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 (Lo^T_ INAUGURATION 
 
 OF 
 
 WALLACE WALTER ATWOOD 
 
 AS PRESIDENT 
 OF 
 
 CLARK UNIVERSITY 
 
 February 1, 1921 
 
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 WORCESTER, MASS. 
 

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Inauguration 
 
 OF 
 
 Wallace Walter Atwood 
 
 as President of 
 Clark University 
 
 WORCESTER, MASSACHUSETTS 
 
 ON 
 February 1, 1921 
 
 THE LIBRARY OF THE 
 
 MAY 2 1944 
 
 UNIVERSITY OF ILLINOIS 
 
 ©lark llnturrBttg iCtbrarg 
 
 WORCESTER, MASS. 
 
Digitized by the Internet Archive 
 
 in 2012 with funding from 
 
 University of Illinois Urbana-Champaign 
 
 http://archive.org/details/inaugurationofOclar 
 
THE 
 
 INAUGURATION EXERCISES were held in 
 the gjannasium on Tuesday afternoon, February 
 
 1, 1921, at half past two. Charles Herbert Thurber, Ph. D., 
 
 Clark University, 1900, President of the Board of Trustees, 
 
 presided. 
 
 The Rev. Maxwell Savage, minister of the First Unitarian 
 
 Church offered prayer. 
 
 ADDRESS OF WELCOME 
 
 Charles H. Thurber 
 President Board of Trustees 
 
 It is my happy privilege to-day to welcome on behalf of 
 the University all those present who are joining together 
 with us to make notable this celebration of an important 
 event in the history of the University, and in addition to 
 express our special appreciation of the presence of those 
 representatives of sister institutions of learning who have 
 traveled far in their cordial willingness to add dignity and 
 grace to this occasion. 
 
 The history of education in America records many curious 
 and interesting events, but nowhere does it mention an in- 
 stance where one man at the same moment has been inaugur- 
 ated as the second president of a university, the third presi- 
 dent of a college, and the first president of both ! Yet we are 
 here to-day to inaugurate the second president of Clark Uni- 
 versity, the third president of Clark College, and the first 
 president of Clark University and Clark College, now and 
 hereafter one and inseparable. 
 
 Clark University was organized as an institution of ad- 
 vanced study and research by C Stanley Hall, under whose 
 leadership it has splendidly served humanity for a generation. 
 But the founder had it also in mind to make easier the road 
 for worthy and ambitious young men who needed a college 
 training. By his will, therefore, he made provision for the 
 opening of Clark College, with a separate endowment and a 
 
Inauguration 
 
 separate faculty, but using the same buildings and managed 
 by the same board of Trustees. To the presidency of the 
 college, at its opening, came a distinguished public servant, 
 Carroll D. Wright. He was succeeded by a constituent mem- 
 ber of the University Faculty who had writ his name large 
 in the annals of Experimental Psychology — Edmund C. San- 
 ford. 
 
 As time passed, these two institutions not only dwelt to- 
 gether in amity, but the same men came in many instances 
 to serve on both faculties. Graduates of the College in con- 
 siderable numbers continued their studies in the University. 
 The line of demarcation became not stronger, but fainter, 
 with the passing years. 
 
 Then President Hall resigned, in the fullness of strength 
 and capacity, that he might prepare for publication his accu- 
 mulated treasures of scholarship and research. At the same 
 time President Sanford proposed to the Trustees that he 
 relinquish his executive responsibilities and return to his 
 professorial duties. Thus was brought about the situation 
 contemplated by the founder when the two institutions should 
 have a single head. 
 
 The Trustees had before them by no means an easy task. 
 Of all commodities college and university presidents were 
 the scarcest, and the demand for them was clamorous. At the 
 end of our long trail we found a man into whose hands we 
 felt that we could entrust the future of the institution with 
 supreme confidence and glowing hope. 
 
 It is not necessary that this institution, founded as an inno- 
 vation, shall cherish forever each and every detail that has 
 found a place in its organization; but it is absolutely neces- 
 sary that Clark shall be true to certain great fundamental 
 principles; and of these two stand out conspicuously. 
 
 The true university spirit must forever be maintained. 
 That spirit is the spirit of truth. It requires both the his- 
 torical and the experimental disciplines: the one to make 
 clear the truth we have to build on ; the other to go forward 
 from what we have and annex ever more and more of the 
 undiscovered country. Our second great principle is like unto 
 and grows out of our first, for the explorer cannot sit by the 
 
Clark University 
 
 old hearthstone. Clark University started one innovation in 
 offering g^raduate courses only ; Clark College started another 
 in its three years' course. This institution must never lose 
 the courage and the spirit of the pioneer. To our new presi- 
 dent, who has spent much of his life in exploring the lonely 
 mountains and wind-swept plains of our great West, we look 
 with assurance to lead us ever onward to new frontiers. 
 
 Installation 
 
 The Honorable Arthur P. Rugg, LL. D. 
 
 Chief Justice of the Supreme Judicial Court of Mass. 
 
 WALLACE WALTER ATWOOD 
 
 You have been duly chosen President of Clark University. 
 You are honored with her choicest gift. You bear her heaviest 
 burden. This is a noble trust. It is laid upon you in the 
 full faith that you will discharge it in the spirit of its founder, 
 in the interest of the university, and for the benefit of the 
 republic to whose service it is dedicated. A change in leader- 
 ship is a signally important event in the history of an insti- 
 tution of learning. This university was founded for "the 
 promotion of education, and investigation in science, litera- 
 ture and art. ' ' Its energies have been devoted to the fostering 
 of the highest studies and original researches in these fields, 
 to the enlargement of the domain of knowledge and to gen- 
 eral and liberal instruction. It has been nourished through 
 its years of early struggle by the earnest and unstinted devo- 
 tion of the wise and learned. It is still young. Its future 
 will be plastic to the moulding of your hand. Its third of a 
 century of distinguished usefulness kindles aspiration for 
 wider accomplishment and finer achievement in the time that 
 is, to come. No easy task lies before you. It invites the ripest 
 scholarship. It challenges supreme endeavor. Wisdom, cour- 
 age, insight, perseverence, vision, spiritual power must be 
 your handmaids. We have confidence that you will meet 
 all its responsibility and fulfill its every opportunity. In the 
 name and in behalf of the trustees, and in accordance with 
 custom, I now invest you with all the powers and privileges 
 
Inauguration 
 
 of your great office. As symbols of your authority I deliver 
 into your hands and keeping the charter of the University 
 and its seal. May the blessing of God be upon your admin- 
 istration. 
 
 ACCEPTANCE 
 PRESIDENT WALLACE W. ATWOOD 
 
 Your Honor, Chief Justice of the Supreme Court of Massa- 
 chusetts and member of the Board of Trustees of Clark Uni- 
 versity — other members of the Board of Trustees : 
 
 I appreciate deeply the confidence which you have shown 
 in me in selecting me for the honorable position of President 
 of Clark University. In accepting from you these tokens of 
 office I wish to assure you that they symbolize for me the great 
 responsibilities which I hereby assume. I wish to pledge to 
 you, to all those connected with Clark University, and to all 
 the friends of this University, that I will do my best to carry 
 forward the noble work which has here been so well begun. 
 I trust this institution may continue to serve as an effective 
 organization dedicated to high ideals in American education 
 and in the development of productive scholarship. 
 
 ADDRESSES OF GREETING 
 
 FOR THE UNDERGRADUATES 
 
 William J. Higginson, '21 
 
 Sometime we hope we shall look back upon this day through 
 the mist that descends during those years intervening between 
 youth and old age. Carried on by the full flood of reminis- 
 cence, we shall in that future understand this experience, 
 purged, as it will then be, of its dross and clothed in its 
 prophetic robes. Were we to view the scene now passing 
 before us with the eyes experience and long years will bring 
 to our service, no undergraduate body would be sufficiently 
 presumptuous to send one of its own upon this platform. 
 Even now the honor of speaking before those here assembled 
 
Clark University 
 
 would be overwhelming were it not for the joy which inspires 
 every son of Clark on this occasion. We this day are cele- 
 brating two birthdays, and have that solemn joy which leaves 
 its indelible mark upon every passing moment. 
 
 To-day is Founder's Day. We are gathered at this time 
 with a double purpose. To commemorate the birth of Jonas 
 Gilman Clark is a portion of this purpose. Though he is per- 
 sonally unknown to the majority of us, who among those who 
 have gone before has more right to our deepest devotion? 
 His wife said of him in the simple words of affection which 
 illuminate every page of her In Memoriami: "Posterity is 
 his heir, and his most enduring memorial the far reaching 
 influence of the University he has founded." We are this 
 posterity; we are those to whom he looked for the spreading 
 of that far reaching influence, his most enduring memorial. 
 The institution we call our own, in its demands for construc- 
 tive thought on soeial development, for purposeful thinking 
 on fundamental human problems, and, above all, for sanity 
 in citizenship, has followed a straight line of duty. Is it not 
 then for us to pledge, or repledge, ourselves this day to the 
 great work left to his heirs by the Founder of Clark 
 University ? 
 
 To commemorate the birth of our Founder on this first day 
 of February, nineteen-twenty-one, would almost in itself war- 
 rant such a gathering. But this is a day among days. We 
 are here to celebrate a first birthday, to celebrate the formal 
 birth of Dr. Wallace Walter Atwood into Clark life. Dr. 
 Sanf ord and Dr. Hall withdrew so quietly from our midst that 
 our grief at their departure became momentarily lost in our 
 surprise. Dr. Atwood has so quietly, yet vigorously, 
 entered upon the manifold duties accorded to his high office 
 that we feel he has been with us always. We cannot help 
 but be touched with sorrow that those whom we love and 
 who served us with long years of faithful endeavor are no 
 longer our leaders; we cannot but rejoice that one has been 
 chosen to the place of leader whom we ourselves would have 
 chosen had the choosing been ours. 
 
 My pleasure, Sir, is therefore unbounded . in being per- 
 mitted to call you Our President. We are to be congratulated 
 
I nau a II ration 
 
 in that we have this pleasure. Our devotion to Clark, to her 
 ideals, and to all for which she has stood in the past, we 
 pledge to you. The duties and the burdens you alone must 
 bear we would help you carry were it in our feeble power 
 to so be of service. Whatever is ours to do, come that privi- 
 lege now or in the future, in your service we shall strive to 
 the uttermost. May the honors crowning the President of 
 Clark University be yours long to enjoy; may Clark under 
 your guidance increasingly proclaim: 
 
 ''Let there be light." 
 
 FOR THE ALUMNI ASSOCIATION OF THE COLLEGE 
 Clarence Prouty Shedd, '09 
 
 The Alumni of a university are its finished product. The 
 world judges the university more by this product than it 
 does by the extent and character of its equipment, the scholar- 
 ship of its teaching staff or the millions in its endowment 
 fund. Every college alumnus in his achievements and life 
 relationships is either an argument for or against, not only 
 his own college, but the whole cause of higher education. 
 
 Energized by this conviction the alumni of Clark bring 
 to their alma mater at this time renewed pledges of loyalty, 
 affection and determined devotion to her highest purposes. 
 We are glad to join with students, faculty and distinguished 
 friends in extending to him who has come to be our leader 
 greetings of sincere good-will. President Atwood, I speak 
 for every alumnus of Clark College and University when I 
 say that we are yours to command. We know that we have 
 in you a leader to whom we may confidently entrust the wel- 
 fare of our alma mater. We are made doubly glad. President 
 Atwood, because your coming signifies to us the early con- 
 summation of our desire for such corporate unity of college 
 and university as shall make Clark an even greater servant 
 of the common good than has been possible in the past. 
 
 Graduating from college is very much like leaving home — 
 the farther away you get from the experience, the nearer in 
 its great realities it seems to be to you and the more potent 
 
Clark University 
 
 its influences on your life. A student does not sever his 
 connections with Clark at Commencement; he simply enters 
 into a relationship in which it is his privilege to become a 
 creative force at the very heart of the university's life. 
 
 No university can hope adequately to solve its problems 
 until it has learned how to command and wisely use the 
 latent resources for creative service resident in its body of 
 alumni. For good or evil its alumni are unceasingly influ- 
 encing the life of every college and university. 
 
 In no part of college life is their influence so potent as in 
 the extra-curriculum activities — athletic, social and religious. 
 The way this power is used has a very important bearing 
 on the problems and policies of the universities. It can be 
 so used as to make it one of the strongest constructive forces 
 in the life of the university; or, it can be so abused as to 
 militate against the achievement of the university's highest 
 and wisest purposes. The Alumni Association of both College 
 and University welcome the opportunity of devising with 
 you, President Atwood, ways of utilizing this force for the 
 building of a finer and more serviceable University. 
 
 Clark is neither blessed nor cursed by many traditions. 
 As eastern universities count age, we are very young; it is, 
 therefore, our high privilege to work together as students, 
 alumni and faculty for the building up of the kind of tradi- 
 tions that materially assist students not only in the acquire- 
 ment of knowledge but in the building of character and the 
 shaping of life purposes. The traditions of a university are 
 its glory or its shame. 
 
 The Alumni of Clark covet such a relationship to the stu- 
 dent body and faculty as shall make them active forces in 
 destroying traditions that have outlived their usefulness as 
 well as helpful influences in the creation of new traditions. 
 
 But there is a concern greater than all these others that 
 we Alumni have for our alma mater and that is that in the 
 content of her curriculum, in the influence of her policies, 
 her class-room work and the daily campus life, she shall do 
 her part toward sending out into life men whose devotion 
 to the truth is so great that the master motive of their lives 
 is worthily to serve the needs of the common life of our 
 
10 Inauguration 
 
 nation and the world. The t£isk of a college is not fulfilled 
 by the training of the intellect only, for a trained intellect 
 in the possession of a man who is not sensitive to his social 
 responsibilities may become a power not for good but for evil 
 in a world that is painfully striving to achieve a real dem- 
 ocracy in every phase of its life. 
 
 The Alumni pledge to you, your Faculty associates, the 
 Trustees and the student body, our complete cooperation in 
 your continued efforts to make of Clark a university of which 
 it can be said that the true measure of its greatness is to 
 be found in its service to the life of the nation and the world. 
 
 FOR THE ALUMNI ASSOCIATION OF THE 
 UNIVERSITY 
 
 Albert Potter Wills, Ph. D., Sc. D. 
 
 Professor of Mathematical Physics , Columbia University 
 It is my privilege to-day to represent the alumni of the uni- 
 versity. We of the alumni are a widely scattered aggrega- 
 tion, of varied ages, of more or less diversified interests and 
 activities. Many of us, probably most of us are teachers; we 
 are proud of our profession; and yet we are not, I hope, 
 incapable of smiling appreciation of Mr. Bernard Shaw's 
 whimsical aphorism — ''He who can does; he who can't 
 teaches. ' ' 
 
 Now however widely separated geographically, however 
 varied our ages, however diversified our present interests and 
 activities, we are united as alumni of Clark University. It 
 has been the privilege of each of us to reside for a time in 
 this hospitable city of Worcester; and quietly to pursue our 
 quest of learning at its university under the guidance of the 
 very able body of men constituting its faculty. In the last 
 stage of our scholastic training we came for inspiration to 
 this university; to these men. In looking back we feel that 
 in so doing we did well. Without trespassing far upon your 
 time I wish to tell you why. In so doing I speak as one of 
 those whose acquaintance with the university began some- 
 thing like a quarter of a century ago. 
 
