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AMERICAN COLLEGES 
 
 THEIR STUDENTS AND WORK. 
 
 BY 
 
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 CHARLES F. THWING 
 
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 NEW YORK 
 G. P. PUTNAM'S SONS 
 
 182 Fifth Avenue 
 1878. 
 
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 Copyright, 
 
 G. P. PUTNAM'S SONS, 
 
 1878. 
 
CONTENTS 
 
 CHAPTER I. 
 
 PAGK. 
 
 Instruction . i 
 
 CHAPTER II. 
 Expenses and Pecuniary Aid 26 
 
 CHAPTER III. 
 Morals 4° 
 
 CHAPTER IV. 
 
 Religion 55 
 
 CHAPTER V. 
 Societies 69 
 
 CHAPTER VI. 
 
 Athletics and Health 81 
 
 CHAPTER VII. 
 
 Journalism 9 1 
 
 CHAPTER VIII. 
 Fellowships 107 
 
 CHAPTER IX. 
 Choice of a College 117 
 
 CHAPTER X. 
 Rank in college a Test of Future Distinction . 125 
 
 Appendix 14S 
 
 Note.— Parts of Chapters I., II., VII., VIII., and X. have appeared in " Scrib- 
 ners Monthly," and of Chapters III. and IV. in " Sunday Afternoon." 
 
AMERICAN COLLEGES. 
 
 CHAPTER I. 
 
 INSTRUCTION. 
 
 The most delightful feature of the history of 
 college education in America is the constant ex- 
 pansion of the curriculum. The course of study in 
 the first years of Harvard, Yale, Dartmouth, and all 
 the older colleges was very narrow and meager. In 
 Harvard's first decade the ability " to read the originals 
 of the old and new Testament into the Latin tongue, 
 and to resolve them logically, withal being of godly 
 life and conversation," were the only conditions de- 
 manded of the student for obtaining his first degree. 
 But the enlargement of the course of study has from 
 the very first been constant, thorough, and at times ex- 
 ceedingly rapid. Never more rapid has been this 
 enlargement and improvement than within the present 
 decade. The requirements of admission are increas- 
 
2 AMERICAN COLLEGES. 
 
 ing in the amount and accuracy of the knowledge 
 demanded. By the recent advance in science, the 
 scientific studies in college are quadrupled in number 
 and extent. The introduction of the elective system 
 into many colleges is opening fields of knowledge to 
 the college man which have been before closed, except 
 to the special investigator. These characteristics, so 
 admirable and assuring of the progress of the higher 
 education in our country, render, however, any repre- 
 sentation of the studies offered by a college inaccurate 
 for any great length of time. And yet so constant 
 and so regular are the relative advances made by 
 the principal colleges in respect to the breadth and 
 variety of their curriculum that their relative positions 
 remain substantially the same for a series of several 
 years. The following estimates, therefore, serve to 
 represent the amount of the instruction given by the 
 different colleges, not only in the present year, but 
 also in the past two or three years, as well as the gen- 
 eral character of college studies which will probably 
 prevail for the next three or five years. 
 
 The conditions of admission to a college determine 
 to a large extent the character of the instruction of 
 the Freshman year. These conditions are highest at 
 Harvard, and lowest at the small colleges of the West. 
 Harvard's requirements for admission are more than 
 than those of the University of Michigan, Michigan's 
 
INSTRUCTION. 3 
 
 more than those of Yale, with the exception of Greek, 
 and Yale's slightly more than those of Amherst. 
 Michigan, though admitting the graduates of the best 
 High Schools of the State without examination, re- 
 quires in general a more extended knowledge of 
 mathematics than Harvard, but a less extended read- 
 ing of Latin and Greek. The requirements of Har- 
 vard over those of Yale comprise about two thousand 
 lines of Latin poetry, a considerable quantity of Latin 
 prose, a book of Herodotus, a slightly more advanced 
 knowledge of mathematics, an elementary knowledge 
 of one of the physical sciences, and of either French 
 or German. But, leaving out Harvard, and possibly 
 the University of Michigan, the amount of the re- 
 quirements for admission to our colleges presents no 
 great or essential difference. Six or eight orations of 
 Cicero, six books of the ./Eneid, three or four books of 
 the Anabasis, and one, two or three books of the Iliad, 
 beside the Latin and the Greek grammar, represent 
 the principal classical requirements, and arithmetic, 
 algebra, and the simpler portions of plane geometry 
 represent the mathematical. A general knowledge 
 of ancient history, English grammar, and modern 
 geography is also usually requisite to admission. 
 
 But the quality of the knowledge required for en- 
 tering our colleges is subject to greater variations than 
 its quantity. One college demands a far more critical 
 
4 AMERICAN COLLEGES. 
 
 and definite knowledge than another. The examina- 
 tions atone college are written, as at Harvard; at 
 another, oral, as at most colleges ; and at another, 
 both written and oral, as at Yale. One college ex- 
 amines the applicant for three days, as Harvard ; and 
 another, for only one or two, the usual length of time. 
 One college accepts the certificate of a teacher as a 
 truthful indication of the student's worth, and sub- 
 jects him to no examination worthy the name, while 
 another pays little or no heed to it. It is usually re- 
 garded that the entrance examinations at Williams, 
 Dartmouth or Bowdoin are easier than those of 
 Amherst, Amherst's easier than those of Yale, and 
 Yale's easier than those of Harvard. Harvard's en- 
 trance examinations are commonly acknowledged the 
 hardest, and she rejects about fifteen per cent, of ap- 
 plicants. Though more exacting than formerly, most 
 eastern colleges reject less than ten per cent. 
 
 In the following comparisons of courses of in- 
 struction, Harvard and Yale are selected as types of 
 the largest eastern colleges, Amherst as the type of 
 eastern colleges of the average size, as Brown, Dart- 
 mouth, Princeton, and Middlebury as the type of small 
 colleges, as Bates and Colby. The University of 
 Michigan, though its course of study is far more flex- 
 ible than is usual with most colleges, represents the 
 large colleges of the West, Oberlin those of the aver- 
 
INSTRUCTION. 5 
 
 age size, and Beloit the better class of its small 
 colleges, such as Marietta, Olivet. Into one or an- 
 other of these six classes nearly all our three hun- 
 dred colleges easily fall. Although no one of the col- 
 leges named precisely represents all other colleges 
 of its class, each may serve as a general type of them. 
 Amherst may represent Dartmouth and Williams, 
 though the course of instruction at Amherst is some- 
 what different from the course of instruction at either 
 of the sister institutions. 
 
 The classics still continue to form a large part of 
 the course of instruction of most colleges. Though 
 the required study of Latin and Greek ends at Har- 
 vard with the Freshman year, yet the elective courses 
 are more than sufficient to occupy the students' at- 
 tention for the three remaining years. These courses 
 are twenty-three in number, and provide forty-six reci- 
 tations a week. Besides the Greek authors usually 
 read, Harvard offers a course in ecclesiastical and in 
 philosophical Greek, and in Latin, a most unique 
 course in " Latin inscriptions, orthography and pro- 
 nunciation." An opportunity is also offered for the 
 study of Hebrew and Sanskrit. At Yale, about three- 
 fifths of the work of the first two years is devoted to 
 the classics, and the authors are Herodotus, ^Eschy- 
 lus, Cicero, Tacitus, and others usually read in college. 
 The required study of Latin and Greek ceases with 
 
6 AMERICAN COLLEGES. 
 
 the Sophomore year, but if he choose, the student can 
 still give about one-fourth of the work of the remain- 
 der of his course to them. In his Senior year he also 
 lias the opportunity of studying Sanskrit At Am- 
 herst, about two-thirds of the Freshman and one-third 
 of the Sophomore and Junior years are spent upon 
 Latin and Greek. The hardest Greek read is the 
 " Philippics/' and the hardest Latin, Quintilian and 
 Tacitus. At Middlebury, the type of the small East- 
 ern college, Latin grammar, Livy and the Odyssey 
 come in the Freshman year, and the most difficult 
 Greek in the course is probably the " Medea' 1 of 
 Euripides. The instruction in classics ends with the 
 first term of the Junior year. At Michigan, the class- 
 ical instruction is not dissimilar in amount and quality 
 to that of Amherst, but at Oberlin and Beloit easier 
 and fewer authors are read. 
 
 The mathematical instruction in our colleges is 
 less in amount and covers a shorter space of time 
 than the classical. It begins in the Freshman year 
 usually with either solid geometry or the more ad- 
 vanced part of plane, and, passing through trigon- 
 ometry and analytical geometry, ends with mechanics 
 or the calculus. At Harvard, the Freshman recite 
 between three and four hours a week in solid and 
 analytical geometry, plane trigonometry, and advanced 
 algebra. Though no mathematics are prescribed alter 
 
INSTRUCTION. 7 
 
 the first year, ten elective courses offer ample oppor- 
 tunity to the student who wishes to continue the 
 study. Two courses in quaternions are provided, and, 
 so far as I know, Harvard is the only American col- 
 lege at which this new branch of mathematics can be 
 studied. At Yale, about two-fifths of the Freshman 
 and Sophomore years are spent upon mathematics, 
 the study beginning with advanced algebra and end- 
 ing with conic sections and mechanics. During his 
 last two years, if he wish, the student may study cal- 
 culus and analytical mechanics to the extent of four 
 recitations a week, and, during a part of his Senior 
 year, he may devote an equal portion of each week to 
 astronomy. The student at Amherst gives about 
 one-third of his Freshman, and about one-fifth of his 
 Sophomore year to the study of mathematics. Be- 
 ginning with the more advanced plane geometry, he 
 may study algebra, trigonometry, conic sections, and, 
 if he wish, calculus. At Middlcbury, the mathemat- 
 ical instruction begins with algebra in the Freshman 
 year, and ends, at the close of the second year, with 
 calculus. About one-third of the first two years is 
 devoted to the study. At the University of Michigan 
 also, mathematical studies occupy the student's atten- 
 tion for about one-third of the time of his first two 
 years. But these studies in geometry, trigonometry 
 and calculus are of a more advanced character than 
 
8 AMERICAN COLLEGES. 
 
 those at Middlcbury or Amherst, and more advanced 
 than the prescribed mathematical studies at Harvard. 
 Oberlin requires her students to spend about one- 
 fourth of their Freshman year upon mathematics, and 
 permits them to elect calculus as one of the three 
 studies of the first term of the Sophomore year. De- 
 scriptive geometry can also be studied for a single 
 term in the Junior year. Beloit pays as much atten- 
 tion to the study of mathematics as Oberlin, but her 
 students hardly succeed in reaching as advanced a 
 stage of knowledge. 
 
 The facilities for learning the modern languages 
 in our colleges have vastly improved within a few 
 years. Twenty years ago it was difficult to find a 
 graduate who could read French with ease, or German 
 at all. But now no one pretends to call himself 
 thoroughly educated, unless he reads, writes, and 
 speaks these languages with fluency. The facilities 
 for studying Spanish and Italian are still exceedingly 
 meager in most colleges. At Harvard, considerable 
 attention is paid to these as well as to French and 
 German. An elementary knowledge of either French 
 or German is a condition of admission to the college ; 
 and the study of one of these languages composes 
 about one-fifth of the work of the Freshman year. 
 Besides the prescribed course, eight elective courses 
 are offered in German, affording nineteen hours of 
 
INSTRUCTION. g 
 
 recitation a week ; and in French, five elective courses, 
 with fifteen hours of recitation. There are three 
 elective courses in Spanish, and three also in Italian. 
 Cervantes, Calderon, Tasso, Dante, and Petrarch are 
 the chief authors read. A course in the comparative 
 philology of the romance languages is also offered. 
 Two courses in Anglo-Saxon and early English are 
 provided for the student interested in the study of his 
 vernacular ; and in English literature also, two courses 
 are offered, comprising Chaucer, Shakspere, Bacon, 
 Milton, and Dryden. Though at Yale, a knowledge of 
 French is not required for admission, the language 
 may be elected for four recitations a week during the 
 Junior and Senior years ; students are not, however, 
 allowed to elect it unless already having a knowledge 
 of the elements of the language. German is a pre- 
 scribed study of the Junior year for three recitations 
 a week, and may be elected in the Senior year for four 
 recitations. About one-fifth of the work of the first 
 term of the Junior year is devoted to the study of 
 Shakspere and Craik's history of our literature. Anglo- 
 Saxon may be elected in the second term of the Junior 
 year for four hours a week ; and " linguistics " offers an 
 entertaining course of study for a short time in the 
 Senior year. The student of the modern lan- 
 guages at Amherst, though having an elementary 
 knowledge of the French grammar on admission, re- 
 
IO AMERICAN COLLEGES. 
 
 news his study of the language with his second year, 
 and may continue it for three successive terms with 
 about four recitations a week. German he is 
 required to study for a single term, with five ex- 
 ercises a week, and he may also elect it for two 
 terms. Italian and Spanish he can study dur- 
 ing his Junior year, but to them he usually gives 
 comparatively little attention. English literature he 
 also studies for a single term of the Senior year, with 
 three recitations a week. Middlebury is accustomed 
 to provide no instruction in French for her students, 
 though she is now preparing to offer a course of 
 study in it. Most colleges, however, provide at least 
 a small amount of instruction in the language. Ger- 
 man she crowds into four recitations a week of a 
 single term of the Junior year. English (Trench's 
 " Study of Words " and " English, Past and Present ") 
 forms part of the instruction of one term of the 
 Sophomore year ; and English literature (Taine) is 
 studied somewhat in the first term of the Senior year. 
 But most colleges offer very meager opportunities for 
 the study of the origin and growth of either our lan- 
 guage or our literature. At the University of Mich- 
 igan, the study of French begins with the Junior year, 
 and may be continued during the remaining year of 
 the course. Italian and Spanish are among the elec- 
 tive studies of the last half of the Senior year. To 
 
INSTRUCTION. 1 1 
 
 both the English language and literature considerable 
 attention is given. At Oberlin, the study of German 
 begins in the first term of the Sophomore year, and it 
 may form about one-third of the student's work for 
 the remainder of the year. The study of French is 
 limited to a single term ; and, as in most colleges, the 
 student has no opportunity of learning either Spanish 
 or Italian. English literature may be studied in the 
 Senior year. At Beloit, as at Middlebury, French is 
 not set down in the curriculum ; and German is 
 studied for only two of the twelve terms. To English 
 literature, however, the student is able to devote con- 
 siderable attention. 
 
 The instruction in the various departments of 
 science in our colleges has hardly kept abreast with 
 the discoveries of the last ten years. A natural con- 
 servatism and the expense of procuring scientific ap- 
 paratus tend to make the college instruction in science 
 several years behind the promulgation of scientific 
 truths. Harvard, however, fosters in many ways the 
 scientific studies of her students. Besides a prescribed 
 course of two recitations a week in physics, in the 
 Freshman year, she offers six elective courses, with 
 sixteen exercises a week. In chemistry, she provides, 
 in addition to a prescribed course of lectures in the 
 Freshman year, seven elective courses, extending 
 through the three remaining years. In natural history 
 
12 AMERICAN COLLEGES. 
 
 ten courses are offered, with twenty-seven exercises a 
 week. At Yale, the student during his Junior year 
 has three recitations a week in physics ; and in the 
 first term of the year an equal number in chemistry. 
 In the second and longer term, physiology (Huxley) 
 and astronomy are studied. A series of lectures is 
 delivered iri the Senior year upon evolution and cos- 
 mogony ; and geology is a required study of the first 
 term of the year. Elective courses in the various de- 
 partments of natural science and physics are also 
 offered, with about twelve exercises a week during 
 the Senior year. Zoology may also be studied for a 
 short time in the Junior year. The instruction in 
 science at Amherst is of a very comprehensive char- 
 acter. It begins in the middle of the second year 
 with chemistry, and, after passing through mineral- 
 ogy, astronomy, botany, paleontology, it ends at the 
 close of the Senior year with comparative zoology and 
 geology. About two-thirds of the work of the Junior 
 year is of a scientific nature. Middlebury provides 
 instruction in the Junior year in natural philosophy 
 and chemistry for about five hours a week ; and in 
 the first term of the Senior in zoology (Tenney), with 
 two recitations a week, and in the second and third 
 terms in geology (Dana), with four recitations. At 
 the University of Michigan about one-fourth of the 
 work of the Junior year is devoted to physics and 
 
INSTRUCTION. 1 3 
 
 astronomy. Several elective courses in science are 
 offered in the Senior year, providing about twenty- 
 five hours of recitation each week. The course of 
 study in astronomy is more extended than that offered 
 by any other of our colleges. The student at Oberlin 
 begins his scientific studies with natural philosophy 
 (Olmsted) and botany (Gray) in the last term of 
 his Sophomore year. About one-third of the work of 
 the five succeeding terms he may devote, if he wish, 
 to astronomy, chemistry, zoology and geology. The 
 student at Beloit has advantages similar to those of 
 his brother at Oberlin ; he has, however, little or no 
 instruction offered him in zoology. In most colleges, 
 the instruction and lectures in science are supple- 
 mented by the work of the student in the laboratory. 
 Chemical laboratories are established in many colleges, 
 but physical laboratories in but few. 
 
 The advantages our colleges afford their students for 
 the study of philosophy are as various ' as those they 
 offer for the study of science. At Harvard the prescribed 
 course in philosophy (Jevon's Logic, Locke's " Human 
 Understanding ") occupies about one-seventh of the 
 work of the Junior year. But the elective courses are 
 sufficient to occupy all, and more than all, of the 
 Senior year. Beginning with Descartes, a continuous 
 study is made of his successors, Malebranche, Spin- 
 oza, Leibnitz, and of Kant, and the post-Kantians. 
 
I4 AMERICAN COLLEGES. 
 
 The course in Schopenhauer and Hartmann is the 
 only course in the German philosophy of the present 
 day given, so far as I can discover, in any American 
 college. The instruction in philosophy is rather criti- 
 cal than dogmatic ; its purpose is to explain the dif- 
 ferent systems rather than to teach a system. Though 
 more attention is paid to intellectual than to moral 
 philosophy, yet the various ethical theories can be 
 studied in the Senior year, with three recitations a 
 week. In political economy, two elective courses are 
 offered, comprising Mill, Cairnes and Carey. 
 
 At Yale, as at most colleges, the philosophical 
 studies are relegated to the Senior year. Elementary 
 logic is studied for several weeks in the Junior year ; 
 and about one-third of the work of the Senior year is 
 of a philosophical character. Instruction is given by 
 means both of text-books (Porter, Schwegler's History) 
 and of numerous lectures. Political science is a re- 
 quired study of the Senior year, with Fawcett as the 
 principal text-book. An elective course is also offer- 
 ed during the second term, with two exercises a week. 
 At Amherst also about one-third of the work of the 
 Senior year is devoted to philosophy. Hickok and 
 Schwegler are the leading authors studied. Political 
 economy is also taught, but to a somewhat less extent 
 than in either Yale or Harvard. At Middlebury, 
 after the elementary logic of the Junior year, Paley's 
 
INSTRUCTION. 1 5 
 
 " Natural Theology " is studied, with four recitations 
 a week for a single term ; and, in the winter one reci- 
 tation a day is devoted to Butler's " Analogy." In 
 the spring term similar attention is paid to the history 
 of philosophy. Political economy is also studied for 
 a single term, with four recitations a week. At Mich- 
 igan, logic and psychology are required studies of the 
 first half of the Senior year ; and moral philosophy 
 and the history of philosophy are elective studies of 
 the second term. They can, therefore, be made to 
 occupy about one-fifth of the student's time. Polit- 
 ical economy is taught for about five hours a week 
 during one-half of a single term. The student at 
 Oberlin, like the student at Yale and Amherst, may 
 devote about one-third of his Senior year to philo- 
 sophical studies — Butler, Porter, Fairchild represent- 
 ing the principal text-books in mental and moral 
 philosophy, and J. S. Mill in political economy. At 
 Beloit, mental philosophy is studied for a brief period 
 in the Junior year ; and about one-third of the Senior 
 is devoted to logic, moral philosophy and the evidences 
 of Christianity. In most colleges, especially in those 
 under the strongest religious influences, an elemen- 
 tary study is made of these evidences. 
 
 In but few colleges does history receive that at- 
 tention which it is almost universally admitted to de- 
 serve. In most cases the only instruction offered in 
 
IS AMERICAN COLLEGES. 
 
 it consists of a course of lectures, necessarily of a 
 very general character, which, putting the student in 
 possession of mere skeletons of theories and of events, 
 fail both to inspire him with love for the study, and 
 to prompt to independent reading and thinking. Har- 
 vard offers very fair advantages for historical study. 
 The prescribed course comprises Freeman's "Out- 
 lines," the Constitution of the United States, and a 
 study of the English system of government ; ten 
 elective courses are offered, with twenty-six hours of 
 recitation a week. Besides general courses in Euro- 
 pean history, a course in mediaeval institutions is of- 
 fered, which, in its scope and aim, is unique in college 
 instruction. An extended course of study of Ameri- 
 can history is provided; and a single course in 
 diplomatic history is also offered. At Yale the course 
 in history comprises Hallam's " Constitutional His- 
 tory," Woolsey's "International Law," and lectures 
 during one term of the Senior year. But in the first 
 term, Hallam's " Middle Ages " may be taken as an 
 optional study for four hours a week, and in the 
 second term, Bancroft's " History," with two exercises 
 each week. At Amherst about one-third of the work 
 of two terms of the Senior year is devoted to history 
 and political science. Political science is taught in 
 connection with the historical rather than the philo- 
 sophical department. The instruction in history con- 
 
INSTRUCTION. jy 
 
 sists, in the main, of an extended course of lectures 
 upon the general history of Europe. At Middlebury 
 the instruction in history is represented by Guizot's 
 " History of Civilization," in which the student recites 
 four hours a week for a single term. The same 
 amount of time is devoted to international law, with 
 Dr. Woolsey's "Manual" as a text-book. The 
 University of Michigan, during the Freshman and 
 Sophomore years, devotes considerable attention to 
 Roman and Grecian history. Guizot's " History of 
 Civilization" is studied for a brief period of the 
 Junior year. During the second term of the Sopho- 
 more year also, the study of the period from the re- 
 vival of learning to the close of the Thirty Years' 
 War may form about one-third of the student's work. 
 In the Senior year, European and American history 
 may be studied, with five hours of recitation a week. 
 At Oberlin, the instruction given in history consists 
 chiefly of a course of lectures delivered in the second 
 term of the Senior year. At Beloit, ancient his- 
 tory is studied at the beginning of the first and 
 second years ; and in the first term in the Junior 
 year, Guizot's work and the mediaeval history of 
 France form a part of the course. 
 
 It is only within a few years that our colleges have 
 given any instruction in the fine arts. Four years 
 ago a professorship of the history of art was estab- 
 
1 8 AMERICAN COLLEGES. 
 
 lished at Harvard, and the department is now, by 
 means of the three elective courses, one of the most 
 important and popular. Five elective courses in 
 music are also provided, with thirteen recitations and 
 lectures a week. Yale has a " school of the fine arts," 
 whose aim is to provide thorough technical instruction 
 in the arts of painting, sculpture and architecture ; to 
 furnish an acquaintance with all branches of learning 
 relating to the history, theory and practice of art. The 
 course covers three years, and, though it is distinct 
 from the regular college course, is open to all who 
 wish to avail themselves of its advantages. Vassar, 
 in consequence, perhaps, of being a college for women, 
 devotes considerable attention to the fine arts. Be- 
 sides instruction in vocal and instrumental music, op- 
 portunities are offered for " drawing, painting, and 
 modelling in clay and wax." Most of these courses, 
 however, do not belong to the regular curriculum, and 
 considered as a body, our colleges offer only the most 
 meager instruction in the fine arts. 
 
 Considerable attention is now given to rhetoric, 
 writing and speaking, in all the colleges. At Har- 
 vard, instruction is given in rhetoric for two hours a 
 week during half of the Sophomore year,with Professor 
 A. S. Hill's treatise as the principal text-book. Six 
 themes or compositions are written in the Sophomore 
 year, ten in the Junior, and four in the Senior. In 
 
INSTRUCTION. 1 9 
 
 about twelve of these twenty essays the style of writ- 
 ing is chiefly considered, and in eight the thought. 
 An advanced elective course also in rhetoric and 
 composition has recently been established. In elocu- 
 tion the professor gives instruction to those wishing 
 it, and about one-third of the Senior class, besides a 
 few other students, avail themselves of the privilege. 
 At Yale, the study of rhetoric begins about the mid- 
 dle of the Freshman, and ends only with the Senior 
 year. In the first term of the Sophomore year, an 
 exercise in composition is held once in three weeks ; 
 and in the Junior year " forensic disputations " occur 
 twice a term. In his Senior year each student writes 
 four compositions. During a part of the Sophomore 
 year, exercises in declamation also are held. At Am- 
 herst, throughout the four years, exercises in either 
 composition or declamation, or both, are held every 
 week ; and there is probably no college at which 
 greater attention is paid to these departments of edu- 
 cation. Extemporaneous speaking also is cultivated 
 by constant exercises. At Middlebury, weekly ex- 
 ercises in composition and rhetoric are held. At 
 Michigan, the rhetorical and English exercises occur 
 in each week of the Freshman year ; during the 
 Sophomore year, each student is required to write five 
 essays ; and in his Junior year, if he elects the sub- 
 ject, to write and deliver several "speeches." At 
 
20 AMERICAN COLLEGES. 
 
 Oberlin, every student is usually required to write 
 six essays, and take part in six debates in each of the 
 four years of his course, and a brief study of rhetoric 
 is also made. At Beloit, weekly rhetorical exercises 
 are held in which the student " is called occasionally 
 to bear a part." But, beside, the instruction given by 
 the colleges, the societies of the students present other 
 opportunities for both writing and speaking. These 
 societies are more popular at Yale and Amherst than 
 at Harvard ; and, in general, they flourish better in 
 Western than in Eastern colleges. 
 
 Though a few elective or " exchange " courses of 
 instruction have been for years offered by most col- 
 leges, it was not till the accession of the present pres- 
 ident of Harvard that the system of elective studies 
 was introduced. Though introduced at Harvard in 
 the face of much opposition, the system has, by its 
 intellectual and moral advantages, converted opposi- 
 tion into staunch support. It constantly grows in 
 popularity with both professors and students, and 
 each year the number of elective courses is increased 
 and their scope enlarged. At this time (1877-1878), 
 one hundred and ten elective courses are offered, pro- 
 viding two hundred and seventy-eight recitations a 
 week. Students are not permitted, however, to avail 
 themselves of the privileges of the system till the 
 Sophomore year. All the studies of the Freshman 
 
INSTRUCTION. 21 
 
 year are prescribed, and about one-third of those of 
 the Sophomore and Junior years. With the excep- 
 tion of four essays, the studies of the Senior year are 
 elective. The liberty of choice is shown by the fact 
 that one can, during his course, take, as regular studies 
 for a degree, only thirty-four of the two hundred and 
 seventy-eight hours of electives. With the academic 
 year of 1876-77, Yale introduced a system of optional 
 studies. Each Junior and Senior " is required to 
 have four exercises a week in an. optional study ; " 
 that is, about one-third or one-fourth of the work 
 of these two years is elective. Regarding a study 
 having four exercises a week for a year as a " course," 
 there are offered two courses each in Greek, Latin, 
 French and mathematics, one course in German, and 
 what may be regarded as one course, though more 
 than equivalent to four weekly exercises, in Anglo- 
 Saxon and English literature. European history, 
 astronomy, meteorology, mineralogy and mathemat- 
 ical crystallography, geology and paleontology are 
 studied for a single term with four exercises a week 
 in each, and American history, political economy and 
 physics for a similar period with two exercises. 
 Zoology, linguistics and botany each occupies half a 
 term. Sanskrit may be studied for one year, with two 
 double exercises each week. Amherst has a few 
 elective courses, chiefly in science and modern Ian- 
 
22 AMERICAN COLLEGES. 
 
 guages. They are opened to the student in the mid- 
 dle of the second year, and during the remainder of 
 his course he can devote about one-third of his time 
 to them. But Middlebury, the type of small eastern 
 colleges, is accustomed to offer no elective studies to 
 her students. In consequence of the recent reorgani- 
 zation of the departments of instruction of the Univer- 
 sity of Michigan, one-half of its studies for the 
 Bachelors degree have become elective. About one 
 hundred and twenty courses are offered, in a large 
 number of which either six or four recitations are 
 held each week for a half year. At Oberlin, during 
 the principal part of the last three years, four studies 
 are assigned to each term, from which the student is 
 required to choose three. But Beloit, the type of 
 small western colleges, usually offers no elective 
 courses, and this is the case with most colleges, both 
 East and West. The University of Virginia, how- 
 ever, offers, and has offered for years, with its various 
 " schools," a system of study which is entirely 
 elective. 
 
 The following table shows the number of hours of 
 instruction a week which twenty of our representative 
 colleges are accustomed to give in the principal sub- 
 jects of study. At Amherst, for example, there are 
 on an average twenty-one and two-thirds recitations 
 in classics made by all the different classes each week. 
 
INSTRUCTION. 23 
 
 Both prescribed and elective studies are included in 
 the estimate. 
 
 Classics, 
 
 Ancient MatJie- Mod- Sci- Philos- His- Fine 
 
 Lang's, mattes. Lang. ence. ophy. tory. Arts. 
 
 Amherst z\% 10 # 9 17% 6% 5 iy 3 
 
 Boston 25 6 16 10 12 81 
 
 Bowdoin 21 j£ 7^ 11 12^ 8% 6 o 
 
 California 26 6 13 14 9 00 
 
 Cornell 32 12 10 10 10 10 o 
 
 Dartmouth 20 10 4 12 10 20 
 
 Hamilton 22 11 2% 10 10 4% o 
 
 Harvard 61 29 74 68 23 28 21 
 
 Michigan 28 12 15 32 9 80 
 
 Middlebury 18 10 4 13 11 41 
 
 New York 24 12 2 18 8 60 
 
 Northwestern 22 7 15 13^ 7 4% o 
 
 Oberlin 24 12 10 13^ 12 1 1 
 
 Princeton 30 9 7 15 10 20 
 
 Trinity 23 6% 9 12^ 940 
 
 Vassar 27% 8>£ 21 31^ 10 2 17^ 
 
 Vermont 21 12 12 15 9 6 % 
 
 Virginia 15 19 13 22 4 40 
 
 Wesleyan 26 10 11 27 20 5 o 
 
 Yale 38 17 20 25 14 80 
 
 It is impossible to obtain absolute accuracy in 
 estimates essentially so indefinite, since courses of 
 instruction vary each year, and are often different 
 from the published list of studies. Yet, for purposes 
 of comparison, these figures may be regarded as suf- 
 ficiently accurate. 
 
