Nevada State Dniyersity 1874-1904 THE LIBRARY OF THE UNIVERSITY OF CALIFORNIA LOS ANGELES Nevada State University Tri- Decennial Celebration May 28 to June 2, 1904 Edited By J. E, Church, Jr. Memorial Volume Press of BaRNDOLLAR & DURLEY Reno, Nevada Dedication To the University Pioneers, whose faith made the founding of this University possible. 3 7^' 7. ^ Contents PAGE Dedication 2 Illustrations 4 Acknowledgments 5 Committee on Tri-Decennial Celebration 7 Historical Sketch — Professor Romanzo Adams 9 Commencement Exercises and Tri-Decennial Celebration Program 24 Baccalaureate Services Program 26 Baccalaureate Sermon, "The Genuine Culture of Life" — President Joseph lidward Stubbs 27 Tri-Decennial Celebration Program 50 Address of Welcome — Honorable George F. Turrittin, Mayor of Reno -. 51 A Greeting From the Pioneers — Honorable Cranston Allen, Oldest Surviving Member of the Legislatureof 1873. 5^ Letters of Congratulation and Regret 53 The Pioneer Class 60 The University's First President, Le Roy D. Brown: a Trib- ute From His Son — Thomas P. Brown 61 "University Hymn" — Sam Davis 67 The Spirit-of the Pioneers: By One of Them — Professsor Emeritus Hannah K. Clapp 68 What the University Stands For — Professor N. E. Wilson. 74 "My Own Nevada" — Robert Whitaker 84 The University and the State — Judge G. F. Talbot, Associ- ate Justice of the Supreme Court 85 The University and the National Government 91 r-'i'^.O TRI-DECENNIAL CELEBRATIOS Memorial Services PAGE I'rdKrnm 94 riu- Departed University Pioneers — R. L. Fulton 95 The Departed Alumni and Students — E. H. Caine 118 I'raypr 124 III Mcmoriam 124 Alumni Banquet Toasts 126 The University: the Baby — Honorable D. R. Sessions, First Principal of the University 127 "Retrospect" — Sara Davis 134 Our President — Professor Laura De Laguna 135 The University: the Man That is to Be — President Joseph Fdward Stubbs 138 "To N. S. U."— Robert Whitaker 143 "A Song to N. S. U."— Miss Elizabeth S. Stubbs 144 Commencement Exercises Program 146 Annual Commeucement Address, "Education for Com- merce as a Profession" — Professor Carl C. Plehn, University of California 147 Catalogue of Graduates College of Arts and Science .. 162 College of Engineering 174 College of Agriculture and Domestic Arts 184 State Normal School 186 Addenda 202 Higher Degrees 203 Honorary Degrees 204 Illustrations Main Entrance to the University Frontispiece The late John Newton Evans, University Regent, 1897-1903. 6 Board of Regents 8 President Joseph Edward Stubbs 27 LeRoy I). Brown, First President of the University, 1SS7-89. 61 Professor Emeritus Hannah K. Clapp 68 Panorama of the University Campus 78 Honorable I). R. Sessions, First Principal of the Univer- sity, 1874-78 127 Acknowledgments The publication of this volume was made possible by the generosity of the following citizens: Francis G. Newlands John Sparks G. F. Talbot Cheney, Massey, and Smith Orvis Ring Farmers and Merchants National Bank Robert L. Fulton J. N. Evans, Deceased Washoe County Bank George H. Taylor The Humphrey Supply Company C. Novacovich Reno Mercantile Company J. R. Bradley Company Henry Anderson Matthew Kyle Robert L. Lewers P. L. Flanigan W. H. Patterson Nevada Meat Company Richard Kirman W. W. Booher John F. Bray Sardis Summerfield Bank of Nevada Frank H. Norcross In the editorial work, material assistance was rendered by Professor Gordon H. True and Professor Romanzo Adams, mem- bers of the Committee on University Publications. Regent John Newton Evans A statement of obligation would be incomplete without an acknowledgment of personal indebtedness to the late Regent Evans, whose tragic death removed him from the councils of the Committee on Celebration. Mr. livans was president of the Board of Regents when the plan of holding a Tri-Decennial Celebration was first proposed to that body, and the enthusiastic support which he at that time promised the movement, was given throughout by his successor, Regent Bray, and by his colleagues on the board. By his death at this time, the celebration of the university became also the memorial of one of its most loyal pioneers. Ri(;K,\r John Niwion 1',\ a.\; Dll'I) N()\ h\llil k I .^ , I i;(^ ^ Committee on Celebration Regents — Richard Kirman, W. W. Booher, and John Edwards Bray. Representing the Faculty — Professors J. E. Church, Jr., Romanzo Adams, and R. L. Lewers. Representing the Alumni Associations — University — Hon. F. H. Norcross, Hon. H. C. Cutting, Mr. E. E. Caine, Miss Elizabeth Stubbs. Normal — Miss Stella Webster, Miss Helena Joy, Miss Frances Frey, Miss Jennie Jameson. County Representatives — Churchill— Hon. W. C. Grimes, Mr. E. A. Freeman. Douglas — Hon. H. F. Dangberg, Jr., Hon. H. Springmeyer. Elko— Mr. W. T. Smith, Mr. L. L. Bradley. Esmeralda — Mr. Philip McGrath, Hon. Samuel R. Wasson. Eureka — Mr. John Hancock, Mr. I. C. C. Whitmore. Humboldt— Mr. F. M. Lee, Hon. W. C. Pitt. Lander — Mr. L. A. Lemaire, Judge W. D. Jones. Lincoln — Hon. H. E. Freudenthal, Hon. Levi Syphus. Lyon— Captain Herman Davis, Hon. John Young. Nye— Hon. T.J. Bell, Mr. T. L. Oddie. Ornisby — Ex-Governor R. K. Colcord, Hon. Eugene Howell. Storey — Mr. G. McM. Ross, Major F. M. Huffaker. Washoe — Judge A. E. Cheney, Mr. John Sunderland, Sr. White Pine — Hon. H. A. Comins, Hon. Charles Greene. Members at Large-^V' " Glrvernor Joun Sparks, Mrs. A. Card, Mr. Joseph A. Ryan, Mrs. J. F. Holland, Miss Lida Russell, Hon. George S. Nixon, Mr. William Smiley, Hon. Joseph Hill, Mrs. C. T. Bender, Mrs. P. L. Flanigan..^Irs. H. H. Howe,]Hon. J. D. Torreyson, Mr. A. J. Taylor, Mr. O. J. Smith,' Judge B. F. Curler, Mrs. Mark C. Averill, Mr. Charles Butters, Mr. R. L.Fulton, Hon. Sardis Summerfield, Hon. A. W. Goble, Hon. John TRI-DECENNUL CELEBRATION Shier. II(jii. J. A. DlmiIoh, Mr. R. \\. Richardson, Hon. Jaiucs II. Marriott. Committee on Decoration — Mrs. Sardis Summerfield, Miss Katherine Lewers, Mrs. L. W. Ciishnmn, assisted by Mr. Richard Brown, Superintend- ent of Buildings and Grounds, and Mr. Abram Steckle. Committee on Music — Mrs. A. L. Lay ton, Mrs. H. H. Howe, Prof. Ronianzo Adams, Prof. J. E. Church, Jr. BOARD OF REGENTS 1904 Richard Kirman, President W. \^ . BoOHER loHN Edwards Brav Geor(;e H. Taylor, Secrhakv I The University An Historical Sketch By Professor Romanzo Adams n^HE American state universities owe their origin chiefly to a national policy which is more than a century old. In 1787, the year of the Constitutional Convention, when there was still great uncertainty as to the future of the country, whether it would be bound into one nation or whether it would exist as many jan- gling states, the old congress of the Confederation, in session for the last time, made the significant declara- tion that "Religion, luorality, and knowledge being necessary to good government and the happiness of mankind, schools and the means of education shall be forever encouraged." In pursuance of this policy, Ohio, the first public land state to be admitted into the Union, received by act of Congress seventy-two sections of land to be de- voted to the purposes of higher education. As the country developed, the provisions of this act were ex- tended to each of the new states and territories in which there was public land, and upon these founda- tions have developed nearly all of our American state universities. TRl DECENNIAL CELEBRATION A^,'riiii. when the life of the nation was in danger, wIrii the jjcrpetuity of our institutions was threatened through civil war. when the cf)untry's resources were taxed to the utmost, a second great step in the develop- ment f)f governmental policy toward higher education was taken. On July 2, 1.S62 President Lincoln approved the Morrill Act which provides that each state shall re- ceive thirty thousand acres of public land for each senator and member of the House of Representatives, tlie proceeds derived from the sale of which shall be de- voted to the "iiKiuwiiient, siijfport, and niainteuaiice of at least one collej^c where the leading object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts, in such manner as the legislatures of the sev- eral states may respectively prescribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions of life." The provisions of this act were extended to new- states and territories from time to time, and resulting from it, is the magnificent system of colleges of agricul- ture and mechanic arts. In many states the colleges of agriculture and mechanic arts exist as separate institu- tions, while in others, as in Nevada, they exist as de- partments of the state universities. It is an interesting coincidence that both of these great acts of national policy with reference to higher education came out of times of storm and stress. Each is evidence of the farsighted wisdom of its author. What is better designed to guarantee the perpe- tuity of our nation and its free institutions than that exact scientific knowledge which has bound the parts of the nation together in an industrial sense and that AN HISTORICAL SKETCH breadth of view, that breadth of sympathy, that just appreciation of what is best in the achievement of the past, which it is the function of the university to foster? By an act of Congress approved July 4, 1866 the provisions of the general acts above mentioned were ex- tended to Nevada, thus giving seventy-two sections of land for the university and ninety thousand acres for the college of agriculture and meclianic arts. By a further provision the state was authorized to divert the money derived from the sale of the last named lands from the teaching of agriculture and the mechanic arts to that of the theory and practice of mining. From the sale of land the university has received in all over $135,000 most of which is invested in four per cent bonds of the United States, of the State of Nevada, and of the State of Massachusetts. The interest only may be used. This amounts to over $5000 yearly. The gift of land, however, was only the beginning of -national aid to the university. Through the Hatch Act, approved by President Cleveland March 2, 1887. the state experiment station receives $15,000 annually; and through the Morrill Act, approved by President Harrison, August 3, 1890, the college of agriculture and mechanic arts receives $25,000 annually. All in all, the university receives from the national government over $45,000 annually, and this constitutes approximately three fourths of its support. On account of the liberal aid received from the national government it has not been necessary hitherto for the state to raise a large amount by taxation for the support of its university. During a part of the uni- versity's life the state contribution toward ordinary expenses has been nothing or merely nominal. All the buildings, however, have been built by the stale. TRI-DECENNUL CELEBRATION and in recent years the re};ular annual apprf>priatioii has been increased gradually until it is now over Si5,ooo. Doubtless, in the future the legislature, by means of larger appropriations, will enable the univer- sity to meet the increasing demands placed upon it. The constitution of Nevada has the following pro- \isions relative to the state university: "The legislature shall provide for the establishment of a state university which shall embrace departments for agriculture and mechanic arts and mining, to be controlled by a Hoard of Regents whose duties shall be prescribed by law." "The legislature shall have power to establish normal schools and such different grades of schools from the primary ilepartment to the university as in their discretion they may deem necessary." The first legislature under the constitution by an act, approved March 19, 1865, provided for the estab- lishment of an agricultural and mechanical college to be located in Washoe County. But there was no real demaud in the state as yet for higher education. Prac- tically the whole population of the state had entered its borders within a very few years and the people had not come in quest of educational opportunities. As a consequence of this indifference, the provisions of this act never became operative. During the period from 1865 to 1873 th^ board of regents held sessions as fre- quently as necessary to make provision for locating and disposing of public lands, and thus rendered useful ser- vice to the university while as yet it was not. The actual establishment of the university was provided for by an act, approved by Governor Lewis R. Bradley, March 7, 1S73, By this act the university was located at Elko on condition that this city should 12 JN HISTORICAL SKETCH provide grounds and a suitable building. This condi- tion was complied with and the board of regents re- ceived the deed of transference June 23, 1874. The work of the preparatory department began on the twelfth day of the following October with seven pupils in attendance and with D. R. Sessions, A. M., as prin- cipal and sole teacher. During the years at Elko the school did not flour- ish greatly. There were never more than thirty-five pupils enrolled in one school year and not over half of these came for the whole year. Although a suitable dormitory building was erected for outside students, it was never occupied by more than three or four at a time. Practically, the attendance was confined to res- idents of Elko. The work was of grammar and lower high school grade, few pupils remaining in attendance for as much as two years. Mr. Sessions served as principal for over four years when he resigned to accept the office of state superin- tendent of public instruction. His successors were W. C. Dovey, 1879-81; T. N. Stone, 1881-3; E. S. Farring- ton, 1883-4; and A.T.Stearns, 1885. A mining depart- ment was added in 1882 with J. E. Gignoux at its head. Although the attendance during these early years was small and irregular. Principal Sessions and his success- ors were able to secure some results worthy of their faithful efforts. The peculiar merit of Mr. Sessions' teaching was that, as far as possible, he adapted his instruction to the individual needs of each pupil. The instruction it.self was largely individual, each pupil concentrating his attention upon some one thing and doing that well. Mathematics was a favorite subject. While no students were graduated in this period, there are still in the state a number of representatives of these »3 TRI-DECENNIAL CELEBRATION early classes and their success in life reflects credit alike upon themselves and upon the old school at Elko. On account of the sniallness of the attendance at the university, it was considered advisable to move it to the western part of the state where the population was {greater. Consequently, on March 7, 1885 an act changing the location to Reno received the approval of Governor J. W. Adams. This was the twelfth anniver- sary of the day on which the university was estab- lished. The first floor of Morrill Hall having been com- pleted, the preparatory and mining departments were reopened at Reno in March, 1886, with J. \V. McCammon, A. B., as principal and A. H. Willis, A. M., as instructor in mining and assaying. During the one year these men served the institu- tion, the plan of work developed at Elko was followed in the main. The spring and summer of 1887 was de- voted to the work of completing Morrill Hall, and on the fifth of September the university opened its doors to students with LeRoy D. Brown, A. M., Ph. D., as president. The year 1887 marks the close of a distinct period in the university's history and the beginning of another equally distinct. Heretofore it had been recognized only as a preparatory school. Now it assumed the name, university, and its executive head received the titleof president. While the mere change of namedid not immediately transform the school into a university in fact, it did mean that the people of the state had decided to make it a university in fact as well as in name. To this end they began to make more adequate financial provision. After thirteen years of work in which the institution wisely and frankly confined its eflForts to «4 AN HISTORICAL SKETCH work of grammar and high school grade, it now began to seek the field of higher education for which it was primarily designed. Before it could become a university it had two tasks to accomplish. First, it had to broaden the scope of its work and, second, it had to raise its standard of scholarship. Any one who would understand the course of the university during the years from 1887 to 1904, must see these two demands as determining its aims and ideals. From this standpoint its whole course may be seen as a unity. Greater than any individual man or woman who has exemplified it, this university ideal has determined the broad lines of the school's policy continuously, whatever changes there may have been in the personnel of the faculty. Not always with most speed, not always with greatest wisdom, but none the less surely has the university been approaching the real university ideal. Great credit attaches to the work of those men and women who as regents and members of the faculty contributed to the progress of these years, but back of the efforts of these few individuals was developing the State of Nevada which was passing from the early pioneer stage to a stage of more settled conditions. There was com- ing to be a real demand for higher education. The faculty, consisting of two members. President Brown and Professor Hannah K, Clapp, in the fall of 1887, was increased to four before the end of the year and to seven before the end of the second year. Dur- ing these two years was worked out, in the rough, the plan of organization which exists today. During the first year four departments were recognized although they were not fully organized. They were the school of liberal arts, and the raining, the normal, and the commercial schools. Walter McNab Miller came as »5 TRI-DECENNIAL CELEBRATION jtrotcssor of natural science in October 1887, and William B. DauRherty began the work of the commercial depart- ment in the following spring. The school of mines was organized with Robert D. Jackson, Ph. B.. at its head in the fall of 1888. At the same time Miss Kate N. T. Tupper became the first head of the normal school. In October of the same year (18S8) Lieutenant Arthur C. Ducat, Jr., organized the military depart- ment. The experiment station was organized in 1889, I'resident Brown acting as director. President Brown's two years was a period of beginnings. During the administration of President Jones, 1889 to 1.S94, the forces which were shaping the university took more definite form. What was at tirst hardly tuore than an organization in outline now became a real organization.. In 1889 small classes were graduated from the normal and commercial schools, but not until 1891 were there any graduates from the school of liberal arts, while the schools of mines and agriculture grad- uated their first students in 1892. Those were days in which the present traditions and ideals of the university were forming. The period is best characterized by one who by reason of playing a part therein, is familiar with its men and its tendencies: (Professor Henry Thurtell in 1904 Artemisia) "The faculty consisted almost entirely of men in the prime of young manhood, not as full of learning as the faculties of older institutions, but full of vital en- ergy and ambition, devoted to the university and alive to every opportunity to advance what each believed to be for the general good. They were not always united in opinion concerning the various matters that came be- fore them for consideration. The discussions in these AN HISTORICAL SKETCH faculty meetings were animated and exhilarating, but did not always result in the substantial unanimity of conclusion that might have been expected from the length and strength of the arguments advanced. How- ever, the vigor of debate and the warmth of rejoinder and repartee seldom were allowed to make unpleasant the social good feeling that prevailed between the dif- ferent members. Here was a university in process of being constructed, put together by men trained in widely different schools. Each man had his own ideas, gained by experience, or acquired without experience, of methods and manners of accomplishing desired re- sults. Each was somewhat tenacious of his own opinion and some were more or less impatient of the opinions of others, but out of these long and occasionally spicy dis- cussions grew the policy' that has made tlie university what it is today." During the administration of President Stubbs the scope of the work has been broadened by the addition of three schools, the school of mechanical engineering, the school of civil engineering, and the school of domes- tic arts and science. The university high school has been organized, consisting of a preparatory and a com- mercial department. In the earlier years the commercial school subserved the double purpose of preparing for practical business life and also for entrance into the university, although little more than a good common school education was required for such entrance. After the creation of the preparatory high school, the com- mercial school continued to be preparatory for the technical schools for a number of years; but gradually the two high schools have differentiated in function, each developing special characteristics adapting it to the needs of its students. »7 TRI-DECENNUL CELEBRATION TIk- chief si j^Miilk-aiicc of the university high school is that through it, as well as through the development of the high schools of the state, the university has been able to raise its entrance requirements by about two and one-half years. This rise came about very gradu- ally, extending over a period of about eight years. Probably this is the most important change of the last ten years. It would hardly be too much to say that it means the passing of the university from the field of secondary education to the field of higher education. Viewed from this standpoint, it appears that the institution is now just entering upon a new stage in its development. Having passed through a period of rapid change, it now enters upon a more even course. Not that development will cease, but that it will be different in character, is the point. The course of study has been constantly in a transitional state, and consequently some- what uncertain in its demands. The same could be said of the entrance requirements. In both cases this ten- dency to change will be much less observable in the future. Moreover, there will be fewer changes in departmental organization. Possibly, new schools may be added in the course of years, but they will come in more slowly, if at all, and they will be so co-ordinated with the existing schools as to cause comparatively slight readjustment. Such development as may come in the next five or ten years — and it is sure to be considerable — will be in the way of finer adjustments within the existing organi- zation. The system of admitting new students, of clas- sifying, promoting, and graduating them will become more definite. The instruction given in the various departments will be better, and it will be better co-ordi- nated. Students will be better able to select their work i8 AN HISTORICAL SKETCH under the group elective system. Library and labora- tory facilities for advanced work will be improved. The plan of one year's leave of absence in seven for the members of the faculty will give them such opportunity for study and travel as is necessary to keep in closest 'touch with the scientific and educational progress of the age. All in all, the university is sure to be a great gainer through these many minor changes. In fact, they can be considered minor changes only when com- pared with the more rapid and radical changes incident to the newness of the early days of the university. The statistics of attendance at the university, which appear in the table on the following page, reveal some interesting facts. For the Elko period only the totals can be given. Beginning with 1887-8, the table shows the number of departments organized and the number of students in each. Reading the columns from top to bottom shows the changes in attendance for eacli department and for the university as a whole. Reading the lines from left to right shows the absolute and com- parative number of students in each department for each year. The most marked facts to be observed are, first, the rapid increase in attendance from 1887 to 1897, and, second, the proportionately larger increase in the num- ber of students doing work of college grade. The rapid growth of the school from 1887 to 1897 is due to a number of causes. First in importance is the general development of the state and its whole educa- tional system. There had, for the first time, come to be a real demand for a university. Another factor of almost equal importance was the better opportunities whicli the university, by reason of its larger faculty and better equipment, was able to offer. A third cause co-operat- ing with these was the business depression. It is a fact •9 TRI DECENNIylL CELEBRATION A STATISTIC AI. TAMLr, ( "living oiirolhmnt in the various schools of the iiniversity from the yc;ir 1H74-5 to the present time: n > 1 V D 8 2 B n ID i 8 > 3. c c « c ; B n 2. It ao B < . B 2 § E 1 "0 li << S 3- n —It rt P s 3" l87-l.lS7,s i87.s-'876 lS-6-1877 i}':7-iS7S 1.S78-I879- 1879-1880 I880-18SI. )SSl-lRS2 lS,S2-i883 l>«3-iS84 i^-iSSj* iS8-.-i8fi6» i><8^-iS.S7t 1S87-18H.S i*«S-iflS} i8S.,-i8<)0 iS.jo-1891 lS.)l-t802. r8i2-l8t)3 i8q3-i8-j4. iSo4-i8q3 i8..«.-i8g6 18.16-1897 iSvi7-i8.j8 i}yiS-iS9Q lS<)9.i9ix) I1700-1901 ig5 19 23 29 44 54 58 52 47 59 52 66 49 5 3 5 5 6 6 5 2 t 2 3 I 5 8 5 14 18 30 2 4 5 4 9 4 5 5 36 36 35 36 40 47 67 87 Si 67 68 58 47 53 24 II •• 29 62 47 61 42 44 33 42 39 55 59 48 37 40 53 53 51 46 39 31 33 41 38 38 18 18 5 17 19 31 38 39 72 34 34 39 43 55 48 52 37 45 12 16 27 30 35 24 25 29 31 3» 34 30 "5 143 •37 163 «54 'S4 "79 265 335 347 335 325 32:1 308 339 207 25S • No schiK>I from June. 18S5 to March, i,SS6. t From March, 1886 to March. 18S7. JN HISTORICAL SKETCH frequently observed that when there are fewer oppor- tunities for profitable employment, more young people seek a higher education. On the other hand, in periods of great business prosperity, when young men have abundant opportunity for profitable employment, they are less apt to be willing to devote four years to getting a college education. Incidentally, this accounts, in part, for the decrease in attendance in recent years. Another factor, and probably-a more important one, is to be found in the growth and development of the high schools of the state. With the general improvement of the city, vil- lage, and county high schools, fewer pupils come to the university to do work of high school grade. The figures show that during most of the time since 1897, in which the total attendance has been decreasing somewhat, the attendance in the departments of strictly college grade has been increasing. This means that the university is coming more and more to be an institution of higher education, and that the high schools of the state are doing more and more of the work of secondary educa- tion. There is no doubt, however, that the marked de- crease of the past year is due largely to another cause. Whether deservedly or not, the city of Reno has recently gained an unenviable reputation, not only for its large number of saloons, gambling houses, and places of questionable resort, but for a widespread influence for evil resulting therefrom. This has caused many parents to either keep their children at home or send them to the schools of other states rather than expose them to the influences supposed to exist in their own university town. While the places referred to are recognized by the Nevada law, a law as rigidly enforced 21 'I'Rl-DECENNIAL CELEBRATION iti Reno as in other towns of the state, the fact remains that the reputed condition of affairs lias seriously crip- pled the work of tlie university. So grave is the situa- tion considered by the board of university visit(jrs that they have taken decided action concerning it; and the jieople of Reno have demanded a more rigid enforce- ment of the law. Commencement Exercises and Tri-Decennial Celebration 23 IVogFc ram Saturday, May 28 Morning, 9 to 12 o'clock and afternoon, 2 to 4 o'clock — Reading of Graduation Theses. Afternoon, 3 to 5 o'clock — Exhibition in Cooking and Breadniaking by the Students in Domestic Science. ICveniug, 7:30 o'clock — Business Meetings of the University and Normal School Alumni Asso- ciations. Sunday, May 29 Morning, 10:30 o'clock — Baccalaureate Services. Monday, May 30 Kvening, 7:30 o'clock — Informal Reception by the President, Regents, and Faculty in honor of the Pioneers and other University Guests, Alumni, Members of the Graduating Class, Students, and Citizens. Tuesday, May 31 Morning, 10 o'clock — Senior Class Day Exercises. Afternoon, 2:30 o'clock — Semi-Annual Meeting of the Nevada Academy of Sciences, and Initial Meeting of the Nevada Historical Association. livening, 8 o'clock — Senior Farce. Wednesday, June i Morning, 10 o'clock — Tri-Decennial Celebration. Afternoon, 3:30 o'clock — Memorial Ser\ices in honor of the Departed University' Pioneers, Alumni, and Students. Kvening, 8:30 o'clock — Alumni Banquet, Thursday, June 2 Morning, 10 o'clock — Annual Commencement Exer- cises, lu'euing, 8 o'clock — Senior Reception to F'riends. 24 Baccalaureate Services President Stubbs, in honor of the completion of ten years of service as president of the university, was in- vited to preach the sermon. The regents, faculty, and seniors met at Morrill Hall, and marched to the gymnasium in a body. The local post of the Grand Army of the Republic and the Woman's Relief Corps were present as guests. 25 Prograpi DEAN THURTELL, Presiding Music, prelude, lo to 10:30 o'clock Mrs. B. Dinsmore Invocation Reverend S. H. Jones Singing, "Coronation" Congregation Hymn read by Reverend A. C. Welch Scripture reading, Psalm XCII Reverend W. C. Driver Singing, "Holy, Holy, Holy" Congregation Hymn read by Reverend A. C. Welch Prayer Reverend C. L. Mears iH^inging, "A Sacrificial Hymn" Carson Ladies' Quarte^ \ Mrs. Howe, Miss Howe, Miss Amy Howe, y'^ Miss McClaskey Sermon, "The Genuine Culture of Life" President Joseph E. Stubbs Singing, "There's a Pilot" Nevada Male Quartet Mr. Lunsford, Mr. Driver, Mr. Case, Mr. Thomas Announcements Singing, "God be With You till We Meet Again" Congregation Benediction Reverend S. H. Jones 26 President Iosei'h Edward Stubbs Baccalaureate Sermon The Genuine Culture of Life By President Joseph Edward Stubbs Text — "Ye shall know the Truth, and the Truth shall make you free." — ^John 8:32. A S I speak today to the graduating class of 1904, I am conscious that the occasion is of more than usual interest and importance. The tide of the history of our university is almost at its flood, with thirty years of thought and action to maintain and develop the growth of higher education in the commonwealth of Nevada. Scarce three decades have passed since the institution was established at Klko, modest in its beginnings but vigorous in its hopes and plans for future years. Its history has been somewhat varied and its career check- ered, but, looking backward from the foothills of thirty years, I think that our fathers builded wisely, perhaps better than they knew, and that the university, now past its youth, can turn its face to the splendor of the full-orbed sun and hope with matured powers to serve our state and our people in the advancement of all material, moral, and spiritual well-being. Thisday is given to the religious, but not sectarian, observance of the departure of a class of graduates from the scene of their university trials and triumphs. This day has, it seems to me, a rare significance for these latest children of the university as they turn their faces to the activities of life, sustained and enlarged by the 27 I'RI-DECENNI/IL CELEBRATION high purposes which their university has sought to im- part to them. It is indeed proper that in the presence of the regents, faculty, and personal friends, in the midst of this large assembly of well-wishers, that I should speak these last words of counsel and inspira- tion in an earnest and faithful spirit. The subject-— "The Genuine Culture of Life" — marshals us the way we were going. It suggests the duty now of setting forth the culture that is real and true. It is a rare and lofty word when we consider it in relation to the soil from which it springs and to the high purpose toward which it looks. Culture! The ver}' word brings us into sympathy with the world of life and growth around us, into relationship with the harvests ripening in our fields, with the herds grazing o'er our ranches, with the trees in our woods and orchards, and with the birds whose voices fill the air with melody. It makes us partakers of that sovereign spirit and purpose which works in harraon}- with nature, yet cf)ntrols and guides it to better results — a purpose which finds its every day expression in the improvement of soils, in the development of stocks and grains, and of va- rieties in fruits and flowers. The object in high breeding in varieties of grain and fruits and stock, is to secure the best qualities with the least expenditure of material. Hence, with intelligent foresight and application, men have bred into one variety the excellent qualities which before were found only in several varieties; so that now upon the ranch may be found the blooded horse, bred for speed and strength; the blooded steer and cow, bred for beef and butter; in the orchard grow the hybrid fruits, rich in excellence of color and flavor; while in the gar- den bloom flowers of surpassing beauty and sweetness. 