CHAPTER XXIII

_Historical Sketch of Cornell College_

BY WILLIAM HARMON NORTON, ALUMNI PROFESSOR OF GEOLOGY, CORNELL COLLEGE

Linn county may well take pride in the history of her oldest school of higher education, founded in 1853, when the county held but 6,000 people. But the beginnings of Cornell College are of more than local interest; they are thoroughly typical of America and of the West. Cornell was founded in much the same way as were hundreds of American colleges along the ever advancing frontier of civilization from Massachusetts to California--a way which the world had never seen before and will never see again.

THE FOUNDATION AND THE FOUNDER

Cornell owes its inception to a Methodist circuit rider, the Rev. George B. Bowman, a North Carolinian by birth, who came to Iowa from Missouri in 1841, three years after the territorial organization of the commonwealth. This heroic pioneer, resourceful, far seeing, and sanguine of the future, eminent in initiative and in the power of compelling others to his plans, was one of those rare men to whom the task of building states is intrusted. He was not himself a college man, but with him education was a passion. To found institutions of higher education he considered his special mission. Hardly had he been appointed as pastor of the church at Iowa City in 1841 when he undertook the building of a church school, called Iowa City College. In 1845 Rev. James Harlan, a local preacher of Indiana, was chosen president, and with one assistant opened the school in 1846. The next year Mr. Harlan was elected state superintendent of public instruction, and the college was closed never to be re-opened. It had at least served to bring to the state one of its most distinguished citizens, afterward to be honored with the United States senatorship and the secretaryship of the interior. Meanwhile Mr. Bowman had been appointed presiding elder of the Dubuque district, which then included much of east-central Iowa. The failure of the premature attempt at Iowa City had not discouraged him; he awaited the favorable opportunity he still looked for--suitable local conditions for a Christian college in the state. It is a long-told legend, even if it be nothing more than legend, that when Elder Bowman came riding on horseback to the Linn Grove circuit, he stopped on the crest of the lonely hill on which Mount Vernon now stands. From its commanding summit vistas of virgin prairie and primeval forest stretched for ten and twenty miles away. Here there fell upon him, the circuit preacher, the trance and vision of the prophet. He saw the far-off future; he heard the tramp of the multitudes to come. Dismounting, he kneeled down in the rank prairie grass and in prayer to Almighty God consecrated this hill for all time to the cause of Christian education. And it is a matter of authentic history that in the spring of 1851 Elder Bowman and Rev. Dr. A. J. Kynett, in the parsonage at Mount Vernon, planned together for the early founding and upbuilding of a Christian college on this site.

With the characteristic initiative of the Iowa pioneer, Bowman did not wait for authority to be given him by anybody, for articles of incorporation to be drawn up, or even for a title deed to the land on which the college was to stand. Early in 1852 he laid his plans for the launching of the school. On the Fourth of July of this year an educational celebration was held at Mount Vernon, which drew the farmers for miles about the town, and other friends of the new enterprise from Marion and Cedar Rapids, Anamosa, Dubuque, and Burlington. The oration of the day was delivered by State Superintendent Harlan on the theme of Education, and at its close ground was broken formally for the first building of the college. A month later a deed was obtained for the land and the following September the guardianship of the infant school was accepted under the name of the Iowa Conference Seminary, by the Methodist Episcopal church.

In this highly democratic manner Cornell College was founded by the people as an institution of higher learning, which should ever be of the people and for the people. It was born on the anniversary of the nation's natal day, and was to remain one of the highest expressions of patriotism and civic life. Christened by the head of the educational interests of the young commonwealth, supported by its citizens, protected by a charter from the state, and exempt as a beneficent institution of the state from contributing by taxation to the support of other institutions, the college was thus begun as a state school in a very real sense.

One can not read the early archives of the college without the profoundest admiration for the pioneers, its founders. Avid of education to a degree pathetic, they depended on no beaurocracy of church or state; they waited for no foreign philanthropy to supply their educational needs. They laid the foundations of their colleges with the same free, independent, self-sufficing spirit with which they laid their hearthstones, and they laid both at the same time.

THE IOWA CONFERENCE SEMINARY

In January, 1853, the first meeting of the board of trustees was held, and in the fall of the same year the school was opened in the old Methodist church at Mount Vernon. Before the end of the term a new edifice on the campus was so far completed that it was available for school purposes and "on the morning of November 14, 1853, the school met for the last time in the old church and after singing and prayer the students were formed in line and walked in procession with banners flying, led by the teachers, through the village, and took formal possession of what was then declared to be a large and commodious building."[J]

The first catalog--a little time-stained pamphlet of fifteen pages--lists the following faculty:

Rev. Samuel M. Fellows, A. M., professor of mental and moral science and belle lettres.

Rev. David H. Wheeler, professor of languages.

Miss Catherine A. Fortner, preceptress.

Miss Sarah L. Matson, assistant.

Mrs. Olive P. Fellows, teacher of painting and embroidery.

Mrs. Sophia E. Wheeler, teacher of instrumental music.

