CARNEGIE LIBRARY, STATE UNIVERSITY DEDICATION OF CARNEGIE LIBRARY STATE UNIVERSITY OF KENTUCKY LEXINGTON, NOVEMBER 24. 1909 Mi 3 e Ai ^ * ^7!r « ADDRESS OF Henry S. IPritchett, ll. d. PRESIDENT CARNEGIE FOUNDATION FOR THE ADVANCEMENT OF TEACHING if W, 0 2.7 .21 y^tcL St i &bbrea# State University of Kentucky Nov. 24, 1909 by Gov. A. E. Willson Ladies and Gentlemen, and Students: — T is not the first time, and I hope it won’t be the last *11 time that I appear before you. I feel not merely a fatherly interest in this institution, but I rather feel all the time that I am a partner with the boys and the girls, as well as the professors. I am only here to preside over the introduction of our visitors, and to renew my cordial feeling and kindly relations with all. There is no one of us who has been a student and comes back again to his own or sees a body of students in another college without a whole lot of feeling so strong that it is a little difficult to talk to them. I felt a great deal more cheered by the bright music of the first piece than by the serious music of the last. The last made me feel old, and the first made me feel young. Here is a day with all the world in sunshine with the bright anticipation of what the future holds in store for us. We have met to-day to dedicate this library, which is the result of the thought, and the moral feeling of a good and wise man nearing the end of a busy and successful life. I have had the pleasure of knowing Mr. Andrew Carnegie. In all this city, in all this State, there is not a man with more simple-hearted ways or more simple life than Andrew Carnegie. No pretence, ostentation or dis- play, but a practical, every-day man, with a big heart and a wise head; and this occasion to-day is the result. 1 Dedication [ s it not, of his good, wise thoughts? Not for display, Carnegie not even primarily to have his name perpetuated, though Library that WO uld be most reasonable, but to have a useful part in the education not only of the United States, but of the great nations of the world. He had hard times in his childhood. I have known his old mother — a splendid ven- erable lady, with a wealth of snow-white hair, a Scotch mother, who raised her children to strict obedience, and long after her son was a full grown, strong man, she called him “Andro” and told him what she wanted him to do, and he minded just as he did when he was a boy; just one of those human persons ; not a man removed from everybody by enormous wealth and great position, but in his way an every-day human man — who minded his mother just as the rest of us do; and that is the kind of a man who thinks of these practical things. Here is this building, that is to be the shelter and the home — the house of stores of learning, known works of interest and art and all that. It is going to be like a wonderful telescope, by which you sit here in a quiet place and see the distant worlds, coun- tries and peoples, the whole story of humanity and human ideas — see so many of them that you could not see with the naked eye. And that is just what is here. The library is a telescope that looks to the remotest past, holds the seed of all the present, and looks forward to the most dis- tant future, illuminating all the present. It is a universal store of knowledge and help, and it does not end with one man’s life; it is not only for one generation, or one set of students, or one century; it is for the eternal ages, and that is the kind of an institution which we start here to-day. And so many do not realize at first how useful 2 it is going to be. We can not think of the uncounted thousands that one by one, ten by ten, thousand by thou- sand, college by college, shall year after year sit at these tables, and gather of these stores of learning, information and interest. How can we realize to-day the hundreds of thousands of helps that will be offered to make the boys and girls better men and women? It is a hard thing to understand, but I hope that here to-day each one shall gather some- thing of the message of this occasion, and of the spirit of generosity, high-mindedness, conscientious and canny wis- dom which have animated this gift, which shall be a bless- ing to us, and to all who shall come after us. It is right for us to enquire and know and feel to-day how much this sensible man has done, with no desire for show or adulation, and for no end whatever but the good of the many who shall make their struggle for education in this institution. It is something for every boy and girl to realize what a blessed thing it is to be useful. How much more it is than riches, or to be distinguished. There is no greater thing to be accomplished in this life. The great thing is to be useful; to have a part in making the world better, in having an opportunity to make a chance for every boy and girl to be better; having a part in making the human heart larger for good things and for useful things. I am in danger of turning a preacher on this line, but I do not wish to preach and I hope that on this occasion some inspiration may be gathered from the career of this man who has been in many enterprises, a man of great affairs and has used his power and his fortune to be useful. If State University of Kentucky Nov. 24, 1909 3 Dedication Carnegie Library we can get something of that spirit in our lives, something that shall guide your careers and your hopes and your opportunities to be useful, then indeed have we gained something from this example; something that can go into the printed page, something that shall go into every life, and be a part of it. I thank you. (Applause.) 