Class L fi^ ^K Book - / ^f SMITIISOXIAN DKl'OSIT. IB9'^ THE HISTOET OF HIGHEE EDUCATION IN RHODE ISLAND. a. disseetation presented to the board of university Studies of Johns Hopkins University for the Degree of Doctor of Philosophy WILLIAM HOWE TOLMAN. 1894. / FRONTISPIECE. FIRST BAPTIST CHURCH. Biographical Note. William Howe Tolman was born in Pawtucket, Rhode Island, June 2, 1861. He prepared for college at the University Grammar School, entering Brown University in 1878, and graduating with the degree of A. B. in 1882. After teaching for several years, he entered the Johns Hopkins University in 1888. His major subject was History, first minor Roman Law, and the second minor Admin- istration. The subject of his dissertation for his Doctor's Degree was " The History of Higher Education in Rhode Island." THE HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. a dlsseutation puesentkd to the board of university Studies of Johns Hopkins University for the Degree of Doctor op Philosophy WILLIAM HOWE TOLMAN. 1894. TABLE OF CONTENTS. Page. Letter of traosmittal 9 Introductiou 11 PART I. COLOXIAL AND LATER EdUCATIOX 13 Sketch of the coloiiy 13 Colonial traits 13 Roger Williams 14 Contributory sources o^ education 16 (Sunday schools 16 Stephen Hopkins, a type 17 Libraries 18 Colonial education 19 Variety of schools 19 Support of schools 20 Schooihouses and rooms 21 Slow educational development 23 Separation of church and State 23 Disputes regarding the boundary 24 Isolation of the planter life 25 Free public school system 25 Early methods 25 Efforts of the proprietors 25 John Rowland 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 Institute 66 Smithtield 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. Bh( )wn University , 93 lutioductory i „ 93 James Manning, 1764-1791 94 Desigu of the college 94 Biography of Mauuiug 95 Correspondence 96 Funds 97 Location 97 First commencement 101 Course of stndy 103 Mtinagenieut 104 Prominent men 104 Discipline 105 Land and buildings 107 Revolutionary period 108 Closing years of Manning Ill JONATHAxX Maxcy, 1791-1802 Ill Policy of the college 112 Sketch of President Maxcy 112 Asa Messer, 1802-1826 114 Introduction 114 Foundation of professorship of oratory 114 Change of name 115 University Grammar School 116 Hope College 116 Biographical sketch of Messer 117 His policy 118 Reminiscences 119 Francis Wayland, 1826-1855 120 Biography 120 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 l^niversity extension 133 Barnas Sears, 1855-1867 133 Early days 134 Public services ^ 136 Peabody trust fund 136 Scholarships 139 Exemption from taxation of college i)roperty 142 Agricultural lands 144 Professor Dunn 145 Alexis Caswell, 1868-1872 148 Biography 148 The man and teacher 149 Professional services 150 Closing days 151 TABLE OF CONTENTS. 5 Page. E. G. Robinson, 1872-1889 152 Slater Hall 153 Sayles Memorial Hall 153 Library 156 Professor Dimaii 158 Professor Chace 162 Professor Greene 165 Elisha B, Andrews, 1889 167 Course of study 168 Wilson Hall 182 Present policy 183 Professor Gammell 188 The library 190 Brown in '61 194 Societies 196 Athletics 199 Professor Lincoln 199 PART V. TiiK Rhode Island College of Agriculture and Mechanic Arts 201 Courses of instruction 202 Bibliography 209 LLUSTRATIONS Page. First Baptist Church, Providence Froutispiece. 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 Gymnasium 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 transmit herewith for publication the mono- graph entitled "History of Higher Education in Rhode Island," by Dr. William Howe Tolmau. This monograph is No. 18 in the series of " Contributions to American Educational History," edited by '^rof. Herbert B. Adams. The present circular, relating to the history o:^ one of the original thirteen States, whose colonial history goes back to 1036, 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 1764, 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, 1790, and Stephen Hopkins, of whom President Manning said : '< Few men in ijublic 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 TRANSl^ITTAL. Providence in 1663), with the efforts of John Howland and Heniy Bar- nard in edncation, are briefly bnt intelligently discussed. The second part is devoted to the studj^ of academies and prepara- tory schools. The University Grammar School, whose principal, James Manning, was the first president of Ehode Island College, Greenwich Academy, and the Friends' School are perhaps the three most impor- tant. The third part is devoted to the edncation of women. The fonrth jiart is a history of Brown University. The history of higher edncation in Ehode 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, Eobinson, and Andrews, the labors of such professors as Lincoln, Harkness, Dunn, Diman, Gammell, and others were and are of that efficient because personal character that imparts the highest intellectual instruction to the student. The Ehode Island College of Agriculture and Mechanic Arts was organized and chartered subsequent to the date of i)reparation 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. E. 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. HoKB Smith, Secretary of tJie Interior, Washington^ D. C. HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. INTRODUCTION. 