USA > Ohio > Ross County > Chillicothe > Ohio centennial anniversary celebration at Chillicothe, May 20-21, 1903 : under the auspices of the Ohio State Archaelogical and Historical Society : complete proceedings > Part 40
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The Graduate School.
When the organization of the University had been substanti- ally completed after the removal to Cleveland, the graduate de- partment of instruction was organized in 1892 by the co-opera- tion of the two faculties of Adelbert College and the College for Women. This is open to both sexes, and aims to furnish to graduates of any college of good standing opportunity to pursue graduate work looking especially to the Master's degree in Arts and the Doctorate in Philosophy.
3. OBERLIN COLLEGE, OBERLIN, LORAIN COUNTY, FOUNDED 1833.
Oberlin was the fruit of the missionary spirit. It was not the interest of the Church nor yet of the State, but the broader conception of humanity and its needs that led Rev. John J. Shipherd, pastor of the Presbyterian church of Elyria, and his friend, Philo P. Stewart, a returned missionary whose health had failed while working among the Choctaws in Mississippi, to de- vote themselves to the enterprise of establishing Oberlin Colony and the school. These men had talked and prayed together over the needs of the increasing population in the great Mississippi Valley, and like many other pioneers, felt the pressure of duty to do something to meet the situation. This is none other than the genuine Home Missionary enthusiasm of which we have seen so much in the past generation. In 1832, while on their knees in prayer, there came to the mind of Mr. Shipherd the outline of a plan to secure a large tract of land on which a Christian com- munity could be realized. A Christian school was to be the cen- ter, and by a solemn covenant the people were to pledge them- selves to the spread of the kingdom of God. This covenant en- forced plain living and a community of interest, while preserving the rights of private property. The school was expected to train
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teachers, Christian citizens and a ministry for the destitute fields. of the great Mississippi Valley.
The name of Oberlin was selected in view of the devoted labors of a German pastor, John Frederick Oberlin, whose life had been spent in redeeming an ignorant and degraded population in his parish in Eastern France. This was in 1832. A journey to the east was undertaken by Mr. Shipherd in the interest of the enterprise. A gift of five hundred acres for a manual training school was secured from Messrs. Street and Hughes, of New Haven, Connecticut, and an arrangement to buy five thousand acres at one dollar and a half an acre, which was to be sold to the colonists at an advance of one dollar an acre, thus providing a fund of five thousand dollars for the school. The Oberlin cov- enant was drawn and served the purpose of limiting the settlers to a desired class of people. Later it fell into disuse. Mr. Ship- herd continued his efforts by soliciting for colonists and for money and for students. When he returned to Ohio in September, 1833, Mr. Shipherd had secured a number of families, students, teach- ers and a fund of nearly fifteen thousand dollars. If anyone doubts the enthusiasm and moral earnestness at Oberlin he should read the detailed account of John J. Shipherd. Meantime Philo P. Stewart had been giving general oversight to the enterprise in Ohio. Peter P. Pease, the first settler and a member of the first board of trust, had gone to the present site and cleared away the forest and made preparation for the coming of the colo- nists and the erection of a building for the school. This was in the heart of the forest. However great the undertaking was, the fact stands that the school was opened December 3, 1833, at which time there were eleven families in the center of the woods, and forty-four students - twenty-nine young men and fifteen young women - at the school. No other such foundation has. ever been laid in the West. It was inevitable that such a spirit should bear fruit.
In February, 1834, the legislature chartered the Oberlin Collegiate Institute, and in 1850 the name was changed to Ober- lin College. The first circular was issued in March, 1834. This circular and the charter set forth clearly the conceptions of the men of those days as to the mission of the "Institute," and in a
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large measure the spirit of Oberlin has remained to this day. She is still inspired with an enthusiasm for humanity and places her scholarship on the altar of service. We read, "The grand objects of the Oberlin Institute are, to give the most useful education at the least expense of health, of time, and money ; and to ex- tend the benefit of such education to both sexes and to all classes of the community, as far as its means will allow. Its system embraces thorough instruction in every department from the in- fant school up through a collegiate and theological course. While care will be taken not to lower the standard of intellectual cul- ture, no pains will be spared to combine with it the best physical and moral education. Prominent objects of this seminary are, the thorough qualification of Christian teachers, both for the pul- pit and for schools; and the elevation of female character, by bringing within the reach of the misjudged and neglected sex all the instructive privileges which have hitherto unreasonably dis- tinguished the leading sex from theirs."
