1945 5 y 2 THE INAUGURAL ADDRESS OF THE REV. J. G. BINNEY, D. D., AS PRESIDENT OF THE COLUMBIAN COLLEGE, D.C., WEDNESDAY, JUNE 17, 1855. WASHINGTON : PRINTED BY R. A. WATERS. 1857. ;d THE INAUGURAL ADDRESS REV. JP'g^INNEY, D. D., AS PRESIDENT OF THE COLUMBIAN COLLEGE, D. C, WEDNESDAY, JUNE 17, 1855. WASHINGTON : PRINTED BY R. A. WATERS. 1857. ^ t4 » Washington, D. C, December 19th, 185G. Rev. Dr. J. G. BINNEY, Dear Sir: The friends of the Columbian College are urgent that the resolution of the Board of Trustees, passed after the delivery of your Inaugural Address, requesting it of you for publication, should be again brought to your notice. They hope you will not defer the publication of it any longer, and believe that the interests of the Col- lege and of humanity would be advanced by the diffusion of its wise and elevating sentiments. That it may be your pleasure to grant it for these purposes, is the wish of Your obedient servant, S. C. SMOOT, Sec. Board of Trustees of Col. Coll. Columbian College, December 22nd, 1856. S. C. SMOOT, M. D., Sec. Board of Trustees of Col. Coll. Dear Sir : When my address was first requested for the press, I supposed that my friends had overlooked the unusual number of such addresses being published about that time. I was, therefore, reluctant to comply with the request. If, however, they now think that its publication will in any way promote the best interests of education, it can but give me pleasure to accede to their wishes : I accordingly send you the manuscript: Very respectfully. Your obedient servant, J. G. BINNEY. ADDRESS When hearers are anticipating interest connected with novelty, it is, to the speaker, a depressing consideration, that '' the thing which hath been is that which shall be," and that "there is no new thing under the sun." Especially is this true of occasions like the present, when, from the nature of the case, every thought and almost every possible modification of thought have long since been made common property. But if with the wisest of men we are constrained to ask — " Is there anything whereof it may be said, See, this is new ?" — it is a partial relief to this depression to consider, that the same wise man has immediately added, " There is no remembrance of former things." If the often repeated pre- sentation of the claims of a Liberal Education had found a lodge- ment in the minds of men and had produced its legitimate effect in the community, there would remain as little motive to a re- newed consideration of the subject, as there can be pleasure in it. But the highest interests of man, however ably reasoned and beautifully and forcibly illustrated, coKe slowly to occupy, in our minds and efforts, the place they so richly deserve. True, every friend of man and of liberal, civil institutions must rejoice at the wide diffusion of knowledge, at the multiplication, 6 over all our land, of institutions fpr j^opular education, which characterize the spirit of our times and of our country. Even those, who in former times and other lands thought " ignorance the mother of devotion," find it essential to their purpose to rank themselves with the friends of this controlling spirit. But the interest thus manifest, however favorable to a partial cultivation of the mind and to the diffusion of knowledge among those previ- ously neglected, though it may conduce in some instances to higher attainments in particular branches of study, is far from elevating the standard of a Liberal Education : and, it is equally far from suitably fitting for their serious responsibilities those, upon whom, after all, we must depend to encourage, direct and sustain the whole movement, even for a widely diffused popular education. It is no new phase in the promotion of mental im- provement and learning that is now seen in other lands as well as all over our own country. It seems to be a habit of man to fol- low extremes and to avoid a proportional attention to whatever is valuable. There would seem to be some antagonism between dif- ferent branches of study, and some fatal consequence awaiting the symmetrical development of the whole mental and moral man. It is not enough that every facility be provided for those who, by circumstance or character, are limited to a narrower sphere ; but the whole system must be levelled and the foundation itself re- moved, on which we have hitherto based our hopes of sound learn- ing. Mental, moral and physical science must be divorced. Elegant literature must again contend for supremacy, if not for existence, with mathematics and philosophy. Esthetics must give place to what is deemed more immediately conducive to the prac- tical purposes of the life that now is. Physical science must press its conquests at the expense of general cultivation, and particular professions are to attain a supposed higher, special qualification by neglecting what is not within their own immediate sphere. Or, ns circumstances and apparent interest indicate, all this may be reversed ; but still so as to leave part in conflict with part throughout the educational system. But no class of opposition to liberal study is now more preva- lent or more effectual, than that arising from the utilitarian spirit of the age. The attention is fixed on what is present and material, and the aim and effort are valued in proportion as they promise wealth, or its kindred benefits. And, even in this contracted circle, appearance is taken for reality, and men contend for art against science, and for practice against theory, as though prac- tice must not at some point involve theory, and as though art could far ^progress without the aid of science. True they may be far separated in time, and by no means be found in the same per- son ; but their relation is nevertheless as real and as necessary as though simultaneously originating from the same source. After all, we may object not so much to a desire to secure the useful, as to the misapprehension of what constitutes the useful. Is it merely that which enables man to gain and increase wealth and to multiply material benefits ? Can his happiness be drawn from such sources ? Can his interests be secured alone or mainly by such means ? Man has mental, moral and social capacities, with their corresponding interests. He has relations not only to his family, but to society about him, to his country, to the world and to God, with their corresponding duties to be performed. He is a creature not merely for time but for eternity, for which he is to make suitable prepara- tion. Can the useful, then, be limited to the present, and to the material ? Must it not, of necessity, include whatever best devel- opes and educates the whole mental, moral and social man, whatever best qualifies him for happiness, usefulness and the per- formance of duty in every relation with men and with God ? Can the mere morning of his existence demand so much, and eternity, his unending day, be excluded from those interests, for which he is to provide ? Surely, then, whatever renders man happy, duti- ful and useful in all his relations, and prosperous in all his inter- ests for this life and for that which is to come, must have place among the useful in any rational estimate. It is with such difficulties that Liberal Study has before conten- ded, and the conflict continues undiminished in our own times. Amid much to gratify and to encourage, respecting popular edu- cation and special studies — the friends of a liberal course of study must still blench at no difficulties, nor be allured from their pur- pose by any empiricism of the age. Such is the real position of what may, with propriety, be called a Liberal Education in our own land at the present time : and, this occasion naturally and almost necessarily requires us to review in the simplest manner the claims of such a system of Education. With this in view, it cannot be difficult to determine the char- acter and extent of the Education to be desired in circumstances such as now encompass us. The ultimate object to be attained is, the most perfect character and the greatest amount of happiness and usefulness for the whole of existence for ourselves and for others. The immediate object is to develope and strengthen every faculty of man, as an agent, — it is to furnish him with all possible knowledge, — to place at his disposal every attainable means, — it is to teach him how best to exert his power, and to apply his means for the attainment of his ultimate object. He is hence to learn what may rationally be expected and attempted, from the nature of the case ; and from the experience of others he is to be so taught the conditions of success and failure, as to preserve him equally from causeless dependency and inaction and from unrea- sonable confidence and rash activity. Less than this would be unworthy of our exalted position as men, of our privileges and responsibilities as American citi- zens, and of our obligations as Christians. So intimately are the immediate and ultimate objects related, that the latter can rea- sonably be expected only as the former is attained. And, as in Christianity man should not only cultivate any particular grace and perform any individual