of  these  addresses  that  a  hearer  feared  that  the  Doctor 
was  sacrificing  emotional  power  to  logical  thought,  but  a 
later  sermon  left  a  very  deep  impression  of  emotional  pow- 
er, the  theme  being  joy  over  repentant  sinners. 

One  of  the  students*  of  the  time  writes,  "His  Sunday 
morning  chapel  lectures  were  simply  wonderful.  There 
was  no  theme  however  great  that  he  would  hesitate  to  dis- 
cuss. He  seemed  to  delight  to  dwell  on  the  attributes  of 
God,  the  creation,  the  universe  and  kindred  topics.  His 
grasp  of  such  themes  was  marvelous,  and  he  had  a  preci- 
sion of  thought  and  clearness  of  style  rarely  equalled. 
"When  speaking  he  stood  erect,  his  Prince  Albert  buttoned 
and  one  hand  usually  resting  between  its  buttons,  during 
the  opening  remarks,  but  as  he  warmed  to  his  theme,  espec- 

*Isaac  W.  McCasky,  '62,  to  the  editor,  Jan.,    1905. 


2o8         NORTHWESTERN  UNIVERSITY 

iaily  if  it  was  one  of  those  lofty  ones  previously  referred  to, 
he  would  cast  his  piercing  eyes  not  to  the  ceiling,  but 
through  it,  as  though  penetrating  to  the  utmost  bounds  of 
space,  and  then  would  raise  both  hands  with  separated  fin- 
gers as  though  he  would  clutch  his  sublime  conception  and 
hold  it  to  our  literal  gaze.  His  tones  and  his  words  were 
all  keyed  to  the  same  lofty  strain,  no  elocutionary  effect,  no 
surplus  of  words,  no  stamping,  no  flexions  of  body,  but  an 
intensity  of  countenance,  and  a  sententious  earnestness  of 
expression  to  be  heard  and  witnessed  in  order  to  be  in  any 
full  measure  realized." 

Dr.  Foster  was  a  teacher  of  peculiar  power.  One  of  his 
old  students*  writes  as  follows : 

"President  Foster  had  a  most  serious,  earnest  cast  of 
countenance,  seldom  indulging  in  a  smile,  but  always  kind, 
dignified,  and  true.  He  was  always  thinking,  writing,  and 
uttering  profound  religious  and  philosophical  thoughts, 
with  an  earnestness  which  carried  conviction.  His  elo- 
quence reminded  one  of  the  forensic  power  of  Bishop 
Simpson." 

Another!  writes  "He  taught  our  class  one  term  'Out- 
lines of  History.'  I  recall  that  he  sought  to  impress  us 
with  the  need  of  grouping  the  principal  events  of  each  cen- 
tury, so  that  we  should  readily  be  able  to  locate  any  prom- 
inent historical  event.  He  seemed  never  to  be  content  un- 
til he  fully  and  thoroughly  understood  a  subject  himself; 


*M.  C.  Spaulding,  '60,  in  a  letter  to  the  editor,  May  9,  1904. 
fl.  W.  McCasky,  '62,  in  a  letter  to  the  editor,  Jan.  18,  1905. 


1 855       A   HISTORY       1905  209 

he  could  not  rest  until  his  students  had  clear  and  well 
defined  views  of  the  subject  he  was  teaching." 

His  ascendency  over  the  students  was  such  that  he  gov- 
erned without  seeming  to  do  so.  His  personality  was  of  a 
sort  to  appeal  deeply  to  young  men. 

The  commencement  programs  of  1858  and  1859  are 
preserved  to  us.  The  former  is  of  interest  as  indicating 
what  a  commencement  may  be  without  a  graduating  class  ; 
the  latter,  as  the  commencement  of  the  class  entering  the 
institution  in  1855.  In  1858  the  exercises  of  the  com- 
mencement season  began  Tuesday  the  2 2d  of  June  and 
continued  for  nine  days.  From  the  2 2d  to  the  25th  the 
classes  were  examined;  on  Monday  evening  the  28th  came 
the  sophomore  declamation  and  disputation;  on  the  even- 
mg  of  the  29th  the  address  by  Rev.  A.  L.  Brooks  of  the 
Third  Presbyterian  Church  of  Chicago;  the  annual  ser- 
mon of  President  Foster  was  delivered  on  Wednesday 
morning  at  1 1  o'clock,  from  the  text,  "Be  strong  and  show 
thyself  a  man."  On  Wednesday  evening  original  essays 
and  orations  of  the  juniors  brought  the  festivities  to  a  close. 
At  the  trustees'  meeting  Tuesday  morning,  the  29th,  at 
10.30,  the  encouraging  feature  of  the  session  was  the  pro- 
vision for  the  payment  of  the  debt  of  the  institution.  So 
attractive  a  program  as  this  may  well  have  stimulated  a 
visitor  to  urge  a  large  attendance  at  the  commencement 
events  at  Evanston,  "our  literary  Mecca."* 

The  commencement  of   1859  was  a  signal  event,  an 

*N.  W.  Chris.  Adv.  July  7,  185a 
i-u 


2IO         NORTHWESTERN  UNIVERSITY 

epoch  In  the  history  of  the  University.  The  class  that 
began  with  the  University  was  now  to  be  graduated;  the 
institution  itself  was  now  on  a  firm  base,  the  faculty  and 
president  were  developing  the  curriculum,  students  were 
coming  in  increasing  numbers.  The  program  of  com- 
mencement week  was  as  follows: 

Examinations  of  senior,  junior  and  sophomore  classes  on 
Friday,  Saturday,  and  Monday,  June  24,  25,  and 
27. 

Annual  meeting  of  the  trustees,  Tuesday,  June  28,  at  10. 

Preaching  in  the  church,  Tuesday  evening. 

Address  before  Hinman  Literary  Society  by  Rev.  G.  W. 
Quereau  on  Wednesday  evening. 

On  Thursday  the  30th  at  10.30  the  baccaulaureate  address 
of  the  President.  At  2  o'clock  commencement  ora- 
tions of  the  graduating  class,  followed  by  the  con- 
ferring of  degrees.* 

The  University  made  the  most  of  the  occasion.  Visitors 
from  abroad  were  invited  to  the  hospitality  of  Evanston 
homes.  Even  the  examination  of  the  classes  was  made 
an  affair  of  interest.  The  drill  of  the  classical  students 
was  sufficiently  thorough  and  rigid  to  satisfy  the  most 
exacting,  while  Professor  Noyes  made  astonishing  demands 
on  his  students;  those  who  passed  in  Geometry  were 
required  to  write  demonstrations  of  other  problems  upon 


♦Announcement  of  Prof.  Godman,  secretary  of  the  faculty,  in  N. 
W.  Chr.  Adv.  June  22,   1859. 


i85S       A    HISTORY       1905  211 

the  blackboard  in  the  Greek  language !  It  is  little  wonder 
that  the  visitors  should  have  pronounced  the  examina- 
tion in  mathematics  good.  "Never  was  a  better  examination 
heard  than  that  of  Dr.  Foster's  class  in  logic."  The  wizard 
ingenuity  of  Professor  Blaney  astounded  those  who  visited 
his  classes;  if  he  needed  apparatus,  he  invented  it  and 
made  it  with  his  own  hands !  His  class  caught  the  enthu- 
siasm of  the  instructor. 

Professor  G.  W.  Quereau,  the  speaker  on  Wednesday 
evening  was  the  principal  of  Clark  Seminary  and  Aurora 
Institute, — invited,  perhaps,  to  bring  the  University  into 
touch  with  this  school.  In  the  baccaulaureate  address  Dr. 
Foster  discussed  in  a  serious  way  "Elements  of  Success  and 
Sources  of  Failure."  The  commencement  exercises  of  the 
afternoon,  delayed  a  half  hour  beyond  the  time  announced, 
presented  a  glorious  company  of  graduates;  each  rewarded 
with  "showers  of  bouquets."  When  this  storm  had  passed 
over,  the  diplomas  were  delivered — A.  B.  degrees  to  Annis, 
Clifford,  Eastman  and  Searle;  Ph.B.  degree  to  Kidder. 
This  concluded  an  event  of  great  interest  to  the  Univer- 
sity and  the  village  of  Evanston.  The  joy  of  the  occa- 
sion would  have  been  turned  to  profound  regret  if  it  could 
have  been  foreseen  that  this  was  to  be  the  last  commence- 
ment of  President  Foster  at  Northwestern.  He  had 
resigned  before  another  June  and  returned  to  New  York. 

Delightful  as  were  the  relations  of  Dr.  Foster  with  the 
University  and  its  students,  they  were  not  less  so  in  the 
closer  circle  of  his  friendships.    He  did  not  make  his  group 


212         NORTHWESTERN  UNIVERSITY 

of  friends  too  narrow.  Old  and  young  found  him  always 
the  same  kindly,  dignified,  and  stimulating  associate. 
Evanston  of  the  time  was  so  much  like  one  great  family, 
and  the  University  at  its  largest  but  a  small  affair,  that  the 
president  touched  in  some  way  most  of  the  people  of  the 
village.  His  friendship  was  good  fellowship.  Dr.  Fos- 
ter "was  not  blind  to  the  fact  that  the  young  needed  enter- 
tainment and  diversion ;  and  often  on  a  Friday  evening  his 
new  and  beautiful  home  would  be  opened  to  young  men 
and  women  for  social  enjoyment.  These  evenings  would 
often  be  enlivened  by  the  introduction  of  charades,  tab- 
leaux, and  other  like  amusements.  Occasionally  the  stu- 
dents of  the  University  would  be  invited  on  a  Friday 
evening  to  the  parlors  of  the  Northwestern  Female  Col- 
lege for  a  social  evening  with  the  lady  students.  It  is 
remembered  that  on  one  of  these  occasions  when  diffidence 
seemed  to  hold  sway,  and  'wall-flowers'  to  predominate, 
President  Foster  tactfully  terminated  the  painful  situation 
by  introducing  young  men  and  women  and  starting  them 
in  couples  on  a  promenade  through  the  halls  and  parlors 
until  all  were  in  the  procession.  Every  few  minutes  the 
young  men  were  required  to  drop  back  and  cultivate  the 
acquaintance  of  the  next  young  lady.  Soon  the  stiffness 
and  backwardness  vanished  and  an  enjoyable  evening  fol- 
lowed."* 

Another  writes,  "Dr.  Foster,  as  we  young  students  used 
to  look  upon  him,  was  an  ideal  character, — worthy  of 

♦Letter  of  I.  W.  McCasky,  '62,  to  the  editor,  Jan.,  1905. 


i8s5       A   HISTORY       1905  213 

romance,  of  art,  of  fame.  I  never  saw  a  teacher  so 
beloved.  .  .  .  Though  he  had  a  scintillating  intellect 
and  the  gift  of  eloquence  in  a  remarkable  degree,  he  was 
so  simple-hearted  that  he  shared  his  children's  games, 
and  even  helped  to  compose  and  decorate  those  absurd  lit- 
tle valentines  that  boys  were  wont  to  send  out  in  those 
days.  He  would  give  us  a  sermon  on  the  Christian  evi- 
dences, such  as  no  cme  else  could  approach,  then  go  home 
and  write  a  chapter  in  his  unprinted  novel  or  shed  tears 
over  a  passage  in  "David  Copperfield."  .  .  .  He 
was  so  genial  and  approachable  that  we  all  felt  free  to  go 
to  him  with  any  subject  on  which  we  needed  counsel,  and 
was  the  life  of  every  company  in  which  he  joined."* 

Dr.  Foster  gave  himself  to  the  community,  many  of 
whom  he  called  by  their  given  names.  The  life  of  the 
town  was  simple  and  it  was  not  taken  amiss  if  the  presi- 
dent of  the  University  did  ask  Mr.  John  A.  Pearsons  to 
paint  his  fence  as  commencement  was  coming  very  soon. 
The  faculties  of  both  the  college  and  the  "Institute"  were 
often  at  Dr.  Foster's  house.  One  of  these,  Prof.  God- 
man,  mentions  a  weekly  union  faculty  meeting  in  the  presi- 
dent's study  when  many  topics  of  profound  interest  were 
discussed.  "Often  humorous  pleasantries  enlivened  our 
thoughts.  Dr.  Dempster  and  Dr.  Kidder  had  been  mis- 
sionaries in  South  America  and  could  interest  us  in  the  rela- 
tion of  their  experiences."  Weight)'  problems  of  philoso- 
phy, religion,  etc.,  were  fought  over. 

♦Willard,   "Classic   Town,"   291-2. 


214         NORTHWESTERN  UNIVERSITY 

While  Dr.  Foster  performed  all  the  duties  of  his  office 
with  faithfulness,  he  had  little  taste  for  the  drudgery  inci- 
dent to  his  position.  The  pulpit  was  his  place  of  power 
and  at  last  he  took  the  opportunity  to  return  to  its  agree- 
able functions.  Doubtless  he  must  have  felt  that  he  had 
given  himself  for  the  University  as  long  as  his  own  inter- 
ests would  permit.*  He  disposed  of  his  library  and  scien- 
tific cabinet  to  the  University  and  accepted  the  invitation  to 
the  pastorate  of  the  Washington  Square  church  in  New 
York  City;  he  intended  to  be  present  at  commencement 
but  was  unable.  The  president's  last  sermon  in  Evanston 
was  remembered  for  years  afterward  for  the  deep  feeling 
manifested  by  both  speaker  and  auditors. 

The  charm  of  the  personality  of  Dr.  Foster  was  never 
forgotten  by  the  people  of  Evanston.  In  after  years  he 
was  an  infrequent  but  a  most  welcome  visitor.f 

Dr.  Foster's  departure  from  Evanston  brought  him  but 
temporary  release  from  the  functions  of  instructor  and 
administrator.  Occupying  pulpits  in  New  York  and  vicin- 
ity for  eight  years,  he  was  elected  in  1868  to  the  depart- 

*He  himself  said  that  his  resignation  was  caused  by  the  fact  that 
he  must  have  money  enough  to  get  shoes  for  his  children. 

tMrs.  Elizabeth  Marcy  records  in  a  graphic  manner  the  reception 
given  Dr.  Foster  when  he  returned  to  Evanston  in  1866:  "In  1866 
he  paid  us  a  visit.  Of  course  every  one  was  on  the  qui  vive,  and  the  lit- 
tle old  meeting-house,  at  that  time  the  only  public  place  in  town, 
was  crowded  to  hear  him  lecture.  Mr.  Marcy  was  away  on  a  journey 
to  the  western  coast,  and  I  well  remember  writing  him  of  the  enthu- 
siasm of  the  occasion.  The  audience  cheered  when  Dr.  Foster  came  in, 
and  when  he  went  out,  when  he  rose  up,  and  when  he  sat  down,  and 
I  was  borne  down  by  the  torrent  of  his  resistless  eloquence.  This  little 
episode  of  Randolph  Foster's  connection  with  our  history  is  to  mj'  mind 
one  of  its  most  picturesque  phases,  and  taken  all  in  all  is  the  most 
remarkable  instance  of  personal  magnetism  I  have  ever  known." 


i855       A   HISTORY       1905  215 

ment  of  Systematic  Theology  in  Drew  Theological  Semi- 
nary, Madison,  New  Jersey.  In  1870  he  added  to  the 
duties  of  this  chair  those  of  the  presidency  and  served  in 
this  capacity  until  1872,  when  he  was  elected  to  the  episco- 
pacy. 

In  the  midst  of  severe  tutorial  and  episcopal  service  Dr. 
Foster  found  time  and  energy  to  contribute  to  theological 
literature.  Some  of  his  most  ambitious  works  were  pro- 
duced after  his  removal  from  Evanston. 

Full  of  days  and  honors  the  venerable  teacher,  preacher, 
and  bishop  passed  away  at  Newton,  Mass.,  on  the  first 
day  of  May,  1903.  His  memory  will  ever  be  a  precious 
heritage  to  Northwestern. 

What  was  the  service  of  President  Foster  to  the  Uni- 
versity? It  was  not  in  the  acquisition  of  large  gifts.  The 
time  was  not  favorable  for  this.  It  was  not  in  the  finan- 
cial development  of  the  University.  This  was  a  task  to 
which  he  had  not  been  called  and  for  which  he  was  prob- 
ably little  fitted.  The  success  of  the  institution  in  main- 
taining itself  financially  through  the  desperate  period  of 
the  panic,  coincident  with  its  early  history  was  necessarily 
the  work  of  the  trustees.  President  Foster  is  not  identified, 
as  was  Dr.  Hinman,  his  predecessor,  with  any  sustained  fi- 
nancial policy.  Rather,  the  service  of  Dr.  Foster  was  the 
exalted  one  of  stimulating  the  University  to  lofty  ideals 
and  noble  purpose.  To  us,  nearly  half  a  century  after  the 
close  of  his  labors  in  Evanston,  it  may  well  seem  that  the 
peculiar  service  he  rendered  the  University  was  just  that 


2i6         NORTHWESTERN  UNIVERSITY 

which  the  period  most  required.  Under  him  the  institution 
increased  in  numbers  and  prestige.*  Philo  Judson,  one  of 
the  most  ardent  friends  of  the  University,  could  rejoice 
that  what  many  thought  in  1853  a  visionary  experiment 
had  proved  its  worth  and  permanence. 


*One  of  the  friends  of  the  University  wrote  at  this  time,  "May  be 
the  time  will  come  not  long  hence  when,  like  the  beautiful  Crotona  of 
classic  fame,  this  village  will  have  its  six  hundred  students."  N.  W. 
Chr.  Adv.  Nov.  10,  1858. 


CHAPTER  X 

Acting  Presidents  Noyes's  and  Wheeler's  Admin- 
istrations 

Henry  Sanborn  Noyes,  Acting  President  (or  Vice 
President)    i 860-1 866 

The  Editor 


THE  glory  and  the  glamour  of  the  origin  of 
the  Universit}'  are  associated  with  the  names 
of  President  Hinman  and  his  co-workers 
among  the  trustees,  but  a  large  share  of  the 
details  of  organization  fell  to  the  lot  of 
another,  who  never  bore  the  title  of  president — Henry 
Sanborn  Noyes.  It  was  this  man,  unwearied  in  faith- 
fulness, who  more  than  any  other  carried  the  institu- 
tion over  the  death  of  Hinman,  the  panic  of  1857,  the 
resignation  of  Foster,  and  through  the  Civil  War,  and  the 
days  of  financial  and  administrative  experiment, — an  aggre- 
gate of  burdens  that  only  the  sturdiest  shoulders  and  stout- 
est heart  could  support. 

Professor  Noyes  was  rich  in  New  Hampshire  blood 
and  grit.  He  came  from  a  family  who  traced  its  English 
lineage  back  to  the  Norman  Conquest.  Its  heritage  of 
independent  thought  was  notable.  His  immediate  ances- 
tors took  possession  of  lands  in  New  Hampshire,  and  he 
himself  was  born  in  the  rugged  village  of  Landaff,  Decem- 
ber 24,  1822,  the  oldest  of  a  family  of  ten  children.  Under 
the  influence  of  a  home  religious  and  intellectual  in  tone, 
his  youth  was  shaped  to  the  service  of  Christian  ideals. 
His  mind  was  naturally  thoughtful  and  vigorous.  Even 
in  boyhood  he  was  a  precocious  student,  always  happy  in 
the  company  of  an  interesting  book. 

In  maturer  youth  he  entered  Newbur}'  Academy,  Ver- 
mont, the  best  school  of  Northern  New  England,  for  prep- 
aration for  college.  It  was  Noyes's  good  fortune  to  attend 
the  school  when  it  was  under  the  administration  of  Baker, 

219 


220         NORTHWESTERN  UNIVERSITY 

later  bishop,  and  Hinman,  soon  to  enter  the  Western  coun- 
try and  become  the  first  president  of  Northwestern.  Noyes 
was  deeply  attached  to  both  of  these  men,  but  especially 
to  the  latter.  While  at  Newbury  as  a  student,  the  thor- 
oughness of  his  scholarship  was  recognized  by  an  appoint- 
ment there  as  instructor.  He  pursued  his  studies  so  exten- 
sively and  faithfully  that  he  entered  Wesleyan  Univer- 
sity, at  Middletown,  Conn.,  with  two  years  of  advanced 
credit.  He  graduated  in  1848,  nine  years  after  Hinman, 
having  completed  the  work  of  the  Junior  and  Senior  years 
in  a  year  and  a  half.* 

After  graduation  he  gave  himself  at  once  to  teaching, 
first  at  Springfield,  Vt.,  and,  in  1850  at  Newbury.  Here 
he  became  instructor  in  Mathematics  and  Greek, — an 
unusual  combination,  but  one  that  was  of  much  advantage 
to  Northwestern  when  he  was  later  called  to  its  service 
and  found  himself  thrust  into  the  task  of  instructing  stu- 
dents in  unrelated  departments.  In  1853  he  was  appointed 
principal  at  Newbury.  The  friendship  with  Hinman  con- 
tinued after  the  latter's  departure  for  Michigan  and  Chi- 
cago, and  it  was  at  Hinman's  urgent  call  that  Noyes,  then 
principal  of  the  seminary  at  Newbury,  resigned  his  posi- 
tion and  consented  to  become  a  member  of  the  first  faculty 
of  the  new  University.  Additional  motives  for  leaving 
Newbury  were  a  distaste  for  the  administrative  work  of  a 
school  of  300  pupils,  and  the  opportunity  for  more  special- 


*He  did  this  on  account  of  the  financial  failure  of  an  uncle  who 
had  given  him  assistance. 


i855       A    HISTORY       1905  221 

ized  work  in  the  study  and  teaching  of  University  subjects. 
It  was  a  vain  hope.  Before  he  had  entered  upon  his  work 
in  Evanston,  Hinman  had  passed  away,  and  the  task  of 
administration  fell  to  Professor  Noyes.  Throughout  his 
life  he  was  denied  the  privilege,  dear  to  every  scholar,  of 
the  quiet  and  constant  pursuit  of  his  special  studies.  His 
clearness  of  intellect  for  science  and  talent  for  instruction 
would  doubtless  have  secured  appreciative  recognition  in 
the  older  and  larger  universities  in  the  East,  but  he  applied 
himself  with  patience  and  competence  to  the  consuming 
details  of  administration  in  an  embryonic  institution  of  the 
West. 

After  the  death  of  President  Hinman  the  growth  of  the 
University  suffered  a  temporary  check.  Dr.  Hinman's 
rare  magnetism  and  persuasive  power  had  won  a  multi- 
tude of  friends  and  supporters  for  the  University.  But 
the  very  ardor  of  the  man  threatened  the  undoing  of  the 
instituticm.  Many  who  had  purchased  scholarships  under 
the  spell  of  his  eloquence  refused  after  his  death  to  redeem 
their  pledges,  with  the  result  that  the  high  hopes  of  the 
institution  were  brought  low. 

Yet,  with  this  sinister  outlook,  the  trustees  did  not 
renounce  the  anticipation  of  a  worthy  successor  of  Hin- 
man. Various  candidates  were  suggested.  Professor 
Godman  nominated  one  friend  and  then  a  second,  Philo 
Judson  found  a  third  candidate,  while  Professor  Johnson, 
of  Dickinson,  in  declining  candidacy,  suggested  the  name 


222         NORTHWESTERN  UNIVERSITY 

of  Professor  Haven,  of  the  University  of  Michigan — a 
suggestion  that  was  later  adopted  by  the  trustees. 

But  while  this  correspondence  was  continuing,  with  now 
and  then  the  emergence  of  a  new  candidate.  Professors 
Godman  and  Noyes,  already  appointed,  were  preparing  to 
assume  their  functions,  and  the  trustees  came  more  and 
more  to  recognize  in  the  latter  one  who  would  give  the 
educational  work  of  the  University  the  proper  impulse. 

Professor  Noyes  visited  Chicago  and  Evanston  in  the 
early  summer  of  1855,  and  arranged  with  Professor  God- 
man  the  requirements  for  admission.  He  advised  the  trus- 
tees to  postpone  for  the  time  the  announcement  of  courses 
of  study  and  of  the  calendar  for  the  whole  year,  but  to 
publish  consecutively  in  some  of  the  Chicago  papers  the 
date  of  the  opening  of  the  University.*  In  the  autumn 
of  1855  Professor  Noyes  took  up  his  work  in  Evanston. 
As  the  college  building  was  not  yet  ready,  and  classes 
could  not  assemble,  he  undertook  to  collect  money  due  on 
scholarships  in  order  to  replenish  the  depleted  treasury. 
"Mr.  Noyes  travelled  on  horseback  through  the  wet  coun- 
try west  of  Evanston  and  Chicago,  collecting  as  well  as 
he  could ;  but  neither  village  lots  nor  scholarships  brought 
enough  to  meet  the  salaries." 

In  personal  appearance  Professor  Noyes  was  tall — over 
six  feet  in  height,  erect,  large  head,  high  forehead,  honest 
and  kindly  face,  and  clear,  expressive  eyes.     An  accident 


♦Letter  of  July  24,  1855,  to  Judson. 


i855       A    HISTORY       1905  223 

in  early  youth  made  him  lame  for  life,  so  that  he  was 
obliged  to  use  a  cane. 

"In  personal  character  he  was  gentle,  kind,  patient:  a 
man  of  few  words  but  firm  in  keeping  the  end  in  view  while 
apparently  not  antagonizing."  While  his  mind  clearly  saw 
the  pros  and  cons  of  a  question  he  was  yet  ready  in  action. 
Loyalty  to  the  University  characterized  every  act  and 
thought.  He  refused  calls  to  positions  that  offered  him 
more  of  leisure  and  emolument,  sacrificing  himself  to  a  fine 
sense  of  duty.  This  self-renunciation  had  become  a  habit 
with  him, — indeed,  so  much  a  habit  that  one  of  his  old 
students  has  suggested  as  a  summary  of  his  life,  "He 
pleased  not  himself." 

Professor  Noyes  had  also  the  saving  quality  of  humor  to 
relieve  the  tedium  of  his  labor.  One  of  his  students 
relates,  "On  one  occasion  it  was  necessary  to  reprove  some 
of  the  younger  students  for  passing  too  much  time  at  the 
shop  of  a  certain  shoemaker..  After  the  usual  morning 
chapel  service  he  called  attention  to  this  fact,  and  said  there 
was  a  sense  in  which  the  place  referred  to  was  a  rival  insti- 
tution, as  it,  as  well  as  the  University,  was  conducted  for 
the  improvement  of  the  understanding,  but  he  wanted  to 
give  notice  to  those  who  were  patronizing  the  other  institu- 
tion so  assiduously  that  the  University  could  not  give 
credit  for  the  time  spent  there,  and  he  would  kindly  advise 
them  to  discontinue  the  work  for  which  they  could  receive 
no  credits  and  concentrate  their  efforts  more  upon  the 
work  which  they  had  been  sent  to  Evanston  to  do."     He 


224         NORTHWESTERN  UNIVERSITY 

was  a  capital  story-teller.  His  cheerfulness  persisted  even 
in  his  later  years  of  acute  suffering;  he  was  forgetful  of 
self  through  a  six  years'  conflict  with  disease.  Dr.  F.  D. 
Hemenway,  an  intnmate  friend  of  Professor  Noyes, 
describes*  him  as  frank,  manly,  high-minded,  large- 
hearted,  honest,  intolerant  of  shams,  sincere,  modest  and 
simple,  of  pure  and  elevated  tastes — a  combination  of  per- 
sonal qualities  constituting  a  most  lovable  character  and 
one  of  deep  and  winning  influence  upon  students.  We  are 
not  surprised  that  many  were  brought  closer  to  Christian 
ideals  by  the  example  of  the  teacher. 

Professor  Noyes's  religious  life  was  of  a  virile  and  inde- 
pendent type ;  he  was  liberal  in  theology  and  was  not  free 
from  philosophical  doubts  on  some  of  the  tenets  of  evan- 
gelical faith,  but  he  refrained  from  discussing  these  ques- 
tions except  with  his  most  mature  and  intimate  friends. 
He  was  at  home  in  theological  literature,  taking  special 
delight  in  the  "Quarterly"  while  this  was  under  the  editor- 
ship of  Dr.  Wheadon.  As  elsewhere,  he  prized  in  theo- 
logical discussion  a  straight-forward  simplicity  and  plain- 
ness of  language.  It  was  this  interest  in  theology  that  led 
him  to  become  one  of  the  incorporators  of  the  Ministerial 
Educational  Association  for  the  assistance  of  Evanston 
students  who  had  the  ministry  in  prospect.  For  some  time 
he  was  the  secretary  of  the  association. 

After  coming  to  Evanston,  Professor  Noyes  purchased 
half  a  block  of  land  just  west  of  the  southern  end  of  the 


*In  funeral  address,  and  in  Vidette  11.,  62. 


i855       A   HISTORY       1905  225 

campus,*  and  built  a  home  for  his  family,  which  became 
freely  accessible  to  students.  "In  all  these  years  his  rare 
and  noble  wife  stood  by  him  with  courage  and  self-denial. 
She  opened  her  home  to  faculty  and  students,  advised, 
counselled,  and  restrained.  She  entertained  guests  with  a 
grace  and  dignity  that  brought  all  to  her  feet.  Together 
they  labored  as  seeing  that  which  was  invisible,  counting 
not  their  own  lives  dear  unto  themselves,  that  they  might 
win  a  future  for  the  school  with  which  their  lot  had  been 
cast."t  The  first  years  of  life  in  Evanston  were  especially 
trying  to  Mrs.  Noyes.  Mrs.  Godman,  who  had  become  a 
very  dear  friend,  passed  away  in  the  first  year,  and  her 
own  little  daughter  in  the  second.  The  conditions  of 
housekeeping  were  distressing  in  no  small  degree.  Mrs. 
Noyes's  own  words  are  of  much  interest:  "Housekeeping 
was  difficult  as  there  were  no  conveniences.  Even  the  mail 
came  only  twice  a  week  at  first,  brought  by  a  man  from 
Chicago  on  horseback.  The  first  two  winters  were  very 
severe.  We  landed  in  Evanston — Mr.  and  Mrs.  Noyes, 
child,  and  nurse — near  a  small  engine  tank  in  a  field,  and 
went  a  mile  up  on  "the  other  Ridge,"  as  it  was  then  called, 
for  shelter.  A  month  later  we  took  a  slightly  built  summer 
cottage  for  winter.  There  was  no  market,  but  a  butcher 
came  twice  a  week  from  Chicago.  There  were  no  paths, 
and,  in  places  where  streets  were  laid  out,  the  deep  mud 


*The  lot  now  occupied  by  the  residences  of  Mr.  W.  A.    Dyche  and 
others. 

fLetter  of  C.  C.  Bragdon,  '65,  to  editor,  Jan.  19,  1905. 
1-16 


2  26         NORTHWESTERN  UNIVERSITY 

bore  the  placard  "No  bottom."  There  was  a  deep  ditch 
through  the  wet  land  between  the  East  and  West  Ridges, 
with  one  crossing.  For  two  years  I  went  up  and  down  the 
other  Ridge  for  family  supplies — eggs,  butter,  milk,  etc. 
We  took  in  all  of  Dr.  Kidder's  family  because  they  other- 
wise must  have  stayed  in  Chicago  until  they  could  build; 
also  other  members  of  the  faculty  until  they  could  find  a 
place.  We  built  in  the  first  year  where  Dr.  Dyche's  house 
now  stands,  expecting  a  college  building  soon  in  University 
row.  We  had  no  streets  or  paths,  and  Mr.  Noyes  walked 
down  town  to  his  work, — all  his  working  life  there.  The 
cheap  wooden  building  was  school  and  chapel  for  Metho- 
dists, Presbyterians,  Congregationalists,  and  I  think,  Bap- 
tists, in  turn,  until  they  settled."  Mrs.  Noyes  cooperated 
cordially  in  all  efforts  for  the  welfare  of  the  student  com- 
munity. Nearly  all  the  students  came  to  know  her,  as 
they  knew  Professor  Noyes,  through  frequent  visits  to  the 
house  on  college  business.  No  Thanksgiving  festival  passed 
without  an  invitation  to  the  self-boarding  students  to  her 
hospitable  table.  The  illness  of  young  men  was  relieved 
by  thoughtful  gifts  from  the  Noyes  home  of  remedies  and 
nourishing  food.  The  memory  of  this  home  was  treasured 
by  many  a  student  after  he  had  gone  out  into  the  world. 

"Mrs.  Noyes  seemed  to  me  more  like  Margaret  Fuller 
than  any  one  that  I  have  met.  She  had  unhackneyed 
views  of  life,  lived  at  its  kernel  rather  than  in  its  shell; 
had  a  wide  horizon  and  an  eye  that  could  see  far  up 
among  the  stellar  spaces;    in  conversation  she  was   the 


1 855       A   HISTORY       1905  227 

bright  particular  star  of  any.  She  was  an  insatiable  reader 
of  the  best  in  books ;  she  worshiped  justice,  was  a  devotee 
of  truth,  and  had  a  realizing  sense  of  God.  To  spend  an 
afternoon  with  herj  for  this  we  sometimes  did  in  those 
leisurely,  old-fashioned  days,  was  an  epoch  in  one's  his- 
tory. To  her  I  owe  the  reading  of  Margaret  Fuller's  life 
and  works,  Niebuhr,  John  Stuart  Mill,  Emerson's  Eng- 
lish Traits,  Carlyle's  Life  of  John  Sterling,  and  a  score  of 
books  equally  noble  and  inspiring.* 

In  Newbury  Mr.  Noyes  was  marked  for  his  aptitude  for 
acquiring  knowledge  and  for  his  readiness  in  communcat- 
ing  it,  while  yet  he  stimulated  his  pupils  to  use  their  own 
powers  to  the  full.  "The  recitation  of  his  classes  meant 
business,  and  it  was  easy  for  him  to  hold  the  respect  of 
those  whom  he  taught. "f  Though  he  exchanged  an 
instructorship  in  an  academy  for  a  college  professor's 
chair,  he  had  less  opportunity  in  Evanston  than  in  New- 
bury for  the  exhibition  of  his  fine  quality  as  a  teacher. 
"How  well  I  remember  him  hearing  our  Greek,  noting 
everything  with  accuracy  of  a  master,  while  he  was  writing 
business  letters.  We  could  never  take  advantage  of  his 
double  work.  But  few  ever  wanted  to  take  advantage 
of  Professor  Noyes.  If  some  scamp  thought  he  could,  those 
large  mild  blue  eyes  would  open  upon  him  with  a  wonder 
that  made  him  ashamed,  and  the  boys  would  give  that  fel- 
low a  shake  he  didn't  soon  forget. "t      If  in  the  Greek 

*Willard,   Classic  Town,   p.   328-9. 

t History  of  Newbury. 

^Letter  of  C.  C.  Bragdon,  '65,  to  editor,  Jan.  19,  1905. 


228         NORTHWESTERN  UNIVERSITY 

classes  he  was  able  to  do  two  things  at  once,  in  mathematics 
nothing  came  between  him  and  his  students.  Here  the 
drill  was  thorough.  Henry  M.  Kidder  came  up  for 
examination  for  promotion  while  in  active  service  in  the 
war  of  '6 1,  and  found  that  his  substratum  of  Northwestern 
mathematics  carried  him  through  with  flying  colors.  Old 
students  of  the  University  can  never  be  persuaded  that  any 
recent  instructor  has  excelled,  even  if  he  has  equalled,  the 
capacity  of  Noyes,  Bonbright,  Foster,  or  Marcy.  And 
yet  Professor  Noyes  never  had  a  fair  opportunity  to  bring 
forth  all  the  stores  of  his  learning  or  all  his  ability  as  an 
instructor.  Others  with  more  leisure  were  able  to  apply 
themselves  to  the  single  work  of  their  department  with 
corresponding  stimulus  to  their  students.  If  Professor 
Noyes  had  not  been  a  man  of  first  rate  calibre  as  a  scholar 
and  instructor,  while  yet  he  gave  himself  to  the  myriad 
duties  of  administration,  his  department  must  have  failed 
to  command  the  respect  of  his  students.  The  pathetic 
thing  is  that  when  the  University  was  emerging  from  its 
financial  difficulties  and  a  growing  faculty  was  permitting 
greater  differentiation  in  the  work  of  instruction  so  that 
Professor  Noyes  might  at  last  anticipate  the  consummation 
of  his  earlier  desire  to  train  men  in  his  one  chosen  field  of 
mathematics,  his  health  was  so  broken  that  he  could  not 
enter  Into  the  heritage  of  his  own  labors,  and  "could  only 
see  and  be  glad."  He  maintained  all  the  while  a  taste  for 
the  higher  disciplines.    His  memory  was  so  saturated  with 


1 855       A    HISTORY       1905  229 

the  Greek  of  Homer  that  at  least  one  of  his  students* 
believed  that  he  had  committed  the  entire  Iliad  to  memory. 
The  same  student  relates  that  it  was  a  common  occurrence, 
when  the  professor  was  asked  for  a  speech,  to  reply  with  a 
recitation  of  half  a  page  of  Homer.  His  address  before 
the  Hinman  Literary  Society  in  1861  created  so  favorable 
an  impression  that  the  audience  on  the  spot  requested  its 
publication,  but  the  modesty  of  the  speaker  prevented  a 
compliance  with  the  request.  That  Professor  Noyes 
should  retain  the  fine  edge  of  his  scholarship  under  his 
mass  of  work  is  indeed  remarkable. 

The  correspondence  of  Professor  Noyes  is  characterized 
by  the  same  elements  of  lucidity  and  dignity  of  statement. 
A  fine  tone  of  native  manliness  and  culture  pervades  his 
letters,  so  that  with  these  in  hand,  a  stranger  to  the  man 
could  not  go  far  afield  in  making  an  estimate  of  his  char- 
acter. 

In  November,  1855,  the  University  opened.  The  mea- 
greness  of  the  event  could  have  struck  no  one  more  forcibly 
than  Professor  Noyes.  He  had  been  graduated  from  a 
prosperous  New  England  college,  had  just  left  a  prepara- 
tory school  of  300  students,  and  was  now  undertaking  the 
task  of  teaching  ten  to  twenty  ill-prepared  students  in  a 
variety  of  subjects.  In  addition  he  was  applying  him- 
self to  the  labor  of  the  general  administration  of  the  school. 
He  must  frequently  have  inquired  within  himself  wherein 
he  had  bettered  himself  by  exchanging  Newbury  for  Evans- 

*Mr.  James  Frake. 


230         NORTHWESTERN  UNIVERSITY 

ton.  But  whatever  misgivings  he  possessed  were  reserved 
to  himself.  He  threw  himself  into  the  work,  tasteful  or 
distasteful.  Least  congenial  to  him  were  the  occasions  of 
public  appearance  in  churches  or  at  the  sessions  of  the 
annual  conferences  that  were  a  prominent  part  of  the  work 
of  Hinman  and  were  expected  of  Foster. 

From  the  opening  of  the  University  in  1855  to  the  com- 
ing of  President  Foster  in  1857,  and  for  several  years  after 
his  resignation,  Professor  Noyes  was  the  administrative 
head  of  the  University,  latterly  under  the  title  acting  pres- 
ident or  vice  president.  To  many  it  has  seemed  unjust 
that  he  should  not  have  been  accorded  the  full  honors  of  the 
presidential  office  when  he  performed  the  functions  of 
the  position.  Several  reasons  cooperated  to  this  result: 
First,  the  fact,  as  already  stated,  that  Professor  Noyes 
was  averse  to  that  personal  presentation  on  the  platform 
of  the  needs  of  the  University  which  was  expected — and 
required — of  the  president  of  the  University.  The  tastes 
of  Professor  Noyes  were  those  of  the  student  and  teacher 
rather  than  those  of  the  orator.  Again,  it  was  the  custom 
of  the  educational  Institutions  of  the  Methodist  Church  at 
that  time  to  secure  clergymen  as  presidents,  for  it  was 
believed  that  they  were  better  able  than  laymen  to  raise 
funds  for  the  schools,  and  that  they  had  a  deeper  interest 
In  the  religious  welfare  of  the  students — ^which  was  a  main 
interest  with  patrons.  Whatever  may  have  been  the  ability 
of  Professor  Noyes  for  raising  funds  for  the  University, 
no  professor  or  president  of  Northwestern  ever  carried  In 


1 855        A  HISTORY       1905  231 

his  heart  a  sincerer  interest  in  his  students  or  commended 
to  them  a  more  virile  Christianity.  But  he  did  not  pub- 
lish it  on  the  housetop. 

As  an  administrator  of  the  business  affairs  of  the  Uni- 
versity Professor  Noyes  was  wise,  far-sighted,  scrupulously 
accurate,  and  abundant  in  labor.  He  did  the  work  of  sev- 
eral men.  He  was  Professor  of  Mathematics  but  gave 
instruction  in  other  departments;  was  executive  head  of 
the  faculty;  was  treasurer  of  the  same,  collecting  tuition 
and  other  fees,  and  buying  and  selling  text-books.  He  was 
long  secretary  of  the  Executive  Committee  of  trustees,  and 
financial  agent,  selling  lands,  writing  leases,  surveying 
University  property, — performing  the  endless  details  of 
University  business.  Vacations  gave  him  opportunity  to 
bring  his  financial  records  up  to  date.*  He  found  time  to 
teach  in  Sunday  School,  to  lead  a  student's  class  meeting, 
to  serve  as  secretary  of  the  "Ministerial  Education  Society" 
connected  with  the  "Institute."  He  was,  indeed,  one  of  its 
incorporators.  And  yet,  all  these  duties  were  well  exe- 
cuted. His  teaching  was  conscientiously  and  ably  done; 
his  records  as  secretary  and  treasurer  are  models  of  clear- 
ness both  in  form  and  content.  His  judgment  was  far- 
seeing.  He  refused  to  sacrifice  the  future  and  permanent 
advantage  of  the  University  to  present  profit  even  if  the 


*"Please  to  accept  this  hastily  written  note  as  an  earnest  of  what 
I  would  do  if  I  had  the  time  at  command.  I  am  in  the  midst  of  vaca- 
tion now  it  is  true,  but  my  ''Journal  and  Ledger"  are  far  behind,  and 
my  "accounts"  have  to  share  the  attention  now  which  they  fail  to 
receive  in  term  time.  I  would  have  you  know  that  Bookkeeping  is  a 
most  unliterary  profession."  Letter 'of  H.  S.  Noyes  to  Dr.  F.  D. 
Hemenway,  Dec.   31,  '61. 


232         NORTHWESTERN  UNIVERSITY 

latter  Included  the  payment  of  arrears  of  his  own  salary. 
He  might  have  thrown  on  the  market  lots  of  University 
land  that  would  have  made  a  temporary  stop-gap  in  the 
institution's  exchequer,  but  would  have  constituted  a  per- 
manent and  serious  loss  to  the  assets  of  the  University.  The 
loyalty  and  wise  forecast  of  Professor  Noyes  at  this  point 
fairly  entitle  him  to  rank  among  the  founders  of  the  insti- 
tution. As  financial  agent  of  the  University  he  made  the 
transfers  of  land;  this  required  an  exact  delimitation  of 
the  boundaries  of  the  lots.  A  common  sight,  on  a  Saturday 
afternoon,  was  a  surveying  expedition  of  Professor  Noyes 
and  one  or  more  of  his  students.  They  operated  the  instru- 
ment while  he  with  remarkable  rapidity  and  accuracy  per- 
formed the  calculations.  For  years  he  knew  the  corner  of 
every  block  in  Evanston.*  To  his  skill  as  a  surveyor  was 
due  the  draining  of  the  swamp  that  lay  from  time  immem- 
orial in  the  heart  of  Evanston.  A  box  sewer  laid  on  Davis 
St.  from  Hinman  Ave.  to  the  lake  and  a  southern  ditch 
carried  through  the  ridge  toward  Rogers  Park  drew  off 
the  water  that  was  never  discharged  by  the  ditch  leading 
north  through  the  campus.f 

From  i860  to  1867  was  the  strenuous  period  of  the  ser- 
vice of  Professor  Noyes.  He  had  served  as  treasurer  of 
the  faculty  and  as  secretary  of  the  Executive  Committee. 
In  i860  he  was  appointed  financial  agent  and  elected  vice 
president  of  the  University.     At  the  June  meeting  of  the 


*Mr.   Jas.    Frake. 

fNow  shrivelled  up  into  the  "Rubicon." 


i855       A    HISTORY       1905  233 

trustees  effort  was  made  to  choose  a  president,  and  Dr.  E. 
O.  Haven,  of  Michigan,  was  elected,  receiving  fourteen  of 
the  twenty  votes  cast;  but  he  declined  the  honor.  The 
administration  of  the  University  again  rested  on  the 
shoulders  of  the  vice  president.  Apparently  the  trustees 
were  satisfied  that  it  should  remain  so,  for  no  further 
attempts  were  made  for  several  years  to  fill  the  presidential 
chair. 

The  financial  status  of  the  University  in  i860  was  not 
flattering.  It  was  rich  only  in  land  and  prospects.  Land 
was  the  medium  of  exchange.  With  it  was  bought  stock 
in  the  Chicago  and  Evanston  Railroad,  and  with  it  were 
paid  arrears  of  salary,  though  at  a  valuation  set  by  the 
trustees.  But  town  lots  would  not  feed  a  family.  Foster 
had  accepted  an  appointment  that  was  likely  to  be  remu- 
nerative; Godman  now  did  the  same.  Judson  resigned 
as  financial  agent,  seeing  no  means  for  collecting  his  own 
salary,  and  so  the  functions  of  this  ofl&ce,  like  others,  nat- 
urally fell  to  Noyes, — and  that  too  without  additional 
remuneration.  In  1862  Blaney,  the  enthusiastic  professor 
of  science,  resigned  his  chair  to  enter  the  army.  The 
example  set  by  Blaney  was  followed  by  others.  In  1864 
about  twenty  students  at  one  time  asked  for  release  from 
college  work  to  enter  the  army,  and  Tutor  Linn  volun- 
teered for  service. 

These  were  days  when  an  abundant  energy  was  needed 
simply  to  hold  things  together.  Noyes  supplied  it.  He 
continued  the  constructive  work  of  the  University.  Amend- 


234         NORTHWESTERN  UNIVERSITY 

merits  to  the  charter  were  secured;  the  conferences  were 
stimulated  to  greater  cooperation;  scholarships  were  of- 
fered to  the  school  fund  of  Chicago;  negotiations  were 
entered  into  with  the  Rock  River  Seminary  at  Mount 
Morris  that  sought  affiliation  with  the  University;  the 
University  united  with  others  for  the  construction  of  a 
pier  into  the  lake;  extended  conferences  were  held  with 
the  trustees  of  Garrett  Biblical  Institute  for  the  division 
of  the  campus.  The  vacancies  in  the  faculty  were  filled 
by  the  appointment  of  Marcy  to  succeed  Blaney,  and 
Kistler  to  succeed  Godman;  Wheeler  was  added  as  Pro- 
fessor of  English  Literature  and  History;  while  the  pre- 
paratory school  was  given  a  permanent  basis  by  the  ap- 
pointment of  a  principal  and  assistants  and  the  elabora- 
tion of  a  course  of  study;  and,  what  was  of  great  import- 
ance, plans  now  became  definite  for  a  permanent  building 
for  the  University.  University  Hall  is  an  enduring  mon- 
ument of  the  faith  and  financial  skill  of  Professor  Noyes. 

So  well  was  the  business  of  the  University  adminis- 
tered that  by  1863  the  institution  was  financially  "getting 
out  of  the  woods."  The  indebtedness  to  John  H.  Foster 
for  the  Evanston  purchase  was  liquidated;  further  pro- 
jects for  permanent  buildings  were  discussed ;  the  Univer- 
sity agreed  to  erect  one  house  in  Evanston  valued  at 
$1,000  for  every  nine  dwellings  erected  by  individuals;  and 
for  the  first  time  in  its  history  the  trustees  were  asking 
themselves  what  was  to  be  done  with  surplus  funds  in  their 


i855       A    HISTORY       1905  235 

hands, — answering  the  question  by  purchasing  United 
States  7-30  bonds. 

