Morningside College 
 

 
Morningside College 
 Bulletin 
 
 Vol. X December, 1910 — Supplement No. 3 
 WWSS1TY W ILLINOIS 
 
 Entered December 30, 1901, at Sioux City, Iowa, as Second 
 Class Matter, Under Act of Congress, July 16, 1894. 
 Published Quarterly by Morningside College. 
 
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UNIVERSITY OF ILLINOIS 
 
 PRESIDENT’S OFF1CB* 
 
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 AS PRESIDENT OF 
 
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 THE NINETEENTH DAY OF OCTOBER 
 
 NINETEEN HUNDRED AND TEN 
 
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 10:15 A. M. 
 
Inauguration Exercises 
 
 ©riipr nf ProrfBuunt 
 
 Professor Henry Frederick Kanthlener 
 
 CHIEF MARSHAL 
 
 SECTION I. 
 
 Alumni and Seniors. 
 
 Professor Frank Harmon Garver, Marshal. 
 
 SECTION II. 
 
 Members of Northwest Iowa Conference and other 
 Visiting Clergymen. 
 
 Professor Ephenor Adrastus Brown, Marshal. 
 
 SECTION III. 
 
 The Trustees. 
 
 Professor Harold Stiles, Marshal. 
 
 SECTION IV. 
 
 The Faculty. 
 
 Professor Charles Aimer Marsh, Marshal. 
 
 SECTION V. 
 
 Representatives of the Colleges and Universities. 
 Professor Thomas Calderwood Stephens, Marshal. 
 
 SECTION VI. 
 
 The Governor and other Public Officials, Representatives 
 of the Press. 
 
 Professor Fred Emory Haynes, Marshal. 
 
 SECTION VII. 
 
 Presidential Group. 
 
 The Dean of the Faculty, 
 
 The Reverend William Campbell Wasser, Ph. D., 
 
 The Reverend Bishop William Frazer McDowell, LL. D., 
 The President-Emeritus of the Board of Trustees, 
 The Reverend Charles Macaulay Stuart, Litt. D., 
 
 The Secretary of the Board of Trustees, 
 
 The President of the Board of Trustees, 
 
 The Reverend James Lewis Gillies, 
 
 The President-Elect. 
 
©Ijr inauguration 
 
 (krare HtUyniial Eptsropal CCIjurrlj 
 10:30 A. fH. 
 
 REV. CHARLES MACAULAY STUART, 
 D. D„ Litt. D„ I.I.. D., PRESIDING 
 
Morningside College 
 
 Sonata — C Minor Felix Mendelssohn 
 
 Organ Prelude — 
 
 Choral Song and Fugue S. S. Wesley 
 
 Mr. Herbert Macfarren, A. R. A. M. 
 
 Processional Hymn — Holy, Holy, Holy. 
 
 INVOCATION — Reverend Bennett Mitchell, D. D. 
 Dr. Mitchell: 
 
 Holy, Holy and Merciful God, we bow in humble 
 reverence before Thee with chastened spirits. We are in 
 the midst of a shadow, a great shadow, that has fallen 
 upon us by the death of one whom we expected to be 
 with us ; one upon whom we were wont to lean for sup- 
 port and to whom we often went for counsel. 
 
 Thou hast taken him, our spirits are chastened, yet we 
 are not cast down. The density of the shadow in which 
 we stand proclaims that there is light beyond it, and our 
 faith claims Thou art in this mysterious providence. Oh 
 Lord, we can not proceed with these services without a 
 fresh token of thy blessing; thou who didst redeem us 
 by the death of thy son and with Him didst also freely 
 give us all things, give us now a token of thy love. We 
 beseech thee to bless Morningside College ; the students, 
 the faculty, the trustees, all its patrons and friends ; and 
 bless these, thy servants who have come from other in- 
 stitutions of learning to participate in these services. 
 Especially we pray thee to bless him who is now about 
 to be inducted into the high, holy and most important 
 office of President of the College. Give him wisdom, 
 
Inauguration Exercises 
 
 courage, tenderness, and strength, and forbearance, and 
 firmness, and love, and tactfulness for his office. 
 
 Now, great God come and bless us, for Jesus' sake, 
 Amen ! 
 
 ADDRESS OF WELCOME— Dean Sidney L. Chand- 
 ler, A. M. 
 
 Dr. Charles M. Stuart : 
 
 You will, I know, suffer a word of personal ex- 
 planation. 
 
 I would not do an injustice to a good man who never 
 did me an injury in my life, and, moreover, as I can not 
 tell a lie — that is, I could, but I will not — I am not Bishop 
 Nuelsen. Bishop Nuelsen was unavoidably detained, 
 and your President drafted the first comer into service 
 and asked me to preside. The function of this office, of 
 course, is very simple and I begin it with the very pleas- 
 ant announcement that the address of welcome will be 
 given by the Dean of the College, Professor Chandler. 
 
 Dean Chandler: 
 
 Official representatives of institutions of learning, 
 friends of Morningside College, lovers of education in 
 the broadest sense, it is, indeed, a pleasurable task to 
 voice the welcome, the hearty welcome, felt by Morning- 
 side College towards your coming this day. 
 
 You have come from Harvard and Yale, Columbia 
 and Chicago, Northwestern and Boston, Cornell and 
 Grinnell, the state universities and the splendid colleges 
 of this great country, to be present with us. To us, at 
 least, this is a most memorable hour. Did I say you have 
 come from them? Rather, you have brought these note- 
 
Morningside College 
 
 able institutions to us, for a college is not a physical phe- 
 nomenon, but a spirit, a real being, and you have brought 
 that treasure of wealth and learning and character that 
 is represented by historic building, and lovely campus, 
 and millions of endowment you may represent. The 
 great thing is this spiritual wealth; myriads of teachers, 
 multitudes of students, centuries of achievements, in the 
 aggregate a millenium of light, is represented by you 
 here at this time, and it is a great favor and a great honor 
 that you are to be with us now. 
 
 When the trustees of this institution, with careful 
 thought, long searching and trying out the quality of 
 many splendid men, looking for a successor to that great 
 man, Wilson Seeley Lewis, who for twelve years had 
 led us to such victory after victory, from all these splen- 
 did men of letters and men of affairs, they fixed their 
 choice on one — Luther Freeman. No sooner did he ap- 
 pear upon the campus, greet the faculty and student 
 body, and the people throughout this magnificent ter- 
 ritory, than the same marvelous qualities which had so 
 impressed the Board of Trustees, made an overwhelming 
 impression for him, for the college, for education and 
 righteousness upon the hearts of the people. But it is 
 not to honor Luther Freeman; it is not — we might re- 
 peat the names of some of these distinguished ones who 
 are here — that you personally may honor him in this 
 hour; but it is that you, representing all the splendid 
 mysteries of learning and in a sense, all the education 
 of the world, are here to join with us in formally an- 
 nouncing that Morningside College — Trustees, Faculty, 
 Students and Friends — are formally inaugurating their 
 President. It is, therefore, more an impersonal and vital 
 
Inauguration Exercises 
 
 matter than it is one of personality, however much that 
 may enter into it. 
 
 One word as to the hosts. You have already ob- 
 served we are not expert in the matter of parade ; that 
 there are some splendid things we do not do skillfully, 
 and you will pardon us, for we are the youngest of all the 
 colleges ; and as a young college in a new state, in a new 
 land, you, with your heights of distinction fully attained, 
 will bear with us in that particular. We know you will 
 not judge us by our lack in these things. 
 
 A decade ago the dark hour came when all the world 
 fixed its attention upon one spot in China, where mil- 
 lions of furious pagans were bound to destroy every ele- 
 ment of modern civilization that was in that land. Then 
 that son of Iowa, Mr. Conger, as our minister to China, 
 was with the delegates and officials of Europe gathered 
 there in the hourly expectation of death. There were 
 hours, days, and weeks when no word of that awful situ- 
 ation could reach this land. A little group of soldiers 
 waited at Tien-tsin. Councils of war were held, and day 
 after day the same conclusion reached that it was im- 
 possible to move with so small a force. The blindness 
 and darkness could not be penetrated. Then young 
 America got one word through to Mr. Conger, who re- 
 plied, “For God’s sake send help in the hour of our ex- 
 tremity.” Darkness, blindness, horror settled again. 
 Another council of war was held and it was again de- 
 cided that the journey could not be made and that the 
 battle could not be fought. When it was concluded, the 
 American commander said : “I march tomorrow at 
 eight o’clock.” The brown Jap general said, “I go too.” 
 They could not let them go without help, so they all 
 tried it. They had wondered at and criticized the order 
 
M orningside College 
 
 of the parades of the Americans, but when they got into 
 battle they saw that every soldier was a hero, every man 
 a general, and the representative army of Europeans 
 said : “How these Americans think for themselves, and 
 act, and bring things to pass !” And I think I may say 
 for these splendid trustees, alumni, students, that al- 
 though we are young in ceremonies the records will show 
 no battle could be too fierce for these soldiers to fight. 
 We entered the dark days when desolation sat upon the 
 city in the panic of the 9o’s. In that hour one trustee, 
 not now present, with a small farm down in Calhoun 
 county, said : “I will mortgage it for all it will bear, 
 and we will keep holding on.” Another dark day after 
 the loss of the Sioux City fire, in the winter time, a bliz- 
 zard blowing from the north, these trustees came to- 
 gether. It was all snow, fire, steam and ice ; for Sioux 
 City was in ruins. They had come to launch the endow- 
 ment project. A man, Mr. C. H. Lockin, not able to 
 be present this morning, made such an address as fired 
 the heart of every man ; and it is no wonder such 
 trustees have been able to keep a faculty at work so 
 sacrificingly, for we are still pioneers. These students 
 are children of the pioneers ; and we glory in our fathers, 
 and in the homes from which we come. These children 
 of the pioneers, associated with their fathers in this task, 
 appreciate your coming today. It is these hosts that wel- 
 come you ; they give to you the campus not only as it is, 
 but as it is to be. Select the place for the gymnasium. 
 Place the library for us. Think into these things for us. 
 Morningside has attained a little. These are not idle 
 dreams. They are potentialities in the hearts and minds 
 of this splendid territory. We claim as real all things 
 toward which we have set our faces. Think this thing 
 
Inauguration Exercises 
 
 through for us, and help us and encourage us. We wel- 
 come you to our school and to our homes.. Our hearts 
 were yours before you came. 
 
