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QUARTO-CENTENNIAL
CELEBRATION,
University of Colorado
BOULDER, COLORADO
1902
% ,:„:Ta^
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University of Colorado Bulletin
Vol.2. boulder, COLORADO, DECEMBER, 1902. No. 4.
Published Quarterly by the Regents of the University of Colorado. Entered at the Post Office,
Boulder, Colorado, as second-class mail matter.
QUARTO-CENTENNIAL CELEBRATION
UNIVERSITY OF COLORADO
NOVEMBER 13, 14 AND 15, 1902
BOULDER, COLO.
BOARD OF REGENTS OF THE UNIVERSITY
OF COLORADO
Oscar J. Pfeiffer, B.A., M.D. *\.. ; ^Denver
• • *
Will J. Orange V.* Pueblo
Harold D. Thompson/ B.A Cripple Creeh
David M. Kichards Denver
William H. Bryant, B.S., LL.B Denver
Frank E. Kendrick. : Leadville
OFFICERS OF THE BOARD
James H. Baker Boulder
(President of the University.)
Edward J. Morath Boulder
William S. Bellman Boulder
.President
.Secretary
Treasurer
Gift
The University
15 \'>m
TMP96-02 3i98
CONTENTS
Programme of Exercises 4
General Account of the Celebration 5
Programme of the Exercises of the Law School 7
Address before the Law School by Professor Albert A^. Reed .... 9
Address before the Law School by Mr. Frederick l!^. Judson of
St Louis, Mo 12
Programme of the Quarto-Centennial Concert » . . 30
Programme of the Exercises of the Medical School 31
Address before the Medical School by Dean Luman M. Giffin. . 31
Address before the Medical School by Professor Frederic S. Lee
of Columbia University 33
Programme of the Exercises of the School of Applied Science. . 51
Address before the School of Applied Science by Dean George H.
Howe 51
Address before the School of Applied Science by Professor Du-
gald C. Jackson of the University of Wisconsin 53
Account of the Students' Parade 66
Account of the Receptions and Reunions 67
Programme of the General Exercises 69
Address by President James H. Baker at the General Exercises . 70
Oration by President Jacob Gould Schurman of Cornell Univer-
sity delivered at the General Exercises 75
Account of the Alumni Dinner with Report of the Addresses. . . 99
List of Delegates appointed by Other Institutions 108
Historical Data 109
Index 110
PROGRAMME OF EXERCISES
THUESDAY, NOVEMBER 13.
2 :30 p. m. — University Auditoriuin.
Address before the School of Law : The Quarter Century in Amer-
ican Jurisprudence, FREDERICK N. JUDSON, M. A., LL. B.,
St. Louis, Mo.
8 :00 p. m. — Presbyterian Church.
Grand Concert: MADAME SUZANNE ADAMS, Soprano; MR.
LEO STERN, Violoncello; MR. JOHN P. LANGS, Piano.
Tickets $1.00.
FRIDAY, NOVEMBER 14.
10:30 a. m. — University Auditorium.
Address before the School of Medicine : The Scientific Aspect of
Modern Medicine, FREDERIC S. LEE, Ph. D., Adjunct Pro-
fessor of Physiology, College of Physicians and Surgeons, Co-
lumbia University.
2 :30 p. m. — University Auditorium.
Address before the School of Applied Science: The Potency of
Engineering Schools and their Imperfections, DUGALD C.
JACKSON, C. E., Professor of Electrical Engineering, Univer-
sity of Wisconsin.
T :00 p. m. — University Campus.
Students' Parade, beginning on the Campus, proceeding to the
City, and returning to the Campus.
8:00 p.m. — Main Building.
Reception and Reunions.
SATURDAY, NOVEMBER 15.
10 :00 a. m. — Presbyterian Church.
Address, PRESIDENT BAKER.
Oration, JACOB GOULD SCHURMAN, D. Sc, LL. D., Presi-
dent of Cornell University.
1 :00 p. m. — G5rmnasium.
Alumni Dinner to Alumni, Regents, Faculties and invited guests.
$1.00 per plate.
outline account of the entire
<:elebration
THUKSDAY, NOVEMBER 13.
The exercises of the Law School were held at 2 :30 in the afternoon.
Mr. Frederick N. Judson, a prominent member of the St. Louis bar,
gave the principal address. His subject was the ^^Quarter-century in
American Jurisprudence." His treatment of the subject was scholarly
and showed a complete mastery of details of progress in jurisprudence.
The grand concert of the Quarto- Centennial Celebration took place
in the evening at the Presbyterian church, Boulder. Never in the his-
tory of the University had so fine a musical treat been offered to the
public. The artists were Mme. Suzanne Adams, prima donna soprano
of the Metropolitan Opera House, New York, and Covent Garden, Lon-
don; Mr. Leo Stern, violoncellist; and Mr. John P. Langs, pianist,
the instructor in music at the University. Citizens of Boulder as well
as members of the University were delighted to have such an entertain-
ment offered. It was an artistic and social success.
FRIDAY, NOVEMBER 14.
In the morning the University Auditorium was well filled with stu-
dents, citizens and visitors who listened to an address by Dr. Frederic
S. Lee of New York on "The Scientific Aspect of Modern Medicine."
Dr. Lee is a physiologist of note whose work at the College of Physicians
and Surgeons of Columbia University has brought him into prominence
among medical men. In addition to Dr. Lee's address there was a short
historical account of the medical school given by Dr. Lumah M. Giffin,
the dean of the department. Dr. Giffin traced the growth of the depart-
ment from its founding in 1883 to the present time.
In the afternoon at 2 :30 another audience gathered in the audi-
torium, this time to listen to the exercises of the engineering school.
Dean Rowe of the school made a few remarks concerning the growth of
interest in scientific engineering in the west and concerning the mission
of the State University in the cause of the various applied sciences. He
6 UNIVERSITY OF COLORADO
noted the fact that the engineering school, although the youngest of the
professional schools at the University, is now by far the largest and is
growing with the greatest rapidity. The principal address was given by
Professor Dugald C. Jackson, the head of the department of electrical
engineering in the University of Wisconsin, who, besides being a lec-
turer of note, is also a successful practical engineer. His address was
on "The Potency of Engineering Schools and their Imperfections."
The students^ parade in the evening was most original. There were
lloats appropriately decorated and many of the students wore costumes
typical of early life in Colorado or typical of the department which they
represented.
After the parade came the receptions and reunions in the Main
Building. The Eeception Committees represented the Faculties, Alumni,
Old Timers and present students. There was a very large attendance
both of university people and of citizens of Boulder.
SATUEUAY, NOVEMBEE 15.
In the morning the exercises were held in the Presbyterian church.
President Baker gave a short historical address in regard to the Univer-
sity. Dr. Jacob Gould Schurman, President of Cornell University, was
the orator of the day. He spoke concerning certain university problems
suggested on reading the Charter of the University. Dr. Joseph A.
Sewall, first president of the University, made a few remarks. He was
followed by Governor James B. Orman. Other addresses were made by
visiting delegates from colleges and universities.
In the afternoon the Alumni Dinner was given in the gymnasium.
Mr. Eichard H. Whiteley acted as toastmaster. Toasts were responded
to by Mr. Hugh E. Steele, ex-President Joseph A. Sewall and General
Irving Hale.
QUAKTO-CENTENNIAL CELEBRATION.
THURSDAY AFTERNOON
EXERCISES OF THE SCHOOL OF LAW
PROGRAMME.
Music*
Invocation*
Priests' March from Athalie.
Orchestra.
Rev. Henry H. Walker, Ph. D.
Mendelssohn.
Historical Address*
Professor Albert A. Reed, LL. B.
Music — ^Vocal Solo. In a Persian Garden.
Miss May Whitmore.
Address*
The Quarter Century in American Jnrisprndence.
Frederick N. Judson, M. A., LL. B., St. Louis, Mo.
Liza Lehmann.
The exercises of the Law School were held at 2 :30 p. m. in the
University auditorium. After the orchestra number President Baker
rose and said:
Before proceeding with the printed programme, I have an announce-
ment to make, one part of it painful, and the other pleasant. It refers to a
resignation in the School of Law. In this instance, we can do as is cus-
tomary in monarchies: we can say "The king is dead" and in the same
breath, "Live the king." Judge Hallett has, very greatly to our regret, after
8 UI^IVEESITY OF COLORADO
earnest solicitation that he would reconsider, tendered his resignation, made
necessary because of the claims of his regular duties, and I believe that he
sincerely and deeply regrets that he is obliged to take this step. Judge
Hallett was at the beginning; he helped the beginning; in fact, he was
the beginning, and he has been with us ever since, giving to us such of his
time as he could spare from other very weighty duties. We shall not let
him go until he makes his last bow. By the way, I shall, if possible, con-
trive to attach him to us as an emeritus. I think we will find a way to do it.
Hon. John Campbell, Chief Justice of the Supreme Court, has con-
sented, after urgent solicitation by the Board of Regents, to accept the
deanship of the School. Later he will also be asked to make his bow. Judge
Hallett.
Judge Hallett said:
I was surprised a moment ago to hear that I should appear before you
to make my last bow. I am not therefore prepared to indulge in those rem-
iniscences which accompany service in a school of this kind. I am glad to
know that it was not expected that I should do so. Another gentleman who
is quite as familiar with the subject as I am, has been assigned to that duty.
I retire from this School with sincere regret, but I am unable longer
to continue in this service. The service has always been grateful to me,
and I have met here men and women whom I have learned to respect and
esteem. I am glad to know that they have been making records for them-
selves, many of them, in other parts of this State and in other States, and
that they are an honor to this institution and to the instructors by whom
they were taught. It. is gratifying to me to be able to know also that you
are not to be altogether abandoned by the judiciary of the State. Upon
retiring from this position, I shall be succeeded by the Chief Justice of the
State, and you could not drop into better hands.
The next speaker was Judge Campbell, the new Dean of the Law
School, who said:
Mr. President: I am not sure that the founders of this University
were aware of the fact, but it is true, nevertheless, that the same year that
this University was founded was the year that I was graduated from a State
University of a sister State. Now I mention that fact to you somewhat in
confidence, but at the risk of giving you a clue to the ripe old age to which
I have attained. When I received from President Baker an invitation to be
present at the Quarto-Centennial celebration, I thought that I could appro-
priately come, because I could help celebrate the quarto-centennial of my
graduation at the same time. Now, I am sure that so long as Judge Hallett,
who was the first Dean of the Law School of the State University, was
willing to give of his time to the duties of that office, that there was no one
in this State who wished to see any one displace him. It was only after
I had received assurances from him that it would be impossible for him
QUAKTO-CENTENKIAL CELEBRATION. 9
longer to continue in that office that I agreed to accept the appointment
which the Regents have tendered to me. I cannot hope to reach the degree
of success which he has in the discharge of his duties, but with the assur-
ances of the Regents and of Mr. Reed, the Secretary of the Faculty, that I
shall be relieved of much of the detail of the work, I have consented to give
as much^of my time and as much of my attention to the duties of this office
as I can spare from the work which I must necessarily perform. I can only
say that with the help of the resident Faculty and of the instructors and
lecturers of the University, I hope that we shall be able to keep up the work
which has begun so auspiciously under the leadership of Judge Hallett.
President Baker next introduced Professor Albert A'. Reed, the
secretary of the Law School, who gave a short address outlining the his-
tory of the School. Professor Reed spoke as follows :
ADDRESS BY PROFESSOR ALBERT A. REED,
The catalogue of the University published in the Spring of 1892 con-
tained the following important announcement: "The Regents have decided
to open a Law School at the University, September next, provided suitable
arrangements may be made. Without doubt the department will be opened
at that date under the management of the strongest law faculty that Colo-
rado can furnish."
This notice, simple in form, had been preceded by careful considera-
tion of the needs of the State and the opportunities for work in this depart-
ment of education. President Baker had recently been chosen chief exec-
utive of the University and among other important matters the organiza-
tion of this professional school received his earnest attention.
With the advice and encouragement of the Regents, aided by valuable
suggestions from Judge Hallett, Mr. Charles M. Campbell and others, the
plans for the school were formulated.
During the summer of 1892 a Prospectus was published and given wide
circulation. On the title page of that publication is the following language
— a quotation from the late Chief Justice Waite:
"The time has gone by when an eminent lawyer, in full practice, can
take a class of students into his office and become their teacher; once that
was practicable, but now it is not. The consequence is that the law schools
are now a necessity."
One of the most devoted friends of the department in those early days
was Mr. Campbell, then secretary of the school. A large part of his time
was cheerfully given to promote its interests. He prepared the first liter-
ature printed for the use of the school. In an introductory note published
in the first bulletin he wrote:
10 UI^IVERSITY OF COLORADO
"That amazing changes have taken place in this country within the last
few years in regard to legal education and that great advances have been
made, is manifest from the well equipped Law Schools connected with our
Universities. The old fashioned method of studying law in the office of a
practising attorney is almost a practise of the past; just as the old fash-
ioned method of studying medicine is practically abandoned. This change
has come about slowly, and although not fully accomplished, nevertheless,
the efficient instruction in the Law Schools is receiving the general recog-
nition of the eminent jurists and lawyers in every State in the Union. The
prevailing opinion of the Bench and Bar is, that the theoretic study of the
law, as a preparation for legal practise and professional success is best
attained in the lecture room of the law school, where the fundamental prin-
ciples of English and American law are taught by able lecturers and in-
structors."
The Regents had announced that the law faculty would be a strong
one; they kept their promise. The names will be recognized as those of
leaders of the bar of this State:
Moses Hallett, Vincent D. Markham, Ebenezer T. Wells, Willard Teller,
Hugh Butler, John Campbell, Oscar F. A. Greene, Charles S. Thomas,
Charles M. Campbell, Merrick A. Rogers, Alfred C. Phelps, William C.
Kingsley and George Rogers.
The school opened in conformity with the announcement. The enroll-
ment for the first year was twenty-three, of whom twelve finished the course
of study and were awarded the degree, "Bachelor of Laws." With one ex-
ception (Mrs. Dunham) the first graduates of the law school are living,
are actively engaged in the practise of their profession and all have attained
a considerable measure of success.
In 1895 Wm. L. Murfree, of St. Louis, was elected Professor of Law.
Under his wise management the department reached a higher standard of
efficiency. The library was enlarged, the requirements for admission were
carefully revised and the character of the work done in the school was ma-
terially strengthened. Those who knew Professor Murfree well and who
are informed about his influence upon our law school will not hesitate to
give him large credit for the place which our department occupies in its
relation to education at the University of Colorado.
In 1897 it was resolved to modify and enlarge the course of study so
that i. would cover a period of three years instead of two years. There was
some apprehension lest this change might have a tendency to diminish the
attendance, but the result demonstrated that our fears were without real
foundation. The three year course was inaugurated in September, 1898, and
our department opened with a larger number of students than ever before.
About the same time the rules were amended so as to require the ap-
plicant for admission to present evidence of graduation from an accredited
high school or an equivalent. The policy of encouraging a better prelim-
QUAKTO-CENTENNIAL CELEBRATION. 11
inary education will, we think, meet with unqualified approval from the
members of the Bench and Bar of this State.
The methods of instruction employed in the department have not
greatly changed; they are now, as in the earlier years, a combination of
text book, case work and lecture systems. The work of the school has been
extended to cover many topics not treated in former days. Increasing at-
tention has been given the matter of teaching practise. This branch of legal
study had the warm support of the late Professor Murfree. The following
extract from our catalogue contains a suggestion of his ideas on this sub-
ject: "The transfer of legal education from the office to the law school has
been marked by a great gain in thoroughness and fullness. But the loss
of the training in practice afforded by the business of the office }s much to
be regretted. It provided the-^ student a sort of law clinic, the want of which
must now be supplied by the law school if his legal education is to be com-
plete. He must not only be taught the principles of procedure in all its
branches, as jurisdiction, pleading, evidence, trials and appellate relief, but
he should see these principles in actual practical application. To some ex-
tent he may do this by attendance upon the courts and close observation
and study of the proceedings there. But, beside being a silent spectator in
public courts, the student should have a court of his own, where he may
devise remedies, sue out process, draw pleadings, prepare instructions,
make briefs and argue questions of law — and perhaps of fact — frame record
entries, save exceptions, and preserve them in the record, and take the case
up on error, or by appeal. To supply this need, the Regents of the Uni-
versity have authorized a Practice Court, presided over by a professor, of
practice. A court room, including a clerk's office, has been provided; and
the records and files are kept and the proceedings of the court conducted in
conformity with usage and practice in the District Courts of Colorado."
In the early part of 1902 our school suffered a serious loss in the death
of Professor Murfree, who had devoted his entire energies to the promotion
of its interests.' His whole-hearted service will be long remembered by
faculty and students.
Later in the year the Regents regretfully accepted the resignation of
Hon. Moses Hallett, who had been Dean of the Law School from its organ-
ization. The value of the name, the personality and the services of Judge
Hallett in connection with this branch of the University's work can hardly
be measured. It is with the greatest sorrow that we contemplate the retire-
ment from active service of our late Dean, whose interest in the work has
been so great and whose instruction so highly prized by our students.
Within the last few days the Regents have announced the appointment
of Judge Hallett's successor; we are happy to know that the appointment
has been accepted and Hon. John Campbell, Chief Justice of the Supreme
Court of this State, is now our Dean. I think I am warranted in pledging
to Judge Campbell the enthusiastic support of faculty, alumni and students.
12 UNIVERSITY OF COLORADO
Since the organization of the Law School, we have enrolled 270
students. For various reasons many fall out by the way and do not finish
the course. It is generally true, however, that the better prepared students
remain to receive degrees. The graduates of our department number eighty-
two. In 1894 twelve, 1895 six, 1896 seven, 1897 nine, 1898 nine, 1899 thir-
teen. In 1900, in consequence of the change in 1898 from the two-year
course to the three-year course, there were no graduates; in 1901 twelve
were graduated and in 1902 fourteen.
Our school is still in its infancy, the graduates are young men; yet
not a few having gained distinction in the profession. Although but eight
years have passed since the first class was graduated, we have several
judges and district attorneys among our alumni. They are loyal to the
institution whose degree they claim. The foundations of the school have
been laid, the work done has been creditable; as the commonwealth grows
this department must expand and enlarge its sphere of usefulness. Our
aims are to train the youth of the State in the fundamental principles of
the English Common Law, to inculcate normal ideas of right and justice,
and to fit our students to take such a part in public affairs as will yield the
best results for the whole people and bring honor to themselves and the
institution from which they have gone forth.
Introducing Mr. Jndson, the principal speaker of the occasion, Dr.
Baker said:
We were indeed fortunate in securing the speaker of to-day. Mr.
Judson is known not only as a lawyer, but as an author, and also as a good
citizen. What I mean by a good citizen in this case is a man who takes
an interest in public affairs, and engages in needed work of great reform.
Mr. Judson is noted as taking a great interest in whatever may be neces-
sary for the public welfare, and has been connected with many reforms in
his own State. As he wrote me, he feels not altogether a stranger to us,
because our Professor Murfree, as he expressed it, "was brought up in his
office." We welcome him here to-day. Hon. Frederick N. Judson.
ADDRESS BY MR. FREDERICK N. JUDSON OF ST. LOUIS, MO*
THE QUARTER CENTURY IN AMERICAN JURISPRUDENCE.
Mr. President and Ladies and Gentlemen:
Your kindly introduction and reception are deeply appreciated. The
invitation to join in this celebration of the anniversary of the University
appealed to me with peculiar significance. My lamented friend, Mr. Mur-
free, your late professor of law, had given me for several years past a per-
sonal interest in the foundation and development of your law department.
We had been life long friends. He was one of my pupils in his school days,
QUAETO-CENTENI^IAL CELEBRATION. 13
and a student and practitioner in my office. I join with you in deploring
his death, untimely indeed, while his life work was yet unaccomplished.
This is an occasion of exceptional historic interest, not only to you and
those interested in the University, hut to the country at large. Colorado
was the Centennial State, and as your University is almost coeval with your
State, this quarter century substantially marks the first quarter of the sec-
ond century of our national independence. My own State is soon to cele-
brate the great Louisiana Purchase, whereunder the territory of your State
was secured to the American Union, and as your sister State in the territory
of that Purchase, sends you greeting.
These educational foundations are founded not only for the present,
but for coming generations. These anniversaries therefore have /more than
a sentimental or even a patriotic signincance. As generation succeeds gen-
eration in these halls of learning, these recurring anniversaries serve as
the great marking stones of human advancemeut. The past quarter century
has been one of marvelous business and economic progress. About a year
since I attended the Bi-Centennial celebration of my own alma mater, Yale
University, and heard there recounted the progress of civilization during
the past two centuries. But the progress in the last quarter century was
greater than in any other period of that time there recounted, and indeed
greater than in any similar period of the world's history. The world of
1902 is a far different world from that of 1877. As a subject germane to
this occasion, I ask your attention to:
THE QUARTER CENTURY IN AMERICAN JURISPRUDENCE.
The century preceding the foundation of this University, which is
coeval with the first century of our independence, is notable for great legal
reforms. They were impressively summarized by the Supreme Court of
the United States a few years since In sustaining as valid under the Four-
teenth Amendment a State statute regulating the hours of labor. Thus
were enumerated the simplification of legal procedure by the elimination
of the whole fabric of special pleading, the abolition of the exclusionary
rules of evidence, the sweeping away of the ancient tenures of real estate,
the abolition of imprisonment for debt and the emancipation of married
women.
The court truly said that these reforms had commenced even .bejCore
the adoption of our Constitution. Indeed our independence was declared
at a notable period in the history of our jurisprudence. Blackstone's Com-
mentaries had then been recently published, and Lord Mansfield, the great-
est of common law judges, who was justly called by one of his successors
the father of the commercial law of England, had been for several years the
Lord Chief Justice of the King's Bench. Of Lord Mansfield, his biographer,
Lord Campbell, says: "He formed a very low, and I am afraid a very just,
estimate of the laws of England which he was to administer. * * His
plan seemed to have been to avail himself as often as opportunity admitted
14 UNIVERSITY OF COLORADO
of his ample stores of knowledge acquired from his study of the Roman
civil law and the juritical writers produced in modern times by France,
Germany, Holland and Italy."
It was said by a distinguished jurist of this country in a recent' ad-
dress, that the common law at the' time of the revolution, relating to land,
private obligations and procedure, was but little advanced beyond semi-
barbarism.
SIMPLIFICATION OF PROCEDURE.
Prominent, if not foremost, among the legal reforms of the century
which preceded the foundation of this University, was the simplification of
legal procedure. The archaic condition of the law of procedure is illus-
trated by the fact that trial by battle was not formally abolished in Eng-
land until 1819, and it is only in comparatively recent times that the relation
of procedure to substantive law has been clearly and definitely understood.
The great leader in this reform in England was Mr. Bentham, in the early
part of the century, and it was not until many years after his death that
the reforms which he advocated were accepted and adopted both in England
and America. The reform code pleading was adopted in New York in 1849,
and nearly all the States have followed. Lawyers trained in the common
law pleading naturally looked upon this innovation with suspicion and dis-
trust. But no State which has adopted this reform procedure has returned
to the ancient common law pleading, and no State which has abolished any
of the ancient exclusionary rules of evidence has restored them. We would
be as much surprised now to hear of such a suggestion as we would of the
return to trial by ordeal or wager of battle.
During the quarter century which has passed, the quarter centennial
whereof you are now celebrating, this movement for the simplification of
procedure has gone progressively forward. Investigations in historical
jurisprudence have demonstrated that extreme technicality in procedure,
such as we had until a comparatively recent period in our own law, and
such as we find in the Twelve Tables of the Roman Law, is the sign of an
undeveloped system of law, in which legal rights are subordinate to the
procedure to enforce them, in which substance is secondary to form. Thus
Sir Henry Maine says that technicality is a disease, not of the old age, but of
the infancy of legal systems, and he adds:
"It would not be untrue to assert that, in one stage of human affairs,
rights and duties are rather the adjective of procedure, than procedure a
mere appendage to rights and duties. There have been times when the
real difficulty lay, not in concerning what a man was entitled to, but in
obtaining it, so ihat the method, violent or legal, by which the end was
obtained, was of more consequence than the nature of the end Itself. As
a fact, it is only in the most recent times or in the most highly developed
legal systems, that remedies have lost importance in comparison with
rights, and have ceased to affect them deeply and variously."
QUAETO-CENTENNIAL CELEBRATION. 15
That profound legal scholar, the late Professor Thayer, whose collec-
tion of cases on the law of evidence I see you have included in your curric-
ulum, says that the body of judicial business of public courts seven or eight
centuries ago, lay in administering rules that a party should follow this
established formula or that, and according as he bore the test he should
be punished or go quit. Formalism in these early stages of society was a
step, but one of the first steps, towards a rational system of determining
controversies. It was better than private war. Thus the determination
by chance or by wager of battle, was an advance upon the primitive state,
where men took the law into their own hands.
The important fact, therefore, in this progressive development of our
jurisprudence is the growing recognition that the demand fo^ simplicity
in procedure does not spring from ignorant revolutionists or radical icon-
oclasts, but is a necessary step in the progressive advance of a rational
jurisprudence. As forms were regarded with superstitious reverence in
the early stages of society, we now recognize that the simpler the proced-
ure, the better it serves its purpose. Time and experience have demon-
strated the wisdom and necessity of these changes, and we can no more
return to the old order of things than we can stop the course of time. This
does not mean that accuracy and precision of statement in judicial plead-
ings will be any less important than they are now. The faculty of clear
and concise statement of the ultimate and constitutive facts in issue will
always be effective. But substance, and not form, will be of the first im-
portance.
Some of our most eminent jurists, including Judge Dillon, believe that
the separation of what we call equity from law was originally accidental
and unnecessary, and that the development of an independent system of
equitable rights and remedies is anomalous and rests upon no principle,
and that the tendency will be for equity to be merged in the law.
Distinct chancery courts have been abolished in England and in nearly
all the States of this country. The distinction between common law and
equitable remedies remains, though they may be administered by the same
tribunals in what we call a civil action.
THE JURY SYSTEM.
Closely allied with these changes in the simplification of the procedure
is the great change still going on in the profession as well as in Laws and
Jurisprudence in England and America, in the popular mind, concerning
our historic jury system. Although for centuries unanimity has been a
peculiar and essential characteristic of trial by juries at common law, and
the Supreme Court of the United States has held that a Territory had no
power to change this rule,* it has been changed in many States. Thus in
civil actions in California, Idaho, Louisiana, Nevada, Washington and Mis-
souri, a three-fourths vote may render a verdict, while in Montana two-thirds
♦American Pub. Co. vs. Fisher, 166 U. S., 464.
16 UNIVERSITY OF COLORADO
in civil actions and in crimes less than felonies, and five-sixths in Idaho
in all cases of misdemeanor. It is not probable that public opinion
will ever consent to any material change in the jury system in criminal
cases. As to civil cases, however, there is a distinct trend in favor of ma-
terial change, and at least as to the unanimity rule, and as to the elevation
of the standard of intelligence of the jury. On the other hand, eminent
jurists have given their testimony in favor of the jury for determining
issues of fact when properly directed and advised by the court. Thus the
late Justice Miller says: "I must say that in my experience in the con-
ference room of the Supreme Court of the United States, which consists
of nine judges, I have been surprised to find how readily those judges come
to an agreement upon questions of law, and how often they disagree in
regard to questions of fact, which apparently are as clear as the law. I
have noticed this so often and so much that I am willing to give the bene-
fit of my observation on this subject to the public, that judges are not pre-
eminently fitted over other men of good judgment in business affairs to de-
cide mere questions of disputed fact."* Notwithstanding this, however, we
cannot overlook the fact that there is a growing tendency to dispense with
juries except in cases where unliquidated damages are sued for, or where
one of the parties desires to appeal to class prejudice. It has been said that
faith in the trial by jury has declined to such an extent that it has come, in
many cases, to be a maxim of professional action, that good cases are for the
court, bad or doubtful cases for the jury.
In England and in some of the States of this country, a party must
ask for a jury in advance in civil cases, and in some special juries of pre-
sumed higher order of intelligence may be called by either party on pay-
ment of the necessary costs.
In my own State the three-fourths rule for verdicts in civil cases was
adopted by constitutional amendment two years since, and popular as well
as professional opinion, I think, approves the change as preventing mis-
trials and conducing to a speedier determination of litigation. Such a
change would not have been possible twenty-five years ago, and it is illus-
trative of the distinct trend in public opinion in favor of speedier determi-
nation of litigation, even at the sacrifice of the cherished historic feature
of unanimity in our jury system. Furthermore, in considering the future
of the jury, we must not overlook the political effect upon the stability of
our institutions resulting from the participation of juries in the adminis-
tration of justice. This feature of the jury system has attracted the atten-
tion of foreign observers, and it was notably commented on by De Toque-
ville, who mentioned it as one of the great conservative forces in our polit-
ical organization.
CRIMINAL PROCEDURE.
There is a distinct popular demand, which has not yet found full ex-
pression in legislation, for a speedier procedure in criminal cases. Lynching
*21 Am. Law. Rev., pp. 861, 863.
QUARTO-CENTENNIAL CELEBRATION. 17
is very largely the expression of popular discontent with the existing de-
lays in criminal procedure. It is said that the number of accused parties
who are killed by mobs in the United States is greater than is that of the
criminals who are executed by the law. There is a strong contrast in this
respect, that is, in the promptness and certainty in criminal procedure,
not only between the courts of this country and those of Continental Europe,
but also between our courts and those of England, though the latter admin-
ister as we do the principles of the common law. This was forcibly brought
to my attention a few years since in attending a murder trial in England
at the York Assizes. The prisoner was indicted for the murder of his wife
and child, the crime having been committed a few weeks before and the
indictment was returned at that term of court. The defense was insanity.
The State was compelled to prove the commission of the crime,' and three
experts, as I remember, one of them a prison physician, were examined,
as also some of the prisoner's family. The trial was commenced about ten
thirty in the morning, and with an hour's intermission at noon, was given
to the jury about five o'clock; a verdict of guilty returned in fifteen min-
utes thereafter, the prisoner was immediately sentenced, the judge assum-
ing the traditional black cap over his wig. Some two weeks later I read
of the execution. All this was somewhat startling to one who was accus-
tomed to the delays of our American jurisprudence.
