USA > Ohio > Wayne County > History of Wayne County, Ohio, Volume I > Part 47
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four were men, two hundred and seventeen women. Students were present from more than twenty states. Ten other states than Ohio were represented by one hundred students, forty of them being from Pennsylvania. Four- fifths of Ohio's counties were represented. Of the three hundred and fifteen graduates, two hundred and seventy-five were men, women forty. Among them ministers and theological students numbered one hundred and fifteen, attorneys and law students sixty-seven, physicians and medical stu- dents seventeen, teachers thirty-eight. The preparatory department had given efficient service in furnishing two-thirds of those who entered the col- legiate courses. The standard of scholarship had been so well maintained that students were "admitted to corresponding classes in the larger and more influential colleges of the East."
The only regret concerning this period is awakened by the financial dif- ficulties with which it had to contend. The situation at the inauguration of Doctor Taylor, as noted in Doctor Robinson's address, was bravely met. Overdrawn funds were made good. Two professorships were contributed, one by Mr. Ephraim Quinby, Jr., and the other by Mr. J. H. Kauke. The president not only gave himself but a generous subscription of $5,000 beside. Dr. T. K. Davis' agency was successful. Nevertheless, the general financial depression made the collection of many of the smaller endowment notes im- possible. There can be little doubt that the difficulties in the triple (or quadruple ) official responsibility for the pulpit of Westminster church, pro- fessorial work, internal management and external representation of the institution among the churches, together with maintaining the indispensably constant pressure for patronage and funds, led finally to Doctor Taylor's resignation at the close of ten years of most effective and essential service. The board of trustees earnestly attempted to dissuade him from retiring. But in vain. No review can be made of this period without ascribing, after due honor to its able faculty and devoted trustees, very much of its satisfactory issue to the strong convictions, and winning personality and literary talent and wise methods of the university's second president. He believed heartily in the fundamental theory of the institution, making this clearly evident so lately as in his address (as president of the board of trus- tees) at the inauguration of the fourth president. He commended the uni- versity from every point of view to its own immediate constituency and to the general public. Its character and meaning were established during the ten years of his devoted service along the exact lines of its periods of incep- tion, preparation and experiment. It would be the most grateful tribute
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we could pay to quote here striking passages from the inaugural address and the baccalaureate sermons of this period. They are fully abreast of any- thing which has ever been said at Wooster and of all it has been the privi- lege of the writer to read of similar literature issuing from more pretentious sources. There was a specially affectionate seriousness in the farewell ad- dress to the class of 1883, and penetrating wisdom and full knowledge of the whole situation in what may be termed his valedictory to the board of trustees which stands written out in full upon its records. It may be added here that Doctor Taylor's interest in the university continued long after his retirement from the executive chair. He taught in one and another of its subjects, became dean of its post-graduate department ( founded during his administration), gave it the larger part of his valuable library, and was the president of its board for many years ( 1895-1902). As pastor and editor, his usefulness to the church continued also to the closing days of life. Wooster will keep his memory green always. Many testimonials to the confidence and affectionate respect entertained for Doctor Taylor by the board of trustees stand recorded in the minutes. We find one, passed after his death, which occurred at Columbus on the 23d of April, 1903, closes by quoting the expres- sion of two of his editorial friends, as follows: "Doctor Taylor was a man of great versatility of talent and wide range of thought, efficient and capable in all the positions in which he was placed." Another says, "He was a distin- guished preacher, a sympathetic pastor, a charming writer, a skilled executive, a forceful leader and a delightful Christian gentleman. Versatile, accom- plished, witty and genial, he was a welcome comrade and a valued friend."
PERIOD IV. THAT OF MAINTENANCE.
