The daily morning journal and courier. [volume] (New Haven, Conn.) 1894-1907, 1899-10-19
ADDRESS OF PRES. HADLEY
HIS views OF THE NEEDS OF THE
UNIVERSITY.


The Matter of Its Best Admin ira ton
The New Problems to be COnsidered-
The Central Problem That of How Ia
Make Yale Meet the worlds Demands
for Progress on the Intellectual Side
without Endangering That Which,
Side The Ways.
The following is the Inauguration adj
dress in full of President Hadley deliv-
cred at Battell chapel yesterday:
Thirteen years ago my honored pre-
| decessor traced in his inaugural adj
dress the changes which two centuries
had developed in Yale's educational
methods and ideals, and showed with
clearness what were the corresponding
changes in organization which would
best fit her to apply these methods and
approach these ideals What has once
|
take to do again. Let us rather proceed
to a detailed consideration of the pro-
blems which now confront us in the va
rious departments of college and uni
| Versity life. Let us formulate the
questions which press for solution. Let
us study the good and evil attendant
on various methods of dealing with
them. Let us see, as far as we may,
what lines of policy in these matters of
immediate practical moment will enable
us best to meet the demands of the on
coming century.
These problems are for the most part
not peculiar to Yale The questions
which present themselves to the college
authorities here are in large measure
the same which arise elsewhere. But
the conditions governing their solution
are different. We may best understand
study the problems in their general
form, as they come before the whole
Brotherhood of educators as a body;
and then try to solve them in the par
ticular form which is fixed by the spec
ial circumstances, past and present
which have made Yale university what
it is
Fifty years ago the duties of college
administration were relatively simple.
There was at that time certain cur
riculum of studies, chiefly in classics
and in deductive science, which the
public accepted as necessary for the
development Of an educated man. These
studies were taught by traditional
methods which compelled the pupil to
perform a considerable amount of work
whether he liked it or not The student
body was a homogeneous one, meeting
in the same recitation room day by
day. The classes readily acquired
spirit of good fellowship and democracy.
outside conditions favored the mainte-
nance of this spirit. Differences in
wealth throughout the community were
less conspicuous than they are to-day
College education was so cheap that it
fell within the reach of all. Most of the
students were poor. The few who pos
sessed wealth found comparatively lit
tie opportunity for spending 1t in legit-
innate ways. Rich and poor stood on
common footing as regarded partcipa
ton in the social ambitions and privi-
leges of college life. The intellectual
educatio which such a college gave to
the majority of its students was but an
service as compared with the |
education in sterling virtue. The insti-
tuition which could furnish this double
training met fully the requirements
which public opinion imposed
The first of the disturbing elements
which entered to complicate the pro-
,,,1Ia
the development of professional schools.
Down to the early part of the present |
century professional study was largely
done in private in the office of some |
lawyer OF doctor or in the
study of some experienced minister
Even when schools of theology, of law
or of medicine were established, they
at first occupied themselves largely
with teaching the same kind of things
that might have been learned in the
office by the old method But about
The middle of the present century a new
and more enlightened view of technical
training arose. 1t was seen that a pro-
fessional school did it's best work when
It taught principles rather than prac
lice. Instead Of examining the students
"
wise learn afterward, 1t was found
much better to train them in methods of
'easonng which otherwise they would
not learn at all. This study of princi-
oles to be thoroughly effective, neces-
;arily occupied several years. There
vas strong pressure to introduce the
dement's of these studies into the col
eye curriculum; and demand that
when once they were incorporated in
he college course they should be
aught not in perfunctory way, but
With the same standard of excellence
which was achieved in our best profess
iona schools
Meantime, apart from these changes
n the method of technical training, the
phere of interest of the cultivated man
f the country was constantly widen
n.y. The course of college study which
atisfied an earlier generation was in
dequate for later one. The man
Tho would have breadth of sympathy
18th the various departments of hu-
IAN knowledge could not content him
elf with classics, mathematics and
SOCIOLOGY He must be familiar with
lodern literature as well as ancient, .
18th physical science as we'll as deduc-
We !
If we had at once widened the college !
urriculum enough to correspond to the