Professor, General, and College President John Fraser Jim Weeks

Discipline and Piety: Professor, General, and College President John Fraser Jim Weeks

intellectually curious perked up as the pro- war,seemed inappropriate for the situations in which he fessor launched into his lecture. Today's session found himself after the war. THEfocused on Shakespeare, withthe professor spic- John Fraser's peripatetic life as immigrant, scholar, inghis thoughts withphrases from the Bard. Gesturing warrior, and university president mirrored America's as he spoke, the littlemanpaused tolower his voice while mid-century social and political convulsions. Joining reciting dramatic lines. Histrionics transported his stu- the tide of European immigrants inundating the ante- dents to far away Verona, bellum nation, Fraser packed a Rome,or London. Tomorrow, dazzling knowledge of the the professor might discuss western intellectual tradition mathematics, just as astrono along with his baggage. As a mv absorbed him vesterday youth, ap- J . J molder of Fraser's His students marveled at their proach to cultivating virtue don's seemingly endless reser through discipline and piety voir ofknowledge. exemplified the best ofAmeri- But squalor surrounding ca's old-time colleges. When professor and students belied warshattered his adopted land, the collegiate deportment. The Fraser displayed a fullmeasure professor's lectern consisted of of devotion by leading troops an ash heap. For instructional at Gettysburg, the Wilderness, aids, he used brown paper as a and Spottsylvania, and Ian- blackboard and burnt coal for guishing for months as a pris- chalk. Barefoot, dressed intat oner of war. tered shirt and pants, the pro Ironically, the victor)' he fessor sartorially disguised his struggled to achieve ushered academic status and rank of in a new America that turned colonel. Union officers, not ad his familiar educational milieu olescents, comprised his stu of God and Greeks upside dents, for the vortex of the down. A man of intellect and CivilWar had swept the acade ethics devoid ofpolitical scnsi- mician from tree-shaded cam bility,Fraser proved tempera- pus to Confederate prison mentally incapable of execu- Colonel John Fraser, master of tivcduties required ofthe post- the classics, had landed in a war nation's "new education." r e Portrait or rraser (artist unknown), c. 1867. , , , , prisoner of war camp after a Although.. the post-war educa- tortuous to new, pedagogy military as journey from oldworld i from tional achievements of leaders such Robert E. ; / to soldiery, from classroom to battlefield. 1 Lee, Stephen D. Lee, Francis A. Walker, and Joshua John Fraser was an academic who began and ended Chamberlin have been documented, the failure ofoth- collegiate career in Western Pennsylvania. er,' luminary,— — his Almost ifless 7 commanders peacetime roles j at r in nothing has been written about this Scot who com- college administration have gone largely unnoticed. A manded Union troops during the Civil War and also tendency to read history backwards often attributed served as president of twomajor land-grant universities. such post-war success to skills honed by wartimeleader- Fraser's bold ways, which served him so well before the ship experience. But Fraser's unsuccessful presidencies of two institutions later to—number among America's Jim Weeks is a research project associate inPennsylvania State major research universities Pennsylvania State Uni- University's Office ofProgram Planning. doctoral — Currently a versity and the University ofKansas suggest Fraser's candidate inhistory at Penn State, Weeks earned a master's post-war career personal degree at Pitt and a bachelor's degree inhistory at Penn State. accentuated characteristics that He has published historical articles and reviews in American functioned in the army and old-time college but im- Heritage, the Journal ofContinuing HigherEducation, Penn- paired his later ambitions. sylvania History, Lincoln Herald, The Diplomat e, Crossing While confined as a prisoner of war, Colonel Fraser Lines, and Penn Stater. probably reminisced about his boyhood alongthe Scot-

24 Discipline and Piety

tish coast. Here, Macbeth, Thane of Cromarty, once things intellectual. Flourishing individualism wenthand strode the heather across the cliffs overlooking Cromar- in hand with cultivating reason and acquiring knowl- tyFirth. Below, the town where Fraser was born in1827 edge. In the century before Eraser's birth, the Scots boasted the capacity to host anything afloat. Between could indulge in self-congratulation for producing the tolerably fertile soil and maritime activities, the folk of creative minds of David Hume, Adam Smith, Robert Cromarty eked out a richer livelihood than the upland Burns, and Sir Walter Scott. 7 crofters who struggled with barren soil. But Cromarty, Though young John Fraser balked at the grimness of battling the sea alone, ringed by water and anchored by lifelong asceticism in a vicarage, his folks agreed to the mountains, bred just as vigorous a Scot. Something in youth's insistence on a teaching career. Sometime be- that awe-inspiring landscape yielded the individualist, fore mid-century, wee bauchle Fraser, who when fully the lone wolf, the wanderer as empty as a bagpipe wail grown rose toonlyfive-foot-six,left the Fraser hearth in on the duskv moors.2 Cromarty for the University ofEdinburgh. Preeminent For centuries, Cromarty's fishermen had put for in most fields, Scottish universities had influenced the herring waters until the schools disappeared years— land's intellectual flowering. Few students graduated, before Eraser's birth. Along with the town's instead attending a range ofcourses toquicken chief commodity, dozens of coopers, sail the curiosity intheir blood. Unlike higher ors, and fish curers vanished from education in the United States, which Cromarty's thatched-roof streets. But / retained a Puritan penchant forclassi Fraser's father, aship chandler, plied / cism, the progressive Scots encour his trade inthe growingship-build- / aged practical application of dis ingbusiness.' Always resourceful ,« withthe sea, Cromartians turned What John Fraser discovered a hand tocod fishing, manufac- / at Edinburgh was that he didn't turing sailcloth, and trading. / care forScotland's seat oflearn Surrounding the seaport / ing. He tarried only brieflyin town, castles and other relics / the rarifiedhalls ofEdinburgh, bespeaking ofexhausted civ- / beginning a lifetime of itin- ilizations dotted the land- I erancy. Fraser then enrolled scape. Their— legacy— of spec- at the University of Aber- r c? : r ters, fairies, and Gothic ter- deen, where he applied his ror stillshook Cromarty. Al- intellect withremarkable suc- together, the town's fascina- 1 cess. Beyond an energetic ap- tion and timeless regularity \ proach toacademic work and endowed life witha particular \ an ambition to succeed, Fras- warmth. Up from the pier, \ er demonstrated agenuine love tucked among Cromarty's ofscholarship. He pushed the crooked— streets, stood two kirks limits ofhis kinsmen's curiosity one for Scots patois speakers, \ /rtW X^,-, / while tempering itwithreverence the other for the Gaelic. 4 With a \ for the Almighty. Fraser's intellec- typical parental urge toimprove the \ tual tastes spanned the spectrum of station of their progeny, the Erasers human knowledge. Thucydides and coaxed their precocious son to enter the Lucretius, Napier and Newton, Descartes ministry. 5 """ and Hume touched and stirred Fraser's Scotland's stern Presbyterian faith gripped the soul. At the conclusion of his final year, the souls and thoughts ofits people. Inno other country university fathers awarded Fraser the Huttonian prize, had the Reformation so triumphed without contest, presented only once even' 10 years, for his wizardry in replacing Popery, ironically, with a faith akin to the mathematics. 9 unearthly rites ofScotland's ancient paganism. Perhaps Following the trail ofemigrating countrymen, Fraser the Frasers sought to appease divine wrath by position- set sail for the New World. As the vessel sighed and ing one of their ownin an influential spot. The embers bobbed, Eraser welcomed the dullhours— as an opportu- offireand brimstone stillglowed from anevangelical fire nity to peruse his Huttonian award a collection of that swept the Highlands two decades before Fraser's gilt-edged, leather-bound Greek and Latin classics. birth. Fervor from this evangelism brought the day of Whether arranged before his departure or by accident, reckoning closer to folk who quaked over uncertainties when the ship anchored inBermuda, Eraser landed a beyond the grave. 6 But in their burning attempt to teaching job at the Hamilton Institute, courtesy ofHer know God, the Scots developed acuriosity about them- Majesty's colonial beneficence. 10 In time, a bad supply selves and the world around them. Ages of theological ofwater on the island affected Fraser's health. Searching debate honed a knack for unravelling the knottiness of for a more salubrious environment, he secured a head-

