Wichita eagle. [volume], October 10, 1886, Page 2, Image 2

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Efte Wliitiite iails Safil: gnndnz Sfonifug, Qcmzv 10, 1886.
przs?W
M. M. MUKDOCK, Editor.
SUNDAY 'MORNING. OCT. 10. 1SSG.
GARFIELD UNIVERSITY.
The Address of H.W. Everest, L. L. D.
The Chancellor-Elect of the Monumental Unl'
erslty Prophecies of Its Future.
The beginnings of all great enterprises
arc full of interest. Who or what was in
the beginning as the cause of all things else.
How began life on our globe, and what was
the origin of man? These are questions
concerning beginnings and are among the
great problems of science. The breaking
of ground for a trans-continental railway,
or an inter-oceanic canal attracts the atten
tion of the civilized world. "When we think
of the crusades which for two centuries
marshalled the armies of Europe and hurled
them like mighty waves upon the shores of
the Orient, we would like to know more
about the beginnings of this wonderful
movement; more about Peter the Hermit
and the secret of his power When we
read" of the Jesuits, how they met the Prot
estant reformation in the shock of a great
social battle, how in the lifetime of one
man they had plantcd'their missionary sta
tions amid Peruvian mines, amid the marts
of the African slave trade, in
the islands of the Indian ocean
and in the cities of Japan and China:
how they had secured the most important
chairs in the universities of Europe; had
become the confessors of the most power
ful monarchs, teachers in the best schools
of Christendom and preachers in its princi
pal pulpits; and how through them the
Catholic church had forty thousand eyes
open upon every cabinet and private fam
ily in Europe, and foity thousand arms ex
tended ocr the necks of both sovereigns
and people," then we sec the significance of
the seemingly feeble beginning when on
the summit of Montinarle, one starlit
night, Loyola and his live companions took
the triple vow of poverty, chastity and obe
dience to the papal throne. Why do we
study with such deep interest the history of
the Pilgrim fatheis, the voyage of the 3Iay
f lower, the civil compact formed in the
cabin of that storm-beaten ship, and the
landing on Plymouth Hock? It is because
these were among the beginnings of our
nation", because the Ztfayllower brought the
seeds which struck such deep loot in this
western soil, which have had such
wondcjlul growth, and which now over
shadow and protect fifty millions of peo
ple. A similar interest belongs to the be
ginning of an institution of learning, to the
founding of a college or university. Its
foundations are not laid deep, and broad
and strong without many prayers, many
hands and millions of treasure. It has its
youth and its maturity of growth, but not,
of necessity, Hie decrepitude of age; for it
mrvy perpetually renew its youth and
stand forever among the few immortal
things that were not made to die. Ho van
dals will again destroy an Alexandrian li
brary; the most sanguinary wars will sure
ly spare the scats of ancient learning. As
the centuries shall count their years, as
generations of students shall continue to
come and go, as libraries shall enlarge, fac
ulties increase in number, and buildings
multiply, what interest will gather about
these places of human struggles and tri
umphs! Such, today, are the venerable
universities of Europe, and such, in the
ages to come, will be the great centers of
learning in America. Then will they en
quire about tho beginning of such grand
things, about these times in which wc live,
and about the men who had such faith in
God.
There is a wide difference bet ween the be
ginnings of ages past and those of today. If
the former were remarkable for feebleness,
doubtful progress, long delay, and individ
ual hcroiiin against pcofllng multitudes, the
latter are no less lcmai liable for the vigor
of their inception, the rapidity of their
growth and the univcrtal belief which
crowns them with immediate success The
time spoken of by the prophet has come
when the cycles of growth should be
greatly accelerated, when "the plowman
should overtake the reaper" and "a nation
srhould be born in a day." Tho springing
of 3iiuerva from the head of Jupiter, full
grown and fully armed, is no longer a
lmth; it finds illustration in every en I er
price of modern time.
The causes of this rapid development
are evident. It results primal ily from the
character of the people, especially the peo
ple who settle anew, eountiy atid by the
foundations of society. If Europe was
sifted to find the '-ecd with which to plant
this new world, ih?n the harvest of that
sowing was sifted again and again for
the planting of the great west.
Those who build states and found the
institutes of civilisation are the young and
enterprising. They conic from the ad
vanced schools of the cat, they come from
churches established ly pilgrim fathers.
