^Entber0ttg of Jtflontana Bulletin 
 
 General Series Number 1 
 
 rmum l JAMEF 
 
 ADDRESSES DELIVERED 
 
 AT THE 
 
 INAUGURATION 
 
 OF 
 
 EDWARD C ELLIOTT 
 
 AS 
 Chancellor of the University of Montana 
 
 19 16 
 
 UlYERtlTY &EJLUH0ti kilMRY 
 
 OFFICE OF THE CHANCELLOR 
 
 HELENA, MONTANA 
 
 SEPTEMBER 1916 
 
The University of Montana 
 
 The University of Montana is constituted under the provisions of 
 Chapter 92 of the Laws of the Thirteenth Legislative Assembly, approved 
 March 14, 1913 (effective July 1, 1913). 
 
 The general control and supervision of the University are vested in 
 the State Board of Education. The Chancellor of the University is the 
 chief executive officer. For each of the component institutions there 
 is a local executive board. 
 
 MONTANA STATE BOARD OF EDUCATION 
 
 S. V. Stewart, Governor Ex-officio, President 
 
 J. B. Poindexter, Attorney General Ex-officio 
 
 H. A. Davee, Supt. of Public Instruction Ex-officio, Secretary 
 
 S. D. Largent (1916) J. Bruce Kremer (1918) 
 
 W. S. Hartman (1916) C. H .Hall (1918) 
 
 John Dietrich (1917) Leo Faust (1919) 
 
 A. L. Stone (1917) W .H. Nye (1919) 
 
 Edward C. Elliott, Chancellor of the University. 
 
 The University comprises the following institutions, schools, and 
 departments: 
 
 THE STATE UNIVERSITY AT MISSOULA 
 
 Established 1893, and consisting of 
 
 The College of Arts and Sciences The School of Music 
 The School of Law The Summer Session 
 
 The School of Pharmacy The Biological Station (Flathead 
 
 The School of Forestry Lake) 
 
 The School of Journalism The Extension Service 
 
 The Graduate Department 
 Frederick C. Scheuch, Acting President. 
 
 THE STATE COLLEGE OF AGRICULTURE 
 AND MECHANIC ARTS AT BOZEMAN 
 
 Established February 16, 1893, and consisting of 
 
 The College of Agriculture The Secondary Schools 
 
 The College of Engineering Home Economics 
 
 The College of Applied Science Mechanic Arts 
 
 The College of Industrial Arts 
 
 The School of Music Agriculture 
 
 The Summer Session The Agricultural Experiment Station 
 
 The Agricultural Extension Service 
 
 James M. Hamilton, President. 
 
 THE STATE SCHOOL OF MINES AT BUTTE 
 
 Established February 17, 1893 
 Charles H. Bowman, President. 
 
 THE STATE NORMAL COLLEGE AT DILLON 
 
 Established February 23, 1893, and consisting of 
 
 The Two-Years Elementary Course The Three-Years Course 
 
 The Four-Years Course 
 
 Joseph E. Monroe, President. 
 
{Enfoersttg of i$lontana Bulletin 
 
 General Series Number 1 
 
 sawvr t ammi 
 
 ADDRESSES DELIVERED 
 
 AT THE 
 
 INAUGURATION 
 
 OF 
 
 EDWARD C ELLIOTT 
 
 AS 
 Chancellor of the University of Montana 
 
 19 16 
 
 OFFICE OF THE CHANCELLOR 
 
 HELENA, MONTANA 
 SEPTEMBER 1916 
 
PREFATORY. 
 
 The office of Chancellor of the University of Montana 
 was created by Chapter 92 of the laws of the Thirteenth 
 Legislative Assembly, (March 14, 1913), which constituted 
 the University of Montana, comprising the four component 
 institutions,— the State University, at Missoula, the State 
 College of Agriculture and Mechanic Arts, at Bozeman, the 
 State School of Mines, at Butte, and the State Normal Col- 
 lege, at Dillon. 
 
 The State Board of Education, at its meeting October 
 11th, 1915, elected Edward C. Elliott of the University of 
 Wisconsin as Chancellor of the University. The Chancellor 
 assumed his duties February 1st, 1916. In accordance with 
 a resolution of the State Board of Education, the formal 
 installation of the Chancellor took place in connection with 
 the commencement exercises at the different University 
 institutions. 
 
 The exercises began at Dillon, May 30th, 1916, where 
 Mr. A. L. Stone of the State Board of Education entertained 
 the Chancellor and the members of the State Board of Educa- 
 tion, as well as the faculty and officials of the Normal Col- 
 lege, at a banquet at the College, served under the direction 
 of the department of domestic economy. This was followed 
 with a public reception at the gymnasium of the Beaver- 
 head County High School. May 31st, at 9:30 a. m. the in- 
 augural ceremonies were held in connection with the com- 
 mencement exercises, and the addresses printed herein were 
 delivered. 
 
 At Butte June 1st, the State Board of Education and 
 the presidents of the component institutions, with the Chan- 
 cellor, visited the State School of Mines, and at noon were 
 entertained at luncheon by the Butte Rotary Club. In the 
 evening the alumni of the State School of Mines held their 
 annual reunion and banquet at the Silver Bow Club. On this 
 occasion Governor Stewart, President Scheuch, President 
 Hamilton, Attorney General Poindexter, State Superintendent 
 Davee, and Mr. Oscar Rohn of the Executive Board made 
 informal remarks, and the addresses of the Chancellor and 
 President Bowman were delivered as printed. 
 
 At Bozeman June 3rd, the visiting presidents gave in- 
 formal talks at the commencement exercises of the State 
 
4 INAUGURATION ADDRESSES 
 
 <3$lfcge'of Agriculture and Mechanic Arts, and the inaugural 
 addresses followed as presented herewith. 
 
 The ceremonies were concluded at Missoula, June 8th, 
 at the commencement of the State University. The visiting 
 presidents conveyed the greetings of the other component 
 institutions of the University of Montana, and the formal 
 addresses were delivered as printed herein 
 
 The inaugural address of the Chancellor was published 
 in "School and Society" for June 24, 1916. Frequent calls 
 for copies from different sections of the state have prompted 
 the preparation of this bulletin, containing all the addresses. 
 
UNIVERSITY OF MONTANA * /* 
 
 ^h 
 
 ormal 
 
 Address of President J. E. Monroe of the State Normal 
 
 College, at Dillon in the Normal College 
 
 Auditorium, May 31, 1916. 
 
 Governor Stewart, Members of the State Board of 
 Education, Chancellor Elliott, Class of Nineteen Hun- 
 dred Sixteen and Friends: 
 
 Those who are particularly interested in this institu- 
 tion, its mission, and its developement have met here before 
 on occasions similar to this, and some in this audience have 
 attended every one of these nineteen commencement ex- 
 ercises. Yet today there is introduced into our celebration 
 of a completed course of instruction and training in the 
 profession of teaching for the class of this year, a feature 
 which marks the beginning of a new era in the history of 
 this institution. 
 
 As citizens of a great state, you, the friends of education 
 and of this institution, have gathered here to witness and to 
 have a part in the beginning of a new order of affairs. The 
 Montana State Normal College enters into a new relationship 
 to the other educational institutions of the state, a 
 relationship— we all hope, — in which it will be enabled to 
 do more readily, effectively, and thoroughly the great work 
 for which it was established, — that of preparing teachers 
 for responsible direction of the public schools of the state. 
 
 Your presence is an earnest of your interest and, I be- 
 lieve, a promise of your hearty cooperation in so far as it is 
 possible for you to extend it. May it make effective the 
 plan which is now being put into operation, that of com- 
 bining the state educational institutions into one greater 
 University of Montana, each with its work distinctive in 
 character, but all combined for one great purpose! May it 
 bring to the young people of the state the widest and best, 
 opportunities for educational advancement, and to the sup- 
 porters of education the greatest possible return for the 
 investment which they have made ! 
 
 To lend authority, added dignity, and encouragement 
 to this day's exercises, busy men have left affairs of state 
 and the various lines of work in which they are engaged, 
 to meet with us and to contribute to this auspicious event. 
 We are honored with the presence of the Governor, as 
 
6 INAUGURATION ADDRESSES 
 
 president of the State Board of Education, the State Super- 
 intendent of Public Instruction, the Attorney General, and 
 four other members, constituting in all a majority of that 
 Board, the members of the local Executive Board of the 
 Normal College, the presidents of two of the other units 
 of the University, and a former president of this institution. 
 All these have come to have part in the inauguration of 
 him who has been chosen as the chief executive officer of 
 this greater educational institution, Dr. Edward C. Elliott, 
 Chancellor of the University of Montana. 
 
 For this purpose a part of this day which, under 
 ordinary circumstances, would be dedicated wholly to the 
 class of the year, has been set apart for the public presenta- 
 tion of this new plan for the management of the educational 
 institutions of the state, the induction into office of him to 
 whom the direction of the plan has been assigned, and 
 his introduction to the people. Many years ago, in speaking 
 of their future, an old seer held out to a regenerating nation 
 the bright promise that"Your old men shall see visions and 
 your young men shall dream dreams'', and a wise man of 
 olden time has also said, "Where there is no vision, the 
 people perish". But the eyes of those who are interested in 
 the welfare of the people and educational institutions of 
 our great state have beheld a vision, — a vision of our educa- 
 tional affairs conducted for one purpose, the advancement 
 of our people in those things which contribute to true 
 enjoyment and usefulness in life; a vision of our educational 
 institutions working in cooperation, each in its own field 
 ministering to the educational needs of the people; a vision 
 of the conservation of educational forces and the application 
 of those forces to the one great end,the uplift of our people 
 and their advancement intellectually, morally, and spiritually ; 
 — a vision of a great institution calling to our people to come 
 to it that it may assist them in their efforts for advance- 
 ment, lead them in progressive action, and attend their 
 movements with the critical yet sympathetic interest that 
 assures them of its earnest endeavor to fulfill the require- 
 ments for which it was commissioned. That this vision may 
 prove to be prophetic of results, is our wish. 
 
 From its beginning this institution has devoted its ef- 
 forts to the preparation of teachers, that they may train 
 children to become good citizens. It will be its pleasure now, 
 
UNIVERSITY OP MONTANA 7 
 
 as well as its duty and privilege, to unite its efforts, in co- 
 operation with the other units of the university, for the 
 effective teaching and presentation to the people of that 
 which is best and most worth while. 
 
