9,,'/''i,,                    ah ",
ADDRESSES
AND
EXERCISES
AT THE
INAUGURATION OF
A1exideef Wib~e1l.
A S
CHANCELLOPR OF THE SYRACIJSE UNIVERSITY,
THURSDAY, FEB. 13, 1873.
SYRACUSE:
Daily Journal Book and Job Printing House,
1873.
,-,
'7  -  X ~.,
OTHFERi
f 
i — 
The Syracuse University went  into operation on the
thirty-first day of August, I87I.  Its By-Laws provide for
the-appointment of a Chancellor; but during the first year,
no appointment was made.   The duties of the office were
performed by Rev. Daniel Steele, D. D., Vice-President of
the College of Liberal Arts, who, at the close of the year,
resigned his connection with the University. On the ninth
of August, 1872, the Board of Trustees, duly assembled,
elected as Chancellor of the University and President of the
College of Liberal Arts, Alexander Winchell, LL. D., then,
and for nineteen years previous, the Professor of Geology,
Zoology and Botany in the University of Michigan.
Dr. Winchell entered upon the active discharge of his
duties on the I17th of January, I1873, Professor J. R. French,
LL. D., having officiated as chief executive during the
earlier portion of the collegiate year.
The arrangements for the inauguration were completed
under the direction of the Executive Committee of the
Board of Trustees.   The following announcement and invitation were embodied in a circular, which was extensively
distributed to the friends of the University, and persons
interested in the cause of education throughout the State.
SYRACUSE UNIVERSITY, Jan 31I, I1873.
You are respectfully invited to be present at the inauguration of Alexander
Winchell, LL. D., as Chancellor of the University, which will take place at Wieting Opera House, in Syracuse, on Thursday, February I 3th, at half-past two o'clock
in the afternoon.
@1ntrol.ticorla Aoft.
W.1. 
4
A reception will be given by Chancellor Winchell, in Convention Hall, on the
evening of the same day, between the hours of seven and eleven, at which all
the friends of the University are cordially invited to be present.
JESSE T. PECK,
~~~~~~~~.  ~ ~President of the Board of Trustees.
OTIS  L. GIBSON,
President of the Alumni Association.
On the appointed day, the friends and well-wishers of the
University had assembled in large numbers from all parts
of the State.   The large Opera House was filled with a
select and appreciative audience. The stage was occupied
by the Faculties, the Trustees, the Speakers and representatives of other collegiate institutions. The following was
the order of exercises for the occasion:
PROGRAMME.
I.-MUSIC.
z.-READING OF SCRIPTURE, by Rev. J. B. Wentworth, D. D., of Buffalo.
3.-PRAYER, by Rev. George Lansing Taylor, A. M., of Hempstead, L I.
4.-MUSIC.
5.-CONGRATULATORY ADDRESS, on behalf of the Students, by George
W. Elliott, of the Senior Class of the College of Liberal Arts.
6.-ADDRESS on behalf the Alumni, by Rev. Otis L. Gibson, of Towanda, Pa.,
President of the Alumni Association.
7.-MUSIC.
g.-ADDRESS, on behalf of the Faculties of the University, by Professor Hervey 
B. Wilbur, M. D., of the College of Physicians and Surgeons.
9.-ADDRESS OF WELCOME, on behalf of the Colleges and Universities of
the State, by Rev. S. Gilman Brown, D. D., LL. D., President of Ham     ilton College.
Io.-MUSIC.
I I.-INDUCTION OF THE CHANCELLOR-ELECT INTO OFFICE, with
an Address by Bishop Jesse T. Peck, D. D., President of the Board of
Trustees.
I,z.-INAUGURAL ADDRESS, by Chancellor Winchell.
1 3.-MUSIC.
I4-BENEDICTION,  by Rev. Dallas D. Lore, D. D., of Syracuse.
The music of the occasion was rendered by the Opera
House Orchestra. The citizens of Syracuse manifested a
great degree of interest in.the proceedings; of which the
daily papers of the following day contained extended accounts. The evening reception was attended by a very
large concourse of the friends of the University. 
ON BEHALF OF THE STUDENTS,
BY
GEORGE W. ELLIOTT,
OF THE
SENIOR CLASS OF THE COLLEGE OF LIBERAL ARTS.
4ongaitaftor  addjress 
I 
RESPECTED SIR:  We assemble to-day to do honor to an occasion, the like
of which has never before transpired within this goodly city.
Syracuse, with all its praiseworthy characteristics, has, until
quite recently, lacked a crowning glory of its varied excellencies-an educational institution of advanced grade.
The ancients in their estimate of the relative omniscience and omnipotence of their divinities placed Minerva
second only to Jove, Wisdom next in importance to Religion;
and these principles, personified to them, abstract to us,
sustain the same relation to-day. The latter had long held
sovereignty in this community; but the former-what dominion was hers? Conscientiously and zealously the people responded.  Here will we erect a throne in her honor, here
consecrate a fane to her worship;  and Wisdom has been
exalted.
The timbers are being hewn, the stones prepared, and
without noise of ax or of chisel, the shrine of Minerva on
yonder hill is steadily, silently growing to fuller proportions.
And if it shall be constructed with as consummate a skill,
and shall be subservient of as divine a purpose, shall it be
less the admiration of the world, less a benefit to the race
than was that other temple which crowned the summit of
Moriah?  But an important stage of the work has been
reached.   Proud of the progress which has been made,
devoted to the principle on which this institution is based,
we come together to-day to honor him who has been chosen
to preside over its ministrations.
,44tsis.S 
8
To you, Sir, the Chancellor of the University, on behalf
of my fellow students, I extend most cordial WELCOME!
It is not to be supposed that we are less concerned for the
prosperity of the University than are its Trustees, its
Alumni, or its friends.   Sharing with these a common interest in this auspicious occasion, no less heartily do we
congratulate the institution upon having secured so able
and distinguished an Executive; no less willingly do we
accord to that executive our unreserved good-will.
Coming from a University which is thoroughly established, and quite complete in all the paraphernalia of endowments, cabinets, libraries, etc., to one which exists as yet, in
its entirety, chiefly in theory, you assume a great and critical
responsibility.  Your duties will be arduous.   Discordant
opinions must be harmonized;  financial embarrassments
avoided; the interests of sound education conserved, and
the University established in undoubted permanency and
unquestioned excellence. Called to the Chancellorship of
an institution which is yet in the precarious period of infancy, to you is committed its care; by you is to be formed
its character; through you is to be determined its reputation; and for you it is to be a monument of glory or a
. tumulus of reproach.
So  seldom are College Presidents successful in their
sphere, that we are inclined to say of them, as of poets,
"They are born, not made."   Nevertheless, born or made,
no success commensurate with their efforts can possibly be
attained, unless they have the sympathy and co-operation of
their coadjutors, the Trustees, the Alumni, and the Undergraduates. As a representative of the latter body, then, it
affords me supreme pleasure to pledge to you their willing
support in all your efforts for the upbuilding of the University, and a cheerful acquiescence in whatever you shall
deem conducive to the common-weal; and you will permit
mle, Sir, to express the hope that the relations this day
0 
9
established between the Chancellor and the undergraduates,
may ever be of the most intimate and amicable character.
In you we shall expect all that is implied in a counsellor and
friend. In us you will look for manliness and principle.
A counsellor in those days, when, to young people, advice is
most necessary; a friend when the trials of life are first experienced and most oppressive.   Manliness in our respect
forauthority; principle in a firm adherence to all just requirements. We have every reason to believe that there
will be established between us this day a reciprocity of
interest and esteem.
That period is rapidly approaching, if it be not already
present, when the evolution of an idea, and not a conquest
of arms, is to be considered the grandest triumph of human
genius.  Already Cesar'sglory pales before Newton's; Alexander's grows dim in the presence of Fraunhofer's. Athens,
the learned, excels Rome, the warlike; Syracuse, with its
Archimedes, surpasses Carthage, with its Hannibal.  Republicanism, the product of the political thought of nearly
sixty centuries, is an idea, and it feeds on that which gave
it being. Thought is its bulwark, the educated classes its
defenders, the universities its Delphic oracles. A learned
writer affirms that "legislators should, as a rule, follow in
the wake of popular thought." True: but the universities
should keep abreast of popular thought, and furnish sound
ideas to the masses.   The great Napoleon once said:"When bayonets think, thrones tremble," and we may add,
when the people reflect, republics are safe.
In view of the fact then, that the stability of republican
institutions is lodged in the intelligence of the masses, may
we not assume that liberty enjoins upon the university what
Rome did upon the Consul:  " Videret, ne quid res publica
detrimnenti caperet!"  We  expect as a nation to inscribe our
name high on the scroll of fame, in fact, to occupy the very
first place in the catalogue of great peoples. If this be our
"manifest destiny," and it be fully realized, it will not be be 
IO
cause of our business energy, nor of our public enterprise,
nor of our martial triumphs, but rather because we shall
have fostered Cliristiait learning and the dissemination of
immortal ideas.
But the name of the University over which you are to
preside is a classical one-one recalling to mind the prototype of this generous city. Although situated on an island
which rested like an emerald on the bosom of the Mediterranean, and surrounded by blazing hills and fertile vales, enjoying a goodly degree of prosperity with respect to commerce and trade, of no secondary importance in the politics
of the times, noted in her later days for the purity of her
democracy and the integrity of her public men, distinguished
for many a martial triumph, yet to none of these things is
Sicilian Syracuse indebted for the honored place which she
occupies in history. But, rather, if her name be linked with
anything of glory, if it be among the illustrious of the past,
it is because she gave birth to and fostered the genius of
one of the greatest scientists of antiquity. To him who
preferred the retirement of his study with square and compass to the highest offices in the land; to him, who, by his
consummate scientific skill, defended his native city against
the combined attacks of foreign powers; to him who may
be regarded as the father of the science of Mechanics;
to him who made many valuable discoveries in the realm
of Hydrostatics; to him who enriched the accumulations of
Mathematics, and to him, finally, who, inspired with the
greatness of science, exclaimed, "Give me a place on which
to stand and I will move the world"-to Archimedes and
to the fame which he acquired, is Syracuse, the ancient, indebted for the resplendent glory which encircles her name.
Likewise with the modern; although located in the heart
of the Empire State-this later "garden of the Hesperides"
-and abounding in wealth; the center of many commercial
enterprises; possessing a powerful political influence; an
important factor in the prosperity of the State; yet from 
I I'
none of these things can she expect an especial and an enduring fame. But if her name shall live in history at all,
it will be because, by giving birth to and fostering a University of advanced grade, she will have contributed a modi- 
cum toward a higher civilization, and have bequeathed that
richest of benefactions, a legacy of ideas to the world.
Comparatively, the work has just begun.   The  foundations are scarcely above ground.   The cap-stone has not
yet felt the quarryman's steel.  " Quantus equis, quantus
adcst viris Sudor!"  Our faith in the ultimate establishment
of this institution is strong, but unless the plan of the Great
Architect be consulted, and the Master Builder himself
direct the work, that faith is utterly vain.
The task before you, Sir, is a noble one, yea, in its broadest
sense, patriotic. As undergraduates, our'affections twine
about our Alhna Mater.  Her prosperity is our joy; her adversity, our sorrow; and toward you, as the guardian of her
interests, we entertain none but the kindliest of sentiments.
May He who inspired Solomon for his work, impart to
you infinite foresight and discretion. May the bases of this
temple be Christian learning, the columns disciplined mind,
the capitals consecrated intellect-the whole sustaining the
entablature of Eternal Truth.   Then will it be a monument
of glory to its builders, the pride of the city, an honor to the
State, a Palladium' of the Republic. Then will it be an
instrument in the enlightenment of mankind more potent
even than the lever of Archimedes.  Ag,ain, sir, I bid you
welcome to Syracuse University. 
