M2.?T c r 
 
 The tDaine Bulletin 
 
 Entered at the Post Office at Orono as second-class matter 
 
 VoL IX* University of Maine, Orono, June, J 907 No* 8 
 
 The Obligations 
 
 of the 
 
 University of Maine 
 
 \ 
 
 pRBSlDBWraOFFICB. 
 
 AUGUSTA, MAINH 
 
 Kennebec Journal Print 
 
 1907 
 
The program at the annual Commencement dinner, July 12, 1907, 
 differed somewhat from that of the usual dinner in that the speeches 
 were designed to set forth the peculiar obligations of the University that 
 are imposed upon it by the fact that it is a public institution, established 
 and maintained to serve directly the Nation and the State which called 
 it into existence and by which it is jointly maintained. The speeches are 
 printed herewith. 
 
 The program was as follows: 
 
 THE OBLIGATIONS OF THE UNIVERSITY 
 On the Part of the University. George Emory Fellows, President of 
 the University. 
 
 On the Part of the Trustees. William T. Haines, '76, Member of the 
 Board of Trustees. 
 
 On the Part of the Faculty. James Norris Hart, '85, Dean of the 
 University. 
 
 On the Part of the College of Law. William E. Walz, Dean of the 
 College of Law. 
 
 On the Part of the Experiment Station. Charles D. Woods, Director 
 of the Experiment Station. 
 
 On the Part of the Alumni. Edward F. Danforth, '']'/. 
 
 On the Part of the Graduating Class. Porter L. Swift, '07. 
 
 On the Part of the Graduating Class of the College of Law. John J. 
 Keegan, Law, '07. 
 
OBLIGATIONS OF THE UNIVERSITY TO THE STATE, TO THE 
 STUDENTS, AND TO OTHER COLLEGES AND SCHOOLS. 
 
 President Fellows 
 
 The topic assigned me is " The obligations of the University to the State, 
 the students, and other colleges and schools. " I think you will be better 
 satisfied with me if I speak very briefly and I shall be better satisfied with 
 myself, if I scarcely more than read you the headings which I have set down. 
 Some of them I shall expand a very little. 
 
 (1) What are the obligations on the part of the University to the State ? 
 I shall by no means enumerate them all, but a few of the most obvious and 
 important duties must be mentioned. " To wisely expend money appropri- 
 ated by the United States and the State. " It is unnecessary to go into details. 
 The wisdom of the expenditure of these appropriations can be determined 
 only by time, by the close inspection of the treasurer's reports, and by an 
 intimate acquaintance with the products manufactured in this educational 
 plant. Time will show. 
 
 (2) " To serve the State with expert service." This I have repeated and 
 re-repeated, and again reiterated on every possible occasion. There is no 
 reason why the people of the State should support this institution, or any 
 people in any state should support any institution, if they do not get value 
 received. There is no philanthropy about it. It is buisness from beginning to 
 end. One of the ways in which the state may profit is by having a place 
 where expert service may be obtained. There are so many lines in which 
 expert service could be offered that it is difficult to enumerate them, 
 One that is always of first importance is in agriculture. We are furnishing 
 such service constantly, and demands for it are increasing, so that we have 
 an ever growing responsibility in this regard. 
 
 There are very many other lines in which expert service may be furnished. 
 Almost every man on the faculty is an expert in some one line. I wish the 
 public to know, and I shall always give it the opportunity to know as far as 
 I am able, that it can at any time send to the University and obtain the best 
 opinion of the best men in any subject we have here represented. It shall be 
 furnished freely, unless the information be sought for merely commercial 
 ends 
 
 (3) "To train leaders in all lines." If the State does not train leaders 
 how is the State to be sure of efficient leaders? 
 
 (4) " To discover new and profitable lines for the development of the 
 people's activities." The chief industries in this State at present are the 
 cultivation of the soil, the raising of live stock, the development of dairy 
 interests, the grinding of grain ; the quarrying and manufacture of granite 
 
and slate, and the manufacture of brick and tile ; the growth of forests, with 
 the cutting and manufacture of timber and the manufacture of pulp and 
 paper ; the fishing and canning industries ; the building of ships and boats ; 
 the manufacture of cotton, woolen, silk, and boots and shoes ; the manufacture 
 of machine tools and other work of machine shops. It is the duty of the 
 University not only to aid in the upbuilding of new industries, but to assist 
 in the promotion of the prosperity of those already in existence, I believe 
 that, notwithstanding our faith in the future development of our State, her 
 natural resources are infinitely greater than has been generally suspected. 
 
 (5) "To contribute to the ability of all the people to secure happiness." 
 No one of us labors for the mere pleasure of labor, but we ought to know 
 that labor is the only cause of happiness. If we search for happiness 
 through idleness it will turn to bitterness and gall. Therefore in the search 
 for happiness we are searching for labor. We wish, then, to make the 
 institution contribute to the ability of the people, and to help them develop 
 that ability in the search for further happiness. 
 
 (6) The duty of the University to the student is "to discover talent." It 
 is unnecessary to say that it is to train talent already discovered for that is 
 a manifest duty, but it is a further duty to discover talent. If all of you 
 could have heard last night the address by John Graham Brooks you would 
 appreciate that reference. How many men there are who come to this 
 institution, and who go to other institutions, who themselves do not know the 
 talents contained within them! Some chance contact with a fellow student 
 some word dropped by one of the instructors, or the handling of a new tool 
 may open in the mind of any student at any time a new channel for his 
 activities. It should be our buisness here, then, to discover talent. 
 
 (7) " It is the duty of the University to give every student the opportunity 
 to test his powers in every line, so far as the intellectual resources and the 
 financial ability of the institution will permit." 
 
 (8) "To foster self confidence and reliance." I doubt if any really effect- 
 ive work can be done by anyone who has no self confidence and self reliance, 
 not in the form of egotism. Obnoxious egotism is too often present, but 
 any man who is doubtful of his own powers will never do anything of 
 great value, and sometimes egotism can be turned into a righteous self con- 
 fidence. Then it is the duty of the University to inspire a right knowledge 
 of this self confidence and self reliance. , 
 
 (9) Furthermore " The institution should furnish a healthful and inspir- 
 ing environment." This is so obvious as to need no expansion. 
 
 (10) The duty of the University to other colleges and schools in the 
 State, and elsewhere, is : 
 
 (a) To live in harmony with, and encourage the healthful growth of 
 all other institutions of learning, colleges and schools of whatever grade. 
 There are none too many. It is doubtful if there could be too many colleges 
 in the State, so that any one of them should be a danger to the rest. One 
 of the best educators of Germany, which country furnishes more experts in 
 education than any other in the world, came to the Massachusetts Institute 
 of Technology. He saw what a wonderful institution it was and praised it 
 much. "How many of these have you in Massachusetts?" They told him 
 
they had but one. "How large is Massachusetts," he asked. After a little 
 calculation he said that it would take six such institutions to supply the 
 people of Massachusetts with technical education as well as Germany is sup- 
 plied. Would it seem, then, that there are too many colleges in Maine? By 
 no means. 
 
 (b) To co-operate with all educational and other institutions and enter- 
 prises for the benefit of Maine and her people. To co-operate with the 
 other colleges. How? By the interchange of books, and apparatus, as far 
 as practicable, and the temporary exchange of professors. It is a very recent 
 move in education for institutions to exchange professors. Harvard Univer- 
 sity and Columbia University have, in the last two years, each sent one of 
 the members of their faculties to Germany to lecture before the students in 
 the University of Berlin. And some of the professors of Berlin came to 
 America, to Harvard and Columbia. No more helpful influence in education 
 could be conceived. I see no reason why it would not produce harmony in 
 the educational institutions of this State if we could lend one of our profes- 
 sors to Bowdoin, Colby, and Bates for ten or twelve weeks. Then we could 
 have their professors come here to work in the same subject which they have 
 been teaching in their own institution. I see no reason why it would not be 
 of very great value to all of us, and I think it would do more to produce a 
 spirit of harmony with other institutions than anything as yet suggested. 
 
