The History of Dartmouth College Part 15

"Dr. Tyler's invaluable services to the church were continued, in various spheres, till his death May 14, 1858, his wife, Mrs. Esther (Stone) Tyler, surviving him only one week."

CHAPTER XV.

INAUGURATION OF PRESIDENT LORD.

Rev. Nathan Lord, D.D., of Amherst, New Hampshire, was elected the sixth president of the college. We insert entire his inaugural address, delivered October 29, 1828.

"The revival of learning, like that of religion, originally effected through the instrumentality of the press, though long hindered by the successive political convulsions and changes of the world, is now evidently in the course of rapid advancement, and is producing a deep and wide impression upon the ma.s.s of civilized society. It is pervading all cla.s.ses, and affecting all interests. Its influence penetrates every public and private inst.i.tution, and is exciting the best energies of the human mind, both to the invention of new methods of intellectual cultivation and the application of knowledge to the practical purposes of life. Fostered by the spirit of freedom, which goes before to disenthral the mind from that state of servitude in which its powers had been made to minister to ignorant and wayward ambition, or still more cramping and perverting superst.i.tion, it promises to gain an universal ascendancy, and to render all that influence which had been arrayed against it, henceforth subservient only to its triumphs.

"But it is characteristic of the human mind, when set at liberty from ancient prejudices, and permitted to range in search of expected good, to become extreme in its calculations and projects of improvement, and to distract itself amidst the variety of its experiments. And more especially when its enterprises are favored by the encouragement of wealth, and sustained by the indiscriminate approval of the mult.i.tude.

It is then, that overlooking the maxims of sound philosophy, and disregarding the safe lessons of experience, it is beguiled into the adoption of untried theories, and wastes its strength in the prosecution of plans, which are found at length to accord neither with the const.i.tution of our nature nor with the approved usages of society. I will not say, that this is a great evil in comparison with that state of mental va.s.salage and inaction in which nothing is attempted, nor even conceived, for the true interests of mankind. For, the mind unfettered, will ordinarily be corrected of its mistakes and brought back from its wanderings, when truth is the object of its aspirations, and happiness is the prize only of successful effort. But we may learn from this infirmity of our nature, to be cautious in our estimates of the good before us, and to use that moderation in our endeavors which will leave us nothing to regret, when their end shall have been attained.

"It will scarcely be doubted that the impulse which society has received, particularly since the commencement of the pa.s.sing century, and which has evidently been connected with the growth of freedom in this country, has been attended with many of these excesses, and not the least probably in the department of education. Numerous adventurers have set forth upon this field, with different pretensions indeed, and unequal advantages, but all large in their expectations, and confident of success. They have seemed to themselves almost to realize the ideal good, to annihilate the s.p.a.ce between barbarism and refinement, to find in relation to intellectual attainment what experimental philosophy had sought in vain, the mysterious agent which should trans.m.u.te the baser metals into gold.

"Without denying at all the actual advance of learning, or disparaging the improvements which are taking place in the arrangements and administration both of public and private seminaries, we cannot be so fond (_absit invidia verbo_) as to accredit all the inventions of this restless age. We cannot suppose that paths so various, which have been struck out in the heat of compet.i.tion, and systems based on principles and conducted by methods so frequently differing from each other, will all conduce to the purposes for which they are intended, except as they may excite more general attention to the interests of education, and furnish materials of which wisdom and experience shall at length avail themselves, to perfect truer and more practicable systems, suited to the intellectual and moral nature of man, and to the various relations and interests of life. In this view, it is evident that the conduct of public literary inst.i.tutions, at the present time, is attended with no trivial embarra.s.sments. That expansion of the public mind and progress of society, which necessarily take place in a country favored with advantages of elementary instruction and general information, will always be creating just demands upon the higher seats of learning, which will task all their energies, and bring into requisition all their resources. The ma.s.s of the community, becoming more enlightened, will call for proportionally higher qualifications in those who are sent out to preside over the public interests, and their progress in influence will produce a yet more powerful reaction.