I 
ON BEITALF OFl TlHE ALUMNI,
BY
REv. OTIS L. GIBSON, A. M.,
PRESIDENT OF Tl-E ALUMNI ASSOCIATION,  
MR. PRESIDENT OF THE BOARD OF TRUSTEES:
JWhen a noble ship of the line, damaged and leaky fiom
a tempestuous voyage, having been put upon the stocks,
thoroughly overhauled, re-rigged and re-named, is launched
again, and now, at last, stronger than ever, weighing a heavier
anchor and spreading ampler sails for a grander cruise, ships
her new and gallant commander, it is time for the crew to
man the yards and join with all on board and all on shore
in the hearty cheering. And I congratulate myself that I
am permitted to toss my tarpaulin and lead the cheers of
those who mostly got their sea legs on board the old shipwhich is now the new ship.
Now; sir, for fear my stock of sea terms might not hold
out, I desire just here to change the figure, and also to relieve myself from a little embarrassment which the situation places me in as a representative of your Alumni.
The cold idea prevails, more or less, among outsiders and
new men, that we, the old Alumni, are only adopted children; that our own dear mother is dead, and that we little
shivering orphans were picked up out of sheer benevolence,
and allowed a sort of stepmotherish protection here at
Syracuse.   Now, at all this I utterly demur, and I am prepared to maintain the claim that we were all born of this
mother, and that this is none other than our dear old Genesee herself, just a little changed on the outside and smarted
up and sporting a new title-all out of compliment, no doubt,
to the brave little city which she honors with her presence.
44drcli.S 
I6
This story, sir, is all in a nutshell. Our Alma Mater was
leading an honorable and dignified but rather retired life in
a little country village called Lima.
I am bound to admit that as her income was somewhat
limited she had to practice the strictest economy to live at
all, and even then fell behind. By and by there came an
invitation from your ambitious little city to remove hither,
accompanied with generous promises of wider patronage and
abundant material aid.  She was inclined to listen.  She
called together her sons, counsellors and patrons from far
and near, and with one voice they bade her go and prosper.
So she consented; but just as she was picking up her duds
to go, a difficulty arose. Some of the inhabitants of the little
village she had honored so long with her presence preferred
a singular claim for debt. It was truly Falstaffian in its
character. Falstaff, you remember, had bragged that the
Prince of Wales owed him a thousand pounds. The Prince
hearing it, confronts him savagely with  "Sirrah! do I owe you a thousand pounds?"
"A  thousand pound!  Hal, thou owest me a vzillioi!
My love is worth a million pound- thou owest me thy
love!"
So the departure of the blameless, debtless Genesee was
blocked by a claim upon the light and blessing of her perpetual presence-a claim so unjust that it could not be allowed, and so extravagant that its payment would have cost
her both life and honor. So pending endless technicalities
of law, she quietly slipped away with almost every child and
chick she had, and every real friend, Faculty, Students,
Alumni, Trustees, Patrons and Conferences, and accepting
the new name and title that you gave her, and the ampler
field for her work, she sits a queen among your palace
crowned hills; and every Alumnus, sir, recognizes in hers
the well-known voice and features of the dear old Alma
Mater that nursed him in her maternal arms and ushered
him into literary life.
I 
I7
It needed not the harmless form, I had almost said farce,
of a vote of adoption by your trustees to make us at home in
the presence of one who knew us almost before she knew you.
The idea that Genesoe College is dead, is a very stupid
delusion.
Genzesee College iives to-day in SYRACUSE UNIVERSITY.
The noble men who planned and labored and sacrificed to
establish her, and the equally noble men who toiled and
sacrificed within her walls, have never been called to bewail
the failure of their work. Their hearts and hopes and prayers
have followed her hither. The sweat of her twenty-fiveyeais'
struggle is the;icliestpast of your endowment.
And now let me say, Mr. Chairman, that the children have
never ceased to feel proud of their mother.   Her record
in the past, though humble, is highly honorable. She faithfully nourished and brought up her sons and daughters.
She held the standard of scholarship high. She never sent
out a child of hers with a lie upon his parchment. And if
she has occasionally dubbed  an ambitious aspirant after
"semi-lunar fardels," whose qualifications for the honor were
more patent in the persistence of influential friends than
in his books or brains, she may be pardoned aweakness
which, I am sorry to say, is a too common one- and which, I
hope, she will set a good example by'avoiding in the future.
Now, these older children and those our dear Alma Mater has borne in this place, not our half-brothers, Mr. Chairman, not foster-brothers, but dear little real brothers and
sisters, desire me on their behalf to utter words of congratulation and welcome on the occasion of the formal induction into office of our honored Chancellor. And in doing
this, I believe I speak what is in the heart of every
Alumnus and Alumna, when I say, we are glad that you, Mr.
Chancellor, were the choice of the trustees for the Chancellor ship, and weheartily welcome you to your place at the head
of this young University-our honored Alma Mater.
You were chosen, not because you occupied an honor 
I8
able and prominent position elsewhere, but because you
have nobly filled and greatly honored that position. And
we hail your advent among us to-day, not only believing
that your past record will shed lustre upon our University,
but that you will make a record here also that will bring
honor at once to yourself and her.
In placing a layman at the head of this University, whose
grandest thought and motive is a religious one, we but
do honor to the advancing sentiment of the age which
puts the laity side by side with the ministry in all Christian enterprises and labors. And in selecting to represent
our educational idea, a Christian Scientist, we have recognized the fact that the department of Physical Science is
to-day the precise ground where Christian learning is called
to repel the most determined assaults of Atheistic materialism.
In investing you, therefore, with the duties and dignities that appertain to the high office to which you have been
chosen, so far from having the slightest wish to interfere
with your investigations and inquiries in your favorite department, permit us to hope that Physical Science may still
profit by your labors and studies, and that Syracuse University may not only share the distinction which you may yet
further deserve for your services in this field; but that in
your lifetime you may send many a young man and woman
out from its walls prepared to do distinguished battle with
these wholly earth-born titans.
The Christianity of this age does not distrust anything
that science really says.
With a devout faith in the Written Word, there is a faith
scarcely less sublime in the utterances of nature; because
we believe that the same God that made the Word made also
the World, and that the words and works of the true God
can never conflict. Religion, therefore, knows no oppositions of science but those that are falsely so called.
It has seemed to me that the great fault of skeptical
scentists has been that they generalize too fast.  Not con 
I9
tent with recording faithfully each step of progress in investigation, waiting for each supposed discovery to ripen
into an established fact, and ascertaining with deliberate
faithfulness its true place in the system of universal truth,
they seem in eager haste to compel each crude and uncertain novelty of science to figure prominently in the interest
of their dogmatic atheism.  Of course these triumphs are
short-lived, as the triumphs of the wicked must always be.
But it is one of the trusts committed to the Christian Scientist to make them harmless, also, by a swift and thorough
exposure of the falsity of such conclusions.
It can never be said truthfully that Christian Science is
hostile to facts.  It hails their advent with delight, from
whatever source. It rejoices to lead the van in the constantly enlarging field of discovery. But it does not feel
called upon to adopt the hasty and prejudiced philosophy
which men hostile to the faith stand always ready to append
to their discoveries. While it gives to all well ascertained
facts, the largest liberty, it subjects questionable discoveries
to the most rigid tests.  It looks with reverent eye upon
each new word of nature's revelation, and listens with reverent ear to each new utterance of God by nature's voice,
and then only is it prepared to say whether these revelations
from material sources be not in harmony with the hitherto
unimnpeached word.  Thus it is that true science which is also
Christian science, renders innocuous the intermixed falsehoods of infidel scientists. And it is because of its wide
prevalence and eminence and discriminating thoroughness
that the labors and discoveries of such magnificent skeptics as Darwin and Tyndall are made to yield a harvest of
invaluable contributions to the treasures of sound Christian
philosophy. Let us rejoice, then, at the outlook which we
are permitted to take from the standpoint of the present hour
The cause of Christian learning had never before so unobstructed a field and so grand a leverage under the human
mind, to lift it up, as it has to-day. 
20
The light of Christian science has a steady increase. Its
eclipse is not now to be feared or even thought of With
Christ all thefacts of the material universe are in eternal
harmony, for without Him was not anything made that was
made. It is in this faith that the Alumni of Syracuse University welcome you and your new associates to-day, and
bid you a hearty Godspeed. We pledge to you our humble
but hearty co-operation by word, and deed, and prayer.
Let me now, in conclusion, congratulate our rising University on its rare prospects-a central position, a large a.nd
continually increasing endowment, an able Facuitv.y, a izznmeous andprodi,iously distinguished body of Alumni; a beautiful, thriving city, proud of its possession; a religious denomination, the largest in the State, and just waking up grandly
to its educational responsibilities, wholly pledged to its support. And last, but not least, in the judgment of this deponent, the choice of meii for Chancellor. 
ON BEHALF OF THE FACULTIES OF THE UNIVERSITY,
BY
PROFESSOR HERVEY B. WILBUR, M.D.,
OF THE COLLEGE OF PHYSICIANS AND SUJRGEONS. 
I 
MR. CHANCELLOR':
Through the kindness of the Faculty of the College of
Liberal Arts of the Syracuse University, I have been requested in their behalf and in behalf of my colleagues of
the College of Physicians and Surgeons, to speak a word of
greeting to you at this time; and, aside from the distrust
I naturally feel, lest what I say may fall short, in thought
or manner, of the demands of the occasion, I frankly confess that duty and inclination run kindly together.
There is a welcome, born of a general feeling of good
fellowship, that, on occasions like these, wells up impulsively
from every heart, towards a stranger, who comes with an
open face, a manly bearing and a courteous manner.
But, there is a deeper source, from which the greeting
flows, to which I would now give utterance. For, under the
present circumstances, any welcome worthy of the nameany welcome that will bear continual fruit, through coming years, in a spontaneous and hearty co-operation in all
your plans and efforts, in a warm and ready sympathy in
your purposes and hopes, in short, in that genuine loyalty
which the members of any faculty should bear their corporate head, must be based upon reason, and judgment
and interest, as well as upon kindly feeling.
In a sense, you come among us no stranger. We know
somewhat of the personal history, of the character and the
attainments, as well as the peculiar experience that led to
IAddrts  
24
your selection as our head; and by that knowledge, we
have the warrant that you yourself know what, for a start
in life, a liberal education gives one who fitly improves such
opportunities. You must have known, by experience and
observation, that the foundation thus laid is broad enough
for any superstructure of knowledge, that time and health
and opportunity permit, if industry and enthusiasm but
guide and inspire;  and that the Humanities and  the
Sciences, blended in the daily work of the undergraduate,
combine and mingle in ever new and unfolding relations,
in the continued after-pursuits of the life-scholar.
You can measure the personal influence that the several
members of a faculty, whether collegiate or professional,
can exert in moulding the character and pointing the tastes
and ambition of the student. For you know, by a varied
experience as a teacher, what a quickening of the faculties,
what earnestness of purpose and what energy, the work of
instruction in any department of knowledge gives a man
and for the same reason, you can sympathize with and pardon one who in such a calling may exalt his specialty and
magnify its relations.
Besides, we know your faith in humanity, in all its
breadth, and unconditioned by race or sex; with all the
motives, hopes and aspirations that belief in immortality
gives; and so, the necessity of a union of culture with religion in any scheme of education.   For  I take it, Mr.
Chancellor, that the history of civilization shows, that when
these have been divorced, when the temple and the altar
are only the resort of female votaries, and men monopolize
the fruits of education, the highest reach is but barbarism
glossed over.
With such assurance of your principles and aims, the
welcome we bear is deep and heartfelt.  It is based upon
harmony of views, upon esteem and confidence.
To you, then, we owe an allegiance, in which we believe
and which we cheerfully give. Your efforts we mean to 
25
second; your hands to strengthen by a sincere good will
and a hearty co-operation.
In the several and special fields of science that now exist
in the two departments for which I speak, and in such
others as from time to time may be created, you may be
sure that, so far as in us lies, the work assigned shall be
done with fidelity and singleness of aim.   And then, to its
possessor and the public, a diploma of the University shall
stand for mental discipline and scholarship, for true culture
and refinement.
