Library OF CONGRESS, # 
 
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 i UNITED STATES OF AMERICA, i 
 
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 Al* 
 
 INAUGURAL AB DRESS 
 
 DELIVERED BEFORE 
 
 THE TRUSTEES OF 
 
 DICKINSON COLLEGE, 
 
 AT CARLISLE, PA. 
 NOVEMBER 9, 1824,' 
 
 BY 
 
 WILLIAM NEILL, D. D. 
 
 M PRINCIPAL 
 
 / 
 
 PUBLISHED BY REQUEST OF THE TRUSTEES^ 
 
 Doctrina sed vim firomovet insUam, 
 
 HORACE, 
 
 CARLISLE : '^-i. 
 
 PRINTED AT THE HERALD OFFICE, 
 1824, 
 
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CARLISLE, Nov. 10, 1824« 
 
 Dr. VVm. Neill, 
 
 JRev, and Dear Sir^ 
 
 THE Board of Trustees of Dickinson 
 College have directed us to solicit from you a copy 
 of your Inaugural Address delivered yesterday, 
 and with your permission to have it pi inted for 
 their use. We hope that you will accede to their 
 wishes and confer a lasting obligation on, Rev. 
 and Dear Sir, 
 
 Yours with great respect, 
 
 GEORGE nUFFIJ LD, jr. 
 JOHN S. EBAUGH, 
 JOSEPH KNOX. 
 
 Nov. 12, 1824. 
 
 Gentlemen', 
 
 The Address, of which your Board request 
 a copy for publication, was prepared amidst 
 pressing cares, and is, of course, far from being 
 profound ; but if the Trustees judge it worthy of 
 being printed, it is at their service. 
 
 Very respectfully, yours, &c. 
 
 W, NEILL. 
 
 Messrs* jDuffield, Ebaugh ^ Knox. 
 
INAUGURAL ADDRESS, 
 
 Gentlemen of the Board of Iritstees^ 
 and Fellow ' Citizens y 
 
 There is a great deal of truth in the common 
 adage, that man is formed, very much, by the 
 circumstances in which he is placed, and the ha- 
 bits in which he is trained. To these factitious 
 causes, rather than any original difference of con- 
 stitution, is to be ascribed the diversity, observa- 
 ble among the individuals of our race, in their 
 intellectual and moral qualities. He who has the 
 jnisfortune to be born and reared a savaofe, will 
 delight in the chase and the war dance ; and 
 these and like objects will bound his views of 
 happiness ; while the more fortunate child of 
 civilization and refinement, will, veiy soon, under 
 parental guidance, discover a taste for bookst- 
 and the charities of social life. 
 
I do not say, nor mean to insinuate, that all 
 human beings are endowed with equal capabili- 
 ties for intellectual improvement. Some, even 
 in early childhood, discover a sensitiveness, — an 
 aptitude of the external organs to receive impres- 
 sions from outward objects, which distinguishes 
 them from others, of a more sluggish disposition, 
 and whose powers of perception are less keen and 
 discriminating. The faculties and susceptibilities 
 of the mind may differ, in some measure, as do the 
 features of the countenance; but the difference is, 
 in my apprehension, not so great in the former 
 case as in the latter ; at least, it is not so perma- 
 nent and unalterable. In a moral point of view, 
 if the law of God be the standard of morality, (and 
 I know of no other that deserves the name) we 
 are all, naturally, pretty much on a level ; except 
 that in some instances, the peculiar forms of sin, 
 seem to be transmitted from parent to child !* 
 These instances, however, are not so clear, so 
 easily discernible, or of so unequivocal a charac- 
 ter as to warrant the opinion that one human be- 
 ing is, originally y more depraved than another. 
 We receive it as a mournful truth, fully disclosed 
 in the sacred scriptures, and confirmed by ob- 
 
servation and experience, that our common apos- 
 tacy from God has impaired ■ our intellectual 
 powers, darkened our minds, perverted our wills, 
 and blunted our moral sensibilities; so that, 
 noWy mental effort, under the hand of culture, 
 makes the man oj science, and free grace, operat- 
 ing by means of truth divine^ makes the man of 
 God. 
 
