Fond du Lac County, Wisconsin - Chapter 18: Educational, 1912 (part 1 of 2)

Chapter 18: Educational

The first schoolhouse in the city of Fond du Lac was built in 1843, on a piece of land owned by Dr. M. C. Darling, and located on what is now Main street, between Second and Third streets. It was a small, wooden structure, and in 1848 was moved to the north side of Fifth street, between Marr and Main streets, and near the present Farnsworth residence. It was partially destroyed by fire in December, 1848, and lots becoming more valuable in that vicinity, the blackened shell was soon removed to another part of the village, but never afterwards used for school purposes.

The first teacher to try his skill and fortune in inspiring young ideas in this city was Theodore Conkey, afterward of Appleton. He taught in the modest school building, but did not continue long in the work. No doubt he was called to a more lucrative, if not more congenial, field of labor, and was superseded by John A. Eastman, who in the fall of 1844 opened a "select school" in the same building. Mr. Eastman's register showed an enrollment of twenty pupils, not all of them, however, being residents of Fond du Lac. The first free public school in this city was organized in accordance with an act of the territorial legislature, passed in the winter of 1846, and was known as the Franklin school. The district was known as School District No. 1, and included the village and town of Fond du Lac. The inhabitants of said school district, who were qualified by law to vote, were authorized to raise a tax not exceeding $2,000 in anyone year for the pur¬ pose of building and repairing a schoolhouse, providing the necessary fixtures and appendages thereto, for the payment of teachers' wages, for fuel, for the purchase of all needful apparatus, and for defraying the necessary incidental expenses for keeping the school in operation.

Three years later, the number of school children having increased from thirty or forty to one hundred, the matter of providing better accommodations was vig¬ orously agitated. Several plans were proposed to secure a suitable building - either building anew or adding to the old structure - but all proved abortive. Soon after this agitation developed, the board of trustees and superintendents of the Franklin school, consisting of Edward Pier, J. A. Eastman, Isaac Brown, J. M. Gillett, M. C. Gibson and M. C. Darling, reported a set of by-laws for the government of the school, and recommended the erection of an addition to the schoolhouse for primary children, and the purchase of suitable apparatus for teaching and illustrating the higher branches of education, among which we may mention a globe, geographical maps and charts, and a "planetarium. " The same authority ordered that every Thursday afternoon be set apart for the reception of visitors and school officers. Neither the records nor tradition furnish the least hint as to whether these receptions were well attended or not.

For a little more than two years, or until March, 1848, the Franklin school had been maintained free to all residents of the district. But this plan proved unsatisfactory, and at the latter date, the bill chartering the school was amended so that the expenses should be paid by the pupils, at a rate not to exceed $1.50 each for a term of three months, the debt against any parent or guardian to be collected in the same manner as any other tax.

The affairs of the Franklin school were not always prosperous, but from a good beginning, they soon fell to a very unsatisfactory condition, and rapidly went from bad to worse until, at a meeting held in the schoolhouse December 4,. 1848, they culminated in the passage, by an overwhelming majority, of a resolu¬ tion to raise no tax whatever, either to pay arrearages, or to support the school for the ensuing winter. Eight days after this strange action of the voters, by which the children were deprived of educational facilities, the schoolhouse was totally destroyed by fire. Thus ended the Franklin school, and the trials through which it passed are only such as may come to all educational enterprises before they attain strength and influence. During the winter of 1848-9, owing to the incident narrated above, Fond du Lac had no school, and in July, 1849, a meet¬ ing held in the old court house to elect school officers and levy a tax of $2,000 for school purposes, adjourned without effecting its purpose. The tax of $2,000 for a schoolhouse was considered extravagant and the motion in its favor was summarily tabled. On the 19th of November following, F. R. Kinsman was secured "as a proper person to teach youth, " to conduct a school on the "normal plan" in a building rented for that purpose of Carmin Wright; and the next year, 1850, the building now known as the Marr street schoolhouse, was erected. It was then the only school building in the village. Much complaint was made because this schoolhouse, in which school was at once opened and continued regularly thereafter, was made so large, but in a short time it was found to be too small, and in 1852, having grown out of its village clothes, the city was divided into four common school districts. This division prevailed until August, 1854, when E. Hodges, who had in the meantime been elected city superintendent of schools, and the officers of districts Nos. 1, 2 and 3, issued an order consolidating those districts into one, called the Union district No. 1, or the North Union dis¬ trict. Edmund Delaney was elected director; John L. Henry treasurer; and Robert A. Baker, clerk, of the new district, and bids were at once called for to build a schoolhouse. A site was purchased of E. H. Galloway for $500 and a building costing $2,000 was erected on the spot now occupied by Cotton street schoolhouse. At the same time district No. 4 was by the proper authority changed to district No. 2, or the South Union district, now known as the Marr street school. Before the consolidation took place, the reports of the clerks of districts Nos. 1, 2 and 3 showed a school attendance of 203 pupils, and an expense, for ten months of school, of $932, which was nearly equally divided between sal¬ aries of teachers and expenses for fuel and other purposes. Those two old and familiar landmarks - Marr and Cotton streets schoolhouses - are still standing and utilized for school purposes.

School matters after this developed a deep and permanent interest, and both North and South Union districts were well patronized and supported and ably and efficiently taught. In October, 1858, the citizens of the two districts into which the city was divided, petitioned for the establishment of a union high school; and on the 8th of October of that year, George B. Eastman, superintend¬ ent of schools, in accordance with the expressed desire of the people, formed such district, to be called the Union High School district of the city of Fond du Lac, the same to take effect at once. This act cut off that portion of the town of Fond du Lac which had hitherto enjoyed the benefit of the village and city schools, and, by the authority vested in him, Mr. Eastamn appointed Robert A. Baker, clerk, and W. H. Hiner and B. F. Moore, directors, of the new district. Those officers held a meeting in Amory hall, October 21, 1858, and authorized $1,961.40 to be raised for room rent, teachers' wages and fuel. Tuition was fixed at $7 per term of thirteen weeks for non-residents.

The first high school in the city was organized and opened in January, 1859, in what was known as the Sewell store on North Main street, between Johnson and Merrill streets, with Edwin C. Johnson and Miss M. S. Merrill as teachers. The teachers and the nearest streets having the same names led to many a joke and gibe by the pupils at the expense of their instructors. The school opened with nearly one hundred students, and was free to the children of residents on condi¬ tion that they could pass a prescribed examination in geography, grammar and arithmetic. Mr. Johnson resigned in i860, and his place was filled by Selim H. Peabody, who opened the school in the Marshall block on Second street. The location was changed the next year to the Warner block, corner of Main and Second streets, this being the last change prior to the erection of a high-school building, the first steps to secure such a structure having been taken in July, 1859.

In 1862, O. C. Steenberg was elected principal of the high school, and in 1864 he was chosen city superintendent of schools, in addition to his position as principal, both of which positions he held until the beginning of 1869.

In January, i860, the school board purchased a high-school site of S. B. Amory, on the north side of Merrill street, and east of Amory street. In October, 1863, a bond was executed to raise money to build a high school and a mortgage executed to Mr. Amory. In February, 1864, a plan of the proposed building was accepted and the contract let to William M. Phelan and William Heathcote, and, the structure being rapidly pushed to completion, a public dedication was held and the building taken possession of by the high school, with O. C. Steenberg as principal, in 1865. W. D. Conklin delivered an interesting dedicatory address, and great joy and enthusiasm marked the entire proceedings.

In 1862-3 Mr. Steenberg was authorized to grade all the schools of the city, and to make a course of study to extend over a period of thirteen years of school life and to embrace every possible degree of advancement in scholarship. In a published report to the school board in 1867, Mr. Steenberg recommended and urged the compulsory attendance at school of all healthy children of school age, this being the first published educational document in this state containing a rec¬ ommendation for the passage of a compulsory school law.

The high-school building, above referred to, was three stories high, with brick outside, and had a seating capacity nearly equal to the present high school. On the night of December 4, 1868, the building was entirely destroyed by fire, and from then until September, 1873, the high school was continued in rented rooms on South Main street, where Rost's second hand store now stands, and on Forest street, now occupied by Coughlin s meat market.

In the above month and year the present splendid four-story structure of brick and stone was occupied under the principalship of Professor C. A. Hutch¬ ins. The present high-school building is generally conceded to be one of the finest in the state and has one of the most attractive and beautiful schoolyards in the northwest. The building contains ten large school rooms, a fine office, a large and very pleasant assembly room, fine halls, commodious wardrobes, a large and choice library, a rare and extensive museum, and well furnished and well patronized reading room. The school is supported with the most com¬ mendable generosity, and is conducted with great thoroughness and efficiency. It affords the best commercial, scientific and classical advantages, and its graduates are numbered among the most cultured and successful men and women of the state.