 (c) It is the duty of the University to assist the State Superintendent in 
 developing and co-ordinating the courses in the public high schools and the 
 elementry schools, and to help discover and furnish for these schools teach- 
 ers and superintendents. 
 
 I conceive no limits whatever upon the duties and responsibilities of this 
 institution to the people of the State. 
 
OBLIGATIONS OF THE TRUSTEES TO THE STATE AND TO 
 THE UNIVERSITY. 
 
 Hon. W. T. Haines, Class of 1876. 
 
 Your committee has given me the subject, " The Obligations on the Part 
 of the Trustees to the State and to the Students." In the recent agitation 
 which has been going on in this State particularly during the last session 
 of the Legislature, with reference to this University and the obligations 
 of the State to it, the trustees have escaped criticism, with the possible 
 exception of that from a few newspapers to the effect that they had 
 exceeded their authority in establishing more courses of study and giving 
 the University a wider scope as an educational institution than was 
 originally intended. The trustees of the University of Maine, as you know, 
 are legal officers, clothed with legal authority. This University was estab- 
 lished, not by the State of Maine, primarily, but by the Congress of the 
 United States, by its act of July 2nd, 1862. The purposes and obligations 
 of this institution as conceived and defined in this great charter, and 
 often referred to, are as follows : for " the endowment, support and main- 
 tenance of at least one college in each state, the leading object of which 
 shall be, without excluding other scientific and classical studies, and includ- 
 ing military tactics, to teach such branches of learning as are related to 
 agriculture and the mechanic arts, in such a manner as the legislatures of 
 the states may respectively prescribe, — in order to provide for the liberal 
 and practical education of the industrial classes in the several pursuits and 
 professions of life." 
 
 By an act of the Maine Legislature, Laws of 1865, chapter 552, the 
 aforesaid act of Congress was approved and accepted by the State of 
 Maine, and this University was established in this State. The first sec- 
 tion of this act provides for a Board of Trustees, sixteen in all, and many 
 of them, at that time, were the leading and distinguished men of the 
 State. Among them I note the name of the late Hon. Hannibal Hamlin, 
 Ex- Vice President of the United States, and that of the Hon. William 
 Wirt Virgin, late Justice of our Supreme Judicial Court. By this act, 
 the board of trustees was constituted a body politic and corporate, with 
 power to establish and maintain, subject to the provisions and limitations 
 of said act, such a college as was authorized and provided for by the 
 aforesaid act of the Congress of the United States, passed July 2nd, 1862. 
 In accordance with said act and in conformity therewith, they were 
 entitled to receive from the State the income which should accrue from 
 the funds granted by the. United States in the aforesaid act, and to apply 
 the same, together with all such income as they might receive from any 
 other sources, to the maintenance of the College. Section 3 of said act 
 provided that the Governor and Council should at all times have the 
 power to examine into the affairs of the College and the doings of the 
 trustees, to inspect its records and accounts, its buildings and premises. 
 
Whenever they have reason to beheve that the trustees are exercising, 
 or attempting to exercise, any unlawful power, or are unlawfully omitting 
 to perform any legal duty, they may direct the attorney general to insti- 
 tute process against the trustees in their corporate capacity, in the nature 
 of a complaint in equity, before the Supreme Judicial Court, in the 
 county in which the College is established, and the court, after notice, 
 shall hear and determine the same by summary proceedings, in term 
 time, or by any judge in vacation, and may make any suitable decree 
 restraining the trustees from performing or continuing the unlawful acts 
 complained of, and requiring them to perform whatever is unlawfully 
 omitted. This act provided for the sale of the land-script appropriated 
 by Congress for the endowment of such a college. It also provided that 
 the trustees should procure tracts of land suitable as a site for the estab- 
 lishment of such a college. The trustees were also thereby given author- 
 ity to appoint such directors, professors, lecturers, and teachers in the 
 College, from time to time, as the means at their command might permit, 
 for the accomplishment of the objects enumerated and described in the 
 fourth section of the act of Congress above referred to. It also provided 
 that the trustees should arrange and make known the several courses of 
 instruction which they will undertake in the College at the outset, and 
 that they should enlarge and improve the same whenever practicable, 
 subject to the limitations prescribed by Congress. It also made it the 
 duty of the trustees, by this act of the Maine Legislature of 1865, to 
 impress upon the minds of the students the principles of morality and 
 justice and a sacred regard for truth, love of country, humanity, and. uni- 
 versal benevolence, sobriety, industry, and frugality, chastity, moderation, 
 and temperance, and all other virtues which are ornaments of human 
 society. 
 
 By the act of Chapter 362 of 1867 it was provided that no vacancy in 
 the Board of Trustees should be filled until the number of trustees should 
 be reduced to less than seven, and that thereafter the number of trustees 
 should remain seven and no more. It also provided for the appointment 
 of all the trustees by the governor with the advice and consent of his 
 council. 
 
 These are the fundamental acts which constitute and prescribe the 
 duties of your Board of Trustees. There is one other particular act of 
 the Legislature of 1897, which provided for the change of the name of 
 this institution from that of the State College of Agriculture and 
 Mechanic Arts to the University of Maine. While this act was not a 
 direct mandate to the trustees to do any particular thing, yet it seemed 
 an expression of the will of the people through their chosen representa- 
 tives, that this institution should be given the broadest field of work 
 possible ; and as the original act took express pains to indicate that 
 there should be no exclusion of the classical studies, and that the indus- 
 trial classes might be educated for the professions in life, and, as the act 
 of- the State of Maine accepting the act of Congress particularly provided 
 for the maintenance of a college in conformity with said act of Congress, 
 the trustees have never, thus far, received any mandate or authority from 
 
8 
 
 the people of ]\Iaine other than to do the most possible, with the means 
 at their command, to educate the youth in any thing and in every thing 
 that they wanted to study for which we had the means to provide 
 instructors, in conformity with this original charter. 
 
 We have followed all the discussion in the press with reference to the 
 scope or proper sphere that this institution should occupy in the educa- 
 tional work of ]\Iaine. We have also read, with great interest, the 
 reports of the various committees which have been made to the Legisla- 
 ture from time to time upon this subject, and, up to date, we have seen 
 nothing and know nothing which, in any way, causes us to think that 
 Ave have departed from the purposes of this institution as defined in the 
 original act of Congress of 1862, and the act of the State of Maine, of 
 1865, accepting that charter and prescribing our duties. Thus far no one 
 has made any complaint to the Supreme Court, in equity, seeking to 
 restrain our acts or to compel us to do other, and different acts, and we 
 feel that, considering the means that we have had at our disposal, we 
 have kept within both the spirit and letter of the law, and performed our 
 obligations, as a Board of Trustees, to the State and to the students. 
 
 Some people have sought to draw comparisons between the growth of 
 this institution and that of the other three colleges of the State. In this 
 the trustees have taken no part. This institution commenced its educa- 
 tional work in the year 1868 and graduated its first class in 1872, a class 
 of six men. From that time to 1895 we were cramped for funds and the 
 classes were small, although the College was constantly growing in favor 
 and popularity, during this period of twenty-seven years. From 1895 
 to the present time its growth has been much more rapid until it now 
 has in the neighborhood of seven hundred students in all the different 
 departments. To those who claim to think that this institution has been 
 pushed beyond the scope or field that it was designed to fill in our educa- 
 tional system, and to the damage or prejudice of the three other colleges, 
 I want to say that during this same period of time, or, to be more accu- 
 rate and to quote from Dr. Fellow's address before the committee of the 
 last Legislature, from 1870 to 1895, the three other denominational col- 
 leges in the State gained 2>Z7 students. During this period of twenty- 
 five years this institution was increasing its student body slowly. You 
 will see that this was an average increase among the older colleges of 
 fifteen students per year ; whereas during a period of ten years, from 
 1895 to 1905, these older colleges gained 244 students, an average annual 
 increase of 24.4, and during this same period of ten years the Lhiiversity 
 has grown to nearly 700 students, thus showing that the average yearly 
 rate of growth in Bowdoin, Bates, and Colby, taken together, has been 
 more than sixty per cent greater, during the ten years of rapid growth 
 at this State University, than H was in the twenty-five year period imme- 
 diately preceding. I quote these figures to show that there is no ground 
 in fact why any man should claim to think that the rapid development 
 of this institution has, in any way, taken from, injured, or hindered the 
 development of the three other colleges in the State. This fact the 
 trustees have kept constantly in mind, and they have noted it with great 
 
•satisfaction, because they have felt assured that in no way was the work 
 which they w^ere standing for doing damage to or retarding the growth 
 and progress of the three other colleges in the State, for .all of which 
 they have the greatest respect and concern. 
 
