\ • \0 °^. ^ ^ -> .x^ .^^ -^ci- C]^ %^^ <>N ■v' 00 * 8 1 -V * \V ^ , ^ <4 \ «■*./(>«>, '. ,,^. .0^ . v^^' ^^. FT" [ JFhoU Number 209 UNITED STATES BUREAU OF EDUCATION ^'IRCTJLAR OF INFORMATION NO. 1, 1894 CONTRIBUTIONS TO AMERICAN EDUCATIONAL HISTORY EDITED BY HERBERT B. ADAMS No. 18 HISTORY OF Higher Education in Rhode Island BY WILLIAM HOWE TOLMAN, Ph. D. WASHINGTOI^ GOVERNMENT PRINTING OFFICE 1894 "^%^#1 FRONTISPIECE. FIRST BAPTIST CHURCH. / [TJlioIe Nn m her S09 UNITED STATES BUREAU OF EDUCATION CIRCULAR OF INFORMATION NO. 1, 1894 CONTRIBUTIONS TO AMEHICAN EDUCATIONAL HISTORY EDITED BY HERBERT B. ADAMS No. 18 HISTORY OF Higher Education in Rhode Island ^VV^*' WILLIAM HOWE TOLMAK, Ph. D. WASHINGTON GOVERNMENT PRINTING OFFICE 189-i .m 14570 A-\ ^Kt^'> 1898. / TABLE OF CONTENTS. Page. Letter of transmittal 9 lutroductiou 11 PART I. COLOXIAL AND LaTER EDUCATION 13 Sketch of the colony 13 Colonial traits 13 Roger Williams 14 Contributory sources o^ education 16 iSunday schools 16 ►Stephen Hopkins, a type 17 Li1)raries ^ 18 Colonial education 1 19 Variety of schools 19 Support of schools 20 Schoolhouses and rooms 21 Slow educational development » 23 Separation of church and State 23 Disj)utes regarding the boundary 24 Isolation of the planter life 25 Free public school system 25 Early methods 25 Eft'orts of the proprietors : . 25 John Howland 27 Petition of the Mechanics' Association 29 Providence schools 29 Revival of public schools 30 Henry Barnard 30 PART II. Academies AND Preparatory Schools 33 Introductory 33 University Grammar School ,. . 34 Kingston Academy 39 Friends' School 41 Washington Academy 52 Kent and East Greenwich Academy 57 Smithfield Seminary and Lapham lusti tute G6 Smithfield Academy 71 PART III. Education of Women 77 Young Ladies' High School 77 Young Ladies' School, Prof. Lincoln 83 Warren Ladies' Seminary 84 Normal School 88 3 4 TABLE OF CONTENTS. PART IV. Page. Bhown TTnivkrsity 93 Introductory 93 jAMKs Manning, 1764-1791 94 Design of the college 94 Biogiiiphy of Manning 95 Correspondence 96 Funds 97 Location 97 First commencement 1**1 Course of study 103 Management 104 Prominent men 104 Discipline 105 Land and buildings 107 Revolutionary period - 108 Closing years of Manning Ill Jonathan Maxcy, 1791-1802 1 11 Policy of the college 112 Sketch of President Maxcy 112 Asa Mksser, 1802-1826 1 14 Introdviction 1 14 Foundation of professorship of oratory 1 14 Change of name 1 15 University Grammar School 116 Hope College 1 16 Biographical sketch of Messer 117 His policy 118 Reminiscences 119 Francis Wayland, 1826-1855 120 liiography 1-0 Characteristics 121 Class-room manner » 122 Discipline 124 What he did for the college 125 Public services 127 New system 128 Manning Hall - 131 Rhode Island Hall 132 University extension 133 Barnas Sears, 1855-1867 133 Early days 134 Public services 136 Poabody trust fund 136 Scholarships 139 Exem])tiou from taxation of college property 142 Agricultural lands 144 Professor Dunn 1 lij Alexis Caswell, 1868-1872 148 Biography 1*18 The man and teacher 149 Prof(^ssioual services b>0 Closing days 151 TABLE OF CONTENTS. 5 I'age. E.G. Robinson, 1872-1889 152 Slater Hall 153 Sayles Memorial Hall 153 Library 156 Professor Diman 158 Professor Chace 162 Professor Greene 165 Elisha B. Andrews, 1889 167 Course of study 168 Wilsou Hall 182 Present policy 183 Professor Gammell 188 The library 190 Brown in '61 194 Societies 196 Athletics 199 Professor Lincoln 199 PART V. The Rhode Island College of Agriculture and Mechanic Arts 201 Courses of instruction 202 Bibliography 209 LUSTRATIONS First J^aptist Church, Providence Frontispiere. East Greenwich Academy 60 Brown University — Front campus 96 University Hall 108 Hope College 116 Manning Hall - 130 Rhode Island Hall 134 Slater Hall 152 Sayles Memorial Hall 156 Library 158 Middle campus — Slater, Manning and University Halls 168 Chemical laboratory 178 President's house 184 Interior of library 190 jfymnasium 198 Rhode Island Agricultural College : Chemical Laboratory, College Hall, Dining Hall 202 College farm house and barns - 204 A corner in the mechanical laboratory 206 Woodwork done by students 206 A part of the art hall 208 Horticultural department vineyard 208 7 LETTER OF TRANSMITTAL. Department of the Interior, Bureau of Education, Washington, B. C, July 31, 1894. Sir : I have the honor to trausrait herewith for publication the mono- graph entitled " History of Higher Education in Rhode Island," by Dr. William Howe Tolman. This monograph is No. 18 in the series of " Contributions to American Educational History," edited by Prof. Herbert B. Adams. The present circular, relating to the history o' one of the original thirteen States, whose colonial history goes back to 1^30, is of interest to the student and reader because it raises the question whether religious freedom reacted favorably on the establishment of a system of education in the early colonial days of the New England colonies. It is claimed that union of Church and State existed among the Puritans, and the educational system became the care of the Gov- ernment through the clergy, who were in civil authority and gave their attention to education and educational systems. In Rhode Island no person was molested, punished, disquieted, or called in question for any matters in religion that did not actually disturb the civil peace of the colony. By reason of this emphasis placed on the separation of Church and State, and the consequent feeble efforts toward united action in founding schools, a large number of the clergy were found to be without any special training, and this led to the agitation which resulted in the establishment of Rhode Island College (now Brown University) in 1704, in order that members of the Baptist denomination might have an institution where a liberal education could be acquired. The first part gives an account of colonial and later education. The personal influence of Samuel Slater, who opened his house as the meet- ing place of the first Sunday-school in the colonies, September, 1799, and Stephen Hopkins, of whom President Manning said : " Few men in x)ublic life at that time had so thoroughly applied themselves to the study of books and men," furnish interesting studies for the historian of education. The name of Dean Berkeley (George Berkeley, Dean of Derry, and afterwards bishop at Cloyne) is prominent in the origin of the first public library in the colony, 1730. The variety of schools, the slow educational development, and the free public school system (first developed in Newport in 1640 and in 9 10 LETTER OF TRANSMITTAL, Providence in 16G3), with the efforts of John Howland and Henry Bar- nard in education, are briefly but intelligently discussed. The second part is devoted to the study of academies and prepara- tory schools. The University Grammar School, whose principal, James Manning, was the first president of lihode Island College, Greenwich Academy, and the Friends' School are jierhaps the three most impor- tant. The third part is devoted to the education of women. The fourth part is a history of Brown University. The history of higher education in Rhode Island is properly said to be a history of Ehode Island College and Brown University, and accordingly the his- tory of this institution occupies the greater part of this monograph. Under such presidents as Manning, Wayland, Sears, Robinson, and Andrews, the labors of such professors as Lincoln, Harkness, Dunn, Dim an, Gammell, and others were and are of that efficient because personal character that imparts the highest intellectual instruction to the student. The Rhode Island College of Agriculture and Mechanic Arts was organized and chartered subsequent to the date of preparation of original manuscript of this circular. To the foresight and wise discrimination of my predecessor in the office of Commissioner of Education, Hon. N. H. R. Dawson, the credit is due for the development and inauguration of the plan to publish this valuable series of monographs. Very respectfully, your obedient servant, Wm. T. Harris, Commissioner, Hon. Hoke Smith, Sei^retary of tlie Interior, Washington^ JD, C. HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. INTEODUCTION. The history of higher education in Rhode Island is the history of Brown University, because that is the only university in the State. But the term "higher education" has been interpreted generously, in order to include academies and schools of a similar nature. Many of these were preparatory for college and others furnished a practical edu- cation in navigation, surveying, or other special branches. In some cases the academy or school was established in response to a feeling of special need on the part of a particular community. There were no graded schools nor was there a general system of education. It is, therefore, difficult to determine which were the institutions for higher education. Some with no more pretentious title tlian "school," "acad emy," or "seminary" gave instruction in their advanced classes in some of the studies pursued in the freshman class in college. It seeuied fitting that such institutions should have a place in the history of higher education, and a portion of this monograph has been devoted to academies. A sketch of common-school education has been giveo in order to connect colonial with the more recent ])hases of educational devolopment. In comparison with her sister colonies Rhode Island was slow in establishing a general system of education and the University was not founded till 1764. Accordingly, a sketch of the colony has been given stating the condition of education at that time; noting the contributory sources to education, and showing why the general educational develop- ment was so tardy. In colonial days Newport was the second city in the country, ranking next to New York. The superiority of Newport was gained through her commercial relations, for a i)rosperous com- mercial center is progressive. The relations between commerce and education are of interest in the earlier history of the State. Nearly all of the academies were founded under denominational intiuences, but their advantages wt^e extended to all. They were all of a high grade, and formed educational centers, where a student obtained preparation for Brown University, or received a general edu- 11 12 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. cation. The majority of the academics offered iiistiuctiou to both sexes. Some were entirely for female instruction, and have been described in the chapter on education for women. The history of Brown University occupies the greater part of the monograph; the natural divisions of the subject are the periods of the various administrations. There have been seven presidents previous to Dr. Elisha B. Andrews. The treatment of the earlier admiuistra- tions has been largely biographical. "An institution is the lengthened shadow of one man." Hence the life purpose, the striving for its accom- plishment, the character of the founders and the early administrators of the University are of interest to the students of institutional history. As the University became firmly established, and as it increased in material equipment, attention has been directed to those phases of its history, yet even here the personality of the leaders must be noted. The growth of the University has been steady and peaceful; high standards of instruction have been maintained; and the relations between the institution and the community have been cordial. When the State or municipality has needed the aid of educated men for spe- cial services of a public character, cheerful responses have been accorded by the academic staff. Some of the presidents gave the University the beneiits of the best years of their experience, and withdrew from its councils while still in their maturity to engage in pursuits of a public nature. The charter of the University is most liberal, and the same characteristic is true of its policy. While the administrators of the University have been conservative, they have ever shown themselves willing to adopt methods that would advance the best interests of Brown. Under the presidency of Dr. Andrews the present depart- ments have been strengthened, University extension has been success- fully organized in neighboring cities, and plans are being formulated to found a school of applied sciences. There is every indication that Brown is fulfilling all the hopes of her best friends, in becoming a center for higher education. PART I. COLONIAL AND LATER EDITCATION. Sketch of the Colony. In writing the liistory of edncation in Rliode Island, it is necessary to sketch in outline the early history of the colony, in order to learn its personnel and its relation to the other colonies. In treating of the early history of the colonies, it must be remembered that underneath all the variety of local developments, was the broad foundation of Anglo- Saxon self- sufficiency. Each colony had the roots of its early life far back in the past, and did not gain its more rounded development at a leap. It was a plant of slow growth. These men, the founders of our consti- tution, practical politicians who knew how iniiuitely difficult a business government is, desired no bold experiments. They preferred, so far as circumstances permitted, to walk in the old paths, to follow methods which experience had tested. The early life of the colonies was varied. In Massachusetts the close union of church and State gave rise to a system which early fostered educational movements, although it can not be admired for that amount of toleration which characterized some of her sister colonies. The educational movements in the different colonies varied according to their physical characteristics, personnel and religious rule. In any account of the history of education in Rhode Island, the unity of the work would be incomplete were there no reference to the early colonial period. Were the founders and settlers of this State men to demand and appreciate the advantages of education f Was the environment such that when an educational movement was started it could grow under the stimujus of a broad and catholic public opinion? COLONIAL TRAITS. To answer these questions and to get an idea of those times, in order that the animus of the colonists may be seen, it will be imperative by way of introduction to the educational history to glance at the early history of the colony. This is all the more necessary because events of the past are so liable to be viewed with the eyes of the present. Some idea of the manners and customs may be gathered from the reminiscences of Samuel Thurber. As respects schools previous to the year 1770, they were but little thought of; there were in my neighborhood 3 small schools, perhaps about a dozen scholars in each. Their books were the Bible, spelliug book, and primer. Besides these there were 2 or 3 women schools. When one had learned to read, write, and do a sum iu the rule of three, he was fit for business. " 13 14 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. Mauuers and fashiDiis were very plaiu. The dress iii general was meant to be durable. Men mostly with wash-leather breeches ; cloth for most purposes gener- ally manufactured in their families; laljorers of almost every description with leather aprons; the best dress of the most opulent was of English manufacture, iu a plain style. The mail was carried by a Mr. Mumford on horseback, once a week, between Providence and New London, and so back. May, 1776, I went to Pomfret, 36 miles, in a chaise. The road was so stony and rough that I could not ride out of a slow walk but very little of the way. I was near two days in going, such was the general state of our roads at that time. Business and occujiatiou was similar to what it now is, except machine manu- facturing. Furniture iu general was very plaiu, mahogany was little iiuowu. Almost every article of wood was straight, without much paint or polish. But little crockery and that of a coarse kind. Pewter and wood were the principal table furniture. Two would often be eating out of the same dish, and perhaps a dozen drinking out of the same pewter quart pot or earthen mug. In my youngest days there were few carriages liesides carts, consequently when women wanted to go abroad it was very common for them to go on horseback, sitting on a pillion behind a man. The rising generation will not have so good times as the latter have had. What wars and troubles we have had, have been but a triHe to what are to be. Svicli was the statement of a man writing of the early part of tlie eighteenth century.' ROGER WILLIAMS. The early settlers of our colonies need no eulogy. What they wrought speaks for itself, and we of to-daj^ have entered into the inheritance, and are reaping the benefits of their labors. The colonists were deter- mined and firm adherents to what they believed was right. Principle guided those who were in rule. It is easy to bring against these men the charge of intolerance and uncharitableuess ; but they had left tlieir homes and had severed nearly all the ties which bound them to their fatherland, and here they were to conduct themselves in accord with those»principles which they could not enjoy in England. All the col- onists who left England were of the same nation. They were all Englishmen, holding firmly to their religious belief, stubborn if you will, but none the less inflexible. When, therefore, men came who indulged in views and opinions counter to then- own, they were not tolerated. Too much hardship and risk had been undergone by those who came first, to have their colony subverted by those who thought differently. The reformation had wrought a mighty work, and made a great upheaval in established notions, but what it accomj)lished was rather as a grand whole than in detail. When men came to the colony of Massachusetts and expressed opinions counter to those prevalent, objection was made and measures taken to put a stop to such conduct. Those who incurred censure were men from the same stock as those who sat in judgment, and felt firmly that they too were in the right; hence, they would not yield. Among such was Eoger Williams, who had spent some time at Plymouth and at Salem. Several times he had ' Staples' Annals of Providence, pp. 600-607. COLONIAL AND LATER EDUCATION. 15 been suminoiied before the court to answer to charges preferred against him. The ground of these charges can best be gathered from the decree of banishment pronounced against him in 1635. Whereas Mr. Roger Williams, oue of the elders of the church of Salem, both broached and divulged divers new and dangerous opinions against the authority of magistrates; as also writ letters of defamation both of the magistrates and churches here, and that before any conviction, and yet maintaineth the same without any retraction ; it is therefore ordered that the said Mr. Williams shall depart out of this jurisdiction within six weeks now next ensuing, which, if he neglect to perforin, it shall be. lawful for the governor and two of the magistrates to send him to some place out of this jurisdiction, not to return any more without license from the court.' He was allowed to remain till spring, provided he would not dissem- inate his views. This he refused to do. Because of his refusal and his thought of founding a settlement in Narragansett Bay, it was decided to send him to England. He fled to the Indians, and was received by one with whom he had been friendly in Plymouth. In reviewing the measures which led to the banishment of Roger Williams we find that tliey all proceeded from the firmness with which on every occasion he main- tained the doctrine that the civil power has no control over the religious opinions of men. To adopt this new theory to practical life was to effect a revolution in the existing systems of government; to sever the chain which, since the days of Con- stantine, had linked theology to the throne; to restore to the free mind the distinc- tive but long-fettered gift of Deity — free agency; and, in fine, to embody in civil polity that principle, but dimly understood by the reformers, which, from Witten- berg to Rome, in the cloister and camp, had aroused the spirit of all Europe — the right of private judgment.- The early history of Rhode Island seems to shadow the realization of the idea of a nation which was secured by the adoption of the Con- stitution. When the chartet was suspended during the administration of Audros, in 1680, the government was simply taken up by each town and these local units continued. In 1042 there were three colonies in Rhode Island, and they were independent. A strong need was felt for cooperation. The neighboring colonies were claiming their territory; the Indians were an uncertain element, threatening the people, and strongest of all reasons was that which demanded every exertion to keep the colony secure in the principle of its foundation — civil and religious liberty. Roger Williams was the agent selected to go to England to secure the charter, and he was successful. He reached Providence by the same route that eight years before he had pursued, a homeless wanderer, dependent on the kindness of the red man. His entry was like a triumphant march. Fourteen canoes, filled with the exulting population of Providence, met him at Seekonk and escorted him across the river, while the air was rent with shouts of welcome. How the contrast, which a few short years had wrought in all around him, must have pressed upon his mind, and more than all the feeling that the five companions of his exile, and those who had followed them were now raised, by the charter he had brought, from the condition of despised and persecuted outcasts to the rank of an independent state. =* ' Arnold, History of Rhode Island, vol. 1. 2 16 id, p. 41. ^Ihid, p. 115. 16 HISTORY OF HIGHER EDUCATIOX IN RHODE ISLAND. The t'liai'ter was signed Thursday. ^Mareli 14. 1043-44, and the e>.lo nies were united as "The Incorporation of Providence Phintations iv the Xarragansett Bay in Jfew England.'' During the interval between the establishment of the government in 1647 and the restoration there were the usual occurrences incident to colonial life. It was a long time before the colony could secure that amount of repose whict was necessary in order to carry out a general policy of education. Contributory Sources of Education. Altiiough a system of education was slow, yet there were many influences at work to continue the life of movements in this direction. It will be shown why this development was so slow. Among the con- tributory sources Avere the j^ersonal influence of men of whom Stephen Hopkins was a type, the couserYative force of libraries, and the impulse of Sunday schools, and private schools of all kinds. SUNDAY schools. Among the earlier contributory sources to education was the Sunday school. These schools were founded by Robert Raikes in England in 1781, and were designed at first to give secula/lhstruction. They were chiefly for the children employed in manufacturing establishments, who had no opportunity during the week for attending school. The first Sunday schools in the colonies were in Rhode Island. Sunday schools were started in Pawtucket at an early date and under peculiar circnmsrauces. Although the attempt to rear a meetinghouse was begun in 1793, it was years before the edifice was so far completed as to be fit for a congregation, and still longer before a regular preacher was settled. The Sabbath was. therefore, a day of recreation and amusement rather than of religious rest. Mr. Slater was compelled to see that moral agencies could not safely be neglected in the community. Among the boys who came to work iu his mill was one 11 years of age. He found an irreverence towards the Sabbath which shocked his sensibilities. Not knowing what to do on that day he was subjected to peculiar temptations. It so happened that some of the lads who worked with him iu the miil were conferring together one Sunday morning as to where they should go. Said one of them, "Let's go up to Smithfield and rob Mr. Arnold's orchard ; that will be fine sport." But the youth first named demurred. "I don't believe it is right to go off Sunday to rob people's orchards," said he. Mr. Slater happened to be passing at that moment and caught a part of the reply. He stopped and asked, '• Boys what are you talking about?" He was told of what had been proposed, and one of the boys added, "Nat doesn't think it is right to go off so on Sunday." "No, nor I neither," responded Mr. Slater, and he doubtless felt, if he had never realized the matter before, that he owed a duty to those youth, whom God had jilaced for a time under his charge. He resolved to remove from them one form of temptation and promjitly said, "Boys, go into my house and I will give yon as many apples as you want and I will keep a Sunday school." ' Eleven boys from his cotton mill composed this school first opened in September. 1799. The school was founded on the Raikes model lor secular instruction. Its library consisted of two testaments and three Webster's spelling books. 1 Historical sketch of Pawtucket, Rev. Massena Goodrich, p. 9. COLONIAL AND LATER EDUCATION. 17 STEPHEN HOPKINS. Altboiigh the educational activity of the other New England colonies was in advance of the colony of Khode Island and Providence Planta- tions, yet it must not be inferred that there was no life. All movements for advance and reform are slow ; often the work seems to stand still, yet, to him who views the period from a distance, movements that appear feeble and isolated are those which have guarded and advanced the life. Education is not merely the result of knowledge obtained from books. Said Prof. Conrad, of Halle: "I have learned more from life than from books." President Manning, referring to Stephen HopkiuSf said : Few men iu public life at that time Lad so tliorouglily applied themselves to the study of books and men. Hence in colonial days, everytliing which tended to bring the people into relation with their fellows, either by individual or associated effort; all work of ^i public nature, like the establishment of custom- houses, the improvement of the roads, provision ibr a postal service, all such efitbrts lessened their isolation and rendered possible the contact of mind with mind. Then arose the need for such training as the school, the academy, and the university would supply. As confirming this view, that the education afforded by the school is not self-sufficient, Arnold says: Thus fre(Mlom and educatiou went lijind in hand with industry and economy in the minds of the fathers of the Constitution. Among the contributory sources to education in the colonies was the personal influence of the colonists. Stephen Hopkins may be *aken as an illustration. In early life he had felt the need of an education, and when in after life by his own efforts he had realized the attainment of a liberal education, he determined to do all in his power to aid others in securing the means of obtaining an education. He was one of the founders of a public library in 1750. He had a library of his own which, for that day, was a good one. It was said of him: Pie attached himself in eaiij' youth to the study of books and men, and continued to be a constant and improving reader, a close and careful observer, until the period of hi.s death. He was fond of history and poetry. Pope, Thomson, and Milton were his favorites. When he had removed to Providence, he, with sev- eral other citizens, sent to England for some books, which laid the foundation for the Providence library. He said : Nothing tends so much to the good of the commonwealth as a proper culture of the minds of its youth. For several years he served as governor of the State, and was one of the delegates to tlie Albany congress. To a young man of his mai-kcd eaj)iibilitits, his quick instincts, and his lively appre- ciation of all phases of human life, tiiere can be no doubt but that the two or three occasions in every year when his duties called him to Newport were opportunities 1123 R I 2 18 HISTORY OF HIGHER EDL'CATION IN RHODE ISLAND. wbicli he would by uo means allow to i)ass him unimproved. Thi.s, it must be remem- bered, was the Newport of Dean Berkeley and of the gc^nial divines. Rev. Mr. Houy- man and Rev. Dr. MacSparran ; of Smibert, the jiainter, and, a littlelater .of the youth- ful Gill)ert Stuart; of sneh merchant princes as the Wantons, the Maibouer, Abraham Redw( od, and Whipple; of such accomplished historical scholars as Dr. Stiles and John Callender, and of scientific men like Joseph and Peter Harrison and Dr. Wil- liam Hunter. It was the perioert, to whose advent is due the earliest impulses to American art. From the collection of pictures that he brought, Copley first drew his inspiration, and West was taught to breathe his spirit upon the undying canvas. The benevolent design of Berkeley, to found a college in the Bermudas, was abandoned from uecessity ; but his liberal benefactions to Harvard and Vale still exist, as proofs of his zeal in the cause of classical learning.' Dean Berkeley had the oppoi-funity to lead Just thelife of retii-ement that he wished, and selected for his risidence the town of Newi)ort. Here he wrote his philosophical tractates. He came in contact with the scholars of the day in his adopted city. Berkeley did not live to himself alone; he established a literary and philosophical society. Among the objects of this society was the collecting of books. From the fact that this society was in all probability among the oldest of a similar nature in the country, some of its rnles are of interest. Whereas, A. D. 1730, Messrs. Daniel Updike, Peter Bours, James Searing, Edward Scott, Henry Collins, Nathan Townsend, Jeremiah Condy, and James Honynian, jr., did form a society for the promotion of knowledge and virtue, by a free conversation according to several regulations by them agreed. We, the present members of the said society, finding it necessary on many accounts for the more eliectual answering the end of our institution, do agree to-enter into a Foster's Stephen Hopkins, vol. i, pp. 74, 75. ^ Arnold, vol. ii, p. 99. COLONIAL AND LATER EDUCATION. 19 moro strict engag(^nieiit and establisli the following as the laws a.ud orders to he observed in this society : (1) The members of the society shall meet every Monday evening at the house of one of the members, seriatim, and converse about and debate some useful (juestiou in divinity, morality, philosophy, history, etc. (2) The member who proposed the question shall be moderator {pro hav vice) and see that order and decency be maintained in all the debates and conversation. (3) Eve'-y member in order shall freely give his opinion, with his reasons, having liberty to explain the sense of the question or iris own expressions, and to retract or alter his opinion as to him shall seem right. (4) The member at whose house we meet shall propose a question for the next evening's conversation, the society to judge of its propriety and usefulness, only nothing shall ever be proposed or debated which is a distinguishing religious tenet of any one member. The remainder of the 13 rules couceru tlie election of members, tines and dues, and the general government. The plan for collecting boolis was aided by Abraliam Redwood, who gave the society £500 on condition that the society would erect a suitable building. This was done, so that the money was forthcoming. The fact that this library was in Newport was one reason which induced Dr. Ezra Stiles, afterward president of Yale College, to settle there. "At length," to use his own language, " partly an agreeable town and the Redwood library * * * induced me to yield, and I gave an aftirmative answer to tlie church and society." The con- dition of the library at that date may be seen from the sketch given by Holmes, the biographer of Stiles : The Redwood library, at New])ort, consisting of about 1,500 volumes at the time of his settlement there, and augmented afterwards by books imported from Europe, intrusted to his selection, was highly propitious to his wishes and to his literary imi)rovement. To the accomplishment of an end, Providence always furnishes ade- quate means. This library, the benefit of which Mr. Stiles enjoyed above twenty years, and to which, being librarian, lie could always have access, was eminently subservient to his preparation for the presidential chair, to which he was in due time to be called.' Colonial Education. variety of schools. As preparatory to the period of educational activity, and as" afford- ing a connecting link, a brief account of colonial education must be given. There seems to be no justification for the use of the term "science of education" till well into the present century, but there were many and varied educational movements. The need and advan- tage of education were appreciated. A glance at the colonial records will confirm this. The ways and means may cause a smile to-day, but they were the best which could be then devised, and they accomplished in very many cases their object. If fewer branches were taught, great The Life of President Stiles, by Abiel Holmes, jjp. 68. 20 HISTORY OF iUGHER EDUCATION IN RHODE ISLAND. tliorougliiiess was gained. One extract from the records will show tho- sentimeiit regarding higher education: In 1696 a tract of land in the town of Kingston was conveyed to Harvard C'f>- lege for and towards the support and education at the said college of those youths whose parents were not of sufficient ahility to maintain them. In 1716 a gift of £50 for the college in Connecticut was made hy Jahliel Rrentou, of Newport. In spite of what Rhode Island had to contend against in her settlement and govern- ment, there were schools of all kinds, although no imiform organizeil system. The early schools were select or private schools, although movements for free schools were very early made, but the time had iiot come for them. An advertisement from the Newport Mercury of May 22, 1759, will show the character of one of them: John Sims, schoolmaster in the town school, teacheth reading and writing, arith- metic, both vulgar anddecimal, geometry, trigonometry, and navigation, with several other branches of mathematics. He proposes to open a separate school on the first Wednesday of June next, to continue the summer season, beginning at half after six o'clock and concluding at eight, and in the afternoori (each day except Thursday and Saturday) from five till half after six, for the instruction of young ladies in writing and arithmetic. As he endeavours to study the genius of his scholars, whether of exalted or inferior capacities, and conducts himself accordingly, he hopes to receive the greater encouragement. Another notice from the same paper, under the date of December 19, 1758, states ■■ Sarah Osborne, schoolmistress in Newjiort, proposes to keep a boarding school. Any person desirous of sending children may be accommodated and have them instructed in reading, writing, plain work, embroidering, tent stitch, samplers, etc., on reasonable terms. Another school ai^pears to have given more attention to a commercial training: Thomas Greene, in Barrister's row, hereby informs the public that he proposes to open a school the first Monday in May, to teach reading, writing, arithmetic, and merchants' accounts — the Italian method — and as he don't incline to undertake for more than twenty (besides a very few small readers), they that favor him scholars may depend on their being taught with the greatest alacrity. He has, as usual, an assortment of English goods, &c., at a reasonable rate. Newport, April 14, 1766. The notices of these schools were taken from advertisements in the papers of that time. There were in addition other kinds of schools — for vocal and instrumental music and for dancing. French was gen- erally taught by the masters of dancing schools. SUPPORT OF SCHOOLS. The schools were supported in various ways. A favorite method of raising money for nearly everything was by lottery, the public senti- ment then being different from what it is now. The following notice in the Mercury for October 5, 17G7, will illustrate thic> method: Scheme of a lottery granted by the general assembly of the colony of Rhode Island, &c., for raising £150 lawful money, to be applied towards finishing thepar- Sonage house belonging to the Baptist Churc^^ in Warren and rendering it com- COLONIAL AND LATER EDUCATION. 21 niodions for the reception of the pupils who are or who shall be placed there for a liberal education. * * * It is hoped that the extraordinary expense of that infant society in building a new meetinghouse and parsonage house, as far as the building is advauced, together with the immediate necessity of room for the pupils under the care of the Rev. Mr. Manning, and the great encourage- ment for the adventurers, there being but little better than two blanks to a prize, will induce those who wish well to the design speedily to purchase the tickets. Another means of support for the schools was the income from the school lands. (^UAKTEii Meeting, April 17, 1709. Mr. William Gilbert being chosen schoolmaster for yc town of Newport, and pro- posing that upon conditions the quarter meeting grant him the benefit of the school land, viz., the chamber and sellar and the profit arising from ye school land in this part of the town, and some conveniency for keeping of tire in the winter season, he is willing to teach school for the year ensuing, and to begin the second Monday in May next, A'oatedand allowed an act of the quarter meeting. Tuition also defrayed some of the charges. At the fourth meeting held in Bristol, September 7, 1682, it was voted "that each person that hath children in town ready to go to school shall pay 3. drinking, gambling, and other vices, it was deemed necessary to subdue these evils by blows. No faith existed, then, in moral suasion.' 1 Early Recollections of Newport, R. I., by Rev. George G. Channing. COLONIAL AND LATER EDUCATION. 23 Slow Bdugationa.l Development. CHURCH and state. In the colony of Rhode Island the attention that was given to educa- tion was not so definite nor so early as in the sister colonies. Harvard was founded in 1638, Yale in 1702, while Rhode Island College, later Brown University, was established in 1764, But while this fact may be regretted on some accounts, that early period was schooling the colonists in independency and in true fraternity. Although the colon- ists were not skilled in the text-books of the schools, the Bible, spelling- book, and primer, and an ability to use " the rule of three" — a training then sufficient for a business man — yet they firmly maintained their rights against royal and colonial encroachments. It might seem that religious freedom would be advantageous to a system of education, but it was not. Among the Puritans there was the close union of church and state. When their religion was estab- lished the clergy who were in civic power gave their attention to edu- cation, and the educational system became the care of the authorities. In the colony of Rhode Island, with her aversion to anything like an establishment, the need of a system of education was not felt so keenly. The entire religious freedom which prevailed in this colony brought in many settlers, because freedom in matters of conscience was extended not only to Christians but to all others of whatever belief. The liberal Baptist, denying any mortal power over the immortal mind ; the benign Quaiver, seeking only to be guided by " the inner light ;" the mystical Gortonist, merging his humanity in the divine essence — these had framed and founded the insti- tutions of a State upon principles broad enough to embrace the whole human family as the, children of one common Father. The polished Episcopalian and the zealous Puritan, each claiming in his dispatches to be " the true Church," speedily followed to occupy a field at once so novel and so inviting. Each learned something he had never known before, and all were improved by the mutual contact; so that even Matlier, a quarter of a. century later than his previous denuniciatiou, after having himself assisted at the ordination of a Baptist clergyman in Boston, writes in a let- ter to Lord Barrington, describing, although not acknowledging, the progress of Rhode Island principles, that " Calvinists with Lutherans, Presbyterians with Epis- copalians, Pedobaptists with Anabaptists, beholding one another to fear God and work righteousness, do with delight sit down together at the same table of the Lord . • Church and state were separated. In othei- colonies appropriations were made for schools and churches. In the year 1650 public educa- tion was compulsory in every other colony in Kew England. On account of the doctrine of sei)aration in Rhode Island, large numbers of the ministers were without any special training; in fact, the founda- tion of the college was in order that members of the Baptist denomina- tion might have an institution where a liberal education could be acquired. Children grew up without the opportunities of securing an ' Arnold, vol. ii, p. 88. 24 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. education, even if their parents had sufiticient means to famish itto theui. Neither the town nor colony made any provision for public schools. This situation was but the logical outcome of the doctrine of the set- tlers of the State, who believed in the rigid separation of the civil and religious functions in administration. The experiment which was here tried was of benefit to the country, but of injury to the early life of the colony. How great was the religious freedom the following extract from the charter will show: Our royal will and pleasure is that no person within the said colony at any time hereafter shall be any wise molested, punished, disquieted, or called in question lor any differences in opinion in_mattersof religion, and do not actually disturb the civil peace of the said colony ; but that all and every person and persons may, from time to time and at all times hereafter, freely and fully have and enjoy his and their own judgments and consciences in matters of religious couceruments throughout the tract of land hereafter mentioned, they behaving themselves peaceably and quietly, and not using this liberty to licentiousness and profaueness, nor to the civil injury or outwji.rd disturbance of otliers: any law, statute, or clause therein contained, or to be contained, usage or custom of this realm to the contrary hereof in any wise not- withstanding. BOUINDAIIY DISPUTES. A second reason for the non-establishment of a public-school system was the dispute concerning the boundary between Rhode Island and the neighboring colonies. The principles and ideas of the colony in Rhode Island were new to the others, and the hostility of her neigh- bors was aroused. Before education could receive the necessary atten- tion, colonial life was to be maintained and the encroachments of her neighbors warded off. Not till 1740 was the grant made by the royal charter settled. The geographical knowledge of the day was crude. The location of this colony was described as in the " West Indies in America." Disputes concerning the boundary were of frequent occurrence in the colonies. These arose from conflicting patents granted by the sover- eign and various boundaries as prescribed in successive charters. The ignorance of the geography of the colonies will account for the mistakes in defining boundaries. Another fruitful source of dispute was the ambiguity and vagueness of the grants received from the natives. In some cases the uncertainty arose from the difficulty of communication between the parties and in others from design. In either case the jealousy and distrust of the natives were aroused and the colonists were kept in constant alarm. In addition to the quarrels with the natives, bickerings and disputes as to title arose with the adjoining colonies, and disturbed the peace of the settlements. Disputes with the natives could generally be settled by appeal to the sovereign from whom the grants were made, because they were questions of jurisdic- tion, but disputes between the colonists, involving individual interest and i)rivate feeling, were more bitter and continuous. COT.ONIAL AND LATER EDUCATION. 25 PLANTER LIFE. Another reason why the development of education was slow was the character of the settlements In the southern part of the State. The section of land adjoining the west shore of the bay was productive, and was owned in large plantations by wealthy proprietors. They were gentlemen of leisure and were the most cultivated and educated among the colonists. Many of them had, for that day, large and extensive private libraries. These planters had the pleasure and profit of intercourse with each other. But the people in the interior and more western part of the State were scattered, the means of communi- cation were poor, and they enjoyed but few of the comforts and luxu- ries of life. The centers of communication and information were the villages, for there were no towns. The oiiportunities for the inhab- itants to add to their knowledge were those which came from the religious and town meetings and the county courts. Even the vil- lages were few in number in the western part of the State at that time, and nearly all of the present day are of recent growth and the result of manufacturing interests.' The religious freedom, disputes concerning the boundary, and the planter life in the western part of the State were the chief reasons for the slow growth of a system of education. PuBLiD-ScHooL System. Early methods. The adoption of a ft-ee public-school system by the State was late, but provisions for education by the towns were early. There were a few private schools of high grade, but the characteristics of the greater part of these schools have been described in the section on colonial education. The reasons have been given why the educational develop- ment of the State was so slow. The first provision for education was made by the colony August 20, 1640, in Newport. It was voted " that one hundred acres should be laid forth and appropriated for a school, for encouragement of the poorer sort, to train up their youth in learn, ing." Public education in. Newport continued till 1774, when from that time till about half a century later no school was supported by the income from the school land. efforts of the proprietors. In Providence, May, 1603, the proprietors passed this order with reference to public education: It is agreed by this present assembly that oue hundred acres upland and six acres of meadow (or lowland to the quantity of eight acres in lieu of meadow) shall be laid out within the bounds of this town of Providence; the which land shall be reserved for the maintenance of a school in this town and shall be called by the name of the school lands of Providence. ' An address by E. R. Potter before the Rhode Island Histori^l Society, February 19, 1851. 26 HISTORY OF HIGHER EDUCATION JN RHODE ISLAND. There were also smaller seliools supported by \)rivate charity. A school in Newport was established by Nathaniel Kay, to '' teach ten poor boys their jTrainmar and the mathematics gratis." Mr. E. Trevett announced in the Newport Mercury in 1807 that he "will gratuitously teach as many poor children as he can attend in the State House a few hours in the morning." The " Female Benevolent Society" announced that a few children could be admitted into their school. In 1808 the " African Benevolent Society" opened a school, the object of which was the " free instruction of all the colored people of this town who are inclined to attend." The Sunday school, in its early days, was an element in secular instruction. These efforts for education outsule of what was done by the State kept the matter of State action for public schools before the community. We retrace our steps totheyear 1707 in Providence. At that time the town made a vigorous effort for free public schools. A proposition was made to build four schoolhouses and place the control of the schools in the hands of a committee. Accordingly two committees were chosen, one to sui)ervise the construction of the buildings and the other to pro- vide for the government of the schools. The leports on this matter were both rejected, but the report of the second committee was in writ- ing and shows the design of those who were interested in the free pub- lie schools. At the beginning of the report it was stated: The education of yontli, being a tiling of the first importance to every society, as thereby the minds of the rising generation are formed to virtue, knowledge, and use- ful literature, and a succession of able and useful men are produced with suitable qualification for serving their country with ability and faithfulness; and institu- tions of this nature are the more useful by how much the more liberal and free the enjoyment of them is, etc. Good and sufficient masters were to be supplied to the schools by the town; firewood also was to be provided at the expense of the town. Every inhabitant of the town was to enjoy the equal right and privilege of sending his children to the school. The scholars must have learned their letters and have acquired some knowledge of spelling before they ■were to be admitted to the smaller schools. For admission to the larger school they must have gained considerable knowledge in read- ing and writing. The rest of the report concerned the duties of the teachers and the government of the schools. Accompanying this rei)ort, which had been drawn up by Governor Bowen, was a memoran- dum made by Moses Brown : 1768. Laid before the town by the committee, but a number of the inhabitants (what is most surprising and remarkable, the plan of a free school, supported by a tax, was rejected by the poorer sort of the people), being strangely led away not to see their own as well as the public interests therein (by a few objectors at first), either because they were not the projectors or liad not public spirit to execute so laudable a design, and which was first voted by the town with great freedom. M, B. • COLOIv'lAL Ai\D LATEK EDUCATION. 27 At this time in Providence there were lOU houses, and OIL inliabitiints (including 189 children between the ages of 5 and 14) on the west side of the river. By the rejection of the report of the committee the action of the meeting was repealed. However, one schoolhouse was built by the town and by individuals, the town having the control of the lower story. This state of affairs continued till 1785, when a Committee, chosen to draw up a plan of education, reported: Tb«y have endeavored to suggest some general outlines for the regulation of schools as they are now supported by individuals, but are of opinion that no effec- tual method can be devised for the encouragement of learning and the general dif- fusion of knowledge and virtue among all classes of children and youth until the town shall think proper to take a matter of so much importance into their own hanopular Avith the common people and met with the most opposition from the class it was designed to benefit. I suppose this was one reason why the most influential citizens did not take hold of it heartily in the beginning. They thought its success doubtful and did not wish, in a public way, to commit themsehes to an enterprise that Avould curtail their popularity and influence. This was not the case with all, but it was so with manj'. The more we discussed the subject the greater became its importance in onreyes^ After a good deal of consultation and discussion we got the Mechanics' Association to move in the matter. This Avas an important point gained, and an encouragement to persevere. A committee Avas chosen to take up the subject. Of this committee 1 was a member. They met at my house, and after mature deliberation it was resolved to address the general assembly. I told them that as neither of us were qualified to draw up a paper suitable to go before that body, Ave had better write a petition embodying our indiAddual views and bring it to the next meeting. Out of these mutual contributions we could prepare a petition that Avould do. This Avas agreed to, and the committee separated. When we next met it was found that but two had written according to previous recommendation. These Avere by William Richmond and myself. Richmond then read his. It was in the usual petition style, ending " as in duty bound Ave will ever pray." I told the committee I did not like the doctrine of that paper. It was too humble in tone. I did not believe in peti- tioning legislators to do their duty. We ought, on the cetition. It expressed briefly our destitution and the groat importance of establishing free schools to supply it. It re( eived the approbation of the committee and was adopted. This memorial was presented to the general assembly in the name of our association. It Avas there warmly debated, and after ])retty severe opposition the assembly referred the whole subject to a committee, with directions to report by bill. This bill, embodying a general school system, wasdraAvnup by James Burrill, jr., attorney-general of Rhode Island. I was Avith him all the Avhile, and he readily comi)lied with my suggestions.' 'Life and Recollections of John Howland, late president of the Rhode Island His- torical Society, by Edwin M. Stone, pp. 138 et seq. COLONIAL AND LATER EDUCATION. 29 PETITION OP THE MECHANICS' ASSOCIATION. This iiieinorial stated that at present the meaus of education were very inadequate and w^hat should be provided by the State was left to the exertions of individuals. The supply fell far short of the demand. Appreciation on the part of the association was expressed for the chartered i^rivile^es of their own corporation, and they peti- tioned the assembly that provision might be made for the establish- ment of a system of free public schools. This they urged in order that the youth who were pressing forward to take their places as active citizens might have the means of gaining an education. The petitioners hoT)ed that their occupation as mechanics and manufac- turers would not prevent them from adding to these reasons the fact that liberty and security under a republican form of government depend on a general diffusion of knowledge among the people. This petition was signed by a committee of eight. This subject was referred by the assembly to a committee, and in 1800 an act establishing free schools became a law. This act pro- vided that each town in the State should establish annually, at the expense of the town, one or more free schools for the instruction of all the white inhabitants of the town between the ages of 6 and 20. Eeading, writing, and common arithmetic were to be taught to all who "nuiy stand in need of such instruction and apply there- for." The remaining sections, eleven in number, provide for the main- tenance and the government of the schools that may be established. The law met with great opposition and was repealed in a few years. From the newspapers, there seems to have been no hint of the spe- cial influences which brought about the repeal. In 1801 instructions from several towns were read against the school bill and occasioned a motion for its repeal. It was referred to a committee, who were to report an amended bill at the next session. No such bill appears to have been passed; the whole measure was defeated by simple non- enforcement, and the law was rex)ealed at the February session, 1803. PROVIDENCE SCHOOLS. Providence was the only town which had ever carried it into etfect. But as the Providence schools have been sustained ever since under the organization thus begun, and as the whole State was afterwards brought under a system essentially identical with that proposed by Mr. Rowland, he may justly be. called the founder of the public-school sys- tem of the State. Four schools were opened in Providence on the last Monday in Octo- ber, 1800. The number of scholars was beyond anticipation, and a fifth school was soon opened. For twelve years, however, the whole attendance rarely exceeded 800. The four original schools had each a master, with a salary of .$-500, and an usher, who was paid i200. 30 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. EEVIVAL OF PUBLIC .SCHOOLS. Tlie second inovenieiit for a State system of j)ublic schools began by the passage of a resolntiou in 1820 by the assembly, "calling on the several towns for information on the subject of public schools." Scarcely any town had any information to give. This same year the importance of pnblic edncation was nrged by the press of Providence and New- port. Another committee was appointed "to prepare and report a bill establishing free schools." No report was made and the impulse died away. Later there was a local movement in Newport, and various schemes were suggested to make the education a State matter. In 1827 Mr, Joseph L. Tillingbast, of Providence, was the leader in urging free schools upon the assembly. The subject was first introduced by memorials from Smithfield, Cumberland, Johnson, East Greenwich, and other towns. The bill of this year was passed in 1828, nearly unani- mously. This act of 1828 is the foundation of the present school system of the State. When this law went into operation the schools had been detached and isolated, dependent wholly on the degree of enlightenment or energy prev^ailing in a particular town. Now they were to be })art of a State system. There were various modifications of the school laws till they were codified in 1839. UENRY BARNARD. In 1813 Henry Barnard was appointed to take charge of the public- school system, and this was considered as the most important step yet taken in the history of the schools. So great was the confidence felt in Mr. Barnard, that the school legislation of the State was virtually placed in his hands, and he was instructed by the assembly to prei)are and ])resent the draft of a school law which should cover the whole ground of existing statutes. This law was passed June 27, 1845. He was very efficient in inspecting and reorganizing the whole school sys- tem. He remained in office live years, retiring in 1849 on account of failing health. The testimonial presented him by the teachers of the State, on his retirement, gives the best summary of what he did tor the State in his system of public schools: Of the extent of your labors in preparing the way for a thorough reorganization of our system of public schools, and in encountering successfully the many difficul- ties incident to the working of a new system, few of ns can probably be aware. But we can speak from a personal knowledge of the value of the teachers' institutes which have, from time to time, been held by your appointment, and provided (too often, we fear, at your expense) with skillful and experienced instructors and prac- tical lecturers; and of the many books and pamphlets on education and teaching -which you have scattered broadcast over the State. We can speak, too, of what the teachers of the State know from daily observation — many of them from happy expe- rience — of the great change, nay, revolution, which you have wrought in our school architecture, by which old, dilapidated, and unsightly district schoolhouses have given way for the many new, attractive, comuiodious, and healthy edihces which COLONIAL AND LATER EDUCATION. 