[WITHIN COLLEGE WALLS 
 
 
 CHARLES F THWINC 
 
UNIVERSITY OF CALIFORNIA. 
 
 i- cessons 
 
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WITHIN COLLEGE WALLS 
 
WITHIN COLLEGE WALLS 
 
 BY 
 
 CHARLES FRANKLIN THWING 
 
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 President of Adelbert College and of Western Reserve Univer- 
 sity. Author of " American Colleges: Their Students and 
 Work": " Reading of Books" ; "The Working 
 Church'"; Joint- Author of " The Family : 
 An Historical and Social Study" etc. 
 
 NEW YORK 
 THE BAKER & TAYLOR CO. 
 
 740 AND 742 BROADWAY 
 
TS" 
 
 Copyright, 1893, 
 
 BY 
 
 THE BAKER & TAYLOR Co. 
 
 ROBERT DRUMMOND, ELECTROTYHER AND PRINTER, NEW YORK. 
 
TO 
 
 Ifatber ant) /IDotber. 
 
CONTENTS. 
 
 I. THE COLLEGE AND THE HOME. <...., 9 
 
 II. THE GOOD OF BEING IN COLLEGE 21 
 
 III. THE COLLEGE FORMING CHARACTER 34 
 
 IV. CERTAIN COLLEGE TEMPTATIONS 53 
 
 V. COLLEGE GOVERNMENT 70 
 
 VI. PLAY IN COLLEGE 94 
 
 VII. SIMPLICITY AND ENRICHMENT OF LIFE IN 
 
 COLLEGE 115 
 
 VIII. THE COLLEGE AND THE CHURCH 125 
 
 IX. THE COLLEGE FITTING FOR BUSINESS 148 
 
 X. THE PRE-EMINENCE OF THE COLLEGE GRAD- 
 UATE 156 
 
WITHIN COLLEGE WALLS. 
 
 I. 
 
 THE COLLEGE AND THE HOME. 
 
 IT is a serious day when the child leaves 
 home for college. It is serious for the 
 child, serious for the home ; serious too 
 for the college. It is serious for the child, 
 for the departure stands for an increasing 
 independence and individuality, to result 
 finally in absolute responsibility. It is seri- 
 ous for the home, for it represents the be- 
 ginning of that change to which each family 
 comes of the separation of its members 
 in order to kindle the ancestral fire on new 
 hearthstones. It is serious for the college, 
 
 9 
 
10 WITHIN COLLEGE WALLS. 
 
 for it lays on the college responsibilities 
 which the parent has hitherto born. Glad 
 day, too, if serious, is the day of de- 
 parture. For the child glad, for he is 
 able to enter into the best conditions 
 in preparing himself for the highest work ; 
 for the parent glad, for he is able to offer 
 to his child the best conditions ; and for 
 the college glad, for the college is to aid 
 the parent and to aid the child in attain- 
 ing the worthiest aims by the worthiest 
 methods. 
 
 The purpose of the best home and of 
 the best college is identical. It is the 
 purpose than which none is more 
 precious. It is the purpose of making 
 the character of the student-child strong 
 and pure and noble. The aim of every 
 parent and of every college officer is, I 
 venture to say, to give to each one 
 committed to 4&&r charge knowledge 
 without pedantry, self-reliance without 
 arrogance, gentleness without weakness, 
 hopefulness without creating visionaries, 
 
THE COLLEGE AND THE HOME. II 
 
 a discipline of the intellectual nature 
 without drying up the emotional nature, 
 an enrichment of the emotional nature 
 without making soft the intellectual, a 
 training for life in this world without 
 unfitting one to live in the other world, 
 and a training for life in the other world 
 without unfitting one to live in the 
 present, an enlargement of the whole 
 character without self-consciousness, the 
 making of working power without the 
 making of an incapacity for leisure. 
 These are bare suggestions of the aim 
 which the college and the home more or 
 less consciously are holding before their 
 younger members. They both write 
 CHARACTER above their gates. 
 
 Yet it is possible that the college may 
 be asked to receive the son or the 
 daughter of a home in which such ideals 
 do not command. Aims social or 
 pecuniary may have ruled. Arrogance 
 and weakness, strength of will without 
 strength of judgment, self-consciousness 
 
12 WITHIN COLLEGE WALLS. 
 
 with smallness of character, force of appe- 
 tite without force of intellect, may repre- 
 sent the outcome of the training of a 
 home in its son or daughter. Such a son 
 or daughter the college is asked to re- 
 ceive. The college is asked to receive 
 them and, by a tacit if not a declared 
 understanding, is asked to regenerate them. 
 It is asked in four years of thirty-six 
 weeks each to undo the doing of eigh- 
 teen years of fifty-two weeks each ; it is 
 asked to remove many of the standards 
 which parents have half consciously been 
 holding before their children, and to erect 
 noble and nobler symbols of life and 
 duty. Some boys go to college and go 
 to the Devil. Some girls go to college 
 and become simpletons. Is it any 
 wonder? Some parents are asking too 
 much of the college ; they are asking 
 what they do not ask of themselves. 
 They are asking the college to do for 
 their sons and daughters what they them- 
 selves have not done. The college cannot 
 
THE COLLEGE AND THE HOME. 1 3 
 
 do much in undoing parents' training. 
 The college can do* much in adding to 
 parents' training. If that training has 
 been the worthiest, the college summons 
 all its resources of personal association 
 and of intellectual discipline to continue 
 this worthiest training. If that training 
 has not been the worthiest, the college is 
 still to call up all its forces to atone so 
 far as possible for the past, to make 
 worthy the future, of the student. 
 
 In gaining these aims, thus indicated 
 as identical, the home and the college 
 make use of the same means, measures, 
 and methods. What may be called the 
 atmosphere is recognized as equally valu- 
 able in each. Rules, too, in each have 
 their place ; and principles can no more 
 be eliminated from the college than elimi- 
 nated from the life of the individual. 
 But the two comprehensive forces used 
 alike in the home and the college are 
 truth and personality. Truth, knowing 
 things as they are, carries along with 
 
14 WITHIN COLLEGE WALLS. 
 
 itself a sense of sincerity and of reality, 
 a contempt for sham which are, of the 
 utmost worth in the formation of charac- 
 ter. Personality, the influence of person 
 over person, bears along with itself the 
 strength of character and of love. Per- 
 sonality is formed by personality. We 
 love those who love us ; those whom we 
 love love us. The college employs these 
 two agencies truth and personality ; so 
 does the home. In the books it sets for 
 the students to read, in the teachings it 
 offers to him, it impresses truth ; but in 
 the man who is the teacher, in the man 
 behind and before and around the 
 teacher, in the man who moves with 
 the students, personality is the forming 
 force. Lacking either of these elements, 
 the college is weak ; having them both, 
 the college is strong, and stronger as it 
 has them in larger amounts and fitting 
 proportions. The home, relatively to the 
 college, influences more through person- 
 ality than through the presentation of 
 
THE COLLEGE AND THE HOME. 1 5 
 
 truth. The college, relatively to the 
 home, influences more through the truth 
 than through personality; learning for 
 knowledge and for discipline is more im- 
 mediately present as an end. In both 
 college and home, both truth and per- 
 sonality are necessary. Truth without 
 personality is lifeless, of small worth in the 
 development of character ; personality 
 without truth is a blind guide, leading 
 either to the death of the precipice of 
 sudden moral ruin or to the death of 
 the desert of continued and hopeless 
 wandering. 
 
 The relation of the college to the 
 student, as the relation of the parent 
 to the child, is suggested in the word 
 trustee. 
 
 The college is a trustee of most im- 
 portant relations. It is put in trust of 
 character. If to an Atlantic captain are 
 intrusted the lives of his passengers 
 for a week, to a college are intrusted 
 the intellectual, ethical, spiritual interests 
 
1 6 WITHIN COLLEGE WALLS. 
 
 of human beings for four years. The 
 college cannot be held responsible for 
 these interests, as is the trustee of pe- 
 cuniary trusts for the keeping of these 
 trusts. These trusts have no power of 
 their own. But college men and women 
 have wills. No college can make charac- 
 ter as the sculptor makes a statue. Yet 
 it is true that the college is put in 
 charge of the most worthy concerns of 
 human spirits. 
 
 The boy or girl places his intellectual 
 character in the keeping of the college. 
 He has so great a confidence in the 
 college that he believes the college can 
 do better for his character than he him- 
 self can. The college is requested by 
 the very act of his entrance to train the 
 intellect to think to think with compre- 
 hensiveness, with insight, with accuracy, 
 with swiftness. The parent intrusts his 
 child to the college because he is con- 
 vinced that the college can do better for 
 his child for a time than he can him- 
 
THE COLLEGE AND THE HOME. 1 7 
 
 self ; the college can train the intellect 
 better than can the home, the professor 
 better than can the mother. 
 
 The college is also a trustee for the 
 moral standards of the student. The 
 differences among students of different 
 colleges in respect to questions of moral 
 conduct are most diverse. The standards 
 in one college may be low, in another 
 high. The men of one college seem 
 hardly to be awake to the fact of moral 
 differentiations ; the men of another are 
 more impressed with moral truths than 
 with purely intellectual. The point of 
 view is ethical. Their intellectual measure- 
 ments have a moral element. It is not too 
 much to say that a college fails, if it fail 
 to reveal the path of duty as the way 
 every soul should go in ; that it fails, if 
 it fail to magnify virtue and the virtues ; 
 that it fails, if it fail to teach the excel- 
 lence of justice, the beauty of temperance, 
 the nobility of courage, the grandeur of 
 sacrifice for highest aims. 
 
IS WITHIN COLLEGE 
 
 The college is also a trustee for the 
 Christian character of the student. This 
 trust it receives with hesitation and yet 
 with rejoicing : with hesitation, knowing 
 the seriousness of the responsibility ; with 
 rejoicing, for it already knows by a pro- 
 phetic vision the greatness of the work it 
 can do for the betterment of Christian 
 character. The college is constantly called 
 to stand in the place of the parent ; but 
 in no one relation is this vicariousness 
 more constant than in respect to the 
 ennoblement of . Christian character. The 
 boy of seventeen may come to the col- 
 lege with notions of Christian truth loose 
 and vague ; the man of twenty-one should 
 leave college with ideas compact and dis- 
 tinct. The boy may come having narrow- 
 ness of vision and blindness of prejudice ; 
 he should leave seeing in breadth of 
 vision, with justice, with comprehensive- 
 ness. He may come bearing a faith 
 feeble, hesitating a crutch ; he should de- 
 part having a faith which is a wing to 
 
THE COLLEGE AND THE HOME. 19 
 
 bear him. The Christian character be- 
 comes more Christian and more charac- 
 teristic in the college. It gains solidity, 
 force, vigor. The articulation of its parts 
 becomes more exact intellect, feeling^ 
 will, conscience becoming better adjusted 
 to each other. It ceases to be a manu- 
 facture, beginning to be a growth. True 
 it is that men have found college their 
 Waterloo of defeat. But to the true soul 
 it is rather a Waterloo of victory a place 
 of hard fighting with moral and spiritual 
 enemies, but a place of triumph, of 
 triumph whose issues are as lasting as 
 life. 
 
 It may also be said that the college / 
 is the trustee of the future of the stu- N 
 dent. It is not true that these four years 
 determine life with the certainty of fore- 
 ordination. Men have wasted these years 
 who have made the following years fruit- 
 ful. But it is true that these years 
 establish a probability of the nature of 
 the following. It is true that these years 
 
20 WITHIN COLLEGE WALLS. 
 
 help to determine the nature of the fol- 
 lowing. Indolence in college becomes 
 laziness in life ; dissipation in college, in- 
 tellectual, moral, becomes weakness in life; 
 nearsightedness in college becomes blind- 
 ness in life. Life is often the harvesting 
 of college-sown seed. We follow no ex- 
 ample so constantly as that set by our- 
 selves. The qualities of endurance, pa- 
 tience, enthusiasm, accuracy, which a col- 
 lege is supposed to discipline in their 
 callow stages, are prophetic of the posses- 
 sion of the same qualities as the bones 
 and sinews of the body of character. 
 Such qualities, the college is set to train. 
 The opposite of such qualities the college 
 is set to crush. The college is therefore 
 put in trust with each student's future. 
 
THE GOOD OF BEING IN COLLEGE. 21 
 
 II. 
 
 THE GOOD OF BEING IN COLLEGE. 
 
 WHAT is a college education good for? 
 is the question often and bluntly asked. 
 I make bold to answer it, and also quite 
 as bluntly as it is asked. 
 
 College education lengthens the period 
 of youth ; it prolongs the time of prep- 
 aration for life. If "to prepare us for 
 complete living " is the function of educa- 
 tion and no one would find fault with 
 this definition of Herbert Spencer it is 
 well to make that preparation as good as 
 it can be. The more important the duty 
 to which God calls any creature, the 
 longer the time of preparation he gives. 
 A lamb stands and walks from the hour 
 of its birth; a child takes a year to learn. 
 The height of any creature in the scale of 
 

 22 WITHIN COLLEGE WALLS. 
 
 being is measured by the period of its 
 adolescence. The lengthening or shorten- 
 ing of this period indicates and neces- 
 sitates the raising or the depressing of 
 the scale of being. The boy who does 
 not go to college begins life at eighteen 
 or before ; the boy who goes to college 
 begins life at twenty-two. The time of 
 growth is lengthened four years a large 
 proportion of the whole period of growth. 
 The worth of the means of growth is thus 
 vastly increased. For the higher stages 
 of culture are much more valuable than 
 the lower. The more individual is a 
 fine and strong and high individuality 
 the more valuable are its best forces. For 
 the development of the highest indi- 
 viduality time is needed. Every man 
 should make the time of preparing 
 for life as long as may be. College 
 gives to him four years of prepara- 
 tion. 
 
 College gives this preparation through 
 wise methods and under favorable con- 
 
THE GOOD OF BEING IN COLLEGE. 2$ 
 
 ditions. The book and the man are the 
 college. The book has supplanted tra- 
 dition. The book is not only the inter- 
 preter of the past, the book is the past. 
 All past comes to the present in the 
 book. The book is a timeless creation, 
 or its only time is the present. The 
 student prepares himself for the future 
 through learning the past in the book. 
 The book reads to him the experiences 
 of the tens of thousands of men through 
 the thousands of years. He becomes 
 wiser than the ancients, for he has all 
 their wisdom, plus the wisdom of his 
 followers. The book is not simply, as 
 Milton says, the " life-blood of a master- 
 spirit " ; the book is also the life-blood of 
 the master-spirits of all the world, of 
 all the past. The forty centuries do not 
 look down upon the college man from 
 their pyramidal heights ; the forty centur- 
 ies in the book enter into him, possessing, 
 training, inspiring. 
 
 But the teacher as well as the book is 
 
24 WITHIN COLLEGE WALLS. 
 
 the college. The teacher is the force 
 which makes the lengthening of the 
 period of youth to be desired. It is not 
 what is taught that makes the four years 
 precious. It is not the teaching that has 
 the highest value. It is the teacher which 
 is the noblest power. Who would not 
 like to have Socrates in the chair teach- 
 ing even mathematics ! It is to be 
 said that no finer gentlemen are to be 
 met with than those who occupy the 
 chairs of instruction in our better col- 
 leges. And it is to be remembered that 
 the young man or woman has these 
 teachers as his intellectual guides in four 
 of the most formative years. Is it not 
 worth while to lengthen youth in or- 
 der to come under such leadership? 
 
 College education is also good to take 
 self-conceit out of a man. Strong per- 
 sonality is the good fruit of individual- 
 ity, self-conceit the bad fruit ; and the 
 bad fruit is common among young men. 
 Of course, we know that ignorance is 
 
THE GOOD OF BEING IN COLLEGE. 2$ 
 
 the cause of self-conceit, or it might be 
 said to be the surname of self-conceit. 
 If learning take away ignorance, it surely 
 abolishes self-conceit ; if learning increase 
 the feeling of the learner's ignorance 
 through enlarging the boundaries of 
 knowledge faster than is the approach to 
 these boundaries, it also usually succeeds 
 in wiping out this vice of self-conceit. 
 The Freshman is often the embodiment of 
 self-conceit. The Sophomore is often the 
 embodiment of self-conceit and of incipi- 
 ent wisdom ; the self-conceit appearing in 
 the second and last syllable of his name 
 the fool part, and the wisdom emerg- 
 ing in the first syllable. The system of 
 fagging and of hazing outrageous and 
 abominable as they are have an origi- 
 nally worthy aim. Their foundation is the 
 self-conceit which belongs to the noviti- 
 ate in school or college ; their aim is to 
 take out this same self-conceit ; their 
 method is the imposition of menial tasks 
 and of humiliations of various sorts. The 
 
26 WITHIN COLLEGE WALLS. 
 
 method belongs to barbarians ; but the 
 original aim is in the line of good 
 education. I am the more inclined to 
 write of this value of the college in the 
 elimination of excessive self-esteem, for 
 the ordinary opinion is that students are 
 affected by this fault. I know that the 
 bearing of students gives evidence that 
 the ordinary opinion is true ; they seem 
 remote, haughty, at times supercilious. 
 But when college men are subjected to 
 the genuine tests of self-examination and 
 of a willingness to do any work to which 
 they are called, they are more free from 
 this defect than any class of men. The 
 high-school graduate shrinks more from 
 putting on the overalls of apprenticeship 
 than the bachelor of arts. 
 
 College education, further, gives a cer- 
 tain openness of mind and heart. Mat- 
 thew Arnold said that a serious lack in 
 the English nation was the lack of lucid- 
 ity. Lucidity is an intellectual quality, 
 but it has ethical and emotional affilia- 
 
THE GOOD OF BEING IN COLLEGE. 2J 
 
 tions. The college man has this quality 
 more than most. Mr. Arnold also divid- 
 ed society into three classes : an upper 
 class, which is materialized, a lower class 
 which is brutalized, and a middle class, 
 which is vulgarized. From these three 
 curses of being vulgarized, brutalized, ma- 
 terialized, the college tends to give 
 freedom. And the method by which the 
 college achieves this freedom I call a 
 certain openness of mind and heart. 
 This openness of mind and heart is akin 
 to largeness of character ; it is opposed 
 to narrowness of any kind ; it is free- 
 dom from the miserly spirit ; it is a 
 willingness to receive light ; it is the 
 appreciation of the best in men and 
 things ; it embodies sympathy ; it is re- 
 sponsive to the best ideals and worthiest 
 methods ; it makes one liberal without 
 looseness, and fosters the holding of 
 opinions with firmness but without big- 
 otry. The perils of the self-made man 
 and many self-made men have perished 
 
28 WITHIN COLLEGE WALLS. 
 
 in the making through these perils are 
 narrowness and hardness. They have 
 bought their success at the cost of the 
 largeness of their mental consitution and 
 of the tenderness of their heart. Heavy 
 price to pay some would say too heavy, 
 others that the success is worth the 
 price. But the college man is sel- 
 dom called upon to pay this price. He 
 is able to win, keeping his intellectual 
 vision large, his heart warm, and his 
 energies strong, without any faculty 
 suffering. 
 
 The worth of a college education is 
 also seen in the high standards of charac- 
 ter which it fixes. It tends to make 
 right rules of measurement. It develops 
 the sense of appreciation. It teaches the 
 art of valuing. The college does this 
 through its discipline of the intellect ; it 
 does this also through its conscious or 
 unconscious emphasis on the temporal 
 and eternal verities; it does this through 
 its definite instruction, and also it does 
 
THE GOOD OF BEING IN COLLEGE. 2<) 
 
 this through its atmosphere. These 
 standards which it sets up are, as I 
 said, standards of character. They are 
 not the idols of the forum or of the 
 market ; they are not reputation or 
 wealth. They are justice, courage, char- 
 ity, temperance, truth ; they are the an- 
 gular lines of the cardinal virtues, 
 and also the curves and vanishing 
 points of the graces of the best charac- 
 ter. In his " English Traits," Emerson 
 says : 
 
 " It is contended by those who have 
 been bred at Eton, Harrow, Rugby, and 
 Westminster, that the public sentiment 
 within each of these schools is high- 
 toned and manly ; that, in their play- 
 grounds, courage is universally admired, 
 meanness despised, manly feelings and 
 generous conduct are encouraged ; that 
 an unwritten code of honor deals to the 
 spoiled child of rank and to the child 
 of upstart wealth an even-handed justice, 
 purges their nonsense out of both, and 
 
30 WITHIN COLLEGE WALLS. 
 
 does all that can be done to make them 
 gentlemen." 
 
 Such may be said to be the work of 
 the American college. It is at once the 
 most aristocratic and the most democratic 
 of all American institutions: aristocratic 
 in the establishing of the best principles 
 and standards as the ruling forces ; dem- 
 ocratic in treating every man like every 
 other in respect to the duty of establish- 
 ing these principles and standards in his 
 own bosom. 
 
 I allude now to but one more of the 
 advantages of a college training. College 
 training fosters an intelligent and strong 
 Christian faith. It is often whispered 
 that the college is the hot-bed of in- 
 fidelity. It is sometimes feared that as 
 knowledge increases piety lessens, and 
 that intellectual culture is the dry-rot of 
 spirituality. Shame on such whisperings 
 and fears ! Shame that the study of 
 the works of Omniscience should make 
 men atheists ! No ; the college is the 
 
THE GOOD OF BEING IN COLLEGE. 31 
 
 place most favorable to the development 
 of a faith strong as well as wise. Pres- 
 ident Patton, of Princeton, said, preach- 
 ing to his own students : 
 
 " I regard the conditions of your train- 
 ing here as favorable in the highest de- 
 gree to your religious life. You are re- 
 ceiving a discipline of your powers that 
 should save you from the sophistries to 
 which the uneducated fall such easy vic- 
 tims. You are acquiring a knowledge of 
 the great subjects of debate, and an esti- 
 mate of the men who have most right to 
 be regarded as authorities respecting 
 them, that will keep you from calling 
 any man master whose only claim to 
 such recognition is his entertaining dec- 
 lamation. Besides that you are dealing 
 with secular themes under Christian con- 
 ceptions, and your attention is turned to 
 the specific evidences that accredit those 
 Christian conceptions. There is also an 
 undergraduate sentiment represented by 
 the ripest scholars and the men of 
 
32 WITHIN COLLEGE WALLS. 
 
 highest intellectual rank among us that 
 is not only favorable to Christian life, 
 but also aggressively and earnestly inter- 
 ested in Christian work. So that if your 
 religious life is not strengthened and 
 stimulated by your connection with the 
 college the fault will not be with the 
 college, but with you." 
 