26 Pittsburgh History Spring 1993 master post at a private school inNew York City. life long after he left for bigger adventures. 13 Soon, however, Fraser's introduction to life in the Fraser's comprehensive knowledge and Calvinist zeal United States soured. Personal and financial troubles corresponded to the paternalism Jefferson practiced in plagued him.For one thing, as analternative toBermu- both pedagogy and development offuture public lead- da's bad water, Fraser had habituated himself toslaking ers. Professors served as the cornerstone of a system his thirst withlarge quantities ofScotch ale. Eventually designed to instill virtue through moral mentoring. he kicked the habit on the advice ofdismayed acquain- Although the college president provided ultimate pater- tances who informed him that genteel Americans took nal authority, faculty members furnished students a exception to excessive tippling. Whether linked to alco- continuous presence of kindly guidance and Christian hoi or otherwise, Fraser then faced bankruptcy. In example. They stood apart from the world,bonded with desperation he pawned his voluminous collection of their charges ina state of prolonged adolescence. books, including the treasured Huttonian classics. 11 Despite the position's deviation from society, Fraser Atthis point ofgloom, Fraser's fortunes turned. His flourished in the pietistic college's environment. 14 In storehouse ofknowledge impressed one Joseph Paull of the spirit ofhis kinsmen who developed the era's dom- Connellsville, Pa., who in1851 hired the Scot to serve inant "Common Sense" philosophy, he had grounded as family tutor. Word spread in his educational beliefs in Calvin- the neighborhood that the Paull ism.Youth, Fraser felt,must know children were receiving excellent God toimprove the conscience as instruction. Fraser's tutorship a guide to moral conduct. But to shortly grew toheadship ofa com lead the fulfilled,productive life munity enterprise known as Dun that God intended, students need- lap Creek Academy. But his rep ed not simply Christian doctrine utation as a competent molder of but knowledge and imagination youth, along with the influence as well. Only bynurturing passion of Reverend James Black, soon and reason, Fraser believed, could secured Fraser a post at a nearby the human spirit soar. 15 college. Jefferson College inCan Fraser applied this conviction onsburg appointed Fraser profes in his role as don in Jefferson's sor of mathematics and astrono educational process. His zeal and my four years after his arrival in enthusiasm for teaching galvanized Western Pennsylvania. 12 students jaded by too many mor- The oldest institution of its ibund lectures. Although Fraser's type west of the Alleghenies, the old world manners struck Jeffer- college's humble origins ina log son's students as a bitodd at first, cabin masked its lofty mission of they soon viewed the diminutive training Presbyterian clergy for Scot as a refreshing alternative to pedants j who the frontier. Although Jefferson wooly-headed r failed had shaken offits missionary fer- inthe classroom. 16 "He loved the vor by the time Fraser arrived, work ofthe teacher," recalled one religious authority continued to Fraser, c. 1870. "Inspite ofhis ofhis students. "Differential and drive the operation. Typical of small stature," says the author, integral calculus and mechanics. .. other antebellum colleges, the in- "Fraser's piercing eyes, rich voice, are not of a character to afford stitution's archaic curriculum at- long hair and beard evoked a commanding much pleasure to the average stu- tempted to transmit unquestion- presence mesmerizing to dent; yet Professor Fraser's per- ing belief in traditional authority adolescent minds." feet mastery ofthem, and his man- through moral and intellectual discipline. Religionover ner ofinstruction and elucidation, clothed them withan arched a unified program ofGreek and Roman writings, interst to the dullest ofhis pupils." 17 Those who lacked moral philosophy, metaphysics, mathematics, and logic ability to keep pace were tutored by Fraser after class. 18 that spared students from conflicting authority byteach- "Ihave littleconfidence in the phrase 'talent for math- ing universal truths. Jefferson's accommodation to a ematics,'" Fraser once remarked. "Many a poor boy, society in flux consisted ofinfusing students with mid- failing to understand the problem before him,is called die-class virtues such as enterprise, piety', and sobriety 7. a dunce, when too often the name by right would The trustees' grand design to emulate Harvard and Yale belong to the teacher." 19 achieved a national reputation for the college, which Inspite of his small stature, Fraser's piercing eyes, attracted to itssocially elite student body a large propor- rich voice, long hair and beard evoked a commanding tion of Southerners. Among Jefferson's five dozen presence mesmerizing to adolescent minds. 20 Under- annual graduates the college counted scores ofinfluen sized the Scotman might have been, but the head set tial Americans, some of whom surfaced in John Fraser's atop the diminutive body suggested, remarked one