28 GENUINE CULl'URE Culture and cultivation! Take down your lexicon for a moment; note that these two vigorous words sprinoj from the same root, and that their meanings, literal and topical, shade into each other at every point. Springing into life with the first marked development of civiliza- tion, they carry the flavor of the soil and its tillage into ideas which are pictures of the best qualities of character. Observe that culture and cultivation both represent care-taking — the elimination of the bad qual- ities, the development of the good — and that this idea is carried throughout, up the scale of physical, mental, and moral growth until it culminates in the ideas df honor and reverence to the supreme ideal of all excel- lence. The limitation of the word culture to mere polish of manners acquired from the conventional usage of good society, or to mere ornament of thought or diction, is an unjust application of a noble word. Training, discipline, development, growth, improvement, refine- ment, excellence, honor, worth, and worship — such are the words which are genuine kinsmen to culture. There is nothing superficial about these. They relate to the highest and holiest ideas which engage the minds and hearts of men. Culture belongs to character. It concerns the mental texture and the moral fiber of the man. It is a growth. It is a life. Upon man, then, the emphasis is to be placed. He is a living person, capable of growth himself and able to make every living thing grow and develop under his initiative. This distinguishes him from all forms of plant and animal life; they can be improved by intel- ligent care and breeding, but it is man only that can give this intelligence, that can will these changes. It is in this sense that God has given him dominion over 29 'I'RI-DECENNUL CELEBRATION the birds of the air, the fish of the sea, over every living, moving thing. Turn to the eighth Psalm and listen to the descrip- tion of the character, place, and power of the ideal man: "thou hast made him but little lower than God, And crovvnest him with glory and honour. Thou madest him to have dominion over the works of thy hands; Thou hast put all things under his feet." "Because of the divine spark in man, he is greater than the nightly heavens and the midnight sky blazing with inaccessible lights. Because he has consciousness, will, and reason, he is invested with the reflection of God's glory." This exaltation of man, the possibilities of his attainment of intellectual and moral excellence, his command over the forces of the earth, places in his hand the scepter of rule. If man loses his crown and throws away his scepter and is content to share with the brute creation the servitude of his immortal powders, the fault and the shame of it rest with man, not with God. Genuine culture! Real cultivation! Bishop Vin- cent tells the story of a prominent business man in New- York who was accustomed, night and morning, to take a suburban train to his home twenty miles out of the city. He usually had some new topic of conversation pertain- ing to the general interest of society and the means by which it could be made better. At one time he met the bishop on the train with a countenance all aglow with interest and said to him: "Bishop, I have made a discovery after these many years and I intend to make use of it with reference to myself. I have found the secret of good living, of right living, the method of do- ing good to one's self, and to others. It it this: "To be 30 GENUINE CULTURE real, to be genuine!" What this man took to be a mar- velous discovery was, like all great principles of life, simple 5^et diflScult of application; for to be genuine, to be real, not by word alone but by act and thought, to act out one's inmost thought and purpose in one's business and social life, is to gain the object which should inspire every man and woman to the highest eflfort, namely, a culture that is thoroughly genuine. Of all men who illustrate this virtue in their char- acters and consequent public acts, Abraham Lincoln stands out conspicuous. Tactful and sympathetic, often led by the impulses of his heart in dealing mercy rather than justice to men, yet in the great work of saving a people, saving them from their blindness and obstinacy, saving the friends of the great cause for which he was living and for which he was soon to die, his work, his life, was the grand expression of a culture that regarded every man as his brother, God as his father. "Ye shall know the truth and the truth shall make you free." This text divides naturally into two parts: I. The means: By knowledge of the truth. II. The end: We shall gain freedom. I "Ye shall know the truth." Majestic word! Pow- erful word! P'or the idea which the word represents men have shed their blood as martyrs and soldiers; they have died for their convictions; have lived lives of de- votion to duty. When Jesus was brought before Pilate, in reply to the question, "Art thou a king then?" he answered, "Thou sayest that I am a king. To this end have I been born, and to this end am I come into the world, that I should bear witness unto the truth. Mvery 3' 'I'R I-DF.CENNIAL CELEBRATION i»iK- tli;it is of the truth liearcth my voice." Pilate saith unto iiiui, "What is truth?" He may mean by this in- (juiry, "Why speak to me of ideal worlds? What concern have I for provinces that can yield no tribute and can offer no armed resistance?" Hut, I take it, he nieant more than this. It "was the mournful, bitter sarcasm which hides inward unrest in sneering words which speak of inward wretchedness." He was convinced of the innocence of Christ, but instead of adheriiig to his convictions, through vacillation, a willingness to yield to the brute cry of the mob, and a superficial liberalism of thouglit, often contracted in pul)lic life, he sent Jesus to torture and to death. What is truth? Christ did not answer the question (jf the man who was not in earnest and sincere. Truth yields only to him who honestly asks it. Truth is infinite. To whatever department of research the scholar may apply himself, he is very soon aware of the infinite vast- ness of the realm of truth. "In childhood truth seems to be near and measurable as the firmament above us; but with years they gnnv and grow, and seem further off and further and grander and deeper and vaster, as God himself, till we smile to rememember how we thought we could touch the sky, and blush to recollect the proud and Self-sufficient way in which we used to talk of knowing the truth." Yes, indeed, the truth is infinite, and when we have labored to the end of a long and busy lifetime, we shall have to confess that we have but touched the hem of its garment. And yet "Ye shall know the truth." There are at least six important truths which this period teaches in its thought and action to all who have open ears and receptive minds and hearts. I. It assumes, as we shall assume, that God is the 32 GENUINE CULTURE beginning and the end of our thought and our life; that he is not hidden in inscrutable darkness; but, rather, is light and life and love to all who seek to folknv after and to know the truth. 2. This age emphasizes not only the truth of God but the worth of personality. I bear witness, young men and women of this graduating class, that you are not the creatures of a day, but that each of you is en- dowed with a personality that distinguishes you from every other human being; you are the children of God; you are given capabilities for culture and growth that will continue under careful husbandry not only through the present life, but through the unending years of eternal life. You are, therefore, to respect yourselves, your natures, as the gift of God, and seek the fulfill- ment of the highest claims of these natures through action in this present world of mingled good and evil. 3. Tliis age emphasizes in thought and action the right of con.science to follow its conclusions. This faculty represents the union of intellect and emotion and judgment upon subjects which are brought before the soul, and when they are so brought before this inner court its decisions must be final until more light causes the judgments to be changed. In other words, this is the last court of appeal so far as personal thought and action are concerned. The nian who trifles with the convictions of his conscience does it at his peril. livery opinion and view must remain an open question freely to be reconsidered with the coming of more light; but "there are eternal truths of right and wrong, such as the plain moralities and the instinctive decencies of of social life, upon which it is perilous to argue. When the conscience sets forth a plain case of innnediate duty it is only safe to act at once." II 'I'R l-DECENNI/IL CEL EliRATlOS 4. This aj^e cinphasi/.es a lourtli jjrinciple, which is thf ri^'ht «)t every man to investigate the truth and to follow its teachings in his thought and in his action. We are speaking today in the midst of a young and growing university. There is nothing within univer- sity circles that is adhered to more tenaciously tlian this: that its professors and its students ought to have the freest and fullest liberty in the search after truth. This does not mean that men are to give out as truth the results of their investigations and experiments until the truth has been established. We should seek and we should follow the truth as we find it. There are propositions which the intellect must give assent to by reason of the very nature of the mind itself. No one contests the conclusions of geometry. The laws of man's spirit are just as valid and conclusive as those of his intellect, but they are not the same laws nor is the same evidence required for our assent to them. Dr. Gordon of Boston was once asked whether he was an optimist or a pessimist. He answered, "Nei- ther one; I am a truthist." If men hold to the truth of things steadily, tactfully, and above all things with a broad interest in human life, bringing their logic to the test of concrete facts, they can say with Dr. Gordon, "F am a truthist." In every department of study, in college and out of college, we can find the principles of truth for all ages, but we shall have to confess, as we grow older, that the more we investigate and the more we study, the wider and the grander becomes our horiV.on, the sublimer be- comes our view, while at the same time we rest content with the fact that we are only on the outer edge of knowledge. Architecture has its truth of right proportion, of 34 GENUINE CULTURE grace, and of beauty, and the principles which underlie useful and beautiful architecture are forever true. The painter gives expression to the common life, not as we see it but as he sees it, transfused and transformed by the elements of ideal Hfe which make it true for all time. And so the works of the masters in painting outlast the changes of society, and wealth is nobly devoted to the care of their paintings in museums and homes because they portray the real and the ideal in permanent union. We have also books which we call classic, and it is the constant aim of the wise teacher to make them familiar to his students. They are distinguished from other writings as literature because the writer clothes in imperishable beauty of thought and diction the life that is for all ages; and in the study of .such literature niany find the perfection of mankind. It is said that it is the business of culture to awaken man to a consciousness of some ideal and to set before him true and lofty standards. Matthew Arnold, a wise and wholesome writer, finds in culture a theory that makes perfection not in any external good but in an eternal condition of the soul, and that man's perfection cannot be self-contained, but must work the good of others ecjually with his own. He says the English nation is one tliat worships wealth, railroads, steam, and coal, as if these made the nation's greatness. In con- trast to all the grosser interests which absorb us, he pleads for the mental and spiritual perfection which has two prominent notes, beauty and intelligence. The difficulty with this theory is that while true for the most part, it does not sufficiently take into account all the factors of human nature. The culture that he de- scribes is a culture for the few, for the elect class, but the genuine culture that is described in the Bible and 35 'I'RI-DECENNUL CELEBRATION is meant by our text, a culture tluit is the truth, takes into account all men of all conditions who, accepting God as their father, and every man as their brother, and, conscious of the downward tendencies of sinning, move on toward perfection in a common faith. The scientiiic view of culture is very attractive to many minds. Scientific investigation and the scientific method of inquiry are true and have great potency in the investigation of things. The scientific method within its own sphere is highly useful, and has been the means of widespread influence in the advancement of our industries and commerce. Its conclusions can be accepted within its own sphere; they cannot be accepted in the large field of thought and activity which cannot be measured by its conclusions. "Habits of scientific investigation are exceptional and must always be con- fined to a few." "It is no unreasonable demand, therefore, that the man of science, when judging of the things of the spirit, should leave his solitar\' eminence and place himself among the sympathies and needs which he shares with all men. The logical or scientific faculty, that by which we discern logical, mathematical, or scientific relations, is not the highest exercise of reason. The knowledge of the highest things, those which most deeply concern us, is not attained by mere intellect but by the harmo- nious action of understanding, imagination, feeling, consciousness, will — that is, of the whole man. This is reason in its highest exercise, intelligence raised to its highest power, and it' is to this exercise of reason that we are called in apprehending the things of God." 5. The thought and action of this age tends to abol- ish the arbitrary nature of the distinction between the sacred and the secular; for everything in this world 36 GENUINE CULTURE belongs to God. With this insight, culture raises men and women steadily to the higher plane of living. The sacred is secular, the secular is sacred for man striving toward perfection. "Forgetting the things which are behind and stretching forward to the things which are before," he sees that everything except sin makes for the peace and prosperity of God's children, that in the common duties of life, as well as in the assemblage of art, industry, agriculture, commerce, science, letters, education, that he is constantly striving for the truth. 6. But this age also empasizes the fact that it is not opposition, but indiflference, to the truth that is the fail- ing of men. Wherever the truth in every department of life is honestly sought and uprightly lived by men, they should have our confidence, our support, and our esteem, however widely their opinions may differ from our own; for the world is to be improved by differences of judgment, by the clash of opinion. We should hold toward all men, as well as toward all opinions, our own as well as those of others, a sympathetic and cordial mind, ready to change our views whenever we are con- vinced that the truth requires them to be changed. We are prone to strive for our own good, and to have little regard for the good of others, though altruism, recog- nized and esteemed, makes the world good and true. Prove all things; hold fast that which is true. As you enter upon the activities of every day life, its strife, its peace, remember, my young friends, to ask of every problem, "Is it true?" and when the answer comes to you clear and decisive, you will be faithless to your university training if you do not act upon it. II "Shall make you free." This has inspired men In 37 TRI-DECENNIAL CELEBRATION do better things in every age. Liberty, freedom! At the Columbian ICxposition, Chicago, in 1893, tliere was written on the frieze of the entablature above the col- umns of the beautiful colonnade the motto of the exposi- tion, "The truth shall make you free." What more fit- ting motto than this could be found?" It should be written above everything which celebrates human achievement in the field (;f industry, of art, of .science, of agriculture, and of commerce. Taken in connection with the other statements of this eighth chapter of John, it is clear that primarily the freedom promised is freedom from sin. It does not say anything about the will being determined, or the will being free. It goes by all the philosophical distinctions which we are in the habit of making in regard to the freedom of the will. It simply says that if the Son shall make you free, you shall be free indeed. I. Freedom from sin. In the view of the greatest of all teachers, sin is the power that enslaves. It is a word of great comprehension and applies to all wrong against human kind, whether of thought, word, or deed, so that if you are free from this power, you will have liberty. Man is free by his own action, by his own will, and under this law of his being, he can direct his own life toward an end which may be high or low, noble or ignoble, and this simple yet profound statement of the word of God is proven true by the experience of all men. Dr. Munger, in his "Elssays for the Day." asks why Hawthorne so often chose sin for his theme, and an- swers it in the following comprehensive and graphic paragraph: "For the same reason that the great masters in literature always gravitate to it. The Hebrews put it 38 GENUINE CULTURE into the first pages of their sacred bonks. Job chose it, and set a pace often followed but not yet overtaken. The Greeks built their drama upon it. Shakespeare and Goethe could not justify their genius, except as over and over again they dealt with it. Dante put it under heaven and hell and all between. Milton could find no theme adequate to his genius but 'man's first disobedi- ence.' Shall we say, then, that a great genius makes sin his theme because it suits his purpose as an artist? Let us not so belie him. He takes it because it is the greatest theme, and also becau.se it falls in either with his convictions, as in the case of Milton, or with his temperament, as in the case of Hawthorne. And why is it great? Because it is a violation of the order of the world, and is the defeat of humanity. It throws human nature wide open to our gaze; we look on the ruin, and see man's greatness; on his misery, and so uncover pitvi which becomes a redeeming force. Thus it opens the whole wide play of human life in its highest and deep- est relations. Nothing so interests men as their sins and defeats. Tragedy is born of them, and tragedy fixes evermore the steady gaze of mankind." 2. 'i'o be true is the essence of character. The only aristocracy in the world that is worthy of the name, that can be the possession of the many and not of the few only, that gives honor and peace of mind to its possess- ors, that survives all the vicissitudes of time, is the aristocracy of character. When man wills to do an act or not to do it, it is not the will but the character of the man that speaks, that restrains him from yielding to temptation, that gives him a strong impulse towanl the good. Character is the whole man, made up every day by the little things of life — faithfulness, though there be no eye to see, though there be no one to approve. 39 TRI-DECENNIAL CELEBRATION Wherever one may be placed, the character of the man in the many things that go to make up life, speaks out in the faithful performance of every duty; and this, we are assurttl, will at last exalt its possessor to the highest position of worth and honor. 3. Integrity. By this I do not simply mean sincer- ity. It is the soundness of the entire man; it is whole- ness, disinterestedness; it is the quality that sacrifices every personal consideration to the maintenance of what is right, of what is true; it is a quality acquired slowly by growth and experience, with the eye set upon a lofty purpose. A man may be honest with respect to the large things of life, but be careless with regard to the little things, which will sometimes have all the effect of dishonesty. Integrity includes the whole man and his conduct in regard to things both small and great. 4. Independence. A man is independent in the sense of freedom through a sense of personal responsi- bility, not through presumption or pride. He is re- sponsible for the keeping of his own life and for his conduct. If he goes abroad for recreation and explora- tion in the mountains, he employs a guide, but he does the walking. If he gives expression to the views which run counter to the current of commonly received opin- ion, it is because he considers the sense of personal re- sponsibility for the views which he holds as a matter of the first importance. He thinks for himself, he acts for himself, with a sincere and humble spirit, born of the spirit of truth which makes him free. Too often, when men are confronted with a question of importance, they ask not, "What is true?" but, "What is conven- tional? What is respectable? What is the opinion of the majority?" But the freedom which gives the spirit of 40 GENUINE CULTURE independence always puts the query, "Is this true? Is it right?" and, if the answer is affirmative, proceeds to act upon it. 5. Superiority to temptation. It need hardly be said that the best way to overcome temptation is to put the good quality or the good conduct in its place — "to put the soul on top," as the little girl expressed it. The man who is addicted to any evil habit, will say, when he is himself, "I will not do it." And the morn- ing passes. When the evening comes, he has done it and is the prey of remorse, increased, perhaps, by the aches and pains of the body and of the mind; but when the whole character speaks out and says, "I will not do it," by the strength which is added to by the very decision, the man dismisses temptation and rises the conqueror of himself. 6. Superstition and fear. These are v^ell-known forces which deprive man of his freedom of action and freedom of thought. Knowledge comes like the risen sun, the warmth of whose rays drives into the darkness these gloomy shadows of fear and superstition, and pro- claims to the world that the freedom which we enjoy is a freedom of the light, under whose rays grow all good things. 7. Political freedom. Christ came, not to give politi- cal freedom — "If my kingdom were of this world," he says, "then would my servants fight" — but to enunciate principles which, accepted by society, in the end bring about political freedom. He found half of the world bound by the fetters of slavery, and the other half slaves to their own appetites and passions; and through the ages, the quiet but effective work of these principles of freedom, these principles of truth, have gone on with great potential energy until it has changed the face of 4' TRl-DECENNUL CELEBRATION the earth. Slavery lias been abolished by all Christian nations; the truths of God have been preached and recognized until millions have thrown off the bonds ot servitude to evil and stand forth free men. Thus far I have spoken of the individual man, his nature, and his opportunities for growth toward an ideal which we call culture; the other side to man's culture and growth is his social environment, the field of his action. There can be no growth toward the ideal of l>ersonal worth except as man finds the opportunity in the social activities of the age. Every individual achieve- ment in social growth is the purpose of the individual man, of the ideal which the man seeks, and of the par- ticular expression of that ideal in the every day work, every day strife, every day achievement, falling short, perhaps, of the ideal, yet moving steadily toward it. So the opportunities for enlarged social activity come to every man in the institutions of society — in the church, with its many and varied activities; in politics, seeking, iu co-operation with others, the highest wel- fare of the state; in education, aiming constantly to higher results, the working of the spirit, the quicken- ing of the affections, the liberating of the imagination, the deliverance from the dominion of names and forms, the birth into freedom and power. Toward the accom- plishment of these results a good citizen ever keeps a steady eye and hand. We must ever keep in mind that the perpetuity t)f our free institutions depends upon the courage and wisdom of the men of every age in freeing place from the power and influence of 'corruption; in holding the jniblic ser\'ice and public office to be a public trust. The Outlook says: "It is charged that the college j^raduate is an essentially negative factor in the life of GENUINE CULTURE our American communities, that his attitude toward public affairs is conmionly critical; that, owing to this fact, he lacks ability to co-operate with his fellow-citi- zens in the struggle for civic improvement. If this charge be true, it is a most serious indictment; it should cause the lovers of higher education, if necessary, to plan, in the arrangement of their curricula, the methods of instruction that will show the importance and the necessity for their taking" a practical, as well as an idealistic, view of securing good government." Then we come to the question of municipal govern- ment, which, it is affirmed, is the weak spot of our country. There are more opportunities for bad govern- ment, and there are more opportunities for wrong doing in office, in the affairs of a municipality. Corrupt mu- nicipal politics continues the greatest menace to popu- lar government. This is due, not only to the opportuni- ties for corruption on the part of the officers in municipal administration, but to the fact that the community itself becomes honeycombed by the spirit of materialism, com- mercialism, or business aims, which are allowed to supercede the highest and best interests of the citizens, whose commercial and political interests, perchance, might be imperiled. It is the part of every good citizen to consider tlie question of municipal administration wholly with regard to the best welfare of the community. Its affairs should be conducted with all the care and judgment for the community that a father exercises in his business for the welfare of his home, his wife, and his children. I wish to dwell a moment upon the cjuestions per- taining to our own municipality — for our thoughts ani). 59 'I'RI-DECENNUI. CEI.ERRATION Captain V. M. Linscott, (jreenville, California Class of 1896 It will be impossible for me to leave the mine dur- ing Commencement week. Mr. Whitney, the manajijer, is absent. Thanking you for your kind regards, I am. Very respectfully yours, v. M. LrxscoTT. The Pioneer Class The tribute to the Pioneer Class by Mr. Sessions, the first principal of the university, was an extract from his toast, "The University — the Baby," which will ap- pear among the toasts given at the Alumni Banquet. 60 I.eRov D. Brown first president ok the in1\ ersity DIED JAMARY 1^, I 8q8 The University's First President Le Roy D. Brown A Tribute From His Son Bv Thomas C. Brown ( Class of 1899 ) 'T^HE subject which I am to present is near and dear to my heart, but one, withal, on which I feel con- siderable delicacy in speaking. But I am glad to jdin in the spirit of this University Day, and to take advan- tage of the opportunity to pay a just tribute to a loving memory. In view of this a few of my misgivings dis- appear. The time of which 1 am to speak carries me back to the summer of 1887, and to the town of Alliance, Ohio, where I see my father working at the desk of a bank cashier. My father had taught for twenty years, and had filled with distinction the highest educational oflSce of the great State of Ohio. He believed that Ik- had served his state faithfully and well, and that it was now due his family to provide for their personal com- fort, and for the education, in a fitting way, of his children. Hardly had he settled down in his comfort- able berth as cashier of a new bank in a good country, when the summons came to throw aside these plans and accept the presidency of this university. It was at no little sacrifice to his personal plans that he left this 61 I'R i-dfa:ennial CEL EBR.mON position and strnck out for the untried "land of sun- shine." His decision was made cheerfully and proni])t- ly; the opportunity to be again in his chosen profession was clearly appreciated by him, and the possibilities of Iiigher and greater service to the cause of education appealed most forcibly to him. He brought to the university in 1887 the accumu- lated and well-tried resources of long school service; he l)rought with him his personal energy and strong will- power. Most marked of all were his devotion to duty as he saw it, and the singleness of purpose which char- acterized his whole administration while here, the pur- pose, to which all else was subordinated, being the organization and development of this university. His first work was to select a capable, progressive, and sympathetic faculty — men and women who would uplift and educate the Nevada youth by force of char- acter as well as by the didactic exercises of the class- room. This work was done slowly and carefully, and into it was tailed his ability to look a man in the eyes and read his character and purpose in their depths. Next followed the general organization of the uni- versity as a school, and to this he bent his energies and gave his best thought. It was necessary to furnish at once a system that would serve immediate needs, and also serve as a foundation for the permanent structure to come. Into this system he was careful not to introduce machinery which, with better times and better means, would have to be cast aside. He built, as it were, the trestle work which would span the intervening years, and yet be strong enough to support the heavy work trains to follow. The gulf he endeavored to span is well nigh filled up and the work has been rounded off with scarcely a trace of the crude beginnings left to tell 62 LE ROr D. BROWN the story of that early struggle; but beneath it all is to be found that trestle work which the first president built so well. September 5, 1887 saw the real opening of the university. Ushered into existence by the provisional board of regents, the university made the proverbial small beginning. Call the roll of that September morn- ing, and we find the president. Miss Clapp. and thirty- five students commencing the pioneer work. The first year was one of much trial and not a few disappoint- ments. Much teaching and the manipulation of the funds (and they were scanty) drew heavily upon the president's vitality. Of that first year my father said to me: "I worked from sixteen to eighteen hours a day; 1 spent the nights in planning for the days that not a minute might be lo.st in getting under way. However, by the close of the year considerable had been done, and the establishment of dormitories for the young men and women seemed to be in sight. To my father these diffi- culties were a test of strength, in which he rejoiced. He had met the good people of Nevada in public and in their homes; he had found the students willing and anxious to make the most of their opportunities. And so, at the close of the year, he wrote to a frieud, "This year has been the happiest and most useful of my life." The opening of the second year, i888 to 18S9, was a more auspicious one. Several distinct movements forward were made, of which the first was the establish- ment of the normal school. He devoted considerable of the preceding summer vacation to its organization, ami by fall the normal school was under way, with a com- petent principal at its head, and a training school as an important adjunct. My father was a firm believer in the efficacy of a normal department. He believed that 63 TRI'DKCENNIAL CELRRRATION teachers should liave special training, and that the state should give it to them. These views are currently accepted throughout this country at this time, but a perusal of public discussions as seen in the newspapers of that time will demonstrate that such views were some- what in advance of then public opinion. He further believed that the normal school would benefit not only the schools but would react upon the university and stimulate its growth. He reasoned that the normal teachers, scattered throughout the state, would educate to a better degree their material, as found in the public schools, and that these students, coming to the univer- sity thus better prepared, would raise its standard in an essential way. At the same time that the normal school was started, the school of mines and mechanical arts was put on an independent and better basis, with a practi- cal man in charge. While the president was personally a strong exponent of a liberal, and, to some extent, clas- sical education for all students who could afford it, he, nevertheless, saw that the University of Nevada, if it were to attract a majority of the young men of the state, would have to provide a strong mining course that would prove second to none on the coa.st. As a result of this policy, long before the other departments of the university had reached the standard of similar colleges, the Nevada mining course had a reputation for preparation and results that was recognized on this coast and abroad. The next move, occurring also in that year, was the establishment of the military department. At this time the detail of West Point officers was determined by population. The smallness of Nevada's population effectually barred this university from this privilege. 64 LEROr D. BROJVN In fact, the whole Pacific Coast had but one officer, and he was at Berkeley. At great pains, and at the expense of many a letter written when he should have been getting needed rest, my father grouped his friends and his friends' friends behind a national bill that would remedy the difficulty. In September of 1888. Senator Stewart telegraphed that the bill had passed, and that we would soon have a West Point officer. The details in the military department were carefully worked out, and the principle established that every male student must drill. Actual service at the front in '64 had taught my father the necessity for such training, and he was not slow in making it an integral part of the course. The fourth stride in the direction of pnjgress was the establishment of the experiment station. Grounds were .secured, fields planted for experimentation, weather phenomena investigated, and, in short, every- thing that could make this station of immediate use to the farmers of the state, was done. In May, 1889, while en route to West Point, we stopped at Cornell Univer- sity, where for two days my father investigated the workings of the station of that university, and on his return to Reno, put into good use the ideas gleaned from the inspection of what was then one of the l)est stations of the country. The third year opened with one hundred and nine students and eight professors — quite an increase, indeed, over the enrollment of the two years previous. In November of the same year, my father tendered his resignation, leaving soon afterward for Southern Cali- fornia. It was not an easy thing for him to turn away from the field where he had spent the best of his life. His hopes, his ambitions, and his ideals were wrapped up in this university and its students. He felt the 6,- TRI-DECENMAL CELEBRATION k'aviii}; keenly; for lie wrote, "livery place wherein we tlwell must be a scene of partings and tender farewells." He never forgot his stay with you, and though his work here was finished, to his dying day he was true to tlie university he loved so well. At the expense of a jiersonal reference I shall mention an incident which shows how unwavering was his confidence in the strength and progress of this university. When his oldest son graduated from a California high school, he sent him to neither of the California universities but to Reno. That was the most sincere tribute he could pay to the university he had founded and to the people among whom he had worked. It was, further, a mark of personal respect and confidence in the goodly influ- ence of your present president, whom my father -had known in college and in educational circles in Ohio. Of his work in Nevada he wrote to a friend: "I count my nearly three years in Nevada as the greatest in my career. The university of the state, which I was called to organize, is now the best all-round school this side the Rockies and it works on the plans I placed on the trestle board." While here, my father set a high standard of moral- ity for faculty and students alike. His whole course was permeated by the daily desire to make this a great university, to do practical good to its students, and to keep it and them in touch with the people of the state. "To live in hearts we leave behind is not to die." In deepest truth may this be said of my father, in whose stead I am here today. Were it not for the shortness of the time, I would gladly pause to tell you more of his life and aims, and to pay a longer tribute to one who was a noble father; of one whose heart was yours, and whose educational ideals and life's ambitions 66 IE ROT D. BROff^'N were wrapped up in this your state university. His was the seeing eye, the sympathetic heart, the discern- ing mind — all directed toward the betterment of this 3'our university. His influence has penetrated through all these years and its potent though silent force speaks elo- quently for the advancement of this university. No better reward, no greater meed, would he ask than to see the progress and development this university has made; to see it an equal partner in the great trinity of western universities — Stanford, Berkeley, Nevada. University Hymn \^By Sam Davis ^ (Music adapted from Weber's '• Freischutz " by Mrs. Rosk V. S. Kf.kky) May we thnnigh life thy teaching bless, F,ndow our souls with thankfulness, Void every action of ofl'ense, Divest our lives of false pretense. And make our hearts forgiving. And may our reverence for thee A guide and inspiration be, That in the future we may find Our lives a solace to mankiiul, And better for the living. While pulsing years may come and go, Life speed her shuttle to and fro, With each succeeding festal day, (> hand of Hope, still point the way To some serener height. And where the lamps of learning glow, Teach us to feel, teach us to know; And light of Truth, with steady ray, Disclose each pitfall in the way, .