C I ark U niv er sity 11 
 
 Upon our arrival here we found ourselves in a scholarly 
 atmosphere, ozonized, so to speak, with the spirit of pure 
 scientific research. Here we found fostered the pursuit of 
 knowledge, not for material gain, but for its own sake. Here 
 we were led to appreciation of the lofty spirit actuating the 
 men of science of all times in their patient search for truth. 
 Here we learned to know something of the values of the con- 
 tributions of such men, through their labors in laboratory 
 and study, to the general welfare and good of all mankind. 
 Here we experienced the rare joy of original intellectual 
 achievement. Here we were taught the methods of scien- 
 tific investigation which, whatever the nature of our 
 subsequent careers, we have ever found an invaluable 
 asset in our daily lives. In short, and by way of 
 summary: . here we were initiated into the order of 
 those who understand the true significance of the university 
 spirit, and who love and reverence it. In the existence within 
 the walls of any so-called university of this somewhat in- 
 tangible thing we term the university spirit is to be found, 
 I think, the criterion as to whether the institution is worthy 
 of its name. 
 
 This spirit was certainly dominant in this university at the 
 time of which we of the older alumni are most competent to 
 speak; we trust that it has persisted undiminished from then 
 till now; and that it shall so persist in the future is the very 
 earnest hope of all of us. 
 
 Dr. Hall — to you, sir, we express our very grateful appre- 
 ciation : in general, of your devoted services to the university 
 from the time of its foundation; in particular of our very 
 prized heritage from you — the true university spirit. 
 
 Dr. Atwood — ^to you, sir, we extend our warmest greetings 
 and our best wishes for success in your administration. Under 
 your wise guidance we have full confidence that the cherished 
 traditions of Clark University will be ever faithfully main- 
 tained. 
 
12 Inauguration 
 
 FOR THE FACULTY 
 
 William H. Burnham, Ph. D. 
 
 Professor of Pedagogy and School Hygiene 
 
 Mr. President, it is my privilege to bring the welcome of 
 the Faculty. My words of greeting are most sincere and 
 cordial, but they must be brief. I come like a messenger who 
 reports to a new chief in the midst of battle; for, as every- 
 body knows, to-day is a time of crisis in education, in higher 
 education no less than in the larger field we call world civiliza- 
 tion. It has been my lot to stand at an outlook post, my 
 duty to watch the conflict and the wide attack on the forts of 
 folly. If you ask me what of the battle, my report is this: 
 
 Frankly many leaders are doubtful of the outcome. For 
 a long time education has been largely on the defensive. Many 
 of the wisest fear that the problems to-day are too big for 
 the human intellect. In recent years we have devised mental 
 tests, standard scales and the like, an elaborate machinery 
 for measuring human intelligence, but we find alarmingly 
 little intelligence to measure. 
 
 If we should extend our tests by adding certain ones in 
 regard to artistic and creative ability, and if we could study 
 the ancient Athenian citizens, we should probably find that 
 they had an intelligence quotient as high as that of the more 
 prosperous classes in this country to-day. While our ability 
 to do things has enormously increased during the last 2,000 
 years, human intelligence in general seems to be no greater 
 than it was at Athens in the days of Pericles, and superior 
 men are few. To raise the level of human intelligence is at 
 best a slow process. But the problems of civilization demaad 
 immediate solution. 
 
 The survey from my outlook post shows that the first line 
 of defense, where the superior men are stationed, is thin and 
 broken. It has not saved us from the disastrous results of 
 the great war. The second line of defense, where the teach- 
 ers are, has already begun to crumble. For 100,000 places 
 there are no teachers properly trained. From the third 
 line of defense, the school children, referred to by every- 
 body as the bulwark of the republic, the report is still more 
 
ClarkUniversity 13 
 
 disquieting. From a recent survey it appears that a third 
 of the children leave school before the eighth grade, that on 
 an average they complete but six grades, that we are becom- 
 ing a nation of sixth graders. 
 
 Worst of all, data from 319 cities, supported by more 
 recent evidence, show that 25 per cent of all the children in 
 the public schools are retarded at least one year, indicating 
 not only waste of the public money, but more serious waste 
 of human values by the chagrin of failure. Besides these 
 is the vast army of those who dawdle and slip by, never gain- 
 ing the stimulus of any marked success. Surfeited with in- 
 struction and with but little training, they drop out of school 
 with no proper civic attitude or morale. 
 
 Taking the field of culture and science as a whole it appears 
 that a vast body of knowledge and some wisdom has been 
 accumulated by the cooperation of many workers; but that 
 folly often dominates, and even the superior men are handi- 
 capped by emotion, didactic, eager to teach others their own 
 opinion, unable to learn because they already know. 
 
 Such are the evil tidings. In spite of them we are hopeful. 
 We need men as leaders who can integrate the wisdom of a 
 social group. You, Mr. President, have this rare ability ; and 
 under your leadership we are ready to renew the attack with 
 courage and to try to do our part in the solution of the great 
 problems. 
 
 The scientific method offers hope for a combined offensive 
 movement that will save our civilization; for this gives pre- 
 vision for significant facts. It trains to face reality and to 
 correct one's reasoning by reference to facts. It develops an 
 attitude of facing difficulties whether physical or mental. In 
 place of hasty conclusions and the side-stepping of difficulties 
 it means the problem attitude, the feeling that we are merely 
 at the beginning of scientific truth, that most matters are 
 open questions, that, in the warfare against error new and 
 old, we have only just begun to fight. 
 
 We recognize that, in the problems of education and indus- 
 try, the scientific method is quite as necessary as in the labora- 
 tory. However difficult these problems, we propose to use 
 this method and to attack them like men. Clark University 
 
14 Inauguration 
 
 has sent out many who are now attempting to do this. I 
 have time for but a single illustration. 
 
 Nearly twenty-five years ago a student in the psychological 
 department of this University studied by the scientific method 
 the psychology of puzzles. He had his trials and discourage- 
 ment. He persisted, wrote his Doctor's thesis on this subject, 
 made an important contribution, and, in his own experience, 
 learned the significance of the problem attitude of mind, 
 the attitude of facing intellectual difficulties. This student 
 is now making a practical attack on the great problems of 
 society. As Chancellor of the State University, he is ap- 
 parently the acknowledged leader of the intellectual forces 
 of one of our great western commonwealths. That he is still 
 influenced by the attitudes acquired when studying puzzles 
 in the psychological laboratory of Clark University is sug- 
 gested by the following words he used in an address a few 
 days ago : ' ' If progress is to be maintained, the whole system 
 of public education must concentrate its energies in develop- 
 ing to the utmost this problem solving passion." 
 
 The great aim of education is the universal use of the 
 scientific method. A fundamental ideal, as old as Jesus and 
 Plato, the search for truth and the courage to face reality, 
 lies at the heart of it; and the development of this in the 
 phases of the modern scientific method, first hand observa- 
 tion, experimentation under controlled conditions, and veri- 
 fication by reference to facts, together with the attitude of 
 mind which this involves, the attitude of the learner, on the 
 one hand, and, on the other, training to see facts in their 
 genesis and significant relations, has a two-fold value: first, 
 in the training of those who use this method; second, as the 
 only instrument by which truth can be obtained. 
 
 This is no discrimination against the humanities; for to- 
 day they use the same method; and any subject is a scientific 
 subject as soon as it is studied by the scientific method; and 
 any subject is a cultural subject as soon as the cultural aspect 
 of it is the dominant aspect. 
 
 Where shall the world turn in time of crisis if not to the 
 universities? While the problems for universities are many, 
 a few things are clear: They must train to the scientific 
 
Clark University 15 
 
 method; they must devote themselves to research, they must 
 specialize (except for some future billion dollar university 
 they can do no other). And that specialization may not 
 defeat its own end; that it may not amount to the mere col- 
 lection of isolated facts without ability to see their meaning, 
 the university must provide means for training students to 
 see significant facts and to study them in their wider rela- 
 tions. A beginning can be made by making more ample pro- 
 vision for libraries, containing the important literature in all 
 subjects and all sciences, and by museums giving illustration 
 of the evolution of science and culture. This can be sup- 
 plemented also by courses in science and the history of cul- 
 ture that aim especially to point out significant relations. 
 A concrete example of such a course is that on the history 
 of science given by Dr. Sanford in this University. 
 
 Thus the key words of university education to-day are 
 specialization, cooperation, the study of things in their genesis 
 and significant relations, research, individual autonomy, — all 
 of these, Mr. Presidents in a peculiar sense, represent Clark 
 University ideals and methods. Since they are also your ideals 
 you will find the atmosphere of this University congenial. 
 
 Of this Faculty I need hardly speak. Some of us are 
 realists, some are humanists, all hard workers, all enthusi- 
 astic. For all I can pledge cooperation in loyal service. 
 
 You will find the Faculty very zealous for the ideals of 
 science and scholarship ; proud also that, with small resources, 
 Clark University has contributed so much to scientific knowl- 
 edge; that the influence of its spiritual founder, G. Stanley 
 Hall, has now spread throughout the world; that the best 
 books in perhaps a score of subjects were written by Clark 
 men. They are proud, too, that Clark students are 
 workers, that the undergraduates do a man's job, that 
 the graduates share the zest of the scientific worker; that 
 Clark men, graduates, undergraduate and alumni, offered 
 their services and their lives in the Great War; proud 
 also of the memory of former colleagues. Whitman, 
 Michelson, Donaldson, and the rest. Time would fail me 
 to tell their achievements; but I cannot forbear to call the 
 roll, short but illustrious of those who have fallen in the 
 
16 Inauguration 
 
 harness, — ^Wright, distinguished public servant and efficient 
 executive ; Hoyt, beloved teacher ; Theodate Smith, student of 
 childhood and generous helper; Chamberlain, great scholar 
 and many-sided humanist; Baird, trustworthy scientist and 
 incomparable teacher. 
 
 While the Faculty welcome you as custodian of the intra- 
 mural assets of the University, its library, laboratories, ap- 
 paratus and the like, they greet you also as guardian of these 
 priceless extra-mural assets, and these sacred archives with 
 their memories, traditions, and ideals, — its spiritual assets. 
 
 We welcome you with still greater confidence because we 
 know you will never be content to be on the defensive ; chang- 
 ing the figure from the land to the sea, that you will never be 
 satisfied to drift with the tide, and will never mistake mere 
 motion for progress. An old figure of speech, credited to 
 G. Stanley Hall, but probably much older, wall be new to 
 some. This represents the good ship education as on her 
 way, afloat with all flags flying, and all sails set, and bound — 
 nobody knows whither. This represents the universal fallacy 
 in education, the supposition that movement represents 
 progress. 
 
 Adapting this figure to the present crisis, we greet you, 
 Mr. President, as a safe pilot for the good ship education, 
 and while you must trim the sails to catch the fleeting breeze, 
 we are confident you will keep the rudder true to a definite 
 goal, — the goal picturesquely represented by our University 
 motto — Fiat Lux— which means the spirit of the learner, re- 
 search, the scientific ideal and attitude. 
 
 FOR OTHER EDUCATIONAL INSTITUTIONS 
 
 Harry Pratt Judson, LL. D. 
 President of the University of Chicago 
 
 I am glad to be able on this occasion to say a word on 
 behalf of institutions in the western part of the country; 
 that is, I suppose Chicago is west, from the Commonwealth of 
 Massachusetts, on whose extreme western border I had the 
 honor of getting my own college training. Yet, as I have 
 
Clark V niv er sit y 17 
 
 been in different parts of the world, I have noticed that points 
 of the compass — saving the presence of the geographers pres- 
 ent, among whom is your President — that points of the com- 
 pass depend upon one's local habitat. 
 
 Some years ago, in the city of Seattle, I was talking with 
 a lady who was telling me what she had done with her chil- 
 dren. Her son she had sent to the University of the State 
 of Washington, but her daughter, from whom she desired a 
 college of an earlier civilization, she had sent esist to school, 
 she said. I said to her, ''Yes that is wise. Where is your 
 daughter?" She said, "In Denver, Colorado." As I say, 
 the points of the compass depend upon one's local habitat. 
 
 I have a peculiar pleasure in taking part in these exercises 
 to-day, from my early relationship both to the retiring Presi- 
 dent and the incoming President. It is a case of "Roi est 
 mort, vive le roi." I had the honor of being a freshman in 
 Williams when G. Stanley Hall was a senior. The wisest 
 man you ever will know is a senior when you are a freshman, 
 and in the presence of Dr. Hall I confess to this day I feel 
 myself a freshman! And as for Dr. Atwood, why, bless his 
 heart, I knew him as a freshman! he was in my own class 
 as a student in college. Young men, if you can be as faithful, 
 as able a student, and as loyal a good fellow, as he was, you 
 will do mighty well. 
 
 Leadership in a university is a privilege in these days. The 
 university is not made by numbers, by piles of buildings, or 
 by great endowments ; the real university is a group of serious- 
 minded scholars gathered together for the pursuit of science ; 
 they may be few, they may be many, it matters not, the pur- 
 pose is what counts. It is new truths which the world needs, 
 new knowledge and its application to human minds. It was 
 this eager search for truth that gave Pasteur the solution of 
 one great mystery and brought about a potent means of guard- 
 ing human life from many perils. The advance of science 
 measures the size of the stars and calculates their distance 
 in space. Other searchers crack the mystery, the strata, that 
 make the earth, for the uses of man. 
 
 Not many years ago there were some that thought the great 
 discoveries had all been made and that little remained to be 
 
18 Inauguration 
 
 delved into. Since then we have found radio activity, we 
 have disentangled metals which before had seemed but one, 
 we have made it evident that the great revelations are per- 
 haps in the near future. The scholarship of the Middle 
 Ages looked to the past. The University of To-day is look- 
 ing into the future. 
 
 The inevitable tendency of educational organization among 
 us, I suppose, is towards permanence. Change becomes more 
 difficult as the years pass. The reasons are, perhaps, many 
 but they are obvious enough. It is queer but I believe true, 
 that on the whole the most conservative people in the world 
 are the college students. The reason is, tradition grows up 
 so rapidly; three or four years are enough to make a tradi- 
 tion like that for all time. 
 
 The new university should be above all plastic, not only 
 should it be open to all proposed new ideas but at any time 
 for help along experimental lines. Unless proposed changes 
 of method can be tried, there can be no progress. Every 
 year should see some new test developed, education should 
 be the constant quest, as indeed should be all science. What 
 college man beyond middle life to-day would recognize the 
 physics and chemistry of the present as that of his youth? 
 Manufacturing, business, show this quick response to new 
 conditions. The keen business-man is quite ready to scrap 
 worn-out methods or machinery, to sacrifice actual values for 
 the prospect of greater ones. Of course, his motive is direct, 
 he has the incentives of the hope of gain, the fear of loss. 
 The college man has neither. What can we substitute for 
 these in the case of education, the professions? Nothing, I 
 fancy, but professional enthusiasm. The teacher, whether 
 in university or common school, can do very little that has 
 stimulus. The architect erects a bridge of steel and stone 
 that stands for centuries. The educator's work is lost among 
 the grind of affairs that hold humanity. There remains for 
 him the motive not merely of faithfully doing a duty but 
 devotion to progress, the creation of new things — ^that is 
 motive enough for a life beyond the prospect of great gain 
 in money but shows the prospect of great gain in spiritual 
 values. 
 
Clark U niv ersity 19 
 
 The President inaugurated to-day I have known through 
 the greater part of his life, as a student, as a colleague on 
 the faculty. I know he has the spirit of progress, I know 
 the institution, under his guidance, may look confidently 
 towards leadership in American thought. I congratulate 
 President Atwood on Clark University. I congratulate Clark 
 University on President Atwood. 
 