24 AMERICAN COLLEGES. 
 
 But it is not the mere amount of the instruction 
 with which a college provides its students that makes 
 it either great or good. The quality, the tone of that 
 instruction is of equal, if not greater, importance. Its 
 thoroughness and its accuracy, the discrimination, 
 carefulness and patience in thinking which it demands 
 and cultivates, determines, to a large extent, whether 
 a college shall be a first-rate or only an indifferent 
 instrument in the formation of scholarship and men- 
 tal discipline. But upon this critical question opinion 
 varies with all the degrees of the graduate's knowledge 
 of and fondness for his alma mater ; and no precise 
 estimates can be obtained. Yet it is commonly ac- 
 knowledged that certain characteristics are specially 
 fostered by the instruction given in the different col- 
 leges. The typical Yale graduate is ready and 
 thorough ; the Harvard, exact and full ; the Amherst, 
 patient and earnest ; the Williams, well-rounded and 
 well-balanced ; the Dartmouth, independent ; the 
 Middlebury, careful and discriminating ; and the Mich- 
 igan, direct and clear. Positiveness of conviction and 
 readiness in reaching conclusions are in general fos- 
 tered more by the best western, and the critical habit 
 of mind more by the eastern, colleges. Yet these 
 characteristics are very general, and cannot be pressed 
 with close exactness. 
 
 It is also usually recognized that each college has 
 
INSTRUCTION. 2 $ 
 
 one or more departments in which its instruction ex- 
 cels. At Yale, students and graduates regard the in- 
 struction in international law and history, Greek, 
 political economy, and in several branches of science as 
 of eminent excellence. At Amherst, that given in 
 philosophy and advanced Greek; at Williams and 
 Oberlin, that in philosophy ; at Michigan University, 
 that in mathematics, English literature, and history ; 
 and at Harvard, that provided in philosophy, science, 
 Greek, French, and the Fine Arts is generally ac- 
 knowledged to be of unusual worth. But the value 
 of a department of study to the student depends to a 
 great degree upon his aptitude for it ; and, therefore, 
 most diverse judgments may be formed regarding its 
 excellence. This value is often precisely the op- 
 posite of the estimate of the general public respecting 
 it. For it is as original thinkers and authors that the 
 majority of college professors attain a reputation ; 
 but the qualities that fit one for pursuing original in- 
 vestigations, or for elaborating a philosophical system, 
 may unfit him for the patient and painstaking work 
 of the teacher's desk. It is, therefore, oftentimes true 
 that a great scholar, of national reputation, is only an 
 indifferent teacher. 
 
2 6 AMERICAN COLLEGES. 
 
 CHAPTER II. 
 
 EXPENSES AND PECUNIARY AID. 
 
 • The expenses of college men of similar tastes and 
 equal wealth are often of the most diverse amounts. 
 The annual expenditure of two students, occupying 
 the same room, sitting at the same club table, and 
 economizing with great care, may differ by $50 or 
 $100; and the expenditure of two wealthy students, 
 of like tastes and surroundings, usually varies by any 
 amount from $200 to $800. It is, therefore, in the 
 nature of the case, impossible for one writer's esti- 
 mates of the expenses of the students in the different 
 colleges, precisely to correspond with the estimates of 
 other writers. But the labor and care bestowed upon 
 the following averages allow the assurance that they 
 are as accurate as their essentially indefinite nature 
 permits. 
 
 The extremes of the total annual expenses of 
 
EXPENSES AND PECUNIARY AID. 2 J 
 
 students at Harvard, which may be considered the 
 representative of city colleges, — like Yale, and the 
 colleges in the city of New York, — are about $450 
 and $3,000. But the poor, economical student, who 
 stints himself to $450, lives in narrow quarters and 
 eats the cheapest food ; and the rich student, spending 
 $3,000, lives as luxuriously as the wealthiest New 
 York or Boston families. But these amounts are 
 extremes; more poor students spend $550 or $600 
 than $450; the expenses of the majority of wealthy 
 students do not exceed $2,500, and there are only 
 half a dozen among the eight hundred who succeed in 
 consuming $3,000. The poor student pays for tuition 
 $150, as does the rich; for room-rent, with chum, 
 $22 ; for board at the Memorial Hall Club, in which 
 are many of the rich, as well as all of the poor stu- 
 dents, $152 ($4 for 38 weeks). The cost of his coal 
 and gas is about $30, and of his text-books not less 
 than $20. These five items amount to $374, without 
 including either clothes, washing, or travelling ex- 
 penses. He provides furniture for his room, which 
 (a chum bearing half the expense) costs about $50 ; 
 but a room furnished at the beginning of the Fresh- 
 man year requires no special refurnishing afterward. 
 The total annual expenses, therefore, of a Harvard 
 student, of the most rigorous economy, cannot be less 
 than $425, and probably will amount to $500. 
 
2 8 AMERICAN COLLEGES. 
 
 The expenses of a wealthy Harvard student may be 
 thus estimated: For tuition, $150; for room-rent, 
 which is $160 higher than at any other college, $300, — 
 but a room renting for this sum is one of the best of col- 
 lege rooms in America ; for board, at $8 a week, $304 ; 
 for attending theaters, concerts, suppers, $500, — the 
 largest item in the expenses of many a Harvard man ; 
 for society fees and subscriptions, $400 (the initiation 
 fee to one club, the Porcellian, is $500) ; for private ser- 
 vant, — a luxury which about half the students enjoy, 
 — $30; for horses, $150; for coal and gas, $75; and 
 for books, $100. This total amount of #2,000 in- 
 cludes, however, the cost of neither clothes, washing, 
 travelling expenses, nor furniture. The cost of fur- 
 nishing a college room elegantly is not less than #500, 
 and may amount to $1,000. The annual expenses, 
 therefore, of the average wealthy student at Harvard 
 amount to $2,500. A few wealthy students spend 
 more, many less ; the limit on the one side being 
 $2,500 or $3,000, and on the other $1,000 or $1,500. 
 
 What is true of expenses at Harvard applies 
 mutatis mutandis, and without the mutanda being 
 considerable, to Yale and other large city colleges. 
 The most of the necessary expenses, however, are less 
 at Yale than at Harvard. The extremes of room-rent 
 are $25 and $140, and tuition is $140. The poor 
 student can, therefore, pass a year at Yale for from 
 
EXPENSES AND PECUNIARY AW. 29 
 
 $50 to $100 less than at Harvard. To the wealthy 
 student, moreover, New Haven does not present as 
 favorable opportunities for spending money in attend- 
 ing places of amusement as Boston ; but the societies 
 at Yale are more expensive than the Harvard societies. 
 To the wealthy student, therefore, and the student of 
 average means, the expenses of four years at Yale 
 do not differ essentially from the expenses of four 
 years at Harvard. 
 
 But if these large colleges have been charged, as 
 they have been, with being the " colleges of rich men's 
 sons," their aid given to indigent students is very 
 generous. Yale has some twenty-eight scholarships, 
 yielding annually sums varying from $46 to $120, with 
 an average of $60. The basis of their bestowal is — 
 first, the poverty, and, secondly, the scholarship of the 
 recipient. She also distributes, as do many colleges, 
 a considerable amount among her students who intend 
 to be ministers. She annually devotes not less than 
 $8,000 to the aid of this class. Harvard has one 
 hundred and twelve scholarships, whose annual in- 
 comes vary from $40 to $350 ; their total annual in- 
 come is about $26,000, and, therefore, the average in- 
 come of each scholarship does not vary far from 
 $235. The basis of their assignment is — first, schol- 
 arship, and, secondly, character and poverty. A rich 
 student, whose rank is high, does not care to receive 
 
30 
 
 AMERICAN COLLEGES. 
 
 one ; and a poor student, whose rank is low, cannot 
 Twenty-eight scholarships are thus annually distrib- 
 uted among the high-ranking, indigent students of 
 each class. The highest scholars receive the largest 
 scholarships, and the smallest scholarship is usually 
 received by one who holds the fiftieth place in a class 
 of a hundred and fifty. Besides scholarships, she 
 annually either gives or lends to indigent students 
 $3,500. She is also so strongly buttressed by her 
 Thayers, Lowells, and other wealthy friends, that she 
 ventures to say in her annual catalogue that " good 
 scholars of high character, but slender means, are 
 seldom or never obliged to leave college for want of 
 money." 
 
 It is a well-known fact that the expenses of students 
 at country colleges are lighter than at city colleges. 
 The reasons of the fact are the familiar reasons that 
 indicate that a family can live more cheaply in the 
 country than in the city. Not only are the neces- 
 saries of board, rent, clothing, fuel, and tuition cheaper, 
 but also the temptations to spend money in concerts, 
 theatres, suppers, and in every species of pleasant ex- 
 travagance, are fewer. These et cetera, which form 
 so large an item in the annual budget of a Harvard or 
 Yale man, are trifles in the cash-account of an Am- 
 herst or Dartmouth student. A poor student at Am- 
 herst — which may be regarded as the type of large 
 
EXPENSES AND PECUNIARY AID. 
 
 31 
 
 country, as Harvard is of large city, colleges — spends 
 annually about $350, and the rich student about 
 $ 1 ,000. Tuition is the same for both, — $ 1 00 ; but the 
 poor student probably has a room whose rent, with a 
 chum, is only $18 ; and the rich student, one whose 
 rent, without a chum, is J 125. The poor student 
 boards in a club at $3 a week ; and the rich, in a fam- 
 ily at $6. The former limits his expenses for books 
 to the cost of his necessary text-books, — $15; the 
 latter, if he be a man of taste, expends in this way 
 #100. $18 buys the coal and lights of the one, $30 
 those of the other. The one expends in society taxes 
 and subscriptions $15 ; the other, ten times that sum. 
 The poor student probably spends nothing for either 
 horses, concerts, theatres or suppers ; the rich, $150. 
 The annual expenses, therefore, of a student of the 
 most rigorous economy at Amherst, or at colleges of 
 the same character, are about $350, being from $50 
 to $100 less than at Yale, and from $100 to $150 less 
 than at Harvard ; and the expenses of a rich Amherst 
 student, varying from $800 to $1000 or $1 100, are 
 from $500 to $2,000 less than those of a wealthy Yale 
 or Harvard man. The man of average means — the 
 most frequent type of the college student — spends 
 $500 at Amherst, and at Yale or Harvard, $800. 
 
 If the expenses of their students are less, so also 
 the pecuniary aid given by Amherst and like colleges 
 
32 AMERICAN COLLEGES. 
 
 is, in all cases, less than that given by Harvard, and, 
 in many cases, less than that given by Yale. Am- 
 herst and Dartmouth are exceptionally generous. 
 The former has a hundred scholarships, with an aver- 
 age annual income of $86 ; and the latter, one hun- 
 dred and twenty-four of $yo each. Amherst, like 
 Yale, distributes the income of $75,000 among students 
 who are candidates for the ministry. 
 
 In all colleges, besides the aid derived from 
 scholarships and beneficiary funds, students assist 
 themselves by manual labor, teaching, and tutoring. 
 Manual labor offers the inducement of exercise as well 
 as of money, and at Cornell and western colleges, 
 considerable of it is done. Teaching was more in 
 vogue seventy-five years ago than at present. A few 
 Bowdoin and Dartmouth students still spend their 
 winters in those " ruby founts of knowledge," — coun- 
 try school-houses, — but the practice is discouraged by 
 all college faculties. In Yale, and especially in Har- 
 vard, a good deal of tutoring, or coaching, is done ; 
 and, at $2 an hour, it is the most remunerative kind of 
 work. A recent graduate of Harvard carried himself 
 and his brother through college with money earned 
 in this way. 
 
 Many interesting and striking comparisons between 
 the character of an education obtained at our different 
 colleges, and its cost, are suggested by the annexed 
 
EXPENSES AND PECUNIAR Y AID. 33 
 
 tables. It is as true in regard to education as in re- 
 gard to commodities, that what costs most is best. 
 Expenses at Yale and Harvard, which are by many con 
 sidered the best, as they are the largest of our colleges, 
 are by far the highest. The large country colleges 
 in the east, as Princeton, Dartmouth, Amherst, follow 
 Harvard and Yale in respect to expenses ; and are, in 
 turn, followed by small country colleges, as Hamilton. 
 Expenses at large western colleges, as Michigan and 
 North-western Universities, are about the same as at 
 small country colleges in the east. Small western 
 colleges, represented by Beloit and Illinois, graduate 
 their students at the least expense. The Yale or 
 Harvard student of average means, spends nearly twice 
 what the economical student of the college spends, 
 and one-half or one-third of what the wealthy student 
 spends. The expenses of the average Amherst or 
 Dartmouth man are nearly double those of his poor, 
 and one-half those of his rich, brother ; and the same 
 proportional expenditure obtains at Michigan and 
 North-western Universities. The same ratio holds 
 good at small western colleges also. The economical 
 student is graduated at Beloit, for $800; at Dart- 
 mouth, for #1,200 ; at Harvard, for #1,800 ; the student 
 of average means for, respectively, #1,200, #2,000, and 
 and #3,200 ; the wealthy student for #2,000, #3,600, 
 and any amount from #6,000 to #12,000. The ex- 
 
 -\ 
 
34 AMERICAN COLLEGES. 
 
 penses of the poor student at Harvard are almost 
 equal to those of the rich student at Beloit, or to those 
 of the average student at Dartmouth ; and the ex- 
 penses of the average Harvard student are as high as 
 those of the rich Dartmouth student. What one 
 wealthy man at Yale or Harvard spends would educate 
 from ten to twenty poor men at Beloit or Illinois, or 
 from six to twelve poor men at Dartmouth. 
 
 The pecuniary aid given by colleges varies in 
 amount as much as the expenses. As a rule, subject, 
 however, to variations, those colleges whose students 
 spend the most, offer the most aid, as Harvard ; and 
 those whose students spend the least, offer the least 
 aid, as most western colleges. The basis of the be- 
 stowal of aid is generally threefold, — scholarship, need, 
 and character. Many colleges, however, offer special 
 pecuniary privileges to students who intend to be 
 ministers. 
 
 Expenses at Vassar, the only college exclusively for 
 women given in the following table, are about the same 
 as expenses at large country colleges in the east. The 
 economical Vassar woman spends, however, more than 
 her economical brother at Cornell or Union ; but, if 
 she is wealthy or of average means, her expenses are 
 probably less than those of her brother of the same 
 pecuniary ability. The distinctions of wealth are not 
 so marked at Vassar as at most colleges for men, and 
 
EXPEA T SES AND PECUNIARY AID. 
 
 35 
 
 there are fewer temptations for spending money. The 
 students at Wellesley and at Smith college are, as 
 a class, less wealthy than the Vassar students, and 
 their expenses are correspondingly lighter ; at the 
 former institution the annual charge for room, board, 
 and tuition is only $250, and at the latter $350. 
 
 It may be added that expenses at Oxford and Cam- 
 bridge do not essentially differ from expenses at Har- 
 vard and Yale. An Oxford student who spends $750 
 is called economical, and one who spends double this 
 sum is not charged with extravagance. But all 
 " reading " (hard-working) men at these English uni- 
 versities can obtain more aid than students at Amer- 
 ican colleges. Scholarships average from $200 to 
 $500, and fellowships from $1,000 to $2,000. In the 
 German universities, nearly every item of expense is 
 cheaper than in either the best American colleges or 
 the English universities. The aid given to indigent 
 students is also less ; the principal part of which is 
 the privilege to attend the lectures on credit, payment 
 being postponed till the beneficiary has entered either 
 the public service, or one of the learned professions. 
 
 The first set of columns in the following table gives 
 the extreme and the average price of the annual rent 
 of rooms in twenty-five American colleges ; the 
 second, the extreme and the average price of board ; 
 the third, the tuition ; and the fourth gives the ex- 
 
36 
 
 AMERICAN COLLEGES. 
 
 treme and average amounts of the total annual ex- 
 penses : 
 
 College. 
 
 Room Rent. 
 Annual. 
 
 Board, 
 
 Weekly. 
 
 ^3 
 
 H<4 
 
 Total Ex- 
 penses, 
 Annual. 
 
 Amherst 
 
 Beloit 
 
 Boston University . . 
 Bowdoin 
 
 .#18 — 125 — 45J3.00 — 6.00 — 4.00 #100 #350 — 1,000 — 500 
 
 15— 40— 30 1.50—3.50—2.50 
 
 60 — 120 — 80 3.00 — 8.00 — 4.00 
 
 50 — 25 2.75 — 4.00 — 3.00 
 
 Brown 20- 
 
 30 3.00—5.00—3.75 
 
 Un. of California 30 — 100 — 50 4.00 — 9.00 — 5.00 
 
 Columbia 300 — 450* 
 
 Cornell, about. 
 Dartmouth. . . . 
 Hamilton 
 
 45 2.50 — 6.00 — 4.00 
 20 — 40 — 30 2.50 — 4.00 
 6 — 36 — 20 3.00 — 5.00 — 4.00 
 
 36 
 60 
 
 75 
 
 100 
 
 o 
 
 200 
 60 
 70 
 60 
 
 200 — 500 — 300 
 300 — 1,000 — 500 
 300 — 800 — 500 
 350 — 1.000 — 500 
 
 250 1,200 500 
 
 600 — 3,000 — 800 
 
 300 — i,joo — 500 
 
 300 — 9OO — 50O 
 350 — 800 450 
 
 450 — 3,000 — 800 
 
 Harvard 22 — 300 — 1254.00 — i.oo — 6.00 150 
 
 Haverford( Friends') 425 
 
 Illinois 14 — 50 — 28 2.50 — 4.00 — 3.50 
 
 Michigan Un 30 — 80 — 40 1.50 — 5.00 — 3.00 
 
 North-western Un.,.. 10 — 50 — 20 1.80 — 6.00 — 2.50 
 
 Oberlin 7-5o— 30 2.25— 4.00— 3.0c 
 
 Princeton 27— 86— 50 3.25—7.00—5.00 
 
 Trinity 
 
 Tufts 15- 
 
 Union 
 
 Un. of Virginia 15 — 2 
 
 Wesleyan Un ... 18— 36— 24 2.75—5.00—3.50 
 
 Williams 15— 50— 30 3.00—6.00—4.00 
 
 54 3-°°- 
 75— 40 
 150! 3.00- 
 30 2.25- 
 
 -6.00 — 4.00 
 
 3-5° 
 -5.00 
 -4.50—3.00 
 
 Yale. 
 
 140 — 50 4.00 — 8.00 — 6.00 
 
 36 
 o 
 
 45 
 12 
 
 75 
 90 
 
 75 
 
 75 
 
 75 
 
 75 
 
 140 
 
 Vassar Room and Board, $300 
 
 200 — 500 — 300 
 175— 700—370 
 250 — 600 — 350 
 
 250— 750—350 
 350 — 1,200 — 600 
 300 — 1,000 — 500 
 350 — 1,000 — 550 
 300 — 800 — 500 
 300 — 900 — 500 
 300 — 1,000 — 500 
 300 — 1,000 — 500 
 400 — 3,000 — 800 
 500 — 1,000 — 600 
 
 * Board and room. 
 
 f Room-rent and tuition. 
 
 The most important induction which this table 
 affords is, that at the large majority of our colleges an 
 annual expenditure of $500 is sufficient to allow the 
 
EXPEA r SES AND PECUNIARY AID. 
 
 37 
 
 student to avail himself of the full advantages of the 
 education which they afford. At Columbia, Yale, 
 Harvard, $700 or $800 are required ; but at Princeton, 
 Williams, Amherst, Dartmouth, and the large majority 
 of the best eastern colleges $500 supports the 
 student with comfort and respectability. At the best 
 of the western colleges $300 or $350 is equivalent to 
 $500, as expended in the best of the Eastern, with per- 
 haps the exception of Harvard and Yale. 
 
 The pecuniary aid that is given to students in many 
 of the colleges is considerable, and its amount, except- 
 ing the present financial depression, increases each 
 year. In the case of a few of the following colleges, 
 several of their scholarships are not at present avail- 
 able, as at Harvard and Amherst ; but in the case of 
 others, the amount of the pecuniary aid is slightly 
 larger than is indicated. For this amount annually 
 varies with the liberality of the friends of the college 
 and with the income of the college funds. 
 
 AMOUNT OF AID FOR STUDENTS. 
 
 Amherst. — 101 scholarships of $86 ; income of $75,000 
 to candidates for ministry. 
 
 Beloit. — Tuition free to candidates for ministry, and 
 to a few others. 
 
 Boston University. — Tuition free to a few needy stu- 
 dents. 
 
38 AMERICAN COLLEGES. 
 
 Bowdoin. — 27 scholarships, average $60; also, a bene- 
 ficiary fund of $550. 
 Brown. — 100 scholarships average $80; income of 
 
 $8,000 ; and deduction on tuition fee. 
 University of California. — No aid, but tuition is free 
 
 to State students. 
 Columbia. — 40 scholarships, and tuition free to needy 
 
 students. 
 Cornell. — 128 scholarships, and opportunities for self 
 
 support. 
 Dartmouth. — 124 scholarships average $70. 
 Hamilton. — 20 scholarships average $80 ; also, $3,000. 
 Harvard. — 112 scholarships average $235; also, $3,500. 
 Haverford (Friends'). — " Several " scholarships of 
 
 $225. 
 Illinois. — 7 scholarships of $36. 
 Michigan University has neither scholarships nor 
 
 beneficiary funds. 
 North-western. — Small amounts loaned to candidates 
 
 for ministry. 
 Oberlin. — Offers no direct aid, only " facilities for 
 
 self-support." 
 Princeton. — " Limited " number scholarships of $75 ; 
 
 to candidates for Presbyterian ministry, $30. 
 Trinity. — Scholarships amounting to about $4,000. 
 Tufts. — 27 scholarships average $75 ; tuition free to 
 
 ten students ; also, gratuities. 
 
EXPENSES AND PECUNIARY AID. 
 
 39 
 
 Union. — Numerous scholarships averaging $100. 
 
 University of Virginia. — Tuition free to candidates 
 for ministry and to very needy students. 
 
 Wesleyan University. — A "limited'' number of 
 scholarships of $75. 
 
 Williams. — $9,000 is divided among needy students. 
 
 Yale. — 28 scholarships of $60; $12,000 for candidates 
 for ministry. 
 
 Vassar. — Income of $56,000 distributed in scholar- 
 ships of $100 and $200. 
 
40 AMERICAN COLLEGES. 
 
 CHAPTER III. 
 
 MORALS. 
 
 As the custom of drinking intoxicating liquors is 
 less prevalent in the community to-day than a century 
 or a half century ago, so among college men the popu- 
 larity of tippling habits has steadily decreased in the 
 course of the last hundred years. During the 
 eighteenth century, at Yale College, the evils of in- 
 temperance were a constant source of anxiety to its 
 officers, and numerous were the resolves of its Cor- 
 poration intended to effect their decrease. In 1737 
 the Corporation observed that on " Commencement oc- 
 casions there is a great expense in spirituous distilled 
 liquors in college which is justly offensive," and 
 adopted measures to lessen the consumption of the 
 costly beverages. Nine years later it passed a law, 
 whose prohibitory character may have nursed a col- 
 lege rebellion, that " the Butler shall not keep or sell in 
 
MORALS. 
 
 41 
 
 the Buttery more than twelve barrells of strong beer in 
 one year." The members of the graduating class at 
 the Commencement season, however, were allowed 
 exceptional privileges. Each was permitted to buy 
 " one quart of wine and one pint of rum," though it 
 is expressly stated he can have no other " kind of 
 strong drink " in his " chamber." * At the same 
 period of 1760 and 176 1, a similar laxity of college 
 law and sentiment prevailed at Harvard regarding 
 the use of liquor. At Bowdoin, too, at the beginning 
 of the present century " in each college room there 
 was a sideboard sparkling with wines and stronger 
 stimulants." And on Commencement days its gradu- 
 ates, as those of other colleges, entertained their 
 friends with " rum, gin, brandy, wine," etc.f 
 
 But the college-drinking customs of fifty and a 
 hundred years ago are now thoroughly changed. 
 Yale College no longer buys each year " twelve barrels 
 of strong beer " for the use of its students. The 
 Harvard student entertains his friends with punch only 
 in the face of impending suspension. And the Bow- 
 doin man, like all the dwellers in the Maine-law 
 State, is compelled to buy his brandy at the " town 
 
 * Professor Fisher's Centennial Discourse on the History 
 of the Church of Christ in Yale College. Appendix. 
 
 f Prof. E. C. Smyth's Three Discourses upon the Religious 
 History of Bowdoin College, p. 8, and Appendix. 
 
42 
 
 AMERICAN COLLEGES. 
 
 agency," and under this limitation can secure it 
 only for medicinal purposes. A similar elevation of 
 custom and sentiment regarding intemperance has 
 taken place in all the older colleges, as it has in the 
 general community. 
 
 The number of the students in New England col- 
 leges who are addicted to the use of intoxicating 
 liquors to a greater or less degree varies, it is esti- 
 mated from carefully prepared statistics, from about 
 one-eighth to about three-fifths. It is usually acknowl- 
 edged that intemperance is more prevalent at large 
 than at small colleges ; and that among eastern col- 
 leges as small a proportion of Amherst and Williams 
 men are addicted to drink as at any New England 
 college. At certain western colleges, however, a case 
 of drunkenness is seldom known to occur. This is 
 true with regard to Oberlin, one of whose rules is, as 
 it is also the rule of other colleges both east and 
 west, summarily to expel the student guilty of intox- 
 ication. At the University of Michigan, with five 
 hundred students in the college, and double this num- 
 ber in the university, " cases of drunkenness," one of 
 its professors writes me, " are exceedingly rare." 
 
 College opinion regarding the immorality of in- 
 temperance varies to as great a degree as the propor- 
 tion of men in different institutions who are addicted 
 to the habit. In most country colleges of the east, 
 
MORALS. 
 
 43 
 
 where the temptations to indulgence are the fewest, 
 intemperance is reprobated as a vice and a crime. In- 
 flammation of the eyes, except as occasioned by the 
 midnight study of Greek, is regarded as a " scarlet 
 letter " of disgrace. The intemperate student is not 
 only shunned by his classmates, but if, " while the fit 
 is on him," he chance to reel before a professor's 
 eyes, he is at once compelled to drink the hemlock of 
 summary dismission. In western colleges the case 
 is similar. Though among western students mere 
 drinking is not so harshly frowned upon as in some of 
 the Puritan colleges of the east, yet drunkenness is 
 as severely anathematized in the University of Wiscon- 
 sin as in the University of Vermont. But among the 
 students of our largest and in many respects best col- 
 leges of the east, there is a tendency, which exists in 
 spite of all the efforts of the governing boards to 
 crush it out, to look upon drunkenness as a rather 
 necessary escapade of hot-blooded youth. It is seldom 
 that in these colleges indulgences in liquor costs the 
 tippler the loss of either a friend or an acquaintance. 
 The college officers, however, are inclined to deal 
 severely with him, and either the disgrace of a repri- 
 mand or a temporary suspension is the penalty he 
 usually pays for his offense. 
 
 In regard to that vice from which the college, as 
 well as the community, suffers irreparable injury, it is 
 
44 
 
 AMERICAN COLLEGES. 
 
 impossible to write with a high degree of definiteness. 
 It is very gratifying to say that a much smaller pro- 
 portion of college men are addicted to it than to 
 drunkenness ; but it is very humiliating to be obliged 
 to confess that, as far as can be judged, its prevalence 
 has vastly increased within the last score of years. A 
 condemnation, on the part of the students, is meted 
 out against the former vice similar to that which is 
 felt regarding intemperance, but as a rule far more 
 severe and more just. College faculties, also, mani- 
 fest much greater rigor in dealing with it than with 
 drunkenness. 
 
 The causes of the difference in the moral condi- 
 tion of the students of most large colleges, the majority 
 of which are located in or near cities, and that of the 
 students of small colleges situated in the country, are 
 numerous and diverse. They are found to exist both 
 in the pre-college training of the students, and in the 
 character and surroundings of the colleges. 
 
 The chief consideration relating to the pre-college 
 influence of the students at large city colleges, is the 
 fact that the vast majority of them were brought up 
 and reside in cities. About one-half of the Harvard 
 men, for example, reside in Boston (within a radius 
 of eight miles of Beacon Hill), New York city and 
 Brooklyn. The homes of a large part of the other 
 half are in cities of the size of Cleveland or Worcester, 
 
MORALS. 45 
 
 Only a small proportion of the whole number, there- 
 fore, reside in country towns. Nearly one-half of the 
 Yale students, also, live in cities of at least fifty 
 thousand population ; and one-fifth have homes in 
 New York city and Brooklyn. But in country col- 
 leges the large majority of the students were born, 
 bred, and live " sub tegmiue fagi " — under the vine 
 and fig-tree. Three-fifths of the Bowdoin men reside 
 in the country towns of Maine. Williams seldom has 
 more than three or four Boston or New York men in 
 a class. Illinois college, according to a recent cata- 
 logue, has not a single student from Chicago. At 
 Michigan University, three-fifths of the students re- 
 side in the State, and the State contains only one 
 large city. Dartmouth, Amherst, Middlebury, Be- 
 loit, in fact all country colleges, draw the majority of 
 their students from the country. 
 
 The fact that so large a proportion of the students 
 at certain of our colleges are city-bred, affects the 
 question of their morality in various ways. Not a few 
 of these students are immoral on their entering col- 
 lege. The pre-college influences, outside of their own 
 homes, have for many of them been excellent prepar- 
 atory schools for Sophomoric dissipation. Even the 
 home influences, in not a few cases, have failed to out- 
 weigh the evil attractions of the gambling table and its 
 accessories. At one of our large colleges, it is esti- 
 
4 6 
 
 AMERICAN COLLEGES. 
 
 mated that six-sevenths of the immoral men reside in 
 cities of at least twenty-five thousand inhabitants. 
 But it is seldom, though sometimes the case, that a 
 student from the country, when he enters a country 
 college, is immoral. The vicious class in the country 
 towns is not the student class. Not only the purity 
 of the student's home but the associations of his coun- 
 try life have been elevating. Vice in its various forms 
 is to his eyes " a painted ship on a painted ocean." 
 The Freshman, therefore, at large city colleges, is 
 usually more disposed to dissoluteness than his brother 
 at small country colleges. 
 
 The students at large colleges in the city are 
 wealthier. As the city is wealthier than the country, 
 so the average student at large city colleges receives 
 a larger income than the average student at the coun- 
 try college. It is needless to say that money is not 
 only the sine qua 11011 to indulgence in Sophomoric 
 peccadillos, but it is also the immediate occasion of 
 dissipation. A wealthy student with an annual allow- 
 ance of $2,000 is an excellent Faust for some Mephis- 
 topheles. But a poor student, stinted to $300 annu- 
 ally, cannot " afford " to be immoral. 
 
 " Gold were as good as twenty orators, 
 And will, no doubt, tempt him to anything." 
 
 There are, it must be acknowledged, vices that are 
 as cheap as dirt, and that can be enjoyed in the coun- 
 
MORALS. 47 
 
 try, as well as in the city, college for the merest pit- 
 tance. But, as a rule, cheap vices are not attractive 
 to the college man of dissolute proclivities ; and, there- 
 fore, the poor student is not so subject to their temp- 
 tations as is his wealthy classmate. 
 
 Our large colleges are, moreover, from the fact 
 that they are large, subject to vices from which the 
 small colleges are inherently free. In classes of one 
 hundred and fifty or of two hundred men, immoral- 
 ities do not stand forth in so bold relief as in classes 
 of twenty or fifty. A single black sheep in a flock of 
 twenty is a more prominent object than are ten in a 
 flock of two hundred. The notoriety, therefore, sure 
 to follow his dissipation, may debar a student at a 
 small college from vice ; but its comparative absence 
 in a large college may urge the student into dissolute 
 habits. 
 
