New-York tribune., 1909-10-07
H4RTARD'S NEW HEAD.

The inauguration Of a new president Of Har-
ward University was properly celebrated at
Cambridge yesterday as a notable event I'm the
educational world. The presence. of 80 repre-
Sentatives Of learned societies and educational
institutions-125 Of them presidents Of colleges
and universities. both native and foreign-tes-
tilted 10 the widespread interest taken in the
installation Of q new head al the oldest and
most conspicuous seat of learning in tbs United
States. In hOnoring Harvard by their partlci-
patton in yesterdays exercises these dignitaries
IN the field Of education paid becoming tribute
not alone 10 the pioneer American college
founded 10 promote piety and extend knowl-
edge in the uncOnquered wilderness. but also to
the many worthy followers and coworizers Of !ts
type. The history of Harvard has been in the
main the history Of all American colleges main
lained by voluntary association and by private
as opposed 10 state support. II was sectarian
and became non-sectarian. It began as little
more than an academy and has transformed
itself into a modernized university II has had
10 face in recent years the competition of The
state owned and operated institutions with vast
public endowments. But il has successfully
met that competition by adapting itself 10 the
requirements Of the new era of populariZed
higher education, and il has led the way in Civ
ing fresh vitality 10 colleges and universities If
the older order 10y making them as untram-
melled and efficient in furnishing technical
and professional training as the state supported
Institutions. while attempting 10 preserve the
ancient traditions Of devotion 10 learning in
and Tor itself
President Lowell in his inaugural address
rightly described the present as transitional
period i'm college and university life The forty
years administration OF his predecessor spanned
over the changes necessary TO bring Harvard
ana The institutions Of its type into touch with
the practical and utlitaran tendencies Of the
last half of the nineteenth century. as marked
in education as in any other field of thought
ana action. The college Of the COS has practi-
caily disappeared II had solidarity which
served admirably IN helping 10 furnish n com
mon basis for liberal education That soldar-
ity has been shattered by the diversihcatior of
Instruction and the consequent dispersion Of the
student body into small and shifting groups.
Individual.sm has been fomented by the new
methods. and college life, as Mr.. Lowell puts it,
has shown marked tendency 10 disntegratc.
both intellectually and socially"
Is that process 10 continue or is il 10 suffer
check under the administration Of President
Elot's successorf Mr.. Lowell hints at his be-
liefs and policies rather than states them for
mally But he seems TO aim at partial return
10 the ideal Of education in the mass, of soIidar
iy in intellectual training rather than speciaIi-
Zaton according 10 The individuals whlm. He
realizes that the logical result Of the specializa
tion theory is the restriction, if not the aboi-
tion, OF the undergraduate course Some emf
nent authorities in education have proposed 10
save the college course by shortening il. Presi-
dent Lowell is averse 10 such a surrender Of
the principle Of a common pursuit Of culture.
which. in his opinion, serves best 10 turn out
the body of educated men with those common
IDEAS and impulses needed 10 steady American
life. lie would make the education given bv
The college more potent migrating force
May We not feel he asks. that the most vital
measure for saving the college course is not 10
shorten its duration. but to insure that II shqn
DE worth savingy'
III transition period, which will probably
see more and more of reaction from extreme
lhdlFldualism IN education, il is wise. Of course.
10 move slowly aud surely. President Lowell