 If these observations be just, then, the proper 
 design of education is, to operate on the capacity 
 of man's nature, considered as a rational and ac- 
 countable being. We have few, if any, inborn 
 ideas ; but we are capable of receiving informa- 
 tion from surrounding objects, and soon become 
 capable of improving acquired knowledge by 
 reflection. Of moral rectitude, or a conformity 
 of heart to the law of duty, we have nothing to 
 boast ; but we have a susceptibility of religious 
 truths, emotions, and enjoyments. The cultiva- 
 tion of the mind, like that of the field, supposes a 
 soil, on which to operate. It creates no facul- 
 ties ; but it resuscitates and calls into action, those 
 that, without its aid, would remain dormant and, 
 comparatively, useless. It does not inspire a new 
 system of affections \ but it does propose to regu- 
 
late such as already exist, by presenting worthy 
 objects, in connexion with their clainis to our 
 esteem. It cannot impart holy aspirations ; but 
 k can exhibit the truth, and inculcate a Compli- 
 ance with its dictates ; — it can discipline the mind 
 to habits of attention and accurate investigation^ 
 thus, preparing it to feel the force of evidence, 
 and ascertain important points of duty, Tfiusy 
 too, it gives energy to conscience, by enlighten- 
 ing the judgment, and by asserting its high pre- 
 rogatives in the moral system. 
 
 The occasion, on which we are assembled, 
 seems to demand that something should be said, 
 on the importance of a good education : and- this 
 will be my apology for adventuring upon so large 
 a subject, in an address so limited, as the present 
 must necessarily be. The business of education 
 has high and commanding claims to the attention, 
 as well of the christian, as of the statesman and 
 the philanthropist. Under all forms of ciivil so- 
 ciety, a well- instructed people have the fairtst 
 prospect of happiness and respectability. Gross 
 ignorance, in the great body of a nation, will soon 
 be followed, either by despotism or anarchy. Iti 
 a government like ours, whete the people are" 
 
9 
 
 the fountain of power, — \yhere every industrious 
 and orderly citizen is held in estimation, and ex- 
 ercises the right of suffrage which tells, in the 
 cabinet, and in the halls of legislation, — where all 
 our institutions, both civil and religious, owe 
 their origin and support to public opinion, the 
 dissemination of knowledge is, to our healthful 
 national existence, what the circulation of the 
 blood is to the animal economy, — essential to all 
 the functions of vitality and enjoyment : Indeed, 
 any government w^hich takes no pains for the in- 
 struction of youth, — which affords no patronage, 
 — extends no fostering hand to institutions of 
 learning, may be pronounced wanting in a just 
 regard, not only to the people's dearest rights and 
 best interests, but to the only effectual means of 
 its own preservation. 
 
 Happily for us^ fellow- citizens, this matter has 
 not been altogether neglected in our favoured 
 country. Something had been done, while we 
 were yet subject to a foreign power ; but ever 
 since we assumed a place among independent 
 nations, a decent, common educatioh has been 
 deemed an object of vast importance ; so that we 
 
10 
 
 may safely affirm that, taking the entire mass of 
 the population together, no nation is better in*- 
 formed tlian the people of these United States* 
 It is true, we have not a great many very learned 
 men; — our writers, however, are as numerous, 
 and the subjects handled by them, are as various, 
 and as ably tre^ited, as could reasonably be ex- 
 pected, at the present early period of our national 
 career. Seminaries of learning, of different 
 grades have arisen and are still springing up, un- 
 der tlie genial influence of individual munifi- 
 cence, and public favour, which promise much 
 for the interests of science and the useful arts, in 
 our happy and growing republic : and most of 
 the men who fill the learned professions, and oc- 
 cupy the stations of lx)nour and trust among , us, 
 have been educated in our own schools and col- 
 leges. This is a hopeful beginning. But we 
 are not to rest satisfied with what has been done. 
 There remains yet an immense deal to be accom- 
 plished ; our institutions are all in their infancy, 
 and our population is increasing faster than that 
 of any nation on the globe. Nor is it to be con- 
 cealed that, while public sentiment is, upon the 
 ivhole, favourable to literature and literary pur- 
 
11 
 
 suits, many persons, and some of them men of 
 wealth and influence, manifest, if not open hostil- 
 ity, surprizing lukewarmness towards the cause 
 of education, particularly, in its higher and more 
 expensive efforts. Now, we bring no railing 
 accusation against men of this cast, not doubting 
 the purity of their motives ; yet we should like to 
 reason the matter with them, in a plain and friend- 
 ly way : Indeed, it seems to be the duty of those 
 to whom the business of education is mainly en- 
 trusted, to he^ dispassionately the scruples and 
 objections of gain- say ers, and, if possible, to re- 
 move them* If the professed friends of learning 
 do not look after its interests, and vindicate its 
 claims to public attention, who will ? Science is 
 not a plant of spontaneous growth. Its fragrance 
 and its fruits are yielded to those, and to those 
 only who cherish and cultivate it. Public favour 
 constitutes the only atmosphere in which it can 
 thrive permanently, and to any considerable 
 extent. 
 