4 Siforfsisi of ©rrsiHient James Patterson Sntro&uctng ®r. ^enrp ls>. iPritdjett, tofjo ©eliberei) tlje glbOress of ©ebtcafion i?o= bember 24 , 1900 , is as JfoUomS Ladies and Gentlemen: — is an auspicious occasion. For more than forty years of its existence, the State College of Kentucky (now the State University), had no library. Col- lections of books there were for the use of departments, but these were of an exclusively technical character. Two or three years ago, I succeeded in interesting Mr. Andrew Car- negie in the wants of the State College and obtained from him $26,500 for the erection of a library building. Out of this fund the building has been erected and equipped, and by the conditions of the gift $2,650 are pledged an- nually by the Trustees for its up-keep and maintenance. This makes possible an annual expenditure of about $2,000 for books. This building, with the nucleus of a respectable collection of books, we dedicate to-day. We esteem our- selves fortunate in having present His Excellency the Gov- ernor of the Commonwealth, the Board of Trustees, the Faculty of the University, the Staff of the Experiment Sta- tion and distinguished citizens, and especially the eminent man of affairs and authority upon education, whom Mr. Carnegie selected as President of the Carnegie Foundation for the Advancement of Teaching, an institution which is setting the pace for higher education in the United States and Canada, and which is already profoundly modifying 5 Stale University of Kentucky Nov. 24, 1909 Dedication the scientific and classical training of the mother country. Carnegie With a firm grasp of facts and a keen intuition of tendencies Library anc j G f principles he has laid bare the defects in college and university work, the disparity between professions and re- sults, and has boldly indicated a remedy. He stands to-day the representative of thorough organization, systematic train- ing, high ideals and honest effort. His influence is felt throughout the length and the breadth of the land. The institution which dares to read Harvard a lesson and refuse recognition to a great university in Ohio is an organization which must be reckoned with. No college and no univer- sity is asked to avail itself of the benefits of the Carnegie Foundation, but no institution, whatever its prestige or its wealth, can obtain recognition until it shows its passports. Its motto might well be, “Abandon pretense all ye who enter here.” All this has been made possible through the far-sighted beneficence of one man, Mr. Andrew Carnegie. Concur- rently with his enormous expenditures for education and in the interests of universal peace, he has given millions upon millions for the extension of knowledge through such institu- tions as this which we dedicate to-day. Our heart-felt thanks, our benedictions rest upon the venerable head of him who knew how to amass a stupendous fortune and better still, how to dispose of it for the benefit of mankind. No encomium of mine can equal his deserts; no eulogy of mine can be commensurate with his meed of praise. Simple in his massive grandeur, he rises above all the benefactors of his race in his conception of the necessities and opportunities of the age, in his adaptation of means to ends and in his unexampled generosity in providing the millions required 6 for translating his ideals into realities. When the history of the twentieth century is written, no man will be entitled to a larger space in it than the great philanthropic Scotchman who has made his name a household word in both hemis- pheres. The President of the Carnegie Foundation is not an alien in Kentucky. Missouri is the daughter of Kentucky, and Dr. Pritchett is a son of Missouri. Therefore, a grand- son of this Commonwealth, and by poetic license a Ken- tuckian. Ladies and gentlemen, I have the honor to intro- duce to you the President of the Carnegie Foundation for the Advancement of Teaching, Dr. Henry S Pritchett — of Kentucky. State University ot Kentucky Nov. 24, 1909 Dedication Carnegie Library ®fje leaterstfjtp of a grtate SUmbrrsttp m by Dr. Henry S. Prichett R. President, Governor Willson, Teachers, Stu- dents of the University, Ladies and Gentlemen: It were a cold heart indeed which did not warm to so cordial and so friendly a greeting as that which I have just received at the hands of your president. Cer- tainly that sort of coldness does not come from the state in which I was born. I am only too pleased to reckon myself not only for to-day but for all days, a grandson of Kentucky as he has so kindly named me. You do well to set aside a day to celebrate so good a gift to a university as that of a library. The man who has made this gift to your Commonwealth and to your university was influenced in the making of it mainly by three motives: First of all, he had a great respect for the old Commonwealth of Kentucky. Secondly, he believed that the institution in which you live and work stood for high ideals, for serious work, for efficient citizenship. In the third place he had a high regard for the long, faith- ful, and efficient service of your president, and he desired to recognize the fact. (Applause.) He would be glad to have met with you himself to- day, but Mr. Carnegie has much of that home feeling which keeps a man at home on the anniversary of his birth. He asks me to bring to you students this message: He hopes that this Library may serve a purpose wider than that of your own institution, larger than that of 8 your own Commonwealth, broader than that of our own nation ; that it may help to introduce you into sympathy for all men and for all nations; to a patriot- ism greater than that which recognizes only the services of one city and one state, and that entering into some ap- preciation of the world of letters, you may become also a citizen of that world. He sympathizes with all noble ideals, and with all that is noble in letters, and he bids me repeat to you this message: As one torch lights an- other and is not diminished thereby, so nobleness enkindleth nobleness. There is no torch to-day from which the human spirit may so quickly and readily light the flame of a right