L I B HARY OF THL U N IVLRSITY Of ILLI NOIS C N SI4Eh Cop-2 Illinois Kistarical Swwy ■ sffiaair ^51S Skw*ey lib . r NORTH CENTRAL COLLEGE A Century of Liberal Education 18614961 By CLARENCE N. ROBERTS NORTH CENTRAL COLLEGE Naperville, Illinois 1960 Copyright, 1960 BY North Central College Per C. N. Roberts Dedicated to those who devoted many years of service to NORTH CENTRAL COLLEGE Digitized by the Internet Archive in 2012 with funding from University of Illinois Urbana-Champaign http://archive.org/details/northcentralcollOOrobe INTRODUCTION The centennial history of a college such as North Central mirrors in some degree the major trends, crises, and eras in the nation's history. The story of North Central records the beginnings, struggle, and rising stature of a liberal arts college and the role it performed in the general history of higher education in America. North Central is somewhat unique in that its basic roots were bred in both the con- gregational tenets of the New England Puritans and in the religious ideals of a group of Pennsylvania Germans tempered by the effects of a frontier environment. North Central College was founded at the beginning of one of the most critical periods of our history, the American Civil War. Its early struggle for financial stability following removal to Naper- ville was in part a consequence of the general economic problems facing the nation in the post-Civil War period. The return of pros- perity after 1900 was coincident with a more optimistic note in col- lege financing. The movement to elevate academic standards and to win accredi- tation after 1900 affected educational policies and administrative pro- cedures. Fortunately North Central was able to meet the challenge and to win recognition by the leading accrediting agencies. The high standards achieved by North Central have been retained despite the disastrous effects of two world wars and a major de- pression. The college, like many similar institutions, served the na- tion and denomination by sending its graduates into many areas of responsible leadership. Like comparable institutions, North Central passed through a very conservative period. This was reflected in an elaborate system of faculty rules and regulations for all students. This disciplinary sys- tem which carefully regulated the conduct of all students not only conformed to the contemporary teachings of the church but also to the generally accepted patterns for academic training in this period. The relaxation of strict parental discipline brought the institution of student government and self-regulation which was first evident dur- ing the early years of the twentieth century. This more liberal trend was common to most American colleges after 1900. The research and writing of the history of North Central College was greatly facilitated by preservation of many of the invaluable rec- ords of early years. Records of the proceedings of the Board of Trustees date back to the Plainfield period; minutes of the faculty meetings have been preserved for practically the entire period since the removal of the college to Naperville; issues of the student pub- [v] vi INTRODUCTION lication, the College Chronicle, are available except for a few issues back to 1884. A few previous copies are extant, including the orig- inal of 1873. This publication is indispensable for accounts of stu- dent activities, societies, and student opinion. The college catalog, one of the most valuable historical sources, is available for the entire centennial period. A copy of the first catalog, 1861-62, has been preserved, though sections of it apparently have been typed from the original. Numerous letters, diaries, commencement bulletins and newspaper clippings were located through various sources and pri- vate collections. The late Chester J. Attig, professor of History at North Central, collected a number of items that were available to the writer. Gertrude Hildreth, great-granddaughter of the first presi- dent, A. A. Smith, donated to the college many items including letters, diaries and pictures that pertain to the first president and to her grandfather, H. C. Smith, a professor at North Central for over sixty years. Included in this collection is a chronicle of the Smith family written by Fanny Smith Hildreth. This constitutes a valuable addi- tion to the historical collections of the college. Ruth Travis Simp- son presented to the writer a number of historical items, particularly newspaper clippings and magazine articles written by her great-grand- father, A. A. Smith. Mrs. Edith Rassweiler Piper, a daughter of C. F. Rassweiler, one of the early teachers at the college, graciously furnished a number of diaries and letters pertaining to H. H. Rassweiler, second president of the college. These contain colorful items of information not avail- able in official records. Floyd Shisler, a nephew of H. H. Rassweiler, likewise furnished a diary covering the last period of the Rassweiler administration. A few secondary accounts are available offering in- direct information on the North Central story. A brief history writ- ten by Professor Chester J. Attig on the occasion of the 75th anni- versary must be cited. Mr. Frank E. Scobee, DuPage County his- torian, collected a number of newspaper items and student letters published at the time the college was removed to Naperville. One of these letters has been utilized. Special recognition is due the following for their assistance in pro- curing manuscript material : Nell Schar and Florence Fowler of the office of Registrar; Shirley Latham of the Alumni Office; Helen Norton, secretary to the President ; Beatrice Gates, secretary to the Vice President; Carolyn Hall, secretary of the Centennial Office; Ruth Kraemer, Librarian; Mrs. Thomas Finkbeiner, curator of Martin-Mitchell Museum and Orren Norton, business manager of the college. A number of faculty members offered valuable informa- tion concerning recent progress in their departments. The author was most fortunate in the opportunity to interview in- dividuals whose relationships with North Central and the Naperville INTRODUCTION vii Community extend over a considerable period of years : particularly Jessie Cowles Krug related her experiences as a student at North- Western during the early years of the century, and told of interesting highlights pertaining to the composing of the Alma Mater ; and Laura Nichols Matter (daughter of J. L. Nichols) related experiences in the life of her father, one of the early faculty members. Industries contributed news releases regarding the contributions of early stu- dents. The members of the Centennial Committee on History and Pageant, in addition to the author, include : Dr. Paul H. Eller, Dr. Charles C. Hower, Mrs. Evelyn Wendling Hower, Mrs. Mildred Eigenbrodt, Professor-Emeritus Thomas Finkbeiner, Mrs. Thomas Finkbeiner, Professor Donald T. Shanower and Don Jamison. Both Dr. Eller and Dr. Hower read the entire manuscript and made valuable sug- gestions and criticisms. Luella Kiekhoefer, daughter of the third President, read the section on the Kiekhoefer administration. Dor- othy Zehnder Seder, member of Centennial Planning Committee, read two parts of the manuscript and offered certain suggestions for re- vision. The author is indebted to his wife Ruth, and to Dr. Richard Eastman, department of English, for special assistance in editing and criticizing all or part of the manuscript with reference to style and expression. Carolyn Bouldin, assistant in the department of His- tory, was helpful in typing the revised parts of the history. The author is indebted to Ruth Siemsen and Carolyn Berry for proof- reading the entire manuscript. Special recognition is due Dr. Harvey F. Siemsen, whose sympathetic encouragement, active interest and general guidance of all centennial activities made possible the history project. Clarence N. Roberts. Naperville, Illinois. June, 1960. CONTENTS Page Introduction v PART I The Plainfield Institution, 1861-1870 1 . Founding the College 3 2. Faculty at Plainfield 10 3. Curricular Beginnings 19 4. Rules and Student Life 28 5. College and Civil War 37 6. Finances and Scholarships 40 7. Building and Teaching Facilities 45 8. Removal to Naperville 48 PART II Progress and Struggle at Naperville, 1870-1888 9. Laying the Cornerstone 55 10. Beginnings at Naperville 59 1 1 . Faculty and Curricular Innovations 62 12. Granting Degrees 71 13. Student Life and Discipline 75 14. Opportunities for Student Participation 80 15. Alumni Association and Distinguished Students 93 16. "The Chronicle" 98 17. Beginning Interest in Play 100 18. Library and Campus Improvements 103 19. Financial Adversities 107 20. Denominational Division Threatens College Ill PART III North-Western in Transition, 1888--1916 21. The Faculty 1888-1916 117 22. Expanding Plant Facilities 125 23. Curricular and Scholastic Progress 135 24. Academic Standards and Accreditation 147 25. Emergence of Athletics 1 50 26. Revised Disciplinary Code 158 27. Oratory and Student Activities 163 28. Financial Progress 172 tix] x CONTENTS PART IV Page Era of Expansion and Academic Recognition, 1916-1946 29. Growing Faculty 1916-1946 179 30. Expansion Beyond Main Campus 183 31. Recognition and Curricular Modernization 189 32. Increasing Enrollment and Graduates 195 33. Strengthening Economic Base 200 34. Athletics Integrated 206 35. Student Government and Social Life 211 36. College Faces Second World War 219 PART V Climax of the Century, 1946-1961 37. Inauguration of Sixth President 223 38. New Campus Structures 225 39. Expanding Services 232 40. Modifications in Curriculum and Staff 237 41. Changing Distribution of Students 251 42. Growing Budgets 259 43. Recent Social Life and Athletics 264 44. Memorials, Traditions and Alumni Activities 269 45. Centennial — A Century of Achievement 275 Illustrations: following pages 84 and 180 Epilogue 280 Appendixes Bibliographical Note 282 Boards of Trustees 283 Faculty of North Central College 285 Financial Agents 289 Occupational Classification of Alumni of North-Western 1880 290 1880 Distribution of North-Western Graduates 290 1911 Distribution of North-Western Graduates 290 1959 Geographical Distribution of North Central Graduates 291 Graduates of North Central College 292 Alma Mater 309 Index 311 The perpetuity of a free government depends upon the intelligence and virtue of its citizens. Ignorance and vice may be compatible with the stability of a despotism, but they are destructive of free institutions. Augustine A. Smith, 1873. PART I The Plainfield Institution 1861-1870 Chapter 1 FOUNDING THE COLLEGE In 1861, when the nation was moved by the calamitous events arising from the fall of Fort Sumter and Lincoln's call for troops to defend the Union of States heralding the emergence of the Civil War, a small group of Evangelicals were convening at Des Plaines, Illinois, laying the groundwork for an institution that would transmit the heritage of civilization long after the strife of conflict had been extinguished. It is with a sense of pride that we can look back upon the dedication, persistence, and vision of these founders who could optimistically see beyond the darkness and bitterness of the hour to a future America when, as President Lincoln stated in his inaugural, "the mystic chords of memory" would again "swell the chorus of the Union." Consequent- ly, while the nation in 1961 observed the centennial of the opening of the Civil War, the community of North Central College took special recognition of its century of service, and the debt which the institution of today owes to the pioneers of yesterday. The institution, which had its beginnings in a two-story frame building at Plainfield, Illinois, was founded by the Evangelical Asso- ciation of North America. The struggle and the sacrifice of the Illinois and Wisconsin leaders who guided the movement for Plain- field College manifest their conversion to the cause of education for spiritual service. This faith in the necessity of training for Christian living and leadership was a relatively recent innovation in the Evan- gelical Association. Conforming to the pattern of other pietistic groups of the early nineteenth century which revolted against formal- ism, ritualism, and sophistication of established churches, the Evan- gelicals possessed a deep-seated suspicion of intellectualism and higher education. To the early church the prerequisites for Christian leader- ship consisted of a distinct spiritual conversion and a call from God. Skepticism towards education was fortified by the typical frontier aversion to erudition and to ostentation regardless of form. Jacob Albright, a Lutheran convert to Methodism, founded the Evangelical Association in Pennsylvania. With the passionate zeal of a Methodist convert, Albright began ministering to German- speaking people and summoning them to a new "holiness and a spiritual conversion." Albright was successful as a minister of the new type of evangelism and the ecclesiastical organization of the new denomination took form. Its methods and practices were largely borrowed from the Methodist church, with emphasis on simple wor- ship, evangelism, circuit riders, and itinerant ministry introduced into the denomination by Albright from his experiences in Methodism. [3] 4 HISTORY OF NORTH CENTRAL COLLEGE The name Evangelical Association was adopted when the first general conference of the new evangelists was held in 1816. The conference in 1816 was synchronous with the great Westward Movement following the War of 1812. Consequently, the Evangelical faith was carried westward with the march of German pioneers and circuit riders into Ohio and ultimately into Indiana and Illinois. The German pioneers usually moved into the Northern areas of these states since the Southern portions had previously been settled by people of Anglo-Saxon stock. By 1836 a number of Evangelical families had moved as far west as Illinois, settling in the Chicago area when the city was still a small lakeside village. Following the teachings and the discipline of their faith, these pioneer families, as early as 1837, organized prayer groups or classes, and the first Evangelical minister arrived in Illinois in the same year. 1 The denominational work in the state was designated in 1838 as the Illinois Mission of the Western Conference and in 1844 the Illinois Conference was organized. By this date the con- troversial issue of education for church leaders was directly before the people of the Association. The controversy over the necessity of education for the ministry and for church leadership was thoroughly aired in the denominational periodical, Der Christliche Botschafter, and at General Conference in the 1840's. That the advocates of education were slowly winning the struggle seemed evident when the 1843 General Conference at Greensburg, Ohio, adopted a resolution specifying that learning or even a classical education was of great value to a leader "called of God to the Gospel ministry." The resolution further recommended that all candidates for the ministry take proper measures "to store their minds with as large amount of useful knowledge'* as their op- portunity afforded. The proponents of learning were further encouraged when Bishop Joseph Long in 1848 joined their ranks and declared in favor of high school instruction in that "which belongs to a civil, moral and Chris- tian life." Speaking of the positive obligation of the church to estab- lish institutions emphasizing Christian learning, the bishop went on to state that "a scientific education that ignores the religious wants of youth and leaves the heart untouched will result in educational perversion." In spite of the resolutions of the General Conference, expressions of trusted bishops, and logical arguments, many Evangelicals were not convinced of the rewards of learning. Perhaps in the Western conferences there was present a frontier aversion to education as a iThe first Evangelical minister to visit the Illinois settlements was Rev. Jacob Boas, a circuit rider. FOUNDING THE COLLEGE 5 non-essential luxury and as a questionable prerogative for preaching the Gospel and for dedicated Christian living. With the passage of time sentiment began to change and toward the close of the 1850's the leaders of the Illinois Conference sensed the conviction that trained leadership was indispensable to the future growth of the church. They were becoming convinced that piety and intellectual attainments were in many ways compatible. How far these new ideas had pervaded the rank and file of Evangelicals in the 1850's is difficult to determine. The degree to which the acceptance of learning had influenced the thinking of the Western Evangelicals was obvious when the Illinois and Wisconsin Conferences took the initial measures toward the founding of an educational institution. The first action was taken by the Illinois Conference at Brookville on April 28, 1859, when a committee was selected "to explore and consider such initial prob- lems" relative to the creation of an institution of learning for the church. This first committee representing the Illinois Conference was comprised of the following church leaders: John Jacob Esher, Simon A. Tobias, Elias Musselman, Henry Bucks and Henry Roh- land. The Wisconsin Conference meeting on May 11, 1859, resolved to unite with the Illinois Conference to take measures considered ex- pedient for the erection of an educational institution. The conference designated Joseph Harlacher and C. A. Schnake to represent its inter- ests on the educational committee. 2 The committee on institutions of learning first reported to the Illinois Conference meeting at Plainfield on April 25, 1860, that an offer of ten acres of land and subscriptions in the amount of $10,000 for the proposed institution had been received from Davistown (later known as Davis) in Stephenson County, Illinois. The committee also reported offers from other communities including Mount Morris and Plainfield. The conference judiciously studied the report of the committee and the offers presented by the various communities. That the con- ference was proceeding cautiously was evident when it sought the further guidance of Bishop Joseph Long relative to the expediency of founding an institution of learning. The bishop addressed the session in support of the project, disclosing the advantages of educa- tion to the future of the church. The conference voted its approval 2 Joseph Harlacher records in his autobiography that he corresponded with John J. Esher as early as 1850 and discussed the need for an institution of learning to serve the Western Evangelicals. Harlacher felt that this corre- spondence was the seed from which North-Western College later emerged. 6 HISTORY OF NORTH CENTRAL COLLEGE of the report thus authorizing the committee to proceed with the project. The joint-committee of the Illinois and Wisconsin Conferences, of which John J. Esher was Chairman, met in special session at Naperville, Illinois, on August 8, 1860, to study the proposals. In addition to the offer of the land and subscriptions by Davistown, the community of Rock City, also in Stephenson County, offered ten acres of land and $5,000 in subscriptions; and Elias Musselman, a member of the committee, presented an offer of ten acres of land at Naperville. A proposal from Plainfield containing an offer of land and a proposed building was seriously considered. An executive committee composed of Esher, Rohland and Bucks was appointed to study all bids, select a possible location for the new institution, and report to the conferences for final action the following year. This committee was busy during the fall of 1860 studying the vari- ous proposals and corresponding with the localities competing for the institution. The committee consequently received offers from inter- ested citizens of Barrington, Illinois, and Fort Wayne, Indiana. Ultimately the committee preferred the site at Plainfield, Illinois, the evaluation of which was approximately $11,000. In view of the liberal grant offered by the citizens of Plainfield it was decided to call a second session of the joint-committee at Plainfield on January 29, 1861. The first day the committee listened to "an impressive address" on Christian education by Chairman John J. Esher. Significant ac- tion was taken the second day of the session when the group approved the Plainfield grant and advised the conferences to establish an institu- tion of learning in that community. The committee also decreed that an endowment of $50,000 would be essential for the successful operation of the new institution. News of the decision created con- siderable excitement and enthusiasm among the people of the village of Plainfield and a mass meeting was held in which the citizens sub- scribed $2,000 for the project. The strategic actions of the committee and the formal establish- ment of the college were consummated at the meeting of the Illinois Conference at Des Plaines on April 10, 1861. This date marks the beginning of Plainfield College and of a new era in the Evangelical Association. At this conference the following resolutions were unanimously adopted relative to the establishment of an institution of learning : Resolved, That this conference in union with the Wisconsin, Indiana, and Iowa Conferences erect a college including a pre- paratory department for male and female students. FOUNDING THE COLLEGE 7 Resolved, That this institution be located at Plainfield, Will County, Illinois, and be known by the name and title The Plain- field College of the Evangelical Association of North America. To govern the new institution a Board of Trustees consisting of twenty-three members was appointed, with Esher as the first financial agent. A leading promoter of the college movement in Illinois, John Jacob Esher was born in Germany on December 11, 1823, the second son of Jacob and Maria Ursula Esher. The Eshers migrated to the United States in 1832, settling near Warren, Pennsylvania, and fol- lowing the westward movement of pioneers, were among the earliest Evangelical families to settle in Illinois in the year 1836. Here young Esher was led into the Evangelical Association and was licensed to preach by the first Illinois Conference in 1845 when it met in a little log church at Des Plaines. In 1848 Esher was elected secretary of the Illinois Conference, a position he held with the exception of one year until 1862. He served as Bishop of the Church from 1863 until his death in 1901. The first Board of Trustees met on April 30, 1861, and enacted the necessary measures preparatory to opening the Plainfield institution that fall. At this first meeting it was resolved that the faculty con- sist of a president and a corps of professors who should be com- petent to teach the Ancient and Modern Languages, Mathematics, and the Moral and Natural Sciences. Two professors and a teacher were appointed, the building was nearing completion and some equipment had been purchased; thus the announcement of the opening of Plainfield College was made by Esher in a circular in October, 1861. Typical of such promotional circulars and early college catalogs, this first publication emphasized three factors relative to location of the institution : first, the reference to the healthful nature of the site and the beauty of its surroundings ; second, the reference to the high moral character of the citizens of the village; and third, the accessibility of the location relative to trans- portation. The circular described the locality as elevated, fertile, and healthy, "almost without a parallel." In a recruiting notice published in the Evangelical Messenger, the area was described more like the Grand Canyon or Yellowstone Park than a prairie region in Illinois. Speak- ing of the view from the observatory of the newly-constructed build- ing, the description read: ". . . of all that is charming to the eye, nothing surpasses the view from the observatory ; this sight is truly grand as far as the eye can behold you can look in any direction and view in part the wealth of the Great West." 8 HISTORY OF NORTH CENTRAL COLLEGE Agent Esher commented on the high intelligence and morality of the Plainfield citizens. The locality, stated Esher, was "relatively free from idleness, fighting, profanity, and other vicious influences peculiar to large cities." An article in the Evangelical Messenger in 1866 commented further on the unsurpassed morals of the people of Plainfield and held that "none of those low-lifed groceries, which are the general thing in such towns, are to be found here." Henry Rohland, agent in 1865, commented on the excellent health of the community of Plainfield, and further emphasized how epidemics that ravaged other communities had by-passed this college town. Early sources made much of the accessibility of Plainfield on the publicized plank road only eight miles from Joliet. A mail and pas- senger coach made the trip every day between the two towns making connections with the schedules of the Alton and the Chicago-Rock Island Railroads at Joliet. In addition, the location of Plainfield at the crossing of the Lockport, Oswego, Aurora, and Chicago roads was publicized as a definite transportation advantage. The founders had failed to sense the advantage of locating on a railroad, a factor that was obvious in a very brief time. The Esher circular was the first public announcement of the faculty that would initiate instruction at Plainfield College. The Board of Trustees selected Augustine Austin Smith as the first president and as professor of Mental and Moral Science, and Belles Lettres. Be- cause of commitments as president of Greensburg (Ohio) Seminary, Smith was unable to assume his responsibilities at Plainfield until August, 1862, the beginning of the second year. John E. Rhodes was appointed as professor of Mathematics and Modern Languages and John Edwin Miller as professor of Ancient Languages and Literature. To teach the English branches, or lower grades, the Trustees selected Catherine M. Harlacher, daughter of Joseph Harlacher, one of the early promoters of the college. Pro- fessors Miller and Rhodes and Miss Harlacher made up the faculty of Plainfield College the first year. Emily Huntington Miller, wife of Professor John Miller, was the first preceptress. Both Professor Miller and his wife were Oberlin graduates. A letter addressed to A. A. Smith written September 2, 1861, by Joel Dillman, one of the first college trustees, reported that "the lumber laths, etc." necessary for the completion of the college struc- ture were on the ground and that a number of men were at work on the building. Dillman estimated that the structure would be com- pleted by November 1, and that "Bro. Rhodes and Miller" would begin instruction as soon as facilities were completed. Thus was founded an institution with a faculty of three members, one edifice, an endowment fund to be raised and a curriculum to be FOUNDING THE COLLEGE 9 formulated. The new institution struggled for stability during the dark period of the Civil War and the troubled years that followed. That the new college continued to exist, to grow in enrollment and teaching facilities attests to the courage, stability, and faith of its founders. Chapter 2 FACULTY AT PLAINFIELD The Plainfield College opened its doors on November 11, 1861. Some forty students appeared for instruction at the opening, and before the close of the year in the spring of 1862, the enrollment figures had increased to 243. As was noted in the previous chapter, instruction the first year was given by Miller, Rhodes, and Miss Harlacher. 1 Unlike the many tragic events related to the Civil War in 1861, the more constructive beginning of Plainfield College marked the origin of an institution that brought instruction and enlightenment for a century. Perhaps this first corps of teachers failed to sense the historical significance of their service in opening a new college. None of these first instructors remained at the college beyond the Plainfield period. 2 The first to resign was Miss Harlacher, who served only two years. John E. Miller, a popular teacher of Greek and Latin as well as an able scholar, tendered his resignation in 1864 after three years. The Board of Trustees acknowledged his "distinguished abilities" and expressed its appreciation for his service in a resolution which read as follows : "RESOLVED that we regret that the services of Professor J. E. Miller can no longer be secured, and that we wish the blessing of God to accompany him wherever he may go and hope that he will always keep this institution in re- membrance/' 3 After leaving Plainfield, Miller and his wife, Emily Huntington Miller, had a colorful and very successful professional career. In Chicago from 1865 to 1875 Miller published Little Corporal, the first juvenile magazine of its type in the United States, with his wife as editor. About 1875 he entered the business world, rising to ex- ecutive capacities in manufacturing companies in St. Paul, Minnesota, where he died in 1882. Emily Huntington Miller was the author of many books. As edi- tor of Little Corporal, she became one of the founders of St. Nicholas, with which Little Corporal combined, and in later years she was noted in the literary world as associate editor of Ladies Home Journal. She served as principal of the Woman's Department and as dean of women at Northwestern University (Evanston) from 1891 to 1899. 1 The first student to enroll from outside Plainfield was reported to be Susie Victoria Harlacher, later the wife of H. H. Rassweiler, and sister of Catherine Harlacher. 2 The first catalog lists Rev. S. W. Marston as professor of Geology and Natural Science. There is no evidence that he ever served in this capacity. 3 Miller was an uncle of Mrs. Thomas A. Edison. [10] FACULTY AT PLAINFIELD 11 In recognition of her sucessful career as editor, teacher, and writer, Oberlin College bestowed upon her the honorary degree of Master of Arts in 1893. Upon the resignation of Miller in 1864, the Trustees selected John H. Leas to fill the position. Leas came to Plainfield from Union Sem- inary, New Berlin, Pennsylvania, where he had taught mathematics and French from 1859 to 1864. When that institution suspended operations for two years because of the adverse effects of the Civil War, Leas came to Plainfield College where he served as professor of Greek, Latin, and Ancient Literature until 1869. The Evangelical Messenger spoke of Leas as not only an excellent teacher but "a citizen of whom the people of Plainfield can well be proud." The last of the original faculty to resign was J. E. Rhodes, first appointed professor of Mathematics and Modern Language, and after 1863 professor of Mathematics and Natural Science. He served the institution for five years, resigning in the fall of 1866. His resig- nation, coming just previous to the opening of the fall term, was a considerable shock to the young institution as is evidenced by the faculty report to the Trustees. Because of the late nature of the resignation the authorities were unable to find a successor that year and his courses were distributed to other members of the faculty. While Thomas Jefferson was President of the United States, and while Jacob Albright was preaching a stern and pious Christianity to his German friends in Pennsylvania, there was born on November 23, 1806, on a farm in the Berkshire Hills of Massachusetts, Augus- tine Austin Smith. Smith, while still a child, was inculcated with the teachings and rigid moral discipline of religion from a Puritan mother and father who reared eleven children. Young Augustine early expe- rienced the necessity of industriousness, seriousness, and thriftiness, as well as the performance of the numerous duties essential for liveli- hood on a rocky New England farm. A brief biographical sketch written in 1891 alluded to Smith's early training as "a legacy richer than gold or diamonds could buy." Like Abraham Lincoln, who was only three years his junior, young Smith had to win his education largely as a result of hard work and frontier ambition. Typical of many ambitious young Americans of the early nineteenth century, Smith achieved an education as a result of self-study, attendance at a district school for two or three months in winter and a sincere desire to seek opportunities that an education could afford. At the age of seventeen, Smith had won sufficient education to begin teaching pupils in a district school at North Colebrook, Con- necticut, at a salary of $10.00 a month. This marked the beginning of a profession to which he devoted more than sixty years of his 12 HISTORY OF NORTH CENTRAL COLLEGE life. As Smith continued teaching, he found time in 1827 to attend Lennox Academy where he received formal training above the ele- mentary level. Because of limited opportunities, Smith left his New England home in 1828, moving westward to Austinburgh, Ohio, located in the area known as the Western Reserve. This vast area of Northeastern Ohio had been granted to Connecticut during the period of the Con- federation, and because of the large number of settlers from this state became known as the "New Connecticut." Here Smith resumed teaching and acquired an interest in temperance and abolitionist movements. In the fall of 1830 he traveled southward to Kentucky in search of employment and adventure. While visiting at Lexington he saw one of the national statesmen of the period, Henry Clay. It was probably on this trip that Smith had his first direct contact with the institution of slavery, a system he came to detest. After a brief visit to Kentucky, Smith recrossed the Ohio and taught a three months' school at Perrysburg on the Wabash in In- diana, later entering mercantile pursuits in Ohio. It was in Austin- burgh that he met Miss Eliza Cowles whom he married in 1833. Members of the Cowles family had been active in the pioneer work of the Congregational Church in the Western Reserve area of Ohio and other family members served as trustees and teachers in educa- tional institutions in Ohio, including Oberlin. The Cowles family was also active in the abolitionist movement in Ohio. To the union of Augustine and Eliza Cowles Smith were born three sons and a daughter. One of the sons gave his life in the War between the States, while another became noted for his long service as professor at North- Western College. 4 Smith's first relationship with the Evangelical Association came in 1857 when he was called to the presidency of Greensburgh Seminary in Summit County, Ohio. His teaching and influence had been among people of the Congregational faith of which he was an ordained minister. Positions he had held were supervisor of accounts at Ober- lin College, teacher of mathematics and principal for twenty years at Grand River Institute in Austinburgh, Ohio. 5 A son, Henry Cowles Smith, writing years later, said that his father always felt that his call to labor in the Evangelical Association was providentially in- * Charles Smith was a youth of sixteen when he enlisted on October 19, 1861, at Greensburg, Ohio. He died of fever and ague on July 21, 1863, following the Vicksburg campaign and was buried near Jackson, Mississippi. His faded blue uniform was sent home to the grief-stricken parents. 5 Smith had among his pupils a future president of the United States, James A. Garfield. FACULTY AT PLAINFIELD 13 spired. Before Smith came to Plainfield, both Oberlin and Farmer's College in Ohio conferred upon him the honorary degree of Master of Arts. Augustine Smith's final and perhaps most rewarding call came in the fall of 1861, when he was elected president of Plainfield Col- lege. He directed the policies of the new institution as president for twenty-one years, and then indirectly as "elder statesman" or presi- dent emeritus for some eight years until his death in 1891. Augustine A. Smith, as the first president of the college and pro- fessor of Mental and Moral Science, bequeathed a greater influence to the philosophy of the institution than any other individual. Smith first conceived of a college as an institution for the instruction and inculcation of high Christian principles and the teaching of basic classical studies and sciences. In addition, he felt that a college should be a center for the uplifting and general enlightenment of the nation and society in general. He sincerely felt that a collegiate in- stitution should assume aggressive leadership in crusading against ignorance, prejudice, injustice or any social evil of the day. In early reports to the Board of Trustees the first president particularly condemned slavery, racial prejudice and intemperance. This feeling against racial prejudice which became a tradition on the campus was expressed by Smith in a report to the Trustees shortly after the college opened at Plainfield: "That individual Christian or that institution that does not fearlessly oppose and expose the meanness that despises a man on account of his color, his nationality, or acci- dent of his birth, is false to the nation, false to humanity, and false to God." Smith concluded that institutions of learning must be the citadels of attack upon the evils of society. The president at Plain- field and later at Naperville spoke of a college as "a great moral light- house sending out a clear and steady light upon all subjects that per- tain to the well-being of man." Smith followed the traditional Puritan practice of extended hours of work and study. In addition to the innumerable duties as college administrator and teacher, Smith found time to prepare articles for publication in the Evangelical Messenger, revealing the prolific nature of his interests. One discovers not only essays devoted to his favorite subject of temperance, but discourses on free public education, music as a branch of education, voting, tobacco, hygiene, fashions, Christian stewardship and revivals. 6 The diversity of interests of the first president would be exceedingly uncommon among college executives today. His views on such prob- 6 Eliza C. Smith, wife of A. A. Smith, prepared articles on Church Music and on college prayer-meetings which were published in the Evangelical Mes- senger. 14 HISTORY OF NORTH CENTRAL COLLEGE lems as fashions or hygiene have been outmoded by changing stand- ards and convention; nevertheless, one may garner certain "gems of wisdom" from this educator's writings that are as relevant as in the mid-nineteenth century. Smith was able to count among his close friends crusaders for causes that were dear to his heart, one of whom was Frances Wil- lard who founded the Women's Christian Temperance Union in 1874. Miss Willard was a frequent visitor in the Smith home in Naperville. 7 The reformist zeal so characteristic of Smith throughout the major part of his adult life had been stimulated by his environment in North- eastern Ohio. Into that region where he taught and studied for thirty-four years had come reform lecturers expounding causes that ranged from women's rights to Utopian societies : Sarah and An- geline Grimke came from the South to lecture against slavery ; the first experiment in college education for Negroes was conducted at Oberlin; the Western Reserve area was the central point in the operation of the underground railway in the state ; and inspired tem- perance lecturers presented the evils of "demon rum." This was indeed a fertile environment for the production of reform leaders. 8 Smith was a very active leader in the anti-slavery movement in Ohio, where one of his pupils was a son of the famous abolitionist, John Brown. His opposition to slavery had been voiced by attendance at anti-slavery conventions, by speeches condemning the institution, and by writing abolitionist essays. One of his compositions opposing slavery, written at Jefferson Academy in 1829, is extant. Smith was described by contemporaries as possessing a fine phy- sique, tall and erect, with bluish-gray eyes and "raven-colored hair." His rather stern and austere expression was modified by a spirit of honesty, humility, and friendliness. He was no respecter of persons, applying the same standards to all students regardless of wealth, prestige, or background. Although a severe disciplinarian, Smith loathed the execution of punishment and was known to reprove the guilty with tears in his eyes. Perhaps the Puritan teaching of de- votion to duty was all that sustained him in this unpleasant task. Smith soon won the confidence and respect of the students as a consequence of his integrity, teaching ability, and sincere devotion to their welfare. While the president was very strict in the literal ob- servance of all disciplinary regulations, he was willing to forgive any who admitted guilt or expressed a change of heart. His example » The Smith home, built about 1870, was located at Loomis Street and Liberty (Van Buren) Avenue. 8 Smith's opposition to secret societies was perhaps inspired by the anti- Masonic movement which won considerable support in frontier areas of the North after 1826. FACULTY AT PLAINFIELD 15 of Christian living was an inspiration to all his pupils and fellow- teachers. As one of its expressions of gratitude, the student body presented him with a cane at a chapel exercise commemorating his sixtieth birthday in 1866. The successful administration of any college, particularly a church- related institution, is dependent upon an able and loyal corps of instructors. The service rendered by an instructor in any college is directly related to his dedication and consecration to the purposes of the institution. Instructors dedicated and loyal to the purposes of the college began teaching while the institution was still located at Plainfield. Two of these devoted the remainder of their lives to Christian education, while the other served the college for twenty years. The first of these teachers to begin instruction was Henry Cowles Smith, son of the president. Early in life he was introduced to the role of the scholar and at the tender age of fifteen became assistant teacher of Latin and Greek at Grand River Institute. At the age of eighteen he joined the faculty of Greensburg Seminary, teaching there three years until he resigned to enter Oberlin College in 1860. While at Oberlin, Smith heard such famous lecturers as John B. Gough on temperance, Carl Schurz on France, and Albert Bushnell on missions. The younger Smith graduated from Oberlin in the Civil War class of 1862 and was appointed professor of Vocal and Instrumental Music at Plainfield. After the giving of a bond that he was not evading the Civil War draft, Smith set out from Oberlin for his new teaching position, arriving on September 3, 1862. The year following his arrival at Plainfield he returned to Ohio to marry Mary H. Dreisbach on July 30, 1863, in the midst of excitement and anguish of the war between the states. (Mrs. Smith was a direct descendant of John Dreisbach, one of the founders of the Evangelical Church.) Smith and his bride returned to Plainfield in time for the re-opening of the college in the fall. This must have seemed like the frontier west to Mrs. Smith. As she wrote later: "Soon after our arrival in Plain- field, Illinois, we established a home in this wild, windy west. , . ." Having served as professor of Music until the spring of 1868, the younger Smith resigned to enter Goldbeck's Conservatory of Music in Chicago. Upon the resignation of John H. Leas in 1869, he was recalled to Plainfield College to the chair of Latin Language and Literature as well as Music. Until 1922, when he retired at the age of eighty-three, he was actively engaged in instruction at the college. Thus, Henry Cowles Smith rendered the longest period of service of any instructor in the history of the institution. Henry Smith was short in stature, light in weight, and might be 16 HISTORY OF NORTH CENTRAL COLLEGE classified as the sinewy-wiry type that frequently remain active in advanced years. He wore a thin mustache typical of many gentlemen in the later nineteenth century. Smith's basic interests were the classics and music and this specialization was imparted to a host of admiring students. He was described as possessing a keen sense of humor. Although devoutly religious, he lacked the crusading zeal for social causes that so typified his father. He was essentially a teacher and probably would not have been happy in the role of ad- ministrator. A second leader who joined the instructional staff at Plainfield, and who devoted the rest of his professional life to the college, was Frederick William Heidner. Heidner was born in Brandenburg, Prussia, in 1834, and sailed for America with his parents in 1847. The father died at sea. Young William continued the voyage with the family, finally to settle on a farm in New York state. Here the family came into contact with the Evangelical Association and Wil- liam was converted while an apprentice in the blacksmith trade. After the death of his mother, Heidner moved westward to Freeport, Illinois, where he received a call to the ministry. In preparation for this profession he entered Rock River Seminary at Mount Morris, Illinois, and later Garrett Biblical Institute, from which he graduated in 1863. While at Garrett, Heidner was selected along with Francis C. Hoffman, an instructor at Union Seminary, to go as the first missionaries of the Church to "a backward country," and in 1863 it was decided that these young men should study medicine so they could go as medical missionaries to India. The plans were formu- lated but when the General Conference of the Church met in 1863 it was decided to postpone their mission. Possibly the crisis of the war, financial problems, and the daring nature of the undertaking deterred the church in this missionary proposal. The cancellation of the missionary plan meant a change in the life work for this young minister, for instead of working with the natives of India on the foreign field, Heidner was to labor with the souls and minds of young people in a mid-western college. To him this was perhaps as great a missionary challenge to the church and Christianity in general as laboring on a foreign field. In 1863 Heidner was appointed professor of the German Language and Liter- ature, a chair he occupied for over fifty years until shortly before his death in 1917. The value of Heidner 's religious training was early emphasized when he was selected as a leader of the English Mission Church at Plainfield and as superintendent of its Sunday School. Henry Haesler Rassweiler was the third member of the teaching staff who became a very inspirational and popular teacher, serving as FACULTY AT PLAINFIELD 17 professor of Mathematics and Natural Science and as president. Rassweiler was born of German parentage on April 3, 1842, in Orvvigsburg, Pennsylvania. The young lad's learning began so early in life that when less than five years of age, he was frequently carried to school by his teacher. In the spring of 1857 the Rassweiler family left their Pennsyl- vania home seeking health and fortune on the prairies of Illinois. The locomotives, the horses, the prairies, all held fascination for young Rassweiler on his journey westward. Here in the new home near Cedar Brook, Illinois, Rassweiler was again introduced to schools and schoolmasters. In 1859 Rassweiler began teaching a district school at the age of seventeen as his future teacher and colleague, A. A. Smith, had done before him. However, he sensed the need for college education if he were to advance in his academic career; accordingly, he decided to enter the college recently opened by the Evangelical Association at Plainfield. Rassweiler entered Plainfield College in the fall of 1862 and, like many students of the period, continued to teach district schools while pursuing collegiate studies. 9 He enrolled in the Normal Course, re- ceiving a diploma in 1867. In addition to being employed as a tutor, he was enrolled as a senior in the Scientific Course of the college, receiving the Bachelor of Science degree in 1868. According to the records, Rassweiler was the first graduate of the Scientific Course. In recognition of his ability as a teacher and scholar he was selected professor of Mathematics and Natural Science in 1868, remaining at the college for a period of twenty years, the last five as president. He was active in the extra-curricular program and was one of the founders of the Alumni Association. His major interest being in the field of the natural sciences, he also assisted in the founding of the college museum. On January 1, 1868, Rassweiler was married to Susie Victoria Harlacher, daughter of Joseph Harlacher, a pioneer in the college movement in the Evangelical Association. Rassweiler and Miss Harlacher met while both were students at Plainfield and the romance that ensued resulted in one of the first marriages contracted between students of the college. The tall and dignified Rassweiler, with a neatly trimmed beard, was described by some as the most handsome member of the faculty. He possessed a dynamic personality that contributed to his success as an instructor and that enhanced his popularity with students. It should also be observed that the faculty of Plainfield College was very much influenced by the intellectual and moral climate of 9 During 1863 he taught school 120 days and attended Plainfield College twenty weeks. 18 HISTORY OF NORTH CENTRAL COLLEGE Oberlin College. The fact that Oberlin was one of the first institu- tions to open its doors to women and to grant a college degree to females left its imprint on the co-educational philosophy of the founders at Plainfield. A. A. Smith had been both an administrator and student at Oberlin. His son, H. C. Smith, was a graduate of that college. It has already been noted that John E. Miller and his wife were both graduates of Oberlin. Thus to the young institu- tion already inspired by the Evangelical doctrines of Jacob Albright carried westward by the frontier Germans, the faculty of Plainfield College brought the spirit and advanced educational philosophy of New England Congregationalism, to leave its vestige in North- western College. Two events of major importance occurred while the college was still located at Plainfield: the first in point of chronology was the changing of the name of the institution from Plainfield College to North- Western College. This was the consequence of an action of the Board of Trustees meeting on December 13, 1864. This, as most would agree, was a more dignified title and remained the official name of the school for over sixty years. The second action of general importance was the passage of a spe- cial law by the Illinois Legislature entitled "An act to incorporate North -Western College in force on February 15, 1865." Many protestant associations founded colleges in the Middle West during the nineteenth century. These institutions were often im- perfectly planned and poorly endowed, and only a minority of these struggling colleges survived the strains of time. Initial policies at the time of founding were sometimes responsible for success or failure of an institution. It is a point of fact that some of the Evangelical institutions in the East did not survive the Civil War period. Ging- rich and Barth, in their History of Albright College, specify how the authorities at Plainfield were able to profit from the unfortunate ex- periences or failures of the early Evangelical institutions. They ex- pressed this view as follows: "From the experiences of Albright Seminary at Berlin in 1853 the westerners learned not to expand too rapidly. From Greensburg Seminary they learned to select their faculty members with great care, and from Union Seminary they learned not to spend all their money received for scholarships in erecting a building." Chapter 3 CURRICULAR BEGINNINGS The first college catalog outlined four courses of study : the ladies', the preparatory, the collegiate, and the teachers'. Students enrolled only for the preparatory or the ladies' course since there were no college enrollees the first two years and the training of teachers was not initiated until the arrival of President Smith in the autumn of 1862. The first college class was organized during the year 1863-64 when a total of six students entered the higher studies as freshmen. The students who comprised the first college class included Charles A. Bucks, Edward C. Hagar, LeGrand Snyder, Henry W. Young, Julia A. Luce, and Sylvia A. Pratt. Only Pratt, Bucks, and Hager completed the requirements to become early graduates of the school. Before the termination of the first year's work, a total of 243 stu- dents (123 men and 120 women) enrolled. Of these enrollees 197 were from the local village or surrounding area, making the institu- tion largely a Plainfield preparatory school that first year. Because of their irregularity, probably no more than half of the above total were in attendance at any one time. Many were deficient in the common English branches, or elementary subjects, and could be classed only as sub-preparatory. Only five were classified as senior preparatory (senior in high school) in 1862-63. The diversion in age and edu- cational background of the early students made classification almost insuperable. Ages varied from a maximum of twenty or more to a minimum of possibly eleven or twelve. By the fall of 1863 the range in preparation measured from those pursuing elementary subjects to the few qualified to probe the higher studies. The closing years at Plainfield brought an increasing number of students from outside the state of Illinois. In the opening year over 80% of the students were from the local community. However, this percentage had declined to around 50% by 1865 and to approximately 40% the last year of operation in Plainfield; therefore, the charge that the college was a local or a Plainfield institution was becoming less realistic even before the removal to Naperville. By 1869 there were students from Ohio, Ontario, Iowa, Minnesota, Wisconsin, New York, Pennsylvania, and Indiana, indicating that the college was be- ginning to render greater service to the church. The leaders of the church at the time the college was founded realized that instruction in sub-collegiate courses would be essential for several years. Much of the discussion in the church conferences concerned the value and need for high school training rather than [19] 20 HISTORY OF NORTH CENTRAL COLLEGE college education. Many students still had to depend upon the private schools or academies for their education. Secondary education was not prevalent in the Middle West in 1861, as the great expansion in the public high school system did not occur until after the Civil War. 1 It was apparent that a large majority of the young people of the church looking forward to a career in religious service or some other profession would need secondary training as a prerequisite for ad- mission to colleges or seminaries. The preparatory instruction which attracted a large majority of the students throughout the Plainfield era extended over a two-year period, with each year divided into three terms. The following is the course of study offered in the Preparatory Department the opening year: First year: First term — Latin Grammar, New Liber Primus, Arithmetic, Elocution Second term — Liber Primus, Arithmetic (completed) English Grammar Third term — Caesar, Greek Grammar and Lessons, English, Analysis Second year: First term — Caesar, Greek lessons, Algebra Second term — Sallust, Anabasis, Algebra Third term — Cicero (Four Orations), Anabasis, Al- gebra (reviewed) The three-term system was designed to harmonize with the periodic or seasonal nature of farm production. The closing of the fall term on November 30 was contemporaneous with the completion of corn harvesting ; whereas the closing of the winter term on March 8 made possible the return of farm boys to the fields for the planting season. The second year, 1862-63, found the preparatory offering essentially the same with the addition of Modern Geography and Intellectual Arithmetic. This offering was particularly designed to prepare fresh- men for entrance to the Classical Course on the college level and re- mained the core of study for the Preparatory Department to the close of the Plainfield period. All candidates for the freshmen class in col- lege were examined in Latin grammar and Anabasis, arithmetic, and algebra. It should be noted that in the Preparatory Course the main emphasis was placed upon the classics with recognition given to Eng- lish studies and practical arithmetic. This course of study was sim- ilar to that found in the old Latin Grammar School in New England and to the training in the various academies of the period. The school publications carried a brief statement concerning the education of young ladies. The quotation emphasizing that "the 1 There were only forty-four public high schools in the nation in 1860. CURRICULAR BEGINNINGS 21 college is open to ladies as well as gentlemen" seems unique since few colleges or universities admitted women in this early period. 