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the, 311

new, 338

Man, The outlook for the average, 109 199; New York city schools and

Hyslop's (J. H.) Report on Mrs. Post-graduate instruction in the
Piper, 176

United States army, 433
Mathematical productivity in the PRATT, FREDERICK H.-Dangers
United States, 346

and uses of the lecture, 484
MAXWELL, WILLIAM H.-New York Present, Oxford, past and, 358
city schools and the poor, 311

Presidents, Three new university,

(Andrew Fleming), Latin gram Preventable, Is color-blindness, 407
mar, 526

Principles, Declaration of, 212
McLellan (J. A.), and Ames' (A. F.), Principles of American education,
Public school arithmetic, 97

Some fundamental, 187
Meiklejohn, J. M. D., 104

Problem, A coming, 319
Method of admission to college, A Productivity in the United States,

Mathematical, 346
MEYER, E. H.-Giddings' (Franklin Professional schools, The American

Henry), Inductive sociology ; Kel college and the, 503
lur's (Frances A,) Experimental Progress in the Chicago schools, Two
sociology, 534

years', 325
Minneapolis, The National Educa Progress of the year,'Educational, 238
tional Association at, 211

Public calamity, A, 103
MONROE, Will S.-Pinloche's (A.), Pupil, How the school strengthens the
Pestalozzi, 95

individuality of the, 228
Narcotics, School instruction in the Report of the secretary of the College
effect of stimulants and, 31

Entrance Examination Board, Sec-
National Educational Association at ond annual, 271
Minneapolis, The, 211

Restrict the use of the terms college
New method of admission to college, and university ? Shall the state, 10
A, 338

Reviews, 95, 207, 314, 417, 525
New York city schools and the poor,

Rural schools of France, 471
New York schools, Mayor Low on, SADLER, MICHAEL E.—Points of

contrast in the educational situation
Notes and News, 100, 211, 317, 420, in England and America, 217

Scholarship and service, i

School, country, The, 538
Outlook for the average man, The, School growth, Ten years of high, 518

School instruction in the effect of
Oxford, past and present, 358

stimulants and narcotics, 31

School of the South, The summer,
Parker, Francis W., 23

Past and present, Oxford, 358

School strengthens the individuality
Paternalism in college athletics, 398 of the pupil, How the, 228
Physics, Correlation of algebra, geom School work, Shorter time in elemen-
etry, and, 309

tary, 375
Physiology, Instruction in so-called Schoolmasters, My schools and, 166
temperance, 322

Schools again, The Washington, 323,
Pinloche's (A.), Pestalozzi, 95

Schools, The American college and
Piper (Mrs.), Hyslop's (J. H.) Report the professional, 503
on, 176

Schools and schoolmasters, My, 166
Points of contrast in the educational Schools and the poor, The London,

situation in England and America, 199; New York city, 311

Schools, Mayor Low on New York,
Politics, More, 104

427 ; of France, Rural, 471; Two
Poor, The London schools and the, 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

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

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,

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.



Now one,

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 source. These three forces are the church, the state, and science, or better, scholarship. Many have been their interdependences and manifold their intertwinings. 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 borly. This organization and body was the university. For gi ly ten centuries—a period longer than the history of päe mentary government or of Protestantism—the universitys is existed to embody the spirit of scholarship. Its arms hau 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 over

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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