devotion as in those torches lit by the great books. He hopes that you may light there the torch of a devotion which shall be larger than your institution and larger than your state, and which shall look to the advancement of the world itself. (Applause.) As I thought concerning a subject about which I might talk to-day I ran rather accidentally across two statements which seemed to me significant the one of the other. One was the question of an old friend of mine many years ago in a German university. He said to me as he was sail- ing a few weeks since: “I notice that in America students settle down in one college and spend the whole of their academic life there; and when they cheer for an institution they only cheer for one institution. Why does not a man spend his student life in several universities as we do? And why does not the Harvard man cheer for Yale, and the Yale man cheer for Harvard?” To illustrate my meaning in another way, in this state why does a student not take one year at Central College and another year at State University of Kentucky Nov. 24, 19Q9 9 Dedication Carnegie Library the college at Georgetown, and spend finally two years at the State University; why does he always go to one institution and give his allegiance exclusively to that one? The other statement has relation to the first and was this: It was the expression of another student of education. He said that every nation which was worthy of the name of a nation, every nation that had progressive qualities, every nation which had reached the stage of civilization of a high order, expressed its ideals in a system of educa- tion. This series of schools are related one to the other, each school does the work to which it was assigned and having direct relation to the school that stood above it and the one which stood below it. Such a homogeneous cooperating system of schools is the mark of a high civiliza- tion and its most perfect representation. If these two statements are put together, it would seem to indicate that in the United States our institutions of learn- ing still stand very much wider apart than they do in a country like Germany; that they rarely realize, to them- selves at least, that they are parts of one system; that they belong to a common cause; that they are related the one to the other. They are in the main, so far as the higher education is concerned, still isolated units. This naturally raises the question: Have we in the United States a definite system of education; have we in any American Commonwealth a consistent system of schools which represent the ideals and the aspirations of that Com- monwealth? In other words, have we in our American states any such well thought out educational system such as is here alluded to? I do not undertake to say this morning whether we have 10 or not; but I shall spend the few minutes which I shall use in speaking to you concerning the ideal educational system of an American Commonwealth. What is the ideal educational system of schools for an American state? What ideals of citizenship would such a system represent? What part in such a conception is a state university to play? That the statement which I have quoted is true, I be- lieve any man will recognize who goes back and studies the history of schools. It has been the history of every na- tion that the first thing to develop is the isolated school; schools which serve a special purpose. Gradually as that nation grew in sympathy and strength these schools began to serve a wider purpose; they became related one to the other. It may not be out of place to spend a few minutes in studying the steps which have taken place in the develop- ment of the school in the civilization of the world. The first schools which were inaugurated along the shores of the Mediterranean Sea were those which looked to the training of the priest. In other words, the first ideal of a school was to prepare a special class, an elect class. The original school was aristocratic, it sought to educate men because of certain birth or station for a special career. For a long time the schools were controlled by the priests and the priests have kept a pretty good grip on the schools, for that matter, ever since. The ideal that the school was to serve only the classes was of long duration. Finally, the conception arose that education was for the whole people; that the school was not only for the man who was to be a priest or a lawyer State University of Kentucky Nov. 24, 1909 11 Dedication Carnegie Library or a doctor, but was for the whole body of the people; that the school was to open the door to any class and to any citizen of the commonwealth. This was the great achievement of the eighteenth century. We have almost forgot the means by which it was brought about. We accept to-day in America the idea that education is demo- cratic as self-evident, we have almost forgot that any other ideal ever existed. And yet it is less than two hundred years ago that men came to believe that education was for all. The agencies by which that change in the public mind has been accomplished have been almost forgotten. To one of these I venture to allude for the moment. Perhaps you have heard of the order known as the “Brethren of the Common Life.’’ About the year 1400, with the growth of the idea that education should be for the poor as well as for the rich and high-born, there was organized an order whose work was to stand for this idea. It was called the “Brethren of the Common Life.’’ At the end of two hun- dred years it had become a powerful agency, and had ex- tended its field from elementary to higher education as well. Luther, who brought in our reformation, was one of the students of the “Brethren of the Common Life.’’ That order has disappeared, but it has done its work. All the universities of to-day belong to the order of the “Brethren of the Common Life’’ if they do their work in the right spirit and under the right ideals. (Applause.) This ideal of the democracy of education was the con- tribution of the eighteenth century. At the end of that time there had developed in the continental countries like Ger- many, a system of schools which represented that ideal. That system of schools began with the elementary school 12 which led into the gymnasium, and the gymnasium led into the university. Men were trained for citizenship, for culture, for general learning, from the lowest to the highest. The ideal of democracy in education had won its place. But that is not enough; it is not enough that education shall be for all. Education must be something more than democratic to be fruitful in the upbuilding of a common- wealth. To appreciate this one has only to look at the progress of education on the continent of Asia. The oldest country to develop the idea of democratic education was China. Two thousand years ago China believed that education must afford an opportunity not only to the high-born but to all the people, that it must open the door to every citizen, however poor and humble. China had two thou- sand years of education which was essentially democratic, absolutely open to each man who chose to avail himself of it. It reflected the very ideal which the Europeans only gained by the coming of the eighteenth century. But it has not served the state efficiently. It failed in spite of its democracy because it was chained to a dead body of doc- trine. It was founded on the idea that all that was worth knowing could be found in the Chinese classics, the writings of Confucius and his followers. And although in China there has existed for two thousand years the ideal of educa- tion for the whole people, the university has never become fruitful in the upbuilding of the state or in its progress. The nineteenth century was still young when a new conception of a national system of education came into be- ing. Men who dealt with education a hundred years ago said to themselves, it is not enough that the schools shall Slate University of Kentucky Nov. 24, 1909 13 Dedication open the opportunity for general culture to every student Gamegie who will make himself a place, but it must also reckon Library with the new economic conditions of industry and civilized life. No longer do men carry on their industries in their homes; they are drawn together in great groups, and the school must not only be democratic but it must also train for the vocation. It must give men not only culture, but must give them skill; it must do this not only for the men who are to go into the professions like law, or medicine or the ministry, but also for the men who are to be the farmers, or mechanics, or shoe-makers or blacksmiths. There was then implanted in the conception of a national system of schools the idea that it must be not only democratic and that the schools must relate themselves to each other, but also that the schools must train in the vocations and lead students into them, just as the university leads them into the professions. In a word, the nineteenth century concep- tion of a system of education was that of a state conduct- ing a system of schools related to and cooperating with each other, standing for the common ideal not only of democracy but of efficiency. Such a system must seek to make of the individual citizen not only a man of culture able to appre- ciate learning, but must also make men who shall be efficient in their work. This ideal system of public schools reaches from the primary school to the university; it includes a school for the farmer, a school for the mechanic, a school for the tradesman, a college for general education, and a univer- sity for the professions. That conception of an educational system will, I take it, be the ideal of our American com- monwealths. We in the United States have committed the matter of 14 education to the separate states. The general government does not undertake to establish schools and universities; that is, under our system, the work of the states themselves. But we may well believe that these great commonwealths will eventually come to a system which shall be unified; that we shall have very much the same educational standards in Kentucky as in California, and that our national concep- tion of education will ultimately be formed by the sympa- thetic action of each of these great commonwealths, working along consistent and uniform lines. In some such way, we too as a civilized nation shall in time present to the world a consistent system of schools as the visible representation of our civilization. If that be the true conception of a system of education for a democracy, then any particular institution, such as a university, or a college or a secondary school, or a law school or a medical school, should find its place in that system; it should do its particular work not the work of some other school; and it should relate its work intelligently and ef- ficiently to the general system of education. Under that conception what sort of a picture do our American commonwealths present to-day? How many states of the Union are there in which education has reached this ideal? In which do the common schools, the colleges and the universities form a common system of education, reaching from the elementary school to the university, deal- ing with the professions and trades, each institution respect- ing the work of the other; each doing its work in a common effort to educate the whole people of the whole state both for culture and for efficiency? I think if we study our separate commonwealths, we IS State University of Kentucky Nov. 24, 1909 Dedication w iH find that they are still very far from realizing any such Carnegse ideal. When the Carnegie Foundation for the Advance- Library men t of Teaching was organized, it was directed under the terms of its