NoristhishappychangeseenatCornellalone。Thesamecauses，——mainlytheincreaseintherangeofstudiesandfreedomofchoicebetweenthem，haveproducedsimilarresultsinalltheleadinginstitutions。RecallingthestudentbrawlattheHarvardcommonswhichcostthehistorianPrescotthissight，andtheriotattheHarvardcommencementwhichblockedthewayofPresidentEverettandtheBritishminister;recallingthefatalwoundingofTutorDwight，themaimingofTutorGoodrich，andthekillingoftwotownriotersbystudentsatYale;andrecallingthemonstrousindignitiestothepresidentandfacultyatHobartofwhichIwasmyselfwitness，aswellasthestateofthingsatvariousothercollegesinmyowncollegedays，Icantestify，ascansomanyothers，tothevastimprovementintheconductandaimsofAmericanstudentsduringthelatterhalfofthenineteenthcentury。
　　CHAPTERXXI
　　DIFFICULTIESANDDANGERSATCORNELL——1868—1872
　　Thefirstbusinessafterformallyopeningtheuniversitywastoputinoperationthevariouscoursesofinstruction，andvitallyconnectedwiththesewerethelecturesofournon—residentprofessors。FromtheseIhadhopedmuchandwasnotdisappointed。IthadlongseemedtomethatagreatlackinourAmericanuniversitieswasjustthatsortofimpulsewhichnon—residentprofessorsorlecturersofahighordercouldgive。AtYaletherehadbeen，inmytime，veryfewlecturesofanysorttoundergraduates;theworkinthevariousclasseswascarriedon，asarule，withouttheslightestenthusiasm，andwasconsideredbythegreatbodyofstudentsaboretobeabridgedoravoidedasfaraspossible。Hencesuchpranksascuttingoutthetongueofthecollegebell，ofwhichtwoorthreetonguesstillpreservedinuniversityclub—roomsarereminders;hence，also，theeffortmadebymembersofmyownclasstofillthecollegebellwithcement，whichwouldsetinashorttime，andmakeanycalltomorningprayersandrecitationsforadayortwoimpossible——aperformancewhichcausedalongsuspensionofseveralofthebestyoungfellowsthateverlived，someofthemgoodscholars，andallofthemmenwhowouldhavewalkedmilestoattendareallyinspiringlecture。
　　Andyet，oneortwoexperiencesshowedmewhatmightbedonebyarousinganinterestinregularclasswork。
　　ProfessorThacher，theheadofthedepartmentofLatin，whoconductedmyclassthroughthe``Germania’’and``Agricola’’ofTacitus，wasanexcellentprofessor;butheyieldedtothesystemthendominantatYale，andthewholethingwasbutwearyplodding。Hardlyeverwasthereanythingintheshapeofexplanationorcomment;
　　butattheendofhisworkwithushelaiddownthebook，andgaveusadmirablythereasonswhythestudyofTacituswasofvalue，andwhywemightwellrecurtoitinafteryears。Thencamepainfullyintomymindthethought，``Whatapitythathehadnotsaidthisatthebeginningofhisinstructionratherthanattheend！’’
　　Stillworsewasitwithsomeofthetutors，whotookusthroughvariousclassicalworks，butneverwithaparticleofappreciationforthemasliteratureorphilosophy。I
　　havetoldelsewherehowmyclassmateSmalleyfoughtitoutwithoneofthese。Noinstructionfromoutsidelectureswasprovided;butinmysenioryeartherecametoNewHavenJohnLordandGeorgeWilliamCurtis，theformergivingacourseonmodernhistory，thelatteroneuponrecentliterature，andbotharousingmyearnestinterestintheirsubjects。Itwasinviewoftheseexperiencesthatinmy``planoforganization’’Idweltespeciallyuponthevalueofnon—residentprofessorsinbringingtousfreshlifefromtheoutside，andinthuspreventingacertainprovincialismandwoodennesswhichcomewhenthereareonlyresidentprofessors，andtheseselectedmainlyfromgraduatesoftheinstitutionitself。
　　Theresultoftheworkdonebyournon—residentprofessorsmorethanansweredmyexpectations。ThetwentylecturesofAgassizdrewlargenumbersofourbrightestyoungmen，gavethemhigherinsightintovariousproblemsofnaturalscience，andstimulatedamongmanyazealforspecialinvestigation。ThusresultedanenthusiasmwhichdevelopedoutofourstudentbodyseveralscholarsinnaturalsciencewhohavesincetakenrankamongtheforemostteachersandinvestigatorsintheUnitedStates。So，too，thelecturesofLowellonearlyliteratureandofCurtisonlaterliteraturearousedgreatinterestamongstudentsofamoreliteraryturn;whilethoseofTheodoreDwightontheConstitutionoftheUnitedStatesandofBayardTayloruponGermanliteratureawakenedalargenumberofactivemindstothebeautiesofthesefields。ThecomingofGoldwinSmithwasanespecialhelptous。Heremainedlongerthantheothers;infact，hebecamefortwoorthreeyearsaresidentprofessor，exercising，bothinhislecture—roomandoutofit，agreatinfluenceuponthewholelifeoftheuniversity。