 Those who have gone out from here still remember the 
 institution as it was when they were here, and with the 
 interest they have shown in the past they may be counted 
 upon to contribute their efforts freely and devotedly to 
 bring about the success of this movement for cooperation 
 and unification, 
 
 It appears to be appropriate that the exercises which 
 bring to the public the formal announcement of this plan of 
 union of these four institutions, the State University, the 
 State College of Agriculture and Mechanic Arts, the State 
 School of Mines, and the State Normal College, into one in- 
 stitution, — the University of Montana, and commence in a 
 public way the exercises which are to induct into office the 
 Chancellor of the University, should begin here. Here the 
 interests are and have been centered upon the proper begin- 
 ning of educational work. This movement, fraught with the 
 greatest possibilities and the strongest probabilities for 
 success and good of any yet undertaken in the field of higher 
 education in this state, could not have its inception amid 
 more fitting surroundings. We believe the plan is right. 
 We have faith in its promise. We shall consecrate our 
 efforts to its service. We shall devote our energies to its 
 success. 
 
 Governor Stewart, in expressing to you our pleasure and 
 appreciation of your presence with us today, it is also my 
 pleasing duty and privilege to extend to you the promise of 
 the most earnest and effective support which this institu- 
 tion, its officers, its faculty, its student body, and its alumni 
 can give. We desire the fullest measure of success for this 
 plan which you, as Governor and president of the State 
 Board of Education, have been so largely instrumental in 
 bringing about. We welcome you among us, pleased at the 
 opportunity of expressing to you personally our determina- 
 tion to work with zeal and all the energy we can summon, 
 for the successful issue of this plan. We believe we can con- 
 tribute something worth while to this end; to this office we 
 dedicate our best efforts. 
 
8 INAUGURATION ADDRESSES 
 
 To Chancellor Elliott, coming among us as you do, a 
 stranger to the greater number of those here, it is my 
 pleasant duty to bid welcome, and assure you first of the 
 hospitality of the people of this great commonwealth in 
 welcoming you as one of its citizens, of the earnest desire of 
 the educational interests of this state to contribute in effort 
 and sympathy to the success of this movement which has 
 called you to take charge of the responsible office in which 
 you are now to be publicly installed. Finally, to speak for 
 this institution, it is a pleasure to pledge you its support and 
 loyalty in every undertaking where it can contribute to the 
 success of the University of Montana whose chief executive 
 you now become. 
 
 In words we pledge our support; in deeds we shall re- 
 deem this pledge; and with the confidence born of certain 
 knowledge whereof I speak, I assure you that this commun- 
 ity, this institution, its officers, faculty, students, and* 
 alumni will give you unreservedly, loyally, and enthusiastical- 
 ly all the support it can give, firm in the belief that the 
 uniting of the state institutions into a greater university, 
 the creation of the office which you now hold, and your own 
 equipment for such a position give the fullest promise for 
 the success which we all desire and for which we earnestly 
 hope. 
 
 Having presented to you, Governor Stewart, in the 
 presence of this assemblage of officers of control, faculty of 
 this institution, alumni, students and citizens of this com- 
 munity, the pledge of support of this institution to this 
 movement, I now place in your charge the matter of con- 
 ducting the further exercises of this inaugural ceremony. 
 It is unnecessary to introduce you *to this audience, for to the 
 greater number of them you have been known as a friend 
 and neighbor for years. Nevertheless, in conformity with 
 common practice on public occasions, I have pleasure in 
 presenting to you, ladies and gentlemen, our Governor, 
 president of the State Board of Education, the Honorable 
 Samuel V. Stewart. 
 
UNIVERSITY OP MONTANA 9 
 
 Address of Governor S. V. Stewart at the State Normal 
 College at Dillon, May 31, 1916. 
 
 It seems entirely appropriate that at the threshold of 
 the series of ceremonies that will mark the formal trans- 
 formation of Montana's higher educational system we 
 should gather within the walls of the State Normal College. 
 Here for the past quarter century the staff of the institution 
 has been devoting every energy to the admirable work of 
 training and fitting Montana women and men to occupy 
 the responsible relation of teacher to the youth of our state. 
 In the very nature of things, because of our newness as a 
 state, it has always been impossible for the supply of Montana 
 teachers for Montana schools to equal the demand. But 
 from year to year the "Normal" has gone on giving out 
 its graduating classes until now we find a much larger pro- 
 portion of our schools under the tutelage of Montana-born 
 and Montana-taught teachers. 
 
 Let it not be inferred that we have aught against the 
 imported teacher. On the contrary, we owe him or her a 
 very great deal, and it is a pleasure thus to make public 
 acknowledgment of the fact. But we may be pardoned for 
 harboring the "Montana first" idea in this as in other things 
 that contribute to the life of our state. We should not wish 
 the day to come when out of our provincialism, out of our 
 clannishness, we should fill every post in our educational 
 institutions with "home talent". But it is entirely permis- 
 sible and laudable for us to hope for the day when the insti- 
 tutions of our own state will give back to us men and 
 women to fill a very large proportion of our own teacher- 
 ships — men and women as well equipped and as deeply in- 
 spired and as sincerely consecreated to their work as are 
 those who have come to us from other states. 
 
 Montana is essentially western in one thing: it is not 
 afraid to reach out and adopt and adapt to its own needs 
 any system that promises improvement, that promises to 
 bring the state nearer the goal of its aspirations. It does not 
 require years of discussion and pondering and weighing of 
 propositions. And so it has come about that a change in 
 our system of higher education was determined upon. It 
 was decided that instead of maintaining the four institutions 
 
10 INAUGURATION ADDRESSES 
 
 of higher education in Montana as segregated colleges, they 
 should be brought together as a unified institution, each 
 being made a closely related part of one great University 
 of Montana — each, while being physically a separate insti- 
 tution, performing its own particular function in the broader 
 scheme. The plan is in a sense a revolution in our educa- 
 tional system, and yet it is confidently believed that out of 
 it will come great things for the cause that is so dear to the 
 hearts of all who are charged with the administration of 
 educational . affairs in Montana. 
 
 When a conclusion was reached as to the wisdom of 
 the new order of things, the next and most important step 
 was the selection of a man to whom the state might entrust 
 the inspiring but none the less arduous task of making the 
 plan effective. From a large field of candidates, many of 
 them men of the highest rank in the profession of education 
 in the United States, was chosen the man whose inauguration 
 we have met today to effect. He comes to us with the 
 recommendation of an admirable training, a ripe experience, 
 and a deep inspiration for the duty before him; and the 
 work he has performed in the few months that have passed 
 since he has assumed office has ' served more than ever to 
 convince those who selected him that he is essentially the 
 right man in the right place. 
 
 It affords me exceeding pleasure, Dr. Elliott, here and 
 now formally to invest you with the title Chancellor of the 
 University of Montana. That you will wear it with all 
 honor we have the fullest confidence, and that under your 
 control our system of higher education will expand and achieve 
 proportions gratifying alike to yourself and to the people of 
 the state we are equally confident. In every effort that 
 promises betterment in the work of the institution you may 
 be sure of the loyal support of the State Board of Education, 
 and in response to every step of advancement you are sure 
 to have the approval of the people of Montana, who have 
 ever been most generous in awarding credit to those deserv- 
 ing it. We welcome you to the work you have undertaken. 
 It is in a sense a tremendous task, but it is for that reason 
 the more appealing and inspiring. We believe in you, and 
 we expect great things of you. 
 
 Ladies and gentlemen, permit me to present Dr. Edward 
 C. Elliott, Chancellor of the University of Montana. 
 
UNIVERSITY OF MONTANA 11 
 
 Address of Mr. A. L. Stone, of the State Board of Education 
 at the State Normal College at Dillon, May 31, 1916. 
 
 Ladies and Gentlemen: 
 
 Have you noticed today's program? You will observe 
 that three speakers precede me and that there are three to 
 follow. This is the intermezzo, the place where the gentle- 
 men take their hats and file out to get a breath of fresh air 
 or to see a man, — where the musicians filter through a 
 hole in the floor, and the ladies, after taking a look over the 
 audience to see who is there, fall into graceful poses and 
 commence talking with their neighbors. The curtain is 
 down. The foot-lights are out. The soothing hum of 
 subdued voices begins. It is the period of relaxation. 
 
 It is not given to us whose time and thoughts are 
 engrossed with the practical, the sordid things of life to be 
 good platform speakers. Our business calls upon us daily to 
 clip the wings of imagination and discount the visions of a 
 golden future. In course of time the habit of thought be- 
 comes fixed. Our Pegasus degenerates to a plow-horse, 
 practical but not interesting. It is natural and easy for 
 those who are entrusted with affairs of state, whose reading 
 and study are upon the policy pursued by rulers, law-givers, 
 and statesman of the past, and whose associates are the 
 executives and legislators of our present day, to address you. 
 It is easy for those who daily commune with the ancient 
 poets and sages, and who keep in touch with to-day's investi- 
 gation and education, to talk in an interesting way. Both of 
 them have a message to deliver to you. Their minds are 
 filled with the subject, and they present it with a wealth of 
 description and illustration and anecdote that holds you 
 charmed while you are instructed. I appreciate what they 
 say, just as you do. Sometimes I wish I could do with diff- 
 culty what they do so easily. But this is impossible. I 
 would only be working you. I must play upon your emotions 
 and fancy while driving the truth home. Play — spontaneous, 
 bright, and free, the delight of both the performer and the 
 observer. The mixture of genius and imagination with 
 the act performed. Not a task nor a duty, but an ebullition of 
 the soul too full to longer contain its song. But what a dif- 
 ference between appreciating a work of art and reproducing 
 
12 INAUGURATION ADDRESSES 
 
 it! It is the difference between absorbing sunshine and radi- 
 ating it. I can listen to a Kubelik and charmed with the 
 music, marvel at the celerity and ease with which he brings 
 out the sinuous melody. I can listen to Paderewski and, 
 overcome with the ponderous harmony, be submerged with 
 the music. I can hear Melba and be carried away by the> 
 sweetness of the song until I forget the surroundings and 
 the singer and, enthralled and entranced, leave the strain 
 still ringing in my ears and the motif haunting my memory — 
 and I would reproduce to you that you might feel what I 
 have felt, but I pause. Before me rises a vision of these 
 lovely misses and gentle dames gathering their wraps about 
 them and, with all the speed compatible with dignity and de- 
 corum, moving out to join the men as soon as my song begins. 
 But the men are returning and replacing their hats 
 beneath the seats. One by one the musicians are bubbling 
 up from somewhere below and taking their positions in the 
 orchestra. In a moment the foot-lights will reappear, the 
 curtain will rise and the stars will again take their places 
 upon the stage. The eight minutes have expired, the inter- 
 mezzo is ended. 
 
