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 INUVEBUTY OF ILUWHS UBBAir 
 
 IE XIX. 
 
 NUMBER 2 
 
 George Washington University 
 
 Bulletin 
 
 I.-THE NINETY^NPNT.H COMMENCEMENT, 
 MAY 31, 1920. 
 
 ADDRESS OF THE BRITISH AMBASSADOR. 
 
 II. -UNIVERSITY ANNOUNCEMENTS. 
 
 III.— ADDRESSES BY PRESIDENT COLLIER AND PRO- 
 FESSOR STAFFORD. 
 
 MAY, 1920 
 
 PUBLISHED BY THE UNIVERSITY AT WASHINGTON, D. C, MONTHLY DURING 
 THE UNIVERSITY YEAR, OCTOBER TO MAY INCLUSIVE, EIGHT TIMES A YEAR 
 
 Entered October 6, 1904, at Washington, D. C. 
 as second-class matter under Act of Congress of July 16, 1894 
 
ENROLLMENT FOR 1919-20 
 
 The enrollment for the university year, 1919-20, 
 which began with the opening of the Summer Schools 
 in June, 1919, immediately after the Annual Commence- 
 ment, is as follows: — 
 
 Summer School, Arts and Sciences . . 460 
 
 Summer School, Law 20 7 
 
 Total Summer Schools 667 
 
 Note: — This exceeds the previous year, Sum- 
 mer Schools, by 280. It is confidently ex- 
 pected that next year's Summer Schools 
 will have an enrollment of at least 800. 
 
 Enrollment in the yearly courses 
 which began with the re-opening of the 
 University on September 24th, 1919, 
 has been as follows: — 
 
 Arts and Sciences: 
 
 The Graduate School 205 
 
 Columbian College 1888 
 
 College of Engineering ...... 530 
 
 The Teacher's College 334 
 
 Total Arts and Sciences . 2957 
 
 Medical School 117 
 
 Dental School 74 
 
 Pharmacy School 12 
 
 Nurses' Training School .31 
 
 Total for Medical Dept. including nurses . 234 
 
 Law School . 752 
 
 Total, exclusive of Summer Schools 3943 
 
 Grand total of Students enrolled be- 
 tween the Commencement of June 
 18, 1919, and May 17th, 1920, in- 
 cluding Summer Schools of June — 
 August, 1919 , 4610 
 
 Estimated gross enrollment (excluding 
 duplicates) during the previous year, 
 19184919 . . . J*3068 
 
 Gain in gross enrollment, present year 
 up to May 17th, 1920, over entire 
 period of previous year 1542 
 
 Number of enrolled students on March 17, 1920 **2968 
 Number of enrolled students on May 12, 1919 **1780 
 
 Gain over last year .....*... 1188 
 
 *This number which includes about one halt ot the 491 members ot The Student Army 
 Training Corps and about one half of the 387 students in the Summer Schools (that being the 
 number estimated as not having re-enrolled in regular classes) was about 700 more than the 
 largest previous enrollment in any year in the University's history. 
 
 **The figures for May each year are less than the total enrollment tor the corresponding 
 year because they do not include: (a) students in summer courses; (b) graduates at the Con- 
 vocations in October and February; (c) students who have been obliged to give up their courses 
 after enrolling. 
 
THE NEW BUILDING OF THE LAW SCHOOL 
 1435 K Street, McPherson Square, formerly The Department of Justice 
 
THE ANNUAL COMMENCEMENT. 
 
 The Ninety-ninth Annual Commencement of George 
 Washington University was held in Central High School 
 Auditorium on Monday evening, May the thirty-first, 1920. 
 Promptly at eight o'clock the academic procession entered 
 the hall. Leading the procession were the three senior 
 marshals, John Paul Earnest, Solomon Shappirio and John 
 William Townsend, and following them the officers of 
 the university, the members of the Board of Trustees, re- 
 cipients of honorary degrees, presidents of other univer- 
 sities and other guests, members of the University Council, 
 deans, the faculties and the candidates for degrees. 
 
 Immediately after the invocation had been pronounced 
 by the Reverend Herbert F. Randolph, D. D., minister of 
 the Foundry Methodist Episcopal Church, President Collier 
 introduced the Commencement Orator, His Excellency, the 
 Right Honorable Sir Auckland Campbell Geddes, K. C. B., 
 M. D., M. B., Ch. B. (Edinburgh), British Ambassador at' 
 Washington, whose address is printed elsewhere in this 
 bulletin. 
 
 After an appropriate musical selection, the President 
 proceeded to confer degrees in course upon two hundred 
 and fifty-seven candidates. After a few words of practi- 
 cal advice to the graduates, President Collier wished them 
 Godspeed in entering upon larger fields of activity. 
 
 The President then proceeded to the conferment of hon- 
 orary degrees, the Secretary investing each of the recipients 
 with the hood appropriate to his degree. In conferring the 
 degrees, President Collier said: 
 
 DOCTOR OF DIVINITY 
 
 James Townsend RussEee, a graduate and a trustee of Kenyon Col- 
 lege, Master of Arts, Honorary, from Hobart College. A former lec- 
 turer on the English Bible and Prayer Book in Bexley Theological 
 School. At present one of the Canons of the Washington Cathedral. 
 A faithful servant of the Church, an enthusiastic patron of the arts, 
 a generous friend of education. 
 
 DOCTOR OF DIVINITY 
 
 Herbert Shipman, Rector of the Church of the Heavenly Rest, in 
 New York City. Formerly the Chaplain of the United States Military 
 Academy at West Point ; recently a Chaplain with the forces overseas 
 at the front; a Christian soldier in war; a militant Christian in peace. 
 Against all the foes of human welfare, a valiant wielder of the sword 
 of the Lord and of Gideon. 
 
DOCTOR OF SCIENCE 
 
 Edward William Nelson, explorer, naturalist, conservationist, au- 
 thor of numerous authoritative books and reports relating to Botany 
 and Ornithology; today Chie.f of the Biological Survey of the Depart- 
 ment of Agriculture. The last writing that Theodore Roosevelt did 
 was a review of "Wild Animals of North America" written by Mr. 
 Nelson and published by the National Geographic Society. I think 
 it fitting to quote from it. Mr. Roosevelt said : 
 
 "Mr. Nelson is one of the best and keenest naturalists we have ever 
 had, and a man of singularly balanced development. He is a trained 
 laboratory and closet scientist. He is a field naturalist of wide experi- 
 ence from Alaska to Mexico. He is an exceptionally close and accu- 
 rate observer. He is able to deduce the truth from the facts he has 
 seen; and he has the gift of recording this truth with power and 
 charm. * * * The animal life histories written by him surpass 
 anything of the kind that we have yet had on so considerable a scale. 
 They are better than the excellent life histories of mammals by Audu- 
 bon and Bachman, and the few good recent studies have covered much 
 smaller fields ; * * * No other observer has done such admirable 
 work in regions faunistically so remote, ranging from the Arctic tun- 
 dras to the hot deserts." 
 
 DOCTOR OF LAWS. 
 
 Warren Gamaliel Harding, a Senator of the United States from 
 the State of Ohio ; a typical American. A product as well as a protec- 
 tor of the institutions of the United States ; champion of its Constitu- 
 tion as the bulwark of the Nation's existence; believer in its adapta- 
 bility, by reasonable modifications, to the progressive development of 
 the country. Opponent of those radical changes that would undermine 
 our national independence by subordinating it to other nations or that 
 would overthrow popular representative government either by subject- 
 ing it to the domination of officials of high position or to the dictation 
 of organized minority groups. Endowed with vision, but preferring 
 to walk on the established highway with the Lamp of Experience for 
 his feet rather than to follow the Will-o'-the-Wisp into unknown 
 marshes. 
 
 # 
 
 DOCTOR OF LAWS 
 
 Irvine Luther Lenroot, for ten years a member of the National 
 House of Representatives ; today United States Senator from the State 
 of Wisconsin ; an orator of wide repute, a debater of great acumen, a 
 legislator possessing the politician's sense of the public wish and the 
 statesman's conception of the nation's needs. Firm in the faith of the 
 Fathers of the Country, but aware that the Fathers were the first and 
 foremost of Progressives, and that the Government can endure and 
 can promote the public welfare only by adopting new agencies and 
 new methods for the solution of the new problems created by new 
 conditions. 
 
 DOCTOR OF LAWS 
 
 A. Mitchell Palmer, Attorney General of the United States ; 
 formerly for many years a Representative in Congress. In legislative 
 as well as executive positions — in thought, word and action — a cham- 
 pion of the principles that respect for law is essential to order and 
 progress and that obedience to just government is the only method of 
 securing individual rights or promoting individual happiness. The 
 object of venomous and violent attacks by sedition and anarchy and 
 by those who have not the courage to defend the nation from those 
 enemies, he is, nevertheless, secure in the hearts of the law-abiding and 
 the liberty-loving. 
 
 3 
 
DOCTOR OF LAWS 
 
 John Joseph Pershing, General of the Armies of the United States. 
 He has attained the chief command because, from the lowest rank to 
 the highest, the tasks assigned to him have been promptly done, thor- 
 oughly done, faithfully done. The path of duty has been the way to 
 glory. Endowed with modesty, as well as with military genius, we may 
 truly say of him as Tennyson said of Wellington : 
 
 "Our greatest yet with least pretence, 
 Great in council and great in war, 
 Foremost captain of his time, 
 Rich in saving common-sense, 
 And, as the greatest only are, 
 In his simplicity sublime." 
 
 DOCTOR OF LAWS 
 
 Auckland Campbeu, Geddes, educator, soldier, administrator, diplo- 
 mat ; for many years a Professor of Anatomy in the University of 
 Edinburgh and in the Royal College of Surgeons at Dublin; later 
 Minister of Reconstruction of Great Britain; displaying in the first 
 position profound knowledge of the human body and in the second, 
 consummate skill in putting together the shattered body-politic ; today 
 as British Ambassador to the United States demonstrating that he 
 understands human nature as well as the human frame. This degree 
 of Doctor of Laws is conferred upon him as a recognition of his own 
 pre-eminent talents and achievements and his invaluable services to his 
 country and to humanity; also as a compliment to the great sister in- 
 stitution of learning, McGill University, of which he was principal- 
 elect when accredited to the United States ; and also a tribute of our 
 admiration and gratitude to the mighty Empire which he so worthily 
 represents and whose laws and customs and institutions have so pro- 
 foundly influenced those of our own land and have served as an in- 
 spiration to freemen everywhere. 
 
 Immediately after the British Ambassador had been in- 
 vested with the hood the band played the national anthem 
 of Great Britain and, after a brief pause, "The Star Spangled 
 Banner." 
 
 The benediction was then pronounced by the Reverend 
 Dr. Randolph and the academic procession moved out of 
 the hall. 
 
COMMENCEMENT ADDRESS 
 
 OF 
 
 SIR AUCKLAND CAMPBELL GEDDES 
 
 British Ambassador at Washington 
 BEFORE 
 
 George Washington University 
 May 31, 1920 
 
 Mr. Chairman, Ladies and Gentlemen : 
 
 Tonight many of you pass a milestone on the road of life 
 — birth, school, college, graduation, are the common land- 
 marks in the p re-professional life of the university man. 
 Of these the graduation stone is in many cases the most 
 memorable, for just beyond it comes the point at which" all 
 must leave the highway they have trodden with the care- 
 free crowd of their contemporaries to pass into the jungle 
 of life and cut their own trail. For most the bush is thick 
 and thorny; the ground rough and rocky. He is rare who 
 never casts regretful longings backward to the road that 
 ended for him just beyond the graduation mile. 
 
 One peculiarity of that jungle is that none who has gone 
 before can tell the new recruit what difficulties he will meet 
 or what clearings he may hope to find. Still an elder mem- 
 ber of the brotherhood of university graduates may be able 
 to peer a little farther through the bush or perhaps his 
 acquired knowledge of life-woodcraft may make it not too 
 unwise for him to give advice that may save some bleed- 
 ing feet. 
 
 Let us take a general view, if possible a world view, for 
 a few moments. 
 
 I doubt if ever before was the future for so many na- 
 tions, as many individuals, so closely shrouded in dark 
 clouds pregnant with storm. As one looks ahead there is 
 little light save when dazzling flash on flash writes a great 
 interrogation on the murky background. 
 
 In Europe we know that an age is dying. Here it would 
 be easy to miss the signs of coming change, but I have lit- 
 tle doubt that it will come. 
 