In  1865,  the  trustees  began  to  see  that  they  were  impos- 
ing on  the  strength  and  good-will  of  the  vice  president. 
They  now  appointed  a  scholarship  agent  and  a  treasurer. 
Even  the  students  petitioned  for  a  president,  and  in  Sep- 
tember, 1866,  Dr.  Fowler  was  elected,  but  only  to  decline. 
The  pity  is  that  these  measures  of  relief  came  all  too  late. 
The  health  of  Professor  Noyes  was  already  broken. 

In  1866  Professor  Noyes  gave  more  serious  indications 
of  illness.  He  sought  relief  from  his  administrative  duties, 
resigning  as  vice  president  in  1867.  This  was  too  late.  He 
struggled  against  odds  until  the  spring  of  1870,  when  his 
health  was  so  completely  broken  that  he  transferred  his 
classes  to  others  and  later  was  given  entire  release  from 
work  to  spend  a  year  in  Europe.  Returning  from  his  trip 
with  renewed  vigor  and  apparently  strengthened  health,  he 
resumed  his  class-work,  but  in  the  spring  of  1872  he  was 
again  compelled  to  surrender  it.     He  died  May  24,  1872. 

The  death  of  Professor  Noyes  evoked  sincerest  expres- 
sions of  sorrow.  Students,  faculty,  and  trustees  vied  in 
tributes  to  the  worth  of  the  man.  In  the  Vidette  (the  col- 
lege paper)  is  a  copy  of  the  resolutions  passed  by  the  stu- 
dents on  the  event  that  had  caused  sincere  mourning, 
"casting  gloom  over  our  loved  institution  and  over  the 
entire  community.  The  students  always  received  from  him 
the   kindest   treatment,    truest   sympathy,    assistance    and 


236         NORTHWESTERN  UNIVERSITY 

advice."*  The  resolutions  of  the  faculty  were  spread 
upon  the  records  of  the  trustees  and  adopted  by  the  latter 
as  their  own  expression  of  regard  and  sense  of  loss.f  In 
1872,  the  year  of  his  death,  it  was  proposed  to  erect  an 
observatory  in  his  honor,  to  be  situated  on  the  campus.^ 
This  proposition  never  came  to  fulfilment,  but  three  years 
later  the  trustees  honored  the  name  of  the  deceased  by 
attaching  it  to  the  chair  of  Mathematics,  and  in  1876  the 
chair  of  English  Literature  was  also  named  in  his  honor. 

Professor  Noyes  wished  even  his  death,  as  his  life,  to  be 
of  service  to  the  University.  His  will  conveyed  to  the 
institution  the  surplus  of  his  property  left  after  providing 
very  frugally  for  his  wife  and  daughter. 

A  grateful  recollection  is  that  this  man  was  not  without 


*Adopted  May  27,  1872.  W.  O.  Peet,  E.  L.  Parks,  E.  McCligh, 
committee. 

f'Whereas,  Henry  S.  Noyes,  Professor  of  Mathematics  in  this 
University  from  the  first  organization  of  the  Faculty,  in  1854,  has 
been  taken  from  us  by  death,  and  whereas  it  is  fitting  that  some 
expression,  necessarily  inadequate,  be  made  and  recorded  of  our  appre- 
ciation of  his  eminent  ability  and  usefulness,  therefore ; 

Resolved,  That  the  life  and  labors,  and  character  of  Professor 
Henry  S.  Noyes  form  a  large  and  valuable  part  of  the  history  of  the 
Northwestern  University  from  the  beginning  till  the  present  time; 
he  was  an  accurate  and  thorough  scholar,  an  earnest,  faithful  and  suc- 
cessful instructor,  a  wise  counselor  in  the  Board  of  Trustees,  a 
judicious  and  enterprising  Financial  Agent  and  Secretary,  and  in  all 
his  numerous  and  various  relations  to  the  University,  discharged  his 
duties  with  extraordinary  fidelity  and  ability.  He  was,  moreover,  a 
consistent,  devoted  Christian,  and  has  exerted  an  influence  for  good 
upon  his  associates  and  the  students  of  this  University  that  we  cannot 
fully  estimate,  and  that  language  is  incompetent  to  express. 

Resolved,  That  this  paper  be  recorded  in  the  Proceedings  of  the 
Faculty  and  that  the  President  be  requested  to  incorporate  it  in  his 
annual  report  to  the  trustees,  that  it  may  be  recorded  in  their  proceed- 
ings, and  that  a  copy  of  it  be  transmitted  to  the  family  of  the  deceased. 

Trustees'  Records,  HI,  35. 

X  Near  the  ball  grounds.     Evanston  Index,  July  20,  1872. 


1 85 5       A   HISTORY       1905  237 

honor  in  his  own  country.  While  in  the  warmth  of  rhe- 
torical expression  it  may  have  been  said  that  there  was  no 
broad  mind  in  the  college  from  Hinman  to  Haven  (a 
statement  clearly  in  error  in  the  omission  of  President 
Foster  as  well  as  Professor  Noyes),  and  while  even  the 
benignant  Haven  discussed  the  work  of  Noyes  in  words* 
that  Professor  Wheeler  said  "made  his  blood  boil,"  it  still 
remains  that  the  warmest  friends  of  Professor  Noyes  were 
those  of  his  own  day  and  neighborhood.  It  may  be — 
and  such  a  consummation  is  devoutly  to  be  wished — that 
he  will  become  known  more  and  more  fully  and  widely 
to  all  the  friends  of  the  University,  and  will  secure  that 
greater  meed  of  honor  that  is  due  him ;  but  in  the  end  this 
favorable  judgment  can  differ  but  little  from  the  regard 
and  respect  paid  to  him  while  living  by  his  friends  and 
neighbors. 

Time  has  only  made  greener  the  memory  of  Professor 
Noyes.  Many,  if  summoned,  would  repeat  the  words  of 
one  of  his  students:  "My  relation  to  him  while  in  Evans- 
ton  and  my  memory  of  him  since,  I  count  among  my 
special  blessings."  The  University  could  perform  no 
higher  function  for  society  than  the  appointment  of  such 
men  to  its  chairs;  no  alumnus  could  carry  from  the  insti- 
tution a  more  salutary  influence  than  the  spirit  of  this  man 
who  has  entered 


♦Memorial  address. 


238         NORTHWESTERN  UNIVERSITY 

"the  choir  invisible 
Of  those  immortal  dead  who  live  again 
In  minds  made  better  by  their  presence;   live 
In  pulses  stirred  to  generosity, 
In  deeds  of  daring  rectitude,  in  scorn 
Of  miserable  aims  that  end  with  self, 
In  thoughts  sublime  that  pierce  the  night  like  stars, 
And  with  their  mild  persistence  urge  men's  minds  to  vaster 
issues." 

DAVID  HILTON  WHEELER 

Acting  President,  1868-9 

The  Editor 

Probably  Northwestern  has  never  had  the  service  of  a 
more  gifted  mind  than  that  of  David  Hilton  Wheeler.  Dr. 
Wheeler  came  to  the  University  in  the  full  maturity  of  his 
faculties.  He  had  already  distinguished  himself  as  teacher, 
foreign  consul,  and  journalist. 

Dr.  Wheeler  was  born  in  1829.  After  the  completion 
of  his  studies  at  the  Rock  River  Seminary  at  Mt.  Morris 
he  became  instructor  in  Iowa  Conference  Seminary,  now 
Cornell  College,  at  Mt.  Vernon,  Iowa.  In  1855-6  he  was 
editor  of  a  paper  in  Carroll  County,  Illinois,  and  served 
as  County  School  Commissioner.  He  returned  to  Cornell 
in  1857,  remaining  there  four  years.  The  fall  of  i860 
found  him  campaigning  for  Lincoln  in  Iowa.  His  ser- 
vice was  rewarded  by  appointment  as  consul  to  Genoa. 


1 85 5       A   HISTORY       1905  239 

While  still  abroad  the  Austro-Prussian  War  of  1866 
brought  him  appointment  as  correspondent  from  Italy  for 
the  New  York  and  Chicago  Tribunes.  "He  was  among 
the  first  to  contribute  elaborate  letters  and  articles  upon 
European  affairs  for  American  newspapers."  He  remained 
in  this  work  but  a  short  time.  Aher  seven  years  of  resi- 
dence abroad,  he  wrote  to  Professor  Noyes  that  he  "wanted 
his  boys  to  be  Americans"  and  would  gladly  come  to 
Northwestern  and  take  the  English  department.  In  1866 
he  was  elected  Professor  of  English  Literature  and  His- 
tory in  the  University. 

Dr.  Wheeler's  ability  was  quickly  recognized  by  the 
college  faculty.  Professor  Noyes  had  laid  down  the 
acting-presidency  of  the  University,  but  no  president  was 
yet  elected.  In  1868  Dr.  Wheeler  was  chosen  "Chair- 
man of  the  Faculty,"  and  so  became  virtually  acting  pres- 
ident of  the  University. 

Himself  broad  and  scholarly,  the  University  under  his 
influence  gained  in  breadth  and  scholarliness.  Study, 
reflection  and  observation  gave  him  acquaintance  with 
books  as  well  as  with  men.  He  carried  into  the  class- 
room enthusiasm  for  the  subjects  he  taught.  The  vigor 
and  freshness  of  his  thought  were  engaging.  Lectures 
were  usually  the  form  of  his  instructions;  he  relied  upon 
the  papers  of  the  students  for  evidence  of  their  assimilation 
of  the  subject  matter  of  the  course.  To  the  interested  stu- 
dent Dr.  Wheeler  was  most  helpful  and  inspiring.  His 
pen  was  facile,  his  speech  crisp  and  persuasive.    He  was  a 


240         NORTHWESTERN  UNIVERSITY 

man  of  'rare  and  varied  ability,'*  "an  example  of  power 
without  arrogance,  of  wisdom  without  presumption." 
Though  deeply  spiritual,  he  was  undemonstrative  in  the 
practice  of  his  religious  faith. 

Professor  Wheeler  associated  himself  in  1872  with 
President  Haven  in  the  editorial  management  of  the  Lake- 
side Monthly  Magazine. 

Perhaps  the  most  signal  event  in  the  history  of  the  Uni- 
versity in  the  single  year  of  Dr.  Wheeler's  administra- 
tion was  the  completion  of  University  Hall. 

The  election  of  President  Haven  gave  Dr.  Wheeler 
release  from  administrative  functions.  He  applied  himself 
to  the  duties  of  his  professorship,  serving  the  University 
for  eight  years.  In  1875  ^^  resigned  to  accept  the  editorial 
chair  of  "The  Methodist."  His  talents  and  experience 
called  him  later  to  the  presidency  of  Allegheny  College, 
where  his  service  is  remembered  with  the  deepest  apprecia- 
tion. 

*See  the  resolutions  of  the  faculty,  October  3,   1876. 


CHAPTER  XI 

The  Administration  of  Erastus  Otis  Haven 
1869-1872 

Horace  Mann  Derby 


1-16 


IN  a  letter  of  July  6,  i860,  written  at  Boston,  Mas- 
sachusetts, Dr.  Erastus  O.  Haven  acknowledged 
the  receipt  of  a  letter,  dated  June  30,  i860,  in 
which  he  was  informed  that  the  trustees  of  the 
Northwestern  Universit}^  had  elected  him  to  the 
presidency  of  that  institution.  On  March  i,  1861,  he 
addressed  a  letter  to  Dr.  John  Evans,  president  of  the 
board  of  trustees,  stating  that  after  long  and  careful  con- 
sideration he  had  been  compelled  to  conclude  that  it  would 
not  be  best  for  him  to  accept  the  post.  He  considered  it  the 
best  appointment  of  the  kind  in  the  gift  of  the  church;  but 
for  reasons,  mostly  of  a  domestic  character,  "together  with 
a  hope  that  though  in  a  less  conspicuous  and  honorable 
position  perhaps,  as  men  view  things,  I  may  still  accom- 
plish as  much  for  the  general  cause  of  God,"  he  declined 
the  offer. 

Since  the  resignation  of  Dr.  Foster  in  i860,  the  Uni- 
versity had  been  without  a  president.  Professors  Noyes 
and  Wheeler  had  served  efficiently  as  executive  officers, 
but  the  demand  became  more  and  more  insistent  for  the 
appointment  of  a  head  with  full  title  and  prerogative.  On 
June  22,  1869,  a  committee  of  nine  of  the  trustees  was 
appointed  on  election  of  president.  The  next  day  the 
committee  gave  the  following  report:  "First,  the  salar}- 
of  the  president  shall  be  $4,500. — Adopted.  Second,  Rev. 
Dr.  E.  O.  Haven  was  nominated  by  Judge  Goodrich,  and 
was  unanimously  elected." 

In  his  autobiography  Dr.  Haven  says,  "I  was  bom  in 

243 


244         NORTHWESTERN  UNIVERSITY 

Boston,  Massachusetts,  November  i,  1820."  His  father 
was  "a  genuine  Yankee  in  the  good  sense  of  the  word,  reso- 
lute, alert,  prosperous — a  farmer,  a  store-keeper,  a  skilled 
user  of  machinery,  and  even  inventor,  a  Methodist  local 
preacher,  and  ever  active  in  body  and  mind  till  his  death, 
at  the  age  of  nearly  seventy-seven.  "His  mother  was  an 
omnivorous  reader;  a  woman  who  pinned  her  faith  to  no 
master;  of  stoical  temperament,  fearless  of  death,  despis- 
ing shams,  faithful  as  the  magnetic  needle."* 

Dr.  Haven  commenced  his  career  as  an  educator  by 
teaching  a  district  school  at  fourteen  dollars  and  fifty  cents 
per  month.  He  graduated  at  Wesleyan  University,  Mid- 
dletown,  Connecticut,  in  1842,  and  immediately  became 
teacher  of  natural  sciences  at  the  Amenia  Seminary,  N. 
Y.,  to  succeed  Rev.  Joseph  Cummings,  afterward  presi- 
dent of  Northwestern  University.  Dr.  Haven  joined  the 
New  York  Conference  in  1848,  and  was  an  eminently 
successful  pastor  till  January,  1853,  when  he  entered  a  new 
field  as  professor  of  Latin  in  the  University  of  Michigan. t 
In  1856  he  was  chosen  editor  of  "Zion's  Herald,"  the  lead- 
ing Methodist  weekly  in  New  England,  remaining  at  that 
post  until  1863.  During  these  years  Dr.  Haven  was 
preaching  continuously  and  lecturing  widely.  He  was 
chosen  State  Senator  in  Massachusetts  in  1862,  and  in 
1863.  His  work  was  especially  valuable  against  slavery 
and  intemperance,  and  in  the  support  of  education.     In 


*Autobiography  of  Bishop  E.  O.  Haven,  pp.  22-24. 
fHe  later  exchanged  this  department  for  that  of  EngHsh  Language, 
Literature,  and  History. 


i855       A   HISTORY       1905  245 

1863  Dr.  Haven  was  called  to  the  presidency  of  the  Uni- 
versity of  Michigan.  It  was  a  gloomy  and  turbulent  time 
for  that  institution.  In  the  six  years  of  his  presidency 
financial  relief  was  secured,  the  number  of  students  was 
nearly  doubled,  and  advancement  made  along  all  lines.* 

If  the  University  of  Michigan  "was  astounded  and  dis- 
mayed by  President  Haven's  announcement  of  his  inten- 
tion to  resign,  "t  on  the  other  hand  his  election  to  the  pres- 
idency of  the  Northwestern  University  was  a  cause  for 
great  rejoicing  among  the  friends  of  that  institution.  Dr. 
Haven  said  it  was  hard  to  bid  farewell  to  the  University 
of  Michigan,  but  he  felt  he  could  probably  be  more  useful 
at  Evanston.  He  had  been  interested  in  Northwestern 
from  its  beginning. 

Dr.  Haven's  inaugural  address  was  an  able  one.  This  is 
the  gist  of  it :  (  i )  Universities  are  essential  to  a  genuine 
civilization.  Libraries,  learned  professors,  museums,  etc., 
are  not  the  only  needs  of  a  university.  There  must  be  a 
demand  for  it.  (2)  The  eflSciency  of  universities  is  not 
a  theory  but  a  matter  of  fact.  The  ruling  minds  of 
Europe  and  America  were  college  men — Luther,  Loyola, 
Bacon,  Calvin,  Wesley,  Descartes,  etc.  (3)  The  State 
alone  cannot  and  ought  not  to  meet  the  demand  for  edu- 
cation. The  Church  has  always  sustained  schools,  and  she 
can  never  free  herself  from  this  obligation.  (4)  There 
should  be  no  antagonism  between  the  classicist  and  the 

*In  this  biographical  sketch  I  have  relied  upon  Dr.  Haven's  auto- 
biography. 

t  Autobiography,  p.   170. 


246         NORTHWESTERN  UNIVERSITY 

scientist.  No  one  study  is  absolutely  essential  to  great 
power.    Each  has  its  claim  to  attention ;   all  are  profitable. 

After  the  usual  ceremony  of  inauguration,  Dr.  Haven 
betook  himself  heartily  to  the  new  work,  and  the  beginning 
of  the  college  year  in  1869  was  a  new  epoch  in  the  history 
of  the  institution.  Dr.  Oliver  Marcy  says,  "Dr.  Haven's 
organizing  power  was  immediately  felt.  During  the  first 
year  he  brought  rapidly  together  the  more  immediately 
available  elements  of  enlargement  and  strength." 

Dr.  Haven  was  an  advocate  of  coeducation,*  and  in  the 
first  year  of  his  administration  a  young  woman  was  for  the 
first  time  admitted  to  the  classes  of  the  University.  Dr. 
Haven  says:  "Evanston  had  already  an  organization  of 
trustees  to  establish  a  Woman's  College,  but  had  not  yet 
succeeded  In  obtaining  any  pecuniary  foundation  for  It, 
principally,  because  there  was  a  flourishing  private  institu- 
tion of  the  kind  in  the  village.  I  directed  all  my  efforts  to 
Induce  the  proprietor  of  the  private  Institution  to  surrender 
Its  Influence  to  the  University,  and  by  public  efforts  and 
private  solicitations  brought  about  a  union  of  the  proposed 
Woman's  College  with  the  University,  and  obtained  large 
contributions  for  the  erection  of  an  elegant  bulldlng.f 
In  January,  1869,  the  village  of  Evanston  quit  claim  to 
the  Evanston  College  for  Ladles  the  park  lying  between 
Clark  and  Park  streets,  and  Orrlngton  and  Sherman  ave- 
nues.   This  park  was  to  be  used  as  a  site  for  a  building  for 


*It  is  reported  to  have  been  one  of  the  conditions  of  his  acceptance 
that  women  be  permitted  to  study  in  the  University, 
f  Autobiography  p.  176. 


i855       A   HISTORY       1905  247 

the  above  college.  In  this  year  (1869),  too,  the  Chicago 
Medical  College  became  a  department  of  the  University. 
Dr.  Haven  says,  "In  a  few  days  (after  his  inauguration)  I 
recommended  a  plan  whereby  the  Chicago  Medical  Col- 
lege was  united  with  the  University.  This  was  then  the 
only  medical  college  in  the  United  States  that  required  a 
three  years'  course  of  graded  study,  with  careful  and 
repeated  examinations.  It  consisted  of  a  few  able  profes- 
sors, with  Dr.  Nathan  S.  Davis  at  their  head,  who  were 
resolutely  determined  to  raise  the  standard  of  the  medical 
profession. t 

For  the  first  time  there  was  a  suitable  building  for  the 
accommodation  of  the  college.  University  Hall  was  opened 
September  8,  1869.*  The  opening  of  this  new  building 
and  the  inauguration  of  Dr.  Haven  marked  an  epoch  in  the 
history  of  the  institution  and  of  liberal  education  in  the 
Northwest. 

The  Garrett  Biblical  Institute,  soon  to  suffer  severely 
from  the  Chicago  fire,  was  brought  into  closer  relation  to 
the  Universit}'.  Its  catalogue  in  1869  and  1870  formed  a 
part  of  the  University  catalogue.  The  University  cata- 
logue of  1868  and  1869  contains  but  twenty-two  pages, 
while  that  of  1869  and  1870  has  fifty-five  pages.  A 
comparison  of  the  two  shows  a  great  enlargement  of  the 
work  under  the  first  year's  presidency  of  Dr.  Haven. 

A  Department  of  Civil  Engineering  was  organized  with 

•The  speakers  were  Governor  John  M.  Palmer,  Bishops  Thompson 
and  Simpson,  and  Dr.  Haven.  Dr.  Haven  spoke  of  the  Hall  as  "the 
new  and  elegant  University  building." 


248         NORTHWESTERN  UNIVERSITY 

Professor  Julius  F.  Kellogg  in  charge.  A  chemical  lab- 
oratory was  established.  The  Schultze  library  of  20,000 
volumes  was  purchased  for  the  University,  the  gift  of  Mr. 
L.  L.  Greenleaf. 

Dr.  Haven's  report  to  the  Board  of  Trustees,  June, 
1870,  Is  a  long  and  able  document,  reviewing  the  history 
of  the  University  from  Its  foundation  to  the  present 
(1870).  Much  progress  had  been  made,  and  plans  were 
being  laid  for  the  future.  A  proposition  was  made  for  the 
association  of  the  Norwegian  and  Swedish  Methodists  with 
the  University;  also,  for  the  association  of  the  Evanston 
College  for  Ladles  with  the  University.  President  Haven 
recommended  that  steps  be  taken  to  establish  a  Law  De- 
partment. Every  department  had  Increased  In  numbers, 
and  was  In  a  prosperous  condition.  The  report  breathed 
with  hope  and  courage,  and  closed  with  an  appeal  to  all  to 
work  resolutely  for  the  future  welfare  of  the  University. 

During  the  stress  of  great  activity  for  the  University, 
Dr.  Haven  was  preaching  and  lecturing  frequently  and 
writing  for  religious  journals.  The  second  year  of  his 
administration  (i870-'7i)  was  eminently  prosperous.  Not 
much  that  was  new  was  undertaken,  but  there  was  a  devel- 
oping of  things  begun. 

The  Medical  College  had  completed  their  new  and  com- 
modious building.  In  an  address  before  the  Medical  Col- 
lege In  1870,  Dr.  Haven  enunciated  some  wholesome  views 
regarding  the  medical  profession.  "Your  profession," 
he  said,  "is  as  old  as  the  clergy,  and  has  Its  regular  sue- 


i855       A    HISTORY       1905  249 

cession  of  doctors  of  medicine  from  early  times.  Doctors 
are  the  great  prosecutors  of  science  and  free  thought. 
The  principles  of  your  profession  should  be  better  under- 
stood by  the  public.  When  a  true  physician  discovers  a 
new  remedy  or  the  cause  of  any  malady,  he  is  not  to  enter 
the  patent  office  to  obtain  an  exclusive  right  to  his  discov- 
ery, nor  send  out  a  mixture  in  boxes  and  bottles  with  flam- 
ing advertisements  to  be  swallowed  by  men,  women,  and 
children,  without  regard  to  constitution,  age,  or  ailment. 
But  he  is  to  publish  it  as  free  as  the  air  to  all  the  profes- 
sion. This  is  philanthropic  and  noble.  A  physician  must 
be  a  gentleman.  He  should,  I  think,  in  the  highest  sense 
of  the  word  be  a  Christian.* 

The  College  for  Ladies  had  been  chartered.  Dr.  Haven 
and  Miss  Frances  E.  Willard  worked  harmoniously  and 
earnestly  for  the  promotion  of  this  institution.  Mary  F. 
Haskin,  Mary  B.  Willard,  Abby  L.  Brown,  Emma  B. 
White,  Elizabeth  M.  Greenleaf,  Mary  F.  Haven,  Emily 
Huntington  Miller,  and  Prof.  Marcy  were  warm  support- 
ers. The  comer  stone  of  Evanston  College  for  Ladies  was 
laid  July  4,  1871.  Addresses  were  made  by  President 
Haven  and  Rev.  J.  M.  Reid,  editor  of  the  Northwestern 
Christian  Advocate.  A  hymn  was  written  for  the  occa- 
sion by  Mrs.  Miller. 

Prof,  Marcy,  speaking  of  Dr.  Haven  says,  "his  society 
was  much  sought  by  men  of  position  and  influence;  each 
Sunday  afternoon  he  gave  an  address  in  the  college  chapel, 

*Northwestern  Christian  Advocate,  March  30,  1870. 


250         NORTHWESTERN  UNIVERSITY 

to  which  the  citizens  crowded  to  listen;*  he  was  invited  to 
lecture  before  other  colleges,  and  before  educational  asso- 
ciations, and  the  presidents  and  officers  of  other  colleges 
honored  him  with  calls. f 

The  catalogue  showed  that  the  number  of  students  had 


•"These  addresses,  like  all  his  addresses,  evidenced  a  wide  range 
of  information  and  much  study  of  his  subject,  and  commanded  the 
closest  attention  and  marked  interest  of  his  listeners  from  beginning  to 
close.  He  seldom  preached;  he  always  talked,  and  said  something 
every  time  that  he  spoke.  In  stature  he  was  rather  undersized.  His 
face  was  very  thin,  and  his  voice  was  somewhat  like  his  face,  but  musi- 
cal and  pleasant  to  hear.  Impassioned  oratory  was  not  characteristic 
of  him,  but  his  rhetoric  was  the  purest,  and  his  style  so  simple  that  no 
one  failed  to  grasp  his  thought  and  carry  it  away  as  so  much  added 
treasure.  I  remember  to  this  day  things  he  said  in  his  talks  on  the 
Lord's  Prayer." 

Apropos  of  the  demands  made  on  Dr.  Haven  for  service  outside  of 
Evanston  one  of  his  students  writes,  "In  my  senior  year  I  recited  to 
him  in  rhetoric,  and  mental  and  moral  philosophy.  Frequently  he 
would  come  into  the  class-room  after  an  absence  of  some  days,  and 
after  asking  a  few  questions  and  getting  a  few  unsatisfactory  replies, 
he  would  launch  into  a  lecture  which  would  consume  the  rest  of  the 
hour,  but  would  give  the  pupils  more  to  take  away  with  them  than 
they  could  get  out  of  the  book  in  a  whole  day ;  then  he  would  say. 
'Gentlemen,  I  shall  be  obliged  to  be  away  the  rest  of  the  week.  You 
will  read  the  next  so-many  pages  and  each  present  a  thesis  (or  a 
syllabus)   on  the  subject  the  next  time  we  meet.'" 

fit  may  be  of  interest  to  give  a  brief  summary  of  a  lecture  deliv- 
ered by  Dr.  Haven  in  Philadelphia,  Pennsylvania,  on  the  subject,  "Infi- 
delity and  the  Bible."  The  "Philadelphia  Press"  says,  "The  course  has 
embraced  the  leading  divines  and  Christian  thinkers  of  our  countr}', 
but  President  Haven's  essay  must  be  regarded  as  the  crowning  one 
of  the  series."  Dr.  Haven  said,  "The  fault  of  our  theologians  is  that 
they  rather  avoid  the  scientific  theories  in  which  Christianity  at  pres- 
ent finds  its  chief  antagonists.  They  avoid  dangerous  subjects,  and 
only  denounce  their  distinguished  opponents.  They  who  will  not 
seek  acquaintance  with  the  science  of  living  things,  and  are  blind  to 
God's  creation,  are  fools.  We  repudiate  a  religion  that  cannot  endure 
philosophy,  and  we  repudiate  both  the  religion  and  the  philosophy 
that  does  not  accept  and  delight  in  all  facts.  We  discard  scientific 
hypotheses  that  are  not  confirmed  by  facts.  Metaphysicians  may  write 
ponderous  volumes  on  the  subject,  and  discourse  learnedly  about 
nihilists,  realists,  moralists,  dualists,  and  cosmothetic  idealists,  the 
final  conclusion  of  all  of  those  who  do  not  lose  their  common  sense  is 
that  we  believe  in  matter  because  we  feel  it,  see  it,  hear  it,  taste  it,  and 
smell   it." 


i855       A    HISTORY       1905  251 

increased  in  all  departments.  In  the  second  annual  report 
to  the  trustees  everything  was  hopeful  and  pleasant.  Dr. 
Haven  says,  "Evanston  is  becoming  a  place  of  residence 
for  the  education  of  children.  The  Preparatory'  School  has 
been  particularly  flourishing.  The  Civil  Engineering 
Course,  established  two  years  ago  is  a  decided  success.'* 
In  conclusion — "It  gives  me  pleasure  to  state  that  so  far 
as  I  know  all  the  authorities  of  the  University  have  coop- 
erated with  great  harmony  and  energy  during  the  past 
year,  and  looking  for  the  divine  blessing,  and  profoundly 
thankful  for  past  success,  we  shall  enter  upon  another  year 
with  confidence  and  hope." 

The  third  year  (iSyi-'yi)  of  President  Haven's  admin- 
istration was  a  fruitful  and  happy  one,  though  some  mis- 
fortunes came — the  Chicago  fire,  and  the  death  of  Profes- 
sor Noyes.  In  1871,  October  8  and  9,  occurred  the  great 
Chicago  conflagration.  The  University  lost  but  little 
property;  but  Garrett  Biblical  Institute  was  not  so  for- 
tunate, losing  a  block  of  buildings  in  Chicago,  its  main  pro- 
ductive endowment.  Among  those  who  went  out  to  visit 
the  churches  and  obtain  aid  for  it  was  Dr.  Haven.  He 
presented  its  cause  in  Baltimore,  Washington,  and  vicin- 
ity, and  the  people  responded  well;  the  institution  was 
saved.* 

Dr.  Haven's  interest  in  the  College  for  Ladies  never 
flagged.    Professor  Marcy  presented  a  plan  to  the  Execu- 

*This  solicitation  of  funds  was  not  solely  in  the  interest  of  the 
theological  school,  but  in  behalf  of  all  those  Methodist  churches  and 
institutions  that  had  suffered  by  the  fire. 


252         NORTHWESTERN  UNIVERSITY 

tive  Committee  of  the  Evanston  College  for  Ladles  for  a 
conservatory  of  music  in  connection  with  the  institution.  It 
was  adopted  July  22,  1872. 

The  death  of  Professor  Noyes  was  a  cause  of  profound 
grief  to  the  University.  "Of  modest  and  dignified  deport- 
ment, accurate  scholarship,  broad  sympathies,  correct  judg- 
ment, pure  and  elevated  tastes,  he  was  eminently  suited  to 
stand  as  a  model  for  young  men."* 

Arrangements  were  being  made  for  the  establishment 
of  a  Law  Department.  On  motion  of  Dr.  Haven  a  special 
committee  of  three  was  appointed  to  provide  for  instruc- 
tion in  the  Department  of  Law  for  the  coming  year.  Dr. 
Haven,  Orrington  Lunt,  and  L.  L.  Greenleaf  constituted 
the  committee.  It  was  the  purpose  of  the  president  to 
establish  the  Law  Department  of  the  University  so  that 
it  might  be  opened  by  the  first  of  the  next  October;  but 
the  arrangements  were  not  completed  till  after  Dr.  Haven 
left  the  institution. 

Three  instructive  papers  upon  the  subject  of  "Amuse- 
ments" appear  in  the  "Tripod"  this  year  from  the  able  and 
ready  pen  of  Dr.  Haven.  These  papers  are  well  worth  the 
perusal  of  every  young  man  and  woman,  of  every  minister 
of  the  gospel, — indeed,  they  are  valuable  reading  to  every 
one.     Only  a  brief  summary  is  here  given. 

( I ) .  Amusement  in  the  sense  of  spontaneous,  healthful 
action,  seeking  only  gratification,  is  right. 

(2).   Children   during   the    formative   period   of  both 

*"Tripod,"  Vol.  II,  p.  62. — F.  D.  Hemenway. 


i855       A    HISTORY       1905  253 

mind  and  body,  need  more  of  It  than  adults,  and  the  pro- 
portionment  of  amusement  to  labor,  should  be  largest  with 
them,  and  diminish  with  Increasing  age. 

(3).  Amusements  themselves  should  be  regulated  by 
the  great  moral  law  of  obligation  to  oneself,  to  society,  and 
to  God. 

(4).  Amusements  should  var\'^  with  our  occupations, 
and  be  so  chosen  as  to  supplement  our  labor — supplying 
its  deficiencies,  and  repairing  the  waste  made  by  toil. 

( 5 ) .  Amusements  of  a  doubtful  character,  or  of  a  seem- 
ing tendency  to  evil,  should  be  carefully,  conscientiously 
scrutinized,  and  if  indulgence  In  them  deadens  or  dampens 
a  spirit  of  devotion,  or  disinclines  one  to  reverence  and 
prayer,  they  should  be  abandoned  or  denied. 

(6).  At  all  times  and  every'where,  Christians  should 
remember — and  all  ought  to  be  Christians — the  direction : 
"Whether,  ye  eat  or  drink,  or  whatsoever  ye  do,  do  all 
to  the  glory  of  God."* 

Dr.  Haven  continued  to  preach  and  lecture  extensively. 
The  new  main  building  of  Simpson  Centenary  College  at 
Indlanola,  Iowa,  was  dedicated  in  October,  1870,  by  Dr. 
Haven.t 

Not  only  on  the  platform,  but  also  in  the  editorial  chair, 
Dr.  Haven  found  congenial  employment  for  his  energy. 
The  University^  Publishing  Company  was  organized  in 
Chicago,  in  1871,  with  Dr.  Haven  as  president.     It  was 


*"Tripod,"  Vol.   II,  p.   26. 

fXorthwestern  Christian  Advocate,  Oct.   12,   1870. 


254         NORTHWESTERN  UNIVERSITY 

organized  with  a  capital  of  $100,000,  and  was  to  do  a  gen- 
eral book  publishing  business.  The  Lakeside  Monthly 
Magazine  was  purchased  by  the  company  and  published 
thereafter  by  them. 

As  the  time  was  approaching  for  the  General  Confer- 
ence, the  students  and  friends  of  the  University  were  fear- 
ful lest  they  might  lose  their  good  president.  The  follow- 
ing article  appeared  in  the  Tripod:  "  'Nolo  Episcopari' 
is  a  toast  which  the  students  and  friends  of  the  Northwest- 
ern Univ^ersity  will  probably  offer  to  President  Haven  on 
the  first  appropriate  occasion  he  honors  with  his  pres- 
ence."* But  though  at  this  General  Conference  Dr. 
Haven  was  not  elected  to  the  episcopacy,  he  was  appointed 
secretary  of  the  Board  of  Education  of  the  Methodist 
Episcopal  Church.  He  was  the  first  secretary,  and  before 
him  lay  a  new  and  promising  field  for  his  organizing  power. 

In  his  third  and  last  annual  report  to  the  trustees.  In 
June,  1872,  he  did  not  refer  to  his  election.  The  report 
showed  an  increase  In  the  number  of  students.  Referring 
to  the  death  of  Prof.  H.  S.  Noyes,  Dr.  Haven  recom- 
mended the  policy,  of  calling  "young  and  promising  men  to 
fill  its  chairs  when  vacant,  giving  them,  at  first,  salaries 
considerably  lower  than  the  maximum;  as  they  grow  in 
years  and  experience  let  their  salaries  be  raised.  In  this 
way  the  faculty  will  always  have  a  proper  proportion  of 
men  of  various  ages." 

The   Preparatory   School  was   much   improved.      The 


*Tripod,  Vol.  I,  p.  121. 


i855       A    HISTORY       1905  255 

building  had  been  almost  doubled  in  size,  and  was  on  a 
pleasant  site  on  the  University'  grounds.  Dr.  Haven  still 
believed  there  was  need  for  a  college  for  ladies  at  the 
Northwestern  University,  and  urged  the  continued  close 
relation  of  the  University  and  the  Evanston  College  for 
Ladies.  The  report  recommends  that  "all  young  women 
students  recognized  by  the  University  be  required  by  the 
Universit}'  to  register  as  members  of  the  Ladies'  College. 
They  need  care,  home,  and  cheap  board."  He  "would  not 
have  them  left  as  they  are  at  some  institutions,  without 
other  regulations  than  those  prescribed  for  young  men." 
Meetings  of  the  Executive  Committee  of  the  Ev^anston 
College  for  Ladies  were  held  at  the  home  of  Dr.  Haven 
in  Evanston  after  he  had  resigned  the  presidency  of  the 
University.  On  June  24,  1873,  ^^e  Evanston  College  for 
Ladies  was  transferred  to  the  Lniversity.  Although  Dr. 
Haven  had  entered  upon  another  field  of  duty,  he  was 
chiefly  instrumental  in  bringing  about  this  consummation. 

The  election  of  Dr.  Haven  as  secretarv^  of  the  Board  of 
Education  caused  much  anxiety  to  the  board  of  trustees. 
In  a  public  reception  given  him  June  18,  1872,  at  Evans- 
ton, the  citizens  of  Evanston  and  vicinity,  and  the  faculty 
of  the  University  rivalled  one  another  in  their  expressions 
of  appreciation  and  love  for  Dr.  Haven.  He  was  strongly 
urged  to  remain  at  Evanston  at  the  head  of  the  University. 
By  motion  of  J.  V.  Farwell  a  committee  was  appointed  to 
consider  and  report  on  the  relations  of  the  president  to  the 
University,  and  the  office  to  which  he  had  been  called  by 


256         NORTHWESTERN  UNIVERSITY 

the  General  Conference  of  the  Methodist  Episcopal 
Church.  J.  V.  Farwell,  T.  W.  Harrey,  S.  McCarty,  A. 
Wood  and  John  Evans  constituted  the  committee.  They 
reported  that  while  they  recognized  that  Dr.  Haven  was 
the  right  man  in  the  right  place  as  secretary  of  the  Board 
of  Education  of  the  M.  E.  Church,  yet  they  unanimously 
requested  Dr.  Haven  to  continue  his  connection  with  the 
Northwestern  University.  Professor  Marcy  says,  "It  was 
a  critical  period  with  Dr.  Haven.  He  withheld  his  resig- 
nation, hoping  that  means  would  be  provided  through 
which  the  University  would  be  placed  in  a  superior  and 
independent  condition.  But  seeing  no  prospect  of  imme- 
diately realizing  these  hopes,  he  chose  the  broader  field  of 
immediate  usefulness  to  which  he  had  been  elected."*  In 
September  he  sent  to  the  Executive  Committee  the  follow- 
ing letter: 

"Evanston,  Sept.  12,  1872. 
"Dear  Brethren — Having  concluded  to  accept  the  office 
of  Corresponding  Secretary  of  the  Board  of  Education  of 
the  Methodist  Episcopal  Church,  it  becomes  my  duty  to 
resign  the  presidency  of  the  Northwestern  University.  It 
is  painful  for  me  to  sever  relations  that  have  been  so  uni- 
formly agreeable  and  pleasant.  I  rejoice  with  you,  not 
only  in  the  great  promise  of  the  university  for  the  future, 
but  also  in  its  healthy  and  rapid  growth  in  the  past,  and  in 
its  present  usefulness  and  power.  All  its  departments  are,  I 


*Autobiography,   p.    182. 


ERASTLS   OTIS   HAVEN 


i855       A    HISTORY       1905  257 

believe,  abundantly  prosperous.  It  has  a  noble  and  faith- 
ful facult}%  and  the  number  of  students  is  larger  than  ever 
before.  It  is  only  because  I  have  high  hopes  that  the 
Board  of  Education  will  be  useful  to  the  entire  Church, 
and  that  having  been  called  to  engage  in  its  work,  it  is  my 
duty  to  do  so,  that  I  consent.  It  would  not  become  me  to 
detail  what  has  been  done  for  the  University  during  the 
last  three  years.  Suffice  it  to  say,  that  it  seems  to  me  to 
have  kept  pace  with  the  wonderful  progress  which  charac- 
terizes that  portion  of  the  country  in  which  it  is  located. 
May  its  future  be  as  the  past,  only  more  abundantly ! 

"With  sincere  gratitude  for  all  your  kindness  in  the  past, 
and  earnestly  praying  for  the  divine  blessing  upon  you 
officially  and  individually,  I  am,  very  truly  yours, 

"E.  O.  Haven." 

At  a  special  meeting  of  the  Board  of  Trustees,  held 
October  23,  1872,  the  following  resolutions  were  adopted: 

"Resolved,  i.  That  in  accepting  the  resignation  of  Dr. 
Haven  of  the  presidency  of  the  Northwestern  University 
we  do  so  with  sincere  regret — a  feeling  which  we  believe 
is  shared  alike  by  trustees,  faculty,  students,  and  the  com- 
munity at  large. 

"2.  That  the  administration  of  Dr.  Haven  has  been 
marked  by  wise  prudence  and  an  enlightened  progress; 
that  in  him  the  trustees  have  found  an  experienced  edu- 
cator who  believes  in  the  possibility  of  constant  advance- 

1-17 


258         NORTHWESTERN  UNIVERSITY 

ment,  the  power  of  a  profound  thinker,  the  fidelity,  dig- 
nity and  modesty  of  a  Christian  scholar  and  gentleman. 

"3.  That  the  increased  number  of  departments,  with  the 
large  addition  of  students,  and  the  successful  policy 
indorsed  and  sustained  by  Dr.  Haven  in  opening  the  col- 
lege classes  to  women,  attest  the  wisdom  of  his  adminis- 
tration. 

"4.  That  we  believe  Dr.  Haven  to  have  carefully  con- 
sidered the  question  of  his  resignation,  and  that  he  is 
impelled  to  leave  by  no  want  of  interest  in  the  University, 
but  from  a  deep  conviction  that  in  his  new  field  he  can  be 
more  useful  to  the  cause  of  education  and  religion,  and  in 
this  he  may  be  assured  that  our  prayers  and  wishes  for  his 
success  will  follow  him. 

"5.  That  we  regard  with  special  gratification  the  state- 
ment that  he  may  continue  to  reside  in  our  midst;  that  in 
any  event  he  will  remain  a  member  of  the  Board  of  Trus- 
tees, where  his  presence  and  counsel  will  always  be  most 
welcome. 

Wirt  Dexter, 

R.   F.  QUEAL, 

Richard  Haney, 

Committee."* 

Dr.  Haven  says,  "The  three  years  which  I  spent  in 
Evanston  were  to  me  full  of  labor  and  enjoyment."  A 
glance  back  at  these  pages  will  show  they  were  three  years 


♦Trustees'  Records,  Vol.  Ill,  pp.  67-75. 


i855       A    HISTORY       1905  259 

full  of  labor.*  Dr.  Haven  was  mild  and  urbane  in  man- 
ner. He  always  seemed  cheerful,  hopeful  and  equal  to  the 
situation.  He  was  highly  esteemed  by  the  students.  His 
lectures,  sermons,  and  addresses  were  clear  and  simple, 
yet  scholarly,  instructive,  and  dignified.  He  was  always 
heard  with  deep  and  general  interest.  .  .  .  His 
thought  was  original  and  even  daring.  In  speaking  of  the 
future  activities  of  the  redeemed  he  said,  "Perhaps  some- 
time we  shall  create.    Why  not?" 

Dr.  Haven  was  Evans  Professor  of  Intellectual  and 
Moral  Philosophy.  His  manner  of  reproof  to  students  is 
interesting.  In  his  logic  class  there  was  at  one  time  an 
unruly  and  overbearing  student.  "One  morning  on  com- 
ing into  Dr.  Haven's  class,  instead  of  taking  his  seat,  he 
went  to  the  window,  leaned  upon  the  window  sill,  and 
uttered  a  silly  remark  with  the  intention  of  producing  a 
laugh.  The  Doctor,  with  a  firmness  and  severity  in  the 
tone  of  his  voice  that  is  thought  impossible  in  such  mild 


*A  brief  summary  of  things  initiated  and  consummated  in  the 
three  years  is  here  given.  i869-'70.  Young  women  admitted  to  Col- 
lege classes.  College  for  Ladies  organized.  A  site  secured  for  a  build- 
ing for  the  Evanston  College  for  Ladies.  The  Chicago  Medical  Col- 
lege made  a  Department  of  the  University.  University  Hall  opened. 
Garrett  Biblical  Institute  brought  into  closer  relation  to  the  University. 
A  Department  of  Civil  Engineering  organized.  A  Chemical  Labora- 
tory established.  Schultze  Library  of  20,000  volumes  purchased.  The 
Young   Men's  Christian   Association   organi:^ed. 

i870-'7i.  New  Building  of  Medical  College  completed.  College 
for  ladies  chartered.  Tripod  launched.  Old  college  building  removed 
from  Davis  street  to  the  campus.  Corner  stone  for  Evanston  College 
for  Ladies  laid. 

i87i-'72.  Dr.  Haven  goes  Elast  to  secure  financial  aid  for  Garrett 
Biblical  Institute.  Life  saving  crew  organized  Conservatory  of  music 
for  the  Evanston  College  for  Ladies  adopted.  Arrangements  made  to 
establish  a  Law  Department.  University  Publishing  Company  organ- 
ized.     Preparatory   Building  improved   and    enlarged. 


26o         NORTHWESTERN  UNIVERSITY 

mannered  men,  simply  said,  'Mr.  Blank.'  "  He  meekly 
took  his  seat  and  behaved.  Another  instance  occurred  while 
he  was  presiding  at  a  declamation  contest  in  the  old  Meth- 
odist Church.  "At  the  close  of  a  declamation  by  a  student 
who  had  incurred  some  one's  ill  will  there  fell  on  the 
platform  a  bouquet  of  burdock,  cabbage  leaves,  and  other 
unacceptable  material.  Dr.  Haven  at  once  sharply  repri- 
manded the  offender  for  the  insult  and  the  infringement 
of  good  order  and  concluded  by  saying,  'If  any  one  repeats 
the  offense  we  will  proceed  against  him.'  It  was  not 
repeated." 

After  careful  study  I  think  the  following  personal  let- 
ter expresses  the  sentiment  of  the  students  under  Dr. 
Haven.  "My  heart  has  always  been  full  of  love  for  Pres- 
ident E.  O.  Haven  and  I  always  have  a  good  word  for  him 
and  his  administration.  I  am  proud  that  it  was  my  good 
fortune  to  be  in  Northwestern  and  graduate  under  this 
great  and  good  man.  The  beautiful  example  of  daily  life 
can  never  be  forgotten  by  students  who  were  fortunate 
enough  to  come  in  daily  contact  with  President  Haven. 
He  was  certainly  one  of  the  grandest  men  whom  I  have 
ever  known,  and,  in  my  judgment,  one  of  his  strongest 
points  as  a  leader  among  men  was  the  fact  that  he  could 
express  the  greatest  thoughts  in  the  simplest  language.  In 
the  classroom  we  never  found  his  store  of  information  lack- 
ing, either  in  regard  to  the  questions  of  study  in  hand  or 
the  current  questions  of  the  day.     I  would  that  our  fair 


i855       A   HISTORY       1905  261 

country  might  have  been  blessed  with  more  men  like  E.  O. 
Haven." 

Dr.  J.  M.  Buckley  says  of  President  Haven,  "the  wis- 
dom of  his  administration  doubtless  saved  many  a  youth 
from  expulsion,  who,  under  a  more  rigorous  or  less  con- 
siderate control,  would  have  been  disgraced  and,  perhaps, 
ruined.  ...  It  may  be  affirmed  that  every  student 
who  passed  under  his  moulding  hand  was  calmer,  gentler, 
more  disposed  to  refinement,  religion,  and  a  life  devoted 
to  clear  thinking,  right  living,  and  pure  feeling  than  under 
ordinary  circumstances  he  would  in  all  probability  have 
been."* 

In  1874,  after  two  years  of  service  in  the  Board  of  Edu- 
cation, Dr.  Haven  was  elected  chancellor  of  the  Univer- 
sity of  Syracuse,  a  position  he  occupied  for  six  years  till  his 
elevation  to  the  episcopacy.  Unhappily  in  his  new  field 
his  labors  were  short.  He  died  in  188 1.  As  teacher, 
preacher,  lecturer,  editor,  administrator,  man,  he  had 
served  his  church  and  his  generation  well. 

*Introduction  to  Autobiography  of  E.  O.  Haven,  p.    14. 


