AUTOBIOGRAPHY OF
ANDREW DICKSON WHITE
CHAPTER I
BOYHOOD IN CENTRAL NEW YORK—1832-1850 Autobiography of Andrew Dickson White, Volume I | ||
AUTOBIOGRAPHY OF
ANDREW DICKSON WHITE
CHAPTER I
BOYHOOD IN CENTRAL NEW YORK—1832-1850
AT the close of the Revolution which separated the colonies from the mother country, the legislature of New York set apart nearly two million acres of land, in the heart of the State, as bounty to be divided among her soldiers who had taken part in the war; and this "Military Tract,'' having been duly divided into townships, an ill-inspired official, in lack of names for so many divisions, sprinkled over the whole region the contents of his classical dictionary. Thus it was that there fell to a beautiful valley upon the headwaters of the Susquehanna the name of "Homer.'' Fortunately the surveyor-general left to the mountains, lakes, and rivers the names the Indians had given them, and so there was still some poetical element remaining in the midst of that unfortunate nomenclature. The counties, too, as a rule, took Indian names, so that the town of Homer, with its neighbors, Tully, Pompey, Fabius, Lysander, and the rest, were embedded in the county of Onondaga, in the neighborhood of lakes Otisco and Skaneateles, and of the rivers Tioughnioga and Susquehanna.
Hither came, toward the close of the eighteenth century, a body of sturdy New Englanders, and, among them, my grandfathers and grandmothers. Those on my father's side: Asa White and Clara Keep, from Munson, Massachusetts;
These New Englanders literally made the New York wilderness to blossom as the rose; and Homer, at my birth in 1832, about forty years after the first settlers came, was, in its way, one of the prettiest villages imaginable. In the heart of it was the "Green,'' and along the middle of this a line of church edifices, and the academy. In front of the green, parallel to the river, ran, north and south, the broad main street, beautifully shaded with maples, and on either side of this, in the middle of the village, were stores, shops, and the main taverns; while north and south of these were large and pleasant dwellings, each in its own garden or grove or orchard, and separated from the street by light palings,—all, without exception, neat, trim, and tidy.
My first recollections are of a big, comfortable house of brick, in what is now called "colonial style,'' with a "stoop,'' long and broad, on its southern side, which in summer was shaded with honeysuckles. Spreading out southward from this was a spacious garden filled with
I can claim no merit for clambering out of poverty. My childhood was happy; my surroundings wholesome; I was brought up neither in poverty nor riches; my parents were what were called "well-to-do-people''; everything about me was good and substantial; but our mode of life was frugal; waste or extravagance or pretense was not permitted for a moment. My paternal grandfather had been, in the early years of the century, the richest man in the township; but some time before my birth he had become one of the poorest; for a fire had consumed his mills, there was no insurance, and his health gave way. On my father, Horace White, had fallen, therefore, the main care of his father's family. It was to the young man, apparently, a great calamity:—that which grieved him most being that it took him—a boy not far in his teens—out of school. But he met the emergency manfully, was soon known far and wide for his energy, ability, and integrity, and long before he had reached middle age was considered one of the leading men of business in the county.
My mother had a more serene career. In another part of these Reminiscences, saying something of my religious and political development, I shall speak again of her and of her parents. Suffice it here that her father prospered as a man of business, was known as "Colonel,'' and also as "Squire'' Dickson, and represented his county in the State legislature. He died when I was about three years old, and I vaguely remember being brought to him as he lay upon his death-bed. On one account, above all others, I have long looked back to him with pride. For the first public care of the early settlers had been a church, and the second a school. This school had been speedily developed into Cortland Academy, which soon became famous
Not unlikely there thus came into my blood the strain which has led me ever since to feel that the building up of goodly institutions is more honorable than any other work,—an idea which was at the bottom of my efforts in developing the University of Michigan, and in founding Cornell University.