2 While North- Western was dedicated to the principle of co-education, the feeling prevailed that women were less capable physically to with- stand the mental strain essential for high intellectual attainments. The first catalog outlined a Ladies' Course of four years' duration which was reduced to three years at the beginning of the second year. This study carried a schedule somewhat reduced from that of the classical. Latin was optional and the general requirements less spe- cialized; however, it would be considered a difficult program to the social-minded co-ed in American colleges today since the required subjects included such basic disciplines as algebra, history of the English language, history, geometry, physiology, rhetoric, logic, chem- istry, astronomy, botany, and philosophy. While it was perhaps an- ticipated that most women would enroll in the Ladies' or Teachers' Course, the catalog was careful to emphasize that females were not restricted from the Classical studies. The Teachers' Course of three years' duration was of special inter- est to Smith because of his many years of experience as an educator and as a school examiner. In 1865 the title of the Teachers' Course was changed to "Normal Course" and beginning in 1870 was merged with the English Preparatory. The Teachers' Course in 1862-63 included the following schedule: First year — Orthography, Penmanship, Intellectual and Written Arithmetic, Geography, Analysis, Elocution, Algebra com- menced, Natural Philosophy. Second year — Algebra finished, Geometry commenced, Physical Geography, Physiology, History, Bookkeeping, Botany, Rhetoric, Science of Teaching. Third year — Geometry finished, Trigonometry, Chemistry, Logic, Mental Philosophy, Evidences of Christianity, Moral Philos- ophy, Constitution of the U. S., Science of Teaching. The Normal Course became a popular program at Plainfield and as early as 1864 a total of 38 men and 37 women were enrolled. This study was utilized for entrance to college (particularly in the scientific course) and as preparatory to teaching and was perhaps the shortest avenue to a position for men and about the only professional oppor- tunity for women. The basic college offering at Plainfield was called the Collegiate Course during the first two years of the institution's history, but beginning in 1863 took on the name "Classical." The three-term 2 The University of Iowa in 1858 was the first of such state institutions to open its doors to women. This was only three years before the founding of Plainfield College. 22 HISTORY OF NORTH CENTRAL COLLEGE system was followed in the college program, although some courses extended throughout an entire year. Although the Classical Course was considered by the faculty as an ideal program for a college career, it was never popular with many students and the preference for the more modern and practical studies was evident from the beginning. The content of the Collegiate or Classical Course as described in the first annual catalog of 1861-62 was as follows : (a) Freshman year Authors of books First term Geometry (four books) Davies Legendre Virgil Frieze Heroditus Wheeler Latin Prose Composition Arnold Second term Geometry (five books) Application of Algebra to Geometry . . Davies Legendre Livy Lincoln Iliad Owen Latin Prose Composition Arnold Third term Plane and Spherical Trigonometry Davies Mensuration of Surfaces and Solids Livy Lincoln Horace Satires Lincoln Memorabilia Boise (b) Sophomore year First term Surveying Davies Algebra (reviewed) Davies University Horace — Odes and Epistles Demosthenese de Corona Champlin Greek Prose Composition Boise Second term Analytical Geometry Loomis I socrates Tacitus, Germania and Agricola Tyler Greek Prose Composition Boise Third term Differential and Integral Calculus Loomis Botany Gray Physiology Cutter (c) Junior year First term Olmsted's philosophy Mechanics and Hydrostatics Greek— Georgias of Plato Woolsey German Woodbury CURRICULAR BEGINNINGS 23 Second term Olmsted's Philosophy Pneumatics, Elec, Mag, and Optics German Reader Woodbury Logic Whately Third term Astronomy Olmsted Rhetoric Newman Chemistry Silliman (d) Senior Year First term Chemistry (with lectures) Mental Philosophy Wayland French Fasquelle Second term Political Economy Wayland Moral Science Wayland Mental Philosophy (continued) French Fasquelle Third term Mineralogy Dana Geology Hitchcock Butler's Analogy of Natural and Revealed Religion Evidences of Christianity Hopkins 3 A second Collegiate Course known as the Scientific was introduced at Plainfield in 1867. It differed from the Classical in that Greek was eliminated, Latin was required only in the freshman year, and greater specialization was provided in the sciences. Students com- pleting the Scientific Course were awarded the Bachelor of Science degree. It has been observed that the first graduate of this course was H. H. Rassweiler, later a professor and college president, who graduated in the class of 1868. The early catalogs stated specifically that examinations for all classes were given at the close of each term and general or final examinations given each spring during the week preceding commence- ment. A very careful analysis was made on the work of each student from day to day. Every recitation and examination was marked, and a careful record of both the attainments and the delinquencies of each student was maintained. Complete information concerning the prog- ress and deportment of each student was furnished upon the request of a parent. 3 Annual catalogs from 1861 to 1870 record the textbooks used in each course of study. These publications were written by leading authorities in the various fields in the nineteenth century. They were included among the textbooks in many colleges and universities of that period. 24 HISTORY OF NORTH CENTRAL COLLEGE The most controversial curricular issue at Plainfield was the ques- tion of instruction in the German language. The language controversy in the Evangelical Church at Plainfield was one of the most bitter of such disputes in the Illinois Conference. About 1865, the college came under criticism of certain members of the German constituency that the native language was not receiving proper recognition or consideration. Possibly some German families sensed a direct threat to the culture, institutions, and language of the "Fatherland" in a college whose basic instruction was in English. The Evangelical Messenger published an article prepared by Smith in answer to the German critics of the college. The article, con- curred in by Professor Rhodes, Professor Leas, and Agent Rohland, was a direct attack upon those who held the view that German was of equal importance with English in colleges and in preparation for citizenship in America. After elucidating the fact that English was the language of our legislative halls, our courts of justice and of so- ciety generally, the president clothed his discourse in patriotic terms, that training in English would "destroy clanship" and tend to re- move prejudices based upon nationality. It would promote a more rapid assimilation of national groups into American society. Although the preceptive arguments of Smith temporarily allayed the critics, the question arose intermittently until the turn of the century. The inauguration of the German Course in 1866 was in part a concession to these critics. This course extended over a two- year period with a study of Woodbury's Grammar and Reader the first year and the reading of such works as Schiller's William Tell, Wallenstein, extracts of Goethe's prose and Klopstock's Messiah the second year. While it was 1869 before the catalog carried instructions concern- ing college degrees, records indicate that they were first awarded in 1867. Those completing the Classical Course were awarded the Bachelor of Arts, those completing the Scientific Course, the degree of Bachelor of Science. Diplomas were awarded to those completing the Ladies' Course or the Normal Course and a certificate of attain- ment was granted for completion of the German Course. For the historian presenting the list of graduates of the early period, it is perhaps essential to make a distinction between those who completed the collegiate requirements, receiving bachelors' de- grees, and those who finished requirements in the sub-collegiate courses, receiving certificates or diplomas. The first three graduates of the school (class of 1866) included Florence Sims and Laura Pratt, who completed the work of the Ladies' Course, and B. F. Dreisbach, who completed the Normal Course. The first commencement was CURRICULAR BEGINNINGS 25 held in June, 1866, honoring the achievements of these students with diplomas. The first students to complete the regular college requirements were Charles A. Bucks and E. C. Hagar. They were awarded the Bachelor of Arts degree for completion of the Classical Course in appropriate commencement exercises in 1867. Those students had enrolled as members of the first college class back in 1863 and by continuing their studies received the first college degrees. At the same commencement four ladies were granted diplomas for the com- pletion of the Ladies' Course: Melissa Davis, Mattie Dreisbach, Mary A. Knobel, and Anna Rohland. 4 One of the most notable historical features of Plainfield College was the small number of degrees or diplomas granted for completion of the various curricular offerings. 5 The small number of graduates may have been a source of disappointment to local promoters and to the leading officials of the church. The number seems unusually small when compared with total enrollment figures for the nine academic years at Plainfield which was 219. This low ratio of graduates to total enrollment was perhaps comparable to the average college in the Middle West in the sixties. This was the result of a number of factors, including lack of academic background of students, financial problems, difficult course requirements, ample opportunities for a student with only a year or two of academic work, and the general lack of that degree-consciousness which was so apparent in later years. The casualties in each course were high, since many students came only for one term and left before taking examinations. Many were local students from Plainfield who came for brief training in the preparatory courses with no qualifications, interest or ambition in the advanced studies. Even among some leaders of the Evan- gelical Association there was a question as to the need of a college degree for the prospective minister. Many called to preach could not see the wisdom of devoting so much time to college requirements and then to seminary training. Instruction in music was instituted at Plainfield College in the fall of 1862 when H. C. Smith assumed duties as professor of Vocal and 4 B. F. Dreisbach and Mattie Dreisbach were brother and sister of Mrs. H. C. Smith. 5 Only six students met the prescribed requirements of the college and re- ceived college degrees during the Plainfield period : Charles A. Bucks, Edward C. Hagar, H. H. Rassweiler, George Sindlinger, C. F. Rassweiler, and G. C. Knobel. Some twelve students completed the work required in the Preparatory Course. 26 HISTORY OF NORTH CENTRAL COLLEGE Instrumental Music in September of that year. Instruction in vocal music was given to all who elected it without charge, with a class for beginners and another for advanced students. A course in piano was given by Smith with the following charges : tuition per semester, $8 ; use of piano, $3 ; use of melodeon, $2. The need for improved facilities for musical instruction and for chapel services was sensed by the Trustees when, at their meeting in November, 1869, the faculty and the agent were instructed to purchase a cabinet organ for the chapel at a cost of not over $200. The professor of music was to hold concerts with the avowed purpose of raising money to defray the cost of the instrument. A visiting committee in 1867 commended the instruction and the strategic role of music in the education of young men and women. The visitors lamented the fact that so few parents appreciated the value of music in the training of young men. The committee held that by the influence of music "many a young man had been saved from spending his evenings, and often his nights, in scenes of dissi- pation and vice." A system of numerical grading was established from the beginning on the basis of the following scale: 3, perfect; 2, passable; 1, very deficient; and 0, total failure. One might logically deduce that a 3 would be comparable to an A under the current system, 2 to a C, 1 to D, and to an F. A scholarship report for one of the first col- lege students, Julia Luce, is extant. This report for Miss Luce at the close of the winter term in 1863 in the three studies of Anabasis, Caesar, and Sallust indicated that she received a grade of 3, which was measured as perfect scholarship/ 6 Enrollment in Plainfield College 1861-1870 Sub-College Collegiate Year Ladies Gentlemen Ladies Gentlemen Total 1 1861-62 123 120 243 1862-63 82 93 175 1863-64 110 130 2 4 246 1864-65 90 110 4 204 1865-66 84 158 2 244 1866-67 59 128 6 193 1867-68 57 99 20 176 1868-69 59 104 30 193 1869-70 65 131 17 213 6 Miss Luce, a member of the first regular college class to be organized at Plainfield, died sometime in the fall of 1863, the first recorded death of a col- lege student. T Because of high student turnover the total number for a particular year was probably never achieved at any specific time. CURRICULAR BEGINNINGS 27 Geographical Distribution of Students Enrolled at Plainfield for Two Representative Years: 1861-62 and 1869-70 1861-62 (First year at Plainfield) Illinois 220 Indiana 2 Iowa 2 Michigan 1 Missouri 3 New York 1 Ohio 6 Pennsylvania 2 Wisconsin 2 Germany 1 A total of 190 were from Plainfield. 1869-70 (Last year at Plainfield) Alabama 1 Illinois 156 Indiana Iowa Michigan . . . Minnesota . . New York . . Ohio Pennsylvania 10 8 4 2 3 10 1 Wisconsin 14 Canada 2 A total of 86 students were now en- rolled from Plainfield. Chapter 4 RULES AND STUDENT LIFE Scattered references throw brief light on the extra-curricular or everyday life of the student. While source material on the daily routine of students is meager, sufficient information is available to demonstrate the fact that the life of the student was thoroughly supervised by a system of detailed by-laws and regulations. The absence of rules or even self-regulation would have opened the in- stitution to severe criticism, not only by the church, but also by pa- rents, local friends, and patrons. The catalogs carried a paragraph informing all parents and prospective students of the philosophy behind the strict system imposed by the authorities. "Laudable motives" were to be enforced upon the mind of each student with the basic aim to make the supervision "strictly parental.'' The students' day began at five-thirty, when the bell awoke them for study until breakfast. Following breakfast came study hours and recitations which continued until noon. After an hour for lunch, recitations and study continued until four. Then again in the evening all students pursued their studies from seven to nine in fall and winter terms, and from seven-thirty to nine-thirty during the spring term. Lamps were extinguished at nine, leaving eight and one-half hours for rest. During study hours students had to be in their own rooms or at recitations and above all were not to annoy the occupants of adjoining rooms. Infractions were subject to penalties varying from demerits to suspension. The week-end activities of students were carefully planned by the authorities but allowed somewhat greater freedom on Saturday when the morning study hour extended from eight until eleven only. The afternoon hour from two until three was allocated for business cor- respondence; then from three to five came the opportunity for per- sonal correspondence to one's friends or relatives. All students had to attend worship on the Sabbath and all reading and study was confined to the Bible, religious papers or sacred publications. A total of twenty-two rules called the "By-Laws of Plainfield Col- lege" were printed in the catalog for some twelve years. The fol- lowing quotation is taken from the second catalog : 1. Study hours shall be as follows: From 5 l / 2 A. M. to break- fast, from the first bell after breakfast to 12; — from 1 to 4 P. M. and from 7 to 9 during the Fall Term, from 6 l / 2 to 9 during the Winter Term; and 7y 2 to 9^2 during the Spring Term. [28] RULES AND STUDENT LIFE 29 2. During study hours students must be in their own rooms or at recitations, and must abstain from whatever may annoy the occupants of adjoining rooms. 3. Punctual and regular attendance at Prayers in the Chapel, at Church on the Sabbath, and at every recitation or other exercise enjoined by the Faculty are requested of all stu- dents. 4. No student shall absent himself from any recitation, lecture, or other exercise enjoined upon him, without permission previously obtained from the teacher who conducts or superintends it. But if it be impracticable to obtain such permission, he shall render a sufficient excuse at the next exercise, and more than three unexcused absences shall sub- ject the offender to unconditional dismission. 5. Leave of absence from town, from Prayers, and from public worship must be obtained from the President. 6. No student can honorably leave the institution before the close of the term for which he enters, without previously obtaining permission. 7. All wrestling, running, jumping, stamping, scuffling, or other rude or boisterous noise, are especially forbidden at any time in any part of the College building. 8. Students are required to be in their rooms at and after 10 o'clock at night ; and after 9 o'clock in the evening as well as during study hours, to refrain from all social visiting, loud talking, or making any other noise which might interrupt the repose or study of others. 9. No student shall throw water, dirt, or anything offensive or dangerous from the windows of the College building. 10. Damages done to the building or other property of the In- stitution, shall be paid for by the author or authors. 11. No student shall at any time or place use any intoxicating liquor as a beverage. 12. No student shall either chew, smoke, or snuff tobacco in the College premises, and all the students are requested to ab- stain entirely from the indulgence of this pernicious habit during their connection with the Institution. 13. Students are required to refrain entirely from the use of profane language, from the violation of the Sabbath, from card playing and other games of chance, and in general, to observe all the laws of common social morality. 14. Students are prohibited from unnecessarily frequenting gro- ceries, taverns, and other similar places of public resort. 15. Young ladies and gentlemen are not allowed to walk together for recreation, or ride in company without express per- mission. 30 HISTORY OF NORTH CENTRAL COLLEGE 16. Students are prohibited upon pain of expulsion from visiting those of the other sex at their rooms, or receiving visits from them at their own rooms, except by special permission from the President or Lady- President. 17. No student can attend mixed assemblages or parties of any kind without permission. 18. Literary Societies may meet one evening each week for com- mon Society purposes, the evening to be designated by the Faculty. No special meetings shall be held during study hours. The Constitution and By-Laws of Societies must be approved by the Faculty, and the usages of Societies shall be at all times open to the knowledge and inspection of the Faculty. 19. No society shall hold a public meeting without leave obtained from the Faculty, nor shall any public speaker be appointed — nor any address, essay or other exercise presented at any public meeting of the Literary Societies — without the appro- bation of the Faculty. 20. If any student shall pertinaciously refuse to testify in a case of trial before the Faculty — he may either be suspended, dis- missed, or expelled at their discretion. 21. Every student is required to settle his bills with the Treas- urer at the commencement of the term. No student shall be permitted to recite till he shall have obtained a certificate that he has complied with this regulation. 22. For the violation of these and other rules of the College students shall be liable to fine, private or public reproofs, suspension or expulsion. The catalog issued in 1866-67 contained some additions to the cur- rent rules and regulations : 8. All loitering in the public halls, on the steps, or in any of the vacant rooms, between recitations or at any other time is ex- pressly forbidden. 9. Whispering or communication of any kind during recitation, rhetorical exercises, prayers, or other exercises of the college is forbidden. 13. No student is permitted to join or attend a secret society while connected with the college without permission. To the modern observer the rules and regulations appear to have bordered on the tyrannical or even the ridiculous, and today one is likely to smile in avowed skepticism at this system of discipline. It seems so remote from the ideas of progressive educators of a later era; however, a study of the history of contemporary institutions including state universities in the 1860's reveals similar rules and restrictions on student conduct. RULES AND STUDENT LIFE 31 Smith and the early leaders of Plainfield College looked upon the moral training of students as the highest objective of education. To them the most noble objective of the teacher was to mold and build a solid foundation based upon Christian character. Intellectual ad- vancement independent of moral training was unthinkable. President Smith in a report to the Board of Trustees in 1869 included one of his many statements concerning the purposes of Christian education : "When the spiritual nature receives the greatest care, when the trans- formation of the soul into the image of the Maker, and its consequent highest development over-tops and crowns all other kinds of culture, then it is that the true end of education is fully realized. May this kind of culture ever take precedence over all other at North-Western College." Evidences of the interest in character building and the insulation of students from some of the "evils and sins" of the world were noted in discussions and resolutions of the Board of Trustees. In March, 1867, the Board gave full approval to the rules of the college and voted to sustain the professors in their literal enforcement. The Board expressed fear of the influence of local saloons on student char- acter when in 1868 the body adopted a resolution petitioning the Illinois legislature to enact a measure prohibiting the sale of intoxicat- ing liquors within two miles of the college building. Faculty reports frequently indicated that the greatest disciplinary problems came from students living in the town. This would seem logical since these people had less faculty supervision, at least in off- campus hours. It was indicated that part of the difficulty came from the number of unauthorized sociables planned by students and fre- quently announced from the pulpits. Consequently the faculty ex- hibited skepticism toward sociables, particularly if they were con- ducted by the students. The Board reflected its interest in the matter by forbidding the holding of social festivities in the chapel. Although the use of tobacco was clearly prohibited by rule number 12 published as early as 1863, the Trustees added their disapproval by resolving that all students refrain from this practice. An early conflict between "town and gown" came in what was later known as the "sham programme conspiracy." The so-called conspiracy was instigated when certain young gentlemen of the vil- lage became affiliated with the literary societies of the college. These young men, free from the restrictive influences of the college, sought to control these organizations and to direct them along paths contrary to the purposes of the school. The faculty then passed a decree closing the societies to membership outside of the college. This de- cision enraged some of the more belligerent and mischievous members from the town, who organized a secret society holding meetings at 32 HISTORY OF NORTH CENTRAL COLLEGE night in an old unoccupied church building. The conspirators drew up a very strict code of secrecy and honor; one of the penalties for revealing the secret ritual was a ducking three times in the Du Page River. The clique managed to enlist some college students from whom they learned the contents of programs for public entertainment and of exercises in the college chapel. These they travestied in a very insulting and ridiculous manner. The intrigue apparently was carried on for some time before a student detective was initiated into the group and revealed all the secrets to the faculty. At the next public entertainment President Smith arose before a large audience with one of the programs and their entire secret code in his hands, exposing the farcical plot. According to the records there were some "desperate characters" among the conspirators but the fearless denun- ciation by the president routed the guilty and ended the sham program conspiracy. A more positive approach in character building came in the relig- ious emphasis on campus which was evident from the beginning. The first catalog stated that the exercises of each day began with scripture reading and prayer, which were compulsory for all stu- dents, as was attendance at public worship on the Sabbath. A faculty committee supervised not only attendance at church but also deportment at worship. The non-sectarian character of the college became traditional and was expressed in catalogs : "No effort is made, none will ever be made to teach the pecularities of any sect ; even the prejudices and conscientious scruples of those who entertain any will be respected." The religious experience of students was further enriched by the series of revivals held usually during the winter term. Typical of the revivals was the one that began on January 2, 1864, when, despite the snow and bitter cold, it was reported that "some forty or fifty souls professed saving grace, the majority of whom were students." It was likewise reported that Professors A. A. Smith, Rhodes, Miller, and Heidner were faithful workers in this revival. The next year a revival was held in both the Evangelical and Methodist churches with some fifteen conversions, the majority being students. Prac- tically all the early reports of the faculty to the Board speak of the conversion experiences of students during that academic year. This was unquestionably happy news to some of the leaders in the church who had been skeptical of the influence of higher education upon the denomination in general and more particularly upon the faith of students. D. B. Byers, a minister of the Illinois Conference, wrote of a re- vival at Plainfield in February, 1863, in language that was inspired RULES AND STUDENT LIFE 33 by the military tactics and strategy of the Civil War. This campaign by "Christian soldiers" was summarized in the following military terminology : Last night the fort was stormed at the point of the bayonet, with heavy loss to the enemy — our glorious banner could be seen waving proudly from the top of the enemy's works, and the shouts of victory was general. I am sorry to state, however, that from the nature of the location, it was impossible to cut off the enemy's retreat; yet our forces are pressing him hard, and the prospect is that we will bring in quite a number more pris- oners. . . . Some 15 have already taken the oath of allegience, have been pardoned by our great commander-in-chief, uniformed and equipped, and are now standing in our ranks, determined to defend the cause of Immanuel to the last. Because of the special relationship of the college to the church and "the need of students for spiritual guidance," the Board of Trus- tees in 1867 went on record in favor of establishing a college chap- laincy. The interested conferences were urged to discuss this possi- bility. Although the college chaplaincy was not established, the Board did pass a resolution instructing the faculty and the agent to prepare a course of instruction in theology to commence with the school year 1870-71. Instruction in theology did not begin, however, until 1873-74, when Union Biblical Institute was established at Naper- ville. The major opportunity for student expression and perhaps in- itiative, aside from formal recitations, came in the meetings of the literary societies. By 1863 a number of literary societies were al- ready functioning, and by the close of the Plainfield period the Philo- logian, the Phi Beta Kappa, the Laconian, the Columbian, the Neo- cosmian, the Philorhetorian, and the Philodelphian had been organ- ized. Some of the societies appear to have been inactive or possibly to have had only a brief existence. The first catalog and the discourses of the president and faculty extol the educational training of literary societies in terms of the mental discipline imparted to all participants. These organizations served to promote public relations since citizens of Plainfield could attend their exercises and for a brief period could participate as members. Assurance that the societies would harmonize with the purposes of the college was guaranteed by provisions that their con- stitutions, by-laws, and public exercises be under the supervision and special guidance of the faculty. The societies held frequent exercises with the final display of their talents and literary merit at the end of the year. The Phi Beta Kappa Society presented a public exhibition in June, 1864, with essays, de- 34 HISTORY OF NORTH CENTRAL COLLEGE clamations, discussions and a "stump speech" on the subject, "Sub- version of Our Government/' showing interest in the civil conflict. The Laconians, Neocosmians and Philorhetorians all participated in the second annual commencement exercises in 1867. The Philorhetorian, a German literary society, was founded by Heidner in 1864. Chester Attig, in his brief history of the college, states that the organization had for its motto: "Durch's Schoene Zum Guten," which translated meant "Through the Beautiful to the Good/' All exercises of the society were presented in German, and an observer attending a meeting of the group in 1867, not under- standing the language, indicated that "the orations appeared easy, energetic, and earnest." The society at Plainfield which has bequeathed to history the most complete record of its proceedings was the Neocosmian, which held its last recorded meeting in the spring of 1870. The preamble of the organization declared as its objectives: mutual improvement in elocution, composition and debate, and cultivation of general in- telligence. In the pursuit of these objectives the society emphasized respect for the opinions of others, a command of temper or disposition in relations with others, and a search for Truth. A very elaborate constitution and by-laws were written for the operations of the society. The Neocosmians evolved twelve major steps in the order of their exercises: Prayer, roll call, reading of minutes, installations, read- ings, debating, decision, appointments for the next meeting, opportu- nities for membership, new business, critics' report, and adjournment. Questions discussed and debated covered diverse fields of interest but were mainly concerned with political and social issues. Some of the questions considered during 1867 and 1868 pertained to the effectiveness of capital punishment, merits or demerits of women's suffrage, education vs. riches for happiness, or whether drunkenness or slavery causes more misery. A subject debated on George Wash- ington's birthday in 1867, hardly in keeping with the spirit of that holiday, was "Resolved, that money exerts a greater influence on the mind of men than women." Perhaps the anti-British feeling grow- ing out of the Civil War was the occasion for a debate on the ques- tion, "Resolved, that the United States should declare war on Great Britain." Fortunately peaceful persuasion prevailed and the negative won the debate. The most direct contact between the school and the community came in the public exercises and exhibitions at the close of a term, or at the end of an academic year. These were held in the chapel with a capacity crowd in attendance. In the absence of other activ- ities these early college exercises created great excitement and public interest in the village of Plainfield. RULES AND STUDENT LIFE 35 The final exercises held at the close of the first year came in the afternoon of June 26, 1862. No indication was given of the dura- tion of this first exercise in the history of the school, but it must have consumed much of the afternoon as there were twelve orations, as well as seven vocal and instrumental selections and two prayers. For the public exercises held at the close of the winter term on March 3, 1864, it was reported that the chapel was crowded to capacity for the exhibition. The general order of exercises was the same as that given in 1862, with the exception that this exhibition shows the greater influence of the literary societies with a discussion and the addition of a dialogue. The exercises also show the influence of the Civil War on college thinking and sentiment : Music — Prayer — Music Essay — "Clouds" Florence Sims Oration — "Martin Luther" (German) C. A. Bucks Essay — "Twilight" Louisa Frasier Music The Student Portfolio, Vol. I Maggie Van Horn Essay — "Life Is What We Make It" Rebecca Kesser Oration— "The Present War" S. L. Mottinger Music Essay — "Our Village Graveyard" Lavina Dillman Essay — "The Earth" Hannah Corbin Discussion — Resolved, that it would be just and right for the U. S. Government to treat Rebel prisoners as Union captives are treated by the Rebels. Aff. — E. C. Hagar Neg. — George B. Foster Music Dialogue — "Intemperance" E. A. Drew Characters — An advocate of the Maine Law Amanda Dillman An advocate of Moral Suasion Libbie Clingman A Fashionable Lady Emma Bliss A Drunkard's Daughter Florence Sims Music Oration — "German Literature" (German) A. Huelster Essay— "What is Worth Doing at all is Worth Doing Well" Sylvia Pratt The Student Portfolio, Vol. II Helen Miles Music Benediction Because of the difficult academic program, the rigid study schedule, and the lack of appreciation of physical culture, the students appar- ently found little time or occasion for play. To what extent the serious student was able to lay books aside and indulge in brief periods of exercise or play, it is impossible to determine. While this was long before the period of organized physical activity, it is a 36 HISTORY OF NORTH CENTRAL COLLEGE point of curiosity that the third annual catalog (1863-64) included a brief section on gymnastics. The section records that free instruc- tion on a daily basis was given under a competent teacher affording "pleasant and agreeable exercise" for all who wished to avail them- selves of this privilege. Even more astounding was the statement that the class was open to ladies as well as gentlemen. This is the only reference to gymnastics in the catalog for years to come. The college community at Plainfield was particularly saddened in the early months of 1864 by the prevalence of an epidemic called, in the Evangelical Messenger, "cerebro spino meningitis." The epidemic, which baffled doctors in this community in the 1860's, made its appearance at the close of a revival, which an observer reported as a success "in conviction and conversion of sinners." The college faculty and students were grieved by the death of a young lady stu- dent in an experience somewhat similar to the sorrow at the passing of Ann Rutledge at New Salem some thirty years before. This young lady, who fell victim to what was termed "cerebro meningitis," was Louise Ringle, who came to the college from St. Joseph County, Indiana. It was generally believed that the extreme cold of the very severe winter of 1863-64 produced the disease. 1 H. C. Smith spoke of some twenty-five deaths during the month of January, 1864, and classified the epidemic as "a spotted fever, or malignant typhus fever," reporting that some days there had been two or three funerals. Over fifty years later this tragic epidemic was still a vivid memory to Mrs. Smith who wrote of it in her diary. 1 The blizzard of January, 1864, was reported to be the most severe ex- perienced in Northern Illinois in more than thirty years. Because of the snow and extreme cold few ventured from their homes and people experienced diffi- culty in maintaining comfort around stoves and fireplaces. Chapter 5 COLLEGE AND THE CIVIL WAR It was only natural that the early years of Plainfield College were greatly influenced by the momentous events of the Civil War. The meeting held at Plainfield to organize the first Board of Trustees took place only eighteen days after the bombardment of Fort Sumter. The war was already raging by the time the college opened its doors in the fall of 1861 ; the Battle of Bull Run had already been fought, military operations for supremacy in the Mississippi valley region were unfolding, and General George B. McClellan was planning his famous Peninsular campaign ending in the abortive effort to capture Richmond. The college faculty and the student body were practically unani- mous in their support of the Union cause during the Civil War. 1 This resulted in part from the fact that a large majority of the stu- dents came from the free states and from the particular areas that were most hostile to slavery. Another factor was the religious back- ground of the students and their parents. A majority of the stu- dents came from German families, a national group intensely hostile to slavery and secession; others were descendants of New England families that had traditions in opposition to slavery. It has been observed that Augustine Smith since early in life had been a crusader against slavery and racial intolerance. Perhaps some of the students witnessed the operation of the underground railway system in their communities in Northern Illinois. The Evangelical Association was ardent in its support of the Union. The Illinois Conference in 1862 conducted a service of thanksgiving at the request of President Lincoln for the victories won by the Union armies in the war. The service was described as one in which "deep emotion prevailed, and earnest prayers were poured out for divine guidance and vindication in the cause of Union and freedom." In 1863 the Illinois Conference heartily endorsed President Lincoln's Emancipation Proclamation. The Conference that year passed a series of resolutions again displaying the ardent sympathy of the Association for the Union cause and freedom : "Resolved, that we decidedly declare ourselves in favor of the suppression of the present wicked, murderous, slaveholder's re- 1 Following the attack on Fort Sumter, flags were displayed on houses, schools, private homes, hotels and churches. Copies of the Star Spangled Banner and the Red, White and Blue were sold by the thousands in Northern Illinois. [V] 38 HISTORY OF NORTH CENTRAL COLLEGE bellion, by the adoption of all available proper measures, and therefore cordially approve of the humane and patriotic measures resorted to by our honorable president, A. Lincoln, commander- in-chief, in proclaiming the slaves of the rebels "forever free," considering it as a wise measure, well calculated to insure a speedy suppression of the rebellion and with it the removal forever of its grand cause, as also the establishment of our in- alienable rights vindicated in the Declaration of Independence, and provided for in the Constitution." Professor H. C. Smith, in his diary of the Plainfield years, records some valuable items of information concerning the college and the closing events of the war. The news of Lee's surrender at Appo- matox on April 9, 1865, reached the Plainfield community on April 10. Professor Smith reported the great rejoicing which included orations in the evening and the illumination of the college building and the homes of some of the professors. This feeling, however, was reversed on April 15th when the news of the assassination of President Lincoln reached the village of Plainfield about 1 p. m. Whereas on the previous occasion the bells had tolled for joy, on this day they tolled for sadness. Funeral services for the martyred President were held in Washing- ton on April 19, 1865, with other services held throughout the na- tion. 2 A memorial service was held in the college chapel which was reported to have been very impressive since one of the speakers, Chaplain Dodge, had been intimately acquainted with the late Presi- dent. On April 15, 1868, three years after the death of Abraham Lincoln, a fast day was observed in memory of the great emanci- pator and special services in his honor were conducted in the college chapel. For a few years school was dismissed on the anniversary of this tragic assassination. The Civil War hatreds and the partisan bitterness it engendered did not by-pass the college community. Even the faculty was not immune to the emotions aroused by the war. One of the instructors writing during the Grant-Seymour contest for the presidency in 1868 alluded to the democratic party as responsible for the Civil War and as the party identified "with treason, cowardice and falsehood." While the Civil War had adverse effects upon the young in- stitution, they were perhaps less devastating than might be first assumed. A majority of the early students from Plainfield and surrounding areas were enrolled in sub-collegiate courses and were unlikely prospects for the draft or volunteer companies. The war may have had a slight effect upon the male enrollment and the 2 H. C. Smith, and perhaps others from Plainfield, traveled to Chicago to view the mortal remains of the martyred president. COLLEGE AND THE CIVIL WAR 39 numbers pursuing advanced studies. More disruptive to the infant institution was the fact that the war distracted attention from edu- cation. Interest was directed more toward the military outcome at Gettysburg or Vicksburg than the anticipated enrollment, sale of scholarships or the future of Plainfield College. To be sure, the effects of the civil conflict apparently were less notable at Plainfield than at more established institutions with larger enrollments. Mem- ories of the tragic events of the Civil War nevertheless left their impact upon college life and thinking for the remainder of the Plain- field period. Chapter 6 FINANCES AND SCHOLARSHIPS During the Plainfield years the officials concerned with financial matters were known as agents. The official designated as general agent was primarily concerned with the financial operations of the institution on campus, while the traveling agent solicited funds in the field. About 1864 the office of traveling agent was abolished, retaining only the general agent, who became known as the treasurer after removal of the institution to Naperville. The first annual catalog stated that the Board of Trustees had in operation a plan for the procurement of $100,000 in endowment by the sale of scholarships. The opening of the school found the agents already in the field selling scholarship-notes. 