The first board of trustees is also noteworthy:

Rev. George B. Bowman, president, Mount Vernon; E. D. Waln, Esq., secretary, Mount Vernon; Rev. H. W. Reed, Centerville; Rev. E. W. Twining, Iowa City; Rev. J. B. Taylor, Mount Vernon; Jesse Holman, North Sugar Grove; Henry Kepler, North Sugar Grove; William Hayzlett, Mount Vernon; A. I. Willits, Mount Vernon.

The roster of students enrolls 104 gentlemen, and 57 ladies. Among them are familiar and honored names, some of which are to reappear in all later catalogs of the school, either as students of the second and third generation, or as trustees and members of faculty. Four Rigbys, for example, were students in 1853. In 1910 the catalog lists three Rigbys, one a student and two members of the faculty. The first catalog contains the names of no less than nine Keplers as students, six stalwart young men from North Sugar Grove and their three sisters. Four Walns are enrolled from Mount Vernon, two Farleys from Dubuque and two Reeders from Red Oak.

In 1853 the population of the entire state was only about 300,000. Not a railway had been projected west of the Mississippi river. And yet the scattered settlements sent across the unbroken prairie and the unbridged rivers no less than 161 students to the young school on this the first year of its existence. The most important route to Mount Vernon was the military road extending from Dubuque to Iowa City. Both towns contributed their quota of students, Dubuque sending no less than twelve, although the entire population of Dubuque county was then, less than 16,000. Considering the difficulty of communications, the poverty of the pioneers, the wide extent of the sphere of influence of the school is remarkable. Students were drawn this first year from as far to the northeast as Elkader and Garnavillo. They came from Dyersville and Independence, from Quasqueton and Vinton, from Marengo, Columbus City, West Liberty, and Burlington. Muscatine alone sent seven students. This town was at the time the point of supply for Mount Vernon, and the materials for the first building of the college except such as local saw mills and brick kilns could supply were hauled from that river port.[K] Students came also from Davenport, Le Claire, Princeton, and Blue Grass in Scott county, from Comanche, and from the pioneer settlements of La Motte and Canton in Jackson county. The eight hundred students of Cornell today reach the school from all parts of the state and the adjacent portions of our neighboring states by a few hours swift and comfortable ride by rail. But who shall picture in detail the long and adventurous journeys in ox cart and pioneer wagon and perchance often on foot of the boys and girls of 1853--the climbing of steep hills, the fording of rivers, the miring in abysmal sloughs, the succession of mile after mile of undulating treeless prairie carpeted with gorgeous flowers stretching unbroken to the horizon, the camp at night illuminated by distant prairie fires, until at last a boat shaped hill surmounted by a lonely red brick building lifts itself above the horizon, and the goal of the long journey is in view!

No doubt there were other hardships awaiting these students after their arrival. Rule No. 1 of the new school compelled their rising at five o'clock in the morning. They were expected to furnish their own beds, lights, mirrors, etc., when boarding in Seminary Hall. It is interesting to note that they paid for tuition $4.00 and $5.00 per quarter, and for board from $1.50 to $1.75 per week. The next year the steward's petition to the board of trustees that he be allowed to put three students in each of the little rooms was granted with the proviso "that he furnish suitable bunks for the same." The catalog's statement regarding apparatus is a guarded one: "The Institution is furnished with apparatus for illustrating some of the most important principles of Natural Science. As the wants of school demand, additions will be made to this apparatus." And that regarding the library is wholly prophetic: "It is intended to procure a good selection of _readable_ and _instructive_ books, by the commencement of the next academic year, to which the students will have access at a trifling expense. With these books as a nucleus, a good library will be accumulated as rapidly as possible. Donations of _good_ books are solicited from friends of the institution." In the next catalog it is stated that "a small but good selection of _readable_ and _instructive_ books has been procured," the remainder of the statement being the same as that of the first year. This statement appeared without change in all succeeding catalogs during the remainder of the first decade.

THE FIRST DECADE

As early as 1855 the articles of incorporation were amended changing the name of the institution to Cornell College, in honor of W. W. Cornell and his brother J. B. Cornell, of New York City, men prominent in business and widely known for their benevolences to various enterprises of the church. It will be noted that Cornell College was thus named several years before the founding by Ezra Cornell, of Cornell University at Ithaca, N. Y.

The first year of the school under the new collegiate régime was that of 1857-1858. Rev. R. W. Keeler of the Upper Iowa Conference was made president, Principal Fellows of the Seminary taking the professorship of Latin. Two years later President Keeler reentered the more congenial work of the ministry, and Principal Fellows was elected president of the college, a position which he held most acceptably until his death on the day after commencement June 26, 1863, thus completing a full decade of years of service in the school.

President Fellows had come to Cornell from the Rock River Seminary at Mount Morris. His character and the quality of his work left lasting impressions on his pupils at both institutions. Thus Hon. Robert R. Hitt, of Illinois, writes of him as follows: "He was a diligent, acute, and active student, and his personal character was admirable. It is the fortune of few men to exercise so wide and prominent an influence from a position which, to the ambitious, is not considered eminent." And Senator Shelby M. Cullom has written: "I regard Professor Fellows as one of the best men I ever knew. I said it when I was under him at school, and now that I am over seventy years of age, I say it now. He was strong, honest-hearted, full of kindness, and a splendid teacher."