In July, 1883, the trustees called to the vacancy created by the regretted resignation of Doctor Taylor, Sylvester F. Scovel, then pastor of the First Presbyterian church of Pittsburgh. He was the son of Sylvester Scovel, D.D., a pioneer missionary who had come from the East in 1829, taking in charge a rural district near Cincinnati, in which, within seven years, he planted or nourished (or both) five churches. Thence he had been called to the superintendence of domestic missions for the Old School Presbyterian church over a large portion of four central states. For convenience, headquarters of the mission were fixed at Louisville, Kentucky, whither he removed in 1836. Finding slavery intolerable, his family were made residents of New Albany, Indiana, while the agency was continued until 1846, at which time he accepted the presidency of Hanover College, Indiana. He may be said to have
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saved the life of this valuable institution, but his iron constitution, slightly impaired by severe labors, yielded when the scourge of cholera came in 1849 (July 4th). The son, Sylvester F. (born in Harrison, Ohio, December 29, 1835), graduated in 1853. The family removed the same year to New Albany. Four years in the theological seminary there brought him to licensure in April, 1857, and at Jeffersonville, Indiana, he was ordained as pastor in October of the same year. From January, 1861, to January, 1866, he was pastor at Springfield, Ohio, and from the latter date until October, 1883, of the First church at Pittsburgh, Pennsylvania. He had no special preparation for the work committed to him at Wooster, except a close con- nection with four educational institutions as a member of the board of trustees (or directors). He wonders now, in the twenty-seventh year of his connection with the university, how he obtained courage to undertake the task and accounts for his acceptance by some enthusiasm for learning, a deep inter- est in young people and the natural presumption of unimpaired health, to which must be added a considerable share of happy ignorance of just what the situation and its conditions would require.
The third inauguration in the university's history took place on the 24th of October (1883) in presence of the synod of Ohio-the body re- sulting from the union of all synods of the state in 1882. The fundamental principles upon which the institution had been founded came most appropriate- ly to expression on the occasion. Dr. John DeWitt (then professor at Lane Theological Seminary and now at Princeton) made an address as representa- tive of the synod, the fine rhetoric of which, and still more its condensed but massive argument, would warrant much fuller republication than can be given in the following extracts.
"In speaking in behalf of the synod of Ohio," he said, "I desire to say something in justification of the intimate relation which this ecclesiastical body sustains to the academic body whose chief executive officer we have assembled to inaugurate. The synod of Ohio, an organized portion of the church which Christ has founded, is the proprietor and guardian, and is ultimately the gov- ernor of this university.
"We have here an example of a relation common enough in the history of the Christian church-organized Christianity inspiring, directing and quali- fying the instruction intended to promote the higher learning. Here the liberal arts and the physical sciences submit themselves to the guidance of re- ligion and here religion appears both as the inspiration and the ultimate regula curriculi, intended to secure to the students a humane and liberal train- ing.
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"I state the relation between the two bodies, represented on this interest- ing occasion and united in fulfilling this great trust, in the boldest language I can select. For it is just this relation of religion to education in which religion inspires and governs education that, so far as time will permit, I desire to justify."
Then the orator proceeded to show the demand for such justification. The effort to secularize education was never stronger. And among some most interested in "enlarging the bounds of human knowledge," prevails a disposition to dethrone religion. Yet we know that if religion appears, "it must be given the regnant place. This is due to the nature of religion. It was only when skepticism had prepared the way for a lifeless and powerless syncretism that the gods of the provinces stood peacefully in the Pantheon at the capital [ Rome]. To say of religion that it may have a place which is not supreme is to say that it may have no place. It is a question of principle, and therefore of vital importance-whether in the educational sys- tem religion is or is not to be regarded as constitutive, architectonic and dom- inant." The so-called conflict of religion and science is then mentioned as making still plainer the demand for the strongest vindication of the right re- lation between religion and education.