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 w^as there a general system of education. It is, therefore, difticult to determine wliich were the institutions for higher education. Some with r.o more pretentious title than "school," " acad emy," or " seminary" gave instruction in their advanced classes in some of the studies pursued in the freshman class in college. It seemed fitting that such institutions should have a place in the history ot higher education, and a portion of this monograi)h has been devoted to academies. A sketch of common-school education has been given 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 17G4. 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 prosperous 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 influences, but their advantages were 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. catioii. The majority of the academies offered instruction to both sexes. Some were entirely for female instruction, and have been described in the chapter ou 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 v.irious administrations. There have been seven presidents previous to Dr. Elisha B. Andrews. The treatment of the earlier administra- 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 benefits 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 LATEE EDUCATION. Sketch of the Colony. Ill writing- the history of education in Rhode 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 uot 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 intinitely difficult a business government is, desired uo bold experiments. They preferred, so far as circumstances permitted, to walk in the old paths, to follow methods which exj)erience 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 pliysical 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? Was the environment such that when an educational movement was started it could grow under the stimulus 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 aninuis 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 iirevious to tlie 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, spelling book, and primer. Besides these there were 2 or 3 women schools. When one had learned to read, write, and do a sum in the rule of three, he was fit for business. 13 14 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. Mannors and f;ushii)ii8 were very plain. The dress in general was meant to be durable. Men mostly with wasli-leather breeches; cloth for most ])urj)08es gener- ally mauufaetnred in their families; laborers of almost every description with leather aprons; the best dress of the most opulent was of English manufacture, in 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 Pomfrct, 36 miles, in a chaise. The road Avas so stony and rough that I could not ride out of a slow walk but verj' little of the way, I was near two days in going, such was the general state of our roads at that time. Business and occupation was similar to what it now is, except machiiu' manu- facturing. Furniture in general was very plain, mahogany was little known. Almost every article of w(fbd was straight, without much paint or ])olish. But little crockery and that of a coarse kind. Pewter aud 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 jjewter quart pot or earthen nuig. In my youngest days there were few carriages besides carts, consequently wheu women wanted tjo 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 trifle to what are to be. Such was the statement of a man writing of the mivly part of the eighteenth century.' ROGER WILLIAMS. The early settlers of our colonies need no eulogy. What they wrought speaks for itself, and we of to-day 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 wlio were in rule. It is easy to bring against these men the charge of intolerance and uncharitableness; but they had left their 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 n(me the less infiexible, Wheu, therefore, men came who indulged in views and opinions counter to their 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 accomplished 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 Roger 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 summoned 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 liim in 1035. Whereas Mr. Roger Williams, ouc 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 perform, 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.' lie 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. lie 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 charter was suspended during the administration of Andros, in 1686, the government was simply taken up by each town and these local units continued. In 1642 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. ^lUd, p. 41. ''lUd, p. 115. 16 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. The charter was signed Thursday, March 14, 1G13-'14, and the colo nies were united as "The Incorporation of Providence Phmtations iv the ISTarragansett Bay in Few 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 whici' 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 were the personal influence of men of whom Stephen Hopkins was a type, the conservative 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 Eobert Eaikes in England iu 1781, and were designed at first to give secular instruction. 