to be made professors in Harvard University. That is just what I was doing.

Consider now the sources of my career as a teacher. Those sources were in the times, in that wonderful period of human history, in which my whole educational career lay. Think of it! When I was coming on as a teacher in Harvard, the great prophets and exponents of experimental science in Europe and America were taking possession of that great field. Think how the philosophers of the world were preaching attention to the individual and proclaiming the immense variety in human nature. Think how James Russell Lowell told us in 1886 that democracy must not only raise the average mass, but must give a free field to all the finest qualities of human nature; for that is the only salvation for democracy. Think how Emerson came into power in the days of my youth. Think how Oliver Wendell Holmes, as a teacher of anatomy, physiology, and the carrying of contagion, enlarged the conception of human sagacity, penetration, and discrimination, and combined with that instruction great power of expression in both prose and poetry. Think how Asa Gray, Joseph Henry, Jeffries Wyman, Benjamin Peirce, and Louis Agassiz were the leaders in American science and in methods of teaching science. All that came out of the times when I was a young teacher in Harvard; out of that extraordinary period have come the ideals and the lessons which I have followed all through my active career. Then, as the years went by and the period of combat and persistent effort against opposition passed, and the new structure of Harvard University began to take effect, think how the Divisions and the Faculties gave me the opportunity to see where modern education was going, and where it ought to go. Now and then I could help their labors, especially in the Medical Faculty; but it was the strength of the Harvard Faculties themselves which filled me with strength and what is called leadership. I gave expression and opportunity to their hopes, aspirations, and devotions; and great was the privilege of so doing. You must therefore attribute the successes which I have been privileged to win to the very fortunate circumstances of my life, to the leadership of the extraordinary philosophers and scientists of my time.

And now I want to say a word to the graduates of Harvard here assembled. I cannot find better words than those I used in my inaugural address in October, 1869. They apply to-day.

"There have been doubts, in times yet recent, whether culture were not selfish; whether men of refined tastes and manners could really love Liberty, and be ready to endure hardness for her sake. . . . In yonder old playground, fit spot whereon to commemorate the manliness which there was nurtured, shall soon rise a noble monument which for generations will give convincing answer to such shallow doubts; for over its gates will be written: 'In memory of the sons of Harvard who died for their country.' The future of the University will not be unworthy of its past."

How the young Harvard men have demonstrated in the World War that that last line is true-"The future of the University will not be unworthy of its past." But let me, finally, emphasize the duty of Harvard men, of all educated men, to serve their country in peace as well as in war. I call upon the younger Harvard graduates, and by and by I shall call on the undergraduates, to serve their country with devotion and at sacrifice in peace as well as in war.

GLENN FRANK

A WELCOME TO THE FRESHMEN

Glenn Frank became president of the University of Wisconsin in 1925 after a notable career as author and editor. He was born in Queen City, Missouri, in 1887, graduated from Northwestern University in 1912, was assistant to the president at Northwestern 1912-1916, was associated with Edward A. Filene of Boston 1916-1919, became associate editor of the Century Magazine in 1919 and editor-in-chief in 1921. He is the author of various books and is well known throughout the country as a lecturer. The following address of welcome to the freshman class was given in September, 1925, at the opening of President Frank's administration.

As administrative head of the University of Wisconsin, I welcome you to its halls and to its opportunities.

In a sense there is just a trace of impropriety in my presuming to welcome you to this University in view of the fact that I arrived on its campus only three short weeks in advance of your coming. But in a deeper sense I shall never again be as well fitted to welcome an incoming class as I am this morning, because, for the second time in my life, I know exactly how a freshman feels. I speak as a freshman to freshmen.

I know the ancient and anesthetic ritual of presidential welcomes. I think I know most of the stock advice that has been given to freshmen from the days of Abelard to the epoch-making entrance of the class of '29 to the University of Wisconsin. But I shall indulge in none of that advice this morning. I want only to share with you my feelings about this University, which is to you and to me alike a new world of allurement and challenge.

From slightly different angles, you and I are together setting out on a great adventure this morning. Together we are going to find out whether it is possible for young men and young