 Dr. Frank Morley 
 Professor of Mathematics in the Johns Hopkins University 
 
 It falls to me to convey to Clark University and to its 
 new President the greetings and good wishes of the Johns 
 Hopkins University. 
 
 The honor falls to me because the ties of Clark University 
 and the Johns Hopkins University are especially close. They 
 have similar origins, similar ambitions, and I doubt not, simi- 
 lar difficulties. 
 
 I am to be brief. I am glad of this for your sakes, 
 remembering that a speech is like a wheel, the longer the 
 spoke the greater the tire. 
 
 There are two main views of the question of education, 
 the vocational and the avocational. In the former the aim is 
 to make a living, in the latter the aim is to live. The problem 
 for each one of us is how to combine these, how not to sacrifice 
 the latter, how not, as the Roman said Propter vitam vivendi 
 perdere causas. 
 
 Now a university should arrange itself about a central core 
 or hub. I cling to the belief that the central idea of a uni- 
 versity is the idea of avocational education, something that 
 takes the student for a season far from the getting and spend- 
 ing of ordinary life, and gives him or her the sense of travel 
 and adventure in matters of the mind. Its primary function 
 is to guard and exhibit, and if possible augment, the treasures 
 of science and of literature, to teach in a wide sense reading 
 and arithmetic ; and its primary hope is that the reading, and 
 the arithmetic may lead ardent minds to feel and think largely, 
 and even to write. 
 
20 Inauguration 
 
 Such a core of a university is a gate to the land of fairies. 
 There are fairies, for example the electrical class, which do 
 our drudgery for us; there are others which have the secrets 
 of health; but the point is that fairies do not exist for these 
 purposes, and the best of them are only found when they 
 are sought in the proper university spirit, without refer- 
 ence to their immediate utility. 
 
 The effect of such a university on a community which will 
 make use of it is very noticeable. A mind that has fought 
 to know something which is not known, or been present at 
 a good lively fight of this kind, or even followed the story 
 of how we came to know what we do, in some worthy field, is 
 intellectually saved. The man follows his vocation but with 
 a difference. And he is eternally grateful, provided that he 
 was not misled into thinking that his glimpse of fairyland 
 was to be a quick financial asset. Incidentally he will see to 
 it that the university shall survive and prosper so long as it 
 can with a clear conscience quote the text: 
 
 "Make not my Father's house an house of merchandise." 
 
 Around the central core of a great university are the 
 schools which minister to human needs, the schools of Medi- 
 cine, of Law, of Engineering and so on. Now it is entirely 
 possible and at present easy to get in these schools the broad 
 detached instruction and the consequent intellectual stimulus, 
 and when the stimulus is thus to be had there is probably no 
 better way to get it. You have at one stroke the beautiful 
 and the useful. But there is a real danger, if the grove of 
 Academe is entirely surrounded by these schools. The heart 
 of the whole thing is weakened and the schools will probably 
 degenerate. That a university should shortsightedly become 
 a group of professional and technical schools, devoted to the 
 immediate needs and perhaps the immediate greeds of the 
 community is as natural and possibly as proper as for an 
 eager romantic youth to become a care-worn breadwinner, 
 but I think that the institution has ceased to be a university. 
 
 If this is so then a case is made out for the small uni- 
 versity, which grows slowly and can properly care for such 
 schools as it sees fit to add; and a city such as this which 
 
Clark University 21 
 
 is fortunate enough to have such a university will be wise, 
 for its own sake, to form acquaintance with its resources, to 
 foster it as the finest possible place of mental vocation, and 
 even to cherish it as sanctuary. 
 
 FOR THE COMMONWEALTH OF MASSACHUSETTS 
 
 His Excellency Channing H. Cox 
 Governor of Massachusetts 
 
 It is an unusual privilege to be permitted to bring to 
 this happy occasion the greetings of the Commonwealth of 
 Massachusetts, to whose interests all of us are devoted and 
 in whose service this afternoon we are enlisting a great 
 educator. 
 
 It is splendid to know of the strength and enthusiasm of 
 the alumni and friends of Clark. It is fine to know that this 
 University, which has so worthily lived its days, which has 
 so amply justified its existence, stands to-day looking to the 
 future with courage and confidence, rejoicing in its new 
 leadership and sure of its mission. 
 
 To a peculiar extent we in Massachusetts are dependent in 
 an economic sense, in a political and social way, upon the 
 maintenance of our educational institutions. Here we have 
 no great deposits of precious ore, iron, coal, we have no great 
 rolling prairie lands, we have no great stretches of timber, 
 we are not rich in a reserve of natural resources; but it has 
 always been a part of our fundamental thought that our 
 people could compete successfully with the people anywhere, 
 provided we maintained an aggressive policy of education by 
 means of which our human resources might be developed to 
 the full. And so, we rejoice at what we see to-day. 
 
 From the point of view of our material prosperity, or 
 from the larger consideration of our duty, to develop Amer- 
 ican citizenship, we must not, in Massachusetts, sacrifice our 
 educational leadership. 
 
 Clark University, which has summoned us here to-day on 
 this happy occasion, has played a prominent part in 
 giving us educational leadership. I believe that the Univer- 
 
22 Inauguration 
 
 sity is destined to play a more prominent part still. The 
 founder of this University gave his endowment because he 
 had a vision of what such a university could do. From 
 the very day that he founded this University, always there 
 have been men who counted sacrifice a joy if they could but 
 add to the strength and permanency of this institution. Its 
 faculty has stayed here, educating educators, doing work of 
 the highest good for the community, oftentimes, I imagine, 
 almost tempted to accept calls more alluring, but here re- 
 maining, here laboring on, because they believed that the 
 University was fulfilling its purpose. 
 
 And so. Doctor Atwood, in welcoming you to-day to the 
 service not alone of Clark University but of the Common- 
 wealth of Massachusetts, I too, rejoice with you as I hear 
 the pledge of the Trustees, of the Undergraduates, of the 
 Alumni, of the Faculty, and of the Friends of Clark Uni- 
 versity. I may assure you that you have at your command 
 an army of loyal, devoted followers, who are sincere as they 
 proclaim their belief in this University and who are deter- 
 mined that under your leadership its banner shall go on to 
 new heights of victory, to new fields of service. 
 
 EEPLY TO GREETINGS 
 
 President Wallace W. Atwood 
 
 Your Excellency, the Governor of Massachusetts, Your 
 Honor, the Mayor of Worcester, Students, Alumni, Faculty, 
 and Trustees of Clark University, Delegates of other Institu- 
 tions, Ladies and Gentlemen: 
 
 The words which we have just heard from the representa- 
 tive of the younger students in the University are an inspira- 
 tion to any one who is truly interested in educational work. 
 It is the new, fresh, vigorous life that comes into such an 
 institution as this each year that encourages all of us to 
 continue in service and do our best in training American 
 citizens. 
 
 In the few months that I have been in Worcester I have 
 come to have a very high respect for the young men in the 
 
ClarkUniversity 23 
 
 collegiate division of Clark University. I appreciate that 
 they are a carefully selected group of men who really want 
 an education, who have in many cases before entering college 
 taken large responsbilities, and who show each day that they 
 are equal to taking still greater responsibilities. I trust that 
 many of them may later join the graduate students in their 
 devotion to research and to professional work. To all stu- 
 dents in Clark University I extend my most sincere greet- 
 ings, and I wish to assure them that it is a pleasure to work 
 with and for them. 
 
 I appreciate that the alumni of this institution form a very 
 important part of our organization. They are at present 
 represented on our Board of Trustees by the President and 
 Secretary of that Board. Among those who were members 
 of the graduate school, one is a U. S. Senator, 9 are, or have 
 been, college presidents, 220 are university or college pro- 
 fessors, and many are connected with high schools or normal 
 schools. 
 
 In extending to them my sincere greetings I urge them 
 to continue their interest and association with this institu- 
 tion. They will look back with pride and with a peculiar 
 pleasure upon any part they may take in promoting a perma- 
 nent institution dedicated to high ideals of service to mankind. 
 
 The message from the Faculty affects me deeply. I have 
 already learned of the high scholarship and high character 
 of the members of this faculty. Our progress here will depend 
 largely upon the esprit de corps within the institution, and 
 I wish to join with you in pledging loyalty to Clark Uni- 
 versity. I intend to continue in active instructional work. 
 This will keep me in close sympathy with all of you and 
 in intimate association with the problems of the classroom 
 and the seminar. It is for us to so strengthen our work in 
 the collegiate and graduate divisions that Clark University 
 may continue to rank high among the institutions of learning 
 in America and in the world. 
 
 To all those who have come, and to you who have spoken, 
 on behalf of other institutions and brought to us such cordial 
 encouragement, I wish to express my sincere gratitude. You 
 represent on this occasion a wonderful organization of educa- 
 
24 Inauguration 
 
 tional workers in America. We should be in close sympathy 
 with each other and guided by the highest of ideals for 
 American life, for what we teach will have a profound influ- 
 ence upon the sentiments and ideals of the people who con- 
 stitute this nation. 
 
 Your Excellency, Governor of the State of Massachusetts: 
 You have greatly honored us in being present on this occa- 
 sion. We know that as a college man and as a public officer 
 you have an intelligent and sympathetic interest in higher 
 education. Undoubtedly you consider that much of your own 
 work is educational, and we wish to assure you that it is our 
 desire to co-operate with you in every way that we can in 
 serving the Commonwealth of Massachusetts. 
 
INAUGURAL ADDRESS 
 
 The New Meaning of Geography in American Education 
 
 I have decided not to take this opportunity to dwell upon 
 general principles of education, or to explain why a Uni- 
 versity exists. Some of you may be disappointed; others 
 may be greatly relieved. I prefer to turn directly to the con- 
 sideration of certain conditions in this country which may 
 indicate to you the significance in the new plans that have 
 been made for Clark University. First let us review briefly 
 a few salient facts in history. 
 
 I 
 
 We shall celebrate in America this year, in various ways, 
 the 300th anniversary of the coming of a little boat into the 
 harbor of Plymouth and the establishment of a colony. At 
 about the same time that the Plymouth Colony was founded 
 several other colonies were established along our Atlantic sea 
 coast. For a little more than 150 years the colonists in this 
 new land remained, for the most part, east of the Appalachian 
 Highlands. Their trade was chiefly with the countries of 
 Western Europe and the West Indies. The physical barrier 
 on the west delayed migration, and possibly the Indian tribes 
 discouraged some from attempting to move westward. It 
 is certain that there were no easy means of transportation 
 from the Atlantic coast into the interior of the country. 
 The concentration of these colonists led them to have many 
 interests in common, and in the end led to the establishing 
 of a new nation. 
 
 At the close of the Revolutionary War there was a pro- 
 nounced impetus given to western migration, and in the 
 period of about 150 years since that war there has been in 
 this country the most remarkable expansion and the most 
 remarkable development of natural resources recorded in 
 human history. In the first few decades the broad prairie 
 lands of the Mississippi Valley were settled, and several 
 states established. The great wealth of furs in the Northwest 
 
26 Inauguration 
 
 and the discovery of gold near the Pacific coast induced 
 many venturesome spirits to push beyond the valley of the 
 Mississippi and that of the Missouri, across the Great Plains, 
 through the Rocky Mountains and the desert regions, and 
 finally over the high Sierras to the beautiful valley lands 
 bordering the Pacific Coast. 
 
 Following the Civil War came a renewed impetus to west- 
 ward migration. More and more of the western part of our 
 country was appropriated by settlers. More and more of 
 our mineral resources were discovered and developed. Dur- 
 ing the same period came the construction of railroads on a 
 remarkable scale, and the rapid settlement and great indus- 
 trial development of this nation has been largely due to the 
 wonderful facilities which the railroads have furnished. 
 
 With the expansion of our great agricultural and manu- 
 facturing industries there has come the demand for foreign 
 markets. That demand is especially strong today, because 
 we now have the ability to produce food supplies and many 
 useful articles far beyond our immediate needs. Further- 
 more, we need raw materials from foreign lands to maintain 
 certain of our industries. For example we do not yet pro- 
 duce rubber or silk in any appreciable amount. 
 
 We have as a nation taken on the responsibility of caring 
 for many other peoples. With the purchase of Alaska came 
 the responsibility of educating, and in many cases supporting, 
 the native Indians and Eskimos of that land. 
 
 As we have acquired the Philippines, Hawaii, the Samoan 
 Islands, Porto Rico, the Virgin Islands, and the Panama 
 Canal Zone, we have assumed duties as a nation which have 
 broadened our interest in the world and in the various peoples 
 of the world. In the last decade our national experiences 
 have led us to appreciate more keenly than in all the time 
 before that we are vitally concerned with almost everything 
 that goes on in this world. No great disturbance in the 
 economic or social life of any nation can take place without 
 affecting us. Moreover, we have come to appreciate more 
 keenly our moral responsibility. We tried to meet this in 
 the great world war, and as a nation we may be justly proud 
 of the part which we played; proud not only of the work 
 
ClarkUniversity 27 
 
 that the men did who went to the Front but of the way in 
 which every American citizen co-operated to make possible 
 the service which we rendered. At the Peace Conference 
 we were fortunate in not having any old scores to adjust, 
 and we had no desire to take lands or possessions of other 
 peoples. 
 
 During the period of rapid expansion and of rapid develop- 
 ment in industry and commerce, the' horizon of the American 
 people has been so broadened that it has become world wide. 
 Since the meeting at Versailles we have appreciated our 
 increased interest in foreign affairs. This is reflected in 
 our newspapers and periodicals, in public addresses, and in 
 personal conversations. Almost every publication which 
 comes to our hands today contains some reference to a foreign 
 land. Many of our periodicals are publishing maps and 
 describing the resources in distant lands. Great corpora- 
 tions have been formed for the promotion of foreign trade. 
 Our state department has recognized the geographic pro- 
 fession, and is building up a department of geographers. 
 Certain states have appointed experts to direct and promote 
 the teaching of geography. The army has a department of 
 geography in its war college. The Civil Service Commission 
 now recognizes the profession of geography. 
 
 During the period of American expansion we have dis- 
 covered and somewhat clearly defined the natural resources 
 of this country. We appreciate that these resources are 
 remarkable in extent and in variety, but that they are lim- 
 ited in amount. They have led to the development of great 
 wealth, and even with the ever-increasing population there 
 has been an abundance for all who would put forth a reason- 
 able amount of effort. 
 
 The time has come, however, when these resources have 
 been largely appropriated. There are now very limited 
 areas of land open to public entry, and those lands are in 
 many cases not desirable. The coal, oil, gas, and many of 
 the metallic resources have been appropriated. Our forests 
 have been largely exhausted. When our ancestors canie to 
 this land about 45% of it was covered by forest growth. 
 Today the forested areas of New England are very limited. 
 
28 Inauguration 
 
 The forested region of the Great Lakes, which furnished an 
 abundance of lumber during the period of settlement and 
 made possible the shipment of wood and wood products to 
 other parts of the country and of the world, is now so depleted 
 that about six million dollars worth of wood products are 
 being imported each year into the region of the Great Lakes. 
 We are now drawing largely upon the forests of the South, 
 but it is estimated that Vithin a few decades those forests 
 will be exhausted, and our one large reserve will be far off 
 to the northwest, whence the cost of transportation must 
 always be very heavy. 
 
