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About Yale Alumni Magazine | View Entire Issue (Jan. 25, 1899)
ee ——_—_—_____ nn GOOD:HARTFORD SPEECHES. [Continued fron 148th page.] amusement from the quotation asso- ciated with the name upon the toast list-—II Timothy iv, 7, ‘I have fought a good fight, I have finished my course.” He suggested that some care- ful reader of English Literature and of the Scriptures had been employed to furnish quotations for this toast list, but he had been slightly infelicitous, particularly in connection with the Scriptures (laughter) for in this quo- tation he made ‘Second Timothy” say certain things of himself, “which you will surely remember, sir, were not said by Second Timothy, but by St. Paul. We are left in the dark as to how Second ‘t.mothy was brought in. I infer that St. Paul advised him, as a friend, to finish his course.” Continu- ing, Dr. Dwight said that he himself might, perhaps, have lived a respect- able life (laughter.) “You need not audibly smile when I say this, for I have the authority of your townsman, Mr. George G. Sill, who in writing me recently mentioned the fact that he had been in College with me during one year—he being a Freshman and I a Senior—and that during that period he did not remember anything dis- reputable in connection with me. But, then,’ added the speaker, “what Freshman would ever say anything disrepectful of a Senior?” “Whether I have had a honorable life or not, I have at least not had to fight. I have experienced only loving kindness from the friends and graduates and young men of Yale. What could be more delightful than the friendship of all the Yale brotherhood? And they have treated me with the utmost kindly consideration from the day when I first met the Class of Fifty-Three to this day of 1899, and I shall always remember this kindly feeling during the rest of this life, and in the years that come after that, if I have any memories at all of the life that is past. I do not lay down my office because I am old. Seventy is not old; but it is the end of the Summer term, it is the time of vacation; and what Yale student is there who at the close of the Summer term is not ready to take his vacation? My theory is that life was made just as much for the mature_years as for the early, for the late afternoon as for the morning. I believe that every man should prepare himself for the later years, and, if he does so, that life will grow happier as the years go on. The golden life is in the afternoon, not in the morning.” “Now, at the opening of the new century, we are at the verge of a new period of the growth of Yale. May we not hope that the Yale of the future will be greater, grander, better in every way than the Yale of the past? Shall not the future generations have a better education and a brighter life than those that have gone before?” GOVERNOR GEORGE E. LOUNSBURY. In introducing the next speaker, Governor Lounsbury, ’63, Mr. Hyde said that he was particularly glad to speak of him not only as Governor, but as a Yale man. As the Governor arose to respond, the orchestra played “Hail to the Chief,’ and those present got to their feet, cheering and waving their napkins. The Governor’s speech was one of the best of the evening. After alluding to his assumption, when he first received the invitation to the din- ner, that he would not have to speak, with a. gentle and witty sarcasm, on the Hart-. ford citizens’ thorough-going belief in’ he proceeded to expatiate, all things connected with MHartford. He himself had imbibed this love of Hartford in his earlier years. “I learned better from some Ichabod Crane whom, more than fifty years ago, you had sent out into the wild woods of the state, to prepare the way to Hartford.” The rest of his remarks were in part, as follows: “We are fortunate if much of the fond superstition of our childhood re- mains with our later years. It adds to our happiness, and I believe that it re- flects to us from the future a truth and a beauty which could not come to us in any other way. This feeling ot long- standing awe of which I have spoken was increased by a remark which a col- lege professor made to me the other day. He said that there is ability enough in the Yale alumni of the city of Hartford to run our national govern- ment from one end to the other, enough YALH ALUMNI WEEKLY to fill the highest office in the nation, to adorn the supreme bench, to furnish a king for the Philippines, (laughter), to fill every foreign mission with honor, and still leave Dr. Twichell at home to preach to the sinners and to the elect of Hartford the gospel of repentance and peace (renewed laughter.) What wonder that I was congratulating my- self on my invitation to dine with so illustrious a company, and that to pay the price I was not even asked to break the golden coin of silence!” When he found that after all he had to speak, the Governor said that, in order to meet the occasion, he ‘‘in- voked the shades of Elihu Yale, but between him and me rolls the river Styx, and over its dark waters no re- porter has ever presumed to cross to bring back some weird story to shake and shock our faith. And yet, if 1 pos- sessed them I would give all the wealth and all the honors which this world be- stows if I could only know what views Elihu Yale holds to-night concerning what we call ‘higher education.’ “I congratulate you upon the fact that you are graduates of Yale. You do well, on at least one night of the year, to sing again the old songs, and to bring back with all the tenderness of bygone days your loving memory of alma mater. But you must not forget that the alumni of any one, or of all colleges, are only a scattered few—that the great mass of our people must look to the State of Connecticut for their alma mater, and we thank God to-night that through her common schools she has been the ‘dear mother’ to hundreds of thousands of children. Would that you and all of her favored sons could strengthen her hands so that she could throw them around every poor neg- lected child and hold it in fond em- brace until she could send it out into the world with the blessing of a good education to cheer and to guide. “This is the relation of the state to all higher education, to lay b-oad and deep .the foundation of the public school, and upon this strong base to build a structure that shall be of like beneficence to all. Let the State take wise care of its common schools and then, in this age of opportunity, all higher education, which is worthy the name, will take care of itself.” HARRISON B. FREEMAN, JR. When the cheering and applause that followed Governor Lounsbury’s speech had ceased, Mr. Hyde introduced Har- rison B. Freeman, Jr., ’92, as ‘a second edition of the man who made last year’s dinner a success.”” Mr. Freeman has recently been elected one of the Hartford members of the State House of Representatives. His subject was “Young Yale,” and most of his speech concerned the young college man in politics—a pursuit which he likened to the game of golf—“you soon find out how little you really know about it.” “Politics,” he said, “is the best post- graduate course a man can take.” BISHOP BREWSTER. Bishop Chauncey B. Brewster, ’68, next spoke upon the subject of ‘Yale Influence.” Speaking of his invitation to the dinner, he said he appreciated the spirit in which it was sent, “as the minister said in thanking the parish- ioners who had sent him some brandied peaches.” Yale influence, he said, was an influence not so much of grace and beauty, as of a certain robust strength. “And I believe she is destined to go on from strength to strength. Less sec- tional, more national than many other institutions, she apepals to men devoted to the nation at large.” Other points the speaker made were the following: “The chief advantage of a college edu- cation is that it takes the conceit out of a man—or most of it. It humbles, and at the same time broadens him.” “The University stands for a perpetual witness for those finer qualities of truth and life which so many men neglect.” “In an epoch of expansion, the Uni- versity stands for a development of life on other than a purely material scale.” CAPTAIN GOODRICH. When, after Mr. Hyde’s introduction, Captain Goodrich stood up and the orchestra played the opening bars of “Three Cheers for the Red, White and Blue,’ the applause and cheers were deafening. For a few seconds the music was drowned in the tumult, and 149 From one end of the land to the other, wherever men who demand the best are found, Fownes’ Gloves are the recognized standard of merit and fashion. They are best for dress; for the street, for riding, driving, or golfing — for all occasions and all purposes. rectly gloved. sell them, then the crowd took up the song and sang the chorus through. Even after this it was several moments before Captain Goodrich could begin. His subject was “The Army and Navy,” and when he'was at last allowed to speak, he began by refering to the splendid services in the Spanish war of the marine corps, a body of men whom he characterized as the connecting link between the army and the navy. He eulogized their gallant conduct at Guantanamo, their remarkable disci- pline and their wonderful health through the trying days of work and fighting. The speaker was proud to be connected even remotely with such a body of men, and was especi- ally proud that their commander (Col. Huntington, father of the Secretary of the Hartford Association) was a Hart- ford man. “Perhaps you know him?” Senter and applause.) “I see you O. Captain Goodrich then described in a remarkably vivid and intensely inter- esting way the landing of General Shafter’s Fifth Army Corps on the south shore of Cuba. He had per- sonal charge of the operation and suc- ceeded in landing the army at the rate of 600 United States soldiers an hour— not to speak of Cuban allies. European nations have been experimenting re- cently in manoevers of this kind, and their highest record was that of the Russians, who couldn’t land more than 5,000 men in a week. The sailors were not always considerate of the manner of getting the men ashore—“They only aimed at results, not methods’—and [Continued on r50th page. | New York University Law School. DAY CLASSES (LL.B. after two years).—Twelve hours’ required work and six hours optional per week. The daily sessions (from 3 30 to 6 Pp. M.) are so arranged that the student may do effective work in an office every day. 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