College History

Heritage of Carthage

Carthage Non Delenda Ust: A Struggle for Survival, 1870-1920

By Tom Noer, Valor Distinguished Professor of the Humanities
July 1996

Old College Chapel

The half century following its Civil War was an era of transition for the United States. In less than 50 years, the nation changed from a rural, farming, English-speaking, Protestant country to an urban, industrialized, multi-cultural society. In 1870, the United States largely was still a nation of farmers and small towns. By 1920, it had become the manufacturing giant of the world, with only 30 percent of its people still engaged in agriculture. For the first time, more Americans lived in cities than in rural areas.

This migration from the farms to the cities led to spectacular urban growth. In 1870, the nation had only 25 cities of more than 50,000 people. By 1920, there were more than 100 cities that size. Chicago had a population of fewer than 30,000 in 1850. Sixty years later, its population was more than 2 million.

Massive immigration from Southern and Eastern Europe also transformed American culture. At the time of the Civil War, the vast majority of Americans were native-born, English-speaking Protestants. This changed dramatically as 26 million immigrants passed through Ellis Island in the period from 1865 to 1920. Most of these new Americans did not speak English and were Catholic or Jewish. By 1910, New York had the second largest Italian population in the world, and Chicago had nearly as many Poles as did Warsaw.

20th Century Colleges

Industrialization, urbanization, and immigration affected all aspects of American society including higher education. Pre-Civil War colleges were decidedly elitist institutions that taught the Classics to a small group of mostly males. During the late 19th century, U.S. colleges and universities changed dramatically as more people entered college with new expectations. The tremendous business expansion after the Civil War led to an enormous demand for educated managers, engineers, accountants, and executives. This in turn caused a rapid increase in the number of people attending college. In 1870, U.S. colleges granted fewer than 10,000 degrees. In 1920, more than 50,000 college students graduated.

The need for college-trained Americans led Congress to pass the Land-Grant College Act providing public funding of large, state institutions such as the universities of Illinois, Iowa, and Wisconsin. These schools were not only designed to offer relatively low tuition, but also to provide courses in the areas the U.S. economy now needed: science, technology, business, modern languages, and the emerging social sciences. Electives and majors replaced the prescribed studies of the past, and the traditional classical curriculum of Greek, Latin, rhetoric, and philosophy was altered to include a more practical emphasis. The college curriculum in 1870 was similar to that of a century earlier. By 1920, the curriculum was more similar to that of today.

The immense changes in the nation and within higher education had a major impact on the newly-formed Carthage College. From its beginning in Hillsboro, Ill., in 1847, during its brief stay in Springfield, Ill., and after its relocation to Carthage, Ill., in 1870, the school was conceived as a place for the classical education of the children of rural Lutherans, with an emphasis on preparing ministers and missionaries. The rise of inexpensive public institutions, the new stress on a more practical education, and the decline of rural America all led to a questioning of the identity of the College and, eventually, to major readjustments to insure its survival. The tiny college in rural Illinois struggled to adapt to the modern America of the 20th century.

Even prior to its move to Carthage in 1870, the College felt the strains of a changing nation. In January 1852, the former Hillsboro Academy reopened in Springfield as Illinois State University. Despite the financial support of Abraham Lincoln and other community leaders, the school quickly faced dire economic problems. Construction costs led to an immediate $6,000 debt. The national economic panic of 1857 and the disruption of the Civil War four years later pushed the College into even deeper crisis.

A College Divided

Compounding the economic problems were the intricate politics of the Lutheran synods that provided most of the funding for the school. There were bitter fights between the largely German and Scandinavian "old" Lutherans and so-called "new" Lutherans. The first group embraced a theology largely unchanged from the Reformation and wanted to maintain its ethnic identity. The "new" Lutherans advocated a more modern theology and evangelism among different ethnic groups to "Americanize" the denomination.

The doctrinal and ethnic splits eventually affected the struggling new college in Springfield. Scandinavian churches established a "Scandinavian professorship," and selected Rev. L. P. Esbjorn for the position. After disputes with faculty who embraced the "new" Lutheranism, Esbjorn left in 1860 to accept an appointment at Augustana College and took nearly all of the Scandinavian students with him.