The synod's spokesman then proceeded to a selected line of proof that "Revealed religion when set free, as Christianity, to exert its legitimate in- fluence on the world, at once and in the most powerful and unique manner began to assimilate the elements of human knowledge, and disclosed its har- mony with intellectual activity and its appetency for human learning. More- over, it stimulated in the highest degree the human mind to increase and sys- tematize its knowledge, and has thus revealed itself, historically, to be the most powerful incentive to the search for truth and unity, and the chief factor in the intellectual training of the race." After the necessary seclusion of Israel while the world was making progress in knowledge of nature and the arts, came New Testament Christianity with just this distinguishing feature-"as- similation and subjection and employment of human knowledge." The Greek tongue was used, introducing its dialectic philosophy and analysis. This was held to be a unique fact and was regarded "as the intimation of God himself, in the pages of inspiration, that human learning belongs to religion." Then this most competent authority asserted as "one of the most impressive and instructive facts" in all church history that "from the apologists onward, in the schools of Antioch and of Alexandria, in Carthage and Hippo, in the old Rome on the Tiber and in the new Rome on the Bosphorus through the
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period of the ancient church, religion is the great inspiration of intellectual labor." The same influence is traced through the Middle ages and the uni- versities of the Western world show its power.
This whole history was held to show that while a thirst for knowledge actuated this activity, it was "a thirst for knowledge which, in turn, owed its existence and intensity to the unique fact that Christianity alone among religions can assimilate and employ all the truths of human philosophy, of science and of literature." And our own continent but continues the demon- stration. "When, therefore, a body representing organized Christianity founds and guides and fosters a university, it is only true to the spirit of Christianity as it is revealed upon the pages of ultimate revelation and as it is manifest in the entire history of the Christian church."
"We are, therefore," continues Doctor DeWitt, "no narrow bigots in re- specting, as we do, in this young and growing university the normal union be- tween religion and education. We do but act in harmony with the lessons of history when we make Christianity the underlying, the governing, the form- ative element of the system of training here adopted and employed. For if his- tory justifies any system of education as the wisest in its methods, as the broad- est in its culture, as the noblest in its ultimate fruitage, it is that system which affirms that Jesus Christ, as represented by Christianity, is the author and finisher of human knowledge, as he is the author and finisher of religious faith." This representative address closes. after kindliest expressions con- cerning the retiring and incoming administrations, with these fervent words : "We thank God, also, in this secularizing age, and take courage, confident that the triumphs of the past are but the pledges and harbingers of greater triumphs in the future, as, under God, we shall do our part in bringing all science, all philosophy, all literature and all art into subjection to Him who is the head of all intellectual principality and power and into unity with Him who is Himself the ultimate and eternal truth."
The ceremonies (if it be right to use that word concerning proceedings far more characterized by simplicity and conviction than ceremony ) were con- tinued by a charge of deep seriousness from the president of the board of trustees, Dr. John Robinson. The incoming executive was bidden in expres- sions as firm in their authority as they were gentle in their conveyance of personal feeling : First, to recognize the times as "peculiar, auspicious and hazardous." Mind was said to be awakened. "Practical" education was clamoring. Rival systems of thought were contending. "Skeptical question- ings and startling hypotheses" were in the air. And society was breaking out here and there into "Nihilism." Therefore, second, this demand of the times
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must be remembered, viz : that the "education given here shall be thorough." Truth can be defended only with the "best weapons." Superficial cramming will not answer in times when the axe is laid to the root of the tree. "A broad curriculum and thorough training" must be forthcoming. Thirdly, the execu- tive was charged to remember that students were being trained as members of society, and must be learning how to obey law and to preserve order in their coming life. "They will need wholesome restraint and direction. Sub- mission to divine and human law is to be prepared for by obedience to college law. Let your government be paternal, forbearing, by appeal to manhood, reason and conscience ; yet peremptory if need be but all pervaded by the spirit of the Great Ruler."