It is not the number of buildings, nor wealth of endowment, nor miultitude of professors, nor costly apparatus, nor
heaps of books, (desirable as all these are) that will make
this or any other institution of learning a success; but the
fact that it meets the highest educational needs of the
country and the times. What is wanted here and now is
breadth and thoroughness of instruction; a liberalizing
knowledge, diffused and brought within the reach of any
young man or woman, who yearns for it, be they rich or
poor. After this, the true power of an institution lies in the
wisdom and ability, in the industry, tact and spirit, of those
who fill its chairs and manage its concerns.
To an unthinking observer, the foundations laid here, but
a short time since, may seem small, and the resources quite
inadequate. But we remember, (and the memory gives us
faith) that human needs for human knowledge never fail;
that institutions of learning almost never die. Their widening influence and their increasing resources are ever mutually reactive for stability and growth; and the degree of
these is measured by the wisdom and forecast of the
founders.
Take Oxford and Cambridge, in the Old Country, with
almost nothing left to wish for in the way of endowment,
appointments and prestige; and yet prescription and mortmain, literally, the dead hands, of most old English benefactions, have fettered and will forever fetter the scope and 
26
use of all their resources.   Quadrangle and cloister, and
the varied forms of mediaeval architecture, and more than
all, the traditions of the place, have become as rigid moulds
to perpetuate the very means by which  their ends are
sought. They were established for the education of the
few-a privileged class; designed to pass the torch of learnimg from century to century; not to diffuse its light.
For myself, as I look upon yonder hill, with its beauty of
outline and breadth of view, in the center of a populous and
wealthy State, a thriving city at its feet, where so many
avenues of commerce and travel centre; when I see a massive " Hall of Languages," the earnest of future structures
that may adorn that'hill in coming years; when I note the
large denomination from whose thought and zeal it had its
origin; the comprehensive, flexible and liberal charter from
which it takes its life and is to get its growth; I see the
germ of an institution which in its possible development may
leave no room for envy of Oxford or Cambridge or any Old
World seat of learning.
Mr. Chancellor, we of the Colleges of Liberal Arts and
of Medicine; we, who bear the ark, now resting in tents,
look forward hopefully to the temple that is to be.  With
prophetic vision we seem to view its fair proportions, the
richness of its materials and the joy of its worship.   With
you, our leader, then; our motto, "a broad and liberal cul ture for the many;" looking reverently toward the pillar
of cloud and fire, ever before us; we will not loiter in our
camps, but boldly march, onward and onward.
~ -,, I 
Jtlttri% at Epitome
ON BEHALF OF THE COLLEGES AND UNIVERSITIES
OF THE STATE,
BY
REV. S. GILMAN BROWN, D. D., LL. D.,
PRESIDENT OF HAMILTON COLLEGE. 
A 
MR. CHANCELLOR AND GENTLEMEN:
It gives me much pleasure to be allowed some share in
the interesting ceremonies of this day.   Although not
formally authorized to speak for the older Universities and
Colleges of the State, I am sure I misrepresent no one of
them in heartily welcoming you, Mr. Chancellor, to the fellowship of the scholars and educators of this opulent and
powerful commonwealth.
Let us congratulate you, sir, on having been brought to
this field of congenial labor, where the duties will be so full
of pleasure, where the responsibilities, though great, will be
shared by able colleagues, where the hopes of a life of dignity and of eminent usefulness can hardly be disappointed.
I congratulate the friends of the University on the distinguished favor it has met with; on the cordial marks of
good-will manifested by deeds as well as by words, which it
has received from this flourishing and enterprising city; on
the good promises which it holds forth in its faculties of instruction; on the hearty support which it receives from all
those by whose energy and labor it has been founded and
thus far carried forward.
I might well be surprised, if in this age of the world it
were quite prudent to confess surprise at anything, to see
how much has been accomplished in so short a time. Why,
sir, it was only yesterday, as it seems to me, that the enter prise was suggested, and to-day, buildings have been erected
,ddrttiii. 
30
or purchased. I had the pleasure this morning of inspect ing your convenient and ample Hall of Languages, so far as
it is accessible, and I came away with a feeling, I am afraid,
too nearly resembling envy. Faculties gathered and organized, students attending recitations and lectures, and all the
complicated wheels of a great Institution are already moving
almost as easily and noiselessly as if they had been moving a thousand'years.
But I do not forget that this institution stands under the
special auspices of a body which knows no such thing as
failure, with whom a consecrated life has ever been the first
of duties, and self-devotion has ranked far above mere
knowledge; a body whose beneficent mission it has been to
carry joy and hope to the poor and sad-hearted everywhere,
and which yet has not forgotten that the sincerest faith is
quite consistent with the most profound attainments, and
that now, more than ever before, the best fruits of letters
and science will be found none too ample for him whose life
may be given-to works of benevolence and charity; a body
whose name and history are an assurance that that which is
highest in our nature, and ought to be the highest in our
life, shall have the first honor in the University which it controls, which will give to science what belongs to science, and to
faith what belongs to faith.
To all the responsibilities and joys of this important position, let me once more, sir, tender you a hearty welcome.
If your experience should be like that of others occupying
similar position, you will not be without your hours of anxiety; you may meet with many disappointments; many
plans may prove less successful than you had every reason
to expect; you may find annoyances harder to be borne
than some more serious difficulties; you may be subjected
to much weariness of body and. of soul. The problems of
education are not all solved. On some of them it may be
your province to throw much light. For it becomes a wise
educator, not carelessly to cast aside the old methods which 
31
have stood the test of experience, nor hastily to accept new
ones, often crude and harsh, but rather to assign to every
scheme, if he can, its real value, to pick even from the
bushel of chaff, its grain of precious wheat; from the mountain of rubbish, its one glittering gem.
It is encouraging to remember that, in labors like ours,
there are pleasant surprises and unusual delights.   We are
working, not with gross matter, but with ethereal elements.
Success sometimes meets us when we had thought only of
failure. What pleasure can be purer and more unalloyed
than to see minds shaping themselves gradually'under your
plastic hand into forms of comeliness and strength, or, as it
were, visibly opening on the instant into full activity and
force, as the bud sometimes suddenly expands into the full
blown flower, or the sun bursts with full effulgence from the
cloud. Beside this, you will always be cheered by the sense
of important duties well done; by the grateful recollection
of the many who will carry your principles and your lessons
with them into the world; the many who at these fountains
fir,3t tasted the sweet waters of intellectual and spiritual
life.  
OF
BISHOP JESSE T. PECK, D. D.,
PRESIDENT OF THE BOARD OF TRUSTEES,
WITH THE REPLY OF
CHANCELLOR WINCHELL.
II nanguralt'g $ddrell  
Bishop Peck then addressed Dr. Winchell, as follows:
HONORED SIR:  It is with no ordinary pleasure that I address you to-day
as the Chancellor-elect of Syracuse University and President-elect of the College of Liberal Arts.
You have been selected from a small number of most
worthy and distinguished educators, as in our judgment,
best suited to the high functions of these responsible offices.
Your fame as a scientist and scholar of distinguished breadth
and progress, has passed beyond the great country of your
birth and heroic efforts, and has become conspicuous
amongst the savaizs and hard-working men of Europe. But
even this, you will allow us to say, would not alone have
given you the representative position into which you are
this day to be inaugurated.   You are to be the chief executive officer of a University established "for the promotion
of Chiristiani learning."  Under the auspices of the church of
God, by the sacrifices and struggles of Christian citizens and
other philanthropic people, who revere the government of
the Infinite One, this University has been founded, with the
distinct idea of offering to the young people of the land the
highest advantages of education, under the genial and vitalizing influence of our holy Christianity, hoping to add
something to the.forces which are to produce a class of
scholars, imbued with the "wisdom which cometh down
from above," and strong in the consciousness of God's
44drecsq 
36
sustaining and directing grace. If, therefore, in the pursuit
of the highest science, you had taken your position with
Compte and Fichte and Darwin, in "the worship of the
creature more than the Creator," instead of with Newton,
Hugh Miller and Hitchcock, rising "through nature up to
nature's God," we should have passed you mournfully by
and sought our representative man in some truer, more
logical mind, whose teachings and life would have been
faithful to the noble and really divine ideas in which our
University had its origin.
Let it, therefore, be known, here and elsewhere, that one
of America's distinguished naturalists and most thoroughly
progressive thinkers takes his position this day at the head of
one of the most powerful educational movements of the age,
because he has found reasons in science, both pure and applied, for lofty Christian faith, and a distinctly pronounced
loyalty to the teachings of Divine Revelation.
You have noticed, my honored'brother, that a chair is
ordained, naturally furnishing one of the lecture fields of the
Chancellorship, entitled the "Professorship of Evangelical
Christianity," the true meaning of which is that Syracuse
University steps out boldly in response to the challenge of
"Philosophy falsely so called," and a system of education
distinctly ignoring religion, and ass'erts the humble dependence of all learning upon God and his blessing, and the discipleship of students to the wisdom of the great Teacher.
It will take its place in the broad, deep currents of the
Chris ian life, as "Evangelical," in distinction from sectarian
bigotry, naturalistic Deism, rationalistic Pantheism, and a
dead formalism; and, using the word "Evangelical" in a
rational sense, it will bring out distinctly the religion of
the Evangelists in the power of its own divinely energized
propagandism, moving out through all the learned professions into all the world, to fulfill the scholar's mission of
enlightenment to men, and redemption from sin to the
highest power of love on earth and eternal life in heaven. 
37
Then let it be understood, as the meaning of this new professorship, that we intend to deny that education is the final
cause of education, and to exalt all learning to the highest,
purest working philanthrophy known amongst men.
You will have noticed the name of another chair which
will hereafter direct your attention to one of the advanced
ideas governing the formation of this University. Some
one of your colleagues will in due time give instruction in
"the laws of civil liberty and the duties and rights of citizens;" for the Syracuse University will recognize the disorders of civil and political activities, which in all lands
struggling for liberty, corrupt the body politic, rob the people of their rights and property, and demoralize whole
nations by the power of private and public immorality.
Young men are to be here taught to understand, and
vindicate, and use the high franchises of a free citizenship
in a way to reach the disorders of society, defeat the
schemes of demagogues and enforce the rights of all men.
You~ have, no doubt, noticed that it is intended here
to give due rank and consideration to the old classic learning of historical scholarship, and to what has been termed
the new education.  Syracuse University means firmness in
holding on to all that is valuable in the grand old past, and
progress in all that is new and vigorous in adjustment to
this and the coming age.   I deem it, therefore, singularly
fortunate that we inaugurate to-day a man who distinctly
represents the old learning and the new, and who is known
to be with the boldest advance of modern thought, and
broad enough to take in the past as well as the future.
I may also remind you, honored sir, that the plan of this
organization is peculiar, in the fact that it does not ask you
and your colleagues to make a University of a College. On
the contrary, it requires the University to make Colleges.
It proposes a natural, complete and easy division of labor.
The College of the Liberal Arts, already begins the realization of our plans.   It is to be, and is, a sub-graduate 
38
college of the highest order and widest range. The College
of Physicians and Surgeons has just graduated its first class,
and has a good field and high prospects for the future.
The organization of the Faculty of the University will
now devolve upon you-a Faculty which will, as soon as
may be, officially determine the curricula of the several Colleges, heretofore necessarily provisional. You will then be
in position to receive the recommendations for degrees
which will come up from the Colleges, and otherwise supervise interests belonging to the whole University.
May I say in conclusion, you have not been called to preside over an institution already made and endowed.   If I
judge rightly, such an institution would have called to you
in vain. You are a young man. It is now exactly the rig,ht
time for you to enter upon your great life mission. God
has furnished youwell for it. An enterprise to engage your
intellect and heart, must have its great future to make.   If
its heroic struggles were over, and its days of ease had come,
it would be no place for you or your noble colleagues.  Its
fresh and flexible youth, its demands for millions of money,
with the great public to educate up to the required standard
of munificent giving, the certainty of heavy and almost
crushing burdens to bear these are the facts which have
found a response in your noblest manhood, and brought
you here. While I mourn the order given rne to depart to
a distant field, which must deprive me of the coveted
honor of standing by your side, in these successive struggles, it gives me the strongest satisfaction to feel that the
great office which has been waiting for its man, is to be
filled by a spirit vigorous, brave and true, which will gather
heroism from the trials, and exactions of office, and strength
from the pressure of burdens too heavy for any man of rash
self-confidence, or timid, unsteady purpose.