One cause of delay in this country is of course the allowance of ap-
peals in criminal cases. I was informed by English barristers, however,
that there was a strong feeling in favor of allowing such appeals in Eng-
land. It is very doubtful whether our people would be prepared for so
doubtful a remedy as the abolition of appeals in criminal cases, though it
has been advocated by as eminent an authority as Justice Brewer.
Another cause of delay in our American procedure was impressed
upon me by contrast with the English procedure in this case, and that was
the comparative absence in the English practice of discussions of questions
of evidence. Thus during the trial I do not think there were more than two or
three questions of evidence raised, and they were promptly decided without
discussion. I was informed by English barristers, and this was my ob-
servation in attending other trials both civil and criminal, that questions
of evidence are not often raised and are very seldom discussed, and that
it was very uncommon in civil cases to carry any questions of evidence to
the upper courts. One reason of this, as I was Informed, is that the judges
look with disfavor upon such discussions, and as the influence of the bench
is very great, far greater than with us, a very serious cause of delay in our
procedure is removed.
THE LAW OF BVIDBNCB.
Closely associated with the simplification of procedure is the reform
of our law of evidence. Its exclusionary rules, with their modifications.
18 TJNIVEESITY OF COLORADO
which have been largely repealed, were the historic outgrowth of the jury-
system, that is, of leaving to a body of untried, ignorant men the determi-
nations of questions of fact. Thus in cases tried before the court without a
jury, as has been often observed, far less attention is paid to questions and
rules of evidence. English lawyers who have attended American courts,
have expressed themselves surprised at the great amount of time consumed
in discussing questions of evidence in the American courts. As Professor
Thayer has pointed out, our so-called law of evidence includes many rules
of substantive law, and the tendency is inevitably towards the further sim-
plification and to the enlargement of the discretion of the court in admit-
ting whatever is logically probative of the matter in issue, and in excluding
only that which is not logically probative, or is excluded on clear grounds
of public policy or positive law.
PREROGATIVE WRITS AND PREVENTIVE RELIEF.
Another distinct change in our procedure noticeable in the last quarter
of a century is the growing demand necessitated by new business condi-
tions for immediate relief through the use of prerogative writs, as man-
damus, prohibition, certiorari, wherein the highest courts are frequently
called upon to exercise original instead of appellate jurisdiction. It is also
marked in the increasing demand for preventive relief through injunctions,
though in this particular this advance in our jurisprudence is checked by
the conservatism of our judiciary, who frequently cannot divest themselves
of the ancient common law prejudice against this form of equitable inter-
position. This ancient prejudice has found expression in the United States
statutes. Yet notwithstanding this, in the notable case of the Income Tax,
the Supreme Court of the United States was compelled to brush aside the
statute under the plea that the injunction was against the payment and not
the collection of a tax. It was found that uncertainty and delay were so
disastrous to the public as well as private interests that the court deemed
itself justified in taking jurisdiction and deciding the case upon its merits.
Preventive remedies are, under the changed conditions of our times, often-
times the only effective remedy, even for injuries that may technically,
though not actually, be compensated in damages.
THE FOURTEENTH AMENDMENT.
A very important development in American jurisprudence in the last
quarter of a century, growing out of the dual character of our government,
has been the enforcement by the Supreme Court of the United States of its
enlarged jurisdiction under the B^ourteenth Amendment, which prohibits
any State from depriving any person of life, liberty or property without
due process of law, or from denying to any person within its jurisdiction
the equal protection of the laws. This amendment, though adopted in aid
of reconstruction after the Civil War, and proclaimed in 1868, its vast im-
QUARTO-CENTEIT^riAL CELEBEATION. 19
portance was not recognized until it was invoked in the courts some years
later. Although the Supreme Court was at first disposed to construe this
amendment as available only for the protection of the colored race, it was
soon recognized that it placed the great fundamental rights of all, whether
individual or corporate, under Federal protection against, by State author-
ity. This amendment creates no new rights, except in the declaration of
national citizenship, and the Supreme Court has been conservative in its
construction and has declared that it does not deprive the States of their
power, subject to the Federal Constitution, to regulate their domestic con-
cerns. But it has also repeatedly asserted that it prohibits any discrimina-
tion by State authority which are of an unusual character and unknown to
the practice of our government. It has been called the New Charter of
American Liberty. In the language of the late Justice Field, "It is the
shield which the arm of our blessed government holds at all times over
everyone, man, woman, and child, in all its broad, domain, wherever they
may go and in whatever relations they may be placed. No State — such
is the sovereign command of the whole people of the United States — no
State shall touch the life, the liberty, or the property of any person, how-
ever humble his lot or exalted his station, without due process of law; and
no State, even with due process of law, shall deny to any person within its
jurisdiction the equal protection of the laws."
A change, however, has been made in the Federal procedure, which
was demanded by the pressure of business and for the relief of the Supreme
Court, and that is the establishment of United States Courts of Appeals,
with final jurisdiction in a large class of cases, in fact for nearly all the
cases of general jurisprudence involving other than constitutional ques-
tions. One result of this change is to be deprecated, and that is the loss,
in great part, of the unifying infiuence of the Supreme Court upon the juris-
prudence of the country. The decisions of that great tribunal upon the
different branches of commercial law, such as insurance and common car-
riers, has had a great infiuence upon the jurisprudence of the country, and
it is to be hoped that through the exercise of the jurisdiction of the court
in the issuance of writs of certiorari to the Circuit Courts of Appeal that
that unifying influence will not be wholly lost.
CULMINATION OF CASE LAW.
Thus far we have considered the development of the law of procedure,
that is, of the means whereby rights are enforced. The quarter century has
also been an eventful period in the department of the substantive law,
though the development which we are now to consider relates rather to the
written expression of the law than to the law itself. The law has of course
expanded in its development and adaptation to the ever varying wants of
our complex society and busy industrial civilization. This very expansion,
while it has enriched our jurisprudence, has brought with it the culmination
20 UNIVEESITY OF COLOKADO
of the case system and the doctrine of judicial precedent, which for centu-
ries has been the distinguishing characteristic of our law.
The fifteen treatises and as many volumes of reports in Lord Coke's
time three centuries ago, have grown to many thousands. Judge Dillon,
in 1891, estimated the number of reports in England and America at eight
thousand. They have since increased at the rate of three to four hundred
volumes per annum, so that our written law is now found in over twelve
thousand volumes. In a recent volume of the New York Reports, the num-
ber of cases cited by counsel was over five thousand. The publishers of the
American and English Encyclopedia of Law announced that with their first
twenty volumes there was 791,964 citations contained in 22,238 pages, this
being a digest of only a portion of the law. The annual digests of Amer-
ican cases and only the leading English and Canadian cases, requires two
enormous volumes of over forty-five hundred closely printed double-column
pages. The digest for the six months ending in March, 1902, included over
twenty-eight thousand digested points from one hundred and fifty-eight vol-
umes of decision and from the "Reporters" giving opinions in advance of the
regular reports, this enormous volume representing only the six months' in-
crement. Where is this multiplication to end, and what is the remedy?
It has become a serious question with the profession who maintain
private libraries, where they shall find office room for the accumulation of
case law. We have now not only the official editions, but advance reports
in the various "Reporters." We have reports not only of the highest courts
of the State, but reports of the intermediate courts established in a number
of States, and of four grades of Federal courts. The original law dictionaries
of one or two volumes have swollen into great encyclopedias. One edition
of twenty-nine great volumes is hardly completed when a second edition is
issued, representing only the substantive law, while another encyclopedia
of twenty-three volumes of Pleading and Practice is issued, as well as still
another of forms and procedure, these new editions being necessitated by
the vast accumulation of case law in the few years since the first edition was
published. Now, we have a competing encyclopedia, and our mail is fiooded
with circulars from these competitors, each criticising the completeness of
the other.
This vast accumulation of case law has had an influence, if not upon
the quality, certainly upon the length, of judicial opinions. Other causes
should not be overlooked, such as short judicial terms in many States, the
crowded dockets, the lack of time for condensation, and, perhaps, not the
least of these influences is the increasing use of stenography, as it is a mat-
ter of familiar knowledge that dictation does not tend to condensation.
It is interesting to contrast the opinions of Chief Justice Marshall, many
of them having no citations, much less quotations, or the opinions of Lord
Mansfleld in those great leading cases which mark the period of great de-
velopment in the English law, with the modern opinions even of eminent
QUARTO-CENTENNIAIi CELEBEATION. 21
judges. The practice seems to be growing of filling up opinions with quota-
tions from former cases, with reference not only to reports, hut to treat-
ises and cyclopedias and even digests. Sir Henry Maine ascribes the extra-
ordinary length of our forensic arguments and legal decisions directly to
our theory of judicial precedent, and to our lack of an accurate legal ter-
minology, and he says: "Hence the extraordinary length of our forensic
arguments and legal decisions. Hence that frightful accumulation of case
law which conveys, to English jurisprudence a menace of revolution far
more serious than any popular murmurs, and which, if it does nothing else,
is giving to mere tenacity of memory a disgraceful advantage over all the
finer qualities of the legal intellect."
THE D0C3TRINB OF JUDICIAL PRBCEDBNT. '
We all know the case lawyer, who knows cases and has a certain facil-
ity in finding them, but knows little else. Under this system the labor of
the lawyer, says Mr. Maine, is to extract from the precedents a formula
which, while covering them, will also cover the state of facts to be adjud-
icated upon, and the task of rival advocates is from the same precedents
or authors to elicit different formulas of equal apparent applicability. Ten-
nyson has characterized the system as:
"The lawless science of the law.
The codeless myriad of precedent.
That wilderness of single instances
Through which a few by wit or fortune lead.
May beat a pathway out to wealth and fame."
i
The last quarter of a century has been marked by the earnest discus-
sion by our thoughtful jurists of this accumulation of case law and by the
growing conviction among them that the doctrine of judicial precedent,
that is, the authority of adjudged cases, will be profoundly affected.
Time will not permit any detailed discussion of this doctrine, its his-
toric development and its qualifications, or of the theories of philosophers
and jurists as to the basis upon which it rests. "The life and soul of
English law have ever been precedent." It is needless to discuss whether
the judges make law, as Bentham and Austin said, or only declare it, as
was the view of Blackstone and Hammond. We are forced now to deal
with a condition, and not a theory. How can we use adjudged cases in this
enormously increasing volume, so that the law may still be enriched and
developed by new applications, and yet its principles be expressed in a
form consistent with the essentials of certainty, convenience and access-
ibility? One result will be, as thoughtful jurists have observed, that the
importance of the case lawyer will be diminished, as the labor of examining
the multiplied reports becomes more and more onerous, and of necessity
resort must be had to established principles. There is a growing tendency
22 TJNIVEKSITY OF COLORADO
in our courts to overrule their own decisions, when change in the member-
ship of the court or reconsideration satisfies them that the earlier rule was
erroneously declared or has become unsuited to changed conditions. We
have notable illustrations in the decisions of the Supreme Court of the
United States in great constitutional questions, as in admiralty jurisdic-
tion, the legal tender cases, the regulation of interstate commerce and the
income tax cases. So frequently have such cases occurred in the State
courts, that the rule of constitutional law has been declared by the Supreme
Court of the United States that contract rights may be impaired by a change
in judicial decisions, and that such decisions reversing former constructions
of State statutes whereunder contract rights have been acquired can only
be applied prospectively.
Judge Baldwin, of the Supreme Court of Connecticut, an eminent
jurist, says in a recent address: "We have given, I cannot but think, an
undue prominence to judicial precedents as a natural source or enunciation
of the law. The multiplication of distinct sovereignties in the same land,
each fully ofllcered, and each publishing in oflicial form the opinions of its
courts of last resort, bewilder the American lawyer in his search for author-
ity. The guiding principles of our law are few and plain. Their applica-
tion to the matter we may have in hand, it is the business of our profession
to make, and if we spent more time in doing it ourselves, and less in
endeavoring to find how other men have done it in other cases, we should,
I believe, be better prepared to inform the Court and serve our clients."
It is said in a recent number of the American Law Review that the
editor* had heard several New York lawyers of distinction make the com-
plaint that the Court of Appeals of that State shows more and more an in-
clination to disregard hard and fast rules of law and judicial precedents, and
decide cases according to what appears to them the justice of the case as be-
tween suitor and suitor; and we are sure, the editor says, that this complaint
is going the rounds of the New York bar. He adds that the president of the
Washington State Bar Association recently arraigned the Supreme Court of
the United States on the same ground; "and no higher tribute," the editor
adds, "was ever paid to a court of justice."
Different remedies have been suggested, such as legislative restriction
upon the publication of reports, the non-publication of dissenting opinions, or
the opinions of other than courts of last resort. But after thorough discus-
sion it was resolved by the American Bar Association that such remedies
were impracticable. The Association however declared in favor of the writ-
ing of short opinions, especially in cases turning on facts and those not use-
ful as precedents, and doubted the utility in the present state of the law of
using decisions of inferior or intermediate courts as precedents.
The doctrine of judicial precedent is only applied by our courts in a
qualified degree to decisions of courts of other States. We call them only
*Ex-Judge Seymour D. Thompson.
QUARTO-CEI^TEITNIAL CELEBRATIOTT. 23
persuasive authority. So far as the decisions of the same State have become
rules of property, the rule of stare decisis rests upon obvious considerations
of public convenience and private security. It is also clear that the decisions
of inferior tribunals must be controlled by the law as declared by the high-
est courts of the same State. Under the civil law on the Continent of Eu-
rope, superior tribunal's are required to put their judgments in writing, and
their reasons and grounds therefor, so that the decisions are part of the
jurisprudence, but they do not have the element of authority that they have
had in our judicial system,
TENDENCY TO CODIFICATION.
But if the authority of adjudged cases is done away with or lessened, it
may well be asked wherein our law is to have the certainty which is essen-
tial, and how can lawyers advise their clients as to their rights? If every
judge is to do that which is right in his own eyes and decide the law, as an
eastern Califf sitting at the City's gates, bound by no authority, our last
estate would be worse than the first. It is claimed by some that the only
remedy for this uncertainty iii the law is the reduction of the law to a defi-
nite statutory form, that is, in codification.
This does not mean that the whole body of the law ought to be at once
reduced to a statutory form, or that judicial construction or development
of the law by application to new complications of fact can ever be done
away with. Codification in this sense is not a reduction of the unwritten
law to a written law, as in the early stages of judicial systems, where cus-
tomary law was reduced to writing, as in the Twelve Tables of Rome. It is
declaring the written law in a more definite, certain and accessible form.
Caligula is said to have been execrated in history because he had the laws
written in such small characters and posted so high that the people could
not read them.
We have what has been termed a tacit codification going on where the
principles decided in adjudged cases are so collated that rules are formu-
lated from them which become acknowledged and adopted as a statement
of the written law. In this sense the results of codification are in a measure
effected by our great text writers, whose works are quoted as authority by
the courts. This method of codification, however, is not adequate in this vast
accumulation of case law which is now overwhelming us.
There is also a statutory codification pro tantO' going on, not only in
the different States of this country, but also in England and her self-govern-
ing colonies. Every legislative act, which declares the law upon a specific
subject, thus declaring a rule of action binding in future cases upon that sub-
ject, is insofar codification. It differs from a decision of the court declaring
the rule for such a case, as there the court declares not only what is the law
for that case and future cases, but also what has been the law for past cases.
You have illustrations of this partial codification in your own statutes. This
24 UNIVERSITY OF COLOKADO
with some twenty other States have followed the recommendation of the
American Bar Association and codified the law of negotiable instruments.
Many States have followed a similar recommendation in adopting a uniform
form of acknowledgments. An English statute similar to our statute of
negotiable instruments has been adopted by England and all of her self-
governing colonies. The codification of the law of sales, known as the sales
of goods act, was enacted in England in 1893 and has since been extended to
Scotland and adopted by Australia and other colonies. You have adopted in
Colorado the common law of England by statutory enactment, as we did in
Missouri- This was, however, the adoption of the system of jurisprudence to
take the place of the civil law, which prevailed in the territory included in
the Louisiana purchase when acquired by the United States.
It is not necessary on this occasion to enter upon the discussion of the
practicability or advisability of an attempt to reduce all the law of any State
to a codified form. It is perhaps better suited to the character of our people,
to the gradual development of our jurisprudence, that this process should go
on as it is now proceeding in your State and in mine, by the gradual enact-
ment into statutory form of those principles of the law which are definitely
established and are thus capable of being reduced to statutory form. Thus
Mr. Rose, the late president of the American Bar Association, in an address
before the National Conference of the State boards of commissioners for pro-
moting uniformity of legislation in the United States, says, "Whatever diffi-
culties there may be in in the way of codification, and there are many, I
think you must always recognize that this is a goal towards which we are
inevitably tending. There seems to be no other refuge from the riotous
and pandemonium confusion of cases." That this tendency exists is unmis-
takable. Thus our penal law is codified in all the States. Several States
have adopted civil codes, wherein the law of personal relations, real estate,
personal property and equity have been codified, as well as the law of action
and defenses. Louisiana has had such a code for over sixty years, framed
by Mr. Livingston. Georgia has a civil code, and codes more or less complete
have been adopted and are in force in North and South Dakota. The codes
of the two latter States are really based upon the territorial code made by
Dakota before it was divided and admitted into the United States. It is said
that this was the first English speaking community to adopt a codification of
its substantive law. It was framed by David Dudley Field and his associates
in New York, and for the adoption of which in his own State that eminent
jurist struggled in vain. His code of procedure, however, was adopted, and has
been followed by the great majority of English speaking communities, includ-
ing England and her colonies. It is declared in the code of North Dakota,
section 5147: "The rule of the common law that statutes in derogation
thereof are to be strictly construed has no application to this code. This
code establishes the law of this State respecting the subjects to which it re-
lates, and its provisions and all the proceedings under it are to be impartially
construed with the view to effect its objects and to promote justice."
QUAETO-CENTENNIAL CELEBRATION. 25
We cannot but be impressed with the fact that no State which has
adopted a code has repealed it and gone back to the system of finding the
law in the vast and undigested mass of adjudged cases. As far as we can
judge from the expressions reported in the proceedings of the American Bar
Association, the lawyers who practice under the codes testify in their favor.
(See Reports of American Bar Association of 1885, pp. 70 and 81, and of
1886, p. 47.) On the other hand, it appears from the reports of the States
which have adopted codes that their judges study precedents, refer to and
apply them, in a manner not materially different from the courts in other
States. It would seem therefore that the doctrine of precedent is too deeply
rooted in our judicial system to be removed by the mere adoption of a code.
But whatever the objections to codification, the demand for certainty
in the law will be irresistible. But even conceding that the tendency is for
the reduction of the law to a statutory form, we here face a practical difla-
culty. The task of reducing the law to a statutory form requires the highest
order of legal learning and skill. The codification of the Roman law under
Justinian was made by Tribonian, the most learned jurist of the empire,
and therefore Gibbon could say: "The vain titles of the victories of Justin-
ian have crumbled into dust, but the name of the legislator is inscribed on a
fair and everlasting monument."
So in the great codes of modern times, the French and German codes.
Napoleon and the present German Emperor called to this work the most emi-
nent jurists at their command. How different the problem in the self-govern-
ing communities, which inherit at once the Anglo-Saxon freedom and the
common law. We have no emperors to bring to this task juristic ability, but
our statutes are enacted haphazard, and the growing distrust of our legisla-
ture leads many to prefer judge-made law, however imperfect and uncertain,
to statute law. The popular as well as the professional distrust of legisla-
tures is a grave complication. The great volume of our constitutional law is
made up from decisions declaring legislative acts unconstitutional.
The later constitutions of our States contain elaborate and detailed re-
strictions upon the legislative power, some of them assuming almost the di-
mensions of a code of statutory law, in the attempt to protect the people
against their own representatives. From this same popular distrust of our
representatives grows the demand for the initiative and referendum; vain
attempts however to remedy the failings of popular government by abandon-
ing the principle of representation which makes such government possible.
THE STUDY OF COMPARATIVE JURISPRUDENCE.
The difficulty which this situation presents in even the gradual codifi-
cation of the law is indeed a grave one. But it must be met and surmounted
as all of the other evils in our body politic and civilization, by the power of
enlightened public opinion, and therein lies the duty of our profession and
26 UNIVERSITY OF COLORADO
the usefulness of our Schools of Law and Bar Associations, in directing and
educating that public opinion.
This crisis in the development of our jurisprudence involved in the
grave discussion of the doctrine of precedent, which has been its character-
istic for centuries, and the apparent tendency to a reduction to a statutory-
form bring to mind the history of that other great system of jurisprudence,
the Roman or civil law, which to-day includes not only the Latin and the
Scandinavian and Slavonic races and all of the Germanic race except those
of Anglo-Saxon descent, and with our common law practically includes the
civilized world. That system in its development from the law of the Twelve
Tables to the Justinian Code, covering a period of a thousand years, presents
features very analogous to the development of our own jurisprudence. The
Praetors relieved by their successive edicts the harshness and rigidity of
the law of the Twelve Tables, as our Chancellors by their decrees relieved
the harshness and rigidity of the common law, although the doctrine of judi-
cial precedent based on adjudged cases was not developed in the civil law
as in our own. The doctrine of the jus gentium or the law common to all
nations, which was developed by the Roman jurists as distinct from the jus
civile or local law of Rome, was really based on the study of what we would
call comparative jurisprudence, — ^the recognition of these fundamental prin-
ciples of justice which are common to mankind in all systems of law. The
Roman law is the great connecting link connecting ancient with modern
jurisprudence. It is the basis of the modern French and German codes and
of the jurisprudence of all the modern States except the United States and
England and her self-governing colonies. Even in Scotland we find a modi-
fied form of the civil law, and in the French provinces in Canada we find ad-
ministered in the French language the French customary law of the last
century, under the pledge of England at the time of the conquest of over a
century ago, that the people would be protected in their language, religion
and law.
Recent archeological investigations have opened to us the jurispru-
dence of remote ages. We have found in the valleys of the Tigris and the
Euphrates, and on the site of the city of Babylon, the tablets, which have
been preserved for thousands of years, and which unfold to us the systems
of law governing the relations of parent and child, and husband and wife,
and the buying and selling of land, practiced in those prehistoric times.
The world has grown distinctly smaller in the last quarter of a century.
Steam and electricity have annihilated time and space. The dominant races
of the world have assumed the protection of the inferior and less developed
peoples. The two great systems of law are thus brought into closer rela-
tions. We have in the Philippines a vast population which for centuries had
been governed by the Spanish law, based upon the civil law. This will un-
doubtedly continue to be the law of those islands, administered by our
courts, just as the French law has been administered by the English in Can-
ada. With our increasing commercial relations, we are coming more and
QUAETO-CENTElSrNIAL CELEBRATION. 2Y
more in contact with, the civil law in Mexico, in Central America and in
South America. Thus we are brought practically to realize the great princi-
ples of comparative jurisprudence, the laws common to all men, as the Ro-
mans recognized the jus gentium in place of the jus civile, as they became
the conquerors of the world.
Mr. James Bryce, the thoughtful student of our own institutions, in his
recent studies in history and jurisprudence, (page 122) on the Roman and
English Law, says: "The world is, or will shortly be, practically divided be-
tween two sets of legal conceptions of rules, and two only. The elder had
its birth in a small Italian city, and although it has undergone various
changes and now appears in various forms, it retains its distinctive char-
acter, and all these forms still show the underlying unity. The younger
has sprung from the union of the rude customs of a group of Low German
tribes with rules worked out by the subtle, acute and eminently disputa-
tious customs of the Gallicized Norsemen who came to England in the elev-
enth century. It has been much affected by the elder system, yet it has
retained its distinctive features and spirit, a spirit specially contrasted with
that of the imperial law in everything that pertains to the rights of the in-
dividual and the means of asserting them. And it has communicated some-
thing of this spirit to the more advanced forms of the Roman law in con-
stitutional countries."
The progress of the world, he concludes, is towards uniformity in law
and toward a more efficient uniformity than is discoverable either in relig-
ious beliefs or in political institutions.
The suggestion of Mr. Bryce as to the contrast between the common
law and the imperial law in whatever pertains to the rights of the individual
and the means of asserting them, is profoundly significant. The common
law throughout its history, from, the Year Books down, breathes the spirit
of individual liberty. Under the common law of America and England there
are no official courts for the trial of official cases. "No man," said Justice
Miller, "in this country is so high that he is above the law. No officer of the
law may set that law at defiance with impunity." The same law applies to
all persons and is administered for and against all persons in the courts of
law. We may be impatient that reforms move so slowly. We have no em-
perors to summon great jurists to frame our civil codes. Our system of
jurisprudence, like our form of government, has been developed through the
slow progress of centuries. In the happy phrase of Mr. Lowell, the framers
of our government were not seduced by the fallacy that a new system of gov-
ernment can be ordered like a new suit of clothes, and it is only on
the roaring loom of time that the stuff is woven for such a vesture of
thought and experience. This is equally true of a code of law. It cannot be
framed to order for an Anglo-Saxon people. Law can only be effective when
it represents the customs and usages of society, and any reduction of our
customary and judicially declared law to a statutory form must be consist-
ent with this fundamental principle. We may say of our country, as Tenny-
28 UITIVEESITY OF COLOEADO
son said of the mother country, whence we derived our law and our spirit of
liberty:
"A land of settled government,
A land of old and just renown.
Where freedom broadens slowly down.
From precedent to precedent."
This review of the quarter century would be incomplete without men-
tion of the great progress in international arbitration, in the substitution of
rational discussion and arbitration for the settlement of international diffi-
culties. It was a notable event in history, when a few years since the great-
est despot in the world made a public appeal to the nations for disarma-
ment. Private warfare has been abolished in the progress of civilization, and
may we not hope that the poet's dream may yet be realized for a "parlia-
ment of man and federation of the world," and that sound and well
defined rules of international law and peaceful arbitration will abolish war,
as private warfare has been abolished by the peaceful arbitration of the
courts?
There is another form of warfare for which our system of jurisprudence
is not yet adequate, and that is the determination of these great industrial
controversies which array class against class, and which are not only de-
structive of business security, but at times threaten the very foundations of
social order..
These are the great questions of the future. In the determination of
these great problems which confront the future of society, such institutions
as your own must realize their greatest usefulness. We must study the
science of jurisprudence. Your broad curriculum and your extended course
are hopeful signs. Our profession touches human life on every side, as we
deal with men in every relation of life. The dreamers who have pictured
Utopian and ideal places of existence have found no place for the lawyer, but
in the busy practical world he is indispensable as the minister of justice in
an industrial civilization. We study the lofty ideals of justice in order that
we may apply them in the busy lives of men in the practical affairs of life.
The intense commercialism of our time may tempt the lawyer to forget
the noble ideals of his profession. It is true that his position has changed
and that the demands upon the profession have changed, as society changes,
and new business conditions are developed. The principles of the law may
become settled more and more, yet the ever increasing complexity of human
life and the new complications of facts developed, must ever require, as time
goes on, new applications to these new conditions of the fundamental prin-
ciples of justice between man and man.
It is the glory of our profession that despite the traditional conserva-
tism which tends to make men cling with veneration to what is old and es-
tablished in human institutions, from its own ranks have come the leaders
in the great reforms which have simplified judicial procedure, redeemed our
QUAETO-CENTENKIAIi CELEBEATION. 29
law from the reproach of formalism and released it from the shackles of
feudalism and barbarism.
May those trained in this institution, so nobly founded in this Centen-
nial State of the Union, ever be inspired by these lofty ideals; may they be
the worthy successors of these great leaders in harmonizing our law with an
advancing and progressive civilization.
30 UNIVEESITY OF COLORADO
THURSDAY EVENING
THE QUARTO-CENTENNIAL CONCERT.
Presbyterian Church, Boulder, Colo. Thursday Evening, November
13th, 1902, at 8 o'clock. Madame Suzanne Adams, Soprano.
Mr. Leo Stem, Violoncello. Mr. John Pierce Langs, Piano.
PART ONE.
Second Ehapsody • Brahms
s Mr. Langs.
Concerto in A Minor : GoUermann
Mr. Stern.
Aria from ^Traviata'^ Verdi
Madame Adams.
Berceuse de Joceljm Godard
Le Cygne Saint Saens
Dance of the Elves Popper
Mr. Stern.
Elegie Massenet
1/ Absence Fontenailles
Madame Adams and Mr. Stern.
PART TWO.
Second Polonaise Liszt
Mr. Langs.
Du bist wie eine Blume Schumann
Als die alte Mutter ■ Dvorak
Printemps Nouveau Vidal
Coquette Stern
Madame Adams.
Melodic Romantique Stern
Pastorale Stem
Tarantelle Stern
Mr. Stern.
A Little Thief Stern
Snowflakes Gowen
The Swan MacDowell
Should He Upbraid ". Bishop
La Danza Ghadwick
Madame Adams.
Arioso Delihes
Obstination Fontenailles
Madame Adams and Mr. Stern.
QUAETO-CEiq^TENNIAL CELEBEATIOIT. 31
FRIDAY MORNING
EXERCISES OF THE SCHOOL OF MEDICINE.
PEOGEAMME.
Music* Le Eeine de Saba. Gounod.
Oeohestra.
Invocation* '
Eev. J. M. WiLSOiT, D. D.
Historical Address*
Dean Luman M. Giffin^ M. D.
Music — Duet. Jasmine. Gade.
Miss Eosetta G. Bell.
Miss May Whitmore.
Address* The Scientific. Aspect of Modern Medicine.
Frederic S. Lee^ Ph. D.
Adjunct Professor of Physiology, College of Physicians
and Surgeons, Columbia University.
ADDRESS BY DEAN LUMAN M* GIFFIN*
As early as 1881 the Regents of the University were considering the
advisability of establishing a department of medicine, but not until 1883 did
these considerations culminate in the decision to establish at once such a
department.
That the ideal of the Regents, while a very commendable one, was in
advance of the times is evidenced by the circular of information issued dur-
ing the summer of 1883. I extract the following from this circular: "If the
present evil of two terms of riot less than twenty weeks each, now so preva-
lent, was the basis of the instruction to be given, the people of Colorado
might well inquire as to the necessity of more schools of medicine. But
such is not the intention. The curriculum is to consist of a four-year graded
course of nine months each." The reasons given by the Regents for that
length of course, were good at that time and are just as good to-day. They
were as follows: "First — ^A suflacient time is taken for each branch to be
taught in a thorough manner without crowding new topics upon the attention
before previous instruction can be properly assimilated. Second — It obvi-
32 UNIVERSITY OF COLORADO
ates the necessity for preliminary study under a preceptor, the college be-
ing the preceptor."
