L I E> R.AR.Y OF THE UN IVERSITY Of ILLINOIS c M75Ed Ml. HIST. SURVET Digitized by the Internet Archive in 2012 with funding from University of Illinois Urbana-Champaign http://archive.org/details/monmouthcollegefOOdave (fftlonmouth, Qollege^ 1853-1953 ^Monmouth College^ c&he tyirst hundred years By F. Garvin Davenport Professor of History Monmouth College THE TORCH PRESS CEDAR RAPIDS, IOWA 1953 Copyright 1953 Monmouth College PRINTED IN THE UNITED STATES OF AMERICA BY THE TORCH PRESS, CEDAR RAPIDS, IOWA r Dr. James Harper Grier, President of Monmouth College 1 936-1 952, who insisted that a history of the college should be an important feature of the centennial celebration ^2 pi $0 ^Acknolvledgments J\ LMOST every book represents a cooperative effort and il. this brief history of Monmouth College is no excep- tion. Some of the best ideas came from the alumni and I thank them one and all. In addition to the individuals named in the footnotes I wish to acknowledge my debt to the students, housemothers, and other campus officials who helped me gain access to attics, vaults, and old trunks. Pro- fessor Frank Phillips, Professor Samuel Thompson, Profes- sor Garrett Thiessen, Professor William Haldeman, Miss Inez Hogue, and Mr. David McMichael were helpful in providing ideas and evidence. The late Dr. Scott Cleland offered many fertile suggestions and Miss Mary McCoy was very helpful. I wish to thank the staff of the Warren County Library, too. Mr. Louis Gibb, Mr. Victor Moffet, and Mr. William Hutchins gave good advice on publication problems. Mr. Harlow Gaylord, '52, expedited the research by copying documents and official records. I am grateful to Mrs. Thomas Dale for typing the manuscript, to Professor Thomas Dale for editorial assistance, and to Dr. James H. Grier, Dean Hugh Beveridge, and Mrs. Mary Crow for proof reading the manuscript. My wife, Katye Lou Davenport, read the galley and page proof. The author cheerfully accepts the responsibility for names misspelled, events omitted, and opinions included in the book. It should be remembered that the size of the book was restricted by the college administration. The college community is grateful to the trustees for financing the research and the writing of the history. A similar expression of gratitude is extended to Mr. Samuel Fulton whose generous grant made publication possible. Mr. Roy Wehmhoefer, '53, deserves a vote of thanks for negotiating with Mr. Fulton for the grant. Finally, I wish to express my appreciation of the support given this project by President Robert W. Gibson. — F. G. D. Monmouth, Illinois February 12, 1953 i'Y ^able of Qontents ACKNOWLEDGMENTS 7 Chapter One THE PIONEERS, 1853-1878 13 Chapter Two THE BUILDERS 51 Chapter Three FRATERNITIES: THE PI PHI AND KAPPA STORIES 92 Chapter Four COLLEGE LIFE THROUGH THE YEARS . . .109 Chapter Five THE MODERN COLLEGE AND A GLANCE AT THE FUTURE 128 INDEX 141 A'Y List of Illustrations Wallace Hall, The Hub of the Campus Frontispiece Plate i. Dr. David A. Wallace, Monmouth's First Presi- dent. — The Rev. Samuel Ross Lyons, Third President. Five Generations of McMichaels. Dr. James H. Grier. President Robert W. Gibson. R. A. Evons and A. C. Douglass. A Coed Class in Surveying About 1885. A Typical Classroom Scene About 1950. "The Coffee Break," in History Seminar. Old Main About 1905. — Old Main Burned in 1907. McMlCHAEL AND GRIER HALL. Mural in the Lobby of Fulton Hall. Entrance to the Auditorium. Football Heroes of the Gay Nineties. IO 1 1 12 13. The Centennial Football Team. 14. Before the Dance. 15. Monmouth's Nationally Known Chemistry Professor. 16. By 1953 Counseling Was an Important Function. — "Knight of the Burning Pes- tle." {ny A COLLEGE IS SCARCELY SUCH TILL IT HAS A HIS- TORY. IT MUST GET AGE: IT MUST HAVE ACCUMU- LATED BEHIND IT A BODY OF ALUMNI. MEMORIES MUST CROWD ITS HALLS AND FLOAT THROUGH ITS ATMOSPHERE. HERE IS THE WANT OF OUR WESTERN COLLEGES, AND I SEE NO REMEDY BUT THAT THEY MUST WAIT AND BE PATIENT TILL THEY GET A HIS- TORY, AND THEIR TURN COMES. — An editorial comment, 1863 CHAPTER ONE c&he Gamma. Because parliamentary law and exact minutes were not a part of the early business records of fraternities, it is impossible to pinpoint the exact date for the creation of Kappa Kappa Gamma but apparently the society was in existence as early as April, 1870, since two girls had been initiated by the first of April and the total membership at that time was six. Had the members announced the exist- ence of the society at that time there would have been less mystery with respect to the exact date of founding, but unfortunately, the keys, which had been ordered from a jeweler in Pittsburgh, were delayed and the girls did not make a public announcement of the existence of Kappa until October 13, 1870. On that day, six Kappa girls, with their little golden keys shining in their hair, marched solemnly into chapel after all the other students had been seated. They created quite a sensation, although the sources show that the men on campus had expected this demonstration for some time. As the girls marched down the aisle a hushed silence fell over the chapel and a look of expectancy crossed the face of President David Wallace who was presiding on the platform. Then, as if in response to a signal, all the fraternity men cheered, shouted, and stamped their feet. The excitement was tremendous although only the founders of Kappa fully appreciated the significance of this historic moment. Wallace, who had given his smile of approval to the girls when they first came into chapel, was soon more interested in restoring order than in speculating on the meaning of the new sorority. 3 October 13, 1870 became the official Founder's Day in the annals of Kappa Kappa Gamma but there is every rea- son to believe that the organization was already six months 3 Florence B. Roth and May C. W. Westermann, The History of Kappa Kappa Gamma Fraternity, 1870-1930, pp. 1-8 ; Monmouth College Courier, October, 1870. The Courier referred to the event as "the long expected ship" which hove into sight with "the admiral's pennant flung to the breeze." old on that date. There is a strong possibility, therefore, that Kappa was the second college sorority founded in the United States. The only other contender for this honor is Kappa Alpha Theta at DePauw University, which was founded almost simultaneously with Kappa Kappa Gamma in the spring of 1870. Mary Moore Stewart first conceived the idea that re- sulted in the creation of Kappa Kappa Gamma. She took Mary Louise Bennett, Hanna Jeanette Boyd, and Anna Elizabeth Willits into her confidence and plans were dis- cussed on the campus bridge, on the Stewart croquet course and at the homes of the girls. The constitution may have been written in the Stewart home (which still stands) or it may have been written in the dead of night in the club- room of the literary society called Amateurs des Belles Lettres (A. B. L.). As Mary Stewart and Mary Bennett were very active in A. B. L. they may have bribed the night watchman and gained admittance to Old Main, and, then, with the other girls, felt their way along the dark corridors until they reached the safety of the A. B. L. hall. Here in the light of a carefully shaded lamp, the constitution of Kappa may have been composed by these highly imaginative and idealistic young women. It seems evident that Anna Willets' mother suggested the design for the Kappa pin, "a golden key with which to lock up your secrets." The founders of Kappa, like the founders of Pi Phi, were interested in expansion. The methods employed to install a new chapter were very simple when contrasted with the modern red tape, the inspections, the letter writing, the petitions, and the years of political maneuvering. In the i87o's it was very easy to start a new chapter and some- times two girls, or even one, were considered enough of a nucleus to start the organization. The Alpha chapter of Kappa did not wait for petitions from interested groups of women, but selected a girl at random from a college catalog {96}. and urged her to organize her friends into a sorority and accept a charter from Kappa Kappa Gamma. Such a meth- od of expansion left much to be desired and some of the early chapters were weak and ephemeral as a consequence. Very incomplete records were kept, and the faulty sources confused later historians of the Kappa movement. Beta chapter, for example, the first offspring of the Monmouth chapter, was identified with Knox College for a number of years, but after years of investigation it was discovered by the historians of the fraternity that Beta had been estab- lished at St. Mary's School in Knoxville, Illinois, and that Knox College had never had a chapter. Alpha made at- tempts to establish a chapter at Knox but the Monmouth girls did not like the material and gave it up. They did establish a number of chapters before the ban on fraternities curtailed their activities. Among these were Gamma, Delta, Eta, Iota, and Theta. When these chapters were ready for induction, the oath was sent in code by mail from Mon- mouth and this was followed in a few days with the key to the code written in Greek. Kappa Kappa Gamma, like Pi Beta Phi, was quite dis- turbed by the ban on secret societies approved by the college Senate in 1874. The girls showed spirit and in keeping with the ideals of the fraternity they did not give up without a struggle. When she heard of the college action, Alice Pills- bury, Alpha secretary, exclaimed in a letter to Ida Wood- burn of Delta (June 21, 1874), "Do you think this is going to finish us? Do you think we are going to subside? Not by any means ! It only puts us to the trouble of taking in our members before they enter college." This was actually done, initiations being held in the summer when college was not in session. At first the college did not enforce the law very strictly and fraternities continued to exist sub rosa, Kappa among them. During this period Elizabeth Wallace, daughter of the president of the college (who was a fraternity man him- self) was initiated into Alpha chapter. By 1877, however, the college administration was beginning to enforce the ban and the sorority was forced to leave the campus. From 1877 to 1884 Alpha chapter of Kappa Kappa Gamma con- tinued to exist in town without any direct connections with the campus, but this situation could not continue indefinitely. In 1884 the national convention of the sorority, meeting at Canton, New York, withdrew Alpha's charter "because of long continued faculty opposition." 4 In spite of this, the strong group of alumnae in Monmouth kept the spirit of Kappa alive and about 1900 a secret local society, Kappa Alpha Sigma, was organized with the express purpose of working for the reestablishment of the Alpha chapter of Kappa Kappa Gamma on Monmouth Campus. The opposition to fraternities expressed by the Mon- mouth College administration cannot be regarded as a pure- ly local attitude. It represented merely the local reaction to a movement that had been sweeping the nation for several decades and which was applied to all secret organizations — not just Greek letter societies — at the various colleges and universities. The movement had entered politics with the formation of the Anti-Masonic Party. In addition to the Masons, the crusaders against secret organizations pressed the attack on Odd Fellows, Knights of Pythias, Red Men, The Knights of Friendship and half a dozen other assorted fraternities with secret rituals. Some rabid reformers as- serted that the secret societies were as dangerous to Ameri- can civilization as slavery. After the Civil War the rapid expansion of the college fraternity movement brought these organizations under the searchlight of the crusaders and un- fortunately the fraternities were guilty of some very foolish actions which gave the anti-fraternity leaders plenty of meat 4 The Golden Key, vol. 2 (December 1884), p. 2. and scandal on which to sharpen their teeth and their zeal- ous wits. 5 Perhaps the most famous incident of this kind was the so-called Leggett Case at Cornell University, In October, 1872, a young man by the name of Mortimer Leggett, with several other college students, was put through unusually severe ceremonies preliminary to initiation into a fraternity. Leggett was blindfolded and strapped and taken to the edge of one of many gullies near the Cornell campus. During the horseplay that followed Leggett and two others fell into the ravine and hit the rocks below. Two of the men were severely injured and recovered, but Leggett died in great agony. The date of this event is significant in relation to the Monmouth ban on fraternities. The Leggett case was played up in all the church papers as well as the city dailies such as the New York Tribune, and in 1873 the United Presbyterian Church expressed open opposition to secret societies. 