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 iu Pawtiicket at an early date and under peculiar circumstances. Although the attempt to rear a meetiughouso was begim in 1793, it was years before the edifice was so iar completed as to he lit for a congTegation, 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 au 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 mill were conferring together one Sunday morning as to where they should go. Said one of them, "Let's go up to Smithficld and rob Mr. Arnold's orchard; that will be fine sport." But the youth tirst 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 placet! for a time under his charge. He resolved to remove froui them one form of temptation and i^romptly said, "Boys, go into my house iind I will give you 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 for secular instruction. Its library consisted of two testaments and three Webster's spelling books. ' Historical sketch of Pawtucket, Rev. Massena Goodrich, p. 9. COLONIAL AND LATER EDUCATION. 17 STEPHEN HOPKINS. Altbougli the educational activity of the other New England colonies was in advance of the colony of Ehode 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 w^ho 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 Hopkins, said : Few men in public life at that time had so thoroughly applied themselves to th© study of books and men. Hence in colonial days, everything which tended to bring the people into relation with their fellows, either by individual or associated effort; all work of .^ public nature, like the establishment of custom- houses, the improvement of the roads, provision for a postal service, all such eftbrts lessened their isolation and rendered possible the contact of mind with mind. Then arose the need for sucli 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 freedom and education went hand in hand with industry and economy m 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 Aaken 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: He attached himself in early youth to the study of boobs and men, and continued to be a constant and improving reader, a close and careful observer, untilthe period of his 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 libraVy. 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 the Albany congress. To a young man of his marked capabilities, his quick instincts, and his lively appre- ciation of all phases of hunum life, there 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 EDUCATION IN RHODE ISLAND. which be would li,v uo means allow to jjass him iuiimpio\ od. I'liis, it must be remem- bered, was the Newport of Dean Berkeley and of the geuial diviues, Rev. Mr. Hony- mauand Rev. Dr. MacSparran ; of Smibert, the painter, aud, alittlelater.of the youth- I'ul Gilbert Stuart ; of such merchant princes as the Wantons, the Malbouer, 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 perioil when such families as those of Wanton, Brentou, and A^ernon, Bull, Coddington, Brinley, and Robinson furnished the cultivated society for which the town became eminent, ane. it may be seen how tlie ini^nence of a man like him woukl be exerted in favor of all that concerned education. LIBRARIES. Another contributory source to education, although closely allied to personal influence, is that exerted throuj^h the libraries of the day, more or less extensive. A name prominent in the origin of the liist library in the colony, is that of Dean Berkeley. The arrival of George Berkeley, Dean of Derry, and afterward bishop at Cloyne, was a Joyful event in the history of Newport, and important in its results to the other colonies. A corps of literary men and artists accompanied him, among whom was Smibert, 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 necessity ; 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 opportunity to lead just the life of retirement that he wished, and selected for his residence the town of !N"ewport. 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 rules are of interest. Whereas, A. D. 1730, Messrs. Daniel Updike, Peter Bours, .lames Searing, Edward Scott, Henry Collins, Nathan Townsend, Jeremiah Condy, and James Honyman, 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 efl'ectual answering the end of our institution, do agree to enter into a Foster's Stephen Hopkins, vol. i, i)p. 71, 75. - Arnold, vol. ii, p. 99. COLONIAL AND LATER EDUCATION. 19 more strict eTigagciueiit and establish the following as the laws and 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 question iu divinity, morality, philosophy, history, etc. (2) The member who pro[iosed the question shall be moderator (j)?'o hac vice) and see that order and deceucj^ be maiutaine sentiment regardiiij;' higher education: In 1G90 II tract of laiul in tho town of Kingstou was couveyed to Harvard Cr-- lege for and towards tho 8iii)p()rt and education at the said college of those youths whose parents were not of sufficient ability to maintain them. In 1716 a gift of £oO for tho college in Connecticut was made by .Tahliel lUentou, of Newport. In spite of what Rhode Island had to contend against in her settlement and govern- uieut, there wei'e schools of all kinds, although no uniform organizt'd system. The early schools were selector private schools, although movements for free schools were very early made, but the time had not come for them. An advertisement from the Xewport ^[ercury 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 and decimal, geometry, trigonometry, and navigation, with several other branches of mathematics. He proposes to open a separate school on the first Wednesday of .lune next, to continue the summer season, beginning at half after six o'clock and concluding at eight, and in the afternooti (each day except