 The college represents a condition 
 safer, far safer for the holding and de- 
 veloping of a Christian faith than the 
 office, the shop, the factory, the board 
 of trade. Intelligence is more pious than 
 ignorance, and the college is the place 
 of intelligence. Associations are more 
 pure in the college than in any place 
 where men most do congregate. The 
 college stands by the side of the home 
 and the Church in the fostering of an 
 intelligent and strong faith. 
 
 What is a college education good for? 
 It is good, lengthening the period of 
 youth, to prolong the time of prepara- 
 tion for life ; it is good to take away 
 
T&JS GOOD OF BEING IN COLLEGE. 33 
 
 self-conceit ; it is good to give openness 
 to mind and heart ; it is good to fix 
 high standards of character ; it is good 
 to foster an intelligent and vigorous 
 Christian faith. 
 
34 WITHIN COLLEGE WALLS. 
 
 III. 
 
 THE COLLEGE FORMING CHARACTER. 
 
 THE college is to discipline character, 
 Its duty is as broad as the humanity of 
 each person. The college is prone to be 
 content with giving an intellectual training 
 simply. It is too much inclined to be sat- 
 isfied with making thinkers, learners, 
 scholars. What the student learns in col- 
 lege represents only a small share of what 
 the college should give to him. The 
 character, says Emerson, is higher than 
 the intellect ; and the college in educating 
 the lower is not to neglect the higher. 
 When Matthew Arnold says, " The true 
 aim of schools of instruction is to devel- 
 op the powers of our mind and to give 
 us access to vital knowledge," he may be 
 right and he may be wrong. He is right 
 
THE COLLEGE FORMING CHARACTER. 3$ 
 
 if by mind he means man, and by vital 
 knowledge, knowledge that relates to all 
 life. The college, appealing immediately 
 to the mental part, is yet to train every 
 part. The college is doing its duty only 
 when it causes men to regulate appetite, 
 to crush passion, to guide desires, to 
 quicken affections, to prevent wrong, and 
 to stimulate right, choices. Which is the 
 more important : for the student to know 
 how to decline virtus, or to practise vir- 
 tue ; to know the fundamental ethics of 
 Kant, or so to regulate his conduct that 
 it may worthily become a universal rule ; 
 to demonstrate all the propositions of 
 plane geometry, or to form his own char- 
 acter along the lines of righteousness ? 
 Shall the college teach us sciences, and 
 never lift the ear to Him who is omnis- 
 cient ? Shall the college teach us philos- 
 ophy and psychology, and never quicken 
 us to heed the responsibilities of free 
 volition ? Shall the college teach us laws, 
 and never whisper a syllable as to the 
 
WITHIN COLLEGE WALLS. 
 
 existence of the Lawgiver ? Every insti- 
 tution should in fact illustrate the truth 
 that conduct, which is the exponent of 
 manhood, is not simply three fourths, but 
 even seven eighths of life. 
 
 In this work of giving a complete equip- 
 ment) to manhood, it is not the subject 
 of study which is the chief agent of the 
 college ; the professor makes the college 
 more than the curriculum or the library. 
 In forming character the college should 
 have regard to the character and the life 
 of those who sit in its chairs of instruc- 
 tion. Much that is suggestive and signifi- 
 cant is to be found in the little volume, 
 " How I Was Educated ; " but to me ,the 
 most significant feature is that several of 
 the contributors emphasize the value 
 of their teachers above the value of 
 the teaching of these teachers. It was 
 from the teachers that the inspiration 
 that is more important than instruction 
 itself was obtained. A university has 
 been called a collection of books. The 
 
THE COLLEGE FORMING CHARACTER. 37 
 
 remark is true ; but the remark is not so 
 true as that the college is a collection of 
 men. Not pedants, or pedagogues, or 
 buildings, but men, are to be sought. 
 Character begets character ; manhood 
 creates -manhood. " If," said President 
 Mark Hopkins in an address at Williams 
 College, " right character is to be pro- 
 duced in connection with an institution, 
 it must be through the influence of 
 those who have a right character." No 
 name is more fragrant in the long list of 
 teachers of this century on both conti- 
 nents than the name of Arnold of Rugby. 
 Some teachers have been more learned, 
 some have been intrusted \\ ith more con- 
 spicuous commissions ; but none have done 
 a nobler work for humanity in the forma- 
 tion of character. His breadth of vision, 
 his tenderness of conscience, his sympathy 
 with the boy heart, his self-forgetfulncss, 
 his hatred of the mean, his love for 
 children and for God, made him the 
 great teacher of our time. A man of 
 
38 WITHIN COLLEGE WALLS. 
 
 the type of Dr. Arnold should sit in 
 every college. From him the student 
 would receive not only instruction, but also 
 inspiration for acting worthily in every 
 part in life. It was not simply Mark 
 Hopkins the teacher, or Mark Hopkins 
 the philosopher, but Mark Hopkins the 
 man, that formed the character of the 
 graduates of the college in Williamstown. 
 In the current discussion as to the 
 religious character and influence of col- 
 lege we are inclined to forget that, more 
 than by all the methods and means 
 and every form of management/ the col- 
 lege is made Christian by the Christian 
 teacher. If the professors be not Chris, 
 tian, neither required attendance at church 
 and daily prayers, nor affiliation of the 
 college with a sect, nor the use of text- 
 books on theology, has much worth in 
 making the college Christian. The power 
 of the man behind the book or the sub- 
 ject which he teaches is much greater 
 than the power of the book or the sub- 
 
THE COLLEGE FORMING CHARCATER. 39 
 
 ject. In electing college studies, it has 
 been said, one should elect rather teach- 
 ers than studies. If this opinion be ex- 
 treme, it is certainly true that the teacher 
 has more influence in forming Christian 
 character than his mere teaching. 
 
 Most colleges would no more elect as 
 professor one opposed to Christianity, or 
 even indifferent to its claims, than they 
 would elect one notoriously ignorant of 
 the topic he would teach. Atheists, scep- 
 tics, agnostics would not usually be se- 
 lected as instructors in truth and right- 
 eousness. But it is to be said that it were 
 well for the college to emphasize more 
 strongly not simply a Christian profession, 
 but also aggressive Christian manhood and 
 manliness in the person of its professors, 
 with a view to the training of Christian 
 manhood and manliness in the person of 
 its students. For the college should be 
 Christian in no narrow or technical sense. 
 It should be Christian in that the Chris- 
 tian attitude is that of the most vigorous 
 
4O WITHIN COLLEGE WALLS. 
 
 morality, the broadest philanthropy, and 
 the wisest charity; in that it represents 
 the noblest motives, the purest sentiment, 
 and the most aggressive righteousness. 
 The college should be Christian because 
 Christianity is, on naturalistic grounds, the 
 survival of the fittest in religion, and be- 
 cause, on other grounds, it is a divinely 
 given system of truth for the control of 
 conduct. It should be Christian because 
 Christianity represents the finest type of 
 manhood and of character. 
 
 I would not be interpreted as arguing 
 that every college professor should be a 
 member of an orthodox or of any other 
 church. I would not be understood as 
 implying but that very worthy teachers 
 may be found who fail to accept the tech- 
 nical truths of Christianity. I would, how- 
 ever, be understood to affirm that, if the 
 college is to be Christian in its influence, 
 no wealth of learning should be suffered 
 to atone for poverty in the moral ele- 
 ments of character, The very least which 
 
THE COLLEGE FORMING CHARACTER. 4! 
 
 a college should demand is that the gen- 
 eral influence of its teachers be sympa- 
 thetic with Christian movements and loyal 
 to Christian principles. The simplest con- 
 dition is that at least its atmosphere be 
 Christian. This atmosphere is formed by 
 the character of its teachers. 
 
 That the thought of thinking men is 
 giving heartier assent to the proposition 
 that the Christian teacher is the Christian, 
 college, I firmly believe. We are becom- 
 ing convinced that no religious "ways or 
 means" can serve as a substitute. The 
 college, in its influence over students, 
 should occupy somewhat the position 
 which Agassiz declared should be the ob- 
 ject of the museums of natural history. 
 In 1868 this great teacher wrote: 
 
 " The great object of our museums 
 should be to exhibit the whole animal 
 kingdom as a manifestation of the Su- 
 preme Intellect. Scientific investigation in 
 our day should be inspired by a purpose 
 as animating to the general sympathy as 
 
42 WITHIN COLLEGE WALLS. 
 
 was the religious zeal which built the 
 Cathedral of Cologne or the Basilica of 
 St. Peter's. The time is passed when 
 men expressed their deepest convictions 
 by wonderful and beautiful religious 
 edifices, but it is my hope to see, with 
 the progress of intellectual culture, a 
 structure arise among us which may be a 
 temple of the revelations written in the 
 material universe. If this be so, our 
 buildings can never be too comprehensive, 
 for they are to embrace the infinite work 
 of Infinite Wisdom. They can never be 
 too costly, for they are to contain the 
 most instructive documents of Omnipo- 
 tence.'* 
 
 If a museum of birds and fishes and 
 brutes has as its chief object the " mani- 
 festation of the Supreme Intellect," a col- 
 lege, composed of young men and women, 
 should have as its aim an object no less 
 comprehensive or worthy. With its aim 
 of the training of Christian manhood, it 
 certainly should have Christian manhood 
 
THE COLLEGE FORMING CHARACTER. 43 
 
 in the person of its teachers. The lack 
 of this manhood vitiates all other agen- 
 cies and methods ; the possession of this 
 manhood, worth more than all else, ren- 
 ders other agencies vigorous and other 
 methods efficient. Whoever admits that 
 the moral character of the individual is as 
 important as the intellectual would prob- 
 ably also admit that it is the duty of the 
 college to train the moral as well as the 
 intellectual character of its students. If 
 any one were prepared to deny that the 
 college should endeavor to instruct and 
 to improve the religious nature of its 
 students, he would certainly not deny that 
 the college owes a duty to those moral 
 elements of manhood which are even 
 more fundamental than the religious in- 
 stincts. If any one should argue in favor 
 of the removal of all those college laws 
 which usually exist as aids in the control 
 of students, and should affirm that com- 
 plete liberty is the best condition and 
 means of promoting this control, he would, 
 
44 WITHIN COLLEGE WALLS. 
 
 as the very basis of his plea, grant the 
 importance of the moral character. If a 
 man is more than a mere knowing ani- 
 mal ; if he has feeling, appetites, desires, 
 affections, instincts, passions, and the power 
 of making choices ; if, furthermore, the 
 college is designed to minister to other 
 than the demands of the intellect, if its 
 purpose is broader than to afford facilities 
 for the gaining of knowledge and mental 
 discipline, then it becomes the duty of 
 the college to train the moral character 
 of its students. Whoever either knows 
 the history of American colleges, or con- 
 siders the fundamental characteristics of 
 human nature, and especially the demands 
 which our modern life makes upon edu- 
 cated men, will be more than willing to 
 grant it is the duty of our colleges to 
 discipline the moral as well as the intel- 
 lectual character of their students. 
 
 Yet, despite these axiomatic consider- 
 ations, it is evident that a tendency exists 
 among our colleges either to minimize 
 
THE COLLEGE FORMING CHARACTER. 4$ 
 
 this duty or to neglect its performance. 
 The enlargement of the courses of study 
 over the improvement in the methods of 
 instruction has seemed to degrade those 
 characteristics of a college education which 
 are not strictly intellectual. Religious im- 
 pulses and influences have probably less 
 strength than they have possessed at 
 many periods. Endeavors to surround the 
 students with a pure moral atmosphere 
 have in certain colleges lost a vigor and 
 constancy formerly possessed. But the 
 custom of the selection of teachers and 
 professors chiefly or merely upon intel- 
 lectual grounds is perhaps the strongest 
 indication that the colleges are inclined to 
 abdicate their throne of ethical instruction. 
 It is not to be said that those whose 
 habits are corrupt or corrupting would be 
 selected as teachers in any college ; but 
 it is to be said, and with emphasis, that 
 the teachers are not chosen on the ground 
 of their capacity for impressing moral 
 ideas and ideals upon young men. Con- 
 
46 WITHIN COLLEGE WALLS. 
 
 sidered in some degree this capacity may 
 be, but the degree is confessedly slight. 
 The professor should be a man who lives 
 such a vigorous and earnest moral life 
 that his scholars will be attracted toward 
 it ; he should be one who entertains such 
 ideals of character that his students will 
 be urged toward their attainment. 
 
 In collegiate administration it should 
 be noted that character and the ability of 
 forming character ought to be regarded 
 as a most important element in the selec- 
 tion of tutors and professors. This ability 
 should not be subordinated, as too fre- 
 quently in practice it is subordinated, to 
 intellectual considerations. Not, of course, 
 be it said, that professors shall have an 
 intellectual armor less complete or less 
 brilliant or less modern, but that they 
 shall have a character more thoroughly 
 fitted to arouse moral earnestness among 
 their students. Not that there be fewer 
 manly scholars, like Louis Agassiz, but 
 that there be more men, and scholarly 
 
THE COLLEGE FORMING CHARACTER. 4? 
 
 men, like Mark, and Albert, Hopkins. 
 The principles of the administration of a 
 college, and of which President Hopkins's 
 character furnishes a noble illustration, 
 are well set forth in the semi-centennial 
 address already quoted from. President 
 Hopkins said : 
 
 " No formal arrangement without Chris- 
 tian men, no having or saying of prayers, 
 will avail anything without men who pray. 
 Christianity is not a mere set of dogmas : 
 it is Christ revealed in His perfect char- 
 acter. He is the head of the race. He is 
 not only the light of the world as a per- 
 fect teacher in all that relates to character 
 and ultimate destiny, but also a perfect 
 example. He is the man. In His religion 
 is the hope of the world. The greatest 
 boon that can come to any one is to be 
 brought into personal relation to this, and 
 sympathize with Him by voluntary com- 
 mitment and by having a character like 
 His. Herein is the difference between the 
 place of Christianity in a theological semi- 
 
WITHIN COLLEGE WALLS. 
 
 nary and a college. In a college it should 
 be so handled as to bear upon character 
 without sectarianism. This can and ought 
 to be done. Christianity is the greatest 
 civilizing, moulding, uplifting power on 
 this globe, and it is a sad defect in any 
 institution of high learning if it does not 
 bring those under its care into the closest 
 possible relation to it, so far as it is 
 such a power. Through it the students 
 are to be trained in moral and spiritual 
 gymnastics. Why not ? We here reach 
 the broadest and most philosophical con- 
 ception of education. It includes the 
 whole man. If man is to be educated 
 physically and intelligently because he 
 has a physical and intelligent nature, why 
 should he not be educated and trained 
 morally and spiritually because he has a 
 moral and spiritual nature? I see no 
 reason why there should not be in a 
 college, and enter into the very concep- 
 tion of it, those who are engaged in the 
 higher gymnastics. If men are to be 
 
THE COLLEGE FORMIXG CHARACTER. 4Q 
 
 trained to be strong in muscle, why not 
 to be strong in the Lord ? If to wrestle 
 with each other, why not with wicked- 
 ness ? If to carry on mimic fights and 
 boxing, why not to fight the good fight 
 of faith ? If to gain the crown of victory 
 in contests with each other, why not ' an 
 incorruptible crown ' ? If to run races 
 in the gymnasium and on the campus, 
 why not to run the race that is set be- 
 fore them in which they are ' compassed 
 about with so great a cloud of witnesses ' ? 
 Why, in short, if they are to be trained 
 in bodily exercise, that 'profiteth little,' 
 should they not be trained in 'godliness, 
 that is profitable unto all things ' ? This 
 broad conception of education has been 
 the conception of it in this college in the 
 past. If not personally recognized, it has 
 pervaded its atmosphere, it has made min- 
 isters of the Gospel and missionaries, and 
 has a general uplifting power. It is the 
 conception of education here to-day. I 
 trust it will continue to be. If not, the 
 
SO WITHIN COLLEGE WALLS. 
 
 glory of the college will have departed. 
 If this college shall drop down into 
 a merely secular spirit, in the train- 
 ing of the lower parts of man's nature, 
 so that it shall cease to be in sympathy 
 with Him whose object it is to train to 
 a perfect character that world which is 
 symbolized on the missionary monument, 
 it will no longer be Williams College."* 
 It is the teacher, it is the man more 
 than the teacher, which makes the college. 
 An institution lately invited to one of its 
 important chairs a young minister who 
 had no special knowledge of the depart- 
 ment he would teach. Surprise was ex- 
 pressed that some one thoroughly trained 
 should not have received the appointment. 
 The answer was : " We want, first and 
 foremost, a man, and one who can make 
 men." The answer was sound. For to 
 the student the manhood of the professor 
 is more significant than his scholarship. 
 
 * Address delivered at fiftieth anniversary of becoming 
 president of Williams College. 
 
THE COLLEGE FORMING CHARACTER. 5 1 
 
 The student is influenced more by the 
 professor than by the professorship, more 
 by the man than by the professor. There- 
 fore that superintendent of public schools 
 was wise who said : "I am not going to 
 ask for deep learning as the first qualifica- 
 tion of my teachers. I shall ask, first, for 
 firm, high, noble character; second, for 
 fine manners ; third, for sound learning ; 
 fourth, for professional training." 
 
 In a few colleges it may be felt that the 
 professor is overstepping his proper func- 
 tions in either aiming at or endeavoring 
 to give more than an intellectual training. 
 With such a feeling we believe that no 
 parent or guardian of youth sympathizes. 
 The father sends his son to college less, 
 far less, to read Greek and history, to 
 study philosophy and mathematics, than 
 to fit that son to occupy with dignity 
 and usefulness any poskion to which he 
 may be called. Every father knows that 
 jn the acting well his part in life the 
 general character of his son is more im- 
 
52 WITHIN COLLEGE WALLS. 
 
 portant than any one element of that 
 character, even if that element be intel- 
 lectual. Instead, therefore, of doubting as 
 to their right to influence college students 
 along the line of moral character, we 
 venture to believe it were well for pro- 
 fessors to realize the duty which they 
 thus owe not only to their students, but 
 to the entire collegiate constituency and 
 to the nation. 
 
CERTAIN COLLEGE TEMPTATIONS. 53 
 
 IV. 
 
 CERTAIN COLLEGE TEMPTATIONS. 
 
 THE college man is the best young 
 man to be found beneath the sun. He is 
 absent from home, yet he is at home 
 with his companions. He meets few ladies, 
 yet he has a knight's reverence for woman- 
 hood. He is obedient to what he con- 
 siders proper rules, but rebels against 
 what, is deemed improper restraint. He is 
 vigorous in intellect, strong in conviction, 
 yet he is sympathetic with the best in all 
 life. He is conscious that he is richly en- 
 dowed with mental gifts, and knows well 
 his privileges ; but he is self-forgetful and 
 self-sacrificing. Such a man must be 
 subject to many and hard temptations. 
 
 In the manner of the old preachers, I 
 would first say what his temptations are 
 
54 WITHIN COLLEGE WALLS. 
 
 not. It is frequently remarked that the 
 college man is allured into the base in- 
 dulgence of base passion. " The fast set " 
 is supposed to be a set at once pretty 
 large and pretty fast at the college. I 
 have some facts, elicited with labor and 
 compiled with care, proving that the col- 
 lege man is not as cold as ice. I wish 
 the record were less dark than it is. But, 
 despite this evidence, I do believe, and 
 believe upon evidence, that the morals of 
 the American college student are cleaner 
 than the morals of the young man in the 
 office or behind the counter or at the 
 bench. His life and associations belong to 
 the realm of the intellect, not to the realm 
 of the appetite. His discipline is a train- 
 ing in that virtue the most comprehen- 
 sive of all virtues the virtue of self- 
 control. He is able to trace more care- 
 fully than most the relation of cause and 
 effect in the sphere of moral action. He 
 recognizes the penalties of base indul- 
 gence. It is, therefore, my conviction that 
 
CERTAIN COLLEGE TEMPTATIONS. 55 
 
 the college man is at once less tempted 
 to the evil satisfaction of evil appetites 
 and less indulgent toward this satisfaction 
 than are most young men. 
 
 The temptations of the college student 
 belong to a realm which we think some- 
 what higher in moral value than the 
 sensual. 
 
 One of the temptations which besets 
 the man in college is the tendency toward 
 intellectual scepticism. All scepticism is 
 either more or less intellectual. The life 
 of the student is pre-eminently an intel- 
 lectual life : it is a life in its early part of 
 scholarship and relatively little thought ; it 
 is a life in its latter part of relatively less 
 scholarship and more thought. Upon him 
 through both scholarship and thought are 
 thrust for solution all those problems 
 which lie at the foundation of being. 
 The existence of God, the freedom of 
 the individual will, the presence of evil in 
 a moral universe, to these and kindred 
 questions he is compelled by the force of 
 
56 WITHIN COLLEGE WALLS. 
 
 his environment and of his own nature 
 to give an answer. Such questions, put 
 before him in a comprehensive shape, are 
 new. The difficulties in the way of giv- 
 ing an answer such as would be in har- 
 mony with early convictions are many 
 and strong. So many and strong do 
 these difficulties often seem to be, that 
 they are sufficient to move him from 
 the intellectual position he has long held. 
 From unreasoning faith he is flung into 
 reasoning doubt. His .ge as well as his 
 study contributes to this result. He may 
 have as a professor though seldom one 
 who promotes his intellectual restlessness. 
 He finds books, scores in number and 
 able as the ablest, presenting the side of 
 doubt with a persuasiveness born of con- 
 viction as well as of scholarship. As a 
 result he first becomes a sceptic in the 
 original meaning of the word, and 
 secondly he becomes a sceptic in its 
 secondary meaning. This result is not 
 to be understood as either inevitable or 
 
CEKTAIX COLLEGE TEMPTATIONS. 57 
 
 frequent ; but the tendency exists in most 
 minds to a slight degree, in some minds 
 to a strong degree, and in a few rainds 
 to an exceedingly powerful degree. 
 
