Your University was chartered by the patriotic and enterprising gentlemen who were active in its inception upon broad lines, but it received practically no public aid, and has received none since. Its one department first organized, was carried on for years by the tireless, self-sacrificing devotion of the men who accepted teaching positions therein. It attracted to your city men whose fame as physicians and surgeons, teachers and authors, is world-wide. The work which these men did for medical science and for humanity cannot be estimated or measured, yet they worked so quietly, so unobtrusively, that many citizens of your town were scarcely aware that such work was being carried on in their midst. Now these other departments have been added, and you have not only a most thorough school of medicine, but of law, pharmacy and dentistry, the presence today of the members of whose faculties prevents my telling you, what you know in part, of the high estimate placed upon their teaching by professional

men.

All these have been added to the resources of your city without any public aid or private subscription, except the small sum raised to erect and equip the old brown stone structure which some of you may recall on Main and Virginia Streets.

Now, and for some time, a movement has been on foot to round out, or crown, rather, the University organization by the establishment of the department or school of arts or letters, for which the charter makes provision. Let me urge upon you men of wealth and business activities the importance, the necessity, the wisdom of bringing about this consummation. Crown your city not only as Queen of Commerce, but a Queen of Education, a leader in all that stands for the general uplift of the people of this community and, through those who shall come here for training, of still other and widely separated communities.

Fire, earthquake, the tornado may destroy your mansions, your factories and storehouses and lay waste your beautiful streets. Commercial disaster may sweep away your accumulated wealth, but neither things present nor things to come can move or destroy the value of a sound education, the opportunities for which you can here provide. The temples of Greece are in ruins, her classic. groves where philosophers were wont to walk and teach are gone, but the teachings of her sages survive.

"For wisdom," we are told in Ecclesiastes, "is a defence," and the preacher goes on to say "money is a defence." He concludes, however, "but the excellence of knowledge is that wisdom. giveth life to them that have it."

Lay the foundation of your college of Arts broad and sink them deep. Do not put your money in brick and mortar and

stone, except so far as may be necessary to shelter teachers and scholars, but rather in men and books and apparatus. Attract to your school men who love art and literature and science for what they mean to them, and for what they can be made to mean to their pupils, and through them to the men and women who shall come after them. Such men are to be found, such men are eagerly longing for such an opportunity as you can give them

here.

I know a few such, and I trust you are fortunate enough to know more, men whose very acquaintance is the beginning of a liberal education. You sit by the fireside or in the woods or walk afield with them and they lead you into realms of wisdom and delight in their talks of art, literature, science; of men and affairs, of history and fiction, of moving scenes by field and flood; and the petty affairs and worries, the small or large ambitions of life are forgotten as you get a glimpse of how such a man can

say:

"My mind to me a kingdom is;
Such present joys therein I find,
That it excells all other bliss

That earth affords or grows by kind."

Of the power and influence of the right kind of teachers you all know; of what they were to the school with which they were connected you can readily recall examples. Of one such man, for many years the head of Williams College, you know the estimate made by President Garfield, "a log with Mark Hopkins sitting on one end is a University."

Some months ago I received a request to state what influences in my early life had contributed, in my estimation, to whatever success has attended my professional career. While I did not think that I had accomplished enough to make an answer to the query of any value or interest, and therefore declined to answer it, my thought instinctively turned to the teachers of this University, and particularly to three with whom I was brought, as a student, and afterward, into more intimate relations. Next to what is due the dear lady, the wise and loving mother, who awakened and encouraged in me a desire for books and study, and to another, a daughter of Buffalo, whose encouragement, counsel and gentle criticism have been my chief good, I owe to the teaching and example of three men who lived and worked here in Buffalo, and who taught in this University, whatever ambition to succeed, and whatever success has come to me. Miner, White and Rochester, -men who in their day were part of the glory of your University, and who by their work and teaching and reputation were part of the glory and honor of your city.

Build whatever you erect upon the foundations which you will prepare for your department of arts and letters only after careful planning and mature deliberation. Think not of immediate satisfaction and personal gratification, but of future usefulness and stability. You will recall the laws and rules laid down by Plato for his Republic; I may be permitted to revert to some of these in urging the completion of your University.

Well-devised rules were made concerning the training of the young. The most careful attention was paid to good surroundings; nothing mean or vile was to meet the eye or strike the ear of the young scholar; music, literature and gymnastics were first taught; gentleness was to be united with manliness; beauty of form and activity of mind were to be mingled in perfect and harmonious accord. The object of education was to fit the growing child and youth to become a good citizen. The primary object was not the good of the individual as an individual, but the good of the state or the whole by making the units thereof best fitted. to assume either the duties of citizens, teachers or legislators. The object of learning was the good of mankind.

