Decades of Dedication: Nicholas Hyma in His Element

Haymond Hall in 1920 catalog
Haymond Hall in the 1920 Catalog

In the fall of  1919, World War I was just ending. Prohibition had just become the law of the land and Warren G. Harding had just been elected President of the United States. Wallace B. Fleming was the President of West Virginia Wesleyan College. President Fleming, along with Dean Thomas W. Haught (who taught Chemistry in addition to his duties as the Dean) hired a 33 year old Chemistry Professor named Nicholas Hyma.

Haught writes:

When, at the opening of school in the autumn of 1919, the College needed a teacher of Chemistry, President Fleming, having the address of one possibility for the position said to the writer, “Well, we’ll take a chance on him, I guess, and send him a telegram.” A day or two later Dr. Hyma saw Buckhannon and Wesleyan for the first time. Dr. Hyma found the department lacking equipment and poorly organized. He didn’t characterize it that way; he was too considerate. He went quietly about his work taking time to get acquainted with all its details. By the time that was accomplished he was putting so much of his personality into his work, and with such good effect, that his classes were overflowing with students eager to pursue his courses.

Until then the work of the department was all housed in the basement rooms on the north side of the Science Hall. More room was now needed. The unused rooms on the first floor above were appropriated. New courses in Chemistry should be offered. These, in turn, required more laboratory room and storage. Basement rooms on the south side of the building and the south-side-front-corner room on the first floor were made available.

His predicessor (Haught himself) who had been trying to do two pieces of work that were incompatible, in that they pressed for his presence in two different places at the same time, has taken great satisfaction in watching the expansion of the work in Chemisty and he hopes that Dr. Hyma has the heritage of long life and good health.

It would have been just too bad for Wesleyan College if, in 1919, the President had not taken a chance and sent a telegram.

For nearly four decades Hyma continued to pour himself into his work. But, more than just the work he poured himself into the very fabric of the college.

1920s

As women were given the right to vote in 1920, Hyma was hard at work encouraging girls to study chemistry. His students became leaders in the chemical industry nationwide and at all levels.

During this decade sound motion pictures were just beginning, Yankee Stadium was being built, Time Magazine published its first issue, the Indian Citizenship Act was passed, NBC Radio Network was formed, Lindberg and Amelia Earhart were making famous flights, Mickey and Minnie Mouse made their debut, Al Capone was making headlines in Chicago, and the Stock Market crashed, throwing the country into the Great Depression.

Meanwhile, Nicholas Hyma was instrumental in establishing intramural sports at Wesleyan and on the committee to launch Greek life on campus. He organized the first student union, and in 1920 started the Benzine Ring for chemistry majors. Several national chemistry fraternities tried to establish Chapters at Wesleyan, but since they did not admit females, Dr. Hyma would not consider them because he believed in equal rights.

Hyma and the Benzine Ring

Chemical dicoveries were being made during this decade as well, with the discovery of penicillin in 1928. Virginia Fisher, one of his students put together a book of reminiscences from his former students in which she wrote:

When penicillin was developed in England by Fleming in 1928, none was available in the United States. When word went out that Allegheny Hospital in Pittsburgh had failed in an attempt to produce penicillin, Dr. Hyma and one of his students went to the Hospital and obtained their results. He took their results to Wesleyan and, with the aid of other faculty, worked to develp the penicillin. For several years, he made weekly trips to Allegeny Hospital to supply them with the drug.

1930s

Hyma in Lab

In the 1930s, the Great Depression had an impact on everything. Franklin Delano Roosevelt had Fireside Chats with the country on the radio, Social Security was begun as part of the New Deal, Gone With the Wind was published, Orson Welles terrified people with his War of the Worlds, and Jesse Owens won four gold medals at the Berlin Summer Olympics under the watchful eye of Hitler.

Hyma Photo and Description 1936 Chemistry

Wesleyan honored Nicholas Hyma with a Doctor of Science Degree in 1936.

Dr. Nicholas Hyma led the way, through research, and created the Hyma Chemical Laboratories, hiring students to help package his products in order to earn a few dollars. One of these products was a remedy for poison ivy.