They arc in the vigor of uianhcod; grey
heads an few, children are numerous,
cemeteries are small, school buildings are
large while there are more college cradu.Vc
to the square mile than in the older coun
tries. With such people, science precedes
art, and they make progress, not by mere
blind, blundering imitation, but with the
foresight, the economy, and the certainty
of science. To any great undertaking of
the preient vre bring tht experiences of all
the prt and the resouiccs of all the near
and distant. We come into a new count ry
witli tho shriek of the engine and the roar
of the train. We come with tho singing of
tho mower, the whir of the reaper, the
ringing of church bells, and tho flashing of
electric lights. The magic waad of labor
changes the trild prairie into waving har
vests, whilo cities seem to come down from
God out of heaven, like the New Jerusalem
all prepared for their inhabitants and
adorned as a bride for her husband.
The world has accumulations of all kinds
of resources of men, of material, of science.
The century plant which gathers strength
for a hundred years, at length shoots up,
blossoms and bears fruit in a few days; so
the long and monotonous ages of the past
show their full meaning in the rapid devel
opment of the present. Examples of this
fact crowd upon us from every side: the
new states wheeling into line and the new
stars in our national sky; continents and
empires peopled and civilized in a single
generation; the most wonderful cities of
ancient times made insignificant by com
parison with London, Paris, Berlin, St.
Petersburg, Now York, Chicago and San
Francisco; four Pacific railroads and two
inter-oceanic canals, German nationality
consumated, Prance republicanized and
American slavery abolished; commerce
made world-wide and sequent over the ter
rors of war; science and art cosmopolitan;
and thought as free and diffusive as the
lightnings which flash from one end of
heaven into the other. As the snows of
winter melt slowly at firs't, but more
and more rapidly as the sun
lises higher and tarries longer, so
as the sun of civilization mounts higher and
higher, old abuses and oppressions, oil
superstitious and antiquated systems flee
away with the night shadows and banish
before the thick-coming splendors of this
glorious age.
To this law of rapid development great
educational institutions are no exception
How feeble and slow of growth were the
universities of Europe, though founded by
monarchs and endowded by nations! How
small tle beginning of Harvard and Yale,
small in endowment, in students, in de
partments of study, and how many scores
of years have been necessary to bring them
up where the world will see and admire
them. But in these davs a single decade
will accomplish more than a century then
State universities have no infancy, they are
-trong and complete from the first. Cor
nell is not old, yet it has five millions of
endowment, seventy professors, thousands
of students and magnificent appointments.
John Hopkin's university is younger, but
equally vigorous and more renowned.
Time would fail me to tell of what the last
ten years have done. If Garfield Uni
vwsitv shall be wisely planned and
amply endowed; if it shall rise like an ex
halation from the earth, if it shall gather
to its halls eminent professors and a multi
tude of eager students; if it shall give prom
ise of nerinaiiencc and great usetuluess; if,
in short, it shall prove worthy of the name
it bears, this will only be a repetition of
what has been done m a hundred instances
and what will be done in a hundred more.
Surely, standing in the light of recent edu
cational history, feeling the strong im
pulses of modern life, and having around
us a country unsurpassed in present wealth
and future promise, wc ought not to falter
in a woik so beneficent and so grand
ought not to falter though it makes such
large demands upon our fortunes and our
faith.
When in the com so of human events it
becomes a settled purpose to establish an
other college or university, a decent respect
to the opinions of mankind requires that
we should declare the reasons which impel
us to such action. These reasons rue of
two classes, general and special. The
general reasons are such iis pertain to
all civilized nations and particularly to the
people of America to the people of a new
and rising state.
First of all, we cannot resist the strong
currents of scientific and religious thought
which are bearing all enlightened people
into wider and deeper seas of educational
endeavor. That we must educate is an in
herited and cherished sentiment. We tire
getting more and more hungry ourselves,
and more ambitious for our children. We
read and travel and keep abreast of the
Nineteenth century. We feel the uplift
ing of religious thought. The common
school system of all lands is becoming
broader and higher. The older colleges
are thronged with students and growing in
power. New schools, general, profession
al and technical are multiplying on every
hand. How can wc resist this onward
sweep of things? now can wc commit the
unpardonable sin of resisting the progres
sive spirit of this remarkable century?