 Education, in its most extended import, begins 
 in the nursery, and is conducted, most success- 
 fully by maternal tenderness and assiduity. Most 
 devoutly is it to be wished, therefore, that, all 
 
13 
 
 mothers would reflect, that every new-born child 
 is an heir of immortality ; and that Providence 
 ordinarily assigns to lier who bore it, the pleasing 
 and the honourable task of conducting it through 
 the first seven years, at least, of its training for 
 eternity. During this period of education, the 
 grand poinc is, to watch the developement of 
 mind, and, under a salutary and well-measured 
 discipline, to furnisli tlie intellect with suitable 
 materials to work upon, and the affections with 
 worthy objects, and let both have free scope, with 
 HO more coercion or restraint than sound morali- 
 ty and pure religion demand* A mother may 
 not conclude that she has fully performed her 
 duty to her child, when she has seen it well fed 
 and clotlaed* The child is, or is to be a rational 
 creature; and, therefore, needs mental provision, 
 and moral culture : and, I shall perhaps be allow- 
 ed to remark, in this place, that if due attention 
 Hvere paid to y^/Tzr//^ education among us, our in- 
 fant statesmen, orators, poets and divines, would 
 receive some of their very best lessons from riia- 
 ternal lips, deepened and sealed by a mother's 
 prayers. But, as the custom has been too long^ 
 ^iid too generally, in this country, many, other- 
 
13 
 
 vnse, amiable and excellent mothers are Xvlioily 
 uaqualified " to teach the young ideas how to 
 shoot," and liave no adequate conception of how 
 much useful instruction may be given to a child, 
 within the first few years of its life. We hail 
 with joy and glidness, however, the dawn of a 
 reformation in this important concern. Many 
 excellent schools for females have been opened of 
 late vears ; and we could name several* ladies of 
 the United States, v/ho have given full proof of 
 their ability to furnish useful entertainment, and 
 render \ery acceptable service to the cause oi' 
 truth and piety^ by their writings. Among these" 
 productions I cannot forego the gratification of 
 mentioning, ** Conversations on the Bible" by a 
 venerable matron of Philadelphia, still living, — 
 and a beautiful little poem, entitled *' The Plea- 
 sures of Religion," with several fugitive pieces, 
 by the late Mrs. Susan De Witt, of Albany, in 
 the state of New York. Let our schools for the 
 instruction of our daughters be cherished, and 
 let the substantial branches of education be ap- 
 preciated and preferred to those that are merely 
 showy and ephemeral, and why may we not. hope 
 to rear American female Moores, and Hainiltons< 
 
14 
 
 and Edgworths ? But my zeal on this subject has 
 led me mto a digression from my proper topic. 
 
 The question, relating to the comparative ad- 
 vantages of a domestic and a public education, is 
 often an embarrassing one to parents. We haye 
 not time to bestow on this ques,tion any thing 
 more than a very short notice. There are, un- 
 doubtedly, advantages and disadvantages peculiar 
 to each; but, I am fully persuaded that the pre- 
 ponderance is decisively in favour of the latter* 
 Suppose a public institution to be well organised, 
 ' — well supplied with able and faithful teachers, 
 who maintain a parental, wise, and uniform sys^ 
 tem of discipline, — suppose the course of study 
 to be judicious and comprehensive, — and that, 
 proper attention is paid to the manners, the relig- 
 ious instruction, the expenditures, the diet, and 
 the recreative exercises of the youth, and then in- 
 stitute a comparison between the two modes 
 of education, in question. At home the boy 
 is very liable to be injured by excessive indulg- 
 ence, — he studies alone, with little or nothing to 
 stimulate his exertions, no competitors or asso- 
 ciates with whom to compare ideas, and measure 
 attainments. The rewards proposed to him are 
 