duty to the utmost extent, but should im- prove in every grace and perform all duty, however varied with a like energy and fidelity ; — so, in education, should the whole man be trained to secure every interest and to meet every responsibility. As in Christianity, symmetry and proportion not less than any special excellencies are essential to the highest Christian attainments, so are symmetry and proportion essential to the highest excel- lence in any system for the training and furnishing of the human mind. And though, from the brevity and circumstances of a Col- lege course, and the extent of what is to be acquired, only the child or the youth of the future man can be formed ; yet, let the child pos- sess every faculty and lineament of the educated man, that when he comes to maturity he may possess in fair proportions all his members, senses, instincts, all his intellectual faculties and moral powers. "The child is /a^/ier of the man," it is said, — child, then, though he may be, let him be in miniature the perfect man. It is however admitted, there may be some, indeed many, who having in view some particular department in practical life, need qualification for that particular sphere; while there may be neither time, capacity, nor disposition for a more liberal culture. So far as this claim depends upon a supposed incapacity, it is not certain that it should be considered an exception to the general rule. Bishop Butler has truly said, " The constitution of human crea- tures, and indeed of all creatures that come under our notice, is such as that they are capable of naturally becoming qualified for states of life, for which they were once wholly unqualified. We are capa- ble, not only of acting, and of having difierent momentary im- pressions made upon us, but of getting a new facility in any kind 2 10 of action, and of settled alteration in our temper and character." This is certainly true of most of the cases of which I now speak. It is not, then to be assumed, that an indisposition, or an apparent want of adaptation, is necessarily an incapacity. The gain, how- ever, may not under certain circumstances, justify the expense — and the want of time necessarily limits the qualification. Un- questionably such wants should be supplied ; and if the Academy or the High School does not meet the demand, let the College afford every possible facility. Let the student pursue any study or class of studies, so far as shall not prejudice the chief object of the Insti- tution, that may meet his special necessities. If it is requisite, and if even for him, a more symmetrical, though equally brief course might not be better, a question which we now intentionally pass over, let it be granted with every advantage and honor consistent with the facts of the case. We may admit even more than this : — there may be some, who from causes just stated, but not to the same ex- tent, desire to secure more of what may still come short of a full, liberal Education. Wishing a wider sphere for their action in life, they yet intend so to limit that sphere, as not to demand as they suppose, those qualifications, which depend upon a full course of study. The languages, or mental, or physical scien- ces may, one or more of them, be deemed unessential to their pro- posed pursuits, — hence, these must be sacrificed. That such a de- mand exists arising either from necessity or from misapprehension, cannot be questioned. That this demand should be met is gener- ally conceded. Without doubt the wants of the community and the demands of the age, in which we live, should be regarded with consideration ; though we may doubt, in many or even in most cases, the desirableness of that condition of society, which originates the necessity. The College may the more readily sup- ply this requisition, as the regular classes afi*ord every facility for so doing. No new Institution, or Professorship, or even classes 11 are here needed ; — for the liberal course of study does, or should, cover the whole ground. But we have yet met no consideration, which should make us forget that there is in our land another, class — a class so large as to form a rule, to which all other classes resorting to our higher Institutions of learning, are exceptions. -The age, aims and capacities of this class require all that can be attained. With these are associated many, who, though opposed by every diflSculty, yield to no obstruction. They are men of no- ble soul, of high aspiration in what is good and great, and in all that is truly useful. They are men of settled purpose — men who rightly estimate the value of the object, and having counted the cost, demur not to pay the price. They would blush to feel that they are less, or can do less, than all for which they are endowed. They measure their capacity by what has been, what may be, and what ought to be, rather than by any present development. That such men have necessities, corresponding to their character and aspirations needs no formal statement. Admitting then the necessity for instruction adapted to all these classes, from those requiring but one branch to those ap- proximating to a full course of study, though still falling short of it, need this conflict with the wants of those differently circum- stanced ? They are permitted to pursue any and every study, for which they have inclination or ability, and to receive honorable testimonial of all actual attainment. On the principle that "knowledge is power," if circumstances permit not all we could desire, we may rejoice at every approximation to the perfect standard. And if all may not be secured, we cheerfully bestow a part. The more, the better ; even a little is better than none. We cannot adopt the sentiment, "Drink deep, or taste not." We congratulate the man, who, having but one talent, properly im- proves that. But must we not, upon the same principle, experience corresponding interest in all that is included in a Liberal Educa- 12 tion, and should we not with corresponding interest provide for their wants, who ask the highest qualifications — who wish symmetri- cally to train and proportionately to furnish the mind for any and every contingency, in this world of so serious responsibilities, and of so many and so strange vicissitudes? We may, we ought, effectually to sympathize with those, whose circumstances neces- sarily limit their attainments ; but surely we ought not to sympa- thize with any, who, like the fox in the fable, would preserve their own relative position by curtailing the privileges of their fellows. • It may be objected, that no man can know or do every thing. Hence, the principle of "division of labor" may be pressed to an extreme. The mental faculties may be divorced from each other in order to gain a special power, and the departments of litera- ture and science may be portioned out, as labor is divided in the manufacture of a pin, or of the works of a watch. Conceding most cheerfully all that may be required by this principle, when legitimately applied to the labor of the student, it is by no means seen that it is so applied at this stage of the mind's efforts in the departments of literature and science. When the point of that application is reached, we hope not to shrink from any of its responsibilities. But with reference to the necessities of the class last named, 'neither their age, circumstances, nor desires are ready for any special direction of the mind for life. They need, and if properly influenced, they wish, only that the whole mind be developed, directed and strengthened ; and that the whole field of sound learning be so spread out before them, as that they may see and appreciate its entire range. They ask first of all to be qualified to select, and then to prepare for, any special depart- ment. It ought perhaps to be more distinctly stated, that in our esti- mation, no system of education is adequate to the case, which 13 neglects to provide for the wants of the moral man. It is, indeed, assumed in a portion of the College curriculum, and may there- fore be included in what has been justly regarded as a Liberal Education. If it may not have, as in Harvard University, that ancient and honorable seat of liberal learning, a "Professorship of the heart," — it may and ought to devolve upon all the faculty the duties of that chair. Its spirit, no less than its form, should be made to pervade all professorial College influence. Sad must be our condition, when from the halls of literature and science shall be excluded the claims of the soul, in its relations to men, to God, and to eternity : — sad, indeed, must it be, if human at- tainments, however valuable, shall be there made at the expense of an interest in the great salvation of the Gospel. I would not place the cross over the portals of the College buildings ; but I would have its spirit pervade the common heart of the faculty, and I would test the standing and the safety of the Institution, not less by its success in influencing the moral, than in educating the in- tellectual man. We may now more particularly consider the adaptation of such an education to the attainment of the object proposed. We shall confine our attention chiefly