Lipscomb University - Backlog Yearbook (Nashville, TN)

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tended to become a medical missionary, but death from tuberculosis cut short his work. Yohannan went back to Persia and did missionary work there. His son after- wards came to the school. Paul became medical mission- ary. It is said that he died a victim of the World War. | sometimes think of Makita’s mistake. He had done something to exasperate the matron at the school on Spruce Street, Mrs. Fothergill. When the exacting matron demanded of Makita an apology, he meekly submitted, and approached her with these words. ‘’Mrs. Fothergill, | come to get you to apologize me.’’ Needless to say this made matters worse, but it left Makita wondering. During this period the first attempt was made to establish a literary society. There was opposition. The word “‘society’’ reminded them too much of a “mis- sionary society,” and of course that was out of the question in the church of Christ. The question was vigorously discussed, pro and con, and finally it was agreed that it was legitimate to have a “‘society’’ that was purely literary. Ten years of history demonstrated the practicability of such an institution as the Bible School. It proved, too, that good men could work together in harmony, even with divergent opinions. Friendly discussions were held at times, notably one between A. McGary and David Lipscomb on the rebaptism question, and one between G. G. Taylor and David Lipscomb on the civil government question. It was apparent that the school could not be static. A degree of flexibility was needed. Changes were bound to come. In order to be stable, it had to be mobile. Yet it is believed that the same spirit of sacrifice and loyal- ty characterized the school at the close of the period that prompted its establishment. IN THE EVENING OF LIFE One of the last pictures made of James A. Harding, with his overcoat on his arm and his bag beside him. His posture here was characteristic of him throughtout his life. He never sat,’ writes one of his children. He was vigorous and dynamic in his active life. His later years were spent in At- lanta, where his wid- ow still lives, and where he wa s well provided for when he no longer had full command of his men- tal powers. He died in 1922. S. P. Pittman, extreme right, and a group of teachers and students in 1901. Il. ANDERSON THROUGH ELAM It was no easy task to find a man to take the place of James A. Harding. It was feared that the school could not carry on with the enthusiasm inspired by that magnetic man. In the early summer of 1901 Brother Lipscomb, acting for the trustees, employed William Anderson, of Maury County, to succeed the out-going Anderson, 52 years of age, was a Reared on a farm, he superintendent. graduate of Franklin College. was a lover of nature and he had keen insight into human nature. Having been a school teacher for many years he was an ardent lover of youth. He loved to associate with young people and enjoyed teaching them. Anderson was a leader of men and a peacemaker in the community in which he lived. Harding wrote of him in ‘The Way,”’ ‘‘Brother Anderson is a very sup- erior man. He is a teacher of much experience and skill. ...he is a preacher of splendid ability... . may the school under his leadership continue to grow and prosper.’ Through vigorous correspondence carried on by J. S. Ward, diligent preparations were made for the opening of the eleventh session. The results were encouraging, the enrollment totaling 100, only six short of that of the preceding year. The fact that two schools only 75 miles apart opened so auspiciously in the fall of 1901 was proof that the Bible school idea was rapidly gain- ing ground. Lipscomb’s comments upon the progress of the school during Anderson’s first year were favorable. The same standard of work that had existed under Harding was maintained by his successor. Sewell, teacher of English, succeeded Armstrong in the teaching of Greek. O. W. Gardner continued mathematics, John T. Gleen in ancient languages, and Dr. Ward in science. J. Paul Slayden, a graduate of Kentucky University, a school- man of ability, was added to the faculty and remained during Anderson’s administration. Anderson himself took Brother Harding’s place in Bible. As a matter of course, his method was not the same as that of Hard- ing’s. By this time younger men were sufficiently de- veloped to assist in the teaching of Bible. At the closing exercises of the school five received degrees, the first to be given by the school. During this year the school received its first gift of any size— $12,000 from the estate of Mrs. Fannie Pond. This

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but there is no evidence in his writing to support such a conclusion. He declared that the Nashville Bible School was already full and could not be enlarged sufficiently for all who would like to attend a Bible college. It was never his purpose to build a school of gigantic propor- tions; a small school, dominated by the spirit of Christ, and then a number of smaller schools, scattered over a vast area, represented his program of Christian edu- cation. The opportunity came to establish a school in the outskirts of Bowling Green, Kentucky, similar to the Nashville school. This was made possible by the gener- osity of C. C. Potter and wife. The Potter Bible College continued to operate until near the outbreak of the World War, although Brother Harding had to resign after ten years of service. Harding’s personality led about one-half of the stu- dent body of the tenth session to follow him to the new institution. He made it plain that he did not intend to induce any student to leave the Nashville school for the Bowling Green college. He took with him from the fac- ulty his son-in-law, J. N. Armstrong. | decided to re- main with the old institution and have never regretted my decision. Mention must be made of some of the outstanding men who were connected with the school during the first decade. John T. Glenn came to N. B. S. from Cornersville, stayed a while, and then attended the University of Kentucky for a term. He returned to Nash- ville, saying that he wished to become a Christian and he found the atmosphere at the Bible school more con- genial. He became a student-teacher in the school, and soon developed into one of its most valuable instructors. His long connection with the Louisville Male High School attests his superiority as a teacher. E. E. Sewell gave up a good position with a large firm in Memphis to come to the Bible school to prepare to preach. He became a painstaking pupil and a tire- less worker. He never became a preacher, but remained to grow into a scholarly teacher of English. For many years he remained with the school as head of the English department. O. W. Gardener, whose father had been partly rear- ed by Tolbert Fanning, taught mathematics for a number of years. Gardener was one of the most enthusiastic advocates of Bible school work. When he left Nashville, he became connected with the Western Bible and Lit- erary College at Odessa, Missouri. From there he went to California and was greatly responsible for the estab- lishment of Santa Rosa and the Pacific Bible schools. S. R. Logue, who came as a student, became a teacher in the intermediate department, and his wife taught primary grades. Logue was one of the handsomest men ever connected with the institution. He was quiet, gentle, and capable. | must mention several foreigners who attended dur- ing the first decade: W. Sakakabara and H. Makita, Japanese; Kh. B. Yohannan, Persian; and G. Paul, Armenian. Sakakabara afterwards went to the Univer- sity of the South, and became an Episcopal minister in his native country. Makita made a physician and in- ered An English class of 1897-98 poses on the steps of the old Garrett building. S. R. Logue, the teacher, stands at the right. J. P. Sewell, who later became president of Abilene Christian College, stands in the center background and A. B. Barrett sits in the center foreground. He is now a member of the board of directors, but when this picture was made, Ben Harding was just a student talking to his girl friend at a dormitory window (of all things!) . The student of 1941 is advised to take notice of the example. Mary Fanning and Lura Atkins in their dormitory room in 1898 read letters from home. On the dresser are pictures of Professor Bryan and A. B. Lipscomb (now deceased).