It now only remains for me in accordance with instructions received from my colleagues in the Board of Trustees,
formally to invest you with the high office to which you 
39
have been called. The symbols of this office I now present
to you.
First, the Holy Bible, which contains the exact definitions of the true and the rig6t, which are to produce the
spirit and control the labor of your administration.
Next, I give you the keys, which will place all the buildings and property of the'University under your charge, and
symbolize the authority vested in you and your colleagues
to determine the conditions upon which students of all
grades may enjoy its privileges.
Finally, I present you this seal, which will authorize you,
in accordance with the laws, to send out into the world those
who have met the required conditions, with the official endorsement of the University.
By the authority of the Board of Trustees, I hereby declare you, ALEXANDER WINCHELL, to be duly inaugurated
Chancellor of Syracuse University and President of the
College of Liberal Arts. May the blessing of God sustain
and direct you!
To this address Chancellor Winchell responded as follows:
MR. PRESIDENT, AND HONORED AND BELOVED BISHOP:
I accept the responsibility which you have formally entrusted to my keeping.   I do it, however, with diffidence
and a distrust of my personal ability to acquit myself according to your high ideal.
I shall have frequent occasion to seek the counsel of himi
whose ideas permeate every ramification of the University
Organization.
I shall need to depend upon the wisdom and forbearance
of my greatly esteemed colleagues, whose earnestness and
unselfishness in the service of the University, have amounted to a personal consecration. 
40
I shall need the respect and affection of the students,whose
voices of cheer I have heard to-day, mingling with the
other congratulations.
I shall need the approbation and co-operation of the
Alumni, who have accorded me, already, their words of welcome and support.
I shall need the sympathy and fraternization of the
laborers in the cause of Education throughout the State
and I count it an omen of much significance, that I am
permitted to-day to listen to phrases of welcome from one of
their most distinguished representatives.
I shall need the forbearance of the Board of Trustees, the
courtesies and confidence of the public, and the sympathy
and material support of the generous friends of higher
learning everywhere.
More than all these aids I shall need the wisdom which
comes not of man.
I have studied the organic features of the University;  I
have admired its breadth and depth and symmetry; I have
remarked the broad seal of Christianity, so deeply enstamped
upon its front; I have noted the earnest utterances of the
Christian scholars who have heretofore spoken for the University. Upon the strong foundations which you and your
associates have laid, I shall labor to rear a structure which
will attain as nearly as possible, to the beauty, the grandeur
and the beneficence of the ideal you have so fondly
cherished.
And may God be my helper, 
c~~~i~   di~
OF
CHANCELLOR WINCHELL.  
THE MODERN UNIVERSITY.
A wise custom devolves upon the newly-installed executive of a College or University, the duty of presenting an
exposition of the general views and principles which may
be expected to influence his administration. In conforming to this custom, I propose to set forth my conception of
the Modern Unziversity, and to indicate in a general way, the
things requisite to the realization of the ideal, in the character of the Syracuse University.
I. THE IDEA OF THE UNIVERSITY.
Considered in its historical development, the Idea of the
University has not attained fully to the requirements of
modern thought and civilization.   This is but saying that
supply waits on demand; accomplished fact lags behind
originative concept.   It may be profitable, nevertheless, to
glance, at the outset, at the historical idea of the University.
In its fundamental sense, the University is a system of appliances for teaching and advancing all learning.   Institutions have existed for more than three thousand years,
which fulfilled these general requisites; though the name
appears to have been first applied to the University of
Paris, in the year 1206. The varying factors in the historical university, have been the quantity of learning extant,
and the nature of the appliances for disseminating it.
ddlirtss* 
44
No doubt exists, that the light of learning arose, like the
sun, in the east.   In ancient Persia, Chaldea and China,
were institutions of learning of no mean importance, as the
astronomical records, inscriptions and architectural remains
of those countries testify. Their learned men, however,
were sacred men. Professor and priest were one. In Egypt,
as is better understood, the priests established schools in the
temples, and, in their esoteric teaching, expounded the
science of the times to the favored few.   Among these,
were pilgrims from Asia Minor and the islands and peninsula of Greece. Egyptian learning was incorporated with
the results of  sturdy Grecian speculation;  and, in the
cities of Greece, distinguished scholars gathered around
them pupils from many lands. The great problems of the
Universe confronted the Greek thinker, as they confront the
philosopher of to-day, and eager pupils flocked to hear his
exposition of the "first principle" and "ground" of all existence.   Thales, Anaximenes,  Anaxagoras, Heraclitus,
Anaximander, Leucippus, Democritus, Pythagoras, Parmenides, Zeno of Elea, are the honored names of great
schoolmasters of the pre-Socratic ages, who grappled with
the highest problems of nature, and strove to lead their
pupils, through an interpretation of the phenomena of nature, to an apprehension of that intelligent unity and First
Cause from which all existence springs.   Pythagoras, with
his circle of disciples around him, has been called by the
historian Dahlmann, "the oldest university."
I need but to advert to Socrates, the quizzing pedagogue
of Athens;  Plato, the eloquent lecturer of the Academy
which he founded; Aristotle, the encyclopedic master of
the Lyceum, to remind my hearers that real universities existed in the palmy days of Greece, in which master-spirits
expounded the higher learning of their times.
At Alexandria arose the first High School founded by the
patronage of the State.  The "Museum" was planted by
Ptolemy Soter, and grew, under successive kings, to the 
magnitude  and worth of a real university.    Here  was
gathered a library rich in the sciences and literatures of
Greece, Rome, Persia, India, Babylonia, I'hcenecia and
A;tliiopia; and its numerous professors gave instruction in
the philosophy of all the schools, in mathematics, astronomy,
geography, medicine, anatomy, natural history, grammar,
criticism, poetry, history, and both Jewish and Christian
theology.   Here flourished Pantoenus, the first professor of
scientific theology;  here, the authors of the  Septuagint
version of our Sacred Scriptures; here, Philo, Josephus,
the evangelist Mark, Athenagoras, Clement and Origen.
At Rome, the "Athenaeum," founded by Hadrian, on the
Capitoline Hill, became both the university of the Latin
race, and the mother of the "Imperial Schools" established
in all the chief cities of the Roman dominion. Constantine
founded a university at Constantinople; and schools less
celebrated sprang up in all the principal cities of the east.
The downfall of the Western Empire signalized the
eclipse  of  learning.   The  schools that had flourished
throughout the Roman realm, languished or became extinct;
and science and literature withdrew to cloisters and cathedrals.  Now, schools of the ecclesiastical sort sprang up
from the ruins of the Imperial Schools of the Roman period;
and the monasteries became the conservatories of the learning of antiquity. The Benedictines, in the sixth, seventh and
eighth centuries, were the chief custodians of the interests of
education.  Through their enlightened aid and co-operation,
Charlemagne organized that system of monastic, cathedral
and foundation schools, out of which have grown, in process
of time, the great schools and universities of Germany and
France.  But the sad decline of learning is apparent when
we contrast the curricula of these schools with the range of
science taught in the Museum at Alexandria, in the first
three centuries of our era. The instruction in the lower
schools was confined to reading, singing, reckoning and
writing. The studies of the higher schools were divided
45 
46
into the Trivium and Quadrivium.  In the former, the student pursued grammar, logic and rhetoric; in the latter,
arithmetic, geometry, astronomy and music. The studies of
the Trivium and Quadrivium were styled "the seven free
arts."
The "Palace School," organized by the Emperor, became
the forerunner, if it was not the germ, of the University of
Paris, the oldest educational institution which has been perpetuated to our times in the character of a university. The
first of the modern universities was developed, therefore,
from an ecclesiastical school; and its range of instruction
was, accordingly, limited, at first, to philosophy and theology. Subsequently, medicine and the canon law were added.
The classification, which had originally been according to
the nations represented among its students, was now (I260)
based upon the nature of the subjects taught; and about
this time, the Faculties of Theology, Medicine and Canon
Law assumed a distinct existence.
The University of Bologna, which, in order of time, stands
next, seems to. have grown out of a school of jurisprudence,
instead of an ecclesiastical institution. Properly speaking,
this "university" was a college of law, or rather two separate
colleges distinguished solely by the nativity of their pupils.
Subsequently, however, a "University of Arts" was established; and still later, (I362),a "University of Theology."
About the same time-the end of the eleventh centurya school at Oxford, England, whose history, it is thought, may
be traced back to the reign of Alfred, began to expand into
the proportions, of a university. About a century later, the
University of Cambridge took form from another scholastic
institution. In these universities, the co-ordinate bodies, or
colleges, were not the "nations," as in the University of Bologna and the early history of the University of Paris;
nor the several Faculties, as in the later history of the University of Paris and all the German universities, but the
bodies of teachers and students gathered in.the several 
47
halls or buildings. Nor was the English university-idea as
broad and truthful as that of the French and Germans; for,
while in the Continental institutions, the university embodied
and consolidated all the "nations" and all the "faculties,"
the English held, and still hold, that the university is founded
iin the arts; and that the faculty and students in arts constitute the university.
The first of the German Universities, founded at
Prague, in 1348, and the second, at Vienna, I365, discarded,
at the outset, the accidental distinctions of nations and lodgings, and adopted a classification according to sciences and
faculties; giving the university, in its body and soul, the
completer solidarity demanded by their deeper insight into
the unity of truth.
The oldest American universities have grown out of colleges founded as schools for the clergy.  They were modeled, in their origin, after the English colleges of Oxford
and Cambridge; but they never followed their prototypes
in the multiplication of Faculties of Arts; and the broad
university idea has been present in sufficient force to affiliate
and assimilate the subsequently added faculties of Medicine,
Theology and Law as well as higher faculties of science
and the arts.
The historical idea of the University in-respect to its con trol, is that of a close, independent corporation, electing its
own chief and subordinate officers, and determining the laws
and conditions of its own being. Universities were not pre ordainednor preconceived by either secular or ecclesiastical
authority.  They grew, as language has grown.   Strong
intellects gathered pupils about them by a sort of concre tionary attraction, and the body was permitted by the State
to regulate its own existence. In the University of Paris,
the teachers constituted the corporate body, which exercised
control of the pupils. In the University of Bologna, the
students were the corporate body, and elected their own
presiding officers and professors. - It is worthy of note that 
48
the ancient idea of the University recognized no authority
outside of the teachers and their pupils; and, in the European
universities, these traditional franchises have been largely,
and, I believe, wisely, respected, even to the present day.
In those universities where classification according to
nations prevailed, a head or "Proctor" was elected by each
"nation," and a "Rector" of the university was chosen either
by the proctors or by "electors" designated for that purpose.
Where classification according to "faculties" existed, the
head of the faculty was styled the "Dean." In the English
universities, the general officer was styled the "Chancellor."
In the universities of America, the head of a faculty is
generally styled the "Dean," if the co-ordinate faculties
have come into existence; if not, he is generally known as
"President." The chief executive of a university organization is styled "President," "Chancellor" or "Rector."
In the German universities, the assembly of all the faculties was styled the "great council."   In some American
universities, it is known as the "academic council," or the
"senate." The "lesser council," among the Germans, was
constituted by the deans of the four faculties, and with these,
in some of the universities, "assessors" from all the faculties, or from the Faculty of Law alone.
The other variable factor in the historical idea of the University, is the sphere of human knowledge, and the appreciation of it by the learned.