To Cortland Academy students came from far and near; and it soon began sending young men into the foremost places of State and Church. At an early day, too, it began receiving young women and sending them forth to become the best of matrons. As my family left the place when I was seven years old I was never within its walls as a student, but it acted powerfully on my education in two ways,—it gave my mother the best of her education, and it gave to me a respect for scholarship. The library and collections, though small, suggested pursuits better than the scramble for place or pelf; the public exercises, two or three times a year, led my thoughts, no matter how vaguely, into higher regions, and I shall never forget the awe which came over me when as a child, I saw Principal Woolworth, with his best students around him on the green, making astronomical observations through a small telescope.
Thus began my education into that great truth, so imperfectly understood, as yet, in our country, that stores, shops, hotels, facilities for travel and traffic are not the highest things in civilization.
This idea was strengthened in the family. Devoted as my father was to business, he always showed the greatest respect for men of thought. I have known him, even when most absorbed in his pursuits, to watch occasions for walking homeward with a clergyman or teacher, whose conversation he especially prized. There was scant respect in the family for the petty politicians of the
Influences of a more direct sort came from a primary school. To this I was taken, when about three years old, for a reason which may strike the present generation as curious. The colored servant who had charge of me wished to learn to read—so she slipped into the school and took me with her. As a result, though my memory runs back distinctly to events near the beginning of my fourth year, it holds not the faintest recollection of a time when I could not read easily. The only studies which I recall with distinctness, as carried on before my seventh year, are arithmetic and geography. As to the former, the multiplication-table was chanted in chorus by the whole body of children, a rhythmical and varied movement of the arms being carried on at the same time. These exercises gave us pleasure and fastened the tables in our minds. As to geography, that gave pleasure in another way. The books contained pictures which stimulated my imagination and prompted me to read the adjacent text. There was no over-pressure. Mental recreation and information were obtained in a loose way from "Rollo Books,'' "Peter Parley Books,'' "Sanford and Merton,'' the "Children's Magazine,'' and the like. I now think it a pity that I was not allowed to read, instead of these, the novels of Scott and Cooper, which I discovered later. I devoutly thank Heaven that no such thing as a sensation newspaper was ever brought into the house,—
In my seventh year my father was called to take charge of the new bank established at Syracuse, thirty miles distant, and there the family soon joined him. I remember that coming through the Indian Reservation, on the road between the two villages, I was greatly impressed by the bowers and other decorations which had been used shortly before at the installation of a new Indian chief. It was the headquarters of the Onondagas,—formerly the great central tribe of the Iroquois,—the warlike confederacy of the Six Nations; and as, in a general way, the story was told me on that beautiful day in September a new world of romance was opened to me, so that Indian stories, and especially Cooper's novels, when I was allowed to read them, took on a new reality.
Syracuse, which is now a city of one hundred and twenty thousand inhabitants, was then a straggling village of about five thousand. After much time lost in sundry poor "select schools'' I was sent to one of the public schools which was very good, and thence, when about twelve years old, to the preparatory department of the Syracuse Academy.
There, by good luck, was Joseph A. Allen, the best teacher of English branches I have ever known. He had no rules and no system; or, rather, his rule was to have no rules, and his system was to have no system. To
Saratoga, 1842
[Description: Portrait of the author as a boy in 1842, from a daguerrotype]
genius. He seemed to divine the character and enter into the purpose of every boy. Work under him was a pleasure. His methods were very simple. Great attention was given to reading aloud from a book made up of selections from the best authors, and to recitals from these. Thus I stored up not only some of the best things in the older English writers, but inspiring poems of Bryant, Whittier, Longfellow, and other moderns. My only regret is that more of this was not given us. I recall, among treasures thus gained, which have been precious to me ever since, in many a weary or sleepless hour on land and sea, extracts from Shakspere, parts of Milton's "Samson Agonistes,'' and of his sonnets; Gray's "Elegy,'' Byron's "Ode to the Ocean,'' Campbell's "What 's Hallowed Ground?'' Goldsmith's "Deserted Village,'' Longfellow's "Psalm of Life,'' Irving's "Voyage to Europe,'' and parts of Webster's "Reply to Hayne.''