Especially, fourthly, was he bidden to keep in mind that "this university originated in and has thus far been conducted with supreme regard for the interests of Christ's kingdom. It is the child of prayer. It is the child of the church-I trust also of God. It is the agency of the church of this state for discharging her responsibility in the line of thoroughly trained, pious, de- voted workers for all departments of society. Ultimate and mighty help in the cause of Christ in the whole broad world-this is the pri- mary end of its existence, the justification of its being, the vital spirit that pervades the whole organism. Not a narrow spirit is it, but the deepest and noblest that a human institution can seek. Where the trust, and peace, the love and hope and joy of the Christian prevail, the mind is best fitted for safe, deep and thorough investigation. Spiritual health is at once the best tonic and mightiest stimulant to intellectual vigor.
"The sheet-anchor of hope for our race is the church. But the church must have for her ministry men trained to defend her against all the subtleties of error, to set forth impressively her great system of truth and salvation, and to push her conquests to the ends of the world.
"In the name of the dear old church, as well as of the board of trustees, I charge you, therefore, that you make this primary purpose of the university the chief end of all your arrangements, your government, and your teaching. Let your teachers be men and women who can say of all their work 'O Christ, I do this all for Thee.' Let consecration to God be the very centre of the institution and all its works."
These impressive addresses helped to deepen the already almost op- pressive sense of responsibility and insufficiency with which the inaugural ad- dress now came to be delivered. "I stand in some amazement," said the new president, after receiving the keys and kindly words from his predecessor, "before a sinewy, well-appointed, well-settled, yet still developing institution
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with impetus enough already gained to go alone if its parent-body should forsake it, but with such brawn and promise in its proportions that parental pride has no notion of such a surrender and would not listen to its saying 'Corban' for the world.
"Pushed forward with unexampled energy and success ( so far as I know the history of church-colleges), attaining at once an honorable rank both as to resources and intellectual products, already planting its taught as teachers, and preaching in many lands and languages by those to whom it has preached, sensitive to modern educational progress in its methods, while true to our changeless principles in its life, * I find in the university all the cherished convictions of my life's experience and observation recognized and
practiced. * * I am satisfied with the theory of the institution, charmed with its judiciously outlined courses of study ; and shall be, I am sure, responsive to the many wants I perceive yet to be supplied. And I promise you faithfully to press them upon you and the communities you represent to the full extent of my opportunities and of your patience.
"Now, therefore, relying upon you (as I trust we shall both rely upon God), to the development and not to the alienation of this great interest I (daring reverently to use the words of my father's inaugural) 'give myself this day.' "
The theme of the inaugural address was "Intellect and Character." No disparagement of the first is necessary to the supremacy of the second. The powers of the human mind, nearly illimitable, are to be exalted, directly in the interest of character. "For if intellect be so much what must character be. being more ?" The asserted supremacy was proven by demonstrating that character conditions intellect : 1, in its exercise : 2, in its development ; 3, in its safety : 4. in its usefulness ; 5, in its enjoyment : 6, in its final result. The danger of "an insane devotion to the intellectual as opposed to the moral" was pointed out. The danger is a "return to an essentially sophistical per- iod in which man shall float about in an endless whirl of shallow thinking with no fixed moral convictions to guide and no religion to ennoble. Out of such a period will come a world as fully given over to a false intellectualism as ever the antediluvian world was surrendered to a false animalism."
The address closed with sentences tracing the relation of the theme to the university. "Gentlemen and brethren, we are certainly building into the largest and surest forces of human nature and therefore, hopefully into the widest plans of the beneficent Father of all in His education of the race, when we consider this principle settled for this institution and actively apply it to the institution's whole inner life. Our ideal must be that of a careful
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and thorough intellectual culture under the continuous pressure of an atmos- phere of conscience and duty. This dominant idea must so shape our cur- riculum that no character-making study, gentler or sterner, shall be omitted. Our motto demands this. Christ and character are, in a certain high sense, synonyms. He taught its elements, exemplified its highest type, commended and commanded it to all men, and made the issues of eternity pivot on it. We shall never wander from Christ while we make character condition all our intellectual discipline and we shall never misconceive char- acter while we hold fast to Christ and keep him first in our motto and our hearts.