1 Shortly after the college opened, Esher, the first agent, resigned to take a position with the publishing division of the church at Cleveland, Ohio. Simon A. Tobias and Rudolph Dubs, assisted for a time by D. B. Byers, were then appointed as the college agents with special instructions to procure the funds considered essential for the successful operation of the college. Tobias, a pioneer member of the Illinois Conference, had served the Evangelicals in this state since 1844. He was one of the promoters of the college movement in Illinois and, as we have observed, was an active member of the education committee that won the Plain- field properties for the institution. Rudolph Dubs was born in Germany in 1837, and came to Amer- ica at an early age. He soon joined the Evangelical Association and at the age of nineteen was licensed to preach by the Illinois Conference. His winning personality brought success in the sale of scholarships, and he served as agent until his resignation in 1863, when he returned to a special assignment in the church. Dubs was later honored by his election as bishop and during the 1880's was one of the leading figures in the Evangelical Association. The enthusiasm engendered by the foundation of the new institu- tion brought considerable success the first year, and by December, 1862, the agents reported scholarship-notes sold in the amount of $51,000. Those wishing to purchase scholarships were urged to do 1 A scholarship-note entitled the holder to free tuition for one student for the duration of the terms of the agreement which in the early years frequently extended for a period of fifty years. [40] FINANCES AND SCHOLARSHIPS 41 so before the coveted figure of $100,000 was reached since after the projected endowment was secured no more of the notes would be sold. This policy was, of course, not followed and scholarship-notes were sold at later periods to the distress of future treasurers and col- lege leaders. The statement that the maximum endowment figure of $100,000 would soon be attained was much too optimistic. In fact, by 1863 the financial reports showed an endowment figure of $66,443 ; how- ever, only $28,268 was represented by cash while most of the re- mainder, including over $36,000 was in scholarship-notes representing pre-paid tuition. Many theories might be advanced for the failure of the agents to raise the desired goal for endowment. Traditionally it was assumed that the Civil War restricted college recruitment and procurement of funds. It seems that the first two years of the war curtailed the sale of agricultural products and brought depressed conditions to Illinois farmers partly due to the loss of the Southern market. This fact and the diversion of attention from education occasioned by the war must have adversely affected the financial beginnings of the young institution. However, after 1863 inflation came to the North and the farmer prospered from the sale of foodstuffs to the Union armies, which at inflated prices should have enhanced the raising of funds particularly during the latter period of the war. It is true that some purchased scholarship-notes on an installment basis during the boom period of the war and found it difficult to meet their obligations in the deflationary period after 1865. Whatever may have been the causes for the failure to reach the $100,000 figure, it soon became apparent that collection of the pledges was not an easy task. As early as March, 1863, the Trustees enacted a rule that all scholarship holders who would pay the full amount of their notes before July 1, 1863, would be allowed a ten percent reduction. This action may have encouraged some of those delinquent in their obligations to expect further reductions or possibly to even cancel their pledge. To counteract this trend of thinking, the Board took vigorous action in March, 1864, stating that under no circumstances could it relieve the obligations of any holders of scholarship-notes. The agent was specifically requested to collect both principal and interest, and in December, 1864, the traveling agent was instructed to call personally on all individuals who were delinquent. The scholarship issue was a perennial problem facing the Trustees at Plainfield. In the spring of 1867 it was decreed that all holders pay eight percent interest on overdue installments beginning July 1 of that year. In the desperate quest for funds the agents occasionally 42 HISTORY OF NORTH CENTRAL COLLEGE made oral agreements that later became an embarrassment to the au- thorities; for example, an individual in 1867 wrote a letter to the Board stating that he had purchased a scholarship on the condition that he be loaned a sum of money from the endowment fund below the current interest rate. The loan was authorized, but the requested interest reduction was rejected. A typical scholarship-note was the one made out to Peter Krahl by Henry Rohland, general agent, and dated June 1, 1864. This note certified that the individual from Castle Grove, County of Jones in the State of Iowa, in consideration of the note for $100 given to the general agent, was entitled to instruction for one student at a time in any department of the college during the regular term for a period of fifty years. It is of some interest that this note was used over a period of fourteen years, the last beneficiary enrolling in the spring of 1878, a relatively short period since the note was legal until 1914. How- ever, it was used by some thirteen students over the fourteen year period. A custom most damaging to the future financial interests of the college was the practice of exchanging and renting the scholarship- notes. The Trustees sensed the danger to the future interests of the institution in this procedure and in 1866 prohibited the renting of these notes for more than a year. This expedient action incurred so much opposition in the church conferences that it had to be re- scinded the next year. The Board of Trustees in 1867 studied ways and means of increas- ing the endowment and went on record in favor of an increase in the fund by at least $250,000. A committee of the Board recom- mended that a portion of this fund be devoted to the education of poor or needy students who might be recommended by the various conferences. This was later carried on treasurers' books as the "welfare fund." The agent was again instructed to go into the field in search of endowment and all ministers and laymen were asked to cooperate with the college official. The failure to raise the projected endowment resulted in a salary scale below that found in more affluent Eastern institutions. In 1867 the stipend of the president was fixed at $1,000 for the succeed- ing year and that of the professors at $750. This scale remained more or less stable for a number of years. Toward the close of the Plainfield years, the annual budget was slightly in excess of $5,500. For the year 1867-68 receipts exceeded expenditures by the sum of $18.75. The following figures give an itemized account of expenditures and receipts for that year: FINANCES AND SCHOLARSHIPS 43 Receipts Interest on loaned money $2,449.71 Interest on scholarship-notes 1,829.25 Interest on government bonds 93.02 Total interest $4,371.98 Received for coal 143.27 incidentals 477.99 grass 10.00 rent 134.00 tuition 226.47 collections 230.87 sundries 12.98 Total receipts $5,607.56 Expenditures 5,588.81 Surplus $18.75 Expenditures Paid instruction $3,461.88 Traveling expense — Trustees 66.20 Sweeping 58.50 Making fire 54.79 Ringing bell 48.90 Coal 355.76 Catalogues 89.00 Cleaning college 38.08 Insurance 87.50 Kindling 4.66 Express charges 7.00 Glass 17.88 Stoves 30.03 Painting 27.02 Repairs 20.00 Envelopes, stamps 19.10 Chalk 8.15 Laundry 39.50 Agent (salary) 790.00 Moving expense 45.83 Traveling 199.50 Deposition and lawyers fees 26.95 Total expenditures $5,496.03 Paid to endowment fund 92.79 Total expenditures $5,588.81 44 HISTORY OF NORTH CENTRAL COLLEGE Two items in the above budget are particularly interesting to modern financiers and educators. One is the relatively small amount spent for instruction, less than the salary of a single professor to- day. The other point of interest is the small figure collected in the form of tuition. The total cash collected from tuition for all students for one year was less than the amount paid by one student for one semester a century later. The emergence of "a tight money" policy after the Civil War brought an increase in interest rates and by 1868 the Trustees were receiving nine percent on college loans. Real estate investments made up a large percentage of loans which had to be secured by prop- erty at least twice the cash value of the mortgage. Early catalogs and sources in general indicate stability in the cost of tuition throughout the Plainfield era. This lack of fluctuation is difficult to analyze in view of the rising prices and inflation of the Civil War. Tuition for instruction in the Common English branches remained at $4.00 per term. The course in Algebra, Philosophy, and Higher English remained at $5.00 a term while the fee for Ancient and Modern Languages actually declined from $7.00 in 1862 to $6.00 by 1866. The only instructional increase came in music courses where the tuition rose from $8.00 to $10.00 for a term. While the college was able to control the cost of its own services, particularly tuition, the authorities were unable to prevent the rise of outside expenses for students. The cost of board for students liv- ing in private homes increased from $1.50 per week in 1861 to $2.50 by 1865; the charge for board including laundry rose from $2.25 to $3.50 per week. Estimates of the maximum expense for a student for one year increased from $100 at the opening of the school to $150 by 1868. The failure of the college administration to increase its fees in harmony with the inflationary pressures of the Civil War seems difficult to evaluate. Perhaps the limited nature of the college opera- tions, and the lack of sensitivity of its services in relation to the na- tional price structure account for this stability. Chapter 7 BUILDINGS AND TEACHING FACILITIES The first building, erected by the citizens of Plainfield for a high school, had been donated to the Evangelical Association for the use of the college. The building, completed shortly before the college opened, was described as a commodious three-story edifice, 70 feet by 46 feet, containing spacious recitation rooms, two large study rooms (one for gentlemen and one for ladies) furnished with im- proved seats and desks, a large chapel, society halls, and students' sleeping rooms. On top of the building was an observatory, afford- ing "a beautiful and commanding view of the surrounding country." The front door on the west side of the building opened into a broad hall that led into the chapel on the east side. On the north and south sides of the hall were two recitation rooms ; the upstairs, or third floor, served as a dormitory with two students assigned to each room. Although the first circular and later publications announcing the opening of the school depict the college structure as "commodious," it must have been obvious almost from the beginning that the facil- ities were inadequate and the building far too limited in space. It seems incredible that a building of this size with an obviously limited number of classrooms could have afforded facilities for over 200 students. In addition there were housed in this limited structure a collection of geological specimens (perhaps not large at this time), globes, charts, philosophical treatises and the library. Classrooms in the basement had to be provided for the pupils of H. C. Smith and Emma Corbin in vocal and instrumental music. An alumnus, who attended one year at Plainfield, writing many years later spoke of the crowded conditions in this building indicating that this was one of the causes for the removal to Naperville. The pursuit of additional boarding and rooming facilities in the village of Plainfield became more acute as the geographic area of the student body extended. The college was able to board only a very limited number in the regular building requiring most of the students to find accommodations in the village. As early as March, 1864, the Trustees adopted a resolution providing for the erection of a boarding house to cost $4,000 as soon as the funds were avail- able. Difficulties in collecting scholarship-notes and in financial problems in general prevented the erection of the much-needed dor- mitory or rooming house. D. B. Byers, writing in the Evangelical Messenger in February, 1865, criticized the Trustees for their failure to take action to secure the needed funds. While admitting that labor [45] 46 HISTORY OF NORTH CENTRAL COLLEGE was scarce and building costs high because of the Civil War, Byers held that money was plentiful and that "now is the time to begin the project." Finally, the year before removal to Naperville, in March, 1869, the Trustees approved the construction of a boarding house to cost not less than $5,000, with two provisions: first, that the college would remain at Plainfield; second, that the citizens of Plainfield and vicinity would donate $3,000 to the project. The executive committee was to appoint a special agent to collect the necessary funds. Removal to Naperville soon liquidated this project. The library of the college had its beginnings through the volun- tary contribution of volumes by friends and patrons. The annual catalog called upon supporters of the college for contributions of books to enlarge this teaching facility. A committee of the Board of Trustees investigated the library in December, 1864, finding it "small and very inadequate" ; it was recommended that at least $300 be appropriated by the Board, and that the agent call on friends and appeal in the church papers for donations of books. There is no evidence that the Board appropriated the funds suggested by the committee, but it did pass a resolution that the conferences of the church request each member to bind himself to collect at least $5.00 during the year for the library at Plainfield College. This constituted the first of a series of appeals to members of the Evangelical Asso- ciation for support of the library. Reports indicated a collection of forty-five volumes as of January 1, 1868; some thirty-four volumes were added during 1868 consisting largely of classical works and treatises on mathematics bringing the total to eighty volumes by the close of that year. It might be of interest to record that volume number one was the Holy Bible and number eighty Webster's Un- abridged Dictionary. An action by the Trustees in 1869 that would be quite unorthodox, if not ludicrous, today was a resolution requesting the faculty to have their photographs taken and sold for the benefit of the library. At the same session Professor G. Leas was thanked by the Trustees for a donation of $50 and P. G. Dundore for contributing a show- case for the library. The first librarian of the college was J. E. Miller, who assumed this responsibility in addition to his regular teaching duties. Because of the instructional schedule of Miller, the library could be open only on a very limited basis. A collection of geological specimens had been donated to the college by a friend the year the institution opened. In 1863 some geological equipment was donated to the college by the State of Illinois and Professor Miller was accorded special thanks by the Trustees for his labor in securing geological collections from the State. While the catalogs imply that the institution was well sup- BUILDINGS AND TEACHING FACILITIES 47 plied with philosophical treatises, the Board in 1864 decreed that the mineral and natural productions be increased. 1 The agent was instructed to call on friends and to try to obtain any specimens use- ful in the study of geology. No reference is made to laboratory equipment for chemistry since this subject was taught by the lecture method with a minimum of experiments. Chemistry at the time was a newcomer to college curricula and laboratory equipment would have been expensive and difficult to procure. A faculty report in March, 1869, pointed out how the expenditure of $1,000 or perhaps even $500 for scientific equipment would aid materially in the teaching of the sciences. To what extent the low collegiate enrollment was due to poor library and laboratory facilities is difficult to determine. An observer in a rather pessimistic vein in 1869 wrote that » 'gentlemen who aspire to a classical education will in most cases go where they can also enjoy the advantages of a good chemical apparatus and a college library." The writer voiced a complaint that the young institution was not sufficiently appreciated by the village of Plainfield or by the Evangelical Association. 1 The term philosophical apparatus used in the first catalog refers to pub- lications on the subject in the library. Chapter 8 REMOVAL TO NAPERVILLE Shortly after the founding of the college at Plainfield a feeling began to persist that the location of the school here had been a mistake. While this conviction must have been evident among faculty and friends of the school soon after the beginning, the issue of removal had become a major item on the agenda of the Board of Trustees after 1864-65. Contrary to claims boasting of the accessibility by stage line and the commodious nature of the college edifice, the real shortcomings in these matters seem to have been central in the grow- ing desire for relocation. 1 Some have indicated that the conflict over the use of English rather than German in the church at Plain- field and the English Mission established by the college led to division and was a factor stimulating relocation. It may seem unusual that the founders failed to perceive the significance of railroad transpor- tation and accessibility to the college as indispensable to its future growth. Perhaps the real import of railroad travel was not perceived until after the college was founded. 2 Whatever the basic causes for removal may have been, the issue was before the Trustees by the time of their session in March, 1867. At the beginning of this session a committee to study removal of the college was appointed, consisting of President A. A. Smith, D. S. Oakes of Indiana Conference, C. Kopp of Illinois Conference, and W. F. Schneider of Plainfield. Invitations may have been tendered by the Board the previous year, since delegations from various local- ities seeking the college visited that body in 1866. Representatives from Hinsdale, Illinois, met with the Board to urge the relocation of the college in their city. The committee on removal studied the Hinsdale offer and later reported that it was not of sufficient inducement to warrant further action on that site. A group from Naperville met the same response from the committee, as did citizens from South Bend, Indiana. The Board resolved that if the authorities of any locality within the boundaries of the four interested conferences should secure to the Trustees within a year the sum of $25,000 they would be entitled 1 Elizabeth Harlacher, one of the first students of the college, was on her way to Plainfield when the stage overturned and threw the passengers in the mud. Miss Harlacher later wrote that on arrival in Plainfield she was dis- heveled and muddy when first seen by her future husband, C. F. Rassweiler. 2 It might be noted that the Chicago, Burlington and Quincy Railroad was not constructed through Naperville until 1864 — three years after the founding of the college at Plainfield. [48] REMOVAL TO NAPERVILLE 49 to have the college built in their city. The resolution later adopted was amended raising the sum to $35,000. It seems that no community came forth with the $35,000 as stipu- lated; in fact, by the next year (1868) the Trustees had lowered their sights considerably. The committee on removal offered the college to Naperville providing this village donate $20,000 and five acres of land. The committee recommendation unleashed a vigorous debate on the whole issue of removal. The many facets of the issue aroused such emotions that the matter was tabled and no further de- cisions were made that year. By the time of the meeting of the Trustees in March, 1869, the removal of the college was the critical problem. It was resolved that the Board appoint a committee (one representative from each con- ference) to visit the communities that sought the institution. This commissioned group was to report its findings to the various confer- ences at their next sessions. The conferences of the college corpora- tion, including Illinois, Wisconsin, Indiana, and Iowa, approved the removal from Plainfield by a two-thirds vote of the membership. The action of the conferences and the work of the removal com- mittee made it necessary for the Trustees to convene on November 24, 1869, to effect the relocation of the college in Naperville. Dele- gations representing the interests of Naperville and of Plainfield attended the historic session which, because of a bitter debate ensu- ing between the contenders, was prolonged until late afternoon. The following day, the committee on removal of the college pre- sented its report: Whereas, It is by the charter of the corporation provided that the Board of Trustees shall have power at any time to re- move said college from the town of Plainfield to such place as may be agreed whenever two-thirds of the votes of the members of each of the conferences shall order the same to be removed, and Whereas, The said conferences including Illinois, Indiana, Iowa, and Wisconsin, have by a vote of two-thirds of the mem- bers of each conference ordered the said college to be removed, and Whereas, The said Board of Trustees have agreed upon Naperville, DuPage County, as the proper place to which to re- move said college, 1. Resolved that North- Western College be removed. Re- solved that the best interests of the college in every direction will be enhanced by its location in Naperville. 2. Resolved that said college be and is hereby removed from Plainfield, Will County, Illinois, to Naperville, DuPage County, 50 HISTORY OF NORTH CENTRAL COLLEGE Illinois, at which place it is hereby declared to be permanently located. 3. Resolved that said school shall be conducted as heretofore at Plainfield until a suitable building or buildings shall be erected or procured at Naperville. 4. Resolved that though we are legally entitled to the college property, and have the power to sell the same for the use of the school, we feel inclined, however, and herewith offer to the citizens of Plainfield to deed the college property to them, pro- vided that they will in no wise impede the removal of said college. M. M. Steffey, a member of the committee from South Bend, In- diana, laid before the Board a minority report. This report urged that South Bend be substituted for Naperville as the new site for the institution. The Trustees then proceeded to vote on the resolutions separately. All members of the Board voted for removal from Plainfield with the exception of William F. Schneider and Philip Dundore, local Trustees. The Board then proceeded to vote on the resolution spe- cifically designating Naperville as the permanent site for the college. On this crucial issue the vote was a tie with six in favor and the same number against. The six members in opposition to the Naper- ville location, including Schneider and Dundore, who opposed any removal, included four Trustees from Indiana who were supporting the South Bend site. Henry Schelp of Wisconsin who could have broken the deadlock had not committed himself and as a consequence had abstained from voting. Under this somewhat tense situation, the Trustees adjourned until evening. In the evening as the Board reassembled it was soon apparent that the Naperville forces had won the victory. Schelp, the Trustee from Wisconsin, had decided to support the Naperville location, thus affecting a decision. A vote of confidence in the action of the Trus- tees followed when all but one member of the Board rallied to the new course. As a token of gratitude to the Indiana group the Board voted an expression of thanks to the citizens of South Bend for the offer made for the location of North- Western College. In order to satisfy the doubts and disillusionments of the Indiana Trustees, a resolution was enacted specifying two distinct reasons why the South Bend offer could not be accepted. First was the questionable legality of removing the college from the State of Illinois, and second was the fear that considerable endowment would be lost in case of a removal from the state. Whether the above were valid and distinct legal problems is difficult to determine, and one surmises that they were advanced to appease the advocates of South Bend. It should be REMOVAL TO NAPERVILLE 51 noted that resolutions 3 and 4 of the Relocation Committee were approved without opposition. Following the triumph for relocation the first action of the Trus- tees was to appoint a building committee. A second committee was appointed to select the location for the new campus at Naperville. The removal of an institution from any locality generally creates friction and hostility among local interests and home town boosters. It seems that considerable ill-feeling was engendered at Plainfield. This enmity apparently was modified by the resolution of the Trus- tees restoring the Plainfield properties, valued at approximately $10,000, to the local citizens. There is some evidence that the legality of removal would have been contested in the courts had it not been for the restoration of the school property to the Plainfield community. It should be noted that the Board resolution of June, 1870, in deeding the property to the citizens of Plainfield, specified that the whole transaction would be valid on the condition that the removal issue would never be con- tested in the courts. Some of the expressions of disappointment and harsh criticism of the college Trustees were carried in the newspapers. An article voicing the Plainfield opposition appeared in the Aurora Herald, censuring the Evangelical Association for failure to keep faith with the citizens of Plainfield in establishing an institution equivalent to the best Eastern colleges in apparatus, library, and endowment. From what is known of the resources and available wealth of the Association in this period, a college equal in endowment and rank to that of Harvard, Yale, or Princeton was out of the question. A reviewer for the Aurora Herald saw nothing but breweries, distilleries and saloons in Naperville. In defense of Naperville and the college Trustees a response was written alluding to the half-dozen church spires and other moral and cultural advantages of the latter city. In retrospect, it seems doubtful if the institution could have attained its current status and recognition had it remained at Plainfield. Thus closes the brief but colorful Plainfield period. WorasmroFii ilBftAKV PART II Progress and Struggle 1870-1888 Chapter 9 LAYING THE CORNERSTONE In January, 1870, the Location Committee of the Board of Trustees began negotiations with the citizens of Naperville relative to a site for the college. On January 25 the committee, after intensive de- liberation, decided to locate the institution upon the land offered by Morris Sleight (one block) eastward from the Catholic Church. The Sleight grant of eight acres was deeded on condition that no buildings be erected except as pertain to the college and all such structures be used for educational purposes forever. This property became the main campus of the institution. The Naperville Clarion of February 2, 1870, called upon all citizens, regardless of preference for particular locations, to acquiesce in the choice of the location com- mittee and work harmoniously for the school. Following the decision on location, the Building Committee pro- ceeded with the necessary preparation for constructing the new edifice. The local citizens had promised to raise $25,000 in subscrip- tions, one-fourth of which was payable upon the decision to locate the college in Naperville. Consequently, the Building Committee advertised in the local paper on February 9, 1870, that the first in- stallment was due and subscribers were requested to make immediate payment to Martin Brown, the newly appointed collector for the Committee. The plans and specifications of the building were soon formulated and on February 23 a notice in the Naperville Clarion requested all interested masons, carpenters, and builders to present their sealed proposals for construction by March 1. Work on the building was under way by the middle of April, and on May 4 it was estimated that some thirty or forty laborers of all trades were engaged in the project. The great event on May 17, 1870, was the laying of the corner- stone, a historic episode that was to be known to a generation of Naperville citizens and college graduates as Cornerstone Day. To later students who no longer remembered or perhaps discerned the historic importance, Cornerstone Day came with opportunities for physical activities, brought a holiday spirit around the campus and above all bestowed relief from the drudgery of lesson preparations and recitations. With the basement completed, a platform with canopy was erected on the north of the structure for speakers, choir, and other notables. Seats were arranged on the ground below to accommodate visitors [55] 56 HISTORY OF NORTH CENTRAL COLLEGE who wished to command a view of the eminent political and ecclesi- astical leaders. Many students as well as professors came in buggies or carriages from Plainfield to view the imposing new site of the institution. Conveyances apparently were not available for all the students and some of them lacked funds to hire transportation ; hence, they walked the ten miles. The multitude was swelled by people from the surrounding area who came to witness the ceremony from their horse-drawn vehicles. The historic spirit of this impressive assemblage was captured for posterity by A. C. Kendig, a Naperville photographer. In this photo- graph not only does one observe the dignitaries, the assembled hosts, the observant children and the horse-drawn conveyances, but the undeveloped surroundings, particularly the open prairie to the east of the rising structure. It denotes the rather primitive surroundings of the new institution on the prairie near to the east boundary of Naperville. The ceremony was a long, impressive, typical dedicatory service extending for three hours. Addresses were delivered by local poli- ticians, by educational leaders and by officials of the church. Ru- dolph Dubs, representing the denomination, delivered addresses in both English and German. 1 Interspersed between orations of the notables were selections rendered by the choir, a difficult feat on a windy spring day in an outdoor setting. While many appreciated the orations by the distinguished leaders and the songs delivered by the choir, others were perhaps more inspired by the work of the stone masons and the marvels of such a construction project. To- ward the close of the historic ceremony a collection was taken which was described in the Naperville Clarion as "a commendable sum, though not large." After the reading of the nine-year history of the institution by William Huelster, college treasurer, an assortment of collected items were deposited in the cornerstone. The list of items included: The Holy Bible, a hymnbook, a church discipline, a church almanac, copies of Christliche Botschafter, Evangelical Messenger, Christliche Kinderjreund, Sunday School Messenger, Evangelical Magazine, Liv- ing Epistle, Northwest Christian Advocate, Naperville Clarion, Au- rora Beacon, Herald, and Volksfreund, Chicago Tribune, Journal, Post, and Times, history of the college, a copy of each annual cata- log of North-Western College, a list of subscribers to the building fund, the names of the building committee, architect, and mason builder, the names of Illinois state officials, names of village officers, photographs of the faculty, agent, building committee, Bishops J. J. 1 The oration in German undoubtedly was welcomed by many in the audience who had a better command of that language. LAYING THE CORNERSTONE 57 Esher and Rudolph Dubs, and pieces of U. S. currency from five cents to one dollar. Naperville, located on the DuPage River west of Chicago, was a full generation beyond the frontier phase when it was chosen as the new site of North- Western. Captain Joseph Naper of Ashtabula County, Ohio, founder of Naperville had visited the region in the spring of 1831 and made necessary preparation for building a home for his family who followed in the autumn, with relatives and friends. 2 Other Naperville pioneers included Bailey Hobson, Lyman Butterfield, John Murray and Harry Wilson. The difficulties encountered did not lessen the faith and the cour- age of these pioneers, who soon erected homes, a mill (the first on the DuPage River), and a school. The year following the arrival of the first inhabitants of the Naper settlement, a chief of the friendly Pottawatomies warned the people of the approach of hostile Indians and the settlers were forced to flee to Fort Dearborn in Chicago for protection. The men soon returned to the settlement, where they built Fort Payne (later the site of Fort Hill campus). Located on two important stage routes and boasting the Pre- emption House, the most famous inn between Chicago and the Missis- sippi River, the town of Naperville became a flourishing transporta- tion center. 3 Wagons arrived from the West conveying the production of the rich prairie soil en route to the lake port of Chicago. Re- turning with cargoes of manufactured products ranging from textiles to plows, the wagon masters frequently sought the food, lodging and refreshments of the Preemption House. Into its lobbies flocked land speculators, horse traders, and in 1849-50 gold-seekers on the way to California. Although it was located only twenty-eight miles from the city of Chicago, Naperville in 1870 more nearly resembled a typical small agricultural town situated in the area of the rich farming region of northern Illinois. The needs of the community were catered to by the establishment of blacksmith shops, flour mill, livery stable, hitching posts and plow factory. The spiritual needs of the people received adequate nourishment through its many churches, some of which were organized about as early as the founding of the town itself. Perhaps the number of denominations indicate the cosmopolitan character of the population 2 The cabin built by Naper was on the southeast corner of Mill Street and Jefferson Avenue. 3 The Preemption House was a famous landmark of Naperville for a cen- tury before it was razed in 1934. Registers of the Preemption House include such famous names as William Cody (Buffalo Bill), Grover Cleveland and nu- merous politicians, theatrical personalities and business leaders of the period. 58 HISTORY OF NORTH CENTRAL COLLEGE that had settled in Naperville by the time of the War between the States. New England and Ohio influence was evident as early as 1833 when the first religious group, the Congregational Church, was organized in the village. German immigration was apparent with the founding of the Evangelical Church and the early growth of Roman Catholicism. Evangelistic bodies that were popular in most frontier communities, the Baptists and Methodists, found early ex- pression through the establishment of churches. Some of these bodies held their first meetings in private homes or in schools before sufficient membership or funds made the building of churches prac- tical. Interest in culture and the finer things in life was noted as early as 1852 when the Naperville Academy was opened teaching the common branches of education and a touch of the fine arts including music, drawing and painting. 4 In 1855 the Roman Catholics built their first school structure; and parochial education, such a prom- inent feature of modern Naperville, had its origin. Hence, Naper- ville was partially qualified to welcome to its environment an institu- tion of higher learning. The moving of North- Western College to the community came at the time when general morale of Naperville citizens had not recovered from the shock coincident with the removal of the county seat to Wheaton, Illinois. The loss of the seat in 1868 was more degrading to Naperville partisans because of the unorthodox method by which a group of Wheaton citizens acquired the records in the night and transported them by wagon to the new county seat. 5 Thus was initiated a rivalry that fortunately was later removed from the threat of open feuding to the less perilous football gridiron and basketball court. The original Naperville was transformed with time but the un- daunted pioneer spirit remained with the educators of North-West- ern. The college soon became an integral part of the community and was the leader in the intellectual and cultural progress of Naper- ville toward a better way of life. 4 The first public school had been founded in the fall of 1831, and the first teacher, Lester Peet, was hired for the term of four months. 8 The voters of DuPage County decided in favor of the Wheaton site in 1867. This followed about a decade of controversy. Chapter 10 BEGINNINGS AT NAPERVILLE Of the many critical problems to confront the authorities during the summer and fall of 1870, the most inauspicious were the procurement of funds for construction and operation, and the necessity for haste in completing the building for the opening of school in October. In the last meeting of the Board of Trustees held at Plainfield in June, 1870, a resolution was passed authorizing the president and the faculty to sell scholarships and conduct lectures in the vicinity of Naperville during the summer vacation to solicit needed funds for the college. Each faculty member was promised a ten percent commission on all funds collected. When the report on professorial collections was given to the Trustees the following spring, it was discovered that H. H. Rassweiler had procured $243 in books and subscriptions and A. A. Smith had sold scholarships in the amount of $1,000. Construction of the new building proceeded rapidly following the laying of the cornerstone in May, 1870. William Huelster, treasurer, reported on July 6 that the structure was ready for roofing and that the fine appearance of the building was a compliment to the Solfis- berg stone quarry of Naperville. 1 Huelster called upon all sub- scribers to the building fund to bring forth their cash and invited any others who wished to contribute to do so. Following the last commencement held at Plainfield in 1870, wagons converged on the village on June 10 to transfer the movable property to Naperville. Although some five wagons loaded to capacity departed from Plainfield for the new college site, the first caravan failed to secure all the collected items and more "teamsters" had to be dispatched to complete the transfer. As the time approached for construction of the observatory, Solfis- berg Quarry uncovered for this imposing tower a deep layer of stone considered the finest specimen known to Naperville. By Sep- tember painters and plasterers were taking precedence over stone masons around the structure, and in the latter part of the month the frescoers completed "an excellent job" on the college chapel. The statement was made that the workmen were in such a rush to complete the hall of learning that they would gladly have worked on Sundays were it not contrary to the "law and the prophets." 1 Solfisberg stone quarry was located west of the city limits and furnished stone for many early Naperville structures. The last stone was taken from the quarry in 1904. [59] 60 HISTORY OF NORTH CENTRAL COLLEGE The rapid construction of "Old Main" made it possible for Huelster to place an advertisement in the September 7 issue of the local news- paper to the effect that the first term of the new school would open on October 4. In this public notice the one building was described as a fine massive structure, containing about sixty different rooms, including recitation rooms and a boarding department. (It should be noted that this first structure on campus consisted of the north wing with its bell tower and the middle section, which housed the chapel. The south wing of Old Main was not constructed until several years later.) The country surrounding the new structure was portrayed as beautiful and the climate "very healthy." The second notable event of historical significance to the college in 1870 was the dedicatory service on October 4. The weather was very favorable for this momentous occasion, being described as cool and invigorating, typical of October weather in northern Illinois. With the approach of the hour designated for the ceremonies, pro- cessions of people wended their way toward the new college struc- ture. Buggies brought their quotas from the surrounding country, while other visitors came by railroad. As the hour of ten o'clock approached, the chapel was crowded to capacity with an estimated 1,000 individuals crowding into the halls and adjoining rooms. The dedicatory program corresponded to that of Cornerstone Day, with orations by leading political and church officials. A choir from St. John's Episcopal and Congregational churches of Naperville rendered a series of numbers. Rudolph Dubs, editor of Christliche Botschajter, was the main speaker representing the denomination. Jonathan Blanchard, President of Wheaton College, gave an address representing higher education. 2 Again subscriptions were requested from the audience to be applied on the building cost. After some three and a half hours the assembled people went their many ways. North-Western College had been officially established in Naperville. Although the interior of the structure was not complete, instruction began as scheduled; class recitations were accompanied by the blow of hammers, the buzzing of saws, and the shouts of plasterers and painters. The building to be known as "Old Main" was not finished until near the close of the spring term the first year. The Board of Trustees at that time characterized it as a "fine massive structure of Naperville marble, 46 by 71 feet and five stories high." Following the dedication it was disclosed by the Trustees that the $25,000 raised by the citizens of Naperville was insufficient to com- 2 Jonathan Blanchard, the first president of Wheaton College, exhibited a career that closely resembled that of Smith in his New England Congregational background, his interest in abolitionist and temperance causes and his crusading zeal for reforms he deemed sacred. BEGINNINGS AT NAPERVILLE 61 plete the structure. The total cost of the new building was estimated at $32,152.81 including expenditures for the well, the coal house and the toilets. The student of "the space age" a century later must find it interesting that Old Main was built prior to the day of central heating, indoor plumbing and electricity. The construction of the building imposed upon the college an indebtedness slightly in excess of $7,000 which soon became a heavy obligation during the panic and depression years of the '70's. The Trustees resolved that the additional encumbrance above $25,000 be borrowed from the en- dowment fund with repayment and interest to come from the profits of the boarding department. 3 3 The Board voted special thanks to the Chicago, Burlington and Quincy Railroad for the liberal reduction of freight rates in transporting the building materials to Naperville. Chapter 11 FACULTY AND CURRICULAR INNOVATIONS The removal of the college to Naperville stimulated new experi- ments and additions in curricular offerings. One of the most far- reaching innovations was the establishment of the department of Commerce, which opened in the fall of 1871 with some twenty-two students in attendance. The first professor of Commerce was Jasper G. Cross, who was head of the department for eight years. Born in New York State in 1835, Cross at an early age moved with his parents to Illinois, where he taught in the public schools and became an ordained minister in the Methodist church. He later was a resident of Aurora, Illinois, where he became affiliated with Jennings Seminary. Combining the profession of the ministry with a specialization in commercial studies, Cross established the Aurora Commercial College. Cross, characterized by contemporaries as a fine penman, became noted for ornamental penmanship and pen drawing as a form of art expression; he became famous, moreover, as the founder of the "Eclectic System" of shorthand. His manuscript published under the title "Eclectic Shorthand" created a reported sensation in the shorthand world. After leaving North- Western in 1879, Cross moved to California where he was associated with the University of Southern California and Thropp Institute, now California Institute of Technology. Two departments were organized under the supervision of Cross. The department of Business was divided into two courses, one re- quiring six months study and the other a full year. The second department was that of Fine Arts, offering work in drawing, por- traiture, and landscape painting. In addition to the specialized courses in business, Cross offered penmanship and commercial arith- metic. In 1878 the short term business course was reduced to three months in order to compete more successfully with business colleges. The commercial courses in the early period were conducted as a profit-making undertaking for the college. The Trustees in 1873 provided that half the proceeds of the department flow into the col- lege treasury with the other fifty percent reserved for the salary of the professor. The business nature of the operation was further reflected by the fact that Cross had a traveling agent in the field soliciting students in 1875. Its pecuniary success was enhanced by the fact that scholarship-notes could not be applied on the cost of tuition in these studies. It seems logical to assume that the profits [62] FACULTY AND CURRICULAR INNOVATIONS 63 from the Commerce department assured for the college a greater financial stability than would have been otherwise possible in the difficult years of the seventies. When Cross left the college to take a position in Southern Cali- fornia University, Frank W. Streets was hired to teach bookkeeping, penmanship and shorthand. After three years at North-Western, Streets resigned for a career in the business world. Following the resignation of Streets, J. L. Nichols, a graduate of the class of 1880, was appointed as chairman. Under the supervision of Nichols the department broadened its offerings and witnessed a remarkable increase in the number of students, with enrollment in- creasing from twenty-nine in 1880 to seventy in 1884. The life and background of Nichols was typical of Horatio Alger success stories. He was brought to America from Germany at the tender age of six with a mother and step-father, who settled in Bureau County, Illinois. The mother died and, deserted by the step-father, the lad drifted from one cruel master to another, ill-fed, ill-clothed and homeless. Against heavy obstacles Nichols mastered the English language, acquired sufficient education to teach a country district school, Anglicized his name, and saved sufficient funds to enable him to attend North- Western College. It was in connection with his work as commercial teacher of the college that Nichols compiled a handbook of useful business informa- tion published as The Business Guide. This publication was such a sensation that by 1896 over four million copies were sold from coast to coast. His publishing business became so demanding that he resigned as instructor at the college following eight years of service. Nichols was one of three men to found the Naperville Lounge Company and for the position of bookkeeper and office manager he selected Peter Kroehler, one of his former students at the college. This brought Kroehler into the furniture business from which Kroeh- ler Manufacturing Company later emerged. The invention of the typewriter in 1867 affected the curriculum of the Commerce department and a major item on the agenda of the faculty meeting in September, 1883, was the question of the purchase of a typewriter for the college. The question was progressively decided in the affirmative ; and with the purchase of the new equip- ment, the college offered a course in typewriting to cover a period of three months at a fee of $10.00. By 1883 the work in commerce was divided into the theoretical and practical, and in addition to the courses in accounting, business law, and specialized business studies, the students enrolled in gen- 64 HISTORY OF NORTH CENTRAL COLLEGE eral academic subjects. To enhance the practical nature of the work, the commerce rooms were organized into separate offices such as real estate, commission houses, insurance, banking, transportation, and shipping. Here the student was introduced to practically every form of business paper such as mortgages, leases, deeds, insurance policies, U. S. bonds, and various forms of securities. The work in commerce was not a part of the regular college pro- gram leading to a degree but operated as a separate school of busi- ness; those completing the requirements were awarded diplomas in a special commencement service. 1 At the commencement exercises of the Business College in March, 1886, diplomas were awarded to seventeen graduates which in addition to Illinois residents included students from the bordering states of Indiana and Iowa, and one from as far away as Nebraska. Following the services the class presented J. L. Nichols with a handsome set of the works of Dickens, "profusely illustrated." An instructor who served the college throughout the major part of this period was Charles F. Rassweiler, a cousin of H. H. Rass- weiler. Completing the Scientific Course, Rassweiler received his degree in the last graduating class at Plainfield. He began instruction as a teacher of French in the fall of 1870 but a few years later was transferred to mathematics, advancing to the rank of professor in this discipline. In addition, he served for a time as an officer of the Alumni Association and as faculty adviser for the student publication, the Chronicle. Henry F. Kletzing, a graduate of the class of 1879, was selected as assistant teacher of Mathematics that year. Upon the resignation of Rassweiler in 1885, Kletzing was promoted to a professorship of mathematics, a chair he occupied until 1896. Nancy J. Cunningham assumed duties as teacher of drawing and as preceptress the fall the institution opened at Naperville. In later years Miss Cunningham taught various subjects in the lower branches, including botany, history and English literature. In March, 1871, Anton Huelster was appointed professor of the Greek Languages and Literature. Huelster was the son of a German pioneer father and mother who had moved to the Wisconsin frontier during the early settlement of that state. He was led into the Evan- gelical Association as a youth and as a consequence enrolled in the college at Plainfield. He later studied in Germany where he was awarded the Doctor of Philosophy degree. Thus, he held the dis- tinction of being the first Doctor of Philosophy to serve on the college 1 Business courses on the college level were uncommon prior to 1900. FACULTY AND CURRICULAR INNOVATIONS 65 faculty. 2 After service of about eight years at. the college, including a few years at Union Biblical Institute, Huelster resigned in 1879. Huelster's advanced degree and high specialization in the classics may have been objects of suspicion to some of the Evangelicals in Illinois in 1879. Later reports indicate that ill health may have been a factor in bringing about his resignation. Huelster was succeeded by George W. Sindlinger. Sindlinger came to Plainfield College as a student in the Preparatory Department in the fall of 1865 following service in the Civil War. After a year of preparatory work he was able to enter the college proper as a fresh- man in 1866. He became one of the early graduates of the Classical Course, receiving the degree in 1869. Seven years later, he returned to North- Western to become assistant professor of German and Eng- lish Languages, and in 1879 professor of Greek Language and Lit- erature. Sindlinger served the college in this capacity for thirty- three years until his retirement in 1912. Later in his career a pleas- ant legend flourished, to the effect that Sindlinger sometimes confused the great battles of the Civil War with those of the Ancient Greeks. Augustine A. Smith continued to direct the destiny of the institu- tion until his retirement from active duty in 1883. The retiring president advanced the argument that a younger executive could better serve the interests of the college. At the time of retirement Smith paid special tribute to the 112 graduates who had received degrees during his twenty-one years as president. Like many ex- ecutives who have completed long careers of service, Smith presented to the Trustees a farewell message outlining certain principles which he felt should guide future leaders of the institution he loved and had nurtured since its beginnings. He was particularly concerned about the selection of professors in the future and stated that these instructors should not only be men of sound learning and scholar- ship, but also leaders who would bear testimony against certain tendencies of the age, such as "oppression, intemperance, licentious- ness, and dissipating amusements." Smith listed as a second princi- ple a careful vigilance against the infiltration of secret societies on the campus. He was convinced that the relative absence of serious disciplinary outbreaks and riots at North-Western stemmed in large measure from the absence of these associations. Secret societies, to the president, not only encouraged the harboring and covering of "vices or sins," but in addition promoted an aristocracy, a snobbery, and a clannish selfishness. The retiring president indicated that the instruction imparted had been "solid rather than showy," and that the aim had been to build 2 Only a few American scholars held the Doctor of Philosophy degree at this time. Graduate schools were uncommon in America prior to 1870. 66 HISTORY OF NORTH CENTRAL COLLEGE a firm foundation in basic intellectual culture. North- Western in- structors had sought to inculcate in the minds of students "the correct habits of thought" and to teach "a high sense of duty and obligation." A venerable bishop of the church once remarked in speaking of Smith, "He invested his life in youth." As his granddaughter, Fannie Smith Hildreth, later wrote: "During the sixty years of his active professional life, he came in contact with thousands of the youth of the land, and he impressed his exalted ideas and noble character upon their hearts and lives. Through them he reproduced his own life a thousand-fold." A. A. Smith was somewhat handicapped in the closing years of his life as a consequence of an injury to his leg resulting from the fall of a heavy suitcase while he was alighting from a streetcar in Chicago. Subsequent treatment failed to heal the sprained muscles and he was obliged to use crutches to the end of his life. The Trustees conferred on Smith at the time of his retirement the title of "President Emeritus." His services as professor of Mental and Moral Sciences were retained and he consequently served in this capacity until his death in 1891. Following the resignation of Smith, the Trustees selected H. H. Rassweiler acting president of the college in February, 1883. As Rassweiler recorded in his diary: "This is an important day in the history of my life. This evening I was unanimously elected Acting President of North-Western College. . . ." Rassweiler, a very pop- ular lecturer and teacher in the science courses since 1868, served as president with considerable distinction until issues arising from the division in the Evangelical Association engulfed his administration in 1888. As has been observed, there were some modifications in the cur- riculum following the removal of the college to Naperville. About the time of the removal the study of Ancient History was introduced in the Classical Course and the faint beginning of the elective system was noted when juniors had the option of taking Organic Chemistry or German. By 1874 the elective system was even more evident when students in the sophomore year of the Classical program had the choice of Zoology or German the first term and Calculus or German the third term. As would be expected, innovations were more pronounced in the Scientific Course with the introduction of Modern History in the freshman year, Geology and Surveying in the sophomore year, and courses in political science and botany in the junior year. On December 3, 1874, the faculty voted to organize a class in Geography, a reading class for German students who wished to learn English, and a class in Spelling. These were organized as sub-col- FACULTY AND CURRICULAR INNOVATIONS 67 legiate or special courses with no relationship to specific degree re- quirements. The issue of instruction in German was again revived when the Trustees in March, 1873, requested the faculty to use its influence to encourage the study of this language. Even the Wisconsin and Iowa conferences in 1876 called for a greater emphasis on the language, and the establishment of another professorship as soon as possible. In order to satisfy this periodic criticism, the faculty re- ports frequently cited the number of classes organized, the enroll- ment in each class and the pronounced interest of students in the subject. About 1873 the work in German was divided into Pure German and English German, a division that endured for over forty years. Students completing the Pure German Course received a diploma, while those finishing the English German received a certificate. The English German Course was designed for English-speaking students and was supposed to impart a systematic and practical knowl- edge of the language. The Pure German was organized for German- speaking students and soon proved to be popular with the German constituency of the college. With thirty-three enrolled the first year, the number in the course increased until it claimed some fifty-three students by 1887. Pure German continued to attract large numbers until after the turn of the century. Instruction in vocal and instrumental music continued under the direction of H. C. Smith. In 1870 Minnie Cody of Naperville was selected as a teacher of Instrumental Music. The treasurer entered into an agreement with Miss Cody stipulating that ninety percent of the proceeds from fees in her courses be allocated for her salary with the remaining ten percent reserved for the college. The fee for in- struction in vocal music was only $1.50 per term, while that of in- struction in piano and organ was $12.00 a term. In 1884, Fannie E. Smith, daughter of the professor, was named instructor in Piano and Organ. She served in this capacity until her marriage to Fred Hildreth in 1895. The courses in music, like those in commerce, tended to bolster the financial stability of the college. The authorities looked to the music faculty or to philanthropists to furnish the necessary instru- ments for instruction. H. C. Smith purchased a piano in 1882 out of his own personal funds, reimbursing himself by proceeds from musical concerts, donations from friends and assistance from alumni entertainments. By 1880 the work in music was broadened to in- clude instruction in voice culture and harmony. It will be remembered that the Classical and Scientific Courses were the basic studies leading to a college degree at the time the 68 HISTORY OF NORTH CENTRAL COLLEGE institution was removed to Naperville. During the decade of the 1870's there appeared three variations of the Scientific Course open to those seeking degrees. The first and by far the most popular was the English-Scientific Course introduced into the curriculum in 1873. Its popularity was perhaps attributable to the fact that no Latin or Greek was included, and the only foreign language required was one year of German. That the study was not elementary was evidenced by the fact that it contained such academic disciplines as chemistry, geometry, trigonometry, analytical geometry and zo- ology. By 1880-81 some 67 percent of those pursuing collegiate studies selected this course. 