 CALLING OF THE ROLL OF DELEGATES — Pro- 
 fessor Henry F. Kanthlener, A. M. 
 
 Dr. Stuart : 
 
 I present Professor Kanthlener, who will call the 
 roll of delegates. 
 
 Professor Kanthlener: 
 
 Mr. Chairman, Delegates and Friends: I have here 
 a very large number of responses. On account of the 
 number I am sure you will excuse me from reading them 
 all. However, there are two or three that I think should 
 be read at this time. The first is from the Secretary to 
 the President. 
 
 The White House, Washington. 
 
 Mr. H. F. Kanthlener, 
 Morningside College, 
 Sioux City, Iowa. 
 
 October 1 6, 1910. 
 
 My dear Sir: 
 
 In behalf of the President 1 beg to acknowledge re- 
 ceipt of your favor of October 3d, and to thank you for 
 your courtesy in inviting him to attend the installation 
 of President Freeman as head of Morningside College. 
 
Morningside College 
 
 He regrets that his engagements and official duties are 
 such as to make it impossible for him to accept. 
 
 Regretting that I am unable to send you a favorable 
 response, I am, Very truly yours, 
 
 (Signed) Charles D. Norton, 
 
 Secretary to the President. 
 
 October 7, 1910. 
 
 Professor H. F. Kanthlener, 
 
 Morningside College, 
 
 Sioux City, Iowa. 
 
 My dear Professor: 
 
 I am just in receipt of the invitation of the Trustees 
 and Faculty of Morningside College to be present on the 
 occasion of the inauguration of the new President of the 
 College on the 19th instant. I very much regret that the 
 demands upon me are such that it will be impossible for 
 me to accept. I shall always remember with the utmost 
 pleasure my visit to the College two or three years ago. 
 I then had an opportunity to see something of the splen- 
 did work it is doing. I take this opportunity to extend 
 to the College and its friends, and to the new President, 
 my heartiest felicitations and good wishes. 
 
 Very sincerely yours, 
 
 (Signed) Charles W. Fairbanks. 
 
 (telegram) 
 
 Chattanooga, Tenn., October 19, 1910. 
 Hon. Jonathan P. Dolliver, 
 
 Morningside College, 
 
 Sioux City, Iowa. 
 
 Deeply regret imperative engagements prevent our 
 
Inauguration Exercises 
 
 yielding to strong impulse to go to President’s Inaugura- 
 tion. Brief recent visit to Momingside impressed me 
 deeply with remarkable opportunity there. Long intimate 
 acquaintance with President Freeman convinces me no 
 Methodist College has stronger executive. In lieu of per- 
 sonal presence please permit me to pledge $1,000 on 
 needed Momingside gymnasium. 
 
 (Signed) John A. Patton. 
 
 I shall now call the roll of delegates. 
 
 The State of Iowa — Hon. Beryl F. Carroll , Governor. 
 
 Department of Public Instruction, State of Iowa — 
 Hon. John F. Riggs, LL. D., Superintendent. 
 
 The City of Sioux City — Hon. A. A. Smith, Mayor. 
 
 Mayor Smith: 
 
 On behalf of Sioux City, I wish to extend to Presi- 
 dent Freeman our greeting; and I wish further to ex- 
 press the wish, the hope, and the belief, that Momingside 
 College, which is an honor and credit to Sioux City, will 
 grow in number of students, in appliances, in equip- 
 ment, and in strength, under his happy guidance and the 
 assistance of his competent and devoted faculty and 
 trustees. 
 
 Harvard University — David Mould, A. B. 
 
 Yale University — Hon. Elbert H. Hubbard, A. B.; 
 W. S. Gilman, A. B. 
 
 Columbia University — Victor Rosewater, Ph. B., 
 
 A. M., Ph. D. 
 
 Dr. Rosewater: 
 
 I am happy to extend greetings and congratulations 
 on behalf of Columbia University to Momingside Col- 
 
Morningside College 
 
 lege, and to its President, whom we have met here to 
 inaugurate. Columbia is always glad to encourage and 
 to lend support to growing and progressive universities 
 and colleges that come to help in the great field of edu- 
 cational work. 
 
 Like all our American colleges, Columbia has gone 
 through a career which started with small beginnings and 
 which has broug'ht it up to its present position, and it 
 would be glad to see every other college started in the 
 same way continue with even greater success. You have 
 not reached the point of debating whether this shall be 
 called Morningside College or Morningside University, 
 although I am sure you will some day come to it. 
 
 That recalls an incident which happened in my own 
 university days when taking a course on statistics given 
 by Professor Mayo-Smith who is since deceased. One of 
 the lectures was devoted to discussing whether statistics 
 was to be regarded as a science or an art. He presented 
 to the students all the arguments that were offered for 
 one or the other: that statistics from one point of view 
 was only an art, being handmaid to all the sciences ; and. 
 from the other, was a science in itself, being a body of 
 observed facts systematically presented and capable of 
 basing predictions of future events. At the conclusion 
 he said, “Gentlemen, I have given you the arguments on 
 both sides as to whether statistics is an art or a science. 
 You may decide for yourselves. It does not matter so 
 far as my work is concerned, for I am here to teach the 
 so-called science of statistics.” 
 
 So whether called a university or a college, the work 
 of your institution is laid out, and, I am sure, headed in 
 the right direction. 
 
 I congratulate you, President Freeman, personally, 
 
Inauguration Exercises 
 
 and for the city in which I live, which is not far distant, 
 and may be expected to send you students in the future. 
 I thank you again for this opportunity of speaking. 
 
 Williams College — George E. MacLean, D . D., LL. 
 D., President, University of Iowa. 
 
 Professor Robert Wylie spoke as follows in behalf 
 of President MacLean: 
 
 President MacLean himself is under a shadow of 
 deep sorrow, standing in the shadow of Williams Col- 
 lege, paying a last tribute to his mother, deceased. In his 
 hour of sorrow he did not forget that greetings be car- 
 ried from the splendid independent college of the east 
 to the model college of the west. 
 
 Princeton University — John H. Kelly, A. B. 
 
 Allegheny College — Rev. Charles M. Stuart, D. D., 
 Litt. D., LL. D. 
 
 Colgate University — Rev. E. PI. Stevens, A. B. 
 
 Mr. Stevens : 
 
 I give you the greetings of the Baptists in this city. 
 
 McGill University — /. H. Darey, M. D. 
 
 Mt. Holyoke College — Miss Laura von Schrader, A. B. 
 
 Wesleyan University — John Littlefield Tilton, A. M., 
 Professor of Physics, Simpson College. 
 
 Union Theological Seminary — Rev. Thomas L. Sex- 
 ton, D. D.; Rev. Theodore M. Shipherd. 
 
 DePauw University — Rev. John S. Hoagland, D. D. 
 
 Iowa Wesleyan University — Edwin A. Schell, D. D., 
 President. 
 
Morningside College 
 
 Ohio Wesleyan University — Miss Minnie Hickman, 
 B . L. 
 
 University of Iowa— Robert Bradford Wylie, Ph. D., 
 Professor of Morphological Botany . 
 
 Dr. Wylie: 
 
 The university extends congratulations and best 
 
 wishes. 
 
 Grinnele College — Edward A. Steiner, Ph. D., D. D., 
 Professor of Applied Christianity ; J. S. McCowan, 
 A. B.; Rev. Harley R. Core, A. B., B. D. 
 
 University of Wisconsin — Mrs. H. J. Taylor, A. B.; 
 Joseph W. Hal lam, A. B. 
 
 Mr. Hallam: 
 
 I can say for myself that I am glad to be here, but 
 as delegates appointed by the President of the Wisconsin 
 University, Mrs. Taylor and I are glad to offer congratu- 
 lations to Morningside College and Dr. Freeman. 
 
 Western College for Women — Miss Robeina Craw- 
 ford Pardoc, Ph. B. 
 
 Beaver College — Mrs. E. R . Graham. 
 
 Hamline University — R. Watson Cooper, A. M., D. 
 D., President Upper Iowa- University. 
 
 Northwestern University — Abram W. Harris, LL. D., 
 President; Rev. Charles M. Stuart, D. D., Lift. D., 
 LL. D.; Arthur H. Wilde, Ph. D., Professor of 
 History. 
 
 Dr. Wilde: 
 
 Northwestern offers her heartiest felicitations to 
 Morningside College, in which all universities have al- 
 ways been interested. I would like, on my own account, 
 
Inauguration Exercises 
 
 to offer to Dr. Freeman and wife and all the college, per- 
 sonal congratulations. From a friendship with Dr. Free- 
 man as a college mate and a fraternity mate I know him. 
 I congratulate you that you have secured him for your 
 leader. He has no superior in robustness of manhood 
 and graciousness of spirit. 
 
 Cornell College — James E. Harlan, A . M„ EE. D., 
 President . 
 
 Upper Iowa University — R . Watson Cooper, A . M., 
 D. D., President . 
 
 Vassar College — Miss Gladys Brown , A. B. 
 
 Carleton College — Luther Allen Weigle , Ph. D. 
 
 Simpson College — Francis E. Strickland, Ph. D., Presi- 
 dent. 
 
 Tabor College— Rev. R. C. Cully, A. B. 
 
 University of West Virginia — Hon. Jonathan P. Dol- 
 liver, EE. D. At this point the audience arose and 
 stood in silence out of respect for the deceased sen- 
 ator, who had expected to be present. 
 
 Wellesley College — Miss Charlotte Hubbard, A. B. 
 
 German Wallace College — Bishop John E. Nuelsen , 
 
 D. D. 
 
 Boston University — William C. Wasser, Ph. D. 
 
 Coe College — S. W. Stookey, A. M., EE. D., President 
 of Bellevue College. 
 
 Yankton College — Albert L. Lee, Secretary. 
 
 Mr. Eee: 
 
 I assure you it is a keen delight to present here 
 
M orningside College 
 
 greetings from Yankton. I congratulate you on your 
 splendid institution, and inauguration of Dr. Freeman. 
 
 University or South Dakota — Franklin B. Gault , LL. 
 D President . 
 
 Dr. Gault: 
 
 Heartiest congratulations and felicitations from your 
 nearest neighbor. 
 
 Beeeevue College — S. W. Stookey , A. M., LL. D 
 President . 
 
 University oe North Dakota — Frank LeRond McVey, 
 Ph. D., LL. D ., President. 
 