　　Atalaterperiod，thecomingofGeorgeW。GreeneaslectureronAmericanhistory，ofEdwardA。Freeman，regiusprofessoratOxford，asalectureronEuropeanhistory，andofJamesAnthonyFroudeinthesamefield，arousednewinterest。Someofourexperienceswiththetwogentlemenlastnamedwerecurious。Freemanwasaroughdiamond——inhisfitsofgoutveryroughindeed。Atsomeofhislecturesheappearedcladinashooting—jacketandspokesitting，hisfootswathedtomitigatehissufferings。FromNewHavencameacharacteristicstoryofhim。Hehadbeeninvitedtoattendaneveninggathering，afteroneofhislectures，atthehouseofoneoftheprofessors，perhapsthefinestresidenceinthetown。Withtheexceptionofhimself，thegentlemenallarrivedineveningdress;heappearedinashooting—jacket。Presentlytwoprofessorsarrived;andoneofthem，glancingthroughtherooms，andseeingFreemanthusattired，askedtheother，``Whatsortofacostumedoyoucallthat？’’Theanswercameinstantly，``Idon’tknow，unlessitisthecostumeofaSaxonswineherdbeforetheConquest。’’InviewofFreeman’sstudiesontheSaxonandNormanperiodsandthefamoustoastofthedeanofWells，``InhonorofProfessorFreeman，whohasdonesomuchtorevealtoustherudemannersofourancestors，’’theYaleprofessor’sanswerseemedmuchtothepoint。
　　ThelecturesofFroudewereexceedinglyinteresting;
　　buteverydayhebeganthemwiththewords``Ladiesandgentlemen，’’inthemostcomicalfalsettoimaginable，——
　　asortofLordDundrearymanner，——sothat，sittingbesidehim，Ialwaysnoticedarippleoflaughterrun—
　　ningoverthewholeaudience，whichinstantlydisappearedashesettledintohiswork。Hehadawayofgivingcolortohislecturesbycitingbitsofhumoroushistory。ThusitwasthathethrewavividlightonthehorrorsofcivilwarinIrelandduringthesixteenthandseventeenthcenturies，whenhegavethepleaofanIrishchieftainontrialforhightreason，oneofthechargesagainsthimbeingthathehadburnedtheCathedralofCashel。Hispleawas:``Melords，IniverwouldhaveburnedthecathaydralbutthatIsupposedthathisgracethelordarchbishopwasinside。’’
　　Speakingofthestrengthoftheclanspirit，hetoldmeastoryofthelateDukeofArgyll，asfollows:Atabanquetofthegreatclanofwhichthedukewaschief，asplendidsnuff—boxbelongingtooneoftheclansmen，havingattractedattention，waspassedroundthelongtableforinspection。Byandbyitwasmissing。Allattemptstotraceitwereinvain，andthepartybrokeupindisgustanddistressatthethoughtthatoneoftheirnumbermustbeathief。
　　Somedaysafterward，theduke，puttingonhisdress—coat，foundtheboxinhispocket，andimmediatelysentfortheownerandexplainedthematter。``Iknewyehadit，’’saidtheowner。``Howdidyeknowit？’’saidtheduke。``Sawyetak’it。’’``Thenwhydidn’tyetellme？’’askedtheduke。``Ithochtyewantedit，’’wastheanswer。
　　Speakingofuniversitylife，FroudetoldthestoryofanOxfordundergraduatewho，onbeingexaminedinPaley，wasaskedtonameanyinstancewhichhehadhimselfnoticedofthegoodnessandforethoughtoftheAlmightyasevidencedinhisworks:towhichtheyoungmananswered，``Theformationoftheheadofabulldog。Itsnoseissodrawnbackthatitcanhangonthebullandyetbreathefreely;butforthis，thebulldogwouldsoonhavetoletgoforwantofbreath。’’
　　WalkingonedaywithFroude，Ispoketohimregardinghis``NemesisofFaith，’’whichIhadreadduringmyattachshipatSt。Petersburg，andwhichhadbeengreatlyobjectedtobyvariousOxforddons，oneofwhomissaidtohaveburnedacopyofitpubliclyinoneofthecollegequadrangles。Heseemedsomewhatdismayedatmyquestion，andsaid，inanervoussortofway，``Thatwasayoungman’sbook——ayoungman’sfolly，’’andpassedrapidlytoothersubjects。