\nd guide our steps aright. May, u>04. 67 The Spirit of the f^ioneers Bv One of Them, Professor Emeritus Hannah K. Clapp T\7HItN asked to write the history of the early days of this beloved university, I declined. Memories came flocking so fast, and each so dear, that nothing short of a book would tell the story. It is only in wit- ness of the irresistible arts of your committee that I am here today, and that, though I have lived the years all over again, I have tried to select only a representative part. The beginning of the story is the story of the be- ginning; for you should realize what a humble begin- ning it was in 1887. Today you are thrilling with pride in your grounds, buildings, equipment, and all the com- forts of home with modern improvements. In 1887, perched here on the hillside, were but a basement and an attic and another story. The institution was reached only by a romantic path — no pavements anywhere. When the rains began, we paved the path ourselves with overshoes and good intentions. In the long run I found that half my cash salary had gone for over- shoes; I always got credit for good intentions. We had no electricity — no gas, except what we generated our- selves. Instead, we burned midnight oil, that made the blackness yet more palpable; we could see it in the air — smell it, too. In 1887 the faculty of the University of Nevada consisted of the following important names, to-vvit, President Brown and H. K. Clapp. This august body 68 Professor Emkritus Hannah K. Claim' SPIRIT OF THE PIONEERS presided over the destinies of a microscopic student body, whom it inspired with reverence and awe. But we were not long in want of anything. The people of Reno, in order to have the university, had become re- sponsible for a large sum of money, secured by county bonds. The}' were an ambitious and energetic com- munity, who keenly appreciated having a university in their midst, and who inspired the regents to nurse with all care the infant institution. The first addition they made to our faculty was Professor Miller, who came as special instructor in physiology and as a general all- round assistant. Soon followed Professor Jackson from the University of California, who opened the mining department. A little later Miss Tupper came to grace a new departure, our department of normal training. There were five of us, representing twice as many departments, packed into one building. A simple class- room was dignified by the name of the physiological laboratory. The basement represented the laboratory of physical .sciences, as was befitting this foundation of knowledge, and with equal fitness our crowning glory was the department of normal training in the attic — it was an airy attic. The rest of us felt a bit commonplace, but we did the best we could. We really did the best we could. It is a joy today to remember the unfailing courtesy, the mutual helpful- ness, and good nature that filled the chinks t)f those close quarters. The students were not one whit behind the teachers, but worked with an enthusiasm that was inspiration. They were thankful for what they t^ot, and helped us bear the inconveniences with so kindly a spirit that we actually rejoiced in the circumstances. Our friends were constantly at work. A military officer was deemed our next necessity. The board (M 69 TRl-DECENNIAL CELEBRATION regents appealed to Senator Stewart, who was always anxious to aid us. He found that an amendment must he passed before Nevada could pretend to a military officer, and he at once set to work for the amendment. In his own words, "When it passed both houses, I took the bill in hand, ordered a carriage, and drove to the White House — President Cleveland signed the bill: then to the War Department, where I found that there were but two officers who could be detailed for the position. I looked up their records at West Point and in the Army, and made up my mind that Lieutenant Ducat was the man; telegraphed the regents, and they answered, 'Engage him at once.' " Lieutenant Ducat proved to be the right man in the right place. He was not only a thorough military man, but a whole host in himself. He found occasion to show himself a good carpenter and a splendid clerk. I recall watching him one morning when the drill was in prog- ress. As his sharp, quick orders brought instant obedi- ence, I thought, "How stern he is." The next morning I happened into his house and found him with sleeves turned back and a towel across his lap, tenderly bathing his week-old baby, and I thought, "How tender he is." I should like to dwell a moment on the spirit of that faculty. Providence has a special care for the young, whether human beings or their creations. Surely it was true of this university. When I think of the fine scholarly work that was done in those early days of this institution, and of the enthusiasm, conse- cration, and special fitness of each member of the faculty, it seems it could have been nothing short of a special direction that led to the choice of them. There were not only all the difficulties to be met that attend the beginning of any institution, but also the added 70 SPIRIT OF THE PIONEERS diflficulties that must attend an institution in so isolated a situation. The Sierras shut us in on the Pacific side, and a weary stretch of almost uninhabited plain sepa- rated us from the Atlantic Coast. These were pioneers, indeed, and their spirit was worthy the opportunity. It is not boasting to say the same of their achievement. We have proof of it in the positions occupied today by the graduates of those days. Bristol, Henry Fulton, Frey, Hardach, and the Durkee boys are all in South Africa, earning as high as fifteen thousand dollars a year. It takes well trained men to earn such money as that. The congressman from Nevada today, Mr. \'an Duzer, was one of the boys of those former days, and he is a credit to his teachers and to Nevada. Many others occupy honorable positions, and, if the rooters of those days were here, there'd be some astounding cheering for their classmates. To go on with my story, suddenly the university was struck by a political cyclone, whose mighty force decapitated our president. The regents informed the faculty that the president had resigned, and that they must keep the university in running order till a succes- sor should be appointed. One of the regents went east, guided by some unknown star, to find a president. He found him at Colorado Springs in the person of Stephen A. Jones, a graduate of Bonn University, Germany, a dignified and scholarly gentleman. Under his adminis- tration we had the agricultural and mechanical college grant of $25,000 and the experiment station grant of $15,000 annually, besides an increased appropriation from the legislature, so that the work was greatly wid- ened and the u.sefulness of the university correspond- ingly increased. Then came Doctor Phillips from Princeton. His 7« TRl DECENNIAL CELEBRATION specialties were chemistry and jjliysics, and his worl: was worthy his exceptional trainiiig. Then Professor Hillman came from Michigan Agri- cultural College to take charge of the departments of botany and entomology. He was not only a successful teacher, but a true scientist. He published the tlora of the Truckee Valley, and did other valuable work. In addition to this, he was an exquisite musician, and was constantly in demand in society, where he shone. I am glad to tell this of him; it is true of sf) few scientists. I take it that it showed added power in the man. There came also Professor Wilson to teach agricul- tural chemistry. He brought to the farmers the reve- lation of the Babcock Test, which, as most of you know, is used as a test for pure milk. A farmer preacher said he had been preaching honesty all his life, but Professor Wilson with his milk test did more for honesty than all the preachers. He needs no commendation of mine or of anyone. His work is a constant proof of his invalu- ableness, and I rejoice that you still have him with you. And la.st but not least of the strong men that came to us during that time is your good Richard Brown. A well prepared man in every way, perhaps his greatest power, which amounted to genius, was his ability to grasp the situation as it was at that time. The men who followed him found pupils with due preparatory train- ing, but he found what might be with all fitness called raw recruits. They were wholly unable to begin a study of the scientific principles of mechanics; so what did he do? He made them fit. He got hammers and saws and planes and various other implements, and he set his pupils actually to work. He got an old second- hand engine, took it apart with the boys, and with them put it together again, and that so well that it was a good 72 SPIRIT OF THE PIONEERS engine when finished, and the boys understood its mech- anism thoroughly. He was then, as he is today, the right man in the right place. May he long be spared to you. Another break in the even tenor of our way now occurred. Despite the great efforts President Jones put forth, and even amid his good work, he resigned at the end of the school year. A second cyclone was in the air. But, as has been often proved in economic and so- cial life, the success of an institution or enterprise does not depend upon any one woman or man; so in spite of these frequent changes, the university kept its equilib- rium and moved on in the even tenor of its way. Step by step it has advanced, year by year I have seen it grow, until today it holds equal rank with other institu- tions of its kind. I have rejoiced in every gain, and shall as long as I live; I am glad to have been spared to see this day. 1 am proud of this magnificent university; I am proud of its triumphs and history. I rejoice in your pride, and pray earnestly that when you look about you and see how much you have, you may feel the inspiration of humble beginnings, remembering that faithful service and worthy work make those humble beginnings the foundation of greatnes.s, as they are the foundation of the great institution you have today. This is the herit- age from that first faithful band of pioneers, whose spirit now rests upon you, and whose blessing I would bestow upon you also. 73 what the University Stands For Bv Professor N. E, Wilson npHKRK is one name before the American public which stands forth as does hardly anj' other name in the advancement of the liberal education of the masses in this country. I refer to that of Senator Jus- tin S. Morrill, of the State of Vermont, who, for over forty-four years, was in the halls of legislation of this country, respected by all from one side of the country to the other simply through his own personal worth and merit. It is due to Senator Morrill that institutions of the class which this university represents are today in existence. It was during his third term as a mem- ber of the House that he brought forth a bill setting aside government land, the revenue from the sale of which should go toward the founding of institutions of learning in this country. This bill was promptly ve- toed by President Buchanan, but, undaunted, he again brought forward the bill, which was passed by both House and Senate, signed by President Lincoln, and became a law on March 2, 1862. By this act, which pro- vides for the endowment, support, and maintenance of at least one college in each state and territory, whose object should be to teach, without excluding other sci- ences or the classics and including military science and tactics, such subjects as are related to agriculture and the mechanic arts. From this there have arisen in the United States sixty-four institutions, and there has been appropriated 7+ THE UNH'-ERSlTr by the government under this act $25,500,000. The number of teachers employed in these institutions is 1532 and the number of students in attendance today is 25,069. Among these institutions stands the Univer- sity of Nevada. I do not wish to go into personal history, but I do wish to say this: In the year 1891, in the early days of the month of July, I visited my alma mater. While I was there talking with some of the old boys, who were engaged at the Maine Agricultural lixperiment Station, one of them said to me, "So you are going out to Ne- vada!" "Yes." "Well, why in heavens don't you get off of the earth!" He got a catalogue, held up the pic- ture of the main building, and said, "That is the Uni- versity of Nevada." I said, "I do not know wliere I am going or what I am going to, but I am going to take Horace Greeley's advice and 'Go West and grow up with the country.'" The i8th of August found me in Reno, and two days after I began my duties in this institution. When I came here, there were but three buildings — the main building, the building now occupied by the mining department, but then by the agricultural experi- ment station, and the building now known as Stewart Hall and then used as a dormitory and also as a dining hall, as it is at present. A hole in the ground repre- sented the basement of what was the old mining build- ing, which was constructed that season. The rear ot the campus was then entirely devoted to the purposes of a drill ground. I am glad that it has been my pleasure to be some- what of a pioneer myself in this institution, which is the pride of the state, coming here, as I did, opposed by all my friends and my family. 75 IRI DECENNIAL CELEBRATION I liave learned to love the vState of Nevada, and the conditions which surround her. I firmly believe that although I am but a son by adoption, I can sing as feelingly as any of you — " My own Nevada, I am not ashamed of thee; My own Nevada, thou art home to me." Aside from the buildings which have been men- tioned, there stood upon the grounds at that time, over Viack of the main building, an old barn, and the students who were called day students in those days, used to tie their horses to it. It was an ungainly thing. Shortly afterward we desired a mechanical shop. The means were not at hand, and we knew not which way to turn, but it was finally suggested that we take the old barn and make a shop of it. Under the guidance of Mr. Rich- ard Brown, it was moved to the present site of the mechanical building and there converted into a respect- able shop, the boys who were attending at that time sharing in the work. This shop was fitted for wood- working, and fairly well for machine work. A second- hand boiler, the one to which Miss Clapp referred, was hauled from Theodore Winter's ranch in Washoe Val- ley. This building served as a shop for a number of years, and the work that was done there was good, practical work. The attendance at the institution was small. In tlie year 1891-2 we had an attendance of 153 students; in 1892-3, 189. Beginning with the next year, the in- stitution started upon a new regime. Kverything seemed to be pointing toward its upbuilding and en- largement along the lines we now see. In September, 1894, a change was made in the administration, when Doctor Stubbs, our honored president, came into charge 76 THE VNl^ERSirr of the institution. A large increase of students, 265 in number, brought about serious problems. The first thing which he saw was necessary, was the providing of homes upon the college campus for our students. Consequently, the legislature was asked for an appro- priation for two dormitories, Lincoln Hall for the boys, and what was then known as the Girls' Cottage for the girls. These buildings were completed and occupied on the first of January, 1896. It was a great relief to be allowed to take the old dormitory in Stewart Hall for class-rooms, which were badly needed, and to place the boys and girls in quarters which had all the com- forts and safeguards of a home. On the second of November the old barn, which had been converted into a shop and which had become a landmark, was burned to the ground. It was, indeed, a blessing in disguise, although the loss at the time was serious. However, within six weeks a structure was put up. and the shop housed there temporarily until the next meeting of the legislature, when an appropri- ation was made for the building of the shop as it now stands. The old shop, I say, was a landmark. There was probably no dearer spot on the campus to the older alumni than this old shop, which was familiarly known as the pasture, the name having a very euphonious prefix. In 1896, through the combined efforts of the president and faculty, and the people of this city, to- gether with the hard work of the students, the gymna- sium, the building in which we now are, was built. We needed this building for general gatherings and for the military purposes to which this institution is pledged. Sunday, August 26, 1900, the experiment station building took fire and burned to the ground. Another serious loss was here encountered, far more serious than 77 1RI~DRCENNIAL CELEBRATION the loss of tlic sluip, tor stored in this huildinj; in tlit l)otaniciil section were the results of ten years of stren- uous labor on the part of the officers of the botanical department. The herbarium and the entomological collection, which were inaccessible, were licked up by the fire. In this building was also the chemical labora- tory of the experiment station, which also suffered com- jilete wreck. But again the fire was a blessing in dis- guise, and after two years in cramped conditions, two years of shifting to this thing and to that, we found ourselves housed in the new chemical building, which though without beauty or ornament, is very conve- nient and, on the inside, is a model. The same year that the chemical building was erected the hospital was built. In 1900 the President's House was erected, so that now we have the campus adorned with eleven substan- tial structures, the equipment of which is extremely good, though you will never find any man in any de- partment who will admit that his department is all that it should be. They are always looking for some- thing more, something new, that will bring the depart- ments up to the standard and keep them up to date. So much, then, for the outward history of the uni- versity. As to the courses of instruction which we have in this institution, these are divided into the college of arts and science, the college of agriculture and mechanic arts, and the college of engineering. Aside from these we have the normal school and the university high school. The college of arts and science includes the school of liberal arts and the school of general science; while the college of agriculture and mechanic arts in- cludes the school of agriculture and the school of me- f ;' w^l ^ > n ?< Ci- r :n# >- '. ♦ .) THE UNirERsirr chanic arts, together with the school of domestic science. Among the schools of engineering, the most prominent is the school of mines. It is fit that the mining depart- ment of this institution should stand foremost among our college courses. It has been so for years and, in- deed, will be for years to come, but it does seem, also, that there should be as nearly equal prominence given to the school of agriculture, because the time will surely come in the development of this state when agricul- tural education will be in strong demand. There is no longer any doubt, no matter what may have been the conditions in the past, but that we must sooner or later fall back upon the oldest of all industries — that of agri- culture. The Government of the United States is today wisely appropriating funds for the reclamation of the arid lands, and we do not realize what this is to do for the State of Nevada. So I say that our school of agri- culture should stand equally prominent with our school of mines. We have also the schools of mechanical and civil engineering, and the school of liberal arts, which en- rolls the largest number of students. This is to be ex- pected, of course, under existing conditions. It is not generally known that fifty per cent of the students in the college courses are young ladies, who naturally want a liberal education along the lines provided by the school of liberal arts. The aim of all these courses and of the instructors concerned, is, as far as possible, to give to the students who come to this institution the education which they desire. We propose not only to fit them with education broad and liberal, not only to make them good men and women, but also good citizens of this state and coininvi- nity. Higher aim no institution can have. 79 TRl-DECENNUL CELEBRATION The work of Ihe different agricultural and technical schools is conducted along practical lines, and whenever it is possible, we combine practice with theory. In the mining course, the mechanical course, and the agricul- tural course, just as far as it is possible, we give the students an opportunity to perform upon a practical scale the very things which they would do in life in the industries which these courses represent. In found- ing the great Cornell University, Ezra Cornell said that he would found an institution where any person could obtain a liberal education in any subject. That is an ideal which every institution should look up to. It is an ideal which we also, as an institution, look up to; but we, of course, must realize that we cannot make our ideal as high and broad as that, at least for some years to come. Conditions nece.ssarily compel us to limit our courses of instruction, and yet it is our aim to give such courses that the .student may get from them all that he could get from any institution in the land. Our institution is small; yet there is this con.sola- tion to any student who attends a small institution, that, if he is made of the right kind of stuff, he can get more out of his course in the smaller institution than he can in the larger, simply because he comes into closer con- tact with those who are directing the various depart- ments of the institution and with those with whom he is associated in the class-room. He can get everything that one person can get from another by the continual brushing of elbows. It is one of the drawbacks of the larger institutions that their students do not get closer to the instructors. The location of this university is ideal in some re- spects; in others it is not. It is an open question as to which is best for an institution, the city or the rural 80 THE UNirERSITT district. The larger institutions are nearly all located in the city, but we find that the attractions take away from the direct purpose for which the institution was founded. On the other hand, the cities, especially the manufacturing and industrial centers, give the student an opportunity to supplement his work by observation of actual work along the industrial lines; and, in a way, afford him many social and other advantages which we in our isolated position do not get directly. These our institution must provide as far as it can. But our loca- tion gives us a dominant place in this community, and this, together with the close relations existing between the students and the officers of the institution, makes up for considerable that otherwise might be considered detrimental. We have also another side to this institution, and that is its athletic side. The question as to whether athletics should have a place in educational institutions has been discussed throughout the land. There are good arguments to be given on both sides. Some insti- tutions have gone so far as to prohibit them, but I say from my experience in affairs of this kind, that the ath- letic spirit is one to be cultivated; that the prominence which we give to athetics is of great advantage to the students and to the institution itself. We well know that there is nothing that has done more to bring her into prominence than the prowess of her athletes upon the field. 1, for one, fully believe in athletics; and I think that when properly carried on, they are a men- ace to the scholarship of the institution in no way whatever. I have said that there are sixty-four institutions founded under the Morrill Act, and the question comes. What has been the rea.son for the founding of the.se 8i TRI-DECENNUL CELEBRATION institutions and the rise which they have made? Dur- ing the past thirty years, there has been a great de- mand for a hberal technical education. vSenator Morrill, far-seeing man that he was, saw that this would be, and his wise forethought has built up these institu- tions. We find them scattered from Maine to Cali- fornia, from the northern to the southern boundaries of this great country. There were questions as to whether or not such institutions would pay. The institutions which are today enjoying the endowment of the na- tional government together with that of the several state governments, and which are giving to the people of this country a class of education which had been un- heard of before, show by the character of the men and women who pass from their doors that it does pay. We have had our period of reverses, and I feel that today we are standing upon the solid footing of pros- perity, because this institution is the pride of this great commonwealth. I believe that there is no state in the Union which appropriates per capita more money for the advancement of education in all its forms than the com- monwealth of Nevada. This shows that the people of this state believe in education, that they believe in making the young men and women real citizens. The wise administration of the present administra- tive officer, who, we understand, came to us after a solid foundation had been laid, but who came at an oppor- tune time, has by his executive ability and by his great love for educational work, built up here an educational institution of which we can all well be proud. It has often been said that the alumni of an insti- tution are its chief strength. Our alumni are few in number, about two hundred from the collegiate courses and about one hundred and eighty from the normal 8z THE UNirERSHT •school; and yet though few in number, we find them •scattered over the length and breadth of the earth, everywhere uplifting the banner of Nevada. So I say to you, the people of Nevada: This university is yours; it should be your pride. Take it; nurture it; support it; su.stain it. It depends entirely upon the state — upon the people of the state — what the future of this institu- tion shall be. Will it not pay to turn out from this institution young people fully competent to go into the paths of life, and fitted to take up and perform the duties of citizenship? The alumni have all proven that it does pay. Among the number you will not find one who is not wholly a Nevadan. From all we can hear, wafted back upon the winds, the echo, "I am a Nevadan; N. S. U. is my alma mater; she has given to me all that I have, all that I know; she has prepared me for ray life work and she has given to me the heritage, a heri- tage than which there is none greater, of true American citizenship." My Own Nevada By Robert Whitakcr ( Air, '• Juanita " ) Mv own Nevada, dearest home on earth to me, Heed not their laughter who make light of thee; lyove alone hath vision to behold how fair thou art. And thy children only know thy charms by heart. Chorus My own Nevada, 1 am not ashamed of thee; My own Nevada, thou art home to me. Few are thy cities, and thy towns are far between; Scant are thy harvests aud thy fields of green. But thy sage-brush deserts and thy hills so brown and bare Have their own strange beauty in thy lucent air. And so it seemeth, as if thus to compensate, Thy skies are fairest where thy harvests wait; On thy treeless hillsides how the colors dawn and die. And where earth is drearest, softest shadows lie. No, not forever shall thy acres lie untilled. No, not forever shall thy wealth be spilled In the laps of strangers, who thy silver locks have shorn .\nd have mocked thy weakness whence their strength was born. Some day thy children shall a glad, great army be; Some day thy cities known from sea to sea. Yet they shall not love thee, in that day of thy success. More than we who love thee just for lovingness. September, 1902. 84 The University and the State By Judge G. F. Talbot Associate Justice of the Supreme Court 'T^HE world moves not only as proclaimed by the great Copernicus and Galileo on its axis and in its orbit, but onward to the higher destiny of man. Education is the most potent factor in its advancement. The growth of this university during the brief period of its existence, portrayed by the able addresses with which we have just been favored, is in keeping with the prog- ress of the age. Public opinion, more powerful and more important than the law, is controlled largely by tlie intelligence of the people. We must continue to educate or we must decline. Every father worthy of the name is ambitious to have his children become some- thing more than hewers of stone and drawers of water. Our universities, being the highest, are the most im- portant institutions of learning, not so much by reason of the direct benefits conferred on the comparative few they graduate, but more owing to the improvements they bring through these to the common and intermedi- ate schools, which reach and educate the masses. The university reflects its bright light through the lower schools as the sun reflects its light from the planets. lulucation is a progressive science. As with the acorn, little beginnings grow to great aflfairs. Imagina- tion can easily trace the struggles of early man toward TRI-DECENNIAL CELEBRATION civilization. In the mist that preceded the dawn of history and before there was pen, papyrus, or hiero- glyphic, we must conclude that the primary elements of human knowledge passed from parent to child by tradi- tion. As time advanced and progess was made, certain classes became educated and thereby most powerful. As an instance, the priestly caste in Egypt monopolized to a great extent the learning of that country. This gave them at that period of the world the control of the untutored populace, and indirectly of the kings, and made them the power behind the throne. Various nations early recognized the importance of learning. Among these were China, with its ancient university, Babylon, Assyria, and Persia. In a province of Greece, more than four hundred years before the Christian era, the sons of citizens were required to learn letters, and teachers were maintained at public expense. In Judea, according to Josephus, Moses prescribed "that boys should learn the most important laws, because they "were the best knowledge and the cause of prosperity." In nations which did not provide free schools, education was given to the sons of the governing classes. From the time there has been altar or church or shrine, knowledge has been power, and ignorance has meant superstition and weakness. There have been periods of retrogression, but, upon the whole, the work of man has been upward and toward the light. Although the purpose of man's existence is a mys- tery, it is apparent that one of his noblest attributes is a thirst for truth. Of late the race has made rapid strides. It is not so long since the savage was monarch of these hills and dales. There are still living among us men who fought in the war that brought us this territory. The iMoad desert this side of the Carson Sink, where 86 UNII^ERSirr AND STATE only fifty years ago the immigrant famished without a friendly hand to succor, is to be transformed by the sci- ence and energy of man. By the magic touch of irriga- tion it will soon be dotted with happy homes, with the blooming rose and fields of waving grain. In a brief period learning and culture have become general. The uses of steam and electricity, and ingenious inventions that relieve from labor have come so recently and so rapidly, that we may expect greater discoveries in the near future. Would we not, if we only could, visit the earth a few hundred years hence to see the changes and improvements? Today, as much as ever before, knowledge is power in every branch of human affairs. The man who has the broadest education coupled with the best training in the details of his special calling, is, on the average, most successful. The rule applies to every science and art, and to nations as well as individuals. Knowledge and the application of the best methods in warfare is a large element in national supremacy. We boast of our civilization and Christianity; yet we admire the genius of inventors who contrive the most effective weapons of destruction, and we worship great generals and heroes, and acquiesce in the horrors and cruelties of war. While the sword remains supreme arbiter, it behooves us to be prepared for battle; but in our hearts we know that, as an abstract principle, war is wrong, that might does not make right, and that killing for gain and power is no less murder because committed wholesale by one nation against another. There would be as much reason for allowing individuals to settle dis- putes and redress their wrongs, real or fancied, by force instead of requiring submission to some disinterested tribunal. 