 From this lamentable result, as unneces- 
 sary as it is lamentable, most college men 
 are saved. They are saved from it by 
 what may be called the perpendicular 
 forces of their own mind ever tending 
 toward belief in the spiritual verities. 
 They are saved from it by the study of 
 the best books upon these themes and 
 the books in favor of belief are better 
 than the best books in favor of disbelief. 
 They are saved from it by the personal 
 influence' and intellectual leadership of 
 teachers. Scholarship is not sceptical ; 
 thought is not sceptical. The college 
 man, therefore, in scholarship more thor- 
 ough and in thought more profound, 
 than is his brother living without college 
 walls ceases to be the victim of intel- 
 lectual scepticism and becomes the repre- 
 sentative of spiritual belief. 
 
$8 WITHIN COLLEGE WALLS. 
 
 A second temptation of the college stu- 
 dent is an inclination toward Christian 
 lethargy or religious indolence. This is 
 probably the most comprehensive and pos- 
 sibly the most dangerous allurement that 
 assaults him. It is more common, I think, 
 in the colleges of the East than in the 
 colleges of the West ; but it affects most 
 students in most colleges to some extent. 
 It arises from the attention which the col- 
 lege pays to things that are merely intel- 
 lectual. The college is an agency for the 
 training of character. One means of this 
 agency, and the most conspicuous, is the 
 use of the mind on certain subjects of 
 knowledge. The college is ordained to 
 train the intellect, but to train the intellect 
 not for the sake of the intellect only, but 
 as the intellect is a part of the whole man, 
 which represents the supreme and largest 
 aim. But the college student, and, indeed, 
 the college professor, is prone to permit 
 the purpose of the discipline of the intel- 
 lect a purpose more immediately present 
 
CERTAIN COLLEGE TEMPTATIONS. 59 
 
 than the ultimate aim of the edification 
 of character to conceal this ultimate aim. 
 The college man, moreover, as every man, 
 seems to have a certain amount of force 
 to put into any service. Therefore, as he 
 thinks himself obliged to devote the large 
 share of his force to intellectual pur- 
 suits, he finds it easy for his Christian 
 energies to become dormant. The emo- 
 tional, the moral nature suffers for the 
 time through this great attention paid to 
 the intellectual. The same result occurs 
 in the theological seminary. It is well 
 known that the tone of piety among 
 those preparing for the ministry is not so 
 high as among those who are ministers. 
 These undergraduates in theology are 
 putting their forces into the intellectual 
 aspects of Christian truth ; the emotional 
 sides of their character sides in which 
 piety seems most to delight to manifest 
 itself are suffered to remain uncultivated. 
 " I am pained to say I am losing my 
 Christian enthusiasm," remarked a Senior 
 
60 WITHIN COLLEGE WALLS. 
 
 in a college prayer-meeting. " I think I 
 have been losing it," he continued, " ever 
 since my Freshman year." It is not un- 
 usual to hear college men express such a 
 sentiment. I doubt not that most 'stu- 
 dents believe they have less enthusiasm 
 for Christian things on the day they re- 
 ceive their diploma than on the day they 
 received their papers of admission. They 
 are probably less inclined to support 
 either through attendance or through 
 speech the class prayer-meeting in the 
 Senior than in the Freshman year. They 
 also are probably less inclined to learn 
 the " spiritual condition " of their class- 
 mates. Their own spiritual vision is prob- 
 ably less constantly directed toward them- 
 selves in the last term of the last year of 
 the course than in the first term of the 
 first year. Such conditions and circum- 
 stances have a certain vaL.e as evidence 
 of the decline of the Christian enthusiasm 
 of college men. Such conditions and cir- 
 cumstances college men, are inclined to 
 
CERTAIN COLLEGE TEMPTATIONS. 6 1 
 
 believe prove that their Christian enthu- 
 siasm has lessened ; and they infer that 
 the college education is the cause of the 
 lessening. 
 
 It would be sad if the culture of the in- 
 tellect should be coincident with, even if 
 not the cause of, the hardening of the 
 heart. It would be sad if the college 
 which was established to train men as 
 ministers should train men away from the 
 ministry. It would be sad if the more 
 college men knew, the less inclined they 
 should be to include a knowledge of God 
 within the circle of knowledge ; and even 
 if somewhat inclined to include a knowl- 
 edge of God, it would be still more 
 pitiable if they were less inclined to let 
 the treasures of their love for Him increase 
 with the increasing treasures of knowledge 
 and culture. If a college education does 
 tend to diminish Christian enthusiasm, the 
 college education is either pursuing low 
 ideals or is based on false methods or is 
 employing unworthy agencies. 
 
WITHIN COLLEGE WALLS. 
 
 Yet the impression prevails that a col- 
 lege training does tend to lessen Chris- 
 tian enthusiasm. Superficial and circum- 
 stantial evidence tends to confirm the im- 
 pression. But the impression is false. 
 
 Enthusiasm is at once a mental and an 
 emotional quality. Emotional enthusiasm 
 is forth-putting, vociferous, noisy. It is 
 self-assertive, lacks self-control, adopts the 
 fantastic as easily as the fitting form of 
 manifestation. It is not supported by the 
 judgment. It is raw, sensitive, " soft," as 
 horsemen say of a colt. Such enthusiasm 
 the college curbs, trains, lessens. Such en- 
 thusiasm the college ought to curb, train, 
 lessen. Such enthusiasm, if doing some 
 good, does also more harm. Such en- 
 thusiasm is the enthusiasm of the colt, 
 spurring it to its death. Such enthusiasm 
 requires control, guidance. The college 
 gives control and guidance, forbidding its 
 fantastic exhibitions, compelling it to run 
 in proper channels toward proper goals. 
 The controlling of such lawless enthusiasm 
 
CERTAIN COLLEGE TEMPTATIONS. $ 
 
 gives the impression of its diminution, 
 and of its diminution to a degree greater 
 than the fact indicates. 
 
 But Christian enthusiasm is also of the 
 intellect and of the will as well as of the 
 emotions. This enthusiasm is loyalty to 
 Christian principle. It is willingness to fol- 
 low the star of Duty, however remote the 
 spot to which she leads or precipitous the 
 path along which she gleams. It is the 
 surrender of the whole man to the pur- 
 poses of Christ. It is obedience to "the 
 heavenly vision." It is the confessed ob- 
 ligation to preach " the Gospel to them 
 who are at Rome also," even if Rome is 
 to prove to be one's Calvary. This Chris- 
 tian enthusiasm is as silent as the move- 
 ment of the stars, and as resistless, burning 
 too with the steadiness of the planets. It 
 has a sense of the fitness of things. It is 
 not boastful. It puts forth no platform ; it 
 marches to no crusade ; it flaunts no flag. 
 Its onward goings are not thunderous, but 
 of the still, small voice of truth. Such 
 
6*4 WITHIN COLLEGE WALLS. 
 
 enthusiasm the college not only does not 
 lessen, but does even develop. If a col- 
 lege training means anything in America, 
 it means loyalty to Christian duty a loy- 
 alty as steady as time's flow, as hearty 
 as the needs of humanity are desperate, 
 as wise as a trained discrimination can 
 teach, as mighty to overcome obstacles as 
 are the obstacles great. Such loyalty the 
 colleges, in the personal character of their 
 officers no less than in the wisdom of the 
 books studied, are daily teaching. Such 
 loyalty is a principle more controlling of 
 the Senior receiving his diploma than of 
 the Freshman receiving his certificate of 
 admission. Such loyalty is the larger and 
 more precious part of Christian enthu- 
 siasm. Christian enthusiasm, in its essen- 
 tial and permanent elements, is not les- 
 sened, but magnified, by the education of 
 the college. 
 
 I know that thousands of Christian 
 parents are at this hour in distress by 
 reason of the fear that their sons and 
 
CERTAIN COLLEGE TEMPTATIONS. 65 
 
 daughters in college are losing their spir- 
 itual enthusiasm. From time to time as 
 these children return home fathers and 
 mothers think they detect a waning in 
 things of the Spirit. May I be suffered 
 to assure such parents that (if no im- 
 moral offending have occurred) their dis- 
 tress is unnecessary, that their fears are 
 groundless ? The manifestation of the 
 love of their children for Christ and for 
 Christian things is changing, but the love 
 itself is rather deepening than becoming 
 shallow. Like the brook becoming the 
 river, it is more quiet because it is deep- 
 ening. The older children grow, the 
 fewer the kisses they give their parents, 
 but the more they love those parents ; 
 loyalty to them is more loyal at the 
 son's age of twenty-five than of fifteen. 
 The loyalty of the college man to his 
 Christ in his Senior year is less effusive, 
 less emotional, than in his Freshman year, 
 but it is deeper, stronger, steadier, less 
 selfish, more profound in its hold on prin- 
 
66 WITHIN COLLEGE WALLS. 
 
 ciple, and wider in the application of its 
 forces. It is such loyalty, like the river, 
 
 " Strong without rage ; without o'erfiowing full," 
 
 which the college thinks it a duty, as it 
 is a delight, to develop. 
 
 The evil, therefore, of this temptation 
 is usually transient. For the culture of 
 the intellect results in the culture of the 
 emotional nature, and the emotional nature 
 becomes more tender, more reverential, 
 more strong in its affections, more 
 noble in its aspirations, more confiding 
 in its hopes, and more rich in its satis- 
 factions, because of the culture of the 
 intellect. The enrichment of the intel- 
 lect of the Christian man insures the 
 enrichment of his piety. Spiritual leth- 
 argy and religious indolence are not 
 the permanent results of the finest in- 
 tellectual culture ; rather they are the 
 results of a culture which is neither fine 
 nor broad, neither profound nor high; of 
 a culture which has rather the conceit of 
 
CERTAltf COLLEGE TEMPTATIONS. 6? 
 
 knowledge than knowledge, and of which 
 the superficiality is excelled only by its 
 arrogance. Genuine intellectual culture 
 never produces spiritual atrophy or per- 
 manent - spiritual lethargy. In time this 
 culture gives force as well as wisdom to 
 piety. We are commanded to love our 
 God with our mind as well as with our 
 heart. 
 
 The most serious problem which the 
 Christian college has set before it in these 
 recent years lies in this region the co- 
 ordination of increasing intellectual culture 
 with increasing spiritual culture. The col- 
 leges must keep their windows open to 
 all intellectual light. No truth should be 
 discovered but that each college should 
 claim some share in the possession of the 
 new and priceless treasure ; but the college 
 is not for a single instant to lose sight 
 of the fact that it is Christian, and that 
 it was founded and endowed by either 
 the munificence of wealth or the econo- 
 mies of poverty for forming Christian 
 
68 WITH IX COLLEGE WALLS. 
 
 character in its students. It is, therefore, 
 so to hold the truth and so to impress 
 the truth that the manhood which it 
 moulds may be vital with the spirit of 
 Him who called Himself " the truth." It 
 is not to be feared but that this co-or- 
 dination will ultimately be properly effect- 
 ed ; but it is to be feared that in the 
 process of making this adjustment either 
 the cause of scholarship or the cause of 
 religion may suffer. We may apprehend 
 that some colleges may become so intent 
 on the discovery and exhibition of truth 
 that they will forget their purpose of 
 forming Christian character. It seems to 
 me that Harvard was several years since 
 in peril of obscuring this purpose in its 
 interest for its " new courses " of study. 
 It is a peril, however, which is far less 
 evident to-day than a decade ago, and a 
 peril which its president, its preachers, 
 and many other officers are doing much 
 to remove. On the other hand, we may 
 apprehend that some colleges will be so 
 
CERTAIN COLLEGE TEMPTATIONS. 69 
 
 solicitous as to the moral and Christian 
 culture of their students though it would 
 be hard to think of such solicitude being 
 too urgent and so content with methods 
 which have succeeded, that they may 
 unduly hesitate to welcome new truth and 
 new methods which are superior to the 
 old. The college which is the most wise 
 will avoid both perils and possess both 
 excellences. That college will have the 
 eye of its mind open to all that is true 
 in the enlarging province of thought and 
 scholarship ; it will also keep the right 
 hand of its Christian faith firmly and 
 gently resting in loving benediction upon 
 the head of each of its students. 
 
70 WITHIN COLLEGE WALLS. 
 
 V. 
 
 COLLEGE 'GOVERNMENT. 
 
 ALL men like to be their own masters. 
 College men are men, and therefore pre- 
 fer to be their own guides in matters of 
 conduct. The college man abhors being 
 the object of espionage. His feeling 
 toward the spy is a union of con- 
 tempt, hatred, and shame. His feeling 
 is a natural one. His feeling deserves 
 and receives sympathy. It is also safe 
 enough to say that espionage defeats it- 
 self. The student watched is usually able 
 to circumvent the watchman. Prying 
 watchfulness is a challenge for evading 
 the watchman. The student's own sense 
 of integrity is an inspiration to him to 
 escape the spy, and the sympathy of his 
 fellows in his evasion proves to be an aid 
 and a comfort. 
 
COLLEGE GOVERNMENT. 
 
 Every one, however, both officer and 
 student, would affirm that some super- 
 vision of men in American colleges is 
 necessary. Evidently to secure intellec- 
 tual supervision is one of the fundamental 
 and simple purposes of being in college. 
 I think, also, there would be a general 
 assent to the further proposition that su- 
 pervision of conduct in at least a degree 
 is wise. Young men between the ages 
 of eighteen and twenty-two have not come 
 to such power of judgment or self-mas- 
 tery that it is expedient to fling them 
 into the manifold and trying conditions 
 of the college without some eye to see 
 them or some hand to point out the 
 worthiest paths. The law itself contem- 
 plates that the age of freedom shall not 
 be earlier than the twenty-first birthday. 
 In the absence of parental influence the 
 college is to serve as guide, philosopher, 
 and friend. 
 
 The American college is beset by two 
 movements. One is a tendency toward 
 
72 WITHIN COLLEGE WALLS. 
 
 making the relation of the student to the 
 authorities simply intellectual. In point of 
 place this movement represents a relation 
 between the officer and the student 
 limited to the lecture-room ; in point of 
 time this relation represents a relation of 
 officer and student limited to the lecture- 
 hour. The student may be an imp of 
 darkness in character or behavior, but 
 if at the time of a lecture or exami- 
 nation he be an angel to receive and 
 emit light of a proper quantity or quality, 
 the demands of the officer are satisfied. 
 Intellectual culture is, it is thus assumed, 
 the aim of the university to give it on 
 the one side, on the other to receive it. 
 The university, therefore, is doing its full 
 duty in securing this aim. This purpose 
 has its fullest finest embodiment in the 
 universities of that country of great 
 scholars, Germany. 
 
 The second of the two movements 
 affecting our colleges is the extreme of 
 this intellectual tendency. This movement 
 
COLLEGE GOVERNMENT. 73 
 
 assumes that college men are, in the light 
 of the law and also in the light of fact, 
 infants ; that the college is a nursery ; 
 and that the supervision of those of tender 
 years and inexperienced is to be minute 
 and constant. This movement shows its 
 method and character by demanding that 
 the lights in the rooms of students shall 
 be put out at or before ten o'clock of 
 each evening, and shall not be relighted 
 before half-past five the next morning. It 
 surrounds the daily conduct and belong- 
 ings of the student with certain limita- 
 tions ; it forbids his going to the railroad 
 station ; it looks upon his departure from 
 town as a moral transgression ; it pro- 
 hibits smoking under penalties which 
 would seem to signify that the smoke of 
 the pipe is the smoke of the bottomless 
 pit. 
 
 These two extreme and antagonistic 
 movements are acting with various de- 
 grees of force in all our colleges. It re- 
 quires no profundity or length of state- 
 
74 WITHIN COLLEGE WALLS. 
 
 ment to show how unworthy each of these 
 movements is. The German university is 
 a model for the American college in many 
 matters. It is a model in thoroughness 
 of instruction, in completeness of equip- 
 ment of a certain sort, and in the enthu- 
 siasm of the teaching force ; but in certain 
 other respects it is not a model. Chiefly 
 it is not a model in respect to the free- 
 dom from personal supervision. The Ger- 
 man student is more mature than his 
 American brother ; his work at the uni- 
 versity is more akin to the work of the 
 American professional student than it is 
 to the work of the American college stu- 
 dent. Furthermore, what I venture to call 
 the laziness of the German student, and 
 also certain immoral practices altogether 
 too prevalent, are not proper objects of 
 imitation for American students. It is 
 known to every observer that it is not 
 till toward the close of his course that 
 the German student usually settles down 
 to hard work. It is, further, not neces- 
 
COLLEGE GOVERNMENT. 75 
 
 sary to assume that this indolence is 
 the inevitable result of the lack of super- 
 vision ; but it may be said that a college, 
 even if having regard to only intellec- 
 tual aims and methods, must, in securing 
 these aims, be concerned with moral con- 
 duct and behavior. For we are learning 
 that such is the integrity of each indi- 
 vidual, such a unity is each man, that 
 the abuse of any one of his parts 
 leads to evil results in all parts. If the 
 body is unduly stimulated or weakened, 
 undue excitement or lassitude affects 
 the mind. If the moral nature is injured, 
 either through the cherishing of base 
 ideals or the following of base methods 
 or the adopting of base practices, the in- 
 tellect suffers. Drunkenness is a crime 
 against the laws of the intellect as well 
 as a sin against ethical principles. Licen- 
 tiousness is a sword which palsies the in- 
 tellect as well as cuts the nerves of self- 
 control. Therefore the American college, 
 seeking intellectual results, seeking intel- 
 
76 WITHIN COLLEGE WALLS. 
 
 lectual results only, must conserve moral 
 standards. 
 
 As to the second movement, concerned 
 with the careful supervision of students, 
 it is to be said that the American college 
 is to free itself from giving a minute and 
 constant watchfulness to its men. For the 
 American college is not a nursery ; its 
 students are not infants. Rules minute 
 and inquisitive defeat themselves. They 
 cannot be enforced ; and, even if they 
 could be enforced, the enforcement would 
 tend to do away with the fundamental 
 purpose of a college, viz., to fit the stu- 
 dent to be his own worthy master. For 
 the purpose of the college is to guide the 
 student, in the little world of the college 
 itself, in such enlarging self-control that 
 the translation from the college to the 
 larger world will be attended with the 
 least peril. 
 
 Every college has its " Rules and Regu- 
 lations." It puts a statement of these 
 rules and regulations into the hands of 
 
COLLEGE GOVERNMENT. 
 
 every student entering. These laws differ 
 in different institutions. Of the excel- 
 lences or defects of such statements it is 
 not necessary to speak in detail ; but it 
 may be said in general that all penalties 
 for the violation of these rules should be 
 based on the simple principle of natural- 
 ness. All laws should be made, so far as 
 possible, self-acting, self-enforcing. The 
 fracture of any rule should carry with it 
 its own punishment. If a student break 
 the law requiring attendance at reci- 
 tation, the penalty should be simply the 
 prohibition of his attendance. If the stu- 
 dent violate the law of absence from 
 town without permission, the punishment 
 should be the prohibition of his remain- 
 ing in the college town. If the student 
 is falling below the required standard in 
 recitations, he should have no opportunity 
 to recite. Such penalties of the natural, 
 self-enforcing sort do we exact in social 
 relations. If a man fail to behave as a 
 gentleman, he soon has no opportunity 
 
78 WITHIN COLLEGE WALLS. 
 
 so to behave ; he is ostracised from the 
 society of gentlemen. The college is a 
 proper field for the application of a 
 similar principle. 
 
 But in the supervision of college men 
 the principle and the method of super- 
 vision are far more important than the 
 rules and regulations, however wisely 
 framed. The relation between officer and 
 student should be made as personal and 
 intimate as it can be made. It would 
 be well to forget that one is a college 
 superior and the other a college inferior. 
 It would also be well for the student to 
 be impressed with the truth and it is a 
 truth that when he is discouraged he has 
 no better friend than his professor, and 
 that no one is better fitted to advise when 
 he wishes counsel or to cheer when he is 
 discouraged, as every student is at times 
 prone to be. The student, I know, is in- 
 clined to think that the teacher is always 
 busy ; yet he should learn that no teacher 
 is so busy but that he is happy to lay 
 
COLLEGE GOVERNMENT. 79 
 
 aside all tasks, however pressing, to have 
 a talk with the student. The student is 
 inclined to think that the professor does 
 not care for him and probably " looks 
 down " upon him. Ah ! he will, when he 
 himself becomes a teacher, learn that 
 there is no one whom the teacher so 
 cares for as he cares for the student, and 
 that his welfare is the constant object of 
 his teacher's interest and solicitude. He 
 is anxious not only to keep the student 
 out of the bad, but also to aid him in 
 securing the largest, noblest, and finest 
 good. 
 
 Tholuck did a great work for the world 
 by his walks and talks with his students. 
 American professors may do a great deal 
 for the world by putting themselves on 
 terms of intimacy with their students ; by 
 sitting with them before blazing hearth- 
 stones till the hearthstones cease to blaze 
 and the coals turn into ashes. 
 