to the immediate object — that is, to de- velope and strengthen every faculty of man, as an agent — to fur- nish him with all possible knowledge, as a means — and, to teach him how best to exert his power and to apply his means for the attainment of his ultimate object. That incomparable writer. Bishop Butler, has clearly presented the foundation on which this whole superstructure must rest. lie did not so much argue the point, as he assumed it to be true, for the purpose of his "Analogy." After saying, "men are capable of naturally becoming qualified for states of life for which they were once wholly unqualified," and " of getting a new fa- cility in any kind of action, and of settled alterations in our tern- 14 per or character," he adds, in connexion, "However, the thing insisted upon is, not what may be possible, but what is in fact the appointment of nature, which is, that active habits are to be formed by exercise. Their progress may be so gradual, as to be imper- ceptible of its steps ; it may be hard to explain the faculty by which we are capable of habits, throughout its several parts, and to trace it up to its original, so as to distinguish it from all others in our minds; and it seems as if contrary effects were to be ascribed to it. But the thing in general, that our nature is formed to yield, in some such manner as this, is matter of certain expe- rience. Thus by accustoming ourselves to any course of action, we get an aptness to go on, a facility, readiness and often pleasure in it. The inclination which rendered us averse to it grows weaker ; the difficulties in it, not only the imaginary, but the real ones, lessen ; the reasons for it offer themselves of course to our thoughts, upon all occasions ; and the least glimpse of them is sufficient to make us go on in a course of action, to which we have been accustomed. And practical principles appear to grow stronger absolutely in themselves, by exercise, as well as relatively, with regard to contrary principles ; which, by being accustomed . to submit, do so habitually, and of course. And thus a new char- acter, in several respects, may be formed ; and many habitudes of life, not given by nature, but which nature directs us to acquire. Indeed, we may be assured that we should never have had these capacities of improving by experience, acquired knowledge and habits, had they not been necessary, and intended to be made use of. And accordingly we find them so necessary and so much in- tended, that without them we should be utterly incapable of that which was the end for which we were made, considered in our tem- poral capacity only ; the employments and satisfactions of our mature state of life." That this is true, is evident to every care- ful observer of mankind. Each period of life is a condition of 15 preparation for that which is to follow, and the proper improve- ment of the present can alone fit for the future. By the perform- ance of all duty, every faculty is not only to be trained and strengthened, but powers previously dormant are to be awakened, and our tastes are to be not only chastened, but changed. The faculties of the infant begin their development by observation ; this is followed out in childhood and youth by a wider and more critical notice of external objects, with more or less use of the intellectual powers ; until in early manhood there are plainly de- veloped capacities, which did not appear in early life. So will also be seen a gradual increase of strength in each faculty, in pro- portion to its use. Why should not this law of the mind, not less than that of the body, continue in after life, not only in the strength and agility of faculties already manifest, but in the awakening and concentrating of those hitherto lying dormant ? Here, then, by the law of nature, Education first begins to exhibit its power. By that law, it commences in the nursery and in the family — to be early followed by the observation of men and things, a world of wonders above and about them — to be soon, how soon and to what precise extent cannot perhaps be definitely determined, at- tended by an apprehension of the world within them. The Crea- tor has himself thus beneficently provided, from the nature of the case, for the education of the mind in that earlier period, when its interests might be most neglected by those upon whom it must depend. What is ordinarily called Education, is the provision made by the parent, or by others, to follow out this process of unfolding and training the mind ; until, being furnished also, it is fitted for itself to choose, and qualified to fill its own sphere in life. The first influence, then, of the system is felt in the mind itself. Each faculty is unfolded by appropriate means and strengthened by a suitable use. To develop it, the germ of that faculty must itself be quickened ; to strengthen it, the faculty it- 16 self must be exercised. There can be no exception to this, it is an invariable law. It is on this law that Dr. Wayland bases the most important of his views respecting the government of the conscience. "Conscience," he says, "follows the general law, by which the improvement of all our other faculties is regulated. It is strengthened hy use, it is impaired hy disuse.'' To prevent all possible misapprehension, he adds, " By use, we mean the use of the faculty itself and not of some other faculty. This is so plain a case, that it seems wonderful that there should have been any mistake concerning it. Every one knows that the arms are not strengthened by using the legs, nor the eyes by using the ears, nor the taste by using the understanding. So the conscience can be strengthened, not by using the memory, or the taste, or the understanding, but by using the conscience — -and by using it pre- cisely according to the laws, and under the conditions, designed by our Creator." From the connexion, we learn that he consid- ers, that the use of the faculty will be secured by its being brought into contact with its appropriate objects. The whole clearly and forcibly illustrates the position here urged. Each faculty is impaired, so far as it is disused ; it is developed and strengthened, in proportion to its exercise ; and, it assumes the character and type of that upon which or with which it is exercised, in proportion as the nearness and constancy of the contact is preserved. Plainly, therefore, there is no more mind, no more strength of the faculties, than there is use of those faculties. Startling as this general statement may be, I see not how the conclusion can be avoided without denying the premises, which seem to be true in fact. The perceptive and the reasoning faculties, the memory, the imagination and the con- science, fail in proportion as they are disused, and are quickened and strengthened in proportion as they are used. This is clearly seen in the history of individual minds. What then is the stand- 17 ard to be assumed by the friends of Education ? The mental and moral powers are the agent, by the use of which alone we can hope so to apply every class of influence as to secure our ultimate object. An agent is not expected to act contrary to the law of its own being. It acts with directness, with uniformity and with power, or the contrary, according to its own condition. It can contribute to the attainment of the ultimate object no more influ- ence in kind or degree, than it possesses. Shall we then educate the whole, or a part of the faculties ? Shall we afi'ord the mind those circumstances, in which, favorably influenced, it may be best developed, moulded, and strengthened ; or, shall we cast it forth to the hap hazard influences of the world, by them inevitably to be weakened and deformed ? Almost every branch of litera- ture and science has for itself urged attention, not only for the ♦knowledge it imparts, but for the discipline it afibrds the intellect. For the same reason, with a wider application, one so wide as to cover every department of knowledge, and to secure the disci- pline of all the faculties of man, we would urge attention to a course of liberal study. The curriculum of a College course is supposed to adapt itself to this necessity. It does not profess to perfect any faculty ; but to awaken, invigorate, and rightly di- rect each and all the faculties not only to act, but to act harmoni- ously. This it does by observing the law of the mind — by fur- nishing the legitimate means of calling every faculty into use, un- der the most healthful conditions. The course proposed, though it may not be perfect either in its parts, or in the proportional attention given them, cannot be passed in review without exhibit- ing this, its great, predominant feature. The distribution of every exercise and every study, with the proportional amount of time and attention bestowed on each, is designed to secure this essen- tial object. Whatever advantage may be derived from giving the whole attention to an isolated study, this great advantage must 3 18 be lost, the symmetrical development of the whole mind. Nor is it true, that a qualification to pursue one branch becomes such for any other branch, further than it can awaken, stengthen, and direct those