CHAPTER  XII 

President  Fowler  and  His  Administration 

1872-1876 

The  Editor 


BY  vote  of  the  trustees,  October  23,  1872. 
Charles  Henry  Fowler  became  the  fourth 
president  of  Northwestern.  Born  in  Canada, 
his  home  from  early  years  had  been  in  Illi- 
nois, whither  his  parents  rem.ov^ed  in  1840.* 
He  was  an  alumnus  of  Genesee  Seminary  and  College, 
graduating  from  the  latter  in  1859.  The  immediate 
purpose  of  the  young  man  was  to  enter  the  legal  pro- 
fession ;  he  even  began  his  studies  to  this  end.  But  the 
call  to  the  ministry  was  irresistible;  he  discarded  his  law- 
books, and  entered  Garrett  Biblical  Institute.  Leaving  this 
institution  in  due  time,  he  at  once  received  a  responsible 
appointment  to  a  pastorate  in  Chicago.  His  energy,  effici- 
ency, and  eloquence  won  him  speedy  recognition  in  the 
circles  of  his  own — the  Methodist  Episcopal — denomina- 
tion. From  one  pastorate  to  another  his  services  grew  in 
force  and  public  appreciation.  It  was  soon  believed  by 
many  that  he  had  no  superior  as  an  orator  in  the  North- 
west. He  was  often  suggested  as  a  fitting  candidate  for 
the  Episcopal  office. 

It  was  to  be  expected  that  in  the  event  of  a  vacancy  in 
the  office  of  president  of  Northwestern  University,  the  trus- 
tees should  consider  first  the  clergy  of  their  own  faith  in 
Chicago.  The  opinion  was  still  prevalent  that  ministers 
only  were  appropriate  occupants  of  the  office.  The  service 
of  Dr.  Fowler  in  four  of  the  prominent  pulpits  of  Chicago; 


*Their  son  Charles  then  being  three  years  old. 

265 


2  66         NORTHWESTERN  UNIVERSITY 

his  acquaintance  with  the  trustees;  his  knowledge,  in  some 
measure,  of  local  conditions,  increased  by  visits  to  Evans- 
ton  and  the  University;*  the  warmth  of  the  loyalty  of  his 
friends, — all  these  made  him  the  logical  candidate  at  the 
trustees'  meeting  in  October,  1872.  President  Haven  had 
resigned  to  accept  the  secretaryship  of  the  Educational 
Society;  the  same  meeting  accepted  his  resignation  and 
elected  his  successor. 

It  is  said  that  when  Dr.  Fowler  came  to  Evanston  to  look 
over  the  ground  and  he  cast  his  eye  toward  the  campus  and 
University  Hall,  he  observed,  "I  think  I  can  ride  that 
horse."  The  remark  was  characteristic  of  the  confidence 
of  the  man  in  his  own  powers.  He  was  energetic,  ambitious, 
and  indomitable  of  will.  As  one  has  said  of  him,  "He  was 
the  perfect  personification  of  push  and  power."  "Power," 
indeed,  and  success,  the  end  to  which  power  works,  were 
cardinal  points  of  his  creed.  These  were  facts  that  the 
president  never  wearied  of  bringing  home  to  the  students, 
and  the  force  of  his  utterance  impressed  them  deeply  on 
mind  and  heart.  His  enthusiasm  for  success  was  con- 
tagious. But  in  his  conception  both  power  and  success  were 
the  result  of  work.  He  himself  was  intense  in  his  activity 
as  preacher  and  administrator.  Yet  with  this  he  was  genial 
and  witty.  Students,  especially  of  the  upper  classes,  found 
him  approachable  and  responsive.     While  Dr.   Haven's 


*He  had  been  elected  to  the  presidency  of  the  University  in  1866, 
but  declined  the  honor.  This  event  must  have  stimulated  an  interest 
in  the  University  afterward,  fie  was  invited  to  deliver  the  Com- 
mencement sermon  in  1868.  He  was  one  of  the  speakers  at  the  inau- 
guration of  Dr.  Haven  in  1869. 


CHARLES    HENRY    FOWLER 


i855       A    HISTORY       1905  267 

dignity  separated  him  In  some  degree  from  the  students, 
President  Fowler  often  met  some  of  them  In  personal  and 
apparently  cordial  association.  Some  he  called  by  their 
Christian  names  and  with  them  he  discussed  In  hearty 
openness  their  plans  for  college  and  the  future.  He  pur- 
posed to  learn  the  name  of  ev  er\'  student,  and  In  this  he 
was  assisted  by  a  memory  of  remarkable  retentlveness.  His 
students  have  not  yet  ceased  to  wonder  at  the  feat  of  mem- 
orizing Involved  In  the  dellverv'  of  his  Inaugural  address, 
when  without  a  note  he  spoke  for  over  two  hours,  as  they 
sat  with  copies  In  their  hands  of  the  Chicago  newspaper 
that  had  published  the  speech  In  full,  some  hours  In 
advance  of  Its  deliver^'.* 

As  a  teacher  Dr.  Fowler  was  rather  forcible  than  logical 
or  profound, — was  happier  In  his  putting  of  things  than 
solid  In  his  erudition.  His  versatility,  perhaps,  made 
impossible  an  exhaustive  knowledge  of  a  limited  field.  As 
president  he  was  Professor  of  Mental  and  Moral  Philoso- 
phy. The  two  functions  had  been  combined  since  the 
opening  of  the  University.  And  so  It  was  that  Dr.  Fowler's 
students  were  for  the  most  part  seniors.  To  many  his 
teaching  was  a  tonic.  Others  of  radically  different  temp- 
erament failed  to  appreciate  the  work  of  his  class-room. 
In  his  instructions  on  the  platform  or  In  the  class-room  he 
was  faithful  to  the  accepted  teachings  of  his  church.  He 
was  a  stimulus  to  minds  of  religious  bent;   but  those  who 

♦Advance  sheets  of  the  speech  had  been  furnished  the  Chicago 
papers  at  their  request.  One  of  them  violated  the  confidence  shown 
them,  with  the  above  result. 


268         NORTHWESTERN  UNIVERSITY 

tended  to  agnosticism  or  free  inquiry,  or  sought  for  faith 
through  intellectual  effort  found  the  spirit  of  the  president 
remote  from  their  own  channels  of  thought.  He  was  so 
clear  and  confident  in  his  own  conceptions  of  religious 
truth,  that  mutual  understanding  was  difficult. 

In  the  college  community  Dr.  Fowler  was  most  effec- 
tive as  a  preacher.  His  chapel  talks  and  sermons,  baccau- 
laureate  and  other,  were  forcible  productions  of  perman- 
ent influence  upon  his  audiences.  His  addresses  were  full 
of  wholesome  lessons.  In  the  pulpit  the  force  of  the  man 
was  most  apparent.  "His  tremendous  hyperboles,  metaph- 
ors, and  climaxes  seemed  to  leave  no  foothold  for  oppo- 
sition." His  eloquence  teemed  with  illustrations  and 
Imagery.  Indeed,  his  manner  was  so  personal  and  striking 
that  young  theologues  were  found  cultivating  the  Fowler 
manner  and  method.  On  occasion  the  president's  preach- 
ing became  evangelistic.  His  effectiveness  in  revival  ser- 
vices was  notable.  In  1874  the  climax  of  a  series  of  special 
religious  services  came  in  a  sermon  by  Dr.  Fowler  on 
Naaman,  the  leper.  As  he  pictured  the  sinking  and  rising 
of  the  Syrian  in  the  waters,  many  students  were  deeply 
moved  and  more  than  a  score  made  confession  of  their 
faith. 

Both  Dr.  Fowler  and  his  wife  sought  to  come  into  close 
relations  with  the  students.  They  entertained  freely  and 
cultivated  a  personal  interest  in  their  young  friends.  The 
president  sought  the  confidence  of  the  maturer  students  by 
conversing  with  them  on  questions  of  administration.     So 


1 855       A    HISTORY       1905  269 

successful  was  he  In  winning  the  esteem  of  many  that  to 
this  day  he  stands  to  them  as  a  great  inspiration,  one  of  the 
the  heroes  of  their  youth.     But  Dr.  Fowler,   like  other 
presidents,  was  not  always  understood  by  the  students.     A 
petition  was  at  one  time  presented  to  him  requesting  the 
removal  of  one  of  the  facult\\     This  action  the  students 
believed  was  for  the  good  of  the  University  and  in  har- 
mony with  the  sentiments  of  the  president.     But  he  could 
not  approve  the  methods  of  the  petitioners,  and  denied 
the  request,   supporting  the  professor.      Dr.   Fowler  has 
been  the  target  for  many  a  shot  regarding  the  issue  with 
Miss  Frances  E.  Willard  of  the  Woman's  College,     Miss 
Willard  was  warmly  admired  by  both  the  men  and  women 
of  the  University.     But  it  is  not  to  be  forgotten  that  the 
position  of  the  president  was  that  of  the  majority  of  the 
trustees  and  of  the  faculty,  and  that  the  matter  was  given 
full  and  sympathetic  consideration.     Another  criticism  of 
Dr.  Fowler  was  his  attitude  toward  mixed  literary  socie- 
ties.    The  separation  of  women  from  the  men's  literary 
societies  was  the  policy  of  the  head  of  the  Woman's  Col- 
lege, Miss  Soule,  who  accepted  her  position  on  several  con- 
ditions, one  of  which,  confirmed  by  her  experience  in  the 
East,  was  that  the  women  should  have  their  own  literan' 
organizations.      It  is  not  surprising  that  both  men   and 
women  objected  to  the  action,  especially  as  the  amalgama- 
tion of  the  Woman's  College  with  the  University  had  but 
recently  occurred,  and  this  union  was  supposed  to  secure 
the  complete  equality  of  men  and  women  in  the  privileges 


270         NORTHWESTERN  UNIVERSITY 

of  the  institution.  The  segregation  of  women  into  their 
own  societies  was  regarded  by  them  as  an  affront  to  their 
womanhood. 

The  inaugural  address  of  President  Fowler  may  be 
regarded  as  his  educational  creed.*  Universities  were  to 
teach  all  knowledge,  without  distinctions  of  complexion, 
blood,  or  sex.  If  universities  were  to  teach  all  knowledge, 
and  Northwestern  were  to  claim  the  name  of  university, 
better  equipment  and  instruction  in  the  natural  sciences 
must  be  provided.  According  to  a  statement  in  the  Uni- 
versity catalogue  of  1873-4,  "Courses  for  the  application 
of  science  are  equally  honorable  with  the  old  culture 
courses."  This  was  the  root  of  the  College  of  Tech- 
nology, projected  soon  after  the  election  of  the  president, 
and  so  far  organized  by  June,  1873,  that  it  had  eleven 
professors  and  instructors.  A  subscription  was  taken  for 
it  at  the  close  of  the  inaugural  address.  The  grounds  for 
the  organization  of  a  College  of  Technology  are  stated  in 
the  president's  report  to  the  trustees  in  June,  1873,  as  fol- 
lows: (i)  to  teach  practical  science;  (2)  to  educate  men 
for  teaching  science;  (3)  to  train  men  for  original  inves- 
tigation. That  such  a  college  should  be  distinct  from  the 
College  of  Liberal  Arts  was  judged  advisable  because  of 
the  necessity  of  employing  different  methods,  the  differ- 
ences in  subject-matter,  and  the  general  principle  of  the 


*The  program  of  the  inauguration  included  an  address  by  the 
president  of  the  trustees,  an  address  by  President  Fowler,  a  collation, 
addresses  by  invited  guests  and  others,  followed  by  the  commencement 


exercises. 


i855       A    HISTORY       1905  271 

division  of  labor.  The  president,  Professor  Marcy,  and 
Professor  Carhart  were  appointed  to  work  out  the  details 
of  organization.  Professor  Marcy  was  appointed  the 
Dean  of  the  College.  As  the  resources  of  the  University 
were  inadequate  to  the  additional  expense  required,  Dr. 
Fowler  endeavored  to  solicit  for  the  College  of  Tech- 
nology $2,500  to  $2,700  a  year  for  three  years,  after 
which  time  he  anticipated  that  the  treasury  of  the  Univer- 
sity would  be  able  to  carry  the  expense.  Courses  in  Engi- 
neering, Chemistry,  and  Natural  History  were  outlined, 
the  basic  work  for  all  three  being  the  same  in  the  first  two 
years  of  the  course.  The  College  of  Technology  held  its 
own  special  meetings  and  anniversary  exercises.  In  the 
academic  year,  1875-6,  there  were  twenty  students  in  the 
college.  One  of  the  more  eminent  names  conected  with 
the  school  was  that  of  Lyman  E.  Cooley. 

The  College  of  Technology  never  fulfilled  the  expecta- 
tions of  Dr.  Fowler.  It  led  a  lingering  existence  for  a  few 
years  until,  as  Acting-President  Marcy  notes  in  his  report 
to  the  Trustees  in  1877,  "the  demand  for  technological 
studies  has  almost  entirely  ceased."  This  department  of 
the  University  did  not  flourish  to  the  same  degree  as  the 
others.  While  the  rest  of  the  University  increased  in 
numbers  and  prestige,  this  school  did  not  even  hold  its 
own.  Had  the  College  of  Technology  succeeded,  its  incep- 
tion would  doubtless  have  been  regarded  as  an  exhibition  of 
far-sighted  wisdom  on  the  part  of  the  president;  but  the 
increasingly  critical  condition  of  the  treasury  of  the  Uni- 


272         NORTHWESTERN  UNIVERSITY 

versity  made  It  necessary  to  retrench  where  curtailment 
would  least  be  felt,  and  so  the  school  of  Technology  was 
sacrificed. 

Dr.  Fowler  believed  in  advertising  the  University.  No 
catalogue  had  been  issued  in  187 1-2.  In  1872-3  a  some- 
what larger  volume  than  ordinary  was  published,  but  in 
1873-4  the  'great  catalague'  was  issued.  This  was  a 
volume  of  180  pages,*  describing  all  the  activities  of  the 
University.  It  was  printed  in  attractive  form,  with  illus- 
trations. Several  of  the  preparatory  schools  most  inti- 
mately connected  with  the  University  were  included  in  the 
book.  The  volume  is  so  radical  a  departure  from  the 
preceding  catalogues  that  it  may  be  assumed  that  the 
president  had  the  supervision  of  its  preparation.!  One  has 
said,  "The  genius  and  faith  of  the  president  spoke  out  of  it 
from  every  page."  Rather  was  it  the  expression  of  his 
desire  for  a  proper  advertisement  of  the  advantages  of 
life  at  the  institution. 

The  new  president  came  to  the  University  without 
experience  in  educational  administration.  And  yet  his  past 
history  was  believed  to  presage  the  opening  of  a  new  era 
for  the  institution.  The  university  idea,  as  distinguished 
from  the  college  idea,  was  everywhere  gaining  currency  at 
this  time.  It  was  Dr.  Fowler's  ambition  to  transform 
Northwestern  from  a  college  into  a  university.  The  Col- 
lege of  Technology  was  organized;    the  Law  School  was 


*The  catalogue  of  1869-70  had  55  pp.;   of  1870- 1,  55  pp;   of  1872-3^ 
85  pp.;   of  1873-4,  180  pp.;   no  issue  for  1874-5;    1875-6,  117  pp. 
f  He  was  assisted  by  Professor  Wheeler. 


1 855       A    HISTORY       1905  273 

projected;  the  amalgamation  of  the  Woman's  College 
with  the  Univ'ersity  was  consummated;  Dr.  Fisk.  was 
appointed  principal  of  the  preparatory  school.  Certainly 
this  is  no  mean  exhibit  for  an  inexperienced  hand.  If 
energy  be  an  essential  of  administrative  ability,  Dr.  Fowler 
in  his  new  field  of  work  possessed  in  large  measure  one  of 
the  fundamental  elements  of  success.  While  he  was  pres- 
ident, there  was  always  activity. 

The  preparatory  school  had  been  founded  in  1859-60. 
Its  work,  small  at  first,  made  greater  and  greater  demands 
on  the  attention  of  the  University.  Several  principals  had 
directed  the  work  there  before  the  period  of  Dr.  Fowler's 
administration.  During  the  first  year  of  his  administra- 
tion Rev.  George  W.  Winslow  was  the  efficient  head  of  the 
school.  On  his  resignation  in  1873  the  president  secured 
as  principal  Rev.  Herbert  F.  Fisk,  whose  ability,  character, 
and  labors  are  too  well  known  to  insert  at  this  point  in  this 
history.  It  argues  well  for  Dr.  Fowler's  judgment  that 
so  excellent  a  man  was  selected  for  the  school.  The  pre- 
paratory department  forced  itself  to  the  front  as  one  of 
the  best  schools  in  the  Mississippi  valley  and  for  many 
years  excelled  in  its  attendance  the  College  of  Liberal 
Arts. 

It  was  part  of  Dr.  Fowler's  administrative  policy  to 
bring  the  University  into  close  relation  with  preparatory 
schools.  The  president  desired  to  supplement  the  Univer- 
sity's own  preparatory  department  by  other  feeders  to 
the   institution.     For  many  years  Jennings   Seminary   at 

1-18 


274         NORTHWESTERN  UNIVERSITY 

Aurora  and  Rock  River  Seminary  at  Mt.  Morris  had  been 
regarded  as  natural  tributaries  of  the  University.  At  one 
time  the  purchase  of  the  Rock  River  Seminary  was  seri- 
ously contemplated  by  the  trustees.  The  two  schools  were 
now  referred  to  in  the  catalogue  as  preparatory  schools 
of  the  University.  Many  high  schools,  too,  adopted 
Northwestern  as  the  University  which  they  would  encour- 
age their  students  to  enter.  April  15,  1873,  Dr.  Fowler 
submitted  a  circular  letter  addressed  to  the  principals  of 
high  schools  proposing  a  scheme  of  union  with  the  Uni- 
versity for  preparatory  instruction.  This  was  adopted  by 
the  Executive  Committee.  This  seems  to  be  the  first 
thorough-going  attempt  of  the  University  to  establish  what 
is  now  called  the  system  of  accredited  schools. 

From  the  earliest  years  of  the  University  the  foundation 
of  a  law  school  had  been  contemplated.  Grant  Good- 
rich, the  originator  of  the  University,  was  himself  a  law- 
yer and  was  in  time  elevated  to  the  bench.  Andrew  J. 
Brown  and  Henry  W.  Clark,  others  of  the  original  trus- 
tees, were  of  the  same  profession.  Not  until  1873  did  the 
discussions  touching  the  organization  of  the  school  come  to 
fruition.  In  March  of  that  year  Dr.  Fowler  proposed  to 
the  Executive  Committee  of  the  trustees  that  the  Univer- 
sity should  cooperate  with  the  University  of  Chicago  in 
the  maintenance  of  a  school  of  law.  A  contract  was  exe- 
cuted by  the  Board  of  Trustees.  The  school,  in  its  origin  a 
department  of  the  University  of  Chicago,  came  now  under 
the  dual  control  of  both  universities  and  remained  thus  for 


iSss       A    HISTORY       1905  275 

thirteen  years — the  Union  College  of  Law,  a  name  still 
dear  to  its  alumni.* 

In  1873  the  Evanston  College  for  Ladies  was  united 
with  the  University.  The  College  for  Ladies  having 
acquired  the  charter  and  property-  of  the  Northwestern 
Female  College,  a  body  of  trustees  was  formed  in  close 
sympathy  with  the  University.  Much  of  their  labor  had 
been  performed  under  the  friendly  advice  and  coopera- 
tion of  President  Haven  and  the  trustees  of  the  Univer- 
sity. Frances  E.  Willard  was  the  head  of  the  Woman's 
College,  and  a  large  new  building  (the  present  Willard 
Hall)  was  in  process  of  erection.  The  relations  between 
the  two  institutions  were  so  close,  their  administration  so 
much  in  the  hands  of  the  same  people,  that  amalgamation 
was  inevitable.  This  fortunate  result  came  to  pass  in  the 
administration  of  Dr.  Fowler.t  The  president  was  in  full 
sympathy  with  the  union.  In  his  inaugural  address  he 
demanded  that  universities  give  instruction  without  regard 
to  sex. 

While  there  were  many  questions  involved  in  the  amal- 
gamation that  called  for  much  patience  and  good  judg- 
ment, the  union  was  effected  harmoniously.  One  matter, 
howe\'er,  was  not  fully  determined  in  advance.  Under 
whose  social  administration  were  the  women  students  of 


*Financial  embarrassment  compelled  the  University  of  Chicago 
to  default  in  its  part  of  the  contract.  Northwestern  University  in 
1891  formally  assumed  sole  administration  of  the   school. 

f  The  details  of  the  union  will  be  found  in  the  chapter  of  this  His- 
tory entitled  "The  Evanston  College  for  Ladies." 


276         NORTHWESTERN  UNIVERSITY 

the  University  to  be — under  one  of  the  faculty  of  the  Col- 
lege of  Liberal  Arts  or  that  of  the  Woman's  College, 
presided  over  by  Miss  Wlllard?  The  question  was  seri- 
ously discussed  with  some  exhibitions  of  feeling  on  either 
side.  As  president  of  the  University,  Dr.  Fowler  was  of 
course  compelled  to  define  his  position.  He  maintained 
that  all  college  students — men  and  women — must  be  under 
the  jurisdiction  of  the  Liberal  Arts  faculty.  Miss  Wlllard, 
unable  to  concur  In  this  view,  believing  that  the  successful 
administration  of  the  Women's  College  required  a  control 
of  the  social  life  of  the  women  by  that  college,  presented 
her  resignation  to  the  trustees  of  the  University.  The 
trustees  received  the  resignation  sympathetically  and 
referred  the  whole  matter  to  a  committee  consisting  of 
Grant  Goodrich,  Mrs.  Emily  Huntington  Miller,  and  R. 
F.  Queal.  This  committee  made  a  conciliatory  report, 
urging  that  many  of  the  problems  arising  from  the  union 
of  the  two  Institutions  were  of  so  novel  a  character  that  no 
precedents  were  available  for  their  settlement.  The  com- 
mittee sympathized  with  the  position  taken  by  Miss  Wll- 
lard,* but  believed  that  under  the  circumstances  her  resig- 
nation should  be  accepted.  The  report  was  adopted  by  the 
trustees.  The  great  misfortune  was  that  Miss  Willard's 
services  were  lost  to  the  institution;  her  resignation  was 
soon  followed  by  those  of  other  members  of  the  faculty  of 
the  Women's  College.     Miss  Wlllard  was  succeeded  by 


*More  details  regarding  this  question  from  Miss  Willard's  point 
of  view  may  be  found  in  her  "Glimpses  of  Fifty  Years,"  pp.  231-244. 


i855       A   HISTORY       1905  277 

Miss  Ellen  Soule  who  administered  the  Woman's  College 
in  harmony  with  the  officials  of  the  University. 

More  serious  beginnings  of  graduate  work  in  the  Col- 
lege of  Liberal  Arts  were  made  in  this  administration.  For 
the  first  time  it  was  announced  in  the  catalogue  (of  1873-4) 
that  the  degree  of  Doctor  of  Philosophy  would  be  granted 
on  certain  stated  conditions.  Breadth  of  culture  was 
designed,  but  specialization  was  encouraged.  But,  unhap- 
pily, the  financial  status  of  the  Universit}'  did  not  permit 
development  in  this  direction.  It  was  eighteen  years  before 
a  similar  anouncement  was  repeated  in  the  catalogue. 

Another  evidence  of  the  breadth  of  view  of  the  Uni- 
versity at  this  time  was  the  development  of  the  Modern 
Language  course  in  the  College  of  Liberal  Arts.  In  Sep- 
tember, 1873,  the  college  faculty  appointed  as  committee 
for  drafting  the  plan  of  the  course  Dr.  Fowler,  Professors 
Wheeler  and  Marcy,  and  Miss  Willard.  As  outlined  this 
course  was  to  satisfy  the  demand  for  a  curriculum  giving  a 
more  direct  preparation  for  the  avocations  than  the  older 
classical  course  was  supposed  to  do.  It  was  not  intended 
to  be  a  less  arduous  course ;  the  instruction  was  to  be 
thorough.  But  the  modem  languages  were  to  be  substi- 
tuted for  the  ancient,  the  higher  mathematics  were  to  be 
elective,  and  additional  emphasis  was  to  be  placed  on  sub- 
jects like  English  Literature.  The  course  survived  in  the 
college  curriculum  until  June,  1904,  after  which  date,  in 
accordance  with  appropriate  legislation  the  degree  of 
Bachelor  of  Letters  ceased  to  be  given. 


278         NORTHWESTERN  UNIVERSITY 

Dr.  Fowler  infused  into  the  University  the  spirit  of 
his  own  energy.  There  was  a  notable  increase  in  the 
attendance  of  students.*  It  is  noteworthy  that  there  was  a 
remarkable  gain  from  this  time  in  the  number  of  students 
not  preparing  for  the  ministry. f  The  institution  broadened 
and  came  nearer  to  the  University  ideal.  In  fact,  its 
resources  did  not  keep  pace  with  its  expansion.!  Gifts  to 
the  University  and  increased  productiveness  of  endow- 
ment did  not  balance  the  budget  demanded  by  the  exten- 
sion of  the  activities  of  the  institution  along  the  lines  of 
the  president's  policy.  Though  temporarily  embarrassed, 
the  trustees  exercised  economy,  emerged  from  their  dif- 
ficulties and  came  later  to  find  in  several  of  the  projects 
initiated  by  Dr.  Fowler  grounds  for  deep  and  permanent 
satisfaction. 

President  Fowler  remained  with  the  University  less  than 
four  years.  He  came  in  the  autumn  of  1872;  he  resigned 
in  May,  1876.  He  had  accepted  the  editorial  chair  of  the 
New  York  Christian  Advocate,  the  most  influential  posi- 
tion of  the  kind  in  the  gift  of  the  church.  While  the  Uni- 
versity at  this  time  could  offer  little  encouragement  to  the 
ambitious  designs  of  the  president,  the  new  office  offered 
wide  scope  for  his  energies.    He  closed  his  work  at  North- 


*The  Academy  gained  33  per  cent. 

fin  this  connection  it  is  of  interest  to  note  that  the  students  were 
now  required  to  attend  but  one  church  service  on  Sunday,  instead  of 
two. 

^The  liabilities  of  the  University  had  increased  from  $50,000  in 
1870  to  $175,000  in  1875.  Chicago  Tribune,  June  23,  1875.  The  trustees 
anticipated  that  1876  would  be  the  worst  financial  year  for  the  insti- 
tution  since    1858. 


i855       A    HISTORY       1905  279 

western  on  the  twenty-second  of  May,  1876.  On  the  same 
day  Professor  Marcy  was  appointed  acting  president.  Dr. 
Fowler's  colleagues  bore  testimony  to  his  "distinguished 
ability,  unflagging  energy,  uniform  courtesy  and  kindness 
in  all  their  oflicial  and  personal  relations,  and  sincere  regret 
at  their  separation."*  He  gained  new  honors  in  his  edi- 
torial position.  His  transition  to  the  episcopacy  was  early 
and  natural,!  his  service  as  bishop  being,  happily,  not  yet 
terminated. 


*See  Faculty  Records,  June  23,  1876. 

fit  was  a  common  procedure  to  elect  bishops  from  the  heads  of 
the  more  important  educational  institutions  of  the  church  or  from  the 
editors  of  its  periodicals.  Dr.  Fowler  was  the  third  president  of 
Northwestern  to  be  honored  with  episcopal  election — Foster,  Haven, 
Fowler. 


CHAPTER  XIII 

The  Administration  of  Oliver  Marcy,  LL.D. 

June  1876 — June  188  i 

May  1890 — Sept.  1890 

William  Bernard  Norton 


THE  administration  of  President  Marcy  has 
been  well  called  the  period  of  "storm  and 
stress."  The  good  ship  Northwestern  had 
long  since  passed  through  the  Narrows  and 
was  well  out  on  the  open  sea.  There  was 
no  longer  danger  of  hidden  rocks  and  shoals  and 
neither  captain  nor  sailor  had  any  intention  of 
returning  to  the  harbor.  It  was  only  necessary  to  reef  the 
sails,  fasten  down  the  hatchways  and  keep  an  eye  steady  to 
windward.  There  was  no  mutiny  among  those  on  board. 
The  routine  of  perfect  discipline  was  observed.  Such  pro- 
gress as  was  possible  was  made  while  all  waited  with  per- 
fect confidence  for  a  fair  sky  and  a  smoother  sea. 

The  most  outstanding  event  in  the  corporate  life  of  the 
University  in  this  administration,  the  famous  tax  suit,  fully 
described  elsewhere,  may  well  be  taken  to  illustrate  the 
period  as  a  whole.  At  no  time  during  the  seven  years  over 
which  litigation  drew  its  weary  length  did  the  possibility 
of  an  adverse  decision  ever  jeopardize  the  life  of  the  Uni- 
versity. The  most  that  can  be  said  is  that  the  encroach- 
ments on  time  and  thought,  the  indecision  concerning  cer- 
tain lines  of  policy  and  the  disturbance  of  public  confidence 
were  all  elements  of  annoyance  and  even  distress.  The 
thought  of  complete  disaster  and  final  overthrow  was  never 
entertained. 

No  better  bird's  eye  view  of  the  period  can  be  obtained 
than  by  giving  a  few  quotations  from  the  reports  made  by 

President  Marcy  himself.  "The  collegiate  year  of  '76-'77" 

283 


284         NORTHWESTERN  UNIVERSITY 

he  says  in  his  first  report,  "began  under  very  unfavorable 
circumstances.  A  severe  financial  crisis  had  occurred  in 
the  affairs  of  the  institution  forbidding  improvements  in 
the  means  of  instruction.  The  president  left  for  another 
field  of  labor  and  the  Board  of  Instruction  was  reduced  by 
several  members.  Such  violent  changes  were  well  calcu- 
lated to  excite  distrust  in  the  minds  of  patrons  and  students 
in  regard  to  the  future.  To  the  faculty  that  remained  was 
given  the  task  of  maintaining,  with  its  reduced  means,  the 
character  of  the  institution  for  good  instruction.  This  was 
hardly  possible.  To  place  Logic  in  the  hands  of  the  Pro- 
fessor of  Natural  History  and  Rhetoric  in  the  hands  of  the 
Professor  of  Civil  Engineering  and  have  the  work  well 
done  could  not  reasonably  be  expected.  We  are  glad,  how- 
ever, to  be  able  to  say  that  notwithstanding  this  educa- 
tional absurdity,  we  have  heard  no  complaints  from  the 
students.  The  faculty  believe  that  in  all  the  main  branches 
taught,  they  have  been  able  to  maintain  the  former  reputa- 
tion of  the  instituiton." 

In  his  report  of  the  year  '78-'79  President  Marcy  gives 
a  general  review  of  the  past.  Looking  back  on  "those  flush 
times,"  as  he  calls  them,  he  says  concerning  the  University 
"The  rapidity  of  its  growth  attracted  much  attention.  It 
was  perhaps  without  a  parallel."  He  named  three 
advantages  that  had  come  to  the  University  by  reason  of  its 
expansion, — increased  reputation,  patronage,  stimulation, 
— and  then  adds  "The  principal  disadvantages  of  the  rapid 
expansion  are  financial  and  from  these  we  suffer  badly." 


1 855       A    HISTORY       1905  285 

In  June,  1881,  after  five  years  of  economy  and  high 
ideals  he  addresses  the  trustees  concerning  his  administra- 
tion and  his  hopes  for  the  future.  Declaring  that  this 
had  been  his  own  distinctly  recognized  policy,  he  affirms  it 
to  be  his  conviction  that  "the  University  needs  no  further 
expansion  but  it  greatly  needs  perfecting  in  the  lines  of 
study  which  it  now  promises  to  maintain."  "The  time 
of  financial  depression,"  he  says,  "is  passing  away"  and 
"this  meeting  the  faculty  hopes  will  constitute  an  epoch  in 
the  history  of  the  University."  Sustained  by  high  ideals 
President  Marcy  was  also  sustained  by  hope.  His  report 
in  June,  1880,  speaks  of  a  "pleasant  buoyancy  of  feeling 
that  has  prevailed  among  the  members  of  the  faculties." 
"We  have  faith,"  he  said,  "in  the  University." 

Concerning  the  general  life  of  the  student  body  in  this 
period  it  must  not  be  imagined  that  there  was  any  lack, 
as  there  was  no  lack  of  material  sunshine  in  the  so-called 
"dark  ages"  of  European  history',  of  the  constituent  ele- 
ments that  make  up  the  virile,  ambitious,  optimistic,  inven- 
tive college  man  and  woman  of  to-day.  In  fact  the  period 
will  be  found  by  a  survey  to  have  been  a  creative  one. 

It  was  in  this  administration  that  a  college  yell  was  first 
proposed,  though  the  present  'Rah,  'rah,  'rah,  'rah  U 
Northwestern  'rah,  'rah,  'rah,  'rah,  'rah  was  not  adopted 
until  several  unsuccessful  attempts  at  a  euphonious  com- 
bination of  syllables  had  been  made.  The  college  colors, 
purple  and  gold,  were  officially  chosen,  the  gold  being 
afterwards  discarded  for  the  sake  of  simplicit}^    The  three 


286         NORTHWESTERN  UNIVERSITY 

combinations  of  musical  talent,  the  glee  club,  the  orchestra 
and  the  band,  all  had  their  rise,  though  not  in  every  case 
an  uninterrupted  history.  The  College  Christian  Asso- 
ciation was  organized  to  give  greater  efficiency  to  religious 
work  and  to  affiliate  the  University  with  like  institutions 
throughout  the  country.  The  Life  Saving  Station  was  built 
and  students  given  an  opportunity  for  self-helpfulness  as 
well  as  for  public  service.  The  first  Field  Day  was  held 
and  foot-ball  introduced,  the  Rugby  rules  being  published 
In  The  Vidette,  The  first  Northwestern  College  song 
book  was  published,  J,  A.  Fisher,  ex-' 80,  being  the  editor, 
and  several  of  the  students  and  alumni  being  contributors. 
Vol,  I,  No,  I  of  the  college  paper,  The  Northwestern,  was 
issued,  the  paper  being  formed  by  a  combination  of  The 
Tripod,  the  original  college  paper,  and  The  Vidette,  which 
latter  paper  had  Its  rise,  and  three  years  of  vigorous  life 
during  this  administration.  The  College  Annual,  the  fore- 
runner of  The  Syllabus,  was  proposed  and  a  committee 
appointed  on  the  advisability  of  publication,  though  the 
work  did  not  reach  consummation  until  three  years  later. 
The  first  alumni  record  giving  individual  addresses  and 
occupations  was  printed  In  the  columns  of  The  Tripod  and 
In  the  college  catalogue.  The  class  of  '80  as  freshman 
Introduced  the  wearing  of  mortar  boards  and  held  the 
first  Trig  cremation  which  was  both  a  cremation  and  a 
burial  and  a  college  event  of  great  elaborateness.  The 
name  of  the  College  of  Liberal  Arts  was  substituted  for 
that   of   the   College   of   Literature   and   Science,    giving 


i855       A   HISTORY       1905  287 

more  definite  emphasis  to  the  idea  of  culture  as  dis- 
tinguished from  mere  knowledge.  The  first  successful 
attempt  at  a  summer  school  was  made,  Professor  Henry 
Cohn,  a  disciple  of  the  Sauveur  method,  conducting  a 
school  of  languages,  August,  1879,  ^"^  reinforced  the  fol- 
lowing summer  by  Professors  Fisk,  Carhart  and  Cumnock 
who  gave  courses  in  their  respective  departments.  Uni- 
versity Day  had  its  beginnings,  though  the  name  was  not 
properly  used  nor  given  until  the  entire  University  was 
represented,  when  President  Marcy  and  Dr.  N.  S.  Davis, 
Sr.,  on  succeeding  years,  entertained  the  Seniors  of  the 
Law,  Medical  and  Liberal  Arts  Departments  together  with 
the  various  faculties,  preceding  the  social  hour  with  a  walk 
of  inspection  around  the  campus  and  through  the  college 
buildings.  Additions  to  the  college  equipment  were  made 
by  three  of  the  classes.  The  class  of  '78  gave  the  skele- 
ton of  the  whale,  the  largest  class  gift  in  the  history  of 
the  University.  The  class  of  '79  purchased  the  University 
tower  clock,  and  the  class  of  '80  the  tower  bell,  the  pre- 
sentation of  the  latter  gift  being  celebrated  wnth  a  parade, 
speeches  and  bell  song. 

Dempster  Hall,  originally  the  home  of  the  Garrett 
Biblical  Institute,  but  since  used  as  a  college  dormitory, 
was  accidentally  burned  one  bitter  night,  January  7,  '79. 
Membership  in  the  Intercollegiate  Llterar)-  Association, 
because  of  excessive  taxation,  w^as  withdrawn,  though  not 
until  Northwestern  had  won  an  honorable  standing  and 
generous  commendations.     The  Junior  Exhibition  died  a 


288         NORTHWESTERN  UNIVERSITY 

violent  death,  killed  by  mock  programmes  and  the  general 
inventive  wickedness  of  Sophomores,  whose  successors  gave 
no  promise  of  better  things.  Senior  chapel  orations,  the 
echo  of  which  seem  still  to  revereberate  down  the  corridors 
of  time,  were  no  longer  thought  necessary  or  desirable. 
The  custom  of  reading  out  the  standing  of  each  student  in 
chapel  with  its  special  mention,  first,  second,  and  third 
grades  and  the  omnious  silence  of  names  omitted  was  still 
in  vogue,  but  gave  way  a  few  months  after  the  administra- 
tion closed  to  written  reports.  In  this  period  occurred 
such  tragic  events  as  the  barbaric  bear  hunt  and  barbecue, 
the  fierce  struggle  between  the  Freshmen  and  Sophomores 
for  the  possession  of  canes  or  hats,  in  part  or  entire,  the 
famous  civil  trial  of  Peters  vs.  N.  W.  U.,  and  on  the 
gentler  side,  the  visit  of  Daniel  Pratt,  G.  A.  T.  ("Great 
American  Traveler"),  orator  and  poet,  the  incomparable 
warbling  of  the  "Maid's  Lament"  by  Harry  Thomas  of 
the  Chicago  Quartette,  and  the  nightly  serenades  ending 
with  that  song  of  high  compliment,  "Vive  le  George  Du- 
noon !" 

These  brief  references  to  many  persons  and  events,  some 
of  them  more  adequately  described,  as  they  deserve,  else- 
where in  this  history,  will  awaken  whole  chapters  of  mem- 
ory among  those  who  were  themselves  actors  in  the  scenes 
thus  roughly  sketched,  and  to  those  not  thus  favored  they 
may  serve  as  a  few  charcoal  lines  from  which  by  the  aid 
of  the  imagination  and  further  investigation  the  finished 
picture  can  be  filled  out. 


OLIVER  MARCY 


i855       A   HISTORY       1905  289 

Our  attention  must  now  be  drawn  from  this  general  sur- 
vey and  fixed  upon  the  one  central  figure  of  the  administra- 
tion whose  position  as  chief  executive  gives  him  official 
prominence,  and  whose  conspicuous  abilities,  nobility  of 
character  and  long  continued  service  have  won  generous 
recognition  from  his  honored  associates,  and  reverent  affec- 
tion from  a  great  host  of  devoted  alumni, — Dr.  Oliver 
Marcy,  thirty-seven  years  professor,  twenty  years  Dean 
of  the  College  of  Liberal  Arts,  Curator  of  the  Museum, 
twice  acting  president. 

Bom  in  Coleraine,  Massachusetts,  Februarys  13,  1820, 
the  seventh  of  eleven  children,  Oliver  Marcy  came  of  a 
line  of  honorable  ancestry,  his  immediate  family  being  in 
full  sympathy  with  religion  and  education,  one  of  his 
brothers  becoming  a  minister,  another  a  teacher  and  later 
a  college  president.  His  father  died  when  he  was  eight 
years  of  age,  but  with  his  mother's  cooperation  and  his 
own  efforts,  chiefly  as  a  school  teacher,  he  worked  his  way 
through  college.  Taking  his  preparatory  course  at  Wes- 
leyan  Academy,  Wilbraham,  Massachusetts,  he  was  grad- 
uated from  Wesleyan  University,  \Iiddletown,  Connecti- 
cut, in  the  class  of  1846.  While  still  an  undergraduate 
he  was  called  to  teach  in  the  Wilbraham  Academy,  and 
with  the  exception  of  a  portion  of  the  year  185  i,  when 
he  taught  natural  sciences  in  Amenia  Seminar\',  New 
York,  he  continued  there  until  coming  to  Evanston,  a 
period  of  sixteen  years. 

While  a  teacher  at  Wilbraham  Academy  he  had  as  prin- 

1-19 


290         NORTHWESTERN  UNIVERSITY 

cipal  Dr.  Miner  Raymond,  for  many  years  afterward  pro- 
fessor in  Garrett  Biblical  Institute,  and  as  associate  teacher 
Henry  W.  Warren,  who  became  one  of  the  bishops  of 
the  Methodist  Episcopal  Church.  Among  the  pupils  of 
the  young  Professor  Marcy  was  a  student  whose  name  will 
be  forever  honored  in  the  annals  of  Northwestern  Uni- 
versity as  professor,  and  for  thirty  years  head  of  its  chief 
preparatory  school,  Herbert  Franklin  Fisk.  In  1847 
Professor  Marcy  was  married  to  Miss  Elizabeth  Eunice 
Smith. 

In  1862  he  came  to  Evanston  and  entered  upon  the 
duties  of  Professor  of  Natural  History  and  Physics  in 
Northwestern  University.  Having  been  elected  at  gradua- 
tion, in  token  of  his  high  standing  as  a  student,  to  member- 
ship in  the  Phi  Beta  Kappa  Society,  new  honors  as  well 
as  increasing  responsibilities  came  to  him  with  the  years. 
He  was  elected  a  member  in  at  least  ten  learned  societies, 
state  and  national,  formed  for  the  advancement  of  science. 
In  1865,  in  collaboration  with  Alexander  Winchell  he 
wrote  a  monograph  on  the  "Enumeration  of  Fossils  col- 
lected in  the  Chicago  Limestone,"  which  was  read  before 
the  Boston  Society  of  Natural  History.  In  1866  he  was 
sent  as  geologist  by  the  United  States  Government  on  an 
expedition  to  survey  a  road  from  Virginia  City,  Montana, 
to  Lewiston,  Idaho,  an  account  of  which  was  published  in 
1887.  As  a  result  of  his  explorations  both  the  Smith- 
sonian Institute  at  Washington  and  the  museum  at  North- 
western were  enriched  by  many  valuable  specimens.     In 


i855       A   HISTORY       1905  291 

1873  the  Chicago  University  conferred  upon  him  the 
degree  of  Doctor  of  Laws. 

By  his  colleagues  Dr.  Marcy  was  honored  in  many  ways. 
He  was  elected  vice  president  in  1865-1868,  and  subse- 
quent to  his  retirement  from  his  position  as  acting  presi- 
dent in  1 88 1  was  made  Dean  of  the  College  of  Liberal 
Arts  continuing  in  this  position  the  remainder  of  his  life. 
In  the  year  1888-89  he  was  granted  a  year's  vacation  with 
continued  pay.  In  1890  he  was  again  chosen  acting  presi- 
dent of  the  University,  serving  from  the  death  of  Presi- 
dent Cummings,  May  7,  to  the  election  of  President  Rog- 
ers, September  first.  On  February  12,  1898,  at  a  ban- 
quet held  in  Lunt  Library  Building,  the  Alumni  Association 
presented  his  portrait,  painted  in  oil,  to  the  University,  a 
congratulatory  address  being  made  by  Professor  W.  A. 
Phillips,  and  a  poem  read  by  Professor  C.  W.  Pearson. 
He  died  at  his  home  in  Evanston,  March  19,  1899,  hon- 
ored in  burial  as  he  had  been  in  life.  Among  the  several 
natural  objects  which  bear  his  name  two  are  especially 
significant  and  emblematic, — an  oak  (Quercus  Marcyana) 
and  a  mountain  (Mount  Marcy).  He  was  both  oak  and 
mountain  in  hardiness  and  majesty. 

When  Dr.  Marcy  entered  upon  the  duties  of  acting 
president  he  was  only  fifty-six  years  of  age,  but  even  then 
his  face  was  patriarchal.  His  hair  was  white,  or  nearly 
so,  and  his  complexion  fair.  His  countenance  was  serious 
and  yet  so  easily  and  often  did  the  sunshine  of  intelligent 
interest,  kindly  humor  or  genuine  benevolence  play  over  it 


292         NORTHWESTERN  UNIVERSITY 

that  the  lines  of  severity  were  softened  to  simple  dignity. 
His  manner  was  more  than  courteous,  it  was  courtly.  As 
added  years  gave  increased  benignity  and  grace,  he  won  the 
title  as  did  Gladstone  of  "the  grand  old  man." 

Dr.  Marcy  possessed  a  well  proportioned  physique.  He 
was  of  medium  height  and  weight.  There  was  a  slight 
stoop  to  his  shoulders,  one  shoulder  being  somewhat  more 
elevated  than  the  other.  While  there  was  dignity,  there 
was  nothing  of  heaviness  in  his  carriage.  His  step  was 
quick  and  his  general  manner  alert.  He  always  had  the 
appearance  of  being  well  dressed,  but  with  no  suggestion  of 
changing  styles  or  customs.  In  the  winter  time  his  char- 
acteristic outer  covering  was  a  military  cloak  which  added 
to  the  individuality  and  picturesqueness  of  his  appearance. 
As  was  true  of  that  other  perfect  gentleman  of  the  old 
school,  Dr.  N.  S.  Davis,  Sr.,  Dr.  Marcy  made  it  a  practice 
to  wear  full  dress  at  church.  The  custom,  we  believe, 
came  from  a  reverent  conviction  that  God's  house  and  day 
were  entitled  to  the  best.  His  worship  had  in  it  the  state- 
liness  of  those  who  wait  on  royalty.  And  was  he  not  in 
truth  in  the  presence  of  the  King  of  kings? 

While  Dr.  Marcy  was  in  every  sense  a  man  of  flesh  and 
blood  and  carried  the  weight  of  human  infirmities  as  do 
others,  though  in  a  less  degree  than  most  men,  there  seems 
to  gather  about  his  memory  a  peculiar  halo.  We  can  think 
of  nothing  less  than  the  unconscious  transformation  which 
took  place  in  the  features  of  Ernest,  so  beautifully  described 
by  Hawthorne  in  his  legend  of  "The  Great  Stone  Face." 


i855       A    HISTORY       1905  293 

The  cause  of  transformation,  I  was  almost  about  to  say 
transfiguration,  was  the  same  in  both.  "Ernest  began  to 
speak,  giving  to  the  people  of  what  was  in  his  heart  and 
mind.  His  words  had  power  because  they  accorded  with 
his  thoughts;  and  his  thoughts  had  reality  and  depth, 
because  they  harmonized  with  the  life  which  he  had  always 
lived.  It  was  not  mere  breath  that  he  uttered ;  they  were 
the  words  of  life,  because  a  life  of  good  deeds  and  holy 
love  was  melted  into  them.  The  poet,  as  he  listened,  felt 
that  the  being  and  character  of  Ernest  were  a  nobler  strain 
of  poetry  than  he  had  ever  written.  His  eyes  glistening 
with  tears  he  gazed  reverentially  at  the  venerable  man,  and 
said  within  himself  that  never  was  there  an  aspect  so 
worthy  of  a  prophet  and  a  sage  as  that  mild,  sweet, 
thoughtful  countenance  with  the  glory  of  white  hair  suf- 
fused about  it." 