 A realization of the aimlessness of life lived to labor 
 and to die, having achieved nothing but avoidance of star- 
 vation and the birth of children also doomed to the weary 
 treadmill has seized the minds of millions. The lightnings 
 as they flash the great interrogation sear their eyes. They 
 
 5 
 
ask Why ? They say to one another Why ? They look and 
 see, others who picnic by flowery paths while life slips by, 
 themselves and their like grimy with toil and spent with 
 labor. For them evening and morning, night and day, 
 storm and shine pose the same problem — Why ? 
 
 You and we and all our allies have fought together the 
 greatest war that was ever fought — we have suffered and 
 inflicted untold misery. Millions of young men have gone 
 to their death serene in the faith that they died for a cause 
 worthy of sacrifice. Millions more have died angry and 
 protesting and asking — Why? Why was life and happiness 
 and love not for them? Why were they doomed to suffer 
 incredible hells on earth? 
 
 Questioning everything, accepting nothing, humanity 
 moves once more. So far, only the swell of the storm 
 centered in Europe laps your coasts; yet your daily press 
 is already filled with news of strikes of what is vaguely 
 called industrial unrest. 
 
 We all know that it was your tradition to keep clear of 
 European entanglements — here is a European disentangle- 
 ment that is already piling the waters on your social 
 beaches, a disentanglement of the complicated interweav- 
 ing of man and man in the social fabric. 
 
 Into a storm-racked world you new graduates have to 
 pass and press forward in a struggle demanding your every 
 effort. To press forward, yes; but whither? 
 
 I have asked myself that question all my conscious years. 
 In search of an answer I have read many books, some that 
 men would call sacred, some the reverse. I have tried to 
 understand anatomy and embryology in the widest mean- 
 ings of those terms. I have studied comparative religion 
 and have trodden slowly and laboriously in the footsteps 
 of Sir James Frazer in his mazy dance around "The Gol- 
 den Bough." I have searched the poets. I have spent 
 years about the business and I still ask myself — "Wither?" 
 
 I cannot tell you. I do not know. But some things have 
 become clear to me. 
 
 First, I believe that there is a great purpose running 
 through all our strivings which is not of us, but from above 
 us. The end to which that purpose moves is impenetrably 
 hidden from mortal eyes, but the direction in which the 
 
 6 
 
end lies, the direction in which we should move, is not 
 hidden, but clear. 
 
 We are not as beasts. We have power to choose and 
 to decide. We are not physically great and powerful cre- 
 atures. We have not horns and hoofs and scales. But 
 though our bodies are weak and soft, our brains are things 
 of marvel, and through those brains there comes to each 
 of us many different thoughts and promptings, but to all 
 of us come three that are not animal in origin, are not 
 concerned with the life of the body, but are, I believe, beams 
 from spiritual lighthouses for the guidance of our earthly 
 voyage. 
 
 I used to be a teacher and was happier teaching than I 
 have ever been before or since, but as I look back I see that 
 my pupils taught me nearly all that really matters which I 
 know. They taught me that in my years of study, in my 
 delvings into books, in my work in the research laboratory, 
 I had been looking in the wrong place for the answer I 
 sought. . They taught me that the book which contained the 
 truth was the human heart. 
 
 In that warm palpitating book I read and learned that 
 each of us had a desire inborn, an instinct, if you will, for 
 beauty; a desire to serve his fellows; a desire to know the 
 truth. 
 
 I do not mean that each sees beauty as each other sees it. 
 But within the range of his understanding, within the lim- 
 its of his vision, each desires beauty in his surroundings, 
 beauty of form, beauty of color, beauty of sound. 
 
 Again, I do not mean that each sees service to his fel- 
 lows in the same light, but the impulse to serve, the in- 
 stinct of altruism, is in the heart of each. 
 
 Again, I do not mean that each is interested in the same 
 branch of knowledge, but the desire to know the truth is 
 there. 
 
 What I do mean is that each young soul, still tender from 
 its earthly birth and not hardened by the hammer of the 
 world, has these three longings. It is true that the first, 
 the desire for beauty, links with the impulse of sex; that 
 the second, the desire for service, links with the most won- 
 derful of the animal instincts, mother love, yet each is so 
 
 1 
 
different from its linked animal instinct as to be separate 
 from it. The third, the desire for truth, links with 
 nothing that I know of, unless it be the instinct of curios- 
 ity. 
 
 In many adults these spiritual desires are atrophied and 
 have ceased to trouble or to guide the man or woman, but 
 in simple people they are, apt to remain alive in a way and 
 to an extent that astonishes the sophisticated. To retain 
 the eyes of the child, to see the world anew every morn- 
 ing, is a privilege shared by few of the learned and fewer 
 still of what men call the successful. 
 
 In some the desire for knowledge is atrophied, though 
 the other two remain. In more the desires for knowledge 
 and for service are atrophied, though the desire for beauty 
 remains, but these are maimed beings who have lost some- 
 thing more wonderful and more precious than any wealth 
 or any position can buy. 
 
 The great danger which attaches to university education 
 is that it kills the thirsts for beauty and service and limits 
 the desire for knowledge to the field of a microscope — 
 sometimes to the field of a high-power oil immersion ob- 
 jective and replaces the glad free roaming after truth by a 
 seeking for all knowledge in the slime of the cart rut. 
 That is the danger of specialization. 
 
 One of the reasons for the present mental turmoil of 
 the peoples is that their leaders have lost the spiritual in- 
 stincts, while they in some measure have retained theirs. 
 The simple know less and feel more, and despise those who 
 know more and feel less. 
 
 That is the danger. Knowing nothing, or at best, little 
 of the civilization Which knowledge has made possible 
 through the application of steam and steel and credit to 
 the affairs of men, many of the common people are seeking 
 to give free rein to feeling uncontrolled by understanding. 
 That way lies disaster. Without continuous application 
 of knowledge the edifice of civilization will fall down, but 
 without continuous application of the three spiritual in- 
 stincts to the ordering of society it will blow up. The fact 
 that civilization is in danger in parts of Europe is proof 
 that the leaders and rulers of the past either never knew 
 or forgot that merely to apply specialized technical knowl- 
 edge is to give a stone to humanity clamoring for bread. 
 
 8 
 
You are to be leaders or you will be nothing-. If after 
 your university training you are not in the way to qualify 
 for leadership you had better plough the land or grow food 
 for the peoples, for a university man or woman who is not 
 at least a subordinate leader is a parasite, or at best a seton 
 in the body politic. And to you leaders of the future I hand 
 all the knowledge that remains to me from years of striving 
 to find the answer to the question, Whither? 
 
 It is simply this : Humanity moves to a haven which we 
 cannot see, but though the sea is dark there are three light- 
 houses to help each pilot, and the first of these is beauty, the 
 second, service, the third, truth. Keeping those three ever 
 in view, civilization will sail safely. Let one be occulted 
 and civilization is in danger. Let two be occulted and peril 
 is nigh. Let three be occulted and civilization falls. 
 
 Thus Babylon fell, thus Egypt, thus Rome, in many ways 
 the greatest and proudest civilization that has been. So I 
 doubt not fell all the civilizations of the past. So today 
 civilization totters. 
 
 To you and to those like you the civilization of the world 
 is committed. Be faithful to your trust. Before almost 
 you have realized that you are no longer boys and girls you 
 will find yourselves the men and women of the new gener- 
 ation. 
 
 If anyone had spoken to me the day I obtained my first 
 degree as I have spoken to you tonight I should have writ- 
 ten him down a consummate ass. I was sure then where 
 I am uncertain now, or am now certain in an opposite sense 
 to my earlier surety. If the effect of education has been 
 in the case of any one to turn him or her into an atheist or 
 an agnostic or a materialist or any other brand of non- 
 religious thinker I beg him not to imagine that he is the first 
 or will be the last. Let him not commit himself for ten 
 years to any expression of opinion in that direction. Let 
 him wait for the revelations and miracles that are to come, 
 for the days of revelations and of miracles are not yet 
 ended. 
 
 No man could have had a much more romantic or in- 
 teresting life than I, and yet I almost find it in my heart 
 to envy you. Why? Because the next fifty or sixty years 
 are going to be the most glorious or the most disastrous 
 in the history of the world. My generation cannot hope to 
 
 9 
 
see a successful end to the world revolution which is now 
 in progress, though yours may. You have still a few years 
 in which to grow strong in the battle of life before the 
 full burden of responsibility descends upon you. You must 
 prepare. Let me tell you how. Keep ever before you the 
 sense of your responsibility. Seek without ceasing an an- 
 swer to the question, whither away? And, though you will 
 never know the end to which the great purpose moves, 
 there will be continually revealed to you the general direc- 
 tion in which to press. Keep the three lights of life stead- 
 ily in your own view. Help your fellow-men, not to lose 
 them from their sight. Bend all your knowledge and all 
 your power to the day's work. Thus you will live 
 greatly. 
 
 Today is the day on which you recall the names and 
 glorify the memory of those who died for America. They 
 gave their all for you. It was hard for them to leave their 
 cheerful and happy world even for a great cause, and you 
 do well to hold them in pious memory, but for some it is 
 harder to live for the same great cause, the cause of free- 
 dom and right and humanity. I hope that the call will 
 come to you to live and not to die, but whichever is your 
 lot you will find it difficult. Believe me, to live rightly re- 
 quires much more understanding, much more vigilance than 
 to die nobly. I urge you to dig deep into the hidden mean- 
 ings and implications of the spiritual longings for beauty, 
 service and truth, and if my wishes can benefit you now 
 or hereafter I wish you, novitiates in the brotherhood of 
 university men and women, health and strength to serve 
 and happiness in serving the nation to which you owe alle- 
 giance and through which, if you so will, you can serve 
 mankind. 
 
 10 
 
THE NEW LAW BUILDING. 
 
 The George Washington University announces the pur- 
 chase of a high class building for the Law School. This 
 property is located at 1435 K Street. It was for many 
 years the home of the Department of Justice, until that 
 Department moved into its new building, just across Ver- 
 mont Avenue. The property fronts on McPherson Square 
 and is thus : one block from the University Club, and the 
 Department of Justice; two blocks from the Cosmos Club, 
 Shoreham Hotel, and the Arlington Building, now occupied 
 by the War Risk Bureau ; and four blocks from the White 
 House. It is within one block of the 14th Street car line 
 and two blocks of the Connecticut Avenue line. 
 
 The lot on which the building stands has a fifty-six-foot 
 frontage on K Street and has a depth of one hundred and 
 twenty feet. The building covers most of the lot. It is a 
 four-story structure, the front being of brown stone and the 
 other walls of brick. There is under it a spacious and well 
 lighted basement available for a men's lounging room, lock- 
 ers and storage purposes. The building contains ample 
 space to house the entire Law School. 
 
 Extensive alterations will be made during the summer. 
 The tentative plans contemplate that there shall be two large 
 class rooms on the third floor and two large class rooms on 
 the fourth floor, the second floor will be occupied by the 
 library, professors' offices and a woman's room, while the 
 first floor will be used for administration offices and moot 
 court rooms. Alterations have already been commenced 
 and it is expected that the building will be ready for occu- 
 pancy by September first. 
 
 The Law School has for the past ten years occupied the 
 fifth and sixth floors of the New Masonic Temple. When 
 the Law School came to these quarters in 1910, it had about 
 333 students. The comparatively high standards had the 
 tendency to cut down its attendance. As years passed by 
 
 11 
 
and young men and women came to appreciate the ad- 
 vantages of high standards honestly enforced, the school 
 began to grow rapidly. The result is that the school has en- 
 tirely outgrown its present quarters. During the year just 
 closing it has been necessary to hold a class of 150 students 
 each afternoon in the Medical Building. 
 
 LAW SCHOOL NOTES. 
 Our registration for the year 1919-20 is as follows : 
 
 First Year 425 
 
 Second Year 122 
 
 Third Year ' 94 
 
 LL. M. students 24 
 
 Special 87 
 
 Total 752 
 
 While statistics are not all available, it seems probable that 
 not more than one other school in the Association of Amer- 
 ican Law Schools has a larger attendance this year than has 
 the George Washington University Law School. 
 
 The first year class during the year just closing has been 
 conducted in three sections and the indications are that it 
 will be necessary to conduct each of the first and second 
 year classes next year in three sections. The morning 
 section which was almost entirely wiped out during the 
 war is growing rapidly. During the past year there were 
 fifty-eight students registered in the first year morning sec- 
 tion. This multiplicity of sections makes necessary the 
 addition of two full time teachers to the present faculty. 
 One of these, Mr. Albert Levitt, A. B. Columbia, and LL. B. 
 Harvard, has already been procured. 
 