　　Fromthestimulusgivenbythenon—residentprofessorstheresidentfacultyreapedmuchadvantage。Itmightwellbesaidthattheformershookthebushandthelattercaughtthebirds。WhatismosttruthfullystatedonthetablettoProfessorAgassizintheCornellMemorialChapeloftheuniversitymight，ingreatpart，besaidofalltheothers。Itrunsasfollows:
　　``TothememoryofLouisAgassiz，LL。D。Inthemidstofgreatlaborsforscience，throughouttheworld，heaidedinlayingthefoundationsofinstructionatCornellUniversity，and，byhisteachingshere，gaveanimpulsetoscientificstudies，whichremainsapreciousheritage。Thetrustees，ingratitudeforhiscounselsandteachings，erectthismemorial。1884。’’
　　Anincidentalbenefitofthesystemwasitshappyinfluenceupontheresidentprofessors。Comingfromabroad，andofrecognizedhighposition，thenon—residentsbroughtaveryhappyelementtooursociallife。Noveteranofourfacultyislikelytoforgetthecharmtheydiffusedamongus。TomeetAgassizsociallywasadelight;
　　norwasitlessapleasuretositattablewithLowellorCurtis。OfthemanygoodstoriestoldusbyLowell，I
　　rememberoneespecially。DuringastayinParishedinedwithSainte—Beuve，andtookoccasiontoaskthatmosteminentofFrenchcriticswhichhethoughtthegreaterpoet，LamartineorVictorHugo。Sainte—Beuve，shrugginghisshoulders，replied:``Ehbien，charlatanpourcharlatan，jeprefreLamartine。’’Thisprovokedanotherstory，whichwasthat，beingaskedbyanAmericanprofessorwhetherinhisopiniontheEmpireofNapoleonIIIwaslikelytoendure，Sainte—Beuve，whowasasalariedsenatoroftheEmpire，answeredwithashrug，``Monsieur，jesuispaypourlecroire。’’Agassizalsointerestedmebyshowingmethefriendly，confidential，andfamiliarletterswhichhewasthenconstantlyreceivingfromtheEmperorofBrazil，DomPedro——lettersinwhichnotonlymattersofsciencebutofcontemporaryhistorywerediscussed。BayardTayloralsodelightedusall。
　　Nothingcouldexceed，asaprovocativetomirth，hisrecitationsofsundrypoemswhoseinspirationwasinferiortotheirambition。Oneespeciallybroughtdownthehouse——
　　``TheEonxofRuby，’’byapoetwhohadreadPoeandBrowninguntilheneverhesitatedtocoinanyword，nomatterhownonsensical，whichseemedlikelytohelphisjingle。InmanyrespectsthemostcharmingofallthenewcomerswasGoldwinSmith，whosestories，observations，reflections，deeplysuggestive，humorous，andwitty，wereespeciallygratefulatthecloseofdaysfullofworkandcare。Hisfundofanecdoteswaslarge。Oneofthemillustratedthefactthateventhosewhoarebestacquaintedwithalanguagenottheirownareinconstantdangerofmakingthemselvesridiculousinusingit。TheDucd’Aumale，whohadlivedlonginEngland，andwassupposedtospeakEnglishlikeanEnglishman，presidingatadinneroftheBritishAssociationfortheAdvancementofScience，gaveatoastasfollows:``Detreeofscience，mayitsheddownpeaseupondenations。’’
　　AnotherstoryrelatedtoSirAllanMacNab，who，whilecommanderoftheforcesinCanada，havingreceivedacardinscribed，``TheMacNab，’’immediatelyreturnedthecall，andleftacardonwhichwasinscribed，``TheotherMacNab。’’
　　AsIrevisetheselines，thirty—sixyearsafterhisfirstcoming，heisvisitingmeagaintolaythecorner—stoneofthenoblebuildingwhichistocommemoratehisservicestoCornell。Thoughpasthiseightiethyear，hismemoryconstantlybringsupnewreminiscences。OneoftheseI
　　cannotforbeargiving。HewasatapartygivenbyLadyAshburtonwhenThomasCarlylewaspresent。Duringtheevening，whichwasbeautiful，theguestswentoutuponthelawn，andgazedatthestarryheavens。Allseemedespeciallyimpressedbythebeautyofthemoon，whichwasatthefull，whenCarlyle，fasteninghiseyesuponit，washeardtocroakout，solemnlyandbitterly，``Puirauldcreetur！’’
　　Theinstructionoftheuniversitywasatthattimedividedbetweensundrygeneralcoursesandvarioustechnicaldepartments，thewholebeingsomewhattentative。Thesegeneralcoursesweremainlythree:theartscourse，whichembracedbothLatinandGreek;thecourseinliterature，whichembracedLatinandmodernlanguages;
　　andthecourseinscience，whichembracedmoreespeciallymodernlanguagesinconnectionwithasomewhatextendedrangeofscientificstudies。Ofthesegeneraldivisionstheonemostindangerofshipwreckseemedtobethefirst。