Had this ideal been insisted upon, it is a question whether any students
would have attended the school. It was not insisted upon and later annouhce-
ments indicate that the Regents appreciated that the ideal four-year course
was in advance of the times. Commercialism was too strong in the schools
of medicine. Students could see no reason why they should take four years
of nine months each, when a diploma could as well be obtained in two years
of twenty weeks each. To illustrate the status of medical education at that
time one may refer to a sentence in an article by one of the teachers in a
large medical school, written at about this period. In substance it was as
follows: "Schools must not for a moment think that they are regulating
the character and length of their courses. The students are doing this. If
one school asks for too long a course, too great preliminary requirements or
too careful attention to work, other schools do not, and the students will at-
tend the easier school. You must have students in order to have a complete
school and the whole character of your curriculum must be consistent with
the student idea." This quotation is not verbatim, it is given from memory
of the article, but it illustrates clearly the condition existing at that time in
schools of medicine. This also explains the action of the Regents in lessen-
ing the number of courses to three and the preliminary educational require-
ments to what amounted to the reception of any student who applied, not in-
quiring too closely as to his education. Despite these more liberal plans,
the department had its worries. Students did not present themselves in
large numbers. The University was poor. The other departments of the
University could profitably use the appropriation intended for the depart-
ment of medicine, and with seven to fourteen students in attendance, it be-
came a question with the Regents as to the advisability of continuing the
school of medicine. An annual pilgrimage of the Faculty of the department
to the meetings of the board at this time, to show reason for the continued
existence of the school, was the regular thing.
Eventually the Regents decided that the department of medicine was
upon as solid a basis as any department of the University, and from this
time the school prospered in a greater degree.
The first work of the school was done in two west rooms in the third
story of the main building. This amount of space was ample for our needs
then. We were not crowded nor were the other departments of the Univer-
sity inconvenienced for room. As the department increased in numbers and
needs, the present Anatomical building was erected for the use of the school.
This building was suflacient for our requirements for four or five years but
eventually it became too small for the growing school and then the former
hospital was arranged for the work of the department.
In 1892, it was thought best to conduct a portion of the work in Denver.
This plan was pursued from this time until the spring of 1897, when urged
by the Supreme Court of the State, it was deemed better to conduct all the
QUARTO-CENTENNIAL CELEBRATION. 33
work of the department in Boulder. This move necessitated a thorough re-
organization of the school. This reorganization was accomplished and since
that time the school has been steadily advancing. In 1895 the four-year
course was again adopted and is continued to the present time, with no pros-
pect of any lesser course ever being given. In 1900, a preliminary education
equal to that given by a first class high school was made requisite for en-
trance to the department. Our present hospital was erected in 1898 and has
served us well for illustrative material.
Dr. J. A. Sewall was the first Dean of the school, acting in that capac-
ity for one year. Dr, J. H. Kimball acted as Dean from 1884 until 1892, but
was not given the title of the office. From 1892 until 1896, this position was
well filled by Dr. J. T. Eskridge. Dr. Clayton Parkhill was Dean 'from 1896
to 1897. Since that time the present incumbent has acted as Dean of the
school.
The University has conferred the Degree of M. D. upon one hundred
and six candidates. We have alumni in twenty of the States, two in Europe
and one in Manila. Twelve have passed away. This appears a large per-
centage but is explained by the fact that many of our students have been
invalids when entering the school. Colorado's reputation as a health resort
brings us many students who are unable to attend school work in the East.
Of our alumni, nine are engaged as teachers in schools of medicine, six
are connected in various ways with military life, as assistant surgeons, or
surgeons, and one is surgeon general of his State. Six are connected with
railroads as assistant surgeons, division surgeons or chief surgeons. Wher-
ever our alumni have located, with very few exceptions, each one has ranked
well as a citizen and also as a physician and surgeon, acting well his part
in life.
ADDRESS BY PROFESSOR FREDERIC S. LEE OF COLUMBIA
UNIVERSITY.
THE SCIENTIFIC ASPECT OF MODERN MEDICINE.
The origin and development of medical science are contemporaneous
with the origin and development of mank*ind. So long as man has been, so
long has been disease; and whenever man has suffered, man has tried to
heal. The foundations of medicine lie deep in that soil of common knowl-
edge from which arose all the sciences, and throughout its history it has
freely absorbed the discoveries of them all. From the first it has been, and
it must ever remain, their common meeting-place. In proportion as its spirit
and its methods have been scientific it has progressed toward ultimate per-
fection. Yet, notwithstanding the importance of science to medicine, from
first to last medicine has been permeated by the pernicious influence of em-
piricism. A wise man once said that all true science begins with empiricism,
and medical science is a striking example of this fact. But it made an early
B4 UNIVEESITY OF COLORADO
effort to free itself. The most brilliant epoch of Grecian history is marked
no more immortally by the wisdom of Socrates, the histories of Herodotus,
the tragedies of Aeschylus, and the art of Phidias, than by the medicine of
Hippocrates and his followers, for this represents the first recorded endeavor
— and a mighty endeavor it was — to break away from the empiricism of the
earlier ages. But the science of the time was meagre, and, however lauda-
ble the aim, the Hippocratic writings are full of empirical notions. From
that time on, down through the ages, we find science and empiricism, like
the good and bad principles in all nations and all religions, ever contending.
The struggle still continues. As Richard Hooker wrote more than three
hundred years ago, so to-day do "empirics learn physic by killing of the
sick." The empiricism of to-day is not solely the method of osteopaths.
Christian scientists and venders of patent nostrums; it is found in the
schools and the practice of legitimate medicine. At times it has surprising
successes, yet the struggle is an unequal one and science is sure to be vic-
torious. At no period of the world's history has the scientific idea in medi-
cine been so aggressive and advanced so rapidly as during the past fifty
years, and at no time has it seemed nearer its ultimate victory than at this
beginning of the twentieth century. This advance is so striking and so full
of general interest that I have ventured to choose it as my subject to-day,
under the title of "The Scientific Aspect of Modern Medicine."
THE IDEA OI' A VITAL FORCE.
One of the most essential prerequisities of this advance was the com-
plete and final liberation of medical science, and of all those sciences now
comprehended under the general title of biology, from a burden which in one
form or another had hampered progress from the earliest times. I mean the
conception that living bodies possess within themselves an active force, or
principle, differing in nature from anything possessed by non-living bodies,
and which represents the vitality of living things. The beginnings of this idea
are found in the various forms of animism of savage races, according to which
a spirit or ghost inhabits the body and is responsible for its actions. In dis-
eased states, this good spirit is dispossessed by an evil one. In one form or
another this belief is met with among all civilized peoples. It is found in the
days of Salem withcraft, and even as late as 1788, in Bristol, England, when
seven devils were exorcised from an epileptic. In physiology from the times
of the early Greek medicine until after the Renaissance the animistic idea is
represented by the doctrine of the pneuma or the "spirits." In Hippocratic
times the spirits entered the body through the lungs, and were carried by
the blood to all parts, and enabled the vital actions to take place. At about
300 B. C. the Alexandrians found it convenient to make use of two forms of
this mysterious agent, the "vital spirits" residing in the heart, and the "ani-
mal spirits" in the brain. To these, in the second century of the Christian
era, Galen added a third, the "natural spirits," located in the liver.
QUAETO-CENTENNIAL CELEBEATIOiSr. 35
All physicians of the present day are familiar with the remarkable
story of Galen and his long reign in medicine. Born in the time of the Em-
peror Hadrian, he lived an active life of medical research and practice. He
was the imperial physician of Rome, and while the wise Marcus Aurelius
was writing his "Meditations," Galen was producing his numerous medical
books. These covered the whole field of the medicine of his time, much of
which was the direct result of his own investigations. His activity was un-
paralleled, his knowledge immense, his logic and literary skill pronounced,
and his system of medicine all embracing. In those respects he was far
above his contemporaries and with the decline of the Roman civilization,
the consequent disappearance of originality of thought, and the long un-
broken sleep of research, what wonder is it that his brilliance should shine
unrivaled through the dark ages?
For more than a thousand years following his death, his authority in
all things medical was supreme, and the doctrine of the pneuma was un-
challenged. Only when there came the intellectual awakening of the Re-
naissance, did men ask themselves whether Galen's books or the human body
more nearly represented the truth. But it was even long after this that the
pneuma was deposed, and when it fell it was only to give place to the arch-
eus of that arch-charlatan, Paracelsus, and to the anima sensitiva of the
mystic philosopher, Van Helmont, and the melancholy pietist, Stahl. Through
the latter part of the eighteenth and the early part of the nineteenth cen-
tury, the vital principle was still in control of the physiologists, but, as they
learned more of the conservation and the transformation of energy in inani-
mate things, and more of the working of living bodies, the gulf between the
inanimate and the animate gradually narrowed, and the supremacy of the
laws of chemistry and physics in all things living became clearly recognized.
It is true that at times in these latter days, sporadic upshoots of a neovital-
ism raise their tiny heads, but these are to be ascribed to the innate aver-
sion of the human mind to confess its ignorance of what it really does not
know, and they do not receive serious attention from the more hopeful seek-
ers after truth.
The elimination from scientific conceptions of the idea of vital force
made possible a rational development of the science of physiology, and in
this way led directly to the growth of a scientific medicine. In one of his
luminous essays, Huxley has written: "A scorner of physic once said that
nature and disease may be compared to two men fighting, the doctor to a
blind man with a club, whO' strikes into the melee, sometimes hitting the
disease and sometimes hitting nature." * * * T^e interloper "had better not
meddle at all, until his eyes are opened — until he can see the exact position
of his antagonists, and make sure of the effect of his blows. But that which
it behooves the physician to see, not, indeed, with his bodily eye, but with
clear intellectual vision, is a process, and the chain of causation involved
in that process. Disease * * * is a perturbation of the normal activities of a
living body, and it is, and must remain, unintelligible, so long as we are ig-
36 UI^IVERSITY OF COLORADO
norant of the nature of these normal activities. In other words there could
be no real science of pathology until the science of physiology had reached
a degree of perfection unattained, and indeed unattainable, until quite recent
times."
No period has been so rich in physiological discoveries as the last fifty
years of the nineteenth century. Research has developed along two main
lines, the physical and the chemical, and to-day physiology is rightly re-
garded as the foundation stone of the science of diseases, and thus as the
basis of scientific treatment.
THE CELL DOCTKINE.
At the time when vital force was having its death struggle the cell doc-
trine was being born. Inseparably linked with the idea of the cell was the
idea of protoplasm — protoplasm — the living substance, — ^the cell the morpho-
logical unit. The heretofore mysterious living body was a complex mass of
minute living particles, and the life of the individual was the composite liv-
ing of those particles.
Within the past few weeks the world has bowed in mourning over the
bier of an aged man, who more than forty years ago, in the strength of his
vigorous manhood, gave to medical science in a well-rounded form the best
of the cell doctrine of his time. Rudolph Virchow need have performed no
other service than this to have secured worthy rank among the great men of
medicine of the nineteenth century, for few books exercised a greater influ-
ence over medicine during that period than his "Cellular Pathology." From
ancient times physicians had been divided into many camps regarding the
causes of disease. One idea had been prominent for more than twenty cen-
turies: The humoralists had maintained that pathological phenomena were
due to the improper behaviour or admixture of the liquids of the body, which
were, in the original form of this theory, the four humours: blood, phlegm,
yellow bile and black bile. According to the solidists, on the other hand,
the offending agents were not the liquids but the solids, and especially the
nervous tissues. Both humoralists and solidists were excessively specula-
tive, and the growing scientific spirit of the nineteenth century was becom-
ing impatient of hypotheses that could not be experimentally proved. The
times were ripe for new ideas. Virchow, soon after taking at Berlin the
professor's chair, which he held from 1856 until his death, gave to an audi-
ence largely composed of medical practitioners, the lectures which, more
than all else, have made him famous among his professional brethren. His
main thesis was the cellular nature of all the structures and processes,
whether normal or pathological, of all organized beings, and his dictum,
"omnis cellula e cellula" — a cell arises only from an already existing cell —
is the keynote of his theories. With his microscope he demonstrated the
cells in all the tissues of the body, whether normal or pathological, and he
proved the origin of the morbid cells in the normal ones. As to processes,
he maintained rightly that all parts of the body are irritable, that every vital
QUARTO-CENTEI^NIAL CELEBRATION. 37
action is the result of a stimulus acting upon an irritable part, and he
claimed a complete analogy between physiological and pathological pro-
cesses. Every morbid structure and every morbid process has its normal
prototype.
Virchow's ideas aroused enthusiasm the world over, and were eagerly
studied, and largely accepted by progressive men of medicine. Time and
research have corrected errors of detail, but no one now denies the cellular
nature and physiological basis of pathological phenomena. These facts are
fundamental to the understanding and treatment of disease, which is now
universally regarded as the behaviour of the body cells under the influence
of an injurious environment.
Virchow's ideas regarding pathological formations are a fitting com-
plement to the laws of the conservation and transformation of energy. In
the living world, as in the non-living, the law of continuity holds good.
There are no cataclysms, there is no new creation. Structure and energy,
whether normal or abnormal, proceed from pre-existing structure and en-
ergy. Only such a conception can make possible a scientific medicine, and,
since its promulgation, medical advance has been rapid.
THE RISE OF BACTERIOLOGY.
During the past half century, and largely during the past twenty-five
years, that is, during the lifetime of this University, there has grown up a
totally new science, comprising a vast literature and a vast subject matter,
though dealing with the most minute of living things. This is the science
of bacteriology. The achievements in this field have surpassed all others in
their striking and revolutionary character, and bear both on the conception
of the nature of a very large number of diseases, hitherto puzzling human
understanding, and on their prevention and cure, hitherto baflaiing human
skill. All other human deaths are few in number in comparison with those
that have been caused by the infectious diseases. Occuring the world over,
constantly with us, invading all homes, and keeping the death rate in cities
perpetually high, at times they have swept, with the fury of a fiery volcanic
blast, over large regions of the earth's surface, sparing few, and leaving in
their train empty households and cities of death. Recent statistics have
claimed that one of these diseases, tuberculosis, alone kills one-seventh of
all the population of the world.
To what are these pestilential visitations due? Many have said: "To
the anger of offended gods;" others: "To the displeasure of a divine Provi-
dence;" the early physicians: "To a wrong admixture of the humours;"
the later pathologists: "To mysterious fermentations." But none of these
answers has touched the vital point. This was reserved for a simple, mod-
est, and earnest student of science, of humble origin, the son of a French
tanner, a man unhampered by medical tradition, seeking only the truth, and
possessed of no genius except the genius of perseverance. To Louis Pasteur,
more than to all others, should be given the honor of having solved the prob-
38 UITIVERSITY OF COLORADO
lem of the causation of these dread diseases. He laid the foundations of the
new science, broad and deep, with surprisingly few errors of judgment.
It is instructive to look at the leading features of Pasteur's life work.
From the beginning of his career, Pasteur was the defender of pure science,
yet his work demonstrates well the ultimate practical value of what seems
at first purely scic-ntific. At the age of thirty-one he became a professor and
dean of the Faculty of Sciences at Lille, and in his opening address he said
to his students: "You are not to share the opinions of those narrow minds
who disdain everything in science that has not an immediate application."
And then he quoted that charming story of Benjamin Franklin, who when
witnessing a demonstration of a scientific discovery, was asked: "But what
is the use of it?" Franklin replied: "What is the use of a new-bom child?"
Pasteur's various scientific labors form a strikingly connected series,
each being logically bound to those that preceded it. Beginning with a study
of the forms and significance of the crystals of certain salts in which he
made use of fermentation processes, he passed directly to the study of fer-
mentation itself. He early appreciated the fact that this phenomenon, due
as it is to the presence in fermentable liquids of microscopic living bodies,
bears significantly on fundamental physiological processes, and his labors
directly established the germ theory of fermentation. Fermentation led to
his famous investigation of the problem of spontaneous generation, which for
ages had vexed the scientific and popular mind. Organic liquids exposed to
air soon become putrid and filled with microscopic beings, the origin of
which was a mystery. Many believed them to originate spontaneously; oth-
ers thought that the air contains a mysterious creative influence. "If in the
air," thought Pasteur, "let us find it." And by the simple device of stopping
the mouths of flasks of sterilized liquids by a bit of cotton wool, he was able
to filter out the influence and keep his liquids pure and free from life. At
the end of a year's active work he announced a most important fact: "Gases,
fluids, electricity, magnetism, ozone, things known or things occult, there is
nothing in the air that is conditional to life except the germs that it car-
ries." His position was assailed by clever men, and he was forced to defend
himself. It was here that his power of perseverance first formidably as-
serted itselL The struggle lasted for years, and Pasteur repelled each at-
tack, point by point, with facts acquired by ingenious experimentation with
the ultimate result of giving to the doctrine of spontaneous generation its
death blow.
Fermentation and spontaneous generation prepared Pasteur for his
next victory. The French wine trade was threatened with disaster. Wines
prepared by the accepted methods often became sour, bitter, or ropy. It
was said that they suffered from diseases, and the situation was critical. It
was Pasteur's achievement not only to prove that the diseases were fermen-
tations, caused not spontaneously but by microscopic germs, but also to sug-
gest the simple but effective remedy of heating the bottles and thus destroy-
ing the offending organisms.
QUARTO-CENTEJS^NIAL CELEBEATIOIT. 39
It seemed a long step from the diseases of wines to the diseases of
silk worms, yet when a serious epidemic, killing the worms by thousands,
threatened irreparable injury to the silk industry, it was only natural that
Pasteur, with his growing reputation for solving mysteries by the diligent
application of scientific method, should be called upon to aid. He responded
with his customary enthusiasm, and for five years diligently sought the cause
of the trouble and the cure. Though stricken by paralysis in the midst of
his work, in consequence of which for a time his life hung in the balance,
in three months he was again in his laboratory. Here, as in his previous
labors, he achieved final success. He proved that the silk worms were in-
fested with two distinct diseases, pebrine and flacherie, each of which was
due to its specific germ, protozoan in the one case and bacterial in the other.
Furthermore, he devised efllcient methods of eliminating both diseases, and
thus relieved from its precarious condition the silk industry of France and
of the world.
By the year 1870 Pasteur's success had already assured him, at less
than fifty years of age, a commanding place in the scientific world. His
demonstrations of the all-important parts played by microscopic organisms
in the phenomena which he had, studied, had stimulated widespread inves-
tigation. He had already dreamed of the germinal nature of human diseases,
and now medicine, which had long suspected them to be associated with
fermentation processes, began to appreciate the significance of the new dis-
coveries. In 1873 he was elected to fill a vacancy in the French Academy of
Medicine, and from that time on he gave attention more exclusively to
pathological phenomena. He investigated septicaemia, puerperal fever,
chicken cholera, splenic fever, swine fever, and lastly rabies. TO' speak at
length of what he accomplished in this field would require much time. I
would, however, mention one salient incident.
One day chance revealed to him a unique phenomenon, the further
study of which led to one of his most significant discoveries.- In the in-
oculation of some fowls with chicken cholera, not having a fresh culture
of the germs, he used one that had been prepared a few weeks before. To
his surprise the fowls, instead of succumbing to the resultant disease, re-
covered, and later proved resistant to fresh and virulent germs. This was
the origin of the pregnant idea of the attenuation, or weakening, of virus,
which nearly a hundred years before Jenner unknowingly had demonstrated
in his vaccination against small pox, and which had been employed by phy-
sicians in all the intervening time. By various methods of attenuation Pas-
teur succeeded in producing vaccines from the virus of several diseases,
and he perfected the process of vaccinating animals and thus protecting
them from attacks of the diseases in question. _
The story of Pasteur's brilliant investigations of hydrophobia is too re-
cent and too well known to relate here. They form a fitting ending to a
life rich in scientific achievement, stimulating to research, and momentous
in the history of scientific medicine.
40 UNIVEESITY OF COLORADO
In the summer of 1886 it was my good fortune to spend a few hours
in the presence of this man in the rooms of the then newly organized Pas-
teur Institute in Paris. It was in the early days of the practical application
of the results of his long-continued, devoted experimentation regarding the
cause and treatment of hydrophobia. In a large room there was gathered
together a motley company of perhaps two hundred persons, most of whom
had been bitten by rabid animals. Men, women and children, from the aged
to babes in the arms of their mothers, richly dressed and poorly dressed,
gentle folk and rude folk, the burgher and the peasant; from the boulevards
and the slums of Paris, from the north, south, east and west of France,
from across the channel in England, from the forests and steppes of Rus-
sia where rabid wolves menace, from more distant lands and even from
across the seas— all had rushed impetuously from the scene of their wound-
ing to this one laboratory to obtain relief before it was too late. All was
done systematically and in order. The patients had previously been exam-
ined and classified, and each class passed for treatment into a small room
at the side: first, the newcomers whose treatment was just beginning;
then, in regular order, those who were in successive stages of the cure;
and, lastly, the healed, who were about to be happily discharged. The in-
oculations were performed by assistants. But Pasteur himself was carefully
overseeing all things, now assuring himself that the solutions and the pro-
cedure were correct, now advising this patient, now encouraging that one,
ever watchful and alert and sympathetic with that earnest face of his
keenly alive to the anxieties and sufferings of his patients, and especially
pained by the tears of the little children, which he tried to check by filling
their hands from a generous jar of bon-bons. It was an inspiring and in-
structive scene, and I do not doubt that to Pasteur, with his impressionable
nature, it was an abundant reward for years of hard labor, spent partly in
his laboratory with test tubes and microscopes, and partly in the halls of
learned societies, combating the doubts of unbelievers and scoffers, and
compelling the medical world to give up its unscientific traditions and accept
what he knew to be the truth.
MODERN SURGERY.
The earliest practical application to human disease of the results of
Pasteur's labors was made in the field of surgery. The horrors of the early
surgery had been largely eliminated by the discovery of the anaesthetic
effects of chloroform and ether, and the possibility of their safe employment
with human beings. But the successful outcome of an operation was still
uncertain. No one could foretell when the dreaded septic blood poisoning
might supervene and carry off the patient in spite of the most watchful
care. Many hospitals were only death traps, the surgical patient who was
taken to them being doomed to almost certain death. The suffering of the
wounded in our Civil war was extreme, and during the Franco-Prussian
war, the French military hospitals were festering sources of corruption.
quaeto-centejStnial celebration. 4:1
their wounded dying by thousands. To Pasteur, who realized only too well
that the cause of death lay in the germs which were allowed to enter the
wound from the outside, this unnecessary suffering and death of so many
brave French youths was a source of intense grief. Yet, notwithstanding his
protestations and the urging of his views upon those who were immediately
responsible, little good was then accomplished, for the French surgeons
were slow to adopt new ideas.
In England Lister was more successful. Fired by Pasteur's discover-
ies regarding fermentation and putrefaction, he conceived the idea of using
carbolic acid in the vicinity of the wound while an operation was being per-
formed, for the purpose of destroying whatever germs might be floating in
the air or adherent to the surfaces. This was employed successfully, and
at once the mortality of surgical operations was greatly diminished. This
was the beginning of the aseptic surgery of the present day, and, in the
light of what it has accomplished. Lister's achievement shines with bril-
liance. Carbolic acid was soon discontinued, owing to more efficient aseptic
agents and methods of absolute cleanliness, but the essence of the modern
surgical method is the same as at first, namely, to prevent the living germs
from entering the wound. Septicaemia and pyaemia are no longer to be
dreaded, the successful outcome of surgical procedure is practically as-
sured, and operations that were undreamed of twenty-five years ago are now.
daily occurrences in the hospitals of the world. The most remarkable are
those that come under the general head of laparotomy, which requires the
opening of the abdominal cavity, and those performed on the brain. It may
be said that the greatest development of scientific or aseptic surgery has
occurred in America. Here the typical American traits of ingenuity, inde-
pendence and courage have borne good fruit.
DISEASE GERMS.
Pasteur's work was epoch-making. Apart from its revolutionizing the
methods of practical surgery, it has revolutionized our conception of the
nature and the mode of treatment of the whole group of germ or zymotic
diseases, and has gone far toward solving a host of long-existing and puz-
zling problems of general pathology. The actual discovery of the germs of
human diseases and the proofs of their specific morbific properties did not
fall within Pasteur's province. Such achievement has been the lot of others,
most brilliant among whom is undoubtedly Robert Koch, The bacillus of
anthrax, or splenic fever, was seen in 1838 by a French veterinarian, named
Delafond, but its part as the causative agent of the disease was first shown
by Koch in 1876, this being the first conclusive demonstration of the pro-
duction of a specific human disease by a specific bacterium. Think how
recent was this event, so significant for the development of a scientific
medicine and for the welfare of the human race! Koch's demonstration was
made but twenty-six years ago, eleven years after the close of our Civil war.
But it was only after repeated subsequent experiments and the piling of
42 UKIVEKSITY OF COLORADO
proof on proof by Koch, Pasteur, and others, that the new idea was generally-
accepted. Since then discovery has followed discovery, and the world
watches eagerly for each new announcement. Koch acquired new laurels
by demonstrating in 1882 the germ of tuberculosis, and in 1884 that of the
terrifying Asiatic cholera. In 1884, also, Klebs and Loeffler found the bacil-
lus of diphtheria, and several investigators that of tetanus. The year 1892
revealed the bacillus of influenza, and 1894 that of bubonic plague. Besides
these instances, the part played by specific germs in many other diseases
has already become recognized. Small pox, measles, hydrophobia, and yel-
low fever still defy the investigators, but no one doubts their germinal na-
ture.
But scientific medicine is not content with describing species of bac-
teria and proving their connection with specific diseases. It must show what
these organisms do within the body, how they cause disease, and by what
procedure their evil activities may be nullified. Persistent and devoted re-
search has already thrown much light on these problems, yet so much is
still obscure that it is difficult to generalize from our present knowledge.
The germs find lodgment in appropriate places, and proceed to grow and
multiply, feeding upon the nutrient substance of their host. In certain dis-
eases, if not in all. their activities result in the production of specific poison-
ous substances called toxins, which being eliminated from the bacterial
cells, pass into the cells of the host and there exert their poisonous effects.
These effects vary in detail with the species of bacterium; and thus the
individual, suffering from the behavior of his unwonted guests, exhibits the
specific symptoms of the disease.
PREVENTIVE MEDICINE.
In looking over the history of the search for a means of cure, one is
struck by the great value of the ounce of prevention. Keeping the germs
out is in every way preferable to dealing with them after they have once
entered the body. This fact scientific medicine is impressing more and
more deeply on the minds of public authorities and the people, and their
response in the form of provisions for improved public and private sanita-
tion is one of the striking features of the social progress of the present time.
All the more enlightened nations, States, and cities of the world possess
organized departments of health, which, with varying degrees of thorough-
ness, deal with the problems presented by the infectious diseases, in the
light of the latest discoveries. Water, and milk and other foods, are tested
for the presence of disease germs, cases of disease are quarantined, and in-
numerable provisions, unthought of fifty years ago, are now practiced daily
for the maintainance of the health of the people.
In the city of New York the Department of Health now undertakes,
free of charge, examinations for the diagnosis of malaria, diphtheria, tuber-
culosis, typhoid fever and rabies. It treats all cases of rabies by the Pas-
teur method free of charge, and it supplies, at slight cost, diphtheria anti-
QUARTO-CENTEl^NIAL CELEBRATION. 43
toxin and vaccine virus, besides mallein to aid in the diagnosis of glanders
in horses, and tuberculin for similar use with suspected tuberculosis in
cattle. Moreover, from time to time it issues circulars, intended for the
education of physicians regarding the causation of infectious diseases and
the newest methods of treatment; and through its officers and other phy-
sicians and by means of printed matter it endeavors to educate the people
in matters of private sanitation. It requires official notification by public
institutions and physicians, of all cases, not only of the epidemic diseases,
but even of tuberculosis. The benefits derived from these various prophy-
lactic measures are seen in the great decrease in mortality from the dis-
eases in question. Much good is expected from the work of the newly
organized Committee on the Prevention of Tuberculosis of the Charity Or-
ganization Society of New York, which backed by financial resources, is
about to undertake an active campaign to lower the death rate from this
particular disease, and to lessen the suffering and distress attributable to it.
Fifty years ago the term, preventive medicine, was unknown. To-day
it represents a great body of well-attested and accepted principles. It has
cleaned our streets, it has helped to build our model tenements, it has puri-
fied our food and our drinking water, it has entered our homes and kept
away disease, it has prolonged our lives, and it has made the world a sweeter
place in which to live.
SERUM THERAPY.
But if the ounce of prevention has not been applied or has failed, and
the bacteria have forced an entrance into the body, what can scientific medi-
cine do to cure? Two things are possible — the destruction of the destructive
germs, and the neutralization of their poisonous toxins. The commonly rec-
ognized drugs here prove inefficient for the simple reason that the amount
of the drug sufficient to kill the bacteria is so great as to endanger the life
of the patient. The most promising line of treatment has been suggested
by the results of a study of the mutual relations of the bacteria and their
hosts. Here again there are many gaps in our knowledge. It is not sur-
prising that the cells of the body resent the intrusion of the barbaric horde
of micro-organisms, with their poisonous off-scourings. The cells are
roused to unwonted activity, and pour forth into the blood specific sub-
stances, which, in many cases at least, seem to be of two distinct kinds, the
cytolysins and the antitoxins. Of these, the cytolysins are destructive to
the invading bacteria, while the antitoxins are capable of neutralizing, though
in a manner not wholly clear, the toxic products of bacterial growth. Cyto-
lysins oppose the bacteria, while antitoxins oppose the bacterial toxins, and
the outcome of the disease depends on the relative efficiencies of the con-
tending forces. If the invaders prove too powerful for the body cells, the
individual succumbs; if the defenders prevail, he recovers.
With the picture of this natural conflict before the mind, medical
science asked: "Is it not possible to aid the invaded body by providing it
44 UNIVERSITY OF COLORADO
with weapons of the same kind as its own, but in larger quantity?" This
question medical science has answered emphatically and aflarmatively in
the case of two serious diseases, diphtheria and tetanus, or lockjaw. By
making a pure culture of their germs, and injecting their toxin into the
bodies of animals, it can obtain a blood serum heavily charged with anti-
toxin. This, when injected into the diseased human body, supplements the
antitoxin there found, and by so much the patient is aided in his struggle.