His colleague at Cornell, Dr. David H. Wheeler, described him as "a man sweet-spirited, pure-minded, of fine executive ability, a rarely qualified teacher, a patient sufferer, a tireless worker, a model friend."

A word may be said as to the members of President Fellows's faculty:

Miss Catharine A. Fortner, a graduate of Cazenovia Seminary, N. Y., was sent out in 1851 by Governor Slade, of Vermont, as a missionary teacher to Iowa. Her success near Tipton was so marked that she was chosen as the first preceptress of the institution. In 1857 she resigned to marry Rev. Rufus Ricker, of the Upper Iowa Conference.

Wm. H. Barnes, professor of languages in 1854-1855, resigned to accept a professorship in Baldwin University, Ohio, and is known as author of several works in history and politics.

His successor, Rev. B. W. Smith, after leaving the school in 1857 became pastor of several of the largest churches in northern Indiana, and president of Valparaiso College.

Dr. David H. Wheeler, professor of languages in 1853-1854, and professor of Greek from 1857 to 1861, when he was appointed U. S. consul to Genoa, was a brilliant and versatile man, author of a number of books, professor for eight years at Northwestern University, editor for eight years of the New York Methodist, and for nine years president of Allegheny College.

The brother of President Fellows, Dr. Stephen N. Fellows, has a large place in the educational history of Iowa. He assisted his brother in laying the foundation of Cornell College, being professor of mathematics from 1854 to 1860, and later occupied the chair of mental and moral science and didactics at the State University of Iowa for twenty years.

On account of her long connection with the college, from 1857 to 1890, Miss Harriette J. Cooke exerted a more potent influence on the institution than any of her colleagues of the first decade. Miss Cooke came to Cornell from Hopkinton, Massachusetts, and brought the best culture for women which New England then afforded, as well as an exceptionally forceful personality, and rare natural aptitudes for her profession. From 1860 to the time of her resignation she was dean of women, and her influence for good on the thousands of young women under her care is incalculable. After long service as an instructor she was made a full professor in 1871, the first woman in America, it has been said, to be thus honored. Her chair for fifteen years was history and German, and after 1886 history and the science of government. On leaving the college she studied the methods of deaconess work in England, wrote a book upon the subject, and returning to her native land became one of the leaders in this new department of social service. For many years she has been closely connected with the University Settlement of Boston. On the recent celebration of her eightieth birthday she received hundreds of letters of loving congratulation from her former students of Cornell, and each of these letters was answered by her painstakingly and at length.

[Illustration: A STREET SCENE IN MARION]

[Illustration: THE DANIELS HOTEL, MARION]

The first ten years of the institution were marked by a singularly rapid growth, considering the fact that they included the darkest days of the Civil war, when nearly every male student was drawn from the college halls to the service of his country. At the end of the decade the faculty numbered eight professors and instructors, and 375 students were enrolled, fifty-one of whom were in college classes, the largest enrollment of collegiate students in the state, unless at the State University. The assets of the institution amounted to $50,000 in notes and pledges, a campus of fifteen acres, and two brick buildings which compared not unfavorably with other college buildings in the west and with the earlier halls of Harvard.

In a large measure this exceptional growth was due to Elder Bowman, to his initiative and wide and powerful influence. The chief problem then as now was one of sustenance, and as a college beggar Bowman was incomparable. He travelled over the settled portions of the state, winning men to his cause by a singular personal charm, and enticing even out of poverty money, promissory notes at altitudinous rates of interest, farm produce, live stock and poultry, household furniture and jewelry. His barnyard at Mount Vernon was continually stocked with horses, cattle, and chickens--votive offerings to the cause of higher education. A citizen of the town once told me how under some mesmeric influence he bought at high price from Elder Bowman an old book case and coal scuttle, begged somewhere for the school. This prince of college beggars once returned from Dubuque with a silver watch which he had plundered off the person of an eminent minister of that city.

FROM 1863 TO 1910--GROWTH IN RESOURCES

Nothing is so tame as the history of a college once the interesting period of its childhood is over, and the history of Cornell is exceptionally uneventful among colleges. No building has been destroyed by fire or tornado. No famous lawsuit against the school has been defended by some Webster among the alumni. None of the faculty has won notoriety by sensational speech or erratic morals.

The salient feature of the forty-seven years since 1863 is a marvelous growth unparalleled in some respects in the history of education. The campus has been enlarged by addition after addition until now it measures sixty acres, including the larger part of the long hill and wide athletic fields along its northern base. To the two first buildings, still used, one for the chemical, biological and physical laboratories and the other for class rooms and society halls, there have been added South Hall, built in 1873 and now used for the engineering and geological laboratories; the Chapel, completed in 1882, a stately Gothic structure of stone, containing the auditorium, seating about 1,500, a smaller audience room, the museum, and several music rooms; Bowman Hall, built in 1885, as the well appointed home of ninety-two young women; the library dedicated in 1905, the gift of Andrew Carnegie; the alumni gymnasium in Ash Park, built in 1909, a noble structure, one of the largest of the kind in the state, besides several minor buildings used for allied schools and professors's residences.

The material equipment has made a phenomenal growth, until several of the scientific laboratories are reckoned among the best in the Central West, and the library, numbering 35,000 volumes, ranks as third in size among the university and college libraries in the state, and second to but one of the city libraries of Iowa. The museum includes several collections which rank among the largest in the west: the Kendig collection of minerals, the Norton collection of fossils, and the Powers collection in American anthropology.

