University of Minnesota - Gopher Yearbook (Minneapolis, MN)

Page 14 text:

V Z! 4 V , ,VVW 7, I I ,V 7 7' 7'f ' Z Z 7 X Z CYRUS NoRTHRoP Z Z wig?-iz:vita:-walking I-IE greatest thing at Minnesota is the student love for our Presl- Z Z dentf' Through it are we best known to the outside worldg by it Z Z the most casual visitor to the campus on the most ordinary day is Z f fisfffi . . . . . X Z chiefly impressedg under it and by it we all live. Z 7 - -.g.J' rf' . r Z Every great-movement has had its great leader. The rank and Z f Zia Z file of the movement would never have effected results had there Z Z 1 not been a guidinggenius, to whom they might at all times look Z g for friendly advice and wise direction, who was ever ready to point out the Z Z right course and suggest the best methods. As achievement follows upon Z f 7 Z achievement and success upon success, the masses become inseparably attached Z Z to their chief thru respect and admiration for his rare ability. When in addition Z Z the leader is a perfect example of Christian manhood, the attachment passes Z Z into a love which knows no lessening or weakening, but grows deeper and Z f . f f stron er as time advances 7 a g - i Z Z President Northrop always has been and Z Z always will be loved by the whole University Z Z for his exceptional ability and manliness. Z Z Early in life he began to show power as an Z Z orator. While a student at Yale he won prizes Z Z in oratory and before thirty he had gained con- Z Z siderable fame as a political speaker. As ed- Z itor of the 6'New Haven Pallacliumn he had Z Z political aspirations and because of his ability to Z f Z move men by words, he was looked upon as a Z Z sure popular favorite. But in 1863 he was Z g Pffsidenf N0f'h'0P of 18 given the chair of Rhetoric and English Liter- Z Z when he entered Yale Z Z ature at Yale, and for twenty-one years he suc- Z Z cessfully carried out the duties attendant thereon. When in ISS4, at the age of Z f . . . Z hfty, he was summoned from Yale to be the head of the University of Minne- Z Z sota, he found his true sphere-a big task which calls for the best in the strongest Z men in each generation. As the young Western institution under his able and Z Z far-sighted direction grew and advanced to its present high position among the Z Z great universities of our country, his oratorical ability was an invaluable asset. Z ? 7 X X ff' ff f ff , f,,,..ff cccc Z 4 10

Page 13 text:

Z Z Z Z Z Z Z Z Z Z Z Z Z Z Z 1300141 Z Z Z Zifhv Hniuvrniig Z Z 7, 1 Z Z Z W NX X X X X X N ' Z xx XXX Q wxx X X Z X 1 1 5 NN X N Z xx X e.1N X X Z 9

Page 15 text:

7 , , W . my , f, fl, Z Z Z . . Z Z In his inaugural address, delivered at the 1885 commencement, he gave Z f . . . . . . Z an outline of his ideal of education. He said in art: Z Z p Z Z Real education is something more than the mere acquisition of lcnowl- Z Z edge. It is the appropriation of knowledge in such a way as to produce Z Z ower. Real education is self-education. It is the result of work done by the Z Z p Z student and not for him. Z Z I am not indifferent to the acquisition of students, but l am far more con- Z cerned in their growth. I am not indifferent as to what students shall study, Z Z but l am more concerned as to how they shall study. Z Z The University ought, doubtless, Z Z - Z Z to throw some light upon the future Z f . . Z path of its scholarsg but it ought also Z f . Z to kee the culture of its scholars as Z f P f Z - Z Z broad as possible to the very last mo- 7 Z - - Z Z ment of their student life. Z f f Z A very common demand at the Z Z ' ' h fi ' h ll Z Z present time is t at e ucatlon s a Z Z be upracticaln-a very just demand Z X ' ' if ' 9, ' Z indeed, if by practical is meant Z Z Husefuli'-but a very degrading de- Z X ' ' ff ' 1, Z mand indeed, if practical means Z X if ' 7, X Z merely moneymaking. Z f - - f Z This country is prosperous enough, Z f - - X Z Minnesota is prosperous enough, to Z X - - f Z give an education to her sons and Z Z daughters, and' If lhru Oveilvalulng President Norlfzrop as a Professor in Yale Z Z wealth or undervaluing learning, this Z f . . . . . f Z education is not gained by the youth of our commonwealth, a most terrible mis- Z . . . . . . f Z take is made. The life IS more than meatg the man is more than his environ- Z Z Z Z ment. Z Z The education of the students in the University will be a part, and not Z . . . . . f Z necessarily the larger part, of the good which the University will do. Its Z . . . . . . f Z influences ou ht to he felt, not here alone in the academic huildin , but in ever Z Z 8 3 Y g Z school in the state. It is not the common school which pushes up the University, Z Z lt is the University which pushes up the common school. It does this by setting Z Z Z Z Z Z f ZZ 12 Z Z W M . Z2 Z ...- - ..,. gg 11