 In other words, to be concise, I think that it may be said that the trus- 
 tees have tried to meet every obligation to the State, as expressed in the 
 statutes. So far as our obligations to the students go, ^t has been very 
 largely a question of money, and the amount of the appropriations placed 
 at our disposal. In this matter we have always tried to make the most 
 of what we had to do with. The teaching of the sciences is an expensive 
 business. It goes far beyond the mere question of an instructor and a 
 book. It becomes a question of apparatus and equipment, machines and 
 buildings which cost thousands and thousands of dollars. The equip- 
 ment and maintenance of a good chemical laboratory is no small expense ; 
 and the successful teaching of engineering calls for a large outlay of 
 money, and so with all scientific study. The general public can little 
 appreciate the straightened circumstances that this Board of Trustees has 
 many- times been in from a lack of funds with which to meet their obli- 
 gations to the students within the college walls. 
 
 This University is in competition with every other college and univer- 
 sity teaching science in the United States. We have had students from 
 almost every state in the Union and students from the State of Maine 
 may be found in the colleges of nearly every state. Our young men, 
 desiring to perfect themselves along a certain line of study or scientific 
 investigation, are thoroughly informed as to where the best facilities are 
 furnished, and the easy and cheap way in which we now move around 
 from one state to another, makes it possible for the student to go where 
 he finds the best opportunities; and he certainly is not wise if he does 
 not avail himself, during his student years, of the best possible facilities 
 to be furnished in a given line of work. If there is anything in which 
 the trustees have failed in their duty to the students, it has been in their 
 inability to impress upon the State, through the Legislatures, from time 
 to time, with sufficient force, the need of adequate appropriations, in 
 order that those obligations to the State and to the student might be met. 
 The average citizen, not interested in educational work and acquainted 
 with what is being done in the different educational institutions of the 
 country, might not appreciate the force of what I say along this line, and 
 it is not to be wondered at in view of the many lines along which modern 
 educational methods have been developed in recent years. 
 
 Your trustees have sought to secure in the various departments of 
 learning the services of instructors of as much reputation and skill as the 
 means at their command would warrant. We have had on our board of 
 instruction, at different times, graduates of nearly all of the American 
 colleges. Two of our presidents have been Bowdoin graduates, Dr. 
 Fernald and Dr. Allen, two men as loyal and patriotic in their devotion 
 to this institution and its work as they are to their Alma Mater. Dr. 
 Fernald is still with us; he was with us at the beginning; he has been 
 with us every day since, except about three years when his health would 
 
10 
 
 not permit of his working, for more than 2>^ years of service as instruc- 
 tor, professor and president in this institution. He was all that there 
 was to the College in the beginning, and with the assistance of his good 
 wife he launched this institution among the colleges of the land. To 
 my mind, no man living in the State of Maine can make a prouder boast 
 than he, of this simple fact. In. Dr. Abram Harris, who was president 
 of this institution from 1893 to 1902, the State had the services of a very 
 superior man. To those associated with him during this development 
 period of this institution he seemed to play the part of a little giant. 
 He knew his cause thoroughly and was fearless in Hs promotion. When 
 the opposition to the appropriations asked for from the Legislature of 
 1897 said that if we kept on we should have a university, he replied, 
 "That is just what we want," and at his suggestion a bill was introduced 
 at that session changing the name of this institution to the "University 
 of Maine," with all that such a name can imply. His administration was 
 most successful, and he will always be remembered as one of our great 
 leaders in the cause of the higher education of the industrial classes. In 
 his successor we have a fearless and splendid leader, our present presi- 
 dent. Dr. Fellows. He has been criticised, as were Dr. Harris and Dr. 
 Allen and Dr. Fernald, for being a lobbyist, but this criticism has come 
 from a few who cannot comprehend the subject and the situation. 
 
 By lobbying I mean nothing more or less than faithfully representing 
 this institution and its needs to the members of the various Legislatures. 
 It is somebody's duty to do it. Every fair-minded member of the Legis- 
 lature wants to be informed, and no one is in a position to answer all 
 questions and to represent it so thoroughly and fairly as the president in 
 charge. 
 
 Some day the people of Maine will erect a monument to all these men 
 for the noble work they have done in the lobby of the Maine Legislature. 
 Dr. Fellows's work is already much appreciated by our people, and by 
 none more than by the trustees who have approved of it and tried to help 
 him at all times. The president of this institution is, from the necessity 
 of the situation, the executive officer of the Board of Trustees, and to 
 him we must look for leadership. It is our prerogative to approve or 
 disapprove of his plans and proceedings. In Dr. Fellows we have found 
 a most progressive, earnest and efficient officer, always careful and con- 
 siderate of the interests of others, but ever loyal and zealous in the great 
 cause of the higher education of the masses. 
 
 Our professors have always been loyal to the institution, loyal to the 
 great and democratic ideas of education for the masses in all the pursuits 
 and professions of life. Many times, from lack of funds, we have lost 
 some of our best and most competent instructors. Many times, too, we 
 have been obliged to take young men, perhaps our own recent graduates, 
 at small salaries, such as we could pay from our limited means, to keep 
 our work along, trusting in their enthusiasm and loyalty and hard work 
 to make good for the institution, and seldom have they failed us. Many 
 times we have seen those who commenced with us as instructors, at a 
 mere pittance of a salary, go ^rom us to other institutions of learning 
 
11 
 
 at salaries far beyond the limit that we could pay. This has seemed to 
 be a justification of our course of selecting these young and inexperienced 
 men as instructors and teachers. The trustees have never felt it their 
 duty to dictate courses of study for the students. In fact, they have 
 never come in close enough contact with the students to have any influ- 
 ence of this kind. Neither have we advised professors and teachers in 
 charge to try to influence the students along a particular line of study. 
 We have felt that the University was placed here by the United States 
 government, and by the State, for the benefit of all. It is true that agri- 
 culture and the mechanic arts are especially mentioned to be taught, in 
 the original charter. It is also true that military tactics are to be taught 
 here. This charter was granted at a time when the country was at war, 
 and it is natural that that line of education should have been made man- 
 datory. The trustees have taken special pains that this part of the char- 
 ter has been lived up to, and the students have been given as good facil- 
 ities for instruction in military science as is given in any schools in the 
 country not purely military. The patriotism which was shown by the 
 enlistment of the students and graduates of the University during the late 
 war with Spain is a most convincing demonstration of their loyalty to 
 their country and their country's cause, and of the general influence of 
 this course of training on the youthful mind. 
 