Thursday and Saturday) from live till half after six. for the instruction of young ladies in writing and ai'ithmetic. As ho 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, schoohuistress in Newport, 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 appears to have given more attention to a commercial training: Thomas GrT'ecne, in Barrister's row, hereby informs tho public that ho proposes to open a school the fust 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 alaci'ity. He has, as usual, an assortment of English goods, &c., at a re.asonable rate. Newport, April 14, 1766. The notices of these schools vrere 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 dirterent from what it is now. The following notice in the Mercury for October 5, 17G7, will illustrate this method : Scheme of a lottery granted by the general assembly of the colony of Rhode Island, &c., for raising £150 lawful money, to be api)licd towards finishing theiiar- sonage house btdongiug to the Baptist C'hurc . in Warren and rendering it com- COLONIAL AND LATER EDUCATION. 21 modions for the reception of the pupils wiio are or who shall be placed there for a liberal education. * * * It is hoped that the extraordinary expense of that iiifiiiit society in building a now meetinghouse and i)arsonage house, as far as the building is advanced, together with the immediate necessity of room for the pupils under the care of the Kev. 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 }mrchase the tickets. Another means of support for the schools was the income from the school lands. t^UAKTEH MEETINCi, J^jHl 17, 1709. Mr. William Gilbert being cho.sen schoolmaster for ye town of Newport, and pro- posing that upon conditions the quarter meeting graut him the benefit of the eclidol land, viz., the chamber and sellar and the jirofit arising from ye school land in this part of the town, and sonui conveniency for keeping of iire in the winter season, he is willing to teach school for the year ensuing, and to begin the second Monday in May next, voatedand allowed an act of the quarter meeting. Tuition also defrayed some of the charges. At the fourth meeting held in Bristol, September 7, 1G82, it was voted "that each person that hath children in town ready to go to school shall pay 3(Z., the week for each child's schooling to a schoolmaster, and the town by rate, according to each rateable estate, shall make the wages amount to twenty-four pounds the year." lu the same town a source of revenue was acquired from allowing certain persons to keep houses of enter- tainment, on condition of their paying sums of money for the benefit of the school. The licenses varied from 21.9. to £4. Yet again in 1729 the schoolmaster was instructed to receive from each scholar As., or in default of the money, which was not always easily obtained, its value in firewood. The money tlius raised was called "wood money." Payments in kind were often received, the latter being one of the various commutations. SCHOOLHOUSES AND ROOMS. From various places descriptions of the school buildings and rooms have been gathered. Rooms occupied for school purposes for the common grades were some vacant car- penter's shop, some spare room in an old dwelling house, or, if you will indulge credulity, some unoccupied barn with a stove pipe chimney. Schoolrooms in those days were unique and curious to the refined taste. The old stone chimney, with a fireplace 6 or 8 feet wide and stone andirons, with a glowing fire made of oak or walnut wood, the cross- legged table and the long writing desks on two or three sides of the room, the benches of sawmill slabs and round legs with the bark on, are true emblems of " ye olden time." Kound the walls of the room, on three sides, wide boards were fastened at a suit- able height and inclination for waiting desks, in front of which seats, usually made of slabs or plank, were placed. The rooms were sometimes ceiled, but rarely, if ever, plastered. The huge fireplace and numerous cracks served for ventilation. At first private schools were kept in unoccupied rooms of dwelling houses, accom- modated with rude fixtures not the most convenient. Within the bare walls oi those cold but well-ventilated schoolrooms were gathered the cliildreu, the youth, 22 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. ami till' riill-ixrown yonnj;- nicii iiiul wtmuMi witli tlicir Tostaments, nillworth's Spell- ing Hook .and Arithmetic, Murray's Third Part, slato and pencil, and two sheets of foolsi-a)), goose (inill, and ink blotter. Tiie schools were often very crowded and very uncomfortably seated. Stoves were unknown, and, as a consequence, the huge chimney, with its broad lirt-placo, insured the best of ventilation, thus furnishing the sturdy boys of the olden time an abun- dance of i>uro air. With reference to book.s, witli which the schoolroom of the day is so well furnished : Hut few books were to be olitained. Indeed, the spelling book was nearly the only kind of printed book known to the schoolroom in eaiiy times. This contained, in addition to the lessons in spelling, lessons in reading. Usually no printed text-book on the science of arithmetic was used. The nuister had what was called his "cipher- ing book.'' This was in manuscript — a copy of some other master's book. Probably originally it was a copy of a i)rinted text-book on the subject, with the addition of the solutions of the problems. The scholars copied the delinitions and rules. Usu- ally the