 Goucher College — Miss Ethel Haskins , A. B. 
 
 Dakota Wesleyan University — S. K. Kerfoot, A. M., 
 D. D President. 
 
 University of Chicago — C. Walter Britton , A. B. 
 
 Mr. Britton: 
 
 Perhaps you will permit a personal word. I went to 
 the University of Chicago from the preparatory depart- 
 ment of Morningside College. I was there a year, I 
 think, before I found more than three persons who knew 
 anything about Morningside College. Since then Morn- 
 ingside College has made such strides the University of 
 Chicago knows about it and asks me to extend congratu- 
 lations to Dr. Freeman and the College. 
 
Inauguration Exercises 
 
 RESPONSE IN BEHALF OF THE DELEGATES— 
 
 Reverend Edwin A. Schell, D. D., President, 
 
 Iowa Wesleyan University. 
 
 Dr. Stuart: 
 
 I have pleasure in presenting, as you will have in 
 hearing, President Edwin A. Schell, of Iowa Wesleyan, 
 who has assumed the responsibility of speaking for this 
 celebrated aggregation of learning. 
 
 Dr. Schell: 
 
 Mr. Chairman ; Mr. President ; Fellow Laborers in 
 the field of education ; Pilgrims to the Campagna and 
 the heights of the Acropolis ; Ladies and Gentlemen : 
 
 Perhaps because I am the President of the oldest in- 
 stitution of collegiate grade in Iowa; perhaps because it 
 was my high privilege to sit with the founders of Morn- 
 ingside College on the day when they determined that 
 the institution should be here, I have this privilege, not 
 because of my agreement to speak for this “aggregation,” 
 as this distinguished member of the Ananias Club has in- 
 timated to you. Certainly I should hesitate to attempt 
 to represent the palpitating joy this assemblage feels to 
 have such reinforcement as is accorded to the cause of 
 education by the induction of this man of learning and 
 eloquence into his high office. 
 
 This convocation makes me think of the comparative 
 merits of aristocracy and democracy and the strange 
 commingling of their ideas which the occasion suggests. 
 As I understand the office of a College President, it is 
 the one aristocracy that democracy affords — headship in 
 the aristocracy of brains. In a democracy where we 
 challenge the claim of anybody to be superior, where no 
 one of us is willing to recognize we are any whit in- 
 ferior, it has taken on the guise of the most aristocratic 
 position which the country and society affords. For the 
 President, mark you this, is the sum total of aristocracy ; 
 
Morningside College 
 
 the aristocracy of talent; the aristocracy of brains; the 
 aristocracy that is certain ultimately to bring all other 
 aristocracy into obeisance. And with this appreciation 
 of the situation, let me add this other — the multiplication 
 of the collegiate institutions of learning and the wide 
 diffusion of intelligence. There was an old Methodist 
 itinerant who went to Conference and gave an account 
 of the colleges he had helped to found. “Bless the Lord,” 
 said he, “we have built two colleges already, and have 
 the logs out for three more,” and in Iowa where we have 
 founded one dozen and have the logs for fifteen more you 
 can understand how aristocratic and democratic is this 
 office. 
 
 It is so significant that the State can well afford to 
 send representatives of its three greatest institutions to 
 this function, and the loss is with the colleges that are 
 unrepresented. For this induction into this high office 
 with its power, its privileges, and its opportunities is as 
 significant, ay more significant, than the day when Blaine 
 was elected speaker of the house and when Reed took 
 the gavel to inaugurate his new rule for counting a 
 quorum. This man is to have a greater influence by the 
 blessing of God than either. This is as significant as 
 the day when Bishop Foss — we will not go back further 
 than Bishop Foss — was elected President of Wesleyan. 
 (It is not strange that often the church, for its highest 
 officers, goes to the ranks of education). It is as sig- 
 nificant as when Fowler was elected President of North- 
 western or old Joseph Cummings, Ex-president of Wes- 
 leyan, came to Northwestern to enrich it and break down 
 the narrowness of its horizon and make it one of the 
 great institutions that will endure for a thousand years. 
 
 I bring to you, Mr. President, the congratulations 
 
Inauguration Exercises 
 
 and hearty endorsement of all your compeers, and, speak- 
 ing for these gentlemen and the representatives of these 
 institutions, our hope that you shall have such an admin- 
 istration as it is the privilege of your eloquence and 
 scholarly ability to command ; that you will give to Morn- 
 ingside, to Sioux City and to all these students such an 
 administration as they have a right to expect ; that you 
 may put your influence into the soul of every young fel- 
 low that comes crowding into these halls, that they may 
 say of you, as they do about my predecessor, the late Dr. 
 Elliot. The “boys” — old boys now — old men — speak 
 with tears of the days when Elliot used to come into the 
 recitations rooms, and with his Irish brogue say, “Good 
 morning, boys. Study your Algebra. Get your Trigo- 
 nometry. Be good byes, and God bless you.” That you 
 may impress the young men like the Elder Arnold, of 
 whom it is said, “He made the men that made England” ; 
 that you may help Momingside do what Iowa Wesleyan 
 has done — give a Gardner Cowles to the Register & 
 Leader; give a John F. Riggs, State Superintendent of 
 Public Instruction, or in other words, that you may help 
 to make the men who make Iowa and America. 
 
 It is my sincere wish that you may be able to select 
 great men for the faculty ; not only men who shall know 
 “reading, writing and arithmetic” ; not only men who 
 know the fundamentals ; but that you may find men with 
 power and capacity to break down the limits of the 
 horizon and bring young people into the presence of the 
 Infinite; to help them to rise from the things they know 
 to the things they do not know ; to climb from things seen 
 to things unseen ; from things that perish to things that 
 abide; from things that are temporal to things that are 
 eternal ; that you may be able to put your hand on some 
 
Morningside College 
 
 man for your faculty like Aggasiz, who shall keep alive 
 faith in this country for a hundred years ; to put your 
 hand on some Professor of English like Lowell to teach 
 English not only as it is spoken, but make English the 
 world over a precipitate for liberty, patriotism and noble 
 ideas ; that you may be able to do what Oliver Marcey did 
 for my early life — teach that the germ, the soul of all, 
 is not bacilli and bacteria revealed by the most powerful 
 microscope, but that it is that persuasive power described 
 and delineated by the man who wrote that first chapter 
 of Genesis, who began by saying, “In the beginning, 
 God." 
 
 I have been to Heidelberg. The only proof I have 
 that I am a College President is the way I say “Heidel- 
 berg." Perhaps if I had said it in conversation, I would 
 not have gotten that as I congratulate myself I did this 
 morning. I was once at Heidelberg. A German in im- 
 perfect English told me to my imperfect German how 
 Heidelberg was almost 500 years old, but that before the 
 university proper, for 300 years there had been a school ; 
 how away back in 1128 a little sawed-off German gave a 
 cottage and a patch of ground for the support of the 
 teacher, “der lehrer," and Carlyle laughs and says, “Much 
 good cabbage has grown on the patch which the little 
 German gave, and many good barrels of kraut have they 
 made out of the cabbage which grew on the patch of 
 ground." Just think of it, gentlemen, if we live until 
 1928, for eight hundred years the gift of the little old 
 German shall have been doing its mighty office in the 
 world. That was twenty-eight or thirty, possibly thirty- 
 two years before Conrad, of Hohenzollern, went to seek 
 his fortune in the world. Thirty-two years older than 
 the family of William the Second, he of the upturned 
 
Inauguration Exercises 
 
 mustache, is this aristocracy of education that was 
 founded by a little old German, who gave a cottage and 
 a patch of ground for the support of the teacher. 
 
 Have you ever been down to the Secretary of the 
 Treasury’s office at Washington and seen the faces of the 
 Secretaries of this country in that long line of pictures? 
 Have you ever been in the seat of one of the English fam- 
 ilies and gone up and down the galleries and looked upon 
 the faces of the old Lords, Dukes and Earls that hang 
 about the walls ? Let me remind you, Mr. President, that 
 you are in a great succession, and that fifty years, one 
 hundred years, five hundred years from now, perhaps, 
 the single aristocracy that America will tolerate, the aris- 
 tocracy of talent, shall see your face hanging on the wall 
 of the library or chapel here and say, “He built this for 
 the cause of education and for the enlargement of the 
 human mind at Morningside College.” 
 
 I pray you, Sir, that by God’s grace you may be as 
 courteous, as winsome, as sympathetic as was this Wil- 
 son Seeley Lewis who preceded you in this high office ; 
 that you may be able to select men as great as have 
 adorned the faculties of any institution in this state ; that 
 by the blessing of God, by power, courtesy and charm 
 you shall be able to penetrate the wallets of many who 
 “get all they can and can all they get” and persuade them 
 to open them out and give to Morningside College. 
 
 Chorus — “O Clap Your Hands” Turner 
 
 The College Choir. 
 
 PRAYER — Reverend James Lewis Gileies, A B. 
 
 Dr. Stuart: 
 
 Prayer will be offered by Rev. J. L. Gillies. 
 
Morningside College 
 
 Mr. Gillies : 
 
 Oh God, Thou art great ; great in Thy power ; in Thy 
 resources; Thou art great in Thine infinite love and in 
 Thy mercy; great in Thine ability and in Thy willing- 
 ness. We are in Thy presence. We worship Thee at 
 this time. We thank Thee that there comes to our spirits 
 response as our faith goes out unto Thee. Thou art not 
 far from anyone of us. Thou art very near and art re- 
 vealing Thyself to us as we sit in Thy presence on this 
 occasion ; and as there are many voices coming to us 
 from different parts of our nation; many interests rep- 
 resented ; the past focused upon the present ; we pray 
 Thee, help us appreciate this hour. 
 
 As we sit before Thee in this season of fellowship, 
 do Thou reveal the past as memory serves us. As that 
 which has passed before our vision comes to us anew, we, 
 are able to see how God’s hand is shaping the events and 
 the affairs of men. We thank Thee for the vantage 
 ground which we occupy today, and for all Thou hast 
 made possible unto us. Truly our responsibility is great. 
 Thy voice comes to us in the midst of this occasion and 
 all that it represents, and Thou dost call us into the to- 
 morrows of life, and dost ask us that we shall appropri- 
 ate and utilize all that which Thou hast placed at our dis- 
 posal to make us the kind of men and women, under di- 
 vine leadership, that shall occupy the places and perform 
 the tasks ordained of Thee for the betterment of the 
 world. And as Thou hast endowed us in body, mind and 
 soul, we pray Thee, O God, that we may measure up to 
 Thine expectations, and in the strength, power and wis- 
 dom of the Son of God and the Son of Man, may we go 
 forth to accomplish that which we ought. 
 