In the second place, wc have a desire to
lessen the waste of mind going on wherever
men are found. The sun may waste on the
abysses of space all except the
one billionth part of its light and
heat and life may be lavished in
vain as where only one blossom
of a thousand comes to maturity, but im
mortal minds arc too nrecious to be wasted
to precious to le left, like pebbles, along
the shores of hies sea, there to know only
the changing seasons and the tireless break
ers. 3Iind force is mightier than wind and
waie, than lightning or world-moving
gravitation, and -et how it sleeps, how it
toils in darkness, how it labors in 'vain!
How main' men or power never have a
chance! NVhal myriads of souls in far
away times, what myriads now in heathen
lands and even under the brightest skies of
our own country are still in the prison
house of superstition and ignorance, are
Mill pressed by the heavy hand of want or
the bloody hand of crime into unknown
and dishonored graves.
A third raison is found in the method by
whieh all human progress is achieved. The
masses must be elevated. The continents
must be lifted up and not merely the moun
tain peaks. IT jou would heatand mingle
the whole mass of fluid, the lire must "lc
placed below and not above. That is, the
beat educational advantages miM lc sup
plied to the many and the lowest
and not to the lew lavontes of
fortune only. Besides our advancement
depends upon the number of workers.
Where we have but one telescope a thous
and should nightly sweep the sky; where
wc have but one niitunriist observkg plant
and animal life, but one chemist athis ex
periments, one mechanist biisy with his
model, one historian, one student of social
economy, we should have ;is many armies
marshalled under the great jciptains of
science. But this law of progress cannot
be utilized unless we have large numbers
of educated workers, and hence a large
number of the higher hools.
Again, there is a great necessity that an
ever increasing numlwr shall give them
selves to higher and still higher work to
the demonstration cf abstract truth, to the
study of nature, and those professions
which have to do with human need and de
velopment, and consequently to the work
of education. The natural forces are tak
ing the places of human muscle, and the
injcciiious machine the place of skill. Wind,
steam, chemical force, and electricity are
driving labor aid skilled art frcm tho
work-shops of the world. In Great Brit
ain steam is doing the work of 400,000,000
men. The machinery of the whole world
is doing the work of eigh hundred mil
lions, or.thc wark of more than one-half o!
the human race. Many it is true are em
ployed in making engines and hi numiug
thcln. and more work is also done in the
world than wis ever before, and still it is c
terrible feet that those giants are driving
multitudes cut of employment and bring
ing their families tobegjary. I say a ter
rible fact The farm liands needed now
are fewor than ever before, and still com
petition depresses prices. One steam shov
el disnlaces a hundred spades, one power
loom as many weavers. What mean the
countless tramps, as tmcK ana pesuierous
oc th frnrrs nf Effvnt? What mean the la
bor troubles, strikes, lockouts and boycotts?
What mean the red nag3, .symDoiizing urc
and blood, except that anarchists who flaunt
them in the face ot the law preier aeatn dj
violence to starvation in a hovel? But this
must be an abnormal state of things, a tern
nnmrv state of things, for God and nature
are not at strife. Certainly the world is not
out of wort ana never can dc. xne geu
pral market can never be glutted because
human desires can never be satisfied.
Our wants increase in number ana
intensity faster than the power to
gratify them. The savage "wants but lit-
tie here below, nor warns maw muu iuhS,
while the products and services of the
whole world can not meet the wants of one
millionaire. What, then, is the remedy .'
Onlv this, that all the armies of labor suau
move up the line, shall rise to higher planes
of work. Fewer men for brute toil on
the brute earth, fewer providing lor man s
physical necessities; more for science, more
for social progress, more for moral culture,
more for the spiritual nature; and hence
more in the schools, both as teachers and
cti,rirntc "Kiirihprmore. the safety and the
o-lory of our nation require that we shall
press the work of education to its utmost
efficiency. A republic is broad-based on
the intelligence and morality of its people.
The safety of our country requires that the
balance of power shall never fall into the
hands of the illiterate and vicious; requires
that a few foreigners hostile to our institu
tions, the infamous whisky league, or the
hoodlums of our great cities, shall never be
able to decide an election. Our safety re
quires not only that the majority shall be
intelligent and patriotic, but that the venal
and the vicious shall be very few.
The condition of some of our city gov
ernments, the recent election frauds, and
political corruption in high places, solemnly
warn the American people that every
christian man, every christian home, every
christian church, and every christian school
exert to the utmost its saving power.
