BULLETIN OF THE UNIVERSITY OF OKLAHOMA NEW SERIES NO. 62 - DECEMBER 1912 The University of Oklahoma INAUGURATION PROGRAM and ADDRESSES NORMAN, OKLAHOMA DECEMBER, 1912. The University Bulletin, published by the university, is issued every three months on the fifteenth as follows: March, June, September, and December. Entered at the postoffice at Norman, as second class matter, under act of congress of July 16, 1894. ONn^RSFTYGF ILLINOIS LIBRARY" FKB 8 11918 Order of Exercises and Addresses Accompanying the Inauguration of StrattonDuluthBrooks,A.M.,LL.D. as President of the University of Oklahoma October 21st, 1912. Digitized by the Internet Archive in 2012 with funding from University of Illinois Urbana-Champaign http://archive.org/details/orderofexercisesOOuniv ORDER OF EXERCISES MONDAY, OCTOBER TWENTY-FIRST INSTALLATION CEREMONIES TEN-FIFTEEN O'CLOCK INAUGURAL PROCESSION from the engineering build- ing TO THE ADMINISTRATION BUILDING. James H. Felgar, M. E., Marshal ORDER OF PROCESSION THE PRESIDENT THE STATE SUPERINTENDENT OF PUBLIC INSTRUCTION PRESENT AND FORMER MEMBERS OF THE GOVERNING BOARD SPEAKERS OF THE DAY STATE OFFICIALS ^ DELEGATES INVITED GUESTS THE ALUMNI OF THE UNIVERSITY THE FACULTIES OF THE UNIVERSITY THE GRADUATING CLASSES OF THE UNIVERSITY MUSIC BY THE UNIVERSITY BAND TEN-THIRTY O'CLOCK INAUGURATION SERVICE, Administration Building Honorable Robert H Wilson, Presiding SINGING OF AMERICA INVOCATION Reverend James Henry 0. Smith, Pastor First Christian Church, Oklahoma City, Oklahoma INAUGURATION MARCH Swendsen University Orchestra INDUCTION OF THE PRESIDENT. Presentation of the University Seal and Keys, on behalf of the State Board of Education Honorable Robert H. Wilson, Chairman RESPONSE, BY THE PRESIDENT CORNET SOLO WITH ORCHESTRA 4t I Know that My Redeemer LivetrT (From Handel's "Messiah"; Professor Lloyd Burgess Curtis INAUGURAL ADDRESS The President of the University HYMN Nicaea BENEDICTION Reverend Thomas H. Harper, Pastor Plymouth Congre- gational Church, Oklahoma City, Oklahoma. RECESSIONAL MARCH Sir Elgar University Orchestra TWELVE-THIRTY O'CLOCK LUNCHEON TO DELEGATES, INVITED GUESTS, FACULTIES AND GRADUATES OF THE UNI- VERSITY, in the University Gymnasium TWO-THIRTY O'CLOCK RECEPTION TO DELEGATES, Administration Building Honorable Robert H. V\ ilson, Presiding MUSIC University Band ROLL CALL OF DELEGATES ADDRESSES OF WELCOME ON BEHALF OF THE STATE Benjamin F. Harrison, Secretary of State ON BEHALF OF STATE UNIVERSITIES Albert Ross Hill, Ph. D., LL. D., President of the University of Missouri, Columbia, Missouri 4 ON BEHALF OF ENDOWED UNIVERSITIES William Henry Carpenter, Ph. D., Provost, Columbia University, New York City ON BEHALF OF THE EDUCATIONAL INSTITUTIONS OF THE STATE Charles Evans, M. A., President Central State Normal School, Edmond, Oklahoma CORNET AND BARITONE DUET Professor Lloyd Burgess Curtis and Mr. Bruce Geyer ON BEHALF OF THE PUBLIC SCHOOLS Thomas Walter Butcher, A. M., Superintendent of City Schools, Enid, Oklahoma ON BEHALF OF THE FACULTIES Edwin DeBarr, Ph. D., Vice President and Professor of Chemistry, University of Oklahoma, Norman ON BEHALF OF THE ALUMNI Thomas Frederick Carey, A. B., '08, President of the Alumni Association ON BEHALF OF THE UNDERGRADUATES Elton Ballinger Hunt, 1913 FIVE O'CLOCK SPECIAL TRAIN TO OKLAHOMA CITY SIX O'CLOCK OKLAHOMA CITY CHAMBER OF COMMERCE DINNER TO DELEGATES, Hotel Skirvin, Banquet Hall EIGHT-FIFTEEN O'CLOCK EDUCATIONAL CONFERENCE, Overholser Opera House, Oklahoma City President Stratton D. Brooks, Presiding ORPHEUS (Overture) Offenbach University Orchestra ADDRESS, THE UNIVERSITY AND THE STATE Jay William Hudson, Ph. D., Professor of Philosophy, University of Missouri, Columbia, Missouri 5 ADDRESS, LEGAL EDUCATION AND THE STATE Floyd Russell Mechem, A. M., LL. D., Professor of Law, University of Chicago, Chicago, Illinois RESPONSE Justice Samuel W. Hayes, of the Supreme Court of Oklahoma VIOLIN SOLO Mazurka Mlynarski Miss Merle Newby ADDRESS, MEDICAL EDUCATION Isadore Dyer, Ph. B., M. D., Dean Medical Department, Tulane University, New Orleans, Louisiana RESPONSE James Lafayette Shuler, M. D., President of the Oklahoma State Medical Association, Durant, Oklahoma ADDRESS, ENGINEERING EDUCATION Thomas Ulvan Taylor, C. E., M. C. E., Dean of Engineering, University of Texas, Austin, Texas RESPONSE James Huston Felgar, A. R, B. S., M. E., Dean of the Col- lege of Engineering, University of Oklahoma, Norman GRAND MARCH FROM TANNHAUSER Wagner University Orchestra TUESDAY EVENING, OCTOBER TWENTY-SECOND EIGHT TO TEN O'CLOCK RECEPTION BY PRESIDENT AND MRS. BROOKS to THE DELEGATES, GUESTS, FACULTIES, ALUMNI, STUDENTS, AND CITIZENS, AT THE PRESIDENT'S HOME, CORNER BOYD STREET AND UNIVERSITY BOULEVARD, NORMAN LIST OF DELEGATES UNITED STATES BUREAU OF EDUCATION, Kendric Charles Babcock, b. l., a. m., ph. d. NATIONAL EDUCATION ASSOCIATION, James M. Greenwood, a. m., ll. d. OKLAHOMA STATE MEDICAL ASSOCIATION, James Lafayette Shuler, m. d. STATE FEDERATION OF WOMEN'S CLUBS, Mrs. D. A. McDougal, President. HARVARD UNIVERSITY, George Edgar Ladd, a. b., a. m., ph. d. YALE UNIVERSITY, George T. Knott, a. b. WASHINGTON COLLEGE, William R. Crow. COLUMBIA UNIVERSITY, William Henry Carpenter, a. b., ph. d., Provost. DARTMOUTH COLLEGE, John R. Scotford. WILLIAMS COLLEGE, Reverend Walter C. Roe. HAMPDEN-SIDNEY COLLEGE, William T. Rye. GEORGETOWN UNIVERSITY, John Frederick Kuhn, m. d. MIDDLEBURY COLLEGE, Joseph Homer Parker, m. a., d. d. UNIVERSITY OF GEORGIA, Israel M. Putnam, ll. b. BOWDOIN COLLEGE, Harry Howard Cloudman, a. b., m. d. 7 UNITED STATES MILITARY ACADEMY, Colonel Granger Adams Colonel Ernest Hines Major 0. W. B. Farr Major H. G. Bishop OHIO UNIVERSITY, Charles Clement Smith, b. s., ll. b. GEORGE WASHINGTON UNIVERSITY, Benjamin Martin, ll. b. HOBART COLLEGE, Reverend W. N. Colton. INDIANA UNIVERSITY, Ross F. Lockridge, ll. b. KENYON COLLEGE, Right Reverend Francis Key Brooke, b. a.,m. a., s. t. d., d. d. UNIVERSITY OF VIRGINIA, Justice Samuel W. Hayes. WESTERN RESERVE UNIVERSITY, ADELBERT COLLEGE, Paul Marvin Pope. OXFORD COLLEGE, Edna Jean Montague. LAFAYETTE COLLEGE, J. W. Scroggs, A. M., D. D. NEW YORK UNIVERSITY, Lawrence A. McLouth, a. b., m. pd. OBERLIN COLLEGE, Charles Christopher Burger, b. a., b. d. TULANE UNIVERSITY OF LOUISIANA, Isadore Dyer, ph. b., m. d. ALFRED UNIVERSITY, John H. Bonham. MOUNT HOLYOKE COLLEGE, Mrs. Anders L. Mordt. UNIVERSITY OF MICHIGAN, Edwin DeBarr, b. s., m. s., ph. d. UNIVERSITY OF NOTRE DAME, Thomas A. Lyons. OHIO WESLEYAN UNIVERSITY, Harlan Read, a. b., m. a., ll. b. BAYLOR UNIVERSITY, Wade Hill Pool, a. m. UNIVERSITY OF MISSOURI, Albert Ross Hill, a. b., ph. d., ll. d., President. Jay William Hudson, a. b., a. m., ph. d. GRINNELL COLLEGE, J. Fred Darby. UNIVERSITY OF WISCONSIN, Byron D. Shear. LAWRENCE COLLEGE, Herbert Massey Peck, ph. b., ll. b. ROCKFORD COLLEGE, Mrs. Mable Thomas Whelan, b. a. COLLEGE OF THE PACIFIC, Nathan William MacChesney. CORNELL COLLEGE, W. 0. Mitchell. BUTLER COLLEGE, Reverend James Henry 0. Smith. PENNSYLVANIA STATE COLLEGE, George Latimer Holter, b. s. NORTHWESTERN UNIVERSITY, Abraham Lincoln Blesh, m. d. HEDDING COLLEGE, Webb E. Baker, a. b. UPPER IOWA UNIVERSITY, Percival Magee, ph. b., m. d. ILLINOIS STATE NORMAL UNIVERSITY, Jasper N. Wilkinson. CENTRAL COLLEGE, William A. Webb, a. b., Litt. d., President. LAKE FOREST COLLEGE, Reverend Grant Stroh. BAKER UNIVERSITY, Fowler Adelphi Brooks, a. m. 9 TRINITY COLLEGE, Benjamin F. Harrison. LAKE ERIE COLLEGE, Dan D. Casement. Mrs. John Calvin Treat. SIMPSON COLLEGE, R. P. Burke. WHEATON COLLEGE, Reverend F. L. Johnson. KANSAS STATE AGRICULTURAL COLLEGE, John W. Shartel. UNIVERSITY OF DENVER, George Henry Bradford, b. o., s. t. b. Edwin George Green, a. b. CENTRAL WESLEYAN COLLEGE, John Anton Klein, b. d., a. m. VASSAR COLLEGE, Louisa Brooke, b. a. KANSAS STATE NORMAL SCHOOL, Emporia, Louis Warren Baxter. UNIVERSITY OF KANSAS, Frank Strong, a. b., a. m., ph. d., ll. d., Chancellor. William C. Stevens, m. s. LEHIGH UNIVERSITY, Frederic Child Biggin, b. s. STATE NORMAL SCHOOL, Buffalo, New York, Miss Ruth E. Cochran. CORNELL UNIVERSITY, Herbert Delevan Mason, ll. b. UNIVERSITY OF MAINE, S. P. Davis. UNIVERSITY OF ILLINOIS, Charles Hunter Garnett, b. a., m. a. WEST VIRGINIA UNIVERSITY, Daniel Webster Ohern, a. b., a. m., ph. d. UNIVERSITY OF THE SOUTH, Thomas J. O'Neill. WELLS COLLEGE, Anna Groves Myers. 