Esbjorn's departure was only a symbol of the deep divisions within the supporting synods. The synods split into two camps, and Illinois State University was placed under the control of the Synod of Central Illinois, with the loss of half of its supporting congregations. The decline in church support and the drop in enrollment during the Civil War led the College to bankruptcy in 1869. School officials frantically tried to arrange a merger with Wittenberg College in Ohio. When this fell through, the College closed its doors in December 1869, and its buildings were sold. Only 22 years after its founding, the College seemed to have failed.

The New "Lutheran College in the West"

As would be the case numerous times, the College was revived. Lutherans in central Illinois were still dedicated to a college, and four synods met in Dixon to consider a new location for the defunct school. Choosing between Mendota and Carthage, Ill., the delegates agreed to relocate to Hancock County and rename the institution Carthage College.

Carthage, Ill., offered several attractions for the school. The town of 1,400 was a county seat in a rich agricultural area. When the Transcontinental Railroad was completed in 1869, a rail spur was finished connecting the small town with Chicago and the nation.

Its isolated, rural location also was appealing, as many church officials feared the corruption rampant in urban America and wanted a school far from the temptations of the big city. Carthage, Ill., boasted it had no taverns, saloons, or liquor stores to tempt students.

On January 10, 1870, (celebrated by the College for decades as "Founder's Day"), citizens of the town formed a committee to sell bonds and secure land for the new "Lutheran college in the West." On September 5, Carthage College officially opened in temporary quarters in town as construction continued on the campus. There were six faculty and 24 students.

A Classical Education

Although called a college, Carthage was still largely a preparatory school. Most students did not seek a college degree, but were enrolled in the prep school. As public high schools were still rare and assumed to be of poor quality, prep schools were a common choice for students. It was not until 1873 that the college curriculum was finalized to offer "a classical education."

The college offered two degrees. The bachelor of arts program stressed the traditional immersion in the Classics. Students were required to take Latin, Greek, German, algebra, geometry, philosophy, literature, history, rhetoric, and geography. The bachelor of science degree permitted students to substitute courses in chemistry, biology, physics, and astronomy for advanced work in Greek and Latin. In 1875, the College graduated its first class: three women received B.A.s, and one man received a B.S.

Despite the decision to offer "a classical education," most of the first students selected the B.S. program. Alarmed at the trend, the faculty "earnestly advised" students to work toward the B.A., as the study of the Classics "affords advantages greatly superior to those of others." One student recalled that the faculty assumed that the B.S. program was "only for students who were mentally incapable of appreciating the classical course" with its emphasis on Greek and Latin.

Spartan Campus Life

Carthage College in the late 19th century was a bleak frontier community. The main campus buildings were completed in 1872 and comprised one substantial brick building (Old Main) flanked by two wooden dormitories: Philo Hall for men and Clio Hall for women. The "White House" (home of the President), a dining hall, and a laundry facility completed the campus.

The College sat in the middle of barren prairie without trees. It was not until 1885 that President E. F. Bartholomew planted two rows of tiny evergreens that would become Evergreen Walk. The school rested on excellent pasture land, and local farmers used the campus to graze their cattle and horses — a benefit to the College as it kept the grass down.

Life in the residence halls was spartan. Rooms contained a bed, desk, and chair. If students wanted a mirror, a table, a wash basin and other "extras," they had to pay an additional $4 per term. Rooms were heated by wood-burning stoves, and the College provided saws and axes for students to cut-up the logs in the woodpile behind each dorm. Later, the College shifted to coal, and students were given a scuttle to carry a carefully-measured ration from the basement of Old Main to their rooms. Students who exceeded their weekly coal quota were billed.

In 1881, the College set tuition at $32 a year, where it remained for more than a decade. Room and board ran $100 a year, books averaged $10, and annual library fees were $1.