"But to realize this ideal in its perfection, to transfer this theory, in all its amplitude, into practice, actually to form character-a far more difficult task than to train intellect; to overcome moral inertia; to neutralize poisonous forces; to evoke motive power and supply direction-'Who is sufficient for these things?' Let us invoke the only power which can bring to pass that which we long, above all things else, to see accomplished."
This much has been necessary to make it manifest that the initial ideas and views and purposes had suffered no alteration or diminution up to the opening of this fourth period. The clear duty for the future was as evident as was the behest of his times expressed in the motto of William the Silent "Je maintiendrais." It became the inspiration of the next sixteen years in the history of the institution, and a modest development resulted as must al- ways be the case where a living organism is maintained.
The period had need of strong support, as it coincided with an epoch of rapid development in neighboring institutions. Ohio State University, which began its marvelous career in 1862, obtained, largely because of the ex- ample of Michigan's liberality to Ann Arbor, an even more ample supply of the appliances appropriate to the most pronounced educational tendencies and demands of the day. Miami was reopened and Ohio University reinforced. Oberlin's semicentennial came on, signalized by donations of hitherto unex- ampled generosity. The Case School of Technology was rising. Western Reserve University had passed through its period of struggle and was firmly fixed in the affections and benefactions of a large constituency (and largely Presbyterian ) in Cleveland. The same was true, in various measures, of Marietta, of Hiram and Mt. Union, and Baldwin and Denison. Just on our borders flourished again dear old Washington and Jefferson, with the new and vigorous institution planted at Grove City, Pennsylvania, by that marvel of energy and capacity, Doctor Ketler. It was something to have kept fairly apace with the general advance of the whole column.
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One of the first things to receive attention was the equipment of the gym- nasium building and its actual use for something more than an auditorium. This was accomplished and awakened an enthusiasm which it would be difficult to restore even for a much finer and more appropriate structure. Almost coincidently military drill was added, thus providing for a physical culture efficiently supplemental to the gymnasium. The services of competent direc- tors were engaged from time to time and a continuous record for good health among the students was preserved.
In examining the reports for 1884-5 the board of trustees noted a larger attendance of students, the whole number having reached four hundred and sixty. Already three hundred and seventy-seven graduates had been sent forth (in fifteen years) and they were widely dispersed in the world. Grati- fication is expressed by the board of trustees with the disposition of the varied work, with increased efficiency of instruction, with successful government, with progress in the preparatory department, and with the removal by pay- ment and pledges of all accrued deficit. It is noted with pleasure that Wooster has been furnishing more candidates for the ministry than any other college in the country except Princeton and more in proportion to the number of students than Princeton itself. It was maintained that already the university was becoming what the first president declared on dedication day it would be- come-"an ornament and power to the church, a pillar and bulwark to the state, a chosen and cherished home of literature, the arts and sciences."
It was becoming steadily more evident from the practice of neighboring institutions as well as from the growth in equipment and curricula of high schools in Ohio, and their increasing employment of college-graduates as teachers and administrators, that some form of closer relationship between them and our university must be devised. It was not without serious study of the situation that the change was made from the original custom of receiv- ing students only upon examination. A certificate plan was adopted by which the first place of the applicant should be determined under condition of sus- taining the classification accorded during the first term. This became a gen- eral movement and was sanctioned by the Association of Ohio Colleges. It has done much to counteract the disposition, especially among the boys, to sacrifice the advantages of the last years of the high school, and has largely increased the number who press on from the secondary to the higher educa- tion. This method of entrance was authorized by the board of trustees in 1885. Care was exercised from the first to ascertain the exact character of the work done in the accredited schools. Coincidently a change was made in the curriculum which gave a better arrangement of studies in the natural sciences and the preparatory course was broadened.
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