It  would  be  impossible  to  appreciate  Dr.  Marcy  as 
president  unless  we  knew  him  as  teacher.  Undoubtedly  by 
the  alumni  he  will  be  remembered  more  distinctly  and  more 
generally  as  instructor  than  as  chief  administrator,  for  even 
as  administrator  he  never  ceased  to  be  a  teacher,  and  to 
this  work  beginning  with  his  undergraduate  days  he 
devoted  a  full  half  century.  In  answer  to  my  letters  of 
inquiry  concerning  Dr.  Marcy  as  a  man,  a  teacher  and  a 
president,  sent  chiefly  to  the  graduates  of  the  classes  of 
1877-81  inclusiv^e,  I  have  received  over  sixty  replies.  With 
a  very  few  exceptions  they  have  contained  tributes  of  the 
highest  praise  for  Dr.  Marcy  as  a  teacher  and,  with  no 


294         NORTHWESTERN  UNIVERSITY 

exception,  for  him  as  a  man.  The  sentiment  expressed  by 
so  great  a  scientist  as  William  North  Rice  whose  father's 
house  Dr.  Marcy  used  to  visit  when  a  young  teacher  at 
Wilbraham  Academy  is  indicative  of  an  inspiration  which 
he  maintained  as  teacher  all  through  his  life.  "If  I  have 
ever  accomplished  anything  of  value  in  science  I  feel  that 
I  owe  it  very  largely  to  the  influence  of  Professor  Marcy." 
"The  most  inspiring  teacher  I  ever  had."  "He  was  my 
ideal."  "No  man  helped  me  as  much  as  he."  "I  have 
loved  Dr.  Marcy  as  I  have  loved  few  men."  These  arc 
expressions  that  could  be  many  times  duplicated  from  these 
letters  of  appreciation. 

It  is  interesting  to  learn  how  Dr.  Marcy  became  a 
teacher  of  science.  It  was  at  Wilbraham  Academy  and 
was  a  circumstance  not  of  his  own  choosing.  He  began  as 
a  teacher  of  mathematics.  One  day  his  principal,  Dr. 
Miner  Raymond,  desiring  some  one  to  teach  the  class  in 
geology,  without  consultation,  though  not  without  rea- 
son, appointed  Professor  Marcy  to  the  work.  This  move 
resulted  in  the  resignation  of  Orange  Judd,  the  regular 
teacher,  and  Oliver  Marcy's  enthusiastic  awakening  to  a 
love  for  the  natural  sciences  and  especially  for  geology 
that  never  knew  abatement.  In  order  to  fit  himself  for  his 
new  work  which  he  soon  prophetically  saw  had  a  signfi- 
cant  and  enlarging  future,  he  walked  to  Amherst  College 
twenty  miles  away  to  study  in  the  museum  being  gathered 
there.  This  circumstance  exhibits  two  facts  that  have 
found  further  illustration  in  the  life  of  Dr.  Marcy.   He  has 


i855       A    HISTORY       1905  295 

been  repeatedly  called  upon  to  take  up  lines  of  work,  con- 
trary to  his  own  taste,  but  having  taken  upon  himself  any 
task  he  has  given  to  it  conscientious  and  painstaking  atten- 
tion. Since  coming  to  Northwestern  University  Dr.  Marcy 
taught  at  one  time  or  another  the  following  subjects :  math- 
ematics, geology,  mineralogy,  zoology,  botany,  chemistry, 
physiology,  logic  and  Greek.  "He  occupied"  as  one  former 
student  said,  "not  a  chair  but  a  settee." 

Once  in  taking  a  class  in  geometry  Dr.  Marcy  introduced 
the  subject  with  the  following  statement:  "The  faculty 
have  imposed  this  study  on  me.  I  do  not  know  much 
about  it  but  I  will  do  the  best  I  can."  The  modesty 
exhibited  in  this  confession  as  well  as  his  willingness  to 
serve,  was  a  marked  characteristic  of  Dr.  Marcy.  "Can- 
did men  of  science,"  he  was  wont  to  declare,  "are  often 
obliged  to  say,  'I  don't  know.'  " 

The  method  of  Dr.  Marcy's  teaching  was  chiefly  that 
of  lecturing,  the  students  taking  notes.  He  was  not 
inclined  to  ask  many  questions  but  was  always  ready  to 
have  questions  asked  of  him.  Enthusiasm  would,  however, 
reach  its  highest  point  in  his  classes  when  he  was  dealing 
directly  with  nature,  illustrated  by  some  specimen  in  the 
mineral,  animal  or  plant  world.  The  consequent  abandon 
on  the  part  of  Dr.  Marcy  to  the  discovery  of  the  facts  of 
science  sometimes  led  him  away  from  a  strictly  connected 
and  logical  discussion  of  the  lesson  in  hand  into  the  pur- 
suit of  the  more  remote  but  ideally  more  important  truth. 
This  gave,  to  be  sure,  an  advantage  to  certain  indifferent 


296         NORTHWESTERN  UNIVERSITY 

students  whose  knowledge  of  the  day's  lesson  was  only 
superficial  to  conceal  their  deficiencies;  but  it  likewise 
opened  to  many  an  earnest  student  an  enchanting  vista  of 
hitherto  undiscovered  truth  that  inspired  him  to  the  high- 
est self  endeavor.  Among  Northwestern's  graduates  are 
several  who  have  always  lived  in  Evanston  as  their  home. 
Some  of  them  remember  going  to  Dr.  Marcy  as  boys  with 
natural  objects,  common  or  curious,  and  always  receiving 
from  him  kindly  welcome  and  practical  help.  Students  who 
became  Dr.  Marcy's  assistants  in  the  museum  or  labora- 
tory work  record  with  gratitude  the  confidence  that  he 
always  seemed  to  place  in  them,  in  conversation  and  gen- 
eral attitude  treating  them  as  fellow  workers  and  not  as 
underlings. 

To  some  teachers  of  keen  intellect  and  quivering  nerves 
dullness  is  intolerable  and  the  lash  of  sarcasm  the  only 
adequate  punishment.  Of  Dr.  Marcy  it  may  be  said  that 
his  genuineness  and  kindliness  were  perhaps  seen  to  their 
best  advantage  in  his  sympathy  with  dull  but  hard  working 
students.  He  quickly  discerned  between  students  who 
were  trying  and  those  who  were  shirking.  For  the  latter 
whether  idle,  inattentive,  or  impertinent,  he  could  use  the 
lash,  but  for  the  former  his  patience  was  saint-like  and  his 
persistence  absolutely  tireless.  In  keeping  with  this  spirit 
was  Dr.  Marcy's  willingness  to  show  any  serious  student 
attention  no  matter  at  what  cost  to  himself.  Dr.  M.  S. 
Terry  has  placed  on  record  the  following  incident  related 
to    him    by    a    former  student:      "Professor  Marcy  had 


i855       A   HISTORY       1905  297 

appointed  a  day  to  go  out  with  a  select  class  in  the  campus 
and  in  the  neighboring  fields  to  point  out  some  peculiar 
forms  of  insect  life,  some  specimens  of  plants  and  flowers 
and  a  few  birds  nests  hidden  in  the  trees.  This  particular 
student  for  some  reason  could  not  accompany  the  class,  but, 
meeting  the  professor  later  in  the  day,  he  expressed  his  deep 
regret.  'And  what  do  you  think,'  said  he,  'Dr.  Marcy 
marched  me  off  in  a  way  I  could  not  resist,  seemed  to  hear 
nothing  of  my  protest  against  such  a  monopoly  of  his  time, 
walked  with  me  to  all  the  places  he  had  taken  the  class, 
and  seemed  to  do  it  all  as  If  It  were  a  positive  joy  for  him 
to  take  all  that  amount  of  pains  for  me.'  " 

That  Dr.  Marcy  kept  the  students'  welfare  and  not  his 
own  convenience  foremost,  may  be  further  seen  from  this 
extract  of  his  report  as  curator  of  the  museum  In  1872. 
■"Feeling  the  Importance  of  a  practical  knowledge  of  the 
microscope  to  educated  men,  and  also  the  impossibility  of 
studying  organic  structure  successfully  without  Its  use,  I 
procured  at  my  own  expense,  four  Tolle's  student  micro- 
scopes. It  has  required  a  greater  expenditure  of  time  on 
my  part  than  would  have  been  required  to  teach  a  class  as 
formerly,  but  I  believe  the  instruction  much  more  valua- 
ble to  the  student." 

That  his  ideals  of  a  teacher  were  as  heroic  as  the  ideals 
of  a  missionary  or  a  reformer  may  be  seen  from  the 
impassioned  sentiments  expressed  in  his  report  as  president 
in  1878.  "A  true  professor  would  prefer  to  live  in  a 
garret  and  endure  the  social  ostracism  which  may  be  the 


298         NORTHWESTERN  UNIVERSITY 

consequence,  than  be  compelled  to  so  occupy  his  time  with 
a  diversity  of  things  as  to  leave  him  weak  before  his 
classes  and  compel  him  to  lose  character  among  the  stu- 
dents." Dr.  Marcy's  humor  may  be  illustrated  by  the 
following  incidents.  One  of  the  requirements  in  geology 
was  the  handing  in  of  a  certain  number  of  minerals  prop- 
erly labeled.  One  student  having  come  into  possession  of 
a  set  by  purchase  or  inheritance  that  had  done  duty  on  a 
former  occasion,  handed  it  to  Dr.  Marcy  for  aceptance. 
The  doctor  duly  inspected  it  and  remarked,  "I  always 
mark  that  collection  70,  Mr. ." 

Scientific  names,  as  is  well  known,  often  puzzle  the  unin- 
itiated in  the  matter  of  spelling  as  of  pronunciation.  It 
was  not  uncommon  for  a  student  to  interrupt  Dr.  Marcy 
in  his  lecture  with  the  question — "How  do  you  spell  that 
word  Professor?"  "Oh  spell  it  with  a  't'  or  an  's'  as  the  case 
might  be,"  the  doctor  replied,  endeavoring  to  help  the 
student  at  the  critical  point. 

As  an  illustration  of  Dr.  Marcy's  appeal  to  student 
sympathy  and  his  delight  in  any  healthy  expression  of 
animal  spirits  when  there  was  a  proper  occasion,  the  fol- 
lowing incident,  interesting  from  other  standpoints  as  well, 
may  be  given.  On  the  day  in  which  the  favorable  decision 
concerning  the  historic  tax  suit  was  rendered,  Dr.  Marcy 
rode  on  to  the  campus  with  Mr.  Orrington  Lunt.  As  he 
came  up  to  a  group  of  students  standing  among  the  dead 
leaves  he  said,  "Gentlemen,  I  have  the  great  pleasure  to 
inform  you  that  the  suit  against  the  University  for  taxes 


i855       A   HISTORY       1905  299 

has  been  decided  in  our  favor  by  the  Supreme  Court  of 
the  United  States.  You  may  build  bon-fires."  And,  says 
Dr.  Duston  Kemble,  class  of  '80,  who  was  in  the  group 
and  who  relates  the  incident,  *'We  did  build  them  till  the 
night  shadows  of  the  grove  were  changed  into  a  blaze  of 
glory.  It  was  a  memorable  scene."  The  hurrah  of  a  bon 
fire  celebration  he  could  enjoy,  for  the  enthusiasm  of  feel- 
ing seemed  natural  and  reasonable,  but  the  five  times 
repeated  encores  of  "Roll  on.  Silver  Moon,"  and  the  dis- 
play of  cartoons  in  the  midst  of  an  exhibition  of  digni- 
fied Juniors,  in  the  full  tide  of  serious  oratory,  seemed  to 
him  worse  than  vanity.  It  was  a  kind  of  humor  that  was 
beyond  his  understanding  or  sympathies. 

Dr.  Marcy  judged  by  every  test  was  a  great  teacher. 
He  was  full  of  information  on  many  subjects.  His  con- 
versations as  well  as  his  lectures  were  a  perpetual  delight 
because  he  could  always  find  a  point  of  contact  with  the 
listener.  While  life-long  devotion  to  a  specialty  will 
undoubtedly  give  greater  authority  to  the  utterances  of  a 
scholar  and  extend  his  influence  and  his  reputation  farther 
afield,  yet  it  is  a  question  whether  or  not  in  the  direct  work 
of  teaching  a  broader  culture  is  not  more  useful.  Dr. 
Marcy  had  so  compassed  the  entire  range  of  knowledge 
that  he  could  with  marvelous  skill  and  exactness  correlate 
truth  in  all  its  varied  forms.  By  reason  of  his  accurate 
knowledge  of  science  he  corrected  the  vain  speculations  of 
philosophy  while  by  his  intimate  acquaintance  with  philoso- 
phy he  escaped  the  illogical  assumptions  of  materialism. 


300         NORTHWESTERN  UNIVERSITY 

His  knowledge  of  the  classics,  the  cultivation  of  which,  not- 
withstanding his  scientific  bent,  he  always  advocated,  made 
clear  to  him  the  nomenclature  of  science  and  moulded  his 
thoughts  as  well  into  correct  and  chaste  literary  forms.  It 
was  a  wish  sometimes  expressed  on  the  part  of  Dr.  Marcy 
that  he  might  be  relieved  from  the  exacting  duties  of  the 
class  room — especially  in  his  later  years — and  give  him- 
self uninterruptedly  to  original  investigation  and  to  pub- 
lication. Upon  the  results  of  such  a  course  it  is  not  neces- 
sary for  us  to  speculate,  but  had  he  done  so  he  would  at 
least  have  abdicated  the  throne  of  immediate  power  from 
which  he  daily  wielded  a  commanding  authority  over  minds 
in  their  most  formative  stage.  Because  of  this  generous 
breadth  of  culture  the  conclusion  is  not  to  be  drawn  that 
Dr.  Marcy  was  not  in  a  real  sense  a  specialist  as  well.  He 
was  an  expert  observer  of  the  facts  and  laws  of  the  world 
of  nature  and  more  particularly  in  that  field  of  research 
we  call  geology,  was  he  a  life-long  student,  teacher.  Investi- 
gator and  writer. 

The  significance  of  Dr.  Marcy's  work  as  a  scientist  will 
be  best  appreciated  when  it  is  remembered  how  recent  and 
how  marvelous  have  been  the  developments  in  scientific 
knowledge  and  methods  of  study.  "In  1805,"  says  Dr. 
Marcy  in  an  article  on  Museums,  "when  Professor  Silliman 
took  the  chair  of  chemistry  in  Yale  College,  he  packed  the 
entire  museum  collection  of  the  Institute  in  a  candle  box 
and  sent  It  to  Philadelphia  to  be  labelled  by  Dr.  Shubert, 
he  being  probably  the  only  man  in  America  who  could 


i855       A    HISTORY       1905  301 

name  such  minerals  as  quartz,  mica  and  feldspar."  Espe- 
cially significant  is  his  position  as  a  teacher  when  we 
remember  the  combined  violence  and  insiduousness  of  the 
attacks  on  revealed  truth  made  by  such  industrious  inves- 
tigators and  publishers  as  were  Darwin,  Huxley  and  Tyn- 
dall,  men  of  undoubted  genius  reinforced  as  well  by  a  pop- 
ular style  of  address  and  literar}'  gifts.  While  some  pul- 
pits were  hurling  anathemas  at  them  before  audiences  made 
up  for  the  most  part  of  people  who  neither  knew  nor  cared 
what  these  iconoclasts  across  the  sea  were  teaching.  Dr. 
Marcy  was  patiently,  clearly  and  forcibly  showing  to  a 
company  of  students  to  whom  every  advance  in  science  was 
a  matter  of  searching  inquiry,  the  limits  and  bounds  of  their 
scientific  theories;  and  in  many  an  article  and  leading 
editorial,  over  his  own  and  other  names,  in  educational 
and  church  papers  he  persistently  and  steadily  contended 
for  the  truth  of  the  divine  personality  and  immanence  in 
the  wonder  world  of  nature. 

Dr.  Marcy  has  been  called  the  Methodist  Agassiz,  It 
may  not  be  possible  to  substantiate  this  claim  for  him  as 
an  original  investigator,  but  in  his  aims  and  purposes  and 
in  the  character  of  his  personal  influence  there  is  a  striking 
resemblance  to  Professor  Agassiz  as  set  forth  by  two  of  the 
latter's  biographers,  a  blended  quotation  of  which  I  give : 
"More,  however,  than  almost  any  other  leader  in  modem 
science  Agassiz  insisted  upon  a  theistic  view  of  creation." 
"He  is  not  merely  a  scientific  thinker,  he  is  a  scientific  force ; 
and  no  small  portion  of  the  immense  influence  he  exerts  is 


302         NORTHWESTERN  UNIVERSITY 

due  to  the  energy,  intensity,  and  geniality  which  distinguish 
the  nature  of  the  man.  In  personal  intercourse  he  inspires 
as  well  as  performs,  communicates  not  only  knowledge,  but 
the  love  of  the  knowledge."  This  also  did  Dr.  Marcy, 
and  this  also  is  a  true  delineation  of  his  character. 

An  acting  president  holds  by  the  very  title  of  his  office  a 
tentative  position.  He  is  only  serving,  presumably,  until 
some  one  else  can  be  secured,  or  until  his  administration  is 
so  endorsed  as  to  place  him  in  full  control.  Dr.  Marcy 
undoubtedly  felt  in  some  degree  this  implied  restriction. 
It  became,  he  thought,  his  business  to  conserve  the  good 
in  possession  rather  than  to  push  out  towards  a  good, 
doubtful  because  untried.  His  rule,  however,  was  so  long 
continued  and  the  support  of  faculty,  trustees  and  stu- 
dents was  so  cordial  that  he  is  not  to  be  thought  of  as 
merely  ex-officio  but  as  de-facto  the  head  of  the  Univer- 
sity. Some  have  felt  that  the  position  of  the  president  was 
wholly  a  burden  assumed  by  Dr.  Marcy  as  a  duty,  and  laid 
aside  as  a  release.  This  is  only  partially  true.  Dr.  Marcy 
undoubtedly  loved  supremely  the  museum  and  the  class 
room,  but  his  most  intimate  associates  on  the  faculty 
believe  that  the  work  of  the  presidency  was  not  distasteful 
to  him,  and  that  he  performed  his  executive  duties  with 
great  zest  and  even  delight.  Certain  it  is  that  by  his 
sagacity  and  resourcefulness  he  dispelled  any  fears  that 
may  have  been  entertained  of  his  lack  of  fitness  as  a 
man  of  affairs. 

His  deliverances  as  president  were  necessarily  largely 


i855       A    HISTORY       1905  303 

concerned  with  the  severe  problems  that  grew  out  of  the 
financial  stringency.  In  a  historical  sketch  he  once  gave 
of  the  University,  occurs  this  statement:  "The  prosperity 
of  the  institution  at  any  one  time  has  depended  more  upon 
the  amount  of  money  which  was  available  for  current 
expenses  than  upon  the  president  or  the  professors."  He 
often  pleads  with  the  trustees  for  better  apparatus,  for 
enlarged  appropriations,  for  a  more  secure  endowment  for 
professorships,  but  always  with  due  regard  for  their  wis- 
dom and  the  unimpaired  preser\'ation  of  the  property  hold- 
ings of  the  University.  He  did  not  fret  under  enforced 
limitations  as  some  ambitious  spirits  might  have  done.  He 
had  the  intelligent  equipose  of  assured  faith. 

On  more  than  one  occasion  Dr.  Marcy  set  forth  his 
ideals  of  the  presidency  and  by  various  extracts  from  his  re- 
ports and  other  writings  it  would  be  easy  to  show  that  he 
had  clearly  settled  convictions  and  a  well  defined  policy, 
but  the  following  quotation  from  his  report  made  in  June 
1890  when  he  was  a  second  time  acting  president  is  full 
enough  to  suffice  for  any  further  discussion  combining  as 
it  does  so  many  fundamental  ideas — his  conception  of  the 
duties  and  quahfications  of  president  and  professor,  and  his 
attitude  towards  science,  philosophy,  the  church  and  the 
Christian  life: 

"The  chair  of  philosophy  in  this  institution  has  been 
filled  by  the  president.  This  is  not  necessarily  so.  .  .  . 
It  is  more  necessar}'  that  a  professor  should  be  a  man  of 
profound  learning  than  that  a  president  should  be.     The 


304         NORTHWESTERN  UNIVERSITY 

chair  of  philosophy  is  the  most  important  chair  in  the  col- 
lege. It  should  be  filled  with  the  greatest  care.  The  scep- 
ticism of  the  age  does  not  arise  from  the  science  of  the  age, 
but  from  the  philosophy  of  the  age.  Science  is  confined  to 
phenomena  and  law;  philosophy  is  the  interpretation  of 
phenomena  and  law.  There  can  be  no  correct  theology 
without  sound  philosophy.  The  relation  of  the  institution 
to  a  great  church  demands  that  the  occupant  of  the  chair  of 
philosophy  be  a  man  of  acknowledged  authority,  a  compre- 
hensive scholar  in  the  department,  a  man  who  will  not 
dismiss  Spencer,  or  Compte,  or  Baine  with  a  sneer,  but  a 
man  who  knows  their  weak  points  and  can  expose  them,  and 
a  man  who  knows  their  strong  points  and  can  answer  them 
before  his  classes. 

The  president  should  be  first  of  all  a  man  of  good  exec- 
utive ability.  He  should  be  a  man,  broad  in  his  intellect 
and  broad  in  his  sympathies  and  broad  in  his  culture.  He 
is  to  be  the  president  not  only  of  the  College  of  Liberal 
Arts  but  of  the  College  of  Law  and  of  the  College  of  Med- 
icine and  of  several  other  colleges.  It  would  be  better  if  he 
were  not  expected  to  teach,  so  that  he  could  identify  himself 
with  the  interests  of  all  the  colleges  and  not  be  so  especially 
identified  with  the  College  of  Liberal  Arts  as  has  been  the 
case  with  the  president  hertofore.  The  president  of  the 
Northwestern  University  must  compare  favorably  in  knowl- 
edge, dignity  and  general  ability  with  the  presidents  of 
other  institutions  of  like  grade,  with  whom  he  will  come  in 
contact.     He  must  be  a  man  in  whose  judgment  business 


i855       A    HISTORY       1905  305 

men  will  have  confidence.  He  must  be  a  leader,  a  leader 
among  men  who  are  accustomed  to  lead.  His  learning, 
character  and  bearing  must  command  the  respect  of  the  ar- 
dent, exuberant,  keen  and  critical,  but  often  wrong-headed 
and  misjudging  young  men  and  young  women  with  whom 
he  will  have  to  deal  and  he  must  be  able  to  lead  them  to 
right  thinking,  to  right  conduct,  and  to  a  high  and  noble 
character." 

Concerning  Dr.  Marcy's  attitude  towards  the  Woman's 
College  and  women  students  in  general  there  is  much  of  in- 
terest that  could  be  said.  Expressed  in  a  mild  way  by  a 
member  of  the  class  of  '78  there  was  in  the  minds  of  some 
"an  undertone  of  thought  that  Dr.  Marcy  was  not  in  full 
accord  with  co-education" ;  and  expressed  in  a  more  charac- 
teristically student  way — a  la  modern  Syllabus — by  the  fol- 
lowing lampoon. 

"My  name  is  Oliver  Marcy, 
In  my  high  museum  walls 
Its  there  you  find  your  bugs  and  snakes 
And  everything  else  that  crawls  ; 
Vertebrates,  invertebrates,  reptilian  birds  that  ran, 
And  every  boy  that  learns  of  me 
Is  a  scientific  man. 

"But  if  the  giggling  girls  should  come 
To  my  biologic  iab'. 
To  try  to  take  elective  work 
And  fuss  and  laugh  and  gab, 
I  tell  them  to  get  right  out  of  my  class 
As  quick  as  ever  they  can. 
For  I  have  nothing  to  do  with  aught 
But  a  scientific  man." 


3o6         NORTHWESTERN  UNIVERSITY 

In  reply  it  may  be  said  that  it  is  the  testimony 
of  those  closest  to  him  that  neither  in  the  privacy 
of  his  own  home  nor  in  the  familiar  confidence 
among  professors  outside  the  faculty  meetings,  did  Dr. 
Marcy  ever  express  himself  against  the  general  policy  of 
coeducation.  That  there  were  special  phases  of  the  ques- 
tion still  open  to  debate,  may  be  seen  by  his  own  official 
statement  made  in  1878,  which  was  in  part  as  follows: 
"Our  own  policy  is  not  as  sharply  defined  as  it  is  desirable 
it  should  be,  but  we  doubt  if  we  or  the  public,  or  even 
experienced  educators,  are  at  present  prepared  to  say  what 
is  the  best  provision  for  the  higher  education  of  women," 

Mrs.  Ellen  Soule  Carhart,  Dean  of  the  Woman's  Col- 
lege in  '76,  writes  of  him :  "I  recall  no  act  or  word  of  his 
which  would  indicate  anything  but  courtesy  and  care  for 
true  womanhood.  His  opposition,  if  such  there  was,  must 
have  been  confined  to  such  girls  as  by  frivolity  or  weak- 
ness of  mind  might  in  his  thought  injure  the  classic  dig- 
nity or  the  scientific  thought  of  the  University." 

Mrs.  Jane  Bancroft  Robinson,  Dean,  '77-'85,  pays  a  like 
tribute  to  President  Marcy's  spirit  and  ideals.  "It  has 
always  been  my  fortune  to  be  surrounded  by  the  type  of 
gentleman  that  feels  called  upon  to  apologize  should  he 
differ  in  opinion  from  a  woman  with  whom  he  is  convers- 
ing or  dealing.  Not  so  Dr.  Marcy.  'The  cool  white  light 
of  science'  was  as  well  exemplified  in  him  as  in  anyone  of 
whom  I  know.  He  would  flatly  assert  a  fact  without 
preface  or  apology,  and  with  manner  so  absolutely  imper- 


i85S       A   HISTORY       1905  307 

sonal  that  you  would  know  it  was  the  fact  he  was  disputing 
and  not  yourself." 

"The  fact  that  on  at  least  two  occasions  coming  within 
the  range  of  my  personal  knowledge  he  gave  financial 
assistance  to  young  women  who  desired  to  pursue  an 
advanced  course  of  training  which  they  would  have  been 
unable  to  obtain  without  his  aid,  would  indicate  that  he 
stood  ready  without  prejudice  to  help  women  to  secure  the 
best  possible  results  when  he  judged  them  prepared  to  be 
aided  by  advanced  training." 

Dr.  Marcy  was  a  lover  of  art  as  well  as  of  nature.  He 
appreciated  every  refinement  typified  by  woman.  He  was 
progressive,  fair  minded  and  chivalrous.  In  fact  and  in 
principle  he  stood  for  nothing  less  than  equal  rights  for  all, 
unless  it  was  for  a  favoring  lift  to  the  weaker. 

For  a  third  of  a  century  a  Sunday  School  teacher,  regu- 
lar in  his  daily  devotions  at  home,  and  amid  the  distrac- 
tions of  his  scientific  expeditions  as  his  diary  shows,  punc- 
tual in  attendance  upon  public  worship,  pronounced  as  a 
champion  of  theistic  belief  in  science  and  philosophy,  tem- 
perate, pure,  honest,  tolerant,  kind,  loving,  unselfish,  it  need 
not  be  necessary  to  formally  state  that  he  was  a  Christian, 
and  that  his  character  bore  a  full  cluster  of  the  fruits  of 
the  Spirit,  and  that  his  love  for  the  Church  was  after  the 
similitude  of  Him  "who  loved  the  Church  and  gave  him- 
self for  it."  It  was  easy  for  him  to  hand  down  his  crown 
jewels,  the  University  and  scientific  truth,  to  those  who  are 
his  heirs,  for  the  motto  which  he  selected  for  a  coat  of 


3o8         NORTHWESTERN  UNIVERSITY 

arms   was    the   one   by   which   he   lived,  "Quod  Verum 
Tutum,"  "Truth  is  safe." 

Dr.  Marcy,  let  it  be  said  in  conclusion,  was  a  man  of 
great  modesty,  yet  there  are  those  still  living,  both  men 
and  women,  themselves  leaders  in  education  and  the 
church,  with  mental  calibre  enough  to  judge  who  do  not 
hesitate  to  say  that  in  largeness  and  strength  of  mind  Dr. 
Marcy  was  the  equal  of  any  man  who  ever  occupied  the 
chair  of  the  president  of  Northwestern  University. 


CHAPTER  XIV 

Administration  of  President  Cummings 
1881— 1890 

Herbert  Franklin  Fisk 


THE  administration  of  President  Cummings 
had  peculiar  characteristics,  making  it  a 
marked  epoch  in  the  history  of  the  Uni- 
versity\  It  had  been  preceded  by  five  years 
of  sev^ere  financial  retrenchment  and  of 
painful  anxieties.  It  was  followed  by  years  of  com- 
paratively free  expenditure  and  of  rapid  growth. 
The  interval  was  a  period  of  hopeful  activity,  of  the 
thrifty  husbanding  of  scanty  resources,  of  gratifying 
though  not  rapid  expansion. 

The  election  of  Dr.  Cummings  to  the  presidency  occur- 
red on  June  21st,  188 1.  On  the  evening  of  May  25th,  the 
president  of  the  Board  of  Trustees,  Hon.  John  Ev^ans,  of 
Colorado,  had  invited  to  dine  with  him  at  the  Grand 
Pacific  Hotel  in  Chicago  a  company  of  about  thirty  per- 
sons, most  of  them  trustees  of  the  University  or  members 
of  the  faculty,  and  had  proposed  a  plan  for  paying  the 
indebtedness  of  the  Univ^ersity,  then  amounting  to  $200,- 
000.  Toward  the  payment  of  the  first  half  of  the  debt, 
he  offered  to  give  $25,000  provided  this  amount  should 
be  raised  within  one  year,  and  toward  the  payment  of  the 
last  half  of  the  debt  at  a  later  time,  he  offered  to  give 
an  additional  $25,000.  This  program,  with  the  generous 
cooperation  of  Mr.  William  Deering  and  numerous  other 
trustees  and  friends  of  the  University,  was  successfully 
completed.  For  five  years  the  encumbrance  of  this  debt 
had  weighed  heavily  upon  the  University,  and  the  antici- 
pated removal  of  it  gave  to  the  incoming  president  and  to 

311 


312         NORTHWESTERN  UNIVERSITY 

all  the  friends  of  the  University  a  spirit  of  great  hopeful- 
ness. 

During  the  larger  part  of  the  previous  administration, 
the  resources  of  the  University  had  been  threatened  with 
confiscation  by  the  State,  and  taxation  charges  had  accumu- 
lated to  the  amount  of  over  $40,000.  In  the  courts  of  Illi- 
nois successive  decisions  had  been  rendered  against  the 
University,  but  on  April  7th,  1879,  the  Supreme  Court  of 
the  United  States  declared  the  provision  in  the  University 
charter  enacted  by  the  Legislature  of  Illinois,  February 
14th,  1855,  to  be  a  valid  contract.  This  amendment 
exempted  perpetually  from  taxation  "for  any  and  all  pur- 
poses all  property  belonging  to  the  University  of  whatever 
kind  or  description." 

Numerous  other  Incidents  marked  the  beginning  of  the 
new  administration  as  a  transition  from  a  period  of  solici- 
tude to  one  of  confidence.  For  example,  during  the  ten 
years  ending  with  1880,  a  certain  Interest  obligation  of 
$6,000  was  exactly  balanced  by  $6,000  rental  Income  from 
the  property  that  was  security  for  the  debt.  In  1880,  the 
income  from  this  property  was  Increased  to  $8,000,  and 
the  Interest  was  reduced  to  $4,500. 

These  were  some  of  the  hopeful  aspects  of  the  Univer- 
sity that  preceded  the  beginning  of  President  Cummlngs's 
administration.  They  made  possible  several  advances  in 
expenditure  that  strengthened  the  hands  of  the  president 
and  the  faculty,  and  gave  heart  and  hope  to  alumni  and 
friends.     Since  1876  no  promise  had  been  made  of  full 


i855       A   HISTORY       1905  313 

payment  of  salaries,  and  the  small  nominal  salaries  had 
been  annually  settled  by  a  rebate  of  from  one-tenth  to 
one- fourth.  Beginning  in  188 1,  salaries  were  paid  in  full, 
but  at  that  time  and  for  the  larger  half  of  Dr.  Cummings's 
administration,  the  maximum  salary  of  a  professor  was 
$2,000.  In  1887,  by  the  liberality  of  numerous  friends  of 
the  University,  the  maximum  salary  was  made  $2,500 
instead  of  $2,000,  and  the  president's  salary  was  advanced 
from  $3,000  to  $3,500. 

During  the  last  year  of  Dr.  Cummings's  administration, 
1 889-1 890,  it  came  to  be  known  that  a  great  increase  in 
the  resources  of  the  University  would  signalize  the  spring 
of  1890  on  the  occasion  of  the  revaluation  of  a  portion  of 
the  productive  property  of  the  University,  by  which  the 
income  from  that  property  would  be  advanced  from 
$8,000  to  over  $50,000  a  year.  Thus  the  beginning  and 
the  end  of  this  administration  were  alike  attended  by  very 
considerable  enlargement  of  the  resources  at  the  command 
of  the  University. 

Conspicuous  among  the  events  of  these  nine  years  of 
more  liberal  provisions  for  instruction,  made  possible  by  a 
bettered  condition  of  finances,  was,  first,  the  election,  June 
21,  1 88 1,  of  President  Cummings.  On  the  same  day. 
Professors  Baird  and  Pearson  were  elected  to  the  chairs 
of  Greek  and  English,  respectively.  In  September  of  the 
same  year,  John  H.  Long  was  elected  to  the  professorship 
of  Chemistry,  and  after  his  assignment  to  work  exclusively 
in  the  city  departments  of  Medicine  and  Pharmacy,   in 


314         NORTHWESTERN  UNIVERSITY 

September,  1885,  Professor  A.  V.  E.  Young  succeeded 
him  in  his  work  in  the  College  of  Liberal  Arts.  In  Sep- 
tember, 1886,  Dr.  R.  D.  Sheppard  became  professor  of 
History;  and  on  September  14th,  1887,  Dr.  George  W. 
Hough  became  professor  of  Astronomy  and  director  of 
Dearborn  Observatory.  These  elections,  in  each  case,  sig- 
nified enlarged  provisions  for  instruction,  not  the  filling  of 
vacancies  made  by  the  retirement  of  previous  instructors. 

Coincident  with  Professor  Young's  entrance  upon  the 
work  of  his  profesorship  was  the  erection  of  Science  Hall, 
the  cornerstone  of  which  had  been  laid  June  23d  of  that 
year.  Professor  Young  had  the  satisfaction  of  devising  the 
interior  arrangements  of  the  chemical  laboratory,  con- 
forming them  in  part  to  the  best  models  and  introducing 
numerous  felicitous  devices  of  his  own.  The  erection  of 
this  building,  at  a  cost  of  $45,000,  was  provided  for  by  the 
liberality  of  Mr.  Daniel  B.  Fayerweather,  induced  by  the 
persuasion  of  his  friend,  Rev.  Robert  M.  Hatfield,  D.  D., 
himself  a  benefactor  of  the  University,  a  trustee,  and  at 
that  time  special  financial  agent.  This,  the  first  gift  of  Mr. 
Fayerweather  to  the  cause  of  education,  was  followed  by 
numerous  gifts  to  many  universities,  the  Northwestern 
University  subsequently  receiving  from  him  by  bequest 
over  $140,000. 

Two  other  buildings  were  erected  during  this  admin- 
istration. Dearborn  Observatory  was  the  gift  of  Mr. 
James  B.  Hobbs,  long  a  trustee  and  faithful  friend  of  the 
University,  and  a  hearty  admirer  of  its  president.     The 


e?"' 


THE  FACULTY  OF  1S84-S5 


i855       A    HISTORY       1905  315 

cornerstone  was  laid  June  21st,  1888,  and  the  building  was 
dedicated  June  19th,  1889.  In  the  following  year  a  dor- 
mitory for  young  men  was  erected,  the  gifts  for  which 
were  solicited  by  Dr.  Hatfield. 

Within  this  period,  the  numbers  in  attendance  in  the 
College  of  Liberal  Arts  were  few  in  comparison  with  the 
numbers  of  later  years,  the  total  number  now  (1905) 
registered  in  a  single  year,  and  the  number  of  the  gradu- 
ating class,  being  more  than  four  times  the  average  of 
that  decade.  The  smallest  registration  was  in  1882-3, 
one  hundred  forty-nine;  the  largest,  in  1888-9,  two  hun- 
dred eighty-six;  averaging  about  tw^o  hundred.  The 
smallest  graduating  class  was  in  1886,  numbering  thir- 
teen ;  the  largest,  in  the  year  1 890,  numbering  forty ;  the 
average  number,  twenty-seven.  The  value  of  the  work, 
however,  accomplished  by  an  institution  has  a  juster  meas- 
ure than  the  number  of  men  and  women  that  receive  its 
instruction,  in  the  character  of  those  alumni,  and  in  their 
social  and  public  service.  When  attention  is  given  to  the 
public  work  done  by  the  students  of  Dr.  Cummings  and  his 
small  faculty,  the  value  of  that  decade  of  work  goes  far 
to  justify  the  claim  sometimes  made  for  the  higher  rela- 
tive value  to  the  community  of  the  small  college,  in  com- 
parison with  the  service  rendered  by  the  same  college,  when 
in  later  years  its  numbers  and  its  resources  are  manifold 
larger. 

Dean  Warren  of  the  Boston  University,  discussing  in 
the  January  number  of  "Bostonia"  the  reciprocal  obliga- 


3i6         NORTHWESTERN  UNIVERSITY 

tions  and  influences  of  a  college  and  its  alumni,  says:  "The 
college  that  cares  most  for  its  essential  work,  the  per- 
fecting of  men  and  women,  will  judge  its  worth  rather  by 
its  results  than  by  its  resources;"  and  his  characterization 
of  the  alumni  of  his  own  Alma  Mater  will  fitly  describe 
the  alumni  of  Northwestern  University:  "Very  few 
idlers;"  "Working  for  their  living,  and  really  living  for 
their  work;"  "Usually  engaged  in  service  in  which  col- 
lege training  is  fully  employed." 

Within  this  period,  the  number  of  graduates  was  244: 
of  these  57  became  educators,  of  whom  27  became  college 
teachers;  33  others  also  taught  for  a  period  before  enter- 
ing upon  another  vocation;  54  gave  themselves  to  busi- 
ness, 45  to  the  ministry,  42  to  home-making,  33  to  the  pro- 
fession of  law,  13  to  that  of  medicine.  Every  one  is 
accounted  for  as  one  of  the  world's  workers,  and  some 
among  them  are  doing  service  in  places  of  conspicuous 
honor  and  responsibility.  Five  have  been  trustees  of  the 
University,  two  have  been  presidents  of  colleges.  If  our 
enumeration  were  to  include  the  classes  graduating  in 
1 89 1,  1892,  and  1893  the  members  of  which  spent  one  or 
more  years  of  college  life  under  Dr.  Cummings's  presi- 
dency, three  would  be  added  to  the  number  of  college  pres- 
idents, thirteen  to  the  number  of  college  professors,  and 
thirty-three  to  the  number  of  teachers. 

This  period  of  the  University  history  was  distinguished 
from  later  periods  in  the  important  respect  that  courses 
subsequently  elective  were  then  required,  and  this  required 


i855       A   HISTORY       1905  317 

work  brought  all  under  the  class  instruction  of  the  presi- 
dent. The  office  work  then  performed  by  the  president 
included  much  supervision  of  students  which,  with  the 
growth  in  numbers,  has  fallen  to  the  Dean  and  to  the  chair- 
men of  the  faculty  committees.  Thus  all  graduates  received 
from  the  president  personal  counsel. 

The  alumni  of  three  colleges  under  Dr.  Cummings's 
administration  carry  a  lasting  sense  of  gratitude  for  their 
personal  indebtedness  to  him  for  the  influence  of  class 
discussions  and  of  personal  interviews  upon  their  decisions 
of  vital  questions  and  upon  their  habitual  views  of  life  and 
duty.  At  Genesee  College  in  1855,  a  quarter-hour  con- 
versation with  the  president  changed  the  plans  of  a  fresh- 
man who  had  decided  to  drop  his  Latin  and  Greek  and  sub- 
stitute a  short  elective  course  for  the  regular  one.  That 
freshman  became  in  1872  president  of  Northwestern  Uni- 
versity, and  in  1884  a  Bishop  of  the  Methodist  Church. 
In  1889,  a  student  entering  Northwestern  University  with 
heavy  conditions  proposed  to  surrender  his  freshman  clas- 
sification and  to  go  back  to  the  preparatory  school.  "In 
what  seemed  to  me  a  voice  of  thunder,"  he  relates,  "the 
president  said  to  me,  'The  first  instance  on  record  where  a 
man  who  could  be  a  freshman  wouldn't.  With  no  more 
spirit  than  that,  I  must  predict  that  you  will  never  go 
through  college.  I  fear  for  your  future.'  "  Probably 
Dr.  Cummings  underestimated  the  young  man's  vigor  of 
will;  perhaps  the  intensity  of  his  protest  intensified  the 
young  man's  ambition.     His  reply  was,  "If  you  live,  we 


3i8         NORTHWESTERN  UNIVERSITY 

shall  see."  Dr.  Cummings  did  not  live  to  see  the  result; 
the  young  man  spent  a  year  in  the  Academy,  but  at  the 
end  of  four  years,  in  1893,  was  graduated.  He  too  has 
become  a  college  president. 

Dr.  Cummings  was  a  great  man,  and  he  greatly  fulfilled 
the  functions  of  every  office  he  assumed.  He  was  a  great 
pastor,  a  great  teacher,  a  great  counsellor  and  friend.  He 
was  great  in  stature,  in  physical  strength,  and  in  endurance; 
great  in  industry,  in  vigor,  and  in  persistence;  great  in 
conscientiousness,  in  courage,  and  in  devotion;  great  in 
affection  for  his  friends  and  in  sympathy  for  the  afflicted; 
and  great  in  indignation  and  in  the  passionate  expression 
of  that  indignation  towards  those  whom  he  believed  to  be 
treasonable,  injurious,  or  dishonest.  These  qualities  were 
so  strongly  manifested  as  to  attract  the  notice  and  admira- 
tion of  those  who  knew  him  but  for  a  little  time  and  only 
from  a  distance,  and  he  became  to  many  students,  long 
before  they  knew  him  in  the  intimacy  of  friendship,  their 
hero,  their  ideal  man.  He  was  sometimes  felt  by  stu- 
dents to  be  needlessly  exacting,  but  they  found  him  no  less 
exacting  of  himself  than  he  was  of  others,  and  from  being 
impatient  and  resentful,  they  became  submissive  and  grate- 
ful. Numerous  were  the  instances  in  all  his  pastorates  and 
in  all  his  years  of  educational  service,  of  tender  sympathy 
for  those  in  distress  manifested  in  self-forgetful  labors  and 
unstinted  generosity. 

In  1859,  and  again  in  1871,  an  epidemic  of  smallpox 
was  prevalent  in  Connecticut,  and  in  each  year  a  student 


i855       A    HISTORY       1905  319 

in  the  University  dormitories  was  taken  down  with  this 
disease.  In  both  these  Instances,  Dr.  Cummlngs  not  only 
provided  promptly  for  skillful  nursing,  but  personally  min- 
istered to  the  sufferer.  Let  one  of  these  students  now  liv- 
ing, a  clergyman  In  New  England,  tell  the  story  of  his  dis- 
tress and  his  gratitude  to  Dr.  Cummlngs. 

"I  had  passed  the  most  miserable  night  In  my  life.  A 
classmate  came  in,  and  I  marked  a  strange  inclination  to 
keep  at  a  distance  from  me,  and  to  make  a  speedy  excuse 
for  leaving  the  room.  Soon  the  physician  called,  and, 
after  a  little  indirection,  told  me  squarely  that  mine  was  a 
case  of  smallpox.  Then  I  was  left  alone,  and  my  disordered 
fancy  was  busy  picturing  myself  carried  out  in  the  Decem- 
ber cold  to  some  forsaken  place  and  left  to  die.  Soon  I 
heard  steps  In  the  hall  and  a  rap  at  the  door,  and  Dr.  Cum- 
mlngs came  in.  His  coming  was  like  the  sun's  rising. 
After  a  little  conversation,  he  said,  T  believe  the  doctor  is 
deceived  about  your  case,  but  If,  after  proper  counsel  is 
had,  it  turns  out  that  he  is  right,  don't  be  alarmed.  You 
will  remain  In  your  own  room,  we  will  secure  a  good  man  to 
care  for  you,  and  so  long  as  I  am  alive  you  shall  not  want 
for  anything  you  need.'  His  words  were  better  to  me 
than  all  the  drugs  known  to  pharmacy,  and  under  good 
medical  care,  with  constant  delicacies  from  the  president's 
table,  and  with  the  favor  of  Heav^en  upon  all,  I  was  in  a 
few  weeks  safely  through  with  the  smallpox,  and  ready 
to  start  upon  my  life  work  with  lifelong  gratitude  to  the 
kind  and  tender  man  who  had  shown  himself  a  friend  in 


320         NORTHWESTERN  UNIVERSITY 

need.  To  furnish  me  for  this  work,  his  teachings  and 
example  had  done  more  than  any  other  agency." 

Another  alumnus  of  Wesleyan  University  gratefully 
remembers  an  instance  of  his  unsparing  labor  in  the 
service  of  his  college  and  of  the  cause  of  education.  In 
fulfilling  an  engagement  he  had  made  for  the  Sabbath 
following  his  own  commencement  at  Middletown,  he 
travelled  fifteen  hours  by  rail  and  seven  hours  by  carriage 
to  meet  the  appointment,  arriving  at  ten  o'clock  on  Satur- 
day night;  preached  twice  on  Sunday,  and  gave  a  mission- 
ary address,  and  at  four  o'clock  on  Monday  morning 
started  back  to  meet  home  engagements  with  architects  and 
contractors  on  one  of  the  buildings  that  now  crown  that 
college  campus.  Such  was  the  example  of  this  great  col- 
lege president:  "In  labors  more  abundant,  in  journeyings 
often,  in  weariness  and  painfulness,  in  watchings  often." 
What  wonder  that  his  pupils  admired  him  with  a  reverence 
approaching  veneration  I 

Perhaps  It  is  due  to  the  present  writer's  credit  for  sanity 
and  moderation  that  his  estimate  of  Dr.  Cummings  should 
be  justified  to  the  future  reader  of  this  chapter  of  history 
as  not  the  language  of  eulogy,  but  of  sober  and  discrim- 
inating judgment.  This  justification  may  be  found  In  the 
sameness  of  phrase  as  well  as  In  the  harmony  of  sentiment 
with  which  those  who  knew  him  well  have  given  utterance 
to  their  admiring  appreciation. 

A  prominent  American  teacher,  who  always  weighs  his 
words  in  delicate  balances,  and  whose  felicitously  expressed 


i855       A   HISTORY       1905  321 

judgments  of  men  and  women  have  won  for  him  the  repu- 
tation of  being  one  of  the  justest  and  acutest  critics,  had 
this  to  say  in  a  public  utterance  concerning  Dr.  Cummings : 

"I  saw  Joseph  Cummings  every  day  for  twelve  academic 
years.  I  knew  him  as  the  undergraduate  knows  the  college 
president  whom  he  looks  up  to  with  awe  and  admiration, 
and  I  knew  him  as  the  youngest  member  of  the  college  fac- 
ulty knows  the  man  who  is  at  once  his  superior  and  his 
friend.  I  shall  never  forget  my  first  impression  of  him.  It 
was  the  same  as  many  another  man's;  for  no  man  ever 
entered  Wesleyan  University  as  a  freshman,  came  into  its 
chapel,  and  saw  for  the  first  time  that  noble  form  lift 
itself  slowly  to  its  full  height  without  saying  to  himself, 
'Ah,  but  he  is  a  great  man,'  and  those  who  knew  him  will 
bear  me  out  in  saying  that  the  further  knowledge  of 
years  only  confirmed  and  strengthened  that  impression.  He 
was  a  great  man.  Looking  back  over  the  past  thirty  years, 
it  is  my  deliberate  conviction  that  in  most  essentials  of 
greatness,  Joseph  Cummings  will  rank  among  the  great 
college  presidents  of  New  England  in  the  last  half  cen- 
tury. 