 Bless, we pray Thee, this hour and all the interests 
 
Inauguration Exercises 
 
 which are here represented. May Thy choicest blessings 
 be upon this school and upon its future. May this be 
 the beginning of a new history and may this organization 
 be enabled to reach out in the strengthening and in the 
 cultivation of these young lives in this section of our fair 
 nation ; and may the President, and the members of the 
 Faculty, the Trustees, and all interested, under God, be 
 enabled so to organize and to plan and execute, that the 
 very best may be accomplished for our constituency. 
 
 And as we now stand in Thy presence with bowed 
 heads, we are also with bowed hearts. We pray again 
 Thy blessing upon the home that is in the mists and the 
 shadows today. Grant that this sudden bereavement may 
 be sanctified by Thy Spirit to the good of the family be- 
 reft, and every interest, in nation, in church, and in 
 school, represented by this, our fallen leader. And we 
 pray Thee that men such as he, in mind and in soul, may 
 be raised up who shall emulate his example and take up 
 the tasks where he laid them down and go forward to 
 reach and accomplish that which God would have. 
 
 Now, Lord, as we tarry before Thee ; as these exer- 
 cises continue; may Thy Spirit be present in them all, 
 and may those who speak and those who hear be blessed 
 alike. As we go forth from this house and campus to 
 our various homes may we go in the fear and love of 
 Almighty God, with the power and wisdom which He 
 doth grant. 
 
 Hear us in these supplications. May Thy blessing 
 be upon the chief executive of our nation and his advis- 
 ors, and all who rule over us in local authority. Hear 
 us and answer us, forgiving us for our sins ; we ask in 
 Jesus’ name. 
 
 Our Father who art in heaven, hallowed be Thy 
 
Morningside College 
 
 name. Thy kingdom come. Thy will be done on earth 
 as it is in heaven. Give us this day our daily bread ; and 
 forgive us our trespasses, as we forgive those who tres- 
 pass against us ; and lead us not into temptation, but de- 
 liver us from evil; for Thine is the Kingdom, and the 
 power, and the glory, forever. Amen. 
 
 INDUCTION — Honorable O. W. Towner, President 
 of the Board of Trustees. 
 
 Dr. Stuart: 
 
 The charge of service to the President-elect will be 
 given by Mr. Towner, President of the Board of 
 Trustees. 
 
 Mr. Towner: 
 
 I was told a little while ago that I might deliver 
 Judge Ladd’s address. Not knowing what is in his 
 mind I cannot very well do it. I am reminded of an- 
 other scene which took place in this northland not long 
 since where a convention of learned men was being held. 
 Finding there was an Iowa man present they were anx- 
 ious to hear the Iowa man talk stock, when one asked 
 where Iowa was. They wanted to know if it was out in 
 Alberta. A typewritten letter addressed to Kansas City, 
 Mo., they returned for more definite address. I speak 
 of that to show you it is a big country. This convention 
 went off all right and the Iowa man was there ; but it 
 reminded one of the water pressure out here at Morning- 
 side. That is about the setting I feel today under the 
 depression which comes to us as a Board. 
 
 One ought to feel at home on this rostrum, who 
 had something to do with ordering the material. One 
 ought to feel at home who knew something about Morn- 
 
Inauguration Exercises 
 
 ingside College. I believe the judge was to tell us 
 something of its history. I do not care much for its 
 past. It is written. The only good is it helps us in 
 the future. I know a few things about its history. I do 
 not know where it was born. It was born first in the 
 thought of the Almighty. He put it into some man’s 
 mind. There it started. He alone can tell of its future. 
 
 We have seen some things done. We have seen it in 
 its poverty. We have seen it in its hours of depression 
 and grief. We have seen it in its hours of joy and an- 
 ticipation. We have seen the raw product, the unde- 
 veloped boys and girls come here, and after four or five 
 years of study and honest toil go out into strong, hard 
 work for humanity. It has been worth while. 
 
 It has had its period when L. J. Haskins (permit me 
 to speak his name because it is worthy of it) carried the 
 finances in his vest pocket. Other men I would like to 
 mention, but the list is too long. The record is written. 
 We have had so many good things — more than some 
 men think. I do not feel disposed to tire you. Life is 
 too short. You have not the patience to listen. 
 
 We are here on a great occasion. We are making 
 history today and it means much for Morningside, but we 
 cannot stop to tell you what it means. I turn from what 
 comes to my mind and think of Dr. Freeman. (Dr. Free- 
 man then arose. Loud applause.) 
 
 The corporation, the Board of Trustees of Morning- 
 side College, have selected you for their standard bearer. 
 They believe in you ; they believe that every fibre of your 
 being will respond to that great cause ; they believe that 
 you will maintain the high ideals that have been exempli- 
 fied and brought forth by that leader of men, our former 
 President, Dr. Lewis (applause) ; and that this institu- 
 
Morningside College 
 
 tion, founded with endless prayers and the gifts and lives 
 of noble men and women will continue to send its alumni 
 out to the uttermost parts of the earth to bless and lift 
 mankind. Emerson has said every great institution is 
 the shadow of some man who has cast his influence down 
 to future generations. 
 
 I have been commissioned by this Corporation to in- 
 duct you into the office of President of Morningside Col- 
 lege and I now declare that you are invested with the 
 authority, privileges and power appertaining to that high 
 office and present to you the Charter of our institution, 
 the Seal, and the Keys. This destiny of our beloved 
 institution rests with you. May God be with you. 
 
 ACCEPTANCE — President Luther Freeman, D. D. 
 President Freeman : 
 
 President Towner, with a very great sense of the 
 sacredness of this trust, with a consciousness of my own 
 limitations, with profound confidence in you and the 
 trustees whom you represent, and in profoundest confi- 
 dence and reliance upon our great Leader I accept this 
 office. I pray God’s blessing upon me ; upon us all. 
 
 Hymn — Faith of Our Fathers. 
 
 INAUGURAL ADDRESS— The President. 
 
 Dr. Stuart: 
 
 Dr. Freeman, having been duly certified and prop- 
 erly accredited, will now present the inaugural address. 
 
 President Freeman : 
 
 Dr. Stuart, President of the Board of Trustees, Dele- 
 gates, Trustees, Alumni, Ladies and Gentlemen: 
 
 It is understood by all, of course, that the pageant 
 
Inauguration Exercises 
 
 and welcome and distinction of this day are given not 
 to any particular person, but as a tribute to that which 
 has been felicitously denominated, “our national idol,” 
 education. 
 
 Although personality is distinctly in the background, 
 we must recognize that the type and quality of the edu- 
 cation characteristic of an institution is largely dependent 
 upon the personality which shapes its policy. It is, 
 therefore, quite fitting, and certainly a distinct personal 
 pleasure, to recognize the very great service rend- 
 ered to the educational interests of this section by 
 my honored predecessor who, through practically all the 
 years of Morningside College, has been its inspiration 
 and leader. We all regret most sincerely the providence 
 that makes it necessary for us this day to do without the 
 presence of the eloquent and statesmanlike educator, 
 Bishop Wilson Seeley Lewis. Perhaps, however, the 
 spirit of Morningside is pictured all the more vividly by 
 his absence; for Morningside, while very distinctly, and 
 to a remarkable extent, the child of a special locality, has 
 always recognized a world-wide mission. There is hardly 
 a land anywhere beyond the reach of its immediate in- 
 fluence ; for Morningside boys and girls have gone to 
 the ends of the earth to tell men of “the life that is life 
 indeed.” 
 
 While the frequency of such occasions renders 
 unique or original utterance on educational problems im- 
 possible, it seems fitting that, with the beginning of a 
 college administration, those to whom the shaping of its 
 policy is committed should be expected to indicate, in 
 outline, the ideals that should in their judgment, domi- 
 nate the work of the institution. 
 
 It is all the more fitting at this time that a word of 
 
Morningside College 
 
 defense should be spoken because of the fact that the 
 colleges of the United States have been under fire of 
 late. While we have worshipped education in the ab- 
 stract with blind devotion, declaring that it is the sov- 
 ereign panacea for all our national ills, for the banish- 
 ment of poverty, the assimilation of the foreigner, the 
 eradication of the liquor evil, the solution of the race 
 problem, and the final creator of domestic tranquility, we 
 find our colleges bitterly criticised. 
 
 President Butler says : “The American college 
 hardly exists nowadays and, unless all signs mislead, 
 those who want it back in all its useful excellencies will 
 have to fight for it vigorously. The milk and water sub- 
 stitute and the fiat university that have taken the place 
 of the college are pretty poor returns for what we have 
 lost.” 
 
 The charges are many and often contradictory. 
 Some one has discovered that the colleges are hotbeds of 
 every kind of heresy, that the faith of our fathers is being 
 sorely imperiled by the frankness of the teaching, es- 
 pecially the scientific teaching, now being given in our 
 class rooms. On the other hand we are told that we are 
 so bound by the old faiths and creeds as to be unable to 
 give that breadth and catholicity of thought necessary to 
 develop the poise and judgment essential to the largest 
 personality. One day we are charged with dreamy 
 idealism, the next we are said to lay our emphasis upon 
 football, weight throwing and general athletics, until the 
 aim seems to be a scholarship of muscle and avoirdupois. 
 Prominent representatives of the business world are tell- 
 ing us that our graduates are inefficient, that much which 
 has been learned in college has to be unlearned before a 
 boy is of particular value as an employe in one of our 
 
Inauguration Exercises 
 
 mercantile houses. Scholars declare that the passion for 
 scholarship is a thing of the past; that our graduates 
 lack the stamp of real culture; that the bookkeeper is 
 more honored than Browning, and Ben Pitman outranks 
 Plato — and some one has suggested the raising of a com- 
 mission to ascertain the actual percentage of illiterates 
 among college matriculants. If we are not condemned 
 because of the things we teach, we are consigned by some 
 specialist to everlasting condemnation for the things we 
 do not teach. At the same time money has been poured 
 out of public and private purse for the building and en- 
 dowing of institutions of learning in a manner eclipsing 
 anything known in the history of mankind. And in this 
 munificence the college has enjoyed most generous recog- 
 nition. 
 