10 UNIVERSITY OF CALIFORNIA, Sidney Edward Mezes, b. s., m. a., ph. d. UNIVERSITY OF MINNESOTA, James A. Wilson, Lydia B. Johnson, b. Litt., ll. b. HAMILTON COLLEGE, Mrs. W. W. Gilbert. UNIVERSITY OF NEBRASKA, John Clarence Resler. STEVENS INSTITUTE OF TECHNOLOGY, Richard Edward Chandler, m. e., m. m. e. STATE NORMAL SCHOOL, West Chester, Pennsylvania, Frank E. L. Hagenbuch. CARTHAGE COLLEGE, John Charles Helms, Jr., b. s., ll. b. PURDUE UNIVERSITY, Warren Edmund Moore, b. s., c. e. COLORADO COLLEGE, Fred S. Caldwell. COLORADO SCHOOL OF MINES, Herbert A. Everest, b. s., e. m., e. Met. PERU STATE NORMAL SCHOOL, Fowler D. Brooks, b. ed., m. a. VANDERBILT UNIVERSITY, Henry M. Scales, ll. b. Isarael M. Putnam, ll. b. TEXAS AGRICULTURAL AND MECHANICAL COLLEGE, Lowery L. Lewis, m. s., d. v. m. JOHNS HOPKINS UNIVERSITY, Charles Joseph West, b. a., m. d. UNIVERSITY OF COLORADO, Lee Frazier Banks, b. a. GEORGETOWN UNIVERSITY, Joseph Frederick Kuhn, m. d. SAM HOUSTON NORMAL INSTITUTE, R. M. Campbell. COLORADO AGRICULTURAL COLLEGE, Everette Dean, d. v. m. DRAKE UNIVERSITY, William A. Brandenberg, a. m. UNIVERSITY OF SOUTH DAKOTA, Lydia B. Johnson, b. Litt., ll. b.. UNIVERSITY OF TEXAS, Sidney Edward Mezes, b. s., a. b., ph. d., President. Thomas Ulvan Taylor, c. e., m. c. e. ROSE POLYTECHNIC INSTITUTE, Edgar G. Jones, e. e. HENDRIX COLLEGE, 0. E. Goddard, d. d. STATE NORMAL SCHOOL, Natchitoches, Louisiana, Mrs. John W. Wilkinson. MACALESTER COLLEGE, George E. Johnson. OUACHITA COLLEGE, L. A. Rowland, a. b. SOUTHWESTERN COLLEGE, Charles Newton Gould, b. s., m. a., ph. d. CENTRAL STATE NORMAL SCHOOL, Edmond Charles Evans, m. a., President. William Cullen French, a. b. Francis Coran Oakes, b. a. Maud Anna Ambrister, b. a. OKLAHOMA AGRICULTURAL AND MECHANICAL COLLEGE, Richard Edward Chandler, m. e., m. m. e. UNIVERSITY OF NEW MEXICO, David Ross Boyd, a. b., m. a., ph. d., President. LELAND STANFORD JUNIOR UNIVERSITY, Arthur C. Trumbo, a. b., ll. b. UNIVERSITY OF CHICAGO, Floyd Russell Mechem, m. a., ll. d. STATE NORMAL SCHOOL, Albion, Idaho, Russell H. Fuller. HARGROVE COLLEGE, William Henry Martin, ph. d., President. KINGFISHER COLLEGE, Calvin Blodgett Moody, a. m., d. d., President. 12 NORTHWESTERN STATE NORMAL, Alva Grant B. Grumbine, sc. b., sc. m., President. W. E. Sloat, a. b. Minnie Schockley, a. b. Charles Johnson, a. b. Sarah Crumley. Henrietta Pyle. Blanche Bussey. Vera Connell. OKLAHOMA STATE BAPTIST COLLEGE, Anderson E. Baten, d. d., President. SOUTHWESTERN STATE NORMAL SCHOOL, Weatherford Ulysses Jackson Griffith, a. b., President. UNIVERSITY PREPARATORY SCHOOL, Tonkawa, Lynn Glover, President. Mary Jane Bamford, b. a. LeRoy Bathuel Greenfield, b. a., m. a. Mayme Mercia Goodman, b. a. OKLAHOMA SCHOOL OF MINES AND METALLURGY, George Edgar Ladd, ph. d., President. OKLAHOMA COLLEGE FOR WOMEN, James Burnett Eskridge, ph. d., President. OKLAHOMA SCHOOL FOR THE DEAF, Albert Alexander Stewart, Superintendent. OKLAHOMA SCHOOL FOR THE BLIND, Oscar W. Stewart, Superintendent. DROPSIE COLLEGE, Bernard Revel, ph. d. SOUTHEASTERN STATE NORMAL SCHOOL, Durant Edmund Dandridge Murdaugh, ll. m., ped. d., President. James Charles Malory Krumtum, A. b. EAST CENTRAL STATE NORMAL, Ada Charles W. Briles, b. Litt., President. Rolla G. Sears, a. m. NORTHEASTERN STATE NORMAL SCHOOL, Tahlequah W. E. Gill, President. STATE TRAINING SCHOOL, Edwin B. Nelson, Superintendent. OKLAHOMA METHODIST UNIVERSITY, George Henry Bradford, b. o., s. t. b. REED COLLEGE, William Truf ant Foster, a. b., a. m., ph. d., President. 13 INDUCTION OF THE PRESIDENT ADDRESS BY ROBERT H. WILSON, Chairman, State Board of Education. We come here today for the purpose of doing honor to the new President of our University. This occasion means much to Oklahoma and we are glad to have so many present. Especially are we pleased to have our distinguished friends representing other states and univer- sities, whose coming will help and encourage us and do much to stim- ulate this new State. We have profited by your examples in the past. We will continue to profit by your worthy examples in the future. Our citizens, many of them, have moved to Oklahoma from your states. They oftentimes look back to their old homes with loving hearts and longing eyes for more of your good citizens to come and dwell among us. We have accomplished great things in Oklahoma within the past two decades. To convert a raw and uninhabited prairie into a great commonwealth, establish such a school system as we have in the short time of twenty years, is no small task. By this example we hope to be helpful to you and that you may be encouraged after ob- serving our development. Oklahomans are optimists. We believe that there is good in everything. Some things we know are better than others. We be- lieve that all institutions of learning are good, we know that some are better than others; possibly all may be improved. Some have said that Oklahoma has too many educational institutions, but I say emphatically: "No". 4 We argue that crime and ignorance go hand in hand. We know that high-class citizenship and education go hand in hand. Therefore, he who would destroy an educational institution would build a penitentiary. The citizenship of no state is never greater or more polished than the examples set by its leading institutions of learning. The university of a state should be her greatest institution of learning, around which all others should revolve like the planets around the sun. It should send its rays of enlightenment throughout the length and breadth of the state until its influence is felt in every walk of life; its spirit should be felt in the public schools; its spirit and culture should radiate from every pulpit; its high ideals of justice should radiate from every court and bar; its wisdom should guide the legislative bodies; its high ideals of citizenship should govern the state. There should be but one educational system in a commonwealth like this with a great university standing at its head in direct touch with every educational organization even down to the district school. Sixteen months ago, by an act of the Legislature, the State Board of Education became the Board of Regents for this University. I felt then, and am deeply impressed now, with the responsibility of this new position. 