master wrote the problems in the books and then the learners solved them, if able, and copied the solutions into their l)ooks. Fractious wore omitted as being useless. Mucli stress was placed on the " rule of three,'' especially what was called the "double rule of three." For writing the scholars u.sed loose sheets of paper or a number of sheets stitched together. Copies were written by the masters, some of whom have loft proof in this form of wonderful oaligraphy. (yhanning, in his Early Recollections of Newport, relates the following incident rej;arding' Webster's Si)elling' Book: William Cobbett, a renowned satirist of the day, publi.shed in one of his political essays a last will and testament, which contain^ the following item: I give and beuess of himself for hia spelling book, that children may no longer be frightened from their studies; with this special proviso, that he omits the usual addendum t)f esq. from his name. To the educator of the present day the old ideas of disciplinci seem stranj>e, yet they were effective in cultivating- a spirit of reverence for authority, and the youth of those days were not very deficient in courtesy and politeness. Ueuarding- the discipline of the schools U. G. Chanuing says: On the rostrum were two or three chairs for distinguished visitors and a small desk for the master, on which reposred, not often, a punctured ferule, surmounted by an unpleasant-looking cow skin. So exceedingly disagreeable were the daily ministrations of these instruments of instruction that every method was adopted for their destruction. But tlie master was more than a match for our organ of destrnctiveuess. It certainly was not the prototype of the school at Rugby, where Dr. Arnold ruled successfully without making any of the distinguishing marks which characterized my pupilage. Exhibitions of authority constituted day by day a series of domestic tableaux. The discipline of the school was in accordance with the government of the home. It was arbitrary, with rare exceptions, in the extreme. The fertile and cow skin were almost deified. Apologies increased rather than abated the swellings of the hand and the wales upon the back. An appeal to parents was of no more avail than beating the air. The severe discipline was not interfered with by the clergy, for in their day they had to run the gauntlet; and as the men, and even the boys, of that age were notoriously addicted to swearing. drinking, gambling, and other vii;es, it Avas deemed necessary to subdue these evils by blows. No faith existed, then, in moral suasion.' • - " ' Early Recollections of Newport, R. I., by Rev. George G. Chanuing. COLONIAL AND LATEE EDUCATION. 23 Slow Educational Development. ciiuRcii and state. Ill the colony of Rliode Island the attention that was given to educa- tion was not so definite nor so early as in tlie sister colonies. Harvard was founded in 1038, Yale in 1702, while lihode 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 (;olony 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 wiiich 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 Haptist, denying any myurtal power over the immortal mind ; the benign Quaker, seeking only to be guided ny " 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 ])rinciples broad euougii 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 Ohurch," speedily followed to occupy a Held 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 Mather, a quarter of a century later than his previous denuniciation, after having himself assisted at the ordination of a Baptist clergyman in Boston, writes in a let- ter to Lord Barriugton, describing, although not .acknowledging, the progress of Khode Island principles, that " C'alvinists 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.= Chuich and state were separated. In other colonies appropriations were made for schools and churches. In the year 1650 public educa- tion was compulsory in every other colony in Xew England. On account of the doctrine of sei)aration in Khode Island, large numbers of the ministers were without any special training; in fact, the founda- tion of the college Avas in order that members of the Baptist denomina- tion might have an institution where a liberal education con Id be acquired. Children grew up without the opportunities of securing an ' Aruoltl, vol. ii, p. HH. 24 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. education, ovoii if tlieir parents had sufficient means to furnish it to them. 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 trietl was of benetit 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 royul will and pleasure is that uo person within the said colony at any tiuio hereafter shall be any wise molested, punished, disquieted, or called in question lor any ditVereuces in opinion in matters of religion, and do not actually disturb the civil l)eace of the said colony; but that all and every person and persons may, from time to time and at all tinu^s hereafter, freely and fully have and enjoy his and their own judgments and consciences in matters of religious concernments throughout the tract of laud hereafter mentioned, they behaving thcmsehes peaceably and quietly, and not using this liberty to licentiousness and profanoness, nor to the civil injury or ontwai'd disturbance of others: 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. BOUINDARY DISPUTES. A second reason for thenon-establislnuent of a public-school system was the dispute concerning the