3 Efforts to integrate the Scientific with the Classics came with the introduction of the Latin-Scientific Course in 1875, and the Greek- Scientific in 1878. The basic difference between these studies and the Classical was the increased emphasis in the sciences such as bot- any, political science and chemistry, and the study of only one of the Classical languages. In spite of the adoption of new areas of study it was evident that the faculty continued to adhere to the Classical Course as the highest pursuit of the scholar. The preference of the faculty for this course was expressed in the 1879 catalog: "The faculty of the college unanimously commend to students the Classical Course of study. The superior advantages of such a course are admitted by all intelligent persons, and the benefit accruing to students from the pursuit of it can scarcely be overestimated. To students contemplating attendance at college, we strongly recommend that they take up Latin and Greek, whether their prospects be for a shorter or longer continuance at school." 4 The small number that continued to enroll in the Classical Course was a source of disap- pointment to the school authorities. Accordingly, the faculty ap- pealed to the clientele and especially to Evangelical ministers to use their influence in this direction indicating that "we may expect the number of young men devoting themselves to the study of the classics will be greatly increased." In this appeal the college staff was gen- erally unsuccessful. At the meeting of the Board of Trustees in June, 1870, action had been taken in favor of the appointment of a full-time professor of Bible. Because of the problems coincident with the removal of the college to Naperville, the necessary preliminaries for the establish- ment of Biblical training were delayed for about two years. 3 The first graduates of the English-Scientific Course were Ida Goodrich and Nannie Sevier of the class of 1875. * Most instructors in colleges of this period were classical scholars, or else had received training in these studies. FACULTY AND CURRICULAR INNOVATIONS 69 The decision to establish a Biblical Institute was approved by the Board of Trustees on February 27, 1872. The Trustees adopted the following resolutions concerning the Institute : "First, that we establish a Biblical Institute in connection with North- Western Col- lege; second, that the name of this Institute be Union Biblical In- stitute of the Evangelical Association of North America." If, how- ever, any person would donate to the Institute $25,000 or more, the name was to be changed according to the desires of such donor. Third, "that the doctrines taught in said Institute be in perfect harmony with the articles of religion as embraced in the Church Dis- cipline and explained by General Conference ; fourth, that the New York, Canada, Ohio, Michigan, Minnesota, and Kansas conferences and such other conferences as may feel inclined be solicited to unite themselves with us for purposes of establishing said institution, an endowment fund of $100,000 to be secured ; that a Biblical professor be elected as soon as $15,000 is secured, professors of the college to draw up the constitution and by-laws." Reverend W. W. Orwig was elected professor of the Biblical Institute, although there is no evidence that he ever served in that capacity. The curriculum of Union Biblical Institute first appeared in the catalog for the year 1873-74 with a Theological Course given in English and German, and covering two years of instruction. While the catalog stated that collegiate training should precede the theo- logical, it likewise emphasized the fact that "age and unavoidable circumstances" prevented some from completing the college course. Consequently, a candidate was admitted to the Institute after passing a satisfactory examination in the common school studies and over a number of general subjects. It was evident that even these modified entrance requirements were not rigidly enforced since the catalog instructions further stated that "the Institute was open for all who felt themselves called of God to the office of the Christian ministry, and who intended to make it their calling for life." The Trustees, at the time of the establishment of Biblical Institute in 1872, had stipulated that as soon as $15,000 of the endowment fund had been secured, a professor of Bible would be selected. Two agents were dispatched into the field, but by February, 1873, only $9,557 had been secured. It was resolved that since the endowment fund was not sufficient to warrant the opening of a separate Biblical Institute, a satisfactory arrangement be made with the college au- thorities to give Biblical instruction to such students as might desire it. The Institute was thus incorporated under the laws of the State of Illinois on March 15, 1873. F. W. Heidner and Anton Huelster, in addition to their duties as instructors in the college, were appointed to give instruction to 70 HISTORY OF NORTH CENTRAL COLLEGE Biblical students. At the beginning of the school year in 1876 the Institute was formally opened as separate from the college, with Bishop J. J. Esher as its first principal and with Heidner and Huelster continuing to serve as instructors. The opening of the Institute found some eight students awaiting instruction. The first class to graduate was that of 1878, when four students completed the pre- scribed requirements: L. F. Emmert, Charles Staebler, W. A. Shis- ler, and W. W. Sherrick. By 1878 enrollment had increased to thirteen students, but growth was slow and by 1888 the total was only nineteen. Chapter 12 GRANTING DEGREES Commencement festivities constituted the major public event in the quiet village of Naperville in the 1870's. This small village of 3,000 inhabitants looked forward with keen anticipation to the orations, essays, musical numbers, chapel embellishments, floral tributes and to meeting the visitors present on this gala occasion. Commencement activities usually extended over a week. The fes- tivities began on Friday with exhibitions sponsored by the literary societies and on Sunday the baccalaureate sermon was delivered by the college president. The first two or three days of the week were devoted to final examinations with prize contests in declamation and oratory frequently following about the middle of the week. Thursday brought the final exercises. Visitors to the "pleasant hamlet" in 1875 found a holiday spirit with the roads and streets "lively with visitors," with guests arriving by train from east and west and by carriage from north and south, with the general public conversation centered on the feature of the day — the commencement exercises of North- Western. Despite the morning rains, the chapel was filled to overflowing long before the opening prayer. The hall was profusely decorated with baskets filled with spring flowers from the gardens of Naperville. Attendance at early commencements became so fashionable that demands for both seating and standing accommodations far exceeded the limited capacity of the college chapel. An observer writing of the 1879 festivities happily reported that a previous rain had "cooled the air almost to perfection," but recorded the discouraging fact that 400 people were turned away because of the limited facilities. It may seem amazing to the current generation that families (some with babes-in-arms) arrived one and one-half hours before the service which was of three to four hours in duration. A typical commencement program of early years was that held on June 14, 1876, the Centennial Year of our Nation. College Commencement — June 14, 1876 Music: "The Bright Crimson Morning" Prayer Music: duets from "Oberon" Oration : "Higher Development" by Myron Jay Ewing Essay : "Pleased with a Rattle ; Tickled with a Straw" by Emma Hannah [71] 72 HISTORY OF NORTH CENTRAL COLLEGE Music : "Strike the Cymbal" Oration : "Our Life is What We Make It" by Casper Hatz Oration: "If" by Charles H. Hobart Oration : by John K. Rassweiler Music : "Beruhigung" Essay : "Was Glaent zist fuer den Augenblick geborn, Das Echte bleibt der Nachwelt unverloran" by Louisa Knobel Oration : "Wissenchaft die Dienerin der Religion" by Christian Staebler Oration : "The Friendship of Books" by William Franklin Krahl Essay : "Before and Behind" by Elizabeth F. Marsh Oration: "Struggle of Freedom, with Valedictory" by Henry Howard Goodrich Music : "Hallelujah to the Father" Presentation of Diplomas Music : "America" Benediction The Naperville Clarion, in publishing the account of the commence- ment, described the essays and orations with the following colorful words : Ewing : solid, serious and substantial Hannah : flashing, feeling and fanciful Hatz : practical and polished Hobart : elevated, earnest and elegant Knobel : German, glittering and golden Krahl : bold, bookish and biblical Marsh : original, observant and ornate Goodrich: classical, complete and condolatory Following commencement, the Trustees, faculty and alumni were entertained at a dinner served by the college ladies at the home of Professor Heidner; seventy-five people were served at the tables with the toasts and speeches "sharp and spicy." The festivity closed with each individual receiving a printed card of "Auld Lang Syne" and a small centennial class flag. Thus closed one of the most color- ful of early commencements — that which celebrated the centennial of the birth of the American Republic. At this particular commencement the practice of granting advanced or honorary degrees was initiated by the Trustees. All the recipients were former graduates of the college, with the exception of Jasper Cross, who was instructor of Commerce. Cross was awarded the first honorary Doctor of Laws degree conferred by the college. The others honored with Masters Degrees were former graduates who had achieved success in their professional careers. The following were awarded Masters of Science: Levi W. Yaggy 71, Charles Nau- man 72, Charles Hazelton 72, Charles C. Beyrer 72, and J. W. Ferner 72. T. L. Haines 73 was awarded the Master of Arts. GRANTING DEGREES 73 1871—3 1877— 5 1883—12 1872—5 1878—11 1884—8 1873—2 1879—12 1885—12 1874—4 1880—11 1886—12 1875—7 1881— 8 1878—17 1876—8 1882—8 1888—18 Table showing Bachelor degrees granted each year for first 18 years at Naperville. Graduates of the Classical Course, or of the Greek or Latin-Scien- tific Courses, who for three years after graduation pursued a literary or professional career, could on application receive the Master of Arts or Master of Science degree. Many of the graduates of the college were later awarded advanced degrees under this practice. Both the Bachelor of Science and the Bachelor of Arts were awarded from the beginning. The growing popularity of the Scien- tific Course in contrast to the Classical was early noted when during the first twenty years the number of B.S. degrees granted doubled the number of A.B.'s. Some sixty-five Laureate and Masters of English Literature were awarded during the first twenty years. 1 The Alumni Association in June, 1886, passed resolutions petition- ing the Board of Trustees and the faculty to establish post-graduate curricula for the sons and daughters of North-Western College as an inducement to continued research, literary achievements, and intel- lectual attainments. The resolution called upon the faculty and the Trustees to confer appropriate degrees on those completing the pre- scribed courses and passing satisfactory examinations in such studies. While the faculty postponed action on a graduate study program, the resolutions of the Alumni were instrumental in establishing the new advanced scholastic provisions in the catalog for the year 1889- 90. The degree of Master of Arts, Master of Philosophy, Master of Science, or Master of Literature was conferred on Bachelors of two years standing who furnished satisfactory evidence of having pur- sued a professional or advanced liberal course of study. Such com- petency was established by presenting a certificate of graduation from a theological seminary, law school, or medical college, or by passing an examination on a course of liberal and non-professional study pursued under the direction of the faculty, or by submitting a thesis of not less than three thousand words connected with such study, and embodying results of a careful investigation. The earning of degrees, however, was not the major interest of the early North-Western student population. During the first year at Naperville, only 37 students, or 14 percent of the total enrollment, 1 These degrees were earned rather than honorary, and were undergraduate degrees. 74 HISTORY OF NORTH CENTRAL COLLEGE were engaged in regular college work, the others being enrolled in sub-collegiate curricula ; however, the percentage rose slowly during the next two decades. Total Enrollment by years from 1870-1888 1870-71—256 1876-77—354 1882-83—362 1871-72—296 1877-78—344 1883-84—364 1872-73—320 1878-79—328 1884-85—387 1873-74—405 1879-80-253 1885-86—305 1874-75—416 1880-81—272 1886-87—297 1875-76—393 1881-82—297 1887-8&-341 Enrollment in College Course by years, 1870-1 888 2 1870-71—37 1876-77 — 41 1882-83— 81 1871-72—36 1877-78—45 1883-84— 99 1872-73—44 1878-79—38 1884-85—114 1873-74—48 1879-80—44 1885-86— 90 1874-75—44 1880-81—73 1886-87— 70 1875-76—47 1881-82^87 1887-88—102 The same forces that limited the number of collegiate students at Plainfield remained in operation at Naperville. The introduction of the commercial courses attracted a considerable body of students with no interest in a liberal arts or a classical program of study. The department attracted some seventy students in its various courses during the year 1883-84. The same year seventy students were enrolled in the Music and Art departments and some eighty-one in the German courses. Only a minority of these students persisted to enter the college proper and even a smaller percentage remained to earn degrees. Any systematic study of the history of the college divulges the fact that the Classical Course never received the favor or general acceptance such studies enjoyed at Eastern institutions. This fact so impressed an observer in 1875 that he wrote: "Greek and Latin play second fiddle, so to speak, to Mathematics and Commerce. . . ." The preference for the so-called "practical studies" came largely from the economic background of the clientele rather than any inherent hostility to a classical education. 3 Many came from rural backgrounds and because of economic necessity preferred a more practical or professional course. Even among those qualified to pursue college studies the preference of the majority was for the more scientific courses. 2 A faculty report of 1882 lamented the fact that a large proportion of the students were still in the sub-collegiate studies, but went on to express the more hopeful view that many a student almost on "the lowest scale of the ladder becomes a useful minister of the Gospel or finds some other useful occu- pation." 3 The passage of the Morrill Land Grant Act in 1862, which stimulated the trend toward professional studies in state colleges and universities, apparently had some effect upon private liberal arts colleges. Chapter 13 STUDENT LIFE AND DISCIPLINE North-Western was one of the pioneer colleges of the Middle West to begin an experiment in co-education. In many schools, the mingling of the sexes was strongly resisted. Some critics asserted that higher education toughened the girls and endowed them with unfeminine characteristics, while others reasoned that co-education tended to render the young men effeminate. At North-Western, however, co- education was accepted both in Plainfield and in Naperville with little opposition, the sexes being divided in the recitation room by custom rather than by rule. An observer attending the 1875 commencement exercises failed to detect any peculiar or undesirable effects of the system upon the graduates. The young ladies were characterized as "delicate," "re- tiring and womanly" and the young men "reserved and dignified." The observer, possibly as much from suggestion as fact, did discern "an air of overwork" among the ladies which he assumed must result from the perpetual competition with the stronger sex. The progress of the "weaker sex" was evident to all when a lady, Rose Cody, delivered the valedictory oration. Miss Cody's discourse on the subject of women's rights impressed the audience and received what was termed "unbounded applause and floral tribute without stint." An oration by Mary L. Hannah was, in the view of the editor of the Naperville Clarion, the best ever delivered at North- Western. This was a day of triumph for co-education, since Miss Cody and Miss Hannah were the first ladies to complete the Scientific Course of the college. This female triumph for the intellectual integrity of women at Naperville came only thirty years after Lucy Stone had been severely reproved for appearing on a lecture forum at Oberlin. Any doubts concerning co-education seem to have been dispelled by 1882 when the male graduates were portrayed as "noble looking" and the ladies as "fine specimens of western loveliness and refinement." The private and the scholastic life of all students continued under the rigorous supervision of the faculty. The rules of the school printed in the catalog were given literal interpretation and earnest enforcement. The problem of discipline was one of the most im- portant issues before the faculty throughout the early years at Naperville. The enforcement of all rules was the principal responsibility of the faculty, but occasionally the Board of Trustees passed decrees [75] 76 HISTORY OF NORTH CENTRAL COLLEGE concerning student morals and discipline. A resolution of the Trustees of March, 1871, requested the president and preceptress to use their influence in opposition to "the extravagant pride and fashions of the female students and to the free and unbecoming relationships of the male and female students." x Repeated violations of the rules could result in suspension or ex- pulsion. Although the severe penalty of expulsion might be privately administered, at times it became a public ceremony, conducted in chapel as an example to the assembled students. Many students were willing to admit their delinquencies and for the penitent a common practice was the signing of a pledge. At a faculty meeting in the fall of 1873 five gentlemen signed pledges not to enter saloons as long as they remained students at North-Western College. The practice of signing the pledge had been introduced by the temperance societies in the pre-Civil War years. In addition to the printed rules in the catalog prohibiting the use of tobacco the school authorities also enacted decrees prohibiting smoking in and around the college buildings, in the streets, and other public places. In December, 1880, a student appeared before the faculty and signed a pledge that he would abstain from the use of tobacco while in attendance at the college. The authorities were very much concerned about the conduct of young ladies on the campus. In March, 1875, the faculty voted to require pledges from a young lady as follows : She was not to go to the post office in the evening; she was to go to church and Sab- bath school regularly ; and she was not to associate with certain young ladies of the town. The authorities later decreed that the young "miss" move her boarding place to a location on the college side of the business district so that temptation would be lessened. Another troublesome issue before the faculty was the question of school sociables. In 1876 news of some "noisy sociables" reached the Board of Trustees, whereupon that body expressed its disapproval of all such gatherings "where dancing, or loose and un-Christian-like conduct is carried on." As at Plainfield, all college sociables were required to meet faculty consent and have faculty supervision. Occasionally an approved assembly or rally would go beyond the bounds of accepted propriety and the school authorities would be subjected to rebuke or criticism. Such an example of censure ensued when the faculty and treasurer opened the chapel to the Civil War general and politician, John A. Logan, for a political address. 2 The 1 President Smith wrote articles concerning the ill-effects of tight-fitting garments on the female anatomy. 2 General John A. Logan is known to history as the founder of Memorial Day and as one of the leading promoters of the Grand Army of the Republic. STUDENT LIFE AND DISCIPLINE 77 Trustees in March, 1873, approved the action of the faculty as legal, but expressed regret that the oration was followed by "unpleasant and vulgar songs." Perhaps even more distracting than the problem of school sociables were the temptations offered students by the town. In 1880 a peti- tion came from several students seeking permission to attend a Christmas dance at Scott's Hall. Permission for attendance at such an affair was, of course, refused and in answer to criticism from certain citizens the faculty had printed in the Naperville Clarion its philosophy on dancing. After expounding on the dangers inherent in dancing, the article quoted Bishop Hopkins : "Dancing in the period of youth is chargeable with waste of time, the interruption to useful study, the indulgence of personal vanity and display, and the premature incitement of the passions." A scale for the deportment of each student was established in 1875. The student who violated no rule and maintained good con- duct received a grade of five. Slight violations, such as whispering once or twice, or laughing, entailed a deduction of one point, while greater violations carried heavier penalties until a serious offender might receive the grade of zero. The deportment record of each student gave special attention to the following infractions of the rules : a. Non-attendance at public worship on the Sabbath. b. All disorder in rooms for study or in college buildings. c. Absence from prayers. d. Absence from town without permission. e. Absence from room during study hours or after 10 p. m. f. Whispering during prayers, recitation, or after general ex- ercises of the college. For each reported offense involving any of these items, the student was to receive a 5% reduction on deportment. The teachers were requested to keep account of all violations of the above regulations or any other rules of the school. When the student accumulated a total of 85% in delinquencies he was called before the faculty for a repri- mand with the possibility of suspension. In order to improve deportment and scholastic standing of stu- dents a program of direct supervision was initiated at the beginning of the fall term in 1872. Definite study hours were established un- der the guidance of the faculty. All students living in the college building were to be visited twice each week, and those in the village once a week. The lady students were visited by the president and the preceptress and the men by other members of the faculty. Each staff member made a thorough report of his visitation to the entire faculty, and all students who failed to observe study hours or who 78 HISTORY OF NORTH CENTRAL COLLEGE violated any of the published rules were called before the author- ities and censured. To exercise the same control and supervision over students living in the village as well as on campus, a special form was prepared in 1878 for all landlords or landladies rooming or boarding students. The keeper of the rooming house was to answer a series of questions regarding the deportment of the students. The forms which were to be filled out every two weeks and returned to the school authorities carried five questions : a. Do the students conduct themselves orderly in their rooms ? b. Do they observe our prescribed study hours? c. Are they in the habit of receiving calls from other students during study hours or entertaining any other company for pastime or diversion? d. If those rooming with you are ladies, do they receive gentle- men to spend any time in their rooms? e. Have you any suggestions to make not called for in these inquiries ? The degree of cooperation between the village landlords and the school authorities is difficult to estimate, but no doubt most of them graciously accepted this responsibility. Because of the interest in strict observance of all regulations, the faculty sensed the need for some degree of specialization in the administration of enforcement. Accordingly in December, 1876, five standing committees on discipline were selected from the faculty : 1. Observance of study hours. 2. Sabbath observance, church attendance, and attendance and deportment at prayers. 3. Condition of student rooms and inspection of group affairs. 4. Classification and scholarship delinquencies. 5. Halls, dressing rooms, and study rooms in the building. The rule requiring church attendance on the Sabbath did not imply that students were free to pursue their own pleasures or engage in unauthorized festivities following the preaching service. On June 7, 1883, the news reached the faculty that certain students engaged in a ball game the previous Sabbath day. Subsequently, the faculty decreed that confirmation of the report would mean automatic dis- missal for the guilty. 3 There seems to have been a tendency to attribute delinquencies or failure in scholarship to infractions of study hours, laziness, or gen- 8 There was no record of the disposition of this offense. STUDENT LIFE AND DISCIPLINE 79 eral indifference. The faculty was unaware that poor scholarship achievements in some instances may have resulted from low aptitude or lack of ability. A common penalty for those found delinquent in composition or other studies was the assignment of additional essays, algebra problems, or Latin translations. This policy might be stimulating for the able student, but fatal to those with limited ability. Two students found delinquent in composition work toward the close of the spring term in 1883 were directed to prepare and hand in acceptable essays before prayers the succeeding morning. Records disclosed that some graduates who later achieved distinction were occasionally delinquent in preparation of essays, orations or compositions. Rigid disciplinary codes were already weakening in Eastern colleges and were modified at North- Western after the turn of the century. Chapter 14 OPPORTUNITIES FOR STUDENT PARTICIPATION In an age when student life was controlled by a minute system of faculty regulations, the opportunity for personal expression and in- dividuality was limited. There is some question whether affirmations in recorded essays, orations, or debates were a true reflection of student opinion since non-conformity and independent discourses were not always encouraged by college authorities. It must be admitted, however, that students were given considerable latitude in their literary societies and other organizations to discuss many of the social and political issues confronting the nation. Two organizations, the Y.M.C.A. and the Y.L.C.A., dating from the 1870's, reflected the Christian character of the institution, its leaders and students. 1 The Young Men's Christian Association was founded on campus on March 12, 1873, with the assistance of Robert Weidensall, Y.M.C.A. secretary in Chicago. The object of the new society at the time of its founding was to achieve greater Christian service through the union of students of various denominations, to lead to a broadened and more liberal view concerning the practical outreach of the church and to enhance the general cause of Christianity and fellowship among young people on college campuses. The program from the beginning consisted of daily prayer meet- ings including Saturday morning prayers and vesper services con- ducted on Sunday afternoon. By the eighties an effective organiza- tion for Christian service had been formulated, with committees for devotionals, missions, receptions, reading room and finance. A worthy project was that of supplying the college reading room with a number of standard periodicals and some of the leading mag- azines of the period. Lectures by some of the outstanding Christians of this era were also sponsored, and many of the social programs of the college came under supervision of the Y.M.C.A. As a practical service to their fellow-students, the society established an employ- ment-bureau with the objective of finding positions for worthy and needy students. The Y.M.C.A. at North- Western College was the second such stu- dent organization in the state, preceded only by the Association at the University of Illinois. The following were among the charter members : S. P. Spreng, Albert Goldspohn, John Troeger, William 1 The name Young Ladies' Christian Association was later changed to Young Women's Christian Association. [80] OPPORTUNITIES FOR STUDENT PARTICIPATION 81 Caton, F. H. Spreng, August Haefele, J. W. Ferner, Casper Hatz, and S. P. Ecki. The Young Ladies' Christian Association had its beginning on November 4, 1875, when a group of young ladies met to take the initial steps for its founding. At this session a constitution was ap- proved, officers elected, and a committee appointed to solicit mem- bers for the new association. The officers selected included Anna M. Kletzing, president; Louise Knobel, vice president; Lizzie Keiper, recording secretary; Mollie Jones, treasurer. The faculty sponsor and supervisor of the association was Miss Cunningham, pre- ceptress who taught botany and history. The objective of the new organization, as elaborated in the pre- amble to the constitution, was to "promote Evangelical religion among the young ladies of this college and vicinity." Any lady of good moral standing was eligible to become a member. 2 At one of the early meetings of the Y.L.C.A. invitations to unite with the college organ- ization were extended to young ladies of the town through the pul- pits of the various churches. Like the Y.M.C.A. this was the second organization of its kind in the state — the first being at the University of Illinois. The first fund-raising project in the history of the organization came on the evening of May 9, 1876, with a program of literary and musical numbers. The proceeds of the entertainment amounted to $66.00, a financial success for a student project in this period. The ladies furnished the Y.L.C.A. room with chairs, table, picture and vases giving it an elegant appearance. The women apparently were more successful than the men in balancing their budgets, for we dis- cover in the fall of 1876 the Y.L.C.A. contributing $12.00 to the Y.M.C.A. for reading material. One of the most common subjects for discussion at the meetings of the Association, at least in the early years, was temperance. The recent formation of the Women's Christian Temperance Union by Frances Willard exerted a strong influence upon the young society at North- Western. 3 Joining reformers in the fight against the liquor traffic, the societies circulated temperance pledges among students and faculty in the fall of 1877. Special missionary plans were undertaken including visitation of those students who were not Christians, and extending invitations to them to attend society meetings. Contributions were occasionally 2 Membership in the association increased from 33 in 1876 to a total of 62 ten years later. 3 Frances Willard delivered a temperance lecture at the college on December 18, 1873. 82 HISTORY OF NORTH CENTRAL COLLEGE sent to missionaries abroad, such as the $5.00 sent to a Miss Hudson in Japan. The work of the Y.M.C.A. and the Y.L.C.A. received special praise and commendation from the faculty reports to the Board of Trustees which indicated that more than one-half of the students were mem- bers of these Christian organizations. The Associations must have been responsible in part for teaching and demonstrating to fellow- students the principles of Christian living and service in the environ- ment of a college campus. The first student organization reflecting an interest in scientific principles as taught in the classroom was the Natural History Asso- ciation. The society was organized on November 5, 1874, when H. H. Rassweiler called a meeting of Zoology students and others inter- ested in forming such an organization. At the meeting Rassweiler, C. F. Rassweiler, and J. L. Rockey were appointed as a committee to prepare a constitution. The purpose of the organization as stated in the constitution was to create and perpetuate an interest in the study of the various branches of the Natural Sciences. Any student was eligible for membership by affixing his signature to the constitu- tion and by paying an initiation fee of twenty-five cents for ladies and fifty cents for gentlemen. Twenty students became charter members. A significant article of the original constitution was the provision calling for establishment of a museum of suitable cabinets of speci- mens for study and reference, such museum to be placed under the supervision of a curator. At a meeting on April 5, 1875, it was voted to invest fee monies in specimens for the creation of a museum and in addition to promote the establishment of a botanical garden. The Museum and Botanical Garden became reality about 1876. The Museum soon became a popular exhibition where specimens of the squirrel, the rabbit, the mink, and the cat attracted the attention of curious visitors. The group paid $33.00 for a moose head which constituted one of the early additions to the Museum. A section of the campus to become known as the Botanical Garden was orna- mented with fine graveled walks and set with plants of great variety. The garden was furnished with rustic settees and vases containing climbing and creeping vines. Because of the expense and the con- stant labor entailed in such a project, the Botanical Garden was maintained only for a limited time ; major interest was concentrated in the Museum. It was apparent that the Association, to sponsor these projects, would need more funds than could be procured by initiation fees. Accordingly, the society began to promote fund-raising ventures such as entertainments and special lectures. OPPORTUNITIES FOR STUDENT PARTICIPATION 83 Programs held during the year 1877-78 varied from lectures on Alexander Bell's new invention, the telephone, to discussions on flower culture and astronomy. Fund-raising ventures this year con- sisted of lectures by H. H. Rassweiler and the sale of photographs of the entire faculty at $1.35 each. These money-raising activities were not entirely successful since the society was forced to borrow money to pay off an indebtedness. The following subjects constituted the lecture series for the meet- ings of 1883-84: "Primitive Man Not a Monkey" by Rev. N. S. Sage "The Starry Heavens" by Rev. N. A. Prentiss "The Philosophy of the Gospel in Relation to Law" by Rev. D. B. Byers "The Destruction of Ignorance" by Rev. C. E. Manderville "The Fire Fiend" by H. H. Rassweiler 4 A few years later the society sponsored lectures on such diverse subjects as lightning, owls, lizards, the albatross, and astronomy. A new Faculty and Science Association inaugurated a lecture series of programs for the winter term of the college in 1882, a prac- tice that was followed in succeeding years. The series in the winter of 1884 included a lecture on "The Heroes of the Homeric Age," "India," and in February, 1885, a lecture by Frank W. Smith on "Andersonville." (Smith had been a prisoner in this famous Con- federate military prison.) An Herbarium Society was organized by the class of 1883-84 with the object of collecting and classifying botanical specimens for the museum. As a result of their efforts they soon boasted some fifty or sixty pressed and mounted specimens. The society made an appeal in the Chronicle of March, 1885, for alumni and friends to forward "vegetable phenomena" with a section reading : "Toss to us the Mexican rose, the bristle cacti of Arizona; press for us the tropical ferns ; send the mistletoe." Because of the growing and varied interests of the group, the name of the society was changed to the Natural Science Association in 1887 and the work divided into three departments — zoology, geology, and botany. A number of student societies organized during the 1870's and 1880's endured for only limited periods. Some were contemplated but never received official acceptance. The faculty for a time frowned upon debating societies, possibly because of the fear that such an organization might lead to unprincipled, dangerous and ill-advised discussions. In fact, a debating club was ordered to disband in the 4 This lecture may have been inspired by the destruction of the old college building at Plainfield by "a fire fiend." Rassweiler wrote an article on this destruction in the first issue of the Chronicle in 1873. 84 HISTORY OF NORTH CENTRAL COLLEGE fall of 1880; however, a few weeks later the faculty granted a student petition to reorganize this society with the following attached con- ditions : a. That the constitution be amended limiting the club to college students. b. That all the records of the proceedings be laid before the faculty. c. That the students be responsible for the keeping of the room. d. That the sessions be limited to one and three-fourths hours. A Commercial Round Table Club was organized in 1873 or 1874 by students enrolled in commerce and business courses. It was active only three or four years. There were numerous temperance activities in the village of Naper- ville in the eighties. Out of this enthusiasm came the Silver Star Society for children, the Middle Links Society for young people, and the Women's Christian Temperance Union for ladies. Much of the inspiration for the organization of these societies in the churches came from faculty members and their wives. On April 13, 1887, Walter Mills, secretary of the National Inter-Collegiate Prohibition Association, addressed the college chapel on behalf of the organiza- tion of a prohibition club. As a result of this address a society was organized with fifty-four charter members including students and faculty. There was interest in the woman's suffrage movement at the college and in Naperville. A few lecturers of the movement visited Naper- ville and presented their programs to the students and people of the village. Especially at the college it was a favorite subject of the ladies in oratory or society debates. There seemed to be less general en- thusiasm for woman's suffrage than for temperance, however; a poll of the male students registered a majority opposed to this reform. The early inspiration for the detection and promotion of musical talent on the campus and in the community came as a result of the interest and guidance of H. C. Smith. In his dual capacity as pro- fessor of the Classics and of Music, Smith never neglected possi- bilities or opportunities in the latter field. Shortly after the removal of the college to Naperville, Smith conducted a singing group which included people from town as well as college. The first college glee club, later known as the Musical Union, was organized under his direction in 1881. Smith's daughter Fannie sang in this group and wrote that they performed such classical selec- tions as "The Bells of St. Michael's Tower," "The Storm King," "The Soldier's Chorus," and such humorous and popular numbers Plainfield College 1861 Plainfield, Illinois Mary Dreisbach Smith with grandparents, the Rev. John Dreisbach and Fannie Eyre Dreisbach. The Rev. Dreisbach was one of the founders of the Evangelical Church. Courtesy, Gertrude Hildreth Faculty and Agent North-Western College 1869 Rev. A. A. Smith, Pres- ident; Rev. John H. Leas, Professor; Rev. F. W. Heidner, Profes- sor; H. H. Rassweiler, Professor; Rev. W. F. Schneider, Agent. Courtesy, Mrs. J. S. Owens, Calhoun, Kentucky First Teaching Certificate of A. A. Smith, 1826 One of early classes First graduates, 1866 ?«i M A|mft -> ,* One of Diplomas issued to first graduates of Class of 1866 Laying of Cornerstone of Old Main, Naperville, 1870 *c*r. />;',#■ m Courtesij of Carrie Weis, Naperville Old Main. Original sketch of lithograph made by Hugh Wilber Ditzler, age 15 years, of Naperville, Illinois, May, 1886. f ! tit? ft C Courtesy of Carrie Weis, Naperville Proposed plan for Old Main upon completion. North wing to the building was never constructed. Faculty at North- Western College in 1870's Seated: William Huelster, F. W. Heidner, A. A. Smith, Anton Huelster. Standing: H. C. Smith, C. F. Rassweiler, H. H. Rassweiler. i$£\ J Jasper G. Cross Nancy Cunningham Faculty members, 1870's Lucy Smith W. L. Lerch Hattie C. Miller S. H. Baumgartner Typical Students of the 1880's View of "Piety Corner" (churches) and Old Main (looking east from Franklin Avenue and Washington Street), about 1900 ■ North- Western Faculty and Student Body, about 1894 Courtesy of James Wolf Chapel service conducted by President Kiekhoefer (in Smith Hall) early 1890's First College Orchestra, 1886 Walter M. Givler, E. W. Averill, Alf Snyder, John Rishel, Mattie Smith, Lucy Smith, C. Breithaupt. II R I ,/ ■ *T-^*Vt—^»r *m m Bicycling, student activity, about 1900 James H. Breasted Class of 1890 John Warne Gates 1872-1873 Courtesy of Lester Norris Family Albert Goldspohn Class of 1875 Levi M. Umbach Class of 1877 Hit F. L. Maytag 1872-1873 Courtesy of Maytag Washing Machine Company Peter E. Kroehler 1890-1891 James L. Nichols Class of 1880 lp|ff.j|r: % #. P 4 %*# .\ North-Western College Faculty, 1904-1905 Seated: G. J. Kirn, S. L. Umbach, H. J. Kiekhoefer, F. W. Heidner, H. C. Smith, G. W. Sindlinger. Standing: A. C. Gegenheimer, E. E. Rife, M. E. Nonnamaker, Fannie Lauver, Thomas Finkbeiner, Mary Bucks, McKendree Coultrap, Luella Kiekhoefer, George Laird, G. P. Naumann. North-Western College Glee Club, about 1905 Second tenor: J. G. Feucht, E. G. Vaubel, R. T. Daeschner; First bass: E. F. Eilert, S. F. Hilgenfeld, I. M. Grey; First tenor: H. E. Griebenow, G. E. Schlafer, G. E. Geist; Second bass: W. G. Gunther, J. A. Frey, W. M. Vogel. Professor Abra- ham Miller, director. In ■»*■' ~*ii \S ' la m W . . .- -VI Nichols Hall (Gymnasium), destroyed by fire, 1929 ■■■< C. M. Osborne, first ath- letic director (full-time, 1914. Baseball players — about 1900 Reserve Officers Training Corps, Company "A", 1920 Booster Day Parade, May 21, 1915 (Corner of Washington Street and Jefferson Avenue. Corner building is Post Office, to left is the former Scott's Hall, and Broeker and Speigler store.) Courtesy of John R. Bouldin Homecoming Parade, 1929 Push Ball Contest May Fete, about 1920 Philanthropists Henry and Annie Merner Pfeiffer Cornerstone-laying Ceremony, 1925 Pfeiffer Hall *<3KL£Z3Kl '' $* rf^"-* The Barbara Pfeiffer Memorial Hall Museum— Pride of NWC Goldspohn Hall of Science Campus scene about 1895 Spring and pool on Fort Hill Campus (Note boardwalk constructed by faculty) Johnson Hall. (Razed in 1954; Seager Hall constructed on this site. It* * Evangelical Theological Seminary, Main Building First Evangelical United Brethren Church, descendant of the second Evangelical congregation organized in Illinois. Grace Evangelical United Brethren Church, celebrated fiftieth anniversary in 1959. Fisher Bieber Wall Snyder Quilling Harman Sicre Himmel Meier Priem Wiley Coultrap Attig Domm White Oliver Heinmiller Pinney Walton Eigenbrodt Kerr Faculty and Administrative Leaders of the past who served during first half of twentieth century: Chester Attig, History; Leonard Bieber, Physical Education; Clara Bleck, French and Dean of Women; McKendree Coultrap, Mathematics; Edward Domm, Religious Education; Harold Eigenbrodt, Zoology; Thomas Finkbeiner, German and Registrar; Gordon Fisher, Physical Education; Marian Harman, Classics; Wil- liam Heinmiller, Social Science; Edward Himmel, Rotany and Education; James Kerr, Commerce; George Kirn, Philosophy, Psychology and Dean; Alice Meier, German; Hildred Nienstedt, Librarian; Marion Nonnamaker, Chemistry and Sec- retary to Faculty; Guy Oliver, Speech; Claude Pinney, Music; Lillian Priem, Chem- istry; Florence Quilling, Home Economics; Annette Sicre, French; Hazel Snyder, Home Economics; Frank Umbreit, Treasurer; Clifford Wall, Physics; Calvin Wal- ton, Rotany; Harold White, English; Elizabeth Wiley, English. (Pictures from Spectrum, 1932) Finkbeiner Bleck Nonnamaker Umbreit ■■'../.■- Kirn Nienstedt Smith Rassweiler Kiekhoefer Seager Rail Geiger Schilling Presidents: Augustine A. Smith, 1861 1883; Henry H. Rassweiler, 1883-1888 Herman J. Kiekhoefer, 1889-1910; Law rence H. Seager, 1911-1916; Edward E Rail, 1916-1946; C. Harve Geiger, 1946 1960; Arlo L. Schilling, 1960 — . (Levi M Umbach served as acting president during the interim, 1910-1911 and Thomas Bow- man was president for a short time. OPPORTUNITIES FOR STUDENT PARTICIPATION 85 as "Mrs. Winslow's Soothing Syrup," "Simple Simon," and "The Boy and the Bee." The Apollo Musical Club, an instrumental group, was organized under Smith's guidance in 1885. Originating with sixteen members, the organization was comprised of young people of the town as well as of the college. Lucy and Mattie Smith, daughters of the professor, were members of this first college orchestra. James H. Breasted played the flute and was a narrator for its programs. Commencement Concert of Musical Union and Apollo Musical Club June 16, 1887 Part I 1. "Nymph of the Mountain" — Overture P. Caveaux Orchestra 2. (a) "The Wind" F. Otto (b) "Bright Sword" Von Weber Octette of Male Voices 3. "Allegretto" from Symphony in A Beethoven Lucy, Fannie, and H. C. Smith 4. "Merry Frolic on the Green" Bennett Octette of Female Voices 5. "Firefly Waltz" H. Hermann Orchestra 6. "Gipsy Life" R. Schumann Musical Union 7. "Rigoletto" Paraphrase F. Liszt Lorene B. Rassweiler 8. "Storm and Sunshine" Dudley Buck Laura M. Byers 9. "Alpenlieder" H. Scheitr Lucy J. Smith 10. "Radway's Ready Relief" /. K. Paine Baumgartner, Neitz, Lerch, Breithaupt 11. "La Favorita" Donizetti Orchestra 12. "Down in a Dewy Dell" H. Swart Fannie, Mattie, and Lucy Smith 13. "Hungarian Dances" No. 1 and 2 /. Brahms Lorene B. Rassweiler and H. C. Smith 14. "Overture des Marionettes" C. Gurlitt Flute, 1st and 2nd Violins and Piano Snyder, Smith, Breithaupt, Smith 15. "Bells of St. Michael's Tower" Sir R.P. Stuart Musical Union 86 HISTORY OF NORTH CENTRAL COLLEGE 16. (a) "Spring's Awakening" E. Bach (b) "Merry Spring Polka" Berger Orchestra 17. (a) "Presage of Spring" Alexis Hollaender (b) "Sparrow's Twitter" T. Otto Smith, Byers, Bucks, Baumgartner The music education of college students and Naperville citizens was broadened by the appearance of leading artists in the chapel and at Scott's Hall in the town. One of the earliest of these inspirational events was the Rock Band Concert by the Till family of London, England, in March, 1880. The audience was thrilled by the twenty different instruments, including the "Rock Harmonicon." About 1883 came the Royal Hand-Bell Ringers of London to Scott's Hall. Other programs of note included the original Fiske Jubilee Singers, the original Spanish Students and the Chicago Madrigal Club. The proximity of North-Western to Chicago gave the college staff and students certain cultural advantages not enjoyed by communities far removed from the city. This advantage was particularly notable for students of music. Fannie Smith Hildreth wrote of the famous artists which her family was privileged to hear in Chicago, including such names as Vladimir de Pachmann, Moritz Rosenthal, Ignace Jan Paderewski, Emma Eames, Adeline Patti, and Fritz Kreisler. Presidential elections brought opportunity for students to partici- pate in local pomp and pageantry, and to present views concerning political issues and candidates of the times. The post-Civil War period was an era of intense party rivalry and partisan loyalty. The campaign of 1880 found the homes of Naperville decorated on Oc- tober 28 with bunting and flags in preparation for a rally addressed by General John A. Logan, leading Republican of Illinois. After a parade and festivities some 700 people were served lunch in Old Main. The sentiment and political aspirations of a majority in Naperville and the college were voiced when in the following election the victory for Garfield and Arthur was announced and H. H. Rass- weiler recorded in his diary, "The country is safe. We thank God and take courage." A presidential preference poll conducted at the time of the Cleve- land-Blaine presidential contest in 1884 gives some clue to the polit- ical thinking of the young men at the college. 1. Are you a Republican? 41 Yes; 5 No. 2. Are you a Democrat ? 4 Yes ; 41 No. 3. Would you vote for Blaine? 35 Yes; 11 No. OPPORTUNITIES FOR STUDENT PARTICIPATION 87 4. Would you vote for Cleveland? 18 Yes; 30 No. 5. Has Blaine been proved dishonest? 7 Yes; 34 No. 6. Has Cleveland been proved immoral ? 43 Yes ; 4 No. 7. Do you favor woman suffrage? 17 Yes; 23 No. 8. Do you favor prohibition ? 45 Yes ; 1 No. The returns indicate the general conservative thinking of "the gentle- men" at North- Western in 1884. An organization designed to acquaint its members with parlia- mentary practice, skill in debate and discussion, and a better knowl- edge of the current political and social issues of the day was realized with the formation of the Senate of North- Western on September 26, 1886. In October a constitution was adopted, and the organization existed for twenty-eight years as one of the most important student societies. Sessions were held, rules were observed, National legisla- tion was introduced, and debates and voting on each proposal fol- lowed. In short, the sessions were conducted as nearly as possible as in the United States Senate. Legislative issues debated the first year introduced many of the practical and controversial problems before the people of this period. Some of the proposed measures included an amendment to the Constitution providing for prohibi- tion, an act to restrict immigration, a bill providing for woman's suffrage, an act to check Mormonism and a law for the preservation of the American bison. One must conclude that such an organization did offer real experience, not only in debate and knowledge of parli- amentary practice, but also in keeping members informed on the leading political issues. Four major literary societies were in existence throughout most of the early period at Naperville. The two that were most active and awakened the greatest interest were the Philologians, commonly called "Philo," and the Cliosophic, commonly known as "Clio." The first of these, the Philologians, dated its existence back to almost the beginning of the college at Plainfield. It withstood the impact of removal to Naperville and continued an active existence in the life of the new college. The Cliosophic Society was organized in the fall of 1870 shortly after relocation in Naperville. Two societies, the Philorhetorian and the Philogermanian were organized for Ger- man-speaking students and in 1880 the two merged. The fourth so- ciety, whose operations were not as continuous as those mentioned but which became active about 1877, was the Laconian. The latter served as an apprenticeship society for those aspiring to become masters in the Cliosophic or the Philologians. 