At this school the wretched bugbear of English spelling was dealt with by a method which, so long as our present monstrous orthography continues, seems to me the best possible. During the last half-hour of every day, each scholar was required to have before him a copy-book, of which each page was divided into two columns. At the head of the first column was the word "Spelling''; at the head of the second column was the word "Corrected.'' The teacher then gave out to the school about twenty of the more important words in the reading-lesson of the day, and, as he thus dictated each word, each scholar wrote it in the column headed "Spelling.'' When all the words were thus written, the first scholar was asked to spell from his book the first word; if misspelled, it was passed to the next, and so on until it was spelled correctly; whereupon all who had made a mistake in writing it made the proper correction on the opposite column. The result of this was that the greater part of us learned orthography practically. For the practical use of spelling comes in writing.
The only mistake in Mr. Allen's teaching was too much
As to mathematics, arithmetic was, perhaps, pushed too far into puzzles; but geometry was made fascinating by showing its real applications and the beauty of its reasoning. It is the only mathematical study I ever loved. In natural science, though most of the apparatus of schools nowadays was wanting, Mr. Allen's instruction was far beyond his time. Never shall I forget my excited interest when, occasionally, the village surgeon came in, and the whole school was assembled to see him dissect the eye or ear or heart of an ox. Physics, as then understood, was studied in a text-book, but there was illustration by simple apparatus, which fastened firmly in my mind the main facts and principles.
The best impulse by this means came from the principal of the academy, Mr. Oren Root,—one of the pio-neers of American science, whose modesty alone stood in the way of his fame. I was too young to take direct instruction from him, but the experiments which I saw him perform led me, with one or two of my mates, to construct an excellent electrical machine and subsidiary apparatus; and with these, a small galvanic battery and an extemporized orrery, I diluted Professor Root's lectures with the teachings of my little books on natural philosophy and astronomy to meet the capacities of the younger boys in our neighborhood.
Salient among my recollections of this period are the cries and wailing of a newly-born babe in the rooms at the academy occupied by the principal, and adjacent to our big school-room. Several decades of years later I had the honor of speaking on the platform of Cooper Institute in company with this babe, who, as I write, is, I believe, the very energetic Secretary of War in the Cabinet of President McKinley.
Unfortunately for me, Mr. Root was soon afterward called away to a professorship at Hamilton College, and so, though living in the best of all regions for geological study, I was never properly grounded in that science, and as to botany, I am to this hour utterly ignorant of its simplest facts and principles. I count this as one of the mistakes in my education,—resulting in the loss of much valuable knowledge and high pleasure.
As to physical development, every reasonable encouragement was given to play. Mr. Allen himself came frequently to the play-grounds. He was an excellent musician and a most helpful influence was exerted by singing, which was a daily exercise of the school. I then began taking lessons regularly in music and became proficient enough to play the organ occasionally in church; the best result of this training being that it gave my life one of its deepest, purest, and most lasting pleasures.
On the moral side, Mr. Allen influenced many of us by liberalizing and broadening our horizon. He was a disciple of Channing and an abolitionist, and, though he never made the slightest attempt to proselyte any of his scholars, the very atmosphere of the school made sectarian bigotry impossible.
As to my general education outside the school I browsed about as best I could. My passion in those days was for machinery, and, above all, for steam machinery. The stationary and locomotive engines upon the newly-established railways toward Albany on the east and Buffalo on the west especially aroused my attention, and I came to know every locomotive, its history, character, and capabilities, as well as every stationary engine in the whole region. My holiday excursions, when not employed in boat-ing or skating on the Onondaga Creek, or upon the lake, were usually devoted to visiting workshops, where the engine drivers and stokers seemed glad to talk with a youngster who took an interest in their business. Especially interested was I in a rotary engine on "Barker's centrifugal principle,'' with which the inventor had promised
So, too, I knew every water-wheel in that part of the county, whether overshot, undershot, breast, or turbine. Everything in the nature of a motor had an especial fascination for me, and for the men in control of such power I entertained a respect which approached awe.