 In a large college, once more, the esprit de corps is 
 strong. The immoral men are sufficiently numerous 
 to form a ring for mutual " aid and comfort," and they 
 buckle themselves to each other by common habits 
 and purposes. But the two or three men of evil pro- 
 pensities in a small class feel nothing of that assur- 
 ance which numbers give. In their loneliness they 
 are more inclined to find cheer in their Plato than in 
 drinking from the flowing bowl of punch. 
 
 The situation of colleges in and near large cities 
 
48 AMERICAN COLLEGES. 
 
 presents numerous opportunities for vicious indul- 
 gences. If Yale were located at Williamstown, Harvard 
 at Hanover, Columbia at Ithaca, the moral character 
 of their students would be elevated in as great a de- 
 gree as the natural scenery of their localities would be 
 increased in beauty. Small towns like Brunswick, 
 Hanover, Williamstown, Amherst and Ann Arbor, 
 offer few opportunities for either the formation or in- 
 dulgence of evil habits. 
 
 But a consideration of far greater importance than 
 either the moral condition of our colleges or the causes 
 that influence college men into dissolute courses is 
 the methods by which this moral condition may be 
 elevated and purified. All the various means which 
 tend to promote moral reformations in the community 
 tend thereby to produce corresponding results among 
 college students. There are, however, certain methods 
 whose observance would especially tend to root out 
 college immoralities. Most of the methods which I 
 venture to suggest are followed to a greater or less 
 extent in the large majority of the colleges, but a 
 stricter enforcement of certain of them could not, in 
 any college, fail to be of the highest service both to 
 the college and the community. 
 
 First. The inquiry regarding the morals of those 
 applying for admission should be more critical. It is 
 a requirement at most, if not all, colleges that the ap- 
 
MORALS. 49 
 
 plicant present a certificate, signed by his teacher or 
 some other " responsible person," of his " good moral 
 character." But this certificate, for the purpose for 
 which it is designed, may not be worth the paper on 
 which it is written ; for of its signers the college often 
 knows nothing. A student, therefore, of the most 
 depraved tendencies has no difficulty in making his 
 character appear to his college examiners as white as 
 he chooses. I know a case in which a graduate of 
 one of the Phillips academies, of most dissolute habits, 
 presented himself for admission at a New England 
 college with a certificate signed by a classmate whose 
 character probably was hardly superior to his own. 
 To insure, therefore, the certainty of excluding im- 
 moral men, the college should require that the certifi- 
 cate of the applicant be signed only by those 
 of whose right to sign it is, either directly or in- 
 directly, cognizant. At the same time also, many 
 of the preparatory schools and individuals, as pri- 
 vate tutors and clergymen, should exercise much 
 greater strictness in their bestowal of certificates of 
 moral character. The college and the school can 
 thus work together in elevating the moral tone of 
 their students. 
 
 Second. The college officers should exercise more 
 strict supervision over students of evil tendencies. A 
 college officer should not only have a room in each 
 
 4 
 
50 
 
 AMERICAN COLLEGES. 
 
 college dormitory, as is now the custom, but he should 
 be especially alert for detecting any disorderly prac- 
 tices committed by the men under his care. 
 
 Third. Whenever what is judged to be sufficient 
 evidence is offered that a student is guilty of heinous 
 offences, he should be summarily expelled. By re- 
 maining in college he usually takes to himself seven 
 others worse than himself, and his last end, including 
 that of his companions, is worse than his first. The 
 summary expulsion of half a dozen men from cer- 
 tain of our colleges for habitual tippling and other 
 vices, would to a large degree wipe out these evils. 
 
 Fourth. Students should be, as any citizen, amen- 
 able to the civil law. From this law in petty offences 
 custom makes them substantially free. It is only a 
 short time since that a police officer in a college town 
 endeavored to obtain entrance to a room in which he 
 knew disorderly practices were being committed. 
 Defied by the students, he was obliged to appeal to a 
 college professor. The students at one of our colleges 
 flatter themselves with the pleasant fiction that a 
 police officer has no right to venture on to the college 
 campus to arrest a law-breaking student. There is 
 no reason why the municipal law should not touch 
 the disorderly collegian as well as any disorderly 
 citizen. The proper relation of the college student to 
 the government of the city in which he abides is well 
 
MORALS. 5 1 
 
 stated in the position assumed by the University of 
 Michigan. This University holds, that its " students 
 are temporary residents of the city, and, like all other 
 residents, are amenable to the laws. Whenever guilty 
 of disorder or crime, they are liable to arrest, fine, 
 and imprisonment, and can claim no peculiar exemp- 
 tion from public disgrace and legal penalties." 
 
 Fifth. The moral condition of most colleges would 
 be greatly elevated by more intimate association of 
 the professors and the students. The intimacy of 
 this association is far more easily gained in a small 
 than a large college. But the moral influences with 
 which every college, large as well as small, desires to 
 surround her men, would be vastly augmented by 
 means of the personal association of instructors and 
 students. The precise methods that may be adopted 
 for accomplishing this purpose differ in different in- 
 stitutions, but some method should and can be em- 
 ployed in every college by which the professor can 
 directly influence the moral as well as the intellectual 
 character of his students. 
 
 Sixth. It should hardly be necessary to suggest 
 that the moral character of college officers ought 
 to be worthy of the highest respect of the men 
 under their charge. But in certain of our colleges, 
 students are willing to acknowledge that the moral 
 character of some of their professors neither commands 
 
52 AMERICAN COLLEGES. 
 
 nor deserves their esteem. A college whose professors 
 are known, with a reasonable degree of certainty, to 
 be immoral cannot demand moral purity of its Fresh- 
 man. The upright character of the professor is the 
 first condition for demanding upright character in the 
 student. 
 
 Seventh. The seventh and last method that I beg 
 to suggest for promoting the morality of college life 
 is the refusal of his degree to any student of thoroughly 
 dissipated habits. If it is true, as is currently reported, 
 that Harvard, at her Commencement in 1877, refused 
 to bestow degrees upon certain men on the ground of 
 their notorious dissoluteness, the example may be fol- 
 lowed with profit by other colleges. The liability to 
 lose that bit of parchment, for gaining which he is 
 spending four years, acts as a fitting restraint upon 
 the immoral inclinations of any undergraduate. 
 
 There are, however, not a few considerations in 
 regard to the moral welfare of our colleges which 
 lighten up this picture that may appear in certain 
 points lamentably dark. 
 
 The age of the men on entering college is now, 
 and has been during the century, steadily increasing. 
 With age comes that self-control and that conscious- 
 ness of responsibility which are the best barriers to 
 dissoluteness. At Harvard the average age of admis- 
 sion is now about eighteen and a half years, and during 
 
MORALS. 53 
 
 the last score of years the average has risen six 
 months. (President Eliot's Report for 1874-75). To 
 the increased maturity of the undergraduates may be 
 attributed in part the disfavor with which hazing is 
 coming to be regarded by students. In several colleges 
 this puerile and inhuman custom is obsolete, and in 
 most obsolescent. 
 
 There was probably, moreover, never a time in the 
 history of American colleges when their standard of 
 scholarship was so high as it is at present. Students 
 are now obliged to work with that carefulness and 
 thoroughness which tend to wean them from dissolute 
 courses. In many colleges they can find no time to 
 be immoral ; but in other colleges an increase of the 
 amount of the work would be of use in restraining 
 from vicious indulgences. 
 
 The moral condition of American colleges is, so 
 far as the writers knowledge extends, far superior to 
 the condition of the English University of Cambridge, 
 and, judged by Cambridge, of Oxford, also. In his 
 " Five Years in an English University," Mr. Bristed 
 says (Revised Edition of 1874, pp. 413, 414) : "The 
 reading [hard-working] men are obliged to be toler- 
 ably temperate, but among the rowing men there is a 
 great deal of absolute drunkenness at dinner and sup- 
 per parties. . . . The American graduate is ut- 
 terly confounded at the amount of open profligacy 
 
54 AMERICAN COLLEGES. 
 
 going on all around him at an English university ; a 
 profligacy not confined to the rowing set, but includ- 
 ing many of the reading men and not altogether spar- 
 ing those in authority." 
 
 Into a condition of such moral depravity American 
 colleges have never fallen; and there is no valid 
 reason to believe they ever will fall into it. 
 
RELIGION. 55 
 
 CHAPTER IV. 
 
 RELIGION. 
 
 Religion was the corner-stone in the foundation of 
 our older colleges. Harvard, founded in 1636, sprang 
 from the " dreading to leave an illiterate ministry to 
 the churches," and bears the name of a Congregational 
 clergyman. Its welfare was the frequent topic of 
 sermons, and the constant burden of the prayers of 
 the early colonists. Yale, founded at the close of the 
 seventeenth century, was designed to inculcate a more 
 orthodox Christianity than Harvard was supposed to 
 represent, and to educate a ministry for the New Haven 
 colony. Princeton, established in 1746, was intended 
 to supply " the church with learned and able ministers 
 of the Word." Dartmouth was founded in 1769 on 
 the fundamental principles of the Christian religion. 
 Bowdoin was dedicated in its first years to the Church 
 of Christ. And Amherst was planted in 1825 for 
 
56 AMERICAN COLLEGES. 
 
 the sake, primarily, of training men for the foreign mis- 
 sionary work. Indeed the strong religious character 
 of nearly all the older colleges at their foundation is indi- 
 cated by President Witherspoon, of Princeton, in saying, 
 " Cursed be all that learning that is contrary to the 
 Cross of Christ ; cursed be all that learning that is 
 not coincident with the Cross of Christ ; cursed be 
 all that learning that is not subservient to the Cross of 
 Christ." 
 
 But not only in the purposes of the establishment 
 of the early colleges was the religious element mani- 
 fest, but also in their government and instruction. At 
 Harvard, many of the early "laws, liberties and 
 orders " related to the Christian duties of the students : 
 " Every one shall consider the main end of his life and 
 studies to know God and Jesus Christ, which is eter- 
 nal life." " Every one shall so exercise himself in 
 reading the Scriptures twice a day that they be ready 
 to give an account of their proficiency therein, both 
 in theoretical observations of language and logic, and 
 in practical and spiritual truths." " They shall eschew 
 all profanation of God' s holy name, attributes, word, 
 ordinances, and times of worship ; and study with 
 reverence and love, carefully to retain God and his 
 truth in their minds." These and similar rules relating 
 to religious and moral conduct, formed the large body 
 of the laws to which the first students at Harvard 
 
RELIGION. 57 
 
 were subject They were not, moreover, dissimilar to 
 the first laws of many of the oldest colleges. The course 
 of instruction, also, was thoroughly imbued with the 
 religious element. The Hebrew language was studied 
 in common with the Latin and the Greek ; and the 
 Old Testatment and the New, in the original, formed 
 one of the principle books of linguistic study. " To 
 read the original of the Old and the New Testament 
 into the Latin tongue," was the chief condition to 
 receiving Harvard's first degree. A portion, also, of the 
 undergraduates were required to repeat in public, ser- 
 mons, memoriter, whenever requested by the proper 
 authority. 
 
 But this marked religious bias in college government 
 and instruction has now passed away. The under- 
 graduate is still required, in most colleges, to attend 
 church twice on the Sabbath, and prayers daily, in the 
 chapel, but beyond these simple requirements the 
 college usually makes no religious demands, upon him. 
 The instruction, too, has lost its deep religious col- 
 oring. Hebrew is relegated to the divinity school ; 
 and the only direct study made of the New Testament 
 is a recitation in its Greek of a Monday morning. But 
 the custom of devoting the first exercise of the week's 
 work to New Testament Greek is obsolescent. Its 
 chief purpose is to prevent the student from studying 
 on the Sabbath unsabbatarian subjects, but as its in- 
 
58 
 
 AMERICAN COLLEGES. 
 
 fluence in this respect is inconsiderable, the custom is 
 slowly passing away. A study of the evidences of 
 Christianity and allied topics is also made in many 
 colleges, but it is brief and cursory ; and the enlarging 
 field of human knowledge renders it expedient, in the 
 judgment of many college officers, to consign the 
 Christian evidences and similar subjects of study to 
 the theological seminary. The American college has, 
 therefore, ceased to be in its organization, government, 
 and instruction a distinctively religious institution. 
 
 Yet in the establishment and organization of many 
 of the western colleges, the religious idea is still very 
 prominent. Not a few of the colleges in Ohio, Illi- 
 nois, Iowa and adjoining States are outgrowths of 
 home missionary movements, and are primarily de- 
 signed for the training of a Christian ministry. The 
 first educated men that, as a class, entered the North- 
 west territory and the territories bordering the western 
 bank of the Mississippi, were the home missionaries. 
 Their aim was to permeate the new West with Chris- 
 tian influences ; and among the earliest and most 
 effective means they employed, was the establishment 
 of colleges. These colleges were, therefore, Christian 
 in their origin, purpose and operation. Iowa College 
 was founded in 1847, by the famous "Iowa" or 
 " Andover Band" (a dozen graduates of Andover 
 Theological Seminary, who entered Iowa in 1846), and 
 
RELIGION. 
 
 59 
 
 has been, and still is, one of the chief instruments in 
 the evangelization of that great State. Western Re- 
 serve College sprang from the desire of the home mis- 
 sionaries of a school for educating ministers. Illinois 
 College was founded by the Home Missionary Asso- 
 ciation. The first years of Oberlin College were 
 thoroughly pervaded with Christian influences ; and 
 the spirit that ruled its founders is indicated in the in- 
 scription on a banner that waved from a flagstaff in 
 the little village — " Holiness unto the Lord." Many, 
 therefore, of the recently established colleges of the 
 west are pre-eminently Christian in their foundation 
 and purposes. 
 
 Indeed, in the case of the vast majority of our 
 three hundred colleges, the religious element, though 
 of little weight in the legal organization and 
 scholastic working of the college, has a most impor- 
 tant influence in the daily life and on the character of 
 the students. The professors and instructors are, as a 
 rule, Christians. Though it is seldom that a religious 
 test is made a condition to holding a post of instruc- 
 tion, yet, as a matter of fact, the large majority of the 
 members of college faculties are communicants in the 
 church. Amherst exacts no religious creed of her 
 instructors, yet, it is the testimony of President Seelye 
 that, "we should no more think of appointing to a post 
 of instruction here an irreligious, than we should an 
 
60 AMERICAN COLLEGES. 
 
 immoral, man, or one ignorant of the topic he would 
 have to teach." In Princeton, also, no religious test 
 is required, but Dr. McCosh writes that, " most of 
 our instructors are Presbyterians, but we commonly 
 have members of other religious denominations." In 
 Brown University the case is similar ; though de- 
 manding no religious pledge, " it would doubtless de- 
 cline," says President Robinson, " to take an atheist 
 or a professed skeptic as a professor." Oberlin Col- 
 lege, also, has "no confession of faith prescribed by 
 custom for the instructors in any department of the 
 college," writes its president, " but it is customary, and 
 has been from the foundation of the school, to ap- 
 point as instructors such only as give evidence of 
 Christian character, as this term is commonly under- 
 stood among Evangelical believers." Though the 
 State University of Michigan, too, demands no relig- 
 ious conditions of its professors, yet " as a matter of 
 fact," says President Angell, " the great majority of 
 our instructors have always been communicants in 
 churches." At Yale and Harvard, also, a large num- 
 ber of the professors are recognized as Christians. 
 Though, therefore, the large majority of the colleges 
 require no religious confession of their professors, the 
 great body of their professors are believers in the 
 religion of Christ. The American college, as now con- 
 ducted, is devoted to the promotion of knowledge and 
 
RELIGION. 6 1 
 
 intellectual discipline ; but the Christian character of 
 its professors renders its influence Christian in the 
 highest degree. The American college is Christian 
 in the same way in which the American government 
 can be said to believe in the existence of a God. 
 Though the existence of a Supreme Ruler is unac- 
 knowledged in constitution or statute, yet it is con- 
 stantly recognized in the carrying on of all the de- 
 partments of the State. 
 
 Into the life of the students, also, religion is 
 thoroughly ingrained. About one-half of the twenty- 
 six thousand men and women who are now pursuing 
 regular college courses are Christians. The proportion 
 of those who are, to those who are not, Christians 
 varies with colleges. The lowest extreme is probably 
 (in general terms) one to five, as at Harvard, and the 
 highest nine to ten, as at Oberlin ; at Dartmouth and 
 Bowdoin, one from every three students is a Christian ; 
 at Yale, two from every five ; at Michigan University 
 and Western Reserve, one from every two ; At Prince- 
 ton, Brown University, Ripon, and Marietta, three 
 from every five ; at Amherst, Williams, Middlebury, 
 Wesleyan University, Iowa, and Berea, four from 
 every five. About thirteen thousand, therefore, of the 
 twenty-six thousand college students in the country 
 may be regarded as Christians. 
 
 The increase in the proportion of Christian col- 
 
62 AMERICAN COLLEGES. 
 
 legians within the last twenty-five years is most 
 gratifying. In 1853 only one man in every ten at 
 Harvard College was a professor of religion ; at 
 Brown, one in every five ; at Yale, Dartmouth and 
 Bowdoin, one in every four ; at Williams, one from 
 two ; and at Amherst, five in every eight. At Mid- 
 dlebury the ratio was as it is now, four from every 
 five students being Christians. (Tyler's Prayer for 
 Colleges, p. 136.) In these seven representative col- 
 leges, selected at random, the proportion of Christian 
 students has increased in a most remarkable degree 
 in the last quarter of a century. But the advance, as 
 compared with the religious condition of the colleges 
 in the first years of the century, is still more marked. 
 At that time the flood of French infidelity was sweep- 
 ing over the land, and the effects it wrought in the col- 
 leges were most disastrous. At Harvard and Yale 
 the number of Christian students was probably fewer 
 than at any other period in their history. " In the 
 first classes " at Bowdoin College, founded in 1802, 
 writes Professor Smyth,* " I can learn of but one 
 who may have been deemed, at the time of admission, 
 hopefully pious." At Williams there was, near the 
 same period, " but one in the Freshman class, who be- 
 longed to any church ; none in the higher classes." f 
 
 * Religious History of Bowdoin College, p. 7. 
 \ History of Williams College, p. III. 
 
RELIGION. 63 
 
 But within the course of two generations, so thorough 
 have been the religious changes, that it is safe to say 
 at the present time at least one-half of American col- 
 lege students are Christian men and women. 
 
 The religious life of college men is manifested in 
 various methods of Christian endeavor. In many- 
 colleges, as at Dartmouth, Iowa, are societies which 
 bear the same relation to the Christian students as 
 literary societies bear to literary students. These so- 
 cieties hold weekly or fortnightly meetings, with a 
 programme composed of orations, debates, and essays 
 upon religious topics ; and they are also the spring 
 whence flow the religious activities of the college. 
 Their members frequently organize mission Sunday 
 schools in the city or town in which the college is 
 located, and in many colleges noble results have been 
 thus accomplished. Three such schools are supported 
 by the students of Olivet College, six by those of 
 Beloit, and ten by those of Iowa. Prayer-meetings 
 are also held each week in the college, and are con- 
 ducted and supported by both professors and students. 
 In many colleges, moreover, exists a church, of the 
 denomination which the college represents, and with 
 a membership made up principally of the college offi- 
 cers and students. Yale, Amherst, Harvard, Dart- 
 mouth, and a large number of other colleges, have 
 churches which are the religious home of many of 
 their Christian students. 
 
64 AMERICAN COLLEGES. 
 
 But the most important characteristic of the re- 
 ligious life of the college is the revival. The revival 
 is both the cause and the result of that Christian tone 
 and color which mark the great majority of American 
 colleges. It is of more frequent occurrence, of longer 
 continuance, of greater pervasiveness, and of a calmer, 
 intellectual character among college men than in any- 
 other class of the community. At Yale, Harvard, and 
 Brown, revivals have of late years been infrequent, 
 but at most colleges it is seldom that a college gen- 
 eration has passed away without first passing through 
 a revival of religion. In nearly every year Amherst 
 College experiences such an awakening. Its extent 
 and intensity vary much with different years ; and in 
 recent seasons, the winters of 1870, 1872, 1876, and 
 1878, are noteworthy as witnessing an unusual de- 
 gree of spiritual interest. At Princeton, each of the 
 last twenty-five classes, with one or two exceptions, 
 has in the course of the four years passed through a 
 revival reason ; and it was only three years since that 
 over a hundred students were converted in a single 
 term. Wesleyan University, Dartmouth, Williams, 
 Hamilton, and other eastern colleges are not infre- 
 quently subject to special revival influences, and a 
 considerable proportion of their students become 
 Christians during their college course. 
 
 In the colleges for women, as Vassar, Wellesley, 
 
RELIGION, 65 
 
 Smith, the revival spirit is also very pervasive. Al- 
 most three-sevenths of the Vassar students are Chris- 
 tians, and several become so in the four years of their 
 college life. Wellesley College was founded express- 
 ly in the interests of the Church of Christ, and the 
 revival influence of its founder and chief guardian 
 pervades the whole college. A large number of the 
 students which Smith College, in the Connecticut 
 valley, gathers is Christian, and all the influences of 
 this Amherst for women are as Christian as they are 
 scholarly. 
 
 But it is probably in the western colleges that re- 
 vivals are most frequent and extensive. In many of 
 them revivals occur as regularly as the coming of the 
 winter, and, considered as a whole, about one-half of 
 their students become Christians during the four 
 years of the college course. This is especially true 
 in regard to Oberlin and Iowa College. At Marietta 
 and Ripon, about one-third of the students are con- 
 verted in the four years. It is very difficult, as one 
 of its former students remarked, to graduate at Iowa 
 College without becoming a Christian ; and the case 
 is similar in many of the eminently Christian colleges 
 of the west. 
 
 The special means that are employed in occasion- 
 ing revivals in the college community are similar to 
 those that are used in bringing about revivals in the 
 
 5 
 
66 AMERICAN COLLEGES. 
 
 community at large. Into eastern colleges, however, 
 the professional revivalist is seldom called. College 
 revivals spring far more naturally from the conditions 
 of college life than from the condition of religious life 
 in the general community. The thoughtfulness which 
 college studies engender, and the culture which they 
 foster, incline the attention to religious topics. The 
 prolonged intimacy of the friendships of Christian 
 and non-Christian students leads many into piety. 
 The Christian influence and zeal of professors and in- 
 structors awaken a desire in their pupils for a nobler 
 and better life. The frequent prayer-meetings, the 
 endeavors of religious societies, the religious earnest- 
 ness of Christian students, arouse and sustain inquiry 
 upon spiritual questions. And the influence of the 
 Day of Prayer for Colleges, the last Thursday in 
 every January, a day which has been observed in 
 some colleges for fifty years by special prayer for the 
 conversion of college men, is most efficient in awaken- 
 ing revivals of religion. In many western colleges, 
 in addition to these means, revivalists are frequently 
 employed, and the results of their work are often very 
 extended and thorough. 
 
 The frequency and the thoroughness of revivals 
 in our colleges are indicated in the fact that Yale 
 College, in the course of its history, has experienced 
 no less than thirty-six, which have resulted in at least 
 
RELIGION. 6y 
 
 twelve hundred conversions; Dartmouth College, 
 nine, resulting in two hundred and fifty conversions ; 
 and Middlebury and Amherst at least twelve each, 
 resulting, in the case of the latter college, in three 
 hundred and fifty conversions. (Kirk's Lectures on 
 Revivals, p. 148.) 
 
 The most interesting feature in the college re- 
 vival is its entire freedom from sectarian influences. 
 Denominational interests seldom show themselves in 
 a college revival of the religion of Christ. Indeed, 
 this is the case in regard to the general religious as- 
 sociations of the Christian students. Although most 
 of our colleges are sectarian, yet the sectarian influ- 
 ences they possess over their students are slight. At 
 the present time, of three hundred and eleven colleges, 
 four represent the Universalist denomination, nine the 
 Episcopal,eleven the " Christian," fifteen the Lutheran, 
 fifteen the Congregational, thirty-three the Pres- 
 byterian, thirty-seven the Baptist, thirty-seven the 
 Roman Catholic, and forty-nine the Methodist. The 
 remainder is shared among the smaller denomina- 
 tions, as the Friends, or the Moravians ; but seventy- 
 six of the whole number are non-sectarian. (Report 
 of Commissioner of Education for 1876, [with correc- 
 tions.]) But in the large majority of the two hundred 
 and fifty colleges, which are regarded as denomina- 
 tional, excepting, of course, the Roman Catholic, the 
 
68 AMERICAN COLLEGES. 
 
 Christian life of the students is in a marked degree 
 free from denominational influences. Students work 
 together in the same religious society for years with- 
 out perhaps knowing whether A or B is a Methodist, 
 a Baptist, or a Congregationalist. The Christian sect 
 to which they belong is of hardly more consequence 
 in their mutual association than is the State or city 
 in which they were born. 
 
SOCIETIES. 69 
 
 CHAPTER V. 
 
 SOCIETIES. 
 
 The division of college societies into open and 
 secret organizations cannot be made with exactness. 
 The doings of the open society are usually manifested 
 to whomsoever cares to look at them, but ofttimes are 
 half veiled from the students' curiosity. The methods 
 and work of the so-called secret society are in certain 
 cases concealed with Masonic strictness, and in others 
 are revealed with childlike frankness. 
 
 The open societies are far more numerous than 
 the secret. They are more popular with the western 
 than with the eastern students, but nearly every 
 college has at least one public, open society. Har- 
 vard has several open societies, whose membership is 
 elected and comprises in the Sophomore year about 
 one half of the members of a class of the average size, 
 and in the succeeding years a somewhat smaller pro- 
 
70 
 
 AMERICAN COLLEGES. 
 
 portion. With her several secret organizations Yale, 
 too, has at least two societies which deserve to be 
 called open, the recently revived Linonia and the 
 Gamma Nu of the Freshman year. Princeton, pro- 
 hibiting secret societies, rejoices in several of the 
 open type, three of which are in a very flourishing 
 condition. And Cornell, Amherst, Oberlin, Iowa Col- 
 lege, and the vast majority of our colleges are well 
 equipped with the students' societies. 
 
 The open society is usually of a literary character ; 
 and the programme of its weekly or fortnightly meet- 
 ing consists of orations, debates, essays and similar 
 exercises. But natural history societies, art and 
 musical clubs, French and German clubs, also flour- 
 ish in a few of the colleges, as Cornell and Harvard. 
 The degree of merit of the literary and other work of 
 these societies is most diverse. In certain of the 
 Harvard societies, in Yale's, Princeton's, Oberlin's, not 
 to name others, it is high; but in those of many col- 
 leges the performances manifest a need of clear 
 thought and a verbiage which are as saddening as 
 they are common. 
 
 To the intellectual and literary development of the 
 student these societies are of either great or little 
 service, or of positive injury, according to the discre- 
 tion with which he uses them. There can be no 
 doubt but that the open literary societies have, in the 
 
SOCIETIES. 
 
 71 
 
 past, been of much use in the training of students. 
 They have supplemented the curriculum. The cur- 
 riculum has been the most defective in affording 
 instruction in writing and speaking ; and the society, 
 requiring a constant practice in these two arts, has, 
 to a large extent, remedied these defects. But these 
 defects of the past, in the college course of study, are 
 now in a great degree wiped out. The colleges are 
 constantly increasing the amount of the attention 
 paid to the oratorical and literary accomplishments, 
 and, therefore, the need of the literary society is 
 now far less urgent than it was fifteen, or twenty-five, 
 or fifty years ago. But even at the present time the 
 literary society of his college offers advantages to the 
 student which, if properly used, may prove of great 
 value. These advantages may be summarized as 
 consisting chiefly in the increase in his ability to 
 think on his feet, facing an audience, in the increase 
 in his facility of expression, in the practice in writing, 
 in the acquaintance with parliamentary law and order 
 which it necessitates and augments, and in the friend- 
 ships which it fosters. 
 
 But with these excellences of the open society 
 system are linked two dangers to which the society 
 student is peculiarly subject. The first and the more 
 perilous is the temptation to neglect his regular col- 
 lege work for the sake of delivering a creditable part 
 
72 AMERICAN COLLEGES. 
 
 in his society ; and the second, but hardly less peril- 
 ous danger, a tendency to substitute bombast and 
 verbiage for clear and condensed thought. If the 
 student is faithful to his regular work and presents to 
 his fellow-members the results of only patient and 
 painstaking thinking, his society may prove of the 
 best service to his literary and forensic culture. 
 
 But the influence and importance of the secret, are 
 in many colleges much greater than of the open, soci- 
 eties. The secret society system at Yale is of at 
 least as great importance as at any other college, and 
 the honors which it offers are to several students 
 in every class more attractive than the honors of high 
 scholarship. Amherst and Williams have four or five 
 chapters each of the principal societies, and many of 
 the social and class-political interests of the students 
 cluster about them. In Brown University, Hamilton, 
 Bowdoin, Dartmouth, Cornell, Union, Columbia, Wes- 
 leyan, and Michigan University, as well as in Yale, 
 Amherst, and Williams, the system of secret societies 
 prevails to a considerable extent; and probably in 
 about one hundred of our colleges at least a single 
 chapter is founded. 
 
 The principal secret societies which have estab- 
 lished chapters in different colleges are seven in num- 
 ber, and bear the names of the Alpha Delta Phi, the 
 Delta Kappa Epsilon, the Psi Upsilon, the Kappa 
 
SOCIETIES. 73 
 
 Alpha, the Sigma Phi, the Chi Psi, and the Delta 
 Psi. The three first-named societies have by far the 
 largest number of chapters, and, though there are 
 frequently additions to the list by means of new foun- 
 dations, and omissions in consequence of dissolutions, 
 each of the three has about twenty-five chapters. 
 The remaining societies have some ten chapters each, 
 established in as many different colleges. The first 
 chapter of the Alpha Delta Phi was founded at Ham- 
 ilton, in 1832 ; the first of the Psi Upsilon at Union, 
 in 1833 ; and the first chapters of the Delta Kappa 
 Epsilon at Princeton, Bowdoin, and Colby University, 
 in 1845. Of the other societies the large majority of 
 the chapters have been established within the course 
 of the present generation. The total membership of 
 the seven organizations from their foundation aggre- 
 gates about twenty-five thousand names, over one 
 half of which are enrolled under the Delta Kappa 
 Epsilon, the Alpha Delta Phi, and the Psi Upsilon. 
 The size of the chapters differs from year to year, and 
 with the different colleges. It is seldom that more 
 than thirty of the undergraduates are enrolled in a 
 single chapter, and the number often falls to no more 
 than five or six. 
 