88 HISTORY OF NORTH CENTRAL COLLEGE The First Literary and Musical Entertainment of the Cliosophic Society at Naperville December 9, 1870 Music — "God of Israel" Choir of Society Prayer — Reverend Mr. Cunningham Music— Solo, "My Soul to God, My Heart to Thee" Prof. H. C. Smith Address — C. F. Rassvveiler, president of the organization Oration — "The Advance of Science" Charles Beyrer Music — Piano Solo Minnie P. Cody Essay — "Education" Mary E. Foran Rehearsal — "Bingen on Rhine" Mary L. Hanna Music — "Schubert's Serenade" . . . .Miss Cody and Prof. Smith Cliosophic Wreath— Part I Mrs. M. D. Smith Music — "Fifteen Cents a Quarter for Schooling" . . . .Quartette Discussion — "Which has the greatest power for good, the school, the pulpit, or the press?" Music — Piano Solo, "Caprice de Concert" H. C. Smith Farragora Aut Mixtura Omnium L. W. Yaggy Oration — "Bacon and Aristotle" Charles Nauman Music — Solo, "The Woods" Celia Skinner Cliosophic Wreath — Part II Rose Cody Music— Duet, "O Wert Thou in the Cauld Blast" Mr. and Mrs. H. C. Smith Poem — "God's Home" Nancy Cunningham Music — "We'll Have to Mortgage the Farm" Admission — 25^ Doors open at 6 : 30. Exercises to begin at 7 o'clock To educators of this period the literary societies exerted a very important influence in the formation of mental alertness and training in mental discipline. In addition, they were considered indispensable in building moral character, in providing forensic experience and in preparing participants for responsible public life. The college catalog for 1875 expressed praise for these societies: "Associations of stu- dents, judiciously managed — devoting themselves not to trivial, but to significant, earnest discussions and inquiries, always conducted in harmony with the highest duties and objects of college life — receive the hearty support and willing counsel of the faculty of the college." Keen rivalry persisted between the two most active of the societies, the Cliosophic and the Philologian, and students labored diligently to secure names to propose for membership. Small wooden ballot boxes were used containing white balls and black balls, and as pros- pective candidates filed by, those receiving white balls were elated by the symbol of election while those handed black balls were dis- appointed by their rejection. OPPORTUNITIES FOR STUDENT PARTICIPATION 89 Membership in the Cliosophic Society consisted of both active and honorary classifications. All active members had to be connected with the college as faculty or students, while members not directly affiliated with the college were characterized as honorary. The pur- pose of the society as stated in its constitution was "the cultivation of a literary taste and general improvement in the arts of public read- ing, speaking, and debate." Questions debated or discussed at the weekly meetings embraced general philosophical problems, political issues, social matters, and sometimes unanswerable subjects that could only incite endless dis- cussion. The following are examples of some of the questions before the meetings : Do tears indicate a weak mind? Resolved, That ignorance and superstition cause more misery than pride and ambition. Resolved, That oil put into a castor is castor oil. Resolved, That women are more given to revenge than men. Resolved, That there is more intelligence in the western states than in the eastern. Resolved, That man cannot express in language what he knows. It was usually considered an honor to be given a "society" card with an invitation to appear before the group on a certain date. There were many forms of oral presentation and the invitation might call for a reading, essay, humoresque, critique, oration, debate, declama- tion, panegyric, eulogy, etc. Because of their greater application to the civil duties and political responsibilities of men, the eulogies, orations and debates were generally reserved for male students. The societies exerted every effort to present their best talent and entertain- ment at the close of a term or school year. A patriotic program was sponsored by the Cliosophic Society on Washington's birthday in 1885. It was a very historic occasion since the meeting was held on the day the famous Washington Monument was dedicated at our national capitol. The room was decorated with bunting to make the occasion appear even more patriotic. The meet- ing opened with an oration on "Our National Banner," followed by "a panegyric on George Washington," a speech on Benjamin Frank- lin, and a rehearsal of "The Polish Boy" by James H. Breasted. The observance closed with the reading of a speech of Patrick Henry. Instructors sometimes presented the fruits of their class labors in public exhibitions before the community at the close of the year. Special awards were usually offered for the best performance in dec- lamation, oratory or other forms of oral expression. Rose Cody presented her class in elocution before the public in a prize contest 90 HISTORY OF NORTH CENTRAL COLLEGE in June, 1883. Here the audience was favored by such numbers as "Mad Mag," "The Fireman's Prayer," and "The Ride of Collins Graves." x Besides these public exhibitions, citizens of the village, parents and friends from a distance visiting the campus considered it an unique opportunity to attend class recitations and lectures — a priv- ilege more frequently used than in later times. A visitor to an astronomy class was so impressed by the performance of eleven stu- dents that he proceeded to express his feelings in the grandiloquent style of the period : "May every one of these eleven stars continue to grow brighter and brighter, until they attain the zenith of their glory. May they continue to shine with unobscured horizon, with luster not dimmed, always being in conjunction, and never in opposition to the planets, whose light they may be until their heavenly father shall call them to adorn his celestial spheres is the earnest wish of a visitor." Perhaps the letters of students to parents are among the best indi- cations of their provocative moods and thoughts. A letter written by a student to his parents on October 8, 1870, gives some insight concerning conditions at Naperville shortly after the opening of the college here. It likewise presents a student's first reactions to the faculty divines who were to guide his new experiences in higher learning. North- Western College Naperville, Illinois October 8, 1870 My dear Parents : There is no school today, it is Saturday, but I have been very busy getting myself settled, and it is now evening before I begin my letter. I am well pleased with the look of things so far. The college building is not finished all through, but that is the fault of no one here. On the contrary, every blow of the hammer, with which some strong German man drives spike nails, and sends stunning echoes all through the house, is a loud reminder to us of the persevering energy of the Building Committee. For on the first of April last, the same day on which father told me he would try to send me to College somewhere this fall, and I thought he was just fooling — the place where the five-story building now stands was unbroken prairie. We have met in the Chapel every day, where we have read- ing the scriptures, singing, and prayers. I like the appearance 1 E. B. Baldwin, who accompanied Admiral Peary on his mission to the Arctic appeared on this program. OPPORTUNITIES FOR STUDENT PARTICIPATION 91 of the faculty very much. The president, Mr. Smith, looks for all the world like Uncle John ; although of course he is more learned than Uncle John. He speaks to us very pleasantly and appears glad to see us. When I came here I found a number of boys who were trying to raise a club to board themselves outside of the building, and I have joined them. We can board much cheaper by taking turns in doing our own work. You need not be alarmed about its effect on my health, because if I see it does not agree with me, I will go right back into the college again. But we have found no good rooms yet. The Naperville folks are very terribly afraid of having their ceilings smoked, and if you tell them you want to cook in the room they tremble all over and won't let you have it at all. I have a suggestion to make to the town. They have raised $25,000 to pay for the college and now let them buy that leaky old building on the corner by Hillegas and Co.'s, and turn it over to the students to cook in, or do what they please with. They did more than that for Mr. Bouton, the Fork Factory man ; they gave him two buildings. You see there is a fork factory here; and one day Aurora looked up through the woods and saw it. Aurora saw it, and then there was no more peace. She began to pull it away, and Naperville pulled, too. They pulled a good while. But at last all the folks in Naperville clubbed together and tied these two houses on to it, and that made it so heavy that Aurora could not budge it any more. So everybody is glad except nervous trav- elers and invalids at the down-town hotels. The town is well supplied with schools and churches. There is only one real old-fashioned school house. But the Academy is equal to three school houses, and the college to a dozen of them. There are seven churches — three German and four English. The last have all been fixing up through the summer in readiness for us students; and the Baptist Church is not finished yet. But of course I shall attend there nevertheless, for I know you would prefer that I should attend the Baptist Church, whenever there is any in the place where I am. I shall go down in the morning and see if they will make me welcome. And this reminds me that I must stop and black my boots and get ready, for I promised you that I would never do that on Sunday. Love to all, Your affectionate son. One of the amazing revelations of the letter is the apparent knowl- edge of Naperville that the young man has been able to accumulate in a very short space of four days, since his arrival at school. Aside 92 HISTORY OF NORTH CENTRAL COLLEGE from the interest in problems of the village, the reactions of this student do not seem to be far removed from the views of freshmen arriving at the college in later years. The great Chicago fire of 1871 attracted more campus attention than any other national phenomenon that transpired during the early years. Because of the proximity of the institution to Chicago, a holiday must have been observed as "most of the male members of the school" made the trip to view the ruins wrought by the great holocaust. On the third night after receiving news of the conflagra- tion, H. H. Rassweiler wrote in his diary that in the evening the heavens in the direction of Chicago were so brightly illuminated that a glare was cast through the windows of his home in Naperville, a distance of some 28 miles. The service rendered by citizens of Naperville was a Christian witness to the multitudes in distress. Chapter 15 ALUMNI ASSOCIATION AND DISTINGUISHED STUDENTS North-Western College was most fortunate in having almost from its beginning an active and progressive Alumni Association. The Association was organized when the following preamble to the con- stitution was adopted : " Whereas, we as graduates of North-Western College, desire to perpetuate the pleasant associations of our college days, and to gather into a closer relationship all those who have received the honor of our Alma Mater : Therefore, we do, this 9th day of June, 1869, organize ourselves into an association . . . called the Alumni Association of North-Western College." At first the constitution designated all graduates of the Classical, Scientific, and Ladies' Courses as members of the Association. The constitution likewise specified that so far as practical each member was to be required to attend the annual meeting and even made provision for the program which was to consist of orations, essays and music. In 1882, the constitution was amended to make eligible for hon- orary membership the wives or husbands of graduates. The by-laws provided for an annual business meeting to be held at 10 o'clock in the morning of Commencement Day with a regular program in the chapel in the evening. The first officers of the association were H. H. Rassweiler, presi- dent; Libbie Chinn, vice president; Florence Sims, secretary; Ella Hagar, treasurer. After the organizational meeting in 1869, the next session apparently was not held until 1871. Little information exists concerning agenda and discussions at the first several meet- ings ; however, the removal of the college to Naperville caused some division in the Association and provoked a bitter discussion at the session in 1872. The first reunion dinner of the alumni was held the year of the centennial of our nation on June 14, 1876. At this dinner the practice of holding a reunion at each annual meeting was discussed and approved. The first interest in absentee members was noted at the 1877 meeting when the secretary was directed to ascertain the addresses of all such absentees and to correspond with them. 1 It was agreed at the session in 1880 that each member of the As- sociation prepare a letter relating their activities, such missives to be 1 In 1878 the first recorded death of a member of the Association was that of Susie Neiswender, graduate of the class of 1872. [93] 94 HISTORY OF NORTH CENTRAL COLLEGE edited by a committee and read before the assembled graduates. The members were permitted the choice of delivering an oration if they did not choose to exercise their literary talents. At this meet- ing the practice of awarding prizes for the best orations and declama- tions was adopted. From this session also came the request that the Association be represented on the Board of Trustees, an action ap- proved in 1881. Particularly concerned with the financial difficulties facing their Alma Mater in 1881, the Association appointed a committee to study ways and means of supplementing college income. It was gen- erally agreed that some special chair be endowed, and that the alumni hold a public concert the next year in order to raise funds. The resignation of A. A. Smith as college president in 1883 brought special recognition from the alumni for his twenty-one years of potent leadership in the life of the institution. The Association char- acterized the spirit of its members in a resolution which read: ". . . that we unite in tendering the president our hearty congratula- tions in view of the fact that the instruction he has imparted and the principles he has inculcated during half a century of professional life are today finding a living expression and a practical exemplifica- tion in the successful lives of thousands of his pupils all over the land." The alumni, at the same session, also rendered special tribute to one of its own members, newly-elected President H. H. Rassweiler. A resolution was adopted: "... that we do most heartily approve the selection which that honorable body, the Board of Trustees, has made and acknowledge the wisdom of their choice in calling Pro- fessor H. H. Rassweiler to the head of the institution which is under their immediate control." A total of fifty-six members returned to their Alma Mater in 1886 on the occasion of the twenty-fifth anniversary of the founding of the college, forming the largest assemblage of graduates for many years to come. Two of the first graduates of the college, Florence Sims Jordan and Benjamin F. Dreisbach, and Catherine Harlacher, one of the first teachers at Plainfield, returned for this historic event. A reception given by the faculty at the home of President Rassweiler was attended by approximately 170 alumni and former students of the college. An orchestra from Chicago furnished entertainment for the guests. The bitterness of the division of the Evangelical Association per- vaded the sessions of 1888. The Association went on record in op- position to the Board action in relieving Rassweiler of his position as president of the college. 2 The organization passed a series of reso- 2 The relationship between President H. H. Rassweiler and the church di- vision will be discussed in a succeeding chapter. ALUMNI ASSOCIATION AND DISTINGUISHED STUDENTS 95 lutions praising the record of Rassweiler for his twenty years of service as instructor and five years as president of North-Western College. The Church division had an adverse effect upon the Alumni Association and attendance at the annual meetings declined for a number of years. North-Western's most distinguished alumnus, James Henry Breasted, attended the college during this period. Breasted was born at Rockford, Illinois, on August 27, 1865, a son of Charles and Harriet Breasted. About 1873, the family moved to Downers Grove, Illinois, and was living there when young James, at the age of fifteen, entered North- Western College. His first term courses included In- troductory Latin, Algebra, and Philosophy, with a combined grade average of 91.7. During the winter term he was forced to leave school because of illness; he did not resume his studies until the fall of 1883 when he re-entered the college as a freshman in the Classical Course. Breasted remained two years, concentrating on the study of Virgil, Horace, and Tacitus. During the eight terms of attendance he maintained a 94.8 grade average. Before graduating from North- Western, he pursued pharmaceutical studies and attended Chicago Congregational Seminary, where he was introduced to the study of oriental languages. It was at this point that he decided to return to North- Western to complete work for the A.B. degree preparatory to the study of Semitic Languages at Yale University. Following graduation at North- Western in 1890, he entered the grad- uate school at Yale where he earned the Doctor of Philosophy degree. Breasted later became internationally famous as professor of Egyp- tology and Oriental History, director of the Oriental Institute in Chi- cago and chairman of the department of Oriental Languages and Literatures at the University of Chicago. He also became famous as an author of books on ancient history and of a number of articles that appeared in scientific and professional journals of Europe and America. It would be difficult to evaluate the exact contribution of Breasted's training at North- Western to his brilliant career as a world scholar. One might conclude that without this broad basic education in a liberal arts college, the vistas to greatness in research and scholarship might not have opened. It has been maintained that a part of Breasted's inspiration for great achievements in the area of research came from a lecture by Henry H. Rassweiler, president of North- Western College. In 1933, Breasted acknowledged the influence of another teacher at old North-Western, by personally presenting a copy of his latest book to his former Latin professor, H. C. Smith. A complete list of outstanding students of the era is beyond the scope of this book. Many who attended for brief periods profited 96 HISTORY OF NORTH CENTRAL COLLEGE by their limited experience as students and became worthy con- tributors to business, teaching, preaching, and other useful voca- tions. John Warne Gates, who enrolled in the Commercial Course in the fall of 1872, later became nationally famous in American finan- cial history as the "barbed wire king." 3 Gates also entered the arena of steel production and contested for a time the Gary and Morgan interests in their new creation, the U. S. Steel Corporation. His investments in oil made possible the founding of the Texas Company or Texaco. Frederick Lewis Maytag, whose family name is a familiar word among appliance-conscious housewives, attended North-Western in the winter term of 1872-73. Born near Elgin, Illinois, one of ten children, young Maytag moved with his family in a covered wagon to Iowa settling on a farm near Newton. After returning to Illinois to attend North-Western, Maytag engaged in a number of productive enterprises before founding the nationally famous washing machine company at Newton, Iowa, in 1907. In 1926 Maytag was awarded a gold medallion from the Home Appliance Merchants of America for his services "in originating and manufacturing electrical home appliances." On the occasion of his 76th birthday in 1933, the New- ton community held Maytag Day honoring the famous industrialist, with the main address delivered by Colonel Robert R. McCormick, publisher of the Chicago Tribune. Philanthropic graduates of this era whose names are associated with the history of the college would include Albert Goldspohn of the class of 1875 who became a distinguished professor of surgery at the Chicago post-graduate Medical School. Goldspohn is particu- larly remembered for his philanthropy and service to his Alma Mater. His gift made possible the erection of the science hall that bears his name. Levi M. Umbach, graduate in the class of 1877, ten years later was appointed to the staff as professor of Natural Science. He later brought fame to the college as a botanist and professor of science. J. L. Nichols, class of 1880, became a very popular in- structor in the field of commerce and promoter of a successful pub- lishing business. His bequest made possible the building of Nichols Hall gymnasium in 1901. A graduate who later served the college as its president was Lawrence H. Seager of the class of 1887. He likewise rendered notable service in various capacities in the church. E. B. Baldwin, class of 1885, became a noted meteorologist who accompanied Robert E. Peary on his North Greenland expedition in 1893-94. Baldwin built and named Fort McKinley, discovered 3 John W. Gates, like his early friend and later rival, Elbert H. Gary, was a DuPage County farm boy who became one of the great "moguls" of Ameri- can finance by 1900. Before his death he had extensive investments in barbed wire, steel and oil. ALUMNI ASSOCIATION AND DISTINGUISHED STUDENTS 97 and explored Graham Bell Land, organized and commanded the Baldwin-Ziegler polar expedition in 1901-02, and was author of Search for the North Pole. The philanthropist, Henry Pfeiffer, through whom so many college improvements of a later day were made possible, was a student at North-Western during the years 1875-77. Henry and his brother, G. A. Pfeiffer, later built a drug empire that embraced some of the leading pharmaceutical companies in the nation. A more detailed account of this noted benefactor and the contributions of the Pfeiffer family appears in a succeeding chapter. Peter E. Kroehler, founder of the famous furniture company, whose name is also associated with college philanthropy of a later period, was a student in the commercial department of the college in 1890- 91, during the early period of the Kiekhoefer administration. From a humble farm home on the Minnesota frontier, Kroehler rose to the presidency of the world's largest furniture manufacturing company. His desire to seek opportunities that only an education could afford led him to enroll in the commercial courses at North-Western. Following study at the college he entered the business world in 1893 at the age of 21 to work in a lounge factory founded by his former professor, J. L. Nichols, at a salary of $26.00 a month. Shortly afterward young Kroehler borrowed $500 from his father and purchased an interest in the factory. He went on to build the renowned manufacturing company whose products encircle the globe. In later years Peter Kroehler spoke of the influence of North-Western (North Central) College on his life and professional success: "I am a product of a Minnesota farm and North Central College. If I had not attended North Central College, I would not be in the business I am in today. I owe much of my success, if it may be termed as such, to the training, influence and in- spiration received at North Central, and I know as it is in my case, North Central has contributed greatly toward shaping the lives and careers of thousands of students. . . ." Chapter 16 "THE CHRONICLE" Throughout most of its history North- Western College has been fortunate to have an effective medium of student expression, namely, the Chronicle. It would seem that few colleges have had such an extended and successful record with a single student publication. No rival publication has been able to dislodge the Chronicle as the cen- tral vehicle of student news and opinions. The need of a college paper apparently was realized by the faculty and students at an early date with the fruitful result that in May, 1873, the first college Chronicle made its appearance. H. H. Rass- weiler was the managing editor and Charles F. Rassweiler the finan- cial secretary and publisher. The first staff included the following associate editors : Ella M. Young, '68, Alumni Association ; William Caton, junior in the Classical Course, from Dixon, Illinois; A. Goldspohn, junior in the Scientific Course, from Lodi, Wisconsin; and C. F. Reichert, student in the Preparatory Course, from Juneau, Wisconsin. The initial Chronicle was a neat and attractive monthly of sixteen pages, containing an essay upon compulsory education by President A. A. Smith and a communication on the destruction by fire of the old college building at Plainfield on April 15, 1873. 1 The editor in the first publication expressed the purpose of such a stu- dent organ in the following words: "Realizing the increasing de- mand for a periodical to represent the interests of North- Western College, and encouraged by the success and benefits of similar enter- prises undertaken by sister colleges, the teachers and students of our institution venture to launch upon the high seas of journalism — the College Chronicle" After two years of publication the student newspaper was reduced in size because of the financial stringency of the times. The num- bers published in 1876 were edited by J. L. Rockey, with Professor F. W. Heidner as subscription agent. Despite subsidy from the editor and a few of his friends, this first effort at promoting and sustaining a student publication finally collapsed with the last issue of June, 1876. While some said that "the atmosphere of Naperville and the North- Western College does not contain the elements neces- sary to -sustain the life of such a periodical, " the element lacking ap- parently was that of silver or greenbacks. 2 1 It was reported that the fire was of an incendiary nature. 2 The question of the issuance of greenbacks and the coinage of silver was a dominant political issue of this period. [98] "THE CHRONICLE" 99 The re-establishment of the College Chronicle was approved by the faculty on March 18, 1883, with the understanding that the editor- in-chief be appointed by the faculty and subject to a committee under its jurisdiction. The first issue of the re-established newspaper was published in April, 1883, under the direction of J. L. Nichols who provided the financial support. No sooner was the college organ re-established when it was threatened by a rival publication called by students the North-Western Meteor with E. B. Baldwin as editor, J. A. Snyder as publisher, and James H. Breasted as business man- ager. Unfortunately for its promoters, the Meteor lacked roots from the past and after three issues it ceased to exist. By 1884 the Chronicle was a well-established student publication with two editors-in-chief, six associate editors, and a business man- ager. The subscription rate of $1.00 a year or 15$ a copy remained the same as for the first Chronicle back in 1873. The editor of the first Chronicle wisely foresaw the significance of the publication as a source of information for the future history of the college : "Preserve the Chronicle — It is scarcely necessary to suggest to our subscribers that they carefully keep all the numbers of this paper for the purpose of having it bound at the end of each year or two. All will see that the collection of the successive num- bers will be an invaluable record of North- Western College matters and events." ESTO AERE PERENNIUS. 3 s Motto of first Chronicle: "Let it be more enduring than bronze." Chron- icle, Vol. 1, No. 1, May, 1873. Chapter 17 BEGINNING INTEREST IN PLAY In an age when the concept of a college education was confined al- most exclusively to academic performance, opportunities for phys- ical training were limited. While most non-academic outlets so com- mon on our campuses today were unknown or contrary to established policy, the college sociable brought opportunities for fellowship, games, music, and relaxation. A sociable was usually planned at the begin- ning of each school year where introductions and hand shaking con- stituted the beginning of many lasting friendships, and was frequently held in the chapel with orations, music and prayers preceding the informal activities. All such gatherings were carefully regulated and chaperoned by the faculty and preceptress and closed punctually at ten o'clock with the ringing of the gong over the chapel door. Physical education scarcely existed in this period so far as the over-all scholastic program was concerned. The limited gymnastics practiced by the students were unorganized and completely isolated from the academic work of the institution. By reason of its limitation and extra-collegiate character, little reference to recreation is found in the written record. Occasionally references to athletics appear in the College Chronicle or in faculty actions of a disciplinary nature. In the spring of 1877 the faculty passed a resolution forbidding students to play ball on campus. Here one suspects the professors were apprehensive that students might be enticed from their studies ; there was also an economic factor since the campus grass was cut for hay and sold in the summer as a source of income for the college. This opposition was soon of no avail and the main campus became the exercising ground for those seeking release of physical energy through such games as baseball and croquet. A student writing in the College Chronicle in 1875, using phrases typical of the twentieth century, directed attention to the need of students for recreation and some form of physical activity : "We Americans have lived too long on high-pressure principles and are fast becoming a broke-down people. We all need recreation and especially is this true of students. . . . Nothing, it seems to me, would serve the purpose better than baseball. ... By all means let the national game be encouraged at North- Western." A student petition presented to the faculty in October, 1879, seeking the establishment of a gymnasium was referred to a com- mittee, but no action was taken on the proposal during that academic [100] BEGINNING INTEREST IN PLAY 101 year. A second petition requesting permission to organize a gym- nastic club presented the following year was approved by the faculty. The room formerly used as a kitchen in the basement was converted into a gymnasium, apparently the first area specified by the institu- tion to be used by students for physical exercise. Obviously it was a restricted area and it seems logical that complaints soon reached the school authorities regarding damage to the room by overly enthusiastic students at play. In January, 1882, the students were granted permission to go ice skating at 3 : 30 in the afternoon of two school days of the week. We note that this liberty was rescinded the next month, an action that seems logical since the ice would be no longer safe. Perhaps the major opportunity for students to observe and par- ticipate in sports in this pre-intercollegiate-athletics period, was in connection with the activities of Cornerstone Day, later known as College Field Day. By 1880 the custom was established for giving students a holiday, at least in the afternoon, with a program of songs, orations, prayers, followed by field or track events. A field day service that was particularly impressive in this period took place on the tenth anniversary of the laying of the cornerstone held on May 17, 1880. The events of this ' 'happy day" were printed in the Naperville Clarion. The reporter utilized vivid descriptive powers in writing of the weather and scenery on this occasion: "The day was delightful; the sun shone with all splendor; scarcely a cloud was to be seen in the heavens ; and the earth, robed in a rich mantle of green, and the trees adorned with a new foliage, made the grove seem inviting to the pleasure seeker." After the students had marched to the grove, the assembled hosts were favored by an oration on North-Western College by J. L. Nichols. Following a song, "North-Western 'Tis of Thee," and an eulogy to North-Western in German, the group was ready to relax and observe the field events. The athletic contests consisted of foot racing, three-legged racing, four-legged racing, sack racing and a hurdle race. After these had been completed, the audience then wended its way to the banks of the DuPage to witness the first tub races of the season. Boat riding was enjoyed by a number of persons during the afternoon. In the evening the celebration was resumed in the chapel with the political parties represented by orators as follows: The Republi- can by M. J. Moyer; the Democratic by a Mr. Wolf; the Green- back by E. C. Wicks; Temperance by H. I. Harter; Woman's Suffrage by Miss Sarah Storey. The beginnings of intercollegiate sports, particularly football, at Eastern colleges attracted some attention among the students at 102 HISTORY OF NORTH CENTRAL COLLEGE North- Western. An article in the Chronicle in February, 1876, an- nounced that several exciting scrub games of football had been en- joyed by the students. Those participating enjoyed the game so very much that a detailed list of rules was printed to guide those who practiced the sport. In the early eighties a small group of students organized a base- ball team known as the Olympics of North-Western, the first organ- ized athletic activity. This group participated in the first recorded athletic contest with an outside team, the Hard-Pans of Naperville. In this contest held about 1883 the Olympics lost to the boys from town by a score of 5 to 3. In spite of the occasional rivalries with local groups and the scrub games of football that were indulged in by a limited number of students as early as 1876, there seems to have been little enthusiasm or interest for beginning a systematic pro- gram of intramural or intercollegiate sports. As late as January, 1887, a writer in the Chronicle was still critical of football as it was currently played at Eastern colleges. The article read as follows : "The recent Yale-Princeton football trouble has caused considerable comment in college circles. Suf- ficient facts have come to light to convince us that inhumanity and brutality were the leading characteristics of the game. We have always held that these intercollegiate games are a nuisance. We believe very strongly in sport and manly exercise, but we are most decidedly opposed to fighting, kicking, carousing, betting, and the like " In spite of the continuing critical attitude toward intercollegiate football, there was a growing awareness for the inclusion of some type of physical training program as a part of the entire educational process. In the quest for a "gymnasia," articles in the Chronicle during the eighties greatly emphasized the dangers of physical col- lapse resulting from excessive mental exertion. Even though interest in intercollegiate competition did not evolve until the next decade, the closing years of the eighties brought evi- dence of a need for a moderate program of physical education. The transition from unorganized individual exercise to collegiate par- ticipation and organized sports was fast approaching. Chapter 18 LIBRARY AND CAMPUS IMPROVEMENTS The original grant deeded to the institution by Morris Sleight con- tinued to be the main section of the campus for the remaining ninety-one years to its centennial celebration. "Old Main" with the central portion and north wing was for the first twenty years at Naperville the only building and served not only as a center of administration, but for a few years as a dormitory and boarding unit. By the time the college opened in Naperville, October, 1870, the authorities had arranged to board and room some sixty-five men on the fourth and fifth floors of the new structure. Board, room and fuel on the fourth floor amounted to $3.00 per week, while on the fifth floor the cost was $275. The rooms accommodated two students each and were furnished with chairs, tables, bedsteads, mattresses and stoves. For many reasons including lack of efficient management, failure to charge sufficient prices, and the need of the space for literary societies, the Board of Trustees voted to discontinue the boarding department in 1875. The catalog of 1876 specified that the college no longer provided this service but that ample facilities were available in private homes of Naperville. The treasurer was directed to dis- pose of the furniture of the boarding department at public sale. Throughout the remainder of this period the college made no effort to board and room students on the school premises and any projects concerning construction of a dormitory were rendered impossible because of financial difficulties. It may be recalled that while the college was at Plainfield con- siderable discussion revolved around the construction of a boarding unit for students. This project continued to be active in the thoughts and dreams of college promoters after the removal to Naperville. Appearing on the agenda of the February, 1874, Trustee session was an item regarding the construction of a dormitory; however, the plan was vetoed in view of the depressed economic situation re- sulting from the panic of 1873, and such structure had to be delayed until better times prevailed. The need of teaching equipment was not fully realized in this period. Expenditures for instructional items seems deplorably small when compared with modern norms of efficiency. The lack of library facilities and laboratory apparatus simply did not constitute the insurmountable handicaps such deficiencies would entail today. The [103] 104 HISTORY OF NORTH CENTRAL COLLEGE modern concept of ample chemical, biological or physical equipment for experimental study by undergraduates had not dawned even in Eastern colleges. Instead, interest centered in the museum and herbarium with their more glamorous mounted specimens or pressed floral displays. Inorganic chemical compounds in some container could not compete with the head of a moose in community or stu- dent interest. Besides, the less fascinating materials for laboratory research were more expensive and difficult to acquire. Finally, demonstrations and experiments in science were conducted by in- structors, as the practice of individual student research did not emerge until a later period. One of the first appropriations from general funds for the science laboratory came in June, 1876, when the Trustees appropriated $150 for experimental teaching in these disciplines. In 1877 a faculty request for science apparatus and other school facilities was rejected by the Board "in view of the hard times." The sum of $25 was allotted for the purchase of chemical materials in 1879, the feeble beginning of the chemistry laboratory. Allocations for scientific equipment during the eighties were on the average $50 per year. 1 Support for the library continued to be conceived as a project for voluntary contributions of friends and patrons. One of the most frank but disparaging expressions of the actual state of the library came in the faculty report of 1880: "The library is a disgrace to the college. We are ashamed to report the number of volumes to the Bureau of Education at Washington." The Board refused publica- tion of this unfavorable but perhaps correct analysis of this essential complement to the collegiate institution. The committee which had been appointed to investigate the gen- eral status of the library reported on November 30, 1885, recom- mending the selection of a librarian from the faculty, thus reviving an earlier practice of the Plainfield years. 2 It was further proposed that a committee be appointed to increase the number of volumes with certain techniques to assure this objective: a. That the needs of the library be published in church papers ; b. That circulars be printed and sent to ministers of the church advertising the school ; c. That personal appeals be made for books and money ; d. That a dollar fund be opened and that every person con- tributing $1.00 have his name entered into a book in the li- brary, or that a certificate be given acknowledging such donation. 1 There was still one laboratory for all the sciences which was the common practice at most colleges at the time. 2 Henry F. Kletzing, professor of Mathematics, was selected librarian in 1886. LIBRARY AND CAMPUS IMPROVEMENTS 105 Library reports indicate a growing number of volumes at least by the closing years of the eighties. The Chronicle for December, 1886, cited some "valuable additions" such as the complete works of Dick- ens, Milton, Shakespeare, Webster's Dictionary, Blaine's Twenty Years in Congress, and the speeches of Daniel Webster. It may be of interest to note that some seventy years later the volume by Senator James G. Blaine, and perhaps some of the others cited, was available for use by students. The Board of Trustees was able to report a total of 1400 volumes by February, 1887, approximately one hundred being added during that year. A more modern view of the real need of a sound library as an adjunct to classroom instruction was expressed by a farsighted writer in the Chronicle in March, 1885. The writer evaluated the need of the library in words characteristic of current educators : "The prac- tical teacher of today makes the work of his classroom suggestive of additional research and further independent examination on the part of the student. But how shall the pupil push the investigation by collateral reading if the college library does not furnish the means ?" Much planning and beautification of the college grounds had been necessitated by the construction of the college building on what had been open prairie. The executive committee and the agent were directed in 1871 to have the grounds enclosed on three sides with a board fence and cedar posts but with a front similar to the fence around the Sleight home. 3 Since there was no superintendent of buildings and grounds, the major responsibility for improvement of the campus rested on the faculty and the college treasurer. The Board resolved that it was to be the responsibility of the faculty to secure the necessary funds for campus landscaping from the pro- fessors, students, and the citizens of Naperville. At a meeting in 1872 the Trustees voted expressions of thanks to those who had made possible the planting of the first trees on the campus and for beauti- fying the grounds. At almost every Board session the responsibility of the faculty for maintenance of the college properties was em- phasized. The professors assumed responsibility for the construction of side- walks on the campus, and in 1877 were specifically directed to collect funds necessary to complete the boardwalks already begun on the grounds. Professor Heidner and Treasurer William Huelster prom- ised to raise $50 each for this project, and as a result of their efforts the campus boardwalks were completed. 4 3 The Sleight home was located on what is today the corner of Chicago Avenue and Ellsworth Street. 4 These were the old-fashioned boardwalks that appear in college photo- graphs taken before 1900. 106 HISTORY OF NORTH CENTRAL COLLEGE Toward the close of the seventies the faculty and treasurer were assisted by the graduating classes who were permitted to plant trees on the campus as class memorials. These "shades of memory" began to dot the landscape and over the years the campus assumed a more stately appearance. The open prairie slowly gave way to a college bringing to the region evidences of culture and refinement. Chapter 19 FINANCIAL ADVERSITIES The most frustrating problem confronting North- Western College during the first eighteen years at Naperville was the struggle for financial stability. During the early period at Naperville, the col- lege was economically hindered in three ways. First, the sale of scholarship-notes, although it produced immediate assets, often proved insufficient in the long run. Second, the Evangelical Asso- ciation, struggling to meet its own obligations, could not provide solid support to the college. Third, the United States as a whole was suffering from the intermittent depression which followed the panic of 1873. Thus the college found it difficult to collect on scholarship- note obligations, as well as to raise new endowment funds. The post-Civil War period is noted in American history as an era of deflation and falling price levels. It was a time of considerable western discontent and rural unrest with such movements as the Grange, Greenbackism, and Populism reflecting dissatisfaction among agrarian and debtor classes in general. Since the State of Illinois was a center of Granger protest, it was only natural that the struggling young North- Western, largely dependent upon an agrarian con- stituency, would encounter difficult financial problems in such a de- flationary period. The scholarship-notes, initiated at Plainfield, added to the financial burden of the institution because of their duration in many cases and because they were transferrable. In some instances the original contributors to the notes were in default and almost every Board session after 1870 devoted valuable time and discussion to this per- plexing question. Some purchasers merely gave personal notes for their scholarships and with the financial adversities confronting the nation, these obligations were difficult to collect and law suits were occasionally originated by the treasurer to collect these liabil- ities. The Board itself, in times of financial distress, showed leniency and in 1873 requested the college agent to be patient with those scholarship holders who were "poor" but at the same time it di- rected the treasurer to institute court proceedings against those able to meet their obligations. While many holders were released from payment of a portion of their notes by action of the Trustees in 1874, much discretion was left to the treasurer to draw the fine line between those incapable and those capable of payment. 1 1 The Trustees selected William Huelster, brother of Anton, as agent of the college in charge of the general financial program in 1870 but he did not as- [107] 108 HISTORY OF NORTH CENTRAL COLLEGE The Board of Trustees, apparently tired of the "scholarship mess," voted to discontinue their sale in 1876; and for about five years none were sold. While this was perhaps the proper course of action insofar as the future of North- Western was concerned, it failed to provide for an immediate need for operating expenses. In February, 1875, the Board went on record as favoring a de- termined and planned effort to raise the endowment fund in con- junction with the celebration of the nation's centennial in 1876. The funds were to be raised by collecting the sum of one dollar from each member of the Evangelical Association. The ministers in each conference were requested to preach a sermon on education at every appointment about July 4th or shortly thereafter presenting the needs of the college. The fund raised in this campaign became known in Board and faculty parlance as the ''Centennial Fund." The success of the centennial campaign was at best limited in results. The depression following the 1873 panic was still affecting almost every section of the nation and particularly the agrarian regions of the Middle West. From June, 1876 to June, 1877, a total of $2,804.90 was collected in the various conferences, an amount pitifully small in terms of the needs of the college. The collections continued over the next five years but with less success than was noted the first year; thus the centennial campaign had failed to re- lieve the economic threat to the very existence of the college. The report of the faculty to the Board in 1881 again called at- tention to the need for increased endowment and again the faculty looked to the conferences of the church for critically needed support. It was pointed out that if every member of the conferences affiliated with the college would donate an average of five cents each, a sum of $2,800 would be raised ; in addition, if every Sunday school pupil would pay an average of five cents each, the collection would amount to $2,778. In 1882 a rather novel fund-raising proposal was offered to the Trustees by the faculty. Since the college had incurred deficits in the dark years of 1880 and 1881, and since the church conferences had failed to increase endowment funds through special campaigns, the faculty now suggested that a faculty member, or possibly a committee, be authorized to sell railroad lands on commission, with the college receiving a percentage of the proceeds. 2 If the proposed sume duties as treasurer until 1873. Huelster administered financial affairs during the difficult years of the seventies, and upon his resignation in 1879 was succeeded by Jesse Lerch, a minister of the Ohio Conference and a member of the Board of Trustees, who administered business affairs until 1893. 2 This decade saw considerable speculation in western lands particularly in the Dakotas and Montana. The Northern Pacific Railroad had several million acres for sale. FINANCIAL ADVERSITIES 109 project for sale of railroad lands were not deemed feasible, an al- ternate plan for the sale of useful books was proposed. In case neither of these proposals proved practical, it was recommended that a faculty member devote half his time to a useful business that might procure $1,000 to $3,000 annually to the college. Since none of these "daring" projects was approved by the Board of Trustees, the only alternative seemed to be the least painful approach, the sale of scholarships. Therefore, the Board urged the college treasurer to resume the sale of these notes with all possible vigor. The first official recognition of a salary scale as part of the general financial problem appeared in the faculty report to the Board in 1880. Here it was stated that faculty salaries at North-Western were less than in most other colleges in the nation; it indicated that salaries at Harvard were four times, while those at Northwestern Uni- versity at Evanston were double those at the Naperville institution. (It happened that at this particular date the teachers' salaries were in arrears because the treasurer had been unable to invest all of the endowment fund and, because of the severe winter, had not succeeded in collecting all the interest on loans.) While it was true that faculty salaries had generally failed to increase throughout the first ten-year period of the college at Naperville, this deficiency was modified by relative stability in the cost of living. The financial problem remained a distressing one to the close of 1888. As the annual budget increased from year to year to accom- modate an expanding faculty and increased general expenditures, the treasurer's reports indicated deficits throughout most years of the eighties. 3 In spite of the general failure to attain financial soundness, there were two developments of a more encouraging and optimistic char- acter. One of these was the gradual increase in the endowment figure and the other was the more potent expansion of the budget. In fact, the published endowment by April, 1880, amounted to $95,863.68, an increase over the $66,775.72 of 1868. However, in both cases a considerable sum of the reported endowment was in note obligations still unpaid ; by 1880, the treasurer had over $65,000 invested. The real difficulty seemed to lie in the fact that the increase of the endowment was much slower than the expansion of the col- lege. Moreover, the Trustees in 1879 were forced to reduce the rate on college loans from 9 to 8 percent, a factor that further offset the moderate gains from endowment. The budget increased from $5,588.81 in 1868 to more than $12,000 by 1887. But it must be remembered that the instructional staff 3 The deficit for the year ending in June, 1885, was about $1,416, while in February, 1887, it was $761. 