Guizot has shown, in his history of civili
zation, that "the complete sway of a simple
clement in a nation's civilization may give
an extraordinary impulse, produce a rapid
and brilliant development, but that it must
bring on afterward rapid decline and final
sterility." Ancient Egypt depended on
her material greatness, Koman military
power, and both long since disappeared
from the list of nations. Spain has one
elenlent, that of authority in church and
state; Russia one, monarchial power; South
America one, ultra democracy; the United
States one, that of trade, merchandise,
everything subject to business, health, wife,
children, home, politics and religion,
time and eternity! But a nation cannot
poise long on one leg though made of solid
gold. We must intensify other ele
ments of power and permanence
art, science, religion, education.
Not only the permanence but the grandeur
of a nation d-pends upon the character of
its people. As among the nationalities of
Asia, physical grandeur and resources may
only serve to emphasize the degradation of
man. Englishmen are the glory of Eng
land, and Americans, not merchandise,
must be the glory of America.
''What constitutes a state?
Not high-raised battlements or labored
mound,
Thick wall or moated gate;
Not cities proud with spires and turrets
crowned ;
Not bays and broad armed ports;
No: men, high-minded men,
Who know their right, and knowing daro
maintain;
Prevent the long aimedJalow,
And crush the tyrant while they rend tho
chain
These constitute a state."
Still further, it is religious truth which
prompts and energies all educational work
religious truth concerning man his im
mortality,his capability of eternal progress,
his value in the sight of heaven. Let these
truths be once abolished among men, let
man fall to a level with the brute, let
him rot forever in the grave, let him be
come as worthless as the worm which feeds
upon his decaying body, and who would
trouble himself with church, or state, or
school? "Let us eat and drink, for tomor
row we die," would be the universal senti
ment. On the other hand, in the light of
religious truth, we see all nature and prov
idence, all questions, all industries and all
progress deriving their importance from
their relation to man. Not governments,
but the people; not the machine, but the
man who stands by it; not capital, but the
great army of laborers; not crime, but the
criminals;" not the means, but the end; not
the scaffolding, but the house! What can
we do for man? this is the question. The
answer comes from the Holy volume ;comes
from every christian heart: "The heathen
must be enlightened; the masses must be
lifted up; the nations must be christian
ized." But education, in its noblest sense,
is the chief means for the accomplishment
of these purposes.
"Were half the power that fills tho world
with terror,
Were half the wealth bestowed on camps
and courts
Given to redeam the human mind from
error,
There were no need of arsenals and forts."
The special reasons for this educational
venture are such as pertain to this city and
to the Christian brotherhood, state and
national.
First, let me say, it is our privilege ami
our duty to take part, and a prominent
part, if We can, in the education of the
people. We cannot shirk this responsibili
ty, and, thank God, we have no desire to
do so.
Second, there is roomfor this new insti
tution, however large it may become, and
even if there was no room, the "survival of
the fitest" is a law which applies to colleges
as well as to other things. Yours is" a
magnificent state; large, fertile, and never
cursed with the blight of slavery. The
population is increasing with unexampled
rapidity. You are determined to build
school houses, not saloons, to spend money
to mane good citizens and not to punish
criminals. You must begin now to pre
pare for the newt generation. In the near
future there will be ten college students
where there i- but one now. When col
leges shall be built for all the people and
not for the sons of the wealthy
only; when they shall no long
er be chained to the dead past,
but shall have lecome a part of the living
present, anil when all professional life and
suite .service shall require a university train
ing, then all the colleges that are worthy to
live will be crowded with students. That
education in America is not over done is
evident from the stuely of older countries.
Germany, for example, about tice as
large " as Kansas, has forty?
two millions of people, scores of
gymnasiums " or colleges, and
twenty one great universities. It has tweft-ty-iive
thousand university students, while
England with absut the .same population
ha- but liTe thousand five hundred and the
United States not half that number.
A third reason is the inadequacy of secu
lar and state -choo!s. While the' common
schools reach all the people, they must al
ways be of an elementary character. The
state His the right to tax the people, com
pel th j attendim of children, and carry
the gone a! education so for as mav Imj nec-
iess iTy to make good citizens, but further
thsn'this it can not. It has no right to tax
tbj many to educate the few; it has no
njnt to do what can be better done
by private individuals and corporations.
Tho higher state schools are al
so inadequate for this purpose.