But to meet these demands amidst the conflicting sectional interests and fluctuations of public feeling, which are usually attendant upon a state of freedom, to discriminate rightly between the diverse systems of instruction and discipline, which are set forth with such frequency and such earnestness of commendation; to keep so near the public sentiment as not to lose the confidence of the community, and yet not to follow it so implicitly as to sacrifice the more desirable good of self-approbation; this is a labor which can be estimated by those only who have had the trial of sustaining it. Inst.i.tutions that have become venerable by age, powerful in resources and patronage, may go forward to introduce, not only accredited improvements but doubtful changes; and may bring the systems, which either the wise have devised, or the popular voice has required, to the test of actual experiment. But feebler inst.i.tutions cannot leave the ground of general principles, which, however it may be safer and ultimately more subservient to their true interests, cannot always be easily ascertained, and frequently fails of being approved amidst the varying circ.u.mstances, relations, and interests of society.

"The principle which has generally obtained in regard to the colleges of this country, of making them merely introductory to a professional education, is one too important in its connections and results to be hastily relinquished. The correspondence which usually exists between the genius of civil governments, and the arrangement of literary inst.i.tutions, has been very happily exemplified in our system of schools, rising in regular gradation from the primary to the professional, and wisely accommodated to the public convenience and necessity. This system, whatever defects may have existed in some of its practical operations, has been found, on the whole, admirably suited to the condition of society. Its parts having kept their fair proportions, each one performing its peculiar office, and all acting and reacting upon each other, it is out of question that the results of the whole, in the general diffusion of knowledge and elevation of the public character, have been salutary to a degree unprecedented in the history of the world; and its general adoption, with modifications according to the different circ.u.mstances of society, may be contemplated as one of the surest pledges of our national prosperity.

Apart from the multiplied facilities of instruction, which upon this system are afforded at the cheapest rate to all who would enjoy the benefits of education, that spirit of fair and honorable compet.i.tion, which is necessarily excited between so many kindred inst.i.tutions, would seem to insure improvements proportioned to the means which are afforded them, and prove a check upon those abuses which have usually attended establishments of more extended influence and less responsibility.

"But it would seem important to the continued success of this system, that its several parts should still be kept distinct and subordinate.

I will not say that they may not subsist harmoniously, and be conducted usefully upon the same ground. I will not say that an university, sectional or national, that shall, in its separate colleges and halls, prepare our youth for the various departments of life, may not consist with the spirit of our civil governments, and be guarded against the evils which have generally attended establishments so complicate, and of such numerous resort. However this may be judged, it will be found, I apprehend, the wisdom of our scattered inst.i.tutions, to preserve their individuality, and remain true, as to their general regulations, to the purpose of their foundation. With respect, particularly, to the arrangements of a college, it would seem not less true than in regard to the efforts of an individual mind, or the operations of a machine, that however numerous and various these arrangements may be in detail, the most beneficial results cannot be expected without unity of design. Between that kind of cultivation and discipline necessary as a foundation for professional eminence, and that which is required for success in mercantile, mechanical, or agricultural occupation, there is a very natural and obvious distinction. And not only is it desirable that they who will be successful mainly as they shall be conversant with books, who require to be learned men, and they whose concern lies princ.i.p.ally in the active business of life, in skill or labor, should have in some respects a different course of study, but be subjected to the influence of different minds, and examples, and rules, and scenes, and a.s.sociations, corresponding to the different relations which they will sustain. 'Non omnia possumus omnes,' is a proverb applicable both to teachers and to pupils, and it would forbid the supposition, that minds which act upon others for widely different purposes, should do it always with the best effect, or that they who are so acted upon, should not sometimes suffer injury from the inadequate or ill appropriated influence that is exerted over them.

"But the evils of commingling within the walls of college, and subjecting to the same general influence, persons or cla.s.ses, requiring a different preparatory training, would not, probably, be greater than those which would result from an attempt to carry collegial instruction above the simple groundwork of the professions, and to accommodate the course of study and discipline to the future intended course of life. To whatever extent improvement should be carried in the preparatory schools, of whatever qualifications young men should be possessed, at the usual time of admission to college, their term of residence here cannot reasonably be thought too long, nor their facilities too ample, for general elementary cultivation. It were not the worst of the evil of providing for professional education at college, that the time which should be devoted to mental preparation would be lost, and young men would go forth into life unfurnished; but many minds uncertain and vacillating soon wearied with the dry elements of one department, would presently attempt another and a third, and disgusted, at length, with all, would resign themselves to a stupefying indolence, or a consuming licentiousness.