110 HISTORY OF NORTH CENTRAL COLLEGE expanded at Naperville and that the expense of maintenance of the new building exceeded that of the plant operation at Plainfield. Al- though this period was one of the darkest eras in the economic history of the school and despite the seemingly hopeless financial story, statis- tics for the period do reflect some progress in the struggle of North- western College. Chapter 20 DENOMINATIONAL DIVISION THREATENS COLLEGE The years following the removal to Naperville witnessed an expan- sion in the number of church conferences united in support of the college. It will be recalled that the Iowa and Indiana conferences had united with Illinois and Wisconsin shortly after the decision to establish the institution. The Board of Trustees at Plainfield in March, 1869, passed a resolution inviting all neighboring and other conferences to unite with them in the administration of the college and voted to have the charter amended so as to give any new con- ferences equal representation. Agents were dispatched to visit such conferences that expressed a desire to enter the compact in support of the institution. Several conferences delayed their decision because of the relocation of the institution, but in 1873, upon a second invitation, a number indicated their willingness to unite with the college union. Accord- ingly, in 1876 the following conferences were admitted to the North- western College Union: Michigan, Canada, Ohio, New York and Des Moines. Southern Indiana was admitted in 1877 and Kansas in 1884. The Trustees voted in 1876 to reorganize the corporation under the laws of the State of Illinois. Whereas the college had first been incorporated on February 15, 1865, it was now voted to reorganize, including the new conferences under the provisions of an act of the General Assembly of Illinois, entitled "an act to revise the law in rela- tion to universities, colleges, academies, and other institutions of learning in force July 1, 1874." In the meantime an amendment to the law of Illinois had been passed in July, 1875, requiring two- thirds of the Trustees of any college, university, and other institu- tions of learning not under the control of the officers of the state to be residents of the State of Illinois. This amendment, unknown to the Trustees prior to 1887, soon proved embarrassing to the college authorities and was an issue in the dispute in the Evangelical Asso- ciation after 1888. A detailed analysis of the division in the Evangelical Association is beyond the scope of this work. It is enough to state here that the dispute seemed to be a conflict of personalities, particularly between the supporters of the bishops, J. Esher and R. Dubs, rather than any deep-seated doctrinal differences. Complete neutrality in the dispute would have been an expedient course for the college authorities, par- ticularly the president. This course proved to be difficult, if not [111] 112 HISTORY OF NORTH CENTRAL COLLEGE impossible, because of the legal issue involving the Board of Trustees and the conferences represented in this body. Viewing this struggle from a perspective of some seventy years, one must conclude that this unfortunate episode impeded for some time the progress of the college and perhaps the denomination. Henry H. Rassweiler, graduate of the class of 1868, was selected by the Trustees as acting president in 1883, and in addition his ser- vices as professor of Natural Science and Political Economy were retained. He was designated as president by the Board in 1885, a position he fulfilled with distinction for three years. Rassweiler was a very popular teacher and administrator; and the size of the graduating classes increased during his presidency from twelve in 1885 to eighteen in 1888, the largest class in the history of the school to that date. The general future of the college seemed bright during the Rassweiler administration ; unfortunately outside influences were developing which threatened the very existence of the institution at Naperville. This unfavorable development was the widening cleav- age in the Evangelical Association which reached the college by the year 1888. The issue that involved the college in the denominational dispute was the conflict over representation of the various conferences on the Board of Trustees. The amendment to the Illinois law requiring two- thirds of the Trustees of any college not under the control of the officers of the state, to be residents of the State of Illinois became known to the Trustees in February, 1887, as the result of an effort made by the board of Union Biblical Institute to have its charter modified. The Board sought legal advice and as a result appointed President Rassweiler and Treasurer Jesse Lerch as a committee to secure if possible the passage of a bill repealing the amendment of 1875 and restoring equal representation to all the conferences in the management of the college. This effort to secure the repeal of the amendment failed in the Illinois legislature due to considerable oppo- sition from Naperville citizens and from President Rassweiler. The embarrassing question occupied practically the entire session of the Board in February, 1888. Naperville citizens appeared be- fore the Trustees in opposition to repeal of the 1875 amendment; President Rassweiler proposed a plan to reorganize the corporation in harmony with the existing law of Illinois. His plan called for an increase in number of Trustees from fifteen to twenty-seven. Eleven of these were to be elected by the eleven conferences, one from the Alumni Association, the president to serve ex-officio, and the other fourteen laymen from the State of Illinois. The Trustees refused to accept the Rassweiler proposal and adopted their own plan, namely, that the Illinois, Wisconsin, Indiana, Iowa, Ohio, and DENOMINATIONAL DIVISION THREATENS COLLEGE 113 New York conferences select their Trustees as heretofore, but that the Michigan, Canada, Des Moines, Southern Indiana, and Kansas conferences elect as their Trustees preachers residing in the State of Illinois. It is apparent that the Board considered its plan only as a temporary arrangement and was determined to continue the struggle until the amendment to the state law was repealed. Rassweiler, in presenting his plan for increasing the membership of the Trustee Board from fifteen to twenty-seven, suggested the progressive concept that recognition be given to business and pro- fessional leaders in addition to the traditional ministerial representa- tion. The president cited a number of Illinois institutions that were governed by lay as well as ministerial representation. The wisdom of this proposal was soon obscured in the factional bitterness of the denominational division. The Trustees met in special session in May, 1888, with the at- mosphere at the college and out in the conferences tense with ex- citement and bitterness over the issue. The Board renewed its determination to seek repeal of the 1875 law and to restore equal representation of the conferences. The Board also condemned what it termed "local efforts to dominate the college." There was even a hint in the Board resolutions that effort might be made to remove the institution from Naperville. Rassweiler, at this juncture, with- drew his opposition to the measure repealing the 1875 statute, and assumed a position of neutrality. The Board then declared vacant the position of Rassweiler as president and professor; whereupon, Bishop Thomas Bowman was appointed as president. Following twenty years of service at the college H. H. Rassweiler established a very successful insurance business and continued to live in Naperville. 1 After some of the bitter feelings of the church dispute had subsided, Rassweiler again took an active interest in college affairs. He delivered one of the major addresses at the time of the semi-centennial of the college in 1911, and served on the Board of Trustees for a five-year period preceding his death in 1928. The conflict centering in the Board of Trustees' issue at the college was only a sidelight of the major controversy in the Evangelical As- sociation. Unfortunately, the dispute in the Association became so embittered that it resulted in a division that endured in the church for about thirty years. The followers of Bishop J. J. Esher, or the Evangelicals, won control of the college. The opposing group under 1 The Rassweiler home was on Brainard at Liberty (Van Buren) and many years later the college acquired the property for faculty housing. Rassweiler was instrumental in the organization of Grace Church, a United Evangelical Congregation in Naperville. 114 HISTORY OF NORTH CENTRAL COLLEGE the leadership of Bishop Rudolph Dubs became known as United Evangelicals. The desired change in the Illinois law supported by a majority of the college Trustees was successful and the Board was so informed at its session in February, 1890. Thus ended the years of limited progress and struggle in Naperville. The future indeed appeared dark at the close of this period. However, in the succeeding years much of the bitterness prompted by the division in the church sub- sided, and the new era witnessed the development of a more modern institution. After the scars of division had healed, the future of the institution seemed assured. PART III North-Western in Transition 1888-1916 Chapter 21 THE FACULTY 1888-1916 Perhaps no comparable period in the history of North-Western Col- lege witnessed such a basic transition in student life as occurred from the turn of the century to American entrance into World War I. This transformation in college environment came with oratorical competition, class rivalries, school banquets, parades, special lectures and an ambitious program of intramural and intercollegiate athletics. Possibly the most revolutionary innovation to those who held mem- ories of the "old days" was the relaxation of some of the more rigid disciplinary regulations. Education was no longer confined to the classroom but was showered upon the student from contact and par- ticipation in innumerable areas of extra-curricular activity. The administration of college affairs from 1889 to 1910 was under the presidency of Herman Julius Kiekhoefer. Kiekhoefer was born in Stettin, Germany, on August 10, 1849, and as a lad of thirteen came with his parents to the United States landing at New York at the time the nation was involved in the civil conflict. After an over- land journey the family ultimately settled in the western part of the state of Wisconsin where government land and frontier conditions still existed. Here in the new environment with Indians as neigh- bors, young Herman with his brother and sisters was soon intro- duced to such typical pioneer tasks as clearing the land, chopping wood for fuel, preparing the fields for planting and harvesting the crops for the essential food supply. In a country school not far from the new home the Kiekhoefer children learned to read and write English. At the age of nineteen young Kiekhoefer entered a Methodist university at Galesville, Wis- consin, from which he graduated with distinguished honors. 1 A call to the ministry must have prompted him to enter North- Western College in 1872 where he studied for two years. After service as a minister in Wisconsin and as professor of Classical Languages at his Alma Mater in Galesville, he returned to Naperville to become pro- fessor of Systematic and Practical Theology in Union Biblical In- stitute. After serving the Biblical Institute for about three years, Kiekhoefer was appointed in 1889 as acting president of North- Western College. The minutes of the Board of Trustees in Febru- ary, 1889, relative to this action are quoted as follows : ". . . that 1 Here it was reported that Kiekhoefer traveled to his home from the Uni- versity every week-end with his horse "Jade" and single-seated buggy (a dis- tance of twenty miles), to replenish his food supplies, oats and laundry. [117] 118 HISTORY OF NORTH CENTRAL COLLEGE Professor H. J. Kiekhoefer, in the absence of Bishop Bowman, shall act in his place, teach two additional classes in the college with the one taught last year, unless provision can be made by the faculty to teach the said two additional classes, and that $100.00 be ap- propriated for his services as acting president. For the other work done in the college he shall be paid at the rate of $1,000.00." After three years as acting president, Kiekhoefer was elected presi- dent serving North-Western in this capacity until his resignation in January, 1910. In addition his teaching schedule included classes in Intellectual and Moral Philosophy and Psychology. The period of the Kiekhoefer administration was coincident with expansion and transition to a more modern institution. The construction of new buildings and addition of teaching facilities all attest to its growth and broadened service. The emergence of intercollegiate athletics, debate and oratorical societies and the expanding extra-curricular activities were further evidences of the new college that emerged after 1900. An awakened interest in teaching efficiency, improved scholarship and professional standards demonstrated that North-Western was in harmony with progressive concepts of higher education in America. The more modern North-Western that made its appearance after 1900 intensified the administrative routine for the college president. The additional functions and services performed by the college ne- cessitated the procurement of new sources of revenue. This was a crucial period in the history of the college. Failure to solve the new problems, such as needed plant facilities, laboratory essentials and new sources of financial support could have resulted in a weak, strug- gling college without accreditation or solvency. The reports of Kiekhoefer to the Board of Trustees are well writ- ten and very frank appraisals of the many issues facing the college. These realistic accounts of the actual conditions and possible courses of actions for their solution were valuable in educating the Board and the Evangelical Association concerning the pressing needs of the college. Kiekhoefer was also acutely aware of the necessity for high scholarship and graduate training for the faculty. He directed the attention of the Trustees to the desirability of reducing teaching schedules and of the need for increasing faculty salaries. His educa- tional philosophy was modern in many respects. The office of the president of the college was becoming more exact- ing and tiring because of the increasing routine and growing admin- istrative duties. Kiekhoefer suggested in 1904 that a part-time sec- retary might relieve him of some of the office routine. Accordingly, the first appropriation, amounting to $150.00, was voted for secre- tarial help for the president beginning in 1905. An added burden on the shoulders of the president was that he was expected to travel THE FACULTY 1888-1916 119 throughout the church conferences in the summer presenting the needs of the college. The growing administrative pressure on the president was made more serious because of the fact that he was still expected to teach a number of classes in his specialized field. Kiekhoefer suggested to the Trustees in 1909 that he be relieved of his classes in psychology and logic, stating that teaching only the philosophical courses would keep him busy in view of the increasing administrative duties. 2 H. J. Kiekhoefer in tendering his resignation to the Board of Trus- tees stated that after twenty-four years of service in the educational institutions at Naperville without vacation he felt the need of pro- longed rest. In a letter to Bishop Bowman he stated, "... I lay down my duties with the earnest prayer that the blessings of the Most High may continue to rest upon our beloved college.' ' The success of the president in directing the college program dur- ing a difficult transitional period is little short of remarkable. Kiek- hoefer preferred the daily contacts with students, which was the privilege of the teacher, to the more impersonal relationships of the administrator. His training and experience as a teacher and min- ister were more appropriate for classroom and pulpit than for the tasks of administration. The Kiekhoefer presidency, however, car- ried the college through one of the crucial periods in its history. Although it might not have been evident at the time, many accom- plishments were recorded and the foundation for notable achievements in succeeding years was laid during this term of office. The transi- tion from the older college to the more modern institution was indeed assured. After resigning as president, Kiekhoefer began service as pastor in the Illinois Conference. His services as a speaker for special dedi- catory ceremonies or cornerstone layings were in frequent demand. In 1929, after a very active ministerial career in the Illinois Confer- ence including service as presiding elder, he moved to Pasadena, California, where he passed away on January 31, 1937. Upon the resignation of Kiekhoefer in January, 1910, L. M. Urn- bach of the department of Biological Science served for one year as acting president. Umbach greatly preferred teaching and research in the field of his speciality to the duties of administration. Conse- quently, in the fall of 1910, he listed the need "for a tactful, energetic, and thoroughly competent president" as the most critical problem before the college. When the vacancy occurred in the presidency, the Board appointed 2 This suggestion was not granted because of his resignation that was effec- tive the succeeding year. 120 HISTORY OF NORTH CENTRAL COLLEGE a committee to search the field and to recommend a candidate for the position at its regular session the next autumn. After a canvass of leading scholars the committee recommended Lawrence H. S eager for the position; the Board ratified the decision and in the spring of 1911 Seager entered upon his brief tenure as president of the college. The new president was formally installed in the afternoon of June 14, 1911, with an inaugural address delivered on the subject "Education and the Larger Life." Messages of welcome were con- veyed to the new executive from the students, faculty, alumni, city of Naperville and from Illinois colleges. Lawrence Hoover Seager was born in Fremont, Ohio, April 19, 1860, where his education began in the grammar and secondary schools. He began his college training at Ohio Northern University from which he was graduated in 1886. His desire to enter the min- istry must have led him to Naperville where he enrolled as a senior in the Latin-Scientific Course of the college in 1886. Few came with the necessary qualifications to enter the senior class of the college as in the case of Seager, and after a year's study he was awarded the Bachelor of Science degree in 1887. Because of his educational background Seager enrolled as a senior at Union Biblical Institute from which he was graduated in the class of 1888. Following service in a number of pastorates in the Ohio Confer- ence, he was elected editor of the Evangelical Herald (later called the Evangelical Crusader, now Builders) in 1901. He served the church in this responsible literary field before his election to the presidency of the college. Consequently, Seager brought to North-Western a rich background in college and seminary training, as well as journalistic and pastoral experience in the church. The brief period of the Seager administration (1911-1916) was noted for some remarkable contributions to the progress of the col- lege. The close of the administration in 1916 found the institution closer to the goal of a highly rated liberal arts college. The major achievements realized during this administration are listed as fol- lows : 1. Entrance secured to the North Central Association of ac- credited schools and colleges. 2. A new athletic field purchased, making possible an expansion in physical culture. 3. A department of Domestic Science established. 4. Enrollment in the college exceeded that of the academy for the first time in the history of the institution. The expanding duties of the office of president so notable during the Kiekhoefer administration continued in the succeeding presidency THE FACULTY 1888-1916 121 and were outlined by Seager in his report to the Board in 1913. As professor of Apologetics and Sacred Literature, the president taught eight hours per week to a total of 167 students. In addition to his teaching and administrative responsibilities, Seager reported the following busy schedule that year: Visits to five conferences; three commencement addresses ; an address at a college dedication ; attendance and participation in two state conventions, one district convention, one Sunday school convention, and fourteen special education rallies. The president likewise attended the sessions of the National Educational Association, the Illinois Educational Associa- tion, and the Illinois Association of Colleges. And last among the numerous responsibilities was the editing and publishing of four college bulletins. Seager modestly summarized his five years of service as president of North- Western in the following words: "Our reception was most cordial and our relations with townsmen, faculty and students such as to make it a blessed memory. We had the pleasure of noting constant growth in both faculty and student body. Ours was the joy of reaping what others had sown." In the session of the General Conference held in Los Angeles, Cali- fornia, in 1915, Seager was elected bishop of the church. He there- fore tendered his resignation at the college effective in the summer of 1916, closing a very short but eventful administration in the history of North- Western College. The years covering the administrations of Kiekhoefer and Seager brought many staff changes and additions to the faculty. Some of the pioneer members of the staff who had served the institution since Plainfield days, or the early years at Naperville, now retired or completed their careers. Only two professors with tenure dating back to the Plainfield period continued to instruct throughout these administrations. H. C. Smith, son of the first president, continued instruction as professor of Latin Language and Literature with a somewhat reduced schedule. F. W. Heidner who began as instructor of German in 1863 at Plainfield was awarded the title of Professor Emeritus in 1913. The first president, A. A. Smith, was removed from academic service by death on December 8, 1891. During the last two years of his life he continued to teach elocution until a few weeks before his death at the age of 84. The funeral service was held in the col- lege chapel on the afternoon of December 10, preceded by a short service at the home, conducted by Bishop J. J. Esher and the Rev- erend H. A. Kramer. The funeral sermon was delivered by Bishop Thomas Bowman followed by remarks by Bishop Esher. A writer in the college Chronicle portrayed vividly the closing service at the 122 HISTORY OF NORTH CENTRAL COLLEGE cemetery: "The singing at the grave by the whole assembly of 'Nearer, My God, to Thee/ the burial ritual read by Professor S. L. Umbach and the benediction by Rev. Kramer under the brooding twilight all combined to make it a most suggestive and fitting close to the occasion. There was a magic power in this combination of sunset sky, hush of twilight, tender melody of song, beautiful ritual, and sweet benediction that touched every heart. " 3 In 1895 the college community was saddened by the untimely death of J. L. Nichols, popular principal and teacher of the Com- mercial department. In addition to his service to the college as teacher and administrator, it has been noted that he established a very successful publishing business in Naperville. The business continued to prosper and by 1906 the firm advertised as a publisher of books, Bibles, and dictionaries, with liberal rates for North-West- ern students and professors. The firm continued to publish The Business Guide, and many students earned their college expenses by selling this popular book during summer vacations. The career of another pioneer teacher and counselor, Nancy Cun- ningham Knickerbocker, was ended by death in 1909. Appointed to the position of preceptress and teacher at North-Western in 1870, she continued her service until failing health compelled her to resign in 1896. She was the first instructor to hold the title of professor of History and English Literature. Nellie Good Schneider, a student of Nancy Knickerbocker in 1873, recalled her influence as a teacher and friend and expressed her feelings for her former teacher and counselor as follows: "It was not until 1873 that I came under her teaching and influence. Much more happened in those days than we knew at the time. It was the important formative period of a denominational, coeducational college just moved to its present lo- cation. How much Mrs. Knickerbocker, or as we then knew her, Miss Cunningham, had to do in shaping the standard and policy of the college we little realized." Mary S. Bucks, a graduate of the class of 1883, began instruction for the college in 1885 and by 1896 became Preceptress and had earned the title of professor of the English Language and Literature. She served the college to the close of this period and became a worthy successor to Mrs. Knickerbocker. George W. Sindlinger, who joined the staff in 1876, and who be- came professor of the Greek Languages and Literature in 1879, served until his death on May 14, 1912. The Board of Trustees recorded its appreciation for his service to the institution and the church, both as a teacher and as a counselor. 3 The death of Smith was followed about five months later by the passing of his friend, Jonathan Blanchard, first president of Wheaton College. THE FACULTY 1888-1916 123 In 1872 there came to the college two students who were to play a significant role in its later academic and administrative history. The first was the future president, H. J. Kiekhoefer, who enrolled as a sophomore in the Classical Course ; the other was Levi M. Umbach, who entered as a freshman in the Scientific Course. Umbach con- tinued as a student until his graduation with the Bachelor of Science degree, and in 1888 was called by his Alma Mater to become profes- sor of Natural Science. His contributions as a teacher of the bio- logical sciences and his labors on behalf of the Museum and Her- barium have been observed. The Board of Trustees gave special recognition to his services on behalf of the botanical and zoological collections at its annual meetings on various occasions. The Board, at the time of Umbach's death in 1917, passed the following me- morial in recognition of his services : "He was the chief promoter of our Museum, and the sole creator, with his students, of the Herbarium, the chief thing of higher special scientific value on our campus that is recognized by biological scientists elsewhere as a monument to its producer and as an honor to North- Western College." M. E. Nonnamaker began his long career with the college as as- sistant teacher in the Preparatory Department in 1896. College records indicate that he graduated from the Classical Course and received the Bachelor of Arts degree in 1896. About 1903 he was promoted to the rank of professor of Physics and Chemistry, occu- pying this chair until 1917 when he confined his interest and special- ization to the department of Chemistry. Another instructor who served for over thirty years and who joined the staff before 1900 was A. C. Gegenheimer. He came to the institution as a teacher of commercial studies in 1890, having served in the same capacity at Grand River Institute, Austinburg, Ohio. He became principal of the Commercial School in 1895, a position he held for over twenty-five years. A professor whose service and influence covered practically the entire first half of the twentieth century was Thomas Finkbeiner. He was a graduate of North- Western, receiving the Bachelor of Science degree in 1894. He later received the Master of Philosophy, Bachelor of Divinity, Master of Arts, and an honorary degree of Doctor of Laws. Finkbeiner joined the staff in 1902 as assistant professor of German and was soon promoted to a professorship in this department where he influenced the lives of countless students. He became noted, not only as an excellent instructor in German, but also for the imparting of a philosophy of living that was to enrich and broaden the outlook of students. Organizer and ad- ministrator as well as teacher, he was on various occasions principal 124 HISTORY OF NORTH CENTRAL COLLEGE of the Academy, registrar of the college and later in his career, dean of instruction. The same year that Finkbeiner began instruction, George J. Kirn was appointed as professor of Apologetics and Biblical Literature and served as dean of instruction for a long period. Kirn had served as a minister in the Michigan Conference following his graduation from North- Western College in 1886. In 1909 he became professor of Philosophy, a chair he occupied until retirement. Other professors who began instruction in this era and who served the college for long periods until death or retirement included the colorful M. W. Coultrap of the department of Mathematics, the versa- tile Chester J. Attig of the department of History, Edward N. Him- mel, beloved professor of Education and Science, and the scholarly E. E. Domm of the department of Languages and later Bible. Clara Bleck,'a graduate of the class of 1914, was appointed as the first dean of women in the fall following her graduation. In addi- tion to her duties as dean, she served as instructor and later pro- fessor of Modern Languages. Many joined the staff but served only a brief tenure during the early years of the new century. A total of thirty-four instructors came to North-Western during the first ten years of the twentieth century, a majority of whom remained less than five years. Oppor- tunities in both teaching and industry abounded in this period of rising college enrollments, general business prosperity and the ex- panding economy. Chapter 22 EXPANDING PLANT FACILITIES The College Chronicle in 1884 informed its readers that the facilities of Old Main were taxed for space by the museum, the laboratory sciences, literary societies, a commercial department and the Union Biblical Institute. 1 After twenty years at Naperville the first con- struction project on the campus was the addition to Old Main, commonly called the South Wing. A College Aid Association, com- posed largely of alumni and friends of the school, procured funds in the amount of $10,000 for this much-needed addition. The division in the Evangelical Association threatened the project temporarily, but as the fires of bitterness subsided the construction was carried on to completion. The contract was let for $12,300 to James Pavey and Andrew Magnus of Elgin, Illinois. The structure was completed in the spring of 1891 and dedicated with appropriate services on commencement day, June 18. At the time the south wing of the main building was completed, steam heating equipment was placed in both the old and the new structures at a cost of $3,800. This not only removed a serious fire hazard with old-fashioned stoves in the many individual rooms, but made possible more uniform heat during the cold, wintry season. Another evidence of progress came with the installation of "electric lighting" in the main building. The faculty reported to the Trustees in the spring of 1891 relative to the dangers inherent with so many kerosene lamps in the upper floors of the college building and the authorities in 1892 reported that electricity was installed, "the best and safest light known to man." Thus the flickering kerosene lamps were replaced by the marvel of electricity about a decade after Thomas A. Edison patented his incandescent light. Before the installation of electricity in the village it was necessary for citizens to carry lanterns in the evening because of the "pitch darkness." Then came the "miracle" of electricity to Naperville in February, 1890, an occasion intense with excitement and enthusiasm among the local citizens. The sound of the whistle at the lounge factory (later known as Kroehler Manufacturing Company) brought people out of their homes into the streets to view the glare of the rockets and the bursting of firecrackers followed by the illumination of the village. 1 For the contemporary observer it is difficult to visualize all the activities of the college centralized in one building. [125] 126 HISTORY OF NORTH CENTRAL COLLEGE The construction of the "south wing" to Old Main made possible the reopening of a dormitory in the college building. The rooms were furnished for a limited number of women students and the college announced that the facilities were among the most modern in the nation, including steam heat and electric lighting. Because of the pressing need of the accommodations for instructional pur- poses, the dormitory was used for only about four years and as in the past the furnishings were sold in the open market. This marked the last effort of the college authorities to use Old Main for dormi- tory purposes. Only a year following the completion of the south wing to the main building, the president and faculty wrote of crowded condi- tions at the college and of the need for additional construction pro- jects. Some of the most urgent requests cited by the authorities in the early nineties included that of additional space for the labo- ratory sciences, increased library and reading room facilities and the need for a college dormitory. One of the most immediate appeals from the students came in the demand for a gymnasium. Communications from students for such a structure came before the Trustees during the sessions of the early nineties. The petitions in 1893 linked the need for gym- nasium apparatus to the whole problem of student health. It was implied that the building of such a structure with more adequate exercising opportunities would go far toward eliminating emotional stress, sickness and epidemics. 2 The Trustees were sufficiently convinced by 1894 and appointed a building committee with power to solicit contributions for the new structure. By this date the nation was already drifting into a depression preceded by the severe panic of the previous year and the popular interest now centered around the silver controversy, the writings of "Coin" Harvey, the march of Coxey's Army and soon "the cross of gold." The abnormal times, with the deflation and general money scarcity (1893-1897), made the procurement of funds extremely difficult. The event that ultimately made the construction of the gymnasium a reality was the benevolence of the late J. L. Nichols, former in- structor and principal of the Commercial Department. Nichols died in 1895 and left a bequest which read as follows: "I give and be- queath to North-Western College, Naperville, Illinois, ten thousand dollars to be paid in cash, one year after my death, in trust for the following uses and purposes, to wit: First, that said funds be in- vested in good, safe, interest-bearing securities for a period of five years, said fund and the income thereof be used by said college 2 An article written by a student discussed in doleful language how "a great many students come here with sound bodies but go away physical wrecks." EXPANDING PLANT FACILITIES 127 in the erection and equipment of a suitable building for a gymnasium to be known as Nichols Hall : the same to be for the use of students of North- Western College." The gymnasium was erected in 1901 at a cost, including equip- ment, of $1 2,720. 54. 3 It was dedicated in the afternoon of January 17, 1902, its ' 'spacious hall" decorated for the occasion with college and class colors. The program of dedication included the following : Opening Anthem Musical Union Prayer Bishop Thomas Bowman Solo A. Miller Address— "The Donor of Nichols Hall" H. H. Goodrich Address— "Nichols Hall" W. Grote Music College Quartette Address — "Physical Culture & Character" George Coe Music College Orchestra Benediction A sociable was held in the evening in recognition of the historic occasion. Following victory for the gymnasium project, the center of atten- tion was directed to the need for a science building to house the departments of the physical and biological sciences. The restricted area in the main building for teaching the sciences was becoming a more serious problem since the practice of individual experiments by students created the need for more laboratory space. Kiekhoefer raised a direct question to the Trustees and the denomination: "Is there not someone in the church who will give us a Science Hall?" George Johnson, the financial agent of the college, suggested to the Trustees in 1902 that they make a united appeal to Andrew Car- negie, the steel "master," for a contribution. The Board responded by the appointment of a committee to contact Andrew Carnegie and other friends of education for the support of North- Western College. Through the mediation of Judge John S. Goodwin of Naperville an introduction to Andrew Carnegie was effected. Meanwhile, efforts were made to secure funds from the various church conferences for the science hall project at North-Western. A Young People's Alliance was organized to secure funds and by May, 1903, a total of $1,438 had been raised by friends of the school, particularly in the church conferences; however, it was apparent by that date that the essential amount would have to come from some philanthropist or large donor. 3 It might be noted that the gymnasium was built at North-Western before many colleges or even state universities were favored with such structures. 128 HISTORY OF NORTH CENTRAL COLLEGE The science hall project became reality through the generosity of Albert Goldspohn, an alumnus of the college. The Goldspohn contribution of $25,000 was first reported to the Board of Trustees in October, 1905. That body expressed its appreciation for "a valuable and much-needed gift," and went on to entertain a hope that the donation would create more liberal support of the college among its friends and patrons. A building committee to plan for the structure was appointed and a decision was reached to construct the science hall between the main building and the gymnasium. 4 Soon after the contribution of Goldspohn, which made possible the erection of Science Hall, correspondence with Andrew Carnegie was resumed seeking a contribution for the construction of a library. Carnegie was informed of the good fortune bestowed upon the school in receiving the generous donation for a science building. He an- swered the first request by establishing the condition that the en- dowment fund of the college be raised to $200,000 and that his gift would not be forthcoming until the specified fund had been procured. The possibility of receiving a Carnegie donation now seemed dark indeed, and there was some local criticism of the school authorities for the lack of success in the negotiations. However, the patient efforts of Kiekhoefer produced results and on February 6, 1906, an affirmative reply from Carnegie's secretary informed the college administration that the sum needed for the completion of the library in the amount of $25,000 would be available. With the necessary funds assured, construction on the library and the science hall began in the summer of 1906 and extended into 1907. The addition of buildings on the campus called attention to the need for a central heating system. Treasurer Johnson outlined to the Trustees in 1906 plans for a central heating system for the new structures and for Old Main. The power plant was constructed in 1907 and was dedicated with the Science Hall and the Library. 5 Dedication services for the new buildings held on April 7, 1908, were attended by students, alumni and friends from a distance, who filled the chapel, halls, and adjoining recitation rooms. The address of welcome was given by President Kiekhoefer, who paid special tribute to Albert Goldspohn and Andrew Carnegie. Bishop Brey- fogel delivered the dedicatory address, "The College Library." John M. Coulter, professor at the University of Chicago, spoke on the sub- ject, "The Place of Science in Education." The appearance of Goldspohn on the program was an occasion for prolonged applause * The site of the first gymnasium, destroyed by fire in 1929, was midway be- tween Old Main and the north end of the campus. 6 The Carnegie Library was located at the southwest corner of the main campus. EXPANDING PLANT FACILITIES 129 and his address on "The Relation of Science to Everyday Life" was well received by an appreciative audience. After the formal exercises the buildings were opened for public inspection. The first floor of Science Hall was conditioned entirely for the use of classes in physics and chemistry, with their respective laboratories ; the second floor was reserved for the biological sciences, their laboratories and lecture rooms. In commenting on the more modern conveniences furnished by the power plant, the College Chronicle concluded : "With its two massive boilers and underground pipe connections with the four other build- ings, we need say very little; for we have all, during the course of the winter, learned to appreciate its efficiency." The more uni- form heat furnished by the central heating system after 1907 must indeed have been a welcome addition to the comfort of the college buildings. Some student, who undoubtedly remembered the old days of un- certain heating and chilling drafts, exhibited his thanks for the more modern facilities in the form of a poem entitled "Ode to the Heating Plant," which was published in the College Chronicle. One day, as I was sighin' For somethin' good to praise, Some lofty theme or other To sing in poet's lays, It came, a thought inspired A subject fit to chant. A worthier theme was never Than "Our College Heatin' Plant." 'Tain't the green kind that keeps growin' From year out to year in, Ner the kind where they make steel rails Ner light that's quick as sin. No, the one that I likes better That I'll praise until I can't Is the one that heats our buildings, The plant that is a plant. The Science Hall is O.K., I like our Librarie The contents of the College Is good enuf fer me. I run around the Gym floor Until my head's on slant, But fer all round util'ty, Give me the heatin' plant. 130 HISTORY OF NORTH CENTRAL COLLEGE I like the looks of this thing, E'en the tall smoke stack, Where once a couple classmen Hung, till they turned clean black ; And while the poet muses And politicians rant I'll praise the heat that comes from Our sooty heatin' plant. Smoke on, you four-square chimley, Your top above the clouds ! Pound on, ye hammerin' steam-pipes, That warm the learnin' crowds ! Your pay is pretty meagre And thanks is mighty scant, But just the same you're itski, Our faithful heatin' plant. Following the completion of these structures the attention of the college administration and friends was directed toward the need for a college auditorium and a ladies' dormitory. "We have out- grown our present chapel," was the remark made by Kiekhoefer in 1907. Commencement exercises, special services, and public enter- tainments found the chapel far below the seating capacity essential for the occasions. 6 At many functions people were either turned away or found themselves standing in the foyers. Beginning in 1908 sentiment was expressed around the college in support of a dormitory for women students. Housing for women became critical in the immediate pre- World War I years in part be- cause of the increasing number of women students and partly because of the fact that most landlords tended to prefer men. The Trustees, appreciating the gravity of the situation, appointed a committee in 1913 to draw up plans, to secure estimates of cost and to obtain donations and pledges for such construction. The slow procurement of funds and the approach of World War I created additional diffi- culties, and plans for the structure had to be tabled. At the turn of the century came many improvements that are today accepted as an integral part of the main campus. The old wooden steps that dated back to the beginning of the school were dilapi- dated and dangerous and were replaced in 1899 by the stone steps at the front entrance to Old Main. Also the cement walk leading from the Main entrance to the street was completed about the same time. The completion of the cement walk from the front entrance of Old Main to the south entrance and thence to the southwest corner 6 The original chapel was later dedicated as Smith Hall. EXPANDING PLANT FACILITIES 131 of the campus was effected in 1903. The walks on the east and south sides of the main building were not constructed until 1910. A notable evidence of the inarch of progress came in 1905 when city water, sewage and gas systems were installed. The Board of Trustees authorized the installation of a telephone for the college in the year 1901, and in 1911 the fire escapes, such a prominent feature of Old Main, were installed. The halls of Old Main were made more "hallowed" by the planting of ivy on the north and west sides as gifts of the classes of 1899 and 1901, and the program clock, or electric bell system that sum- moned scholars to action was a gift of the class of 1911. The class of 1914 bequeathed as a class memorial a gateway to the main campus consisting of two pillars. These pillars vastly im- proved the front appearance of the campus and remained as a me- morial to this class for many years. Other improvements, gifts from the class of 1915, were the indirect lighting system installed in the chapel and the flagstaff on the main campus. The college surroundings were given a more urban ap- pearance in 1908 with the paving of the city streets around the campus. The emergence of more progressive ideas of teaching, the intro- duction of new courses of study and the growing complexity and specialization in academic fields necessitated corresponding advance- ments in laboratory and teaching techniques in general. Although financial limitations prevented radical innovations in the purchase or procurement of new equipment, certain minimum teaching facilities were indispensable. Progress in electrical research entailed new equipment for the physics laboratory, new discoveries in biology required the purchase of microscopes, and the massive accumulation of knowledge meant the purchase of more reference and specialized books for the library. In general, the college was forced to increase expenditures to keep pace with the rapid progression of knowledge in the arts and sciences. The story of the library was an account of an expanding number of volumes and a growing appreciation of its strategic position in the general education of students. The library as in the past con- tinued to receive its main support from voluntary contributions of money and books. The Trustees, in 1891, went on record in sup- port of a project for raising $1,000 for the benefit of the library through the sale of subscriptions to individuals. This effort was no more successful than similar campaigns of the past. Despite the lack of success in general church appeals, the status of the library was elevated through special gifts from individuals 132 HISTORY OF NORTH CENTRAL COLLEGE and from new sources of support. By 1899 the number of volumes was in excess of 5,000 and the previous year a total of $225 was procured for its support. The proceeds from the lecture course for a number of years had been allocated for the library, and in 1902 a sum in excess of $200 was raised from this source. After 1900 special gifts and bequests strengthened this department of the college. In 1912, A. S. Bertolet of Chicago donated a part of his private library containing about 280 volumes, including various works in the sciences and travel. His friendship and interest in the college came as the result of a botanical excursion with Professor Umbach. The library was further benefited by a gift of $700 from the family of Fred H. Schoendinger in honor of this graduate of the class of 1899. The gift was expended for the purchase and maintenance of a section of books pertaining to the social sciences, and was dedicated as the Schoendinger Library Memorial on Jan- uary 7, 1914. As late as 1905 the library suffered from two major handicaps. First was the lack of adequate space for expansion of facilities in the main building; the second was the fact that there was no full- time librarian. It has been observed that almost from the beginning of the school various members of the faculty were selected as librar- ians, a responsibility in addition to their regular academic teaching. Dedicated as these individuals may have been, they could devote only limited time from their teaching schedules to the problem of library administration. An article in the College Chronicle in No- vember, 1897, complained of the limited schedule available for work in the library since at this time the reading room was open only four and a half hours a day. The writer in the Chronicle went on to cite that as many as twelve students had been observed walking eagerly to the library at one time only to be disappointed when the door to this reservoir of information was locked. The handicap of inadequate space was alleviated in 1908 with the completion of the new Carnegie Library ; the second was removed in 1910 with the appointment of Ethel B. Gibson, graduate of the class of 1903, as the first full-time librarian. As was true at many institutions the chemistry and physics labo- ratories were combined in the early period. Greater specialization in the sciences came in 1892 when the chemistry laboratory was moved to the basement of the main building and the mechanical ap- paratus used in the teaching of physics was placed in appropriate cases in the science recitation room. Plans were now perfected in conditioning the laboratories for the technique of individual experi- ments in the teaching of the sciences. Despite the lack of adequate space and the limited funds available EXPANDING PLANT FACILITIES 133 for purchasing equipment, considerable progress was recorded in conditioning the laboratories for individual research. In 1899 water was piped from the well to the chemistry laboratory, and work tables were placed in the room for use in experiments. The catalog of 1901 boasted of the improved and enlarged chemistry laboratory, and of the lockers and drawers installed to contain the apparatus with a student fee of $1.00 per term for the use of the equipment. The physics laboratory contained the usual appliances for work in mechanics, heat, light, electricity and magnetism. The work in biology was modernized in the late nineties by the purchase of microscopes for use in the laboratory. In 1910 Urn- bach reported the need for ten new microscopes, as those in use had been purchased twelve years previously. The new equipment made possible more individual research so essential in the teaching of the sciences. Closely related to instruction in the biological sciences were the improvements and growing collections in the Museum and Herbar- ium. Umbach spent most of his summer vacations collecting speci- mens for these displays. An exchange program with scientific societies and universities brought many unusual specimens of shells, corals, and fossils to the college collection. Special recognition was given Umbach by the Trustees when they reported the collections of North- Western "excelled those of any other college in the state." By 1904 the Herbarium contained 18,000 specimens while the Museum comprised a very large number of native birds, small mammals, reptiles and a small collection of marine invertebrates donated by the Smithsonian Institute. Mounted specimens, such as eagles, bats, moose, and woodchucks, were received from alumni or friends from time to time. The archeological collection of flints and implements became quite extensive after 1910. After churches began installing pipe organs it was expected that a college course in music would include the mastery of this instru- ment. As the president of the college stated, "It was humiliating to the college" to inform prospective applicants that it was not equipped for this instruction. The deficiency was soon remedied when a pipe organ from the Hinners Organ Company was installed in 1903. It was built in the chapel during summer vacation and was ready for operation with the opening of school, and on Janu- ary 8, 1904, the new instrument was dedicated with an appropriate recital by John L. Hinners, president of Hinners Organ Company. The new organ was valued at approximately $1,492. 7 7 The organ was shipped in twenty-four parts and when assembled was re- ported to weigh 24,000 pounds. 134 HISTORY OF NORTH CENTRAL COLLEGE The funds for the purchase of this organ were loaned to the college by Mrs. E. Faust, member of the Evangelical Church from the State of Iowa. This fund was procured after a trip to that state by the president of the college. A complete exchange of old for new pianos of standard manufacture was effected about this time. The transaction brought the number to ten upright and two grand pianos, one of which was a Knabe Concert Grand placed in the auditorium for concert and recital purposes. Classroom instruction was made more efficient around 1900 through the purchase of the first university chairs. These enabled the stu- dents to prepare notes from classroom lectures or recitations. Pur- chases continued from year to year until by 1904 the president could report that all the classrooms in Old Main were furnished with this type of chair. It has been noted that Union Biblical Institute was opened for active work in 1876. For thirty-two years the Institute had no special campus or structure but rented facilities from the college in the main building. Because of the crowded conditions existing in the building, the residence of G. W. Sindlinger, opposite the northeast corner of the campus, was purchased as the new home of the In- stitute, and in 1908, the Seminary moved into the newly-acquired property. The lower floors were converted into classrooms and a small chapel, and the upper floors transformed into a dormitory for theological students. At a meeting of the Trustees of the Biblical Institute in 1908 a resolution was adopted to erect a new seminary building costing not less than $20,000, construction to begin as soon as $15,000 were secured. In the fall of 1911, the General Conference of the church authorized the Board of Trustees to proceed with construction. The new seminary structure was dedicated on February 13, 1913, and was ready for occupancy at the beginning of the fall term. The term "Union Biblical Institute" was dropped in 1908 in favor of Evangelical Theological Seminary. Chapter 23 CURRICULAR AND SCHOLASTIC PROGRESS A more modern departmental organization was first described in the college catalog for the year 1889-90. The first disciplines carry- ing departmental rank included Mental and Moral Philosophy, Ger- man, Latin, Greek, Rhetoric and English Literature, Mathematics, Political Science, Physical Science and Biological Science. While certain courses in Mental and Moral Philosophy including Logic, Moral Philosophy and Christian Evidences had been taught since the founding of the college, the offering in psychology was not introduced into the curriculum until 1880. Psychology was still a pioneer subject in the eighties and through the efforts of Wil- liam James and G. Stanley Hall was just winning its independence from Philosophy. Studies in English, in spite of the term literature attached to the department, still consisted primarily of exposition, oration, and de- bate. Increasing recognition given literature in the work of the English department and the entire collegiate program, however, was noted by the requirement of English Literature for graduation in 1896. The catalog that year summarized the cultural advantages of literature in the following words: "The study of literature con- stitutes an important part of a liberal education. It introduces the student to the companionship of great and noble minds, and aims to give a clear conception of the beauty and force of great master- pieces that give dignity to language." Specialization in science was becoming more evident in that bio- logical science was now divorced from the physical sciences. The department of Physical Sciences showed a wide range of studies embracing physics, chemistry, geology, and astronomy. Courses in physiology, zoology, and botany were included in biology. Teaching of the sciences was being revolutionized by startling innovations in communications resulting from invention of the telephone, electric lighting, the electric motor, and the general application of the laws of physics and chemistry to arts and industry. Discoveries and new concepts in the field of medicine and hygiene greatly influenced in- struction in biology. Mathematics was valued for the mental discipline it rendered to all who were able to master its secrets. Two years of college math- ematics were required for all candidates seeking degrees, advancing the student through Algebra, Trigonometry and Analytical Geometry, while Surveying, Mechanics, and Calculus remained elective. [135] 136 HISTORY OF NORTH CENTRAL COLLEGE In addition to the regular college and preparatory courses, stu- dents could enroll in the so-called "elective studies," such as Com- merce, Music and Art. These had won department status by 1890; however, none of these subjects carried college credit toward a bach- elors degree. The period of the nineties witnessed the introduction of the So- cial Sciences as a major area of study into the college curriculum. 