UNIVERSITY OF MONTANA 13 
 
 Address of President J. M. Hamilton, of the State College 
 of Agriculture and Mechanic Arts, at Dillon, May 31, 1916. 
 
 It is a great privilege to participate in the greatest 
 event in the history of the Normal College since the day it 
 opened its doors for the admission of students. I bring greet- 
 ings of good will and the assurance of hearty, helpful co- 
 operation from the College of Agriculture and Mechanic Arts. 
 To-day marks the opening of a new era for higher education 
 in Montana. These exercises mean the consummation of a 
 plan which promises harmony, unity, economy, and efficiency. 
 We rejoice With you in a prospect so full of hope, so satur- 
 ated with a good spirit, so big with opportunity for service. 
 All of us need to take a state-wide view of higher education, 
 to rise above petty local concerns and personal interests, 
 to focus our vision on the young men and women of Montana, 
 to value education as a factor in state building. 
 
 The faculty and students must get this state-wide vision. 
 It ought not to be impossible to create something of the same 
 spirit and feeling among friends in the divisions of an 
 institution miles apart as exists among the departments 
 which are yards apart. Their campuses must expand until 
 they touch one another and become co-extensive with the 
 boundaries of the state. The alumni must be so welded into 
 one association that any one of them can grasp the hand of a 
 graduate from any of the four institutions with real frater- 
 nal affection. 
 
 The local communities must come to realize that the 
 citizens throughout the state care nothing for their petty 
 jealousies and selfish interests. They too must learn to 
 view higher education from the standpoint of the city folk 
 and those in the open country, from the angle of the farmer, 
 and the merchant, from the outlook of the young men and 
 women on the broad prairies and among the mountains. 
 
 With a united board of education and an experienced 
 expert in the person of the Chancellor to lead, nothing is 
 impossible. There is no reason why Montana shall not have 
 a great university, as large in proportion to wealth and 
 population, as high in standards as any state in this Union. 
 The leadership of the university must and will be made 
 dominant and effective in every line of effort necessary 
 
14 INAUGURATION ADDRESSES 
 
 to the development of our resources and citizenship. I am 
 here to pledge the faculty and students, the alumni and the 
 community where the institution which I have the honor to 
 represent is located, to the early and complete consummation 
 of the ideals of the greater University of Montana so ably 
 and so eloquently set forth by the Governor of our state and 
 the Chancellor of the University. 
 
UNIVERSITY OP MONTANA 15 
 
 * Address of President C. H. Bowman of the State School 
 of Mines at Butte, June 1, 1916. 
 
 It is my pleasant privilege to respond for the School of 
 Mines to the addresses of Governor Stewart and Chancellor 
 Elliott. The School of Mines extends to you, Chancellor Elli- 
 ott, a cordial hand. We approve of the ideals which pre- 
 meate your address. Coming from one who is to assume 
 control we may expect these ideals to be an ever present 
 influence for good throughout our community. 
 
 The School of Mines is one of the departments of the 
 University of Montana which comes in close contact with the 
 work-a-day world, and so it is from a very material stand- 
 point that we recognize a field of activity for the Chancellor 
 and from this standpoint as well we bid him welcome. Among 
 other things, the remarks which have been set forth con- 
 cerning system and unity of purpose in our institutions of 
 higher learning find a responsive ear with us. Some of our 
 institutions have at times crossed interests and found them- 
 selves competitors, and needless to say this condition has 
 resulted from proceeding with honest intent upon being 
 useful, but without the broad perspective which is possible 
 only to one who holds an impartial interest in all of them. 
 It is true that these crossed interests and duplications are 
 corrected ultimately in our present independent system, but 
 the principles of efficiency dictate that they should never 
 have been permitted. The industrial organization provides 
 for this contingency by creating what it chooses to call its 
 "planning department". In this one function as applied to 
 our institutions I am sure a service can be rendered which 
 fully justifies the creation of the office of chancellor. Our 
 financial interests meet in common before our legislature, 
 and to this body the chancellor can impartially represent us. 
 The services each institution renders the state can be proper- 
 ly set forth, and definite advise can be obtained in regard to 
 the work each should do. By creating the office of chan- 
 cellor the executive line is completed, there can be no mis- 
 management without fixing the responsibility, there can be no 
 lack of cooperation unless someone goes astray in following 
 instructions. These are some of the items which constitute 
 the dividends arising from the financial investment. So this 
 *The other addresses at Butte were extemporaneous. 
 
16 INAUGURATION ADDRESSES 
 
 move in the interest of the state has the good will and 
 promise for cooperation from the faculty and students and 
 patrons of the School of Mines, and we wish our new chan- 
 cellor success and the pleasure and contentment which result 
 from doing well. 
 
UNIVERSITY OF MONTANA 17 
 
 Address of President J. M. Hamilton, of the State College 
 
 of Agriculture and Mechanic Arts, at 
 
 Bozeman, June 3, 1916. 
 
 It is a great pleasure to welcome to Bozeman and to the 
 College to-day, the State Board of Education, the Chancellor of 
 the University of Montana, and the presidents of the sister in- 
 stitutions comprising that university. We of this community 
 and of this college have freely decided to devote our utmost 
 efforts towards the achievement of the splendid ideals of 
 higher education now being planned by the board under the 
 direction of an experienced educational expert. 
 
 Your aspirations are our hopes, and we pledge you a 
 sincere and whole-hearted cooperation. It is our desire that 
 the spirit of goodfellowship and helpfulness may grow and 
 expand, that unity of purpose and harmony of work may 
 weld together in one organized body all workers in the field 
 of higher education. We are ready to dedicate ourselves 
 to this task enthusiastically and unreservedly, to follow your 
 leadership, to work in the fields which you mark out. 
 
 The field is so broad and the task is so great that no 
 person and no institution can complain that there is not 
 wonderful opportunity for worthy service. The enthusiasm 
 and good will shown by the faculty and alumni, the students 
 and citizens is but an earnest of the part they desire to 
 take in this undertaking, the building of a university. 
 
 We of Bozeman and the College shall not be satisfied 
 until we are accepted as a vital and harmonious part of this 
 great work. It is with this spirit that we are gathered 
 to-day to welcome our guests, both official and unofficial, 
 and to hear you, Governor Stewart and Chancellor Elliott, 
 unfold your plans and interpret your ideals. 
 
18 INAUGURATION ADDRESSES 
 
 Address of Governor Stewart at the State College of Agri- 
 culture and Mechanic Arts at Bozeman, 
 June 3, 1916. 
 
 Montana is a young state; youthful, immature, and 
 undeveloped when compared with most of the states of the 
 Union. 
 
 Montana is a big state. This is easily demonstrable by 
 reference to any standard map, by a comprehension of the 
 length of our boundary lines, and by a realization of the 
 comparative vastness of our area, where, as the poet has 
 sung/The Great White Way is milky and there's lots of 
 breathing space". 
 
 Montana is a rich state, rich in potential wealth; rich in 
 the life-giving elements of plant nurture; rich in the trea- 
 sures of mineral wealth daily uncovered for the use of man, 
 and rich beyond compare in the undiscovered treasures of 
 precious metal lying deep beneath the towering peaks of 
 our majestic mountain ranges. 
 
 Finally, Montana is a great state, made great not by 
 her resources or her wealth, nor even by her size, but mad» 
 great because of the intelligent activity of her citizenship. 
 The mines whence now millions are poured into the marts 
 of trade might long have remained places of scenic moun- 
 tain beauty; the lovely valleys, the undulating plains and the 
 fertile mountain sides might have continued to be the 
 habitat of the wild animal or for a long period remained 
 only ranges for cattle and sheep; the crystal streams 
 might ever have gurgled their way to the far-off seas with- 
 out suggestion of irrigating ditch or hint of power plant 
 but for the fact that our men and women, while intensely 
 practical and ever awake, have yet dreamed dreams; not 
 dreams that never came true and could never be made to 
 come true, but dreams that were glimpses of material 
 practicality made possible of realization by the fusing of 
 vision and science in the melting pot of industry. 
 
 Montana men and women are cosmopolitan. Few are 
 native sons. While they have adopted the state as their own 
 and cling to it with a loving tenacity not excelled by the 
 native-born, yet it only is fair to say that a large part of the 
 generation that has done things in Montana was educated 
 
UNIVERSITY OF MONTANA 19 
 
 without the confines of our state. While these men have 
 brought something of the strength of other states and 
 countries to us, while they have imparted to our citizenship 
 and our industries the best from all the world, while they 
 have introduced new methods in education and startling 
 theories of scientific farming, new practices in mining and 
 technical processes of treating ores, and while they have, 
 oft'times unconsciously, brought to us and subtly instilled 
 into us the gentler elements of refinement so character- 
 istic of older communities on the western continent — in other 
 words, while admitting that our teachers, our engineers, 
 our scientists in agriculture, electricity, and metallurgy, in 
 fact many of our leading citizens, have come from without 
 the state and were edcuated in institutions other than our 
 own, we have all come to a realization that now it is time 
 for Montana to educate her own people. The people of this 
 state are awake to the fact that Montana will have to do 
 for the present generation what was done for the past gen- 
 eration before they left their distant homes and cast their 
 lot among us. 
 
 A quarter of a century ago the institutions of higher 
 education were established in Montana. They have grown 
 and done good work — as good work as was possible under 
 the circumstances. It is not for me to decry the institu- 
 tions or to belittle their most laudable efforts to turn out 
 men and women prepared and capable to meet conditions 
 and cope with the world. Rather would I give to those who 
 have so earnestly struggled to build up a system of higher 
 education in our state the highest praise. None the less 
 it is true that a very considerable portion of our teachers and 
 others engaged in more or less scientific lines have been 
 imported. This cannot be prevented and should not be 
 entirely obviated. We need new blood and we crave and 
 welcome new ideas ; but it is profoundly apparent that 
 Montana must do more toward filling the demand for 
 teachers and workers in other professional lines. 
 
 To such an accomplishment the people of Montana are 
 looking. They are not content to follow in the rut of ex- 
 perience, and so with the courage and the vision of the 
 pioneer they have undertaken to break a new trail- in educa- 
 tional fields. 
 
20 INAUGURATION ADDRESSES 
 
 This institution, the State College of Agriculture and 
 Mechanic Arts, is no longer to be a detached and unrelated 
 part of Montana's educational system. Instead it is to be 
 an integral portion of the University of Montana. Where 
 we have had four separate and distinct institutions of higher 
 education we are now to have one unified and Greater 
 University, a university which we fondly hope and believe 
 will make. its influence felt throughout the state and which 
 will give to the young men and women of Montana an un- 
 excelled opportunity to fit themselves for life's duties. 
 