The examples of other times, when the learning of universities all had respect to the future political and ecclesiastical relations of the student, and these inst.i.tutions became little better than panders to allied despotism and superst.i.tion, may teach us to cultivate our youth in the elements of general knowledge, and impart vigor and force and freeness to their minds, in the course of sound fundamental study, before they are permitted to engage in any merely professional acquisitions; to practice them well on the broad threshold of science, before they are exposed to be blasted or bewildered by the premature unfolding of its mysteries. They will then go forward, prepared, not merely to acquire the technicalities of a profession, but to investigate its essential principles; to avoid those _ignes fatui_, which so often, with the appearance of truth, mislead and destroy, and draw out from the depths, the living form of truth itself; and thus contribute to the destined emanc.i.p.ation of the world from ignorance, and prejudice, and misrule, and the worse influence of false philosophy. I would not be extreme; but when we consider the controlling influence of mind of those who are accredited as the teachers and guides of other men, and how important that this should be an influence of reason, of knowledge, and of truth, and how slowly and carefully its foundation requires to be laid in the youthful mind, we may well dread to embarra.s.s the process, either by any accidental impressions and a.s.sociations, or by prematurely trusting to its completion. Nor should an exception be claimed even in favor of the Christian ministry. However desirable that they who contemplate this office should be early qualified for the service of G.o.d, and of their fellow men, yet they may not safely trespa.s.s upon college hours, by antic.i.p.ating those higher studies, which await them on other grounds.

"I shall be obliged to trespa.s.s further upon the time of this a.s.sembly, while I glance at a few particulars connected with the attainment of the single end of a collegial education. It has been alleged, that the preparatory schools have frequently failed in qualifying the mind for successful application to the exercises of college. And it has been answered, that college has sent out into the schools inadequate instructors. The evil which is admitted is probably on both sides, and an obvious remedy will be found, in stating and rigidly exacting such terms of matriculation as shall at once bring into requisition the most thorough preparatory instruction, and provide that such instruction may always be obtained.

"It is evident that, other things being equal, those who, by reason of superior early advantages, are prepared to enter upon the prescribed exercises of college with more readiness and effect than others, will ordinarily prosecute and finish their course with proportionably higher reputation. Indeed, to the want of a thorough initiation into the rudiments of learning may be traced much of that indolence and fickleness and easy yielding to temptation, by which the mind, untaught in the labor of successful occupation, and discouraged by the failure of its imprudent efforts, is presently paralyzed, and lost to every honorable and useful purpose. If then it may be provided that early instruction shall be more adequate, and the mind of the student shall be prepared to enter with readiness and effect upon the studies of college, we shall inspire him with that confidence in his own ability and endeavors which is one of the strongest inducements to exertion, and shall insure a degree of improvement limited only by his capacity and application. It may be true, that some of our colleges, by reason of the temptations of poverty, and the zeal of compet.i.tion, accommodating themselves to the convenience of youth, have not increased in their demands in proportion to the advances which have been already made in elementary instruction. Such have doubtless mistaken their true interests. It is believed, that those inst.i.tutions which shall lead in exacting the most extensive and thorough preparation, will have a distinction and a patronage proportioned to the benefits which they shall thus render to society.

"It is of equal importance, that our colleges should be furnished with the materials of study. It was a significant maxim, I think of Juvenal, that it is a great part of learning to know where learning may be found. For, after ascertaining the place of treasure, it is usual to feel the kindling desire of acquisition, and the mind at once receives a corresponding impulse to exertion. The man who has wasted his best days in mental inaction, may feel himself so humbled amidst the productions of genius and learning, which have not instructed him, and instruments, of which he knows not the use, and specimens and models whose properties and beauties he cannot distinguish, that he will wish rather to retreat and forget his poverty, in the gratifications of inferior appet.i.te. But, on these same scenes, the fires of youthful unprost.i.tuted ambition glow with a new intensity, and the mind, here waking to the consciousness of its own energies, aspires to the elevation and dignity for which it is designed. The well stored library and philosophical room and cabinet, create an atmosphere, in which it acts with an unwonted freedom and force, and strengthens itself for the high and laborious service to which it is devoted.