31 now adoru our bills and valleys. We have seen, too, and felt the benefits of the more numerous and regular attendance of scholars, of the uniformity of text-books, the more vigilant supervision of school committees, and the more lively and intelli- gent interest and cooperation of parents in our labors, which have been brought about mainly by your efforts. The fruits of your labors may also be seen in the courses of popular lectures, which are now being held, and in the well-selected, town, village, and district, libraries, which you have assisted in establishing, and which are ah'eady scattering their life-giving intiuence through our beloved State. Mr. Barnard was succeeded by Hou. Elislia E. Potter, who ranks second to Lis predecessor only in the quantity of bis labors, not their quality. His legal experience was of the greatest value in codifying the school laws of the State; laws which he, on the bench, Avas after- wards able to expound and apply with authority. In 1850 he recom- mended a board of education, and was a persistent advocate of a nor- mal school, which was established in that same year. Another service rendered by him was the discussion and elucidation of the religious question in public schools. Succeeding him were Rev. Robert Allyn, from 1854 to 1857; John Kingsbury, 1857-1859; Dr. Joshua B. Chapin, 1859-1861 and from 1863-18G9; Henry Rousmaniere, 1861-1863; Hon. T. W, Bicknell, 1869-1875; Hou. T. B. Stockwell, 1875 till the preseu': time, PART 11. ACADEMIES AND PREPARATORY SCHOOLS. INTRODUCTORY. The educational pliases of the academy in New Enj^hiiid within the last century and u half are varied. There are nearly as many grades as there are academies. The lowest in grade are merely district schools, teaching the "three R's," while the highest are preparatory schools for tlie colleges of New England, and in some cases take their students as far as the studies of the freshman year. Yet academies of the low- est grade were by no means a small factor in the educational growth. Scattered throughout the sparse and rugged settlements, they oflered the only means for instruction that could be then obtained. They were powerful in character building and in furnishing many a man for the struggle of daily toil, so that when he had gained a position where he could look back, it was the old academy that he thanked for his start. These institutions were as altars, small and with few attendants, yet with the fire from the prytana^um jealously guarded, till by constancy and devotion schools became shrines to which came boys from distant homes. In more than one instance an academy which to day is doing preparatory work for college, at first was very unpretending. Then, too, in those days, when the helps to knowledge were few, when the student retained what he mastered because he had to work for it, what little was ofiered was thorough, and a desire was created for something more. The lives of many of the self-taught men of the early decades of this century will demonstrate this. The early days of academies were not days of wealth. The erection of these buildings represented self- sacrifice and a firm belief in the advantages of education. This fact finds repetition in the preamble to many of the charters, in which there is recognition of the blessings of education, not only to the immediate vicinity, but also to the Government. As contributory rills to the great stream of collegiate instruction all these smaller institutions are imi)ortant. In education nothing is small, for often an idea or an impulse is imi)lanted in the mind of someone so that he is the means of placing M^ithin the grasp of others those advantages from which he himself was debarred. Between the years 1790 and 18G5 as many as 19 institutions of learn- ing received charters from the assembly. Charters were granted to an academy, a seminary, an academy company, an institute, a school 1123 R I 3 33 34 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. society, a collegiate institute, and a school association. Such were some of the institutions which made application for charters, as they appear on the records of the assembly. Some advanced no farther than the charter; others made a creditable beginning; while a few existed for such a period that a more detailed account is fitting. There was ouly one college in the State — Ehode Island College. While there were all grades in the schools and academies, yet each was a center of educa- tion which fulfilled the demands of that locality. At Wickford in the days of commercial activity there was a demand for instruction in navigation, and that was taught at the academy. If it ai>pears that their teaching was very rudimentary, these academies should not be despised. Their existence showed that the community felt the need of educational advantages, and some of them developed into institutions atfording opportunity for the student to pursue studies taught in the freshman class of our colleges. A great amount of good was accom- plished by tlie moral influence of these schools through the strong personality excited by the teachers. There were not many aids to the student and the text-books were limited in variety, so that an edu- cation was attained only by hard work. The teacher had an intimate knowledge of his subject and could exert his influence for the best in- terests of the scholar. In a history of education every institution of learning has its value, but the institutions of higher education will be especially described in this monograph. UNIVERSITY GRAMMAR SCHOOL. The University Grammar School may be said to have been the germ of the college. It was opened by Manning in the spring previous to the first meeting of the college corporation in Warren in 1764. It was a Latin school under his charge, and it was his purpose to make the school serve as the basis for collegiate instruction. In 1770 the school was removed to Providence and held in one of the rooms of the brick schoolhouse. In 1772, at the completion of University Hall, the school was placed in one of the rooms. No early records of the school had been kept, and all the notices of the school are supplied by the news- papers. The following is the first notice in the local paper for 1772: Whereas several gentlemen have requested me to take and educate their sons, this may inform them, and others disposed to put their children under my care, that the Latin school is now removed and set up in the college edifice, where proper attention shall be given, by a master duly qualified, and those found to be the most effectual methods to obtain a competent knowledge of grammar steadily pursued. At the same time spelling, reading, and speaking English with propriety will be particularly attcuded to. Any who choose their sous should board in commons may be accommodated at the same rate with the students, six shillings per week being the price. And I flatter myself that such attention will be paid to their learning and morals as will eutirelj'- satisly all who send their children. All books for the school, as well as the classical authors read in college, may be had. at tbe lowest rate, of the subscriber. Jamks Manning- Providence, July 10, 1772. ACADEMIES AND PREPARATORY SCHOOLS. 35 The early accounts of tlie school are meager, but ^lauiiiug- M'rote to a friend in 1773 that the Latin school under his care had about 20 boys. The next public notice of the school appeared in the Gazette of 1776: A grammar school was opened in the schoolroom within the college edifice on Monday, the 11th instant, in which the same mode of teaching the learned languages is pursued which has given such great satisfaction to the inhabitants of this town. The scholars are also instructed in spelling, reading, and speaking the English lan- guage with proi^riety, as well as in writing and arithmetic, such part of their time as their parents or guardians direct. CoLLE(5E Library, March 22, 1776. In 1786 the school was removed to the brick schoolhouse and was in charge of Mr. Wilkinson till 1792. He was considered a successful teacher. His advertisement states the object of the school and the price of tuition: William Wilkinson informs the public that, by the advice of the school commit- tee, he proposes removing his school from the college edifice on Monday next to the brick schoolhouse; and, sensible of the many advantages resulting from a proper method of instruction in the English language, he has, by the committee's approba- tion, associated with him Mr. Asa Learned as an English instructor. Those gentle- men and ladies who may wish to employ them in the several branches of the Greek, Latin, and English languages taught grammatically, arithmetic, and writing may depend on the utmost attention being paid to their children. Greek and Latin at 24 shillings per quarter; English at 16 shillings. Wilkinson and Learned. PKO^■IDENc•E, October 20, 1786. From 1786 till 1791 the school seems to have been independent of the college. In 1791 the corporation voted to secure the school again : Voiid, That the president use his iuduence and endeavor to establish a grammar school in this town as an appeudage to this college, to be under the immediate visi- tation of the president and the general inspection of the town's school committee, and that the president also procure a suitable master for such school. The school was again opened, and the next notice appears in 1809 : Voted, That a suitable building in which to keej) a grammar school be erected on the college lands, provided a sum sufficient to defray the expense of erecting said building can be raised by subscription ; that said school be under the management and control of the president of the college, and that Thomas P. Ives, Moses Lippitt, and Thomas Lloyd Halsey, esqs., be a committee to raise said sum and cause said building to be erected, and that they erect the same on the west line of the steward's garden. Voted, That the president be authorized to procure a master to teach the grammar school ordered at this meeting, and that if a sufficient sum be not raised from the scholars to pay the salary of the master the deficiency be paid out of the funds of this University. Accordingly subscriptions were solicited and the sum of about $1,500 secured. This money was raised chiefly among the citizens of the town. The building was erected on the corner opposite the president's house. An early catalogue mentions an instructor for 1821, but from 36 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. this time it is uncertain whether or not the school was continued without interruption. In 1845 Merrick Lyon assumed the charge of the school, with an asso- ciate, Henry S. Frieze. Mr. Frieze accepted a call to the Latin pro- fessorship at Michigan University in 1854, and his place was sui)plied by Emory Lyon. The school continued under theprincipalship of Drs. Merrick and Emory Lyon till the death of the senior principal in 1886. Dr. Merrick Lyon had entire charge of the classical department, and this school always had a high reputation in the classics. Sixty-three premiums offered by the president of the University for excellence in preparatory Latin and Greek have been taken by members of this school since the present management was assumed in 1845. The catalogue for 1851-'52 mentions the instructors, Merrick Lyon, Greek and mathematics ; Henry S. Frieze, Latin and modern languages. The school numbered 103 students. In the English department there are classes in algebra and geometry geography, history, and English grammar. In addition to the above classes regular provision is also made for those who desire to receive instruction in natural philosophy, chemistry, astronomy, and survey- ing. There are exercises in declamation and English composition once a week. The tuition is $12.50 per quarter. Students from abroad can be boarded in the vicinity of the school at rates varying from |2 to $3.50 per week. CLASSICAL OKPAKT-MEXT. Four classes in Latin and three in Greek are constantly in prepara- tion for college. Latin is begun with great advantage by the youngest members of the school in connection with the elementary course. The Latin classes are daily exercised in the Latin grammar or Latin prose composition, while pursuing the study of the Latin reader, and of Caesar, Sallust, Virgil and Cicero's select orations. The study of the Greek language commences one year after that of Latin. The course of reading consists of the Greek reader and selec- tions from Xenophon, which are accompanied by daily exercises in the Greek grammar or Greek prose com})osition. Ancient history and geography and the Greek and Ilomau mythol ogy and antiquities are studied in connection with the classical depart- ment. The summary in the catalogue for 1852-'53 shows : Scholars iu attendance 119 Past members of the school 235 Students from this school admitted to Browu University and other colleges.. .. 82 The summary for the year 1871-'72 gives tlie following: Teachers 18 Students 1871-72 90 Students 1845-'70 837 ACADEMIES AND PREPARATORY SCHOOLS. 37 That year there were represeutatives from Ehode Island, Massachu- setts, Connecticut, New Jersey, Japan, and Buriuah. In a resume of the students from 1845 to 1852 there are representatives from Massa- chusetts, Connecticut, New York, Ohio, Kentucky, Georgia, Vermont, New Hampshire, California, North Carolina, New Jersey, Illinois, Mary- land, Alabama, Tennessee, Maine, Pennsylvania, Virginia, Cuba, ^Viir- temburg, Italy and China. COUUSK OF STUDY. In 1871 the course of study was more elaborate. The tuition for that year was $120 for the older students. The course of study in the English and classical department is given below. There is also a preparatory department. ENGLISH DEPARTMENT. First year. — Bradbury's Eatou's Practical Arithmetic, Greene's Introduction to English Grammar, geography completed, written exercises in spelling and English grammar through the course, Swiuton's Outlines of History, French, Monroe's Fifth Reader, spelling continued, writing continued. Second year. — Arithmetic completed, Wentworth's Elements of Algebra, Greene's English Grammar, Warren's Physical Geography, ancient and modern history, Cooley's Natural Philosophy, French, reading, spelling cuntiuvied, writing con- tinued.. Third year. — Wentworth's Geometry, Hutchison's Physiology, Collier's English Literature, Wayland's Intellectual Philosophy, Hart's Rhetoric, French. Fourth year. — Davies's Legendre's Trigonometry, Remsen's Chemistry, English literature continued, Wayland's Moral Philosophy, bookkeeping continued, Andrews's Constitution of the United States, Lockyer's Astronomy, geology, French, book- keeping. CLASSICAL DEPARTMENT. First year. — Harkness's First Year in Latin, Harkuess's Latin Grammar, through the course, Harkness's Cresar commenced. Second year. — Harkness's First Greek Book, Hadley's Greek Grammar, through the course, Boise's Xeuophon's Anabasis commenced, Caesar continued, Chase and Stuart's Nepos, or Harkness's Sallust's Catiline, Latin composition commenced, read- ing at sight, ancient geography. Third year. — Xenophon's Anabasis continued, Greek prose composition commenced, reading at sight, Harkness's Cicero's Orations, Latin composition continued, read- ing at sight, a review of the studies of the second and third years. Fourth year. — Anabasis completed. Boise's Homer's Iliad. Greek composition con- tinued : Reading at sight. Frieze's Virgil's ^Eneid, Lincoln's Ovid, or Chase and Stuart's Bucolics and Georgics. Harkness's Latin Composition completed to Part III: Reading at sight. Baird's Mythology. History of ancient Greece and Rome. A review of the studies of the year. The above courses of study include all that is usually required for admission to college in our country. Familiar lectures on the topography, temples, and principal objects of interest in and near Rome and Athens. Students pursuing the classical course continue their English studies in the gram- mar and high school departments. Weekly exercises in composition and declamation are required. 38 HISTORY OP HIGHER EDUCATION IN RHODE ISLAND. Tlu> graduates of this school are aflmitted to Brown University Ity certificate with- out examination. The school now is in charge of Dr. Euiory Lyon and Edward A. Swain ( Hrown, 1882), assisted by Herbert A. Rice (Brown, 1889). The effect of a well-organized literary society when supported by tlie students is a good complement to the routine of school work ; at the University Grammar School iu 1854 the Hope Debating Society was organized. The motto '^f the society was Semper surgamns. Its object was expressed in the following preamble: " We, the undersigned, desir- ous to secure to ourselves the advantages of a practical education resolve for the attainment of this object to form an association and adopt a ''institution." The regular meeting was to be held each Friday evening. The com- mittee framing the constitution were Elisha S. Thomas, Arnold Greene, Eobert I. Goddard. The active membership included 17 of the stu- dents and the honorary membership included the faculty of the school, at tliat time three in number. A second society called the " What Cheer Lyceum," was organized December 27, 1856. This society chose for its motto Patientia et perseverantia omnia vincuut. Their preamble was the same as that of the Hope Debating Society. The board of officers were Thomas T. Caswell, president; Orville A. Barker, vice-president; G. Lyman Dwight, secretary; James Shimmin, treasurer; John H. Stiness, Rich- ard Waterman, 2d, Henry Pearce, prudential committee. The gen- eral management of this society was very similar to its predecessor. MERRICK LYON. From personal recollections as a student I can say that he was a genial man and of a kindly disposition. He had a merry twinkle iu his eye, and those eyes would shine when a student gave some rule iu prosody of particularly exceptional value, or a long list of special words to be used in some particular way. When a student would hesi- tate on the future of some Greek verb, he would often suggest "Dont- knowsomai?" On another occasion, a student in his translation had taken decided liberty with the text. Dr. Lyon laid down his book, and looking at the class, said : This morning as I was coming to school, one of my friends asked me if it was not very monotonous hearing the same translation over and over again. " By no means," I said, "I never hear the same translation twice." The next may translate that i)a8- sage. He knew Greek and Latin, and if the student did not it was his own fault, because the instruction was imparted well and patiently. Dr. Lyon received his preparation for college in Worcester, at the Hopkins Academy. He was graduated from Brown University in the class of 1841. His life work was teaching, and he taught in Providence. In 1845 he was principal of the University tirammar School. He was ACADEMIES AND PREPARATORY SCHOOLS. 39 a fellow aud a trustee of Brown, filling the vacancy iu the latter posi- tion occasioned by the death of President Caswell. He held offices of public trust, but was especially interested in education, serving for more than thirty years on the school committee board. Dr. Emory Lyon afterwards took the principalship of the school, and the same gen- eral policy of the school was maintained. This school is the oldest in the city of Providence, and still is true to its traditions. KINGSTON ACADEMY. This academy, although in its palmiest days occupying a high grade among the institutions of learning, and deserving a worthy place in a survey of secondary education, had an early origin, aud in the early days was lowly. There are facts in the history of this academy whi(;h make it among the most interesting of all. It was situated in South Kingston, in the southern part of the State, From 1S19 till 1832, among the list of students, in addition to representatives from Rhode Island, Massachusetts, South Carolina, Connecticut, Louisiana, and North Carolina, are boys from Fayal, Azores, West Indies, Matan- zas, and Minorca in the Mediterranean, The fact of these students from other States and other countries coming to this academy will furnish an interesting link between the commercial and educational interests of the State, and will afford opportunity for speculation. Tiie genesis of this academy extends back to the year 1695. 1695. Samuel Sewal, esq., of Boston, for the consideration of a nominal snm, and for the enconragement of literatnre and good education aud the maintenance of a learned, sober, aud orthodox schoolmaster, conveyed 50 acres of land in Pettaquam- scut, in special trust, to .Tohn Walley, for the procuring, settling, supporting, and maintaining a learned, sober, aud orthodox person from time to time, and at all times forever hereafter, to instruct the children and youths of the above-mentioned town of Pettaquamscut, as well as English there settled, or to be settled, as Indians, the aboriginal natives and ])roprietors of the place, to read and write the English language and the rules of grammar. This is an account of the origin, and some of the language is that of the deed. As showing the estimate in which a knowledge of gram- mar was held by Sewall, this statement at the end of the deed is inter- esting: " Signed, sealed, and delivered in presence of the words Judith his wife, ' and in the rules of grammar,' being first inter- lined." The instructor was to be appointed by Samuel Sewall and his wife Hannah, or their survivors, or by the minister of the Third Congrega- tional Church in Boston and the town treasurer, or their successors. In spite of such a formidable appointing power, nothing was done till 1781, when a schoolhouse was built in Tower Hill. Constant Soutli- worth, Increase Hewitt, John Hazard, William Nichols, Eobert F. Noyes, and Benjamin Hill were the schoolmasters till 1819. In that year the academy was uioved to Kingston. The next change in the institution was one of name only, when in 1823 the academy was iucor- 40 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. porated under the name of " Pettiquamsciit Academy." The disposi- tiou of the school lands will be seen from the petition to the assembly this same year, 1823. Whereas Elisha R. Potter, James Helme, Thomas S. Taylor, Robert F. Noyes, and other iuhahitauts within the Pettiquamsciit purchase, in the county of Washington, and trustees of Pettiquamscut Academy, have represented to the assembly that on the 4th of November, 1695, Samuel Sewall, esq., and Hannah Sewall, wife of said Samuel, late of Bostcm, in the State of Massachusetts, conveyed by their deed of that date 500 acres of land, situate in said purchase, to John Walley. esq., of said Boston, and his heirs, in trust for the encouragement of literature and good education, and the nuiiutenance of a schoolmaster within said purchase, to be appointed by the said Samuel and Hannah, or the survivor of them, after their decease by the minister of the Third Congregational Church, in said Boston, and the town treasurer of said town, and their successors in office forever ; and that said persons who have the power of appointing said instructor have in like manner the power of locating the school ; and whereas they have represented to this assembly that the trustee, about the year 1775, left the United States and has not to their knowledge returned, and from that period has wholly neglected his trust; that some time since said minister and treas- urer located the school at the village of Little Rest, within said purchase, and appointed an instructor who now exercises a superintendence of the school; and that said school is now incorporated by the name of the "Trustees of the Pettiquamscut Academy ; " and that said Elisha R. Potter, James Helme, Thomas S. Taylor, Robert F. Noj-es, and others have prayed this assemldy to authorize the sale of said 500 acres of laud, the same now being little productive, aud cause the proceeds of said sale to be vested in the funds of the institution and the interest thereof so applied as most effectuallj' to secure the object of the donors. The petition was granted, and the trustees were authorized to sell the 500 acres and give a bond of $8,000 to the State treasurer that the money arising from the sale would be paid into the school funds. In 1820 the assembly was petitioned that the name be changed to Kingston Academy. This was granted. From tlie date of the estab- lishment of the academy in Kingston, in 1819, to the end of the school year ending April 26, 1832, there had been 158 students. The princi- pals had been Oliver Brown, A. m.; jSTathaniel Helme, A. m, ; Alfred Gardner; Hinman B. Hoyt, A. m.; William G. Hammond, A. B.; Asa Potter, A. M.; William Cragg, A. b. ; Elisha Atkins, A. B.; Henry M. Davis; Christopher Comstock, esq.; William Gammell, A. B. The year 1832 marked the beginning of the period of greatest pros- perity. For 1832 the number of students was 88; 1833, 137 ; 1836, 116; 1837, 86. The last catalogue shows an attendance of 78 for the year ending 1854. At the commencement of this prosperous condition of the school in 1832 Elisha R. Potter was tlie instructor in the classical department, Christopher Comstock in the English department, and Joseph Brayton assistant. The catalogue for that same year indicates the course of study and gives facts of general information regarding the academy. The school is divided into two departments, a classical and an English, the exercises of which are attended in separate rooms. The books in the English department are Murray's English Grammar, ACADEMIES AND rREPARATORY SCHOOLS. 41 Olney's Modern and Worcester's Ancient Geography, Daboll and Smith's Arithmetic, Bennett's Bookkeeping-, Colburn and La Croix's Algebra, Bowditch's Navigation, Flint's Surveying, Lcgendre's Geom- etry, Oomstock's Natural Philosophy and Chemistry, Wilkin s' Astron- omy, Blair's Rhetoric, and Paley's Moral Philosophy. In the classical department are used Adams' Latin Grammar (Gould's edition) and Goodrich's Greek Grammar, Latin Reader, Historia Sacra, Viri Romte, Cesar's Commentaries, Sallust, Virgil, Cicero, Livy, Horace, Greek Reader, GriBca Minora, Greek Testament, Grteca Majora. There are two vacations in each year; the first commences on the last Thursday in April, the second on the last Thursday in August. The price of tuition in English studies is $3, and in Latin and Greek |5 per quarter. The price of board in the family of the English instructor, or in other private families, is $1.50 per week, including washing. The expense, therefore, for a single pupil in the English studies is about $84; in the classical studies, about $91 per year. To this is added the costs of lights and fuel during the winter term, which amounts only to a trifling sum. THE friends' school. The prominence of some one man of keen insight into the needs of the times, or some religious denomination, is identified with the begin- nings of nearly all the institutions of education. On the part of the founders of Rhode Island colleges and academies we are impressed with their spirituality. The recognition of a divine dependency by no means prevented the utmost exertion of their own jjcwers. The Friends School was an institution planted by the Quakers, and the preceding remarks apply with especial force to them. Breaking away from all forms and cere- monies, the Friends as a denomination went to the other extreme, and held for their guidance the " inward light " and " truth." With their views on war, witli a devotion to what made for the interests of liuman- ity, it seemed as though among them education would be sheltered and fostered. What a delightful character the Quaker tradition iuqiarted to everything that it touched ! A certain grave aud sweet sim2)licity, an air of candor and of plain recti- tude, a frank and fraternal heartiness — these were all distinctly Quaker, They were imitated to base ends indeed, and no rogue so roguish as a counterfeited Quaker ! No stories of such smug duplicity as those which were told of the smooth knave in drah. But it was only the homage to virtue. Knaves wore the Quaker garb because the Quaker garb was justly identified with honesty. Those whose early youth was identihed with Friends, as with them and among them, but not of them, still delight in the recollection aud associate with them still a refined superiority." Tlie Quaker idea of education and the sentiments of our founder can be seen from the following address, which was presented to the yearly 1 George William Curtis. 42 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. meeting by a iiiaii who bad tbis institution clo.se to bisbeart and worked for it at all times : If, therefore, the quarterly meetings could ]>roruote a school where hoarding scholara might he received and taught in such a manner as to qualify our youtli of the rising generation to teach school, we think it would be an acceptable service. It is agreed that, as the school is intended for the education, maintenance, and cloth- ing of children whose parents are not in affluence, that they shall be instructed in reading, writing, and accompts as fully as the time allowed them will permit. Some useful employment may be provided for the boys according as their age, strength, talents, or condition may retjuire. Learning and labor properly intermixed greatly assist the ends of both, a sound mind in a healthy body. The girls will also be instructed in knitting, spinning, useful needlework, and in such domestic occui>a- tious as are suitable to their se.K and stations. I believe it is the wish of all con- cerned in this important alfair that by gentleness, kind and affectionate treatment, holding out encouragement and approbation to the deserving, exerting the influence of the fear of shame, and prompting the children to every act of kindness and beueti- cence one toward another, to bring forward into the society and into its service a number of youths who may have been made acquainted, under such tuition, in degi ee, with the discipline of wisdom. Though the improvement of the children in learning, their health, and other suitable accommodations are matters of great moment in such an institution as this, yet there is one of a superior nature — to promote a tender, teachable disposition, inuring them to bear that yoke in their youth which will moderate their desires and make way for the softening influence of divine good will in their hearts, fitting them for the faithful discharge of e\ery duty in life, yielding content in afifiiction, moderation in prosperity, becoming at once the safeguard and ornament of every stage in life from youth to ripe old age. The man tbrougb wbose exertions tbe scbool was started and con- tinued was Moses Brown. He was born in Providence July 23, 1738. Tbe name of Brown will ever be cberisbed in Rbode Island annals, not only for what tbose bearing' tbis name did for ber in colonial days, but also in tbe present. He was tbe youngest of four brothers, all of wbom contributed to tbe commercial and mercantile prosi)erity of tlie State. Tbe catholicity of this man is shown in good words and work. He was instrumental in securing for New England Samuel Slater, who brought with him Arkwright's invention. This was to revolution- ize tbe cotton industry, so that to the music of the loom the walls of many a New England hamlet were iirmly upraised. Brown was the inti- mate friend of those in authority in the Revolution, Governor Hopkins, of Bhode Island, and tbose who were in the field. The first blood that was shed in our strife with the mother country was in con- nection with the capture of the Gaspce. Here then was "fired the shot that was heard around the world. ' When it was quite certain that the persons who had done this thing, or were suspected of doing it, would be sent to England for trial, Moses Brown's committee of correspondence applied to Samuel Adams, of Boston, for advice. He replied to their letter that the occasion " should awaken the American colonies and again unite them in one bond." John Brown furnished the l)oats for the attack, it is said. Did his firm really do it ? Did they own the boats ? If so, then Moses Brown was connected with it. Two members of the firm were present — John and Joseph. John was taken to Boston on suspicion and Moses went there and secured his discharge. How and by what means is not known to this day.' Moses lUown, by Augustine Jones. ACADEMIES AMD PREPARATORY SCHOOLS. 43 He must have had influence with the authorities to liave secured his brother's release, and how he did it woukl be of gfreat interest. An incident occurred in 1775, which illustrates his deep adherence to what he considered his duty. He and other friends were a committee to send provisions to the noncombatants in Boston at its seige by Washington. He was refused by Washington and also by the British commander, but did not desist. Five hundred dollars were sent in and the committee, entering the city by boats, took in food. This committee was merged into the " meeting for sufferings." Before this meeting were brought any cases needing help. It was before this meeting that tlie necessity of a school was presented by Brown in 1780. As a philanthropist he liberated all his slaves in 1773, and as a patriot he was intrusted with a settlement of the boundary question anF STUDY. The present faculty numbers 10. The course ot study is so planned that it will meet the requirements of those who wish to enter college, or will give an all-round education to those who will pursue their studies no farther than the courses here offered. With the excep- tion of Brown University, the Friends' School offers the most advanced courses. There are two courses, the classical and the literary and sci- entific. Classical course. First year. — First term : Latin, begmner's book ; algebra; Englisli analysis. Sec- ond term : Latin, beginner's book; Cajsar, 13 chapters, Book i; algebra, to complete 19 chapters ofWentworth; Roman history. Second year. — First term: Ciipsar, Books ii and iii; Greek grammar; Greek lessons; Greek history ; English composition. Second term : Ca'sar, Books i and iv, or Sal- lust and Cwsar, Book iv; Greekgrammar; Greek lessons; Anabasis, 3 chapters; Latin composition; geometry; 6 books. Third year. — First term: Virgil — /Eneid, Books i and ii; Cicero, 3 orations; Ana- basis, Books I and ii; Latin composition; Greek composition. Second term: Virgil, Books IV, v, and vi; Cicero, 4 orations; Anabasis, Books iii and iv; Latin composi- tion ; Greek composition. Fourth year. — First term: Homer — Iliad, 3 books; Livy, Book xxi, or French; Latin composition ; Greek composition ; mathematics reviewed ; Xenophon ; Hellenica (optional). Second term — Virgil — Eclogues, or Ovid (optional); C.'esar, Cicero, and Virgil, including Book in, reviewed;' Anabasis reviewed;- mathematics reviewed; reading Greek and Latin at sight. Literary aud scientific course. First year. — First term: p]]ementary algebra; reading and composition; United States history ; Latin, beginning book; mental arithmetic. Second term: Reading and composition ; algebra, to complete 19 chapters of Wentworth ; physical geogra- phy ; Latin, beginning book; and Caesar 13 chapters; mental arithmetic. Second year. — First term: Geometry, 6 books; history of England; reading and composition; English grammar; Caesar, Books ii and in. Second term: English analysis; botany; reading .and composition ; Cix^sar, Book i ; physics. Third year. — First term: English literature; rhetoric and English analysis; trig- onometry and astronomy ; reading and composition ; Virgil, Books i and ii; civil gov- ernment. Second term : (Jorman or French; advanced American history ; reading and composition; civil government; chemistry; Shakespeare. Fourth year. — First term: Old English and Anglo-Saxon; German or French ; com- position; mental philosophy: geology. Second term: English poetry; history of civilization; German or French; physiology. Attention will l)e given tliroughout the course to elocution, English composition, and the Scriptures. ' Instead of these reviews, 4 books of the Odes of Horace may be substituted. 2 Instead of this review, 50 pages of Herodotus and 1 1)ook of Homer's Odyssey may be substituted. ACADEMIES AND PREPARATORY SCHOOLS. 51 Mineralogy, zoology, logic, evidences of Christianity, bookkeeping, ancient his- tory, surveying, and drawing will be elective studies in the second and third years, and Latin iu the fourth year. Should students desire to i)ursue a more extended course in the classics and mathematics (for which provision is made), a longer lime than four years will be necessary. BUILDINGS. It seems eminently fitting that an institution of learning should be located iu the midst of pleasant surroundings. Many of the acade- mies of Ehode Island are situated on the shores of her bay, but the Friends' School is located in Providence on ground of about 50 acres in area. Beautiful groves and walks are at the immediate service of the student. From the cupola of the main building can be seen every town in the State with the exception of New Slioreham on Block Island. The main building was the original structure erected under the supervision of Moses Brown. This building is 220 feet in length, three stories high, and contains recitation rooms, dormitories, the girls' school- room, parlor, and dining room. To this building has been added a wing 50 by 40 feet, containing the boys' schoolroom and dormitories. Alumni hall forms the right wing of the main building. This is the treasure house of the building, for here are the two marble busts of John Bright and Elizabeth Fry, and the portraits of Whittier and Moses Brown. In thi.s hall are held all the imblic entertainments and lectures. Opening out from this hall is the library. Here, too, are rooms containing the scientific and chemical apparatus and the geological and mineralogical cabinets. In the upper stories are the girls' dormitories. Reference has been made to the artistic decoration of the various rooms. In connection with each wing is a gymnasium. The astronomical observatory, situated upon the grounds in the rear, contains an achromatic telescope, equatorially mounted, with 4^ inch object glass, a transit instrument, and an astronomical clock, all superior instruments. These are used for class and general instruc- tion, under the direction of the teacher of higher mathematics. LIST OF PRINCIPALS. The foundation of an institution which has sent from its walls stu- dents to the number of 10,000 into all stations iu life must be on a solid basis. The early principals were called superintendents. From the reopening of the school in Providence, in 1819, the following have been in charge: Matthew Puringtdn, 1819-1824; Enoch Breed, 1824- 1835; Seth Davis, 1835-1836; Enoch Breed, 1836-1837; Rowland Rath- bun, 1837-1839; Allen Wing, 1839-1844; Olney Thompson, 1844-1847; Silas Cornell, 1847-1852; Charles Atherton, 1852-1855; Gertrude W. Cartland, 1855-1860; Albert K. Smiley, 1860-1879; Augustine Jones, 52 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 1879 to the present time. The scliool lias numbered among its academic staft'meu famous as educators and scholars. Moses A. Cartland; Lind- ley M. Moore, of New York; John Griscom, Prof. Gummerie, Prof. Moses 0. Stevens, Caroline Cartland, Sarah Alice Cornell, John F. Eowell, Mary Ann Stanton; Prof. Alonzo F. Williams, Brown Univer- sity; Charles Brownell, Charles H. Parkhurst; Stephen A. Chase, of Salem ; Pliny E. Chase, of Haverford College, and President Thomas Chase, of Haverford College. Such are a few of the better-known educators who have comprised the personnel of the school in days gone by. There are others who, if not so well known, have done faithful and conscientious work, thereby making an integral part in the sum total of the grand result. Its gradu- ates have gone into all professions and pursuits, and a glance at the representatives of their commencement exercises and reunions will show who they are. Here again a few must suffice: Hon. Jonathan Chace, U. S. Senator; Abraham Barker, of Philadelphia; Dr. Henry Wood, Johns Hopkins University; Dr. Samuel B. Tobey, of Provi- dence. Many graduates have come back here to teach and have won rei)utation. AVASHINGTON ACADEMY. Washington Academy was founded in response to a demand for increased advantages in higher education. In 1800 Brown was the only institution where a higher education could be obtained. The Friends' School had been organized in 1784, but after its removal to Providence, was suspended till 1814. There was a demand for an insti- tution where young men could be trained for the position of teaching. Accordingly, those who were interested in Newport, Providence, and Warwick decided to found an academy and locate it at Warwick. The movement was actuated by the public spirit of the founders, and represented a great amount of self sacrifice. As was usual then, a part of the expense was defrayed by a lottery. Shares at $20 each were offered, and subscriptions were solicited. Unfortunately the records are in a bad state of preservation. The first meeting under the articles of association was held at the house of Oliver Spink, in Wickford, March 10, 1800. A committee was chosen to draft a charter and see that the necessary steps were taken to secure it. The i^urpose of those who were interested in this acad- emy can be shown by the following selections from the charter: AVhereas institutions for liberal education are highly beneficial to society, by forming the rising generation to virtue, knowledge, and useful literature, and thus preserving a succession of men qualified f(Ti' discharging the offices of life with use- fulness and reputation, they have therefore justly merited and receive the public attention and encouragement of every wise, polished, and well-regulated State; And whereas an academy erected in North Kingstown, in the county of Washing- ton, in this State, Avould be advantageous to this Government; And whereas Lodowick Updike, Peter Phillips, Benjamin Fowler, Cieorge Thomas, Thomas Kumreill, Daniel E. Updike, Benjamin Reynolds, Philip Tillinghast, William ACADEMIES AND PREPARATORY SCHOOLS. 53 Ellery, Robert N. Auchmutj^, Samuel Elam, John I. Clarke, Thomas P. Ives, Christo- pher G. Champlin, William Hunter, Walter Channiug, Daniel Lyman, and Asher Eobbins appear as undertakers in this design ; and thereupon a ])etition hath been pre- sented to this assembly praying that full liberty and power may be granted unto them to found, endow, order, and govern said academy; and that they may be incorpo- rated into one body politic, to be known iu the law with the powers, privileges, juid franchises necessary to the purposes of said institution. Then follow provisions for subscription to the stock, the number of trustees (twenty-five), the election of new trustees, the government of the academy, and the four following- enactments: And, furthermore, it is hereby enacted and declared, That into this liberal and catholic institution shall never be admitted any religious tests; but, on the contrary, all the members hereof shall forever enjoy full, free, unmolested, and absolute liberty of conscience; and that the places of principal and other instructors shall be free and open to all denominations ; and that the youth of all religions denominations shall and may be freely admitted to the equal advantages of this institution, and all receive alike fair, generous, and equal treatment during their continuance therein, they conducting themselves jjeaceably and conforming to the laws and statutes thereof. And it is hereby ordained and declared. That iu this academy shall no arts or methods be practiced to allure and proselyte or insinuate the peculiar principles of any one or other denominations into the minds of the scholars. And it is thereupon declared, constituted, and established, That everything of this nature shall be accounted a misdemeanor, be avoided, and by all denominations dis- dained and discountenanced as beneath the dignity and foreign from the true inten- tion of this institution, the main design of which is to sow in the minds of the rising youth the seeds of useful literature, to cultivate and improve good morals, and thus to make them useful to themselves and to their country. And, furthermore, for the greater encouragement of this seminary of learning, we do grant, enact, ordain, and declare that the estate of this academy, the estate, jier- soiis, and family of the principal instructor for the time being, lying and being within this State, with the persons of other instructors and scholars, during their belonging to said academy, shall be freed and exempted from all taxes, serving on juries, and menial services, and from bearing arms, impress, and military service. The charter provided that the first meeting of the trustees should be held August 27, 1800. The following officers were chosen : Samuel Elam, president; Peter Phillips, vice-president; Benjamin Fowler, treasurer ; Daniel E. Updike, secretary. At this meeting the land, consisting of 4 acres, was presented for the site of the academy. This gift was made by Mr. Nicholas Spink and Ann, his wife, Mr. John Franklin and Hannah, his wife. An addi- tional gift of $100 was made by Mr. Samuel Elam, who, according to the tradition, wished the name of the institution to be Elam Academy, but through the persistency of one of the trustees the original name of Washington Academy was retained. Towards the latter part of 1800 the building committee announced that the work was nearly comi^leted, but that there was a deficiency in the treasury. This was met by a new subscription, and early in 1802 the school opened with seven scholars, under the preceptorship of Alpheus Barker, of Newport- The building Avas divided into four rooms, two of which were used as recitation rooms; during the absence of the principal or assistant from 54 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. the room a monitor was appointed. As there were no catalogues the course of study must be gathered from reminiscences of those wlio were students. The ordinary rudiments were taught, as well as the higher mathematics, navigation, surveying, and astronomy. The town of Wicliford was Just entering upon a period of commercial activity. From her wharves sailed merchantmen for the African trade, for the East Indies, and the coasting service. Wickford was the market for a large agricultural district, from which the produce was sent abroad. In this town a large part of the young men followed the sea till they were about 25. By that time many had so risen that they had fair prospects of securing the command of a vessel, or of ranking among the officers. At this juncture they wanted a course in navigation, which they could now get at home in their own academy. Before 1840 Washington Academy had fitted no less than fifty men for practical navigation. CORRESPONDENCE. A very good insight into the educational methods and the subjects taught at the higher academies of the first part of this century may be gathered from a brief sketch of one of the Washington Academy boys. There were two other academies then, Kent and Warwick, so that some of the correspondence is connected with them. Jeremiah G. Chadsey, a graduate of Washington Academy, of North Kingston, went to Plainfield, Conn., to school, because there was none of a high grade in his own State, Rhode Island. As soon as the academy was opened in Wickford he returned. Here he was instructed in astron- omy, navigation, and surveying, how well may be seen from the fact that for his own gratification he made an almanac computing all the calcula- tions for that year. As a surveyor he was employed by the probate court as one of the commissioners to lay out any land that might be in dispute. As a navigator he taught navigation successfully for several years. The following letter will show how his scholarship was regarded by the principal of the academy where he had Just completed his last year of study: Washington, January 20, ISO?,. Deah Sir: If you can consistently call on me some evening tliis week I should be glad, as I wish to have some conversation with you concerning your becoming an assistant in W. Academy. Yours, personally. Mr. .Jeremiah Chadsey. On the same note appears the reply as follows : I was previously engaged when I received this. A. Bakeh. .J. G. Chadsey. The engagement was the acceptance of a position of assistant at Kent Academy, where he remained nearly four years. The next letter ACADEMIES AND PREPARATOKY SCHOOLS. 55 will show liis success as a teacher, and the reply of the committee at the Central School in Warwick, to his application for the position. East Grekxwicii, January 31, 1S07. Gextlemen: Being informed that your Central School is without a teacher, I take the liberty to recommend Mr. Jeremiah G. Chadsey to your notice. He is possessed of all the necessary abilities to teach the English language grammati- cally, all the branches of arithmetic and mathematics. He has taught reading, ■writing, arithmetic, algebra, surveying, navigation, geography, and astronomy in our Kent Academy with the applause of all who were concerned in it, and universal satisfaction of the gentlemen who have attended his examinations. I sincerely regret his withdrawing his useful instruction from this academy, and I fear we shall not be able to iill the place he quits with equal abilities. He has a very happy faculty of giving instruction and obtaining the love and esteem of his pupils. He is modest, mild, inoffensive and unassuming, and able to give complete satisfaction to his employers. With sincere wishes for the prosperity of your Cen- tral School, I am, gentlemen, your most obedient, humble, servant. Peter Turner. To the Central School Committee, Warwick. Warwick, FeVy 5th, 1S07. Sir: We, the committee of the Warwick Central School Society, having met and noticed your application, do inform you that there will be a vacancy for a preceptor in our school on the tirst of April next, and having examined your several recom- mendations, which perfectly meet our approbation with respect to your literary knowledge and other competent qualilications for a preceptor, do grant to you the privilege of tilling the same should your terms of tuition meet oiir approbation. We are, with much esteem aud respect, yours, &c., Joseph Arnold (S. C). Charles Brayton. George Arnold. Mr. J. G. Chadsey. A bill rendered by Mr. Chadsey to one of the patrons of the school will show the current charges. Mr. Christopher Greene, Ih\ 1807. April 27. To cash delivered to his son Sam'l $0. 12 July. To 1 quire jjaper for Nath'l 25 Sept. 3. To 1 lb. candles 22 Sept. 28. To boarding his son Sam'l 24 weeks, at $1.25..". 30.00 To his tuition and contingents the above time 6. 14 To schoolhouse rent do. 07 To boarding his son Nath'l 9i weeks, at $1.25 11.88 To teaching him navigation the above time 4. 00 1808. Mch. 2. To cash delivered to Nath'l 25 Mch. 28. To boarding his sons Nathanael and Richard (from Dec. 28 to March 28) 7 weeks, at $1.25 8.75 To their tuition the above time 1.75 To schoolhouse rent, tirewood, &c 39 56 HISTORY OF HIGHCR EDUCATION IN KHODE ISLAND. A letter from Mr. Cliadsey shows bis reasons for leaving this school at Warwick and some of liis ideas regarding the profession. The flist part of the reply of the committee has been torn from the original letter, but it was evidently a short sentence, as what follows contains the greater ])art. Gentlemen: I now have the ofter of auother school, which I conceive to be nioie lucrative than yours, and as the support of my family depends entirely upon my earnings I feel it a duty which I owe to myself and family to embrace the oppor- tiiui'ty, and therefore must beg leave of being discharged from your institution, but not without expressing to you my gratitude of the kind treatment you have ever manifested to me, and through you must return my sincere thanks to my emjiloyers in general. I am sorry that it was not in nij power to give you earlier notice; but I can assure you, gentlemen, that I had not the least idea of leaving you till within two days past, and that I have no other object in going but that of increasing my paj'. When you consider the length of time that I have been in j'our service, and that a shift of instructors is necessary for the discipline of a school (for by a long acquaintance between the master and scholars a familiarity is formed which ends many times either in a negligence to govern or an unwillingness to be governed), I say, gentlemen, when you take these things into consideration you will think that my removal is as necessary as it is hasty, and therefore will pardon my precipitate determination. That your institution may flourish under the care of all instructors, and become a nursery of information to the rising generation, is the ardent wish of Your most obliged and very humble servant, J. G. Ghadsky. Messrs. .Joseph Arnold, Henry Remix(;ton, Charles Brayton, Wanin<;k Central School Committee. Friday Morning, Ajml 20, ISIO. We ;idd that we are very sorry that you are about to leave the academy when so much of the respectability it now holds is greatly owing to your unwearied atten- tion to the improvement of the scholars at all times. It has always been our wish that the principal of the academj^ should have been willing to have allowed you such a part of the profits of the institution as would have made it an object for you to have continued in it, knowing from long experience how much depends on a good second in such an institution. We part with you with great reluctance, and add that yon may depend and calculate upon us at all times as your friend. Elihu H. Greene. Mr. Chadsey is at liberty to show the above to whom he pleases. E. H. Greene. Mr. .J. G. Chadsey. renewal of charter. About thirty years after the founding of the academy the interest in it seemed to decrease. It may have been that other academies were then in successful operation in the State, or that more of the young- men engaged in business or commerce, for at this period tlie commer- cial activity of Wickford Avas at its height. The teachers during this period Avere Wilbur Tillinghast, Linden Fuller, Amanitel Northup, Cair Northup, Barton Ballon, Mr. Wood, and Francis Cltappel. The terms which these gentlemen held their position varied from six months to ACADEMIES AND PREPARATORY SCHOOLS. 57 eight years. Ill 1833 a crisis in the aifairs of the academy was reached. The buikliugs were iu such a condition that repairs must be made at once if they were to be saved. Accordingly, on April 13, 1833, the friends of the institution came to its sui^port, and a petition was made for a revival of the old charter of 1800, with the amendment that fail- ure to hold annual meetings should not invalidate it. Among the names of the new board of trustees were those of Nicholas Brown, Daniel E. Updike, Pardon T. Hammond, Thomas P. Ives, Jeremiah G. Chadsey, Jonathan Eeynolds, Joseph 0. Sanford, and John Brown Francis. Under the new charter the following were chosen as the officers: John Brown Francis, president; Jonathan Reynolds, vice- president; Pardon T. Hammond, secretary; Joseph C. Sanford, treas- urer. By subscrij)tion a sum was raised for the repair of the buildings. The first teacher after the reorganization was William D, Upham. A salary of 8100 was given him and one-half of the proceeds from tuition. He received for tlie first year $427. Miss Caroline Whiting was his assistant. Several students from adjoining- towns attended, and the interest was maintained for about three years. From this time till 1848, when the academy was leased to the school district, there were frequent changes in the teachers. Only inferior teachers could be engaged, because the income from tuition was used to meet the ex- penses, and the attendance now was very small. At ^ special meeting of the trustees, held May 27, 1848, it was voted to lease the academy to the school district for a public school. KENT, LATER EAST GREENWICH, ACADEMY. PKTITION FOR A CHARTER. Educational methods are various and the contributory sources are numerous. In many of the colonies the surroundings were favorable to educational development. Rliode Island has been the scene of many a hard-fought battle for j)rinciple, civil and religious. The towns situated on her bay have witnessed stirring scenes, and the recollections of these events have aroused dormant feelings of patriotism and pride. In Narragansett Bay was captured the Gaspee, and the first blood in the Revolution was shed. Vessels with the rich freightof the Indies came to the wharves of Providence and Newport. The locations of institu- tions of learning in this State were well chosen, and many of them had a rich historic setting which could not fail of inspiration. Kent Acad- emy at East Greenwich, on Narragansett Bay, is one of these favored institutions. In this township and vicinity lived men who were famous for their part taken in the Revolution, and who aided tlie cause with counsel and money. The stirring times of war and the excitement incident to the close of the century had passed. Prudent men were determined to provide increased facilities for education. The definite 58 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. shape wliicli tlie movement took is best set forth in the preamble and articles of association drawn up by lion. Ray Greene. East Gkeexwich, Oct. 8th, 1802. Ethan Clark, William Arnold, Mathewson and Mowry, and Peter Turner, all of East Greenwich, and State of Rhode Island, and Ray Greene, Elihu Greene, and Chris- topher Greene, all of Warwick, anxious to promote the happiness of posterity and to continue the blessings of a free and equal Government, which this country enjoys in as great a degree as any other nation, and believing that well-conducted semi- naries of learning in which youth may acquire knowledge, with the advantages of places of public worship to iucliue their minds to morality and religion, are the most probable means to effect their design, have associated for this (as they con- sider) laudable purpose and have purchased a lot of land in East Greenwich contain- ing an acre and twenty rods, upon which they intend (with the assistance of others that may be equally disposed to promote the good of mankind) to erect a building about sixty feet long and thirty feet wide, two stories high, and convenient for the accommodation, and, when properly regulated, suitable for the instruction of a con- siderable number of youth in such branches of education as may be thought most to their advantage. They also please themselves with the idea that such an institution will be productive of the advantage to East Greenwich and its vicinity of introduc. ing a settled minister of the gospel to ])reach in the meeting house which is now so sehloni improved. This place (in East Greenwich) being central in this State, and possessing so many advantages, will induce many persons to ^dace their children here for education, wliere they can visit them with convenience and be frequent spectators of their improvement. To complete the contemplated plan very considerable expense will he re(iuired, much wore than is reasonable for a few to bear; but we Hatter ourselves that there are others, who, Ijelieving as we do the dissemination of literature, infor- mation, and religion is amongst the first duties of society, and the most productive of order and good regulations in republican governments, will become subscribers to this plan, and adding their names to these already mentioned will lend their assistance to support the society. » * * In accord with this design, the articles of incorporation were granted in 1802. How far the ideas of the incorporators were met will appear from the extracts from the charter. CHAKTEK OK KENT ACADEMY. AN ACT t(i incdi-porate. certain per.sons b.v tlie iiiime of the Propriotoia i>f Koiit Academy. Whereas the establishment of public institutions for the promotion of literature and general diffusion of knowledge is an object of the highest importance to society by affording the me.ans to the rising gereration of gaining instruction in the princi- ples and practice of virtue, and of acquiring that knowledge and wisdom which is necessary to qualify them to fill with iLsefulness and honor the various stations and offices of life; and Whereas an academy founded in East Greenwich, in the county of Kent, would be highly beneficial to that place and advantageous to the Government; and Whereas a number of persons have undertaken in this design, and have by their coniniittee preferred a petition to this general assembly, praying that full liberty and power m:iy be granted unto them to found, endow, and govern said academy, and that they m.'iy be incorporated into one body politic by the name of Proprietors of Kent Academy, with all the i)owers, privileges, and franchises necessary for the purpose of said institution. » * *• ACADEMIES AND PREPARATORY SCHOOLS. 