 We cannot now as individual citizens select and have for 
 the asking rich farm lands, great coal, oil, or gas fields, or 
 valuable forest lands. Even the water rights on streams 
 and all the best water-power sites are zealously guarded. 
 Natural gas, that most perfect of all fuels, has been for the 
 most part wasted. One state geologist reported to the Legis- 
 lature of his state year after year that the value of natural 
 gas which was being wasted in that state was equal to the 
 value represented in a carload of coal being thrown away 
 every minute during the same time. Many of the oil fields have 
 been exhausted; and it is unreasonable to expect that we 
 shall continue to discover oil fields at the same rate at which 
 they have been discovered during the past half century. 
 
 One after another our natural resources have been drawn 
 upon in the industrial development of this nation. Our record 
 is one of extravagance, and, in many cases, of shameful waste- 
 fulness, yet there remain in this country vast undeveloped 
 resources. Our future industrial and commercial develop- 
 ment will depend largely upon the proper use, and that means 
 the proper conservation, of the remaining resources. 
 
 We have enjoyed what a geologist would call a period of 
 expansional evolution; just as when the seas spread over 
 the continents in ancient geologic periods, life in the shallow 
 waters found new areas to invade and new food supplies. 
 During such periods the amount of life increased rapidly, 
 new species developed, and there was apparent prosperity in 
 the sea. When those seas reached their maximum expansion 
 and the life continued to increase in number, the food supply 
 
CI ark U niv ersity 29 
 
 probably became insufficient, for we read in the geologic 
 records of such periods of the extinction of species. When 
 the ancient seas retreated and the area covered by shallow 
 waters grew less, the life therein became more and more 
 limited and passed through a period of crowding and strug- 
 gling which meant restrictional evolution. 
 
 During such periods in the history of life on this earth 
 many species and large groups of animals became extinct. 
 Those that survived we think of as those that were best 
 able to adapt themselves to changing conditions. 
 
 Have we not reached the period when we cannot easily 
 solve our problems as a nation by spreading out, by ex- 
 pansion, by the appropriation of more lands and more re- 
 sources ? If this epoch has been reached, we must solve certain 
 problems for this nation in a new way. 
 
 During the same period of time the other nations of the 
 world have been expanding, until all the lands of the world 
 that are valuable to man have been taken. There is scarcely 
 a scrap of land, not a tiny island in the seas, that is not 
 claimed by some one of the nations. Most of the natural 
 resources of the world have been appropriated. The picture 
 of expansional evolution which I drew for the United States 
 is applicable to the entire world, and I raise the question 
 again — has not the whole world a period of restrictional 
 evolution before it? The geologic records show clearly that 
 man has been on earth but a brief time. He is, as it were, 
 in his childhood, and this great period of expansional evolu- 
 tion, to be followed by a period of restrictional evolution, 
 may be one of many struggles which he may be forced to meet. 
 Are we not facing today definite signs of overcrowding and 
 consequent restrictional evolution! What is the meaning of 
 millions dying from starvation this winter season in one of 
 the countries of the world ? Why should the people in another 
 country die by millions following a period of drought? We 
 look upon the conditions in Central Europe today as tem- 
 porary. We hope they are temporary, but are we certain that 
 the resources of that small continent will support the great 
 and ever-increasing populations of Europe? 
 
30 Inauguration 
 
 We must look forward to the better use of all lands and 
 of all the natural resources throughout the world, and to more 
 favorable conditions for the exchange of commodities to help 
 solve many of the problems which the world is facing. We 
 shall have almost insurmountable difficulties in attempting to 
 educate people to high ideals of citizenship in this country 
 or any country unless they are well fed and have comfortable 
 living conditions. If we wish to establish new methods for 
 solving international problems, if we are tired and disgusted 
 with the methods recently relied upon, we must see to it that 
 certain physical problems dealing with actual living condi- 
 tions in the different parts of the world are first solved. We 
 may then, through education, attempt again to establish a 
 new point of view in dealing with international questions. 
 
 This brief review emphasises, I believe, the necessity for 
 the American people to become cognizant of the resources 
 and actual living conditions in the various parts of this coun- 
 try and informed as to the resources, the character of the 
 people, their hopes and ideals, and the actual living conditions 
 in the other countries of the world. We must develop in the 
 American people an international point of view. We have 
 reached the stage when our future growth, perhaps our peace- 
 ful existence, depends upon our judgment in dealing with 
 the other peoples of the world. 
 
 II 
 
 With this background may we turn to certain phases of 
 the immediate situation in our educational work in America. 
 At the time this university was opened there were but few 
 opportunities for pursuing graduate studies in this country. 
 Clark University at once took a very eminent position among 
 the few institutions where research work beyond the college 
 stage was being actively promoted. 
 
 Since the founding of this university many colleges in the 
 country have established graduate departments. Many uni- 
 versities have developed graduate professional schools, and 
 today the opportunities for research work in colleges, in uni- 
 versities, in industrial plants, and in specially endowed insti- 
 tutions are numerous. The difficulty often is in finding men 
 
ClarkUniversity 31 
 
 with sufficient power, imagination, and devotion to research 
 to occupy the positions available. 
 
 With all our enthusiasm for advanced studies we have 
 unfortunately neglected the development of research work in 
 that field which should lead most directly to an understanding 
 of the present actual living conditions in this and other lands. 
 We have neglected to develop the study of geography in this 
 country. In this we have lagged far behind the people of 
 central and western Europe. There, geography is taught in 
 all the schools leading up to the universities, and in all of 
 the leading universities, there are large departments of geog- 
 raphy. At the University of Paris there are usually seven 
 or eight on the staff who give their entire time to instruction 
 or investigations in geography. We are, as far as geographic 
 knowledge is concerned, an illiterate people. That means 
 that we are illiterate as to the economic conditions in the 
 different parts of the United States and in foreign lands. 
 We do not as citizens know how to vote intelligently on ques- 
 tions of international policy, and yet such questions are 
 brought before us almost every day in newspapers, and we 
 may expect questions of international significance to be 
 brought before us in every succeeding national election. 
 
 Everyone who is going into consular or diplomatic service 
 should know the geography of his own country, the resources 
 in the different sections, the people, and the problems the 
 people are meeting, before he attempts to represent those 
 people in another land or court. He should know also the 
 geography of the world — know it not simply as place geog- 
 raphy, but as the geography which leads to an understanding 
 of the hopes, the aspirations of the people. 
 
 Most of us recall geography as an elementary school sub- 
 ject. We bounded states, defined islands and peninsulars, 
 and named capitals. Perhaps there are some here who sang 
 the names of the capes and the names of the capitals in their 
 geography lessons. 
 
 Geography today is not merely an informational subject. 
 It has become a science, concerned primarily with the inter- 
 pretation of present conditions in the world. Each group 
 of people is living in what we may think of as a natural 
 
32 Inauguration 
 
 region. That region has certain physical features; it is a 
 lowland plain near the coast or inland, or it is an upland, 
 or a mountainous district; it has a certain climate, and it 
 has certain natural resources. 
 
 In the study of the physical features the geographers feel 
 a close bond of fellowship with other students of the natural 
 sciences. They are building up conceptions of the origin and 
 history of land forms that stimulate the imagination most 
 wholesomely. There is a special pleasure coming from these 
 studies to anyone who travels or anyone who reads, and there 
 is a cultural value equal perhaps to that which may come 
 from the study of any one of the natural sciences. The study 
 of the atmosphere is a branch of physics, and the application 
 of the laws already discovered is having a direct and very 
 interesting influence upon life today. In climatology we see 
 an immediate human interest in the study of the laws of the 
 atmosphere. When the natural resources are studied, geology, 
 chemistry, biology, and many other sciences are called upon 
 for contributions. 
 
 Through a study of the physical features, the climate, and 
 the natural resources we come to understand the physical 
 setting, — the stage, as it were, upon which human beings come 
 and enact their lives. The people who inhabit a natural 
 region are responding to the geographic stimuli. They have 
 brought with them traditions and race characteristics which 
 determine many of their customs and social institutions, but 
 their lives in that particular region depend upon the geo- 
 graphic conditions which they find about them. 
 
 Those in one habitat come to require an exchange of com- 
 modities with those in another. Trade between these natural 
 regions of the world springs up, and all countries become 
 bound together by a network of trade routes and lines of 
 communication, in the ocean and on the surface of the ocean, 
 on the land, and through the air. The remarkable scientific 
 and mechanical progress of the last half century has now 
 brought the entire world within the range of a few days' 
 journey. 
 
 Geographers are striving constantly to understand man's 
 effort to adapt himself to the everchaaging environment 
 
ClarkUniversity 33 
 
 within the different natural regions of the world. The study 
 of history, economics, and the social sciences must proceed 
 hand in hand with the study of geography, for we are aiming 
 in the end to understand human geography. 
 
 It has been peculiarly unfortunate that most of those who 
 have returned to teach in our elementary schools, have had 
 no further training in geography then that which they re- 
 ceived in the same elementary schools where they are to teach. 
 Even those who go through the normal schools usually escape 
 without any special training in geography. In the colleges 
 and universities the situation is even worse, for very few 
 colleges or universities offer any work in Geography. Teach- 
 ers, principals, superintendents, and college presidents com- 
 plete their training and enter upon professional work with- 
 out being influenced by geographical instruction. They do 
 not feel impelled to promote the study of geography in their 
 schools. 
 
 Dr. Edward B. Mathews of the Division of Geology and 
 Geography of the National Research Council has recently 
 collected the following data: 
 
 Out of 571 colleges in America 401, or 70%, offer no geog- 
 raphy, and if physiography be considered a part of geology, 
 then the colleges offering no geography reach to 81%. At 
 present 105 institutions give all the college instruction in 
 geography that this country offers, and of these only 31 
 offer an opportunity for more than two years, and only 9 
 offer four years or more of continuous study in geography. 
 
 The University of Chicago now has the best organized and 
 most fully equipped department of geography in this coun- 
 try. There is not a single institution east of Chicago where 
 graduate students are adequately provided for in the field of 
 geography. The system of geographical instruction in this 
 country must be made complete with work in the elementary 
 schools, high schools, colleges and universities, just as truly 
 as the instruction and opportunities for advanced studies have 
 been provided in history, languages, and certain of the nat- 
 ural sciences. 
 
34 Inauguration 
 
 III 
 
 During the last few years, however, there has been a great 
 awakening in this country of an interest in geography. Those 
 actively engaged in promoting research work in this field 
 have organized the Association of American Geographers. 
 There has also been established the National Council of 
 Geography Teachers, which aims to improve the teaching of 
 geography. This council now has 34 state branches. The 
 Journal of Geography is the Property and official organ of 
 the Council. The American Geographical Society is appro- 
 priating large sums in support of geographical researches in 
 Latin America. The National Geographic Society has sent 
 out several research expeditions. 
 
 In 1913 my predecessor at Harvard warned me against 
 leading too many men into the study of geography, for he 
 told me that I could not find places for them. That was true 
 then, but it is not true today. During the past year we have 
 known of at least forty calls from different institutions for 
 experts trained in this field. The calls come from superin- 
 tendents of public schools, state commissioners of education, 
 from high schools, normal schools, colleges, universities, large 
 business establishments, the geographical societies, the depart- 
 ment of State and the National Survey. Since coming to 
 Clark University I have received several such requests, and 
 when I have replied that I could not fill the order, some have 
 asked me to place the order on the books and supply the man 
 as soon as possible. Even at this time, when educational 
 institutions find it difficult to increase their salary budgets, 
 many of them are anxious to establish departments of geog- 
 raphy. Others are ready to expand their departments of 
 geography. These requests represent a demand from the 
 American people which the educational institutions are trying 
 to meet. 
 
 Many of the large banks and corporations engaged in for- 
 eign trade are taking from our educational institutions men 
 trained in geography and offering them large financial induce- 
 ments to leave the academic work. I predict that the young men 
 trained in economic and commercial geography will be called 
 to assist in the development of our great manufacturing and 
 
Clark University 35 
 
 trading industries just as the economic geologists have been 
 called into mining, metallurgy, and exploratory work for 
 mineral resources. 
 
 IV 
 
 After a careful study of the needs in higher education in 
 this country the Trustees of Clark University adopted plans 
 which, if successfully carried out, will lead to the develop- 
 ment in Clark University of a department unique in America 
 and pre-eminent in its special field. It will be a department 
 which should help to fill a real gap in our educational system, 
 and make important contributions to the work of all schools 
 in America. It will be a department where a large part of 
 the resources available and a large part of the energy of the 
 staff will be devoted to the promotion of research work and 
 productive scholarship. It should enrich the cultural values 
 in education and make important contributions bearing upon 
 industrial and commercial problems and upon many other 
 national and international problems before the adult citizen- 
 ship of the United States. 
 
 In addition to the regular collegiate courses and to graduate 
 work in certain of the strong departments for research already 
 established, we shall offer to teachers, to men entering large 
 business enterprises, especially international trade, to all those 
 who wish to enter consular or diplomatic service, special facili- 
 ties in the study of geography. It will be our policy to estab- 
 lish and develop a graduate school in geography ; a school with 
 a staff of experts who must become familiar with the geog- 
 raphy of the different parts of the world ; not entirely home- 
 made experts, but experts who, by means of frequent visits, 
 active correspondence, and constant study of a given portion 
 of this earth, keep up to date in their knowledge of the actual 
 conditions in the different countries. 
 
 The laboratory for the staff in such a school is world wide. 
 No one member of the staff will ever see all of that labora- 
 tory, but the laboratory work is as essential as it is in the 
 development of the sciences of physics, chemistry, and biology. 
 Just as field work has been absolutely essential in the devel- 
 opment of the science of geology, so it is essential in the scien- 
 
36 Inauguration 
 
 tific study of geography. Our representatives must have a 
 first-hand knowledge of the people whom they are studying 
 and the conditions which they are describing. They should 
 return from their laboratory studies full of enthusiasm, with 
 up-to-date information, ready with their pens, ready to teach, 
 and ready to prepare new maps. They should put new life 
 into the institution. We must look forward to developing 
 for America a great bureau of information regarding the 
 present conditions in this and distant lands. We must look 
 forward to the preparation for American educational institu- 
 tions and for American industrial interests of experts in the 
 geographic fields of study and service. As the research work 
 of the members of this staff progresses, we will look forward 
 to the appearance of a series of authoritative volumes on the 
 geography of this and other countries. 
 
 Our library will be enlarged to meet the needs in those 
 fields of study in which special opportunities are offered, and 
 we may confidently predict that it will, within a few years, 
 become the most complete geographical library in America. 
 We shall welcome special students, explorers, and authors 
 who wish to make Clark University library their headquarters 
 while they are preparing manuscripts for publication. 
 
 We have already been asked by citizens of Worcester to 
 found a Geographical Society in this city. Such a society 
 would naturally invite as speakers explorers, travellers, and 
 eminent scientists. We have been asked to establish corre- 
 spondence and extension courses in geography and in indus- 
 trial history so that teachers who cannot return to college 
 may become better prepared for the work they find they must 
 do. Through our summer school we hope to serve teachers. 
 
 V 
 
 Our policy will, I believe, react very favorably upon the 
 collegiate division of the University. With the union and re- 
 organization of the faculties the curriculum of the college 
 should be enriched, and we shall expect every one who is 
 added to the staff of Clark University to offer some instruc- 
 
ilillil: ^|fc-: : ■: 
 
 
 ^■^^^^^■w fw^' ' . r«^Hi 
 
 
 'mI^^F 
 
 
 
 
 '^^^ . 
 
 m 
 
 1 
 
 ■ •■■ii;'*:;'!^'; . 
 