 But besides the secret societies, with chapters in 
 the different colleges, bearing a relation to each other 
 similar to that which the Masonic lodges bear to one 
 
74 
 
 AMERICAN COLLEGES. 
 
 another, several colleges have societies which are 
 distinctively their own possessions. Among the secret 
 societies of the latter type, the " Skull and Bones " 
 and the "Scroll and Key" of Yale, hold the most 
 prominent place. Founded in 1832 and 1841, they 
 have for a generation been a most influential factor in 
 Yale life. The membership of each consists of fifteen 
 men of the incoming Senior class, elected by the 
 graduating members on the eve of Commencement. 
 Among the members are usually the ablest thinkers, 
 the highest scholars, the most popular and the repre- 
 sentative men of the class. An election, therefore, 
 to either society is a deeply coveted honor. About 
 each the strictest secrecy hangs ; and what occurs 
 within their stone, windowless, tomb-like halls is a 
 constant riddle to the New Haven student. But from 
 the high literary and scholarly ability of many of 
 their members, and from the advance made by most 
 of them in literary studies, it is not difficult to infer 
 the general character of their weekly meetings. The 
 influence of both associations in Yale life is very 
 potent ; and the interest which the graduate members 
 feel in them appears to be more warm and lasting 
 than that respecting any other feature of the college. 
 Unlike Yale, Harvard has no societies that can be 
 called secret in the sense in which the " Skull and 
 Bones " and " Scroll and Key " are secret. Although 
 
SOCIETIES. 75 
 
 chapters of the principal societies have been estab- 
 lished among her students, none of them have at 
 present an active existence ; and it is probable that 
 no secret organization would be allowed to be formed 
 in the college. The " Hasty Pudding Club " and the 
 Pi Eta approach, however, the most closely to the 
 secret type, although the character and the work of 
 both are familiar to all the students. The former is a 
 dramatic and social club ; and the latter of the same 
 nature, tinged with a literary hue. The period of 
 membership covers the last half of the Junior, and the 
 first half of the Senior, year; and the number of 
 members usually embraces about half the men of a 
 class. Popularity and intellectual ability are the con- 
 ditions most important in obtaining an election, al- 
 though, ofttimes, the best scholars are members of 
 neither association. 
 
 The conditions of membership in the societies 
 which are composed of affiliated chapters in the dif- 
 ferent colleges are as general and as diverse as those 
 favorable to obtaining admission to the peculiar or- 
 ganizations of Yale and Harvard. These conditions 
 vary in the case of the same society in the different 
 colleges, and also in the case of different societies in 
 the same college. For admission to certain chapters 
 wealth is the only essential ; to others only scholar- 
 ship and intellectual ability; to others literary excel- 
 
7 6 
 
 AMERICAN COLLEGES. 
 
 lence and eminent social qualities ; and to yet others 
 all those indefinable qualities which make a " fine fel- 
 low." 
 
 The qualities that favor an election to a secret so- 
 ciety indicate in general the character of the work 
 and of the pleasures which its members cultivate. In 
 at least one chapter in nearly every college the work 
 is of a literary character ; and to the preparation of 
 orations and essays the members ofttimes give more 
 attention than to the preparation of similar exercises 
 for the college professor of rhetoric. The literary so- 
 ciety has proved, with not a few graduates, to be an 
 admirable training school for the editorial desk, the 
 bar, the pulpit, and the platform. Another society is 
 specially devoted to the discussion of political ques- 
 tions, which it does with quite as much sagacity and 
 with far more decorum than the usual session of the 
 House of Representatives. But the most common 
 type of the secret society is the social, and, indeed, 
 whatever may be the phase specially represented by 
 the society, the social invariably receives a consider- 
 able degree of emphasis. The social bias of the club 
 is indicated in cards, games of Various sorts, con- 
 versation upon topics both high and low, and in the 
 weekly or monthly dinner spread in the rooms. In 
 the social society the warmest and the most lasting 
 friendships of college life are formed, and, in the 
 
SOCIETIES. 77 
 
 judgment of many graduates, the fostering of intimate 
 friendship is the most valuable of all the results which 
 secret societies effect. 
 
 Regarding the expenses of membership, only the 
 initiated have accurate knowledge, and they are not 
 permitted to exhibit their financial budgets. Yet cer- 
 tain general conclusions are evident. The initiation 
 fee seldom exceeds thirty dollars, and is frequently 
 much less ; and the annual tax varies with the actual 
 expenses. If a society is composed of a few wealthy 
 men, this tax may amount to a hundred dollars, but in 
 other cases it does not exceed twenty. If the mem- 
 bership comprises both the poor and the rich student, 
 the rich often relieves his brother of all financial bur- 
 dens. The poor is seldom or never compelled to pay 
 beyond his means ; the rich is usually glad to give of 
 his abundance. The expenses of the buildings, which 
 the society either owns or occupies, is often very great. 
 The marble building of the " Scroll and Key," at New 
 Haven, cost about fifty thousand dollars; and that of 
 the " Skull and Bones " is worth at least twenty-five 
 thousand. The Alpha Delta Phi has a very good 
 building at Amherst, and the new hall of the Kappa 
 Alpha, at Williams, cost fifteen thousand. These 
 funds are contributed in a large measure by the grad- 
 uate members, and the undergraduates bear but a 
 small proportion of the heavier expenses of the society. 
 
78 AMERICAN COLLEGES. 
 
 The interest which many graduates feel in their 
 society is usually very deep and warm. Their con- 
 nection with it does not cease on graduation as with 
 the college. They are still its members, are consulted 
 in reference to alterations in its methods of work, are 
 always, on Commencement and other occasions, wel- 
 comed and entitled to its hospitalities. They also 
 form associations similar to the alumni associations 
 of the college, and by frequent meetings keep their 
 interest in its welfare fresh and strong. In the mu- 
 tual helpfulness of its members, after as well as before 
 graduation, the college secret society is akin to the Ma- 
 sonic or Odd Fellow system ; and many cases might 
 be recited of aid given in the late war by Unionist to 
 rebel, or by rebel to Unionist, making his need known 
 by the signs of the association, on the ground that 
 once they were, or still are, members of the same so- 
 ciety, though in widely separated colleges. 
 
 Regarding the usefulness and the injury effected 
 by the secret society system in American colleges, 
 the most opposite positions are held by college of- 
 ficers. Presidents Chadbourne of Williams, Chamber- 
 lin of Bowdoin, maintain that their influence on the 
 whole is beneficial; but Chancellor Howard Crosby, 
 of the University of the City of New York, Presidents 
 Robinson of Brown, and McCosh of Princeton, oppose 
 them on strong grounds ; one college president writes 
 
SOCIETIES. yg 
 
 of their " babyishness," and another calls them an 
 "unmitigated nuisance." The principal objections 
 which may be urged against them have been summa- 
 rized by Dr. Crosby, as : 
 
 i. "They are pretenses, and thus at war with 
 truth, candor, and manliness." 
 
 2. " The opportunity given by the secrecy to im 
 morality." 
 
 3. " The confidence between parent and child is 
 broken, and hence destroyed, by these secret so- 
 cieties." 
 
 4. They " interfere with a faithful course of study." 
 
 5. "Natural use of these societies for disturbance 
 of public order." 
 
 6. " Their evil influence upon the regular literary 
 societies of the college, which are instituted as ad- 
 juncts of the curriculum." 
 
 7. " Their expensiveness." 
 
 But the truthfulness of these objections would be 
 denied by many college men. For, though the 
 grounds upon which the objections are based exist in 
 certain societies, they are not, it would be claimed, 
 necessarily inherent in the system. 
 
 On the other hand, the arguments most generally 
 urged in their favor are the friendships which they 
 foster, the literary and forensic discipline they give, 
 the home which they afford to the homeless student, 
 
80 A ME RICA N COLLEGES. 
 
 and the mutual helpfulness which they extend to both 
 undergraduate and graduate member. In many col- 
 leges, therefore, and among many students, they are 
 regarded with much esteem; but in other colleges 
 they are the bane of three-fourths of the students and 
 the object of constant fear to the governing boards. 
 
A THLETICS AND HEAL TH. 8 1 
 
 CHAPTER VI. 
 
 ATHLETICS AND HEALTH. 
 
 College athletics may be divided, though not with 
 precision, into those sports which are played to a 
 great degree for their own sakes, and into those which 
 are sought less for their own sake than as a condition 
 of the best mental exertion. Cricket, foot-ball, base- 
 ball, boating and similar exercises compose the for- 
 mer class ; and the exercise usually performed in the 
 gymnasium the latter. 
 
 Cricket and foot-ball have never obtained that 
 standing among American college men that immemo- 
 rial usage has given them among English school boys. 
 For at least half a century, however, the students of 
 several of the older colleges have played the games 
 with varying degrees of interest and expertness. 
 Cricket has at times been very popular ; and foot-ball 
 at several periods, as in the sixth decade of the pres- 
 ent century, has aroused all the energies of the under- 
 
82 AMERICAN COLLEGES. 
 
 graduate nerve and muscle. Only few cricket clubs 
 are now organized ; yet foot-ball elevens are formed 
 in many of the colleges. 
 
 At the present time base-ball occasions an interest 
 which neither cricket nor foot-ball has ever command- 
 ed. The date of the origin of the game cannot be 
 determined with exactness. The Knickerbocker 
 Club of Hoboken claims the year 1845 as its birth- 
 year ; but it was not till fifteen or seventeen years 
 later that it began to assume an important place 
 among the athletic sports of college men. Base-ball 
 has now become as common and popular in our col- 
 leges as cricket was or is at the English schools. 
 Nearly every college has its nine composed of the 
 best players among its students ; and in the largest 
 colleges class nines are also formed. During the ball 
 season, covering the fall and the spring months, con- 
 stant practice in playing is had on the grounds 
 allotted by the college for the purpose ; and in the 
 winter months the candidates for the nine engage in 
 those exercises which specially fit them for effective 
 service on the ball field. Tournaments are held each 
 spring for the college championship among sev- 
 eral colleges ; and the games of Yale, Harvard, 
 Princeton, Amherst, and Brown, by reason of the 
 large number of their students and other causes, 
 arouse a high degree of enthusiasm. But the cham- 
 
ATHLETICS AND HEALTH. 
 
 83 
 
 pionship ball usually rests in the hands of either Har- 
 vard or Yale ; and it lies at present in those of Har- 
 vard. 
 
 It is, however, as at Oxford and Cambridge, in 
 boating that the principal athletic interest of the stu- 
 dents is focalized. In the middle of the fifth decade of 
 the current century the first boat clubs were formed in 
 the colleges. In 1843 at Yale and in 1844 at Har- 
 vard clubs were first organized which, though com- 
 posed of few members and awakening little enthusi- 
 asm, are the beginnings of the present extensive 
 system of American college boating. The growth of 
 the system has been very rapid. Nearly every col- 
 lege in the East which is situated near a river or a 
 lake has its boat club ; and in several of the larger 
 colleges, as Cornell, Harvard, and Yale, class and 
 other crews are organized. The interest of the stu- 
 dents in the sport is fostered by the intercollegiate 
 regattas which occur every July, and by the contests 
 between rival crews of the same college. The first 
 regatta between college crews was rowed on Lake 
 Winnipiseogee in August, 1852. Harvard and Yale 
 were the only contestants, and the result was a victory 
 for Harvard. The first regatta in which more than 
 two college crews participated occurred in July, 
 1859, m which Yale and Brown were beaten by Har- 
 vard. Sixteen notable regattas have since been 
 
84 AMERICAN COLLEGES. 
 
 pulled. Of them Harvard has won in eight, Yale in 
 four, and the Amherst Agricultural, Amherst, Colum- 
 bia, and Cornell in one each. In 1 871 the National 
 Rowing Association of the American Colleges was 
 organized. In two years it had grown to include 
 the eleven colleges of Yale, Harvard, Wesleyan, Co- 
 lumbia, Cornell, Amherst, Dartmouth, Amherst Agri- 
 cultural, Bowdoin, Trinity and Williams. Between 
 the crews of these colleges the regatta of the famous 
 " diagonal finish line," was rowed on the Connecticut 
 at Springfield in 1873. But the difficulty of finding 
 a suitable course for so many boats occasioned the 
 dissolution of the Association ; and in the present year 
 the chief interest in college boating has come to cen- 
 ter, as of old, upon the annual contest between Har- 
 vard and Yale. 
 
 The rowing of American college men, though con- 
 stantly improving in style and swiftness, is not equal 
 to that of the Oxford and Cambridge oarsmen. The 
 English universities have at least three advantages in 
 regard to boating, not possessed by our colleges. The 
 number of students from whom a crew can be selected 
 is far greater in either of the universities than in the 
 largest of our own colleges. In England, too, consid- 
 erable attainment is made by many men in the art 
 before going to Oxford or Cambridge ; but here many 
 men never handle an oar before entering college. 
 
ATHLETICS AND HEALTH. 85 
 
 The English people, moreover, and the English jour- 
 nals, manifest a deeper interest in the annual race be- 
 tween Oxford and Cambridge than is excited in this 
 country by the college regattas ; and therefore the 
 English university oarsman has inducements for hard 
 training not possessed by his Harvard or Yale cousin. 
 But in spite of these advantages, the two occasions 
 on which the undergraduate crews of the two coun- 
 tries have met indicate the excellence of American 
 college oarsmanship. In 1869 the Oxford four, "the 
 finest four-oared crew that ever rowed on the Thames," 
 beat the Harvard four over a course of four and a 
 quarter miles by only six seconds. The victory of 
 Columbia at Henley, in July, 1878, also proves both 
 the improvement and the present effectiveness of 
 American undergraduate rowing. 
 
 The training that is requisite to occupying a seat 
 among a college six or eight is long and severe. In 
 the winter daily practice in the gymnasium with 
 rowing weights and Indian clubs and frequent runs of 
 three or four miles in the open air, and in the spring 
 and summer daily pulls on the water form the most 
 approved methods of training. The diet, also, par- 
 ticularly near the time of the race, is carefully at- 
 tended to. Previously to 1867 tne bill of fare was 
 very limited ; beef and mutton were the only meats 
 and rice the only vegetable generally allowed. Water 
 
85 AMERICAN COLLEGES. 
 
 and milk alone were drank, and in very small quali- 
 ties. But in that year a change in English opinion 
 regarding the regimen best adapted to men in 
 training, increased the number and the amount of 
 the articles of diet, and at present the men are per- 
 mitted great liberty of choice in eating and drinking. 
 The purpose now is to keep up and to increase, not 
 as formerly to decrease, the weight while doing a full 
 amount of work in training. The present system is 
 justified by the time that has been made in the re- 
 cent races, the quickest ever made by our undergrad- 
 uate crews. A similar, though not as rigorous, course 
 of training is pursued by the base-ball men. 
 
 The effect of constant attention to these sports 
 upon the health and length of life of the rowing and 
 ball men is on the whole excellent. This has been con- 
 clusively proved by the investigations of an able English 
 writer in regard to the health and longevity of the 
 English boating men. The chief danger lies in the 
 liability to disorders of the heart, caused by sudden 
 exertions ; but as those peculiarly subject to these 
 diseases seldom touch an oar or a bat, the evils thus 
 occasioned are slight. But not a few men of weak 
 constitutions have been made vigorous and muscular 
 by their college rowing and ball-playing. 
 
 The effect of attention to boating and ball upon 
 scholarship is not as excellent as upon health and in 
 
A THLETICS AND HEALTH. 87 
 
 increasing the length of one's days. Though with 
 some marked exceptions, the scholastic rank of boat- 
 ing and ball men is low. The expenditure of the 
 energy necessary to an indulgence in the sports de- 
 creases the amount of the thought and study that 
 might otherwise be given to Tacitus and the Calculus. 
 But the men who even in the largest colleges pay 
 special attention to boating and ball hardly exceed 
 thirty in number, and they are usually of that class 
 which is not attracted to scholarly pursuits. Their 
 athletic interests, therefore, absorb those energies 
 which would in many cases be given to other work 
 than that of the curriculum. Yet there are notable in- 
 stances in which the enthusiasm of a brilliant scholar 
 in his Greek and philosophy has decreased in propor- 
 tion as his enthusiasm in boating or ball has in- 
 creased. 
 
 Within the last five years the physical exercises 
 of college men have developed along an altogether 
 new line. " Athletic Associations " have sprung up 
 in many colleges, whose purpose is to cherish the love 
 of such sports as running, walking and jumping. 
 Contests are held either once or twice a year ; and 
 at them prizes are offered, in competition, to the 
 swiftest walkers and runners of the college. Though 
 the intercollegiate contests are no longer held, as 
 three and four years ago at Saratoga, yet the interest 
 
83 AMERICAN COLLEGES. 
 
 in these forms of physical exercise is well main- 
 tained in a large number of colleges. 
 
 It is not, however, in cricket or foot-ball, base-ball, 
 boating or " athletic associations " that the interests of 
 the large body of students center: these interests con- 
 centrate in the gymnasium. Probably about one half of 
 the whole number of colleges has a gymnasium fur- 
 nished in a greater or less degree of efficiency with 
 parallel and horizontal bars, iron and wooden dumb- 
 bells, bowling alleys, rowing weights and similar ap- 
 paratus. It is hardly a score of years, however, since 
 a well-equipped gymnasium has come to be regarded 
 as an essential instrument in college education. Yale's 
 gymnasium was not built till 1859, and Harvard's and 
 Amherst's not till the next year. Previously, how- 
 ever, the Yale and Harvard men had been accustomed 
 to exercise on apparatus erected in the open air. The 
 proportion of the students in the different colleges 
 who avail themselves of the privileges of the gymna- 
 sium is very diverse. In Yale about one-half of the men 
 exercise with a greater or less degree of regularity ; 
 in Harvard about one-third ; and in Amherst, which, 
 unlike most colleges, makes attendance obligatory for 
 half an hour on four days of the week, eighty-four per 
 cent of the students are present at the regular exercises. 
 
 The results that flow from a constant and careful 
 practice in the gymnasium are numerous and excel- 
 
ATHLETICS AND HEALTH. 
 
 89 
 
 lent. To it is due in a large measure the improved 
 bearing and better health of the present college men 
 over that of their fathers. The typical college man is 
 no longer sallow-faced, hollow-chested and weak-kneed, 
 but of strong nerves, muscular and vigorous. His 
 health is better, his strength greater than the health 
 and strength of the average New York or Boston clerk 
 of the same age. His freedom from sickness is indi- 
 cated by the testimony of Dr. Hitchcock, of Amherst, 
 regarding the students under his charge. 
 
 " Dr Jarvis says that the amount of time lost by 
 each laborer in Europe is from 19 to 20 days each 
 year ; and the Massachusetts board of health state 
 that in 1872, in this commonwealth, each productive 
 person lost 13 days by sickness. A man here is put 
 on the sick-list if he is absent more than two consecu- 
 tive days from all college exercises. With this as 
 a comparison, between the years of 186 1-2 and 
 1876-7 inclusive, 23.30 per cent of the college have 
 been entered on the sick-list, or, every student in 
 college has constructively lost 2.64 days each year by 
 illness; and every sick student has averaged 11.36 
 days of absence from college duties. During this 
 same period 48, or three each year on an average, 
 have left college from physical disabilities, although 
 16 of these have returned and entered again their own 
 or a succeeding class. The causes which produced 
 
90 AMERICAN COLLEGES. 
 
 these removals were in 7 cases, constitutional debil- 
 ity ; in 6, typhoid fever ; in 5, consumptive tenden- 
 cies ; in 6, weak or injured eyes, and single cases be- 
 cause of other infirmities. During this period of 16 
 years, 16 students have died while connected with 
 college — 10 from typhoid fever or its results, 3 by 
 violent deaths (all of them during vacation), 2 by con- 
 sumption, and 1 by brain fever." 
 
 Although Amherst, with its regular professor of 
 physical education and hygiene, pays more attention 
 to the gymnastic exercise of its students than any 
 other college, results of similar excellence flow from 
 the gymnastic work of students in many other colleges. 
 
 But the effect of regular practice in the gymna- 
 sium upon the mind is as marked as its effect upon 
 the body. It is a commonplace to say that regular 
 physical exercise is a condition of the best mental ex- 
 ertion ; but as a matter of fact it is true that the 
 best students are most conscientious regarding their 
 exercise. It is not the working eight or ten hours a 
 day which kills students, but it is the lack of exercise, 
 the late hours of study and other indiscretions. But 
 by regular work in the gymnasium for a half or three- 
 quarters an hour daily, or by a walk of three or four 
 miles, the faithful student may be sure of keeping 
 his body strong, his mind clear, and his rank near the 
 head of his class. 
 
JOURNALISM. 91 
 
 CHAPTER VII. 
 
 JOURNALISM. 
 
 It was a hundred and ten years after the first 
 newspaper was published in America that, as far as I 
 can discover, the first college journal appeared. In 
 1800 the Dartmouth students issued a paper called 
 " The Gazette," which is chiefly memorable as con- 
 taining in 1802-3 numerous articles by Daniel 
 Webster, then a graduate of one year's standing. 
 They were signed " Icarus," a pseudonym at the time 
 unacknowledged, but which a few years later Mr. 
 Webster confessed belonged to himself. Yale, in the 
 course of the present century, has had several jour- 
 nals, the majority of which, for pecuniary and other 
 reasons, have enjoyed but a short lease of life. The 
 first was " The Literary Cabinet," an eight-paged 
 fortnightly, whose first number appeared in 1806. 
 The publisher announced that it was his " unalterable 
 resolve to appropriate the pecuniary profits to the 
 
9 2 
 
 AMERICAN COLLEGES. 
 
 education of poor students in the seminary," but, 
 unfortunately for the poor students, "The Cabinet" 
 died in less than a year after its birth. It was fol- 
 lowed by " The Athenaeum," " The Palladium," " The 
 Students' Companion," " The Gridiron," and other 
 papers which, failing each in turn to receive the liter- 
 ary and pecuniary support of the students, seldom 
 lived for more than a twelvemonth. But in 1839 was 
 established " The Yale Literary Magazine," which is 
 the oldest living, as it is generally recognized to be 
 among the best, of college journals. It was and is 
 issued monthly during the college year, and each 
 number consists of about forty pages of the usual 
 magazine size. Its table of contents is made up of 
 essays chiefly upon literary and educational topics, 
 of paragraphs called " Notabilia," and of brief notes 
 upon Yale and its affairs, styled " Memorabilia Yalen- 
 sia." This latter admirable department was established 
 by Mr. D. C. Gilman — now president of the Johns 
 Hopkins University — during his editorship. It is a 
 daily bulletin, published monthly, of doings at Yale, 
 written in a terse and graphic style, and is one of the 
 most interesting features of an interesting college 
 journal. Its five editors are usually considered the 
 best literary men of the senior class, and an election 
 to the "Lit. Board "is justly esteemed one of the 
 highest honors of Yale life. In the course of its forty 
 
JOURNALISM. 93 
 
 years, not a few of those who have won distinction by- 
 literary and educational work have served an appren- 
 ticeship on the " Lit." Secretary Evarts was one of 
 the founders of the magazine, and Donald G. Mitchell, 
 of Yale's class of 1841, Doctor J. P. Thompson, of 
 1838, Senator O. S. Ferry, of 1844, President A. D. 
 White, of 1853, and several others not less distin- 
 guished have been among its editors. It is still an 
 important factor in Yale life, and together with a 
 similar journal published by the Princeton students, 
 is usually regarded as of the best of college publica- 
 tions of its type. 
 
 At the present time Yale has, besides its " Liter- 
 ary Magazine," two fortnightly papers, the " Courant" 
 and the " Record." Edited by boards selected from 
 and in part by the students, they are devoted to the 
 discussion of college affairs and to the communication 
 to graduates and the public of Yale news. 
 
 Although Harvard's papers have been less numer- 
 ous than Yale's, they indicate (considered as a whole) 
 greater literary ability and have had greater influence 
 on college opinion. The first, the " Harvard Lyceum," 
 appeared in 18 10, with Edward Everett among its 
 eight editors. It was a semi-monthly literary maga- 
 zine, but had, Mr. Everett remarks in his "Autobiogra- 
 phy," no permanent literary value. Dying a natural 
 death before the close of the year, it was succeeded 
 
94 AMERICAN COLLEGES. 
 
 in 1827 by the " Harvard Register," a monthly journal 
 of both a serious and a humorous character. Among 
 its editors were the late President Felton, George S. 
 Hillard, who wrote over the name of Sylvanus Dash- 
 wood, and Robert C. Winthrop, whose pseudonym was 
 Blank Etcetera, Sr. But, like its predecessor, the 
 financial and literary remissness of the students 
 digged for it an early grave. In 1830 appeared the 
 " Collegian," whose brief career is made historical by 
 the contributions of Oliver Wendell Holmes, then a stu- 
 dent in the Harvard Law School. Young Holmes wrote 
 over the signature of Frank Hock ; and in the " Col- 
 legian " appeared u The Spectre Pig," " The Dorches- 
 ter Giant," " The Height of the Ridiculous," and other 
 papers which have not been included in the standard 
 editions of his works. The " Collegian " was, after a 
 short life, buried with its fathers, and " Harvardiana," 
 on which the founder of the "Atlantic," and the editor 
 of the " North American Review " first employed his 
 editorial pen, reigned in its stead. But Mr. Lowell's 
 wit and wisdom were not sufficient for lengthening 
 the " Collegian's " life beyond four years. About 
 fifteen years after its decease, appeared, in 1854, the 
 " Harvard Magazine." It lived with varying fortunes 
 for a decade, and numbered among its editors several 
 who have won distinction by subsequent literary work. 
 Frank B. Sanborn and Phillips Brooks were two of 
 
JOURNALISM. 95 
 
 the three members of its first board. But in 1864 its 
 publication ceased ; and in May, 1866, the first num- 
 ber of the " Harvard Advocate " appeared as a fort- 
 nightly. For more than twelve years the literary taste 
 manifested in the " Advocate's " editorial management, 
 the brightness of its sketches, and the intrinsic merit 
 and wit of its poetry have given it a pre-eminent place 
 among college journals. In 1873 a rival appeared in 
 the " Magenta," since changed, with the name of the 
 college color, to the " Crimson ; " and these two 
 papers are now pursuing in generous rivalry a most 
 successful course of college journalism. 
 
 Although few colleges have been as prolific in 
 newspaper children as Yale and Harvard, yet the 
 history of journalism at these two colleges represents 
 in general its history at Princeton, Williams, Brown 
 University, and the older colleges. But within the 
 last decade the number of college journals has greatly 
 increased. At the present time, it is estimated that 
 at least two hundred papers and magazines, devoted 
 to college interests and conducted by college students, 
 are published. The usual pattern of the college jour- 
 nal is a sheet of twelve pages, of the size of the 
 "Nation," well printed on tinted paper, and published 
 either fortnightly or monthly. It has a board of six 
 or ten editors, elected either by the preceding board 
 or by the students, or both, and its literary support is 
 
96 AMERICAN COLLEGES. 
 
 derived from the members of the college as well 
 as from the editorial pen. Its subscribers number 
 about five hundred, and are usually equally divided 
 between the college students and the graduates. 
 Perhaps a few journals print a thousand copies, but 
 so large a subscription list is rare ; and two hundred 
 and fifty copies is as low a limit as is commonly 
 reached. The usual price of a fortnightly is $2.00 
 for the college year, and from the proceeds of its 
 subscriptions and its advertisements it usually suc- 
 ceeds in meeting the expenses of publication. But a 
 college journal seldom is, as it is seldom intended to 
 be, a source of pecuniary income. 
 
 There are, however, certain peculiar developments 
 in the history of college publications which deserve 
 notice. One of these developments is the " Univer- 
 sity Quarterly." The " University Quarterly " was un- 
 doubtedly the most important venture, both in its 
 intrinsic importance and in the high anticipations it 
 awakened, ever undertaken in college journalism. It 
 was a quarterly of two hundred pages started at New- 
 Haven in i860 by Joseph Cook and other Yale men, 
 and was intended "to enlist," says the author of 
 " Four Years at Yale," " the active talent of young 
 men in American, and so far as possible in foreign, 
 universities in the discussion of questions and the 
 communications of intelligence of common interest to 
 
JOURNALISM. 
 
 97 
 
 students." Made up of " news, local sketches, refor- 
 matory thought and literary essays from all the prin- 
 cipal seats of classical and professional learning," its 
 chief purpose was to unite " the sympathies of academ- 
 ical, collegiate and professional students throughout 
 the world." Its management was vested in editors 
 and correspondents chosen from the students of 
 different colleges, and the board at New Haven, the 
 place of publication, served as a sort of managing 
 editor. At one time no less than thirty-three colleges 
 and professional schools were represented by the 
 " Quarterly," among which were,of the foreign universi- 
 ties, those of Berlin, Halle, Heidelberg and Cambridge. 
 But the difficulty of controlling so large and hetero- 
 geneous a body of editors, and the breaking out of the 
 war absorbing every bit of undergraduate enthusiasm, 
 necessitated the " Quarterly's " suspension. The 
 last of its eight numbers appeared in October, 1861. 
 But in its brief career it was of much value in uniting 
 the sympathies of different colleges and in communi- 
 cating intelligence regarding the higher education in 
 this and foreign countries. The interest taken in, 
 and the amount of work done for, the journal by dif- 
 ferent colleges was most diverse. Yale was undoubt- 
 edly the most enthusiastic in its support, and about 
 one-third of the literary matter was contributed by 
 Yale men. Amherst also manifested much interest 
 
 7 
 
9 8 
 
 AMERICAN COLLEGES. 
 
 in the " Quarterly," and of her students Francis A. 
 Walker was a faithful contributor. Harvard gave 
 comparatively little aid, but Mr. Garrison, now of the 
 " Nation," was an efficient representative of the Cam- 
 bridge college. The average edition of the " Quarterly" 
 consisted of about fourteen hundred copies ; and it 
 appears that its pecuniary affairs were wound up with- 
 out loss to its conductors — a somewhat rare circum- 
 stance in the death of a college journal. 
 
 Another departure from the usual type of the 
 college journal is representee in the " Harvard Lam- 
 poon." The " Lampoon," is a college "Punch," issued 
 fortnightly, of a dozen pages of letter-press and as 
 many cartoons setting forth humorous scenes chiefly 
 in college and social life. At its appearance in the 
 spring of 1876, its pen and pencil were confined to the 
 college, but at the opening of the academic year of 
 1877-78, it enlarged its sphere; and for a year its 
 purpose has been " to reproduce to the life the ' quips 
 and cranks and wanton wiles' of the free-born 
 American citizen as well as those of the typical stu- 
 dent, so that wretches who never heard of Harvard 
 will be able to smile at his jests and weep over his 
 pathos. Whenever in future any question of such 
 general concern as the. natural depravity of the Spitz 
 dog or the sanitary efficacy of azure glass is endanger- 
 ing the relations of parents and children throughout 
 
JOURNALISM. 99 
 
 the land ; if the mayor of Boston becomes desirous of 
 having the horse-cars as well the ferries free ; or the 
 ladies of Washington seek to restrain Mehemet Ali 
 Pacha from drinking ice-water when he accepts the 
 hospitalities of the nation, — Lampy will have his little 
 say on the subject, and his pen and pencil will not be 
 idle." The success that has attended " Lampy's " 
 effort, in view of the usual fate of American humor- 
 ous journals, is good evidence of the excellence of its 
 work. Many of its bon mots and verses have been 
 exceedingly clever, and some of its cartoons are 
 worthy of Du Maurier. It has been, as a whole, 
 remarkably free from every feature open to objection 
 in point of moral taste ; and by the general, as well 
 as the college, press it has been constantly received 
 with much favor. 
 
