The Barre daily times. (Barre, Vt.) 1897-1959, 1909-10-06
Albert L. Lowell Inducted In
to Office To-day
LARGE CROWD PRESENT
Exercises Started at io:so O'clock with
Procession to University Hall and
win End with Fireworks
Tonight.

Boston, Mass, Oct o.--NearIy 10000
people saw Albert Lawrence Lowell made
president Of Harvard university today,
To succeed Charles w. Eliot. resigned.
The exercises began at Cambridge at
l0s30 o'clock, with q procession from
Phillips Brooks house 60 University hall,
before which the inauguration took
place. Former Governor John Z. Long
in few words formally nducted Pres
ident Lowell, who almost in tea@, made
q brief response. Then after a chorus
by the alumni, he began his inaugural
address.
Pres. LowelI's Address.
President Lowell spoke on ~The Needs
of the Modern College" and he spoke in
part as follows:
I'VE are justified in believing that the
college Of the future has great work
to do for the American people The task
before us is 70 frame system which.
without sacrificing individual variation
too much, or negleeting the pursuit Of
different scholarly interests shall pro
duce an intellectual and social cohesion,
at least among large groups Of students
and points Of contact among them all.
What | have to say upon the subject
here IL intended mainly for the condi-
tions we are called upon to face at Har-
ward.
1T is worth our while to consider the
nature OF an ideal college as an integral
r. .
template the highest development of the
individual student-wglich involves the
best equipment of the graduate; the
proper connection Of the college with the
professional schools; and il would adjust
the relation of teh students to one an
other
In speaking of the equipment Of the
graduate, are we not inclined to lay TOO
much stress upon knowledge aloneg
Taken BY itself. il Is not TIE most vital
part Of education In his farewell adj
dress to the alumni Of Dartmouth Presi-
dent Thicker remarked that the college
L in the educational system to represent
The spirit Of amateur scholarship. Col
ege students are amateurs. not profess
sionals. Or, as President Hadley is fond
Of putting it; The ideal college educa
tien seems to me to he the one where
student learns things that be il not
going to iise III after life. BY methods
hat he Is going to nse. The former ele-
nent gives the breadth, the latter ele-
nent gives the training Am. Rep,
0na, p 22A
The graduate ought to be 20 equipped
hat he can grasp effectively any problem
With which his duties or his INTEREST
nay impel him to deal speak Of the
Equipment because equipment ought to
ay strong foundation for education.
Il ought To be such that he Is capable
# turning Ms mind effectively to direct
PREPARATION for his life work If every
lolIege graduate ought to, be equipped
% enter any professional shcooI. as the
lbiturient OF German gymnasium is
qualified to study under any Of the
laeulties Of the university, then It would
Ieem that the professional schools ought
o be 50 ordered that they are adapted
o receive him.
Now that we have established madu-
te schools Of engineering and business
administration, we must examine this
question carefully in the immediate fu-
aire III the college courses are strictly
lnteehnica, the requirement Of 4 small
number of electives in certain subjects,
IS condition for entering graduate
professional school, is not inconsistent
with liberal education For man
destined to reach the top Of his profess
'ion, broad education and firm grasp
af some subject lying outside OF his
7ocation is q vast advantage
The last Of the aspects under which
proposed to consider the college Is that
If the relation Of undergraduates to one
mother. To what extent do undergrad
mates talk over things intellectual. espe-
tally matters brought before them BY
heir courses? The students In the law
school talk law interminabIy. Much
must no doubt be ascribed to the skill Of
the faculty; but there i also the vital
fact that all these Young men are tilling
the same field Now no sensible man
would propose to-day to set MP a fixed
surricnum in order that All underqradu-
atas might be Joint tenants Of the same
scholastic property; but the intellectual
estrangement need not be as wide as it
is Might there not be more points of
Intellectual contact among the under
graduates and might not considerable
numbers Of them have much in common
4 discussion Of the ideal college train
ing from these three different aspects
would appear to lead to the conclusion
that the best type of liberal education
n our complex modern world aims at
producing men who know a little Of
everything and something well.
No orc will deny that i'll orr colleges
high scholarship Il little admired now
pither by the undergraduates OF the puh.
lie We do not make our students enios
the sense If power that flows from mas
serv Of a diflieult subject and on a
higher plane we do not make them feel
he romance Of scholarly exploration.
The university touches the eommun-
ty at many points, and ought 70 serve
he public through ever Increasing chan
nels. Bnt all its activities are more or
less connected WITH and most II them
are based upon, The college Il 4 there
that character ought to be shaped that
aspirations ought ID be formed, that citi-
zens ought to Be trained. and scholarly
tastes implanted II tha mass af Under
graduates could be brought to respect,
nay, to admire, intellectual achievement
on the part Of their comrades IN At alI
the measure that they do athletic VIC
tory: if those among them Of natural
ability could be led to put forth their
strength on the objects which the college