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Man, The outlook for the average, 109

Hyslop's (J. H.) Report on Mrs.

Piper, 176
Mathematical productivity in the

United States, 346

city schools and the poor, 311

(Andrew Fleming), Latin gram-

mar, 526
McLellan (J. A.), and Ames' (A. F.),

Public school arithmetic, 97
Meiklejohn, J. M. D., 104
Method of admission to college, A

new, 338
MEYER, E. H.-Giddings' (Franklin

Henry), Inductive sociology ; Kel-
lor's (Frances A) Experimental

sociology, 534
Minneapolis, The National Educa-

tional Association at, 211
MONROE, WILL S.-Pinloche's (A.),

Pestalozzi, 95

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Narcotics, School instruction in the

effect of stimulants and, 31
National Educational Association at

Minneapolis, The, 211
New method of admission to college,

A, 338
New York city schools and the poor,

New York schools, Mayor Low on,

Notes and News, 100, 211, 317, 420,


the, 311

199; New York city schools and
Post-graduate instruction in the

United States army, 433

and uses of the lecture, 484
Present, Oxford, past and, 358
Presidents, Three new university,

Preventable, Is color-blindness, 407
Principles, Declaration of, 212
Principles of American education,

Some fundamental, 187
Problem, A coming, 319
Productivity in the United States,

Mathematical, 346
Professional schools, The American

college and the, 503
Progress in the Chicago schools, Two

years', 325
Progress of the year,'Educational, 238
Public calamity, A, 103
Pupil, How the school strengthens the

individuality of the, 228
Report of the secretary of the College

Entrance Examination Board, Sec-

ond annual, 271
Restrict the use of the terms college

and university ? Shall the state, 10
Reviews, 95, 207, 314, 417, 525
Rural schools of France, 471

Outlook for the average man, The,

Oxford, past and present, 358

Parker, Francis W., 23
Past and present, Oxford, 358
Paternalism in college athletics, 398
Physics, Correlation of algebra, geom-

etry, and, 309
Physiology, Instruction in so-called

temperance, 322
Pinloche's (A.), Pestalozzi, 95
Piper (Mrs.), Hyslop's (J. H.) Report

on, 176
Points of contrast in the educational

situation in England and America,

Politics, More, 104
Poor, The London schools and the,


contrast in the educational situation

in England and America, 217
Scholarship and service, i
School, country, The, 538
School growth, Ten years of high, 518
School instruction in the effect of

stimulants and narcotics, 31
School of the South, The summer,

School strengthens the individuality

of the pupil, How the, 228
School work, Shorter time in elemen-

tary, 375
Schoolmasters, My schools and, 166
Schools again, The Washington, 323
Schools, The American college and

the professional, 503
Schools and schoolmasters, My, 166
Schools and the poor, The London,

199; New York city, 311
Schools, Mayor Low on New York,

427 ; of France, Rural, 471; Two
years' progress in the Chicago, 325

Secretary of the College Entrance

Examination Board, Second annual

report of the, 271
Service, Scholarship and, I
Shall the state restrict the use of the

terms college and university ? 10
SHAW, ALBERT.-The outlook for

the average man, 109
Shorter time in elementary school

work, 375
Situation in England and America,

Points of contrast in the educational,


schools of France, 471

(David) Foundations of geometry,

So-called temperance physiology, In-

struction in, 322
Social ideal, Education and the, 150
SOPER, GEORGE A.-Hygiene as

Teaching of geometry, The, 456
Temperance physiology, Instruction

in so-called, 322
Ten years of high school growth, 518
Terms college and university? Shall

the state restrict the use of the, 10
Three new university presidents, 539
Time in elementary school work,

Shorter, 375
Two years' progress in the Chicago

schools, 325
United States army, Post-graduate

instruction in the, 433
United States, Mathematical produc-

tivity in the, 346
University presidents, Three new, 539
University ? Shall the state restrict

the use of the terms college and, 10
Uses of the lecture, Dangers and, 484


Washington schools again, The, 323
West's (Andrew Fleming), Latin

grammar, 526
WETZEL, W. A.-Ten years of high-

school growth, 518
What to study, Herbert Spencer and,


factor in education, 391
South, The summer school of the, 323
Southern Educational Conference,

The, 104

Spencer (Herbert), and what to study,

State restrict the use of the terms col-

lege and university ? Shall the, 10
STICKNEY, Lucia.- The London

schools and the poor, 199
Stimulants and narcotics, School in-

struction in the effect of, 31
Strengthens the individuality of the

pupil, How the school, 228
Study, Herbert Spencer and what to,

Summer school of the South, The, 323

White, Dr. E. E., 538

blindness preventable? 407
Witmer's (Lightner), Analytical psy-

chology. 314
WOOD, THOMAS D.-Leubuscher's

(G.), Staatliche Schulärzte, 525
Work, Shorter time in elementary

school, 375
WRIGHT, C. E.-The abolition of

compulsory Greek in Germany, 48
WYER, JR., J. 1.- Bibliography of

education for 1901, 61

Tagalog language, The, 497


JUNE, 1902



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.



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.


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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