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 INAUGURAL 
 ADDRESS 
 
 OF REV. JOHN A. W. HAAS, D.D. 
 
 PRESIDENT OF MUHLENBERG COLLEGE 
 
 ^ 
 
 ALLENTOWN, PENNSYLVANIA 
 JUNE 22. 1904 
 
 Published by the Board of Trustees 
 
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INAUGURAL, 
 
 Mr. President, Ladies and Gentlemeyi : 
 
 In accepting the keys of Muhlenberg College and 
 assuming the responsibilities and duties of its headship I 
 can not do otherwise than, for a moment, look back upon 
 those who have preceded. From the first president, whose 
 choice Greek scholarship and whose kindly and affectionate 
 Christian character make him still to be remembered, through 
 the prudent direction of Muhlenberg's second president, to 
 the work of the lamented, last president, who impressed 
 himself by his careful knowledge no less than by his well- 
 poised character and Christian, refined gentlemanliness upon 
 all who knew him, there has been growth and progress amid 
 much sacrifice. Quietly with the continued co-operation of 
 a harmonious Faculty and Board Muhlenberg College has 
 been forging ahead. 
 
 But now in the greater change of surroundings and 
 equipment, in the larger demands of the present, in the 
 growth of greater ideals in the Church, there is a call, not 
 unjustified, for more marked progress and change. Such a 
 call, however, needs to be taken up not as a quick inspira- 
 tion, which shall work revolutiofi, but which shall rather 
 further evolution. A most careful and considered examina- 
 tion must be made of the whole place, sphere and purpose 
 of Muhlenberg College, with the general as well as special 
 educational needs in view, with regard to Muhlenberg 
 College as a college and as an institution serving the interest 
 of the Lutheran Church, and the Ministerium of Pennsyl- 
 vania in particular. If we have such a clear conception, 
 just to all sides, before us, we can then add all the enthusi- 
 asm and energy to the deliberate, balanced judgment of 
 sound pedagogic wisdom. 
 
 It must not be forgotten, from the first, that Muhlen- 
 
Two Inaugural 
 
 berg College, has like all colleges, a local character. There 
 is a value in this. It forms the special individuality of a 
 college and corresponds in a corporate way to the rights and 
 necessity of single individuality. Muhlenberg College has 
 grown upon a certain soil and has taken up of its elements. 
 To deny and rudely disturb this local character would be as 
 wrong as it would prove injurious. It is the local character 
 which gives a college truer grasp and influence upon men, 
 than a universal institution, growing out of ideals so broad 
 and abstract that they fail to touch the reality of life in their 
 own surroundings, can ever exercise. 
 
 But with all due consideration for the rightness of local 
 character there must be combined the understanding of its 
 dangers. As the marked individuality of a person can 
 degenerate into idiosyncrasies, and the assertion of self can 
 become untrue and narrow, so the emphasis upon local con- 
 ditions, demands, rights can be, and has, in colleges, often 
 been overstated. No matter what the soil may be, the rose 
 finally is a rose ; there is something generic about it. So in 
 all true life to its highest organic, personal and social form, 
 the special dare not obliterate the general. 
 
 With the local the historic is naturally connected. We 
 dare not overlook the fact, that Muhlenberg College, taking 
 some of its ideals from Pennsylvania College, is a continua- 
 tion of the educational life of the Lutheran Church, as 
 organized in Pennsylvania College. But Muhlenberg 
 College is more. It is that continued life developed under 
 the differentiated surroundings of the Pennsylvania Ministe- 
 rium. This venerable Ministerium has given it character, 
 and in return has been determined by it more largely than is 
 often realized. Now such true historic connection and 
 interdependence must be so conserved that the mutual 
 interests of the Ministerium and College are best served. 
 The College dare never be independent of the Ministerium's 
 life, but it ought to be free from its politics. The Ministe- 
 rium ought never forget its child, but it ought not so domi- 
 nate it that the real freedom and highest development of the 
 child is dwarfed. 
 
Inaugural Three 
 
 True development demands that, without exchiding the 
 special historic place, the greater cause of the whole Church 
 shall be kept in view. As the Pennsylvania Ministerium is 
 not the only member of the body of the Lutheran Church 
 in America, as it is not an end in itself, but only, with all 
 its history and power, a means for serving the whole Church 
 and the Kingdom of God, so the College, which the Minis- 
 terium calls its own, must be made the expression and 
 inspirer of the wider outlook upon the large interests of 
 God's Kingdom. 
 