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A panoramic view of the campus shortly after it was completed. Left to right are Lipscomb’s home, now the sum was turned over to the trustees, who set it aside to be used later in the expansion of the school. The twelfth session was still more encouraging. Dr. Ward in the Gospel Advocate stated that all rooms were filled and that no more girls could be taken, but that rooms would be rented in the neighborhood for boys who would arrive later. During this year 118 were en- rolled, coming from ten states, Canada, and Japan. 30 of these were girls. 24 of the boys were preachers. There were four graduates, all from Texas. At th? closing exercises honorary degrees were conferred upon three former graduates of the school. In November of this session Lipscomb wrote that the school had outgrown its quarters. He stated his pref- erence for several small schools rather than one that was over-grown. He believed, however, that there should be among the brotherhood an institution of higher learning and that Nashville was the logical place for such an institution. The time had come for expansion. His concluding sentence reads: ‘’A valuable and beau- tiful location containing 62 acres of land in the suburbs of the city near the car line is donated to the school and we desire help to finish the needed buildings.” This property was the major part of David Lipscomb’s 73-acre farm located about four miles south of the Public Square, on Granny White Pike. A strip of three acres on the north was given by Oscar F. Noel, Sr., ‘’to promote the cause of education.’ Mr. Noel was a neighbor of David Lipscomb. He had such profound respect for his neighbor that he spoke affectionately of him as ‘Uncle Dave,’’ although Lipscomb was much younger than Noel. In drawing up the deed for his gift, Brother Lipscomb set forth the purpose of the school in words similar to those used in the deed of the Spruce Street property. In February, 1903 Lipscomb wrote concerning the ex- pansion of the school that plans were drawn up and foundations were laid for two buildings on the campus. In soliciting gifts he wrote: ‘Il would encourage all to give but | would prefer this school built up by the small contributions of those having but little...... the school is for the benefit of the common people...... God is not dependent upon the rich to carry forward his work,’ As in former years, Lipscomb cared for the major financial problems of the school and left the rest to the superintendent. Brother Anderson was unable to fine arts building, Avalon Home, the girls’ dormitory, Harding Hall, “Esmond Hall,’ and Lindsay Hall. give his full attention to the school on account of poor health; and, too, his interests were divided since his family continued to live in Maury County. The work was carried on largely by other members of the faculty under the guidance of Dr. J. S. Ward, who served as “business agent.’ THE PERMANENT CAMPUS During the vacation, slow progress was being made on the new buildings. September 22, 1903 was an- nounced as the opening date for the thirteenth year. It was evident that the new buildings would not be ready by that time, but it was decided to begin on the designated date ‘‘ready or not ready.’’ So the school moved southward “‘‘lock, stock, and barrel,’’” from Spruce Street to Granny White Pike just in time for the opening. The boys moved into their new three-story building. Brother Lipscomb himself had built a substantial brick residence just south of the old home. The boys literally kept “‘open house’ for many days since there were no doors or windows. Sheets and quilts served as window panes. Stairways were not completed and boys climbed to the second and third stories by means of ladders. The heating arrangements were crude and unsatisfac- tory. Three large stoves on the first floor with pipes running from floor to floor till they found exit near the roof furnished the heat. Two cisterns furnished the water while the boys with pitchers in hand acted the part of ‘’Rebekah at the well.” | remember that the administration building too was incomplete when we first began to use it for school purposes. Classes recited on half-finished floors. This was a brick structure with auditorium up-stairs and reci- tation rooms on the first floor. While a few were disappointed with the unfinished buildings, the majority of the boys bore the inconven- iences with heroic patience. By degrees the dormitory was completed and we were a happy family bound to- gether more closely because of the hardships we had to bear. There were many things about the campus that re- lieved the monotony of school work. Magnificent sugar maples, elms, and oaks furnished shade for the boys and girls; on the West, a wooded area bounded by the zig- zag rock fence was ample in size for exhilarating walks. One drizzling day, | remember, a couple came to the campus to be married. It was under one of those maples