Memorial Address—Charles Kendall Adams . 
673 
ture: and of tlie people have come over to his ideas and his ideals, 
and civic pride in the university has enormously increased. 
The friction which a few years ago existed between the authori¬ 
ties of the lower schools and the university seems now to have 
disappeared entirely, and a cordial and helpful relation has 
taken its place.” 
President Adams was passionately loyal to and enthusiasti¬ 
cally confident of the great future of the University of Wiscon¬ 
sin. He showed remarkable capacity in choosing members of 
the faculty as well as in uniting and harmonizing them in the 
common work, fostered and stimulated the spirit of research 
among the instructors, and yet would remind them that “the 
university is for the students,” whose instruction should not 
he sacrificed to investigation. His zeal for athletics came 
mainly from the conviction that a maximum of clear and sane 
thinking as well as the most moral living is not to be expected 
from men in poor health. His manifest and well known sym¬ 
pathy with all that made for real religion in the university was 
but the outward expression, of inward belief and consistent home 
living. 
An estimate of the service rendered by President Adams to 
the university and to the cause of higher education, made by 
Dr. Birge at the time of his resignation, pleased President 
Adams above all appreciations then made public. It is as fol¬ 
lows : 
“President Adams was one of the first men in this country 
to catch the spirit and temper of true university study and ad¬ 
ministration. This spirit hei embodied, first, in his own teach¬ 
ing, and this temper, as larger opportunities were afforded him, 
he carried into the institutions of which he has been the head. 
The university temper expresses itself, when it is 1 present, in 
every department of university work from 1 the freshman classes 
to the graduate courses. It was by no means absent from, our 
University in the years before 1892, yet, it has received a mighty 
impulse and stimulus from the example and teachings of Presi¬ 
dent Adams. This internal growth, this development of a 
higher standard of scholarship ini the university, has been Presi¬ 
dent Adams’ great contribution to the intellectual life of the 
state. By a higher standard of scholarship I do not mean the 
exaction of more work from' the student or the mere ‘raising 
of the standard’ in the technical sense, but a lifting of the insti- 
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