I 
 
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Cornell University 
 Library 
 
 The original of tliis book is in 
 tlie Cornell University Library. 
 
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 the United States on the use of the text. 
 
 http://www.archive.org/details/cu31924013395565 
 
CORNELL UNIVERSITY 
 
 ADDRESSES AT THE OPENING OF 
 
 THE MEDICAL COLLEGE 
 
 J. G. SCHURMAN 
 President of Cornell University 
 
 W. M. POI.K, M.D. 
 Dean of the Faculty of Medicine 
 
 PUBLISHED BY THE UNIVERSITY 
 1898 
 
The Medical College of Cornell 
 Univenily oives its exisicnce to the 
 munificence of Colonel Oliver H. 
 Payne. It was established by the 
 Trustees of the University on April 
 fourteenth, iSqS, and its doors were 
 opened to students on the fourth of 
 the following October. 
 
THE CORNELL UNIVERSITY MEDICAL 
 COLLEGE 
 
 ADDRESS BY PRESIDENT SCHURMAN 
 
 Ladies and Gentlemen : 
 
 The origin of the Cornell University Medical 
 College reminds one of the birth of Minerva. That 
 goddess, you remember, sprang full-armed from 
 the brain of Jove. Our Medical College is almost 
 as miraculous a creation. A year ago no one 
 dreamt of its existence. To-day it stands before 
 the world with an actual organization and a potency 
 of achievement which seem to presage its manifest 
 destiny as the American acropolis of ^sculapius. 
 
 I know no better illustration of Professor 
 Huxley's saying that "the question of medical ed- 
 ucation is, in a very large and broad sense, a ques- 
 tion of finance." Most assuredly this institution 
 could not have come into existence but for the 
 unlimited capital which a wise head and generous 
 hand have furnished for its foundation and sup- 
 port. That munificent gift is the offering to hu- 
 
manity of one who feels deep sympathy with his 
 suffering fellow-men, and who believes that their 
 lot is to be ameliorated by the elevation of medical 
 education. "I suppose," this generous benefactor 
 once said to me, "we all want to do some good in 
 the world, and I should like to do something by 
 improving the education of that profession which 
 cares for the lives of men, heals their wounds, and 
 alleviates their sufferings." Of such a compas- 
 sionate heart and intelligent understanding was 
 the Cornell University Medical College born. 
 
 By the star of our nativity, therefore, we are 
 dedicated to noble things. With such a consecra- 
 tion, which will prove a never-failing inspiration, 
 let us, in that spirit of fraternal union which gives 
 irresistible strength, strive by zeal, diligence, and 
 wisdom for the fulfilment of the high trust com- 
 mitted to us. Here and now let us resolve that, 
 so far as in us lies, the humane and lofty purpose 
 of our Founder shall be accomplished. 
 
 I have no doubt whatever that we shall suc- 
 ceed in our task. If our hopes are sanguine, if 
 our ambitions are high, if we presume to make our 
 aim a goal yet unattained, do we not also set out 
 on our career under circumstances more favorable 
 than have ever smiled upon any similar institution 
 since medical education began with the University' 
 of Salerno ? Much may be expected of this Medi- 
 cal College, for much has been given to it. I speak 
 not only of capital, which, however, is forthcoming 
 for every reasonable object. Nor have I in mind 
 