They could not accommodate 5 per cent of
the great mass of students. They are still
1 more inadequate because they arc local in
tlip5r fnflnnnrv. Tim nower of a college
varies inversely as the square of its distance
from the people. These schools are the re
sult of the partiality of the legislature for
some one county m the state, me agri
cultural college of Indiana gets 50 per cent
of its students from its own town and
county. The Indiana state university last
year obtained one hundred ot its two nun
dred and eighty student from Monroe
county, where it'is located. To a student
free tuition is of little account compared
with the barriers of traveling expenses and
board, and hence they attend the nearest
schools. They are inadequate because in a
large and important class of studies they
arc compelled by their very foundation
principles to profess silence, namely, relig
ion in all its relations and in all its bearings
on human welfare and destiny. This leads
one to say that
Our fourth special reason is founded on
the obligation which we are under as a
christian people and as christian par
ents to furnish higher schools for our chil
dren, the very life and power of which
shall be derived from religious truth and
example. In the college where our youth
are trained for the nation and for eternity
we dare not make religion subordinate, Ave
rinrn nnt roAwpn it in wro or a minus ouan-
titv. What class of students suau our
children assemble with, religious or irrelig
ious? What kind of teachers suau tney
learn to admire, praying men or profane
men? What sort of morality suau iney us
taught, one founded on divine authority
nnd benevolence, or on a godless evolution
of moral law from mere custom whether
right or wrong? What destiny shall be set
before them, eternal life through well do
ing or eternal nothingness without regard
to the course of life? These arc questions
which, before God, we arc required to an
swer. These demands of parental obliga
tions and Christian conscience the state
schools can not meet. If true to their fun
damental principle, that of neither voting
religion up or down, that of making it sub
ordinate and colorless, they would be ex
ceedingly narrow on nearly all other sub
jects as well as on religion, for
all science enters into religion
and all religion into science. They cannot
leach history, for here religion is a guid
ing spirit, nor science, for this is a part of
natural theology and its history is blended
with that of religion itself; nor literature,
for a literature with the religious part left
out might as well be out of "the world; nor
philosophy, for this is saturated with
religious thought, nor applied mathematics,
lesUhey should triangulate the heavens
and discover the infinite mathematician.
They would have to confine themselves
to the abstraction of number and space to
plus and minus to x. y. and z. But as a
matter of fact, they are not and cannot be
true to this organic principle. Their very
existence is a protest against making relig
ion paramocunt and all pervasive in college
life. The college professor is compelled by
his very position to teach concerning relig
ion. He teaches by silence, by his absence
from the prayer meeting, by his standing
aloof from the church. Evermore it will
be true that those who are not for Christ
are against him, and that those who gather
not with him arc scattering abroad.
Another reason is found in the demand
of our churches for an educated ministry,
educated ciders and evangelists. The min
ister of the gospel occupies the highest
plane and lays under contribution all intel
lectual power aud all science. The cause
which wc profess to plead, that of bible
Christianity, is worthy of the most scrip
tural, the most scientific and the most lit
erary advocacy. Our churches are calling
for efficient pastors, while the outside fields
are white for the harvest and the laborers
are few. This demand requires a school of
our own.
A final justification of our purpose is
found in the fact that we have the resources
which such an enterprise requires. As the
growth of the statehas brought up the
value of the school lauds and so endowed
the common schools, is it not well that the
ornwth of this wonderful citv of Wichita
has been so directed as to make a splendid
BIO!
To Be Disposed of in Thirty Days. Sale Will Commence
WEDNESDAY, OCTOBER 13, 1886,
In the New Staekman Building,
First Door South of City Shoe Store on Main St.
A Portion of this Stock is Slightly Damaged
iDy 'Water and smoke. This will "be
a Regular Picnic for Everybody
in want of
Silks, Wool Dress Goods, Cioaksi Shawls, Blankets,
FLANNELS, UNDEKWEAB, ETC.
Come to the Feast.
beginning of a university endowment, viz.
from $200,000 to $400,000? The people
of this city and of Sedgwick county are
seeing that the colleges located here will
be as good an investment as farms
and railroads. -We number, probably,
son ohurrhos and 30.000 members in the
state alone, 600,000 "in t e nation, and the
rapidity or our increase is without prece
dent in the religious world. Why should
nnt sufficient DOrtion of our wealth w. d,
voted to this purpose? All these farms, all
tne cattie ou u iuuusuuu puuus, aim an me
wealth of the whole land, belong to the
Lord and to tUe rising generation. The
best offering to God and the richest heri
tage for our children will be a successful
Christian university.