faculties, with which those other branches must be prosecuted. The superior claims of a Liberal Education appear especially in the fact, that that alone, though it perfects nothing, prepares the agent for the successful application of its powers to everything. It is here, we apprehend, that such a course is a sine qua non. Different branches of study may be more or less suc- cessfully pursued, for the sake of information, at our pleasure ; but the powders of the mind can themselves be applied only as they have been educated. In immediate connexion with this, is that too often forgotten, but not therefore the less important considera- tion, the securing of the mens sana in corpore sano. The in- timate relation and mutual dependence of body and mind are w^ell ' understood, and are frequently urged upon educated men ; little effect, however, is produced in leading them to the observance of those laws, by which the healthful condition of both may be pre- served. The spirit of the age, concentrated in this country, is urging men, each in his own sphere, with the power of steam and the velocity of lightning, alike regardless of the wear and tear upon his own system, and of other equally cogent claims. Not content with its almost unlimited sway in political and commercial life, it must seize upon the liberal professions, and seek to impel and direct the labor of the literary and scientific. Nor can men engage even in the divine employment of the Christian, but under the same distorted and stimulated system. The immediate conse- quence is what might be supposed. Perhaps at no period more than the present, nor in any land more than in this, has there been so much insanity — so many disordered minds in enfeebled, diseased bodies. The Church, the State, and social life are alike agitated by "men of one idea," — an idea so intense, as to disturb the 19 mental balance. The power, therefore, of man as an agent is weak- ened, and the direction of that power is perverted, and the ulti- mate object of life, in almost every essential feature, is very often lost. Is it not then worthy of inquiry, whether the best interests of men, in every respect, do not demand more regard to the laws of the Creator — to those laws especially, which regulate all our faculties in just and symmetrical action ? And may not that in- quiry, with propriety, be here, to day, pressed upon the attention of the philanthropist and the Christian, of the patriot and the friend of all learning? May it not be especially urged upon the affection and interest of those who are to qualify their sons one day to meet, as best they may, the wear and tear of this con- flict in life ? We do not, indeed, assume that an Education, how- ever symmetrically and judiciously conducted, would prove an an- tidote to all the evils of life ; but, we may safely assert that, other things being equal, a mind so educated is least perverted, is most strengthened in all its parts, and is best fitted to direct and exert all its powers. It is best prepared to meet every unfavorable in- fluence, with the least danger to body or mind, to the moral powers, or the social or civil relations. To furnish the mind with all possible knowledge, as a means to the great end, is not to be slightly valued, though it may not, from the amount of informa- tion gained in any one study, equal popular expectation. The acquirement is, indeed, much more extensive, than is often sup- posed. Still, the object of a Liberal Education is not so much perfectly to furnish the mind for any one department, as it is to spread before the student an outline of all needful branches — to ex- hibit the true mode of investigation to be distinctively applied to every class of study, and to direct the mind to those sources of information, and to those means of a successful prosecution, which may, at pleasure, be applied to any sphere to which the attention may, in after life, be especially devoted. 20 If such is the influence of a liberal course of study upon man, as an agent, teaching him also how to make tributary to his pur- pose all knowledge, as a means, — its relations to different depart- ments of life must be apparent. In the learned professions, its necessity is becoming daily more imperative. They do not hold the high relative position in the community, that they once held. They no longer so efiectively stretch an apparently magic wand over the general interests of society. Even in their distinctive spheres, their views are received with less reverence, and their directions are less implicitly fol- lowed. To meet this with lamentation and complaint at the de- terioration of the times, is as unjust, as it is unwise and useless. It is not perhaps so much the disposition, as it is the capacity of the community, that has changed. Mental culture and gene- ral knowledge have been widely diffused — this has really elevated the condition of general society, and it has much more elevated its self-esteem. The professions, with here and there most praise- worthy exceptions, have not made corresponding progress. With much assumption at being in the world in this nineteenth century, and with much show of assumed facts, of immature thought, and of hasty generalizations and conclusions, there is really little advance in solid attainments. Besides, the facility with which they can be entered has allured to them the immature and the uninstructed, in such numbers as seriously to affect not only the reputation, but the character of the professions. Having neglected either a suitable basis for general ability, or the special qualification need- ful to meet their daily exigencies, and having perhaps hurried over both of them, these empirics think, that to be, classed with the able and the learned, makes them the same. Without capaci- ty, they assume responsibility, and hence fail. What marvel then, that the liberal professions should have lost a part of their influ- ence in a state of society so intelligent and so independent as our 21 own ! In the language of another : — " If the learned professions are ever to regain their ascendency, each in its appropriate sphere, it will not be by the spell of names or forms, nor yet by that of caste or social position ; it will be by obvious and incontestable evidence of superiority." But it is not enough that the professions should hold their rela- tive position in the community. They must also meet their own peculiar duties and responsibilities, necessarily enlarged in num- ber and importance from new phases and conditions in society, and the increased interests involved. The profession of law becomes more difficult in theory and in practice from the complications incident to the times in which we live. Its relations to the interests of the community generally, to the legislatures of our State and General Government, the relation of the Bar to the Bench, especially to the Bench of the Supreme Court of these United States, concentrate a weight of respon- sibility upon the legal profession, which should repel from it, awe struck, every aspirant of immature and unfurnished mind. It must not be supposed that pecuniary value alone is committed to their knowledge and skill : the dearest interests of the individual, of the family, and of the community, the interests of reputation and of life are poised upon their capacity and integrity. Now, when the mental ability which this involves is considered, the pro- cess of investigation, with the complicated character of what is to be examined, the extent of research into what may prove the basis of any decision ; when all these difficulties are remembered, surely none, but a man deranged in intellect or feeling, would presume upon entering, unqualified, this profession, unless, as " the hewer of wood and drawer of water" for its more worthy mem- bers. Nor can one contemplate the whole modus operandi of this profession, without seeing the necessity of all that mental capaci- ty and of all that knowledge which the most liberal culture sup- 22 poses. Every faculty of the intellect must be ready for use, as each in turn may be summoned to act ; the moral man must be so trained that every passion is subject to a well regulated will. The whole circle of knowledge must be around him, that he may avail himself of light from any direction ; he must know where to find the aid he needs, and he must know how to read up, if necessary, the subject before him of whatever nature it may be. Then comes the much easier, though often difficult work of making evi- dent to others, what is patent to his own mind. Has the medical profession a less extensive or imperative ne- cessity for qualification ? The interests involved therein are the most momentous of those belonging chiefly to the present life. Happiness and usefulness, for ourselves and others, in every rela- tion, largely depend upon health, and are wholly closed by death ; but health and life are committed almost unconditionally to the skill and fidelity of the medical man. An investigation of what enters into the varied elements of that skill, upon which we thus rely, would exhibit a demand for the utmost of mental improve- ment, and for a range of information, including