We remark, first of all, however, certain fundamental
judgments which have found expression in all ages.   First,
the Divine has always been made the object of search and
research. In the Oriental and Egyptian schools, theology
embraced all learning. With the Greek philosopher, the
attempt to reach the ultimate cause of all things, gave birth
to the sciences.   Thales thought he had found  the ultimate principle in water; Anaximenes sought it in air,; Heraclitus of Ephesus, in fire: Anaximander, in the inzfinzite
(ro acrezpov); Leucippus, in atoms and space; Democritus, 
49
in atoms and the vacuum; Pythagoras, in the principle symbolized by numzbers; Anaxagoras, in mind, while Socrates
and Plato distinctly recognized a Szpreme Intelligence as the
first cause of all things, and made his being and attributes,
and the consequent relations of human agents, the themes
of all their discourses. Plato philosophizing is Plato preaching. Whether in the Academy or the Lyceum at Athens, the
Athenmum at Rome, or the Museum at Alexandria, the
philosopher aimed to penetrate to that ultimate datum which
he felt must underlie all the changeful.phenomena, of. sense,
and which the soul of man spontaneously relegates to primordial, diviie -nergy.  When the phenomena which reveal the
outworking of first principles, had been so studied and
classified, in search of their cause, as to constitute a series
of systems of facts, they began to be studiedfor t/eir own
sakes, as material of the sciences; and the formal study of
diviiity remained simply a co-ordinate science. Thus appeared, at Alexandria, a well-defined theological college.
During the dark ages, while the sciences of nature fell into
neglect, the soul of man held fast to the science of God;
and out of this sprang, as before, a new ramification of the
secular sciences.   The historical idea of the University,
therefore, recognizes God, and recognizes Him as an object of
study.
Secondly, the science of Matliematics has always found
place in the teachings of the University and the lower
schools.   I scarcely need make citations in proof of this.
Thirdly, Aesthetic Art has always found a generous recognition. Music had a place in the systems of Pythagoras,
Plato and most oT the ancient philosophers and schools.
Sing,ing was taught in the lower schools of the Middle Ages,
and music in the quadrivium of the higher schools. The
science of music still retains its prestige in the universities
of the Old World. Similar statements may be made in re spect to the art of poetry.
Fourthly, Grammar, or the science and art of languages, 
50
has had a place since very early times; while Logic and Metaphysics, since the epoch of Plato and Aristotle, have commanded the full consideration of the conservators and expounders of learning.
These few subjects, however, with slight variations and
additions, have afforded the traditional staple of instruction
in all colleges of the liberal arts, since the decay of the Alexandrian schools. To whatever extent the university curriculum has been expanded, it has, until very recent times, exposed marked deficiencies in the sciences, arts and professions which especially characterize, and, to a great extent,
create our modern civilization. I shall proceed, therefore,
after this glance at the past, to set forth the idea of the university considered as the outgrowth and product of modern
thought.
It is a trite remark that the achievements of the intellect
of modern times, have so extended the field of human
knowledge and activity that the learning of ancient and
mediaeval times seems almost insignificant.   Systems of
truth capable of evolution from the data of consciousness
like the principles of psychology, ethics, metaphysics, matihematics, poetry, music, were wrought out in a great degree
of perfection, even by the ancients; but systems of truth
based upon an observation of externalphenomena, are almost
wholly of modern birth. Such, especially, are the sciences
of chemistry, zoology, botany, geology, archaeology, anthropology, ethnology. This means that a university cast in the
mould of the Middle Ages, is no longer a university, if it does
not expand with this expanse of human learning.
Another pre-eminent contrast between the mediaeval and
the modern ages is in the ministration of knowledge to the
material wants of the race. In this work the modern sciences have revealed capabilities to which the old subjective
sciences could lay no claim. Even the science of medicine,
until modern times, was little more than a system of empirical formrull, founded on a very inadequate knowledge of 
5I
human anatomy and physiology, of the nature of disease, the
action of medicines, or of the essential principles of the
medicines themselves. Modern research has laid a scientific foundation underneath this profession, and rendered it
doubly worthy to stand as one of the learned professions.
In the meantime, it has added to the list of the learned professions. The science and art of civil engineering constitute a profession as truly learned, as indispensably useful,
and almost as extensively patronized as either of the learned
professions of the medieval universities.  Something similar may be said of military engineering, of mechanical and
of mining engineering.  The  science and art of chemical
analysis constitute another learned profession, which finds
liberal employment in answering the demands of modern industries. The science and art of paedagogy have become a
learned profession, which has already called into existence
its appropriate colleges in the form of normal schools.
These citations serve to illustrate my meaning when I
state that the greater portion of the sciences, arts and industries which characterize our modern civilization, have
come into existence since tbe historical mould of the University was cast. The soul of the University retains its
identity, and should do so; but its bodyneeds to be renewed
with "the progress of the suns." It should continue to expand itself sufficiently to take in the enlarged mass of human knowledge, so that he who is a part of the University
need not separate himself to become an expert in the principles of any science, art or profession.
These remarks, as will be understood, involve some stricture upon the older universities of Europe and America, and
a reminder of the opportunities which lie before the new
ones. Tradition seeks to make us all its slaves. What our
ancestors planned and adopted at Oxford and Cambridge,
our pilgrim fathers deemed worthy to be transplanted in
New England.   What the pilgrim fathers organized and set
in motion, their descendants find it reverent to perpetuate. 
52
Be the cry of the living age ever so loud, they are still listening to the cry of the ages of Charlemagne and Frederick
the Great. Precedent makes law; but changed circumstances can unmake it. An enterprising and independent people will sometimes shake off the shackles of tradition. So
we have done in the founding of new universities. IHow
much nf American progress is traceable to the results of the
spirit of emigration, few have considered.   In all communities are men progressive and men conservative. The conservative majority perpetuate outgrown institutions; the progressive minority are selected out by the spirit of emigration to constitute majorities in new states. These mnen reverence antiquity, but they reverence more, truth, harmony,
utility. Without throwing the old away, they are ready to
assimilate the new. So we must not be surprised to find
the noblest features of an advanced civilization in regions
which, a few years ago, were upon "the frontier."  New
England need feel no chagrin if some of the newer schools,
colleges and universities of New York and the Great West
demonstrate a more facile adaptation to the demands of the
age.  I feel fully justified in the assertion that the University of Michigan stands pre-emninent in its methods of rejecting the effete and selecting the useful in the educational systems of all ages and countries, and assimilating with this, all
the new ideas suggested by the cautious radicalism of healthy
progress. I hope, with you, sir, we shall be alive to the noble opportunity to apply this selective, appreciative and
adaptive policy, in the organic shaping of our University.
The solidarity of the sciences, the Modern University recognizes as an all-underlying principle.  No science or profession can be properly studied, in its violation. Each, pursued
in its relations, affiliates itself with all the others, giving and
receiving sympathy, and converging ever toward the simplicity of unity. There is no specialist but can pass better
judgments in his specialty by a knowledge of its relations
to cognate learning. The-physicist only knows how to ap 
53
preciate moral and intuitive evidence, when he has gone beyond his sphere as a specialist, and studied the grounds of
all belief-the grounds of knowledge and belief even in the
physical world.  The physician will select his remedies with
most discretion and safety, who understands the natural affinities which group the products of the materia medica,
and the modes of action of their essential principles. This
knowledge is drawn fiom botany, chemistry and physiology.
That legislator or judge will arrive at the wisest and most
enduring decisions, who has the most extensive knowledge
of history and political science, and the deepest insight into
the ethical intuitions of man.  All the sciences, arts and professions cluster around the heart of the University.
The catholicity of learning binds the University to the
schools below. They work for and with each other. The
University furnishes brains for the High School; the High
School supplies blood to the University. This unity has been
sagaciously, but somewhat feebly and inadequately grasped
by that loose organization known as the "University of the
State of New York"-a piece of machinery which betrays
an inspiration which may some day be realized-the strict
concatenation, and mutual adaptation, and serial adjustment
of the various educational institutions of the State.
While the University extends its hospitality to every science anda the theory of every art and profession, it is not pretended that every College of the Liberal Arts is bound to
occupy as broad a field as the University-even with the
"three learned professions" left out. A college consists of
a faculty for giving instruction in a system of closely cognate subjects, all clustering around a central idea. The
University is the complete circle of colleges. Ten colleges
of one kind do not constitute a university. But, if a college
-say of the Liberal Arts-determines to limit itself to a
single faculty, it has as good a right to existence and the ex ercise of its functions as if it were a university. The very
attempt to make it a university might greatly impair its use 
54
fulness. But the moment it introduces into its curriculum,
studies in jurisprudence, engineering or any other profes sion, it begins to assume the university character. What
constitutes the proper curriculum of this college, is one of
the mooted questions of the day. I have no reserve in
stating my own opinions. Culture is the central idea of the
College of Liberal Arts.  It teaches those subjects whose
study and acquisition will be useful to all alike. Formerly,
the range of those subjects embraced only the ancient class ics, mathematics, logic, rhetoric and metaphysics, with the
addition, perhaps of music and poetry. While conservative'
educators are disposed to retain these as the chief means of
modern culture, in my own opinion, the range of "liberal
arts," viewed merely as a means of cuitu'e, might be considerably extended. The modern languages, especially the
German, afford a species of culture similar to that obtained
from the Latin and Greek. I do not assert that they possess equal value. The Natural Sciences afford a species of
culture not yielded byr any of the liberal arts of antiquity.
Moreover, it is the very culture which fits the mind to seize
and carry forward the movements of modern society. I record the opinion, therefore, that modern languages and the
leading natural sciences ought to stand side by side with the
liberal arts' of antiquity, viewed merely as means of mental
culture.
But culture does not complete the modern idea of the
College of Liberal Arts.  Its object is both culture and
knowledge. There is a certain round of knowledge as essential to every educated man, as the traditional round of culture. Men whose education is concluded with the curriculum for the bachelor's degree, stand in urgent need of a certain complement of information as well as discipline, to fit
them for winning success. Because the College of Liberal
Arts has expended its best efforts in teaching the arts which
were liberal in the fifteenth century, instead of the nineteenth, it has lost much of its ancient prestige. Young 
55
men have turned away from the institution where they got
only culture, to the college of engineering or technology or
agriculture, where, if the institution were true to its name,
they got only knowledge, and little or no culture. I make
no choice between the alternatives.  I have long maintained
that the College of Liberal Arts, in an age whose progress
consists so largely in the subjection of the material world,
ought to furnish the pupil with the knowledge requisite for
non-professional life, as well as the culture.
The range of studies affording culture to all, and knowledge to those who seek it, is so wide that we have considerable room for selection. After the student has attained a
certain degree of advancement in his course, he might be
permitted to elect his studies with a reference to his own
tastes and endowments, and so as to answer rather the ends
of culture or knowledge, according as either is uppermost in
his aims. But there is danger of carrying the optional system too far. Immature youths should not be left to their
own caprices. With discretion in this direction, the curriculum of the College of Liberal Arts, it seems to me, ought
to be so enlarged and liberalized that every young person
seeking only a liberal education, should be permitted, in the
advanced stages of his course, to make elections suited to
graduate him with such an outfit of discipline and information, as should qualify him to pursue any non-professional
calling of his choice.
It is a fundamental demand of the modern University,
that the data of science be studied in thzeir integrily.   One
class of phenomena constitutes as valid a basis for generalization as another. The importance of the generalization
may be greater or less. We are as solemnly bound to collate and study the phenomena of consciousness as the phenomena of matter; as solemnly bound to regard the religious and ethical phenomena of consciousness, as the intellectual. The facts of the moral and religious history of
mankind, constitute material for a philosophy as "positive" 
56
as the record of battles and sieges and dynasties, or the reactions of substances in the test-tube of the chemist. The
data upon which a metaphysical inquiry proceeds, must be
treated with the same respect as the data of a physical investigation. However impossible it may be for the physicist
to apprehend the metaphysics of his physics, the University
is bound to protect the metaphysician who does apprehend
it and assert it. The university takes no part in the controversy respecting the relative value of the sciences and
the classics, as sources of knowledge and culture. It opens
its hospitable doors to both, and permits each person to decide for himself between the two.
The University tolerates no exclusive dogmatic teaching.