 Some colleges appoint of their profes- 
 sors those who are called " advisers," to 
 
80 WITHIN COLLEGE WALLS. 
 
 be the special counsellors of the students. 
 The method is simple : each student is 
 assigned to some one teacher upon whom 
 he has a special right to make claims for 
 counsel. The method is a good one ; 
 but that method is a better one in which 
 by certain processes of natural selection 
 not by arbitrary enactment each student 
 seeks out some professor and each pro- 
 fessor seeks out students, and each be- 
 comes to the other a friend. It is not 
 on the part of the student a toadying, 
 or on the part of the professor an un- 
 dignified lapse ; it is on the part of each 
 an act of noble gentlemanliness of giving 
 and receiving help. Happy day that 
 when in all our colleges such a relation 
 of genuine helpfulness becomes the easily 
 sitting custom ! Happy day that when all 
 teachers, not forgetting that they are to 
 teach the humanities, also remember with 
 love the humanity of college men ! 
 
 The two foci whence one may draw 
 the whole ellipse of good college govern- 
 
COLLEGE GOVERNMENT. 8 1 
 
 ment and relationships are respect and 
 sympathy. To maintain a proper con- 
 trol of students, college officers must 
 have the respect of students. The sec 
 ing of this respect is promoted by the 
 high intellectual character of the offi- 
 cers. The scholarship of professors is 
 to be profound, exact, noble ; their power 
 to teach adequate, their general training 
 sufficient. The nobler their scholarship 
 and the more able their teaching, 
 greater is the respect they receive^ /If 
 their scholarship be slovenly, superficial, 
 narrow, or if their equipment be weak, 
 a class soon discovers such omissions, and 
 converts such omissions into causes for 
 fomenting distrust and disrespect. If the 
 professor of history often tell his students 
 that he will look up and answer a ques- 
 tion unexpectedly asked, or if the profes- 
 sor of mathematics remark that he wants 
 more time to think about a problem, the 
 inference is swift that the professor of 
 history does not know the authorities, nor 
 
82 WITHIN COLLEGE WALLS. 
 
 the professor of mathematics his subject. 
 For men who, in intellectual affairs, are 
 not what they either seem to be or ought 
 to be, students have contempt, and ought 
 to have contempt. But for men who are 
 great, for men who, if not great, have 
 yet proper scholarly fitness for their work, 
 students have respect, and only respect. 
 The counsel given by such men is heeded, 
 their wishes regarded, their commands 
 obeyed. 
 
 Respect on the part of students for 
 college officers is promoted also through 
 a high moral character in these officers. 
 I emphasize the word high. Of course 
 the college officer is moral, but there are 
 degrees in the degree of even professorial 
 morality. The soul of the teacher should 
 be white. The atmosphere of his char- 
 jicter should be holy, and yet without 
 cant or pietism. His conduct should be 
 based on principles rather than on rules. 
 He should be pure and clean as are the 
 angels, yet he should not give the im- 
 
COLLEGE GOVERNMENT. 83 
 
 pression of gaining such purity through 
 disembodying himself. He should not 
 furnish reason for the belief that he is 
 able to be an angel only through re- 
 moving himself from the possibilities of 
 such temptations as mortals are subject 
 to. He should give the impression that 
 he is a man ; that he has conquered him- 
 self, and so has conquered !TTe world. 
 For a man of this character the- student 
 has respect, and only respect; but for the 
 man who has a high moral character 
 only because he has no stomach and ~no 
 liver and no blood, the student has no 
 great regard. Of course he cannot have 
 any regard at all for the man who yields 
 to the temptations of the world, the flesh, 
 and the devil. In this high moral char- 
 acter which is necessary in the college 
 officer the ^element of justice has pri- 
 mary value. Students are keenly sensitive 
 to justice, as also, of course, by parity 
 of reasoning, to injustice. They know 
 the college rules, and their scent of any 
 
84 WITHIX COLLEGE WALLS. 
 
 wrong in any one of them is as keen as 
 the scent of the hound ; and also their 
 alertness to detect any injustice in the 
 application of these rules is as great as 
 the alertness of the loon to the flash of 
 the rifle. College boys can hardly pay a 
 higher compliment to a college officer 
 than by saying, " Professor A B is 
 always square." College boys do not ob- 
 ject to being dealt with severely, but 
 they do object to being dealt with at all 
 unjustly, even if the .dealing be not 
 severe. 
 
 Through the maintenance in the officer 
 of a humanly Christian character is re- 
 spect secured. Every college officer 
 should be a Christian. He should love_ 
 his^ God supremely. .He should embody 
 a noble Christian type, but this type 
 should not be mystical. It should not be 
 ghostly, however spiritual it may be. It 
 should not be so other-worldly as to seem 
 
 remote from this world. The officer 
 
 . 
 
 should have a hold on things divine, but 
 
COLLEGE GOVERNMENT. 85 
 
 he should not forget that, if his head is 
 in the air, his feet still plod on the earth. 
 College men are very much in the world, 
 and they have small respect for the pro- 
 fessor whose face and manners seem to be 
 constantly and affectedly angelic, saying, 
 
 "I want to be an angel, and with the angels stand." 
 
 College men know it is more important 
 for good folks to stay in this world of 
 Satan and of Satan's imps than to [stand 
 and sing with the angelic choruses. For 
 the man who is vigorous in Christian 
 aggressiveness, whose type of the Christian 
 character is of the wisely polemic sort, col- 
 lege men have the most profound respect. 
 The securing of this respect is promoted 
 through the sense of gentlemanliness in 
 the conduct and bearing of college offi- 
 cers. Students despise ail eccentricities of 
 dress on the part of their college super- 
 iors, whether arising from foppishness 
 or from carelessness. All unfitting per- 
 sonal habits, too, 
 
86 WITHIN COLLEGE WALLS. 
 
 temned. Every act of boorishness is held 
 up for scorn. Avariciousness, in partic- 
 ular, vacates any respect which the stu- 
 dent may have for his teacher. If the 
 
 early surroundings and training of the 
 college orhcer have been uniortulialti, and 
 if "scholarly conditions have not removed 
 the evidence ot such unfortunate environ- 
 
 ment, a sense oi pity may go from 
 heart of the student toward one in whom 
 He CApeUb Lu find every excellence ; but 
 tfhTs sense of pity is usually accompanie4 
 by a sense of contempt^ The sentiment 
 fs, " He ought to behave and to seem as 
 IflTlgentleman." 
 
 When college officers embody these 
 four elements a high intellectual char- 
 acter, a high moral character, a humanly 
 Christian character, and a noble gentle- 
 manliness the government in the college 
 becomes a comparatively easy matter. 
 These qualities act at once as an inspira- 
 tion toward noble c -nduct in students 
 and also as a repres..on toward evil con- 
 
COLLEGE GOVERNMENT. 
 
 duct and the formation of evil character. 
 
 Yet when respect and respect only is 
 secured, the ideal of college government 
 is not gained ; for respect does not nec- 
 essarily imply that intimacy of relation- 
 ship between the officer and the scholar 
 which it is well to form. It can hardly 
 be too often reiterated that the greatest 
 possible intimacy is to be promoted be- 
 tween the student and the officer. Such 
 intimacy should be of the greatest ad- 
 vantage to the student, and the professor 
 should be prevented from enjoying it 
 only by reason of what he regards as 
 greater duties ; yet duties that are more 
 important than that duty of standing on 
 intimate terms with the student it would 
 be hard to find. 
 
 Therefore to the element of respect in 
 the government of college students should 
 bemadded the element of sympathy. The 
 officer and the student should be on 
 terms of cordial sympathy. 
 
 The relation of cordial sympathy is 
 
88 WITHIN COLLEGE WALLS. 
 
 promoted through a proper appreciation 
 on the part of the officer of the magni- 
 tude of the tasks which he assigns to 
 students. These tasks should be severe. 
 The student comes to college to work, 
 and the severer his work, within certain 
 limits, of the greater value to him is the 
 work itself. Yet the professor may as- 
 sign too murh wprk pveri to the best 
 
 """" 
 
 man. Such assignments tend to dis- 
 
 courage the faithful student and to 
 promote a sort of mental despair 
 and possibly mental disintegration. The 
 class comes to feel that the pro- 
 fessor is trying, not to guide the stu- 
 dents, as he ought, but to drive them, 
 and even to drive them upon a gallop. 
 Such an endeavor on his part usually 
 results in arousing the mulish element in 
 the students, and they refuse to go. The 
 result is a remoteness or a divorce in the 
 relation of the class and the teacher. But 
 if the teacher appreciate the powers of 
 the class, giving the impression that nc 
 
COLLEGE GOVERNMENT. 89 
 
 wishes each member to spend a proper 
 amount of time upon each lesson, and no 
 more, the class is inclined to work for 
 him with all the power that each member 
 may have. The student comes to feel 
 that the teacher appreciates the mental 
 state and the conditions of the student, 
 and in this resulting sympathy he be- 
 comes obedient to the will of his intel- 
 lectual superior and supervisor. 
 
 Sympathy is promoted, too, through in- 
 tellectual intimacies between the student 
 and the professor. It is a happy condition 
 in the American college life that such inti- 
 macies are becoming more numerous and 
 also more intimate. What is known as 
 " seminary work " tends to promote such 
 closeness of relationship. In this work 
 the professor ceases to be a professor 
 and becomes a student, working with his 
 students. These students are usually 
 fewer than are found in the ordinary col- 
 lege class-, and such fewness of numbers 
 tends to promote personal and scholarly 
 
90 WITHIN COLLEGE WALLS. 
 
 intimacies. To the will of a teacher with 
 whom a student is thus working, the stu- 
 dent will naturally refuse to be diso- 
 bedient. He comes to see that the col- 
 lege does not consist of rules or regula- 
 tions, but of beings who are thoroughly 
 human and a good deal like himself. 
 He soon learns that every professor is 
 quite as much a student as a professor. 
 Intellectual intimacies promote personal 
 sympathy, and personal sympathy pro- 
 motes good government. 
 
 Such sympathy is further fostered 
 through intimate personal associations. 
 Intimate personal associations find at once 
 a cause and a result in the long talks 
 of professors and students. Such talks, 
 if I may be allowed to make a personal 
 confession, I like to have with students 
 in whom I have a personal interest, or 
 whom I wish to have a personal interest 
 in me. If they feel that they get some- 
 thing from such talks, I surely feel that 
 I get much more than I can give to 
 
 \ 
 
COLLEGE GOVERNMENT. 
 
 them. I thus come to know students: to 
 know their strengths and their weak- 
 nesses ; their aims and their methods ; 
 their environment and their principles ; 
 and I myself come to feel a deeper sym- 
 
 come to see the desire on the 
 
 ^^^^^p^' i ^i i ^^^^^^''^ 
 
 college for offering the ven 
 t unities For Christian, intellectual, ethical 
 cuTTure. They cannot fail under favor- 
 able conditions to be impressed with the 
 desire on the part of every college officer 
 to do the very most and the very best 
 for each student. If action is taken by 
 a Faculty or by a president which seems 
 to them unwise, these intimacies of per- 
 sonal relationship help to provide good 
 ground to prove to them the justice of 
 such action. This intimacy tends toward 
 the promotion of a particular advantage : 
 college officers are thus able to come 
 into the lives of students at the time 
 of crises. The officers usually labor 
 under the disadvantage of not knowing 
 
92 WITHIN COLLEGE WALLS. 
 
 when ethical or intellectual crises are oc- 
 curring. But if they can know when 
 men stand at the parting of the ways or 
 in the stress of the storm, and if they 
 may come closely into these lives, it is 
 well for the student, it is well for the 
 professor, it is well for the college. 
 
 Certain college officers have had the 
 noble enjoyment of commanding the re- 
 spect of students, and also of being in 
 the relation of sympathy with them. No 
 one has excelled Mark Hopkins in thus 
 having the respect of his students, and also 
 in being in sympathy with their minds 
 and hearts. To college officers there 
 is hardly a more interesting chapter in 
 President Carter's life of Mark Hopkins 
 than the chapter entitled "The Rebellion 
 of 1868." This rebellion is among the 
 most remarkable of all college rebellions. 
 The whole body of students stood upon 
 one side and the whole Faculty stood 
 upon the other. The Faculty was, on 
 the whole, right, as faculties usually are. 
 
COLLEGE GOVERNMENT. Q3 
 
 At the time, however, of the outbreak, 
 President Hopkins was away from Will- 
 iamstown. On his return and learning 
 the condition, he so bore himself and so 
 explained the condition of affairs that he 
 commanded at once the respect and the 
 sympathy of the students. He did not 
 break down any college rule. He main- 
 tained the majesty of college law, but, 
 while doing this, he so showed himself as 
 feeling with the students in their mis- 
 apprehensions, and also as so eager to 
 make every adjustment that wisdom could 
 dictate, that the rebels presently returned 
 to their work. Few, if any, college presi- 
 dents have certain conspicuous abilities 
 which Mark Hopkins possessed, but these 
 two elements of respect and sympathy 
 should play the most important part in 
 the government of every American college. 
 
94 WITHIN COLLEGE WALLS. 
 
 VI. 
 
 PLAY IN COLLEGE. 
 
 " I HAVE a son at Yale College at an 
 annual expense of nearly $2000," says a 
 New York father in beginning a letter to 
 the Evening Post. He fears that the as- 
 sociations of his boy are so unscholarly 
 and trivial, that he will be obliged to 
 say at the close of his course with a 
 slight change of the Scripture (Exodus 
 32, 24), " Behold, we have thrown gold 
 into the fire, and there has come out this 
 calf." The reports as to the training of 
 the " crew " and of the " nine," as to the 
 " boom in chess-playing," the " promen- 
 ade by the Junior class," the " concert 
 by the Glee Club," and " germans by 
 the three upper classes," incline him to 
 the belief that Yale College is a school of 
 
PLA Y IN COLLEGE. 95 
 
 professional athletes, singers, and dancers. 
 He is filled at once with wonder and 
 madness. And it is true, and most un- 
 fortunately true, that to the public eye 
 the colleges appear primarily to be re- 
 duced to a "crew," a "nine," and a 
 " foot-ball team." The usual reports, ex- 
 clusive of Commencement season, that 
 are made in the newspapers relate to 
 contests of every sort, excepting intel- 
 lectual. The reason is evident : the public 
 which reads the papers is more inter- 
 ested in the exhibition of the muscles 
 than of the minds of college men, and 
 the papers collect the news in which 
 their constituency is interested. 
 
 But, notwithstanding all the evidences 
 to the contrary, it is true that our 
 colleges are institutions of the higher 
 scholarship, designed to train, and training, 
 young men in habits of clear, prolonged, 
 and profound thinking. Despite all diver- 
 sions and distractions, I believe there 
 has not been for a generation a year 
 
96 WITHIN COLLEGE WALLS. 
 
 when students were working their brains 
 more constantly, more wisely, or more 
 effectively than in this year of grace. 
 The testimony of professors and of presi- 
 dents, as I am privileged to hear it, is 
 quite unanimous that the intellectual and 
 moral earnestness of students is increas- 
 ing. Professor George H. Palmer has 
 pointed out that in the decade be- 
 ginning in 1874-75 the scholastic grade 
 of students at Harvard rose several de- 
 grees. In the Senior class of 1874-75 
 the average man had a mark of 67$ ; in 
 the Senior class of 1883-84 the average 
 man had a mark of 8i#.* The three 
 lower classes indicate a gain, though less 
 than in the case of the Senior. The 
 better students in the later years of the 
 German university work perhaps as hard 
 as the better students in our own col- 
 leges ; but it is to be remembered that 
 the average age of admission to the 
 
 * The Andover Review, article " The New Educa- 
 tion," vol. 4, p. 400. 
 
PLA Y IN COLLEGE. 
 
 German university is two years ahead of 
 the average age of admission to the 
 American college. But our own men 
 work more hours and are harder 
 " readers " than English university men. 
 Not a few students average for the four 
 years sixty hours of work a week. The 
 majority devote at least seven hours a 
 day to their courses of instruction. Six 
 hours a day of study represent less than 
 the average. But at Oxford an average 
 of seven hours is high ; and it is said that 
 by six hours' work each day, together 
 with a proper use of vacation, a man 
 can do himself justice in any study. 
 Idlers are to be found in every college 
 as in every factory and shop, who will 
 get along with just as little labor as 
 possible ; and in the case of some col- 
 leges the labor necessary for receiving 
 the first degree may be made very small. 
 But poor scholarship, which once would 
 have been regarded with indifference, is 
 now despised, and the man who " tails " 
 
WITHIN COLLEGE WALLS. 
 
 the class, even though he be the crack 
 oarsman or the best "rusher," is the 
 object of either pity or ridicule. 
 
 Nor is this increase limited to the 
 amount of work. The quality likewise 
 indicates improvement. Intellectual inde- 
 pendence is at once a characteristic and 
 a result of the present methods of study 
 in our colleges. The laboratory system 
 is adopted in every field of study to 
 which it is applicable. The student of 
 history, of the classics, goes back to the 
 sources of history, as the student of 
 chemistry or of physics is brought into 
 direct relation with the elements which 
 he is to manipulate. The student be- 
 comes an investigator ; he learns how to 
 use books, to weigh evidence, and to 
 judge of proportion. The student be- 
 comes a thinker ; he is taught to com- 
 pare, to discriminate ; he comes to know 
 that the reason for an opinion is more 
 important than the opinion itself. 
 
 The high quality and large amount of 
 
PLA Y IX COLLEGE. 
 
 work now done in the college are de- 
 preciated, it seems to me, by that sys- 
 tem which puts a far larger premium 
 upon success in periodical examinations 
 than upon daily work. This system has 
 strong support ; but to determine rank 
 for a year's work by the manner in 
 which one passes two examinations of 
 three hours each is to influence the 
 ordinary student to make the semi-annual 
 " crams " take the place of daily learning 
 and reflection. I notice that the lights 
 in the windows of certain dormitories 
 are fourfold more numerous at the time 
 of the mid-year and annual examinations 
 than at other periods. 
 
 But despite all this the college of this 
 day is distinguished in public opinion 
 more by its play and sport than by its 
 intellectual service. The popular play 
 and sport lie along the line of athletic 
 exercise. Every large college, and many 
 a small one, has not only its crews and 
 ball nines, but also foot-ball elevens, la- 
 
ico WITHIN COLLEGE WALLS. 
 
 crosse and cricket teams, bicycle clubs, 
 shooting clubs, tennis clubs, and I know 
 not how many other athletic associations. 
 At the basis of all discussion as to the 
 worth or worthlessness of these sports 
 lie several propositions upon which all 
 agree. It is universally acknowledged 
 that the body should be kept vigorous, 
 and that proper exercise is a means to 
 the attaining and retaining of this desired 
 vigor. It is also confessed by all that 
 athletic sports are not an aim of a col- 
 lege training, and that therefore they 
 should be considered rather as the amuse- 
 ments of amateurs than as the labors of 
 professional experts engaged in earning 
 either bread or a reputation. It is 
 further generally granted that these sports 
 prove to be a guard against certain vices 
 to which young men are especially 
 tempted. There is also no lack of agree- 
 ment upon the proposition that these 
 sports tempt many engaging in them to 
 excessive indulgence; an indulgence which 
 
PLA Y IN COLLEGE. IOI 
 
 it is the duty of both student and officer 
 to restrain. The question is chiefly a 
 question of proportion. 
 
 Chief among the objections urged 
 against the system of athletic sports is 
 its effect upon the scholarship of the 
 athletes. The time and strength which 
 boating and ball men devote to these 
 avocations on field and river are regard- 
 ed as lost to their proper vocations. 
 The charge has a basis in truth. But it 
 is to be said, also, that many men of 
 this sort would not in any instance give 
 that time and vigor, now given to the 
 sport, to study. They would spend their 
 strength in amusements and diversions of 
 a positively harmful tendency. It is, 
 furthermore, net true that the brilliant 
 players on the field, or the swiftest 
 oarsmen, are the dullest dunces in the 
 class-room. President Eliot states that, 
 in the college of which he is the able 
 and distinguished administrator, "of the 
 eighty-four different students who were 
 
102 WITHIN COLLEGE WALLS. 
 
 members of the University crew, base- 
 ball nine, or foot-ball eleven from 1873 
 to 1 88 1, more than a quarter stood above 
 the middle of their respective classes, and 
 the average standing of the whole num- 
 ber was represented by seventy-two in 
 a supposed class of one hundred. It may 
 be said, moreover, for some of the very 
 lowest scholars among the athletes, that 
 the perseverance, resolution, and self-denial 
 necessary to success in athletic sports 
 turn out to be qualities valuable in busi- 
 ness and other active occupations of after- 
 life, even when they are associated with 
 lack of interest in scholarly pursuits, or 
 with dulness or slowness of mind." * 
 
 The cost in money as well as the cost 
 in time and strength constitutes an ob- 
 jection to the system. The pecuniary 
 expense, however, is not so large as is 
 often represented. The athlete may make 
 his training and his exhibition of physical 
 
 * Annual Reports of the President, etc., 1881-82, 
 pp. 18-19. 
 
PLAY IN COLLEGE. 1 03 
 
 powers either costly or cheap, as he sees 
 fit. As a fact, his expenses are usually 
 paid for him by the subscriptions of fel- 
 low-students. He is looked upon as their 
 representative, and they pay bills for his 
 uniform, travelling, etc. The annual ex- 
 pense of the Harvard University Boat 
 Club, of a recent year of which the 
 treasurer's report lies before me, is about 
 $6000. Of this sum, $3300 was derived 
 from members of the four college classes. 
 The number of subscribers represented 
 only about two fifths of the whole body 
 of students ; and the average amount 
 paid by each subscriber was $13.75 m 
 the Senior class, $10.09 m the Junior, 
 $977 in the Sophomore, and $7.83 in the 
 Freshman. The names of three fifths of 
 all the students are not to be found on 
 the list. In the case of Harvard the cost 
 of sending a crew to New London or 
 elsewhere, and of supporting aquatic 
 sports, is certainly light for each student. 
 In the case of a college of fewer students 
 
104 WITHIN COLLEGE WALLS. 
 
 and less wealthy, the cost is relatively 
 much heavier ; but the expenses of the 
 crew may be made less, and in no in- 
 stance need necessary expense be felt as 
 a burden. In 1888 at Harvard the aver- 
 age amount given by each student to 
 the support of athletics was $15.41. One 
 quarter of the students gave nothing.* 
 The students should not, and usually 
 would not, lose caste or respect or 
 position of any sort through poverty and 
 consequent inability to add to the boat- 
 ing funds. 
 
