Amherst College - Olio Yearbook (Amherst, MA)

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young as was Professor Frink when he accepted it. But the difficulties were courageously and successfully met, and the work and influence of the depart- ment under his administration were broadened and enriched. Public re- cognition of this success soon came in a most complimentary form: at two successive Intercollege Contests at the Academy of Music, New York City, in 1876 and 1877, Hamilton College, in competition with many of the promi- nent colleges of the country, was awarded the first prize for the best written and spoken oration. As the judges one year were George William Curtis, William Cullen Bryant and Whitelaw Reid, and the other Bayard Taylor, Joseph R. Hawley and Edwin H. Chapin, D. D., the unanimous and almost instantaneous decision in each instance had more than ordinary significance. It had been the aim of Professor Frink to add to the English department a course in literature different in many respects from the courses then offered in our colleges. To do this at Hamilton a special library was necessary. For this, friends of the college, infiuenced by the success of the department at New York, furnished the funds, and a course was established which was developed into one of the most useful and popular in the college. With this library were also secured, through his efforts, endowments for several valu- able prizes in Rhetoric, Oratory and English Literature. At the same time he was carrying on privately his theological studies, and in 1877 he was licensed to preach by the Utica Presbytery. After this, as long as remained at Hamilton College, he was occupied Sundays, as far as college duties would permit, in supplying pulpits in the cities and larger towns of central New York. Perhaps no better estimate of his preaching can be given than the following extract from the Brooklyn Engle. t' He is a highly cultivated and eloquent speaker. His style is severely logical, but so relieved by beauty and elegance of illustration that he holds one's attention to every sentence. The delivery is sprightly, free from monotony, and at times rises to great power. The enunciation is so perfect that no word is lost. The sermon yesterday morning was upon Faith, and was replete with eloquent and inspiring thought. The congregation was large, and they listened to the discourse with careful attention. While at Hamilton College, there came overtures to consider a change of position, to other college professorships, to become the head of large and pop- ular institutions of learning, and to important churches. But none were encouraged until in 1885, when after mature deliberation, a call to the profes- sorship of Logic and Oratory at Amherst College was accepted. Of the work done at Amherst I am not qualified to speak. I therefore quote from the Springfield Rzpublifan :- It is announced that Professor Henry Allyn Frink of the department of.Logic and Oratory may be called to the presidency of Hamilton College in Clinton, N. Y. Should this be true it only emphasizes 9

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been his steady aim tothe present time. He at once developed original and attractive methods in the presentation of subjects, which, with the personal in- fluence of the teacher, aroused enthusiasm in whatever branch he taught. He individualized his pupils. The results produced were as permanent as im- mediate, so that a large number of those whom he then taught look back upon his instruction and influence as one of the formative forces of their lives. While teaching in the academy, he was himself a diligent student, using every spare moment in carrying on lines of private study as well as reading thoughtfully in a wide range of subjects. In these early years were laid the foundations of that wide information and broad intelligence which, coupled with his unusual culture, have distinguished him and his work. In consequence of this private study and reading, he easily entered Hamilton College a year in advance, and in several subjects was prepared for Junior year. Being offered, in the early part of this year, a salary of fifteen hundred dollars to teach in the Polytechnic Institute, Brooklyn, N. Y., he was absent from college until the beginning of Senior year. Yet with this absence, and his advanced admission to college, he was in 1870 graduated valedictorian, with a long distance numerically between him and the next member of his class. He also won several rhetorical honors: was Clark Prize Oratorg and at graduation, with the Valedictory, delivered the Pruyn Medal Oration on The Utility of Classical Study to the Public Man. At this time he was strongly inclined toward the profession of law. A sense of duty, however, made him hesitate in favor of the ministry. But his success during Junior year at the Polytechnic Institute, led to such strong induce- ments to return there that he decided to teach for a time. The two years that followed were made to contribute largely to his future efficiency and power. Courses of reading in various directions, suggested by college work and competent advisers, were vigorously pursuedg the best lecturers and public speakers were heard with careful preparation and critical attention 3 and every opportunity for self-culture afforded by two great cities was improved to the full limit of his time and strength. While at the Polytechnic Institute other attractive positions in teaching were offered him, including a professorship in History and Rhetoric in a West- ern college of high standing. Having decided to enter the ministry, he declined these offers, and arranged in 1872 to begin his theological studies at Union Seminary, New York City. But at the same time came a call from his alma mafer to the professorship of the Kingsley Department of Logic, Rhetoric and Elocution. This department had been under the able direction of Professor Upson for twenty-five years, who had given it a wide reputation and made it the most prominent in the college. The position was of largie and exacting demands and full of difficulties, especially for one so 8

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the fact that the great work Professor Frink has done in connection with his department at Amherst is widely known and highly appreciated. It is but a few months since he declined a Hattering and urgent invitation to a professor- ship in Dartmouth College, and now that his alma wafer is looking for a presiding otiicer it is but natural that she should turn to one of her most able and scholarly sons. But realizing the honor conferred by such an offer, every true friend of Amherst College will join in the hope that it may be declined. The department of Logic and Oratory owes its present efficiency and high standing largely to the earnest and intelligent efforts of Professor Frink, and it would be a serious misfortune to the college to lose his services at this timef' In this connection should be added an extract from the Utica Prem, a paper edited by a former student of Professor Frink, and now a trustee of Hamilton College: The name of Professor Frink has been frequently mentioned for the presidency of Hamilton College, though so far as known without his knowledge or consent. Professor Frink is a polished gentleman and thorough scholar. As a preacher he has been called to supply prominent pulpits in New York and New England. He is an enthusiastic worker, and brings out the best abilities of those under his instruction. Of the position nientioned, it may be said that Professor Frink never per- mitted himself to bea candidate by assent of any kind on his part. Aside from great natural gifts and high attainments, the success of Professor Frink has come largely from an unusual capacity for work, high ideals and skilled methods, united with an earnest personal interest in each student. However large the class, every member is thoroughly known, and is instructed, criticised, or encouraged according to his special need. A relentless critic, his chief aim, however, is not to point out faults and deficiencies, but to dis- cover the better elements and by their cievelopment make good the defects. His power to recognize the possibilities of future excellence when present condi- tions are adverse is most remarkable. Many an unpromising student owes to his quick and generous appreciation the stimulus to a successful career not only in college but in after years. Perhaps this is why the student so often becomes the life-long friend, turning to him after graduation as freely and confidently for counsel and sympathy as in college days. He believes in young men, and, while earnest in putting up every barrier against evil influ- ences, is not inclined to judge harshly the mistakes and follies of youth that do not indicate vicious tendencies. A Much of his excellence as a teacher of public expression, whether in writing or speaking, is owing to this knowledge of the student and sympathy with him. But large as are the results of such patience, skill and personal interest, they alone would not have given him his peculiar success in oratorical training. This he owes especially to his method, which, beyond the elements of elocu- 10