Lipscomb University - Backlog Yearbook (Nashville, TN)

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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

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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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with wide spreading branches that the ceremony was performed. They went away happy. What did they care for the wet weeds and underbrush—they had gotten ahead of pursuing parents. Incidentally, since that time many a couple has found the campus a convenient place for their nuptials. On the new campus activities kept pace with the program of expansion. There was room for a baseball diamond and courts for tennis and volleyball. And then there was ’’‘no man’s land.’’ No student of these early days could forget that territory where no young man dared to tread. It was dreaded like no man’s land in European warfare. Then there was the old bell-tower. Time was when it was new. Mr. Turbeville, the archi- tect, made an estimate of the velocity of wind required to blow it down. It stood erect about five feet wide and twenty feet high. While peering out into the darknes one stormy night we heard a noise— it was the reeling bell tower. Down came the tower, bell and all. A smaller tower was built; and later the big old elm, south of Harding Hall, was for a while an improvised bell tower. A low frame- work on the north of Harding Hall served as a refuge for the bell too, which continued to resound, but the glory of the original bell tower had passed away. Ward- Belmont’s big bell could be heard on the Bible School Campus as it woke up the young ladies over there, and my guess is that Ward-Belmont students could hear our ‘’Big Ben’’ too. The bell that had assembled the students at Mars Hill was presented to the Bible School by Brother Larrimore, who, though never officially connected with N. B. S., used to refer to it in his kind way as ‘’our school.” Unfortunately the Larrimore bell was cracked, and this historic bell that ought to have been preserved for sentiment’s sake was sold for junk. The bell now pre- served in Brewer Tower, whose solemn tones toll off the years at Commencement and at the fall opening of school, is historic only on account of its connection with the early days of N. B. S. Many of the old students will remember Jack Lewis with ‘‘Waterbury’’ in hand leaving the classroom to ring the bell. Others will re- call ‘’big-footed’’ John T. Smithson making his way to the bell tower through snow and sleet. New buildings, a new campus, and new surroundings infused into all new life; and a new era in the history of N. B. S. began with the opening of the thirteenth session in 1903. When the school first began it was almost exclusively a boys’ institution, but by the thirteenth session one- third of the student body consisted of girls. This was not out of harmony with the wishes of the founders, nor did it run counter to the popular trend in education. The catalogue stated that ‘’mixed schools when properly conducted are much better for both males and females; each has a refining power and strengthening influence upon the other.’ It added ‘The young ladies of the school are not allowed to receive calls from the young gentlemen nor will any association of the sexes be per- mitted out of the class room except in company with the members of the faculty.” A group of faculty members taken in either the first or second year after the college moved to its present location. Front row: D. H. Jackson, E. E. Sewell, O. W. Gardner, S. P. Pittman. Seated: David Lipscomb and Superintendent William Anderson. Standing: J. Paul Slayden, John P. Glenn, Mrs. Effie Anderson, E. I. Holland, and J. S. Word. C. B. Knight, Mrs. Nobel, and Mrs. Tabler were absent from the picture. Rose Brewer and Ruth Bradford pose in the style of dress popular on the campus in 1908. For years girls were required to wear uniforms prescribed by the school. The Bible school girls were always recognized uptown by their blue uniforms in contrast to the different colors worn by girls of other boarding schools in Nash- ville. In order to avoid extravagance in dress and to avoid distinctions, the young ladies were required to purchase uniforms for street-wear and church. The uniform was to be of “‘black or blue material plainly made, without fancy trimmings.’ For spring, the uniform consisted of a white blouse with dark skirt. The cost of the uni- form, including hat, was $15.00.