15 
 
 far-distant, and, therefore, feeble in their influence. 
 He is confined, generally, t(\ one teacher, who 
 from the want of the proper stimulants, is also 
 very likely to fall into a dull and monotonous 
 way of communicating instruction ; and who 
 may be negligent or tyrannical, in the absence of 
 associates, or competent judges of the manner in 
 which he performs his duties. On the other 
 hand place a lad of a good mind, and ingenuous 
 disposition in college, and you bring him imme- 
 diately in contact with almost every thing that is 
 calculated to rouse his powers, and call forth his 
 best exertions. He finds himself subject to a 
 government devised with care, and exercised 
 without partiality. He rises, studies, recites^ 
 takes rest, and food, and recreation systematical- 
 ly, and with his mates. He has the opportunity 
 of comparing his strength and proficiency with 
 those of his oompanions ; some he sees before 
 him, some about equal, and others following af- 
 ter : and, thus, he is guarded, on the one hand^ 
 from self-confidence, and, on the other, from in- 
 glorious and desponding indolence. He has the 
 advantage, moreover, of attending on the instruc- 
 tions of several teachers, whose various manner, 
 
if nothing else, will keep up his attention, and 
 whose sense of obligation, and responsibility, and 
 self-respect conspire to guarantee to him every 
 assistance and encouragement that can reasonably 
 be desired. His hopes, and fears, — his ambi- 
 tion, — his sense of honour, and regard for the 
 wishes and expectations of parents and other 
 esteemed friends, are kept m constant play, by a 
 system of honourable distinctions and moral cor- 
 rectives : and, lastly, though not the least im- 
 portant, he dwells in a little community, where 
 he may learn much of human nature, habituate 
 himself to a right distribution of his time, and 
 form acquaintances and friendships of the most 
 endearing character, and which may be eminently 
 beneficial to him in after-life. 
 
 It is often objected to a College education, that- 
 too much time and attention are expended on 
 subjects which seem to be of but little practical 
 use. Of what real advantage, it is asked, can a 
 knowledge of dead languages, of Natural Philo- 
 sophy, Mathematics, Chemistry, Mental Philoso- 
 phy, Logic, &c. be, to a man in procuring aa 
 honest livelihood, or in fulfilling the duties of a 
 good citizen ? Before I attempt a short answer 
 
17 
 
 to this question, lert it be observed, that, we do 
 not think it desirable, if it were practicable, that 
 all young men should receive, what is commonly 
 called, a liberal education, but only a reasonable 
 proportion of thena ; so that literature, science, 
 and the arts, useful and ornamental, may never 
 want a sufficient number of those who understand 
 their principles, and can show how these princi- 
 ples are to be applied with most effect, i. e. that 
 practice may receive all the facilities and efficien- 
 cy, that tlieory can give it. In the arts, as well as 
 in morals, all rational practice is founded on prin- 
 ciple, whether the man recognize the fact or not ; 
 and where principles are wholly disregarded, 
 practice becomes a thing of random, — a lottery, 
 -r?r-a matter of hazardous-r-often of perilous ex- 
 periment, A thousand hands, in as mary years, 
 could not complete a palace, without the aid of, 
 at least, one man who has studied the theory of 
 architecture. 
 
 Now, for the objectipn just stated ; and, first, 
 as it relates to the dead languages. Much time 
 .and pains are bestowed on these in College. Is 
 this wise and useful ? In reply, it may ^e re- 
 
 c 
 
18 
 
 marked, that, Language, as 'it is the eommoi? 
 jnedium through \i>hich man holds intercourse 
 with his fellow-man, deserves to be well under- 
 stood. Originally, we suppose, it was one and the 
 tiame ; but in process of time, there have grow^R 
 out of the primitive stock, manj branches, all, 
 however, related, and analagous, more or less : 
 whence it seems evident, that, the more attentioci 
 We pay to language in general, the better we shall 
 comprehend the meaning and right use of our 
 mother tongue. From the Latin and Greek lan- 
 guages, much of our own is derived, and, there- 
 fore, to these it is deemed proper to pay special 
 attention. From these languages are taken most 
 of the technical terms used in the arts and scienc- 
 es ; so that the druggist, the physician, the sur- 
 geon, the lawyer, and even the gardener would 
 find himself but poorly qualified for his profession 
 without some acquaintance With them. This 
 may be complained of, as an obstacle in the way 
 of the English scholar ; but, so long as it re- 
 mains, let us not neglect the only effectual means 
 of surmouatingit. . When the whole dress, and 
 ordinaiy channels of useful, knowledge are chang^- 
 ed,^we will think about accommodating ourselves 
 