26 Discipline and Piety student, "that after an average head had been made from Canonsburg and the country around. ..."3l When there had been set upon itinaddition acrownrepresent- the group formed company Gof the 140th Pennsylva- ingall the nobler parts of the brain." 21 nia Volunteer Infantry, one ofover 20 three-year enlist- In the days before academic specialization, Fraser ment regiments summoned by Governor Andrew Cur- represented the Renaissance man ofbroad intellectual tin,Fraser received appointment as lieutenant-colonel. mastery. He displayed not onlycommand ofmathemat- But the influence ofJefferson College remained. Once ics, but also history, law, natural sciences, philosophy, assembled at Camp Curtin inHarrisburg, Fraser's first and literature. Fraser plied students with these subjects maneuver marched a band offormer students, scrubbed along with writers such as Mill,Schiller, Goethe, the and attired indress blues, toPresbyterian Sunday servic- Brontes, Coleridge, Dickens, Thackery, Ruskin, and es conducted by a former college associate. Spencer. 22 For many Jefferson students, the end of a Days later, while boarding a train bound for the class day meant accompanying Professor Fraser to his front,Fraser might have been surprised to meet one of room in the "Fort Job" boarding house. Here, to the his former students, James A. Beaver, '56. Beaver had boys' amazement, he captivated them with subjects surpassed his former mentor in rank as colonel of the theynormally considered deadly. 23 One student termed 148th Pennsylvania. Both regiments had been attached it"awonderful treat" when the professor launched into to the Second Corps of the Army of the Potomac. On his discussion "withthe eloquence ofa great soul awake— the way to earning its reputation as the army's shock and on fire."24 Fraser acted out ofa conviction troops, the Second Corps transported thePenn- 32 that education must burst through institu v sylvanians to the eternal fire and back. tional confines and relate toreal- lifeexpe- The 140th's initialassignments forced rience. "Oh, to give the young the eye / Inthe the regiment to battle not Rebels, but that sees!" he emphasized. 25 Irrespec- / days before more insidious enemies such as home- tiveofhis ownscholarly turn ofmind, / sickness, malaria, typhoid, and frost- Fraser admitted the inherent lifeless- / academic bite. Otherwise the western Pennsyl- ness of knowledge. Without inte- / specialization, vanians were exempted from a com- grating God, self, and the environ- bat role. Sent to guard the Northern ment, knowledge could hardly be Fraser Central railroad during Lee's inva- meaningful, and consequently use- represented the sion ofMaryland inthe fallof1862, ful,toprospective Christian gentle- the 140th then slunk into the momen.26 Renaissance / notony ofwinter camp at Falmouth. College's prompted vet- The absence ofJefferson \ 177/717 ( / The severe winter one usual contingent ofSouthern students \ man ofbroad / eran torecall that the boys "had expe- in1861 reflected the national schism \ Intelintellectual riences of discomfort and suffering seethed toa boilingpoint.During initial \ mn which were scarcely equaled by Wash- months of the fighting, the federal war \ mastery. ington's command at Valley Forge."33 effort increasingly siphoned off Jefferson's \< But like their tenacious counterparts students. 27 Fraser resisted an initial impulse to from 1778, the regiment, along withthe rest of enlist,preferring instead tobide his time and waitfor the army, emerged from the winter infighting trim. the commission he felt he deserved. "Ihave concluded When the army's spring offensive culminated in the to stay at home for the present," Fraser wrote late in Union debacle at Chancellorsville, the 140th joined in 1861, "and do my best to aid...in taking care of the the war's blood-letting for the first time. As the Union children whom our warriors have left behind." 28 lines caved inon the second day of the battle, the 140th The opportunity presented itself during summer supported a battery lacing hot ironinto rushing hordes 1862, when the conflict's obduracy prompted the Lin- ofConfederates, then wheeled itssmoking guns offthe coln administration to call for 300,000 more volun- field to prevent their capture. 34 teers. "Younggentlemen, the country needs strong and The summer of 1863 saw Lee make his second brave defenders," Fraser told a class in August, "and incursion onto northern soil. When the month-long since Iamsound in windand limb,Isee no good reason maneuvers by both armies climaxed at Gettysburg, the why Ishould not enroll myself with them." 29 Fraser 140th found itselfperched inreserve on the Union left then announced his intention to recruit a company of on the battle's second day. Hastily advancing to the volunteers. Two weeks later, the Washington (Pa.) right of the third brigade, they paused to load at the Reporter noted that "Captain John Fraser" had success- edge of a maelstrom known ever after as "the Wheat fullyrecruited an entire company inless than a week. field." Suddenly the 140th was hit by convulsive rifle The feat indicated Fraser's popularity inthe commu- fire from a line ofscreaming Rebels. Scores ofsoldiers nity and among a student body that had dwindled to a dropped in the blast, including the regiment's brigade few hundred. 30 "Thisis unprecedented inthe recruiting commander. When the regimental commander also fell line," boasted the Reporter, "especially ifwe take into on their charge across the wheat field,leadership of the consideration that this is the third company recruited brigade fell to John Fraser.