"But, apart from the influence of such scenes and their a.s.sociations, there are more palpable reasons, which especially at this day, call for a great increase of books and apparatus in our literary inst.i.tutions.

"The time has been, when a few worn out text books, descending from one generation of students to another, were thought sufficient for the purposes of a liberal education. But, in that wider range of investigation, to which the mind is now directed, in all departments of study, every source of information requires to be laid open. It is not the lesson from a single author, that is alone sufficient to be committed, but the _subject_, of which possibly a score have treated, that requires to be examined and understood. And neither can the teacher nor the student feel himself adequate to the services before him while any valuable authority, on the broad field of his inquiries, is not accessible, or any means of ill.u.s.tration are unattempted. But these facilities are clearly beyond the resources of individuals, and however voluntary a.s.sociations of students may, to some extent, compensate for private inability, there is a point beyond which public sentiment declares this to be a burden; and it demands that the inst.i.tutions themselves, which proffer the benefits of education, should supply the means by which this end is to be attained. The question between different places of education, is coming to be decided, more frequently, by reference to the comparative advantages which they afford in this respect; and, however it may be necessary that a college should hold out some show of other accommodation, yet neither the convenience of its situation, nor the splendor of its edifices, nor the number and variety of its departments and instructors, will be held in estimation, without corresponding advantages for an extended course of study.

"In regard to a course of study, it were almost adventurous for one without the advantages of experience on this subject, to remark beyond what is already obvious, that it should be simply accommodated to the most perfect discipline and instruction of the mind. And yet, perhaps, it were more presumptuous to suppose, that improvement in this respect has already reached its limits. The changes which have taken place, and are still occurring in the methods of instruction, at the preparatory schools, may be hoped so far to hasten the development and strengthening of the intellectual powers as that the student may come, at an earlier period of his college course, to that cla.s.s of studies which call more immediately for the use of reason, and give it direction in its inquiries after truth. The impulse which the mind receives from an acquaintance with its own powers, and their application to some branches of intellectual philosophy, is a matter of general experience. Every one recollects the pleasure of his first acquisitions in this department of study, and the ardor with which he thenceforth aspired to higher attainments. He breathed a free air, he went forward with a new confidence, and his application to all the duties before him became more easy and more successful. If, then, we might, almost on the threshold of a public education, habituate the mind to itself, and aid it in some of the more simple essays of its own powers, it would seem, that we should prepare it for the readier perception of cla.s.sic beauties, and for mastering more effectually the elements of mathematical, political, and moral science. Study in every department ceases to be a mechanical process, when the mind is thus accustomed, and then we have a.s.surance that study will be a pleasure, and that what becomes a pleasure will be gain and glory.

"If it were asked, whether any branch of college study might be spared, few, probably, would be ready to affirm. However, in the zeal of innovation, the utility of cla.s.sical learning has been decried, it is not probable that the name of scholar will ever be awarded to one who has not loved to spend his days and nights upon the pages of antiquity, nor drunk deep from these original sources of taste, and genius, and philosophy. We believe it has rarely, if ever happened, that one has attained to a symmetry and finished excellency of character, in the varieties of any one department of learning, who has not, at least in the early stages of education, received inspiration from the oratory and poetry of other times, when language was an index to the pa.s.sions and emotions of the soul, and conveyed, not the names only, but the properties of things, the qualities of mind. The very vigor of thought and power of eloquence with which many, with a parricidal spirit, have a.s.sailed the literature of antiquity, were borrowed from its stores; and should their schemes of reform prevail we might fear that other generations, inheriting only their prejudices, without their refinement, would degenerate into comparative barbarism, and with that of learning, that the light also of religion would be extinguished. It is the _worst_ of this spirit that it would seal up the treasures of heavenly wisdom, and take away the armor in which we trust for a.s.sailing the enemies of G.o.d. And however it may be with other interests, we will hope that in this respect, as well as ordinarily in all others, the pulpit will prove a defence of the true interests of man. But, it may be questioned whether, if the field of labor were narrowed, and instead of gleaning as is usually done, from many writers, the student should be more thorough in his application to a few of the most approved, the end of this branch of study would not be as fully answered, and opportunity be afforded for greater acquisitions in the literature of modern times. It has been said, particularly in regard to our own language and country, that the style of writing, of conversation, and of public speaking, among educated men, generally fails of that accuracy, propriety, and refinement which might reasonably be expected from their course of preparatory and professional study. The college is undoubtedly the place where the evil, if it be admitted to exist, should be corrected. And its correction would be found in the greater progress of the student, beyond the task of composition, to the examination of the most approved vernacular writings. It is not so much by his own imperfect attempts as by familiarity with the nature and finished productions of other minds, that he may expect to facilitate his conceptions, to extend the circle of his thoughts, to correct his judgment and his taste, and thus increase the readiness, propriety, and effect of his future efforts. A course of thorough reading and comparison of accredited authors, in connection with occasional researches into the history of English literature and essays at higher criticism, will probably do more towards the accomplishment of polite scholarship than all the principles of grammar and rhetoric, however perfectly understood, without opportunity for such an application.