Professor Hutchins having resigned the principalship and city superintendency of schools in 1866, was succeeded by Professor I. N. Mitchell, who was in 1892 succeeded by Dr. Ed. McLoughlin.

O. C. Steenberg graduated at Union College, Schenectady, New York, in 1861, and has for many years past been the proprietor of a large sash, door and blind factory in this city.

Professor C. A. Hutchins was educated at the Norwalk (Ohio) Academy, and afterwards pursued his studies under his brother at the academy and at home. From 1858 to 1861 he taught Latin and Greek at Wayland University, Beaver Dam, Wisconsin. He had charge of the Janesville schools for two years; of the Ionia, Michigan, schools four years; the schools of Baraboo, Wisconsin, one year ; was county superintendent of schools of Sauk county two years ; princi¬ pal of the Beloit high school two years, and is now assistant state superintendent of schools of Wisconsin.

Professor I. N. Mitchell graduated from Michigan University, Ann Arbor, and for several years prior to his coming to Fond du Lac had successful charge of city schools in Michigan. He is at present instructor in Latin in the state normal school at Milwaukee.

Dr. Ed. McLoughlin graduated in 1875 at the Oshkosh normal school. He was principal of the New London high school from 1875 to 1878; county superin¬ tendent of schools of Fond du Lac county from 1878 to 1886; conductor of teachers' institutes ten years; editor of the Fond du Lac Journal two years; can¬ didate of the democratic party for state superintendent of public instruction in 1888; graduated from Rush Medical College in 1890 with the honors of his class; was elected mayor of Fond du Lac in the spring of 1892; and was practicing med¬ icine in this city when he was elected principal of the high school and city super¬ intendent of schools.

Fond du Lac employs forty-six teachers, all capable and competent, several of whom have been connected with the city schools for twenty years and upwards. Those engaged in the high school besides the principal are : A. W. Phelps, teacher of Latin and Greek ; Miss Elizabeth Waters, geometry, English history and Eng¬ lish literature; F. L. Abbott, natural sciences; Miss Emma D. Everdell, algebra, sentential analysis and English composition; and Miss Elizabeth A. Eastman, bookkeeping, stenography and algebra.

Lincoln School, Fond Du Lac

While Fond du Lac can honestly boast of an excellent school system and an excellent corps of teachers, its citizens carefully avoid calling attention to its schoolhouses, aside from the high and First street buildings. But a strong and earnest movement is already under way, having for its purpose the division of the city into hve or six districts and the construction of as many handsome, comfort¬ able and thoroughly equipped schoolhouses. The world's fair year will un¬ doubtedly see two of these buildings in process of construction. Transeat in realitatem.

The above article was written in 1893, by Edward McLoughlin, superintend¬ ent of the Fond du Lac schools at that time, and covers the subject concisely and accurately. The article below was prepared by L. A. Williams, one of the suc¬ ceeding superintendents, who became thoroughly familiar with the schools during his seven years' management of them.

Early in the year 1894 the citizens of Fond du Lac awoke to a realizing sense of the importance of improving the conditions of school buildings and extending school opportunities in the city. An active campaign was inaugurated, which found its way into local politics, making better school buildings, improved courses of study and high standard of qualifications for teachers, the issues. As a result of this campaign a common council was elected, pledged to the selection of a board of education which would carry out the purposes declared as real issues in the campaign. Mayor E. E. Atkins in his inaugural address to the common coun¬ cil declared : "that he could not too forcibly call the attention of the council to the subject of our common schools, of the shabby, unhealthy and illy ventilated con¬ ditions of many of our school buildings - too many altogether for the fair name and fame of our beautiful city."

Immediately upon the organization of the new board of education the question of centralizing the school districts and building new schoolhouses was taken up. A site was purchased, and Allen D. Conover, an architect of Madison, Wiscon¬ sin, was selected to prepare plans for an eight-room school building, to be erected on the site purchased by the board of education on Union street. Dr. Edward McLoughlin, who had held the position of city superintendent of schools and principal of the high school for a period of two years, retired and accepted a very responsible and lucrative position in the city schools of Chicago. The board of education immediately took steps to elect his successor, and after considerable investigation and visitation throughout the state, selected L. A. Williams, of Madi¬ son, Wisconsin, as superintendent of city schools and principal of the high school. Mr. Williams moved to Fond du Lac in August, 1894, and began his work in collection with the public-school system of Fond du Lac.

The work of constructing the new building was pushed forward very rapidly and the building was completed and ready for occupancy at the opening of the winter term, in January, 1905. This building cost $13,583. At the time the Lmion school was completed the city of Fond du Lac had the following school buildings : High school, First street school, Second street school, Marr street school, Cotton street school, Grant street school, Ruggles street school, Cherry street school, Rees street school, Walnut street school, Sibley street school, Clin¬ ton street school, Amory street school, Doty street school. Fifth street school and Hickory street school; all being small wooden buildings, with the exception of the First street and the high-school buildings.

At the opening of the Union school, in January, 1905, with Mary Nugent as principal, the schools located at Kuggles street and Cherry street were abandoned for school purposes, although a night school was organized in the year 1895, and the sessions were held three times a week in the evening at Ruggles street school building, under the direction of the superintendent of schools, assisted by D. O. Williams and Miss Minnie De Sombre. This night school was opened January 7, 1895, and continued until April 25th of the same year. Instruction was given in the common branches, including reading, grammar, arithmetic, writing and spelling. The school was made up of pupils who worked in stores, factories and shops. It was difficult to classify the school according to grades, and much indi¬ vidual work had to be done. This school was continued for two years under the supervision of the board of education and the direction of the city superintendent of schools, and much good was accomplished through these night schools. The plan was abandoned after that for the reason that it required too much time for supervision, and the board did not feel justified in expending the amount of money required to maintain the same. With the opening of the schools in 1904, a system of kindergarten work was put in operation, this being the first attempt to do anything of this kind in the public schools of this city. Miss Rispah Harriman, a trained kindergarten teacher, was secured by the board of education to carry out this work. The first public kindergarten was opened at the First street school building, and President F. M. Givens, in his report to the board of educa¬ tion, has this to say of the work : "I am pleased to say that it has proven a great success and is fully endorsed by our people. I would recommend that as soon as practicable additional kindergartens be opened in order to accommodate chil¬ dren in all parts of the city."

The demand for kindergarten schools sprang up all over the city and the board of education used its best effort to comply with the request for additional schools. Another was opened at Doty street and Miss Edith Merrick was selected as director of the work. As fast as new buildings were erected in the city, pro¬ vision was made to open kindergarten schools. The system of instruction became popular and very much in demand, and today Fond du Lac city has one of the best equipped systems of kindergartens of any city in the state of Wisconsin. Miss Laura Denman was selected, on the resignation of Miss Harriman, to su¬ pervise all of the kindergarten schools of the city. She served in that capacity for two years, when it was decided by the board of education to give up the general supervision of kindergartens and hold each director responsible for the work in , her building, and all kindergarten directors were required to present, diplomas from credited kindergarten schools before being awarded positions.

In addition to the establishment of kindergarten schools in the city, the board of education took up the subject of drawing and music, these two important branches never having had a place in the public schools of this city prior to 1894. Miss Anna Talbot was secured for the position of director of music and draw¬ ing. She began her work in the public schools in September, 1894, and continued until January, when she tendered her resignation, which was accepted by the board of education. Miss Laurene Corbin, of Union City, Michigan, was selected to take her place of supervisor of music and drawing and began her work in January, 1895, continuing in that position for the remainder of that year and through the year of 1896, assisted by Miss Elouise Kent, when the board recog- nized the fact that the work of both departments was too much for one super¬ visor, and drawing and music were separated, Miss Corbin continuing to have charge of the music, and Miss Emily Weaver, of New York, was selected as di¬ rector of drawing. Miss Weaver was a teacher of large experience and well qualified for her duties. She laid a broad foundation for this work in our public schools and achieved fine results.