"He  was  a  great  teacher.     Few  men  have  possessed  in 

greater  degree  that  first  requisite  of  success,  the  power  to 

stimulate  and  enlarge  the  opening  mind  of  youth.     He 

had  the  mastery  of  that  great  art  of  asking  questions  and 

of  making  his  pupils  ask  questions.     Many  a  man  will 

testify  that  in  his  recitation  room  the  great  problems  of  life 

and  mind  first  presented  themselves  to  his  thought,  and 
1-21 


322         NORTHWESTERN  UNIVERSITY 

that  there  he  first  learned  to  ask  intelHgently  those  great 
questions  which  no  man  can  ever  quite  answer,  but  which 
no  man  can  attain  to  the  perfect  stature  of  manhood  with- 
out asking. 

Under  his  teaching  our  mental  horizon  seemed  to  lift,  a 
great  range  of  truth  unseen  before  to  invite  our  search. 
He  had  the  power  to  make  us  feel  a  kind  of  intellectual 
companionship,  I  should  say  rather,  a  kind  of  comradeship 
with  him.  If  he  was  stern  and  lofty  elsewhere,  he  unbent 
in  the  class  room.  He  had  no  patience  with  pretentious 
blundering,  with  the  feebleness  that  tried  to  hide  itself 
under  verbosity,  and  he  knew  how  to  prick,  with  some 
searching  and  usually  humorous  question,  the  illusion  of 
that  man  who  thought  himself  to  be  something  when  he 
was  nothing.  I  can  see  him  now  as  he  sat  there,  swung 
half  way  around  in  his  chair,  push  up  his  spectacles  upon 
his  forehead.  His  massive  face  would  relax  into  a  broad 
smile  that  was  more  contagious  than  most  men's  laughter, 
as  he  drove  some  unfortunate  into  a  ridiculous  reductio  ad 
absurdum,  or  illustrated  some  truth  or  exposed  some  fal- 
lacy with  an  irresistible  anecdote. 

A  college  president  should  be  to  his  undergraduates  a 
kind  of  a  demigod,  and  he  was.  He  seemed  to  us  to  sum 
up  and  embody  all  that  we  vaguely  conceived  of  tenacity, 
fearlessness,  superb  power  of  achievement;  in  short,  of  the 
heroic.  And  how  he  hated  feebleness,  and  indolence,  and 
weak-kneed  hesitation,  and  weak  sentimentality,  and  most 
of  all  he  hated  those  vices  that  enfeeble  and  enervate;   all 


i85S       A    HISTORY       1905  323 

the  small  meannesses  and  contemptibilities  that  cannot  go 
with  a  brave  and  sturdy  manhood!  He  taught  us  that 
great  lesson,  that  the  first  duty  of  man  is  to  be  strong. 
His  whole  life,  indeed,  was  a  sermon  on  that  text,  'Quit 
you  like  mien,  be  strong.' 

And  if  some  of  us  were  harassed  by  poverty,  as  many 
were,  and  beset  by  difficulties  that  seemed  unsurmounta- 
ble,  and  were  sometimes  almost  disheartened,  this  man 
could  put  new  vigor  into  our  spirit  and  new  metal  into 
our  resolve.  His  life,  his  teaching,  his  v^ery  bearing  said 
to  us,  'Young  man,  you  can  do  it,  you  can  do  it,'  until, 
under  the  inspiration  of  that  heroic  example,  when  'duty 
whispered  low  "Thou  must,"  the  youth  replied,  "I  can." 
We  thought  him  stern  and  domineering  sometimes ;  some- 
times we  were  mad  at  him  for  weeks  together,  but  when 
the  mood  had  passed,  we  knew  that  we  had  admired  him 
all  the  time.  We  were  ready  to  shout  for  him  or  to  fight 
for  him. 

"And  any  man  who  was  ever  a  student  under  Joseph 
Cummings  will  remember  a  few  supreme  moments  when 
the  personality  of  the  man  took  on  a  kind  of  majesty  such 
as  few  men  can  wear.  Perhaps  it  was  in  the  pulpit  when  he 
lifted  up  that  Olympian  figure  to  its  full  height,  and, 
standing  there  like  a  tower,  raised  his  hand  with  that 
peculiar  gesture  which  those  who  knew  him  could  never 
forget,  and  thundered  forth  some  denunciation  of  mean- 
ness or  sin,  some  impassioned  exhortation  to  manly  and 
strenuous   endeavor,   those  were   the   moments   when   he 


324         NORTHWESTERN  UNIVERSITY 

strung  the  chords  of  young  men's  souls  to  higher  pitch  for  a 
lifetime.  I  well  remember  when  I  stood  with  my  class  to 
hear  the  closing  words  of  his  baccalaureate  sermon.  I  do 
not  remember  the  text;  I  do  not  remember  a  word  that 
he  said;  but  I  remember  the  man  as  he  stood  there  on  that 
July  Sunday  morning,  his  face  aglow  and  his  frame  aquiver 
with  emotion,  and  seemed  to  pour  out  his  Christian  man- 
hood into  our  youthful  spirits.  And  I  remember  how  the 
classmate  and  friend  who  stood  by  me  that  day,  and  who, 
only  a  few  weeks  ago,  passed  over  to  the  'great  majority,' 
gripped  my  hand  as  we  sat  down  together  and  whispered 
huskily,  'My,  Isn't  he  a  hero?' 

"Yes,  and  there  is  more.  This  man  so  stern,  at  times  so 
harsh  it  seemed,  had  a  heart  as  warm,  a  hand  as  soft,  and 
a  voice  as  gentle  as  a  woman's  whenever  there  was  pain 
to  soothe  or  sorrow  to  console.  He  did  not  care  to  waste 
sympathy  upon  weaklings,  or  to  proffer  needless  aid  to 
those  who  might  better  help  themselves;  but  any  man  in 
Wesleyan  University  who  was  ever  smitten  by  disease,  or 
visited  by  bereavement,  or  any  of  those  sorrows  that  seem 
so  strange  and  crushing  to  young  life,  knew  that  there  was 
no  better  friend  than  Joseph  Cummings. 

"President  Cummings  doubtless  had  his  faults,  but  we 
do  not  remember  them;  and  his  faults  were  never  the 
faults  of  a  narrow,  acrid,  meagre  nature.  They  were  the 
faults  of  a  great  man.  You  might  disagree  with  him 
utterly,  but  you  would  respect  him,  and  you  will  venerate 
his  memory.     I  think  myself  fortunate  to  have  sat  at  his 


i855       A   HISTORY       1905  325 

feet  as  a  pupil.  I  think  myself  fortunate  to  have  stood  by 
his  side  as  a  college  teacher,  although  but  in  the  humblest 
place.  I  think  myself  fortunate  to  be  able  to  stand  here 
today  to  pay  my  tribute,  although  all  unworthy,  to  his 
virtues  and  his  memory.    He  was  a  great  man." 

This  judgment  of  Dr.  Cummings  may  be  thought  by 
some  reader  to  be  warped  by  the  partiality  of  a  friendship 
developed  by  intimate  association.  Note  then  the  words 
of  others : 

A  member  of  the  Northwestern  University  class  of  1882 
writes,  "Dr.  Cummings  was  a  piece  of  gianthood,  a  king  of 
men."  Another  member  of  the  same  class  says,  "It  was  a 
moment  of  intense  interest  when  the  newly  elected  head  of 
the  University  entered  the  chapel  for  the  first  time.  The 
anticipations  of  the  students  were  not  disappointed.  He 
looked  the  bom  leader  of  men ;  his  bearing  won  the  confi- 
dence and  the  loyalty  of  the  students."  Another  says,  "In 
him  were  apparently  blended  the  wisdom  of  a  sage,  the 
gentleness  of  a  woman,  and  the  firmness  of  a  martyr."  A 
member  of  the  class  of  '85  says,  "The  influence  of  that 
great  personality  ever  remains  with  me.  How  often  I  see 
that  stalwart  figure  with  his  massive  head,  his  flashing  eye 
and  genial,  kindly  smile  ready  to  encourage  a  timid  stu- 
dent !  Then  I  often  think  of  him  as  I  saw  him  a  few  times, 
with  lantern  in  hand,  returning  from  work  in  the  office  late 
at  night  while  we  students  were  going  home  from  some  fes- 
tive occasion.  His  picture  hangs  in  my  study  to  remind  me 
that  I  must  be  true  as  he  was  true,  hate  falsehood  as  he 


326         NORTHWESTERN  UNIVERSITY 

hated  It,  do  my  work  squarely,  and  live  unwasted  days,"  A 
member  of  the  class  of  '86  says,  "Dr.  Cummings  kindled 
faith  and  noble  purpose  in  us  all,  and  his  text  to  us  at  Com- 
mencement, 'Till  I  die  I  will  not  remove  my  integrity  from 
me;  my  heart  shall  not  reproach  me  so  long  as  I  live,'  was 
the  massive  measure  of  his  manhood." 

A  member  of  the  class  of  '87  says,  "He  had  little  sym- 
pathy with  triflers,  but  those  who  went  to  him  to  seek  ad- 
vice about  problems  which  vitally  concerned  them,  found 
him  easily  approachable  and  always  sympathetic.  In  the 
class  room,  he  led  his  pupils  to  a  free  discussion  of  the  topic 
without  forcing  his  own  opinion  upon  them.  His  class  was 
an  open  forum  for  the  free  expression  of  any  ideas  relevant 
to  the  question."  Another  member  of  '87,  "I  have  always 
counted  it  one  of  the  highest  privileges  of  my  life  to  have 
been  in  the  University  during  Dr.  Cummings's  adminis- 
tration. I  was  most  deeply  impressed  by  the  nobility  of  his 
character  and  the  unfailing  inspiration  of  his  educational 
methods.  His  great  power  as  a  teacher  and  as  an  executive 
lay  in  his  personal  character.  I  loved  him,  we  all  loved 
him,  with  the  pure  enthusiasm  of  youth  because  of  the  pu- 
rity of  the  large  soul  that  shone  from  his  leonine  counte- 
nance. The  emotional  and  intellectual  sides  of  his  nature 
were  both  developed  to  a  rare  degree,  and  held  each  other 
in  balance.  I  remember  his  moral  philosophy  and  Christian 
evidences  recitations  as  hours  of  intense  and  joyous  intellec- 
tual life,  hours  in  which  I  got  something  infinitely  more  val- 
uable and  stimulating  than  the  books  could  ever  have  giv- 


i855       A    HISTORY       1905  327 

en  me.  He  was  a  great  educator  in  the  true  meaning  of  the 
word.  He  had  a  superb  faculty'  for  making  his  classes 
think  and  judge  for  themselves.  I  can  still  see  his  large, 
kindly  face,  topped  by  its  shock  of  white  hair,  as  he  sat  at 
his  desk  and  'drew  us  out',  replying  to  some  brilliant  junior 
sophistry  with  a  few  quizzical  words  that  extinguished  it 
in  laughter.  We  called  him  the  Grand  Old  Man,  and  so 
he  was."  A  member  of  the  class  of  1 890  says :  '*The  ten- 
dency of  his  whole  life,  silent  or  active,  was  in  perfect  har- 
mony with  one  of  his  sermons  preached  in  Evanston 
on  the  text,  *Go  up  Higher!'  This  is  what  he  continually 
said,  and  is  still  saying  by  his  life,  to  me." 

A  member  of  the  class  of  '92  says:  "Dr.  Cummings 
died  in  1890  when  I  was  a  Sophomore,  so  that  I  was  never 
in  any  of  his  classes.  He  was  always  very  kind  to  me, 
and  I  remember  the  feeling  of  personal  loss  when  I  heard 
the  announcement  of  his  death.  I  used  to  think  he  had  an 
especially  warm  place  in  his  heart  for  students  who  were 
earning  their  own  expenses.  For  a  time  I  worked  for 
him  as  his  stenographer,  and  I  remember  particularly  the 
sheets  of  paper  on  which  he  kept  the  record  of  the  'condi- 
tions' of  each  student.  The  registrar  was  then  unknown, 
and  each  student  registered  with  the  President.  This  bus- 
iness was  a  solemn  and  soul-searching  affair,  for  the  presi- 
dent was  the  personification  of  conscientiousness  in  enforc- 
ing the  regulation  that  the  students  must  register  for  back 
work  before  going  on  to  advanceed  courses.  With  the 
rigid  curriculum  of  that  time,  almost  every  student  had 


328         NORTHWESTERN  UNIVERSITY 

some  conditions,  and  many  seemed  possessed  with  the 
desire  to  sail  on  into  the  Elysian  fields  of  junior  and 
senior  snaps  without  troubling  themselves  about  incon- 
venient freshman  work  which  they  seemed  to  hope  would 
somehow  miraculously  evaporate  and  be  forgotten  of  men 
and  angels,  If  only  the  day  of  registering  for  the  undigni- 
fied lower-class  studies  could  be  staved  off.  But  Dr.  Cum- 
mings  was  an  avenging  Nemesis.  While  working  in  his 
oflice  and  helping  with  the  registrations,  I  used  to  imagine 
that  his  chief  purpose  in  life  was  to  prevent  any  one  from 
taking  Ethics  until  he  had  finished  Algebra.  I  remember 
one  day  when  Fred  T.,  now  president  of  a  Western  univer- 
sity, came  In  to  register.  Nobody  had  ever  heard  of  Fred's 
'flunking'  or  having  a  'condition,'  but  Dr.  Cummings 
looked  all  through  his  list  of  conditions  to  find  Fred's  name. 
At  last  he  said,  'I  cannot  find  your  conditions,'  and  when 
Fred  replied,  'I  haven't  any,'  a  puzzled  look  of  astonish- 
ment, almost  of  Incredulity,  came  over  Dr.  Cummlngs's 
face  as  though  he  thought  his  eyes  and  ears  were  both 
deceiving  him,  but  he  was  none  the  less  delighted,  and 
from  that  time  on,  he  apparently  regarded  Fred  as  the  Ideal 
student." 

When  a  man  has  lived  a  conspicuously  useful  life  and  an 
estimate  is  attempted  of  his  personal  qualities,  and  of  the 
value  of  his  labors,  It  is  natural  and  not  unsuitable  to 
Inquire  who  his  forefathers  were,  and  by  what  successive 
steps  he  advanced  to  eminence  In  reputation  and  In  use- 
fulness. 


JOSEPH   CUMMINGS 


i855       A   HISTORY       1905  329 

Joseph  Cummings  was  bom  of  Scottish  parentage 
March  3d,  18 17,  in  the  Methodist  parsonage  at  Fal- 
mouth in  what  was  then  the  Province  of  Maine.  The  first 
of  his  ancestors  to  arrive  in  this  country  settled  in  that 
province  about  the  middle  of  the  eighteenth  century.  The 
son  of  a  Methodist  preacher,  he  was  dependent  upon  his 
own  earnings  for  the  means  of  securing  an  education.  His 
preparation  for  college  was  made  at  the  Maine  Wesleyan 
Seminary,  Kent's  Hill,  and  during  this  period,  and  while 
in  college,  he  taught  in  district  schools.  It  was  while  he 
was  a  student  at  Kent's  Hill  that  he  read  "The  Student's 
Manual,"  by  Dr.  John  Todd,  then  a  new  publication,  and 
in  his  last  years  he  referred  in  conversation  to  the  valua- 
ble formative  influence  of  that  book  upon  his  habits  as  a 
student. 

He  was  graduated  from  Wesleyan  University  in  1840 
at  the  age  of  twenty-three,  most  of  his  college  life  being 
under  the  presidency  of  the  saintly  Willbur  Fisk.  The 
first  three  years  after  his  graduation,  he  was  a  teacher  of 
Natural  Science  and  Mathematics  in  Amenia  Seminary 
under  the  principalship  of  Davis  W.  Clark,  who,  in  1864, 
became  a  Bishop  of  the  Methodist  Episcopal  Church. 

It  was  within  this  period,  on  August  15,  1842,  that  he 
was  married  to  Miss  Deborah  S.  Haskell,  of  Litchfield, 
Maine,  who  survived  him,  having  shared  his  labors  and 
honors  for  nearly  fifty  years.  She,  with  their  daughter 
Alice  (later,  Mrs.  Daniel  Bonbright)  dispensed  a  most  gra- 
cious hospitality  in  the  presidential  home  at  Middletown 


330         NORTHWESTERN  UNIVERSITY 

and  at  Evanston.  After  Dr.  Cummings's  death,  she  was 
made  a  trustee  of  Northwestern  University,  and  until  her 
death  in  1900  served  most  efficiently  on  important  com- 
mittees.    She  was  a  woman  of  rare  dignity  and  wisdom. 

On  the  retirement  of  Principal  Clark  in  1843,  ^e  became 
principal,  continuing  in  that  office  until  1846.  He  then 
joined  the  New  England  Conference,  and  was  appointed 
successively  to  the  pastorate  of  churches  in  Maiden,  and 
in  Chelsea,  and  at  Hanover  street  and  at  Bromfield  street 
in  Boston.  In  1853  he  was  elected  Professor  of  Systematic 
Theology  in  the  Biblical  Institute  at  Concord,  New  Hamp- 
shire, to  succeed  Dr.  Dempster,  who  had  resigned  to 
become  president  of  the  Garrett  Biblical  Institute  in  Evans- 
ton.  This  office  he  declined,  and  continued  in  the  pastorate 
until  the  following  year,  when  he  accepted  election  to  the 
presidency  of  Genesee  College,  Lima,  New  York,  suc- 
ceeding in  that  office  Dr.  B.  F.  Tefft. 

In  1856,  he  was  unanimously  elected  to  the  editorship 
of  Zion's  Herald,  then  as  now  the  organ  of  the  Methodist 
Episcopal  Church  in  New  England,  and  he  was  urgently 
importuned  by  his  intimate  friends  in  letters,  and  by  a 
visiting  deputation  of  officers  of  the  Publishing  Associa- 
tion, to  accept  that  office.  Numerous  were  the  considera- 
tions urged  upon  him :  the  congenial  character  of  the  work> 
the  popular  favor  among  pastors  and  people  which  sup- 
ported the  unanimous  call  of  the  association,  the  dignity 
and  usefulness  of  the  office,  and  the  lighter  burdens  upon 
his  health  and  strength.    One  of  his  friends  wrote  to  him: 


i855       A   HISTORY       1905  331 

"A  few  years  of  editorship  will  prepare  the  way  effectually 
for  a  position  in  the  church,  such  as  your  friends  expect  to 
see  you  occupy."  By  all  this  pressure  he  was  unmoved.  He 
interpreted  his  duty  as  requiring  him  to  work  on  in  the 
more  laborious  and  less  attractive  work  of  building  up  a 
young  and  feeble  college.  Dr.  E.  O.  Haven,  afterwards 
bishop,  became  editor  of  Zion's  Herald  at  that  time. 

Two  years  later,  Dr.  Cummings  was  elected  to  the  presi- 
dency of  the  Wesleyan  University,  and  after  long  reflection 
of  the  Wesleyan  University,  and  after  long  reflection  he 
accepted  the  office,  remaining  for  eighteen  fruitful  years. 
After  resigning  the  presidency  in  1875,  he  continued  at 
Middletown  until  1878  as  Professor  of  Intellectual  Philos- 
ophy and  Political  Economy.  From  1878  to  1881  he  was 
pastor  of  churches  in  Maiden  and  Charlestown,  Massa- 
chusetts. In  his  Charlestown  pastorate  he  succeeded  Will- 
bur  Fisk  after  an  interval  of  nearly  sixty  years.  It  was 
under  Willbur  Fisk's  pastorate  in  this  church  that  Isaac 
Rich  in  his  boyhood  was  converted  and  became  an  active 
member  of  the  Methodist  Episcopal  Church.  In  later 
years  he  was  a  devoted  friend  of  Dr.  Raymond  and  of  Dr. 
Cummings,  and  it  was  chiefly  by  their  influence  that  he 
was  led  to  make  those  liberal  gifts  to  the  Methodist  edu- 
cational institutions  at  Wilbraham,  Middletown,  and  Bos- 
ton, which  have  rendered  invaluable  service  to  the  cause 
of  education. 

While  pastor  of  the  church  in  Charlestown,  Dr. 
Cummings  was  called  at   the  age  of  sixty-four  to  the 


332         NORTHWESTERN  UNIVERSITY 

presidency  of  Northwestern  University.  He  had  spent 
eleven  years  of  his  life  in  the  pastorate,  several  terms  in 
public  school  work,  six  years  in  secondary  education,  and 
twenty-four  years  in  college  administration  and  instruction. 
Here  for  nine  laborious  years  he  toiled  unremittingly, 
though  at  times  burdened  with  ill  health.  In  1887,  on  the 
celebration  of  his  seventieth  birthday,  his  friends  pro- 
vided for  the  expense  of  several  months'  vacation,  which 
he  spent  with  Mrs.  Cummings  in  European  travel.  Dur- 
ing the  following  three  years,  a  feeble  action  of  the  heart 
threatened  his  life,  and  he  often  expressed  himself  as  feel- 
ing uncertain  when  he  went  to  his  office  whether  he  would 
live  to  return  to  his  home.  He  continued  his  daily  recita- 
tions until  only  ten  days  before  his  death,  when  he  con- 
sented to  remain  at  home  and  to  leave  his  classes  to  others. 
In  his  last  illness  he  said:  "You  see  how  good  I  am  now 
that  I  cannot  help  myself." 

On  the  morning  of  May  7th,  1890,  he  rested  from  his 
labors.  At  his  funeral  in  the  First  Methodist  Episcopal 
Church  of  Evanston  on  May  9th,  the  pastor  of  the  church, 
Dr.  Sylvester  F.  Jones,  spoke  of  him  as  an  ideal  college 
president.  Dr.  Bennett  of  the  Garrett  Biblical  Institute, 
spoke  of  his  fidelity,  his  integrity,  his  unselfishness,  and  of 
his  greatness  as  an  educator.  Dr.  Ridgeway,  of  the  Insti- 
tute, led  the  congregation  in  prayer,  and  the  benediction 
was  pronounced  by  the  venerable  Dr.  Raymond.  On  June 
17th  following,  a  memorial  service  was  held  in  the  church 
at  which  addresses  were  made  by  one  of  his  Wesleyan 


i855       A   HISTORY       1905  333 

University'  pupils,  Dr.  James  M.  King,  and  by  one  of  his 
Northwestern  pupils.  Rev.  R.  I.  Fleming.  A  granite 
monument  in  Rose  Hill  Cemeter}'  marks  the  place  of  his 
burial.     It  bears  this  inscription : 

"FAITHFUL  UNTO  DEATH" 


CHAPTER  XV 

Henry   Wade    Rogers's   Administration   and   the 

Interregnum  of  Daniel  Bonb right 

1890 — 1900 

William  ^Vlbert  Locy 


THE  administration  of  Henr>'  Wade  Rogers 
as  president  of  Northwestern  University, 
covered  a  period  of  ten  years,  1890  to 
1900.  This  was  one  of  the  most  import- 
ant decades  in  the  history  of  the  University. 
It  was  a  period  of  transition  and  change,  difficult  to  esti- 
mate in  its  results  until  we  are  farther  removed  from  it, 
and  the  full  measure  of  President  Rogers's  service  to  the 
University  will  be  better  appreciated  with  the  lapse  of 
time. 

His  able  predecessors  had  stood  the  brunt  of  pioneer 
development,  and  through  their  efforts  good  foundations 
had  been  laid,  and  had  been  added  to,  so  that  the  Uni- 
versity was  budding  into  recognition  in  the  educational 
world.  The  far-seeing  policy  of  the  Board  of  Trustees 
had  naturally  been  a  conservative  one;  the  property  of 
the  University  had  been  increased  and  all  her  financial 
affairs  had  been  managed  with  wise  discretion.  The  time 
had  arrived  for  a  new  step,  and  a  man  of  exceptional  qual- 
ifications was  needed  for  it. 

The  rapid  advances  in  methods  and  equipment  of 
higher  education  in  this  countr\'  had  created  the  necessity 
for  new  measures  of  University  development  in  North- 
western. This  made  the  situation  a  perplexing  one  to  deal 
with  from  the  outset,  and  the  new  president  was  placed 
under  different  conditions  from  any  of  his  predecessors. 
The  time  had  come  for  broadening  the  policy  of  the  man- 
agement of  the  institution,  and  the  energetic  efforts  of  Mr. 
1-22  337 


338         NORTHWESTERN  UNIVERSITY 

Rogers  to  bring  this  about  sometimes  resulted  in  making 
him  misunderstood.  By  nature,  he  needed  a  sympathetic 
appreciation  in  order  to  accomplish  his  best  work,  and, 
although  he  did  not  at  all  times  have  this  in  full  measure, 
the  University  prospered  under  his  management.  During 
the  ten  years  of  his  administration  there  was  a  steady 
advance:  a  unifying  of  the  interests  of  the  institution,  a 
strengthening  of  its  faculty  of  instruction,  a  broadening  and 
deepening  of  its  curriculum,  the  raising  of  standards  of 
admission  and  graduation,  and  a  growing  recognition  of  its 
place  among  universities. 

On  taking  up  the  duties  of  his  office  he  found  the  Uni- 
versity a  loosely  joined  federation  of  schools,  under  sepa- 
rate boards  of  trustees.  Through  his  guidance  they  were 
united  into  an  organized  whole.  He  found  in  the  Col- 
lege of  Liberal  Arts  at  Evanston  a  small  college,  he  left 
it  the  literary  department  of  a  well  organized  University. 

Henry  Wade  Rogers  was  born  in  New  York  State  in 
1853,  and  on  assuming  the  office  of  president  was  37  years 
of  age.  He  graduated  in  the  arts  course  in  the  University 
of  Michigan  in  1874,  and  gave  his  attention  immediately 
thereafter  to  the  study  of  law.  After  practicing  in  New 
Jersey  and  Minnesota  he  returned  to  the  law  department 
of  the  University  of  Michigan,  in  1883,  as  Professor  of 
Law.  Here  he  was  associated  with  the  eminent  jurist, 
Thomas  M.  Cooley,  the  dean  of  the  school.  On  retiring 
from  the  latter  position,  in  1885,  Judge  Cooley  designated 
Mr.  Rogers  as  his  successor  in  office,  and  for  the  next  five 


i855       A   HISTORY       1905  339 

years — until  his  election  to  Northwestern — he  was  the  dean 
of  the  large  and  flourishing  law  school  at  Ann  Arbor.  It 
was  in  large  part  the  ability  shown  by  Dean  Rogers  in  his 
management  of  the  law  school  that  attracted  the  atten- 
tion of  the  Northwestern  University  trustees  to  him.  His 
entire  educational  history  had  been  one  to  commend  him  to 
their  favorable  consideration.  Under  his  management,  the 
law  department  prospered  and  extended  its  influence.  The 
attendance  in  that  department  was  nearly  doubled  during 
Mr.  Roger's  term  of  office,  and  when  he  resigned  it  had 
become  the  largest  attended  law  school  in  the  United 
States. 

Previous  to  his  election  to  the  position  of  dean,  he  had 
contributed  to  the  literature  of  the  law,  besides  periodical 
publications,  his  "Illinois  Citations"  (1881)  and  "Expert 
Testimony"    (1883). 

Mr.  Rogers  had  earned  a  reputation  for  scholarly  abil- 
ity, sagacity  and  energy.  While  his  official  position  led  him 
to  give  great  attention  to  the  improvement  of  legal  educa- 
tion, his  interest  in  the  general  problem  of  higher  educa- 
tion was  a  broad  one.  His  knowledge  of  general  university 
matters  was  also  great,  since  he  had  directed  one  of  the 
departments  during  a  period  of  great  development  in  the 
University  of  Michigan.  His  interest  in  Methodism  had 
been  shown  by  public  addresses,  and  in  the  prominent  part 
he  took  as  a  layman  in  the  affairs  of  the  Church.  Every- 
thing considered,  his  fitness  for  the  position  was  so  evident 


340         NORTHWESTERN  UNIVERSITY 

that  he  was  elected  by  the  trustees  to  the  presidency  of 
Northwestern  University  in  September,  1890. 

The  institution  had  suffered  a  great  loss  by  the  death  of 
President  Joseph  Cummings,  in  May,  1890.  The  tem- 
porary management  of  its  affairs  passed  into  the  hands  of 
Dr.  Oliver  Marcy,  a  member  of  the  faculty  who  had  pre- 
viously (1876-81)  served  the  University  as  acting  presi- 
dent. But  it  is  widely  recognized  among  educators  that  an 
institution  of  this  kind  should  not  be  long  without  a 
permanent  head.  The  presiding  officer  of  temporary 
appointment  is  under  the  disadvantage  of  not  expecting  to 
remain  in  office  long  enough  to  bring  to  maturity  any  new 
measures  of  university  development,  and,  therefore,  aims 
principally  at  good  administration  of  routine  affairs,  with- 
out formulating  plans  for  future  development.  The  per- 
manent head,  on  the  other  hand,  has  a  definite  plan  to 
follow,  and  by  the  election  of  Dr.  Rogers  the  institution 
was  placed  again  in  the  line  of  definite  growth. 

He  was  inaugurated  on  Febniary  19,  1891,  with  impres- 
sive ceremonies,  at  the  First  M.  E.  Church  in  Evanston. 
His  inauguration  was  a  matter  of  more  than  local  interest, 
and  was  followed  by  a  banquet  in  Chicago  on  the  same 
evening,  at  which  a  number  of  prominent  educators  and 
leading  men  of  the  city  were  present. 

His  opening  words  at  the  inauguration  showed  the 
spirit  in  which  he  assumed  his  new  duties.  In  response  to 
the  address  of  Orrington  Lunt,  investing  him  with  the  of- 
fice and  giving  him  the  keys  of  the  University,  he  said :     "I 


1 855       A   HISTORY       1905  341 

reverently  accept  the  trust  you  repose  in  me  through  these 
insignia  of  office."  His  attitude  towards  his  work  was  al- 
ways a  reverent  one,  and  a  high  sense  of  duty  was  one  of 
his  marked  characteristics. 

In  the  inaugural  which  followed,  the  new  president 
struck  the  note  of  modem  views.  It  was  an  able  discussion 
of  the  principles  underlying  higher  education  and  university 
development.  Space  does  not  permit  a  full  quotation  of 
this  admirable  address,  but  brief  extracts  from  portions  of 
it  will  serve  to  show  the  trend  of  his  ideas,  and  also  to  indi- 
cate some  features  of  his  educational  policy. 

His  address  was  throughout  a  plea  for  a  liberal  view  of 
university  development,  and  for  founding  in  Northwestern 
University  the  means  for  a  ccmiplete  and  generous  educa- 
tion. It  was  a  thorough  analysis  of  the  conditions  of 
growth  that  must  be  confronted  by  boards  of  trustees  and 
faculties  of  instruction  under  their  direction. 

He  first  pointed  out  by  apt  illustrations,  that  universities 
were  Christian  institutions;  that  104  out  of  the  first  119 
established  in  the  United  States  owed  their  origin  to  the 
Church.  The  others  were  established  through  the  recogni- 
tion on  the  part  of  public  leaders  and  statesmen  of  the 
"intimate  connection  existing  between  the  intelligence  of  the 
people  and  the  welfare  of  the  State." 

Washington's  discernment  in  this  direction  is  well  indi- 
cated in  a  statement  from  his  first  message  to  Congress,  to 
the  effect  "that  there  is  nothing  which  can  better  deserve 
your  patronage  than  the  promotion  of  science  and  litera- 


342         NORTHWESTERN  UNIVERSITY 

ture.  Knowledge  is  in  every  country  the  surest  basis  of 
public  happiness."  In  his  last  message,  he  calls  attention  to 
the  subject,  and  tells  Congress  that  the  desirableness  of  es- 
tablishing a  National  University  has  "constantly  increased 
with  every  new  view  I  have  taken  of  the  subject,"  And  he 
goes  on  to  say,  "The  assembly  to  which  I  address  myself 
is  too  enlightened  not  to  be  fully  sensible  how  such  a  flour- 
ishing state  of  the  arts  and  sciences  contributes  to  national 
prosperity  and  reputation." 

The  general  relation  between  the  University  and  the  peo- 
ple is  shown  again  in  the  words  of  President  Oilman,  that: 
"To  be  concerned  in  the  establishment  and  development  of 
a  university  is  one  of  the  noblest  and  most  important  tasks 
ever  imposed  upon  a  community  or  a  set  of  men." 

In  regard  to  the  educational  endowment  at  Northwest- 
ern, he  emphasized  the  need  of  increasing  it  to  provide  for 
needed  additions  and  a  more  rounded  development.  But, 
accepting  the  situation  as  it  is,  he  says,  "In  the  meantime 
we  must  develop  our  course  of  study  to  the  extent  of  our 
income ;  we  must  show  ourselves  progressive  and  carry  on 
our  work  in  a  liberal  spirit." 

Next  he  takes  under  discussion  the  scope  of  university 
education,  by  asking  "What  Is  to  be  the  nature  of  the 
teaching  and  the  scope  of  the  work  which  shall  be  carried 
on?"  He  indicates  that  it  should  be  broadly  Christian  but 
not  sectarian. 

As  an  illustration  of  the  idea  at  the  basis  of  a  university 
he  quotes  Gladstone's  statement  that  it  is  'to  methodize 


HENRY    WADE   ROGERS 


i855       A   HISTORY       1905  343 

perpetuate  and  apply  all  knowledge  which  exists,  and  to 
adopt  and  take  into  itself  every  new  branch  as  it  comes  suc- 
cessively into  existence.'  The  universities  are  founded  in 
the  'principle  of  Universal  Culture,  and  are  intended  to 
include  every  description  of  knowledge,  that  rising  above 
mere  handicraft  can  contribute  to  train  the  mind  and  facul- 
ties of  man.' 

As  applied  to  the  local  institution,  Mr.  Rogers  asks: 
'Should  not  we  concern  ourselves  with  the  question,  what 
are  the  shortcomings  of  this  University  as  measured  by  this 
standard?'  "Are  we  keeping  our  University  in  the  fore- 
most ranks  of  modem  discovery?  Are  we  taking  up  the 
new  branches  of  knowledge  as  they  come  successively  into 
existence  ?  Are  we  meeting  the  demands  which  the  changed 
conditions  of  modem  life  make  upon  us?  Are  we  continu- 
ally harmonizing  the  knowledge  which  we  have  inherited 
from  previous  generations  with  the  knowledge  which  this 
generation  has  acquired,  or  are  we  simply  guarding  ancient 
truth?" 

These  are  practical  and  pertinent  questions,  and  upon 
them  Mr.  Rogers  bases  a  plea  for  making  the  University 
meet  the  needs  of  the  times.  Its  work  must  be  brought 
into  relation  with  our  modem  work,  and  'developed  along 
the  lines  of  modem  thought  and  activity."  'We  must 
recognize  the  fact  that  within  the  century  our  civilization 
and  manner  of  life  have  been  transformed,  our  conditions 
marvelously  changed,  and  that  this  change  demands  of 
our  universities  corresponding  changes  in  curriculums  of 


344         NORTHWESTERN  UNIVERSITY 

study.'  This  must  be  done  while  preserving  what  has 
proved  itself  best  in  the  older  courses.  We  must  open  to 
students  the  new  paths  to  liberal  culture,  and  also  provide 
liberally  for  the  old.  He  then  proposes  science  courses  of 
equal  strength  and  dignity  with  the  older  classical  courses. 
He  advocates  the  extension  of  the  University  work  to 
include  courses  in  civil,  mechanical  and  electrical  engineer- 
ing. "It  is  in  my  judgment,"  he  says,  "desirable  that 
there  should  be  established  here,  as  soon  as  the  funds  are 
provided  for  it,  a  college  of  civil,  mechanical  and  electrical 
engineering."  It  is  to  be  remembered  that  this  insight  into 
one  of  the  local  needs  of  educational  interests  antedated 
the  establishment  of  the  Armour  Institute.  The  realiza- 
tion of  the  timeliness  of  the  suggestion  came  to  others,  and 
provision  for  this  kind  of  education  was  made  in  Chicago. 
He  advocated  also  the  establishment  of  courses  in  Political 
Science  and  the  Science  of  Government.  This  suggestion 
soon  bore  fruit  in  the  introduction  into  the  University  for 
the  first  time  of  a  department  of  political  and  social 
science. 

Having  disposed  in  his  discussion  of  the  courses  of 
study,  he  turned  his  attention  to  the  teaching  body.  "It 
is,"  he  says,  "the  men  who  fill  professors'  chairs  that  deter- 
mine the  character  of  the  University.  A  University  should 
summon  to  its  service  the  best  men  that  it  can  command." 
Specialists  of  recognized  standing  in  their  various  depart- 
ments should  be  selected,  and  they  should  have  time  for 


1 855       A   HISTORY       1905  345 

original  research.  This  is  of  importance  in  making  the 
University  known,  and  in  its  reflex  action  on  all  the  work. 

"A  University  in  which  professors  merely  teach  classes 
realizes  only  a  part  of  the  purpose  of  its  being.  The  Uni- 
versity is  a  place  where  instruction  is  imparted,  but  it  is 
also  a  place  where  the  boundaries  of  knowledge  are 
enlarged,  where  original  investigation  and  research  are  to 
be  carried  on  and  the  sum  of  human  knowledge  increased." 
He  points  this  out  as  the  most  dignified  and  honorable  of 
University  work.  "In  carrying  on  original  investigation 
the  University  best  commends  itself  to  the  whole  body  of 
the  people,  and  puts  itself  in  touch  with  the  entire  com- 
munity. Its  professors  are  no  longer  mere  teachers  of  a 
class,  but  they  are  in  the  largest  sense  the  benefactors  of 
their  race  and  the  instructors  of  mankind."  It  is  only  men 
who  engage  in  this  kind  of  work  that  advance  the  fame  of 
the  university  in  the  educational  world. 

In  utterances  of  this  nature  Mr.  Rogers  indicated  his 
position  in  reference  to  the  selection  of  men  to  assist  in  the 
development  of  the  University.  During  his  administration 
the  faculty  at  Evanston  was  more  than  doubled  in  numbers, 
as  were  also  the  faculties  of  instruction  in  the  professional 
departments.  It  is  to  be  said  that  the  standard  of  his 
selection  of  professors,  and  the  expressed  requirements  as 
to  their  activities,  did  more  than  any  other  factor  in  bring- 
ing the  University  into  general  recognition.  His  ideas 
were  infused  into  the  University  atmosphere  and  had  great 
influence. 


346         NORTHWESTERN  UNIVERSITY 

In  reference  to  the  choice  of  studies  he  advocated  a 
qualified  freedom  of  electives,  which  helped  to  liberalize 
the  work.  "I  am,"  he  said,  "in  favor  of  allowing  the 
student  a  wide  latitude  of  choice  in  the  selection  of  his 
courses." 

He  emphasized  the  library  as  the  center  of  University 
life,  asked  for  its  extension,  and  dwelt  upon  the  great  need 
of  a  library  building.  Happily,  this  latter  recommendation 
was  soon  realized  in  the  erection  of  the  Orrington  Lunt 
Library  building  (1895). 

He  expressed  himself  in  favor  of  coeducation. 

He  entered  a  protest  against  the  further  multiplication 
of  universities  and  colleges  in  this  country,  pointing  out  that 
it  is  to  the  detriment  of  the  interests  of  higher  education. 
We  should  strengthen  those  already  founded.  "What  is 
needed  is  not  more  colleges,  but  colleges  better  endowed, 
not  fiat  universities,  but  universities  in  the  proper  sense." 

Just  as  his  inaugural  address  serves  to  make  us 
acquainted  with  his  general  ideas  of  University  develop- 
ment, so  his  annual  reports  to  the  trustees  supply  a  very 
good  picture  of  his  work  year  by  year.  In  1891,  he  inau- 
gurated the  practice  of  printing  the  president's  reports,  and, 
fortunately,  we  have  in  them  a  full  record  of  the  affairs 
of  the  University.  By  combining  them  we  can  read  the 
history  of  his  administration  of  ten  years.  Although  by  no 
means  all  of  his  measures  of  University  development  found 
their  way  into  the  annual  reports,  nevertheless,  taken 
together,  they  show  the  public  history  of  his  endeavors  to 


i855       A    HISTORY       1905  347 

advance  the  interests  of  the  University,  Therefore,  what 
follows  will  be  largely  based  upon  these  reports. 

In  order  to  properly  appreciate  the  results  of  President 
Rogers's  work  we  must  get  an  idea  of  the  condition  of  the 
University  as  a  whole  at  the  beginning  of  his  work.  The 
College  of  Liberal  Arts,  at  Evanston,  represented  the  cen- 
ter around  which  were  clustered  the  other  departments  of 
the  University.  But  these  other  departments — the  pro- 
fessional schools  in  Chicago — were  a  part  of  the  Uni- 
versity in  name  only.  They  were:  the  Union  College  of 
Law,  the  Chicago  Medical  College,  the  University  Dental 
College  and  the  Illinois  School  of  Pharmacy.  These  schools 
were  under  separate  boards  of  trustees,  and  their  property 
was  held  and  administered  separately.  He  advocated  and 
brought  about  the  union  of  these  separated  parts  into  an 
organic  whole,  under  the  management  of  a  single  board. 
The  property  was  united  and  the  expenses  of  the  entire 
University  were  paid  from  a  single  exchequer.  In  this  new 
combination,  as  a  matter  of  course,  the  different  depart- 
ments could  not  have  the  same  freedom  and  independence 
as  they  enjoyed  previously.  Questions  of  adjustment  to 
the  University  as  a  whole  had  to  be  met,  and  individual 
preference  sometimes  subordinated  to  general  University 
interests.  Although  this  feature  gave  rise  to  some  per- 
plexities, the  amalgamation  of  the  departments  was  very 
advantageous  to  the  University. 

The  separate  schools  of  the  University  had  been  in  the 
habit  of  holding  their  commencement  exercises  separately, 


348         NORTHWESTERN  UNIVERSITY 

the  professlanal  schools  holding  theirs  in  Chicago,  each  by 
itself,  and  the  College  of  Liberal  Arts  at  Evanston.  This 
was  changed  early  in  his  administration  and  the  practice 
established  of  holding  a  common  commencement  in  the 
Auditorium  in  Chicago.  The  form  of  commencement 
exercises  was  also  improved.  It  had  been  the  practice  to 
have  students  speak  at  commencement.  That  was  abol- 
ished, and,  instead,  a  man  of  national  reputation  was 
invited  to  deliver  a  commencement  address.  The  use  of 
the  cap  and  gown  by  all  members  of  the  faculties,  and  by 
the  graduating  class  at  commencement  was  also  introduced. 

A  very  large  gain  in  attendance  was  made  in  all  depart- 
ments of  the  University  during  his  administration.  He  says 
in  his  report  for  1900:  "In  any  University  the  department 
known  here  as  the  College  of  Liberal  Arts  should  take  the 
leading  place."  Ten  years  ago  the  Academy  enrolled 
nearly  twice  as  many  students  as  any  other  department.  The 
number  enrolled  in  the  Academy  at  that  time  was  597, 
while  the  number  in  the  college  was  only  253.  This  year 
the  College  of  Liberal  Arts  enrolled  614,  and  the  academy 
507.  The  college  now  leads  all  departments  of  the  Uni- 
versity, and  has  done  so  for  many  years." 

In  the  report  referred  to  the  president  made  a  summary 
of  the  progress  of  the  University  which  shows  fairly  and 
conservatively  what  had  been  accomplished.  In  introduc- 
ing the  same  he  said:  "It  may  be  of  interest  to  briefly 
review  the  condition  of  the  University,  and  note  the 
advance  made  during  the  decade  now  closing.    The  friends 


i855       A    HISTORY       1905  349 

of  the  institution  will  find  much  in  the  histor\'  of  the  past 
ten  years  to  gratify  their  pride  in  the  University,  and 
encourage  them  to  new  effort  in  its  behalf.  In  the  con- 
templation of  the  many  and  pressing  needs,  which  need  to 
be  provided  for,  there  is  danger  sometimes  of  overlooking 
the  things  for  which  gratitude  is  due.  In  reflecting  upon 
what  was  the  condition  ten  years  ago,  and  what  is  the  con- 
dition now,  we  may  find  reason  for  greater  courage  and 
greater  determination  to  meet  the  problems  of  the  present." 
The  report  shows  that  the  net  value  of  the  property  of  the 
University  had  advanced  in  that  period  from  about  two 
millions  to  more  than  five  millions  of  dollars.  The  treas- 
urer's report  also  showed  that  tuition  receipts  had  advanced 
from  $66,977  in  1889  to  $171,429  in  1899.  During  the 
same  period  there  had  been  made  permanent  improvements 
to  the  amount  of  $457,000. 

The  gifts  made  to  the  University  during  the  period 
under  consideration  aggregated  the  sum  of  $659,580. 

The  attendance  of  students  in  all  departments  connected 
with  the  University,  as  stated  in  the  catalogue  for  1889, 
was  1692.  The  number  enrolled  in  all  departments  in 
1899  was  2,971,  making  an  increase  of  1,279  ^^r  the 
period  of  ten  years.  This  was  a  normal  increase,  based  on 
the  drawing  power  of  the  instruction  in  the  University. 
The  president  was  always  opposed  to  expansion  for  mere 
numbers,  or  on  any  other  basis  than  high  quality-  of  work. 
He  said  in  one  of  his  reports  that  "The  reputation  of  the 
University,  as  an  educational  institution,  depends,  not  on 


350         NORTHWESTERN  UNIVERSITY 

the  number  of  departments  we  have,  but  on  the  character 
of  those  departments." 

The  extension  and  Improvements  made  in  the  courses  of 
study  offered  in  the  College  of  Liberal  Arts  is  very  note- 
worthy. In  1889  the  total  number  of  courses  offered  in 
the  College  of  Liberal  Arts  amounted  to  33  1-3  year- 
courses;  in  1899  this  had  been  Increased  to  177  year- 
courses,  a  gain  of  374  per  cent,  for  the  decade.  During 
this  period,  also,  the  curriculum  of  studies  had  been  mod- 
ernized as  well  as  extended  and  moulded  Into  the  form  of 
that  of  the  best  institutions.  To  this  Is  due  much  of  the 
recognition  which  the  University  attained  among  educa- 
tional institutions. 

President  Rogers  came  into  the  Institution  at  a  critical 
period.  All  Interests  of  higher  education  were  rapidly 
advancing,  and  Institutions  of  learning  were  progressing  at 
an  unprecedented  rate.  Northwestern  University  could 
either  be  developed  along  educational  lines  or  stand  still 
relatively.  It  Is  the  history  of  some  educational  institutions 
that,  having  gained  a  recognized  position,  they  do  not  grow 
as  rapidly  as  similar  institutions,  and  In  course  of  time 
their  relative  standing  becomes  altered.  It  Is  much  to  the 
credit  of  Mr.  Rogers's  work  that  Northwestern  University 
not  only  preserved  Its  relative  rank  during  this  period  of 
remarkable  growth,  but  that  It  outstripped  many  of  Its 
competitors,  so  that  Its  rank  In  the  educational  world  was 
considerably  advanced. 

Among  other  features  of  Improvement  that  must  be 


i8s5       A   HISTORY       1905  351 

credited  to  his  administration,  a  few  may  be  selected  for 
particular  mention.  He  both  liberalized  and  broadened 
the  horizon  of  the  University.  It  did  not  grow  away  from 
the  Church,  but  became  a  more  fitting  representative  insti- 
tution of  the  Church.  He  broadened  and  enriched  the 
atmosphere  of  the  University  so  that  it  more  fittingly  rep- 
resented the  highest  educational  movement.  He  raised 
the  standard  all  along  the  lines,  in  the  professional  schools 
as  well  as  in  the  College  of  Liberal  Arts. 

His  selection  of  permanent  members  of  the  faculty  was 
particularly  happy.  He  insisted  on  having  scholars  and 
producers,  and  they  were  selected  on  a  basis  of  fitness  for 
their  duties.  In  this  way  he  called  into  the  University  a 
number  of  younger  men  of  promise,  and  through  the  influ- 
ence of  their  work  the  University  became  better  known. 