27 Pittsburgh History Spring 1993

Notknowing this, Fraser, with his lines crumpling, entertain comrades with Shakespearean plays and lec- twice sent fororders. When noreplies came he decided tures on science, philosophy, and literature. 46 tohold his ground and, as he put it,"keep the enemy at Inearly October, Fraser's captors marched him to a bay as long as possible" for the safety of those in barren field near Columbia, S.C. The prisoners nick- advance. 35 Waiting until the last possible moment, named the desolate spot "Camp Sorghum" inhonor of Fraser ordered— a retreat. Losses for the 140th were the camp's chief repast. InNovember 1864, while Brig. frightful out of490 who had crossed the wheat field Gen. Nelson Miles tried to arrange for the colonel's on July 2, 241 failed to cross it on the return.36 As a exchange, Fraser drafted a letter to Lt. Gen. William tribute to Fraser's leadership ofa brigade inextremis, Hardee complaining of the prison's conditions. 47Writ- divisional commander John Caldwell termed Fraser's ingonbehalf ofallofCamp Sorghum's 1,400 prisoners, behavior "worthy ofallpraise." 37 Although his author- Fraser complained mostly about rations and lack of ityas brigade commander ended withthe retreat, Fraser shelter. He composed four drafts of the letter, each received acommission as colonel of the 140th later that more diplomatic than the preceeding one, informing month. 38 Hardee "that wehave not exaggerated anything or set For the next 10 months, the 140th experienced only down aught withmalice." 48Fraser presumably thought limited action untilGrant's offensive inMay 1864. In Hardee would be shocked to learn that prisoners use the impenetrable tangle and gloom ofthe Wilderness in pine boughs for shelter, and received only a handful of Virginia, the 140th shared inthe May 5 and 6 see- "unbolted" cornmeal with molasses for daily ra- saw fightingon the Federal left.Atone pointin tions. No evidence exists that Hardee ever the fighting,Fraser noticed a mass ofCon- received the letter. Soon after Fraser wrote federates in the underbrush just a few / M \ it,prison authorities responded to Maj. paces in front of the regiment, and he / 7T..S OL WOLT \ en' William T. Sherman's relentless ordered a successful charge. / \ thrust into the Carolinas by moving Six days later they faced more san- / pTlSOtlQTy tTCLSQT \ Camp Sorghum's inmates northward. guinary action atSpottsylvania. 39Pre- Fraser and his colleagues were re- paring his troops to spearhead the performed leased inNorth Carolina late inFeb- famed Second Corps assault against Shakespeare ruary 1865. 49He returned to com- the "BloodyAngle," Colonel Fraser mand his brigade following Lee's walked down the ranks with words from memory surrender, and shortly afterward was ofencouragement. 40Inthe vanguard and lectured on mustered out ofservice. 50 Two years of the juggernaut 40 ranks deep, later, the War Department issued a Fraser went down witha wound as his \ science,occtr/*ct^ / general order breveting Fraser tobrig- troops stormed the Rebel salient and \ pfllloSOpflUand / adier general for "gallant service." 51 planted the regiment's colors on the / When he returned toCanonsburg as a 41 \ /•/ / works. The wound put Fraser out of \ UieraiUre* / warhero withremnants ofhis command, action for a month. the college held a reception inhis honor. Fraser returned on 11, inthe midst \. Why Fraser did not remain at Col- June —-^ Jefferson of Grant's attempt to beat Lee to the punch in lege followinghis triumphant return to campus seizing Petersburg. 42 After a few days of temporary is unclear. The 1865 merger between Jefferson and assignment, he was ordered back to his old division's neighboring Washington College might have been a Fourth Brigade. 43 The next day, as Fraser advanced his factor. Perhaps oldperipatetic instincts were aroused, or new command from earthworks thrown up near the new psychological problems induced by three years of Weldon Railroad, Rebels suddenly appeared at his left combat and prison trauma surfaced. Or perhaps Fraser flank and rear. Commanding as coolly as he had at the simply based his decision on a more lucrative offer than wheat field,Fraser ordered the brigade to ease its way Jefferson College could afford. back to the earthworks, but the Rebels came inswarms InSeptember 1865, the fledgling Agricultural Col- this time and captured Fraser along with many other lege ofPennsylvania, later tobecome Pennsylvania State Federals. 44 University,invitedFraser to joinitsfaculty as lecturer on Fraser's new career as prisoner ofwarbegan inLibby military tactics and professor of mathematics and as- Prison, but the Rebels shortly moved him to Macon, tronomy. In establishing course work in military sci- Ga. Old memories were probably stirred when he ence, trustees of the college were attempting to comply discovered several ofhis former Jefferson students shar- with terms of the 1862 MorrillLand-Grant Act.Doing ing Confederate hospitality with him.45 Sometime in so might have given them an edge in the Pennsylvania September, Confederate authorities moved Fraser again, legislature, where other colleges inthe state vied for the this time to Charleston, S.C. Survivors remembered act's benefits. 52 Probably Fraser's acquaintance with how the ex-professor amused himself by calculating the former student and comrade-in-arms James A.Beaver distance of batteries based on the flight time of their rather than his reputation as a warrior attracted the shells. Here he also used his remarkable memory to trustees' attention. Before the war, Beaver had joined

28 Discipline and Piety

the law practice of influential college trustee H. N. plan. But Pugh, weakened by over-work and laidlowby McAllister,a Jefferson College alumnus himself. Beaver typhoid, died in 1864. By the time Fraser arrived, the also had married McAllister's daughter. 53 Agricultural College sorely missed Pugh's leadership. The financially strapped Agricultural College that Indesperation the trustees doubled tuition from $100 greeted Fraser scarcely lived up to the dreams accompa- to $200 and mortgaged the college for $80,000 to nyingits establishment adecade before. Arevolutionary retire its debts. 57 Faced with dwindlingenrollments, a venture invocationalism at the higher education level, moribund curriculum, increasing enmity', lack oflegis- the institution incurred the wrath of the state's tradi- lative support, and big financial woes, the college's tional colleges. Even friends of the college argued over future appeared doubtful. whether it should train farmers or offer farmers a Although he had only taught at the Agricultural classical curriculum in the Jefferson College genre. It College a few months, Fraser diagnosed the college's had tried to do a little of both, which some found malaise and suggested a remedy early in 1866. To OO J J infuriating and others laughable. The state's farm com- Fraser, the college's problem centered on its product. munity asked why its sons should learn farm chores By establishing a unique but needed niche in the J J more profitably learned at educational marketplace, home, or be seduced away the college could attract stu- from farming by fancy sub dents while simultaneously jects. impressing legislators and The 1862 MorrillLand the public. Inparticular, by Grant Act's potential as a instituting aprogram inme- source offunding momen chanical arts, the college tarily stimulated the col could conform to Morrill lege's prospects. Itoffered Act provisions. The legisla- land to each state for the ture had long used the col- endowment ofcolleges of- lege's lack ofmechanical arts fering military tactics, agri education as ammunition culture,and the mechanical against itduring debate over arts. But the act's progres MorrillAct benefits. 58 sive spirit lacked focus. It Fraser began by cam- also ambiguously men paigning among the half- tioned "classical studies" dozen other faculty mem- and "liberal education." 54 bers against President Willi- Although the Pennsylvania am H. Allen's administra- legislature had granted the tion. Together, they draft- act's benefits to the Agri ed a resolution stating the cultural College in 1863, need to change the current an insidious amendment administration's educational stating "untilotherwise or policy, which had "failed dered bv the state ofPenn and, in the judgement of sylvania" sent represents the faculty cannot but fail to tives from colleges all over satisfy their expectations as the state scurrying to Har the friends of enlightened risburg. 55 CivilWar hero Fraser, as painted by Charles practical education." 59 Fras- Debate over disposition Walz in 1897. The portrait hangs at Washington and er thrust the document be- of the benefits continued Jefferson College inWashington, Pa. Fraser taught before fore the trustees on May 7, for years. Former Agricul- the war at Jefferson College inCanonsburg, before the \%dt. In turn, the trustees_ tural College president Evan schools' merger in 1865. asked the faculty for sug Pugh spent weeks in the legislature lobbying for the gested "changes and improvements in the literary and Morrill Act's funding. As proof of the Agricultural scientific departments of the college..." 60 What Fraser College's worthiness, he had drafted a prophetic "Plan and his colleagues produced represented a drastic de- for the Organization ofColleges for Agriculture and the parture fromthe college's educational policy. President Mechanic Arts."In the plan, Pugh, a chemist holding a Allen,having lost control of his office to the upstart, Ph.D. awarded in Germany, asserted that agricultural resigned. Not surprisingly, the trustees indicated that and mechanical colleges must serve as social agents by Fraser must show everyone how to implement the advancing the frontiers of knowledge. That meant scheme he had set in motion. They appointed him scientific research, and Pugh outlined the faculty and president September 5.61 material needed for this innovation in public educa- Fraser's plan, infact, reflected littleoriginal thinking tion. 56The college onlyrequired money tocarry out the on his part. Itcontained many elements ofhis predeces-