This declaration of principles definitely committed Oberlin to co-education. In this she was the pioneer. The question was not even discussed. The work began and common sense did the rest. The history of Oberlin in this respect will bear the most careful investigation. The men have not been robbed of their glory nor the young women of their charms. Scandal has not invaded the campus, and the hosts of alumni and alumnæ living for scholarship and good citizenship afford an evidence that can- not be set aside by modern objections.
Oberlin began with the feature of manual labor. This was no doubt done from the best motives, but experience has always proved that student labor is expensive in two directions: First, the institution pays a high price for everything produced by such labor; and second, the student either sacrifices his education or the time of his employer. The result is the same in either case, and Oberlin soon saw that she could not afford the experiment. For this same reason among others, all technical education be- comes expensive to the institution and demands larger incomes in order to maintain it. Oberlin was also committed to the Chris- tian conception of education. To this she has steadily adhered. The graduates have supported the ideal; and the faculty has been
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foremost in promoting it. The work of President Finney will long remain. However, it is only true to say that his ideals have inspired the college, and at this date there is no college in Ohio where the religious and the spiritual are more cherished or where a sane and rational religious life is better exemplified.
The admission of colored students was another feature that brought Oberlin into discussion. At the outset Mr. Shipherd stood for it on the broad ground of humanity that moved him to found the college; on the ground that the education of the negro was essential to his progress ; and on the ground that Chris- tian people, and especially a Christian school, could not deny the colored man an opportunity. There was some feeling in his day as his correspondence will show, but the cause triumphed. In the days of the slavery agitation Oberlin was brought promi- nently into the discussions. It brought trouble, made some ene- mies and some friends. Oberlin was on the right side, and the right prevailed. In the end the reward came, and the country now honors the college for the position. The colored students have not been a large factor, and in the future will probably be fewer in number. The position of Oberlin has been approved, and the colored student is now recognized in all the northern schools. In addition to this, there are ample provisions for his higher edu- cation in nearly every state. Oberlin fought his battle and the country approved the position.
In many other progressive movements and reforms Oberlin has been active and borne her full share. Truth and righteous- ness with full liberty to the individual have always been held sacred. The college has been widely influential in the mission field abroad and at home. In this she has realized the hope of the founders. Her scholarship has been alert to duty. There is, perhaps, no better example of the advantage of a close corpora- tion in managing a great educational enterprise. The college has been free from any interference by church, state or factions out- side. The management has been true to the ideals of the col- lege, and the friends are coming to her support with increasing endowments. In this work the school of theology has been of great importance. The Oberlin men have stood for a free and progressive scholarship, always strongly attached to evangelical
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theology. Her preachers have been useful and honorable men, the larger number being in the Congregational church.
Mention should be made of the work in music. The Oberlin conservatory has long enjoyed an enviable reputation. This department was formally organized in 1865, and now occupies a building costing not far from $200,000, well appointed for the uses of a conservatory. No better single building is to be found in the country for such purposes. The musical library contains about 14,000 volumes.
Oberlin stands to-day as closely approximating the ideal Christian college. In community, in environment for the student, in equipment, in ideals, in historic college spirit, in wholesome ideas as to scholarship and religion, there are few to surpass. Her constituency is in every land, and her scholars are at work in every field.