 The Summer Session of the Law School will begin on 
 June 21st. For information, apply to the Secretary of 
 the Law School, New Masonic Temple. 
 
 12 
 
EXTENSIVE IMPROVEMENTS IN THE UNIVER- 
 SITY MEDICAL SCHOOL. 
 
 The Trustees of the University after a year's careful 
 investigation into' the question of medical education in the 
 District of Columbia have announced an important de- 
 cision establishing a new policy. Owing to the universally 
 admitted impossibility of maintaining a Class A medical 
 school even of moderate size at an expense of less than 
 $25,000 in excess of the amount that can be derived from 
 the tuition fees and owing to the constantly rising standards 
 and increasing requirements fixed by the Educational Coun- 
 cil of The American Medical Association, whose classifica- 
 tion and grading of Medical Schools have virtually the 
 effect of law, the trustees have voted to appropriate an- 
 nually, from the general funds of the University or from 
 the receipts of subscriptions, for the maintenance of the 
 Medical School, the sum of $25,000, for a period of five 
 years, prior to the expiration of which time it is confidently 
 expected that a permanent endowment yielding an annual 
 income of this or larger amount will have been obtained. 
 The $25,000 thus appropriated will be in addition to the 
 revenue of the Medical School derived from the fees paid 
 by students and from all other sources. It will be used in 
 the payment of salaries to additional full-time professors, 
 in some increases to those who have already long served 
 on the teaching staff at salaries that are inadequate, in the 
 establishment of a medical museum, the enlargement of 
 the library and in additions to the equipment of the labora- 
 tories. 
 
 In compliance with recommendations recently made by 
 officers and agents of The American Medical Association, 
 that there be a complete separation of medical and dental 
 teaching, the entire medical building at 1335 H Street, 
 adjacent to the University's Hospital and Infirmary, now 
 occupied by the Dental School as well as the Medical 
 School, will hereafter be devoted to medical instruction 
 and to instruction in chemistry. The step had to be taken 
 in order to obtain adequate laboratory space. The interior 
 of the building will undergo considerable alteration. To 
 effect these improvements the Board of Trustees has au- 
 thorized the expenditure of $4,000.00 in addition to $25,- 
 000.00 appropriated annually for school maintenance. The 
 work will begin on June 15th, so as to be completed for 
 the opening of the School on September 29th. 
 
 The changes and improvements which are being made 
 will, it is believed, not only make it possible for the School 
 
 13 
 
to keep its position in Class A, the highest class, but with 
 the many incidental facilities furnished by the city will en- 
 able it to offer the very best instruction in medicine and to 
 assume in a short time that commanding place which a 
 school in the National Capital should have. 
 
 The impossibility, after a long search, of finding a suit- 
 able separate building for the Dental School, coupled with 
 the fact that it could not be maintained as a separate school, 
 in a creditable manner, except at an annual deficit of $25,- 
 000, besides an additional initial expense of $19,000 for 
 installation of equipment, has caused the Board of Trus- 
 tees to 1 vote, upon the recommendation of a Committee 
 composed of Dr. Wm. S. Washburn, Mr. T. S. Hopkins, 
 and Mr. H. C. Davis, to discontinue the Dental School at 
 the close of the present academic year. 
 
 The trustees regret the necessity of such action but feel 
 that to* continue the Dental School would be an unwar- 
 ranted burden upon the other departments of the Univer- 
 sity, and furthermore that it is not to the interest of the 
 institution to continue a school which because of lack of 
 funds and equipment is in Class B rather than Class A. 
 It is their hope that a University drive will be started in 
 the fall and that an endowment of $500,000 for the Dental 
 School can thus be obtained. No smaller sum will suffice 
 to maintain a first-class modern dental school, and in clos- 
 ing its school until such a fund can be obtained, The George 
 Washington University is following the lead of a number 
 of the leading universities of the country which like it pre- 
 fer to maintain no> department or school which cannot be 
 kept up to> the highest standard. 
 
 For the present the University's efforts will be concen- 
 trated upon the Medical School. 
 
 This School is now in its ninety-fourth year, having been 
 opened in March 1825. It is the eleventh existing medical 
 teaching institution in the United States in chronological 
 order of establishment and has given degrees to 1,460 
 graduates in Medicine. 
 
 Like many other medical schools in this country, it was 
 first independent. Later it was loosely affiliated with the 
 Columbian University and finally became an integral part 
 of that institution sometime before the University, by vir- 
 tue of the act of Congress, approved January 23rd, 1904, 
 changed its name to The George Washington University. 
 
 In 1898, in order to- increase the facilities for clinical 
 teaching, a University Hospital and University Dispensary 
 were established. 
 
 14 
 
For many years the school had late afternoon and even- 
 ing sessions, but in 1908 the University directed that all 
 such classes be discontinued and that day sessions only 
 should be held. This was the first step toward modern- 
 izing the school. 
 
 In 1902, the old Medical Building in which the teaching 
 had been conducted since 1867, was replaced by the larger 
 and more commodious structure which the school now oc- 
 cupies located at 1335 H Street, about one block and a half 
 east of The Shoreham Hotel. In 1903, an addition ma- 
 terially enlarging the hospital was opened. 
 
 In 1909, new ordinances were adopted by which the 
 school, the hospital and the dispensary were completely 
 amalgamated according to the most approved ideas for 
 medical teaching. 
 
 The Department of Medicine of the University thus be- 
 came a complete medical educational unit consisting of a 
 Medical School, a University Hospital and a University 
 Dispensary. The Hospital and Dispensary came under the 
 same management as the School and the clinical teachers in 
 the School took charge of the clinics in the Hospital and 
 Dispensary so that the work in School, Hospital and Dis- 
 pensary was completely correlated. 
 
 The University Hospital is located at 1339 H Street. 
 It has a capacity of 105 beds. Its clinical capacity is 50 
 beds. 
 
 A Nurses' Training School has been maintained in con- 
 nection with the Hospital since 1903 and has graduated 
 about 200 trained nurses. The Nurses' Home is at the Cor- 
 ner of 13th and L Streets. It has been completely re- 
 decorated the past year, the expense of this having been 
 met by money raised by efforts of the very devoted and 
 efficient Board of Lady Managers who for many years 
 have been of greatest assistance to the Hospital and Nurses 
 Training School. 
 
 Last Fall The National School of Pharmacy at 808 Eye 
 Street was merged into the Medical Department as an in- 
 tegral part of it. 
 
 Standing of Graduates of Medical School 
 in State Examinations. 
 
 A graduate in medicine cannot practice in any state in 
 the United States until he has passed an examination be- 
 fore a State Medical Examining Board. The percentage 
 of successes and failures of candidates from any medical 
 
 15 
 
school in State Board Examinations is therefore indicative 
 of the educational efficiency of the school. The standing 
 of graduates of the George Washington University Medi- 
 cal School before State Boards compares very favorably 
 with that of other medical schools. It is one of the few 
 schools whose graduates had no failures as a result of the 
 examinations before the state medical boards during the 
 year 1918, and they were equally successful in 1919. 
 
 A recent number of The Journal of The American Medi- 
 cal Association gives official figures showing the per cent 
 of failures of graduates of the leading medical schools of 
 the country for 1919. Thirty-three graduates of George 
 Washington University took the examinations in different 
 states. Not one failed. 
 
 The following gives results for several leading medical 
 schools in the United States as published in the article re- 
 ferred to : 
 
 Percent of 
 Medical School. . Failures. 
 
 George Washington University 0.0 
 
 Georgetown University 13.0 
 
 Howard University 24.1 
 
 Northwestern 3.6 
 
 Illinois 3.7 
 
 Johns Hopkins 3.5 
 
 Maryland 8.2 
 
 Harvard 3.0 
 
 Tufts 13.7 
 
 Michigan 4.2 
 
 Detroit 5.7 
 
 Albany 14.8 
 
 Columbia 8.1 
 
 Cornell 7.3 
 
 Syracuse 0.0 
 
 Long Island 11.8 
 
 Bellevue 12.6 
 
 Jefferson 5.2 
 
 Pennsylvania 8.5 
 
 Vermont 19.4 
 
 Medical College of Virginia 35.6 
 
 University of Virginia 0.0 
 
 McGill 23.1 
 
 Average of all Medical Colleges. ... 14.3 
 
 16 
 
Classification. 
 
 In order to inform prospective medical students in what 
 schools they can obtain adequate instruction, The Ameri- 
 can Medical Association since 1909 has annually inspected 
 and classified all Medical Schools in the United States 
 grading them as Class A, B or C, according to their facili- 
 ties and work. The "A" schools are of the highest grade, 
 and the George Washington Medical School has always 
 held this rank. It meets all the premedical and medical 
 requirements of every State Medical Examining Board in 
 the Union and its graduates are eligible for all Govern- 
 ment examinations, including those for appointment to the 
 Medical Department of the Army, the Navy, and the Pub- 
 lic Health Service. 
 
 Foreign Recognition. 
 
 In addition to full recognition in the United States it is 
 accredited by the Royal (combined) Medical Examining 
 Boards of London, England. There are but nineteen of 
 the eighty-six medical schools in the United States which 
 have the distinction of this recognition, and our school is 
 the only one in the District of Columbia and the only one 
 south of Johns Hopkins University so accredited. A 
 graduate of our school, upon presenting his diploma, can 
 be admitted to the fifth year in any medical school in Eng- 
 land, and upon the completion of it and upon taking the 
 final examinations, can be registered to practice anywhere 
 in the British possessions. 
 
 17 
 
THE DYE STUFFS AND EXPLOSIVES 
 
 LABORATORY 
 
 The George Washington University has recently fitted 
 up the upper floors of its Pharmacy Building at 808 Eye 
 St., as a chemical laboratory for special research in dye- 
 stuffs and explosives. A number of very important prob- 
 lems are now being solved. Mr. George W. Phillips, 
 formerly a Captain in the Chemical Warfare Service of the 
 Army, Instructor in Chemistry, has been made Director of 
 the Laboratory, under the general supervision of Professor 
 McNeil, head of the Chemistry Department. Professor- 
 emeritus Charles E. Munroe, one of the world-recog- 
 nized experts in explosives, and inventor of smokeless 
 powder, will act as Consulting Chemist. 
 
 The lower floor of the building will continue to be 
 used by the Department of Pharmacy, under Dean 
 Kalusowski. 
 
 THE REVIVAL OF ATHLETICS AT GEORGE 
 
 WASHINGTON. 
 
 By H. C. Byrd 
 
 Ask ten persons what is meant by education and the 
 chances will be good for ten different answers. One ex- 
 treme is likely to come from those that believe "culture" the 
 sole reason for acquiring knowledge ; the other, from those 
 that see nothing in education but the acquirement of a com- 
 modity which can be traded for dollars and cents. 
 
 Whatever may be the definitions of education offered by 
 the old school or by the modern radical, it remains that the 
 best education is that which equips men and women to 
 render the greatest possible service to their fellows. It, 
 therefore, follows that the educational organization which 
 does not offer opportunities for such development fails to 
 measure up to the needed standard. 
 
 An educational institution which sends out graduates 
 without knowledge of the usual activities which surround 
 healthful community life is not functioning with the best 
 interests of the nation in view. Community problems, 
 urban or rural, are largely similar. How best to educate 
 men and women to take positions of leadership in meeting 
 such problems is a question which the educational world is 
 finding it difficult to answer. 
 
 18 
 
To meet this difficulty, to offer in the National Capital 
 something unique in university life, George Washington 
 aims to foster the development of community activities as 
 a part of its general plan of education; after all, the uni- 
 versity is a community, face to face with most of the prob- 
 lems and difficulties of the average community. In doing 
 this, the University is not trying to work out anything in 
 the way of a radical sociological experiment, but has evolve I 
 a definite system of organization under which it plans to 
 operate all activities that relate to its student life and to 
 develop them as a part of its effort to equip men and women 
 for their professions. 
 
 About two months ago, the Board of Trustees ratified and 
 adopted a plan to bring about the desired development. 
 This plan provides for the appointment by the Board of 
 Trustees, upon recommendation of the President, of a Di- 
 rector of Student Activities, the director to be chairman of 
 a Board of Managers charged directly with responsibility 
 for student activities. 
 
 Component parts of a university are the faculty, alumni, 
 and students, and the personnel of the Board of Managers 
 is such as should unify these interests. The Board is made 
 up of three members of the faculty, one each from the De- 
 partments of Medicine, Arts and Science, and Law; two 
 members of the Alumni Association ; and two students. The 
 faculty members are to be appointed by the President, 
 alumni by the President of the Alumni Association, and 
 students by the Students' Council. 
 
