File:Review of reviews and world's work (1890) (14577671240).jpg

Identifier: reviewofreviewsw25newy (find matches)
Title: Review of reviews and world's work
Year: 1890 (1890s)
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Publisher: New York Review of Reviews Corp
Contributing Library: Robarts - University of Toronto
Digitizing Sponsor: University of Toronto

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al life and thoughtof the United States. Thetrustees found that, apartfrom a group of older menlike Dr. Harris and Presi-dents Eliot, Oilman, andButler was already accounted the foremost edu-cational leader of the country. This leadershiphad come about—first, through remarkable abilityand training ; and, second, through an even moreremarkable gift of energy, coupled with the crown-ing gift of an untiring willingness to serve. Weare familiar, in this country, with several re-markable examples in university presidencies ofhigh scholarship combined with great organizingand executive talent. President Harper, of Chi-cago, and President Jordan, of the Leland Stanford, are men of such a type. Certainly, Dr.Butler falls not one whit below any of them inthis desirable union of the qualities of the man ofthought and learning, and the man of action. Nicholas Murray Butlers boyhood was spentin New Jersey, and he was fitted for college atPaterson, entering Columbia as a freshman in Low,workmuch
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iiiotograplied last month for the REVIEW OF REVIEWS by Davis i Sanford, N. V. PRESIDENT NICHOLAS MURRAY BUTLER. OF COLUMBIA. Angell, Professor 1878, graduating with honors in LS82, takingthe Columbia degree of Doctor of Philosophy in1884, his courses of post-graduate work being inphilosophy, Latin, and Greek, principally underProfessors Alexander. Drisler, and Short, andthe subject of his thesis for doctors degree be-ing Contributions to the History of LogicalDoctrine. He studied for a year in Europeanuniversities, and on his return, in 1885, wasmade assistant professor of philosophy at his ownalma mater. Although a brilliant and profound scholar ingeneral philosophy and psychology, the practicalbent of his mind showed itself in his keen inter-est in the philosophical basis of education, witha view to the improvement of actual methods ofinstruction and of school organization. Thus, asearly as 1887, only two years after the comple-tion of his student work, he was the moving spirit 173

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