material structures, thougli our local habitation in 
 spacioiis proportions will soon rise, like a thing of 
 splendor and beauty, to crown this section of our 
 great metropolis. My thought is rather of men. 
 For it is true now, as always, that, though money 
 be the indispensable condition, the real and essen- 
 tial cause of the success of any institution is to be 
 found in the men who are its active soul. If, there- 
 fore, my expectations are pitched high for this 
 Medical College, it is primarily because it is organ- 
 ized with a remarkably strong, though still incom- 
 plete, staff of instruction — a body of picked men, a 
 corps of physicians and surgeons whose practice 
 puts them in the van of their profession, and whose 
 gifts as teachers, already exhibited in other schools, 
 have won for them the united admiration of rival 
 bodies of students. Personally, I count it a peculiar 
 privilege that I am to have the honor of association 
 with these distinguished gentlemen in the eleva- 
 tion of medical education and the advancement of 
 medical science in this great city of New York. I 
 regret that I am not better qualified to aid them. 
 I am not a physician or the son of a physician. 
 Perhaps, however, your sympathetic imaginations 
 will invest me with at least the semblance of initia- 
 tion, if I tell you that my Alma Mater has on her 
 rolls, not only the name of Huxley, but those emi- 
 nent medical practitioners and reformers. Sir Henry 
 Thompson, Sir William Jenner, Henry Maudsley, 
 Sir Morrell MacKenzie, and, greatest surgeon of 
 all, and of the century. Sir Joseph Lister. And 
 
you may be kind enough to think that a college 
 which turns out such men is not likely to breed in 
 any of its sons indifference to, or lack of sympathy 
 with, the science and art of medicine. 
 
 The work and fame of this Medical College, 
 then, are in the hands of its Faculty. You will 
 agree with me that they are in safe keeping there. 
 But I should not have done justice to my own feel- 
 ings, or fully described the support of this institu- 
 tion, if I did not mention another feature of its 
 existence, a feature which I may be pardoned for 
 thinking of cardinal importance, as it explains and 
 justifies — especially as nothing I have to say would 
 else justify — the prominence which has been given 
 to my unworthy self in these proceedings. This 
 Medical College is a department of Cornell Univer- 
 sity. And by that description I mean to say that 
 it is a real, integral, and vital part of the University. 
 In other words the legal corporation, known as 
 Cornell University, has exactly the same rights, 
 powers, responsibilities, and jurisdiction in regard 
 to this new department as it has hitherto exercised 
 in regard to every other department of the Univer- 
 sity. The only difference is that a wealthy phil- 
 anthropist gives us an endowment for the conduct 
 of the department of medicine, while many of our 
 other departments are unendowed, and must take 
 their chances of support out of the general funds 
 of the University. This difference is momentous 
 indeed from the point of view of permanent and 
 assured vitality and efficiency. But, considering 
 
the mere fact of organization, I repeat that the 
 Medical College stands on precisely the same foot- 
 ing as the Academic Department, the College of 
 Law, or the Sibley College of Mechanical Engineer- 
 ing. The Faculty, in every case, is charged with 
 the educational administration of its respective Col- 
 lege ; but all business is conducted, and all appoint- 
 ments are made, by the Board of Trustees of Cornell 
 University. The members of the Faculty of Med- 
 icine receive fixed stipends, like the professors in 
 other departments ; and as they have nothing to 
 do with the business affairs of the College, so they 
 have no interest in the fees received for tuition, 
 which are turned into the treasury of Cornell Uni- 
 versity. The Faculty, in a word, is an educational 
 body. 
 
 You may ask if it is possible for the Board of 
 Trustees of Cornell University, meeting in Ithaca, 
 to manage wisely the affairs of their Medical Col- 
 lege in New York ? Let me remind you, by way 
 of answer, that this is an age of telegraphs, tele- 
 phones, and rapid travel. But not only this. Fol- 
 lowing a precedent already established in connec- 
 tion with some of the other Colleges of the Uni- 
 versity, the Board of Trustees have established for 
 the Medical College an advisory council, consisting 
 of the Dean and two members of the Faculty of 
 Medicine, three Trustees (who are residents of New 
 York), and the President of the University, as 
 Chairman, whose duty it is to digest all business 
 affecting the Medical College and make recom- 
 
mendations thereupon to the Board for formal 
 action. This system, which insures a thorough 
 consideration of every question from every point of 
 view, promises the happiest results. The Council 
 meets once a month, on the day following the 
 monthly meeting of the Faculty. 
 
 So much for the anatomy and physiology of 
 the Medical College as one of the organs of Cornell 
 University. Let me now turn to the inner and 
 ideal side of this relationship. 
 