1 believed then, and I know now, that this was the greatest responsibility, that it has ever been my lot to assume. I have spent many sleepless nights thinking of this institution, planning for her future, hoping and trusting for a brighter day, and I see a brighter day dawning. In her lies the key to the educational situation of this great State. I was convinced from the first that the most important thing to be done for our University was to secure a man for President who would be able from the standpoint of thorough knowledge and broad executive ability to plan and build a University for the future. I, with my associates, set out to accomplish this end. With a deep feeling of Justice toward all and a firm determination to do that which was best for Oklahoma and her thousands of young men and young women and her tens of thousands of boys and girls, we framed our plans for the selecting of a proper man for president. We were not unmindful of the fact that any radical change in the es- tablished policies would bring criticism upon any board that dared to make a change; neither were we unmindful of the interests of this State and her multitude of tax payers who are interested in building a university equal to the best in these United States. When it was known that we, or the majority of us, contemplated a change in the administration of the University, the first question asked was: "Whom are you going to put in?" Our one and only reply to all of these inquiries v/as: "The biggest man in the United States if he can be had for the salary which we can afford to pay, and we can afford to pay enough for the best." We sent inquiries throughout the length and breadth of this Nation asking for a man to fill this presidency. Replying to letters of inquiry as to what authority would be given to the new president, what assurance he would have of holding his posi- tion, I invariably stated that we were looking for a man with execu- tive ability. We wanted a man who would not be controlled in his recommendations and the administration of the affairs of the Univer- sity by influences political or otherwise to the detriment of the Uni- versity. To these statements the reply came: "If you proceed on these plans, your administration and the University of Oklahoma wil* be a success." We sometimes received this reply: "We can hardly conceive of such conditions ever existing in Oklahoma, knowing the history of the past." Oklahoma people would sometimes laugh and say that we were only evading the question and that sooner or later some political friend would be elevated to the Presidency of the 35 University, reasoning, I presume, on the theory that the University of Oklahoma has been used as a political football since its foundation, and that we had gone so far in that direction that it would be impos- sible for a Board to break away from the old custom-but such was not true. Neither did the close personal friends of the Board believe that such was true. We were looking for a man of broad scholarship, strong personality; a natural executive; a born leader; a man whose past record would instill confidence; whose career had marked him a leader among men; whose attainments would mark him a leader among the great educators of our time; whose native environment was such that Oklahoma conditions would appeal to him; whose life had been such as to give him keen sympathy with a new state like this; whose very soul would go out for a great citizenship like ours and become a leader and an example in educational thought and standards. It was impossible to find such a man in a day, a week, or a month. Eight months were spent in inquiring and investigating. We corresponded with men in almost every state in "this Union. We met with many good men, a large number of whom would have made an ideal President. After eight months search we found a man on whom we could unite; a man who, in our opinion, possessed every quality one should posses to be the President of a great University; a man in whom every member of the Board would have the f llest con- fidence; who had already established himself as one of the foremost school men of the nation; whose scholarly attainments were all that we could ask; whose executive ability could not be questioned; whose character, determination and untiring energy were written on his brow; born in the West of the western spirit; who loves the western life and its possibilities; born an optimist and a leader, who was educated in the North; having worked himself up through the various educational channels thereby testing his ability, testing his character, and giving him a thorough understanding of all problems in educational affairs; who was later tested in the East; a man who, wherever he has gone, success has been his reward. To Dr. Stratton D. Brooks, the State Board of Edudation on the 9th day of March, 1912, entrusted the keeping, the welfare and the future of the University. After three days deliberation, when we had unanimously agreed that of all the men we had come in contact with, he was the man who could fill this, the most important position in this State v/e wired him for conference. He came. We asked no promises of him. He made us none. He said to us that in Oklahoma there is a field for the building of a great university; that if he were the proper man for the place he could build a university equal to that in any of the great states; that if he could not do this then he was not the man for the place, for the opportuni- ties were here. He said: "Gentlemen, what will you do? What support do you propose to give to the President of your University? What are 16 the conditions under which you offer me this great responsibility and do me this honor? Our reply was: "Sir, it is our policy when a man is elected to the Presidency of one of our educational institutions to turn over to him the seal and keys and say to him: "Work out the policies, build up the institution and we will stand by you." You shall have our support and when the time comes that we cannot support you and your policies, when we, as members of the Board, feel it our duty to dictate and dominate you and your recommendations, rather than do this, we will say to you that the time has come when we must part. You may nominate your faculty. In short, you may run this Universi- ty. We ask that you make no more changes in the faculty than are absolutely necessary, but when once you have decided that a change is necessary we command you to stand firm, make your recommenda- tions and you shall have our support. We ask that you study her financial needs, and practice a plan of economy that will give to the State value received for the money she is spending. Look after this in- stitution as if it were your own private affair and in all these things we will uphold and support you. On May 1, 1912, President Brooks began his work as the recogniz- ed head of the State University. He has only commenced, yet the re- ports come from all sections of the State that his work and his services are proving very satisfactory indeed. A new inspiration has seized the faculty; a new hope has sprung up in the hearts of our people; and all rejoice today because of the fact that a new era has dawned, a new condition exists. I say that a new hope has sprung into our hearts, and I dare say that there is not one present who has not the confidence and does not feel the reassurance, that under the management of President Brooks the University of Oklahoma is just beginning an era of development which in the next decade will place her in a class with the strong universities of this country. On behalf of the State Board of Education, I am here now to pledge that no political influence, so long as I am its Chairman, shall ever enter into the deliberations or workings of this great institution. I know that there are those present who believe that changes in the University have been made for political reasons. I know that there are those present who have believed that such things were true, but do not believe now as they once did. I must say in this connection that no one can be more mistaken, no one can be more deceived than those who believe that any change during this administration has been made for political reasons. Oar Board for the past twelve months has labored under very adverse cir- cumstances. These men have worked heroically for the cause of edu- cation, and have been assailed at the same time for doing