With both these diseases the success of the serum treatment has been pro-
nounced. A recent study of 200,000 cases in which the antitoxin of diph-
theria was used, shows the fatality from that disease to be reduced from 55
to 16 per cent. The problems presented by other infectious diseases seem
to be more diflacult. What seems to be required in most cases is a serum
containing in quantity rather the cytolytic than the antitoxic substance,
and as yet an efficient serum of this nature has not been found. Any day
may yield such an one. But the matter of the relation of cytolysins and
antitoxins and their respective efficiencies in specific diseases needs much
elucidation. Serum therapy is in its infancy, but its methods appear so ra-
tional that it seems destined to develop into a most efficient branch of scien-
tific medicine.
Second only in importance to the cure is the prevention of a future
attack of the disease, or, in other words, the conferring of immunity on the
individual. The disease itself, when running its natural course within an
individual, confers a natural immunity against a subsequent attack, and
with many diseases this may prove to be a life-long protection. Typhoid
fever and small pox, for example, rarely attack the individual a second time.
In its present state the serum treatment also accomplishes immunity in
some, though slight, degree, but greater and more lasting efficiency is de-
sired. Probably no problem in bacteriology is being attacked more vigor-
ously and more widely at the present time than this. A suggestive hypothe-
sis by Ehrlich as to the chemical relations of the invading cells and the
cells of the body, has stimulated investigations in many laboratories, and
both the nature of immunity and the best method of accomplishing it, which
have puzzled medicine so long, bid fair to become known in the near future.
With this achieved, preventive medicine will have gained one of its greatest
triumphs.
A word should here be said regarding two of the infectious diseases
whose peculiar method of transmission, long a mystery, has now become
known. I refer to malaria and yellow fever. The able work of Laveran,
Manson, Ross, Grassi, Koch and others on the former, and that of Reed
and other courageous Americans on the latter, have demonstrated con-
clusively that these diseases are transmitted from man tO' man through the
aid of the mosquito, which, receiving the germ from an infected individual,
cultivates it within its own body and later delivers it in a properly prepared
form to another unfortunate human being. Moreover, it is entirely probable
that this is the sole method of the transmission of these diseases. The ounce
QUARTO-CENTENNIAIi CELEBRATION. 45
of prevention here consists in: first, eliminating from the community, so
far as possible, the breeding places of the mosquito; secondly, totally pre-
venting, by simple screens, the access of the insect to each case of the dis-
ease. By the employment of these simple methods in Havana, during the
year ending with the end of last September, not a single case of yellow fever
originated within the city, an event unparalleled in recent times. The active
work now being carried on by the Liverpool School of Tropical Medicine on
the west coast of Africa bids fair to reduce materially the extent of malarial
fever, so long the scourge of that region.
It is impossible to predict the full outcome, in the long future, of the
diligent research of the past few decades in the field of the infectious dis-
eases. Certain it is, that in civilized countries there appear no naore the
terrible epidemics of the past, such as the Black Death, which, in the four-
teenth century, ravaged much of the continent of Europe, and in England
swept away more than half the population of three or four millions. The
struggle for existence of the deadly germs is becoming daily a more des-
perate one. Just as palaeontology has revealed numerous instances of the
annihilation of once flourishing species of organisms high in the scale, it is
perhaps not visionary to look forward to the ultimate extinction of these
more lowly forms, and, with them, to the abolishment forever from the face
of the earth, of the diseases which they cause.
Th« study of the micro-organisms in the past and present bears upon
a much wider range of subjects than the immediately practical one of the
prevention and cure of individual diseases, however important that may be.
It is constantly aiding, in ways surprising and unforeseen, in the solution
of even long-standing and remote problems. I need only mention here that
of the recognition of human blood as distinguished from that of lower ani-
mals. Moreover, this study has helped in the elucidation of many of the
fundamental problems of protoplasmic activity, and has given men of medi-
cine a broader culture and a higher outlook over the accomplishments and
possibilities of the human organism. This cannot fail to react upon other
fields than that of the infectious diseases, to make treatment in general a
more rational matter than it has ever been, and to uplift the whole of
medicine.
Before leaving this subject finally, I would speak of the many instances
of personal heroism exhibited by the men who have labored in this field.
The records teem with stories of those who, recognizing more fully and in-
telligently than others the dangers that surrounded them, the deadly risks
they were incurring, have, nevertheless, led by their great courage and scien-
tific devotion, gone steadily forward, sometimes tO' death itself. There is
danger in the laboratory and the hospital, and greater danger in the midst
of epidemics. "What does it matter?" replied Pasteur when his friends
spoke of these perils. "Life in the midst of danger is the life, the real life,
the life of sacrifice, of example, of fruitfulness," and he continued his labors.
The death from cholera of a devoted and much loved pupil of his at Alexan-
46 UNIVERSITY OF COLORADO
dria, whither he had voluntarily gone to investigate the dread scourge in
1883, was a great grief to the master, hut only intensified his devotion to his
work. Since then many others have met an end as heroic — martyrs to the
cause of medical progress. Among these I need only mention our own
Lazear, who gave up his life in the yellow fever laboratories in Cuba. Not-
withstanding such tragedies, the laboratories and hospitals are always full
of workers, and each new epidemic finds those who are eager to go to the
scene and aid. The good to be performed and the honors to be won over-
come the fears, and the ranks of laborers in this most deadly province of
scientific medicine are never wanting in men.
INTERNAL SECRETION.
Leaving the subject of the infectious diseases, let me turn now to a
mode of treatment based on recent experimental work, and applied success-
fully to certain unusual and grave maladies, which are evidently accom-
panied by disordered nutrition, but the cause and proper treatment of which
were obscure until very recently.
About a dozen years ago the phrase "internal secretion" began to be
employed in physiological laboratories for the first time and for a newly
recognized function of glandular organs. It was well known that glands
receive from the blood raw material and manufacture from it specific se-
cretions, which are discharged either outside the body for excretion, as is
the case with the perspiration, or to the surface of mucous membranes for
use in bodily function, as instanced by the gastric juice. It was discovered,
however, that certain glands, such as the thyroid, the suprarenal, the pan-
creas, and others, manufacture and return to the blood specific substances,
differing with the different glands, but of important use to the body, and the
absence of which leads to profound consequences. These substances were
called internal secretions. Thus, removal or suspension of the function of
the thyroid gland, and hence the loss of its internal secretion, reduces the
body to a serious pathological state, long recognized by the name myxoedema.
Of similar causation is the peculiar condition, called cretinism, which is
characterized by a physical and mental! stunting of the growing individual.
The rafe Addison's disease is associated with disturbance of the function
of the suprarenal glands; and other instances might be mentioned. It
seemed a simple step from the discovery of the cause to the discovery of a
cure. If absence of a substance is the cause of a disease, supplying that
substance ought to effect a cure, and such was found to be the case. Ad-
ministering to the afflicted individual the fresh thyroid gland of animals,
or a properly prepared extract of such gland, was found to alleviate or cure
myxoedema, and other instances of the efficiency of glandular products were
recorded- So striking were the facts that active investigation of the matter
was undertaken, with the result of showing that the chemical interrelation-
ships of the various tissues of the body were profound, and a knowledge of
them of exceeding value to the physician. As an instance of this may be
QUARTO-CENTENNIAL CELEBEATION. 47
mentioned the fact, recently discovered by Professor Herter of New York,
that the suprarenal gland, by means of its internal secretion, controls the
manufacture of sugar by the cells of the pancreas, a fact bearing significantly
on the causation and the treatment of diabetes. There is need of much re-
search in this field of the internal secretions, but already glandular extracts
have proved a valuable addition to the remedies of the scientific physician.
BRAIN SURGBRY.
I have already spoken of the entire change in the methods of general
surgery during a period of twenty-five years, owing to the rise of bacteri-
ology. But I ought to mention specifically the remarkable advance made
during the same .time in the surgical treatment of diseases of the central
nervous system, the brain and spinal cord, for it is here that the scientific
method has achieved one of its most complete triumphs.
Although it was pointed out by the French surgeon, Broca, as early
as 1861, that the loss of the power of speech is associated with disease of
a certain portion of the left hemisphere of the brain, it was still the general
belief that the acting brain acts as a whole. This idea prevailed until 1870,
when the German physiologists, Fritsch and Hitzig, demonstrated that stim-
ulation of different areas of the cerebral surface evoke in the body different
movements. This was the beginning of the experimental investigation of
cerebral localization, a line of research which has proved rich in results.
The brain is not one organ acting as a whole, but an association of many
organs, each with its specific duty to perform, but intricately associated with
all the others. In the years that have passed since the discovery of Fritsch
and Hitzig it has been the task of neurologists to discover the functions of
the different parts of the central nervous system, to unravel their intricate
interconnections, and to associate the disturbance of their functions with
external symptoms in the individual. As a result of this labor the neurolo-
gist after a careful study of his patient now says to the surgeon, "Cut there,
and you will find the disturbing agent;" and the brilliant success of the brain
surgery of the present day justifies its scientific basis.
, THE NEW PHYSICAL CHEMISTRY.
In the early part of this address I spoke of the freedom with which
medicine made use of discoveries in other sciences than its own. A very
recent and striking illustration of this is that of the application of the prin-
ciples of the new physical chemistry to the phenomena of the living body.
F^om the standpoint of physical chemistry the body may be regarded as a
mass of minute particles of semi-liquid living substance, the protoplasmic
cells, each surrounded by a thin, permeable membrane, the cell-wall, and
bathed externally by the circulating liquids, the blood and lymph. Both
the protoplasm and the external liquid contain substances in solution, and
whatever passes between them, be it food, or waste, or drug, must pass in
48 UNIVERSITY OF COLORADO
the form of a solution through the intervening cell-wall. The laws of so-
lutions and the laws of the passage of solutions through membranes must
hence find their applications in the body. It has been the general belief
that when a substance becomes dissolved its molecules remain intact, and
are merely separated from one another by the water or other solvent. Quite
recently physical chemistry has shown that this view is not altogether cor-
rect, but that a varying amount of disintegration takes place, a dissociation
of the molecules into their constituent atoms or groups of atoms. Moreover,
these dissociated particles, ions, as they have been called, are charged with
electricity; some, the kations, charged positively; others, the anions, nega-
tively. Electrolytic dissociation is much more pronounced in solutions of
inorganic than of organic substances. In proportion to its extent specific
properties are conferred on the solutions. What these properties are is not
altogether clear, but it is entirely probable that the specific properties of
many drugs are dependent, in part at least, on the amount of their dissocia-
tion when in solution. Furthermore, the amount of a given substance which
is able to pass through a membrane is measured by the so-called osmotic
pressure of the substance, and this, which varies with the concentration of
the solution, seems to depend on the movements of the molecules and the
ions within the liquid solvent. Since the physician, in the giving of a drug,
wishes to induce certain cells of the body of his patient to absorb certain
quantities of the drug, it is obvious that a knowledge of the principles by
which substances pass through membranes will aid him.
The laws of solutions and the laws of osmosis still remain largely ob-
scure, and because of this the literature of the subject contains much that
is of little value — deductions from insuflicient data, conclusions of one day
which are overthrown by the researches of the next, fantastic imaginings
which only throw discredit on the really worthy, and hopes buoyed up by
the light of an ignis fatuus. But enough of truth has been already revealed
to stimulate active research for the sake of physiological progress, and to
show that the subject bears profoundly on the problems which the phy-
sician meets daily. It is partly along this line that the revitalized science
of pharmacology, the study of the physiological action of drugs, which for
several years has been actively pressing to the front, promises to make still
more rapid progress in the near future.
MEDICAL SCHOOLS.
The growth of scientific medicine, some of the features of which I have
thus tried to present to you, has reacted powerfully on our medical schools.
The prominent features of this reaction are: The increase in the require-
ments for admission, the increase in the amount of laboratory and clinical
instruction, the extension of the course in length, and the inclusion of the
medical schools within universities.
Within a few years the requirements for admission to medical study
have been raised from an elementary education, by many schools, to that
QUARTO-CENTENNIAL CELEBRATION. 49
/
of a high school course or college preparation, by a few to a partial college
training, and by two to a full college course with a resulting bachelor's de-
gree. As the wisdom of the latter is still not generally conceded, it is doubt-
ful whether in the early future it will become widespread. Ideal as it seems,
the one argument against it, that thereby the young man is forced to delay
entrance to his life-work until a late age, has never been satisfactorily an-
swered. President Butler's recent pronouncement in favor of a division of
the college work into a two-year and a four-year course has much in its
favor. This would allow a reasonable amount of those studies which are
pursued for the purpose of general education and culture, and a grounding
in the especially necessary chemistry, physics and biology.
The increase in the amount of laboratory and clinical instruction is
merely in harmony with the truth that seeing is believing. "Study nature,
not books," said Agassiz, and he might have added for the guidance of the
teacher, "Weary not your pupils with words, let them see things."
In length the medical course has rapidly increased from two to three
and from three to four years. With the increase in the number of hospitals
throughout the land and the opportunities ofCered therein to recent graduates
to serve as internes under competent visiting physicians, one or two years
may be added to the student's equipment, making a training of five or six
years before the young doctor actually begins independent practice.
The inclusion of the medical schools within universities is one of the
most important advances of medical education made in many years. Of the
one hundred and fifty-six schools existing in this country seventy-four, or
nearly one-half, are departments of colleges or universities. In this respect,
however, America is still far behind Germany, for in the latter country no
medical school exists except as a part of the larger institution. The advan-
tages of such a connection are too obvious to dwell upon. Apart from the
material benefits that are likely to accrue to the school, and the prestige
granted it in the educational world, there is the atmosphere of a broader
culture, a more scientific spirit, and less utilitarianism, which is breathed
by instructors and students alike and which cannot fail to make the grad-
uates larger men. In the larger of these university schools a portion of
the teaching body consists of men who do not engage in medical practice,
but, like the instructors in the non-professional schools of the university,
give their whole time to their specialties, in teaching and research. Usually
these are the holder^ of the chairs of the non-clinical, basal sciences, anat-
omy, physiology, pathology, bacteriology, physiological chemistry and phar-
macology. The outcome of this must be to broaden and deepen the scientific
basis of medicine. The clinical branches are still taught by men who are
at the same time private practitioners. In a recent thoughtful essay on
"Medicine and the Universities," a professor in one of our leading medical
schools urges the further severance of medical teaching and private med-
ical practice. He would have internal medicine, surgery, obstetrics, and,
indeed, all the principal clinical departments of instruction, placed, like the
60 UNIVERSITY OF COLOKADO
fundamental sciences, "on a true university basis," by which he means that
the holders of these chairs should devote all their time and energy to teach-
ing and research. This would require the paying of large salaries and the
building of extensive university hospitals, wherein the professors could
carry on their investigations. In my opinion the benefits that would thus
accrue to scientific medicine far outweigh the arguments that may be
brought against so radical a change, and, notwithstanding its highly ideal-
istic character, in view of the present unparalleled generosity of private
wealth in endowing scientific research, the present rapid and sure progress
of medicine, and the intimate connection of medical advance with the in-
terests of all classes, I look forward confidently to the future establishment
of our medical schools on a basis more nearly parallel with that of the non-
professional school of the university.
What now as to the future of medical^cience? With the impetus which
it has received from the mighty strides of the past twenty-five years, its
future progress and future great achievements are assured. But it behooves
us in whose hands lies the training of the physician, to see that he enter on
his work with a full realization of his responsibilities. The future of scien-
tific medicine lies with the university. "Though the university may dis-
pense with professional schools," said President Wilson in his inaugural
address at Princeton a few days ago, "professional schools may not dispense
with the university. Professional schools have nowhere their right atmos-
phere and association except where they are parts of a university and share
its spirit and method. They must love learning as well as professional suc-
cess, in order to have their perfect usefulness." The perfect usefulness of
the professional school consists, not merely in teaching our embryo phy-
sician how to aestroy bacteria, to remove tumors, or to calm the fire of
fevers. These things he must understand, and these he must do daily for
the suffering individual. But beyond these are larger tasks. The physician's
should be a life of service and of leadership combined. He serves well
when he relieves suffering; still better, when he teaches men how to live;
but he serves best of all, when he pushes out into the unknown and makes
medical science the richer for what he contributes to it. The knowledge of
wise men, the deeds of diligent men, and the valor of heroes are the gift of
those who have preceded him. Let us see to it that he pass on this heritage
augmented, to those who follow.
QUAKTO-GENTENNIAL CELEBRATION. 51
FRIDAY AFTERNOON
EXERCISES OF THE SCHOOL OF APPLIED SCIENCE.
PEOGEAMME.
Eev. E. W. Sibbald, B. a.
Music. Melody in F. Rubinstein.
Orchestra.
Invocation.
Historical Address.
Dean George H. Eowe, B. S.
Music — Vocal Solo. Dors, mon Enfant. Wagner.
Miss Eosetta G. Bell^ Ph. B.
Address. The Potency of Engineering Schools and their Imperfections.
DuGALD C. Jackson, C. E.,
Professor of Electrical Engineering, University of Wisconsin.
ADDRESS BY DEAN GEORGE H. ROWE.
In the eighth, biennial report of the Regents of the University of Colo-
rado, which appeared in 1892, will be found the following statement: "It is
apparent that the growing needs of Colorado and the future of the University
demand a department which already exists in most state universities. By
the addition of one special professor, work in Civil and Electrical En-
gineering can be begun at once. In due time we shall aim at Mechanical
as well as Civil and Electrical Engineering. The courses will be four years
in length, and the college standard of admission will be required. There
is no purpose to cover the ground of Mining and Agriculture, since those
departments already exist as separate schools in the State. We believe
that this school will become an important department of the State Uni-
versity."
Accordingly, in the fall of 1893, there were erected on the eastern edge
of the campus, the four walls and tin roof of a one-story structure, which
with the schedule of courses in the catalogue served to represent all there
was of the Engineering School. Courses in Civil and Electrical Engineer-
ing were announced, the former to be directed by Professor Henry Pulton,
who was also appointed Dean. The Electrical work was in charge of the
52 UI^IVEESITY OF COLORADO
Professor of Physics. Both of these men met with and were a part of the
college faculty until 1895, when the Engineering School was separated from
its literary environment and given a separate organization.
A one-story wing was added to the south side of the original structure
in 1895, and used for a time as a gymnasium. After the completion of the
present gymnasium, the wing became available as a shop for tool and
bench work. The work done in this shop furnished that part of mechan-
ical engineering required for electrical engineering students, and was, more-
over, a start toward the future department of mechanical engineering. The
second story of the Engineering Building was completed and the building
dedicated in 1898. It has furnished suflBcient space for several years for
shops, laboratories, lecture and drawing rooms, but is quite too small to
accommodate the one hundred and twenty students at present enrolled.
The death of Dean Fulton occurred last year. He was thoroughly iden-
tified with the work of the school and will be remembered by all. In the lat-
ter part of the year his successor. Professor Charles Derleth, Jr., was appoint-
ed to the chair of Civil Engineering, and later in the year formal announce-
ment was made of the establishment of the department of Mechanical En-
gineering and of the appointment of a Professor of that branch. The three
departments are now complete and the prophecy of ten years ago has been
fulfilled.
The history of the early struggles and rapid growth of the Engineer-
ing School of this State reads much like that of all other State Engineering
Schools. Apparatus accumulates year after year in direct ratio to the
wealth of the State and the generosity of the legislators. In the building
up of a school, as in the overcoming of any other form of inertia, there is
required what sometimes appears to be a useless expenditure of energy.
But we may be sure of the ultimate value of the energy which is now being
expended. The Faculty must have in view not only the present but also the
future.
It has always been the aim to make all courses conform to the most
modern ideas of engineering education, to imitate the good and eliminate
as far as possible the many objectionable features of older schools. The
wishes and nopes of the Faculty in this regard have been realized to a large
extent. The School has been quite as successful as we could expect, and
the graduates have been well equipped for their life work. It has been said
that the reputation of a school depends on its Faculty and its graduates, all
others connected with it being of secondary importance. Certainly the part
played by the graduates is a great one. It is with much pride that I speak
of these men who have gone from us into practical work. It is the earnest
endeavor of the engineering Faculty to keep in close touch with them, that
we may be of mutual assistance.
To other engineers of the State, I wish to express hearty appreciation
for their interest and assistance in the past and to ask a continuance of
their support, encouragement and advice in order to render efficient a school
QUARTO-CENTENNIAL CELEBRATION. 53
to which they give indirectly pecuniary support. Also, with parents and
guardians of undergraduates, and with other friends of the school, we wish
to co-operate for the good of the student.
ADDRESS BY PROFESSOR DUGALD C. JACKSON, OF THE
UNIVERSITY OF WISCONSIN.
THE POTENCY OF ENGINEERING SCHOOLS AND THEIR IMPER-
FECTIONS.
It is natural at a time like this to revert in thought to the teaching of
engineering in the technological schools of the country, and to ponder on
the influence which this teaching produces upon their pupils and upon the
economic welfare of the land. I have assumed that some consideration of
this question will, interest my audience to-day. A discussion of the potency
in the body politic of engineering education is particularly appropriate be-
fore the school of applied science located under the inspiring heights of your
majestic mountains, which afford an unrivaled richness to him who attacks
their depths with efforts properly directed by science. Applied science gives
you the power of reaching your ore, hoisting, treating, and finally smelting
it, — ^applied science, which has been taught here and elsewhere, to the chem-
ists and engineers of your rugged State.
I am the more ready to discuss this theme here in the inspiring pres-
ence of your mountains and their bracing atmosphere, because you have laid
the foundation for, and have the opportunity to build up, a school of applied
science (an engineering school) that may stand unexcelled amongst its
eastern brethren. True, you are far from the centers of dense population;
but the hum of industry is about, and great works are yet to be accomplished
before the wealth of your State reaches its highest development; and the
engineering school numbering 500 students may be as great as the school
that numbers 1,500.
In the building up of your school of applied science, in this, your Uni-
versity, your people must remember that men and money are required. Men
who are practiced, and, if possible, great, in two professions, — the profes-
sions of engineering and of teaching. Money is requisite to pay for the
services of these men and much money for the equipment of laboratories
in which they may adequately teach their students — the sons of your State
and of its neighbors. In following my remarks please remember that I
bear no mission of instruction to this University or its School of Applied
Science; but I make a plea and an explanation to those, not technically in-
formed, who are friends of the University and who do not fully understand
but desire to know from whence spring the peculiar advantages of techno-
logical education and the requirements which demand particularly large
expenditures for its adequate support.
54 UNIVEESITY OF COLORADO
During the course of two decades, we as a people have rapidly advanced
toward an appreciation of the proper relations of the engineer to his sur-
roundings. The true conception of engineering may be accepted as com-
prised within the good old definition, "Engineering is directing the sources
of power" (and wealth) "in nature to the use and convenience of man." The
man who with fullest success follows the profession defined by this keenly
conceived sentence must be a man of science, a man of the world, a man of
business, and a man who is well acquainted with the trend of human civiliza-
tion and human aspirations. To make such a man, requires the highest
thought and effort of the best teaching influences.
Michael Faraday, one of the magnificent men whose lives have been
dedicated to the commands of pure science, said that it requires twenty
years to make a man in physical science, the intervening period being one
of infancy. How much more effort must be carefully expended to make a
man not only in physical science, but a man in business and a man in so-
ciology, all in one! Such men are all of the great engineers, according to
their time; and to them ought to be accorded in their youth, the most care-
ful training.
Our engineering college men at their graduation should properly be
looked upon as apprentices in the engineering profession. The student must
be inspired in college and taught to work for himself in the manner adopted
by George Stephenson, when instructing his assistants and pupils. "Learn
for yourselves," said he, "think for yourselves, make yourselves masters of
principles, persevere, be industrious, and there is then no fear of your suc-
cess." The students should become thinkers in college, capable of usefully
applying their scientific knowledge therein obtained; and they should be
expected to become thorough engineers through experience in applying this
knowledge in a manner which may only be gained in an apprenticeship in
the industries, similar to the ofiice and hospital apprenticeships of rising
young lawyers or doctors.
The methods used at West Point and Annapolis in training officers for
the army and navy, and the course of the graduates after leaving those acad-
emies fairly illustrates my point. It is there held that "a man, to know how
to teach another man to pull a stroke oar, must get on the stroke oar him-
self; to be safe as a quarter-deck oflicer, to give orders for reefing a topsail
in a gale of wind, he must himself have reefed a topsail in a wind. To know,
how to tell a man to ease a weather sheet or to work the gear of any part of a
ship, he must have had his practical experience on that same gear. He can-
not instruct his men properly, he cannot command them safely and eflaciently,
unless he has been through three or four years of hard practical experience,
hand in hand with the men in the forecastle. The same thing is true of en-
gineering. No man is fitted to be superintendent (or manager) of a road or
works, no man is capable of carrying on large engineering operations until
he has had the practical experience which fits him toi pass judgment upon
what will be the result of the directions which he may give to others."
QUAETO-CEI^TENNIAL CELEBRATION. 55
Four years is but a small part of Faraday's period required "to make
a man" in the physical sciences, and in so short a period (which is the dura-
tion of the engineering college course) only the foundation of the engineer
(the man in science, business, and sociology) can be laid, "There is a great
difference between reading and study; or between the indolent reception of
knowledge without labor, and that effort of mind which is always neces-
sary in order to secure an important truth and make it fully our own," said
Joseph Henry; and the engineering college course should be bent toward
such a complete and true presentation of thorough science and truth that
the student is incited to permanently secure it for himself and make it fully
his own, — and he may then put it to valuable use in future practice. "It is
not enough to join learning and knowledge to the mind, it should ^e incor-
porated into it."
The engineering college graduate should be a fertile and an exact
thinker, and a man of value upon his graduation; but he cannot come to his
highest fruition until years thereafter. The speaker would gladly be judged
of the success of his teaching by the success attained by his students after
years of practice in their profession, but let no judgment be passed, as is so
often done in our colleges, upon the basis of wages received during the year
after graduation. Our engineering college teaching may be properly con-
demned if it does not plant those methods of thought which will grow more
valuable with the years, and indeed become most valuable only after the
mature development of the individual.
The engineering course should not be too formal or limited to the ex-
pository methods used of old in instruction in classics. Professor Tait
speaks the views of the scientist when he says: "It is better to have a
rough climb (even cutting one's steps here and there) than to ascend the
dreary monotony of a marble stair-case or a well-made ladder. Royal roads
to knowledge reach only the particular locality aimed at, and there are no
views by the way. It is not on them that pioneers are trained for the explor-
ation of unknown regions." The truth of this proposition has been discov-
ered of late years by even the most ardent classicists, and those of us who
are called upon to teach men in every one of whom must be developed a
certain spirit and power "for the exploration of unknown regions" — we who
meet this unique problem, untrammeled by traditions and strongly aided by
the influence and examples of the old engineers, should most fully appreci-
ate and adopt this precept of a great mathematician and philosopher.
To the engineering student in college, the laboratory is of inestimable
value. In it he can learn the true relations between science pure and science
applied. He can learn to reason true, from cause to effect. His mind may
be developed less trammelled than in the class room, and the inspiration to
independent thought may be more readily given deep root. "Every branch
of engineering is becoming more firmly rooted tO' the scientific bed-rock upon
which it rests," and the engineer must be a man of scientific methods, be-
sides being a man of business. He must have learned with the scientist
66 UNIVERSITY OF COLOEADO
that the price of success is constant, concentrated effort. All this can he
taught better in the laboratory than in the class room. A spirit of indiffer-
ence which may be readily bred in the class room, and which is ruinous to
success and happiness in life, cannot exist in the laboratory that is properly
administered. "Genius is nine parts character. The prize is to him who
dares, not merely to him who can." In the laboratory the student may be
inspired to dare.
It must not be thought that I do not give adequate place to the class-
room lecture and the text-book recitation. The laboratory work should be
carried on in unison with and fortify the work of the class-room. A power
may be had through it which cannot be gained in the more formal meet-
ings, and I would have at least one-half of the time- allotted by students to
the study of applied science, spent in properly supervised laboratories.
The subjects taught are not of so much importance as the effect to be
gained in the student's powers, but certain branches lend themselves par-
ticularly to the desired end and admirable laboratory equipments in those
branches are essential to every fully succcessful school of engineering.
There the budget of the university is affected. It requires large sums of
money to equip, maintain, and administer such teaching laboratories, and
only few of the greater engineering schools have yet approached a satisfac-
tory point therein. In this State of great mineral wealth, that has been,
and is still more largely being, developed through the knowledge of the en-
gineer, it is reasonable to hope that some public-spirited citizen of ample
means will adequately endow the engineering laboratories of this, the Uni-
versity of his own State, so that they may take and hold due rank with the
best.
But some of you may say, what is the benefit to the body politic of the
expensive laboratories in our midst? We admit the benefit to the students
who personally enjoy their advantages, but is their effect more far-reaching?
Most assuredly their effect is more far-reaching, — it reaches to the utter-
most limits of the industrial progress and prosperity of the land. In this
nation, the industrial pursuits are engineering pursuits, and each better-
ment of clear perception amongst the engineers goes to strengthen the roots
of our whole national life. He who truly ponders the question of modern
civilization, cannot but admit that its best and kindest features rest imme-
diately upon the foundations of scientific discovery and invention, and that
the engineers and their works constitute the most mighty human force now
moving society.
Let us think of a few of the engineering feats of the century gone by:
George Stephenson, in 1829, after painfully developing the locomotive,
won the Rainhill contest and the pre-eminence of steam locomotion over
draft animals was established before the world. Here was the christening
of that civilization which rests on the ready communication between the
people.
QUARTO-CENTENNIAL CELEBRATION. 57
Joseph Henry, engineer by nature and education, scientist of renown,
perfected the electro magnet, adapted it for signalling purposes, and taught
the world how to operate it at a distance. The fruits of this single applica-
tion of electro-magnetism, brought to commercial perfection through the ef-
forts of the then derided Morse and the brilliant Graham Bell, have twice
revolutionized the commerce of the world and incalculably advanced its civ-
ilization.
Through the brilliant and daring Ericsson, one of those mighty acts of
Providence that sometimes occur in the guise of miracles, was wrought in
Hampton Roads for the preservation of independence and liberty amongst
the race.
These examples from the last century are suflacient to serve my pur-
pose of illustration. The progress of the new century bids fair to magnifi-
cently exceed the past.
The engineers of the world may be thought of in connection with three
classes:
1. The scientific followers after principles and inventions.
2. The plodding constructors and originators of structures.
3. The engineering plungers and promoters.
The first are to-day by far the greatest, and their pre-eminence grows
with each application of new discoveries to the use and convenience of man.