　　Ithadbeenprovidedforinthecongressionalactof1862，evidentlybyanafterthought，anditwasgenerallyfeltthatif，inthestormsbesettingus，anythingmustbethrownoverboard，itwouldbethis;butanopportunitynowaroseforclenchingitintooursystem。TherewasofferedforsalethelibraryofProfessorCharlesAnthonofColumbia，probablythelargestandbestcollectioninclassicalphilologywhichhadthenbeenbroughttogetherintheUnitedStates。DiscussingthesituationwithMr。Cornell，Ishowedhimthedangerofrestrictingtheinstitutiontopurelyscientificandtechnicalstudies，andofthusdepartingfromtheuniversityideal。
　　Hesawthepoint，andpurchasedtheAnthonlibraryforus。Thenceforthitwasfeltthat，withsuchameansofinstruction，fromsuchasource，theclassicaldepartmentmuststandfirm;thatitmustonnoaccountbesacrificed;
　　that，byacceptingthisgift，wehadpledgedourselvestomaintainit。
　　Yet，curiously，oneofthemostbitterchargesconstantlyreiteratedagainstuswasthatweweredepreciatingthestudyofancientclassicalliterature。Againandagainitwasrepeated，especiallyinaleadingdailyjournalofthemetropolisundertheinfluenceofasectariancollege，thatIwas``degradingclassicalstudies。’’No—
　　thingcouldbemoreunjust;Ihadgreatlyenjoyedsuchstudiesmyself，hadfoundpleasureinthemsincemygraduation，andhadsteadilyurgedthemuponthosewhohadtasteorcapacityforthem。But，asastudentandasauniversityinstructor，Ihadnoticedtwothingsinpoint，asmanyotherobservershaddone:thefirstofthesewasthatverymanyyouthswhogothroughtheirLatinandGreekReaders，andpossiblyoneortwominorauthorsbesides，exhaustthedisciplinaryvalueofsuchstudies，andthenceforwardpursuethemlistlesslyandperfunctorily，merelydroningoverthem。Ontheiraccountitseemedcertainlyfarbettertopresentsomeothercoursesofstudyinwhichtheycouldtakeaninterest。Asamatteroffact，I
　　constantlyfoundthatmanyyoungmenwhohadbeendoinghalf—waymentallabor，whichisperhapsworsethannone，wereatoncebrightenedandstrengthenedbydevotingthemselvestootherstudiesmoreinaccordancewiththeirtastesandaims。
　　Butasecondandveryimportantpointwasthat，inthetwocollegesofwhichIhadbeenanundergraduate，classicalstudieswerereallyhamperedanddiscreditedbythefactthattheminorityofstudentswholovedthemwereconstantlyheldbackbyamajoritywhodislikedthem;andIcametotheconclusionthatthetruewaytopromotesuchstudiesintheUnitedStateswastotakeoffthisdragasmuchaspossible，bypresentingothercoursesofstudieswhichwouldattractthosewhohadnotasteforLatinandGreek，thusleavingthosewhohadatasteforthemfreetocarrythemmuchfartherthanhadbeencustomaryinAmericanuniversitiesuptothattime。Myexpectationsinthisrespectwerefullymet。A
　　fewyearsaftertheopeningoftheuniversity，contestswerearrangedbetweenseveraloftheleadingcollegesanduniversities，themainsubjectsinthecompetitionbeingLatin，Greek，andmathematics;andtotheconfusionofthegainsayers，Cornelltookmorefirstprizesinthesesubjectsthandidalltheoldercompetinginstitutionstogether。Thenceforwardthetalkofour``degradingclas—
　　sicalstudies’’waslessserious。ThehistoryofsuchstudiesatCornellsincethattimehasfullyjustifiedthepolicythenpursued。Everycompetentobserverwill，Ifeelsure，saythatatnootherAmericaninstitutionhavethesestudiesbeenpursuedwithmoreearnestnessorwithbetterresults。TheMuseumofClassicalArchaeology，whichhassincebeenfoundedbythegenerousgiftofMr。Sage，hasstimulatedanincreasedinterestinthem;andgraduatesofCornellarenowexercisingawideinfluenceinclassicalteaching:anyoneadequatelyacquaintedwiththehistoryofAmericaneducationknowswhattheinfluenceofCornellhasbeeninbetteringclassicalinstructionthroughouttheStateofNewYork。Therehasbeenanotherincidentalgain。Amongthemelancholythingsofcollegelifeintheolddayswastherelationofstudentstoclassicalprofessors。Themajorityoftheaverageclasslookedonsuchaprofessorasgenerallyaboreand，asexaminationsapproached，anenemy;theyusuallysneeredathimasapedant，andfrequentlymadehispeculiaritiesasubjectforderision。Sincethatdayfarbetterrelationshavegrownupbetweenteachersandtaught，especiallyinthoseinstitutionswheremuchislefttotheoptionofthestudents。Thestudentsineachsubject，beingthosewhoarereallyinterestedinit，asaruleadmireandlovetheirprofessor，andwhateverlittlepeculiaritieshemayhavearetothembutpleasingaccompanimentsofhisdeeperqualities。Thisisaperfectlysimpleandnaturalresult，whichwillbeunderstoodfullybyanyonewhohasobservedhumannaturetomuchpurpose。