 A great deal has been said about the teaching of agriculture in this 
 institution. Considering the large preponderance of the agricultural 
 population of this State over those engaged in all other pursuits, the 
 trustees have felt it their special duty, at all times, to make prominent 
 this course of study. That this institution was designed to make farmers 
 or mechanics, to the exclusion of other pursuits, cannot be maintained. 
 That it is desirable to give an opportunity for the farmer's boy and the 
 mechanic's boy to obtain an education, is first and foremost and funda- 
 mental in the idea of the establishment of the land-grant college. To 
 carry this idea into effect the trustees have tried to make the expense of 
 attending this institution as small as possible, and it is a matter of deep 
 regret to me, as one of that board, that the State has felt compelled to 
 charge any tuition for the education given here. To my mind, it ought 
 to be free to every boy and girl in the State. The trustees have endeav- 
 ored to so guide movements here as to inculcate the most democratic 
 spirit in regard to all educational matters. We realized that the friends 
 of the old, or so-called classical colleges looked with an eye of criticism 
 on these newer colleges. But we are pleased to say that, as the years 
 have gone 1}>, this criticism has yielded, in the light of the good work 
 that has been, and is being done, and that among the most loyal friends 
 which this institution has had in the State of Maine have b^en graduates 
 of the other three colleges. I do not think that I can express this idea 
 better than by quoting from a speech or address delivered l)efore the 
 Bowdoin Club of Boston during the past winter by one of Bowdoin's 
 graduates, Mr. George M. Whitaker, who said : " These colleges have 
 built up a new scientific agriculture, giving it a new dignity and impor- 
 tance. And now should not we extend the most cordial right hand of 
 
12 
 
 fellowship to the agricultural colleges ? ' Be broader than your business 
 or profession,' was the advice which I recently heard given by a promi- 
 nent educalor. The farmer of today discussing nitrogen, phosphoric 
 acid, potash, carbonaceous foods, entomology, the laws of heredity, is no 
 clodhopper, but a broad, intelligent fellow-citizen." And he adds, in 
 closing his address, — " Probably Maine yearly sends into active life 3000 
 young men. If one-tenth of them went to Bowdoin, the college would 
 be swamped. The land-grant colleges are doing wonders for the young 
 men of the nation without weakening the older colleges." It is in this 
 way, with this rpirit of appreciation of the work that we have been trying 
 to direct, that we have been met by our most intelligent and progressive 
 citizens, who are interested in educational work and in the welfare of the 
 State at large. In a recent address before a committee of the Legisla- 
 ture, I took occasion to remark that, " I am in favor, in the year 1907, 
 of raising a few tulips, a few rose bushes, a few chrysanthemums, in my 
 cabbage patch and in my potato field." When the vote was taken in the 
 last House of Representatives, at the close of the greatest contest we 
 have ever had, on the question of whether or no it was right and wise 
 for us to continue to offer classical studies in connection with agriculture, 
 the mechanic arts, and scientific pursuits, out of 152 members in that 
 House, the popular branch of government and the direct representatives 
 of the people of Maine, we found but twelve votes recorded against the 
 proposition, and that, too, after a most thorough discussion in the public 
 press and in the Legislature,— -we felt that we had been justified as a 
 Board of Trustees in establishing and maintaining this classical work 
 amidst the study and investigation of the more practical pursuits of life. 
 In other words, we felt tl^at we had received the people's approval of our 
 official acts, although we had :ihvays had the justification of our own 
 judgments and consciences in our understanding and interpretation of 
 the broad scope of this kind of a college as contemplated in the original 
 charters, and I assure you that this approval by the people was much 
 appreciated by us. Had we done less, we would not have been able today 
 to have stood here discussing the question of our obligations to the stu- 
 dents and to the State, nor could we have claimed that we had so well 
 fulfilled those obligations. We understand that the State educates its 
 youth to make them better citizens. We need these educated men in all 
 the walks of life. Did anyone ever meet a farmer who knew too much? 
 Did education ever hurt a mechanic? Have you not seen lawyers, doc- 
 tors, and even ministers who might have done better work in life if they 
 had enjoyed a better early training? Do you think it would hurt a man 
 who shovels in the ditch if he could read French, German and English? 
 Would a knowledge of history and literature make any laborer a less 
 desirable citizen? Would he be more likely to be a reasonable man to 
 deal with in all questions of labor? Would he be more or less likely to 
 understand economic conditions than a man who has little or no educa- 
 tion? Would he be more or less liable to come under the influence of 
 the designing political demagogue? Would the State have a less or 
 greater element of strength from his presence in its government? It is 
 
13 
 
 the first duty of the State to protect itself. How can it better do so 
 than by givirg the higliest possible mental training to tb.e greatest pos- 
 sible number of its citizens. 
 
 Every dol'.ar appropriated by the United States government or by the 
 State of Maine, or given by private individuals, has been carefully 
 guarded and used as provided by law, and an itemized report of the 
 various receipts and expenditures may be found in the published reports 
 of this institution, made from year to year with as much accuracy and 
 detail as the reports of any other department of State. We have tried 
 to fulfil the duties of the trust imposed upon us as we understood them, 
 and of the results which have been obtained the public must judge. 
 
 Your toastmaster has asked me to confine my remarks to ten minutes 
 and I have not tried to comply with his request. I should like to go more 
 into detail, giving facts and figures showing what we have had to do, 
 and what we have had to do with, but your patience will not permit. 
 
 While some think that we have spent a great deal of money, I should 
 like to show you, by comparison with other institutions of the same kind 
 in other states, how little we have had to do with, and how much, in 
 comparison, we have done with it. A riianufacturing plant figures its 
 success by the cost of its finished product. Had I tim.e, I could show 
 you that our finished product in the shape of graduates costs this State 
 less per capita per graduate than the similar product of almost any other 
 state in the Union. I should like to tell you of the commanding posi- 
 tions these graduates have taken, and are taking, in the various walks 
 of life. Could I do this, I think that I might make clearer the way in 
 which the trustees have met their obligations to the State and the stu- 
 dent; but limited as I am. I can only add, in closing, that as humble 
 agents of the government, in this capacity, we have tried, sincerely and 
 honestly, to do our duty as defined to us by the laws under which we 
 have worked, and with the means placed at our disposal. 
 
u 
 
 OBLIGATIONS OF THE FACULTY TO THE STATE AND 
 
 TO THE STUDENTS. 
 
 Dean Hart. 
 
 As members of the faculty of the University of Maine we are certainly 
 under pecuHar obligations to the State. 
 
 Since the University forms a part of the educational system of the 
 State it is our dutj- to establish the closest possible connection between 
 its work and that of the public schools. The step from the high schools 
 and academies of Maine to its University should be made as easy as may 
 be practicable. On the other hand, our requirements for admission must 
 be kept reasonably high and impartially administered. We must culti- 
 vate cordial relations with fitting school teachers, being always ready to 
 give them advice and encouragement. We should continue to use every 
 effort to promote uniformity of courses and of methods of instruction 
 in the schools. 
 
 In planning the work of our classes we must give due weight to the 
 fact that many of our students are preparing, and many more in coming 
 years will be preparing for positions as teachers in the secondary schools 
 of the State. That the trustees have recognized the importance of these 
 closer relations with the schools is shown by their establishing the depart- 
 ment of Education. That the faculty have realized it in the past has 
 been evidenced by the large part that they have taken in public educa- 
 tional gatherings. 
 
 We should lend all the support possible to the rapidly growing senti- 
 ment in favor of giving, in the schools, instruction in manual training, 
 domestic science, and in the first principles of agricultural science. 
 
 It is our duty to inform ourselves regarding the great material 
 resources of our State, its mineral wealth, its manufacturing and agri- 
 cultural possibilities, that we may foresee its future progress, and may 
 impart to our young men greater confidence in its increasing prosperity, 
 thus encouraging them to stay in Maine and to have a large share in its 
 development. Our graduates have already been of untold value to the 
 industrial interests of our State — witness our engineers, our railroad 
 builders, our manufacturers, our agriculturists. It needs no great pro- 
 phetic powers to foresee that the next score of years, if not the next 
 decade, will witness a greater development of Maine's material resources 
 than any like period in the past. And in this development the graduates 
 of our University are sure to take a leading part. 
 
 In a certain sense all of our obligations as a faculty are obligations 
 to the State, because we are, in a way. State officials ; but in a broader 
 sense nearly all of our duties to the State are comprehended in our duties 
 to the students, and what are these? 
 
 It is not directly our duty, I will say, to decide upon the educational 
 policy of this University. We are glad that it was decided early in the 
 
15 
 
 history of the institution that its poHcy should be broad and progressive, 
 and that this decision has been repeatedly and recently reaffirmed. 
 
 Our duty it is, acting in the spheres severally assigned to us, to carry 
 on our work in such a manner as to justify the confidence in our ability, 
 our earnestness, and our loyalty, shown by the president and the trustees 
 in electing us to our present positions and continuing us therein. It is 
 also our duty to justify the intense loyalty to the institution, and the 
 great pride in its progress, shown by every student who has spent a year 
 or more under its care. The field of education covered by the University 
 is now so broad and its position in the educational world so honorable 
 that every member of the faculty may well be impressed with the weight 
 of his own obligations. 
 