 
 
 '^ii^^ 
 
 
 Portrait of 
 AUGUSTUS GEORGE BULLOCK 
 
 by 
 Leslie P. Thompson, Boston 
 
Clarh University 37 
 
 tion to the undergraduate students. Every Clark College 
 man should have the opportunity of meeting and working 
 with the various members of the staff, and we shall limit 
 the number of students in the college so that all of the instruc- 
 tion may be given by well-trained experts. I trust that the 
 work offered and the college life provided will be such that 
 the man who has an opportunity to attend Clark will appre- 
 ciate that he is very fortunate. There are certain distinct ad- 
 vantages in attending a small college. 
 
 Throughout the work of the entire institution our aim shall 
 be to co-operate in the training of American citizens. We 
 shall use whatever knowledge we have available as a tool in 
 the training of young people. The passing of courses is not 
 a guarantee of an educated man. We shall look more for 
 growth in power, for growth in moral and intellectual in- 
 dependence. 
 
 VI 
 
 This nation has closed the period of great physical expan- 
 sion, and is facing new problems in internal development; it 
 has closed the period of isolation and is facing new problems 
 of international relations. We must from now on have at 
 our command a knowledge of the geography of the world. 
 We must develop in the American people an international 
 point of view. Our education should lead not only to the 
 development of broadminded, noble, and generous American 
 citizens who will intelligently sympathize with the people of 
 all nations, but to broadminded, noble, and generous citizens 
 of the world. 
 
 RECEPTION 
 
 At the close of the exercises in the gymnasium there was 
 a reception in the Art Oallery at the Library. A feature 
 of the afternoon was the hanging of an oil painting of 
 Augustus George Bullock by Leslie P. Thompson of Boston. 
 Mr. Bullock has been a member of the Board of Trustees 
 since 1902 and was President of the Board from 1905 to 1919. 
 
38 Inauguration 
 
 DINNER 
 
 At half past seven in the evening the Trustees gave a dinner 
 at the Bancroft Hotel to about 250 guests. 
 
 Chief Justice Arthur P. Rugg 
 
 Presided and introduced the following speakers: 
 
 His Honor the Mayor, Peter F. Sullivan 
 
 It is my happy privilege as Mayor of Worcester to extend 
 a hearty greeting to the new President, Wallace Walter At- 
 wood, of Clark University, and to assure him that the City 
 of Worcester, the Heart of the Commonwealth of Massa- 
 chusetts, welcomes him to her midst as a valuable addition to 
 her list of distinguished citizens. 
 
 It is not amiss at this time to express the hope and the con- 
 viction that Worcester will be benefited by Doctor Atwood's 
 coming, and that Doctor Atwood will be pleased with Wor- 
 cester. Of the former I have very little doubt. I trust that 
 Worcester will so grow on Doctor Atwood that he will soon 
 love our fair city — (I think he does even now) — as do those 
 of us who have lived here for a longer time than he. 
 
 It is also a pleasure to extend the greetings and welcome 
 to our fair city to the distinguished educators who have vis- 
 ited here, to pay honor to Clark University and its new 
 President. Worcester indeed feels proud to be the host of so 
 many distinguished men of letters at this time. I have seen 
 a number of inaugurations, I have even participated in some, 
 but never before have I heard of one man being inaugurated 
 the second President of a University, the third President 
 of a College and the first President of a combined university 
 and college at the same hour. This, I understand, is what 
 has taken place to-day, with all the honors going to Doctor 
 Atwood, the ''end-man" (referring to Dr. Atwood's seat at 
 table) of this occasion. 
 
 It is a great pleasure to learn that Dr. Atwood plans to 
 make Clark University a living vital force in Worcester, a 
 force for good, a force which will spread not only the name 
 and fame of Clark but also of Worcester throughout the 
 
ClarkUniversity 39 
 
 United States, — yes, throughout the world. Clark, by living 
 up to her ideals, will be of immense help to Worcester, and 
 Worcester will, let us all hope, do her share for Clark. 
 
 Let me say to you. Doctor Atwood, in behalf of the City 
 of Worcester, as its chief executive, I congratulate you and 
 bid you God speed on your noble mission, 
 
 De. G. Stanley Hall 
 Former President of Clark University 
 
 If I had followed mj own personal preferences I should 
 not have been heard or even heard of to-day because in all 
 these exercises our faces are turned toward the rising and not 
 toward the westering constellation. If I died officially last 
 September, I am now buried ; and, indeed, the too kind things 
 said of me suggest the precept De mortuis nil nisi honum. 
 If my voice is one from the tombs, I am glad to report 
 that I find this kind of postmortem life a very real, very 
 happy, and very busy one. It is especially happy because I 
 am so fully persuaded that Clark enters to-day upon a more 
 distinguished and useful career of service and that the change 
 of administration came at or near the psychological moment. 
 If it is not a little too late, it certainly is not too early. 
 
 When President Eliot first assumed office at Harvard, he 
 changed many things for the better, and Oliver Wendell 
 Holmes, who had taught Anatomy at the Medical School in 
 the same old way for thirty years, asked him why all these 
 changes, which he felt unsettling; and Eliot replied, ''Pro- 
 fessor Holmes, Harvard has a new president." I know 
 nothing of President Atwood 's plans, but my admonition to 
 all my colleagues on the professorial staff, especially the 
 older members, is to realize that Clark has a new president 
 and that changes, perhaps greater than they anticipated, are 
 inevitable, and to loyally adjust to them, whatever they may 
 be, as I certainly shall most heartily and unreservedly to 
 any modifications of "my policies;" for methods and ideals, 
 as well as men, come and go, but institutions, like Tennyson's 
 brook, "go on forever." 
 
40 Inauguration 
 
 The College and University, I believe, needed a more or 
 less separate administration during the years of their imma- 
 turity. But now they are old enough to marry, and I want 
 to throw my handful of rice, a symbol of fertility, as they 
 begin their honeymoon. They will be, as Webster said of 
 liberty and union in his great peroration, "henceforth and 
 forever one and inseparable," and I believe with very great 
 gain to both. IVIr. Clark, I long ago saw, was wiser than I 
 in insisting upon the establishment of a college, without which 
 the University, under our conditions, would sooner or later 
 prove an air-plant with no deep roots in the local soil ; or, to 
 change the figure, it would be a structure without a stable 
 foundation. 
 
 In this selection of a new president I see a triumphant 
 justification of our American system of academic admin- 
 istration. The Faculty, including myself, had the selection 
 been left to us, would have chosen less wisely. It needed 
 the broad view of sagacious men not so near the inside work- 
 ings of the institution as to fail to get the right perspective. 
 Now that the Board has come forward and discharged this, 
 its supreme function, so wisely and well, getting, as they had 
 to do, a closer and more detailed inside view of things in so 
 doing, may I venture to express the hope that henceforth 
 in all matters of appointment, promotion, courses, degrees, 
 and everything else internal they will leave everything to the 
 official of their choice, as they so signally and uniquely did 
 for me. May I even express the hope to my former col- 
 leagues on the teaching staff that they will not press the 
 demand now so often made in so many colleges and uni- 
 versities that they be represented on the Board. Even the 
 president, until our constitution is changed, can never be a 
 member of it. This was a wise provision of the Founder for 
 it greatly facilitates one of the president's chief functions — 
 of representing the Faculty to the Board, and the Board to 
 the Faculty. The alumni of both University and College 
 are now admirably represented in the Board as its President 
 and Secretary respectively, and I would strongly urge my col- 
 leagues to reserve their pressure for faculty representation 
 upon it as a counter measure to be used only when the Trus- 
 
C I a rk U niv e r sit y 41 
 
 tees show a disposition to have their body represented on the 
 professorial staff. When the Trustees nominate his honor, 
 the Chief Justice of the Commonwealth, for the chair of 
 chemistry or make the President of the Board professor in 
 non-Euclidean geometry, then will be the time to seek a re- 
 vision of our charter, which forbids anyone to be both pro- 
 fessor and trustee. For myself, there is nothing I would do 
 to-night more gladly, if I could, than transfer to my suc- 
 cessor all the many expressions of good-will I have lately had 
 from Trustees, Faculty, Alumni and Students, and I hope 
 that this to me precious asset may henceforth be his in a meas- 
 ure ever increasing. 
 
 On the morning of the opening exercises thirty-two years 
 ago last September 23, the Rector of the University of Berlin, 
 whom I had met, cabled us the three words, Yivat, Crescat, 
 Floreat. I am sure that these words express not only what 
 all of us Clark men but all the other institutions represented 
 here, and those not represented, feel for the institution as 
 it begins its new dispensation. Perhaps the relation of the 
 past to the future will prove to be as the Scholastics said the 
 New Testament was to the Old — in the Old, the New lay con- 
 cealed; and in the New, the Old stands revealed. 
 
 Here I would fain close, but in the time assigned me I will 
 briefly try to indicate my own ideals of the present academic 
 situation in this country. 
 
 When I asked my dentist the other day why he hurt me so 
 cruelly, when the same operation on the other side, eight years 
 ago, was painless, he replied that he now had to use American 
 instead of German novocaine, which was far inferior as an 
 anesthetic, for we have not yet learned to make the real 
 article. In looking over Kahlbaum's catalogue of hundreds 
 of chemical compounds necessary for every research labora- 
 tory, I was told that only a very few of these can yet be pro- 
 duced outside of Germany and that our chemical industries 
 have f ocussed upon nitrates, dyes, and a few other large- 
 scale products which bring greater profits. If we turn to 
 other departments, ever since the Reformation, German schol- 
 arship has led in all Biblical studies, giving us the higher 
 
42 Inauguration 
 
 criticism, and its preeminence has been no less in the study 
 of the classical texts and history. Our professors of phil- 
 osophy have largely concerned themselves with problems of 
 German origin from Kant to Schopenhauer and Nietzsche. 
 Biological work has for two decades focussed on the theories 
 of Weismann and Mendel, both Teutonic, and in every psy- 
 chological laboratory the name of Wundt outranks all others, 
 while Freud has more lately given us another group of great 
 and new ideas working as leaven not only in the studies of 
 the human soul, morbid and normal, but in art, literature, 
 religion, history, and daily life. Our students of all the 
 exact sciences are now agog over the theory of relativity as 
 represented by Einstein, another German. For decades our 
 best graduates who desired to specialize have gone to Ger- 
 many, where so many of our professors have been trained, so 
 that the apex of our educational system was long found there. 
 This was all in accordance with the policy laid down by 
 Fichte only a little more than a century ago in his famous 
 address to the German nation when Napoleon had annihilated 
 the Teutonic armies and crushed the Teutonic spirit, and 
 with his spies at the door. His thesis was that Germany must 
 become the educational leader of the world and must thus 
 rehabilitate herself from the bottom up and realize that all 
 her power henceforth must come from knowledge. 
 
 To-day this leadership is gravely impaired, if not forever 
 shattered, and why should not this country — now the richest 
 in the world, spending more money for education, as we 
 have been lately told, than all Europe combined — aspire to 
 this succession. Why may we not at least indulge the pipe- 
 dream of some time turning the tide and bringing European 
 graduates here. Of course science is universal and knows 
 no national boundaries, but we have now opportunities and 
 possibilities in this direction undreamed of before and not 
 yet fully realized. 
 
 Not only does democracy, if it is to be made safe for the 
 world, require education of its citizenry much above the 
 mental age of thirteen and a half years, as represented by 
 the average intelligence of our two million soldiers tested, 
 
ClarkUniversity 43 
 
 but the world, and perhaps especially this country, is crying 
 out for new and abler leaders in every department. Our 
 statesmen need broader training in international relations; 
 our captains of industry need to look farther afield and far- 
 ther ahead; our scholarship needs to be more productive. 
 Never was there such a call for trained ability in every field, 
 and never so many vast problems wide open. 
 
 Hundreds of our colleges and universities have lately made 
 ''drives" that have bettered the salaries of professors, as 
 indeed they had to; but the presidential reports I have 
 looked over are occupied chiefly with details of the mechanical 
 problems of how to train the now rapidly increasing number — 
 but, as most agree, with relatively declining quality — of stu- 
 dents that crowd their halls. 
 
 In many an industry we hear the complaint that as wages 
 have increased, the amount and quality of work have declined, 
 and it behooves us to ask seriously if there is danger of a 
 similar deterioration in our higher institutions of learning 
 along with the increase of salaries. 
 
 Perhaps we should no longer insist upon any hard and 
 fast line of demarcation between pure and applied science, 
 but it is significant that at the recent holiday meeting of one 
 of the oldest and best established scientific societies, eighty 
 per cent of the papers were read by non-academic representa- 
 tives of science, while in our National Research Council and 
 the Privy Council of Scientific and Industrial Research in 
 Great Britain and the regenerated International Research 
 conference, to say nothing of the constant inroads that indus- 
 try is now making as never before on academic staffs, it is 
 impossible not to see that we are called upon to do a great 
 deal of careful thinking just now as to the relations between 
 Culture and Kultur. 
 
 I agree with our distinguished alumnus. Professor Wheeler, 
 that for the most part research can no more be organized and 
 administered than we can organize love, literature, art, or 
 religion, although in a few larger investigations cooperation 
 can now do more than ever before. The psychology of the 
 
44 Inauguration 
 
 spirit of research, which is the native breath and vital air of 
 the true university, bottoms, I think, upon the primitive 
 evolutionary urge that has made man the lord of creation. 
 We love knowledge because it is power. As man has domesti- 
 cated over one hundred species of animals, using for his own 
 benefit their strength, their instinct, or their keener senses, 
 so he strives to command the powers of nature and to become 
 captain of his own soul. Thus research in my thought is 
 the very apex of creative evolution and is the highest vocation 
 of man. He who reveals and teaches us to command the 
 world without and within is the chief benefactor of the race, 
 the true prophet, priest, and king in our day. Productive 
 scholarship and investigation is also the greatest joy that 
 life affords to mortals, and as I view the world, the uni- 
 versity should be not only the shrine but the power-house 
 of this spirit, and everything calls us and our country to-day 
 to a new leadership here. This spirit ought to be for the new 
 post-bellum epoch now opening what the Holy Ghost was to 
 the early Church, for in it the higher powers of man have 
 their chief deployment. 
 
 There is one final lesson from the Church that I think we 
 may now lay to heart. Beside and above all its elaborate 
 medieval organization, even when it was at the height of its 
 power and aspired to universal dominion its greatest leaders 
 always felt that above and beyond it was the Church In- 
 visible, eternal, not made with hands, the membership of 
 which consisted of everybody, everywhere who strove su- 
 premely for righteousness. And the sentiment I propose 
 is the University Invisible, composed of all those everywhere 
 who are smitten with the passion of adding even a tiny brick 
 to the splendid temple of Science, which is the supreme 
 creation of man, but who are, nevertheless, convinced that of 
 this temple we still have only the foundations, that the most 
 imposing part of the structure is yet to be reared, and feel 
 the call of the spirit to make some original contribution of 
 their own toward its completion. For the true university 
 is, after all, only found in the investigator's state of mind. 
 
C I ark U niv ersity 45 
 
 William Morris Davis 
 Professor of Geology, Emeritus, Harvard University 
 
 From the standpoint of three-score-years-and-ten, it is 
 rather retrospect than prospect that suggests itself on this 
 occasion, particularly when one speaks of Geography because 
 the retrospect is a very wonderful one. An enormous amount 
 of geographical work has been accomplished; so much that 
 one might say that what remains to be accomplished must 
 be but little. And truly for those whose ambition it is to place 
 their feet where no human foot has ever trod, that view of 
 geography is perhaps right. But there is another view: for 
 one who wishes to turn his head to geographical problems 
 that no human head has ever solved, there is an enormous 
 future waiting. 
 