"The actual instruction of college, and its general economy and administration, are subjects, doubtless, of yet higher consideration.

But, in view of the recent measures of the Trustees of this inst.i.tution, to advance its interests in these particulars, remarks in this place, and on this occasion, might be judged unseasonable. I shall be permitted, however, just to allude to these measures, as an evidence of the deep solicitude with which the inst.i.tution is cherished by its const.i.tuted guardians, and as a pledge, that in all things which relate to its modes of government, discipline, and instruction, they will not be backward to provide that it shall answer the great purposes of its foundation. And in view of the success which already appears to have attended the application of these measures, through the zeal of the Faculty of the college, and the commendable spirit of the students, the hope may well be encouraged, that this venerable seat of learning, which has been the care of Almighty G.o.d, will not fail of His blessing, nor want the confidence, affection, and patronage of an intelligent community.

"But, what is more necessary than any other means and advantages, and without which the growth of any literary inst.i.tution were to be deprecated as one of the greatest of evils, is the pervading influence of moral and religious principle. The moral dangers of a college life have probably been sometimes enhanced in the representation. When the arrangement of duties is such as to require of the student as much use of time, and a habit of application as constant and persevering, as are ordinarily expected in the employments of active life, he would seem, so far, in respect to his principles and his habits, to have an advantage over others, inasmuch as intellectual labor is, in itself, better suited to refine and elevate the affections, and removes one farther from the scenes and objects of temptation. If we add to this, that the student is usually under a more uniform superintendence, and comes more frequently and habitually under the influence of moral precept and religious observances, and that the fact of his supposed dangers makes him more a subject of parental solicitude and counsel and prayer, his advantage is still proportionably increased. And in respect to those inst.i.tutions where these benefits are in the highest degree enjoined, it is believed that the amount of injury to the youth who frequent them is less than that which is suffered by any equal number, in any other sphere of occupation.