 This is the day of the young man in politics, in business, and in the 
 field of education. It is also, perhaps, the day of the young college. If 
 cur University is not endowed with so great a wealth of tradition, and 
 so long a line of honored and famous alumni as some of the older col- 
 leges, it is not, on the other hand, hampered by fixed habits, tending, 
 possibly toward inertia and unprogressiveness. 
 
 What are our obligations to the young men and young women of the 
 State who, in such rapidly increasing numbers, are coming here? 
 
 First of all, to give them what they came expecting to obtain, the best 
 education for their purpose to be had in New England. Does some one 
 hesitate at this, and say : " We have not the equipment to measure up 
 to the standard of the larger and wealthier colleges." I reply, 'Tt is quite 
 possible that the youth trained with a somewhat restricted equipment 
 may be as efficient as the one who has had at hand much more than he 
 could master during his college course." The time is past, to be sure, 
 when it could be said that a log with a student at one end and a certain 
 well-known professor at the other constituted a college, but it is still true 
 that more depends upon the enthusiasm and energy of student and 
 teacher than upon equipment and money. If we feel that our facilities 
 are inadequate it is our business to use what has been intrusted to us 
 with such energy and effectiveness that the State will see that we are 
 able to use more to advantage. It is unreasonable to suppose that the 
 citizens of Maine desire to withhold from their University anything that 
 it needed to give their sons and daughters the best possible education. 
 
 It is our duty to stand for uniform and reasonably high requirements 
 for admission, that our work with the students may not be hampered by 
 the presence of those who should still be in the preparatory school ; to 
 insist upon thorough and conscientious class-room work, that every 
 student may actually receive the education for which he is spending his 
 money and his time; to grant diplomas only to those who have fully 
 earned them, that every alumnus may know that his diploma is as valu- 
 able as it purports to be. 
 
 Our duties to the students are not limited to the work of cultivating 
 their minds. Our obligation is not fulfilled unless we make it possible 
 that every man who studies here shall leave the institution stronger, 
 physically and morally, than when he entered. As a college cannot afford 
 
i6 
 
 to be a fitting-school for those mentally unprepared, no more can it be 
 expr-cted to serve as a reform-school for those whose influence upon their 
 fellows is degrading. Not only should we refuse admission to the 
 morally unfit, and remove any whom we learn to be so after admission,, 
 but we should also make moral failures in college extremely rare if not 
 im.possible. 
 
 College young men have naturally a high sense of honor, higher^ I 
 believe, than can be found among almost any other class of young men; 
 but they are sometimes blinded by college traditions and come to regard 
 as smart that which is only mean. The artist who drew a barrel so that 
 both ends were in sight was no more lacking in a sense of perspective 
 than are some young men in matters of college honor. To teach correct 
 moral perspective is as truly the duty of each college professor as it is- 
 the business of the department of drawing to teach linear perspective. 
 
 We should remember that the best college is the one that takes a boy 
 and makes him a man ; if he becomes also a scholar, a gentleman, and 
 master of the rudiments of a profession, so much the better, but let him 
 be made first of all a man. 
 
 Our aim must continue to be, not so much to make the University the- 
 biggest in New England — or even in Maine — although the latter we can- 
 not hinder its being, but the best institution of its size and the best in: 
 each of its departments. 
 
17 
 
 OBLIGATIONS OF THE COLLEGE OF LAW TO THE STATE. 
 
 AND TO THE UNIVERSITY 
 
 Dean Walz 
 
 God's crowning gift to man, the basis of' all manhood, is freedom, 
 freedom to think our own thoughts, to make our own choice, to shape 
 cur own course. In this chiefly, in this perhaps alone, are we the image 
 and reflection of God. If we are to be men at all, God himself is bound 
 to respect this our freedom, and all history and personal experience attest 
 how well He has respected it from the days of old to the present hour. 
 
 Our first great obligation, then, as men, as teachers and as students of 
 law, is to hold dear and cherish the freedom of the University of which 
 most of us, and the freedom of the State of which all of us, are an essen- 
 tial part. Shall the State of Maine grow? Shall the University flourish? 
 Then let them both be free. Then let us all guard the State and the 
 University against attacks from without, against assaults from within, 
 if necessary, even against our own selves, for eternal vigilance is still the 
 price men, institutions and nations must pay for liberty. 
 
 The second great obligation resting upon us as teachers and students 
 of law is to understand that no man, no institution, no state, can justly 
 be compelled to do, or to forbear doing, anything except for the purpose 
 of annulling the constraint they have placed upon the freedom of others ; 
 to maintain, by word and deed, that this great, majestic restraining force 
 — the freedom of others — is everywhere known among men as law ; that 
 law is identical with freedom, not indeed with my freedom or yours as 
 we may happen to see it, but identical with my freedom and your free- 
 dom as we all see it through our representatives on the jury, in the legis- 
 lature, and in the courts ; in other words, that freedom is but another 
 name for the law of the land. True freedom can be concretely expressed 
 only in terms of law, and rightly did Massachusetts call her laws of 1641 
 the Massachusetts Body of Liberties. My freedom to act as I deem best 
 appears to me but as simple justice; but your freedom to do the same 
 meets me everywhere in the shape and form of law. This apparent con- 
 flict between justice and law can be reconciled only where there is a body 
 of men invested with power '' to administer justice according to the laws," 
 to use the very words of the first constitution of Connecticut, and where 
 there is rendered to the laws, in the words of the Mayflower Compact, 
 "all due submission and obedience." Every unnecessary encroachment 
 upon individual liberty is indeed unwise, but every limitation of individ- 
 ual liberty called for by the public welfare is as positively demanded also 
 by that same individual liberty. Hence our second great obligation ; to 
 co-operate, to the best of our ability, with all similarly interested in such 
 a way as to enable individual and collective liberty to find each a full and 
 adequate expression in the regulations of the University as well as in the 
 laws of the State. 
 
i8 
 
 But the third, the final the peculiar and the paramount obligation of 
 the Law School, both to the University and to the State, is to teach the 
 law, the actual, existing law of the State of Maine, of New England, of 
 the United States, and of the world itself so far as that law is found in 
 existing international usage binding upon us as citizens of this great 
 American Commonwealth, great indeed, but r.ot greater than the world, 
 not greater than the law that at once binds and liberates the vast forces 
 of our common humanity. It is our duty, then, to teach the law as it is, 
 and as it has been established by the people, now and here, sanctioned by 
 their daily customs, enacted by the legislature, and applied by the courts, 
 with reasons why it came to be thus, and not otherwise. It is impossible, 
 of course, to teach the whole body of the law as it is found in the myriad 
 books of our legal literature. Even to understand the spirit of the law, 
 to give a realizing sense of its principles, and to make men truly skilful 
 in the application of these principles to the affairs of life, that is, by itself, 
 the work of a whole lifetime, not to be completed even then ; and if this 
 is admittedly true, it follows that in the Law School with its short three 
 years course but a beginning can be made. 
 
 What is the law, then, in its very soul and essence? There are defini- 
 tions almost as many as there are men that have given thought to the 
 subject. Let me give you my own, one that after many years of reflec- 
 tion has more nearly satisfied me than any other, one that is not yet 
 wholly satisfactory, not even to him that made it, for it is man's destiny, 
 not perhaps to be exactly dissatisfied, but ever to be unsatisfied with the 
 work of his own hands. Law, to me, is reason, natural, political, logical 
 reason, but at all times and in all its parts practical reason, always in 
 contact with the facts of life and ever subject to the test of experience, 
 represented in this its threefold aspect by the differing but closely inter- 
 woven activities of the jury, the legislature, and the courts, applied by 
 the courts to the vary ng (non-contentious) and conflicting (contentious) 
 interests of men, enforced by the sovereign state as the representative of 
 the people, this trinity of the law finding its highest unity in that uni- 
 versal reason in which we live, and move, and have our being. 
 