87 TRI-DECENNUL CELEBRATION The university should receive liberal support from the state and from the people regardless of party or church or creed, to the end that it may continue to prosper and meet the demands of our increasing popu- lation. Politics, which retarded its early growth, should never be allowed to enter our schools or courts. Nevada has always been generous with her public insti- tutions. This state was the first to provide a home for its orphans, and is now building a place for their abode. Nowhere are the unfortunates in the asylums and pris- ons more humanely treated. With liberal support as- sured and continued good management, we may safely predict a bright future for the university. If the num- ber of students increases in the same proportion in the next thirty years as in the past, it will have about fif- teen thousand. Such phenomenal growth is not to be expected, but by gradually raising the curriculum to the highest standard, by strict surveillance of the morale of its students, and continued application of the best methods of instruction, magnificent results and manifold benefits may be attained. We are proud of those who have graduated from here and have already achieved success and reputation in other quarters of the globe. We will be glad for others who become leading Ughts in the arts, sciences, or professions, or who reach Napoleon's estimate of a man, "What has he done?" But it is most important for the state, for the public good, for the present and future welfare of the students them.selves, that they be trained to honesty of purpose, and to become upright, intelligent, and effi- cient citizens. Few can be great. All can be good. All can be useful members of society and have their better deeds outweigh under the standard of the ancient judgment of the dead. Some will likely be 88 UNirERsrrr and state able through the training thej' receive here to acquire large wealth, a portion of which, in their devotion to education and to their alma mater, they will be anxious to donate to the university. Such is the history of older colleges in this country. Harvard in two-hundred and sixty-six years, and Yale in two hundred and three years, from infancies as humble as that of the University of Nevada have grown until they have hundreds of professors, thousands of students, hundreds of thousands of volumes in their libraries, and property valued at millions. When John Harvard gave his library and half his wealth, eight hundred pounds, and other men in New England by the industry and close economy of a lifetime accumulated ten to twenty thousand dollars and gave it all to endow other colleges, they built more wisely than they knew and made themselves national benefactors. It is better for a boy and the community that he be equipped with a good education and training than that he be left with a million of money. Young men should not become imbued with the false idea that higher edu- cation unfits them for ordinary occupations. A com- mendable ambition seeks the highest position attainable, yet remembers that to toil is honorable and that it is better to pursue any honest labor than to rust in idle- ness. The Germans are wise in teaching children of the nobility some trade by which they will be self-sup- porting if deprived of their rank and wealth. After his graduation a young man, feeling that he was fully competent, went to the city and advertised first that he would take a position as president or cashier of a bank, and later as president or professor of a college. Re- ceiving no replies, he inserted a notice seeking employ- ment as clerk in an office or store. Failing in this and 89 J'RI-DECENNUL CELEBRATION being without tiinds, he advertised to saw wood below current rates, and secured all the work he could per- form. This is an example to young men to aim high, hut not too high, and to do something until they can do better. Students should be taught the necessity for practical ideas: that labor is commendable and that ap- plication and experience are essential to success. The world needs and will ever need practical men of affairs who will get the thing done. There is always room at the top. The young men will soon have to relieve the older of the burdens they bear. The recent gradu- ate is too apt to believe that he has conquered the world and that there is little, if anything, more for him to learn. He should remember the adage that man sus- pects he is a fool at thirty, believes it at forty, and knows it at fifty. A young minister in delivering one of his first sermons became confused and exclaimed, "O for words to express my thoughts." The venerable parson sitting back of him said, "It is thoughts you need, young man." As it has been well said that the hand that rocks the cradle rules the world, liberal education for women is especially desirable. This does not mean that they must all enter the numerous professions which are open to them and in which they are so useful. Their highest sphere and greatest influence for good will be as mould- ers of the home and trainers and inspirers of children. With so many favorable conditions, with such pure air and abundant sunshine, conducive to the develop- ment of brain, good health, and the physical strength essential to mental vigor; with our wide plains, spacious valleys, and lofty mountains, which broaden men's minds and hearts; with the largest school fund per capita; with the good beginning already made; with the 90 VNlVERSirr AND STATE continued and increased support which we may expect from the liberality and enterprise of our people — may we not, by being mindful of the highest interests of the uni- versity and of the state, and by adopting the latest, best, and strictest methods of training and instruction, hope to produce here men and women, the grandest product of the earth and the noblest work of God, the equal of those anywhere, to the eternal glory of this little com- monwealth? The University and the National Government npHE key-note of Senator Newland's address on the relation of the university to the national govern- ment was the original plan of Washington that there should be a national university, which should draw its students from all parts of the country. He said that Washington had in view the breaking down of state and sectional prejudice by bringing young men of ca- pacity from every part of the Union into communication with each other at Washington. Had his idea been carried out, it is possible that the Civil War would never have taken place. He regarded the aid given by the national government to the schools of agriculture and mechanic arts as possibly a step in the direction of such a university. He suggested as an enlargement of the schools of 9> 'I RI-DECENNUL CELEBRATION agriculture and mechanic arts, the addition to their de- partments of landscape and municipal engineering, for there was no more important problem before the coun- try than the beautification and sanitation of our cities. A plan might easily be inaugurated by which the best scholars at the schools of agriculture and mechanic arts could be assigned positions in the agricultural and other departments at Washington, which would enable them to attend lectures and receive instruction upon these subjects. If they could also be taken into the practical work of the municipality itself at Washington, which is far ahead of all the municipalities of the country in everything that relates to landscape and municipal en- gineering, a corps of engineers could be trained which would be of immense service to the country. He thought that a national school of art and a school of music could be organized at Washington, which would co-operate with and supplement the state schools of agriculture and mechanic arts; and that thus the young men and the young women in the different states who showed talent in this direction could receive instruction at Washington, which would do away with the necessity of going abroad. Doubtless, in this con- nection some kind of government work could be as- signed to them which would enable those who were without means to tide over the period of study and in- struction. Thus, by gradually taking the schools of agriculture and mechanic arts in the different states as the basis of the system, a national university could gradually be organized which would cover many import- ant branches of study particularly helpful to young people of talent who were without means, and which would be potential in broadening and enlarging the na- tional spirit. 92 Memorial Services 93 Program EX-GOVERNOR COLCORU, Presiding Requiem, 3:30 o'clock Mrs. A. L. Layton The Departed University Pioneers Mr. R. L. Fulton Hymn, "Crossing the Bar" Nevada Male Quartet Mr. Lunsford, Mr. Driver, Mr. Case, Mr. Thomas The Departed Alumni and Students Mr. E. E. Caine, Member of the Class of '93 Hymn, "Lead, Kindly Light" Nevada Male Quartet Praver Reverend Samuel Unsworth 9+ The Departed University Pioneers Bv R. L. Fulton 'TpHE names of its pioneers constitute a roll of honor in every community, and deservedly so. The first settlers, the men who defied the elements, who beat back the savages and car\'ed the state from the wilder- ness, are forever heroes — and sometimes Gods — to suc- ceeding generations. Nevada has not felt the force of this sentiment yet, perhaps because sufiicient time has not elapsed, and yet the men who gathered here were exceptionally entitled to distinction. It is no figure of speech to say that they represented the flower of Amer- ican manhood. Nine out of ten were in the full flush of youth, ready for adventure of any kind. They had been brightened and sharpened by experience and by their long journey to this distant frontier so that their minds were alert and their faculties all on edge. Ne- vada did not serve a long apprenticeship, as most mem- bers of the Union have done. She did not grow into statehood. She had no childhood. She sprang fully matured into the charmed circle, and in less time than it took the pioneers of other states to get well settled. her sons were carrying on all the functions of citizen- ship and were exercising the royal prerogatives gained by the Declaration of Independence. Political necessi- ties growing out of the Civil War led to the creation of a state here, and with Abraham Lincoln for its god- 95 TRI-DECENNIAL CELEBRATION father, Nevada was baptised into the Union on October 31st, 1864. Usually communities grow just as do individuals, and as every human being goes through all forms of life, being, in turn, worm, fish, reptile, and fowl, before tak- ing on the upright form of the intelligent man, so dr) states go through all the stages by which the human race as a whole has worked its way. Thus the natural history is, first, the wild beast and savage hunter; next, the herdsman, with cattle almost as savage as the origi- nal beasts of the forest; then, the shepherd with his flock, which he cannot desert for an hour, even at night. Upon the ancient hills he tended his charge and watched the stars age after age, until he knew their seasons and gave them names. The shepherd era was the reflective period, the age when patience was taught and reason dawned upon the human mind. Philosophers say that the Chinaman is a case of ar- rested dev^elopment because he never had the shepherd age. He went from hunter to farmer. The American Indian is another case. He never had an animal he could tame, and so he never was anything but hunter. The shepherd brings in the ownership of land and leads up to the farmer, who builds the home and lays the foundation for civilized society. This is the normal and usual method of nature, and thus have the older states grown, step by step, little by little. But Nevada was the Cinderella of the sisterhood, and she by the magic wand of the miner was changed almost in a twink- ling from the most forbidding in appearance and the poorest in purse to the most brilliant and romantic of them all. From the silence and solitude of the primeval desert she burst into the light of the highest civilization of her time, and today life here represents a cross-sec- 96 DEPARTED UNI^ERSITV PIONEERS tion of all human history, from the witch doctor to the telephone girl. The tepee stands beside the electric power plant; the ice machine and the automobile are fa- miliar to the Indian basket maker, whose art is the oldest in history. Our people escaped the tedious season of appren- ticeship because mining has no regular place in the natural order. It is an accident, a very happy accident, for those so fortunate as to meet with it, but it displaces the steady growth which depends upon the slow and patient labor of multitudes who are willing to work for little and deny themselves much for the sake of a home. Successful mining does for a community in one year what agriculture does in a generation. History records few migrations of men equal to that produced by the discovery of the Comstock Lode. The placer mines of California had begun to fail, when the Washoe excitement captured the coast and a tide of men poured over the Sierra Nevada range in a perfect torrent. The mines were discovered in June, 1859, ^nd the next spring we had seven thousand people. Within twelve months twenty quartz mills were built and as many sawmills were cutting lumber in the hills. All the machinery was hauled at a cost of from five to ten cents a pound freight charges. In 1861 over 17,000 people were on this side of the mountains, and in 1862 the number had doubled. It was a strange and mot- ley crowd, but it had blood and nerve and high courage. It was not the drone, the sloven, nor the coward who stood ready to fling all his enterprises and prospects to the breezes and start out over an almost impassible range of mountains for a strange land, where he knew there were untold dangers and difficulties. The pil- grims were of all classes — the rich man's son, who had 97 TRI-DECENNUL CELEBRATION been through tlic best schools; the poor boy, wh<; had been through none; the small and the large, the witty and the dull: but all had self-reliance and determin- ation and grit a plenty. They ran the gamut fron) poverty to wealth and back to poverty again, some of them many times. Fabulous gains and losses were ccmuuon, and everybody had an even chance. Stocks were sold at every corner, and like the turn of a card men watched for the deal. Union sold for fifteen cents a share in January of one year, and in September <;f the same year was worth $200 in cash. Sierra Nevada was a dollar in May and $275 in September. Belcher was ninety cents, when one day a miner struck a thin line of ore no thicker than a knife blade. It opened out, and the next month the stock sold for $1500. The creation of sudden wealth has a marked eflfect upon the mind and character of men. It was shown in many ways — in luxurious living, in bold operations in finance, in the construction of great works, in boring tunnels through the hills, in vivid journalism, in splendid ora- tory, and always in generosity and benevolence. The times were wild, and life was at its flood. Someone has said that one man living alone means suicide. Two mean murder. Three certainly mean dissipation, and it requires the refining influence of woman to make so- ciety safe and healthy. Women were few at first but they came in later, and no race of men was ever more susceptible to the softer and gentler influences of the human heart. No appeal was made in vain, and the generous response to charity and benevolence was ample and ready. The natural surroundings appealed to the new- comers from the first. Pure air and bold scenery de- velop energy, while elevation of spirit and deterrain- 98 DEPARTED UNIf^ERSITr PIONEERS ation of character seem to belong to high altitudes. The great religious movements, the world moving in- spirations, come out of the wilderness. How sweet the lessons of the hills? John Muir says that when a man goes out into the wilds, he is returning home. The religion, the patriotism, the consolation, and the faith of our race touch the clouds and not the clods. From Mount Olympus to Mount Calvary the human soul has received its solace in time of sorrow, its ecstacy in time of joy, from above. The Psalmist says, "I will lift up mine eyes unto the hills from whence cometh my help," and the soul in sorrow cries, "I will flee as a bird to the mountain." "When Freedom from her mountain height, Unfurled her banner to the air," liberty was born for the masses, and never again shall they lose it. Millions of men worship the beautiful mountain which shines like a star a hundred miles at sea, and the sacred spirit of Fujianii has filled the Japa- nese with the invincible fire which defies the most pow- erful nation upon the globe. The tables of the law were sent down from Mount Sinai, and he who spake as never man spake sought the mountain to give to his disciples that sermon, so simple and yet so grand, so brief and yet so complete, that it has done more to develop the moral nature of man, the higher qualities of the human heart, than all the systems of the philosophers; and its teaching is the highest stimulus that can be given to learning. The founders of the university knew that while it could teach our children much, nothing they wt)uld ever learn would .so build character, so fortify them against temptation, so cheer them under life's heavy burdens, as those inspired words, "Blessed are they 99 TRI-DECENNUL CELEBRATION that mourn, for they shall be comforted. Blessed are they which do hunger and thirst after righteousness, for they shall be filled. Blessed are the pure in heart, for they shall see God. Blessed are the peacemakers, for they shall be called the children of God." The whole region between the Sierra Nevada Mountains and Salt Lake was known as Washoe to the outside world, and the Washoe Bar had the reputation everywhere of being the most brilliant ever assembled. For wit, learning, and oratory its equal has probably never been seen. The suits over mining ground, every inch of which was known to contain a fortune, brought men of the first class into the arena, and there were battles among the giants. Kendall, Hillyer, Nye, Fitch, Garber, Ashburn, Thornton, Boalt, Whitman, Beatty, Clark, Taylor, Mesick, Rising, Havvley, and thousands of brilliant and able lawyers flocked to Nevada. Ban- croft's history says that Senator Stewart was paid a retainer by the mining companies of $200,000 a year and earned big fees besides. In business and in all the walks of life the culti- vated scholar rubbed shoulders with the laborer, and so near to nature were they that they knew each other and everyone was taken at full value. All the con- ditions were new. The conventionalities of society were broken up, and the man who could solve the problem came to the front no matter what his educa- tion or his antecedents were. Here silver mining in America was born and Nevada was headquarters for the whole earth for j-ears so that every day reports from a dozen of its mines were flashed upon the bulletin boards in the money markets of America and Europe. Going three thousand two hundred feet into the bowels of the earth brought forces into pla}- that could not be 100 DEPARTED UNI^ERSirr PIONEERS foreseen and difficulties not mentioned in the books or provided for in college. Pumps to carry immense quantities of water hot enough to cook an &gg in a minute, hoisting engines that could be handled with the precision of a watch, new systems of timbering, new means of hoisting ore as well as extracting the gold and silver, made a new history of mining. Books could be written upon the characters, the sayings, and the doings of the pioneers of Nevada. They would contain storesof humor, of comedy, tragedy, tenderness, and romance seldom seen even in fiction. Is it a sign of approaching age to linger over the days of old? To sigh for the springy step and the bounding blood of youth? To yearn with unutterable longing for the touch of a vanished hand, for the sound of a voice that is still? Are there any of us who do not sometimes repeat, with a lump in our throats, the lines — "Backward, turn backward, O Time in your flight; Make me a child again just for tpnight. Mother, come back from the echoless shore; Take me again to your heart as of yore." A rare set were the old pioneers, but they have .scattered and gone, the most of them to other lands, and some to the great shadows. They have given to this and to other states men of national reputation in the fields of commerce, law, literature, science, me- chanics, and politics. Many of them were transitory residents, and it is only by a study of the newspapers that we can form any idea of the swarms of men who came and went continually. The territorial era was in the days of the Civil War, and Nevada was as patriotic as her sisters, sending men and money out of all pro- portion to her size. An interesting example of the spirit of the times was furnished at Austin in the midst lOI TRI-DECENNIAL CELEBRATION of an exciting campaign, when a bet of a sack of flour was made between Dr. H. S. Herrick and R. C. Gridley, a merchant, the loser to deliver the goods to the winner on a wheelbarrow. The Repubhcan candidate, Mr. Charles Holbrook, now a leading merchant of San Fran- cisco, of Holbrook, Merrill & Stetson, was elected, and Mr. Gridley wheeled the sack of flour to Dr. Herrick's door with a brass band and half the town following. The patriotic doctor proposed three cheers for the mer- chant and immediately put the flour up at auction for the benefit of the sanitary fund. It brought $150, was given back and sold again and again, bringing in a good many thousand dollars. Mr. Gridley took it to Carson and Virginia City, selling it every few hours and putting all the money into the sanitary fund to buy comforts for the boys in blue. Then he started for San Francisco and later on for the East, via Panama, where he sold it as long as it would hold together. When it began to scatter, he baked it into cakes and at St. Louis auctioned off the cakes. The fund reached over $200,000, probably the most money ever made on fifty pounds of poor flour. The work broke Mr. Gridley's health. He came home to die and lies in an unmarked grave. From such conditions and from the minds of men like these, came the inspiration that gave us the Ne- vada State University. The constitution of the state, adopted by a vote of more than eight to one, provided that the legislature should encourage the promotion of learning and morals, and provide for the establishment of a state university. The debates that were held in that convention should be read by every citizen. Nothing would give our children more state pride or enlighten them more upon the principles of lOZ DEPARTED UNI^'ERSITT PIONEERS government than to study the reports and speeches which day after day were made in the constitutional convention by the ablest men we ever had in Nevada. Fine distinctions in the use of words, subtle points in grammar, were argued with an understanding and pa- tience that was surprising. The debates on education form solid food for the thinking mind, one of the most enlightened being upon the question as to limiting the attendance at the university to children "whose parents and guardians are citizens of this state." Think of what the defeat of that clause means to us. What would we have been without Keddie of California on the wheel and Steckle of Michigan in football? In the constitutional convention Frizell of Story made a deter- mined fight for a mining school. He said: "Sir, I know of no school or college within the United States where the science of mining is especially taught, and if there is any locality in which such a college could grow up to great importance, it is here at the foot of the Sierra Nevada Mountains." The result of Mr. Frizell's eflPorts has made Nevada a reputation in every mining camp upon the globe; and today her graduates are leaders in British Columbia, in Mexico, in China and Korea, and in far off Africa. As adopted, the constitution made the proceeds from certain lands a separate fund for the university and pledged the state, in case any part was ever lost or misappropriated, to make it good, "so that the fund shall forever remain undiminished." Nevada was a pioneer in co-education, the convention frown- ing down all attempts to prevent the attendance of women at the university. The first legislature passed an act to establish a state university in Washoe County, and it was signed by our first governor, Henry G. Blaisdel, a pioneer of 103 TRI-DECENNIAL CELEBRATION pioneers, who died a few months ago at liis home in Oakland. Governor Blaisdel was an American of the Lincoln type, massive of frame, honest of soul, and sin- cere in intention. He was a native of Indiana, and, like Lincoln, was a river boatman in his youth, taking flat- boat loads of produce down the Wabash and the Ohio, far down the Mississippi, acting as merchant as well as sailor, trading and managing, as was the custom of the times. Early in the fifties he came West, establishing a general commission business in San Francisco, manu- facturing tents, sacks, etc., for the mines. He failed, however, and left heavily in debt. But in Nevada he built up a fortune and in a few years went back to California to hunt up his creditors, every one of whom got dollar for dollar with interest on all he owed. His first success was at Aurora, and in territorial days he moved to Virginia City, where he owned quartz mills and made money. In 1866 he went to White Pine and developed East Aurora and other mines. His fellow- citizens recognized his sterling qualities by electing him the first governor of the State of Nevada and re- electing him for a second term. The need for higher education was immediate. But since the university was still a thing of the future, parents sought private schools, the best of which was the Sierra Seminary established by Misses H. K. Clapp and E. C. Babcock, which became famous in the history of the state and contributed to the learning and happi- ness of scores of its men and women. Miss Clapp is enjoying the fruits of her industry in a pleasant home at Palo Alto, but Miss Babcock, who deserves to rank as a pioneer friend of the university, died in Reno, Sep- tember 19th, 1899. She was a native of Maine and one of the most refined and gentle of her sex. The devo- 104 DEPARTED UNirERSITT PIONEERS tion which she showed for the partner of her joys and sorrows, the friend for whom she left all others, com- pletely merging her life with that of Miss Clapp, with whom she made a common home and a common purse, touched the hearts of all who knew them. When the univ^ersity was established at Reno, the two ladies moved from Carson and were identified with it until Miss Babcock's death. The influence this worthy pair has exerted upon society on this side of the Sierras is incalculable. No school ever attracted a finer or more capable set of pupils, and the refining influence of the gentler sex was more powerful in such times than in older states. The one alert, active in public afi^airs, the other tender, delicate, and refined — they have done much to arouse the better nature and elevate the morals of this people. Through some secret influences, which up to now have not been published, nothing was done under the law of 1865, and it remained for Governor Blaisdel's successor, Louis R. Bradley, to sign the bill which made the university possible. Dr. J. C. Hazlitt of Dayton introduced the bill, William Thompson of Washoe moved to amend by inserting Reno instead of Elko, Senator Rob McBeth moved to make it Winnemucca, and after both amendments were voted down, the bill passed with only three dissenting votes. On Marcli 6th, 1873, it pas.sed the assembly by a vote of 37 to 9. Among the senators who voted aye was George W. Cassidy, who represented Nevada two terms in Congress, besides holding a high position in this state. pAireka County sent him repeatedly to the state senate, and no more powerful spirit could be found in his party than he. He was born in old Kentucky in 1838, but came to California in his youth, taking up journalism, first at 105 TRI-DECENNUL CELEBRATION Meadow Kakc during the mining excitement there and later in Nevada. He founded "The Inland Empire", now dead, but reached his true field on "The Eureka vSentinel," \.u which he went in 1871. Mr. Cassidy was the main mind in the foundation of the Silver Party, a most phenomenal movement which broke up old lines and formed men's ideas of statesmanship anew. He attended a convention in Reno, June 22nd, 1902, and after a splendid speech on the floor, fell exhausted and died at his room at the Palace Hotel in a few moments. He married a Carson lady, who survives him. Senator Walter S. Hobart, whose possessions cover the timbered hills for miles and miles, left his children millions of dollars but not an enemy. He was one of the few men whose wealth brought no jealousies and no grudges from any source. He was unspoiled and remained the same fair-minded, open-hearted, generous friend to even his humblest acquaintance as long as he lived. A. C. Cleveland, whose white plume waved in many a hard fought political battle in this state, was also a member of the senate at this time and afterwards held other positions of trust. He was a native of Maine but became a pioneer of Washoe County, was elected one of its first commissioners, and, as a delegate to the state convention, cast the vote which gave the nomin- ation for governor to Mr. Blaisdel as against John 13. Winters. Mr. Cleveland married Miss Peters of Carson. and she still makes her home in the beautiful valley in White Pine County where Mr. Cleveland and she spent so many happy and prosperous years. C. H. Eastman was in the senate from this city, and those who remember him need not be told of his faithful service and intelligent vote. 106 DEPARTED UNI^ERSITT PIONEERS John Bowman was speaker of the assembly, and his father-iu-law, Fielding Lemraon, was a member from Washoe, assisted by K. C. Sessions and W. iv Price, all now dead. R. L. tiorton, a solid citizen of Lander and after- ward state controller, was also a member. Mr. Horton was a native of Pittsburg, born in 1832, and came to Cali- fornia in 1849, reaching the mines in the spring of 1850. On his third trip to the coast he came to Virginia City and in 1S62 or 1863 he established a mercantile business in Austin, which is still carried on by his son, R. M. Horton. Mrs. Horton, a son, and daughter survive him. Our D. B. Lyman, who was a member of the as- sembly in this legislature, also voted for the bill. He was a native of Vermont and is well known to all our people, to whom he endeared himself by a lifetime of good living so that words would sound hollow in his praise. His sons Ed and George have both been on the university rolls and promise to perpetuate their father's memory. The governor signed the bill the day after it passed the assembly, thus establishing at Elko the beginnings of the institution of which we are so proud today. Governor Bradley was the kind of man who leaves a record wherever he casts his lot. Born in \'irginia in 1805, he grew to manhood and married there, but moved to Kentucky in 1843 ^"d to Missouri in 1845, where his wife died. Gathering a large drove of cattle, he brought them overland to California in 1852. In 1854 he and his son brought both sheep and cattle to the mines in central California and established butcher shops in different towns. Prices were very high, and they made money fast, but about the time the placers began to fail several years of .severe drought were 107 TRI-DECENNIAL CELEBRATION followed by the flood in tlie spring of 1H62, causing them heavy losses. In 1864 they sold out and came to Austin, Nevada, where they carried on the same line of business. In 1868 Governor Bradley moved into Klko County and engaged heavily in the cattle business, making that his home for the rest of his life. The Bradley s were of good Irish stock, and Old Broad-Horns, as he was affectionately dubbed, im- pressed his strong individuality deeply upon the State of Nevada. His son, the late John R. Bradley, was one of Nevada's best beloved citizens, a splendid neighbor, a faithful friend, true to the instincts of his honorable ancestry. Mrs. Belknap, daughter of Governor Bradley, has been a notable figure in the society of the capital, where Judge Belknap has honored the state with many years of service on the supreme bench. Another daughter, Mrs. Henderson, still resides in Elko where she made a home for her husband and family early in its history. The third generation is sustaining the traditions of the family in different parts of the country. In the year 1870 his party made Mr. Bradley the nominee for governor, and he defeated Fred A. Tritle by a good majority. But it must not be imagined that he was a tyro in politics. The early days in California were enlivened by many a keen campaign into which the young Virginian entered with zest. He was a prominent figure in the chivalry wing of the Demo- cratic Party and a solid supporter of Senator Gwin. He was twice a member of the California legislature and, as a delegate to the National Convention in 1856, cast the vote of California for the nomination of James Buchanan. In the campaign of 1874 in~Nevada, he was a candidate for re-election, defeating Dr. J. C. Haz- litt, the father of the University Bill. At the same time 108 DEPARTED UNIFERSITT PIONEERS Jewett W. Adams defeated John Bowman of Reno for lieutenant governor. The Bullion Tax Bill was the sensational feature of the day, and Governor Bradley kept poor, but honest, by vetoing what would have cost the state many years of healthy revenue, had it become a law. The consti- tution forbids the taxing of mines but permits the tax- ing of their net proceeds. As the state has produced something like a billion of dollars in gold and silver, it can be seen that the interest of the bonanza kings was to have the tax taken off. The people pledged every member of the legislature against the repeal of the tax, but, disregarding their pledges, both houses voted for such a bill. It was an open secret that Governor Brad- ley's signature would have placed him in affluent cir- cumstances, and his attention to public affairs to the neglect of his own had so diminished his fortune that he needed it, but he remained immovable. Against his own judgment he yielded to the solicitations of his friends and made his third campaign in the year 1878, but his enemies were too powerful and Governor Kin- kead defeated him by a small majority. The believers in the doctrine of the eternal fitness of things will be glad to know that the same bill was vetoed later on by Governor Kinkead, although Governor Bradley did not live to see the triumph of the principle for which he had sacrificed so much. He died in the spring of 1879. Among Governor Bradley's advisers, and one of Nevada's best beloved pioneers, was Jerry School- ing, then state treasurer, a native of Missouri, who lies buried in the Masonic Cemetery. He was regent of the university when the buildings at Klko were com- pleted, and, as state senator in 1885, voted for its re- moval from Klko to Reno. This measure was reconi- 109 TRI-DECENNIAL CELEBRATION mended by two members of the board of regents, S. H. Day and Dr. IC. B. Harris, and opposed in a strong minority report by Regent Rand of Elko. It passed, however, and was signed by Governor Jewett W. Adams, who by this act established the real Nevada State University as the crowning act of a long and honorable public career. The history of the university up to this change was one of endurance and self-sacrifice on the part of the faculty as well as of the people. Among those in charge was W. C. Dovey, principal from 1878 to 1881. He was active for many years in educational circles and was elected superintendent of public instruction in 1886. He was a member of the assembly during the seventh session of the legislature and was elected speaker. He was teaching in Silver City in 1874 when elected regent, and moved to Elko to give his personal supervision to the erection of the buildings. T. N. Stone, who succeeded him, was born in Massa- chusetts and taught in that state, and in Illinois and California until 1870. He was principal for a year and regent for four years. He was postmaster at Elko, state senator, and later deputy controller, a lovable, even-tempered man who made friends of all he met. A. T. Stearns was principal in 1S85. He was sen- ator from Eureka during the fifteenth and sixteenth ses- sions. He was a native of Maine and a lawyer by pro- fession. Alfred Helm of Carson was a member of the first board of regents. He was treasurer of Orrasby County for many years, was clerk of the supreme court, and an active man of business. Honorable C. C. Stevenson, who was the third member of the first board, was a mining man in Storey no DEPARTED VNIVERSITY PIONEERS County and was repeatedly sent to the state senate. In 1886 he was elected governor, and died September 2ist, 1890. John S. Mayhugh was on the board from 1879 until 1883. He was a Pennsylvanian and came to Nevada in 1859, holding many offices of trust and honor. He was by turns justice of the peace, Indian agent, legis- lator, regent, land surveyor, and expert. His home was in Elko for many years, and his son, educated here at the university, is connected with the engineering staff of the Southern Pacific. Mrs. Mayhugh resides in Elko. Dr. E. B. Harris was a notable citizen of Nevada and a firm friend of the university. He was born in New York in 1827 of a titled English family and was educated both in medicine and the law. He built the first quartz mill in Nevada but never gave up the prac- tice of his profession. He was a surgeon in the War of the Rebellion with the rank of major, returning to the West at its close. He was regent in 1883 and 1S84. A pioneer friend of the university and a lover of learning to the day of his death at four score years was Thomas Wren, a native of Ohio and a lawyer of dis- tinction. He was in Congress in 1876 and was the author of the Wren Bill, the first anti-Chinese legislation passed. His masterly arguments did much to show the people of the East that great racial