6 The Synod of Illinois meeting in the fall of 1873 took decided action against secret organizations and recom- mended to the Monmouth College Senate that they be re- moved from the campus of Monmouth College. When the Senate met in June 1874 a special committee was appointed to investigate the fraternities on Monmouth campus. The fraternities cooperated with the committee to the best of their ability and the committee was given "the most respectful attention" by the college students. The committee was impressed with the fact that the societies enrolled students "of the highest character and standing in the College." They discovered that the obligations of the members were obligations of honor and that no member was bound by an oath. The committee reported that the secret nature of the fraternities had been exaggerated and they 5 The Evangelical Repository and United Presbyterian Review (Phila- delphia, 1842-1870?), vol. XLIX (1872-1873), pp. 554-555. 6 Ibid., vol. L (1873-1874), pp. 504-507; 521-530. found no evidence of medieval instruments of torture or other horrors which the public had been led to expect as a normal part of fraternity life. No pledge was required that could be considered unpatriotic or disloyal to the constitu- tion of the United States. Membership, said the fraternity leaders, was not secret but openly avowed as every member wore his badge or pin for all to see. The committee re- ported that the aims of the fraternities were honorable and praiseworthy. The main purpose of the organizations seemed to be to promote among the members "literary, social, and moral culture," and to encourage through mu- tual effort, higher character and greater contributions among the students. 7 The Senate investigation soft pedaled the moral aspects of the question but the students were informed of the action taken by the United Presbyterian Church in which it con- demned all secret societies and especially the ones at the col- lege. An attempt was made diplomatically to convince the students of the wisdom and propriety of respecting the sin- cere convictions of the people on whom rested so largely the responsibility of maintaining the institution. "We based our appeal to the societies," the committee reported, "princi- pally upon the fact that they were a hindrance to the pros- perity of the college, an actual hindrance to the raising of money for it, owing to the conscientious repugnance of those to whom application for donations was made to secret soci- eties." 8 The committee mentioned specific cases in which donations had been withheld because of the presence of the Greek fraternities. The fraternities, however, were skeptical. While they expressed their loyalty to the college and indicated that they did not wish to be an obstacle to the financial campaign, they expressed doubts about the generosity of the people 7 Minutes of the Senate, June 16, 1874. 8 Idem. { iooy who were opposed to the fraternities. However, if they could be convinced that the college would fall heir to a con- siderable fortune if the fraternities were removed then they would be willing to disband. The fraternities made the point that honorable, openly-accepted organizations would im- prove the moral tone of the college and would be a guaran- tee against the existence of societies of a disreputable char- acter. The Senate committee left the problem squarely up to the fraternities. It brought no pressure to bear on the organiza- tions to disband and it did not encourage the dissolution of one or two organizations, leaving the others intact. To be effective all fraternities should disband. The fraternities called special meetings to discuss the problems raised by the Senate and while they realized the seriousness of the situa- tion they did not think it was a just cause for disorganiza- tion. Consequently the fraternities voted down the sug- gestion that they disband and the special committee reported this action to the Senate. This left the Senate the unpleasant duty of deciding whether the fraternities or the church had the stronger argu- ment. In the end, rather reluctantly, the Senate moved that the fraternities disband as soon as practicable for the best interests of the students and the college. The motion as- serted that: .... the existence of secret fraternities in the colleges and universities of our country, with all the private ad- vantages that may be claimed for them, felt and con- ceded to be an evil by almost if not all boards of instruc- tors conducting and controlling these institutions. In what may have been mere rationalization, the Senate recorded another statement to the effect that the large ma- jority of the graduates of American colleges "upon sober second thought" declared that in spite of the amusements, fascinations, and glamor of the societies "it would be better «{ 101 f in the aggregate that they were not in existence at all" be- cause the advantages did not counterbalance the evils of the secret organizations. Furthermore, the Senate declared that Greek fraternities were undemocratic and in their admin- istration created u an aristocracy of interests" that operated more or less against the rights and privileges of the unini- tiated who had as much ability as the fraternity members. Finally, the Senate asserted that the majority of the found- ers, supporters, and friends of the college were sincerely opposed to the existence of fraternities for either men or women at Monmouth College and many refused to con- tribute to its support as long as these organizations con- tinued to operate. 9 A motion was then made and passed making it unlawful in the future for any student of the col- lege to become a member of any secret fraternity. The new rule soon appeared in the college catalog and was incor- porated in the college statutes. During the next ten years, all the fraternities, including Phi Gamma Delta, Delta Tau Delta, Beta Theta Pi, Sigma Chi, Kappa Kappa Gamma, and I. C. Sorosis (Pi Beta Phi) either dissolved completely or went underground. The women were more tenacious and more determined to keep their organizations alive than the men. The mem- bers of Kappa Kappa Gamma and Pi Beta Phi never gave up hope of rejoining their national sororities and they passed on the ideals of their respective groups to the second and even the third generation. In 1928 and 1934 their dreams were realized when the Alpha chapters of the two sororities were reinstated at Monmouth with pomp and ceremony. In June 1922 the Senate repealed the old law prohibiting Greek fraternities on the campus and the local organizations 9 Idem. that had been creeping back since about 1900 were now officially recognized. The most important of the locals from the point of view of Pi Phi was Zeta Epsilon Chi which had been on and off the campus since 1899. This group was secretly sponsored by local Pi Phis who saw in it the nucleus of the re-instated Alpha chapter. With the help of the girls of Zeta, the local Pi Phis, a few of the original founders, and Thomas and Minnie McMichael, the national conven- tion decided to reestablish the Monmouth Alpha of the sorority. The installation took place on May 23, 24, and 25, 1928. The entire third floor of Wallace Hall was given over to the more formal phases of the ceremonies and the visitors found the rooms ideal in "convenience and attrac- tiveness." There was a round of luncheons, dinners, teas, and break- fasts but the most spectacular event was the dinner spon- sored by the new members of Alpha chapter to one hundred and fifty Pi Phis. This banquet was held in the east dining room at Hawcock's, which at that time was one of the out- standing restaurants in Illinois. As the guests entered the dining room they were surprised to find themselves in what appeared to be a formal terraced garden. The windows of a house ran along one wall and they were gaily decorated with black and white striped awnings and black stucco win- dow boxes ablaze with rainbow tulips. A low imitation stone wall and a border of flowers enclosed the garden. Trees, shrubs, and clumps of hollyhocks added to the real- istic effect. The dramatic climax of the decorations was a beautiful rainbow that arched across the room. At the end of the rainbow was the traditional pot of gold. There were dozens of candles of rainbow colors on the four long tables and place-cards were pastel tinted bows which rested in nut cups representing miniature pots of gold. The rainbow theme was carried out in the cocktails, salads, and ices. When the guests were seated, one of the girls dressed as a { 103 y woodland fairy pressed the switch that turned the rainbow into a shimmering arch of a thousand tints. 10 In the midst of such sophisticated pageantry, Alpha of Pi Beta Phi, came back from the pages of history to add its living influence to Monmouth College campus. Meantime, another local fraternity for women, Kappa Alpha Sigma, had been organized with the primary aim of reinstating the Alpha chapter of Kappa Kappa Gamma. The movement to bring Alpha back to Monmouth began in earnest in 1924 when Mrs. Dorothy Buck Ettl attended the national convention in California. Mrs. Ettl and Mrs. Chester Smith attended the convention in 1928 and this time the convention seemed more favorably inclined but the council later vetoed the action of the convention. Mrs. Myra T. Ricketts of Kirkwood, Illinois, now came forward as the champion of the Kappa Alpha Sigma girls. Mrs. Ricketts had joined Kappa Kappa Gamma at Northwestern University and she was a woman with considerable influ- ence in the councils of the national fraternity but she had a difficult time breaking down the smug attitude that the national Grand Council took with respect to Monmouth and the reinstatement of Alpha. There had been many com- ments at the 1928 convention and later in the Grand Coun- cil to the effect that Monmouth could not do anything for the national sorority. Mrs. Ricketts took the position that Monmouth had already done more than any other institu- tion by giving birth to the Kappa organization. She shamed the sorority for its negligence in honoring the mother chap- ter and its founders. "What has Kappa done to honor the place of her birth?" she asked. "What has she brought back 10 History of Illinois Alpha Chapter, MS in Alpha archives; also Alpha scrapbook and clippings. -[104}- to the college that fostered her early growth? What has she ever done to honor her founders?" n The campaign continued. Another try was made in 1932 only to get another smug reply from the Grand Council: .... that although the school has maintained a good standing as a small denominational college, the student body as a whole does not produce sufficient outstanding fraternity material. This is the determining factor in the situation. 12 But the girls of Kappa Alpha Sigma were not discouraged and in 1933 under the presidency of Mary Tubbs the breaks began to come. They succeeded in having a special delega- tion from Upsilon chapter (Northwestern University) visit Monmouth. The Northwestern girls toured the campus, met the girls of Kappa Alpha Sigma, the dean of women, members of the faculty, and prominent townspeople. The young women from Upsilon were impressed. Here were not "shy country lasses" as they had expected but well groomed, poised, cultured women who were the equal of the best groups in the sorority. The Upsilon delegation could not understand why there had ever been any hesitancy in accepting the Monmouth girls. Encouraged, the Kappa Alpha Sigma group redoubled their efforts. They secured the support of President Mc- Michael, the faculty, the trustees, and prominent citizens of Monmouth. They secured the help of Mrs. Herbert Hoover, Dorothy Canfield, and Mrs. Owen D. Young, who wrote letters to the Grand Council and in other ways showed that they favored the reestablishment of Alpha. Mary Tubbs and other Monmouth girls attended the national 11 Mrs. Myra T. Ricketts to Eleanor Bennett, Kirkwood, Illinois, Septem- ber 28, 1929. 12 Clara O. Pierce to the Officers, etc., of Kappa Kappa Gamma, Novem- ber 7, 1932. All letters and other source material in the archives of Alpha chapter of Kappa Kappa Gamma. -{ 105 }- convention in Yellowstone Park, July 3, 1934, and the strong delegation with the support of prominent Kappas all over the nation won the day. In October, 1934, Alpha of Kappa Kappa Gamma, long neglected, was reborn. 