 Though the physical distance between the 
 Medical College and the other departments of our 
 University is greater than it is in the case of Har- 
 vard or Columbia, I believe I am not mistaken in 
 the belief that the connection is really closer. For 
 the men of the first or second years are free to 
 study either here or in the Academic Department at 
 Ithaca, while in the case of the women they are even 
 required to go to Ithaca. It is a characteristic of 
 Cornell University, whose charter consecrates it to 
 both "liberal and practical education," not to draw 
 sharp lines of demarcation between the Academic 
 Department and the professional schools. It has 
 always been recognized that when the curriculum 
 of the classical colleges was enlarged so as to pro- 
 vide for the sciences of nature and the modern 
 humanities — as from the beginning it was enlarged 
 at Cornell — then the Academic Department, instead 
 of withdrawing to the seclusion of an imaginary 
 superiority, in fact became the foundation and the 
 fruitful ally of every technical, scientific, or learned 
 
profession. Nearly lialf the work of our engineer- 
 ing courses is given in the Academic Department. 
 And we were glad to make a similar arrangement 
 for the medical student. While on this subject of 
 inter-relationship I may add that the graduates of 
 every one of our professional colleges enjoy, equally 
 with the Bachelors of Arts, the privilege of voting 
 for Alumni Trustees. I suppose we may soon ex- 
 pect to see an influx of medical members into our 
 Board ! 
 
 There is another feature'of Cornell University 
 which is of no little importance in the considera- 
 tion of medical studies. From the beginning we 
 have given prominence to the natural sciences. Of 
 course the physico-chemical sciences were indis- 
 pensable to the success of our engineering depart- 
 ments. But though we had no medical school, 
 which imperatively called for the biological sci- 
 ences, these were nourished with equal care and 
 assiduity. I need only mention the name of Pro- 
 fessor Wilder as a guarantee of the quality of the 
 work done. But not only were physiology, anat- 
 omy, and the kindred sciences cultivated by the 
 University ; their indispensable importance to the 
 physician and surgeon was recognized at a time 
 when students at medical schools were accustomed 
 to hear "lectures upon surgery without any knowl- 
 edge of anatomy, and upon therapeutics while 
 ignorant of physiology." (Dr. Wilder in Boston 
 Medical and Surgical Journal, June 24th, 1875.) 
 Indeed, within two years after its opening in 1868, 
 
Cornell University had arranged a four-year course 
 in Natural History leading to tie degree of Bach- 
 elor of Science, whicli was well adapted to the 
 needs of students who contemplated the study of 
 medicine ; and, in 1878, for such students as could 
 not take this full course, a shorter two-year course 
 was provided, in which a large amount of time was 
 devoted to practical work in anatomy, physiology, 
 histology, and chemistry. Anyone who knows how 
 these sciences were in those da3'-s neglected in the 
 medical schools will perhaps feel that there is a 
 certain propriety or poetic justice in the endow- 
 ment which Cornell has at last received for the 
 establishment of a great medical department. 
 
 This is the attitude of Cornell University to 
 the sciences of nature ; this is what she has done 
 for the scientific preparation of students for work 
 in the medical schools. Is not her spirit and aim 
 wonderfully congenial with the spirit and aim of 
 your profession ? What is needed for the training 
 of physicians and surgeons to-day ? I answer, first, 
 science ; secondly, science ; thirdly, science. If, two 
 or three generations ago, medicine was, on the 
 side of theory, pretty much where Harvey had 
 left it in the 17th century, and, on the side of 
 practice, scarcely in advance of that of Celsus or 
 Galen, the last half century has wrought an en- 
 tire change. As Sir Joseph Lister recently said, 
 in his presidential address before the British Asso- 
 ciation for the Advancement of Science, "the prac- 
 tice of medicine, in every department, is becoming 
 
