The Montgomery advertiser., 1902-04-20
PROF. BUTLEr|,<< l IS INST,zLED
 $ 1".'
 President >>1 Columbia ' University.
 MANY IN ATTENDANCE
MT. Roosevelt Among the Dis
 tinguished Spectators.
Presidents Elliott of Harvard, Had ley of Yale, Patton of Prince ton and Harper of Chicago
 Were Present.

New York, April 19--Professor Nicholas Murray Butler was installed as. President of Columbia University with imposing ceremonies today. These ceremonies were attended by the President of the United States and the heads of the principal in- stitutions of learning in the country. President Roosevelt arrived in this city from Washington at 6:3o a. my He was accompanied by Mrs. Roosevelt. Secre- tary and Mrs. Cortelyou. Surgeon-Gen- eral Rixey and Dr. John s. Uric. The President went at once to the residence of his aunt, Mrs. James w.. Roosevelt. where he met Dr. Butler at breakfast.
 The installation proceedings proper took place in the gymnasium, to which the students of the University. the hnem bers of the faculty, the representatives of the national. State and city govern ments, the clergy, the alumni, the repre- sentatives of the universities and col leges. the emeritus officers and trustees, maj ched in imposing procession.
 President Brought Up Rear.
 Bringing up the rear of the procession was the President of the United States. The ro.msl program of the installation was opened with a prayer by the Rev. pr. Marvin k. Vincent. This was followed by an address by William C. Snermerhorn on behalf of the Board of Trustees, who formally delivered the keys of the uni versity to the new President who then took the oath or office. Dean John How ard Van Amringe then delivered an ad- dress Of welcome on pehai, ot the faculty and R. Cutting Fulton spoke on behalf of the alumni of .the University. Tie next speaker was Ai,an Beach Arnold Brady. president of the senior class of the university. The second part of the long program male up ofScop- gratulator:' addresses by various college presidents, was then begun and speeches were made by President Charles William Elliott of Harvard University. President Arthur Twining 'Hadley of Yale. Presi- dent Francis Landy. Patton of Princeton and President Harper of Chicago Cniyer- sity.
 William T. Harris. United States Com missioner of Education was the next speaker.
 Butler Speaks.
 President Butler then made his inau gural address. He said:
 The shifting panorama of the centuries reveals three separate and underlying forces which shape and direct the higher civilization. Two of these nave a sihr- itual character. and one apears 10 De, III part. at least, economic, although clearer vision may one day show that they all srrIng from a common source. lcnesc three forces are the church. the State, aud science, or better. scholarship. Many have been their interdepend enctcs and manifold their intertwiungs. All else is tributary to these three. and .e sroY Tn civilization as mankind comes t2 recog- nze the existence and the importance of each.
 Mans conception of what ,s most worth Knowing and refiecting upon, of what may best compel his scholarly energies has changed greatly with the years, Ills earliest impressions were of i'is own in- significance and of The Stupsndois DOW CTS and forces by which n" ''%s sur tcs. ho turned his back on nature and sought to know himself, to iearu the se- Crets of those my sterious and hidden pro. (, sses by which he felt and thought ap1 acted The intellectual center os gravity had passed from nature to man. From that day to this the goal of scholarship has been the understanding Of both na- tirc and man. the uniting Of them m one scheme or plan of knowledge, and the explaining of them as the offspring of the omnipotent activity of Creative Spirit. the Christian God. Slow ana pam full have been the steps toward the goal which to St. Augustine seemed so near at hand. but which has receded through the intervening centuries as the problems grew more complex And as the processes of inquiry became so refined that whole worlds of news and unsaispected tac,s revealed themselves. Scholars divided into two camps. The ont would have ui- timatc and complete explanations at any cost: the other. ov"rc lme by the great ness Of the undertaking. held that n" explanation in large or general way was possible The on" camp bred scioi- ism; the other narrow and helpless spe- cialization.
 At this point the modern university problem took it's rise; and for over 4u years the university has been striving to adjust it's organization so that It may most effectively bend its enersles 10 the solution of the problem as IL IS. For this purpose the university's scholars have uncst,scin,isly divided themselves into three types or classes: those who investigate and break new ground those who explain, apply and make 1ndeTslsno- 4 ble the fruits of new investigation; and those philosophically minded teachers who relate the new to the old. and. with- out dogma or intolerance. point 10 tne lessons taught by the developing human spirit from it's first blind gropfngS to- ward the light on the Ipiands of Asia or by the shores of the Mediterranean. through the insights of the worlds great poets. artists, scientists. philosophers statesmen and priests. to it's highly or ganized institutional and intellectual life of today. The purpose of scholarly activ- ity requires for it's accomplishment men of each of these three types They are allies not enemies and happy the age, tn. people. or the university in which all three are well represented. It Is for this reason that the univ ersity which does not strive to widen the boundarles of human knowledge to tell the story of the new in terms that those famshar with the old can understand, and to put before its students a philosophlcal inter pretation of historic civilization s, think, falling short of the demands which both society and university ideals them selves may fairly make - ars in separate and narrow fields can no more constitute university than bun dIe of admirably developed nerves, with nut 4 brain and spinal cord. can produce all the activities of the human organism.
 only the largest and hTsvest spirits can herome great specialists in scholar- shin and resist this instmctive tendency to hsstv and crude phlosopbiziuE. Tbe true scholar is one who has been oroukht 10 see the full mes hing af the words de-