59 Tlif-n follow the sections pertaining to tlie holding of property, board of government, duties of the officers, and the general management of the academy. Section 7 is of interest because therein "it is further enacted that, for the greater encouragement of this institution of learn- ing, tlie estate of this academy lying and being within this State shall be exempted from all taxes." Such was the purpose of the founders. The realizatioii of their wishes will be seen in the men who were educated there. The beneficent intiuence of the academy was more decidedly in the direction of general improvement of the community in character and acquirements and in inspir- incf higher aspirations generally than in affording very many conspicuous examples of brilliant careers. Very many men and women of sterling aud substantial qualities owed the groundwork of their education to the old Kent Academy.' Tbe institution was established in its present location in the year 1802, as the Kent Academy. From its founding to the year 1839 it was conducted as a stock academy. It then passed for a few months into private hands, but upon the organization of the Providence (now New Enjiland Southern) Conference of the Methodist Episcopal Church, in 1841, it became the property of the conference by purchase. Finally, in 1884, it was repurchased by a stock company, but in 1888 the stock was surrendered. It is now conducted by a board of thirteen directors, six of whom are selected by the corporation, six by the conference, and one by the alumni. During all the transfers and changes in the academy, by common agreement the same grade of work was continued, so that the puri^ose of the founders was maintained. KAKLY IIISTOHY. The first teacher was Mr. Abuer Alden, and his assistant, Jeremiah G. Chadsey. From the record kept by Mr. Chadsey of the attendance the following will show the number of scholars: Quarter beginning December 31, 1804, 72; April 1, 1805, 122; July 1, 180r), 133; September 30, 1805, 109; December 30, 1805, 83; March 31, 1800, 101; June, 1806, 127; September 30, 1806, 100; December, 1806, 95. Mr. Chadsey was a graduate of Washington Academy, and has been mentioned more fully in connection with that institution. The follow- ing contract will show how the expense of the assistant was to be met. This is to certify that Jeremiah Chadsey agrees to assist me in teaching the school in Kent Academy, for which I, the subscriber, promise to give him two-fifths of the amount of the bills of tuition when collected. This contract to commence at the beginning of the second quarter, August 20, 1804, and to continue as long as I agree to employ him aud he agrees to serve me. Abnku Ali>en. 'Historical address by Dr. Henry E. Turner. 60 HIS'DIIY OF HIGHER EDUCATION IN RHODE ISLAND. My. Clunlsey also served as a secretary and treasurer. One of the bills from liis account book will give an interesting- comi)arison of prices : Jh-. Henry Mies. T Per Contra Cr. 1804. 1805. Dec. 17. To the tuition of his sou May. By ploughing 1 lot 22 weeks and coutingeut $3. 88 .June. Bv cash paid Mr. Alden 32 1805. 'Nov. By .... (Its. milk To do. from Dec. 31 to .Mch. 20 and [ 1806. firewood 2. 40 Mar. By 1 load wood 1.7-5 Apr. By lA doz. eggs 17 I May By 12* lbs. veal at 4 ,50 Mr. Alden was a man of good qualilications as a teaclier and suc- ceeded in establisliiug a good school. Said one of his pupils: The inllueuce of Mr. Alden in forming the morals and manners of his pupils, if a boy under 10 years of age can judge, was not inferior to his power of imparting knowledge. To my mind, and I knew him Avell in after years, he was the ideal schoolmaster. For tuition in 1808 the rates were, for reading and spelling, $2; reading, writing, and spelling, $2.25; arithmetic, with bookkeeping, $2.50: English grammar, $3; composition and speaking, $3; Latin and Greek languages, $3; the principles of a.stronomy and geography, with the use of the globes, $3.50. The following extract appears from the records of 1810 : Resolved, That the committee, collectively and individuallj', attend at least once in the week at the academy, and if necessary give the preceptor the friendly and can- did advice respecting the government and instructiou of the academy. Resolved, That the Rev. Daniel AYaldo he requested to call occasionally at the academy, to art'ord to the scholars of the institution such advice and instruction as his duty as a clergyman and parental kindness may dictate. Till 1820 the institution seems to have been no pecuniary gain to the proprietors. That same year it was — Resolved, That the secretary's account for the sum of three dollars be paid to him for recording the proceedings of the trustt^es from the. founding of the institution to 1820. In 1822 ]Srathan Whiting was elec<^ed j)receptor. There has never been a school before or since where the scholars enjoyed such per- fect happiness as they did under the administration of Mr. Whiting. Althongli he was a fine classical scholar, possessing an abundance of general knowledge himself, he had very little faculty to communicate it to others. Being rather absent-minded and very unwilling to punish disobedience or neglect, unfair advantage of these failings was taken and enjoyed supremely. Occasionally,on pleasant summer afternoons, pupils were allowed, during school hours, to sit on the front steps of the academy, under the pretense of studying in the open air, where they would amuse themselves in composing satirical poetry on their teachers' eccentricities, and squibs on each other. Yet in spite of all this, some learned more in certain branches of knowledge during Mr. Whiting's administration than ever before, particularly geography and general knowledge of the world. Previous to this all the information acquired was froni Morse's geography, which was committed to memory and then recited, but Mr. Whit- ing taught by using the atlas and demonstration with the terrestrial globe.' ' History of East Greenwich, Dr. D. H. Greene. ACADKMIES AND PREPARATORY SCHOOLS. 61 TEXT-BOOKS. From tlie first catalogue, issued iu 1840, the list of teachers is taken. Rev. David G. Allen, principal : J. Newhall, A. b., languages and math- ematics; Miss Lucy G. Eldridge, preceptress; Miss Hannah 0. Eld- ridge, drawing and painting; Miss Anna S. Burge, music. The course of study is not stated, but can be inferred from the list of text-books, which is here given. Smith's grammar, geography, Adams' arithmetic, Davies' arithmetic, Legendre's geometry, surveying, Bailey's algebra, Olmsted's school philosophy, Guy's as- tronomy, Colt's bookkeeping, Mrs. Lincoln's botany. Parley's school history, Smellies' natural history, Jamieson's rhetoric, Abercrombie on the intellectual powers, Jones' chemistry, Worcester's third and fourth reading books. French — Bugard's prac- tical teacher, translator. Latin — Goodrich's Latin lessons, Adams' Latin grammar, Latin reader, Virgil. Greek — Goodrich's Greek exercises, Fisk's grammar, Greek reader. ItaUan and Spanish. — The common introductory books to these languages. For more adv anced scholars in Latin and Greek the books vary to accord with their after-course of study. Those used thus far have been Livy, Horace, Tacitus, Xenophon's Anabasis and Memorabilia. In this year, 1840, the above were the text-books, giving an idea of the grade of work done. The catalogue shows an attendance of 108: males, 52; females, 5G. There were 4 teachers in addition to the prin- cipal. From 1840 various principals have had charge of the academy. In 1847 the academy closed with only 7 students, but the next year there was a return to its old-time prosperity. From the list of principals some names will appear which have more than a local reputation. Abuer Alden, A. m.; Joseph L. Tillinghast, A. M.; Aaron Putnam, A. M. ; Ezekiel Eich, A. m. ; James Underwood, A. M. ; Rev. Daniel Waldo; Benjamin F. Allen, a. m.; Nathan Whiting, A. M.; Charles H. Alden, A. m,; Rev. Ebenezer Coleman; Christopher Robinson, A. m. ; Rev. Henry Edes; Penuel Corbett, a. m. ; George W. Greene, A, m, ; Joseph Harrington, a. m.; Joshua O. Coburn, A. m.; Thomas P. Rod- man, A. M. ; Rev. James Richardson; Rev. Daniel G. Allen; Rev. Ben- jamin F. Teft; Rev. George F. Pool; Rev. Daniel G. Allen; George B. Cone, A. M.; Rev. William Bagnall; Rev. Robert Allyne; Rev. George W. Quereau; Rev. Micah J. Talbot; Rev. Berncc D. Ames; Rev. James T. Edwards; Rev. David H. Ela; Rev. Francis D. Blakeslee. The academy buildings are situated on an eminence overlooking East Greenwich Bay. The grounds contain 5 acres, and here are Winsor House, the academy, and the boarding hall. In the academy building are the recitation rooms, library, and chapel. In this building are the botanical, mineralogical, and geological cabinets. The rooms vary in size, according to the departments for which they are needed. The chapel IS commodious, and contains a pipe organ. In this hall the public exercises and entertainments are held. 62 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. PROMINENT GRADUATES. A fair estimate of the work of an institution may be obtained through the men who liave been graduated. Among the graduates of this academy have been men in representative departments of public and professional life. Hon. Nelson W. Aldrich, U. S. Senator; William Sprague, U. S. Senator, and one of the war governors ; in State polities, Governor William Greene, of Warwick; Chief Justices Charles Matte- son, of Coventry, and Pardon E. Tillinghast, of Pawtucket; Hon. Henry T. Sisson, lieutenant-governor, and Hon. Enos Lapham, the present lieutenant-governor. In the professions, Rev. Charles H. Payne, d. D., atone time jiresident of Ohio Wesleyan University; William F. War- ren, ijresideut of Boston University; Samuel F. Upham, of Drew Theo- logical Seminary; Prof. Eben Tourjee, of the Boston Conservatory of Music; Prof. Alonzo Williams, of Brown University. Among names prominent in local reputation appear Hon. Samuel H. Cross, Hon, Frederic C. Sayles, Hon. Robert Henry, Hiram B. Ayles worth, and the celebrated boatbuilders, of Bristol, Charles F. Herres- hott and Charles F. Herreshoff, jr. Any such roll nuist be incomplete, but this institution seems to have received grateful recognition at the hands of its graduates, testifying that their mature judgment approves the educational methods and advantages of their youth. COURSE OF STUDY. Tbecourse of study provides for the classical, English, elocution, art, music, commercial, and normal departments. The instruction in the commercial course is made as practical as possible, by having one part of the room arranged as in bankers' and brokers' offices. The students take charge of these, thereby getting training by object lessons. Pupils are here prepared for college, and the studies taught are those of i)reparatoiy schools. A rounded education is afforded in case the student does not intend to pursue his education beyond thi"* institution. ACADEMIES AND PREPARATORY SCHOOLS. 63 College preparatory — Latin scientific. The three following courses are as comprehensive and thorough as those of most female colleges. Gentlemen, as well as ladies, who may wish to take a systematic academic course can pursue either of these to graduation and receiv^e a dijjloma. This course is arranged to give a preparation for the Latin scientific course in college. Fall. Latin grammar and les- sons .'. 5 Algebra 5 United States history 5 English readings and spell- ing 1 Casar, Cicero, and Latin . . 4 French or German 5 Geometry 5 Roman history 1 English readings 1 Cicero 2 ^I^neid and eclogues 5 Roman history 4 Ancient geography 1 Constitution of the United States 5 Winter. Latin grammar and les- sons 5 Physics or physiology 5 Algebra 5 English readings and spell- ing 1 Cicero and Latin prose 5 French or German 5 Geometry 5 English readings 1 JEneid 3 Georgics 5 Mathematical review 3 Chemistry 5 Spring. Latin, Caesar 5 Algebra 5 Modern history 5 English readings 1 Cicero and Latin prose .•> French or German 5 Rhetoric or astronomy 5 English readings 1 ^neid 5 Latin review 5 Mathematical review 5 English readings 1 CoUef/e preparatory — classical. Wesleyan and Brown universities and other colleges admit our students without examination upon certificate from the principal. Fall. Winter. Spring. .2 Latin grammar and les- sons b English grammar '> United States history 5 English readings and spell- ing 1 Latin grammar and les- sons 5 Arithmetic, mental and written 5 Physics or physiology 5 English readings and spell- ing ■-■■ 1 Latin, Caesar 5 Modern history 5 Arithmetic completed 5 English readings 1 ^ Geometry. Geometry. Logic or trigonometry. o Zoology or physics. Chemistry. Astronomy. ns English readings (1). English readings (1). English readings (1). s Mechanical drawing." Mechanical drawing.* Geology or surveying. English literature. Moral philosoplij'. Mental philosophy. Evidences of Christianity or Botany. English readings (1). analytical geometrj'. Applied physics. 1 Political economy. English readings (1). English readings (1). ' Not required for graduation. Academic. Fall. Winter. Spring. Latin grammar and lessons. Algebra. United States liistory. English readings and spell- ing (1). Latin grammar and lessons. Algebra. Physics or physiology. English readings and spell- ing (1). Caesar. Algebra. Modern history. English readings (1). French or German. Geometry. Zoology. English readings (1). French or German. Geometry. Chemistry. English readings (1). French or German. Logic. Rhetoric. English readings (1). Geology. Mental philosophy. Constitution of the United States. English readings (1). English literature. Evidences of Christianity. Political economy. English readings (1). Moral philosophy. Botany. Astronomy. English readings (1). ACADEMIES AND PREPARATORY SCHOOLS. 65 Art. The studio is large and well lighted. It is furnished with all needful appliances for the successful prosecution of the studies of this department. Occasional lectures on art and an occasional visit to the art galleries of Boston will be accorded the students in this department. Fall. Arithmetic. Geograpliy. Drawings from patterns and casts. English readings and spell- ing (1). Winter. Arithmetic. Englisli grammar. Drawing from rasts. Perspective drawing. English readings and spell- ing (1). Spring. Arithmetic. English grammar. Perspective drawing. Architectural drafting. English readings (1). French or German. Drawing from nature. "Water-color painting. Illumination and lettering. English readings (1). French or German. Water-color i)ainting. Drawing from life. Crayon portraiture. English readings (1). French or German. Oil painting. Drawing Irom life. Botany. English readings (1). United States history. History of flue arts. Oil painting. India ink and sepia drawing. English readings (1). English literature. Historj' of fine arts. Oil painting. Drawing in colored craj'ons. English readings (1). Rhetoric. Art criticism. Oil painting. Drawing from life. English readings (1). Essays upon art will be written during the second and third years. Another language may be substituted for French or German. China decorating and waxwork are taught independently of the course. Elocution. This course is designed to so train the mind, voice, and body as to secure natural- ness and effectiveness in delivery, and to prepare the student for any position in which elocutionary excellence is desirable. Personal instruction is made a special feature of the course. Frequent opportunities are given for the recitation in public of illustrative selections. i Fall. Winter. Spring. '3 Vocal technique. Speech, defects and remedies. United States history. English readings. Vocal technique. Physical harmony. Physiology. English readings. Vocal expression. Studies in emotion. Modern history. English readings. Vocal gymnastics. Analysis of gesture. French or German. English readings. Vocal effects. Gesture. French or German. English readings. Forensic oratory. Personation. French or German. English readings. s. o 1 Delsarte philosophy of expres- sion. Dramatic studies. Moral philosophy. English readings. Principles and methods of teaching. Criticism of authors. English literature. English readings. Applied methods. General review. Ithetoric. English readings. Xonnal. The object of this course is to furnish instruction, in both the theory and practice of teachiug, to those who can not well pursue a full course in a regular normal school. A thoroughly qualified and experienced teacher, a graduate of one of the first 1123 R I 5 GG HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. noruml schools of the country, has charge of ihis department. The intermediate department of the academy furnishes surperior opportunities for practice in teach- iner quarter. Tliose who have their wasliing done by the semi- nary pay 3 cents per piece. Students furnish their own lights and ACADEMIES AND PREPARATOKY SCHOOLS. 69 pay for warming their rooms, the actual expense of this being ap- portioned among them. The design is to bring all the bills as low as will comport with having such a school as the wants of the commu- nity require. The whole expense of a student will vary from $18 to $26 a quarter. For the express benefit of those who are to go out for the purpose of common-school teaching, especial instruction will be given in the fall terms, and at other times if required. The class will receive a course of lectures on the subject of school keeping. The year is divided into 4 terms, of twelve weeks each, commenc- ing as near as practicable with the tiifferent seasons of the year. Quimby continued the school till 1854 when it closed with only about 20 students. He is described by one who taught with him as a man of generous and benevolent disposition, who did all in his power to help needy and deserving students. In his own affairs, he saved little if anything for himself, but spent it on the school. He was a fine mathematician, but had no taste for the languages. He rented the school property to Samuel P. Ooburn, who became the principal. The school again flourished and for the year ending 1855 the catalogue records an attendance of 77 males and 55 females. 'Uhere were 6 assist- ants. The expense of tuition was a little higher. English branches, per term $5.00; higher English branches $5.50; Latin and Greek, $6.50; board at the seminary, $1.90 per week, or board and washing (allowing 7 pieces per week) $2.10. He kept the school for two years, when it was closed for a number of years. From the foregoing resum6 it will be seen that the curriculum was practical and of a high grade. The results were shown in the admis- sion of its graduates to the New England colleges. This high standard could not be maintained from the natural income of the school. The institution had no endowment fund, because all the money raised at the outset had been invested in buildings and furnishings. In 1850 the property, which was owned by the bank, and was in debt to the amount of $5,000, was put up at auction. There was an arrangement made by twenty-five of the Free Will Baptists to subscribe $200 each and secure the property. This movement was not carried out, for Mr. Quimby, the principal, bought the property himself. Quimby was assisted by six teachers at the close of the year ending July 17, 1851. The number of pupils was 152 ; males 79, females 73. There was the same grade of work as in 1845, and ci\al engineering was added to the course. The period of the greatest prosperity of the school appears to have been under the management of Mr. Quimby, from 1844 to 1848. The revival of this institution commenced with the year 1863, when the school took the name of Lapham Institute. CHANGE OF NAME. In 1861 one of the former teachers, who had left the school to enter the ministry, came back to Providence. He was interested in the old 70 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. seminary and inquired into its existing status. This lie found was not encouraging-, for the buildings had been standing unoccupied and were each year falling more and more into dilapidation. He called to see some of the prominent men of the Free Baptist Association, but they took a gloomy view of the situation. In thinking over the problem the idea occurred to him of having what he called a "jubilee meeting," at which the old teachers and graduates should assemble and consult for the best advancement of the seminary. He suggested the idea to the Eev. George T, Day, and was asked by him when he would pnrpose to have such a jubilee. "The Fourth of Jul}', "he replied. " No, sir," said Mr. Day, " that Avon't do. We must have the institution opened and in rnnning order by the 1st of August.'' It was decided to hold a meeting the 22d of February, 18G3. Addresses were to be made by Rev. George T. Daj?^ and Prof. Thomas L. Angell on behalf of the alumni, and Mr. Quimby was to represent the teachers. The 22d of February that year was a very stormy day, and snch a severe snow storm prevailed that there was no suitable conveyance to the seminary, which was located 10 miles from Providence. The exercises were accordingly postponed to the next day. When the company then assembled it was announced that the Hon. Benedict Lapham had offered to buy the proijerty if the association would put it in repair. The offer of Mr. Lapham was accepted, and $5,000 was raised by the associa- tion. In recognition of this action on the part of Mr. Lapham the name of the seminary was changed to Lapham Institute. Under the new regime Rev. Benjamin F. Hayes was chosen principal, and the school was successfully conducted by him. He was called to the chair of mental and moral philosojihy at Bates College. At the close of his last year the attendance was 207. In the catalogue for that year an interesting footnote is made on the subject of expense, that "in consequence of- the high prices now prevailing, 10 per cent is for the present added to the term bills." Prof. Hayes was succeeded by his assistant, Thomas L. Angell, he, too remaining but two years, leaving to accept the chair of modern languages at Bates College. The next principal, George H. Ricker, remained seven years, and under him the school enjoyed an enviable reputation for the admirable classical training it afforded. He, too, was called away, to accept a professorship in Latin and Greek at Hillsdale College, Michigan. It speaks well for the grade of the academy, that three successive principals had been called to professor- ships in colleges. Prof. Ricker left in 1874. He was followed by A. G. Moulton, who died soon after the close of his first year. DEPARTMENTS OF STUDY. The last catalogue issued under his principalship offered the follow- ing courses and departments of study : (1) A college preparatory course; (2) A ladies collegiate course; (3) an English and scientific course; (4) a department in painting and drawing; (5) a music department. ACADEMIES AND PREPARATORY SCHOOLS. 71 The summary of students in tlieso courses were: Classical, 14; Ejig- lisli, 70; musical, 27. The same grade of instruction was maintained, but a more modern series of text-books had been introduced. The last man to have the charge of the school was W. S. Stockbridge^ who remained until the school was closed, nor has it been resumed since. At this school nearly 1,500 students have been educated for all pursuits and x^vofessions. The class of students which it gathered within its walls appreciated the advantages of an education, because they had to work for them. For them there was no royal road to learn- ing. As is usually the case, the majority of the graduates have made for themselves a local reputation, but among those more widely known are James ]j. Angell (Brown University '49) president of Michigan University; ex-Governor Henry Howard, of Rhode Island, and his brother, lieutenant-govenor; Prof. Thomas L. Angell, of Bates Col- lege; Bev. George T. Day. The private schools for boys have maintained a high grade in the State, and many of them have i)repared students for college. iSome of these schools receive only day impils and others are boarding schools. Among the former is the English and classical school in Providence. Since its organization, in February, 1804, the whole number of boys admitted has been 2,150, of whom 250 were fitted for college and nearly 100 went directly to scientific, medical, and law schools. This school is the largest. Among the others was the Union Hall School, under the management of Samuel Austin. This was established in 1847 and flourished till 1867. In 1852 girls were admitted. The Fruit Hill School, with Mr. Stanton Belden as its last proprietor, was a successful boarding S(;ho()l for boys and fitted students for the New England col- leges, besides offering instruction in navigation and surveying. The Rev. Charles H. Wheeler had a private school for boys and pre- pared students for Brown and the Xew England colleges. There were other j)rivate schools for boys in the State, but they were on a smaller scale. SMITHFIELD ACADEMY, UXIOX VII.LAGK, 1810-1813. The beginning of this academy was due to the labors of Elisha Thornton. He was one of the associates of Moses Brown in his estab- lishment of the Friends' school, in 1784, at Portsmouth. Thornton taught at his academy for thirty years, and removed to New Bedford about the beginning of this century. Till 1808 the educational move- ments were spasmodic. In that year was incorporated "The Smithfield Academic Society," Nicholas Brown being one of the incorporators. The labors of Thornton in the preceding generation Vv^ere now producing results in the petition of Peleg Arnold, Richard Steere, Ezekiel Corn- stock, Joel Aldrich, John W. C. Baxter, and David Aldrich to be made a body corporate by the name of the " Trustees of Smithfield Acad- 72 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. emy." This petition was granted at the February session of the assem- bly, 1810. At the iirst meeting of the trustees the following officers were elected: President, Peleg Arnold; vice-president, Joel Aldrich; treasurer, Richard Steere; secretary, David Aldrich. As usual in those days, the money was raised by lottery. Two attempts were unsuccessful, but an arrangement was made with Joel Aldrich so that the necessary funds were raised. The building was of two stories, the scholars being in the main room. When the school increased the assistants had their special classes in the small rooms. This school was more than an academy in name, and its grade was that of the preparatory school for the New England colleges. From 1835 to 1850 the school was very strong in science under the impulse given it by Prof Bushee. There was an attendance of many scholars who on leaving would complete their education ; hence for such there was an all-round course of study. The first teacher was David Aldrich, followed by Josiah Clark. Then John Thornton, the son of Elisha, had the school for six years. Among other teachers were Ward Wilson, George D. Prentice, and Ohristoi)her Robinson. At one period of the school previous to 1830 there was no settled teacher, ancl various ones tried it. The year 1830 marks the beginning of the period of greatest prosperity. The interest of the Society of Friends in the academy may account for the fact that students came here from the South. From 1831 there were arrangements made for those scholars who wished to board in the j)rincipal's home and in the homes of some of the towns- people. The i)rice of tuition was $9 per quarter, and board $2.50 per week. In the case of Smithfleld Academy, as of so many others, its success is largely due to the energy of one man, who came to the academy in the autumn of 1830. It had had successful teachers before, but from his interest and long connection with the school he brought it up to its highest standard. PROP. JAMES BUSHEE. He was born in Smithfleld October 15, 1805. Till his eighteenth year his education was obtained at the public school in his native place. He wanted a higher education, so he spent two years at the Friends' school. On graduation he obtained a position to teach in Somerset and also in Fall River. In 1830 he returned to Woonsocket and opened a l^ublic school in Union Village, in the Smithfield Academy. The next year he opened at the same place a boarding school. His connection with the Smithfield Academy is of chief interest. From personal recollections by his old pupils he is described as being a man of spare stooping form, giving an impression of greater .height than he really had : He reminded one much of Abraham Lincoln, both iu the style of features and in the fact that acquaintance tritk him invariably removed the impression at first siyht unfavorable and left a far fairer one produced by a knowledge of the nobis ACADEMIES AND PREPARATORY SCHOOLS. 73 mind and true Christian charity of the character that was behind it. His kindliness of heart often inclined him to help those scholars who were anxious to attend his school but could not pay full tuition. I know of several cases wheie he charged them nothing, and others not more than half the regular price for tuition, when at the same time the money was much needed. A longing for education was always enough to enlist his sympathy and aid. Eegarding liis moral character: I wish to add my tribute of appreciation and praise for the precepts which I received at his hands of a moral character. You, sir (the professor), taught me the importance of discriminating between right and wrong; you, sir, taught me the importance of being truthful and upright; you, sir, taught me to honor character; and if I have accomplished anything thus far in life it is due in no small degree to this instruction. Towards the end of the daily session he would tell the school to x)ut away their books, for he wanted to have some play. The play was a list of figures which he would give the scholars to add, and the one who was the first to give the right answer would be considered the smartest; but the one who was first, yet had the wrong answer, was very careful next time, because of the publicity of the failure. Said one of the bank presidents of Pawtucket: "I regard that fifteen min- utes' daily practice in addition as one of the best features of my edu- cation while at the academy. To-day I can add up a long column of figures quickly and accurately." The professor was a self-taught man, and was particularly happy in imparting information. He was an educator, for he could draw out what was in the dull and backward. He was quick to see the benefit of the conversational method for instructing and helping those who could not express themselves, and used this method in the sciences. The sciences were always a delight to him, especially astronomy. To him was due the credit arising from the statement that at Smith- field Academy the cabinets of minerals, chemicals, and philosophic apparatus were equal to those of Brown University. It was his pur- pose to write a text-book on natural philosophy, but he never did. He composed a treatise of nearly 200 pages on mathematical mechan- ics. In his passion for knowledge he would use all the money he had to buy the necessary appliances, and was often in debt. He had no time to make mouey, but his life work was a constant study how he could gather knowledge by which he could help his fellow-men. REMINISCENCES. His discipline was parental. He appealed to the student's sense of what was right and fitting. He seemed to treat his pupils as if they were on an equality with himself. If a rule was broken he would show the off'euder the reason for the rule and the result that would follow from its violation. He would also show the student that infraction of the rules would cause the principal sorrow, and such was the affection for him that the pupils would not wittingly do anything to hurt his feelings. 74 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. He was a member of the Society of Friends, but characterized as a man of progressive ideas. Music was taught iu his school. He would allow the students to assemble whenever they pleased in his j)arlor to sing the " Old Granite State," such was his love for that hymn. One night one of the boys who boarded iu his family, as he was fall- ing asleep, began to hum some kind of a tune. Coming to the foot of the stairs the professor listened till he located the voice. Then asking, " Sonnie, is thee sick? " " No, sir;" replied the lad. " Well, I thougJit thee must be sick from the distressing noise I heard." Prof. Busliee did more than simply labor in the station where his life work was cast. His interest in the instruction of the masses was keen. When the lecture system came into vogue, he was first to organ- ize a course in Woonsocket. He was also actively interested in the antislavery movement. He was one of the founders of the Worces- ter Natural History Society, and served as one of its officers for nine years. In August, 1866, a large number of his pupils held a reunion in Worcester. The speeches and reminiscences show the esteem and veneration in which their professor was held. His educational work covered more than half a century and he entered into his rest Decem- ber 20, 1888. Perhaps no better impression can be given of this man than from his own words, at a reunion of his old pupils in the celebra- tion of his eightieth birthday. The eightieth anniversary of the birthday of Prof. James Bushee, which took place at his home in Union Village, deserves more than a passing notice, as there were nearly 200 persons present, a large num- ber of whom had at some time during the past fifty-eight years been under the instruction of the professor. As early as 2 o'clock the guests began to assemble, and it was a pleasing sight to witness the meeting of old friends and schoolmates, who had not seen each other for years. In places here and there, small grouj^s might be seen discussing ifici- dents of their school days and relating the little tricks they i^layed on the professor. But his side of the story generally unfolded to the inter- ested listeners a new side to the question, which seemed to confound the relators then as well as of old. Soon all assembled in the school- room and every seat was occupied. Prof. Bushee then called the school to order as follows : Ladies and Gentlemen : It is now my pleasant duty to Trelcome you. I heartily welcome you to our hearts and liomcs ; welcome you again to the old academy, where you have, as students, so often assembled in your youthful days; to this old academy, dear to you as well as to me. I have experienced many grateful things; none as grateful as the present. It is a pleasing task for me to extend to you all a heartfelt greeting amidst these hallowed scenes. We have here the bell which tolled here half a century ago to summon you to your recitations, and it has been thought fit to call you together to-day with this same bell, on the occasion of my eightieth birth- day. This is my fifty-eighth year in teaching — twenty-eight iu Massachusetts and thirty in Rhode Island — but I have finally returned to the old academy, a most fit- ting place for my years. I wished to have this present gathering take place on the old academy grounds. It is meet, after so long a time, after the lights and shadows ACADEMIES AND PREPARATORY SCHOOLS. 75 of so many years, for the old piii»ils to commuue together, to speak of the thorus and crosses scattered along their joaths, and to relate liow tliey have passed their time. This is the bell that called you to your duties as students. This is the Bible with Tvhicli the moruiug services were commenced. This morning the bell was rung as usual, but never before has it called together such a number of pupils. The Bible was read, but never to Such a number. Allow me to read a few appropriate verses, which you liave so often heard from this long-since familiar book. The professor then read a few verses from the Book of Psalms, "Blessed is the inaii that walketh not iu the couusel of the ungodly." INIr. Bushee was the last one in charge of the academy, aud wh.eu he v/ithdrew its career was terminated. PART III. EDUCATION OF WOMEl!^. A chapter on the education of women has been deemed essential to the complete survey of the history of higher education of the State. There have been no colleges for women in the State, but the private schools and the academies have prepared students for such institutions and have been of a high grade. All the phases of female education have been developed from instruction in the elementary branches to the courses of lectures delivered by Prof. Diman to classes of ladies. At a time when institutions of learning for women were comparatively rare and educational methods were crude, the history of a seminary like that in Warren, where nearly 1,500 young ladies received a good education, or of a school like Mr. Kingsbury's, where a smaller number were graduated but the same high grade of work maintained, is of value. The greater part of the education for women was given by the private schools and academies. These schools have been under the direction of good teachers and have maintained a high grade in what they have offered. A place has been given to the normal school in this chapter because its character as a normal school has been varied, and because it was one of the institutions offering advanced education for young women and young men. The institutions which have been traced in detail are the oldest and most important. While these were exclusively for the higher education of girls, there were many young ladies who received a similar training in academies and schools like the Friends' School or the Kent Academy. The private schools of the State have offered thorough and effective education for young women. YOUNG ladies' HIGH SCHOOL. TOUXG LADIES' HIGH SCHOOL, JOHN KINGSBUKY, PEENCIPAL, 1828-1858 The investigator of the history of education finds many phenomena in his researches, and must chronicle many changes. To-day long vacations are in vogue; the school hours are shorter; the buildings for schools are planned with a view to all the modern improved ideas, so called; but perhaps there is no greater change to-day than in the dei)artmeut of education for women, especially in their higher educa- tion. There are such colleges as Bryn Mawr, Vassar, Smith, and Wellesley, which ar<^ entirelv devoted to the higher education of 77 78 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. women, and many of the universities arc oi^eiiiiig their doors to women. Women are taking courses in medicioe, aud there is being erected in Cliicago an institution where women may receive theological training. Nearly all the educational advantages which are open to men are also open to women, while nearly all the professions have admitted women. The Young Ladies' High School was the pioneer in the institutions at Pi;ovidence for higher education. At that time the name high school was not used to indicate the highest grade in the public schools, but signified an institution of higher education. As illustrating the change in the ideas of education of women in the beginning of this century and to day, the following account, in Mr. Kingsbury's own words, will be of interest. This account was given by him at the close of his con- nection with this school, in 1858: To those who are familiar with public sentiment with regard to education now, l)ut who know, except as a matter of history, little of the change which has taken place during the past thirty years, the establishment and successful operation of a school like this may seem a small atfair. Could we, however, place them at the beginning of this series of years and with them trace all the circumstances adverse to success it would be much easier to make that impression which is so necessary to a perfect understanding of the subject. Allow mo to give two or three illustra- tions for this purpose. At that period the range of studies in female education was very limited in comparison with the present. In addition to the elementary branches a little of history, a smattering of French, and a few lessons in painting or embroidery were thought to be sufficient for the education of girls. The study of the Latin language, of algebra, of geometry, aud of the higher English branches was introduced into few schools out of the city of Boston, and it was tliought visionary to attempt the study of them here. In fact, it was hardly possible to escape ridicule in making the experiment. Even the boys in the street were sometimes heard to say in derision, " There goes the man who is teaching the girls to learn Latin." The subject of vacations will furnish another illusti'ation. Thirty years ago the public schools were allowed the Friday after each quarterly examination. Thus the enormous amount of just four days in the year, in addition to the Fourth of July and Thanksgiving, was allowed for vacation. Private schools generally had no vacation at all. Such was the state of public opinion that in the organization of this school i^ was not deemed politic to take more than four weeks' vacation at first, and this was thought l)y some persons to be an unwarrantable liberty. The same public opinion will not now be satisfied with less than eight weeks' vacation even in public schools. Again, the terms for tuition in private schools will furnish another illustration. Thirty years ago the price of tuition in the highest classical school in this city was $5 a quarter. I had the temerity to charge $12.50 for the same time, or $50 a year; and what is most marvelous, teachers were most offended at the innovation. It may be proper here to speak of the schoolroom and furniture. At the outset it was deemed important to arrange and furnish the schoolroom in such a manner that the transition from well-furnished homes to places of study should not present the wretched contrast which had been too common previous to that jieriod. Fre- quently a room set aside as unfit even for trade or mechanical purposes was selected aud fitted up in the cheapest manner as the place where the daughters of our richest and most respectable people were to be instructed. Therefore, in order to avoid this mistake, a building which had been used by the A'enerable Oliver Angell, of this city, for a schoolroom was procured and entirely refitted for the X)urpose. The old desks aud scats were removed, the walls were neatly papered, the whole floor was car- peted — a luxury till then unknown in this country, so far as I have been able to learn — EDUCATION OF WOMEN. 79 and the room was fiirnislied witli desks covered with broadcloth, and with chairs instead of stift-backed seats. Some very excellent people lifted up their hands in astonishment, and said it would be a iiity to have so much m«ney wasted; that this furniture would need to be renewed so often that the expense could not be sus- tained. The novelty of such a schoolroom attracted many visitors, not only from this city but from abroad. One gentleman from Kentucky, being in Hartford, came here .solely to see it. The old room was low studded and badly ventilated. There- fore, at the end of twenty years and in accordance with the increased knowledge of physiology and school architecture, the old building gave place to the present struc- ture, which for beauty, convenience, comfort and health, is surpassed by few, if any, in the country. And here it may be proper to saj^ that the desks and chairs, which were thought to be an expenditure so extravagant and wasteful at the organization of the school, are still standing in the new building. After having been used thirty years they are so good that with proper care they may last many years longer. The e.stiuiate of liip^her education for women bas been noted, as well a.s tLe difficulty in it.s attainment. Brown University did very much to raise the educational standard in the community, and the public school system was in its infancy; hence there was a demand among the people for increased educational advantages for their daughters. It was in response to this demand that Mr. Kingsbury opened his school. In his own words, in the circular which was printed to announce the opening of this department of the High School — the only advertise- ment of any kind ever set forth to secure i^ublic attention — the follow- ing language was used to express the leaduig idea: Our object in the establishment of this department is to afl'ord j-oung ladies such facilities for education that they will be under less necessity of spending abroad the most important period of their lives, a period in which a mother's judicious care ia so necessary to the formation of character. In this undertaking wc look for support only among those who wish their daughters to acquire a thorough education. No attempt will be made to gain the approbation of such as would prel'er showy and superficial accomplishments to a well-regulated mind. The number of scholars was at first limited to 36, but, the accommodations allow- ing it, the number was soon increased to 40. Three more were added after the erec- tion of the present building, and 43 has been the fixed number ever since. No pres- sure of circumstances has ever induced me to add a single one beyond the prescribed number, except when by some mistake or misapprehension a member of the school was on the point of being excluded. In such a case the individual has been received as a supernumerary and gratuitous scholar. At the end of six months the comple- ment of scholars was full. Since this period there has always been a list of applications in advance of the full number varying from 20 to GO. When I decided to bring my connection with the school to a close there were 32 names on the list. The admissions for the whole period have been 557. The founder of this school deserves more than passing comment. Too often the professional man is guilty of the charge of narrowness, because he can not get out of the ruts which he has worn for himself. It is gratifj'ing to describe a man like Kingsbury, who was possessed of such a liberal and catholic spirit that President VVayland could say, while addressing the ladies of this school : Though you, ladies, have had so much, you have not nad all of John Kingsbury. While he has thus labored for you there has hardly been a benevolent efiort in this 80 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. cit3' which has not felt the beueiit of his wise and disinterested efficiency. Whether a university was to be endowed, or a church to be established, or an association to be lifted out of difficulties, or a society of young men to be aided and directed in their labors to promote the cause of Christ, John Kingsbury was the man to do it. Nihil tetigit quod von ornarit, quod non adificavlt. Such has been, and is, your hon- ored instructor, and we come hero to unite with you to-day to testify to the appre- ciation lie is held by all good men in the city of Providence. Jolin Kingsbury was boru in Couuecticut May 26, 1801. He was educated by bis own exertions, for be was tbe son of a farmer in moder- ate circumstances. Tbe education of bis early years was wbat be obtained at tbe district scbool till be was 15. By teacbing be obtained tbe money to take bim tbrougb college, altbougb be also taugbt wbile in college. He graduated from Brown University in 182G witb tbe bonor of salutatoriau. After leaving college be taugbt in a private scbool in Providence for two years, and tben organized bis own scbool, over wbicb be presided for tbirty years. Wbile teacbing be bad a class in tbe Eiebmond Street Congregational Cburcb, wbere many young men came witbin tbe influence of bis tbougbt and teacbing. He also actively allied bimself witb tbe Franklin Lyceum, a scientific associa- tion. He was its secretary for some time, and also president. He was one of tbe founders of tbe iVmerican Institute of Instruction in 1830, and continued to be actively interested in it. Said Mr. Barnard, tbe retiring commissioner of public scbools, in 1849 : To the uniform jiersonal kindness of Mr. Kingsbury, to his sound practical judg- ment in all matters relating to schools and education, to his prompt business habits, to his large spirit, to his iiunctual attendance and valuable addresses in every meet- ing of the institute which has been held out of the city, and the pecuniary aid which his high character and influence in this community has enabled him to extend to the various phius which have been adopted by this department, I desire to bear this pub- lic testimony and to make my grateful acknowledgements, both personal and official As sbowing tbe confidence reposed in bim it will be only necessary to mention tbe institutions witb wbicb be was connected : Tbe American Board of Commissioners for Foreign Missions, corporate member; Butler Hospital for tbe Insane, trustee; Brown University, trustee; afterwards one of tbe board of fellows and secretary of tbe corporation. In addi- tion to tbese duties be secured tbe greater part of tbe subscriptions for a new religious society, tbe Central Congregational Cburcb. He was also a very prominent member of a committee, in 1850, to raise $125,000 for tbe more complete endowment of Brown University. He closed bis labors as a teacber to accept tbe position of commissioner of public instruction. From tbis brief sketcb, almost a mere catalogue of tbe offices of trust be beld, may be seen tbe esteem in wbicb be was beld by bis fellow citizens. Nearly all of tbese duties be fulfilled wbile be was teacbing. In a letter from one wbo knew Mr. Kingsbury tbe following state- ments are taken: It was the good fortune of many of the young men who, for the first time away from their father's house, and now freshmen in Brown University, were honored with an introduction to John Kingsbury, and who, through membership in his Bible class EDUCATION OF WOMEN. 81 at the Richmond Street church, catered upon an acquaintance that ripened into a life-long friendship. Apart from the advantage that came from a careful and dis- criminating study of the scriptures, always made to bear upon actual contact with life's conflict, there was that in the man himself which was motive power for good. His was a wonderfully attractive power, and by its very winsomeness quickened in many of us a desire to be such a man as he. So direct and positive was this that it was invidiously said of one young man by some of his classmates that he was "try- ing to be like Mr. Kingsbury," and the writer on hearing it, was conscience stricken as possessed of a similar ambition for so high an houor. Mr. Kingsbury so identified himself with the good of every young man as that those whom he approached were drawn to him as to a father. He helped with living sympathies and friendly tokens. His influence, all unconsciously wielded in little, quiet ways, has long and always been retained. " Go home," he once said to the writer as vacation was approach- ing. " Go home as often as yon can while your parents are living. Make them glad by your presence and your devotion." This was said in a tone that fell like music upou the ear, and started chords that vibrate still in the homes we are always slow to leave. On another occasion, when it came to his knowledge for the first time that the son of a classmate was in Brown University, and was dishonoring his father's name, he said: "If the father of this young man had only attended the annual com- mencements and kept me informed of his son's intentions and coming I would gladly have sought him out and helped him to a better way." Such was John Kingsbury, and such the help he rendered to one and another young man as successive classes entered the university. The very sound of his name brings only i>leasant memories to every student who enjoyed his acquaintance and friendship. Though not one of the faculty of the university he was an educator of the young men who came to his Bible class and his home, none the less pronounced and none the less gratefully appreciated than they. With such a man as Kingsbury at the head of the school, and the high standard which he set up, it is no surprise that the institution Avas eminently successful. How this success was realized can be inferred from the reunion which was held at the close of his connection with the school, when the leading citizens assembled to bear grateful recognition of his services and labors. The success was also due to the following characteristics, which Mr. Kingsbury aimed to maintain : (1) To have the moral sentiment of the school always right. (2) To have the scholars feel that no excellence in intellectual attain- ments can atone for defects in moral character. (3) To form exact habits, not only in study, but in everything. (4) To have all the arrangements of the school such as are adapted to educate women. (5) To educate the whole number well rather than to elevate a few to distinction. (6) To train them to hapi)iness and usefulness by a harmonious cultivation of all the i^owers of the mind rather than to render them remarkable for genius or intellect. (7) To make them intelligent and efficient without being prone to ostentation or i)retension. (8) To make them feel that common sense is more valuable than literary or scientific culture. (9) To make elementary studies prominent throughout the course, 1123 R I 6 82 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. SO that spelling — old-fasliioued spelling — and the higher ancient classics have sometimes been contemi)oraneous stndies. Such was the standard of his school, and those who knew the man can testify that in so far as he was able he strove for tiie accomplish- ment of his high puri)oses. To show how he strove in this direction he states the following with reference to himself: (1) Unremitting labor from the beginning to the present time. (2) Never being so satisfied with past or present success as to indulge a tendency to inactivity. (3) Beginning every term with the same strong desire to make some additional improvement, as I felt at first for success itself. (4) Adoi>ting every real improvement in education, whether it was demanded by public sentiment or not. (5) Eejecting everything which did not approve itself to my judg- ment after examination and trial, though it might be demanded by public sentiment. (G) Kever allowing the public to become better acquainted than myself with educational interests, esi)ecial]y such as related to the education of young ladies. (7) Daily seeking the si^ecial aid of heavenly wisdom and guidance. These truly are lofty and noble purposes and could be taken as models by every educator in the land. It is gratifying in the extreme to note that a school with a lofty inirpose could and did succeed, and that, too, with no glittering announcement from catalogue or circular. Tbe occasion of the close of Mr. Kingsbury's relations to his school was celebrated by a reunion of his pupils in the chapel of the college. The corporation had offered the use of this building. The whole tone of the gathering was such as to deeply impress the principal that his work had been appreciated, and that his friends and pupils had come to do him honor. President Wayland presided, and the governor of the State, tbe mayor of the city, professors from the university, and clergymen were among those assembled. Said President Wayland, after explaining the reason of the reunion: To mo this gathering possesses pcculiai" interest, for I liave known this institution from its commencement, and have observed its progress to the present hour. It arose as the snu frequently arises on the morning of a most brilliant day, amidst clouds and mist. The greater part of our citizens looked at the attempt as very public-spirited but very chimerical. Our pojjulation was about one-third of its present number. It was seen that such schools as "wo needed could bo sustained in Boston, New York, and Philadelphia, but very few believed 'WO could sustain one in Providence. Mr. Kingsbury thought diiferentlj'. He knew us better than v"c knew ourselves. Mr. Kingsbury deterniined to have a ladies' school which should bo an honor to Providence, or ho would have none at all. He has realized his idea and the results are spread before the world. There is hardly a family amongst us, which, in soma of its branches, does not acknowledge with gratitude the benefit of his instruc- tions and personal influence. Five hundred of his pupils look upon him with grati- tude and veneration and at this very moment are returning thanks to the man whose whole life has been so successfully devoted to labors for their intellectual and moral improvement. EDUCATION OP WOMEN. 83 YOUNG ladies' SCHOOL. (PKOl'. LINCOLN.) Upon the withdrawal of Mr. Kiug'sbury from liis school it was taken by Prof. J.L. Lincoln and continued under the name of the Young Ladies' SchooL In September, 18G7, Prof. Lincoln took charge. At that time it was the ojdy private school for young ladies in the city, aiid as the applications for admission were always in excess of the nund)er which could be accommodated, the school was select. There were seats for fifty students. In addition to that number, Prof. Lincoln had special classi'S that came in for English literature, or the sciences. There were always two regular assistants. Prof. Ohace lectured on geology. Prof. Apple- ton on chemistry, and his brother, William, on history. The princi[)al of the school had the classics. The course of study embraced a period of four years, and the young ladies received such an education as would have prepared them for entrance to colleges like Vassar or Smith. In some branches, such as physics and philosophy, mental, moral, and nat- ural, they were further advanced than the preparatory studies. There were no colleges for women then, and it was the aim of the school to give a young lady a training that would enable her to follow the pro- fession of teaching, or to occupy herself in any station of life which might present itself. But the influence and power of the school can not be estimated by numbers. As indicative of the character of the school, it will be suffi- cient to say that the standard marked out by the founder was followed. While maintaining his school Prof. Lincoln also had some classes at the university. In 18G7, feeling that he could not sustain the duties incumbent upon him, at the college and in his school, he ceased his con- nection with the school and devoted himself exclusively to his i)rofes- sorship at the university. In answer to an inquiry as to the number of pupils he had, Prof. Lincoln said: I find the names of 214 pupils registered during the eight years (1859-1867) of my school. During the first year I had 42 desks in the school, but as there ■uere more on my list waiting for admission, I put in 8 additional desks and alter that 50 ■svas the regular number. But besides these 50 pupils, I had older girls who came in for lessons; so that sometimes there were 70 pupils in the school. During these years there Avere 33 who may be said to have graduated, having stayed long enough to complete the course which I contemplated for the work of the school. Upon the withdrawal of Prof. Lincoln to the college Rev. John C. Stockbridge took the school. The previous traditions of the school and the same grade of work were maintained. The school continued under the management of Mr. Stockbridge till 1877. During that period 250 young ladies received their education in whole or in part at this school. Several were prepared for Vassar, so that the school still offered instruction in advanced work. The colleges for women having- been founded at a comparatively recent date, higher education was acquired at the private schools. These 84 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. were of a liigli grade. In additiou to those described iu detail there was a private school organized in 1858 in Pawtucket by Mrs. William B. Read. This s{;hool was continued ten years. In 1866 Miss Mary E. Shaw opened a private school in Providence, and continued in charge of it till 1874, when it passed into the hands of Miss Josephine L. Abbott. Since the opening of colleges for women young ladies have been prepared for these institutions at this school. Among other schools in Providence were the Young Ladies' School, 1805-1878, Miss Eliza Weeden 5 School for Young Ladies, 1871, Mrs. Fielden and Miss Chacej and several boarding schools for young ladies. In Pawtucket there were the Young Ladies' Seminary, 1875-1880, Mrs. Thomas Davis; and the School for Girls, 1881, Miss L. A. Greene. WARREN ladies' SEMINARY. This school was situated in Warren, one of the seaport towns. When the commercial and maritime history of the State shall be writ- ten, it will be found that the activity of towns like Warren, was an important factor in its development. In addition to the communica- tion which the town had with other centers, through the coming and going of the West India men and coasters, Warren was favored in the community of the interests of the inhabitants. Nearly all were related to each other by ties of kindred, and a high degree of public spirit characterized the i)eople. A town or community which is commercial is always characterized by more i^ublic spirit than manufacturing or industrial centers. The school was ever the pride of the town, and contributed greatly to the honor of the community. In Warren the college had been organized in 1761. The seminary was organized in 1834, May 7, and nearly all the mem- bership of the school for that year was from Warren. The whole num- ber of students was 75, and of these but 12 were from other towns. The following were the instructors: Robert A. CofiQn, principal and teacher in the classical and philosophical departments; Mrs. CofBn, teacher of drawing, painting, and ornamental needlework; Miss Mary Ann Eeed, teacher in the historical and descriptive department; Miss Julia Ann Arms, teacher of French and mathematics; Miss Adeline Croode, teacher of music. Mr. Coffin was a good teacher, and Miss Reed was for a long period connected with the school, proving herself a most excellent and pop- ular teacher. There were 5 proprietors of the school, and a board of visitors, of 7 members. As this was one of the early boarding schools for girls and the only school of the kind at that period in Rhode Island, the prospectus, taken from the first catalogue is of interest. "A building has been prepared for the accommodation of the school containing a large hall, recitation rooms, lecture room, chemical labora- EDUCATION OF WOMEN. 