Angell And Elliot

W hen Harvard university was epened, twohundred and fifty years ago, the inscription on its gateway announced that its main object was to edúcate ministers. For two hundred years after that time the colleges of the country were managed almost solely by clergymen. Piety and profound scholarship were the n,ain requisites for a college presi dent. It is only within the last jthirty-five years that the policy of putting men of executive ability, men of affairs, at the heads of our ! great educational institutions has become popular. The two most conspicuous examples of this radical ; change of policy in the United States i were the appointments of President Angel] to the University of Michigan, and President Elliot to Harvard, in 1871 and 1869. Neither was a clergyman, but both were men of great learning and wide experience as public educators, although only forty-two and thirty-five years old. They owed their promotion, however, more to their practical, progressive ideas, than to other qualifications. Angelí, with finishedeastern training, was transplanted to the vigorou and virile West, where he found a comparatively young but stalwart institution where his broad,advanced educational methods were adopted readily. He has made Ann Arbor the distinctly American, democratie college of the United States, where neither wealth nor fatnily count, but where student life is simple and inexpensive. In educational methods, learning of purpose goes I hand in hand with learning of classics. Women sit in the recitation rooms on terms of perfect equality and the noise of the hammer and forge are heard on the grounds once sacred to the classic lecturer. President Angelí is today, unquestionably the most successful educatorin America. His selection as president of the Educational Congress at the World's Columbian Exposition was a graceful recognition of that fact by the world's fair officials. -