13 Because of their pioneer efforts in the American sorority movement and their unusually dramatic history, the Mon- mouth Kappas and Pi Phis will always have a unique place in American social history. However, as Monmouth neared the century mark, two other sororities were making a nota- ble contribution to campus life. One of these, Alpha Xi Delta, was established at Monmouth May 14, 1932. One of the founders of the local chapter was Alice Bartlett who is now Mrs. M. T. Brunner of Monmouth. The young women of Alpha Xi Delta have always taken a great in- terest in the social and academic life of the campus and have promoted several projects of community interest and value. Among the alumnae of the local chapter mention should be made of Mary Louise Winbigler, '38, who entered diplo- matic service and Dorothea Walker Blair, '40, who became a college administrator. Beta Gamma of Kappa Delta was installed at Monmouth October 23, 1936. This chapter of Kappa Delta evolved from a local organization called Theta Chi Mu which had been founded at Monmouth in 1930 under the leadership of Jean Shantz, Roberta Squires Shuse, and Marion Willis Wolfe, all of the class of 1930. One of the interesting fea- tures in the founding of Theta Chi Mu was the help given 13 The detailed accounts of Kappa and Pi Phi were possible because the author had access to the files of the local chapters. History cannot be written without sources. Barbara Black, '52, and Carol Bischman, '52, Kappas, and Betty Dale Rossell, '52, Pi Phi, supplied the author with the necessary documents. Information pertaining to Kappa Delta was supplied by Mary Margaret Stewart, '53. Additional information pertaining to the Greek letter organizations was furnished by Joy Fletcher, '53, Irwin Kirk, '53, Evard Best, '56, and Richard Petrie, '29. However, with the exception of Kappa and Pi Phi no archival material was made available, with the excep- tion of volume XL VI (1948) of the Sigma Phi Epsilon Journal. { 106} to the girls by the young men of Theta Kappa Epsilon. The TKE boys assisted with the constitution, the initiation, and pledge rituals, although the Mu girls insisted that they were organizing a secret society. In the summer of 1936, Theta Chi Mu was accepted by the national sorority, Kappa Delta, and in October of that year the Beta Gamma chapter was formally installed. The Kappa Delta women at Monmouth have always en- deavored to put the college before the sorority. Therefore they have emphasized scholarship and those campus activ- ities that would strengthen the standing of the college and arouse school spirit. In this respect they made an enviable record. In 1947 the Beta Gamma chapter received the Progress Award from the national sorority. In 1949 and again in 1951 the group received the Merit Award which indicated that they ranked with the first ten chapters in scholarship. In 1952 the Monmouth chapter of Kappa Delta was cited for having the highest scholastic average of any of the eighty-two chapters in the sorority. In addi- tion to their scholastic achievements the Kappa Delta wom- en made excellent contributions to the musical organizations, to Crimson Masque, and to the Y.W.C.A. After 1922 the fraternities for men at Monmouth began to develop more elaborate programs and some of them were soon associated with national organizations. Among these was Xi Gamma Delta which was one of the strongest locals at the college. This group affiliated with Beta Kappa in 1926 but the fraternity went bankrupt and merged with Theta Chi in 1942. Beta Pi of Theta Chi has produced a strong alumni group representing the fields of business, education, and politics. The local chapter of Theta Kappa Epsilon was chartered in 1928. This fraternity evolved from another local, Phi Sigma Alpha, founded in 1908. The Monmouth TKES promoted a very strong chapter and pro- duced several prominent local alumni including Professor {107} Samuel Thompson, Louis Gibb, Richard Petrie, Charles Gavin, and George Hartung. After World War Two three more fraternities appeared on campus : Alpha Tau Omega, Sigma Phi Epsilon, and Kappa Phi Sigma. Alpha Tau Omega had the longest and perhaps the most interesting history of any of the men's organizations, stretching its genealogy back to the Phi Kap- pa Psi group which appeared on the campus in 1872. Under the guidance of such men as Jack Francis and Oral Kost, ATO laid the foundations for a successful history in the Monmouth community. Illinois Gamma of Sigma Phi Epsilon became the fourth national fraternity at Monmouth College. Like the other Monmouth fraternities, the Sig Eps had several Greek ancestors including Tau Lambda Phi, Pi Rho Phi, and Theta Upsilon Omega. The Gamma chapter was installed May 22, 1948 with a round of formal ceremonies, lunch- eons, and banquets. The most influential founders of this chapter were Joseph McGuire, Robert Feehley and Anthony Kennedy. McGuire became the first president. During its first five years at Monmouth this fraternity exerted con- siderable influence on campus life. One of its most construc- tive contributions was the abandonment of Hell Week in favor of Construction Week. *| 108 J- CHAPTER FOUR College Life through the years WHEN Monmouth College was established the city of Monmouth was still a raw prairie town and did not offer the students any cultural advantages or special enter- tainment. The situation did not improve very much after the Civil War, although there was The Opera House which had been remodeled from an old church. Some representa- tive actors of the day occasionally reached Monmouth and there were a few concerts but the students depended on their own resources for amusement. Since dancing, cards, and billiards were prohibited by college rules the field was considerably narrowed from the beginning and these harsh restrictions were partly responsible for the bloody riots that took place between classes, especially sophomore and freshman, and other unnecessary roughness that was fre- quently exhibited on and off the campus. The young men had to let off steam in some manner and physical violence seemed to be the quickest way. After 1905 card games were permitted but gambling was expressly prohibited and the ban on dancing continued until after 1930. The suppression of the Greek letter fraternities aggravated the tension on the campus and boisterous exhibitions such as pajama parades and raids on the girls' dormitory took place as late as 1920. Life on the campus has been comparatively peace- i 109 y able since 1920 with the usual round of dances, teas, bridge parties, and open houses. Violence is no longer permitted even on the football field and the only time the students smell blood is during the annual pole scrap between fresh- men and sophomores. In the old days the Monmouth students spent a good deal of time eating. Picnics in season were very popular, and spreads, chafing-dish parties, and lavish banquets were given at the slightest provocation. Between 1880 and 1900 the oyster supper was very fashionable and several stores and restaurants in town made a specialty of this delectable mollusk. The coeds seemed to prefer an oyster stew to a dish of ice cream, although the stores were well supplied with this product too. Bakeries and groceries catered to the students and offered an array of candies, cakes, domestic and imported dried fruits, vegetables, cigars, and chewing tobacco. Hawkins and Patterson advertised that they were specialists in "all kinds of grub especially adapted to stu- dents." There were also several fancy "Tonsorial Rooms" which provided hot and cold baths with filtered rain water. J. C. Ford's China Hall featured many items interesting to the college women including dinner and tea sets, parlor lamps, hanging lamps, bracket lamps, lamp shades, glass- ware and silverware. George Wilcox had a tailor and clean- ing shop over Dennis's harness shop, where the girls could have their finery cleaned, repaired, or remade. Several stores gave special discounts to students especially if they bought groceries in large quantities for the student board- ing clubs. The boarding clubs were an important feature of campus life during the last part of the nineteenth century and the first decade of the twentieth. Before 1878 the Monmouth student boarded with private families surrounded by all the comforts and influences of the home. About that time, a group of college boys rented the old academy on North A Street, hired a cook, and proceeded to make the old building their place of residence while attending college. They called this residence the Barracks which soon degenerated into the "Barrax," famous for its tasteless meals and other frugalities. By 1884 the day of the Barracks was over and the boarding clubs took the place of this unpopular institution. At first the clubs were composed entirely of men as it had been traditional for the college women to board with private families, but in 1886 a club was formed which included both men and women. This boarding club was called appropriately the "Dove's Nest," and after this date most of the clubs included both ladies and gentlemen. It was discovered that the presence of the girls had a "soften- ing, soothing and refining influence on the other element" and that both sexes "benefited by the combination." * The original purpose of the boarding club was economy but as time went by a sharp rivalry developed between the clubs to see which one could provide the most elaborate meals. This rivalry extended to sport activity and each club attempted to develop and train a superior baseball team. The girls played croquet, and later, baseball. Excursions to the country were always occasions for great merrymaking. Some of these trips were made by seniors only and correspond to the senior skip day of later years. In the spring these outings took place at Oquawka, Cedar Creek, or even as far away as Burlington. Winter weather usually brought out the sleighs and bobsleds and while the faculty looked askance at the sleigh rides the students con- tinued to go on them anyway. Cans of oysters usually pro- vided the heart of the meals that were prepared at the end of the cold ride over the snow-packed roads, when, accord- ing to an early Monmouth poet Lily cheeks like crimson glowed Amidst the wintry blast. 1 Raveling s, 1894, p. 30. The sleighing parties inspired poetry, even though there had to be two feet between every fellow and his girl in order that social propriety might be maintained in the narrow bobsled. But many a romance began on these beautiful winter nights as the sled glided over the crunching snow under the glittering stars in a cloudless sky. The December air was sharp with frost, but hearts beat as warmly as they did in June when commencement brought to an end one ad- venture in education and fellowship and began another of even greater promise. In spite of various restrictions placed on social activities there is no evidence to show that in the good old days Mon- mouth men and women were ever in danger of developing split personalities due to frustration. To be sure there was a certain amount of Victorianism but there was also a great deal of freedom which extended to both men and coeds. If we are to base our judgment on the following article taken from the College Courier, November, 1874, it seems evident that the campus enjoyed complete freedom of the press. The Art of Kissing Gentle Reader : You will doubtless be startled at the appearance of such an article in these columns, but we deem it the exercise of what is herein set forth a step toward reform, and are convinced that it is a subject well worthy of your consideration. ... It is important that you first know whom you are to kiss. And for the love of sweetness don't jump like an alligator after a gnat, and smack a woman on the neck or on the ear, or on the corner of the forehead, or on her nose, or slop on her bonnet ribon, in your haste to get through. Be thoughtful and consider well the solemnity of the occa- sion, for your future happiness may depend upon its success. Properly, the gentleman should be the little the tallest, he should have a clean face, a kind eye and a mouthful of expression instead of false teeth or tobacco. Don't sit down to it; kiss standing, and there is no need to get into a crowd, two persons are sufficient to corner and catch a kiss, the presence of more will spoil the sport. It wont hurt after you are used to it. Take the left hand of the lady in your right hand. Let your hat go — anywhere, so it is out of the way; throw the left hand gently over the shoulder of the lady and let the right hand fall down on the right side toward the left. . . . Stand firm and providence will give you strength for the ordeal, be brave, don't be in a hurry, her lips must open. Don't jab down on a beautiful mouth as though you were spearing for catfish. Don't muss the lady's hair, rumple her collar, bite her cheek, wrinkle her rich ribbons, leave her mussed and rumpled. Don't grab and yank her as though she were a young calf being sep- arated from her mother. Bear in mind those principles for a muddled kiss is worse than the colic to a sensible woman. The most prominent organizations in the social and cul- tural life of the college before 19 15 were the literary societies, which provided the most important extra-curricu- lar activities of the time. These societies were not unique at Monmouth, as similar organizations played important roles in the life of nearly every college in the nation during the nineteenth century. The Monmouth societies were un- usually strong and actually had more prestige than some modern fraternities. The Philadelphian society, later known as Philo, was organized in September, 1856, with the blessing of David Wallace and Marion Morrison. It was inevitable that these societies have mottoes in Latin. Philo chose "Vincet qui se vincet," meaning "He conquers who conquers himself." On the suggestion of President Wallace, the original Philo was divided in January, 1857, and the offspring was given the name Eccritean. It took the motto "Sic itur ad astra," which means "This way to the stars." In the same year the women organized the Amateur des Belles Lettres (later known as {uyy A. B. L.) with the motto "Droit et Avant," or "Right and Forward." Five years later the second society for the girls was formed under the title Aletheorian. This club selected the unusual motto "Aude sapere," ("Dare to be wise"). 