studs , 's of Con and Man, The outlook for the average, 109 Hyslop's (J. H.) Report on Mrs. Piper, 176 United States, 346 city schools and the poor, 311 (Andrew Fleming), Latin gram- mar, 526 Public school arithmetic, 97 new, 338 Henry), Inductive sociology ; Kel- sociology, 534 tional Association at, 211 Pestalozzi, 95 Narcotics, School instruction in the effect of stimulants and, 31 Minneapolis, The, 211 A, 338 311 427 538 the, 311 199; New York city schools and United States army, 433 and uses of the lecture, 484 539 Some fundamental, 187 Mathematical, 346 college and the, 503 years', 325 individuality of the, 228 Entrance Examination Board, Sec- ond annual, 271 and university ? Shall the state, 10 Outlook for the average man, The, 109 Parker, Francis W., 23 etry, and, 309 temperance, 322 on, 176 situation in England and America, 217 SADLER, MICHAEL E.-Points of contrast in the educational situation in England and America, 217 stimulants and narcotics, 31 323 of the pupil, How the, 228 tary, 375 the professional, 503 199; New York city, 311 427 ; of France, Rural, 471; Two Secretary of the College Entrance Examination Board, Second annual report of the, 271 terms college and university ? 10 the average man, 109 work, 375 Points of contrast in the educational, 217 schools of France, 471 (David) Foundations of geometry, 316 struction in, 322 Teaching of geometry, The, 456 in so-called, 322 the state restrict the use of the, 10 Shorter, 375 schools, 325 instruction in the, 433 tivity in the, 346 the use of the terms college and, 10 a Washington schools again, The, 323 grammar, 526 school growth, 518 135 factor in education, 391 The, 104 Spencer (Herbert), and what to study, 135 lege and university ? Shall the, 10 schools and the poor, 199 struction in the effect of, 31 pupil, How the school, 228 135 White, Dr. E. E., 538 blindness preventable? 407 chology. 314 (G.), Staatliche Schulärzte, 525 school, 375 compulsory Greek in Germany, 48 education for 1901, 61 Tagalog language, The, 497 EDUCATIONAL REVIEW JUNE, 1902 I SCHOLARSHIP AND SERVICE President Roosevelt, Mr. Chairman and gentlemen of the Trus tees, my associates of the faculties, alumni and students of Columbia, our welcome guests, ladies and gentlemen : For these kindly and generous greetings I am profoundly grateful. To make adequate response to them is beyond my power. The words that have been spoken humble as well as inspire. They express a confidence and a hopefulness which it will tax human capacity to the utmost to justify, while they picture a possible future for this university which fires the imagination and stirs the soul. We may truthfully say of Columbia, as Daniel Webster said of Massachusetts, that her past, at least, is secure; and we look into the future with high hope and happy augury. To-day it would be pleasant to dwell upon the labors and the service of the splendid body of men and women, the university's teaching scholars, in whose keeping the honor and the glory of Columbia rest. Their learning, their devotion, and their skill call gratitude to the heart and words of praise to the lips. It would be pleasant, too, to think aloud of the procession of men which has gone out from Columbia's doors for well-nigh a century and a half to serve God and the state; and of those younger ones who are even now lighting the lamps of their lives at the altar-fires of eternal truth. Equally pleasant would it be to pause to tell those who labor Inaugural address upon being installed as President of Columbia University, April 19, 1902. 1 ie with us—north, south, east, and west—and our nation's schools, higher and lower alike, how much they have taught us and by what bonds of affection and fellow-service we are linked to them. All these themes crowd the mind as we reflect upon significance of the ideals which we are gathered to celeb for this is no personal function. The passing of posit: power from one servant of the university to another an incident; the university itself is lasting, let us hope Its spirit and its life, its usefulness and its service, proper subject for our contemplation to-day. source. The shifting panorama of the centuries reveals three separate and underlying forces which shape and direct the higher civilization. Two of these have a spiritual character, and one appears to be, in part, at least, economic, altho clearer vision may one day show that they all spring from a con non These three forces are the church, the state, and science, or better, scholarship. Many have been their interdependences and manifold their intertwinings. Now one, now another seems uppermost. Charlemagne, Hildebrand, Darwin are central figures, each for his time. At one epoch these forces are in alliance, at another in opposition. Socrates died in prison, Bruno at the stake. Marcus Aurelius sat on an emperor's throne, and Thomas Aquinas ruled the mind of a universal church. All else is tributary to these three, and we grow in civilization as mankind comes to recognize the existence and the importance of each. It is commonplace that in the earliest family-community church and state were one. The patriarch was both ruler and priest. There was neither division of labor nor separation of function. When development took place, church and state, while still substantially one, had distinct organs of expression. These often clashed, and the separation of the two principles was thereby hastened. As yet scholarship had hardly any representatives. When they did begin to appear, when science and philosophy took their rise, they were often prophets without honor either within or without their own country, and were either misunderstood or persecuted by church and state alike. But the time came when scholarship, truth-seeking for its own sake, had so far justified itself that both church and state united to give it permanent organization and a visible berly. This organization and body was the university. For . D: "ly ten centuries—a period longer than the history of pin mentary government or of Protestantism—the universityr is existed to embody the spirit of scholarship. Its arms ha een extended to every science and to all letters. It has kn eriods of doubt, of weakness, and of obscurantism; bu pirit which gave it life has persisted and has overcon ery obstacle. To-day, in the opening century, the university proudly asserts itself in every civilized land, not least in our own, as the bearer of a tradition and the servant of an ideal without which life would be barren, and the two remaining principles which underlie civilization robbed of half their: power. To destroy the university would be to turn back the hands upon the dial of history for centuries; to cripple it is to put shackles upon every forward movement that we prize-research, industry, commerce, the liberal and practical arts and sciences. To support and enhance it is to set free new and vitalizing energy in every field of human endeavor. Scholarship has shown the world that knowledge is convertible into comfort, prosperity, and success, as well as into new and higher types of social order and of spirituality. “Take fast hold of instruction,” said the Wise Man; “let her not go: keep her; for she is thy life.” Man's conception of what is most worth knowing and reflecting upon, of what may best compel his scholarly energies, has changed greatly with the years. His earliest impressions were of his own insignificance and of the stupendous powers and forces by which he was surrounded and ruled. The heavenly fires, the storm-cloud and the thunderbolt, the rush of waters and the change of seasons, all filled him with an awe which straightway saw in them manifestations of the superhuman and the divine. Man was absorbed in nature, a mythical and legendary nature to be sure, but still the nature out of which science was one day to arise. Then, at the call of Socrates, he turned his back on nature and sought to know |
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