85 tory, together with the usual accommodatious for a family aud nine students. "The course of study is intended to be systematic, liberal, and thor- ough ; systematic, based on the laws of the human miudj liberal, giving access to varied sources of kn<^wledge and aiming at the development and improvement of all the mental powers; and at thorough training of the mind to habits of careful investigation, accurate reasoning, and patient, persevering research. The recitations are not the mechanical repetition of a set of words previously committed to memory, but the free exjiression of thought and feeling on the x>art of both teachers and scholars. Nor are the puj)ils confined to the lessons contained in their books. They are encouraged to seek for knowledge in the oiierations of nature and in the exliibitions of human character, and to ajijDly the principles of science to the occurrences of life. The religious influence exerted in the school is intended to be positive and efficient, but not sectarian. "The regular course of instruction in the English branches is intended to occuj)y three years. Before entering on the course, it is expected that ladies will be acquainted with the first principles of grammar and arithmetic and with some system of geography. There are in each year three terms of study, consisting of fifteen weeks each." COURSE OF STUDY. First year. First term. — Smith's Arithmetic, Malte Brnu Geoj^raphy, Parley's First Book of History. Second term. — Arithmetic continued, Second Book of History, Mason on Self Knowledge. Third term. — Lincoln's Botany or Good's Book of Nature, Book of Commerce, Grund's Geometry. Exercises through the year in reading, spelling, definition, grammar, aud compo- sition. Second year. First term. — Ijegendre's geometry, ancient history, Dillaway's mythology. Watts on the Mind. Second term. — Legendre continued, Comstock's natural philosophy, Whatley's Logic. Third term. — Ecclesiastical history, Comstock's chemistry, Newman's rhetoric. Exercises through the year in reading, grammar, and composition. Third year. First term. — Vose's astronomy, political class hook, Abercrombie's intellectual phi- losophy. Second term. — Bailey's algebra, Paley's natural theology, Mcllvaine's Evidences of Christianity. Third term. — Algebra continued, Eaton's geology, Parkhurst's moral philosophy. To those who wish for a more extended course than the above, instruction will be given in either or all of the following branches: Campbell's philosophy of rhetoric, Cheever's Studies in Poetry, Gambler's Moral Evidence, Smellie's philosophy of natural history, logarithms, trigonometry, practical astronomy, the Latin, Greek, and. 86 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. French languages, dI■a^Yillg, painting, oriiaiiiental iioedlev/ork, ami music on the piano. The seminary is furnished with ax)paratnsfor illustrating the princijilcs of natural philosophy, astronomy, and chemistry; and lectures on tluse subjects aro given every term. lu the spring lectures aro given on school-k(;epiug. Occasionnlly lec- tures are given on other suhjccts. A course of 24 lessons in penmanship is given every term without any extra charge. Prices of tuition . I'd- term. Reading, grammar, goograjihy, and arithmetic .^3. 75 Other branches in the regular course 5. 00 Languages and English studies in the extra course, extra clKirges 7. 50 Lectures 1.00 Drawing a^Al painting 3. 00 Ornamental needlework 1 . 00 Calisthenics - 1.00 Music 10. 00 Use of piano 3. 00 Price of board $1.50 per week, or $1.75, washing included. Fuel and light extra. Tho parents and guardians of the pupils, and others who aro interested in the cause of female education, are invited to visit the institution whenever they may find it convenient. Tho arrangements aro such that frequent visits will cause no interruption in the school and no deviation from tlio usual course of instruction.' The catalogue of the year 1836 shows a membership of IIG, of which 44 were pursaing tho reguhir course of three years. A larger proportion of students were coming from neighboring States, par- ticularly from Massachusetts. Three came from Yerniout and 2 from Georgia. The boarding house in connection with the seminary had accommodations for .30. For the year 1838, 94 students Avere enrolled, with repi-esentatives from 3 different Southern States. Southerners were induced to place their daughters in the school because their sons were at the college in Providence, only a few miles distant, and because the school was attracting attention by the excellence of its courses. Till 1842, when there was a change in the management of the school, caused by the incorporation of the governing board and other alterations, the successors to IMr. Coffin had been the Rev. Josiah P. Tustin, D. D., of Philadelphia, and Eev. John 0. Stockbridge, of Provi- dence. In 1842 a change was made in the school. The school property, which was owned by Shubael P. Child, Henry H. Luther, John Luther, and Jeremiah Williams, was capitalized by them and offered in 30 shares at $200 each. Those who took the shares, and the original proprietors, became the guardians and trustees. It was considered wise for the best interests of the school that the institution should be incorporated. Accordingly, in 1845, a charter was received from tho legislature, and in November of the same year, under its provisions, the permanent organization was effected. Shubael P. Child, president; Henry II. ' Catalogue of the Warren Ladies' Seminary, 1834. EDUCATION OF WOMEN. 87 Lntlier, vice-president; Charles Randall, treasurer; Thomas G. Turner, secretary. The board of directors consisted of Otis Bullock, G. M. Fessenden, Josiali r. Tustin, Samuel Hunt, John Norris, William H. Church, and A. M. Gammell. In 1842 A. M. Gammell was the principal, with five assistants. The school grew and acquired a reputation in the immediate vicinity, and also in JS'ew England. Girls were not received under 15 years of age, and some Avere at the school who were weil advanced in the twenties. For the year 1845 the catalogue shows the membership of the school to be 120; 1840,154; 1847,172; 1848,149; 1850,132; 1851, 148; 1853, 125; 1855, 185; 1857, 114. In 1855 there were representatives in the school from ^ew York, Georgia, Massachusetts, Illinois, Ohio, Maine, Con- necticut, Nova Scotia, New Jersey, Pennsylvania, Florida, and Indiana. The funds which had been secured from the sale of shares in 1845 were devoted to additions to the building. In 1855 and 1856 it was clearly evident from the increasing patronage that the accommodations, were too limited. In the next year there was an issue of 20 shares, at $200 each. These were chiefly taken by the principal, Mr. Gammell. The avails of this new issue were also devoted to the enlargement of the building. There was one more issue of 15 shares, not all of which were taken. The total number of certificates was 60. The seminary continued to prosj)er, but in 1857, during the vacation, the buildings were burned. There was an attempt to revive the insti- tution, but the loss of the buildings was a blow from which it did not recover. The faculty for the last year of the seminary consisted of 9 instructors and 2 matrons. The board, including washing, fuel, lights, and tuition in the English branches, including lectures, vocal music, and calisthenics, was $175 for the academic year of forty-two weeks. The catalogue for the same year was called an "historic catalogue," because it contained the names of all the instructors and pupils from its establishment in May, 1834, to July, 1856. The instructors and matrons were 00, and the pupils 1,259. This number did not represent all the pui)ils who received instruction, as appears from the report of the board of directors to the board of trustees, where it was stated that more than 1,500 received "' the elements, and many of them the accom- plisliments, of a finished education." The school was also instrumental in contributing to the prosperity of Warren and thus to the State. As has been stated, the townspeople were, very many of them, related, and many of them followed the sea. Wherever they might go they could speak well of the school. Such, doubtless, was true in the case of students who came from Havana and Matauzas. The commencements and public exercises always drew many people to the town, and the Baptist church, where the exercises were held, was crowded. The institution was in touch with the col- /> 88 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. lege, for some of the faculty were ou the board of examiners and were also lecturers iu special subjects. This seminary at Warren was an important factor in the education of women. A great many of the students were preparing themselves to teach, and had their training here. The normal school was not estab- lished till 1854, so that in a measure, its lack was supplied. The reim- tation which the seminary had for its instruction enabled many of the graduates to obtain positions as teachers, and thus to transmit meth- ods which had been employed so successfully there. The sphere of its influence was a wide one, for nearly all the States were rejiresented among the students. Many came from the South, because there were few such schools there, and because in many cases their relatives were at the college in Providence. With an able corps of instructors possessing the confidence and best wishes of the townspeoi)le, and furnishing a truly liberal education for the young ladies of the day, the Warren Ladies' Seminary is justly enti- tled to an honorable position in the history of education for women. NORMAL, SCHOOL. This school has furnished a good indication of the public opinion regarding advanced and improved ideas iu education in this State. The history of normal schools in the United States may be traced to the early i)art of this century. On the 2d of July, 1839, Mr. Mann wrote in his diary : To-morrow we go to LexiugtoD to launch tlie first normal school ou this side of the Atlantic. I can not indulge in an expression of the train of thought which the contemplation of this event awakens in my mind. Much must come of it, either of good or of ill. I am sanguine in vay faith that it will be the former. But the good will not come of itself. That is the reward of effort, of toil, of wisdom. The next day he records : Only three persons presented themselves for examination. In point of numbers this is not a promising commencement. What remains but more exertion, more and more, until it must succeed? What Horace Mann did for education iu Massachusetts, Henry Bar- nard did for Ehode Island. Said he : I have aimed everywhere to set forth the nature, necessity, aud probable results of a normal school, so as to prepare the public mind for some legislative action toward the establishment of one such school. After his election as school commissioner, in the school act which was prepared by him he inserted this clause : To establish one thoroughly organized normal school in the State, where teachers and such as propose to teach may become acquainted with the most apj)roved and successful methods of arranging the studies aud conducting the discipline and instruction of the public schools. Accordingly he used all his influence toward arousing public inter- est in favor of a normal school. He organized conventions and associa- tions of teachers and delivered lectures. He used the columns of the EDUCATION OF WOMEN. 89 daily papers and issued numerous pamphlets which were distributed amony' the people. In 1845 a bill consolidating the various educational provisions was passed by the assembly. This included the establishment of one normal school. The act was i)assed, but it was unavailing, because no appropriation was made. The friends of such a school did all in their power to keep the question before the public, but nothing was done till 1850. That year tlie university was reorganized, and it was announced that there would be a normal department or a profes- sorshij) of didactics. Samuel S. Greene, who was the city superin- tendent of schools, was chosen to this jjrofessorship. Good work was done, but the public needs were not met, because the instruction was not suificiently popular. To meet this demand the normal school was opened on October 24, 1852, by Prof. Greene as a private school. He had three assistants, among them Dana P. Colburn. The first normal classes were held in the old Providence High School building, which is now the permanent home of the normal school. The school now was so successfully established that public sentiment in favor of securing its permanency was such as to induce the school committee to pass this resolution : Resolccd, That, in the opinion of this committee, tlie time has arrived when a normal school for the education of teachers should be added to our system of public instruction, and that it be recommended to the city council to establish such a school, either seiiarately, for the exclusive benefit of the city, or in connection with the government of the State of Ehode Island, for the joint benefit of the city and the State, as in their wisdom they may deem best. The school was continued by Prof. Greene through April, 1854. In accordance with the above resolution, appropriations were made and measures taken to reorganize the school. Prof. Greene was fully occupied at the university, so Dana P. Colburn was chosen princii^al, at a salary of $1,200. Thus, after nine years, did the work which was inaugurated by the wisdom of Mr. Barnard find realization. A notable event of this period was the lioldii*^ of a special session of the school, beginning April 7, 185G, and continuing for three weeks. " It was attended," says Mr. Colburn, " by nearly 150 teachers, and is believed to have been in a high degree successful." Of the gentlemen who gave instruction and lectures are found the names of Eev. Eobert Allyn, who succeeded Mr. Potter as commissioner in 1854; Mr. Barnard, Eev. Dr. Barnas Sears, then president of Brown University, Profs. Alexis Caswell, Eobinson P. Dunn, James B. Angell, George I. Chace, William Gammell, and Albert Harkuess; Eev. Dr. Edward B. Hall, Eev. George T. Day, Eev. E. M. Stone, Eev. Thomas H. Vail, Eev. John Boyden, Eev. Dr. S. A. Crane, Eev. T. D. Cook, Hon. Welcome B. Sayles, Gen. Jovseph S. Pitman, and Mr. Levi W. Eussell. In 1857 there was a proposition made on the i^art of Bristol that the school be removed from Providence to that town. This offer would relieve the State from the expense of the school. The proposal was 90 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND, accepted. There had been some dissatisfaction that tlio State tieasury should bear so nuich of the expense, and it was thought by others that a cliangewas necessary for the j>Teater success of the school. In May, 1857, the normal school Avas incorporated, and its removal to Bristol approved. Mr. Colburn was still in charge, and to him was duo, in a large measure, the success of the school. Two years after the removal of the school Mr. Colburn died. Tie had been well known among teachers and all the friends of i^ublic education in New England. His biographer said: There can bo no doubt that tho gre.it work of Mr. Colbiirn's life Ava.s his instruc- tion in normal schools. For ten years ho consecrated to this vocation his ripest powers of mind and heart, and by his success in it the value of his brief life must be estimated. The normal achool was his workshop, whence emanated his most liot-itivo influence on the surrounding world and where liis loss will be longest felt. The death of Mr. Colburn was a heavy blow to tlie school. In addi- tion the next few years brought the confusion and uncertainty of tho civil war. The location of the school at Bristol, a small town, was prejudicial to its growth. The academic staif of tlie school was good and the exertions made by the faculty were scholarly and able, but of no avail. In 1SG5, at the close of the spring term, the school adjourned for a period of five weeks, and in July the trustees suspended it indefi- nitely. The next five years were a i)eriod of trial and suspense for the friends of the school. An act was passed in ISGG to x)rovidc instruc- tion in the special preparation of teachers. Accordingly nearly 150 were trained at the Providence Conference Seminary in East Green- wicii and at the Lapham Institute in Scituate. The exi)euse to the State was nearly $2,500. But the need of a normal school was just as imperative as ever, and extracts from the educational reports from the various towns for the year 18G9 show that the schools were sadly crippled in their efforts, because there was an insufficiency of trained teachers. In that same year Thomas W. Bicknell was appointed commissioner of education. He fully realized the need of a training school for teachers. The methods he used were on the same general i)lan as those employed by Mr. Barnard, The Rhode Island Schoolmaster, the educational i)a])er of tiie State, was suspended in 1868, but Mr. Bicknell revived it. He also began the organization of teachers' institutes and educational lectures for the public. The efforts of his predecessors had not lost their effect, and as a result of the new interest the board of education and the commissioner were made trustees. An appropriation of $10,000 was voted. The opening exercises were held in September, 1871. One hundred and fifty applicants for admission presented them-, selves, and certificates were given to lOG. Before the end of that year the number of students was 115, of whom 8 were young men. Prof. James C, Greenough was principal. Among the last important links in the history of the school was the EDUCATION OF WOMEN. 91 appropriation of $40,000 by tlie May session of tlie legislature in 1877 to provide a permanent home for the school. The old high school estate was secured, and is now the home of the normal school. Since the reorganization the normal school has maintained its standard and has held its rank at the head of the public-school system of the State. The account of this school has been inserted under the chapter of education for women, because the personnel of the school is almost entirely of women. PART IV. BROWN IJNIVEESITY. The university now bearing the name Brown University is the only one which has had more than a chartered existence. It was founded in Warren in 17G4, and its original name was Ehode Island College. This change was made in accordance with a provision in the charter, to the effect that at any time thereafter a more particular name in honor of the greatest and most distinguished benefactor might be given. Built by the self-sacrifice and personal exertions of the founders, with the exception of a few years during the revolution, its existence has been uninterrupted, although its history has been varied. It has had periods of prosperity and i^eriods when the friends of the university trembled and anxiously awaited the outcome; but the very storms have served but to strengthen the university in the princij)les of a worthy endurance. The graduates of Brown are in every station in life, and gratefully acknowledge their debt of gratitude to those who taught and guided them in their university career. Brown has been fortunate in the good and noble men who have shaped its policy and assisted at its councils. The names of Manning, Wayland, Sears, Caswell, Dunn, Diman, and Gammell will recall men whose lives were consecrated to the highest good of their fellows. The iniiuence of such men is more than local; it lives in the lives of the students who came in contact with it, and the whole world of letters is better for the lives of these Christian scholars. In a smaller college the student has an advantage in that he can come in contact with professors during nearly all his course. The location of Brown in Providence, the largest city in the State, has given the university prominence, and it has availed itself of the opportunity for making its influence felt in the community. The lead- ing men of the university have been characterized by a public spirit, which has led them to respond to the call of the municij^ality or of the State. Not only at home but also abroad the academic staff have won distinguished merit and recognition by their x)ublic services. Brown University, which is already in possession of an honorable i^ast, is now girding itself for still greater usefulness in the future. The period now opening with the academic year of 1894, is one of greater prosperity than that of any i)recediug, and the policy of the present administra- tion is so shaping itself that this opportunity may be utilized to the utmost. 93 94 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. President Manning^ 17G4-1791. Those who write the history of the institutions of learning of the last two centuries must go beiiind the final movements which resulted in the establishment of the college or academy. The political and social environment of the leaders must be closely studied, for they were men of stroug personality. Those who came to the front were characterized by broad views, except in some cases wliere there was a denomina- tional bias. The relation between church and state was close, and the civic leader needed the ecclesiastical aid. The man who in its beginning may be said to have been the college was James Manning, If some of the later administrators are entitled to be called saviors of their college, to him belongs the title of father of the college. With hiiu the college was ever present; whether in the halls of the colonial or of the State legislature; in all, either public or i)rivate, he was ever planning how ho miglit best promote the interests of Ehode Island Col- lege. The biography of Manuing in his later years is the story of the institution, so closely was he identified with it. The history of the foundation reflects his life. OBJECT OF THE COLLEGE. The first president of Rhode Island College, afterwards Brown Uni- versity, Avas James Manning. The design of the college originated with the Philadelphia Baptist Association, and they decided to place it in Rhode Island. Manuing, who had been selected by the association as its agentin thematter, came to Rhodelsland and began the establishment of a college. The Baptists, then a small denomination, felt the need of an institution where their j'outh could be trained in their belief. There was the academy at Hopewell, JST. J., a preparatory school, but the denomination desired a college. Among the early documents of the university is one which states the very object of the institution. In order to explain this document, the account of the change of location must be very briefly anticii^ated. The first location was at Warren, in 1704; six years later, after much discussion, the university was removed to Providence. A movement was at once started by those who had wished the location to be at New))ort, to secure a charter for a new college at that town. The cor- poration of Rhode Island College at once decided to petition the gen- eral assembly for the rejection of the new charter. A memorial was prepared and a conmiittee chosen to present it in the assembly. This document will clearly sliov/ the reason for the establishment of the col- lege. To the honorable the general assemhhj of the colony of Ehode Inland, to sit at Xeiviiort on the first Wednesday in May, 1770. Tho remonstrance of tbo trustees and felloAvs of tbo corporation of the college in said colonics humbly sbowetb — Tbat tbo several denominations of Baptists residing in most of the Britisb north- ern colonies are, taken collectively, a considerable body of Christians; and these BROWN UNIVERSITY. 95 people having of late years takeu iuto consideration that there arc no public semi- naries for the cdncation of j-outh where those of that persuasion can enjoy equal freedom and advantages wiih others, were thcrebj'- induced to form a resolution to erect a college and institute a seminary for the education of youth somewhere in North Amci-ica, to he effected chiefly, if not altogether, hy the application and at the cost and expense of the Baptist churches. That, having proceeded thus far, they began to inquire after the most convenient place for esecuting their design, and on deliberation, finding that the colony of Rhode Island was settled chiefly by Bap- tists, that a very considerable i>art of the inhabitants are still of that persuasion, and that a universal toleration of liberty of conscience hath from the beginning taken place in it, they had great hope it would prove a proper place for founding a college, and in which the infant institution might bo most encouraged; and accord- ingly they applied to the general assembly of said colony for a charter of incorpora- tion, which they thankfully acknowledge was i'rccly granted them. That in forming this charter care was taken that, notwithstanding the burden of expense was to fall chiefly on the Baptists, yet no other Chri.stiau society should be excluded from the beneflts of it, and, accordingly, asufhcicut number from each of the principal of them was taken iu to bo trustees and fellows in the corporation as might be able to take care of and guard their interest in it in all time to come. And the youth of every denomination of Christians are fully entitled to and actually enjoy equal advantages iu every respect as the Baptists themselves, without being burdened with any religious test or complaint whatsoever. ' SKETCH OF JAMES MANNING. James Manning- was boni in Elizabetlitown, N. J,, October 22, 1738. His father was a farmer. Of liis mother it was said " she exemplified in her daily life the happy and sanctifying influences of the Christian religion."' In later years Manning was said to have preeminently good sense, and there is no doubt but that he owed much of it to his home training. Of his schoolboy days but little is known. Said the editor of his published letters : " I have not found in the whole series of letters one misspelled word." That fact indicates some degree of diligence and application in the elementary education which he received. He entered a preparatory school at Hopewell, where an academy had been opened " for the education of youth for the ministry." At the age of 20 he was admitted to membership in the freshman class of the College of New Jersey. The information with reference to his college days is meager, but he is said to have been characterized bj^ diligence and devotion to his studies. He excelled in rhetoric, eloquence, moral philosophy, and the classics. He was also fond of athletics. He was graduated with the second honor in a class of 21. Shortly after graduation Manning made preparation to enter upon the minis- try, the profession which was to be his life work. In the sketch of the early days of the college the preliminary steps in its establisliment were described. Manning, after graduation, had made a tour through the southern colonies and had come to Rhode Island to found a college. From his account of the college, which he never completed, it is seen ' History of Brown University from Illustrative Documents. E. A. Guild. Pp. 205, 206. 96 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. tliat lie was very iJiomiuent in the work of organization. The cliarter was secured in February, 17(14, but no home for the college had been provided. It seemed desirable that the location should be in some place where the president could i)reach, in addition to the work of instruc- tion. The two churches in Newport had competent preachers and there were reasons why a settlement at Providence was undesirable at that time. In April of the same year Manning removed with his family to Warren, where he opened a Latin scliool, preliminary to collegiate instruction. This Latin school founded by him has continued till the present time, and is known as the University Grammar School. Man- ning at the second meeting of the corporation held in Newport, Sep- tember, 17(55, waseleeted "presidentof the college, professorof languages and other branches of learning, with full power to act in these capaci- ties at Warren, or elsewhere." Manning from the very beginning of his (connection with the college had its welfare deeply at heart. He knew nothing which was para- mount to the state of religion in the country and Ehode Island College. The details of his life henceforth are so closely identified with the phases and crisis of the college that they will be given in their appropriate place. COIJRESPONDENCE. Manning was an active correspondent with all whom he thought could assist the college. In nearly all of his letters, in some way or other, he makes reference to the needs of the college. In one letter to Rev. John Eyland, of England, he says : What think you of an application to England, by some suitable person, in order to augment our little and insufilicient fund, as Mr. Edwards made but a partial applica- tion; or would a -well-concerted scheme of a lottery to raise £1,000 or £2,000 meet with encouragement by the sale of tickets in England? The reply to this part of the letter is as follows: As to raising money by a lotterj'," I dislike it from the bottom of my heart. 'Tis a scheme dishonorable to the supreme head of all worlds and of every true church. We have our fill of these cursed gambling lotteries in London every year. They are big with ten thoiisand evils. Let the devil's children have them all to themselves. Let us not touch or taste. In justice to the sentiments of Manning on the subject of lotteries he continues to the same friend in reply: Your opinion of lotteries coincides with mine; but some of our friends urged me to mention the subject, as they could not see a prospect of supplies in any other way. Besides, I believe there have not been such iniquitous methods used in this matter with us as in the State lotteries at home. They have been used to i)romote good designs. In another letter to a friend in England he says: Do you think it would be worth while for an American Indiiin. as we are generally deemed, to visit England on the errand of collecting some more money for our col- letre? BROWN UNIVERSITY. 97 A list of " "worthy men of learning and character who desire the hon- ors of Ehode Island College" m Euglaud had been sent to Manning. Before honoring them thus it was the wish of the faculty to know if they had been consulted personally, and if they desired the honors, other- wise they feared the bestowal of the honor would do the college liarm. Manning, who had conducted tiie correspondence, was informed in rej^ly by Rylaiid: For mo to ask any of those gentlemen I nominated in my letter -whether he would please to accept a degree from your college would spoil all the honor and delicacy of conferring it. Its coming unsouglu, yea unthonf/ht of, constitutes its chief excellence and acceptableness to men of fine feelings. For my own part I would not have given you a single farthing, or so much as a thauks, for a feather if I had it not in my power with the utmost truth to say, "I neither sought it nor bought it, nor thought for a moment about it " Letters of acceptance of gifts to the college, urging its claims on the friends of the denominations, notes of condolence, and letters discuss- ing mooted points in theology occur at frequent intervals till 1779, when Manning left the city for awhile to visit his friends. From the wide range of topics which came under discussion his ability and devo- tion to the college were recognized, FUNDS AND LOCATION OF THE COLLEGE. The charter had been secured for the new college and James Manning had been chosen to the presidency. The college opened with one student. Although there was but this one college in the State, it was practically in charge of a single denomination. The charter was such that other denominations were to be represented, but the management was vested in the Baptists. When the question arose how funds were to be raised, the corporation naturally looked to their own denomina- tion, not only in this country, but in Euroj)e. Among the friends of the college in its immediate neighborhood, the sum of a trifle more than $1,000 was raised. The corporation furnished credentials to the Rev. Morgan Edwards, who offered to go to England and Ireland, in order to see what could be done there for the seminary. Wales was his native country, but he had received his education in Ireland. He had the indorsement of many of the clergy of his denomination, and from the assistance of friends of the cause raised $4,500. Writing from London to President Manning he says: If I were to stay in London ever so long I believe I should get money, but it comes so slowly and by such small sums that I can not spare the time. However, I may depend on the friendship of two or three when I leave the Kingdom, who have prom- ised to solicit for us, and do not doubt but what they will do more than I shall be able to accomplish, as they may watch convenient seasons. There have been no less than six cases of charity pushed about this winter, viz: Two from Germany, two from the country of England, and two from America. The unwearied beneficence of the city of Loudon is amazing At the South, by vote of the corporation. Rev. Hezekiah Smith was empowered to solicit subscriptions. He was absent from home a little 1123 R I 7 98 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. more than eiglit months, and traveled through Georgia and South Caro- lina. The friends in these provinces came to the help of the cause he pleaded and he reported to the corporation the sum of $2,500. The funds raised by Edwards were devoted to an income for meeting the salary of the president, and those raised by Smith were devoted to build- ing i^urposes. In the South these subscriptions ranged from £100 to 10 shillings, and represented a large number of subscribers, but were not sufilcient to siistain the college. Before steps could be taken to raise more money, another question arose. This was a point involving the loca.tion of the college, whetlier it should remain at Warren, or be removed to some other part of the State. Morgan Edwards, one of the early chroniclers of the college writes: To the year 176!) this seminary was for the most jiart friendless and moneyless, and therefore forlorn, in so much that a college edifice was hardly to be thought of. But Mr. Edwards making remittances from England, some began to hope, and many to fear that the institution Avould come to something and stand. Then a building and a place for it were talked of, which opened a new scene of troubles and contentions that had well-nigh ruined all. Warren was at first agreed upon as a proper situa- tion, where a small wing was to be erected in the spring of 1770, and about £800 raised towards it. But soon afterwards some who were unwilling it should be there, and some who were unwilling it should be anywhere, did so far agree as to lay aside the said location and propose that the county which should raise most money should have the college. Then the four counties went to work with subscriptions. The four counties were Bristol, Kent, Newport, and Providence, although at the outset the contest lay between Warren and East Green- wich. At the annual meeting held for the first time in Warren, a committee of four, with the president, reported that the college be located in some part of the county of Bristol, and it was so voted. Soon after that meeting a notice appeared in the Providence and Newport paper that— Application has been made by the gentlemen of Kent County setting forth that they have opened a subscription for founding and endowing said college, on condi- tion that the edifice bo erected in the county of Kent; and desiring an opportunity for assigning their reasons to the corporation for a reconsideration of their vote at their last meeting, for erecting the edifice in the county of Bristol. The meeting of the corporation was called to meet at Newport November 14, 1769, at which time and place the gentlemen concerned in securing subscriptions for the different places are desired, by themselves or their committees, to appear, present their several sub- scriptions, and offer their reasons in favor of the resjjectivo jilacos. This notice at once brought the matter under discussion again. Moses Brown appears to have been the first to suggest that the college be located in Providence. At the meeting of the corporation memor- ials were presented from the towns that -were striving to secure the prize. How far their zeal was influenced by a desire to secure the best welfare of the institution can not be determined. The arguments, however, are interesting. In the memorial from Providence the fol- lowing were alleged as reasons why the college should be X)laced there: First, that it is absolutely ncscessary that there be money enough collected for erecting the college edifice and other buildings. Sensible of this the inhabitants BEOWN UNIVERSITY. 99 we represent generously subscribed £800, upon principles of regard aud esteem for so useful and necessary an institution. The principal benefit to a college is the number of students, which may ration- ally be supposed to be greater at Providence than at either of the other places pro- posed. Reference was made to the catholicity and liberality of the charter and the argument advanced that students of various denominations could find churches of their own order at Providence. There was also the central situation, the free, cheap, and easy communication between the northern colonies and the several towns in this and the neighboring governments. To this may be added the greater plenty and cheapness oi all kinds of provision, fuel, clothing, and cheapness of board. The ease and convenience with which parents may visit their children to sec their proficiency, as well as in case of sickness or accidents, where the best jihysicians and remedies are at hand. ^^ » * We have a public library which, in the infant state of the seminary, must be very useful to all the scholars, and particularly for those who may incline to the study of lav^ or physic (either before the first or between that and their second degree). We have not only large and useful libraries in both these faculties, but gentlemen of eminence, who would bo very useful in the prosecution of such studies. Wo have two printing offices, which will much contribute to the emoluments of the college, there being thus published a weekly collection of interesting intelli- gence, which not only tends to the enlargement of the minds of the youth, but which will give them early opportunities of displaying their genius upou any aud useful subjects, and which must excite in them an emulation to excel in their studies. In tbe memorial from East Greenwicli: The county of Kent is the most proper place for erecting said college edifice. First. It is situated nearly in the center of the colony. This will more eff'ectually accommodate each respective county, aud therefore if the corporation should ever petition for the aid and assistance of government, it is more probable they will unite in forwarding and promotiong such grants. Secondly. The local subscriptions of Kent, united with the several general sub- scriptions, are sufficient to build and complete said college, and those temporary subscriptions will be found altogether insufficient for keeping up and perpetuating the institutional expenses. * Thirdly. As institutions of this kind have been found by experience not to pros- per iu popular towns, we think the town of Providence too large now in its pres- ent condition. As it is a place well calculated for trade, it is altogether reason- able from thence to conclude that the growth and enlargement of it in a very few years will render it cxuite unsuitable for seminaries of learning to be placed in. The town of East Greenwich, on the contrary, is well situated as to pleasantness, the town being large enough to accommodate the students effectually, and situated upon the post road, so that an easy correspondence might be had with any part of the contiuent, there being likewise a post-office in town, and every other advantage as to communication with other governments that Providence can urge. Furthermore, as it has been strongly argued, this institution is founded upon the most Catholic j)lan, therefore they say they have singular advantages over Kent as to the accommodations of the different religious denominations. Iu answer to this we rau say, in behalf of Kent, we have a Friends' and a Baptist meeting house nearly situated to the place where the college is proposed to be set; also a meeting- house of the Separates within 3 miles of East Greenwich, upon a good road, free from ferries; and it is highly probable, if the college is fixed at Kent, there will be a church and a Presbyterian meeting house built aoon. 100 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. From Newport these claims were urged: From tbo suiiilliiess of the college funds it is certain tliiit tlie i)rinciiial and surest support must arise from the number of students; and whoever considers the nuuiber of inhabitants in Newport, the reputation of the island for health and pleasantness, the easy communication we have with all parts of this government, and with the Western and Southern colonies, and the cheapness with which pupils may be boarded, must confess that no place in this colony is so ])ropor to fix the colh^ge in, nor so likely to afford a sufficient nuuiber of students, as this town of Newport, Resides, a cousidcral)le advantage may be derived to the ])rofessors and students from tlio library (The Redwood) in this town. A library calculated for men of learn- ing, cousisting of a great number of well-chosen books upon all arts and sciences, as well as a very grt^at number in the learned languages, the use of which maybe allowd the pupils, under the discreet care of the president and tutors. This, in the infant state of the college, must be allowed to have great weight. Such was tlie tone and sucli were the arguments used by the memorialists, although the memorials have not beeif given in full. In the light of the i)resent day the arguments urged, in some cases appear amusing, but the different claimants were all in earnest to secure the location. The meeting called for November 14, 17G9, continued three days. Wednesday morning it was resolved: To recede from the vote of the last meeting to erect the college edifice in the town of Bristol. In the afternoon it was voted: That the business of the corporation be not postponed to a distant adjournment. Thursday morning it was resolved : That the place for erecting the college be now fixed. But that, nevertheless, the committee, who shall be appointed to carry on the building, do not proceed to pro- cure any other materials for the same, excepting such as may be easily transported to any other place, should another hereafter be thought better, until further orders from this corporation, if such orders be given before the 1st of January next; and that in case any subscription be raised in the county of Newport, or any other county, equal or 8U])erior to any now offered, or that shall then be ottered, and the corporation bo called in consequence thereof, that then the vote for fixing the edifice shall not be esteemed binding, but so that the corporation may fix the edifice iu another place in case they shall think proper. The last meeting of the corporation to decide the question of location was held at Warren, February 7, 1770. Says Manning m one of his letters: The dispute lasted from Wednesday last, 10 o'clock a. m., until the same hour on Thursday p. m. The matter was debated with great spirit and before a crowded audience. The vote was put, recede or not. It went not, by 21 against 14. In the course of the debates there was sometimes undue warmth, but upon the whole it subsided, and all parties seemed much more unanimous than I expected in after business. Many of the gentlemen of Newport said they had had a fair hearing and had lost it; but their friendship to the college remained, and they would keep their places, pay their money, and forward to their utnu>st the design. Thus ended the controversy, and the location was decided in favor of Providence. A petition was made to the assembly for a charter for a college iu Newport. It was favorably received iu the house, but indetiuitely postponed by the Senate. BROWN UNIVERSITY. 101 FIRST COMMENCEMENT. Tlif liistorian Arnold wrote of the first commencement, September, 17G9: Four years liad elapsed since the college at Warren was organized, and the gradu- ating exercises of connnencenient day now opened a new era and estal)lished the earliest State holiday in the history of Rhode Island. It was agreat occasion fortho people of the colony, and as each recurring anniversary of this time-honored institu- tion of learning calls together from distant jjlacea the widely scattered alumni of Brown University we do but renew on a more extended scale the congratulations that crow'ned this earliest festival of Rhode Island college. The first gradtiating class consisted of 7 members, some of whom were destined to fill conspicuous jjlaces in the approaching struggle for independence. It was noticed as a significant fact that all who participated in the event of the day, from the president to the candi- dates, were clothed in American manufactures.' Tlie members of the class Avere Charles Thompson, valedictorian, and afterwards a chaplain in tlie Kevolutionary army; TMchard Stiles, salutatorian ; Joseph Belton, Joseph Eaton, William Williams, William Kogers, afterwards a chaplain in the Kevolutionary army, and James Mitchell Varnura, afterwards a brigadier-general in the llevoliition, an eloquent member of Congress from Khode Island, and finally Judge of the Northwestern territory. From 1 pupil (William Rogers; at the ■Contrast with the above, the following account of the eomniencement of June, 1878, by Prof. Diman : Among the great festivals which break the rapid and unending round of the sea- sons there is none that brings with it the peculiar associations Avbich belong to that which we celebrate to-day. There are others more closely connected with household memories, or with the great events of ecclesiastical or civil life; but commencement calls back the buoyant feelings of the early days wlien hope was bright and when aspiration was high, and the long procession with which it lills our streets, lead by t!ie alert and eager step of youth and closed with the tottering steps of age, is a sol- emn panorama of human history. There are other processions which have more to attract the attention of the crowd, but there is none more impressive to a thought- ful observer. Year by year for more than a century it has pursued its accus- tomed route; each year some familiar form is missing from it, yet each year the vacant i)laces are lilled and it grows larger and larger with the sturdy growth of the ancient university, each season bringing its new accessions, one day in turn to become gray-haired and pass away. We can not but think that some wholesome lessons are conveyed by such a spectacle, and that few can walk to-day in this long line, in which successive generations are thus represented, without having reflec tions tinged with a more sober coloring. It must be a benefit once a year to turr aside from theaccustomed associations, which so often are centered in selfish andlim- ited aims, and which, when eagerly pursued, so often withdraw us from a wide sym- pathy with our fellows, and revive the generous aspirations of j-outh and renew the cordial fellowship which is the distinctive note of a liberal culture. It is easy to understand th(i feeling which restrained many, especially the older graduates, from taking part in this annual academic festivity. The thinned ranks of the classes that close the procession mingle a bitter drop in the joy with whioh the survivors greet each other. Yet we can not but think that they act more wisely who keep green in old age the recollections of youth, and who once a year make themselves young again among their old college classmates. 102 HISTORY OF HIGHER EDUCATION IN RHODE ISLA.ND. opening of the college, it had grown to the number of 7 at grad- uation. From the daily i^aper is taken the order of exercises: 1. The salutatory oration. Bicliard Stiles. 2. Tbo Americans, in their present circumstances, can not consistent with good policy affect to become an independent state; a forensic dispute. James M. Varnum aud William AVilliams. ;>. An oration on benevolence. William Rogers. i. Materia cogitaro nou potest. A syllogistic disputation in Latin. AVilliam Wil- liams, Joseph Belton, Joscpli Eaton, William Rogers, James M. Varnum. 5. Tlie oratorial art; an oration Avith the valedictory addresses. Charles Thomp- son. The following account of the first comu>encem(!nt appeared in the Providence Gazette and County Journal : On Thursday, the 7th instant, was celebrated at Warren the first commencement in the college of this colony. About 10 o'clock a. m. the gentlemen concerned in conducting the affairs of the college, together with the candidates, -went in proces- sion to' the meetinghouse. After they had taken their seats, respectively, aud the audience were composed the president introduced the business of the day with prayer. Then followed a salutatory oration in Latin, pronounced with much spirit, by Mr, Stiles, which ])rocured him great applause from the learned part of the assembly. Ho spoke upon the advantages of liberty aud learning and their mutual dependence upon each otlher, concluding with proper salutations to the chancellor of the college, governor of the colony, etc., particularly expressing the gratitude of all the friends of the college to the Rev. Morgan Edwards, who has encountered many difficulties in going to Europe to collect donations for the institution and has lately returned. To which succeeded a forensic dispute, in English, on the following thesis, namely: " The Americans, in their present circumstances, can not, consistent with good pol- icy, affect to become an independent State." Mr. Varnum ingenuously defended it by cogent arguments liandsomely dressed, though he was subtly but delicately opposed by Mr. Williams, both of whom spoke with emphasis and propriety. As a ccmclu- sion to the exercises of the forenoon the audience were agreeably entertained with an oration on benevolence by ]SIr. Rogers, in which, among many other pertinent observations, ho particularly noticed the necessity which that infant seminary stands in of the salutary effects of that truly Christian virtue. At 3 o'clock p. m., the audience being convened, a syllogistic dispute was intro- duced on this thesis: '•' Materia cogitare non potest" — Mr. Williams the respondent; Messrs. Belton, Eaton, Rogers, and Varnum tho opponents — in the course of which dispute the principal arguments on both sides were produced toward settling that critical point. The degree of bachelor of arts was then conferred on the candidates. A concise, jiertinent, and solemn charge was then given to tho bachelors by the president, concluding with his last paternal benediction, which naturally introduced the valedictory orator, Mr. Thompson, who, after some remarks upon tho excellence of the oratorical art and expressions of gratitude to the patrons and officers of the college, together with a valediction to them and all present, took a most affectionate leave of his classmates. Tlio scene was tender, the subject felt, and the audience affected. The president concluded the exercises with prayer. Tho whole was concluded with a propriety aud sohMuuity suitable to tho occasion. The audience (consisting of the principal gentlemen and ladies of this colony and many from the neighboring gov- ernments), thougli large and crowded, behaved with tho utmost decorum. In the evening Rev. Morgan Edwards, by particular request, preached a sermon, especially addressed to the graduates and students, from Phil, iii: 8 : '•' Yea, doubtless, and I count all things but loss for the excellency of tho knowledge of Christ Jesus my Lord," iu which (after high encomiums on the liberal arts and sciences,) the superior BROWN UNIVERSITY. 103 knowledge of Christ, or the Christian science, was clearly and fully illustrated in several striking examples and similes, one of which follows : "When the .'-uu is below the horizon the stars excel in glory; but when his orb irradiates our hemisi)here their glory dwindles, fades away, and disai)pcars.'' Not only the candidates, but even the president were dressed in American manu- factures. Finally, be it observed that this class are the first sons of that college which has existed for more that four years, during all which time it has labored under great disadvantages, notwithstanding the warm patronage and encourage- ment of many worthy men of fortune and benevolence, and it is hoped, from tho disposition which many discovered on that day and other favorable circuinstauces, that these disadvantages will soon, in part, be happily removed. The custom which was then begun of having a sermon on com- uiencemeut was continued until Dr. Wayland's administration in 1828. Its place has been taken by the president's levee, held on the evening of commencement. The sermon to the graduating class is delivered the Sunday before commencement. Commencement has been changed fi-om September to the third Wednesday in June. Class day occurs on the Friday before commencement. In 1786 these two resolutions were iiassed by the corporation: Resolved, That in future tho candidates for bachelor degrees, being alumni of the college, shall be clad at commencement in black flowing robes and caps, similar to those used at other universities. licsolved, That an exclusive right of furnishing such robes and caps, for the use of the candidates, be granted and confirmed to an undertaker for the space of fifteen years. COUKSE OF STUDY. The colleges and universities of this coitntry were founded upon the model of those in the mother country. There the universities were established for those who were intended for the professions of divinity and law. The courses of study were strong in the classics or in math- ematics. There was nothing in the early history of the college like a course of study as it is understood to-day, but from a revision of the laws made in 1783 some idea of the curriculum can be gathered: The president and tutors, according to their judgments, shall teach and instruct tho several classes in the learned languages and in the liberal arts and sciences, together with the vernacular tongue. The following are the classes appointed for tho first year, namely: In Latin. Vir- gil, Cicero's Orations, and Horace, all in usum Delphini; in Greek, the New Testa ment, Lucian's Dialogues, and Xenoj)hon's Cyrojiicdia. For the second year, in Latin, Cicero de Oratore, and C;esar's Commentaries; in C»reek, Homer's Hiad, and Lougiuus on the Sublime, together with Lowth's Vernacular Grammar, rhetoric, Ward's Oratory, Sheridan's Ijcctures on Elocution, Guthrie's Geographj', Kaime's Elements of Criticism, Watts and Duncan's Logic. For tho third year, Hutchin- son's Moral Philosophy, Doddridge's Lectures, Fenning's Arithmetic, Hammond's Algebra, Stone's Euclid, Martin's Trigonometry, Love's Surveying, Wilson's Navi- gation, Martin's Philosophia Biitaunica, and Ferguson's Astronomy, with Martin on the Globes. In the last year, Locke on the Understanding, Kennedy's Chronology, and Boliugbroke on History, and the languages, arts, and sciences studied in the foregoing years to be accurately reviewed. Two of the students, in rotation, shall, every evening after prayers, pronounce .i piece upon the stage; and the members of the college shall meet every AVednesday 104 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. afternoon in the li;ill, at the ringing of th(3 bell at 2 o"clock, to pronounce, before the president and the tutors, pieces well committed to memory, and that they may receive such corrections in their manner as shall be judged necessary. It is not permitted aujone, in the hours of study, to speak to another except in Latin, either in the college or in the college yard. MANAGEMENT. The management of the university is vested in a corporation whicli consists of two branches — that of the trustees and that of the fellows — with distinct, separate, and respective powers. Tlie trustees are 36 in number, of whom 22 are forever to be elected ot the denomination called Baptists, or Antiptedobaptists, 5 of the denomination called Friends, or Quakers, 5 ot the denomination called Episcoj^alians, and 4 of the denomination called Congregationalists. These were the denomina- tions of New England a century ago. The number of the fellows, including the president, who must always be a fellow, is 12, of whom 8 are forever to be elected of the denomination called Baptists, and the rest indilJerently of any or of all denominations. Tlie president must forever be a Baptist, dnce in three years the corporation, at its annual meetings, must chose from among the trustees a chancellor of the uni- versity and a treasurer, and from among the fellows a secretar3^ The office of chancellor is merely to preside as m derator of the trustees, the president, or in his absence, the senior fellow, being tlie moderator of the fellows. The instruction and immediate government of the col- lege is, and must forever continue, to rest in the president and fellows, or fellowship, to whom, as a "learned faculty," belongs exclusively the privileges of adjudging and conferring the academical degrees. PROMINENT MEN. Among nearly all the men of that day who were farseeing and who appreciated the advantages of education for their own and for succeed- ing generations, the college made friends. It also received the sup- port of those who were not directly engaged in literary pursuits, but were in business or in commerce. This was the period of great activity in the colony, as her magnificent bay afforded a means of distribution for all New England, so that the benefits of commerce might be real- ized and appropriated. The connection between commerce and educa- tion finds many illustrations in our colonial history. The interest on the other side of the Atlantic has been seen, in the success which Edwards met in securing funds for the college. Then too, at the South, there was displayed the same zeal. In Governor Hopkins the college had a firm friend, and his interest was recognized by his election as chancellor. He was an advocate of the location of the college at Providence, and by his extensive learning and genuine love of literatui^e proved a most efficient coadjutor of Presi- dent Manning, in all the plans and eiibrts of the latter, for the efifi- ciercy and usefulness of the college. The Browns, from one of whom BROWN UNIVERSITY. 