2 The main contribution of these societies, over and above their social activities, was the interest they promoted in debate and public speaking. They were instrumental not only in bringing interesting oratorical contests to the cam- pus, but in organizing intercollegiate contests in the Mid- west. Monmouth was a charter member of the original Inter-State Oratorical Association although it was the Adelphi Society of Knox College which issued the invitation to organize such a conference. Its purpose was to stress intellectual ability and eloquence rather than physical power and endurance. Throughout the years since 1874, when the association was first organized, Monmouth orators have won many honors both in the state and inter-state contests. Among the all-time great voices in Monmouth's past were John M. Ross, A. C. Douglass, C. R. Wishart, and F. E. Elliott. Among the twentieth century Monmouth orators who won special honors were Neal McClanahan, Edson Smith, John Martin, and Roger Fritz. 3 The cheers, songs, horseplay, and razzle-dazzle that were to be associated with football at a later date were a part of the oratorical and debate contests in the period before 191 5. When the contests were held in Galesburg or other cities close to Monmouth the students rented a special car from the Burlington Railroad and rode to the meeting in style. On some occasions two cars were necessary to hold the 2 The activities of the societies are recorded through the years in various college newspapers and the Ravelings. See also Monmouth College Society Catalogue, 1890, and a typescript by Loren Beth, "The History of Literary Societies at Monmouth College," 1946. This paper was later revised and published in the Journal of the Illinois State Historical Society (Springfield, 1908-), vol. XLIII (1950), pp. 120-136. 3 See a MS file on "Forensics — Historical Data" compiled by John Wilson in the speech department files. «{ 114}- crowd, which always included a band, the members of the societies (men and women) and a small contingent of fac- ulty members. If the Monmouth orator was lucky enough to win a first place it was almost impossible to contain the enthusiasm of his supporters. When C. R. Wishart won top honors at the Galesburg meeting in 1893 the Mon- mouth crowd poured from the auditorium by the side doors, searched the streets for their hero and when they finally found him relaxing in the the lobby of the Union Hotel, seated him on strong shoulders and marched back to the auditorium singing, shouting, and laughing in their happi- ness. The Old Monmouth yells sounded strong and clear on Galesburg streets that night. Many of the students felt it their duty u to keep the town awake for the rest of the night, if not by vocal voice, at least by all manner of wind and stringed instruments." 4 According to the reporter for the Ravelings of 1 894 enthusiasm did not end with the night. Throughout the next day, as we scored this and that point in athletics and made a successful issue for 2nd. place, as we proudly marched to the depot, made our noisy leave-taking, obtained the privileges of a car by ourselves where we spent the time telling the best jokes on one another, and everybody grew jubilant as we made our triumphal passage from the Monmouth depot to the College where our girls had prepared an elegant recep- tion. It was one increasing tide of enthusiasm which had in it a strong undercurrent of genuine loyalty — loyalty to our Faculty, our President and to our Institution, loyalty to the best interests of Monmouth College. There were times when the Monmouth police force did not appreciate the enthusiasm of the students returning with the banners of victory from an oratorical contest. On these occasions the police provided a swift escort from the station to the campus but even the shadow of the law could not 4 Ravelings, 1894, p. 53. dampen the spirits of a Monmouth crowd excited by the success of its representatives. The literary societies reached the height of their develop- ment in the period from 1890 to 191 5. By 1890 their or- ganization was complete, their major customs were formed, adequate meeting-places were provided for the men and the girls, their prestige on the campus was remarkable, and they even had money in their respective treasuries. Their ban- quets and social affairs were always the highlights of the season and the Peanut Night ritual became one of the most strongly intrenched traditions at the college. The peanut affair took place after Philo and Eccritean had elected their orators for the annual Philo-Eccritean contest. The stu- dents who had been chosen to represent the societies bought large quantities of peanuts and treated the other members of the clubs. Later oranges, bananas, and apples were added to the peanuts and the students began the custom of forming a procession and marching around town to the professors* houses where gifts of peanuts and fruit were given to the occupants. Still later a band was added to the procession and there was speech-making by students and faculty. By 19 1 5 Peanut Night had developed into an annual banquet that was held downtown at the Colonial Hotel. The amount of food served and consumed on these occasions was amaz- ing but in those days a full-course dinner seldom cost over seventy-five cents. But no matter how elaborate the ban- quet, the lowly peanut continued to be on the menu. The literary societies began to decline after World War I. There were new activities and new interests that began to undermine the historic literary groups. Football was entering its most glamorous era; fraternities and sororities returned to the campus; Crimson Masque, a very active dramatic organization, came into existence in 1925. The new organizations and the broader and more modern cur- riculum took over the functions that had been performed by the societies for over seventy years. The girls* organiza- tions had disappeared by 1928 and within the next five years the men's societies became merely cherished memories. But Monmouth College, through the efficient work of the speech department, continued to be prominent in intercollegiate forensics. Under Ruth Williams, a well-trained and talent- ed graduate of Northwestern University, the speech and dramatic courses became equal, if not superior, to the offer- ings in any Midwest Conference college. It was under Miss Williams' guidance that the Crimson Masque was organized on November 4, 1925, with over sixty charter members. 5 During the next quarter century this dramatic organization absorbed much of the glamour that had characterized the literary societies and gave a much needed outlet for students with acting, writing, and production skills. The Monmouth College Theatre was organized on a professional basis with house managers, business manager, technicians, and publicity manager. Stu- dents were given a chance to write plays and to try their hand at direction and stagecraft. 6 Those who possessed acting ability were given many opportunities to perform in a variety of plays. Comedies and simple dramas were tried at first but as the years went by the Masque began to present some of the world's best plays including Moliere, Shake- speare, Shaw, Wilde, Lady Gregory, Barrie, and Ibsen. The works of many contemporary American playwrights were also produced including Ferber and Kaufman's Stage Door and You Can't Take it With You. One of the first really ambitious productions was A Midsummer Night's Dream presented in Valley Beautiful on June 7, 1932. For 5 Minutes of Crimson Masque, November 4, 1925 (in speech department files). 6 For example, in May 1926, Jean Liedman, now chairman of the speech department, directed the hilarious one-act play "The Pot Boiler." See Crimson Masque Program Book, p. 7. {ivy this production the senior class united forces with the mem- bers of the Masque and the result was one of those coordi- nated efforts which proved very instructive and satisfactory to all concerned. Ruth Williams was also interested in a summer theatre and a summer program of plays was presented in 1942 but the summer season presented many difficulties not encoun- tered during the regular school year. She was also instru- mental in interesting townspeople in little theatre work, and when she left Monmouth in 1947 to accept a position at Mississippi State College for Women, she had built up a large following of actors and craftsmen among the people of Monmouth. But her main contribution was teaching the students at the college to appreciate fine drama and to pre- sent plays with artistry and sincerity. Her productions were a credit to her own ability and that of her students who per- formed either before the footlights or behind the scenes. Miss Williams was followed in the theatre by Ralph Fulsom while Jean Liedman became head of the depart- ment. Fulsom was also a product of Northwestern, experi- enced, skilled and with a certain genius for perfection. Building on the firm foundation already made by Ruth Williams, Fulsom, with the cooperation of Crimson Masque, brought the little theatre to full fruition. Some of the pro- ductions were classified as experimental, but the results were stimulating and for the most part satisfactory. In this cate- gory were Antigone and Trojan Women which were pre- sented with imagination and artistry. Romeo and Juliet was magnificently staged although some of the actors were not too convincing and one night poor Juliet lost part of her skirt! Perhaps the highwater mark of the Fulsom regime was the production of Tennessee Williams' The Glass Menagerie which in acting and directing reached profes- sional status. Fulsom resigned in 1950 to continue graduate iusy work and Howard Gongwer took his place. 7 If the liberal policy exhibited by President James Harper Grier persists the history of dramatics at Monmouth College should con- tinue on a high level. To be at its best, art must be free. Any general picture of student life through the years would be incomplete without a description of athletic ac- tivity. It was indicated above that before 1890 athletics took a back seat in the college bandwagon while the orators and debaters captured the spotlight. With respect to the curriculum, the faculty and the administration in the early years were too much enraptured with the classics and mathe- matics to seriously consider physical education as an aca- demic subject. Consequently, sports were not organized, there were no regular teams, and no courses with credit that resembled physical education. But young men (and young women, too) must play, and games reminiscent of the frontier were frequently organized by the more daring students. Most of the games were to test a man's skill and strength in jumping, running, and pole-vaulting with side shows of weight-lifting and stone-throwing. There can be no doubt about the physical prowess of some of the early men of Monmouth. The large stones that rest peacefully on the campus today were dug out of the mud at Cedar Creek, lifted into wagons, and deposited on the campus as memorials to the various classes. These stones are not peb- bles as anyone with half an eye can see. Then there was the little episode of the stolen cannon that the senior class of 1903 had planned to give to the college. There must have been young Samsons in the junior class that year. Other- wise it would have been difficult, if not impossible, to load that cannon on a wagon and dump it into Cedar Creek. The 7 In 1951 Fulsom became head of the speech department at Northwestern Missouri State Teachers College. {u9y class of 1903 is still trying to find the spot where their memorial is covered with the mud and sand of the creek. 