 We may appropriately inquire: What do we mean 
 by education ? What end is it intended to serve ? Do we 
 propose to equip its beneficiaries to win the world’s finan- 
 cial prizes, or do we propose to create an intellectual aris- 
 tocracy ? Is our aim culture for culture’s sake, or are we 
 seeking technical scholarship ? What shall be our 
 answer? 
 
 We shall not be satisfied with any answer that is 
 not stated in terms of life. How to live is the question. 
 The pragmatist is absolutely correct at this point. I can- 
 not do better than quote this memorable passage from 
 Herbert Spencer: “How to live? — that is the essential 
 question for us. Not how to live in the mere material 
 sense only, but in the widest sense. The general prob- 
 lem which comprehends all special problems is — the right 
 ruling of conduct in all directions under all circum- 
 stances. In what way to treat the body ; in what way to 
 treat the mind; in what way to manage our affairs; in 
 
Morningside College 
 
 what way to bring up a family; in what way to behave 
 as a citizen; in what way to utilize all those sources of 
 happiness which nature supplies — how to use all our 
 faculties to the greatest advantage to ourselves and 
 others? — how to live completely? And this being the 
 great thing needful for us to learn is by consequence the 
 great thing which education has to teach. To prepare 
 us for complete living 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 dis- 
 charges such a function.” 
 
 Has the college an essential place in the work of giv- 
 ing our young people such education? We do not hesi- 
 tate to answer with an emphatic affirmative. It is not 
 possible for the high school by multiplying its courses to 
 give anything like an equivalent for the work of the first 
 years of the college. The atmosphere of the high school 
 due to the immaturity of the student body is quite dis- 
 tinct from that of the college. So different must high 
 school methods be that the better colleges cannot give 
 credit for courses parallel to their own, which have been 
 pursued in the secondary institution. We are in sym- 
 pathy with the broader conception of the high school. It 
 must not be looked upon as exclusively a fitting school 
 for the college. Doubtless the state should recognize an 
 obligation to give increasing consideration to that large 
 percentage of high school students who have no expecta- 
 tion of going further. It may offer some elementary 
 technical courses, but it can give no acceptable substitute 
 for the cultural courses and atmosphere of the real col- 
 lege. 
 
 On the other hand, the spirit of the university is not 
 the spirit of the college. The university emphasizes tech- 
 
Inauguration Exercises 
 
 nical scholarship ; the college, broad and catholic culture. 
 The university adapts its work and discipline to the ma- 
 ture student to whom the largest liberty should always 
 be given. Intensive work, narrowed to the chosen spec- 
 ialty, is its aim. The college takes students in the later 
 adolescent period and is charged with the responsibility 
 of shaping the intellectual and moral nature, into har- 
 mony with the truest ideals of life. It must aim con- 
 tinually to produce the well-rounded personality. Schol- 
 arship in the technical sense is a subordinate consider- 
 ation. The nonsense of the irresponsible boy must be 
 transformed into genuine seriousness. His work must 
 inspire him with hearty interest, and life must be filled 
 with a worthy purpose. While the free liberty of uni- 
 versity life must be denied him at this period, he must 
 recognize the necessity of facing for himself great moral 
 problems and accepting the consequences. The real col- 
 lege will not seek to go beyond its legitimate sphere in 
 either direction. It will ask the secondary school to give 
 thorough grounding in the fundamentals and in that 
 painstaking drill without which the student must always 
 walk with uncertain steps. It will aim to help youth to 
 self-consciousness through intellectual training; to teach 
 them to think for themselves ; to acquaint them with the 
 great currents of history and the more important facts of 
 the world in which we now live; to adjust them to the 
 world of activity so that they shall come to largest self- 
 hood and the maximum of usefulness, and then send 
 them on to the university to pursue their chosen profes- 
 sion. The college is still a necessity. 
 
 Until within a few years the courses of study in our 
 colleges were so uniform that the bachelor’s degree sig- 
 nified a certain very definite amount of particular work. 
 
Morningside College 
 
 A few years ago a brilliant educator startled the old time 
 colleges out of the routine by proclaiming the wooden- 
 ness of the system of prescribed courses. So eloquently 
 did he preach and so logically did he maintain the ex- 
 cellencies of an elective system, that the old landmarks 
 were obliterated. The student was given the widest pos- 
 sible latitude in choosing the courses which he particu- 
 larly fancied, or, if he was of an indolent disposition, the 
 courses in which he might most easily secure credits. 
 Now, we see a distinct swinging of the pendulum in the 
 other direction. It has come to be recognized that a 
 course which costs the student little is worth little to 
 the student. The student from the high school is very 
 inadequately supplied with that vision and perspective 
 necessary to make wise choice of offered courses. From 
 all sides we are hearing an outcry because of the lack 
 of enthusiasm for real scholarship, and those who believe 
 that the elective system has been carried to an unwise 
 extreme do not hesitate to ascribe much of our mental 
 sloth to the habit of doing only the things that are con- 
 genial. 
 
 The old system with its prescribed courses was un- 
 doubtedly open to grave objection. No two minds are 
 precisely alike, and you can no more get scholarship of 
 the best type out of a cast-iron regime than you can get 
 the best speed from fifty colts by driving them in a drove 
 around the race track. The course was too narrow ; it 
 confined itself almost exclusively to the ancient lan- 
 guages, mathematics, philosophy and a type of history 
 that was hardly more than a set of chronicles. But we 
 must say in defense of this regime that the curriculum 
 covered pretty well the knowledge then current among 
 men. The world of science and the modern methods of 
 
Inauguration Exercises 
 
 scientific investigation were as yet unknown. We must 
 remember that Harvard began its work one hundred fifty 
 years before Priestly and Lavoisier had revealed the mys- 
 teries of chemistry and Hutton and Cuvier had aroused 
 the world to an interest in paleontology and geology, or 
 Adam Smith in his “Wealth of Nations” had shown men 
 that there were laws underlying the social movements of 
 humanity. This was one hundred years before Linnaeus 
 had awakened men to the study of botany and zoology, 
 and fifty years before Locke had written his “Human 
 Understanding” and made possible modern philosophy 
 and modern history. But, crude as it was, this method 
 accomplished marvels for those who submitted themselves 
 to it. We are not in a mood for despising the attain- 
 ments of the lawyers, statesmen, preachers and poets who 
 were the product of the schools of those olden times. 
 Those men studied logic and mathematics, and as a re- 
 sult they could think. They could think clearly and per- 
 sistently, and they could draw conclusions and defend 
 them. They had power not only to think, but they had 
 power to give expression to their thoughts ; and we 
 should be quite gratified if we could produce in our in- 
 stitution a few men with the ability to write as clearly, 
 think as closely, or speak with the force and eloquence 
 of the men who lifted the last century to high levels. 
 
 In these days we are calling for courses that shall 
 permit the student to work along the line of least re- 
 sistance. We talk about adaptation, the awakening of 
 interest, and considering the bent of the individual mind. 
 We eliminate the spur of discipline and sharp competi- 
 tion and give the sugar plum of a pleasant diversion. In 
 short, we are asking that the methods which may be 
 tolerable in the kindergarten be carried through the sec- 
 
Morningside College 
 
 ondary course and finally into the college. As a result 
 we have inaccurate scholarship, loose thinking, a smat- 
 tering of superficial information, dilettante culture, and 
 positive paralysis in the presence of problems that require 
 real originality. A real college course will awaken dor- 
 mant capacities, develop the sense of responsibility, teach 
 accuracy and create sturdy self confidence. It cannot do 
 this by making the college like Tennyson’s valley of 
 Avilion “Where falls not rain nor hail nor any snow” ; 
 but it must have its rules and regulations, it must dis- 
 cipline, and it must compel the proper performance of 
 reasonable tasks. There is no royal road to mental power 
 and mastery. There is no way but the hard way lead- 
 ing to the end. The doing of the positively distasteful 
 is necessary. Holding one’s self without compromise to 
 the undesirable task is imperative. The unpromising 
 student cries for “sympathetic patience” when he needs 
 the discipline of hardness. It is our business to prepare 
 the student to live in the actual world and there he will 
 not find concession and compromise the prevailing spirit. 
 He must meet things as they are, he must translate his 
 ideals into life without a “pony” and solve the difficult 
 problems without a “key.” The world will not always 
 excuse and tolerate his inefficiency because he is “so fas- 
 cinating.” Unless he learns how to lift the heavy bur- 
 dens and strike the hard blow and defend himself, the 
 chariots of civilization will roll over him and he will be 
 crushed. If he does not like mathematics it is because it 
 is not easy for him to think accurately and continuously. 
 That is just the reason why mathematics should be 
 taken. Metaphysics is seemingly impossible at first be- 
 cause we have not learned to think outside of sense phe- 
 nomena. Abstract thinking is not so simple as handling 
 
Inauguration Exercises 
 
 the concrete, but no man gets far until he has acquired 
 this power. Therefore philosophy and metaphysics have 
 their place and no student should be allowed to shirk this 
 kind of work. Has a student no faculty for seeing 
 things? Has his power of observation never been cul- 
 tivated? Would he rather read poetry than strain his 
 eyes by careful attention to the microscope? That is 
 the reason why he should have courses in the laboratory 
 and train himself to observe accurately and patiently. 
 How few of us are able to see even though we appear to 
 have eyes ! For how many years men have looked upon 
 the mosquito as simply a disagreeable nocturnal visitor. 
 He has been tolerated and we have looked upon his tor- 
 ments as having no more significance than a temporary 
 irritation of the epidermis. Then some one had wit 
 enough to note the connection between the mosquito and 
 a dread disease, and suddenly the mosquito is seen to be 
 more dangerous to humanity than all the venomous 
 snakes ever discovered. The educated man is the man 
 who can hold himself to the unpleasant, unattractive 
 task. Control of one’s faculties — that is the goal ! It is 
 said that Senator Edmonds could look at a fly on a barn 
 door for thirty minutes and never see the barn door! 
 It is no wonder that he made his way to a place of al- 
 most unmatched influence in the highest legislative body 
 in the land and that his advice had much to do with 
 shaping our more significant national movements for a 
 third of a century. 
 