One  feature  of  his  annual  reports  is  suggestive.  It 
was  his  custom  in  a  brief  summary  manner  to  make  note 
of  the  published  work  and  addresses  before  learned  bodies 
of  members  of  his  faculty,  thus  acquainting  the  Board  of 
Trustees- not  only  with  the  increase  in  attendance  and  the 
general  condition  of  the  affairs  of  the  University,  but  also 
with  points  of  general  interest  in  reference  to  the  work  of 
the  instructing  force.  This  gives  a  better  picture  of  the 
activity  of  the  University  than  when  such  statements  are 
omitted.  It  is  not  personal,  but  a  representation  of  the 
intellectual  activity  of  the  institution,  and  is  therefore  of 
general  interest  to  the  trustees. 

In  his  work  he  lifted  the  social  status  of  the  teaching 


352         NORTHWESTERN  UNIVERSITY 

faculty.  It  Is  always  difficult  to  develop  a  suitable  recog- 
nition of  the  intellectual  life  in  an  atmosphere  of  great 
commercial  prosperity;  the  commercial  standards  are  likely 
to  prevail,  and  mould  public  sentiment.  But,  it  is  to  be 
said  of  Dr.  Rogers  that  he  succeeded  in  establishing  a  bet- 
ter recognition  for  the  position  of  the  professional  intel- 
lectual worker  than  had  before  prevailed  in  this  community. 

As  regards  matters  of  discipline,  his  administration  was 
good.  During  the  early  part  of  his  work  in  Evanston 
hazing  and  cane  rushes  were  indulged  in  to  such  an  extent 
that  it  brought  very  unfavorable  comment  from  the  pub- 
lic press.  Dr.  Rogers  took  a  firm  stand  in  regulating  these 
matters,  and  caused  to  be  inserted  into  the  matriculation 
blank  of  the  University  a  pledge  on  the  part  of  students 
to  refrain  from  cane  rushes  and  other  forms  of  hazing. 
And  it  is  a  notable  fact,  that  for  the  past  ten  years,  and 
more.  Northwestern  University  has  been  singularly  free 
from  hazing  and  other  objectionable  behavior  on  the  part 
of  its  student  body. 

In  his  report  of  1898-99,  the  president  comments  on  the 
moral  tone  of  the  college  as  follows :  "I  know  of  no 
institution  among  the  colleges  in  the  country  where  the 
moral  tone  of  the  student  body  is  superior  to  that  which 
prevails  here,  and  where  there  is  less  occasion  for  the 
exercise  of  discipline.  We  have  a  self-respecting  student 
body."  In  another  place  in  the  same  report  he  says,  "The 
religious  life  of  the  student  community  has  never,  during 
my  knowledge  of  the  life  of  the  institution,  been  as  satis- 


i855       A    HISTORY       1905  353 

factory  as  at  present.  In  the  report  submitted  last  year 
statistics  were  given  showing  that  the  number  of  our  stu- 
dents who  are  members  of  churches  is  unusually  large  as 
compared  with  other  institutions." 

Besides  the  cultivation  of  a  high  moral  tone,  encourage- 
ment was  given  to  physical  exercise  among  the  students. 
Athletic  sports  were  encouraged,  the  Sheppard  Ath- 
letic Field  was  provided,  at  a  considerable  outlay 
of  funds,  for  the  use  of  students,  and  an  instructor  was  ap- 
pointed to  have  charge  of  physical  culture. 

It  is  one  of  the  regretable  results  of  recent  college  ad- 
ministration, that  the  executive  head  is  taken  away  from 
the  students.     Dr.  Rogers  came  into  the  University  when 
.  the  type  of  college  president  was  changing.     Earlier  the 

f  college  president  had  been  brought  into  close  touch  with  the 

student  body,  and  sustained  in  a  measure  a  paternal  relation 
to  the  students.  But,  from  necessity,  all  this  was  changed, 
and  the  attention  of  the  president  was  directed  away  from 
the  student  body  to  the  larger  interests  of  the  University. 
On  this  account.  Dr.  Rogers  did  not  have  wide  personal 
acquaintance  with  the  students,  and,  being  the  first  repre- 
sentative of  this  type  of  president  in  Northwestern  Uni- 
versity, the  students  did  not  manifest  for  him  the  great- 
personal  veneration  that  the  other  form  of  administration 
tends  to  foster. 

Among  other  advances,  he  introduced  graduate  work  in- 
to the  University.    This  is  a  feature  distinguishing  between 

1-28 


354         NORTHWESTERN  UNIVERSITY 

the  college  and  the  university,  and  which  at  present  is  of 
growing  importance  in  the  university  world. 

Fellowships  also  were  established  during  his  adminis- 
tration, to  give  encouragement  to  the  pursuit  of  advanced 
studies. 

It  is  to  be  said  that  Dr.  Rogers  recognized  with  great  in- 
sight the  needs  of  the  University.  He  so  completely  antic- 
ipated our  present  needs,  that,  under  his  guidance,  was 
formulated  the  needs  of  the  University  substantially  as  they 
exist  today.  It  was,  for  illustration,  in  the  time  of  Dr. 
Rogers  that  the  most  needed  buildings  on  the  Evanston 
Campus  were  designated  as:  (i)  a  Gymnasium,  (2)  a 
building  for  Natural  History,  to  include  a  Museum,  (3)  a 
Chapel,  (4)  a  Students'  Commons  and  Club  House.  It  is 
generally  conceded  that  these  are  the  buildings  most  needed 
at  the  present  time.  During  his  administration  the  Lunt 
Library,  Fisk  Hall,  Swift  Hall,  the  Music  Building  and  an 
addition  to  Willard  Hall  were  constructed  in  Evanston.  In 
Chicago,  the  buildings  for  the  Medical  School  were 
erected,  and  new  quarters  were  provided  for  each  one  of 
the  other  professional  schools. 

The  Northwestern  University  Settlement  Association 
was  organized,  and  received  such  aid  and  encouragement 
as  he  could  find  time  to  give  it.  At  one  time  he  acted  as  its 
president.  Before  his  retirement  from  the  University,  the 
funds  had  been  given  which  made  possible  the  erection  of 
the  present  building.  In  this,  as  in  other  works,  he  was 
ably  seconded  by  Mrs.  Rogers,  whose  efficiency  and  tact 


i855       A    HISTORY       1905  355 

were  constantly  in  evidence.  Her  grace  of  manner,  her  in- 
tellectual activity  and  her  enthusiastic  service  in  the  advance 
of  general  university  interests  will  long  be  remembered  in 
Evanston. 

The  growth  of  the  professional  schools  in  the  way  of 
establishing  higher  standards,  and  securing  more  effective 
equipment,  kept  pace  with  that  of  the  College  of  Liberal 
Arts.  In  the  case  of  two  of  these  schools  the  marked 
advance  was  due  particularly  to  the  efforts  of  Dr.  Rogers. 
The  Dental  School  in  1890  amounted  to  little,  having 
about  fifty  students;  in  1901  it  was  one  of  the  largest  den- 
tal schools  in  the  United  States  and  had  over  six  hundred 
students.  The  faculty  and  course  of  instruction  in  the  law 
school  was  completely  reorganized.  Its  standards  were 
advanced  and  its  course  made  one  of  three  years  instead  of 
two.  Its  library  was  also  very  greatly  improved.  The 
course  in  the  Medical  School  was  extended  to  four  years. 
The  School  of  Music  was  reorganized  and  made  a  credit  to 
the  University. 

His  effective  work  in  educational  matters  brought  recog- 
nition in  various  quarters.  He  was  made  Chairman  of  the 
World's  Congress  of  Jurisprudence  and  Law  Reform  at 
Chicago  in  1893.  He  was  Chairman  of  the  College  Sec- 
tion of  the  Illinois  State  Teachers'  Association.  He  was 
frequently  called  upon  to  deliver  addresses  before  educa- 
tional bodies,  at  the  commencement  exercises  of  colleges, 
etc.  He  also  took  part  in  the  discussion  of  various  ques- 
tions of  large  public  importance.      During  his  term   of 


356         NORTHWESTERN  UNIVERSITY 

office  as  president,  he  also  found  time  to  contribute  articles 
to  high-class  periodicals  such  as  The  Forum,  etc. 

It  was  a  charcteristic  of  Dr.  Rogers  that  he  was  not 
self-seeking,  but  unselfishly  devoted  to  the  interests  of  the 
University.  After  ten  years  of  service,  he  became  con- 
vinced that  he  had  accomplished  his  particular  part  in  the 
development  of  the  University,  and  that  its  interests  might 
be  more  rapidly  advanced  by  a  new  president.  He  there- 
fore resigned  in  June,  1900. 

His  dignified  letter  of  resignation  comports  well  with 
his  other  communications  to  the  board.     It  is  as  follows: 

"William  Deering,  President  of  the  Board  of  Trustees. 
Dear  Sir:  I  hereby  tender  my  resignation  as  president 
of  the  Northwestern  University.  This  position  I  have 
held  for  a  period  of  ten  years,  and  during  that  time  I  have 
done  what  I  could  to  promote  the  efficiency  of  the  Univer- 
sity and  advance  its  standing  among  the  educational  insti- 
tutions of  the  country. 

"All  that  I  had  hoped  to  accomplish  has  not  been 
attained,  but  I  have  the  satisfaction  of  knowing  that  the 
University  is  in  excellent  condition.  The  time  has  now 
come  when  in  my  judgment  it  is  best  for  me  to  retire.  I 
therefore  ask  that  my  resignation  be  accepted,  to  take 
effect  July   15. 

"In  thus  terminating  my  official  relations,  I  desire  to 
express  my  grateful  appreciation  of  the  kindness  you  have 
always  shown  me  in  all  my  personal  and  ofllicial  relations. 

"It  Is  impossible  that  I  should  not  continue  to  feel  an 


i855       A    HISTORY       1905  357 

Intense  interest  in  the  University,  and  I  certainly  hope  that 
its  future  growth  and  prosperity^  will  be  all  that  can  be 
desired. 

"Yours  respectfully, 

"Henry  Wade  Rogers." 

As  soon  as  his  resignation  became  known,  he  received 
overtures  from  one  of  the  large  universities  of  the  East, 
which,  recognizing  his  talents  and  work,  invited  him  to 
become  a  professor  in  its  law  department.  Within  a  few 
weeks  he  had  accepted  the  position  of  Professor  of  Equity 
and  Corporations  in  Yale  University,  and,  in  1903,  became 
Dean  of  the  department  of  law. 

He  served  Northwestern  University  as  president  for  a 
longer  period  than  any  one  else  who  has  held  the  office. 
He  builded  well  so  far  as  he  could  build,  and  the  good 
results  of  his  administration  will  long  be  felt.  He  left  the 
University  in  good  condition  for  his  successor.  He  car- 
ried it  successfully  through  a  critical  period  of  reconstruc- 
tion, and  brought  it  to  the  threshold  of  a  new  advance.  The 
work  of  his  successors  was  thus  rendered  easier,  and  the 
Universit}"^  was  developed  up  to  the  point  of  beginning 
another  epoch  in  its  history. 


358         NORTHWESTERN  UNIVERSITY 

THE  ADMINISTRATION  OF  DANIEL  BON- 
BRIGHT 

Acting  President.     1900 — 1902 
The  Editor 

President  Rogers  resigned  his  office  at  the  annual  meet- 
ing of  the  trustees  in  June,  1900.  The  University  was 
not  long  without  an  administrative  head,  for  on  July  19  it 
was  voted  in  the  meeting  of  the  Executive  Committee  that 
Dr.  Bonbright  be  placed  in  charge  of  the  University. 

No  wiser  choice  could  have  been  made.  The  appoint- 
ment was  the  natural  effect  of  the  long,  judicious  and 
fruitful  service  of  Dr.  Bonbright  to  the  University.  His 
nobility  of  character,  his  familiarity  with  the  history  and 
traditions  of  the  institution,  and  the  maturity  of  his  judg- 
ment gave  him  in  a  peculiar  degree  the  confidence  of  the 
trustees.  This  confidence  expressed  itself  not  only  in  the 
selection  of  Dr.  Bonbright  for  the  executive  office,  but 
also  in  the  hearty  readiness  with  which  the  trustees  in  their 
various  meetings  concurred  in  his  recommendations. 

The  years  had  passed  lightly  over  Dr.  Bonbright. 
Advancing  age  had  brought  nothing  of  physical  or  mental 
debility.  The  two  years  of  his  service  as  acting  president 
were  a  period  of  energetic  and  well  directed  activity.  Never 
did  the  breadth  of  the  man  appear  to  better  advantage 
than  at  this  time.  The  problems  of  administration  that 
came  to  him  were  attacked  with  penetration  and  solved 
with  rare  discretion. 


DANIEL   BONBRIGHT 


1 855       A    HISTORY       1905  359 

Dr.  Bonbright's  attention  was  more  particularly  given  to 
the  Evanston  departments  of  the  University.  The  city 
departments  were  effectively  administered  by  their  deans  in 
close  relation  with  the  acting  president  and  with  the  busi- 
ness office  of  the  University. 

Prominent  among  Dr.  Bonbright's  recommendations  to 
the  trustees  at  the  annual  meeting  in  June,  1901,  were  the 
establishment  of  more  intimate  relations  with  other  non- 
state  colleges,  and  with  academies  and  high  schools  that 
might  become  feeders  to  the  University.  A  system  of  schol- 
arships in  the  Freshman  class  of  the  college  available  for 
students  of  highest  standing  in  graduating  classes  of  high 
schools  and  academies  was  recommended  to  the  trustees 
and  adopted  by  them.  More  scholarships  for  upper  class- 
men in  the  college  were  advised.  A  suitable  dining  hall 
for  the  men  was  mentioned  as  one  of  the  most  necessary 
factors  in  college  life.  Dr.  Bonbright  raised  the  question 
also  whether  the  University  had  not  come  to  the  point 
where  It  was  expedient  to  limit  the  number  of  women  stu- 
dents to  those  who  could  find  residence  within  the  halls 
provided  for  them. 

By  advocacy  or  suggestion  advances  In  development 
were  proposed  which  proved  to  be  initial  steps  In  progress 
afterwards  accomplished.  Among  these  were  the  unifica- 
tion of  the  courses  of  study  In  the  college  curriculum,  with 
corresponding  limitation  In  the  forms  of  degrees  at  gradua- 
tion; the  restoration  of  courses  In  engineering,  discon- 
tinued In  1876  for  lack  of  adequate  means;  and  the  more 
liberal  support  of  the  existing  chairs  of  Instruction. 


36o         NORTHWESTERN  UNIVERSITY 

The  period  of  Dr.  Bonbright's  administration  was 
momentous  for  the  University.  The  Tremont  House 
property  was  acquired  for  the  professional  schools;  Grand 
Prairie  Seminary  at  Onarga,  Illinois,  became  the  property 
of  the  University;  new  deans  were  appointed  in  both 
medical  schools  and  in  the  law  schools ;  the  first  Founders' 
Day  banquet  was  held  at  the  Auditorium  in  Chicago; 
Chapin  Hall  was  added  to  the  halls  for  residence  of 
women. 

Probably  no  executive  officer  of  the  University  ever  sur- 
rendered his  administrative  functions  with  an  intenser 
desire  to  be  free  from  them  than  Dr.  Bonbright.  They 
were  alien  to  his  nature  and  had  been  accepted  only  from  a 
high  sense  of  duty.  The  election  of  President  James  early 
in  the  year  1902  permitted  his  predecessor  to  retire  to  the 
quieter  and  more  congenial  service  of  the  class-room. 

A  second  time  the  trustees  honored  Dr.  Bonbright  with 
their  confidence  in  inviting  him  to  serve  as  executive  officer 
of  the  University  after  the  resignation  of  President  James. 
But  this  time,  though  he  was  appreciative  of  the  trust 
reposed  in  him,  his  judgment  compelled  him  to  decline  the 
honor.  The  Executive  Committee  entered  in  its  minutes 
an  expression  of  profound  regret  that  Dr.  Bonbright  could 
not  accept  the  task  committed  to  him.  Yet  they  are  assured 
that  in  him  they  have  a  power  that  is  always  making  for 
the  nobler  ambitions  of  the  University  and  none  the  less 
potently  because  it  is  not  moving  within  the  limitations  of 
an  administrative  office. 


CHAPTER  XVI 

Edmund  Janes  James  and  Thomas  Franklin  Hol^ 
GATE  and  Their  Administrations 

The  Administration  of  President  James 
1902 — 1904 

William  Andrew  Dyche 


EDMUND  JANES  JAMES  was  elected  presi- 
dent of  Northwestern  University  in  Janu- 
ary, 1902  ;  he  entered  on  his  work  in  March 
of  the  same  year  and  resigned  unexpectedly 
cm  the  31st  day  of  August,  1904.  His  ad- 
ministration was  active,  intense  and  fruitful,  yet,  be- 
cause of  its  short  term,  a  revie>^'  of  it  is  difficult; 
indeed  his  quick  decision  to  resign  made  it  likely  that  many 
of  the  best  things  he  did  for  the  University  will  never  be 
recognized  as  the  result  of  his  work. 

College  presidents  who  have  stamped  their  own  ideas  on 
their  institution  and  become  leaders  have  had  long  terms 
of  service.  If  President  James  was  able  to  do  either  of 
these  things,  even  to  a  small  degree,  in  his  thirt\'  months 
residence  with  us,  he  must  be  recognized  as  possessing 
qualities  of  greatness. 

Before  writing  of  his  administration  it  may  be  well  to 
glance  at  his  earlier  history.  He  was  bom  at  Jacksonville, 
Illinois,  May  21,  1855,  His  father  and  grandfather  were 
Methodist  preachers.  When  eighteen  he  entered  North- 
western as  a  freshman,  spending  the  college  year  of  '74  and 
'75  at  Harvard.  From  there  he  went  to  the  University  of 
Halle,  where  with  unusual  distinction  he  gained  the  degree 
of  Doctor  of  Philosophy.  From  1877  to  1879  he  was  prin- 
cipal of  the  Evanston  High  School,  and  the  next  three  years 
served  the  High  School  at  Normal,  Illinois,  meeting  with 
marked  success.  In  1883  he  revisited  Germany;  returning 
to  become  Professor  of  Finance  and  Public  Education  and 

363 


364         NORTHWESTERN  UNIVERSITY 

Director  of  the  Wharton  School  of  Finance  and  Economy 
at  the  University  of  Pennsylvania,  where  he  remained 
twelve  years.  While  In  this  position  he  organized  Its  grad- 
uate school,  which  was  one  of  the  first  in  the  United  States. 
During  this  period  he  again  visited  Europe  as  the  represen- 
tative of  the  American  Bankers  Association  to  study  "Com- 
mercial Education,"  of  which  he  is  to-day  the  leading 
authority  in  the  world.  In  1896  he  was  elected  Professor 
of  Public  Administration  and  Director  of  the  University 
Extension  Department  at  the  University  of  Chicago. 

In  the  spring  of  1902  he  again  took  up  his  residence  In 
Evanston  as  president  of  that  University,  which  less  than 
thirty  years  before  he  had  entered  as  a  freshman.  I  have 
often  heard  him  say  that  by  reason  of  his  Methodist  ances- 
try and  his  student  days  in  Evanston  he  would  rather  be 
president  of  Northwestern  than  of  any  other  university. 
I  regret  his  ambition  was  satisfied  with  so  brief  an  admin- 
istration. The  brilliant  achievements  of  his  earlier  his- 
tory justified  the  friends  of  Northwestern  in  believing  that 
great  results  would  follow  his  administration.  Each  day 
of  his  service  strengthened  their  faith. 

His  Inauguration  in  October,  1902,  was  a  noteworthy 
gathering  of  college  presidents  and  professors.  To  him 
It  was  a  tribute  of  respect  and  admiration ;  to  the  Univer- 
sity an  evidence  that  Its  heroic  struggle  for  the  cause  of 
higher  education  had  won  for  it  a  high  place  in  the  hearts 
of  Its  sister  Institutions. 

President  James  at  once  displayed  evidence  of  leader- 


EDMUND    JOXES    JAMES 


i855       A    HISTORY       1905  365 

ship  in  his  work  with  the  various  faculties  of  the  Univer- 
sity, and  it  soon  became  clear  that  he  understood  the  needs 
of  the  institution  and  its  possibilities,  better  than  many 
who  had  been  studying  them  for  years.  He  gained  the 
confidence  and  loyal  support  of  every  faculty ;  he  completed 
the  work,  which  his  predecessor,  Henry  Wade  Rogers, 
began,  of  making  each  of  the  colleges  feel  that  it  was  a 
real  part  of  the  University;  he  developed  the  true  Univer- 
sity spirit. 

So  great  was  the  confidence  in  his  advice  and  general- 
ship that  men  old  in  service  as  instructors  in  law  and  medi- 
cine sought  his  opinion  and  often  yielded  their  judgment 
to  his.  This  was  true  of  every  department  of  the  Uni- 
versity. 

He  was  especially  brilliant  in  the  work  of  promotion 
and  publicity;  he  seemed  to  take  great  enjoyment  in  it  and 
the  University  benefited  from  his  services  in  this  respect. 
He  worked  with  his  faculties  and  trustees  without  creat- 
ing friction;  he  gained  the  confidence  of  alumni  and  stu- 
dents; he  earned  the  good  will  of  the  residents  of  Evans- 
ton  and  was  rapidly  winning  them  as  loyal  supporters  of 
the  University.  They  gained  from  him  some  idea  of  its 
usefulness  and  its  future  possibilities,  and  became  proud 
of  it.    In  this  work  his  services  were  of  marked  value. 

I  have  never  known  any  one  to  surpass  him  in  the  gift 
of  brief,  clear,  and  forceful  statement.  This  is  one  of  his 
strongest  qualities.  In  private  and  on  the  rostrum  he 
speaks  quietly  but  with  convincing  force;    in  debate  he  is 


366         NORTHWESTERN  UNIVERSITY 

vigorous,  but  if  opposed,  is  so  fair  that  he  never  gives 
offense.  He  is  of  judicial  mind,  and  though  advocating 
some  policy  he  would  have  the  University  adopt,  he  always 
points  out  its  dangers  as  well  as  its  advantages;  he  never 
misleads.  These  qualities  win  for  him  the  confidence  of  his 
trustees. 

Dr.  James  is  a  strong  believer  in  religious  education; 
he  maintains  that  a  University  affiliated  with  a  strong  relig- 
ious denomination  has  the  widest  possible  field,  its  useful- 
ness being  limited  only  by  the  wisdom  of  its  officers  and  its 
financial  resources.  Thus  he  strengthened  the  faith  of 
many  of  us  and  encouraged  us  to  work  for  better  and 
greater  things.  Possibly  this  was  his  greatest  service  to 
Northwestern. 

He  looked  far  into  the  future;  his  vision  to  my  mind 
was  true;  he  worked  for  to-day  and  to-morrow;  he  saw 
the  changing  conditions  and  tendencies  of  the  educational 
world,  and  was  not  content  to  let  the  future  take  care  of 
itself.  Thus  his  plans  were  large  and  many.  I  sometimes 
feel  that  his  wide  horizon  and  his  great  eagerness  to  plan 
for  the  years  ahead  were,  from  a  practical  standpoint,  a 
source  of  weakness.  Possibly,  if  he  had  not  had  so  many 
things  in  mind,  each  of  which  was  beyond  criticism,  he 
might  have  been  better  satisfied  with  the  fruits  of  his  labors. 

When  he  resigned  he  left  the  University  much  stronger 
than  he  found  it.  Each  department  was  better  organ- 
ized than  ever  before  in  its  history;  indeed  his  administra- 
tion produced  without  friction  a  complete  and  much  needed 


PRESIDENT  JAMES    INAUGURATION  CEREMONIES 


i85S       A   HISTORY       1905  367 

re-organizati(Mi  In  several  departments.  Those  of  us  who 
were  closest  to  him  and  knew  his  ambitious  hopes  for  the 
University,  believed  that  his  presidency  did  much  for  its 
future.  We  regret  that  he  is  not  here  to  share  in  the 
enjoyment  of  the  new  resources  coming  to  the  University, 
for  which  we  feel  some  credit  is  due  him  and  his  work. 
We  hope  that  in  his  new  field  of  labor  he  will  realize  all  his 
noble  ambitions. 

THOMAS  FRANKLIN  HOLGATE 

Acting  President,  1904 — 

The  Editor 

Another  interregnum  followed  the  resignation  of  Pres- 
ident James.  For  a  time  a  feeling  of  dejection  possessed 
many  in  the  faculties  of  the  University.  The  energy  of 
President  James  was  not  only  lost  to  the  University  but 
was  transferred  to  a  sister  and  competing  institution.  But 
new  confidence  came  as  each  of  the  departments  of  the 
University  made  progress  under  the  effective  administra- 
tion of  its  dean.  That  the  University  might  maintain  its 
administrative  efficiency  the  trustees  at  their  meeting  Sep- 
tember 27,  1904,  appointed  as  acting  president  Thomas 
Franklin  Holgate,  dean  of  the  College  of  Liberal  Arts. 
Dr.  Holgate  had  held  the  office  of  dean  for  two  years. 
He  came  to  its  functions  with  a  mind  already  prepared 
by  long  study  of  questions  of  college  administration.  With 
his  accession,  the  office  of  dean  came  to  have  a  fuller  sig- 


368         NORTHWESTERN  UNIVERSITY 

nificance  in  the  life  of  the  college,  and  in  the  discharge  of 
its  functions  Dr.  Holgate  had  frequent  occasion  for  acquir- 
ing more  or  less  detailed  knowledge  regarding  other 
departments  of  the  University. 

In  the  presidential  office  Dr.  Holgate  has  not  merely 
maintained  the  status  quo.  Constructive  legislation  of 
importance  has  been  adopted  by  the  trustees.  The  Institute 
of  Germanics,  attached  since  its  foundation  to  the  Uni- 
versity and  somewhat  restless  under  the  arrangement,  has 
become  a  distinct  organization,  not  connected  with  the 
University,  but  in  cordial  relations  with  it.  A  policy  has 
been  outlined  for  periodical  leave  of  absence  of  members 
of  the  faculty  of  the  College  of  Liberal  Arts  for  study  and 
travel  abroad.  The  beginnings  have  been  made  of  a  sys- 
tem of  pensions  to  be  bestowed  on  those  instructors  who 
have  long  served  the  University,  and  arc  retired  from  the 
performance  of  their  customary  functions.  Especially 
efficient  have  been  the  endeavors  to  systematize  the  finan- 
cial administration  of  the  college  in  itself  and  in  its  rela- 
tions with  other  departments  of  the  University. 

Dr.  Holgate  has  been  deeply  interested  in  the  welfare  of 
the  college  young  men.  He  has  cooperated  sympathetically 
in  the  purchase  of  a  permanent  home  for  the  Young  Men's 
Christian  Association  and  has  manifested  a  warm  interest 
in  any  means  proposed  for  the  moral  and  social  benefit 
of  the  student  community. 

Dr.  Holgatc's  administration  has  been  wise,  broad,  and 
yet  conservative.    In  him  the  trustees  will  have  an  efficient 


i855       A    HISTORY       1905  369 

administrative  head  until  the  presidential  office   is  per- 
manently filled. 


1-24 


CHAPTER  XVII 

Administration  of  Northwestern  University 
ThOiMas  Franklin  Holgate 


THE  administration  of  the  University,  like 
that  of  all  educational  institutions  deriving 
their  support  from  sources  other  than  taxa- 
tion, has  two  very  distinct  aspects, — the 
educational  and  the  financial.  These  are 
fully  recognized  in  the  assignment  of  duties  to  the  several 
administrative  officers,  and  in  the  distribution  of  responsi- 
bility, though  they  cannot  of  course  be  completely  sepa- 
rated. 

Final  authority  in  all  matters  rests  with  the  Board  of 
Trustees.  This  board  consists  of  forty-four  members,  of 
whom  thirty-six  are  elected  by  the  board  and  eight  by  cer- 
tain conferences  of  the  Methodist  Episcopal  Church,  the 
duties  and  responsibilities  of  all  members  being  the  same. 
The  thirty-six  trustees  elected  by  the  board  are  divided  into 
four  equal  groups,  the  members  of  each  group  being  elected 
at  one  time  and  for  a  period  of  four  years.  The  eight 
elected  by  conferences  are  chosen  each  for  a  period  of  two 
years,  one  being  elected  by  each  of  four  conferences  annu- 
ally. 

The  officers  of  the  board  are  a  president,  a  first  and  sec- 
ond vice  president,  a  secretary,  and  a  treasurer.  These  arc 
elected  from  year  to  year,  and  perform  the  duties  of  their 
offices  without  remuneration. 

The  board  holds  four  regular  meetings  annually,  in 
October,  January,  April,  and  June,  and  special  meetings  at 
the  call  of  five  members.  The  reports  of  the  administrative 
officers  for  the  fiscal  year  are  presented  at  the  October 

373 


374         NORTHWESTERN  UNIVERSITY 

meeting,  while  the  election  of  officers  and  of  new  mem- 
bers takes  places  at  the  June  meeting. 

Standing  committees  of  the  board  of  trustees  are 
appointed  for  each  of  the  several  departments  of  the 
University,  to  which  are  presented  all  matters  relating  to 
their  particular  departments  for  consideration  and  recom- 
mendation before  being  taken  to  the  board  for  action.  At 
least  once  a  year  each  committee  makes  a  complete  survey 
of  the  work  of  its  department  and  reports  to  the  board. 

Certain  powers  are  delegated  by  the  board,  first  to  an 
Executive  Committee,  and  second,  to  the  faculties  of  the 
several  schools.  The  Executive  Committee  is  given  the 
full  authority  of  the  board  between  sessions,  with  the 
exception  of  power  to  enact  by-laws,  establish  a  department 
of  instruction,  or  to  elect  a  president  or  a  professor,  these 
functions  being  reserved  by  the  charter  for  a  meeting  of 
the  full  board,  at  which  a  majority  of  members  is  present. 
It  holds  monthly  meetings,  and  transacts  all  of  the  detailed 
business  of  the  University.  To  the  faculties  of  the  several 
schools  is  committed  the  control  and  regulation  of  disci- 
pline in  their  respective  schools,  subject  to  the  approval  of 
the  board.  The  faculties  prescribe  the  conditions  of  admis- 
sion and  courses  of  study,  adopt  regulations  affecting  the 
residence  and  conduct  of  students,  and  make  recommenda- 
tions for  degrees.  They  legislate  on  all  matters  affecting 
the  scholastic  standing  of  the  University  subject  to  the 
approval  of  the  Board  of  Trustees. 

The  chief  administrative  officers  of  the  University  are 


THOMAS    FRANKLIN    HOLGATE 


i855       A   HISTORY       1905  375 

the  president  and  the  business  manager.  These  are  elected 
by  the  Board  of  Trustees  and  have  general  supervision  and 
administrative  power  over  matters  pertaining  to  their 
oflSces,  the  president  bearing  responsibility  for  all  matters, 
both  educational  and  financial,  at  least  as  regards  expen- 
ditures ;  the  business  manager  supervising  all  matters  com- 
mercial. 

The  president  is,  in  particular,  the  head  of  the  educa- 
tional departments  of  the  University,  and  of  each  of  them. 
It  is  his  duty  to  see  that  all  rules  and  regulations  prescribed 
by  the  Board  of  Trustees  or  Executive  Committee  for 
the  government  of  the  University  are  faithfully  observed. 
He  nominates  to  the  board  for  election  all  officers  of 
instruction,  and  sees  that  each  is  doing  a  proper  amount 
and  satisfactory  quality  of  work.  When  present  he  presides 
at  the  meetings  of  the  faculties,  and  is  the  medium  of  com- 
munication between  not  only  the  faculties,  but  likewise  the 
individual  members  of  the  teaching  staff,  and  the  Board  of 
Trustees.  His  responsibility  is  not  limited  by  statute  and 
his  authorit)'^  is  restricted  only  by  good  usage  and  the 
veto  power  of  the  board.  He  is  not  expected  to  commit 
the  University  to  any  policy  which  has  not  been  pre- 
viously approved  by  the  trustees,  or  to  contract  for  the 
expenditure  of  money  beyond  the  specific  budget  appropri- 
ations. It  is  his  duty  to  exercise  such  general  executive 
powers  as  are  necessary  for  the  good  government  of  the 
University  and  the  protection  of  its  interests. 

The  business  manager  has  general  supervision  over  all 


376         NORTHWESTERN  UNIVERSITY 

the  commercial  affairs  of  the  University,  subject  to  the 
approval  of  the  board.  He  considers  and  reports  on  all 
matters  of  investment,  negotiates  real  estate  transfers  and 
rentals,  has  supervision  over  all  receipts  and  expenditures, 
and  is  the  financial  and  business  exponent  of  the  board. 
He  places  all  orders  for  purchases  and  approves  all  bills 
before  payment.  His  office  is  the  depository  for  the  rec- 
ords of  the  board  and  for  all  documents  relating  to  com- 
mercial transactions. 

The  faculty  of  the  several  departments  consists  of  all 
members  of  the  teaching  staff  above  the  rank  of  tutor,  and 
is  the  legislative  body  for  the  department.  It  elects  Its  own 
secretary  who  keeps  the  records  of  its  transactions  and  con- 
ducts correspondence  relating  to  all  matters  of  a  legisla- 
tive character.  Meetings  of  the  faculties  are  held  at 
stated  intervals  and  the  educational  policy  of  the  Uni- 
versity is  shaped  by  their  deliberations. 

For  each  department  there  is  elected  by  the  Executive 
Committee,  or  by  the  board,  a  dean  whose  duties  are 
defined  in  general  rather  than  in  specific  terms.  He  is  the 
presiding  officer  of  the  faculty  In  the  absence  of  the  presi- 
dent, and  Is  responsible  for  the  administration  of  his 
department.  He  interviews  students  and  considers  their 
Individual  interests,  presents  to  the  faculty  items  for  legis- 
lative action,  sees  that  regulations  are  enforced,  and  makes 
a  formal  report  of  the  work  of  his  department  at  the  end 
of  the  academic  year.  Each  department  has  In  addition  a 
registrar,  either  elected  by  the  faculty  or  appointed  by 


i855       A    HISTORY       1905  377 

the  board,  who  keeps  the  records  of  students,  and  con- 
ducts all  correspondence  relative  to  students'  records,  either 
for  admission  or  subsequently. 

In  the  College  of  Liberal  Arts  special  attention  is 
given  to  the  needs  of  individual  students,  and  to  facilitate 
this  each  student  on  his  admission  to  college  is  assigned  an 
adviser.  To  his  adviser  he  goes  for  counsel  on  any  mat- 
ter relating  to  his  college  life,  and  especially  for  assistance 
in  arranging  his  course  of  study.  The  adviser  is  expected 
to  acquaint  himself  with  all  the  conditions  surrounding 
the  student,  and  to  direct  him  so  that  he  will  make  the 
best  use  of  his  time  in  preparation  for  later  life. 

For  the  consideration  of  questions  affecting  more  than 
one  department  of  the  University,  and  which  consequently 
no  single  faculty  is  competent  to  treat,  there  has  been  estab- 
lished what  is  known  as  the  University  Council,  made  up 
of  the  president,  the  deans  of  the  several  departments,  and 
one  representative  elected  by  each  faculty.  The  council 
meets  at  the  call  of  the  president,  and  to  it,  among  other 
things,  falls  the  responsibiilty  of  nominating  candidates 
for  honorary  degrees. 

The  fiscal  year  of  the  University  closes  on  June  30th, 
and  the  all-absorbing  work  of  the  president  and  business 
manager  during  the  closing  months  of  the  year  is  the  prep- 
aration of  the  budget.  In  general  it  may  be  said  that  the 
business  manager  concerns  himself  with  the  estimates  of 
income  from  various  sources  and  of  expenditures  for  the 
maintenance  of  buildings  and  grounds,  and  the  protection 


378         NORTHWESTERN  UNIVERSITY 

of  the  property  of  the  University,  while  the  president  is 
more  immediately  concerned  with  the  items  of  expendi- 
ture for  educational  purposes. 

From  the  record  of  investments  and  by  an  estimate  of 
attendance  in  the  various  departments  the  business  manager 
makes  out  his  statement  of  expected  income  for  the  year; 
and  with  the  assistance  of  the  superintendents  of  build- 
ings and  grounds,  he  prepares  his  statement  of  expenses 
for  material  purposes.  The  difference  between  the  amounts 
of  these  two  statements  represents  the  sum  available  for 
educational  purposes. 

The  preliminary  steps  in  the  preparation  of  the  educa- 
tional budget  consist  of  gathering  from  the  several  heads  of 
departments  of  instruction  an  estimate  of  the  needs  of  the 
departments  for  the  coming  year,  including  the  salaries 
of  instructors,  laboratory  purchases  and  supplies,  and  the 
incidental  expenses  of  the  department.  These  are  placed 
in  the  hands  of  the  dean  of  the  department  who  revises  and 
tabulates  them,  passing  them  over  to  the  president  with 
his  recommendations.  When  the  president  has  all  such 
reports  together  they  are  further  revised  and  collected  into 
form  to  show  the  detailed  estimated  expenditure  of  the 
University,  and  of  the  several  departments  for  the  work 
of  instruction  for  the  ensuing  year. 

This  statement,  together  with  the  statement  of  income 
prepared  by  the  business  manager,  is  then  laid  before  the 
Finance  Committee  of  the  Board  of  Trustees  for  considera- 
tion in  detail,  revision  and  approval.     The  budget  as  thus. 


i855       A   HISTORY       1905  379 

prepared  is  then  transmitted  to  the  Executive  Committee 
or  to  the  Board  of  Trustees  for  final  action.  When  the 
items  of  expenditure  have  been  finally  approved,  purchases 
on  account  may  be  made.  All  purchases  are  made  on  requi- 
sition originating  with  the  head  of  a  department  of  instruc- 
tion which  has  an  appropriation  at  its  disposition,  or  by 
some  other  officer  of  the  University.  These  requisitions 
must  be  signed  by  the  officer  originating  them,  and  counter- 
signed by  the  dean  of  the  department,  and  also  by  the  busi- 
ness manager.  Bills  for  goods  purchased  must  likewise  be 
approved  first  by  the  person  receiving  the  goods,  second 
by  the  dean  of  the  department,  and  finally,  by  the  busi- 
ness manager  before  being  presented  to  the  auditor,  whose 
approval  is  necessary  before  payment. 

The  accounting  in  the  business  manager's  office  has 
recently  been  completely  remodeled,  and  has  been  put  in  a 
very  complete  form.  Monthly  statements  which  show  the 
full  financial  condition  of  the  University  and  the  transac- 
tions of  the  preceding  month  are  sent  to  all  officers  of  the 
board  and  to  the  deans  of  departments  as  far  as  they  relate 
to  the  several  departments. 

The  administration  of  the  several  departments  is  prac- 
tically uniform,  except  that  in  the  Medical  School  and  the 
School  of  Pharmacy  there  are  remnants  of  their  early 
administration.  In  the  Medical  School  there  is  elected 
from  the  faculty  an  Executive  Committee  of  nine  members 
which  passes  upon  all  matters  of  legislation  and  finance 
before  they  are  submitted  to  the  full  faculty  or  to  the 


3  So         NORTHWESTERN  UNIVERSITY 

University  trustees.  The  fact  that  this  school  maintains 
a  semi-independence  and  manages  to  a  large  extent  its  own 
finances  makes  the  selection  of  a  small  body,  such  as  the 
Executive  Committee,  for  the  consideration  of  details, 
almost  a  necessity. 

In  the  School  of  Pharmacy  likewise  there  is  an  Execu- 
tive Committee,  but  in  this  case  it  consists  of  prominent 
druggists  who  are  interested  in  pharmaceutical  education. 
The  functions  of  the  committee  are  to  advise  on  all  mat- 
ters relating  to  the  school,  including  the  course  of  study  and 
the  financial  management. 

On  the  whole  the  administration  of  the  University  may 
be  said  to  be  fairly  compact,  though  of  necessity  it  is  con- 
ducted from  several  centers.  The  wide  separation  of  the 
several  departments  makes  the  work  of  the  president's  office 
peculiarly  difficult,  since  he  must  maintain  an  office  at 
Evanston  and  one  in  Chicago.  Apart  from  this  fact,  the 
work  of  administration  in  this  University  differs  little  either 
in  plan  or  detail  from  that  of  other  institutions  of  equal 
proportions. 


CHAPTER  XVIII 

The  Executive  Committee  of  the  Board  of  Trus- 
tees 

Frank  Philip  Crandon 


THE  Board  of  Trustees  of  Northwestern  Uni- 
versity consists  of  forty-four  members.  To 
this  board  is  confided  the  government  of  the 
corporation,  the  decision  of  all  questions  of 
policy,  and  the  administration  of  its  fiscal 
affairs. 

So  large  a  board  is,  however,  too  unwieldy  to  act  efl5;ci- 
ently  and  promptly  in  the  multifarious  questions  which  are 
constantly  arising  in  connection  with  so  large  an  institu- 
tion. It  cannot  be  promptly  convened,  nor  can  it  deal  with 
business  affairs  with  sufficient  deliberation  and  detail  to 
ensure  adequate  consideration  and  wise  decisions  of  the 
questions  which  are  constantly  presenting  themselves  for 
adjustment.  Hence  the  necessity  for  an  Executive  Com- 
mittee. 

The  by-law  providing  for  the  organization  of  this  com- 
mittee, after  indicating  how  it  shall  be  constituted,  defines 
its  authority'  in  the  following  language : 

"It  shall  meet  at  such  times  and  places  as  shall  be  con- 
venient, and  shall  carry  out  the  instructions  of  the  board 
of  trustees.  It  shall  have  all  the  powers  and  perform  all 
the  duties  of  the  board  of  trustees  when  the  board  is  not 
in  session,  except  as  otherwise  provided  in  the  Charter." 

Though  it  is  thus  invested  with  large  discretionary'  pow- 
ers, it  is  still  under  some  limitations.  i\mong  the  things 
which  the  Executive  Committee  may  not  do,  is  to  appoint 

383 


384         NORTHWESTERN  UNIVERSITY 

a  president  or  professor,  confer  degrees,  or  establish  chairs 
or  departments  in  the  Institution. 

The  committee  Is  appointed  at  the  annual  meeting  of  the 
Board  of  Trustees,  and  while  the  service  required  of  it  has 
been  onerous  and  exacting,  it  has  ever  been  discharged 
with  a  fidelity  that  has  known  no  wearying,  and  with  an 
Intelligence  and  efficiency  that  have  been  vindicated  by 
the  substantial  success  of  its  methods  throughout  the  more 
than  fifty  years  of  Its  existence. 

Its  membership  has  varied  at  different  times  from  seven 
to  seventeen,  and  in  the  selection  of  Its  personnel,  the  ques- 
tion of  local  residence  has  necessarily  been  an  Influential 
consideration.  It  has  often  happened  that  emergencies 
have  arisen  in  which  prompt  and  frequent  meetings  of  the 
committee  were  Imperative,  and  In  these  cases  a  scattered 
membership  would  have  proven  an  embarrassment  if  not  a 
disaster. 

Among  the  men  who  at  one  time  and  another  have 
served  on  this  committee,  there  are  many  whose  names  are 
familiar  to  every  one  who  is  acquainted  with  western 
Methodism,  and  many  of  them  are  known  and  honored 
throughout  the  entire  Methodist  denomination.  In  per- 
sonal character.  In  ability  and  In  loyalty  to  the  Interests 
of  the  Church  and  its  educational  Institutions,  they  take 
the  highest  rank.  A  roll  of  those  who  have  served  in  this 
capacity  will  be  especially  Interesting  to  all  persons  who 
are  at  all  familiar  with  the  last  half  century  of  Methodist 
history. 


i855       A   HISTORY       1905  385 

Executive  Committee 
northwestern  university 


1851 — 1905 

Term  of  Present  Members.  Past  Members. 

Office 

Years  Service.    Years  Service. 

John  Evans 

1851-1894 

43 

Grant   Goodrich 

1851-1857 

6 

A.    S.    Sherman 

1851-1853 

2 

N.  S.  Davis,  Sr. 

1851-1857 

6 

Wm.    B.    Ogden 

1856-1857 

—                               I 

Geo.  F.  Foster 

1851-1857 

6 

Jabez  K.  Botsford 

1856- 1883 

27 

Orrington  Lunt 

1853-1897 

44 

Jas.   G.   Hamilton 

1858- 1891 

33 

Rev.  P.  Judson 

1858-1860 

Again  1873- 1876              5 

Geo.  C.  Cook 

1861-1876 

IS 

H.  S.  Noyes 

1864- 1870 

6 

Thos.  C.  Hoag 

1864-1894 

30 

Wm.  H.  Lunt 

1867- 1875 

8 

D.  H.  Wheeler 

1867-1869 

2 

John  V.   Farwell 

1867- 1868 

I 

Robt    F.    Queal 

1869-1876 

7 

Erastus  0.  Haven 

1870- 1873 

3 

Emily    H.    Miller 

1873- 1876 

3 

Dr.  C.  H.  Fowler 

1873- 1876 

3 

Wm.   Deering 

1875- 

30 

Oliver    H.    Horton 

1876-1884&1895- 

18 

Mary    B.    Willard 

1876-1880 

Again  1884-1885              5 

Oliver  C.   Marcy 

1876- 1881 

5 

Josiah    J.    Parkhurst 

1876- 

29 

Nathan    S.    Davis 

1876- 1880 

4 

Catherine    E.    Queal 

1880-1881 

I 

Henry    A.    Pearsons 

1880-1884 

Again  1885- 1888              7 

Philip  B.  Shumway 

1881-1886 

5 

Rev.    Joseph    Cummings 

1881-1890 

9 

Frank   P.    Crandon 

1883- 

22 

Rev.  R.  M.  Hatfield 

1884-1891 

7 

David  R.  Dyche 

1884-1893 

9 

I-t5 

386 


NORTHWESTERN  UNIVERSITY 


John   B.  Kirk 

I 886- I 899 

Aaron  N.  Young 

1889-1891 

Henry  W.  Rogers 

1890-1900 

Jas.    H.   Raymond 

1891-1900 

Geo.   H.  Foster 

1891-1900 

Wm.  A.  Dyche 

1894- 

Henry   H.   C.   Miller 

1894- 

John  R.  Lindgren 

1897- 

Henry  H.  Gage 

1897- 

Robt.  D.  Sheppard 

1899- 

Milton   H.  Wilson 

1899- 

Nathan    S.    Davis,    Jr. 

1900- 

Jas.   B.   Hobbs 

1900- 

Daniel  Bonbright 

1900-1901 

Edmund    J.    James 

1901-1904 

James    A.    Patten 

1902- 

Chas.   T.    Boynton 

1902- 

Chas.    P.   Wheeler 

1902- 

Geo.   P.  Merrick 

1902- 

Thos.  F.  Holgate 

1904-190S 

13 

2 
10 

9 
9 


II 
II 
8 
8 
6 
6 
5 
5 


The  record  of  the  acts  and  doings  of  the  Executive 
Committee  constitute  a  large  and  an  important  part  of  the 
history  of  the  University.  It  has  been,  and  apparently  it 
will  continue  to  be  the  right  arm  of  the  corporation,  exer- 
cising the  power,  determining  the  policy,  and  directing  the 
energies  of  the  institution,  and  prescribing  within  what 
limitations  its  activities  shall  be  exercised. 

It  must  also  provide  the  ways  and  means  for  all  the 
operations  of  the  University. 

In  the  beginning,  Northwestern  University  was  little 
more  than  a  name  and  a  hope.  Its  resources  were  made 
up  principally  of  the  purpose  of  a  few  splendid  men  to 
found  an  institution  in  which  advanced  education  might 
be  secured  under  Christian  influences  and  surroundings,  of 


WILLIAM  A.   DYCHE 


i855       A    HISTORY       1905  387 

what  little  money  they  could  themselves  contribute  to  the 
enterprise,  and  their  pledge  to  themselves  and  to  each  other 
to  give  time,  thought,  prayer  and  what  money  they  could 
get,  to  the  accomplishment  of  their  ideal. 