whatever in the material, mental, or moral world, may affect the human system in its multiplied conditions of illness or health. It is not sufficient that he understands the complex machinery of the body in its parts and as a whole, and is able to detect every symptom of disorder therein ; or that he has at command the whole Materia Medica and can premise the efi'ect of its every article. He must have mental power sufficient to trace disease in its utmost compli- cations, and to detect its most hidden connexions with internal and external causes. There must be knowledge and ability to coun- teract these causes from whatever source they may arise, and to adapt a combination of medicaments to the worst complications of disease. And what is more, the application must often be imme- diate, or it will come too late. Life or death hang upon a word. I and that must be given without delay. Is this the time and are these the interests to be trifled with by one, whose indolence or folly has hurried him unqualified to apsume such responsibilities ? How often is the physician baffled in every atteujpt to benefit his patient, and how often does he even aggravate bodily disease by ignorance of the mental and moral constitution and its relation to the body ? He prides himself, perhaps, upon putting away from his diagnosis the only indication of a successful treatment. He reasons against or ridicules the mental condition — and he urges what a more intimate knowledge of the human mind and heart would teach him, must prevent recovery. This is true of condi- tions of mind arising from various sources of worldly solicitude ; but it is especially true where the moral man is agitated from religious considerations. Under such circumstances, the well qual- ified physician will not attempt to exclude from the sick room all presentation of religious subjects. He well knows that the agita- tion of the heart arises from what is already known or feared by the patient. Much less will he attempt, by reason or by ridicule, merely to silence the admonitions of conscience, of common sense, and of the Bible, at a moment when such considerations so natu- rally arise in a thinking, honest mind. If he is acquainted with the mental wants of his patient and is prepared himself to meet them, his first prescription will often be for the mind and the heart ; and if he has not the needed qualification, he will invite the co-operation of those who have it. Many a medical man might save his own reputation and the life of his patient, by ask- ing from another source, what is deficient in his own qualification in mental and moral science. The experienced, able physician understands this — it is only those who most need, that least appre- ciate it. This, however, is only one class of those varied influen- ces which arise at almost every point, and which imperatively call upon the medical profession for a preparation adequate to their 24 weighty responsibilities. Is this then a profession to be crowded by men who know not the meaning of the term, mental disci- pline — who, but comparatively a short time since, could not define the word, physiology, and were wholly ignorant of what generally or specifically was intended in medical practice ? Must the commu- nity commit life and health to men, whose only professed qualifi- cation is a very brief period of private study with some medical man, and then an attendance upon two or three courses of lec- tures, so crowded in time, as to exhaust the mind in hearing, without after reflection, but whose real qualification, if it be such, is the presumption and rashness that could induce them to assume such a responsibility ? Much is often and justly urged against quackery and empiricism ; but what are the pretensions of such men, but pretensions to skill which they do not possess ; and on what must all hope of their final success depend, but upon a daily empiricism ? They must learn by practice upon their patients, and it may be at the expense of life, in order to save the time or the money, or to avoid the self-denial incident to a proper qualifi- cation. It is then no answer to all this, that many thus situated have finally succeeded, and are now safe and useful men. Before this can be admitted, it should first be seen, at what expense of health and life it has been purchased ; and we must consider by what right, men so situated subject the welfare of others to such hazard. It is well for the medical profession, and well for the lives and health of the community, that this noble calling is hon- ored by so large a number of men of a widely different stamp, men of broad culture, of extensive and varied knowledge, and who grudge no expense of money, time, and efibrt that may the better fit themselves to adorn their profession and to benefit society. It is from this class of noble men in the profession, that the first and most importunate plea has been presented for increased qualifi- cations in those who are to assume its responsibilities. And while 25 others have been.indignant at quackery and empiricism out of the profession, these have been anxious to remove this reproach from among themselves. The qualifications requisite for the clerical profession will be differently estimated, as their duties and responsibilities are more or less extended. If their only business is to announce the more simple and general truths of the New Testament without regard to the peculiarities of character or circumstances, leaving the auditor, on his own responsibility, to hear or forbear, the needed preparation is that of the heart, rather than of the intellect. There are few who are at heart Christians and can read the Bible, who may not repeat to their fellow men its more general state- ments, directions, and assurances. But certainly this comes short of meeting all the religious necessities of men, as individuals or as communities ; and if these wants of men are not othervfise pro- vided for, the ministry of the Gospel must meet them. It would be difficult, either in this or in heathen lands, to find a community where the very announcement of those elementary truths would not necessarily involve more, and that to an extent without any marked limitation ; nor will any, but the ministry, follow up those simple truths to their practical and experimental results, as was plainly intended by the Author of Christianity. The gospel minister, if worthy of his office,- will understand the necessity. Though pressed by no divine command to do more, a command would issue from the benevolence of his own heart, to meet every condition of mankind, to remove every obstruction and use every instrumentality, to reach every faculty of intellect and heart, so as, if possible, to bring men to a hearty acceptance of his Lord and Saviour. So, also, his reverence for God, his regard for all that is lovely and of good report, and for the welfare of men, would lead him to use all right, available means, thaf as others become Christians, they might perfect their own characters, honor 4 J 26 their profession, glorify God, and benefit the world. So, again, if men become Christians, they must be met in their collec- tive capacity, and the same regard to God, to truth, and to the interests of men, would constrain the minister of the Gospel to centre every possible influence adapted to direct and impel the Christian body to obey their Master's last command, " Go ye into all the world, and preach the Gospel to every creature," — "Teach- ing them to observe all things whatsoever I have commanded you." It is sufiicient, therefore, that we know the various religious neces- sities of men, that in some way adequate provision must be made for them, and that, judging from the past and from the nature of the case, no such provision can reasonably be expected, unless it be secured by the Gospel ministry. Whatever aid or co-operation, then, may be received, upon that ministry rest the momentous responsibilities connected with all human. Christian influence, touching the happiness and welfare, the dangers, duties, and privi- leges of men for this life and for the future world. They are to instruct and instrumentally to afiect the heart, to guide and to impel. To do this, they must meet the human intellect and affec- tions in their untold intricacies, they must know, so as to appre- ciate, not only the nature but the extent of internal and external influences, and they must so fully understand all available resour- ces, whether found in the works of God, or in his revealed will, or in his providential government, as to select at pleasure what is adapted to every character, time, and condition. It may be con- ceived how men, too ignorant to appreciate an education, or how young men who have never known the difficulties and anxieties of a pastor, should undervalue the essential qualifications. It may be conceived, even, how those, whose minds have been trained from their youth, and with whom knowledge has gradually accu- mulated, before they could have felt its practical necessity, who have long since left the pastorship with its immediately pressing 27 necessities ; it may be conceived how these, overlooking its daily