The number of professors and students had largely increased. The chapel had been build, many improvements made to the lecture-rooms and halls, the grounds improved by the laying out of new roads and walks, the inclosures renewed, the grass restored to the campus, and new shade trees set out over the college grounds. The increase in the number of professors demanded more houses for them. As a move in this direction, the trustees decided to build a new house for the president, so that the one he now occupied could be used for one of the faculty. Accordingly, the appropriations of a sum was made, and my father was authorised to build according to a plan of his own selection. He took a keen interest in this matter, and at once commenced designing a new "President's House" on the lot which had previously been occupied by an old building devoted to the same purpose.
This was completed in the summer of 1869.
The endowment fund of the college had been increased by liberal contributions from several philanthropic persons, and also by a better investment of the resources already belonging to the institution. The fees from the greater number of students also added much to its prosperity. his interest in the student individually and collectively was untiring. By the system of reports made weekly to the president, and monthly to the parent or guardian, he knew well how each one of his charges was getting on, whether or not he was progressing, or even holding his own. If the report was unsatisfactory, the student was sent for and remonstrated with. If that had no effect, the parents were advised, and requested to urge the son to try to do better. If the student still persisted in wasting his time and money, his parents were asked to call him home.
As illustrating how well the president was acquainted with the student, and how accurate was his remembrance of their individuality, it is related that on one occasion a name was read out in faculty meeting which was unfamiliar to him. He asked that it be read out again, and repeated the name to himself, adding in a tone of self-reproach:
"I have no recollection of a student of that name. It is very strange that I have forgotten him. I thought I knew every one in college.
How long has he been here?"
An investigation proved that the student had recently entered during his absence, and that he had never seen him. He won the confidence of the students, and very soon their affections. He regarded a mass of petty regulations as being only vexatious, and yet by his tact and firmness his discipline became most effective. Very seldom was there any breaking of the laws. He was so honoured and loved that they tried to please him in all things. Of course, there were exceptions. I give here some letters written to parents and guardians which will show how he tried to induce these triflers to become men:
"Lexington, Virginia, March 25, 1866.
"My Dear Sir: I am very glad to learn from your letter of the 13th inst. that you have written your son in reference to his neglect of his studies. I am sure your letter and the kind admonition of his mother will have a beneficial effect upon him. I have myself told him as plainly but as kindly as I could that it was necessary for him to change his course, or that he would be obliged to return home.
He had promised me that he would henceforth be diligent and attentive, and endeavour in all things to perform his duty. I hope that he may succeed, for I think he is able to do well if he really makes the effort. Will you be so kind as to inform Mrs. W. that I have received her letter of the 19th? It will give me great pleasure at all times to aid her son in every way I can, but if he desires no benefit from his connection with the college it will be to his interest to return home.