 To teach law in this sense, in any sense, involves obligations impossible 
 of enumeration here. It implies the teaching, directly and incidentally, 
 of right methods and habits of study, and of the true theory of govern- 
 ment as based on freedom, law, and reason. It means the free discussion 
 of legal principles in the class room and the utmost freedom of question- 
 ing in good faith and within the limits of the subject. It signifies the 
 gathering of living principles from the dry facts of the reports, and a 
 realization of Lord Mansfield's statement that the reason, and the spirit 
 of the cases make law, not the letter of particular precedents. It insists 
 that thought makes the student of law, not the thought that is poured out 
 before him, but the thought that is drawn out of him in response to 
 thought. It demands that the whole of a man should go into his work; 
 it aims at the creation within him not of merely decorative or commer- 
 cial, but of truly creative ideals, and implies, of necessity, intelligent and 
 unswerving loyalty to the University and to the State for which institu- 
 
19 
 
 tions no other foundation can be found than that which is laid in the law 
 of the land. 
 
 To teach law in any sense is not to teach it so as to secure the mini- 
 mum required for the passing of the bar examination, but so as to get 
 out of the student the maximum of knowledge, wisdom and inspiration 
 of which he is capable and that will fit him to be an adviser of men, h's 
 equals and often his superiors, but always his fellow-citizens, and not an 
 adviser merely, but wherever opportunity offers, a peacemaker as well, 
 by reason of that wisdom that ever aims at reconciling each man's inter- 
 est with all men's welfare. It will teach him that no two men, no two 
 cases, no two situations are alike, and that no man has a right to copy 
 even his own best work of yesterday, that the better is ever the foe of 
 the good, and that progress is also a personal and individual duty. Such 
 teaching will raise men among men wishing to raise on the firm base of 
 liberty and law structures that will be as enduring as these foundations 
 themselves laid by the Eternal before the beginning of time. 
 
 Such a man need not be told that a lawyer that knowingly carries the 
 jury against the facts or beyond them, poisons the fountain of justice, 
 and that the best of our New England judges, and most notably so those 
 in our own State, will not stand by and see justice murdered before she 
 can arise, glorious and triumphant, out of the entanglements of testimony 
 purposely and intentionally confused. He knows, and equally well, that 
 to take any case, at the request of any man, is not one of the recognized 
 duties of the profession, but he is also aware that he is not bound to 
 settle all his doubts against his client. His daily conduct will show that 
 he fully realizes that every good lawyer is a bulwark of society, every 
 bad one often a menace and always a nuisance. He will not hold with 
 the extreme idealist that a minister of God ought not to accept the money 
 of sinful church-members, nor that the minister of justice should not be 
 the paid advocate of men, but he will realize that the call of God and his 
 own true opportunity come to him, as they come to all, through the needs 
 and necessities of his fellow-citizens, and to be a true and faithful ser- 
 vant of men in need will show him to be a loyal son of his Alma Abater 
 and make him a moral leader and a strong pillar of the State. 
 
 The highest ideal of the Law School is the ideal of all education. It 
 is to teach a man to teach himself, and to produce a man, God willing, 
 that has so taught himself that he can do things he has never done before, 
 and has never before been taught to do, a man that will excel all his 
 teachers in some things and perhaps in many; in other words, the rais- 
 ing of a divinely creative spirit out of the dark depths of a human con- 
 sciousness often as chaotic as the world on the first day of creation before 
 it was illumed by the light of God. 
 
 These are our ideals, and these our ideals measure also our obligations 
 to the University and to the State. But who is sufficient for these things? 
 The more our hearts burn within us, and the more our spirits are on fire 
 with these ideals, the more we realize our weakness. We are comforted 
 alone by the thought that all moral obligations, by immutable moral law, 
 are strictly mutual, and that thus, in so great a work, where we can not 
 
20 
 
 stand alone, we shall have the support of all men of like mind and aim. 
 While it is not possible for the State, the University, and the Law School 
 to accomplish all these things in the case of every student, we know that 
 we are pledged not only to do our best, but also, in doing our best, not 
 to forget to help one another. Let the State, the University, the Law 
 School, teachers, students, and alumni, be true each to his highest ideals, 
 and each will receive from all, and all from each, true loyalty and strong 
 support. 
 
 OBLIGATIONS OF THE EXPERIMENT STATION TO THE 
 UNIVERSITY AND TO THE STATE 
 
 DIRECTOR WOODS 
 
 Although the Maine Agricultural Experiment Station is, by act of 
 Legislature, a department of the University of Maine, it is upon a dis- 
 tinct foundation, and its funds, other than moneys which come for certain 
 police duties outside of Experiment Station work proper, are entirely 
 derived from the National Government. 
 
 In 1887, by act of Congress, there was appropriated $15,000 to be paid 
 annually to each state and territory for the establishment and main- 
 tenance of an agricultural experiment station. The act creating the sta- 
 tions thus defines their purpose: "It shall be the object and duty of 
 said experiment station to conduct original researches or verify experi- 
 ments on the physiology of plants and animals ; the diseases to which 
 they are severally subject, with the remedies of the same; the chemical 
 composition of useful plants at their different stages of growth ; the com- 
 parative advantages of rotative cropping as pursued under the varying 
 series of crops ; the capacity of new plants or trees for acclimation ; the 
 analysis of soils and water ; the chemical composition of manures, natural 
 or artificial, with experiments designed to test their comparative effects 
 on crops of different kinds ; the adaptation and value of grasses and 
 forage plants ; the composition and digestibility of the different kinds 
 of food for domestic animals ; the scientific and economic questions 
 involved in the production of butter and cheese ; and such other 
 researches or experiments bearing directly on the agricultural industry 
 of the United States as may in each case be deemed advisable, having 
 due regard to the varying conditions and needs of the respective states 
 and territories." 
 
 Nineteen years later. Congress further endowed the agricultural experi- 
 ment stations by increasing the appropriation at once by $5000 and for 
 the next five years there shall be an annual increase of $2000, so that 
 from 191 1 on, the endowment of each station shall be $30,000 per year, 
 -or practically the same as the income from three quarters of a million 
 ■dollars. This second grant is more restricted in its use than the first and 
 
21 
 
 can only be used for paying the expenses of conducting original 
 researches or experiments bearing directly on the agricultural industry 
 of the United States. Not only has Congress thus provided for the main- 
 tenance of experiment stations at national expense, but in order that the 
 results from the experiments shall be widely disseminated, it is directed 
 that bulletins or reports of progress shall be issued as often as once in 
 three months and that a copy of each publication shall be sent to each 
 newspaper in the State in which the station is located and to such indi- 
 viduals engaged in farming as may request the same, and for this pur- 
 pose free use of the mails is accorded. 
 
 It is thus seen that the Agricultural Experiment Station is unique in 
 its relation to the University. The other departments of the University 
 are established primarily for teaching. The Agricultural Experiment 
 Station is endowed for the purpose of investigating agricultural problems 
 and part of the endowment can be used only for conducting original 
 investigations. Therefore the relations and obligations of the Experi- 
 ment Station are different to the State and to the University than are 
 "those of the various colleges of the University. 
 
 The Experiment Station is under obligation to the University to con- 
 duct investigations of high order which by their grade shall not only 
 reflect credit upon the University, but shall contribute to the sum of 
 human knowledge. It should have high ideals and should never be satis- 
 fied with mediocre attainments. Its influence upon the different colleges 
 of the University should be not merely to inspire thoroughness of work 
 along i\vf, lines of instruction, but it should stimulate independent inves- 
 tigation on the part of the members of the different faculties. 
 
 Its relation to the College of Agriculture is naturally closer than with 
 the other colleges and should therefore be more helpful. It should give 
 every aid in its power, consistent with the purpose for which its funds 
 are granted, to the development of the College of Agriculture. 
 