responsibilities, come to regard what is plain to themselves, being indeed the result of a life-time accumulation, as almost intuitive and equally plain to those less favored. But how one, with a pious heart and cultivated mind, who has long carried the burden of souls, who has often wept in bitterness before God, at his ina- bility effectively to reach the hearts of his people, who has per- haps frequently trembled lest his failure may have been the result of his own want of qualification, how such an one can undervalue the most liberal culture for this sacred office, is, indeed, past all comprehension. It is evident, men often consider the business of the Gospel ministry, as consisting mostly in the knowing and the making known of truth, in the knowing, stating, and defending of certain dogmas. Even this might demand some maturity of mind and extent of information on so momentous a subject, connected with the claims of God and with the interests of man's unending exist- ence. But, if we at all understand the relation of Christianity to the character, duty, and welfare of men, this constitutes but a portion of his duty^ who becomes Christ's minister to his fellows. He is, indeed, to know and teach the truth, but he is to do this less as an end, than as a means to that end. The want of qualifica- tion is seen not more in the pulpit, than in private intercourse, not more in formal discourse, than in personal conversation, in that part of his work where few words are needed or permitted ; but those few must be fitted to their end. As the physician, knowing the condition of his patient and the effect of every medicament, must apply the exact and only remedy, under right conditions to the end desired, so the minister of the Gospel must have at com- mand and apply to the mind and heart that very consideration, which God gave for the very purpose of meeting the special con- dition of the soul of man. In Nature, the Creator has provided 28 remedies for the diseases of the body ; but the botanist and the chemist must make them known, and the physician must give them a judicious and timely application. So has that same beneficent Being provided remedies for the disorders of the soul. We ques- tion "whether a condition or want of the mind or heart, in any circumstance, for time or eternity, can be found for which God has not in Nature, in Providence, or in Revelation, made special provision. But he, to whom God has committed the care of souls, must understand them and their effects, he must know where to find them, when needed, and under what circumstances to apply them, and he must have such command of his own powers, as to be able successfully to make that application. Hence, the quali- fication which this ministry demands, must include whatever may best train the mind clearly to apprehend and to exhibit, and effec- tively to apply all, that in Nature, Providence, or Revelation is adapted to remove or diminish danger, and to promote the reli- gious welfare of man. With the discipline then of what part of the mind, with the acquisition of what department of knowledge, can he dispense ? Every class of his faculties are needed for con- stant use, and that which he fails to know may be the very, the only thought or fact, that can reach the end he seeks in a partic- ular case. Not only the knowledge, but the habits dependent upon a study of the languages are of essential moment ; with mental and moral science in all its bearings he must be familiar to appre- hend the necessities of l^s office ; he must be versed in all that belongs to the teaching of Nature and Revelation, with whatever in the relation and conduct of others does or can affect the char- acter and religious prospects of men. The very foundation upon which all his instruction and labor must be based, — the divine au- thority of the Sacred Scriptures, — is maintained in the confidence of men, by a knowledge sometimes of one science and sometimes of another. Often and long it has been contested on metaphysi- 29 cal grounds, and from the immediate relation of metaphysics to morals and religion, illiii an acquaintance with that branch of study •will always be essential to the ministry^^'^ut now the attack upon Christianity is more especially made with physical science, in its numerous phases and connexions, and he is ill qualified to defend the truth and to protect the welfare of his charge, who is ignorant of all these, and who has no capacity to wield a weapon so effica- cious for the promotion of his object, and which can, with so much effect, be turned against that object. What then should be the standard for ministerial education ? Can it be less than what is called a Liberal Education, designed to be a foundation for that which is more especially professional ? The question is not what men must do, whose course is limited by circumstances over which they have no control. If there is a necessity — if some must do a little only, or do nothing — then, that little is better than none, and he does well for the religious welfare of men, who does all he can. Respecting this necessity, each one must judge for himself, not forgetting that for all the consequences of wilful ignorance and want of power, God will hold him responsible. The question, however, really is, what should we desire ? What should be the standard for those who can command the time and means ? Can there be here even a momentary doubt ? Surely the man, who would wilfully enter this sacred ©ffice, without obtaining all the qualification in his power, is not the man to be intrusted with such momentous interests. He who, from indolence, vanity, or any worldly consideration, would thus trifle with the honor of* his Master, the good of the world, and with that, for which all the agony of the Cross was endured, should be repelled from the pro- fession, as wanting in the right kind of a heart. Let it not be assumed that such a man will afterwards, by diligence, become qualified. His previous disregard of the proper qualification for the trust, affords little promise of after appreciation and diligence. 30 And why should he be permitted to degrade this sacred calling with his quackery, doubly objectionable, when connected with re- ligion, or why should he be allowed to practice his empiricism at the expense of the souls of men ? There is another profession, that of the teacher, which is not less important than those already considered, because so intimately related to their objects and labors. In our own country, especial- ly, the influence of the teacher is now felt in every department of life. Whether right or wrong, they almost from the nursery fill one of the most responsible positions of the parent. They take charge of the mind and give to it its first direction, and this office is held, with both sexes, through the entire process of the forma- tion of character. The discipline and the furnishing of the mind are mostly at their disposal, until pupils are supposed to be fitted for their place in society. What is of great moment here is, that the character which teachers form, the habits they fix, must corres- pond with their own character and habits. Whether they intend it, or not, "like will produce its like." Men can teach only what they know — and honest men generally teach their own principles. Added to this, is the impression, often continued through life, that the facts and principles so taught are necessarily as thus represent- ed. To this no one can reasonably object, nor, except in very early life, can this influence be wisely abridged. If the teacher cannot be confided in, he labors in vain, and if he cannot in some good degree secure the co-operation of the parent, to that extent his influence is lost. What, then, is the parent to do ? Must he submit his child to this almost unlimited influence of another ? We answer, unquestionably, yes — unless he has himself qualification and leisure for the work, or, unless he casts his child, ignorant and undisciplined, to the out-door influence of such asso- ciates as would probably gather around one so circumstanced. The parental relation would certainly not be better sustained in 31 that school, usually one of poverty and vice. In the state of so- ciety now existing in this country, the question is not whether the parent alone shall influence his child ; but it is, with whom shall be divided that influence. What then must he do ? The only consistent answer is, he should qualify himself, so far as possible, to know what is needed and to judge of what is done, he should choose only such teachers as he can trust, and on no condition should he select a mould, the impression of which he would regret to see in- delibly impressed upon his child. If this view is correct, how responsible is the position of this profession, and how intimately are its duties and its interests connected with its qualifications. In the Primary School, the Academy, the College, and the Pro- fessional Institution, the same law holds good, and under it, the individual, the family, the church, and society generally are to be moulded for weal or for woe. Nor is it safe to assume, that be- cause only a single branch of study is to