 Under the new arrangement, the publications will be 
 organs of the university community, and every factor in 
 the development of other lines of activities will be repre- 
 sentative of the three great influences which should shape 
 the life of the University. In other words, the arrangement 
 provides for complete co-operation of faculty, alumni, and 
 students in all things which affect their related interests. 
 
 While naturally there will be many activities, perhaps the 
 development of a complete program of athletics will be the 
 largest. George Washington is going back into competitive 
 sports in two ways ; in one, to take its place in intercollegiate 
 competition as the logical representative of the National 
 Capital ; the other, to offer eventually a complete system of 
 intra-mural games, so that every student will be able to 
 derive the personal benefits which accrue from participa- 
 tion in physical contests. 
 
 19 
 
Without necessity for argument, it generally is recog- 
 nized that the greatest factor in developing and maintain- 
 ing a strong morale among students, in unifying the ethical 
 interests of a university, in producing a strong feeling of 
 loyalty and pride in faculty and alumni as well as in students, 
 is athletics. Therefore, it is felt that a broad athletic pro- 
 gram is essential; broad in the sense that it encompasses 
 direct relationships with other great universities and in the 
 sense that it is sufficiently far-reachng to touch every stu- 
 dent, alumnus and faculty member. 
 
 It is not expected that difficulties are not going to be 
 encountered in such a program as has been mapped out, but 
 such difficulties are to be regarded only as obstacles to be 
 surmounted. Somewhat checkered has been the career of 
 the University in athletics, owing at times to a lack of fore- 
 sight which has caused attempts to build on insecure founda- 
 tions. Under the new plan the building may be somewhat 
 slow but once the structure is raised it will remain. 
 
 Already students are earnestly advocating a movement 
 to raise funds to build a modern athletic field, to embody 
 a gridiron, a base ball diamond for intercollegiate com- 
 petition and one for intra-mural games, a track, and 
 tennis courts. The bright prospects for this indicates that 
 within the next year or so George Washington will have its 
 own athletic plant, with modern equipment, for the first time 
 since the days of Van Ness Park, thirteen years ago. 
 
 The University completed its plans so late that much 
 doubt was expressed about the advisability of attempting to 
 arrange a foot ball schedule for next fall, but it was felt 
 that something should be done to make a start. A schedule 
 is nearing completion, and six or seven games will be played 
 at home and one or two away. The program for next year 
 involves full schedules in base ball, basket ball, and track 
 and two or three branches of girls' sports. 
 
 With the desire to take its place in the van of all collegiate 
 activities, intending to offer its students every possible op- 
 portunity for development in all things which pertain to a 
 well-rounded education, the University has taken a step 
 which depends for its ultimate success upon co-operation 
 of faculty, students, and alumni. The groundwork has 
 been laid by the Board of Trustees, but others must put 
 up the building. From the men and women within the Uni- 
 versity and related to it must come the initiative and unifi- 
 cation of effort, the driving force which will be needed to 
 produce real results. 
 
 20 
 
College Influences Before theWar and After theWar 
 
 AN ADDRESS 
 
 Delivered Before 
 
 The Zeta Chapter of Phi Beta Kappa 
 
 at the 
 
 Commencement Exercises 
 
 of 
 
 Hobart College 
 
 June 14, 1920 
 
 BY 
 
 William Miller Collier, 
 President of The George Washington University 
 
 The titanic struggle from which the world is just emerg- 
 ing has put every human institution to the severest test. 
 The vastly changed conditions resulting from this great 
 upheaval present new problems so important and so per- 
 plexing that we are again compelled to examine into the 
 means and methods which we use to accomplish our pur- 
 poses and to investigate the efficiency of all our agencies. 
 Evervone will concede that of all the instrumentalities 
 employed to advance the interests of mankind none are 
 ' of more vital or of fundamental importance than those 
 which deal with education. To educate is to draw out. 
 extend and expand ; it is to generate, stimulate and co-ordi- 
 nate the energies of the people. To educate is to consum- 
 mate. Knowledge is power. The proverb is trite, but its 
 truth is established by national as well as individual experi- 
 ence. 
 
 I propose this morning to speak to you about certain 
 features of the educational systems of some of the nations 
 lately engaged in the Great War and about the relations of 
 their colleges and universities to national life in war as 
 well as in peace. While I shall say something about pri- 
 mary and secondary education, — common schools and high 
 schools — the character of my audience requires that I give 
 special consideration to the institutions of higher learning, 
 
 21 
 
some of them called universities and some of them called 
 colleges. The latter term, however, is often used gener- 
 ically for them all and when I employ it in this address, 
 it will, unless otherwise explicitly stated, include universi- 
 ties which seek to give instruction in almost every branch 
 of learning as well as the smaller institutions called col- 
 leges which limit the scope of their work and which as a 
 rule do that work with fidelity, with credit to themselves, 
 and with inestimable benefit to the world. 
 
 I shall not limit myself to a consideration of the col- 
 leges and universities of America, but shall attempt briefly 
 to draw some lessons from the teachings of the World 
 War as to the merits and defects of the educational systems 
 of two other nations, England and Germany, one our great 
 associate power, the other our enemy in the late war. I 
 make no apology for this, because we can learn from foe 
 as well as friend and each may exhibit things for us to 
 avoid as well as things to adopt. I deem it wise to con- 
 sider the universities of England and Germany and their 
 activity and influence in the war because our small Ameri- 
 can college is largely patterned after the colleges that com- 
 pose the English universities, while our American universi- 
 ties, although retaining many of the features of English 
 university life, have been very much influenced by the Ger- 
 man universities, from which, prior to the war, they drafted 
 many of their professors, Moreover, England and Ger- 
 many were in the war much longer than we, and the start- 
 ing of it by Germany was largely due to her false educa- 
 tional system. To discuss the influence of colleges upon 
 the activities of peoples in war and peace without giving 
 consideration to> the methods and aims of German and 
 English universities would be to ignore very powerful fac- 
 tors in the development of civilization and to treat with 
 contempt institutions which are, perhaps with the sole ex- 
 ception of the Catholic Church, the oldest in the world in 
 point of continuous existence, the most venerable, the most 
 securely founded. Some of Germany's universities date 
 back to the middle ages; and Oxford and Cambridge have 
 seen dynasties come and go, constitutions change, nations 
 rise and fall, empires evolved, social systems replaced, and 
 new worlds discovered. Sic transit gloria mundi; but col- 
 leges and universities are the most enduring of all earthly 
 institutions. I am prompted, moreover, to give extended 
 consideration to the English and German systems of 
 education not merely because their great universities are 
 
 22 
 
historically interesting, but because each of these two sys- 
 tems had its own characteristic and distinctive method and 
 aim; and in American institutions of higher learning these 
 two methods or aims were in conflict or were struggling 
 to find a point of adjustment when the war broke out. 
 Whatever the experience of England and Germany teaches 
 as to the influence of their universities upon national char- 
 acter is of great value to the United States. It is not, of 
 course, an unerring beacon to guide us but it is much more 
 than a side-light. 
 
 I regret that lack of time prevents me from giving full 
 consideration to the universities of the other Allies. I 
 wish I might speak of those of Belgium whose burned and 
 pillaged university at Louvain made such a mute but ef- 
 fective appeal to the scholars of the world, — mute, I should 
 not have said, for the very stones of her ruined library 
 cried out for vengeance. I am especially sorry that I can- 
 not make extended reference to the educational system of 
 France whose excellent universities, but especially The Sor- 
 bonne at Paris, have ever attracted students, yet never so 
 much SO' as now when the world has awakened to a realiza- 
 tion of their merits and of the exaggerated claims and un- 
 duly high rating of the German universities before the war. 
 I regret also that I cannot speak at length about Italy in 
 this connection. There, the first universities in Europe were 
 started hundreds of years ago, at Salerno and Bologna; 
 and to that country we look not only for inspiration in arts 
 and letters but also in science, particularly in that relating 
 to electricity. Lovers of learning not only revere Italy as 
 the Mother of the Old Masters, such as Titian, Rafael, and 
 Michael Angelo, but as the still fecund matron who, in 
 modern times, has brought forth Galvani, Volta, and Mar- 
 coni. 
 
 So important is the role pla3/ed by the college in national 
 life that there is no more profound and vital question for 
 the statesman and the scholar than this : "What is the 
 effect of an educational system upon the national character 
 and the national institutions?" 
 
 The World War furnished us many interesting revela- 
 tions of the influence of the different systems of education 
 upon the peoples engaged in it and upon their political and 
 social organization. The excellence of German education, 
 no less than its universality, was formerly very generally 
 
 23 
 
admitted even by those who later were the enemies of that 
 Empire. More than a half century ago, Lord Palmerston 
 sneered at "the land of damned professors;" but English- 
 men, like former Ambassador James Bryce, better qualified 
 than he to pass judgment in this respect, praised it very 
 highly in ante-bellum days. At that time, the German uni- 
 versity was a fetich for the world's scholars ; but even then 
 there were some critics, severe although not unkind, most 
 notable, perhaps, being Mr. Price Collier in his book "Ger- 
 many of the Germans." Even the German Chancellor, von 
 Bethman-Hollweg, a few years before the war, publicly ex- 
 pressed his misgivings about the soundness of the German 
 system of education. 
 
 Let us glance at that system as it existed at the outbreak 
 of the awful struggle in 1914. Compulsory common school 
 education had been inaugurated in Prussia as early as 1717, 
 two hundred years previously, and the system had been con- 
 tinuously maintained and extended until it affected all chil- 
 dren between five and fourteen years of age. There were 
 also what were called compulsory continuation schools for 
 those between fourteen and seventeen years of age whose 
 circumstances compelled them to work, yet, who, under 
 this system, received supplementary instruction for a cer- 
 tain number of hours each week. The result was that no- 
 where else was illiteracy so small, the percentage being so 
 infinitesimal as to be negligible. Secondary education had 
 been no less well provided for; and technical, vocational, 
 commercial and professional schools of all grades abounded 
 and the attendance was very large. But it was the universi- 
 ties with their great student bodies, their large faculties 
 with world-wide reputation for learning, their varied 
 courses, their thoroughness of research, their opportunities 
 for specialization, their attention to applied as well as theo- 
 retical science, which shaped and directed modern Germany 
 and made it what it was on that day when it hurled its iron 
 might upon defenseless Belgium. In no country were the 
 people better educated. Nowhere were there more experts 
 in all the occupations of life. Practically every German was 
 a specialist, an intensive specialist. The degree to which 
 specialization had been carried in its universities is well 
 illustrated by the story of the professor of Latin, who, at 
 the close of a long life devoted to the study of the noun, 
 expressed the keenest regret that he had not confined him- 
 self to the ablative absolute. 
 
 24 
 
The German educational system also concerned itself very 
 largely with commerce and business, especially administra- 
 tion, co-operation and co-ordination. The effect was ap- 
 parent in the way in which that country was able for so 
 long a time during the war to husband its limited resources 
 and defy the whole world. 
 
 Another distinctive feature of its education, from the 
 primary school to the university, was the extent and the 
 spirit of its teaching of its own history, its "Kultur" and 
 the means of attaining its racial and national aspirations. 
 Patriotism was its religion. The glory of the country, the 
 greatness of its ruler and the superiority of its people were 
 preached day in and day out. The achievement of what 
 was regarded as its future destiny was the purpose of all 
 its instruction. The ideals and ideas even of the masses 
 were traceable to the lectures and writings of the professors 
 of history in the universities. Probably no< teacher ever 
 influenced a nation's political thinking as Treitschke did. 
 He was the incarnation of the Prussian spirit. Oddly 
 enough he was Slavonic by race rather than Teutonic, and 
 Saxon, not Prussian, by birth; but he was thoroughly Prus- 
 sianized. He had become intoxicated from the cup of Bis- 
 marck's power and he had passed the poison on to all his 
 countrymen. 
 