their duty as though they were a gang of political pirates. These men have 17 served faithfully the people of Oklahoma. They have worked out a system that will remove politics from our schools. They have done their task well, although they are criticized, and sometimes the finger of scorn has been pointed at them by those who would have the public believe that they are "more holy than thou," but I say to you that ten years from today, when the history of this university is reviewed, the good people of this State, and all others who are acquainted with her history, will refer to the time when the State Board of Education in the spring of 1911 took charge of affairs and eliminated a political condition from the State University of Oklahoma such as had never existed in an institution of its kind before, when they purged from its system the political bacteria and inoculated it with wholesome edu- cational ideas and said to the people of this State: "You may con- demn us as political crooks, but so long as we serve this State under our oath, that long will we do our duty by her people as we under- stand it, regardless of the opinion of higher powers or the criticism of the uninformed. We will leave it to our children and to their associ- ates to judge whether or not we did our duty. We will stand by a system that will give to Oklahoma a University second to none. We will select a President whom the politicians cannot control, in whom the State will have the greatest confidence. We will make Dr. Brooks, President of our University. We will turn over to him the seal and keys. We will say to him: 'Work out the policies and we will sup- port you. Make of our young men, men of courage and conviction, teach them to be ready at all times to do their duty, both of their State and Nation; but above all things, train them to be men of honor, and never falter in their duty though it may displease the powers that be. Instill into them the idea that their oath is sacred and that no man who regards his oath or his duty to his state and her people lightly can be a good citizen' ". After eight months' trial, we come on this occasion and say to President Brooks: "You have served us well; you have kept the faith, and our confidence in you has increased daily. In this short time your influence has become state-wide and we now feel that the time has come when we should turn over to you, in a formal way, the keys and the seal of this University and bid you God's speed in your work." RESPONSE BY THE PRESIDENT "I am here because I feel that the University of Oklaho- ma is able to perform a great public service in which it will be a privilege to share. With due humility, with a realization of the weight of responsibility that goes with undertaking the work, and above all, with a vision of the future and a hope of great accomplish- ments, I accept these keys and this seal as a visible symbol of the authority invested in the President of the University. I hope that the prophecies of this day may come to a happy fulfillment. INAUGURAL ADDRESS STRATTON DULUTH BROOKS The keynote of modern industrialism is efficiency. Every indus- try in the land is overhauling methods and machinery and scrutiniz- ing carefully every process of manufacture and distribution in order to improve the quality and reduce the cost of its product. Everywhere there is a demand for the efficiency engineer who can measure with accuracy the results of industrial and commercial establishments, scrutinize the processes of labor in order to direct every ounce of energy to some productive purpose, show just where and just why losses occur, and advise competently the installation of new machin- ery and the reorganization of methods of management. The leading men of every community are aware of this demand of modern business. They know that failure waits for the business man or the manufacturer who neglects to apply to his business the standards of efficiency required by modern compstitive conditions. From the recognition of the necessity of efficiency tests in private business to the desire for similar tests in public business is a step that is being rapidly taken. That we hear more about wastefulness in public affairs than formerly is not due to an increase in waste, but to an increase in the demand that the waste be stopped. The com- munity is no longer content to leave public affairs to their elected re- presentatives and to accept the word of those representatives that the results of administration are the best that can be obtained. The public expects that the work of its servants be measured and that the results of the measurement be expressed in terms that the public can understand. This demand for expert technical service and for standards of measuring it, places upon the State University a direct responsibility; for it is to the University and similar institutions that we must look to fill this need of the community. The chief function of the university is to train men who can enter into the vocations of life with such basic equipment and such technic- al training as will enable them to replace error with accuracy, supplant speculation with specific knowledge, produce proof to offset erroneous assertion, and marshal evidence to demonstrate that effort is effective- ly expended. But before a university can attempt to furnish standards for others, it must measure itself. In order to justify public confidence it must be able to show that it has properly performed its recognized duty. Its financial management can not be less exact than that of the most successful private institution. Its administrators must know, not believe, th^at every dollar derived from the public treasury has been expended in a way that makes the greatest possible return. The system of accounts must be such as prevents waste, checks extra- vagance, detects error and enables the authorities in charge to direct expenditure into channels that produce the most valuable results. The organization of courses, appointment of teachers, distribution of rooms, assignment of hours, and a hundred other items of internal ad- ministration must be such as secure the maximum use of buildings and equipment and direct the energy and effort of instructors and other employees in lines that accomplish the most with the least loss. Standards of admission must be such as will serve the best interests of the State and must not be departed from in order to secure famous athletes or to increase the enrollment. To admit pupils unable to do the work of the university is an economic waste of their own time, the time of their classmates and the time and therefore the money of the State. Standards of graduation must be established and main- tained at such a point as gives reasonable guarantee that the gradu- ates can perform efficiently the public and private duties they may b3 called upon to perform. To graduate physicians or lawyers or eng- ineers or pharmacists or teachers unqualified for the proper perform- ance of the duties of their professions would mean untold damage to the State. Misery and death result from the actions of incompetent physicians and pharmacists. The illegal oppression of citizens arises from the device of ill-trained attorneys. Expensive and improperly constructed public works mark the path of inaccurate and inexperi- enced engineers; and generations of children lose the valuable and ir- recoverable years of youth under the tutelage of ill-trained teachers. The loss in convenience, in comfort, in money, in ideals, and in life itself, that the lack of proper standards in a university may inflict upon a community are not less serious because they may not be directly charged to the university account. The