more and more based on science, as distinguished 
 from empiricism." Recall only the discovery of 
 the functions of the spinal cord, of reflex action, of 
 anaesthetics, of the antiseptic method, of the germ 
 theory of disease ; think only how the prolonga- 
 tion of life and the lowering of the death-rate (in 
 the City of New York, from 32.2 to 19.5 in forty 
 years) has been effected by scientific hygiene ; 
 enumerate only such instruments as the stetho- 
 scope, the ophthalmoscope, the laryngoscope, the 
 pleximeter, the cardiograph, the spirometer, and the 
 sphygmograph ; — consider the significance of these 
 essential facts of the healing art of to-day, and you 
 will agree with me that modern medicine has been 
 "scientificized." Now I do not claim that Cornell 
 University has, in any special way, contributed to 
 this transformation of empirical into scientific med- 
 icine. But I do assert that from the day of her 
 origin she has observed the change, welcomed it, 
 and endeavored to give her students the training 
 necessary for the understanding of, and participa- 
 tion in it. And so, to-day, she says to every one of 
 these students : Master your sciences, or you can 
 never be a physician or a surgeon worthy the name. 
 As Huxley once put it in an address to the students 
 of my Alma Mater : "I do not believe that all the 
 talking about, and thinking of, medical education 
 will do the slightest good until the fact is clearly 
 recognized, that men must be thoroughly grounded 
 in the theoretical branches of their profession." 
 And these theoretical branches Huxley reduces to 
 
tlie minimum of physics applied to physiology, 
 chemistry applied to physiology, physiology and 
 
 anatomy. 
 
 Some of you will say that it is impossible to 
 master the scientific bases of medicine in the one 
 or two years — at most two years — which the med- 
 ical schools assign to those subjects. This is my 
 belief, too. And so I say, take more time. But 
 not only for mastery of your sciences. A man 
 educated merely in the sciences of nature, a man 
 whose mind has not been opened, elevated, and 
 enlarged by art, letters, and philosophy, is a good 
 deal of a Philistine. Liberal culture, like virtue 
 or religion, has its own intrinsic value. I shall 
 not, however, stop to argue a thesis so manifest, and 
 so universally accepted. But I do desire to ask 
 you if it is not true that a liberally educated man 
 — a man whose powers and faculties have been dis- 
 ciplined, chastened, strengthened, and enlarged by 
 letters, philosophy, and science — will not have a 
 great advantage over the man of mere professional 
 education, even in the practice of his profession ? 
 He will have deeper insight, a greater comprehen- 
 siveness and versatility of intellect, a surer faculty 
 of seeing things as they are and disentangling what 
 is irrelevant and sophistical. This is what gives 
 such profound truth to the saying of Jowett — the 
 greatest educator of his generation — that to be a 
 good engineer a man must be more than an en- 
 gineer. And I find this same sentiment among 
 the most distinguished physicians. You will see 
 
13 
 
 it expressed in Sir Morrell MacKenzie's essay on 
 "The Relation of General Culture to Professional 
 Success." And the celebrated Dr. Stokes, a gen- 
 eration ago, laid it down as a maxim that "We 
 must trust far less to the special than to the gen- 
 eral training of the mind." My own observations 
 and reflections as an educator and a stiident of the 
 human mind have led me to the same conclusion. 
 Generally stated, my view is that the mind, in 
 order to know anything well, must know far more 
 than that thing — and the more extensive and inten- 
 sive that "more" is, the better will the narrower 
 specialty be understood, and the readier will be 
 the power of applying it. I have had striking 
 confirmations of this principle in my intercourse 
 with professional men. The leader of the Ameri- 
 can bar once told me that he owed his success in 
 his profession to his college work in philosophy 
 and the languages. The Nestor of American jour- 
 nalism assured me that whatever reputation he had 
 achieved was due to his college training in classics 
 and mathematics. And as I scan the biographies 
 of the men who were eminent in the medical pro- 
 fession, I find that Harvey devoted five years to 
 academical studies at Cambridge before he went to 
 Padua to study anatomy ; that Richard Bright 
 studied philosophy under Dugald Stewart ; that 
 Sir James Y. Simpson was a student both of math- 
 ematics and of ethics ; and that Sir Joseph Lister 
 took his A.B. at the University of London five 
 years before he came up for his medical degree. 
 
