When Dartmouth College, beginning as an Indian charity school, was removed to its present location, the first exercises were held in "a hutt of logs about eighteen feet square, without stone, brick, glass or nail;" in which was housed President Wheelock's family. The students made booths and slept upon beds of hemlock boughs, under the pelting rain-storms and driving snow of Northern New Hampshire in late autumn. Bowdoin, the alma mater of Longfellow, began its work in a small building, which contained recitation rooms, the chapel, the dormitory for students and the president's family; and their first call bell for prayers or recitations was the presidential cane rapping on the stairs. During more than a score of years at the beginning of Yale College they not only had no building of their own, but the entire faculty did not exceed three or four tutors and the president, who spent no small portion of his time in financiering, as if he had been in a western college. When Harvard was one hundred and forty years old the faculty consisted of the president, one professor who taught mathematics and natural philosophy, one who taught divinity and one Hebrew; and there was also one tutor. Princeton, the log college of New Jersey, had only twelve thousand dollars of endowment at a time when she had sent forth twenty-seven hundred graduates; many of whom had taken position as the most influential men in America.

If, therefore, we have not been able, in these early years of Colorado College, to rival the great schools of the east in their maturity, we may, in the hour of their wealth and their fame, lay claim at least to a beginning as promising as they had. And when we look out upon our college campus, it is no dream of inexperienced founders to believe that in future generations there will arise here upon every side the most noble lecture rooms for professors of world-wide fame.

"I have set an acorn," said Sir Walter Mildmay, "which when it becomes an oak, God alone knows what will be the fruit thereof." He said it to Queen Elizabeth when he had just signed the papers founding Emmanuel College at Cambridge, and thereafter Emmanuel College educated the pastors and magistrates of early Massachusetts; so that the oak he planted shades our shores to-day. So men now living add great dignity

to their lives by giving their money to plant upon this spot a college which will perpetuate their influence throughout all generations, achieving the highest good age after age.

How strange the contrast between the auspicious planting of Colorado College in our beautiful town and the first foundations of Cambridge in old England. History records that Cambridge was "a frontier town composed of bog, morass and extensive woods, interspread with occasional tracts of arable and pasture land, and presenting apparently few recommendations as a resort for the youth of the nation." The men who have in their hearts thought lightly of Colorado College, and its feeble beginning, would have despised the yet more humble commencement of the great University of Cambridge, whose first students were gathered in a barn. Moreover, says the ancient history concerning the district adjacent to this barn, that it was a region of fens inhabited by birds "and much more by devils, who, finding it a place of great horror and solitude, began to inhabit there." Concerning many of our American college towns, it may be said in like manner that they are much more inhabited by devils than they ought to be. I recall one small college town in Nebraska with twelve or fifteen drinking saloons to a population of one thousand. Demons dealing in drink are happily not common among us. The institutions of a town give character to it; it is no mean gift to the good fame of this community that a college is planted in it.

We sometimes, however, in looking at our comely walls of ` stone forget what after all constitutes the college. Not walls, not dormitories, not libraries, not museums, not laboratories, but living men make the college; mature students aiding those younger this is the college. The personal character of the men who teach is the most important factor. Was not Socrates a university? Was not Plato a school? More stimulating to youth than all books is the living instructor, guiding to the discovery of life's best discipline and award. You here behold the honored instructors whom it is a great privilege to keep in position; they are the college, living temples for instruction more noble than man's architecture. I greet them and congratulate them to-day; who dedicated themselves to this work long before the dedication of this building; who have heeded not the

allurements of money, position, dignified ease, that they may be counted worthy of sacrificing somewhat in establishing this college.

The service of these living teachers is of permanent value to the state. Did not Lycurgus believe the whole business of legislation to resolve itself into the bringing up of youth? Men are governed by inward or by outward force, by spirit or by sword, by principle or by powder. To rule men from within is indeed the chief end of government. Our schools of the first rank give the character and culture needed by our youth in a new region. To toil day by day at fixed tasks; to be constantly held to honorable service; to do this year after year under the stimulus of able teachers, and with quickening companions, begets selfknowledge, self-control, accuracy of attention, power of concentration, of adhesiveness; so the mental muscles are made hard for handling life's business. At college one learns his limitations, his powers; and something of mankind in literature, art, history; and something of the powers of nature. We need in a new state to give this vigorous training to our youth. The notion of luck and liberty, liberty to live in lawlessness, in idleness, in thriftless turning hither and thither, trusting to some turn of the wheel to make one rich and influential, this curse of aimless, luckless ambition, to gain life's highest awards without labor, this curse of a new country, ruining all healthy, honest aspiration, needs wholesome schooling in our youth to rectify it.