 It is true that the adventurous era of geographical dis- 
 covery is almost past. The world in the rough sense is known ; 
 the continents are all defined, the higher mountains are 
 located ; that sort of work has been done. But when it comes 
 to the studious observation and careful description of the 
 regions of the world, it must be said that the regions thus far 
 thoroughly studied and described are very few. Few states 
 of our own country are fully known. Those who live in a 
 state know it locally ; those who do not live in it know it very 
 imperfectly, because there are no published means of know- 
 ing it thoroughly. It is the same with all the rest of the 
 world, except parts of Europe. Therefore, literally, a world- 
 wide future task remains in the more serious, mature, earnest 
 study of the regions of the world. That is the future field 
 of geographical study. 
 
 And it is to this wide field that Clark University is now 
 in a large measure to address itself — Si field so wide that one 
 must wish to define it and perhaps to limit it somewhat, all 
 the more when one understands that its limitation involves 
 a rather interesting, indeed an extraordinary problem which 
 demands illustration. 
 
 Literary men sometimes tell us of marvels. A poet sings: 
 
46 Inauguration 
 
 "Folk say, a wizard to a northern king 
 At Christmas-tide such wondrous things did show, 
 That through one window man beheld the spring, 
 And through another saw the summer glow. 
 And through a third the fruited vines a-row, 
 While still, unheard, but in its wonted way, 
 Piped the drear wind of that December day." 
 
 Is it not marvellous that three seasons could be seen at one 
 time from three windows, ''while still unheard but in its 
 wonted way, piped the drear wind of that December day!" 
 That is the wizardry of imagination. But let me show you 
 how far the facts of science transcend it; for if you should 
 call, not upon a poet in a tower with three windows, but 
 on a group of learned men in a tower with only one window, 
 see the miracle that they would perform. The geologist would 
 say : ' ' Do not think of me as one concerned only with fossils 
 in a museum; look at the wide prospect out of that window, 
 that is my field: the world!" The botanist, although some- 
 times occupied with pressed plants in a herbarium, would point 
 out of the same window and say : ' ' That broad prospect, ver- 
 dure-clad, is my field." The historian, not always occupied 
 with archives, would say, pointing out the same window: 
 ''There, outdoors, is the real stage on which the drama of 
 history is played." The economist, leaving his dry statistics, 
 but pointing out of the same window, says: "Mine is that 
 great out-door field, on which human activities are built." 
 And the geographer says, with better right than any : ' ' That 
 is my field. I take the earth." 
 
 This fable teaches how much greater are the marvels of 
 science than of poetry. Out of only one window, scientific 
 men may see all these varied prospects, while the poet had 
 to take three windows for his miracle. But science also 
 explains its miracle: for all these different views of the 
 same prospect, each claimed by its special science, differ 
 not so much in the things that they study as in the way that 
 they study them. Certain facts, treated in a certain manner, 
 may constitute the main content of a given science; but if 
 the self-same facts are taken up and treated in another way 
 
Clark U niv er sity 47 
 
 they become the standard materials of another science. With- 
 out attempting to define geology, history, and the rest, I 
 wish to emphasize the truth that the main object of geograph- 
 ical science is to give us vivid, living pictures of the land- 
 scapes of the world. 
 
 Each of us knows his home landscape. How few of us 
 know distant landscapes; and how difficult it is, if we wish 
 to learn about them, to find sufficient sources of information ! 
 We may know how many miles wide a state is, how many 
 thousands of population it contains, but what are the living 
 landscapes of the state? It is singularly difficult to form 
 a true concept of the regions of the world, in spite of all the 
 geographical work already done upon them. 
 
 It is therefore a great field to which this University is 
 about to direct special attention. Although I shall not live 
 to see the fruition of the effort, I venture to suggest some 
 of the lines along which advance toward fruition may be 
 made. They concern the methods and the means of studying 
 the landscapes and regions of the world. 
 
 Geography as studied in different nations has become more 
 or less specialized. The British are wonderful explorers; 
 they go out to distant parts of the world and come back home 
 again; but they are not very good in telling the rest of us 
 what they have seen. Their explorers have been everywhere, 
 and they have acquired a vast part of the earth for their 
 own empire; yet it is extremely difficult to learn from those 
 active explorers what their empire really is. The French 
 have developed a very distinctly historical school of geog- 
 raphy; their methods are very scholarly but they incline 
 so far towards history that one wonders after all if they are 
 not producing geographical history instead of geography 
 proper. The Germans, with something of their characteristic 
 profundity, have plunged too deeply into geology, and as a 
 result bring into their geography a quantity of irrelevant 
 erudition that delays the understanding of the plainly visible 
 landscape; they know so much and tell us so much of what 
 they know that the plain thing before us is rather obscured. 
 The American school, if there be one, has been not so much 
 over-developed on the geologic or physiographic side, as not 
 
48 Inauguration 
 
 enough developed on the humanistic side. It is to the better 
 balanced development of an American school of geography 
 that I hope the new President and the future professors and 
 students of this university will devote themselves. Let the 
 geography that they teach and study contain no irrelevant 
 matter; let it have a truly geographical flavor; and let it 
 pass beyond the merely utilitarian field into purely scientific 
 research, like the research of astronomy. 
 
 How greatly has the world been moved recently by one 
 of the most famous of Americans, Michelson, because of 
 his discovery of a method for measuring the diameter of the 
 stars : what an absolutely useless discovery, yet how superb I 
 Let us therefore hope that geography, with all its enormous 
 practical value, as indicated in the address of your President 
 this afternoon, will not stop with simply utilitarian study; 
 let us hope that there may be in the future as great a thrill 
 when some remote and lofty geographical discovery is an- 
 nounced as was felt when Michaelson told us that he had 
 measured the diameter of a star. 
 
 Let all the elements of the subject and all of its utilitarian 
 applications be looked into fully, but let the University go 
 on and build up the highest kind of scientific geography. I 
 firmly believe that the geographer will never get the best 
 out of his science until he plunges as far ahead as possible 
 into topics that may have no apparent or immediate appli- 
 cation. 
 
 Now what are the material means by which scientific geog- 
 raphy may be best pursued? There must be, in the first 
 place, a good number of professors of geography, at least 
 one for a continent, as well as instructors and assistants, 
 laboratories and libraries. The professors must not spend 
 all their time at their desks; they must be appointed on a 
 plan which shall enable each one in rotation to spend a con- 
 siderable fraction of his time, about one year in every five 
 or six, away from the University, in his own special field of 
 out-door research: and on his return he must not be at once 
 plunged into administration or teaching, but must have a 
 sufficient measure of free time to work up the results of his 
 
ClarkUniversity 49 
 
 field study. Further: when he is sent out for exploration 
 or research, he must not go on half pay; he ought to have 
 double pay, for it is a great deal more expensive to carry 
 on geographical work in central Asia than in Worcester! 
 If it is desired that the future professor of geography in 
 Clark University shall do real geographical research, double 
 his pay in those years when he is sent off to foreign lands; 
 and on his return give him the fullest opportunity to write 
 out his results. For the following year, he may have con- 
 ferences with advanced students on special problems, but he 
 should be largely free to make the best of what he went out 
 to get. 
 
 As to students; do not wait until they have finished 
 their graduate work before sending them into the field; but 
 as soon as they have had fair preparation and have shown 
 good capacity, give them the very best means of development 
 by despatching them to distant places where they must 
 work largely alone, or perhaps in pairs, on new problems; 
 provide them with sufficient means not for luxury but for 
 success ; let them remain six months at least, perhaps a year. 
 Then, when they come back again, see that they spend 
 sufficient time in working up the results of their explorations, 
 and let their reports serve as their theses for the doctorate. 
 Do not accept for a thesis a little home problem, but demand 
 a good large problem, the solution of which will test a stu- 
 dent's mettle. A thesis prepared in this way should present 
 a region or district of the world so clearly that others can 
 see it for themselves. 
 
 The establishment of a graduate school of geography is 
 a dream that I have long had, but I hardly imagined it pos- 
 sible to see the beginning of its realization; yet from what 
 we have heard to-day the dream may become a reality and 
 it is with that prospect before you, Mr. President, that I 
 salute you in your new position. It will be a great pleasure 
 to watch your progress along the path that you have marked 
 out. Let me wish you every opportunity and every success, 
 and to these congratulations of my own, I beg leave to add 
 those of the old university which I have the honor to represent. 
 
50 Inauguration 
 
 George Roberts 
 Vice-President of the National City Bank, of New York 
 
 I am here, as you know, in the humble capacity of a sub- 
 stitute. Few would be qualified to take Mr. Vanderlip's 
 place in any discussion of international relations, and I do 
 not assume to fill his place. Before leaving this morning, he 
 gave me a letter which he requested me to read to this com- 
 pany, and which I know you will be glad to hear. It is 
 addressed to Dr. At wood. 
 "My Dear Doctor Atwood: — 
 
 ' ' I doubly regret my inability to be present at your installa- 
 tion as President of Clark University. 
 
 "I should like to do my small part in paying you honor 
 on this occasion, and my inability to keep my engagement 
 would, for that reason alone, be a source of regret. 
 
 "The occasion has, however, to my mind, a deeper signifi- 
 cance than ordinarily attaches to the installation of a new 
 president of an institution of learning, important as that 
 may be, 
 
 "In taking the step that you are, leading as it will to new 
 endeavor for higher education and in putting a fresh emphasis 
 upon the importance of geographical studies which the new 
 plans for Clark University contemplate, you are, it seems 
 clear to me, taking a leading part in a movement of deep 
 significance, and I am sorry to miss the opportunity which 
 the occasion would have made for saying a word in regard 
 to what I believe is the practical value of such a movement 
 to American business. I am not thinking so much, either, 
 of business as measured by mere statistics of imports and 
 exports, as I am of the larger consideration of the practical 
 value of such an undertaking to the proper economic and 
 social development of the American people. 
 
 "There is, perhaps, no fact which has more profoundly 
 impressed me than the vast growth in the world's population 
 and the significant social and economic results that flow from 
 it. The world's population has much more than doubled, 
 in the life-time of a man. A better economic organization of 
 world affairs must be achieved if we are to have any assurance 
 
Clark U niv e r sit y 51 
 
 of peace between nations or any solid promise of a continued 
 advance in the general standard of living. A fundamental 
 basis for a better economic organization of the world is a 
 better scientific understanding of world resources and a wider 
 dissemination of geographical knowledge. 
 
 ''If that is true, and it seems clear to me that it is, you 
 are assuming, along with the honors of a college presidency, 
 a great responsibility, and there is open before you a great 
 opportunity. I sincerely hope that you will realize in the 
 largest way the possibilities of that opportunity. 
 "Faithfully yours, 
 
 "Frank A. Yanderlip." 
 
 I will take for the text of my remarks the reference which 
 Mr. Vanderlip has made to the increase of world population. 
 I do so because I have been myself profoundly impressed 
 with the fact. I do not think the people of this country, 
 or of the world, have begun to appreciate the significance, 
 the influence, upon social and political conditions in this coun- 
 try and throughout the world of the occupation of the Miss- 
 issippi Valley. I am impressed by it perhaps because that 
 was my birthplace. To a great extent the settlement of the 
 Mississippi Valley has taken place in my life time. 
 
 Now, I know that this question of the pressure of popula- 
 tion upon natural resources is not new; it has been gravely 
 considered before, years ago. It is just about 100 years ago 
 since Malthus wrote his famous essay upon Population ; Eur- 
 ope was passing through hard times, the times during and 
 immediately following the Napoleonic wars; Europe w,as 
 thought to be over-populated at that time. The outlook for 
 the future for the masses of the people seemed to be very 
 gloomy. It looked as though the command of man over the 
 resources of Nature was hardly sufficient to assure a miserable 
 living for the population, to say nothing of ameliorating living 
 conditions. College men, statesmen, clergymen, the leaders 
 of society, gravely discussed plague and starvation and war 
 as perhaps necessary agencies for holding the population in 
 check. But the development of the steam engine and the loco- 
 
52 Inauguration 
 
 motive, and the opening of the Mississippi Valley changed 
 all that. But changed it for how long? 
 
 My father was born in Central New York; when he grew 
 up to be a man and looked around to see what he would do 
 for a living, it seemed to him there was no longer much of 
 a chance for a young man in the State of New York (that 
 was about 1840), and he determined to go to a new country. 
 He fixed upon the Territory of Iowa, and so it came about 
 that I was born in the State of Iowa. You geographers may 
 be interested to know what seemed to be the most direct 
 route — he took the Erie Canal route, down to New York 
 City and a sailing vessel for New Orleans and went up the 
 Mississippi River. 
 
 There were about 17,000,000 people in the United States 
 when my father went to Iowa, and my children, if they live, 
 will see 200,000,000. There were about 175,000,000 people 
 in Europe at the close of the wars with Napoleon, and about 
 450,000,000 now. And all these people and their descendants, 
 the increasing population must be fed and clothed and housed, 
 and the ability to do it depends largely upon access to the 
 soil and to command over the resources of Nature. 
 
 The statesmen of Europe always said that the real test of 
 American institutions would come when the free lands were 
 closed. I remember reading long ago in the Essays of Ma- 
 caulay his side of the discussion with someone (I have for- 
 gotten whom) over the question of enlarging the suffrage 
 in England. It was perhaps eighty years ago ; and Macaulay 
 (who was a liberal for his day, a member of the Liberal party, 
 the Whig party at that time) , was opposed to the enlargement 
 of the suffrage, and the reason he gave was that you could 
 not expect the masses of the people, if they had power put 
 into their hands, to consent to such an accumulation of 
 capital in comparatively few hands as was actually neces- 
 sary for the development and progress of industry and for 
 the best interests of the entire population. His opponent 
 answered him by pointing to the example of the United States 
 and the success of democratic institutions in the United States ; 
 and I remember Macaulay 's answer. He said, "As for Amer- 
 ica I appeal to the Twentieth Century ! ' ' 
 
C I ark U niv er sity 53 
 
 The Twentieth Century is here, and all the problems that 
 Macanlay predicted are before us to-day. 
 
 Throug-hout all our past, there has been always fresh fertile 
 land further West, beyond the settlements, to which the popu- 
 lation continually overflowed. It has been a safety valve 
 to society in the past. Those days are gone ; the free lands 
 are gone ; the cheap lands are gone ; there still may be a great 
 increase in food production in the United States, but it must 
 come, in the future, from lands upon which there must be a 
 considerable expenditure of capital in preparation, in drain- 
 age, in irrigation, in clearing cut-over lands, etc., and by more 
 scientific methods of agriculture. 
 
 It is like this as to our other resources. Time was 
 when New York was a great timber state. Pennsylvania, I 
 think no farther back than 1870, led all States in the pro- 
 duction of timber. Now, New York and Pennsylvania get 
 their lumber from other States, largely from the South; and 
 within ten years, four-fifths of all the lumber mills that are 
 cutting lumber in the southern states will be shut down be- 
 cause the tributary timber will be gone, and then all our 
 timber will come from the Pacific States, and eventually the 
 price of lumber must be high enough to pay for growing 
 timber. 
 