8 After the Civil War Monmouth men played "hardball," which was really baseball, at every opportunity. This game was usually played scrub style on any vacant lot. In 1868 a Monmouth baseball team played Lombard College at Galesburg in what was apparently the first intercollegiate sports contest in the history of the college. Other games with other colleges followed but the Monmouth teams were organized by athletic clubs and even the boarding clubs. In 1877 the Student Athletic Association was formed which was constantly reorganized and within the next decade an Inter-collegiate Athletic Association developed which in- cluded in addition to Monmouth, Knox College, Illinois College, and the Champaign Industrial Institute. In 1890 Monmouth joined the Western Inter-collegiate Athletic Association which widened her conference relations and stimulated more interest in organized sports on the campus as far as the students were concerned. But the administra- tion was still adamant when it came to giving official sup- port. The students had to rent their own playing fields, level them, and keep them in repair. The team manager was also the business agent and since he was dependent on student contributions he was frequently in debt. Eventually the students won their long campaign for administration support and by 1900 considerable progress had been made. In 1894 the college secured an athletic field of about ten acres on East Broadway and within a few years this area had been developed into a baseball diamond, a football field, and a race track. Tennis courts were soon added and in- terest in this sport began to develop. At the turn of the 8 Since this was written the cannon has been found. With the help of special equipment loaned by the Illinois Power and Light Company, the cannon was found by Neil Verigan, Professor Harold Ralston, Professor Albert Nicholas, and Professor Garrett Thiessen. «[120}> century basketball teams for both men and women were developed and physical coeducation was soon firmly estab- lished at Monmouth. When the Monmouth women decided to play basketball they made a formal announcement declaring their inde- pendence of all old-fashioned and foolish conventions which had interfered with the freedom of action of college girls up to this time. The declaration is quoted in full as a good example of the wit and spirit of Monmouth girls : When in the course of college events it becomes neces- sary for the girls of M. C. to play Basket Ball in order to more completely develop their physical natures and to assume among the colleges of the land as great fame in athletics as the boys have long since acquired, a decent respect for the opinion of the public requires that they should declare the cause which impels them to do so. We hold these truths to be self-evident that man and woman are created equal; that they are endowed by their Creator with certain inalienable rights, that among these are life, liberty, and the pursuit of happiness, that it is the right of the students to alter or abolish any custom not conducive to these ends. Such has been the history of Monmouth College girls and such was last autumn the necessity which constrained them to alter their former habits and play basket ball. The education of girls in Monmouth College has been such as to increase mental and spiritual growth, but not physical — and such as to make the playing of basket ball a necessity. To prove this let facts be submitted to a candid world : Heretofore the exercise of the girls has been limited to cycling, tennis, Indian clubs, "skittering," and strolls — exercises good in themselves, but insufficient for the total development of their physical powers, which make the women of the nineteenth century loved and re- spected. We, therefore, members of the first and third teams, as representatives of the Girls' Basket Ball Association of Monmouth College, do, in the name and by the au- thority of the good girls of the college, solemnly publish and declare that the girls of the college shall play basket ball. 9 The declaration was signed by fourteen girls. Where the second team was hiding while the first and third teams were drawing up this campus-shaking document is an unsolved mystery. There is a strong suspicion that the second team was not in existence. The physical education and athletic program for women continued to grow through the first three decades of the twentieth century. The increased activity and interest was displayed in the Girl's Pep Club which was organized in 1926 and in the Women's Athletic Association formed at about the same time. The W. A. A. became a chapter of the Athletic Council of American College Women. Meantime the athletic program for men was being mod- ernized and expanded although there was a period of com- parative inactivity during and immediately following World War I. In 1924 Herbert L. Hart was appointed to the post of Physical Director and Monmouth College entered the first lush years of an era of athletic success. Swimming, boxing, and westling were added to the curriculum and in 1925 the baseball and football conference championships were added to the capable Mr. Hart's belt. The baseball team repeated this feat in 1926. Track men were winning honors, too, especially Jack Mcintosh who gained national recognition when he won first place in the Ail-Around cham- pionship meet at the University of Illinois. During the next decade Bobby Woll's famous basketball teams began to click and in 1938 Woll's Wonders won ten straight vic- 9 Raveling s, 1900, p. 51; see also Le Roy King, "History of Athletics in Monmouth College," typescript in Monmouth College Library. tories and the championship of the Midwest Conference. In 1940 Woll became Athletic Director and in 1941 he was joined by Glenn E. (Jelly) Robinson who was to assume the direction of the physical education program. Both men have made lasting contributions in their respective fields, al- though Robinson, as football coach, would have been hap- pier had he been able to point to more Monmouth victories recorded in the annals of the college. 10 What is food for the muscles is not always food for the soul and even some of Monmouth's best athletes discovered this and took part in various organizations of a more aesthetic nature. Monmouth students have always been interested in singing and in the gay nineties and early twen- tieth century the Glee Club and the Mandolin Club were as popular among the students and faculty as the quartets and fine choral groups of a later day. The glee clubs operated more or less unofficially throughout the early history of the college and they were on a status similar to that of the early baseball teams. Probably the most important concerts were rendered under the windows at the girls' rooming houses, but the glee clubs did make trips to other towns where they charmed rather suspicious audiences with their rendering of Juanita, Bullfrog on the Bank, and Annie Laurie. The Mandolin Club had a similar history and this organization also went on the road. Sometimes they made expenses but sometimes they walked the roads and the rails in order to return to Alma Mater. Since Monmouth has always been a denominational col- lege that emphasized Christian education there were student activities through the years that were associated with Chris- tian service and missionary activity. Weekly prayer meet- 10 Since this was written the centennial football team has covered itself with glory. The team lost only two games, each by a margin of two points. <™y ings and special devotional hours were features of the cam- pus life in the pioneer period and special religious services and organizations were later developed and sponsored by the Y.M.C.A. and the Y.W.C.A. These organizations spon- sored the Christian Union and the Monday night prayer meeting which later grew into the Campus Christian As- sociation. The Monday evening meeting of C. C. A. became one of the strongest Monmouth traditions. In 19 13 the Y.M.C.A. undertook a new departure when it organized gospel teams. The teams were composed of groups of Monmouth men, usually four or five to a group, who visited the high schools in neighboring towns and organized in- formal conferences, devotional periods, and recreational hours for high school boys who showed an interest in the ministry, in the missionary field, or in church social work. The special meetings and conferences usually lasted a week and the local churches gave their full cooperation. The gos- pel team idea took firm root and continued to be an im- portant phase of the preministerial program at Monmouth College. It is generally agreed that the healthy Christian tone of Monmouth has had more influence on the students than is realized or admitted by the students themselves. Many alumni of the school have built their lives into enduring monuments of Christian service and education in various parts of the world and the original stimulant, the idealistic desire to help the less fortunate of the human race, was first secured and cherished on Monmouth campus. One of these monuments is Assiut College in the ancient land of Egypt. Although separated by thousands of miles Mon- mouth has taken much to Assiut and Assiut has returned much to Monmouth. Monmouth's connection with Assiut has not been a one-way street. The fruits of one civilization were often exchanged for the fruits of the other. The name of Assiut College is well-known to United { 124)- Presbyterians in America as an outstanding example of con- structive missionary effort and far-reaching vision. In the Near East it is know as an institution of higher learning which has provided sound training and dependable leader- ship in many different fields. From the Sudan to the Medi- terranean there are bankers, doctors, lawyers, ministers, teachers, business executives and government officials who are loyal graduates of Assiut College. The city of Assiut, with a population of 75,000 people, has become known to many as "The Oxford of Egypt." Dr. John Hogg of Scotland founded Assiut College in 1 865. Dr. John A. Alexander succeeded him and the names of these two men of clear vision and Christian purpose are inseparably connected with the institution. Built into the very life blood of the college have gone the intellectual and physical efforts of several Monmouth alumni. A large part of the physical plant was constructed under the guidance of Frank S. Hoyman of the class of 1903. A building engineer of no mean ability, he was faced with the problem of raising the elevation of the entire Assiut campus in order to avoid seepage of water during the periods of "high Nile." The substantial buildings on the Assiut campus which he planned and constructed have survived the test of time. Three more Monmouth men made substantial contribu- tions to Assiut. From 19 13 to 1937 Charles A. Owen was the capable and inspiring head of the English department. W. W. Hickman founded the science department which is now housed in two buildings, one for chemistry and one for biology while Neal McClanahan served as student pastor and head of the biology department for many years. In addition to his teaching duties Professor Owen had an important part in the planning of Assiut's Taggart Li- brary, one of the finest buildings of its type in the Near East. Owen made an even greater contribution in the or- ganization and cataloguing of the book collection which consists of literature in three languages, Arabic, English, and French. In 1945, Mrs. J. Wallace Baird, at the request of the mission, went out to Assiut to assist with the admin- istration of the Taggart Library. Mrs. Baird (Monmouth, 191 1 ) was a well-trained librarian who had been on the staff of the Monmouth College Library since 1930. Calling on her professional training and experience, she was able to reorganize the circulation system at the Assiut library and to effect other profitable changes. Through her efforts a valuable contribution of new books was secured from the United States Department of State, and these were com- pletely catalogued. Dr. Frank McClanahan, also a Mon- mouth alumnus, and head of Assiut Hospital, was able to obtain a collection of new medical books from the State Department, on condition that they be made available to all physicians in the Assiut area. Under the supervision of Mrs. Baird the medical books were set up as a separate unit within the library and given a special catalogue. An important part of her work was the training of Egyptian librarians who administered the Taggart Library after she returned to Monmouth College. No other college has furnished as many teachers or ad- ministrators to Assiut as Monmouth. In 1952 there were six members of the Monmouth faculty who had received their first teaching experience at Assiut. These were Thomas Hamilton, Simon Vellenga, Benjamin Shawver, Malcolm Reid, Neal McClanahan, and President James H. Grier. In 1950 and 1951 two young graduates of Monmouth rep- resenting a new generation went out to Egypt to teach in the English department of Assiut. These men, Richard Gibson and Milton Sage, were inspired with the Monmouth spirit of Christian education and were encouraged by the older men who had already made their tour of duty at Assiut to {126} help keep the lamp of learning burning brightly on the up- per Nile. In such a way have Monmouth students carried the cultural education of a Midwest liberal arts college to the far corners of the world. 