 The purposes which the college paper accom- 
 plishes in American college life are numerous and 
 important. It is, in the first place, a mirror of under- 
 graduate sentiment, and is either scholarly or vulgar, 
 frivolous or dignified, as are the students who edit and 
 publish it. A father, therefore, debating where to 
 educate his son, would get a clearer idea of the type 
 of moral and intellectual character which a college 
 forms in her students from a year's file of their fort- 
 nightly paper than from her annual catalogue or the 
 private letters of her professors. To the college 
 
IO o AMERICAN COLLEGES. 
 
 officers, also, it is an indicator of the pulse of college 
 opinion. The discussion of all questions regarding 
 the varied interests of the college — the dissatisfaction 
 with Professor A 's method of conducting recita- 
 tions, or with the librarian's new code, or with the 
 advance in the annual price of college rooms — is sure 
 to voice itself in the college paper. Indeed the spirit 
 of rebellion among college men often flows out into 
 ink, when, if they had no paper in which to relate 
 their grievances, it would — as it now too often does — 
 manifest itself in boyish mobs and " gunpowder plots." 
 The college journal is, indeed, as a distinguished pro- 
 fessor recently said of the paper of his college, " the 
 outstanding member of the college faculty." 
 
 But the paper reflects the moral and intellectual 
 condition of its college, not only for the officers and 
 patrons of its own college, but also for the members 
 of other colleges. The Harvard papers, for instance, 
 represent Harvard life to other colleges, just as 
 American newspapers represent American life to 
 Europeans. Each paper has a list of some fifty or 
 sixty " exchanges," which, after being examined by 
 the " exchange editor," are usually placed in the pub- 
 lic reading-room for the use of the students. It is 
 also the custom, to a considerable and a growing 
 extent, for the best journals to devote at least a page 
 to news from other colleges. These items of news 
 
JOURNALISM. I0I 
 
 are usually culled from the " exchanges," but in some 
 cases they are directly furnished by correspondents 
 engaged for the purpose. The influence of college 
 papers in thus promoting inter-collegiate friendship, 
 and in exhibiting the methods of instruction and 
 government, is of great service to the cause of higher 
 education. 
 
 Another important purpose which the college 
 journal fulfils is in informing the graduate of the 
 changes through which his alma mater passes ; it is 
 a fortnightly letter from his college home. Its alumni 
 column notes the chief events in the lives of all grad- 
 uates ; and the whole paper helps to keep his college 
 memories green. About half of the list of subscribers 
 to many of the journals is made up of the names 
 of graduates, and graduates not infrequently contrib- 
 ute articles, especially upon athletic topics.- 
 
 The college paper also serves as an admirable 
 training school for professional journalists. Quick- 
 ness of thought and of action, coolness of judgment 
 and of purpose, and impartiality which Mr. Hudson, 
 in his History of Journalism, suggests as the essentials 
 of a good journalist, receive excellent discipline on the 
 college editorial board. The college journal is the 
 best school of journalism, outside of its own curricu- 
 lum, which the college affords. The merit of their 
 editorial work in college has won for not a few stu- 
 
I0 2 AMERICAN COLLEGES. 
 
 dents, on their graduation, a position on the staff of 
 a New York or Boston paper. 
 
 The character of much of the writing in the best 
 college papers is most praiseworthy. The topics are 
 usually of immediate interest to the college world, and 
 are treated with directness, perspicuity and consider- 
 able energy of style. Written, as many of the articles 
 are, under the pressure of college work, they indicate 
 a clearness of thought and a facility of execution 
 worthy, in certain cases, of experienced journalists. 
 But in the college magazines, which are published 
 quarterly or monthly, these excellences are not as 
 marked as in the fortnightly or weekly journal. The 
 subjects of the leading articles in the magazines sel- 
 dom possess immediate interest, and the style is often 
 labored and oratorical. In topic and treatment they 
 are not dissimilar to the forensics and theses which a 
 senior writes for his professor of rhetoric. But the 
 editorial paragraphs in the quarterlies are clear, pointed 
 and interesting. 
 
 The wit and humor, also, that abound in the col- 
 lege journals are of a most commendable and genuine 
 character. College life, it is needless to say, is fer- 
 tile, in comparison with business or professional life, 
 in the ludicrous ; and many of the witticisms that ap- 
 pear in the college papers are reports of the table- 
 talk of an eating club, or of the happy retorts of a 
 
JOURNALISM. I0 3 
 
 professor to a jesting student. Not a few humorous 
 verses, also, bright and rollicking, have come from 
 college pens. One of the earliest, as well as one of 
 the best, parodies ever published in this country ap- 
 peared in the " Harvard Lyceum," in the first years 
 of college journalism. Joel Barlow's "Columbiad" 
 was the object of its pleasantry ; and, written by Ed- 
 ward Everett in 1810, it has both a literary and an 
 historic interest. The following extract describes 
 " the vexations of a person who finds in the midst of 
 a dance, that his hose are swinging from their moor- 
 
 " And while he dances in vivacious glee 
 He feels his stockings loosening from his knee ; 
 The slippery silk in mind-benumbing rounds 
 Descends in folds at all his nimble bounds. 
 
 ****** 
 Thy partner wonders at the change. No more 
 She sees thee bound elastic from the floor ; 
 No more she sees thine easy graceful air: — 
 Each step is measured with exactest care." 
 
 Of the many bright verses that have of late years 
 appeared in the college papers, the following from the 
 " Harvard Advocate" of May, 1870, are pre-eminent. 
 They were written by Mr. Charles A. Prince of Bos- 
 ton, when a Harvard student, and are addressed " To 
 Pupils in Elocution : " 
 
I0 4 AMERICAN COLLEGES. 
 
 " The human lungs reverberate sometimes with great velocity 
 When windy individuals indulge in much verbosity, 
 They have to twirl the glottis sixty thousand times a minute, 
 And push and punch the diaphragm as though the deuce were 
 in it. 
 
 CHORUS. 
 
 The pharynx now goes up ; 
 The larynx with a slam, 
 Ejects a note 
 From out the throat, 
 Pushed by the diaphragm." 
 
 But, although the humorous side of college life is 
 thus developed in the best of the papers, their moral 
 character and influence are excellent. They are re- 
 markably free from vulgarity. Slang, though not in- 
 frequent in college conversation, seldom creeps into 
 their columns. Their hatred of every species of sham 
 and deceit is most marked. Their love for what- 
 ever they regard as their own honor or that of their 
 college is genuine ; and the respect they constantly, 
 as a class, manifest for religion is a fit model for the 
 imitation of certain daily journals. The college paper 
 is, therefore, in respect to moral character, usually 
 rather above than below the level of college sentiment, 
 and its moral influence, therefore, is elevating. 
 
 But to these excellent purposes and characteris- 
 tics of the college paper are joined two evils which 
 must be weighed in forming any just estimate of its 
 
JOURNALISM. I0 5 
 
 worth and usefulness. The first evil is that the stu- 
 dent's editorial duties are liable to exhaust his ener- 
 gies, and thus to unfit him for his regular college 
 work. Every college intends to provide her men 
 with sufficient work to monopolize their time and 
 strength ; if, therefore, the paper absorbs much of the 
 student-editor's attention, he is compelled to neglect 
 his Greek and mathematics. The evil of this course is 
 obvious. It is the wellnigh universal experience that 
 the continued neglect of the regular college studies 
 for the sake of the college paper is seldom helpful, 
 and is often disastrous, to scholarship and intellect- 
 ual discipline. A college editorship is an excellent 
 avocation, but a very bad vocation. 
 
 The other danger to which the young editor is ex- 
 posed is that of forming a faulty style. The rapid 
 writing which he is sometimes compelled to do culti- 
 vates superficiality of thought, and the necessity 
 under which he often labors, of "filling up space," 
 fosters bombast, slovenliness, and looseness of expres- 
 sion. He is frequently placed in emergencies most 
 opposed to the cultivation of that patient and painstak- 
 ing habit of composition which it is the especial duty of 
 a young writer to cherish. But neither this evil nor 
 that of a neglect of college work is necessarily in- 
 herent in college journalism; a wise discretion can 
 avoid them. 
 
I0 6 AMERICAN COLLEGES. 
 
 The college paper is essentially an American pro- 
 duction. The German universities have no publica- 
 tion of the sort, and the English universities of Oxford 
 and Cambridge have no journal that precisely corre- 
 sponds to the American college paper. The " Oxford 
 and Cambridge Undergraduates' Journal " is devoted 
 to the interests of the Oxford and Cambridge stu- 
 dents, containing sketches of sermons preached in 
 their pulpits, and reports of their scholastic and 
 athletic affairs ; but it is both edited and published by 
 those not connected with the universities. A few- 
 papers are, however, issued by the English students. 
 Their sphere is usually more restricted to the institu- 
 tion whose name they bear than are the American 
 college journals ; but in other respects they are not 
 dissimilar. 
 
FELLOWSHIPS. 
 
 10/ 
 
 CHAPTER VIII. 
 
 FELLOWSHIPS. 
 
 College fellowships, or post-graduate scholar- 
 ships, are primarily institutions of Oxford and Cam- 
 bridge. The twenty colleges of which Oxford uni- 
 versity is composed possess three hundred scholarships 
 and nearly an equal number of fellowships. The 
 purposes which a fellowship is designed to accom- 
 plish, are chiefly four : it is a reward for high scholar- 
 ship ; it serves as a ladder for the indigent student 
 to rise by ; it is a recompense for the instruction which 
 the fellow is required to give ; and the holders of fel- 
 lowships form the governing board of the college. 
 The scholars and fellows are elected, after a competi- 
 tive examination, by the officers of the college, and 
 retain their foundation for various lengths of time. 
 An Oxford fellowship can, with few exceptions, be 
 held for life ; but marriage, ecclesiastical preferment 
 or accession to property of a certain amount usually 
 
I0 8 AMERICAN COLLEGES. 
 
 compels him to surrender his foundation. At Cam- 
 bridge, however, certain fellowships are held for a 
 limited number of years, as those in Trinity College 
 for ten, and those in Queen's for seven. An Oxford 
 scholarship, too, can seldom be retained for more than 
 five years. 
 
 The annual income of an Oxford scholarship 
 varies from £60 to ^125 ; but the average is about 
 ;£ioo. The annual income of an Oxford fellowship 
 is, however, seldom less than ,£200 and seldom more 
 than ^300. With an annual income of ^250,000 
 (more than double the income of Harvard university 
 in all its departments), Oxford University expends each 
 year ,£35,000 in scholarships, and ,£90,000, in fellow- 
 ships. 
 
 The conditions under which the fellow enjoys his 
 annuity are usually very few and liberal. He is at 
 liberty to pursue almost any line of intellectual labor. 
 In many cases his position is a mere sinecure, and 
 involves no actual work. In other cases it is, and in 
 all cases may be, most effectually used for the ad- 
 vancement of the higher learning ; but too often the 
 holder of a life fellowship at Oxford or Cambridge 
 is a mere annuitant, and his attainments are of little 
 service either to the university from which he annu- 
 ally receives a thousand dollars, or to English scholar- 
 ship and culture. 
 
FELLOWSHIPS. 
 
 109 
 
 Unlike Oxford and Cambridge, the German uni- 
 versities have no system of fellowships. Each univer- 
 sity is, however, possessed of a certain number of 
 " exhibitions," ranging in value from sixty to three 
 hundred dollars, for the benefit of needy students. 
 Each needy student also avails himself of the two 
 public lectures a week, which a professor is required 
 to give, and is, in many cases, allowed to attend all 
 the lectures without payment of fees. But to the 
 student who has taken his degree and is still pursuing 
 his studies, the German university has neither fellow- 
 ship nor scholarship to offer. 
 
 The pecuniary privileges which the American 
 college offers its students for post-graduate study are, 
 in comparison with those provided by the English 
 universities, very meager. Of our three hundred 
 colleges, Yale, Princeton, Harvard and the Johns 
 Hopkins University are the principal ones that 
 offer fellowships for the prosecution of advanced 
 learning. 
 
 Yale has six fellowships, or scholarships, the an- 
 nual value of which ranges from forty-six to (at least) 
 six hundred dollars. Two are of the larger amount. 
 One fellowship is tenable for five years, but the 
 others for not more than three. High scholarship 
 and good character are the general conditions for ob- 
 taining these honors ; and the prosecution of a non- 
 
HO A ME RICA N COLLEGES. 
 
 professional course of study, as science, literature or 
 philology, in New Haven, under the direction of the 
 college faculty, is the general condition for retaining 
 them. 
 
 Princeton, which claims to be 4< taking the lead 
 in encouraging advanced learning by means of fellow- 
 ships/' now has six, with expectations of an early 
 increase in their number and income. They are 
 awarded by competition, which is open to any mem- 
 ber of the graduating class, and are held for a single 
 year. The fellow pursues his studies in either phi- 
 losophy, science, mathematics, classics, history or 
 modern languages, according as his fellowship is de- 
 signed. The annual income of three of these founda- 
 tions is six hundred dollars each, and of three, one-half 
 this amount. During the last seven years, fellows 
 have been pursuing advanced studies in philosophy, 
 philology, and science, both at Princeton and at the 
 English and German universities. The introduction 
 of the fellowship system at Princeton is due in the 
 main to the efforts of its president, Dr. McCosh. It 
 is substantially the same system which he drew up in 
 1 860-6 1 for the Scottish universities. " I have," he 
 writes me recently, " only made a beginning, but 
 a good beginning. We are really producing scholars." 
 
 Harvard, like Yale and Princeton, has six fellow- 
 ships, but of somewhat larger value than those of her 
 
FELLOWSHIPS. 
 
 sister colleges Two have an annual income of about 
 s,x hundred doHars and four of at least one thousand 
 do liars each The latter are « traveling fellowships," 
 and the holder, seldom remaining in this country, usu- 
 ally spends the alloted period of three years in some 
 German university. One of these fellowships, it is 
 worthy of note, was founded in l8?1 by George Ban- 
 croft A little more than sixty years ago, Edward 
 Everett suggested to President Kirkland that "ft 
 would be well to send some young graduate of Harvard 
 to study for a while at some German university" 
 The choice of the president fell upon young Ban- 
 croft, who, then in his eighteenth year, proceeded at 
 once to Gottingen. It is interesting to note that the 
 founder of what is doubtless the most valuable fellow- 
 ship m any of our colleges was the first Ameri- 
 can who studied in a German university under the 
 patronage of an American college. The election 
 to a fellowship at Harvard, as at every American 
 college, is a fitting crown to a successful colle-e 
 course; and only that graduate of the college or 
 professional school is elected to the honor whose 
 scholarly attainments are conclusive proof of special 
 aptitude for research in one of the branches of higher 
 learning. The fellow, before his election by the 
 academic faculty, suggests the department in which 
 he wishes to study, and it usually proves to be that 
 
1 1 2 AMERICAN COLLEGES. 
 
 in which by his college work he has become profi- 
 cient. At the present time Harvard has fellows resi- 
 dent both in Cambridge and in Germany engaged in 
 the study of history, zoology, mathematics, the modern 
 languages, and other departments of advanced knowl- 
 edge. 
 
 It is, however, the new university at Baltimore 
 which offers the most generous encouragement for the 
 pursuit of the higher learning. The Johns Hopkins 
 University, with an endowment of three and a half 
 millions, provides twenty fellowships, each of an an- 
 nual value of five hundred dollars. They are be- 
 stowed upon " advanced scholars from any place " for 
 excellence in one of the ten departments of philology, 
 literature, history, ethics and metaphysics, political 
 science, mathematics, engineering, physics, chemistry, 
 and natural history. The object of the foundation 
 is, in the words of the trustees, " to give to scholars 
 of promise the opportunity to prosecute further 
 studies, under favorable circumstances, and likewise 
 to open a career for those who propose to follow the 
 pursuit of literature or science." The chief condition 
 of the assignment, besides a liberal education and an 
 upright character, is a "decided proclivity towards a 
 special line of study." With these designs and condi- 
 tions, the popularity of the scheme proved to be so 
 great that at the first assignment in 1876 there were 
 
FELLOWSHIPS. II3 
 
 one hundred and fifty-two applicants, representing for- 
 ty-six different colleges. From this large number 
 twenty were selected as fellows, who at once began to 
 prosecute special studies under the immediate patron- 
 age of the university. The fellowships are, as at 
 present constituted, renewable to the same holder for 
 successive years, and his progress is tested from time 
 to time by the writing of a thesis, delivery of a lec- 
 ture, or by some similar method. Its fellowship system 
 has, like the university, been established for only two 
 years, and its results are necessarily somewhat uncer- 
 tain. But President Gilman writes, " the scheme is 
 working admirably, and if I could tell you just what 
 each one of the holders of fellowships is doing it 
 would, I think, establish the wisdom of our founda- 
 tions." 
 
 The purposes which the fellowship system, as it 
 is now being established in American colleges, is in- 
 tended to serve, are the advancement of scholarship 
 and the promotion of original thought and investiga- 
 tion. A fellowship in an American college is not, 
 as often it is in the English universities, a sinecure. 
 It is not simply the reward for success in passing a 
 series of examinations. It is not merely the ladder 
 by which the student is to climb to distinction. But 
 it is a privilege by the fit use of which he can advance 
 the higher learning and enlarge the boundaries of 
 
 8 
 
ii4 
 
 AMERICAN COLLEGES. 
 
 human knowledge. The fellowship allows the young 
 graduate, possessing genius for a certain line of inves- 
 tigation but not possessing the pecuniary means for 
 his support, to pursue studies, the result of which 
 shall honor not only him but also scholarship. It 
 permits the penniless student, interested in philoso- 
 phy, to pursue his philosophy, and the student of 
 science to continue his chemical or zoological investi- 
 gations. Without its aid the one would be obliged, 
 for example, to devote his powers to professional 
 studies for the ministry, and the other to medicine, 
 professions for which each feels he is by nature unfit. 
 The fellowship system, therefore, in American col- 
 leges is the most direct aid to the higher scholarship 
 and to culture. 
 
 Although the system of fellowships at Oxford and 
 Cambridge has not advanced English learning as it 
 might and ought, yet the results it has achieved are 
 of incalculable worth. The large majority of English 
 scholars of distinction have for a longer or a shorter 
 period pursued their studies with the assistance which 
 a fellowship provided. Max Muller and Jowett, 
 Rawlinson and Stubbs, Milman and Bryce, Mansel and 
 the Newmans are among the hundreds of English 
 scholars hardly less distinguished than they who 
 have held, or still hold, fellowships at Oxford. Re- 
 sults of equal and even greater excellence would 
 
FELLO WSHIPS. 1 1 5 
 
 follow the general introduction of the system of fel- 
 lowships into American colleges. 
 
 For American wealth to establish fellowships in 
 American colleges every inducement is presented. 
 The founding of a new college at the west with a 
 slender endowment may retard the cause of the 
 higher education, but the establishment of fellowships 
 at Harvard, Yale, Amherst, Princeton, Oberlin, or any 
 well organized college, must greatly advance it. Hen- 
 ry IV., Edward VI., Queen Mary, Elizabeth, and 
 Charles I. established fellowships at Oxford. If only 
 American wealth would follow such precedents, 
 American scholarship might in the course of a gen- 
 eration surpass English, and in the course of two 
 generations, compete with German,scholarship. 
 
 In the foundation and administration of fellow- 
 ships in our colleges, however, the strict observance 
 of certain rules is necessary to the attainment of 
 their highest usefulness. It is the failure to observe 
 the first two of the three following suggestions that 
 has brought the English fellowship system into con- 
 siderable disrepute among certain classes of English 
 society. 
 
 1. The fellowship should not be bestowed merely 
 as a reward for high scholarship, but principally as the 
 means for prosecuting original research in a compara- 
 tively new department of study. 
 
r j 6 AMERICAN COLLEGES. 
 
 It should seldom be held for more than three, or, 
 at most, for more than four years. The progress 
 which the fellow makes in this length of time enables 
 him, with but little outlay of time or strength, to give 
 instruction sufficient to provide for his pecuniary 
 needs. The fellowship in such a case should at once 
 be reassigned. 
 
 3. If the fellow resides in Germany, as he usually 
 will, he should be made a sort of corresponding mem- 
 ber of his college faculty. The information which 
 he could transmit regarding the educational move- 
 ments occurring in the German gymnasia and univer- 
 sities would prove of much service to American col- 
 leges and American scholarship. 
 
CHOICE OF A COLLEGE. 
 
 117 
 
 CHAPTER IX. 
 
 CHOICE OF A COLLEGE. 
 
 The most important question concerning his 
 education which the student decides before entering 
 upon a collegiate course of study relates to the choice 
 of a college. This question he decides sometimes in 
 accordance with the preferences of friends, frequently 
 from caprice, and often by the trivial reasons of the 
 nearness of a college to his home or of the personal 
 friendship of one of its professors. There are, how- 
 ever, several principles of absolute worth which the 
 student, selecting a college, may use as the tests of 
 the excellence of a college. 
 
 The first of these principles is the quality of the 
 instruction which a college offers. That college 
 whose instruction is the most thorough and critical, 
 the most advanced in respect to the extent of the 
 subjects studied, that makes the severest demands 
 upon the student's mental strength and that arouses his 
 
! ! 8 AMERICAN COLLEGES. 
 
 scholarly enthusiasm to the highest point is, so far 
 forth, the best college. Such instruction attains most 
 effectively the chief purpose of any scheme of educa- 
 tion — the discipline of the mind. 
 
 The second principle is the amount of the instruc- 
 tion. If a college has a prescribed course, without 
 optional studies, the amount of the instruction which 
 it provides cannot influence the choice of the student, 
 for this amount seldom varies from fifteen hours of 
 recitations a week to each class. But if a college has 
 an elective system the quantity of its instruction 
 may seriously influence his choice. For the elective 
 system greatly increases the number and extent of 
 the studies which he may pursue. To the student, 
 therefore, who wishes to take up a course of study 
 most directly preparatory for a certain profession, or 
 who is conscious of possessing an aptitude for certain 
 departments of study the amount of the instruction 
 forms a most important element of choice. The stu- 
 dent, moreover, who on entering college is uncon- 
 scious of possessing a particular fitness for a special 
 line of intellectual work, will probably awaken by the 
 close of his second year to the consciousness of this 
 possession. To the large majority, therefore, of all 
 men who are selecting a college, the amount of the 
 instruction afforded, forms an important principle of 
 choice. 
 
 / 
 
CHOICE OF A COLLEGE. 
 
 II 9 
 
 A third principle is represented by the moral and 
 religious influence of a college. The peril of the col- 
 legian is not that he will fail to have sufficient tempta- 
 tions to resist to form a strong character, but that a 
 torrent of them will sweep him into moral ruin. That 
 college, therefore, of the purest moral and noblest 
 religious atmosphere should, ceteris paribus^ be se- 
 lected. 
 
 Another principle is indicated in the expense of 
 a college course. With the wealthy student this 
 consideration has but little weight ; but with the 
 poor it is frequently the most important factor in his 
 choice. To him the question appeals in two ways : 
 he may select a college the cost of whose education is 
 small, but which affords no pecuniary aid ; or a col- 
 lege the cost of whose education is relatively great, 
 but which by its scholarships and beneficiary funds 
 makes his expenses as small (or smaller) as at the 
 former college. The decision between these two 
 methods will, of course, be determined by other con- 
 siderations than the pecuniary. 
 
 The four principles of the quality and the amount 
 of the instruction, of the moral and religious influence, 
 and of the expenses of a college, the student, in his 
 selection, should apply with critical exactness, and in 
 accordance with the result of the application should 
 generally make his choice. Yet there are other con- 
 
120 AMERICAN COLLEGES. 
 
 siderations which do and ought to weigh in his de 
 cision. 
 
 Among these principles of minor importance are 
 the reputation of a college, its location in respect to 
 health, natural scenery and general society, the num- 
 ber of its students, and the advantages it affords 
 by means of fellowships for post-graduate study. 
 The alumnus of an old and well-reputed college has a 
 presumption in favor of the excellence of his educa- 
 tion which the graduate of a new and unknown col- 
 lege cannot enjoy. This presumption holds good till 
 actual trial proves (as it ofttimes will prove) that the 
 training of the latter graduate is superior to that of 
 the former. The hygienic influences of the location 
 of the vast majority of the colleges is excellent ; and 
 the only elements of choice to be compared are the 
 advantages and disadvantages of a residence of four 
 years near the ocean or in the interior. But the 
 natural scenery encircling the colleges is most diverse 
 in beauty and picturesqueness. That surrounding the 
 country colleges is of course more varied and sublime 
 than that which can be enjoyed near or in the city. 
 But in respect to society the opposite condition pre- 
 vails. The society open to the student of the city col- 
 leges is, as a rule, far superior to that afforded in 
 country-college towns ; and the advantage of larger 
 libraries, of art galleries, of music and the drama are 
 
CHOICE OF A COLLEGE. I2 i 
 
 open to the city, but denied to the country, student. 
 The size of a college should also qualify to some 
 extent the choice. A college of several hundred 
 students offers the most favorable opportunities for re- 
 moving eccentricities of mental habit and of manners, 
 and for obtaining the highest and most liberal point 
 of view for judging all questions presented for consid- 
 eration. It permits the student, as Bacon suggests 
 in respect to travel, to " suck the experiences of 
 many," which is impossible in a small college. Yet, 
 as a class, the moral and religious condition of the small 
 colleges is superior to that of the large. The society 
 system and the system of athletic sports of a col- 
 lege attract and repel students according to their 
 proclivities ; and the advantages as well as the disad- 
 vantages of each have been considered in preceding 
 chapters. The system of fellowships, however, though 
 introduced into only" a few colleges and into them to 
 a very meager extent, should attract students. The 
 opportunities they offer for advanced study both do 
 and ought to draw the ablest men. 
 
 By the application of these principles, especially 
 of the four first named, the student can select his 
 college with a high degree of certainty that his choice 
 will prove satisfactory. As he applies these tests he 
 will find that the quality of the instruction in the 
 eastern colleges is better, as a whole, than in the 
 
1 22 AMERICAN COLLEGES. 
 
 western ; and that of the former class the instruction 
 offered by Yale, Harvard, Princeton, Williams, Am- 
 herst, Dartmouth and Brown University is of pre- 
 eminent excellence, and that, of the western colleges, 
 the University of Michigan surpasses the vast ma- 
 jority of her sisters in the worth of her teaching. 
 Regarding the amount of the instruction greater cer- 
 tainty may be attained than respecting its quality. 
 Harvard offers more than twice as much instruction 
 as any other college ; but the other prominent institu- 
 tions present amounts very similar to each other 
 for the choice of the student. The moral and relig- 
 ious character of the college he will find exceedingly 
 high at many of the western colleges, particularly of 
 those which were founded and are fostered under direct 
 Christian influences. In the east, the moral and re- 
 ligious tone of Amherst and Williams is recognized 
 as eminently pure. The question of expenses can be 
 decided with a considerable degree of exactness. 
 The cost of a diploma at a small college of the west 
 is the least, and of one at Harvard, Yale, and Colum- 
 bia the most. But to a poor man of brains Harvard 
 may be the cheapest college, as its scholarship and 
 other funds may pay his entire expenses. But to a poor 
 man without brains Harvard is not, as its president 
 is reported to have said at its commencement dinner 
 in 1878, to be recommended. 
 
CHOICE OF A COLLEGE. 123 
 
 The other principles of choice may also be applied 
 with a considerable degree of precision. Touching the 
 reputation of a college it is generally granted that 
 the name of the University of Michigan, and of Oberlin 
 stands as high as that of any college west of the Alle- 
 ghanies ; and that Harvard and Yale occupy a similar 
 position in the east. But the European reputation 
 of the Cambridge college is the most extended. In 
 regard to the attractiveness of natural scenery, it is 
 usually conceded that the Berkshire Hills and the 
 other beautiful scenery of western Massachusetts 
 make Amherst and Williams facile principcs. Con- 
 cerning the opportunities presented for general society, 
 for the use of libraries, galleries of art and other 
 means of asthetic enjoyment, the several colleges in 
 the city of New York, Harvard and Yale present 
 exceptional advantages. Respecting secret societies, 
 it is probable the system plays as important a part in 
 Yale, and as unimportant a one in Oberlin, Princeton 
 and Harvard, as elsewhere. In regard to base ball 
 and boating, Columbia, Cornell, Yale, and Harvard 
 pay as much, if not greater, attention to t e sports 
 as other colleges ; but for the care bestowed upon 
 regular physical exercise in the gymnasium, Amherst 
 is pre-eminent. In respect to fellowships the induce- 
 ments presented for the choice of Harvard are the 
 most attractive, as the Johns Hopkins University 
 
124 
 
 AMERICAN COLLEGES. 
 
 bestows its foundations upon other than its own 
 graduates. But those offered by Princeton, Yale, and 
 a few other colleges, are of considerable weight. 
 
 These are the general results at which, it is be- 
 lieved, the student, who is choosing his college, will 
 arrive by the application of the several principles 
 here outlined. The consequent arguments for and 
 against his selection of an individual college he must 
 weigh and balance against each other. Whatever 
 his conclusion may be, he can with a high degree of 
 assurance congratulate himself that, on his gradua- 
 tion, he will believe his choice was precisely right, 
 and that his alma mater has proved to be the college 
 best fitted to his needs. 
 
RANK IN COLLEGE, ETC, 125 
 
 CHAPTER X. 
 
 RANK IN COLLEGE A TEST OF FUTURE DISTINCTION. 
 
 That men of high scholarship in college seldom 
 win distinction in professional life is a very prevalent 
 opinion. To be a first scholar is, to many minds, 
 equivalent to passing, after five years of midnight 
 study, into the oblivion of a country parsonage. That 
 " valedictorians are never heard of after leaving col- 
 lege" is the sop which the friends of every dullard 
 are wont to fling to his disappointed ambition on his 
 commencement day. But, however widely this opin- 
 ion may prevail, an examination of the records of 
 scholarship in our colleges, and an inquiry into the 
 college rank of those who have gained distinction in 
 after life, indicate its groundlessness. 
 
 The large majority of graduates who have become 
 distinguished by the work of their life were, in col- 
 lege, scholars of the highest rank. It is seldom that 
 a scholar of low rank has succeeded in attaining great 
 
1 26 AMERICA N COLLEGES. 
 
 eminence before the world. Of the graduates of Har- 
 vard, during the first half of this century, who have 
 gained renown, at least four-fifths ranked in the first 
 quarter of the class to which each belonged, and two- 
 fifths of this number ranked in the first sixth or the 
 first eighth of the class. Indeed, the first ten schol- 
 ars in a class of fifty or sixty, the usual size of Har- 
 vard's classes in the first half of this century, have 
 usually furnished more men of distinction than the 
 remaining forty or fifty of a class. At Yale, nine- 
 tenths of all the distinguished graduates, between 
 1 8 19 and 1850, were either first, or among the first 
 scholars of the class to which they belonged. Al- 
 though the lists of those who received honors previous 
 to 1 8 19 are not sufficiently accurate to allow a conclu- 
 sion, yet during the thirty-one years for which data has 
 been kindly furnished me by the secretary of the col- 
 lege, a student who ranked low in college has seldom 
 succeeded in attaining a high position in his profession. 
 The twenty-five most distinguished men who gradu- 
 ated at Amherst, between 1822, its first commence- 
 ment, and 1850 were, with one or two notable excep- 
 tions, excellent scholars. Not far from one-half of 
 this number became professors, and the foundation 
 of their success as teachers they laid in the hard work 
 of four years of studentship. Although the statistics 
 of scholarship at Dartmouth are not as full as at 
 
RANK IN COLLEGE, ETC. 
 