　　Besidesthiscourseinarts，inwhichclassicalstudieswereespeciallyprominent，therewereestablishedcoursesinscience，inliterature，andinphilosophy，differingfromeachothermainlyintheproportionobservedbetweenancientlanguages，modernlanguages，andstudiesinvarioussciencesandotherdepartmentsofthought。Eachofthesecourseswaslaiddownwithmuchexactnessforthefirsttwoyears，withlargeopportunityforchoicebetweensubjectsinthelasttwoyears。Thesystemworkedwell，andhas，fromtimetotime，beenmodified，astheimprovementintheschoolsoftheState，andothercircumstanceshaverequired。
　　InproposingthesecoursesIwasmuchinfluencedbyanideabroachedinHerbertSpencer’s``TreatiseonEducation。’’Thisideawasgiveninhisdiscussionofthecomparativevaluesofdifferentstudies，whenhearrivedattheconclusionthatasubjectwhichoughttobeamongthosetaughtatthebeginningofeverycourseishumanphysiology，——thatistosay，anaccountofthestructure，functions，andpropermanagementofthehumanbody，onwhichsomuchdependsforeveryhumanbeing。ItseemedtomethatnotonlywastheregreatforceinSpencer’sargument，butthattherewasanadditionalreasonforplacingphysiologyamongtheearlystudiesofmostofthecourses;andthiswasthatitformedaverygoodbeginningforscientificstudyingeneral。Anobservationofmyownstrengthenedmeinthisview。Irememberedthat，duringmyschoollife，whilemytasteswereinthedirectionofclassicalandhistoricalstudies，theweeklyvisitstotheschoolbythesurgeonwholectureduponthehumaneye，ear，andsundryotherorgans，usingmodelsandpreparations，interestedmeintensely，andwerearealrelieffromotherstudies。Therewasstillanotherreason。
　　FortheprofessorshipinthisdepartmentProfessorAgassizhadrecommendedtomeDr。BurtWilder;andIsoonfoundhim，asAgassizhadforetold，notonlyathoroughinvestigator，butanadmirableteacher。Hislectureswerenotread，butwere，asregardsphrasing，extemporaneous;
　　anditseemedtomethat，mingledwithotherstudies，acourseoflecturesgiveninsogoodastyle，bysogiftedaman，couldnotfailtobeofgreatuseinteachingourstudents，incidentally，thebestwayofusingtheEnglishlanguageincommunicatingtheirideastotheirfellowmen。
　　Ihadlongdeploredtherhetoricalfustianandoratoricaltall—talkwhichsogreatlyafflictourcountry，andwhichhadbeen，toaconsiderableextent，cultivatedinourcollegesanduniversities;Ideterminedtotry，atleast，tosubstituteforitclean，clear，straightforwardstatementandillustration;anditseemedtomethatacourseoflecturesonasubjectwhichadmittedneitherfustiannortall—talk，byaclear—headed，clear—voiced，earnest，andhonestman，wasthebestthingintheworldforthispurpose。
　　Sowasadoptedtheplanofbeginningmostcourseswithanextendedcourseoflecturesuponhumanphysiology，inwhichtorealpracticeininvestigationbytheclassisaddedthehearingofafirst—ratelecturer。
　　Asregardsthecourseinliterature，Ideterminedthatuseshouldbemadeofthistopromotethegeneralcultureofstudents，ashadbeendoneuptothattimebyveryfewofourAmericanuniversities。AtYaleinmyday，therewasneverevenasinglelectureonanysubjectinliterature，eitherancientormodern:everythingwasdonebymeansof``recitations’’fromtext—books;andwhileyoungmenreadportionsofmasterpiecesinGreekandLatin，theirattentionwashardlyeverdirectedtotheseasliterature。Asregardsthegreatfieldsofmodernliterature，nothingwhateverwasdone。IntheEnglishliteratureandlanguage，everymanwasleftentirelytohisowndevices。OneofthefirstprofessorsIcalledtoCornellwasHiramCorson，whotookchargeofthedepartmentofEnglishliterature;andfromthatdaytothishehasbeenacenterfromwhichgoodculturehasradiatedamongourstudents。ProfessorH。B。Spraguewasalsocalled;
