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A GREATER WORK was intended to emasculate the chaplain. The fifth point was a crucial one. What was the real intention of the board of trustees in entirely excluding the rest of the faculty from giving religious instruction in the College and in warning them that violation of this rule would be sufficient reason for dismissal? The answer which the three authors gave was simple and direct: "necessary unity and good order" required it. Every professor is chosen because he is qualified to serve a particular department, and "not for work that belongs to another department or because he may have assumed ministerial obligations." To allow any faculty member free rein in this matter would surely open the College to "all the partisan strifes whose waves of unhappy agitation afflict the church." The several professors simply could not, "at personal impulse or suggestion of others, be at full liberty to take up 'denominational teaching,' whether from the mere fact of ordination vows or because of dissatisfaction, perhaps, with the explanations of the department to which it is assigned." The board was fully justified in insisting upon "strict compliance" with the order it had adopted.254 Having developed these five points, Graeff, Valentine, and McKnight rested their case, confident it showed that "there has been no just ground for the opposition that has been raised against" the board and that "the Lutheran interests in Pennsylvania College have been conscientiously and faithfully cared for, and that the Board has a right to look for the fullest confidence, support and cooperation of the Church."255 As could be expected, this argumentative document, directed largely against one faculty member and his supporters, did not bring the controversy to an end. When the board met in June 1893, it had to deal with the still unanswered question of synodical representation in its membership. It began doing so by referring the matter to a committee and directing its members to report at the next meeting. Before that occurred, the several synods held their fall 1893 254In his memoirs, Henry Eyster Jacobs, who was Baugher's faculty colleague for more than a decade, wrote that "he was repeatedly warned not to wander in the Class Room beyond the branches pertaining to his own particular field." He was told to teach Greek, not theology. "This - as one called to the position as a part of his ministry- he declined to accept." Jacobs, Memoirs, p. 385. Certainly, in naming Baugher to the faculty in 1869 and again in 1883, the board of trustees believed that it was choosing a qualified college teacher who was incidentally an ordained Lutheran minister. It was engaging a professor, not calling a pastor. 255The Lutheran Status of Pennsylvania College (1892) was a fifteen-page pamphlet. The 1893 catalogue, the first to incorporate information about the new professorship, declared that "whilst instruction in the required work is not strictly sectarian, abundant opportunity is given through catechetical and other classes for thorough training in the teachings and customs of the Lutheran church." 39