w 
 
 to the change. But, really, the popular scjicrne 
 of epitomizing, and simplifying every thing that 
 is to be learned, — of encouraging young men to 
 hope for liberal attainments, in a short time, and 
 with light study, promises no great advantage to 
 the cause of solid learning. There are immense . 
 stores of literature, and useful knowledge locked 
 up in the learned languages ; and shall we permit; 
 these rich treasures to remain unexplored and 
 unoccupied, through fear of a little trouble in 
 le^irning the use of the key ? Would you deprive 
 the lovers of History, Poetry, Philosophy and 
 Husbandry of the profit and the luxury of read- 
 ing Herodotus, Livy, Thucydides, — Homer, 
 Horace and Virgil, — Cicero, Seneca, and other 
 eminent writers of ancient Greece and Rome, on 
 almost all subjects ? Would you consign to per- 
 petual oblivion, the works of those great men of 
 Britain, France, Germany, and Holland who, in 
 modern times, have chosen to communicate to 
 posterity the result of their prodigious researches 
 through the medium of the Latin tongue? 
 Would you have your preachers undertake to 
 expouiKl the doctrines and duties ctf Christianity, 
 ignorant of the language in which the sacred 
 
20 
 
 Scriptures were given by inspiration of God f 
 You will say, perhaps, we have translations ; ah, 
 but who made these translations ; and are they 
 true to their originals :" and when these wear out, 
 who will furnish you with others? The languages 
 iu question, then ought to be studied. 
 
 As to Natural Philosophy, it proposes to in- 
 vestigate the powers of nature, to explain the 
 properties of natural bodies, their action upon one 
 another, and to show how this action may be ap>- 
 plied, so as to subserve the comfort and con* 
 venience of mankind. Now as we are continually 
 conversant with material objects, and obliged to 
 use them in providing for our sustenance and pre- 
 servation-, it seeins desirable that, we should 
 know how to use them with the best effect. This 
 IS the professed aim of this branch of physical 
 science ; and this it does, to an extent, little con- 
 sidered^ and, therefore, little known or acknowU 
 f?dged by most men. It is, indeed, scarely pos« 
 sible to estimate the benefits which accrue to 
 society from the knowledge and application of 
 the mechanical powers alone. How amazingly 
 is the muscular strength of an individual aided 
 by the inclined plane, tlie wedge, the screw, the 
 
21 
 
 axle and the wheel, the pulley and ihe lever ! 
 To what a variety of useful purposes are atmo- 
 spheric air, water and steam applied, by a right 
 understanding of the properties and powers oS 
 these substances I It is by the principles of phi» 
 losophy, and the proper use of the implements 
 and engines founded thereon^ that, from raw and 
 rude materials, your dwellings, your mills, and 
 factories, your ships, fortifications aiad canals are 
 constructed r and a thousand other machines and 
 contrivances put in motiofi, all contributing to 
 augment the power, and promote the comfort of 
 civilized man* 
 
 The Science of Mathematics, riearly related to 
 or rather embracing that of which We have just 
 been speaking, is comprehensive in its rajige, and 
 eminently practical* It treats of tlie ratio and 
 comparison of quantities. It is a methodical con- 
 catenation of principles, reasonings and conclu- 
 sions, conductitig us to absolute and indubitable 
 certainty. It teaches us how to measure time, 
 space, and distance, — to apportion out ■ the land 
 to its inhabitants, — to navigate the seas, and trav« 
 el among the stars. But the time would fail us to 
 speak of the almost endless uses and valuable 
 
2^ 
 
 purposes to which this masculine and noble de.- 
 partment of human science is applicable. Math- 
 ematical studies not only conduce largely to the 
 comfort and convenience of society, but exert a 
 most benign influence on the mind of the student 
 himself. ^' The Mathematics," says the great and 
 excellent Dr. Borfow, ** effectually exercise, not 
 vainly delude, nor *vexatiously torment studious 
 minds, Vvith obscure subtilties, but plainly de- 
 monstrate every thing \vithii> their reach, draw 
 certain conclusions, instruct by profitable rules, 
 and unfold pleasant questions. These discip- 
 lines also inure and corroborate the mind to a 
 constant diligence in study ; they wholly deliver 
 us from a credulous simplicity, and most strongly 
 fortify us against the vanity of scepticism ; they 
 effectually restrain us from a rash presumption, 
 most easily incline us to a due assent, and per- 
 fectly subject us to the government gf right rea- 
 son. While the mind is abstracted and elevated 
 from sensible matter, it distinctly views pure 
 forms, conceives the beauty of ideas, and inves- 
 tigates the harmony of proportions : the manners, 
 alsp, are sensibly corrected and improved, the 
 affections .composed and rectified, the fancy 
 
