Tag Archives: Jeremiah Chaplin

Faculty place antislavery publications in library (p. 69)

law, Jeremiah Chaplin, founder and president of the college. Determined that no such conditions should develop in the Institution, they resolutely checked student enthusiasm in this direction.

The faculty’s position first became evident in 1834 when they abolished a recently formed student antislavery society on the grounds of “expediency” and three years later a second met with a similar fate. Regarding the latter, a student wrote in his diary that the professors viewed the organization as “a nuisance & labored zealously for its dissolution. They wished to compel no one’s conscience or restrain liberty in any respect save this; the society was noxious to the best interests of the institution and must be dissolved.” Three members withdrew from the Seminary in protest, two of them transferring to Hamilton College. Others immediately joined sympathetic local citizens in forming a society in the village where it at once encountered opposition from hostile elements of the community.*

Student interest in antislavery did not subside, but rather sought other outlets. A few months after the faculty stamped out the second society, they were asked to approve a “Free Discussion Society,” the chief subject to be discussed being, of course, antislavery. They denied the petition but did express a willingness to allow debate on the issue under faculty supervision.

In 1839 members of the Eastern Association gave much thought to the question of the support of missionaries “from the avails of slavery” and invited Beriah Green, the abolitionist, to discuss it with them. Shortly thereafter, no doubt on the advice of Dr. Kendrick and Professor Maginnis, they decided “to dismiss the subject, not that we loved slavery less but that we loved the heathen more.” For the third and last time the faculty suppressed an antislavery society in 1841 and as a check against renewed agitation they decided in 1842 to place a gift of American Antislavery Society publications on closed shelves in the library.

Criticism of so cautious a policy came from a few strongly ,abolitionist Baptist churches, One of which even suggested the faculty truckled to the pro-slavery patrons of the Institution in New York, Albany, and Buffalo. However, it was from Gerrit Smith that the hottest blasts came. Irascible and unpredictable, he nevertheless maintained friendly relations with the faculty, even lending Professor Eaton $300,

*Isaac K. Brownson, “Diary,” 1837-43, Aug. 4, 1837

p. 57 – The expanded program, 1833-1846

Chapter IV – THE EXPANDED PROGRAM 1833-1846

The Hamilton Literary and Theological Institution gained recognition as a nursery of religion and learning thanks to the wise planning and heroic labors of its faculty. They became known for scholarly attainments and good teaching as well as for their position and influence in the denomination. By “pressing forward with the ardor of youth to render their course of instruction most efficient,” they achieved a fine reputation for the school throughout the United States. When lack of funds demanded retrenchment in the ’40’s the Board considered replacing, some of the faculty with cheaper and less experienced men. However, such a measure “so threatening to’ the stability and prosperity of the Institution” they prudently tabled in the belief that, “as if is just entering upon the age of manhood, it should not be thrown back … to its former infancy.”*

Seth Spencer Whitman, who had been Professor of Hebrew and Biblical Criticism for six years, left in 1835 and within a few weeks of his departure Thomas Jefferson Conant succeeded him. Member of a prominent Vermont Baptist family, Conant had graduated from Middlebury in 1823 and taught at Columbian, and Waterville (Colby) Colleges. His mastery of the languages of the Old Testament, which he acquired by private study, was to enable him to become one of the leading Biblical scholars and translators ill the country. In 1840 he published a translation from the German of Gesenius’s Hebrew Grammar with the additions of Roediger, which was long the standard text in its field In England arid the’ United States. His wife, a daughter of Jeremiah Chaplin, first president of Colby, was a scholar in her own right. In addition to be bearing and raising ten children she edited a

*Baptist Education Society, Annual Report, 1842, 8; a843, 9.

p. 3 – Origin

who were educating their ministers and the presence of a few well-trained men in American Baptist pulpits also helped to silence the opposers. The best minds in the denomination generally realized that if the Baptists were to keep pace with other religious groups they must have a trained leadership for their rapidly growing church and organizations.

Since any education program adequate for the needs was too vast for one or a few churches to undertake, the Baptists had turned to the formation of voluntary societies as a means of consolidating their resources. The first, the Baptist Education Society of the Middle States, was founded in 1812 under the auspices of the Philadelphia Association. Its young men were sent to study with William Staughton, the active and popular pastor of the First Baptist Church of Philadelphia. An Englishman educated at the Baptist college at Bristol, he had trained students in his home and pulpit as early as 1807. Instruction on an “apprenticeship” basis had long been employed in the ministry as well as in medicine and law.

To send funds and men to Staughton’s “school,” an auxiliary organization was formed in New York City in 1813. Prominent among the members was the Reverend John Stanford, also an Englishman who for several years had taught divinity students at his home and in his private “academy.” In 1817 the New York group was incorporated as the New York Baptist Theological Seminary and the next year established a school of their own.

These educational endeavors in Philadelphia and New York were known to the founders of the institution which eventually became Colgate University, but their chief inspiration seems to have come from New England. Particularly important was the Corresponding Letter of the Boston Association for 1816. This was an annual communication among associations and Jeremiah Chaplin, Baptist pastor of Danvers, Massachusetts, used it for presenting a persuasive plea for improved facilities for educating young men for the ministry. He, like Staughton and Stanford, had trained some in his own home and was well aware of the need for “raising up” more preachers and urged associations, churches and ministers to exert themselves to this end. Refuting the old arguments against an educated clergy he built up a strong case for including secular subjects, such as history, geography, rhetoric, logic, mathematics, philosophy and astronomy, as a part of theological training as well as divinity and the “sacred languages,”