　　andhealsodidexcellentwork，thoughinadifferentway。
　　Ialsoaddednon—residentprofessors。MyoriginalschemeIstillthinkagoodone。ItwastocallJamesRussellLowellforearlyEnglishliterature，BishopArthurClevelandCoxefortheliteratureoftheElizabethanandJacobeanperiods，EdwinWhipplefortheliteratureofQueenAnne’stime，andGeorgeWilliamCurtisforrecentandcontemporaryliterature。Eachofthesemenwasadmirableasascholarandlecturerintheparticularfieldnamed;
　　buttherestrictedmeansoftheuniversityobligedmetocuttheschemedown，sothatitincludedsimplyLowellforearlyandCurtisforrecentliterature。Otherlecturesinconnectionwiththeinstructionoftheresidentprofessorsmarkedanepoch，anddidmuchtoremoveanythinglikePhilistinismfromthestudentbody。BayardTaylor’slecturesinGermanliteraturethussupplementedadmirablytheexcellentworkoftheresidentprofessorsHewettandHoratioWhite。ToremovestillfurtheranydangerofPhilistinism，IcalledaneminentgraduateofHarvard，——
　　CharlesChaunceyShackford，——whosegenerallecturesinvariousfieldsofliteraturewereattractiveanduseful。InallthisIwasmainlyinfluencedbythedesiretopreventtheatmosphereoftheuniversitybecomingsimplyandpurelythatofascientificandtechnicalschool。HighlyasIprizedthescientificspiritandtechnicaltraining，I
　　feltthattheframeofmindengenderedbythemshouldbemodifiedbyanacquaintancewiththebestliteratureasliterature。Thereweremanyevidencesthatmytheorywascorrect。Someofourbeststudentsinthetechnicaldepartmentsdevelopedgreatloveforliterarystudies。
　　Oneofthemattractedmuchattentionbytheliteraryexcellenceofhiswritings;andonmyspeakingtohimaboutit，andsayingthatitseemedstrangetomethatamandevotedtoengineeringshouldshowsuchatasteforliterature，hesaidthattherewasnogreaterdelighttohimthanpassingfromoneofthestudiestotheother——thateachwasarecreationaftertheother。
　　Theefforttopromotethatelementinthegeneralcultureofthestudentbodywhichcomesfromliterature，ancientandmodern，gainedespecialstrengthfromasourceusuallyunpromising——themathematicaldepartment。
　　Twoprofessorshighlygiftedinthisfieldexercisedawideandennoblinginfluenceoutsideit。FirstofthesewasEvanWilliamEvans，whohadbeenknowntomeatYaleasnotonlyoneofthebestscholarsintheclassof1851，butalsooneofitstwoforemostwriters。Later，hedevelopedapassionformodernliterature，andhisinfluencewasstronglyfeltinbehalfofthehumanities。HissuccessorwasJamesEdwardOliver，agraduateofHarvard，ageniusinhischosenfield，butalwaysexercisingalargeinfluencebyvirtueofhisbroad，liberal，tolerantviewsoflifewhichwerepromotedbystudyofthebestthoughtsofthebestthinkersofalltimes。
　　Theworkoforganizinganddevelopingthegeneralcourseswascomparativelyeasy，andthestimulusgivenattheoutsetbythenon—residentprofessorsrendereditallthemoreso。Butwiththetechnicaldepartmentsandspecialcoursesthereweregravedifficulties。Thedepartmentofcivilengineering，ofcourse，wenteasilyenough;
　　therewereplentyofprecedentsforit，andtheadmirableprofessorfirstelectedwas，athisdeath，succeededbyanotherwhomostvigorouslyandwiselydevelopedit:EstevanFuertes，drawnfromthemostattractivesurroundingsintheislandofPortoRicototheUnitedStatesbyadeeploveofscience，andretainedhereduringtherestofhislifebyalove，nolesssincere，forAmericanliberty——ararecombinationofthevirtuesandcapabilitiesoftheLatinraceswiththebestresultsofanAmericanenvironment。I
　　maymention，inpassing，thatthiscombinationcameoutcuriouslyinhisviewsofAmericancitizenship。HewaswonttomarvelattheindifferenceoftheaverageAmericantohisprivilegesandduties，andespeciallyatthelackofaproperestimateofhisfunctionatelections。Ihaveheardhimsay:``WhenIvote，Iputonmybestclothesandmytophat，gotothepolls，salutetheofficers，takeoffmyhat，andcastmyballot。’’
　　Itmaybeworthmentioningherethat，attheelectionofthefirstprofessorinthisdepartment，acuriousquestionarose。AmongthecandidateswasonefromHarvard，whosetestimonialsshowedhimtobeanadmirableacquisition;andamongthesetestimonialswasonefromaneminentbishop，whospokeinhightermsofthescientificqualificationsofthecandidate，butaddedthathefeltithisdutytowarnmethattheyoungmanwasaUnitarian。
