THE KESPERIAX
tus and laying "broad and deep foundations for future great
ness, there is danger that it will ncglect'onc or two subsidiary
matters that arc of importance to the students and essen
tial to the complete success of the institution. Although a
majority of our students have a genuine affection for the Uni
versity, they display it unwillingly, and true college feeling
iswith us almost unlcnown. Three hundred loyal sons and
daughters of the University could advertise our advantages
-more in one summer than could all the -newspapers in Neb
raska. They do not even make a respectable attempt "because
individual interest and responsibility is not felt. "We do not
ns"k the Legislatuie to purchase esprit de corps for the Univer
sity, neither do we call upon the Faculty and Regents to pass
laws requiring every student to love and work for his alma
mater. "We do believe, however, that the state and our au
thoriticshavc the power to plant seed that will in time give us
the desired fruit.
Nothing leads sooner to love for college than the cultivation
of athletic sports. Class distinctions weaken when all meet
on common ground for exercise. Once fairly started, the spirit
is infectious spreads rapidly and perpetuates itself. The di
rect gain will be great enough to warrant a considerable ex
penditure'. The indirect good greater attachment to the
college and increased attendance, will be important enough to
justify the serious consideration of the matter by our author,
itics. It is reasonable, then, that the students ask . for assis
tance in this line. If there is one tequest that they have to
make on thin Charter Day, it is that steps be taken as soon a
possible toward the erection of a gymnasium and the appoint,
ment of a professor of physical culture. It is a Tequest that
comes from both sexes, from all classes, and from every one o
the colleges. To-night we look forward and see a grand fu
turc for the University. Among the good things of that fu
ture we trust that we sec ample provision for physical as well
as imcntal developcmcnt.
The applause that followed the request for a gymnasium
showed conclusively that the speaker -voiced the sentiments of
the students, who composed a large part of the audience.
The 'Chancellor immediately promised that speedy action
sliould be taken by the University to supply the demand.
He 'then introduced Miss Nora "E. Gage, who spoke on the
'general subject of
WOMAN IN COIXEGE.
The principle of Christian 'liberty, in the sixteenth century
broke the manacles from education, and every one ib familiar
with 'the outburst of intellectual activity that followed. To
day ithc same principle, acting upon popvlar prejudices, is ex
tending to woman its benign influence.
To appreciate rightly their privileges, the young women of
to-day need to turn their eyes to the past, to read the lessons
which history has to oflcr. The time was, and that within a
period surprisingly short, when a woman in college would
have shocked the public sense of propriety quite as much as
a woman at the head of an army. But happily her night is
past. Grand heroes were they who dared to brave a mistaken
sentiment, and tear away the barriers that fettered her mind
an emancipation worthy the noblest philanthropist. Various
schools and seminaries were opened for her education, but it
is of (comparatively recent date that recognition of the econ
omy of means and foices, of wholesome incitements to study,
and'of the elements of social culture has opened, ithe same
doors to the common instruction of young men and young
women.
This system istfunmore general iinithe"Westithantinithe East,
wliile lin Europe but (few institutions lhave -ventured a ttrial.
"We arelleadingithe older colleges. The chilil lisifather'ofithe
man. At the head of the reformatory movement stands
Obcrlin college. She extended ather foundation, in 1833, an
equal welcome to both sexes nd HomcT's "rosy-fingered
dawn1' sent forth its first glad Tays from the "misty mountain
top" of woman's intellectual world. The great leading-minds
began for the first time to realize the fact, and to appreciate it
as an element of progress, thatthc aspiration to be and do is
not a characteristic ofman'snature alone, but a common prin
ciple of the human mind.
The new theory of education was still considered novel
when Horace Mann, twenty years later, adopted it in Antioch
College. To this zealous worker and to President Fairchild
we arc largely indebted for the educational advantages we
enjoy to-day.
A great step had been talcen, yet it was but one step. To
meet this new phase ancwpolicywas deemed indispensable.
Accordingly two or three rounds were talcen from the top of
theladdcr and a "Ladies1 Course1' adorned the pages of ev
ery college curriculum, granting them a place at all. Many
co-educational institutionsthe large majority, perhaps still
adhere to this at least nominal distinction. Nebraskahas
gotten beyond that. In training the minds of her youth, she
lenows no distinction. Our taslcs are not only equal but iden
tical, an equality which the young women of our State must
feel it an imperative duty to sustain with merit. Nor do we
believe they are failing in this. If as a common distinctive
characteristic, we find on the one hand amorephilosophic and
inventive mind, there is perhaps on the other the greater
linguistic perception, each tending to supplement and stim
ulate the other.
There are ever greater achievements beyond, nobler heights
to gain; for every age is a prophecy of the succeeding 'one.
If we have not yet reached the ideal, the sunis still above the
horizon. It is bringing to light resources that for long ages
have slumbered dormant under the bonds of ignorance.
"Woman's cry, "Build thee now stately mansions, 'O my soul"
is meeting a more and more generous response, and nowhere
more hearty than in our own university. It Temains for us as
loyal daughters of our college to make our records living
proofs that we are worthy the benefits she is bestowing 'upon
us.
This neat address was listened to with closest attention, and
at the close the auditors gave hearty expression of their ap
preciation and approval. The next speaker for the students
was Mr. Geo. B. Frankforter, also of the Senior class. His
subject was
SCIENTIPIC WORK IN THE UNIVERSITY.
The demand for scientific work 'in our young state was such
that one professor, in attempting to teach alljbranches, failed
in each. "With a single exeqption the departmentswere utterly
destitute ofapparatus as well as of professors, andorilyithe an
nual announcement confirmed the fact that there was such a
department in connection with our University. From '780
'82 there was but little or no advancement. Since then there
has been blow but stendy progress, and the close of the pres
ent year will find these departments on alevel with those of
Kansas and Iowa. Some of the departments already 'deserve
special mention. The museum has been enlaiged by the ad
dition of a number of -valuable specimens, being so classified
that the student can have practical work in natural history.
The department of botany hasbecn built up till it stands sec
ond to none in the land. The herbarium has been increased by
over H44000 specimens from various parts of the 'world, with
lliterature ito correspond. The apparatus, tthough mot expen
sive, -was .chosen .especially for 'the student, and while "the
whole .department lis Ibeing built iup .economically, yet tit rfs