The high-school building, although a substantial and imposing structure, was poorly arranged for school purposes and many changes were made in the build¬ ing to accommodate the increasing demands. The attendance began to increase very rapidly in the high school, necessitating upon the board of education the use of great care in the selection of teachers for high-school work and requiring the highest qualifications. As a result of this policy, teachers from the best col¬ leges and universities in the country were secured. The standard of the high school was greatly raised and the graduating classes increased in numbers each year. The board of education, recognizing the importance of qualification of teachers, passed a rule requiring all teachers, after a certain time, to present diplomas from normal schools before they could become eligible to positions as teachers in our public schools. By adopting this policy the teaching force was greatly improved and soon attained a very high standard. The work of centraliz¬ ing the schools by the erection of new and large buildings went on as rapidly as the funds of the city would permit. In 1896 a twelve-room school building was erected on Doty street, taking the place of Cotton street school, Sibley street school and Amory. This building was erected at a cost of $20,000 and was designed by Allen D. Conover, architect of the Union building. The same year the board erected the Lincoln school on Forest avenue - a beautiful four-room building, designed by J. W. T. Jennings, of Madison. This building was erected at a cost of $9,000 and was opened for school purposes in the year 1897, with Miss Emma Burrows as principal. Washington school was also opened the same year with Kenneth Brewer as principal.

The policy of building new and large school buildings was adopted by each succeeding board of education and the plan met with the hearty approval of the citizens of Fond du Lac. The next buildings to be constructed were Jefferson and Grant schools, the former a ten-room structure located near the site of the old Grant street school. This building was constructed at a cost of $22,075 and opened for school purposes in January, 1901, with Miss Elizabeth Nugent as prin¬ cipal. Grant school was constructed on the site of the old Marr street building and was opened for school purposes about the same time. This is a four-room building, and the first principal was Miss Etta Gault. The building was con¬ structed at a cost of $9,190. The architects of both the Jefferson and Grant schools were Van Rvn & De Gelleke, of Milwaukee.

The next buildings to be constructed were the McKinley school, located upon the site of the old Amory street school, at a cost of $19,000. Miss Bridget Crowe was the first principal, and Geogerson & Pillsbury were the architects. Then fol¬ lowed the erection of the fine school building in the southwestern part of the city known as the Franklin school. The need of a school building in this section of the city had long been apparent to the city officials, as that part of the city was cut off from school facilities by reason of the railroads and the river. The archi¬ tect of this building was Robert Messmer, and the cost was $19,900.

The next building constructed was located on Scott street, known as the Cleveland school, at a cost of $15,000. This is a beautiful four-room building, and plans were prepared by J. E. Hennen. Miss Bertha Saak was the lirst prin¬ cipal of the school. With the completion of the Cleveland school nearly every section of the city was provided with up-to-date, sanitary school buildings, special attention being given to heating, light and sanitary conditions. At the present time but two of the old buildings remain in the city to remind former residents of the character of the early day schoolhouse.

The increased attendance at the high school made it necessary to take steps to either enlarge the old building or build new. The board of education finally adopted a plan of reconstructing the old building and putting on substantial addi¬ tions. This work was completed and the building ready for occupancy in the winter of 1910. The east wing of this building has not as yet been constructed but plans are worked out so that the same can be erected when the occasion demands. With the completion of the east wing Fond du Lac will have a very large and finely equipped high-school building.

The old plan of naming the school buildings for streets was abandoned by the board of education upon the erection of the first new building, and thereafter as fast as buildings were completed they were named after prominent characters in history, following the line of presidents as far as practicable.

During the year 1897 the board of education, through the superintendent, began to agitate the importance of adopting manual training and domestic science in the public schools of the city. The matter was given considerable study and the whole scheme was presented to the state department of public instruction. W. H. Chandler, then assistant superintendent of public instruction, visited Fond du Lac and met the board of education and many of our interested citizens rela¬ tive to taking up this work. Mr. Chandler pledged state aid as far as possible in carrying out this scheme. As a result of this conference the Gurney Refrigerator Company of this city promised to equip a room in the high-school building with carpenter's benches, and Henry Boyle, one of our generous hearted citizens, agreed to furnish the tools sufficient to begin the work of manual training. A. D. Werner, a local architect, was engaged to supervise the work in manual training, and in this way a start was made in this important branch. Soon after work in domestic science was taken up under the supervisorship of Miss Emma Conley. Miss Emily Weaver, who had formerly been the superintendent of drawing in the public schools, was invited by the board of education to take up the work of drawing and sewing, and after an absence of a year and a half she returned to the public schools of Fond du Lac to assume the supervisorship of these two important branches, and under the careful supervision of Misses Conley and Weaver the work progressed very rapidly.

The board soon discovered, that in order to make the manual training a suc¬ cess, it was necessary to secure the services of a trained instructor along this line, and Tames Farris, a graduate of the State Lffiiversity, was secured to take charge of this work, which he did for one year, placing the same on a sound foundation. Thus, from small beginnings, the work of manual training and domestic science has developed into important and necessary places in our public-school system. The plan of extending this work through the grades has finally been perfected

Fond du Lac, like all cities, has a number of children who are incapacitated from attending the regular day schools, by reason of defective hearing and lack of speech. In 1896 six of these unfortunate children were residing in this city and the board of education under the authority granted by the state, opened a school for the purpose of giving special instruction to the deaf mutes. Miss Anna Sullivan, an expert teacher of the deaf, was placed in charge of the work. This school has proven a valuable adjunct to the educational work in this city and continues to form a part of our educational system.

With the location of the railroad shops in Fond du Lac the population increased very rapidly, necessitating extra school facilities and many school rooms were required to accommodate the pupils, and we are proud to say that the educational growth of the city kept pace with the industrial development. The people demanded good school buildings, the most approved systems of education and the best equipped teachers that could be found. With this liberal policy towards school matters the city of Fond du Lac has attained a very enviable position among the cities of the state in matters of education. Good salaries are paid and the best qualified and equipped teachers are secured. The results attained certainly warrant the policy of liberality in educational matters.

The old policy of combining the city superintendent of schools and the prin¬ cipal of the high school in one person and requiring him to be responsible for the work of both departments was abandoned in 1898 and the two offices were sep¬ arated. Up to this time Mr. Williams had been both principal of the high school and city superintendent of schools. The rapid growth of the high school and the increased work of supervision, made necessary by larger schools and special lines of work, made it impossible for one person to do justice to both departments. A. R. Hager, a graduate of the State University, was selected as principal of the high school and began his duties in September, 1898. He was obliged to resign his position in the middle of the year on account of poor health, which materially afifected his eyesight. Mr. Hager was a fine scholar and a most estimable gentle¬ man, and during his short stay in the city of Fond du Lac made many friends and left an impress upon the high school not to be forgotten. Upon his resigna¬ tion, the board of education, upon the recommendation of the city superintendent, promoted Miss Elizabeth Waters from the position of assistant principal to that of principal of the high school. Miss Waters is a graduate of the State Univer¬ sity and had been connected with educational work for some years, having taught in Minneapolis, and for seven years had been teacher of German and English literature in the high school of Fond du Lac. Miss Waters' strong personality and cheerful disposition endeared her to all of the pupils of the high school and with her fine preparation and natural abilities, she made one of the strongest principals in connection with the Fond du Lac high school. Soon after she accepted the principalship of the high school, the attendance increased very rap¬ idly and the work and responsibility of so large a school were greater than Miss Waters cared to assume and after several years as principal she voluntarily gave up the work and accepted her old position as teacher of German, which she still continues to hold. Miss Waters is a great student, using every means to advance herself in her chosen profession. She has spent two summers abroad in study and research, coming hack to her school work with new information and inspira¬ tion for her pupils. I. O. Hubbard, a graduate of the State University, and principal of the Grand Rapids high school, of this state, was selected as Miss Waters' successor, and still holds the responsible position. Mr. Hubbard is giv¬ ing excellent satisfaction in his work.

The high school of Fond du Lac has had many strong and able teachers, all of whom have acquitted themselves with credit and left a lasting impression upon their pupils. It is impossible in a sketch of this length to specialize to any extent, but the writer feels that recognition should here be made of the long and faith¬ ful service of Miss Emma Everdell in connection with the public and high schools of this city. For over thirty years Miss Everdell labored faithfully to instruct the pupils who came to her department. She always did her work well and dis¬ played great interest in her pupils. She was thorough in all she did and the pupils who came under her instruction learned things they never forgot. No teacher in the history of the high school of Fond du Lac ever served so long and so faithfully as did Miss Everdell. She finally gave up her work on account of impaired eye¬ sight and failing health. Too much cannot be said in praise of such teachers who devote their lives and energies for others and, were it not for the fact that they find recompense in having helped others in the struggle of life, they might not feel fully repaid for their efforts.