University has no less strongly upon it the necessity of establishing and maintaining high standards of efficiency because negligent public sentiment is satisfied with low ones. Regardless of the credit it may reseive for the good it does, or the discredit that it may avoid, though deserved, for the harm it does, the University must examine expertly into its own condition and enforce ideals of efficient service greater always than any de- mand the public may make. To make a university efficient in all its work is difficult indeed, but far less difficult than it is to prove this efficiency to the public. In a manufacturing plant the cost of operating and the value of the product may both be measured in dollars, and the extent to which the 20 value of the product exceeds the cost of its production gives in easily understood terms the degree of efficiency of the plant. For the university, however, there is no such measurement. The cost we can understand, for it is expressed in dollars on our tax bills and always seems high enough indeed. But how shall we measure the product? How can we prove at the time of his graduation that the university graduate has been thoroughly trained, or who can tell in dollars what he is worth to the community? The system of accounts may show that it has cost half as much or twice as much to graduate a teacher as a lawyer, but how shall we show that either is worth the cost ? In later years the community may recognize his worth and attribute it in soma degree to his university training. But for the ex- ecutive head of a univers'ty, the task is more immediate. He needs to know at the time when the class graduates that each has been in every course under a competent instructor. The decision as to the value of an instructor's work is difficult to make and even more d fficult to justify. Evidence of incompetency is of such a nature that though it may be wholly satisfying to the administrative head of the department or of the institution, it can seldom be produced in public. Tiie friends of a discharged teacher rally to his defense and shout loudly of prejudice and persecution while the pupils prefer to suffer in silence rather than endure the discomfort of public criticism. Nevertheless, such decisions must be made. The years of opportunity will not come again and must not be wasted. No sentiment of sympathy, no feeling of friendship, no personal preferences, no desire to avoid attack for performing a disagreeable duty can excuse the ad- ministrative head of the University for retaining a teacher who lacks the ability or the inclination to perform his part in the proper train- ing of men and women for efficient service. Nor, on the other hand, can he allow personal prejudice or partisan 'politics to influence the removal from office of a teacher who is performing satisfactory service. When the university has examined itself, compared its real ac- complishment with what it ought to do, and organized itself for the best that it can do, it may with some confidence say that it is ready to assist others in performing service and establishing standards with which to measure accomplishment. The lines of this endeavor are numerous. The very name "univer- sity" implies universality. The university is the institution to which the community turns for instruction in any subject not specific- ally provided for elsewhere. The fields of service and of influence are limited only by the financial restrictions under which the university must of necessity work. To but a few can we give attention here. First, and greatest, the university is the head of the educational system of the State. Head, not in the sense that its work is more im- portant or its student body larger than that of other institutions, but head in the sense that through its department of education and allied interests it should furnish real leadership and guidance for every public school in the state. The work of the department of education will illustrate the prob- lem of the university in supplying standards of measurement. In spite of the marvelous progress of education in the past fifty years, there have been and there are now but few real tests of the actual efficiency of school work. It is asserted that kindergarten children advance in the grades more rapidly than other children. It is asserted that pupils admitted to school at six years of age can finish the elementary work as soon as those admitted at five. But these assertions and a thousand others have until very recent years not been subjected to proof. A hundred school superintendents will tell you that arithmetic is well taught. Few can prove it by any method that will stand the test of scientific criticism. A thousand teachers can find pupils who fa'l to pass their work. Few, if any, can tell you why or point out the remedy. In the psychological and educational laboratories of the universi- ties these questions and similar ones have in the last few years been made the subject of expert scientific investigation and some of the complex and perplexing problems of education have in some measure been solved. New methods and new theories are being continuously and scientifically tested by skillful experts rather than sporadically and unscientifically by teachers whose business should be instruction rather than experimentation. Methods of securing specific and definite answers to many important problems of elementary and secondary education have been devised. It is the business of our University to know what has been and is being done wherever educational investi- gation is carried on; to contribute its own share of intelligent and scientific experimentation along educational lines; to teach its own students all that is best in educational thought, and above all to train prospective teachers in methods of study and investigation that will enable them after graduation to keep pace with every advance in educational theory and practice; to point out definitely the applicability of the results of educational experimentation to the actual conditions existing in our school; to see that men and women trained in the ex- pert application of these methods are sent into the schools of our state, each to become a germinating center of inspiration and influence that shall eventually mean the great improvement of our schools. An annually increasing number of university graduates, thoroughly grounded in some special subject and adequately trained in the principles and practices of education are going annually into the high schools of our state, who with increasing maturity and added years of experience, will ultimately fill the positions of educational leadership in this great Southwest. The university should be a source of information and inspiration for every teacher in the State. Boanls of education, county and city superintendents and principals of high and elementary schools, should be able to secure advice and assistance in problems of school organiza- tion and in the application of scientific principles to the practices of the school room. By means of the high school inspector this assist- ance to schools and school men is made definite and accessible. The amount of valuable service that a university can render to the public schools by means of its high school inspector can scarcely be under- stood by one unfamilar with the situation. To the uninitiated, the work of the high school inspector is that of determining the amount of admission credit that the graduates of each school may receive, if its graduates attend the university. In reality, this is a small part of his business. His real purpose is the assisting of each community to establish and maintain a public school system that will best fit