 127 
 
 either Harvard, Yale or Amherst, since during nearly 
 forty years of this century positions were determined 
 by lot, yet, so far as can be ascertained, those who 
 compose the long list of her honored roll were schol- 
 ars of exceedingly high rank. "Nearly all of them," 
 the librarian of the college writes me, " so far as I can 
 learn, gave promise of the future while in college." 
 The statistics of scholarship at Bowdoin, from the 
 graduation of its first class in 1806 to 1850, indicate 
 the same conclusion. The most distinguished of its 
 graduates have been, as a rule, among its most dis- 
 tinguished scholars. 
 
 The earliest won honors of those whose tastes are 
 scholarly, and whose lives are occupied with scholarly 
 pursuits, have usually been the college honors of high 
 scholarship. Their college course has, in many instan- 
 ces, proved to be a microcosm of their whole life. Lines 
 of study started in college have ended only with their 
 life ; and their success as students has foreshadowed 
 their success as professors. Ex-President Woolsey, 
 president of Yale College for a quarter of a century, 
 and the whole of whose long life has been celebrated 
 for its scholarly attainments, received the highest 
 honors at Yale in 1820. President Eliot of Harvard 
 was one of the first scholars of his class of 1853, and 
 the scientific eminence to which he has since attained 
 is foreshadowed in the subject of his commencement 
 
128 AMERICAN COLLEGES. 
 
 oration, ''The last Hours of Copernicus." Presi- 
 dent Porter was the third scholar of the class of 1831 
 in the college which he has served for more than 
 thirty years, as either professor or president. The 
 president of Amherst was one of the first scholars of 
 its class of 1853; and college tradition still tells of 
 the rivalry that existed between Seelye and a class- 
 mate for the first position in metaphysics. The late 
 President Smith, of Dartmouth, under whose care the 
 ancient New Hampshire college has been greatly 
 prospered, was the third scholar of the class of 1830 ; 
 and President Bartlett, recently inaugurated, was one 
 of the first scholars of the class of 1836. Dr. Barn- 
 ard, president of Columbia College, whose scientific 
 renown is world-wide, received the second honors 
 at Yale in 1828; and in the second year after his 
 graduation his scholastic attainments were recognized 
 in his election to a tutorship. Dr. James Walker, 
 professor of philosophy at Harvard from 1839 to 
 1853, and president of the college from 1853 to i860, 
 was a leading scholar of the class of 18 14; and his 
 successor, President Felton, attained high distinction, 
 before his graduation in 1827, for his classical attain- 
 ments. Ex-President Hill, also, was the second 
 scholar of the class of 1843. Professor Bowen, the 
 head of the philosophical department at Harvard, 
 and a writer of recognized ability upon philosophical 
 
RANK IN COLLEGE, ETC, 129- 
 
 and political topics, was the first scholar of the class 
 of 1833. Professor Lovering, the head of the scientific 
 department, the fourth scholar ; and Professor Torrey, 
 the head of the department of history, was also a high 
 scholar in the same class. Professor Benjamin Peirce, 
 of Harvard's most distinguished class of 1829, was 
 as conspicuous for his mathematical attainment 
 among his college associates, as he now is among all 
 contemporaneous scholars. The formation of the 
 reputation which Professor Cooke enjoys in the 
 scientific world was laid in his college course, and 
 is foreshadowed in the subject of his commencement 
 dissertation, " The alleged Irreligious Tendency of 
 Scientific Studies." His colleague, Professor Child, 
 the authority in regard to Chaucer on this side the 
 ocean, was the most eminent scholar of the scholarly 
 class of 1846 ; and Professor Goodwin, who is known 
 by his grammatical works, even more favorably in Ger- 
 many than in this country, was the salutatorian of Har- 
 vard's class of 1850. The mathematical honors which 
 Professor Loomis has constantly received since his 
 graduation at Yale in 1830, he began to win in college, 
 where his rank was third ; and his colleague, Professor 
 Dana, occupied the fourth position in the class of 1833. 
 To Dr. Leonard Bacon was assigned the same position 
 in the class of 1820. The honor of attaining the high- 
 est rank ever given at Yale College belongs, it is said, 
 
 9 
 
130 
 
 AMERICAN COLLEGES. 
 
 to a member of the class of 1868, who is now a pro- 
 fessor in the college. His average was, with 4 as the 
 maximum, 3.71. 
 
 At Amherst this honor belongs, for the period 
 under review, to the late Professor H. B. Hackett, 
 whose contributions to sacred literature place him 
 among the most eminent of biblical scholars. His 
 percentage for the whole course was ninety-seven and 
 one-half ; and the class of 1830 honored him with its 
 valedictory. The salutatorian of the class was the 
 present professor of Greek at Amherst, W. S. Tyler, 
 whose rank fell only one-half of one per cent below 
 that of his successful rival. Professor C. A. Young, 
 one of the most distinguished of our astronomers, was 
 the first scholar in Dartmouth's class of 1853. The 
 venerable Professor Stowe was a high scholar at Bow- 
 doin in 1824, as was Professor Samuel Harris in 
 1833 ; and Professor Ezra Abbott, now of Cambridge, 
 was among the first scholars in Bowdoin's class of 
 1840, and excelled his college peers in his knowledge 
 of Greek, as he does still all American scholars in his 
 knowledge of the Greek of the New Testament. 
 
 These names may serve as representatives of 
 scores of other equally distinguished scholars whose 
 college honors were the foundation of more con- 
 spicuous, but not more hardly won, distinction in 
 after life. It is, indeed, difficult to find an eminent 
 
RANK IN COLLEGE, ETC. 13 r 
 
 professor in any American college or school who was 
 not in his student days an eminent scholar. 
 
 Not only those, however, who have gained distinc- 
 tion in scholastic and pedagogic pursuits, but also those 
 who have attained eminence in literature, have been 
 scholars in college of high rank. The most celebrated 
 of our historians, essayists, poets, have, as a rule, 
 been distinguished in college for excellent scholarship. 
 George Bancroft was a high scholar in Harvard's 
 class of 1 8 17, and was particularly distinguished for 
 his attainments in the Platonic philosophy. His 
 commencement part was an oration with the charac- 
 teristic subject, " On the Dignity and Utility of the 
 Philosophy of the Human Mind." He was also hon- 
 ored with the class-day poetship of his class, which 
 does not, however, indicate in itself high scholarship. 
 Among the high scholars of the class of 18 14 was 
 William Hickling Prescott, who delivered, as his com- 
 mencement part, a Latin poem, " Ad Spem ; " and of 
 the next class of 181 5, the historian of New England, 
 Dr. Palfrey, was a distinguished member. The politi- 
 co-philosophical character of his mind, which is mani- 
 fested on every page of his incomparable history, is 
 early indicated in the subject of his graduation ora- 
 tion, " On Republican Institutions as Affecting Pri- 
 vate Character." Like Mr. Bancroft, Dr. Palfrey was 
 the class-day poet of his class. Though John Lothrop 
 
132 AMERICAN COLLEGES. 
 
 Motley's college rank was not so high as Dr. Palfrey's, 
 yet its excellence indicated, to a certain degree, his 
 future eminence ; and his literary tastes are mani- 
 fested in the subject of his commencement part, " The 
 Influence of a Multiplication of Books upon Litera- 
 ture." The cultured scholarship of Edward Everett, 
 excellent in every department of college study, gave 
 him the first place in the class of 1811 ; and his com- 
 mencement oration, " On Literary Evils," and his 
 oration for the second degree, " On the Restoration 
 of Greece," forecast the literary and classical charac- 
 ter of the work of his entire life. Though Ralph 
 Waldo Emerson was by no means among the highest 
 scholars of his class, yet his rank was most honorable. 
 The infinities of the transcendental philosophy, how- 
 ever, were not accommodated to Harvard's narrow 
 curriculum of fifty years ago. His commencement 
 part was a "conference" with two classmates, " On 
 the Character of John Knox, William Penn, and John 
 Wesley." Mr. Emerson was also the class-day poet of 
 his class of 1821. Our great romancer, also did not 
 succeed in obtaining a first-rate rank at Bowdoin, as 
 did his class-mate, Longfellow. Hawthorne wrote, 
 in his college days, Professor Packard, who was one of 
 our instructors, informs me, " Fine Latin and English," 
 but no commencement part was assigned him, " per- 
 haps, because he requested not to have one." Mr. 
 
133 
 
 George Ripley was distinguished at Harvard for his 
 scholarship in the class of 1823, and delivered an ora- 
 tion for his second degree on " The Claims of the Age 
 on the Young Men of America," — claims which he 
 has for the last fifty years done so much to fulfill. 
 Mr. Longfellow was a high scholar in Bowdoin's 
 most celebrated class of 1825 — the class of John S. C. 
 Abbott, George B. Cheever, as well as of Hawthorne; 
 and some of the most graceful of his graceful verses 
 were written before his graduation. That long list of 
 poems, dedicated to Harvard's class of 1829, with 
 which, at their annual meetings, Oliver Wendell 
 Holmes has delighted his class-mates, began on his 
 class, and commencement, day. Doctor Holmes served 
 as poet on both these occasions, and was as well an 
 excellent scholar of the famous class. Though the 
 course of William Cullen Bryant at Williams College 
 was limited to two years, yet in them he gained dis- 
 tinction for his attainments in the languages and in 
 literature. James Russell Lowell, however, though 
 the poet at Harvard in 1838, was not a high scholar, 
 and received no part at commencement. The college 
 curriculum of forty years ago was not the nurse of 
 those qualities which make the commemoration ode 
 immortal, and give his essays in literary criticism 
 a pre-eminence which no other writing of the same 
 character has yet attained in this generation. 
 
124 AMERICAN COLLEGES. 
 
 Although the college rank of distinguished clergy- 
 men has not been, as a whole, as high as that of dis- 
 tinguished scholars and writers, yet, in most cases, it 
 has been conspicuous for its excellence. Phillips 
 Brooks was a high scholar of Harvard's class of 1855, 
 and delivered as his commencement part a very char- 
 acteristic dissertation on "Rabaut, the Huguenot 
 Preacher." O. B. Frothingham was the salutatorian 
 of the class of 1843 at Harvard, and was especially 
 distinguished in Latin, Greek, and rhetoric. Dr. R. 
 S. Storrs attained high scholarship in the class of 
 1839 at Amherst ; and its valedictory was delivered 
 by Dr. Huntington, who is now bishop of the diocese 
 of Central New York. Dr. Buddington of Brooklyn, 
 received the third honor at Yale in 1834; and Dr. 
 Bellows and Dr. Samuel Osgood attained high rank in 
 Harvard's class of 1832. Dr. Osgood was also the 
 orator of the class. As the theological and ministe- 
 rial methods of Henry Ward Beecher are exceptional 
 to the methods of most clergymen, so his scholarship 
 at Amherst was unlike the high rank to which most 
 students, who are now distinguished ministers, at- 
 tained. Mr. Beecher is undoubtedly the most distin- 
 guished graduate of Amherst College ; but his col- 
 lege rank is the lowest of any one who has become 
 at all celebrated. His percentage for the whole 
 course was fifty-eight. It is evident, however, that 
 
RANK IN COLLEGE, ETC. 
 
 135 
 
 those qualities of mind and heart which have made 
 Mr. Beecher so prominent for a quarter of a century 
 could find little opportunity for either employment or 
 culture in the course of study of a small and new col- 
 lege forty-three years ago. But his brother Edward, 
 distinguished more by his books than by his sermons, 
 received the highest honors at Yale in 1822. 
 
 The great lawyers, too, in which our country has 
 been more rich than in the members of any other 
 profession, have won distinction in college for high 
 scholarship. Rufus Choate, it is said, is one of the 
 three men who, in the course of a hundred years, have 
 graduated at Dartmouth with a perfect mark. The 
 late Benjamin Robbins Curtis stood among the first 
 scholars of Harvard's class of 1829 ; and in his com- 
 mencement oration, " The Character of Lord Bacon," 
 his judicial mind was afforded a worthy opportunity 
 for weighing evidence. He was also honored with the 
 oratorship of his class. Richard H. Dana, jr., was one 
 of the high ranking scholars of the class of 1837 ; as 
 was also Charles Devens, recently promoted from the 
 Supreme Bench of Massachusetts to the Cabinet, of 
 1838. Mr. Evarts, too, was one of the highest scholars 
 of Yale's class of 1837. Nearly all those, in fact, who 
 have used distinction gained at the bar as a stepping- 
 stone to high political distinction, have been scholars 
 in colleges of excellent standing. The two college-bred 
 
1 36 AMERICAN COLLEGES. 
 
 men of the " great American triumvirate " gained very- 
 high rank as students. Webster was one of the finest 
 scholars in his class of 1801 at Dartmouth, probably 
 ranking second ; and Calhoun of Yale's class of 1804 
 attained the highest distinction. President Dvvight's 
 opinion regarding his ability is indicated in the 
 remark attributed to him, "That young man has 
 talent enough to be president of the United States." 
 Salmon P. Chase was a high scholar in Dartmouth's 
 class of 1826 ; as was also Ebenezer Rockwood Hoar 
 of Harvard's class of 1835. His brother, George F. 
 Hoar, attained an honorable rank in that class of dis- 
 tinguished scholars, that of 1846. Caleb dishing, 
 too, who is distinguished for his scholarship as well 
 as for his diplomatic and juristic attainments, was 
 the salutatorian of Harvard's class of 18 14. Among 
 the eminent scholars of the class of 1828 were George 
 S. Hillard and Robert C. Winthrop who forecasting 
 his long career of public service, delivered as his com- 
 mencement part an oration on " Public Station." 
 Charles Sumner was distinguished in college for his 
 knowledge of history and of literature, ancient and 
 modern, of which he was then, as during his whole 
 life, a diligent student. His commencement part was 
 a "conference" with three class-mates on "The Ro- 
 man Ceremonies, the System of the Druids, the Re- 
 ligion of the Hindoos, and the Superstition of the 
 
RANK IN COLLEGE, ETC. i$y 
 
 American Indians." The only graduate of Bowdoin 
 who has served as president of the United States is 
 Franklin Pierce. He was one of the leading scholars 
 of its class of 1824. William Pitt Fessenden, likewise, 
 though very young when he received his first degree 
 in 1823, indicated by his scholarship the eminence to 
 which he afterward attained ; and George P. Marsh, 
 a scholar as well as a statesman, was conspicuous for 
 his scholarship at Dartmouth in 1820. 
 
 From this examination of the records of scholar- 
 ship in our colleges, and of the college rank of those 
 who have become distinguished, the conclusion is in- 
 evitable that the vast majority of the scholars, the 
 writers, the clergymen, the lawyers, and the states- 
 men who have gained distinction by the work of their 
 life, have first won distinction in the college recita- 
 tion and lecture room. This conclusion is substan- 
 tially identical with that of Macaulay, which he ar- 
 rived at by a similar examination of the records of 
 scholarship at the university of Cambridge, and of 
 Oxford : 
 
 " It seems to me that there never was a fact proved by a 
 larger mass of evidence, or a more unvaried experience than 
 this : that men who distinguish themselves in their youth above 
 their contemporaries almost always keep, to the end of their 
 lives, the start which they have gained. This experience is so 
 vast that I should as soon expect to hear any one question it 
 as to hear it denied that arsenic is poison, or that brandy is in- 
 
138 AMERICAN COLLEGES. 
 
 toxicating. Take down, in any library, the Cambridge calen- 
 dar. There you have the list of honors for a hundred years. 
 Look at the list of wranglers and of junior optimes, and I will 
 venture to say, that for one man who has in after life distin- 
 guished himself among the junior optimes, you will find twenty 
 among the wranglers. Take the Oxford calendar, and compare 
 the list of first-class men with an equal number of men in the 
 third class. Is not our history full of instances which prove 
 this fact ? Look at the Church or the Bar. Look at Parlia- 
 ment from the time that parliamentary government began in 
 this country, — from the days of Montague and St. John to those 
 of Canning and Peel. Look to India. The ablest man who 
 ever governed India was Warren Hastings ; and was he not 
 in the first rank a Westminster ? The ablest civil servant I 
 ever knew in India was Sir Charles Metcalfe ; and was he not 
 of the first standing at Eton ? The most eminent member of 
 the aristocracy who ever governed India was Lord Wellesley. 
 What was his Eton reputation ? What was his Oxford repu- 
 tation ? * * * The general rule is, beyond all doubt, that 
 the men who were first in the competition of the schools have 
 been first in the competition of the world." (Life and Letters 
 of Lord Macaulay, ii., 289, 290, 291). 
 
 But if Macaulay had been speaking twenty-five 
 years later he would have added another yet more dis- 
 tinguished name to the list of those whose distinction 
 in school has been the forerunner of distinction in 
 life. William E. Gladstone, after a most brilliant 
 career at Eton, entered Christ's Church, Oxford, and 
 graduated in 1831 with a "double first-class," the 
 highest honor, and one seldom won ; but which was 
 
RANK IN COLLEGE, ETC. ^g 
 
 twenty-three years before won by Gladstone's politi- 
 cal father, Sir Robert Peel. Indeed, six of the seven 
 members of a recent English Cabinet who sat in the 
 House of Commons, who were educated at the uni- 
 versities, were either " first-class," or "double-first 
 class " men. 
 
 It is not difficult to discover the cause of the con- 
 dition by which those who are first in the struggle 
 for college honors are first in the struggle for The 
 honors of the world. These causes exist in the phys- 
 ical, moral, and mental characteristics of the student, 
 and in the beneficial results which flow from four years 
 of hard mental labor. Good health is essential to the 
 winning of success in both college and the world. 
 The mens sana cannot be for a long time energetic 
 and efficient unless placed in sano corpore. The suc- 
 cessful student, like the successful writer, minister or 
 lawyer, must in the first place be a good animal. 
 Good morals likewise are a sine qua non of distinction 
 in college and in after life. For, as renown is usually 
 won only by continued hard work, and as the power to 
 endure this strain of hard work is always weakened, 
 if not destroyed by evil indulgence, few men of evil 
 habits succeed in gaining distinction. The men of 
 the highest intellectual distinction in this country and 
 in England have been, at least in their student-days, 
 men of pure moral character. College students, 
 
140 
 
 AMERICAN COLLEGES. 
 
 therefore, of evil habits are seldom first-rate scholars, 
 and, unless shaking off these habits, seldom win dis- 
 tinction in the work of their lives. Those qualities 
 of mind, moreover, which serve to make great schol- 
 ars serve also to make great men. The highest rank 
 in college is seldom attained by a man of genius. A 
 man of genius is, and can be, distinguished only usu- 
 ally in one direction ; and, therefore, if in college he 
 is a facile princeps in mathematics or philosophy, it is 
 probable he is a dullard in Greek or physics. His place, 
 therefore, on the scale of scholarship is seldom high. 
 To this cause may, perhaps, be attributed the com- 
 paratively low college rank of Ralph Waldo Emerson 
 and of Hawthorne. As a rule, the highest scholars 
 of any college class are men of excellent, though not 
 of brilliant, ability. They have " good minds," talent ; 
 but their only claim to genius is the power of study- 
 ing ten or twelve hours each day. They preach and 
 practice the gospel according to Carlyle — " the gospel 
 of work." But this is the usual type of the mental 
 ability of those who attain the highest distinction in 
 any department of thought or study. The noblest 
 reputations which have ever been gained in this coun- 
 try or in England, in either scholarship, literature, 
 ministry, law, medicine, or statesmanship, have usu- 
 ally sprung rather from earnest and continued study 
 than from natural brilliancy. The identical causes, 
 
RANK IN COLLEGE, ETC. I4I 
 
 therefore, of good health, good morals and a good 
 mind, lead to success in college and in the world. 
 
 To the highest scholarship, moreover belong that 
 mental discipline and those stores of acquired knowl- 
 edge which are the foundation-stones of the temple of 
 distinction. This mental discipline the highest schol- 
 ar obtains in the greatest degree, and these stores of 
 knowledge he acquires in the fullest measure. His 
 preparation, therefore, for his professional work is 
 superior to that of his class-mate of lower rank, whose 
 mind is neither disciplined by so constant thinking, 
 nor stored with knowledge so extended or profound! 
 The start which he has gained in the beginning of the 
 race, it is probable he will keep to its end. The stu- 
 dent, indeed, who fails to receive in college the knowl- 
 edge and the discipline of the highest scholarship, is 
 usually obliged to supply the consequent deficiency 
 by additional study before he can indulge the rational 
 hope of distinguished success in his profession. The 
 late Jeffries Wyman, our great professor of compara- 
 tive anatomy, acknowledged this truth in regard to 
 his own mental development. He received no com- 
 mencement part in his class of 1833 at Harvard. 
 But in the four years intervening between his gradua- 
 tion and taking the degree of M.D. in 1837, an oppor- 
 tunity was allowed for remedying the defects of his 
 college education. Thus he fully prepared himself 
 
I 4 2 AMERICAN COLLEGES. 
 
 to win the highest scientific honors. The conclusion 
 is therefore evident that the causes which tend to 
 make men first in the rivalry of college, tend also to 
 make them first in the struggle for the honors of pro- 
 fessional life. 
 
 The reason of the prevalent error that first schol- 
 ars usually fail in winning distinction after their grad- 
 uation arises from making this induction from a too 
 narrow basis of facts. The lack of that professional 
 eminence which has failed to crown the life-work of 
 certain valedictorians of the highest rank is undoubt- 
 edly the principal cause of the error. It must, indeed, 
 he granted that there are a few considerations which in- 
 dicate that upon the heads of valedictorians should rest 
 the blame of the prevalence of this error. For a high 
 scholar, in order to be first, often yields to the tempta- 
 tion of working for " marks " in a way that is disas- 
 trous to the genuine culture of his intellectual power. 
 In the competition of the world, therefore, he may fall 
 behind his rival of the third or fourth rank, whose eye 
 was set upon a higher prize than the rank list. A 
 few valedictorians are, moreover, fond of flattering 
 themselves that, since they have reaped the highest 
 collegiate honors, their life cannot be without noble 
 result even if producing no other fruit. This assur- 
 ance is liable to result in a mental apathy which ren- 
 ders high attainments impossible. But notwithstand- 
 
RANK IN COLLEGE, ETC, j^ 
 
 ing these considerations, not a few valedictorians have, 
 as has been indicated, won higher distinction in the 
 work of their life than any of their class-mates of 
 either high or low grade. 
 
APPENDIX. 
 
 The statistics contained in the following Tables have been in the 
 main obtained from the returns made to the U. S. Commissioner of 
 Education for the year 1876-7. From the five or six hundred insti- 
 tutions bearing the name of colleges the difficulty in selecting those 
 whose merits entitle them to be so ranked has been very great, and it 
 cannot be hoped that perfect justice has been done. Mr. Eaton's ar- 
 rangement has been in general followed. Those institutions, how- 
 ever, returning no students in the collegiate departments have been 
 omitted. The list as it now stands embraces 311 colleges, four-fifths 
 of which have connected with them preparatory departments. Of 
 this number 170 admit both sexes on equal terms, 134 admit only men, 
 and 5 women only. The whole number of students is 25,670, one- 
 sixth of whom, as nearly as can be estimated, are women. 
 
 As regards States they are distributed as follows : — 
 
 States. 
 
 c/5 
 
 H 
 
 u 
 
 Students. 
 
 State. 
 
 u 
 
 Students. 
 
 Alabama 
 
 Arkansas 
 
 California... 
 
 Colorado 
 
 Connecticut 
 
 District Columbia 
 
 Delaware 
 
 Georgia 
 
 3 
 4 
 9 
 1 
 
 3 
 
 4 
 
 1 
 
 6 
 
 24 
 
 16 
 
 17 
 6 
 
 14 
 
 4 
 
 9 
 
 8 
 
 3 
 
 316 
 104 
 
 831 
 
 70 
 
 856 
 
 i5 2 
 
 40 
 
 488 
 
 1538 
 1267 
 902 
 167 
 902 
 54 
 350 
 644 
 
 1777 
 810 
 
 154 
 
 Mississippi 
 
 Missouri 
 
 Nebraska 
 
 New Hampshire . 
 
 New Jersey 
 
 New York 
 
 North Carolina . . 
 Ohio 
 
 4 
 13 
 
 2 
 
 1 
 
 4 
 24 
 
 7 
 28 
 
 4 
 27 
 
 1 
 
 6 
 18 
 
 6 
 
 2 
 
 3 
 9 
 
 189 
 821 
 82 
 249 
 712 
 2940 
 
 383 
 2220 
 
 Oregon 
 
 210 
 
 Indiana 
 
 Iowa 
 
 Kansas 
 
 Kentucky 
 
 Pennsylvania .... 
 
 Rhode Island 
 
 South Carolina . . 
 Tennessee 
 
 2166 
 219 
 
 35 1 
 1129 
 
 169 
 
 
 Vermont 
 
 Virginia 
 
 Maryland 
 
 Massachusetts . . . 
 
 Michigan 
 
 Minnesota 
 
 1098 
 
 W. Virginia 
 
 Wisconsin 
 
 164 
 689 
 
 311 
 
 25670 
 
 Total 
 
 
 
 (144) 
 
APPENDIX, 
 
 145 
 
 Sixteen religious denominations are represented in their manage- 
 ment, among which they are divided as follows : 
 
 Religious De- 
 nominations. 
 
 Non-Sectarian . . 
 
 Methodist 
 
 Baptist 
 
 Roman Catholic . 
 
 Presbyterian 
 
 Congregationalist 
 
 No. 
 
 Religious De- 
 nominations. 
 
 Lutheran 
 
 Christian 
 
 Episcopal 
 
 United Brethren 
 
 Reformed 
 
 Friends 
 
 No 
 
 Religious De- 
 nominations. 
 
 Universalist 
 
 S. D. Advent . . . 
 
 Evangelical 
 
 Refor'ed German 
 New Church 
 
 No. 
 
 Of the colleges now in existence, two date their foundation to the 
 seventeenth century, and twenty-two to the eighteenth. The remain- 
 ing two hundred and eighty-seven have been founded since the year 
 1S00. The subjoined table gives the number of charters granted in 
 each decade of the present century. 
 
 Southern College Greensboro, Ala 
 
 Howard College Marion, Ala. . . 
 
 •University of Alabama. . . Tuscaloosa, Ala 
 
 •Arkansas College Batesville, Ark. 
 
 •Cane Hill College ,Boonsboro' Ark. 
 
 *Judson University Judsonia, Ark. 
 
 •St. Johns Col. of Arkansas Little Rock, Ark i8;o 
 
 I Missionary College of St 
 Ausjustine 
 
 IBenicia, Cal. 
 
 Admits both sexes. 
 
 "o o3 
 
 Religious 
 
 as 
 
 m 
 
 25 
 
 Denomina- 
 tions. 
 
 xi 
 6 g 
 
 6-2 
 
 18^6 
 
 M. E. So. 
 
 7 
 
 79 
 
 "«43 
 
 Baptist 
 
 4 
 
 77 
 
 1820 
 
 Non-Sect. 
 
 10 
 
 160 
 
 1872 
 
 Presb. 
 
 T 
 
 7S 
 
 l8^2 
 
 Cumb P. 
 
 "> 
 
 10 
 
 1871 
 
 Baptist. 
 
 Q 
 
 17 
 
 1850 
 
 Non-Sect. 
 
 3 
 
 2 
 
 i86S, P. E. 
 
 12 
 
 62 
 
 f Admits men only. 
 
 2000 
 1 100 
 4000 
 
 500 
 30 
 
 130 
 
 600 
 I Admits women only. 
 
 pi t 
 
 
 .. • • ■ . ■' .-;. 
 
146 
 
 APPENDIX. 
 
 Name. 
 
 *Pierce Christian College. 
 *University of California. 
 ■f St. Mary's College 
 
 f Santa Clara College 
 
 *University of the Pacific 
 *Pacific Methodist College, 
 
 *California College 
 
 *Hesperian College 
 
 *Colorado College. 
 
 Location. 
 
 Religious 
 Denomina- 
 tions. 
 
 f Trinity College 
 
 *Wesleyan University 
 
 f Yale College 
 
 ^Delaware College 
 
 *University of Georgia. 
 
 *Atlanta University.. . . 
 
 *Gainesville Male and Fe- 
 male College 
 
 fMercer University 
 
 tPio Nono College 
 
 f Emory College 
 
 *Hedding College 
 
 ^Illinois Wesleyan Univers- 
 ity 
 
 ^Blackburn University. . . . 
 
 *Carthage College 
 
 fSt. Ignatius College... . 
 
 ^University of Chicago. . 
 
 ^'Northwestern University . 
 
 *Ewing College 
 
 *Knox College 
 
 ^Lombard University 
 
 *Illinois Agricultural Col- 
 lege 
 
 t Illinois College 
 
 fSwedish American Ans 
 gari College 
 
 *Lake Forest University. . 
 
 *McKendree College 
 
 *Lincoln University 
 
 College City, Cal. 
 Oakland, Cal. . . . 
 San Francisco, 
 
 Cal 
 
 Santa Clara, Cal. 
 Santa Clara, Cal. 
 Santa Rosa, Cal. 
 Vaccaville, Cal. . 
 Woodland, Cal . 
 Color'do Springs, 
 
 Colo 
 
 Hartford, Conn. 
 Middleto'n, Conn 
 N. Haven, Conn. 
 Newark, Del. . . . 
 
 Athens, Ga 
 
 Atlanta, Ga 
 
 Gainesville, Ga. . 
 
 Macon, Ga 
 
 Macon, Ga 
 
 Oxford, Ga 
 
 Abingdon, 111 . . . 
 
 1874 
 1S6S 
 
 1872 
 1855 
 1853 
 1862 
 1870 
 1862 
 
 1874 
 1823 
 1831 
 1701 
 
 1869 
 
 178 
 
 1867 
 
 1877 
 
 876 
 836 
 
 Bloomington, 111, 
 Carlinville, 111... 
 Carthage, 111. . . . 
 
 Chicago, 111 
 
 Chicago, 111 
 
 Evanston, 111.'. . . 
 
 Ewing, 111 
 
 Galesburg, 111.. 
 Galesburg, 111.. 
 
 Irvington, 111. . . 
 Jacksonville, 111. 
 
 Knoxville, 111. 
 Lake Forest, 111 
 Lebanon, 111. . . 
 Lincoln, 111. 
 
 Christian. 
 Non-Sect. 
 
 R. C. 
 R. C. 
 M. E. 
 M. E. So. 
 Baptist. 
 Christian 
 
 Cong. 
 P. E. 
 M. E. 
 
 Non-Sect. 
 Non-Sect. 
 Non-Sect. 
 Non-Sect. 
 
 Non-Sect. 
 Baptist. 
 R. C. 
 Meth. 
 