 Thus, we see that as the population increases, the strug- 
 gle to maintain and advance the standard of living becomes 
 constantly more severe. As population increases and as the 
 natural resources are depleted we are dependent upon the 
 higher and more effective organization of industry and the 
 gains by invention and scientific discovery. The situation in 
 recent years has put the whole industrial organization under 
 strain. Our wage-earners have felt that their wages were 
 not reaching quite as far as formerly and have wanted more 
 pay. Business men have felt their costs were increasing and 
 profits diminishing, and have tried to push up the prices 
 of what they had to sell. Everybody has been reaching out 
 to recoup himself somewhere, and everybody wondering what 
 was the matter and suspecting that somebody was to blame. 
 It does not follow that somebody has been to blame. We have 
 
54 Inauguration 
 
 not been getting so much for nothing as we did when our 
 cattle were pastured on the public domain. 
 
 All this affects us vitally. It has a bearing upon our na- 
 tional policies. Like all new peoples and new countries we 
 have been anxious to develop our resources, to increase our 
 population, to make ourselves industrially independent. We 
 have pursued what we have called a policy of protection to 
 all our home interests for the purpose of doing so. It is 
 a natural policy for a new people to pursue. Even the 
 daughter Dominions of Free Trade England do the same; 
 but a change has come over the situation. During all these 
 years in the past, we have been exporters of food stuffs and 
 raw materials, and the duties which were nominally levied 
 upon them were not actually effective upon the cost of these 
 things, because we were exporting them at that time. That 
 situation has changed and the time is coming, and near at 
 hand, when we must make our decision as to whether we 
 will integrate our industries to the industries of the world, 
 develop our industrial system as a part of the industrial 
 system of the world, or whether we will choose a policy of 
 isolation and exclusion. 
 
 You have here in New England a great shoe industry which 
 has demonstrated its ability to meet competition in all parts 
 of the world, but can the shoe industry do that, if it is obliged 
 to pay a duty on imports of hides which will lift it above 
 the level of costs for the rest of the worlds And the same 
 question comes up as to every duty which increases the cost 
 of living to the wage earner and which requires that he shall 
 he compensated in his wage for the higher cost of living. 
 We have just now, in Congress, a bill pending, directed par- 
 ticularly at our neighboring and friendly country, Canada, 
 against importations, especially food. This country is an 
 exporter of wheat to-day. We have exported over 200,000,000 
 bushels of wheat since the 1st of July, and our importations 
 of wheat from Canada have been something like 30,000,000, 
 much of which has gone through this country to foreign coun- 
 tries; and yet, largely by our habits of thinking in the past, 
 attention has been fixed upon those small importations of 
 wheat without regard to the great exportations of manufac- 
 
Clark University 55 
 
 tured g^oods from this country to Canada. Our exports to 
 Canada in the last year, in round numbers, were $971,000,000, 
 and our total imports from Canada, including agricultural 
 products and all products, have been about $611,000,000. 
 That is to say, Canada, on balance, owes us over $360,000,000 
 on the trade of last year. Is it reasonable, is it business-like, 
 to see only the $600,000,000 coming in, and disregard the 
 $900,000,000 going out? 
 
 These are some of the questions which are becoming prac- 
 tical questions for us to solve, questions of our geographical 
 and economic relations with the rest of the world. It is a 
 question of mutual interests, and of our own interests, in the 
 broadest sense. The fundamental fact about world relations 
 and all economic relations is this mutuality of interests, and 
 yet that fact is so faintly comprehended that we have a world 
 of rivalries and antagonisms that at times break out in war. 
 The responsibility for war does not rest entirely with the 
 country that fires the first gun. The spirit of war is devel- 
 oped in these mistaken ideas about national interests. If two 
 peoples believe that their vital interests are fundamentally 
 in conflict, that there is an irreconcilable rivalry and struggle 
 between them, if each believes that the future of its country 
 and of its children is at stake, why of course they will fight^ — 
 there is nothing else to do, it is an inevitable outcome. 
 
 That whole conception of international relations is funda- 
 mentally wrong. It is based upon the theory that there is 
 danger of constant over-production, that there will not be 
 a market for products; and that whole theory of over-pro- 
 duction is an insult to the intelligence and aspirations of the 
 people. 
 
 The people of this country live upon a level of comfort 
 that is far above that of any other people of the world, and 
 yet it is far below the level of their own wants and their 
 own proper aspirations. There is no danger of any such 
 thing as general over-production. There may be an unbal- 
 anced production; there is that throughout the world to-day. 
 The people of every country of the world to-day are sitting 
 upon their piles of products, eager to buy and sell and unable 
 to do either because there is a state of unbalanced production^ 
 
56 Inauguration 
 
 due to the disorganization caused by the war. But there is 
 no such thing as general over-production. If we could get 
 that idea out of the minds of the public, and out of the 
 thought of the business world, it would mean a great gain 
 for friendly relations. 
 
 The great problem of to-day is, to so organize, to so co- 
 ordinate, and integrate and balance the industries of the world 
 as to provide the greatest possible amount of all the comforts 
 of life for the masses of the people. That is the great appeal 
 to the enlightened and constructive forces of the world. 
 
 Dr. John H. Finley 
 
 Former President of New York State University and Commis- 
 sioner of Education of the State of New Yorh^ Associate 
 Editor of the "New York Times" 
 
 I do not know what can recommend me to your attention 
 at this time of night. I cannot even claim such ancestry as 
 that which Mr. Roberts has; my ancestors came over in a 
 boat, probably named the "Shamrock" — if not the ''Sham- 
 rock," the "Thistle." I early in life, in a co-educational 
 institution out in the West, learned the futility of endeavoring 
 to compete with descendants of the "Mayflower" — so I mar- 
 ried one. 
 
 All I can say, in recommending myself to you, is that I am 
 now the ancestor of three descendants of the ' ' Mayflower. ' ' 
 
 I have but a short time at my command; I am taking a 
 train soon; but I wish particularly publicly to express my 
 appreciation of the recognition I have received from the 
 President and Trustees. Some years ago, I walked across 
 the State of New Hampshire to attend the inauguration of a 
 certain president. I arrived at the Inn, looking like a tramp, 
 and I saw this gentleman (indicating Dr. G. Stanley Hall on 
 his left) and I asked him to identify me. He said he had 
 never seen me before. To-night, I have a dress suit and a 
 white tie and he recognized me. I wish to acknowledge the 
 honor of being permitted to sit at the right of this man who 
 is at my left. The last time I saw him was out on the prairie 
 where we were doing" one-nis^ht stands tos^ether and we had 
 
C I ark U niv er sity 57 
 
 to make a certain connection. I think you owe me still a half 
 dollar, sir. I bribed — I mean, I gave — the engineer a silver 
 dollar in order to persuade him to move the train a little faster 
 so that we should make our connection. That dollar went 
 farther than any I ever spent, I think, in my life. And here 
 I am at his side, in the class of "Formers" — ^Mr. Roberts and 
 the two end men are not in that class. 
 
 A "Former" is one who after he has filled a number of 
 important positions, such as you and I have filled (indicating 
 Dr. Hall) becomes a "former" of public opinion. 
 
 I said to the Association of College Presidents the other 
 night that I had two supreme distinctions in my life, both 
 of which I have lost: — first, I was at one time the youngest 
 college president in the world. I soon lost that distinction — 
 through no fault of mine. Then I resigned a few weeks ago 
 the position of president of the University of the State of 
 New York. At that time, I think I was, save one, the oldest 
 living university president, in point of service I mean, in the 
 United States, which will indicate to you how young the other 
 university presidents are. 
 
 I stand, as I said to the Presidents the other night, as 
 Priam at the walls of Troy, except — there is no Helen at my 
 side, wise with age and garrulous with years, calling Helen's 
 attention to the young warriors who are coming to take the 
 places of these old men who have become "formers." It is 
 a great pleasure to be here. 
 
 I find I was to speak on the subject of "The Tele- Victorian 
 Age." I hesitated to select that subject, because it is in 
 violation of the rules of a philologist, but it has a certain 
 geological and geographical import. Then I discovered, after 
 hearing President Atwood 's talk of this afternoon that we 
 had passed out of that age — of course he gave it another 
 name, I chose one of classical import. He called it the period 
 of expansional evolution. He said we have passed out of 
 that and are coming into the period of restrictional evolution ; 
 that is, we are going into an age which I should call the Peri- 
 Nicean age. We are entering upon what I should call the 
 Peri- Victorian age; we have already passed the "tele" age, 
 the age of the conquests of the future. 
 
58 Inauguration 
 
 I looked in my old Greek dictionary to find out how many 
 peri (near) and how many tele (far) words there were. I 
 discovered the ratio was about 16 to 1, that there were 67 
 columns of ''near" words, "peri" words and between 4 and 
 5 columns of ''far" words. I was going to give some illus- 
 trations, but time does not permit. If you will examine the 
 dictionary, you will find what I have said is true. Most of 
 those "tele" words of the old Greek time were, after all, 
 "near" words. It would seem so to us now because the whole 
 world at that time was not larger than the United States. 
 And think what education meant at that time! 
 
 A certain distinguished university president has defined 
 education as ' ' adaptation to one 's environment. " I do not like 
 that definition, it is not a good definition for human beings. 
 The definition is, "the conquest of one's environment." I 
 have made a list of the accomplishments of a single man in 
 ancient times, Hippocrates: he had "conquered his environ- 
 ment. ' ' Just think of what this man knew ! — he was abreast 
 of his time as an astronomer, he had traveled the greater part 
 of the earth, he knew something of navigation, knew something 
 of law, he was fond of music and poetry, he was a critic of 
 art, he assumed to write authentically on colors, ethics, etc., 
 also wrote an essay on ' ' cheerfulness. ' ' After all, the sciences 
 with which he was familiar are the sciences that had to do 
 with the audible and the visible. 
 
 We are as we were told to-day, on the edge of this Peri- 
 Victorian age, when all things shall become as "near." 
 
 I have some notes, which if I should read them to you, 
 would tell you how this world has been extended during this 
 Tele- Victorian period, but I cannot speak of that. We have 
 now come into the planetary consciousness, and I think into 
 the cosmic consciousness, and this Clark University is to be a 
 place of cosmic consciousness. In talking with a professor of 
 astronomy, he asked me, Do you generally talk in terms of 
 "cosmic conversation." Here is a place where cosmic con- 
 versation may go on continuously. The "far" is to become 
 as the "near." 
 
 I saw a man who was most enthusiastic over a trilobite, 
 a creature which no longer exists. He had discovered there 
 
C I ark V niv e r sity 59 
 
 was a little indentation which indicated to him that it had 
 a median eye. I asked him why the creature had disap- 
 peared from the face of the earth, and he said it was because, 
 I suppose, one of his eyes was used for far-seeing and the 
 other for near; he had lost either the middle or one of the 
 other eyes and could not see both at a distance and near at 
 hand and so disappeared. 
 
 That is suggestive, it seems to me. We have got to keep 
 our eye on the ''far" as well as the ''near," and on the 
 "near" as well as the "far." We must not neglect those 
 things about us. 
 
 I remember once I was trying to get into a position to see 
 the Coliseum and all but fell over a plough made in Syracuse, 
 New York. I have often thought that that plough was 
 immensely more significant than the Coliseum, if only we 
 could understand its significance. I have other illustrations 
 of that sort, which I will spare you. 
 
 A few days ago I had the great pleasure of attending a 
 meeting of the Czecho-Slovak mission and the Chinese mission. 
 They had come over to learn what they could from us and 
 carry it back to their peoples. I remember a letter which your 
 Justice Holmes wrote to a friend of mine — I do not know 
 how much of it was his and how much was a French phil- 
 osopher's — "we are no longer looking to the past for our 
 sanctions. We shall eventually come to qualify not in mor- 
 tality but in locality. ' ' That is coming to be the tendency. 
 
 I have given expression to a desire to walk around this earth 
 before I have to leave it. I voiced that thought to President 
 Ferry the other night. He said that reminded him of a French 
 priest whom he knew and whom he had just seen in California. 
 He said to him. How does it happen that you are here? And 
 the priest said, "Ah, I had a dream one night in my little 
 parish in France, a dream that I had come to the end of my 
 life and was summoned into the presence of God, and the 
 first question He asked me was, What do you think of my 
 earths The priest said, I was very much embarrassed. I 
 had to tell the Lord I had not been outside of my parish." 
 
60 Inauguration 
 
 President Atwood and his corps of explorers and students 
 will be a great help to the Almighty some day! They will 
 be able, to tell the Lord about this wonderful earth of His 
 and perhaps tell Him how to ''arise and amend it," as the 
 prayer goes. 
 
 I am going to read just these lines — I did not look out 
 of "three windows" when I was writing them. I did not 
 look out of "one window." They are apropos of the light 
 from that star which was measured by one who was a teacher 
 here in Clark University: 
 
 The light that started toward your eyes 
 From the "Colossus of the skies" 
 A century before your birth 
 Has but this second reached the earth. 
 
 Long, long, it's been upon the way 
 
 To give you God-speed on this day 
 
 Yet has it come althro ' the night 
 
 With God's own speed, the speed of light. 
 
 Orion's bands at last are loose 
 Since one has measured Betelgeuse 
 One who has taught in your own halls 
 And seen the stars beyond your walls. 
 
 So may the light of Heaven be 
 The lamp of your geography. 
 
 Wallace Walter Atv^ood 
 President of Clark University 
 
 I told my secretary and I told the members of the Board 
 of Trustees that I should wait until this evening before I 
 attempted to think of what I should say at the close of this 
 program, so you see that I am put down without any theme 
 at all. 
 
 One thing comes to me at once, — I sincerely appreciate the 
 unusual attention which has been given to the speakers to- 
 
CI ark U niv ersity 61 
 
 night, and the attention that was given to the speakers this 
 afternoon. I appreciate especially the attention which you 
 gave to me late this afternoon when it was perhaps a little 
 uncomfortable in our hall. 
 
 The spirit in which you have received the ideas presented 
 this afternoon and this evening is of peculiar significance to 
 me, and it has impressed me more and more with the possi- 
 bilities that lie before us here at Clark, and also the responsi- 
 bility which we have assumed. 
 
 We need a group of men and women who are equal to this 
 new responsibility. Some of the speakers have qualified this 
 evening for positions on the new faculty, and I think an 
 early meeting of our Board will be necessary. 
 
 I am pleased to have so cordial a welcome from Your Honor 
 the Mayor. I want to feel at home in Worcester, and I want 
 to serve Worcester. I am delighted to hear from my prede- 
 cessor at Harvard; he will live, I believe and trust, to see 
 a great deal of that of which he has dreamed accomplished, 
 and I expect him to continue to co-operate actively with me 
 in this work. It is a great pleasure for me to find my prede- 
 cessor at Clark University, Dr. Hall, believing in the ideals 
 which we now have before us and which we have emphasized 
 to-night. 
 
 Also, to hear from Mr. Vanderlip and from Mr. Roberts 
 of ideas and ideals mth which you know I am in perfect 
 sympathy is most encouraging. They knew nothing of what 
 was said this afternoon. Mr. Roberts arrived from New 
 York at 5 p. M. Both Mr. Vanderlip and Mr. Roberts have 
 been and are now studying many of the most important 
 national and international problems. They approach those 
 problems from a somewhat different angle and with a dif- 
 ferent background of experience than that of the scientist 
 or educator, but it is a great satisfaction to find that our 
 conceptions of those problems and our ideals for solving them 
 are in perfect harmony. 
 
 The American people are to play a large part in the affairs 
 of the world. I trust that you will keep that fact clearly in 
 mind. Our further development and possibly our future 
 
62 Inauguration 
 
 peaceful existence, will depend upon our treatment of other 
 nations in our international affairs. 
 