Hyma Ivadote Bottle

Because of the economic hardships during the Great Depression, several faculty members, including Dr. Hyma, had second jobs to help them financially. The Hyma Chemical Laboratory was one of these, and he paid some of his students to help bottle and label the products to give them some extra pocket money.

In addition, he did coal analysis for local coal companies, water analysis, and from time to time was called upon by local law enforcement for what we could now consider forensic help. All of these things were in the realm of Applied Chemistry, and he taught classes in these topics as well. Thus, many students learned chemistry skills that later translated into very successful research careers.

In the May-June, 1936 issue of the West Virginia Wesleyan Alumni Magazine, Linda Arnett, Class of 1936, wrote a wonderful description of life in the Chemistry Department. You can read it here, on page 7.

1940s

This decade saw the world reeling from World War II. The first peacetime conscription draft was implemented, there were Japanese Interment Camps, the first Atomic Bomb was developed and deployed, more than 425,000 troops died on the beaches of Normandy, Jackie Robinson broke the color barrier in baseball, NATO was founded.  The transister was invented, the Big Bang Theory introduced, and Willard Libby introduced the concept of Radiocarbon dating.

As the Director of the Wright Field Trainee program from 1945-46, Professor Hyma assisted the war effort by working with the soldiers who were stationed at Wesleyan, training them as engineering aides and as fuel and lubricant inspectors. The March 1944 issue of the West Virginia Wesleyan College Bulletin reported that:

Professor Nicholas Hyma and his staff have been highly complimented for the excellent manner in which they have conducted the training and for the fine equipment placed at the student’s disposal. There are fifty trainees enrolled in the program and Dr. Hyma said assurance had been given that the program will continue. Following the war a number of these trinees plan to continue their college education at Wesleyan College.

1950s

Although the Korean conflict was a factor and the Cold War was begun, the world was much calmer overall in this decade. Soldiers had come home and were taking advantage of the GI Bill to pursue their education. The McDonald’s Franchise was incorporated and Disney Land opened in Anaheim. Brown vs the Board of Education ruled that racial discrimination was unconstitutional and Rosa Parks refused to give up her seat. The first polio vaccine was developed by Jonas Salk, and the Double Helix DNA Model made its debut.

And still Nicholas Hyma taught on.

The May 11, 1951 issue of Science incuded a story entitled, “The Origins of American Scientists” in which they listed the top 50 schools in America whose students had gone on to earn a Ph.D. in the field of science. Wesleyan was listed as number 37 on that list – the only school in West Virginia and one of a few schools in the south. Credit for this accomplishment was generally placed at the feet of Dr. Hyma.

From Harding to Eisenhower and Fleming to Scarborough, and from World War I through the atomic age, Dr. Nicholas Hyma was in his element at West Virginia Wesleyan College. When offered a high-paying and prestegious position elsewhere, he stated, “I declined the offer because I would rather teach West Virginia boys and girls chemistry.”

He died on November 13, 1956 after a three week illness. He died exactly one week after Dwight D. Eisenhower was elected president. At his request, his body was cremated and his ashes scattered around Haymond Hall of Science.

His colleagues, students, and friends published a memorial booklet in celebration of the man. Some called him Nick. Some called him Doc. You can read it here.

Today

The Wesleyan community of today often attends events in Hyma Auditorium, which is located in Christopher Hall of Science, but many do not know the story of the man for whom it is named.

Hyma Plaque

I believe that he would be pleased with the excellent Chemistry faculty of today. They are, indeed, carrying on – as are their students.

From Social Disorganization to Social Justice

This week marks the 14th Annual Social Justice Week on the campus of West Virginia Wesleyan College. Last year’s publicity (2018) explained why it is that this is such an important event. It said:

Social Justice week celebrates the social justice roots of the College through the United Methodist tradition. There are several events and opportunities that will engage participants in various social justice issues, from poverty, racial equality, modern slavery, and more.

Social Justice Week 2018 13th Annual
2018

Social Justice issues are not new. Some have been around for centuries while others change with the times. Any time there is inequity, prejudice, poverty, war, or an entitlement mentality you will find social justice conversations happening. Any time there is a group of people that feels entitled, or when there are policies in place that need changing in order for people to be treated justly, you will find social justice conversations happening. They have happened at West Virginia Wesleyan for more than one hundred years.