Among all these, my especial reverence was given to the locomotive engineers; in my youthful mind they took on a heroic character. Often during the night watches I thought of them as braving storm and peril, responsible for priceless freights of human lives. Their firm, keen faces come back to me vividly through the mists of sixty years, and to this day I look up to their successors at the throttle with respectful admiration.
After Professor Root's departure the Syracuse Academy greatly declined, Mr. Allen being the only strong man left among its teachers, and, as I was to go to college, I was removed to a "classical school.'' This school was not at first very successful. Its teacher was a good scholar but careless. Under him I repeated the grammatical forms and rules in Latin and Greek, glibly, term after term, without really understanding their value. His great mistake, which seems to me a not infrequent one, was taking it for granted that repeating rules and forms means understanding them and their application. But a catastrophe came. I had been promoted beyond my deserts from a lower into an upper Latin class, and at a public examination the Rev. Samuel Joseph May, who was present, asked me a question, to which I made an answer revealing utter ignorance of one of the simplest principles of Latin grammar. He was disconcerted
But to all his pupils he did not prove so helpful. One of them, though he has since become an energetic man of business on the Pacific Coast, was certainly not helped into his present position by his Latin; for of all the translations I have ever heard or read of, one of his was the worst. Being called to construe the first line of the Æneid, he proceeded as follows:
"Arma,—arms; virumque,—and a man; cano,—and a dog.'' There was a roar, and Mr. Hoyt, though evidently
Still another agency in my development was the debating club, so inevitable in an American village. Its discussions were sometimes pretentious and always crude, but something was gained thereby. I remember that one of the subjects was stated as follows: "Which has done most harm, intemperance or fanaticism.'' The debate was without any striking feature until my schoolmate, W. O. S., brought up heavy artillery on the side of the anti-fanatics: namely, a statement of the ruin wrought by Mohammedanism in the East, and, above all, the destruction of the great Alexandrian library by Caliph Omar; and with such eloquence that all the argumentation which any of us had learned in the temperance meetings was paralyzed.
On another occasion we debated the question: "Was the British Government justified in its treatment of Napoleon Bonaparte?'' Much historical lore had been brought to bear on the question, when an impassioned young orator wound up a bitter diatribe against the great emperor as follows: "The British Government was justified, and if for no other reason, by the Emperor Napo-leon's murder of the `Duck de Engine' '' (Duc d'Enghien).
As to education outside of the school very important to me had been the discovery, when I was about ten years old, of " `The Monastery,' by the author of `Waverley.' '' Who the "author of `Waverley' '' was I neither knew nor cared, but read the book three times, end over end, in a sort of fascination. Unfortunately, novels and romances were kept under lock and key, as unfit reading for children, and it was some years before I reveled in Scott's other novels. That they would have been thoroughly good and wholesome reading for me I know, and about my sixteenth year they opened a new world to me and gave healthful play to my imagination. I also read and re-read Bunyan's "Pilgrim's Progress,'' and, with pleasure
My only regret, as regards that time, is that, between the rather trashy "boys' books'' on one side and the rather severe books in the family library on the other, I read far less of really good literature than I ought to have done. My reading was absolutely without a guide, hence fitful and scrappy; parts of Rollin's "Ancient History'' and Lander's "Travels in Africa'' being mixed up with "Robinson Crusoe'' and "The Scottish Chiefs.'' Reflection on my experience has convinced me that some kindly guidance in the reading of a fairly scholarly boy is of the utmost importance, and never more so than now, when books are so many and attractive. I should lay much stress, also, on the hearing of good literature well read, and the interspersing of such reading with some remarks by the reader, pointing out the main beauties of the pieces thus presented.