It is indeed true that some of our best educated men never went to college. They are men of great energy, strength of will and industry; they have studied men as well as books; they have tact; they have well-proportioned mental powers; men useful, for example as the Galilean apostles, who graduated from fishing boats; men cosmopolitan in training and influence, whose hearthstone is the broad earth; men emerging from the wilderness to give light and law to all civilized communities, revealing the sage where we should look for the savage; men who put their consciences into their work, proving themselves great educating forces to the nations, gathering new intellectual and moral power daily from unseen resources, exciting constantly our admiration at the providential gift of their lives. Such men need no diploma in uncouth language, emblazoned with strange

seals and endorsed by men not worthy to unloose their shoe latchets. "He would have left a Greek accent standing the wrong way, and righted up a falling man,' was the eulogy upon one of the most famous heroes in our border country in the hour of national peril. There are men to-day in banking houses, in railway service, engaged in developing the material interests of this country, whose education has nothing narrow in it. They are themselves men of amazing breadth, who have no frivolous hours, no meanness in action or intent.

These are the men among us who appreciate the work of this college, who are ready to sacrifice most for its upbuilding; men of large prescience who foresee the relation of this work to the upbuilding of state and nation, the development of our resources, the moulding of society, the upbuilding of man.

These are the men, whose presence as a power in the world of culture cannot be easily ignored; who demand a well-balanced training in our colleges, a curriculum which will meet the needs of pupils varying greatly in capacity and aptitude.

There are not wanting college graduates, naturally defective, who bear away from school a trivial disqualifying culture; shambling like book-laden burros under loads of learning useless to them; ignoble and foolish as the ancient barber who returned from the king's court with no other knowledge than the royal cut. The college discipline should be of such sort that those most likely to excel will have their strong points brought out in their school days. Martin Luther, for example, was not strong on verbs; and he was flogged fifteen times in one forenoon over one conjugation. Prescott, the historian, had to be wholly excused from geometry. Walter Scott was a perfect stupid at school. The debt of these men to the college would have been greater, if the college had adapted itself the more to the development of their powers instead of merely exposing their weak points.

A generous range of study in the natural sciences, general literature, philosophy, with moderate classical attainments, will do more to develop ninety out of one hundred, and to discipline their powers, than to keep them mainly to a long drill in one or two departments of study.

Our own printed course of study represents not what we should teach, not what we expect to teach," but what we have been able to teach with the force at hand. The curriculum prescribed in our endowment papers will ultimately be followed whenever we have means of doing it, filling certain professorships now vacant. While it would be out of place to-day to make full statement of this proposed scheme of study, it is suitable to allude to some points indicated in the endowment papers of the college.

In respect to Classical Studies, the rule of our founders requires more Latin and Greek than was read by the graduates of some of our older colleges a hundred years ago. This rule is in part based upon the fact that extemporaneous oral translation from one language to another is one of the most important rhetorical exercises; and if pursued with great care in the choice of the English words used, it is invaluable in, its influence. ther, it requires only the slightest acquaintance with the vocabulary of an ordinary Latin reader to show that some knowledge of Latin is essential to the most successful study of English philology.

Fur

It is not, however, proposed by our founders to require so much study of ancient languages as to serve one for a key to classical literature. The years required are too great, the reward too little. The average student may be led to a sufficient appreciation of the life-inspiring literature of the Greeks the Romans outside of mere satire have none worth speaking of without easily reading at sight the unequalled language of the Greeks; as the force, fire and quickened spiritual life of Jewish prophet and apostle constantly re-appear in men little able to read the divine revelation in the original. Most literary men learn more about the daily lives of Greeks and Romans, of their acheivements, their philosophy, their literature in the pages of eminent historians and by translations than by reading ancient authors in the original. Every well arranged system of education will, however, recognize the fact that translations, biographies, histories, are better appreciated if prepared with some knowledge of the original languages. The very words are monuments. We can never hear the clash of