charter to do certain things; to offer certain aids to the colleges of the United States and Canada. When it came to inquire into what the colleges were doing, it found the term “college” meant one thing in Texas and another thing in Wisconsin; that there were one thousand institu- tions in the United States calling themselves colleges or universities. In a word, there was absolutely no uniform- ity in our country as to what the term “college” meant; as to what relation the college ought to bear to the second- ary school, and what work the college should do in order to entitle it to be called a college at all. It was evident that many institutions had assumed the name college in very much the same way in which some people in my native state of Missouri assumed the title of “colonel.” (Applause and laughter.) Of course, I know that in Kentucky a man is never called “colonel” unless he has actually seen mili- tary service. The fact is, no such definite and consistent conception existed amongst the colleges and universities and secondary schools. Each college and each university was in the main doing its work independently, not as a part of a cooperating system of education. In many cases the colleges were do- ing the work of the high schools; the universities were doing the work of the colleges, and the high schools were doing anything they pleased. In other words, there was no clearly thought out conception or realization of a system of educa- tion, taking into account the demands of modern economic conditions. I have had occasion to visit many colleges and 16 universities. I find in their organization a close parallel to the process of promotion which goes on in Wall Street. If the Wall Street people organize an industry, they generally issue a few shares of preferred stock which are good and which pay dividends; and then they issue an enormous amount of common stock which is mostly water, and which may possibly pay dividends in the long run. Now a great many colleges and universities are organized in the same way. There is a small issue of preferred stock in the shape of a good college or a school of science; then they issue a lot of common stock in the shape of law schools, medical schools, schools of education, music schools and graduate schools, which are mostly water. I visited not long ago in a latitude south of this an in- stitution whose total annual income was $ 1 8,000. I was introduced one after another to the dean of the college of arts, the dean of the scientific college, the dean of the law school, the dean of the medical school, the dean of the school of education, and finally to cap the whole program I was introduced to the dean of the graduate school. I asked him modestly what was the function of the dean of the graduate school in such a college having all these de- partments, and an income of $18,000. He answered “I teach elementary Latin,” which was perhaps on the whole as good a thing as the dean of the graduate school in such an institution could do. But what pretense in the name of education which ought to stand first of all for sincerity. The point to which I have come is this: We have not in any American commonwealth, whether you take Massa- chusetts, Missouri, Kentucky, or California — we have not State University of Kentucky Nov. 24, 1909 17 Dedication Carnegie Library yet worked out this conception. And it is the business of a true university in any state to lead toward that goal. Let me say in closing a few words concerning the op- portunity and the duty of a state university in this situation. It is clear that to-day there exists great confusion in our American commonwealths as to the relations of these dif- ferent schools. The college and the high-school overlap; the college and the secondary school are not working in re- lation to each other; there is confusion in the work of the college and the university. What is the duty of an institu- tion like this university in such a situation? I venture to call attention to three things which, it seems to me, an institution of this kind in a great state like yours must look to. I believe its duty is to take its place as the leader of the educational work of the state. If it is to be the leader then, it ought to bring some order out of this confusion^ and to point out just as rapidly as possible a clear differen- tiation between the work of the college and the university, between the college and the high school, between the work of the high school and the work of the elementary school. In other words, its function as a state university is to build up as rapidly as possible a consistent system, and to see to it that the distinction between the work of the college and the work of the secondary school is observed, and to edu- cate the people of its state to this conception. I assume that the second duty at this state of our prog- ress is that the state university shall hold up true university ideals in the matter of preparation not only for the college but for the great professions, of the law and of medicine. I do not know how much you know about the overproduc- 18 tion of lawyers and doctors. I venture to add that we have more medical schools and more law schools in this country than exist in all the rest of the civilized world put together. We have for twenty years been turning men into the law and into medicine who were, in the first place uneducated; who were in the second place, absolutely uninformed in the fundamental sciences upon which medicine is based, for medicine has been made over in twenty years. Medicine as taught to-day rests absolutely on certain fundamental sciences, biology, chemistry, pathology and the like. Yet we are turning men in great companies into medicine to- day without demanding that they understand these funda- mental sciences upon which medicine rests. Every man owes a duty to his profession, and there is no profession