reasons existed for the exclusion of Chinese. Mr. Wren died in Reno last January, leaving a widow and two children. Honorable J. H. Rand was a lovable man but very retiring in his manner, and few suspected his depth of learning and natural ability. He was a resident of Elko and regent when the university, much against his will, was moved to Reno. TRI-DECENNIAL CELEBRATION Judge Thomas H. Wells was a public man during all his long residence in Nevada. He was private secre- tary for Governor Blaisdel and also for Governor Stevenson, and was a member of the board of regents for four years. He was appointed di.strict judge and in 1890 moved to Southern California. All these are dead and their works do follow them. Among Washoe County's memorable men was an active spirit largely responsible for the removal of the university, of which he was an enthusiastic promoter. Always at the front in everything that promised to be a benefit to the town, the county, or the state from the time he crossed the Sierras, a bright-faced, lovable, big- hearted boy, to the hour of his death, no one who knew C. C. Powning need be told his story. His ready pen served on the "Nevada State Journal" for twenty years, and for eight years he occupied a seat in the state sen- ate. He was appointed U. S. Sur\'eyor General for Nevada, did much to build up the agricultural society, was prominent in fraternal organizations, and held many positions of trust and honor in public and private life. Left an orphan when a child, he came to Washoe County and made a place for himself in the histor>' of the state as well as in the hearts of his neighbors. He was born in 1852 and died at the age of forty-five years at his home in Reno. He left a wife. Scores of pioneers should be eulogized, but the vast majority of us will leave little to record. Napoleon said that in a thousand years he would occupy but six lines in history, and there are only a few Napoleons. We toil our little day and sink from sight, working for some great purpose which we may not always under- stand. Age after age the little coral spins its stony web along the ocean's bed, and when in countless years DEPARTED UNIl^ERSITr PIONEERS the reef appears above the waves, there is no trace left of those who built the foundations and hfted up tlie walls. But soon the flowers grow, the trees bear fruit, and men make homes upon the graves of the busy architects who builded better than they knew. Spirit- ually, some such mission may be ours. Many members of the constitutional convention de- serve well of their state, but the one to whom the uni- versity meant the most was James W. Haines, who came to California from Ohio in 1849 and to Nevada in 1859, settling at Genoa, where he made a home and lived until his death a few years ago. Among Mr. Haine's many enterprises was the marketing of wood and timber, and by an accident he found that a great improvement in the transportation was made by sloping the sides of the trough down which the material was floated from the mountains. This led to the invention of the V flume, which, however, he never patented but left free to all. Mr. Haines was public-spirited and always took an active part in politics. His chief labor in the constitutional convention was the defeat of a bonus of three million dollars ofi^ered to the Central Pacific R. R., then building toward the Nevada line. He stood against all comers in that fight and proved that it would bankrupt the state. History shows him a true prophet as well as a patriot. Douglas sent Mr. Haines to the first four and to the tenth sessions of the senate, and in 1890 he was elected regent of the uni- versity, a service to which he devoted himself loyally and efl'ectively. Perhaps the greatest service he ever rendered Nevada in his long and useful career was in securing for the office of president its present incum- bent, Dr. Joseph Kdward Stubbs, who came from his home in Ohio with educational honors thick upon him. 113 TRI-DECENNIAL CELEBRATION I am expected to speak today only of those whom we have lost, not of those who remain with us, and fortu- nately Dr. Stubbs does not come within the limits of this occasion. So his eulogy must be left to future his- torians. When that time comes, nothing nobler can be written than once was said of him whose disciple he is, he "went about doing good." Mr. Haines was re- proached for not taking Nevada material to fill the vacan- cies that occurred at the university, but he declared that it would be an injustice to the state, to the taxpayers, and to the students, whose welfare was his sacred charge, to accept anything but the very best that was obtainable no matter where it could be found. He was bold in the pursuit of his principles, sound in his judg- ment, and left an honored name of which his wife and children may well be proud. Contemporary with Mr. Haines on the board was a pioneer of Nevada, Henry Lyman Fish, a scholarly son of Massachusetts, who came to Washoe in 1862 and was one of her best known citizens until his death, two years ago. He held many offices, was senator when the University Bill was passed, was regent for eight years, and was also grand master of Masons. Mrs. Fish and daughter still maintain the family home in Reno. The recent death of John Newton Evans was one of the most tragic events in the history of the univer- sity. He was cut oflf in his prime by a distressing ac- cident, which shocked the entire community. Although Mr. Evans settled at Honey Lake, California, he might very properly be called a pioneer of Nevada, for Honey Lake and Susanville are by right a part of this state. Congress defined the boundaries of California as begin- ning at the point where the 35th parallel of latitude touches the Colorado River, running thence northwest 114 DEPARTED UNIf^ERSITl' PIONEERS to the point where the 39th parallel touches the i2otli degree of longitude, thence north along the sunmiit of the Sierra Nevada Mountains to the Oregon line. But the surveyors found that the point where the 39th paral- lel intersects the 120th meridian lies in the middle of Lake Tahoe. So the greedy Californians ran straight north and claimed all that part of the mountains lying east of the summit. When Nevada was cut off from Utah, Congress made a plea to California to right the wrong, and our state sent a commission to urge the matter, but no notice was taken of them. The Honey Lake War occurred when Plumas County sent a sheriff to serve processes in the valley, but he found the Honey Lakers the most loyal of Ne- vadans, and they stuck him into jail. Plumas then raised a force of one hundred and eighty men who marched to the seat of war with a cannon, reaching what is now Susanville on Feburary 14th, 1863. By the next morning three hundred armed men were drawn up to meet them. The sheriff's little army took posses- sion of a barn which shows the bullet holes, as it still stands in a Susanville orchard. A battle which lasted four hours ensued, in which ten were wounded but no one killed. The sheriff surrendered, and the matter was settled in the courts. Amid such scenes the young Ohioan entered into Western life, and, truth to tell, it was not distasteful. Honey Lake was not only surrounded by tribes ot more or less hostile Indians, but was infested with des- peradoes, some of whom the Evans brothers were forced to meet in heated disputes over the possession of land. There were many battles, into some of which Mr. Kvans was forced. In 1862 there was a war with the Piutcs, and in 1866 the Modocs raided Honev Lake, meeting TRI-DECENMAL CELEBRATION defeat in a bloody battle, in which Mr. ICvans took a valorous part. In 1868 they came again, murdering the Pearson family and retreating. Mr. I^vans followed them with a force of sixty men. The Evans brothers had interests on the Humboldt River in Nevada, in Honey Lake, and in Reno, but later the property was sold off or divided, and each one managed his own affairs. The Evans are of Welsh de- scent and are all possessed of great natural ability. They make their work count in whatever they under- take, and all have done well in the world. In 1896 Mr. Evans was elected a regent of the university, and it was a compliment to his mind and character to find that the sturdy and reserved man of business more than met the requirements. The institution gained a firm hand, while the regent fell under a good influence which enlarged his vision and softened his nature per- ceptibly. He was president of the board up to the time of his death on November 3rd last, and left a record for staunch discipline, for generous support of the pres- ident and faculty in many a trying hour. Mr. Evans was of fine appearance, manly in form and sturdy in physique. His hair turned white at an early age. while his outdoor life and temperate habits gave him a clear e\'e and a rosy complexion which many a belle might envy. In 1877 Mr. Evans married one of the fair daughters of Ohio and, bringing his bride to Reno, established a home such as can only be built up by lov- ing hearts and faithful lives. Mrs. Evans, three sturdy sons, and two charming daughters survive. Death has claimed two presidents since the univer- sity was moved to Reno. Its first head was Professor J. W. McCammou, a sturdy scholar hardly in his prime. 116 DEPARTED UNIf^ERSITr PIONEERS He was a native of Asbury, Ohio, but of Scotch descent, and had the love of learning and the earnest convic- tions of his race. He graduated at the Ohio Wesleyan University and after he left here, continued his studies, graduating first at Boston University and then at Har- vard. Entering the Methodist ministry, he died in Massachusetts in 1892 at the age of thirty-two years. The university was hardly more than a good high school until the regents brought out another of those en- ergetic Ohio boys, President Le Roy D. Brown, who set the stakes and laid the lines upon a broader scale. From that time on the University of Nevada began to be heard from. President Brown was born in Noble County, Ohio, in 1848 and attended the public schools until at the age of sixteen he entered the army, serving until the war closed. Later he graduated at the Ohio Wesleyan University, which has turned out so many good men — Senator Fairbanks of Indiana, Dr. Gun- saulus of Chicago, and three presidents of the Nevada State University. He died January 13th, 1898, at San Luis Obispo, California. His son, T. P. Brown, is prin- cipal of the Eureka, Nevada, schools. Another son and three daughters live with their mother at Santa Monica. President Brown was an extensive traveler in his own and foreign lands, educated himself for the law, and received degrees from several universities. And so the shadows claim our pioneer neighbors one by one. We remember their virtues but forget their faults. Shakespeare says, "He who dies pays all debts," and that leaves only words of kindness for their memory. They have done much for us, and we have every reason to feel that they have not lived in vain. 117 The Departed Alumni and Students By E. E. Caine (Class of i8<«) TF strong affection can inspire tender phrases, if every nerve and fiber tingling and pulsating in sympathy with the occasion can produce eloquent utterance, what an effort mine should be today. But there are times when words seem entirely inadequate to express the emotions, and such a one is this. Never have I had a greater labor of love to perform and never have I felt less equal to the occasion or more doubtful of the out- come. No one but a college man can know the strength of the tie that binds and cements the friendships of those four most golden years of our lives, though we live the limit of a century. No spot aside from the parental home has clustered about it such memories, or is so idealized as the college halls and campus of our alma mater. No friendships can approximate the ones formed in those days. No loves save those of home itself are as tender as those of our halcyon days. Personally. I know I never experienced sorrow more keen, except when those of my own flesh and blood left me, than when it was flashed to me one day that as the sun sank in the west, one of my classmates would be laid to rest, denied the privilege of resting in the soil which I of all others knew he loved so well; or when, upon another ii8 DEPARTED ALUMNI AND STUDENTS occasion, with bowed head I watched and waited with the honored president of this university while the noble soul and generous spirit of another man of '93 took its flight to its maker. So today, as I stand in these halls upon this occa- sion, every old association recalled, every nook and corner suggesting something tender of those who are gone, it is hard to keep my mind on the task in hand. Countless memories of those old days are pressing down upon me and crowding out every thought, while in my ears ring those words of Tennyson, who felt a similar be- reavement and felt it no more deeply and tenderly than do I— "Would that my tongue could utter the thoughts that arise in me!" and "O for the touch of a vanished hand, And the sound of a voice that is still!" When the committee having this function in charge allotted me my time, they stated that "Fortunately, as few of your number are missing, but fifteen or twenty minutes will be all the time you will require." While I do not feel at liberty, nor do I intend, to exceed that allowance, I found, as t scanned the roll, that the dread reaper had been busy in our ranks and had laid his hand heavily upon us. About thirty of our students and graduates have opened the book of life and have solved the problem of the ages. But a few days ago one of our former students, Morris Jacobs, went to his death in the cruel waters of the Truckee, dying like a true hero and in a manner befitting a true son of Nevada. Those who are gone are resting in places widely separated. Many sleep on the hills overlooking the valley they knew so well. Others rest under the shadow of old Mount 119 TRI-DECENNL4L CELEBRATION Davidson and in other places throughout the length of their natal state. Over one bends the blue sky of Mex- ico. The dust of another mingles with that of heroes in the National Cemetery at West Point. One rests in Texas, another in Montana, while the golden sands of California enclose several others. I wish that time, circumstances, acquaintance, and data would permit me to give an extended and detailed eulogy of each one whose memory we venerate at this hour. Such, however, is obviously impossible. This part of these ceremonies has been dedicated especially to us old fellows and our friendships. And as I speak, I know that I am not closely followed, but that each one is busy with his own thoughts of the long ago, and that each is sending forth his little tribute to the ones he knew and loved the best. So let it be; I think that the purpose of the hour could be best served by holding a silent communion, and letting the names and faces of those who are gone pass in silent review before our mind's eye, while their memories stand out distinct and vivid on the silent canvas of the past. It is said so often that Death loves a shining mark. This saying has been strikingly exemplified in the cases of those we mourn at this hour. Those of us who re- member Sheriff, Butterly, and Osburn on the baseball field find it hard to realize that those splendid physiques should prove such easy prey for the white man's plague. Those of us to whom the smiling faces of Manning, Nichol, Stewart, Tucke, and Mitchell come, appreciate the happiness, the sunshine, and the true manly worth which was lost to us here when the earth closed above them. Those of us who so often listened with such keen pleasure to the sweet voices of the Layton girls can scarcely believe that those voices are forever hushed DEPARTED ALUMNI AND STUDENTS to mortal ears. As you wander about on the carupuses of colleges here and there through the land, you find monuments, tablets, and memorial halls sacred to the memories of distinguished students and graduates. If the object of these is to furnish inspiration and courage to those who gaze upon them, to cause the examples of those they commemorate to be emulated by others — then while no such material testimonials are to be found on the Nevada campus, two of our men at least have reared on these grounds and placed in these halls, by their high characters, by their brilliant powers of mind, by their fidelity as students, by the lofty ideals they inspired, monuments more enduring than those of wood or stone or bronze, fashioned by the hand of the artisan. Their memorials have been graven by their personality, righteousness, and worth upon the best and most sacred traditions of this institution. Their memories are en- shrined in the minds and hearts of every student and professor here. I do not think that a student has ever lived in these halls a month without becoming familiar with the names of Brown and Swan. Years have passed since they answered the call, and yet I doubt if there ever has been a student here who has not at some time or other, in .some more or less definite way, felt the personality and inspiration of these two names. Milton says that no pile of stones was needed to make the fame of Shakespeare secure, and .so it is with them in the sphere in which they lived and worked. In Chau- cer's Hall of Fame each new name written on the wall caused an old one to grow dim and vanish; such will not be the case with theirs in the annals and traditions of this institution. Years will come and go, but there will always be some one to tell that in '93 two men were graduated TRI-DECENNUL CELEBRATION Whose lives were gentle, jind the elements So mixed in them, that Nature might stand up Ann say to all the world, "These were men !" And what I have said of these men can be said in scarcely a less degree of that brilliant, faithful student, Steiner, who laid down his life a sacrifice upon the altar of honest, noble ambition and perfect fidelity. And as I speak, up come the names of Ellen Lewers and sweet-faced, patient Bessie Rousseau, while alongside them range those of Edith McLear, Minnie Sadler, and Mattie Mclntyre. Each so young, so brilliant, so full of promise; each so almost indispensable here, but abso- lutely essential on high. I would that I might say more, but I can not. The subject grows too sacred and tender for words. I trust that I shall be pardoned for having dwelt longest on those I knew best. I hope none have been forgotten. All of them we honor equally, and each is as tenderly thought of. Some one in delivering a Memorial Day address dwelt upon what a wonderful preserver and purifier death is. How true! Each of us has grown older and more serious and staid, but the absent ones have not changed. They never will, but to the end they will be with us, bright-faced, smiling, happy, brave-hearted college boys and girls, while we grow old and perhaps withered and bitter. Again, while it is true that these students possessed many virtues and a few were stars that corruscated in their alma mater's crown, yet they must have had imperfections. It does not seem so to us today. Every fault has been explained away. Over every error the mantle of charity or oblivion has been dropped, and to us they are pure and unsullied. In the phraseology of the mining students, they have been 122 DEPARTED ALUMNI AND STUDENTS refined by the blast of death, till all the dross is gone. Only a bead of bright, untarnished golden memory rests in the cupel of our affections. So let us leave them, each resting in a halo of his own, looking down upon us, drawing us closer to one another and to the 'varsity, urging us to greater deeds, higher accomplishments, and loftier ideals. I am glad that there is nothing funereal in these ceremonies today. We do not feel that the light of our friends has been extinguished. We feel rather, as has been said in substance by a distinguished American ora- tor, that if the Father deigns to touch the cold and pulseless heart of the buried acorn and cause it to burst forth from its prison walls, then he will not permit the soul of man to languish in the earth. If he stoops to give to the rose bush, whose faded blossoms float upon the breeze, the sweet assurance of another spring, then he will not withhold hope from the hearts of the sons of men when the frosts of winter come. If matter, mute and inanimatte as it is, though changed into a thousand forms by the forces of nature, yet never is destroyed, then neither shall the imperial spirit of man be annihi- lated after it has paid a brief visit like a royal guest to this tenement of clay. Ah no! the one who wastes not the blade of grass nor the drop of rain, but converts all things to his general purpose, has not destroyed our friends. He has given immortality to the mortal and has gathered to himself the noble souls and generous spirits of those we miss and mourn today. So Let us look up, not down. Their day ha.s come, not gone. Their sun has risen, not set. Their hves are now beyond the reach Of change or death; Not ended, but begun. 123 'IRI-DECENNUL CELEBRATION Prayer The prayer offered by the Reverend Samuel Uns- worth of Trinity Episcopal Church in closing the Memorial Services, breathed the tender and sacred spirit that had grown with the progress of the exercises. All stood in the presence of their friends of former years once more in greeting and farewell. This prayer, which possessed the permanent beauty of the Episcopal ritual and the personal touch produced by the oc- casion, passed with the speaker's utterance, but its deep impression will abide. In Memoriam While this volume is in press, two more Univer- sity Pioneers whose names appear in the preceding pages have passed away. Ex-Governor John H. Kin- kead, who succeeded Governor Louis R. Bradley but continued his policy against the Bullion Tax Bill, died at Carson City, August 15, at the advanced age of seventy-eight years. Mr. Kinkead was treasurer of Ne- vada while it was still a territory, was a member of the two constitutional conventions held in 1863 and 1864, was the first United States official in Alaska, being appointed postmaster at Sitka, and subsequently, after his election as governor of Nevada, was appointed governor of Alaska by President Arthur. Honorable Trenmore Coffin, who completed the unexpired term of Honorable Thomas Wells as uni- versity regent and had a large share in the selection of Dr. Stephen A. Jones as president of the university in 1SS9, also passed away in the same city on August 26. 124 Alumni Banquet The Alumni Banquet was held under the joint auspices of the Associations of University and Normal School Alumni as a part of the Tri-Decennial Cele- bration. The University Pioneers and the members of the Pioneer Class were the special guests of the alumni on this occasion. 125 Toasts FRANK H. NORCROSS, A.B., '91, ToastmasTER The University — the Infant Honorable D. R. Sessions, First Principal of the University Reminiscences Professor Emeritus Hannah K. Clapjj "Dear N. S. U." Alumni and Guests, led by Mrs. Laytou To the Absent Ones Mr. Thomas J. Lawrence, A. B., '99 C 'Silver Threads Among the Gold"... Mrs. Howe and Mrs. Layton "\ The Favorite Song of the Pioneer Class ^_^^ Outward Bound Mr. Allan Ede, for the College Class of 1904 What Can a Man Do? C. R. Lewers, A. B., '93, Assistant Professor of Law at Stanford University From Jest to Earnest Miss Emma Regli, President Normal Class of 1904 "A Song to N. S. U." Alumni and Guests, led by Mrs. Layton Our American Educators Honorable Francis G. Newlands, U. S. Senator for Nevada Domestic Arts and Applied Science - Mrs. Mate Snow Thurtell, Normal, '90 The Golden Age Reverend Samuel Unsworth "Fair Nevada" ..Alumni and Guests, led by Mrs. Layton Our President Professor Laura De Laguna The University — the Man That is to Be - President Joseph E. Stubbs "America" Alumni and Guests, led by Mrs. Layton 126 Honorable D. R. Sessions kirst principal of the university The University— the Baby By Honorable D. R. Sessions First Principal of the University My Dear Doctor Stubbs: As I shall not be able to take part with you in cele- brating the thirtieth anniversary of the university, let me offer you such notes and suggestions as I may on the early history of the preparatory department, which w'as established at Elko in 1874. Political arrange- ment, I was told, fixed this location. It was not the most favorable. The great majority of the population was in the western part of Nevada, of which Reno was then, as it is now, practically the center. After a school- house had been built and a principal appointed, Nevada was committed to higher education. The school build- ing, placed on a sightly hill about half a mile from the body of the town, was of brick, neat in design, and had three rooms on the ground floor, with a commodious assembly room on the upper floor. On my arrival at Klko, I set about at once to gather in any pupils that were available. I made no formal examinations for admission, but selected a class, boys and girls, more with reference to what they might learn than to what they knew. All told, there were seven. Two or three of these might have stood a fair exami- nation for entrance into a high .school. The others I took on faith. In mining parlance, they looked like good prospects. I endeavored to find out what each J27 TRI-DECENNUL CELEBRATION might be most interested in, assuming that interest be- tokens talent. In other words, it was my plan to indi- vidualize tuition so that each boy or girl might spend most of the time on a specialty. Other studies were given rather for the sake of variety or diversion. If faculty for analysis seemed inferior or lacking, but appreciation of words was manifested, it was my effort to cultivate ease in speech and with the pen. Pupils whom I selected to teach in this way, became clever within the limits of their ability and taste, and I am gratified that, without an exception, they have become respectable and self-respecting men and women, al- though, as is said of Benjamin Franklin, they could not comprehend the mysteries of arithmetic. It was my good fortune, however, to find in my original class of seven several who possessed mathematical talent. It was important for me to put them forward beyond the chil- dren in other schools of the state if I could, so that I might have their advancement to show for my work. In fact, it seemed to me about the only means I had of avoiding a false position. I could not get a large class, and as the smallness of my class attracted public criti- cism, the only thing left for me to do as proof that if I were not rendering quid pro quo I was at least not idle, was to present them in evidence. As I look back upon that small but bright nucleus, I can see them rise to their feet and stand sometimes for an hour, perhaps, en- gaged in the oral solution of a complex example; and they did it without fatigue; they liked it. Oral work of this sort commended itself to me because I had dis- covered for myself that it is necessary for thought and speech to travel together, neither hesitating or halting behind the other. After we had gone over our arith- metic thoroughly, elementary algebra was taken up and 128 UNiyERSlTT—THE EABT studied with the least possible assistance from pencil or blackboard. One of my boys who was anxious to learn Latin, got on far enough to read Caesar's Commentaries with me. Several of the class, mostly girls, preferred French. Before we parted company, I remember that their Fasquelle had been well and profitably used. One of the boys who had the proper talent and so studied for the very love of it, reviewed his arithmetic, became easy in elementary algebra, incidentally going far enough into the construction of a logarithmic table to show that he knew what he was about, and learned to apply the rudiments of trigonometry to practical surveying. This is a picture of our two years of pioneer work; but, alas, I had to begin the next two years' work all over at the bottom again. As well as I can remember, the class with which 1 started was composed of Miss Margaret Yeates, no\^ Mrs. Keyser, and her sister. Miss Jessie Yeates, no\\ Mrs. Hesson, both of Elko; Frank Rogers of Elko; Allen Pen rod, a miner from Island Mountain in Elko County: J. B. Gallagher of Elko, who now fills an important place as personal representative of the proprietors ot the great copper mines of Montana; Miss Sarah Gillar. of La Moille Valley, Elko County, now Mrs. F. F. Muller, residing at Los Angeles; and Charles L. Rood, to whom I have referred as the builder of the loga- rithmic table. He holds a highly responsible office in Salt Lake City, as manager of large Utah mining inter ests. He commands an exceptional salary and enjoys a high standing in the community. Whether I have been accurate in noting these as members of the original class, I can not be positive, as occasionally one pupil would drop out and another would be taken in; but the Ust is substantially true. 119 TRI DECENNIAL CELEBRATION During the last two of my four years' service at the bead of the preparatory department of the univer- sity, I yielded to pressure and enlarged the number of my pupils, and had in attendance sometimes as high as thirty. This necessitated classification, and rendered me unable to individualize the work of teaching as much as I had done before, and yet, perhaps, on the whole, the results of the work common to myself and the 5'oung men and women of the department were gratifying. The success that I met with was due largely to the zeal and hearty co-operation of my pupils of this period, among whom were Mr. J. D. Bradley, grandson of Governor L. R. Bradley, than whom I be- lieve no one responds to his vocation with more in- tegrity or better judgment. His wife, formerly Miss Emma Donnels, was one of my later pupils. She re- moved to San Francisco, where she stood a creditable examination for admission to the high school, from which she afterwards graduated with credit. I would like to be able to say something helpful to the young men and young women who are now under your care, although I fear that words to them from me will be like coals carried to Newcastle. You and your teachers are far better able than myself to give them suggestions or advice. And yet if I could be sure of the serious attention of only one of the young persons in yourcharge,! would make the venture. So few of us are willing to be warned. May be it is, after all, a law of nature that the great majority of us must learn the lessons of life by individual experience. As, therefore, we ignore or reject the experience of others, so those coming into the field after us reject ours. Up to a cer- tain period the world is all before us; beyond that period the world that is behind us grows in volume and in 130 UNI^^ERSirr—THE BABr consequence. You are about to distribute diplomas, and I have no doubt you will give them to those who have earned them. And yet you, who have taught so long and so successfully, know that the diploma of itself means little; that it is not even conclusive proof of profitable training; that it may or may not be even a token of actual, successful study. The first honor itself may or may not be what it bespeaks. Is the bril- liant curriculum the rising or the setting of the univer- sity's sun? Does it mark the beginning or the end of intellectual usefulness or availability? In Boston, nearly twenty years ago, Mr. Thomas Bailey Aldrich, author and poet, and then editor of the Atlantic Monthly, made a remark which gave new life to a fact with which I had already become familiar, I must confess, through my own personal experience. Said he, "Perhaps I ought not to talk with so much freedom in the atmos- phere and under the shadow of Harvard, but it is true that graduates from this college go out from it every year by the hundreds like so many bullets out of the same mould. These young people, who enter college clever, responsive, and adaptable, come out with their natural angles obliterated, elasticity of wits impaired, and individuality lost or shattered." When recent ac- quaintances asked him who were his college chums and who were of the class in which he graduated, he would answer by giving the names of Washington Irving, Henry James, George William Curtis, Mark Twain, and others, numbering a score or more. This was his joke, for not one of these celebrities was college bred. 1 have observed more than one honor man disappear from view or retire into listlessness and obscurity as though the receipt of his diploma satisfied him and was taken to be the close of his career. This indicates thai »3» TRI-DECENNUL CELEBRATION there may be something radically wrtjug in our scheme of liberal education. Is not the parable of the Barren Fig Tree in point j? There is a wisdom that is outside of books and above them. Bacon said this or .some- thing to this eflFect. I do not know who it was that said, "Too much work and no play makes Jack a dull boy." Out of the little Greek that I learned, the prov- erb, "Big book, big trouble," is fresh in my n)eraory. The older I get, the more it suggests to me. The men of actual control in the United States, the men who supply ideas, are not all men of letters. Books of them- .selves are not the only means of education — of leading the faculties out and up; but there are books in endless variety, and if they are to do good, they must be se- lected so that when taken down they will be digested. If the soil is not suitable, either there will be no fruit or else poor fruit. The elective course has done much to obviate waste and barren or injurious study. Elec- tion is the thing; but to make it sure, it must be under conscientious and intelhgent control. University pupils sometimes aspire to a degree in a specialty without due consideration of their fitness for it, allowing themselves to run after the mere ornament of distinction. There are a few students who have such distinct natural tendencies that, without conscious effort, they mark out their own course. Others — the great majority — should be studied and sounded by their teachers and have a healthful course mapped out for them. The results to be derived from teaching, I believe, depend more on the care and skill exercised in the making of this diagnosis than on any other function of the teacher. I have run away from my text, the history of the university in its babyhood. I have wandered into the lecture field and have become the pedagogue again; but '32 UNIt^ERSITr—THE BABT 1 have followed you in the great work that you have done, and my spirit is with you in that which still lies before you. You have fought a good fight; you took the baby and have made a man of it. I, pioneer of the university in swaddling clothes, salute you! All honor to you, to staff, to alumni, and to undergraduates! You are engaged upon a future. I have but a remi- niscence, if I am any more than a reminiscence myself. If, therefore, you suspect that my homily might prove a skeleton at your feast, withhold it; and if I come to you with too serious a face, let me epitomize all that I may have said in criticism by reference to that old classical joke of Mark Twain. He was a guest at the commence- ment exercises of a great college or university. When the Latin orator ejaculated "Ignoramus," he says he felt that every eye in the house was fixed upon him. And yet he is still ungraduated. Very sincerely yours, D. R. Sessions, J 33 Retrospect y By Sam Davis (Dedicated to the Old Boys of N. S. U. by the author. Music arranged as a male quintet by Mrs. Rose V. S. Berry.) There is a corner in my heart From other memories held apart, A sagebrush lure that brings me back Along a worn and beaten track, In dreams that come again. A haunting music that at times, l/ike murmuring of distant chimes, Floats back to me on golden wings And to my grateful spirit brings The eventide refrain. The surpliced seasons as they go, Tread faster with the passing show, And many a well remembered scene Is held by friendship's ties serene, That death alone can sever. Hushed is the laughter and the feast, The dancing and the revel ceased, The music and the songs that thrilled With voices of the past are stilled, Forever and forever. And now we lift our song of praise, To those ambitious college days. Those dreamy, castle-building hours. With path of knowledge strewn with flowers To grow at our commanding. And with the music mounting higher And memory's hand upon the lyre. We'll now a brimming bumper raise To those dear old Nevada days. And drink the bumper standing. 