This sketch appeared on pages 9-11 of the Bienniel Report of the State Superintendent of Free Schools in West Virginia for the Two Years Ended June 30, 1900.
WILLIAM RYLAND WHITE.
.June 20, 1863— March 4, 1869.
The record of human life is usually summarized in a few dates,
and in reference to more important events in the career of the
individual, but many lives have been much more of lasting
good than can be recorded on the printed page. If the character
has been an exalted one; if the life has been pure; if the aim has
been to elevate humanity and to bless the world, the influence
of such a man or woman for good can never beestimated. It is
a benediction passing on down through theages. Such was the
life and character of the individual whose name stands at the
head of this sketch. “To live in hearts we leave behind is not
to die.”
In thinking of an old instructor and personal friend, Professor
White, I recall very distinctly his strong personality, his critical
accuracy, his dislike for sham and pretense, and his emphatic
views and actions upon all moral and social questions. Asa
teacher he came very nearly being the ideal English rector of
olden times, who was a moral, a social and a spiritual guide for
the entire community. Professor White served respectively as
a teacher, pastor, lecturer, moral and social reformer, and as
an acknowledged leader in every patriotic and benevolent enter
prise.
This sketch does not presume to enter into the details of Pro
fessor White’s career, but to present briefly some of the more
prominent characteristics of the first State Superintendent of
Schools of our State. Born November 26th, 1820, at George
town, D. C, almost under the shadow of the National Capitol,
he enjoyed exceptional advantages for that day. His father
was an educated man who had been in some of the best schools
of Ireland, and had come to this country in his early manhood
to enjoy thefreedom of the then young republic. Young William’s
early training was with reference to the law as a profession, but
afterwards he chose the ministry and began his preparation for this work at Dickinson College, graduating therefrom in 1841.
Pursuing his theological studies for sometime, he was regularly
admitted into the Baltimore Conference of the M. E. Church in
1844. His voice failing soon after, however, he relinquished
ministerial work for awhile, and naturally turned to the educa
tional field. For three years he was principal of an institute at
Blacksburg, Va., which has since been expanded into the Vir
ginia Agricultural and Mechanical College. Talking with one
of his old associates there only a few days ago, I was informed
that he was held in the highest esteem by all; and then the old
gentleman added, “his memory is very precious to many of us.”
In 1856 Professor White came to Fairmont and established a
seminary of high grade, at the head of which he continued until
chosen State Superintendent, in 1864. This was an excellent
school and many prominent men and women in the State today
will recall their pleasant associations therein. It may also be
said to have been the fouudation of the Fairmont Normal
School. Professor White was an earnest advocate of the “New
State Government” in 1862-63, and with Gordon Battle, Peter
T. Laishley, and other ministers and teachers, contributed very
largely to the formation of West Virginia.
As State Superintendent, he had many discouragements, everything being new and untried, and yet within five }rears
system was well under way, free schools had been organized
in all sections, the Normal Schools had been established, and
much done to popularize the work throughout the State. Prob
ably Professor White’s most efficient service as Superintendent
was in traveling over the State and addressing the people on
•educational topics, In the transition from the old to the new
much prejudice had to be over come, and in many communities
the estrangements caused by the Civil war produced a great
deal of friction. All these obstacles he labored earnestly to re
move, and no man in the State could have succeeded better in
the effort.
To Professor White more than any other individual we are
indebted for our Normal Schools. He is without doubt the
father of the system in this State. Karly in his administration
he saw the necessity for better teaching, and he went to work
to solve theprobleui. Visiting man}’ of the New England schools
he aimed to pattern those of this State after the best he had
seen there, being aided heartily by many intelligent men in the
12 Biennial Report of The
Legislature. It was his wise foresight that secured to Marshall
College ten additional acres of land, giving to that school the
fine grounds it now possesses. Upon the expiration of his term
of office in 18(59 Professor White became principal of the Normal
School at Fairmont which he organized and conducted success
fully for two years.
Professor White was an inspiring teacher. He did not insist
on a strict adherence to the text, drilling master style, but
somehow you always felt that you had the kernel of a subject
after his questioning on a topic. As is done by all enthusiastic
and successful teachers, he often introduced into the recitation
related topics, and in this manner a great amount of useful in
formation was given. Some of these digressions of a third of a
century ago are recalled even now with great distinctness and
pleasure as well. For the time the recitation proper was laid
aside, and an informal discussion or presentation followed, to
which was given the closest attention, the greatest activity of
mind. In fact this was real teaching, not merely imparting
knowledge, but causing to know, and inspiringthestudentwith
a sincere desire for more knowledge,—the supreme function of
good teaching. While he never encouraged superficial work in
the least, I am sure that he believed with Edwards Brooks that,
“It is better to inspire the heart with a noble sentiment than
to teach the mind a truth of science,” and that the develop
ment of moral character is more than mere intellectual attain
ment
The subject of this sketch in his early manhood had the
special privilege of listening to the great orators of that day.
Webster, Clay, Calhoun, Cass, Benton and others were in the
zenith of their oratorical power, and many times have I heard
Professor White, his face kindling with enthusiasm, tell of his
visits to the II. S. Senate to listen to those intellectual giants.
Doubtless the inspiration of these great minds influenced him
much, for he himself became an orator of no mean repute.
Thoroughly classical, his rhetoric was of a high order, and yet
natural and spontaneous. He was a great admirer of PMmund
Burke’s addresses, and at the time of his death was preparing a
lecture on the life and character of the great English Statesman.
He was also a lover of good music, and for a number of years
was a member of one of the most highly cultured musical or
ganizations in the State.
Department of Free Schools. 13
Resuming the work of the ministry after having been engaged
in educational work for a number of years, Professor White
served as State agent for the American Bible Society for
a while; then he became pastor successively at Wheeling, Fair
mont and Morgantown, and Presiding Elder of the Buckhannon
District, M. E. Church. In all these positions of honor and
trust Professor White showed himself the cultured, Christian
gentleman, a workman who needeth not to be ashamed. He
had the title of D. D., but his old pupils always spoke of him as
Professor.
1 think William R. White died as he would have chosen,—in
the harness. Often have I heard him use the old adage, “It is
better to wear out than to rust out.” In his case this saying
was fulfilled. Having been chosen superintendent of the Fair
mont schools, lie entered upon his duties in September, 1893,
but on November 10th, following, he went into the more imme
diate presence of the Great Teacher.
No higher honor can come to a human being than for those,
who have been most intimately associated with him, and have
known him best, and who have received help and inspiration
from his life and character, to rise up and call him blessed. —
Thomas C. Miller in West Virginia School Journal.