14 
 
 To every prospective medical student I should like 
 to say : Go thou and do likewise. 
 
 Undoubtedly this will make large demands 
 upon the time of the student. Now it is not neces- 
 sary that any young man should be a physician or 
 surgeon ; but if he decides to become one, he should 
 aim at nothing less than the first rank. Here, too, 
 as at other points, Cornell University will give him 
 aid and encouragement. In our Academic Depart- 
 ment the student has absolute liberty in the choice 
 of studies. So that if our future medical stu- 
 dent enters that course he may, without neglecting 
 letters or philosophy, master thoroughly his anat- 
 omy, physiology, histology, chemistry, physics, and 
 botany, and at the end of four years receive his 
 A.B. degree. There then would remain of the 
 medical curriculum only the professional branches, 
 which he could compass in the next two years, in 
 New York City. Thus, thanks to our elective sys- 
 tem, he would win both the A.B. and the M.D. 
 degree in six years — though each separately 
 requires four years. 
 
 It will, then, be to the advantage, not only of 
 the University and its Medical College, but of the 
 student and the general public, if the relationship 
 between our Academic and Medical Departments 
 become closer and more constant. I hope to see it 
 the rule for our students of medicine to spend four 
 years at Ithaca in the study of letters, philosophy, 
 and science — the latter covering in a thorough way 
 the theoretical parts of the medical curriculum — 
 
15 
 
 and tlien two years here for instruction in the prac- 
 tical part of the curriculum, for which this great 
 city offers unsurpassed opportunities. The Fac- 
 ulty of Medicine would, I am sure, rejoice if this 
 arrangement were the general and normal one. 
 Our Founder would rejoice, for his aim is, not to 
 attract numbers, but to offer superior training for 
 those, be they few or many, capable of receiving it. 
 And if, along with this ideal of high intellectual 
 standards, we entertain a just conception of the 
 inherent nobility of the medical profession — whose 
 aim now and always is to discover and use the laws 
 of nature for the relief, healing, and protection of 
 mankind — we shall in this new Medical College, 
 which we now open, erect a temple whose founda- 
 tions are truth, and whose superstructure is charity 
 and philanthropy. And upon it and all its mem- 
 bers I reverently invoke the blessing of God, who 
 is at once both Truth and Mercy. 
 
ADDRESS BY DEAN POLK 
 
 "There is a divinity which shapes our ends, rough hew them as we may" 
 
 Herein lies the explanation of tlie success whicli 
 has attended the conception and creation of this 
 medical school ; and we who are the instruments 
 employed have but one feeling, an all-pervading 
 feeling, especially on this the opening occasion of 
 our educational work ; and this is a deep sense of 
 our responsibilities to our benefactor, our Univer- 
 sity, and to you. It might be supposed that the 
 distinction which these factors in our existence 
 have bestowed upon us would create an elation 
 which would warrant a desire for the triumphal 
 car and its attendant glories, but I know that, so 
 far from this being the state of our minds, a spirit 
 of seriousness possesses us, in keeping with re- 
 newed effort rather than effort accomplished. It is 
 evident that this argues well for the execution of 
 the trust placed in our hands. 
 