 Very different from the system of the German universi- 
 ties was that of the English. The latter, in general, offered 
 a prescribed uniform course for all students. It proceeded 
 upon two assumptions which are in the main correct, name- 
 ly: that every normal man has by nature many faculties, 
 talents and tastes, each more or less active, and that each 
 of them should receive some development in order that his 
 association with other men may be agreeable and helpful; 
 secondly, that all branches of knowledge are interrelated 
 and that some knowledge of each of the more important 
 ones and of the bearing of each upon the others, is essential 
 in order to obtain a perfect understanding of any one branch. 
 This system is frequently spoken of as individualistic, since 
 it is the attempt to perfect or develop the individual. The 
 statement of the purpose is correct, but in reality this sys- 
 tem gives no heed to what is peculiar or personal in the 
 individual in the matter of tastes and talent. It aims only 
 at an average and applies only one standard. All are run 
 through the same mold and become more or less of one 
 type. A general course of study may to a certain extent 
 
 25 
 
help to stimulate a faculty not normally active; but even 
 here, since the course is uniform and makes no allowance 
 for the varying degrees of deficiency of development, it 
 fails to produce the model of its type. If the proper end 
 of education be to develop the perfect all-around man it 
 would seem that we all ought to specialize, not, however, 
 in that in which we excel but in that in which we are de- 
 ficient. Nevertheless the man who has taken the general 
 rather than the specialized course of study does get some 
 training in many lines and undoubtedly receives a prep- 
 aration which enables him to profit greatly by his subse- 
 quent special training. Considering the value of his edu- 
 cation merely from the economic standpoint, he is more 
 self -sufficient, more self-reliant, and in a sense more inde- 
 pendent. Such an education is ideal and in fact indispensa- 
 ble in an individualistic world or state or community. Even 
 in a highly organized society it is helpful to the extent that 
 men must help themselves. This system of education is 
 not only adapted to the requirements of people among 
 whom the individualistic principle prevails but it also tends 
 to> foster it and to shape their institutions and organiza- 
 tions according to it. It is the natural system of education 
 where the doctrine of personal liberty exists, and speaking 
 generally it is repugnant to the idea of strong centralized 
 government. In the public service, it is, perhaps, the best 
 preparation for the work of legislation, which essentially 
 is a compromise of many opinions. Possibly it is also the 
 best preparation for the work of the judicial tribunal and 
 of the diplomatic service, where a knowledge of men and 
 their temperaments is requisite. In itself, it is not a suffi- 
 cient preparation for administrative work. In the politi- 
 cal organization of a state whose people have been thus 
 educated, the unifying element is the sympathy that ex- 
 ists, due to the similarity of ideas and ideals. 
 
 Specialization, which is the characteristic of German edu- 
 cation, does not seek to perfect the man as a whole, but 
 as a part of the community. It does not fit him for inde- 
 pendent individual activity, but it does make him more effi- 
 cient when co-operating with others. The more that he de- 
 votes himself to one thing, the less well he can do other 
 things and the greater becomes his dependence upon others. 
 He will have more need of them, yet less in common with 
 them. But just in the proportion that he can do something 
 better than others, they in turn become dependent upon him. 
 
 26 
 
Dependent is thus able to demand the co-operation of de- 
 pendent, and paradoxical as it" may seem their mutual in- 
 terdependence gives them collectively more liberty of action 
 and freedom of development than would political independ- 
 ence of each other, because our most imperious masters are 
 not our political rulers but our physical wants. The na- 
 tion whose people have been educated under a system of 
 specialization naturally becomes more compactly united. 
 In the political organization of this people the unifying 
 element is their mutual needs fortified, it may be, by grati- 
 tude and loyalty to those who have created the organization 
 and by pride in it and love for it. A nation whose educa- 
 tion has been specialized is also' almost certainly if not 
 necessarily, very much stronger industrially. While there 
 may be a certain degree of weakening of individual initia- 
 tive, this trait will survive in very many of the inhabitants, 
 and any lessening of it will be more than counterbalanced 
 by the extra skill of all the people which results from 
 training. Such a nation is an aggregation of those who 
 have developed to the utmost their strongest faculties. 
 
 In a nation of many millions of inhabitants, such is the 
 variety of talents and tastes among men that special training 
 of each in what he can do best means that every faculty 
 and every talent found in man is developed to the highest 
 degree in great numbers of men. And the very weakness 
 of each one in the thing in which he has not specialized 
 strengthens the spirit of unity amongst them, for since each 
 cannot do everything all are forced to act together. Co- 
 operation rather than individualism inevitably becomes the 
 principle of their activities. Centralization of power of 
 control and direction is no less certain, for without it co- 
 operation is not successful. Leaders are needed, and the 
 training of leaders becomes a specialty. The effect of this 
 specialization upon industry and upon government are unity 
 of purpose and plan, directness of action, saving of energy, 
 and a resultant efficiency which is impossible where each 
 individual is an average good all-round man, less depend- 
 ent upon others, less willing and less obliged to co-operate, 
 and less submissive to control and direction. 
 
 Specialization unquestionably has a certain tendency to 
 bring into being and to- build up the co-operative state, that 
 which is popularly^ called the socialistic state, — one in which 
 the power of the state is exerted in industrial and social 
 matters, in behalf of the people to do for them that which 
 
 27 
 
Americans and English generally consider should be done 
 by those individuals who are directly interested. That has 
 been the tendency of German education. No one will ques- 
 tion that under the old regime Germany was an autocracy 
 despite many specious limitations of the Imperial Constitu- 
 tion; yet when the Kaiser's power was at its height, Ger- 
 many was a co-operative state, more nearly socialistic than 
 any other great independent nation. Evidences of this were 
 its social and industrial legislation dating back about thirty 
 years, securing pensions for the aged, the sick and the 
 unemployed, and its extensive application of the principle 
 of municipal ownership. 
 
 What will be the ultimate effect upon the organization 
 of the state if specialization in education goes on? Does 
 specialization necessarily mean the substitution of the so- 
 cialistic state for the individualistic state ? Is it possible to 
 secure the benefits of specialization without incurring po- 
 litical evils? Can there be a co-operative industrial system 
 in a country without its shaping the political organization 
 along similar lines ? It is impossible to overlook the steady 
 growth of co-operative government, that is, of govern- 
 mental participation in industry, in countries that long 
 boasted of their adherence to the principle of individualism. 
 The legislation of Great Britain for two decades has been 
 a series of surrenders by individualism. 
 
 It is hard to conceive of the abandonment of the prin- 
 ciple of the division of labor, for it seems to have a sound 
 economic basis; yet division of labor means specialization; 
 specialization necessitates co-operation, and co-operation re- 
 quires centralization of control. All three of these things 
 must concur, otherwise the purpose of the division of la- 
 bor, namely increased productiveness, is not accomplished. 
 The economic limitation to the process of sub-division is, 
 of course, the point where the labor of co-ordination and 
 supervision, which division and sub-division necessitate 
 costs more than it saves. But where is this point? As ad- 
 ministrative skill seems to increase with every new division, 
 the point to which I have referred, constantly recedes as we 
 approach it. Economically, therefore, it is impossible to 
 set a definite limit. 
 
 But there are other things in life than the material. And 
 even if we grant that there is no' profitable limit to sub- 
 division and specialization we must nevertheless ask our- 
 selves this question: "What are their social effects?" Do 
 
 28 
 
they dwarf life and destroy personality? Do they make 
 man a machine? If so, we must fix limits even although 
 they appear to be arbitrary; for it prohteth a man noth- 
 ing if he gain the whole world and yet lose his own soul. 
 On the other hand it would seem that any system, which 
 enables man with less effort and in less time to provide 
 for his physical wants, must give him more means and 
 more leisure for the cultivation of the mental and spiritual. 
 The real problem is to keep him from creating new wants 
 as fast as he devises methods for satisfying those already 
 existing. The remedy is, amidst the material to proclaim 
 the idea of the spiritual as something higher and better to 
 which the material should minister. This is the most im- 
 portant work of the college as well as of the church today. 
 All in all, I firmly believe that the mass of mankind is 
 nobler in thought, nearer the Divine, less sordid and less 
 brutish, than in the days of primitive labor, and that every 
 improvement in industry makes possible an advance in 
 civilization. 
 
 Technical education may be regarded as one phase of 
 specialization. The excellence of the work along these 
 lines in Germany before the war was universally admit- 
 ted. Technical schools of all grades, from manual training 
 schools for the young to Institutes of Technology of uni- 
 versity rank and equipment, abounded. The effect of tech- 
 nical education upon the character is in many respects un- 
 questionably helpful. There is a defmiteness of purpose 
 when one studies subjects that fit him for the practical tasks 
 of life; there is a reality and vitality in them that call forth 
 enthusiastic and genuine effort. There is a sincerity and 
 earnestness in the study of these things which is often lack- 
 ing when abstract subjects are perfunctorily studied and 
 learned superficially with the feeling that they will never 
 be serviceable and that they will soon be forgotten. The 
 latter evils are a frequent, though not inevitable, incident 
 of much of the study of the classics in our American col- 
 leges. There is a measure of danger that excessive devo- 
 tion to technical subjects will make one materialistic in 
 thought. Constantly dealing with things and the cost of 
 their production and the profit to be derived from their 
 sale, there is a certain tendency to make money the goal. 
 This evil is no more a certain result of technical study than 
 insincerity is a necessary incident of classical study. Yet 
 in both cases the evils that I have mentioned are frequent 
 
 29 
 
incidents. I do not oppose technical education ; on the con- 
 trary I favor it, for I believe that one who does his work 
 badly may be quite as materialistic as one who does it skill- 
 fully. The important thing is to inspire the worker with 
 the feeling that there is something in life higher than the 
 amassing of wealth. The whole world has arraigned Ger- 
 many for having been thoroughly materialistic; and she 
 has pleaded guilty. Her own preachers strongly inveighed 
 against this evil in her life; but it was an evil by no means 
 limited to that country. We of the United States, have 
 often been charged with being worshippers of the almighty 
 dollar. Nevertheless I feel that Germany unquestionably 
 was the chief of sinners in this respect and that her system 
 of education and her devotion to commerce and industry 
 made her forget the earlier idealism which characterized 
 her life. 
 
 Germany's attempt to inculcate patriotism in all her in- 
 stitutions, educational, social, political and military, is 
 worthy of serious consideration at a time when the world 
 is stirred with a new born feeling of nationalism; for we 
 have a strong revival of nationalism in the world despite 
 efforts towards internationalization. The virtue of pa- 
 triotism, in Germany, was exaggerated and distorted. A 
 false idea of the State and its nature was taught by its 
 professors. The theory of sovereignty was developed by 
 them into a denial of all responsibility by the State and a 
 repudiation of all obligations inconsistent with its interests. 
 Had German professors not taught that Deutschland was 
 above everything, that once proud nation would not have 
 fallen so low. Nations must recognize that above and 
 paramount to them is a law governing their relations and 
 that to it obedience is morally and legally due. Doubtless 
 individual citizens and subjects must ever look up to' their 
 own nation as supreme and absolutely sovereign over them. 
 The duty of obedience to government and the love of coun- 
 try must be more and more preached and practiced, but 
 the events of recent years show how much every person 
 owes it to his country to influence its policy and conduct 
 so as to cause the recognition and observance by it of the 
 rights of other nations. This does not mean that we should 
 subordinate our own nation to others. It means exactly 
 the contrary; that we should recognize them as free and 
 equal. I believe in the independence of nations. I am op- 
 posed to the League of Nations as presented to the Senate 
 
 30 
 
by President Wilson. It is a snare and delusion ; a repudia- 
 tion of international law; the confirmation of political in- 
 trigue; the destruction of the equality of States; the en- 
 thronement of imperialism; the violation of the American 
 conscience; the endorsement of treachery towards one of 
 our Allies and the approval of treaty provisions which are 
 inconsistent with the principles that we declared upon en- 
 tering the war, and which are inimical to permanent peace. 
 
 But the more a nation is independent, the more it is in- 
 cumbent upon it to teach its citizens to respect the rights of 
 other nations. It should insist on the allegiance of its citi- 
 zens and it should foster love of country ; but it should also 
 teach the obligations that we owe to citizens of other coun- 
 tries and should promote love of humanity. True patriot- 
 ism prompts the desire that one's country should be right- 
 eous as well as strong. We hear much of Americanism 
 and the necessity of stimulating it. What is Americanism? 
 The late Senator Hoar, an American of New England stock 
 belonging to one of the families longest resident in this 
 country, uttered a wise counsel as well as a noble senti- 
 ment when he said: "May I never place my country's 
 interest above my country's honor." For nearly a century, 
 we Americans have proudly repeated Commodore Deca- 
 tur's famous toast : "Our Country, may she ever be in the 
 right; but our Country, whether right or wrong!" Prac- 
 tically the individual citizen must ever act upon this prin- 
 ciple, for the will and the opinion of one cannot in such 
 matters be paramount to that of the majority. 
 