 To accomplish this wider purpose Muhlenberg College 
 must be made representative. What Philadelphia in its 
 Seminary has become to the Eastern Church in influencing 
 its theological ideals and conceptions, that, in the sphere of 
 collegiate education for our Church, Muhlenberg College 
 ought to become, interpreting the best modern pedagogic 
 thought and practice in a most harmonious Christian, and 
 consequently Lutheran, sense for the benefit of its young 
 men and the inspiration of Lutheran sister-institutions. 
 But such interpretation must be made not with the over- 
 balancing accent upon the interpretation, but with regard to 
 the broad purpose of the best collegiate education. In this 
 manner the right and place of Muhlenberg College will be 
 increasingly justified not only in the Church, but also in the 
 educational life of Pennsylvania, and in the larger educa- 
 tional work of our land. 
 
 Preliminary to the special' sphere of the College and 
 very important for the readier development of its ideals is 
 the Academy. Muhlenberg College is historically linked to 
 its Academy. And this historic bond, if ever of worth, is 
 now most valuable. For the onward and forward march 
 will make it imperative that some of the College's first year 
 work shall be thrown back into the Academy, as soon as this 
 is firmly reorganized and expanded. To foster the College 
 implies for the present the development of the Academy. It 
 must receive the best thought and equipment. When this 
 is being accomplished then will Muhlenberg's growth be 
 accelerated. Muhlenberg can then be less and less of that 
 
Four Inaugural 
 
 mixture of high school and real college which marks so 
 many of our smaller institutions. It will take its place fully 
 among the best colleges in actual work and demands. It 
 can require the Academy to slough off some of the natural 
 and local obstructions that now hinder the College. 
 
 But not merely for this reason must we emphasize the 
 development of the Academy. Its growth should stimulate 
 other centers of our Church, when the first necessary 
 demands here are met, to found similar academies to feed the 
 College. These academies should be broad enough to 
 satisfy any students preparing for any college, while their 
 object should mainly be to upbuild Muhlenberg College. 
 
 But though the academies in general, and our Academy 
 particularly, are important for the solution of the question of 
 the advancement of Muhlenberg College, yet the College 
 dare not wait for the Academy's success, nor finally rest its 
 progress upon the Academy, nor excuse its lack of advance 
 by the Academy's defects. And, therefore, while at the 
 present the Academy must be emphasized, yet in the work 
 of the College it will be necessary for the efficiency of both 
 Academy and College that the separation be clearly made. 
 Not only the demands of teaching, but also the intellectual 
 and social life of the student body make such separate 
 existence necessary. 
 
 Our central question, however, is to see clearly and 
 determine fairly the province of the College. Determina- 
 tion includes right limitation. Definite limitation of the 
 work is the first necessity, for in true limitation mastership 
 consists. 
 
 The present danger of the small college is its desire to 
 become large and emulate in its many courses and electives 
 the great colleges and universities. In this endeavor the 
 small college has often not yet lost the elements of the high 
 school, nor has it fairly begun to limit itself as to what of 
 preparatory character must be excluded. But of greater 
 necessity is the question of undue expansion upward. Ex- 
 clusion must be strongly exercised if the fable of the inflated 
 frog is not to become reality. It is idle folly under the 
 
Ifiaitgnra/ I'ive 
 
 college name, or with the deceptive assumption of the name 
 of university, to presume to do what can not be done. 
 
 There is a large place for the real college. It can fill 
 the gap between the preparatory school and the higher 
 elective work of the university with its professional and 
 technical courses. It is admitted by the leading educators 
 that the high school is not sufficient for the best education 
 of men who would succeed most truly in their professions. 
 Nor, on the other hand, can the college attached to the great 
 university most effectively bridge over from high school to 
 technical work. The many electives and the early begin- 
 ning of electives presuppose a ripeness in the student and a 
 care in the choice of subjects which he does not possess. 
 Even when advice is given and courses are judiciously com- 
 bined this difficulty is not really obviated. In addition, the 
 student in the great colleges may pass through and specialize 
 so soon that he will lack the full knowledge of wider truth. 
 It is possible for men to know merely an outline of logic in 
 the great philosophical department, and yet be called 
 liberally educated. Without a grasp upon history, with no 
 balanced thought on moral problems, many graduate from 
 the great institutions and receive the acknowledgement of 
 liberal culture. The college in the real sense with a certain 
 prescribed course that looks to general liberal culture, can 
 develop the broadest men and prepare the way for the best 
 specialists. , 
 
