Page:A History of the University of Chicago by Thomas Wakefield Goodspeed.djvu/318

 278 A HISTORY OF THE UNIVERSITY OF CHICAGO There should have been added to the million a further sum of seventy-five thousand dollars contributed by Mr. Ryerson himself for finishing and equipping the Physical Laboratory, five thousand dollars given by the Sinai Congregation for books for the Semitic Department, and the gift from William E. Hale of the astronomical physical, photographic, and mechanical equipment of the Kenwood Observatory, valued at thirty thousand dollars. This last gift was made two days after the raising of the Ryerson million-dollar fund had been accomplished. While this desperate struggle had been going on the obliga- tions of the University had been increasing at an appalling rate, until they had approached half a million dollars. It was the knowledge of this situation which had moved Mr. Rockefeller to make his proffer of half a million to encourage, and, if possible, insure the raising of the Ryerson fund. Thus was the young institution rescued, not from bankruptcy, for it was perfectly solvent, but from a load of obligations that threatened to cripple its activities, if it did not compel the temporary suspension of its educational work. Those who at this time came to the relief of the University might well be called benefactors. In writing to Mr. Ryerson the secretary said: I am instructed by the Trustees of the University to express to you their warm appreciation of your kindness and generosity in making such changes in the conditions of your subscription of one hundred thousand dollars as made it possible for the University to secure the million dollars recently subscribed. Every member of the Board feels that to your wisdom in making the conditions and your generosity in modifying them is owing the fact that it may now be said that the University is established and that its future is so full of promise. The authorities had been so disturbed and alarmed by the dangers that had threatened that the mistakes of the first and second years were never repeated. Temptations the strongest possible inducements were not lacking. The number of students increased astonishingly. New departments, new schools, clamored for establishment. It was only by setting their faces like a flint against them that the authorities were able to resist the tempta- tion to embrace most alluring opportunities for branching out in various directions. And yet, with the best intentions in the