19 Pittsburgh History Spring 1993 sor's "plan," which had lain dormant since Pugh's a financial officer.69 Six weeks later Fraser resigned, death. Both called for additional degree programs to citing "irreconcilable differences"with the board of meet the needs ofa rapidly industrializing nation, 23 trustees. 70At their next meeting, trustees handed Fraser faculty, teaching assistants, pursuit ofscientific research, a severance check for $598.58 while voting to discon- and abolition ofthe student labor rule. Inattempting to tinue his reorganization plan. 71 The followingacademic succeed with the plan, Fraser displayed a flair for mar- year the college reverted to the same curriculum ithad keting. offered when Fraser arrived. 72 Although the college hardly possessed resources to Fraser's plan required more time toyieldresults than implement it,Fraser put up a good front. He stumped the trustees' patience could bear. Although Fraser in- about the state. 62 He lowered tuition.63 He issued a tended to move the college closer to the spirit of the circular announcing the college's new program. De- MorrillAct,the plan simply had been too grandiose for signed to appeal to legislators and the public, the the Agricultural College's pitifulbudget. Itportended circular stated that the Agricultural College now com- a future ofland-grant education 20 years away. No one pletely conformed toMorrillActprovisions. However, at that time, in Pennsylvania or elsewhere, knew much most ofits details were imaginary. The pamphlet puffed about public industrial colleges or how they were up the littlecollege considerably, boasting ofnonexist- supposed to work. They represented a progressive but ant degree programs inengineering, mining,and met- untried concept in education. No model existed to allurgy accompanied by a list of emulate. Probably withcomplete nonexistent faculty. Itproclaimed sincerity Fraser, the idealist, abolishment of the student labor seized the plans of Pugh, the rule in favor ofmilitary training visionary.Noone questioned the As additional promotion, alumni possibility of implementing were welcomed back anytime to Pugh's grand scheme. After all, review courses free of charge Pugh's legacy included an out- Most innovativelv, the circular standing reputation in agricul- announced initiation of "practi tural education. It was Fraser's cums" designed tointroduce stu lot to prove the plans were in- dents to"original observation and nappropriate for the situation. research." 64 At least Fraser's re Fraser, though, had been pro- forming spirit struck the faculty tecting his flanks all along He favorably: "President Fraser," a had already accepted the chan- colleague wrote, "has been at the cellorship and presidency of an- head ofaffairs onlv a few months other public institution,the Uni- but we hope he isthe man for the versity of Kansas. 73 Fraser re- place, and ifthe trustees are not treated from the Pennsvlvania clod hoppers. ..we have reason to imbroglio to the struggling Kan- anticipate the establishment here sas institutionpossessing an over- ofan excellent institution."65 blown title. The plan, however, failed to The "Univcrsitv"ofKansas ex- produce the immediate results " istcd in name onlv, bclieing the 1868, a _ To Old M Agricultural College of so lj necessarv. Bv mid-July• Pennsylvania, 1866, rcalityofaJ tarv• little building r. , v- , . .' . -, , f\ c. f< when rraser arrived as . . ,, _, *J fnend of the Agricultural Col- pres jdent. Bottom: Fraser Hall,whichpresident set atop windswept Mount Oread- lege mourned the loss of Evan Fraser had constructed at the University of inLawrence. The school count Pugh, adding, "Iam now satis- Kansas inLawrence, c. 1873. edcd 140 students, but 136136 ofthese fied that the selection ofMr.Fraser as president was a were enrolled in the preparatory' department. Although most unfortunate one for the college on account ofhis Kansas had directed its land-grant benefits toward administration abilities." 66Enrollment plummeted from another institution, the university depended on capri- 114 in1865 to 30 only two years later.67 Although the cious state legislators to survive. The layout could legislature finally yielded to the Agricultural College in hardly have been better than the Agricultural College the land-grant funding struggle, it did so with the for Fraser, but he probably felt fortunate to depart from expensive stipulation that the college purchase and Pennsylvania with his dignity. Fraser also must have maintain three experimental farms. 68 Between the farms taken personal satisfaction from besting for the job a and interest on the $80,000 mortgage, the college's moreprominent ex-general, OliverOtis Howard. Once financial outlook appeared bleak. again, Fraser's connection with Jefferson College had Frustrated, Fraser asked to be relieved of the col- paid off:he owed the Kansas appointment inpart to two lege's financial and maintenance responsibilities earlyin Jefferson alumni living inLawrence. 74 1868. This may have irritated a few trustees, who were Fraser plunged into his new responsibilities as he had then forced to spend an additional $1,000 annually on at the Agricultural College. He immediately decided