Such  was  the  material  which  entered  into  the  composi- 
tion of  the  first  Executive  Committee  of  the  Board  of 
Trustees  of  Northwestern  University. 

For  the  most  part  the  founders  of  Northwestern  Uni- 
versity had  very  little  money,  but  they  were  men  of  affairs 
and  of  large  experience  and  sagacity  in  business  enter- 
prises. They  realized  that  the  first  and  altogether  indis- 
pensable need  of  a  University,  is  an  adequate  endowment. 
In  those  days  men  of  large  wealth  were  few,  and  the  era 
of  Rockefellers,  Carnegies  and  Morgans  had  not  yet 
dawned.  But  while  it  was  impracticable  to  secure  for 
Northwestern  an  endowment  that  could  be  immediately 
available,  these  men  were  convinced  that  if  they  were  able 
to  make  on  behalf  of  the  institution  wise  real  estate  invest- 
ments, that  the  advance  in  the  value  of  the  property  would 
in  future  years,  become  an  important  factor  in  the  wished 
for  endowment  fund. 

Some  money  for  the  making  of  such  investments  was 
contributed.  More  was  borrowed  and  the  investments 
were  made.  Most  abundantly  have  the  results  vindicated 
the  business  wisdom  and  foresight  of  these  fathers  of  the 
institution,  and  very  much  the  largest  portion  of  the  present 
endowment  fund,  amounting  acording  to  the  most  recent 
estimates  to  more  than  $4,000,000  is  the  direct  result  of 


388         NORTHWESTERN  UNIVERSITY 

these  early  real  estate  investments.  These  results  however, 
depended  on  the  wisdom  of  the  methods  adopted  by  the 
Executive  Committee  for  handling  and  caring  for  the 
investments.  Often  since  it  was  adopted,  the  policy  of 
the  committee  has  been  assailed  and  has  had  to  be 
defended.  The  institution  has  passed  through  many  years 
of  stress  and  trial.  Again  and  again  have  the  Board  of 
Trustees  in  their  annual  meetings  suggested  the  sale  of 
University  real  estate  as  a  means  of  relief  from  pressing 
obligations.  That  such  a  policy  was  successfully  resisted 
by  the  Executive  Committee  is  cause  for  congratulation. 

The  possession  of  the  important  revenue  producing  prop- 
erties in  Chicago  and  Evanston  are  the  fruition  of  the  com- 
mittee's management  of  those  real  estate  enterprises  which 
were  undertaken  in  the  University's  interest.  During  the 
years  that  the  policy  above  indicated  has  been  pursued  by 
the  Executive  Committee,  the  institution  itself  has  experi- 
enced a  most  gratifying  growth  and  development.  Long 
ago  it  ceased  to  be  "only  a  name  or  a  creation  of  the 
fancy."  Its  position  among  the  institutions  of  learning  is 
well  toward  the  front  rank,  and  is  firmly  established.  Dur- 
ing these  years  of  progress  it  has  from  time  to  time  been 
needful  to  provide  funds  for  new  buildings,  new  equip- 
ment, libraries,  laboratories,  Instructors  and  all  the  vari- 
ous et  ceteras  connected  with  University  life.  Generous 
friends  have  now  and  again  come  forward  with  liberal  con- 
tributions for  these  different  purposes.  The  Income  from 
the  University's  Investments  Increased  In  amounts  and  reg- 


i855       A   HISTORY       1905  389 

ularity  of  payment.  But  even  so,  it  has  not  always  been 
practicable  for  the  Executive  Committee  to  meet  the 
demands  of  a  constantly  increasing  annual  budget. 

At  times  the  most  skillful  management  of  the  Univer- 
sity's resources  has  been  inadequate  for  the  requirement  of 
the  institution.  No  economy  that  was  compatible  with 
maintaining  the  standard  of  work  for  which  Northwestern 
University  stood,  seemed  to  be  practicable  within  the  limits 
of  its  income,  and  in  spite  of  the  efforts  of  the  committee 
to  the  contrary,  the  cost  of  administration  continued  to 
exceed  the  income  of  the  corporation.  To  meet  these 
deficits,  loans  were  made,  and  when  Dr.  Cummings 
became  president  of  the  institution,  and  consequently  a 
member  of  the  Executive  Committee,  the  University's  bal- 
ance sheet  showed  an  indebtedness  of  more  than  two  hun- 
dred thousand  dollars.  At  the  request  of  the  committee,  the 
Doctor  instituted  a  canvass  for  funds,  and  within  a  year 
he  had  received  pledges  for  one-half  of  the  deficit.  Then 
Dr.  Hatfield,  also  a  member  of  the  committee,  started  on  a 
campaign  for  subscriptions  to  cancel  the  second  half  of  the 
indebtedness,  and  his  success  was  equal  to  that  of  Dr. 
Cummings.  The  result  of  these  efforts  was  inspiring,  and 
in  both  instances  the  University  received  one  hundred  per 
cent,  on  the  amount  of  the  subscriptions  which  had  been 
secured. 

In  each  instance  the  result  was  made  possible  by  the 
generosity  and  cooperation  of  the  other  members  of  the 
committee.     Conspicuous  among  the  contributions  received 


390         NORTHWESTERN  UNIVERSITY 

were  those  of  Governor  Evans,  Mr.  Deering,  Mr.  Orring- 
ton  Lunt,  Dr.  Sheppard,  and  many  others,  which  though 
smaller  in  amount  were  not  less  generous  on  the  part  of  the 
contributors.  The  indebtedness  of  the  institution  was 
paid.  Its  endowment  funds  were  intact,  and  again  the 
policy  of  the  management  was  vindicated. 

At  varying  intervals  the  committee  has  undertaken 
similar  but  less  pretentious  compaigns  for  funds,  and  none 
of  them  have  failed.  They  are  now  asking  each  other  and 
the  friends  of  Northwestern  everywhere,  to  increase  the 
endowment  by  a  million  of  dollars,  and  so  much  of  this 
sum  has  been  pledged  that  the  strongest  hopes  are  enter- 
tained that  the  effort  will  be  successful. 

It  is  worthy  of  record  that  during  all  the  years  since 
A.  D.  1880  (and  the  writer's  personal  knowledge  of 
University  affairs,  does  not  ante-date  that  year)  and 
through  all  the  vicissitudes  of  business,  in  years  of  panic  as 
well  as  in  years  of  prosperity,  in  storm  and  in  sunshine,  the 
business  obligations  of  the  University  have  always  been 
promptly  met.  Sometimes  the  ship  has  been  "sailed  very 
close  to  the  wind,"  and  in  some  exigencies  when  other 
resources  were  exhausted,  the  generous  aid  of  a  member 
of  the  committee — Mr.  William  Deering — has  smoothed 
the  waters  on  a  troubled  financial  sea.  But  in  every  event 
it  has  turned  out  that  neither  the  long  monthly  salary  list, 
nor  the  general  commercial  demands  against  the  institu- 
tion, nor  its  interest  account,  have  ever  been  in  default. 

Tested  by  either  of  two  standards — ist — ^by  the  pro- 


EXECUTIVE    COMMITTEE 


FRANK    PHILIP    CRAXDON 
ROBERT  D.   SHEPPARD 


PHILO    JIDSOX 
THOMAS  C.   HOAG 


i855       A   HISTORY       1905  391 

tection  of  the  University  endowments  from  encroachment, 
either  in  response  to  the  promptings  of  competition  or  the 
anxiety  for  expansion  (sometimes  called  development)  on 
the  part  of  the  departments  of  instruction,  or,  2nd — by  the 
maintenance  of  the  commercial  credit  of  the  University, 
the  financial  administration  of  the  Executive  Committee 
must  receive  the  approval  of  all  competent  judges. 

In  the  control  which  it  has  exercised  over  the  educational 
work  of  the  institution  the  action  of  the  committee  will 
probably  meet  with  approval  or  censure  according  to  the 
standpoint  of  the  critic. 

Expressions  of  impatience  with  the  committee's  deci- 
sions when  it  has  negatived  some  specially  desired  expan- 
sion, which  in  itself  was  doubtless  meritorious,  but  which 
the  funds  at  the  disposal  of  the  committee  would  not  war- 
rant, have  been  common  enough  and  emphatic  enough  to 
render  the  terms — "commercial,"  "old  fogy,"  "parsi- 
monious," "non-progressive,"  "antediluvian,"  by  no  means 
unfamiliar.  Some  of  these  criticisms  are  not  likely  to  be 
forgotten,  as  when  in  a  special  instance  the  committee 
would  not  consent  to  a  particular  plan  of  "development" 
which  one  of  the  presidents  proposed,  aud  he  was  asked 
if  he  could  suggest  how  the  money  for  carrying  out  his 
scheme  was  to  be  procured,  he  testily  replied:  "That  is 
not  my  affair.  It  is  my  business  to  load  this  craft  down 
to  the  gunwales.  It  is  the  business  of  the  trustees  to  see 
that  she  does  not  sink."     Evidently  the  trustees  decided 


392         NORTHWESTERN  UNIVERSITY 

that  the  best  security  against  the  sinking  of  the  craft  was  in 
lightening  the  load,  which  policy  was  adopted. 

Occurrences  of  the  sort  just  noted  have  been  rare  and 
have  their  amusing  as  well  as  their  serious  side.  For  the 
most  part  the  Executive  Committee  has  received  the  heart- 
iest sympathy  and  cooperation  from  the  officers  of  the 
department  of  instruction,  and  while  there  has  often  been 
regret  that  the  work  of  the  different  departments  could  not 
be  expanded,  all  have  agreed  that  it  is  best  to  keep  the 
craft  afloat. 

It  would  be  difficult  to  suggest  any  service  which  is  more 
essentially  unselfish  than  the  work  which  is  performed  by 
the  Executive  Committee.  It  is  concerned  with  a  situa- 
tion where  oftentimes  it  is  not  practicable  to  make  ade- 
quate compensation  to  those  who  have  served  the  Uni- 
versity; where  one  is  forced  to  disappoint  reasonable 
expectations  and  laudable  ambitions,  and  where  even  the 
wisest  and  most  disinterested  action  or  decision  is  liable  to 
misinterpretation  and  condemnation.  The  compensations 
which  it  affords  are  the  satisfaction  of  knowing  that  the 
interests  of  an  important  and  beneficent  institution  have 
been  faithfully  protected  and  promoted,  that  any  really 
valuable  service  which  may  be  rendered  to  it  will  perpetu- 
ally endure,  and  that  even  if  it  be  in  a  small  way,  one  has 
helped  to  make  possible  the  success  of  an  enterprise  which 
shall  be  a  continuing  blessing  to  the  world. 

There  is  moreover  a  large  reward  in  being  associated 
with  those  who   find  themselves   animated  by  the  same 


i8s5       A   HISTORY       1905  393 

motives,  who  sympathize  in  a  common  purpose  and  who 
direct  their  efforts  to  the  attainment  of  a  common  result,  in 
whose  conception  life's  value  is  to  be  estimated  by  achieve- 
ment rather  than  by  indulgence,  and  to  whom,  fidelity 
means  more  than  approval,  and  the  conscientious  discharge 
of  a  trust  is  its  own  abundant  compensation. 

Right  royally  has  the  Executive  Committee  of  the 
Board  of  Trustees  of  Northwestern  University  discharged 
its  every  obligation,  and  if  the  institution  shall  always  be 
served  with  equal  disinterestedness  and  fidelity,  it  will  have 
cause  for  continuing  congratulation. 


CHAPTER  XIX 

The  Benefactors  of  the  University 
The  Editor 


THE  wealth  of  Northwestern  has  had  two 
main  origins :  ( i )  wise  investments  made 
by  its  trustees,  and  (2)  the  gifts  of  its 
friends.  The  value  of  its  lands  both  in 
Evanston  and  Chicago  has  increased  a  hun- 
dred fold  or  more.  Exemption  from  taxation  has 
enabled  the  institution  to  hold  its  property  until  sub- 
stantial returns  could  be  secured  for  its  sale.  But  the 
beginning  of  its  resources  was  in  the  gifts  of  a  few  men 
determined  to  provide  in  the  vicinity  of  Chicago  an  educa- 
tional institution  with  standards  equal  to  those  of  the  East. 
These  donations  have  later  been  supplemented  by  wise, 
timely,  and  generous  benefactions. 

No  small  amount  of  the  bounty  bestowed  on  the  Uni- 
versity has  been  given  to  meet  its  liabilities.  The  Univer- 
sity has  had  recurrent  periods  of  stringency  when  the  bene- 
factions of  its  friends  were  urgently  required.  In  the  first 
years  of  the  institution  the  need  of  funds  was,  of  course, 
appreciated.  But  after  the  charter  was  granted  in  185 1, 
the  trustees  were  able  to  await  the  opening  of  the  Uni- 
versity to  students  till  there  were  sufficient  funds  in  sight  to 
operate  it.  But  once  opened,  with  students  on  the  ground, 
the  University  must  continue  and  its  expenses  must  be  met. 
Within  two  years  of  the  admission  of  students  a  finan- 
cial panic,  the  direst  in  its  results  of  any  hitherto  known  in 
the  country,  fell  upon  Chicago  with  other  parts  of  the  land. 
While  from  August,  1854,  to  August,  1857,  over  $18,000 
had  been  contributed  to  the  University,  and  in  the  calendar 

397 


398         NORTHWESTERN  UNIVERSITY 

year  1857  $5,501  had  been  donated  (including  a  gift  of 
$3,500  by  Dr.  Evans),  in  1858  the  University  received 
but  $525,  and  in  1859  $155.*  There  was  a  revival  of 
donations  in  i860,  but  with  the  coming  of  the  Civil  War 
money  flowed  into  other  channels  and  it  was  not  till  1867-8 
that  the  University  again  profited  by  more  frequent  and 
larger  gifts.  A  little  later,  from  the  early  seventies,  for 
about  ten  years,  the  financial  situation  of  the  institution 
was  acute.  The  Chicago  fire  of  '71  was  followed  in  1873 
by  the  assumption  of  a  heavy  debt  in  the  acquisition  of  the 
Woman's  College.  Added  to  this  was  the  expense  attend- 
ant upon  the  expansion  of  the  University,  especially  in  the 
administration  of  Dr.  Fowler,  which,  too,  was  coincident 
with  the  commercial  panic  of  1873.  The  tax  suits,  too, 
came  on.  From  1876  to  1885  the  University  made  a 
mighty  effort  to  free  itself  from  debt. 

The  year  1876  fell  upon  the  University  as  the  worst 
since  1858.  Salaries  were  cut  20  per  cent.  Friends  of  the 
institution  were  invited  to  buy  its  land  and  so  make  some 
of  its  resources  immediately  productive.  Happily,  Dr.  R. 
M,  Hatfield  was  secured  to  canvass  for  subscriptions  to  pay 
the  debt  and  by  his  devoted  service,  aided  by  a  gift  of 
$25,000  from  Dr.  Evans,  $100,000  was  raised.  But  this 
did  not  end  the  gifts  to  the  University.  From  1876  to 
1885  (including  the  canvass  of  Dr.  Hatfield)  more  than 
$200,000  were  subscribed,  of  which  amount  Dr.  Evans 


*These  figures  are  from  the  reports  of  the  Treasurer  and  Business 
Manager,  published  in  1904. 


ROBERT   M.    HATFIELD 


i855       A   HISTORY       1905  399 

gave  $25,000,  Mr.  Orrington  Lunt  more  than  $31,000, 
and  Mr.  William  Deering  over  $62,500.  The  rest  of  the 
sum  was  distributed  among  many  scores  of  friends  of  the 
institution. 

Again  in  1893  ''■^^  later  the  University  felt  the  general 
financial  stringency.  As  in  the  seventies,  the  pressure 
from  the  outside  came  at  just  the  time  when  the  Univer- 
sity had  ambitious  plans  of  extension  and  expansion.  Unfor- 
tunately just  then,  too,  the  Grand  Pacific  Hotel  closed  and 
made  the  LaSalle  St.  land  in  Chicago  unproductive.  But 
the  situation  was  later  much  relieved  by  the  lease  of  the 
property  to  the  Illinois  Trust  and  Savings  Bank. 

Since  1 90 1,  however,  the  debt  of  the  University  has  been 
again  largely  increased  by  the  expense  attendant  upon  the 
purchase  of  the  old  Tremont  House  in  Chicago,  and  its 
remodeling  into  the  Northwestern  University  Building. 
Purchased  at  $500,000,  it  was  to  be  renovated  at  a  cost  of 
$75,000.  But  the  latter  expense  increased  till  it  reached 
over  $286,000.  This  with  the  demands  made  upon  the 
treasury  of  the  University  by  the  rapid  growth  of  the  insti- 
tution under  the  presidencies  of  Dr.  Rogers  and  Dr.  James 
creates  a  demand  for  a  new  effort  of  the  friends  of  the  Uni- 
versity to  maintain  and  increase  its  efficiency  by  removing 
the  debt. 

The  trustees  have  a  true  sense  of  the  situation.  The 
future  of  the  University  can  be  properly  secured  only  by 
a  sounder  financial  basis.  A  million-dollar  fund  was  pro- 
posed in  1904  as  the  next  step  forward.     Already  (May, 


400        NORTHWESTERN  UNIVERSITY 

1905),  $800,000  of  the  amount  has  been  subscribed  and 
the  University  is  hopeful  of  early  securing  the  balance. 
As  before,  the  donors  to  this  fund  deprecate  publicity. 

While  the  University  has  profited  generously  by  the 
gifts  of  those  who  would  relieve  it  of  debt,  it  has  been  the 
recipient  of  many  a  benefaction  provided  for  permanent 
equipment.  Of  such  were  the  gift  by  Mr.  Lunt  of  the 
Library  Building  bearing  his  name,  and  of  the  Wilmette 
lands  for  the  endowment  of  the  library;  the  professor- 
ships founded  by  Dr.  Evans  by  the  donation  of  two  sums 
of  $50,000  each;  contributions  of  Fisk  Hall,  to  the  Uni- 
versity Building  in  Chicago,  to  the  Medical  School  by  Mr. 
Deering;  the  erection  of  Dearborn  Observatory  by  Mr. 
James  B.  Hobbs,  of  Science  Hall  by  Mr.  Daniel  B.  Fayer- 
weather.  Swift  Hall  by  Mr.  Gustavus  F.  Swift;  the  pur- 
chase of  the  library  on  jurisprudence  for  the  Law  School  by 
Judge  Gary;  gifts  and  gratuitous  service  by  Dr.  N.  S. 
Davis,  Sr.,  and  others  of  the  faculty  of  the  Medical 
School.  Add,  too,  a  long  list  of  other  donations,  fully  as 
useful,  if  not  as  large  in  amount. 

There  has  been  no  parade  about  the  gifts  to  the  Uni- 
versity. The  generosity  of  many  donors  has  been  equaled 
only  by  their  reticence.  Mr.  Fayerweather  buried  in  the 
corner  stone  of  Science  Hall  the  secret  of  his  name,  a 
secret  revealed  only  by  his  death  and  the  admission  of  his 
will  to  probate.  The  donor  of  Fisk  Hall  and  other  large 
gifts  to  the  University  says  nothing  of  his  benefactions,  and 
prefers  that  others  would  remain  as  silent  regarding  them. 


JAMES    BARTLETT    HOBBS 


1 855       A   HISTORY       1905  401 

Mr.  Lunt's  whole  life  was  one  of  the  quietest  and  most 
liberal  beneficence.  Few  students  are  aware  that  it  was 
Mrs.  R.  M.  Hatfield's  munificence  that  provided  the  solid 
and  dignified  furnishings  of  the  Reading  Room  of  Lunt 
Library.  Hundreds  of  other  donors  would  have  still 
remained  unknown  had  not  the  full  statement  of  the  finan- 
cial relations  of  the  University  been  recently  published  by 
its  business  manager.* 

The  benefactors  of  the  University  have  been  men  of  lib- 
eral views.  In  the  earlier  history  of  the  institution,  if  one 
were  permitted  to  dictate  its  financial  policy,  no  one  might 
lay  better  claim  to  the  right  than  Dr.  Evans,  largest  giver, 
and  president  of  the  Board  of  Trustees.  And  yet  when 
the  issue  was  drawn  very  plainly  regarding  the  policy  of 
selling  or  leasing  Evanston  lands,  the  majority  were  not 
of  his  mind.  A  smaller  man  would  have  separated  him- 
self from  his  associates,  predicting,  perhaps,  the  ruin  of 
their  enterprise.  Governor  Evans  still  gave  allegiance  to 
the  institution.  Like  others,  he  gave  the  administration 
his  confidence,  deeming  the  interests  of  the  institution  larger 
than  his  own.  Mr.  Deering's  gifts  have  been  directed  to 
any  quarter  in  which  they  were  most  needed :  at  one  time  to 
the  Academy,  at  another  to  the  Medical  School,  again  to 
the  Northwestern  University  Building,  to  Willard  Hall,  to 
the  Campus,  to  the  debt  of  the  institution. 

Gifts  to  the  University  have  earned  large  interest.  The 
wisdom  of  the  trustees  has  turned  the  resources  of  the 


♦Report  to  the  Trustees,  1904. 


402         NORTHWESTERN  UNIVERSITY 

University  to  the  largest  possible  advantage.  Economy  and 
foresight  have  characterized  the  business  administration. 
The  wonder  is  that  so  much  has  been  accomplished  with  so 
little.  May  not  the  University,  then,  hope  that  in  it  the 
words  of  Scripture  may  be  fulfilled:  "To  him  that  hath 
shall  be  given,"  and  that  faithfulness  in  the  administration 
of  what  it  has  received  may  constitute  a  justification  for  in- 
creasingly greater  and  more  numerous  benefactions  ? 

Northwestern  has  never  been  free  from  the  necessity  of 
most  careful  economy  in  the  administration  of  its  resources. 
No  individual  donor  has  carried  the  institution  by  steady 
and  lavish  munificence.  To  most  of  the  hundreds  of  friends 
of  the  institution  support  of  the  University  has  been  a  work 
of  love  and  sacrifice.  There  are  not  thirty  persons  who 
have  each  donated  as  much  as  $5000  to  the  University.* 

Who,  then,  are  the  benefactors  of  the  University?  A 
few — only  a  few — wealthy  men,  whose  enlightened  gener- 
osity lays  every  alumnus  and  friend  of  the  University  under 
heavy  obligation;  trustees,  whose  donations,  if  not  always 
large,  were  as  large  as  possible  and  were  constant ;  members 
of  the  faculties,  whose  subscriptions  may  be  neither  many 
nor  great,  but  whose  services  to  the  institution  have  been 


*The  list  is  as  follows  (without  giving  the  amount  of  their  dona- 
tions, which  may  be  found  in  the  1904  report  of  the  business  manager)  : 
Jabez  K.  Botsford,  Nathan  S.  Davis,  Sr.,  William  Deering,  Daniel  B. 
Fayerweather, Elbert  H.Gary,  Mrs.  R.  M.  Hatfield, Otis  Hardy,  Norman 
W.  Harris,  T.  W.  Harvey,  Mrs.  H.  L.  Haskell,  H.  N.  Higinbotham, 
James  B.  Hobbs,  Ephriam  Ingalls,  Amanda  A.  Lewis,  John  R.  Lind- 
gren,  Orrington  Lunt,  James  A.  Patten,  D.  K.  Pearsons,  The  Rea  Be- 
quest, Robert  D.  Sheppard,  Charles  E.  Slocum,  Edward  Swift,  Gus- 
tavus  F.  Swift,  The  University  Guild,  Catherine  White,  Milton  H.  Wil- 
son. 


i855       A   HISTORY       1905  403 

rendered  with  little  regard  to  pecuniary  return;  alumni 
and  townspeople  who  were  loyal  to  the  University  either  in 
love  to  alma  mater  or  as  a  fit  expression  of  public  spirit.* 


♦Fuller  discussion  of  the  subject  matter  of  this  chapter  is  made 
nmiecessary  by  the  detailed  and  interesting  report  of  the  business 
manager  and  treasurer  of  the  Universit>'  to  the  trustees,  published  in 
1904. 


CHAPTER  XX 

Social  Life  in  the  Early  Days 
Emily  Huntington  Miller 


IT  would  be  a  difficult,  if  not  an  Impossible  thing,  to 
present  from  individual  impressions  the  spirit  of 
social  life  in  the  University  to-day.  Society  is 
no  longer  a  unit,  but  broken  up  into  a  multitude 
of  groups;  and  its  aspect,  as  in  any  community, 
will  differ  with  the  point  of  view  held  by  the  observer,  or 
the  special  development  noted. 

But  looking  back  to  the  early  days  of  the  University,  one 
finds,  among  the  witnesses  who  shared  and  helped  to  cre- 
ate its  social  life,  a  practical  unanimity  of  sentiment.  To 
some  extent  most  of  them  agree  in  the  opinion  expressed  by 
one  of  their  number — 

"I  am  reminded  of  the  sentence  with  which  the  writer  of 
an  encyclopaedic  article  on  Owls  In  Ireland  introduced 
his  disquisition :    'There  be  no  Owls  in  Ireland.'  " 

Social  life  as  an  end  certainly  did  not  exist  in  those  first 
strenuous  days,  when  the  University  was  Evanston,  and 
the  noble  ambition  which  dominated  every  other  purpose, 
and  united  all  her  citizens  in  a  bond  of  brotherhood,  was 
the  hope  of  building  up  a  great  Christian  institution  that 
should  be  an  opportunity,  an  Invitation,  and  an  incentive 
to  a  multitude  of  young  men  whom  the  older  universities 
could  never  reach. 

Naturally,  In  the  days  of  its  small  beginnings,  when 
faith  and  courage  and  energy  were  taxed  to  the  utmost, 
many  things  seemed  of  more  vital  consequence  than  any 
special  provision  for  the  social  instincts.  But  the  greatest 
charm  of  that  early  fellowship  was  Its  purely  Instinctive 

407 


4o8         NORTHWESTERN  UNIVERSITY 

character:  the  shining  out  of  a  spirit  of  friendliness  that 
took  little  thought  for  any  formal  expression. 

Making  reasonable  allowance  for  the  mellowing  effect 
of  distance,  and  for  the  happy  Illusion  through  which  mem- 
ory shows  "the  days  that  are  no  more,"  there  is  still  suf- 
ficient testimony  to  the  idyllic  character  of  that  early  life 
to  justify  the  declaration  of  one  who  shared  It: 

"No  doubt  there  were  hardships  and  deprivations  and 
necessary  crudities,  but,  as  I  look  back  upon  it.  It  seems  to 
me  like  Eden,  in  Its  peace,  and  simplicity,  and  good-fellow- 
ship; people  of  every  denomination  worshiping  together, 
in  one  church,  and  living  like  one  family;  old  and  young 
meeting  in  friendly  Intercourse  by  hearth  and  fireside,  and 
counselling  together  for  that  which  most  concerned  us 
all,  the  welfare  of  the  students,  and  the  prosperity  of  the 
University." 

There  seems  no  more  effective  way  of  presenting  the 
salient  features  of  a  society  that  was  only  impressive 
because  of  its  spirit,  than  by  employing  the  old  class-meet- 
ing methods  of  that  day,  and  calling  up  individual  testi- 
monies. 

The  University  owes  to  its  comparative  youth  the  happy 
possibility  of  summoning  a  few  such  witnesses,  even  for  its 
very  earliest  times,  though  year  by  year  the  calling  of  the 
roll  brings  fewer  responses,  and  much  that  might  have 
illuminated  this  record  has  passed  beyond  our  reach. 

The  writer  is  especially  indebted  for  valuable  material 
to  Mrs.  Harrlette  S.  Kidder,  whose  clear  and  comprehen- 


i855       A   HISTORY       1905  409 

sive  recollection  of  the  time  is  fortunately  supplemented 
by  her  diar)',  and  who  to-day,  in  her  eighty-fourth  year,  is 
a  beautiful  example  of  spiritual  and  mental  vigor. 

"Of  course  I  knew  largely  what  was  passing  in  Evanston 
in  its  earliest  days,  and  was  deeply  interested  in  all  that 
concerned  it.  It  seemed  to  me  there  never  was  a  better 
opportunity  offered  to  build  up  a  model  community.  As 
the  families  that  settled  there  came  from  different  locali- 
ties, and  were  strangers  to  each  other,  they  were  ready  to 
respond  to  any  movement  that  would  bring  them  into  closer 
social  relations.  I  was  deeply  impressed  with  the  idea  that 
in  this  rural  place  we  need  not  take  for  our  standard  all 
the  customs  that  were  perhaps  best  suited  to  city  life,  and  a 
more  mixed  society.  Since  we  were  generally  intelligent 
Christian  people,  we  might  be  really  fraternal  in  our  social 
relations.  So,  for  myself,  I  made  it  a  rule  to  call  upon 
ever}'  new  family  that  came  to  Evanston,  and  to  invite 
them,  as  opportunity  offered,  to  a  place  at  my  table,  and  a 
share  in  our  social  intercourse. 

"Many  of  us  who  were  connected  with  the  University 
went  to  Evanston  because  of  our  deep  interest  in  the  train- 
ing of  the  young  people  who  were  to  be  drawn  there  by 
these  schools,  founded  for  their  benefit,  and  we  felt  that, 
away  from  their  own  home  influences,  congregated  in  clubs, 
or  scattered  through  the  village,  they  needed  to  be  brought 
under  the  influence  of  our  homes,  and  such  home-associa- 
tion as  we  could  give  them.  As  their  number  was  for  sev- 
eral years  comparatively  small,  we  could  invite  them  in  a 


4IO         NORTHWESTERN  UNIVERSITY 

social  way,  providing  rational  entertainment,  and  thus  a 
strong  bond  of  union  between  students  and  citizens  was 
formed  that  was  valuable  to  both  parties. 

"The  instructors  of  the  young  men  who  were  to  mingle 
among  the  people  as  ministers  of  the  gospel,  felt  It  spe- 
cially important  that  they  should  share  the  social  life  of 
the  community,  as  a  necessary  part  of  the  training  for  their 
work.  So  there  were  gatherings  In  the  homes  of  the  pro- 
fessors, bringing  together  In  a  social  way,  students,  teach- 
ers, trustees  and  citizens.  At  these  gatherings,  after  a  sub- 
stantial supper  was  served,  there  was  singing,  sometimes 
short  talks,  and  always  prayer  before  separating.  In  all  the 
social  gatherings  of  that  day  we  met  early,  and  generally 
left  before  eleven  o'clock.  I  doubt  if  any  community  ever 
enjoyed  a  more  delightful  social  life.  The  six  or  eight 
families  of  the  professors  often  took  dinner  together  In 
each  other's  homes,  and,  as  each  of  us  had  frequent  vis- 
itors whom  we  wished  others  to  enjoy  they  were  introduced 
into  our  social  circle  In  this  neighborly  way.  This  simple 
form  of  social  life  was  a  striking  feature  of  our  commu- 
nity for  several  years,  and  people  outside  of  our  churchy 
who  had  only  known  more  formal  society,  and  more  elab- 
orate entertainments,  seemed  greatly  to  enjoy  this  friendly 
sort  of  home  visiting." 

Dr.  Daniel  Bonbright,  whose  memories  cover  the  whole 
existence  of  the  University,  adds  some  vivid  touches  to  the 
picture  of  its  early  days. 

*Tn  those  first  years,  when  the  University  counted  in  its 


1 855       A   HISTORY       1905  411 

catalogue  scarcely  fifty  students,  collective  social  life  could 
hardly  be  said  to  have  existed.  There  were,  to  be  sure, 
two  literary  societies,  and  Greek  letter  fraternities  in  germ. 
These,  in  their  way,  must  have  been  centres  of  association, 
but  I  doubt  if  they  counted  for  much  in  the  life  of  the  stu- 
dent body  as  a  bond  or  spur, 

"There  were  no  athletic  games :  public  entertainments 
of  any  sort  were  rare  and  unimpressive.  I  recall  the  Can- 
tata of  Queen  Esther.  It  was  gotten  up  by  the  Sunday 
School  as  an  event  of  pomp  and  circumstance.  One  can 
judge,  from  this  example  of  the  extraordinary,  what  must 
have  been  the  average  quality  of  the  social  satisfaction  of 
the  epoch. 

"The  families  of  the  facult\'  were  thoughtful  of  the 
students,  as  were  also  a  good  number  of  families  in  the 
village.  One  may  hear  from  the  older  graduates  grateful 
reference  to  hospitalities  and  cheer  which  they  enjoyed 
from  those  sources  during  their  student  life.  But  housed 
as  the  students  were  at  hap-hazard,  in  a  community'  itself 
scattered  and  struggling,  there  could  have  been  among 
them  but  feeble  collective  consciousness,  and  sense  of  a 
mutual  life.  I  suspect  there  was  little  escape  from  lonely 
isolation,  save  in  the  self-forgetfulness  of  hard  work,  a 
recourse  more  in  honor  in  that  primitive  age  than  in  these 
piping  times  of  merry-go-round,  cigarette,  and  song. 

"As  for  social  life  in  the  faculty  itself,  including  that  of 
the  Biblical  Institute,  there  was  nothing  characteristic 
which  would  not  be  implied  by  its  constituent  elements. 


412         NORTHWESTERN  UNIVERSITY 

The  families  were  nearly  all  from  New  England,  and 
brought  with  them  the  qualities  of  their  birthright.  They 
were  people  of  education,  intelligence  and  Christian  sobri- 
ety. As  your  letter  reminds  me,  cards  and  social  dances 
were  not  yet;  neither  were  Browning  Clubs  nor  other 
idolatry.  I  remember  only  one  coterie :  I  forget  what  I 
called  itself.  It  was  composed  of  gentlemen  from  the 
faculties  of  the  University  and  Institute.  They  met,  per- 
haps, once  a  fortnight,  for  the  discussion  of  questions  in 
religious  philosophy.  But  they  took  their  separate  con- 
victions too  seriously  for  controversy.  In  the  interest  of 
good-will  and  harmony  it  was  found  safest  to  disband. 
The  immediate  occasion  of  the  disruption,  I  believe,  was 
the  introduction  of  some  explosive  speculation  by  Dr. 
Dempster  on  the  subject  of  the  'Eternal  Now.' 

"But  the  peaceful  unity  that  prevailed  both  in  the 
schools  and  in  the  community  around  them  is  illustrated  by 
the  fact  that  the  entire  Protestant  population  worshipped 
together,  Sunday  after  Sunday,  in  the  same  church.  Meth- 
odists, Baptists,  Episcopalians,  and  the  rest,  they  all  list- 
ened to  the  Gospel  proclaimed  from  the  same  pulpit;  each, 
as  in  Apostolic  times,  hearing  the  word,  as  it  were  in  his 
own  tongue,  wherein  he  had  been  born." 

Probably  no  individual  is  more  closely  associated  with 
memories  of  the  -University  days  In  the  thought  of  a  great 
majority  of  its  graduates,  than  Dr.  Oliver  Marcy.  One 
can  scarcely  recall  the  older  or  the  newer  Evanston,  the 
shaded  streets,  the  class-room,  or  the  campus,  without  see- 


1 85 5       A   HISTORY       1905  413 

ing  his  fine  patrician  face,  and  his  dignified  figure  with  its 
impressive  bearing  of  genial  courtesy.  The  Marcy  home 
was  generously  opened  for  the  hospitalities  of  the  Univer- 
sity, and  many  of  the  early  classes  could  testify  to  the  read- 
iness with  which  their  attempts  at  class  entertainment 
were  helped  out  by  placing  its  resources  at  their  service. 

Mrs.  Marcy  has  furnished  some  recollections,  beginning 
with  the  time  of  their  coming  to  Evanston  in  1862,  a  date 
at  which  it  must  have  required  a  vivid  imagination  to  speak, 
gravely  of  the  existing  school  as  a  University. 

"When  we  came  to  Evanston  things  were  in  a  very  prim- 
itive condition,  though  about  seven  years  before  there  had 
been  a  *boom'  in  the  settlement  of  the  town.  Dr.  Kidder 
had  built  a  commodious  house,  near  what  was  then  the 
centre  of  the  town,  and  his  family  had  occupied  it  five  or 
six  years.  They  were  leaders  in  hospitality,  and  no  one  came 
to  town  who  was  not  soon  made  the  recipient  of  their  cor- 
diality. Garrett  Biblical  Institute  was  well  established,  but 
though  Dr.  Dempster  was  its  official  head,  there  was  no 
doubt  Dr.  Kidder's  open  doors  were  the  magnet  that  drew 
the  student  body  as  well  as  others  who  came  to  town,  for 
Evanston  itself  is  indebted  in  no  small  degree  to  the  Uni- 
versity for  its  early  social  life. 

"I  think  it  had  been  the  habit  of  Mrs.  Kidder  to  enter- 
tain, and  she  continued  the  practice  so  that,  sooner  or  later, 
every  member  of  the  schools  then  in  operation  had  been 
included.  Some  of  the  young  men  who  underw^ent  this 
initiation  into  society,  were  of  course  not  exactly  up  to  date 


414         NORTHWESTERN  UNIVERSITY 

in  matters  of  etiquette,  and  while  appreciating  the  courtesy, 
sometimes  dreaded  the  ordeal;  but  the  hearty  good-will 
with  which  they  were  received  by  old  and  young  soon 
removed  any  sense  of  discomfort. 

"The  'Female  College'  was  then  in  the  hey-day  of  Its 
popularity,  under  the  management  of  Professor  Jones,  who 
did  his  part  to  make  it  conspicuous  in  social  happenings, 
making  the  most  of  his  anniversaries,  and  Inviting  the 
'400'  with  a  very  liberal  inclusiveness. 

"Bishop  Simpson  lived  here  at  that  time,  the  greatest 
of  our  living  preachers,  a  most  genial  and  lovable  man  In 
his  prime.  Governor  Evans  was  with  us  the  first  years,  but 
soon  left  for  Colorado.  They  were  quite  distinctive  fea- 
tures of  Evanston  society  in  those  early  days.  Mrs.  Evans 
was  a  woman  of  superb  presence,  and  the  daugher,  Jose- 
phine, a  favorite  among  young  people.  Her  wedding, 
which  took  place  on  the  lawn  between  the  house  and  the 
lake,  was  a  notable  event  of  the  time. 

"On  the  Ridge  were  Mr.  Hurd,  Mr.  Kedzie  and  other 
families  of  position  and  character,  who  gave  entertain- 
ments as  they  had  probably  been  accustomed  to  do,  and 
helped  to  maintain  the  cordial  spirit  of  friendly  interest 
and  cooperation  between  the  town  and  the  University, 
although  in  that  day  no  such  distinction  was  ever  thought 
of:  we  were  all  'University  people.' 

"Mrs.  Bragdon  at  that  time  struggling  with  the  effort 
to  'college  her  boys,'  did  not  forget  that  her  calling  and 
election  had  been  the  care  of  the  churches  as  a  minister's 


i855       A   HISTORY       1905  415 

wife,  and  interested  herself  in  a  sisterly  way  in  every  social 
scheme  or  kindly  project. 

"The  history  of  our  social  life  would  be  incomplete  with- 
out reference  to  Professor  Bonbright,  who  from  the 
beginning  watched  over  these  interests  in  a  most  tactful 
manner,  and  without  whose  presence  in  those  days  no  social 
function  would  have  seemed  complete.  He  not  only  made 
himself  agreeable,  but,  in  some  sense,  responsible,  that  the 
University  influence  should  be  brought  to  bear  even  in  its 
social  affairs,  and  nothing  overlooked  that  might  contribute 
to  tone  and  popularity.  I  remember  the  brotherly  way  in 
which  he  used  to  discuss  with  me  matters  great  and  small, 
making  the  most  valuable  suggestions  in  his  courteous 
deferential  manner  that  always  carried  conviction  with  it. 

"A  score  of  worthy  names  arise  in  my  memory  of  those 
whom  the  University  might  well  delight  to  honor,  because 
of  their  early  ministry^  to  its  social  well-being,  but  they 
had  their  reward  in  'having  served  their  day  and  genera- 
tion,' and  most  of  them  have  'fallen  on  sleep.'  " 

Mr.  Andrew  J.  Brown,  the  secretary  of  the  University's 
first  Board  of  Trustees,  and  now  the  only  surviving  mem- 
ber of  that  board,  brought  his  family  at  an  early  date  to 
the  little  community  and  took  an  active  interest  in  its  devel- 
opment. Mrs.  Brown  adds  to  the  history  of  the  time  some 
reminiscences. 

"I  should  like  to  begin  with  my  first  impression  of  the 
village,  that  in  1866  formed  the  nucleus  of  the  University, 
and  was  scarcely  in  thought  separated  from  it.    We  were 


4i6         NORTHWESTERN  UNIVERSITY 

sitting  upon  the  piazza  at  Dr.  Bannister's,  just  at  twilight, 
and  the  sweet  sound  of  a  hymn  came  to  us.  It  was  the 
hour  of  family  prayer,  and  the  melody  was  soon  mingled 
with  that  from  another  home,  until  from  the  whole  circle 
of  firesides  went  up  the  voice  of  praise  and  prayer,  the 
spirit  of  social  fellowship  giving  a  new  power  to  individual 
worship.  These  two  characteristics.  Christian  devotion 
and  Christian  fellowship,  were  the  strong  and  impressive 
features  of  University  life  at  that  day. 

"Though  the  number  of  students  was  comparatively 
small,  we  soon  found  there  were  many  lonely  young  men  in 
town,  and  it  was  our  practice  for  many  years  to  invite 
to  our  tea-table  on  Sunday  as  many  as  chose  to  join  us. 
There  were  many  families  where  the  students  were  most 
hospitably  received,  besides  their  own  class  gatherings  and 
receptions,  and  our  ingenuity  was  sometimes  taxed  to  the 
utmost  to  provide  amusement  for  young  people  who  might 
not  indulge  in  card-playing  or  dancing.  But  however 
strong  may  be  the  protest  against  church  rules  to-day,  I 
do  not  think  there  ever  was  a  happier  time  than  when  we 
were  all  held  to  their  strict  observance. 

"We  had  at  that  time  a  most  delightful  society.  Gov- 
ernor and  Mrs.  Evans  had  a  beautiful  home  on  the  Lake 
Shore,  always  open  to  the  young  people.  Dr.  and  Mrs. 
Bannister,  Professor  and  Mrs.  Godman,  Professor  Bon- 
bright,  Professor  Blaney  and  his  charming  family,  Colonel 
and  Mrs.  Eaton  on  the  Ridge,  the  Pearsons  with  their 
unfailing  interest  in  the  students,  Bishop  Foster  and  his 


i855       A   HISTORY       1905  417 

family  so  genial  and  gracious  in  their  hospitality,  Mr.  and 
Mrs.  Greenleaf,  and  Dr.  and  Mrs.  Marcy — it  seems  invid- 
ious to  mention  names  where  the  spirit  of  hospitality  was 
universal.  We  were  one  great  family  whose  highest  aspi- 
ration was  to  build  up  this  school,  which  was  to  rival  Har- 
vard in  its  literary  standard,  but  set  above  all  other  learn- 
ing, that  knowledge  of  God  which  is  the  beginning  of  wis- 
dom." 

It  would  be  interesting  as  well  as  enlightening  if  one 
could  set  beside  these  testimonials  from  what  might  per- 
haps be  considered  the  governmental  side  of  social  life,  the 
unbiased  confessions  of  the  party  of  the  second  part,  now 
happily  removed  from  the  pressure  of  fear  or  favor,  and 
learn  exactly  how  things  looked  from  the  student  point  of 
view.  It  would  perhaps  be  instructive  to  know  whether  the 
young  man  of  that  day  felt  the  deep  necessity  of  recreation, 
and  yearned,  though  in  a  half  conscious,  unenlightened 
way,  for  foot-ball  and  track  athletics.*  One  would  like  to 
discover  what  relief  they  themselves  contrived  for  the 
social  instincts,  and  what  were  the  delights  of  class-socials 


*An  interesting  reminiscence  of  this  period  of  the  history  of  the 
University  is  that  of  Melville  C.  Spaulding  of  the  class  of  i860  who 
relates  the  origin  of  athletics  in  the  college : 

"When  we  had  about  sixty  students  in  the  old  building  ('Old 
College/)  I  solicited  loc.  each  from  the  students — on  the  co-operative 
plan — and  with  the  $6.00  in  hand,  created  an  out-door  g>-mnasium  (the 
first),  the  uprights,  parallel  bars,  etc.,  being  placed  in  the  northwest 
corner  of  the  college  lot,  and  much  use  was  made  of  the  simple  appa- 
ratus. This  diminutive  beginning  or  "Commencement" — outlay  ^.00 
— sounds  strange  when  contrasted  with  the  proposed  $50,000  gj'mna- 
sium." — (Letter  to  the  editor,  May  9,  1904). 
1-27 


41 8         NORTHWESTERN  UNIVERSITY 

and  kindred  dissipations.  Such  things  there  must  have 
been  even  in  the  days  when  the  simplest  entertainments 
gave  pleasure,  and  the  young  people  were  not  burdened 
with  bills  for  flowers,  music,  and  carriage-hire  at  their  social 
parties. 

One  would  like,  for  the  benefit  of  coming  generations, 
to  know  how  it  was  done,  and  how  it  was  found  practicable 
to  maintain  a  rational  balance  between  the  pleasures  of  life 
and  the  serious  duties  of  University  work.  But  a  mist 
seems  to  have  gathered  over  the  memories  of  those  who 
might  testify,  and  nothing  definite  is  available.  One  of 
them  indeed  declares: 

"In  the  days  which  I  remember,  it  seems  to  me  few  per- 
sons had  any  respect  for  social  functions  as  a  part  of  any 
earnest  life.  I  remember  that  President  Foster  had  recep- 
tions, and  Professor  Noyes,  Dr.  Kidder,  and  others  had 
'evenings' — especially  for  married  'Bibs' — and  that  all  the 
town  seemed  to  swing  about  the  students.  But,  so  far  as 
I  know,  the  students  themselves  did  nothing  but  grind  and 
haunt  the  Female  College." 

Co-education,  with  its  far-reaching  complications,  had 
not  yet  presented  itself  to  trouble  the  placid  counsels  of 
trustees  and  faculty.  Possibly  some  wise  women  already 
saw  its  star  in  the  east,  but  they  dreamed  only  of  a  related 
college  after  the  pattern  that  Radcliffe  has  since  so  success- 
fully adopted.  But  the  feminine  nearness,  even  in  purely 
unsympathetic  institutions,  is  too  intimately  related  to  Dr. 
Dempster's  "Eternal  Now"  to  be  lightly  ignored. 


i855       A   HISTORY       1905  419 

The  friendly  homes  that  welcomed  the  students  held 
daughters  to  whose  presence  they  owed  their  attractions 
and  humanizing  influence,  quite  as  much  as  to  the  hospit- 
able tea-table,  and  the  courtesies  of  more  formal  receptions. 
And  the  home  society  was  amply  supplemented  by  the 
Northwestern  Female  College,  from  whose  incongruous 
title  the  Woman's  College  inherited  its  designation  of 
"Fem  Sem."  The  students  were  ready  to  avail  themselves 
of  its  friendly  overtures  for  all  established  ceremonials, 
and,  it  may  be  surmised,  found  further  opportunity  in  its 
halls  and  laurel  groves,  for  which  human  nature  was  the 
only  authority  consulted. 

The  University  from  the  very  outset  took  its  students  as 
a  trust,  and  made  itself  responsible  for  them  in  a  measure 
far  beyond  the  mere  furnishing  of  opportunity  for  learn- 
ing. In  the  days  of  its  poverty  nothing  made  this  possi- 
ble but  the  bond  of  sympathy  and  mutual  interest  between 
the  University  and  the  community  outside  of  it.  It  is  not 
easy  to  say  how  far  the  influence  of  an  individual  or  an 
institution  may  have  been  effective  in  the  shaping  of  com- 
munity life,  so  many  obscure  and  apparently  unrelated 
forces  go  to  determine  its  character.  But  looking  back  to 
those  earliest  days  it  seems  reasonable  to  claim  that  Evans- 
ton  owes  much  to  the  direction  given  its  development  when 
the  University,  laying  its  own  foundations,  laid  those  of 
the  village  also.  Social  fraternity,  civic  responsibility,  and 
that    broad    religious    sympathy    which    is    far    nobler 


420         NORTHWESTERN  UNIVERSITY 

than  toleration  were  fruits  of  the  spirit  springing  naturally 
from  seed  sown  in  that  day  of  small  things. 