Whether "Wc should go on, however, with
this work depends upon the kind of school
it is destined to be. If it is to be a weak
ling; if it is to be a hospital, where students
shall be lonely and home-sick and where
professors shall starve in respectable indi
gence; if it is to be kept in the straight
jacket of a moribund curriculum; if it is
to teach little more than hie, hacc, hoc, and
if it is to have the form of godliness with
out the power thereof, then it will be a
failure, and the sooner the better. Turn
we then to the characteristics which this
school should possess.
First in statement as first in importance,
it should be intensely religious. The very at
mosphere around it should be vital with re
ligious power. The bible should have a
place in all its courses of study. All its
professors should also be possessore of
practical pietv, ami men of active religious
lives. It should be a place of prayer, self
sacrifice and missionary zeal. It .should
etfirul - r-iridnl of ahristian defense against
all attacks, from whatever side they might
come.
Second, it should adopt the new educa
tion and build on its fundamental princi
ples, and among these principles are the
following: (1) There is no room and no
necessity for mere mental gymuastics.Men
tal discipline and utility are not at logger
heads. The postman does not need to
walk three miles before breakfast in order
to gain strength to deliver the mail. We
must so choose our studies that mental drill
aud the greatest utility may be combined.
(2) It is absurd to make all students, what
ever their bent of mind or purposes in life,
take the same cast iron course. (3) That
the fields of human learning are now so
various and so vast that no student can
master the whole, and that he must, there
fore, choose some particular line of study;
and (4) That the student, under laws
of co ordination and completeness which
the faculty mav establish, shall be per
mitted to elect such a course as shall pre
pare him for hi-j chosen work in life. This
means that the school shall be kept fully
abreast of modern educational philosophy
and method. We are breaking away from
the traditions handed over to us by the Eng
lish universities. Harvard, Ann Arbor,
John Hopkins and more recently Yale, as
well as the great German schools arc re
modeling their courses in harmony with
their principles.
Again, the school should be on a plan
broad enough and liberal enough to meet
the wants of the people by whom and for
whom it was established. It must have
buildings, libraries, museums and appara
tus in no meagre supply. It must have pro
fessors of ability, both in respect to learn
ing and teaching power, Avho love their
calling, and whose main endeavor is not to
have less Avork and more salary. It must
have more than one dish on its table if it
expects many guests. It must admit avo
meii to equal privileges aud honors with
men, and must open its doors to worthy
studeuts of every class and condition.
A school that is partial, that bids for the
aristocracy, that discourages and represses
Avorth because it comes in humble attire, is
not fit to remain upon the earth. It is a
beneficent fact and law that such schools
commit suicide in a very short time.
Again, it must be supplied, as far as pos
sible, Avith all the general conditions of suc
cess. Money. Money not in brick and
mortar onlv, but in endowment; endow
WORTH OF
ment that it may have men, and men that
it may have students. The men and the
students are the college, and without them
you have none though you pile brick and
stone to the sky. It must have a city and
county devoted to its interests; a city which
will supply a large local patronage, which
will sustain a first-class lecture course, and
large audiences on all literary occasions.
It must have a large local church fully in
sympathy Tvilh it and assisting powerfully
in the maintenance of moral and religious
vigor. It must stand in vital and organ
ized relation to the churches, all of whose
ministers shall support it anil all of whose
members shall regard the school as their
own, and as the place where their children
must be educated.
Finally, this institution should possess,
in a high degree, the characteristic suggest
ed by its honored name, Garfield university
Garfield the widow's son, the manly stu
dent, tire model teacher, the Christian sol
dier, and the Christian statesman. This
name has not been chosen from any mer
cenary motives, nor because he bequeathetl
millions of endowment; for he who gives a
hundred dollars to such a Avork may have
practiced as much self denial aud may be
as worthy of honor, as he who gives from
his abundant surplus. This name has been
chosen rather that it may become to the
university a guiding st:ir rising higher and
shining more brightly even year. It has
been chosen because the study of h:s life
and character, the emulation of his exam
ple, and sympathy Avith Ids heroic suffer
ings, may secure to professors and students
Avhat money can not buy; because Ave. :is a
religious people Avith Avhom he Avas identi
fied' all his life, would erect a monument
whose meaning and grandeur shall be
worthy of us and, in some measure, ex
pressive of his character. Let Ohio erect
statues to the memory of her illustrious
son; let the cities of the nation A'ie a ith
one another in doing him honor; let the
jrenius-mouldetl marble at Washington
speak to coming statesmen of a Man. let
the monument on the heights of Lake View
cemetery rise to the sky and for centuries
look down on Erie's blue Avaters expressive
of him Avho.