30 Discipline and Piety the college needed a newbuilding, but legislators were perfunctory, authoritarian spheres of the military and in no mood to comply with his latest dream. He then old-time college, Fraser found his imperiousness and secured a special bond issue from the people of Law- erudition oflittleuse inpublic administration. rence to fund the structure, his greatest achievement as The circumstances at both foundering institutions president. Under Fraser, the faculty grew from four to wouldhave tried the most adept leadership, but Fraser's nine, and in1870 Fraser implemented the program in surliness and stubbornness to compromise engendered engineering that had caused him grief inPennsylvania. subversive enmity that ensured the collapse ofhis initi- Atthe age of45he married arecent graduate withwhom atives. Even though he displayed sensitivity to institu- he had been inlove since her freshman year. 75 President tional environments by adjusting to legislative and Grant visited the campus in1873, the same year Fraser public constituencies inPennsylvania and Kansas, Fras- presided over the school's firstcommencement. 76 While er's inability to orchestrate and inspire human resources Fraser delivered an address at the ceremony, pranksters available to him blurred the institutional vision he tried lowered a human skeleton onto the stage labeled "Prex." to establish. When young Mrs. Fraser, whispering, asked her hus- Most damaging, Fraser's saturnine temperament band what "Prex" meant, he replied "the faculty."77 and lack of political savvy were exposed by a new Fraser's halcyon days at Kansas ended as troubles educational environment galvanized by the Union vic- mounted inthe early 1870s. Some of the problems he tory he had struggled to achieve. When Emerson, encountered at the college in Pennsylvania sur- shortly after the war, detected "a cleavage... in faced again inLawrence .The legislature grew y^* the hitherto firmgranite ofthe past," he could increasingly ungenerous in the wake ofthe have been focusing his remark on higher 1873 recession and a plague ofgrasshop- education. Together, science and tech- pers that descended onKansas .Then an / nology opened what gradually grew to adversarial relationship developed be- / traser's a great gulf separating "new educa- tween Fraser and the faculty, who / ideals at tion"from the paternalistic, sectari- claimed he managed the school like ancollege ofFraser's pre-war career. a drillcamp. Although Fraser dem- Pennsylvania's The transforming milieuintroduced onstrated competence at managing / aQViCllltUTalSCflOOl \ not simply new subjects, but new a large-scale organization during h/>r*s**Y%/* ftmrisimsm+sil learning methods emphasizing in- the war, he lacked political skills OeCame Tlinaameniai quiry anc[ observable proof over necessary for success as a university inland-grant dogma and blind acceptance. Sci- president. 78 ence, reflecting the American affin- A temperamental individual, college programs ity for materialism, slowly toppled Fraser's moods on any day swung \ —20 years God fromthe curricular apex. Learn- fromirascibility to congeniality. "He \ /v Iingofan empirical nature suited to a possessed executive abilityinno mean \ afterOTti his / technological age left little room for degree," remembered a faculty mem- \ deDCideparture. the scholar possessing multiple interests ber, "but he lacked the power ofcontrol- \ and regard for the unity ofknowledge. 81 ling men" and harmonizing discordant ele- \. Unity deferred to diversity, specialists re- ments. 79Reminiscent ofFraser's promotional placed tutors, and paternalism gave way to tactics in Pennsylvania, a faculty member accused competitiveness until the antebellum college seemed him of inflating the number of students listed in the but an archaic relic. That education was no longer a college catalog merely for publicity. Ironically, the matter of instilling "young gentlemen" with virtue,or strategy Fraser used against President Allen inPennsyl- pursuing truth in a religious framework, must have vania was turned on him by the Kansas faculty. They perplexed Fraser's world view.82 presented a petition to the board of regents outlining Beyond adjustment problems to an alien educational their complaints about Fraser's authoritarianism. Ap- paradigm, Fraser confronted demands for acorrespond- parently unable orunwilling to out-maneuver the facul- ing new type ofhigher education leadership. Typical of ty, Fraser resigned in April1874. 80 other post-war public higher education institutions, the Fraser poorly exemplified the utilityofclassical edu- colleges Fraser steered faced under- funding, uncertain cation that he himself advocated. Despite his vast knowl- missions, over-burdened faculties, and isolation that edge ofhuman behavior stored as metaphors and similes challenged administrative capacity. "It was not then a from literature and history, he could not transfer these day for erudition," an observer wrote, "but a time for tropes to practical social interaction. His administra- clear faith,homely, and direct" relations withthe people, tions did not miscarry because the old soldier failed to wisdom ingivingadvice. 83For a scholar accustomed to grasp the importance of practical higher education. exerting unquestioned authority, the circumstances were Fraser's defeats radiated from a basic incapacity to most unpromising. communicate in situations requiring tact, deference, Fraser's successes inlife,developing adolescents and and accommodation. While his style succeeded in the leading them in battle, had reinforced his authoritarian