In 1901 L. A. Williams, who had served in the capacity of city superintendent of schools for seven years, resigned his position to take up the practice of law in the city of Fond du Lac. The board of education selected Myron E. Keats as his successor. Mr. Keats, who had formerly held the position of county super¬ intendent of. schools in Fond du Lac county, had his preparation in the Whitewater State Normal School and supplemented the same by study and practical experience in teaching. He held the position for one year and was followed by William Wil¬ son, who had held the position of teacher of mathematics and physics in the high school for a period of five years. Mr. Wilson is a graduate of the Chicago high school and Beloit college. His first experience in teaching was in the high school at Fond du Lac. Mr. Wilson proved to be a young, wide-awake educator. He grasped the situation quickly and entered upon the discharge of his duties well equipped for the responsible position. The progress of the schools under Mr. Wilson's administration kept pace with that of his predecessors. He had a strong desire to enter the business world, for which he was especially adapted, and finally gave up the position of city superintendent of schools, after holding the same for a period of seven years, and entered the insurance business, where he has made a great success.

The board of education then selected Thomas Lloyd Jones, principal of schools at Wauwatosa, Wisconsin, to succeed Mr. Wilson. Mr. Jones is a grad¬ uate of the State University and is regarded as one of the strongest educa¬ tional men in the state of Wisconsin, He was fearless and progressive along all lines. He brought to his position training, experience and equipment rarely seen in a teacher. He immediately made himself felt in connection with our school system. He emphasized the importance of thorough organiza¬ tion, business methods and economy. He demanded a high standard of quali¬ fication and insisted upon right relations between teachers and pupils and in¬ sisted that the homes should work with the schools in furthering the interests of education. To that end mothers' meetings were established throughout the city and the schools and the homes were brought in close relation. Out of this plan has grown a strong cooperation between the schools and the homes of the city. During the year Mr. Jones acted in the capacity of superintendent he received very flattering offers from other cities to accept the position of city superintendent or high-school principal. He finally decided to accept the principalship of the Madison high school, feeling that the opportunity for work and advancement was greater there than any other place which had been offered him. Although Mr. Jones was connected with the schools only one year it was largely through his efforts that the high-school building was made a possibility and the many marked improvements inaugurated.

Mr. Jones was succeeded as city superintendent by Guy D. Smith, a gentle¬ man from Michigan, with large experience in school matters. Mr. Smith has occupied that position for two years and has demonstrated to the people of Fond du Lac that he is thoroughly conversant with the work of supervising a large system of schools. He is strong in organization and has the confidence and respect of the teachers and pupils throughout the city. He is progressive but not radical, and the schools under his administration are progressing in a very satis¬ factory manner.

Ripon College

The first building in what is now the city of Ripon was erected in the sum¬ mer of 1849. In I^5° three were added, making four in all. The Wisconsin Phalanx, a company of Fourierites, were on the ground adjacent some years be¬ fore, having begun operations in May, 1844, with nineteen resident members. They increased in numbers, secured about two thousand acres of choice land, and laid out the village of Ceresco, which occupied the ground of the first ward of the present city of Ripon. "The want of social adhesion" led them in 1850 to divide their property and assume individual claims. Although at this time Ceresco was much more important than the newly platted village of Ripon, which edged up to the old town with a saucy defiance, yet it lacked what Ripon had, a leader. This leader was Captain D. P. Mapes, in many ways a marked man. Trained in business in the states of New York and Pennsylvania, afterwards the owner of a steamboat that plied between Albany and New York, accustomed to the tough conditions that belonged to business life before the days of railroads, or even of canals, he brought to the enterprise of building a new city the courage, sagacity and magnetism that mark the veteran general of many hard campaigns. His steamboat was sunk at the Palisades in the Hudson river, and with her went down the bulk of Captain Mapes' fortune. At that day there was one commonly ac¬ cepted way of mending a broken fortune: it was to gather up what remained, if anything remained, and migrate to the wonderful west. Captain Mapes heeded the prevailing impulse and set his face towards the setting sun. His steps were led, shall we say by a divine hand? to the delightful spot which is now the seat of Ripon College. He secured a large tract of land, laid out a village, and at once began the pioneer work needed to make his city the ideal one for all this portion of the state. He wrought with a missionary spirit of sacrifice and enthusiasm, and soon gathered a company of strong men and women who had caught the in¬ spiration of his unflagging courage and his personal magnetism.

No model town is complete without a college. So thought Captain Mapes and his co-founders. In the winter of 1850-51, though the hamlet was small and the people poor, the building of the college was projected. Even the prairies sur¬ rounding the village were occupied by only a few, and were for the most part untouched by the plow. "It was no uncommon thing," says a historian referring to these days, "to count from fifty to a hundred wagons a day passing through to the then newly opened Indian land."

"The ground for the first building," writes one who assisted in its erection, "was staked out in a snow storm by three men, who together were not probably worth $15,000, and no part of that in ready money. Still the contracts were made and the walls of the building pushed up."

Another writer speaks of the location as follows : "On the west side of the village of Ripon is an elevation of about ten acres of land. This eminence is cov¬ ered with shrubs and underwood, with occasional oaks, which thicken westward, and at the distance of twenty-five or thirty rods mingle with the thick growth of forest trees, which spread over nearly two hundred acres. The middle of this elevation is nearly circular, about one hundred yards in diameter, smooth and level, and has an altitude of over thirty feet above the surrounding country. Upon this hill, at the exact spot staked out by the two grim, determined men in a snow storm, stands Brockway College."

The act of incorporation of the new college was approved January 29, 1851. The original incorporators were David P. Mapes, Ezra L. Northrup, Alvan E. Bovay, Warren Chase, John S. Horner, Jehdeiah Bowen, Almon Osborn, Asa Kinney, Edwin Lockwood, Dana F. Shepherd, Alexander B. Beardsley, William S. Brockway, Edward L. Runals and William Starr.

Work began in earnest in the spring of 1851. The ground was given by Cap¬ tain Mapes, a square acre on the highest point of College Hill, the spot now oc¬ cupied by East College. Subscriptions to the amount of eight hundred dollars were secured, "payable in goods, lumber, labor, lime, grain and such other commod¬ ities as were then current." Of money there was little ; of hearty good will there was a very great deal. The leader of the enterprise gave in his gold watch to the work as the need became pressing, the precious reminder of more prosper¬ ous days. During the summer the walls of the square building, fifty feet on each side, went up to its full height of three stories. But at this point the work halted for want of funds. Tradition has it that William S. Brockway then subscribed the amount necessary to put the roof over the walls, about $300, and that the projected institution was named Brockway College in recognition of a gift which for the time, was regarded as munificent. In his "History of Ripon" Captain Mapes says : "In order to dispose of stock, I proposed to grant the privilege of naming the college unto the person who should take the largest amount. Mr. Brockway proved to be the man, and the college bore his name until 1864, when "Ripon" was substituted in the charter for "Brockway" by an act of the legisla¬ ture.

At this point "the builders took a rest," is the significant remark of Jehdeiah Bowen, the author of a brief historical paper. And he continues: "If the ques¬ tion were asked, what was intended to be done with that building? the replies of those who contributed might have differed widely. While some would have said that it was designed for a high school, others would have replied that it was built on purpose to entice settlers, that the proprietors might sell village lots. But whatever motives there may have been, one great one inspired all: the pio¬ neers were bound to show their respect for education, and through dark days as well as sunshine, this love of education has never been quenched among our people."

For a year the walls of the new building stood bare, the trustees having in¬ curred a debt in building, and being in doubt as to what exactly all this work was for. But a divine purpose underruns the acts of men, though they often recognize it not. Looking about for some religious denomination to take up the work, the trustees made overtures to the Winnebago District Convention of Presbyterian and Congregational churches, proposing that this convention assume one-half of the debt, amounting in all to about $800, complete the college building, and open a school in the spring of 1853. The board offered to convey the entire property to the convention when they should engage to meet the conditions. The proposi¬ tion of the board was conveyed to the convention by the Rev. F. G. Sherrill, min¬ ister of the Congregational church at Ripon. The ministers and churches of this convention had the traditional instinct of Christian educators, and were not slow to respond to the overtures that seemed to come to them so providentially. But at this time the churches were very poor and the failure of the wheat crop that year added to their distress. They could assume no additional burdens, how¬ ever small. It chanced, however, that the Rev. J. W. Walcott had recently come among them and was minister for the Congregational church at Menasha. He had been at the head of an academy in New York and had brought to the west a little money, the savings from his frugal life as a teacher. To him the convention appealed, asking him to assume the work of the new college, and practically hold it for the convention until the churches should be able to take it off his hands and reimburse him to the amount of what he should expend from his private funds. After various negotiations the arrangement was made. Mr. Walcott purchasing from the trustees the entire property. In October, 1852, the conven¬ tion met at Racine, and the following action was taken: "A proposition of the trustees of Brockway College to make a conditional surrender of its charter, subscription list, buildings, etc., into the hands of the convention was discussed, and the whole management of the matter was given up to Rev. J. \V. Walcott." The convention was not yet in a condition to assume the control ; nor was it able or willing afterwards, a fact that proved a great trial to Mr. Walcott. Prac¬ tically it never came fully into the hands of the convention, as will appear.