GROWTH IN ATTENDANCE

From the beginning Cornell has been a relatively large school measured by the number of its students, and its growth the last decades forbids it longer to be called a small college. Indeed, for many years it has maintained its place as the largest denominational college, or among the two or three largest, in the United States west of the Great Lakes, reckoned by the number of students of collegiate rank. The attendance has steadily risen until, in 1909-1910, 741 students were enrolled, 450 of them being in the college of liberal arts. The steady growth in numbers of collegiate students evidences the satisfaction which the school has given to its patrons, and an ever widening influence and power. Moreover, it has increased the efficiency of the school by the inspiration of numbers and the intensity of competition in all departments of college life. By bringing together students from all parts of the state and scores from other states, some with the polish of the city and others with the sturdy strength of the country, it has escaped the narrowness of the provincial and has attained something akin to cosmopolitanism.

To make Cornell an institution state-wide in its patronage and influence was the evident purpose of its founders. Nothing was further from their minds than a local college for the students of a town or county, or one drawing its patronage from a few contiguous counties. The trustees have been chosen widely over the state and the attendance from all parts of Iowa has been surprisingly large, considering the many excellent colleges the state supports. In an investigation made a few years since of the geographic distribution of the students it was found that 41 per cent of the collegiate students came from beyond the borders of the patronizing conference, and the counties west and south of the Des Moines river furnished 20 per cent of the students in attendance from the state. The college has thus grown to have a state-wide field.

THE STRATEGIC POSITION

In explaining the growth of Cornell college we must recognize, of course, that it has grown up with the country. We must relate the growth of the school directly to the material prosperity of this land of corn and swine, to the marvelously fertile soil and to the era of expansion in which our history falls. The fact remains, however, that the college has obtained somehow a good deal more than its due share in the general advance. While the population of the state increased 330 per cent from 1860 to 1900, the collegiate attendance at Cornell increased 720 per cent. The college has grown more than twice as fast as has the state, and that notwithstanding the numerous good schools which have sprung up to share its patronage.

We can not doubt that much of the success of the school has been due to its strategic position. It is located in a suburban town of the chief railway center of eastern Iowa. From Cedar Rapids long iron ways, like the spokes of a wheel, reach in all directions to the limits of the state and beyond, and bring every portion of the commonwealth and the adjacent parts of our neighboring states within a few hours ride of Cornell college. It is located also in east Central Iowa, an area of the state the first to be settled and developed, an area surpassed by none in the fertility of its soils, and the wealth which has been produced from them. To these geographic factors, advantages shared in like degree by none of the early competitors of the school, we may assign a place similar to that given such factors in explaining the growth of New York city and of Pittsburg.

While the college had thus had the city's advantages of communication and markets because of its nearness to Cedar Rapids, it has retained all the peculiar advantages which inhere in a location in a village. Like Bowdoin, Dartmouth, and Oberlin, Cornell has found in the small town, rather than in the city, an ideal college environment. It has never permitted the presence of saloon or other haunt of vice. The citizens with whom the students have made their homes have been people of culture drawn to the town by its educational advantages. In all that makes for the intellectual life, in libraries and collections, in lectures and good music, and church privileges, Mount Vernon has had more to offer than perhaps any city of the state; while the temptations and distractions, the round of low amusements offered by the city, have been fortunately absent.

THE BOARD OF TRUSTEES

More than geographic location, it is great men and great plans that make great schools. Let us give much credit therefore to the men who have administered the college as members of its board of trustees. Our debt to them is like that of Michigan University to its board of regents whose wise plans pushed it early to the fore among the state universities of the west and far in advance of the place to which geographic causes alone would have assigned it. Some of these were pioneers of only local fame, such as Elijah D. Waln, Henry D. Albright, William Hayzlett, Jesse Holman, Noah McKean, and Dr. G. L. Carhart, men whose memory will ever be cherished in Mount Vernon. Others were men of note in the early history of the state, such as Hon. Hiram Price, of Davenport, Jesse Farley, of Dubuque, and A. P. Hosford and W. H. Lunt, of Clinton. Especially to be noted is the long service which the trustees have given to the school. Of the members of the executive committee Col. Robert Smyth, sturdy Scotch Presbyterian, was a member for twenty-eight years until his death in 1896. On the same committee Hon. W. F. Johnston, of Toledo, long president of the board, has already served for thirty-three years. Col. H. H. Rood, another of the members of the executive committee, has served continuously as trustee since 1867, and Capt. E. B. Soper, of Emmetsburg, since 1878. Captain Soper has long been one of the most influential members of the governing board, and it is to his initiative and faith that the alumni gymnasium is due. Dr. J. B. Allbrook has served since 1874. H. A. Collin was treasurer of the college from 1860 to his death in 1892. Hon. D. N. Cooley, of Dubuque, served as trustee for twenty-four years, and Hon. W. J. Young, of Clinton, for twenty-six years, their terms of office being terminated only by death. Of the present board of trustees there may be named as among those longest in service, F. H. Armstrong, of Chicago; Hon. W. C. Stuckslager, of Lisbon; E. J. Esgate, of Marion; Maj. E. B. Hayward, of Davenport; Hon. Eugene Secor, of Forest City; Dr. Edward T. Devine, of New York; T. J. B. Robinson, of Hampton; John H. Blair, of Des Moines; Rev. W. W. Carlton, of Mason City; Rev. E. J. Lockwood and John H. Taft, of Cedar Rapids; Hon. Leslie M. Shaw, of Philadelphia; R. J. Alexander, of Waukon; E. B. Willix, of Mount Vernon; Senator Edgar T. Brackett, of Saratoga, N. Y.; O. P. Miller, of Rock Rapids; Rev. Homer C. Stuntz, of Madison, N. J. and N. G. Van Sant, of Sterling, Ill.