Its chosen end is absolute truth; its chosen method is free
discussion. It fears nothing which can be proven true. It
holds no cherished doctrine that it will not have searched
and scrutinized'through and through-tested by every ordeal-exposed to the light of every science. Least of all,
will it permit unreasoning religious dogma to disrespect the
autonomy of personal conviction. Truth does not take its
color from sect. Sect may assume the hue of truth. Truth
is one to Greek or barbarian, Christian or infidel; and he
who weaves in his creed the greatest amount of truth and
the least amount of error, will be the champion in the final
conflict.
The modernUniversity knows no distinction of persons.
This, indeed, is the historical idea. From the very dawn of
university life, the great teachers have been waited upon by
the disciples of various nations. Nor was race, or color, or
caste, or sex a bar to the most generous privileges. Our
age can never make it a boast that it first opened the doors
of its universities to women. Not only did the schools of antiquity, and the colleges of the middle ages admit women as pupils, but, by recognizing the natural sequel of this, they
elected women to professors' chairs. The wife and daughter
of Pythagoras were teachers in his school of philosophy in 
57
Italy.  Hypatia filled the chair of philosophy in the Platonic
school at Alexandria.  In the University of Bologna, chairs
were filled by Helena Cornaro, Maria Agnesi, Clotilda Tam broni and others.
The ideal of the modern University yields answer to the
question, "who holds the natural right to found a university."
This right rests wherever the want and the ability co-exist
-be itin the solitary philosopher, like Plato, or Epicurus,
or Abelard, shining as a beacon in the midst of darkness,
and compelling the world to pay homage to his genius; or
an emperor like Ptolemy, or Hadrian or Gustavus Adolphus;
or a doctor of jurisprudence, like Irnerius of Bologna; or a
munificent patron of learning from the walks of private life,
like Vassar; or a republican state, like Michigan; or a patron
of learning joining hands with the state, like Cornell; or a
dozen clergymen bringing their armfulls of books to con secrate to the foundation, as at Yale; or a great ecclesiasti cal body, as at Trinity, Rochester or Syracuse.
Learning and religion have always manifested a marked
and ineradicable spirit of affiliation.  Viewed in its subjective character, philosophy is a seeking after the first cause
-the final explanation-of things-that is, God.  Science
gives us intermediate causes-explanations which still demand deeper explanation; and he who thinks that science,
as such, leads us to real causes, may scorn philosophy and
ignore God.   But deeper thinking-the mastery of the
philosophy which underlies science, discloses the ultimate
cause of causes-intelligent, infinite, eternal.  This was the
faith of the philosophers of antiquity-all save Socrates,
who pronounced the search for the first cause vain, and
turned his attention to the field of practical ethics.   With
the ancients, all philosophy was theology; and so intimately
was divine existence connected with the phenomena of the
universe that, with the early Greeks, cosmogony was theogony.   History and ethnology show that the thoughtful
men of all nations and ages have been the theologians of 
58
their times. I wish, in passing, to emphasize the thought.
A knowledge of any truth is a knowledge of God's truthGod's thought; and a search for truth is a feeling after the
mind and will of Deity. All science infallibly leads us toward God.  As I have just said, it is not the office of science
to lead to God; and when the devotee of science stops
short of finding God, you pronounce his science "infidel."
Ah, good friend, that is blasphemy unconsciously uttered.
There is no infidel science. God made science. Infidelity
grows out of the spirit and method of the pursuit of science,
and the perversity of the human heart. If the physicist is
not led through his science to God, it is the fault of the individual.   Let him learn that he has not yet reached the
bourne of ultimate inquiry; then he will recognize matter
and force generated, pervaded, energized and controlled by
omnipresent mind.
This spirit of affiliation marks also the whole history of
learning. Religion has been studied in the schools of the
world; and even when secular learning died out from the
memories of men, Christianity clung to it in the cloisters
and abbeys, and nursed its life, and sent it forth again, under
better auspices, to enlighten and bless the world. And thus
it has happened that our grand modern civilization, which
.is but the outcome of the sciences propagated and fostered
under Christian care, is, historically and pre-eminently, as
you have intimated, sir, a Christian civilization. This foster,
ing care has never been intermitted.   Our New  England
fathers cherished learning for Christianity's sake; and from
the dawn of college,life in Massachusetts, Christian bodies
have been busy planting the germs of colleges and univer sities in every State of the New World. Christianity seems
almost to hold an ancient prescriptive right to ally itself
with the initiation of educational enterprises of every
grade.
As between the prospects of a university founded under
distinctly religious auspices and one founded or sustained by 
59
the State, I feel inclined to the opinion that the former has
most to expect.   Not that the State possesses less ability,
but that the religious body possesses more intelligence and
a better will.   A  State-university is at the mercy of the
caprices of a legislature.   A  university planted under the
auspices of a powerful religious body, rests in the affections,
the intelligence and the enterprise of its representatives.
These representatives are the clergy and select laity.  Now,
when I place a body thus constituted by the side of an
average State legislature, and ask myself from which body I
can most reasonably expect a reverence for learning, large
views and incorrupt legislation, I do not hesitate to bestow
my confidence upon the Christian body. Add to this consideration, the closer interest which unites the members of
a religious body with the enterprises which they have espoused, and the pride which it is natural to feel in the enlargement and success of such enterprises, and it seems to
me that good reasons are found for building better hopes on
a university which a powerful ecclesiastical body has planted
and become sponsor for, than can be entertained of one
launched forth upon the languid sympathy of the great
public, with no great humanitarian interest warming around
it, to cherish it and rear it.
But all this does not imply that a university or college
thus planted and nurtured must be maintained in the direct
and exclusive interest of the ecclesiastical body which controls it. The honor and prestige which grow out of its worthy
and successful administration, no doubt, belong to that body.
No doubt, also, a predisposition may be felt, on the part of
pupils and the public, toward a Christian denomination doing
efficient work for education and science.   But the spirit of
the University demands absolute freedom from all direct
teaching or influence of a partisan character.   If such
teaching be tolerated, free opportunity must be given to
antagonize it. On controverted topics, discussion eliminates
the truth. It must be expected, however, that any teacher 
60
will feel free to entertain inflexibly the tenets of the body
which determines his appointment-as every teacher is free
to entertain. different opinions and it must be expected
that every teacher in his unofficial capacity, shall be at
liberty to teach his tenets to such persons, inclusive of
students, as may be pleased to listen to him.   But this
liberty could not extend to a tolerance of teaching calculated to subvert the fundamental principles of a Christian
institution. The law of self-preservation forbids. Christianity is our fundamental postulate.   There is one department of the University, however, in which the religious
body controlling it must have full liberty to teach and expound its distinctive theological and ecclesiastical opinions.
That is the College of:Theology.
Freedom from sectarian bias in the common teaching of
the University is not only demanded by the catholic spirit
of true learning, but by considerations of expediency, candor and fair dealing, in any case where people holding
diverse ecclesiastical views, have co-operated, in the interests
of education, with those who assume control. In the Syracuse University, every consideration dictates the laying of
a broadly Christian foundation, and the inauguration of a
manly, ingenuous administration.    While I shall hold to
my own and defend it, anid shall claim for my church the
chief honor which may be earned by a successful management, I earnestly hope. that our successes may be of such a
character as shall bring unfeigned satisfaction to the heart
of every Christian citizen of the commonwealth, whatever
be his creed.
II. INTERNAL ECONOMY OF THE UNIVERSITY.
In descending from the fundamental. idea of the Univer sity, whether considered as an inheritance of the past, or a
sequence of modern civilization, we encounter certain con siderations of secondary importance, relating to the econo mies of the University. 
6i
The constitution of the legislative body of the University
has been various, and continues so. In America, the lodgement of the function of legislation in the hands of the
faculties has not been considered expedient, chiefly, I judge,
because the complicated and sometimes large, pecuniary
operations of the institution, are supposed to demand-peculiar business qualifications; but partly, I also judge, because
it was supposed the legislation of the Faculties might be
warped by a selfish bias, which would conflict with the
interests of the college or the university.   The body of
students has not been vested with any anmoutnt of legislative
control, evidently, because, in this country, our colleges and
so-styled universities have been rather gymnasia, in which the
requisite maturity has been lacking. Accordingly, the supreme authority has always been vested in an external corporation, in which the Faculties have generally been represented
simply by their chief executive officer.  In the case of State
institutions, the legislative body has been appointed by the
governor, with or without the consent of the senate, or has
been elected directly by the votes of the people-a system
which is attended by grave dangers. In the denominational
institutions, the legislative board, once constituted from
representatives of the controlling denomination, has generally been made  self-perpetuating.   Recently, however,
the Alumni have been permitted, in some cases, to' elect
representatives to the collegiate or university legislature;
and this policy shows a tendency to revert to the original
methods. The government of the Syracuse University embodies the representation of five separate interests. These
are: Ist. The controlling denomination, whose several
"Conferences," within the State, send their representatives
to sit on the Board of Trustees; 2d. The co-operating
denominations, which may send from six to nine representatives to sit upon the Board; 3d. The Alumni, who send
three trustees; 4th. The State at large, represented by the 
62
Governor, Lieutenant-Governor, Chief Judge of the Court
of Appeals, and the Superintendent of Public Instruction;
5th. The Faculties, represented by the Chancellor of the
University. It would seem that such a representation of
the various classes of persons interested in the success of
the University, should secure the adoption of measures at
once broad, well considered and permanently useful.
Further, in respect to internal economy, the question
arises whether the interests of higher education are likely
to be promoted by the introduction of a system of compulsory, compensated manual labor. I am fully prepared, by
observation and experience, to render a negative opinion,
As to compulsory military drill, my judgment is the same.
Boys, who still need to acquire habits of order, punctuality
and subordination, will undoubtedly be benefited by the
discipline of systematic manual labor, or a quasi-military
life; and all will add symmetry and vigor to the bodily
physique by the use of such means. But, when students
have attained to the stages of a higher education, they ought
to' be left free to choose, with the advice of parents and
teachers, their own method of physical and mental development.
Other questions arise, having reference to the methods
of instruction.   Originally, the exclusive method  of the
teacher, in the school or university, was by conversation
and lectures. The lectures were, often, highly controversial
in their character; and dialectics, as taught and exemplified
in the schools, was a leading subject of study by the pupils.
But, in those times, books were either wanting or extremely
rare, and the principles of learning had not been digested
into elementary treatises.
Bringing ourselves, at once, to the condition and demands
of modern  teaching, we recognize but two fundamental
methods-that by lectures, and that by means of laboratories. In all the sciences and professions whose principles 
63
are grounded in the facts of nature, the laboratory is indispensable. The laboratory is nature in minature, where the
operations of her forces can be carefully studied under
knbwn and even predetermined conditions. The method
in the laboratory is that of investigation, in which the collector of facts rises from generalization to broader generalization, indefinitely approximating the all-embracing unity
of ultimate truth.  The lecture appropriately reverses the
process.  It seizes upon the conclusions of the sciences, and,
by an analysis, evolves the subordinated and included principles, gradually approximating  the  facts  of immediate
observation. The lecture serves as a review and panoramic
reproduction of the generalizations of the laboratory. It
may even be accompanied by a reproduction of the experiments of the laboratory. This is the favorite method when
the lecture is addressed to an audience that has not worked
in the laboratory. As to text-books, they are but written
memoranda, made by investigators and lecturers for convenience of pupils in reviewing the subjects presented in the
lecture, or illustrated in the laboratory; while quizges, or
"recitations" are but conversational lectures intended as
reviews, or for the disclosure and removal of the difficulties
which beset the pupil.
Now,.as to the relative value of these four forms of the
two fundamental methods of education, little needs to be
said.   They must all be  resorted to.  A  system which
restricts itself to either one, or either two, is insufficient.