105 the university takes its name, have ever been deeply interested in this seat of learning. In 1866 Mr. Ives resigned the treasurership. For nearly a century the affairs of the college had been managed, as we have seen, with uncommon wisdom and skill, by the representatives of a single family. It is doubtful if a similar instance can be found in the history of any other college, and it is certain that there can not be found four successive treasurers thus related, who have displayed such remarkable munificence, ability, and zoal in promoting the welfare of an institution of learning. For this the names of John Brown, Nicholas Brown, Moses Brown Ives, and Robert Hale Ives will be held in everlasting remembrance by the graduates and friends of Brown University.' In colonial days appear the names of Dr. Ephriam Bowen, Governor Joseph Wanton, Hon. James Honeyman, of Newport; Nicholas Easton, a prominent merchant of Newport; Governor Samuel Ward, Dr. Joshua Babcock, of Westerly; Judge Daniel Jenckes, Eev. Samuel Stillman, of Boston; Rev. John Gano, of New York, and Jabez Bowen. Many, by self-sacrifice, sent their sons to the institution, thereby recognizing its usefulness; others, when the university was inveighed against, defended her good name. It is gratifying to think that many of them lived to see the institution established on a firm basis and to see the sons of Brown rising up to call her blessed. DISCIPLINE. Regarding the early discipline of the college we have the ideas of Manning himself, in a set of rules which he prei)ared in 1783: And whereas, the statutes are few and general, there must necessarily be lodged with the jiresident and tutors a discretional or parental authority; therefore, where no statute is particularly and expressly provided for a case that may occur, they are to exercise this discretionary authority according to the known customs of similar iustitutions and the plain, general rules of the moral law. And in general the i)eu- alties are to be of tlie more humane kind, such as are at once expressive of compas- sion for the otil'ender and of indignation at the offence, such as are adapted to work upon the nobler principles of humanity, and to move the more honorable springs of good order and submission to government. College life then was regulated more on the basis of the family. The professors and the tutors lived under the same roof with the students, and daily visits of inspection were a part of their duties. The follow- ing correspondence will illustrate the parental care and duties of the president: The late Judge Peleg Arnold, when about 18 years of age, in going to mill, heard, as he approached Friends' meeting-house at Upper SmitJifield, a great noise like the breaking in of windows, and, being desirous of ascertaining the cause, rode up the hill to within about 20 rods of the house, when he discovered two young men on horseback, each with a club, smashing in the front windows of the meetinghouse. Immediately on seeing him they wheeled and rode off at full speed. He being a vigorous young man and determined to ascertain who they were, in order to bring them to justice, threw his bag of corn in the road and started in pursuit. The race was a sharp one and continued for 6 miles, when the judge came up with and stopi)ed 'Brown University, by R. A. Guild, p. 335. 106 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. them on Cumberlaud Hill. After learning their names and places of residence he permitted them to proceed. One of the yonng men proved to he a student in the college, and the president, being informed of the circumstance, wrote to the clerk of the monthly meeting the following letter: Providence, December 12, 1770. SiK: Yon may think strange that I, a stranger to you, should address you by this epistle, but Avill excuse me when I give the reason, which is an information that I have received that one Scott, a youth under my tuition, some time ago, riding through Smithfield (in company with one Dennis, of Newport), rode up to and in a most audaciously wicked manner broke the windows of the Friends' meeting-house in said town, of which meeting I understand you are clerk. Upon the first hearing of this scandalous report I charged him Avith the fact, which he confessed, with no small degree of apparent penitence; whereupon I thought good to inform you, and by you the meeting, that i\\Qy shall have ample reparation of damages and such other satisfaction as they shall think proper, being determined to punish with the utmost vigor all such perverse youth as may be entrusted to my care, as I hold such base conduct in the greatest detestation. You will be so good as to lot me know when the first meeting of business is held, that I may send him up to appear before them, and make not only reparation, but such a confession before the meeting as shall be fully satisfactory. I choose to mortify him in this way, and should bo very glad that some of the heads of the meeting would admonish him faithfully, and show him the evil of such doings, if this would be agreeable to them; but I speak this, not to direct them in the matter, but what would be agreeable to me. When this is settled, we shall discijiline him with the highest punishment we inflict, next to banishment from the society; and with that, if he does not comply with the above. The youth has been but few months under my care, is a child of a respectable lamily in Kingston, Massachusetts Bay, and had his school learning at New Haven. I am sorry for his friends, and that it happened to fall to my lot to have such a thfiughtless, vicious pupil; but am determined this shall be the last enormity, one excepted, of Avhich he shall be guilty while under my care. I hope the meeting will inform me how he com})lies with these injunctions, if they think proper to take these or any other methods. Please, by the first opportunity, to favor mo with a lino in answer to the above requests and you will do a favor to a real friend. James Manning. Mr. Thomas Lapham, Jr., in Smithfield. In reply to which, as reciuested, Thomas Lapham, jr., sent him the following letter : Smithfield, ihe 17th of 12th mo., 1770. Respected Friend: These may inform that I received thy letter of the 12th inst., concerning one of thy pupil's base conduct, in breaking the windows of our meetinghouse, and agreeably to thy request therein, I hereby inform, that our meetings for business arc held on the last fifth day of every month; so that our next vv'ill be on the last fifth day (or Thursday) of this instant, at the house where the windows were broken. A meeting for Avoi-ship begins at 11 o'clock, and commonly holds two hours; then begins the meeting for business. Therefore, if the youth appear before us, I intend to send thee an account of his second progress. I am glad to hear such proper methods proposed for the settling of his scandalous deed, and that the affairs of the college may be so conducted as to be .a means of promot- ing virtue and piety, which are far preferable to arta and sciences, is the real desire of one Avho wishes v/ell unto all. Thomas Lapham, Jr. BROWN UNIVERSITY. 107 The young man, according to the direction of the president, appeared before the next monthly meeting for hnsiuess, and informed the meeting what he had done, made a suitable acknowledgment, paid the damage done to the windows, received some wholesome admonition and advice, and returned to his college duties, it is to be hoped, a better man. LAND AND BUILDINGS. The first of the college buildings erected in Providence was Univer- sity Hall. This was modeled after Nassau Hall of Princeton. Per- haps none of the college buildings has undergone more changes than this. Here was the chapel, and here was the dining hall when " com- mons" was in vogue; during the Eevolution, barracks and a hospital were made from the hall; its rooms were used for dormitories and for recitations. The old student in returning to Brown to-day would not recognize the buildings; of the original plan all that remains are the walls. The interior has been fitted up in suites of rooms, and the entries which were formerly the scenes of midnight revelry have been divided and changed. The first reference to a building is on the records of the second meet- ing of the corporation held in 1765, from which it appears $1,993 was subscribed for the building and for endowing the college. A commit- tee was chosen with instructions to take the matter in charge, but before a decision was reached the question regarding the permanent location of the college arose. As soon as that was settled, by the vote of 1770, which brought the college to Providence, it was voted that the college edifice be built according to the following plan, viz: That the house be 150 feet long and 40 feet wide, with a projection of 10 feet on each side (10 by 30), and that it be four stories high. The lot selected for the building comprised originally about 8 acres, and included a iiortion of the "home lot" of Chad Brown (who was one of the original proprie- tors after the native Indians of whom it was purchased). It was for this reason purchased through the agency of the Brown family, in order that the college might stand on the "original house-lot or home share, so called, of their pious ancestor "• Describing the location at that time, Mr. Edwards writes regarding it as "remarkably airy, healthful, and pleasant, being the summit of a hill pretty easy of ascent and commanding a prosj)ect of the town of Providence below, of the ISTarragansett Bay and the islands, and of an extensive country, variegated with hills and dales, woods and planes, etc. Surely this spot was made for a seat of the muses." This build- ing and the president's house were carried along together. The amount expended was $9,480. " Sundry supplies" were furnished by Nicholas Brown & Co. The account which was rendered of them as well as the money expended by the building committee, shows some of the customs and of the cuirent prices of that day. • Brown University with illustrative documents. E. A. Guild, 232. The cost of the land was $730, 108 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. 1770. £ s. p. Jau. 1. To cash paid for the postage of a letter to the corporation 1 G May 23. To 3 pts. rum allowed John Jenckes for the scow men 10 May 25. To one-ha'f day's work of Earle's negro 1 6 May 25. To cash paid Comstock for one-half day's carting with three crea- tures 3 June 1. To one wheelbarrow, new,. but broke to pieces in the service 10 6 June 19. To ^ gall. West India rum for the digging of the well 2 Aug. 25. To 4 galls. West India rum, very good and old, and 1 lb. sugar, third floor 15 7i Oct. 13. To 3 galls. West India rum when raising roof 10 6 1771, Feb. 7. To 1 box glass for president's house 3 3 Mar. 8. To cash paid Ebenezer Leland for painting the college and presi- dent's house 9 REVOLUTIONARY PERIOD, Ehode Island, together with the other colonies, had felt the oppres- sion which brought on the Revolution; the sentiments of the young men as expressed in their graduating speeches indicated a strong patriotism. In June, 1775, the following extract appeared in the Providence Gazette: To the reverend president, honorable professor, and rest of the honorable corporation of Rhode Island College — the dutiful jietition of the senior class: Most Worthy Patrons: Deeply affected with the distress of our oppressed country, which now, most unjustly, feels the baneful effects of arbitrary power, provoked to the greatest height of cruelty and vengeance by the noble and manly resistance of a free and determined people, permit us, gentlemen, to approach you with this, our humble and dutiful petition, that you would be pleased to take under your serious consideration the propriety of holding the ensuing commencement in a public manner, as usual ; whether such a celebration of that anniversary would be in conformity to the eighth article of the association formed by the grand American Congress, and which all the colonies are all religiously executing, and that you would be jdeased to signify unto us your resolution respecting the same, that we may govern ourselves accordingly. JosiAH Reed, Andrew Law, Jamks Fulton, Committee in Behalf of the Senior Class, College in Providence, June S, 1775. The corporation recognized the jjatriotism of the class and the sacri- fice that would be entailed by the omission of the commencement exer- cises. This was a great sacrifice, for the commencement then was an important event in the life of the student. The day was a holiday in the city, and many went to the exercises to do the young men honor. Concluding the reply to the petition, it was said: Institutions of learning will doubtless j)artake in the common calamities of our country, as arms have ever proved unfriendly to the more refined and liberal arts and sciences; yet we are resolved to continue college orders here as usual, excepting that the usual commencement, by the advice of such of the corporation as could conveniently be consulted, will not be jtublic. BROWN UNIVERSITY. 109 The graduating class numbered ten, and theirs was the last commence- ment till 1782. In December, 1776, the city was in control of the British and the college was closed, the following notice appearing in the papers : This is to inform all the students that their attendance on college orders is hereby dispensed with until the end of the next spring vacation, and that they are at lib- erty to return home or prosecute their studies elsewhere, as they think proper, and that those who pay as particular attention to their studies as these confused times will admit, shall then be considered in the same light and standing as if they had given the usual attendance here. In witness whereof I subscribe, James Maxxing. Pkovidexce, December 10, 1776. Accordingly, till May, 1782, the course of studies was suspended. In 1769 there were 13 students, and the whole number from that date to the year 1776 was 197. In 1780 a meeting of the corjioration was called, to see if the college could be revived. Money was very scarce, so Man- ning offered to accept £60, or $300, for his salary instead of £100, which he had been receiving. This was in April. On a Sunday in June the college building was seized, in accordance with a council of war, for a hospital for the French troops. It had been seized before and used as barracks. In the journal of an aid-de-camp of Count de Rochambeau, who visited Providence, reference is made to the city and the college: Providence est une assez jolie i>etite ville, tr^s commercante avaut la guerre, il u'y a rieu de curieux qu'un hopital de la plus grande beauttS. At the meeting of the corporation in 1782 provision was made for the immediate instruction of the youth. The building was in a very bad condition, from its occupancy as barracks and as a liosj)ital. The money for its repair was raised by the corporation. The public commence- ments were resiimed in 1783, but the next was not held till 1786, because, on account of the suspension of the college exercises, there were no students to graduate. Manning felt the need of instruction in the French language, and a memorial to the French King was drawn up, in which his assistance was solicited toward securing a professor and a collection of books. In the words of the memorial : Ignorant of the French languiige, and separated as we were by more than mere distance of countries, we too readily imbibed the prejudices of the English — prej- udices which we have renounced since we have had a nearer view of the brave army of France, who actually inhabited this college edifice; since which time our youth seek with avidity whatever can give them information respecting the char- acter, genius, and influence of a people they have such reason to admire — a nation so emineutly distinguished for polished humanity. To satisfy this laudable thirst of knowledge nothing was wanting but to encour- age aud diffuse the French language; and that not merely as the principal means of rendering an intercourse with our brethren of France more easy and beneficial, but also for spreading far and wide the history of the so celebrated race of kings, statesmen, philosophers, poets, and benefactors of mankind which France has pro- duced. 110 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. Tliis address was given to Thomas Jefterson to present to the king, but :n his judgment it was thought inopportune. As the matter had been intrusted to him his opinion was accepted. Manning was constantly writing to get his friends in Enghind inter- ested in the college. To Thomas Llewelyn, of London, he wrote, sug- gesting that he mate such a subscription to the college as would entitle it to be called by his name; " Cambridge College was so fortunate as to attract the attention of a Mollis, New Haven of a Yale, and New Hampshire of a Dartmouth, who liave given their names to these seats of learning. We should think ourselves no less happy in the patronage of a Llewelyn. Llewelyn College appears well when written, and sounds no less agreeably when spoken." At the March session of the assembly, in 178G, Manning was cliosen unanimously to represent Rhode Island in the Congress of the Con- federation. At first he M-as averse to accepting the election on account of his connection with the college, but a feeling of jniblic spirit and devotion to the college intiuenced him to accei)t. Tliat the latter was the chief reason appears in one of his letters of that year: Pray don't be alarmed should you hear that I am iu Congress. The motive of my accepting this most unexpected, unsolicited, but unanimous appointment of the State to that ofiico was the recovery of a considerable sum duo to the college for the use taken of tlic edifice and the damage done to it by the public iu the late war. It was thought by those most acquainted with the state of our application to that honorable body that my jiresenca would facilitate that graut; more especially since none of the jjorsous likely to bo elected would greatly interest themselves in that business. Manning did not succeed in this, and it was fourteen years after before any recognition of the claim was made by Congress. The sum received in compensation was stated by Dr. Benedict to be $2,000. Manning said that the just due was more than £1,000. While in Congress he took no active part on the lloor except to reply to an attack which was made against New England. It was said that he must have given himself to much business then, and that he was master of all the important questions which had been debated, being able to give the arguments pro and con. In a letter to a friend he says : I am treated with respect by Congress and the heads of Departments. The i)resent Congress possess great integrity and a good share of abilities, but for want of more States on the iloor the public and important business is from day to day neg- lected. Wo are, however, in daily expectation of a fuller delegation. His views on the inadequacy of the Confederation and the necessity of nnion were in accord with what the succeeding events showed to be the wise policy of the Government. When the question of the ratification of the Constitution Avas being discussed by Massachusetts he attended the debates and proceedings of the convention. He him- self said that Massachusetts was the hinge on which the whole must turn. BROWN UNIVERSITY. Ill By this time lie had been relieved of the greater f)art of his pastoral duties and was enabled to devote his whole attention to the college. This, however, did not prevent him from assuming occasional pastoral duties and keeping fully posted on all the important movements of the day. CLOSING YEARS OF MANNING. Fi'om this period till the close of his life he was active in his zeal for the college and in the aid which he could give his State. He was ever interested in what pertained to common- school education, and was on the school committee for many years, serving as chairman. In April, 1791, he preached his farewell sermon to his people, and at a meeting of the corj^oration of tlie college hehl the same month he requested them to find a successor to him. He seemed to have a pre- sentiment that his days were numbered. Sunday, July 24, he was seized with an apoplectic fit while conducting family prayers, and lived till the following Fiday. Many a man of sterling worth, in a few words delineating the char- acter of another man, has slcetched his own. So was it with Man- ning. Admirably fitting to his own character are the qualities which he said must be sought for in the choice of a successor to his charge: "A man of letters, politeness, strict piety and orthodoxy, of popular talents, possessed of a good share of human prudence, and no bigot; in a word, a truly Christian orator." The entire community felt that a great man had fallen, and all possible respect and reverence were paid to his memory. His portrait is in the possession of the univer- sity. From an obituary notice in the Providence Gazette this ex- tract is taken : In his youth he was remarkable for his dexterity in athletic exercises, for the symmetry of his body and gracefuhicss of his person. His countenance was stately and majestic, full of dignity, goodness, and gravity; and the temper of his mind was a counterpart to it. lie was formed for enterprise. His address was pleasing, his manner enchanting, his voice harmonious, and his eloquence almost irresistible. Having deeply imbibed the spirit of truth himself as a preacher of the Gospel, he was faithful in declaring the whole counsel of God. He studied iilaiuness of speech, and to be useful more than to be celebrated. The good order, learning, and respec- tability of the Baptist churches iu the Eastern States are much owing to his assidu- ous attention to their welfare. The credit of his name, and his personal influence among them have never, perhaps, been exceeded by any other character. Of the college he must, in one sense, be considered as the founder. He presided with the singular advantage of a superior personal appearance, added to all his sluuing talents for governing and instructing youth. From the first beginning of his Latin school at Warren, through many discouragements, he has by constant care and labor raised this seat of learning to notice, to credit, and to respectability in the United States. Perhaps the history of no other college will disclose a more rapid progress or greater maturity in the course of about twenty-tive years. President Maxcy, 1792-1802. Under the administration of President Maxcy the college was sus- tained in all the departments, and continued to graduate a fair num- ber of students. Undue stress is too often laid on an administration 112 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. cliaracterized by brilliancy and new departures, ))ut those which have merely conserved the growth of the institution are likewise of import- ance. Without the latter it would have been difficult for succeeding administrations to have won their reputation. It was doubtful if the period succeeding the death of President Manning called for an aggressive policy. The college did not resume its exercises till 1782, the break between 1776 and that date being occasioned by the revolu- tionary struggle. The two buildings, university hall and the presi- dent's house, were intact, although sadly in need of repair, and a small number of students were returning. To hold the ground and, in a sense, to broaden the new foundations which had been again laid by JManuing when the college opened in 1782, may be said to be the policy of the incoming president. Then, too, Manning was a man widely known in his denomination and by the public. On his preaching tour during the years of the suspension of the college, he was widening his repu- tation in the colonies. He was a man of marked ability and he did probably what no other man could have done for the college, hence the new president was to step into a large place. Maxcy was a young man, with his spurs yet to win as the leader of a college. At the first commencemeut after his inauguration, during the illumination of the college, a transparency was placed in one of the upper windows dis- pla\ing his name with "President, 24 years old." His policy then was to conserve what had been gained, and ho seems to have accomplished it. This, then, may account for the fact that no record can be made during his administration of new^ buildings or of large bequests. It was said of his presidency: Ho was Olio whoso iiamo and fame aro idontifiod with its reimtation and whose mildness, dignity, and goodness, e(|naleeriod of its history. Messer was connected with the university before he took the presidency, and had won, through imblic services of a professional nature, more than a local rejiutation. Dr. Wayland, by his celebrated sermon, awoke to find himself famous; ho introduced a new system of education, experi- mentally, but successfully, and he had more than a local reputation through the merit of his text-books. President Messer was obliged to conduct the affairs of the college chiefly with what the students i)aid for tuition. It has been urged that the discipline under him was lax; but the personnel of the college was different, the students vv'erc older, and felt that they were preparing for what would be their life work, hence they needed little or no discipline. Under Dr. Wayland the students were younger, and to a greater extent the sons of wealthier parents, for the year 1827 was about the beginning of an era of greater wealth and a demand for more luxury. It has been urged that had the means been placed at the disposal of President Messer which Dr. Wayland had, by way of externals, the period would have been as brilliant. ¥/hile there would be no detraction from all which the next administration deserved, yet Messer's should also receive all due honor. PROPESSORSIIir OF ORATORY. Tlie first im])ortant event in this administration was the founding of the professorshij) of oratory by Nicholas Brown and the circum- BROWN UNIVERSITY. 115 stances which lead totlie change of name from Rhode Island College to Brown University. In a letter written by John Brown, who was obliged to resign the position of treasurer, on account of declining health, towards the close, was added: Being lotated in tlio center of New Enjjlaud, and with one of the most liberal charters that has ever been gi'anted, to Avarraut and secure a fair and generous cijuality to bo extended to every religious sect, I do most sincerely recommend the promotion of its highest interests to every branch of the government of the col- lego. And as tho most beautiful and handsome mode of speaking was a principal object, to my certain knowledge, of tho first friends of this college, I do wish that tho honorable corporation may find moans during their deliberations of this week to establish a iirofcssorship of English oratory, and that suitable funds for the pur- pose may bo so placed that tho annual income only can be touched for tho salai'y pertaining to such a professorship. I am, gentlemen, with great regard, your obedient servant, JoHP-r Hiiow.v. Providknck, Sejyicnthcr C, 1803. CHANGE OF NAME OP THE COLLEGE. Till this time the name of the college was as provided by the char- ter. The charter also contained the provision that the trustees and fellows at any time thereafter might give such more particular name to thecollege, in honor of tho greatest and mostdistinguished benefactor, or otherwise, as they should think proper. In 1803 it was voted that the donation of $5,000, if made to this col- lege within one year from the late commencement, shall entitle the donor to name tho college. The feelings of John Brown to tho college were shown by the above letter, as well as by the faithful discharge of his official duties. That the same feelings were cherished by the son will be shown by this letter to the corporation. Providexci:, ^cptcmhcr G, 1804. Gentlemen : It is not unknown to you that I have long had an attachment to this institution, as tho jilaco where my deceased brother, Moses, and myself received our education. This attachment derives additional strength from tho recollection that my late honored father was among tho earliest and most zealous pations of tho college, and is conlirmed by my regard for tho causo of literature in general. Under these impressions I hereby make a donation of $5,000 to lihode Island College, to remain in perpetuity as a fund for the establishment of a professorship of ora- tai-y and belles-lettres. Tho money will bo paid next commencement, and is to bo vested in such funds as tho corporation shall direct for its augmentation to a suffi- ciency, in your judgment, to produce a competent annual salary for tho withia- mentioned professorship. I am, very respectfully, gentlemen, with my best wishes for tho prosperity of tho college, your obedient friend, NiCilOLAS l>i:ov.N. This fund accumulated from year to year till it more than doubled. In 182G bank stock to the amount of $10,000 Avas purchased by the treasurer and constituted the special fund for this professorship. 116 HISTORY OF HIGHEK EDUCATION IN RHODE ISLAND. Ill iiccofdaiice with tlic gift for the fDUudcitioii of this professorship by Nicholas Biowu, September G, 1804, it was voted that this college be called and known in all future time by the name of lirown Univer- sity in rrovidence, in the State of Khode Island and Providence Plan- tatious. ITNIVERSITY GKAMMAK SCnoOL. At this period this school was under the management of the college. In 1809 it was decided that a building for the school be erected on the college lands. A committee of three was chosen to procure subscrip- tions, and the sum of $1,452.80 was raised. The building was erected in 1810, and stands opposite the president's house. This school is described under the above title in the cha])ter devoted to academies. HOPE COLLEGE. The first mention of this building occurs under the date of Septem- ber (», 1821. The record concerned the appointment of a committee to consider the propriety of erecting another edifice. At an adjourned meeting held October 10, the committee was authorized to purchase a site and erect a suitable building. The most interesting item is the report of the committee January 13, 1823: Tlio coinmitteo appointed in September, 1821, to procure a suitable piece of land aud on^ct thei'eon a oollc{;o edifice, beg leave to refer to the treasurer's report for the 3rd of Septoinbcr, 1822, for particulars of the lot purchased of Mr. Nathan Watennan. On this lot an elegant brick building of the following dimensions has been erected by Nicholas Brown, esq., the distiugnished patron of the university: In length 120 feet, width 40 foot, 4 stories high, aud containing 48 rooms. The object, therefore, is accomplished, and no part of the funds x'hit'ed at the disposal of the committee by the cori)oratiou has been used toward said building. Mr. Brown, it is understood, will make a communication on the subject of the new col- lege edifice at the meeting to bo holden by adjournment in the university chapel on INIonday, the 13th of January instant, to which communication the committee invite the attention of the corporation. Respectfully submitted by the committee. In the communication referred to, Mv. lUown said: To the Corporation of llrown Vnivcrsity : It affords mo great pleasure at this adjourned meeting of the corporation to state that the college edifice erected last season and located on ilu^ hindi>urehasod by the corporation of Mr. Nathan AVatermau is coini)leted. Bping warmly attached to the institution where I received my education, among whose founders and benefactors was my honored father, deceased, and believing that the dissemination of letters and knowledge is the great moans of social happi- ness, I have caused this odiliee to be erected wholly at my expense, aud now present it to the corporation of Brown University, to be held with the other corporate prop- erty, according to their charter. As it may be proper to give a name to the new edifice, I take leave to suggest to the corporation that of " Hope College." I avail myself of this occasion to hope that heaven will bless and make it useful BROWN UNIVERSITY, 117 in the promotion of virtue, science, and literature, to those of the present and of future geuerations who may resort to this university for education. With respect- ful and aflfectionate regards to the individual members of the corporation, I am their friend, Nicholas Brown. This building is the fourth that has been built for the college and has been used as a dormitory. The records make no mention of its cost, but from various sources the expense was estimated at about $20,000. Among the resolutions adopted by the corj)oration in accej)ting the gift of Hope College were two, as follows : Resolved, That the members of the corporation entertain a very high sense of the liberality of this patron of science, in the gift of this new building, in addition to his former large donations to this university. Besolved, That in compliance with the suggestion of the donor, the new edifice be denominated Hope College. At the same meeting it was also voted that the old college edifice be named University Hall. Sketch of President Messbr. Eev. Asa Messer was born in Methuen, Mass., in 1769. He, too, was graduated from Ehode Island College in the class of 1790. He was chosen as tutor the next year, and held that position till 1796, when he was elected professor of the learned languages. He also held the iDro- fessorship of mathematics and natural philosophy in 1799 and retained it till 1802. When the presidency became vacant by the resignation of President Maxcy in 1802, he was made i)resident j^ro tempore. He became i^resident in 1801 and retained this position till his resignation in 1826. Such is the outline of his work at his alma mater. To the duties of the manager of the college he brought an experience as pupil, tutor, and professor, so that he was conversant with its needs and shaped his iDolicy accordingly. In a critique of his administration allowance must be made for the conditions then obtaining. In the last few decades the march of prog- ress has been very rapid, and because of this rapidity improvements had undue importance. They must not be so magnified as to mar the historical perspective. As has been said, he knew the needs and capabilities of the college. In the first place, there could be said to exist no system of public schools. The law which had been passed establishing free schools in the State was inoperative, except in Providence. The acquirement of an education was expensive. Those who were wealthy preferred to send their sons to Harvard or Yale, the older, hence better endowed and equipped colleges. In the second place, the country was just entering upon the period which culminated in our second war with England. In Ehode Island this war was especially disastrous because disordering her commerce, which was then one of the chief sources of prosperity m the State. The demand of the day was for more ele- 118 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. mentary education. The country luid not begun to realize the great possibilities in manufacture, in the applied arts, and in the sciences. The need was imperative for men fitted for the professions, hence the students ^yho entered college desired a training in what was then the life work of the great body of professional men. At this period in the community there was not that wealth which endowed so liberally in a few years the institutions of learning. Then the tide of prosperity set in, because of the increased activity in manufactures and the applica- tion of the sciences. In view of these facts, the i)olicy of the college had to be one of economy if it was to attract students. Those who resorted here were not able to afford an exi)ensive education and, in fact, it was by self- sacrifice, not only on their own part, but by the members of their home circle that students could come at all. What then might have been the wishes of President Messer to place the university on a higher plan.e, with the means at his disposal, he could not accomplish. How, then, did he manage during the twenty-four years of his presi- dency '? UIS POLICY. Says Prof. Goddard, in a biographical sketch of Messer, in 1839: During his admiuistration the college contiuned to flourish. Au iucreased num- ber of pupila resorted thither, and at no antecedent or subsequent period of its his- tory have the classes ever been so large. Says a member of the class of 18133, regarding the characteristics of the students during- Messer's administration : The last half century will show them to you in every part of the Innd. In the churches, colleges, the schools, the halls of legislation, the courts of Justice, in the practice of the healing art, and in all the departments of social industry, where science and skill are to bo put in requisition, they have done, and are still doing, a noble work. All through our newly settled States and Territories they have been seen marching in the van of civilization, holding up the torch of science and religion, and doing their full share in supplying and working the intellectual, moral, and Christian forces, which alone can give health, strength, progress, and stability to the nation. Such results are a proud testimony to the wisdom and ability of Asa IMes- scr as a college president and an (;ducator of young men. As a man he was popular; in his family relations he was charming; and he was held in esteem by his fellow-townsmen, for they elei^ted him to ofiices of public trust. For young men struggling to obtain a college education, and working in the chains of the res anfjnata domi, Dr. Messer had a heart of fatherly teudtaness. Whenever ho saw eager aspirations after knowledge, a high sense of duty and a resolute detiT- miu.ation to prepare for an honorable and useful discharge of the responsibilities of life, there he was ever ready with the words of encouragement and the hand of helji. One more quotation from the same source will show how the college was regarded by those who were seeking an education: There can be no doubt that the j'oung men trained up under Dr. Messer were dis- tinguished for habits of manly thought and self-reliant investigation, tempered with BROWN UNIVERSITY. 119 couservative good sense ; and there can be as little doubt that for these high qualities they were greatlj'' indebted to the liberal sentiments and the wide-reaching, inde- pendent, and yet well-balanced mind of the president. ' REMINISCENCES OF PRESIDENT MESSER. Said Dr. Sears, in a receut centennial discourse: Of my old president I can not speak but Avith respect and affection. He had a vigorous and manly stylo of thought, and was a genial, jdeasant teacher. lu disci- pline, in his best days, ho was adroit, having a keen insight into human nature, and touching at will, skillfull}', all the chords of the student's heart. Rarely was he mistalcen in the character of a young man, or in the motive to which ho appealed, in order to influence him. Foibles and weaknesses lie treated with some degree of indulgence; but vice and willful wrong he treated with unsparing severily. In government ho followed no abstract principles, v.-hich so often mislead the theorist, but depended on his good sense in each case, giving considerable scope to views of expediency. The student who attempted to circumvent him was sure to be outwitted in the end. On account of his great shrewdness, he was sometimes called "the cunning president." One of the many anecdotes related of him is, that he kept in his room a bottle of j)icra for sick students, and that everyone who came to him to bo excused from duty on account of headaches, found it necessarj'^ to swal- low a dose before leaving him. * * * His individuality, both in body and mind, was strongly marked. Ho was altogether unpoetical in his nature. His language had no coloring of the fancy, but was naked, plain, and strong. His economy, which was proverbial, extended even to his words. His tendencies were rather to science than literature, and in the latter part of his life, as is often tlie case, more to prac- tical wisdom and i^rudenco than to either. " * * His was not a mind to leave its own impress on that of his i>upils. He had no imitators; he wished to have none. The many eminent men educated under him had no other resemblance to each other than freedom from authority. There is among them no uniform style of thought, resulting from its being run in the same mold. Even among the undergraduates, there was a personal independence of character and thought, and a manliness of deportment and self-respect, that gave a certain air of dignity to the two upper classes. Each man was expected to develop and retain his own individuality, without being schooled down to tameness, either by the faculty or by the collective will of his fellow-students. If ho did right it was his own act; if he did wrong, ho would scorn to say that it was because he did not dare to do right. The following- will show the esteem in which Dr. Messer Avas held by his co-laborers in his academic staff : At a special meeting of the faculty of Brown University, held October 14, 1836, in the chapel of University Hall, President Wayland announced the departure from this life of Rev. Asa Messer, late president of said university, whereupon the fol- lowing preamble and resolutions were unanimously adopted : Whereas the Rev. Asa Messer, d. d. and ll. D., was for nearly forty years an instructor in this institution, and for twenty-four years its presiding officer, an expression of the sentiments of the existing faculty, upon the occasion of his unex- pected and lamented death, is demanded by the respect which they individually and collectively entertain for the character of the deceased: Therefore, Resolved, That the faculty of Brown University learn with deep regret that the Rev. Dr. Messer, an eminent son of this university, and for a long course of years 'Dr. Silas A. Crane, class of 1823. Brown University Usdcr the Presidency of Asa Messer. 120 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. its presidiug ofScer, ia no more; that we are iiupressecl with a strong conviction of his acknowledged merits as an instrnctor, of his vigorous intellect, and of his solid learning, and that we gratefully recognize his title to the best distinctions of the citizen, the man, and the Christian. Dr. Messer received the degree of D. D. from his ahna mater in 1800, and the same honor from Harvard in 1820. His administration could not be characterized as brilliant, yet it formed an important part in the history of Brown University. President Wayland, 1820-1855. Dr. Wayland Avas one of the presidents who was known not only at home but abroad, on account. of his i)rominen('e as an educator. He was the son of godly parents, his father giving' up a lucrative business to devote his entire attention to the ministry. His mother was a woman of piety and deep religious sentiments. Francis Wayland was born in New York, March 11, 1790. He early went to school, but his daj'S there he considered as deprived of much that might have been for his mental improvement, for according to the ideas of education then, the lessons were but memory exercises. The family moved to Albany, and at the age of 15 Wayland entered Union College. He describes his career at college as characterized by too ranch reading and too little study. Shortly after, he was called to a tutorship there. Graduating in July, 1813, he spent two years in the study of medicine with Dr. Eli Burritt, of Troy, after spending about six months with Dr. Hale, of the same place. These years were most valuable, for Dr. Burritt, a genial and an able physician, delighted to unfold the treasures of his own mind to his enthusiastic pupil. Many rich experiences in his professional work and in a knowledge of men and things were acquired by the student. In 1816, in obedience to what he ccmsidered his duty, he ceased to devote himself to medicine and went to Andover, because the Baptists then had no theological seminary of their own. Moses Stuart held the chair of literature. With broad views and a most devout schol- arship, Stuart opened up to Wayland and his fellows the stores of German philology and criticism. " Here at Andover," said Wayland, "I learned how to study and how to teach the Bible." On leaving Andover a tutorship at Union was offered to him. Here he came to know Dr. Nott, its president, a man for whom his love and admiration deepened as the years went by. It was some time since Wayland had paid attention to the branches he was to teach; hence he devoted himself anew to their mastery. Although their teacher, he taught the students nothing by rote, but from his devotion to his studies brought new life to the class and thus insi)ired them with a love for the work. The First Baptist church in Boston was without a pastor. Dr. Still- man had filled that position. Of him it was said: " He was x>i'obably BROWN UNIVEESITY. 121 the most popular pulpit orator of tlie day. He was a universal favor- ite." A friend of Waylaud's suggested to the deacons of this church that they call him. It was done, and in 1821 he entered upon the pastorate which he retained till 1827. His pastorate was a trying one for him. He knew the call was not unanimous; he was conscious of his own deficiencies, unfitting him for anything like pulpit oratory; and he had a large place to fill in taking the position held by Dr. Stillman. The rich experience tliat his medical training had given him, and the broad knowledge that he ha,d acquired as tutor, enabled him to preach powerful sermons. One bit of advice given to him he followed in his preaching, and it may have been the clue to the i)ower he had with liis audience. Said Dr. Welch to him : " Tell the people just what they tell you, and you will find that nothing will interest them so much." Among tlie causes of his notoriety was a sermon i)reached before tbe annual meeting of the Boston Baptist Foreign Mission Society, Octo- ber 26, 1823. The text was, " The field is the world," and the subject, "The moral dignity of the missionary enterprise." Such were the unfa- vorable circumstances, as he thought, of the preaching of this sermon that he said to a friend: "It was a complete failure. It fell perfectly dead." The sermon was requested fiesidency, in December, 182G. CHARACTERISTICS. Wl»at, then, were the elements of success which he brought to the presidency? In the first place he loved the work. It was hard and exacting, how severe none knew but himself. His sense of duty and responsibility were deep and minute. " He recognized in every young man who entered the university a new trust imposed upon him, and held himself personally accountable to the student, to his parents, and to his God for the faithful fulfillment of so serious an obligation." In the second place his keen habits of thought and analysis enabled him quickly to comprehend and relegate to its proper generality each spe- cial case. He always sought to find the underlying general principle. His experience when studying medicine had given him an insight into scientific pursuits, and the opportunities for observation were varied, especially under the guidance of Dr. Burritt. In writing to a young man in after life Dr. Wayland said, " Neglect no opportunity of gaining 122 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. useful infoimiitiou while visiting . He is a great teacher in the art of fishing, managing a boat, etc." On another occasion, '' Observe care- fully the modes of thinking, and esi)ecially the points that are taken for granted. The things men take for granted without affirming are frequently of much greater importance than all that they affirm." The life-long motto of the president was, " Vv'hatever is worth doing at all is worth doing well," and he was also in the habit of saying to his friends, " Nothing can stand before days' works." Perhaps no para- graph could better state his character than the advice he gave to a young friend: Let me urge upon yon, if yon Avisli to be respected, to bo tborouglily master of your studies. I would sit up till midniglit rather thau not know them. Never think "This will do," unless it be done as well as you can possibly do it. You will thus acquire the habit of using your faculties to the best advantage, and you will double your intellectual powers in a single year. The true way to increase our talents is to employ them to the utmost. The following sketch of his manner and power in addressin.g the students is stated by Prof. Chace in his commemorative discourse: As the students then, with few exceptions, lived within the college buildings and t'lok their meals in Commons Hall, they constituted much more than at present, a community by themselves. They were more readily swayed by conunon impulses, and more susceptible of common emotions. When gathered in chapel they formed : unique but remarkably homogeneous audience. President Wayland was at that time at the very culmination of his powers, both physical and intellectual. His li'.assive and stalwart frame, not yet filled and rounded by the accretions of later years, his strongly marked features, having still the sharp outlines and severe grace ( f their first chiseling, his peerless eye, sending forth from beneath that olympian brow its lordly or its penetrating glances, he seemed, as ho stood on the stage in that old chapel, the incarnation of majesty and power. Ho was raised but a few feet above his audience, and so near to them that those most remote could see the play of every feature. He commenced speaking. It was not instruction; it was not argument; it was not exhortation. It was a mixture of wit and humoi-, of ridicule, sarcasm, pathos, and fun; of passionate remonstrance, earnest appeal and t^olemn warning, poured forth not at random, but with a knowledge of the laws of ♦•motion to which Lord Kames himself could have added nothing. The effect was indescribable. No Athenian audience ever liung more tumultuously on the lips of the divine Demosthenes. That little chapel heaved and swelled with tho intensity ( f the pent-up forces. The billows of passion rose and fell like the waves of a tempestuous sea. At one moment all were burning with indignation ; the next they Avere melted to tears. Now every one was convulsed Avith laughter, and now as solemn as if the revelations of doom were just opening upon them. Emotions tho most diverse followed one another in quick succession. Admiration, resentment, awe, and worship in turn swelled every bosom. At length the storm spent itself. The ground had been softened and fertilized, and the Avhole air purified. ini. WAYLAND IN THE CLASS ROOM. The personality of a teacher is a strong characteristic in determining his success. Dr. Wayland in the class room was a manifestation of power. This description is by one of his pupils: Dr. Wayland's recitation room was the goal toward which every student turned his eye. As the distance lessened his eagerness increased. When he had at last BEOWN UNIVERSITY. 123 passed through the iircliminary years his joy was full, because lie would now be uuder the "old doctor.'' This silent iufluence, this unconscious tuition, was of unspeakable value. Although uot directly unfolding any science or evolving any principle it imparted inspiration. The president threw over his pui)ils the spell of his own genius, and many of them still feel the enchautment, although the mighty spirit which imparted it has been withdrawn. At the time to which I refer his recitation room was on the first floor of the middle hall of Hope College and in the rear of his own study. It had been a dormitory, but afterwards furnished with benches, and what served for writing desks, narrow pine boards upheld by pine uprights. We Avere obliged to use these with great care lest we should bo left without any support for our papers and arms during the severe trials of skill in handling our pencils. The entire furniture of the room did not exceed $10 in value. Entering by a door connecting the recitation room with his study ho was in his chair at the moment, and he required the same promptness of each puiiil. A second or third instance of tardiness was a dangerous experiment. The form of penalty could never be anticipated. Sometimes it was a look not likely to be soon forgotten; sometimes there was a painful pause; if the recitation had commenced sometimes the delinquent was formally introduced to the class. All being present, and subsiding instantly into silence, the work began. He had no table, but sat with his manuscript for the lecture of the hour resting upon his knee. At this period none of his text-books had been published. The members of the class in succession recited the lecture of the preceding day, or perhaps one still far- ther back in the series. The recitation proceeded in this quiet manner until the lecture or lectures had been recalled to the minds of the pupils. Occasionally a question was asked by teacher or student until everything obscure or ambiguous had been not only cleared up, but made as definite as language could render it. At the same time no irrelevant discussion was permitted, no argument for the sake of argument was encouraged. The class and instructor were there for a definite pur- pose, and that purpose could not bo thwarted by any art or subtlety, meanwhile, as all his pupils will readily remember, a silver pencil case passed from end to end between his thumb and finger. The compressed lips were moved slightly, but nerv- ously. The small dark eye, through which, even in repose, his whole nature spoke, was resting steadily, but kindly, upon each student as he rose and recited. This exercise concluded, there was a rustling all around the room; papers were adjusted and preparation made for writing. The president's manuscript was opened and the well known a-hem was the signal for all to be ready and for the work of the hour to begin. He read slowly and the class copied, each member following his own method, some using shorthand, others abbreviating Avords, or omitting some altogether. All were intent to catch the thought, at any rate, and the exact phra- seology, if possible. The lecture was Avritten out in full by the»students at their rooms. What one failed to catch he gathered from another and thus by " compar- ing notes " a correct copy was secured. These lectures seemed to us more wonderful than anything we had ever heard. They carried all the conviction of a demonstration. To have believed otherwise would have seemed absurd. Some of us at a later day found reason to modify the views there received and accepted. But at the time the conviction was complete. His definitions were clear, simple, and easily remembered. His analysis of any obscure but important part was exhaustive, omitting'no essential element. His prog- ress through either of his favorite sciences was that of a prince through his own dominions. At intervals, not regular in their recurrence, yet sure to occur somewhere, he suspended his reading for a few minutes and, waiting for a short time until each member of the class could complete his notes and give his attention, he would relate some incident or anecdote strikingly illustrating the point last made. In this depart- 124 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. ment he was always most happy. Tlie confirmation imparted to the argument was often nnexpecteil and even irresistible. These anecdotes were drawn from any source that offered the richest supply; from history, from romance, from poetry, from com- mon unrecorded every-day life. Often they were mirthful, sometimes ludicrous. Frequently statistics would be given, conclusively verifying the position whicli had been assumed. Illustrations, anec^lotes, and statistics came at his bidding and always did capital service. They were " as arrows in the hands of the mighty." Hands and arms having been rested, the reading was resumed and the lecture advanced to the stroke of the bell. It was concluded as promptly as it commenced, closing abruptly, even in the middle of an argument or a paragraph. Those were short hours. We wondered whither the sixty minutes had flown and how it was that we had taken no note of their flight. Half in doubt of the correctness of the bell, we left the recitation room. Whether in these exercises Dr. AVayland stirred up the intellect of his pupils, it was not difficult even for a stranger to determine. As they issued from the lecture room, and went by twos and threes to their own apartments, the subjects which had just been discussed became the theme of most earnest conversation. Nor did the momentum thus acquired expend itself during the next twenty-four hours. The mental machinery was still in motion, when, on the following day, the class was again summoned to that tinpretending room. DISCIPLINE. Not only must the president of a. college be a teacher, but he must be an administrator. As he provides for the discipline of acolleg-e, will depend the success or failure of his administration. The methods which Dr. Wayland followed are best told in his own words. with respect to the discipline of a college, it is, perhaps, proper that I should give my exjierlence. I may say that my views on this subject are A-ery simple. So far as I know, it has been generally supposed that the head of a college can only succeed by understanding the peculiar temperament, habits, disposition, etc., of every pupil, and, on the basis of this knowledge, making out a distinct mode of treatment for each undergraduate. In strict accordance with this theory, parents without number, when entering their sons in college, have come to me, and at great length have informed me of the peculiarities of their children, stating that their dispositions were excellent if they were only governed in some particular manner. I always listened with due attention to such statements, but paid to them no regard whatever. Indeed, I very soon learned that these peculiar young men were in fact, in almost every case, spoiled children, Avith whom I was likely to have more than the usual amount of trouble. It seemed to me that such a vievr of the proper method of governing a public insti- tution for instruction would greatly impair, if it did not entirely destroy, the value of any college in which it should prevail. If it were the business of instructors to study the character of every pupil, and in each instance to modify the course of dis- cipline to suit the peculiarities of every individual, sound judgment would, from the very nature of the case, be impossible. A college would then fail in one of its most important designs, namely, as an intermediate place between the family and society, to prepare the student for entrance upon the practical duties of life. I came, therefore, to the conclusion that the laws of a college should be simple, just, kind, and of such a character that they could be shown to be right and salutary, both to parents and pupils. These laws, having been established, were to be rightly observed, and, by making every young man feel that he must be accountable for his own actions, prei)are him for becoming a member of society, where this rule is to be enforced under more severe penalties. The more peculiar a young man is^ and the BROWN UNIVERSITY. 