 It is a strange contradiction when modern education 
 grants such liberty to individualism that it almost denies 
 anything fixed but the will of the individual, and yet claims 
 the need of the social organism. The larger recognition of 
 the common human life opposes the overbalanced emphasis 
 of the individual. True education considers both the in- 
 dividual and the social body. It takes the individual into 
 the great common life and prepares him not as he thinks, 
 but as life and civilization demand. And this is done by 
 developing every side, by strengthening the weaker faculties 
 and in not supressing the stronger ones. But, finally, such 
 education looks to the excellence of the man himself. It 
 
Six Inaugural 
 
 uses knowledge not as an end but as means. The intel- 
 lectual foundations well and broadly laid, the aesthetic 
 sensibilities carefully and soundly adjusted, the intrinsic 
 moral character strongly and harmoniously developed, the 
 religious longing truly chastened, sound, honest — all this 
 marks a cultured, liberal man. 
 
 In the preparations for such general culture lies the 
 work of the college. But to effect this aim the college 
 must work thoroughly. Thoroughness does not mean ex- 
 haustiveness ; but it does imply a good knowledge of the 
 great principles. Men must be so educated that they know 
 the large outlines of knowledge, the great sources and laws 
 of truth, while they are so humble that they recognize their 
 ignorance to stimulate them ever anew to the wider truth 
 and growing culture which life opens to them. Such 
 stimulus must move the students, especially when they are 
 preparing for their particular work and equipping them- 
 selves most fully for their individual vocation. This is the 
 ideal of what a college must seek to accomplish ; and we 
 can best sum up what a college should be in the words of 
 Professor Chamberlain of Bowdoin College. It should be 
 " a school of complete manhood, taking cognizance not only 
 of what makes for good in the world, but regarding also the 
 culture of the moral and spiritual powers which are the 
 noblest endowments of personality." 
 
 With this ideal before us it becomes necessary to define 
 our special work in Muhlenberg College having regard to 
 our time and needs. We take over from ancient and 
 mediaeval culture the study of mathematics with its exact- 
 ness of reasoning and its impulse to careful deduction. The 
 need of Latin to gain insight into Roman life to have the 
 means of appreciating the power and influence of the city 
 of the Seven Hills upon the law and the language of the 
 modern world can also not be gainsayed. 
 
 But the language which was of later advent in mediaeval 
 culture, the Greek, has in these later days been under much 
 adverse criticism as to its value and interest. Men have 
 forgotten that even to put the beginnings of it into the 
 
hiauii u ral Seven 
 
 power of a mind is of great worth in enabling a man to 
 estimate the formative power of Greek thought and models 
 upon modern civilization. Greek thought and Greek spirit 
 are best found through the medium of the Greek tongue. 
 Nevertheless even this study must be supplemented by read- 
 ing in English to gain the wider understanding of what 
 Hellas was and is for the world. Greek gives the possibility 
 of weighing the original sources of Christianity, of gaining 
 a glimpse of the early dogmatic formulation of Christian 
 truth in Greek moulds. This knowledge is very necessary 
 in these days for the intelligent man of culture if he is not 
 to be carried away by much half- true speculation. 
 
 But while we begin with these elements of early culture, 
 yet it is to be recognized that not in them alone will true 
 education find its full effectiveness. Besides the two ancient 
 languages we place the modern tongues. 
 
 The education for a scientific career, though it should not 
 be totally ignorant of Greek ideals, will derive much advan- 
 tage from the knowledge of French. The esprit and vivid- 
 ness of this tongue, with the understanding which it grants 
 of the life of a Romance people, can not be neglected by any 
 educated man. It is true that the importance of the French 
 people has waned, but still there is no excuse for the 
 neglect of French thought and language, so valuable in 
 itself and so helpful as an introduction to the better know- 
 ledge of the Romance nations, whiph are now adding millions 
 to our American population. 
 