Exclusive laboratory-work supplies al v"ivid knowledge of
facts; but they do not assume a systematized and digested
form. They are the crude material rather than the symmetrical organism of science. Exclusive lectures may lodge in
the memory the generalized principles and their proximate
demonstrations, but they do not generally satisfy the mind's
demand for the ultimate data.   The  method, moreover,
needs to be supplemented by the quiz, to focalize the floating
rays of knowledge in the pupil's mind, and give definiteness 
64
and sharpness to his ideas and mental perceptions. The exclusive quiz leaves the pupil without that breadth and massiveness of view, that knowledge of the correlations of the
different systems of truth, and those most recent developments of science, which ought to be afforded by the lecture.
The text-book and- quiz associated, form a method very extensively pursued, supplemented, according to the qualities of
the teacher, by familiar lectures. But a text-book, of whatever
excellence, is especially useful only in three ways:-ist. To
facilitate a review of the subject; 2d. To supply cumulative
facts and bulky details; 3d. To furnish references to other
sources of information. Its use can never be a substitute
for the living teacher full of his subject.; himself both textbook and authority, adapting his utterances to the infinitely
various circumstances of pupil, occasion and theme.
These general remarks on methods in teaching, are intended to apply to every species of higher scientific education.  I doubt whether the study of the languages, rhetoric,
mathematics or philosophy, needs to be excepted.  In all
these, is something which answers to the laboratory-be it
merely the composition of sentences, as in the Ollendorffian
system; a mathematical problem to be solved, or a metaphysical question to be investigated. In medicine, the
pharmaceutical workshop, the dissecting room, the clinic
and companionship with an established practitioner, are
forms of the laboratory. In law, the moot court and mockparliament are the laboratory; and in theology, the set
sermon or the real pastoral work.
In accordance with the views just presented concerning
the co-ordinate importance of the four methods of teaching,
it appears that our schools of medicine and law have generally placed undue reliance upon the lecture.   Quizzes
have the same function and the same rights here as in the
College of Liberal Arts. The same may be said of the use
of text-books and of quizzes upon them. I feel peculiar
satisfaction in observing that the College of Physicians and 
65
Surgeons in this University, has been organized upon a
comprehensive and original basis, embracing both these
educational methods.
It may be stated, in conclusion of this topic, that the
method by lectures may be more extensively employedwith
maturer minds, the method by quiz and recitation, with the
younger; that the lecture-method is most employed in the
universities of the continent; the recitation and text-book,
most used in the English universities, and those American
colleges and universities which adhere most closely to the
English models; while other American colleges and uni- /
versities, notably the University of Michigan, have been free ~
to combine and adapt the two methods. 
As a corollary of the foregoing positions, term and final
examinations of students should be most rigorous with those
instructed by lecture. They are but a form, where the student has undergone a daily quiz, and can possess little real
utility.
The uses and abuses of tutors have given rise to much
comment and serious discussion. There is no sound reason
why tutors should be discontinued, or their presence disguised under other designations. Some of the most efficient,
and much of the most laborious work is done by them. The
raillery of students is no criterion of their usefulness.  The
quizzing and examination of pupils, and the hearing of recitations, may be largely committed to their hands.  No
professor should be required to sacrifice the interests of
higher labors, in work which another can more economically
perform.
As to the principle ofprizes, involving also the mnarking
systemn, much difference of opinion has been expressed. We
detect a strong modern tendency to renounce it, in its usual
scholastic aspects. I have never been able to sympathize
fully with this tendency. We cannot divest human life of
its prizes; nor of the struggles and sacrifices, exultation
and dejection incident to the stimulus of competition for 
66
life's prizes. The struggle for the highest good is a law of
nature, through all the ranks of life up to man. The post
of honor or responsibility in the state, the church, or any
profession; appointment to office with or without competitive examinations; the praises, even, of our fellow menthese all are prizes which awaken the same rivalries as
competition for standing in college. Honest, earnest effort
loves to be recognized loves to be awarded distinction.
This is an innate sentiment of humanity, and does not exist
without a meaning.
It is hoped, however, that these remarks will not be construed into an unqualified endorsement of the methods of
prize-offering, still less the forms and applications of the
marking system, which have given such just offense in
many instances, and have brought a good principle into
disrepute.
The question of dormitories and college commnoins possesses
a rapidly waning interest for the newer collegiate organizations. The dormitory and the commons are a bequest of
Old and New England, which we gladly exchange for the
more natural and humanizing domestic life of real family
relations. Every university-city or town will be found ready
to offer family comforts to all its students. Some inroad is
made, by this arrangement, upon the traditional esprit of
student-life; but the ends of good. order, sobriety, industry
and true manliness are vastly better subserved by it.
Such a distribution of the body of students through the
city, affords the government of the university most important relief The student becomes a citizen of the place,
amenable for his conduct to the same civil authority as the
other citizens. This fact throws him upon his best moral
principles, securing them a healthy gymnastic, and tending
to develop a sturdy manhood and a noble maturity. The
self-regulative powers of the individual, it should be the
object of the University, in all its discipline, to develop. My
ideal of university government is one in which the body of. 
67
students is controlled by a high public sentiment of its own.
Crime, trickery, meanness, dishonesty, shirking, dread more
the frown of the student-community than all the punishments a faculty may be empowered to inflict.
A university located in a city of over fifty thousand inhabitants, must be surrounded by a considerable variety of
educational institutions.  These and the university have a
common aim. The chain of putblic schools should be linked
as closely as possible to the university. The university is
bound to present a character which will render it honorable
and advantageous for the city-schools to affiliate themselves
with it. Ai,d so of other educational enterprises. If they
are worthy, the university regards them with interest and
fraternal sympathy, and pledges them its countenance and
support.  Some of them may yet develop the true character
cf colleges, and may even come under the university organization, with reciprocal benefits to all.
The spirit of the modern university is watchful,progressive and adaptive. It is broad and liberal. It guarantees
to all, intellectual freedom. Every professor is free in his
own department; every student is exempt from subscription
to any article of faith.  It is conservative of all that is good
in the past; it is progressive toward all that is good in the
future.  It aims to be abreast of humanity in its onward
march; quick to see and appreciate every new development
of thought; afraid of no truth; still less afraid of untruth
ready to battle with every error, and vindicate every position, even its own religious faith (since faith is reasonable)
at the bar of reason; devout toward God and reverent tcward Christ the Redeemer and divine exemplar of mankind.
These general propositions respecting the internal economy of the modern university, require, for their practical
application, a more detailed development, and, perhaps,. in
some cases, a more argumentative presentation. But neither the development nor the argument is demanded by
he present occasion, 
68
III. THE MATERIAL CONSTITUENTS OF THE UNIVERSITY.
What we have said is a glance at the soul of the University, and the method of its activity. But, now, the University is an organism.  It has a body, furnished with the
various organs requisite for the fulfillment of the mandates
of the soul. First of all, stands the phalanx ofprofessors.
These are the brain and heart of the university. The typical professor is a man who has given up all for learning's
sake.  With a broad apprehension of the kinship of all
systems of truth, he has committed himself to the exploration of a chosen field. While preserving faith toward his
specialty, he never runs into a rut from which he cannot at
will escape. He glances over the achievements of his fellow-laborers in the field of thought, and his sympathies
warm toward every new development of truth. His heart
responds to the throbs of the heart of humanity, and he
does not cease to be a man, or a member of society, because
he has become a scholar.
He is more than this.  The professor is both a scholar
and a teacher. Too often, in the German universities, have
the requirements of the teacher been overlooked.   Our
typical professor is apt in communicating his ideas. He
has a soul to be fired by the revelations of truth which come
to him. The spirit of eloquence warms in his breast, and
it finds a fitting vehicle for utterance in beautiful phrase.
But he never dogmatizes, for the republic of letters tolerates
no autocrat.  He respects the intellectual freedom of his
pupils, and cultivates it; for what else is education but cultivated spontaneity? Clear in his convictions of the known,
he is humbled by the magnitude and mystery of the unknown. Conscious of the dignity and worth of intellectual
strength, he worships devoutly before the throne of the
Supreme Intelligence and Power.
But while our ideal professor has renounced all things for
the truth's sake -to gain and dispense God's truth as revealed to man in consciousness, in nature and in Scripture 
69
-he has not been vouchsafed exemption from the contingencies of mortal existence. The body must be fed and
clothed. The family must be maintained and placed within
the reach of that culture which fills the ideal of Christian
civilization. The professor owes these debts to himself and
his family. The University owes the ireans to him; and
should graduate its allowances to the comparative usefulness
of his gifts, a just perception of the requisites to individual
and family culture, and the relative value of the currency at
the time and place.   No person occupying a professor's
chair can possibly render his best energies to the cause of
learning, as long as he is tormented and distracted by a
study of the ways and means of material existence.
In the next place, the students are a constituent part of
the University; for there can be no teachers without somebody to teach. Now, while the learning, ability and reputation of the professors give character to a university, the
body of students gives tone.   On them devolves a high
responsibility in initiating and perpetuating that sort of
esprit du corps whose fruits are order, without visible authority; harmony, without the loss of individuality; courtesy, without servility; sobriety, without staidness; temperance, without asceticism; industry, without loss of social
amenities; gentleness,  without  effeminacy; manliness,
without rudeness; ambition, without unscrupulousness
mental independence, without dogmatism; piety, without
cant; spirituality, without superstition; orthodoxy, without ostentation.
The student remains a constituent of the University in
becoming an alitninate. The alumnates-or body of alumni
and alumnae-are the great depository of the learning and
amenities of university life, from which we invite the public
to draw, and from which the world will test the quality of
the knowledge and culture which we impart. They are the
delegates of the University, duly commissioned to represent
the interests of learning wherever go, Each alumnate is, 
70
in a certain sense, a branch of the University, toward which
its eyes are constanty turned, for whose acts it will be held
to a certain responsibility, and toward which it seeks to
maintain an advisory and parental relation. Your literary
mother, gentlemen and ladies, whether your natural or your
stepmother, craves your confidence, your love, and your
fidelity.
Accessory to the labors of the faculties and the progress
of the students, are those ample means of demonstration
which the modern sciences and modern methods of education have rendered absolutely indispensable to complete
success. The University demands apparatus, laboratories,
observatories and museums. I will not enlarge upon the
special utilities of these different orders of adjuncts. The
physical sciences demand, especially, outfits of apparatus to
illustrate their principles and their methods of investigation.
They demand laboratories-especially chemical, physical,
geological, zoological and botanical, in which the student
may manipulate and experiment for himself, repeating the
operations of the discoverer, or even originating operations
for himself. The professors demand these laboratories, both
as aids to education and aids to research. Original research
is one of the first duties of the professor. Nothing inspires
the pupil with a more potent enthusiasm for science than
association with one who brings out new results before his
eyes. But how shall the professor experiment-how shall
he make additions to the sphere of knowledge-how shall
he fulfill this highest function of the educator, if compelled
to mourn the lack of means which his compeers in their
various callings are employing, to build up a fame for
themselves and the institutions which they honor? I could
speak with warmth upon this subject, for here is perpetrated,
too often, a towering wrong upon the man who, full of the
ardor of science, and blessed with the, gifts to further its
ends, consents to assume the responsibilities of the professor's chair, but to find himself in a jacket, in which he may 
7I
struggle and aspire and grieve in vain, while his soul's best
gifts wither and waste in their unnatural and enforced confinement. If you demand men, make place for them.
Museums subserve, also, a double end: ISt. To illustrate
to the student the facts, the principles and the history of
science and art; 2d. To afford material for professional
study and the advancement of learning.   For these ends,
the University demands  collections illustrating  geology,
zoology, botany, history, esthetics, numismatics, ethnology,
archaeology, anatomy, materia medica and the industrial arts
and sciences.
Libraries constitute another class of auxiliaries in the
work of education.  I would not urge upon the student a
range of reading much beyond that indicated by the advice
of his instructors. Still less would I recommend the devotionI of any considerable share of time to the perusal of
periodicals-especially of newspapers.  One or two good
dailies may be followed up from day to day, with profit, and
select articles from a larger range of magazines and reviews.
The selection, however, should be adapted to the reader,
and not made, once for all, by some publishing house. Still,
an extended range of periodicals should be accessible, to
meet the varied tastes and wants of different students and
professors. Especially should the reading room be rich in
periodicals worth binding-reports of the newest thoughts
of the brightest minds in every department of literature, art
and science.