 1853 M. E. 
 
 1850 
 1857 
 1870 
 1870 
 1857 
 1851 
 1874 
 i3 3 7 
 1859 
 
 1861 
 1835 
 
 1875 
 
 Meth. 
 
 Presb. 
 
 Luth. 
 
 R. C. 
 
 Baptist. 
 
 M. E. 
 
 Non-Sect. 
 
 Non-Sect. 
 
 Univ'list. 
 
 Non-Sect. 
 
 Ev. Luth 
 Presb. 
 
 S34 M. E. 
 
 865 Cumb. P. 
 
 17 
 177 
 
 103 
 
 180 
 59 
 63 
 20 
 
 150 
 
 70 
 
 TO I 
 lS.( 
 
 571 
 40 
 
 IIO 
 13 
 
 73 
 127 
 
 57 
 108 
 
 43 
 
 180 
 
 76 
 
 59 
 
 94 
 
 183 
 
 19 
 
 47 
 27 
 
 4i 
 
 69 
 
 4 
 
 14 
 
 129 
 
 62 
 
 * Admits both sexes. 
 
 f Admits men only. 
 
 I Admits women only. 
 
APPENDIX. 
 
 H7 
 
 Name. 
 
 fEvangelisch-Lutherisches 
 
 Collegium 
 
 *Monmouth College 
 
 ♦Northwestern College. . . . 
 
 f Augustana College 
 
 tSt. Joseph's College. . . . 
 
 *Shurtleff College 
 
 *Westfield College 
 
 *Wheaton College 
 
 * Bedford College 
 
 ♦Indiana University 
 
 t Wabash College 
 
 ♦Fort Wayne College 
 
 ♦Franklin College 
 
 ♦Indiana Asbury Univer'ty 
 
 fHanover College 
 
 *Hartsville University 
 
 ♦North Western Christian 
 
 University 
 
 *Smithson College 
 
 ♦Union Christian College 
 ♦Moore's Hill College. . . 
 f University of Notre Dame 
 
 Du Lac , ... 
 
 *Earlham College 
 
 *Ridgeville College 
 
 fSt. Meinrad's College 
 
 *Amity College 
 
 f Norwegian Luther College 
 ♦University of Des Moines 
 
 ♦Parson's College 
 
 ♦Upper Iowa University... 
 
 ♦Iowa College 
 
 ♦Humboldt College 
 
 ♦Simpson Centenary Col- 
 lege 
 
 ♦Iowa State University. . . 
 ♦German College 
 
 Location. 
 
 Mendota. 111. . . . 
 Monmouth, 111. . 
 Naperville, 111.. 
 Rock Island, 111. 
 Teutopolis, 111. . 
 Upper Alton, 111. 
 Westfield, 111... 
 Wheaton, 111. . . . 
 Bedford, Ind. . . . 
 Bloomingt'n, Ind 
 Crawfordsville, 
 
 Ind 
 
 Fort Wayne, Ind 
 Franklin, Ind. . . 
 Greencastle, Ind. 
 Hanover, Ind. . . 
 Hartsville, Ind. . 
 
 Irvington, Ind. . 
 Logansport, Ind. 
 Merom, Ind. . . . 
 Moore's Hill, Ind 
 
 Notre Dame, Ind 
 Richmond, Ind. . 
 Ridgeville, Ind. . 
 St. Meinrad,ind. 
 College Springs, 
 
 Iowa 
 
 Decorah, Iowa . . 
 Des Moines, Iowa 
 Fairfield, Iowa. . 
 Fayette, Iowa. . . 
 Grinnell, Iowa. . 
 Humboldt, Iowa. 
 
 Indianola, Iowa.. 
 Iowa City. Iowa. 
 Mt.Pleas'nt,Iowa 
 
 Qo 
 
 1875 
 1S57 
 1865 
 1S65 
 
 1835 
 1S65 
 1S60 
 1S72 
 1828 
 
 1833 
 1846 
 1844 
 1837 
 1833 
 1851 
 
 1854 
 1S71 
 1859 
 1854 
 
 1844 
 1S59 
 
 1867 
 
 :S55 
 
 1866 
 1875 
 1S57 
 1S47 
 
 1867 
 1S57 
 1873 
 
 Religious 
 
 a 
 
 
 Denomina- 
 
 % 
 
 w <u 
 
 tions. 
 
 z B 
 
 
 H 
 
 w 
 
 Luth. 
 
 6 
 
 26 
 
 U. Presb. 
 
 8 
 
 13s 
 
 Evang. 
 
 6 
 
 37 
 
 Luth. 
 
 8 
 
 42 
 
 R. C. 
 
 8 
 
 S8 
 
 Baptist. 
 
 6 
 
 So 
 
 U. Breth. 
 
 8 
 
 3Q 
 
 Cong. 
 
 M 
 
 38 
 
 Christian. 
 
 s 
 
 63 
 
 Non-Sect. 
 
 11 
 
 T 34 
 
 Presb. 
 
 12 
 
 104 
 
 M. E. 
 
 8 
 
 17 
 
 Baptist. 
 
 4 
 
 is 
 
 M. E. 
 
 13 
 
 361 
 
 Presb. 
 
 11 
 
 34 
 
 U. Breth. 
 
 6 
 
 56 
 
 Christian. 
 
 10 
 
 84 
 
 Univ'list. 
 
 6 
 
 IS 
 
 Christian. 
 
 6 
 
 S2 
 
 M. E. 
 
 5 
 
 26 
 
 R. C. 
 
 7 
 
 200 
 
 Friends. 
 
 6 
 
 48 
 
 F. W. B. 
 
 s 
 
 20 
 
 R. C. 
 
 8 
 
 38 
 
 Non-Sect. 
 
 4 
 
 52 
 
 Ev. Luth. 
 
 8 
 
 77 
 
 Baptist. 
 
 S 
 
 21 
 
 Presb. 
 
 7 
 
 23 
 
 M. E. 
 
 7 
 
 3° 
 
 Cong. 
 
 IS 
 
 54 
 
 Non-Sect. 
 
 2 
 
 10 
 
 M. E. 
 
 16 
 
 6q 
 
 Non-Sect. 
 
 16 
 
 167 
 
 M. E. 
 
 4 
 
 IO 
 
 * Admits both sexes. 
 
 f Admits men only. 
 
 X Admits women only. 
 
148 
 
 APPENDIX. 
 
 Name. 
 
 *Iowa Wesleyan Univers'ty 
 
 *Cornell College 
 
 *Oskaloosa College 
 
 *Penn College 
 
 *Central University of Iowa 
 *Tabor College 
 
 * Western College 
 
 tSt. Benedict's College.. . . 
 : ' Baker University 
 
 *Highland University 
 
 ^University of Kansas. . 
 *Lane University 
 
 * Washburn College 
 
 fSt. Joseph's College 
 
 *Berea College 
 
 fCecilian College 
 
 fCentre College 
 
 *Eminence College 
 
 t Kentucky Military Insti- 
 tute. 
 
 fGcorgetown College 
 
 Kentucky University. . . . 
 Kentucky Wesleyan Uni- 
 versity 
 
 *Murray Male and Female 
 Institute 
 
 *Concord College 
 
 f Central University 
 
 f Bethel College 
 
 fSt. Mary's College 
 
 ^Louisiana State Univer'ty 
 
 fSt. Charles College 
 
 {Centenary College of 
 Louisiana 
 
 *New Orleans University. . 
 
 tBowdoin College 
 
 *Bates College 
 
 Location. 
 
 Mt.Pleas'nt,Iowa 
 Mt. Vernon, Iowa 
 Oskaloosa, Iowa. 
 Oskaloosa, Iowa 
 
 Pella, Iowa 
 
 Tabor, Iowa. . . . 
 Western College, 
 
 Iowa 
 
 Atchison, Kans.. 
 Baldwin City, 
 
 Kans 
 
 Highland, Kans. 
 Lawrence, Kans. 
 Lecompton,Kans 
 Topeka, Kans. . . 
 Bardstown, Ky. 
 
 Berea, Ky 
 
 Cecilian juncti'n, 
 
 Ky 
 
 Danville, Ky. . . . 
 Eminence, Ky. . 
 
 Farmdale, Ky. . . 
 Georgetown, Ky. 
 Lexington, Ky. . 
 
 Millersburg, Ky 
 
 Murray, Ky 
 
 New Liberty, Ky 
 Richmond, Ky . . 
 Russellville, Ky. 
 St. Mary's, Ky. . 
 Baton Rouge, La 
 Grand Coteau,La 
 
 Jackson, La 
 
 New Orleans, La 
 Brunswick, Me. . 
 Lewiston, Me. . . 
 
 a 2 
 
 i8„ 
 
 1857 
 1856 
 1866 
 
 1853 
 1866 
 
 1856 
 1868 
 
 1857 
 185S 
 
 1864 
 1862 
 1S65 
 1824 
 1865 
 
 1819 
 1856 
 
 1846 
 1829 
 1S5S 
 
 i860 
 
 1870 
 
 1S68 
 
 1873 
 
 1856 
 
 1837 
 1852 
 
 1825 
 1873 
 1794 
 1863 
 
 Religious 
 Denomina- 
 tions. 
 
 Meth. 
 
 M. E. 
 
 Christian. 
 
 Friends. 
 
 Baptist. 
 
 Cong. 
 
 U. Breth. 
 R. C. 
 
 M. E. 
 
 Presb. 
 
 Non-Sect. 
 
 U. Breth. 
 
 Cong. 
 
 R. C. 
 
 Cong. 
 
 R. C. 
 Presb. 
 
 Christian. 
 
 Non-Sect. 
 Baptist. 
 
 M. E. So. 
 
 Non-Sect. 
 Baptist. 
 Presb. S. 
 Baptist. 
 R. C. 
 Non-Sect. 
 R. C. 
 
 M. E. 
 M. E. 
 
 Cong. 
 F. W. 
 
 So. 
 
 B. 
 
 55-3 
 m 
 
 135 17500 
 116 5000 
 
 * Admits both sexes. f Admits men only. J Admits women only. 
 
 1 
 
APPENDIX. 
 
 149 
 
 Name. 
 
 Location. 
 
 o oi 
 
 Religious 
 
 % 
 
 c 
 
 Denomina- 
 
 g 
 
 6-2 
 
 tions. 
 
 * « 
 
 K-3 
 
 
 H 
 
 w 
 
 Baptist. 
 
 8 
 
 109 
 
 Non-Sect. 
 
 9 
 
 5* 
 
 Non-Sect. 
 
 2Q 
 
 3S 
 
 R. C. 
 
 9 
 
 121 
 
 Non-Sect. 
 
 3 
 
 27 
 
 R. C. 
 
 17 
 
 21 
 
 R. C. 
 
 12 
 
 200 
 
 Non-Sect. 
 
 1 
 
 108 
 
 M. Prot. 
 
 12 
 
 74 
 
 Cong. 
 
 20 
 
 320 
 
 R. C. 
 
 4 
 
 5° 
 
 M. E. 
 
 13 
 
 105 
 
 Non-Sect. 
 
 42 
 
 821 
 
 Non-Sect. 
 
 12 
 
 31 
 
 Univ'list. 
 
 11 
 
 93 
 
 Non-Sect. 
 
 24 
 
 76 
 
 Cong. 
 
 11 
 
 IQI 
 
 R. C. 
 
 8 
 
 88 
 
 M. Prot. 
 
 10 
 
 8S 
 
 M. E. 
 
 10 
 
 Si 
 
 Non-Sect. 
 
 34 
 
 355 
 
 S. D. Ad. 
 
 12 
 
 74 
 
 F. W. B. 
 
 20 
 
 100 
 
 Ref. D'ch. 
 
 7 
 
 20 
 
 Baptist. 
 
 8 
 
 % 
 
 Co. & Pr. 
 
 13 
 
 Ev. Luth. 
 
 6 
 
 27 
 
 Non-Sect. 
 
 «S 
 
 107 
 
 Cong. 
 
 11 
 
 20 
 
 Baptist. 
 
 5 
 
 60 
 
 Meth. 
 
 3 
 
 44 
 
 3 ^ 
 
 ♦Colby University 
 
 f St. John's College 
 
 f Johns Hopkins Univer'ty. 
 
 t Loyola College 
 
 f Washington College 
 
 fRock Hill College 
 
 fSt. Charles College 
 
 1820 
 1784 
 1867 
 1853 
 
 t Frederick College 
 
 ♦Western Maryland College 
 
 t Amherst College 
 
 fBoston College 
 
 *Boston University College 
 
 of Liberal Arts 
 
 f Harvard College 
 
 |Smith College 
 
 Waterville, Me. 
 Annapolis, Md. 
 Baltimore, Md. 
 Baltimore, Md . , 
 Chestertown, Md'1782 
 Ellicott City, Md'11865 
 NearEllicottCitvJ 
 
 Md ,1830 
 
 Frederick, Md .1763 
 Westminist'r,Md] 1868 
 Amherst, Mass.. 1825 
 Boston, Mass. . . 1863 
 
 ;86 9 
 
 f Tuft's College 
 
 JWellesley College, 
 f Williams College. . 
 
 fCollege of the Holy Cross 
 
 *Adrian College 
 
 ♦Albion College 
 
 ♦University of Michigan. . . 
 ♦Battle Creek College 
 
 i6qo 
 
 1871 
 
 Boston, Mass . . 
 Cambridge, Mass 
 North ampt o n, 
 
 Mass 
 
 Coll'geHill,Mass'i852 
 Wellesley, Mass. 1875 
 Williams t own, 
 
 Mass '1793 
 
 Worcester, Mass. 1 186; 
 
 ♦Hillsdale College. 
 fHope College. . . . 
 
 ♦Kalamazoo College 
 
 ♦Olivet College 
 
 t Augsburg Seminary,Greek 
 
 Department 
 
 ♦University of Minnesota.. 
 
 ♦Carlton College 
 f Mississippi College. 
 ♦Shaw University. . . 
 
 Adrian, Mich. . . 
 Albion, Mich. . . . 
 Ann Arbor, Mich 
 Battle Creek, 
 
 Mich 
 
 Hillsdale, Mich. . 
 Holland City, 
 
 Mich 
 
 Kalamazoo, Mich 
 
 Olivet, Mich 
 
 Minn eapolis, 
 
 Minn 
 
 Minneap olis, 
 
 Minn 
 
 Northfield, Minn 
 Clinton, Miss. . . 
 Holly Springs, 
 
 Miss 
 
 1S59 
 
 186 
 
 1836 
 
 1S74 
 1S55 
 
 1866 
 1855 
 1859 
 
 1874 
 
 186S 
 1866 
 1850 
 
 1870 
 
 12778 
 5000 
 5000 
 
 20000 
 1400 
 5050 
 
 4100 
 3000 
 
 31793 
 8000 
 
 13000 
 
 17652 
 
 1 1000 
 
 300 
 
 1000 
 
 23500 
 
 5000 
 
 3000 
 3050 
 5048 
 
 0000 
 2840 
 2000 
 
 300 
 
 * Admits both sexes. 
 
 f Admits men only. 
 
 \ Admits women only. 
 
150 
 
 APPENDIX. 
 
 Name. 
 
 ^University of Mississipp 
 
 *Alcorn University 
 
 ^Christian University.. . 
 *University of the State of 
 
 Missouri 
 
 ^Central College 
 
 Westminister College. . . . 
 
 *Lincoln College 
 
 *Thayer College 
 
 f William Jewell College.. . 
 
 ^Baptist College 
 
 fChristian Brothers' Col 
 
 lege 
 
 fSt. Louis University 
 
 *W ashington University. . . 
 
 *Drury College 
 
 ^Central Wesleyan College, 
 
 *Doane College 
 
 ^University of Nebraska.. 
 
 t Dartmouth College 
 
 f St. Benedict's College. . . . 
 fRutger's College 
 
 Location. 
 
 fCollege of New Jersey. .. . 
 
 tSeton Hall College 
 
 *Alfred University 
 
 fSt. Bonaventure's College 
 
 |St. Stephen's College 
 
 | Wells College 
 
 f Brooklyn Collegiate and 
 Polytechnic Institute. . 
 
 tSt. Francis College 
 
 f Canisius College 
 
 fSt. Joseph's College 
 
 *St. Lawrence University. . 
 JElmira Female College.. . 
 
 f Hamilton College 
 
 f St. John's College 
 
 tHobart College 
 
 f Madison University 
 
 Oxford, Miss. .. . 
 Rodney, Miss. . . 
 Canton, Mo 
 
 Columbia, Mo.. 
 
 Fayette, Mo 
 
 Fulton, Mo 
 
 Greenwood, Mo. 
 Kidder, Mo.. 
 Liberty, Mo. . . 
 Louisiana, Mo. . 
 
 St. Louis, Mo. . . 
 St. Louis, Mo.. 
 St. Louis, Mo.. . 
 Springfield, Mo. . 
 Warrenton, Mo. . 
 Crete, Nebr.. . . 
 Lincoln, Nebr.. 
 Hanover, N. H. . 
 Newark, N. J. . . 
 New Brunswick, 
 
 . N. J 
 
 Princeton, N. J.. 
 S. Orange, N. J. . 
 Alfred, N. Y. . . . 
 Allegany, N. Y... 
 Annandale, N.Y. 
 Aurora, N. Y. ... 
 
 Brooklyn, N. Y.. 
 Brooklyn, N. Y.. 
 Buffalo, N. Y.. . . 
 Buffalo, N.Y... 
 Canton, N.Y... 
 Elmira, N. Y . . . 
 Clinton, N. Y.. . 
 Fordham, N.Y.. 
 Geneva, N. Y. . . 
 Hamilton, N. Y.. 
 
 ° 8 
 ■2J-E 
 
 Of 
 
 1844 
 
 1871 
 1853 
 
 1839 
 1855 
 
 1853 
 
 1870 
 1863 
 1849 
 1869 
 
 1855 
 1832 
 
 1853 
 187 
 1865 
 1872 
 
 187 
 
 1769 
 
 1770 
 1746 
 1861 
 1857 
 IS75 
 
 [860 
 1868 
 
 854 
 
 Religious 
 Denomina- 
 tions. 
 
 1856 
 1855 
 1812 
 1846 
 1822 
 1846 
 
 Non-Sect. 
 Non-Sect. 
 Christian. 
 
 Non-Sect. 
 M. E. So. 
 Pres. So. 
 Un. Pres. 
 Cong. 
 Baptist. 
 Baptist. 
 
 R. C. 
 R. C. 
 
 Non-Sect. 
 Cong. 
 M. E. 
 
 Cong. 
 
 Non-Sect. 
 Non-Sect. 
 R. C. 
 
 Reformed. 
 
 Presb. 
 
 R. C. 
 
 S. D. Bap. 
 
 R. C. 
 
 P. E. 
 
 Presb. 
 
 Non-Sect. 
 R. C. 
 R. C. 
 R. C. 
 Univ'list. 
 Presb. 
 Presb. 
 R. C. 
 P. E. 
 Baptist 
 
 o a 
 
 117 
 
 140 
 
 100 
 
 :■>? 
 12 
 
 no 
 
 40 
 
 33 
 54 
 69 
 
 59 
 68 
 
 7 
 
 75 
 249 
 
 34 
 
 461 
 
 97 
 116 
 
 69 
 
 60 
 66 
 
 148 
 
 85 
 
 121 
 12 
 47 
 4^ 
 
 152 
 27 
 5 1 
 85 
 
 * Admits both sexes. 
 
 f Admits men only. 
 
 % Admits women only. 
 
APPENDIX. 
 
 5* 
 
 Name. 
 
 ^Cornell University , 
 
 f College of the City of N.Y 
 fCollege of St. Franci; 
 
 Xavier 
 
 t Columbia College 
 
 tManhattan College 
 
 f University of the City of 
 
 New York 
 
 JVassar College 
 
 -[University of Rochester 
 f Union College 
 
 Location. 
 
 *Syracuse University 
 
 f University of North Caro 
 
 lina 
 
 f Davidson College 
 
 f North Carolina College. 
 
 f Trinity College 
 
 f Wake Forest College. . . . 
 
 f Weaverville College 
 
 *Wilson College 
 
 *Ohio University. 
 
 *Baldwin University 
 
 *German Wallace College.. 
 
 |St. Xavier College 
 
 *University of Cincinnati.. 
 ^Farmers' College of Ham- 
 ilton County-. . . 
 
 *Ohio Wesleyan University 
 
 f Kenyon College 
 
 fDenison University 
 
 *Hiram College 
 
 ^Western Reserve College. 
 
 f Marietta College 
 
 *Mt. Union College 
 
 *Muskingum College 
 
 *Oberlin College 
 
 Ithaca, N. Y. 
 New York. . . 
 
 New York 
 
 New York 
 
 New York 
 
 New York 
 
 Po'keepsie, N.Y. 
 Rochester, N.Y. 
 Schenectady, N. 
 
 Y 
 
 Syracuse, N. Y. . 
 Chapel Hill, N 
 
 C 
 
 DavidsonColPge, 
 
 N. C 
 
 Mount Pleasant, 
 
 N. C 
 
 Trinity, N. C. . . 
 Wake Forest, N. 
 
 C 
 
 Weaverville, N.C 
 Wilson, N. C . . 
 Athens, Ohio... . 
 
 Berea, Ohio 
 
 Berea, Ohio 
 
 Cincinnati, Ohio. 
 Cincinnati, Ohio. 
 
 College Hill,Ohio 
 Delaware, Ohio. . 
 Gambier, Ohio. . 
 Granville, Ohio.. 
 Hiram, Ohio. . . . 
 Hudson, Ohio. . . 
 Marietta, Ohio. . 
 Mt. Union, Ohio 
 New Concord, 
 
 Ohio 
 
 Oberlin, Ohio. . . 
 
 1S6 
 1866 
 
 1861 
 
 1754 
 1863 
 
 1830 
 1S61 
 18150 
 
 1795 
 1870 
 
 1789 
 
 1S37 
 1859 
 
 1S35 
 1873 
 
 1872 
 
 Religious 
 Denomina- 
 tions. 
 
 Non-Sect. 
 Non-Sect, 
 
 R. C. 
 
 Non-Sect. 
 R. C. 
 
 Non-Sect. 
 Non-Sect. 
 Baptist. 
 
 Non-Sect. 
 M. E. 
 
 Non-Sect. 
 
 Presb. 
 
 Luth. 
 M. E. So. 
 
 Baptist. 
 Non-Sect. 
 Non-Sect. 
 S04! Non-Sect. 
 1856 
 1864 
 842 
 
 1S70 
 
 1852 
 1842 
 1824 
 1832 
 1S67 
 1826 
 1835 
 1S5S 
 
 1837 
 «8 3 4 
 
 M. E. 
 M. E. 
 R. C. 
 
 Non-Sect. 
 
 Non-Sect. 
 
 M. E. 
 
 P.E. 
 
 Baptist. 
 
 Disciples. 
 
 Non-Sect. 
 
 Non-Sect. 
 
 Non-Sect. 
 
 Non-Sect. 
 Cong. 
 
 
 
 O % 
 
 d 2 
 
 'A? 
 
 z $ 
 
 H 
 
 in 
 
 40 
 
 304 
 
 34 
 
 388 
 
 9 
 
 105 
 
 17 
 
 194 
 
 44 
 
 108 
 
 66 
 
 S2 
 
 18 
 
 20^; 
 
 8 
 
 163 
 
 20 
 
 I6 S 
 
 11 
 
 176 
 
 9 
 
 56 
 
 6 
 
 74 
 
 6 
 
 2 4 
 
 5 
 
 95 
 
 6 
 
 53 
 
 4 
 9 
 
 3 3 
 48 
 
 4 
 
 46 
 
 8 
 
 66 
 
 5 
 
 70 
 
 19 
 
 54 
 
 10 
 
 88 
 
 9 
 
 29 
 
 11 
 
 141 
 
 6 
 
 5i 
 
 7 
 
 59 
 
 7 
 
 18 
 
 7 
 
 72 
 
 9 
 
 75 
 
 21 
 
 3*3 
 
 5 
 
 3° 
 
 12 
 
 33 2 
 
 * Admits boh stxeas. 
 
 f Admits men only. 
 
 I Admits women only 
 
152 
 
 APPENDIX. 
 
 Name. 
 
 *McCorkle College 
 
 *One-Study University. . . . 
 
 *Wittenberg College 
 
 *Heidelberg College 
 
 tUrbana University 
 
 *Otterbein University 
 
 *Geneva College 
 
 *Willoughby College..-. . . . 
 
 Wilmington College 
 
 ^University of Wooster. . . 
 *Wilberforce University. . . 
 
 *Xenia College 
 
 *Antioch College 
 
 *University of Oregon. . . . 
 
 *Pacific University and 
 Tualatin Academy.. . . 
 
 *Christian College 
 
 *Philomath College 
 
 t Muhlenberg College ..,. 
 *Lebanon Valley College. . 
 
 f Dickinson College 
 
 Lincoln University 
 
 f Lafayette College 
 
 fUrsinus College 
 
 tPennsylvania College 
 
 *Thiel College 
 
 fHaverford College 
 
 *Monongahela College. . . . 
 f Franklin and Marshall 
 
 College 
 
 f St. Vincents College 
 
 f University at Lewisburg. 
 
 * Allegheny College 
 
 *Mercersburg College 
 
 t Palatinate College 
 
 *New Castle College 
 
 ^'Westminster College 
 
 Location. 
 
 Sago, Ohio . . , 
 Scio, Ohio. . . . 
 Springfield, Ohio 
 
 Tiffin, Ohio 
 
 Urbana, Ohio.. . 
 Westerville,Ohio 
 W. Geneva, Ohio 
 Willoughby,Ohio 
 Wilmingt'n,Ohio 
 Wooster, Ohio . 
 Xenia, Ohio . . . 
 Xenia Ohio. . . . 
 Yellow Springs, 
 
 Ohio 
 
 Eugene City, 
 
 Oreg 
 
 Forest Grove, 
 
 Oreg 
 
 Monmouth, Oreg 
 Philomath, Oreg 
 Allentown, Pa. . 
 
 Annville, Pa 
 
 Carlisle, Pa.... 
 Chester County, 
 
 Pa 
 
 Easton, Pa 
 
 Freeland, Pa. . . 
 Gettysburg, Pa. . 
 Greenville, Pa . . 
 Haverford, Pa. . 
 Jefferson, Pa. . . 
 
 Lancaster, Pa. . . 
 Near Latrobe,Pa 
 Lewisburg, Pa . . 
 Meadville, Pa . . 
 Mercerburg, Pa. 
 Myerstown, Pa. . 
 New Castle, Pa. 
 New Wilmington, 
 Pa 
 
 Qu 
 
 1S73 
 1866 
 1844 
 1850 
 1850 
 1849 
 
 1853 
 1S58 
 
 1875 
 1866 
 1863 
 1850 
 
 1S52 
 
 1876 
 
 1854 
 1865 
 1S67 
 1S67 
 1867 
 1783 
 
 854 
 1826 
 
 869 
 1832 
 1870 
 
 1833 
 
 1S67 
 
 8 70 
 1846 
 1817 
 1865 
 186S 
 1875 
 
 l8?2 
 
 Religious 
 
 U3 
 
 en 
 
 Denomina- 
 
 n $ 
 
 0^3 
 
 tions. 
 
 Z/" 
 
 fc-2 
 
 
 H 
 
 en 
 
 P. (asso.) 
 
 2 
 
 13 
 
 M. E. 
 
 4 
 
 82 
 
 Ev. Luth. 
 
 7 
 
 So 
 
 Reformed. 
 
 6 
 
 90 
 
 New C'h. 
 
 S 
 
 12 
 
 U. Breth. 
 
 6 
 
 67 
 
 Ref. Pres. 
 
 S 
 
 44 
 
 Meth. 
 
 6 
 
 33 
 
 Friends. 
 
 4 
 
 iq 
 
 Presb. 
 
 11 
 
 16s 
 
 Af. M. E. 
 
 7 
 
 7 
 
 M. E. 
 
 7 
 
 76 
 
 Non-Sect. 
 
 6 
 
 3° 
 
 Non-Sect. 
 
 3 
 
 85 
 
 
 S 
 
 6 
 
 Christian. 
 
 4 
 
 70 
 
 U. Breth. 
 
 4 
 
 4° 
 
 Luth. 
 
 6 
 
 48 
 
 U. Breth. 
 
 5 
 
 84 
 
 M. E. 
 
 6 
 
 68 
 
 Presb. 
 
 10 
 
 73 
 
 Presb. 
 
 27 
 
 183 
 
 Ref. Ger. 
 
 6 
 
 4 1 
 
 Luth. 
 
 10 
 
 70 
 
 Luth. 
 
 S 
 
 21 
 
 Friends. 
 
 7 
 
 42 
 
 Baptist. 
 
 6 
 
 9 
 
 Reformed. 
 
 8 
 
 68 
 
 R. C. 
 
 39- 
 
 122 
 
 Baptist. 
 
 8 
 
 66 
 
 M. E. 
 
 .12 
 
 66 
 
 Reformed. 
 
 12 
 
 
 Reformed. 
 
 9 
 
 IS 
 
 Non-Sect. 
 
 13 
 
 76 
 
 U. Presb. 
 
 8 
 
 115 
 
 * Admits both sexes. 
 
 t Admits men only. 
 
 | Admits women only. 
 
APPENDIX. 
 
 153 
 
 
 
 <u 
 
 Religious 
 
 "J3 
 
 c 
 
 is 
 
 Name. 
 
 Location. 
 
 d> S-i 
 
 Denomina- 
 
 A % 
 
 6V. 
 
 
 
 Qu 
 
 tions. 
 
 *£ 
 
 in 
 
 f La Salle College 
 
 Philadelphia, Pa. 
 
 1863 
 
 R. C. 
 
 18 
 
 no 
 
 5000 
 
 fSt. Joseph's College 
 
 Philadelphia, Pa. 
 
 1852 
 
 R. C. 
 
 11 
 
 166 
 
 2400 
 
 f University of Pennsyl- 
 
 
 
 
 
 
 
 
 Philadelphia, Pa. 
 Pittsburg, Pa... 
 
 1755 
 1819 
 
 Non-Sect. 
 Non-Sect. 
 
 15 
 
 11 
 
 57 
 
 2O00O 
 
 fWestern University of 
 Pennsylvania 
 
 2S00 
 
 fThe Lehigh University . . 
 
 South Bethle- 
 hem, Pa 
 
 186s 
 
 P. E. 
 
 14 
 
 in 
 
 
 *Swarthmore College 
 
 Swarthmore, Pa.. 
 
 1864 
 
 Friends. 
 
 12 
 
 ^7 
 
 2500 
 
 fAugustinian College of St. 
 
 
 
 
 
 
 
 Thomas of Villanora. 
 
 Villanora, Pa . . . 
 
 1848 
 
 R. C. 
 
 2 
 
 b u 
 
 6000 
 
 f Washington and Jefferson 
 
 
 
 
 8 
 
 
 
 College 
 
 Washington, Pa. 
 
 1802 
 
 Presb. 
 
 Mb 
 
 2100 
 
 * Waynesburg College 
 
 Waynesburg, Pa 
 
 1850 
 
 Cumb. P. 
 
 12 
 
 9 b 
 
 400 
 
 f Brown University 
 
 Providence, R. I. 
 
 i 7 b 4 
 
 Baptist. 
 