4. MARIETTA COLLEGE, MARIETTA, WASHINGTON COUNTY, FOUNDED 1835.
Marietta College is in many respects a typical small college of the New England pattern. Her founders, many of her trus- tees, the first faculty, and a number who have served in that capacity in later years have been men of New England birth and education. An hour in Marietta will reveal to any intelligent per- son the fact that New England has put its mark upon the town, the citizenship, the churches and the educational ideals. In this respect Marietta has many points in common with Oberlin and Western Reserve, while lacking the precise aim prominent in their establishment. Marietta in a sense was not created or organ- ized. The college grew as a result of the sentiment in the vicinity. The college and the town were closely linked from the beginning. In matters of finance non-residents have been generous and lib- eral, but to the citizens of Marietta must be given first place for both devotion and generosity.
The educational history in Marietta goes back to the earliest days. On April 29, 1797, a meeting of the citizens interested in higher education was held, when it was decided to erect a build- ing in which Muskingum Academy was conducted until 1832. The house was used for worship until the Congregational church
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was erected in 1808, and is believed to be the first building used for higher education in the Northwest Territory.
In 1830 Rev. Luther G. Bingham established the "Institute of Education," and the following year associated with him as proprietor Mr. Mansfield French. In 1832 there appeared pub- lic notice in the American Friend of September 8, that "It is the intention of all concerned to take early measures to make the Marietta Collegiate Institute an entirely public institution, so as to perpetuate its advantages on a permanent basis." The enter- prise was proprietary, and in that sense private. On November 22, 1832, a public meeting was held in the interest of higher educa- tion, and steps taken to incorporate "The Marietta Collegiate Institute and Western Teachers' Seminary." The charter was obtained December 17. On January 16th following the organiza- tion was completed by the election of John Cotton, M. D., as president, and Douglas Putnam as secretary. Negotiations were then begun which resulted in the transfer of the property of Messrs. Bingham and French to the board just organized. Steps were then taken to secure additional teachers, and in September, 1833, Henry Smith, D. Howe Allen, Milo P. Jewett and Samuel Maxwell appeared as a corps of teachers for the new enterprise. This was the beginning of a chartered institution in the interest of public education. The charter conferred no powers to grant degrees, and was subject to repeal by the legislature. In Febru- ary, 1835, amendments were secured providing against repeal, granting power to confer degrees and changing the name to Ma- rietta College. Thus the college was legally and formally begun. It is interesting to note that the men interested in organizing the college were also interested in the other schools, so that it may be truthfully said that the lineage of Marietta goes back through them to 1797.
The organization was, and still remains, that of a close cor- poration, with full power to perpetuate itself and carry forward its work in harmony with the ideals of its founders.
The purposes and aims of the college are clearly set forth in the early published statements. August, 1833, they say : "The board wish it to be distinctly understood that the essential doctrines and duties of the Christian religion will be assiduously
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inculcated, but no sectarian peculiarities of belief will be taught." In the report of September, 1835, they say: "The honor of orig- inating Marietta College is not claimed by the board of trust; its existence can not properly be ascribed to them or to any com- bination of individuals, but to the leadings of Divine Providence." It is evident that this college inherited from New England its most important principles, viz. : to be thoroughly Christian while non-sectarian; to be a close corporation and to perpetuate its character and ideals by selecting for the board of trustees from several denominations representative men known to be in sym- pathy with the college; to maintain strictly the college or non- professional idea and to educate men only. For sixty-two years these ideals were maintained, when a single departure was made, and the college became coeducational. This year marked the close of the history of the college for men and marked the new era of education alike for both sexes.
The progress of Marietta has been substantial and steady .. The college has never been large in numbers, but has always been characterized by thoroughness of work and strict adherence to the college idea - chiefly in the classical form. In the recent years some expansion of the course of study has been made and the elective principle adopted in moderation, but no disposition is. revealed to depart from the college idea and college methods of instruction. The library of the college is large compared with the libraries of Ohio colleges, and contains more than sixty thou- sand volumes. The library has received a number of gifts of great historical value, and is probably the best library in Ohio. from the historical point of view.