in which a man owes a higher duty than to the profession of the law, and when we admit a great number of uneducated men into its practice the law becomes a business and not a profession. These low standards and the mass of ill-trained men thus brought into the practice of the law are responsible in no small measure for the American lack of respect for the law — a failing quite as noticeable in one state as in another. No university in any state can do a higher service to-day than to insist that in the schools of medicine and of law decent ideals shall be observed and decent standards enforced. No American university should for a moment give countenance to any professional school unless it is a part of the university itself, and unless these schools which teach law and medicine observe strictly the ideals of these professions. And, finally, the American state university to-day must remember if it is to be a leader toward such a conception State University of Kentucky Nov. 24, 1909 19 Dedication of education as that to which I have referred, that its great- Carnegie est function is to furnish standards, not only standards of Library scholarship, but standards of intellectual honesty, standards of morality, standards of efficient citizenship. To furnish standards to a commonwealth is after all the greatest op- portunity of a university which bears the state’s name. To be such a leader is the greatest service which the state university can perform ; and the way to that service lies through honesty, sincerity, simplicity and thoroughness. The institution, whether college or university, which puts into its catalogue one set of requirements for admission and then uses another in the admission of its students; an insti- tution which adds high-sounding courses for which it has no facilities for instruction, throws away its opportunity for leadership. So I venture to urge upon you as a last word that all of you, whether you be students or teachers, or whether you be only related to the university in the general interest of a citizen of the commonwealth, look to it that the conception of education shall be one not bounded by an isolated institution. The day has gone by when the state universities and the private colleges ought to have any cause of quarrel. They are to-day co-laborers in a common cause; each has its place; each will find its place if both will be sincere; if both will be straightforward, and if both will refuse to be led away by the desire for numbers. Sin- cerity, simplicity, thoroughness, mark the path and the only path along which a state university, which is to crown the educational system of a state, may hope to work out that realization of education which will be the highest expression of civilization in a modern democracy. (Applause.) 20 &tt abbre&i Stale University ot Kentucky Nov. 24, 1909 by Judge Henry S. Barker EFORE commencing the few remarks that I desire to make, I wish to congratulate you upon the op- portunity you have had of hearing Dr. Pritchett to-day. He came to us and we received him as the honored and trusted agent of a great and good man; but when he goes away, we will remember, and love him as a great and good man himself. As I listened to the splendid utterances that he gave us, I could not but envy the student who had had the opportunity of learning English from him; and if it had not been my own lot to sit at the feet of James K. Patterson, I could have wished to have sat at the feet of Henry S. Pritchett. We have met to-day to dedicate this beautiful temple of learning to the use of the student body of the State Uni- versity. It is a splendid exhibition of philanthropy, spring- ing from the munificence of the foremost philanthropist of the age. Andrew Carnegie’s gifts to the advancement of education within the last decade have been of a prodigality that astonishes and staggers the imagination. As I was coming to Lexington at the request of President Patterson, to, in an humble way, take part in these dedicatory exer- cises, my mind irresistibly went out to and lingered around the bestower of the gift we are now to dedicate. I was truly surprised to realize how much I admired Andrew Carnegie. In everything material he is my opposite: He is a Northern man, and I am from the South; he is a Re- 21 Dedication publican, and I am a Democrat; he believes in the pro- Carnegie tective system, and I am a free trader; and yet with all Library this difference of birth and race and belief, I think him to be not only one of the most useful, but one of the greatest and most charitable men this world has ever produced. I recall from what I have read of him that war and the shedding of human blood is the one great aversion of Mr. Carnegie; and yet I firmly believe that he possesses nearly all of the traits and forces of mind and character that go to make up a great soldier. He has the indomitable cour- age and iron will, the keen foresight and the great con- structive ability and power of organization that are neces- sary in a great commander of men; and it seems to me that, if his life had been pitched upon military, instead of commercial or manufacturing lines, he might have ranked among the great military captains of the age, as he certainly ranks in the very forefront of the country’s great captains of industry. In my opinion, the only reason he is not a Sherman or a Thomas, a Stonewall Jackson or a Lee, is because he chose to be iron-master instead. His success in his life’s work has certainly been marvelous. Within the few, short years which the Psalmist has numbered out to the children of men, he has accomplished everything he undertook, and achieved a fortune whose aggregate exceeds the dreams of avarice. But if he has been great in the acquisition of wealth, he has been still greater as the dis- tributor of wealth; and he has brought the same qualities of mind and heart to bear upon