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.
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.
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.
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.
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.
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.
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.
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 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.
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.
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.
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.
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.
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.
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!"
BY REV. E. R. BURKHALTER, D. D.
There is an interest, and a charm peculiarly its own in tracing a stream that has grown to be a river back to its head waters in some lake or mountain spring. And when instead of a river we trace backward a college to its source and fountain head, this interest and charm come to possess a sacred value and are full of hallowed associations. And the charm and interest become complete when this matter is pursued by one who is not only a historian but also a participant in the transactions which cover years of time and call up many holy and tender memories of scenes and places, and yet more, of persons who were fellow-workers in the good cause and the most of whom have passed from earth.
The fountain head of Coe College, whose history it is now proposed to record, is to be sought and found in the mind and heart of the Rev. Williston Jones, the pioneer pastor of Cedar Rapids, who for the years between 1849 and 1856 was the minister of the First Presbyterian church of this city. Mr. Jones was a most zealous servant of his Divine Master, and labored zealously for His cause, not only in the local field, which was then so newly opened for settlement, but in the whole outlying region. His heart felt the needs of this entire middle west, which, as a fertile wilderness, was offering such inducements for the pioneer settler, and he longed to do his part to the utmost in assisting to provide this region with a gospel ministry. To this end, he opened a School of the Prophets in his own home.
We now avail ourselves at this early point of our history of the valuable contributions furnished by the words of the Rev. George R. Carroll, in his most interesting little volume entitled Pioneer Life in and Around Cedar Rapids, 1839-1849.
"Mr. Jones had persuaded one young man, the writer of this sketch, to devote his life to the gospel ministry. But there was no school here in which he could begin his studies. At last the zealous pastor decided to undertake himself the task of preparing that young man for college. Meantime, other young men heard of the arrangement, and persuaded Mr. Jones to admit them also to the same privileges. The result was the formation of a class of sixteen or eighteen young men who occupied the unfurnished parlor in the pastor's house, which was temporarily fitted up for the purpose. One of the number was chosen to act as monitor each week, and Mr. and Mrs. Jones came in at different hours of the day to hear the recitations in the various branches of study pursued. The branches studied were reading, writing, geography, arithmetic, Latin and Greek. This school continued its regular sessions for about six months, and was successfully wound up with a public exhibition under the shade trees in front of the pastor's residence on the hill near the Milwaukee depot. The following young men were among the students of that first school: George Weare, John Stony, Cyrus E. Ferguson, Murry S. D. Davis, Amos Ferguson, Isaac W. Carroll, Mortimer A. Higley, William E. Earl, William J. Wood, Edwin Kennedy, George R. Carroll, James L. Bever, and George W. Bever."
We also avail ourselves of an extract from the Fortieth Anniversary First Presbyterian Church, Cedar Rapids, Iowa, 1887, on which occasion Mr. Carroll in his biographical sketch of the Rev. Williston Jones, our first pastor, used the following language:
"Mr. Jones was deeply interested in the subject of raising up a native ministry. That is to say, he believed that it was important that we should seek out young men from among the people of the west to labor in the west. It was, therefore, his constant aim wherever he met a Christian young man of any promise, to lay before him the claims of the gospel ministry, and urge him prayerfully to consider the question as to whether or not God had called him to the sacred office. This fact, of course, led him to take a great interest in the subject of education. There were no schools at that time where a young man could even begin a course of study for the ministry. He felt the embarrassment of the situation. He had at last found one young man who had decided to study for the ministry, but there was no school in Cedar Rapids where he could make a beginning of the study of Latin or Greek or any of the higher branches of study. At last he decided to undertake himself the task of preparing that young man for college. In a short time, a dozen or fifteen more, hearing of this arrangement, begged the privilege of joining that lone student in studying under Mr. Jones, and before he was aware of it, he found himself at the head of a school for young men. This was in the autumn of 1851. He had erected for himself, meantime, a house of the same material of the old church, cement. It still stands on the hill north of the Milwaukee depot. The parlor of that house was at that time unfinished. It was lathed but not plastered. Mr. Jones said to the young men, if they would get one coat of plastering put onto that room, and put in some temporary seats made of slabs, they could have the use of it for a school room. The offer was promptly accepted, and, in due time, the school began in good earnest. One of the number would act as monitor in the school-room for a week, and then another, until the honor had been enjoyed by all. Mr. and Mrs. Jones were the first professors of the institution, coming in at regular hours to hear recitations. The branches of study pursued in the new academy were reading, writing, geography, arithmetic, algebra, grammar, Latin and Greek. Due attention was also given to composition, declamation, and vocal music. For six months that school continued in perfect harmony and marked success. The term closed sometime in June, I think 1852, with public exercises appropriate to the occasion. The place of meeting was in a grove immediately in front of the school-room. The order of exercises, as nearly as I can remember, consisted in singing and prayer of course, recitations, reading of essays, and declamations. Everything passed off pleasantly and satisfactorily, and I believe the school was pronounced a success. This effort convinced Mr. Jones more than ever of the need of a permanent school of a higher order. He therefore wrote on to Knox college, I think to Professor Blanchard, to see if one of the graduates could not come and take charge of the school. The result was that Mr. David Blakely, then a recent graduate of Knox college, came in the fall of 1852 and opened the school in the church. The school then assumed the name of the Cedar Rapids Collegiate Institute. Mr. Blakely held the position of principal of that school for two years, and then resigned his position to enter the active work of the gospel ministry, in which he is still engaged. During all this time the school was kept up with unabated interest, many students coming in from the country round about, and several from remote parts of the state. At least three of the members of that school entered the ministry, and are still engaged in the active duties of the sacred calling: one. Rev. Hiram Hill, in California; another, Rev. William Campbell, in Kansas; and the third in this state. It was during the spring of 1853, I think, that Mr. Jones was sent as a commissioner to the General Assembly (N. S.) which met in Buffalo, N. Y. During his absence the school at home occupied his thoughts and called out all the energies of his ardent nature. He determined if possible to secure aid in the east by which to place the school upon a permanent basis, having for its chief end the education of indigent young men for the gospel ministry. He was not disappointed in his purpose. Guided no doubt by an all-wise Providence, he met Mr. Daniel Coe, who listened to his earnest appeal, and gave him the money with which the eighty acres of ground, where the college now stands, and these two lots now occupied by this church and chapel, and a lot now occupied by the M. E. church, were secured, Dr. J. F. Ely making the purchase. You will see then, that out of the little school, started in the first pastor's house, has grown Coe college, and Rev. Williston Jones was its founder."