 The modern language which, however, in addition to 
 the tongue of the land, is most necessary is the German. 
 Whether you desire to study the highest development of 
 modern philosophical thought, whether you seek the most 
 wonderful growth of a modern literature in the i8th and 
 19th centuries, whether you long for the deepest lyric needs 
 of the soul in modern garb, whether you look for the most 
 minute research of careful scholarship in moral, social or 
 natural science, in linguistics or history, in medicine, law or 
 theology, you must go to the German language. There is 
 not an educated man of any standing or influence who does 
 
Eight Inaugural 
 
 not possess some hold upon strong and deep German 
 thought. The value of this language, moreover, has a 
 special importance for us here. We are where long a 
 German life, as expressed in a dialect, has lived. For those 
 who come out of this derived, modified life, it is well that 
 they shall see the greater world from which they have come. 
 To be strong they should know the rock whence they were 
 hewn that, in casting off the defects of dialect, they may 
 not underestimate the lasting value of Teutonic life for the 
 culture of the world. Moreover in our Church even of the 
 East we still have the German with us and need it to under- 
 stand each other. Perhaps the growth of Muhlenberg 
 College and its claim to meet the wants of all may make it 
 necessary to consider whether, without injuring the balance 
 of our whole work, we may not be called upon to aid in the 
 problem of sound transition by a temporary concession to 
 the needs and claims of the German-American life. We 
 shall not seek this, but we may be called upon to meet it. 
 
 To these elements of culture and knowledge, modified 
 by our conditions, we must add the value of natural science 
 for every educated man. No one can live in this modern 
 world and understand its trend without some knowledge 
 of natural science and its way of reasoning. But in pre- 
 paring men for life by teaching them to consider the funda- 
 mental laws of the physical, chemical and biological disci- 
 plines, we must be careful, in the scientific department, not 
 to press in upon technical training. There are certain 
 studies such as anatomy and histology, which, according to 
 the best judgment of medical educators, can not be success- 
 fully taught in a college. Such and similar scientific 
 studies, wherever they are attempted in a college, not only 
 take away from the broad culture which the scientific 
 student should have, but also add to the expense out of pro- 
 portion to the general advantage for all. It would be far 
 better, if, as seems to be admitted, that many men preparing 
 for a scientific career can not give four years to collegiate 
 study, to grant the scientific students their degree upon the 
 completion of the first year's work in a technical school, and 
 
Inaugural Nitir 
 
 to restrict the course in college to three years. Yet, 
 perhaps, it would be possible to have an earlier begining of 
 preparatory study, and then to persuade the scientific 
 student to take the full four years course for the final advan- 
 tage of his vocation and for the wider outlook which will be 
 his. No temporary question of expediency, no utilitarianism 
 ought to move colleges to attempt what they can not do, and 
 to enter upon any study which needs equipment and sur- 
 roundings that can not be offered. Such work, even if it 
 does save students a year, will often lead them to second- 
 class technical schools instead of the best. Muhlenberg 
 College should stimulate its graduates to take their post- 
 graduate and professional work in the best and highest 
 institutions of the land. 
 
 The modern man, if he would understand and yet not 
 be misled by natural science, can not be without the 
 knowledge of history. The present method of investiga- 
 tion, the underlying attitude in the arts and science is the 
 historical. The search after origins and beginnings is 
 simply the historical principle. Kvolution in natural 
 science is the counterpart of historical development in 
 mankind. The balanced understanding of the great social 
 problems, the grasp upon the mighty religious questions and 
 discussions, can not be gained without historical insight. 
 The college upon the facts of history is to lead to some 
 knowledge of history's course and philosophy. It should 
 seek to develop the historic sense, which will help students 
 in every department and profession to meet problems by 
 reference to past experiences, to trace and portray growth, 
 to measure men and ages, and to get closer to the reality of 
 characters as they lived and moved in their own time. The 
 allowance for the historical setting will enable men to look 
 into the soul of character. The knowledge of the past will 
 illumine the present and make hopeful for the future. 
 
 The most important department in present College 
 work, and the one discipline which needs the greatest 
 emphasis in every way is our own native tongue, which 
 bears within it the vigor of the Anglo-Saxon, and in which 
 
Ten hiaugural 
 
 we hear the march of the empire-building nations as they 
 are encircling the globe. A certain, clear knowledge of 
 English, as presupposed in the common standard adopted by 
 the Colleges of the Middle States, should be a main require- 
 ment of entrance into a college. Deficiency in this branch 
 should be alone enough to debar from advance until it is 
 met. From class to class English must be put on the same 
 level with those branches that most largely determine a 
 student's standing ; and no man should receive a diploma 
 who has not learned to use our common tongue clearly and 
 purely, for the ultimate test of real culture in American life 
 is and will be the possession of undefiled English. 
 