134 Our President By Professor Laura De Laguna TN rising to speak on such a theme, I feel that the honor of being thus called upon far outweighs any poor tribute I can hope to lay before our president. It is not without much perturbation that I realize that next to Dr. Stubbs, I am the honored guest here — since to me it falls to propose the toast, Our President. This toast is not upon your programs. It is intended as a surprise, I understand. But, indeed, would not its omission at this time be a real cause for surprise? I take it that it was omitted because it was too obviously the toast for this occasion, and its place in a printed program would, therefore, have been superfluous. To the American university, its president is what the commander-in-chief is to an army — its central in- telligence to whose determining influence the success or failure of the institution is ultimately due. Its pol- icy is his; the instruction that it undertakes has been approved by him; the distribution and, to a varying ex- tent, the securing of its funds is the work of his hand and brain. Perplexing questions arise; delays are often fatal. A station-agent in India who never acted unless under orders, once telegraphed to his chief: "A tiger is just stepping into the oflBce. What shall I do?" But one of the strongest attributes of our president is to meet without hesitation, to deal boldly and summarily with any "tiger" that enters his ofl&ce. For, to perform »35 TRI-DECENNUL CELEBRATION tbe common duties of bis position, the college president must have the business sense and executive skill of an industrial captain, the breadth of view and length of foresight that go to the making of a statesman, the diplomatic skill and charm of manner that mark the social leader. And besides all this, he must personify and exhibit before the young men and women of his university that practical idealism which is the spirit and the end of our higher education. To my mind, it is one of the striking evidences of the general high standard of American manhood that men of this description have been found to take charge of our universities, great and small. For it is not alone the older, larger, and more famous universities — such as Yale, Har\^ard, Columbia — that have enjoyed the benefits of such oversight and guidance. At times, a smaller institution has been governed by an executive who has accomplished a life-work less far-famed, it may be, than that of a President Eliot, but no less thoroughly sound, and noble, and enduring. Such a work has been that of our honored president. We are justly proud of our university for its good- fellowship, its earnestness, its loyalty, and its work ac- complished. Not that we are blind to our limitations. But our confidence in our leader fills us with that un- faltering courage that is, in its very essence, success. The alumni, students, and faculty make up a good part of a university, but the president's methods of adminis- tration can counteract, or can set the seal of eflSciency upon all these factors. Unity of aim and harmony of execution, so vital in the furthering of any project. have never been disregarded by our president. Little Willie cried out in school one day: "Teacher. Johnny's making o's instead of a's!" "Why, how do 136 OUR PRESIDENT you know? You can't see his slate." "No, but I can tell by the faces he makes." For ten years out of the thirty of this university's existence, Dr. Stubbs has been its loyal head, and so entirely has he been a part of its very life that to know what it was accomplishing, you had but to look at him. We are proud of Dr. Stubbs, and proud of the soil that has produced him and many an other illustrious college president — although not one who in the hearts and minds of those who know how our president has spent his life-force in the upbuilding of this university, could fill the place he has occupied. If I were a man, I would propose Three Cheers, and would start it myself. Etiquette forbids, and I must leave something for the gentlemen of the faculty, who feeling, no doubt, that they could not do this toast justice — and who of us could! — like their Father Adam before them, take refuge behind a woman. Ladies and gentlemen, "An American gentleman is the noblest work of God." I give you a typical American — President Stubbs! »37 The University — the Man That is to Be By President Joseph Edward Stubbs TDEFORE speaking on tbe subject, "The University — the Man That is to Be," I must beg your indul- gence while I say in response to the very cordial words of Professor De Laguna that I am deeply sensible of her tribute of respect and appreciation. It is such words as she has spoken that quicken the tenderest and deepest feelings of gratitude. Every man loves once in awhile to hear a word of commendation. But, in the presence of these children of the university and their friends, I wish to say to my colleagues on the faculty that whatever of good results we have accomplished during the ten years just past is due to their steadfast co-operation and support. The University — the Man That is to Be. The sub- ject partakes of the nature of a prophecy — an outlook over the ten years that lie just ahead of us from the viewpoint of today. But we can only predict the life of the university in the future by taking brief note of its development in the past. For thirty years the history of our university records slow but steady growth in breadth, depth, and height. The campus has been enlarged by the purchase and lease of valuable land and by the gift of the citizens of Washoe County to the agri- cultural experiment station of sixty acres, with a per- petual water right of ninety inches. The buildings which have been erected during this period are standing evi- i.?8 UNIf^ERSITT—THE MAN dences of the good will of the members of the several legislatures from 1895 to 1903. Within that time, not- withstanding the pressure of inadequate resources, the several legislatures appropriated money sufficient to erect Lincoln Hall and Manzanita Hall; the mechanical building; the stone chemical building; the brick hos- pital; and to rebuild the former station building, des- troyed by fire. The gymnasium was erected through the initiative of the faculty and by the aid of sub- scriptions from citizens of the state, the legislature giving two thousand dollars toward its completion and furnishing. These are evidences of the material growth of the university. The intellectual and scholarly de- velopment has kept pace with the growth in equip- ment and facilities. The members of the faculty have kept steadily in mind the progress of educational life and thought and, so far as the conditions of the state would permit, have wrought out in our university the best spirit and the best life of established universities in older communities. So much for the growth of the university to the present hour. What of tomorrow? The growth of the state in population has been backward instead of for- ward. The census of 1900 gave a smaller population than that of 1890. Since 1900, however, a great change has taken place. We now look with full assurance to a rapid increase in the population of Nevada and the advance of her permanent industries. The discovery of rich mines is attracting numbers of people; and the mining camp will soon be transformed into the active and enterprising town and city. In the eastern part of the state, a new railroad is opening up a rich section, hitherto almost inaccessible. The irrigation of the western part of the state by the national government 139 TRI-DECENNUL CELEBRyl'I'lON will in time transform the desert place into a scene of prosperity and beauty, and means an addition to the j)opulation of the state of from ten to thirty thousand people. If this irrigation enterprise shall be extended along the Humboldt River, we may confidently expect one hundred thousand people in Nevada, with a tax- able valuation far in excess of the present meager thirty millions of dollars. This means much to the uni- versity in the future both in growth and in usefulness, for it will enable it to reach the population of miners, ranchers, and stockmen by means of its schools of engi- neering and agriculture, and to promote the welfare of the commonwealth by scientific and practical education along these lines. So much for the prospective growth of our state and institution. There are many important changes and improvements in the nearer future. The time has come when, in the judgment of many friends of the university, the board of regents should be increased in number and provision should be made in the law for the elec- tion by the people of one or two alumni of the univer- sity and of the normal school. The alumni of both schools now form a goodly band of men and women in active life. Naturally, the university would gain, and the students would gain by having a representative from their own number on the board; and it is gratify- ing to say to the alumni that the board of regents has adopted a recommendation, which will be sent to the legislature, approving the change of enlarging the board so as to include one or two of j-our number. Again, the faculty has felt that sufficient ad- vantages have not been given to its members for study and research in contact with the best thought and life t)f the day. Our university is somewhat isolated. The 140 UNiyERSITT—THE MAN members of the faculty are to a considerable degree shut in from the broad currents of thought in their several subjects. Heretofore the regents have found it impossible to make provision for the absence of members of the faculty at stated times for such a purpose. But they have now adopted the rule of the older college.s and will grant to the members of the faculty one year in seven, which they may devote to the pursuance of study in the particular line which they teach. Up to the present time the regents have been unable, through lack of means, to grant a seventh year leave. They authorize me to say tonight that so far as leave can be given without prejudice to the work of the university, they will grant it, and will continue to pay during ab- sence one-half of the regular salary. In cases of long service or extremely low compensation, the allowance will be increased to two-thirds. We, as teachers, know that the thought and work of the age makes rapid advancement, and we need at least one year in seven, free from the cares of teaching, to give ourselves to self- improvement, to exact scholarship, and to the inspi- ration that comes through association with leading insti- tutions and men. The University — the Man That is to Be. Atten- tion is called by our subject to the fact that the pa.«it thirty years has been the infancy and boyhood of our university. Now it is to claim recognition as a fully matured man. This means that our university ha.s arrived at man's responsibility to our commonwealth — that it has put away childish things. The education that it gives, the intellectual life that it inspires, the spiritual life that it stimulates, the social and athletic life that it develops, should be according to the best standard of university and college life as found through- H' TRI-DECENNIAL CELEBRATION out the country. No university stands alone, no college does its work regardless of other colleges. No matter what language we speak, the language of the univer- sity represents one aim and one spirit. So, in accept- ing the responsibilities of fully matured manhood, we realize that the university in the more isolated section of the United States is bound to every other university by the tie of educational brotherhood and must keep pace with educational progress everywhere. Man- hood means that to the limit of our powers we shall give the best possible education to the young people of Nevada under the best possible influences. There is no greater work. Our reward is in the certain tenure of our position, the independence of our investigations of facts and truth, and our freedom from all personal and political interference, provided we are faithful to the university ideal. Our matured manhood calls us to give to the state, which is eager to have its young people educated, abundant evidence of the masterfulness of our calling. Remember that, as men, we are to fully prove our man- hood by giving evidence of our wisdom in directing young men and young women along their several paths; of our scholarship, so that the teaching of the class- room shall be accurate and in accordance with the best thought of the times; and of our intellectual life, show- ing keenness and vigor in the search after truth. It calls us to hold steadfastly to that which is good and to be ever sensitive to the highest moral standard for our- selves and our students, reaching out beyond mere in- tellectual accomplishment to the spiritual life, which transcends all others and which cannot be compressed into definition or paragraph. It calls us to remember that it is the whole character of the men in the class- 142 UNiyERSITT—THE MAN room and out which impresses students most vitally. The man that is to be! Tomorrow, the next year, the next ten years! Our university! As the child is father to the man, so must its future be determined by its past. May it now put on the whole armor of its faith. May it begin the new decade without fear and without apology. And when, ten years from tonight, other lips shall speak of its progress, may they tell of a university which has given full proof of a vigorous man- hood, fulfilling the promise of its infancy and pressing forward toward an old age of increased usefulness and honor. To N. S. U. By Robert Whitaker What wondrous wealth is thine; Thou art the richest mine Thy vState e'er knew, Where all who will may gain, Nor yet exhaust thy vein, And none of loss complain, Free N. S. U. OCTOBUR, 1902 H3 A Song to N. S. U. By Miss Elizabeth S. Stubbs Class of 1S99 (air, "Mandalay") In our mountain-circled valley, where the silver Truckee flows And our 'Varsity stands proudly 'neath the shadow of Mt. Rose, In the land of the Sierras, where the western breeze blows free, It is there we lift our voices, N. S. U., in song to thee. Where the Indian war-whoop shrill Echoed sharp from hill to hill. Now the student voices mingle in the dear, old college cheer. Where the silver Truckee flows And the air of freedom blows. There to thee we lift our voices, N. S. U., forever dear. When, before the breeze, Old Glory flings the white and crimson bars. There the color of our college gleams, a setting for the stars; Sons and daughters of Nevada wear the patriot's royal blue. True to state and true to nation, loyal to the N. S. U. When the autumn days appear, The great football season's here; Then our team goes out to battle and win victories anew, .\nd the Rah! Rah! Rah! rings out. A great royal, loyal shout. While the deep-arched sky above us spreads aloft the royal blue. When the year of work and pleasure has slipped rapidly away. And the students bid farewell to each delightful college day. Seniors, Juniors, Sophomores, Freshmen, bound by college spirit true, Gather in the Gym to sing a parting song to N. S. U. When Commencement time draws near. The Alumni gather here To recall their years together and the old-time loves renew. Where the silver Truckee flows, And the air of freedom blows. There we lift our hearts and voices in a song to N. S. U. September, 1901. 144 Commencement Exercises Owing to the fatal illness of his wife, Honorable J. W. Springer of Denver, former president of the Na- tional Live Stock Association, who had been invited to deliver the Annual Commencement Address, was un- able to be present. His place was ably filled by Pro- fessor Carl C. Plehn of the University of California. H5 Program PRESIDENT STUBBS, Presiding Music, prelude, 9:30 to 10 o'clock Cadet Band Chorus, "Union and Liberty" Annual Commencement Address Professor Carl C. Plehn, Dean of the College of Com- merce of the University of California Solo, "When You are Here" Mr. Lester Merrill Bestowal of Scholarships Regent W. W. Booher (a) "Last Night" \ Reno Ladies' Quartet (b) "The Old Oaken Bucket" / Miss Thyes, Miss Wheeler, Miss Blume, Mrs. Case Granting of Diplomas Chorus, "A Health to All" Announcements Solo, "University Hymn" Miss Hepburn Michael Repeated by request "America" Audience 146 Annual Commencement Address Education for Commerce as a Profession By Professor Carl C. Plehn Dean of the College of Commerce of the University of California "pDUCATION is primarily the means of passing on to each succeeding generation the wisdom which is the result of the experience of previous generations. By this means the passing generation puts its stamp on its successor, moulding it, in the plastic age of youth, to such form as most nearly corresponds to the old. Edu- cation is, therefore, a conserving force, and the tendency of the best schools and of the best teachers is to cling to the past. Were it not for the constant changes and development in our social and economic environment and the imperative demands which the young people of each generation make for that training which will enable them to meet the new conditions under which they must live, education would crystallize into a hard unyielding system like that, for example, of China. This conservatism, however, this tendency to hold on hard to what is good in the past, is a most valuable characteristic in any educational system; it gives us the experience of hundreds of generations to draw upon. But such conservatism is in no sense inconsistent with progress and with a liberal willingness and readiness to learn from the experience of the present. Our American system of education is plastic, in '47 TRI-DECENNUL CELEBRATION some respects too plastic, for we are constantly trying experiments which fail and making changes which have to be undone. Changes sometimes sweep over our educational system slowly like the rising of the tide, sometimes they come with a rush like a tidal wave. But unlike the tide there is really no ebb in the flow. The smaller waves may dance up and down, the spray which blows from the crest of the waves may fall back with a splash, and the bubbles in the froth and foam may burst and reveal their emptiness, but a new and permanent level is usually attained. I am constrained to speak to you today of a great tidal movement in our educational system which began some fifty years ago and has recently culminated in a tidal wave of progress. This wave carries on its surface at present much debris, much froth and foam, but has good deep blue water below. We will, with your kind permission, confine our attention to what is called college education, for al- though I may later address a few remarks to a phase of secondary education closely allied to my subject, it is mainly with education of the grade of that given in our state universities that we are concerned. Fifty years ago our college course still retained for the most part that form into which it had crystallized several hundred years before. It offered a fixed cur- riculum composed mainly of Latin and Greek, mathe- matics, logic and philosophy, which were accepted quite generally as the proper mental endowments of cultivated men. These subjects were taught in the traditional manner, which had certain distinct advan- tages, for the pupil was compelled to acquire at least a modicum of knowledge. The standards by which attain- ments were measured were as rigid as a carpenter's steel 148 EDUCATION FOR COMMERCE square. The same conditions prevail very largely in England today. The result was a sort of aristocracy of educated men. As in China the official class consists of those who have passed certain grades in their classical examinations, so our cultivated men received a certain recognition for the possession of attainments, which, if not useful, were decidedly distinguished. That spirit is not all gone yet. In my own college days at old Brown, only fifteen years ago, those of us who followed the traditional classical course looked with open disdain upon those less fortunate, less gifted, or misguided individuals, for so we conceived them to be, who followed the scientific course with some Latin but no Greek, which had been opened as a timid concession to the demands of the time by the college authorities, who themselves had no faith in the result. Such courses were "snap courses" not worthy of the attention of serious minded men, in the opinion of that aristocracy of Greek students who gave tone to the student body and moulded its thinking. Such was the attitude to- ward a course of study which involved in place of Greek and philosophy, chemistry, physics, and modern languages. That purely technical studies like mechan- ical or civil engineering would ever entitle a man to a place of honor among the learned professions was at that time unthought, and had it been hinted would have been greeted as a heresy too inane to be seriously discussed. Yet in the short space of time which has elapsed since then, such courses have not only estab- lished their utility but have won a general recognition for dignity, and the fortunate possessor of such training is regarded as quite as distinguished as he whose head is full of Greek or even the more difficult Sanscrit. The added dignity and the new respect which has 149 TRI-DECENNIAL CELEBRATION come to these courses arises, I think, from the fact that they now lead to professions. But what is a profession? Why do we instinctively honor a man who has, and who is true to, a profession? A profession is a career which is followed largely for its own sake by one who has the knowledge and training requisite to constitute him an expert. "Professional" when used in this connection means almost the opposite of what we mean when we speak of "professional" athletes. The latter, although often experts, pursue athletics not for the love of the exerci.se and the sport so much as for the profit they can get from their expertness and its exhibition. The typical man of the so-called learned professions, how- ever, pursues his career with an eye single to the work he is doing. He gets his reward mainly in the accom- plishment of the task he has set before him; hisjoy is in doing, in becoming daily more an expert, in solving the problems which fall to him, in advancing, be it by ever .so small a step, the conquest which knowledge is mak- ing in the field of human interest to which he is de- voting a life. It is a happy privilege to give unstinted service to an undying profession in whose permanent and enlarging serviceableness one ardently believes. If fame and financial reward come to him as well, they come not because primarily sought, but because the world inevitably yields honor to good work, and re- wards those who render good service. He need in no sense despise them. But the real reward of the true professional man is like the joy of Archimedes when he rushed naked from his bath through the streets of the city crying, "Eureka! Eureka!" — "I have found it! I have found it!" — because he had that moment solved the problem of how to ascertain whether the king's crown was of pure gold without destroying the crown. We 150 EDUCATION FOR COMMERCE respect and admire that doctor who freely expends his life and his energy in fighting disease wherever found for poor and rich alike, and instinctively mistrust the medical practitioner who holds out his hand for his fee before he looks at the sick man's tongue. At a recent convention of the doctors of the Pacific Coast, two whole days were spent in the most earnest discussion of sanitary measures for preventing disease in cities. A Jewish merchant, who was an interested auditor to the proceedings, listened with growing amazement and finally broke out with: "But, gentlemen, what you think? What you do? You will destroy your business alto- gether." The Philistine who centers his attention solely on the mere financial reward cannot enter into the feelings of the professional. Fifty years ago the professional spirit was practi- cally confined to the so-called learned professions, those of law, medicine, and theology. At that time the prep- aration for such a professional career was usually attained in the office of some lawyer or doctor, or in the study of some minister. There were schools of theology, of law, and of medicine, but they, for the most part, taught the same things that could have been learned in the oflice or the study by the old method. But. these professional schools took on an entirely new character when, about the middle of that century, they dis- covered a better method of training in these technical subjects. In his inaugural address, as president of Vale University, President Hadley is reported to have said of this change: "It was seen that a professional school did its best work when it taught principles rather than practice. Instead of cramming the students with de- tails which they would otherwise learn afterward, it was found much better to train them in methods of '5 TRI-DECENNIAL CELEBRATION reasoning which otherwise they would not learn at all." This remark of President Hadley bore directly upon the old professional schools and was used by him to ex- plain the advantages of connecting these schools with the university. It applies, however, to all technical schools and courses of study in the universities of a technical character which have been introduced since the middle of the last century, and to my mind indicates the only route by which success can be attained in uni- versity courses along technical lines. I repeat, Pro- fessional schools must teach principles rather than practice. Following the advent of the reconstructed schools for training members of the three old professions, the next to enter the sphere of college influence were. the engineering schools. At first they were practical schools so-called, which did not develop a truly pro- fessional spirit until they, in turn, began to teach prin- ciples rather than practice. By so doing they became in a far truer sense practical, for principles grow out of practice and govern it. The opening of the nineteenth century was marked by a series of marvelous inventions, notable in the tex- tile industries and in the production of iron implements and machinery. The steam engine became a potent force in the economic life of man. The distinctive characteristic of the whole century was production, the mastering of nature and nature's forces to yield man a better living. It was this unceasing effort to increase the productive power of man which led to the estab- lishment of special schools for manual training, mechan- ical arts, engineering, mining, and agriculture. At first these schools followed, as did the earlier professional schools, the old methods of the shop, where boys had 152 EDUCATION FOR COMMERCE previously acquired that training. So long as they re- mained in this condition, they were of little signifi- cance, had small dignity, and led to no professions. But they have won recognition and respect, and the)' have done so almost in direct proportion as they followed the development of the older schools and taught principles rather than practice. At the same time they shed their envelope of Philistinism and blossomed into true professional schools. The year 1898 marked the beginning of the last stage in the development to whose history I have possi- bly devoted too much of your time. In that year several important universities introduced special courses in commerce. These came almost at one time and from different immediate impulses. It is rather remarkable that within so short a space of time and without con- scious conference one with another or imitation of one another, the University of California, Columbia Uni- versity, the University of Chicago, the University of Wisconsin, and the University of Michigan should have established special schools or courses in commerce, and that the University of Pennsylvania should have turned its Wharton School of Finance, originally founded t(j teach the eternal justice of a protective tariflf, into a similar school. This shows that a wide felt need was apparent and was met. It was met the more readily in that these larger institutions of learning were already well equipped to teach, in a thorough and practical manner, most of the subjects required for such schot)ls. Higher commercial education is still so recent an addition to our professional schools that the questions as to its necessity and its scope are still open and vigor- ously discussed. Their answer requires careful reflec- tion. The Technical Education Board of the Uondoii '53 TRI-DECENNUL CELEBRATION County Council recently appointed a committee which rendered an important report on this subject. The com- mittee divided the classes engaged in commercial pur- suits into three groups, performing very different duties and consequently requiring very different kinds of ed- ucational facilities. These are: (i) the general class of oflBce boys, junior clerks, shorthand clerks, copyists, and bookkeepers, who are engaged in occupations that are largely mechanical; (2) employees in more respon- sible positions, correspondence clerks, managers of de- partments, agents, dealers, and travelers; (3) the great employers of industry and heads of large firms and business houses. To the third class I should be inclined to add the specialists employed by governments, mem- bers of the consular service, and the like. It is probable that our better business or commer- cial schools fill the demands set by the first two of these classes. They have by long experience adapted them- selves to the needs of the business world in this direc- tion. It is, perhaps, a pity that they are still for the most part private institutions, run as money making concerns, with no standards uniformly followed, with too marked a tendency to favor short cuts as against thoroughness of training, too great a willingness to oflFer partial courses for the fees that can be had, and with no professional spirit. The beginning of commercial courses in the public high schools is a move in the right direction, and I hope to see more systematic and con- sequently more efi'ective courses the result. Whether these courses will ever constitute a suitable preparation for the pursuit of higher commercial education is another puzzling question. It may be desirable that a business man even in the highest rank should know how to run his own typewriter, keep his own books. •54 EDUCATION FOR COMMERCE copy his own letters, and file away his papers under the elaborate system now in use, but I doubt it. It is, however, the fact that many a young man whoee train- ing and ability fit him for better and higher work, gets his first introduction to business, gets his foot on the lowest round of the ladder, by means of stenography or bookkeeping. Witness the career of Secretary Cor- telyou. But a man cannot learn everything in the short period of youth. If you demand that every college graduate should know something of everything and everything of something, if you demand that every graduate of the college of commerce should have the fullest recognized training for his life even in a special branch of business, the time required for this course must lengthen to ten or even fifteen years. This would make such education a luxury within the reach of none but the rich and fill our responsible positions with gray beards and bald heads where the energy, the fire, and the enthusiasm of youth are wanted. There are many things purely preparatory to the higher courses in commerce which the business school cannot teach, and bookkeeping and stenography do not fit boys to attack many of the courses of study essential in the university course in commerce. A boy who has no knowledge of calculus, floundering about in a course in statistics or trying to solve a problem in insurance such as daily confronts an actuary, reminds one forcibly of a fly in a pot of molasses. Last year on this very platform my colleague. Pro- fessor A. C. Miller, made a very powerful defense of those universities which have entered upon the work of higher commercial education. He showed how this had been done in response to the real demands of the community arising from the growth of a new industrial '55 TRI-DECENNIAL CELEBRATION order. I am thus spared the necessity of Roing over that ground. If the chief characteristic of the nine- teeiitli century was the vigor with which the prf)ductive agencies were developed, that of the present is indus- trial organization. The consequence is that business has become an intellectual pursuit. Among the most "academic" men we meet are the great business men who have made successes. Mr. Carnegie, himself, if we may judge him by his writings, is of this type in spite of his criticism of the value of a college education. Mr. Arthur Balfour, First Lord of the British Treasury re- cently said: "In the raarvelously complicated phe- nomena of modern trade, commerce, production, and manufactures there is ample scope for the most scien- tific minds and the most critical intellects; and if com- merce is to be treated from the higher and wider view- point, it must be approached in the broader spirit of impartial scientific investigation." Professor Edward D. Jones in a recent article in the Popular Science Monthly used the following strik- ing illustration: "Industry has at once shown an irresistible ten- dency to come under the sway of science. A new con- cern of large size now starts with a charter and a plan of internal organization, the work of professional organ- izers and as carefully drawn as the constitution of a state might be. Eventually the mill architect lays out the plant. The head chemist and consulting engineer take charge of the operative departments; the condi- tioning laborator}' checks ofif the results of the buj-er's work; the credit man rules the selling agencies and compiles his data as systematically as the much abused charity organization society; and the advertising mana- ger works with a like systematic use of records. Risks 156 EDUCATION FOR COMMERCE are transferred, whenever possible, to insurance com- panies which study them with all the methods known to statistics. Legal liabilities are attended to by a special corporation attorney. All the records of the activities of the concern are compiled under the direc- tion of the accountant and are periodically examined and certified to by a professional auditor. At every point the business has touched upon a science or a possible science. This new regime, while it has given to industry such a character of intricacy, has given to its laws such precision, to its processes such rapidity and continuity, and to its leaders such a scope for power, that men of systematically trained perceptive faculties and reason- ing powers are required for it. These methods also have already brought into view such a body of systematized experience that it is possible to begin the formulation of the principles of wealth production. And this will provide a subject matter which can be studied apart from practice, ac- cording to the methods of an educational institution, and which will be of practical value because it has grown out of practice and governs it." Such then are the grounds for the belief that com- merce can become a profession — a learned profession, if you so please to call it. A calling which can be pur- sued for its own sake and for the mere joy of doing, of intellectual achievement, as well as for gain. There is nothing necessarily Philistine about it, nothing inevi- tably sordid in the pursuit of the merchant. Long years ago — two hundred and forty years ago, to be exact — Thomas Mun a merchant of London wrote for the bene- fit and instruction of his son, a treatise, subsequently published by the son in memory of the father, entitled 157 TRI-DECENNUL CELEBRATION "England's Treasure by Forraign Trade." This treatise has since become one of the most famous of our eco- nomic classics. In the beginning he writes as follows: "The love and service of our country consisteth not so much in the knowledge of those duties which are to be performed by others, as in the skilfull prac- tice of that which is done by ourselves; and therefore (my Son) it is now fit that I say something of the Mer- chant, which I hope in due time shall be thy vocation: Yet herein are my thoughts free from all Ambition, although I rank thee in a place of so high estimation; for the Merchant is worthily called The Steward of the Kingdom's Stock, by way of Commerce with other Na- tions; a work of no less Reputation than Trust which ought to be performed with great skill and conscience, that so the private gain may ever accompany the pub- lique good. And because the nobleness of this Pro- fession may the better stir up thy desires and endeavors to obtain those abilities which may affect it worthily, I will briefly set down the excellent qualities which are required in a perfect Merchant." Then follows a list of acquisitions in the way of knowledge which it would be no mean task for the best of our schools and universities to afford. He resumes: "Thus have I briefly showed thee a pattern for thy dilligence, the Merchant in his qualities; which in truth are such and so many, that I find no other profession that leadeth into more worldly knowledge." So long ago then was the career of a merchant reckoned as a profession; certainly it is capable of re- maining such, certainly it is a profession worthy of the highest ambitions and talents. In the popular discontent which so frequently finds expression in outbursts of one sort or another 158 EDUCATION FOR COMMERCE against the existing order of things, in the distrust of the great industrial organizations known as trusts, the chief element is the mistrust of the motives of those in command. The fear is that they are not imbued with the true professional spirit, that mere selfish, sordid, Philistine motives actuate them. There should be more of Mun's "love and service of our country," more of his spirit of a steward of the country's stock, more con- science for the public good. What should be taught to, and what expected of, the graduate in the college of commerce? In the first place we must repudiate any suggestion that the stu- dent can be made a leader of industry by four years in college. We have never been able to manufacture a $25,000 per annum engineer nor a great architect in four years even in the best technical colleges. A col- lege of commerce can no more create a captain of in- dustry than a school of mining can guarantee to create a man who, to quote a fond parent who recently sent a boy to college, "can find gold and silver in paying quantities, but need not know anything about dips and veins." The best we can do is to weed out absolute incompetents and prepare a few others to be in line for promotion, as the engineering college prepares a few to enter that career. The engineering colleges have proven their value by finding one or two good engi- neers every few years and by disseminating so much general knowledge of engineering that only the excep- tional man will attain distinction. If the colleges of commerce do as well, they will do very well indeed. The details of this commercial education must be worked out by experience. No clearer answer can be given a priori, nor from the short experience of the past five years. But this need not give rise to any dis- «59 TRI-DECENNIAL CELEBRATION couraj^ement, for the now successful engineering courses encountered far greater difficulties. At present most of the valuable experience from which we could formulate principles for instruction is of a personal character and not of record. It is lost with the death of each great leader. Now we are saving this, accumulating knowl- edge, recording it for future use. At present we have material enough and to spare in economics, statistics, money, banking, and finance. We have enough in language, mathematics, geography, customs, and usages to fill a course of many years. The chief critics of our present curriculum in com- merce make their attack first upon the small amount of accounting that is afiforded and second upon the alleged insufficiency of instruction in the applied sciences — in short, in engineering. With the first I have no patience whatever. We are at present teaching far more ac- counting than any leader of industry will ever need. The demand for more comes from those who confuse higher commercial education with that for clerks and bookkeepers. To the second it can be said that any student who expects to enter a career in which he needs a complete course in engineering, should be in a college of engineering; we cannot teach him commerce and engineering at one time, nor in four years. This con- fusion of ideas is possibly inevitable in the beginning of a new scheme of education. It will be outgrown in time. However, it is already demonstrated that the young man who intends to enter upon a business career can find a college training of the same practical value to him as to an engineer, a physician, or a lawyer. The day of the profession of commerce is dawning. 1 60 Catalogue of Graduates Collegiate Departments of the University 1889-1904 The data used in this catalogue were generously procured by the alumni associations. It is hoped that a catalogue of all the officers and students of the uni- versity from the date of its founding in 1874 to the present time may be compiled in the near future. The names of deceased graduates are preceded by the asterisk. 161 College of Arts and Science 1891 Frederick Amos Bristol, B. A.; Graduate Student (Min. Eng.), 1893-94. Married Miss Jeannie Cruickshank, Feb. 12, 1898. With Morgan Mill, Empire, Nevada: Reno Reduction Works; Bunker Hill & Sullivan Mine. Assayer, Silver Lead Mine, Washington; Le Roy Gold Mine, Rossland, B. C. With Simmer & Jack Mine, Germiston, Transvaal, nearly eight years. Resident Manager, Jupiter Gold Mining Co., Lmtd.; Simmer West Gold Mining Co., Lmtd., Germiston, Transvaal. Henry Colman Cutting, B. A. Married Mrs. Minetta Chesson, Apr. 19, 1903. With Boca Mill Co. and Sierra Ice Co., Boca, Calif. Principal of the Candelaria and Wadsworth public schools, Nevada. State Supt. of Public Instruction of Ne- vada, 1895-99. Admitted to the Bar of Nevada, Dec. 24, 1898. Compiler of the Statutes of Nevada, 1900. Mine owner and promoter, Tonopah, Nevada. Frank Herbert Norcross, B. A.; LL. B., Georgetown Univ., '94 Married Miss Adeline Morton (Normal, '90), July 10, 1895 Principal, Verdi Public School, 1891-92. County Surveyor Washoe Co., 1891-92. Clerk, U. S. Census Office, 1892-94 Dist. Atty., Washoe Co., 1895-96. Assemblyman, 1897-98, Trustee, Reno Public Library, 1903- Atty. at Law, Reno, Nevada. 1892 Blanche Davis, B. A. 2000 Baker St., San Francisco, Calif. 1893 Agues Bell, B. A.; B. A., Stanford, '95; Normal, '96. Office Secre- tary, Nevada Univ.. 1896. Teacher. Arroyo Saco, Mon- terey Co., Calif., 1901-02; Wadsworth, Nevada, 1902-03. In- structor in French, Reno High School, 1903- 162 CATALOGUE OF GRADUATES Edwin Emmet Caine, B. A. Married Miss Mae Griffin, Aug. 30, 1898. Principal, Verdi Public School, Nevada, 1893-95; Wadsworth, 1895-1902; Elko County High School, 1902- Elko, Nevada. Charles Ross Lewers, R. A.; B. A., Stanford, '96; LL. B., Harvard, '99. Married Miss Alice Arnold (Stanford, '04), Aug. 5, 1903. Atty. at Law, Los Angeles, Calif. Asst. Prof, of Law, Stan- ford. Stanford University, Calif. Ina Hannah Stiner, B. A.; Normal, '95; Student, Univ. of Calif., 1904- Teacher, Buffalo Meadows, Nevada, 1893-94; Ante- lope, Sierra Valley, Calif., 1895-96; Big Meadows, Humboldt Co., Nevada, 1896-97; Anderson, Washoe Co., 1898-1900; Wadsworth, 1900-02; Vice Principal, Alturas Public School, Calif., 1902-04. Berkeley, Calif. 1894 Anna Henrietta Martin, R. A.; B. A. (History), Stanford, '96; M. A. (History), Stanford, '97. Instructor and Asst. Prof, in charge of the Dept. of History, Nevada Univ., 1897-1901; Lec- turer in Art History, 1901- Absent on leave, 1903- Reno, Nevada. Anna Helena Schadler, B. A. Principal, Wells Public School, Nevada, 1894-95. Vice Principal, Gold Hill, 1895 97. In- structor in Latin, Reno High School, 1897-1903; Vice Prin- cipal and Instructor in Latin and German, 1903- Reno, Nevada. 1895 Krederica Louise Blume (Blaney), B. A.; Normal, '96. Married Frank L. Blaney, July 9, 1899. Teacher, Verdi, Nevada. 1897-99. Clerk, Southern Pac. Office, Reno, Nevada. Peter Petersen P'randsen, B. A.; B. A., Harvard, '98; M. A., Har- vard, '99. Married Miss Alice S. Moreland, June 10, 1902. Teacher, Silver Creek, Lander Co., Nevada, 1895-96. .\ssl. in Zoology, Harvard and Radcliffe College, 1899-1900. Asst. Prof, of Zoology and Bacteriology, Nevada Univ., 1900-03; Prof., 1903- Reno, Nevada. Stella M. Linscott, B. A.; M. A. (Latin), Univ. of Calif., '98; Grad- uate Student (French), Nevada Univ., 189S. Instructor in 163 'I'RI-DECENNIAL CELEBRATION Latin, Nevada I'niv., 1898 1900. Instructor iu Latin and German, Sequoia Union High School, Redwood City, Calif., igoo-04. 1908 Shattuck Ave., Berkeley., Calif. Mary Ellen North, B. A.. Teacher, Diamond Mine, Kureka Co., Nevada, 1895-96; Cortez, 1896-99. Substitute Teacher, Reno, 1899-1900; Principal, Paradise Public Schtxjl, 1900-OI. Teacher, McDerniitt, Humboldt Co., 1901-02; Reno, 1902- William Henry North, B. A. Teacher, Cortez, Nevada, 1895-96. Bookkeeper, Tonabo Mill and Mining Co., Cortez, 1896-99. Secy., Idaho Empire State Mining Co., Wardner, Idaho, 1899-1903. Asst. Supt., Federal Mining and Smelting Co., Wallace, Idaho, 1904- Alice Mabel Stanaway, B. A.; Graduate, New England Conserv- atory of Music, Boston, Mass., 1899; Prize Scholar in the School of Opera, New lingland Conservatory, 1901-04; Stu- dent in Paris, 1904. Office Secretary, Nevada Univ., 1895-96. Contralto, Unitarian Church Choir, Newton, Mass. Instructor in Vocal Music, New England Conservatory of Music, 1904- 3 Monroe Hall, Trinity Court, Boston, Mass. Theodora Waters Stubbs (Fulton), B. A.; Graduate Student (Ger- man), 1895-96; B. A. (Physiology), Stanford, '01. Married John M. Fulton, Feb. 11, 1903. Reno, Nevada. Grace Viola Ward, B. A.; Normal, '91; Graduate Student (German), 1897-98; (Spanish and Stenography), 1903-04. Secy., Uni- versity Alumni Association, Nevada Univ., 1897-03. Office Secretary, Nevada Univ., 1904. Reno, Nevada. 1896 Adelaide Melviua Boyd (Durkee), B. A.; Graduate Student (En- glish), 1S97-98. Married Joseph Uurkee (B. S., Min. Eng., '95), Aug. 16, 1899. Teacher, Rebel Creek, Nevada, 1897. Principal, Lovelock Public School, 1897-99. Germiston, Transvaal. William Lothrop Brandon, B. A, Married Mrs. S. Tolley, June 18, 1896. . Principal, Tuscarora Public School, Nevada, 1897- 98; Carlin, 1898-99; Lovelock, 1899-1900. Bus. Manager, Reno Ledger, 1900-01. Principal, Cherry Creek Public School, 1901-02; Verington, 1902-03. Reno, Nevada. Jay Harvey Clemons, B. A.; Student, Hasting's Law College, San 164 CATALOGUE OF GRADUATES Francisco, Calif., and Law Office of Wm. R. Davis, Oakland, Calif., 1896-97; Graduate vStudeut (Commerce), Nevada Univ., 1897-98. Married Miss Maud Bradley, May 25, 1897. Acting Commandant, Nevada Univ., 1898. Member, J. R. Bradley Co., Reno, Nevada, 1899-1902; Mary's River Land and Cattle Co., 1902- Reno, Nevada Louise Frey (Sadleir), B. A. Married Charles Sadleir, Jan. 15, 1898. Teacher, Carlin, Nevada, 1897-98; Wells, 1901. Overland Hotel, Reno, Nevada. Gertrude Hironymous (Dangberg), B. A. Married H. F. Dang- berg, Jr., June 1, 1898. Teacher, Gardnerville, Nevada, 1896- 98. Gardnerville, Nevada. Mae Ellen Palmer (Tilley), B. A. Teacher, Mason Valley. Yer- ington, Nevada. Laura Smith, B. A.; Graduate Student (Education, Physics, and Chemistry), 1896-98; Student (Chemistry), Stanford, 1900- 01. Instructor in Chemistry and Physics, Nevada Univ., 1896-1900. Asst. Principal, Winnemucca Public School, 1902-03; Principal, 1904. Reno, Nevada. Frederick Eugene Walts, B. A.; Graduate Student (French and Education), 1896; Normal, '97. Married Miss Ella Zena Blakeslee, July 14, 1897. Teacher, Reno, Nevada, 1896-1900. Principal, Austin Public School, 1900-01; Elko County High School, 1901-02; Dayton Public School, 1902-03. Member, Highland Dairy Farm, Reno, Nevada. Albert Weston Ward, B. A. Clerk, U. S. Senate, Washington, D, C, 1901-02. Bookkeeper, Washoe County Bank; Mem- ber, Washoe County Title Guaranty Co., Reno, Nevada. Mildred Maude Wheeler, B. A.; M. A. (Latin), Univ. of Calif., '98: Graduate vStudent (French), Nevada Univ., 1898. Instructor in Mathematics, German, and Latin, Nevada Univ., 1898- 1901. Teacher, Reno, Nevada, 1901. Instructor, Nevada Univ., 1902- Reno, Nevada. Otli) Thompson Williams, B. .\. Married Miss Caro Fredcrica Lord (Stanford, '96), Feb. 5, 1902. Principal, Dayton Public School, Nevada, 1896-97. Teacher, Star Valley. Admitted to Bar of Nevada, 1901. Atty. at Law, Elko, Nevada. 165 TRI-DECENNIAL CELEBRATION 1897 Jessie Gertrude Bonham, R. A.; Graduate Student (Latin), 1897-98. Teacher, Cedarvllle, Calif., 1898; Fomosa, Calif., 1S98-99. Private Tutor in Latin, Nevada Univ., 1900-01; Assistant in Latin, 1901-04. Instructor in Latin and German, Elko County High School, 1904- Elko, Nevada. Alice Emily Edmunds, B. A. Teacher, Washoe City, Nevada; North Truckee School, Washoe Co., 1899-1900; Butte, Mon- tana. Amy Gertrude Edmunds, B. A.; Graduate Student (Spanish), 1897-98. Teacher, Butte, Montana. Victoria Josephine Godfroy (Longley), B. A. Married Alfred Longley (B. S., Min. Eng., '99), April 21, 1900. Teacher, Empire, Nevada, 1897-99; Gardnerville, 1899-1900. Marshall Lake Mining Dist., via Council, Idaho Co., Idaho. Katherine Riegelhuth, B. A.; Student (English and German), Univ. of Calif., 1897-98. Secy., University Alumni Associ- ation, Nevada Univ., 1903- Reno, Nevada. Harry Archy Start, B. A. Teacher, Nevada, 1897-99. Principal, Elko County High School, 1899-1901; Austin Public School, 1901. Student of Medicine, Denver, Colo., 1902. Pastor's Assistant, First Congregational Church, Portland, Oregon. Susie May Tredway (Kaiser), B. A. Married Leon Kaiser, Sept. 21, 1904. Teacher, Wadsworth, Nevada, 1897-1904. Sparks, Nevada. 1898 Maud Neva Bruette, B. A. Teacher, Arthur, Elko Co., Nevada, 1898-99; Yerington, 1899-1900; Candelaria, 1900-01; Wads- worth, 1901-04. Bookkeeper, Washoe County Bank, Reno, 1904- Acting Principal elect. Sparks Public School, 1904- Reno, Nevada. Samuel Bradford Doten, B. A. Instructor in History and Mathe- matics, Nevada Univ., 1898-1900; Mathematics and Ento- mology, 1900-02. Asst. Prof, of Mathematics and Entomol- ogyi 1902- Reno, Nevada. Dennis Maxwell Duflfy, B. A.; LL. B., Hasting's Law College, Univ. of Calif., '01. Married Miss Grace Blossom, February, 1902. 166 CATALOGUE OF GRADUATES Atty. at Law, Mills BUlg., San Francisco, Calif. Leonard Greeley F.de, B. A.; I). D. S., Univ. of Calif., '02. Dentist, Reno, Nevada, 1902-03. Vinton, Calif. Loretto Ruth Hickey (Hughes), B. A. Married George A. V. Hughes, Feb. 19, 1901. Teacher, Buffalo Meadows, Nevada, 1898; Salt Marsh, 1899; Sheepshead, 1900. Reno, Nevada. Helen Keddie, B. A. Teacher, North Arm School, Plumas Co., Calif., 1898-99; Quincy, 1899-1900; East Butterfly School, Plumas Co., 1900-01. In the I'vast, 1902-03. Quincy, Calif. * Ellen Rosa Lewers, B. A.; Student (Botany), Stanford, 1902-03. Teacher, Mills Station, 1900-02. Died at Stanford Uni- versity, Calif., June I, 1903. Rosalia Murphy, B. A. Married, 1904. Teacher, Hiko, Lincoln Co., Nevada; Silver Creek, Lander Co., 1903-04. Austin, Nevada. Sadie Phillips, B. A. Clerk, Reno Postoffice. Nevada, 1898-1901. Stenographer, Office of Surveyor General for Nevada, 1901- 04; Washoe County Title Guaranty Co., 1904-, Reno, Ne- vada. John Jerome Sullivan, B. A.; M. A., M. D., Columbia, '01. Phy- sician, Virginia City, Nevada, 1901- John Sunderland, Jr., B. A.; Student of Medicine, Columbia, 1S98- 1900. Married Miss Beulah Webster Stubbs, Feb. 18, 1902. Member, F^irm of John Sunderland, Reno, Nevada. Katherine Sunderland (O'SuUivan), B. A. Married John B. O'SuUivan, Oct. 25, 1900. Reno, Nevada. Maud Florence Thompson, B. A. Teacher, Alpine School, Churchill Co., Nevada, 1898-1900; Searchlight, 1900-01; Fairview School, Humboldt Co., 1901-03. Substitute Teacher, Reno, 1903-04; Teacher, 1904- Reno, Nevada. Guy Webster Walts, B. A. Married Miss Mattie Madge Parker (B. A., '99), Aug. 16, 1900. Principal, Cienoa Public vSchixjl. Nevada, 1899-1901; Garduerville, 1901-04; Eureka, 1904 Member, Highland Dairy Farm, Reno, Nevada. Eureka, Nevada. 1899 Delle B. Boyd, B. A. Assistant in Office of Washoe County Treas- urer, Reno, Nevada, 1899- 167 TRI-DECENNIAL CELEBRATION Tlumias Pollock Rrown, B. A. Married Miss Elizabeth Naomi Dorland, Jan. 6, 1899. Principal, Magnolia Public Schwjl, Orange Co, Calif., 1899-1900; Sixth vStreet Schcxjl, Santa Monica, Calif., 1900-03; Eureka Public School, Nevada, 1903-04; Compton, Calif., 1904- ( Gertrude Alice Caine, B. A. Teacher, Wadsworth, Nevada, 1899- 1902; Reno, 1902- Ilarry Herbert Dexter, B. A.; Student (Library Methods and En- glish History), Univ. of Wisconsin, 1901. Asst. Librarian, Nevada LTniv., 1899-1901; Librarian, 1901-03. With Firm of Cleator, Reno, Nevada, 1903; Member, Cleator-Dexter Co., 1904- Reno, Nevada. Isidore Frances Dopson, B. A. Teacher, Sheepshead, Nevada, 1899-1900; Willow Point School, Humboldt Co., 1900-02; Mottsville School, Douglas Co., 1902- Genoa, Nevada. Alfred Doten, B. A.; Graduate Student (Latin), 1899-1900. Asst. Principal, Wadsworth Public School, Nevada, 1900-01. With Nevada-California-Oregon R. R,, 1901-02; Flanigau Warehouse Co., Reno, Nevada, 1902- John Milton Gregory, B. A. Married Miss Fernald Bell, Sept. 14, 1901. Bookkeeper, Pacific Sheet Metal Works, San Fran- cisco, Calif., 1899-1900. Chemist with Redington & Co., San Francisco, 1900- 14 Stanley Place, San F'rancisco, Calif. Anna Louise Julien, B. A. Reno, Nevada. Charles Paul Keyser, B. A. Fireman, Southern Pac. R. R., 1900. Clerk, Law Dept., Southern Pac, 1901. Asst. and Acting Chief Engineer, Nevada-California-Oregon R. R., 1902. Asst. Engineer, Southern Pac, 1904. Surveyor, Reno- Sparks Street Railway Co., 1904. Reno, Nevada. Thomas Jefferson Lawrence, B. S. (Gen. Sci.); Graduate Student (Miu. Eng.), 1899-1900. Assayer, vSurveyor, and Chemist, Larkin Mine, Placerville, Calif. Asst. Chemist, Chief As- sayer, and Chief Chemist, Compania Metalurgica Mexicans, San Luis Potosi, Mex. Mining Engineer and Supt., Car- men Copper Co., El Carmen, Durango, Mex. Manager, Compania Minera Seis Amigos, Topia, Durango, Mex. Mattie Madge Parker (Walts), B. A. Married Guy W. Walts (B. A., 168 CATALOGUE OF GRADUATES '98), Aug. 16, 1900. Teacher, Sheepshead, Nevada, 1900. Eureka, Nevada. Mary Louise Pobl, B. A. Teacher, Austin, Nevada. Aimee Alice Sherman, B. A. Private Tutor, Hawthorne, Nevada, 1899-1900. Teacher, Mottsville School, Douglas Co., 1900-02; Reno, 1902- Elizabeth Spayd Stubbs, B. A. Office Secretary, Nevada Univ., 1899-1904. Reno, Nevada. Louise Gertrude Ward (Donahue), B. A. Married J. E. Donahue, M. I)., Oakland, Calif., June 14, 1904. Teacher, Bishop School, Elko Co., Nevada, 1901-02. 1144 Twelfth St., Oak- land, Calif. Enid Marguerite Williams, B. A. 2313 Hearst Ave., Berkeley, Calif. 1900 Mary Eugenia Arnot, B. A. Teacher, Gardnerville, Nevada, 1901- 02; East Fork School, Douglas Co., 1902- Gardnerville, Ne- vada. Lulu Olivia Culp, B. A. Teacher, Pearl River, New York. Carlotta Dodd (Young), B. A. Married Forrest R. Young, Nov. 4, 1903. Beckwith, Calif. Lucy May Grimes, B. A. Teacher, Placer County, Calif. East Auburn, Calif. Ida May Holmes (Hays), B. A. Married David W. Hays (B. S., Min. Eng., '00), March 6, 1901. Fallon, Nevada. Scott Elliott Jameson, B. A. Vice Principal, Eureka Public School, Nevada, 1901-03. Principal, Touopah Public Schixjl, \ipy John Birchin Jones, B. A.; D. D. S., Univ. of Calif., '03. Married Miss Dora Knell, June 29, 1904. Dentist, Austin, Nevada. George Allen Leavitt, B. A. Married Miss Ida Robert, Dec. 21, 1901. Principal, Verdi Public School, Nevada. 1900-02; Wadsworth, 1902-04; Gold Hill, 1904- Amelia May North, B. A.; Student, Training School for Nurses, California Woman's Hospital, San Francisco, Calif., 1901-02. Teacher, Jack Creek, Nevada, 1900-01; Wadsworth, 1903-04. Teacher elect. Sparks, 1904- Reno, Nevada. 169 TRI-DECENNUL CELEBRATION Ruby Lavinia North, B. A. Teacher, Lund, White Pine Co., Ne- vada, 1900-01; Pahranagat Valley School, 1901-02; Verdi, 1902- Clara Angelina Rammelkamp, B. A. Teacher, Fallon, Nevada, 1900-01; Mound House, 1901-02; Meissner School, Lyon Co., 1902- Verington, Nevada. * Margaret lUizabeth Rousseau, B. A. Died, Reno, Nevada, June 5, 1900. PVances Adiua Skinner (Degman), B. A. Married Clarence G. Degman, Oct. 4, 1903. Teacher, Antelope School, Washoe Co., Nevada, 1900-01; Brown's School, Washoe Co., 1901-02. Principal, Uelamar Public School, 1902-03. Reno, Nevada. I9OI James Frederick Abel, B. A. Principal, Elko Public School, Ne- vada, 1901-04; Winnemucca, 1904- Irvin Wilson Ayres, B. A.; M. A., Univ. of Virginia, '03. Librarian, Instructor in Public Speaking, and Assoc. Editor of the "University Bulletin," Nevada Univ., 1903- Reno, Nevada. Kate Crocker Bender, B. A. Teacher, Wadsworth, Nevada, 1901- 03. Instructor in History, Reno High School, 1903- Fenton Arthur Bonham, B. A. Secy., Y. M. C. A., Fresno and Santa Barbara, Calif. Asst. Secy., Y. M. C. A., Oakland, Calif. With J. A. Bonham, Real Estate, Mining, and In- surance, Reno, Nevada, 1903- Verra Stuart Davis, B. A. Carson City, Nevada. Irene Ede. B. A. Teacher, Peavine School, Washoe Co., Nevada, 1901-02; Island School, Plumas Co., Calif., 1902-04. Vinton, Calif. Joseph Winchester Hall, A. B.; Student (Mech. Drawing), In- ternational Corresp. School, Scrantou, Penn., 1901-02; Graduate Student (Mech. Drawing), Nevada Univ., 1903-04. With Survey, Southern Pac. R. R., 1901-02; U. S. Geo- logical Survey. Draftsman, Office of U. S. Surveyor General for Nevada, Reno, 1903. With Virginia Bridge Co., Roanoke, Va., 1904- Tillie Naomi Kruger, B. A. County Supt. of Plumas County Public Schools. Quincy, Calif. 170 CATALOGUE OF GRADUATES Agnes Jean Maxwell, R. A. Teacher, Oenoa, Nevada, 1902-03; Reno, 1903- Maude Emma Nash, R. A. In Central Office, Rell Tel. Co., Reno, Nevada, 1901-02. Rookkeeper with S. Hodgkinson, Drug- gist, 1902-04. Clerk of Registration, Reno Precinct, 1904. Reno, Nevada. Ethel Vineta Sparks, R. A. Rookkeeper. Principal, .\merican Falls Public School. American Falls, Idaho. Ralph Sprengle Stubbs, R. S. (Gen. Sci.) With J. H. Arnisby Co., San Francisco, Calif., 1901-02; Armour Car Lines, Chi- cago, 111., 1902-03. Gen. Eastern Agent, Continental Fruit Express, Chicago, 111., 1904- 201 Home Ins. Bldg., Chicago, 111. David Stanley Ward, B. A. Bus. Secy., Hon. George C. Perkins, U. S. Senator for California, 1901-02. Tonopah, Nevada. 1902 Alice Leona Allen, B. A. Teacher, Battle Mountain, Nevada, 1903- 04; Sheepshead, Washoe Co., 1904; Elko, 1904- Mrs. Florence Humphrey Church, B. A. Reno, Nevada. Elizabeth Mary Evans, B. S. (Gen. Sci.); Student (Physiology). Stanford, 1903; (History), Stanford, 1904- Stanford Uni- versity, Calif, Blaine Grey, R. S. (Gen. Sci.) Married Miss Lillian Newmarker, March 15, 1903, Supt., Sub Station, Truckee River Gen. Electric Co., Carson City, Nevada, 1903. Electrician, Reno, Nevada. Florence Rebecca Hall, R. A. Editor, Society Column, "Evening Telegram," 1903; Clerk, Construction Dept., Southern Pac. R. R., Reno, Nevada. Carson City, Nevada. Mary Elizabeth McCormack, R. A. Teacher, Washoe City. Ne- vada, 1902-03; Reno, 1903- Laura Beatty Orr, B. A. Teacher, Floriston, Calif., 1902-03. Vice Principal, Eureka High School, Nevada, 1903-04. Teacher, Reno, 1904- George W. Springmeyer, B. S. (Gen. Sci.); B. A. (Law), Stanford, 03; Student (Law), Stanford, 1903- Stanford University. Calif. •7' TRI-DECENNUL CELEBRATION I'lorencc Klizabeth Webster, B. A.; Student, Avers' lUisiness Col- lege, San Francisco, Calif., 1902. B(X)kkeepcr, l""armers and Merchants Hank, Reno, Nevada, 1903. Teacher, Barrett School, Mason Valley, 1904; Sparks, 1904. Reno, Nevada. Marian I';thel Voung, B. A. Greenville, Calif. 1903 Carrie Henrietta Allen, B. A.; Student of Law with Cooke & Ay res. Attorneys at Law, Reno, Nevada, 1904. Teacher, Leetville, Nevada, 1903. Silver City, Nevada. Miranda Ray Arms, B. A. Teacher, Sulphur Springs School, Plumas Co., 1903- Wash, Calif. P'ranklin Edward Barker, B. A. U. S. Mail Carrier, Reno, Nevada, 1903- Goodwin Stoddard Doten, B. A. Bookkeeper, Nevada Meat Co., Reno, Nevada. Teacher, Wadsworth, 1903-04. Teacher elect, Sparks, 1904. Reno, Nevada. Lillian Estelle lisden, B. A. Teacher, Ogden, Utah, 1903-04; Wadsworth, Nevada, 1904- Anna Sophia Johnson, B. A. Principal, Delamar Public School, Nevada, 1903- Eureka, Nevada. Florence Virginia Kent, B. A. Teacher, Stillwater, Churchill Co., 1903-04. Fallon, Nevada. Delia Levy, B. A. Student of Art, Mark Hopkin's School of De- sign, San Francisco, Calif., 1903-04. Reno, Nevada. John Owen McElroy, B. A.; Student (Law) Santa Clara College, Santa Clara, Calif., 1903- Elizabeth Rammelkamp, B. A. Teacher, Mound House, Nevada, 1903-04; Wellington, 1904- Mabel Sophia Richardson, B. A. Bookkeeper, Gray, Reid, Wright Co., Reno, Nevada, 1903. Stenographer, Boyd & Salisbury, Attorneys at Law, Reno, 1904- Claude Philip Schoer, B. .\. Principal Battle Mountain Public School, Nevada, 1903-04. Wells, Nevada. Pearl Evelyn Snapp, B. A.; Graduate Student (Stenography and German), 1903-04.. Teacher, Rebel Creek, Nevada, 1904. Alfred Theodore Taylor, B. A. Teacher, Susanville, Calif. Prin- cipal, Ruby Hill Public School, Nevada, 1904- CATALOGUE OF GRADUATES Olive Eleanor Weathers, B. A. Teacher, Floriston, Calif., 1903- Hicksey May Wilson (Robertson), B. A. Married A.J. Robertson, July 14, 1904. Teacher, Three Rivers, Calif., 1903-04. Three Rivers, Calif. 1904 Laura Amanda Arnot, B. A. (Law), Markleeville, Calif. Mabel Hayward Blakeslee, B. A. (Soc. Sci.) Teacher, Reno, Ne- vada. Jeanette Evelyn Cameron, B. A. (Law) Virginia City, Nevada. Albert Joseph Caton, B. A. (Banking) Ofiice Secretary, Nevada Univ., 1904- Reno, Nevada. James Vincent Comerford, B. A. (English); Graduate Student (Greek and Latin), 1904- With Union Mining Co., Copper- opolis, Calif., 1904. Reno, Nevada. Agnes Pearl Gibson, B. A. (French) Substitute Teacher, Reno, Nevada, 1904- Mabel Grant Plumb, B. S. (Biology) Tuscarora, Nevada. Georgia Rammelkamp, B. A . (Biology) Teacher elect, Towle's School, Lyon Co., Nevada, 1904- Dayton, Nevada. «73 College of Engineering 1892 Albert Moses Lewers, B. S. (Min. Eng.); Graduate Student, 1892- 94. Examiner, U. S. Patent Office; Second Asst. Examiner, Division of Metallurgy and Electro-Chemistry. U. 8. Patent Office, Washington, D, C. 1893 * Charles Peleg Brown, B. S. (Min. Eng.); Graduate Student (Min. Eng.), 1893-94. Married Miss Cora May Ede (Normal, '92), May 16, 1894. Asst. State Chemist, Nevada Univ., Reno, Nevada, 1894-95. Instructor in Mathematics and Drawing, Nevada Univ., 1896-97; Asst. Prof, of Mathematics and Drawing, 1898-1900; Prof, of Mining and Metallurgy, 1900. Died, Reno, Nevada, July 22, 1900. * Hugh Smith Swan, B. S. (Min. Eng.); Graduate Student, 1893- 94. Asst. State Chemist, Nevada Univ., Reno, Nevada. Storekeeper and Assayer, La Colorado Mine, Minas Prietas, Sonora, Mex. Died, Minas Prietas, Sonora, Mex., July, 1894. 1894 Frederick Charles Frey, B. S. (Min. Eng.) Married Miss Ger- trude Mcintosh, June 2, 1900. Assayer, Kingston, Ariz., 1894. Mining, Minas Prietas, Sonora, Mex. Surveyor, Simmer & Jack Mine, Germiston, Transvaal, 1898. With Yellow Aster Mining Co., Randsburg, Calif., 1900. Mine Captain, Simmer & Jack Mine, Germiston, Transvaal, 1900- Charles Magill, B. S. (Min. Eng.) Married Miss Katherine Eliza- beth Merklinger, Sept. 5, 1899. Prospecting, Plumas County, Calif., 1894. Supt., Jackson's Cyanide Plant, Willow Glen, Washoe Co., Nevada, 1897. With Jackson's Cyanide Plant, '74 CATALOGUE OF GRADUATES Silver City. Metallurgist, Midas GoKl Mining Cf)., Harri- son Gulch, Calif., 1898- Harry Emanuel Stewart, B. S. (Min. Eng.) Prospecting, Plumas County, Calif., 1894. Supt., Jackson's Cyanide Plants, Wil- low Glen, Washoe Co., and Silver City, Nevada, 1895-97. Asst. State Chemist, Nevada Univ., Reno, 1896. Asst. Supt., Reduction Plant, Republic Gold Mill and Mining Co., Wash., 1897-98. Supt., Butte, Boston and Merriniac Mines, 1898, Republic, Wash. Consulting Engineer, lUinker Hill Gold Mill and Mining Co., Oregon, 1899. Metallurgist, Oriental Con. Mining Co., Korea, 1900-03. City Engineer, Reno, Nevada, 1903- Member, Firm of H. E. Stewart Co., Civil and Mining Engineers, Metallurgists, and U. S. Deputy Mineral Surveyors, Reno, Nevada. 1895 Joseph Durkee, B, S. (Min. Eng.) Married Miss Adelaide Mcl- vina Boyd (B. A., '96), Aug. 16, 1S99. Fireman and Con- ductor, Nevada-California-Oregon R. R. Filterer, Simmer & Jack Mine, Germiston, Transvaal. Albert James Flood, B. S. (Min. Eng.) Married Miss .\d, Nevada, Dec. 18, 1899. Frank Henry Saxton, B. S. (Min. Eng.); Graduate StuiU-nt, (Chemistry), 1897-98. Mining, Bridgeport, Calif. Min.- Captain, Simmer & Jack Mine, Germiston. Transvaal. 1896 Andrew Hanson, B. S. (Min. l-ing.) .Miner, Virginia City Mines, •75 TRI-DECENNIAL CELEBRATION Nevada. vSurveyor, Kuights Deep, Lintd., Oermiston, Transvaal. John Mitchell Lafayette Henry, B. S. (Min. Eng.); M. E., 'oo. Principal, Paradise Public School, Nevada, 1897. With Simmer & Jack Mine, Germiston, Transvaal. Consulting Engineer, United Rhodesia Gold Fields, Lmtd., 1901-03. Mine Captain, Simmer & Jack Mine, Germiston, Transvaal, 1903- Arthur Page Mack, B. S. (Min. Eng.); M. E., '03. Mining, Dayton, Nevada. Supt., Hayden Hill Mining Co., Hayden Hill, Calif., 1898. Assayer, Columbia Gold Mining Co., Sumpter, Oregon. William Henry Segraves, B. S. (Min. Eng.) Mining, Trinity Co., Calif. With Keswick Smelters; Mammoth Mine, Shasta Co., Calif. Supt., Keystone Mine, Sierra Co., Calif., 1900-01. Mine Manager, United Rhodesia Gold Fields, Lmtd., 1901-03. Chief Surveyor, Simmer & Jack Mine, Germiston, Transvaal, 1903- 1897 George Russell Bliss, B. S. (Min. Eng.) Assayer, Ely, Nevada. Secy, and Asst. Supt., Lake Tahoe R. R.and Transportation Co., Tahoe City, Calif. John Newton Evans, B. S. (Min. Eng.) Pres., Washoe Power and Development Co., Reno, Nevada. Martin Albert Feeney, B. S. (Min. Eng.) Mining Surveyor, Butte, Montana. Jerome Blanchard Higgins, B. S. (Min. Eug.) Mining, Seattle, Wash., 1898. With Midas Gold Mining Co., Harrison Gulch, Calif., 1900-03. With Rapidan Gold Mining Co., Como, Nevada, 1903; Knights Deep, Lmtd., Germiston, Transvaal, 1903- Edraund Dayton Lachman, B. S. (Min. Eng.) With Oscar J. Smith, Sampling and Ore Buying Works, Torres, Sonora, Mex.; Reno Reduction Works, Reno, Nevada; Chas. Butters' Cyanide Plant, Virginia City; Chas. Butters & Co., Lmtd., El Ore, Mexico, and Copala, Sinaloa, Mex.; Wilson & Hodgins, El Oro, Mexico, Mex. John Rollin Magill, B. S. (Min. Eng.) Mining, Seattle, Wash. 176 CATALOGUE OF GRADUATES Assayer, Midas Gold Mining Co., Harrison Gulch, Calif. Mining, Ninth Crossing, Washoe Co., Nevada, 1904. With Midas Gold Mining Co., Harrison Gulch, Calif. 1898 Philip Enoch Emery, B. S. (Civ. Eng.); B. S. (Min. Eng.), '99. Draftsman, OflBce of Surveyor General for Nevada, Reno, 1898- 1903. Inspector of Surveys, U. S. Geological Survey, 1903. Wilbur Seymour Everett, B. S. (Min. Eng.) Supt., Rhodes Salt and Borax Works, Rhodes, Nevada. Donald R. Finlayson, B. S. (Min. Eng.) Married Miss Bernice Worland, Oct. 14, 1899. With Jackson's Cyanide Plants, Willow Glen, Washoe Co., and Silver City, Nevada; Cya- nide Plant, Sodaville. Supt., Mill at Olinghouse. Assayer, Sparks Mining Co., Reno. Asst. Mining Supt., Loope, Alpine Co., Calif. With Santa Eulalia Exploration Co., Chihuahua, Mex., 1904- John Allen Fulton, B. S. (Min. Eng.); M. E., Columbia, '00. Chief Engineer and Assayer, Selukwe Gold Mining Co., Rhodesia, 1901-03. Surveyor, Angelo, Comet, and Cason Mines, East Rand, Transvaal, 1903- Fred Morgan Linscott, B. S. (Min. Eng.) See College of Agricul- ture, Class of '96. William John Luke, B. S. (Min. Eng.) Overseer, Donner Lake Road-bed, Calif., 1898-99. Supt., Leete'sSalt Works, Eaglc- ville, Nevada. Assayer, Boston Mine, Yerington; Tonopah. Supt., Pine Grove Mine. Asst. Supt., Rapidan (iold Mining Co., Como. Supt., Gold Mountain Mining Co., Butte Co.. Calif. Assayer, Boston Mining Co., Puntarenas, Costa Rica, 1904- John Wesley Thompson, Jr., B. S. (Min. l':ng.) Married .Miss Mamie Hurley, June 30, 1901. Laborer and Mill Hand, Silver King Mining Co., Park City, Utah, 1898-99; Assayer. 1899-1900; Civil Engineer and Asst. Mechanical luiginccr, 1900-01. Mill Foreman, Checkmate Mining and Milling Co., Pearl River, Idaho, 1901; Gen. Supt., 1901-03. Mechan- ical Engineer, Kerns Keith Mining Co., Park City, Utah, 1903-04. Mill Foreman, Silver King Mining Co., 1904- Park City, Utah. 177 TRI-DECENNUL CELEBRATION 1899 Kmmet Derby Boyle, B. S. (Min. Eng.); M. R., '03. Married Miss Vida McClure, September, 1903. Underground Engineer, Le Roi Mine, Rosslaud, B. C; La Minas Esperanza, El Oro, Mexico, Mex. Supt., Rapidan Gold Mining Co., Como, Ne- vada. Dayton, Nevada. John J. Bristol, B. S. (Min. Eng.) Asst. Sampler, Witwatersrand Deep, 1902- Head Sampler, Simmer & Jack Mine, Oermis- ton, Transvaal, 1902-03; Head Surveyor, 1904- Germiston, Transvaal. Nelson Harrison Bruette, B. S. (Min. Eng.) With La Minas Esperanza, El Oro, Mexico, Mex. Mining, South Africa. Liverpool, England. Nathaniel Dunsdon, B. S. (Min. Eng.) Assayer, Republic, Wash. Principal, Austin Public vSchool, Nevada, 1901-02. Member, Trimble & Dunsdon, Mining and Milling, Silver City, Ne- vada. Philip Enoch Emery, B. S. (Min. Eng.) See Class of '98. David Ferguson, B. S. (Min. Eng.) Mining, Jacksonville, Calif. Machine Man, War Eagle Con. Gold Mining Co., Rossland, B. C. Member, Frazer & Ferguson, Park Canon Cyanide Plant, Nye Co., Nevada, 1902. With Boston Mining Co.; Assayer, Tres Amigos Mines; Member, Ferguson & vSmith, Metallurgists and Mine Examiners, Puntarenas, Costa Rica. Robert Hastings Frazer, B. S. (Min. Eng.) Assayer, Copper Queen Mine, Bisbee, Ariz. Workman, Concentrator, Clis- ton, Ariz. Asst. Assayer, Rapidan Gold Mining Co., Como, Nevada, 1900. Member, Frazer & Gooding, Park Canon Cyanide Plant, Nye Co., 1901; Frazer & Ferguson, 1902. Assayer, Reno, Nevada, 1903- Jason Mariner Libbey, B. S. (Min. Eng.) Married Miss Ida A. Lamb, June 25, 1903. Manager, Cyanide Plant, Reward, Inyo Co., Calif. Alfred Latting Longley, B. S. (Min. Eng.) Married Miss Victoria Josephine Godfroy (B. A., '97), April 21, 1900. With Engi- neer Corps, War Eagle Con. Gold Mining Co., Rossland, B. C, 1899. Assayer and Chemist, La Minas Esperanza, El 178 CATALOGUE OF GRADUATES Oro, Mexico, Mex., 1900. With U. vS. Geoloj^ical Survey, Butte, Montana, 1901; Geological Department, Anaconda Copper Mining Co., Butte, Montana, 1902-03. Su])t., Kini- berley and Jewel Mines, Marshall Lake Mining Dist., via Council, Idaho Co., Idaho, 1903- Thomas Wilniot Mack, B. vS. (Min. Eng.) Assayer and Surveyor, Comstock Tunnel Co., Sutro, Nevada, 1900-01. Hngincer, La Minas ICsperanza, Ivl Oro, Mexico, Mex., 1901-04. Engi- neer, Dvvight-Furness Mining Co., Guadalajara, Mex. George Raymond Richard, B. S. (Min. Eng.) With U. S. Mint. Carson City, Nevada. Mining, Costa Rica. Assayer, Tono- pah Mining and Milling Co., Tonopah, Nevada. David Curtis Segraves, B. S. (Min. ling.) Cadet, U. S. Military Academy, West Point, New York. Robert Emmet Tally, B. S. (Min. Eng.) Married Miss Josephine Vick, 1900. Chemist, Engineering and Metallurgical Labo- ratory, Rossland, B. S. Mine Supt., Republic, Wash; Gem, Idaho. 