 The degree of a man’s real education is determined 
 by his power of voluntary rather than spontaneous at- 
 tention. I think we can see the tendency of the loose, 
 easy going methods of the modern school among the 
 masses of the people. The real lecture platform was 
 
Morningside College 
 
 once popular. The people flocked to hear such men 
 as Wendell Phillips, Henry Ward Beecher and Ralph 
 Waldo Emerson discuss great questions in a great 
 way. Today the buffoon has the crowd. The Chau- 
 tauqua of old, with its courses of genuine study, at- 
 tracting the multitude, has degenerated into a pious 
 vaudeville. Men do not want to think. They can not 
 think. They have not been taught to hold their minds 
 to anything that did not continue to interest them. Vol- 
 untary, continuous thinking is a burden to them. But 
 there is no other way to work out quality in thought or 
 character, but by the hard way. 
 
 We have new problems in church and state and 
 school and domestic life to solve. We need some men 
 to do it. We need men who do not stagger along on 
 crutches, lean on authorities, follow majorities; not the 
 lazy and the thriftless, but men who know how to work, 
 and work hard, and never quit. It is the business of 
 the college to demand courses strict enough, and varied 
 enough, to give this training. By our modified elective 
 course, with its system of majors and minors, we aim 
 to give the student a symmetrical development. He 
 must take enough of the classics, ancient and modern, 
 to give that indefinable something so characteristic of 
 the English universities which we call culture. He must 
 give enough time to the study of the sciences to produce 
 something of that which is characteristic of the Ger- 
 man system of education, which we call scholarship. 
 And yet his major must be carried far enough to make 
 him, in some measure, at home in some worthy field of 
 scholarly investigation. 
 
 When a student has taken a particular course there 
 are two tests that can be applied to it, the technical and 
 
Inauguration Exercises 
 
 the philosophical. As an illustration : A student has 
 been studying a modern language. After a reasonable 
 length of time it is fair to ask for results. We have a 
 right to expect that the student shall be able to inter- 
 pret the meaning of symbols which heretofore were no 
 more than hieroglyphics. Not only must he be able to 
 read the language with a certain degree of accuracy, 
 but he should be able to put simple thoughts of his own 
 into the foreign tongue. Would it not be reasonable to 
 expect him to understand what is said to him by one 
 speaking that language and make suitable reply in the 
 language of the interrogator? This is the technical re- 
 sult. Failure to meet this test would justify a condem- 
 nation of the method of the teacher or the ability of the 
 student. 
 
 But there is also a philosophical test. This is not 
 quite so easy of application, but it is quite as real and 
 searching. Suppose that the course has been one in his- 
 tory. What is the test? Not whether the student re- 
 members certain dates and can recite unrelated facts, 
 but, has he so mastered the life and spirit of the people 
 and age which he has been studying as to have formed 
 a reasonably accurate picture of the civilization of that 
 time? Has he gone beneath the surface of superficial 
 facts and found there the throbbing life? Can he in- 
 terpret the age in intelligible terms? This requires 
 thought and insight. This is the philosophical test. In 
 some measure these tests are applicable to every course ; 
 and the teacher who does not bring satisfactory results 
 should count himself incompetent. 
 
 It is interesting and suggestive to note that the 
 great movements which have lifted a people into larger 
 life, when wider channels have been made for the flood 
 
Morningside College 
 
 of humanity, have been led by some great native soul, 
 The foreign missionary may be the initiating force, but 
 he can never be the ultimate leader. The emancipator 
 from the power of Egypt was learned in all the arts 
 and wisdom of the Egyptian schools. The Jew who 
 became the most fearless and successful missionary of 
 the new faith, at the beginning of the Christian era, was 
 himself a product of the best culture of the Jewish 
 schools. It was out of the best schools and with the 
 best training that the historic church could give, that 
 Martin Luther came to leadership. It was from the 
 halls of Oxford, where he had won scholarly recogni- 
 tion, that John Wesley came forth to be the teacher of 
 a more vital and effective type of Christianity. The man 
 who shall pioneer our American life into broader hori- 
 zons is today being trained for his task in one of our 
 colleges. The cultured child of today will be our leader 
 of tomorrow. 
 
 The Christian ministry was the goal of the majority 
 of the students in our early American colleges. This is 
 not remarkable when we remember that our oldest in- 
 stitution, Harvard, bears the name of a clergyman, pas- 
 tor of Charlestown, who, at his death, left his library 
 and one-half of his estate to the institution. Yale had 
 similar origin. For fifteen years the instruction was per- 
 formed by clergymen in the various Connecticut settle- 
 ments and their class rooms were their own studies. 
 Dartmouth was founded for a missionary purpose, to 
 care for the spiritual welfare of the Indians. All the 
 pre-revolutionary colleges owe their founding to the 
 religious impulse. In fact, no other impulse is basal 
 enough to inspire the heroic self-sacrifice necessary to 
 
Inauguration Exercises 
 
 bring such farsighted results from pioneers so poor and 
 hedged about with such tremendous difficulties. 
 
 To them the maintenance of the institutions of re- 
 ligion was of paramount importance. They demanded a 
 cultivated ministry. Therefore they created the pro- 
 genitors of our present day higher institutions of learn- 
 ing. 
 
 Is not the same essential need, our need? Religious 
 problems still hold the place of first importance. These 
 subjects are not academic. They are not age worn. We 
 discuss them because they are the most vital questions 
 before thinking men today. Some conception of the 
 trend of nineteenth century religious thought is essen- 
 tial to a liberal education. Our philosophy of the uni- 
 verse leads us back through all the phenomena about us 
 to a personal world-ground, the Eternal God. It is im- 
 possible to discuss vitally the deepest problems of every- 
 day life — the social and domestic and civic conditions 
 that surround us — without taking into account this fun- 
 damental basis of all our thinking. And even apart 
 from all this, I think it would be easy to maintain that 
 for cultural value and awakening of the logical powers, 
 stirring the imagination and testing the largest capacity 
 for self expression, no subjects are superior to those 
 which deal with the problems of the religious life. So 
 we justify on purely pedagogical principles, the courses 
 offered in Christian ideals, the development of religious 
 thought, the tracing of the “Acts of the Apostles” in 
 these present days. While our conception has very 
 greatly broadened and we are maintaining that the col- 
 lege course has a value as well for the merchant, the 
 lawyer, the physician, the editor, as for the clergyman, 
 we must not forget that that spirit of the olden days 
 
Morningside College 
 
 is as necessary as ever. The truly trained man of this 
 day will recognize his obligation to be a Christian min- 
 ister, in the broader sense. He may carry on his min- 
 istry either in the pulpit or out of it. He may mingle 
 in political battles, lead in the world of literature, give 
 his message through musical measures, find the expres- 
 sion of his life through brush or pencil, but the true col- 
 lege man will feel that life is after all, at its best, an es- 
 sentially Christian ministry. The old line of demarca- 
 tion between the secular and sacred has largely disap- 
 peared. For that we may well be grateful. It was at 
 best a fictitious distinction created by a misconception of 
 the place of religion in the daily life; and we question 
 whether any institution can produce the best in its stud- 
 ent body without this dominating religious ideal. The 
 chapel service is not an unimportant addendum, a vest- 
 ige of archaic days, indicating that we have not quite 
 outgrown the prejudice of a cruder age. It is a recogni- 
 tion that that which is truest and noblest in human life 
 will never be brought forth except by men who have 
 been stirred by great religious ideals and purposes. The 
 hardest fighter is the Christian, for he never fights until 
 the sense of holy duty is upon him and therefore it is 
 impossible to surrender. The hardest worker is the 
 Christian, for he is an idealist, and, making his work a 
 sacrament, he never wearies. The finest scholar is the 
 Christian ; for, to all prizes which allure others he adds 
 a bigger one than they all-— pleasing Him who has called 
 him. We have restated our creeds, modified our meth- 
 ods of worship, shifted the place of emphasis in life, but 
 we have not outgrown Christian ideals nor found a 
 mightier inspirer of man’s noblest than the Man of Gal- 
 ilee. It is reasonable that we should recognize the 
 
Inauguration Exercises 
 
 claims of the Christian ministry, and that from time to 
 time they should be presented to our student body. Why 
 not? From a thousand sources pressure is coming upon 
 these young people to turn their lives into other profes- 
 sions. The cry of the world is ever upon them, and it is 
 vigorously enforced by bread and butter considerations. 
 Is there any valid reason why the highest and most un- 
 selfish of all vocations should not challenge all their 
 latent nobility? We have a right to expect our colleges, 
 established under Christian auspices, to' do their best to 
 answer the cry of the churches for leadership. Men 
 with trained minds as well as consecrated hearts must 
 be persuaded to respond to this supreme opportunity for 
 service. 
 
 Far more effective than any systematic teaching of 
 Christian ethics is the exemplification of the true ethical 
 spirit in the character of the teachers. Mark Hopkins on 
 one end of the log and James Garfield on the other, may 
 not perfectly describe the modern college, but it cer- 
 tainly puts in graphic form one of the essentials of the 
 modern college, and perhaps I may say the essential. 
 You have here an earnest student, anxiousfy desiring to 
 know how to realize his best in life, and you have a 
 great-hearted, broad-minded, sympathetic gentleman try- 
 ing to solve the problem and trying to place his larger 
 experience and riper wisdom at the service of the student. 
 Without these, in essence, you cannot have a college. 
 
 President Dwight, of Yale, in his last report laid 
 emphasis upon the obligation of the teacher to make the 
 acquaintance of his students individually, saying: “The 
 teacher who sees his student only during the class exer- 
 cises is failing to do the most essential work. Our pride 
 in numbers makes this all the more serious. The fact 
 
Morningside College 
 
 that the professor can be seen at certain times is not 
 enough, for the men who need this most are the very 
 ones who will not come when they are invited.” Infor- 
 mation may be gotten from a text book, skill acquired in 
 the laboratory, more learning come from the lecturer, 
 facts secured in a hundred different ways, but that which 
 peculiarly distinguishes the college — inspiration, life, en- 
 thusiasm, ideals — comes only by contact, by fellowship, 
 sympathy and personal touch. Was it not this which 
 made the great colleges of the days gone by? Or rather 
 was it not this element, splendidly realized, that pro- 
 duced from those colleges the men whose names stand 
 as beacon lights? Are we not all conscious that the 
 richest and best things that ever come to us in our col- 
 lege career were not the products of the scholarship of 
 those who taught us, but the personal touch and inspir- 
 ation that came to our lives from their fellowship ? The 
 value of the college course is much more largely deter- 
 mined by the amount of the teacher than the amount of 
 the book that gets into one’s life. The plastic years of 
 college life are peculiarly susceptible to this kind of in- 
 fluence. There may be some more alluring work for a 
 man who aspires to project his personality into the gen- 
 erations to come than contact with the growing youth 
 in our colleges, but I have never heard about it. We do 
 not remember so well the subjects we were taught as we 
 remember what those men were who taught us. It would 
 not be possible for us today to solve the problems in 
 mathematics, or translate the passages from the classics, 
 or clearly state the logical processes by which we came 
 to certain metaphysical conclusions, but we shall never 
 forget what our teachers were and how their great warm 
 
Inauguration Exercises 
 
 souls found ours and warmed them into life and made 
 us think and love and aspire after the best. 
 