But we must not fail to give proper honor to the faithful workers of the sec-
ond class who founded the profession and are yet its mainstay; or to lend
due admiration to the brilliancy and daring of the third class.
In the first class are found such names as Rankine, Lord Kelvin, Wer-
ner Siemens, John Hopkinson and Joseph Henry, to whom I have referred.
In the second class stand Telford, Stephenson, Gramme, Corliss, and many
others of renown; while James Watt stands as a link between them and the
first. The third class lists such men as the admiration compelling Ericsson,
Bessemer, Holly and Morse.
These men, who have so largely contributed their part of blood to the
living strength of the industries, whom I have selected to represent the past
in engineering, are giants in beneficent influence upon the growth of civil-
ization and the development of the wealth of the world. Their lives will be
felt until the name of the nineteenth century is blotted from the memory
of man. Each has played his part. The industry promoting Bessemers more
immediately increase the wealth of the world; the steady Telfords and
Stephensons contribute much to its permanent comfort and convenience; but
the scientific discoverers of principles and engineering inventions appear to
lend the most far-reaching influence on the world and its civilization. Let us
see what foundation of knowledge now exists upon which such men may
base their work.
With all the effort of the centuries since the days of Gilbert and of
Bacon, when the validity of experimentally proving natural laws was firmly
established, we have really advanced but little towards the heart of Nature's
58 UNIVEESITY OF COLORADO
secrets. The material progress of the world depends largely upon improve-
ments in our methods of utilizing what we now think of as three factors.
1. The properties of material matter.
2. The characteristics of energy.
3. The characteristics of intellect as found in organic life.
We are yet profoundly ignorant of the ultimate character of either mat-
ter, energy, or life. Experiments seem to indicate that we may find the clue
to the mystery of the first two, but it is yet impossible to assert whether in
our present state we may reach an entire understanding of their true char-
acter. Experimental investigations often become increasingly diflacult as we
approach the goal of ultimate truth, and the final attempt tO' press into the
citadel of a cardinal truth may cost more effort than all of the approach
through the outer works.
However, we have gained a store of knowledge about materials, energy,
and organic life, and have organized it in such a way that it seems to point
to a few great, generalized facts. We apparently have learned that Nature
is never idle, but that she is a persistent worker with a steady, cumulative
activity in which there is ever a unity and no discontinuity; that there is an
ever present dovetailedness, as Dickens, I think, put it. Nature's activities
are not isolated and independent of each other, but are apparently all in
intimate relation, and governed by the same all-pervading fundamental laws.
This is the foundation on which the engineers of the present century have to
work. Meagre as it is, it is far in advance of that occupied by their predeces-
sors of one century ago.
Of fundamental laws we seem to have proved two, — the law of the con-
servation of energy, as it is called, and the law of organic evolution, which
controls the development of life through the "survival of the fittest," I
spoke of these as proved, and so they have been as far as they relate to the
problems of our daily life; but they have been rather deduced by inference,
as far as the universe at large is concerned, than established by demonstra-
tions. The law of evolution has been so widely discussed in type and speech,
that I may assume on the part of each of you some knowledge of its doc-
trine, and I will at once pass on.
The Law of Conservation of Energy asserts that energy cannot be
created nor destroyed. We may transform energy in any maniier within the
compass of our intellect, but we finish with the same amount of energy as
we started with. We may transform the chemical energy of coal, by com-
bustion in a boiler furnace, into heat energy, and this may be utilized to
"raise steam." The energy in the steam may be transformed into mechani-
cal energy by means of a steam engine, and this into electrical energy by a
dynamo. The electrical energy will be less than the original chemical en-
ergy because some of the heat has gone to contribute warmth to the sur-
rounding air and solid bodies, but the available electrical energy added to
all of this heat (which has not been destroyed, mind you, but continues to
QUARTO-CENTENNIAL CELEBRATION. 59
exist as heat) makes a sum which, exactly equals the original chemical en-
ergy in the coal.
Another fundamental law has been ordinarily accepted as governing.
This relates to matter. You all know that matter is apparently indestruct-
ible. Transform it as we may; change, by combination, the matter which
we call hydrogen and that which we call oxygen into that which we call wa-
ter; again, combine this with metallic sodium to form caustic soda; again,
form other combinations or compounds;— but through them all we have ap-
parently transformed matter without gain or loss, and hold the same mass
at the end of our transformation as we held at the beginning. The chem-
ists have been making a very thorough study of this idea, for years past,
and they do not seem convinced that it represents a universally applicable
law; but for all present purposes of the engineer it may be safely accepted.
In accordance with these laws relating to matter, energy, and life, and
their myriad of corollaries, the professional engineer must carry on his work
through the discovery of scientific principles and their useful combinations.
Invention is no longer a mere question of designing a working machine. That
may now be safely left to the skilled mechanic; while the engineering in-
ventor must discover new combinations of scientific principles and give them
applications that are useful to man in order that they may more perfectly
contribute to the support of the race. Men must be educated for this pur-
pose in our Schools of Applied Science. This education cannot be efliciently
gained without the help of the schools.
Again, new principles must be discovered and great laws deduced, and
contributions must be levied from them for the support and advancement of
the race. It has long and justly been regarded a signal achievement to dis-
cover an important phenomenon or principle in science, and the discoverer
has been stamped a learned and great man. It is still a signal achievement
to discover, but the discoverer may add lustreuto his fame in our time by
directing the application of his discovery to the service of mankind, so that
no undue delay may be suffered to occur before it too contributes to the wel-
fare of civilization. These men also .may be most effectively educated in our
Schools of Applied Science.
The motive force of progress and civilization at the opening of the
twentieth century is infinitely greater than at the opening of the nineteenth,
largely due to discoveries and the world's slight education in science; and
the possibilities following great discoveries are equally increased. Carrying
this education, of the people in applied science, to its farthest, must accen-
tuate the progress, bringing with it those trains of good that follow in the
wake of broader intelligence and wider opportunities. Every industry, every
line of transportation or system of intercommunication, every branch of use-
ful endeavor, has profited by the growth of scientific teaching and the work
of the engineering schools; and civilization, which spreads, fattens, and
grows great through transportation and intercommunication between peo-
ples, has been the gainer. Manifestly, the influence of the Schools of Ap-
60 UNIVEESITY OF COLOEADO v
plied Science is vastly greater than the effect directly produced on their in-
dividual pupils, — large though the latter is.
Consider the growth of our own people! The nineteenth century opened
while the meridian crossing the center of our population bathed half its
length in the Atlantic ocean. Now it approaches its baptism in the Missis-
sippi. The opening of our fertile domains, of which this tells the tale, is a
story of transportation and intercommunicatioil — the steam railroad and the
electro-magnetic telegraph, applied science allied with vigilant energy.
Much was formerly preached of a discord between theory and practice
in engineering. But no such discord ever existed except in the minds of the
unlearned, and with even them it existed only as the suspicion arising, as
Bacon says, "of little knowledge." Even this phantom was banished in 1855
through an admirable address by the learned engineer. Professor Rankine,
whose discoveries added much to engineering practice and whose early
death was so deeply mourned. After tracing the development of meagre
scientific knowledge and mechanical practice amongst the ancients. Pro-
fessor Rankine makes the following observations:
"As a systematically avowed doctrine, there can be no doubt .that the
fallacy of a discrepancy between rational and practical mechanics came long
ago to an end; and that every well informed and sane man, expressing a
deliberate opinion upon the mutual relations of those two branches of sci-
ence would at once admit that they agree in their principles, and assist each
other's progress, and that such distinction as exists between them arises
from the difference of the purposes to which the same body of principles is
applied. If this doctrine had as strong influence," continues Rankine, "over the
actions of men as it now has over their reasonings, it would have been un-
necessary for me to describe so fully as I have done, the great scientific
fallacy of the ancients. I might, in fact, have passed it over in silence, as
dead and forgotten; but, unfortunately, that discrepancy between theory and
practice, which in sound physical and mechanical science is a delusion, has
a real existence in the mind of men; and that fallacy, though rejected by
their judgments, continues to exert an influence over their acts. Therefore
it is that I have endeavored to trace the prejudice and practice, especially
in mechanics, to its origin; and to show that it is the ghost of a defunct fal-
lacy of the ancient Greeks and of the mediaeval schoolmen."
Enough has been said to illustrate my point. The influence of Schools
of Applied Science is vast and far-reaching; and every dollar spent in the
establishment and maintenance of well considered schools not only returns
abundantly to the States in which the schools are centered, but their useful-
ness may extend to the nation and the world at large. Patriotism now needs
no better object than the founding of such schools.
We may now justly turn to inquire into the character of the education
for the individual that may be derived from such schools. Herbert Spencer
names in a sentence the true criterion by which to judge of the adequacy
of an educational process, and I cannot refrain from a quotation:
QUARTO-CENTENNIAL CELEBRATION. 61
"To prepare us for complete living," says he, "is the function which
education has to discharge; and the only rational mode of judging of any
educational course is, to judge in what degree it discharges such functions."
Here arises the query, what is complete living? Spencer answers this,
but we may each likewise answer for himself out of his personal conscious-
ness, and experience: an education for complete living includes training the
faculties of self-preservation, the faculties of self-support, the faculties of
proper parentage, the faculties of proper citizenship including the better-
ment of our political and social relations, the faculties of properly enjoying
one's leisure and lending enjoyment to others. Education, tO' use the words
of Huxley, "ought to be directed to the making of inen" and must include
"things and their forces, but (also) men and their ways." We cannot, we
must not, cultivate one to the exclusion of the other.
The study of science and its applications, in the atmosphere of our
better engineering schools, certainly lends largely to each of the faculties
and powers which are required for complete living. It has been asserted
that it lends more immediately to the earlier and less disinterested ones; but
this assertion I must deny. The profession of the engineer demands a crea-
tive imagination cultivated to the sober, clear sight which sees things as
they are; and a quick appreciation of the effect of sentences and their com-
binations; which make him akin to the creators of art and literature, and
give him in large degree the more disinterested faculties named. I am will-
ing to yield to no one in an appreciation of art, literature, and music as an
element of the highest importance in the education which goes to relieve the
strain of an over strenuous professional existence and to smooth the rela-
tions between fellow men; and I cannot but regret that these liberal
branches must be omitted from the curricula of the engineering schools. But
I also cannot fail to remember that an education in applied science brings
keenness of perception, and recognition of truth and beauty, to its average
followers, from which springs an appreciation of art and literature and music
which rivals that produced in the most gifted product of the literary col-
leges. "With wisdom and uprightness a nation can make its way worthily,
and beauty will follow in the footsteps of the two, even if she be not spe-
cially invited."
Of all the intellectual faculties which we cultivate through education,
the most useful is the faculty of sound and mature judgment, and of all, this
is the one most often deficient. Here the laboratories of applied science
are strong in their influence for good. That man who follows the laboratory
courses in one of our well administered engineering colleges and goes forth
without improvement in his faculty of judgment and a quickening of his
executive powers is an unworthy son of man. The force of straight thinking
cannot be overestimated. "Victory is for the people who see things as they
are without illusion, who do not take phrases for facts," and straight think-
ing is one of the gifts derived from the engineering laboratories. The engi-
neer's duties require that he shall possess this most important of mental at-
62 UNIVEESITY OP COLORADO
tributes ; and fortunate it is for the profession, for it makes of every great
engineer a man of greatness. Do you question this statement? — if you but
inquire of the past you will find it proved. Amongst no class of men is
found a broader sympathy with humanity and a more liberal view of the
progress of the race than is exampled in the lives and works of the great en-
gineers, and none have been better or nobler citizens.
Yet, withal, it must be a matter of concern in the technological schools
lest the lines be drawn too close, and the student become absorbed in an un-
generous, over-earnest pursuit of details. Breadth of view may be sacrificed
unless our teachers be men of ripeness and power, and the students learn
through them that each element in the life of the "complete liver" has of it-
self an intrinsic merit. This fear of a belittled outlook for some of our stu-
dents, whose ambitions or mental aspirations may have never been stirred in
their precoUege days, would be dissipated could the personality of each
teacher in the schools of applied science include that rare combination of
mellow scholarship, clear scientific perception, and engineering common
sense which we occasionally meet and which a few colleges rejoice to retain
in their midst.
The teaching force of an engineering school should ideally be made
up of engineers, — men who have seen some years of successful practice (and
preferably continue to hold some practice), who are held in esteem for such
by their brethren in practice; but who have a joy in the quiet life of the
scholar which is traditionally associated with the colleges, and whO' may thus
be contented when outside of the immediate tide of engineering production.
Yet the teaching of engineering is a question of pedagogy rather than of the
engineering profession, and it must be dealt with with this clearly in view.
Here is one source of many profound imperfections in our existing schools.
I venture to say that it is the exception rather than the rule when a teacher
in a school of applied science has given any consideration to the tenets of
psychology and pedagogy, upon the due application of which depends much
of his success in properly impressing his students. These teachers are doubt-
less ho greater offenders than their brethren in the so-called colleges of lib-
eral arts, but in this is found no palliation for the offense. Fortunately, a
goodly proportion of the older ones amongst the devoted men who are con-
tributing their blood and brains to the welfare of the engineering schools are
often endowed with a natural sense of fitness in the processes of education,
and the younger gain due appreciation of methods from association with
them. Yet I must regret to say that proposals relating to the curricula of
the technological schools are frequently offered which unpardonably violate
every tenet of good teaching.
This condition ought not to exist, and it cannot continue after the truth
has seized hold: that these schools are facing a teacher's problem which
must indeed be met by engineers with all of the directness and power of the
engineer's best efforts, — but that the problem cannot be solved as one solely
relating to the engineering profession.
QUARTO-CENTENNIAL CELEBRATION. 63
It is sometimes thought that men who cannot make a success in busi-
ness life are just right for teaching. This is entirely wrong, and the idea
should not be admitted for a moment in any modem technological school.
The discontented man who has made a failure in business life will certainly
make a failure in teaching engineering. Engineering colleges should avoid
"men who are fools in working," even though they are "philosophers in
speaking." Enthusiastic men are wanted; they may be young men, if needs
be, but they must be paid well enough so that they may take places as self-
respecting members of the engineering profession, and they must be properly
chosen with respect to their qualifications. These men must be good
professional engineers; they must possess power and satisfaction gained
from engineering research, and from attainments in other lines thai^ those
of purely professional acquirement; but sound teaching is their work of
first importance. It is very difficult to teach well, but that is no excuse for
admitting poor teaching into the engineering schools.
The problem in the engineering colleges is rendered more complex by
the character of the curricula, which require that the students shall follow
for a period what may be denominated preparatory science instruction before
they enter upon the truly professional work. In the latter, at least, the
teaching should be largely by inspiration and suggestion.
The process of gathering, organizing and assimilating knowledge by
each student should, as Spencer suggests, be as far as possible a process of
self-evolution. If a professional student will not follow his work with zest
and satisfaction, it is a thankless and doubtful task to force him to it. The
best method for the teacher in professional subjects (but the method of all
methods difficult to follow without abuse) , is indicated in Kipling's verse:
"For they taught us common sense, —
Tried to teach us common sense —
Truth, and God's Own Common Sense
Which is more than knowledge.
* * * 4i 4! «
"This we learned from famous men
Knowing not we learned."
The engineering colleges are at fault in not more fully developing the
initiative, the enterprise, and the executive powers of their students, though
this is a difficult part of the task of "making a man." But that thing must be
done in order to make successful industrial engineers. It can be done
largely by infiuence, by the character of the treatment of the students, and
by the sort of ambitions that are put into them. It can be done in some de-
gree by the selection of the work assigned to the curriculum, but the sub-
jects studied are of less importance than that the students learn,
"Truth, and God's Own Common Sense."
The teacher must remember when he tries to teach by inspiration, even
though his time and method be wisely chosen, that he may expect to receive
64 UNIVERSITY OF COLORADO
in the class-room some hard blows to his self-regard and his esteem for his
teaching. He may pour stimulating thoughts over his students day after day
for weeks and finally find that few have taken root. He may even be brought
to that state of desperate depression that is illustrated in one of Turgenev's
novels when its hero, Dmetri Rudin, failed to succeed in his post at the
University. The engineering teacher — provided he is sure of his time and
method — may take heart by remembering this: that if every stimulating
thought presented to his students, whether relating tO' professional applica-
tions of theoretical principles or directly to the development of initiative,
self-reliance, and executive powers — if every stimulating thought took root in
every student's mind, those minds would become overburdened cyclone cen-
ters of thought, and if one real thought takes root from time to time in each
student's mind the teacher may be truly satisfied.
I have already suggested that the question of professional instruction
in the engineering schools is entangled with the problem of leading the stu-
dents through a course of preparatory science looking towards the profes-
sional studies. The medical schools may and largely dO' escape this respon-
sibility by requiring their students to pursue a liberal college course before
embracing the professional courses. The existing plan of the medical
schools is ill-advised when viewed from the engineer's standpoint, but we
hope that some inviting plan may yet result from the proposals made by sev-
eral great university presidents in respect to co'-ordinating the liberal and
professional courses. We would gladly welcome the old-time college
course and the old-time preparatory course, especially, so far as they made
men of vigorous thought who could spell and cipher, and we now gladly re-
ceive and encourage all students who have been willing and able to complete
an academic college course before entering upon their technological studies.
Broadly, however, until there arises such an advantageous plan of co-
ordination which may be adopted with benefit to our students and to the en-
gineering profession, the engineering schools will continue to instruct their
students for four years immediately following the high-school course, — the
first two years being largely filled with mathematics, chemistry, modern lan-
guages, drawing and other subjects leading to the professional studies of the
engineer. These students come freely to the college at an age between sev-
enteen and twenty, equally immature in mind and body, — and one part must
not be trained at the sacrifice of the other. "It is not sufficient to make his
mind strong, his muscles must also' be strengthened; the mind is overbourne
if it be not seconded."
Montaigne puts it very gracefully: "It is not a mind, it is not a body
which we erect, but it is a man, and we must not make two parts of him." A
prime requisite to success in life "is to be a good animal," and the engineer-
ing school must look after the bodily and social welfare of these entering
students in a way that is not required of the medical school with its course
largely recruited from the liberal college. These students should be encour-
aged to enter into the various interests of the life around them, especially of
QUARTO-CENTEIS^NIAL CELEBRATION. 65
the college life, including its social affairs and its athletics and gymnastics.
The extra responsibility which thus rests upon the teachers in the engineer-
ing school, equally increases the effect of the influence with which his per-
sonality affects his students. The latter is a recompense that every lover of
-teaching will willingly make sacrifices to obtain.
My discussion of my subject has been brief; though perhaps as long as
you desire. I have tried to show you that the wide influence of the engineer-
ing schools is of two branches: First, a direct effect exerted through the
graduates extending the useful applications of science to the advantage of
man (which is the effort of every true engineer) ; second, an indirect (but
equally important) effect resulting from the admirable education, dissemin-
ated amongst the people. And I have pointed out not only elements of great
educational strength, but also some sources of weakness in the schools. It
has been my particular wish to bring to your mind some image of the potent
influence for good which has been in the past, and still more may be in the
future, borne in the body politic by these schools, and to impress you with
the desirability of bringing tO' their support, the same bountiful endowments
that are now justly flowing to the support of the medical schools. I trust
that I may have interested you, and that I may have reached, in some de-
gree at least, my object.
In the course of my remarks I have had frequent occasion to use the
phrase "applied science." You must not mistake me. Applied science is
not something set off by itself and differing from "pure science," so-called.
Far from it. It is pure science, if you wish, pursued in the stimulating, nu-
trient atmosphere bred of the belief that all scienttflc knowledge returns to
its possessor great good in proportion to the advantages which he, through
it, brings to mankind. Such an atmosphere is to be found in many of our
medical schools, and, I hope, in all of our engineering schools.
66 UNIVEESITY OF COLORADO
FRIDAY EVENING.
THE STUDENTS' PARADE.
About 500 people took part in the illuminated parade of students
and alumni. The procession was marshaled by Mr. Harry P. G-amble,
an alumnus of the University. The line was formed under the arc lights
of the campus and moved at 7 o'clock, going north on Twelfth Street to
Pearl, thence west to Tenth, north to Spruce, east to Twelfth, north to
Pine, east to Fifteenth, south to Pearl, west to Twelfth and south to the
University. Music was furnished by the Elks' band, which marched at
the head of the line, followed by the cadet corps of the State Preparatory
School.
The alumnae of the institution rode in a tallyho, behind which
marched the alumni. Classes were distinguished by transparencies, col-
ors, yells and songs.
Following the alumni were the college seniors, who represented in
a spectacular way the progress in dress, modes of travel and college life
since the founding of the University. The first graduating class ('83)
was represented under its own colors (blue and gray) riding in an old
stage drawn by six horses and carrying sixteen students dressed in the
costume of the early days. A prairie scfhooner followed, decke^d in the
colors of the University (silver and gold). Its occupants represented the
early life of the State. Then came an automobile, decorated in the colors
of the class of '03 (brown and gold), carrying two seniors in cap and
gown.
The juniors followed with a float which carried the young women
of the class. Class numerals were displayed on an arch, and the decora-
tions were in evergreen and the class colors. The young men of the class
marched behind in column.
The sophomore division was headed by a large transparency in the
form of a tetrahedron, bearing on two sides the numerals of the class,
'05, and on the front "Clear the track." The feature of this division
was the tallyho which carried the young women of the class. The in-
scriptions were : "Cicero, Caesar, Livy and Ovid."
The freshmen appeared as infants, dressed in white. The young
women rode in tallyhos, while the young men, wearing dunce caps,
marched behind.
Following the college came the professional schools in the order of
their establishment. The School of Medicine gave a spectacular repre-
QTJAETO-CENTEI^NIAL CELEBRATION. 67
sentation of the progress of the medical profession : An Indian medicine
man ; a quack doctor ; an old-time doctor on horseback ; a country doctor
in his buggy ; a city doctor in his rubber tired carriage and an up-to-date
doctor in an automobile. The nurses of the hospital corps followed in a
carriage. >A wagon carrying patent medicine men, stopped at frequent
intervals, its occupants crying out their wares and distributing adver-
tisements. The alumni of the medical school rode in carriages and car-
ried torches. Most of the present student corps marched, the freshmen
wearing white gowns and skull masks. An open carriage contained two
skeletons which, by means of mechanical contrivances, were made to
salute the spectators.
The members of the Law School rode in tallyhos suitably decorated
and illuminated with torches. The students were all provided with
Roman candles, which were used very effectively.
The Engineering School brought up the rear with a forty-foot ban-
ner bearing the inscription, "Last but not least." Most of this school
marched in machinists^ costume, overalls, jumpers and black skull caps.
A float carried a model of the engineering building twelve feet long,
lighted from within and with smoke issuing from the stack. Another
float carried a forge, lathe and anvil, at each of which men were at work
making souvenirs of the occasion. A third float carried a white dome
fourteen feet high brilliantly lighted by electric lamps. The current was
furnished from' a dynamo run by a gasoline engine. The president of
the class and the one lady student of Engineering rode in an open car-
riage.
THE RECEPTIONS AND REUNIONS.
These were held in the Main Building Friday evening after the
parade. There was a large attendance of University and town people.
The following committees received the guests :
RECEPTION COMMITTEES.
FACULTY.
President and Mrs. Baker.
President Jacob G-ould Schurman of Cornell University.
Dean and Mrs. Hellems.
Professor and Mrs. Brackett.
Dean Stratton.
68 UNIVERSITY OF COLORADO
Dean and Mrs. Eowe.
Professor and Mrs. Eeed.
OLD TIMERS.
Mr. and Mrs. George Andrews.
Mrs. A. W. Bush.
Mr. and Mrs. Henry Drunun.
Mr. Luther Hixon.
Mr. and Mrs. John Johnson.
Mr. and Mrs. F. W. Kohler.
Mr. A. J. Macky.
Mr. and Mrs. James P. Maxwell.
Mrs. J. H. O'Brien.
Mr. and Mrs. A. F. Safeley.
Mr. and Mrs. D. K. Sternberg.
Mrs. C. M. Tyler.
Mr. and Mrs. Engene Wilder.
Mr. Hugh E. Steele, delegate from Colorado Pioneers' Association.
ALUMNI AND FORMER STUDENTS.
Mr. Henry 0. Andrew.
Mr. and Mrs. Edwin L. Coates.
Miss Edith DeLong.
Miss Maud Elden.
Mr. and Mrs. Harry P. Gamble.
Mrs. Maud Clark Gardiner.
Mr. A. A. Greenman.
Dr. and Mrs. Philip H. Keyser.
Mr. Omar E. Garwood.
Mr. and Mrs. Edward C. Mason.
Mr. and Mrs. T. A. McHarg.
Miss Jennie Sewall.
Miss Emma L. Sternberg.
Mr. and Mrs. Montford Whiteley.
Mr. and Mrs. Eichard H. Whiteley.
Mr. and Mrs. Franklin P. Wood.
QUABTO-CENTENNIAL CELEBRATION. 69
SATURDAY MORNINa
THE GENERAL EXERQSES-
PEOGEAMME.
Orgfan Prelude. Pilgrims' Chorus. Wagner.
William Duane^ Ph. D.
Invocation. ^
The Eight Eeverend Chas. S. Olmsted, D. D., Bishop of Colorado.
Quartette. From Faust. Gounod.
Miss Eosetta G. Bell, Mr. Charles Ingram.
Miss May Whitmore, Mr. William Bell.
Scripture Readingf.
Fred B. E. Hellems, Ph. D.,
Dean of the College of Liberal Arts.
Hymn No. 714. '^How Firm a Foundation.^'
The Congregation.
Address. The University Past and Future.
President James H. Baker, LL. D., University of Colorado.
Vocal Solo. Aria from Samson et Delila. Saint Saens.
Miss Eosetta G. Bell.
Oration.
President Jacob Gould Schurman, D. Sc, LL. D.,
Cornell University.
Hymn No. U6\. "My Country, 'Tis of Thee."
The Congregation.
Response by the First President.
Joseph A. Sev^all, LL. D.
Address by His Excellency the Governor of Colorado*
Hon. James B. Orman.
Responses by Delegates of other Universities.
Benediction.
Orgfan Postlude. Military March. Schubert.
William Duane, Ph. D.
The exercises of the morning were the most elaborate of the entire
celebration. There was a large attendance of alumni, former students,
70 UI^IVERSITY OF COLORADO
old-timers, donors and benefactors of the University, together with dis-
tinguished citizens from various parts of the State, and delegates from
Universities, to which invitations had been sent.
Bishop Charles S. Olmsted, who was to have given the invocation,
was unable to be present and in his place Eev. E, G-. Lane of Boulder
gave the opening prayer. The President of the University, Dr. James
H. Baker, headed the procession which entered the church, where the
exercises were held, shortly after ten o^clock. This procession included
the orator of the day. President Jacob Grould Schurman of Cornell Uni-
versity, Governor Orman, ex-Governor Adams, Messrs. Kendrick and
Thompson, Eegents of the University, President Charles S. Palmer of
the State School of Mines, Dr. Joseph A. Sewall, the first President of'
the University, the deans of the different departments and members of
faculties. President Baker made the first address.
ADDRESS BY PRESIDENT JAMES H* BAKER.
THE PAST AND FUTURE OF THE UNIVERSITY.
We celebrate the twenty-fifth anniversary of the opening of the Uni-
versity of Colorado. The University was incorporated by an act of the Ter-
ritorial Legislature in 1861. At the date of its opening, 1877, the organic law
had made it an institution of the new State. It had an endowment of public
lands granted by Congress and a fixed income provided by the first General
Assembly. It owned the present site previously donated by citizens of
Boulder and upon it stood, solitary, the main building. The founding of the
University had not been accomplished without struggle. For more than fif-
teen years — nearly the entire period of our territorial history — a few men
had stood for the project. Pioneers are always made of better than average
stuff. The guiding spirits of Colorado's early period were choice men. Their
interests were not merely material or selfish; they had a vision of the future
and recognized their obligations in the formative period of the State's ideals.
The people of Boulder, with a sacrifice in many instances heroic, contrib-
uted to the necessary funds for the first building of the University. This
preparatory stage of history is to be gratefully remembered and we cordially
greet the pioneers who are here to-day to view the progress of the structure
whose foundations they helped to lay.
The first period of growth was under Dr. Sewall's presidency. At the
start the institution was neither university nor college; it had only Normal
and Preparatory classes. There were two instructors and forty-four stu-
dents. During this period the College of Liberal Arts was well established,
QUARTO-CEISTTENNIAL CELEBRATIOIS'. 71
the School of Medicine was opened, and five buildings in addition to the main
building were erected^ The University then had diflacult problems: it must
remove prejudice, make friends, secure funds, prove the value of its service,
and help solve the doubt then existing regarding the place of state univer-
sities. Two of the strong professors who in those days helped the President
and Regents solve some of these problems are still in the service of the
University.
President Hale's administration reached from July, 1887, to January,
1892. In this time Woodbury Hall was erected and the Hale Scientific build-
ing was well begun. Several able men were added to the College Faculty,
and the infiuence of the University in the State was much extended. The
Normal Department was dropped in 1891.
To-day I wish to pay a tribute of gratitude, not only on grounds of per-
sonal friendship, but in behalf of all friends of the University, to President
Sewall and President Hale and those who aided them in their noble work.
One is with us, still in the full vigor of his great intellectual power, a most
honored and welcome guest; the memory of the other is enshrined in the
hearts of those who knew his public service and his generous character.
The work of the last ten or eleven years, while still pioneer work, has
been easier because of the previous history. The plant had been storing up
energy for a larger growth; the results of previous effort began to appear.
The Engineering, Chemistry, Gymnasium and Hospital buildings have been
erected, and the foundation has been laid for a Library building. A School
of Law and a School of Applied Science have been established, and graduate
courses have been organized. By an arrangement with the city of Boulder
the Preparatory School has been given separate grounds, building and or-
ganization. The income of the University has been more than doubled; the
College Faculty has been largely increased. Whatever has been accom-
plished is due to strong co-operation within the University and ^outside. I
personally know of the efforts of hundreds of friends of higher education
within the State, who have helped to strengthen the edifice and to whom
the grateful acknowledgments of the University and the friends of educa-
tion everywhere are due. In the period of stress, 1898-1900, when the reve-
nues of the State were inadequate to pay appropriations, loyal men in this
and other cities advanced funds to save the institution. I would here men-
tion the gratuitous services of many lecturers in the Law School, prominent
men in their profession, who have contributed greatly to the success of the
school.