 That the Experiment Station is under obligation to the State of Maine 
 is obvious from the national act prescribing its functions. It has been 
 said that every farm is an experiment station, but this is true in only a 
 very moderate degree. While every farmer should keep his eyes open 
 and will thus learn many things by his observation and experience, 
 there are many problems, the solving of which not only requires trained 
 experimenters and observers, but are too expensive of time and money 
 to be entered upon by the private farmer unless he be a man of very 
 unusual means. It is then the duty of the Experiment Station to the 
 agriculture of this State to attempt the solution of those problems which 
 are beyond the reach of the average farmer. While it may chance to be 
 the fortune of an experiment station to do some simple thing, as in the 
 case of the Maine Experiment Station studies with Bordeaux mixture 
 upon potatoes, that shall add hundreds of thousands of dollars annually 
 to the wealth of the State, it may happen in the search after new truth 
 in its application to agricultural science that well planned, painstaking 
 experiments, extending over a series of years, may give only slight 
 returns. This is illustrated by blueberry investigations at the Maine Sta- 
 
22 
 
 tion. For more than a dozen years this Station has been trying to tame 
 the blueberry so that it may be cuUivated in gardens the same as the 
 strawberry or the raspberry, but thus far the laws underlying its propa- 
 gation have only been very partially discovered and in some respects we 
 seem to be no farther advanced than we were at the beginning, for it is 
 many years since the blueberry has been more or less successfully culti- 
 vated by some amateurs. It is not, however, to be inferred that because 
 positive results have thus far proved illusive that the thousands of 
 attempts to study propagation by cuttings, root divisions, seeds and seed 
 crosses, have been efforts thrown away. Such fundamental work must 
 be done before practical results can follow. If every experiment gave 
 positive results, experiment stations would hardly be necessary. 
 
 The Maine Station has however been fortunate in the selection of its 
 h'nes of work so that only a very few of its investigations have failed 
 to give positive results. That such is the case is largely due to the fact 
 of continuity of effort. It has had the continuous services of nearly all 
 its heads of departments since their first appointment. Three of the 
 staff have been connected with the Station since its present foundation. 
 It has had only one change in directors in its 22 years of existence and 
 both of these directors had much the same training. The trustees have 
 wisely allowed the Director and the scientific experts of the Station the 
 largest freedom of effort. It is and has been the continuous policy of 
 the Station to not only allow but to encourage originality on the part of 
 its workers. The chief function of the Director, after the choice of lines 
 of investigations have been determined, is to act as a sort of committee 
 of ways and means so that the investigator may give his undivided atten- 
 tion to the problems he is trying to solve. 
 
 The Station then recognizes that because of the generous endowment 
 by the National Government and the liberal policy of the University 
 trustees in its management, great opportunities are afforded, and that it 
 has obligations of high responsibility to both the State and the Univer- 
 sity. Its management as represented by the board of trustees, the Direc- 
 tor and his associates, are endeavoring to meet these high obligations. 
 
23 
 
 OBLIGATIONS OF THE ALUMNI TO THE STATE AND TO 
 
 THE UNIVERSITY 
 
 Hon. E. F. Danforth, Class of 1877 
 
 In the time allotted one can hardly expect to consider a subject so 
 broad in a satisfactory manner, therefore I shall only strive to refer to 
 what may be considered the more important features. 
 
 It has been written that the duties of the citizen to the State are "to 
 respect, to honor, to obey, to support and to defend the government 
 whose protection he enjoys." These are the plain duties of every citizen 
 and should be loyally performed in order to insure the greatest good to 
 both individual and State. 
 
 Duty is an obligation, but yet an obligation may be no less a duty, 
 since it requires the performance of a duty, which to the honorable citi- 
 zen should be a pleasure and when executed benefits those involved. 
 Certainly the obligations of the Alumni of this University to the State 
 are no less than those of other citizens and to my mind they are greater. 
 
 The Land Grant institutions of our country, of which this is one, are 
 educationally in a class by themselves. Conceived in order to furnish 
 the industrial classes with an opportunity of obtaining "a liberal and 
 practical education in the several pursuits and professions in life," it 
 provided that certain requirements should be met by the State, thus mak- 
 ing an alumnus of these institutions responsible to both State and Nation 
 for his opportunities. 
 
 As long as the State is a part of the Nation the obligation may ordi- 
 narily be discharged within the state of his residence. That obligation 
 would seem to be greater than simply to respect, honor, obey, support 
 and defend the State, for the broader his education, the greater his 
 opportunities, the more grave his responsibilities ; his trained mind 
 should be used for the improvement of the conditions surrounding him ; 
 he must be faithful to his trust ; using his intellect, not in a narrow 
 sense, but broadly, to the greatest use of the greatest number, for gov- 
 ernment should be for the good ot the governed and he discharges his 
 obligation to the State the best, who shall cause its progress in statehood 
 to be more marked, in return for assistance received by him, and uses 
 his faculties to the end that society may be the better, the happier, and of 
 a higher standard, on account of his life. 
 
 The great social, industrial and educational problems that confront 
 our State and Nation demand the attention of trained minds to furnish 
 such a solution as will not only be satisfactory to the people, but will 
 perpetuate our system of government. These questions now demand the 
 attention of all thoughtful men. The State has a right to expect and 
 demand that the Alumni of every educational institution shall take part 
 in correctly settling these questions. The duties of the true American 
 citizen are no greater in times of war, than in times of peace ; for peace, 
 
24 
 
 many times, has her victories greater and more enduring than those of 
 war. In these conquests you should become the generals ; by your train- 
 ing you are qualified and the State has a right to expect it of you. 
 
 But what are the duties of the Alumni to the University. To the 
 observing it may be plainly seen that financially the test to this institution 
 is coming within the next two years. The support granted by the last 
 Legislature was for but two years, at the expiration of which time it will 
 again be necessary to present its needs and ask for such an amount as 
 will meet the conditions existing at that time. It is to be regretted that 
 necessity compels the officers of this institution to appeal to each Legisla- 
 ture for assistance, much preferable it would be to have some fraction of 
 a mill upon the assessed valuation of the State fixed as a measure of the 
 amount to be applied each year to the maintenance of the work, thus 
 making it certain what can be depended upon and remedying this objec- 
 tionable feature. In my judgment that sum should not be a lavish 
 amount, not large enough to create criticism among the people whom we 
 desire and must have as friends in order to accomplish the greatest 
 results for the good of the State, but such a sum as with strict economy 
 the work may be satisfactorily done. That you will be met at the thresh- 
 old by opposition to such an appropriation as you need there is no doubt. 
 In my judgment this opposition will not come from the industrial classes 
 who may desire to furnish their children with a "Hberal and practical 
 education in the several pursuits and professions in life." 
 
 In order that the people of the State may fully understand the issue, 
 the needs, the works and the results produced by the University it is 
 necessary that the Alumni should come to her rescue in this hour of 
 need. This work should be done in a judicious and thorough manner, 
 yet it should be so conducted as not to be to the detriment of any sister 
 institution, for the other, colleges of the State are doing good work and 
 there is field and need for them all, and no institution, or man, can per- 
 manently prosper by striving to tear others down in order to build them- 
 selves up; the structure thus erected, will not be enduring, nor will it 
 receive the commendation of either oneself or the public. Acknowledge 
 and give full credit to the good works of others and at the same time 
 manfully and courageously demand that your rights shall be respected. 
 Recognize all that is good in kindred institutions, yet strive to make our 
 own better than any other. 
 
 This University must in a sense be national, receiving as it does mate- 
 rial aid from the Nation, therefore we as citizens should not strive to- 
 limit its usefulness by state lines, for we would hardly wish, as citizens 
 of a broad and progressive nation, to be measured by such a false con- 
 ception of duty. 
 
 The alumni and officers must convince the people of good work done. 
 No Jethro Bass methods will be tolerated by the people, even though the 
 hand that rules is concealed sooner or later it will be discovered, and 
 unless there is true merit, the reaction will have the power of the whirl- 
 wind and the destructive force of an earthquake. 
 