125 more his peculiarties liave been siiffered to gain strength, the more important it ia that he should be subjected to the same restraints as his fellows, without making any allowance for his eccentricities. If a young man be rude, arrogant, passionate, untruthful, indolent, unpunctual, it is far better, after one admonition, that no aHowance whatever be made for these evil habits, than that they should ripen into confirmed biases, which a whole lifetime might be insufiQcient to correct. It was therefore my aim to have no law.s which could not bo shown to be perfectly reasonable, and then to execute those laws with all possible strictness and impar- tiality. Of course, in saying this I assume that it will be understood that the gov- ernment of impulsive, thoughtless young men is different from the government of adults. It must, of necessity, be kind, conciliatory, persuasive, or, in a word, paren- tal. Penalty must be visited only after other means of restraint and correction have been tried in vain. But it must be distinctly understood that when these laws have proved ineffectual, punishment will inevitably come, and come on all alike, without the shadow of jiartiality. In the government of a college, every case becomes a precedent; and if the prece- dent be a bad one, it Avill never be forgotten, but will be j)leaded without fail, as though it established a law. I always, therefore, considered it a matter of prime importance to decide every new case correctly. It was my habit to take time for deliberation, to examine each case in all its bearings, and to see what would be the result of a decision if generally adopted as a rule. I endeavored to ascertain the principles on which a decision should be founded. I appreciated the fact that a case settled on true princii^les would harmonize with every other case that might subse- quently occur, whether nearly or remotely connected with the one before me. The laws of college, and the results of violating them, became thus perfectly well known. When the younger students were disposed to combine in perpetuating some violation of law, their seniors would tell them distinctly what would be the inevitable conse- quence, and theirpredictions rarely failed of fulfillmeut. The principles which gov- erned in such cases were well understood, audit was known that by these principles all cases of discipline were to be decided. SERVICES FOR THE COLLEGE. No two persons cany away just the same impression from seeing a beautiful i^aintiiig, nor do they use the same tlioughts in attempting its description. Perhaps another i)hase of what Dr. Wayland did for Brown may be seen from the graphic delineation given by Prof. Diman: Yet who, after all, that knew Dr. Wayland, will be likely to accept any biography of him as satisfactory? No analysis of his intellectual qualities, no summary of his personal characteristics could set him forth. What power in his very presence, defy- ing all description, as the most speaking faces defj^ the art of the photographer. What reserved force, sleeping in silent depths till stirred by great occasion. Such as know him only from his writings have gained no adequate impression of the man. There are works that seem vitalized with a writer's personality. In the vascular sentences of the immortal Essais we clasp hands across the chasm of three centuries, with the owner of that quaint tower that still looks down the valley of the Dor- dogne; and in the pensive periods of the Sketch Book we almost catch the beat of Irving's heart. But what suggestion of flesh and blood was over associated with a text-book of moral science or of i>olitical economy ? Who would infer the uproarious fun of Luther from his Commentary on the Epistle to the Galatians, or trace in the pages of The Wealth of Nations the winsome traits of Adam Smith? Not even in his printed sermons is Dr. Wayland presented with entire accuracy, for, much as he commended an " unlearned ministry " he somehow himself selected for publication his more ornate and elaborate productions. He appears in some of these as he used 126 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. to .appear, arrayed in cap and gown, in tbo stately ccrcnionial of commencement day, or, as ho will appear to posterity, in the still' fnll-length portrait, hanging in Rhode Island Hall, which, as an achievement of high art in wood, is only criualed by a work of the same artist, the pictnro of Mr. Webster in his reply to Ilayno, that usurps so undue a share of Faueuil Hall. How little does all this resemble the image so viv- idly recalled as wo turn the pages of these volumes. That little, ill-lighted chapel, long since numbered among the things that were, with its wide gallery, its narrow dais, its benches carved all over with the images and superscriptions of successive generations, in painful compliance with the monkish maxim, that to labor is to pray. How distinct, even now, sounds that heavy tread along the narrow hall, with what emphasis that burly form bursts through the door and up the steps, with what ter- rific frown that brow at once is clouded as impatient sophom.ores beat, with their heels, an unseemly march. With what utter disregard of conventional proprieties, yet v.'ith what genuine and awful sense of divine sanctities, the voice I'olls out the strains of Hebrew David, and anon melts in humble, fervent prayer. Never did Dr. Wayland seem so grand, ono might almost say inspired, as in those unbidden gushes of emotion that would sometimes convulsively shake his great frame and choke his utterance. The finest paragraph in his missionary sermon would not compare for eloquence with some of those pungent appeals that at times electrified the students at their Wednesday evening prayer meeting. How the chapel would bo hushed with the stillness of death itself, as, in tremulous accents and voice sinking to a whisj)er, ho would dwell on tho dread responsibilities of the soul. There was never any cant of stereotyped exhortation, never any attempt to rouse a superficial emo- tion, but always direct appeal to conscience and to all tho highest instincts of youth- ful liearts. In this most difllcult task of dealing with young men at the crisis of their spiritual history. Dr. Wayland was unsurpassed. How wiso and tender his counsels at such a time! How mauy who have timidly stolen to his study door, their nouls burdened with strange thoughts, and bewildered with unaccustomed questionings, remember with what instant appreciation of their errand tho green shade was lifted from the eye, tho A'olume thrown aside, and with what genuine, hearty interest that Avhole countenance would beam. At such an interview he Avould often read the parable of the returning prodigal; and who that heard can ever forget tho pathos with Avhich he would dwell upon the words, "But when ho was j'et a great way off, his father saw him, and had compassion, and ran, and fell on his neck, and kissed him." These were the moments when the springs of his nature were revealed. "It is not SO much what is said, as the way in wliicli it is said." Never was tbe truth of an aphorism more patent than when a descrip- tion is attempted of Dr. Wayland's method of conducting a recitation. But tho picture would be incomplete without that detail. The fol- lowing reminiscence is by llev. Dr. Silas Bailey, who entered Brown in 1830: In a resum6 of what ho did for tho university, his first service was reorganization in discipline and instruction. A new era had opened and its demands were diQerent from those of tho preceding period. The need of education then had been for what was elementary. Tho country now was feeling tho mighty possibilities that wero inherent in itself and was developing them. Tho educational complexionhad changed, and there was a call for what is now termed "practical education." Dr. Wayland saw the drift and met it, and to him is due the credit of inaugurating the new sys- tem .at Brown, and of disseminating his ideas as an instructor to the country. In tho class room he did away with the use of text-books. His theory was that the instructor should himself know what ho was to teach, and should draw out the pupil so that ho could state in a thorough manner what had become a part of his own KROWN UNIVERSITY. 127 knowledge. The metliod was analytic; that method which was used so masterly by the president, and which since his day has been characteristic of the students of Brown. Judge Story, when professor at the Cambridge Law School, was accustomed to say that ho could distinguish a graduate from Brown University by his power of seizing upon the essential points of a case and freeing it from all extraneous matter. The value of his moral solicitude for the student was great. He was in the habit of addressing each as "my son," and impressing upon him his own jjcrsonality. In an estimate of what he did for the individual members of Brown, says Prof. Chace: "We should look rather to the characters he molded, and to the moral and reli- gions forces he set in action. These, as vrell as the productions of his pen, still live and will continiie to live. Where in all the land can be found a place in which to-day he is not working, directly or indirectly, through those whose minds he formed and inspired. In or will his influence terminate with the lives of those who were its imme- diate recipients. Moral forces never die. By a law of their nature they perpetuate and extend and multiply themselves indefinitely." Ho constantly practiced what ho preached, and the students knew that when a decision was given by him it had been carefully examined on all sides. Ao a writer of text-books he jilaced within the reach of the students what they could use for themselves. His chief work, because more universally accepted, and because of its merit, was his Moral Philosophy. This was an expos6 of a system of morals not culled from other writers and tinged with their views, but as it had filtered through his own mind and been subjected to his searching and critical analy- sis. His Intellectual Philosophy and Political Economy were of value to his own students, and, like his Moral Philosophy, were used by other institutions. The library received under him careful attention, and he fostered and developed its life. The scientific resoixrces of the college Avere placed on a firm basis. PUBLIC SEEVICE.S. Dr. Wayland labored not alone for the college, although that was ever first in his thoughts, but -vras always alive to what he could do for the community. He was the first citizen in the State, and the university was the center from whicli emanated those impulses that guided and maintained a high tone in the community. True, the city was not so large, and the desperate struggle for wealth had not set in, but a man of narrower mind could have caused the i)0.sition of the college as a center to be much less. The public charities found in him a ready helper, and Avith many he had an official connection. Through his aid as an inspector the State l)]isou became a reformatory and not a x^lace wliere criminals were confined. During a largo part of the last twenty years of his life he conducted every week a Bible class composed of convicts. The spectacle presented was most impressive — one which the angels might desire to look upon— as with heart full of love to God and man, and thought intent on serving one and doing good to the other, he took his way on the quiet Sabbath morning toward yonder j)rison, to seek there the outcasts from society, the children of .shame and sin and crime, to gather tbem around him and tell to them in language of indescribable simplicity and tenderness of a Savior who loves them and who has died for them; of an atonement so large and so free that each one of them, however guilty, may have pardon and cleansing ; to lift them by his broad, overflowing sympathies from their sense of forsakenness and isolation ; 128 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. to kindle repentings within them; to awakcu anew tlieir moral affections, and to restore their broken relations to humanity, to Clod, and to heaven. He may have done many things of Avhich the world will think more and longer, but his great life ofters nothing surpassing in moral grandeur these almost divine labors.' For Ms fellow-towDsmen lie was always ready to address them in words of cheer or of admonitiou and warning. From all the tributes to the service of the man in times of public need, no better selection could be made than from the scholarly and classic words of Prof. Chace : A few months before his death an occasion arose for a touching exhibition of the respect in which he was held by the whole community. The country had in an instant been plunged from the height of joy into the deepest mourning. Its honored and beloved Chief Magistrate, at the moment when he was most honored and beloved, had fallen by parricidal hands. The greatness of the loss, the enormity of the crime, the terrible suddenness of the blow bewildered thought and paralyzed speech. It seemed as if Providence, which had just vouchsafed so great blessings, was, from some inscrutable cause, withdrawing its protective care. In this hour of darkness to whom should the citizens go but to him who had so often instructed and guided them? As evening draws on they gather from all quarters with one common impulse to turn their steps eastward. Beneath a weeping sky the long dark column winds its way over the hill into the valley. As it moves onward the wailings of the dirge and the measured tread are the only sounds which fall upon the still air. Having reached the residence of President Wayland, it pours itself in a dense throng around a slightly raised platform in front of it. Presently he appears, to address for the last time, as it proves, his assembled fellow-citizens. It is the same noble presence which many there had in years long gone by gazed upon with such pride and admiration from seats in the old chapel. It is the same voice whose eloquence then so iniiamed them, and stirred their young bosoms to such a tumult of passion. The speaker is the same, the audience is the same. But how changed both, and how altered the circumstances! That hair playing in the breeze has been whitened by the snows of seventy winters. That venerable form is pressed by their accumulated weight. The glorious intellectual power which sat upou those features is veiled beneath the softer lines of moral grace and beauty. It is not now the Athenian orator, but one of the old prophets, from whose touched lips flow forth the teachings of inspired ■wisdom. The dead first claims his thought. Ho recounts most appreciatively his great services and dwells with loving eulogy upon his unswerving patriotism and his high civic virtues. Next, the duties of the living and the lessons of the hour occupy attention. Then come words of devout thanksgiving, of holy trust, of sublime faith, uttered as he only ever uttered them. They fall upon that waiting assembly like a blessed benediction, assuaging grief, dispelling gloom, and kindling ■worship in every bosom. God is no longer at a distance, but all around and within them. They go away strengthened and comforted. THE NEW SYSTEM. Wayland had come before the public as an advocate of what was called the " New System in Education." ^ In a report which was pre- 1 The Virtues and Services of Francis Wayland, by George I. Chace, p. 35. " The influence of Thomas .Jefferson's ideas of university education may perhaps be traced in Dr. Wayland's report. — Ed. BROWN UNIVERSITY. 129 sented to the corporation lie embodied his ideas. As this system made a change in educational methods, an abstract of the paper is presented: The present condition of the university can not be well understood without con- sidering its relation to collegiate education in this country, nor can the present condition of collegiate education in this country be understood without referring to its past history and its relation to university education in Great Britain, from which it originated. The subjects, therefore, to which the attention of the corpora- tion will be directed in the present report are the following : 1. The system of university education in Great Britain. 2. The progress and present state of university education in this country. 3. The present condition of this university. 4. The measures which the committee recommend for the purpose of enlarging the usefulness of the institution. 5. The subject of collegiate degrees: Nos. 1 and 2 were a review of these sub- jects. Toward the end of 2 it was shown that for the last thirty years the New England colleges could not support themselves. The demand for the article produced in the colleges was falling off, not from the want of wealth, or intelligence, or enterprise in the community, but simply because a smaller number of the com- munity desired it. In this dilemma two courses were again open before the colleges. The first was to adapt the article produced, to the wants of the community. The other course was to appeal to the charity of the public, and thus provide the funds by which the present system might be sustained. Have the efforts that have been made in this direction accomplished the object intended? The objects designed to bo accom- plished by endowment for the reduction of tuition and for furnishing it gratuitously to our colleges have been, we suppose, the following: First. To increase the number of educated men in the whole community. Second. To raise the standard of professional learning, and thus increase its intel- lectual power. Third. To increase the number of ministers of the gospel. From a review of the field our present system of collegiate education is not accomplishing the purposes intended. We are, therefore, forced to adopt the supposi- tion that our colleges are not tilled because we do not furnish the education desired by the people. We have instructed them upon the idea that they are to be schools of preparation for the professions. The third point was a review of the financial situation ol the college and of the imj)ending crisis. If the institution was to be maintained some means must be adopted for its relief. Two methods present themselves. The first is to continue it upon its present system, retaining the four years' course, considering the college as a mere preparatory school for the professions of law, medi- cine, and divinity, and digesting the various branches of instruction in conformity with this idea. A second method of relieving the institution from its present embarrassments has been proposed, suggested from the view your committee has been led to take by the present condition of collegiate education in New England. Were an institution established with the intention of adapting its construction to the wants of the whole community, its arrangements would be in harmony with the following principles : I. The present system of adjusting collegiate study to a fixed term of four years, or to any other term, must be abandoned, and every student be allowed, witliin limits to be determined by statute, to carry on at the same time a greater or less number of courses, as he may choose. II. The time allotted to each particular course of instruction would be determined by the nature of the course itself and not by its supposed relation to tlie wants of any particular profession. 1123 K I 9 130 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. III. Tho various courses should bo so ;irrauj>c(l tbtit iu so far as it is practicable every student iiiigbt study what ho chose, all that ho chose, and nothing but what ho chose. ' Tho faculty, however, at tho request of a parent or guardian, should havt^ authority to assign to any student such courses they might deem for his advautiige. lY. Every course of instruction, after it has been commenced, should be continued without interrux)tion until it has been completed. Y. In addition to tho present courses of instruction, such should be established as the wants of tho various classes of tho community Juay retiuire. YI. ICvcry student attending a particular course should bo at liberty to attend any other that ho may desire. YII. It should bereciuired that no student bo admitted as a candidate for a degree unless ho has honorably sustained his examination iu such studies as nuiy be ordained by the corporation; that no student be luulcr any obligation to proceed to a degree unless ho choose to do so. VIII. Every student should be entitled to a certificate of such proficiency as ho may have made in evcrj^ course that ho has pursued. Tho courses of instruction to bo pursued iu this institution luight be as follows: I. A course iu Latin, occupying two years. II. A bourse in Greek, two years. HI. A course iu three modern languages. lY. A course iu pure mathematics, two years. Y. A course in mechanics, ojjtics, and astronomy, either with or without mathe- matical demonstrations, one and one-half years. YI. A course iu chemistry, physiology, and geology, one luid one-half years. YII. A course in tho English language and rhetoric, ono year. VIII. A course in moral and intellectual philosophy, one year. IX. A course iu political economy, ono term. X. A course in history, one term. XI. A course in the science of teaching. XII. A course on tho i)rincinles of agriculture. XIII. A course on the application of chemistry to the arts. XIY. A course on tlio application of science to tlie arts. XV. A course in the science of law. By extending its advantages to every class in the cnnuuunity the numl)er of pupils would be increased for the fcdlowing reasons: I. The course of instruction will, it is hoped, present a better jireparation for tho learned professions than that pursued at present. There is no reason, therefore, why this cla.ss of persons should bo diminished. II. Opportunity would bo afforded to those who wished to jjursue a more general course of professional education to remain in ('(dlogo profitably for five or six years instead of four, as at present. III. Many young men who intend to enter the i)rofc8sions are unwilling or niuiblo to spend four years in tlio preparatory studies of college. They' would, however, cheerfully spend one or two years iu sucli study if they were allowed to select such branches of science as they chose. This class Avould probably form an important addition to our numbers, and we wouhl thus, iu some degree, improve the education of a large portion of all the professions. I v. If wo except the ancient langiniges, there are but few of the studies now pur- sued iu college which, if well taught, would not be attractive to young men prepar- ing for any of tho active departments of life. If these several courses were so arranged tis to be easily accessible to intelligent young men of all classes, it may reasonably be expected that many will desire to spend a term, a year, or two years under our instruction. Y. It is not probable that tlui courses of instruction in agriculture or chemistry, or science ajiplied to the arts, will, of necessity, occupy all the tune of tho student. BROWN UNIVERSITY. 131 Many of these persons will desire to avail Iheuiselvcs of the advantages so easily- placed ill their power. Another source of demand for tlie courses in general science would thus bo created. If reasons need bo offered for attempting the change in our collegiate system that has been indicated, the following will readily suggest themselves: I. It is j;;st. There are in this country 120 colleges, 42 theological seminaries, and 47 law schools, and we have not a single institution designed to furnish the agricul- turist, tho manufacturer, the mechanic, or the merchant with the education that will prepare him for what his life is to be devoted to. II. It is expedient. Civilization is advancing, and it can only advance in the line of useful arts. It is, therefore, of the great(.'st national importance to spread broad- east over tho community that knowledge by which alone the useful arts can be multiplied and perfected. III. It is necessary. Anyone who Avill observe; the progress wliich, within the last thirty years, has been made by the productive classes of society in power, wealth, and influence, must be convinced that a system of education jiractically restricted to a class vastly smaller and rapidly decreasing in influence can not pos- sibly continue. The fourth topic discussed tho history of degrees, and a comparative view of them as in use here and in England was presented. The fear Avas expressed that tho amount of study on the classics would bo diminished. To this it was replied if, by iilacing Latin and Greek upon th<;ir own merits, tliey are unable to retain their present place iu the education of civilized and Christianized man, then let them give i)lace to something better. They have by rigjit no preeminence over other studies, and it is absurd to claim it for them. In view of these facts and arguments, tlu; eoiumittee iiave arri\'ed at the; follow- ing conclusions: I. This college can not, under auy circumstances, ])e long sustained without large addition to its funds. II. In the present condition of collegiate education in New England it is not prob- able that addition to its funds would increase the number of its students, unless large provisions were also made for gratuitous tuition. III. Such funds might attract students from other colleges, but would do little either to increase the aggregate number of educated men or to extend the advan- tages of education to those classes of the community which do not now enjoy them. IV. There is reason to hope that the same amount of funds which would be neces- sary to sustain the college under tho present system might, if tho system were modi- tied in the manner above suggested, add greatly to tho number of students and at the same time confer inestimable advantages on every class of society. This report wa.s adopted and the .sura of $125,000 raised. This para- lihlct created no little exciteiueut in academic circles, and was criti- cised favorably aud unfavorably. Suffice it to say, it marked the dawn- ing of a new era iu education. The system was never adoi^ted in its entirety as devised by the author, but sufficiently so to demonstrate its success at that time, although eventually it was modified. MANNING HALL. This, the third building of the university, Mas the gift of Nicholas Brown, who gave it the name, Manning Hall, in honor of the first presi- dent. The ground lloor was at first used for the library, and the chapel was in the upper portion. In the chapel is a memorial tablet to Nicholas Brown and to those who fell in the civil war. The building 132 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. possesses some interest from the fact tliatit is a model of tbe temple of Diana — Propyleain Eleusis — but just twice the size. When the new building was erected for the library, the books were removed from Manning Hall, and the room used for recitations. It now contains the collection of casts. RHODE ISLAND HALL. The university had been in need of a building for lecture rooms and for the reception of geological and physiological specimens. In 183G the corporation appointed a committee to devise means for erecting such a building. The history of Rhode Island Hall will be given in the following extract from the president's annual report to the faculty in 1839: Nearly two years since the president of the university rereived a letter from a lady interested in the ]iro8perity of the institution, generously offering the sum of $500, to be appointed to the increase of the means of instruction in physical science, provided that the additional sum of $1,500 should, within a specilied tune, be sub- scribed towards the same object. An effort was made to raise the requisite sum, but it unfortunately failed. The lady then expressed her willingness to contribute the the same amount in aid of any other effort which might be made to promote the interests of learning in the university. At the very time when this subject was in agitation, several benevolent gentlemen in Providence privately expressed to some members of the corporation a willingness to unite in any attempt that might be thought important to promote the prosperity of the institution. Soon after the last commencement (1838) these gentlemen met at the house of the president, and the sum of $2,500 (including tbe offer before men- tioned) was subscribed towards the erection of an additional building to be.devoted to the purposes of physical science. After considerable effort had been made, and it seemed impossible to raise the subscription to the required amount, the treasurer of the university received from the muniiicent benefactor of this institution — the Hon. Nicholas Brown — a letter, of which the following is a copy : Providence, March IS, 1839. Moses Brown Ives, Esq., Treasurer of Broicn University : Dear Sir: In common with a number of the friends of Brown University, I desire the erection of a suitable mansion house for the president, and likewise of another col- lege edifice for the accommodation of the departments of natural philosophy, chem- istry, mineralogy, geology, and natural history. As it is highly important that these buildingSj so necessary to the welfare of the institution, should be erected without delay, I hereby tender to the acceptance of the corporation two lots of land on Waterman street as a site for the president's house and the lot of land called the "Hopkins estate," on George street, as a site for the college edifice; and 1 hereby pledge myself for the sum of $10,000, viz, $7,000 for the president's house and $3,000 toward the erection of the college edifice, the suitable improvement of the adjacent grounds, and the increase of the permanent mean.s of instruction in the departments of chemistry, mineralogy, etc., provided an equal amount be subscribed by the friends of the university before the Ist of May next. I am, witli affectionate regards, and great personal respect for all the friends and patrons of the university, respectfully, Nicholas Brown. BROWN UNIVERSITY. 133 The additional sum of |10,890 was raised, and Rhode Island Hall was dedicated September 4, 1840, Prof. William G. Goddard having written the address. On account of his sudden illness he was pre- vented from reading it. In 1855 Dr. Wayland tendered his resignation, for he felt that his health would not permit him to carry on the responsibilities of the oflice. licgretfully this was accepted. During his retirement he pur- sued his literary duties, and in 1857 he resumed pastoral duties for a year. lie never ceased to identify himself with every good word and work. His death occurred at his home in Providence, Sex)tember 30, 1805.' UNIVERSITY EXTENSION. In late years much has been said and accomplished with reference to university extension, or an attempt to bring the university, or higher education, down to the people. The movement, when fairly tried, has met with success. Reference has been made to an earlier attempt, in 1785, by Prof. Waterhouse,who gave a course of lectures in the State house. In 1853 there was another course, for the professor of chemistry wished, in accord with the design of the new system, to make his department of some practical benefit to the artisans and mechanics in the city. The number of men engaged in the jewelry trade gave him the idea for his course, which he announced as "The chemistry of the precious metals," and consisted of eight lectures. They were made just as practical as possible, and tlieir success may be inferred from the fact that an audience of nearly 335 assembled. Said one: "I see now why it is that I have so often failed. I have been doing, or trying to do, these things all my life without ever knowing why." Said another: "If I had known these things years ago, it would have saved me thousands of dollars." In recent years lectures have been given under university auspices from time to time, and in 1800 was formed The Historical and Politi- cal Economy Association, which brought the university to the people, through the medium of lectures. President Sears, 1855-1867. President Wayland resigned the presi'>^ii'cst fujoynunt. Study was made easy for the bright as well as for the dull student, but it was made easy for tho former because it was rendered so attractive. He began to see the ditferenco between culture and learning, and he grew to take broader ideas of what education should be. The hours at the feet of Dr. Sears sifted men as they had not been sifted before. No mere i)arrot-like recitations would nov/ suffice — such scholarship was at a dis- count. It was no longer mere fluency of tongue and readiness of memory, nor on the other hand anj"^ pretensions and profound egotism that stepped to the front, but the true scholar who loved learning, but also enduring labor as a necessary means tp its acquisition. And I am convinced that the influence of that recitation room has been a larger one than we ever dreamed it could become. Dr. Sears cared so little to impress his own ideas upon us that he used to say he eared not whether v:o remembered what he taught or not, so that v.c only learned to think for our- selves. Few of his students, perhaps, will be able to remember his views of dis- puted points in philosophy, for he never made them jjrominent; but they can never forget the general tenor of his instructions, which sought to imbue them with a love of truth and goodness, and made the good life appear the only true life. Ilis tiisk was a difficult one, in that he was called to be tLe successor of Dr. Wayland, who for twenty-live years had served the university. But by his devotion to the cause of religion and education he soon won the confidence of the friends of Brown. Regarding his connection with the faculty Prof. Lincoln said : Of all the administrators of the affairs of the college no one was more highly esteemed and more truly loved during all the time of his administration than President Sears. I remember how he awakened our admiration by tho stores of knowledge which he had always ready at either hand, how he impressed all with profound respect for religion and love of God. I am sure that all his pupils, whether in the class room where ho taught them or in the chapel where he preached to them, were impressed by the soundness of his judgments, and I think he bound them to him by the sincerity and unaffected interest which he always showed for their personal welfare. SCHOLARSHIPS. In the days of Manning a scheme liad been devised by him whereby worthy young men could be aided in securing an education when they had not sufficient means of their own. Manning's views are embodied in a letter which he wrote in 1783 to Dr. Stennett, of London: Several pious youths, who promised fair for the ministry, having picked up some grammar learning, have applied to mo to know Avhether anyway can open for their assistance in getting an education. This has led me to think of a plan to assist such, and I have sketched out the following: That the Rev. Messrs. Samuel Stillman, Gardner Thurston, Isaac Backus, John Gauo, Hezekiah Smith, with the president, be a standing committee of the corporation, and in case of tho demise of any of them their number to be iilled up from time to time by themselves, who, or the major jjart of them, shall examine or approve of such as shall be candidates to receive the assist- ance which may be protfered to worthy characters in that way, and to say in what proportions it shall be dealt out to them. It will be easy to i)rocure a vote of the 140 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. corporation to invest tills committee with all ii<>cessary pow(>rs to discharge? this trust, and I have fixed upon men whose doctrinal and practical principles, as well as their character in this country, will entitle them to the highest confidence of benefactors to this fund. I was long convinced that a plan of this kind would bo vastly serviceable and proposed it to some of my friends, wh )se only objection against it was its interference with endowing the college, which was an object of the greatest importance; but I am of opinion that many would ho induced to give for this purpose who would not on any other consideration. Should a donation bo oflered, and these persons be mentioned for the trust in this way I have suggested, by some gentleman out of the corjjoration, I am convinced that it would immediately take, and that something considerable could soon be raised, which would be of stand- ing benefit to our churches and more widely disseminate the knowledge of truth. Such has beeu the feeling through New England in favor of a college education that our j)i(ms illiterate ministers are greatly circumscribed in their sphere of usefulness, of which many of them are sufficiently sensible, and heartily wish their successors may be enabled to obviate this objection. A great and effectual door is opened for the labors of Baptist ministers throughout our vast, extended frontiers, and many new churches have been lately constituted in that howling wilderness; and indeed the labors of our society seem there generally preferred. Nothiug was accomplished at this time, because there was no pro- vision made by which funds could be secured lor that purpose. It was problematical what Dr. Stenuett would have done had he lived, for he died nearly three months before this letter was sent. The letter, how- exev, indicated Manning's sentiments on the matter. During- the i^residency of Dr. Sears a sj^stem of scholarships was founded upon a basis very similar to that suggested by Manning, except that they were open to young men of any denomination. President Sears considered this foundation as one of the most important acts in his administration. He said: The contributions for scholarships and for general purposes made by the business men of Providence and vicinity during the jiast year are received, not only as an evidence of interest in the success of the college, but as a pledge of future support from the people themselves, as well as from a few distinguished patrons. That between 25 and 30 individuals could be found, most of whom had never before been in any way identified with the college, to contribute $1,000 apiece to supply its wants and increase its influence is one of the most pleasing and encouraging signs of the times. This is not, indeed, the iirst time that the people of Providence have shown their liberality as patrons of learning, but never before have contributions fixed at this standard come from so many individuals. A fund had been left by Nicholas Brown and the corporation voted in 1858 to devote it to the purpose of aiding deserving young men in obtaining their education while members of the university. This gave 11 scliolarshii)S, at |1,000 each. In addition to those there were 30 others, at $1,000 each. The university has now about 100 scholarships. Sixty-four of them are of $1,000 each. The income of these is given, under the direction of a committee ai)pointed by the corporation, to meritorious students who may need pecuniary assistance; but a scholarship is forfeited if the candidate incurs college censuri^ or fails to secure at least 75 per cent of the maximum marking. The $1,000 scholarships are as BROWN UNIVERSITY. 141 follows, eacli, unless otlierwi.se indicated, bearing" tlie name of its founder : The eleven Nicholas Brown Scholarships. The four University Scholarships. The President's (Sears) Scholarship. The six Alva Woods Scholarships. The James H. Duncan Scholarship. The Isaac Davis Scholarship. The Arnold Whipple Scholarshii^, founded by Mrs. Arnold Whipple. The Ephraim Wheaton Scholarship, founded by James Wheaton. The Joseph Brown Scholarship, founded by Mrs. E. B. Eogers. The Gardner Colby Scholarship. The James Y. Smith Scholarship. The two S. S. Bradford Scholarships. The Frances R. Arnold Scholarship. The Cornelia E. Green Scholarship. The Crocker Scholarship, founded by Robert H. and Thomas P. Ives, trustee. The Clark Scholarship, also founded by the Messrs. Ives. The Albert Day Scholarship. The Henry P. Kent Scholarship. The Romeo Elton Scholarship. The five Annie E. Waters Scholarships. The L. Fairbrother Scholarship, founded by Mrs. L. Fairbrother. The George Lawton Scholarship. The John P. Crozer Scholarshii), founded by Mrs. Margaret Bucknell. The Horatio N. Slater Scholarship. The Earl P. Mason Scholarship. The Xewjiort Scholarship, founded by William Sanford Rogers. The Alexis Caswell Scholarship. The George K. and H. A. Pevear Scholarship. The Joseph C. Hartshorn Scholarship I. The Rogers High School Scholarship, founded by William Sanford Eogers. The James Wheaton Scholarship. The Charles Thurber Scholarship. The Pardon ^Miller Scholarship, founded by Mrs. Ann E. Miller. The Hezekiah S. Chase Scholarship. The William Bucknell Scholarship. The Austin Merrick Scholarship, founded by Mrs. Olive E. Merrick. The three (Henry) Jackson Scholarships. The Mumford Scholarship, founded by Mrs. Louisa D. Mumford. The Henry Clifford Knight Scholarship, founded by Miss Amelia S. Knight, in memory of her brother, a member of the class of 1875. The Thurston Scholarshij), founded by Hon. Benjamin F. Thurston. The Rufus Babcock Scholarship, founded by Mrs. Caroline Yassar 142 IllSTOEV OF HIGHER EDUCATION IN RHODE ISLAND. Bal)cock Jones, in memory of her father, Kev. liufiis Babcoek, i). d., of thechissof 1821. Besides the above seliolarships tliere are others, the assijiiunent of which is made subject to special provisions. These are as follows: The Bartlett Scholarship, of $4,000, founded by Mrs. Elizabeth Slater r>artiett, the income to be "devoted to the sni)poi't of one or more stu- dents needing i)ecuniary aid and giving" i)ronuse by studious aims and by character and scholarship of rising to distinction and usefulness." The Glover Scholarships, of $5,000, founded by Henry E. Glover, "in memory of his father, Samuel Glover, a graduate of the college, of the class of 1808, and of his brother, Samuel Glover, jr., of the class of 1830." Assignment is made upon the basis of character and attain- ments. The Scholarship of the Class of 1838, of $3,800, founded by members of the class oi' 1838, and also assigned ui)on the basis of (character and scholarship. The Philadelphia. Alumni Scholarship, of $1,500, founded by the "Bhiladelphia Alunuii Association of Brown TTniversity." The Joseph Charles riartshorn Scholarship II, of $2,000, founded by the gentleman whose name it bears. The George J. Sherman Scholarships I and II, of $1,000 each, founded by the gentleman whose name they bear. The Scluilarships of the Department of Agriculture. By resolutions of the general assembly of the State of Khode Island the national grant " for the benefit of agriculture and the mechanic arts " was given to Brown University; and the fund of $50,000 which has accrued from this grant is, by agreement on the part of the university, devoted to the education of scholars, eacli at the rate of $75 per annum, to the extent of the entire annual income. Appointments to these scholar- ships are made, on the nomination of the general assembly, by the governor and secretary of state, in conjunction Avith the president of the university. The "aid fund" is a fund of several thousand dollars, the income of which is applied, either by loan or by gift, to the assistance of deserv- ing young men of limited means. EXEMPTION FROM TAXATION. Aud fnrtbcrmoie, for tho greater oucotiragcmont of this seminary of learning, and that tho same may be amply endowed and enfranchised -with tho same privileges, dignities, and immunities enjoyed by tho Ameriean c(dlegcs and Euroiiean universi- ties, wo do grant, enact, ordain, and declare, and it is hereby granted, enacted, ordained, and declared, that the college estate, tho estates, persons, and families of the ])resideut and i)rofessors, for the lime being, lying and being within tho colony, with the persons of the tutors and students, during their residence at the <'olloge, shall be freed and exempted from all taxes, serving on juries, and menial services. Such M'cre the provisions of th.e charter with regard to exemption from taxation. During the commencement of the war period this sub- BROWN UNIVERSITY. 143 ject of taxation was made a matter of discussion, but was so settled as to preserve (;oi(lial the relations between tlie university and the city. This was not, liowever, the lirst time that this subject had aroused dis- cussion. As early as 1772, by the town meeting, "all taxes" were con- strued as applying to the taxes that were due the colony, and the annual town tax was assessed and levied on the estates of the i)resi- deut and the professors. For two years this practice was followed, but in 1774 the assessors omitted to assess them on the ground that they were exempted by the charter. This provoked a newspaper discussion which was so animated that it was suggested a special town meeting be called, but wiser counsel i)revailed. The following document, found in the archives of tiic university, Avill show the feeling in the college on the subject: In order to givo satisfaction to the town of Providence, we wlios(5 names are underwritten do declare and make known tliat it is our real sentiment that the col- lege (!8tato "within the town (the edifice itself, j)re8idcnt's house and garden, and the land :ii)propriatcd to the use of a yard to the college excepted), together with the person and estates of the president and professors, are in law and justice bound to pay their equal jn-oportion of the town rates. Therefore, we do iiublicly and sol- emnly promise, under the freemen of the town now in town meeting assembled, that w^e will both in our public and private assemblies exert ourselves to the utmost of our abilities to cause for the future all taxes that shall be levied on the person and estates aforesaid by this town to be punctually paid. In witness whereof w<; have hereunto set our hands, in Providence, this 19th day of April, A. D. 1774. The discussion was revived during the period of the "late uni)leas- antness " and conducted with calmness on each side. Tlie i)resident, with an eye to the future good of the college, argued that the wealthy professors were the ones who Avould receive the greater advantage from such exemption, and not those who had but little property to be taxed. Then, too, in our form of government, for an institution of learning to flourish it must have the good will of the people. On the other hand, he held that the general assembly had never made any appropriation for the college, which had been of great benefit to the State, hence any interference with the chartered rights would bo unjust. In 1862, after various preliminary steps, the following act was passed : Whereas in times of public danger all persons ought to bear their share of the public burdens in proportion to their ability, and this general assembly have full confidence in the patriotism of the said president and professors and in their will- iugnoHS to bear their proper share of the taxation necessary for the nreservation of one Union and Constitution : Therefore, It is enacted by the general assembly as follows: .So much of the act entitled "An act for the establishment of a college or university within this colony," passed at the February session, A. D. 17G4, as exempts the estates, persons, and families of the president and professors of said inijtitiitiou, now known as Brown University, from taxation, is hereby repealed. In the house there was a spirited debate on tliis act, and it was voted to refer the matter to the committee on the judiciary, with instructions 144 III6T0KY OF HIGHER EDUCATION IN EIIODE ISLAND. that the .subject be i)reseuted to the corporiition of tlic university. The fiual act, as below given, will indicate the next succeeding steps and the compromise which was adopted. The cori)oration referred to the fact that tlie legislature proposed to free from taxation property under the value of $10,000, belonging to the academic staff; that the institution liad been created to promote liberal education, and had been maintained solely by private benefac- tions; that the greatest good could be accomplished by maintenance of cordial relations between the university and the State, and that the action of the assembly was based on the event of the assent of the corporation. In accordance with these statements the following reso- lution was passed by the corporation : It is lioioby voted and doclarod by the corporutiou of 13i'owu University that, being antborized by the president and professors of said university, this eorporation does, iu behalf of the president and professors and in behalf of said corporation, consent to said act passed by the general assembly of the State of Rhode Island at its present session as aforesaid. This compromise effected an amicable settlement of this vexed ques- tion, and Avas considered by each side to be fair. It did much to remove any ]>rejudice which was beginning to arise on the part of the people against the college. AGRICULTURAL LANDS. In 1862 the college funds were increased to the extent of $50,000 through the acceptance of the agricultural lands, as they were called. These were lands of which the income was to be devoted to ''Endow- ment, support, and maintenance of at least one college, Avhere the lead- ing object shall be, without excluding other scientific and classical studies, and including military tactics, to teach such branches of learn- ing as are related to agriculture and the mechanic arts, in such manner as the legislatures of the States may resi)ectively prescribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits and ])rofessions of life.'"' The State legislature made the proper application, and the propor- tionate number, 120,000 acres (30,000 acres for each Senator and Rep- resentative in Congress from the State in question), fell to T\hodc Island. They were transferred to Brown University by the legislature, upon the agreement of the corporation to fulfill certain particulars, among which were the following: To provide a college or department in the university where the branches of learning relating to agriculture and mechanic arts could be taught. Also to educate scholars, each at the rate of $100 ])er annum, to the extent of the entire annual income from said proceeds, subject to the proviso as aforesaid ; the governor and secretary of state to have the right on or before commencement day of each year, and in conjunction with the president of the university, to nominate candidates for vacancies occurring in said college or dei)art- meut. BROWN UNIVERSITY, 145 The sale of these lands l)iought into the treasury of the imiversity the sum of $50,0(]0. In the report of l*resiou his new- position enamored of that lettered ease, which, with too many, is tho chief recom- mendation of a literary life. Still loss did ho look upon it as a mere support, to be laid aside when .some more lucrative emj)loyment should present itself. The unconscious inlluence of a man like him upon the students was impressive, liow impressive they never knew till, without the si)ell of its quiet and calm, they could reflect and then feel its loss. Ho was not one of those su])remo natures that grasj) and hold; ho rather by his genial and subtle contact unconsciously insinuated into others something of his own reliucnumt, so that perhaps he really shaped them most wlicn they seemed least sub- ject to his sway. Perhai)s no better outline of the man, or marked characteristic of Prof. Dunn, could be given than in the words again of Diman: Disposition as well as duty made him a purely academic man. Simple in his habits, and with no expensive tastes save a pardonable craving for tho best editions of tho host authors, ho was satisfied with his moderate stipend, and no outside inter- ests ever chilled his zeal in his proper work. AVith this work nothing was ever allowed to interfere. Early and late it iilled his thoughts. It pursued him in tho seasons set apart for rest and relaxation, and often called him back in the boat of snunner, and when his colleagnes were yet oblivious of all college cares, ecame monj enlarged. The longer he lived the less he regarded what is outward and ac<;idental,.the more what is inward and essential." In concluding the sketch of the life of Prof. Dunn, we may ((uoto the eulogy i):ud to cultured schornrship so characteristic of him: But tbo culture of Prof. Diuiii, wlujtlier displayed in his conversation or in luH stylo, derived its x)e(;nliar charm from its inseparable connection with Inmsclf. It v,iiH not, as with so many, a mere external varnish; it permeated the wliole man. Tothiswasduo its delightful simplicity aud its constant growth. Because it was HO vital it was so assimilative. With his unusual versatility of talent he might have become a superficial, showy scholar; but no man was ever farther from mere disjilay of parts. The impression of learning that he made Avas never disproportioned to hia solid acquisitions. On subjects respecting which he was but moderately informed, he rarely ventured an opinion. When ho spoke it Avas of things that he understood and his judgment was almost without appeal. His easy mastery of all matters that he allowed himself to handle, the rapid How of his ideas, the variety and i)ertinenco of his illustrations, were proofs of a full mind and of a culture intrinsic and unaf- fected. In this respect Prof. Dunn realized a type of scliolarship but seldom wit- nessed in this country. lie resembled rather the fine products of the English uni ver- sities, those ancient seats whose centuries of traditional refinement soften the very air that sighs through their dreamy quadrangles. With us scholarship is valued in proportion as it is directly practical. It must concern itself with living interests to win the respect of jncn. We need a sereucr social life, a fuller emancipation from material interests, to make culture loved for its own sake. But if, as Matthev/ Arnold claims, sweetness and light compose the highest culture, this child of our training "would not have lacked admission to the inner circles of English academic life. To borrow another phrase from the scholar I have just quoted. Prof. Dunn had the "note of urbanity." How easily would he have mingled with the fellows of an Oxford college; how congenial to his nature that still air of study; how nimbly would his wit have played in the encounters of the common room. The faculty in their minutes expressed a x)i'ofound sense of the los.s wliich they sustained in the deprivation of his strength and usefulness, and paid a tribute to his fidelity, scholarship, and character. Eeviewing the administration of Dr. Sears, we have seen that the first decade extended through the financial crisis of 1857 and the civil war; yet there was progress. A laboratory for chemistry had been built by liberal citizens of Providence; a system of scholarships had been established; the relation between the State and the municipality had been made cordial by wise concessions regarding the matter of taxation; a debt of $25,000 had been met and additions had b(!en made to the college funds. The nev/ system had been modilied, so that the three years' course for the degree of bachelor of arts had been aban- doned, and the degree was now bestowed at the end of a four years' course. The increased opportunities for a XJractical education were still aflorded. 148 lIlSTOliV OV llU'AlVAi K1)IT(\\TI()N IN KUODK TSr.AND. lMM;sii)i'-N'r (UswMLL, 1S(;S-187L\ Dr. /VI«^\is (/iiswcU HuccctMUul \)v. Sojirs, mIio liad been appoinlod sii^'cmIoCIImi board of trustccsof the I'cjibody I'jdiU'.alionnl ImukI. lie was elected to tlie |>resi(leiiey in 1^'ebrnary, 1H(58, and in llie same inoiitli awsuiiK^d tlic (hitios of the ollice. The years of his iu'esideney weie ehiiracterizod by no s[)eeial addition to llie eii(y of t lui eollei;*^ lie had been ]on<:f idenlitied with the eollej»'e Ix-lbre ll(^ was ealh'd to tJM^ ])osition of president, .'ind had been associated witii Wayland, w lio luid a('conii)lishell(>c(ual pro<;ress was stinuilated, anre is no doubt but that this intercourse with the various ])hases of nature in his daily walks arousiMJ in him that int(n'est Avhicli he at'ti'rwards developed in th(^ sciences. He was pi'cpared for c.oliei.ue at Taunton and entered the uni\ersity in 18IS. He jiradnated with the highest honors of the class. At col- lege he had the reijutatiou of being on(^ of the best athletes, and was ronuMidx'red for his social (pnililies. Ibit while very fond of all inter- course with his fellows ll(^did not allow such fondness to interfere^ with the purpose for which he had com(^ to coIU^g(>, nor did his jxipidarity over bring any taridsh upon his good nanu>. It was his d(>ltMiuinalion to study for tlu^ ministry, but he acc(>i>ted an appointment to a- tut(Mshi[) in the ('Olumbiau ( -ollcge, NN'ashington, D. 0. Mi" WiMit thci'c ill ISl*;>, and received th(^ appointment of i>ro- fessoi- in ISiIo, so a('ceptal)ly did he fullill the duties (tf his position. He held the professorship of ancient languages. In 18-7, having resigned this professorship, he returned to New JOngland; but in tlie fall, in eomi)any w'ilh Trof. Cha.ce lu^ went to Halifax to assist iii the formation of a Baptist church. As a- result of this trij) he was ordained pastor of the church which had just been formed. His miii- BROWN UNIVEHSITY. 14'J istry here coiitiimed from nioiitli to iiioiilli; but in 1.SL5.S ho liiul ;i eiill to the i'Mrst P.aptist Cliureh in Providences Very soon after lie returned to l*rovid(}nce he was offercMl tlio jtrofessoisliip of nnitlieniatics and natural philosopliy in Brown [Jiiiver,sity. This olfer lie accepted, llo was a member of tlie academic staff of the college till 180.'5, when ho resigned tlie position. In 1850 th<5 chair which he hehl was chanj^^ hard feelmj:;, and left uo stinging roniotubrance, as when one is pierced by an arrow of censure wliirli Ins been tipped with satire; in short, it was a morarrebuke, and wronglit its wlioh'so id moral effect. Indeed, in the class room and in all the interior discipline of college, a large part of which devolved upon him, a chief source of his success was in his lint' personal character. You never felt as a student that ho hold only official relatioiis to you; ho never met yon with professional statelinoss or reserve; the man in him was far more and better than the mere professor, the man of large heart, of generous synii)athies and warm affections; as yon came into bis lectui'o room or study, you felt that you were in tho air of a genial humanity, in a friendly, hnmane ])r('Si-nce. that inspired your confidence and awakened your love. An nnsi)eakable blessing it is for a young man in his college days to have such a teacher over moving before liiui and near him, and insensibly instilling into bis developing nature and life the fine virtues of a true character ; whoso Avords of counsel and warning, of admonition and enconragoment, aro not drawn out from a sense of official duty, but How forth spontaneously from a living fountain of goodness and kindness of heart. I can recall an instance of his personal inllnence; how ho quite won tho heart of a student, who, in his first college term was summoned homo by tho tidings of his father's siuhU'u illness, and reached the door where ho had gone out only two months before witli that father's blessing upon his head, now onlj"^ to join tho procession that was bear- ing him to tho grave. When that youth camo back to college, tho lirst great grief of his life heavy on his heart. Prof. Caswell camo directly to see him at his room, which was next to his own, and spoke to him in those low tones of his such com- forting words tho fatherless boy felt rising in him tho hope that he had a teacher near by him who might bo his paternal friend; and such I have reason to know he was and has been through a long series of siibse(inent years; and in turn there has been cherished for him in a gratol'nl heart, a reverent filial love. PROFESSIONAL SERVICES. It is ever true that men of liberal education are interested in more than merely concerns their round of professional duties. They touch men at numy points, and tliey honor the college by using the culture and knowledge there obtained for their fello>v men Avho are outside the academic walls. Quoting again from the commemorative dis- course : But Dr. Caswell was more than an academic man; within no secliiKion of learned study conld such a nature and character as his have been content to dwell, llewas born for companionship with his kind; he loved tho light and air of tho world of human life, and his sympathies ran forth and touched it with living contact on every side, lie belonged to this community uo less than to tho university; and he watched and followed, as with a personal concern, its fortunes and afi'airs. There is hardly an institution among us, established for the promotion of general intelli- gence, or for tho relief of suffering and Avaut, or for tho moral and religious eleva- tion of the people, in -which ho has not borne a loading part, cither in its origin or in its after histoiy. Ho was one of the pioneers, in counsel and labor, in tho estab- lishment of our system of jjublic instruction, and was, for many^years, ;j member of the school conimittce. Ho was one of the earliest friends of tho Providence Atheuienm, anrt for eight years was^iio of the board of directors, and for eight years more was vice-president of Iho institution. Ho was one of the original trustees of the Rhode Island Ilosiiital, and a member of the building committee. It was under his auspices that the present Alumni Association was fornuMl ; and ho was uuauimously elected as its lirst president. As president of the college, ho BliOWN UNIVERSITY. 