"It must, nevertheless, be admitted, that there are dangers to the student in some respects peculiar, affecting deeply the principles of action, and which require a greater care to be prevented, because of the influence which he is destined to exert in future life. The very cultivation of mind has frequently a tendency to impair the moral sensibilities, to induce that pride of conscious ability and variety of attainments, which, as they are most of all affections offensive to G.o.d, so they become, surely, though insensibly, most pernicious in their influence upon the individuals themselves who cherish them, and contribute to poison those streams which ought only to carry abroad health and blessing to the world. That spirit of emulation, also, which is naturally excited among so many aspirants for an honorable distinction, too often leads, on the one hand, in those who excel, to an overweening selfishness and an insatiable ambition, which, in the course of life, sacrifice all principle and the highest interests of society to private gratification; and, on the other, in those whose hopes are disappointed, to a destroying negligence and sensuality. Nor is it to be denied, that the unsanctified literature of antiquity, and many of the productions of our own times, which have the greatest power of attraction over the minds of youth, cannot be a.s.siduously cultivated without danger of corrupting the moral sentiments, and ministering strength to the wrong affections of the mind. Against these evils, and others, more immediately pernicious, which are incident to numerous a.s.sociations of youth, a moral influence, pure, constraining and habitual, requires to be exerted. It is now more than ever demanded, and the fact is most creditable to the spirit of the times, that a literary inst.i.tution should be a safe resort, and no other advantages will, in the common estimation, compensate for defect and failure in this particular. The relations which every individual student sustains to G.o.d and to eternity, call imperiously and aloud, that the great principles of moral obligation, the everlasting distinctions between right and wrong, the methods of the Divine administration, and the solemnities of eternal retribution, should be kept before him, in all their significancy, and enforced by the constraining motives of the gospel of Jesus Christ, without which all secondary authority and influence will be comparatively vain. The relations also of the whole body of students to their country and the world demand, and the admonition is sounded out from every corner of our land, from the city, and the field, and even from the desert, that here should be laid the foundation of those virtuous habits, of that reverence for G.o.d, and practical regard for His ordinances, without which the influence of our educated men will gradually undermine the fair fabric of our national freedom, and the ruins of our country will be heaped up for an everlasting memorial, that neither liberty, nor learning, nor wealth, nor arts, nor arms, can stay the decline of that people among whom the redeeming spirit of Christianity has no permanent abode. I know, indeed, that college is no place for infusing or fostering sectarian prejudices, nor for preferring the weapons of sectarian warfare. No spirit of party should walk abroad on this common ground. No distinctive privileges of a denomination should here be ever claimed or allowed. But, as none are exempted from their obligations to G.o.d, and none are safe without His blessing, it is most evident that this should be the first and last of our labor with those who are themselves immortal, and whose influence is so connected with the highest interests of their fellow men, to encourage a spirit of inwrought piety, and instill the lessons of practical obedience. That is the n.o.blest of all efforts which has respect to the preparation of mind for the service of its Creator among its kindred intelligences, and for the joys of an immortal life. And that will be a glorious consummation (may it be ours to hasten it) when the destined alliance between religion and learning shall be perfected, and their united influence shall be employed, and shall prevail, to raise a world from ignorance and sin and wretchedness, to the dignity and the privilege of the sons of G.o.d. And let us hope, both in regard to this college, whose interests we now cherish, and all other kindred inst.i.tutions, that amidst the changes of society by which they are occasionally affected, and the adversities by which they are depressed, we shall see the vindication of that rule of Providence by which good is always educed from evil. Let us believe that those prejudices and mistakes and errors and abuses, which are wont, in undisturbed prosperity, to become inveterate, shall be done away; that those improvements which may be expected to flow from the influence of free governments and a free Christianity shall prevail, and shall contribute to make the reign of liberty and knowledge and truth not only universal in extent, but perpetual in duration."

CHAPTER XVI.

THE POLICY OF THE COLLEGE, ITS PROGRESS, AND ENLARGEMENT UNDER PRESIDENT LORD'S ADMINISTRATION, FROM 1828 TO 1863.

President Lord's official course was marked by a judicious conservatism.

In nothing was this more conspicuous than in his treatment of the matter of "college honors." Near the close of his administration, the occasion requiring, he published a statement, in which we find the following language:

"It will be recollected that about a quarter of a century ago there arose a simultaneous questioning among the students at most of the New England colleges, in regard to college appointments in general. It was a spontaneous movement of the young men, consequent upon an unusual religious awakening among them, and seemed a common reaction of conscience against a common injurious custom. The students of this college were excited more than others. At least, they were more demonstrative. By memorial, they unanimously requested the Trustees to abolish the existing system.

"The Trustees gave great attention to the request. Having ascertained that the Faculty would readily try the experiment of a change, although but two of them were convinced of its utility, they set aside the existing system of exhibitions, prizes, a.s.signments, etc., and ordained the present system, which fully and consistently excludes the principle of the old. This action of the Trustees was thorough, consistent, and decisive, and was far in advance of what had taken place in any other inst.i.tution. It gave great content to the students.

It was followed by many tokens of public approbation. The Faculty at once found their administration relieved, simplified, and greatly facilitated in general. The college rapidly attained to a degree of patronage and prosperity unprecedented in its history.

"After a few years, a severe outside pressure produced a degree of anxiety in regard to the prudence, if not the principle, of the change. Some distinguished alumni of the college, and other gentlemen, remonstrated against it as an innovation not soundly moral and conservative, but radical and disorganizing. They feared that the college would lose its tone and dignity among learned inst.i.tutions.

The Trustees, though not convinced, were stirred, and again asked the judgment of the Faculty.