Bacon somewhere says: "Men have entered into a desire of learning and knowledge, sometimes upon a natural curiosity and inquisitive appetite, sometimes to entertain their minds with variety and delight, sometimes for ornament and reputation, and sometimes to enable them to victory of wit and contradiction, and most times for lucre and profession, and seldom sincerely to give a true account of their gift of reason for the benefit and use of man, as if there were sought in knowledge a couch whereon to rest a searching and restless spirit, or a terrace for a wandering and variable mind to walk up and down with a fair prospect, or a tower of state for a proud mind to raise itself upon, or a fort or commanding ground for strife and contention, or a shop for profit or sale, and not a rich store-house for the glory of the Creator and the relief of man's estate."

The Athenian youth was taught that his duty and the object of his training and education were the advancement of his country's good, not his personal benefit. In his oath on being admitted to citizenship he swore to endeavor to leave his country as a result of his life, in a “better, not a worse condition.”

How many of the youth of the present day or of the day when you and I, my hearers, were school boys and girls, are or were taught such high ideals by precept or example? What effect upon the growing generation does the present-day strife for power and pelf have in lowering its appreciation of the true value of learning, of the real power or influence of ideas?

Nothing mean or vile was, you will recall, to meet the eye or strike the ear of the young pupil. Are we careful in this respect as we might be? Do we appreciate and value the influence of environment in the training of our youth, as well as in the lives and conduct of our citizens in general? The growing application of good architecture, both as applied to buildings and to cities as a whole, of mural decoration, of landscape art in our parks and home surroundings, is a hopeful sign.

Not in "the magic numbers and persuasive sound" of music alone, is there power to move the living soul, but beauty keeps "A bower quiet for us, and a sleep full of sweet dreams, and health and quiet breathing."

The opportunity is before you, men and women of Buffalo, and of Western New York. Will you seize it, will you rise to the occasion? As you do, you will be meeting a great duty as it should be met; as you neglect it, you will be hindering the birth of better things, putting off opportunities which your sons and your sons' sons should have, to attain high thinking and right living.

Much that I hope you will do, will be for posterity, and it is well that it should be. Having received much from those who have preceded you, it becomes you to hand down to those who come after you even more, for you have had greater advantages, wider opportunity, than did your ancestors. You remember the words of Ruskin (The Lamp of Memory-Seven Lamps of Architecture): "When we build let us think that we build forever. Let it not be for present delight nor for present use alone; let it be such work as our descendants will thank us for, and let us think, as we lay stone on stone, that a time is to come when those stones will be held sacred because our hands have touched them, and that men will say as they look upon the labor and wrought substances of them, 'See! this our fathers did for us."

The Story of the Discovery of the Circulation.

A Study of the Times and Labors of William Harvey.

Being the Doctorate Address Delivered at the Annual Commencement of the
Medical Department of the University of Chicago, (Rush
Medical College), June 13, 1986.

H

BY ROSWELL PARK, M. D., LL. D., Buffalo, N. Y.

ISTORY in general is but a record of the succession of great events or epochs which have moulded the world's affairs. That which is of the greatest import in the life of the individual may count for little in the lives of his contemporaries, and yet it must be said that in the events of today there has occurred a great

epoch in the life of each of you, presumably the most important as yet in your personal records. This day is then in your personal histories one of the greatest importance. It is desirable, then, that your lives be so moulded and influenced by it that you may long hence look back to it and recall its significance.

I do not know what advice I can give you which will be more fruitful of results, than that among your studies you include that of the lives of the great men who have moulded destiny and made the world's history. Their lives were modified by little things, as have been and will be yours, and yet out of small matters grew for them and for us some of the most far reaching effects. Select the really great men who you best happen to know and analyze their characters that you may appreciate how they have become great; while if they have, as all great men have, traits of smallness, study even wherein they are small, and how such faults may be avoided.

History runs as does a fairly steady stream, save that every now and then some event abruptly diverts its course or influences its current. It has been so, for instance, with the history of medicine. For the first sixteen hundred years of the Christian era men engaged in the crude practices of our profession, utterly ignorant of the course of the blood, as well as of its purposes. Then appeared upon the scene a man who did his own thinking, who was willing to free himself from the shackles of the past, to observe nature and to reason therefrom. In this way came suddenly upon the world, as it were, an appreciation of the Circulation of the Blood, than which perhaps no event in medical history has been of greater importance or reflected more credit upon its demonstrator.

It is my purpose, then, today to try to tell you, in a semipopular way, how William Harvey came to make this great discovery, as well as to give you some idea of the difficulties under which he worked, and of the men and influences that surrounded him, believing that rather than spend a half hour in humorous platitudes which may provoke a smile but which are quickly forgotten, it is much better to try to implant something which may linger a while in your memories, and sufficiently impress you with the value of observation and inductive reasoning, since if you become thus fully impressed you will be spared in the future many sad errors of speech and even of thought.

Before telling the story of Harvey's life and work let us study for a few moments the general condition of affairs in Europe, in order that we may better understand the men whose influence surrounded him, as well as the spirit of the times and men's habits of thought.