 In this wonderful country of ours a consider- 
 able number of men have been produced who, 
 through the exercise of natural powers upon the 
 opportunities before them, have acquired the means 
 wherewith to bestow munificent gifts. With the 
 thousands of impecunious enterprises continuously 
 
17 
 
 projected, it is evident that these men are never 
 free from solicitation to contribute to this, patron- 
 ize that, or endow the other. Hence it is scarcely 
 to be wondered at, that more than the ordinary dis- 
 crimination is needed to avoid bestowal in wrong 
 direction and apply it in the right. When, there- 
 fore, after proper inquiry and deliberation, such a 
 bestowal is made, it carries with it more than the 
 usual obligation that the recipient shall in all 
 things live up to the expectation of the benefactor. 
 In the construction of any undertaking, ideals 
 may be priceless, and they are priceless, if they 
 personify the highest, installed upon a basis of 
 common sense. Such ideals contribute working for- 
 mulae, and can, therefore, be readily used in pro- 
 moting an undertaking ; and the greatest good 
 fortune attends upon the enterprise which possesses 
 such an ideal and has at hand the means with 
 which to reach toward it. It is doubly fortunate if, 
 with the means, comes hand in hand the ideal. You 
 know we have the means, and infer we have the 
 ideal, but you do not know that the same hand 
 which bestowed the means unconsciously brought 
 with it the ideal. For this gift was in reality a 
 protest against intrigue and deception, and a proof 
 that faithfulness is as essential to lasting success 
 in the great things of life as in the smallest. And 
 yet this was not all. It was not enough to give us 
 this ideal, but a place in which to exercise and de- 
 velop it in all its bearings was also given, in put- 
 ting us within the folds of a great University. 
 
If you will go with me to the town of Ithaca, 
 you will there see grouped upon the hills over- 
 looking the head of one of the most extensive and 
 beautiful of the many lakes peculiar to the interior 
 of this State, a wonderful sight : — a great Univer- 
 sity, the result of thirty years of growth. And, 
 questioning as to the source of such a develop- 
 ment, we find the answer in the words of its distin- 
 guished President : "It lies in its constitutive 
 idea." "Every college and university is an organ 
 of the highest knowledge. Its function is the con- 
 secration of liberal culture. This was the accepted 
 view held a generation ago, and it was deemed 
 sufficient. Cornell University went further : it 
 associated practical education with liberal. It 
 ranked professional training among its functions ; 
 and it enlarged the notion of learned or scientific 
 professions so as to include, along with the tradi- 
 tional trio of law, medicine, and theology, whatever 
 calling rests on science or scholarship." In the 
 words of its Founder, it is "an institution where any 
 person can find instruction in any study." "Hos- 
 pitable to all the learned and scientific vocations of 
 modern times, it yet, at the same time, enlarges 
 the conception of liberal culture itself so as to give 
 the sciences of nature and the modern humanities 
 a place beside the ancient disciplines of Greek, 
 Latin, and mathematics."' 
 
 The eminently American character of the Uni- 
 versity is clearly defined in its democracy of liberal 
 
 "'A Generation of Cornell." 
 
19 
 
 and scientific schools, and the vigor whicli charac- 
 terizes its administration is perpetuated in the love 
 and loyalty of its large classes, and the marvelous 
 esprit de corps of its numerous and influential 
 alumni. This is the inheritance we have been bid- 
 den to share, and in taking our place do so with a 
 deep determination to lend our minds and bodies 
 to the fulfilment of its ideals. 
 
 As has been said, an essential part of this ideal 
 is the practical, and herein lies the core of what we 
 deem our duty to j'ou, the students. 
 
 At the risk of wearying you with repetition of 
 what you have already learned from our circular of 
 information, I must say something of the manner 
 in which we propose to meet the demand for the 
 practical in your instruction. After a good many 
 years devoted to medical education, we have arrived 
 at the conviction that clinical demonstration, upon 
 a broad basis of laboratory instruction, is the only 
 way in which to prepare students for the degree of 
 Doctor of Medicine. This has been forcibly borne 
 in upon all undergraduate teachers by the univer- 
 sal demand for post-graduate instruction in details, 
 without which a graduate is in reality unfitted for 
 the practice of this profession. The first question 
 that had to be answered related to the disposition 
 of the didactic teaching, that part of the course 
 which offered the preliminary knowledge of the 
 theory of medicine as an introduction to the prac- 
 tical. After no small amount of labor and experi- 
 mentation, we reached the conclusion that recitation 
 