"The Faculty replied, that, although they had not, as a body, recommended the adoption of the new system, they had given it, as duty required, a fair experiment, and were constrained to say, that it had turned out better than their expectations. Notwithstanding some inconvenience, it had obviated serious evils, had secured unquestionable benefits, and had given a decided impulse to the college. They were not prepared to advise its discontinuance.

Whereupon the Trustees resolved to adhere.

"Yet, after another short term of years, changes having occurred both in the Trustees and Faculty, and the outside pressure still continuing, the subject again came under the discussion of the Board.

In that instance it was formally proposed by a majority of the Faculty. Some new members had been added to that body, who had had no experience, as college officers, of the old system. Others had left it, and some had seen reasons to change their opinions. A large majority requested that the old _regime_, or something a.n.a.logous to it, should be restored.

"The minority confidently protested. They had had experience on both sides, and were satisfied that the new system had greatly the advantage of the old, both in respect to principle and practical results.

"The Trustees gave the subject their attentive consideration, canva.s.sed conflicting reasons, and still adhered. They enjoined it upon the Faculty to abide by the new system, and to keep its principle inviolate in the college discipline.

"Since that time the question has been at rest. Whatever differences of opinion may have existed in the Board or in the Faculty, they have not interfered with the regular and faithful administration of affairs upon the prescribed basis. The college has not suffered. It has not ceased to flourish, in respect to sound instruction, easy and effective discipline, a righteous order, thorough scholarship, a liberal patronage, and an honorable position. It is believed to be not behind any of its sister colleges in the proper characteristics of a learned inst.i.tution, even though measured not by its best, but its average scholarship, as determined by lot, in the exercises of the Commencement. Its order has become so well settled and understood in this respect, that any reversal of it, principle apart, might be attended with inconveniences and hazards more than sufficient to counterbalance any supposed possible or probable advantages.

"But it is eminently due to the learned Memorialists [Alumni], and to other friends and patrons of the college, to explain more fully the theory on which the Trustees have acted, and which applies equally to the questions now in hand. Wherefore your Committee go on to observe, as first principles:

"1. That a college is a public inst.i.tution, designed and incorporated to qualify young men for leaders of the Church and the State.

"2. That the requisite qualifications for such leadership are knowledge, wisdom, and virtue. Accidental accomplishments are important in giving prominence and effect to more substantial qualities; but these are fundamental and indispensable. Without them the public interests, so far as connected with college, have no security.

"3. That these qualifications are valueless in separation from each other; and are then likely to be injurious in proportion to the degree of culture. Knowledge without wisdom is insane and mischievous; and both without virtue serve but to give greater energy and efficiency to those naturally destructive elements which are common both to individuals and society. Virtue alone, if it could be supposed to exist without knowledge and wisdom, would be but an idea, or an emotion, and practically futile.

"4. That the organization and discipline of a college const.i.tute what we denominate its order; and the highest responsibility rests on its appointed guardians, to perfect and preserve this necessary order agreeably to the highest standards that are known among men.

"5. That the ultimate standard, binding on all Christian educators, is the Scripture; and their ultimate responsibility is to G.o.d. Great lat.i.tude is given them by the State; and they are not held accountable to the civil authorities, in the widest exercise of their discretion, while they infringe not upon the civil statutes. The State leaves them to their own opinions and policy, within the terms of their chartered privileges and the laws in general. The Church has no control over them whatever but in respect to patronage, when they are const.i.tuted as mere civil corporations; and it may not interfere with them but as individual men; nor then, if they happen to sustain no individual and personal relations to it. But the State and the Church are equally ordained of G.o.d; and all educators are responsible to Him that the comprehensive order of their inst.i.tutions shall be in agreement with the principles of His Word, and thereby subservient to the public good.

"6. That the order of a college is, first, mechanical, in respect to its forms, arrangements, and observances; and, secondly, moral, in respect to principle.

"7. That college mechanism in general should have respect to the most perfect development of the powers of students, and be carried on with great exactness and fidelity; that any want of symmetry, proportion, finish, balance, and executive ability, or frequent experimenting and change to meet internal difficulties, or the humors and caprices of society, must tend to failure and dishonor. But that no mechanism, however organically perfect or judiciously administered, that does not embody a righteous moral principle, or that cannot be operated in consistency with it, can be otherwise than injurious in its ultimate results.