his giving that so well stood him in stead in acquiring. He has not dissipated his gifts over the whole field of charity, but has centered it upon one great field — the field of higher education. In 22 the advancement of the cause of education, his gifts have been as discriminating as they have been munificent. I first desire to speak of his establishment of a fund out of which aged educators may be pensioned when they have out-lived their ability to labor. It seems to me that no single act of philanthropy could better subserve the real in- terests of higher education than the establishment of this great pension system. It enables the teacher whose heart is in his work to put aside all fear of the future, and to devote the whole energy of his life and soul to the educa- tion of youth. It gives to the calling of teaching a dignity and independence which it never knew before; and it gives to the rounding up of the aged educator’s life a beauty and comfort which it could never otherwise enjoy. It is gener- ally the fate of the real teacher that he should work hard, live economically, and die poor; and the fear of the poverty of old age must always come as a great and blighting de- terrent to the full and free exercise of mind and heart in the pursuit of his life’s vocation. And therefore I think it is most highly creditable to the wisdom and the charity of Mr. Carnegie that he has established this great fund which, to the struggling teacher, as he battles with the vicissitudes of his calling, must ever be a star upon the horizon of hope, the shadow of a great rock in a weary land. But I presume that the great bulk of Mr. Carnegie’s charity has been in the establishment throughout the cities of our land of free libraries; libraries where every man, woman and child who loves knowledge can come and quench their divine thirst. It will be observed that his gifts along these lines have been made without reference to the geography of the country. In the love of his great heart there is no State University ot Kentucky Nov. 24, 1909 23 Dedication Carnegie Library North, no South, no East, no West; but wherever there is a love of learning, wherever there is a demand for a great public library, there has been poured out the munificence of his generosity. As I have said before, Mr. Carnegie hates war and loves peace; and with his keen insight into human nature he has observed that war and savagery are the children of ignorance and fear. Great courage, accompanied with knowledge, is always peaceful. The arming of the nations is the result of the ignorance and fear of their statesmen. Russia arms against Germany and Germany arms against France, and England arms against them all. But it is fondly believed that, when the world is thoroughly civilized and educated, there will be sufficient wisdom to teach its leaders that war accomplishes nothing that is good, and is the parent only of evil. All of Mr. Carnegie’s charity is toward the accomplishment of peace, because it tends to educate and uplift mankind. If the dream of the Philosopher of Peace is ever real- ized, and there shall be finally established a great tribunal to which the nations of the earth will submit their differ- ences and to whose decrees they will bow in acquiescence, it will be the direct result of universal education, towards which our benefactor has contributed so much. And now, in conclusion, we accept this beautiful build- ing in the spirit in which it is given. Here the student body of the State University will repair to satisfy their long- ing for general knowledge, for the cultivation of their minds, and the enrichment of their learning. It is said that, for many years after the Crusades, the Saracen mothers hushed their crying babes with the threat that Richard the lion- 24 hearted would get them. If the memory of one whose mission was the destruction of human life was held by the minds of the Arab mothers for so long a time, it ought not to be unreasonable to suppose that, in the long years to come, American mothers will bring smiles to the lips of their children by recounting the love of Andrew Carnegie. As long as learning is prized, his name will be reverenced by its votaries. State University of Kentucky Nov. 24, 1909 25 Dedication Carnegie Library gin aiftress by Hon. C. M. Clay Ladies and Gentlemen: — /^Rgfc^HIS beautiful and artistic building is worthy of our if praise. It not only pleases our sight, but appeals to our intellect and especially to our imagination. How much of man’s achievements in rising from his savage state of ignorance and anarchy, to his present condition of civili- zation, law and liberty, will be recorded here, not merely an account, but the very material and agencies of the trans- formation! What a vast amount of great and useful thoughts and lessons: Human progress went lamely until the ad- vent of writing and the manufacture of books. Each gen- eration had to learn afresh by its own experience all but the most commonplace things; but when books came in, then each individual achievement was added to the sum total, and swelled the rising tide of civilization and prog- ress. In the future there will be no lost arts, and all thoughts that are needed will survive. Books and libraries have made all great and useful thoughts immortal. We now can truthfully say of the great thinkers, actors and writers what Horace claimed for his own works. “They have built monuments more lasting than brass, loftier than the regal site of the pyramids, which neither the corroding rains, nor the impotent winds shall destroy, nor the in- numerable series of years, nor the flight of time.’’ Mr. Carnegie has been criticized by the thoughtless for giving so much to libraries — We think he has acted wisely. The 26 question how best to give money to benefit humanity is a difficult one. If given directly to charity, it may if properly directed, alleviate human misery and perform a certain kind of duty, but will produce no uplift of humanity. If given to religion it may produce no lasting benefit; for where cathe- drals are the grandest, and church fees the most exhorbitant, morality., civilization and liberty are in decadence or at least relatively behind. It may be given so as to weaken and enervate, instead of stimulating its recipients. The law of exercise and struggle is the law of progress. You can- not strengthen or develop any faculty of body or mind or society except by exercise. We take it that the true plan is to give opportunity for action and attainment and leave the achievement of results to the industry, ambition and en- deavors of the recipients. Then again, as to the nature of the gift: We think nothing tends more to the elevation of the race than the extension of knowledge. Bacon has truly said that “knowledge is power” and not only that, but a greater appreciation of the facts of nature and man’s mani- fold relations to it and other men, contributes to the higher morality of a broader charity — a charity that fully recog- nizes the differences of standpoint in men and civilizations, and harbors malice for none, but good will and friendship for all. To assist, to furnish to the thousands of youths who will frequent these halls, the priceless lessons of the past in every department of knowledge and human endeavor — in the arts, mechanics, government, literature, science and philosophy, most certainly is a good work; a work of stimu- lation, not of enervation — a work of elevation, a work of equipment and power for the battle of life. We think Mr. Carnegie has built much wiser than dreamed of by his Slate University of Kentucky Nov. 24, 1909 27 Dedication critics. As one of the Board of Trustees of this institu- Carnegie tion, I most cordially thank him for this wise and useful. Library as well as munificent gift; and all due credit must be given to that thoughtful mind ever looking out for the welfare of this institution without whose suggestion and initiative this library would not exist. I thank you. (Applause.) 28 An gfobreas; by Mr. R. C. Stoll Mr. President, Ladies and Gentlemen: — AST night I was talking awhile to Judge Barker and the President, and Judge Barker asked what ** ^ we ought to talk about today. I told him that the length of the program reminded me of a story that I had once heard. A man was addressing a political meet- ing, and he said to his audience: “My fellow citizens, I am at a loss to know what to talk about,” and some person in the back part of the audience said: “You ought to talk about a minute.” I think that is what the rest of us ought to do to-day. (Applause.) Mr. President, in my opinion, there has been nothing that has happened at this University since you were selected as its president that is of more importance than the dedica- tion of the library building to-day. Men throughout all ages have realized that wisdom and learning can best be had by the proper use of books; and in the days that have passed when libraries and books were few men appreciated books and appreciated libraries. You recall, sir, how the Wasir to the great Caliph of Bagdad, that city so rich in song and story, refused to visit a neighboring potentate because it would have taken four hundred camels to transport his library alone; and you recall sir, how the wise men of Arabia would never travel with- out a camel loaded with dictionaries. But in this day books have become so cheap and books have become so common, Slate University ot Kentucky Nov. 24, 1909 29 Dedication that t ^ iere are but ^ ew us w ^° rea ^ ze that by a judicious Carnegie use P r °P er books we can have intimate conversation with Library the greatest men of all the ages. There has been a tendency, I believe, sir, in our colleges and in our universities, to develop a one-sided man. I be- lieve that our young men have too soon been educated as specialists. Perhaps our industrial conditions are responsi- ble for this. Perhaps, it is because the young man of America is anxious sooner to get out in the battle of life. True it is, that the supply of specialists is not to-day equal to the demand. But that condition will soon change, and the specialist of the future will have to build his speciality upon a broad literary foundation. Do not understand me to say that I do not believe we should have specialists. I believe that modern conditions will require the specialist. I think that the great lawyer, and the great doctor, and the great educator and the great engineer, and men of science of the future will have to be specialists in a particular line of their profession; but I believe that the speciality will have to be builded upon a broad foundation; it will be builded upon a knowledge of history and political science, economics, literature and the classics. You sir, have made this condition possible at this Uni- versity. True, another has given the money, but without you, my old professor, my friend, that money would not have been put into that building yonder. (Applause.) And in the days that are to come, those who come after us will thank you, and will praise you for that work. You have been president of this University for forty years. For almost half of that time I have been, sir, associated with you either as one of your students, or as a member of your 30 Board. I have learned to appreciate you; I have learned to know the great work that you have done, and the work you have accomplished for this University, but if I were asked to say what has been your greatest achievement and what is the thing of which you should be the most proud, I would unhesitatingly say it is that you have demanded, commanded, and deserve the love and the honor and the respect of every person who has ever been a student at this University. (Applause.) Stale University of Kentucky Nov. 24, 1909 31 I k.