The financial growth has been steady. The college was a beneficiary of the Fayerweather estate, and in 1899 secured funds. amounting to nearly $125,000. While Marietta, like every good college, is in need of money, and would make good use of it, she is not in debt or distress, and prospects are as bright now as they ever were.
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5. LAKE ERIE COLLEGE AND SEMINARY, PAINESVILLE, LAKE COUNTY, FOUNDED 1847.
Lake Erie College and Seminary is the successor to Lake Erie Female Seminary, and this in turn is successor to Willoughby Female Seminary, founded at Willoughby, in 1847.
For nine years a seminary for young ladies, was conducted at Willoughby on the plan of Mt. Holyoke Seminary, as sug- gested by Miss Mary Lyon, who had founded Mt. Holyoke in 1837. The success of her movement drew to it the attention of people in the West interested in the education of young women. These seminaries were without endowment, and by introducing the plan of self-help in the form of domestic service were able to give the education then thought desirable for young women at moderate expense and under satisfactory government and dis- cipline.
Willoughby Seminary was under the direction of Mt. Hol- yoke graduates and prospered greatly during its life. Unfor- tunately its buildings were destroyed by fire in 1856. At this juncture the plans for enlargement, previously discussed, were taken up anew, and the question of location became involved. After full discussion, the trustees, by a majority of one, decided to locate at Painesville upon a slightly different basis. Accord- ingly the Lake Erie Seminary was incorporated in 1856 and located at Painesville, where they had secured fourteen acres of ground one half mile west of the town. A building one hundred and eighty feet by sixty feet, four stories high, was erected, and the school opened on the residence plan. The organization is a close corporation with full power to perpetuate itself. The main features of the seminary were taken from the Mt. Holyoke plan, which in Miss Lyon's words embrace the following feat- ures : "Buildings for the accommodation of the school and boarders, together with furniture and all things necessary for the outfit, to be furnished by voluntary contributions, and placed, free from encumbrance, in the hands of trustees, who should be men of enlarged views and Christian benevolence." "Teachers to be secured possessing so much of a missionary spirit that they would labor faithfully and cheerfully, receiving only a moderate
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salary compared with what they would command in other situa- tions." "Style of living neat, but plain and simple." "Domestic work of the family to be performed by members of the school." "Board and tuition to be placed at cost, or as low as may be, and still cover the common expenses of the family, instruction, etc." "The whole plan to be conducted on the principles of our mis- sionary operations ; no surplus income to go to the teachers, to the domestic superintendents, or to any other person, but all to be cast into the treasury for the still further reduction of expenses. the ensuing year."
Upon this plan, substantially, the seminary was operated, giving the usual courses of instruction in those days in which Bible study was prominent. Steadily the scheme of education was enlarged, and in 1898 the seminary changed its name to corre- spond to the work then offered, and became a college with power to grant the usual collegiate degrees. The change in name indi- cates a wide departure from the earlier days in the content of the curriculum, but does not indicate any essential change from the principles that have been cherished through the history of the. movement. The aim of such colleges is to furnish separate edu- cation for women of a grade equal to that offered in standard colleges. Nearly four thousand students have enrolled at this- college in its life at Painesville. Its faculty numbers twenty-six,. including the six teachers in the Conservatory of Music.
6. ANTIOCH COLLEGE, YELLOW SPRINGS, GREENE COUNTY, FOUNDED 1852.
This college owes its origin to an action taken by the Christian denomination in a convention at Marion, Wayne County, New York, October 2, 1850. The name - Antioch - has a scriptural origin since there the disciples were first called Christians. It is evident therefore that a Christian college was anticipated and the- history as well as the practice proves that while professedly non- sectarian it was substantially another Christian college to be ad- ministered on a liberal policy. The first expectation was that the. college would be located in New York but the outcome of the canvass for funds showed the Ohio agents to be far in the lead and accordingly the location was finally made at Yellow
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Springs. The chief reason in determining this was the pledge from Yellow Springs for twenty acres of land and thirty thou- sand dollars in money. Hon. William Mills donated the land and finally paid twenty thousand dollars of the pledge. The college was incorporated May 14, 1852. The aim of the founders was to establish a college of high rank open to both sexes. The author- ities proceeded to the erection of the main building, two dormi- tories and a president's residence. Horace Mann was invited to be the first president and entered upon his work with enthusi- asm.