its graduates for admission to the great school of life; to keep in sympa- thatic and intelligent touch with the schools of the state; to know actually rather than theoretically the conditions that exist therein; to advise the university competently in order that its standards of ad- m'ssion may be based not upon tradition, nor yet solely upon a con- sideration of its own internal needs, but that the university may ever keep in mind the broad principle that adequate preparation for suc- cess in the competition of life is the very preparation that is most likely to enable a pupil to succeed in college work. Time and atten- tion are given to schools that have no intention of preparing pupils for advanced work, just as freely as to schools in which preparation receives emphasis. The service, in short, is by the university, not for it. It is not for the university but for the State. Its effect in build- ing up efficient schools will reflect itself in every educational institu- tion whether public or private. Both the work of upbuilding the public schools and the beneficial results must be shared by all. The other state institutions of collegiate rank, the normal schools, the uni- versity preparatory schools, and the private and denominational col- leges of the state should each in accordance with its purpose and in proportion to its possibilities assist in this great work of making the public schools of Oklahoma the best that are possible under the exist- ing conditions. In the field of legal education also the university may render needed service. Most peaceful men believe that there are too many lawyers; but those men who have found their property threatened or their rights infringed have discovered that able lawyers are scarce. Today you may have no need of an attorney; tomorrow your success and happiness may depend upon receiving proper legal advice. The greater the number of lawyers whose lack of technical knowledge and sound practical judgment of business affairs is such as to render •23 their advice worse than useless, the more important it is that the community protect itself by preparparing for the practice of law, men of accurate legal knowledge and sound practical judgement. It is the business of the university to send out young men whose preliminary training is so thorough that under the conditions of active practice they will soon develop into lawyers of recognized ability. There is no justification in maintaining a law school to turn out more lawyers. There is every justification for a law school to turn out more able lawyers — lawyers who elevate the standards of the profession by be- ing in it, whose services whether as private individuals or in public office as prosecutors, legislators, congressmen or judges, shall be a potent influence in securing justice for individuals and perpetuating our democracy. Oklahoma, like other new states, seems to have less law and more lawsuits than the older states. The great multitude of developing in- terests have as yet not had their legal limits defined by enactment or determined by court decree. The process of adjusting law to the changing needs of the community is a continuous one. But in a new state the activity is more acute and the difficulties of legal practice cor- respondingly greater. In such a state, it is highly important to have well-trained legal minds to forward this adjustment. Magnificent men have come from other states and have performed a noble service for the home of their adoption, but the time has come when the sons of Oklahoma should be preparing to solve the problems of our legal life. The peculiar conditions of the settlement of our state and the rapid influx of population created immediate needs that had to be filled as best they could. The result has been the admission to the bar of some men of doubtful legal preparation and the occasional acceptance by the people of a grade of legal service that will ultimately be found to be inadequate to the protection of our rights and to the promotion of our peace and prosperity. The protection of the people demands that the standards of admission to the bar be increased from time to time in order that each successive generation of attorneys may be better qualified than its predecessor. The requirements for admission to the bar are those established in territorial days and are far below the standards recognized in other communities as desirable. There is no doubt that the number of qualified attorneys and the number of appFcants for admission is sufficiently great to justify an immediate increase in these requirements to substantially the standard required for graduation form the University Law School. Graduation from the University Law School is not and possibly never should be the shortest road to the privilege to practice law, but it should ever remain the best road of preparation for the greatest success in both individual and public service. In medicine, as in law, the university can perform a service of 24 great value to the State. In the great medical schools of this country and other countries, men are devoting their lives to intensive research in order to solve the intricate problems of life and health. As a re- sult of their experiments, many of the dread diseases by which men have been swept away by millions have been traced to their lairs, their causes determined, their remedies proclaimed, until today many of them bid fair to disappear forever from the face of the earth. We no longer shiver when we speak of yellow fevei and in another genera- tion the memory of the devastation once wrought by this dread de- stroyer in this great Southland will have passed from living memory into recorded history. At every entrance to our country stand watch- ful guardians of the public health alert to keep from our shores the Bubonic Plague that has in other countries so many times marched unchecked upon its devastating way. These men are confident of success, because as a result of medical research they know exactly the cause of this disease and its method of transmission. In every community there may be found today men and women who have been saved to years of usefulness and happiness because of the advance in surgical skill made possible by the work of the great medical schools. Small pox, diphtheria, typhoid and a score of other diseases claim year- ly fewer victims from those who apply the remedies demonstrated to be efficacious. In the homes of Oklahoma we have need to share these blessings of mankind. The humblest citizen in the remotest rural district should feel assured that the physician summoned to his bedside knows what has been done in the best medical laboratories of the world. But this humblest citizen has no way of knowing whether the physician has such knowledge, or having it, knows how to apply it. Thus it becomes the function of the university to test the men whom it sends forth as physicians; to see that they have been taught all that is best and lat- est in medical science; to train them in the practical application of their knowledge; and above all to give them the ability and the desire to keep abreast of medical progress. In accomplishing this aim, we are hampered in medicine as in law by the fact that the present requirements for admission to prac- tice are below the standards that are recognized as desirble for gradu- ation from the university. In the field of medicine Oklahoma has of necessity made large drafts upon the men of other states. Our ills and accidents have been attended to by the physicians who were available. The standards of admission to practice have been as high perhaps as they could be under the existing conditions; but certainly they are lower than we hope