from text-books, conducted, under the direction of 
 the Faculty, by a trained corps of instructors, af- 
 forded a better basis of theory than the didactic 
 lecture. This arrangement had also another advan- 
 tage of even greater merit, in that it freed the 
 older and more experienced teacher, so that he 
 could give his time to the practical or clinical 
 demonstration of the theory. To do this properly, 
 it was evident that he must have more time and 
 opportunity than the so-called clinic of the amphi- 
 theatre afforded. This could only be found in 
 closer and more frequent contact between the stu- 
 dent and patient than was possible at such clinics ; 
 hence the plan finally adopted, namely, to break 
 up the classes into small sections, and scatter such 
 sections through the wards of hospitals and dis- 
 pensaries, each under the guidance of a trained clin- 
 ician, whose object would be less the display of his 
 own learning than the eliciting of the student's 
 knowledge, with a view to its correction and enlarge- 
 ment. Given then this broad basis of laboratory 
 instruction, text-book drilling, with clinical demon- 
 stration superimposed, and presented to such small 
 subdivisions of the class as to insure the direct im- 
 press of the teacher upon each student, we feel we 
 have advanced a long way toward presenting the best 
 instruction that can possibly be given to the medi- 
 cal undergraduate of to-day. To meet fully the 
 demands of such a system, it is evident that pa- 
 tients are a necessity. The hospitals to which we 
 have access, though many and commodious, by no 
 
means meet tlie requirements. This can come only 
 from the control of a large outdoor or walking 
 clinic. 
 
 For many years those of us who believed 
 in this method of conducting medical education 
 dreamed of a college building which would be a 
 dispensary, surrounding and enveloping a medical 
 school ; a dispensary in which, beside space for con- 
 sultation with patients with every conceivable dis- 
 order, there should be at hand space for the accom- 
 modation of students, who could thus have ready 
 access to every opportunity for demonstration. 
 With room for each department to conduct its own 
 clinical microscopy ; one or more large lecture-halls 
 for such lines of teaching as might still require 
 didactics ; museums filled with every required 
 model or specimen needed for demonstration ; work- 
 rooms for every kind of teaching for which the 
 cadaver may be required ; space where all that per- 
 tains to physiology may be unfolded ; and rooms for 
 chemistry, to show not only what pertains to the 
 inorganic of medicine, but all that is known or can 
 be known upon the subject of animal or physiolog- 
 ical chemistry. 
 
 This was our dream, and now when we awake 
 and find this dream practically a reality — when we 
 see rising before us all that our imagination so 
 long pictured, and look back upon the years so 
 vexatiously spent in making brick without the 
 straw — we enter, as few have entered, into the feel- 
 ing of the people of Israel, as they turned their 
 
eyes to the land which Joshua and Caleb had told 
 them of. And in a spirit of deep appreciation 
 we begin here our part in the completion of the 
 edifice which typifies the spirit and the body of our 
 University. 
 
 With imposing presence it lifts itself upon its 
 bed of rock, suggestive of some great cathedral. 
 We see its minarets, its spires and towers reaching 
 heavenward, each marking the position of some 
 component part or school, and telling in degree 
 the sum of effort and perfection put forth and at- 
 tained by each. Moving among its massive pillars 
 and beneath its solemn arches, student and teacher 
 alike approach its altar, and there find the visible 
 presence of that sacred spirit of amity, unity, loy- 
 alty, and friendship which touches every soul that 
 enters within its portals. Upon and within this 
 stately edifice, our place as yet is scarcely more 
 than indicated. But, filled with the spirit of that 
 loyal faith given us in the example of our benefac- 
 tor, imbued with the power of that high-souled ag- 
 gression characterizing our University, and strong 
 in the force of our own purpose, we engage to 
 build for you as fair, as firm, as grand a spire as 
 ever reared its head toward heaven. Faithful, ag- 
 gressive, strong, we one and all pledge you our best 
 and ever-increasing effort. 
 
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