Among the eminent men who have served the college we must give special mention to Rev. Alpha J. Kynett, one of the pioneers of Methodism west of the Mississippi, who served on the board from 1865 to his death in 1899. Dr. Kynett was the founder of the great Church Extension society and for many years was its chief executive. In this capacity he probably built more churches than any man who has ever lived. For a third of a century he was a close friend and adviser of the college, and all his wide experience and his ability as an organizer and financier were always at its service.

THE ADMINISTRATION

In 1863 occurred the sad death of President Fellows, under whose superintendence the school had been organized. He was succeeded in office by William Fletcher King, a graduate of the Ohio Wesleyan University and a member of its faculty, who thus brought to Cornell an acquaintance with the scope and methods of one of the best colleges of the middle west. At the time of his election to the presidency Dr. King was professor of Latin and Greek at Cornell, and thus for the second time a president was chosen from the ranks of those actively engaged in the work of higher education rather than, as was then almost universally the custom, from those of another profession. In 1908 Dr. King resigned his office after a term of service of forty-five years. For a number of years he had thus been the oldest college president in the United States in the duration of his office. His administration was essentially a business administration, with little talk but much of doing. There was in it nothing spectacular, and no pretense, or sham. No discourteous act ever strained friendly relations with other schools. Dr. King made no enemies and no mistakes. He was ever tactful, poised, discreet, far-seeing, winning men to the support of his wise and well-laid plans but never forcing their acceptance. The college itself is a monument to this successful business administration. For Cornell does not owe its success to any munificent gifts. Like John Harvard, W. W. Cornell and his brother left the college which perpetuates their memories little more than a good name and a few good books. No donation of more than $25,000 was received until more than forty years of the history of the college had elapsed. Whatever excellence the college has attained is due to the skill and patience of its builders and not to any unlimited or even large funds at their disposal.

On the resignation of Dr. King, the presidency passed to his logical successor, Dr. James Elliott Harlan, who had served as vice president of the college since 1881. He had long had the management and investment of the large funds of the college and the administration of the school in its immediate relations with the students. Just, sympathetic, patient, he had won the esteem of all connected with the college, and to him was largely due the exceptional tranquillity which the college had enjoyed in all its intimate relations. Dr. Harlan was graduated from Cornell College in 1869. For three years he was superintendent of the schools of Cedar Rapids, and for one year he held a similar place at Sterling, Ill. From here he was called to the alumni professorship of mathematics in Cornell College. The larger part of his life has thus been bound up inextricably with the school. He knows and is known and loved by all the alumni and old students. The first year of his administration was signalized by the erection of the new alumni gymnasium, and the second by the conditional gift by the general educational board of $100,000.00 to its endowment funds.

[Illustration: REV. SAMUEL M. FELLOWS, A. M. First President Cornell College]

The dean of the college since 1902 has been Professor H. H. Freer, a graduate of the school of the class of 1869, and a member of the faculty since 1870. Dean Freer was one of the first men in Iowa to see the need of schools of education in connection with colleges and universities and was placed at the head of such a school--the normal department of Cornell--early in the '70s. As has recently been said of him by Pres. H. H. Seerley, of Iowa Teachers College, "his connection with teacher education is probably unexcelled in Iowa educational history and no tribute that can be paid could do justice to his faithful endeavors." Dean Freer has been most intimately connected with the administration for many years. In 1873 he organized the alumni, with the help of Rev. Dr. J. B. Albrook, for the endowment of a professorship. At that time there were but 108 living graduates, forty-seven of whom were women. Of the men, only thirty-eight had been out of college more than three years. Yet this audacious enterprise was carried through to complete success and was followed by the endowment of a second alumni chair. In all of the great financial campaigns Dean Freer has been indispensible, and the moneys he has secured to the college amount to hundreds of thousands of dollars. More than this, by his wide acquaintance throughout the state and by his cordial friendship with all old students, he has been one of the chief representatives of the college around whom its friends have ever rallied. Since 1887 he has been professor of political economy in the college, and now occupies the David Joyce chair of economics and sociology.