 This is the institution, Dr. Elliott, which the people of 
 Montana give into your keeping, and for them I do now 
 formally invest you with the title of Chancellor of the 
 University of Montana. This is done in the fullest confidence 
 that in your hands and through your efforts it will achieve 
 its rightful destiny; in the full belief' that under your 
 adminstration this department of the greater University 
 of Montana will in harmonious accord with the other de- 
 partments of the university meet the neccessities of the 
 educational situation in Montana to which I have alluded ; 
 in the belief that under your wise guidance more Montana 
 men and women will be prepared for duty in the state than 
 has been possible in the past. And in addressing yourself 
 to the task that has come to your hands, be assured that 
 you will have the hearty support of the State Board of 
 Education and the best wishes of the people of the state at 
 large. 
 
 Ladies and gentlemen, I take great pleasure in pre- 
 senting Dr. Edward C. Elliott, Chancellor of the University 
 of Montana. 
 
UNIVERSITY OF MONTANA 21 
 
 Address of Mr. W. S. Hartman of the State Board of 
 Education at Bozeman, June 3, 1916 
 
 This occasion marks the close of the old era and the 
 formal Deginning of the new era in higher education in 
 the state of Montana. The legislature of 1893 established" 
 four higher educational institutions of the state, at the 
 respective cities of Missoula, Dillon, Butte, and Bozeman, 
 upon the theory that they were and should constitute sepa- 
 rate and distinct educational institutions, distinct and separate 
 from each other not only geographically but in their acti- 
 vities, developments and policies. For more than twenty 
 years the plan so indicated has been pursued by the State 
 Board of Education in the discharge of its constitutional 
 functions with reference to those institutions so far as it was 
 possible to do so. 
 
 Those of us who have been close to the situation during 
 those years, and upon whose hearts and shoulders higher 
 education for the young men and women of Montana has 
 rested heavily, have marked with growing uneasiness the 
 unsatisfactory operation of the old plan. Recognizing that 
 physical consolidation was both inadvisable and impossible, 
 we nevertheless also saw in the plan pursued waste of re- 
 sources, inefficiency in activities, and constant jealousy, 
 friction, and unhealthy rivalry between the various insti- 
 tutions, and these undesirable features increased rather than 
 decreased with the passing of the years. 
 
 Out of the concern, anxiety, and thought, of those upon 
 whom devolved the constitutional responsibility for the 
 control and management of these institutions, some of us 
 gradually evolved new theories, saw visions, and dreamed 
 dreams. I was one of the dreamers. It was my privilege, 
 some few years ago, to deliver the Charter Day address at 
 the university at Missoula. Upon the occasion, I stated to 
 the audience that I had a dream of the time when the four 
 institutions would be co-ordinating and co-operating units 
 in the Greater University of Montana; when friction and un- 
 healthy rivalry and foolish jealousy would be things of the 
 past, and a really great and efficient system of state edu- 
 cation would take the place of the present unsatisfactory 
 conditions. 
 
22 INAUGURATION ADDRESSES 
 
 I have continued to dream that dream, and today I 
 behold the beginning of its realization. The Leighton or 
 chancellor bill combines the four institutions into the Uni- 
 versity of Montana. The State Board of Education has 
 selected for its chancellor, a man whose every action and 
 spoken word indicate that we have made no mistake in that 
 selection. 
 
 A short time ago the Federal Commissioner of Educa- 
 tion stated to an audience in this place that twenty-eight 
 other states had our higher educational problem, and that 
 since we had turned to the chancellor system, the state of 
 Montana constituted a higher educational experiment station, 
 and that the eyes of educators in these other twenty-eight 
 states were turned upon Montana, willing to be convinced of 
 the success of the Montana plan and turn to it, if it should 
 realize our hopes. 
 
 We believe that the plan will solve our problem. We 
 believe it is the right plan, and that we have chosen the 
 right man for its execution. 
 
 I am glad to endorse heartily the suggestion of Chan- 
 cellor Elliott in his address that the institutions should be so 
 financed that the young men and women resident in the 
 uttermost parts of the state would not be at any disadvant- 
 age with those at the doors of the several institutions by 
 reason of their location, but that the system would, so to 
 speak, bring the University of Montana to the doors of every 
 young man and young woman in the state. And I heartily a- 
 gree with his suggestion that in order to effect this plan, the 
 economic conditions of the state must be so re-adjusted that 
 privilege will be destroyed, and the unearned increment, 
 the value created by the state itself, should be taken for 
 state purposes, and the young men and young women of the 
 state would therefore and thereby be economically in a posi- 
 tion to take advantage of the higher education thus provided 
 by the state. 
 
 So, Dr. Elliott, on behalf of the State Board of Educa- 
 tion, I pledge you our hearty, sincere, and confiding support 
 and cooperation in your efforts to achieve success in the op- 
 eration of this plan, and I believe that I can go further than 
 simply to speak for the State Board of Education, and 
 though I have not been formally authorized so to speak, I 
 think I know the temper of the faculty and student body of 
 
UNIVERSITY OP MONTANA 23 
 
 the institution at Bozeman, and of the people of Bozeman 
 themselves so fully, and have their confidence so completely, 
 that I will not abuse it when I solemnly pledge you in this 
 presence their hearty, sincere, and honest cooperation, sup- 
 port, and endorsement in your efforts to achieve the solution 
 of Montana's higher educational problem; and I believe that 
 you will succeed, and that in the future other states will 
 turn to Montana and adopt the Montana plan for the solu- 
 tion of their own higher educational difficulties. 
 
24 INAUGURATION ADDRESSES 
 
 Address of President F. C. Scheuch of the State University 
 at Missoula, June 8, 1916. 
 
 On behalf of the faculty and the student body of the 
 State University, I wish to bring most sincere greetings. 
 To Chancellor Elliott a most cordial welcome to the new 
 house we are about to dedicate, — the Greater University of 
 Montana. 
 
 We rejoice in your presence with us, Chancellor Elliott, 
 as the head of the educational institutions of the state. 
 Your coming has been looked forward to by us for a long 
 time, it has been uppermost in our thoughts for months. 
 You have come, we have seen you and are delighted, and as 
 a representative of the State University I bid you welcome 
 with all the fervor that can come from true and loyal mem- 
 bers of this unit of the University of Montana. 
 
 As I stood at the door of the banqueting room last night 
 watching the delegates and the alumni crowding in, I was not 
 suprised at the zeal and interest which was shown by every- 
 one, for it bears witness, most thoroughly, how near and 
 loyal their feeling is toward the day of new things. 
 
 We welcome you, Governor Stewart, as the one who 
 made the Greater University a possibility. Also you, the 
 representatives of our sister institutions of the state of 
 Montana, with whom we pledge ourselves to work to bring 
 about the consummation of those desires, which we hope will 
 cause the Montana plan to be successful and to be followed 
 by those other states who are looking to us for a solution of 
 their own now segregated interests in their educational 
 units. We of Missoula are glad to see you, not only because 
 you are interested in us and we in you and what you re- 
 present, but more especially because we need you. 
 
 Were I able, I would cause these walls to echo my words 
 of welcome to each and all of our friends here, and each of 
 you to feel the sympathetic throb of Missoula's sincerity. 
 Yet I will say Missoula is proud and honored to have you as 
 her guests, and Montana welcomes you, Doctor Elliott, for 
 many many years, we hope as Chancellor of the University. 
 
 There was a crisis in the history of the educational in- 
 stitutions of Montana. The opening of the new system 
 marks a new era for us. The enrollment in the institutions 
 
UNIVERSITY OF MONTANA 25 
 
 is the largest in the history of the University, and we flatter 
 ourselves that we are no small factor in the college world 
 around us. In order that there may be no retrogression, 
 lest we rest content with ourselves and our labors and what 
 has been gained, we need your advice, Chancellor Elliott, and 
 your personal aid, based upon your strong individual char- 
 acter and active participation in the educational world about 
 us. You can and I know will help us as no other can in 
 molding the life of the university in its ideals, and in im- 
 buing the units of the greater University of Montana with 
 a spirit of brotherhood. 
 
 We have met together today representing the educa- 
 tional institutions of the state, to do honor to our new chief. 
 We are not bound together by any ties of self interest; 
 our bonds are found in devotion to the high principles of 
 justice, integrity and good fellowship. The basis of our 
 sociation is education, community of thought is our aim. 
 
 It is a great blessing to know that the institutions of 
 Montana have not been imbued with false conservatism, 
 but with the true spirit of progress. If there is one thing 
 needed to cement more firmly our common interests of 
 welfare in educational matters in this University of Montana, 
 it is to arouse enthusiasms among the alumni of the various 
 institutions, to form a strong and efficient element in the 
 progress of our own university. The enthusiasms of youth 
 are guided by the maturity of thought, and ours is the duty. 
 The guiding principle of the Greater University, of its of- 
 ficers, students, and alumni must rest upon the recognition 
 that we are one institution and not a group. The motto of 
 the musketeers must be ours: 
 
 "All for one, and one for all." 
 
 The joys of one institution become the joys of all — the 
 sorrows of one, the sorrows of all. Whither and how far 
 our destiny will tend in the more complete sisterhood of 
 Montana's institutions, no one by a look ahead can tell, but 
 that great problems for the uplift of education in Montana 
 will be worked out during the life of those here present 
 seems certain. 
 
 We are living in a wonderful age. The world is advanc- 
 ing and changing more in a half decade than it formerly did 
 in a century, in spite of its seeming to retrogress, when one 
 contemplates the horrors in Europe. 
 
26 ANIUGURATION ADDRESSES 
 
 Great problems of society are being worked out in 
 seas of blood, but we should not forget that a wise and gov- 
 erning providence rules over us, leading the race along by 
 paths which to us may seem peculiar, to a better and wiser 
 end. 
 
 In trying to fathom the drift of affairs, Which are tak- 
 ing place, we must come to realize our absolute dependence 
 one upon the other, and from this most destructive war a 
 closer brotherhood of man and a higher civilization will rise. 
 
 To this end the education of the masses must go on 
 to a full understanding of true brotherly spirit. 
 
 It is for such purpose that the University of Montana 
 finds existence. She must teach the young men and women 
 in their formative years the nobility of character and the 
 necessity of true worth, together with the value and 
 the necessity of fraternal sympathy and cooperation. In 
 the educational world the university is doing her part to- 
 ward the education, encouragement and uplift of the individ- 
 ual, for his own good and for the good of all. 
 
 When the young people are stimulated to higher ideals, 
 nobler ambitions for themselves and the race, the Uni- 
 versity of Montana will fulfill her purpose. 
 