to have them in future years. It is not sufficient to point to the great body of skillfull physicians and sur- geons who have cast their lot with Oklahoma. Great men there are among them the equal of any in the land, and as a whole the medical 25 profession of Oklahoma is deserving of highest confidence. But when our sons and daughters are ill it is not the medical profession as a, whole that is summoned to attend them. We call but one man. If, because of low standard of admission to medical practices that one man lacks in scientific preparation or technical skill, the lives of our loved ones may be sacrificed. When you or I summon a physician to relieve misery or save from death we are entitled to the services of a man who can surely render every possible human aid. There are many private medical schools in other states that have been shown by careful investigation to be inadequately equipped and defective in courses of instruction and quality of teaching, and yet their graduates are eligible to practice in our State. Every year many pupils examine our requirements and leave for other schools because they may more easily prepare themselves to practice ^in our State. Why should we demand of citizens of other states less preparation to practice in Oklahoma than we demand of graduates of our own medical school, or why should we allow our citizens to go elsewhere and return to practice with less careful preparation than we require of other citizens who secure their education at home? We do not need a medical school because we have too few physicians but be- cause the protection of the health and happiness of our citizens re- quires that the standards of the profession shall be ever increasing. The necessity for and the value of the University Medical School should not be judged by the number of its graduates but rather by its ability to improve the standards of the medical profession of the State by admitting to it only men of adequate preparation. A medical school of low standard would be an unnecessary expense and undesir- able, however little it might cost. A medical school of high standard is essential to the welfare of the State and is desirable at whatever cost. In the field of engineering the amount of public and private service to be rendered is beyond computation. The development and im- provement of our fair State has scarcely commenced. The resources of a great realm await development under the direction of competent engineers. Our mountains are filled with minerals. Our plains con- ceal millions of dollars' worth of oil and gas and coal. The waters of our rivers yet flow untrammelled by the dams that should be making power for our factories or adding to the fertility of our soil by irri- gation. Our increasing crops need railroads for their transportation, and more and better wagon roads on which to reach the markets. Our cities have grown so rapidly as to make men of slower states stand and marvel, and the future growth involves almost limitless construction of sewers, pavements, light and water plants and trans- portation service. For each and every one of these projects there must be competent engineers. Our office buildings, stores and manu- 26 facturing plants should be planned and constructed under the super- vision of skillful architects. Our factories cannot hope to compete successfully with their rivals in other states without employing chemi- cal and mechanical engineers. Millions of the peoples' money will be wasted unless we have civil and sanitary engineers of ability to sup- ervise the construction of our streets and sewers. Our telephone, our lighting, and our street car service will be inadequate and unsatis- factory unless installed by expert electrical engineers. The amount of public and private benefit to accrue from the work of geological and mining engineers can scarcely be prophesied. For the young man who seeks a field of useful service there can scarcely be one more al- luring or more filled with an abundance and variety of opportunity than that which Oklahoma offers in engineering. The university stands ready to meet these needs. In its shops and laboratories there are young men now who are destined to leave great monuments of achievement in engineering lines — men who are being taught not only to do things, but to do them so well that they shall serve as standards of serviceability and permanancy. Time forbids that we give further detailed consideration to the opportunities and responsibilities of the University in preparing the sons and daughters of Oklahoma for useful service in our State. Human thought goes everywhere, touches every phase of human life and human endeavor, and in each and every case there is work that the University jn ay profitably attempt. The great problem is one of wise selection; to choose those lines of work that are most urgent; to direct the energy of the University to those problems from which the state may most immediately profit; and as opportunity and resources allow, to develop new fields of serviceable endeavor. Education as so far used in this discussion may be defined as having for its purpose the preparation of men and women for useful service. The university graduate is to be judged not by what he knows but by what he can do. The value of his education is deter- mined by the degree of increase in his ability to perform a service that will be profitable to himself and useful to the community. In re- cent years the old ideal of the purpose of a university "to conserve, discover and distribute knowledge" has been modified by requiring that the knowledge be useful. And now we go still further and de- mand that the knowledge be not only useful but that it be used not only for private profit but also to improve the prosperity, defend the peace, protect the health, and enlarge the civic, social, and spiritual ideals of the community. The university ideal therefore goes far be- yond the increasing of individual opportunity. In this material age we are prone to rate that man most successful who is paid the most for his services and therefore to evaluate a university education in 27 terms of the increased earning power it confers upon its recipients;; that is, in terms of the usefulness to the individual. We recognize that a university education should do much for the individual, should increase his skill, give him the power to use for his own advantage his natural and acquired abilities. We see in the profit to the individual a direct return for the time and money and effort that he has expended in acquiring an education. But in a social structure such as ours, there is much clear thinking and hard working to be done for the ad- vancement of the public good. In addition to the service that a man does for himself there is the service that must be rendered for the community — not the paid service of elected or appointed officers, but the thinking and planning and performing that dis- tinguishes the live and progressive community from the dead decadent one. The university has failed to perform its proper work if its graduates have not the spirit and desire to take lead- ing parts in all labors that look to the improving of the public good. If the only result of college training were to make men more useful to themselves, we might question the propriety of furnishing such a training at public expense. But the history of the race shows that from the educated have come the great things of value to the progress of humanity and we today pro- vide higher education for our sons and daughters at public ex- pense in full confidence that they will, however great their pri- vate gain, give larger return in public service. In these days we hear much about