THE FACULTY

Of the nearly 300 teachers who have been enrolled in the faculties of the college there is space for the mention of but few names: Dr. Alonzo Collin, who began by teaching all the sciences and mathematics in the young school in 1860, and resigned in 1906 as professor of physics; Dr. Hugh Boyd, professor of Latin from 1871 to 1906; Prof. S. N. Williams, head of the school of civil engineering since 1873; Prof. George O. Curme, professor of German from 1884 to 1897, now a member of the faculty of Northwestern University; Dr. W. S. Ebersole, professor of Greek since 1892; Dr. James A. James, professor of history from 1893 to 1897, now teaching in Northwestern University; Prof. H. M. Kelley, professor of biology since 1894; Dr. Thomas Nicholson, professor of the English Bible from 1894 to 1904, now general educational secretary of the M. E. church; Dr. F. A. Wood, professor of German from 1897 to 1903, now member of the faculty of University of Chicago; Prof. Mary Burr Norton, alumni professor of mathematics, whose connection with the faculty dates from 1877; Dr. H. C. Stanclift, professor of history since 1899; Dr. Nicholas Knight, professor of chemistry since 1899; Dr. George H. Betts, psychology, who entered the faculty in 1902; Prof. C. D. Stevens, English literature, since 1903; Prof. C. R. Keyes, German, since 1903; Miss Mary L. McLeod, dean of women, since 1900; Prof. John E. Stout, education, since 1903.

The continuity, the long terms of service of the administrative officers and the professors, can hardly be too strongly emphasized as a potent factor in the growth of the college. If the history of the school had seen a rapid succession of different presidents and frequent changes of faculty, if there had been changes in plans and purposes, factions and struggles, and the loss of friends which such struggles entail, if the power of the machinery had been wasted in internal friction we may be sure that the story of the college would have been far other than it is.

THE ALUMNI

The graduates of Cornell now number 1,446. This small army of educated men and women have scattered widely over all the states of the union and to many foreign countries. They have entered many vocations. The profession receiving the largest number is teaching. Of the 1,139 graduates including the class of 1905, reported in the catalog of 1908, ninety-seven have been engaged in teaching in colleges and universities, and 165 in secondary and normal schools. One hundred and forty-nine have entered the law, and 139 have entered the ministry. Business and banking were the employments of 113. Medicine has been the choice of forty-nine, and engineering and architecture of fifty-two. The foreign missionary field has claimed thirty-four, and social service in charity organization societies, deaconess work, social settlements, and the Y. M. C. A. and the Y. W. C. A. have engaged twenty-six. Thirty-two have engaged in farming, and twenty-six in newspaper work. The women graduates of the school very largely have been induced to enter the profession of matrimony. Up to 1876, for example, ninety per cent of the alumnae had married. Of later years the larger opportunities for professional service, opening for women, and no doubt other general causes, have decreased the percentage, but of all women graduates up to the year 1900, seventy per cent have married. Of these forty-two per cent have married graduates of the college. The common error that college education lessens the opportunities of woman for her natural vocation is disproved, at least so far as Cornell college is concerned. The marriages of the graduates of Cornell have been singularly fortunate. Among the more than 1,400 alumni, there has been so far as known but two divorces. Considering the high percentages of divorce in the states of the Union, rising as high in some states as one divorce to every six marriages, the divorceless history of the Cornell alumni witnesses the sociologic value of the Christian co-educational college.

In numbers the graduating classes have steadily increased. The first class, that of 1858, consisted of two members, Mr. and Mrs. Matthew Cavanaugh, of Iowa City. Classes remained small, never exceeding five, until the close of the Civil war when the young men who had entered the service of their country, and who survived the war, returned to school. In 1867 eleven were graduated, and in 1869 the class numbered twenty-two. The last decade the graduating class from the college of liberal arts has averaged sixty.

CORNELL AND THE WAR FOR THE UNION

President Charles W. Elliot, in one of his educational addresses, after enumerating what the community must do for the college, asks, "And what will the college do for the community? It will make rich returns of learning, of poetry, and of piety, and of that fine sense of civic duty without which republics are impossible." That Cornell has made all these returns in ample measure is shown by the roster of the alumni with its many eminent names in the service of state and church. More than fifteen thousand young men and women have left the college halls carrying with them for the enrichment of the community stores of learning, poetic ideals of life, and vital piety. The fine sense of civic duty which the college breeds finds special illustration in the crisis of the Civil war, and here we may quote the eloquent words of Colonel Harry H. Rood in an address delivered at the Semi-Centennial of the college in 1904:

"The first seven and a half years in the history of this college was a period of struggle and embarrassment. The spring of 1861 seemed to be the beginning of brighter days. A railway had brought it in touch with the outer world, and the effects of the great financial panic of 1857 were passing, enabling the sons and daughters of the pioneers to enter its halls to secure the education they so greatly desired. The sky of hope was quickly overcast, and the storm cloud of the Civil war, which had been gathering for half a century, burst over the land. The students of Cornell were not surprised or alarmed. The winter preceding they had organized a mock congress with every state represented, in which all the issues of the coming conflict were fully discussed and understood.... The first regiment the young state sent out to preserve the Union had in its ranks a company from this county--_one-third of the names upon its muster rolls were students from this school. The first full company to go from this township into the three years service had one-third of its membership from this college, and the second full company from the township, in 1862, also had an equal number of Cornell's patriotic sons._ In the great crisis of 1864, when President Lincoln asked for men to relieve the veteran regiments and permit them to go to the front, _almost a full company were college men_. In the class of 1861 only two men were graduated and both entered the service.... The record shows that from 1853 to 1871 fifty-four men were graduated from the college, and of these thirty had worn the blue."