Mr. Walcott immediately assumed control of affairs, and began the work of fitting the college building for school purposes, and of laying the foundations of an "institution of the highest order." Four rooms on the east side of the build¬ ing were finished and furnished during the fall and winter of 1852-3 besides the hall, and the school was open for instruction June 1, 1853. This. was not ac¬ complished without strong effort on the part of the leader and the willing co-op¬ eration of many men. The lumber was hauled by Julian Rivers from Neenah, a distance of over thirty miles. Mr. Walcott purchased land adjacent to the original plat, so that now the campus has about eleven acres in all.

The opening of the school was an occasion of great joy. Says a local histor¬ ian : "In due time the opening came. Our citizens and those of the neighboring towns had looked forward with many doubts to that day; and it is difficult to realize the feelings of our little community, when this step was gained."

From the date of opening until 1855 the school was under the exclusive man¬ agement of Mr. Walcott, with such assistants as he was able to secure from a very slender income. Miss Martha J. Adams, M. W. Martin, Alvan E. Bovay and others were the leading assistants during this period. Young men and women were instructed in the same classes, and the studies were those ordinarily accepted in fitting for the colleges of that day and the English branches intended to furnish a practical education. No college classes were formed and no college work was attempted in the years following, till the autumn of 1863.

At the meeting of the Winnebago District Convention at Fond du Lac, Octo¬ ber 5, 1854, Mr. Walcott made a definite proposition to transfer the college prop¬ erty to the convention or to a board of trustees to be appointed by convention ; and a committee was appointed to correspond with the ministers and churches with¬ in the bounds of convention, to mature a plan and report at the next regular meeting. The next meeting occurred at Rosendale, January 16, 1855. At this meeting a committee of seven was appointed, which was charged with the duty of appointing an agent to raise $2,500 for the general purposes of the college, and a further sum to purchase the college property of Mr. Walcott. On the 14th of March following, the committee of seven reported to a special meeting of con¬ vention held at Ripon. Their report was in the form of a set of resolutions which they had previously adopted and recommended that convention purchase the col¬ lege property of Mr. Walcott ; that an effort be made to raise money for endow¬ ments so that the college department could be organized, also to raise $10,000 within six months to purchase the college property and erect a dormitory build¬ ing; that, inasmuch as there was "ground to apprehend that the charter under which the college was working" was void, application be made to the legisla¬ ture for a new one; and that Jackson Tibbets be employed as financial agent. The convention adopted the report of the committee, but on condition that the charter members of the board of trustees "fill the vacancies existing from such persons as the convention shall nominate, or approve, and that all future vacancies be tilled in the same manner." The committee on their own motion had al¬ ready secured the new charter, which was granted by the legislature, February 9, 1855. The members of the board named in the charter were Ezra L. Northrup, Jehdeiah Bowen, Jeremiah N. Walcott, Silas Hawley, Dana Lamb, Bertine Pinckney, Charles H. Camp, Harvey Grant, Sherlock Bristol and the "president of the collegiate faculty for the time being." These members were given power to increase their number to fifteen and on March 19th the following persons were added on nomination of convention: A. M. Skeels, Jeremiah Porter, Joseph Jackson, A. B. Preston and Richard Catlin.

Although the money had not yet been raised to reimburse Mr. Walcott and the title of the property was still in him, yet the board proceeded to secure funds for the contemplated dormitory building. The board met on April 23, 1855, when the committee on subscriptions were able to report $4,000 pledged for the new building. Encouraged by this, the executive committee, with Messrs. Skeels, Northrup, and Lamb added, were appointed a building committee, and this com¬ mittee was instructed to "erect as speedily as the means raised by the agent should permit, a dormitory building, three stories in height, and not to exceed one hun¬ dred and ten feet in length by forty-four in width, and that said building be of stone." This building, erected according to the general plan indicated above, is the present Middle College.

On February 21, 1857, Mr. Walcott deeded the college property to the board of trustees, they securing him for his claim of six thousand nine hundred and seventy-seven dollars by a mortgage on the entire realty. The deed recognized the right of the Winnebago Convention to nominate candidates to fill vacancies in the board and had a clause providing that the property should revert to Mr. Walcott or his heirs, if it should ever be used for other than school purposes. The campus conveyed embraced about nine acres, which has since been enlarged by the purchase of about two additional acres. The dormitory building contem¬ plated in the vote of April, 1855, was not ready for use till the latter part of the autumn of 1858, and was not fully completed till the summer of 1863. The years from 1855 to 1862 witnessed serious struggles and strifes in the young col¬ lege enterprise. Although several efforts were put forth, little progress was made toward paying the claims of Mr. Walcott. A misunderstanding arose between Mr. Walcott and several of the largest subscribers to the building fund on ac¬ count of which conferences and negotiations were had that extended through several years. Besides those immediately interested, a large number of citizens and members of convention and of the neighboring churches became involved in the case, and the result was no little acrimony and loss of moral enthusiasm. Mr. Walcott retired from the principalship of the college and resigned his member¬ ship in the board of trustees, and the offended subscribers to the funds of the college refused to pay their subscriptions, claiming that they were morally re¬ leased on the ground that the management of the college had not been what they had a right to expect. This refusal led to the most serious financial embarrass¬ ment, for obligations had been incurred by the board relying on these large pledges to meet them. Besides all this, the policy of the college was as yet unsettled, the votes and discussions of these years indicating a doubt whether the institution should ultimately become a real college ; whether, if it should, men and women should be educated together in it; or whether it should at length be a "female" seminary or college, with a preparatory department for boys and girls. A strong influence from the southern part of the state, especially from the supporters of Beloit College, was constantly felt adverse to the plan of making a full college for men and women.

An educational convention was held in Ripon on the 16th of July, 1856, whichhad for its object the adoption of some basis on which all the churches could stand in support of the college. Representatives of the various conventions were present, and the president of Beloit College took a leading part in the discus¬ sions. The debates, according to the authority of the Rev. Edward Brown, who was a member of this council, gathered about the two questions of "coeducation" and of "a complete college course for young men at Ripon." President Chapin opened the session with "an excellent lecture on female education, near the close of which he expressed himself very mildly against coeducation in higher col¬ leges," says Mr. Brown. As a result of the deliberations, which continued through one entire day, the following conclusion was reached : "This convention is of the opinion that a union of all parties here represented may be secured upon the following basis :

1. That the establishment of a college for males be left in its present situa¬ tion until such time as God in His providence shall indicate its necessity.

On the 29th of July following the board at its annual meeting took up the action of the educational convention for deliberate consideration, and a vote on adopting it as a basis of action was "unanimous in the negative." A committee was immediately appointed to issue a circular "setting forth the action of the board in reply to the educational convention's resolutions, and the plan of the future operations of the board, together with an appeal for help." This circular was soon issued, but the plan outlined leaves the question of a full college course for young men still indefinite. There is no doubt, however, that the board through¬ out held firmly to the idea of establishing a college in the full sense for both men and women, and that the indefiniteness of thought was more with the supporters of the work who were outside of the governing board. Their wavering and un¬ certainty was for the time an element of weakness.

An editorial writer in The Advance of April 14, 1887, says: "Ripon is in a measure a child of Oberlin ; one of the numerous colleges that have been built up by graduates of that institution." This statement needs modification ; for the plan of coeducation was fully accepted, though not without spirited debates, long before any Oberlin man or woman was a teacher or other officer in the institu¬ tion or a minister in the Winnebago Convention. The early promoters of the work were doubtless influenced by the Oberlin experiment (for the Oberlin College in the '50s had hardly passed the experimental stage), but no Oberlin teachers wrought among the substructures till 1862. From that date to 1885 there were several.

The local estrangements referred to above and the divided councils indicated had a depressing influence in these early years. "Finally the crisis of 1857 came upon the country with a crash which with the other difficulties shook the faith of many. Nevertheless, though embarrassed, the cause was not deserted. The school was maintained and efforts were still continued to weather the storm." Among those who rendered efficient and largely unremunerated service during these years were Rev. Dana Lamb, a shrewd, magnetic and courageous man; Rev. J. W. Walcott, who, though buffeted, never allowed his love for the college to grow cold; Rev. H. M. Chapin, a determined and persistent solicitor of funds; and Rev. J. J. Miter, the scholarly and accomplished pastor of the church at Beaver Dam. To recount in detail the labors of these men, together with those of others who faithfully served the college locally, would require volumes.