vocational education, and are inclined to evaluate education in terms of its vocational ap- plication. With this idea the university should be in full sym- pathy, provided it is allowed to remind its students and the public that a subject may be no less valuable because its practi- cal application may follow less immediately upon its acquisition. When judged by the standard of immediate use, much of the work of a university seems of doubtful practicability, but let us not forget that back of every practical application lies a general theory. The applied sciences find their bases in pure sciences, and the day and the way in which some purely abstract law or isolated fact may come into relation with some other law and some other fact with an application of enormous benefit to man- kind cannot be foretold. Back of the marvels of Edison and Marconi and Bell were years of patient discovery of general principles of electrical action. Back of tiie chemical processes on which our great industries are built lie years of careful ex- perimentation by impractical professors. In fact, when the his- tory of mankind is read aright, it will be found that the greatest service to its progress has been rendered not by the men who 28 did the most, but by the men who thought the best. The univer- sity therefore cannot be forgetful of its function to provide a place for high thinking quite apart from possible immediate vo- cational application. However practical it may be in some of its endeavors it must be apparently theoretical in others. In the busy mart where men struggle for success, there is little time for the calm deliberation and the lifelong experimentation that is often the price of great progress. In the university walls where there is peace there is always hope that deliberation and experimentation may somehow and somewhere bear a golden fruitage from which shall be distilled the wine of great happi- ness for mankind. Nor can the university forget the nature of its students. For some, it offers the opportunity to pass directly into paths of chosen effort. For him who knows that he will be a doctor, lawyer, engineer, the university may say: "That is the better way. By following it you may sooner reach your desired goal and be the better prepared for your chosen work/' For many there is no such easy decision. The dominant interests of li f e have not yet been awakened. The student does not know what field of work may yet attract him, nor for what his powers and abilities may best fit him. To such, the university must be a field of infinite variety wherein the student may wander apparently at will, though under guidance, in hopes that ultimately he may find himself, may feel at last his ambition for higher things take shape and lead him into some definite way. The service that the universities have rendered in leading men and women to know themselves, to find where their greatest interest called them, and to choose fields of labor in which their strength gave guarantee of success, is fully sufficient to offset the criticism that so many university graduates have no special fitness to earn a livelihood. The university aims to give every student a dominant interest in life; to make him feel that he must work hard now in order to prepare for still harder work to come; to emphasize for every one that his university course should prepare him to excel in some useful service, and to help him to choose that vocation in which he has the greatest interest and the greatest possibilities of success. But, however great the emphasis upon the voca- tional aim of education may be, the university cannot forget its duty to make a man broader than his business; to give him a wider human sympathy; to show him a glimpse of the great thoughts of humanity and thus make him a better citizen. Education must enable a man not only to meet the technical requirements of his business or profession but it must also vivify and clarify and inspire his work by providing him with nobler 29 ideals. The minimum requirement of successful citizenship is that a man be able to contribute to the world's work in sufficient measure to insure his being able to support himself and those de- pendent on him. But in this material age we must be on our guard against accepting this degree of accomplishment as the maximum required to fulfill a man's obligation to the community in which he lives. The peace and perpetuity of that community are necessary conditions of his work and he should be able to contribute his share in establishing the ideals that secure the perpetuity of a desirable community life. A man must not only do something worth doing but he must be something worth be- ing. The university cannot neglect to perfect him in his doing, nor can it neglect to perfect him in his being. To establish ideals of conduct; to create an appreciation of community responsibility; to develop the power and the desire to think wisely about the complex problems of state and nation; and to cultivate the ability to express ideas effectively for the forwarding of his own business and the improvement of com- munity conditions — all these elements are no less the business of the university than is the perfecting of a man in the arts of his business or profession. An analytical mind, a discriminative judgment, the power to distinguish truth from error, not only in one's own business but outside of it, are qualities that the graduates of the university should have in greater measure be- cause of the influence of the university. There is, however, a still broader definition of education that the university must keep in mind; namely, that the purpose of education is to improve both the labor and the leisure of man- kind. After a man has done all that he needs to do or desires to do for himself and for his fellow man, there is still time that he may call his own — the idle hours of life that may be devoted to that inalienable right of man — the pursuit of happiness. In these idle hours the university finds vast fields of influence. The result of a university education should be that through in- creased capacity to labor the leisure hours come sooner and more often and are more abundantly filled with the pleasure that mankind considers highest and best. To give a man more leisure but leave that leisure vacant would profit him but little. The uni- versity is obligated to improve man's pleasure; to give him a taste for and an appreciation of all that is best and noblest; to teach him to love music and art and literature and life In all their vari- ous manifestations; to enjoy contemplation, to appreciate acti- vity, and ever in peace and contentment to take great pleasure in the pursuit of truth and beauty. Thus may a man because of 30 his university education, live more serviceably, enjoy more in- tensely, die more conentedly. And when all these things have been well done the univer- sity may feel that in some small degree it has fulfilled its mis- sion. The University Bulletin has been established by the university. The reasons that have led to such a step are: first, to provide a means to set before the people of Oklahoma, from time to time, information, about the work of the different departments of the univeisity; and, second, to provide a way for the publishing of departmental reports papers, theses* and such other matter as the university believes would be helpful to the cause of education in our state. The Bulletin will be sent post free to all who apply for it. The university desires especially to exchange with other schools and colleges for similar publications. Communications should be addressed: THE U N IV E R S I TV BULLETIN University Hall, Norman, Oklahoma. Oklahoma University Press