had been delayed in steamships and on railways, or was stuck fast in custom-houses and warehouses from Berlin and Paris to Ithaca. Our friends had toiled heroically during our absence, but the little town--then much less energetic than now--had been unable to furnish the work required in so short a time. The heating apparatus and even the doors for the students' rooms were not in place until weeks after winter weather had set in. To complicate matters still more, students began to come at a period much earlier and in numbers far greater than we had expected; and the first result of this was that, in getting ready for the opening, Mr. Cornell and myself were worn out. For two or three days before my inauguration both of us were in the hands of physicians and in bed, and on the morning of the day appointed we were taken in carriages to the hall where the ceremony was to take place. To Mr. Cornell's brief speech I have alluded elsewhere; my own presented my ideas more at length. They were grouped in four divisions. The first of these related to ``Foundation Ideas,'' which were announced as follows: First, the close union of liberal and practical instruction; second, unsectarian control; third, a living union between the university and the whole school system of the State; fourth, concentration of revenues for advanced education. The second division was that of ``Formative Ideas''; and under these--First, equality between different courses of study. In this I especially developed ideas which had occurred to me as far back as my observations after graduation at Yale, where the classical students belonging to the ``college proper'' were given a sort of supremacy, and scientific students relegated to a separate institution at considerable distance, and therefore deprived of much general, and even special, culture which would have greatly benefited them. Indeed, they seemed not considered as having any souls to be saved, since no provision was made for them at the college chapel. Second, increased development of scientific studies. The third main division was that of ``Governmental Ideas''; and under these-- First, ``the regular and frequent infusion of new life into the governing board.'' Here a system at that time entirely new in the United States was proposed. Instead of the usual life tenure of trustees, their term was made five years and they were to be chosen by ballot. Secondly, it was required that as soon as the graduates of the university numbered fifty they should select one trustee each year, thus giving the alumni one third of the whole number elected. Third, there was to be a system of self-government administered by the students themselves. As to this third point, I must frankly confess that my ideas were vague, unformed, and finally changed by the logic of events. As the fourth and final main division, I presented ``Permeating Ideas''; and of these--First, the development