　　AtthisIwrotethebishop，thankinghim，andsayingthattheonlyquestionwithmewasastothemoralandintellectualqualificationsofthecandidate;andthatiftheseweresuperiortothoseofothercandidates，IwouldnominatehimtothetrusteesevenifhewereaBuddhist。Thegoodbishopatfirsttooksomeoffenseatthis;and，inoneofthecommunicationswhichensued，expresseddoubtswhetherlaymenhadanyrighttoteachatall，sincethecommandtoteachwasgiventotheapostlesandtheirsuccessors，andseemedthereforeconfinedtothosewhohadreceivedholyorders;buthebecamemostfriendlylater，andIlookbacktomymeetingswithhimafterwardasamongthedelightfulepisodesofmylife。
　　Thetechnicaldepartmentwhichcausedmethemostanxietywasthatofagriculture。IthadbeengiventhemostprominentplaceintheCongressionalactof1862，andinourcharterfromtheStatein1865。Buthowshouldagriculturebetaught;whatproportionshouldweobservebetweentheoryandpractice;andwhatshouldthepracticebe？Thesequestionselicitedallsortsofanswers。
　　Someeminentagriculturistsinsistedthatthefarmshouldbeconductedpurelyasabusinessoperation;othersthatitshouldbea``modelfarm’’——regardlessofbalancesheets;othersstillthatitshouldbewhollyexperimental。
　　Ourdecisionwastocombinewhatwasbestinalltheseviews;andseveralmenattemptedthisasresidentprofessors，butwithsmallsuccess。Oneday，afteraseriesofsuchfailures，whenwewerealmostdesperate，thereappearedacandidatefromanagriculturalcollegeinIreland。
　　HeborealetterfromaneminentclergymaninNewYork，wasofpleasingappearanceandmanners，gaveglowingaccountsofthecourseshehadfollowed，expatiatedonthemeansbywhichfarminghadbeencarriedtoahighpointinScotland，andventuredsuggestionsastowhatmightbedoneinAmerica。Ihadmanymisgivings。Hisexperiencewasveryremotefromours，andheseemedtomealtogethertooelegantfortheworkinhand;butMr。
　　CornellhadvisitedEnglishfarms，wasgreatlyimpressedbytheirexcellence，andurgedatrialofthenew—comer。
　　Hewasdulycalled;and，thathemightbeginhiscoursesofinstruction，anorderwasgivenforaconsiderablecollectionofEnglishagriculturalimplementsandfortheerectionofnewfarm—buildingsafterEnglishpatterns，Mr。Cornellgenerouslyadvancingtherequiredmoney。
　　Allthistooktime——muchtime。AtfirstgreatthingswereexpectedbythefarmersoftheState，butgraduallytheirconfidencewaned。Astheysawthenewprofessorwalkingoverthefarminadilettantishway，superintendingoperationswithglovedhands，andnevertouchinganyimplement，doubtsarosewhichsoonripenedintoskepticism。Typicalweretheutterancesofourfarmmanager。Hewasaplain，practicalfarmer，whohadtakenthefirstprizeoftheStateAgriculturalSocietyfortheexcellenceofhisownfarm;and，thoughheatfirstindulgedinhighhopesregardingthenewprofessor，hesoonhadmisgivings，andfeltithisdutytowarnme。Hesaid:
　　``Yewkindependon’t，heain’ta—goin’todonothin’;hedon’tknownothin’aboutcorn，andhedon’twanttoknownothin’aboutcorn;ANDHEDON’TBELIEVEINPUNKINS！
　　Dependon’t，assoonashisnewbarnisfinishedandallhisnewBritishtackleisbroughttogether，he’llquitthejob。’’Ireasonedthat，toafarmerbroughtupamongthegloriousfieldsofIndiancorninwesternNewYork，andaccustomedtorejoiceinthesightofgoldenpumpkins，diffusionofotherculturesmustseemliketreason;
　　but，alas！hewasright。AssoonasthenewbuildingsandarrangementswerereadyforourtrialofBritishscientificagriculture，theyoungforeignprofessornotifiedmethathehadacceptedtheheadshipofanagriculturalcollegeinCanada。Still，hemetwithnogreatersuccesstherethanwithus;norwashisreputationincreasedwhen，afterthefoulattacksmadeuponMr。Cornellinthelegislature，hevolunteeredtocometotheinvestigationandtestifythatMr。Cornellwas``notapracticalman。’’Inthisthecareeroftheyoungagriculturistculminated。