As the result of twenty-five years of work, every portion of which has
contributed to the outcome, we have a University with Graduate Courses,
College of Liberal Arts, School of Applied Science, School of Medicine,
School of Law. Counting the Library building now in process of construc-
tion, there are thirteen buildings. The library is excellent and the labora-
tories and shops are fairly well equipped. The professors, lecturers, and as-
sistants number 105. The students number about 550 in the University and
72 UNIVEKSITY OF COLORADO
375 in the Preparatory School — 925. Five hundred and twenty-six degrees
have been conferred by the University, and 379 pupils have been graduated
from the Preparatory School. The standard of admission to all departments
is at least a four years' high-school course. The Medical course covers four
years and the Law course three. The College curriculum is modem. The
Regents are zealous for the welfare of the institution; the members of the
various faculties are men well equipped for their specialties and are devoted
to the University. Between the faculties and the students a spirit of mutual
helpfulness exists. Student self-government though not a system is freely
used. The relation with the high schools of the State and with the people is
most friendly and encouraging.
The University of Colorado has a normal history, namely of struggle
and gradual growth, a history that makes character for institutions as well
as for men. It is a history of public-spirited citizens, of able and devoted
teachers, many of whom have fallen by the way or gained promotion to
larger positions, of financial limitations gradually overcome, of students with
their ambitions, mistakes, struggles and successes, of a yearly increasing
alumni who are beginning to realize their privileges and duties as members
of the graduate body, of gradually developing ideals and standards. The
most interesting part of our life the past few years has been the gradual
dawn of self-consciousness within the University — a real event in the life of
institutions as well as of individuals. The student body has a new power
of initiative and helpful activity. The problems for the future are taking
shape within the faculties. The achievements of our graduates in teaching,
in professional life, and in scientific research are dear to us and in many in-
stances are known and respected throughout the country.
I shall not attempt to picture our future growth. Added buildings,
equipment and teaching force will come in time, and the rate of development
will depend chiefly on the rate of increase in income. In respect to stand-
ards, usefulness, influence and reputation an honorable place among the
great universities is assured. Neither shall I take up the stock problems of
the organization of American universities, although they are many and de-
mand an early solution by the older and larger institutions. The relation of
a university to the spirit of the times and the needs of State and society is a
more important theme.
We are a practical people and demand returns for our investments, and
this is right; but it may not be possible to measure the best elements of na-
tional life by commercial standards. America in its pioneer stage has been
obliged to emphasize things; we must learn to emphasize life. Some one has
said that noble sentiments, poetic ideals, heroic deeds, artistic productions,
and moTal achievements are the best material for the instruction of youth.
Without ideals a nation can not be great. Their value cannot be given in
terms of utility, but they are the soul of all utilities. We estimate the work
of universities on too low a plane. The achievements of college men in busi-
ness are no proper criterion for the value of higher education. True, higher
QUARTO-CENTENNIAIi CELEBRATION. - 73
education reaches everything that helps constitute the material side of civil-
ization, and without its influence all industrial and commercial interests,
political standards, and inventive power would degenerate. But it does
more, it gathers up and preserves and adds to and transmits and makes of
service, not only all that is best in the practical field, but all that is best in
the field of man's spiritual development. Its highest office is contributing
to discovery of truth, love of art, and growth of national character.
The English university makes culture its ideal. In Germany a more
practical but not less pure aim is creative scholarship and preparation for
service for the State. Our educational object is somewhat peculiar to our
history; it may be defined as individual worth and power and intelligent citi-
zenship. All these enxis are of exalted character. In England and Germany
the university holds a noble place in public regard. No less high conception
of its function should obtain in America. Statistics of numbers, incomes,
and degrees annually conferred are not the best measure of the success of
learning. A high average of intelligence, necessary as it is in a republic, is
not altogether a substitute for leadership; the spirit of higher education
should produce great men — an originative, progressive force in the nation.
The sentiment, "good enough for practical purposes," too often character-
istic of our attitude as a people, when applied to scholarship is unworthy
and tends to limit progress. For practical reasons America needs more of
the art idea to exalt her conception of the possibilities of this new but prom-
ising civilization.
The American university is in a transition stage. We are adding the
German university to the inherited English type. This is done by mere
superposition, instead of by readjusting the educational system to the new
view. The result is that the whole period of education, general and special,
is too long. There is still question as tO' the fittest university ideal for
America, but, when we consider the demand of the times to unite learning
with utility, the demand for scholarly research, and the growing belief in the
idea of scholarship combined with service for the state and society, we
cannot doubt that the tendency is toward the best that is represented in the
German university system, of course with proper adaptations to the spirit
of our civilization. The latest discussions in England have the same trend. "
That productive scholarship may become characteristic of American univer-
sities inducements must be offered to attract the ablest men to the teaching
profession, and leisure must be given them for research and to prepare in-
struction of the highest standard. The important difference between the
average American professor and the English or German is that in our col-
leges the men are overburdened with special and general duties and have
neither time nor strength to give to constructive work.
We come now to a practical question. In this period of change of uni-
versity organization, what shall be the policy of our own institution? The
Graduate School is becoming the characteristic feature of a genuine univer-
sity. I believe every State university at a proper stage of its development
74 UNIVEESITY OF COLORADO
should exercise the highest university function. Money is required for ade-
quate equipment and able instruction. Will the people take the large view
and <lemand the best for Colorado? Shall our sons and daughters have here
opportunities for the highest scholarly attainment? The investment would
repay; in time the influence of high-grade graduate work would reach the
whole educational system and the State's every interest and activity. It is
not enough that such advantage is offered in Germany or Massachusetts. We
need it in our midst, — an ideal to cherish as our own, an essential part of
the life of the State, The spontaneous energies of a people make for pro-
gress; but the State as such must come to self-consciousness. True scholar-
ship is not partisan, it is not selfish or mercenary; it is given to the discov-
ery and imparting of truth. Popular devotion to the support of such an in-
terest will do more than all else to bring democracy to a consciousness of its
ideals. Men who love the State, to whom rich returns have come from de-
veloping Colorado's resources, could render nO' better public service than by
endowing chairs in the Graduate School of the University for research. The
discovery of principles is usually the work of pure science. The knowledge
and devotion of the scholar are required to search out fundamental truth,
although the practical application often falls to the ingenious inventor. Pro-
fessional and technological schools hold a great place in the scheme of edu-
cation, but the faculty of pure science and the liberal arts must remain the
center and life of the university.
I would not be understood as advocating mere learning. The gentle-
man of culture who simply enjoys his culture and his superiority has no
place in the world to-day. The scholar should be a patriot in a large sense.
The age demands expression. The church is less than ever satisfied with
mere subjective religious enjoyment, it engages in practical work for human-
ity. Ethics as a philosophical study is comparatively useless unless it leads
to an ethical life. Knowledge is not valuable unless in some way it is used
for others. Education is not education unless it stimulates self-activity. The
people may have faith in the spirit of higher education to-day for it aims to
help the world. The scholar with open-mindedness pursues his work, not in
the monastery, but in communion with nature and life.
It is my pleasant duty to extend the welcome of the University to its
guests and friends and express appreciation of the many messages of good
will and hope that have come to us from every part of the country.
Dr. Jacob Gould Schurman, President of Cornell University, gave
the principal oration, in which he considered some of the problems of
the modern University.
In introducing Dr. Schurman, President Baker made the following
remarks :
QTJAETO-CENTENNIAL CELEBRATIOIT. 75
Cornell's President is too well known to require an extended introduc-
tion. We are glad to have here on this important occasion in the Uni-
versity's history, a man so well known as a scholar, executive and, I may
add, statesman. President Jacob Gould Schurman of Cornell University.
ORATION BY PRESIDENT JACOB GOULD SCHURMAN OF
CORNELL UNIVERSITY.
I am very glad upon this auspicious occasion to bring you the greet-
ings of your sister universities and colleges,. You have had in the short
period of twenty-five years an interesting and truly remarkable develot)ment.
As the President has explained in his historical sketch, the University
opened in 1877, with two teachers and forty-four pupils, and of these forty-
four pupils all belonged to the Preparatory and to the Normal Schools. The
College proper was not opened until the following year, and the first class
graduated in 1882. To-day, I see from, your published announcements that
you have an entire enrollment of nearly one thousand students, five hundred
and fifty of whom are in the University proper, and while there has been
this expansipn in your numbers, there has been a corresponding growth in
your Faculty. From the two teachers of 1877, you have grown to a Faculty
of professors, instructors and lecturers, now numbering one hundred and
five. So on the material side, the growth of the University has kept pace
with its intellectual development. Instead of one main building which you
opened in 1877, you now have thirteen buildings, devoted to purposes of in-
struction and investigation or as houses of residence for your students.
Meanwhile, the organization of your University has grown apace. The Nor-
mal School has disappeared. The Preparatory School, the President has ex-
plained to us, has now separate buildings, and a different organization. The
University itself presents to view a graduate department, a College of Lib-
eral Arts, a School of Applied Science, and School of Medicine, and a School
of Law. These facts, ladies and gentlemen, which I have ventured to re-
peat, seem to me to furnish ground for congratulation, and as a representa-
tive of the other universities who join you in celebrating this occasion, I de-
sire most heartily for our sake, as well as for yours, to congratulate the citi-
zens of Boulder in the efforts, as the President has explained, in part heroic
to secure the establishment of this institution and to provide for its main-
tenance.
I congratulate the citizens of Boulder and the other citizens of
Colorado on the generous manner in which they came to the support of the
University in the years of leanness which have followed its foundation. I
congratulate the Legislature and the citizens of the State on the provision
which they have made for the support of the institution, an institution which
is fast becoming the culmination of the educational system of the State, and
is destined in the future, to become its crown and glory. But I do not intend,
76 UNIVERSITY OF COLORADO
Mr. President, on this occasion, to dwell upon the history of the University,
or even in the presence of his Excellency, the Governor, to plead for larger
appropriations for it. Its history ought to be written, for the history of all
good causes and noble institutions ought to be put in permanent shape.
There are others better qualified than I am to write that history. The State
which has supported it in the past must support it more liberally even in the
future, but I, with confidence, leave the question of ways and means to the
President and Board of Regents. And if I feel the question of ways and
means is safe in their hands, I am sure they will pardon me if I venture to
make one single observation which I feel confident, in advance, indeed, will
have their entire concurrence. I allude to the fact that the maintenance of
universities in the twentieth century, aye, and the colleges too, is a far more
burdensome undertaking than it has ever been in the past; to^ say nothing of
the humanities, of which I shall speak before I finish, and confining just
now, our attention to science alone, I call attention to the circumstance that
a generation or two ago, a laboratory was an uncommon phenomenon, and
the apparatus with which it was equipped exceedingly elementary and inex-
pensive. To-day, every department of science must have its laboratory, and
so great has been the progress of investigation and research, so important
have been the discoveries, so multiplex and delicate the application of them
to the material arts that the mere apparatus required by a professor who has
a laboratory, in order to illustrate the growth of his science calls for appro-
priations of a magnitude which would have startled college trustees even a
single generation ago. I note, and note with pleasure, that the State of Colo-
rado, by the Organic Act, establishing this institution, is committed to pro-
vide the best and most efBcient means of imparting instruction, and so on,
and I venture to assert that if the State of Colorado lives up to this obliga-
tion, and I hope and believe it will, it will need to spend far more money on
the State University in the twentieth century and in the first generation of
the twentieth century than ever it has spent in the past. I do not, however,
propose to pursue further the history of the University or what may be its
needs in the future. I intend to take up the time put at my disposal on the
subject or subjects, if you like, which have been suggested to me by the
charter of the University, and more particularly by that clause of the charter
which defines its object, a clause which declares that the object is to pro^
vide the best and most efiicient means of imparting to young men and
women, on equal terms, a liberal education and thorough knowledge of the
different branches of literature, the arts and sciences, with their various
applications.
This is surely a noble programme. It dedicates this institution to lib-.
eral culture and to professional training and it stipulates that young women
shall enjoy the opportunities of this higher education on equal terms with
young men.
It is true that the definition lays emphasis on the communication of
knowledge and is silent on that enlargement of knowledge by means of in-
QUARTO-CENTENNIAL CELEBRATION. 77
dependent investigation and research which has been so marked a feature of
later American university ideals. But I cannot regard the definition as ex-
cluding such advanced and independent work, nor has it been so interpreted
by your governing authorities. For you now have a graduate school, and
the very meaning of a graduate school is the conception of independent re-
search with a view to the enlargement of human knowledge. If it is the
business of the undergraduate largely tO' absorb existing knowledge (though
of course no undergraduate can obtain an education worthy of the name
whose mind does not creatively react upon what he assimilates), it is pre-
eminently the business of the graduate student who has already made some
advance in the mastery of existing knowledge in his own sphere to extend
the boundaries of that knowledge and to contribute something new ^to the
intellectual possessions of mankind. I shall assume, therefore, under the
warrant of your actual organization that your charter can be fairly so con-
strued as to authorize provision not only for the imparting of knowledge but
also for the enlargement of knowledge by independent investigation. And I
will also assume that if at least the means were at your disposal, this Uni-
versity would be glad to have its professors devote a portion of their time
to original investigations while the remainder was devoted to the instruction
of undergraduates. I make these reflections with a view of showing that
the University by its practice, however the charter reads, is quite in har-
mony with the latest development of university ideals. Twenty-five years
ago there were scarcely any graduate students in the United States; to-day
the graduate students at our universities number thousands. And the Uni-
versity of Colorado has a right to claim the honor of sharing in this new and
most pregnant development of the higher education.
I do not intend to follow this idea further. I mentioned it indeed be-
cause I had in mind to dwell rather on the ideas explicitly declared in that
clause of the charter which defines the object of the University. These
ideas are the equal education of men and women, liberal culture, profes-
sional training, and, finally, the provision of the best and most efficient
means for the accomplishment of these ends.
On the subject of ways and means I shall speak with brevity. It is a
matter that concerns the President and the Regents. But there is one point
on which an outsider may be permitted to speak and on which I venture to
say I will have their full concurrence. I mean that the instrumentalities
and facilities for higher education grow increasingly costly. A generation
ago a laboratory was an uncommon building, and even where such a build-
ing existed the equipment and apparatus which it contained were of the
most simple and inexpensive character. The march of science has been so
rapid in the last generation, the discoveries made so numerous and far-
reaching, the mechanical devices embodying them so gigantic, so complex,
so delicate, that the cost of providing for them in university laboratories
has become an enormous burden, though it is absolutely essential that labor-
atories should possess such facilities to do first-class work. If the State of
78 UNIVERSITY OF COLORADO
Colorado has here erected an institution for the purpose of providing the
best and most efficient means of instruction the State of Colorado is com-
mitted to the obligation of supplying the necessary means for the attainment
of that end, — by the terms of the Act, indeed, "the best and most efficient
means." And legislators and people must bear in mind that these means
grow every year increasingly expensive. They will also bear in mind that
in this case the end justifies the outlay and that education tested by its re-
sults amply repays in the contributions it makes to our civilization — aye,
to the material aspects of our civilization — all and far more than all that has
ever been spent upon it.
But, as I have said, I leave the question of ways and means to the Pres-
ident and Board of Regents and to the legislators and people of the State of
Colorado. It is the other ideas contained in the definition of the object of the
University which make a special appeal to me as appropriate for reflection
upon this occasion. And of these ideas I intend to single out for more de-
tailed consideration the subject of liberal education. Before, however, ad-
dressing myself to that problem, I should like to give brief consideration to
the two other ideas mentioned, namely, professional training and the equal
education of men and women.
I use the term professional education although it is not specified in the
charter. The charter speaks "of the knowledge of the different branches of
literature, the arts and sciences, with their varied applications." Now the ap-
plication of the arts and sciences to the pursuits of men is what constitutes
a professional course. Since this University was founded the idea of profes-
sional training has been developed and expanded. But the idea is clearly
enough expressed in your charter, and it might be difficult to find a briefer
and apter description of it. It is highly creditable to your legislators and to
the men who inspired their legislation that such provision was made here
for professional education a quarter of a century ago.
In a way professional education is as old as universities themselves.
Indeed, universities took their origin in professional education. The oldest
institutions of the kind are the universities of Salerno and Bologna, one a
school of medicine and the other a school of law. Salerno has passed out of
existence; but, as you know, the University of Bologna not long ago cele-
brated the eight hundredth anniversary of its existence. The University ol
Paris, which arose soon afterwards, was pre-eminently a school of theology.
And Oxford University, which traces its origin to Paris, was the mother of
Cambridge University and, through John Harvard of Emanuel College, Cam-
bridge, the mother of Harvard University and of all American universities
and colleges. In English soil the idea of professional training never took
such deep root as on the Continent, though in Scotland the continental con-
ception of the university was reproduced. Even in England, however, and
also in the United States, professional training was at least connected with
colleges and universities. If they did not supply professional training, it
was at least assumed that the men who afterwards studied law, medicine.
QUAETO-CENTENNIAL CELEBRATION". Y9
and theology should be graduates of the university. In the course of time,
too, the need of providing professional training at English and American uni-
versities became more pronounced and within the last generation profes-
sional schools have rapidly multiplied.
At first the tendency was to treat the time-honored professions of med-
icine, law, and theology as the only liberal professions. The newer Ameri-
can universities to which Colorado belongs have protested against this
unwarranted conservatism. They have felt that the great vocations of
the modern world should be added to the enumeration of the learned profes-
sions of the Middle Ages. The new professions of engineering, architecture,
veterinary medicine, agriculture, and others claimi equal recognition with
law and medicine. We believe that wherever a calling pursued by men
rests on a science or a branch of scholarship, such calling is a liberal pro-
fession and should be recognized by the universities as such. The change
has been in the direction of democracy. Law and medicine are good profes-
sions. But they are no better, worthier, or more honorable than engineer-
ing or agriculture. The modern universities to which Colorado belongs have
thus expanded the conception of professional training and insisted on the
equality of professional dignities. A generation ago an engineer was a me-
chanic; a veterinarian, a horse doctor; an architect, a house builder. To-day
the men of these professions rank in the estimation of our universities, and
they are fast coming to rank in public estimation also, with the practitioners
of law and medicine. Not, indeed, that we are degrading these latter pro-
fessions. On the contrary the newer universities have recognized their vast
importance and made the most ample provision for them. They have only
insisted that other professions should be similarly recognized. And I think
I am not straining the charter of the University of Colorado when I say that
its dedication of this institution not only to a liberal education but to a
knowledge of the arts and sciences with their varied applications, gives the
fullest recognition to the modern conception of learned and scientific profes-
sions and callings.
I want next to say a word on that other conception of your charter,
the education of young women on equal terms with young men. Twenty-
five years ago it was a great novelty. To-day in one form or another it is a
universally accepted principle. It is important, however, to call attention to
the fact that the universality of the principle does not necessarily imply uni-
formity of method. Through all the West the State universities have been
open to young women on the same terms as to young men. Everywhere they
go into the class-rooms with the young men and enjoy the same instruction
at the same time. This mingling of young men and women in the class-
rooms and laboratories is generally designated as co-education. Recently,
however, we have seen one of the largest and newest of our universities
abandoning such co-education. Chicago has voted in favor of the segrega-
tion of men and women, at least for the two lower classes, in college halls.
This might be called a system of co-ordinate education. As I understand it,
80 Ul^IVEESITY OF COLORADO
the young women have, or may have, instruction by the same teachers and
in the same class-rooms, though not at the same time with the young jtnen.
Whether this is a better arrangement than the co-educational system pre-
vailing in Colorado, and the other State universities of the West, only time
can determine. But on one point neither Colorado nor any other of the mod-
ern universities which have done themselves glory by doing justice to women
can ever compromise, namely, on the right of women in the United States to
receive the highest education on equal terms with men. Whether they
shall enter the class-rooms together or separately; whether they shall
be taught by the same or by different professors ; whether they shall live on
the campus or off the campus, the fundamental idea of equal rights must be
preserved. And it is highly honorable to the University of Colorado that
this conception was embodied in its charter twenty-five years ago.
As regards the manner in which equal educational rights shall be se-
cured to women, much might be said, though this is neither the time nor the
place for anything but the briefest treatment. My own opinion is that we
are likely to witness a good deal of diversity of method. In the West and at
the State universities the present method, in my opinion, is pretty certain
to remain. In the privately endowed universities of the East it cannot be
said that this system is gaining in popularity. At best it holds its own. And
the oldest universities, which are endeavoring, as some of them are now en-
deavoring, to make provision for the education of women have as a rule ac-
complished their object by the foundation of an annex or separate woman's
college. The danger of every such arrangement is that the education of-
fered will be inferior to that which men may enjoy. The equal educational
rights which Colorado guarantees to women will not as a matter of fact be
realized. This evil is partly balanced by the fact that the oldest, largest,
and best women's colleges in the country are in the East. And if any young
women do not like the education offered in the annexes and separate wom-
en's colleges at men's universities, they can leave them and without going
far from home enter Vassar, Wellesley, Smith, or Bryn Mawr. What we
need, and what perhaps will result from the action of the University of Chi-
cago, is an experiment under which the equal educational rights of women
shall be protected, by which they shall secure a higher education equal in
content and quality with that received by men, from teachers equally compe-
petent and renowned, in class-rooms and laboratories equally well-equipped,
and under circumstances and surroundings equally favorable and inspiring.
Until such an experiment is made, and until favorable results have been
demonstrated, I should advise the women of Colorado to retain the existing
method of co-education as the surest means of gaining those equal educa-
tional rights secured by the charter.
I must now leave these topics and address myself to that great and
fundamental idea of the charter about which in university education every-
thing else revolves. I allude of course to the idea of a liberal education,
to the knowledge of the different branches of literature, arts, science, and
QUAKTO-CEN^TENNIAL CELEBRATION. 81
philosophy. It is a matter of vital significance that the charter in defining
the object of your university makes this idea central and controlling. I
feel, therefore, that I shall not make an improper use of the time you have
assigned me if I devote the rest of my address to a consideration of the idea
of liberal education and of the modifications it has undergone since your
University was founded and of the further changes which perhaps impend.
In this presence it is unnecessary to vindicate the idea of liberal cult-
ure. It is the education of man as man. It qualifies the student not for win-
ning bread but for high thinking and intelligent living. It has to do not with
the body and its needs but with the mind and its aspirations; it appeals
to perception, to imagination, to emotion, to intellect, and to conscience. It
is as old as civilization. Manual labor was, indeed, in Athens the work of
slaves. But free Athenians all knew the value of liberal culture and re-
joiced in its possession. Nothing better has been written upon the subject
than you find in the writings of Aristotle and Plato more than two thousand
years ago. The study of the Greek language may or may not survive in the
progress of the human race. But the Greek conception of culture is immor-
tal. They felt that man without liberal culture was undeveloped. They con-
ceived the function of education as a development of the potencies of man.
The arts and sciences not only liberalized the mind but humanized the in-
dividual. An ignorant, untrained man in their conception was only half a
man. From the evolutionary point of view so familiar to our day we might
say that liberal education is the process whereby the intellectual posses-
sions of the race are taken up by the individual, who in the process be-
comes a worthy member of his race. To know and make one's own the best
that has been thought and expressed in literature and art, to follow for one's
self the method of science in exploring some provinces of the physical uni-
verse, to make one's self at home in the world of mind and spirit, and to
know some science which records the nature of the environment in which
we find ourselves: this is education; this is liberal culture for which your
charter provides. It involves devotion to the needs of the mind for their
own sake. It is impossible without leisure; the spirit of man will not be
unduly hurried. Nor can this good be attained by any one who would sub-
ordinate it to some other end. Culture, like virtue, like religion, is its own
end. We are so constituted that we long to know, and the mind's aspira-
tion after knowledge is as much entitled to recognition as the heart's aspir-
ation after goodness. A man may be honest because it pays to be honest,
but he is not an honest man, A man may pursue liberal studies for the sake
of results to be applied to utilitarian objects, but such a man will never be
liberally educated. The poets will not breathe their secrets to him. The
thoughts of the philosophers are voiceless to him. No object of beauty can
be a joy to him and no law of nature can strike him with admiration or de-
clare the glory of God. This conception of liberal culture, is the most prom-
inent conception contained in the definition of the object of this University.
In an age in which educational landmarks are fading, in which everything
82 UNIVERSITY OF COLORADO
seems to be in a flux, it should not be difiicult for the scholars of Colorado
to hold to this great and glorious conception of liberal education. To ignojre
it; to educate man merely as a bread-winner; to fit him merely for some
profession; to teach him how to do something instead of to be something,
would in practice be the abandonment of the Hellenic conception of liberal
culture which has dominated Christendom and made civilization what it is
and the adoption of the stunted and stagnant civilization which makes and
keeps China what we know her to-day.
While I (thus) glory in the old conception of a liberal education and be-
lieve it is essential to the highest civilization, I am not wedded to all the de-
tails of the curriculum of 25 or 30 years ago. I have already said that many
changes have taken place in that curriculum and that others are proposed.
Perhaps it may be worth our while to make a brief survey of some of the
more important changes.
The most important has undoubtedly been the substitution of courses
largely or wholly elective for courses completely or almost completely pre-
scribed. There were many reasons for this change. One of the most influen-
tial, however, was the multiplication of courses consequent upon the ad-
vancement of knowledge and the foundation of new professorships. If En-
glish, if French, German, Italian and Spanish, if history, economics, and poli-
tics, if the biological, natural and physical sciences were all given repre-
sentation in the faculty of the university, how could the students be rea-
sonably confined to Greek, Latin, mathematics, philosophy, and the two or
three other subjects of the ancient curriculum. The champions of the newer
subjects claimed for them equal educational efficiency with the older sub-
jects, if not greater. The result was the abolition of required courses and
the institution either of an unlimited elective system or of parallel groups
of courses. The former was the more radical solution and it seems to be
the goal towards which contemporary changes are pointing. But, however
that may be, and taking the present condition of affairs as we find them, it
is obvious to the i)Oorest observer that the meaning of an A. B. degree is no
longer what it was thirty years ago. Then it meant proficiency in Greek,
Latin, and other subjects of the fixed curriculum. To-day college studies
have nearly everywhere been made elective, if not for the entire four years
of the course, at least for the greater portion of the time. And at first sight it
looks as though the idea of liberal culture had disappeared. Many persons,
indeed, are lamenting that the sciences in our A. B. course have taken the
place of the humanities. And they proclaim that a revolution has occurred
and that we are in a state of educational anarchy.
When, however, one ignores superficial phenomena, one will find the
changes more apparent than real. The much vaunted physical sciences have
not in general attracted large numbers of students in our colleges of liberal
arts. For the class graduating with the A. B. degree at Cornell University
in the year 1901 our records show that on the average only one-fifth of all
studies taken were in mathematics and the physical sciences, the remaining
QUARTO-CENTENNIAL CELEBRATION. 83
80 per cent., or four-fifths of the whole, being in languages, philosophy, his-
tory and political science. These figures embrace not only the senior year
but the entire four years of the course. I believe that these figures are not
exceptional and that they are substantially true of other institutions. It
follows, therefore, that as in the past so at the present time liberal culture
is being realized in our universities through the study of language, philoso-
phy, and kindred subjects. That is to say, it is through the disciplines re-
lated to man and not through the disciplines related to nature that our stu-
dents are being liberally educated. In a word, to-day as in the past, men
achieve liberal and humane culture through the humanities. And, as the
Greeks conceived it, it is through the study of these humanities that men are
humanized. '
This is the fundamental, underlying, permanent identity. Along with
it there is, however, diversity. For though it is still through the humani-
ties that the modern student is liberally educated it is no longer prevail-
ingly through the classical humanities. Under the present conditions in
America tendency is predominantly in the direction of substituting the newer
humanities for the older — for Greek and Latin. Dealing with the class al-
ready referred to out of every 100 choices of study throughout the four years
of their course I find that ten choices were in the ancient languages, eleven
in philosophy, twenty-two in history and political science, and thirty-seven in
modern languages.
Many conservative educators may feel that the modern humanities are
incapable of humanizing and liberalizing the mind of youth. For my own
part, I should like to see one of the ancient classical languages form an im-
portant element in every scheme of liberal instruction. Under the elective
system which generally prevails it cannot be required. But it is encourag-
ing to note that where students have an opportunity of presenting a modern
language instead of Latin for admission to our universities comparatively
few of them take advantage of the opportunity. This means that Latin has
intrinsic merit enough to hold its place in the schools. And I regard it as a
very significant phenomenon that during the last few years Latin should,
both relatively and absolutely, have made decided gains in the high schools
of the United States. As to Greek, no man esteems it as a study more highly
than I do. My belief, however, is that Greek is too good for the great ma-
jority of students. Unless Greek be studied for a long time, so that one is
capable of reading and enjoying the literature as one reads French or Ger-
man, the educational advantage of studying it is not greatly different from
that derived from the study of Latin. Be that as it may, Greek in the elec-
tive system in colleges and high schools will be subject to the universal law
of struggle for life and the survival of the fittest. I believe it will maintain
its place. And although blockheads and dullards will no longer be com-
pelled to make a mechanical grind of it, I believe that so long as human civ-
ilization continues the language and literature of Homer and Sophocles will
find audience fit though few.
84 uintiversity of Colorado
Those who criticize the present tendency of substituting the newer
humanities for the older should bear in mind that the Greeks themselves
never studied a foreign language, and that if we followed their example we
might find the potencies of a truly liberal culture in Chaucer, Shakespeare,
Milton, Wordsworth, and the other great poets and prose writers of our own
noble literature, to say nothing of French and German literature which have
come to be so generally studied in lieu of the ancient classics. In any event
I cannot endorse the criticism that current tendencies in liberal education
are making it less liberal or less humanistic than of yore. The specific con-
tents of the curriculum may vary. Its humanistic character abides. And
whether it is by coming in contact with the literary products of ancient Hel-
lenic genius or the literary products of modern English or German genius
the mind of the student is liberalized, enlarged, and elevated. What the
human spirit has wrought and embodied in artistic form in the modern world
has not less potency than the similar products of ancient genius to thrill and
uplift all who come beneath its touch.
A second and corresponding change concerns the A. B. degree itself.
When elective courses were adopted Greek and Latin were still required for
the A. B. degree and groups of other subjects were formed as requirements
for the Ph. B., B. L., and B. S. degrees. These latter degrees were generally
of inferior value. The programme of requirements was generally easier and
the standards of admission always lower. With the gradual improvement of
our university system the entrance requirements admitting to these inferior
courses have been raised and equalized with those of the A. B. course; and
the subsequent requirements for graduation have also been made substan-
tially equivalent.