Early Conversations

The September 1900 issue of The Seminary Collegiate shows that students were writing and speaking about issues such as post-Civil War America, hazing and educational policies in military schools, what constitutes heroism, and racism.

Seminary Collegiate September 1900

Debating was a major component of the Wesleyan experience for many decades, and the topics considered very often fell into the area of Social Justice. Each of the two Literary Societies had full-fledged debates once a month. Later, a debate team emerged which won many intercollegiate debate tournaments. This resulted in students who were well prepared in researching, reading, critical thinking, debating, and communicating their thoughts about the issues of their times.

Affirmative vs Negative in Debateaffirmative and negative for debate

Here are but a few samples of the kinds of issues being debated – with arguments being presented both affirmative and negative. This helped to prepare well informed leaders for the future.

Resolved:

  • 1891  That the right of suffrage shall be extended to women.
  • 1891  That the Railroads and Telegraph lines should be owned by the government.
  • 1891  That the Steam Engine is more beneficial to mankind than the Printing Press.
  • 1891  That the Pulpit wields a greater influence for good than the Printing Press.  (It would appear that the negative argument prevailed here.)
  • 1891   That the Negroes have a greater right to complain of ill treatment at the hands of the U.S. than the Indians. (It would also appear that the negative argument prevailed in this one.)
  • 1900  That more restrictive immigration laws would be beneficial to the United States
  • 1900  That the Ancient Greeks were more patriotic than are Americans
  • 1900  That Government would not be possible without morality
  • 1900  That the action of the United States in regard to our new possessions is commendable
  • 1900  That idleness should be prohibited by law and work should be furnished by the State to those unable to secure employment
  • 1907  That there should be an educational qualification for Suffrage
  • 1910  That Nickelodeans are more of a detriment than benefit to public morals
  • 1914  That the nations should disarm and settle all disputes by abitration
  • 1925  The constitution of the United States should be amended to give Congress power to regulate child labor.
  • 1927  That the primary system of nominations should be discontinued
  • 1930  That public conscience should be directed by Prohibition
  • 1948  That the federal government should adopt a policy of equalizing educational opportunity in tax-supported schools by means of annual grants

A Strong Voice and Great Mentor

This is also Women’s History Month, and a great time to highlight a Woman of Wesleyan who encompasses both strong women and social justice. That person is Dr. Florence Weirick Schaper — Teacher, Counselor, Mentor, Leader.

Schaper, Florence 1962
Florence Schaper
1962 Murmurmontis

Dr. Schaper taught Sociology from 1950-1967. She also became the head of the revised Counseling and Guidance program in 1954. She had been very active in her profession for many years, and was retired from the military as a Lieutennant Commander. President Scarborough said the following as he announced this appointment:

Dr. Schaper’s previous experience in this field includes being Director of Student Guidance and Personnel for ten years at Lindenwood College, St. Charles, Missouri. During that time she was President of the St. Louis Branch of the National Vocational Guidance Association which is concerned with integrating education and industry. Dr. Schaper has been an active member in the American College Personnel Association for many years. During World War II she had military leave of absence from her educational work while she served as a Naval Reserve officer in Communications Personnel.

While heading up the Counseling and Guidance program, she exhibited her leadership working closely with the following group, and eventually also initiated the New Student Placement Service:

  • Miss Nellie G. Wilson, Dean of Women
  • Professor John D. Shaver, Dean of Men
  • Rev. Sidney T. Davis, College Chaplain
  • Mr. Donald Flynn, Director of Group Ministry

She also continued her role as Professor and Head of the Department of Sociology, where the following courses were being taught:

  • Fundamentals of Social Problems
  • Principles of Sociology
  • Social Problems
  • Cultural Anthropology
  • Race and Ethnic Relations
  • Social Disorganization
  • Rural Sociology
  • Urban Sociology
  • Community Organization and Leadership
  • The Field of Social Work
  • Social Organization and Reconstruction
  • The Family
  • Criminology
  • Child Welfare
  • Social Theory

She worked closely with students, mentoring future leaders in the field of Sociology and Social Work, cooking dinner for them and providing programs, research opportunities and field experiences. From what I hear, she was available to them at any time during the week except when the Metropolitan Opera was being aired on the radio on Saturday afternoons!