 Among all my friends who have been so kind to-night, this 
 poetic genius, whom I love so dearly has made as great a sacri- 
 fice as any one to be here. He will leave for Europe in about 
 48 hours, and I realize that in giving us so much of his time 
 to-day he has undoubtedly overcrowded his program. Just 
 the other evening, when he passed through the city late at 
 night, we had a short visit. I little thought then, when he 
 asked me the pronunciation of that famous star, Betelgeuse, 
 what he was going to do with the name. I wish that each one 
 of you could take a stroll with him — not one of his 70-mile 
 strolls, but just a walk in the woods — for he is a true lover of 
 out-of-doors. 
 
 On Thursday evening Dr. Finley will leave this country 
 with the duty before him of interpreting conditions in an- 
 other land to the American people. I look upon that as just 
 the sort of thing we, at Clark University, shall want to do. 
 I wish we could annex the New York Times editorial staff. 
 We shall want to send men to all countries of the world. 
 We shall want men who can make correct observations. We 
 shall want men who see the possibility of integrating the great 
 industries of the world. Each one of them must have- an 
 international point of view. 
 
 There is just one thought at this late hour that I should 
 like to add to the evening program. In the pursuit of geo- 
 graphic studies, in almost all research work, there is an ele- 
 ment of fun that no one of the speakers has emphasized. It 
 is just pure, downright fun to get out of doors and work 
 in the fields, to see strange lands or climb over unknown 
 mountain ranges. Sometimes such a life has a bit of the 
 ridiculous in it. I remember the first season I served as a 
 geologist. It was on the New Jersey Survey. I was at work 
 trying to find out the various strata in the coastal plain forma- 
 tions. There was a fluffy sand underlain by some clay sands, 
 and I was trying to find the contact or dividing plane; I 
 had thrown away my trowel and was down on my hands and 
 knees digging up the sands with the hands, when two fellows 
 
ClarkUniversity 63 
 
 came by and one, in a very audible voice, said to the other: 
 *'I wonder if he has buried a bone there." 
 
 Later it became my good fortune to go farther west — far 
 off to the northwestern part of the continent. Imagine our 
 little party on a mountain crest, following along some con- 
 tinental divide trail, away from all human settlements, deeply 
 interested in our studies. Perhaps I have with me a group 
 of students and we are invading new fields, working together 
 on unsolved problems, an occupation which I think is ideal 
 from an educational standpoint. The men take different 
 sections of the country about us to explore, reporting each 
 night on what they have discovered. There is no question 
 of looking on another man's paper, no question of whispering, 
 no unfair coaching, but everybody is helping everybody else 
 as new information comes in. Imagine us around a camp 
 fire, trying to match our different bits of data. We are men 
 doing original research work ; a small group, each helping the 
 other and each man learning how to work, and having before 
 him every day the possibility of making a real discovery. Per- 
 haps he finds a significant fossil and comes back at night to 
 tell us about it as we sit around the camp fire. And yet, 
 whether it is on a mountain top or on the hills north of the 
 Arctic Circle, when we look upon the little valley below, we 
 think of the trail which will guide us homeward. Though we 
 are students of the out-of-doors, we see that our studies all fit 
 into the welfare of man. We want them to be of value to 
 man. We continue the search for the truth in the belief that 
 the truth when found and understood will be valuable. It 
 may be of great service in education and the process of find- 
 ing the truth is distinctly educational. 
 
 I think, Mr. Toastmaster, I ought to be and, perhaps I am, 
 the happiest man here to-night. I think the responsibility 
 that I have assumed is my strongest emotion to-night. I 
 wish to thank all of you, Trustees, Speakers and Friends, and 
 all the people of Worcester for joining in this very happy 
 occasion. 
 
BOARD OF TRUSTEES OF 
 CLARK UNIVERSITY 
 
 A. GEORGE BULLOCK CHARLES H. THURBER 
 
 FRANCIS H. DEWEY ALFRED L. AIKEN 
 
 HERBERT PARKER GEORGE H. MIRICK 
 
 ARTHUR P. RUGG STEDMAN BUTTRICK 
 
 LIST OF DELEGATES 
 
 HARVARD UNIVERSITY 
 
 William Morris Davis, Sc. D., Ph. D. 
 
 Professor of Geology, Emeritus 
 
 Reginald Aldworth Daly, Ph. D. 
 
 Sturgis-Hooper Professor of Geology 
 
 Robert DeCourcy Ward, A. M. 
 
 Professor of Climatology 
 
 Paul Joseph Sachs, A. B. 
 
 Assistant Professor of Fine Arts 
 YALE UNIVERSITY 
 
 WiLLiSTON Walker, Ph. D., D. D., L. H. D. 
 
 Provost 
 
 UNIVERSITY OF PENNSYLVANIA 
 
 Hugh Walker Ogden, A. M., LL. B., D. S. M. 
 
 COLUMBIA UNIVERSITY 
 
 George Vincent Wendell, Ph. D. 
 
 Professor of Physics 
 BROWN UNIVERSITY 
 
 Albert Davis Mead, Ph. D., Sc. D. 
 
 Professor of Biology 
 
 RUTGERS COLLEGE 
 
 William Henry Steele Demarest, D. D., LL. D. 
 
 President 
 
Clark University 65 
 
 DARTMOUTH COLLEGE 
 
 Charles Ramsdell Lingkey, Ph. D. 
 
 Professor of History 
 DICKINSON COLLEGE 
 
 Raymond Rush Brewer, A. B. 
 
 UNIVERSITY OF PITTSBURGH 
 
 Samuel Black McCormick, D. D., LL. D. 
 
 Chancellor Emeritus 
 UNIVERSITY OF VERMONT 
 
 Carroll Warren Doten, A. M. 
 Professor of Economics, Massachusetts Institute of 
 
 Technology 
 WILLIAMS COLLEGE 
 
 Harry Augustus Garfield, LL. D. 
 
 President t 
 BOWDOIN COLLEGE 
 
 Kenneth Charles Morton Sills, LL. D. 
 
 Preside7it 
 UNION COLLEGE 
 
 Howard Conant, A. M. 
 Principal of the Holyoke High School, Holyoke, Mass. 
 
 MIDDLEBURY COLLEGE 
 
 Myron Reed Sanford, L. H. D. 
 
 Professor of the Latin Language and Literature 
 
 UNIVERSITY OF NEW BRUNSWICK 
 
 Alexander Wilmer Duff, D. Sc, LL. D. 
 Professor of Physics, Worcester Polytechnic Institute 
 
 HAMILTON COLLEGE 
 
 Frederick Carlos Ferry, Ph. D., Sc. D., LL. D. 
 
 President 
 DALHOUSIE COLLEGE 
 
 Kenneth Grant Tremayne Webster, Ph. D. 
 
 Assistant Professor of English, Harvard University 
 
66 I n a u g u r at i n 
 
 AMHERST COLLEGE 
 
 George Daniel Olds, LL. D. 
 
 Acting President 
 
 TRINITY COLLEGE (CONNECTICUT) 
 Prank Cole Babbitt, Ph. D. 
 
 Professor of Greek 
 
 RENSSELAER POLYTECHNIC INSTITUTE 
 William Pitt Mason, Sc. D., LL. D. 
 
 Dr. William Weightman Walker Professor of 
 
 Chemistry 
 
 WESTERN RESERVE UNIVERSITY 
 Joseph Ray Peck, A. B. 
 
 UNIVERSITY OF TORONTO 
 
 Alexander Wilmer Duff, D. Sc, LL. D. 
 Professor of Physics, Worcester Polytechnic Institute 
 
 DENISON UNIVERSITY 
 
 KiRTLEY Mather, Ph. D. 
 
 Professor of Geology 
 
 NEW YORK UNIVERSITY 
 
 John Charles Hubbard, Ph. D. 
 
 Professor of Physics 
 
 WESLEYAN UNIVERSITY 
 
 Frank Walter Nicolson, LL. D. 
 
 Dean 
 
 OBERLIN COLLEGE 
 
 The Reverend Robert Elliott Brown, A. B., B. D 
 
 Pastor of the Second Congregational Church, 
 Waterbm^, Connecticut 
 
 WHEATON COLLEGE 
 
 Samuel Valentine Cole, D. D., LL. D. 
 
 Presideiii 
 
Clark University 67 
 
 MARIETTA COLLEGE 
 
 William G. Ballantine, D. D., LL. D. 
 
 Professor of Bible International Young Men's 
 Christian Association College 
 ALFRED UNIVERSITY 
 
 BooTHE CoLWELL Davis, Ph. D., D. D. LL. D. 
 
 President 
 DE PAUW UNIVERSITY 
 
 George Bramwell Baker, B. S. 
 
 UNIVERSITY OF MICHIGAN 
 
 Alfred Henry Lloyd, Ph. D. 
 
 Professor of Philosophy and Dean of the 
 
 Graduate School 
 MOUNT HOLYOKE COLLEGE 
 
 Samuel Perkins Hayes, Ph. D. 
 
 Professor of Psychology 
 HOLY CROSS COLLEGE 
 
 James J. Carlin, S. J. 
 
 President 
 THE STATE UNIVERSITY OF IOWA 
 William Fletcher Russell, Ph. D. 
 
 Dean of the College of Education 
 
 UNIVERSITY OF WISCONSIN 
 
 Frederick Jackson Turner, Ph. D., LL. D., Litt. D. 
 
 Professor of History, Harvard University 
 
 TRINITY COLLEGE (NORTH CAROLINA) 
 Clyde Olin Fisher, Ph. D. 
 
 Associate Professor of Economics, Wesleyan 
 
 University 
 TUFTS COLLEGE 
 
 John Albert Cousens, A. B. 
 
 President 
 CORNELL COLLEGE 
 
 The Reverend John Edward Johnson, D. D. 
 
 President of the Board of Trustees 
 
68 Inauguration 
 
 WASHINGTON UNIVERSITY 
 
 The Reverend Christopher Rhodes Eliot, A. M., 
 S. T. B. 
 
 Minister of the Bulfinch Place Church, Boston 
 
 BAKER UNIVERSITY 
 
 George Croft Cell, Ph. D. 
 
 Pi^ofessor of Historical Theology, Boston University 
 
 School of Theology 
 ALBION COLLEGE 
 
 Samuel Dickie, LL. D., 
 
 President 
 VASSAR COLLEGE 
 
 Eva March Tappan, Ph. D. 
 
 BATES COLLEGE 
 
 Chauncey Coffin Ferguson, A. M. 
 
 Superintendent of Schools, Millhut^, Mass. 
 
 MASSACHUSETTS INSTITUTE OF TECHNOLOGY 
 Waldemar Lindgren, M. E., D. Sc. 
 
 William Barton Rogers Professor of Economic 
 
 Geology 
 CORNELL UNIVERSITY 
 
 Edvstard Leamington Nichols, Ph. D., LL. D., D. Sc. 
 
 Professor of Physics, Ementus 
 UNIVERSITY OF MAINE 
 
 Chester Squire Phinney, Ph. D. 
 
 Master of Modern Languages, Worcester Academy 
 
 WORCESTER POLYTECHNIC INSTITUTE 
 Ira Nelson Hollis, L. H. D., D. Sc. 
 
 President 
 EPISCOPAL THEOLOGICAL SCHOOL AT CAMBRIDGE 
 The Reverend William Henry Paine Hatch, 
 Ph. D., D. D. 
 
 Professor of the Literature and Interpretation of 
 
 the New Testament 
 
C la 7^ h University 69 
 
 MASSACHUSETTS AGRICULTURAL COLLEGE 
 Elmer Adna Harrington, Ph. D. 
 
 Professor of Physics 
 WEgT VIRGINIA UNIVERSITY 
 
 Prank Butler Trotter, LL. D. 
 
 President 
 UNIVERSITY OF CALIFORNIA 
 
 Clarence Irving Lewis, Ph. D. 
 
 Associate Professor of Philosophy 
 
 UNIVERSITY OF MINNESOTA 
 
 Frank Maloy Anderson, A. M. 
 
 Professor of History, Dartmouth College 
 
 NEW HAMPSHIRE COLLEGE 
 
 Ralph Dorn Hetzel, LL.B., LL. D. 
 
 President 
 BOSTON UNIVERSITY 
 
 Lemuel Herbert Murlin, LL. D. 
 
 President 
 CANISIUS COLLEGE 
 
 The Reverend Michael Joseph Ahern, M. A. 
 
 President 
 HUNTER COLLEGE OF THE CITY OF NEW YORK 
 George Samler Davis, LL. D. 
 
 President 
 PENNSYLVANIA COLLEGE FOR WOMEN 
 John Carey Acheson, LL. D. 
 
 President 
 SYRACUSE UNIVERSITY 
 
 The Reverend William Harm an van Allen 
 S. T. D., L. H. D., D. C. L., LL. D. 
 
 Rector of the Church of the Advent, Boston 
 
 SMITH COLLEGE 
 
 William Allan Neilson, Ph. D., LL. D. 
 
 President 
 
70 / n a u g ur a t i o 
 
 MASSACHUSETTS STATE NORMAL SCHOOL 
 AT WORCESTER 
 
 William Billings Aspinwall, Ph. D. 
 
 Pvt'YirCi'DQ.l/ 
 
 WELLESLEY COLLEGE 
 
 Elizabeth Florette Fisher, B. S. 
 
 Professor of Geology and Geography 
 Helen Goss Thomas, A. B. 
 
 THE JOHNS HOPKINS UNIVERSITY 
 Frank Morley, Sc. D. 
 
 Professor of Mathematics 
 RADCLIFFE COLLEGE 
 
 Christina Hopkinson Baker, A. B. 
 
 Acting Dean 
 CASE SCHOOL OF APPLIED SCIENCE 
 George Henry Johnson, A. B. 
 
 Professor of History 
 UNIVERSITY OF WYOMING 
 
 James Plummer Poole, M. A. 
 
 Professor of Botany 
 BARNARD COLLEGE 
 
 George Vincent Wendell, Ph. D. 
 
 Professor of Physics^ Columhia University 
 
 UNIVERSITY OF CHICAGO 
 
 Harry Pratt Judson, LL. D. 
 
 President 
 LELAND STANFORD JUNIOR UNIVERSITY 
 
 George James Peirce, Ph. D. 
 
 Professor of Botany and Plant Physiology 
 
 LOWELL TEXTILE SCHOOL 
 
 Charles Holmes Fames, S. B. 
 
 President 
 SIMMONS COLLEGE 
 
 Henry Lefavour, Ph. D., LL. D. 
 
 President 
 
Clark University 71 
 
 SAVEET BRIAR COLLEGE 
 
 Ivan Eugene McDougle, Ph. D. 
 
 Pi'ofessor of Economics and Sociology 
 
 INTERNATIONAL YOUNG MEN'S CHRISTIAN 
 ASSOCIATION COLLEGE 
 
 Laurence Locke Doggett, Ph. D., D. D. 
 
 President 
 NORTHEASTERN COLLEGE 
 
 Frank Palmer Speare, M. H., M. C. S. 
 
 President 
 INSTITUTE OF INTERNATIONAL EDUCATION 
 Stephen Pierce Duggan, Ph. D. 
 Director 
 
 Professor of Education, College of the City of 
 
 New York 
 THE FRANCIS D. POLLAK FOUNDATION 
 FOR ECONOMIC RESEARCH 
 
 William Trufant Foster, Ph. D., LL. D. 
 
 Director 
 WORCESTER ACADEMY 
 
 Fred Davis Aldrich, A. M. 
 
 Senior Master 
 MOUNT HERMON SCHOOL 
 
 Henry Franklin Cutler, A. M., D. C. L. 
 
 Principal 
 
UNIVERSITY OF ILLINOIS-URBANA 
 
 3 0112 110869242