23 
 
 calmed aiid settled, and the understanding raiied 
 and excited to more divine contemplations." 
 
 Against Chemibtry, the prejudice is peculiarly 
 clamor oiis and inveterate ; and the reason is ; — 
 its nature and objects are not known to multi- 
 tudes, who are continually feeding on its pleasant 
 fruits. Its professed design is to analyze, and 
 explain the qualities of all those material snb- 
 stances, which the Creator has intended for the 
 use and happiness of man. Its subjects are so 
 numerous, that, a bare classification of them, 
 would occupy more time than can be spared, for 
 the purpose, on the present occasion. Suffice it 
 to say, that, it teache§ us how to cultivate the 
 field and the garden, so as to secure the utmost, 
 in quantity, and the best, in quality, of their ines- 
 timable productions ; — that, it instructs us in the 
 most eligible methods of preparing food, and all 
 the varieties of vinous, spirituous, and fermented 
 liquors, — and in the important arts of bleaching, 
 tanning, and colouring the fabrics of which our 
 wearing apparel is made. And are not these 
 practical and uselul matters ? Do they not merit 
 some share of regard, in a course of liberal 
 education ? 
 
24 
 
 , ^3^he Philosophy of the human mind, together 
 with morals, and Logic, and all tliat ex^tensjve 
 range of topics designated Belles Lettres, open 
 befQre4isa wide field, and rich as the gold of 
 Ophir, fragrant as the rose, and beautiful as the 
 rainbow. The prominent objects of these kin- 
 dred sciences are ;— ^to investigate the faculties 
 and properties of the mind, and exhibit the best 
 methods of acquiring, retaining, arranging, and 
 communicating knowledge ; to expound the law 
 of duty, a;ad demonstrate how we may^ and why 
 we should conform to its dictates ; or, in other 
 words, to introduce us to an acquaintance with 
 ourselves, considered as intelligent and moral 
 agents, and to put us in the \^'ay of doing our du- 
 ty in all the relations of social life. It is not easy 
 to coacelve of object^ more worthy of attention , 
 or inore important in their bearing on individual 
 happiness, and social order, than arc these : and 
 the literary institution which sends forth, annual- 
 ly, a corps of youth, well indoctrinated in the 
 science of duty, inured to diligence, subordina- 
 tion, and sobriet}i of manners, renders to com- 
 munity ample remuneration for .any patronage 
 that may have been bestowed upon it, A dis- 
 
25 
 
 tlngui shed writer, on the philosophy of the mind, 
 reckons it among those preparatory disciplines, 
 which Bishop Berkley has happily compared to 
 '* the crops which are raised, not for the sake of 
 the harvest, but to be ploughed in, as a dressing 
 to the land." 
 
 One thing more, and your patience shall be 
 speedily relieved ; — I mean the religions instruc- 
 tion which should enter into a course of liberal 
 education. That some attention is due to this 
 subject, will, probably be conceded by all sober, 
 christian people. Yet it is a matter about which 
 we ofcen hear complaints ; and, indeed, to avoid 
 giving ground of complaint, it requires to be 
 managed with great care. It so happens, and, 
 from the nature of the case, it is likely so to hap- 
 pen, that in every institution of learning, some 
 particular denomination of christians has the pre- 
 dominant influence ; and, as a consequence, it is 
 supposed that the religious instruction given, will 
 be of a sectarian tincture. This is regarded, as a 
 grievance, alike by the bigoted, and by those 
 who profess to be extremely catholic, and by 
 such, for such there are, as feel and avow a re- 
 