Sociology Club Description

Sociology Club 1959

Social Justice Week Continues Great Legacy

I believe that somewhere, Dr. Florence Schaper is watching the current students at Wesleyan as they celebrate Social Justice Week. That she would be right in the middle of it all if she were still on campus today. Maybe expanding on one of her courses from the 1950s: Social Disorganization!

Social Disorganiation 1954

Having read so much about Dr. Florence Schaper, and hearing about her from many who knew her, I would imagine that she would love nothing more than to cheer on the wonderful and socially aware students of modern-day Wesleyan in their work for Social Justice.

(Click here to see a list of those who have taught and mentored  Sociology and Related Disciplines at West Virginia Wesleyan)

First In Line

When the West Virginia Conference Seminary was founded in 1890, new opportunities became available for students in the area. The very first person in line was Roy Reger.

The first student to enroll in the seminary on opening day was Mr. Roy Reger of Buckhannon, West Virginia. Seventy students were enrolled for the first term of ten weeks. The total enrollment for the year was two hundred and one. One hundred sixty-seven students were enrolled in the Classical, Literary, Scientific and Normal Courses. The balance were in the Department of Art, Music and Business. (K. Plummer, 1965)

 


Many years later, in 1963, portions of a letter from Roy Reger were published in the West Virginia Wesleyan College Bulletin – Sundial which described the early days at the college. You can click here to read the entire thing, but I will also transcribe it here.

One day early in September, 1890, very early in the morning, my father and mother called my two younger brothers and me from sleep and brought us to Buckhannon in the family spring wagon, a distance of eight miles over two high hills, a two hour journey.

Arriving at the Seminary grounds we hitched the horses to the fence by the campus and went across the field to the school building, the first three story building we boys had ever seen.

There my father took me to the president’s office and I was enrolled as a student, by mere chance being the first whose name was entered on the big book.

That was an honor to be more and more (gratifying) with the passing of the years.

Of the students enrolled the first year, West Virginia contributed the overwhelming majority. Most of them had very little money, some cooked their own meals; others who lived near Buckhannon went to their homes over the weekend and brought back with them enough food to last two or three days, others took their meals in boarding houses at which modern day students might possibly eat one time, but certainly no more.

Several of the teachers were from outside of West Virginia and had come to the Seminary with the idea that they were to engage in a noble missionary work in a primitive and backward community.

As our class historian in 1893 said in his class day history, the students had much difficulty in teaching the teachers that this was West Virginia and we were West Virginians, and to be respected accordingly.

The new building was scantily equipped with furniture and had no library or laboratory equipment. When we wanted a piano to use in a literary society program on the second floor, the boys had to carry one down the stairs from the third floor, then carry it back again after the program.

Chairs often were carried by the students from one room to another, especially for any unusually large gathering.

The faculty had a great advantage over the students that first year, and used it by instituting and enforcing very strict rules.

Most of the students were strangers to each other, and constituted a disorganized body in which there was as yet no school spirit or crystallization of ideas and customs, so we had to take what the faculty gave us, and like it.

The big bell rang loud and long every evening at 7:00 o’clock and woe to any student caught out on the street by a faculty member after that hour.

Chapel attendance every day was compulsory, and Professor Trotter carefully called the roll of the entire student body at each session, and a student absent without cause had a more or less unpleasant interview with the president.

Every student was required to attend church every Sunday morning, and a chapel roll call on Monday everyone had to answer “church” or “not at church.” Boys with somewhat flexible consciences who had not attended church sometimes answered by saying “not at” in a low tone of voice and coming out strong on “church.” This is an observation not a confession.

Great stress was laid on religious and spiritual life and every Sunday afternoon a service called “students’ meeting” was held in the small chapel, generally conducted by President Hutchinson. Attendance was entirely voluntary, but was aways quite good.

The social life of the students was centered largely in the two literary societies, as there were no fraternities or sororities. Students were not allowed to attend dances, or go to the theatre. In these societies were developed some splendid speakers, who owed much to their training there.