1 Political Science first won department status in 1890 with three courses offered: Constitutional Law, International Law and Polit- ical Economy. By 1893 a new course called Civil Government was taught in the Preparatory Department and Political Economy was now designated as Economics. While Sociology had worked its way into the curriculum by 1895, it was many years before this study won departmental rank. History achieved departmental recognition in 1893. The objectives of the courses in this department as stated in the catalog have some modern implications : "The design of this department is not only to acquaint the student with the essential facts and principles of history, but to develop in him that habit of mind that will enable him to dis- cover the causal relation of events and determine intelligently the conspiring factors of great national changes/' The History of Civ- ilization and the study of Ancient Cultures were included among elective studies for both juniors and seniors in the college, while American History was taught only in the Preparatory Department. A new subject appeared in 1893 that was the fore-runner of our Speech department today, namely that of Elocution. Its aim was to "aid students to become easy, natural and effective readers and speakers." Some attention was given to vocal expression, including quality of tones, pitch, and movement. Only one course was offered, but it was required of all freshmen in the college. In 1905 the more antiquated term "Elocution" gave way to Public Speaking for work in this field. A department of Biblical Literature was established in 1895. The basic subject of this department was a course called "The Bible," which extended through the entire college program with classes meeting once a week. It was a general course covering the Old and New Testaments and the relationship of the Bible to general history. More advanced studies in this department included Chris- tian Evidences and Philosophy of Religion. By 1914 the basic work in Bible consisted of a four hour credit course covering a two-year period and was required of all people seeking degrees. 2 1 The Social Sciences became established disciplines at many colleges and universities in the nineties. 2 It may seem strange to contemporary students that there was no formal CURRICULAR AND SCHOLASTIC PROGRESS 137 The trend toward specialization and increase in number of courses continued after 1900. Shortly after the turn of the century the course in Pedagogy, formerly a single subject in the Psychology department, blossomed forth into a separate department, the origin of modern courses in education. The courses in education by 1902 included the History of Education, the Science of Teaching and School Management. The department assumed its more modern terminology as "Education" about 1904. In 1913 a Teachers Employ- ment Bureau was established to assist graduates in securing posi- tions in teaching and to be of service to those seeking advancement in the profession. A report of the Bureau for the year 1913-14 found some seventeen candidates placed in positions out of a total of thirty-three enrolled. 3 The growing complexity of American life, the general weakening of the classical tradition and the influence of pragmatism in educa- tion after 1900 was reflected in a demand for new courses of study. As one scholar wrote : ". . . the nineteenth century trivium of Latin, Greek and mathematics has been thrust aside. ..." Some of the more utilitarian studies that were offered by 1910 included American Constitutional Law, Municipal Administration, Money Credit and Banking, Practical Sociology, Extemporaneous Speaking, Advanced Zoology and Economic History. Instruction in music followed the general trend toward specializa- tion and the adoption of new courses of study. In 1894 instruction in violin was added to the curriculum; in 1895 came the addition of the History of Music, a teacher's certificate course, and a gradu- ating course in Voice Culture, with graduates being required to present attainments equal to a high school diploma. The purchase of the new pipe organ in 1903 gave opportunity for instruction in this subject. Grayce Austin became teacher of piano and voice in 1902, and the first instructor in pipe organ in 1904. About that year opportunity was afforded for post-graduate study in piano, organ, and voice, and college credit was allowed for studies in theoretical music courses. Theoretical courses included Harmony, History of Music, and Music Theory. Beginning at the turn of the century the department of Music assumed a more dignified title, the School of Music. The work continued under the general supervision of the college faculty and immediate direction of the director of the School of Music. The instruction in Bible until thirty-four years after the founding of the college. Instruction in religious education did not come at most co-educational colleges until after 1900. 3 While professional courses in education date back to the turn of the cen- tury, it was 1922 before a full-time professor of education was appointed. 138 HISTORY OF NORTH CENTRAL COLLEGE work in music by 1908 embraced four courses of study : preparatory, teacher's certificate, diploma and the degree courses. The pre- paratory was intended for beginners and those seeking admission to the teacher's certificate program, primarily for the training of music teachers. Students completing the study of a range of musical subjects, both practical and theoretical, and possessing at least a high school education were awarded diplomas. Those seeking a college degree, Bachelor of Music, were required to present at least two years of academic work in college in addition to advanced work in music. By 1910 the school was organized into piano and organ, vocal, and violin departments. The trend toward professional courses was influenced by the John Dewey philosophy of "learning by doing," and by the actions of government stimulating and subsidizing the new approach in edu- cation. The passage of the Smith-Hughes Act by the National Con- gress stimulated the study of Domestic Science in high schools. The growing opportunities for young ladies in this professional study made such training at North- Western indispensable. The depart- ment of Home Economics became a reality and Elizabeth J. Hoefman assumed her duties as the first instructor in this field in the fall of 1915. The department offered such subjects as sewing and drafting, cookery, textiles, dressmaking and millinery, and household man- agement. The establishment of this course and other subjects of a professional nature necessitated some statement of philosophy by the institution which was forthcoming in the catalog of 1915: "It is not the purpose of the college to offer strictly professional or technical courses and yet the needs of professional and technical training are not entirely ignored." The catalog went on to state that the vocations of Engineering, Journalism, Law, Medicine, and Pedagogy necessitated the teaching of such courses as international law, physics, chemistry, pedagogy, political science and sociology. The department of German, contrary to the practice in most col- leges, continued to offer two courses earlier designated as Pure German and English German. As was indicated previously, the Pure German courses were designated for students who entered with a reading and speaking knowledge of the language. The offer- ings in the German department had expanded by 1915 to include such courses as the History of German Literature, Classical Drama, Goethe's Life and Works, and Modern Realism in German Literature. A course in teaching methods was now offered for students inter- ested in teaching German in secondary schools. The beginning of a broadening trend in the work in Commerce was already notable by 1893. In addition to the regular business studies, such as bookkeeping or commercial arithmetic, the students CURRICULAR AND SCHOLASTIC PROGRESS 139 now were expected to study geography, grammar, orthography, American history, and civil government with the regular classes of the Academy. The School of Commerce continued to offer courses leading to a business education apart from the regular college pro- gram leading to a degree. The regular commercial studies required a year's work for completion, but those deficient in common English branches were expected to remain two years. Applicants for ad- mission in 1910 were required to possess a common, or what we would term a grade school education. New courses that were taught in commerce by 1910 included commercial law, commercial geography, and practical business problems. By the close of the period in 1915, the courses of study were organized into four broad divisions or schools. These were desig- nated as the College of Arts and Sciences, the School of Commerce, the School of Music, and the School of Art. The departments in the College of Arts and Sciences were divided into three broad areas : Group I — Biblical Literature, English Language and Literature, French, German, Greek and Latin. Group II — Social and Political Science, History, Philosophy, Public Speaking, and Religion. Group III — Biology, Chemistry, Mathematics and Astronomy, Physics and Geology. Students whose major was selected from Group I or II received the Bachelor of Arts degree and those whose major was chosen from Group III, the Bachelor of Science. A major consisted of not less than eighteen hours in one of the departments or allied disciplines; a minor consisted of twelve semester hours chosen from a group other than that in which the major was taken. Beginning about 1890 the work of those below the college level was divided into the Preparatory and the Academic, a distinction that existed until the year 1914. The Preparatory Course as in the past was designed primarily to prepare students for admission to college, the training being comparable to that in the high schools of the day. Those planning to enter the classical and philosophical courses of the college studied for three years, while the pre-scientific and pre-literary students covered only two years of work. Appli- cants for the Preparatory Course were required to be at least thirteen years of age. The purpose of the Academic Course was to impart a thorough knowledge of the elementary English branches, so as to qualify its people for teaching in the public schools. In addition to the regular academic subjects, courses in School Law, School Hygiene, and Prin- ciples of Education were taught. Students completing this course 140 HISTORY OF NORTH CENTRAL COLLEGE received a diploma and hence were eligible to begin a career in the field of elementary education. For the school year 1892-93, enrollment in the Academic Depart- ment was the largest of any course in the school reflecting its pop- ularity as a teacher-training program. As one of the most acceler- ated professional courses at the college, enrollment in the Academic Course exceeded that of the Preparatory until about 1905 ; after this date practically all sub-collegiate students with the exception of those in the German Course had moved to the Preparatory. As state requirements for teacher certification were raised, and as high school training became a prerequisite for teaching, it was no longer possible to enter the profession of the pedagogue with a mere mastery of the elementary subjects. After the Academic Course ceased to function as a teacher-training program, a few students continued to appear at the college without adequate preparation in elementary subjects. Fortunately the num- bers pursuing grade or sub-academy work continued to decline, however, and by 1913 there were only twelve students enrolled. Seager stated in 1913 that if it were generally known that the col- lege was offering instruction in reading and spelling it would not strengthen its position with accrediting agencies. The president recommended that this department be abolished and the Trustees, following his suggestion, decreed that the sub- Academy be closed at the end of the school year in 1914. About 1905 the work of the Preparatory Department became more systematic and was placed under the direct supervision of a principal. The course now extended over a four-year period and was designed specifically to prepare its people for the various specialities of the college. A certificate was now issued for the completion of such work and the holder was eligible to enter the freshman class of the college without examination. The requirements similar to that in many secondary schools were calculated in number of units with fourteen of such units constituting completion of the course. The Preparatory Department became the Academy of North- West- ern by action of the Trustees in the fall of 1910. The change in name was reported to be a very popular decision among students and the editor of the Chronicle devoted an entire issue to the work of the Academy. The importance of this sub-collegiate department was indicated by the fact that it attracted 132 students during the academic year 1911 -12. 4 4 The continued popularity of the Academy was somewhat remarkable in view of the fact that the number of public high schools in the nation increased from 800 in 1880 to 10,213 by 1910. CURRICULAR AND SCHOLASTIC PROGRESS 141 About 1912 the Academy was accredited by the North Central Association, a recognition that was renewed in 1915. Its enroll- ment by this date came largely from three classes of students : ( 1 ) Those mature in years who felt out of place in the public high school ; (2) those who came from communities where there was only a two or three year high school and who completed their college prepara- tory in the Academy; and (3) those who anticipated entering the ministry and who wanted to complete their preparatory training in a religious environment. The German background of the college was reflected in the large number of students that continued to enroll in the sub-collegiate Ger- man course. It is amazing that as late as the year 1906-07 some 126, or about twenty-five per cent of the student body, were enrolled in the German course, which as a distinct study was eliminated in 1914 with the consolidation of most of the sub-collegiate work with the Academy. A thorough understanding of curricular developments would be incomplete without reference to degrees and degree requirements. The decade of the nineties that witnessed an expansion in curriculum also noted the introduction of new degrees. About 1890 the course leading to the degree of Bachelor of Philosophy was introduced and became a popular program until it was eliminated in 1911. A mod- ern literature course was adopted in 1890, excluding the require- ment in Greek and Latin and devoting more emphasis to modern languages, English and the social sciences. This study attracted only a limited enrollment as only eighteen candidates received the Bachelor of Literature before it was abolished in 1914. The Classical and Scientific courses dating back to the early history of the college continued to be offered for a degree. The Latin and English Scien- tific courses that had been introduced in the seventies tended to duplicate the work in other areas and were now eliminated. Those pursuing graduate study received the Master of Philosophy, Master of Science and Master of Arts. By 1910 degree requirements began to assume a more modern form. The term Classical had been dropped in the work leading to the Bachelor of Arts and this program became known as the Arts course. The deletion of the term classical was justified by the mod- ifications in requirements for the degree; Latin and Greek were now optional, mathematics was not required beyond the freshman year and courses in history and sociology were now studied. The work leading to the Bachelor of Science continued to place greater emphasis upon the sciences with requirements in zoology, chemistry, physics and botany. The degree program at North-Western College was simplified by 1915 in that the number of bachelor degrees had been reduced to only two, the Bachelor of Arts and the Bachelor of 142 HISTORY OF NORTH CENTRAL COLLEGE Science. Because of rising standards and the emergence of more scientific accreditation criteria, the system of graduate training and the awarding of master's degrees were eliminated about 1914. Two trends seem obvious from a study of degree granting at North- Western College from 1890 to 1915. One was the notable in- crease in number of degrees granted, particularly after 1900. The second trend was the increase in number of A.B. degrees that fol- lowed the substitution of the Liberal Arts course for the Classical about 1909. The year 1915 marked the fiftieth annual commencement of the college. Some fifty years previously at Plainfield the three first graduates received diplomas. The class of 1915 with forty-three grad- uates was the largest in the history of the college to that date. Bachelor's Degrees Granted At North- Western College 1890-1915 Class A.B 1890 2 1891 1 1892 1893 i 1894 l 1895 1896 3 1897 3 1898 3 1899 1 1900 1 1901 2 1902 4 1903 2 1904 1 1905 2 1906 1 1907 4 1908 1 1909 2 1910 6 1911 10 1912 19 1913 17 1914 22 1915 32 Ph.B. 3 2 2 1 10 4 7 12 8 12 10 10 9 11 16 10 6 BS. 2 2 2 8 7 6 7 3 3 1 2 2 5 3 *3 2 3 2 5 6 7 8 9 11 B.L. A. B.— Bachelor of Arts Ph.B. — Bachelor of Philosophy B.S. — Bachelor of Science B.L. — Bachelor of Literature L.E.L.— Laureate of English Literature L.E.L. 2 CURRICULAR AND SCHOLASTIC PROGRESS 143 Honorary Degrees Granted At North-Western College 1890-1915 5 Year Recipient 1890 D. Kaercher 1890 E. M. Spreng 1891 J. F. Kletzing 1891 E. B. Baldwin 1892 Robert A. Kletzing 1896 O. B. Stanard Degree Master of Arts Master of Arts Master of Arts Master of Arts Master of Arts Master of Arts Master's Degrees Granted At North-Western College 1890-1915 Master of Arts 3 3 Master of Science 1 2 Year 1890 1891 1892 1893 1894 1895 1896 1897 1898 1899 1900 1901 1902 1903 1904 1905 1906 1907 1908 1909 1910 1911 1912 1913 1914 1915 Various regulations for degrees were added from time to time. By 1908, students were required to spend at least a year in residence to be eligible for the Bachelor's degree. The public presentation of theses was required of both juniors and seniors in 1911. Juniors had to prepare and deliver in chapel a thesis of 1800 to 2000 words sometime during the second semester. Seniors had an option of Master of Philosophy 2 3 4 3 15 9 3 5 5 3 Honorary Masters 2 2 i 5 It might be noted that the practice of awarding honorary Master's degrees ceased after 1896. 144 HISTORY OF NORTH CENTRAL COLLEGE electing one of the following procedures: (1) Two public appear- ances, one before the faculty and students in chapel the first semester and the other on Class Day; (2) one public appearance and one thesis of 2,000 to 2,500 words; or (3) no public appearance and one thesis of 4,000 to 4,500 words. After petitions by the senior class to discontinue the giving of chapel theses by seniors and juniors, the faculty in 1913 voted to discontinue the reading of essays in chapel. However, all juniors and seniors were required to write a thesis conforming to the follow- ing specifications: juniors were to prepare a thesis of not less than 2,500 words to be completed for inspection by May 1 ; seniors who did not participate in intercollegiate oratorical contests nor in inter- collegiate debates were required to write a thesis of not less than 4,000 words (those who participated in the debates had to prepare a thesis of not less than 2,500 words). A total of 128 semester hours was now essential for the Bachelor's degree, the beginning of exact hour requirements. No regular stu- dent could enroll for less than 14 hours a semester, and in January, 1915, the rule limiting a student to 18 hours without special permis- sion was first printed in the catalog. On February 14, 1913, the faculty adopted letter grading, similar to the system of grades in vogue today, introducing a greater degree of uniformity and standardization. Under the new system a student's standing was to be determined on the basis of letters rather than a percentage. By 1915, in addition to the regular semester hours, the student had to maintain an equal number of honor points equivalent to a C average in his academic program. An A grade carried three points, B two points, and C one point per credit hour with no honor points given for grades below C. The grade of F constituted a failure and could be removed only by repetition of the subject. The grade of I, or incomplete, denoted the failure to make up notebooks, tests, essays, and other requirements. The period following 1900 brought a number of modern innova- tions in registration procedures and in recording and reporting grades. In 1903 a committee on Entrance and Classification formulated new registration procedures. Under the new system the faculty met in a specific room for registration to assist students in making and pre- paring their schedules. Here students were assigned only the work appropriate to their classification. After the preparation of schedules and the proper classification had been determined the enrollees marched to the treasurer's office to settle their accounts. All teach- ers who were not needed in the early registration procedures were to assist in the treasurer's office. Recording and reporting grades CURRICULAR AND SCHOLASTIC PROGRESS 145 was systematized in 1905 with the appointment of Thomas Fink- beiner as the first Registrar. The three-term system that had been followed since the founding of the institution was abolished in 1906 and the semester plan was inaugurated. Because of increasing administrative pressures on the president and the growing burden related to academic supervision, Seager in 1912 recommended the establishment of the ofhce of Dean of Instruction. The Trustees complied with the recommendation and George J. Kirn assumed duties as the first dean of the College in the fall of 1912 in addition to his responsibilities as professor of Philosophy. The new official was empowered to act in the absence of the president and served as chairman of the committee on Entrance and Classifica- tion. A more uniform system of administering special examinations and tests was approved by the faculty on January 7, 1913. Final ex- aminations were to be given at the completion of any given subject and no student was to be exempt from any test or final examination. Before a student could take a make-up test or special examination he had to present a card issued by the teacher and endorsed by the treasurer with the payment of a special fee for the privilege. More significant than the bare statistics of total growth was the accelerated rate of increase in the regular college enrollment. From a total of only 56 enrolled in college courses in 1891-92, the figure had crossed the hundred mark by 1900 and reached an all-time high of 204 by 1915. The statistics at the same time reflect a decline in the sub-collegiate courses as more students came with elementary and high school training. Enrollment in the College Courses 1911-15 1911 1912 1913 1914 1915 Freshmen 49 57 57 41 77 Sophomores 36 40 44 38 42 Juniors 29 29 33 36 33 Seniors 24 29 29 33 41 Total in college 143 160 168 157 204 Academy and non-collegiate courses 303 269 259 255 287 The drive to procure students became more competitive in the latter part of this period. Reports of the faculty and trustees allude to the danger of competition with state endowed institutions, and how these colleges or universities posed a threat to the private church- related institutions. New practices were initiated to meet the com- petitive threat by deputizing a student solicitor to travel into sections of the Indiana, Ohio, Erie, and Michigan conferences, and by pro- viding scholarships for scholastic achievements in high school. Par- ticularly distressing to Kiekhoefer was the practice of some Evangel- 146 HISTORY OF NORTH CENTRAL COLLEGE ical families, sending their sons and daughters to state schools or other church-related colleges. The increasing competition for students was correlated with a de- sire to encourage high scholastic attainments and attract students with exceptional abilities. Each year the college presented a scholarship to the graduating member of the Academy with the highest average in his studies. The firm of Broeker and Spiegler of Naperville granted $15.00 to the second ranking Academy student in his third and fourth years. The Tracksell prizes donated by E. M. Tracksell of Victoria, British Columbia, were available for the first time in 1914. This award of $50.00 was available to the highest ranking student of each of the four college classes. The University of Illinois awarded a scholarship to the candidate at North-Western College who made the highest average during his junior and senior years. Throughout the early history of the college the professions of ministry and teaching continued to claim the largest number of grad- uates. A study of the 265 graduates to 1901 reveals some eighty- one in the ministry with sixty-five as teachers. Other professions represented were law, medicine, publishing and business in general. A more ambitious study of the total number of graduates and their occupations was made by the Chronicle in 191 3. 6 Enrollment statistics portrayed the story of a growing and expand- ing institution in this period, the reflection of an increasing service to the church and its patrons. The return of prosperity after 1897 and the increasing numbers of young people attending college were manifest in the growing enrollment at North-Western. This upward trend apparently conformed to a pattern prevalent in most colleges in America during the early years of the century. 6 See appendix for results of this study. Chapter 24 ACADEMIC STANDARDS AND ACCREDITATION Beginning about 1908 the growing interest of the academic world in educational standards and accreditation was reflected in the reports of administrative officers, faculty, and alumni. Kiekhoefer reported in 1909 that colleges and universities were "being watched and scrutinized as never before" indicating that as president he was re- quired to present detailed information relative to the resources, philosophy and educational program at North-Western. In order to strengthen, maintain and enrich academic standards, the institutions within the bounds of certain states or regions of the nation began to organize educational associations or accrediting agencies that formulated minimum requirements for official recog- nition of schools. In order to be a recognized college an institution had to have buildings and educational equipment worth at least $100,000; it had to possess a productive endowment of at least $200,000; and it had to have at least six professors who devoted full time to collegiate instruction and who had at least one year of graduate study. North-Western College was located in the area of the North Central Association of colleges and secondary schools. At the session of the Board of Trustees in 1913, a motion by Albert Goldspohn resulted in the appointment of a committee to press negotiations for the acceptance of the college into the Association. This committee was very successful in its promotional operations and on March 20, 1914, recognition was won. As the president commented, "It was an honor coveted by every college but enjoyed by comparatively few." The interest in academic standards was unquestionably stimulated by the program of the Carnegie Foundation and the specifications it prescribed for gifts to prospective institutions. 1 One area of study promoted by this foundation of interest to college administrators was the faculty-student ratio. A survey was conducted by Kiekhoefer in 1908 in which it was discovered that North-Western had a very high teacher-student ratio when compared with the more exclusive Eastern institutions of higher education: Johns Hopkins had a teacher-student ratio of one to four, Vassar one to twelve, that of North-Western was one to twenty-three. It was discovered that the teaching schedules at North-Western were far above the efficiency 1 The Carnegie Endowment for Advancement of Teaching had been launched by Andrew Carnegie on April 16, 1905. [147] 148 HISTORY OF NORTH CENTRAL COLLEGE ratios of the Carnegie report, which recommended twelve to fifteen hours as a normal teaching load. The following chart gives an interesting summary of teaching schedules that seem burdensome when compared to those of 1960 : Classes and Hours of Teaching of Professors for the School Year 1907-08 Professor Subjects Hours per week F. W. Heidner German 8 (part-time) H. C. Smith Latin, Music 17 (reduced schedule) G. W. Sindlinger Greek, Political Economy ... 21 L. M. Umbach Biological Science 21 Mary Bucks Literature 20 G. P. Nauman History, Sociology 22 M. E. Nonnamaker Physics, Chemistry 23 G. J. Kirn Bible 22 G. R. Laird Rhetoric 22 Thomas Finkbeiner German 25 Luella Kiekhoefer French 25 M. W. Coultrap Mathematics 22 O. M. Albig Latin, English 25 E. E. Rife Algebra, Physical Education. 13 2 An interest in more modern or progressive teaching methods began to pervade educational institutions around 1900. The concept of the more effective teacher was expressed in the president's report to the Board in 1900: "Old-fashioned pedantry will no longer meet the demands of the classroom. The teacher must be a master of his subject, have a scientific method, and a buoyant spirit in order to do the work expected of him." Accreditation standards established by the Carnegie Foundation and the growing recognition given to graduate study stimulated the desire of teachers to achieve the Master's or even the Doctor of Philosophy degrees. A number of the college teachers spent their summers in graduate study at the University of Chicago and various other universities, while others traveled to enrich their experiences for teaching. Professor Umbach traveled into Canada, the Rocky Mountains, and the Pacific Northwest on different summers collecting specimens for the museum and herbarium. In the opinion of President Kiekhoefer, the salary scale and salary increases at the college should be conditioned primarily on the basis of the qualifications of the teacher. The president further stressed such modern concepts as no discrimination in salary because of sex, a two-year probationary period for beginning teachers, and a system of permanent tenure in preference to annual reappointments. 2 About half of this time was devoted to teaching classes in Physical Edu- cation. ACADEMIC STANDARDS AND ACCREDITATION 149 Seager, in 1911, called upon the younger professors to increase their specialization by attendance at some recognized graduate school. Upon his recommendation the Trustees appropriated a small sum to assist teachers in their attendance at summer sessions. Treasurer F. W. Umbreit, in 1913, presented to the Board a salary scale for professors and instructors based upon degrees and research. Full professors, who had acquired the Ph.D. degree and whose special research had gained recognition in the college world could reach a maximum of $1,500 a year. Professors with the master's degree ac- quired as a result of resident study at some recognized university could expect a maximum salary of $1,200. All instructors with bachelor's degrees would be eligible for a maximum salary of $900 a year. Umbreit believed that the adoption of such a scale would stimulate research and bring academic recognition to the college. Although the number on the staff earning the Ph.D. degree was negligible until after 1916, a majority of those with professorial rank had received the Master of Arts by the close of this period. It was not until after 1920 that there was an appreciable increase in those holding the coveted Doctor of Philosophy. Chapter 25 EMERGENCE OF ATHLETICS Athletics emerged as an integral division of the college program dur- ing the years from 1890 to 1916. Before the construction of the gymnasium in 1901 there was no general instruction in athletics and the entire program was largely unorganized and student directed. However, later the program embraced instruction in the techniques of physical exercise, supervised intramural competitive sports and intercollegiate rivalry. The beginning of athletics at North- Western was associated with the field day events held each spring. Although the field day cele- bration originated from the cornerstone day festivities of the past, the first of the annual events was held in the spring of 1891. The athletic contests at these festivals were similar to the track meets of later times. Contests in 1891 included the dash, the running broad jump and the standing broad jump while a year later bicycle races constituted a novelty for the spectators. One of the most colorful of the early field day celebrations was the one held on May 26, 1894. The festivities began at 8 : 30 a. m. with a literary program in the college chapel including the singing of America, a lecture called "Field Day," a recitation on the American flag, and a number by the college band. There proceeded a multiplicity of athletic contests : standing jump, running jump, high kick, tall man's race, short man's race, free-for-all race, wheel-barrow race, three-legged race, potato race, elephant race, hurdle race, and relay race. The mile run, the pole vault, and the shot put were added in the array of ac- tivities with Professor Niederhauser participating in the mile run in 1897. Croquet, lawn tennis and cycling were made available for those with less robust physiques. A football craze hit the campus about 1897 when the first game with an outside team was played. The Chronicle, in a brief article on this first encounter in November, 1897, merely reported that "a very interesting game of football was played Saturday afternoon at the N.A.A. field between the Naperville Athletic Association and the college eleven; both teams failed to score." 1 The following year the college team defeated the Naperville Asso- ciation by a score of 5 to 0, in a game played in the rain. This year the problem of faculty supervision of athletic contests came to a 1 It was frequently the custom for instructors, coaches, or directors to play with the teams. Professor Niederhauser played for the college team in the first— and only— game in 1897. [150] EMERGENCE OF ATHLETICS 151 climax. The college authorities as late as 1895 opposed inter- collegiate athletic rivalry because of its novel and non-academic nature. Many faculty members imbued with traditional concepts concerning education could see only chaos or serious distractions from the real purposes of the college. The fears of the faculty came to fruition when in November, 1898, word reached the authorities that a number of students had participated in a football game with an Aurora team without obtaining permission, contrary to official orders. The authorities voted that all such students be reprimanded, and that no participant could expect to have his deportment stand at 100. A committee of the faculty investigated the affair and recom- mended that every club organized for out-of-door sports be subjected to the rules of an Athletic Association and be affiliated with that organization. A joint committee of the Association and the faculty had to approve all contests before they could be played. Slowly the opposition of the faculty lessened and a system of supervised athletic competition emerged. 2 In 1899 the first regular schedule of football contests was played with outside teams. Games were scheduled that year with East Aurora High School, Morgan Park Academy, Northwestern Uni- versity Academy, and Lewis Institute. The beginning of the color- ful football rivalry with Wheaton College came one year later. In spite of institutional efforts to control the teams, occasional "ringers" were detected in these early contests. The manager of the DeKalb Normal team admitted in a game with the college in 1901 that his players were not bona fide students. The Athletic Commission became very ambitious in 1902 and scheduled games with the University of Wisconsin and the University of Chicago in addition to the regular opponents. In 1904 the schedule included football games with the University of Illinois in addition to Wisconsin, Wheaton, Lake Forest and Knox. Those happy days for football enthusiasts at North- Western were limited, for in the spring of 1906 the sport was abandoned and all football equipment was sold to a high school in Kansas for "the paltry" sum of $26.00. The Board of Trustees resolved that the playing of football as then practiced was not compatible with "the high standards of a Christian school. . . ." The faculty in April, 1906, voted to abolish football for one year, an action that became indefinite suspension in the spring of 1907. 3 2 Some of the faculty opposition may have been allayed by student pressure for intercollegiate rivalry. A student wrote in 1893 that "never will athletics be in a prosperous condition at North-Western College until her students are allowed to play other collegians." 3 Even Columbia University abolished the game in 1905 because of injuries resulting from the sport as then played. 152 HISTORY OF NORTH CENTRAL COLLEGE A student writing in the Chronicle in the fall of 1907 wrote that those in mourning "for the spirit of olden days . . . were finding their gratification in the bump as you can and kick as you may of association football." When some eighty students signed a petition for reinstatement of a modified form of the old rugby football, the faculty in June, 1908, voted against the return of the intercollegiate sport; the authorities were careful to indicate that they had no objection to intramural football. Similar petitions for the reinstitu- tion of intercollegiate football continued from year to year and finally a motion to reintroduce the competitive game was approved by the Trustees in 1913. The opening of the first football season since 1905 found about forty prospects reporting for practice in the fall of 1913. At the time of the first game against DePaul, the Chronicle commented that "not a man who lines up against DePaul at Chicago has defended the N in a collegiate football contest." This opening game was lost to DePaul and the team then fell victims before Lake Forest, Beloit and St. Viators. The team finally tasted a 66-0 victory over DeKalb Normal in the closing game of the season. The year 1914 brought two events of historic interest for football at North-Western. The first was the triumph of 94 to over Wheaton College; the second event was the origin of inter-academy football with this unit entering its first contest against Downers Grove. While baseball had been enjoyed by students since the 1870's, the first intercollegiate contest seems to have been a game with Morgan Park in the spring of 1899. 4 From this time on baseball contests were scheduled with surrounding collegiate teams, such as the contest with Wheaton in 1900. As has been the case at most colleges, baseball did not arouse the enthusiasm or spirit of rivalry enjoyed by football. The beginning of intercollegiate track competition dates from the spring of 1902. 5 This occasion witnessed the transition of track competition from an intramural affair to that of a contest with an outside opponent. The first track meet with an outside competitor was against Wheaton College on April 29, 1902, and the following year a track meet was arranged with DeKalb Normal on field day. By 1905 a full track schedule had been arranged providing meets 4 It has been observed that baseball competition had been engaged in with teams from Naperville as early as 1883. 5 A track contest between the college team and a number of athletes from Naperville had been held on May 23, 1896. The college boys were defeated in this first contest. EMERGENCE OF ATHLETICS 153 with Northwestern University, Morgan Park Academy, Armour Institute, Wheaton College, and Lake Forest College. Intercollegiate basketball was made possible following the building of the gymnasium in 1901 ; the first game with a visiting team was played with Wheaton on April 12, 1902, and was won by North- western. The construction of the gymnasium likewise made it pos- sible for ladies to participate in sports. The first recorded contest for ladies was a basketball game with the ladies of Wheaton College in 1902. A full basketball schedule for men was arranged in 1903, when the faculty permitted a total of six games. After winning nearly all of its games, the team of 1906 was permitted to enter a basketball tournament, the first such event in which the college participated. This team of '06 was called "the best" that ever represented the school. Intercollegiate athletics prior to 1903 tended to be somewhat un- organized without rules concerning eligibility, student participation, or institutional control over the teams. This opened the door for "the boys from town," or even professionals in no way connected with the colleges to join the teams. In this chaotic state of affairs the contests tended to degenerate into free-for-all rivalries between towns or communities rather than between colleges. In order to place intercollegiate athletics on a more academic, uniform, and legal basis, a conference, represented by nineteen col- leges in Northern Illinois, met in Bloomington on March 27, 1903. Here the following rules were adopted, which marked the beginning of intercollegiate association regulations: 1. No one shall participate in any intercollegiate sport unless he be a bona fide student, carrying at least 10 hours of aca- demic work per week. No person who has participated as a college student in any intercollegiate game as a member of any college team and who has not afterward obtained a college academic degree, shall be permitted to participate in any game as a member of any college until he has been a matriculate in such college under the above conditions for at least a year. 2. No person shall be admitted to any intercollegiate contest who received any gift remuneration or pay for his services on the college team. 3. No student shall participate in sports upon the teams of any college or colleges for more than four years. 4. No student shall participate in any intercollegiate contest who has ever used or is using his knowledge of athletics or his athletic skill for gain. No person who receives any compensation from the college for services rendered by way of regular instruction shall be allowed to play on any team. 154 HISTORY OF NORTH CENTRAL COLLEGE 5. No student shall play in any game under an assumed name. 6. No student shall be permitted to participate in any intercol- legiate contest who is found by the faculty to be delinquent in his studies. 7. All intercollegiate games shall be played on ground either owned by or under immediate control of one or both the colleges participating in the contest, and all intercollegiate games shall be played under student or college management and not under the control of any corporation or association or private individual. 8. The election of managers and captains of teams in each college shall be subject to the approval of its committee on athletics or board of control. 9. College football teams shall play only with teams represent- ing educational institutions. 10. At least ten days before every intercollegiate contest the respective chairmen of the athletic committees or boards of control of the institutions concerned shall submit to each other a certified list of the players eligible under the rules adopted to participate in such contests. 11. Athletic committees or boards of control shall require each candidate for a team to represent the college to subscribe to a statement that he is eligible under the letter and spirit of the rules adopted. 12. No person having been a member of any college team during any year, and having been in attendance less than half of that college year, shall be permitted to play in any intercol- legiate contest thereafter until he shall have been in attend- ance six consecutive months. By 1915 the control of athletics and all intercollegiate sports at the college had come under the direct supervision of the executive athletic committee. It was composed of three faculty representatives, a representative of the student body, and one from the academy. The committee met regularly once a week and was in constant touch with all phases of athletic competition. The construction of Nichols Gymnasium in 1901 made possible the integration of a physical training program into the college schedule for the benefit of all students. It further stimulated the popularity of intramural competition in all forms of indoor sports. John H. Werner of Terre Haute, Indiana, was selected as the first director of physical education. Instructors for the first thirteen years of physical training at North-Western devoted only part time to ath- letics with the rest of their schedule devoted to course work as stu- dents or teaching in the college. E. E. Rife, who assumed his duties as director of physical education in the fall of 1905, devoted about EMERGENCE OF ATHLETICS 155 half his time to instruction in mathematics. Physical culture was required of all students not excused by the faculty and efforts were still made to prescribe those physical exercises that were considered best for each individual. The fees for gymnasium privileges were fixed in 1902 at $1.00 per term. The first instructors in physical education were men who directed the training of both men and women. These instructors coached the ladies' athletic teams as well as those for the men. The first com- ment on this matter came from the ladies in 1908 when they ex- pressed a desire for a lady instructor. This wish was not immedi- ately realized, and it was 1916 before a director of physical education for women, Helen E. Whiting, was appointed. The first full-time director of physical education was not obtained until 1914, when C. M. Osborne was appointed director of athletics. Osborne came to the college from Clinton, Iowa, where he had coached championship high school football teams. In the same year the system of compulsory fee collection for athletics was established. The initiation of instruction in physical education created the ne- cessity for a multifarious system of rules and regulations. Because of their interest for current readers, a list of these regulations has been included : 1. The gymnasium classwork will be regarded the same as any other class recitation of the college. 2. Regular attendance is required of all those enrolled in the classes. 3. Students will pass from one term's work to another when they have passed the regular term examination. 4. During class hours the gymnasium is for the exclusive use of the class. 5. Individual exercises may be indulged in at any time when there is no class on the floor; but yelling, loud talking, loitering about the building, scuffling, and all unnecessary noise is strictly forbidden. 6. Visitors will not be permitted to class exercises except by special permission. 7. Neat and suitable gymnasium clothing must be worn. 8. The regulation suit for gentlemen consists of black quarter- sleeved shirts and black short trousers with full hose and supporters, and for the ladies, union suits. 9. Soft-soled shoes must be worn. Shoes with heels or nails will not be permitted. 10. All clothing worn next to the skin must be laundered at least once every two weeks. 156 HISTORY OF NORTH CENTRAL COLLEGE 11. Exercising in the regular undergarments and then wearing them outside is not healthful and will not be permitted. 12. Students not clad in gymnasium uniforms will be considered as visitors and will occupy space allotted to visitors in the galleries. The construction of Nichols Hall brought a number of public entertainments of an athletic nature. The Athletic Association pre- sented an annual sports festival which seemed to have been well at- tended; the pride and glory manifest in the new gymnasium may have attracted interest. An appreciative audience of 382 greeted the annual sports festivities in April, 1905, with the program consisting of the following features: Part I Music College Band Fencing Bout Messrs. Sauer and Knox Wrestling Messrs. Winholz and Filer Hand Stand Exhibition .... Messrs. Kronath and Nonnamaker Part II Music College Band Broadswords Bout Messrs. Sauer and Knox Impromptu Gymnastic Specialties Messrs. Kronath and Nonnamaker Jiu Jitsu Messrs. Winholz and Filer Torch Swinging Prof. D. V. Mitchell The expansion of the athletic program in outdoor competition emphasized the need for an athletic field. Kiekhoefer, as early as 1903, reported to the trustees that the campus, which had served as the playground, was too small for out-of-door sports. In 1910 the Board of Control of the Athletic Association petitioned the Trustees for the purchase of an athletic field. Success was not attained until the fall of 1912 when the Burlington Railroad conveyed to the Trustees of North-Western college the block of ground south of its new depot for the use of an athletic field. The only condition in the deed was that it must be used for athletic purposes and when it ceased to be so used the land reverted to the Burlington Railroad. Much credit was given to Judge John S. Goodwin of Naperville for his assistance in securing the gift for the college. A canvass was then conducted among the students and citizens of Naperville to raise money to equip the field for practical use. By May, 1913, some $1,600 had been raised to make the field appropri- ate for college athletic competition. It was soon discovered, however, that the plot was too small for athletic contests, particularly football and baseball. Certain citizens of Naperville sensed the value of this EMERGENCE OF ATHLETICS 157 field for a city park and began to search for a larger area for inter- collegiate athletics. Consequently, a group of citizens agreed to pur- chase and deed to the college a piece of property lying north of the Burlington Railroad and west of Washington Street in exchange for the field south of the depot. Negotiations for the new field were successfully conducted in the summer of 1914 and the new area con- taining six acres served North-Western for twelve years. An embracive story of the development of athletics at North-West- ern College would be incomplete without some emphasis devoted to the active intramural program in the early years of the century. The Chronicle in March, 1899, spoke of the benefits that would be derived from athletic competition between the various classes of the college : "A certain spirit of emulation and rivalry among the classes is an indication of a healthy condition in work and interest. This applies to the athletic life of a school as to the intellectual." The construction of the gymnasium made possible the development of a broad program of inter-class competition, which perhaps meant more to the average student than the intercollegiate contests. 6 This inter-class rivalry was most pronounced in what was called "North- Western's favorite sport," the game of basketball. Two inter-class basketball leagues were organized. The preparatory league was made up of teams representing the four preparatory classes and the com- merce school, while the college league was composed of the four regular classes and Evangelical Theological Seminary. The teams in each league battled for supremacy in their own organization. Then the champions of each league played a simulated "world series" to determine the champions of North-Western. A girls' basketball league was organized in January, 1914, representing the regular college classes, the Academy, and the ladies of the School of Music. Tennis also became popular as an intramural activity around 1914. Thus, by the close of this period intramural and intercollegiate athletics had become an indispensable area of college education. Per- haps the student of 1910 could scarcely visualize the old days at North-Western without a program of physical culture or a system of competitive sports. It must have been difficult for the observer witnessing the transition in college life to sense the significance of the new developments. 6 Perhaps the pride in the new gymnasium and the absence of certain social activities accounted for the tremendous interest in intramural athletics in these years. Chapter 26 REVISED DISCIPLINARY CODE With the decade of the nineties came indication of a declining inter- est in mere disciplinary problems. Faculty attention was directed more toward academic problems such as scholastic achievements, course schedules, requirements for graduation, teaching standards and the integration of athletics. Evidence of a more lenient spirit may be noted in the fall of 1893, when the students upon their re- quest, were granted a holiday so they could attend the World's Fair in Chicago. 