 The fact is that most men in Yale 
 College who spend nearly $2000 each 
 year are spending about one half of this 
 large allowance in ways less creditable 
 than subscriptions to the boat club. The 
 *' ordinary annual expenses " at Yale are, 
 at their extremes, set down in a recent 
 catalogue as $350 and $1025, including 
 instruction : room-rent, $140 to $250 ; 
 
 * Harvard College Report upon Athletics, 1888, p. 48. 
 
PLA Y IN COLLEGE. IO5 
 
 board, $135 to $288; fuel, lights, and 
 washing, etc., $30 to $70. Certain of these 
 items seem to me altogether too low ; 
 yet that, beyond and above $1000, a 
 student should spend another $1000, is 
 certainly extravagance and waste, and 
 may indicate evil indulgence. It is true 
 that drunkenness is not so prevalent as 
 formerly ; but it is also true, as indicated 
 by the clearest evidence offered by the 
 students themselves, that lust is very 
 common. In hundreds of ways, credita- 
 ble or discreditable, honorable or shame- 
 ful, students of large income fritter or 
 squander their fathers' money. The col- 
 lege authorities would be glad to stop 
 reckless expenditure ; most fathers would 
 be glad to put an end to it ; the stu- 
 dent who spends and the one who re- 
 ceives the money are interested in con- 
 tinuing it. But a persistent effort should 
 be made to reduce the cost of an education 
 to as small a sum as is consistent with 
 the best use of the advantages which a 
 
106 WITHIN COLLEGE WALLS. 
 
 college offers. Thousands of boys are 
 kept from college by the belief that a 
 college education is far more costly than 
 it need to be. 
 
 It is not to be doubted that certain 
 features of athletic sports are demoral- 
 izing to manners and debasing to morals. 
 The betting and the gambling which are 
 fastened upon the result of these contests 
 are corrupting, and only corrupting. The 
 association of college oarsmen or ball 
 men with professional players is not a 
 benefit to the college men. The spectacle 
 which may be seen at the intercollegiate 
 boat-races and ball-games does not tend 
 to impress beholders with the proper 
 purpose or worth of undergraduate cul- 
 ture. These things, and many others, are 
 bad, thoroughly bad. It is not possible, 
 or, if possible, not wise, under present 
 conditions, to interdict the annual boat- 
 races ; but if they could be stopped, the 
 chief losers would be the hotel-keepers 
 at the lake or bay where they are pulled. 
 
PLAY IN COLLEGE. IO/ 
 
 Nor do I believe that this cessation of 
 public intercollegiate contests would seri- 
 ously diminish the participation of the 
 large number of students in the exercise 
 of rowing. In the case of rowing, and 
 of sport of every kind, it were well for 
 the contestants to be limited to students 
 of their own college. The peripatetic 
 base-ball nine of a college, playing games 
 with nines from other colleges of several 
 States, wins no permanent glory for its 
 members or their alma mater. It may 
 not now be wise to stop at once the 
 series of games which the representatives 
 of many colleges play each June ; but 
 would it not be well to put a narrower 
 limit upon the number of colleges to be 
 represented, and to take measures for 
 placing the arrangements more entirely in 
 the hands of the college authorities? 
 The narrowing of the circle of athletic 
 rivalry would not seriously, if at all, 
 lessen the athletic enthusiasm of the ma- 
 jority of students. So far as possible, 
 
108 WITHIN COLLEGE WALLS. 
 
 " field-days " should be limited to the 
 men of one college. The smallest college 
 has students enough to awaken the ex- 
 citement of competition. " Field-days," 
 moreover, to be of the greatest worth, 
 should be placed under the wise juris- 
 diction of college officers, and the con- 
 tests should be worthy to receive the 
 hearty approbation of professor and trustee. 
 Athletics have several direct considera- 
 tions in their favor above exercise in 
 the gymnasium. They are usually con- 
 ducted in the open air, and exercise in 
 the open air is far more conducive to 
 health and vigor than exercise taken in 
 the best-ventilated gymnasium. They 
 are, further, of a more voluntary char- 
 acter than gymnastic practice : they 
 spring from arrangements and endeavo: 
 made by the students themselves. Their 
 rewards are rewards either in popularity 
 or in " silver cups " given by the students 
 or others. They are, therefore, more at- 
 tractive and more heartily enjoyed. They 
 
PLA Y IX COLLEGE. 
 
 are, therefore, also of greater benefit to 
 those participating. 
 
 The athletic system in some form has 
 come into the college to stay. For 
 better or for worse, the college must 
 keep it, and by the discreet guidance of 
 the authorities it may be made of great 
 and lasting worth. Its sports lend them- 
 selves easily to differences of opinion 
 between students and Faculty. Students 
 should always recognize that these sports 
 are not only of secondary but of tertiary 
 importance, and that the college govern- 
 ment has the right, nay, is obliged by 
 duty, to use every measure to cut off 
 excessive indulgence. It is also clear that 
 the official boards should grant to students 
 every right, every material advantage, which 
 tends to develop, directly or indirectly, 
 manly character. Committees from the 
 students and from the Faculty, of per- 
 manent standing, have in several colleges 
 so managed these difficult questions as 
 at once to give pleasure and to maintain 
 
HO WITHIN COLLEGE WALLS. 
 
 self-respect. It is known that the ideal 
 college man of to-day is not, as was his 
 brother of a generation ago, pale, sallow, 
 hollow-chested, bow-legged, and blear-eyed, 
 but robust, muscular, vigorous in bodily 
 faculty and functions. The gymnasium is 
 a potent instrument in effecting the im- 
 provement. College athletics should carry 
 forward this work to its perfection. 
 
 Of all the sports of college men, foot- 
 ball is the most popular. It illustrates 
 the bad side and the good of college 
 athletics. 
 
 Foot-ball has its bad side. It breaks 
 collar-bones, gouges out eyes, sprains 
 ankles. It absorbs too much attention 
 from certain students. But foot-ball also 
 has its good side. It has intellectual rela- 
 tions and moral. Its playing demands 
 mind as well as muscle, white tissue of 
 the brain as well as red tissue of the 
 chest. Foot-ball trains in a conspicuous 
 way certain precious elements of char- 
 acter. 
 
PLA Y IN COLLEGE. 1 1 1 
 
 Foot-ball trains that supreme quality, 
 judgment. The game is one of inferences. 
 It teaches the art of weighing evidence. 
 It is a constant and swift grasping to- 
 gether of many and diverse parts, and 
 from this one conception drawing a 
 certain duty to be swiftly done. It is a 
 comparison comparing strength with op- 
 posing strength. It is a ceaseless inter- 
 rogation what will the opponent do, how 
 can he be beaten, where is his weak 
 point, where his strong? Judgments 
 made in foot-ball are made under the 
 necessity of swiftness like the lightning's. 
 The mind is alert to see, to infer. A 
 second determines priority. No tiger 
 springs more* quickly on his victim than 
 a foot-ball man " tackles." Fumbling is 
 death. 
 
 " If it were done . . . then 't well 
 It were done quickly." 
 
 If it is not done quickly by one side, 
 it is done quickly by the other. The 
 
112 WITHIN COLLEGE WALLS. 
 
 quicker quickness triumphs, the wiser wis- 
 dom wins. 
 
 Foot-ball is training in co-operative en- 
 deavor. Each player works with every 
 other, knee to knee, shoulder to shoulder. 
 One man runs, three men protect him 
 from the tackling assaults of his antago- 
 nists. One man gets the ball by a trick, 
 four men have aided him. Nine men are 
 pushing nine other men toward a goal, 
 bowed and buckled together into one 
 manhood ; two men stand without, ready 
 for a swiftly made emergency. Each man 
 is strong in himself, each man is strong 
 for himself and for every other. Let our 
 friends who are talking of a co-operative 
 basis of society see a foot-ball game if 
 they wish to know what real co-opera- 
 tion is. Eleven minds that think as one, 
 eleven hearts that throb as one, eleven 
 necks that bend as one, twenty-two 
 shoulders that push as one, twenty-two (A 
 hands, twenty-two knees, every man, 
 every faculty of every man, all working 
 
PLAY IN COLLEGE. 
 
 with each other and toward one aim 
 that's foot-ball. 
 
 Foot-ball is a discipline in the qualities 
 of judgment and co-operation. It is a 
 discipline in many other and excellent 
 qualities ; but let it suffice to say that 
 foot-ball is a discipline. It is a training ; 
 it is a conversion of adipose matter, ma- 
 terial, mental, into articulated forces. It 
 promotes development ; it promotes self- 
 control, self-restraint ; it promotes endur- 
 ance ; it promotes proper obedience. The 
 discipline of the regular United States 
 Army is an education which, if not lib- 
 eral, is liberating. The years spent at 
 West Point, even if one shirks his books, 
 would be a training from boyhood to 
 manhood. The rigor and vigor of foot- 
 ball have a similar effect. 
 
 But I do not intend to eulogize foot- 
 ball. I only want to point out certain 
 mental qualities which it, as one part of 
 college play, fosters. Athletics occupy an 
 important place in American life ; they oc- 
 
I 14 WITHIN COLLEGE WALLS. 
 
 cupy an important place in college life. 
 We can " down " them on neither the 
 popular nor the academic field. Their 
 evil features, and evil features they have, 
 are to be eliminated. These sports are 
 to exist to exist in larger ways, too, as 
 wealth becomes larger, work more ex- 
 hausting, and life more complex. To 
 abolish them is impossible. To guide 
 them is the duty of those who are set to 
 control things. To get the most out of 
 them, to cause them to minister to the 
 body, to minister to the mind, to 
 minister to the soul, in ever-increasing 
 worth, is to be made the great en- 
 deavor. Foot-ball is to be made a game 
 less for the foot than for the brain ; it is 
 to be made to minister more to the mind 
 than to the muscles. 
 
SIMPLICITY OF LIFE I ft COLLEGE. II 
 
 VII. 
 
 SIMPLICITY AND ENRICHMENT OF LIFE 
 IN COLLEGE. 
 
 THE fear is often expressed that col- 
 lege life is losing its simplicity. College 
 life may have a simplicity of various and 
 diverse sorts material, intellectual, social ; 
 but the loss or the lack of material sim- 
 plicity is more apparent and impressive. 
 
 It is said that living is ceasing to be 
 plain and becoming high, that thinking is 
 ceasing to be high and becoming plain. 
 No evidence of the suggestion is more 
 striking than that furnished in the pro- 
 posal to build for one of our colleges a 
 dormitory at a cost of about half a mill- 
 ion dollars. If this immense sum were 
 given for the endowment of research or 
 to erect a gallery of art, the evidence 
 
Il6 WITHIN COLLEGE WALLS. 
 
 would not be at all conclusive. But this 
 large sum is given to build a home for 
 college men ; and a home for two hun- 
 dred college men which costs five hun- 
 dred thousand dollars is an indication of 
 something other than simplicity in college 
 life. Such an expenditure represents an 
 elaborateness of furnishing, of personal 
 and social luxury, quite unlike the life 
 suggested by the old dormitory which, it 
 is said, will be torn away to make room 
 for this palatial home for students. I do 
 not say that such a structure is proof of 
 the lack of simplicity, but I do say it is 
 evidence. The halls and houses of the 
 fraternities which are found in many col- 
 leges are further evidence that college 
 life is becoming elaborate. These houses 
 are, in their exterior impressiveness and in 
 their interior furnishing, somewhat re- 
 moved from an environment of the sort 
 which the sons and grandsons of the 
 founders of certain of these colleges en- 
 joyed. With a few singular exceptions 
 
SIMPLICITY OF LIFE IN COLLEGE. 
 
 the structures built by colleges for 
 scholarly purposes are solid, permanent, 
 severe, economical ; but fraternity houses 
 and memorial dormitories are in peril of 
 taking on an unfitting elaborateness. 
 
 I am no pessimist. I am a thorough 
 optimist as respects the present and the 
 future of the American College and of 
 the college man ; but I am inclined to 
 think that the marble and the granite 
 offer significant intimations that college 
 life is losing a certain simplicity. I also 
 seriously fear that the lives of the stu- 
 dents themselves furnish evidence for a 
 similar conclusion. Does not many a stu- 
 dent in certain colleges pay a larger 
 annual rental for his suite of rooms than 
 his father spent for all purposes in his 
 college course of four years? Does not 
 the whole system of athletic sports sug- 
 gest large expenditure and elaborateness 
 of arrangement and condition ? Does not 
 the life which many of the fellows live 
 in the fraternity houses, many of these 
 
Il8 WITHIN COLLEGE WALLS. 
 
 houses are mainly dormitories, indicate 
 relations as manifold and as luxurious as 
 the houses themselves are rich ? What 
 are we to think of the simplicity of the 
 life of college students some of whom 
 spend fifty dollars apiece for a fraternity 
 pin ? Does any one now believe that the 
 " Hasty Pudding Club " at Harvard is 
 content to dine upon porridge? 
 
 The student does not stand alone. He 
 is a part of this age of ours. The age it- 
 self is an age of elaborate living. There- 
 fore the living of the student is prone to 
 be elaborate. It is hardly fitting to take 
 boys from homes in which living is elabo- 
 rate and to send them to colleges in 
 which living is of extreme simplicity, it 
 may be said. For better or for worse, it 
 may be affirmed, the college is to be like 
 the community. 
 
 Yet I am sure that every college offi- 
 cer and every parent look upon this peril 
 of the loss of simplicity in college life 
 with a very deep sense of regret. The 
 
SIMPLICITY OF LIFE IN COLLEGE. I IQ 
 
 movement intimates that the idols of the 
 market are driving out the idols of the 
 temple of learning, that the idols of the 
 parlor are expelling the idols of the 
 library. It is well for the college to be 
 democratic. Democracy means the rule, 
 not of the higher or the highest people 
 measured by social or financial standards, 
 but of the great body of true and 
 noble men and women. It is well for 
 the high-born to live four years under 
 conditions where dignity of birth shall 
 not appear. It is well for the low-born 
 to live four years under conditions where 
 lowliness of origin need not depress the 
 spirit. It is well for the boy of promised 
 large inheritance to sit by the side of the 
 boy whose only capital is his brain and 
 heart. It is well for the boy who has 
 only himself to sit by the side of the boy 
 who has much besides himself. If we are 
 not to maintain democratic ideals and to 
 sustain democratic methods in the college, 
 where on this globe are we to maintain 
 
I2O WITHIN COLLEGE WALLS. 
 
 and to sustain them? The cardinal virtues 
 here should have their full swing. Men 
 are here to be judged by the standards 
 of the Ten Commandments and of the 
 Beatitudes. The qualities of firmness, 
 patience, caution, energy, judgment, sin- 
 cerity, honesty, are here to elevate, and 
 the qualities of rashness, tardiness, lazi- 
 ness, falseness, are here to depress. Here 
 every tub is to stand on its own bottom, 
 whether the hoops of circumstances that 
 hold the parts of each tub together are 
 iron or silver or gold. Men are here to 
 be as individual and independent as they 
 are to be when they stand at the judg- 
 ment-bar of God. Eternal verities are 
 the college standards. If all college boys 
 are to be in character as men, all college 
 men are to be in their relation to each 
 other as boys. Not, who is his grand- 
 father ? but, what can he do ? Not, how 
 much is his father worth ? but, what does 
 he know ? .Not, what happiness of con- 
 dition will be his ? but, what is he ? These 
 
SIMPLICITY OF LIFE IN COLLEGE. 121 
 
 are the college tests. Brain is the only 
 symbol of aristocracy and the examina- 
 tion-room the only field of honor ; the in- 
 tellectual, ethical, spiritual powers the 
 only tests of merit ; a mighty individuality 
 the only demand made of each, and a 
 noble enlargement of a noble personality 
 the only ideal. Such, I take it, is to 
 be the simplicity of college life. 
 
 The peril in thus making college life 
 simple is that it will become bare and 
 barren. I know a college in which this 
 peril does prevail. The life is indeed sim- 
 ple. I believe that sixty dollars a year, 
 plus three and a half hours of labor each 
 day, meets all annual charges. The rooms 
 in the dormitory of this college which I 
 visited were furnished as are furnished 
 the rooms of an overseer in a logging 
 camp in Northern Maine. The bill of 
 fare was exceedingly plain. It is yet a 
 college giving an education to many a 
 boy who would otherwise be without it. 
 It deserves honor and beneficence. I do 
 
122 WITHIN COLLEGE WALLS. 
 
 not doubt that in many respects it pro- 
 vides a good education ; but the life 
 seemed to me very bare and barren. I 
 hesitate to imagine what Matthew Arnold 
 would have said of it ; but let us be 
 thankful that Matthew Arnold is not the 
 lasting arbiter in college questions. 
 
 The fact is that the simplicity of the 
 college is to be a simplicity which shall 
 lead to enrichment. The chief compre- 
 hensive difference between the impression 
 which Oxford and Cambridge make on 
 the student, and that which the new Amer- 
 ican college makes, is indicated, I think, 
 in this word, enrichment. Life in an Eng- 
 lish university may be no more elaborate 
 than the life in the New World ; but it 
 has a richness which the college in the 
 New World has not. It is as hard to dis- 
 tinguish in words what this difference is 
 as it is easy to feel the difference in spirit. 
 It is the difference between wine two 
 years old and wine twenty years old ; it 
 is the difference between the russet 
 
SIMPLICITY OF LIFE IN COLLEGE. 12$ 
 
 apple in January and the same apple in 
 April ; it is the difference between the 
 vigorous thinking" of a young man and the 
 thinking of the same man become old. 
 So far as it is able, the American college 
 is to give this enrichment to each student. 
 Each student is to have the mind well 
 stored, but the wealth he accumulates is 
 not to be a mere mass ; it is to be prop- 
 erly divided and assessed. He is to have 
 a proper regard for each of the virtues 
 and a fitting respect for the graces ; but 
 the content of each virtue is to be large 
 and the significance of each of the graces 
 is to be to him mighty. He is to make 
 himself as a Greek statue, simple, severe, 
 correct, but whose lines suggest infinite 
 beauty and whose face is an intimation of 
 divine truth and love. The life of the 
 college man is thus to be a life at once 
 rich and simple. 
 
 I know very well that simplicity of 
 heart, of mind, of character, is perfectly 
 consistent with elaborateness and luxury 
 
124 WITHIN COLLEGE WALLS. 
 
 in circumstance and condition. I know 
 very well that many a college man who 
 has all the gifts of fortune may in his 
 heart of hearts be as simple as the child 
 of poverty. As things of the mind are 
 more precious than things of matter, so 
 simplicity in things of the mind is of far 
 larger worth than simplicity in things 
 material. But it is not to be forgotten 
 that the temptation offered by elaborate- 
 ness in living is toward the lessening of 
 simplicity in spirit. " It is easier for a 
 camel to go through the eye of a 
 needle " than for a man whose conditions 
 are elaborate and whose circumstances 
 are luxurious to live in his soul a life of 
 severe simplicity ; but this can be done. 
 Rich men, and many of them, do enter 
 the kingdom of heaven, we have reason 
 to believe ; and it can be believed that 
 students of elaborate and luxurious con- 
 dition may be in heart and mind simple. 
 
THE COLLEGE AND THE CHURCH. 12$ 
 
 VIII. 
 
 THE COLLEGE AND THE CHURCH. 
 
 EDUCATION and Christianity are sisters. 
 The discipline of the intellectual char- 
 acter is intimately associated with the 
 discipline of the moral character. The 
 school-house and the church have stood 
 side by side. Clergymen have founded the 
 college, and the college in turn has trained 
 the clergymen. The early history of the 
 higher education in the United States 
 is largely a history of the work of the 
 ministry. With the exception of State 
 universities, the colleges of the country 
 have usually been founded either by 
 ministers or for ministers. The oldest 
 college bears the name of a non-conform- 
 ing clergyman, who gave to it his library 
 and one half of his property. Founded 
 
126 WITHIN COLLEGE WALLS. 
 
 in a colony where church-members alone 
 were voters, it was thoroughly ecclesiasti- 
 cal. The second college founded in Am- 
 erica was William and Mary of Virginia. 
 A religious and clerical purpose prevailed 
 in its establishment, as in the establish- 
 ment of Harvard in the Bay Colony. In 
 the enactment of the Virginia Assembly 
 regarding the foundation of William and 
 Mary, four purposes were named : to pro- 
 mote learning and the education of youth, 
 the supply of ministers, and to advance 
 piety.* The college authorities in Virginia 
 were quite as pious in their purpose as 
 the royal authorities in England were pro- 
 fane. When the Rev. Dr. James Blair 
 went to Attorney-General Seymour with 
 the royal note to prepare the charter, he 
 was met by remonstrances against the ex- 
 pensive liberality. Seymour said he saw 
 no occasion for a college in America. 
 Dr. Blair replied that more ministers were 
 
 * Assembly's Enactment, 23 March, 1660. 
 
THE COLLEGE AND THE CHURCH. \2J 
 
 needed in Virginia, that the people had 
 souls, and that the college was necessary 
 to educate ministers. " Souls ! " remon- 
 strated Seymour,, " damn their souls ! Let 
 them make tobacco."* The third college 
 founded in this country, Yale, was found- 
 ed by a few ministers assembled in Bran- 
 ford, who established it by the formality 
 of presenting a number of books with 
 these words : " I give these books for 
 the founding of a college. "f 
 
 The clerical beginning of the higher 
 education thus made has continued. The 
 Presbyterian influence was felt in the 
 establishment of the College of New Jer- 
 sey, the Episcopal in the establishment 
 of Kings (Columbia) in New York, and 
 the Baptist in the establishment of Brown 
 University in the Colony of Rhode Island. 
 Dartmouth, says Professor Charles F. 
 Richardson, was the legitimate outgrowth 
 of the awakening in religious and literary 
 
 * Richardson & Clark's College Book, p. 55. 
 flbid., p. 63. 
 