But the chief service of a library is as an auxiliary to the
labors of the professors. A library is a depository of the
best results of human thought in all ages and countries.
To such a depository the investigator much have accessfirst, To inform his own mind, and possess himself of the
data worked out by the patience of his predecessors;
secondly, To prevent a waste of his time and energies in
elaborating results already reached, and to warn him from 
72
lines of research which have been shown to lead to no
useful ends; thlzirdly, To place him in possession of a magazine of information vastly beyond the compass of the textbooks, from which he can draw, according to necessity or
opportunity, and dispense to his pupils. This information
may relate largely to the history and biography of his
special subject of instruction; and must, naturally, contain
also, a large element of the very newest results, which may
require years to find their way into the text-books.
In suggesting, perhaps to the surprise of some, that university libraries should be adapted rather to the wants of
professors than to those of students, it is not meant to deny
that the students have the chief and ultimate interest in the
libraries. There are three ways in which the student secures their advantages: Ist. In the perusal of current works
of literature, art and science, selected especially to meet the
demand for popular reading, felt by every person; 2d. In
the careflil reading and study of those special treatises to
which the student may be recommended by his professors;
3dly, and pre-eminently, in the condensed reproduction of
the choicest contents of the library in the lectures of his
professors. In an hour's space, the student will thus make
acquisitions which it may have cost the professor days or
years, nay, a life-time, to provide.
Now, how shall the student acquire such instruction
without such professors? And how shall such professors
arise without the opportunities which create them? To
assert that the professor has the text-book for his guidance,
is to betray a contemptible conception of the function of a
higher teacher. To assert that he must come to his work
fully furnished with all requisite knowledge, is either to
confess ignorance of the extent of knowledge requisite, and
of its incessant expansion, or to demand a professor who has
already spent a life-time in storing his memory and his
note-books with the select contents of libraries provided
under more liberal auspices; and such a demand would be 
73
preposterous.   Such professors the interests of learning
never permit to abide in the waste and desert places.
Now, it may as well be stated at this moment, as at any
time hereafter, that there'is no successful university possible
without extensive libraries.  You  can "run an institution'
without them; and, in America, there is no law to prevent
your styling it a university; but I can assure you, Mr.
President of the Board of Trustees, that the best of men will
never retain your chairs if they must know that office here
means banishment from communion with books, many
books, and books in all languages. I can assure you that
the cry for learned men, many learned men, original men
in the walks of literature and science within the precincts of
the colleges and universities of your own denomination, will
never be hushed, until your brightest men are released from
the doom of mental starvation. I can assure you that any
professor worthy to occupy a chair in the university which
fills the noble ideal you have pictured, is either a man who
has spent an invaluable part of his life in the hopes and
disappointments incident to connection with some poor college, and now comes here, at your invitation, to realize the
fulfillment of the promises of a fairer enterprize, or else he
is a man who, with years of the genial influences of libraries
storing his head and pervading his heart, comes to cast head
and heart and hands into the grandest and most auspicious
educational enterprise which has yet been initiated by the
great religious body which you and I represent. Neither
class of men will bow their heads to sentence of perpetual
exclusion from those conclaves where the spirits of the good
and great of all ages are gathered together, and speak to us
from the living page.
These, sir, are emphatic words) but they are uttered not
in the extremity of despair, but in the strength of conviction
and the prophecy of faith. I wish the impression to go
forth throughout the length and breadth of this commonwealth that there is not a man in authority here who will 
74
ever content himself with the conclusion that this University
is not to be greater and more beneficent than has yet arisen
under the auspices of our  religious denomination.   We
have no vanity in this, sir; we have only profound convictions respecting the best interests of learning, anid the vastness of our wealth, and the grandeur of our purposes.
- I have thus spoken in reference to the material accessorics of the work of education. To complete the enumeration, I should add the buildings. I heartily congratulate
the University on the possession of an edifice so elegant, so
wisely planned, so substantial and so eligibly located as the
one now approaching completion. This, to some American
eyes, will be the University. It is a noble exponent of the
University's noble ideal. Other edifices, I doubt not, will
rise, as the pressing needs of the University demand them.
I have said the University is visibly represented by the
instructors and students, and the material accessories to
their work. It remains to mention the third constituent of
the body of the university-the legal corporation.  This is
the University, in the eye of the law. It stands for the
University and acts for the University in all legal proceedings. It stands under the University, governs the University, and determines the conditions of its existence, growth,
and usefulness; and is, infact, a constituent of the University I am tempted to pause and comment on the constitution of the corporation of the University, but I feel that I
must forbear. I content myself with saying that I think it
well considered-broad, liberal, justly balanced, and in every
way, eminently judicious. I see in this a cheering ground
tohope that this body fully appreciates the weight of responsibility which has been placed upon its shoulders.
IV. FINANCIAL BASIS OF THE UNIVERSITY.
After what has been said of the scope and magnitude of
a university, its great financial demands must follow as a
corollary. Once, brains were the sole requisite. The stu 
75
dents and professor, or professors, constituted the university; they assembled in inexpensive quarters and became a
law unto themselves.   With  the  multiplication  of the
sciences, arts and professions, and the diversification and
improvement of human civilization, have grown up the needs
of more professors, more books and more material for illustration and demonstration. The sum of money demanded
for the creation of a modern university is simply enormous.
The University of Berlin was founded in I809, with an annual allowance of I50,000 thalers, which represented a productive capital of about six million thalers. The English
Parliament, during the year I872, appropriated $2,400,000
to the British Museum, and $2,900,o000 to the South Kensington "Department of Science and Art."  According to a
recent report of President Eliot, the gross amount of funds
held by the Corporation of Harvard University is over
$2, 190o,ooo000. Of this amount, $730,00ooo is the income-yielding capital devoted to the purposes designated" University,"
"College" and" Library, exclusive of books"-the Divinity,
Law, Medical, and Scientific Schools, the Observatory, the
Bussey Institution, the Dental School and the increase of
the Library being maintained from other sources of income.*
Such sums, I say, are enormous; yet, taking another
standpoint, they are but a small percentage of the debt
which money owes to mind.  Science has originated-what,
among the great and legitimate agencies of money-making
has science not originated? Here is your Central Railroad
rolling through your city fifteen hundred freight cars daily,
and rolling the wealth of the west-the wealth of the east
*It may be instructive to extend statements of this sort. For instance, the annual
incomes of certain strictly scientific institutions and departments of institutions are
stated to be as follows:-Natural History Department of the British Museum,
$IOO,OOOi Zoological Society of London,  $IOO,OOO to $I25,000;  Zoological
Society of Amsterdam, $55o,ooo; Zoological Garden at Hamburg, $30,o000; Kew
Garden at London, $Ioo,ooo; Berlin Aquarium, $50,000; Jardin des Plantes,
$200oo,ooo000; Museum in Edinburgh, $45,00ooo; College of Surgery in London,
$55,o0; Imperial Geological Institutein Vienna, $40o,ooo.   The annual income
of the University of Michigan is now $840ooo. 
76
the wealth of the world, into the coffers of its stockholders.
Who invented the railroad, the locomotive, the steamengine, through which this enormous traffic is carried on?
Was it the men into whose pockets the profits are gathered?
Or was it mten nurtured in the schools of science and art?
Where originated the idea of the electric telegraph, whose
ceaseless clicks mean countless dollars to American citizens?
In a dingy laboratory in the Old World.   In the, night
watches of a poor professor of the New World.  But the fact
is patent, and the thought is trite. Money can never repay
the debt it owes to mind. But let it, at least, acknowledge
its obligation.  Let it, at least, make.confession to the world
that learning sustains most intimate relations to the sources
of wealth, and to the conditions of society which confer upon
wealth its value-protecting it, and making it the means of
human happiness. There is only one way in which money
can practically make this confession. It must bestow unstinted patronage upon the institutions of learning.
Thanks to the humanitarian culture which the American
'civil polity has conferred upon American citizenship. The
nation may not found and rear its universities; but the
citizens of the nation will do it. States may seldom devote
the public resources to such ends, but individuals reared by
the state will consecrate their millions. King,s and princes
we have not, to draw from their magnificent revenues the
means to establish schools of science and art; but princely,
royal civilians we have, who are tendering resources with
more than imperial generosity. Thanks to the conservatism
of the state, it has left the field of higher education clear for
the development and exercise of the grandest private munificence the world has ever witnessed.
With grateful heart, with exultant hope, we record the
fact that our own University has been the recipient of a
generous share of this munificence.  There are lames already mentioned in her history, which will be handed down
to the latest generations, gathering increasing veneration 
77
with the rolling years.   The  University shall  be  their'
monument; and unlike the pyramids, destitute of the forgotten names of their ambitious builders, the University
will inscribe the names of its founders and benefactors imperishably upon the pages of its history, and engrave them
ineffaceably upon all its walls.
With peculiar pleasure, I acknowledge, in behalf of the
University, a generous contribution just received for the
Museum of Geology, from one of our adopted alumni, himself at once an ornament to science, a successful authorand
a patron of learning.  It consists of copies of three of the
giants of the extinct world-the Megatheriun, the Glyptodon
and the Colossoclielys. These, in due time, you will see
mounted, and preaching their lessons, in our temporary
museum, inscribed with the name of J. Dorman Steele.
I desire toadd an especial word of grateful acknowledgment to the corporation and citizens of Syracuse for the
ready monetary sympathy with which they have responded
to the demands of this great educational enterprise domiciled in their midst. I should do violence to my own feelings not to acknowledge, also, the cheering cordiality with
which I, as a representative of the University, have been
welcomed to their city, and the universal interest which has
been manifested in my prospective work.
I embrace the occasion, however, to remind our citizens
that they will be the largest sharers in the intellectual, social and material results which the University will create.
A city like this, should furnish at least a hundred persons
annually, desirous of opportunities for higher education. We
aspire to build here an institution which will enable them to
fulfill their desires without foregoing the privileges of the
parental roof.   Viewed  only in  its influence upon  the
material prosperity of the city, a new university, founded
under such auspices, is not to be regarded merely with the
same interest with which you welcome the advent of some
new manufacturing or commercial enterprise. You, citizens 
78
of Syracuse, have lacked nothing which ordinary business
energy could win. You have not lacked even the best
system of public schools in the State. The University
brings within your reach a new class of agencies. Its affili ations will not only ramify through your city, but will reach
out to every city and hamlet and school-room in the State,
weaving the wide interests of education in a common web
of sympathy with it, and turning all eyes nay, I hope soon,
the world's eyes-toward the Central City.
The city, therefore, can afford to be generous toward the
University. The city might even afford to sustain the
University, and monopolize the munificence of creating
such an endowment as would satisfy the needs of the University demanded by modern science, modern culture and
modern industry, upon the American soil.
Ample opportunities still exist for individual benevolence.
Libraries, departments of libraries, cabinets, laboratories
and observatories are yet to be founded and endowed; and
buildings are to be erected for their uses. Lectureships
and professorships remain to be endowed. Here is room
for a wide range of tastes and sympathies. Chairs of
physical science, languages ancient or  modern, mathematics, aesthetics, history and philosophy, suggest noble
means to perpetuate the memory of worthy names. I hope
the time is not distant when some far-seeing patron of
learning may be moved to endow a chair which might be
styled the chair of the "Philosophy of the Sciences."
I enterupon this field of labor with cheerful hope, and
assuring faith. I am here only because I have faith in the
mind and heart and will of this people to honor Christian
beneficence in creating here a genuine-a grand University. The strength of the bonds I have broken in identifying myself with this enterprise, few can appreciate. But,
like Cortez, I have burned my ships behind me, and must
conquer success or perish. I rely first, and always, upon
Divine aid to guide and second my best endeavor; and I 
79
trust next, to the enlarged intelligence and wise munificence
of the men of Syracuse, and those other noble men and
women throughout the State, who may yet feel moved to
consecrate some portion of their wealth to the cause of Christian Learning.
* * 
z.