 / 
 
26 
 
 pugnance to religion, in all its christian forms. 
 Now, if there be^sw^jh a thing as U^i© religion, 
 and if, as we read in the Bible, " it be profitable 
 unto all things f having a promise concerning both 
 the present and the future life," would it be wise, 
 -—would it be reasonable, — would it be consist- 
 ent with approved practice in other matters, to 
 neglect it altogether, in the training of our youth ? 
 As to the manner and measure in which it is to be 
 attended to, sound discretion and good sense 
 must determine. That no creed, embracing the 
 peculiar tenets of any one sect, should be im- 
 posed ; — and, that, the instructions, on this sub- 
 ject, should be liberal, and free from sectarian 
 c|nt;, is indisputable. This, is, demanded by 
 Xm rights of conscience, and it is well guaranteed, 
 b3f the free institutions, and tolerant sentiments 
 and habits of the people of this country. And 
 that these views are entertained and practised 
 upon, in most of the public seminaries in the 
 United States, may be easily ascertained, by any 
 one, who will take the trouble to make the inqui- 
 ry. I spent five of the happiest years of my life, 
 in the " College of New-Jersey," at Princeton, 
 and, to use the words of the Revt Dr. Green, 
 
27 
 
 late President of that institution, *' I can most 
 unreservedly declare that I never heard a dis- 
 course" delivered to the students, *' that could, 
 with any show of justice, be denominated secta- 
 rian.* As to the measure or amount of religious 
 instruction, proper to be given in a collegiate 
 course, it ought, in my opinion, to be considera- 
 ble, and to be regular, and systematic ; — some- 
 thing more than occasional advice about moral 
 conduct, or laboured lectures on the attractions 
 of virtue. It ought to be Biblical, strictly, 
 and in the Bible mode, '* Line upon line, line 
 upon line, precept upon precept, precept upon 
 precept," enforced by all the *' suavite)' in modo 
 et for titer in r^" that parental kindness, and 
 christian faith, and the love of souls can inspire. 
 Young men, as well for their own sake, as on ac- 
 count of the influence which they may be expect- 
 ed to exert on the general tone of public scnti* 
 ment and manners, should not be permitted to 
 pass from the consecrated walls of their Alma 
 Mater, without some acquaintance with the sacred 
 scriptures, or without having been conducted 
 
 * See a volume of excellent Discourses, &c. includ- 
 ing a Historical Sketch of the College, recently publish- 
 ed, by Ashbel Green, D. D. L. L/D. 
 
28 
 
 through a careful examination of the grounds 
 upon which the Christian Religion claims their 
 faith. And I am happy to find that the promo- 
 tion of religion was a primary object with the 
 ^vorthy founders of this college. In an address 
 of the venerable John Dickinson, Esq. then pres- 
 ident of the Board of Trustees, delivered in 
 April, 1784, he says " that they," i. e. the first 
 friends and founders of the College, ** thought 
 that they could not better employ the beginning 
 of the peace, so graciously bestowed, than by- 
 forming an estabhshment for advancing the in- 
 terests of Religion, Virtue, Freedom and 
 Literature. Let the friends of Dickinson 
 College, and of our beloved country, ever and 
 assiduously cherish these things in union. They 
 form a four-fold cord, — the only cord, of suf- 
 ficient strength to bind human society together, 
 for any length of time, and with any tolerable 
 degree of comfort. 
 
 It cannot be, that an institution, which aims 
 to promote such important objects as these, will 
 be left to languish, for want of patronage, in the 
 heart of a great nation ; in the very centre of the 
 weaUhy;» the populous and happy Commonwealth 
 
29 
 
 of Pennsylvania. No; it cannot be; — we will 
 not indulge the mortifying apprehension, that, 
 we shall be cramped and trammeled, in our en- 
 deavours to do justice to the youth committed to 
 our care and instruction, through the want of a 
 Library and Philosophical Apparatus, suited to 
 the age in which we live, and to the present im- 
 proved state of literature, science and the arts. 
 We do respectfully solicit a share of public fa- 
 vour, and an interest in the prayers of the pious : 
 but we confide mainly in the smiles of Divine 
 Providence, without which, no enterprize ca;?, 
 or should prosper. 
 
 FINIS. 
 
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 'AUGURAL ABBRESS 
 
 DELIVERED BEFORE 
 
 THE TRUSTEES OF 
 
 DICKINSON GOI^EGE, 
 
 CARLISLE/ PA» 
 
 NOVEMBER 9, 1824. 
 
 3Y 
 
 sVILLIAM NEILL, Br D. 
 
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