 There is, however, another sentiment, not inconsistent 
 with Decatur's but complementary to it, which should also 
 guide us in all our conduct. It found expression in the 
 words of Carl Schurz, a naturalized American, who served 
 this country faithfully and efficiently on battlefield, in dip- 
 lomatic post, Cabinet council, and Senate chamber, and 
 who was one of the most helpful and healthful influences 
 in the reform of our political methods. His words were: 
 "Our Country, may she ever be in the right; but if she is 
 not in the right, it is our duty to set her right." 
 
 Personally I believe all genuine lovers of their country 
 will admit that while we must detest those who merely 
 expose their country's faults without effort to correct them, 
 we must cease to regard as patriots only those who laud 
 and praise their country and who seek to justify it in what- 
 
 31 
 
ever it does. We must realize that those who strive to 
 correct national faults are really the ones who are making 
 their country better. It is, however, also 1 incumbent upon 
 us, and at this moment, in my opinion, is of supreme im- 
 portance, that we rightly estimate the virtues of our coun- 
 try, the value of its institutions, the advantages of our form 
 of government and the blessings of the Constitution under 
 which we live; that we cultivate respect and love for all 
 these things; that from press, pulpit, platform and parlor, 
 school and shop, factory and field, we proclaim the essen- 
 tial soundness of our political and social principles and our 
 absolute need of them to secure individual liberty and pub- 
 lic order; that, in this way, we combat the errors of those 
 who disparage or discredit them in word and thought; 
 that we punish those who, by violence, seek to overthrow 
 them; and that we put in restraint those who counsel the 
 use of force instead of the appeal to reason in order to 
 bring about changes in government. 
 
 It is also* necessary that we do> not under value our inde- 
 pendence, nor forget the blessings it has conferred upon 
 other nations as well as upon our own. The need of the 
 hour is to develop both the American conscience and the 
 American consciousness, and then to see that America acts 
 in accordance with the dictates of her conscience and her 
 judgment; that in foreign affairs she is neither controlled 
 or hampered by covenants with other nations, many of 
 whose recentlv revealed secret treaties and whose interna- 
 tional acts have been such as not to< justify her in accept- 
 ing them as keepers of her conscience or as arbiters of her 
 destiny ; and that in domestic matters her highest aim shall 
 ever be to give to> all her citizens a fair and equal oppor- 
 tunity for the fullest personal development and the attain- 
 ment of the highest happiness. 
 
 Another feature of German university education which 
 deserves our attention because of its effect upon national 
 character, is the lack of what we call college life, the 
 want of college loyalty. The absence of the latter is largely 
 due to the fact that few German students take their com- 
 plete course at one university. Frequently they go for one 
 year to* a university whose corps life they wish to enjoy, 
 then for another year or two to one whose professors are 
 pre-eminent in certain studies which they wish to pursue, 
 then for a final year to another university where other 
 studies are supposedly better taught. The teaching staffs 
 
 32 
 
of German universities before the war never sought to 
 develop character. Whatever was done in this way was 
 by the student organizations called corps, which in many 
 respects resemble American college fraternities. With some 
 cherished traditions and highly prized associations they in- 
 fluenced those who belonged to them but their membership 
 being limited in number they did not directly affect all the 
 students. They were aristocratic rather than democratic; 
 they tended to divide the student body into small groups 
 with special interests rather than to consolidate it into a 
 unit with a common spirit. Moreover the German univer- 
 sity does not have annual classes such as we have in Amer- 
 ica; the comradeship of classmate is unknown. There are 
 generally speaking no college sports, no organized univer- 
 sity social activities. The evil incident to the excessive 
 attention to these matters in American colleges is admit- 
 ted by all ; but when they are properly controlled the good 
 resulting from them far outweighs the evil. The difference 
 between the average age of the student bodies in America 
 and Germany necessitates, it is true, different forms of 
 associations and methods. Yet, all in all, one is forced to 
 the conclusion that the entire absence of the features of col- 
 lege life that I have mentioned has a certain tendency to 
 prevent the development of the sense of fellowship, the hu- 
 man sympathy, the tact, the habit of mutual give-and-take, 
 the ability to understand others, which are so absolutely 
 essential to men in a world of men. One is constrained 
 to believe that this is probably one of the causes of the 
 failure of Germany's leaders to understand the psychology 
 of others and to be understood by them, although we must 
 remember that even the Kaiser himself attempted to in- 
 crease acquaintance between the scholars of his country and 
 our own by his encouragement of exchange professorships. 
 
 Incidentally I have already spoken somewhat of features 
 of English university life. A brief specific reference to it 
 is, however, necessary to a comprehensive treatment of 
 my subject. I feel that I cannot do better than to quote 
 from former Ambassador Bryce, so long the Regius Pro- 
 fessor in Civil Law at Oxford. Perhaps before giving you 
 his enthusiastic words of praise of the universities of his 
 own land, I ought to acquit him of the charge that may 
 possibly be preferred against him of being prejudiced, by 
 saying that no person before the war more highly praised 
 the amplitude of the provision for instruction in German 
 
 33 ' 
 
universities, the learning of their professors, the complete- 
 ness with which their teaching was brought to bear upon 
 every department of practical life, and the value for this 
 purpose of the full knowledge and the exact training given 
 by them . Comparing England's universities with them, 
 he wrote: 
 
 "Although the great scientific discoveries of the last 
 century are due to Englishmen, in recent years these 
 universities have not contributed to original research 
 either in natural science or humanistic subjects as have 
 those of Germany. Less completely organized for 
 the purposes of instruction, they educate a smaller 
 proportion of the population. Since the Reformation 
 they have been for the most part places of resort for 
 the upper and middle classes, and it is only within the 
 last thirty years that they have been rendered easily 
 accessible to the promising and diligent youth of the 
 poorer sections of society. But they have had con- 
 spicuous merits. , The ideal is not to fit a man for a 
 particular walk in life but to give a general education 
 which will fit him to be a worthy member of church 
 and commonwealth. They have sought to develop 
 men as men, to< create or develop the well-rounded and 
 harmonious character, one of symmetrical complete- 
 ness. In aiming at this they have thought not only 
 of learning or the powers of the speculative intellect, 
 but also' of the aptitudes which find their scope in 
 practical life, and which enable a man to work use- 
 fully with other men and to exercise a wholesome in- 
 fluence in the commodity. They have long been asso- 
 ciated with the public life of England, and the gradu- 
 ates of each of them gratefully acknowledge their in- 
 debtedness to their alma mater. The debt is not so 
 much the knowledge acquired or even the power of 
 public speaking. It is, perhaps, rather the knowledge 
 of human nature, the tact and judgment, the sense of 
 honor and comradeship, which daily social intercourse 
 in the colleges tends to form, the result of the domestic 
 life which brings the students close together. The 
 undergraduates dine together in the same hall with 
 the graduates, worship at the same chapel, have their 
 sports together. They form friendships and learn as 
 much from each other as from their teachers. There 
 is an easy and familiar intercourse between the stu- 
 
 ■ 34 
 
dents and the teachers, especially the younger teach- 
 ers. There is what we call an atmosphere, that intel- 
 lectual and social tone which forms manners and re- 
 fines tastes and strengthens characters by traditions in- 
 herited from a long and splendid past." 
 
 This was said several years before the war. How nobly 
 during that awful struggle the academicians of Oxford and 
 Cambridge conducted themselves. How eagerly they of- 
 fered their lives for their country. At the first bugle's blast 
 these classic halls were emptied. The University men were 
 among the very first of all Englishmen to give proof of pa- 
 triotic feelings; and they "carried on." The lack of scien- 
 tific training at times put them to some disadvantage, but 
 idealism and initiative gave them the will to dare and the 
 power to conceive. 
 
 It is somewhat difficult to generalize as to American in- 
 stitutions of higher learning, so numerous are they, so 
 varied in type, so different in their methods as well as in 
 their environment. Yet as a rule, they all have a distinctive 
 American college life. In every one of them, however 
 numerous the courses of study and however complete 
 the equipment, the association of students with each other 
 in class and in fraternity and the sense of filial relationship 
 to the college are considered to be amongst the most pow- 
 erful factors in the training of their minds as well as in 
 the development of their characters. The life of almost 
 every American College is such that the institution becomes 
 to the student a living thing, the object of affection and en- 
 dearment. Little though it be, it is loved, to paraphrase 
 Daniel Webster's famous utterance in the Dartmouth Col- 
 lege case. The college becomes the "Alma Mater" the 
 dear old mother. Thus the sweetest of words are used to 
 express, and the strongest of all human ties are used to 
 symbolize, the most endearing and the most enduring of the 
 influences to which youth is subjected. I remember that 
 when I was an undergraduate at Hamilton College, an 
 alumnus who recognized the universality of this sentiment 
 which regards the college as "dear mother," but who ques- 
 tioned its value, offered a prize for the best poem on col- 
 lege life which would not contain the words "Alma Mater." 
 This man was wrong in his evaluations. Our symbols often 
 stand for that which is most real in our lives ; our metaphors 
 frequently are the clearest expression of our true feelings. 
 
 35 
 
"Alma Mater" is the epitome of American college life. It 
 gathers within itself all the ideas of fraternity and society, 
 of class comradeship and college spirit — all of obligation 
 and duty, of affection and devotion. It is akin to the idea 
 that native land is ''mother-country." Patriotism is noth- 
 ing but the full flower of it. It was Horace, the poet whom 
 every college man reads, who said : "Dulce et decorum est 
 pro patria mori," It is not strange that the spirit of pa- 
 triotism was exemplified in the late war so whole-heartedly, 
 so self-sacrificingly, by millions of men, but by none with 
 more spontaneity, more zeal, and more fortitude, than the 
 thousands who went out from college walls, bidding good- 
 bye to alma mater, and singing as their dedicatory hymn 
 to Mother Country : 
 
 "Common mother of us all, 
 Our hearts, our hopes, our prayers, our tears, 
 Our faith, triumphant o'er our fears, 
 Are all with thee, are all with thee." 
 
 Today the War is over so far as armed strife is con- 
 cerned. Great as were the struggles and sacrifices of the 
 contest they called for no more strength or effort than do 
 the mighty tasks which we must undertake today. The 
 marshalling of our military forces, the planning of our 
 campaigns, the winning of victory for us and our Allies, 
 necessitated no> greater talent or training nor any higher 
 degree of courage or fortitude, than does the great work 
 of reorganization and reconstruction. Not only have we 
 gigantic physical tasks to 1 perform in repairing vast dis- 
 tricts that have been devastated, in reviving industries and 
 in re-establishing commerce, but we also have political and 
 social problems that are at once profound and perplexing. 
 It is frequently said that we live in a New World. That 
 statement is, however, full of error, and those who> base 
 their plans for reorganization upon it are foolish. They 
 will fall into such an abyss that they will very greatly 
 doubt whether they are living in the World. I need not 
 specify what the name of the abyss is, except to say that 
 disillusioned optimists will realize that it is not Heaven. 
 We may as well face the facts. To do so is not to be cyni- 
 cal; it is merely to be sensible. Since the war, as before it, 
 we live in a very old world— as old as the temptation of 
 Eve, the fall of Adam and the killing of Abel by his brother 
 — an old world in which there still dwells that oldest of 
 
 36 
 
citizens, Mr. "Old Man of the Flesh." Beyond question 
 the war stimulated spiritual life; but it also stirred up 
 bestial passions and it engendered new hatreds and rivalries. 
 We must appeal to the best in men; we must steadily strive 
 to make men better; but if we forget that there is still 
 much evil in men and in groups of men — classes, masses, 
 nations and races — we will merely make the best of men 
 the victims of evil men. 
 
 We do, however, live in a greatly changed world, — one 
 in which races have been thrown into unheard-of rela- 
 tions with each other, in which nations have been hurled 
 down and other nations built up, in which class conscious- 
 ness has been immensely increased, in which customs and 
 habits and institutions and constitutions have been much 
 altered. 
 
 Not only do we live in a changed world, but in a chang- 
 ing one, — a world in a condition of unrest, topsy-turvy, in 
 a whirl, dizzy and dazed. The changes that have been 
 made and those that are being advocated present to man- 
 kind problems such as never before tested its mental and 
 spiritual strength. Many visionary schemes have been pro- 
 posed, many pernicious suggestions have been made, many 
 fallacious theories are being advanced; on the other hand 
 there have been some honestly conceived plans and some 
 widely considered proposals. Great are our perils but great 
 also are our possibilities. We cannot shut our eyes to the 
 fact that if we are not to wander into paths which may 
 lead us into bottomless pits, if on the other hand we are 
 not to fall short of the very mountain tops of human at- 
 tainment whence we may look over into The Promised 
 Land, we need to walk, with the lamp of experience for our 
 feet, with the light of reason shining in our face and with 
 the star of hope guiding us onward. To select the true, 
 to reject the false, to hold fast to that which has proved 
 to be good, to seek nothing in its place until it gives sure 
 promise of being better, to adapt ourselves to conditions 
 that have actually changed, to create new agencies if really 
 needed, and to fit ourselves individually and collectively for 
 the work at hand, — this is the great task of mankind. It 
 will require all the stored-up wisdom of the ages and all 
 the intelligence of open, active and liberal minds. It will 
 necessitate a general extension of education, a far wider 
 diffusion of knowledge, a learning broader in its scope and 
 more profound in its research. 
 
