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116
ROCHESTER ALUM N I R E V I E W
weekly lectu re on m ineralogy and con­
chology as related to geology. Other
courses of lectures had been given that
year on Eng'l i sh .literature, gen � ral gram­
mar, natural phIlosophy, chemIst ry! bot­
an )" astronomy , an at.omy an d phys IOlog y ,
ethnography an d ancIent and l : lOde rn 1 � ls­
tory, intellectual and moral phIlosophy.
The University l ibrary at that time con­
tained + 550 volu mes, and was valued at
$5,6+6.50. The i n come of the U n iv e rsity
for the year was $10,397.36, and the ex­
penditures (including "tuition given away,
$1,170" ) were $ 1 +,25 1 .96, m ak ing an ex­
penditu re over income of $3,854.60.
Inauguration of Dr. Anderson
The commencement of 1854 was nota­
ble both as being the first one at which
Dr'. Anderson p resided and as being the
occasion of his formal in au gu rat ion into
the office of p residen t of the Un ivers ity,
which ceremony had been postponed un til
then. The program of the week began
w ith a sermon before the Judson Society
of Inquiry, on Sunday evening, July 9,
at the First Baptist Ch u rch . A man who
a r rived in Rochester on Monday morning
reported that many of the friends of the
U niversi ty were already on the ground,
and every train brought its quota from all
directions ; that the number of strangers
in town was very large ; and that on Mon­
day evening Cori n thian Hall was crowded
to its utmost capacity, to l isten to the prize
declamations of the sophomore cl ass.
Dr. Anderson's inaugu ration as presiden t
was set fo r + p. m., on Tuesd ay , but "a
crowd," it was stated , " thronged the hall
at an early hour." John N. W i l der, president
of the Board of Trustees, presided.
He said that the ceremony would be s imple.
The U n iversity was con t rolled and
managed by people of simple tastes and
habits. The great design of its founders
and guardians was that a sound, thorough,
solid, substantial and sensi bl e education
should be afforded to its students ; that it
'Professor William C. Morey wrote of Dr.
Anderson that, "in the struggle which was
waged between classical and scientific learning
he maintained the cause of both. He was among
the foremost to welcome the admission of scien­
tific studies into the curriculum of a university.
. . . In regard to the sciences themselves he
had an equal appreciation of those which d eal
with � ind and those which deal with matter."­
,Uarlzn B . . lndtrJon, LL.D., 11 Bioqraphy. By
A . ahel C. Kend rick, assisted by Florence Ken­
drick . C?Oper (Philadelphia : American Baptist
Publlcallon Society, 1 895 ), pp. 227.28.
should be eminen tly American. They had
committed the management of its internal
affairs to the hands of the gentleman whom
he was about to introduce. 1'hey had done
so with great con fid ence in his ability and
fitness, and with the understanding that
the University was not to be the mere
machine of secta rian propagandism, but
a h igh -ton ed , wel l-man aged institution for
h igh Ch r i st i an ed ucation .
Dr. Anderson 's Inaugural Address
Following h is introduction by Mr. Wilder,
Dr. A nderson delivered an exten ded
address on "The End an d Means of A
Libe ral Education," 'as a su bj ect suggested
by the occasion which 'h ad cal led the assemblage
together. He declared high education
to be a n ecessity of the human mind,
and to have ever been a cause and a consequence
of an 'advanced civilization. The
true aim of a liberal education is the development
by means of knowled ge of all th e
faculties of our nature. With this view
of the end of a liberal education, it is
plain that its accomplishment is to be
sou gh t in the individual-in the man,
rather than in the member of a p rofession .
It involves that free and generous exercise
in science and l et ters necessary to the best
conduct o f life, i n soci ety , in th e church,
in th e state, which forms the appropr iate
preparation fo r the special l ea rn ing and
skill of professional life."
S U'bsequ en tly Dr. Anderson exp lained :
"I 'have said thus much upon the end of
education as d esigned to d eve lop and discipline
the powe rs, not from want of sympathy
wi th th e great practical aims of life,
but simply that the object and end of the
cou rses of study which have been established
by th e founders of this u n i vers i ty
may be clea rly understood. \Ve hope to
show th at these courses are in the highest
and noblest sense of the term p ract i cal.
We beg leave to en ter ou r
humble protest again st those low, ma terial ,
economical views of man and his d estiny,
which have so dep reciated the whole work
of ed ucation. A true man is the noblest
product of earth ; a nobler thing than a
clergyman, a p'hysici an , 'an advocate, or a
merchant. Let us sh ape our ed ucational
system to m ake men, a nd upon this foundation
we can superimpose the speci al
learn i n g which m ay prepare them for the
special pursuits of practical an d p rofession
al l i fe.
"Our university is n ew. It is un tram-