 We greet you again, Chancellor Elliott and friends, joy- 
 fully, heartily, and sincerely, and may your presence with us 
 be but the earnest of a closer association between you and 
 us which shall be continuous and abiding. 
 
 ''Men, my brothers, men, the workers, ever reaping 
 
 "That which they have done but earnest of the things 
 they yet shall do." 
 
UNIVERSITY OF MONTANA 27 
 
 Address of Governor S. V. Stewart at the State University 
 at Missoula, June 8, 1916 
 
 In years past Montana's four institutions of higher 
 education have been separate and distinct. This quartet we 
 have merged into one — into a university which we fondly 
 hope and believe will make its influence felt throughout the 
 state, and which will give to the young men and women of 
 Montana an unexcelled opportunity to fit themselves for the 
 stern realities of life. 
 
 A wise national government has endowed these in- 
 stitutions by setting aside for their benefit large acreages 
 of public land, which have been wisely administered. These 
 land grants are of course to be used for the several insti- 
 tutions for which they were made, but the combined value 
 of this federal endowment totals no inconsiderable sum. At 
 the close of the last fiscal year the permanent funds of the 
 four institutions now comprising the University of Montana 
 aggregated $2,077,217.16, while there remained unsold 257- 
 842.15 acres of the original grants. It is not expected that 
 the income from this endowment will ever support the 
 University of Montana, but it is already sufficient to lighten 
 materially the burden which the ever generous people of 
 this commonwealth should willingly bear for the support of 
 higher education. 
 
 The most highly prized treasure of the people of Mon- 
 tana should be their educational system. The largest res- 
 ponsibility which they can impose upon anyone, the greatest 
 trust which they can repose in any public servant, is to give 
 into his hands the control and management of the educa- 
 tional affairs of this state. The people of Montana are 
 forward-looking. They are not content to follow in the rut 
 of previous experience when that experience has been proved 
 unsatisfactory; and so with the courage and the vision of 
 the pioneer, they have undertaken to blaze a new pathway 
 in educational fields. 
 
 The institution wherein we are gathered today is no 
 longer to be a detached unit of the educational system of 
 Montana. Instead, it is to be a part of — shall we say the 
 very heart of — that greater University of Montana which we 
 look upon as holding so much of promise for the youth of 
 
28 INAUGURATION ADDRESSES 
 
 our state. It is given into your keeping, Dr. Elliott, in the 
 fullest confidence that in your hands and through your ef- 
 forts it will achieve its ripe and rightful destiny. 
 
 I need not remind you, Dr. Elliott, that you were chosen 
 for the position you are about to assume through no accident 
 of political fortune. Under the provisions of the Consti- 
 tution of Montana the control of educational affairs is vested 
 in men who hold places of responsibility through political 
 preferment. This system has met with some theoretical 
 criticism, but those who know Montana will bear me out 
 when I say that, despite political conditions which have at 
 times been far from ideal, there never has been in the his- 
 tory of this state a single state official who has even 
 attempted to use the educational institutions of this com- 
 monwealth to further his political fortunes or to secure 
 partisan advantage. More than that, I cannot believe the 
 people of Montana would ever elect to public office a man 
 so lacking in every sense of honor or so devoid of all res- 
 ponsibility as thus to juggle with the most priceless heritage 
 of a free people. 
 
 When the people of Montana decided to enter a new and 
 untried field in the management of their educational insti- 
 tutions, the implied injunction which they laid upon their 
 public servants was to secure for the head of these united 
 institutions a man who would adminster the greater Uni- 
 versity with a sole view to the advancement of the young 
 men and young women who were to be entrusted to his 
 guidance. 
 
 It was only after a most thorough investigation, in 
 which scores of men were measured by the standard which 
 it was felt the people of Montana demanded for this office, 
 that the State Board of Education, by a unanimous vote, 
 offered this position to you. It was believed that your broad 
 experience in the educational world, your contagious enthusi- 
 asm, your capacity for hard work, your keen imagination, 
 your executive training which enables you to keep in hand 
 the countless details of adminstration — these qualifications, 
 it was believed,eminently fitted you for the position to which 
 you have been called. Further than that, your thorough 
 understanding of the aims and ambitions of the West, your 
 intensely practically democracy, and your earnest belief in 
 the success of the Montana plan, made us feel that of all 
 
UNIVERSITY OF MONTANA 29 
 
 men in the educational life of this country, you were the 
 best qualified to render to Montana that service which this 
 commonwealth demands from one who is to direct its educa- 
 tional affairs. 
 
 This day marks the birth of the new and greater 
 University of Montana, and this day, we are glad to believe, 
 marks the beginning of a new era in the educational life of 
 this state. The twenty years which have gone before have 
 merely been in preparation for the greater career which 
 Montana believes its educational institutions will achieve. 
 
 Dr. Elliott, with a solemn realization of the trust which 
 has been reposed in you, with a thorough understanding 
 of the magnitude of the task which is before you, but with 
 full confidence in your ability to meet its every requirement, 
 I now invest you with the authority o f your new office. 
 On behalf of the State Board of Education, I declare you 
 to be the Chancellor of the University of Montana. 
 
 I congratulate you upon the opportunity you have for 
 service, and I congratulate the people of Montana upon the 
 auspicious beginning they have made in their endeavor to 
 unify the educational forces of this State. As the head of 
 the State Board of Education, I promise you the cooperation 
 of the officials with whom you will come in contact, and 
 as the official representative of the people of Montana, I 
 pledge you their whole-hearted support, and on their behalf, 
 extend to you earnest wishes for an adminstration of extra- 
 ordinary success. 
 
 Ladies and gentlemen, it gives me great pleasure to 
 present Dr. Edward C. Elliott, Chancellor of the University 
 of Montana. 
 
30 INAUGURATION ADDRESSES 
 
 Address of Superintendent John Dietrich of the State Board 
 
 of Education at the State University at Missoula, 
 
 June 8, 1916. 
 
 This occasion, together with three similar ones, marks 
 the auspicious beginning of a new era in the educational 
 affairs of the commonwealth of Montana. In speaking for 
 the State Board of Education I wish to say first of all that 
 Governor Stewart and the other members of the board have 
 been and are giving their best efforts to the cause of higher 
 education in the state of Montana. Few people are aware 
 of the abnormal and pioneer conditions under which we have 
 had to work and the obstacles with which we have had to 
 contend. We tried faithfully to harmonize the interests of 
 the several educational institutions under the old plan. We 
 met with some success, and yet the final results were far 
 from satisfactory. After the passage of the Leighton bill 
 it was suggested by the governor that we try the plan of 
 consolidating the four educational institutions as provided 
 for in this bill, and as I remember it, the governor's sug- 
 gestion was unanimously endorsed by the members of the 
 State Board of Education. However that may have been, 
 the members of the Board are now working as a unit under 
 the new plan, and all believe that a most successful begin- 
 ning has been made. The right man has been placed in the 
 chancellorship, and the new era upon which we are entering, 
 educationally speaking, promises much for the future citizen- 
 ship of Montana. The Leighton law may not be the cure for 
 all the ills of higher education in Montana, but it is evidently 
 a long step in the right direction. 
 
 At this time and in the presence of this large audience, 
 ChanceTor Elliott, I wish to pledge you, as has been done on 
 former occasions, the loyalty and support and cooperation of 
 the State Board of Education in the important task assigned 
 you. This is largely your problem, and as a member of the 
 board I wish to assure you, sir, that we appreciate, in a large 
 measure at least, that this is no small undertaking. We 
 wish also that you should accept what I have said regarding 
 loyalty and cooperation as more than a mere promise. If I 
 know the members of this board, as I believe I do, I am war- 
 ranted in assuring you that they do not classify with a 
 
UNIVERSITY OP MONTANA 31 
 
 certain colored brother who announced at a prayer meeting 
 when he said, "Brudren, I feel's if I could talk more good in 
 five minutes than I could do in a whole year." We are ready 
 to work with you, sir, and wish to be guided by your sug- 
 gestions and recommendations. 
 
 I do not wish to leave the impression, however, that the 
 State Board of Education feels that our educational institu- 
 tions have not done good work in the past. Hence I have no 
 apology to offer today as regards anything that these educa- 
 tional institutions may not have been, for in the pioneer condi- 
 tions under which they have worked they have made a most 
 excellent record. We are proud of this institution and the 
 work it has done. It would be difficult to find a number of 
 men and women banded together in a faculty with a higher 
 percentage of fitness for good work thaaa we find in this 
 institution, and what is true of the State University at Mis- 
 soula regarding its faculty, is undoubtedly true of our other 
 educational institutions. 
 
 It is not the least of the glories of our period that liberal 
 education has become popular and the university the ambi- 
 tion of all the people. For nearly a thousand years the 
 university was only for the select few. The plain people 
 had no lot or part or interest or opportunity in its advan- 
 tages. It is only in our own time and in America that jour- 
 alism has been recognized as one of the liberal professions. 
 Bringing the university home to the people is, indeed, an 
 American idea. 
 
 The State Board of Education is solicitous that the 
 University of Montana shall be well housed and well supplied 
 with ample equipment , and that only skilled men and women 
 shall be elected to membership in its faculties, and that these 
 men and women shall receive reasonable compensation for 
 their services, for in the final analysis the success of an edu- 
 cational institution depends primarily upon the type of men 
 and women who direct the activities " of the various class 
 rooms. • Buildings and equipment, while necessary and con- 
 venient, are not to be regarded as results. What the board is 
 most deeply concerned about is that the people shall receive 
 something worth While in return for their money that is being 
 invested in their university. If the University of Montana is 
 to have the confidence and support of the people of this state 
 
32 INAUGURATION ADDRESSES 
 
 in the future, she must graduate men and women capable of 
 leading and directing, and who themselves can do things. 
 
 The educated man in America, today, "'is only a helpless 
 Dominie Sampson if he cannot harness his own horse and on 
 occasion shoe him." 
 
 It may not be amiss to say that those who go from this 
 university today will sooner or later discover that their 
 service is not needed so much in this state in the creation of 
 more wealth, of more resources, but rather in a proper and 
 wise use of what we already have, for the noblest and best 
 ends. The men and women who go from this institution 
 today and hereafter need not fear but the "giants will follow 
 their leading if they are willing to show them the way." 
 The people of this state have the right to assume that those 
 who go from our educational institutions are liberally trained, 
 and because of that every eye will be upon them, and if the 
 state is not a better state because of these graduates, then 
 as a Board of Education we shall have wasted at least some 
 of the people's money. 
 