 To attain such knowledge the philology and the 
 history of the English language are not sufficient. The 
 growing mind must be brought to drink constantly and 
 deeply out of the broad stream of literature from Chaucer 
 to Tennyson. While the great masters of perennial thought, 
 of harmonious and finished form must most largely stand 
 before the student, yet he should know and form his style 
 from the many rather than the few. It is not the class- 
 room work only which ought to count, but an additional 
 course of reading should be constantly demanded, and the 
 student should be stimulated to undertake reading much of 
 which will be a delight and recreation. The test of all this 
 study, the possibility of its application and influence, must 
 be the constant and continuous writing of compositions from 
 Freshmen to Senior year. Writing should take precedence 
 of rhetorical exercises, and must again be the proving of 
 such rhetorical knowledge and such literary criticism as the 
 course can give. The work of English and the education in 
 it demand regard in every branch ; especially in the exactness 
 of translation from any tongue, the purity of our native 
 tongue must not be made to suffer. No use of English 
 anywhere should be allowed, which injures the true idiom. 
 These general principles need special application in Muhlen- 
 berg College, because of special antecedents and difficulties. 
 Every endeavor must be made that in English speech and 
 writing the graduates of Muhlenberg College shall more and 
 
Ifiaugura/ Eleven 
 
 more take equal rank with men coming from schools that 
 have the best English departments. 
 
 The great glory of higher education is that it lays chief 
 stress upon the comparative method of study. It makes 
 philosophy its leading discipline. Behind the real teaching 
 of every branch there is a philosophy. The natural sciences 
 in their acceptance of evolution have a philosophical basis 
 that needs examination. Language, history and the 
 problems of Biblical science rest upon philosophical founda- 
 tions. The present attitude of thought, the spirit of the age, 
 is colored by a philosophy. To know such philosophy and 
 to be able to detect its strength and weakness makes in- 
 dependent men and living teachers. Liberal culture ought 
 not only lead men to weigh the general laws of thinking, to 
 study the reality of thought in the human soul as related to 
 the body, but also to understand the great philosophic ques- 
 tions as they have grown in history. 
 
 With this general philosophic study which produces 
 clear and fundamental thought there should be combined 
 an ethical study which formulates the ethical trend of all 
 thorough higher education. In this age of ethical emphasis 
 we need a knowledge of the influence and insufficiency of 
 utilitarian and rationalistic morality. With these tendencies 
 students should learn to compare the separate fruits of 
 Christianity to enable them in the stress of great problems 
 to keep their moral balance. Christian ethics is, at the pre- 
 sent, best approached through contrast with the other 
 systems. The final impressions of Christian morality dare, 
 however, not remain a mere intellectual matter; but morality 
 must receive its power through the harmony of ethical 
 Christian life in all activities of the College, particularly 
 those that are representative. 
 
 The final effectiveness of moral life rests upon the 
 Christian character of a college. This Christian character 
 ought not be simply an atmosphere, but also an actual 
 result of definite teaching. The older colleges tried to 
 counteract and correct the defective moral tone of classic 
 literature by religious teaching which emphasized the divine 
 
Twelve Inaugural 
 
 government, the dignity of the human soul, the reality of 
 God, and the supremacy of Christianity. Knowledge was 
 sweetened by reverence and quickened to nobler self-sacrific- 
 ing achievements. The modern colleges except those that 
 are denominational and sometimes even these, have aband- 
 oned direct religious teaching, or so liberalized it as to make 
 it indefinite and ineffective. The general spirit of morality 
 is not proving sufficient to retain reverence and to create the 
 highest type of manhood. There exists at the present a 
 self-conscious individualism which, unless influenced by 
 other agencies, does not overcome doubt, but rests often 
 with pride in negations. The student of the older college 
 had his struggles, but received real effective help from the 
 College in gaining the victory. To-day religion is too much 
 corrected for the student by science, and not vScience sub- 
 dued by religion. For this reason, when the Church 
 educates it must produce results which shall correct the 
 neglect of the prevalent attitude toward religion. Yet the 
 religious education dare not be wrong in method and out of 
 relation to the thinking of a student. It should grow out 
 of the Bible as this is practically studied. In the beauty of 
 the thoughts of the Bible as literature and in its history, as 
 in vessels of silver, the golden apples of living revelation 
 must be presented. There is needed a true constructive 
 study of the Bible to influence religious thinking and living 
 anew. 
 