About my tenth year occurred an event, apparently trivial, but really very important in my mental development during many years afterward. My father brought home one day, as a gift to my mother, a handsome quarto called "The Gallery of British Artists.'' It contained engravings from pictures by Turner, Stanfield, Cattermole, and others, mainly representing scenes from Shakspere, Scott, Burns, picturesque architecture, and beautiful views in various parts of Europe. Of this book I never tired. It aroused in me an intense desire to know more of the subjects represented, and this desire has led me since to visit and to study every cathedral, church, and town hall of any historical or architectural significance in Europe, outside the Spanish peninsula. But, far more important, it gave an especial zest to nearly all Scott's novels, and especially to the one which I have always thought the most fascinating, "Quentin Durward.'' This novel led me later, not merely to visit Liege, and Orléans, and Cléry, and Tours, but to devour the chronicles and histories of that period, to become deeply
In my sixteenth and seventeenth years another element entered into my education. Syracuse, as the central city of the State, was the scene of many conventions and public meetings. That was a time of very deep earnestness in political matters. The last great efforts were making, by the more radical, peaceably to prevent the extension of slavery, and, by the more conservative, peaceably to preserve the Union. The former of these efforts interested me most. There were at Syracuse frequent public debates between the various groups of the anti-slavery party represented by such men as Gerrit Smith, Wendell Phillips, William Lloyd Garrison, John Parker Hale, Samuel Joseph May, and Frederick Douglass. They took strong hold upon me and gave me a higher idea of a man's best work in life. That was the bloom period of the old popular lecture. It was the time when lectures were expected to build character and increase knowledge; the sensation and buffoon business which destroyed the system had not yet come in. I feel to this hour the good influence of lectures then heard, in the old City Hall at Syracuse, from such men as President Mark Hopkins, Bishop Alonzo Potter, Senator Hale of New Hampshire, Emerson, Ware, Whipple, and many others.
As to recreative reading at this period, the author who exercised the strongest influence over me was Charles Kingsley. His novels "Alton Locke'' and "Yeast'' interested me greatly in efforts for doing away with old abuses in Europe, and his "Two Years After'' increased my hatred for negro slavery in America. His "Westward Ho!'' extended my knowledge of the Elizabethan period and increased my manliness. Of this period, too,
In my seventeenth year came a trial. My father had taken a leading part in establishing a parish school for St. Paul's church in Syracuse, in accordance with the High Church views of our rector, Dr. Gregory, and there was finally called to the mastership a young candidate for orders, a brilliant scholar and charming man, who has since become an eminent bishop of the Protestant Episcopal Church. To him was intrusted my final preparation for college. I had always intended to enter one of the larger New England universities, but my teacher was naturally in favor of his Alma Mater, and the influence of our bishop, Dr. de Lancey, being also thrown powerfully into the scale, my father insisted on placing me at a small Protestant Episcopal college in western New York. I went most reluctantly. There were in the faculty several excellent men, one of whom afterward became a colleague of my own in Cornell University, and proved of the greatest value to it. Unfortunately, we of the lower college classes could have very little instruction from him; still there was good instruction from others; the tutor in Greek, James Morrison Clarke, was one of the best scholars I have ever known.
It was in the autumn of 1849 that I went into residence at the little college and was assigned a very unprepossessing room in a very ugly barrack. Entering my new quarters I soon discovered about me various cabalistic signs, some of them evidently made by heating large iron keys, and pressing them against the woodwork. On inquiring I found that the room had been occupied some years before by no less a personage than Philip Spencer,
The most curious relic of him at the college was preserved in the library of the Hermean Society. It was a copy of "The Pirates' Own Book'': a glorification of the exploits of "Blackbeard'' and other great freebooters, profusely adorned with illustrations of their joys and triumphs. This volume bore on the fly-leaf the words, "Presented to the Hermean Society by Philip Spencer,'' and was in those days shown as a great curiosity.