25 
 
 Enlist in this labor of love, for which you need expect no reward more 
 than the commendation of your own conscience, for as you love the boys 
 and girls of our State, as you desire progress in developing the resources 
 of the State, then care for and defend its educational institutions. If 
 you believe in the work this institution is doing and is capable of doing 
 with proper development, now is the time as never before for work in its 
 behalf. The forces against the University are crystalizing. Those to be 
 most feared are those who proclaim their friendship and claim that they 
 are doing what they are because that they beh'eve that certain other 
 methods will accomplish better results. Honest as they may be in their 
 desires, are their methods not the proper subject of scrutiny when it is 
 observed that some of the leaders in these movements are not those upon 
 whom the responsibility of the University rests, but those upon whom 
 rests the government of other seats of learning? I maintain that it is 
 the duty of the Alumni at this time to come forward and render such 
 assistance as is possible, not only in moulding public opinion, but in giv- 
 ing the officers of this University all moral support possible, so that our 
 Alma Mater may point with pride to her children and exclaim, " These 
 are my jewels." 
 
 "Render therefore to all their dues; tribute to whom tribute is due; 
 custom to whom custom ; fear to whom fear ; honor to whom honor." 
 
26 
 
 OBLIGATIONS OF THE GRADUATING CLASS TO THE 
 
 STATE 
 Porter L. Swift, Class of 1907 
 
 I feel deeply the honor of your Committee's invitation to say a few 
 words, in behalf of the class of 1907, upon the obligations of the gradu- 
 ating class to the State. 
 
 Because of the great publicity that has been given the needs of the 
 University during the last session of the Legislature we shall be expected 
 to produce more than ever before. 
 
 In considering our obligations we must first call to mind what the State 
 is doing for us. At present Maine is complying pretty well with the 
 ^Morrill Act ; the State is furnishing a fair amount of money for current 
 expenses and new buildings. For this support we, the graduating class, 
 certainly feel a sense of obligation. 
 
 The spirit of development seems to have struck the State and let it 
 strike every member of this class. We must possess this spirit in order 
 to fulfill our obligations to the State. 
 
 Some may say it is our duty to stay in the State and work for its 
 upbuilding, and this is true within limits. 
 
 Our agricultural men can do much for the farmers, as they have in the 
 past. Perhaps it is their duty to stay. They are the kind of men who 
 probably will stay, patriotic men who like home and its comforts. 
 
 Our science men and teachers certainly have a great opportunity to 
 help develop our schools. It is a fact that many ot our schools do not 
 fit for this University, which is supposed to be the crown of our State 
 educational system. Let all who can remain in the Pine Tree State and 
 place it beside Massachusetts in the matter of schools. 
 
 We have now come to the engineers. They are the rovers, their pro- 
 fession takes them to every part of the globe. They cannot be expected 
 to stay in the State. To be sure there is big opportunity for some good 
 civils to make good roads in the State, but how can they do it until some 
 gjod Law School men get the "good roads" bill through the Legislature? 
 Ihe same is true of the consulting engineers, but they can pass judg- 
 ment on affairs in our State even if their offices are elsewhere. 
 
 But what do we owe the State as a body? We must, as alumni, 
 impress upon the people that we came from " up in Maine." We must 
 attract attention as Maine alumni by really doing things. 
 
 All of us must become leaders, we must become engineers, architects, 
 farmers, and chemists in the highest sense — not machinists, "hired men," 
 draughtsmen, or analysts. In other words we must help demonstrate 
 that the University of Maine is accomplishing its mission. And after 
 all, in the words of Sir William Henry Perkin, " the net result of our 
 work should be the benefit of mankind." 
 
V 
 
 OBUGATIONS OF THE LAW SCHOOL GRADUATING 
 
 CLASS TO THE STATE 
 
 John J. Keegan, Law Class of 1907 
 
 As a representative of the graduating class of the College of Law it 
 is incumbent upon me to point out some of the obligations of this class 
 to the State. 
 
 Outside of our patriotic duties, those inherent in us as sons of Maine, 
 we are indebted to the State, through her University, for our educational 
 training, for the development of our minds, and for the efficiency of 
 Icnowledge which we now ought to possess, enabling us to perform life's 
 M^ork in such a manner as to do justice to ourselves, our profession, and 
 •our State. 
 
 Having the degree of Bachelor of Laws conferred upon us by this 
 University, having been admitted to practice our profession, and holding 
 ourselves out to the public as attorneys and counselors of law, we stand 
 in a position in which the pubHc are invited to place a trust in us, to 
 have confidence in our efficiency to give legal advice, to adjust all litiga- 
 tion to the best interests of all concerned, to rely on our integrity in 
 managing their affairs, and on our honesty in rendering our accounts. 
 
 The public placing such reliance in us, it is our duty to fulfill these 
 trusts to the best interests of our clients and in accordance with the law, 
 in such a manner as is becoming to the profession, so as to be an honor 
 to ourselves and reflect credit on the University and State of Maine. 
 
 As lawyers it should not be our sole object to gain our sustenance, 
 satisfy our personal wants, or even accumulate a little wealth. As officers 
 of the court we have a far greater duty ; in this capacity we are bound 
 to take an active part in the administration of justice as conducted in 
 our courts of law and equity. 
 
 We are under obligations cheerfully to give assistance in the drafting 
 of laws, to keep in touch with transactions of the House and Senate, to 
 do all in our power to make the law serve the best interests of the peo- 
 ple, and to condemn all attempts to have laws passed for the personal 
 benefit of a few, which are nearly always detrimental to the public wel- 
 fare. 
 
 It is our duty as citizens of the State as well as lawyers, to take an 
 interest in our municipal and State elections, to seek to have our public 
 offices filled with men worthy and qualified to hold such positions of trust 
 and honor. These officers should be more than mere figure heads, they 
 are charged with a public trust and being so charged it is our duty as 
 good citizens to place men in these positions who will not betray the 
 trust the State has confided in them. 
 
 In doing this we shall be serving our State in a manner which is worthy 
 of a citizen and a lawyer and may we fulfill these obligations and all our 
 other obligations to the utmost of our abilities giving our State the right 
 to use, and making her worthy of her proud motto : "Dirigo." 
 
3 0112 105657248 
 
 28 
 
 ORGANIZATION OF THE UNIVERSITY 
 
 COLLEGE OF ARTS AND SCIENCES 
 
 Major courses in Biology, Chemistry, Economics, Education, Eng- 
 lish, Germanic Languages, Greek, History, Latin, Mathematics, 
 Philosophy, Physics, and Romance Languages. Confers the degrees 
 ■of B. A. and B. S. with specification of the major subject. 
 
 The Summer Term is a department of the College of Arts and Sci- 
 ences. 
 
 COLLEGE OF AGRICULTURE 
 
 Courses in Agriculture (with opportunity to specialize in Agronomy, 
 Animal Husbandry, and Horticulture), and Forestry. Confers the 
 •degree of B. S. in the course pursued. 
 
 Short Winter Courses in Agriculture, Dairying, Horticulture, and 
 Poultry Management. 
 
 Correspondence and Lecture Courses. 
 
 The School Course in Agriculture is a two years course of practical 
 instruction of non-collegiate grade. Certificates are awarded those who 
 ■complete this course. 
 
 AGRICULTURAL EXPERIMENT STATION 
 Organized and maintained to carry on investigations along agricul- 
 tural and allied lines. 
 
 COLLEGE OF PHARMACY 
 Four years course leading to the degree of B. S. in Pharmacy. Two 
 years course, equivalent to that of the ordinary School of Pharmacy, 
 leading to the degree of Ph. C. 
 
 COLLEGE OF TECHNOLOGY 
 Courses in Civil Engineering, Mechanical Engineering, Electricai, 
 Engineering, Mining Engineering, Chemical Engineering, and Chem- 
 istry. Confers the degree of B. S. in the course pursued. 
 
 COLLEGE OF LAW 
 
 Three years course leading to the degree of LL. B. This college is 
 located in Bangor. 
 
 Graduate Courses leading to the appropriate Master's degree are 
 offered in the various departments. 
 
 For Catalogue of the University, or special information on any point, 
 address 
 
 President George Emory Fellows, 
 
 University of Maine, 
 Orono, Maine.