 The denominational college can also add such interpreta- 
 tions of its seperate confession as is wise. But this dare not 
 be done in a narrow way nor out of harmony with general 
 culture, if it shall not be more harmful than helpful. 
 Growing out of such teaching the true religious and moral 
 life, influencing the whole tone of the Christian College, 
 should be in every way superior. If the Christian College 
 fosters no higher life, no more definite Christian manhood 
 than the general College, it has lost its savor and is a dis- 
 honor to the Church and Christ. 
 
 In the attempt in some small measure to realize these 
 ideals and their harmony there is need of self-sacrificing 
 
Jnaui^ural T/iiriren 
 
 men. Much praise is due to those who have labored in the 
 past. The present and future call for more labor, more 
 sacrifice, more men of the highest intellectuality and of the 
 best teachin^^ ability, who are willing to serve, not for filthy 
 lucre but for Christ and the Church, in the Church's insti- 
 tutions. The Church must take its young men, educate 
 and retain them. It must show them in contrast with 
 human glory the better choice of Christian service, in which 
 they can impress Christian ideals upon the generations to 
 come. 
 
 To accomplish this aim and to partially fulfil hopes 
 entertained, the fullest co-operation of the churches of the 
 Ministerium of Pennsylvania is necessary. If they will rise 
 to their present opportunity and put Muhlenberg College on 
 such a basis that it can be true to its present mission, then 
 the future will be rich in promise. Let it be understood 
 that this presidency will not be judged for failures which 
 must come where equipment is lacking. 
 
 In other respects I court the most free criticism from 
 those that are able to judge. Constant criticism is the 
 necessity of living and advancing education. And it is time 
 that sensitiveness on this point should cease in the Church. 
 It is eminently proper that when criticism rightly calls for 
 radical change this change should be wisely made. True 
 growth at times needs acceleration. No favor of persons 
 and no respect of men ought here to interfere. But true 
 criticism must be friendly, fair and just, and not the idle 
 gossip of those who little appreciate the difficulties and are 
 less able to suggest the real cure. It must not be pro- 
 claimed from the housetops and injure what is good, 
 estrange sympathy and hinder support, but be judiciously 
 directed to aid in better construction. 
 
 With such purposes I am willing to enter upon my 
 work, realizing that wisdom must come from on High if 
 human thought is to help and human endeavor to succeed. 
 As long as I recognize that the harmony which now prevails 
 and the best sentiment of the Church will support my 
 policy, so long will I work. If, however, the Church 
 
Fourteen Inaugural 
 
 hampers true advance, or if ever my policy should seem dis- 
 advantageous, then it is time for this presidency to cease. 
 Leadership in the institutions of the Church, which is built 
 simply on sentiment of past efiSciency, on respect and piety 
 for things long ago accomplished, and not on present work 
 and advance is a wrong to education and to the highest in- 
 terests of the Church. The laborers deserve their rest in 
 due time, but such rest ought not to be taken in a profes- 
 sorial chair. 
 
 With such determination, then, to serve all, but inde- 
 pendent in subjection to high ideals of service, this pres- 
 idency will seek with God's help to stand for the best, the 
 noblest, the truest in thought and character, for growth 
 in every grace, for vital Christianity and that conservative 
 lyUtheranism which is most earnestly progressive, real and 
 active ; which by the wide culture of personality seeks to 
 form men of God, as free as they are loveable, as strong as 
 they are gentle, to be true to every trust in time, but above 
 all true to the great final aim of the soul. For that the soul 
 shall live is the end-all and be-all. But the soul shall live 
 by growing up into its eternal source. Well may we, then, 
 in conclusion, adopt the words of Browning, the poet of 
 hope, when he vsays : 
 
 " What is left for us, save, in growth 
 Of soul to rise up, 
 From the gift looking to the Giver, 
 And from the cistern to the river, 
 And from the finite to infinity, 
 And from man's dust to God's Divinity." 
 
UNIVERSITY OF ILLIN0I8-URBANA 
 
 3 0112 045966485 
 
UNIVERSITY OF ILLIN0I9-URBANA 
 
 3 0112 0489 
 
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