The  deep  religious  spirit  that  was  so  marked  in  its  begin- 
nings when  one  church  sufficed  for  the  whole  community 
found  its  natural  outgrowth  in  later  years,  when  the  denom- 
inations had  gathered  each  one  into  its  own  fold  in  prac- 
tical Christian  unity.  Its  spirit  of  brotherhood  still  sur- 
vives in  a  disregard  of  social  distinctions;  its  teaching  of 
civic  responsibilty  long  held  citizens  of  all  persuasions  to 
alliance  for  the  public  good  irrespective  of  party  politics, 
and  the  unwritten  law  which  made  brain  and  culture  the 
stamp  of  its  aristocracy  rather  than  money  and  birth,  has 
never  been  revoked. 

It  was  inevitable  that  with  the  expansion  of  the  little 
rural  village  into  the  suburban  city,  its  residents  should 
become  absorbed  in  diverse  interests,  and  the  prosperity  of 
the  University  cease  to  be  the  ever  present  motive  and 
ambition.  The  growth  of  the  University  itself  from 
feebleness  to  strength  tended  to  this  change  of  sentiment, 
since  the  personal  interest  one  might  feel  for  a  small  body 
of  students  and  instructors,  with  whom  individual  acquaint- 
ance was  possible,  could  not  exist  when,  in  place  of  a  little 
coterie  of  friends,  one  had  to  consider  that  vague  imper- 
sonal thing — an  institution. 

But  while  it  would  be  impossible  to  restore  the  simplicity 
and  unity  of  that  early  social  life,  it  is  most  desirable  for 
both   town    and   University   that  the  bond   of   sympathy 


i8s5       A   HISTORY       1905  421 

between  them  should  in  every  way  be  guarded  and  strength- 
ened. 

And  in  closing  this  chapter  it  may  not  be  out  of  place  to 
say  that  to  accomplish  this  end,  and  reestablish  this  active 
interest  in  promoting  University  interests  with  a  genera- 
tion to  which  the  earlier  history  is  only  an  uncertain  tradi- 
tion, was  the  purpose  for  which  the  University  Guild  was 
organized,  and  which  it  seems  in  some  encouraging  meas- 
ure to  be  attaining. 


CHAPTER  XXI 

Graduate  Study 

Henry  Crew 


THE  histor}'^  of  graduate  study  at  Northwest- 
ern University'  is  brief;  but  when  viewed 
against  its  proper  background  the  record  is 
seen  to  be  also  honorable. 

This  background  may  perhaps  be 
described  as  follows.  The  proper  function  of  a  university 
is  two-fold.  Its  natural  duty  has  been,  in  all  ages,  to  dis- 
cover as  well  as  to  disseminate  the  truth. 

From  the  earliest  times,  men  who  have  had  the  requisite 
abilit>',  energy,  scholarship  and  taste  for  research  have 
attracted  to  themselves  certain  other  and  younger  men,  and 
with  these  have  formed  the  pioneer  corps  in  the  army  of 
scholars.  Never,  at  least  since  the  renaissance,  has  the 
intellectual  world  been  without  an  efficient  body  of  this 
type.  At  times,  it  has  been  recruited  from  the  monastery 
and  the  university;  at  times  from  professional  life  and 
from  royal  academies.  At  certain  periods  its  ranks  have 
been  better  filled  than  at  others ;  but  the  corps  has  never 
been  destroyed. 

The  effective  inspiration  of  these  young  men  has  always 
been  the  result  of  close  ccMitact  of  mind  with  mind,  espe- 
cially through  the  method  of  conversation,  the  method 
which  Socrates  employed  with  success  in  the  case  of  his 
eminent  pupil,  the  method  which  to-day  is  used  with 
equal  success  in  such  centers  as  the  Cavendish  Laboratory 
at  Cambridge  and  the  Mathematical  Seminary  at  Gottin- 
gen. 

During  the  century  just  closed,  Germany  may  perhaps  be 

425 


426         NORTHWESTERN  UNIVERSITY 

said  to  have  led  the  world  in  systematic  research.  The 
younger  men  were  here  students  in  the  universities,  enrolled 
principally  in  the  philosophical  faculty.  This  group  of 
young  men,  listening  to  lectures  and  working  under  the 
immediate  supervision  of  certain  investigators  upon  certain 
special  problems  is  represented  in  America  to-day  by  what 
we  call  "graduate  students." 

The  history  of  graduate  study  in  America  during  the 
nineteenth  century  is  somewhat  naturally  divided  Into  two 
periods  by  the  year  i860,  when  the  degree  of  doctor  of 
philosophy  was  first  granted  this  side  of  the  water. 

Previous  to  this  date  numerous  American  students  had 
found  opportunities  for  graduate  study  in  Germany.  As 
types  of  these  may  be  mentioned  Edward  Everett  who 
made  the  doctorate  there  in  1807,  and  George  Bancroft 
in  1820.  B.  A.  Gould  studied  under  Gauss  at  Gottingen  in 
the  '30's.  Gildersleeve  left  Princeton  in  1849  ^^^  went  to 
Germany  for  work  in  literature  and  linguistics.  Dr.  Bon- 
bright,  then  a  recent  alumnus  of  Yale,  spent  the  years 
1856-8  at  Berlin,  Bonn,  and  Gottingen. 

The  second  period  of  graduate  work  in  America  is 
practically  coterminous  with  the  history  of  Northwestern 
University.  In  i860,  Mr.  Sheffield  provided  the  Scien- 
tific School  at  Yale  with  a  new  building  and  an  endowment 
fund.  In  the  year  following,  this  institution  granted  to 
three  of  its  own  graduates  the  earliest  American  Ph.D. 
Fifteen  years  later  Mr.  Gilman,  one  of  the  charter  mem- 
bers of  the  Sheffield  Scientific  School,  began  his  courageous 


i855       A   HISTORY       1905  427 

experiment  at  Baltimore  as  president  of  the  first  faculty  in 
America  devoted  exclusively,  or  even  primarily,  to  grad- 
uate instruction. 

In  1875  there  were  only  399  graduate  students  in  Amer- 
ica, while  at  present  the  annual  attendance  averages  about 
6,000,  of  whom  approximately  two  per  cent,  each  year 
receive  the  doctorate.  The  annual  exodus  of  our  alumni 
to  German  uiversities  continues  unabated,  so  far  as  actual 
numbers  are  concerned.  Among  the  influences  which  have 
combined  to  produce  this  remarkable  growth  none  have 
been  so  potent  as  the  example  of  Johns  Hopkins  Univer- 
sity. For  a  full  quarter-century  it  has  received  from  all 
the  larger  universities  of  our  country  the  "sincere  flattery" 
of  imitation. 

We  pass  now  to  the  foreground  of  our  picture — Gradu- 
ate Study  at  Northwestern.  Viewed  in  the  setting  of  the 
preceding  sketch,  our  histor}"  is  confessedly  meagre.  It  is, 
however,  highly  respectable.  Indeed  it  must  be  a  matter  of 
no  little  pride  and  interest  to  ever)^one  connected  with  the 
institution  that  its  management,  from  the  very'  beginning, 
anticipated  the  needs  of  the  advanced  student.  On  page 
6  of  the  first  catalogue,  1856,  the  undergraduate  courses 
are  described  in  general  terms,  to  which  is  added  the  fol- 
lowing paragraph : 

"In  continuation  of  the  above  there  will  also  be  a  course 
of  University  Lectures  proper  to  meet  the  wants  of  those 
students  who  may  desire  to  extend  their  studies  beyond  the 
regular  graduating  course." 


428         NORTHWESTERN  UNIVERSITY 

The  first  catalogue  to  mention  the  master's  degree  is  that 
of  1 860-1  where  (p.  22)  the  M.  A.  Is  offered  to  graduates 
of  three  years'  standing  on  the  condition  universally  cur- 
rent at  that  time,  namely,  the  maintenance  of  a  good  moral 
character.  Curiously  enough  the  M.  Ph.  is  not  mentioned 
as  a  possibility,  although  B.  Ph.  is  granted.  The  fee  for 
the  master's  degree  at  this  period  was  five  dollars. 

Resident  graduate  study  was  first  provided  for  in  1869, 
the  conditions  being  set  forth  in  the  following  paragraph 
from  Catalogue  i86g-'/o,  p.  55;  "Students  who  have  com- 
pleted one  course  of  study  can  remain,  as  resident  gradu- 
ates, and  complete  any  other  course  and  receive  the  appro- 
priate degree.  Graduates  of  other  colleges  can  have  the 
same  privilege."  The  "other  courses"  here  referred  to 
are  evidently  the  courses  in  Civil  Engineering,  and  in  Sci- 
ence, which  were  then  offered  in  addition  to  the  course  in 
Arts. 

The  academic  year,  1869-70,  is  marked  also  by  the 
introduction  of  the  degree  of  Master  of  Science,  which  "is 
conferred  on  Bachelors  of  Science  who  spend  another  year 
in  the  University  and  pursue  such  a  course  of  study  as  may 
be  approved  by  the  faculty,  and  pass  examinations  in  the 
same."  "The  degree  of  Master  of  Arts  is  conferred  on 
Bachelors  of  Arts  on  the  same  conditions."     Cat.  i86g- 

70,  p.  39- 

We  have  here  side  by  side  two  alternative  conditions  fbr 
the  Master's  degree,  namely,  either  one  year  of  bona  fide 
graduate  work,  or  three  years  of  graduate  standing  accom- 


PRESIDENT   ROOSEVELT- S  VISIT   IN   1903 


i855       A   HISTORY       1905  429 

panied  by  the  customary  "good  moral  character."  The 
latter  alternative  is  shortly  modified  so  that  candidates  for 
the  Master's  degree  who  have  received  the  bachelor's 
degree  later  than  1874  "must  furnish  satisfactory  proof  of 
having  pursued  professional  or  other  advanced  studies." 
Cat.  1873-4,  p.  13I' 

The  increasing  and  widespread  regard  for  graduate 
work  which  began  to  appear  about  this  time — some  two 
years  before  the  opening  of  Johns  Hopkins  Universit)^ — 
was  due,  among  other  causes,  to  students  having  returned 
from  Germany  and  to  the  recovery  of  the  nation  from 
many  of  the  depressing  effects  of  the  then  late  Civil  War. 
In  the  life  of  Northwestern  this  interest  in  higher  work 
is  distinctly  reflected  in  the  following  paragraph  from  the 
catalogue  of  1873-4,  p.  132;  "Graduates  who  have  pur- 
sued a  course  of  advanced  study  under  the  direction  of  the 
faculty  on  examination  and  presentation  of  satisfactory 
thesis,  will  receive  the  degree  of  Doctor  of  Philosophy.  In 
these  Post  Graduate  Courses  breadth  of  culture  is  designed. 
But  students  will  be  allowed  to  specialize  in  Philosophy, 
Literature,  Politics,  Philolog>',  Histor}',  Mathematics,  or 
Natural  History." 

It  appears  little  short  of  a  misfortune  that  the  financial 
condition  of  our  University  at  this  period  did  not  permit 
the  faculty  to  pursue  farther  the  ideals  set  forth  in  the 
above  announcement.  But  the  fact  is  that  all  considera- 
tion of  work  leading  to  the  doctorate  is  dropped  from  the 
next  succeeding   catalogue   and  does   not   reappear  until 


430         NORTHWESTERN  UNIVERSITY 

eighteen  years  later,  when  introduced  by  President  Rog- 
ers. The  disappointed  hopes  of  an  ambitious  faculty  may 
be  easily  imagined. 

In  the  meantime,  however,  the  requirements  for  the 
much  abused  Master's  degree  were  distinctly  improved,  as 
witness  the  following  from  the  catalogue  of  1886-7,  P-  4^! 
After  the  year  1890,  the  Master's  degree  will  not  be  con- 
ferred in  course  but  upon  examination." 

The  academic  year,  1 891-2,  is  marked  by  the  introduc- 
tion of  conditions  for  the  Master's  and  Doctor's  degree, 
which  are  essentially  identical  with  those  in  force  to-day 
(1904)  in  this  and  other  institutions  of  the  first  rank. 
From  this  it  will  be  evident  that  our  history  of  "graduate 
work" — in  the  modern  acceptance  of  that  phrase — dates 
from  1892. 

During  the  twelve  years  that  have  elapsed  since  then 
only  a  few  slight  changes  have  been  made  in  the  nominal 
requirements  for  advanced  degrees;  but  the  character  of 
the  work  demanded  by  the  faculty  to  satisfy  these  require- 
ments has  kept  even  pace  with  the  rising  standards  of  schol- 
arship found  in  all  the  leading  American  universities.  The 
average  thesis  required  of  the  candidate  for  the  Master's 
degree  to-day  is  a  distinctly  more  scholarly  and  important 
piece  of  work  than  that  expected  ten  years  ago.  In  absentia 
study  has  been  persistently  discouraged,  and  for  many  years 
has  been  limited  to  our  own  alumni  and  practically  to  those 
alumni  who  have  specialized  in  the  department  in  which 
they  apply. 


1 85 5       A   HISTORY       1905  431 

For  the  Master's  degree,  the  essential  conditions  to  be 
met  are  the  following : 

1.  The  possession  of  a  Bachelor's  degree  fully  equivalent 

to  that  of  our  College  of  Liberal  Arts.  This  rule 
has  been  adhered  to  with  great  rigidity.  Alumni 
of  other  colleges  have  always  been  welcomed  as 
graduate  students ;  but  they  have  been  admitted  to 
candidacy  only  after  satisfying  the  full  require- 
ment of  our  bachelor's  course,  and  after  complet- 
ing, if  necessary,  an  undergraduate  major  in  some 
chosen  department. 

2.  Resident  study  of  one  year — thirty  semester-hours — 

devoting  at  least  one-half  the  time  to  a  major  sub- 
ject. 

3.  The  preparation  of  an  approved  thesis  on  a  topic  relat- 

ing to  the  candidate's  major  subject. 

4.  An  examination  on  the  major  subject  by  a  committee  of 

three  members  of  the  faculty,  selected  from  related 
departments. 

5.  Since  1895,  a  concession  of  three-fifths  of  a  year's  work 

has  been  made  to  candidates  from  our  own  profes- 
sional schools  in  consideration  of  the  advanced  char- 
acter of  their  studies. 
For  the  Doctor's  degree  the  conditions  are  distinctly 
more  severe  both  in  point  of  quantity  and  quality  of  work. 
Three  years  of  resident  work  along  some  particular  line  is 
demanded,  together  with  a  thesis  which  shall  be  an  import- 
ant contribution  to  human  knowledge.    These  fundamental 


432         NORTHWESTERN  UNIVERSITY 

requirements  are  hedged  about  by  the  usual  minor  ones 
insuring  breadth  of  training,  reading  knowledge  of  modern 
languages,  etc. 

In  its  general  oversight  of  graduate  work  as  well  as  in 
the  enforcement  of  the  above  requirements,  the  faculty  has 
always  acted  largely  through  its  Standing  Committee  on 
Graduate  Study, 

Two  circulars  concerning  graduate  work  have  been 
issued,  one  in  1895  and  another  in  1902. 

As  early  as  the  spring  of  1895,  ^^^  graduate  students, 
prompted  partly  by  the  advice  of  President  Rogers  and 
partly  by  a  certain  unity  of  purpose  in  their  work,  formed 
a  Graduate  Club  and  were  soon  after  received  into  mem- 
bership in  the  Federation  of  Graduate  Clubs  whose  brief 
existence  began  at  the  Universit}^  of  Pennsylvania,  January 
3,  1896. 

Since  this  time  the  life  of  our  Graduate  Club  has  been 
rather  intermittent,  at  times  dropping  completely  out  of 
existence  for  an  entire  year,  to  be  completely  reorganized 
at  the  bebinning  of  the  following  year.  The  meetings  of 
the  club  have  been  held,  as  a  rule,  once  a  month,  the  pro- 
gram being  devoted  sometimes  to  a  paper  on  a  special  inves- 
tigation, sometimes  to  a  discussionn  of  a  very  general  sub- 
ject, while  at  other  times  the  program  has  been  purely 
social. 

The  following  publications  which  are  either  wholly  or 
in  part  contributions  from  graduate  students  will  serve  to 


i855       A   HISTORY       1905  433 

indicate  roughly  the  activity  of  the  College  of  Liberal  Arts 
in  this  line. 

BOTANY— 

1.  Gloss,   Mary  E.    (M.  S.  '97),   MESOPHYL  OF 

FERNS, 

Bull.  Torrey  Botanical  Club  24,  No.  9  (1897). 

CHEMISTRY— 

2.  Hall,  Vernon  J.  (Ph.D.  '96),  A  STUDY  OF  IRON 

AND  ZINC  HYDROXIDIES   IN   PRECIPI- 
TATION, 

Amer.  Chem.  Jour,   ig    (1897).     Thesis  pre- 
sented for  the  degree  of  Ph.D. 

3.  Gloss,  Samuel  D.  (M.  S.  '01 ) ,  THE  MOLECULAR 

WEIGHT    OF   ORTHORHOMBIC,    MOM- 
OCLINIC   AND    PLASTIC   SULPHUR    IN 
NAPHTHALINE  AND  PHOSPHORUS  BY 
THE  FREEZING  POINT  METHOD, 
Jour.  Phys.  Chem.  2,  Oct.  1898. 

4.  Linebarger,  C.  E.  REACTION  BETWEEN  ZINC 

SULPHATE  AND  POTASSIUM  HYDROX- 
IDE, 

Jour.  Amer.  Chem.  Soc.  77,  358,  1895. 

5.  Patten,  H.  E.   (M.  A.  '96),  CHROMIUM  HY- 

DROXIDE IN  PRECIPITATION, 
Amer.  Chem.  Jour.  /<?,  July  1896. 

6.  Patten,  H.  E.  A  STUDY  OF  MAGNESIUM  AND 

MANGANOUS    HYDROXIDES,    AND    OF 

1-28 


434         NORTHWESTERN  UNIVERSITY 

BARIUM  SULPHATE  WITH  RESPECT  TO 
THE  PHENOMENA  OF  ADHESION  AND 
SOLUTION, 

Jour.  Amer.  Chem.  Soc.  25,  Feb.  1903. 

ECONOMICS— 

7.  George,  John  E.    THE  SALOON  QUESTION  IN 

CHICAGO, 

Amer.  Economic    Assoc.    (Economic    Studies) 
Vol.  I. 

8.  Embree,  Frances  B.  (M.  A.  '97)  THE  HOUSING 

PROBLEM  IN  CHICAGO, 
Jour.  Pol.  Econ.  Vol.  8. 

9.  Kerr,  W.  D. 

To  appear  shortly  in  Wisconsin  Labor  Bull. 

GEOLOGY— 

10.  Burchard,  Ernest  F.    LIGNITES  OF  THE  MID- 

DLE AND  UPPER  MISSOURI  VALLEY, 
U.    S.   Geol.    Sur.    Bulletin    225    pp.    276-288 
(1904). 

GERMAN— 

11.  Hochbaum,  Elfrida  (M.  Ph.  1899)  jointly  with  Pro- 

fessor Hatfield,  THE  INFLUENCE  OF  THE 
AMERICAN  REVOLUTION  ON  AMERI- 
CAN LITERATURE,  American  Germanica  j, 
338-385,  1899. 


1.8  5  5       A   HISTORY       1905  435 

MATHEMATICS— 

12.  Gates,  Fanny  C.  (M.  L.  1895)  SOME  CONSIDER- 

ATIONS ON  THE  NINE  POINT  CONIC 
AND  ITS  RECIPROCAL, 

Annals  of  Math.  8,  185-188   (1894). 

13.  Basquin,  O.  H.     Collaborator  with  Professor  White, 

NUMERICALLY  REGULAR  RETICULA- 
TIONS UPON  SURFACES  OF  HIGHER  DE- 
FIENCY  THAN  I, 

Bull.  Amer.  Math.  Soc.  5,  11 6- 121  (1896). 
THE  CONSTRUCTION    OF    REGULAR  RE- 
TICULATIONS  UPON   A    CLOSED    SUR- 
FACE, Ibid.  4,  376-382  (1898). 

PHILOSOPHY— 

14.  Lockwood,  Frank  C.  (Ph.  D.  '96)  EMERSON  AS 

A  PHILOSOPHER, 
Methodist  Review  Sep.  1896,  pp.  702-721. 
Thesis  presented  for  Ph.  D. 

15.  Royse,  Clarence  D.  (M.  A.  1903)  THE  PSYCHOL- 

OGY OF  SAUL'S  CONVERSION, 

Amer.  Jour.  Religious  Psychology  and  Educa- 
tion I.  2  pp.  143-154. 

16.  Professor  Coe's  two  recent  books,  THE  SPIRITUAL 

LIFE  (New  York,  1900)  and  EDUCATION  IN 
RELIGION  AND  MORALS  (Chicago,  1904) 
were  to  a  considerable  extent  wrought  out  in  his 
Seminary  for  graduates. 


436         NORTHWESTERN  UNIVERSITY 

PHYSICS— 

17.  Basquin,  O.  H.  (M.  A.  1895)  DEVICE  FOR  PUT- 

TING WAVELENGTHS  ON  SPECTRUM 
PLATES, 

Astrophysical  Jour.   /,   166-167    (1895). 

18.  Basquin,  O.  H.,  jointly  with  Professor  Crew.     ON 

THE  MAGNESIUM  BAND  AT  5007, 
Ibid  2,  100-103  (1895). 

19.  Basquin,  O.  H.,  jointly  with  Professor  Crew.     ON 

THE  SPECTRUM  OF  CARBON, 
Ibid  2,  103-105  (1895). 

20.  Basquin,  O.  H.,  jointly  with  Professor  Crew.     ON 

THE  SOURCES  OF  LUMINOSITY  IN  THE 
ELECTRIC  ARC, 

Proc.  Amer.  Acad.  Arts  and  Sciences,  JJ,  337- 

349  (1898). 

21.  Basquin,  O.  H.     (Ph.  D.  1901)  THE  ARC  SPEC- 

TRUM OF  HYDROGEN, 

Two  Plates.     Proc.  Amer.  Acad.  37,   161- 174 
(1901).     Thesis  presented  for  Ph.  D. 

22.  Porter,  Royal  A.  (M.  S.  1902)  THE  INFLUENCE 

OF  ATMOSPHERES  OF  NITROGEN  AND 
HYDROGEN  ON  THE  SPECTRA  OF  IRON, 
ZINC,  MAGNESIUM  AND  TIN, 

Astrophysical  Jour.  75,  274-281  (1902). 

23.  Baker,  John  C.  (M.  A.  1902)  jointly  with  Professor 

Crew.      ON    THE    THERMAL    DEVELOP- 


i855       A   HISTORY       1905  437 

MENT  OF  THE  SPARK  SPECTRUM  OF 
CARBON, 

Proc.  Amer.  Acad.  5^,  397-406  (1902). 

24.  Knowlton,  A.  A.  (M.  A.  1903)  jointly  with  Professor 

Crew.       MAP    OF    THE    NORMAL     ARC 
SPECTRUM  OF  CADMIUM, 

Published  by  Northwestern  University,  1903. 

ZOOLOGY— 

25.  Bigelow,  M.  A.  (M.  S.  1896)  ON  THE  EARLY 

DEVELOPMENT  OF  LEPAS, 
Anat.  Anzeiger,  Jena.  Bd.  XII,  1897. 

26.  Jones,  Walter  C.    (M.  A.    1899)     EMBRYONIC 

DEVELOPMENT  OF  THE  SYMPATHETIC 
NERVOUS  SYSTEM, 

Jour.  Comp.  Neurology,  Vol.  15.    No.  2,  1905. 

27.  Hill,   Charles    (Ph.   D.    1899)     PRIMARY    SEG- 

MENTS OF  THE  VERTERBRATE  BRAIN, 
Anat.  Anz.  Jena,  Bd.  XVI  (1899). 

28.  Hill,  Charles.     DEVELOPMENTAL  HISTORY 

OF  PRIMARY  SEGMENTS  OF  THE  VER- 
TEBRATE HEAD.     Zoolog.  Jahrb.  Bd.  XIII 
(1900). 
Thesis  presented  for  Ph.  D. 

29.  Hill,  Charles.     Two  Epiphyses  in  a  Four-Day  Chick, 

Bull,  N.  W.  Univ.  Med.  School,  Nov.  1900. 

30.  Bedford,  Edgar  A.   (M.  S.   1903)   THE  EARLY 

HISTORY  OF  THE  OLFACTORY  NERVE. 


438         NORTHWESTERN  UNIVERSITY 

Jour.     Comp.    Neurology,    Vol.    XIV,    No.     5, 
1904. 

31.  Lehmann,  Harriet  (M.  A.  1903).    ON  THE  EM- 

BRYONIC   HISTORY    OF    THE    AORTIC 
ARCHES  IN  MAMMALS. 

Anat.  Anz.  Jena  Bd.  XXVI,  No.  15,  1905. 

32.  Lehmann,     Harriet.       DEVELOPMENT     AND 

TRANSFORMATION  OF  AORTIC  ARCHES 
IN  MAMMALS. 

Zoolog.  Jahrb.     Aug.  1905. 

33.  Sabin,  Charles  G.  (M.  S.  1905)  THE  DEVELOP- 

MENT OF  THE    SUBCLAVIAN    ARTERY 
IN  BIRDS. 

Anat.  Anz.  Jena,  Bd.  XXVI,  No.  11,  1905. 

It  must  not  be  imagined  that  the  graduate  work  of  the 
respective  departments  is  represented  in  any  complete  or 
satisfactory  manner  by  this  list  of  publications.  Some  con- 
tributions of  a  very  high  order  have  not  been  printed. 
This  is  notably  true  of  the  departments  of  Chemistry, 
Economics,  Greek,  History  and  Zoology. 

In  History  special  studies  have  been  made  of  the  "Evo- 
lution of  the  Constitution  of  the  United  States,"  and  of  the 
early  history  of  "American  Diplomacy."  In  Economics 
the  questions  of  municipal  government  and  of  certain  in- 
dustrial conditions  have  been  investigated  with  great 
thoroughness.     Many  phases  of  the  embryology  of  the 


i855       A    HISTORY       1905  439 

nervous  system  have  been  worked  out  in  the  zoological 
laboratory'. 

The  attendance  upon  advanced  courses  is,  perhaps,  fair- 
ly indicated  by  the  fact  that  during  the  years  1892-94  the 
average  number  of  graduate  students  in  the  College  of  Lib- 
eral Arts  was  25,  a  number  which  has  gradually  increased 
until  during  a  corresponding  interval,  ten  years  later, 
1902-04,  the  average  number  reached  54. 

Within  the  period  1 892-1903,  the  University  has  con- 
ferred the  doctorate  upon  five  students  and  the  master's 
degree  upon  215.  The  names  of  these  graduates  and  of 
their  primary  subjects  are  to  be  found  in  the  Graduate  Cir- 
cular published  in  November,  1902. 

The  foregoing  figures  will  serve  to  indicate  the  con- 
servative attitude  which  Northwestern  has  maintained  in 
the  matter  of  granting  higher  degrees.  The  faculty  has 
recognized,  from  the  start,  that  its  equipment  has  never 
been  much  more  than  sufficient  to  handle  the  necessary 
undergraduate  instruction.  At  the  same  time,  the  staff 
has  never  been  without  men  of  accurate  scholarship  and 
wide  experience  in  the  academic  world,  men  whose  ideals 
were  not  only  high  but  intelligent,  men  who  were  not 
wanting  in  the  courage  to  stand  up  for  these  ideals  if  not  by 
recommending  worthy  candidates  for  degrees,  then  by 
refusing  to  recommend  unworthy  candidates. 

No  sketch  of  graduate  work  at  Northwestern,  however 
brief,  would  be  complete  without  mention  of  the  genial  and 
scholarly,  but  powerful,  influence  of  two  members  of  the 


440         NORTHWESTERN  UNIVERSITY 

faculty.  One  of  these  first  brought  to  our  institution  the 
experience  and  the  associations  of  a  foremost  American 
college  and  the  ideals  of  accurate  scholarship  gained  in 
more  than  one  German  university. 

Through  the  entire  history  of  the  College  of  Liberal 
Arts  he  has  quietly  moulded  its  standards  with  a  fine  Greek 
sense  of  proportion,  and,  in  its  recent  history,  as  chairman 
of  the  Graduate  Committee,  as  acting  president,  and  as 
trusted  adviser  of  every  administration  has  insisted  upon 
a  high  standard  of  graduate  work, — Dr.  Daniel  Bon- 
bright. 

The  other  name  prominent  in  this  connection  is  that  of 
the  man  who  during  the  last  decade  of  the  century  just 
closed  succeeded  in  the  face  of  tremendous  odds — in  trans- 
forming this  institution  from  a  college  with  one  or  two 
aflftliated  professional  schools  into  an  actual  modern  uni- 
versity, a  man  of  wide  outlook  who  believed  that  a  uni- 
versity has  other  functions  besides  teaching,  a  man  who  did 
much  to  encourage  investigation  along  all  lines — President 
Henry  Wade  Rogers. 

No  university  of  the  first  rank  has  ever  been  built  from 
bricks  and  mortar;  it  is  quite  as  impossible  to  build  such  a 
structure  out  of  books  and  apparatus.  The  foundation 
and  the  principal  building  material  of  such  an  institution 
is  men. 

If  this  be  true  of  the  college  it  is  a  thousand  fold  truer 
of  the  graduate  school. 

The  endowment  of  research  in  America  has  already 


i855       A   HISTORY       1905  441 

reached  that  ample  stage  at  which  the  trustees  of  various 
funds  are  having  the  utmost  difficulty  In  finding  men 
capable  of  wisely  using  the  Income. 

It  is  believed  therefore,  by  many  friends  of  this  uni- 
versity that  its  graduate  work  will  develop  only — 

1 .  When  more  free  time  is  allowed  for  research  to  those 
members  of  the  present  staff  who  have  the  requisite  taste 
and  ability. 

2.  When  the  funds  are  ready  to  employ  a  number  of 
men — the  group  need  not  be  large — who  hold  command- 
ing positions  in  their  respective  lines  of  work,  and 

3.  When  these  men  are  not  held  responsible  for  the 
number  of  students  in  their  classes,  but  are  accountable 
only  for  the  high  character  of  their  output. 

In  short,  endowment  is  needed  more  for  men  than  for 
material.  The  doctor's  degree  has  become  in  a  very  true 
and  peculiar  sense  the  teacher's  degree.  No  institution 
can  hope  to  impress  its  ideals  upon  the  world  more  effi- 
ciently than  through  the  alumni  whom  it  honors  with  the 
doctorate. 

It  is  to  be  hoped,  therefore,  that  In  the  near  future,  this 
phase  of  the  work — the  preparation  of  the  twentieth  cen- 
tury teacher — a  mission  as  high  as  any  upon  which  the  uni- 
vej-sity  can  enter — will  receive  substantial  encouragement 
from  its  enlightened  friends. 


CHAPTER  XXII 

Accredited  Schools 
Charles  Beach  Atwell 


THE  relation  of  the  College  of  Liberal  Arts 
to  academies  and  high  schools  has  been 
jealously  guarded  and  conservatively  pro- 
moted since  the  founding  of  the  Uni- 
versity. At  first  there  were  few  private 
schools  and  practically  no  public  schools  in  the  North- 
west which  could  properly  meet  the  requirements  for 
preparation  for  the  standard  college  course.  The 
original  act  of  the  legislature  of  the  State  of  Illinois 
to  establish  and  maintain  Common  Schools  was  passed 
July  12,  1849  ^^^Y  ^o  years  before  the  charter  0/ 
the  Northwestern  University  was  granted.  This  common 
school  act  was  repealed  and  an  act  to  establish  and  main- 
tain a  System  of  Free  Schools  was  passed  February  16, 
1857.  No  public  high  schools  appear  to  have  developed 
under  the  first  act  except  one  in  the  city  of  Chicago  in 
1856.  Under  the  second  act  Union  Graded  Schools  ap- 
pear in  considerable  numbers  replacing  many  private 
academies  and  seminaries  which  had  sprung  up  all  over  the 
state.  W.  H.  Powell,  state  superintendent  of  public  in- 
struction, states  in  his  biennial  report  of  1858  that  two- 
thirds  of  the  private  academies  and  seminaries  in  the  state 
had  thus  been  replaced  in  the  two  years  immediately  fol- 
lowing the  enactment  of  the  law.  In  July  1872  the  school 
law  was  again  revised  and  provision  was  made  for  the  pub- 
lic high  school,  especially  the  township  high  school.  In 
1873  one  hundred  and  six  public  high  schools  were  listed  in 
the  reports  of  the  State  superintendent  of  public  instruc- 

445 


446         NORTHWESTERN  UNIVERSITY 

tion;  in  1874  there  were  one  hundred  and  sixteen.  In 
1900  the  number  had  increased  to  three  hundred  and 
eleven,  with  an  enrollment  of  38,758  pupils.  Of  this  long 
list  of  schools  two  hundred  twenty-four  offered  a  four 
years  course  of  study  and  seventy-four  of  these  were  on 
the  accredited  list  of  Northwestern  University.  When  one 
takes  into  consideration  that  the  majority  of  these  schools 
provide  courses  of  study  equivalent  to  the  preparation  for 
at  least  one  college  course,  it  becomes  clear  how  intimate 
would  be  the  relation  of  the  high  school  to  those  colleges 
whose  doors  should  be  unbarred  to  high  school  graduates. 

This  development  of  the  free  school  system  and  its  re- 
lation to  the  college  had  been  foreseen  by  state  superin- 
tendent Powell  who  wrote  in  his  biennial  report  of  1858, 
"The  youth  of  the  State  as  a  body  will  henceforth  receive 
their  preparatory  instruction  for  entering  college  in  the 
Public  High  Schools  instead  of  at  the  academies  and 
seminaries.  The  public  schools  will  then  be  recruiting 
grounds  of  the  colleges  which  will  render  them  objects  of 
interest  to  those  connected  with  the  latter  on  selfish  grounds 
alone." 

The  faculty  of  the  College  of  Liberal  Arts  of  North- 
western University  recognized  from  the  start  the  necessity 
of  thorough  preparation  on  the  part  of  its  entering  classes. 
To  this  end  a  preparatory  school  was  established  by  the 
University  almost  at  the  outset  and  its  supervision  placed 
in  the  hands  of  a  regular  member  of  the  College  faculty. 
For  many  years  this  school  furnished  to  the  College  the 


PRESIDENT    ROOSEVELT'S   VISIT    IX   1903 


1 85 5       A   HISTORY       1905  447 

majority  of  its  freshman  classes  but  there  was  always  a 
considerable  number  of  new  students  coming  each  year 
from  outside  academies  and  high  schools  and  this  number 
has  increased  year  by  year  until  the  great  majority  of  the 
entering  classes  now  come  from  outside  schools.  At  first 
and  for  many  years  all  candidates  for  admission  were  re- 
ceived upon  the  same  basis  and  obliged  to  pass  examina- 
tions at  the  college  upon  the  work  of  the  required  prepar- 
atory course,  in  accordance  with  the  custom  prevailing  at 
eastern  colleges.  A  certificate  of  work  satisfactorily  done 
and  of  examinations  passed  under  the  supervision  of  a  high 
school  principal  availed  nothing.  This  rule  prevailed  until 
the  coming  of  President  Charles  H.  Fowler  (1873)  under 
whose  administration  an  attempt  was  made  after  careful- 
deliberation,  to  bring  about  a  closer  relationship  between 
the  college  and  high  school  to  their  mutual  advantage. 
The  announcement  of  this  change  of  custom  and  rule  ap- 
pears first  in  the  catalogue  of  1873-74  and  reads  as  fol- 
lows : — 

HIGH  SCHOOLS 

After  careful  consideration  of  the  educational  wants  of 
the  Northwest,  it  has  seemed  to  the  authorities  of  the 
Northwestern  University  that  the  greatest  want  of  this 
region  is  the  unification  of  its  educational  appli- 
ances. 

It  is  agreed  with  many  principals  and  instructors  of 
high  schools  that  such  relations  should  be  established  be- 
tween the  Northwestern  University  and  the  High  Schools 
of  the  Northwest,  that  the  studies  pursued  in  the  latter 


448         NORTHWESTERN  UNIVERSITY 

would  lead  directly  to  the  advanced  scholarship  of  the 
former. 

It  frequently  happens  that  young  men  desiring  a  uni- 
versity education  are  discouraged  from  taking  a  complete 
High  School  Course  because  it  seems  to  diverge  from  the 
line  of  studies  required  for  admission  into  the  University. 
And  some,  taking  the  high  school  course,  are  by  the  same 
cause  diverted  from  the  University.  The  relations  be- 
tween these  can  be  so  adjusted  as  to  save  the  time  of  the 
student  and  unify  our  educational  forces. 

Certain  facts  sustain  this  proposition : 

1.  The  work  of  all  teachers  is  one.  We  teach  in  differ- 
ent rooms  but  we  all  teach.  We  have  one  field,  mind; 
one  instrument,  truth ;  one  end,  civilization. 

2.  Universities  and  High  Schools  are  mutually  depend- 
ent. Neither  can  live  without  an  atmosphere;  whatever 
concerns  either,  concerns  both. 

3.  Many  of  the  students  in  the  High  Schools  desire  and 
purpose  to  pursue  extended  courses  of  study  for  culture, 
or  special  courses  for  professional  knowledge  and  use, 
that  are  furnished  only  by  the  University. 

4.  Since  the  preparation  for  this  University  may  be  ac- 
complished in  High  School,  many  young  men,  once  un- 
able to  maintain  themselves  away  from  home  so  many 
years,  can  now  postpone  their  separation  from  home  in- 
fluences, and  can  also  reserve  their  scanty  means  for  the 
coveted  University  Course. 

While  the  University  adheres  to  and  pursues  its  policy 
of  requiring  advanced  scholarship,  both  for  and  after 
matriculation,  yet  experience  and  acquaintance  with  prep- 
aratory work  accomplished  in  High  Schools  give  confidence 
in  the  thoroughness  of  that  work,  and  induce  the  following 
enactment,  viz. : 

The  University  will  receive  the  students  of  all  first  class 

high  schools   UPON  THE   EXAMINATION    CERTIFICATES   OF 

THE  PRINCIPALS,  and  give  the  students  credit  for  the  work 
they  have  done;  and  will  furnish  conveniences  for  making 
up  hack  studies  for  any  of  its  courses. 


i855       A   HISTORY       1905  449 

Blank  Certificates  will  be  forwarded  upon  application 
to  High  Schools  whose  pupils  wish  to  take  adv^antage  of 
this  arrangement. 

It  is  difficult  if  not  impossible  to  show  to  what  extent 
and  in  what  ways  this  policy  of  admitting  freshmen  upon 
certificate  affected  the  College  at  this  time.  The  registra- 
tion of  the  College  shows  a  marked  advance  during  the 
life  of  the  rule  and  a  marked  falling  off  when  the  rule 
was  rescinded.  But  other  Influences  were  at  work  at  the 
same  time  such  as  the  opening  of  the  School  of  Technol- 
ogy and  its  continuance  until  1876.  In  1876  the  enact- 
ment was  modified  to  read  "The  University  will  admit 
students  to  the  freshman  class  upon  the  examination  cer- 
tificate of  the  principals  of  first  class  high  schools,  so  far 
as  such  certificate  covers  the  studies  required  for  admission 
to  the  course  intended  to  be  pursued,  but  a  certificate  of 
studies  required  for  advanced  standing  will  not  exempt 
the  student  from  examination  in  those  studies." 

This  accredited  relationship  was  of  short  duration.  In 
the  catalogue  for  1877-78  we  learn  that  candidates  for  ad- 
mission from  high  schools  are  advised  to  bring  from  the 
principal  certificates  giving  in  detail  the  amount  and  grade 
of  their  preparatory^  work.  "Said  certificates  will  receive 
due  credit  in  determining  the  proficiency  of  the  candidate. 
They  will  in  no  case,  however,  exempt  him  from  examin- 
ation In  the  more  essential  portion  of  the  studies  required. 
The  examination  will  be  supplemented  by  a  special  exam- 

1-29 


450         NORTHWESTERN  UNIVERSITY 

inatlon  of  the  entire  freshman  class  at  the  middle  of  the 
first  term." 

Thus  after  about  five  years  trial  of  what  was  practi- 
cally the  unlimited  accrediting  of  good  high  schools,  the 
faculty  of  the  College  returned  to  the  old  system  of  en- 
trance examinations  in  essential  subjects  supplemented  by 
the  customary  mid-term  examination  of  Freshmen.  This 
custom  remained  the  rule  until  1890-91  but  gradually  there 
had  come  to  be  a  list  of  approved  high  schools  the  certifi- 
cate of  whose  principals  would  be  accepted  in  lieu  of  most 
examinations.  This  list  contained  the  names  of  some  forty 
or  fifty  schools  and  was  kept  in  the  desk  of  the  president. 

Soon  after  the  advent  of  President  Rogers  and  on  his 
initiative,  standing  committees  were  established  by  vote  of 
the  faculty  for  the  purpose  of  systematizing  and  expediting 
much  of  the  work  of  the  administration  in  the  college. 
The  Committee  on  Accredited  Schools  then  appointed  re- 
vised the  president's  list  of  high  schools,  excluding  all 
whose  work  had  been  found  weak  or  deficient.  The  an- 
nouncement concerning  the  admission  of  high  school 
students  in  the  catalogue  of  that  year  was  as  follows : 

"Candidates  for  admission  are  requested  to  bring  from 
their  teachers  certificates  giving  in  detail  the  amount  and 
grade  of  their  preparatory  work.  These  certificates  will 
receive  due  credit  in  determining  the  proficiency  of  the 
candidate. 

"Graduates  of  accredited  academies  and  high  schools 
who  present  certificates  showing  satisfactory  standing  in 


i855         A   HISTORY       1905  451 

studies  required  for  admission  to  the  College  will  be  ad- 
mitted without  examination  but  such  certificates  will  not 
be  accepted  for  studies  pursued  in  the  College  courses. 

"Students  admitted  by  certificate  are  not  considered 
matriculated  until  they  have  maintained  satisfactory  stand- 
ing in  their  classes  for  one  term." 

The  absence  of  reference  to  entrance  examinations  and 
the  emphasis  placed  upon  satisfactory  standing  in  the 
daily  work  of  the  class-room  are  the  notable  features  of 
this  scheme.  It  was  further  stated  that  "a  list  of  those 
fitting  schools  which  may  then  stand  accredited  by  the  Fac- 
ulty of  the  College  of  Liberal  Arts  will  appear  in  the  cat- 
alogue of  the  college  year  1 892-93.  Other  schools  may  be 
accredited  for  one  or  more  courses.  The  list  of  these  will 
not  be  published."  Thus  it  appears  that  the  systematic 
accrediting  of  high  schools  and  academies  on  the  part  of 
the  College  faculty  began  in  1891-92.  The  conditions 
under  which  a  secondary  school  might  be  placed  upon  the 
accredited  list  of  the  College  were  published  in  the  Cat- 
alogue of  1891-92.  These  conditions  have  not  changed 
since  that  date  excepting  that  the  applications  were  for- 
merly sent  to  the  president's  office  instead  of  the  Commit- 
tee on  Accredited  Schools,  The  catalogue  announcement 
is  as  follows: — 

ACCREDITED  SCHOOLS. 

High  schools  and  academies  may  be  placed  on  the  ac- 
credited list  of  the  Universit}^  by  action  of  the  Faculty, 


452         NORTHWESTERN  UNIVERSITY 

upon  the  recommendation  of  the  Committee  of  Accredited 
Schools.  This  relation  implies  that  the  certificates  of  the 
school  properly  attested  will  be  accepted  at  their  face  value 
toward  meeting  the  requirements  for  admission. 

Superintendents  or  principals  desiring  to  have  their 
schools  placed  on  the  accredited  list  should  make  applica- 
tion to  the  Chairman  of  the  Committee  on  Accredited 
Schools,  who  will  provide  for  a  proper  inspection.  The 
following  information  will  be  expected  in  the  letter  of  ap- 
plication : 

a.  The  names  of  all  teachers,  with  a  statement  both  of 
their  preparation  for  teaching  and  of  their  experience  in 
that  work. 

b.  The  latest  printed  catalogue  or  annual  report  of  the 
school,  containing  an  outline  of  the  course  of  study  and  a 
list  of  the  text-books  used. 

c.  A  careful  statement  of  the  methods  pursued  in  teach- 
ing Mathematics,  Languages,  and  Sciences. 

d.  The  amount  and  kind  of  scientific  apparatus  and  the 
extent  of  library  facilities  accessible  to  students. 

The  schools  which  are  placed  on  the  accredited  list,  will 
continue  to  be  accredited  for  three  years,  unless  the  Fac- 
ulty within  this  period  becomes  satisfied  that  such  changes 
have  occurred  as  make  further  inspection  desirable. 

Under  this  plan  it  became  the  duty  of  members  of  the 
committee  on  accredited  schools  to  provide  for  the  per- 
sonal inspection  of  schools  making  application  for  the  ac- 
credited relation.     The  inspection  consists  of  determining: 

1.  The  personal  qualities  and  preparation  of  the  teach- 
ers for  their  work. 

2.  The  spirit  and  discipline  of  the  school. 

3.  The  character  and  equipment  of  the  laboratory  work. 

4.  The  character,  size  and  usefulness  of  the  library. 


i855        A  HISTORY       1905  453 

5.  The  thoroughness  of  the  work  done  by  the  teachers 
and  pupils  in  the  class-room. 

In  1897  Professor  J.  A.  James  became  chairman  of  the 
committee  and  the  work  of  correspondence  and  inspection 
has  been  under  his  efficient  direction  from  that  time  until 
the  present.  For  one  year,  1902-3,  Mr.  V.  K.  Froula,  a 
graduate  of  the  College  and  an  experienced  teacher  was 
employed  by  the  Universitv'  as  official  examiner.  He  vis- 
ited many  schools,  not  only  those  upon  the  accredited  list 
but  especially  those  not  fully  meeting  the  requirements  for 
admission  to  the  College  and  he  did  much  to  promote  a 
close  and  cordial  relation  betrveen  them  and  the  Uni- 
versity. 

It  is  now  quite  the  common  thing  among  all  the  colleges 
in  the  central  west  to  admit  new  students  upon  the  certifi- 
cate of  the  principals  of  accredited  schools  and  the  plan 
seems  to  be  mutually  advantageous.  Since  1900  efforts 
have  been  made  to  bring  about  practical  uniformity  in  the 
requirements  for  admission  and  a  greater  economy  of  labor 
and  expense  in  the  work  of  high  school  Inspection  among 
the  colleges  and  secondary'  schools  of  the  north  central 
states.  A  committee  of  the  North  Central  Association  of 
College  and  Secondary  Schools  reported  at  the  seventh 
meeting  of  the  Association  In  1902  a  plan  which  has  since 
been  put  into  operation  whereby  an  honor  list  of  strong 
and  thorough  schools  has  been  approved  and  published. 
These  schools  are  accredited  with  all  the  universities  and 
■colleges  of  the  north  central  states  including  Northwestern 


454         NORTHWESTERN  UNIVERSITY 

University.  The  commission  having  in  charge  the  inspec- 
tion and  approval  of  schools  under  this  arrangement  is 
made  up  of  delegates  from  the  colleges  and  an  equal  num- 
ber of  high  schools.  The  representative  from  North- 
western University  is  the  chairman  of  the  faculty  commit- 
tee on  accredited  schools. 


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