 37 
 
Here in the United States as well as in practically every 
 other nation of the world, these complex problems are to 
 be solved by democracies. Millions of men, and also mil- 
 lions of women who have not hitherto participated in the 
 direction of government, either directly or through their 
 chosen representatives, are to work out the answers to 
 these questions that so vitally affect all mankind. The 
 masses, not the select few, are to be responsible for the 
 principles which will be followed and the policies which will 
 be adopted. How great the need of universal popular edu- 
 cation of the highest type and of the most varied character ! 
 How absolute the demand for the development of the char- 
 acter of every individual citizen ! More than ever he is to 
 be a ruler. He must have the training of the ruler, or 
 democracy fails and with it our hopes. 
 
 In the War we learned the lesson of military prepared- 
 ness, perhaps not all the lesson. No less important is pre- 
 paredness in and for peace. The peoples of the World 
 must prepare themselves for the tremendous tasks that lie* 
 immediately ahead of them. Great results are obtained 
 only by the nations that think beforehand, determine in 
 advance their policies, equip themselves for carrying them 
 into execution. Nine-tenths of wisdom, it has been said, 
 consists in being wise in time. The demand of the world 
 in every field of activity is for such previous preparation 
 as will ensure efficient action at the instant that action is 
 required. Nowhere more than in England and the United 
 States was there greater need of a revision of ideas as to 
 the need of special training or preparation for given tasks. 
 England, long the leader in industry, long in possession of 
 the markets of the world, had before the war become self- 
 satisfied and unwilling to learn new methods. She had 
 neglected vocational and technical training until the mar- 
 kets of the world were slipping from her grasp and her 
 maritime supremacy was threatened. We, of America, 
 for many years, had succeeded and prospered because of 
 the marvelous richness of our resources and the multiplic- 
 ity of our opportunities and the lack of keen competition 
 from abroad. We boasted of American adaptability, of 
 our ability to do anything to which our hand turned. We 
 fancied that any of us could do anything sufficiently well 
 without any previous training. Perhaps the most distrust- 
 ful of our countrymen as to this universal capability was 
 the one in the story who, when asked if he could play the 
 piano, answered: "I do not know, I never tried." World 
 
 38 
 
competition and the challenge of the great war have altered 
 our views and we realize now the need of special training 
 for every task, the necessity of systematic study under 
 skilled and experienced teachers. The people, therefore, 
 are making increased demands upon their colleges and uni- 
 versities. 
 
 Our intellectual horizon has widened immensely as a re- 
 sult of the war. Our curricula must everywhere, in col- 
 leges as well as in universities, be modified. In the latter, 
 at least, they must be amplified. Our new international 
 relations necessitate a much more universal and more com- 
 plete knowledge of international law and international po- 
 lity and of the history of other nations wherein we find 
 revealed that which more and more must become a de- 
 veloped science, international psychology. Changed com- 
 mercial conditions demand that many more of us learn 
 foreign languages, be acquainted with foreign customs, 
 have a more extended knowledge of the political and phy- 
 sical geography of all the nations of the world and of the 
 resources and needs of each. Now that nations are the 
 virtual competitors in the world's markets, how increas- 
 ingly important has become the study of political economy 
 and of international finance and exchange. How essential, 
 too, because of the keenness of competition, is thorough 
 training in every one of the sciences that are applicable to 
 industrial production as well as all those that relate to busi- 
 ness organization, commercial methods and accounting. 
 Considering the numerous questions as to the relations of 
 classes and masses, was there ever a time in all mankind's 
 progress when sociology should be studied more profound- 
 ly, more honestly, more universally? Was there ever a 
 moment requiring greater vigilance in watching every de- 
 velopment and change in our constitutional system and in 
 grounding ourselves in the principles of government ? With 
 the tremendous increase of official functions, does not the 
 science of government, especially of administrative govern- 
 ment, take on an importance hard to overestimate? In 
 an age when races of the most widely differing character- 
 istics are being thrown together intimately, can ethnology 
 remain only the diversion of the dilettante? With the 
 strange revelation which the war gave of man's nobility of 
 soul even in the midst of fiendish brutality, should not the 
 spiritual be a field of study and of' scientific inquiry of the 
 greatest importance and the greatest interest? Should not 
 moral and mental philosophy, ethics and religion be more 
 
 39 
 
and more studied? In fact as men come closer together 
 and the corners of the earth are brought nearer to each 
 other, must not every educated man say, as did the Roman 
 poet: "Nothing that affects mankind is foreign to me?" 
 
 In the last quarter of the last century the changed con- 
 ception of the mission of the institutions of higher learn- 
 ing in a democracy, gave birth to the university extension 
 movement. The University went to the people. It estab- 
 lished lecture bureaus and correspondence classes. Public 
 forums were opened; popular discussion was encouraged. 
 Social centers were created ; libraries were put in circula- 
 tion. Summer courses as well as night schools were in- 
 augurated ; college credits were given to those who attended 
 regularly and passed the prescribed examinations. In this 
 way most of the Universities and many of the colleges have 
 been, and are today, endeavoring to raise the standard of 
 the masses and to prepare them for their duties. Of course 
 there are dangers in the extension movement. There is 
 the possibility of superficiality and of getting, as has been 
 said, "the second-rate second-hand." There are many in- 
 stitutions where the limitations upon successful work of 
 this kind are very great. As a rule State universities can 
 best do it; but speaking generally, with the increase of 
 democracy's duties the need becomes more imperative for 
 every institution to try to fit all within its radius of action 
 for the discharge of those duties. It must seek facilities to 
 expand its work within its walls and to extend extramurally. 
 
 Can our institutions of higher learning meet the new de- 
 mands of the times? I feel sure that they can and that 
 they will. It will, however, be necessary for them to' ap- 
 preciate not only the magnitude of the task but also its 
 variety. Everywhere facilities will have to be increased, 
 equipment perfected, and above all a decent standard of 
 salaries fixed for the teaching and administrative staffs. 
 Great as is the work, it does not call for the establishment 
 of new colleges. There are over six hundred in the United 
 States now. The strengthening of those that exist is the 
 need. In undertaking to do this we must consider the 
 differences in the conditions in the various colleges, the 
 variety of the educational needs of the country and par- 
 ticularly the special requirements of the locality or con- 
 stituency which each one is under obligation to* serve. Each 
 institution of higher learning should determine the radius 
 of its activity and the scope of its work, and then equip 
 itself thoroughly. 
 
 40 
 
I am one of those who believe that there is a place for 
 the great university and also for the small college, and that 
 our educational system will be perfected when the two 
 types co-ordinate their work. The larger portion of the 
 young men and women of the country have neither the 
 financial means nor the inclination to take strictly cultural 
 courses. As the democratic idea spreads, the universities 
 will more and more feel it to be their duty to do what 
 they can to broaden the lives and develop the minds of all 
 who can be reached and to* fit them for the practical duties 
 of life, rather than to give the highest culture to the com- 
 parative few. Those universities which are supported by 
 the States and perhaps others which are richly endowed, 
 will continue to offer courses in most of the subjects of 
 leraning and to give great freedom to' students in their 
 choice of studies. Yet where they are not sustained by 
 the taxing-power of the state, I believe that even the great 
 universities will cease to attempt to' teach everything and 
 that in higher studies, where students are comparatively 
 few, they will avoid unnecessary duplication of work and 
 each will confine itself to' teaching that which it can teach 
 best by reason of its equipment or its location. 
 
 The World, it is said, has been made safe for democracy. 
 But in this year of its triumph democracy faces its greatest 
 trial. It has to demonstrate that it, itself, is safe for the 
 World. In our thoughts about democracy we are too prone 
 to consider only the first part of the word, the "demos," 
 the people, the multitude, mass action. We forget that 
 the second part of the word, the "cracy" states its essen- 
 tial meaning and sets forth the true purpose of democracy, 
 namely to rule, to govern, to direct. The greatest need of 
 mankind today is wise leadership. Without this, democracy 
 is anarchy. That leadership must be representative and not 
 personal, with a division and not a centralization of power; 
 otherwise democracy lapses into absolutism. The highest 
 function of institutions of learning today is to teach respect 
 for law and for legally established authority, to instill into 
 the minds of the people a conception of the necessity of 
 leadership as well as to train as leaders those who have the 
 necessary natural capacity. In my opinion this is a field 
 of work in which the American college as distinguished 
 from the university, — the small college — can render spe- 
 cially valuable services. The training of leaders requires, 
 today as never before, education in those subjects which 
 
 41 
 
the small colleges have taught in the past and for the 
 broader teaching of which they can, with comparative ease, 
 secure additional facilities. 
 
 It is frequently said that the education of the future must 
 relate more to the physical and applied sciences, that in- 
 struction in them is necessary to< triumph in war as well 
 as to win in the industrial competition that exists today. 
 We realize that every man must specialize and train the 
 faculty in which by nature he excels. Yet the late Great 
 War itself and the things that led up to it show that edu- 
 cation is needed in other things than the physical sciences. 
 In fact, that universal struggle was a fight against misap- 
 plied science and in particular against perverted material 
 science. There is need, now more than ever, of education 
 in political and moral sciences, in philosophy and psychol- 
 ogy, in history, in the humanities. The war taught us that 
 morale is as essential to* military success as machines; it 
 revealed to us the strength of the spirit as well as of the 
 sword; it taught us that nations have souls no less than 
 the individuals which compose them. Therefore all the 
 studies that I have just mentioned have become of added 
 importance to us. In the rendering of this great service 
 to humanity I know of no better agency than the; small col- 
 lege, — institutions, like Hobart, seeking to do not much but 
 to do thoroughly what they attempt to do, institutions en- 
 dowed with high ideals, rich in glorious traditions, free 
 from state control, supported, however, by men of public 
 spirit, officered by men of unselfish devotion, attended by 
 students of lofty purpose and noble aims. This historic 
 college so charmingly situated on the shores of Seneca 
 Lake, — this college, venerable yet virile — can, I am sure, 
 look forward to a future of ever-increasing usefulness, de- 
 veloping in the main along the old lines, expanding and 
 broadening but never spreading out thin, giving the general 
 education rather than the special, the cultural rather than 
 the professional. 
 
 The field of educational work is, indeed, immense; the 
 opportunities are infinite. In these dark days when we 
 seek to solve the problems that loom up so portentous, — 
 the readjustment of international relations, the reconstruc- 
 tion of the world, the reconciliation of the conflicting claims 
 of capital and labor, the adaptation of old methods and in- 
 stitutions to new conditions, the realization of democracy's 
 great mission, the preservation of the fundamental prin- 
 
 42 
 
ciples of social and political welfare, — it is to the colleges 
 and the universities that the people turn as to beacons of 
 light. They are not only agencies of democracy, but ex- 
 amples of it, for they help men by teaching them how to 
 help themselves. The world today looks to its college-men 
 for the spirit of progress born of the knowledge that con- 
 stantly seeks better things; for the spirit of conservatism 
 born of the wisdom derived from the lessons of the past 
 that warn against rash experiments and hasty expedients; 
 and finally for the spirit of truth, the ceaseless striving for 
 the real and the eternal. 
 
 Nothing is more needed today than that conscientious 
 search for the truth and that fearless expression of it which 
 characterize true academic freedom. Thorough as, in 
 many respects, was the work done in the German universi- 
 ties, we now see that governmental control of them, — the 
 repression of the truth and the warped statement of his- 
 torical and philosophical doctrine under official pressure or 
 inducement, — was one of the greatest evils from which that 
 nation suffered and one of the most potent causes of the 
 recent world catastrophe. That America's educational sys- 
 tem may not fall into this danger but that she may ever 
 have a great number of colleges free from all political domi- 
 nation is our earnest prayer. This search for the truth is, 
 indeed, the purpose of all education ; it is the goal of all hu- 
 man endeavor. If I were to give a motto to this college 
 for its teachers and its students, it would be those fine 
 words of one of the purest-minded patriots who ever came 
 to this country : "Seek the truth without prejudice ; speak 
 the truth without fear." Were all the colleges to adopt 
 this motto and all their sons and daughters to observe it, 
 these institutions would become the most serviceable of all 
 human agencies, solving the problems of these after- war 
 days and so directing the minds of men that future wars 
 would be avoided; and the future of humanity would be 
 forever secure. 
 