128 WITHIN COLLEGE WALLS. 
 
 thought which distinguished the second 
 half of the last century.* " Rutgers was 
 founded," declares the charter, " for the 
 education of youth in the learned lan- 
 guages, liberal and useful arts and 
 sciences, and especially in divinity, pre- 
 paring them for the ministry and other 
 good offices ;" and in the past as in 
 its present government the Dutch Re- 
 formed Church rules. The name of Union 
 College sprang from a desire to establish 
 an institution free from sectarian influ- 
 ences, and yet with a hearty determi- 
 nation that full religious, if not clerical, 
 purposes should prevail. 
 
 In the rapid establishment of colleges 
 in the present century the clergy have 
 had the first place. As the population 
 has gone westward the college has fol- 
 lowed. The Congregational, Episcopal, 
 Presbyterian, Baptist, Methodist, and the 
 other churches, as they have endeavored 
 to serve the people, as the people have 
 
 * Richardson & Clark's College Book, p. 141. 
 
THE COLLEGE AND THE CHURCH. 12$ 
 
 gone westward, have found that the 
 Christian and, as they thought, the de- 
 nominational college was an essential 
 agency in their service. The old Western 
 Reserve College, now Adelbert College of 
 Western Reserve University, had its origin, 
 remarks its second president, Rev. Dr. G. 
 E. Pierce, " in a religious want deeply felt 
 by the devout men who laid its founda- 
 tions. It was to be the instrument for 
 providing an able, learned, and pious 
 ministry for the infant churches which 
 pious missionaries were gathering and nur- 
 turing with untiring zeal and energy. It 
 was a missionary establishment for plant- 
 ing the Gospel on a new field." * Those 
 who co-operated in its establishment were, 
 largely, missionaries of the Connecticut 
 Missionary Society. In a similar spirit 
 and motive were laid the foundations of 
 Marietta College. Its first president, on 
 
 * This and the following instances are taken from the 
 early reports of the American Education Society, founded 
 in 1815. 
 
130 WITHIN COLLEGE WALLS. 
 
 his induction into office, was charged, 
 in words still borne in Latin upon the 
 shield of Harvard, to conduct the insti- 
 tution " for Christ and the Church." 
 The founding of Wabash College of 
 Indiana is a marvellous example of Chris- 
 tian devotion, sacrifice, and forethought. 
 Painfully oppressed with the need of 
 ministers in that State, a few home 
 missionaries, after three days of consulta- 
 tion and prayer, resolved to make the 
 beginning of a college. Thus deter- 
 mined, says one who was present at the 
 meeting, "we then proceeded in a body 
 to the intended location, in the primeval 
 forest, and there, kneeling on the snow, 
 we dedicated the ground to the Father, 
 the Son, and the Holy Ghost, for a 
 Christian college." Thus was once again 
 wrought the duty voiced in Lowell's 
 sublime line, 
 
 " We ourselves must Pilgrims be." 
 
 Illinois College sprang into being from the 
 
THE COLLEGE AND THE CHURCH. *3I 
 
 union of two independent movements, the 
 one of home missionaries of Illinois and 
 the other of a society of Yale College. 
 Knox College was established in 1837 by 
 a colony of Christian families, who 
 wished to diffuse the influences of educa- 
 tion and of religion through an impor- 
 tant section. Beloit originated in the 
 combined deliberations and action of the 
 Congregational and Presbyterian churches 
 and ministers of Wisconsin and Northern 
 Illinois. Oberlin was founded by two 
 men, John J. Shipherd and Philo Stewart. 
 Shipherd was the pastor of a Presbyterian 
 church in Ohio, but resigned his pastor- 
 ate for the purpose of extending Chris- 
 tian education. Stewart was a missionary 
 among the Choctaws in Mississippi. These 
 two men so held a Christian ideal of 
 education that they often referred to it as 
 the pattern shown in the Mount. Iowa 
 College was founded by the so-called 
 Iowa Band, a dozen graduates of An- 
 dover, who entered that State in 1840. 
 
132 WlTHItf COLLEGE W 'ALLS. 
 
 The colleges that are founded in Minne- 
 sota, South Dakota, and Washington 
 Carleton, Yankton, and Whitman are the 
 outgrowth of the purpose of ministers 
 and their official associates to secure a 
 learned, vigorous ministry. It is, with 
 the exception of State universities, seldom 
 that the single motive of intellectual 
 culture has been found sufficient to estab- 
 lish a college in a new community. 
 The motive has taken on an ethical, 
 religious, and even clerical aim. 
 
 But, further, the church has not only 
 founded the college ; it has also, in its 
 early and usually feeble years, fostered 
 the college. That it is well to subject a 
 college to ecclesiastical control is a prop- 
 osition no longer debatable. Neither 
 church courts nor church councils are 
 well fitted to conduct educational institu- 
 tions. Such ecclesiastical and educational 
 marriages have been, on the whole, not 
 often solemnized, and when they have 
 occurred, a separation has frequently 
 
THE COLLEGE AND THE CHURCH. 133 
 
 resulted. But, notwithstanding the lack of 
 official control, the church has yet made 
 its influence felt, and felt most power- 
 fully, in the management of the college. 
 In the denominational colleges, of which 
 we have more than two hundred, promi- 
 nent ministers and laymen of the re- 
 spective denominations usually compose a 
 majority of the governing boards. The 
 funds are, to no small degree, drawn 
 from members of the church which 
 the college represents. But even if the 
 college have no special ecclesiastical affil- 
 iations, the churches have representatives 
 upon the board of trustees, and in their 
 conventions receive reports of the insti- 
 tutions through their officers. It is, how- 
 eve,r, by means of societies formed by 
 the churches, and which are the agents of 
 the churches, that the colleges are the 
 most frequently and to the largest ad- 
 vantage aided. For more than thirty 
 years the Western College Society, as a 
 distinct organization, fostered about a 
 
134 WITHIN COLLEGE WALLS. 
 
 score of colleges. This society came to 
 the relief of institutions scattered from 
 the Ohio to the Pacific when their 
 distress was great. President Smith of 
 Marietta College affirms that the few 
 thousand dollars given to that institution 
 " saved it to the church." President 
 Sturtevant of Illinois College likewise 
 declares that this "society has saved 
 the college from extinction, and placed 
 it in a position of great promise of 
 lasting usefulness/' The first college 
 which was able to dispense with the 
 assistance of the Western College Society 
 the Western Reserve was a college 
 one of whose early presidents, it is said, 
 "had often, at the hour of midnight, 
 lain upon his bed revolving in his own 
 mind the best method of winding up 
 the affairs of the institution, without 
 having dared to lisp it to an associate 
 in office." Thus did this society foster 
 the colleges of the West. 
 
 While the church bears these impor- 
 
THE COLLEGE AND THE CHURCH. 135 
 
 tant relations to the college, the college 
 bears relations no less important to the 
 church. These relations may be compre- 
 hended in the general remark that the 
 college gives to the church its most nec- 
 essary factors and elements. The college 
 furnishes the church with an educated 
 ministry and an educated laity. The col- 
 lege not only trains the minister ; it often 
 " converts " the minister. Revivals are 
 more frequent and more powerful in many 
 colleges than in the average community. 
 In them have hundreds of men been led 
 to devote their hearts to Christ and their 
 lives to His special service. It is made to 
 appear from the induction of careful facts 
 that, in many institutions a large share 
 of whose graduates enter the ministry, 
 fully one half of those who choose this 
 calling become Christians while pursuing 
 the collegiate course. In 1853, Professor 
 W. S. Tyler, of Amherst College, wrote 
 that of all the ministers graduated at 
 the institution one quarter were hopefully 
 
136 WITHIN COLLEGE WALLS. 
 
 converted in college.* Among them are 
 no less than thirteen foreign missionaries 
 and no less than twenty-eight persons who 
 have been officers of either colleges or 
 theological seminaries. The list contains 
 such names as Professor E. S. Snell, Pro- 
 fessor B. B. Edwards, and Professor H. B. 
 Hackett. No condition gives so great 
 promise of a young man becoming a 
 Christian as a four years' residence in a 
 Christian college. College life contains 
 fewer direct temptations than business 
 life, and more and stronger inducements 
 to the personal acceptance of Christ. The 
 revival which often sweeps through not a 
 few of the colleges, and which is at once 
 the result "and the cause of the religious 
 tendencies of many students, is more com- 
 mon in Western than in Eastern institu- 
 tions ; but many men in the colleges of 
 New England are thus moved. Dr. 
 H. Q. Butterfield, formerly president 
 of Olivet, speaks of a certain college 
 
 * Prayer for Colleges, pp. 131-145. 
 
THE COLLEGE AND THE CHURCH. 137 
 
 as "a revival college." Dr. G. F. Magoun, 
 formerly president of Iowa College, writes 
 of " five successive years of revival, and 
 the very considerable number of students 
 brought to Christ therein." This strong 
 religious tendency of many colleges is evi- 
 denced in a remark of a professor in one 
 of the daily prayer-meetings of the stu- 
 dents : " My young friends, Jesus Christ 
 is in the habit of visiting Iowa College." 
 Without the religious influences of the 
 college, the need of ministers would be 
 far more dire than it now is. A reason 
 of the relative increase in the number of 
 theological students, in seminaries of the 
 Congregational order, coming from the 
 West rather than from the East, lies in 
 the fact that the colleges of the West are, 
 on the whole, more thoroughly pervaded 
 with Christian influences than the colleges 
 of the East. A cause, also, of the lament-"" 
 able and constant decrease of the whole 
 number of students in many theological 
 seminaries in the last decade may be 
 
138 WITHIN COLLEGE WALLS. 
 
 found in the fact that revivals and other 
 instruments of Christian work have not, 
 in this period, been in such effective oper- 
 -ation as at many other times. 
 
 Many students, also, who do not enter 
 the ministry become Christians in college. 
 The college is a centre of positive relig- 
 ious influence. About this centre every 
 student moves, and touched by this influ- 
 ence he is and must be. Merchants and 
 manufacturers, lawyers, judges, and doc- 
 tors, bankers, architects, and teachers, who 
 are now the noble support of many 
 churches, were thus brought to a supreme 
 love of God. 
 
 It is thus made evident that the rela- 
 tions of the church and of the college 
 are fundamental and intimate. It would 
 not be rash to affirm that neither institu- 
 tion could for a long time prosper with- 
 out the other. In prosperity the one 
 rises with the other ; in adversity the 
 one with the other declines. If the piety 
 of the church is warm and aggressive, 
 
THE COLLEGE AND THE CHURCH. 139 
 
 the college halls will be filled with throngs 
 of young men assiduously devoting them- 
 selves to Christian self-culture. If the 
 piety of the church runs low, the college 
 will at once feel the baneful influence of 
 religious indifference. At the close of the 
 last and at the opening of the present 
 century the students of Yale College 
 were notorious for their infidelity. In the 
 year 1/99, of the Senior class only two 
 members had made a public profession of 
 religion ; of the Junior and Freshmen only 
 one each, and of the Sophomore, if any 
 at all, not more than one.* But in this 
 respect the college was only the picture 
 of the community. In the city of New 
 Haven, in the last five years of the last 
 century, outside of the college, there were 
 only very few persons under twenty-five 
 years of age who had made a pro- 
 fession of religion. The elder President 
 Dwight, through his sermons, , which are 
 preserved in his system of divinity, con- 
 
 * Prayer for Colleges, pp. 147, 148. 
 
140 WITHIN COLLEGE WALLS. 
 
 verted the college to Christian stand- 
 ards, and, converting the college, helped 
 to roll back the tide of scoffing 
 doubt which was sweeping through the 
 nation.* The college and the church 
 thus act and react upon each other. The 
 college gives the church its ministry; the 
 church gives the college its presidents 
 and not a few of its other teachers. The 
 college helps to maintain a high standard 
 of Christian education ; the church sends 
 the noblest sons of her noblest members 
 to the college to be trained for useful- 
 ness. The college fosters that wisdom 
 and discipline required for the efficiency 
 and stability of the church ; the church 
 fosters the material and religious interests 
 of the college. The church helps to make 
 the college, and the college the church. 
 The imperative character of the recip, 
 
 * A considerable number of the first class which the elder 
 Timothy Dwight taught "assumed the names of the 
 principal English and French infidels ; and were more 
 familiarly known by them than by their own." (Dwight'a 
 Theology, Life, etc., p. xxxviii.) 
 
THE COLLEGE AMD THE CHURCH. 14* 
 
 rocal demands of the church upon the col- 
 lege, and of the college upon the church, 
 is more evident in the West than in the 
 East. The Christian influences of West- 
 ern colleges are, as a body, stronger than 
 the Christian influences of Eastern col- 
 leges. The graduates of Eastern institu- 
 tions entering the ministry are few, and 
 have been, until recent years, gradually 
 becoming tower. One half of the college 
 graduates in the seven Congregational 
 seminaries of theology, excluding one col- 
 lege from the list, are now from the 
 West. The American Board of Commis- 
 sioners for Foreign Missions depends 
 in an increasing degree upon Western 
 colleges for the enlarging and recruiting 
 of its forces. In 1880, Dr. E. K. Alden, 
 the Home Secretary, writing of the 
 places of the education of the ordained 
 missionaries then in the service, re- 
 marked : " Of one hundred and thirty- 
 nine who received a collegiate education, 
 thirty are alumni of Amherst ; twenty- 
 
142 IV I THIN COLLEGE WALLS. 
 
 two of Williams ; , fifteen of Beloit ; seven 
 of Dartmouth ; six of New Jersey ; five 
 each of Bowdoin and of Oberlin ; four 
 each of Middlebury and of Hamilton ; 
 three each of the University of Vermont, 
 of Western Reserve, and of Illinois ; two 
 each of Union, of Knox, and of Ripon ; 
 and the remaining sixteen represent six- 
 teen institutions, one of which is Harvard 
 and one of which is Iowa. While Har- 
 vard College has given us during the en- 
 tire seventy years but four of its gradu- 
 ates, only one of whom is now living, 
 Beloit, Wisconsin, which was founded 
 only thirty-three years ago, has given us 
 twelve, of whom eleven are in active ser- 
 vice. Other Western institutions, nearly 
 all of them quite young, have added 
 twenty-three to the number." * The 
 churches of the interior States demand 
 ministers of the colleges of these States ; 
 but the churches of the East, and the 
 
 * Paper at annual meeting of A. B. C. F. M., 1880. 
 
THE COLLEGE AND THE CHURCH. 143 
 
 churches around the world, make the 
 same imperative call. 
 
 These reciprocal demands of the 
 church upon the college, and of the col- 
 lege upon the church, become further 
 evident in view of the formative state of 
 society in the newer commonwealths. 
 Every people that moves into a new coun- 
 try is necessarily in a plastic condition. 
 However old the settlers themselves may 
 be, the new physical conditions necessitate 
 a social order more or less new, adapted 
 to the new conditions. A large part, 
 therefore, of the newer sections of our 
 New World is in a plastic state. The 
 social order can therefore be formed, and 
 formed with ease. In such a process of 
 formation the college depends upon the 
 church, and the church in turn depends 
 upon the college. If either fails, both 
 fail. If the church stands in the com- 
 munity as a monument to the worth of 
 the human soul, the college stands like- 
 wise as a monument to the worth of the 
 
144 WITHIN- COLLEGE 
 
 human mind. If the church through the 
 minister is to teach man in the things 
 of God, the college must prepare the 
 minister who thus teaches. It is not 
 without meaning that from the very 
 founding of the first Congregational 
 church in America, and from the found- 
 ing of the first Congregational college, 
 Harvard, down to the founding of the 
 newest college, and of the newest church, 
 in a Pacific State, the college has always 
 followed the church, and the church pre- 
 ceded the college. Both church and col- 
 lege have worked together ; both have 
 made and met reciprocal demands each 
 upon the other, all for the formation of 
 a Christian society within the bounds of 
 the commonwealth. 
 
 It has sometimes been said that the 
 colleges of the West are to save Amer- 
 ican Christianity. Whether the remark 
 be true or false, it is evident that the 
 star of Christianity, like the star of em- 
 pire, moves westward. In membership 
 
THE COLLEGE AND THE CHURCH. 145 
 
 the churches of the West are approach- 
 ing the churches of the East on a gal- 
 lop. In benevolences several churches of 
 the West are the peers and even the 
 superiors of the most generous churches 
 of the East. If the Western churches 
 are to maintain this advance, and even 
 to make further progress, the colleges and 
 the churches must work together. The 
 churches are to support the colleges by 
 sending to them their choicest gifts of 
 young men and women. They are also 
 to support the colleges through gifts for 
 endowment. In turn, the colleges should 
 give to the churches young men and 
 women with minds well disciplined, with 
 hearts well founded in righteousness, 
 with characters established in intelligent 
 Christian principles. Such reciprocal giv- 
 ing and receiving represents the present 
 condition in many States. In Minnesota, 
 for instance, Carleton has the esteem of 
 the Congregational churches, and these 
 churches are sending to Carleton the 
 
146 WITHIN COLLEGE WALLS. 
 
 offerings of their sons and daughters, and 
 also of their substance. These churches 
 look upon the college as simply their 
 agent, their clearing-house, their represen- 
 tative, in which and through which they 
 are equipping laborers for the salvation 
 of the world. Carleton College in turn 
 looks upon these churches, from whom it 
 has received great aid, as those to whom 
 it is to extend its benefits in the uphold- 
 ing of a high type of Christian manhood 
 and womanhood, and in the inculcation 
 of a devout and aggressive and intelli- 
 gent piety. The attitude of this college, 
 like the attitude of every Christian col- 
 lege, is simply the exemplification of the 
 motto of Harvard, that it is founded and 
 exists " for Christ and the Church." 
 Such reciprocity is customary : the one 
 denominational college of a State is 
 regarded at once as the child and the 
 parent of the churches ; the demands are 
 reciprocal ; the advantages are reciprocal. 
 Each institution works through and for 
 
THE COLLEGE AND THE CHURCH. 
 
 the other, and both for the salvation of 
 humanity in all righteousness. 
 
 It is well for men in college to know 
 that the noble advantages which they are 
 enjoying represent the noble sacrifices of 
 the Christian people of this country. 
 Without these sacrifices usually offered 
 with joy most colleges would not have 
 been founded, and without these found- 
 ations tens of thousands of men would 
 have been denied an education. With 
 a great price have they come into the 
 freedom of a liberal education. 
 
148 WITHIN COLLEGE WALLS. 
 
 IX. 
 
 THE COLLEGE FITTING FOR BUSINESS. 
 
 THE prevailing prejudice against college 
 men as candidates for businesses at once 
 reasonable and unreasonable. It is reason 
 able, in that it is based on the belief that 
 college men are not willing to "shovel," 
 to do menial tasks ; and some college 
 men are not willing. (The prejudice is 
 unreasonable, in that college men who are 
 worthy sons of a worthy alma mater are 
 willing to do any work, however menial, 
 which it becomes their duty to do?) 
 Business is an art, and every art is to be 
 learned by the practice of it. No art is 
 thoroughly known if the humbler elements 
 are unknown. Therefore the worthy col- 
 lege man who proposes to enter business 
 is willing to " shovel." 
 
THE COLLEGE FITTING FOR BUSINESS. I4Q 
 
 The simple truth is that the college 
 man entering business does not spend so 
 long a time learning the elements of his 
 calling as the boy whose formal education 
 ceased at fifteen. The following concrete 
 assumption does not put the question in 
 a form too strong : Two boys are each 
 of the age of eighteen ; their abilities are 
 equal ; their training has been identical ; 
 both propose to become merchants or 
 manufacturers. On leaving the High 
 School John enters business ; on leaving 
 the High School Edgar enters college. 
 Four years pass: John has become the 
 master of many details and of the chief 
 principles of his work. In these same 
 four years Edgar has secured his college 
 education. Each has become of the age 
 of twenty-two. The day following Com- 
 mencement Edgar puts on his overalls 
 and begins where John began four years 
 before. In six months Edgar will have 
 come to know the business as well as 
 John had learned it in the first year; in 
 
WITHIN COLLEGE WALLS. 
 
 the first year Edgar will have come to 
 know the business as well as John had 
 learned it in the first two and a half 
 years ; in the first two years Edgar will 
 have learned more than John learned in 
 the first four years; in his first four years 
 Edgar will have caught up in knowledge 
 and efficiency with John, knowledge and 
 efficiency which John secured in his eight 
 years ; and from this time Edgar will go 
 ahead of John with a swiftness increasing 
 with each succeeding year. 
 
 In hundreds of factories and shops and 
 stores this assumption is proved to be the 
 absolute truth. And the reason of it is 
 clear enough : the college man has been 
 taught to see, to think, to judge. It is 
 the question of the trained athlete against 
 untrained strength, of the disciplined sol- 
 dier against raw bravery. 
 
 When Mr. Andrew Carnegie says in his 
 famous diatribe that the college man 
 "has not the slightest chance, entering 
 business at twenty, against the boy who 
 
THE COLLEGE FITTING FOR BUSINESS. !$! 
 
 swept the office or who began as ship- 
 ping clerk at fourteen," one is inclined 
 to ask him respecting the graduates with 
 whom it has been his misfortune to be as- 
 sociated. The facts as well as general 
 reasonings too are against Mr. Carnegie's 
 assertion. In a group of sixty-five grad- 
 uates, whose homes or business relations 
 are in the single city of New York, can 
 be found eighteen bankers, fifteen leading 
 railroad managers, ten manufacturers, ten 
 merchants, seven presidents of chief in- 
 surance companies, and five conspicuous 
 publishers. Mr. Chauncey M. Depew, the 
 president of the New York Central Rail- 
 road, is reported to have said that hun- 
 dreds of college men have begun in these 
 last years at the bottom in railroad work 
 and have soon distanced the uneducated 
 boy and man. To attempt a catalogue of 
 the men who have thus worked would be 
 to name leading men in every department 
 of industrial and commercial life. 
 