'Rising from high to higher,
Became on fortune's crowning slopo
The pillar of a people's hopo,
The center of a Avorld's desire,"
and, Avhat is more, let his portrait an d the
record of his deeds b'j in every patriot's
home, but let us erect here a monument
Avhich shall be expressive not so much of
the greatness to Avhich he attained in the
Avorld's esteem as of his early struggles, as
of the mental and moral training Avhich en
abled him to achieve this greatness and to
become AA-orthy of all these honors.
That the university may have this signifi
cance, it must be a place where mental and
moral Avorth are the insignia of honor and
not the tinselry of Avealth. It must be a
place Avhcre "the sous and daughters of
all the people shall be at home. It
must furnish the self-reliant student oppor
tunities for self-help ringing the college
bells, sweeping its halls, working at the
carpenter's bench, teaching in the lower
clases, and doing any honorable labor
Avhich shall secure the "sinews of Avar."
It must not be "just the thing" for a
student to snend fifteen hundred dollars a
year. It must not be a place mainly for
rowing and racing its in English universi
ties, nor for rowdyism and dueling as in
German schools.
Again, it must be a place distinguished
by christian friendliness. Hid you ever
grab Garfield's hand? Hid you ever know
him as a student and teacher. Then vou
know what I mean teachers who have
hearts as avcII :is brains: avIio receive the
strange student Avith extended basils and
warm words of Avelcome; who often en
quire concerning the student's progress am,
purposes; who arc quick to pcrcieyc and
remove discouragement; and read' in their
confidence and approval students Avho-e
rivalry is generous; among whom hazing
is impossible unless it should be to drum
out of town one who could be guilty of it:
higher classes showing their superiority by
I helping the lower; students not split into
LARTO
faction by Greek fraternities and whose
"code of honor " is true allegiance to all
lawful authority. And again, it must bo
a place for the cultivation of all manly
qualities. From deepest foundation stones)
to topmost pinacles there must be no sham
about this university Avithoutor within.
Confessed ignorance must be more honor
able than unsupported pretensions, integri
ty; above suspicion; independence, which,
gives credit to whom it is due, and scores
unneeded assistance: a manly purpose
which, reaches beTond recitations, grades
and lessons that it may grasp the real ob
ject of all true study this developing of
mind, the mastering of science, and a thor
ough preparation for life. Than Garfield,
what grander embodiment of all thesehigh
est attributes can be nametl? His whole
life Avas a commentary on one of his nob
lest utterances when he said in substance,
before the Ohio legislature, that there was
one man Avhosc approval he liad always en
deavored to secure, one man vrith whom he
must Avork and sleep, live aud die, and
that man Avas James A. Garfield.
Garfield was also remarkable for
the amount of Avork that
was in him work which cut and
piled up cord Avood; Avork Avhich paid his
way at school: work Avhich made him a
superior scholar; Avork which gave him the
mastery of military science; work for lead
ership in the house of representatives. Avork
which raised him to tho heights of the
presidency; so this university is not dedi
cated to the fii'kle Godcss of Fortune', nor
to the excentricitics of genius, but to the
household god of avcII direetedand success
ful labor.
Garfield Avas ambitious, but he sought
glejry, honor and immortality by auu
doing. He did uot mount from "high to
higher" by making stepping stones of his
prostrate fellow men. For "those Avho Avcnt
before aud alove him he had not curses
but generous congratulations. So, let this
oe a place Avhere young men and Avomcu
shall feel the power of ambition, but nu
ambition consecrated to tin noblest ends,
an ambition to obtain that greatness whhit
God as avcII as man can approve
If the university shall in any degree ex
eniplify-and illustrate these charaetcrsstk-,
though dead he shall yet speak shall con
thine to speak frem the teacher's desk, and
as his death united north and south in a
common sorrow, so may the life he hud
continue for ages to assist in lifting the
whole nation to higher planes of intellf'tual
and moral grandeur.
r. Kir. J. BSOADim
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