College Discipline

Student life was rigorous, with more than 20 hours a week of classes and recitations. Students also were required to join one of the two literary societies (Cicero and Galileo) that met every Wednesday afternoon. The societies demanded weekly essays, readings, and orations in addition to regular class work. Students were required to attend daily chapel and Sunday morning worship services and were not permitted to leave campus without faculty permission. Non-resident students were confined to the "waiting room" between classes and punished if found "roaming the campus." Strict rules governed relations between the genders. Men could visit the parlor of the women's dorm for two hours on Friday evenings, and only in the presence of an adult chaperon.

Discipline was enforced by the faculty through a demerit system that punished students for absences; tardiness for class, chapel, or Sunday services; or for swearing, smoking, drinking, or leaving campus. All students had to sign a Matriculation Declaration that declared:

I solemnly promise on my word and honor to observe and obey all the laws, rules and regulations of Carthage College, and especially that I will abstain from profanation of the Lord's Day; the use of profane language; gambling and card-playing; all indecent and disorderly behavior; disrespectful conduct toward my instructors; and from all combinations to resist their authority.

The strict discipline was even more demanding given the long semesters and few breaks. Classes ran from early September to early May with only three days of vacation: Thanksgiving, Christmas, and New Year's Day. With 35 weeks of uninterrupted study, students often engaged in pranks to ease the boredom. Ringing the fire bell in the middle of the night was common. One evening the bell continued to ring even though all students were accounted for. The President finally climbed the stairs to the bell loft and found one of the local farmer's horses tied to the bell. Students also hanged effigies of particularly harsh or demanding professors.

Life for the faculty was also difficult. As there were never more than eight professors until the turn of the century, professors taught many subjects and were in class 30 hours a week. The President had even more demands. Not only did he teach 20 hours each week, but also served as the pastor of Trinity Lutheran Church in town and traveled on horseback to raise funds from local congregations.

Faculty were paid about $800 a year, but rarely received the full amount, as payments were often suspended in the summer until students arrived in the fall with tuition money. The President was allocated $1,000 a year and free housing in the "White House."

A New President

Carthage survived in its new home, but financial problems were common. By 1884, there were only 75 students, with just 25 in the College. The school not only suspended salaries, but fell behind on payment of the construction debt. On February 16,1884, the entire faculty resigned and the Board of Trustees gave President J. S. Detweiller until May 1 to sell $15,000 in bonds to keep the College open. Local newspapers announced that Carthage would close its doors forever after spring commencement.

On April 10,1884, the Trustees held an emergency meeting. Many members assumed the College had collapsed and failed to attend. Lacking a quorum, Board President J. E. Tressler reformed the group into an Executive Committee and announced that President Detweiller would be replaced by E. F. Bartholomew, a professor of natural science.

The next day was the commencement ceremony at Trinity Lutheran Church. Detweiller finished passing out diplomas and declared that this would be the last class to graduate from Carthage. Bartholomew rose from the crowd to interrupt and announced that he had been appointed president, and Carthage would open again in September.

A Rallying Cry

The high drama at commencement did nothing to solve the acute financial crisis, but convinced some faculty to remain and united the students to save their college. The student newspaper, The Carthaginian, began to run a new slogan on the front page of each issue: "Carthage non delenda est!" ("Carthage shall not be destroyed!") The negative version of the Roman Senator Cato's famous phrase directed toward Rome's great rival became a rallying cry for those determined to preserve the struggling school.

The survival of Carthage depended on meeting three formidable goals. First, there was an immediate need to deal with the continued economic problems to provide financial stability. Second, the College had to adapt its curriculum and intensify its recruiting to attract sufficient enrollment. Finally, Carthage needed official recognition of its academic program to compete with other colleges for students, faculty, and funding. For the next 25 years, these three objectives would dominate the life of the College.

Denhart's Carthage

Financial crisis had haunted the school since its founding. The two relocations and the mounting debt from constant borrowing to pay its bills indicated the College's ongoing fiscal problems. To make the institution viable, the College relied heavily on one individual: Henry Denhart, a banker from Washington, Illinois, and a Carthage trustee from 1880-188S and 1892-1933. In 1895, Denhart offered a major challenge to the College: he would donate $10,000 if the supporting synods would pay off the existing $16,000 debt and raise the endowment from $13,000 to $50,000. He also demanded that the citizens of Hancock County contribute funds for a new residence hall and for modern heating and lighting for the campus Denhart gave the school two years to meet his requirements.