The college was at its lowest ebb; of discipline there was none; there were about forty students, the majority of them, sons of wealthy churchmen, showing no inclination to work and much tendency to dissipation. The authorities of the college could not afford to expel or even offend a student. for its endowment was so small that it must have all the instruction fees possible, and must keep on good terms with the wealthy fathers of its scapegrace students. The scapegraces soon found this out, and the result was a little pandemonium. Only about a dozen of our number studied at all; the rest, by translations, promptings, and evasions escaped without labor. I have had to do since, as student, professor, or lecturer, with some half-dozen large universities at home and abroad,
The evidences of this Christian influence were not clear. The president of the college, Dr. Benjamin Hale, was a clergyman of the highest character; a good scholar, an excellent preacher, and a wise administrator; but his stature was very small, his girth very large, and his hair very yellow. When, then, on the thirteenth day of the month, there was read at chapel from the Psalter the words, "And there was little Benjamin, their ruler,'' very irreverent demonstrations were often made by the students, presumably engaged in worship; demonstrations so mortifying, indeed, that at last the president frequently substituted for the regular Psalms of the day one of the beautiful "Selections'' of Psalms which the American Episcopal Church has so wisely incorporated into its prayer-book.
But this was by no means the worst indignity which these youth "under direct Christian influence'' perpetrated upon their reverend instructors. It was my privilege to behold a professor, an excellent clergyman, seeking to quell hideous riot in a student's room, buried under a heap of carpets, mattresses, counterpanes, and blankets; to see another clerical professor forced to retire through the panel of a door under a shower of lexicons, boots, and brushes, and to see even the president himself, on one occasion, obliged to leave his lecture-room by a ladder from a window, and, on another, kept at bay by a shower of beer-bottles.
One favorite occupation was rolling cannon-balls along the corridors at midnight, with frightful din and much damage: a tutor, having one night been successful in catching and confiscating two of these, pounced from his door the next night upon a third; but this having
Most ingenious were the methods for "training freshmen,''— one of the mildest being the administration of soot and water by a hose-pipe thrust through the broken panel of a door. Among general freaks I remember seeing a horse turned into the chapel, and a stuffed wolf, dressed in a surplice, placed upon the roof of that sacred edifice.
But the most elaborate thing of the kind I ever saw was the breaking up of a "Second Adventist'' meeting by a score of student roysterers. An itinerant fanatic had taken an old wooden meeting-house in the lower part of the town, had set up on either side of the pulpit large canvas representations of the man of brass with feet of clay, and other portentous characters of the prophecies, and then challenged the clergy to meet him in public debate. At the appointed time a body of college youth appeared, most sober in habit and demure in manner, having at their head "Bill'' Howell of Black Rock and "Tom'' Clark of Manlius, the two wildest miscreants in the sophomore class, each over six feet tall, the latter dressed as a respectable farmer, and the former as a country clergyman, wearing a dress-coat, a white cravat, a tall black hat wrapped in crape, leaning on a heavy, ivory-knobbed cane, and carrying ostentatiously a Greek Testament. These disguised malefactors, having taken their seats in the gallery directly facing the pulpit, the lecturer expressed his "satisfaction at seeing clergymen present,'' and began his demonstrations. For about five minutes all went well; then "Bill'' Howell solemnly arose and, in a snuffling voice, asked permission to submit a few texts from scripture. Permission being granted, he put on a huge pair of goggles, solemnly opened his Greek Testament, read emphatically the first passage which attracted his attention and impressively asked the lecturer what he had to say to it. At this, the lecturer, greatly puzzled,
The philosophy of all this waywardness and dissipation
AUTOBIOGRAPHY OF
ANDREW DICKSON WHITE
CHAPTER I
BOYHOOD IN CENTRAL NEW YORK—1832-1850 Autobiography of Andrew Dickson White, Volume I | ||