These changes having been accomplished the only difference between
the requirements for the A, B. degree and a Ph. B., B. S., or B. L. degree was
that the former required one-fifth of the student's time for a year or two for
Greek and the others a corresponding time for some other characteristic
study. Such a differentia seemed a very small affair in comparison with all
the other subjects admissible in the four years' course. The next stage con-
sequently was the abolition of all degrees except the A. B. degree with equal
though not necessarily identical requirements for entrance and a system of
elective studies after admission qualified only by the student's preparation
to take any course which he might desire to elect. And, as I have already
said, after all these changes have been made, the A. B. degree represents
on the average four-fifths of four years' study in the humanities. I repeat
that though English, modern languages, history, economics, and politics have
taken a large place under the elective system in the student's programme
his studies remain predominantly humanistic. Now, as always, the A. B.
degree connotes liberal culture.
I desire now to speak of the relation between liberal culture and pro-
fessional training in our universities. The typical American college had
only the Arts course. It had no professional schools and the large majority
QUARTO-CENTEI^NIAI. CELEBRATION. 86
of our colleges and universities are still of that type. These colleges scat-
tered all over the country keep alive the torch of learning. They confer lib-
eral education upon thousands and thousands of students within their sphere
of influence who would never have gone to a more remote university. The
existence of these colleges and the highly important function which they dis-
charge in American education must be kept in sight as an important con-
sideration in discussing the relation of liberal culture to professional train-
ing. Indeed I sometimes think that we may have to rely upon these smaller
colleges for keeping intact the conception of liberal education. Many of
our universities, especially those located in large cities, have comparatively
small colleges of liberal arts, while their professional schools are exceedingly
large. They become, therefore, interested in professional education and too
easily overlook the independent value of liberal culture. Their president
and professors come to think of a liberal education as a mere preparation for
professional courses. At the same time being crowded with students in the
professional courses, they keep advancing the entrance requirements until
finally they close the doors to all but college graduates. That stage having
been reached, they reflect that the college graduate who has spent four
years in a high school, four years in college, and must spend four years more
before he receives his professional degree, enters upon his professional prac-
tice too late in life. To reduce the age they then propose to shorten the
college course, that is, to reduce the time devoted to a liberal education.
Some compromise might perhaps be attempted. Some institutions now
permit seniors in good standing in Arts to elect for the final year of their
A. B, course work in the professional schools. And in most cases, probably
in all cases except law, this could be justified on the ground that the ele-
mentary professional studies belong essentially to the college of liberal
arts and sciences. Not content, however, with this arrangement, it has been
proposed to shorten the Arts course from four years to three. It is im-
portant to examine the reason underlying this proposal. The controlling
factor at any rate is the desire to shorten the time spent on Arts and pro-
fessional studies. But only a small minority of college graduates take law,
medicine, or other professional courses. T6 accommodate the minority, or
rather to get this minority sooner engaged in the active practice of their
professions, it is proposed also to shorten by one year the time which the
majority devote to a liberal education. I can only say that I regard the
proposed change, although it has been made by a university of such high
standing as Harvard, with a good deal of anxiety. At Harvard it may per-
haps be administered without injurious consequences. For Harvard stands
for high scholarship and high standards and it has been steadily advancing
its requirements for admission. But even Harvard cannot change the fact,
which is a fact of human nature, that for liberal culture it is indispensable
that the student shall have attained a certain age and enjoyed a certain
leisurely continuity of study. Subjects like philosophy and political science
cannot be studied with profit by immature minds and minds are not mature
86 UNIVERSITY OF COLORADO
enough for such work much under twenty-one or twenty-two years of age.
Then again duration of time is important. Some studies produce little effect
without considerable time for the absorption of material, for meditation, for
intellectual reaction. On the whole, therefore, I should be pleased if the na-
ture and conditions of liberal culture were determined without reference to the
professional schools. I believe firmly that liberal culture in the old-fashioned
sense is essential to our civilization. It is not essential that students of
law and medicine should be college graduates before entering upon their
course of professional study. And my solution, therefore, of the diflaculty is
to maintain substantially intact the four years' course of liberal culture and
to encourage students entering upon it who are young enough, and who have
or can secure means for the purpose, to take both the A. B, course and the
professional course; while on the other hand permitting students who enter
upon their studies later in life, and who are poor and must earn means for
their own education, to enter the professional schools on graduating satis-
factorily at public high schools. This is a democratic country. I do not
think it just to close the doors of our professional schools to youth qualified
to pursue the studies which they offer. And if there is any doubt about the
application of this criterion, as I scarcely think there is, it could be removed
by applying to the professions themselves for opinions toi aid the faculties
in determining proper requirements for admission and graduation. Do not
misunderstand me. I know that educational ideals should have the primacy.
But I would have them illuminated by the views of the members of the pro-
fession concerned and by due regard to the rights of American youth who
are too old or too poor to take a college course to become members of the
legal or medical profession for the studies of which every high school train-
ing is a sufficient qualification. That is to say, the justification of a course
of liberal training is that it is a cultivation of the man as such irrespective
of the profession. This liberal culture makes the larger man. For that rea-
son it is desirable. It is not necessary, however, for entrance upon profes-
sional training. The confusion of these fundamental points seems to me
to lie at the root of many crude ideas current at the present time.
It has, for instance, been suggested that the A. B. course should be
reduced not only from four years to three, but from four years to two, so
that students of law and medicine might at the end of their sophomore
years as A. B.'s enter upon the study of law and medicine in professional
schools which close their doors to all but A. B.'s. And the Deans of pro-
fessional schools have suggested that it was possible for students in the acad-
emic departments of their universities to cover the present four years' course
in two years. Nothing could be more fallacious. This is a quantitative view
of education which should be immediately banished from all our thoughts and
discussions. Liberal culture cannot be forced. It takes time. And to say that
freshmen and sopohomores who properly enough take languages, mathe-
matics, and science could also profitably study philosophy and the funda-
mental principles of economics and politics is to overlook the facts of human
QUARTO-CENTENNIAL CELEBRATION. 87
nature. It is very strange that educators themselves should be guilty of the
capital crime of supposing that the process of education could be hastened at
railroad speed. Liberal culture, as I have already said, is to be obtained by
bringing the mind of the student into contact with the best products of the
human spirit. Such products are art, language, literature, philosophy, his-
tory, politics and physical science. No representative selection from such
a curriculum could be planned for a two years' course which would insure
the result of liberal culture. No man is liberally cultured who has not
steeped his mind in these typical studies, and for effective mental action
and reaction the present four years' course is none too long.
I say nothing of giving the A. B. degree for a two years' course. It is
a proposal that will meet with no favor. It breaks with the universal prac-
tice of the country. But apart from the suggestion of conferring the A. B.
on sophomores there is no objection to requiring two years of Arts study
for admission to professional courses if any institution is willing to exclude
all other classes of students. I am persuaded, however, that neither the Uni-
versity of Colorado or any other State university can ever adopt such a
proposaL Here professional training and liberal culture will flourish side
by side. And I think that a far happier arrangement than the conception
of the college of liberal arts as a preparatory school with a two years'
course for the preparation of students to enter schools of law and medicine.
This is to abolish the conception of liberal culture as an end in itself, it is
to throw away the last half of the A. B. course, and to utilize the first half
merely as a means to some ulterior end.
It seems to me that the charter of the University of Colorado wisely
describes a different ideal of liberal culture and its relation to professional
training. To the realization of that ideal you have with a good degree of
success for a quarter of a century addressed yourselves. Throughout the
new century on which we have entered I trust your good work may con-
tinue. And while you train men as you have done in the past for the dif-
ferent walks and professions of life, hold fast to the doctrine of your char-
ter which upholds the supremacy of liberal culture. For this high mission
I bring you the good wishes and prayers of sister universities, as I also
bring you their congratulations on the splendid achievements of your first
quarter century.
The next speaker introduced was Dr. Joseph A. Sewall, First Presi-
dent of the University of Colorado. Dr. Se^v^all responded as follows :
REMARKS BY DR. JOSEPH A. SEWALU
Mr. President, Ladies and Gentlemen : I did not know when I came into
the house that I was to say anything to you at this time. I am prepared to
speak at the alumni meeting this afternoon, and all of you can see that I
88 UI^IVEESITY OF COLORADO
have a sore throat — I can't call it a clergyman's sore throat because I am
not a clergyman, but I think it's just as good as any clergyman's sore throat
— and so I have but one word to say. I rejoice with you. I congratulate
you upon what we have seen here to-day, and what we have listened to, and
what we have learned regarding the progress of the University of Colorado.
Let me say that in the ten years that I was connected with the institution,
there was not an effort on my part, there was not a prayer uttered, there
was not a pulsation of my heart, to the best of my knowing, that I did not
give to the success and to the building up of the University of Colorado.
Having in mind what we have seen and learned here to-day, namely, that
the University of Colorado is in fact a University of which every one that
has any interest whatever in education in this State is to-day proud, if, in
the ten years, I did anything, however humble, however small, to bring
about this condition of things, I am content. And to you, the newer members
of the Faculty, to you, the older members, who, seeing the mistakes that I
made, generously corrected them, and the shortcomings, overlooked them —
unto you, I wish to express my heartfelt gratitude for all that you have
done to make an insignificant beginning so grand in its maturity.
Governor James B. Orman was next introduced in the following
words :
We are especially favored by having the Chief Executive of the State
here to-day. His Excellency, James B. Orman, Governor of. Colorado:
ADDRESS BY GOV- JAMES B* ORMAN-
Mr, President, Ladies and Gentlemen: — The occasion that brings us
together here to-day within the halls of this institution of higher education
is indeed a worthy one, and necessarily of a congratulatory nature. We are
meeting under most auspicious circumstances. It is with justifiable pride
we assemble here to celebrate the Quarto-Centennial of this University;
to celebrate twenty-five years of progress of higher education in Colorado,
and to rejoice in the steady growth of our State and its institutions to
higher and higher levels of prosperity and greatness. Twenty-five years
is but a short space of time when considered retrospectively, and when
viewing the advancement that has been made in that time, one is almost
astounded and scarce can give credence to the fact that from that small
beginning has arisen this mighty monument of learning which reflects so
much credit upon the State,
From our earliest history the citizens of Colorado have been noted
for their progressive and enterprising spirit, and have always manifested a
marked degree of liberality and generosity in public affairs, particularly in
QUAETO-CENTENNIAL CELEBEATION. 89
matters educational. Tlie earnestness and enthusiasm displayed by the
early settlers of Colorado, especially those of Boulder, is commendable.
Those men, indeed, builded better than they knew. Near this site the first
log school house was erected within the confines of the State, and from
these hills on which this University now stands we can overlook the site
of that first school house, which represented the humble beginnings of the
educational interests in this Stata
We are here to pay our tribute to the public-spirited men and women
who have earnestly labored for this institution in the past. We are here
to rejoice in the years of progress, — a quarter of a century, — in which the
officers and citizens of this great State have always labored to advance the
institution of which we are all proud. We are here to show our devotion
to the cause of higher education and to the institution which is training our
young men and women for the highest type of citizenship.
The State University is the crown of our public educational system.
Following the grade and the public high schools, it is reached last by the
student in his progress to a complete education, and it rounds out and
trains all the higher faculties of his nature. It finishes the work that the
lower schools commenced, and sends into the world young men and wo-
men, earnest in purpose, full of zeal and patriotism, loyal to those institu-
tions that gave them opportunities for training and advancement. The
University conserves the cause of higher education, and its influence can
be traced in a thousand ways into every avenue of life in our common-
wealth.
As the exigencies of the occasion have demanded, the curriculum has
been changed so that the University has in all respects kept pace with ad-
vanced thought in literature, the sciences and all branches of learning, and
those who have gone forth from these halls are as well equipped for the
journey of life as those who have graduated from more noted institutions.
The purpose of a University is to train the young men and women of
our State to higher thought and nobler purpose. The student's education
has not been completed when he leaves his alma mater. It has really just
begun. But here young men and women are prepared and fitted for their
life's struggle; mad© better able to cope with existing conditions and cir-
cumstances; are given a more thorough and exalted understanding of what
is required of them as citizens, and a realizing sense of their obligations
and the responsibilities resting upon them. Our young men and women
are here receiving one of the greatest blessings within the power of the
State to bestow.
We can well imagine what will be when the half century mark is
reached in the history of this institution, twenty-five years from now. Within
these twenty-five years thousands of young men and women will go forth
from this institution, trained for intelligent citizenship, to contribute their
influence to the growth and development of our State, and the influence of
90 UNIVERSITY OF COLORADO
this institution will enter into every phase of our life. The University will
increase in numbers, in wealth, in equipment and influence, and will attain
a high position among all educational institutions, and be a potent factor
in all that makes for the future greatness of Colorado.
The University of Colorado has indeed been fortunate in the selection
of capable ofiicers to preside over its destinies, whose individual character
and whose earnestness of purpose have entered into the making of a great
university. The personality of the Presidents of this institution — Doctors
Sewall, Hale and Baker, — who were all men of high educational attainments,
character and culture, has done much to make this institution of learning
one of the best. We appreciate the work they have done. Their efficient
management has made possible its continued growth and greatness. Under
their able administration and guidance this University has grown to a posi-
tion of pre-eminence in our commonwealth, and to a place of equal im-
portance with other" State universities of our land.
The success attained in the growth of our University is indeed re-
markable when the financial difficulties it has passed through are considered.
The financial crises have been numerous, but the officers and patriotic
friends of the University have rallied to its support. With unflinching in-
tegrity and fidelity they have, time after time, overcome obstacles and bar-
riers, which to others seemed insurmountable, and have by their zealous
work saved this institution, when to others it looked as if the work already
accomplished were to be lost. Continually hampered by reason of lack of
funds, nevertheless the growth has been steady and strong. But I am glad
to state that I firmly believe that in the future sufficient provision will be
made for carrying on the work and future development of this and other
State institutions of learning, so that their growth will not be limited or
retarded.
I congratulate the officers and Regents of the University upon the out-
look for the future; I congratulate those who teach and those who are
taught, but above all do I congratulate the people of this State upon the
advantages they possess, derived from the University of Colorado.
Following Governor Orman's address there were words of greeting
given by representatives of various educational institutions. Several of
the delegates were obliged to leave on the noon train, before the close of
the exercises, but the following responded :
Rev. Dr. Gr. A. Brandelle, representing Augustana College, said :
Mr. President, Members of the Faculty, Ladies and Gentlemen: — I pre-
sume that quite a number of these delegates are present and desire to
address you at this time. In that event, I must set them an example in
the matter of being very, very brief. I have the honor, Mr. President, of
bringing to you the congratulations and best well wishes of the President,
the Faculty, and the students of Augustana College, Rock Island, Illinois.
QUARTO-CENTENNIAL CELEBRATION. 91
We are delighted to hear of the progress that you have been making during
the past ten or fifteen years. We know that you are going to make still
greater progress in the days to come. May God bless you most abundantly,
and may He grant unto you grace and strength to do the work that is set
before you, that it may redound to the glorification of His name, and to the
upbuilding of a nation of young people in this State who shall be tre-
mendously strong, both intellectually and morally.
President Wm. F. Slocum of Colorado College made the following
remarks :
Mr. President, Members of the Board of Regents, and Faculties of the
University of Colorado: — It is with very great pleasure that I brin^ to the
University of Colorado the greetings and congratulations of the Board of
Trustees, the Faculty and the students of Colorado College. It seems to
me to-day, as I think with great pride of our University, of the work which
it has done in the past, of the work which it is doing to-day, of the great
advantage to our whole commonwealth, of what it promises for the fu-
ture, that we are gathered here to congratulate one another, to congratulate
the State, to congratulate all those who love and believe in our University
for what it is accomplishing. I am coming from those who conserve the
College idea, and I am very sure that in the conserving of the College, we
are paying a compliment to the University. We compliment the University
upon its graduate courses, upon its law courses, its medical courses, its
engineering courses, because we are trying in our courses to prepare our
students the better for the work which you are doing, and doing so ad-
mirably. We take very great pleasure, and an increasing pleasure, in what
is being accomplished here at this University, and I am sure, that as the
years go by, and we build up our simple College life, we shall find more
and more that we are working together for those high ends, for those
noble purposes, that make up the movement for higher education in the
State of Colorado. It seems to me also that as we work for that end, as
we represent together that higher movement, we are producing in Colorado
that unity in the great educational movement that shall accomplish more
and more as the years go by for the evolution of our State in every respect.
So it is with sincere pleasure, it is with a profound sense of gratitude and
respect that I come here to represent Colorado College, bringing these con-
gratulations and bringing that sincere admiration for what is being accom-
plished and for what your Faculties, your President, and your Board of
Regents are doing, not only for the University, but for our whole common-
wealth.
President Z. X. Snyder, representing the Colorado State Normal
School, said:
Mr. President: — To you, to your Regents, to your Faculty, to your
alumni, to your students, to the people of this State, this is a glorious day
92 . IJNIVEESITY OF COLORADO
because out of education come the issues of life; whether it be the
man in the profession, whether it be the mechanic, or the farmer, he
ought to be a product of our educational system. I bring the greetings of
the Colorado State Normal School to you, and congratulations to you upon
the development of this institution, not so much upon its thirteen buildings,
not so much upon the objective development, but upon the development of
its character, the character of this institution. It has a will; it has a
heart; it has an intellect. It stands for ideals, and ideals that are the
pioneers of achievement; and to carry out this policy is what will make
this institution, not the institution of Boulder, not the institution of Colo-
rado, but the institution of the Rocky Mountain region. As Harvard is
the institution of New Ehgland, as Columbia is the institution of the Atlantic
States, as Chicago is probably the institution of the great middle West, and
as Kansas or Nebraska or some other institution, that of the Plains, so
it may be the institution of the great Rocky Mountain region. And I be-
lieve I am expressing the sentiments of the educational people of this State
when I say it is the prayer of this people that you may conduct the fiftieth
anniversary of this institution, and that Time may be so kind to you that
you will be hale in health and strength — this is the prayer, I believe, of
every one.
Dr. Ammi B. Hyde, representing the University of Denver, made
the following remarks :
It was my fortune to stand by a tree, the record of which is this:
That it burst the surface of the ground when Alfred was King, and, when
Edward the Elder was upon the throne, it was a shrub in early and health-
ful growth. I stood by that splendid growth and thought what storms it
had resisted, with what winds it had wrestled, what sunshine had fallen
upon it, what dews and rains had cherished its growth, and, as I stood
there, it seemed to bear in itself the visible record of that long period, a
thousand years. I think that it was something like this which the speaker
of old had in his mind when he uttered that hearty wish, that as one's
years, so his strength might be. This is the sentiment of the University
which I have the honor of representing, towards this institution, and the
men who make it up — ^that, as its years, so its strength may be.
We wish you many long years, the joy of many generations, on this
magnificent site with this background and foreground so contrasting and
so grand, and this fair town clinging around — here may this institution
prosper and its thousandth year be as this year, only far more abundant.
Honorable Joseph C. Shattnck, a former Regent of the University,
was the next speaker :
Mr. President, Members of the Faculty, and Board of Regents of the
University of Colorado: — I bring to you especially a kindly word of greet-
ing from the Board of Trustees of the University of Denver, whose repre-
QUARTO-CENTENNIAL CELEBRATION. 93
sentative J am, but as the institution has been so fittingly represented by my
predecessor, 1 trust you will excuse me for a brief word upon other lines.
I devoutly thank God that I have lived to see this day. I knew the Univer-
sity of Colorado at its very beginning, when it was a tottering, trembling
infant. I am glad to greet it to-day, a full grown young man, rejoicing in the
strength with which it is starting to run its race. I knew it when it was
hardly known outside of the county in which it was situated, and the coun-
ties immediately surrounding. I am glad to greet it to-day, when its fame
and its credit are not limited by the bounds of our own common country.
There is an old friend living here in Boulder. I haven't met him to-
day, the Honorable James P. Maxwell. The younger people may forget,
and so I say to you, lest we forget, to that noble man more than/ to any
other, perhaps to all others, you owe the first appropriation that was voted
out of the public treasury, the Territorial treasury. In 1874, I had the honor,
and it is an exceedingly pleasant memory, to sit beside Mr. Maxwell in the
Territorial legislature, and help him, as best I might, in fighting that first
appropriation of $15,00u through, in spite of opposition and improbability of
success.
The institution of learning organized here twenty-five years ago entered
the only door of education that was open. It has been busy since
then opening doors, doors that have let it in to lines of education, as Presi-
dent Schurman so beautifully marked out, in close sympathy with the peo-
ple, educating young men and women, not exclusively in the old branches
which made a liberal education twenty-five years ago, but in those which
bring them into touch with the people among whom they must live. I give
honor to those who laid the foundations here. I rejoice in those who are
enjoying the fruition of the hopes of the founders and I close with the sen-
timent from George MacDonald: "The old days will never return, because
they would be in the way of the new and better days, whose turn it is."
Judge Owen LeFevre spoke from his place in the audience sl^:
follows :
Dr. Sewall, who was appointed by President Angell with myself to
come here to represent the University of Michigan, did what may be always
expected of a member of a Faculty, insisted on somebody else doing his
work. Last night, he insisted that I remain indoors because I was not
well, and this morning, with a characteristic which is found among Facul-
ties, he insisted that I take the train in a snowstorm to be here. So in
order to convey the good will of my own Alma Mater, and to do that which
President Angell, the friend of all students, and especially of his own boys,
has asked, I am here to give you the greeting of a sister institution which
has struggled through more years of adversity than this, which had for
years a greater hardship in the then Northwest than you have in the Rocky
Mountains, and yet to-day stands perhaps foremost of the educational insti-
tutions, the co-educational institutions. She has grown with her years, and
94 UNIVERSITY or COLORADO
she extends to you the same cordiality that she has met with as a State in-
stitution, supported by the people. Mr. President, to have done all that you
have done certainly means great honor to yourself and to those who have
represented you, as well as your associates.
Professor Laurence Fossler of the University of Nebraska responded
.in the following language:
Mr. President, Members of the Faculty, and Friends: — I come out here
as a man of the plains to the men of the mountain, and women of the moun-
tain, too, to bring you the hearty congratulations of our institution. We
met you a few weeks ago, and we intend to do so again. I come out here
this morning to join in a regular love feast. A few years ago, some five or
six years ago, we were celebrating a similar occasion down at Lincoln, and
we too, had expressions of kindly feeling, of congratulation on what we had
done, and I think we deserved it just as much as you do. I come out here,
and I find that the same spirit of broad, liberal love for the higher things
in life is extant in the State of Colorado. I was told when I came out that
I should not fail to take the car, "Seeing Denver," because in that way, I
could see the whole city for a quarter and have a guide thrown in, and I
availed myself of that opportunity. The guide certainly knew his business
pretty well, for he pointed out this millionaire's residence, and that mil-
lionaire's residence, and he told me how many millions this block cost,
and how many millions that block cost, and how many miles of street cars
they had, and in fact, my head fairly swam with the figures he gave me. I
jotted some of them down that I will produce when I get back home. And
yet, ladies and gentlemen — I think I am speaking the sentiment of you all —
I am convinced that it is not millions, that it is not street railways, that
it is not blocks, that it is not gold mills, that it is nothing of the sort that
makes life really worth living, but it is the work such as is done by your
institution and by our institution and by all the institutions of similar
grade over this broad land. It is the spiritual things of life, the love of
truth, those things for which this University stands, that make life worth
living. I rejoice to hear the admirable report which we have had of the
progress that the institution has made, because it shows that the people of
the State of Colorado are appreciating what is being done, and in twenty-
five years from now, yes, in ten years from now, you will find that the
graduates of this institution will have pushed into the professions, will
have pushed into the legislature, will have pushed into business everywhere,
and thus they will give a moral tone, an intellectual tone, an artistic tone to
society of the commonwealth of the State of Colorado, which will repay a
thousand-fold for the money that she is putting into their education. Mr.
President, I again repeat that both the University and myself personally
extend to you, and to your faculty, our heartiest congratulations.
QUARTO-CENTEI^NIAL CELEBRATION. 95
Lieutenant-Colonel J. W. Pope, representing the United States
Military Academy, spoke as follows:
Mr. President, Ladies and Gentlemen: — It is entirely fitting that an
institution like West Point Military Academy, which has sent out so many
of those oMcers of the Army who have distinguished themselves in the
long struggle resulting in the "Winning of the West," should be rep-
resented at the Quarto-Centennial Celebration of one of the greatest insti-
tutions of learning in the rapidly developing section of the Republic. West
Point makes no exclusive claim to the honor due to the United States Army
for its patient, arduous, and laborious work in the long battle of civilization,
but its martyrs to that cause dot the plains from the Canadian/ border to
the Mexican frontier,
I fear we are accustomed to over-estimate the relative value of the
abounding evidences of present and recent achievement , in all directions, but
you men of learning must know that, as it is the mysterious working of
nature's forces upon the unpretentious seed in the dark and damp of the
unseen underground, which chiefly brings forth the beauteous flower and
fruitful grain, so it was the hard, rough task performed by the rugged
pioneer, aided by the strong arm of the soldier, which prepared the way
for the present high stage of development of the Great West in the arts,
sciences, and industries.
For eighteen years, as a Lieutenant of General Miles' regiment, the
Fifth United States Infantry, I was identified with the fighting force of the
Army in the West. My first station was Fort Lyon, Colorado, and within a
few months, I joined the expedition of Carr and Penrose, which lasted during
the winter of 1868-9. In the summer of the latter year, came the expedition
from Kit Carson, Colorado, against Indians who had murdered workmen of the
Kansas-Pacific Railroad; afterwards my company guarded that road when the
so-called Denver Extension was completed to Denver. In 1873, my company
was sent to quell an Indian disturbance on the Cucharas at the foot of the
Spanish peaks. In 1874-5, we were engaged in the campaign under Miles
against the combined tribes of the Indian Territory Indians which lasted
nearly a year. In 1876-8, we were at war with the Sioux and Northern Chey-
ennes, following the Custer massacre. All this is only a fair sample of a
regular army oflacer's life in those "piping times of peace."
Such work must have engaged the interest of the Army officer in the
field of his labor and, together with most of the line officers of the Regular
Army, my interest has ever been with the Great West. So when my friend^
Colonel Mills, Superintendent of the United States Military Academy at West
Point, requested me to represent our renowned old Alma Mater at this
Quarto-Centennial of the great University of Colorado, it gave me genuine
pleasure to come and tender the greetings and congratulations of that old
and distant institution to this comparatively new but fiourishing University
of one of the most progressive States of the Union.
96 UNIVEESITY OF COLORADO
I do this with all sincerity, knowing that such felicitations must be ap-
preciated as coming from an institution which has sent forth so many of its
alumni to water with their blood these fair plains to see spring forth from
the sacrificial altars of their graves, not armed men, but noble institutions
of learning, great manufacturing establishments, and all the arts and in-
dustries of peace.
Mr. Van Epuse, representing William Jewell College, responded as
follows :
I will speak from the floor, if you will excuse me. For twenty years
I have been connected with the school interests of the State of Colorado.
My work has been in the public schools. I was here when this building
first cast its shadow. I have been connected with the State's educational
interests ever since that time, and to-day I am closely connected and allied
with the institutions at Colorado Springs, and it gives me great pleasure,
Mr. President, to offer the congratulations from my Alma Mater for the suc-
cess and the continued success of this institution. I thank you.
President Baker asked Professor Jackson to say a word for the
University of Wisconsin, in addition to his address of the day before.
Professor Dngald C. Jackson, of the University of Wisconsin, made
the following remarks:
Mr, President, Board of Regents, and Ladies and Gentlemen: — I come
from a University which recently completed its second quarter century, a
University like this, practically framed in the Constitution of the State,
and supported by it, a University which went through days of darkness
and struggle, which I am sure this University has met, but which has
come to a stage of accomplishment that may be emulated by all of our
State Universities. I find here, — I had never visited here — but I find here
the same democratic spirit for scholarship among the people, which has
given the State Universities a place in the hearts of the people and has
made these Universities a power for good. I met you first as a stranger,
or I thought I did, but was greeted by the slogan which is recognized as
the yell of the University with which my teaching life has been connected,
a slogan which has become practically that of a great State, a sister State,
and I must say that I felt that I was amongst friends. Under such circum-
stances, I am particularly pleased, Mr. President, to' congratulate this Uni-
versity upon its great past, upon the achievements that it has brought forth
in the past, upon its position in the present, and particularly also to add
our hopes and -our kind wishes for those things which we know are coming
to you in the future, and which you will bring to this great State of the
Union, and to the nation.
QUAETO-CENTENNIAL CELEBRATION. 97
President Baker annouiiced that our own Professor Brackett had
been selected to speak for Yale.
Dr. Brackett spoke as follows:
President Hadley would gladly be here in person to convey the
heartiest congratulation of the officers of Yale to the Regents and Facul-
ties upon the completion of twenty-five years of remarkably successful work
in the interests of higher education. The relations between the two Uni-
versities have been very cordial. He remembers with pleasure the services
of each University to the other. Yale is the Alma Mater of Mr. Charles
Rowland Dudley, whose labors for the University have been conspicuous in
the Board of Regents, while at least three of her graduates, including Pro-
fessor Maurice E. Dunham and Dr. Charles G. Osgood, have been members
of the University Faculty,
He remembers, too, that the debt is not all on one side. He bears in
mind students from the University of Colorado who have won distinction
at Yale, as Mr. Charles Studinski, the intercollegiate debater, and Mr.
Eugene Heitler Lehman, a writer and speaker of rare power. He does not
forget the services of the late Guy Van Gorder Thompson, Ph. D,, instructor
and tutor in Latin at Yale from 1892 to 1897, and a most respected member
of the Yale Faculty. Dr. Frederick Lincoln Chase, the assistant astronomer
of Yale University, also received his education at the University of Colo-
rado, and both by his character and ability as a scholar has reflected great
credit upon his Alma Mater.
Rev. Theodore T. Munger, D. D., senior member of the Yale Corpora-
tion, adds to his congratulations these words: "I have always felt that
there is no better place for a man to serve his country and the kingdom of
God, than in a Western University. You certainly are near the center of
the country and at the top of it."
Yale having rounded her two hundred years sends greetings and con-
gratulations to Colorado upon the completion of twenty-five. The ocean
rejoices in the young glory of the highland; the highland needs the deep,
and the deep needs the highland.