At a time when a gift of $10 was considered significant, meeting Denhart's challenge was a staggering proposition. New President J. M. Ruthrauff (the namesake of the current College library) spent the next two years canvassing churches, synod conventions, local farmers, and Chicago business leaders to try to meet Denhart's deadline. While Hancock County residents quickly over-subscribed their share, the College was still $13,000 short of its goal. Denhart agreed to extend his offer to June 1900, but the prospects of success were dim.

Determined not to let Denhart's offer fail, Ruthrauff made a crucial decision: he would go east to ask the Lutheran General Synod to contribute the remaining funds. Carthage was a frontier college, and many of its supporters were distrustful of Easterners. In addition, the General Synod had never offered much financial support to the school. Ruthrauff, however, persuaded the convention in York, Pennsylvania, to give him 15 minutes on their program. He spoke for two hours. His impassioned plea to keep Lutheran higher education alive in the Illinois prairie succeeded, and delegates appropriated $15,000.

The success of the Denhart pledge led to a crucial infusion of cash. The College immediately installed electric lights and steam heating. In fall 1901, a new female dormitory, appropriately named Denhart Hall, was completed. But success was only temporary The endowment remained inadequate, and bills were still often unpaid In May 1903, Denhart proposed an even larger donation. He now offered to give $5,000 a year for operating expenses; $100,000 for the endowment; and to pay half the cost of a new gymnasium. Again, he made his gift dependent on the College matching the $100,000 and raising half the cost of the gym within five years.

What followed was one of the most intensive and important fund-raising campaigns in the history of Carthage. President F. L. Sigmund was relieved of all teaching and administrative duties to concentrate on soliciting financial support. On June 1, 1908, an exhausted Sigmund, near a nervous breakdown, announced he had succeeded. He resigned six months later to regain his health.

The unprecedented generosity of Henry Denhart and the near fanatical dedication of Ruthrauff and Sigmund saved the College Without the Trustee's support and without the exhaustive work of these two presidents, Carthage may not have survived the demanding first decade of the 20th century.

A Revised Curriculum

With the financial crisis now temporarily over, the College began to adapt to the changed expectations of a new generation of students. Carthage became one of the first schools to move away from the rigid requirements that locked all students into the same courses and to offer a variety of elective classes. By 1908, the College had curtailed requirements so that students could meet them in their first two years, leaving the last two years for courses in their major and for electives.

Carthage also began to offer new courses and areas of study that seemed of more direct use to its students. The school initiated classes in modern languages, laboratory sciences, art, music, domestic science, and physical culture. In 1904, a separate two-year business course began with classes in typing, shorthand, business writing, public speaking, and elementary accounting. Prior to the 20th century, there were no specific requirements for students who wanted to teach, but the state now demanded certification for public school teachers. To meet the new standards, the College established a Normal Department to prepare students to meet the new governmental requirements for teachers.

Leisure Time

A more diversified and practical curriculum was accompanied by a recognition of the need for more extra­curricular activities. Students in the 20th century expected more than a quality academic program. They also demanded a variety of organizations to occupy their leisure time. For nearly 40 years, Carthage's social life had been dominated by the two literary societies. By 1915, membership had dropped to only a handful of students, and the organizations would formally dissolve in the 1920s.

Instead of literary societies, the College developed a variety of student clubs and organizations in the period 1890-1920. By 1915,there was a drama club, the Euterpean Club for those interested in music; two choirs; a glee club, a band; a poetry club; two foreign language groups; three religious societies; a number of athletic associations, including the Brain and Brawn Society for athletes with good grades; several student publications, including the first yearbook in 1912, The Crimson Rambler, a debate team, and despite the adamant opposition of faculty and administration, Greek letter fraternities.