 Dr. Thwing sets us thinking when he tells us that 
 “From the discipline of a single college and from the 
 tuition of a certain teacher of English in this college 
 were reared Ralph Waldo Emerson, Andrew P. Pea- 
 body, Oliver Wendell Holmes, Charles Sumner, John 
 Lothrop Motley, Richard Henry Dana, James Russell 
 Lowell, Henry D. Thoreau, Edward Everett Hale, 
 Thomas Wentworth Higginson and Charles Elliott Nor- 
 ton. At the present time in this college, having many 
 teachers of English, no such persons are appearing. 
 What is the reason that under the great Channing so 
 many great writers and at the present time so few 
 great writers are appearing.” 
 
 May the answer not be found in large part in the 
 distance between the teacher and the student? The size 
 of the college is not the main determining factor, but the 
 question as to how earnestly the teaching force seeks 
 to face and solve the difficulty. 
 
 In the old fashioned college the chief executive 
 found time to work in the class room. You remember 
 that the fondly anticipated climax of the whole course, 
 to which the student looked forward from the begin- 
 ning, was the day when he should sit in the class room 
 under the president. I fear that, from the higher stand- 
 point, these days in which the president is altogether 
 absorbed in the problems of finance are days decadent. 
 If he is really worth while, he ought to have the oppor- 
 tunity to touch in a personal and vital way the souls of 
 those who are temporarily committed to his guidance. 
 Here is our legitimate field of competition ; not to vie 
 with one another in extent of acreage, or magnificence 
 
Morningside College 
 
 of structure, or even magnitude of library or complete- 
 ness of laboratory equipment. It is not even a question 
 of- the scholastic attainments of the faculty. We are 
 rather to compete in those higher realms. The problem 
 is to bring such quality of heart and soul into the class 
 room as shall develop in the student the deepest and 
 truest character. 
 
 Our Christianity must have an intellectual basis and 
 be ready to defend itself in the court of reason. We are 
 no longer able to appeal with confidence to established 
 authority, however hoary it may be with age and how- 
 ever venerable in the eyes of devotees. The man who 
 will meet the stress and strain of the coming generation 
 must have not only good purpose, but sound reason as 
 foundation and buttress. Mere enthusiasm makes the 
 fanatic, mere logical process makes cold and unsympa- 
 thetic intellectuality, but intellectual and moral purpose 
 blended produces the man of courage, conviction and 
 leadership. 
 
 When the moral atmosphere of the modern college 
 is criticised, certain extenuating considerations are not 
 given their just weight. We must remember that the 
 college atmosphere is created by individual elements. 
 These elements have come from the homes of the people. 
 In some cases these homes have done little or nothing 
 to develop noble ideals. Parents who have never con- 
 trolled their children at home send them to college, hop- 
 ing that the authorities will be able to do what the home 
 ought to have done. The college authorities are then 
 most ungraciously criticised for not doing in a month 
 what the home has failed to do in eighteen years. These 
 heterogeneous elements do not seem to coalesce. They 
 are insolubles. They move around in the atmosphere of 
 
Inauguration Exercises 
 
 the institution unaffected, so far as we can see, by the 
 conditions. In spite of all this it is only fair to say that 
 the students in our colleges are in a better moral at- 
 mosphere than they will ever be again in all their lives. 
 It cannot be maintained for a moment that the spirit of 
 the business or professional or social world into which 
 they are going begins to have the moral inspiration and 
 the purity of ideal found in the modern college, even 
 with all its limitations. 
 
 The place of athletics in the life of the modern col- 
 lege is, I think, coming to be more rationally interpreted. 
 That men have bodies as well as minds we must under- 
 stand, and the problem of the college is to develop to 
 its very best the whole person. In this general develop- 
 ment, of course, the body must be recognized. There 
 has undoubtedly been tendency to place undue empha- 
 sis upon the physical side and a man of unusual physical 
 ability has been given consideration that would not have 
 been allowed a classmate of inferior proportions. In so 
 far as athletics contribute to the deeper and larger mental 
 and moral life, in as much as they make a basis for big, 
 strong, manly work in the years to come, they should have 
 recognition and cultivation. In so far as they administer 
 to professionalism and succumb to the mercantile spirit 
 of the age, they are utterly abhorrent to the best col- 
 legiate ideals. In working out the athletic side of an in- 
 stitution the bearing upon intellectual and moral develop- 
 ment must be the uppermost consideration. The coarse, 
 dissolute rowdy has no place in the college and the hood- 
 lum making night' hideous, frequenting the saloons and 
 dives of the city, devoid of any merit other than his un- 
 earned physique, should be eliminated. 
 
 No institution in America has larger opportunity 
 
Morningside College 
 
 to vitally affect the civilization of the coming decades 
 than our own Morningside, located in the northern por- 
 tion of this great central valley, the most productive on 
 the American continent, at the very point where the 
 noble Missouri, hitherto a comparatively insignificant 
 stream, broadens into great dimensions and becomes a 
 mighty factor in the development of the land. Hither 
 comes the earnest and ardent pioneer from the better 
 countries of the old world. They are not the retrogress- 
 ive and the vice-poisoned from the great cities, seeking 
 other great cities with their attendant vice and conse- 
 quent corruption. They are liberty-loving, land-loving, 
 fresh-air-loving, God-fearing people, who are here to 
 make for themselves and for their children permanent 
 homes. To our student body they are coming. I do 
 not know how many races and nationalities are repre- 
 sented with us here today. I do know that we have 
 the Scandinavian with the hot Norse blood flowing with 
 undiminished vigor, panting for new worlds to conquer 
 and new problems to solve. We have the sturdy Ger- 
 man, with his genius for accumulation and persistent 
 toil, hesitating at no amount of drudgery in order that 
 he may attain the worthy end. We have the Russian, 
 breathing the larger liberty of the new land. We have 
 representatives of practically all the great races and types 
 of civilization. Children from the Orient and from the 
 Occident sit in class here side by side, each a stimulus 
 to the other and all planning and working to make for 
 themselves lives of serviceable respectability, and at the 
 same time contributing to the development of a noble 
 and permanent civilization. This accumulation of strong, 
 vigorous, virile manhood and womanhood means a center 
 of influence second to none in shaping the ideals of this 
 
Inauguration Exercises 
 
 strategic locality for the next generation. These young 
 men will go on to these plains and prairies and into 
 these developing cities to make clean social and civic 
 life. These young women will go out to honor them- 
 selves and their Alma Mater as teachers in our schools 
 and mothers in our homes and queens in the best social 
 life of the new republic. 
 
 Iowa is the Puritan state of these modern days. Out 
 of the old Puritanism came our best literature, the larg- 
 est contributions to philosophical and religious thought, 
 and the most progressive statesmanship of the past gen- 
 eration. New England gave to America its poets, its 
 historians, its philosophers, its orators, its great national 
 leaders, but the power to render this high service has 
 been transferred, in the movement of the great popu- 
 lations, from the east to the west, and this Missouri 
 valley is the logical successor of the Puritanism of the 
 past. No one will question the eminent quality of the 
 products we have been pouring forth into the world of 
 finance and utilitarian education, and certainly no sec- 
 tion has been even a serious competitor in the variety 
 and virility of political output. We have the physical 
 basis to enable this valley to become the dominating in- 
 tellectual force of all this western empire. These con- 
 secrated men and women are asking that they be given 
 the privilege of helping to shape this civilization in ac- 
 cordance with Christian ideals. They are asking that 
 libraries, laboratories and equipment in buildings, ade- 
 quate to the need, shall be placed at their disposal. They 
 are gladly and loyally giving their lives, enamoured as 
 they are of the possibility of projecting themselves 
 through those whom they teach into the generations to 
 
 come. 
 
M orningside College 
 
 We gratefully acknowledge the significant courtesy 
 of the presence of these cultured representatives from 
 the older colleges and universities. Your sympathy is 
 an inspiration. Your noble achievements goad us night 
 and day. What you are to your constituency we pray 
 we may increasingly become to those who look to us 
 for leadership. We salute you in the name of our com- 
 mon purpose, our common country, our common Master. 
 
 ADDRESS — Bishop Wiujam F. McDowexp, D. D., 
 
 LL. D. 
 
 Dr. Stuart: 
 
 The next speaker was at one time Chancellor of 
 Denver University and when he read in this morning’s 
 paper that the President of Denver University had a 
 student strike on his hands because he refused to give 
 the boys a holiday after winning a football game, said, 
 “I was nine years at the head of that school and never 
 had a strike on my hands, all through the simple fact of 
 never having a football team th’at won a victory.” 
 
 The man who can make a success of a college under 
 those conditions, you will agree with me, is by way of 
 pre-eminence worthy of being Chancellor of any uni- 
 versity. More than that, after that he was transferred 
 to the Board of Education, where for five years he 
 brought trained intelligence and full, warm-hearted sym- 
 pathy to the problems of our denominational education, 
 and in that time he won honorable distinction as primus 
 inter pares. I give you that fine bit of literature for Dr. 
 Schell’s benefit, and when he goes back home and finds 
 it in the back of Webster’s Unabridged Dictionary, he 
 will think twice before he assigns another learned scholar 
 to the Ananias Club. 
 
Inauguration Exercises 
 
 It is with great pleasure I present to you Bishop 
 McDowell, who is no stranger to the Methodist colleges 
 of Iowa and its educators, who will give a word to the 
 newest and one of the most promising college presidents 
 in the Methodist world. 
 
 Bishop McDowell: 
 
 Mr. President, Mr. New President, and very dear 
 friends : I count myself highly honored to be permitted 
 to add a word at the close of these notable services. I 
 am speaking not simply in my own behalf. It is true, 
 as Dr. Stuart says, that for a period of nine years I 
 was myself a University Chancellor ; in other words, I 
 was not always a Bishop, I led a perfectly respectable 
 life for years, and I am giving myself the joy today of 
 wearing this particularly gorgeous hood because it is the 
 hood of that particular institution of which I was for 
 nine years an officer. Solomon in all his glory could 
 hardly have beaten this. (Applause.) 
 