During the war the college had much the aspect of a female seminary to which a few young boys and cripples had been admitted by courtesy. In 1863 but twelve male students were registered in college classes, and at the commencement of this year all upon the program were women except a delicate youth unfit for war and a boy of sixteen years. This commencement was unique in the history of the college. On commencement day the audience of peaceful folk seated in the grove quietly listening to the student orations was suddenly transformed to an infuriated mob, when one girl visitor attempted to snatch from another a copperhead pin she was wearing. So strong was the excitement, that the college buildings were guarded by night for some time afterward for fear that they might be burned in revenge by sympathisers with the south.[L]

Near the close of the war it was seen that many of the soldier students of the college would be unable to complete their education because of the sacrifices they had made in the service of their country. A fund of fourteen thousand dollars was therefore contributed by patriot friends at home and in part by Iowa regiments in the field for the education of disabled soldiers and soldiers' orphans. No gift to the school has ever been more useful than this foundation, which aided in the support of hundreds of the most worthy students of the college.

Two of the students of Cornell were enrolled in the armies of the Confederacy. Of these one became a lieutenant in a Texas regiment. At one time learning that one of his prisoners was a Cornell boy and a member of his own literary society, the Texas lieutenant found Cornell loyalty a stronger motive than official duty. He took his prisoner several miles from camp, gave him a horse and started him for the Union lines.

THE SOCIAL ORGANIZATION

From the beginning Cornell college has been coëducational. In the earliest years of her history some concessions were made in the courses of study to the supposed weakness of woman's intellect, and "ornamental branches," such as "Grecian painting," which seems to have been a sort of transfer work, "ornamental hair work and wax flowers" were grafted on the curriculum for her special benefit--branches which soon were pruned away.

Woman's presence seems to have been regarded in these early years as a menace to the social order, safely permitted only under the most rigorous restrictions. So late as 1869 Rule Number Twelve appeared in the catalog--"_The escorting of young ladies by young gentlemen is not allowed_." This was a weak and degenerate offspring of the stern edict of President Keeler's administration:

"_Young ladies and gentlemen will not associate together in walking or riding nor stand conversing together in the halls or public rooms of the buildings, but when necessary they can see the persons they desire by permission._"

For many years these blue laws have been abrogated, and the only restrictions found needful are those ordinarily imposed by good society. The association and competition of young men and women in all college activities--an association necessarily devoid of all romance and glamour--has been found sane and helpful to both sexes, and no policy of segregation in any form has ever been as much as suggested.

The social life of the college has always been under the leadership of the literary societies. They are now eight in number: The Amphictyon, Adelphian, Miltonian and Star for men and the Philomathean, Aesthesian, Alethean and Aonian for women. The students of the Academy also sustain four flourishing societies, the Irving and Gladstone, Clionian and King.

These societies meet in large and rather luxuriously furnished halls in which they entertain their friends each week with literary and musical programs, followed by short socials. Business meetings offer thorough drill in parliamentary practice and often give place to impromptu debates which give facility in extemporaneous speaking. The societies also give banquets and less formal receptions from time to time and in general have charge of the social life of the school. Members are chosen by election and the rushing of the incoming freshman class is a fast and furious campaign, occupying a week or so of the first half-year. However it may affect studies, it certainly develops friendships and promotes the rapid assimilation of the large number of new students in the body social of the school.

The societies have always been in effect fraternities and sororities so far as social advantages are concerned, and they have performed the function of the best fraternities in the intellectual and moral supervision which they have given their members. But the literary societies have been more than fraternities, and under their supervision the social life of the college has been lived on a distinctly higher plane than had its organization been purely social and for recreation only. They have also been markedly distinguished from fraternities in their democratic character. Instead of excluding fifty or even seventy or eighty per cent of the students from their privileges, they have given their inestimable social advantages to practically all who cared to join them. They have thus prevented the growth of a leisured class of students whose sole interest in college is found in its recreations and who have been allowed the control of the college social life. Indeed, so valuable in the history of the college has this social organization proved that students have suggested that it be extended to other colleges by means of affiliated chapters.

ENDOWMENTS

During the earlier years of its history the college received few notable gifts. It was largely sustained by innumerable small contributions to its current expenses and endowment funds made by devoted friends whose generosity and self sacrifice deserve the praise bestowed upon the widow who cast her mite into the treasury of the temple. The larger gifts which have been made in endowing chairs, with the amounts and dates of the foundation and names of the donors, are as follows:

1859 Hamline Professorship of Greek Language and Literature, $25,000, by Bishop L. L. Hamline.

1873 D. N. Cooley Professorship of Civil and Sanitary Engineering, $10,000, by Hon. D. N. Cooley, Dubuque, and Oliver Hoyt.

1873 Alumni Professorship of Mathematics, $50,000, by The Alumni.

1885 W. F. Johnston Professorship of Physics, $50,000, by Hon. W. F. Johnston, Toledo.

1902 Edgar Truman Brackett, Jr., Professorship of History and Politics, $30,000, by Hon. Edgar T. Brackett, Saratoga, N. Y.