be taught, therefore qualification in that alone is needed. God has so made the world that there can be no confidence in any such isolation of men and things. In the physical, mental, and moral world, its facts, prin- ciples, and qualities, with their influences, are so intimately asso- ciated, that no one of them can be so isolated, as to be unafi'ected by the presence or absence of the others. So Gk)d has connected men and things in every department of life, and we have seen that he has settled a law of our nature, that the mental faculties in order to be proportional and the character to be symmetrical must be rightly trained. How then, can the teacher have been exempt from this law in the formation of his own character ? How can the man of one idea merely, have or impart symmetry in his teaching, or in its associated influences ? He and he alone, in ordinary cases, can safely be trusted to exhibit special sub- jects, who, from general culture, has viewed the special in its varied relations. The only exception, we apprehend, to this general 32 rule, is, where the pupil is merely to receive facts, and is prepared, himself, to remedy the defects of his teacher. The connexion of all this with a liberal course of study must be apparent. It is one of the most gratifying aspects of society in our own times, that this important profession is being filled by so large a propor- tion of liberally educated men — men qualified to adorn any station and to perform successfully the difficult duties of their offices. When we remember the social, civil, and religious influence of these professions in the community, we see an additional reason of great weight, imperatively requiring the most liberal qualifica- tion for their difficult duties and great, responsibilities. If a Liberal Education is necessary for the learned professions, it is certainly desirable for all classes — it is especially so in a con- dition of society and under a government like our own. It is true, every individual, or one perhaps in every family, cannot be so trained. But if that may not be, there is certainly no impos- sibility in liberally educating so many in each class of society, as largely to communicate the indirect benefits of that culture, and extensively to modify the consequences of ignorance and partial information throughout the circles in w^hich they move. There can be no impossibility in afibrding the most liberal culture to those on whom all classes rely for such discipline and knowledge, as their different circumstances may permit. Their teachers can be so trained as to know how to impart instruction symmetrically in even the elementary branches. There would thus be given a healthful bias to the popular mind, which would essentially aid it in after efi"ort, as inclination and ability might permit. The re- sult would undoubtedly be, that many, whose lives might other- wise be spent in mental darkness and imbecility, would be led gradually to improve their minds, and ultimately to have in their own character many of the essential benefits even of a liberal education. The desirableness of such a result for American citi- 3^ zens can hardly be overstated. The connexion of the Legislature, of the Judiciary, and of the Executive Government with the body politic, is such, as to throw back upon the community itself, the necessity for much even of that qualification which is essential to the highest and most responsible officers of the government. Not only are these places of sacred trust open to every class and condition of society, but they must be filled by the popular bal- lot ; and the community must and will elect their officers, accord- ing to their own characters and to the extent of their own knowl- edge. What marvel, then, if ignorant and vicious citizens should choose ignorant and vicious, officers ? And, what prospect can there be for permanency in all that is valuable in our present form of government, if the community is not itself an intelligent and sound thinking body ? Let it not be supposed that a few leaders, of liberal culture, can direct the wishes and measures of such a people. The ignorant naturally sympathize with men like themselves, and are more likely to be led by political demagogues, who, to secure their votes, will, for the time at least, imitate their habits, than by a few men of ability, and of well trained, well furnished minds. The history of republican institutions may certainly teach us a lesson, that may well tingle the ears of those who undervalue, in our land, the most liberal, and the most widely diffused mental culture. It is not, indeed, to be supposed that education alone, however liberal and however extended in the community, could preserve free, republican institutions to a people. AVithout true religion, all other influences will fail to meet the exigency. There must be a religion in the body politic and in their rulers, such as may secure to them the favor and the blessing of God, and such as qualifies them to appreciate and rightly to im- prove that blessing. But if mental culture, without Christianity, cannot secure our liberties, neither can Christianity do it, without mental culture. Destitute of that, Christianity, soon corrupted, be- 5 34 comes bigoted and despotic. It is only Christianity itself, true in its spirit and in its practice, that can secure the free institutions of a people, and then it is literally true, that " The fear of the Lord is the beginning of wisdom," and that where Christianity rules, "Wisdom and knowledge shall be the stability of " ^Ae" times and strength of salvation." But it is not enough that the nation has a Gospel ministry, properly educated ; the religious mass must be educated, or priest-craft, with its consequences, will be something more than it yet is, a mere bugbear in our land. When Christianity does not quicken, invigorate, and inform the minds of the mass of those who profess to receive it, it can no longer be relied upon to preserve the liberties of the people. Nor let it be supposed that what is called a popular education that is merely special, and that does not extend to the formation of something like symmetry of character, will meet the necessi- ties of our country. We confess that, with all our pleasure at the wide diffusion of knowledge and of a partial education, there is mingled a deep solicitude, lest what so brightly glitters may not after all be gold. There is cause for apprehension that the intel- lect of men quickened, but not disciplined, strengthened dispro- portionately in its parts, may come with the more power into dis- ordered action, and that there may be knowledge sufficient to teach them that they have rights and that they may seek them ; but not enough to exhibit what constitutes those rights in kind or de- gree, or the legitimate means by which they may be secured. The history of other republics may teach us the fearful conse- quences of that class of mind when aroused to action and misdi- rected. Any very large number of such minds in a community lies just near enough to the mass to hurry all in frenzy to the wildest outrages. A conservative spirit, pervading the mass of the people, as well as the leaders of parties, is essential to the safety of our free institutions. The interests of the community, 35 pecuniary or otherwise, may measurably balance society and act conservatively ; but no reliance, for the securing of that spirit, can be placed upon any thing that does not include hearty, prac- tical Christianity and the most liberal culture of the mind. The one symmetrically moulds and furnishes the intellect, and the other, in equally beautiful proportions, educates the heart and impels the conduct, and they dwell together in the sweetest concord. If to all this, it be objected that it is too difficult and too expensive, it should be remembered, as a lesson from the past, that it will be more difficult and more expensive to seciire our best interests, as a people, by any other course. If, however, a College course, or its equivalent, be thus neces- sary, a Professional Education is not less so. This evidently ap- pears at every stage of our investigation of the subject. For spe- cial, as for general purposes, corresponding knowledge is needed — there is no magic in professional influence. If the medical pro- fession misapprehend the disease, or the remedy, or the circum- stances under which it should be applied, the patient must, in or- dinary cases, endure the consequence. If the lawyer misinter- prets law, or fails to penetrate the merits of the case, or rightly to present it in court, his own reputation and the welfare of his client must suffer the penalty. This principle holds equally true respecting the labors of the Gospel ministry. The laws of the mind are as fixed as are those of the body, and they must be ob- served, as much in our relations to God and to a future world, as they are in our relations to men and to the present state of exist- ence. Even those highest influences, which come from the Divine Spirit, are regulated by established principles. Those principles are stated in Revelation, always it may be in connexion with facts, and they must be observed