1900 William Frank Berry, B. S. (Min. Eng.) With Gold Bug .Mine, Glendale, Oregon. William Henry Brule, B. S. (Min, Eng.) Married Miss Fern Gedney, August, 1904. Chemist, Jackson's Cyanide Plant, Willow Gleu, Washoe Co., Nevada. Assayer, Midas Gold Mining Co., Harrison Gulch, Calif. Mill Foreman, Bam- berger Gold Mining Co., Delamar, Nevada; Grand ICncamp- ment, Wyoming. Daniel William Gault, B. S. (Min. Eng.) With Sparks Mining Co., Reno, Nevada; Simmer & Jack Mine, Germistou, Trans- vaal. David Walker Hays, B. vS. (Min. ICng.) Married Miss Ida May Holmes (B. A., '00), March 6, lyoi. Surveyor, California Highways Commission, 1900. .\sst. Ivngineer, U. S. Geo- logical Survey, Fallon, Nevada. William Francis Norris, B. S. (Min. Eng.) Marrieil .Miss .Vnnie Flaws, 1903. With Nevada Reduction Works, Dayton, Ne- vada, 1902-03. Dayton, Nevada. 179 TRI-DECENNUL CELEBRATION^ C'.ustav Julius Sielaff, B. S. (Min. Eug.) Assajing and Mining, Virginia City, Nevada, 1900-02. Foreman, Tres Aniigos Mill and Cyanide Plant; Manager, Boston Mines Co., Punt- arenas, Costa Rica. .\lfred Merritt vSmith, B. S. (Min. Eng.) Foreman, Nevada Reduc- tion Works, Dayton, Nevada, 1900-02. With Tres Amigos Mines, Puntarenas, Costa Rica, 1903- Asst. Manager, Gua- cimal Exploration Co., Costa Rica. Member, Firm of Ferguson & Smith, Metallurgists and Mine Examiners, Puntarenas, Costa Rica. I9OI William Leete Hayes, B. S. (Min. Eng.) Instructor, Comstock Mining School, Nevada Univ., Virginia City, Nevada. Solution Man, Crystal Lake Gold Mining Co., Lundy, Calif. With Shawmut and Nevada Gold Mining Co., Fay, Lincoln Co., Nevada. William Arthur Keddie, B. S. (Min. Eng.) Draftsman, OflBce of U. S. Surveyor General for Nevada, Reno, Nevada. Asst. Engineer, U. S. Geological Survey, Wadsworth, Nevada. Frank J. Kornmayer, B. S. (Min. Eng.) Foreman and Asst. Supt., Nevada Reduction Works, Dayton, Nevada. Charles Gay Mayer, B. S. (Min. Eng.) Assayer, Smelting Co., Matehuala, Mex. Tunnel Transitman, Southern Pac. R. R., Reconstruction Work. Elko, Nevada. William Joseph Moran, B. S. (Min. ling.) Engineer, Harper & McDonald, Butte, Montana. Leroy Levine Richard, B. S. (Min. Eng.) With U. S. Mint, Car- son City, Nevada. With U. S. Geological Survey. With Agency of State Bank and Trust Co., Tonopah, Nevada. Alfred Reinhold Sadler, B. S. (Min. Eng.) Draftsman, Office of Surveyor General for Nevada, Reno, Nevada, 1902- August Henry Schadler, B. S. (Mech. Eng.) Assistant to Engi- neer of Tests, Southern Pac. R. R., Sacramento, Calif., 1901. Draftsman, Office of Surveyor General for Nevada, Reno, Nevada, 1902. With U. S. Geological Survey, Wadsworth, Nevada. Donald Patterson Stubbs, B. S. (Civ. Eug.) With Southern Pac. CATALOGUE OF GRADUATES R. R., St. Paul, Miun., Ennis, Texas, and New Orleans, La. Travelling Freight Agent, New Orleans, La. William Leslie Taylor, B. S. (Min. Eng.) With Survey Corps, Western Pac. R. R., 1903. With Phillip's Mill, Silver City. Nevada, 1904. Assistant, Resurvey of Boundary between Lyon and Storey Counties, 1904. Silver City, Nevada. Richard Charles Tobin, B. 8. (Min. Eng.) Student, Voice and Composition, New England Conservatory of Music, Boston, Mass., 1903- II Albemarle Chambers, Albemarle St., Bos- ton, Mass. 1902 George Edward Anderson, B. S. (JNIin. Eng.) Married Miss Ida Ede, Feb. 21, 1904. With Nevada Co., Berlin Mine, Nye Co., Nevada, 1902-03. Principal, Silver City School, 1903- Edwin Percy Arnot, B. S. (Min. Eng.) Engineering Aid, U. S. Geological Survey, Wadsworth, Nevada, 1902-04. Mining, Sutter Creek, Calif., 1904- John Carlton Bray, B. S. (Min. Eng.) With Nevada Co., Berlin Mine, Nye Co., Nevada, 1902-03. With U. S. Geological Survey, Washoe, Churchill, and Humboldt Counties, 1903- 04. Assistant, Reno Chamber of Commerce, 1904. Pros- pecting, Plumas County, Calif., 1904. Reno, Nevada. John Donald Cameron, B. S. (Mech. Eng.) Asst. Bookkeeper, J. R. Bradley Co., Reno, Nevada. Engineering Aid, U. S. Geo- logical Survey, Hazen, Nevada. Seymour Case, B. S. (Mech. Eng.) With Union Iron Works, San Francisco, CaUf., 1902-03; U. S. Geological Survey, Wads- worth, Nevada. Benjamin Cleveland Leadbetter, B. S. (Min. Eng.) With Ely Mining Co., Ely, Nevada, 1902-03. Mine Surveyor, Touo- pah, 1903. With Simmer i^: Jack .Mine, Gerniiston, Trans- vaal, 1904- John S. Mayhugh, B. S. (Civ. Ivng.) With Southern Pac. K. K. Elko, Nevada. Patrick Joseph Ouinn, B. S. (Min. l":ng.) With Chns. Hulters" Cyanide Plant, Virginia City, Nevada; Chas. Butters iv Co., Lmtd., La Union, San Salvador, 1903- 181 TRI-DECENNIAL CELEBRATION Harford Clay Southworth, R. S. (Min. Kng.) Kngineering Aid, U. vS. Geological Survey, Wadsworth, Nevada. 1903 Marcus Givens Bradshaw, B. S. (Min. Kng.) With Survey Corps, Western Pac. R. R., 1903-04. Mining, Goldfield, Nevada, 1904- Edward John Erickson, B. S. (Min. Eng.) Assayerand Mill Fore- man, Tonopah Mining and Milling Co., Tonopah, Nevada. Mining, Goldfield, Nevada. Walter Burt Harrington, B. S. (Min. Eng.) With U. S. Geological Survey, Wadsworth, Nevada. Robert Winfield Hesson, B. S. (Min. Eng.) Student, Southern Pac. R. R., San Francisco, Calif. .\rthur Leon Kelley, B. S. (Min. Eng.) Engineer, Tonopah, Ne- vada. Foreman, Combiaation Mine, Goldfield, Nevada. Evan Percy Leadbetter, B. S. (Mech. Eng.) Draftsman and Overseer of Construction Work, BufiFalo Forging Co., Buffalo, New York, 1903- Frank Henry Luke, B. S. (Min. Eng.) Assayer and Surveyor, Pine Grove, Nevada. Surveying, Southern Pac. R. R. Shops, Sparks, Nevada. Sampler, Simmer & Jack Mine, Germiston, Transvaal, 1904- Joseph Page Mack, B. S. (Mech. Eng.) With Sur\ey Corps, Western Pac. R. R. Student, Southern Pac. R. R., San Francisco, Calif. James Gordon McVicar, B. S. (Min. Eng.) With U. S. Geological Survey, Wadsworth, Nevada. Bernard Francis O'Hara, B. S. (Min. Eng.) Cageman, Ward Shaft, Virginia City, Nevada. James Garfield Peckham, B. S. (Min. Eng.) Married Miss Villa Mihills, 1903. With Nevada Reduction Works, Dayton, Nevada, 1903-04. Reno, Nevada. Elbert Alfred Stewart, B. S. (Min. Eng.) Assayer, Tonopah, Ne- vada. Asst. City Engineer, Reno. With Midas Gold Min- ing Co., Harrison Gulch, Calif. Fred Whitaker, B. S. (Min. Eng.) Mining, Arastra, Colo, CATALOGUE OF GRADUATES 1904 William Prince Catlin, B. S. (Min. Eng.) Goldfield, Nevada. Fred Joseph Delonchant, B. S. (Min. Eng.) Assayer, Cyanide Plant, Reward, Inyo Co., Calif., 1904- AUen Samuel Ede, B. S. (Min. Eng.) Vinton, Calif. Benjamin Allen Evans, B. S. (Mech. Eng.) With Washoe Power and Development Co., Reno, Nevada, 1904- William Michael Kearney, B. S. (Min. Eng.) With Springfield- Nevada Co., Olinghouse, Nevada, 1904- Joint Mine Owner with H. Thurtell. Olinghouse, Nevada. Fred August Nathan, B. S. (Mech. Eng.) With Cann Drug Co., Reno, Nevada, 1896- James Henry Price, B. S. (Min. Eng.) With Union Mining Co., Copperopolis, Calif., 1904. Time Keeper, U. S. Irrigation Canal Construction Work, Derby, Nevada, 1904- Frank Philson Thompson, B. S. (Mech. Eng.) Draftsman, Ne- vada Engineering Works, Reno, Nevada, 1904- William Bryant Thompson, B. S. (Mech. Eng.) Instructor in Shop Work and Drawing, Nevada Univ., 1904- Nathaniel Davis Wright, B. S. (Mech. Eng.) With Southern Pac. R. R., Wadsworth, Nevada. Draftsman, Wadsworth. Air Inspector, Southern Pac. R. R., Sparks, Nevada. 183 College of Agriculture and Domestic Arts 1892 William Edward Barney, B. S. (Agri.) Married Miss Eliza Lemira Millett, Oct. 18, 1899. Principal, Silver City Public vSchool, Nevada, 1892-94. Assayer for James H. Wardner, Kennedy, 1894; Delamar, 1895. Manager of Ferguson's Cyanide Plant, Hiko, Lincoln Co., 1895. Teacher, Hiko, 1896. As- sayer, Gold Bug Mine, Eagle Valley Mining Dist., 1896-97. Part Owner of the Homestake Claims. Sought for the "Lost Morman Lead Mine," 1898. Member, Lincoln County Board of Examiners, 1898. Teacher, Spring Valley School, Lincoln Co., 1899-1901. Mining, Wedekind Mining Dist., Washoe Co., 1900. Teacher, Provo, Utah, 1901- Frederick Stadtmuller, B. S. (Agri.) Asst. Chemist, Nevada Agricultural Exp. Station, Nevada Univ., JReno, Nevada, 1892-95. With Louch, Augustine & Co., Wholesale Grocers, Seattle, Wash., 1897-1900. Teller, Washoe County Bank, Reno, Nevada, 1901- 1895 Samuel Clark Durkee, B. S. (Agri.) Married Miss Tessie Hinch, 1899. With Amedee Borax Works, Calif., 1895-96. In- structor in Mathematics and Asst. Master of Lincoln Hall, Nevada Univ., Reno, Nevada, 1897. Shift Boss, Knights Deep, Lmtd., Germiston, Transvaal. 1896 Albert Wallace Cahlan, B. S. (Agri.) Married Miss Marion Ed- munds (Normal, '95), June 29, 1S98. Member, Firm of Folsom & Cahlan, Reno, Nevada. Second Lieut., U. S. Volunteers, 1898. Acting Commandant, Cadet Corps, Ne- vada Univ., 1898. Carpenter, Reno, Nevada. 184 CATALOGUE OF GRADUATES Fred Morgan Linscott, B. S. (Agri.); B. S. (Min. Eng.), '98. Man- ager, Parry's Livery Stable, Reno, Nevada, 1897. Acting Commandant, Cadet Corps, Nevada Univ., Reno. Captain, Troop B, 1st Nevada Cavalry, U. S. Volunteers, Philippine Islands. Clerk, U. S. Census OflBce, Washington, D. C. Asst. Manager, Diamond Mountain Mining and Milling Co., Greenville, Calif. Emmet A. Powers, B. S. (Agri.) Mine Surveyor, Butte, Montana. 1897 Robert Mauro Brambila, B. S. (Agri.); Student, U. S. School of Engineering, Leavenworth, Kansas. First Lieut., 14th and 2ist Infantry, U. S. Army, Fort Leavenworth, Kansas. Chief of Constabulary, Manila, Philippine Islands. Sharer in the Relief of Pekin. 1899 John Hitchcock Chism, B. S. (Agri.) Proprietor, Chism's Dairy, Reno, Nevada. i8s- State Normal School 1889 Maud Daugherty (Coulter), First Grade Diploma; Life Diploma, 1894. Married William h. Coulter, Jan. 2, 1897. Teacher, Palisade, Nevada, 1889-1892; Orangevale, Calif., 1892-95; Wells, Nevada, 1895-97. Reno, Nevada. Mary Louise Sherman (Middour), First Grade Diploma. Married William L. Middour, May 17, 1892. Principal, Hawthorne Public School, Nevada, 1889-90. Teacher, Reno, 1891-92. Park City, Utah, Clarence Dunn Van Duzer, First Grade Diploma. Married Miss Nellie Webster, November, 1896. Principal, Hawthorne Public School, Nevada. State Land Attorney for Nevada at Wash- ington, D. C, 1891-98. Dist. Atty., Humboldt County, Ne- vada, 1898-1900. Member and Speaker, Assembly, Twen- tieth Session of the State Legislature of Nevada, 1901. Congressman for Nevada, 1902- Washington, D. C. Lillian May Werner (Audrain), First Grade Diploma; Life Di- ploma, 1897. Teacher, Spanish Springs School, Washoe Co., Nevada; Long Valley, Calif.; Battle Mountain, Nevada; Markleeville, Calif. Carson City, Nevada. 1890 Blanche A. Atherton (Nagle), First Grade Diploma; Life Diploma, 1894. Teacher, Smith Valley School, Nevada, 1890; Eureka, 1894. Oregon. Mary Clow, First Grade Diploma. Graduate, Moody's Institute, Chicago, 111. Missionary, Macao, China. Frances Antoinette Frey, First Grade Diploma; Life Diploma, 1894. Teacher, North Truckee School, Washoe Co., Nevada, 1891-95; Reno, 1895- Helena Elizabeth Joy, First Grade Diploma; Life Diploma, 1S94. 186 CATALOGUE OF GRADUATES Teacher, Reno, Nevada, 1891-1904; Los Aiiyeles, Calif., up4- 12033^ Dewey Ave., Los Angeles, Calif. Persia E. Lemmon, First Grade Diploma. Teacher, Spanish Springs School, Washoe Co., Nevada, 1890; Peavine School, Washoe Co., 1894. Reno, Nevada. Jennie McFarlin (Edmonson), FirstGrade Diploma; Life Diploma, 1894. Teacher, Sheepshead, Nevada, 1892; Lake School, Humboldt Co., 1894-96. Merced, Calif. Adeline Louise Morton (Norcross), First Grade Diploma; Life Diploma, 1894. Married Frank H. Norcross (B. A., '91), July 10, 1895. Teacher, Verdi, Nevada, 1890-91; Carson City, 1891-94. Reno, Nevada. Annie Olcovich, First Grade Diploma; Life Diploma, 1S94. Teacher, Clear Creek School, Ormsby and Douglas Coun- ties, 1890-94; Denver, Colo., 1894- Hattie E. Rhodes (Pierson), First Grade Diploma. Married Clarence Pierson, May 31, 1902. Teacher, Verdi, Nevada. 1894-95; Reno, 1895-97. Reno, Nevada. Elizabeth C. Savage (Grover), First Grade Diploma, Tfachtr, Laughton School, Washoe Co., Nevada, 1892. Charlotte Shaber (Rockey), First Grade Diploma. Teacher, CUoii- dale School, Washoe Co., Nevada, 1892. Winneniucca, Ne- vada. Julia Mary Snow (Thurtell), FirstGrade Diploma; Life Diploma. 1894. Married Henry Thurtell. Aug. 5, 1896. Teacher, Reno, Nevada, 1890-96. Reno, Nevada. 189I Mary Applegate (Kohler), I'irst Grade Diploma. Married Thomas Kohler. Truckee, Calif. Mary Rose Clark, First Grade Dii)loma; Life Diploma, 1S94. U. S. Postal Clerk, Reno, Nevada, 1901-04. I'roprictor. Poulty Ranch. Reno, Nevada. William Crebo Hancock, First Grade Diploma; Life Diiilonm, 1894. Married Miss Huntsman. Principal. Hattle Moun- tain Public School, Nevada, 1892; Dayton, 1S94. Kate Frost Kinney (Robison), First Grade Diploma; Life Diploma, 1894. Married Roy L. Robison, Sept. 25, 1901. Teacher. 187 TRl-DECENNUL CELEBRATION Grantsville, Nye Co., Nevada; Austin, 189394; Glentlale School, Washoe Co., 1894- 1901. Sparks, Nevada. Mary Frauces Lane (O'Leary), First Grade Diploma; Life Diploma, 1894. Married William O'Leary. Teacher, Verdi, Nevada, 1892; Wadsworth, 1894; Lovelocks, 1896. Lovelocks, Ne- vada. Louisa Lewis, First Grade Diploma; Life Diploma, 1898. Teacher, Central School, Humboldt Co., Nevada, 1894; Fly, 1896; Preston, White Pine Co., 1900; Zelda, Churchill Co., 1902; North Truckee School, Washoe Co., 1904- Reno, Nevada. Ottilia Ida Irene Quadri (Sister Bertrand), First Grade Diploma. Teacher, Parochial School, Reno, Nevada, 1891- Rlla Maud Truscott, First Grade Diploma; Life Diploma, 1898. Teacher, Bishop, Calif. .Arda Frances Van Duzer (Wilson), First Grade Diploma; Life Diploma, 1894. Married Marion S. Wilson, Aug. 30, 1896. Teacher, Eureka, Nevada, 1891-93; Reno, 1893-96. Elko, Nevada. Mabel Wallace, First Grade Diploma. Teacher, Fowler, Calif., 1891-1902. Grace Viola Ward, First Grade Diploma; B. A., '95. See College of Arts and Science, Class of '95. 1892 Cora May Ede (Brown), First Grade Diploma. Married Charles P. Brown (B. S., Min. Eng., '93), May 16, 1894. Reno, Ne- vada. Estella B. Ede (Brooks), First Grade Diploma; Life Diploma, 1897. Married J. F. Brooks, September, 1900. Critic Teacher, Normal Training School, Nevada Univ., 1892-1900. Hotel Vendome, San Jose, Calif. Mary Margaret Mayberry, First Grade Diploma; Life Diploma, 1899. Teacher, Laughton School, Washoe Co., Nevada, 1893-98; Reno, 1898- Clara Alma Taylor, First Grade Diploma. Teacher, Big Meadows School, Humboldt Co., Nevada, 1S93-94. Stenographer, Allegheny, Penu., 1S94- CATALOGUE OF GRADUATES Rena E. Allison (Stone), First Grade Diploma; Life Diploma, 1898. Ogden, Utah. Minnie Ella Bunker, First Grade Diploma. Married. California. Clara Emma Litch (Gibson), First Grade Diploma. Married Frank Gibson, August, 1894. Amedee, Calif. Grace Estella Palmer (Rassmassen), First Grade Diploma; Life Diploma, 1897. Married Mr. Rassmassen, 1903. Teacher, Pyramid School, Washoe Co., Nevada, 1894; Aurora, 1896. Morgan, Utah. Mary Estella Rhodes, First Grade Diploma; Life Diploma, 1897. Teacher, Reno, Nevada, 1S93-98; Eureka; Winneuiucca, 1900; Reno, 1903- Stella Nevada Webster, Grammar Grade Diploma, 1901. Teacher, Reno, Nevada, 1902- 1894 Josephine Mary Blume, First Grade Diploma; High School Cer- tificate, 1904. Teacher, Mineral Hill, Eureka Co., Nevada, 1894-95; Clover Valley School, Elko Co., 1895-1900; Reno, 1900- Thomas Arthur Brandon, First Grade Diploma; High School Di- ploma, 1899; Life Diploma, 1901. Teacher, Ruby Central School, Elko Co., Nevada, 1894-96; Franktown, 1896-9S; Wells, 1899-1900; Reno, 1900- Jennie Vaughan Jameson, First Grade Diploma. Teacher, Iluf- faker School, Washoe Co., Nevada, 1894; Verdi, 1896; Brown School, Washoe Co., 1898; Reno, 1900-04. Reno, Nevada. Cora Elizabeth Light (Maxson), First Grade Diploma. Married Jesse Maxson, April, 1904. Truckee, Calif. Katherine Orilla Mapes (Fulton), First Grade Diploma. Married Waldron H. Fulton, May 11, 1898. Reno, Nevada. Lucy Virginia Parker, First Grade Diploma; Life Diploma, 1900. Teacher, Franktown, Nevada, 1894; Wadsworth, 1896-9S. Principal, Hawthorne Public School, 1900. Teacher, Spring Valley School, Humboldt Co., 1904. Foltz, Nevada. Josephine Emma Robertson (Driver), First Grade Diploma. Teacher, Eureka, Nevada, -1894; Snake Valley Scluxil. White Pine Co., 1900. 189 TRI-DECENNIAL CELEBRATION Lola Nella Thorns (Dunkle). Married Dan Dunkle, September, 1894. Vallejo, Calif. Frances Wright, First Grade Diploma. Teacher, Brown School, Washoe Co., Nevada, 1894-96; North Truckee School, Washoe Co., 1898; 1902; Reno, 1904- Ottilia Margaret Zecherle, First Grade Diploma; Life Diploma, 1900. Teacher, White Plains, Nevada, 1898; Rabbit Creek, White Pine Co., 1898; Cottonwood vSchool, Churchill Co., 1900; Dewey School, Elko Co., 1902- Huntington Valley, Elko Co., Nevada. 1895 May Allen (Richards), First Grade Diploma. Married Charles Richards, 1902. Teacher, St. Clair, Churchill Co., Nevada, 1896; Silver City, 1898. Silver City, Nevada. Eva Irene Bradshaw, First Grade Diploma; Life Diploma, 1901. Teacher, Silverpeak, Esmeralda Co., Nevada, 1896; School No. 12, Lyon Co., 1898; Smith, Lyon Co., 1900; Huffaker School, Washoe Co., 1902-04. Reno, Nevada. Edna Nevada Catlin (Baker), First Grade Diploma; Life Di- ploma, 1902. Married F. W. Baker, August, 1902. Teacher, Carson City, Nevada, 1896. Principal, Wells Public School, 1900. Winnemucca, Nevada. Marion Edmunds (Cahlan), First Grade Diploma. Married Albert W. Cahlan (Agri., '96), June 29, 1898. Teacher, An- derson School, Washoe Co., Nevada, 1895-98. Reno, Ne- vada. Helen Murphy, First Grade Diploma; Life Diploma, 1901. Teacher, Peavine School, Washoe Co., Nevada, 1896-1900. Kathrin Isabelle Robb (Greeno), First Grade Diploma. Married George W. Greeno, Aug. 31, 1899. Teacher, Long Valley, Calif., 1895-97; Mills City, Humboldt Co., 1897; Lewis, Lander Co., Nevada, 1898-99. Milford, Calif. Mary Anna Robb (Cavanaugh), First Grade Diploma. Married Fredrick J. Cavanaugh, April 19, 1903. Teacher, Wightman School, Churchill Co., Nevada, 1896; Spring Valley, White Pine Co., 1898; Upper South Fork School, Elko Co., 1902. Carson City, Nevada. 190 CATALOGUE OF GRADUATES * Wilhelmina Ottilia Sadler (Plummer), First Grade Diploma; Life Diploma, 1900. Married Benjamin Plummer, June, 1902. Teacher, Gerald School, Ivureka Co., Nevada, 1896; Eureka, 1898; South Fork, Elko Co., and Mineral Hill, Eureka Co., 1899-1900. Died, Carson City, Sept. 5, 1903. Ina Hannah Stiner (B. A., '93), First Grade Diploma. See Col- lege of Arts and Science, Class of '93. 1896 Agnes Bell (B. A., '93), First Grade Diploma. See College of .-^rts and Science, Class of '93. Frederica Louise Blume (Blaney), (B. A., '95), First Grade Diploma. See College of Arts and Science, Class of '95. Lillian Amelia Campbell (Murphy), Grammar Grade Diploma. Teacher, Duck Lake School, Washoe Co., Nevada, 1898. Maude Lillian Douglas (Sample), Grammar Grade Diploma. Mar- ried S. M. Sample, April, 1904. Teacher, Clarks Schml. Washoe Co., Nevada, 1896; Fairview School, Humboldt Cn.. 1898; Reno, 1899-04. Reno, Nevada. Ella Cathrine DuflFy, First Grade Diploma. Teacher, Silver Creek, Lander Co., Nevada, 1898. Austin, Nevada. Mary Agnes Erwin (Thompson), First Grade Diploma. Married John Thompson, Jr. Teacher, Echo School, Esmeralda Co., Nevada, 1896; Independence, Ivlko Co., 1900. Louise Donahue Evans (Sawyer), First Grade Diploma. Married George O. Sawyer, Teacher, Pioche, Nevada, 1896. Lucy May Grimes, Grammar Grade Diploma; High School Di- ploma, 1898; B. A., '00. See College of Arts and Science, Class of '00. Edith Frances Hurd, Grammar Grade Diploma. Teacher. Rtxip. Washoe Co., Nevada, 1896; Quinn River Sch(x)l. Humboldt Co., 1898-1900. Reno, 1904- Reno, Nevada. Margaret B. Hymers (Campbell), First Grade Diploma. Marrit-d Charles Campbell, November, 1900. Teacher, Chiatovich School, Esmeralda Co., Nevada, 189^.-98; Reno, 1898-1900. Reno, Nevada. LillianJones(McLeod), Grammar Grade Diploma. Teacher, Plum- mer School, Lyon Co., Nevada, 1896; School No. 8, Lyon 191 TRI-DECENNUL CELEBRATION Co., 189S; Meissner School, Lyon Co., 1900. Sodaville, Ne- vada. Josephine Kelley (Ascher), First Grade Diploma. Married Dr. J. A. Ascher, 1898. Teacher, Duck Creek School, White Pine Co., Nevada, 1896. Sparks, Nevada. * Edith McLear (Nichols), First Grade Diploma. Teacher, Sierra Valley, Calif. Died, Reno, Nevada, December, 1901. Agnes Jean Maxwell, First Grade Diploma; High School Diploma, 1897; B. A., '01. Teacher, Wightman School, Churchill Co., Nevada, 1897-99. See College of Arts and Science, Class of '01. * Katherine Glenn Mayberry, First Grade Diploma. Teacher, Clarks School, Washoe Co., 1898. Died, Reno, Nevada, Aug. 12, 1898. Leona Mitchell, First Grade Diploma. Beckwith, Calif. Kate Moore, Grammar Grade Diploma. Teacher, Spanish Spring School, Washoe Co., Nevada, 1896-98; San Fran- cisco, Calif. Mary Jane Mulcoy, First Grade Diploma; High School Diploma, 1897; Life Diploma, 1901. Teacher, Kureka, Nevada, 1898; Upper South Fork School, Elko Co., 1899; Sulphur Springs School, Eureka Co., 1900; Fort Ruby, Elko Co., 1901; Pleasant Valley School, Humboldt Co., 1902- Ken- nedy, Nevada. Belle Rulison (Small), First Grade Diploma; Life Diploma, 1901. Married Fred Small. Teacher, Fallon, Nevada, 1896. Reno, Nevada. Augusta M. Saxton, First Grade Diploma. Principal, Gardnerville Public School, Nevada, 1898. Teacher, Glenbrook, 1900. Carson City, Nevada. 1897 Frances Belle Allen (Wogan), Grammar Grade Diploma. Mar- ried Chris Wogan. Teacher, Silver City, Nevada, 1897-99. Sparks, Nevada. Jessie Parker Beck, Grammar Grade Diploma. Teacher, Marker School, Humboldt Co., Nevada, 1S98; Fairview School, Humboldt Co., 1900; Reno, 1900- Reno, Nevada. 192 CATALOGUE OF GRADUATES * Nettie Benson (Gates), Grammar Grade Diploma. Married Charles E. Gates, Sept. i8, 1901. Teacher, Lewis, Lander Co., Nevada, 1898; McDerniitt, 1898-99; Brown Schcxjl, Washoe Co., 1899-1900. Died, Wadsworth, Nevada, Jan. 2, 1903. Maude Mary Blake, High School Diploma. Teacher, Toano, Elko, Co., Nevada, 1898-1900. Virginia City, Nevada. Charlotte Elizabeth Crocker, Grammar Grade Diploma. Teacher, Glendale School, Washoe Co., Nevada, 1900-02. Reno, Ne- vada. Hugh Elliot Crutcher, High School Diploma; Life Diploma, 1902. Principal, Bruneau Public School, Idaho. Anna Kathry n Donahue (Kaney), High School Diploma. Teacher, Palisade, Nevada, 1898. Margaret Vivian Donahue, High School Diploma. Teacher, School No. 9, Lyon Co., Nevada, 1898. Principal, Yerington Public School, 1900. Virginia City, Nevada. Martha Clara Fanning (Riley), High School Diploma. Married W.J. Riley, September, 1902. Teacher, Virginia City, Ne- vada, 1900. 109 Elm Ave., San Francisco, Calif. Bessie Flewellen, High School Diploma. Teacher, Alpine, Churchill Co., Nevada, 1898. Stillwater, Churchill Co., 1900-02; St. Clair, Churchill Co., 1904- Rose Gooding (Day), High School Diploma. Married James Day. Teacher, Reese River, Nevada. Austin, Nevada. Martha De Ette Gould (Dinsmore), High School Diploma. Teacher, Eureka, Calif., 1897-1900. Fruitvale, Calif. Lucinda Rhoda Harper, High School Diploma. Virginia City, Nevada. Pearl Hart (Doyle), High School Diploma. Marrie95 TRI-DECENNUL CELEBRATION 1899. Teacher, Lauj^hton Scliool, Washoe Co., Nevada, 1900. Principal, Verdi Public School, 1902- Hattie Paris (Bliss), High School Diploma. Married Clyde Bliss, 1903. Hobart Mills, Calif. Nellie B. Robbins (Williams), High School Diploma. Married William H. Williams, May, 1902. Teacher, Stillwater, Churchill Co., 1900. Fallon, Nevada. PMna Mary Robison, High School Diploma. Teacher, lone School, Nye Co., Nevada, 1898-99; Reese River, 1899-1900; Washoe City, 1900-01. Reno, Nevada. Sarah Elizabeth Ryan (Wright), High School Diploma. Married William Wright. Teacher, Jackson School, Elko Co., Ne- vada, 1898. Virginia City, Nevada. Jean Louise Sweetman, High School Diploma. Teacher, Red Rock School, Washoe Co., Nevada, 1900. Florence Tannahill, Grammar Grade Diploma. Teacher, Reese River, Nevada, 1904. Annie Theelan, High School Diploma. Teacher, St. Clair, Church- ill Co., Nevada, 1898-1900; Fallon, 1902- Minnie Sophia Wolfe, High School Diploma. Teacher, Leetville. Churchill Co., Nevada, 1898; Winnemucca, 1900- 1899 Florence Bain, Grammar Grade Diploma. Teacher, Buena Vista School, Humboldt Co., 1901-02; Island Mountain School, Elko Co., 1904- Gold Creek, Elko Co., Nevada. Carrie Wapp Bradshaw (Blundell), Grammar Grade Diploma. Married Thomas H. Blundell, Dec. 25, 1900. Wadsworth, Nevada. Gussie Carnelia Bradshaw (McGinnis), Grammar Grade Diploma. Married George L. McGinnis, July 15, 1900. Teacher, Deeth, Nevada, 1899; McDermitt, 1899-1900. McDermitt, Nevada. Thomas Arthur Brandon (First Grade Diploma, 1894), High School Diploma. See Class of '94. Frances Case, High School Diploma. Teacher, Paradise School, Humboldt Co., Nevada, 1900- Paradise Valley, Nevada. 196 CATALOGUE OF GRADUATES Carrie Christiana Choate, High School Diploma. Teacher, Pueblo School, Humboldt Co., Nevada, 1900; Sonoma School, Humboldt Co., 1902; Buena Vista School, Humboldt Co., 1904- Unionville, Nevada. Mamie Janette Delaney, High School I^iploma. Virginia City, Nevada. Florence Julie Dietz, High School Diploma. Teacher, .Antelope, Eureka Co., Nevada, 1899-1900; Gait, Calif., 1903. 218 East Fremont St., Stockton, Calif. Margaret Genevieve F'arley, Grammar Grade Diploma. Teacher, Bonham School, Washoe Co., Nevada, 1902. Long Valley, Calif. Maude Estelle Hapgood, High School Diploma. Teacher, Pine Grove, Esmeralda Co., Nevada, 1900; Osceola, White Pine Co., 1904. Jessie Leslie Harper, High School Diploma. Teacher, Candelaria, Nevada, 1900; Kingston, Lander Co., 1904. Virginia City, Nevada. Amy Heritage (Parkes), High School Diploma. Married Mr. Parkes, June, 1904. Teacher, Starr Valley School, 1902; Snake Valley School, White Pine Co., 1904- Osceola, Ne- vada. Lotta Sybil Howe, High School Diploma; B. L., Mills College, Oakland, Calif., '02. Teacher, Sodaville, Nevada, 1902-04. Student Assistant in English, Nevada Univ., Reno, Nevada. Florence Lamb (Peacocke), High School Diploma. Married George M. Peacocke, March 12, 1903. Teacher, Gregory School, White Pine Co., Nevada, 1900. Principal, \\\y Pub- lic School, Nevada, 1902. Teacher, Duck Cn-ok School, White Pine Co., 1902-03. Ely, Nevada. * Mattie Robin.son Mclntyre, High School Diploma. Tcmhcr, .Al- pine, Churchill Co., Nevada, 1900; Lake Sclu)ul, Humboldt Co., 1902- Died, 1903. Sadie Mitchell, (Grammar Grade Diploma, 1898), High S<1h»>1 Diploma. See Class of '98. Cornelia Parish (Shaver), Grammar Grade Diploma. Married Edgar N. Shaver, June 18, 1902. Teacher, Loyallon, Calif., 1900-02. Reno, Nevada. 197 TRI-DECENNIAL CELEBRATION Marie Kvelyii Richards (Trickey), High SchcxDl Diploma. Mar- ried William Trickey. Teacher, Bishop, Calif., 1898-01. Marye V. Williams, Grammar Grade Diploma. Teacher, Gold Hill, Nevada, 1900; Wabuska, Lyon Co., 1902- 1900 Gdna Willma Bean, High School Diploma. Teacher, Clover Val- ley School, Elko Co., Nevada, 1900; Franktown, 1902; An- derson School, Washoe Co., 1904- Reno, Nevada. Alice Comerford, High School Diploma. Teacher, Buffalo School, Washoe Co., Nevada, 1900; Verdi, 1902- Teresa Janet Fitzgerald, High School Diploma. Walkerville, Mont. Vernie Adelia Frazer (Wedekind), High School Diploma. Mar- ried L. G. Wedekind, April 7, 1901. Teacher, Winnemucca School, Washoe Co., Nevada, 1900. Reno, Nevada. Edith Hart, Grammar Grade Diploma. Teacher, Sweetwater, Es- meralda Co., Nevada, 1900. In Telephone Office, Tonopah, Nevada. Sadie May Hatherell (Plummer), High School Diploma. Married George Plummer, July, 1903. Teacher, School No. 11, Lyon Co., Nevada, 1900. Martha L. Hinch, Grammar Grade Diploma. Teacher, Douglass, Esmeralda Co., Nevada, 1900; Virginia City, 1902- Llora E. Hurff, Grammar Grade Diploma. Elmwood, 111. Frances Kerby, High School Diploma. Teacher, Butte School, Plumas Co., 1900-01; Lewis Mill, Plumas Co., Calif., 1901-04. Asst. Principal, Winnemucca Public School, Nevada, 1904- Margaret Veronica O'Brien (Whitworth), High School Diploma. Married F. Whitworth, Dec. 19, 1901. Teacher, North Ruby School, Elko Co., Nevada, 1900-01; Secret Valley School, Elko Co.; Shoshone, White Pine Co.; Willow Point, Humboldt Co. Reno, Nevada. Mae Pearson (Connell), Grammar Grade Diploma. Married Virgil Connell, 1901. Coleville, Calif. Ada Belle Pitt (Baker), Grammar Grade Diploma; High School Diploma, 1901. Married Frank Baker, 1903. Lovelocks, Nevada. 198 CATALOGUE OF GRADUATES Sara May Pollock, Grammar Grade Diploma. Teacher, Monitor School, Nye Co., Nevada, 1902; Gleudale School, Washoe Co., 1904- Sparks, Nevada. Myrtle Montrose, High School Diploma. Teacher, Bodie, Calif.; Sweetwater, Ksmeralda Co., Nevada, 1904- Bodie, Calif. Isabel A. Nay, Grammar Grade Diploma. Teacher, Deer Lodge School, Lincoln Co., Nevada, 1902. Ethel May Peckham, High School Diploma. Teacher Chiatovich School, Ksmeralda Co., Nevada, 1900; Anderson School, Washoe Co., 1902-04; Wadsworth, 1904- Mabel M. Spinner, High School Diploma. Teacher, Italian Ranch School, Eureka Co., Nevada, 1900; Eureka, 1902- Florence Rosalind Wittenberg, High School Diploma. Teacher, Panaca, Lincoln Co., Nevada, 1902; Ogden, Utah. Eureka, Nevada. I9OI Miranda Ray Arms, High School Diploma; B. A., '03. See Col- lege of Arts and Science, Class of '03. Laura G. Bailey, Grammar Grade Diploma. Teacher, Smith Creek School, Elko Co., Nevada. 1901-04. 2916 Puget Sound Ave., Taconia, Wash. Helen Banta, High School Diploma. Teacher, Deer Lodge School. Lincoln Co., Nevada, 1904- Reno, Nevada. Louise Banta, Grammar Grade Diploma. Teacher, Jackson School, Elko Co., Nevada, 1902; Red Rock School, Washoe Co., 1904- Reno, Nevada. Alice Mabel Beck, High School Diploma. Sutro, Lyon Co., 1901- Margaret Henry, Grammar Grade Diploma. Bookkeeper, Reno Mill and Lumber Co., Reno, Nevada. Laura Lawrence, High School Diploma. Teacher, Lincoln School, Plumas Co., Calif. Greenville, Calif. Lillian Lodge, Grammar Grade Diploma; Trained Nurse, City and County Hospital, San Francisco, Calif., '04. Teacher, Eairview School, Humboldt Co., Nevada, 1901-02. Head Nurse, Whitaker Hospital, Reno, Nevada, 1904- Minnie Elizabeth Petttinger, High School Diploma. Teacher, 199 TRI-DECENNIAL CELEBRATION Round Valley School, Lincoln Co., Nevada, 1902; Dutch Flat School, Lincoln Co., 1904- Kershaw, Nevada. Ada Belle Pitt (Baker) (Grammar Grade Diploma, 1900), High School Diploma. See Class of '00. Hicksey May Wilson (Robertson), High School Diploma; B. A., '03. See College of Arts and Science, Class of '03. 1902 Mary Lea Benson, High School Diploma. Teacher, Rabbit Creek School, Elko Co., Nevada, 1902; Clover Valley School, 1904- Wells, Nevada. Minnie May Bradshaw, High School Diploma. Teacher, Central School, Humboldt Co., Nevada, 1902; White Rock, Elko Co., 1904- Bessie Sarah Buchanan, High School Diploma. Teacher, Cortez, Nevada, 1902- Virgil Buchanan, High School Diploma. Principal, Cherry Creek Public School, Nevada, 1902; Ruby Hill, 1903-04; Gardnerville, 1904- Regina lone Erickson, High School Diploma. Teacher, Pleasant Valley School, Elko Co., Nevada, 1902; Tonopah, 1904- Lillian Martha Harley, High School Diploma. Teacher, Fish Lake School, Esmeralda Co., Nevada, 1902- Dyer, Nevada. Clara ]\Iae McCormack (Rogers), High School Diploma. Married Frank Rogers, November, 1903. Reno, Nevada. Lucy McDermott, High School Diploma. Virginia City, Nevada. Mattie McMuUen, High School Diploma. Principal, Wells Public School, Nevada, 1902- Aloysia Bernadetta O'Leary, High School Diploma. Teacher, Huntington, Elko Co., Nevada, 1904- Harriet A. Peckham (Brooks), High School Diploma. Married Philip Brooks, 1903. Teacher, Leetville, Churchill Co., Nevada, 1902. Reno, Nevada. Zena M. Roberti, High School Diploma. Teacher. Willow Creek, Humboldt Co., Nevada. Elizabeth Sanger, High School Diploma. Teacher, McDermitt, Nevada, 1902; Chiatovich School, Esmeralda Co., 1904- Dyer, Nevada. CATALOGUE OF GRADUATES Mary McKee Scott, High School Diploma. Teacher, Carlin, Ne- vada, 1904- Louise Janette Sweeney, High School Diploma. Teacher, Clear Creek School, Ormsby and Douglas Counties, Nevada, 1902- Carson City, Nevada. Elizabeth Maude Treglone (Eason), High School Diploma. Mar- ried Joe Easou.Jr., June 16, 1903. Teacher, Silver Creek, Lander Co., Nevada, 1902-03. Edgemout, Elko Co., Nevada. Harriet Weeks (McCarran), High School Diploma. Married Pat- rick A. McCarran, Aug. 10, 1903. Teacher, Clover Valley School, Elko Co., Nevada, 1902. Reno, Nevada. Elizabeth J. Wright, High School Diploma. Reno, Nevada. 1903 Emily Berry, High School Diploma; Student, College of Arts and Science, 1903- Reno, Nevada. Alice Cahill, Grammar Grade Diploma. Teacher, Grautvillc School, Nye Co., Nevada, 1904- Silver City, Nevada. Margaret A. Conaway, Grammar Grade Diploma. Caliente, Ne- vada. Anna Caroline Damm, High School Diploma. Teacher, Smith, Lyon Co., Nevada, 1904- Adolphine Bertha Finck, Grammar Grade Diploma. Teacher, Halleck, Nevada, 1904- Helen Hale Hamlin, High School Diploma. Teacher, Stillwater, Churchill Co., Nevada, 1903-04. Sierraville, Calif. Annette Kerby, High School Diploma. Teacher, Modoc, Calif.. 1903-04; Johnsville, Calif., 1904- Anuie Veronica Myers, Grammar Grade Diploma. Kettle, Culif. Mary North (B. A., '95), High School Diploma. Sec College of Arts and Science, Class of '95. Bertha Pursel, Grammar Grade Diploma. Wabuska, I. you Co., Nevada. Minnie Roberts, High School Diploma. Teacher, Signal School. Elko Co., Nevada, 1904- Gertrude Sheehy, High School Diploma. Teacher, Virginia City. Nevada, 1903- TRI-DECENNUL CELEBRATION Maud Warren, High School Diploma. Teacher, Jackson School, Elko Co., Nevada, 1904- Wabuska, Lyon Co., Nevada. 1904 DoUie Adeline Blevins, Grammar Grade Diploma. Teacher, Mountain Home School, Elko Co., Nevada. Deeth, Nevada. Sarah Chase, Grammar Grade Diploma. Teacher, Scott School, Lassen Co., Calif., 1904- Cuba, Calif. Eloise Elizabeth Elliott, Grammar Grade Diploma. Teacher, Bridgeport, Calif., 1904- Eunice Edna Hamlin, Grammar Grade Diploma. Sierraville, CaUf. Emma Claribel Regli, Grammar Grade Diploma. White Rock, Elko Co., Nevada. Addenda College of Arts and Science 1902 Harry Jameson, B. S. (Gen. Sci.) With U. S, Geological Survey. Mine Surveyor, Goldfield, Nevada, 1904- 1903 Saxe Milton McClintock, B. S. (Gen. Sci.) With U. S. Geological Survey, Wadsworth, Nevada. Higher Degrees Conferred for Work Done Master of Arts 1903 Joseph Alfred Williams, M. A. (.Soc. Sci.); H. A., Washingtou Univ., St. Louis, Mo., '02; Fellow in Ethics, Columbia, 1903- Colunibia University, New York, N. Y. Mining Engineer 1900 John Mitchell LaFayette Henry, M. E.; B. S. (Min. ivng.). '96. See College of Engineering, Class of '96. 1903 Emmet Derby Boyle, M. E.; B. S. (Min. Eng.), '99. See College of Engineering, Class of '99. Arthur Page Mack, M. E.; B. S. (Min. luig.), '9O. See College of Engineering, Class of '96. 20.1 Honorary Degrees Master of Arts 1888 Hannah Keziah Clapp, M. A. Prof, of English and History, Ne- vada Univ., 1887-1891; Librarian and Preceptress, 1891- 1902. Professor Emeritus. 555 Lytton Ave., Palo Alto, Calif. 1895 Mary Whitesides Emery, M. A. (Pedagogics) Prof, of Education and Principal of the State Normal School, 1890-1902. Pro- fessor Emeritus. 4638 Morgan St., St. Louis, Mo. Bachelor of Science 1900 Edward E. Hardach, B. S. (Min. Eng.) Married Miss Laura Arnold, April 16, 189S. Manager, Knights Deep, Lmtd.. Germiston, Transvaal. 204 THE LIBRARY tJNTVERS^TY ( ^ CALIFORNIA UCLA Young Research Library LD3767.7 1904 y L 009 572 844 C AA 001324 600