 These instiutions have many needs, — more than can be 
 supplied at present. Among these needs there is none more 
 pressing than that for more buildings. From what I have 
 observed in my visits to these different institutions I know 
 of none whose need in the matter of buildings is greater than 
 that of this institution. However, it occurs to me that the 
 securing of the money with which to respond to these needs 
 must not be left alone to the State Board of Education and 
 its officers. There can be no better guarantee of the success 
 of our educational institutions than the enthusiastic co- 
 operation of the citizens of the state. These institutions 
 must have their cooperation and their support if they are 
 to do the work for which they are organized. 
 
 The people of Montana can give these institutions two 
 very important things: their children after they graduate 
 from our secondary schools, and the money needed to carry 
 on the work. Both are needed for the best interests of the 
 state. One of the best methods of preparing enthusiastic citi- 
 zens for Montana is to send our boys and girls to our institu- 
 tions of higher learning. In order to secure this response in 
 terms of children and money from the people of this state, a 
 clear and concrete presentation of what the University of 
 Montana really is and what it has to offer the children of the 
 
UNIVERSITY OP MONTANA 33 
 
 state should be made in every home. 
 
 The following should be adopted as the slogan and creed 
 of every loyal Montanan as regards his atitude toward our 
 commonwealth's institutions. 
 
 1. Thou shalt put no other state before Montana. 
 
 2. Honor the products of Montana's soils, mines, work- 
 shops, factories, and her institutions of trade, finance, and 
 learning, that thy purse may be long in this empire that the 
 Lord, thy God, hath granted thee the privilege of claiming 
 as thy home. 
 
 3. Thou shalt be true to the best instincts of Montana 
 citizenship and shall strive mightily to aid in building up a 
 great University of Montana. 
 
 To the students and the members of the alumni associa- 
 tion I wish to say with emphasis that much of this work can 
 be done by you as you go to your respective homes and to 
 your respective communities. It will mean hard work for 
 a time. You are prepared to inform your homes and friends 
 and to make converts of them for the University of Montana. 
 We are going to rely on you to do your part. Will you do it ? 
 Let it be remembered, too, that legislators sometimes go to 
 Helena during the session of the legislature, practically 
 ignorant of what our state institutions are and what their 
 legitimate needs are. See to it that these legislators are in 
 possession of the information they must have if they are to 
 do the most for higher education in this state. 
 
 Citizens of Montana; — "In the hidden recesses of man's 
 being, where sleep the souls of his ancestors, as it were, a 
 secret power shapes his life to purposes larger than his own 
 and lifts him in moments of inspiration above his conscious 
 and voluntary self." This secret power to which I have just 
 referred, does not grow of itself, and I know of no agency that 
 makes for its development and growth more than does a 
 system of higher education. If you believe what I have just 
 said regarding the relation of the university to giving our 
 boys and girls this secret power, support these institutions 
 which are yours, even more enthusiastically in the future 
 than you have in the past. Do all you can to encourage and 
 promote the splendid work so recently begun under the new 
 order of things — and again I urge you to send your boys and 
 girls to Montana's schools, and see to it that these institu- 
 tions have the proper financial support. 
 
34 INAUGURATION ADDRESSES 
 
 Inaugural address of the Chancellor of the University of 
 
 Montana (1916) 
 
 Governor Stewart and Gentlemen of the State 
 Board of Educa tion : 
 
 You have now charged me with the obligations of that 
 new office which has been created by the people of Montana, 
 in the effort to give more effective reality to their aspirations 
 for those educational opportunities which are the right of the 
 youth of this commonwealth. That there may be even moderate 
 realization of your expectations of the chancellorship of 
 the university, I am keenly conscious that you are demanding 
 the fullness of whatever physical strength, whatever pro- 
 fessional capability, and whatever moral courage may be 
 mine. Though I am already bound by my word, and by your 
 legal instrument, to assume the responsibilities of the chan- 
 cellorship, here again I pledge myself to the great cause of 
 the University of Montana, and to work for that education 
 that will work for Montana. 
 
 President Monroe, Members of the Faculty, Stu- 
 dents and Alumni of the Normal Gollege: 
 
 I declare my faith in this normal college as a major 
 organ of the University of Montana. You may command 
 your complete share of my energy and sympathy in your 
 supremely important service of educating and training pro- 
 fessional teachers for the common schools of the state. 
 
 From this institution there should go out each year, in 
 increasing numbers, a body of trained and competent public 
 servants, the superior individual character of which is of 
 signal consequence to the welfare of our people. Never in 
 the history of the state was there a greater need, than to- 
 day, to have in the public schools skilled teachers, through 
 whose education and experiences and sympathies will be pro- 
 duced a widespread spirit of dynamic civic loyalty to Mon- 
 tana. Such loyalty to state is the very essence of national 
 patriotism. It belongs to the normal college to forge its 
 students into human links of moral and civic strength, if the 
 educational chain, stretching from the kindergarten to the 
 professional schools of the university is to sustain its load. 
 
 This institution will, I have confidence, share with the 
 other institutions of the university in the mutual benefits 
 
UNIVERSITY OF MONTANA 35 
 
 that will come from assoc™JjKL in a common organization ; 
 a broader scholarship, a widrerfottejlectual sympathy, and 
 above all, a sound comprehension of/jijntf)rinciple that each 
 is a coordinating and cooperating agenc^if(ijfi^he fulfillment 
 of a public purpose that must ever be of vital* «0n£ern to the 
 whole state. 
 
 President Hamilton, Members of the Faculty, Stu- 
 dents and Alumni of the College of Agriculture and 
 Mechanic Arts: 
 
 No part of the University of Montana is more firmly 
 entrenched in the sympathies of the people of this state than 
 is this college. No part has been commissioned with more 
 important undertakings. 
 
 It traces its origin to an hour of a great national crisis. 
 It must not fail its trust in the crisis with which the out- 
 burst of international insanity has confronted this nation to- 
 day. 
 
 By the signing of the Morrill Act of 1862, which dedi- 
 cated to the cause of national education more than ten 
 millions of acres of the public domain, President Lincoln 
 answered the question he had propounded in 1859 in his 
 notable address on the "Mud-Sill" theory of life, "How can 
 labor and education be the most satisfactorily combined." 
 Through that act, he laid the foundation of a type of educa- 
 tional institution that has served conspicuously and success- 
 fully as the college of the people. 
 
 If agriculture has become the great propulsive force for 
 the economic advancement of Montana, this is due, in no 
 small degree, to the unselfish, scientific servants of the state 
 who have been connected with this college and experiment 
 station. 
 
 As chancellor of the university, I have great pride in 
 contemplating association with you and your work. No 
 greater satisfaction shall I find than contributing my effort 
 to the upbuilding of the varied educational and scientific 
 enterprises you carry on. Montana needs your graduates, 
 trained practically in those arts that make for the increased 
 value of our agriculture and our industries ; and educated for 
 a deeper appreciation of the rich heritages and opportunities 
 of the life of to-day. 
 
 In particular, do I anticipate the chance to stimulate the 
 growth of this institution so that it may better serve the 
 
36 INAUGURATION ADDRESSES 
 
 preparation of the young women in this state for the rapidly 
 expanding part they have in all of the affairs that pertain to 
 the well-being of this forward moving state. 
 
 President Scheuch, Members of the Faculty, Stu- 
 dents and Alumni of the State University: 
 
 This institution has ever been, and must continue to be, 
 the center for the energizing of higher education in the state 
 of Montana. Within the new organization of the University 
 of Montana it possesses another distinct responsibility. 
 Without neglecting those important interests of professional 
 education which belong to it — law, journalism, pharmacy, and 
 forestry — it must contribute to Montana an essential element 
 in the culture and progress of this modern state — a body of 
 graduates, the liberality of whose training has fitted them 
 to play the sane and balanced and disinterested part in all of 
 those affairs of common concern, where sober judgment, 
 keen intelligence and breadth of sympathy are needed to 
 counter the influences of ever present narrowness and 
 prejudice. 
 
 I trust that it may be given me in later years to recall 
 that I have had even a small part, along with you ,in the shap- 
 ing and upbuilding of this institution; that it has yielded 
 many men and women of special skill for the professions ; and 
 that there go forth from it in increasing numbers men and 
 women competent for the practice of that profession, in which 
 every man of true education qualifies — unselfish citizenship. 
 
 I have no apprehensions regarding the attitude of the 
 faculty and students of this institution toward the common 
 problem of higher education in Montana. During the last 
 few months , you and the citizens of Missoula have given 
 ample demonstration of your loyalty to the larger cause of 
 education. As your advocate in the court of public opinion, 
 I shall have a permanent gratification in defending and pro- 
 moting the supremely important educational interests con- 
 served in this state university. 
 
 President Bowman, Members of the Faculty, Stu- 
 dents and Alumni of the State School of Mines: 
 
 It was indeed fortunate that, in the reorganization of 
 the University of Montana, this school of mines was re- 
 cognized as one of the constituent institutions. No other 
 part of the university is more justly entitled to the interest 
 
UNIVERSITY OP MONTANA 37 
 
 and support of the people of the state; no other part has 
 more successfully fulfilled the purposes of its establishment: 
 no other promises in the future to return larger dividends 
 of skillful service to the industrial development of the state. 
 The high proportion of your graduates engaged in mining en- 
 gineering presents an enviable record, which is not exceeded 
 by any school of mines in this country. 
 
 The definite and superior standards of technical educa- 
 cation that are maintained here will, I am certain, exert a 
 desirable influence throughout the university organization. 
 I shall be disappointed if my office does not bring to you 
 large compensating benefits from your association and eon- 
 tact with the other higher educational institutions of the 
 state. 
 
 Through the agency of the school of mines it is my hope 
 that the people of Butte may be brought to a fuller appre- 
 ciation of the potential value of the University of Montana to 
 this community. This city is now much more than a city 
 of mines. Her youth are the youth of the state, possessing 
 the cosmopolitan interests of the state., As engineers from 
 the Montana State School of Mines, the value of your 
 citizenship may be doubled through an abiding personal 
 interest in all of those varied educational and scientific op- 
 portunities provided in the greater University of Montana. 
 
 THE CONTRIBUTION OF THE PIONEERS 
 
 Ladies and Gentlemen: 
 
 The present occasion presents more than a moment for 
 mere academic ceremonial; more than the opportunity for an 
 acknowledgment of my future duties, or an avowal of my 
 personal responsibilities. It is appropriate that I lay before 
 you, as responsible stockholders, some of the fundamental 
 affairs of that great cooperative enterprise called the Uni- 
 versity of Montana. And also,to pass in brief review some 
 of those practical ideals that should dominate the splendid 
 opportunity given to Montana for utilizing the university for 
 the progress of the state. 
 