151 proved himself to be fitted to admiuister its :iri';iir8; iu a comcwliat peculiar crisis of ita liistory, to unite more closely its friends, and to set it forward in a now career of prosperity. Under his presidency, its resources were enlarged and new depart- ments of study wore organized and i)rovided with the means of instruction. The Museum of Natural History, which is hecoming a valuable interest of the universitj'^, owes its origin and establishment to his well-ordered jdans and efforts. He admiu- istci'ed tlie pr(\sid(!nlial office in a spirit of manly iiidejiendence, and stood firmly, at wliatcver cost of jiersoiial convenience and personal interest, to the responsibilities wliich devolved ui)on him. To dwell upon the manner in which he conducted the discij)line of the college would only be to illustrate, from a higher point of view, what I have already said of his career as a professor. Ill 18G3 be resigned liis professorship, but iu 18G8 he was called again to the academic circle as its chief, the presidency being vacant on account of the resignation of Dr. Sears. As he had been connected with the faculty for nearly thirty-six years, and had sustained very intimate relations with the two preceding presidents, Wayland and Sears, he was admirably fitted to direct the college. Said one of the faculty : To dwell upon the manner in which he conducted the discipline of the college would only be to illustrate, froui a higher point of view, what I have already said of his career as a professor. In his intercouise with the students, he so temiiered his official dignity with the courtesy and kindness of a friend, silently drawing all into a reciprocal relation of Christian gentlemen, that he was universally esteemed and loved. CLOSING DAYS. Caswell acted as president till 1872. His resignation took effect in June, at the close of the academic year. Like many others of the fac- ulty and chiefs who withdrew when still vigorous, he too did not forget the college, and was summoned to take part in its councils. The words of Prof. Lincoln, recounting Caswell's labors at this time, may be here rc})eated : After his resignation of the presidency of the university. Dr. Caswell was granted some remaining years of life, which, while relieved from the pressure of daily official cares, yet went on to the last in an uninterrupted discharge of various duties. lie had reached old age, but it was a ripe and vigorous one; it was quite what Tacitus calls criida ac viridis senecius; ratlier, I may say, it quite corresponded to Cicero's i>icturo of old ago, in that charming dialogue which our friend loved to read. It brought no iufiniuitivesof l)ody ormind; itAvithdrew from no active pursuits; it gave exalted pleasures and occupations; it imparted new dignity to the countenance and more weight to the character; and, while ifc was not far from the earthly end, it opened all the nearer visions of better life to come. At the meeting of the corporation, in which he retired from the presidency, he was chosen a member of the board of trustees, and, in 1875, a member of the board of fellows ; so that it was his fortune to lend his active cooperation to a third college administration. And we have heard, in this place, the grateful acknowledgment of his successor, that ho was his most cordial supporter, his trusted friend, and his confidential adviser. Dr. Caswell died in the early part of 1877, and the university mourned for him as one of her loyal sons. No more fitting close to the sketch of his administration can be made than in the classic ITi'J HISTOUV OF MIGIlIOIt EDUCATION IN RHODE ISLAND. Words of ri«»r. Iviiicolii, iit (lie coiicliisioii o\' liis coiiiiiKMiKnaliv*^ u(l iiMil t'linolilin;.'; to boliold oui- tlo))iii'l()Il(^;^(^ ofliiw f;lori()UH ojirtlily IoIIh. II' tlio lidnnm orator, unblcKst'd by iii|)ils, who owes him nu)r(< tiiaii any words of his ow n can oxpn^ss, would fain j^o aflcr iiini now in lllial saintalion, whihwt ('h(^^ish('s th(^ w isli Unit his l)(>n(«diction minlilr r('st upon tills 8orvic(^, wlii(di, all iln|>(^^lccl as il. is, has ^ct Ixh'II d(»n(* in sm- corost honor of hisxloar nioinorN : " Sal\'(', caro p.ircns, alti iinnc a'thcns hicrt^s, i'/t fl'U(^^o a-toniis, (|na^ tibi ])arta, bonis! l)isl•ipnli(|lu^ Ini V(>(H>ni «u>^;nosco snprcniani, C^>n;t' V(dnit nicniorcs (iniiics cssi* tiii." riMOSIDlON'l' IvOlUNSON, ISTli-lSS!). Ill Jiinuiiry, 1S7L*, tlu> s|)«u'i;il biisiiii^ss of (lie corporntion AViis tlio «>I(><'li(»ii oCii. i)rosi(UMit lor liic iiiiivS. Dr. Ivobiiison had been ciiii'a^cd in pasloral and cdiica- tioiial w(»rk and had been successful in eacli. In addition to tiie pres- i made (o llio alumui at the conmieiiceinent of 1S7L*: Gknti.kmkn and Buktiikkn ok TIIK Aicmm: I hardly know why I am h(>r(^; but 1 liavo <'oni(> {j^ladly and with all my heart. 1 luivo oonn^ for oarnost work. Onr doar old mother has said, "('oni(> homo," and I have como. I have come to i)rov«< m>s» samo lino in whiidi my prod<>i'«>ssors havo worked; but I am not fori>otl'nl of tho fact that }yrc;it ]»ro^ros8 has bt'on made and is rapidly makinj?. A coUoj^o of this day caii not aH'ord to utaiid whoro a. rolh\!j;o stood twonty-fivo years ajyo. Tho tinuvs not only have chanrestin<'' of stiidicH. 1 have been a teacher (d" tlioolouy. I do not propo.so to briny what beh)iig8 to a tbeologioal isominary to a college. Cidlcgo BROWN UNIVERSITY. 153 methods .iro passing throngli a vr-ry rapid transition. There is no help for it. Pliysical Hcienee mnst ho recofjnized in all its varied departments. It i.s inipoHsilile that lirown University should stand still and not open every eonceivahle aveune to its students in natural history and every department of natural seience. There is at this time no siucessfnl work in teaehing tliac does not recognize physical science at every step. We must do it here. And in so saying, wo are not going, I trust, to lose sight ol" linguistic pi.rsuits, and I for one, do not propose to lose sight of the studies of mental and moral jthilosophy. I'liysical science, to-day, is mixed nj) in all its various d(j)artments, with metaphysical and moral science, and it is imjiossi- hje that we shoiihl separate them. 'I'hey constitute parts of the grand curriciiluin. And, after all, T am satisded that education which does not round out a iimii intel- lectually and morally is an education whicii, for tliis ago is inef'feetual. Sr.ATKIt irALF>. ill 1870 an addition was made to the c(dle^(; buiiding.s by tlie erection of Slater Hall, ko named in honor of the giver, Mr. Horatio N. Slater. Tliis hall i.s situatiid between liliode Island and University halls, and is used for a dormitory. J><;inj:.j the newest of the three dormitories it was fiirnislK.'d with all tin; modern applianees. Nearly all the rooms are in suites of three. The growth of the (;oll<'ge had necessitated such a l)uilding, so that its gift by Mr. Slater was v<.'ry timely. The gift was of additional interest because made by a citiz(;n of the State, a fa(;t indicating that the citizens of the Stale delight to honor and advance her univiasity. SAYLES MEMORIAL JfALL. The (hivotion and self-sacrifice of the founders of an institution are entitled to their full share of i)rai8e, and justly. Conscious that they will be unable, in all i)roT)ability, to see the results of their lal>or, they must work for futur(; generations to aj)preciate and build ui)on the foundations which they have laid. VV'iien, therefore, the future years have demonstrated how well the foundation was laid and how Avise was the early policy of the college, it is gratifying to record that the present generation recognizes its alle- giance to the wisdom of the past and delights to assist in the growth of the institution. (iifts of buildings and the endowments of j)i()fe.ssorshii>s indicate a fien.se of gratitude to the alma mater and a recognition tiiat the insti- tution is worthy of honor, Sayles Memoiial Hall was the third building received by the uni- versity during this administration. The building was a memorial by the father, Mr. William F. Sayles, to the memory of his son, who would have graduiitiMJ in 1878 had his life been spannl. The letter contain- ing the prop(jsed gift was read on tlie contmencemeut day of 1878: I have selected this commencement, when my dear son, if living, would have gradu- ated, for the expression of what J hope will he regarded with favor, in order that wIkii his classmates are conferring credit on their alma ntalcr liis brief life may also not be without a benelicial influence on tlie institution he loved so well. 154 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. The Memorial Hall was begun in 1879 and dedicated Jnne 4, 1881. Itis on the middle campus between Wilson Hall and the chemical labora- tory. The archite(;turo is Romanesque, an Tilaiining Hall was also built by the same gentleuuin and ])resonted to the corpo- ration. In 1839 a subscription was begun for the building of Rhode Island Hall, for BROWN UNIVERSITY. 155 tlio Iniilding of a new mansion for the president, and for iraprovinrown, who had done so much for the college. Ho had given books, money, buildings, and his personal interest. lie had ftmnded the i)ermanent library fund. He had given JVIanning Hall. It was the great uncle of John Carter Brown, who was for twenty-two years the treasurer. of the college, and who was the first to present to the library an imi)ortant gift of books. His grandfather Avas one of the mend»eis of the corporation in 17G4. It will thus be seen how closely allied to the interests of the university was this family. With such an example from his ancestors, to which was united a love of letters on his own part, John Carter Brown pre- sentetl rare and costly books to tlie library of the university. Partic- ularly valuable were the collections of Italian, French, and Germau books. As hiis ])een stated in the description of the library proper, its home in JMaiming Ilnll Avas unsuitable, because the building was not tire- proof, and the arr;iiigements of the room Avere inadequate and incon- venient. February 8, 18(50, Mv. Brown subscribed conditionally $25,000 for the university. Of this $15,000 Avas to be used towards the erection of a fireproof building for the library. Previously he had bought the lot Avhere the building Avas erected. In 1809 the conditions of his bequest of 1800 had been fulfilled, so that the library fund was now begun. Before the death of Mr. Brown, in 1874, he gave the lot and made provision in his Avill for the addition of $50,000 to the sum pre- viously gi\'en by him. Tlie corporation at once took steps towards the erection of the build- ing. Messrs. Alexis Caswell, IloAvland Hazard, and J. C. Hartshorn were elected to serve as the library building committee. On the BROAVN UNIVERSITY. 157 death of Dr. Caswell, President Eobinson was chosen to fill the vacancy. The personnel of this committee was a pledge that the work intrusted to it would be accomplished vso as to insure the most satis- factory results. Work was begun on the building in 1875 and the edifice was completed in 1877. The architecture is Venetian-Gothic. The situation on a corner lot, opposite the campus, makes an imposing site and affords an admirable setting for this treasure house. The interior of the building has been described in connection with the working of the library. When dedicated the library contained nearly 50,000 volumes, now placed in a building in which the only wood con- struction is that of the shelves. Four inscriptions were placed on the walls, commemorating the benefactions of the donor of the building, the change of the name of the college, the erection of the building under the care of the corporation, and an extract from the Vulgate. The inscriptions are placed iu the north, west, east, and south panels, respectively : Johannes Carter Brown Natus a. D. MDCCXCVII ViVUS HUJUS BlBLIOTHEC^ FaUTOR MoRiExs Adhuc Memor HuNC Locum Pecuniamquf. Huic Aedificio Struendo Testamento Legavit. Obiit a. D. MDCCCLXXIV. Collegium Insul,^ Ehodiensis a. D. MDCCLXIV Conditum Propter Liberalitatem Nicolai Brown Ab Ejus Nomine AppelatuxM Est Universitas Brunensis A. D. MDCCCIV. Hoc Aedificium ViRi Ex Collegio Academico Delecti Faciendum Curaverunt. A. D. MDCCCLXXV Inceptim A. D. MDCCCLXXVII Finitum Est. Melior Est Enim Fructus Meus Auro Et Lapide Pretioso Et Gemina Mea Argento Eleoto. Beatus Homo Qui Audit Me Et Qui Vigilat Ad Fores Meas Quotidie Et Observat Ad Postes Ostii Mei. Prov. VIII.— 19, 34. 158 HISTOllY OF HIGHER EDUCATION IN RHODE ISLAND. The total Viiliie of the buikling is $120,000. Alterations and unfore- seen exi^enses had brought the cost of the building above the amount voted by the corporation. This additional expense "was provided for by Mrs. Sophia Augusta Brown, who desired this amount to be added to the sum which her husband had given. The present facilities secure accommodation for 100,000 volumes, and by a few changes room can be gained for an additional 50,000. The final act of the building committee was placing in the library a bii^t of th(i donor. Tliis was also the gift of Mrs. Brown. President Kobinson said in accepting the keys: This library stands here an enduring, a most worthy, nionnnicnt to the munificence of its donor. It was fitting that he, Aviio more than all others had enriched the library of Brown University, should close the long series of his generous deeds by providing the. means for a structure that should be at once a sale repository and a perpetual numiorial. Great libraries, it is trne, be they ever so largo, ever so select, do not niM-essarily make either great or good universities. A university is made great, not by its library, not by the number of its students, not by the multiplicity of its departments of instruction, but by the character of its instructors and the quality of their work; and the highest stylo of work can never be produced except the instructors shall themselves be instructed by the productions of the best intellects that have lived. A great library is an indispensable adjunct to a great and good university. Such a library and a building suited to the best uses of it are now in the possession of Brown University. When centuries shall have passed, and we, now so full of animation, have passed away and been forgotten, youthful and aspiring minds will come beneath this roof eager in the pursuit of knoAvledge; they will gazo upon the features of that bust; they will read the inscription upon the uplifted walls of this dome; they will catch the inspinition of great thoughts and worthy deeds. The still air of dclightl'ul studies that will ever brood amid these alcoves will breed in their youth- ful minds lofty aspirations; and catching the inspirations tliat will come to them from these crowded shelves they will iu)t be unmindful of their predecessors, and they will give thanks to God for the inestimable treasures that Avill here be stored lor their use. Great will bo their heritage, and great, we trust, will be in the future the results growing out of the erection of this building and the filling it with the best productions of the best minds of onr race. Honoring, then, the memory of him who has given this beautiful and majestic building, and thankful to the fast friends who have enriched or now are enriching the library whicli is here to be stored, let us still bear up and steer right onward. PKOFESSOli DIMAN. In the early part of the year 1881 the college was called to monru the death of one of the faculty, endeared to all Avho knew him — Prof. Diman. His death was a loss not only to the university, but to the State. At the close of the memorial exercises in the assembly, the house voted to adjourn, a token of respect seldom paid to a private citizen. But Prof. Diman was beloved by all who came within the sphere of his presence, and admired by all who knew him. lie had held the chair of history and political economy since ISOi. Jeremiah Lewis Diman was born in ]>ristol, II. I., May 1, 1831. In recounting the life of a man, the biographer eagerly seeks information BROWN UNIVERSITY. 159 regarding the parents and the liome life of the youth. Whence were derived those traits which made the man the scholar or the statesman? In what environment was his youth spent? It was said that his grandfather was "peculiarly mild in disposition, gentle in manners, and domestic in his habits. He was a great reader, with a good memory, fond of investigation and argument, and was deacon of the Catholic Congregational Church for more than twenty years. His grandmother was a grandniece of Benjamin Franklin, as Frances Franklin, her grandmother, was sister of the i^hilosoiiher. Dinian's father was a man of strong character, with a fondness for anti- quarian lore.'' His information in matters of local history was remark- able. He had been elected to serve as governor of the State and was held in high esteem by his fellow-citizens. His mother was character- ized as "exceeding modest and retiring; it was her only ambition to be good and to do good." In the words of his biographer. Miss Hazard — 01' such parents, -with. such an ancestry of pure, pious people, was he horn. In him all the virtues of the various lines seemed to unite. His nohlc bearing spoke of the Puritan; his grace of manner of the livelier French blood; his philosophic mind ■«-as the true descendant of the first American philosopher; his tenderness of his sainted mother. The anecdotes of his youth show that, although he was fond of study, he was a true boy in his delight for games and sports. Entering college at 16, he soon gave indications of his scholarly mind, so that he was honored by all. While in college he commenced a commonplace book, in which he was accustomed to write out an analj'sis of what he read, or jot down his reflections. Thus he miide his own what he read, and stored away what in after years he used to such excellent advan- tage. These books show his fondness for history and philosophy. He also read extensively works of a religious character. His tastes were in the direction of literary rather than scientific studies. On gradua- ting he delivered the classical oration on " The Living Principle of Literature." It was his intention to devote himself to the study of divinity, after a year's study and intercourse in the home of Dr. Thayer, of Newport. The next two years he spent at Andover. Here was formed a little coterie of congenial spirits, and it was their testimony that Dimau was the center of it. His training was further increased by a study of two years in the universities of Halle, Berlin, and Heidelberg. It was dur- ing these two years that he came in contact with the leading men of the universities, and that he received great inspiration from galleries and museum. These two years but widened and deepened his own catholic thoughts and convictions. In 1856 he was licensed to preach, and in December of the same year he was ordained as the pastor of the church at Fall Kiver. He remained with this parish till 1860. That year he IGO HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. was married and established Ids lionie in Brookliiie as tlie pastor of the Congregational Chnrch. Till 1804 he held this charge, when he with- drew to accept the chair of history and j)olitical economy at Brown University. Prof. Diman was now 37. Trained in the best methods of his alma mater ^ to which were added his course of two years at Andover, and two years of European travel, he was a well-rounded scholar. In addi- tion to that, he had been most acceptable as a pastor, a fact that was proven by the repeated calls he received from leading churches. All these facts conspired to make him a professor with all the noble traits of the Christian gentleman. In addition to his college duties he preached from time to time. He lectured before the Normal School and the Friends' School. Perhaps his inlluence was as great in connection with the writing which he did for the Providence Journal from 1866 to the close of his life. A vigor- ous and scholarly writer, he could exi)ress himself as freely as he wished. His own idea of the function of a news})ai)er will best show the spirit of the man : The snccessful conduct of a daily paper, aiming; to take high rank as a guide of j'ublic opinion, is attended with peculiar difficulties, difficulties which our readers can not fully appreciate. If we conceived that our only function was to wait on public sentiment and echo the i)revailing sentiment around us, the labor would be greatly simplilied. But belie\ iug that our readers look to us for an lionest and straightforward expression of our own sentiments, we can not avoid the peril at times of offending some for whom we cherish the utmost respect, and of being luis- understood by others upon whoso good opinion we place the highest vahu'. Too often the charge of exclusiveness can be brought against the scholar; that he does not let the community have the benefit of his attainments. But this could never be urged against Prof. Diman. For ten years he lectured at his home to classes of ladies of the city of Providence on historical subjects. He was one of the members to draft the rules and regulations of the Friday Evening Club, which consisted of but twelve members, nearly all of whom were men not in academic professions. He was the life of the club. Said one of the members: I may as well give up trying to translate that subtle charm of his talk, which is so easy and sweet to remember, and so hard to put into any fit description. The silver resonance of that voice still dwells in our ears, though it is silent forever. That fine sarcasm which I see now going down that speaking face, and into his nose and lips and tones; that incisive wit and wisdom which penetrated his very voice and manner; that swift passage of his mind and his talk from grave to gay, from lively to severe; that rich culture which made his words, his very manner of saying anything, music; that calm power which held listeners like a magnet — it is all like water spilled on the ground, which can not be gathered up again. Hardly a drop of it, in its fresh beauty, have I been able to recover; for how great and yet how indescribable the charm of our friend's conversation was. He was a contributor to the leading reviews and quarterlies. He pronounced several orations, among them the Phi Beta Kai)pa oration at Amherst in 1809, and at Harvard in 1870. He gave a course of BROWN UNIVERSITY. 161 lectures at the Lowell Institute in Boston and at the Johns Hopkins University. Of his manner as a lecturer President Gilman says: He seemed to be talking to a company of friemls on a subject of great importance, which he perfectly understood, with an unhesitating command, not only of names and dates, but of exact epithets and discriminating sentences. The ease with which he lectured, under circumstances of very considerable difficulty, was only equalled by the instruction and iih asure he gave the auditors. Friday, January 28, 1881, Prof, Diman delivered his last lecture to tlie senior class in history. ^ There was no suspicion that the pain in his face of which he complained would j)iove serious. But such was the case, and he died the following Thursday. The disease was malig- nant erysipelas. The news of his death came with startling surprise. The students looked at each other with wondering eyes querying if it were really so. Can Prof. Dimau be dead? The exercises in the chapel on the following morning were particularly impressive, and the entire university'- .showed by the solemnity and quiet their sense of sorrow at the great loss which it had sustained. Not only was his alma mater a mourner, but the city and the State felt that its favorite son had been taken. So closely had he identified himself with the city and the State that on any special o(.'casion it was to him that the municipal and State authorities looked as the man to do honor to the event. This he ever was ready to do, because he believed that it was the duty of the scholar to keep in touch with the community. The representative men who gath- ered to pay the final resj)ects to the dead showed how wide was the circle of mourners, not only in his own but in other States. So closely had he identified himself with academic circles that it was the general feeling that from the academy of letters had gone one whose loss would be keenly felt. Resolutions of respect and condolence were passed by the assembly, the corporation of the university, the chapter of the Psi Upsilon of which he had been a member, and the senior class. Among all the tributes to his memory, that by his friend, Prof. Mur- ray, of Princeton, has been selected to conclude this sketch of Prof, Diman : He had been sought for pulpits in our principal cities by reason of his abilities as a preacher; for professorships in other institutions; repeatedly by Harvard College, where he was honored and beloved, as he was honored and beloved here; sought also for positions as the head of seats of learning. But our rejoicing is this, that his work was finished here in the university of which he had ever been a filial son, in the city which was proud of him, in the State which he loved, and with whose history he has forever linked himself. He was stricken down in the very flush and bloom of his power and plans. The summer vacation had been delightfully passed with his family and with dear life- long friends among the mountains and lakes and by the sounding sea. Recruited apparently by it, he had gone partly through the Avinter's work. For the first time in his life did that work seem to drag him along with it, instead of being triumph- antly lifted and borne by him. Disease came at length so treacherously that none feared it till it was too late, and then, on that winter evening, the shock — the pitiless, dreadful shock, the hush that settled in a hundred homes of the city, in 1123 R I 11 162 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. the very streets. Notbing eoulil have beeu more touching- aiuT nothing oonhl have been more significant. Months have passed, and yet we ask ourselves, "Is he gone?" The vitality that was in him, so exuberant, so large, mahiug itself felt in so many circles, giving a sense of his presence so strong and deep that we can not help recalling and repeating those lines of the " In Meraoriam" so closely applicable to our beloved dead: " If one should bring mo this report That thou hadst touched the laud to-day, And I went down unto the quay And found thee lying in the port; " And standing muiitied round in woe, Should see thy passengers in rank Come stepping lightly down the plank And beckoning iinto those they know; " And, if along with those should come The man I held as half divine, Should strike a sudden hand in mine And ask a thousand things of home, " And I should tell him all my pain, And how my life had drooped of late, And he should sorrow o'er my state, And marvel what possessed my brain, " And I perceived no touch of change, No hint of death in all his frame; But found him all in all the same, I should not feel it to be strange." We buried him in the snows of winter. The sky over our heads as we bore him to the cemetery was full of blessed sunlight. There was "calm and deep peace in the wide air." There was calm and deep peace, too,- in our hearts as we remem- bered the noble life and recallering abides, And never withering flowers. Yet lie himself lias uttered words iu one of his sermons which are so deeply true and so touchingly pertiuent that they prove the fittest conclusion to this com- memorative service. '•'Even when iu middle life the strong man is suddenly stricken down, dj4ng in the midst of the battle, with harness on, there are many aspects in which the sor- row is full of comfort. It is the death which the good soldier never shuns. The memory left is not of decay, but of the fullness of manly strength. The imago ■which affection cherished is a grateful one. And especially is this the case Avlien into the zealous and faithful labor of a few years have been compressed the work of a long life. Wo need not length of days to do well our life work. The most con- secrated souls are often called soonest away." PROFESSOR CHACE. A famous man once said, "1 have learned more from men than from books." In the history of an institution there are certain men who stand forth prominent for their moral worth and for the impression BROWN UNIVERSITY. 163 they make on their students. One of the benefits derived from contact with a great teacher is the persouality which he impresses by example and precept. Too often the student m college may not appreciate how great has been this influence, but sooner or later his recognition of it will come, and the loving tribute of appreciation will be paid. If any excuse need be offered for the biography of men prominent in the college, it can be urged that only as their lives are known can be seen the motives and purj^oses which have given them the influence they wielded. Said Prof. Diman on one occasion : Ailniirable culture of whatever kind must have its roots iu the moral sentiment. Scientific training, unless regulated and qualified by broader culture, can only eud in debilitating instead of enlarging the si>iritual nature * * * foj. education must receive its sha^ie from above, not from" beneath. Particularly appropriate were these words to the character exempli- fied by Prof. George Ide Chace, who for forty years was identified with the college in all the grades of academic work from tutor to president. The subject of the following sketch, George Ide Chace, was born in 1808 ia Massachusetts. Entering the sophomore class in 1827, while Dr. Wayland Avas president, he proved himself an enthusiastic student, graduating with the highest honor. He determined upon teaching as his vocation in life, and his after caretn- showed how wise was this choice. He accepted the principalship of an acadeoiy in Waterville, Me., but remained there for a brief period, having accepted a position as tutor in mathematics at Brown. This was in 1831. In 1833 he was advanced from tutor to adjunct professor in mathematics and natural philosoi)hy. From this time his instruction iu the natural sciences began. The next year he held the chair of chemistry, and in 183G the department was enlarged so as to include geology and physiology as well as chemistry. This position he held till 18G7. The natural sciences at that time were not given such an important place in the college curriculum, but even then for one man to combine so many in his instruction showed that he had rare ability. Prof. Chace was a man of ability in several subjects, but it was admitted that if he had devoted himself entirely to pure mathematics he would have held a foremost position among the ranks of mathematicians. After the resignation of President Sears, Prof. Chace held the presi- dency of the college for 1SGG-'G7. There was a feeling that as all the other presidents had been clergy- men such a precedent should be followed. This Avas the reason of the appointment of Dr. Caswell to the position of head of the college. This change involved another in the instruction, namely, that Prof. Chace should take the chair of moral and intellectual philosophy. His presidency of the college during the one year he held it showed his wis- dom and devotion. The change from the department of the sciences to that which he now held was made in the confidience that his work 164 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. ■would be well done. Nor was this tiust misplaced. The liokl which he had ui^ou his classes in this department may'be seen from a quota- tion from the petition of the class of 1872, when there was a prospect that he would not be able to complete the course of that collegiate year : * * '* Your instruction can not, we feel, be replaced to us; still less can be filled the place which you occupy iu our hearts. We desire, therefore, as a class, to return to you our heartfelt tliauks for the past; and while expressing our preference for your instruction over that of anyone who might succeed you, we sincerely hope that it may be within your power to complete our course of instruction in moral philosophy, when y^e shall consider it our honor to leave the university with you. (Signed by the class.) The class had the privilege of his instruction through the year, but in the same year, 1872, he decided to sever his connection with the col- lege. For forty-one years he had served on the faculty. His retire- ment was the result of mature deliberation. In 1807 he had written to his sister: I prefer to close my professional, career while I am in full strength and A'igor, and while I havetstill freshiie.ss of interests enough to find other occupations attractive. Prof. Chace was one who brought his academic culture into the (com- munity. He lectured before the Peabody Institute and the Smithso- nian. Under Dr. Waylaud the methods of university education were reorganized, and scientilic instruction in the jjrocesses of the arts was to be given to the community. Accordingly, Prof. Chace delivered a course of lectures for the benefit of those engaged in the working of metals. The course was eminently successful, and those who attended expressed their appreciation by presenting the i^rofessor with a silver pitcher. He was one of the original members of the Friday Evening Club, of which Prof. Diman was such a valued member. Here, in the discussions and in the papers which ho presented, was seen the wide range of his scholarly mind. He was also a contributor to leading reviews. Perhaps the most successful of his addresses was that com- memorative of Dr. Wayland. This was delivered in 1860, and extracts have been given in connection with the sketch of Dr. Wayland. After leaving the university he spent, two years in foreign travel. On his return he was chosen to the chairmanship of the State board of charities, and the remainder of his life was spent iu philanthropic work. The respect and the esteem in which he was held by his fellow- citizens were shown by the tributes to him from all sides. Mindful to tl\e last of his devotion to his alma mater, he left $9,(100 to be devoted to two scholarships. His death occurred April 29, 1885. The following extract from a resolution offered by Prof. Lincoln, on the part of the alumni, will indicate the opinion of his colleagues : His rare ability in the sciences, both in the investigatiou and iu the comnumica- tion of truth; his clearness and fullness of comprehension iu the statement of prin- ciples, and his skill and aptness iu their illustration ; the stimulating influence of his instruction toward the pursuit and acquisition of sound knowledge, and their molding moral force iu producing right habits of thinking and noble forms of BROWN UNIVERSITY. 165 character^iill tli6se will ever be cherislied by liLs i)npils among the choicest memo- ries of their college education, and be treasured in the history of our university among the best elements of its fame and usefulness. And while we thus recall, as alumni of this university, the useful services of Prof. Chace's long professional career, Ave would not forget the new course of service, no less useful, ou which he entered at the completion of that career. Ke might reasonably then have sought a studious retirement, where he might spend his declining years in meditation upon the elevated themes of philosophy and religion so familiar to him by nature and by habit. But so strong were his tendencies to useful action, he saw so keenly the need of such action in the world, the good that imperatively needed to be done and the evil to be undone, that he then gave himself with fresh zeal and devotion to the promotion of the great interests of philanthropy, morality, and religion, in connec- tion with charitable and public institutions in Rhode Island. This feature of Prof. Chace's life and character reminds one of the words of a Latin poet, said of a great Roman, who was a man alike of action and of thought : '^ Nil actum credens, dumquid siiperenset agenduvi." So it was with Prof. Chace, that he thought " nothing done so long as anything remained to be done." So was it also with him, as a Christian man, that with the aim and spirit of a life to be lived not for self, but for others, he gave his best thoughts and efforts to Avise and beneficent measures for the cure of the sick, for the care of the insane, for the instruction of the ignorant, and the refor- mation of the A'icious. Such was the end that crowned the work of his life. PROFESSOR GREENE. In January, 1883, occurred the death of Prof. Samuel S. Greene. From liis ideutitication with the liigher educational interests in the State, not only at the college but in the city, mention should be made of wliat he did. He, too, was a graduate of Brown, of the class of 1837. He taught till 1819, when he was apijointed agent of the Massachusetts board of education. After the adoption of the new system, he was api:>ointed professor of " didactics " at Brown. In addition to his duties there he commenced a course of lectures to teachers, which was the germ of the normal school. In 1855 he was appointed professor of mathematics and civil engineering at Brown, having resigned the position of super- intendent of the city schools. Perliaps he is as widely known through his text-books : Analysis of the English Language, First Lessons in Grammar, Elements of English Grammar, English Grammar, and Introduction to English Grammar. The minute which was entered on the records of tbe faculty will show the esteem in which he was held by those who Avere associated with him. His extensive and accurate acquaintance with literary as well as Avith scientific subjects, and his enthusiastic devotion to the cause of education, both in the public schools and in the uniA'ersity, are widely known and are appreciated, and have con- tributed largely to the reputation and dignity of this institution. We recall, too, his almost unequaled skill as a teacher of abstruse and difficult sciences, his unwearied eff'orts in imparting knowledge, the noble serenity and dignity of his Christian character, which left so deep an impress on all his pupils, and we feel that, as a corjis of instructors, we have met with a loss well-nigh irreparable. 1G6 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. THE COLLEGE IX 1889. The last report of Dr. Eobinson to tlic corporation in 1880 gathered up some of the experiences of the college since he had assumed the presidency. Attention was called in it to the fact that for the first time in its history the degree of doctor of pliik)sophy had been con- ferred on two students who i)ursucd special courses of resident graduate study. On tliis side of tlie university work he continued: It is earnestly to be hoped that courses of graduate study, to bo rewarded by liiglicr degrees, which have thus been begun, will hereafter become pernuuient jiarts of the edueational opportunities afforded at Brown University, and that these courses of study will be so far multiplied and extended as to embrace the chief brandies of literature and science. Surely a college that has existedfor a century and aquarter, has existed in the midst of a rich and populous city from which it derives a large percentage of its students, and a college that for three-quarters of a century has borne the title of university, ought by this time to do something more than to repeat an endless routine of elementary studies. In thus advocating an enlargement of tlie sidiero of work, and ])leadiug that provision be made for advanced instruction, nothing is further frommy thought than that the distinctive work of the college should in any way be interfered with, or its courses of study or standards of excelleuco bo in any way changed. The thorough work of the college is indispensable as a preparation for advanced work in any department whatever. Nothing in the matter of education seems to me more irrational than a proposal to supplant the college Avith the university, or to attempt instruc- tion in the higher ranges oi" knowledge without a thorough grounding in its ele- ments. With reference to the deportment of the students the president says: College pranks and disturbances by night, so common years ago, have for the pres- ent ceased. I hardly know how the same number of young men could bo expected to conduct themselves with more uniform decorum and propriety than onr students have done during the last year. For ten years or more there has been a steady and iniiform improvement of manners and de])ortment. The contrast between the dei)ort- ment of students the past year and seventeen years ago has been too marked to escape the notice of the most casual observer. I wish I could speak Avith equal con- lidenco of a corresponding improvement in studiousness and attainments. In saying thi.s, however, I would by no means be understood to imply that there is less devo- tion to study than formerly, or even that there is not more. But increase in the amount of thorough scholarship, and in the number of students whose aims arehigh and generous, has not in any college in the country, so far as I can learn, distinctively characterized the so-called progress of recent years; has not kept pace either with the multiplication of departments of knowledge, or with the increase of means lor exploring them. That the social and festive element of college life has largely and very generally increased is manifest to all men. The increase of this element doubt- less to some extent accounts for the diminution of the spirit of disorder once so com- mon in all the colleges. So far as this college is concerned I think there has also been an increase of manliness and self-respect. Student life with us has been brought into closer relations than once existed with the social life of the city. The inllueuco of this has been restraining and refining, though it may not always haA'ebeen intel- lectually quickening. In conclusion reference was made to his Avithdrawal from the i)resi- dency : In resigning the presidency of the university, I retire with the consciousness of having labored honestly for its best interests; and with the conviction that, while BROWN UNIVERSITY. 167 its progress, from causes wliieh ought never to have existed, has not been all that I had labored and hoped for, there has nevertheless been an advance in the kind and extent of its work; it has never been in more favor with those who are disposed to supply it with needed funds than it now is; and it never had a better prospect of usefulness and of patronage from all parts of our country than has recently been opening before it. At tlie meeting of tlie corporatiou, when the resignation of Dr. Eob- in.son was presented, and a committee chosen to select his successor, Prof, Gammell made the following remarks: The funds of the university, which in 1872 were, $552,430, were, in 1888, $960,411, not including the gift of Mr. Duncan, $20,000, and a more recent gift of $20,000, and other gifts, which would make the total about $1,018,000. The endowment has been very nearly doubled (not counting the Lyman bequest, from which $60,000 or $70,000 will bo realized). These gifts have come very largely from the community in which the college is located. For this prosperity we are greatly indebted to the judgment, the fidelity, the ability, and the diligence of President Robinson. During those seventeen years ho has never been absent from a college duty, from a recitation, or from a chajiel exer- cise, except when called away by public duties. How few professional men have a similar record. Of his instruction I may speak with confidence, having had two sons under his instructions, and it having been my duty in various ways to know the internal his- tory of the college. The instruction has been of a very high order. He has done much to raise its standard; he has restored largely the spirit of the instruction of my old teacher, President Wayland. I consider this a fair statement of the results of Dr. Robinson's instruction. President Andrews, 1889. Upon the resignation of Dr. Robinson, a committee of 9 was chosen to elect a new president. The task was difflcult on account of the numerous candidates that were before the committee. After due con- sideration, the unanimous choice of the committee was in favor of Elisha B. Andrews, who was then holding the chair of political economy at Cornell. Dr. Andrews was graduated from Brown in 1870, and from Newton Theological Seminary in 1874. He held a pastorate in Beverly, Mass., for one year, and was the president of Denison University till 1879. For the next three years he was at Newton Theological Seminary. He was then called to the chair of history and political economy at Brown. This x)osition he held for five years, going to Cornell in 1888. Of the many comments which appeared with reference to the new president of the university, the following will give a very good idea of the man : While under 45, he is the senior by fourteen years of Dr. Wayland, when that cele- brated educator was first elected to his position. Brown has had very young as well as very aged presidents, and it is now returning to one of the best traditions of its honorable history in summoning to its chief seat Dr. Andrews, in the prime of his manhood. Dr. Andrews is not a narrow-minded or bigoted denominationalist, but a man of broad catholic sympathies, comprehensive learning, and commanding force. He is 168 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. eingulnrly well adapted for the work of completely cinanoipating that college from sectarian iiillnences and estahlishiug it on the broad fonndation of higher scholar- sliip and good letters. Under his predecessor, Brown has made remarkable progress during the last seventeen years, and ho will enter npou his work nnder the most favorable auspices, a new gymnasiuju having been already practically secured. Dr. Andrews, however, id not an educator who is dependent npou rich endownieuts or the size and number of college buildings. He belongs to the same class of teachers as Dr. Arnold, who could have established a great school if he had started it in a barn. He is a man endowed with a genius for teaching and for commanding the sympathies of young men. The peraonality of tbe head of iiu institution will be impressed on its working- force. A man of broad ideas, progressive and energetic, can do much to bring an institution of learning into the front ranks. It is not enough to have collected a faculty who shall all be eminent in their departments — a tine ecjuipment of laboratories and libraries will not bring a college to the front — but there must be a nuiu at the head who can see into the future. He must plan now for what is to come; he must secure the cooperation of the academic stafl", and have the enthusiastic admiration of the students. In addition to these essen- tials within the college walls, he must bring the college into touch with the life of the city. The college is an institution of the city, and to the extent the citizens feel a pride in it, will its sphere of usefulness be increased. In the opinion of the friends of the institution, such quali- lications are hapi)ily united in its present leader. Coming to the university as the unanimous choice of the committee who were chosen to elect a president, it is confidently believed that under his adminis- tration an era of i)rosperity is opening up before the university. A college must depend for its main support on the body of its alumni. Those of Brown are to-day holding positions of trust and honor in all the States of the Union. Although the college is denomi- national, it is not sectarian. There is every reason to suppose that very few measures in its administration have been advanced or with- drawn on strict sectarian grounds. The interest which the alumni evince is shown by the readiness with which the Lincoln fund was secured. Wilson Hall was ready for occupancy in 1890. The Ladd Observatory was built, and plans for the new gymnasium had been accepted. The history of the beginning of these additions belongs to the ])revious administration, but the results will be an integral part in the increased facilities of the university in the immediate future. COURSE OF STUDY. In 1S80 two students received the degree of doctor of philosophy after sjjccial courses of study in residence at the university. The degree of master of arts is bestowed upon a candidsite, already a bachelor of arts, who has completed a thorough course of liberal graduate study, sufficient in amount to constitute a fifth year of college work and has passed BROWN UNIVERSITY. 169 satisfactory examinations tlieieupon. The degrees of bachelor of arts and bachelor of philosophy are conferred at graduation. Students may pursue a select course without becoming a candidate for a degree. The attendance in the class room must be at least sixteen hours per week. Tlie course is one of four years. The courses of instruction form a system of required and elective study. The studies of the freshman year are all required, with the exception that a choice of courses is offered candidates for the degree of bachelor of philosophy according as they do or do not i>ursue the study of an ancient language. In the sophomore and junior years the required studies occupy seven of the sixteen hours of instruction each week, and in the senior year five of the fourteen hours. The required studies of the freshman year are selected for their disciphnary value, in order that tlie students may the more profitably pursue those of subsequent years, whatever they may select. The required studies of the sophomore, junior, and senior years are restricted to English, German, history, and philosophy, the pursuit of which is deemed necessary for all students who are to be recommended for a collegiate degree. The elective studies offer the student a large number of subjects, and are so placed in the curriculum that freedom of choice is allowed within the necessary limitations of the schedule of lectures. In this schedule a number of parallel courses, extending through the three years, are made available, and to these each student is advised to con- form in selecting bis studies. In addition to the regular courses of instruction, special-honor courses are offered, which are open to students who desire to do extra work in any particular department. These honor courses consist mainly of additional reading supplemented by essays, and examinations are held at the option of the several professors. THE DEPARTMENTS OF INSTRUCTION. PHILOSOPHY. The primary aim in the required philosophical studies is to strengthen and discii)line the i)ui)il's mind, and as far as possible to render him a safe, strong, independent thinker and investigator. Along with this goes a practical purpose, especially pronounced in ethics, to aid pupils in mastering those imi)ortant problems in this department which are basal to all high intellectual life and to conduct. Great attention is given to the topics of practical ethics and casuistry, now of such ]jecul- iar interest to the world. In the history of philosophy, which is elec- tive, effort is made, by one year more in ancient i)liilosophy, from I'lato as center, the next in modern, with Kant as the fixed point, to reveal the concatenation of philosoi)hical systems, the march of sys- tematic thought from master to master. The teaching is not merely 170 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. analytic or liistorica], but positive and constructive, the reverse of skeptical. The evolution of religion and the course and meaning of divine revelation are pointed out and emphasized. GREEK LANGUAGE AND MTEKATUKE. The studies in this department are prescribed for the freshman year and elestive for the soi^homore, junior, and senior years. The courses of instruction and study aim to give the student a crit- ical knowledge of the language, to secure for him facility in reading and appreciating Greek authors, and to interest him iu the study of the literature, civilization, and life of the ancient Greeks. Tbe courses of reading may be greatly extended for those who are either candidates for the higher degrees or are studying for honors. Tlio president's premiums for excellence in preparatory Greek are awarded after a special examination at the beginning of the freshman year. The Foster premium for the highest excellence iu the Greek lan- guage is awarded after a critical examination at the close of the senior year. LATIN LANGUAGE AND LITERATURE. The studies in this department, as iu Greek, are prescribed for the freshman year, and elective for the sophomore, junior, and senior years. The courses of study have been specified, but other authors than those named may be read in different years. It is intended that lectures be given to the freshman and sophomore classes, on the ends and scope of the studies of the department, and on the literature pertaining to them; also on the authors read and their contemporaries in Eoman literature. In connection with the study of Horace, lectures on Kome and the Komaus of the time of Augustus will be given. The elective courses in the senior year are accompanied by lectures. The chief objects aimed at in the instruction may be briefly stated a.s follows: To secure for the student by grammatical and exegetical study, and by sight reading, the ability to read Latin with facility; to cultivate by faithful translation his power of expression in English; and by uniting continuous historical and literary illustration with the 1 cading of classic Eoman writers, to make the study of Latin a means of increasing his mental discipline and literary culture. The president's x>remiums for excellency in preparatory Latin are awarded after a special examination at the beginning of the freshman year. CLASSICAL ARCHiEOLOGV. In connection with tbe work in Greek and Latin an elementary course of instruction iu classical archaeology is offered to the senior class as an elective study for the first half-year. It consists chiefly of a study of BROWN UNIVERSITY. 171 the history of Greek sculpture. The textbook, Collignou's Manual of Greek Arch;uology translated by Wright, is supplementetl by lectures and by extensive collateral reading. The plaster casts in the museum of classical archaeology, photographs, engravings, etc., are used by the instructor to illustrate the subject. JJIIKTOKIC AND ENGLISH LITEKATUnK. The aim of the course in rhetoric is to give a thorough and systematic training in the principles and practice of English composition. The different kinds of composition are set forth in their logical relation to each other; and essays, whose plans are based on specific rhetorical methods, are required from the student. The subject of style is discussed both theoretically and practically, and the elements of rhetorical criticism are applied in the analysis of the ^vork of a standard author. There are two parallel courses in English literature, one general, dis- cussing the uniform and progressive development of the literature from the fifth to the nineteenth century; and the other special, embracing the reading and literary criticism of leading authors from the fourteenth to the nineteenth century. The aim of the courses is to inculcate the unity of the literature, and also to cultivate the literary taste of the student that he may appreciate the classics of our English tongue. In connection with the elective course in the senior year lectures are given on early American literature. For rhetorical work in the junior year the student is required to -pre- pare essays iu connection with both the .courses in literature, and also to deliver orations, which have been privately rehearsed before the instruc- tor in elocution. In the junior year a voluntary class is formed for the study of Anglo- Saxon. The course iu elocution includes the acquirement of the principles of the art, and such a drill in vocal development and delivery as to assist the student to become an effective speaker. IIISTOKY AND POLITICAL SCIENCE. The course of instruction in history and political science continues through the junior and senior years. Throughout the former, history is a required study; throughout the latter, there are electives in polit- ical science, in which, however, much attention is given .to historical matters. During the first term of the junior year, the mediaeval and modern history of Europe are studied. Lectures are first given upon the his- tory of the Eoman Empire from the death of Marcus Aurelius to the latter part of the fifth century. A text-book is then used, by means of which, iu connection with informal lectures, class-room rei)orts, and supplementary reading, the history of Europe is pursued down to the 172 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. beginning' of the eigliteenth century. During the second term the same subject is continued until the history of the present year is reached; the term is thenceforward devoted, after simihir methods, to the study of the political and constitutional history of the United States, especially since the year 1783. This study, also, is brought down to the present time. The elective course of the first term of the senior year is occui^ied with the subject of constitutions, European and American. The forms of government of the chief European states are considered. The study of the American Constitution, next succeeding, is not confined to comment on the document called by that name, but aims to insure a comprehensive knowledge of all the most important institutions of government actually existing in America. The study is accomiiauied by efforts to give a clear historical knowledge of the internal politics of European and American states in recent years. The subjects of the elective in the second term of the senior year are the history of law, and international law and the recent history of diplomacy. Lectures treat of ancient law, and of the history and development of Roman law and of English law. A small text-book of international law is then employed, the study of which is accompanied by lectures and reports on important topics of recent diplomatic history. Thus, the first elective being accompanied by a study of the recent internal his- tory of European and American states, the second is accompanied by the study of the recent history of their external relations. The adjust- ment of a revised curriculum to the conditions presented by existing classes has caused some deviation from this programme during the present year. rOMTICAL ECONOMY. The course in political economy comprises two parts : (1) An elemen- tary course, occupying three hours a week during the first half of the senior year. (2) An advanced course, occupying three hours a week during the second half of the senior year. The elementary course is based upon a text book, supplemented by lectures on the part of the instructor, and by reading in standard authors and investigations on the part of the class. Some of the more important economic problems of the day are discussed, and their relation to underlying economic principles shown. The advanced course is intended to vary somewhat from year to year, one of two objects being kept in view, either to introduce the student to the careful and detailed study of some special field of economics, or to show the science in its broad historical relations. Two hours a week are devoted to the history of the science, with Ingram's History of Politi- cal Economy as a text-book, and lectures by the instructor on the his- tory of economic life, and the relation between that life and the develop- ment of economic science. The students are required to read extensively in the more important authors dealt with. One hour a week is devoted BROWN UNIVERSITY. 