The spirit in which these pioneers worked is well illustrated by the toils and sacrifices of the Rev. Dana Lamb, to whom reference has already been made. He was a native of Vermont, and a graduate from her university with the vale¬ dictorian's rank. He had been, before coming to the west, a New England pastor in one of the small and straitened Vermont parishes, and had learned how to eke out his slender income by expert farming. In the autumn of 1847 he came with his wife and five children to Wisconsin, and settled in the township of Springvale, Fond du Lac county, on a farm now occupied by a son. He was a man of powerful physique, standing six feet two in his stockings, and was an expert in all forms of farm labor. These facts are gathered from a biographical sketch written by his son the Hon. Dana C. Lamb, who also tells the following anecdote : ''While engaged in soliciting funds for the erection of a new college building, he came to a farm on Democrat prairie, four or five miles north of Ripon. The sun was declining and the distant college stood out in bold relief against the sky. Tying his horse to the fence, he entered the field where the farmer was engaged with an old fashioned reaper in harvesting wheat, having at least half a dozen men binding. Mr. Lamb approached him, and calling his attention to the beauti¬ ful view of the college, solicited his aid. The farmer replied roughly with an oath that he had no time to talk about college, but must bind wheat." Said Mr. Lamb, "have you any objection to my binding around with you?" "No," replied the farmer, "if you will keep up." They all started alike, Mr. Lamb and the farmer side by side, talking as they bound. Gradually the minister gained one bundle, then another, and so it went around the forty acre lot. Corner after cor¬ ner was turned, he keeping one or two bundles in the lead. As they arrived at the starting point, the farmer, completely out of breath and dripping with perspi¬ ration, exclaimed, "here, give me that book ; no priest shall beat me binding, and I not do something for him," and he thereupon subscribed $50.

On the last Sunday of July, 1861, Mr. Lamb preached three times as he was wont to do, riding many miles to meet his appointments. The weather was hot, and being greatly exhausted by the labors of the day, he was taken violently ill in the night. A meeting of the trustees of the college was called for the following day, Monday, and, against the remonstrances of his family, he determined to attend. He rode to Ripon, thirteen miles, in a burning sun, in the farm wagon of a neighbor who was making the journey on business. He was hardly able to walk when he arrived, but insisted on taking his share in the deliberations of the board. The board met at the house of Mr. Lamb's son, where, lying on a lounge, he helped to mature plans which proved to be most important toward fixing the policy of the college and establishing it on a solid foundation. On

Tuesday he was present at a session of the board, whither he was conveyed in a carriage. On Tuesday night he grew rapidly worse and died on Wednesday morning, lamenting only that his work was but half done. The last words on his lips were an injunction to Dr. Tlall to care for the college, and so the superb old hero passed to his blessed reward. * * *

On the 10th of September, 1861, the executive committee, having been em¬ powered by previous action of the board to do so, let the buildings and grounds of the college to the government, to be occupied by the First Regiment of Wis¬ consin Cavalry till the 10th of October. At a subsequent meeting the time was extended to December ist, and the grounds were not vacated till November 28th.

At this time the conditions were not favorable for opening the school. Many of the young men had entered the army, the principal who had been engaged to take the place of Mr. Bayley, who had resigned at the end of the previous school year, could not then be secured, and the financial distress of the college was ex¬ treme. It was decided to suspend the school for one year. Mrs. Tracy, how¬ ever, occupied two rooms in the dormitory building and taught a school on her own account, and Miss Martha Wheeler occupied other rooms and taught classes in music. Not a little work was done in this year to raise money to pay the in¬ debtedness, chiefly by the Rev. J. A. Hawley, president of the board of trustees and pastor of the Ripon Congregational church, and Rev. H. M. Chapin, who had been employed as financial agent. July 30, 1862, report was made to the board that $10,000 had been secured, an amount deemed at that time sufficient to meet all indebtedness. But many of these pledges were given on condition that when paid all debts against the college should be extinguished, and another class was made up of subscriptions, difficult to collect, so that the conditional pledges could not be called in. The debt was drawing interest at the rate of twelve per cent, and as a matter of fact collections could be made only about sufficient to pay the interest as it accrued. A debt of from $10,000 to $12,000 drawing interest at the rate of twelve per cent ; subscriptions to meet it the larger part of which could not be collected because of conditions attached ; the college property greatly dam¬ aged by the soldiers and no more than enough at forced sale to meet the indebted¬ ness against it ; a general feeling of doubt as to the possibility of carrying the enterprise successfully through the difficulties with which it was encompassed ; such were the conditions that confronted the teachers who reopened the school in September, 1862. E. H. Merrell, principal, Mrs. C. T. Tracy, matron and teacher of mathematics and botany, Miss J. R. Hosford, teacher of French and English branches, and Miss Augusta Camp, teacher of music, were the instruc¬ tors. Twenty-three pupils greeted the teachers the first day, and the number in¬ creased to nearly one hundred before December. This year was a prosperous one so far as the internal work was concerned, and did much to win back the confidence of the people towards the struggling college. Mr. Hawley put forth no little effort to raise money but almost no progress was made during th$ year in lifting the burden of debt. Still, a new life was infused into the enterprise which was prophetic, of triumphs to come.

April 23, 1863, the Rev. William E. Merriman, a graduate of Williams Col¬ lege and of Union Theological Seminary, a popular preacher and pastor and an accomplished scholar, then pastor of the Presbyterian church at Green Bay, was elected to the presidency of the college at a salary of $t,ooo a year, and Mr.

Merrell was made professor of ancient languages. The appointment of Mr. Merriman was an epoch in the history of the college. He accepted the appointment on the 2 1 st of July and began work at once. The obstacles that confronted him were extraordinary but he at once exhibited a power to overcome them which was also extraordinary. He was in the prime of mature manhood, and though infirm in health even then, he had the power of swift and effective work. His intellect, naturally of great strength, was so completely trained that he was a master in dialectics. He was looked for to make the best speech on any occasion that called strong men together, even when he had received no previous notice that he was expected to appear. His princely will commanded every last faculty and resource within him. His Christian consecration and enthusiasm were so complete and magnetic that he carried about with himself a living rebuke for selfishness and inspiration for the fainting. Though the care of the college was depressing enough, yet he found neither indifference nor distrust, for they fled before him like mists before a fresh breeze. Knowing that men find in conditions largely what they have predetermined to find, he determined to find, what he actually did discover, the elements of success. He was full of schemes, using the word in its best sense, and if one failed he was ready with another. His quiver was full of arrows, and a second was instantly in place if the first failed of the mark. He missed no opportunity to put in effective work for the college or for intellectual and spiritual uplift among the students and people. Although the institution had at this time no endowment, only one professor besides the president, and less than half a dozen students of college grade, yet it took its place at once among the churches and people, of intellectual and moral leadership. * * *

The work of raising the money for the completion of the building fell to the lot of Professor Merrell and was successful. The west half of the East College and all of the third story presented only bare walls up to this time, and Middle College needed doors for the upper story, stair rails, balusters, etc. Both build¬ ings were completed and furnished within the year, and were well filled with students. As to the debt the president reported July 20, 1864, as follows : "Both mortgages on the college property have been paid up and satisfied. Mr. Walcott gave $500 for this purpose, in addition to his former subscriptions. There is now no incumbrance on the college premises. The floating debt is all paid but about $300, which it is expected will be removed very soon/' Besides the work of soliciting funds and lecturing before the students, the president had preached in various places on Sundays. He did an especially effective service in supply¬ ing the pulpit of the Congregational church of Ripon, which had become vacant by the resignation of Mr. Hawley. This vacancy gave him a rare opportunity to lead and impress the entire people. For all of this service he received but a pittance as salary. In his annual report is found this item : "The president will receive for his services this year the board of himself and family (four persons) in the college building about three-fourths of the time. The rest of his salary he relinquishes to the college, so that it may be brought out of debt." During the period of his service for the college he received an average salary of about $800 a year, though he was frequently offered many times that sum for work in other fields.

the Rev. Sherlock Bristol, a member of the board of trustees, then residing at Dart ford. But for his sacrifices and faith, it is difficult to conjecture, even at this day, how the work of the president could have been successful. He had con¬ verted his worldly effects into money, expecting soon to remove with his family to California. Mention has already been made of the fact that several of the largest subscriptions were conditional, and to be paid only when the payment of them would extinguish the entire indebtedness. At the suggestion of the presi¬ dent, Mr. Bristol bought all of the smaller subscriptions and those slow of col¬ lection, in a lump and paid for them in cash. With this money in hand, the presi¬ dent immediately called in the conditional pledges, and the mortgages were paid on the 5th of July, 1864. The board ratified the arrangement by formally turning over to Mr. Bristol "the assets of the institution, except what was on the college premises, after paying the residue of the floating debt." When the money had been realized from the largest portion of these assets, Mr. Bristol gave the rest to the college, a gift from his slender fortune of more than a tenth of the whole. Such was the spirit of the founders.