 The spirit of the Montana of to-day is the spirit of the 
 pioneers of but yesterday — virile, fearless, independent and 
 indomitable. Her culture has not been rooted in traditions of 
 books. Rather it has been developed from. the sterner dis- 
 ciplines of the struggle that has led to the conquest of one 
 of nature's empires. Slowly and surely, for a half a century. 
 
38 INAUGURATION ADDRESSES 
 
 there has been unconsciously built into the permanent social 
 structure of the state something of the daring and the hardi- 
 hood of the explorer, something of the energy and the eternal 
 hope of the miner, something of the enterprise and the self- 
 reliance of the trader, something of the endurance and the 
 naturalness of the ranchman, and finally, the strength and 
 the optimism of the farmer. Each succeeding type seems to 
 have contributed some intrinsic element to the vision that 
 there is to be wrought from this imperial vastness of moun- 
 tain and plain an enduring home of men; a commonwealth 
 conserving and vitalizing those conditions of life called de- 
 mocracy — that democracy of Lowell's phrase "in which every 
 man had a chance and knew he had it." If the frontier life 
 has not produced a conventional learning, it has yielded a 
 far more precious product of human sympathy and mutual 
 understanding. 
 
 In one respect, Montana has developed true to type. The 
 isolated settlements that followed close upon the advancing 
 outposts of the frontier, even yet within sight, displayed 
 from the beginning their inheritance of Americanism. The 
 school master was among the first servants in this new house 
 of civilization. For his schools, Montana incorporated into 
 her organic laws those well-known provisions which, through 
 the establishment of common schools, high schools, and uni- 
 versity, guaranteed the undiscrimating rights to education. 
 
 EQUALIZATION OP THE OPPORTUNITIES FOR HIGHER 
 SCHOOLING. 
 
 The trend of the entire development of American educa- 
 tion since its colonial beginnings is contained in the phrase 
 the equalization of opportunity. This signifies that none of 
 our people, of whatever station in life, shall be outside the 
 circle of the positive influence of free education provided in 
 institutions erected and supported by the people of the whole 
 state. This communizing of the privileges and benefits was, 
 as far as the common school was concerned, among the very 
 first fruits of the conception of citizenship in a democracy. 
 The free common school has therefore naturally become the 
 most representative of distinctly American institutions. 
 
 The free public high school was the first important by- 
 product of the common-school idea. More than forty years 
 ago, Chief Justice Cooley, of the Supreme Court of Michigan, 
 expressed the guiding principle that has been practiced by 
 
UNIVERSITY OP MONTANA 39 
 
 the states of the nation — "that neither in our state policy, in 
 our constitution or in our laws, do we find the primary school 
 districts restricted in the branches of the knowledge 
 which their officers may cause to be taught, or in the grade 
 of instruction that may be given, if their voters consent in 
 regular form to bear the expense and raise the taxes for 
 the purpose." 
 
 The remarkable growth of high schools throughout the 
 entire country, especially in all of the states of this western 
 region, during the past two decades affords striking and con- 
 vincing evidence of the profound faith of the American 
 people in enlarged opportunities for education at the doors of 
 all the children of all the people. No American community, 
 of even a few hundred population, to-day may claim fulfill- 
 ment of its civic responsiblity if it does not provide its child- 
 ren with the advantages of a free high school. 
 
 The founders of our American state colleges and uni- 
 versities were men who dreamed of large things and who 
 divined the future with no narrow vision. That the per- 
 petuity of republican institutions could not be safeguarded 
 under a system which educated men in accordance with class 
 and fortune, and that the ultimate welfare of a free people 
 could not be bulwarked through the skill and service of a few 
 artifically selected leaders alone, became the basal doctrines 
 of the revolution of American higher education. "I would," 
 said Ezra Cornell, the heroic founder and far seeing bene- 
 factor of Cornell University, the first university in the 
 United States, embodying a completely democratic ideal of 
 higher education, "found an institution where any person can 
 find instruction in any study." This, as I have interpreted 
 the educational temper of Montana, is the goal of the uni- 
 versity we celebrate to-day. Obstacles to the immediate at- 
 tainment of this goal are many. Nevertheless, I and my col- 
 leagues, both teachers and students, are firm in our belief 
 that this state is prepared, to the limit of her resources, to in- 
 sure to all the youth of the state those varied higher intel- 
 lectual opportunities through which each may realize his 
 fullest capabilities for the common good. 
 
 There is, however, one aspect of this question of equal 
 educational opportunity in Montana in which I am desirous 
 of enlisting serious public interest. In this state, with its 
 vast stretches, the mere proffering of generous educational 
 
40 INAUGURATION ADDRESSES 
 
 advantages does not mean that these advantages are equally 
 accessible to all. A next needed step toward the reality of 
 the state ideal of equal chances for education would be the 
 removal of the existing barriers of long distance. It is 
 my expectation at the proper time to propose that the state 
 assume for every capable student, the expense of the actual 
 cost of travel from the home community to any one of the in- 
 stitutions of the university. A t t h e present time, the 
 cost of such a plan would be insignificant — less than ten 
 thousand dollars per year — when compared with the accruing 
 advantages. Such a plan would place the normal college, 
 the school of mines, the state university, and the college 
 of agriculture and mechanic arts near the door of every 
 home in the state, and would give a new significance to 
 the doctrine that a higher and professional education is 
 open equally to the sons and daughters of the state. 
 The state can well afford, through such a plan, to provide 
 "a clear pathway for merit of whatever kind" ;and further- 
 more t o transform each of our university colleges 
 and schools from local into real state institutions. When I 
 tell you that to-day the majority of the students now attend- 
 ing the institutions of the University of Montana are largely 
 self-supporting, I have presented what I consider an appeal- 
 ing argument for the adoption of the plan I here propose. 
 
 THE GOVERNMENT OF THE UNIVERSITY. 
 
 There is not to be found in any American state a 
 scheme of organization and government similar to that de- 
 vised by the legislature of 1913 for the University of Mon- 
 tana. Up to that time, each of our four institutions of 
 higher education — the State University at Missoula, the 
 Normal College at Dillon, the College of Agriculture and 
 Mechanic Arts at Bozeman, and the State School of Mines 
 at Butte — while under the general oversight of the state 
 board of education were, in reality, disconnected; and for the 
 most part, autonomous. Each served the state and itself 
 according to its own lights. 
 
 Under the new scheme, these separated institutions 
 became component parts of a single organization, each re- 
 taining its own idenity. The chancellorship of the univer- 
 sity was designed as the connecting mechanism i o r the 
 harmonizing of effort, the unifying of aims and the articu- 
 lating of activities of the several colleges and schools. 
 
UNIVERSITY OF MONTANA 41 
 
 Exercising such powers as might be delegated to him by the 
 state board of education, it was contemplated that the chan- 
 cellor would so adjust and coordinate the state's higher edu-, 
 cational resources as to avoid unnecessary and unwise dupli- 
 cation, and to eliminate all unwholesome and destructive 
 competition. Such adjustment and coordination are demand- 
 ed, in order that the people of this state may succeed to a 
 maximum of educational advantages, with a minimum of 
 wastage of public funds. Such a scheme of organization may 
 be looked upon as an experiment which, if successful, will 
 not only solve many of our own perplexing problems, but also 
 will undoubtedly influence the higher educational organization 
 of more than a score of American states, in which the same 
 problems are to be found. 
 
 From an external and mechanical point of view, the ad- 
 ministrative unification of the institutions, now comprising 
 the University of Montana, presents many new educational 
 problems and difficulties. My first four months of experi- 
 ence have fully demonstrated this to me. Yet the whole- 
 hearted cooperation exhibited by all of those immediately 
 concerned with each of the colleges and schools has afforded 
 a real and rare encouragement for the successful attainment 
 of institutional harmony, educational unity and financial 
 economy. 
 
 It must be generally realized, however, by the people of 
 the state, that such an organization as the University of 
 Montana is striving to become is much more than inanimate 
 machinery. No university, as a place of "light, liberty and 
 learning," can be regulated according to the laws of either 
 physical or political mechanics. The relationship of teacher to 
 teacher, of teacher to student, of student to student, if it.be 
 worthy the name education, is a human, spiritual relation. 
 It is easily dwarfed or distorted. The various parts of 
 this university must be maintained in such a Way as 
 to provide the maximum opportunity for each worthy in- 
 dividual teacher to utilize the full measure of his professional 
 skill and the whole of his personality. This is the real prob- 
 lem to be solved by the new educational organization. For 
 its solution, men and women who are, before they are pro* 
 fessors of any other science, professors of the science of 
 human nature, must constitute the faculties. 
 
42 INAUGURATION ADDRESSES 
 
 While confessing, for the moment, that my task presents 
 certain apparently insoluble problems, this much of the 
 governmental issue is already clear. The faculties and stu- 
 dent bodies, especially the former, must assume a larger res- 
 ponsibility for the internal affairs of the institution to which 
 they belong. Each and every one of these institutions is 
 larger than any one man. And no one man, nor any group 
 of men, may safely impose an arbitrary will from without 
 save when any of those within are conclusively shown to be 
 incapable and unequal to their responsibilities. As the Nestor 
 of American education very wisely observed nearly fifty 
 years ago on the occasion of his assumption of the presid- 
 ency of Harvard University, "a university is the last place 
 in the world for a dictator." 
 
 The policy which I, as chancellor of the university, shall 
 endeavor to pursue will be that of relying for counsel and 
 guidance in all matters of essential concern upon the teachers 
 and students of the university. They have a genuine vested 
 interest in the upbuilding of the university. 
 
 CERTAIN NEW RESPONSIBILITIES. 
 
 By the establishment and maintenance of her existing 
 university institutions, Montana has declared her intention 
 of qualifying for full membership in the order of American 
 civilization; that civilization which has ever striven to pro- 
 vide for all something of the richness of a life that contains 
 more than mere existence. This membership means that the 
 state must be prepared to contribute toward the higher 
 cultivation of her citizenship far more liberally than in the 
 past. I say this while taking full account of the spirit of 
 self-sacrifice and of notable endeavor of the founders of 
 our governmental institutions. That provision for colleges 
 and university should have been made during those pioneer 
 days when the struggles of life were sharp, and when the 
 competition for possession of the treasures of material things 
 almost completely absorbed the best of our manhood, presents 
 striking testimony of a deep underlying idealism. Neverthe- 
 less, these accomplishments of the past are not sufficient to 
 balance the account of the necessities of to-day. Past 
 efforts and idealism will not sustain the education of to-day. 
 