31 Pittsburgh History Spring 1993

manner. Had he served instead as president ofan old- prison, Fraser's widow disinterred his body from Al- time college, some of which resisted pressure tochange legheny Cemetery in Pittsburgh and moved it to a years after the war,Fraser also may have counted college family plot inOshkosh, Wisconsin. 88 \u25a0 leadership among his successes. As the ultimate paternal authority on campus, the old-time college president commanded a socially removed hierarchy submissive to 1 The Annual of Washington and Jefferson College for 1891 unconditional direction. The position demanded ram- (Executive Committee of the Alumni Association, 1890), rod supervision, firm guidance, and personal convic- 204; Robert Laird Stewart, History of the 140th Regiment tions about piety and moral teaching. But the new Pennsylvania Volunteers^ Philadelphia, 1912), 368-369; John education's response to social needs required executives Fraser, A Petition Regarding the Conditions in the C.S.M. skilled in human relations both within and beyond Prison at Columbia, S. C, Addressed totheConfederate Author- college walls. The inchoate foundering ofearly public ities, ed. by George L.Anderson, UniversityofKansas Publi- colleges burdened the president withharmonizing fac- cations, Library Series 14 (Lawrence, Kan., 1962), 18. ultyofincreasingly divergent interests. More important, 2 J.R. M'Culloch, M'Culloch's Universal Gazeteer: ADictio- the new education discarded religiously inspired aca- nary, Geographical, Statistical, and Historical (New York, demics in leadership posts for men of worldly affairs 1843), 709; Clement Cruttwell, The New Universal Gazeteer possessing business acumen and negotiation skills.Those (Dublin,1800), 205; Hugh Miller,Scenes and Legends of the whose temperament suited the old-time college tradi-— North ofScotland, or the Traditional History of Cromarty tion ofstanding apart from the world could not (Edinburgh, 1835), 80. succeed. Thepolitical struggles for turffrom 3 The Educational Calendar, Topeka, Kan., July within this environment and the fight for 1878, 34. Photocopy ofclipping fromUniver- legislative support from without con- / At sity Archives (hereafter cited as UA),Univer- founded an aging Calvinist soldier ac- / Kansas, sity ofKansas. Details ofJohn Fraser's early customed to the paternalism and insu- / life are fragmentary. The few available larity ofan earlier day.84 faculty sources consist of anecdotes recalled by resigned university's acquaintances. most complete After he the / mot The of presidency, Fraser moved to Topeka. membersTildTi these is Matthew Riddle's "InMemori- Nominated as superintendent ofpub- COTYipldcomplained that am, John Fraser," which appeared inThe lie instruction at the 1874 Republi- in Presbyterian Banner, June 23, 1897. can state convention, Fraser report- \ FraserriilSxZT ran the Sources are inconclusive about his year of edlyperformed admirably inthe post. \ SCflOtSChOOl Hks / birth,ranging from 1820 to 1827. 1have Once again, however, Fraser's mal- \ chosen 1827 because a friend ofFraser's, adroit political gestures proved his un- \ ad drill( S. A.Riggs, used that date ("Recollections doing, and he lost the job after two \ camp.qq of John Fraser," The Graduate Magazine of years. 85 AKansas editorial eulogized him \. the UniversityofKansas A,(January 1906) 114. as a "devoted friend" ofeducation, but add- \^ In addition, a letter sent to me by University of ed that "he was, however, no politician; his . Kansas's University Archives writtenin1962 byFras- purity ofmotive,his straightforwardness and outspoken er's grand-niece, Mrs. Edwin Coddington, states that Fraser frankness illy fitted him to enter the arena of political married her great-aunt in 1872, when "She was 19, he was strife."86 45." Weary of Kansas and politics, Fraser late in 1877 4 M'Culloch's Universal Gazeteer, 709. Gazeteer ofthe World, joined the faculty of the small Western University of orDictionaryofGeographical Knowledge,! \.(London, 1859), Pennsylvania (later renamed the University of Pitts- II:746-747. burgh) as an instructor inpolitical economy and history. 5 Educational Calendar, 34; Matthew Brown Riddle, "In Inthe institution's 1878 catalog Fraser's name is listed Memoriam, John Fraser," The Presbyterian Banner, June 23, at the bottom of17 faculty members. His effort to find 1897. A typescript copy ofthis article is included in Fraser's peace in the trade he once loved ended after he lost a Autobiographical Vertical File (hereafter cited as ABVF) in bout withsmallpox on June 5. Even death failed to end Pennsylvania State University Libraries' Penn State Room. Fraser's troubles or his wandering. An entry in the 6 T.C. Smout, A History of the Scottish People (New York, faculty minutes ofWestern University fivedays after his 1969), 63; Miller,Scenes and Legends, 104. death referred to rumors circulating that "in some way 7 F.Fraser Darling,The Story ofScotland (London, 1947), 33- injustice was done" to the old general "by the Faculty, 41; Clyde Hyler, Snow of Kansas (Lawrence, Kan., 1953), or some members of the Faculty..." 87 130. Thus adjustment problems plagued Fraser to the 8 Abraham Flexner, Universities, American and British(New end, and his final attempt to recreate happier days inthe York, 1930), 264. James Watt, through a combination of classroom probably proved unsatisfying after 15 years of sweat and brains, had tinkered steam power to usefulness at executive level positions. Befitting a life ofroving from Glasgow. Americans had not yet institutionalized scientific school to school, battlefield to battlefield, and prison to discovery.