1904 David Joyce Professorship of Political Economy and Sociology, $50,000, by David Joyce, Clinton.

[Illustration: COMMERCIAL HOTEL, CENTER POINT]

[Illustration: BRIDGE OVER CEDAR RIVER AT CENTER POINT]

1904 Lucy Hayes King Foundation, now in support of the presidency, by ex-president Wm. F. King, $50,000.

1910 Alumni Professorship of Geology, $50,000, by The Alumni.

Among the other notable gifts to the college must be mentioned that by the Hon. Andrew Carnegie, of $50,000 for the erection of the Carnegie library, dedicated in 1905.

The largest donations to the college have been those of its president emeritus, William Fletcher King. Most valuable of all have been the long years of service, but besides these he has given from time to time many financial gifts to meet current needs and near the end of his term of office, he crowned his benefactions not only with the endowment of the professorship just mentioned, but with the munificent gift of $100,000 to found 100 scholarships in memory of Margaret Fletcher King. At the unveiling of the bronze tablet in her memory, in 1904, Hon. L. M. Shaw spoke these fitting words: "It is my privilege to witness the unveiling of a tablet erected in memory of a saintly woman who came in bridal clothes and left in cerements, and who spent the entire thirty-eight years of her married life wedded as completely to Cornell college as to William F. King, and who served both with equal faithfulness and with unfaltering devotion. Words are inadequate to measure the influence of a Christian woman's life spent amid surroundings such as have existed here for a generation. Neither does bronze suffice to prophesy the lift toward righteousness and higher citizenship of what is here done by the bereaved husband in the name of Margaret McKell King.... The tablet so thoughtfully erected to her memory and the endowment of scholarships so generously made by Dr. King guarantee the perpetuation of the sweet influence of a noble life and extend the benison of Christian education to one hundred students per annum, on and on, far beyond the ken of those who knew her and knowing loved her."

In 1910 the general education board made a conditional gift to the college of $100,000 for endowment, and of the $300,000 to be secured to meet the conditions nearly half has already been promised in sums among the largest ever given to the school.

THE CURRICULUM

In the fifties Cornell college was a very simple organization. In the first year of the college as distinct from the seminary, six teachers taught the entire round of the college course, which then included but forty subjects, each pursued for but three months. Besides Latin, Greek and mathematics, there were offered six terms in science and seven in the following subjects: Natural Theology, Evidences of Christianity, Moral Science, Butler's Analogy, Mental Philosophy, Rhetoric, and Elements of Criticism. This simple curriculum was stated by the catalog to embrace "the course of study in Mathematics, Languages, Sciences, and Belle Lettres which is prescribed in the best colleges and universities. It is thorough, extensive and systematic." All the same, both Cornell and "the best colleges and universities" have found that college courses could be made more "thorough and extensive" if not "more systematic." Latin, for example, at Cornell now offers eleven half-year courses instead of nine third-year courses as in 1857-1858. Sciences, which then offered six terms, now offer thirty-seven half-years and form five strong departments with their own professors and assistants. In 1875 the department of English Literature was organized, and the same year special teachers were employed for the first time in public speaking, although the School of Oratory was not organized until 1891. History and Politics became a distinct department in 1886. Courses in the English Bible were offered in 1894, and in Sociology in 1900. In all, the last catalog lists more than two hundred half-year collegiate courses of study.

The college has been among the foremost in the west in adapting and enlarging its courses to meet changing ideals. As early as 1873 the department of Civil and Sanitary Engineering was organized, in which hundreds of young men have received a valuable equipment for the work of life. One of the earliest recognitions of education as a collegiate subject was when courses in this science were offered at Cornell in 1872--the beginning of the present strong school of education. In 1900 and 1901 special directors of Physical Training for both men and women were first employed.

SPIRIT AND INFLUENCE

During all these changing years since 1853 the spirit of Cornell has remained essentially the same. It has made for scholarship--a scholarship honest, tireless, and fearless in the search for truth; it has cherished culture; it has fitted for service and has sent forth its students to perform, in the words of Milton, "justly, skilfully, and magnanimously all the duties both public and private of peace and war." It has ever been a religious spirit, too, this spirit of Cornell, and kindling in thousands of young hearts has inspired them to purer, stronger, and more helpful living.

The influence of Cornell may be summarized by a quotation from an editorial in the Cedar Rapids _Republican_ in 1904, reviewing the history of the college:

"Fifty years of college work and college building; what does it mean? What is it these men, about whom we have been writing, have done? The half can not be told. No research, however painstaking, could discover it all, for only a portion of such work is ever seen of men. For fifty years a constant stream of beneficent influences has been flowing out from this institution. The pure water which gushes from a spring on the hillsides, who can trace? A certain portion will refresh those who dwell near its source. The remainder flows away to form a brooklet that 'joins brimming river' which carries ships, waters cities, and finally augments an ocean current that washes illimitable shores. But for these springs the everlasting ocean would dry up. The stream of beneficent influences which has been flowing from this institution on the hillside down yonder, has been carried around the world--into countless fields of human activity and high endeavor--into homes where mothers teach their children to avoid those things that are of the earth earthy--into business establishments where the golden rule is not always turned toward the wall--into legislative halls where statesmen and patriots are needed--into the judiciary of state and nation--into the cabinet of the president of the United States--into all callings and all professions--into all countries and all climes. May it flow on forever and forever!"

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