 I am not, of course, saying that the 
 
152 WITHIN COLLEGE WALLS. 
 
 lack of a college training is a prophecy 
 of the lack of success. I am prepared 
 even to allow that a man who has no col- 
 lege training may be able to secure a 
 greater triumph than any man who has a 
 college training. College training is only 
 an element of the equipment. But I am 
 saying that any man, however gifted by 
 nature, becomes through the agency of a 
 college training the better fitted for doing 
 the largest service in a commercial or 
 other calling to which he may devote 
 himself. The college is not designed to 
 train merchants or manufacturers, but it is 
 designed to train men who, becoming mer- 
 chants or manufacturers, will be better 
 merchants or manufacturers than they 
 could be without the training. 
 
 The advantage which the man in busi- 
 ness receives from a thorough training is 
 greater today and is to become even 
 greater to-morrow than ever before in the 
 world's history. This advantage and the 
 source of it are suggested in a letter to 
 
THE COLLEGE FITTING FOR BUSINESS. 153 
 
 me written by one of the managers of a 
 great insurance company. He says: 
 
 "The training of a college course be- 
 comes more and more important as years 
 roll on and business is conducted on a 
 larger scale and with a broader field than 
 formerly, and as judgment forms a larger 
 and luck a smaller factor than in the 
 earlier years of the country's history. A 
 boy can learn to measure tape or retail 
 groceries without a college education, but 
 for the management of men and the con- 
 trol of large enterprises the more com- 
 plete and thorough his training the more 
 likely he is to be successful." 
 
 Consolidation and combination represent 
 the modern commercial method. If indi- 
 vidualism is becoming more important in 
 civil and domestic relations, it is becom- 
 ing less important in mercantile. There- 
 fore the demand for knowledge which 
 shall be both exact and comprehensive, 
 for wisdom which shall be of details and 
 yet not petty but large, for force 
 
154 WITHIN COLLEGE WALLS. 
 
 which shall be aggressive without rash- 
 ness, is becoming more and more impera- 
 tive. And where can one look for knowl- 
 edge and wisdom and force with a surer 
 hope of finding these noble qualities in 
 their noblest development elsewhere than 
 in the worthy American college ? 
 
 But the one phrase, American college, 
 has ceased to represent a single form of 
 education. Individualism has touched the 
 college quite as deeply as it has any de- 
 partment of life. The " elective system " 
 is individualism applied by the college 
 student. It is no longer true that 
 the graduate entering business knows 
 Latin, Greek, mathematics, and nothing 
 else. It is true that what he knows out- 
 side of these three departments may in- 
 clude more knowledge than what he 
 knows of them. If the purpose of a gen- 
 eral training is the chief aim of a college, 
 as I believe it is, this aim may be gained 
 in pursuing certain studies which jnay 
 themselves prove to be of immediate, 
 
THE COLLEGE FITTING FOR BUSINESS. 155 
 
 definite, and practical worth. If the 
 college man find, in the middle of his 
 course, that he will probably become a 
 banker, why should he hesitate to con- 
 centrate his attention upon such studies 
 as Political and Social -Science, Finance, 
 Administrative and Constitutional Law, 
 Constitutional History? If the student 
 discover that he has special aptitudes, 
 why should he delay, when he has 
 passed the half-way stone, to train these 
 aptitudes? Let faculty be made facility. 
 The student need have no fear of thus 
 becoming narrow. His previous training 
 will save him. College training should be 
 broad, yet with special fitnesses for life's 
 special work ; college training should be 
 training for life's special work, but it 
 should be saved from narrowness. The 
 college man proposing to become a mer- 
 chant or manufacturer or administrator 
 should have before himself the twin pur- 
 pose of becoming a business man and a 
 business man, 
 
156 WITHIN COLLEGE WALLS. 
 
 X. 
 
 THE PRE-EMINENCE OF THE COLLEGE 
 GRADUATE. 
 
 I HAVE had an examination made of 
 the six volumes known as " Appletons' 
 Cyclopaedia of American Biography." The 
 work contains sketches, more or less com- 
 plete, of, fifteen thousand one hundred 
 and forty-two persons. These persons are 
 .Americans. Most of them were born on 
 our soil. Those who were not born here 
 lived and worked here. The book is sup- 
 posed to represent the most conspicuous 
 fifteen thousand persons of our American 
 history. It is necessarily subject to limi- 
 tations. Many who have wrought better 
 than these who are here sketched are not 
 introduced. But it is the least incom- 
 plete of all collections of the lives of the 
 more conspicuous Americans. Two of my 
 
PRE-EMINENCE OF THE GRADUATE. 1 57 
 
 friends, students in Adelbert College of 
 Western Reserve University, Herbert 
 Seely Bigelow and Alfred John Wright, 
 have examined each of these more than 
 fifteen thousand names. The facts which 
 we set out to discover were : How many 
 of these persons are college graduates, 
 and how many are not ? What is the 
 education of those who are not college 
 graduates? To what colleges are those to 
 be credited who are graduates? To what 
 professions do the graduates belong? 
 
 The following table represents the re- 
 sults of the examination. A word ex- 
 planatory may be fitting. It can be best 
 given by an example. Amherst College is 
 represented in the Cyclopaedia by one hun- 
 dred and two graduates. Of these, twenty- 
 seven are clergymen, four soldiers, twenty- 
 four educators, and so on to the end of 
 the list. A similar presentation is made in 
 the case of each of the forty-three colleges 
 named. The term " Non-College" and the 
 figures following show the number of men 
 
WITHIN COLLEGE WALLS. 
 
 
 a 
 
 <u 
 
 
 
 Soldier. 
 
 Lawyer. 
 
 Statesman. 
 
 Business. 
 
 \ 
 
 
 
 Author. 
 
 Physician. 
 
 Artist. 
 
 Amherst . . . 
 
 
 
 
 
 
 
 
 g 
 
 
 
 
 
 
 n 
 
 
 
 
 g 
 
 
 Brown 
 Colby 
 
 53 
 
 5 
 
 6 
 
 2 
 
 33 
 
 31 
 
 3 
 
 9 
 
 
 9 
 
 12 
 
 3 
 
 Columbia 
 
 
 12 
 
 38 
 
 15 
 
 12 
 
 
 
 18 
 
 
 Cornell 
 Dartmouth 
 Dickinson 
 
 i 
 60 
 18 
 
 I 
 IO 
 
 I 
 
 "36 
 15 
 
 i 
 
 22 
 
 3 
 
 1 
 
 7 
 
 i 
 
 i 
 
 I 
 
 4 
 
 8 
 8 
 
 i 
 
 
 2 
 
 
 
 
 
 
 
 
 
 
 
 
 
 5 
 
 
 
 
 
 
 Hamilton 
 Hampden-Sidney 
 Harvard 
 
 2O 
 
 14 
 
 2 
 
 4 
 ifi" 
 
 4 
 
 4 
 
 2 
 " 
 
 39 
 
 3 
 
 9 
 93 
 
 I 
 I 
 
 i. 
 
 
 
 
 6 
 
 T 
 
 
 
 i 
 
 
 
 Jefferson 
 
 '9 
 
 3 
 
 7 
 3 
 
 8 
 
 i 
 
 
 .... 
 
 3 
 
 i 
 
 2 
 
 4 
 
 
 9 
 
 
 
 2 
 
 
 
 
 
 
 
 
 
 
 2 
 
 
 
 
 
 
 Miami 
 
 t; 
 
 i 
 
 
 9 
 
 i 
 
 2 
 
 
 
 
 
 
 
 
 2 
 
 
 
 
 
 
 Middlebury 
 
 28 
 
 
 f, 
 
 9 
 
 
 
 5 
 
 
 
 Nashville 
 
 T 
 
 2 
 
 
 4 
 
 
 
 
 
 
 New York 
 
 
 
 
 
 
 
 6 
 
 
 
 
 6 
 
 
 
 
 
 
 
 
 
 Oberlin 
 
 i 
 
 
 
 2 
 
 
 
 : 
 
 
 
 
 
 
 
 
 7 
 
 
 
 
 
 
 
 
 15 
 
 
 
 
 
 
 
 
 Rochester 
 
 3 
 
 
 
 
 i 
 
 
 
 
 
 Rutgers. 
 
 23 
 
 6 
 
 5 
 
 3 
 
 14 
 
 2 
 
 
 3 
 
 i 
 
 
 
 St John 
 
 
 i 
 
 
 
 
 I 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 Trinity 
 
 22 
 
 i 
 
 
 2 
 
 2 
 
 I 
 
 
 
 i 
 
 
 fir; 
 
 16 
 
 
 I^ 
 
 6 
 
 I 
 
 16 
 
 8 
 
 
 Vermont 
 
 6 
 9 
 
 i 
 
 7 
 8 
 
 2 
 
 8 
 
 2 
 
 I 
 
 
 3 
 
 3 
 7 
 
 1 
 
 
 
 
 
 
 
 
 
 
 
 Washington and Jefferson 
 Wesleyan 
 
 6 
 16 
 
 2 
 
 4 
 
 4 
 
 2 
 
 .... 
 
 
 
 i 
 
 i 
 
 3 
 
 
 Williams 
 William and Mary 
 
 43 
 
 7 
 
 6 
 7 
 
 2 3 
 15 
 
 12 
 
 29 
 
 7 
 
 2 
 
 
 9 
 
 2 
 
 ii 
 
 
 Yale 
 
 194 
 
 37 
 
 149 
 
 55 
 
 19 
 
 
 53 
 
 
 4 
 
 Small Eastern 
 Small Southern 
 Small Western 
 
 7 1 
 
 57 
 29 
 
 9 
 
 *3 
 12 
 
 13 
 
 32 
 14 
 
 13 
 2 5 
 
 4 
 
 6 
 3 
 
 
 
 I 
 
 12 
 21 
 
 ii 
 
 25 
 
 's 
 
 2 
 
 
 211 
 
 
 25 
 
 IO 
 
 17 
 
 2 
 
 54 
 
 51 
 
 2O 
 
 Academy 
 
 59 
 
 -pfi 
 
 68 
 
 fis 
 
 60 
 
 14 
 
 79 
 
 ^6 
 
 W 
 
 Non-College 
 Total 
 
 1080 
 2744 
 
 1264 
 1752 
 
 769 
 1678 
 
 811 
 1310 
 
 884 
 1105 
 
 466 
 5*5 
 
 668 
 1124 
 
 449 
 912 
 
 525 
 630 
 
 Per cent representing col- 
 lege graduates 
 
 58 
 
 03 
 
 50 
 
 33 
 
 - 1 ? 
 
 029 
 
 37 
 
 .46 
 
 .104 
 
PRE-EMINENCE OF T^E GRADUATE. 159 
 
 
 Educator. 
 
 Scientist 
 
 journalist. 
 
 PublicMan. 
 
 w.' 
 
 P 
 
 i 
 
 o 
 
 -< 
 
 Explorer, 
 Pioneer. 
 
 Philan- 
 thropist. 
 
 Whole No. 
 of Persons 
 1 named in 
 Cyclopaedia 
 
 
 
 
 
 j 
 
 
 
 
 i 
 
 IO2 
 
 Bowdoin. . . . ; 
 
 Tfi 
 
 2 
 
 
 3 
 
 
 
 
 
 104 
 
 
 
 
 
 
 
 
 
 2 
 
 189 
 
 Colby . . 
 
 
 
 
 
 
 
 
 
 2O 
 
 
 
 
 
 
 
 
 
 
 198 
 
 Cornell 
 
 
 
 
 
 
 
 
 
 2O 
 
 
 
 
 
 
 
 
 
 I 
 
 208 
 
 Dickinson 
 
 7 
 
 3 
 
 i 
 
 2 
 
 ... 
 
 
 
 I 
 
 53 
 
 12 
 
 Georgia U 
 
 
 
 
 
 
 
 
 
 21 
 
 
 Tfi 
 
 
 
 
 
 
 
 I 
 
 68 
 
 
 
 
 
 
 
 
 
 
 
 Harvard . . 
 
 95 
 
 
 T 
 
 
 
 
 2 
 
 g 
 
 883 
 
 Hobart ... 
 
 
 
 J 
 
 
 
 
 
 
 
 J eff erson 
 
 
 
 3 
 
 
 
 
 
 
 46 
 
 Kenyon 
 
 
 
 
 
 
 
 
 
 IQ 
 
 
 
 
 
 
 
 
 
 
 16 
 
 M arietta 
 
 i 
 
 
 
 
 
 
 
 
 8 
 
 
 
 
 
 
 
 
 
 
 
 Michigan U 
 
 
 
 
 
 
 
 
 
 16 
 
 
 
 ; 
 
 
 
 
 
 
 
 60 
 
 
 
 
 
 
 
 
 
 
 
 NewYork... 
 
 6 
 
 6 
 
 2 
 
 8 
 
 ... 
 
 
 .... 
 
 i 
 
 P 
 
 Oberlin 
 
 
 
 * 
 
 
 
 
 
 
 12 
 
 Pennsylvania 
 Princeton 
 
 7 
 24 
 6 
 
 21 
 
 3 
 
 2 
 
 7 
 ii 
 
 I 
 
 
 
 .... 
 
 175 
 319 
 22 
 
 
 
 
 
 
 
 
 
 
 
 South Carolina 
 
 
 
 
 
 
 
 
 
 & 
 
 St John 
 
 
 
 
 
 
 
 
 
 16 
 
 Trin3ylvania 
 
 
 
 
 
 
 
 
 
 18 
 
 Trinity ... 
 
 
 
 T 
 
 
 
 
 
 
 45 
 
 Union 
 
 
 6 
 
 
 
 
 
 
 
 188 
 
 Vermont 
 
 6 
 
 n 
 
 
 
 
 
 
 
 35 
 
 Virginia 
 
 8 
 
 3 
 
 
 3 
 
 
 .... 
 
 
 1 
 
 54 
 
 Washington and Jefferson 
 
 
 ' 'j 
 
 
 
 
 
 
 
 14 
 
 
 18 
 
 
 
 
 
 
 
 
 54 
 
 Western Reserve 
 Williams 
 William and Mary 
 
 Yale 
 
 26 
 
 B! 
 
 i 
 M 
 
 I 
 
 1-.Q 
 
 
 i 
 
 7 
 
 2 
 
 :: 
 
 !:: 
 
 
 '3 
 
 '11 
 
 Small Eastern 
 Small Southern 
 Small \Vestern 
 
 it 
 13 
 
 9 
 
 ! 5 
 
 
 6 
 7 
 
 I 
 I 
 
 i 
 i 
 
 1 
 
 
 171 
 
 230 
 132 
 
 Foreign . . 
 
 
 g, 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 6 
 
 
 Non-College 
 
 345 
 
 S 
 
 >o 
 
 605 
 
 '44 
 
 9' 
 
 232 
 
 145 
 
 8867 
 
 Total 
 
 ioie 
 
 5 
 
 3 : 
 
 765 
 
 1 66 
 
 107 
 
 249 
 
 i8c 
 
 15142 
 
 Percent representing co 
 lege graduates.. 
 
 .61 
 
 .6 
 
 3 
 
 .189 
 
 .11 
 
 .039 
 
 03< 
 
 > .16 
 
 35 
 
l6o IVtrmN COLLEGE WALLS. 
 
 in the specified callings whose names are 
 found in the Cyclopaedia who are not 
 graduates. The "Total" stands for the 
 number of all the men represented in the 
 Cyclopaedia. The last line represents the 
 percentage of the graduates found be- 
 longing to each of the callings specified. 
 Of the 15,142 men named in the book, 
 5326 are college men, or slightly more 
 than one third. Of them also 941 are 
 what may be called academy but not col- 
 lege men. It is to me exceedingly signifi- 
 cant that so large a proportion are col- 
 lege-bred. The whole number of graduates 
 of American colleges from the beginning 
 until the present time does not certainly 
 exceed two hundred thousand. The num- 
 ber may be nearer one hundred and fifty 
 thousand. Of these, five thousand have 
 done such work as to deserve a memorial 
 more or less permanent. According to 
 the larger estimate, one man, therefore, in 
 every forty men graduating has thus de- 
 served well. I recently asked a distin- 
 
PRE-EMINENCE OF THE GRADUATE. l6l 
 
 guished Professor of American History 
 how many persons had ever lived in 
 America. He was unable to give me an 
 answer. I assume that at least a hundred 
 millions of people, who have lived and 
 whose dust mingles with the common 
 dust of this new soil, have not had a col- 
 lege training. Yet out of these hundred 
 millions only ten thousand have so 
 wrought as to deserve such recognition 
 as is found in a cyclopaedia .of biography. 
 Only ten thousand out of ten thousand 
 times ten thousand ! Therefore only one 
 out of every ten thousand. But of the 
 college men one in every forty has at- 
 tained such a recognition. Into one 
 group gather together ten thousand in- 
 fants and send no one to college : one 
 person out of that great gathering will 
 attain through some work a certain fame. 
 Into another group gather forty college 
 men on the day of their graduation, and, 
 out of these forty, one will attain recog- 
 nition. It is not very hard to see how 
 
1 62 WITHIN- COLLEGE WALLS. 
 
 far the proportion is in favor of the col- 
 lege man two hundred and fifty times. I 
 will not vouch for the mathematical ac- 
 curacy of these estimates ; but I do say 
 that they are true in their general impres- 
 sion and significance. 
 
 We are not to forget that men who go 
 to college are in a sense picked men. 
 Many of them, without going to college, 
 would have wrought conspicuously well. 
 The abilities which impelled them to give 
 themselves the best training for doing 
 their work would have still proved some- 
 what efficient without the training. The 
 circumstances and conditions which influ- 
 enced them toward the college would 
 have proved to be generous incentives for 
 the rendering of noble service, were they 
 bereft of the advantages which the col- 
 lege provides. But after all deductions 
 are made, it is still just to say that the 
 chances are vastly in favor of the man of 
 college training rendering the ablest and 
 most distinguished service to humanity. 
 
PRE-EMINENCE OF THE GRADUATE. 163 
 
 Among the interesting questions upon 
 which this survey sheds light is the ques- 
 tion, In what vocations is found the largest 
 proportion of college men ? I may now 
 say that the results of this examination 
 were classified under seventeen profes- 
 sional divisions: clergymen, soldiers, law- 
 yers, statesmen, business men, naval offi- 
 cers, authors, physicians, artists, educators, 
 scientists, journalists, public men, invent- 
 ors, actors, explorers or pioneers, ano 
 philanthropists. There are 515 naval offi- 
 cers sketched, of whom only 49 are college 
 men, or 2.9 per cent. Essentially the 
 same proportion is found among soldiers : 
 
 f no less than 1752 names mentioned, 
 64 do not represent a college training; 
 
 56 represent only an academical train- 
 ing. Of the 107 actors mentioned, only 8 
 are college-bred. The percentages found 
 in the other callings are as follows : pio- 
 neers and explorers, 3.6 per cent ; artists, 
 10.4 per cent ; inventors, 1 1 per cent ; 
 philanthropists, 16 per cent ; business men, 
 
164 WITHIN COLLEGE WALLS. 
 
 17 per cent; public men, 18 per cent; 
 statesmen, 33 per cent ; authors, 37 per 
 cent ; physicians, 46 per cent ; lawyers, 
 50 per cent ; clergymen, 58 per cent ; edu- 
 cators, 61 per cent ; scientists, 63 per cent. 
 
 One is tempted to linger upon these 
 figures, to show in detail how they tend 
 to prove the worth of a college training. 
 Forty-six per cent of the physicians noted 
 in this book are graduates. It is a noto- 
 rious fact that the medical profession has 
 very few college-trained members. The 
 usual estimate is that one physician in 
 every twenty has a college training. Now 
 of all the physicians who do such con- 
 spicuous work as to deserve a place in 
 a cyclopaedia, almost one half are found 
 to belong to this small five per cent ; the 
 forty-six per cent is found to belong to 
 the five per cent! 
 
 The contrast is not so strong in the 
 case of lawyers. It is probable that 
 about one fifth of all the lawyers now 
 practising are graduates, or twenty per 
 
PRE-EMINENCE OF THE GRADUATE. 165 
 
 cent. But of the lawyers whose names 
 appear in this Cyclopaedia, fifty per cent 
 are college-bred. In respect to ministers, 
 too, we find the same general result. It 
 has been to me a little surprising, I will 
 confess, that of the 2744 clergymen named 
 in this Cyclopaedia, 1139 are not college 
 graduates ; that is to say, fifty-eight per 
 cent only are college graduates. The min- 
 istry is in general the most learned of 
 all the professions. The lists of the first 
 graduates of our two oldest colleges show 
 that to be a college graduate was not 
 identical with being a minister, but the 
 lists do show that considerably more 
 than one half did enter the ministry. 
 In recent times this condition is al- 
 together changed. For a long period 
 that largest and most aggressive of our 
 American churches, the Methodist Epis- 
 copal, discouraged the higher education 
 as a pathway to the ministry. Clerical 
 pioneers, like civil pioneers, it was 
 thought, need no college training, But 
 
1 66 WITHIN COLLEGE WALLS. 
 
 at the present time the face of this great 
 church is as strongly set toward the 
 college as its back was in the former 
 time. It may therefore be due to the 
 early and long-continued attitude of the 
 Methodist Episcopal Church and certain 
 other churches toward education that we 
 find no larger proportion than fifty- 
 eight per cent among the more eminent 
 clergymen representing a college training. 
 Among these figures it appears that 
 seventeen per cent of the business men 
 who have thus won recognition are 
 graduates. Although this percentage 
 seems small, yet it is exceedingly sig- 
 nificant. There are mentioned in this 
 Cyclopaedia 1 105 men of business. If 
 one can by a mathematical imagination 
 conceive how many business men there 
 are or have been in this country and 
 will compare this number of his imagi- 
 nation with 1105, and if on the other 
 hand he will compare the 161 business 
 men that are graduates who are men- 
 
PRE-EMINENCE OF THE GRADUATE. 1 67 
 
 tioned in this Cyclopaedia with the 
 relatively small number of business men 
 in this country who have had a college 
 training, he will obtain a product show- 
 ing how vast is the evidence in favor of 
 the worth of a college training. 
 