11 11 The Assiut sequence is based primarily on written statements prepared by Mrs. J. Wallace Baird and Dr. Neal McClanahan. {127}. CHAPTER FIFE c&he oModern College and a Qlance at the future AT the meeting of the Monmouth College Senate in June -IA.1935, Thomas Hanna McMichael indicated that he wished to lay down the gavel at the end of the college year in June 1936. Consequently a special committee was ap- pointed to select a new chief executive for the institution. This was not an easy task and the committee, consisting of Hugh Moffet, Dr. J. L. Sherrick, Dr. Ralph Graham, the Rev. A. W. Jamieson, Hugh T. Martin, and the Rev. James L. Thome, screened many candidates before agreeing on Dr. James Harper Grier who, at the time, was the popular pastor of Second United Presbyterian Church in Mon- mouth. No one realized more clearly than the president- elect that to step into the office occupied by the energetic McMichael for thirty-three years would take tact, diplo- macy, and sagacity. James Harper Grier was born in 1882 at Chartiers Cross- roads, near Washington, Pennsylvania, the son of James Alexander and Ada Bruen Grier. Both parents were gradu- ates of Monmouth College. James Alexander Grier, as a youth of fifteen, was caught up in the whirlwind of the Civil War and served in Grant's army for four years and seven months. After an honorable discharge from the army he finished his secondary schooling in the preparatory depart- ment of Monmouth College and then enrolled in the colle- giate division as a pre-ministerial student. He graduated in 1872, and became pastor of a country church at Chartier Crossroads. Ada Bruen, one of the founders of Pi Beta Phi, graduated from Monmouth in 1869. James and Ada were married at Monmouth, July 15, 1874. Ada Grier became an ideal wife and mother and her wis- dom, patience, and encouragement contributed much to the success achieved by James Grier as a minister, teacher, and administrator. In the Grier home equality, democracy, and unity prevailed, and this beautiful balancing in the home life was carried over into the public life of James Grier. 1 The harmony, the give-and-take, the intellectuality, and the spiritual atmosphere of the household also had a lasting effect on the children and helped to develop the patience and human understanding so characteristic of James Harper Grier as a pastor and as president of Monmouth College. In 1883 the Griers moved to Mercer, Pennsylvania, where James A. Grier became pastor of the Second United Pres- byterian Church. A short time later he became professor of theology at Allegheny Theological Seminary, now the Pitts- burgh-Xenia Theological Seminary. He was connected with this institution, either as professor or president, for the rest of his life. James Harper Grier was educated in the public schools of Pittsburgh, a private preparatory school, and Westminister College, which granted him the A. B. degree in 1902. The next three years he spent at Assiut College where he taught chemistry and English. The years at Assiut were especially profitable and stimulating. Not only did he gain 1 There is an interesting article on James A. and Ada Grier in The Chris- tian Union Herald, April 10, 1924. valuable experience from the classroom but he was inspired and broadened by travel in the Near East including Pales- tine, Turkey, and the Egyptian Sudan. He also found time in going out to Egypt and on the return trip to visit many historic places in Europe. After the Egyptian adventure he returned to accept the chair of Greek at Westminister College, where he served for the academic year 1905-06. The following three years were spent in graduate study at the Pittsburgh Theological Semi- nary. Between 1909, the year in which he graduated from the seminary, and 1922 he served as pastor at the Riverside Church, Buffalo, the Unity Church, Pittsburgh, and the Canonsburg Church, Canonsburg, Pennsylvania. He also spent a few months as supply minister in Torrington, Wy- oming, in 191 1 but this year is especially memorable because on November 28, at Butler, Pennsylvania, he married Jean- nie McKee. The Pittsburgh Theological Seminary called him back to teach Old Testament languages and literature in 1922. He taught in this institution for four years when he returned to active preaching in the Sixth United Presbyterian Church, North Side Pittsburgh. Later, in 1930, he became pastor of the Second United Presbyterian Church in Monmouth. Here, because this church was to a great extent the college church, attended by many of the professors and students, he immediately became profoundly interested in the life of the college. In 1936, James Harper Grier, pastor, became James Harper Grier, President of Monmouth College, a position that he retained until 1952. The fifth president of the college was inaugurated on October 28, 1937. The academic procession formed in front of Wallace Hall, in the very center of the historic campus. Participating were the delegates from more than a hundred colleges including at least twenty presidents. Others in the procession included faculty members, the Senate, members of the alumni board, the administrative staff, and representa- tives of the student body. On the walk along Broadway the procession formed an aisle through which the new president and his escort marched to the auditorium. Then the impres- sive procession, rich with colored hoods and golden tassels, entered the auditorium preceded by the stars and stripes, the college flags, and the maces. The stage of the auditorium reflected the hard work and the artistic imagination of the decorating committee. There was a backdrop of a dark green curtain, surrounded by au- tumn foliage in a riot of reds, browns, and yellows. The front of the stage was outlined with large baskets bursting with yellow and white chrysanthemums. Pictures of past presi- dents were arranged together along the wall and tastefully decorated with colored leaves. The reserved seat sections were divided by red and white streamers. The President Emeritus, Thomas Hanna McMichael, presided with grace and dignity. Dr. John McNaugher, President of Pittsburgh-Xenia Theological Seminary, gave the invocation and Charles F. Wishart, Monmouth's orator of the gay nineties and at this time President of Wooster College, returned to his Alma Mater to give a stirring address entitled "The Cultural College in a Troubled Age." Some of the ideas expressed in the Wishart speech became identified with the Grier philosophy of education. In defining the cul- tural college Wishart said, "It is not, primarily, to furnish jobs or even to equip people to hold down jobs, although that may be and often is the incidental result of a cultural education. ... Its business is to teach people to think; not what to think, but how to think." The liberal arts college must also attempt to develop the well-rounded person, what Wishart called the "integrated personality." During the years of his administration, Grier developed a philosophy of education that compared favorably with the Wishart ideals. His educational theories rested on scholar- ship, and the improved tone and higher level of scholar- ship demanded of teachers and students was one of the most important contributions that he made. During the Grier ad- ministration Monmouth College came of age, intellectually speaking. In an address to the faculty, February 17, 1939, Dr. Grier declared that he wanted to advertise Monmouth Col- dege "first of all because it is a good college scholastically; because we provide our students with exactly what is pre- sented in our catalogue ; because the work we do is not shoddy and the same degree of merit is demanded of one student as of another." 2 But he did not want Monmouth to be a purely intellectual center, dealing only with the mind and ig- noring moral and spiritual values. The chief concern of the college was the humanities, the arts, and the sciences and the chief purpose of the college was to give young men and women ideas and to place in their hands the tools by which they might use them. Over all and interwoven intricately with the very fabric of education there should be Christian idealism. The Christian atmosphere of the campus was another important contribution of the Grier administration. Sectari- anism, although it had theoretically been condemned from the days of David Wallace, cropped up from time to time in the history of the college. All traces of this disappeared after 1936 as President Grier adopted a wholesome and tolerant policy with respect to religious beliefs. His goal was to inspire the students with a sense of Christian ethics without causing offense to class or creed. He wished to train young people in the art of living, of living happily and effi- ciently. There was no substitute for good scholarship but scholarship at its best could not be divorced from Christian idealism. 3 In this connection the president was warmly sup- 2 Raveling s, 1940, p. 144. 3 Monmouth College Bulletin, November, 1937, pp. 2-3, .{132}. ported by the dean of the college, John Scott Cleland, who combined Christian ethics and scholarship into a nicely bal- anced formula that he practiced at home and in his rela- tionship with the students. Cleland was also responsible for the introduction of a more definite system for the adminis- tration of academic life and an augmented committee system through which the faculty actually managed campus life in- cluding the formation of curriculum policies. To achieve good scholarship it was advantageous for the students and professors to have modern equipment, a good library, and well-stocked laboratories. Grier encouraged the faculty to improve and increase the holdings of the library and with the cooperation of librarian Mary McCoy thou- sands of books were added to the stacks between 1936 and 1952. A majority of the publications added represented the fields of history, government, art, literature, philosophy, and economics. The chemistry department created a depart- mental library of fundamental value. Among the works added to this library were Beilstein's great Handbuch for organic chemistry and Mellor's sixteen-volume work on in- organic. The most important American journals were pur- chased as well as representative runs of the best European periodicals. In 1952 the chemistry library possessed a com- plete file of The Journal of Chemical Education, Industrial and Engineering Chemistry from 1909, Chemical Abstracts from 1907, Journal of the American Chemical Society com- plete from 1879, Chemisches Zentral-Blatt from 1897, Be- richte Der Deutschen Chemischen Gesellschaft from 1884, and a broken file of the Helvetica Chimica Acta from 1937. It was this library together with the efficient teaching of the staff and the quality and number of students who entered graduate school which prompted the American Chemical Society to give the chemistry department its official stamp of approval. Care was taken to modernize the equipment in the scien- tific laboratories and to make sure that there were always on hand large quantities of supplies. Again using