For some years the societies had a contest at commencement in which the rivalry became so strenuous and consequent feeling so bitter at times that the contests finally were discontinued. Largely as a result of this discontinuance, the societies gradually became less and less a part of the school life, and finally died.

Although the school offered only an academic course, the average age of the student body was considerably higher than the college students of today. Most of them had no high school work and had a very great thirst for an education. Many taught school in the winter, and attended the seminary in the fall or spring term, sometimes both terms, as the common school term at that time was only four months.

Notwithstanding the rules and restraints which at times seemed to us to be too strict, we had a good time had a high regard for the president and most of the teachers, and set up a standard of hard work and scholarship which we hope still exists in our Alma Mater.


Later Years

After briefly teaching English Studies at the Seminary, Roy went on to West Virginia University and received his A.B. degree in 1898 and then taught for three years at Marshall College before taking a two year teaching position in the Philippines, stationed in Manilla. Upon his return from the Philippines he studied law at West Virginia University, completing the degree in 1905, and opened a law practice in Buckhannon. Eventually he moved his family to Charleston where he worked for the State Department.

Roy Reger graduate of WVU 1898
Photo from the West Virginia History OnView, from WVU Libraries

The local boy who had never seen a three story building had received an excellent start. He became a teacher, a lawyer, and a leader in state government.  He was the first one in line.

 

 

 

A Stately Statement: The Lynch-Raine Administration Building

Administration Building 2019
Photo by Danny Green, 2019

This stately building on the campus of West Virginia Wesleyan College was built in 1906 on the site of the original Seminary Building, which had burned on February 4, 1905.

After that tragic fire, in the Trustee Response, we read, “A vigorous campaign is in progress for money. The money can be secured only by dash, brains, faith, and persistence”. It ends by saying, “Let rallying be the order not dallying.” These were the words of President Wier.

President Wier did, indeed, go out and rally support.

Gifts came from many people who truly believed in the mission of the school. One major gift even came from Andrew Carnegie. Another from D.K. Pearson, a Chicago millionaire who was a very strong Methodist and a very serious philanthropist.

Pearsons, Daniel Kimball

Daniel Kimball Pearsons had previously given money for the Seminary. He not only donated again when he heard of the tragic fire, but urged his friend Andrew Carnegie to do so as well. Pearsons and his wife had no children, and he had donated his fortune through the years to 54 church-related schools throughout the United States. He believed in education and in young people. In fact, in his biography, he referred to these as his 54 children. He said,

My children are all inanimate objects. I have placed the money I have given them in the shape of perpetual endowments in charge of the management, but those men are simply the instruments chosen to keep the money drawing interest for my children.


From 1906-07 it was simply called the New College Building.

From 1908-28 it was generally referred to as College Hall, although some pictures had the caption Hall of Liberal Arts.

Beginning in 1929 it was most generally referred to as The Administration Building until the Trustee meeting in Fall 1953 when it was renamed the Lynch-Raine Administration Building.


Administration Building Description


Who are Lynch and Raine?

Lynch and Raine Slide

These two men combined for nearly twenty years of leadership as Presidents of the Board of Trustees. Their work and their generosity were major reasons for the growth of the school throughout those early years.


Judge Charles Wesley Lynch

In Bench and Bar of West Virginia, George W. Atkinson said of Judge Lynch

He is incorruptible. He is severely candid and is essentially just. His ability is unusual, and his life and achievements stamp him as a lawyer, jurist, and a patriot of the highest grades.

John Raine

Upon his death, there was an article in the September 1940 issue of the West Virginia Wesleyan College Bulletin honoring John Raine and expressing appreciation for all he had meant to the college.

Raine, John Obituary in College Bulletin


So, the next time you see this building take a closer look. Think about the people who made it possible and the people for whom it is named. It is not just a building with offices and classrooms. It is a symbol of much more than that.

It shows the determination of people not to give up when fire consumed the major building on campus in 1904.

It shows that people outside of our area, and who were not even connected to the school, believed in the mission of the institution.

It honors two men who provided great leadership.

It makes a statement.

Administration Building Murmurmontis 1926
1926