32 Discipline and Piety

9 Riddle, "InMemoriam"; NationalCyclopaedia ofAmerican 30 Riggs, "Recollections," 119. Biography, 63 v. (New York, 1893-1911), 9: 493. 31 Aug. 21, 1862; Cited inStewart, History, 367. 10 Ibid.; "The Late General Fraser," photocopy of clipping 32 Stewart, History* 2-3, 8-12; Serff, James A.Beaver, 36; "From the Pittsburgh Gazette" published inaTopeka newspa- Nelson A.Miles, Personal Recollections and Observations of per [June 5, 1878>], UA. General Nelson A.Miles{Chicago, 1896), 33-34. 11 Riddle, "InMemoriam." 33 Stewart, History, 31. 12 Ibid.;Joseph Smith,History ofJefferson College (Pittsburgh, 34 Stewart, History, 49-74; Francis A. Walker, History of the 1857), 131. Jefferson College later merged withWashington Second Army Corps in the Armyofthe Potomac (New York, College inWashington, Pa., and adopted the name Washing- 1886), 244-247. ton and Jefferson College.Rev. Black began teaching languag- 35 U.S. War Department, The War oftheRebellion: The Official es at Jefferson College in 1859 and later served as vice Records ofthe Union and Confederate Armies, 1861-1865(90 president ofWashington and Jefferson College, president of v. in 128; Washington, D.C., 1880-1901) I,27, pt. 1, 393- the Pennsylvania College forWomen, and professor ofGreek 395; hereafter referred to as O.R. at the University ofWooster. Riddle, "InMemoriam"; Helen 36 Ibid.;Stewart, History, 91-107. Turnbull Waite Coleman, "Brigadier General John Fraser, 37 Cited inStewart, History, 112. A.M," Western Pennsylvania HistoricalMagazine 44 (Sept. 38SamuelB. [Muma?] to Fraser, July 20, 1863; photocopy of 1961), 258. letter, UK. 13 John J.. Serff, The Life ofJames A. Beaver (Ph.D. diss., 39 O.R., I,36, pt. 1, 383-384; Stewart, History, 176-180. Pennsylvania State University, 1955), 9-10; Helen Turnbull 40 Stewart, History, 196. Waite Coleman, Banners inthe Wilderness: The Early Tears of 41 O.R. I,36, pt.l,383-384; Stewart, History, 196-197. Washington and Jefferson College (Pittsburgh, 1956), 87-88. 42 O.R. I,36, pt. 1, 167; pt. 3, 749. Jefferson's alumni included Henry Wise, later governor of 43 O.R. I,40, pt. 2, 242. Virginia. 44 O.R. I,40, pt. 1,363; 354. 14 Edward D. Eddy, Colleges for Our Land and Time: The 45 Annual ofWashington and Jefferson Collegefor1891,203- Land-Grant Idea inAmericanEducation (New York, 1957), 204. 2-4; Frederick Rudolph, The American College and Universi- 46 Ibid.,175, 204. ty: A History (New York, 1962), 103-108, 134, 158-160, 47 Stewart, History, 368. 169-170. 48 John Fraser, A Petition Regarding the Conditions in the 15 Clifford S. Griffin, The University of Kansas: A History CS.M.Prison at Columbia, S.C., Addressed to the Confederate (Lawrence, Kan., 1974), 44-45, cites "Notes by John Fraser. Authorities, ed. by George L. Anderson (Lawrence, Kan., Tools With Which He Worked and Chips from his Work- 1962), 30. shop," v.l,items 126, 127, 128, 139, 153, 154, 155, 156, 49 Ibid., 1-13. The author is indebted to Dr. George L. 158, 159. Two volumes of Fraser's lecture notes are the Anderson for tracing Fraser's points ofconfinement. cornerstone ofthe Fraser papers reposited at the Universityof 50 O.R. I,46. pt. 1, 78; pt.3, 1027. Kansas's University Archives. 51 John Fraser military service file (11 items) photocopy, 16 Annual 1891, 174. National Archives MilitaryRecords Branch. 17 Riggs, "Recollections," 118. 52 The Pennsylvania State College, Minutes of the Board of 18 Ibid. Trustees of the Pennsylvania State College, v.l,June 14, 1855 to 19 Pennsylvania State Teacher's Association, "Proceedings of June 25, 1890 (Bound photocopied typescript oforiginals). the Annual Session at Bellefonte," The SchoolJournal47 (Aug. October 27, 1864; September 6, 1865. Hereafter cited as 1898), 49. Minutes. 20 Riddle,"InMemoriam"; Riggs, "Recollections," 118-1 19; 53 Serff, The LifeofJames A.Beaver, 13-15, 51. Alice McGinnes to George W. Atherton, March 16, 1897, 54 Henry Steele Commager, ed., Documents ofAmerican Fraser ABVF,Penn State Room. History* 5th ed. (New York, 1949), 412-413. 21 Cited inGriffin,The University ofKansas, 44. 55 DailyLegislative Record for the Session of1863, 290. 22 Ibid.Compiled by Griffinfrom "Notes by John Fraser," v. 56 Evan Pugh, Report Upon A Plan for the Organization of 1,UA. Colleges for Agriculture and the Mechanic Arts (Harrisburg, 23 Annual of 1891, 174; Riddle, "InMemoriam"; Riggs, 1864). Evan Pugh ABVF,Penn State Room. "Recollections," 118. 57 Minutes, Oct. 27, 1864; May 10, 1866. 24 CitedinRobert LairdStewart, Historyofthe140th Regiment 58 See DailyLegislativeRecordfor theSession of1863,289 -290. Pennsylvania Volunteers (Philadelphia, 1912), 366. 59 Photocopy ofresolution, n.d., T. R. Baker ABVF,Penn 25 "Proceedings ofthe Annual Session," 49. State Room. 26 Ibid. 60 Minutes, May 10, 1866. 27 Coleman, "Banners," 95; Riggs, "Recollections," 119. 61 Ibid., Sept. 5, 1866. 28 Fraser to Boyd[Crumrine>], Oct. 24, 1861, photocopy of 62D.S. Maynard, Industries andInstitutions ofCentre County original in U.S. Miller Library, Washington and Jefferson WithHistoricalSketches ofPrincipal Villages^Bellefonte, 1877), College. 100. 29 Stewart, History, 367. 63 Catalogue of the Officers and Students of the Agricultural

33 Pittsburgh History Spring 1993

College ofPennsylvania (Philadelphia, 1867), 19. 79 Wilson Sterling inHistoryofthe University. Cited inRiggs, 64 Circular, Published by Authorityof the Board ofTrustees "Recollections," 122. (n.p.,1867),8. 80 Griffin,University, 46-47, 52-53, 57, 62-63; Hyder, Snow, 65 Francis Fowler, [1867?]. Cited inMichael Bezilla, Penn 134-136. State: AnIllustratedHistory(University Park, Pa., 1985), 16- 81 Veysey, The Emergence ofthe American University(Chicz- 17. go,1965), 7-8, 14, 57-58; WilsonSmith,Professors andPublic 66 W. Walker to Hugh McAllister,July 15, 1868. In Misc. Ethics: Studies ofNorthern Moral Philosophers Before the Civil Letters, 1851-1871. Penn State Room. War (Ithaca, N.Y., 1956), 201-208. 67 ErwinRunkle, "The Pennsylvania State College, Interpre- 82 Robert V. Bruce, The Launching of Modern American tation and Record," unpublished manuscript, Penn State Science (New York, 1987), 326-327; Veysey, The Emergence Room, 156. ofthe American University, 21, 29; Eddy, Colleges for Our 68 DailyLegislative Record forthe Session of 1867, 277-279. Land and Time, 53, 65. 69 Minutes, Jan. 23, 1868. 83 Liberty Hyde Bailey in Introduction to Isaac Phillips 70 Minutes, May14, 1868. Roberts, Autobiography ofa Farm Boy (Ithaca, N. Y., 1946; 71 Minutes, May 27, 1868. reissued from an originalpublished in 1915), viii;quoted in 72 AgriculturalCollege ofPennsylvania Circularfor the Tear Eddy, Colleges for Our Land and Time, 70. 1870, (Bellefonte, 1869). The college's bulletins were printed 84 Rudolph, The American College and University, 417-419; a year ahead ofthe date indicated. 169-171; Veysey, The Emergence ofthe American University, 73 ClydeHyder, SnowofKansas {Lawrence, Kan., 1953), 131. 20-21; Bruce, The Launching of Modern American Science, 74 Griffin,University,24,40-41,Riggs, "Recollections," 120- 330; Eddy, Colleges forOurLand and Time,52-53, 65, 69-71 121; Hyder, Snow, 131. 85 Riggs, "Recollections," 123. 75 Mrs.EdwinB.Coddington to James Heyler,April6,1962. 86 Educational Calendar, July, 1878, 34. Photocopy oforiginal,U.K. 87 Western University ofPennsylvania faculty minutes, June 76 Hyder, Snow, 133. 10, 1878, photocopy of original in University Archives, 77 Griffin,University, 212. University ofPittsburgh. 78 Griffin, University, 44; Hyder, Snow, 134; Riggs, "Recol- 88 M.T.Riley to Clyde Toland, June 23, 1968. Fraser ABVF, lections," 120. Penn State Room.