In this year three changes were made in the charter by act of legislature pub¬ lished April 1 1 th. The name of the college was changed from "Brockway" to "Ripon;" the college was permitted to hold for its uses "lands in the city of Ripon" instead of merely "adjacent lands" to the campus; and "to hold free of taxation any land acquired by donation, or bequest, expressly for educational purposes, and for the endowment of the institution, to the amount of ten thou¬ sand acres at any one time, while held in fee simple and unincumbered."

In this year of 1863-64, the first college work was done, a class of solid stu¬ dents having been carried through the freshman year. The most of these were subsequently graduated and have achieved distinguished success in the world. The works of Pinkerton and Tracy have been widely celebrated. * * *

One of the prime characteristics of the president appeared in a vote passed at the end of this July meeting of the board in 1864. He never sat down with the question whether or not the conditions were favorable for an advance, or whether he had influence to win favor to the college. He assumed that the advance was to be constant and that influence was to be secured by a steady progress. During his entire administration he had in hand some especial work of upbuilding to which he committed himself with his immense energy. At his suggestion therefore the board voted to proceed at once to attempt to raise $12,000 within one year to en¬ dow one professorship, "with the express intention of raising other endowments as soon as practicable until the whole amount raised should be $50,000." One thousand dollars also was to be sought during the year for books and apparatus. The platform of the president in regard to debt was severely adhered to. It was a common statement in speech and print, that the college was operated on its own earnings, and all money contributed was used for building up the institution. The president's salary was nominally $800 a year, but was not paid in full ; the salaries of the other teachers were from $300 to $600 a year.

By 1866 the buildings were filled to their utmost capacity and steps were taken to erect a new one. At its meeting on May 22, 18 66, the board voted "that the executive committee be authorized to proceed with the erection of the new building, when, in their judgment, the subscription shall amount to a sufficient sum to warrant such commencement." At this meeting the Revs. W. H. Ward,

Ripon High School

M. Montague and Daniel Merriman were appointed to professorships - a venture¬ some step, since there were no endowments for the chairs to which they were assigned, and the income from the general endowment at this time was less than enough to pay the salary of the president.

Work for the new college building, now West College, was begun in April, 1867, citizens of Ripon having subscribed about $6,000 towards its erection. It was completed and opened for occupancy at the beginning of the term in Sep¬ tember of the same year. The last bills for this building, amounting to above $3,000, were paid by the president personally, he taking the risk of reimbursing himself by future solicitations. He was finally paid in full, though he carried the debt without any charge for interest, and he never allowed work to raise money for this purpose to interfere with those larger movements for which he was constantly soliciting funds.

In the year 1868 a point was gained which was perhaps more important to the college than any other in its history to that time. This was the endorsement, in November of that year, of the work by the society for the promotion of col¬ legiate and theological education in the west. Up to this time the work had been local and its aim equivocal; the endorsement of this society, which placed it on its list for promotion at the east, committed all its officers and supporters to the work of building according to the American college idea and plan beyond the possibility of honorable retreat. It was very important to have that question settled once for all. But what was essential to the securing of this endorsement was of scarcely secondary importance. Secretary Baldwin of the College Society, had been on the ground and had studied the problem with care. Great interest was felt as to the conclusions he should reach, for he was the working head of the society and what was quite as significant he was confessedly the broadest and most capable man of his time in the business of American college building. Before he left he assured the trustees that two things would be essential to the securing of even a consideration of the case of Ripon College by the directors of the society. First, the reversionary right of Mr. Walcott must be given up by him; and, second, the college must be made free of all denominational entangle¬ ments - which referred to the right of the Winnebago Convention to nominate the candidates for the vacancies in the board of trustees. The policy of the society was then, as it always has been, to require that all institutions aided shall be un¬ der the control of independent and self perpetuating boards. Both of these points were happily gained; the latter, however, not without a long and sharp debate. On July 9, 1868, Mr. Walcott executed to the board a deed of trust, in which he conveyed to them "all his right, title and interest in and to the reversion¬ ary clause" contained in the former deed. But this deed properly specified that the property should "be held by them in trust for the uses and purposes specified," in the former deed. That is, Mr. Walcott constituted the board his personal trustees to carry out his will that the college property should be used forever for educational purposes.

At the meeting of the Winnebago Convention, June 15-18, 1868, after pro¬ tracted debate, among other resolutions, the following was passed by a large ma¬ jority: "That, as the reasons why it has hitherto been important that the con¬ vention should control the election of trustees of the college have ceased, and as it is now essential to the prosperity and progress of the college, and especially essential to obtaining the aid of the Western College Society, that it should be free from ecclesiastical control, this convention relinquishes all claim to the right of nominating trustees for vacancies in the board of trustees." In another reso¬ lution it was added that "this action was not intended to detach the college from the interest, influence and sympathy of the convention or of the churches, but to engage the churches more earnestly in building it up."

Another preliminary step towards securing the support of the College So¬ ciety consisted in gaining the endorsement of the college in its aims and applica¬ tion bv the general convention of the Congregational churches of the state. At its meeting at Ripon in October, 1868, the convention "unanimously endorsed and recommended the college in its proposed effort to obtain $100,000 for en¬ dowment, and also the aid of the Western College Society." The spirit of this action has been reaffirmed in many subsequent votes of the convention, so that the time has long passed when the question as to what the churches intend con¬ cerning the college needs to be raised.

In November, 1868, the president made application to the College Society for recognition and endorsement, and the application was acted on favorably. "The directors of the society resolved to accept Ripon College as one of its benefi¬ ciaries, and to aid it in obtaining in the east $50,000 for endowment." This action put the institution on a footing of fair recognition in the fraternity of col¬ leges, and from this point its financial condition began to improve rapidly. At the annual meeting in July, 1869, the salary of the president was raised from $800 to $1,000 a year, and the salaries of professors from $700 to $840.

The years from 1868 to 1875 can well be called the period of prosperous con¬ solidation. No marked events occurred to change the order of things or to ini¬ tiate some great advance. The well defined characteristics of the college appeared in hard work by the faculty, a spirit of consecration to the service, marked dili¬ gence on the part of the students, and a vivid and strong current of religious in¬ fluence. No student in those years could be connected with the college for any considerable period without being profoundly impressed, and great numbers were brought triumphantly under the saving power of the gospel of Christ. The col¬ lege took its proper place of preeminence in local reforms, and its influence was marked throughout the churches of the commonwealth. It is but historic justice to say that this was in a great measure due to the superb intellectual and spiritual leadership of the president, though he was grandly supported in his chief aims by the faculty, the students and the local church. Believing, as he once remarked, that he had at his hand more of moldable mind than any pastor in the state, he sought opportunities to address and instruct the students assembled in chapel, and the impressions of his powerful appeals are among the things vividly re¬ membered and often mentioned by the older students.

The domestic and social life of the college in these years had in it elements of great intellectual and moral strength. Many things were lacking in general equipment which, even in the present days of modest requirement, are esteemed essential, and the appointments for the home life of the students often fell far short of what would now be regarded as indispensable for comfort ; but stu¬ dents and teachers shared alike in trials and triumphs, and a close intercommuni¬ cation of interests gave mutual support and general content. The condition of the primitive church, when "all that believed were together and had all things com- mon/' was fairly suggested. For many terms all of the teachers had rooms in the Middle College, the building replete with interesting memories, and sat with the students about the daily board. This meant much when it is remembered who those teachers were. Besides the president, there was Professor W. H. Ward, one of the few men who, having carried his investigations into many fields, has become an accomplished scholar in them all: Mrs. Woodrow, who com¬ bined vigor with gentleness and sat a queen in the teacher's chair; Mrs. Merrell, whose character was symmetry and grandeur; and, besides them, Mrs. Tracy, Professor Montague, and the rest, whose works of sacrifice are held in grateful remembrance among men and are recorded with approbation on high. Inter¬ course between teachers and pupils was unrestrained, and the rounds of the stu¬ dents' rooms were often made by the teachers, who visited them without for¬ mality or official constraint. Meetings for conference or inquiry were common, and it seemed the most natural thing in the world that the conferences and in¬ quiries should concern religion. Among themselves the teachers were often to¬ gether, not simply in the formal meetings of the faculty, but in gatherings for consultation respecting individual students -or the general interests ; and their cares, their desires, and their hopes were unitedly carried to the throne of grace. In the midst of such a life the thought of hardship was extinguished in the joy of service, and the common mind was quick in invention and discovery of those things which could supply individual and general need. The student who was poor4 became rich in serving and being served.

