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Page 9 text:
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» Theodore = Sterling. HEREVER the sight of the stars and stripes inspires a feeling of that is beautiful and picturesque in mountain scenery. As one stands on the crest of old Grey lock. King of the Berkshires, and looks off over the tops of the surrounding hills—northward into Vermont, westward to the Hudson River and the blue Catskills beyond, to the south over the beautiful valley of the Housatonic — one can understand something of the New Englander's pride in the scenic beauty of his country; and only a short time spent in this enchanted region is necessary to enable one to appreciate the silent influence that these rugged and picturesque surroundings must exercise upon the form- ing character of those whose early lives are passed among them. It is. there- fore, with pleasure that we turn to this charming corner of our great land in search of the birth-place of the President of our College. In the extreme northwest of Connecticut, on the banks of the Housatonic River, among the undulating hills — the children of the greater Berkshires — nestles the little hamlet of Falls Village. Here, on the 8th day of February, 1827, Theodore Sterling. President of Kenyon College, was born. In the same year, in this then far distant State of Ohio, Bishop Chase laid the corner stone of Old Kenyon. It is not unworthy of notice that these two. College and President, destined to come together so opportunely, should have started neck and neck through life. In Falls Village and the neighboring town of Salisbury, Dr. Sterling passed his boyhood, attending the district schools and academy, hut, in com mon with all New England boys; taking on more of character from the soft beauty of nature and the stern Puritan influences that surrounded him. There comes a time, however, in every boy's life when his future success demands for him a wider horizon than that of a little New England manu- facturing village. In 18-10, therefore, when their eldest son was thirteen years old, Mr. and Mrs. Sterling moved to Geneva, New York, that they might national pride, there the Berkshire Hills is a synonym tor all 5
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Page 10 text:
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secure for their children the educational advantages of a college town. After four years ot preparation in the public and private schools of Geneva, Dr. Sterling was matriculated as a Freshman at Hobart College, and gradu- ated Bachelor of Arts four years later. After graduation. Dr. Sterling was recommended by the President of Hobart College for the principalship of Rock Hill Institute, a school located at Ellioott City, Maryland, and it was here that he gained first experience in the profession to which he was ultimately to devote his life. Even as a col- lege student, however, Dr. Sterling had had the medical profession in view, and, at the end of his first year's teaching in Maryland, he returned north to enter the medical department of the Western Reserve University. In 1851, as a young doctor of medicine, he began practice in Ohio City, since become the West Side of Cleveland. Dr. Sterling immediately took a high rank in the profession, and his skill, pleasant manners, and kindly heart soon won for him a large practice. During the cholera visitation in 1852, the young physician worked assiduously, principally with the poor on the West Side, and his success and devotion did much to extend his reputation. Wishing to increase his knowledge and experience before settling down in Cleveland, Dr. Sterling spent the winter of 1858-54 in the hospitals of New York and Boston. In the following October, he was married to Charlotte M. Higgins, of Boston, whom he had previously met in Cleveland, at the house of a friend. From this time till 1851) the history of Dr. Sterling's life is that of a busy practicing physician on the Fast Side of Cleveland. In this latter year, how- ever. at the solicitation of friends, he was induced to accept the principalship of the Central High School, in which position he remained until his call to Gambier in 1807. Dr. Sterling's policy, while at the head of the High School, was marked by a broad, progressive spirit. He aimed to make the school a stepping-stone to higher education, and to this end successfully resisted all efforts of worldly-wise ward politicians to impoverish the curriculum by the banishment of Greek and kindred subjects. Under his administration, too, physical culture was introduced into the school. The unrelenting strain, however, of teaching Greek and Latin five hours a day, together with the worry naturally attending such a position, and these intensified by the antago 6
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