 43 
 
LIBERTY AND LAW. 
 
 An Address at the x\nnual Banquet of the School of Law 
 of George Washington University, April 13, 1920, by 
 
 Wendell Phillips Stafford, 
 
 Justice of the Supreme Court of the District of Columbia, 
 
 and Professor of Law in the George Washington 
 
 University. 
 Mr. Toastmaster: 
 
 I am going to speak to you for a little while this evening 
 on a very large subject, ''Liberty and Law." Really it is 
 the only subject upon which a lawyer ever can speak, be- 
 cause the whole history of law consists in nothing more 
 than a series of adjustments between liberty and law. It 
 makes no difference whether you are speaking of law 
 in the narrow sense or in the broad sense. It makes no 
 difference whether you are speaking of law in the sense in 
 which we lawyers use it or in the sense in which it is used 
 by scientists, philosophers and theologians. The prop- 
 osition holds good just the same. Let us see if it is 
 not so. Suppose we begin with the mineral and vegetable 
 worlds. Does any man question that here everything is 
 governed and directed by law There is no such thing as 
 liberty in these worlds. The will of the Father is supreme 
 and unresisted. Law rules. In the purely animal world 
 it is essentially the same. What we call instinct is only 
 the manifestation of the Father's will. It is only the oper- 
 ation of law. The beast obeys, but he does it blindly and 
 instinctively, not as a matter of choice. In these lower 
 worlds we have no conflict between liberty and law because 
 it is all law. Conflict there is, of course — chemical conflict, 
 conflict in the vegetable world, plant crowding out plant, 
 plant living upon plant; conflict in the animal world — fierce, 
 unceasing conflict, species preying upon species — yet always 
 in obedience to law, never in opposition to it. But when we 
 come to man we find a new kind of conflict, a conflict with 
 law — a conflict within himself. Of course he has also the 
 same kind of conflict that the animals have, with things 
 outside him. But he has a fiercer conflict still inside. Be- 
 cause he found out, at a certain stage of his existence, that 
 he could disobey the Father if he chose. He could make a 
 law for himself and could defy the law that was laid upon 
 him from above. And he did it. Then began a conflict 
 that has lasted ever since. We call him a free agent, and 
 yet he is hedged about by certain laws which he must obey 
 
 44 
 
if he would live at all. He must eat and drink or he will 
 die. He must look out for the fire or he will be burned. He 
 must look out for the water or he will be drowned. He is 
 almost completely surrounded by barriers of law that he 
 simply cannot pass over. Little by little he learns what 
 these are and he obeys them because he sees that the price 
 of disobedience is more than he can afford to pay. The 
 wages of sin is literally death. There are other laws that 
 are no less real, and carry penalties no less deadly, but these 
 he does not understand as yet. He has heard them with 
 his ears but he has not taken them to heart, and he is ready 
 to run the risk of disobeying these. The punishment comes 
 in course of time but it may be so long in coming that the 
 connection is not perceived. Yet even in these cases the 
 wages of sin is death. There is no case in which a law of 
 God is disobeyed in which there does not follow the death 
 of something akin to life. Something that would have lived 
 if the law had been kept has ceased to live or has never come 
 to birth because the law has been broken. 
 
 How is it now in societies of men? Here another agency 
 is at work. Individual wills are striving and clashing with 
 one another and there is no such conflict among the beasts 
 of the field as there is among the superior beasts called men. 
 But when we look at the matter closely we see that there is 
 nothing new or different even here. It is the same old 
 conflict between liberty and law. Here it is the law of the 
 universe in conflict with the dictates of individual selfishness. 
 For what is it that men are doing when they try to live to- 
 gether peacefully and helpfully, and to build up states and 
 nations to that end? They are merely imitating the opera- 
 tions of nature, obeying the Father's will by attempting to 
 live in harmony with the laws of His universe. They are 
 seeking to bring unity out of diversity, harmony out of 
 discord. As Browning wrote: 
 
 "A people is but the attempt of many 
 To rise to the completer life of one/' 
 
 We see then a little of what Saint Paul meant when he said, 
 "The powers that be are ordained of God." They were. 
 The Roman State of Saint Paul's time was a marvel of 
 human law, the admiration of the world to this day. And if 
 you trace government back to the beginning you see even 
 more clearly how inevitable and providential it all was. 
 As men increased in numbers it became necessary that they 
 should live more or less together, and only those societies 
 
 45 
 
that followed certain lines of conduct could survive. The 
 rest went to the wall or died out. For one thing the tribe 
 that had the best leader or showed the best team work would 
 be likely to get the better of the others and supplant them. 
 And so the race entered upon that long road of social prog- 
 ress of which the end has not been reached even yet. It 
 learned by hard knocks that men could not get along to- 
 gether unless they were willing to submit to some sort of 
 control. They had to give up some of their individual lib- 
 erty in order to live at all. It was a case of a half loaf being 
 better than no bread. If each member of the tribe stood out 
 by himself he stood a good chance of being killed off by 
 the neighboring tribe. But if the whole tribe stood to- 
 gether, and especially if it picked out a bright, brave man 
 for leader, they might all have a chance to live. And the 
 same thing held true when the tribe had grown into the na- 
 tion. And it held true as among the members of the tribe, 
 just as it did as between the tribe itself and other tribes. 
 For one member or one family might take more than be- 
 longed to it unless the tribe hung together and laid down 
 a few rules that no individual and no family could be al- 
 lowed to break. So just as man the individual found ^that 
 in order to live and prosper he must lay upon himself ob- 
 tain rules of conduct, so man the social organism found that 
 it must do the same. And every such rule represented a 
 conquest of law over liberty. Yet it was in the interest of 
 liberty after all. The liberty of the individual was sacri- 
 ficed that the liberty of the tribe or the nation might be se- 
 cured. It was an adjustment between liberty and law. If 
 the law was a good law it was because it was made in the 
 interest of the whole. If it was a bad law it was because 
 it was made in the interest of a part — of a tyrant, or a 
 family or a class. 
 
 Now where do we stand today in this course of develop- 
 ment? In all the countries of the civilized world men see 
 and acknowledge the necessity for law. In all the free 
 countries they see and acknowledge that laws ought to be 
 made in the interest of the whole. In all democratic coun- 
 tries they see and acknowledge that the laws ought to be 
 made by the people themselves. We are in no danger now 
 from any king or single despot of any sort. The danger in 
 a democracy is that some faction or group may get control 
 and make laws in its own interest, or interfere with the 
 execution of the people's laws. This a minority can do if it 
 happens to possess certain advantages over the majority. 
 It may be more active or better organized or better led. 
 
 46 
 
The people, the great majority, m|ay be asleep or lazy or 
 indifferent or uninformed or unorganized, or their repre- 
 sentatives may be timid or even cowardly or at the best they 
 may be unequal to their task. And so a mere minority may 
 be allowed to flourish a club over the head of government 
 itself. When things reach such a pass there is only one 
 remedy left — a rousing call to the people themselves to 
 take things into their own hands once more, to send all 
 timid, time-serving, incompetent public servants home, and 
 to call out the strong and fearless men, the upright and 
 clear-headed men to take their place. Such men there are 
 all through the land. They will come out if they are called, 
 and when the crisis comes they will be called, they must be 
 called, there is no other way. There is no royal road to 
 safety. There is no chance or hope in a democracy unless 
 we can trust the honest intelligence of the millions in a time 
 like this. If we cannot build on that, we have nothing left 
 to build on. Now it is right here that lawyers have a chance 
 to be of some real use. They can analyze things. They can 
 show the principles that are involved. They can point out 
 the bounds of liberty and show where the duty of obedience 
 has been broken. Every lawyer is bound, first of all, to 
 think out such public questions for himself, earnestly, clear- 
 ly and carefully, and then to give the public the benefit of 
 his thinking. It cannot be expected that we shall all think 
 alike, certainly not to start with, but we can never hope to 
 think alike unless we all set about thinking, and think ear- 
 nestly, clearly and carefully, and then tell our fellows what 
 we think, and tell them with honesty and courage. 
 
 We have seen that in the lowest stages of existence law 
 is supreme and unresisted; that in the world of human ac- 
 tivity free will comes into play and there is perpetual con- 
 flict requiring adjustment after adjustment between liberty 
 and law. But this is not the end. There is a third stage, 
 and here once more the conflict ceases and law becomes 
 supreme and unresisted. It is the stage in which the will 
 bows freely to the law and performs it with a whole heart. 
 In the individual that stage is reached when the heart ac- 
 cepts the will of God as revealed in lesus Christ and desires 
 nothing but to act in accordance with that will. As Tenny- 
 son sang with all reverence : , 
 
 "Our wills are ours to make them Thine." 
 
 That is the service that is perfect freedom. That is the 
 glorious liberty of the children of God. It is real obedience. 
 
 47 
 
It is not the involuntary obedience of the plant. It is not 
 the blind obedience of the beast. It is not the slavish obedi- 
 ence of fear. It is the glad obedience of love, eager and 
 swift to do the Father's will. But you say we cannot look 
 for such an attitude as that towards anv human law. Yet 
 there have been times when we have seen something like 
 that — times when the patriotic heart of the nation has beat 
 in perfect unison with its law, and men have not asked 
 what they must do for their country but only what they 
 could do for their country. The ideal state is the devotion 
 to law that obeys without a thought of penalty or compul- 
 sion — obeys the law out of pure love for the country whose 
 voice the law is. 
 
 This university, this school of law, has a great treasure 
 and inspiration in the name it is permitted to bear, the name 
 of the Father of his Country. Before I sit down let me ask 
 you for one moment to think of him. He won our inde- 
 pendence for us. He secured for us a Constitution, the 
 foundation of all our laws. We can face the future with 
 confidence and gladness if only we can live true to the 
 lessons we have learned from him. 
 
 48 
 
George Washington University 
 
 Law School 
 
 GO-EDUCATIONAL 
 
 Member of the Association ot American Law 
 Schools. Maximum credit by other schools. Instruc- 
 tion by most approved methods by professional 
 teachers and by lawyers in active practice. 
 
 SUMMER SESSION 1920 
 
 June 21 — August 4 
 
 Students may begin the study of law during the 
 Summer Session. Regular students already enrolled 
 may continue their work for the degree supplementing 
 or lightening the work ot the regular term. Special 
 students are also admitted, including students in other 
 law schools. 
 
 Subjects for the Summer Session 1920 
 
 Equity, Domestic Relations, Mortgages, Municipal 
 Corporations, Personal Property, Principles of Legal 
 Liability, Quasi-Contracts and Sales. 
 
 Classes 7 50-8.40 a. m. and 5.10-6.50 p. m. 
 
 Students may pursue their work entirely in the 
 late afternoon classes from 5.10 to 6.50, or partly in 
 the afternoon and partly in the early morning classes. 
 
 For announcement and other information appli- 
 cation should be made to the Secretary of the Law 
 School, New Masonic Temple, Main 4540. 
 

 UNIVERSITY OF ILLINOIS-URBANA 
 
 3 0112110184626 
 
 George Washington University 
 
 Washington, D. C. 
 
 er School 
 
 5ix-week and nine-week courses 
 
 Beginning June 21, 1920 
 
 5UBJLCT5 OF INSTRUCTION 
 
 Art 
 
 Household Economics 
 
 Chemistry 
 
 Law 
 
 Economics 
 
 Library Science 
 
 Education 
 
 Mathematics 
 
 English 
 
 Philosophy 
 
 French 
 
 Physics 
 
 Geography 
 
 Political Science 
 
 Geology 
 
 Psychology 
 
 German 
 
 Sociology 
 
 History 
 
 Spanish 
 
 The Summer School Bulletin, giving full information, will be 
 
 sent upon request 
 
 ADDRESS COMMUNICATIONS TO 
 
 DIRECTOR SUMMER 5CHOOL ' 
 
 2023 G STREET NORTHWEST 
 
 WASHINGTON, D. C. 
 
 For announcement of Summer Law School 
 
 seeprevious page 
 
 The Reg-ular Annual Courses of the University for the 
 next academic year will beg-in on the last Wednesday of 
 September — September 29th. 
 
 *T.