the chem- istry department as an example, modern magnetic-damped analytical balances were added to the older and more con- ventional equipment in the weighing room. A semimicro bal- ance was also secured and the weighing room was equipped with a more efficient lighting system. Modern apparatuses for gas analysis, combustion-heat measurement, and electro- chemical measurements were added. Modern equipment was added to the physics laboratory, and the biology department improved its equipment until it ranked above the average for colleges in Monmouth's class. Plans were worked out to modernize the geology department which had been sadly neglected. After 1947 the history department added a com- plete series of maps illustrating the history of England, Europe, Africa, Latin America, and the United States, and plans were made for an extension of this series to include the Far East. Under the leadership of the history, educa- tion, and art departments the visual aid equipment of the college was considerably improved. Vice-President David McMichael promoted a campaign for new tennis courts and better equipment and playing facilities for the athletic teams and physical education students. Acting on the prin- ciple that professors and their students often need a little privacy, the history department promoted the construction of additional offices in Wallace Hall for the chairmen of the history, English, sociology, and religion departments. Dean Scott Cleland and David McMichael gave administrative support to this comparatively minor but useful remodeling project. Dr. Grier, like his predecessor Thomas H. McMichael, was a builder, and of course he worked with David Mc- Michael as business manager on these construction plans. Three modern dormitories were constructed during this period. Two of these structures, Grier Hall and Winbigler -{134]- Plate I ; ,.,-, DR. DAVID A. WALLACE, MONMOUTH'S FIRST PRESIDENT. THE REV. SAMUEL ROSS LYONS, MON- MOUTH'S THIRD PRESIDENT. Plate 2 E FIVE GENERATIONS OF McMICHAELS. PORTRAITS, LEFT TO RIGHT, J. B. AND T. H. McMICHAEL. STANDING, DAVID, THOMAS N., AND TOMMY McMICHAEL. Plate DR. JAMES H. GRIER STANDING BY HIS PORTRAIT, COMMENCEMENT 1952. Plate 4 PRESIDENT ROBERT \V. GIBSON BEGAN HIS ADMINISTRATION JULY 1, 1952. Plate )' R. A. EVONS, '90, LEFT, AND A. C. DOUGLASS, '90, ALL DRESSED UP AS SENIORS. Plate 6 Jmm A COED CLASS IN SURVEYING ABOUT Plate 9 OLD MAIN ABOUT 1905. OLD MAINE BURNED IN 1907. McMICHAEL AND GRIER HALL, TWO OF THE FOUR DORMITORIES FOR WOMEN. £ 2 Plate 11 ENTRANCE TO THE AUDITORIUM. Plate 12 FOOTBALL HEROES OF THE GAY NINETIES. Plate 14 BEFORE THE DANCE. "GUYS AND DOLLS" IN GRIER HALL LIVING ROOM. Plate 15 MONMOUTH'S NATIONALLY KNOWN CHEMISTRY PROFESSOR WHO RETIRED IN 1952. Plate 16 BY 195 3 COUNSELING WAS AN IMPORTANT FUNCTION OF THE FACULTY. ON NOVEMBER 7-8, 1952, CRIMSON MASQUE PRE- SENTED A MODERN ADAPTATION OF BEAUMONT'S KNIGHT OF THE BURNING PESTLE. Hall, were for women while Fulton Hall was for men. The total evaluation of these three buildings was close to $1,000,- 000 in 1952. Winbigler Hall was equipped with a small infirmary and an office for the physician and resident nurse. Fulton Hall, the most costly structure on the campus, fol- lowed the latest styling in interior decoration for buildings of this type. The large and comfortably furnished lounge, complete with television, soon became a favorite spot for relaxation for students and faculty. In addition to the dormi- tories, the basement of Wallace Hall was remodeled in 1947 and a commodious student-faculty union was opened to the campus family in September of that year. The union was composed of a lounge, dance hall, snack bar and lunch room. The tables in the lunch room were manufactured especially for the union and the tops were ingeniously impressed with the Monmouth Scotch plaid. 4 The walls of the union were decorated with murals and the official seals of the colleges in the Midwest Conference. Student artists did this work. When Grier became president of the college in 1936, Franklin D. Roosevelt and the New Deal program were slowly pulling the country out of the depths of the depres- sion. Times were still bad and many financial problems were presented to the new president. Hardly had these difficulties been overcome when the emergency of World War II threat- ened the very existence of the college. The institution sur- vived, as it had survived every crisis throughout its history. President Grier again demonstrated his ability to analyze the human heart and human emotions. He sympathized with the students who had been born into a topsy-turvy world : 4 The history of the name Scots and the use of the Scotch plaid in Mon- mouth College life is somewhat involved. The idea of calling the teams the fighting Scotsmen was first conceived by Harold Hermann who was alumni secretary in 1928. The use of the plaid motif was a gradual development. -{135J- This is the only world our present generation of young people has ever known, born in the period of our great- est prosperity, schooled during the lean days of our long- est panic, coming to maturity in a world aflame with bat- tle. We wonder what goes on in the minds and hearts of youth in a day like this. Nor are we surprised at times to note strange tendencies. Their outlook and vision are not ours of forty years ago. 5 He went on to say that the younger generation was not as trusting as the old and lacked the confidence of the young men of his generation. But he had confidence in the new gen- eration. "They have come to the world at its worst, sick of sin and greed and blood. It is this new generation which with God's help will make it well." There are many indica- tions that he was right even though the world is still sick. By 1942 Monmouth had lost nearly every able-bodied man in the student body to the armed service and some of the women had joined the WAVES and still others entered the various war industries. The college was able to make another contribution to the war effort when a Naval Flight Preparatory School was located on the campus. In 1944 this program was replaced by the Navy Academic Refresher Unit (NARU). These programs gave the college an oppor- tunity to perform patriotic services and at the same time the college finances were greatly improved at a time when reg- ular enrollment was declining sharply. When the "Pre-Flight" cadets, six hundred strong, ar- rived on campus they were housed in McMichael and Grier Hall making it necessary for the women to move into the empty fraternity houses. Wallace Hall was taken over for classes in principles of flight, navigation, and code commu- nication with Professor Hugh Beveridge as coordinator. Each battalion remained on campus about three months. At the end of this perod the men moved to flying fields where 6 Monmouth College Bulletin, January 1945. they received more training while another group moved in to take their places at Monmouth. The NARU program differed considerably in purpose and in personnel. Many of the men chosen for this program had superior aptitudes and some of them were college grad- uates. Because of the wide variety of training and educa- tional experience found in this group the administrators of the program came to the conclusion that not all the men could be expected to finish in the same length of time. Some were able to do the work in eight weeks while others re- quired twenty-four. The weekly schedule of each man in NARU consisted of three hours of English, two hours of history, nine hours of mathematics, nine hours of physics, one hour of naval organization and eight hours of physical training. Most of the courses, with the exception of physics, were on an elementary level. Many of the men in the Pre- Flight and NARU returned to Monmouth after the war, and enrolled as regular students. The former navy men were joined by discharged veterans from other services and the enrollment at Monmouth topped nine hundred students in 1948. Considerable progress was made in modernizing and ex- panding the curriculum from 1936 to 1952. Old require- ments were modified and new ones introduced. The basic aim of the curriculum was to provide a broad liberal arts education in addition to a specialized field. Among the re- quirements that became fixtures were the following: a read- ing knowledge of one foreign language, one year of a lab- oratory science and either another year of general science or a year of mathematics, five hours of Bible and religion, (part of which could be satisfied with church history), two hours of speech, six hours of English and four semesters of social studies. Each student was required to select a field of concentration which consisted of at least forty hours, of which twenty-four hours had to be in one department and sixteen hours in one or two related departments as specified by the major professor. The field of concentration had to be chosen not later than the junior year. New emphasis was placed on courses in economics and business administration during the Grier administration. One of the features of this course was the accounting labora- tory which was equipped with various types of business and accounting machines. Non-credit courses in typewriting, shorthand, and office practice were also introduced. Two other departments that were developed during this period were home economics and sociology. In the period after World War II the college developed several affiliated pro- grams in nursing, occupational therapy, and engineering. Students who registered in these courses stayed two or three years at Monmouth and then transferred to either an ap- proved hospital or technical school. Monmouth made spe- cial arrangements with Case Institute of Technology, Cleve- land, Ohio, for a Binary Program in which the student pur- sued a three-year liberal arts course at Monmouth followed by two years of engineering at Case. At the end of the five- year course of study the student received degrees from both Monmouth and Case Institute. Strong courses continued to be offered for the pre-law, pre-medical, pre-dental, and pre-ministerial students. 6 Teacher training became increasingly popular and the ex- pansion of the education department, including the develop- ment of courses in elementary education, was one of the accomplishments of this regime. One of the most significant proposals for curriculum revision was the so-called Thomp- son Plan, presented by Professor Samuel M. Thompson, chairman of the philosophy department. This plan called for a more closely articulated program of study for the jun- 6 The fine reputation of the Department of Bible and Religion at the end of the Grier administration was due in large part to the work of Howard Jamieson who was chairman of the department from 1946 to 1951. ior and senior students and hence was sometimes called the Senior College Program of Study. The plan suggested that the unity of the student's work would be secured u not by restricting his courses to one or two departments but by using all the resources of the curriculum which will assist him in reaching a definite objective." The plan called for more interdepartmental cooperation on the part of faculty and students and the introduction of more integrated courses which could be taught either by members of one department or a combination of instructors representing several depart- ments. Although nothing official was done about the Thompson Plan it stimulated healthy thinking among the faculty mem- bers and students. Inventories of courses and policies were taken by the various department heads and the conclusion was drawn that in some instances certain features of the plan were already in operation but that these features needed a more definite identification with the senior college curric- ulum. One new course, the interdepartmental seminar for senior majors in history, English, and sociology grew di- rectly from the Thompson Plan, while the history of Amer- ican culture course and several others of an interdisciplinary nature assumed new significance in the light of the proposed Senior College Program of Study. The program has many possibilities but the seminar type of course which it suggests is expensive education and so, if the plan is to be fully de- veloped, additional financial resources will be necessary. By 1952 the college had passed the years of plenty fol- lowing World War II. Student enrollment dropped as the G. I. Bill of Rights expired and new calls to battle-sta- tions came with the Korean crisis. Rearmament, inflation, and the draft, all bogymen to campus life, began to inter- fere with the normal operation of the college. But those who know