by the minister of Christ and by his people, if they would enjoy that richest of God's bestowments upon our race. 36 On no consideration, therefore, can we safely dispense with special qualification for special duties. This is one great advan- tage of a Liberal Education, that it so extends our resources. So settled is the conviction of this condition of success, that if the necessity exists, (and we admit, necessity submits to no law but its own,) if then men cannot take time to obtain suitable preparation, if they must, in order to meet existing wants, enter the profes- sions without proper culture, then, let them have their briefer course in those studies immediately adapted to their duties. This necessity of qualification for one's particular sphere seems to be admitted in all professional life, except in the ministry of the Gospel. It is strange that it should not also be felt in that office, where the most important of all interests, are, instrumentally considered, staked upon the character of the agent and of the means he may employ. Men are misled by considering only a part of the facts of the case. That much good may be done, and that some, who thus enter this sacred office largely improve by experience, may not be denied. But there is another considera- tion, too frequently overlooked, that this whole profit by empiri- cism is often at the expense of those very objects for which the minister labors. Much of that failure, which is attributed, very piously perhaps, to the mysteriousness of the Divine Agency, should be accounted for from the nature of the case. Professional study, then, under the most favorable circumstances possible, is indispensable. So, also, provision should be made for the accom- modation of resident graduates. Men, wishing to pursue specific branches of study, would then be favorably circumstanced to read up and follow out particular subjects to any extent desired. The requisite aid could be imparted by the Faculty, and access could be had to the library and other College appliances. Little more would be necessary, either for the amateur student, or for those seeking more extensive qualifications for any particular sphere. ' ST It only remains to add a thought or two respecting the circum- stances under which such an Education should be sought. The College has been assumed as meeting this demand. This is done, not because an Education, and a Liberal Education, cannot possibly be obtained elsewhere. Men are among us, in different depart- ments of life, with symmetrically disciplined and liberally fur- nished minds, who never enjoyed the advantages of a College. But they have, perhaps, never told us at what expense they have attained their present position, nor what sources of disquietude, connected with their solitary habits, still remain with them. Many of them have expended more time, money, and health, than would have been requisite with the aids afforded by a well conducted College. They have been beset with the greatest difficulties, those incident to their studies, and those also incident to their isolated position, and they have nobly met them all, and conquered. But, let it be remembered, where one has come off victorious, and others perhaps unharmed, many, very many, have fallen victims in the strife, — victims, not so much to what was essential to the con- flict, as to the circumstances under which it was conducted. Viewed, therefore, in the most impartial light, College life is, un- questionably, the best condition, in which to obtain a Liberal Edu- cation. It most meets every demand of mind and heart of the individual and social being. Mind is not only in contact with mind, and passion with passion ; but light .radiating from numer- ous sources, and tinged with what is peculiar to the medium of transmission, is concentrated upon the mind of the pupil. Erratic tendencies, if they there first manifest themselves, may there also be corrected, at times even before the student or his friends are aware of such a condition. Indeed, the very strongest objec- tion to College life is perhaps a reason why it should be chosen. The temptations are regarded as peculiar ; but it should not be 38 forgotten that one great object of a College course is to develop and discipline the mind. Evil propensions should be restricted and the good encouraged, not by withdrawing all trial of the dis- position ; but by meeting the difficulty and converting it into an instrument for good. It is on this principle that the Holy Scrip- tures bid us, " Count it all joy when we fall into divers tempta- tions," and so the true Christian "overcomes the world," not merely by resisting, but by conquering, and then making this enemy of the soul tributary to its best interests and purposes. So, also, it should not be forgotten, that the evil propensities are not evil in themselves, and cannot be removed from the human con- stitution. Our Creator bestowed them upon us for the varied pur- poses of our being, and it is their misapplication, in character or degree, that constitutes their evil. Let them appear, then, if they must, and let them be disciplined, while the age and circumstan- ces of the student incline him to be infiuenced by governors and tutors. In ordinary cases, the College does not originate the evil deplored. Parental solicitude and watchfulness should long before have detected the erratic tendency. In some such cases the Col- lege may not remedy the evil : then the pupil, for the welfare of his associates, must be removed ; but the majority even of such as may thus early have begun to wander, may by just such disci- pline as the College affords be saved to themselves, to their fami- lies and to the community. The same principle applies to a College location. Education, to have all its advantages, should be conducted where the student sees men and things under almost every condition of society and circumstance. Let him study not only books, but men. Let him contemplate theory where he has practical life to illustrate it, and where its application is apparent. This might remove the objec- tion, so often and not always without reason, made to College 39 education, that it does not adapt men to practical life, and that becoming mere students, isolated from society, they are lost to the community, especially to social life. The College, then, is, in all ordinary cases, the best condition in which to obtain an Education, and a city, where life is seen in all its aspects, is the best location for that purpose. Such I believe are substantially the views, which first originated and have since sustained the College, whose thirty-fourth commence- ment we to day attend. It has met and surmounted difficulties, under which many others might have failed. Great credit is due to those, by whom, contending against such difficulties, it has been conducted to its present position. A review of its condition and the advantages it affords, shows, that it largely, if not fully, meets the necessities we have considered as connected with a Liber- al Education. While it rests its main hope of usefulness upon the regular. College course, itj( adapts its courses of study to the wants of the times. The student, if he does not pursue a thorough, liberal course (which in all possible cases, he is encouraged to do,) may select, if he prefers, the Scientific or Philosophical course, or if necessity compels, he may pursue any particular branch of study, not provided for by the High School — and receive testi- monials of proficiency, varying from the certificate of actual at- tainment to the degree of B, P. — A, jB.— and A. M, Here too the graduate may reside ad libitum, to advance his attainments in any particular study. And where can external circumstances be better adapted to promote the object in view ? The College is sufficiently retired to secure the most quiet, mental labor ; still in immediate connexion with a state of society, where life is seen in its almost every possible phase,— where there appears not only every quickening influence to the mind ; but where the moulding process may be conducted under all the advantages of a daily in- fluence connected with the excellencies and defects of every class 40 and character of public men, — where the teacher is not con- fined to his text and reference books, but may exhibit in almost every department the practical illustration and application of the studies pursued, — where social life in its different classes, — and where the Legislature and the Judiciary of our Government are open for the improvement of the student, while under the guid- ance of his teachers, — where the most valuable Libraries and the richest collections from nature and art may aid his investigations, and, where, I am happy to add, the Gospel ministry, among the different denominations, promises, by its piety and ability, so much for the moral and religious welfare of the student. What more need I add, but that the College has a Board of Trustees, whose aims are high, and whose purpose is unfaltering, and, that it has a Faculty who will blench at no difficulty and tire under no labor, necessary to the welfare of such as may be com- mitted to their charge.