　　HavinglosthisprofessorshipinCanada，heundertookthemanagementofagroceryintheoil—regionsofwesternPennsylvania;andscientificBritishagriculturestillawaitsamongusaspecialrepresentative。Happily，sincethatday，mentrainedpracticallyintheagricultureoftheUnitedStateshavestudiedthebestBritishmethods，andbroughtusmuchthathasbeenofrealuse。
　　FortunatelyIhadfoundthreemenwhoenabledustotideouragriculturaldepartmentoverthosedarkdays，inwhichweseemedtobeplaying``Hamlet’’withHamletleftout。ThefirstofthesewastheHon。JohnStantonGould，whomIcalledasalectureruponagriculture。HehadbeenpresidentoftheStateAgriculturalSociety，andwaseminent，notonlyforhisknowledgeofhissubject，butforhispowerofmakingitinteresting。MencameawayfromMr。Gould’slecturesfilledwithintensedesiretogetholdofaspadeorhoeandtobeginturningthesoil。
　　So，also，thesteadyworkofProfessorGeorgeC。Caldwell，whomIhadcalledfromtheStateCollegeofPennsylvaniatotakechargeofthedepartmentofagriculturalchemistry，wontherespectofallleadersinagriculturethroughouttheState，and，indeed，throughoutthecountry。
　　AndwithespecialgratitudeshouldbenamedDr。
　　JamesLawoftheBritishRoyalVeterinaryCollege，whomIhadfoundinLondon，andcalledtoourveterinaryprofessorship。Neverwasthereamorehappyselection。
　　Fromthatdaytothis，thirty—sixyears，hehasbeenatowerofstrengthtotheuniversity，andhasrenderedincalculableservicestotheStateandNation。Hisquiet，thoroughworkimpressedeveryonemostfavorably。Therudestofthesurroundingfarmerslearnedmoreandmoretoregardhimwithrespectandadmiration，andtheStatehasrecentlyrecognizedhisservicesbyestablishinginconnectionwiththeuniversityaStateveterinarycollegeunderhiscontrol。
　　Theworkofthesethreemensavedus。Apartfromit，theagriculturaldepartmentlongremainedasortofsloughofdespond;butatlastabrighterdaydawned。Fromthefar—offStateAgriculturalCollegeofIowacametidingsofaprofessor——Mr。J。I。P。Roberts——whounitedthepracticalandtheoreticalqualitiesdesired。Isecuredhim，andthenceforwardtherewasnomoredifficulty。Formorethantwentyyears，asprofessorandlecturer，hehaslargelyaidedindevelopingagriculturethroughouttheStateandcountry;andwhenotherswereaddedtohim，likeComstockandBailey，thesuccessofthedepartmentbecameevenmorebrilliant。Still，itsoldreputationlastedforatime，evenafterabettererahadbeenfullyusheredin。AboutayearafterthetidehadthusturnedameetingoftheState``Grange’’washeldattheneighboringcityofElmira;andtheleadingspeakersmadetheuniversityanditsagriculturalcollegeanobjectofscoffingwhichculminatedinaresolutiondenouncingboth，andurgingthelegislaturetorevokeourcharter。AtthisabrightyounggraduateofCornell，aninstructorintheagriculturaldepartment，whohappenedtobepresent，stoodupmanfully，putafewpertinentquestions，foundthatnoneofthedeclaimershadvisitedtheuniversity，declaredthattheywerefalsetotheirdutyinnotdoingso，protestedagainsttheircondemningtheinstitutionunheardandunseen，andthenandthereinvitedthemalltovisittheinstitutionanditsagriculturaldepartmentwithoutdelay。Nextdaythiswholebodyoffarmers，withtheirwives，sons，anddaughters，wereuponus。
　　Everythingwasshownthem。Knowingnexttonothingaboutmodernappliancesforinstructioninscienceandtheywereamazedatalltheysaw;thelibraries，thelaboratories，and，aboveall，thenatural—sciencecollectionsandmodelsgreatlyimpressedthem。Theyweretakeneverywhere，andshownnotonlyoursuccessesbutourfailures;nothingwasconcealedfromthem，and，asaresult，thoughthey``cametoscoff，’’they``remainedtopray。’’Theycalledanewsessionoftheirbody，pledgedtoustheirsupport，andpassedresolutionscommendingourworkandcondemningtheStatelegislaturefornotdoingmoreinourbehalf。Thatwastheturning—pointfortheagriculturaldepartment;andfromthatdaytothisthelegislaturehasdealtgenerouslywithus，andtheinfluenceofthedepartmentforgoodthroughouttheStatehasbeenmoreandmorewidelyacknowledged。
　　Ofthetwotechnicaldepartmentsreferredtointheorigi—
　　nalactofCongress，thesecond——specifiedunderthevaguenameof``MechanicArts’’——wentbetter，thoughtherewasatfirstmuchgropingtofindjustwhatoughttobedone。