Monmouth's history will have faith in the future of the school. Trouble is an old story to this college which i U9 Y was founded on a shoestring, overcame poverty, war, and depression to become one of the "Gems of the Midwest." Though there have been many dark and gloomy days in its one hundred years of existence, Monmouth College is stronger today than ever before. A college is scarcely such until it has a history. Monmouth College now has a history. It has accumulated behind it a body of alumni who are represented in every profession and on every continent in the world. It has its memories and its traditions and they are strongly intrenched in the hearts and minds of the thousands who studied and played and grew into manhood and womanhood in its halls. For one hundred years it has worked and waited patiently for its turn to come to be proclaimed mature and historically ripe. If the accom- plishments of the past are in any way a forecast of the fu- ture, then Monmouth's second hundred years will be even more fruitful than the first. {uoy Index Academies, in Midwest, 13, 23-24 Aletheorian Society, 114 Allegheny Theological Seminary, 129 Alpha Tau Omega, 108 Alpha Xi Delta, 106 Alumni, 58, 70, 124, 140 Amateurs des Belles Lettres, 96, 113, 114 American Association of University Women, 86 American Chemical Society, 133 Amusements, 109-113 Assiut, city of, 125 Assiut College, 124-127, 129 Associate Presbyterians, 15; union with Associate Reformed, 32 Associate Reformed Presbyterians, 15; establish Monmouth Academy, 16-21, 29; and slavery, 30; control Monmouth College, 31-32; union with Associate, 32 Athletic field, first modern, 81 Athletics, 58, 81-83, 119-123, i23n Babcock, E. C, 21 Baird, Mrs. J. Wallace, 126, I27n Baker, Charles Lawrence, 89 Barnett, James, oriental collection, 46 Barr, Louise, 86 Bartlett, Alice, 106 Bennett, Mary Louise, 96 Best, Evard, io6n Beta Kappa, 107 Beta Theta Pi, 92 Beveridge, Hugh, 87n, 136 Bigger, Matthew, 22 Bischman, Carol, io6n Black, Barbara, io6n Black, Nannie, 94 Blair, Dorothea, 106 Boarding clubs, iio-m Boston, Mass., compared with Illi- nois, 27 Boyd, Hanna Jeanette, 96 Brook, Libbie, 94 Brown, James, 21-22, 24 Brown, William, 22, 25 Brownlee, Clara, 94 Brownlee, Emma, 94 Bruen, Ada (Mrs. J. A. Grier), 94, 128-129 Brunner, Mrs. M. T., 106 Buchanan, James, 30 Burlington, 56, in Burlington Railroad, 20, 24, 48, 114 Butler, Pa., 130 Campbell, Maggie, 94 Campus Christian Association (CCA), 42, 56, 124 Canfield, Dorothy, 105 Cannon, story of, 1 19-120, i2on Canonsburg Church, 130 Case Institute, binary program, 138 -{141}- Cedar Creek, 16-17, 39, in, 119 Champaign Industrial Institute, 120 Chartiers Crossroads, Pa., 128 Chemistry library, 133 Christian Church, Monmouth, first home of Monmouth Academy, 22- 23 Civil War, and Monmouth College, 46-49 ; mentioned, 14, 41, 45, 92, 93, 98, 109, 120, 128-129 Clayton, 111., presbytery meeting at, 19-21 Cleland, John Scott, 87, 133, 134 College movement, 14 Colonial Hotel, 116 Congregational churches, in Mass., 26-27 Cornell University, 99 Crimson Masque, 107, 116-119 "Cultural College in a Troubled Age," address, 131 Curriculum, 42-44, 53-63, 65-68, 82- 85, 132, 137-139 Davis, George, 76 Delta Tau Delta, 92 Democratic Party, 30 DePauw University, 96 Dennis's Harness Shop, no Dolphin Club, 82 Douglass, A. C, 114 Douglas, Stephen A., 30 "Dove's Nest," in Dramas, presented by Crimson Masque, 117-118 Early, Stephen, 87 East Boston, David Wallace preaches at, 29 Eccritean Society, 113 Education, on frontier, 14-16; coedu- cation, 45 ; in church related col- lege, 13-16, 42, 53, 59, 64, 85, 132; state supported, 13, 14, 63, 64; lib- eral arts, 16, 62, 63, 86, 131-132; secularization of, 85-86 Egypt, 124-127, 129-130 Elliott, F. E., 114 Erskine, W. R., 18, 21 Ettle, Dorothy, 104 Faculty, 33, 41-42, 43, 54, 56, 58, 65, 68, 72, 82, 84, 85, 132, 133, 134, 138-139 Fairview, Ohio, birthplace of David Wallace, 27 Fall River, Mass., Wallace preaches at, 29 Feehley, Robert, 108 Findley, Martha (Mrs. David Wal- lace), 29 Finley, David, 17 Finley, John, 17 First U. P. Church, Cleveland, 71 Fletcher, Joy, io6n Ford's China Hall, no Foster, James, 75n Founders Day (Monmouth College), 20 Francis, Jack, 108 Fraternities, 92-108; ban on, 98-102; mentioned, 109 Fritz, Roger, 114 Frontier, influence of, 14; Presbyteri- ans on, 15-17 Fulsom, Ralph, 118-119, ii9n Fulton Hall, 135 Galesburg, 111., 56, 90, 114, 115, 120 Gavin, Charles, 108 Gibb, Louis, 108 Gibson, Emma, 86 Gibson, Richard, 126 Girl's Pep Club, 122 Glee Club, 123 Gongwer, Howard, 119 Gospel Team, 124 Graham, A. Y., 39, 40 Graham, David, 39 { 142}- Graham, Ralph, 128 Graham, Russel, 71, 84 Grier, Ada Bruen (Mrs. James A.), 94, 128-129 Grier Hall, 134 Grier, James Alexander, 128 Grier, James Harper, mentioned, 52, 82, 119, 126; elected president, 128; early career, 128-130; inaugura- tion, 130-131; administration, 131- 135; and World War II, 135-137; curriculum revision, 137-139 Gymnasium, old, 81; new, 82; girls use old, 83 Haldeman, William, 84 Hamilton, Thomas, 126 Hanna, Mary, 52 Harding, General A. C, 21, 24, 40, 49 Harris, Daniel, 25 Hart, Herbert, 122 Hartung, George, 108 Hawcock's Restaurant, 103 Herbert, J. B., 54 Hermann, Harold, i35n Hewitt, Herbert, 76 Hickman, W. W., 125 Hogg, John, 125 Holt House, 93 Hoover, Mrs. Herbert, 105 Horn, Jennie, 94 Hoyman, Frank, 125 Hunter's boarding club, 70 Ickes, Harold, 88 Illinois College, 120 Illinois, University of, 13, 60, 122 Jamieson, A. W., 128 Jamieson, Howard, i38n Jamieson Settlement, 17 Jamieson, William, 17, 21 Jenk's private school, 22 Kappa Alpha Sigma, 98, 104-105 Kappa Delta, 106-107 Kappa Kappa Gamma, 94-98, 102, 104-106 Kappa Phi Sigma, 108 Keithsburg fresh water laboratory, 60-61 Kennedy, Anthony, 108 Kirk, Irwin, io6n Kissing, the art of, 112 Knights of Friendship, 98 Knights of Pythias, 98 Knox College, 56, 97, 114, 120 Knoxville, 111., 97 Korean Crisis, 139 Kost, Oral, 108 Lansing, Julian, and Canopus Stone, 46 Leggett Case, 99 Liberal arts, 16, 62, 63, 86, 131-132 Library, college, 45, 73, 75, 133 Library, Warren County, 45 Liedman, Jean, ii7n, 118 Lincoln, Abraham, 30, 47, 68 Literary societies, 25, 56, 113-117, ii4n Log colleges, 15-16 Lombard College, 120 Lyons, Samuel Ross, becomes third president, 65 ; controversy with Senate, 66-68; administration, 68 McClanahan, Frank, 126 McClanahan, Neal, 114, 125, i27n McCoy, Mary, 133 McCreary, J. C, 21 McGuire, Joseph, 108 Mcintosh, Jack, 122 McKee, Jeannie, 130 McMichael, David, 9m, 134 "McMichael Day," 89-90 McMichael, Ellen Burgess, 52 McMichael, Jackson Burgess, early career, 52-53; curriculum revision, <{i4iy 53-63; defends church colleges, 63- 64; philosophy of education, 64- 65; mentioned, 51, 68, 69, 71, 76, 90 McMichael Hall for women, 78 McMichael, John, 52 McMichael, Minnie, 70, 71, 80, 103 McMichael Science Hall, 76-77 McMichael, Thomas Hanna, elected president, 68-69 5 student at Mon- mouth, 69-71 ; early career, 71 ; personality, 72, 86 ; building pro- gram, 73-78, 81-82; and World War I, 78-81 ; curriculum revision, 82-85 ; thirtieth anniversary as president, 87-91; resignation, 128; at Grier inauguration, 131 ; men- tioned, 52, 103, 105, 134 McMichael, Thomas N., 90-91 McMillan, John H., 71 McNaugher, John, 131 Madden, James, 19-20, 21, 23, 39, 40 Madden, Maria, 21, 22, 39 Madden's select school, 22 Madison College (Antrim, Ohio), 28 Mandolin Club, 123 Martin, Hugh, 128 Martin, John, 114 Masons, 98 Maxwell, Samuel, 61 Methodists, 15 Methodist Episcopal Church, 88 Miami University (Oxford, Ohio), 28 Mississippi State College for Women, 118 Moffet, Hugh, 128 Monmouth College, founded as academy, 20-24; chartered as col- lege, 1857, 2 4> 3 I_ 3 2 I charter of 1865, 32-33; and panic of 1857, 34; financial problems, 34-38, 63-65, 72, 73, 76, 82, 135-136; building pro- gram, 24-27, 38-41, 58, 65, 73-78, 81-82, 134-135; and Civil War, 46- 49; World War I, 78-81; World War II, 135-137; curriculum, 42-44, 53-63, 82-85, 132, 137-139; faculty, authority of, 33; president, au- thority of, 33, 67; Senate, authority, 33, 67; trustees, authority, 32 Monmouth, 111., 27, 48-49, 109 Moore, Josiah, 48 Moore, Rosa, 94 Morrison, Marion, 24, 25, 28, 42, 113 Museum, Monmouth College, 46 Muskingum College, 28, 29 Navy Academic Refresher Unit, 136- 137 Naval Flight Preparatory School, 136 Nevin's (J. C.) Chinese Collection, 46 New England, 27 "New World Movement," 81 Nicholas, Albert, i2on Nicol, Jennie, 94 Northwestern University, 104, 105, 118 Odd Fellows, 98 Ohio Life Insurance Company, 34 Old Academy, as first college hall, 26-27, 38; as boarding house, 110- iii Old Main, described, 39-40; remod- eled, 41 ; burned, 73-76 ; mentioned, 7i, 78 Opera House, 109 Oquawka, 111., 19, 20, in Oratory, 56-58 Owen, Charles, 68, 125-126 Panic of 1857, 34 Patterson, Florabel, 68 Peanut Night, 116 Petrie, Richard, io6n, 108 Phi Gamma Delta, 92 Phi Kappa Psi, 92, 108 Philadelphian Society, 113 { 144)- Phillips, Frank, 86-87 Phi Sigma Alpha, 107 Physical education, 81, 83, 122-123 Pi Beta Phi (I. C. Sorosis), 93-94, 97. 102-104, 106, 129 Pillsbury, Alice, 97 Pittsburgh Seminary, 16, 129, 130 Poland, Ohio, 52 Pole scrap, no Porter, James C, 17-21 Presbyterian Church, Monmouth, 111., second home of Monmouth Acade- my, 23 Presbyterians, influence on frontier, 15-16 President (Monmouth College), powers of, 33, 67 Quinby, Ivory, 21, 39, 40, 42-43 Ralston, Harold, i2on Rankin, N. A., 21 Red Men (fraternity), 98 Reid, Malcolm, 126 Religious life, on frontier, 14; at Monmouth, 42, 53, 85, 123-124, 126, 132, 133 Republican Party, 30 Ricketts, Mrs. Myra, 104 Riverside Church, Buffalo, N. Y., 130 Robinson, Glenn, 123 Robinson, Luther Emerson, 68, 84 Ross, John, 114 Ross, Robert, 17-21 Roosevelt, Franklin, 87 Rossell, Betty Dale, io6n Sage, Milton, 126 St. Mary's School, 97 Scotch-Irish, on frontier, 15, 27-28 Scotch plaid, i35n Second U. P. Church, Monmouth, 111., 130 Sectarianism, 42, 132 Secularization, in education, 85-86 Senate (Monmouth College), powers °f» 33> 67; and fraternities, 97-103; mentioned, 36, 37, 38, 51, 66, 68, 86, 128, 130 Service, Pa., 15 Shantz, Jean, 106 Shawver, Benjamin, 126 Sherrick, J. L., 128 Shuse, Roberta, 106 Sigma Chi, 92 Sigma Phi Epsilon, 108 Sixth U. P. Church, Pittsburgh, 130 Slavery, 30-31, 98 Sleigh rides, 111-112 Smith, Mrs. Chester, 104 Smith, Edson, 114 Smith, Inez, 94 Social life, 109-113, 116, 119, 123-124 Sororities, 92-108 South Henderson Congregation, 16-18 Spanish influenza, 80-81 Sparta, 111., 19, 20 Stewart, Mary Margaret, io6n Stewart, Mary Moore, 96 Student Army Training Corps, 79-81 Student Athletic Association, 120 Student Union, 135 Sugar Creek, Ohio, 52 Sunnyside (East Hall), 81 Swan, John, 71, 77 Synod of Illinois, 32 Synod of Iowa, 32 Synod of Kansas, 32 Taggart Library, 125, 126 Teacher training, at Monmouth, 138 Texas, University of, 89 Theatre, at Monmouth College, 117 Theta Chi, 107 Theta Chi Mu, 106-107 Theta Kappa Epsilon, 106-108 Thiessen, Garrett, i2on Thome, James, 128 Thompson, Fannie, 94 Thompson, James, 21 {145Y Thompson plan, 138-139 Thompson, Samuel, 84, 108, 138-139 Torrington, Wyoming, 130 "Tonsorial Rooms," no Trustees, Board of, first, 20-21; powers of, 32; mentioned, 25, 31, 33, 35, 39, 42, 45, 48, 67, 72 Tubbs, Mary, 105 Union College, 92 United Presbyterian Church, found- ed, 32; and fraternities, 99-100; mentioned, 42, 53, 57, 59, 64, 65, 81, 84, 88, 124-125 Unity Church, Pittsburgh, 130 Ure, D. M, 38 Vellenga, Simon, 126 Verigan, Neil, i2on Waid, D. Everett, 76, 78, 82 Waid Pool, 82 Wallace, David A., elected president, 24; arrives in Monmouth, 26; early career, 27-30; administration, 30- 50; resignation, 51; and sororities, 95, 98; mentioned, 53, 76, 113, 132 Wallace, Elizabeth, 97-98 Wallace Hall, 76, 130, 134, 135 Wallace, Jane, 27 Wallace, John, 27 Wallace, Martha, 29 War of 1812, 28 Washington College (Iowa), 25 Washington, Pa., 128 WAVES, 136 Western Inter-collegiate Athletic As- sociation, 120 Westminister College, 16, 52, 129, 130 Whitenack, Fannie, 94 Wilcox's tailor shop, no Williams, Ruth, 117-118 Willits, Anna, 96 Winbigler, Alice, 65, 84 Winbigler Hall, 134-135 Winbigler, Mary Louise, 106 Wishart, C. R., 115, 131 Wolfe, Marian, 106 Woll, Robert, 122-123 Women, organize basketball team, 121; athletic association, 122; woman's rights movement, and sororities, 93 Woodburn, Ida, 97 Wooster College, 131 World War I, 78-81, 85, 116 World War II, 135-137 Xenia Seminary, 16, 52, 53, 71 Xi Gamma Delta, 107 Y. M. C. A., 25, 80, 124 Young, Alexander, 39 Young, John, 21, 39 Young, Mrs. Owen D., 105 Y. W. C. A., 107, 124 Zartman, E. C, 54 «{ 146 y UNIVERSITY OF ILUNOIS-URBANA VSSm COLLEGE; lSft» HUNDRED YEAR 30112 025410983