The boarding hall during several of these years was an object of most inter¬ esting study in domestic and social economy. The teacher of botany and ele¬ mentary mathematics was the head of it within doors, while the professor of Greek was assistant treasurer and general purveyor. During several of the terms all of the work was done by students, who by domestic service earned a part or the whole of their support. But it would be a vast mistake to suppose that, on this account, the work was confused or imperfectly performed. On the con¬ trary, the precision as to times and methods was that of a military camp, and many have testified that they learned in the famous old Middle College the art of expeditious, thrifty and skillful housekeeping. It is safe to say that here was exhibited the maximum of accomplishment and comfort at a minimum cost. There was abundance without profusion, and economy without meanness or un¬ generous stint.

No new buildings were erected in the period from 1868 to 1875, and little was added to the equipment for illustrating the sciences or laboratory work. Large additions, however, were made to the library and about $50,000 was secured to¬ ward the general endowment for the payment of teachers. During these years and the previous ones as far back as 1862, it is difficult to see how the work of the college could have been sustained on the accepted principle of operating it on its own earnings, but for the surprising thoroughness and economy with which the domestic department was managed. The number of boarders was large and the income from the department exceeded the expenditures by a handsome sum each year. Doubtless less was accomplished in the last years of President Merriman's administration, much though it was, than would have been possible if his health had not been impaired. He often labored for weeks together in intense pain. A scholarship scheme was adopted and canvassing for the sale of certifi-

At the annual board meeting in 1874, the president was granted leave of ab¬ sence on account of ill health for six months, with salary continued, and Pro¬ fessor Merrell was requested to act in the place of the president during his ab¬ sence. Put this respite did little toward restoring his health and at the annual meeting June 29, 1875, the board voted to grant him a "complete release from all official duty connected with the college, excepting such as he might choose to perform, until in his own judgment and that of his physicians, he should be so far restored as to be able to return to his work/' His salary in the meantime was to be continued, but he did not accept the generosity of the board in this respect. Professor Merrell was made acting president, to continue such during the absence of the president. The president spent the following year in travel in Europe and the farther east. His health was little improved during the year, so that his work for the college practically ended' in June, 1875. At the annual meeting, June 19, 1876, his resignation as president was presented to the board, and it was accepted, though with great reluctance. Professor E. H. Merrell was appointed his successor at the same meeting.

The incumbency of President Merrell continued to the end of the school year in 1891, his administration covering a space of sixteen years, including the one year of acting presidency. At the end of this period the double duty of conduct¬ ing the administration and caring for a department of instruction was under¬ mining his health, and his resignation at length became a necessity. The labor of building up the material side of the work, a responsibility that rested on the president, exacting at all times, had come to be excessive. By the desire of the faculty and trustees Mr. Merrell retains his chair of mental and moral philosophy.

President Merrell had been connected with the college since the autumn of 1862. He is a graduate of Oberlin College and of Oberlin Theological Seminary, and was a tutor in his alma mater at the time of his first appointment at Ripon. Having been connected with the college during its formative period he had learned to turn his hand to many forms of work. He had taught more or less in all departments, had given much thought and labor to the "secularities" of the institution and was fully imbued with the spirit of the new enterprise. It was a remark of President Merriman, that Mr. Merrell's work during the year 1862-3 had brought the college to such a condition that he dared to take hold of it.

During President Merrell's administration the general policy of the college as to intellectual and moral aims and spirit, as well as that relating to economy, was maintained. Large additions were made to the library, chemical and biological laboratories were established, four new buildings were added, including the re¬ building of East College, and the endowment funds were about trebled. During these years the interest in the famous Erwin estate was secured, from which it is expected that $100,000 will soon be added to the resources of the college. This was not accomplished without much hard labor for particular objects.

In the autumn of 1876 the chemical laboratory building was erected, to¬ gether with the Transit House annexed. The impulse to secure this enlargement was given by the offer for sale of the transit telescope and the chronograph that had been in use in the Mitchell Observatory, Cincinnati. The instruments were so excellent and the terms of sale were so reasonable, that prominent citizens of

Ripon thought they should be secured for the college, and they offered liberal sums for their purchase. It was decided while making a house for these in¬ struments to build for the laboratory also, and the result was the laboratory and transit building as it now stands, together with the equipment for both branches of the work. The laboratory form of instruction began with the com¬ pletion of this building and was under the direction of Professor A. H. Sabin, a large invoice of material having been purchased for him in Germany. Before this time chemistry had been taught on the old lecture and text-book plan. The money for this improvement was subscribed by friends in Ripon and other neigh¬ boring towns.

In 1877 the income of the college was found to be less than the necessary expenses and on December 3d of the year a plan was adopted to secure one hun¬ dred pledges of $125 each to aid in the payment of current bills. These pledges were made payable in installments of $25 each, one payment a year for five years. Each subscriber was permitted to send to the college a student free of tuition during the five years. The pledges were all secured and yielded the sum of $2,500 a year in a time when the aid from it was essential to the safety of the college. The credit of suggesting and promoting this plan is largely due to Willard Merrill, of Milwaukee.

An event of the utmost consequence to the college was the offer of Mrs. Va¬ leria G. Stone, of Malden, Massachusetts, in the year 1880, of $20,000 for the endowment fund, to be paid when her gift should make the fund $125,000 in all. In order to meet the terms of this pledge, there was needed on December 6th of that year about $28,000. This was raised during the following year and the full sum paid in to the endowment. Out of gratitude to Dr. W. H. Willcox, of Mal¬ den, Massachusetts, a nephew of Mrs. Stone, and a constant adviser in the distri¬ bution of her great wealth in beneficence, the board, with the approbation of Mrs. Stone, named the Greek chair for him, the William H. Willcox professor¬ ship. These additions to the endowment made it possible to go on under the old law, "to operate the college on its earnings."

The year 1880 found the college in great need of more room for various pur¬ poses. The library was crowded into a corner in the West College, in which room also the faculty held their meetings ; the treasurer had no proper office ; the chapel was overcrowded and generally unfit for its purposes ; and there were no suitable recitation rooms and rooms for the museum and for the college literary societies. The old East building had served its day. Nothing about the college in its early days is more vividly remembered and oftener referred to in mirth than the great windows, set thick in its four sides, with their little six-by-eight panes of glass. But the windows were no more behind the times and need than the rest of the building. A plan was adopted in June, 1880, to rebuild it entire, but the work was postponed on account of the occurrence of Mrs. Stone's offer in the autumn of that year. In the summer of 1882, however, the reconstruction was begun and the chapel portion was ready for use by the following January. The entire building was completed in the first half of the following year - the comely struc¬ ture as it now stands. Nothing but the bare walls and a portion of the timbers of the old building was retained but these in some measure satisfy the sentiment of reverence for that on which the fathers wrought. The changes by which the entire second floor of the building, before used for the library and reading room, was made into the tine suite for the School of Music, were not made till the year 1891. The money for all these improvements to the building, about $10,000, was given in response to the solicitations of the president among friends in the east and west.

Mrs. Helen C. Knowles, of Worcester, Massachusetts, died in November, 1884, leaving a conditional legacy to Ripon College. By the terms of her will the college was to receive $10,000 towards the endowment of the president's chair, provided that within two years from the date of her decease the friends of the college should contribute $10,000 more to be used for the same purpose. The money was raised within the time specified, and the $20,000, by action of the board, was named the Knowles Endowment of the President's Chair.

Before the money was fully secured to meet the terms of the will of Mrs. Knowles, a plan was adopted to raise $25,000 by the sale of low priced scholar¬ ships. This plan was adopted September 28, 1885, and embraced the following chief particulars:

2. Each scholarship to secure "tuition" for any twelve terms of instruction within eight years from the date of issue, and to be good for any person present¬ ing it ; except

3. That scholarships, non-transferable, and to be used only by the persons named in them, shall be good for the tuition of twelve terms if used within twenty years from date of issue.

4. Scholarships to be issued when the one thousand are subscribed for in trustworthy subscriptions, and the entire proceeds of the sale of them to go to the general endowment fund, the interest only to be paid for instruction.

The work of securing the subscriptions was done by the president, assisted by the Rev. I. N. Cundall and P. D. McAssey, and was successful though the last one-fourth of the certificates were taken by a syndicate of gen¬ tlemen who were to hold them till they could be resold. Of the $25,000 sub¬ scribed on this movement, about $7,000 was pledged by citizens of Ripon and vicinity. Students began to be received on these scholarships at the opening of the school in September, 1886, and the large majority have been admitted on them up to the present time.

It was understood that the income from $25,000 would yield to the college a revenue as large as would be received from tuitions without the plan, and then when the scholarships should be used, or void by lapse of time, the college would still have the revenue from this permanent fund.