1 In commenting on this popular action by the faculty the College Chronicle described the discipline at North-Western as "firm but not arbitrary." The new trend was particularly noted in the more liberal granting of student petitions to hold sociables, con- certs, banquets, and other forms of student activities. In January, 1902, the faculty approved a student petition for a group of young men and women to go to Aurora for a sleigh ride, providing the president did not object. Occasional disciplinary cases still came before the faculty in a manner reminiscent of the old days. Students were discounted for offenses ranging from dating without permission to skating on Sun- day. When a group of men and women attended an entertainment outside the city without permission, each was discounted five percent from his deportment, and was admonished not to repeat a similar irregularity. Another disciplinary action coming to the faculty was the holding of an unauthorized banquet by the Philologian Society in celebration of their victory in intersociety debates. At a meeting of the faculty in February, 1906, action was taken requiring those who participated to be reprimanded by the president in the presence of the staff. The Society later submitted its regrets and the punish- ment was not carried out. The unauthorized celebration of the Philologians must have been contagious, since the sophomore class a few weeks later held a celebration in honor of their victory in the oratorical contests. Every member of the class was required to sign a note of apology to the faculty. Sensing that a negative approach to the issue was not a solution, the faculty appointed a committee to cooperate with students in formulating plans for future celebrations following victories in ora- tory and debate. After this permission was usually granted students to hold celebrations of this nature and such activities ceased to be disciplinary problems. 1 This was the famous Columbian exposition, and was perhaps the greatest festival held in America during the nineteenth century. [158] REVISED DISCIPLINARY CODE 159 While North- Western College was relatively free from serious dis- ciplinary outbreaks or student riots, it was only natural that occa- sional pranks or practical jokes would occur from time to time. It would scarcely have been a college without some incidents, accidents, or events of a humorous nature. Few of the incidents went beyond the classification of jokes to become acts of rowdyism or malicious destruction of property. Few accounts of student pranks or disciplinary infractions of rules are found in the college records after 1900. One of the few incidents that was recorded came in 1906, when reports reached the faculty that two young men had been attacked by a group of students, and as was the usual custom, a faculty committee was appointed at once to determine the facts of the case. It seems that a party of some five or six planned to kidnap two young men and carry them into the country. One of the young men was seized, but efforts to abduct the other were frustrated by individuals coming to his assistance. The perpetrators of this affair, when called before the faculty, ex- plained that they harbored no ill will against the two victims, but merely regarded it as a practical joke. The guilty were subjected only to a reprimand. Of a more serious nature was the act of the two young men who appropriated a huge wooden sign from a down-town business establishment and proceeded to reduce it to kindling for the pot-bellied stove in their sleeping room in Old Main. Upon the investigation of two faculty members, the men were found engaged in a prayer session as a subterfuge. The sacred nature of the occasion failed to prevent discovery of the long sought but much reduced object hidden under the bed. The evening study rule, which had been enforced since the begin- ning of the institution, required all students to be in their rooms by 7 : 30 diligently pursuing their assignments. The execution of this regulation fell to members of the faculty. Because of the distance involved for a "tired" faculty member, Professor Sindlinger mounted a white horse and went through the village to see that all students had deserted the streets in pursuit of knowledge. It will be remembered that in the days before the acquisition of athletic fields, students were restricted to vacant spaces on the main campus for their competitive sports. Any obstacle to the free ex- ercise of these games was resented. In the middle of a baseball field stood a tree which the college treasurer refused to remove. One morning the offending obstacle had been neatly removed and the broken sod carefully replaced ! Official protest was registered, but as the record states, "innocence" beamed on the faces of all suspects. The desire of students for a revision of the rules in favor of a 160 HISTORY OF NORTH CENTRAL COLLEGE system of self-control was noted as early as 1899 when the Chronicle commented with favor on the practice of excusing seniors and theo- logical students from the weekly report. 2 A committee appointed by the faculty to revise the rules of the college reported in the fall of 1904 recommending that the old body of rules be reduced to a mini- mum and that each student be placed on his honor as far as possible. Despite the liberal report of the committee, no substantial action was taken to carry out the spirit of the recommendation. The faculty was essentially conservative and feared the unknown consequences of any general relaxation of the traditional rules and regulations. Finally the persistent demands of the students for modification of the regulations brought the whole problem to a climax. In the fall of 1906, the Chronicle opened the attack with an editorial indictment of the old rules that read in part : "At last North-Western students have awakened from their long Rip Van Winkle snooze and are bestirring themselves to secure a more suitable code of college rules. For years they have chafed under regulations which were better suited for a medieval monastery or a rural kindergarten rather than a progressive college of our day and age." The editorial went on to imply that many of the rules were impractical, were not enforced, and consequently should have been modified years before. A limited concession in regulations came in November, 1906, when the faculty granted members of the senior class excuse from roll call. But this modification failed to appease the discontented and in December, 1906, another stirring article appeared in the Chronicle explaining how petitions of the students had been ignored; a com- mittee composed of leaders in the various departments of student activities again directed the attention of the faculty to the existing conditions. In January, 1907, the faculty voted to have the counselors of the several classes meet with the student representatives and from this came the following modification of rules which the faculty ap- proved on February 15, 1907: 1. The period between the afternoon and evening study hours be extended from 4 : 30 to 7 : 30 o'clock ; 2. That it be stated that this period as well as the time on Saturday to the evening study hours might be used for inter- change of visits between the sexes without special permission ; 3 2 All students were required to present a weekly report on their conduct to the faculty. 3 It was indicated that the second article, concerning exchange of visits be- tween the sexes, was already in harmony with existing conditions and that voting upon it was therefore superfluous. REVISED DISCIPLINARY CODE 161 3. That the system of reporting by the students be abolished. Student opinion as expressed in issues of the Chronicle welcomed the above modifications. They particularly appreciated the abolition of the traditional practice of requiring each student to report upon his conduct twice a month as a victory for the personal honor and integrity of the individual. However, it seems that some students favored a more drastic modification, and President Kiekhoefer re- ported on the problem to the Board of Trustees. The president spoke of the disturbing influences of some colleges, such as Oberlin, which had cut loose from nearly all regulations, and how this action had affected the thinking of many students at North-Western. In order to preserve those traditional rules that were still considered indispensable to the government of a church-ruled college, the faculty, on October 28, 1907, approved seven rules that combined the new liberal provisions with the traditional prohibitions on tobacco, in- toxicating drinks or leaving town without permission. The first published proposal for a system of student government was presented in an editorial in the College Chronicle in April, 1911. The editorial conceived of a student court as a disciplinary body for controlling those individuals who violated the trust and self- responsibility imposed upon them by the faculty. It seems that such a disciplinary court had been successful at Beloit College and was recently organized at the University of Wisconsin. The writer in the Chronicle seemed a little dejected by the fact that a few college enrollees needed some kind of restraint or compulsion imposed upon them since the relinquishment of many of the old faculty controls necessitated some form of student government to fill the vacuum. The growing influence of student opinion on school policy was noted when requests for a spring recess were published. A number of faculty members joined the students in this request and the first spring vacation under the semester plan was approved in February, 1915. A point system for student participation in extra-curricular activ- ities was adopted in 1912. Certain positions, such as president of the Y.M. or Y.W., or a position as editor or publisher of the Chron- icle awarded ten points; other positions carried five or four points and others only one. A constitution for the student body was adopted in 1915. A more lenient system of rules and disciplinary regulations had evolved by the close of this period. The transition from a system of paternal regulations to a more progressive concept of "new free- doms/' individual honor and subsequent student government was not completed until the succeeding administration. While it seems 162 HISTORY OF NORTH CENTRAL COLLEGE that a majority of students accepted the new responsibility which greater liberty entailed, a few abused the privileges and failed to profit from the advantages of the new system. The happy mean between moderate regulations and freedom was perhaps more nearly achieved with the passage of time and with the institution of student government after World War I. Chapter 27 ORATORY AND STUDENT ACTIVITIES The four regular literary societies, the Cliosophic, the Philologian, the Philorhetorian, and the Laconian, continued to function to the close of the period. After 1900 the societies no longer retained the prominent place they once enjoyed in college life. This resulted in part from the fact that so many new organizations and activities of interest to students had sprung up while specialization in depart- mental subjects tended to modify the pursuit of excellence in purely literary style and expression. The emergence of athletics with the scheduling of intramural contests and competition diverted some at- tention from literary interests. After 1900, the two leading societies, Philo and Clio, succumbed to the prevailing interest in oratory and tended to become debating clubs. In 1902 there was initiated a series of exciting forensic bat- tles between the two societies that extended over a nine-year period. As a physical token of victory the winning society each year was awarded a silk banner. As the years passed the contests attracted wider interest and the competitive desire to win increased. It was reported that not only students and townspeople, but even alumni awaited with eager anticipation the outcome of the annual debates. Subjects debated were generally current political or economic issues rather than broad philosophical questions of early years. In 1908 the question concerned the centralization of power in the federal government while later came a discussion of the proposed income tax legislation and amendment, and the last debate concerned the subject of whether or not Congress should establish a United States bank. The final debate of the nine-year series was held in the college chapel on December 13, 1910. The competition was even more pronounced by the fact that Philo claimed four victories and Clio four. By unanimous decision of the judges the banner was awarded to the Philo Society. Debates were held between the societies the next few years, but the intense rivalry for the banner of victory was now over. The literary societies by this time were nearing the termination of their important contributions to the story of North- Western College. The Laconian Society, a term borrowed from the inhabitants of Laconia, a district in Greece, was restricted to the preparatory de- partment in 1905. In this way the organization became a training course for participation in the college societies. In 1907 member- [163] 164 HISTORY OF NORTH CENTRAL COLLEGE ship was considered too large for one group and with the consent of the faculty the Websterian Society was formed operating as a sister society of the Laconian, and serving students in the preparatory department. The motto of the Websterian Society was "To the stars through difficulties' ' and its objectives, similar to those of the other societies, embraced oratory, debate, and literary work, with a growing interest in current events and national political issues. The inter-society debates constituted a reflection of the general interest around the campus and community in debate and forensics. The fifteen years that followed 1900 might be delineated as the period when oratory and debate reached their greatest popularity in the history of the college. While previous societies, such as the Western Debating Club, and the Star Debating Society, had created some interest in the art, after 1900 forensics permeated the life of the entire student body. The debates assumed the form of interclass contests, intercollegiate rivalries, academy debates and prohibition oratorical rallies. The Oratorical Association of North- Western was organized in February, 1900, with its avowed purpose of stimulating an interest in the art at the college. Annual contests were sponsored and the members of all college classes at first were eligible to participate; later membership was limited to the three upper classes. The annual interclass oratorical contests were held each spring and the occasion was looked forward to with eager anticipation by the students and people of Naperville. The contests began in the spring of 1900 and constituted a major activity for about a decade. In 1911, for example, the orators expounded on the following sub- jects: The New American Yorktown or the Triumph of Right, the Mission of America, the New Conservatism, Liberty's Plea, Amer- ica's Future and Wendell Phillips, or Fidelity to Conviction. The subject and names of the winners of the annual interclass contests from 1900 to 1910 were : May 8, 1900— "The Jew in the Nineteenth Century Mabel L. Givler Feb. 28, 1901— "Our National Individuality" .Charles A. Smith March 11, 1902— "Robert Emmet, a True Hero" W. H. Kiekhoefer March 2, 1903— "David Livingstone" D. W. Staffeld March 22, 1904— "The Fall of the Bastille" D. C. Ostroth March 28, 1905— "The Crisis of the Constitution" .F. F. Herzog March 30, 1906— "Gettysburg" A. A. Franzke April 5, 1907— "John Ruskin, a Prophet of Reform". P. S. Mayer March 20, 1908— "State and Statesman" L. G. Weide March 19, 1909— "The Policy of Bismark" . . . .H. B. Schaeffer March 19, 1910— "Savanarola the Martyr" CI. Roller ORATORY AND STUDENT ACTIVITIES 165 Intercollegiate oratory was stimulated in 1903 when the Northern Illinois Oratorical League was formed with Lombard, Wheaton, and North- Western colleges as charter members. The first contest of the league was held in Naperville that year. In 1907 came the organ- ization of Triangular Debating League composed of North- Western, Illinois Wesleyan, and James Millikin. The name of the local chapter was the Oratorical and Debating Association of North- Western Col- lege. The earliest reference to an intercollegiate debate was on March 5, 1900, when the juniors of North- Western were given permission to engage in a joint debate with the juniors of Wheaton College. The beginning of a three-year series of sophomore debates with Ripon College came in 1907, and in 1910 the first of a series of sophomore debates was held with Wheaton. The students of the Academy also entered competition with sub-collegiate classes from other colleges. The subjects of the debates, unlike those of the oratorical contests, embraced current political, social or economic problems. The period from 1900 to 1915 was the era known as the progressive movement in American history with popular interest centered on such matters as government relationship to business, the banking structure, pop- ular processes in government, income taxes, workmen's compensation laws and reforms in general. These national issues became the com- mon subjects for the intercollegiate debates. The debators in 1908 discussed the direct election of United States senators as later em- bodied in the 17th amendment. The question in 1913 concerned the policy of establishing a minimum wage by state boards, while that of 1914 was the much debated issue of government ownership of railroads. The local Prohibition League of the college initiated the practice of holding oratorical contests in the spring of 1910. The following year prizes were offered with the first place winner receiving $15.00 and the second place winner receiving $10.00. Interclass prohibition contests were also conducted for the college classes and the academy. The Chronicle expressed the spirit of one of these oratorical contests in 1911 as follows : "After a vocal solo by our esteemed vocal teacher, the orators began their raid on Liquid Hell." The local Prohibition League soon affiliated with the intercollegiate prohibition association and North- Western became quite a focal point in the prohibition movement when the intercollegiate convention was held on the campus in 1912. The growing interest in the reform was further noted in 1913 when Leigh D. Colvin, president of the National Association, addressed the local chapter. The Heatherton prizes in oratory established by the Naperville lawyer and judge, John S. Goodwin, in the spring of 1906, en- 166 HISTORY OF NORTH CENTRAL COLLEGE couraged students to achieve excellence in oratory and declamation. The prizes, named for the estate of the judge, were awarded to the best boy and girl orator in the spring of each year. Oratory and debate served to keep students informed on many current national issues. Skill in these forms of expression necessi- tated some research and specialized knowledge on the contemporary problem involved. The increasing importance of the social sciences as college disciplines led to a more thorough understanding of basic national issues. The popularity of Theodore Roosevelt and the Progressive "Bull Moose" party in the campaign of 1912 was indi- cated when some 120 students and faculty members preferred "Ted- dy." The dedication of North- Western students to progressive prin- ciples seemed to be further vindicated when in the straw poll 79 voted for Chaflin, the prohibition candidate for president, while 63 preferred Woodrow Wilson. Most astounding in this traditionally Republican college was the fact that only five supported Taft, the regular nominee of that party. The withdrawal of Theodore Roose- velt from the national political arena and the healing of the progressive breach found some 74 percent of the students supporting Hughes in 1916 in preference to Woodrow Wilson. A chapter of Phi Alpha Tau, the national forensic fraternity, was installed on the campus in 1915. There were at the time nine chap- ters of the fraternity throughout the country. Class banquets and receptions so common to the experiences of present students entered the school records around the turn of the century. In 1899, a banquet was given the senior class by the juniors, sophomores and freshmen. The banquet was held in the dining room of the college with music, readings, and orations for entertainment. About 1902 the seniors initiated the practice of giving a "cap and gown reception" for other classes of the college. The Y.W.C.A. began the first of a series of entertainments for the Y.M. on the afternoon of Thanksgiving Day in 1898, a reception held annually for five or six years. The senior class of 1899 held what was known as Senior Class Day beginning with a breakfast with the members robed in cap and gown and followed by a program in the chapel composed of music, prayer, orations, essays, and poetry. Then in the afternoon came a festival on the campus with music, an "Ivy Ode," a farewell address, and the singing of the class song. The first Men's Glee Club was organized by Henry Augustine Smith in 1895. 1 This organization conducted the first recorded tour for a college musical group in the summer of 1895, visiting cities as far east as Niagara Falls. It conducted tours for a few years and on one 1 Henry Augustine Smith was a son of Henry Cowles Smith and grandson of A. A. Smith. ORATORY AND STUDENT ACTIVITIES 167 of these occasions performed for President William McKinley in his private railroad car. The president was reported to be highly pleased with their performance and wrote a letter of appreciation to the group. This first glee club was not a continuous organization but in 1903 the group was reactivated with faculty approval. Extensive trips were again organized and in the summer of 1906 it made an extensive tour under the direction of Abraham Miller, professor in the School of Music. Shortly after commencement that year the club began a tour that extended from Minnesota in the west to New York state in the east. It was reported that they rendered a program every evening for nine consecutive weeks. In spite of the expense of traveling nearly 5,000 miles, the cost of printing 25,000 souvenir programs and the payment of many incidentals, the club had accumu- lated nearly $700 in the treasury at the end of the tour. Miller left the college at the end of the school year in 1906 and later became famous for his song recitals in Los Angeles, California. The glee club received the special praise of the Trustees in 1911, and by 1913 and 1914 was again conducting extensive summer tours. The first Ladies' Glee Club was organized in the spring of 1907 when they presented a concert in Naperville. The organization seems not to have been continuous and active every year, though reference is given to an entertainment by them in the spring of 1909. By 1902 a college quartet had been organized and was given per- mission to make a tour between the winter and spring terms that year. The following spring the quartet gave a concert at Aurora, and at Scott's Hall in Naperville on Decoration Day. A college orchestra of only limited duration was organized in 1901 and was granted permission to play in Scott's Hall on Decoration Day, 1902. The Y.M.C.A. and Y.W.C.A. organizations continued to be active in their promotion of religious work on the campus. Outstanding among the services rendered by the Y.M.C.A. was deputation work. From time to time the men's association received calls for students to assist in evangelistic services or special missionary meetings. In order to meet this need adequately and systematically, the Deputation Board was organized in November, 1905. The Board, a year later, announced that speakers could be supplied for preaching services, conventions, missionary meetings, evangelistic meetings, and young people's societies. The annual report for deputation work for the year 1906-07 showed the following accomplishments : calls answered, 118; places touched, 36; denominational service, 5; missionary ad- dresses, 15; evangelistic services, 32; sermons, 60; miscellaneous, 47. In April, 1909, the Y.M.C.A. claimed some 225 members, which was a record number in the history of the organization to that date. 168 HISTORY OF NORTH CENTRAL COLLEGE Reports further indicated that some twenty men had experienced con- version as a result of the work of the association that year. A report of the Y.W.C.A. for the year 1906-07 listed a membership of 82 ladies out of 100 enrolled at the institution. The ladies' asso- ciation reported twenty conversions this year and a total of $139.20 raised for the support of missions. Both the Y.W.C.A. and the Y.M.- C.A. supported Mr. and Mrs. Paul Mayer, former students of the college, as missionaries to Japan. Some of the meetings conducted by the women for the year 1910-11 were designed to prepare the young ladies for their future role in society. At these meetings dis- cussions were held on such subjects as the college girl as teacher, homemaker, business woman, and as a Christian worker. The Y.W.C.A. often joined the young men's association in sending out representatives for deputation work. A week of special religious services was promoted by the associations each year. Both societies instituted a system of Bible study around 1900, and also conducted courses in mission study. These projects seem to have progressed favorably and by 1910 a total of ten courses were offered the men under student leadership with 147 enrolled. During the same year some sixty-two girls enrolled in their Bible study courses, meeting once a week in the evening from 6: 15 to 7:00 o'clock in what was known as "the quiet hour." In order to meet new students and extend the hand of Christian fellowship, the Ys arranged socials. The Y.M.C.A. held a "stag" social and a membership banquet during the year and the Y.W.C.A. sponsored socials at the beginning of each semester and a special Christmas party. A very practical service continued by the Y.M.C.A. was the oper- ation of its labor placement bureau. It acted as the chief placement agency for the college, introducing the student to prospective em- ployers in the community; some of the jobs were on nearby farms shocking corn, digging potatoes, or sawing wood. It was estimated that some fifty students secured work through the bureau at the end of the school year in 1910. A special group of students who volunteered for Christian service in foreign lands organized what was known as the Student Volunteer Band. Beginning about 1892, the group claimed a membership of twenty-one students by 1911. In 1910 five of the college volunteers were sent into the field for special Christian service ; and by the same year twenty-two student volunteers had gone into missionary work during the decade. At the time the college was removed from Plainfield to Naperville a congregation was organized using the college chapel for worship. This group was formed to meet a demand on the part of many ORATORY AND STUDENT ACTIVITIES 169 college students and faculty members for services in the English language. Accordingly the Illinois Conference designated this as a mission church, and it was called Second Church to distinguish it from the German congregation or Zion Church in the town. At the session of the Illinois Conference in 1909, Chapel Mission and Zion Church in Naperville were, upon their own request, united into one society which worshipped in "the old brick church." The society then proceeded to erect a church sufficient to accommodate both congregations and the students at a cost of approximately $50,000. The society and students pledged nearly $30,000 of this amount. The Board of Trustees, at its session in the fall of 1910, passed a resolution calling on all people throughout the college compact to support this worthy undertaking. The new church was constructed at a cost of $53,000 and was dedicated as Naperville First Evangelical Church on February 25, 1912. During the church division, the chapel congregation divided and many of the members united to organize Grace Church. Thus, from 1890 to 1910 there were three Naperville congregations of interest to the college population and to college historians. They included Grace Church, the English Mission or chapel congregation, and Zion Church. It was only natural that the Chapel Mission was made up chiefly of families of the college and Biblical Institute and of college students. The Grace Church congregation, organized by the United Evan- gelicals, met for some nineteen years in what later became the Charles Field home on the corner of Loomis and Benton streets. Here the space was much too limited for the normal expansion of the fellow- ship, so in 1909 the Grace Church edifice was constructed on the corner of Ellsworth and Van Buren. As the feeling of bitterness aroused by the denominational division subsided, Grace Church and Naperville First Church contributed materially and spiritually to the progress of the college. The forerunner of the more modern Artists Series was known as the Lecture Course. This course was considered as a very essential adjunct to the regular academic program. In addition to the educa- tional advantages, the course was also designed to assist in financing worthy college projects. Most of the programs consisted of lectures, but an occasional musical concert was held. Some of the typical lectures early in the century included one on "Backbone" in 1903; "The Key to the Twentieth Century" in 1904; and "Acres of Dia- monds" in 1905. Two of the most famous of the lecturers were Judge Ben Lindsey of Denver, Colorado, who appeared at the college on February 16, 1911, and Helen Keller on May 7, 1915. Patriotic observances and memorial services were more commonly 170 HISTORY OF NORTH CENTRAL COLLEGE observed earlier in the century than in later years. The death of President William McKinley by the bullet of an assassin at the Pan- American Exposition in Buffalo, New York, occasioned the faculty to hold a memorial service in the chapel. After the service, which was held on September 19, 1901, all classes were suspended for that day in memory of the martyred president. A centennial cele- bration commemorating the birth of Abraham Lincoln was held in the college chapel on February 12, 1909, with local members of the Grand Army of the Republic as guests. Following songs, readings, and prayers, President Kiekhoefer presented a eulogy on the life of President Abraham Lincoln and the patriotic observance closed with the singing of America. The College Chronicle continued as the chief organ for student expression, student activities, and general college events. This period brought the real significance of student editorials and much greater freedom in the presentation of student opinion. The major emphasis was now directed to extra-curricular affairs with sections devoted to athletics, debates, alumni, and activities of the religious associa- tions. Occasionally an entire number would be devoted to news of athletic competition, as an issue of May, 1913, which carried articles on basketball, football, baseball, track, and tennis. Originally a monthly publication it became semi-monthly in 1910. The Chronicle served the purpose of a school annual as well as student newspaper and the volumes about 1906 began to carry the pictures of the faculty, graduates, and student organizations. The issue of June, 1908, gave a biographical sketch of each graduate with membership and honors won in extra-curricular activities. Some interest had been manifest in the publication of a school annual for several years before it became a reality. One of the major delaying factors had been the problem of organizing and financing such a publication. As early as 1905, the Board of Control of the Athletic Association submitted to the faculty a plan for the publica- tion of a college annual. The faculty did not consider the proposal feasible at this time, and it was not until 1910 that the annual, known as the Spectrum, finally became reality. Published by the senior class, the editor of the first volume was Albert D. Stauffacher with Lewis W. Feik as business manager. In addition to the above there were two literary editors, two art editors and two assistant business managers. The first Spectrum was dedicated to the memory of the first president of the college, Augustine A. Smith ; following tribute to the first president came pictures of the college buildings, the faculty, names of the Board of Trustees and a brief historical sketch. Finally came class pictures with those for Academy, German Course and Music School included; recognition was also accorded stu- ORATORY AND STUDENT ACTIVITIES 171 dent societies and athletics. One must conclude that the first Spec- trum was a very attractive student publication and the editors deserve a note of recognition for their success in the preparation of this annual. The Alumni Association at its annual meeting on June 17, 1910, resolved that its executive committee and four additional persons arrange a suitable program for the observance of the semi-centennial of the college to be held the next year. Plans were perfected and the celebration extended over a three-day period from Wednesday, June 14, to Friday, June 16, 1911. The final day of the semi-cen- tennial activities consisted of an open air meeting in the morning on the college campus with "stirring" music and three addresses on North-Western College : H. H. Rassweiler, former president, spoke on "Her Contribution to the Manhood and Womanhood of the World" ; L. H. Seager commented on "Her Present Activities" ; and Bishop S. C. Breyfogel spoke of "Her Future Needs and Possi- bilities." The afternoon festivities consisted of open house, class reunions, and athletic contests. The years 1890-1916 might be termed the "golden age" of interest in oratory and inter-class debate competition at North-Western. The appeal of social, economic, and political issues was stimulated by the writings of the muckrakers, the reformist theories of the new economists like Thorstein Veblen, the influence of Progressive leaders like Robert M. LaFollette and the dynamic and colorful leadership of Presidents Theodore Roosevelt and Woodrow Wilson. Students responded to the national interest in reform, and frequently placed such progressive issues as woman suffrage, initiative, referendum and prohibition on the agenda of debates and oratorical contests. In this era debators studied issues as social scientists dedicated to a pragmatic application of these subjects for the betterment of society. Chapter 28 FINANCIAL PROGRESS Finances continued to be the most problematical, and in many re- spects the most distressing issue before the college. This was a sit- uation that required courage, tact, faith, and especially patience on the part of the college administration. Authorities of lesser stature and faith would have succumbed to these baffling obstacles and the school would have been forced to terminate instruction because of financial insolvency. The decade of the nineties following the panic of 1893 with its subsequent years of depression was a particularly dark period for college finances. Many of the pecuniary perplexities that had not been resolved in earlier years were now coming to a climax. By this time the college authorities were cognizant that if the institution were to continue in operation other more successful financial pro- cedures must be discovered. The return of national prosperity after 1897 alleviated the situation temporarily. The formulation of new financial plans, greater support from the church, and a more realistic appraisal of the scholarship issue after 1900 improved the outlook. One phase of the difficulty was that the sources of income did not keep pace with the growing needs of an expanding institution. The budget by 1900 carried expenditures for equipment, building facil- ities, and student activities unknown in the early days. The rise in prices coincidental with prosperity following 1900 further taxed the authorities in defraying their budget obligations. In 1892 the faculty report to the Trustees epitomized with de- spondent overtones the dark financial picture: "Our greatest and most pressing need is the enlargement of our endowment fund . . . the institution should be so endowed as not to be a perpetual beggar on the verge of financial embarrassment." In addition, there was some feeling on the part of the faculty that the educational needs of the church were not receiving the same liberal support accorded the publishing interests or the missionary causes. Up to this time the chief means of fund raising, apart from the sale of scholarships, had been the annual educational collections in the various conferences. It was the general opinion among faculty and trustees that the system of educational solicitations had not been successful. The faculty report of 1893, the year of the panic, ob- serving the contemporary gifts of philanthropists to other educa- tional institutions, lamented that "the legacies of the rich have not reached us. Often our hearts have beat with irrepressible anxiety [172] FINANCIAL PROGRESS 173 when reading or hearing of donations to other institutions, but there seems to be no kindred of Mr. Rockefeller or Senator Stanford among our patrons. 1 Will not the example of others prove a stim- ulus to our friends?" A proposed method of action by the college administration in the early nineties included one that had been suggested in former times, namely, that every member of the Evangelical Association contribute ten cents for the support of the college. A more novel innovation was that individuals pledge a designated sum to be paid in cash installments over a ten-year period. George Johnson, who became the financial agent in 1896, listed four major difficulties in procuring funds for the college : 1. The financial stringency of the times. 2. Prejudice on the part of some members of the church against certain actions of college officials in the past. 3. Acquisitiveness approaching greed on the part of some indi- viduals. 4. The competition within the denomination from other church activities or causes. About 1898, educational collections in the conferences increased as Treasurer Johnson raised $11,856 in subscriptions and cash that year, an amount far in excess of similar campaigns in the past. The general tone of the financial statements reflected a more optimistic note thereafter and the Board of Trustees in 1900 reported that "we are moving into a more hopeful and promising financial condition." However, the basic problem remained — that of securing a substantial increase in endowment. The educational collections in the various conferences for the college in 1902 are shown in the following table : Conference Collections Amount per member Erie $171.45 .04 Nebraska 84.80 .03 Kansas 147.00 .02^ Ohio 253.28 .02% Michigan 157.76 .02 Iowa 202.54 .04 Indiana 178.85 .01^ New York 109.02 .02% Illinois 357.08 .05 Canada 221.96 .03 Minnesota 240.51 .03^ Wisconsin 504.08 .04 $2,700.08 1 This marked the beginning of the gifts of John D. Rockefeller to the Uni- versity of Chicago and the founding of Stanford University in California by Leland Stanford. 174 HISTORY OF NORTH CENTRAL COLLEGE It will be remembered that a basic difficulty in college financing dating from the beginning of the institution was the issuance and sale of scholarships and that most of the institutional endowment funds received over the years came in the sale of these notes. Since the so-called endowment fund represented prepaid tuition, the finan- cial records portrayed greater optimism than the facts warranted. Because so many scholarship-notes were ultimately available few students paid tuition except in commerce, art, and music. It was also discovered in 1902 that the $95,000 endowment total that had been carried on the books for years was erroneous. A careful anal- ysis of the funds disclosed that some $11,000 of scholarship-notes were worthless and about $1,000 doubtful. Also from the time of the removal to Naperville, building debts, investment losses, and special expenses, such as attorney fees at the time of the church division, had further reduced the endowment. A more careful audit of funds revealed that the endowment in 1902 was only slightly in excess of $79,000 and of this amount over $72,000 was from the sale of scholarships. Despite the manifest fact that the scholarship-notes were an em- barrassment to the whole financial structure, they continued to be sold during the nineties. They could be purchased on the installment plan covering a ten-year period, and former subscribers to the College Aid Association were even given scholarships for their donations. After 1900 the Trustees began to adopt a more realistic policy with regard to these notes and in 1902 acted to limit the $100 scholarships to twenty years and the $50 scholarships to ten years. The Board in 1903 resolved that "all scholarships issued hereafter be limited to the owner's own children." In 1905 the treasurer was instructed to solicit the surrender of as many of the outstanding scholarship- notes as possible. Six years later the Trustees took final action prohibiting the further issuance of scholarship-notes. The Board requested the treasurer to obtain for cancellation as many of the outstanding notes as possible and the following year brought the termination of many of the orig- inal fifty-year scholarships issued when the college opened at Plain- field. The most forward looking financial event of the Kiekhoefer ad- ministration, or perhaps in the history of the institution, was the adoption of the proposed Twentieth Century Endowment Fund by the General Conference of the church. The Board of Trustees in 1899 took favorable action on the plan which had originally been proposed by the editor of the Evangelical Messenger. "The proposed Twentieth Century Endowment program received the sanction of the General Conference at Berlin, Ontario, in the FINANCIAL PROGRESS 175 fall of 1903. One Sunday of each year was set aside as "educational day" and through this observance, approved by the Board of Trustees at a special session in 1904, a sum of $250,000 was to be raised by the various conferences affiliated with the college. These conferences were to pay annually 4% interest on the amount apportioned to them until the principal sum could be raised. It was stipulated that con- ference apportionments be credited with any legacies, annuities, or voluntary contributions from persons within their boundaries. The president and the treasurer visited the conferences in the summer of 1904 and presented the educational project. After ac- ceptance of the new plan, the endowment fund of the college began to increase. For a number of years the conferences contented them- selves to pay interest on the principal pledged and to postpone the raising of the total apportionment. However, by 1915 the Chronicle exuberantly reported that nearly all the conferences had secured their pledges with good subscriptions; and the student publication went on to suggest that when the pledges had been fully redeemed then the munificence of the church could be directed to additional income and endowment. Along with the increasing endowment and the growing income came the acceleration of services and activities. Unfortunately college expenses necessitated by the expanding facilities of a more modern institution began to surpass income after 1907. It was apparent by 1914 that additional endowment must be secured in order to maintain prestige as a liberal arts college. F. W. Umbreit, who became college treasurer following the resig- nation of George Johnson in 1907, reported on the annual deficits faced by the college in the closing years of this period. As treasurer, in his report of 1912, he cited rising costs coincidental with the equip- ment for the new science hall and library, materials for the new heating plant, improvements on the grounds, and the minor neces- sities from year to year. Such everyday incidentals as stationery, printing, telephone service and fuel bore the brunt of rising costs so that by 1914 it appeared that either economies in operation must be practiced or new sources of revenue tapped. In spite of the annual deficits arising from "growing pains" after 1907, there were more optimistic notes in the financial prospect. An increased income from fees and investments was apparent toward the close of this period; but even more encouraging was the rising evaluation of college properties. Income from fees and investments amounted to a figure only slightly in excess of $16,000 in 1903 ; ten years later such income had risen to over $33,000. In 1903, the value of the buildings and grounds was $102,578.50, whereas by 1913 these estimates exceeded $220,000. The productive endow- 176 HISTORY OF NORTH CENTRAL COLLEGE ment fund as a result of the Twentieth Century project had likewise experienced phenomenal growth. Beginning in 1910 the Board of Trustees decreed that, in view of the growing complexity of the financial operations of the college, a bookkeeper be employed at a salary not to exceed $75.00 per month. The second action with modern connotations was the provision that the finance committee of the executive board approve all loans made by the treasurer, with a record of all such transactions kept in a book which was to be open for inspection of the executive committee at any time. The treasurer was directed to make a daily deposit of all funds and to keep a proper inventory of all departmental property. For the first forty years of the college history, faculty salaries remained more or less stationary ; however, before 1900 this was not such a serious problem because following the close of the Civil War the general price structure was stable or even showed some decline. The inflation and rising price index following 1900 was unfavorable to the financial interests of the faculty since the salary scale rose only slightly. As late as 1905 the professors were still receiving only $1,000 per year and the president's salary was fixed at $1,400. Most of the reports of the presidents following 1905 directed the attention of the Trustees to the need for a rising salary schedule. In 1907 the president spoke of the demands upon faculty members for the support of special causes and the threat to their incomes from rising rents and general increase in costs. It seems that by 1910 housing in Naperville was becoming a serious problem for the faculty because of high rents and scarcity of houses. It must be concluded that from 1900 to 1915 the salary scale failed to match the general price increases of the American economy as a whole. By 1915 a college more nearly resembling the institution of 1960 had emerged. Graduates of earlier days in returning to their Alma Mater must have been aware of this "new" institution. The greater freedom enjoyed by students, the spirited intramural and inter- collegiate athletic contests and the expanded social program were in marked contrast to the past. In addition to Old Main, for so many years the one college structure, returning graduates could now view the library, the science hall and the gymnasium. The campus itself presented a more stately view with trees, shrubbery, concrete walks and orderly landscaping. Photographs revealed that by the close of this period Old Main could truly be called a "Hall of Ivy." PART IV Era oi Expansion and Academic Recognition 1916-1946 Chapter 29 GROWING FACULTY 1916-1946 Following the resignation of Lawrence H. Seager as president of the College, the Board of Trustees in session in May, 1916, appointed a committee of five members to select a president. The committee was to bear in mind the Trustees' preference for an executive with academic and scholastic attainments that would secure and preserve for the college a high rating by accrediting agencies and particularly by the University of Ilinois. The committee appointed by the Trustees met at the Congress Hotel in Chicago on May 24, 1916, to interview two leading educators as prospective candidates. After a careful analysis of the qualifications of the two candidates, Edward Everett Rail was extended a unani- mous call to the presidency of the college. Rail received his early education in the public schools of his native State of Iowa. His teaching career began early in life following graduation from Iowa State Teachers' College in 1895. There fol- lowed work at the University of Iowa where the Bachelor of Arts degree was awarded in 1900. The fall of that same year Rail entered the graduate school of Yale University where he pursued advanced study, receiving the Doctor of Philosophy degree in 1903. Following a year of additional study at Columbia University he served as pro- fessor of Education at the University of Texas and at the University of Tennessee, where at the time he received the call to the presidency of North- Western College he was head of the department of Edu- cation. The new president entered upon his duties with an enthusiasm and ardor which inspired the optimistic faith of all concerned with the growth and future status of the institution. Rail sensed the necessity of economic stability as a corollary to academic advancement. He perceived the need for campus expansion to meet the demands on the college of the future. The new president was respected in aca- demic circles and was particularly qualified to present the problems of the college before accrediting associations and the leaders of edu- cation. There was a possibility that the college might have lost recognition by the North Central Association without the inspired leadership of Rail in the early years of his administration. His Evangelical background, academic stature, wide circle of acquaint- ances and administrative effectiveness made Rail preeminently qual- [179] 180 HISTORY OF NORTH CENTRAL COLLEGE ified to lead North-Western College in a crucial but dynamic period in the history of higher education. 1 The Rail administration was particularly significant in that it wit- nessed the growth and expansion of the institution into one of the nation's highly recognized liberal arts colleges. This growth was reflected in an expanding campus, additions to the physical plant, more extensive course offerings, and increased recognition from ac- creditation agencies. The presidency of Rail from 1916 to 1946 spanned a series of crises in the history of the nation. Shortly after the inauguration of the fifth president the nation was engulfed in World War I. Fol- lowing the dislocation of war and the brief boom period of the twenties the college faced the worst economic depression in our na- tion's history — an economic crisis that was to endure with decreasing severity throughout the decade of the thirties. Before the close of the Rail presidency came the tragedy of World War II with its adverse effect on higher education. The fact that the college was able to weather these national and international crises and to continue to maintain its academic standing attests to the administrative ability of President Rail and to the cooperation of the instructional staff and administration. The first fourteen years of the Rail administration (1916-1930) witnessed the greatest expansion in the faculty to date. In fact, the decade of the twenties found some ninety-nine instructors joining the staff, the largest for any ten-year period in the history of the institution. The optimism occasioned by an expanding faculty was somewhat modified by the rapid turn-over in staff, as many served for only one or two years. The depression decade of the thirties brought less expansion and more stability with only twenty-nine new instructors employed. The expanding faculty after World War I resulted in part from curricular additions but also was a consequence of the rising college enrollment. Opportunities in both teaching and industry were num- erous, a factor contributing to the brief tenure of many instructors. The total number on the staff increased at a less spectacular rate than the faculty additions from year to year would indicate. The increase in faculty from twenty-eight in 1916 to forty-four by 1940 indicated a growth of about sixty-three per cent. The same year that Rail assumed duties as president of the college two professors who were to influence the lives of countless students joined the staff. The first of these, Harold E. White, was elected 1 Rail was formally inaugurated as president of the college on May 17, 1917, with the main address delivered by Samuel P. Capen of the U. S. Bureau of Education. Old Main (looking east through Memorial Gate). Note Power Plant to extreme left. The Avenue of Elms lining the walk is the gift of the class of 1935. Senior Circle and Memorial Boulder on main campus y 8* -a,* -r C 3 -a* - « lS S Sk-Q ZZ « £i g o a> j ,« a 2 c _,JZ73 S « 5 ,wu-c3 ■S e c £ Si as c 5r *■ ***■ a> o a ^ » a o /- ^_s jj «s * =3 « I'C^^O S 5 .3 £-a;§ zj-a 9 o ^ •2>- i So»Ci - u u 8 a S * o « W*=* - 0) C5 & ^ C W n J) a -a.E^s§g .«$« eO »J S^ -a -< on ^ Conference on Purpose (College and Seminary Library, 1958) (\ Office Personnel and House Mothers (Faculty Lounge, College and Seminary Library, 1959) Seated: Ruth Rohde, Business; Helen Klatt, Chaplain; Mrs. Reuben Harding, Kroehler South; Carolyn Hall, Centennial; Mrs. E. E. Domm, Kroehler North; Jack Koten, Alumni Executive Secretary; Helen Norton, President. Standing: Mabel Jones, Business; Mrs. George Beyer, Kaufman; Florence Fowler, Registrar; Mrs. Ethel Dalton, Seager; Betty Phillips, Admissions; Carl Graeser, Centennial Director; Floyd E. Thompson, Admissions Counselor; George St. Angelo, Chaplain; Shirley Latham, Alumni; Beatrice Gates, Vice-President; Marjorie Wagner, Business; Ruth Roberts, School of Music; Nell Schar, Registrar; Betty Schloerb, Dean. ;\