 16 
 
 219 
 
 46000 
 
 -(-College of Charleston 
 
 Charleston, S. C. 
 
 1785 
 
 Non-Sect. 
 
 5 
 
 3^ 
 
 8000 
 
 f University of South Caro- 
 
 
 
 
 
 
 
 
 Columbia, S. C. 
 
 1801 
 
 Non-Sect. 
 
 11 
 
 89 
 
 28000 
 
 
 Due West, S. C. 
 Greenville, S. C. 
 
 1841 
 1850 
 
 Ass. R. P. 
 Baptist. 
 
 5 
 5 
 
 44 
 73 
 
 Ssoo 
 
 Furman University 
 
 2000 
 
 fWofford College 
 
 Spartanburg,S.C 
 Walhalla, S. C. 
 
 i8si 
 
 M. E. So. 
 
 7 
 
 74 
 
 1500 
 
 fNewburv College. . 
 
 1858 
 
 Ev. Luth. 
 
 5 
 
 35 
 
 5500 
 
 *East Tennessee Wesleyan 
 
 
 
 
 
 
 
 
 Athens, Tenn. . . 
 Beech Grove, 
 
 1807 
 
 M. E. 
 
 b 
 
 100 
 
 1000 
 
 *Beech Grove College. . , . . 
 
 
 
 Tenn 
 
 1809 
 
 Non-Sect. 
 
 5 
 
 3 2 
 
 
 fSouth Western Presby- 
 
 
 
 
 
 65 
 
 
 terian University 
 
 Clarksville, Tenn 
 
 1875 
 
 Presb. S. 
 
 7 
 
 1000 
 
 •'Hiwassee College 
 
 1 HiwasseeCoIl'ge, 
 
 
 
 
 
 
 *Greeneville and Tusculum 
 
 Tenn ....... 
 
 18150 
 
 M. E. So. 
 
 
 
 1522 
 
 
 Home, Tenn 
 
 1794 
 
 Non-Sect. 
 
 10 
 
 6 
 
 5 
 
 22 
 
 6000 
 
 -[•Southwestern Baptist Uni- 
 
 
 
 Jackson, Tenn. . 
 Lebanon, Tenn. 
 
 1874 
 1842 
 
 Baptist. 
 Cumb. P. 
 
 79 
 
 5° 
 
 
 fCumberland University.. 
 
 3000 
 
 *Bethel College 
 
 McKenzie, Tenn 
 McKenzie, Tenn 
 
 1847 
 1871 
 
 Cumb. P. 
 Non-Sect. 
 
 4 
 6 
 
 95 
 63 
 
 398 
 
 *McKenzie College 
 
 520 
 
 *Manchester College 
 
 Manchest'r,Tenn 
 
 i8sb 
 
 Non-Sect. 
 
 3 
 
 35 
 
 
 *Maryville College 
 
 Maryville, Tenn. 
 
 1842 
 
 Presb. 
 
 6 
 
 27 
 
 3000 
 
 t Christian Brothers' Col- 
 
 
 
 
 
 
 
 
 Memphis, Tenn 
 
 1872 
 
 R. C. 
 
 11 
 
 61 
 
 2500 
 
 
 
 * Admits both sexes. 
 
 f Admits men only. 
 
 J Admits women only, 
 
154 
 
 APPENDIX. 
 
 
 
 ^ ni 
 
 Religious 
 
 ^5 « 
 
 
 <§£ 
 
 Name. 
 
 Location. 
 
 0) -£ 
 
 Q5 
 
 Denomina- 
 tions. 
 
 6% 
 
 ID. 
 
 C J2 
 
 *Mosheim Male and Fe- 
 
 
 
 
 
 
 
 male Institute 
 
 Mosheim, Tenn. 
 
 1871 
 
 Luth. 
 
 3 
 
 3° 
 
 250 
 
 | Mossy Creek Baptist Col- 
 
 Mossy Creek, 
 
 
 
 
 
 
 lege 
 
 Tenn 
 
 tX^ 
 
 Baptist. 
 
 4 
 
 40 
 
 
 ^Central Tennessee College 
 
 Nashville, Tenn. 
 
 1S66 
 
 M. E. 
 
 8 
 
 4 
 
 2000 
 
 *Fisk University 
 
 Nashville, Tenn. 
 
 1867 
 
 Non-Sect. 
 
 S 
 
 11 
 
 1300 
 
 fVanderbilt University 
 
 Nashville, Tenn. 
 
 187s 
 
 M. E So. 
 
 13 
 
 175 
 
 6500 
 
 fUniversity of the South. . 
 
 Sewanee, Tenn.. 
 
 i8s7 
 
 P. E. 
 
 11 
 
 140 
 
 6000 
 
 fTexas Military Institute. 
 fSt. Joseph's College 
 
 
 
 Non-Sect. 
 
 h 
 
 100 
 
 1000 
 
 Brownsville, Tex 
 
 
 R. C. 
 
 s 
 
 70 
 
 2000 
 
 {Southwestern University. 
 
 Georgetown, Tex 
 
 187s 
 
 M. E. So. 
 
 6 
 
 78 
 
 1200 
 
 fBaylor University 
 
 Independence, 
 
 
 
 
 
 
 
 Tex 
 
 184S 
 
 Baptist. 
 
 7 
 
 75 
 
 I3SO 
 
 *Salado College 
 
 Salado, Tex 
 
 t8^q 
 
 Non-Sect. 
 
 7 
 
 20 
 
 200 
 
 *Waco University 
 
 Waco, Tex 
 
 1861 
 
 Baptist. 
 
 9 
 
 114 
 
 1200 
 
 *University of Vermont. . . 
 
 Burlington. Vt. 
 
 1701 
 
 Non-Sect. 
 
 8 
 
 66 
 
 16827 
 
 f Middlebury College 
 
 Middlebury, Vt.. 
 
 1800 
 
 Cong. 
 
 8 
 
 53 
 
 13000 
 
 f Norwich University 
 
 Northfield, Vt. . 
 
 1834 
 
 P.E. 
 
 6 
 
 SSo 
 
 2000 
 
 {Randolph Macon College. 
 
 Ashland, Va. . . . 
 
 1830 
 
 M. E. So. 
 
 12 
 
 167 
 
 IOOOO 
 
 tEmory and Henry Col- 
 
 
 
 
 
 
 
 
 Emory, Va. . . . 
 
 i839 
 
 M. E. So. 
 
 6 
 
 -So 
 
 4580 
 
 tHampden Sydney College 
 
 Hampden S i d- 
 
 
 
 
 
 
 ney, Va 
 
 1783 
 
 Presb. 
 
 s 
 
 8b 
 
 2500 
 
 fWashington and Lee Uni- 
 
 
 
 
 
 
 
 
 Lexington, Va. . 
 Richmond, Va. . 
 
 1782 
 1844 
 
 Non-Sect. 
 
 20 
 
 133 
 
 I IOOO 
 
 Richmond College 
 
 Baptist. 
 
 7 
 
 142 
 
 6000 
 
 f Roanoke College 
 
 Salem, Va 
 
 1853 
 
 Luth. 
 
 6 
 
 J 75 
 
 10500 
 
 fUniversity of Virginia.. . . 
 
 University of Vir- 
 
 
 
 
 
 
 
 ginia, Va. . . . 
 
 l8lQ 
 
 Non-Sect. 
 
 18 
 
 179 
 
 40000 
 
 f College of William and 
 
 
 
 
 
 
 
 
 Williamsburg,Va 
 Bethany, W. Va. 
 Flemington, W. 
 
 1693 
 1840 
 
 Non-Sect. 
 Christian. 
 
 6 
 
 7 
 
 27 
 121 
 
 5000 
 
 
 2000 
 
 *West Virginia College. .. . 
 
 
 
 
 
 
 Va 
 
 1868 
 
 F. W. B. 
 
 S 
 
 4 
 
 574 
 
 *West Virginia University. 
 
 Morgantown, W. 
 
 
 
 
 
 
 
 Va 
 
 1867 
 1847 
 
 Non-Sect. 
 
 13 
 
 7 
 
 39 
 81 
 
 4500 
 
 8000 
 
 *La\trence University. . . . 
 
 Appleton, Wis. 
 
 M. E. 
 
 fBeloit College 
 
 Beloit, Wis 
 
 1846 
 
 Co. & Pr. 
 
 8 
 
 80 
 
 8500 
 
 *Galesville University 
 
 Galesville, Wis. . 
 
 1854 
 
 M. E. 
 
 4 
 
 26 
 
 4000 
 
 * Admits both sexes. 
 
 t Admits men only. 
 
 X Admits women only. 
 
APPENDIX. 
 
 155 
 
 Name. 
 
 Location. 
 
 Q5 
 
 Religious 
 Denomina- 
 tion. 
 
 
 
 £.3 
 
 >.s 
 
 *University of Wisconsin. 
 
 Madison, Wis. . 
 
 Milton, Wis 
 
 Prairie du Chien. 
 Wis .' 
 
 184s 
 1867 
 
 1873 
 1852 
 1855 
 1S64 
 1815 
 1821 
 1S67 
 
 1864 
 
 Non-Sect. 
 S. D. Bap. 
 
 R. C. 
 
 P. E. 
 
 Co. & Pr. 
 
 Luth. 
 
 R.C. 
 
 Baptist. 
 
 Non-Sect. 
 
 Non-Sect. 
 
 19 
 
 5 
 
 12 
 
 9 
 8 
 8 
 12 
 11 
 4 
 
 9 
 
 80 
 
 7500 
 
 |St. John's College 
 
 
 | Racine College 
 
 Racine, Wis. . . . 
 
 Ripon, Wis 
 
 Watertown, Wis. 
 Georgetown, D.C 
 Washingt'n, D.C 
 Washingt'n, D.C 
 
 Washingt'n, D.C 
 
 
 *Ripon College 
 
 fNorthwestern University. 
 
 fGeorgetown College 
 
 t Columbian University.. . . 
 
 *Howard University 
 
 tNational Deaf Mute Col- 
 lege 
 
 49 
 
 48 
 
 64 
 44 
 18 
 
 26 
 
 4000 
 
 2000 
 
 30000 
 
 5000 
 
 IOOOO 
 
 
 
 * Admits both sexes. 
 
 f Admits men only. 
 
 \ Admits women only. 
 
INDEX 
 
 Amherst, amount of instruction at, 23 ; 
 distinguished graduates of, 130 ; ex- 
 penses at, 30 ; gymnastics at, 88, 
 89, 90 ; instruction in classics, 6 ; 
 history, 16 ; mathematics, 7 ; modern 
 languages, 10 ; natural science, 12 ; 
 philosophy, 14 ; rhetoric, 19 ; pecu- 
 niary aid at, 31, 32; religion at, 55, 
 59, 61, 62, 64, 67 ; requirements for 
 admission, 2, 3. 
 
 Athletics, 32, seq. 
 
 Athletic Associations, 87, 88. 
 
 Base-ball, 82, 83. 
 
 Berea, religion at, 61. 
 
 Beloit, expenses at, 36 ; instruction in 
 philosophy at, 15 ; in history, 17 ; 
 pecuniary aid at, 37. 
 
 Boating, origin and progress of, 83, 84 ; 
 compared with English, 85, 86 ; effect 
 on health, 87 ; on scholarship, 87, 
 88 ; training for, 86, 87. 
 
 Boston University, amount of instruction 
 at, 23 ; expenses at, 36 ; pecuniary aid 
 at, 37- 
 
 Bowdoin, amount of instruction at, 23 ; 
 distinguished graduates of, 130; ex- 
 penses at, 36; intemperance at, 41; 
 pecuniary aid at, 38; religion at, 61, 
 62. 
 
 Brown University, expenses at, 36 ; pecu- 
 niary aid at. 38 ; religion at, 60, 61, 64. 
 
 California University, amount of instruc- 
 tion at, 23 ; expenses at, 36 ; pecuniary 
 aid at, 38. 
 
 Cambridge, Eng., distinguished graduates 
 of, 137 ; expenses at, 35 ; fellowships 
 at, 108. 
 
 Choice of a College, 1 17, seq. 
 
 Classics, study of, 5, 6. 
 
 Columbia, boating at, 85 ; expenses at, 
 37 ; pecuniary aid at, 38. 
 
 Cornell, amount of instruction at, 23 ; ex- 
 penses at, 36 ; pecuniary aid at, 38. 
 
 Cricket, 81, 82. 
 
 Dartmouth, amount of instruction at, 23 ; 
 expenses at, 39 ; journalism at, 9 r ; 
 pecuniary aid at, 3S ; religion at 55, 
 61, 62, 6.4, 67. 
 
 Day of prayer for colleges, 66. 
 
 Denominational colleges, 67, 145. 
 
 Elective system, 20, 21, 22. 
 
 Fellowships, 107, seq. 
 
 Fine Arts, study of, iS. 
 
 Foot-ball, 81, 82 
 
 German Universities, expenses at, 35. 
 
 Gymnastics, 88 ; effect of on health, 88, 
 89, 90. 
 
 Hamilton, amount of instruction at, 23 ; 
 
53 
 
 INDEX. 
 
 expense at, 36 ; pecuniary aid at, 38 ; 
 religion at, 64. 
 
 Harvard, amount of instruction at, 23 ; 
 base-ball at, 83, 84 ; boating at, 82, 83 ; 
 distinguished graduates of, 130; ex- 
 penses at, 27, 28; fellowships, 1 12 ; gym- 
 nastics, 88 ; instructions in classics at, 
 5 ; in fine arts, 18 ; in history, 16 ; in 
 mathematics, 6 ; in modern languages, 
 8 ; in natural science, 11 ; in philos- 
 ophy, 13; in rhetoric, 18 ; journalism at, 
 93, 94 5 pecuniary aid at, 29, 30 ; reli- 
 gion at, 55, 56, 57, 61, 62, 64 ; require- 
 ments for admission, 3 ; societies at, 
 73, 74- 
 
 Haverford, expenses, 36 ; pecuniary aid at, 
 38. 
 
 History, study of, 15, 16, 17. 
 
 Illinois College, expenses at, 36 ; pecuniary 
 aid at, 38 ; religion at, 59. 
 
 Intemperance in College, 40, seq. 
 
 Iowa College, religion at, 58, 61, 65- 
 
 Johns Hopkins, fellowships at, 112, 113. 
 
 Journals, evils of, 105 ; number and size of, 
 go, 91 ; uses of, 105, 106. 
 
 Lampoon, 98. 
 
 Licentiousness, 43, 44. 
 
 Marietta, religion at, 61, 65. 
 
 Mathematics, study of, 6, 7, 8. 
 
 Michigan University, amount of instruc- 
 tion at, 23; expenses at, 36; instruction 
 in history at, 17; in mathematics, 7; 
 in modern languages, 10 ; in natural 
 science, 12 ; in philosophy, 15 ; in rhet- 
 oric, 17; intemperance at, 42 ; pecu- 
 niary aid at, 38 ; religion at, 60 ; re- 
 quirements for admission, 3. 
 
 Middlebury, amount of instruction at, 23 ', 
 instruction in classics, 6 ; in history, 
 17; in mathematics, 7; in natural 
 science, 12 ; in philosophy, 14 ; in rhe- 
 toric, 19 ; religion at, 61, 62, 67. 
 
 Modern Languages, study of, 8, seq. 
 
 Morality, 44, seq. ; promotion of, 48, seq. ; 
 compared with English Universities, 
 53, 54- 
 
 Natural Science, study of, ir, seq. 
 
 New York College, amount of instruction 
 at, 23. 
 
 Northwestern University, amount of in- 
 struction at, 23 ; expenses at, 36 ; 
 pecuniary aid at, 38. 
 
 Oberlin, amount of instruction at, 23 ; ex- 
 penses at, 36 ; instruction in history, 
 17 ; mathematics, 8 ; modern lan- 
 guages, 11 ; natural science, 13 ; 
 philosophy, 15; rhetoric, 20; intem- 
 perance at, 42 ; pecuniary aid, 38 ; 
 religion at, 59, 60, 65. 
 
 Oxford University, distinguished grad- 
 uates of, 137; expenses at, 35 J fel- 
 lowships at, 107. 
 
 Philosophy, study of, 13, seq. 
 
 Princeton, amount of instruction at, 23 ; 
 expenses at, 36; fellowships at, no; 
 pecuniary aid at, 38 ; religion at, 55, 
 60, 6), 64. 
 
 Religion in foundation of Colleges, 55, 56, 
 58, 59 ; in government and instruction 
 of, 56, 57, 58- 
 
 Revivals in college, 64, seq. 
 
 Rhetoric, study of, 18, seq. 
 
 Ripon, religion at, 61, 65. 
 
 Rowing Association, 84. 
 
 Smith College, expenses at, 35 ; religion 
 at, 65. 
 
 Societies, literary, advantages of, 70 ; 
 defects of, 71 ; secret, advantages of, 
 77 ; evils of, 78 ; expenses of, 76 ; 
 religion, 63. 
 
 Trinity, amount of instruction at, 23 ; ex- 
 penses at, 37 ; pecuniary aid at, 38. 
 
 Tufts, expenses at, 37; pecuniary aid at, 
 38. 
 
INDEX. 
 
 University Quarterly, 96. 
 
 Union, expenses at, 36 ; pecuniary aid at, 
 
 39- 
 Vassar, amount of instruction at, 23 ; ex- 
 penses at, 34, 36 ; pecuniary aid at, 
 39 J religion at, 64, 65. 
 Vermont University, amount of instruc- 
 tion at, 23. 
 Virginia University, amount of instruction 
 tion at, 23 ; expenses at, 36 ; pecuniary 
 aid at, 39. 
 Wesleyan, amount of instruction at, 23 ; 
 expenses at, 36 ; pecuniary aid at, 39 ; 
 religion at, 61, 64, 
 Western Reserve, religion at, 59. 
 
 159 
 
 Williams, expense at, 36 ; pecuniary aid at, 
 
 39; religion at, 61, 62, 64. 
 Yale, amount of instruction at, 23 ; base- 
 ball at, 82, 83 ; boating at, 83, 84 ; dis- 
 tinguished graduates of, 129; fellow- 
 ships at, 109 ; gymnastics at, 88 ; in- 
 struction in classics at, 5 ; in fine arts, 
 18 ; in history, 16 ; in mathematics, 7 ; 
 in modern languages, 9; in natural 
 science, 12 ; in philosophy, 13 ; i n 
 rhetoric, 19 ; intemperance at, 40, 41 ; 
 journalism at, 92, 93 ; pecuniary aid at[ 
 39 ; religion at, 55, 64, 65, 67 ; secret 
 societies at, 73. 
 
PUBLICATIONS OF G. P. PUTNAM'S SONS. 
 
 ESSENTIAL BOOKS FOR TEACHERS AND 
 STUDENTS. 
 
 HART (Prof. James Morgan) German Universities. A Record 
 of Personal Experience, and a critical comparison of the German 
 University System with those of England and the United States. 
 Third Edition. i2mo, cloth, . . . . . i 75 
 
 " Evidently the result of the closest personal observation, under the guidance 
 of high culture, and the purest interest in the knowledge sought."— N. Y. Independent. 
 
 BRISTED (Charles Astor) Five Years in an English Uni- 
 versity. Fourth Edition, revised. l2mo, cloth extra, . 2 25 
 
 " Characterized by excellent taste, and full of novel and interesting informa- 
 tion." — Phila. Enquirer. 
 
 HILL (Rev. Thomas, D. D.) formerly President of Harvard College. 
 The True Order of Studies. i2mo, cloth, . 1 25 
 
 " To older teachers and educators, the simple announcement ot such a work by 
 Dr. Hill, will be sufficient to attract their attention. * * * In his " True Order of 
 Studies" we have, in plain, simple English, the most practical, compact, and at the 
 same time, profoundly philosophical exposition of the fundamental processes of educa- 
 tion it has been our fortune to meet in any language." — New England Journal of 
 Education. 
 
 " Full of the most valuable and practical suggestions for earnest and intelligent 
 teachers." — Louisville Courier-Journal. 
 
 BRACKETT (Anna C.) The Education of American Girls. 
 
 i2mo, cloth, . . . . . . . . 1 75 
 
 " The most remarkable, valuable, and interesting volume that has appeared 
 upon the subject." — Hartford Post. 
 
 " Characterized by comprehensiveness, learning, candor, and sense." — Christian 
 Union. 
 
 CALDERWOOD (Henry) Professor of Moral Philosophy in the Uni- 
 sity of Edinburgh, author of " The Philosophy of the Infinite." etc. 
 On Teaching: Its End and Means. i2mo, cloth, . 1 25 
 
 " A book of practical value ; Multum in parvo. Should be in the hands of 
 every teacher and parent." — Syracuse Journal. 
 
 PUTNAM. The Best Reading. A Classified Bibliography 
 for Easy Reference. With hints on the Selection of Books ; 
 on the Formation of Libraries, public and private ; on Courses of 
 Reading, etc. A Guide for the Librarian, Bookbuyer, and Book- 
 seller. The Classified Lists, arranged under about 500 subject head- 
 ings, include all the most desirable books now to be obtained, either 
 in Great Britain or the United States, with the prices annexed. New 
 Edition, corrected and enlarged. i2mo, paper, 1.25 ; cloth, 1 75 
 
 "The best work of its kind we have seen."- College Courant. 
 " We know of no manual that can take its place as a guide to the selection of a 
 library."— N. 1". Independent. 
 
 ARMITAGE (E. S.) The Childhood of the English Nation ; 
 or, The Beginnings of English History. i2mo, cloth, 1 25 
 
 " It would be quite impossible for us to praise this little book beyond its de- 
 serts. It does admirably what it attempts. * * * One of the very best of the recent 
 histories for both young and old." — Christian Register. 
 
 "The author has thought out her subject honestly and thoroughly, and has 
 given us the result in a clear and attractive shape." — Saturday Review. 
 
PUBLICATIONS OF G. P. PUTNAM'S SONS. 
 
 Standard Works of Reference. 
 
 PUTNAM (George Palmer) The World's Progress. A Diction- 
 «uy of Dates. Being a Chronological and Alphabetical Record of the 
 essential facts in the progress of Society. With Tabular views of Uni- 
 versal History, Literary Chronology, Biographical Index, etc., etc. 
 From the Creation of the World to August, 1877. By George P 
 Putnam. Revised and continued by Frederic Beecher Perkins. 
 Octavo, containing about 1,200 pages, half morocco, $700; cloth 
 extra, $4 5c 
 
 *** The most comprehensive book ot its size and price in the language. 
 
 "It is absolutey essential to the desk of every merchant, and the table of ever/ 
 •tudent and professional man." — Christian Inquirer. 
 
 " It is worth ten times its price. * * * It completely supplies my need."— 
 S. W. Piegart, Principal of High School, Lancaster, Pa. 
 
 " A more convenient literary labor-saving machine than this excellent compila- 
 tion can scarcely be found in any language."— N. Y. Tribune. 
 
 HAYDN. A Dictionary of Dates, relating t9 7LII Ages 
 and Nations, for Universal Reference. By Benjamin Vin- 
 cent. The new (15th) English edition. With an American Supple- 
 ment, containing about 200 additional pages, including American Topics 
 and a copious Biographical Index, by G. P. Putnam, A. M. Large 
 Octavo, 1,000 pages. Cloth $9 00 ; half russia . . . $12 00 
 
 THE BEST READING. A classified bibliography for easy reference. 
 Edited by Frederic B. Perkins. Fifteenth edition, revised, enlarged 
 and entirely re-written. Continued to August, 1876. Octavo, cloth, 
 
 $1 75 ; paper $1 25 
 
 "The best work of the kind we have ever seen." —College Courant. 
 
 " We know of no manual that can take its place as a guide to the selection of a 
 
 library." — N. Y. Independent. 
 
 PUTNAM'S LIBRARY COMPANION A quarterly summary, 
 giving priced and classified lists of the English and American publica- 
 tions of the pusi ''hree months, with the addition of brief analyses or 
 characterizations At the more important works ; being a quarterly con- 
 tinuation of The Best Reading. Published in April, July, October, 
 
 and January. Price to subscribers, socts., a year. Vol. I., boards, 50 cts. 
 " We welcome the first number ot this little quarterly. It should prove invaluable 
 
 alike to librarians, to students, and to general readers."— Boston Traveler. 
 
 JUKES (THE) A Study in Crime, Pauperism, Disease, and 
 Heredity. By R. L. Dugdale. Published for the "Prison As- 
 sociation of New York." Octavo, cloth . . . . $1 25 
 " A work that will command the interest of the philanthropist and the social re- 
 
 ( ormer, aud deserves the attention of every citizen and taxpayer. '—AT. Y. Tribune. 
 
 JERVIS (John B.) Labor and Capital. A complete and compre- 
 hensive treatise by the veteran engineer, whose experience of more than 
 half a century has given him exceptional opportunities for arriving at a 
 practical understanding of the questions now at issue between employers 
 and employed. i2mo, cloth $1 25 
 
 LINDERMAN (Henry R., Director of the United States Mint) 
 Money and Legal Tender in the United States. 12010, 
 cloth 1 25 
 
Works on Political Economy. 
 
 THE WEALTH OF NATIONS. An enquiry into the Nature and 
 Causes of. By Adam Smith. i2mo, cloth extra, 792 pages . $2 00 
 
 A perennial work, and the only book in history to which bis been accorded the 
 honor of a Centennary Celebration. 
 
 ESSAYS ON POLITICAL ECONOMY. By Frederick 
 Bastiat, with Introduction and Notes by David A. Wells 
 T2mo, cloth . $1 25 
 
 " '1 ic laws of an abstruse science have never been made more clear, or expressed 
 more forcibly." — Cincinnati Commercial, 
 
 THE SOPHISMS OF PROTECTION. By Frederick Bastiat, 
 with Introduction by Horace White. i2mo, cloth extra, 400 
 pages $1 00 
 
 " Contains the most telling statements of the leading principles of Free-Trade 
 ever published." — N. Y. Nation. 
 
 WHAT IS FREE-TRADE ? An Adaptation for American Readers 
 of Bastiat's *' Sophism of Protection." By Emile Walter, a Worker. 
 
 i2mo, cloth 75 
 
 " Unsurpassed in the happiness of its illustrations."— N. Y. Nation. 
 
 SOCIAL ECONOMY. By Prof. J. E. Thorold Rogers. Revised 
 and edited for American readers. i2ino, cloth ... 75 
 
 " Gives in the compass of r-p pages, concise, yet comprehensive answers to the 
 most important questions in social e oomy * * * cannot be too highly recommended 
 for the use of teachers, students, ant! ius general public."— A merican Atheneeum. 
 
 PROTECTION AND FREE-TRAEE. A series of essays. By 
 
 Isaac Butts. i2mo, clu.'L extra $1 25 
 
 11 A clear and effective preset lat'jn of the case."— N. Y. Evening Post. 
 
 AN ALPHABET IN FINANCE. A simple statement of permanent 
 principles, and their application to questions of the day. By Graham 
 McAdam. With Introduction by R. R. Bowker. i2mo, cloth, $1 25 
 
 " A timely volume whose directness and raciness can but be of service."— New 
 Englander 
 
 " A model of clear-thinking and happy expression."— Portland Press. 
 
 SUMNER (Prof. W. G., of Yale College) Lectures on the His- 
 tory of Protection in the United States. Octavo, cloth 
 extra 75 
 
 " There is nothing in the literature of free-trade more forcible and effective than 
 this little book."— iV. Y. Post. 
 
 " The book is especially timely, because it furnishes an adequate application of the 
 principles of economic science to the concitions existing in this country."— Buffalo 
 Courier. 
 
 WELLS (David A.) How shall the Nation Regain Pros- 
 perity 1 A Discussion of the elements and amount of our National 
 Wealth, and the causes and remedies for the present industrial, com- 
 mercial, and financial depression. 8vo, cloth. (In preparation). 
 
 STURTEVANT (Prof. J. M.) Economics, or the Science of 
 Wealth. A Treatise on Political Economy, for the use of High 
 Schools and Colleges, and for the general reader. Octavo, cloth. I 75 
 
PUBLICATIONS OF G. P. PUTNAM'S SONS. 
 
 CONSTANTINOPLE. By Edmundo de Amicis, author of "A Journey 
 through Holland," "Spain and the Spaniards," &c. Translated by, 
 Caroline Tilton. With introduction by Prof. Vincenzo Botta 
 Octavo, cloth. 
 
 A trustworthy and exceptionally vivid description of the city which, in the present 
 reopening of the Eastern question, is attracting more attention than any other in the 
 world. De Amicis is one of the strongest and most brilliant of the present generation of 
 Italian writers, and this latest work from his pen, as well fiom the picturesqueness of its 
 descriptions as for its skilful analysis of the traits and characteristics of the medley of 
 races represented in the Turkish capital, possesses an exceptional interest and value. 
 
 THE GREEKS OF TO-DAY. By Hon. Charles K. Tuckerman, 
 late Minister Resident of the U. S. at Athens. Third Edition. i2mo, 
 
 cloth, $1.50 
 
 This work attracted special attention at the time of its publication, in 1872, as giving 
 a trustworthy and interesting picture of life in Greece, and of the character and status of 
 the modern Greek. At this time, when public attention is so generally directed towards 
 the scheme of practically re-establishing a Greek empire and Greek supremacy in the 
 East, it is thought that a new edition will prove of interest and service. 
 
 " The information contained in the volume is ample and various, and it cannot fail 
 to hold a high rank among the authorities on modern Greece." — N. Y. Tribune. 
 
 "No one can read this book without having his interest greatly increased in this 
 brave, brilliant, and in every way remarkable people." — N. Y. Times. 
 
 " We know of no book which so combines freshness and fullness of information." — 
 N. Y. Nation. 
 
 ENGLAND ; POLITICAL AND SOCIAL. By Auguste Laugel. 
 Translated by J. M. Hart. 121110, cloth, . . . . $1.50 
 
 " It is written with a tone of confidence and force of expression which captivate." 
 — Buffalo Commercial. 
 
 " Affords a clear, distinct, and comprehensive view of the political institutions of 
 England."— N. Y. Nation. 
 
 " Here, in every sense, is a charming book. * * * * So full of thought, that, 
 like the best of Macaulay's Essays, it will bear reading more than once. * * * * 
 We hav; rarely met with more picture-like descriptions of what seems to have dwelt most 
 upon his mind — English landscape scenery and rural life." — N. Y. World. 
 
 THE SILVER COUNTRY; or, THE GREAT SOUTHWEST. 
 
 A Review of the Mineral and other Wealth, with the attractions and 
 material development of the former kingdom of New Spain, comprising 
 Mexico and the territory ceded by Mexico to the United States in 1848 
 and 1853. By Alexander D. Anderson. 8vo, cloth, with Hypso- 
 metric Map, . ........ $1.75 
 
 "Just at the present moment everything which affords reliable information on the 
 question of silver, its uses and production, is of almost paramount interest." — Washington 
 National Republican. 
 
 " A very useful book for those who wish to study the silver question in its funda- 
 mental feature." — Chicago Journal. 
 
 " The book will unquestionably become the authority on^he subiec^of/which it 
 treats."— .SV. Louis Republican. %& i^ W 
 
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