Bucknell University - L Agenda Yearbook (Lewisburg, PA)

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highest honors of liis class. In 1S57 lie was maile tutor in the College; elected Professor in the Department of Natural Sciences, i860; ordained to the work of the Gospel Ministry, 1866; elected to the Chair of Greek Lan- guage and Litera ture, 1874; served as President in the absence of Presi- dent Loomis, in 1878-79, and again in the absence of Dr. Hill in 1886, and gently fell asleep in Jesus on the 15th of April, 1887. Professor Tustin was connected with our University for thirty-seven years, and, in the language of one of his colleagues, ' literally gave his life for the success of the insti- tution. For fourteen years he was instructor in the Natural Sciences, though during this time he taught almost as many classes in Latin and Greek as in the sciences. Linguistic studies were his special delight, and it was said of him, dur- ing his student life, that ' he was a born linguist. ' In 1874, Professor Tustin ' s eyes Ijecoming seriously affected by the chemical fumes of the laboratory, he resigned the Chair of Natural Sciences, and was elected to the Chair of Greek Language and Literature, made vacant by the removal of Dr. Bliss to Crozer Theological Seminary. Dur- ing the years of Dr. Tustin ' s connection with the College, it was called to pass through varied and trying experiences, but amidst the most dis- couraging surroundings he never wavered in the discharge of the most arduous duties. It was enough for him to know a course of action was right, whether man approved or condemned. In the memorial published soon after Dr. Tustin ' s death, we find this tribute given by the Presi- dent of the L ' uiversity: ' . 11 our best energies go into the channel of the making of men. That was the object of our brother ' s life — to make men, to sacrifice himself, to gi ' e his time, his toil, his energies for the building up of other men. I suppose that not less than five or si.x hundred students have been under his instruction; and if they could speak they would say that his life had been a life well s]:)ent, full of fruit, full of the noblest and most lasting riches that the human mind can produce. ' Professor Tustin was the first graduate of the youthful College called to its Faculty. He brought to its service the training he had received in its halls. Up to this time the Faculty was the concentration of influences from varied sources. Men cjf various States, graduates of various colleges combined their best life-work to build an institution having unity in di- versity. They now ally to themselves an exponent of their own successful effort. 12

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Sketch of Prof, F. W, Tustin ' s Life, NTO institutions of learning men put their noblest efforts for the life of others, their patriotic hopes for the nation, their re- ligious aspirations for a redeemed humanity. The history of education has received worthy recognition in our curriculum. An interesting example may be studied in the rise and progress of our own University. The student of to-day desires to comprehend his AIdhi Mater; to know her genealogical tree; to learn the traditions of the elders ' — even as he hopes to win her Well done for his endeavors, and to leave some impress of his personality upon her future. This volume of L ' Aijenda is dedicated to the memory of a teacher under whose instruction no present student ever sat. But we recognize our inheritance in the toil and sacrifice of those who planned large things for us, because they expected large things from God. The individuality of a college is given to it by the men who give them- selves to its shaping. In no fanciful sense it is an organism. It has a unique life of its own, yet derived frona life. After its kind is the law of its growth, as of all growth. This individuality of life and growth it de- sires to impart to all its students. Professor Francis Wayland Tustin. Professor Francis Wayland Tustin was born in Philadelphia in 1834. He was descended from good Revolutionary ancestors, some of whom served with distinction in the war for American independence. His early educa- tion was received in the schools of his native city. In the winter of 1850 he was baptized by Dr. Ide, and united with the First Baptist Church of Philadelphia, and in the fall of the same year he entered the Academy at Lewisburg, and was graduated from Bucknell University in 1856, with the 1 1

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We see in tlie new Professor tlic resultant of the forces at work in tlie first decade of tiie University. To judge tlieir work by his education, tliey must liave aimed at developing- an exalted type of consecrated manhood. Their cidture was no varnish or -enecr, but the evoking of all native powers, antl the (|uickening- of the whole man with lofty ideals. If the curriculum was not so full and elastic as that enjoyed by the student of the ' 90s, it was manifest that, as Aristotle says, Man ' s intellect is not formed so much b)- knowledge as l)v exercise. The voung Pro- fessor of the 60s had been trained in the classic languages and literatures by a teacher of profound linguistic attainments, and of peculiarly sensitive genius for interpretation and expression. But additional to the informa- tion and the discipline imparted in the class-room was the beautiful ]ier- sonality of the teacher, intluencing every student of open heart and mind, the daily life of the scholar and the gentleman, who reminded them of the divine man of Nazareth more than of Menelaus. No less marked was tlie training in Natural Sciences received from his illustrious predecessor in that Chair. The sciences have greatly developed in specialization, and in concrete methods of presentation in the last forty years; yet, for purposes of collegiate instruction, it may be honestly ques- tioned whether their use in the early Lewisburg class-room could be ex- celled. An acknowledged authority in Geology, a trained expert in Chem- istry, a devoted student of I hysiology, who had written text-books of wide use and celebrity, made his Chair distinguished by his masterful analysis, his .sublime generalization, and his powerful personality. Our young Professor ' s mathematical training was received from an instructor of remarkable talent and rare aptness to teach. There must be task-work in problems, and grind in formulae in any mathematical class- room; but there was much more in this one. Such claritv of demonstra- tion, such cogency of reasoning, such eloquence of exposition made many an impressible youth glow with the joy of discovery and the sense of achievement. .And these subjects. Languages, Sciences and Mathematics, were the field of his future instruction in his Alma Mater. Thus equipped, and thus ushered into the faculty of instruction. Pro- fessor Tustin, from the first, formed a link between the students and the Faculty, and between the Faculty and the Alumni. This intimate asso- •tion with the students, maintained throughout his thirtv years of instruc- tion, grew to be a veritable i)astoral office in its earnest moral and spiritual aim and result. Temporal interests were sure to claim consideration, where 13