173 to a discussion of economic problems^ involving important i)rinciples, witlitlie puri)ose of reviewing and fixing firmly in mind the work of the elementary course. The endeavor is made to give these problems as practical a character as possible, in order to train the student in the application of economic principles to the questions of modern economic life. In addition to the regular course, a class of 10 or 12 students, espe- cially interested in economics, meets the instructor two hours each month for seminary work along some special line of study, varying from year to year. The work is based upon Walker's Money, Trade and Industry, and Jevons's Money and the Mechanism of Exchange. Inves- tigations are made and essays presented upon topics which are sug- gested by these works. MODEKN LANGUAGES. The department of modern languages includes German, French, Italian, and Spanish. Tbe main aim is twofold: to lay a broad and firm foundation in the forms and syntactical structure of the language studied, and to furnish an introduction to an appreciative acquaintance with the literature. A subordinate and auxiliary aim is to afford prac- tice in writing and speaking the language. These aims are modified somewhat by the subject studied, the length of the course, and the number in the class. GERMAN. This study may be pursued three years, in recitations three times a week, from the beginning of the sophomore year to the end of the senior year. It is a required study only during the sophomore year. The following courses are offered: [1) Introductory course of one year. — Careful attention is here given to the language, to forms and to syntax, enforced by daily drill in inflection and in parsing, by written exercises, and by practice in speaking. A variety of selections is read from the best authors, each passage being l)ronounced aloud in German, translated, analyzed, and construed. Proper attention is bestowed upon literary quality, but more upon the linguistic side of the study. One hour each week through the whole year is devoted to conversation and composition. {3) Course in Schiller, of one-half year. — Less attention is now given to the grammar and more to the literary elements, to the thoughts pre- sented, to the beauties of style, to the versification, and to a compari- son of Schiller with other writers. The aim is to introduce the class to an acquaintance with Schiller. One hour each week through the half year is devoted to conversation and composition. {3) Course in Lessing, of one-half year. — The literary aim is here the dominant one. The study of the grammatical side of the German is, however, not lost sight of, though very little time is given to class-room drill. 174 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. {4) Course in Goethe, of one year. — In this tlie literary side of tlie study absorbs the wliole attention. There is no study of grammar merely as grammar, though the student is held responsible for the most accurate translation and interpretation of all the work set before him. As in the preceding courses, all the work must be read at least twice in the original. (5) Course in literature. — During the middle year occasional lectures are given upon the pieces of literature studied. During the last year there is a course of tliirty lectures upon the rise and development of German literature, with special attention to the period beginning with Klopstock and ending with Goethe. The class is required to take notes, to pursue a course of reading upon the subjects studied, and to submit written essays upon assigned topics. {6) Honor course. — This course extends over the entire three years, and is open only to those who maintain in German a rank of 95 per cent. The course consists of a careful preparation upon selected X)ieces from the authors read in the class room, equal in amount to the work performed by the class. Upon this work the student is from time to time examined. (7) Graduate course. — An advance course is already opened for those who desire- to pursue German in connection with other studies, for the master's or the doctor's degree. In the year 1890 there will be offered to graduate students a course in the midrising the differentiations of algebraic and transcendental functions, successive differentiations, tlie evaluation of indeterminate forms, maxima and minima of func- tions of a single variable, and the development of functions in series. (2) Integral calculus, comprising the elementary methods of Integra- 176 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. tiou iind their application to the determiuatiou of areas and volumes, aud the rectification of curves. Fourth year. — (1) A continuation of the course in integral calculus and the general theory of equations. Applied mafhemafics, including engineerivg. The full course in this department occupies four years, but a longer or a shorter course may be pursued if the student so elects. Those not wishing to pursue the full course will find the studies so arranged that the knowledge and i^ractice acquired in a partial course will be prac- tical and available. Ample provision wdl be made for the instruction of any who desire a more extended course than is here indicated in engineering and in higher matheniatics. Any part of the engineering course is open to all students as an elective, if thej' are prepared by j)revious work to pursue it to advantage. The following is the order of study for the regular course : First year. — (1) Geometry, trigonometry, and algebra, as indicated in the first year of pure mathematica. (2) Plane geometrical problems, consisting of both recitation work and mechanical construction. A thorough discussion of the various methods of constructing compli- cated problems, involving original work, is required. Mechanical drawing, consisting of instruction in the use of instruments, line drawing and pen shading, construction of plane geometrical prob- lems, and the more complicated plane curves, the principles of pro- jection and their application in model drawing. (3) Free-hand draw- ing, consisting of crayon drawing of lines, simple outlines of figures, shading, drawing of models of machinery, and architectural drawing. (4) Surveying, comprised in three parts, viz, recitation work, field work, and plotting. In these are embraced a study of the construction, use, and adjustment of engineering instruments, compass and transit surveying, computation of areas, suj)plyiug omissions, laying ont and dividing land, section leveling, cross-section work, computation of earth- work, topography, and the laying out of railroad curves. Second year. — (1) Analytic geometry is indicated in the second year of pure mathematics. (2) Descriptive geometry, comprising recitation work and mechanical drawing, discussion and x^roof of the methods of representing (1) geometrical magnitudes, and (2) the solution of prob- lems relating to these magnitudes in space, and the application of descriptive geometry in machine drawing from models. (3) Shades and shadows, linear perspective, and isometrical i)rojections. Third year. — (1) Differential aud integral calculns, as indicated in the third year of pure mathematics. (2) Advanced surveying, com- prising recitation work, field work, and plotting, construction, use, and adjustment of instruments not considered in the first year, land sur- veying, topographical surveying by tlie transit and stadia, hydro- graphic mining and city surveying, the measurement of volume, geo- BROWN UNIVERSITY. 177 detic surveying, and projection of maps. (3) Theory of structure, embracing- tlie construction of foundations in all classes of soils, pile foundations and substructures, stability of blocks of stone or brick entering into the structure of walls of buildings, arches, retaining walls, and piers, and trigonometrical calculations of strains on different varieties of framed structures, including trussed and susi^ension bridges, with both steady and rolling beds. (4) Graphical analysis of strains on roof and bridge trusses and other framed structures, and strains on cables and other portions of suspension bridges. Fourth year. — (1) General theory of equations as indicated in the fourth year of pure mathematics. (2) Weisbach's Mechanics. The following are among the subjects considered: The laws governing motion and force, statics of rigid bodies, theory of the center of gravity in surfaces and solids, equilibrium and dynamical stability of bodies rigidly fastened, resistance of friction, elasticity and strength of flexure, hydraulics, embracing the structure and use of hydraulic machines, the investigation of the laws which govern the flow of water from reser- voirs, and the flow of water in rivers, canals, and conduit i)ipes, and water as a motor. (3) Lectures on the history of architecture and architectural construction. (4) Special classes, open to all students in mechanical drawing, are arranged according to the wants of the apidi. cants. Students desiring admission to this course are subjected to an exam- ination on the same amount of mathematics as is required of candidates entering for a degree. The objects sought to be attained are, in the freshman mathematics: (1) A thorough knowledge of the elementary principles of mathematical science, which will prepare the student for any advanced mathematical work. (2) A discipline of the mind to careful analysis and strict logical methods of thought and the development of the reasoning powers. In the higher elective classes in pure mathematics : (1) Mental dis- cipline for those students who do not intend to pursue the subject further. (2) A thorough mathematical foundation for all students who desire to make mathematical studies a specialty. In applied mathematics: (1) The application of the principles of pure mathematics to the practical problems of mechanical work and investi- gation. (2) To make such use of those mathematical and mechanical works within the time allotted to the course as will enable the student in the future to pursue by himself more extended works. (3) To pre- pare students in engineering to enter at once upon field and office work. CHEMISTRY. The chemical laboratory is open to students from 8 :30 a. m. to 2 :30 p. m. on every week day except Saturday. It is the design of this department to afford instruction in the general principles of chemistry, in analytical chemistry, and in the practical applications of the sub- 1123 R I 12*^ 178 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. ject. Attention is given to metallurgy, medical cliemistiy, agricultural cbcmistry, and the application of chemistry to manufacturing processes. The courses are not confined to undergraduates — otlier persons, if prepared to j)ursue the study to advantage, being admitted; but a knowledge of the general i)rinciples of chemistry is absolutely necessary to profitable study in any of the more advanced courses. All students in the Avorking laboratory are required, in addition to their exijerimental study, to attend weekly exercises covering a review and discussion of topics iu general chemistry. The subject is treated in tv/o grand divisions — inorganic and organic. One term of the year it includes the study of the metals and nonmetals; the other term, organic chemistry. These exercises are supplemented by lectures, explaining recent progress in chemical theory, and new ai^plications of chemical substances and new inventions. The conrse in i^hysics begins in the first term of sophomore year, with the study of the i)rinciples of mechanics. The text-book used is Dana's Elementary Mechanics, which is supplemented by experimental illustrations in the class room. Three hours per week during the term are devoted to this subject. Sound, light, heat, and electricity are discussed in the second term of sophomore year, three hours each Aveek, in lectures abundantly illus- trnted by experiments. Frequent examinations, both oral and in writ- ing, are held to test the progress of the class. PHYSICAL I,AHOUAT<)RY. Wilson Hall, named in memory of its donor, the late Mr. George F. Wilson, of Providence, is now completed and serves as the physical laboratory of the university. The structure presents a front on the middle campus of 84 feet, and extends eastward 100 feet, with a height of 70 feet. It is built of granite and sandstone, with si)ecial regard to the solidity required for the purpose in view in its erection. It contains rooms for laboratory and class work, a large lecture room, a workshop for wood and metals, and also private rooms for sjiecial researches; and it is liberally supplied with the appliances and apparatus required in experimental mechanics and physics. After the completion of this building ample opportunity was pro- vided for laboratory work in physics. The following laboratory courses arc now offered : {a) A course in mechanical experiment and construc- tion, intended to meet the needs of those expecting to follow' mechan- ical pursuits, (h) A general experimental course in sound, light, heat, and electricity, intended for such as proi)ose to teach these subjects. {e) A special c(mrse in electricity. Oi>p<)rtuuities for special investigations are afforded lor advanced students. BROWN UNIVERSITY. 179 ASTROXOMV, Tlie courses of study at present offered in astronomy are t-wo: (1) A lecture course in descriptive astronomy. (2) A laboratory course in practical astronomy. The former is designed to acquaint the student with the fundamental conceptions of the science, the methods of its professional study, and the present state of our knowledge of the heavenly bodies. A general treatise of astronomy is made the basis of the course, and is supplemented by lectures and by abstracts prepared by members of the class upon assigned topics. The latter is a technical study of the theory of astronomical instruments and practice in their use. The sextant, transit, zenith telescope, and equatorial are taken up in turn, and problems, such as the determination of time and lati- tude, are solved by actual observation and calculation. THE T.ADD ASTRONOMICAL OBSERVATORY. The facilities for instruction in astronomy were greatly increased by the erection in 1891 of an astronomical observatory, through the lib- erality of his excellency, Governor H. W. Ladd. The observatory is equipped with an equatorial telescope of 12 inches aperture, supplied with a micrometer, spectroscope, and other attachments; two transit instruments, one of which can be used as a zenith telescope ; astronom- ical clocks and minor instruments. On the completion of this observ- atory additional courses of undergraduate study were offered, and opportunity was given for advanced study leading to graduate degrees. It is also expected that certain astronomical investigations will be reg- ularly carried on. ZOOLOGY AND GEOLOGY. Zoology is taught in the second college half year by lectures, frequent examinations, and laboratory work. It is the aim to adapt the lectures to the needs of the general student. It is taken for granted that no liberally educated person should be without a general knowledge of the principles of biology, the laws of animal morphology, the relations of animals to the world about them and to man, and the probable mode of their origin. The laboratory work is a course on comparative anatomj-. The student is required to draw and to dissect the most important types of the animal kingdom, viz, a starfish, clam, lobster, grasshopper, beetle, butterfly, a fish, frog, bird, and mammal. He is required to examine and draw portions of the skeleton of each type of vertebrates, including a comparative study of limbs. The structure of cells and of the protozoa, as well as of the sponges, is demonstrated. The course is designed to be of value to one intending to study medicine, as one-half of the term's work is devoted to a study of the vertebrate animals. The course has been enlarged, and more time is given at the end of the course to anthropology, or the natural history of man. 180 1II8TOKY OF HIGHER EDUCATION IN RHODE ISLAND. Spc<;i;il facilities aie olCered to anyone desiiin^^ to (]o more advanced work in /ooloj^y. Specimens of tlie following rarer types liii,ve lately been added for use in this department: African lunj;-fisli (ProtojHeni.s) I'oiypierus, iSiren, Amphiuma, Ccccilia, and a skin and skeleton of the Australian spiny ant-eater {Echidna); also sktiletons and other osteolofiical prcjKirations of fishes, batrachians, li/ards, birds, and mammals, ('ollectious illus- trating- the invertebrate, crustacean, lisli, amphibian, rei)tiliaii, and bird fauna, o I" Rhode Island have been set ajjart in the museuni; and valuable histolo^icMl and ('nd)ryolo<;i(';d i>re[)arations have been added. Instruction in geology is given during the lirst college half year by means of lectures, laboratory work, and field excursions, witli especial rclercMice to the geology, structural and economic, of Rhode Island. The lectures are illustrated by diagrams, models in wood and plaster, and fossils. During 1885 the paleontological collection was rearranged and labeled for the use of students. The fossil flora of Rhode Island is fully represented, and imi)ort;int animal remains of the Rhode Island carboniferous rocks were added in 1888 and 1889. The laboratory work comprises an elementary course in mineralogy and lithology. Many dujnicate crystals have been ])urchased, and the students are allowed to use them freely in their work. A special col- lec'tion of Rliode Island minerals and rocks has been formed and additional l*vuropean education;!! six'cimens secured. Two large nujdels, including one of the Atlantic Ocean bottom, and a model of the Caribbean Sea bottom, from the oftice of the U. S. Hydro- graphic Bureau, Washington, were deposited in 1880 in the lecture room, through the kindness of (Jommander Bartlett, U. S. Navy. The lectures on prehistoric anthropology, at the close of the geologi- cal course, were in 188!)-'9(), illustrated by prehistoric implements of stone, bone, and bronze, with casts, models, and photographs, either collected or purchased by the professor in charge of this dei)artment in 1889 in France, Italy, and England, and especially from the lake dwellings in Switzerland. The fuiuls for these purchases Avere fur- nished by an alumnus of the university. I'llYSIol.OGY. During the first half year a number of lectures are given the fresh- mun class upon matters relating to personal hygiene. Attention is called to the important laws of health, and practical advice given in regard to exercise, hours for study and sleoj), the care of the digestive fVuKttions and the eyesight, and other matters in Avhich the habits of students are so often faulty. In the junior year elementary instruction is given in anatomy and idiysiology, the subjects being considered from a scientilic rather than from a practical standpoint. The object of these lectures is to lay the foundation for a study of the morphology of the lower animals, those BROWN UNIVERSITY. 181 organs and functions which are of particular interest in this c(^iine(;tion receiving the most attention. Instruction iu botany is given by means of lectures and laboratory practice. The course occupies two years. The first year is devoted to general morphology, practice iu analyz- ing and describing jilants, and the preparation of a small herbarium. A few difficult families, such as ComposUce, Cruciferw, and Umbelli- ferce are specially treated. Field excursions to neighboring points of interest and visits to conservatories are made. Collateral reading is required. For this purpose every student must read and prepare a digest of at least 2 books from a given list per term. In the second year the study of the more difficult families is con- tinued for a few weeks. Histological work is theu taken up, and the preparation of microscopic objects. At the same time there are lec- tures on vegetable jjhysiology, geographical botany, etc. Collateral reading is again required, with an occasional paper on some given subject. P^ach student is expected to pay a small fee per term for the pur- chase of specimens used in class work. Original work and observa- tion is encouraged. Students are required and encouraged to make illustrative drawings from the objects studied. It is designed in all cases to foster ijidependent reasoning and thoughtful comparison. THE IIERI5AKIA. The large and extremely valuable collection bequeathed to the uni- versity by the late Stephen Thayer Olney is housed in Manning Hall. The botanical lecture room is adjoining, with its appliances for study. To the original herbarium there have been added those of Mr. James L. Bennett, of Providence, Dr. C. M. Brownell, of Hartford, and the cosmopolitan collection of ferns presented by Miss Stout, of New York, in memory of her brother. There is also a yearly increment from exchange, and from the additions made by the curator to his per- sonal gift. . Under proper restrictions the herbaria are made accessible to the public and to students. An increasing number of professional botanists consult it, and every courtesy is exteuded to them and to visitors generally. AGRICULTURE. The course of instruction in agriculture includes the courses in the I)reparatory branches, chemistry, physics, botany, physiology, zoology, and comparative anatomy. It also embraces special lectures on agri- culture. These relate to the study of soils and to applied economic zoology, according to the following schedule of topics: Introduction : History of agriculture, tracing its development through 182 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. the Jewish, Grecian, Jioinaii, Spauish, and English nations to the for- mation of agricultural and horticultural societies in the United States, with a brief account of the earlier ones formed within the years from 178,") to 18-1), inclusive. The subject is then continued by the discus- sion of the following topics: (1) Primary condition of matter; (li) for- luiition of soil from inorganic elements; (.'>) source of oi'ganic matter; (4) constituents of ])lants re(|uired by soil; (o) constituents of soil in the mass; (G) results of experiments with unfertilized and fertilized soils; (7) composition of fertile soil; (8) cardinal law in agriculture; (9) rotation of crops; (10) discriminating ai)plication of fertilizers. Under the general head of economic zoology are discussed the dis- tin(;tive characteristi o of the most approved breeds of both neat cattle and horses. Practical instruction is given by the visiting of farms and in obtaining and preserving specimens in natural history. Taxidermy is also taught when desiretl by the class. WILSON. HALL. By the will of tlie late George F. Wilson, of Providence, the sum of $1(H),000 was bequeathed to the corporation of Prown University, "for a building devoted to scientific purposes." It was decided that this sum should bo applied to the construction of a physical laboratory, to be called Wilson Hall. In June, 1887, a committee was appointed by the corporation to obtain i)lans and superintend the erection of the building. The plans submitted by Messrs. Gould and Angell, of Prov- idence, were accepted by the committee in November, 1888, and work was begun June G, 1880. The building is designed in a style of Pomariesquc architecture, modified to suit the special purpose for which it was erected. Its exterior is of granite and sandstone, and has a. front of 84 feet and a depth of 100 feet. The total iloor area is about 14,000 sijuare feet. It is constructed in the most thorough nuin- ner with a \\c\\ to the greatest solidity and freedom from vibration. In front and rear the building contains three stories, while in the cen- tral part there are four. By this arrangement a number of smaller rooms are provided for storing apparatus — for special research — private rooms for the professors and assistants, while the class rooms are ample and lofty. The building is heated by direct radiation from steam pipes, steam being supplied from an outside station, so that there is no dust from coal or ashes to be feared. In that portion of the laboratory devoted to magnetism both steam and gas ])ipes are of brass. In the lower laboratory stand two piers, one 14 feet long by 3 feet wide, built up of solid masonry from the ground to the height of an ordinary winking table, the other 10 feet long by 4i feet wide and of the same height as the preceding, Tliis not only serves as a good Avorking pier, but also supports an arch of solid masonry, surmounted by a beveled slab of stone 11 feet long by 3 feet wide, which comes BROWN UNIVERSITY. 183 flush witli the laboratory room above. Upon tliis slab the vroikiiig table may be i)laced, or be removed at will, leaving' the entire- Iloor space free. In the lecture room the lecture desk is supported ou a similar slab, 12 by 3i feet, resting ou a i)ier of masonry and flush with the plattorm. All the piers are kej^t entirely free from the flooring. Besides the piers, stone slabs supi)orted ou brackets built into the outer walls have been provided as working tables, since experience seems to show that their stability compares very fiivorably with that of the inQY^ themselves. Similar slabs are provided outside of such windows as seemed likely to be available for the heliostat. One 10-horse power Otto gas engine furnishes power for the mechan- ical and electrical work to be done, and it is proposed to give special attention to these branches of physics. For the X)resent a larger share of purely constructive work is planned for than perhaps properly belongs to a physical laboratory in the higher sense, but a movement is on foot which promises ultimately to eiuxbleus to create a special department of applied mechanics, in which case such work will be transferred to another building. PRESENT POLICY. In an interview with President Andrews with reference to what, so far as he could say, would be the. policy of the university, he said that it would be his aim to make Brown the peer of any college in the laud. A movement is now on foot to raise funds, half a million or more, as may be necessary, which are to be devoted to the organization and maintenance of a school of applied science. A large class in the conununity is obliged to go out of the State for a technical trniuing. There is a demand for such a school and it Avould receive the support of all those interested in industrial i)ursuits. Such a school should have a department of design to which a student could come for that one branch^ He w^ould favor that those following its regular courses should take courses in political economy, English literature, and the modern languages, in order that the student might come out not merely with an education that will enable him to earn a livelihood, but with a liberal education. The university is the only one in the State, and it should be made a factor for good to all. A liberal education is of necessity acquired but by few in a community, and is not fully appreciated by the many. President Andrews favors such a movement as one that would deepen the hold of the college on the people. We would like to inaugurate this very winter, if possible, and, if not, as soon as it may be possible, a system of university extension. We would have instructors from all of the departments of the university go to Pawtucket, Xewport, Fall River, or any part of the State where classes nu'ght be formed. In this way the university could be brought to the people and they would be made to feel its influence. 184 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND, At tlio opening' of tlie iic;Mlenii<5 year of 1890, arraii^eincnts will be made for obtwiiiiiig instruction in electrical engineering-, under the charge of a comi)etent instructor. Wilson Hall contains the latest and most improved facilities in the dei)artment of physics. Then, too, there are exceptional advantages in the city of Provi- dence for what the university would offer were there a faculty of law. To begin licro a good conrso iu luw ■would not, liowevei', be costly, and there is much not only to render effort in that direction desirable, but also to assure its suc- cess. The universitj' once had a law department, or at least a professor in that branch. Tho common law preferences and procedure characteristic of the Khodo Island judicial system render a law school almost a necessity in this State. A noble law library is at our doors. Courts jji all varieties, Federal, State, and municipal, before wliicli are to bo heard some of tho greatest lawyers of the land, are in opera- tion within ten minutes' walk of our chajjel. At the start, three new professors would suflifu^; and we should have a law class of 10 or .50 tho iirst term. But while there are magnificent opportunities from a school of applied science, from university extension, and from a faculty of law, it has been and still is his cherish(Hl ])urpose to broaden and dee])en the present foundations. Tlie courses iu Latin, (ireek, the sciences, nuithe- matics, and nuxlcrn languages would be made so broad and thorough that Brown would rank among the leading colleges of the hind. The education shouhl be such that the student Avhile specializing would not be a mere specialist. He sliould be taught to use his mind. Laboratories, while showing him how to do so, should be so utilized that the mind would be made still more effective. The whole trend of the education should be towards the development of the mind by the roundness of an education truly liberal. Brown is cosmopolitan in the personnel of tho students. Although the college is denomina- tional, students representing nearly all the various denomiiuitions come here. The contact of the men from the various sections of the country is an important clement in tho education which is here received. A student thus learns that there are 44 States besides his own comprising the Union. The following extracts are made from President Andrews's report to the corporation for 18S0-'00: We do well, in view of this and such i)ositions which we shall have to equip as tho years pass, to direct, so far as possible, whether at homo or abroad, tho advanced studies of our most brilliant graduates. A system of homo and traveling fellowships would imnumsely aid us in this. Four hundred dollars a year would support a grad- uate studiMit at homo; $500 abroad. Gifts of these sums for these purposes, or, bet- ter, of foundations assuring them, would bo among tho most accciitablo means for ])romoting high sch(darsliip among us. While I hoi)e that wo shall never iill our faculty with mere 8i)ecialists, it is no longer safe to depend for men to boconu? pro- fessors upon siterially ai)t general scholars, ])romoted without particular training, from the ranks of the various hsarned ])rofessions. Nor is there any excuse for doing this, since there is talent enough available for all reciuired teaching. If it is only sought out and guided. Our range of choice being so wide, contracts with instructors should bo strictly construed as holding only from year to year, so that none need bo retained who do not give promise of uncommon success. New professors, too, unless men of settled reputation, should be engaged at first for but three or five years, leav- BROWN UNIVERSITY. 185 ing tlie nnivpTsity in condition to relieve itself of any "^ho may prove inert, inapt, or without ambition. The literary institutions of the country suffer distressingly to-day from professors and other officers who, sure of their tenure, have remitted zeal and come to treat their positions as a mere convenience. Let none of the above suggestions touching our needs be taken as a complaint. The prospects for our university seem to me to be, on the whole, very encouraging. We may look for a considerable accession, in the course of years, to the number of our students; and if we display progress, proper enterprise, and sound financial wisdom, wo shall, I believe, secure abundant funds. Supi)Osing that we may hope for advance, what ought to be our policy? My sen- tence IS that we should toil primarilj-, sedulously, unremittingly, and always to enlarge and strengthen the old iilant, to make even better, richer, wider, that genu- inely liberal education which it has for a century and a quarter been the pride of Brown University to give. However the curriculum may expand, the aim in this part of our work should never change. But to perfect the plant as is desirable, not to speak of remote requirements, sev- eral new iirol'essorshijjs are needed — a professorship of European history, a profes- sorship of x^olitical and social science, a professorship of philoso'hy, a professorship of English and Ann rican literature apart from rhetoric, and a professorship of the history and criticism of the fine arts. We must speedily have, besides, an assistant professor in chemistry and another in physics. With such an increase of force — indispensable, whether we wish to furnish the ideal liberal education or only to compete with other good institutions — we shall be enabled to attain a second most valuable end — the establishment of a graduate course. HISTORICAL AND ECONOMIC ASSOCIATION. The Uuiversity during- the year 188S-'89, iiuder tLe auspices of the Browu University Historical and Economic Association, maintained two courses of lectures. These were held in Manning Hall, and were open to the public. Large audiences showed the interest which was manifested. In 1889-'90 there were two courses, one of 6 lectures on The State and Social Eeform, and the other of 4 lectures on Eailroad Problems. The lecturers in the first course were: Prof. Woodrov\^ Wilson, ll. d., of Wesleyan University 5 Eev. John G. Brooks, of Brockton, Mass.; Hon. Francis Waylaud, ll. d., of Yale University; Prof. F. W. Taussig, of Harvard University; Gen. Francis A. Walker, ll. d., of the Massachu- setts Institute of Technology ; Rev. Edward Everett Hale, d. d. ; and in the second course Prof. Davis R. Dewey, of the Massachusetts Insti- tute of Technologj^; Edward Atkirson, esq., of Boston; Prof. Henry B. Gardner, of Brown University; Dr. Edwin R. A. Seligman, of Colum- bia College, and Alfred Stone, esq., of Providence. During the winter of 1890 -'91 there were two courses, the first on the History of Political Parties in the United States; the second on Money. The lecturers in the first course and their subjects were as fol- lows: Hon. Andrew D.White, ll. d., ex president of Cornell Univer- sity, The Influence of America on the French Revolution; Prof. Anson D. Morse, of Amherst College, Political Parties ; their Nature, Uses, and Claims; Prof. J. F. Jameson, of Brown University, The Origin of Par- ties in the United States; Prof. Anson D. Morse, The Parties of the IS'O HISTOKY OF HIGHER EDUCATION IN RHODE ISLAND. Fetloralist Period; Prof. Charles II. Leverniore, of the Massacliusctts iDStituteof Technology, The Ifiseof the Whig- Party and of Jacksonian Democracy. Tlie lecturers in the second course and their subjects were as follows: Dr. E. B. Andrews, president of the University, The History of Our Silver Dollar; Prof. F. W. Taussig, of Harvard University, The Silver Situation in the United States; Hon. Nelson W. Aldrich, of the United States Senate, The Future of Silver; Mr. Willard C. Fisher, instructor in Brown University, Do We Need More Money?; Prof. J. Laurence Laughlin, of Cornell University, The Subtreasury System. UNIVERSITY EXTENSION. As early as 1785 a course of i)ublic lectures was given in the State House, under the auspices of the university. Under the presidency of Dr. Wayland, the proiessor in chemistry offered to the mechanics and artisans of Providence a course of 8 lectures in The Chemistry of the Precious Metals. Within recent years courses of a general nature have been given in Manning Hall, and the public has been invited. The Historical and Economic Association of Brown Univer- f ity, for the last five years has oflered 2 courses each year in the Held of history and politics. But in the winter of 1890-'91 a course ill university extension was started in Pawtucket, a manufacturing {;nd industrial center. This course was experimental, but so successful as to encourage the introj Prof. W. W. BaUcnj. This course will be essentially practical, the aim being to give each member of the class the ability to take up and continue the study and classification of plants by himself after the course has been finished. The class will bo set to work, flower and microscope in hand, after the class-room method used in the university. German literature, hy Prof. AJon:o Williams. Considering the place of literature in education, the land, the people, language, and literature of ancient Germany, the great epics of the language, with a treat- ment of the various eras and possibly some verse translations and discussion of the Niebelungeulied and Parzival. This course will be given in English and will be interesting and instructive to those who know nothing of the German language, as well as to those who do, and should appeal to every student and lover of literature. It has been decided to hold this class also in the evening instead of the afternoon, as at first talked. Each student can take one course or more, as he wishes; he can devote extra time to study or not, as his circumstances jtermit; there will be no examination except for those who desire it. It is not a money-making scheme, nor, on the other hand, an ordinary lecture course. It is simply and solely a phin to give everyone, regardless of occupation or circumstances, an opportunity to get some of the benefits of a college education. 188 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. The fee is $3 fur each course of lectures. It is desirable that liauies shoukl be previously sent to me at Music Ilall, but i)ersons may join the opening night if this is not convenient. Tlio speciiiieii caid gives the details of the course aliectiiig the stu- dent: [PreHcrvo tbis.j IinODE ISLAND UNIYERSITT EXTENSION. CUll) oe JIATKICULATION.' Tlio lioUliT- ress number, shelf number, and the number of the book on the shelf. Thus 6-1-9-26 mieans alcove six, press one, shelf nine, book twenty-six. Ou the ground floor there are 9 shelves in each alcove, and 7 on each of the alcoves on the two upper floors. Each shelf is 30 inches long. Each book is charged to the student, who signs the register in which it is recorded. The library funds amount to $46,000. Of this amount $10,000 is a bequest from the late Prof. Gammell, for the purchase of books relat- ing to the history of the United States. Ten thousand dollars consti- tutes the " Olney fund" for the purchase of botanical books and plants. The balance, including a bequest of $500 from the late President W ay- laud, was raised by subscription in 1831, and is called the "library fund." To this the Hon. isicholas Brown contributed 810,000. The library is open in term time each week day, except Saturday, from 10 to 4; on Saturdays from 10 to 1; during vacations on Satur- days only. The central part of the library is open also from 7 to 10 each week-day evening, except Saturday, not, however, for the draw- ing and return of books, but for reading, consultation, and research. Members of the corporation and of the faculty, also every donor residing in Providence, of 8500 or more to the funds of the university, may use the library without charge. The library committee can grant this i^rivilege to others, but by vote of the corporation, per- sons not exempted in any of these ways, including students and grad- uates, pay for library privileges the sum of 85 each, per annum. During the year 1890 the library was increased by the addition of 575 volumes by purchase and 540 volumes and 1,884 pamjihlets by gift. It now numbers about 80,000 bound volumes and 20,000 pamphlets. There has been placed in the rotunda of the library building an ad- ditional long table, upon which are placed a large number of books for ready examination by students. This collection, varying from time to time, includes recent accessions to the library, books recommended by professors for consultation by students in connection with topics dis- cussed in the lecture room, also works illustratiNe of archteology. Any mention of the library would be incomplete without reference 1123 R I 13 194 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. to tlic librariiiii, Dr. 11. A. Guild.' IIo is ono of the best friends of the students, nor does he forget them after tliey graduate. Each ahimnus as he returns to tlie university invariably finds himself at the library, where he is sure of a cordial "welcome and a genuine interest in what he has been doing, on the part of the librarian. It would seem as if Dr. Guild spent uearly as much of his time on the steps and vestibule of the library as in his room, so reluctant is he to allow his friends to depart, and such hard work is it for them to get aAvay. He is sure to make some inquiry legarding a classmate, or relate some anecdote concerning an alumnus or a friend of the college. He is always willing to do all he can for the students, in aiding them in their use of the libiary, and more than one, on his return in after years, has made recognition to the doctor of the obligation which he felt towards him. He is a loyal son of his alma mater, and no one is more conversant with her past. BROWN IN 1861. Keference should be made to the part Avhicli the university took in the scenes of 1SG1-18G5. The echoes of conllict are now growing fainter and fainter, so that mention can be made of events Avhich leilect credit on the college, without exciting aversion from those who took opposite vsides. The enthusiasm was intense among the students, and they all acted in accord with what each considered the duties of the hour. The spirit which had animated the early years of the college, when the buildings were given up for barracks and hospitals in the Kevolution, still seemed to be i)resent. When, after the close of the strife, it was desired to recall and com- memorate the sons of Brown who had shared in the conflict, and who had given up life itself, the choice of the students was the erection of a mural tablet in the chapel. At the commemorative exercises in the chapel, the address was given by Prof. Lincoln. It is presented entire, because it is a refutation of the charge that the scholiU' takes no part in politics; that liberal studies withdraw the student from interest or activity in passing events that concern his fellow-men or his country: If I ispoak at tliis time in behalf of the faculty it is for the purposo of making it tlislinctly understood thattlieir part in tlio work now consnmniatcd has been merely formal. To tho uudergrnduates all tho praise belongs. From them the suggestion came, and save that to my colleague, tho professor of Latin, thoy owe the torso and admirable inscription, they have had tho matter wholly in their own hands. I uced hardly say that this gives a peculiar interest to our present services. So far as I am aware, no such tribnte has been paid iu any of our sister colleges. Some, with imposing eerenu)nies, have commemorated their unreturniug dead. Ono lias with great propriety decided to devote a chapel to the precious m(;mory of sacrifices which, iu an earlier age, "would have swelled tho lists of saints and martyrs, while our most ancient university seeks expression for her jjroud sorroNv in a memorial ^Dr. Guild and tho late Prof. Diman had much to do with building up the library collections of Brown University. — Ei>. BROWN UNIVERSITY. 195 hall, "vvhoso Htately front "will l)oarthe Uiuiie.s ol'licr lieroos, whilo its inner walls will be elo(incnt with their pictnrcd lips. Bnt sncli costly offerings Ciiii conio only from the whole body of alumni, while the sim])le tablet which we set up to-day derives its distiuctive A-aluo from the fact that it is a student's tribute. And if, as the Roman historian holds, next to tho doing of great deeds must bo reckoned the right appreciation of them, this tablet Avill servo iu two ways as an enduring testimo- nial; for while, on the one hand, it will bear witness to the magnanimity and love of country of thoso quipro libertale ct i>ro rdpuhlicce integritato laid down their lives on the blood-stained field, or languished them away in tho unwholesome prison, so, on the otber, will it iurnish the evidence that one mind animated tho mass, and that thoso who could not themselves share iu the saerilice were prompt to testify their sense of its greatness. To the faculty and to the students alike it seemed eminently fit that such a memo- rial should bo erected here ; that here, as wo gather to our daily devotions, wo might be reminded of thoso who only a short time since sat with us on those benches and joined with ns iu our accustonujd hymns of praise; and that hero those who in years to como shall fill our places may learn that study is not an end in itself; that liberal culture looks to larger results than are included in mere academic success; that the finest discii)Iino becomes contemptible if not coupled with tho manly virtues. Not what wo learn, but tho use we make of our learning, is what tells tho story. Surely, if the instructors in this institution ever grow negligent in inculcating these high lessons the very stono will cry out. And if any of you, who have been long out of college, are curious about tlie kind of training th;it has been furnished of lato years, you may study the best proof of it in that inscription, Ahcunt sliidia in mores — let tho lofty public spirit of these ehil- dr(!ii of our common mother, their fidclty to duty, their valor, their endurance speak f(u- the training she gave tliom. She carves their names in her holiest place, in recognition of tho new lustre they have added to her ancient faiiu^ Tho evidence here furnished of tho intrinsic worth of our established method of academic disci- pline is tho moro striking, because it is just hero that the common objections to it are urged with the greatest force. That method, you are aware, has been severely criticised as unsuited to tho present age. Such exclusive devotion, it has been claimed, to abstract studies but poorly hts tho understanding to deal with practical coiKicrns; such prolonged contact with tho part is ill adapted to awaken sympathy with tho living present. Thus wo furnish a i)uny intellectualism at tho i)rico of those manly qualities which are tho conditions of all real success, llow far these reproaches were well founded, let tho experience of this, and kindred institutions, show. When tho call of tho President revealed tho j)ublic peril, who sprang to arms? Where all jjrofcssions, all ranks, all conditions showed such alacrity, it might seem invidious to claim special praise for any single class, but let it never be forgotten that among thoso who hurried earliest to the strife, in thoso shameful days when one and another of tho men who had been trained at West Point was proving faith- less to his trust, was a largo proportion of the students of our college; a proportion, iu some instances, so largo as seriously to interfere with tho routine of academic duties. It is safe to aflirm that no one class of tho American people was represented iuso liberal a ratio as tho very class whose training has been decried as tendiu"- to keep them at a distance from tho questions of tho day. And in this respect our experience has been tho experience of thoso before ns. In that matchless eulogy which Pericles pronounced at tho beginning of the Peloponnesian war ho proudly claimed that Athens had lost nothing in the cultivation of thoso arts to which she owed her highest fame; and we, too, on looking back on our record, rememberin"- tho readiness with which so many of our educated youth made sacrifice of tho hopes of years, recognizing tho conspicuous ability so often shown in tho novel and arduous positions to which they were summoned, bewailing, alas, what may not oven now bo mentioned without renewing in the hearts of some hero present a grief too 196 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. sacred and too recent to be disturbed, may repeat vritli added emphasis the words of the great Athenian orator, "We have not been enfeebled by philosophy." And never again let it be said, as more than once it was said before the rebellion, that our educated men, as a class, are the most disloyal to our institutions. There is no such antagonism between liberal culture and reiiublican ideas. From a certain narrow national conceit, the offspring of ignorance and prejudice, culture, of course, emancipates the mind; it renders love of country a rational sentiment; it leads us to regard political forms as possessed not of absolute, but only of relative excellence ; it warns i:s against supposing that any contrivances of man are perfect or destined to endure forever; but that an enlargement of the understanding, in the study of philosophy and history, a thoughtful survey of the forces which have shaped society, a just appreciation of the controlling political ideas that underlie the mightj^ move- ments of modern times, have any tendency to shake our coufidence in the great experiment for which the New World was reserved by Divine Providence for so many years, our recent experience has triumphantly disproved. It is the wiser judg- ment of one of the profoundest political thinkers of our day, whose views have had no little influence in molding the present generation of American students, that a political system like ours is precisely the one which requires the " greatest maturity of reason, of morality, of civilization, in the society to which it is applied," and if, as Guizot affirms, modem society has penetrated the ways of God, it is because the scope and motive of modern politics are coming to be the more adequate expression of that Divine and Universal Justice which men of genuine culture have been in all ages most swift to recognize, and in advancing which they have come nearest the prize of the mark of their high calling. The inscription was cut on a block of white marble, which is placed ill Manning Hall. In. Memoriam. Fratrt-m. Suorum Qui. Pro. Libertate Et. Pro. Reipublic^e. Integritate In. Bello. Civili. Ceciderunt LlTERARUM. StUDIOSI In. Hac. Universitate. Commorantes Hanc. Tabulam. Posuerunt MDCCCLXVI. SOCIETIES. In 1821, in consequence of the revival of 1820, was formed the Reli- gious Society of Brown University. The object of the society will be seen from the i)reamble: Impressed with a sense of the numerous temptations to Avhich we are exposed and feeling the continual need and guidance of Almighty God, our Heavenly Father, we unite in this society devotedly to supplicate the throne of grace ibr the blessing of Heaven on our exertions to promote vital piety and sound morality in this insti- tution. The regular meeting was held in the university chapel autl was a conference meeting. A yearly public meeting was held in the First Baptist Church, and a sermon was i^reached by some leading clergyman. President Wayland was invited to preach regularly before the society Sunday afternoons, and he continued to do so during the remainder of his presidency, more than twenty years. This society was quite simi- lar in its organization to the Collegiate Young Men's Christian Asso- ciation. BROWN UNIVERSITY. 197 In May, 1827, a cliange was made in the name of the society and it was known as the "Society for Missionary Inquiry." The object of the society now was " that the members might jiossess the means of extend- ing their knowledge resi^ecting the moral and more especially the reli- gions condition of the world." In 1834 the original name was resumed, because a special society for missionary inquiry had been organized. In 18G3 the organization of the society was discontinued, but the weekly prayer meetings were held as usual on Wednesday evenings for twenty years. A notice of the organization of the Young Men's Christian Associa- tion of Brown University appeared in the college publication for 1883, and in 1886 the Society for Missionary Inquiry was merged in the Young Men's Christian Association under the name of the Department for Missionary Inquiry. An annual sermon is still preached to the society by some leading divine. The Young Men's Christian Associa- tion, which is a branch of the intercollegiate association, has charge of the religious meetings and work of the students. Religious services are held m the chapel every morning, except Saturday and Sunday. LITERARY SOCIETIES. Particular attention had been given at Rhode Island College to ora- tory, and the early presidents had been good public men. The grad- uates of the early classes had the reputation of being accomplished speakers. A society "for the promotion of social intercourse and for improvement in forensic discussion" was formed in July, 1794. The number was limited to 20, and all the proceedings were secret. The name was the "Misokosmian Society." The literary exercises consisted in the discussion of prepared compositions or extemporaneous speak- ing on assigned topics. As this was one of the earliest secret societies at the university, its object, as set forth by the preamble and compact, will be of interest: Knowledge and virtue are the constituent principles of human happiness, and happiness is the ultimate end of human existence. Individual weakness forbids extensive research in the iields of science. Knowledge, therefore, must forever be exceedingly confined, without that reciprocation of ideas and that ardor of inquiry which alone result from social intercourse. Such are the unalterable laws of our nature that those sentiments of mind and those feelings of heart which make men happy can have no existence out of society. An interchange of wishes and union of interests alone can give birth to benevolence, humanity, friendship, and all the finer emotions of the soul. The membership was increased to 40. In 1797 the project of form- ing a library was adopted and the name of the society was changed to that of " Philermenian." The library had a very few volumes, but in 1800 at the anniversary exercises special exertions were made, so that sufficient funds were raised to purchase Dobson's Encyclopedia. This was considered as the " repository of all that is valuable to the scholar." The society had a case for its books in the same room in 198 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. whicli was the university library. The society was limited to a mem- bership of 45. Ill 1800 tiiere were upwards of 100 students residing at the university, and anotlier society was organized, known as the "United brothers." Its constitution was similar to the " Philer- menian." These two societies were of course rivals, but the emulation on the whole was healthy and productive of good. The Philcrinenians were inclined to the Federal and the Brothers to the Republican party. A room was given to the I'iiilermenian Society in IIoi)e College ou its erection in 1823 and the library was removed to that building. Ill 1824 the Franklin Society Avas established. The reason for this organization was similar to that of the Brothers. That year a largo class had entered and, the membership of the other societies being limited, there was a demand for a third society. This society had an existence of ten years and was successful in accumulating a library of several hundred volumes. When the society disbanded an equal pro- portion of the members were elected to each of the other two. By a provision in the (charter the library was transferred to the university library. The two other societies continued to llourish. In 1841 a joint celebration was efi'ected. In 1849 the uumber of books in the Philer- nienian library was 3,224 and about the same number in that of the Brothers. Still another caiiso at that time C()ii1ri))ute(l very considerably to oiihaiico tiio practical value of an education at l?ro\vn Uni\ersity. There Avere then m the col- lege two literary societies, composed of undergraduates. These liad largo and valu- able libraries. These volumes were very generally read by the students. But the l)rincipal value of these societies was found in their frequent stated meetings for liractico in debate, and for reading and criticising compositions. Emulation was then excited in the useful arts of writing and speaking. The students thus accus- tomed themselves to think ujjon the great .. i.i.. d. By his suns Francis and H. L. Wayland. 2 vols. New York, 1867. Way land as a Metaphysician. North American Review, July, 18.55. Waylaud, Francis. Atlantic Monthly, January, 1868. A discourse in Commemoration of the Life and Character of tlie Hon. Nicholas Brown, delivered in the chapel of Brown University, Novembers, 1841. Francis Way- land. (Pamphlet.) Celebration of the One Hundredth Anniversary of the Founding of Brown University, Septemljcr 6, 1864. Providence, 1865. In addition to tlie full account of the proceedings of the celebration, numerous (juotations are given from the early records of the corporation. Brown University in the Civil War. A memorial. Henry Sweester Burrage. Prov- idence, 1868. Dr. Sears as a Theological Professor. Prof. O. S. Stearns, n. n. Baptist Quarterly Review, Vol. vi, 1883. Proceedings of the Trustees of the Peabody Educational Fund, 1874-1881, A^ol. II. Boston, 1881. A Discourse Commemorative of the Life and Services of Rev. Alexis Caswell, D. r>., LI,. D. June 19, 1877. Prof. John L. Lincoln. Providence, 1877. (Pamphlet.) Memiiir of J. Lewis Diman, compiled from his letters, journals, writings, and the recollections of his friends. Caroline Hazard. Boston, 1888. Orations and Essays, with selected parish sermons by tho Rev. J. Lewis Diman. A memorial volume edited by J.O.Murray. Boston, 1882. This volume has the meniorial discourse which was delivered by Prof, Murray at the request of the corporation. Prof. S. S. Greene, LL. D., by Reuben A. Guild. Baptist (Quarterly Review, Vol. v, 188.3. George Ide Chace. A memorial edited by James O. Murray. Boston, 1886. William Gammwell. A biographical sketch, with selections from his writings. Edited by James O. Murray. Bostou, 1890. Charter of Brown University. Reuben A. Guild. Pamphlet reprinted from Bap- tist Quarterly Review, April, 1875. Brown University. Reuben A. Guild. The New England jNIagazine, January, 1886. Report to the corporation of Brown University on the changes in the system of collegiate education. Providence, 1850. This pamphlet of 76 pages contained the report of Dr. Wayland, who was chairman of the committee chosen by the corporation to consider the changes in the system of education. Exercises at the openii^g of Sayles Memorial Hall, Brown University, .June 4, 1881. (Pamphlet.) Providence, 1881. Collections of the "Liber Brunensis," the annuals published by the Greek letter fraternities. College catalogues and collections of the programmes of various academic exercises. r ,.0' ' r> % «< ^ ^ q' 'i^ >. * a I 1 '>^ 'V * .^ .> c,^^-^ V ^ ■^ * .0 N « V> V, O ' n « I ■* ,G -^ '' I ^ >> A O J' o » V " * » .r«^'<\. ,^ <^^ > ^ '. .x^^% •■>, " .\ /V * .-^ .-^• V /X" .\V ,o ^<>> ,^^''' ^ ,..■• " ,r ^ * ^ , V <.>^% .^^' '^/> '■> - -v.' '.>,S \K7 * . ^^ -Si, , . U_ ■, ^0 ^ '' V ■ AtwMvl.^ /'-^i^^AS .*'.wa"'-. /•>.■-■