As the College expanded its social opportunities, it also made a commitment to intercollegiate athletics. Baseball existed at Carthage in the 1870s, but eventually disbanded. By the 1890s, students formed a baseball team. Football was first introduced in 1895 as a club sport. Carthage students not only competed against other colleges but "moonlighted" by playing under assumed names for local high schools. The violence of early games caused many contests to degenerate into brawls. Taking its lead from President Theodore Roosevelt, who called for the end of college football, Carthage briefly suspended the sport until new rules limited the carnage. By the time the new gym opened (later remodeled into Biology Hall in 1905), Carthage had organized teams in track, football, baseball, and gymnastics. Tennis, men's and women's basketball, and an extensive intramural program soon followed. Some faculty complained that students no longer wanted an education as much as "social engagements and sports," but the new organizations and curricular were very popular. In 1901, enrollment topped 200 for the first time and by 1905, it had increased to 256.

An Accredited Carthage

The financial support of the Denhart challenges, the revised curriculum, new social opportunities, and the rise of enrollment combined to give Carthage a growing reputation as a quality liberal arts college. To attest to its excellence, however, the College needed to be certified by outside agencies Just as the state now had specific requirements for teachers, colleges increasingly were dependent on accrediting organizations to affirm their merit. In 1909, Carthage selected a new president, Dr. H. D. Hoover, who was determined to gain accreditation for the College.

Hoover had been a professor of sociology and theology at Susquehanna University and was the first Carthage president with an earned doctorate. He was convinced the College needed to confirm its academic excellence through accreditation. Only 29 years old, Hoover symbolized a new vitality and a dedication to the intellectual growth of Carthage. One of his first decisions was to apply for accreditation by the North Central Association of Colleges.

The accreditation process was long and involved. To determine if an institution was worthy of its approval, North Central demanded detailed information on all areas of college life. The agency scrutinized each major and department as well as the fiscal health of the institution, and also demanded improved laboratories and expanded library holdings. Again, Henry Denhart agreed to fund two new faculty positions to meet accreditation requirements.

In winter 1915, representatives from North Central, led by the Registrar of the University of Illinois, visited Carthage. After reviewing the lengthy materials the College had prepared, touring the campus, and interviewing faculty and administration, they announced their decision. Not only had the College obtained accreditation, but it had received the highest possible ranking of A+. Carthage was one of only five schools in Illinois granted this prestigious designation.

Accreditation was crucial. It meant teachers from Carthage could receive certificates from the State of Illinois and students could transfer credits to other institutions and enter graduate schools limited to those from accredited colleges. The distinction also made the College more competitive in recruiting quality students and in soliciting financial support.

"The College with an Ideal"

In fall 1916, the Commercial Club of Carthage, Illinois, hosted students and faculty at a banquet of roast beef, corn on the cob, and strawberry ice cream to mark the school's growth and success. Those in attendance had much to celebrate. In the 46 years since its move from Springfield, Carthage had not only survived but had established itself as a superior liberal arts college. Its endowment had grown from $13,000 in 1883 to nearly $500,000, and enrollment had increased to 300. Equally significant, the College had been recognized with the highest possible rating by outside evaluators.

In future years, Carthage again would have financial and enrollment problems, and increasingly its isolated location would become a handicap. But the tiny College had survived the shift from a frontier preparatory school on the verge of collapse, to a modern institution acclaimed for its academic excellence. The student newspaper replaced "Carthage non delenda est" with a new slogan: "The College with an Ideal."

The transition of Carthage College in the late 19th and early 20th centuries was painful and precarious. The school was often on the brink of collapse. In times of crisis, however, leaders with vision, dedication, and determination emerged. Faculty taught without pay to keep the College open. Students chopped firewood to stay warm in their barren dorms. E. F. Bartholomew accepted the Presidency of a college that most thought had closed. J. M. Ruthrauff journeyed to the east to plead for funds from the General Synod. President Sigmund sacrificed his health to meet the $100,000 Denhart pledge. H. D. Hoover was determined to obtain accreditation. And, perhaps most significantly, Henry Denhart demonstrated benevolence and repeated challenges to the College to match his generosity. Those who kept the dream of Carthage College alive during its darkest days are a crucial part of the Heritage of Carthage.