Mr. Frank E. Shepard, representing the Massachusetts Institute of
Technology, spoke as follows :
Mr. President: — I wish to convey to you, the members of your Board
and Faculty, the cordial congratulations of the Massachusetts Institute of
Technology of Boston, Massachusetts, and its President Mr. Henry S.
Pritchett. Mr. Pritchett wrote me recently, expressing his great regret that
he could not be here on this occasion. This institution stands for the edu-
cation of engineers, and interests in the practical arts and sciences. It has
sent out a great many graduates to this State, and we are rejoiced, as en-
gineers, that there is an institution here which will allow the young men
98 ^ UNIVERSITY OF COLORADO
of our state to become more proficient in the practical arts. I am very glad
to convey to you these cordial congratulations from Massachusetts.
Dean Hellems announced as follows :
Owing to lack of time; I omit most of the letters that I had hoped to
read to you. Most kindly and cordial expressions of regret were received
from President Roosevelt, Dr. Harris, the Commissioner of Education, and
from eminent statesmen, educators and churchmen throughout the country.
Nothing, I think, could be more gratifying than the attitude that has been
assumed by every friend towards our celebration. At the request of the
Faculty, I will read two or three rather typical letters, one from President
Northrop of the University of Minnesota, one from the President of the
Ohio State University, one from President Angell, the veteran head of the
University of Michigan, and one from President Jesse of the University
of Missouri. President Hadley of Yale sends an especially cordial letter.
A genial greeting from the Reverend Dr. Caverno, an old and staunch friend
of the institution, is particularly welcome. I should like to say that if there
ever was any feeling, even of hesitation, on the part of the clergy toward
the State University, judging by the letters received from clergymen who
could not be present, the feeling has entirely vanished and clergymen rec-
ognize that education and life are one, and that the State University, while
working out the problems of education, is working out the problems of
life and religion as well. I will close with a most cheerful letter from Dr.
T. W. Stanton, of the Class of '83.
QUAETO-CENTENNIAL CELEBRATION. 99
SATURDAY AFTERNOON
THE ALUMNI DINNER
TOASTS.
Toastmaster : Richard H. Whiteley, Class of ^82.
"Welcome the coming, speed the going guest.^' ,
— Homer.
The Pioneers of Colorado Me. Hugh R. Steele
"By the work one knows the workman."
— de la Fontaine.
Early Struggles for a University at Boulder
Hon. James P. Maxwell
"When the fight begins within himself
"^ A man^s worth something."
— Browning.
The First Ten Years Ex-President Joseph A. Sewall, LL. D.
"While there is life, there's hope, he cried."
—Gay.
The Fnture of the University of Colorado .... Hon. David M. Richards
"There's a good time coming, boys !
A good time coming."
— Mackay.
Mr. Whiteley, presiding as Toastmaster, spoke as follows :
Not to interfere with the closing up of the lunch, and yet to obtain
all the time possible before trains and such worldly affairs, I desire to open
the ceremonies and to recall the words that we learned in the University of
Colorado before the beginning. The old master said, at the feast of his day,
when Agamemnon and Achilles were fighting their troubles at other times
than after they had satisfied their hunger, "First the feast, and then the
council," We come now to the council.
In the beginning, when Adam and the class of '82 were without com-
petitors, I can recall that my class felt that when we had a Professor of
all the sciences, Dr. Sewall, and a Professor of all the languages. Professor
Dow, and a text book on Modem Languages, imtil Miss Rippon came to act
as Professor of ail the Modem Languages, that when we had Professors
of such broad attainments, naturally we had students of broad attainments
LOFC,
100 UNIVERSITY OF COLORADO
likewise. So it is, that when I think of the class of '82, I realize that they
have had no real competitors. I can see that naturally the Faculty and the
class traveled in double harness, and I can realize, when I look into the rear
of the World's Almanac and see nay;, name, by some ghastly joke there
inscribed as the oldest living graduate of the University of Colorado, that
they are giving, at this Quarto-Centennial of the University, respect to years,
of course. Not to detain you by telling of excellencies that all of you must
see, when you meet a member of the class of '82, I pass to remind you that
in the beginning there were people who ruled themselves before they were
ruled. I speak now of the pioneer days of Colorado, because, remember,
they tell me, and with a semblance of fact, that there were men in the
State before the class of '82, and it is of those men that we are going to
hear to-day. I can think, perhaps, of what is known as provisional govern-
ments, of which the United States has had but one, and I am reliably in-
formed Colorado had one. It was organized in the fall of '59, by our sturdy
pioneers. Later, you may recall, in '61, or thereabouts, the Government at
Washington arranged things for us, but we got together and selected a
ruler, a governor, a provisional governor, the first, the only "E pluribus
unum" as we would say on the shield, and that provisional Governor was
Robert W. Steele. He served his term well, and served more days, and
was finally called to higher jurisdictions. But he left a son, and that
son has been selected by those who were here back before the class of '82,
in *59 and '60, aye, even in '58, perhaps in a tent or a camp wagon. They
have formed the Pioneers' Association of Colorado, which association has
selected a President, and that President is Hugh R. Steele, the son of our
Provisional Governor, who is here to-day, and will tell us something of
the pioneers of Colorado. Mr. Steele:
Mr. Hugh E. Steele responded to the toast, as follows :
Mr. Toastmaster, and Ladies and Gentlemen: — At a meeting of the
Colorado Pioneers' Society held in order to act upon a courteous invitation
issued by the Regents of the State University, two' delegates were chosen
to represent that Society upon this occasion. I had hoped that my colleague,
who was selected, would be here at this time, in order to respond to this
toast. General Frank Hall, of Denver, was selected as the other delegate,
and only his arduous duties there, I am confident, have detained him from
being here on this occasion.
Ladies and gentlemen, I have been assigned an important subject, and
I realize my shortcomings, as never before, in attempting to respond to the
subject. The Colorado Pioneers, and with it the sentiment, "By the work
one knows the workman." Ladies and gentlemen, so far as the work of
the Colorado Pioneers is concerned, the evidence is all around you. Their
monuments extend from the boundaries of the north to the boundary line
of the south. Our magnificent cities, our railroads that span the State in
all directions, the opening up and development of every industry in Colorado,
QUAKTO-CENTENNIAL CELEBRATION. 101
aye, the building of this magnificent University, are all of them monuments
to the foresight, the perseverance and the energy of the men who laid the
foundations of this magnificent commonwealth.
Ladies and gentlemen, if you could have seen this country when these
men and women arrived at the base of these mountains! A more sterile
looking and more uninviting prospect it would be hard to find. But these
men and women who came here brought with them the energy to found a
new State and a new commonwealth. As the beaver, when removed from
its native haunt to a strange location, will immediately set about to secure
the materials to build a new dam and a new home, sO' these men and women
who came here to the base of these mountains, with that instinct that be-
longed to them as a people, at once set about to lay the foundations for a
new government, and to found those institutions characteristic of our civiliza-
tion. Within a few months after their arrival, a form of government had
been created. They felt the necessity of this, as they were five hundred
miles from the boundary of civilization. Within a short time after this,
an act was passed by their local Legislature, setting up a University
for the Territory of Colorado. Out of this little beginning has grown this
magnificent institution, whose twenty-fifth anniversary we are celebrating
at this time. I congratulate you, ladies and gentlemen, I congratulate the
people of Colorado, upon this, the twenty-fifth anniversary of the opening
of this institution, and I trust, ladies and gentlemen, that you will pardon
m^, if the Pioneers of Colorado assume to themselves some of the credit
that certainly belongs to its upbuilding. It certainly is wonderful; it cer-
tainly is magnificent that in forty-four years of existence of this Territory
and State, such grand results have been achieved. I assure you that the
Association to which I belong, the Pioneers of Colorado, are especially
proud of this institution. Residing here, as the pioneers have, during all
the period of the existence of this University, they have seen as perhaps no
other portion of the population of Colorado has seen, the struggles through
which this University has passed. They have noted with chagrin and re-
gret the occasions when the University seemed to have been almost upon
the point of going upon the shoals of dissolution, and felt indignant that it
was at times almost forced to shut its doors for lack of support. Let me,
on behalf of the Pioneers, hope that at no future time the occasion may ever
arise when the people of the State, and the Pioneers also, may have any
cause to feel alarmed that this institution shall fail to receive the support
to which it is entitled. And now, ladies and gentlemen, let me say a word
as to the future of this institution, because it, different from the society
to which I belong, has a long future before it. The University of Colorado
will exist and will prosper, I trust, when the Pioneers of Colorado shall have
passed away. Let me hope that in the future, instead of thirteen buildings
that now adorn these grounds, and instead of a few hundred students here
attending, the day may come when this campus shall be covered with build-
ings from end to end, when thousands of students shall gather here. And,
102 UNIVERSITY OF COLORADO
as they wander over these grounds, I trust they will remember the men
who. laid the foundations for the upbuilding of this institution. I trust that
as the days and the years pass on, this University will flourish gloriously,
and that each and every one of the students gathered here will be able to
say from his heart, "Thank God that I, too, am an inhabitant of the State
of Colorado, and a student of the University of Colorado."
roUowing Mr. Steele's remarks, Mr. Whiteley spoke as follows :
I am reminded by the speaker that thel'e were men before Adam and
the class of '82. I am reminded, too, of one of our old colored ministers
who was graduated from slavery into the pulpit, and was teach-
ing some of his flock something of those early days back with Adam
and us, and he said, "When de Lawd^ade de fust man, he set him up agen
de fence to dry." "Who made dat fence?" came from the rear. "Put dat
man out. Such questions as dat will destroy all the theology in the world."
But it seems there were men who made the fence, and to them, the class of
'82 freely pays its tribute.
I regret, indeed, more than I can convey to you, that there are disap-
pointments of to-day, as well as of yesterday, when the class of '82 were
expecting appropriations. One of these comes upon us in missing from
our circle, the Honorable James P. Maxwell, to whom so glorious a tribute
was paid this morning, and I can assure you that when you fail to see Mr.
Maxwell here, you can be certain that no engagement of business, or of
pleasure, could have called him hence, but one of those impossible, almost
inscrutable, accidents or concurrences that demand his presence.
Perhaps I may be allowed to use a moment of Mr, Maxwell's time in
speaking of the things we learned back in the early days. Duty, good citi-
zenship, was taught by those men, back before the Flood, with the class of
*82, obedience to law and respect to those in authority — an easy lesson to
early students, because of the lovable nature of those above us. And so
well was it learned that though the precepts of the class room have in great
part faded from our memories, the respect for our teachers which ripened
into love, was so deeply implanted that Time has been impotent to tear
from it a shred of its color, or a trace of its vigor. The pioneer President
of the University of Colorado^ — the heart of every pioneer student will re-
spond with throbs of harmony to the sentiment: "May you never hear of
trouble until you are wanted at its wake" — Dr. Sewall, the first President
of the University. It matters not how broad may spread the branches of
our Alma Mater, there can nothing develop of grandeur or beauty that was
not inherent in the acorn you planted. Dr. Sewall.
In response to the toast, Dr. Sewall spoke as follows :
Mr. Toastmaster, Ladies and Gentlemen: — I am asked to respond to
this toast, "The First Ten Years of the Life of the University." The first ten
years of the life of the University saw —
' QUARTO-CENTENNIAL CELEBEATION. 103
"iron dug from central gloom,
And heated hot with burning fears.
And dipt in baths of hissing tears,
And batter'd with the shocks of doom."
That's what Tennyson says life is, and if it is true, the University of
Colorado, in its first ten years, saw a most strenuous life. And if you were to
ask me, my friends, what ten years of my life were most filled with sadness,
disappointment and sorrow, it is the years that I spent here upon these grounds.
Not without the glorious beams of sunlight of which others spoke, but on the
whole, they were somber. I tell you that there were a great many things you
all ought to know that I haven't time to tell you. I know that I sat upon the
stone of these grounds and thought of what Peter Gottesleben said, "I pity
Dr. Sewall." "Why?" said his friend, "Because he must either be God or
fail." "Why?" he said again. "Because if he succeeds, he's got to make
something out of nothing." It was a little irreverent, but I sometimes think
it was almost logical. Now, I have sat there and thought about the pros-
pect, and have read the letters from our friends back where I came from
begging me to come back to the old institution, until I would reflect and
say, "No, that would be cowardly, and what there is before you — " well, and
then — the tears would come, and I couldn't help it. I know it was foolish.
It was wasteful of water, and you know the wasting of water in this coun-
try is an absolute crime. I can tell you what I never told any one in my
life before, not even members of my own family. I used to think, "How shall
I get out of this? I can't see a bright future," And I couldn't. I will be
honest with you. I couldn't. I tried to be hopeful, but it was bitter work,
but there was one thing that I derived a great deal of consolation from.
The family to which I belonged consisted of six members. They all died
but myself before reaching the age of fifty, and I said, "Well, here I am
forty-seven, going on forty-eight, and I guess there will be a way out of it
after all." I tell you there were a great many troubles that you know noth-
ing of, and a great many things for which I am thankful, I shall never
cease to be thankful to the Boulder people who loaned the planks that built
the platform upon which stood the class of '82. I remember another year
after this class graduated, one of the members of the graduating class,
having passed his examinations all very well, came to me and with a very
sober look, said, "I shall not be able to graduate." Said I, "Why, sir? Why?
What's the matter?" And he put in the same excuse that Adam did when he
and Eve had been caught in that apple eating affair. He complained in
the same way, "Nothing to wear." It was very important, because if he
had failed to graduate, just one hundred per cent, of the graduating class
that year would have failed to stand upon the platform. Well, I told a
good lady friend of mine, God bless her, and so when Tim stood up there,
his suit was just as black, and as well fitting, as any graduate could have,
and I have been told that Tim has worn that suit for a dress-up suit ever
104 UNIVERSITY OF COLORADO
since, but I couldn't say about that. When I think of those boys, when I
think of Tim, I say, "You are rewarded somewhat for all that labor." I
want to tell you about Tim. When Tim digs into the ground somewhere
among the shale, and he has found something, and he says, "This is
Inoceramus,' " all the paleontologists of the world simply bow and repeat
Inoceramus.' Tim Stanton said so, and that ends it." But summing this
all up, I told you there was a great deal of sunshine, notwithstanding the
clouds. In the ten years that I was connected with this institution, I never
received anything from any student but kindly, hopeful, cheerful, encour-
aging words. I wish that every one of them might be here, that I might
pour out my whole soul to them in thanksgiving for all the kindly words
they have said to me during those ten years, and isn't it something to be
proud of? I don't know that I had anything to do with it, and yet, I feel it
is something to be proud of, to be the head of an institution that has turned
out so many men that stand high in the educational world, that have won a
State or even a national reputation. I say the University of Colorado has
furnished more such men in proportion to those that have attended the
institution than Harvard, or Yale, or Columbia, or Michigan, or all of them
put together, in the last twenty-five years, and I say that is something
to be proud of. What I have to say about the past — there is a big gap, and
I think the toastmaster made a mistake, perhaps, in calling upon me to
speak of the past. He should have called on some elderly gentleman and let
a young, bright, hopeful man like myself speak for the future, because there
is something inspiring in the thought of the future, and it is to the future
that we all look and hope for great things. Especially, young men, let me
say to you, that the development of the University of Colorado, in the last
twenty-five years, or say fifteen years, has been wonderful. Let me say a
word, what I meant to have said when speaking of the discouragements.
One thing was the keeping up the name and reputation of our institution of
learning called a University. Once there was a man down in Southern
Illinois, of not much account, and he started a tavern, got a log cabin on
the cross roads, and put up a sign "Tavern." He waited three weeks. By
and by a man drove up horse-back, jumped off, and said, "Put my horse
in the barn, and give him some oats." The man said, "Stranger, we don't
keep oats." "Oh, well, never mind, give him hay." "Stranger, we don't
keep hay." "Well," he said, "do the best you can. And give me some ham
and eggs." "Stranger, we don't keep ham and eggs." "Well, then a bowl
of bread and milk will do." "We don't keep bread and milk." "Well," said
the man, "What in do you keep?" "Keep?" he said, "Don't you see I
keep tavern?" I say that is very much the condition that we were in. A
stranger comes — "Like to see your library." "Well, stranger, we haven't
got a library." "I would like to see your apparatus, physical apparatus."
"Well, stranger^ we haven't got any physical apparatus." "I would like to
see your chemical laboratory." "Well, stranger, we haven't any chemical
laboratory." "I am interested in Greek. I would like to hear your class In
QUARTO-CENTENNIAL CELEBRATION. 105
Odyssey." "Stranger, we haven't any Odyssey." "Well, what in thunder
have you got?" "Got? Why we have got a University,"
I wanted to say just one word more, and I will be through. As the
time goes on, events culminate very rapidly, and the world is going to see
greater changes in the next fifteen years than it has seen in a hundred, and
what is wanted, and what is needed most of anything that I know of, is
directed minds. We do not need the brute force. We do not need the
impulse. That is given, that is already furnished. Instinct itself furnished
it, but the world, the masses of the world are waking up to this idea. What
is wanted is a man, strong, broad minded, directed, — a man that no in-
fluence can turn from the right; a man that is strong, and so transparent
that every hod-carrier can see right through and through him, and such
men, in the times that are coming, and are near at hand, are worth millions
of dollars to this community and to this State. And so, the last word that I
may say to you (I have spoken longer than I intended), is, be good, be
straight, be earnest, be honest, be strenuous, and then, when you have seen
the results of your labors as such men, and when you reflect that much of
the impetus of such a life, comes from the institution here, then you can,
on your dying bed say, "I am thankful for what was put into me by the
Faculty of the University of Colorado."
The Toastmaster next said :
Again we meet a disappointment. While I must condole with you on
the absence of the Honorable David M. Richards, who was to address us, and
is detained by sickness, I congratulate you that I have the nerve, not to
speak of the will, to call on General Irving Hale to respond to the toast, "The
Future of the University of Colorado."
General Irving Hale responded as follows :
Mr. Toastmaster, Ladies and Gentlemen: — I am not in the habit of
starting in on an extemporaneous speech, on which I have devoted two or
three weeks of preparation, to apologize for my unprepared condition, but
in this case, I can truthfully say for once that I had no idea of saying any-
thing when I came here. I am very glad to be with you on this occasion.
The University of Colorado is very near to my heart, on account of its
entire history, on account of the early labors of my old friend. Dr. Sewall,
in starting it into existence, and providing for it through the early and
tempestuous stages, on account of the great work of my old High-School
teacher in Denver, Dr. Baker, who has brought it up to its present state
of high efficiency, and also because of the fact that my father gave to this
institution the last five years of his educational career, and did what he
could, did his share in placing it upon a solid foundation. I congratulate
you most cordially on the splendid growth of this University, and on this
exceedingly pleasant celebration, which you have just concluded, and which
began with two days of golden sunshine, typical of one of the colors of
106 UNIVERSITY OF COLORADO
your University, and has ended on the last day with the other color, the
silver of the freshly fallen snow. Mr. Steele's reference to the early days
and the condition of this country when the pioneers came here, and also
Dr. Sewall's relation to the early struggles of this institution, remind me of
that story that Col. Ingersoll used to tell in one of his lectures. He dreamed
he died and went to Heaven, and he wandered around the golden streets
and crystal palaces. They didn't exactly strike his fancy, and he began
to make inquiries about the other place, and asked if there was any way
of getting there. They said, "Oh, yes, the electric cars run every half
hour." So he jumped on an electric car and went over, and found the most
delightful place, roses and fountains and rivers, and he traveled along and
met two men and got into conversation with them, and found they were
Voltaire and Paine. He said, "Why, this isn't such a bad place after all."
"Oh, no," they said, "Not now, but you ought to have seen it before we
came here."
This subject. The Future of the University, might, I presume, be con-
sidered a very easy one, for the reason that when a man talks of the past,
he must confine himself to facts, but when he talks of the future, he can
give his imagination free rein, but as I must catch this 4:20 train, you are
guaranteed against the imposition of any long address. I will not attempt
to enlarge upon the benefits and requirements of education, all of which have
been so fully and eloquently discussed, both this morning and this after-
noon, but I think perhaps they can be summed up pretty well in a remark of
that eminent educator, Mr. Dooley, in his imaginary address to the College
Presidents. He said, "Your education has not destroyed all the evils of
the wurrld, and nobody asked you to." And in reply to Mr. Hennessey's
question, "Do you believe in education," he said, "Yes, but not as a dhrug."
And so I think we all agree that education is not a drug, a cure of the dis-
eases and ills of mankind, but it is the food and exercise which builds up
the brain and leads it into a healthy and active life, and that is the province
of this University. As for its future, we can only say that it is commen-
surate with the future of this great Western country. There is no need
of expanding on the great resources of this region. We all know them. We
have the precious metals, gold and silver, the other metals, lead and copper
and iron, and great coal beds and building stone and brick and timber and
cattle and agricultural and horticultural facilities which are limited only
by the limits of irrigation (this, by the way, is part of the speech that I
prepared for the Real Estate banquet last Monday night). The province of
this University, and of our entire school system, is to educate and turn out
men and women who can develop all those resources and more. We want
engineers to build railroads, and tunnels, and to get the metals out of our
mines. We want lawyers to get the miners and the farmers out of their
diflBculties, or get them into them. We want doctors to treat the invalids
who come to us from Eastern states. We want ministers. We want all
the professions, but more perhaps than all that, we want to turn out men
QUAETO-CENTENNIAL CELEBRATION. 107
and women wlio will go forth into every walk of professional and business
life, and will disseminate through the entire mass the leaven of education
and intelligence, men and women who will not only develop our resources
and make this Western country great in a material way, hut men and women
who will raise the standards of citizenship, who will give us good govern-
ment, and who will make this Western country truly typical of Western
Americanism.
Mr. Whiteley closed with the following remarks :
It now becomes my duty to offer a word of felicitation on the fact
that we have those who might be heard from, of the University
alumni. Regretting that we cannot receive something from some of the
brilliant lights kindled at these altars, I can say to you, perhaps in the lan-
guage that I would use were I dismissing a banquet of Greek letter society
men, in the language of the widow's inscription on the monument above
her deceased husband's grave, "Rest in peace until we meet again,"
108 UNIVERSITY OF COLORADO
DELEGATES.
The following institutions appointed delegates to attend the Quarto-
Centennial celebration :
Aagustana College, Illinois — Eev. Dr. Gr. A. Brandelle.
Carlton Callege, Minnesota — Eev. W. S. Hunt.
Central College, Missouri — Mr. T. Berry Smith.
Colorado Agricultural College — President Barton 0. Aylesworth,
A. M., LL. D.
Colorado College — President William F. Slocum, D. D., LL. D.
Colorado Normal School — President Z. X. Snyder, Ph. D.
Colorado School of Mines — President Charles S. Palmer, Ph. D.
Columbia University — Frederic S. Lee, Ph. D., Adjunct Professor
of Physiology.
Cornell University — President Jacob Gould Schurman, D. Sc,
LL. D.
Leland Stanford Junior University — Martin H. Kennedy, A. B.
Massachusetts Institute of Technology — Mr. Frank E. Shepard.
St. Louis Law School — Frederick N". Judson, M. A., LL. B.
United States Military Academy — ^Lieutenant-Colonel J. W. Pope,
U. S. A.
University of Chicago — Frank Frost Abbott, Ph. D., Professor of
Latin.
University of Denver — Ammi B. Hyde, M. A., S. T. D., Professor
of Creek; Hon. Joseph C. Shattuck, Ph. D.
University of Idaho — President James A. MacLean, Ph. D.
University of Iowa — Chief Justice John Campbell, M. A., LL. B.
University of Maine — Mr. Frank E. Kidder.
University of Michigan — Judge Owen E. LeFevre; Henry Sewall,
A. M., M. D.
University of Missouri — President Richard H. Jesse, LL. D.
University of Nebraska — Laurence Fossler. M. A., Professor of
Germanic Languages.
University of Texas — William M. Wheeler, Ph. D., Professor of
Zoology.
QUARTO-CENTENNIAL CELEBRATION. 109
University of Wisconsin — Dugald C. Jackson, C. E., Professor of
Electrical Engineering.
William Jewell College, Missouri — Mr. Van Eonse.
Yale University — Professor J. Raymond Brackett, Ph. D.
HISTORICAL DATA.
The University opened September 5, 1877, with two instructors and
forty-four students. Dr. Joseph A. Sewall was President, having been elected
on the 28th of the preceding March. There were two departments. Normal
and Preparatory. In later years the Normal School was dropped and the
Preparatory School removed from the Campus and given a separate organ-
ization, grounds and building.
The bill for the establishment of the University was introduced in the
House October 26, 1861, by Hon. Charles F. Holly of Boulder County. In
1868 substantially the same bill was re-enacted.
On January 29, 1870, the Trustees met at Boulder and organized under
the law.
In 1871 the University Campus, fifty-two acres, was donated by Marinus
Gr. Smith, George A. Andrews and Anthony Amett, all citizens of Boulder.
In 1874 the Territorial Legislature appropriated $15,000 for the Univer-
sity, on condition that citizens of Boulder would subscribe and pay into the
treasury an equal sum. This condition was met and in May, 1875, the en-
tire $30,000 was placed to the credit of the University. In March, 1875, Con-
gress had set apart seventy-two sections of public land within the Territory
for a University endowment fund. In the following September the corner
stone of the present Main Building was laid with imposing ceremonies; in
April, 1876, this building was completed and formally accepted.
The Constitution of Colorado, adopted in 1876, provided that the Uni-
versity should become an institution of the State. The first General As-
sembly provided for its organization and set apart a one-fifth mill levy for
its support. On December 26, 1876, the first meeting of the newly appointed
Board of Regents was held in Governor Routt's office in Denver. At this
time the population of the State was 135,000 and its assessed valuation was
$44,180,205.
In 1878 a Collegiate department was opened with ten freshmen. A
Classical Course and a Scientific Course were offered; a Latin-Scientific
Course was added three years later.
In May, 1882, the first degrees were conferred: D. D., W. E. Hamilton;
B. A., Henry A. Drumm, Oscar B. Jackson, James J. McFarland, John J.
Mellette, Harold D. Thompson, and Richard H. Whiteley.
The Medical School opened September 5, 1883,
110 UI^IVERSITY OF COLORADO.
November 5, 1886, Horace M. Hale was elected President, to begin
service July 1, 1887.
Woodbury Hall was opened September, 1890.
The Hale Scientific Building was partially completed in 1891.
In January, 1892, James H. Baker entered upon his duties as President.
In September, 1892, the Law School opened, Judge Moses Hallett being
Dean.
In the fall of 1893 the School of Applied Science opened, Henry Fulton
being acting Dean.
April 16, 1898, the Engineering Building, Chemistry Building and Gym-
nasium were dedicated.
November 19, 1898, the University Hospital was dedicated.
September 2, 1902, the Library Building was begun.
The departments of the University are the College of Liberal Arts,
the Graduate School, the School of Applied Science, the School of Medicine,
and the School of Law.
There are thirteen buildings: Main, Library (in process of construc-
tion), Hale Scientific, Engineering, Chemical, Medical, Anatomical, Hospital,
Woodbury Hall (men's dormitory). Cottage Number One (ladies' dormitory).
Cottage Number Two (ladies' dormitory), Gymnasium, and President's
House.
The enrollment of students for the present year is estimated at 550
in the University and 375 in the State Preparatory School; total 925. There
are 105 professors, lecturers and instructors.
QUARTO-CENTENNIAL CELEBRATION. Ill
INDEX.
PAGE
Account of Entire Celebration 5
Adams, Mme. Suzanne 30
Alumni Dinner * 99
Applied Science, School of 51
Baker, President James H., Address by 70, 87
Baker, President James H., Introduction of Speakers at General Exercises 75
Baker, President James H., Remarks at Law School Exercises 7, 8, 12
Brackett, Prof. J. Raymond, Remarks by 97
Brandelle, Rev. Dr. G. A., Remarks by 90
Campbell, Judge John, Remarks by 8
Charter of University of Colorado, Mentioned by President Schurman ... 76
Concert, Quarto Centennial 30
Contents 3
Delegates from Other Institutions, List of 108
Delegates from Other Institutions, Addresses by 90-98
Dinner, Alumni 99
Engineering School, Exercises of 51
Engineering Schools, Potency of and Imperfections 53
Exercises of the School of Applied Science 51
Exercises of Law School 7
Exercises of Medical School 31
Fossler, Prof. Laurence, Remarks by 94
General Exercises 69
GiflSn, Dean Luman M., Address by 31J
Hale, Gen. Irving, Address by 105
Hallett, Judge Moses, Remarks by 8
Hellems, Dean, Announcement by 98
Historical Data 109
Historical Addresses 9, 31, 51, 70
Hyde, Dr. Ammi B., Remarks by 92
Jackson, Prof. Dugald C, Address by 53
Jackson, Prof. Dugald C, Remarks at General Exercises 96
Judson, Mr. Frederick N., Address by 12
Langs, Mr. John Pierce 30
Law School, Exercises of 7
Lee, Prof. Frederic S., Address by 33
112 UlsTIVEESITY OF COLORADO.
PAGE
Le Pevre, Judge Owen, Remarks by .' 93
Medical School, Exercises of 31
Modern Medicine, the Scientific Aspect of 33
Officers of the Board of Regents 2
Orman, Gov. James B., Address by 87
Potency of Engineering Schools, etc 53
Parade, Students' 66
Pope, Lieut.-Col. J. W., Remarks by 95
Programme of Exercises 4
Quarter Century of American Jurisprudence 12
Quarto-Centennial Concert 30
Receptions and Reunions 67
Reed, Prof. A. A., Address by 9
Regents of the University 2
Rowe, Dean George H., Address by 51
School of Applied Science 51
School of Law, Exercises of 7
School of Medicine, Exercises of 31
Schurman, President Jacob Gould, Address by 75
Science, Applied, School of '. 51
Scientific Aspect of Modern Medicine 33
Sewall, Dr. Joseph A., Address by, at Alumni Dinner 102
Sewall, Dr. Joseph A., Remarks at General Exercises 87
Shattuck, Hon. Joseph C, Remarks by 92
Shepard, Mr. Frank E., Remarks by ^ 97
Slocum, President William F., Remarks by 91
Snyder, President Z. X., Remarks by 91
Steele, Mr. Hugh R., Address by 100
Stern, Mr. Leo 30
Students' Parade 66
Toasts at Alumni Dinner 99
Van Rouse, Mr., Remarks by 96
Whiteley, Mr. Richard H., Remarks as Toastmaster 99, 102, 105, 107
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