 Each of the institutions of the university has had a 
 wonderful growth in attendance during the past five years. 
 The number of students in regular attendance has trebled 
 
UNIVERSITY OP MONTANA 43 
 
 at the State University and doubled at the Normal College, 
 An increase of fifty per cent, is recorded at the College of 
 Agriculture and Mechanic Arts, and at the School of Mines. 
 During this period, though, no funds have been made available 
 for any substantial additions to educational buildings and 
 equipment. The result of this has been excessive overcrowding 
 of existing buildings and serious limitations imposed upon 
 the quality of opportunities afforded students. In particular, 
 should steps be taken, in the immediate future, to provide 
 further buildings at the State University, and at the College 
 of Agriculture and Mechanic Arts. 
 
 Skilled and scholarly teachers make up the real capital 
 investment of our educational system. Each year our in- 
 stitutions lose valuable members of the staff because of the 
 inadequacy of compensation. Within every one of our 
 faculties are to be found men whose scientific attainments 
 and capabilities have given them a recognized first place in 
 their profession in this country. Ever since I came to this 
 state, it has been a matter of great wonder to me that so 
 many superior scholars and teachers have been gathered to- 
 gether for the service of Montana. I will omit no effort to 
 bring home to the people of this state that the desired worth 
 and character of our institutions demand far better salaries 
 ior their teachers. 
 
 There is one important educational enterprise in which 
 I trust I may be successful in arousing the interest of the 
 entire state; that of promoting the more effective training 
 of teachers for rural schools. The next generation of men 
 and women of Montana will be made up largely of those who 
 will come from the farms of the state. To provide for the 
 farm boys and girls of the present the soundest and broadest 
 common-school education is a solemn responsibility which 
 may not be shirked. Those who are sympathetically 
 familiar with the present situation tell me that the great 
 single need for the meeting of this responsibility is a body of 
 properly trained country-school teachers. A plan for the 
 effective preparation of such teachers, by the joint service 
 of the normal college and the college of agriculture and me- 
 chanic arts is now being worked out. This will require, and 
 will be entitled to receive, a generous support of the state. 
 
 May I presume to suggest the lesson to be drawn from 
 the fact that it now costs the taxpayers of the state two dol- 
 
44 INAUGURATION ADDRESSES 
 
 lars for the care of the unfortunates in the state peniten- 
 tiary and the state asylum as compared to one dollar for the 
 education of the students in the university colleges and 
 schools. 
 
 It may not be expected that the people of Montana will 
 contribute more freely than they now do merely upon the 
 argument of presumed or intangible benefits. One of my 
 principal aims will be to keep the state as fully informed as 
 I am able concerning the tangible results of the educational 
 and scientific work undertaken within the university. It 
 may not be possible for us to do all that you tell us to do. 
 We shall, however, try to tell you all that we do. For my 
 part, I am satisfied to trust the cause of the proper support 
 of the work of the university to the court of public opinion 
 that has had a fair chance to be informed of the facts of 
 the case. 
 
 THE UNIVERSITY AND THE DAILY LIFE OP THE PEOPLE. 
 
 There is suggested, in a single and characteristically 
 concentrated expression of Cardinal Manning, the complete 
 underlying worth of such an institution as the University of 
 Montana. "A university training," said he, "is but the great 
 ordinary means to a great but ordinary end." 
 
 We of this western continent have come to accept the 
 university maintained by the state as the ordinary means to 
 the great and ordinary ends of transmitting human culture 
 from one generation to another, of training civic leaders and 
 professional experts, and of extending the boundaries of 
 knowledge and truth. The university of the state has been 
 charged, more than any other single institution, with the 
 moral and intellectual moulding of the men and women who 
 are to be the burden-bearers in the vanguard of civilization. 
 It is the training ground for the guardians of the new 
 political covenants. Society expects it to send forth its 
 physicians, teachers, preachers, lawyers, engineers and those 
 who constitute the framework of our dynamic citizenship. 
 More than these, for there has been demanded that this uni- 
 versity continually push outward the frontiers of human 
 knowledge, that it constantly test the measures of truth to 
 the end that the path of human progress might be broader 
 and safer. The agricultural experiment stations of our agri- 
 cultural colleges are the most familiar illustration of the 
 latter phase of university activity and responsibility. These 
 
UNIVERSITY OF MONTANA 45 
 
 have been the great but ordinary ends for which the uni- 
 versity has served as the great but ordinary means. 
 
 To-day an attempt is being made to cause the uni- 
 versity of the state to become the great and extraordinary 
 means for attaining the great and extraordinary ends of 
 penetrating and influencing the conditions and standards of 
 life of those whose circumstances do not bring them within 
 the field of the direct and customary influences of higher 
 education. This latter-day project has gone forward so 
 rapidly that the greatest of the educational issues of the 
 modern state is to devise and to discover ways and means 
 whereby its system of education, and in particular, its uni- 
 versity may be enabled to render a direct service to all the 
 people for the betterment of their daily life. 
 
 The timeworn, though still popular, conception of a uni- 
 versity as a group of ivy-covered collegiate buildings within 
 whose sacred precincts a favored, exculsive few, were 
 sheltered during their initiation into the secrets of higher 
 branches of learning is being rapidly modified. A cynical 
 American has recently said that a university was a place 
 where no money was ever made, where no one ever did any- 
 thing worth while, and if he did, the remainder of his days 
 were spent in proving that he did not do it. Such an opinion 
 suggests the Johnsonian comment upon the definition of a 
 lobster a "red fish that walks backwards." "A very good 
 definition," retorted Johnson, "save that a lobster is not a 
 fish, is not red, and does not walk backwards." 
 
 The university that truly belongs to this century is 
 concerned with the education of the all inclusive many in all 
 of those branches of learning for which effective agencies 
 do not already exist. It must pioneer in the outreaches of 
 the expanding territory of public education. 
 
 Those many new forms of educational activity, now be- 
 ing widely undertaken by the American state colleges and 
 universities, and aptly designated as "service to the state," 
 do not represent any revolutionary or Utopian ideal of public 
 education. Service to the state, in some of its manifold 
 forms, was clearly in the consciousness of those who founded 
 the typical American universities. No other motive could have 
 dominated their development; no other purpose could have 
 prompted their continued generous public support and over- 
 
46 INAUGURATION ADDRESSES 
 
 sight. The character of university service is changing be- 
 cause the needs of the modern state are changing. 
 
 The present-day service movement is distinguished by 
 its extent rather than by its intent. The broadening con- 
 ception of the functions of all popular education — especially 
 in the elementary and secondary stages — accounts largely for 
 the new meaning of university service. Service to the state 
 is no longer a matter of choice on the part of public schools 
 and universities, if by such service is meant the constant 
 search for the obstacles to the general social betterment 
 and the devising of measures for the overcoming these obst- 
 acles. It is the affair of the state to require that such 
 service be rendered, to the end that the people of the whole 
 state may receive daily dividends from that knowledge, ability 
 and opportunity which they have capitalized in these in- 
 stitutions ;and from these dividends to secure for them- 
 selves a sounder physical life, a better economic order, a 
 surer political progress and a higher ethical satisfaction. 
 
 The economic service that has been found possible to 
 the farming classes through the agricultural colleges, and 
 the rapidly developing agricultural extension service, must 
 be duplicated for the commercial and industrial classes. 
 A single suggestive illustration is permitted. Excepting 
 agriculture more individuals are dependent for a livelihood 
 upon retail buying and selling than upon any other activity. 
 As yet the scientific study of retail distribution has scarcely 
 been touched. The little that is known is known to but few. 
 Here then opens up a great new field of state service for 
 the people of Montana to the end that the present excessive 
 wastage of effort and resources may be conserved. The 
 responsible relation of the state system of higher education 
 to agriculture has been clearly defined. The responsible re- 
 lation of the university to commerce has yet to be marked 
 out. 
 
 This new service includes more than disseminating 
 information to the mass of the people, and more than 
 stimulating individual interest t o self -advancement. 
 Above all, it demands consideration of political problems. 
 In a day like ours when every economic question is be- 
 coming a political question, every political question becomes 
 an opportunity for the highest educational service. The uni- 
 versity that makes its wisdom serve itself alone is guilty 
 
UNIVERSITY OF MONTANA 47 
 
 of policy. The university that makes its wisdom serve 
 itself and the people of the state has assumed a rightful 
 political obligation. The university of that state that does 
 not undertake a scientific study of political problems to-day 
 is out of the current of life. 
 
 In the past the ebb of energy has been from the state to 
 the university. To-day the flow is from the university to the 
 state. This means the concentration of institutional effort 
 for the enlargement of opportunity, not for scholars ?nd 
 students alone, but for the combined citizenship of the com- 
 monwealth. The two great hungers of mankind, the hunger 
 for food and the hunger for truth, will enter into the educa- 
 tional scheme of the new state universities that consider 
 themselves great and extraordinary means for great and 
 extraordinary services. 
 
 As chancellor of the university, I will not consider that 
 I have served the full purpose of my office until the vast 
 majority of the people of Montana, of whatever class or oc- 
 cupation, come to feel freely that their university is a 
 worthy agency, ever at their disposal, for aiding them to 
 meet the needs that determine the happiness, the satis- 
 factions and the ideals of their lives; until there is firmly 
 established among students and teachers the principle that 
 work makes education possible, education must in turn make 
 work possible. 
 
 Montana claims the title of the Treasure State. Her 
 treasures, up to now, have been treasures stored by nature. 
 More and more the wealth of to-morrow must be searched 
 for, not in placer gulch or on mountain sides, not in the fer- 
 tile field or horizon-bound plain, but in the strivings and the 
 ideals of those to whom the state must look for social and 
 political leadership. We have a nature-made state. Our 
 wealth has made our men. More and more we are to be 
 a man-made state. Our men must make the wealth of our 
 state of the future. The chief business of the university 
 is to make such men of wealth. 
 Ladies and Gentlemen: 
 
 Prom this hour, I lay claim to the privileges and respon- 
 sibilities of Montana citizenship with you. Henceforth, if you 
 permit, I am of our university. Henceforth, if you permit, 
 I am for our Montana. 
 
48 INAUGURATION ADDRESSES 
 
 In return for the commission I have accepted I ask, 
 for myself and my fellow teachers and students, opportunity ; 
 an opportunity to serve the people and the youth of this 
 state. I call upon you to safeguard us and the supremely 
 important interests you have committed to our care from 
 those persistent enemies of all public good — personal and 
 petty selfishness; partisan and political narrowness. I shall 
 match your confidence with my courage ; your sympathy with 
 my skill; your patience with my power; that there may 
 exist in this imperial state of Montana a university which 
 reflects the genius of our people for the service of mankind.