 I speak, therefore, with that recollection ; I speak 
 also in behalf of the Board of Educators of the Church, 
 of which unhappily, because of the death of Bishop 
 Goodsell, I have the honor to be President. I speak in 
 behalf of those, whom it would be disrespectful to refer 
 to in any other way than by calling them my “colleagues.” 
 That is the official term. 
 
 I bring the greetings of the Board of Bishops who 
 are always more concerned about a good college presi- 
 dent than about almost any other thing because sooner 
 or later most of them themselves become “colleagues” ; 
 and may I add that I have a personal satisfaction in 
 seeming, in a small way to represent, the former Presi- 
 dent of Morningside College, now a member of the 
 
Morningside College 
 
 Board to which I myself belong. May God bless him 
 and establish the work of his hands everywhere in the 
 world. 
 
 Still further may I add that the blood of Boston 
 University flows in the veins of President Freeman and 
 myself, and I am thinking today of the pride of our dear 
 mother school and the teachers whose hearts are with 
 us today. Then, there is a tenderer cord than all of this. 
 I am thinking of two gracious women, once parishion- 
 ers of mine (relatives of yours, Dr. Freeman), knowing 
 how, in whatever world they may be, they are interested 
 in you, deeply concerned in all the honor that comes to 
 you here. Heaven bless you. 
 
 I have been here a whole lot of times at Morning- 
 side. I dedicated the other building, the college build- 
 ing; that was in the days when I was a Secretary. I 
 dedicated this church two or three years ago, and now I 
 have come out to dedicate you. I seem to be just going 
 around in this business of dedicating buildings and men 
 at Morningside, and I say that not at all with any sense 
 of its being a pleasantry; for after all, that is precisely 
 what I am hoping to do, as far as it is possible for one 
 man to perform that service to another. 
 
 If I were to take a single text for all that is in my 
 heart with reference to this occasion today ; if I were to 
 offer a single word to my dear friend, the new President, 
 as his motto, for the great work into which he has been 
 formally inducted, it would be what I conceive to be the 
 very finest statement ever made of a college president’s 
 relations to those whom he would serve. You would 
 naturally expect I should take these words from the one 
 person, who having spoken in this world, has spoken 
 the most perfectly in this world, and this is the word: 
 
Inauguration Exercises 
 
 “For their salces I sanctify myself that they may be 
 sanctified through me.” 
 
 Ladies and Gentlemen, Presidents of Colleges, Deans 
 and Professors of Colleges, the greatest teacher, the 
 greatest minister who is and ever will be the idol and 
 ideal and lord and leader of the highest educational 
 thought -process said it in that sentence : “For himself 
 and all the rest of us to the end of time.” 
 
 The college president does not exist for his own 
 sake. It is easy for him to mix his pronouns ; but one 
 who can keep his pronouns straight in this world has al- 
 ready gone a long way toward high success in this 
 world. “For their sakes I sanctify myself.” It is not 
 stated that “For my sake I sanctify them,” but “For 
 their sakes.” This is Christlike and “For their sakes” 
 I make myself fit and fine. “For their sakes” I offer 
 myself up. “For their sakes” I walk the rough way. 
 “For their sakes” I battle with evil until it is beaten. 
 “For their sakes” I climb at last the low hill outside the 
 gate with the cross upon my shoulders. “For their 
 sakes” I, having made myself fit and having kept my- 
 self unspotted offer myself up that they may be sancti- 
 fied in the truth. 
 
 Oh, it is not the entrance of another man into an- 
 other job that you witness this day. It is not the ac- 
 ceptance by another man of another position that you 
 witness this day. It is not the bringing together of an 
 individual and a position that you witness this day. It 
 is not a formal contract between a man and the Board 
 that you witness this day; this occasion is lifted high 
 and far above all of that. It is the coming of a man in 
 the spirit of Jesus Christ, walking in the footsteps of 
 Jesus Christ, into a new practice of the life of Jesus 
 
Morningside College 
 
 Christ’; the practice of incarnation that puts strength at 
 the service of weakness ; light into darkness that dark- 
 ness may be banished, goodness into life that life may 
 be clean, holiness into evil that evil may be removed ; the 
 putting of all that is good into the midst of all that is 
 wrong, that wrong may cease to be. 
 
 It is a kind of sacramental occasion that brings it 
 up to shining heights above all low and sordid relations 
 and brings God’s blessing down upon it. 
 
 “That they may be sanctified in the truth, I came 
 among men.” Mr. President, there have been many 
 theories of truth as you well know. To the artist truth 
 relates itself to those fine forms that make artistic 
 beauty. To the scientist, truth is a body of facts for 
 observation, classification and reason. To the philosopher 
 truth is a body of principles. To the theologian a body 
 of doctrine. To the man of life truth is that personal 
 acquaintance that sets men free. This that you have 
 entered into today has to do with this whole splendid 
 range ; truth as fact, truth as philosophy, truth as doc- 
 trine, truth as that liberating power that makes new 
 manhood and womanhood in a world where new men 
 and new women are needed and it brings you into fel- 
 lowship with one who said, speaking of himself, “you 
 shall know the Truth and the Truth shall set you free.” 
 
 It is good to be a part of an occasion like this, as 
 you can see; for we do tremendously need all the time 
 those occasions that keep our ideals fresh ; that blow the 
 dust, that constantly tends to gather upon ideals, off 
 these ideals, in a world where, if we lose our ideals, we 
 are utterly lost. 
 
 It is good to be a part of an occasion like this. I 
 suppose Morningside is not a very large college, and I 
 
Inauguration Exercises 
 
 suppose it has been smaller than it is, but I suppose it 
 will be larger than it is; but I am not thinking par- 
 ticularly of its size, past, or present, or future. I am 
 thinking of its relation to reality, of its relation to eternal 
 vitality. I am thinking of its relation to life. I am 
 thinking of what it will ask of the community. I am 
 recalling, Mr. Perkins, the day when we dedicated the 
 college building, when Bishop Lewis, then President 
 Lewis, had labored and labored until his back was just 
 about broken, and still there was not money enough to 
 pay that bill. He did not see what would happen, and 
 those of us then seated on the platform, heard a rustling 
 and looked around and there stood thirty of you men. 
 You had already given of your hard earned money, 
 and made the building so far possible. Thirty men, as 
 I recall, were standing up behind us on the platform. 
 One said, “Mr. President, we thirty men here want to 
 add $100 apiece to make $3,000 to finish this job. Now 
 you will just be happy.” 
 
 I am thinking how you have done it all the way 
 through, you and others like you. I am thinking what 
 you are asking of the community and what you will 
 have to ask of the community. All this is important 
 and I am thinking of the language of Eliot, of Harvard : 
 “What return you will make to the community.” “The 
 University,” he said, “will make to the community rich 
 returns of poetry ; it will make life more beautiful ; it 
 will make life more holy; it will make life more right- 
 eous ; it will make life more intelligent, and all that fine 
 sense of civic duty without which life would be im- 
 possible.” 
 
 You have gone into the presidency of an institu- 
 tion which proposes to take gold and transform it into 
 
Morningside College 
 
 character, silver into service, and all that is material into 
 all that is good; and that is about the finest thing that 
 the old world has to offer. It is a fine thing to see that. 
 There are plenty of people who see dollars (I mean 
 when they get a chance). Now everybody can see be- 
 yond the dollars to the deeds which the dollars may 
 perform. It takes an acute vision to see beyond things 
 to that larger use and its finer and better outcome. 
 
 You remember Henry Crosby’s characterization of 
 those two brothers in the old Testament. They repre- 
 sent two types always with us. Then he made a classical 
 pun. It is doubtful if it is proper to make classical puns 
 on a day like this ; but as we were coming along this 
 morning with the wind blowing, I think the men wear- 
 ing gowns wished they were hobble skirts. As we were 
 coming along this morning, one of the men said it was 
 a “gala” day. Crosby spoke of two types of men and 
 said it was illustrated in two brothers of the old Testa- 
 ment. He said of them, “Esau saw what he saw.” Any- 
 body can ; but “Israel saw what ‘is real’.” 
 
 It is a part of the college to keep the eternal question 
 constantly uppermost and maintain the ability to see be- 
 yond the things which lie before our eye. One of my 
 colleagues, a college president himself, has made use of 
 this fine sentence. “Money is not worth anything in 
 this world until it has bought something better than 
 money.” I do not know but it will come to you to re- 
 deem northwest Iowa farms from being simply farms, 
 and northwest Iowa factories from being simply fac- 
 tories, and northwest Iowa wealth from being simple 
 wealth, and make farm places into simple men and 
 women and factories into institutions, which, co-oper- 
 ating with Morningside, shall create character, and 
 
Inauguration Exercises 
 
 banks, those treasures of that larger wealth, which is 
 represented in human personality. 
 
 Mr. President, I am thinking again of the men 
 whom we have known. I am thinking of those at whose 
 feet we have sat. I am thinking of blessings that come 
 to you today from men, and I am wishing for you that 
 something of Warren’s grace, and devotion to truth 
 may be yours forever, and I am wishing for you that 
 something of boundless insight into truth, and marvel- 
 ous skill in the statement of truth shall be yours for- 
 ever. 
 
 I am thinking chiefly not of those but of Him who 
 said those words I have already quoted, “For their 
 sakes I sanctify myself that they may be sanctified 
 through me,” and because you are coming into this kind 
 of a position and this kind of companionship and this 
 kind of a privilege, I hail you with a high heartiness 
 and a joy in your opportunity that I cannot tell in words. 
 
 May the blessings of earth and Heaven be yours, 
 and the College’s, and the Church’s, in the world for 
 ever and ever. 
 
 BENEDICTION — Rev. William Campbell Wasser, 
 
 Ph. D. 
 
 Dr. Wasser: 
 
 And now unto Him who is able to do exceedingly 
 abundantly, above all we can ask or think, according to 
 the power that worketh in us, unto Him be glory in the 
 Church throughout all ages. Amen. 
 
 Organ Postlude — March from Tannhauser Wagner 
 
 Professor Orwin Allison Morse, A. A. G. O. 
 

Diversity 
 
 OF ,l ~LlNQi S