 In this comparison occur the names of 
 forty-three colleges. There are also in- 
 cluded several colleges, represented by a 
 small number of graduates, which are 
 classified as the " Small Eastern," the 
 "Small Southern," and the "Small West- 
 ern " colleges. 
 
 Let me compare certain of these col- 
 leges which are conspicuous and which 
 we naturally associate. The first college 
 founded in America was Harvard, the 
 third Yale ; the second was William and 
 Mary in 1693 ; but William and Mary after 
 a long and noble career is now a college 
 hardly more than in name. I may there- 
 fore compare our two oldest colleges, and, 
 I think I do no injustice in saying, our 
 two most conspicuous. Harvard College 
 
1 68 WITHIN COLLEGE WALLS. 
 
 was founded in 1636, Yale in the first 
 year of the last century. Harvard, includ- 
 ing the class of 1890, has 11,932 grad- 
 uates; Yale, 10,576 graduates. Of the 
 Harvard graduates, 883 are noted in this 
 Cyclopaedia; of the Yale, 713. Of the 
 Harvard, slightly more than seven per 
 cent ; of the Yale, slightly less than seven 
 per cent. In this same Cyclopaedia the 
 clergy has of Harvard men 204 ; of 
 Yale 194. Of soldiers, Harvard 39, Yale 
 37; lawyers, Harvard 162, Yale 149; 
 statesmen, Harvard 50, Yale 55 ; business 
 men, Harvard 39, Yale 19; naval officers, 
 Harvard 3, Yale o; authors, Harvard 93, 
 Yale $3; physicians, Harvard 91, Yale 43; 
 artists, Harvard 12, Yale 4; educators, 
 Harvard 95, Yale 83 ; scientists, Harvard 
 37, Yale 38 ; journalists, Harvard 14, Yale 
 15; public men, Harvard 32, Yale 14; 
 inventors, Harvard I, Yale 3; philanthro-. 
 pists, Harvard 9, Yale 6. As one com- 
 pares these two sets of figures he is 
 at onge. with the similarities and 
 
PRE-EMINENCE OF THE GRADUATE. l6g 
 
 the dissimilarities. In the number of 
 clergymen and of lawyers there is com- 
 parative equality. In the number of edu- 
 cators each college has a similar credit. 
 But in respect to the significant callings 
 of the physician and of the author there 
 is a great variance: Harvard has 91 
 physicians, Yale 43 ; Harvard has 93 
 authors, Yale 53. 
 
 I have been questioning myself as to 
 the cause of such a dissimilarity. I am 
 inclined to think that the reason Har- 
 vard has a so much larger number of 
 distinguished physicians lies in the fact 
 that the Harvard Medical School is as- 
 suredly a more conspicuous agency than 
 the Yale Medical School, and that it has 
 been more easy for the bachelor of Har- 
 vard to become a physician through his 
 own Medical School than for the Yale 
 bachelor to become a physician through 
 either the Harvard or his own Medical 
 School. The difference between the num- 
 of authors among the Harvard gradu-r 
 
W1TIIIX COLLEGE WALLS. 
 
 ates and among- the Yale graduates has 
 long been recognized. It has always been 
 said that the literary influences of Cam- 
 bridge and Boston are stronger than 
 those of New Haven and New York. 
 American historians have dipped their 
 pens into the Harvard ink-bottle. Of our 
 historical pentarchy, Bancroft and Motley 
 and Parkman and Palfrey and Henry 
 Adams are Harvard men. Of our poeti- 
 cal pentarchy, Lowell and Holmes and 
 Emerson are Harvard men. What is the 
 cause of such literary preponderance? A 
 general cause may lie in the fact that 
 Boston has been the literary centre of 
 the United States. A general cause may 
 also lie as far back as the earlier colonial 
 period ; the colonial pulpit had a tremen- 
 dous influence in the promotion of the 
 higher intellectuul interests. I also judge 
 that a further and more immediate cause 
 of the literary pre-eminence of Harvard 
 students is found in the fact that the 
 chairs of literature at Harvard have been 
 
PRE-EMIXENCE OF THE GRADUATE. I /I 
 
 filled by such teachers as Longfellow and 
 Lowell and Edward Tyrrell Channing. 
 
 Over the name of Channing one likes 
 to linger. It is to Channing above every 
 one else that this pre-eminence is due. 
 Mr. Edward Everett Hale says : 
 
 " I once heard it said, by a person 
 competent to judge, that Harvard College 
 had trained the only men in America 
 who could write the English language, 
 and that its ability to do this began with 
 the year 1819 and ended with the year 
 1851. The same person added that who- 
 ever chose to look on the college cat- 
 alogue would see that those were the 
 years when Edward Tyrrell Channing 
 began and ended his career as the Boyl- 
 ston Professor of Rhetoric and Oratory. 
 This was said thirty years ago." * 
 
 Mr. Hale adds : 
 
 " Half a century afterwards, when I was 
 an overseer, the president of the time said 
 
 * " My College Days," Atlantic Monthly, March, 1893, 
 Vol. LXXI., No. 425, pp. 360, 361. 
 
IV 1 THIN COLLEGE WALLS. 
 
 to me, 'You cannot get people to read 
 themes for many years together.' I said, 
 ' I thank God every day of my life that 
 Ned Channing was willing to read themes 
 for thirty-two years.' " * 
 
 The work that the college can do for 
 a man in teaching him to write English 
 is slight, but is worth much. American 
 literature owes a debt to Edward Tyrrell 
 Channing which will never be properly 
 recognized. Less distinguished than his 
 brother, William Ellery Channing, Ameri- 
 can literature owes him an obligation 
 hardly less than that which the liberal 
 church of America owes to the distin- 
 guished apostle of Unitarianism. 
 
 But when, in comparing Harvard and 
 Yale, we turn to what are called states^ 
 men, we find that the advantage lies 
 with the college in New Haven. Harvard, 
 although having a larger number of grad^ 
 uates, is credited with only fifty states- 
 
PRE-EMINENCE OF THE GRADUATE. 173 
 
 men, while Yale is credited with fifty- 
 five. It has commonly been said that 
 Harvard is more of a literary college 
 and Yale more of a college fitting one 
 for a political career. It would seem 
 that possibly Yale is touched by what 
 may be called the American spirit. A 
 Harvard graduate and also a teacher in 
 Harvard has lately said : 
 
 " The essential object of the institution 
 [Yale] is still to educate rather than to 
 instruct, to be a mother of men rather 
 than a school of doctors. In this Yale 
 has been true to the English tradition 
 and is, in fact, to America what Oxford 
 and Cambridge are to England, a place 
 where the tradition of national character 
 is maintained, together with a traditional 
 learning. If there is a difference, as of 
 course there is, between the Yale under- 
 tone of crudity and toughness and the 
 sweet mellowness of studious and athletic 
 life in England, that is not the fault 
 of Yale, but is due to the fact that 
 
174 WITHIN COLLEGE WALLS. 
 
 English and American society are at 
 different intellectual stages. The Yale 
 principle is the English principle and the 
 only right one. . . . No wonder that 
 all America loves Yale, where American 
 traditions are vigorous, American instincts 
 are unchecked, and young men are 
 trained and made eager for the keen 
 struggles of American life." * 
 
 In a word, Yale seems to be more 
 American than Harvard. Political life, 
 statesmanship, represent a very important 
 part of American life. Therefore a larger 
 number of distinguished men of Yale we 
 do find in statesmanship than of Harvard. 
 
 Let me also make comparisons of cer- 
 tain other colleges. I select, as standing 
 at the head of the list, Amherst and 
 Bowdoin. Amherst is credited with 102 
 men of distinction, Bowdoin with 104. 
 Let us run through the list and see how 
 in respect to professions the balance 
 
 * Harvard Monthly, " A Glimpse of Yale," by George 
 Santayana, December, 1892, Vol. XV., No. 3, p. 95. 
 
PRE-EMINENCE OF THE GRADUATE. 1/5 
 
 stands. Of clergymen Amherst has 27, 
 Bowdoin 24 ; soldiers, Amherst 4, Bowdoin 
 3 ; lawyers, Amherst 7, Bowdoin 1 5 ; states- 
 men, Amherst 4, Bowdoin 10 ; business 
 men, each 3 ; naval officers, Amherst o, 
 Bowdoin I ; authors, Amherst 7, Bow- 
 doin 15; physicians, each 8; artists, 
 Amherst o, Bowdoin 2 ; educators, Am- 
 herst 24, Bowdoin 16; scientists, Am- 
 herst 12, Bowdoin 2. Also put down 
 side by side the old college of William 
 and Mary that has practically ceased to 
 be and the newer college of Jefferson's 
 creation, the University of Virginia, that 
 has and is to have a very great influence 
 in the intellectual life of the South. Will- 
 iam and Mary has 82 men of fame, the 
 University of Virginia 54. Of clergymen, 
 the University of Virginia has 9, Will- 
 iam and Mary 7 ; soldiers, University of 
 Virginia 4, William and Mary 7 ; lawyers, 
 University of Virginia 8, William and 
 Mary 15 ; statesmen, University of Vir- 
 ginia 8, William and Mary 29 ; educa- 
 
WITHIN COLLEGE WALLS. 
 
 tors, University of Virginia 8, William 
 and Mary 5. 
 
 Dartmouth and Brown are credited with 
 comparatively the same number of distin- 
 guished graduates, Dartmouth having 208, 
 Brown 189. Observe the similarities and 
 dissimilarities in the different callings. 
 Brown has 53 clergymen, Dartmouth 60; 
 Brown has 6 sbldiers, Dartmouth 10; 
 Brown has 33 lawyers, Dartmouth 36 ; 
 Brown has 21 statesmen, Dartmouth 22; 
 Brown has 12 physicians, Dartmouth 8; 
 Brown has 27 educators, Dartmouth 44. 
 
 Compare also two colleges dissimilar 
 in history and association, Williams and 
 the University of Pennsylvania. The 
 University of Pennsylvania is said to have 
 175 distinguished men among its grad- 
 uates, Williams 157. Included in and 
 making up these numbers the Univer- 
 sity of Pennsylvania is credited with 40 
 clergymen, Williams 43 ; University of 
 Pennsylvania, 2 soldiers, Williams 6; 
 University of Pennsylvania, 30 lawyers, 
 
PRE-EMINENCE OF THE GRADUATE. 
 
 Williams 23 ; University of Pennsylvania, 
 7 statesmen, Williams 12 ; University of 
 Pennsylvania, 12 business men, Williams 
 7 ; University of Pennsylvania, 1 1 authors, 
 Williams' 9 ; University of Pennsylvania, 
 34 physicians, Williams 1 1 ; University of 
 Pennsylvania, 7 educators, Williams 26. 
 
 As one goes through these compari- 
 sons one is struck, as in the case of 
 Yale and Harvard, with the similarities 
 and dissimilarities. Similarities, however, 
 are somewhat constant. Colleges on the 
 whole seem to have about the same 
 proportion of men in the different call- 
 ings. And yet observe the contrasts. 
 Amherst is credited with 4 statesmen, 
 Bowdoin 10; Amherst with 7 authors, 
 Bowdoin 15. Why these marked differ- 
 ences ? We know that from Bow- 
 doin came Longfellow and Hawthorne, 
 Franklin Pierce and John A. Andrew. 
 And we also know that these men had 
 their college days in a time when 
 Amherst was in its feeble infancy. It 
 
1/8 /F/7Y///T COLLEGE WALLS. 
 
 would seem that the early forces at 
 Bowdoin employed either in attracting 
 men or in offering tuition were some- 
 what stronger than were the forces of 
 the Massachusetts college. Amherst has 
 given to the world a Storrs, a Beecher, 
 a Roswell D. Hitchcock. But the college 
 days of these men were after the college 
 days of Longfellow, of Hawthorne, and 
 of Franklin Pierce. William and Mary, 
 too, has turned out far more statesmen 
 than the University of Virginia, the child 
 of the brain of Thomas Jefferson. But 
 William and Mary was the chief Vir- 
 ginia college in the eighteenth century. 
 It helped to make the men who helped 
 to make the great Revolution. 
 
 I have been, I confess, a little sur- 
 prised to find that Dartmouth has not ed- 
 ucated a greater number of distinguished 
 lawyers. It is commonly understood that 
 the training given at this college is 
 specially promotive of legal power and 
 legal discipline. The names of Rufus 
 
PRE-EAflNEXCE OF THE GRADUATE. 1 79 
 
 Choate and Daniel Webster occur. And 
 yet Dartmouth lias educated only three 
 more distinguished lawyers than Brown, 
 and fewer than Harvard or Columbia or 
 Princeton or Yale ; only seven more than 
 Union, only six more than the Uni- 
 versity of Pennsylvania. But Dartmouth 
 has trained a greater number of edu- 
 cators than Brown, as forty-four is greater 
 than twenty-seven. It may be that the 
 cause of this lies in the fact that Dart- 
 mouth has been a country college, at- 
 tended by country boys. Country boys 
 are usually poor in college, poor before 
 college and poor after college for a time. 
 The ready-made method of relieving the 
 straits of poverty in college and after 
 college is teaching ; and when one has 
 once entered into the profession of teach- 
 ing, it is easy to stay. 
 
 It is noted that Williams has furnished 
 eleven distinguished physicians and the 
 University of Pennsylvania thirty-four. 
 The explanation of such a difference lies 
 
ISO U\T1I IN COLLEGE WALLS. 
 
 probably in the fact that Philadelphia, the 
 site of The University, above every other 
 place in America is distinguished for its 
 Medical Schools. The University of 
 Pennsylvania itself is probably more dis- 
 tinguished by reason of its School of 
 Medicine than by its undergraduate de- 
 partment. Therefore it is not unnatural 
 for its bachelors to enter the School of 
 Medicine. No such condition obtains at 
 Williams. And it may be remarked in 
 general that differences of condition are 
 a chief element in explaining^ these differ- 
 ences of results. It is also possible that 
 these figures may warrant the remark 
 that wherever a college is found in which 
 there is one man of special strength cr 
 eminence the graduates naturally turn 
 toward that profession or work in which 
 this strength is of peculiar worth. 
 
 It therefore does not seem too much 
 to say that the American college has 
 profoundly influenced American life. It 
 has not been the mother of great move- 
 
PRE-EMINENCE OF THE GRADUATE. l8l 
 
 ments, like Oxford, but it has been the 
 mother of great men, like Cambridge. 
 It has not made great soldiers or sailors, 
 great artists or inventors ; but it has con- 
 tributed vastly toward the worth of the 
 more considerable elements of thought 
 and character. It has not created poets, 
 but it has enlarged the vision of the poet 
 and sweetened his song. It has not 
 created historians, but it has given to 
 the writer of history a subject, taught 
 him to investigate, to weigh evidence, to 
 write with power. If its influence has not 
 touched certain eminent preachers, it has 
 added to the knowledge and disciplined 
 the powers of thousands of clergymen. 
 It has brought and is daily bringing a 
 larger offering to the editorial desk, the 
 lawyer's office, the medical clinic. 
 
 The noble words of Newman one may, 
 with certain changes, apply to the Amer- 
 ican college : A college training is " the 
 great ordinary means to a great but 
 ordinary end ; it aims at raising the in- 
 
1 82 WITHIN COLLEGE WALLS. 
 
 tellectual tone of society, at cultivating 
 the public mind, at purifying the national 
 taste, at supplying true principles to 
 popular enthusiasm and fixed aims to pop- 
 ular aspiration, at giving enlargement and 
 sobriety to the ideas of the age, at facili- 
 tating the exercise of political power and 
 refining the intercourse of private life. 
 It is the education which gives a man 
 a clear conscious view of his own opinions 
 and judgments, a truth in developing 
 them, an eloquence in expressing them, 
 and a force in urging them. It teaches 
 him to see things as they are, to go right 
 to the point, to disentangle a skein of 
 thought, to detect what is sophistical and 
 to discard what is irrelevant. It prepares 
 him to fill any post with credit, and to 
 master any subject with facility. He is 
 at home in any society, he has common 
 ground with every class ; he knows when 
 to speak and when to be silent ; he is 
 able to converse, he is able to listen ; he 
 can ask a question pertinently, and give 
 
PRE-EMINENCE OF THE GRADUATE. 183 
 
 a lesson seasonably; he is ever ready, yet 
 never in the way ; he is a pleasant com- 
 panion, and a comrade you can depend 
 upon ; he knows when to be serious and 
 when to trifle, and he has a sure tact 
 which enables him to trifle with graceful- 
 ness and to be serious with effect. He 
 has the repose of a mind which lives in 
 itself, while it lives in the world, and 
 which has resources for its happiness at 
 home when it cannot go abroad. He has 
 a gift which serves him in public, and 
 supports him in retirement, without which 
 good fortune is but vulgar, and with 
 which failure and disappointment have a 
 charm." * 
 
 It is significant that we call the college 
 not almus pater but alma mater. She 
 gives to us intellectual life and cradles 
 that life in its first feebleness. It is almost 
 as rare to find a son complaining of his 
 college as it is to find him complaining 
 
 * Idea of a University, pp. 177, 178. 
 
1 84 WITHIN COLLEGE WALLS. 
 
 of his first home. Happy the man 
 who has two mothers whom he rev- 
 erences ! Old President Ouincy of Har- 
 vard said that a man got a good deal 
 out of college if he just rubbed his 
 shoulders against the college buildings. 
 But he certainly does not get much in 
 this way in comparison with what he 
 gets by rubbing his head against the 
 cases in the library. For to the true 
 man of alert intellect, pure heart, and 
 strong will, the college represents a new 
 birth and a new life. College is simply 
 another name for Opportunity: Oppor- 
 tunity, widest, deepest, highest, richest. 
 
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 THE DIVINE ART OF PREACHING. By Rev. 
 ARTHUR T. PIERSON, D.D. 
 
 CONTENTS. I. The Sermou as an Intellectual Product. 
 II. The Preacher among His Books III. The Preacher 
 with His Themes. IV. The Preacher Training His Memory. 
 V. The Twin Laws of the Sermou. VI. Types of Sermon 
 Structure. VII. The Preacher among the Mysteries. VIII. 
 The Preacher among the Critics. IX. The Preacher with 
 His Bible. X. The Preacher in His Pulpit. XI. The 
 Preacher among Snares. XII. The Preacher among His 
 People. XIII. The Preacher Communing with the Spirit. 
 
 "It contains the freshest thoughts of one of the leading 
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 HOW TO BE A PASTOR. By Rev. THEODORE 
 CUYLER, D.D. 
 
 CONTENTS. I. Importance of Pastoral Labor. II. Pas- 
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 IV. Treatment of the Troubled. V. How to Have a Work- 
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 VIII. A Model Prayer-meeting. IX. Revivals. X. Drawing 
 the Bow at a Venture. XL Where to be a Pastor. XII. Joys 
 of the Christian Ministry. 
 
 "The fruit of large native sense, long experience, \vide 
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 THE WORKING CHURCH. By Rev. CHARLES F. 
 THWING, D.D. 
 
 I. The Church nnd the Pastor. II. The Character of 
 Church Work. III. The Worth and Worthlessness of 
 Methods. IV. Among the Children. V. Among the Young 
 People. VI. Among Business Men. VII. From the Business 
 Point of View. VIII. Two Special Agencies IX. The 
 Treatment of Strangers X. The Unchurched. XL Duties 
 Toward^ Benevolence. XII. The Rewards of Christian Work. 
 XIII. In the Country Town. 
 
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 TWO BOOKS ON ART. 
 
 CRAYON PORTRAITURE. Complete Instructions 
 for Making Crayon Portraits on Crayon Paper and 
 on Platinum, Silver, and Bromide Enlargements. 
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 A carefully prepared hand-book for professional and ama- 
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 and processes employed. The coloring of photographs, engrav- 
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 making of French Crystals are also fully treated. 
 
 The author's successfully accomplished intention is to fur- 
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 taste as an amateur. 
 
 AMATEUR PHOTOGRAPHY. A Practical Guide 
 for the Beginner. By W. I. LINCOLN ADAMS, Editor 
 of " The Photographic Times," " The American 
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 and will introduce the reader to new fields of interest. 
 
 CONTENTS. IT Apparatus. II. In the Field. III. In the 
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 VI. Instantaneous Photography. VII. Flash-light Photog' 
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 phy. IX. Composite Photography. X. The "Fathers of 
 Photography." APPENDIX, Tables, Formulae, etc. 
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 THE WAVERLEY NOVELS. By Sir WALTER 
 SCOTT. Centenary Edition, in 25 volumes. Illus- 
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 BOOKS ON SHORT-HAND AND TYPEWRITING. 
 
 HUMPHREY'S INTERLINEAR SHORT-HAND 
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 Colleges. A complete and conveniently arranged 
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 LETTERS FOR SELF -INSTRUCTION IN THE 
 GERMAN LANGUAGE. By SOLOMON DEUTSCH, 
 Ph.D. 2 vols., 8vo, cloth, $5.00. Each volume also 
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 intelligible. The author is thorough ; in order to be easy he 
 cannot be brief ; he explains carefully." 
 
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 The subject-matter of the book is divided into twenty-four 
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 TODD'S INDEX RERUM. By JOHN TODD, D.D. Re- 
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 who are interested in the best education. 
 
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