Financial embarrassment soon beset the young college and the property was sold for debt April 19, 1859. Reorganization then took place and the property was transferred to the new corpora- tion, "Antioch College, of Yellow Springs, Greene County, Ohio." A plan of cooperation was then devised between the Christian denomination and the Unitarian denomination. This did not en- tirely relieve the situation. Debates and strifes ensued. Through the reorganization the college was made free of debt and by charter provision must remain so. The college is possessed of some funds and maintains a creditable curriculum although the number of students does not equal that of earlier days. The his- tory of the college shows three features worthy of mention : -
I. Freedom from sectarianism.
2. Coeducation.
3. The lack of anything of the nature of prizes, honors or anything designed to arouse rivalry among students.
In the earlier course of study recognition was given to the elective system, stress was laid upon historical and scientific stud- ies and the art of teaching was a required part of the course. The introduction of these features was due to the first president, Horace Mann.
The faculty at present consists of fourteen members.
7. THE WESTERN COLLEGE FOR WOMEN, OXFORD, BUTLER COUNTY, FOUNDED 1853.
This institution began its history as The Western Female Seminary and continued under the original plan until 1894 when
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the trustees decided to change the name as work of a college grade was then offered. Later the name was changed again to The Western College for Women to indicate that emphasis should hereafter be given to the college course. The institution owes its origin chiefly to a body of what was then New School Presby- terians. That branch of the divided Presbyterian church did not establish formally institutions of learning but its members pro- ceeded upon the non-sectarian or close corporation plan. The Mt. Holyoke principles were the governing ones and in later years the college has been conducted in harmony with the prac- tices prevailing at Mt. Holyoke and Wellesley.
The object as set forth in the charter was :
I. To give a liberal education.
2. To give this education at moderate cost.
3. To give it under distinctively Christian influences.
The patronage has been chiefly from the Presbyterian church until in recent years when the roll has included a considerable percentage from other denominations. The college has a campus of sixty acres, two buildings and a third one in process of con- struction. The resources approximate a quarter of a million of dollars. The institution has never had an indebtedness except when erecting buildings. The faculty has grown to twenty-five in number. The graduates number 657. This college and Lake Erie College represent a definite idea in the education of women and more closely than any others in the state follow the methods of the colleges for women in the East.
8. THE NATIONAL NORMAL UNIVERSITY, LEBANON, WARREN COUNTY, FOUNDED 1855.
The National Normal University is third in the series of at- tempts to establish an institution at Lebanon. The Lebanon Acad- emy was chartered March 7, 1843. After some years of history a movement among public school men was started in favor of nor- mal schools. In the summer of 1855 a summer institute was held for three weeks in the buildings of Miami University at Oxford. During this session of the institute an organization was effected under the name of the "Southwestern State Normal School Asso-
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ciation." The object was to maintain a school until state aid could be secured. The first trustees were A. J. Rickoff of Cincinnati, Charles Rogers of Dayton and E. C. Ellis of Georgetown. They selected Lebanon as the location and the trustees of Lebanon Academy turned over their property to them with an agreement to furnish eighty pupils for five years to assist in maintaining the school. Alfred Holbrook was elected principal. The school un- der his management opened November 24, 1855, with ninety-five pupils. At the end of the first year the management retired and the school passed into the control of Mr. Holbrook. The second year saw an enrollment of two hundred and fifty-seven. As the school grew the curriculum was enlarged and in 1870 the students were enrolled from so wide a territory that the name was changed to the National Normal School. In 1883 the National Normal University was established. During the life and vigor of Profes- sor Holbrook the school was continued as a private enterprise so far as the financial features were involved. It was on a propri- etary basis. After he retired from the school the management was somewhat disorganized and the future stability of the school
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