boundary between Rhode Island and the neighboring colonies. The prinei[)les and ideas of the colonj' 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^nd the encroachments of her neighbors warded off. Not till 174(5 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 Mill 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 eases 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 private feeling, were more bitter and continuous. COLONIAL 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 commuui- 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 opportunities 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 sy^item of education. Public-School System. Early methods. The adoption of a free i)ublic-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 pooier 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, 16G3, 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 lowhind 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 Historical Society, February 19, 1851. 26 IllsroiiV OF IIKJIIKK KDUCATION JN RHODE ISLAND. 'I'licrc were iilso simmIIci' schools siippoitcd by jdivatc cliwrily. A school ill Ncwpoil was cslahlislicd by Nathaniel Kay, to '' teach t«*u ])oor boys their i;iaiiiiiiar and the mathematics ach as many ]>oor cliildien as lie can attend in the {Slate Ilonsc a l"ew hours in the moi-niiif;'." 'i'he "Female H(uiev()Ient Sotriety" announced (hat a t(MV childr(Mi (;onld be admitted into their school, in IHOS tlie "Atrican lU'iievolent Society "opcMied a school, tlio object of which was the '" free instruction oC all the ccdored people of this town who are inclined to attend." The Sunday school, in its early days, was an element in secular inslrnction. These ellbrts for (Mlucation outside of what, was done by the State kept the matter (»f State action tor public schools bel'ore the community. We retraccour steps totliey<>ar 17(17 in Pro\ idence. ^Vt that time the town madi'. a \ ij^orous (^Ifort I'or free public schools. A proposition was made to build four schoolhouses and place the control of the schools in the hands of a committei^. Accordingly two committees were chosen, one to supervise tlu^ construction of the buildinji;s and the other to pro- ^■id<' for the };()\ernment of the schools. Tlu^ reports on this nuitter weu' both rejected, but the report of these(;ond committt;e was in writ- in<4' and shows the desi<»n of those who were interested in the free pub- lic schools. At the beginning' of the re|)ort it was stated: 'V\u- ('(liu^iilioii ()l" voiitli, Ix'hif;' a tliiuj; of IIk* lii-st miportaiUHi to cvin.x isoi-ioty, ;;o, and nsii- fiil li((M'!itiir(\ iind a succession of al>l« iiiid iistd'nl iihmi iO'o ])ro(hico(l with 8uital)lo (]ii:ililic;itioii for s(M'\ iii^- l.lit*ir country with ahility and Caitlibilnosa ; and institu- tions of (iiis n.ilun* aro tlio inoro useful l)y how niucii t-lio uiore liheral and fr<rovide(l at the expense of tlu^ town. Every inhabitant of the town was to (MiJ(>y theey (he coiuiui(lc(>, hut a uuuil)t>r of (lie inhaldlants (what 18 most surjuisinj;" and n, tlio plan of a frcy a tax, was ^c.i«^(•lcd hy the ])oor(M- sort (d" (h<^ i)(>o]>lo). l>einin strauyoly hnl away not to HOC tlndr own lis wi'll ;is tlio piihlic intorosta thoroin (hy a fow objoctora at (irst), either hcc;ius«> I lioy were lud ( lu' i)roiectors or liad not i)nblir spirit to oxecntoHO hiud,il)li' a d(isi<:;n, :iiid w lucli was first vidod hy the town with jjreat I'reodoui. M. H. COLUiNlAL AND LATER EDUCATION. 27 At tliis time in Piovideiu;o tlicic. weie lOH lioiisi's, iind lU 1 inliabitants (incliiding' 18J) children betwcuiii tiie aji'es of 5 iiiid 14) on tin; west side of tlie river. By the rejection of the report of tlui coniinittise 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: TLey have eudeuvorcd to siigjj;o8t some gouoral outliucs loi- tho regulation of schools as they are uow siipportoil by individuals, but are of opinion that no ed'cc- tuiil method can bo devised for the encouragement of learning and the goneriil dif- fusion of knowledge and virtue among all classes of children and youtli until tlm town sliall think proper to take a matter of so much importance into their own hands and jirovide and support a sul'licient number of .ju arrangement was that those attended who could pay the tuition asked by the instruc- tors. In 1791 a ]>etition was made for the establishment of fi-ee public schools. In 17!)5 a resolve was passed to establish " schools for the free edu- Ciitiou of the inhabitiuits of the town, and that the expense of the same be deliiiyc^d out of the town treasury." Till the year 1800 the reso- lutions that were ])assed were excellent, l)ut theii- provisions were not carried into effect. JOJIN IIOWLAND. The i)ublic school system of tluj Stat«; is indebted as mu(;h to .John Howlandas toany other man. He was not wealthy or highly educated; nor did he occupy an inHuential j)osition in the community. He was born in Newport in 17.")7, and at an early age w;is sent to I*roviden(;e to be apprenticed to a hairdresser. He served eighteen months in the Revolutionary army. A short while after his return to Providence lie had a barber sho|) of his own, and it was a favorite resort of the towns])eople. Judge Thatcher re(;orded in his diary that he was re<;- ommended to go and be sliaved by Mr. Howland as the best i)relimi- nary to any im[)ortant inlbrmation on subjects of local history. Later he became treasui<^r of the fust savings bunk in Providence. He was also at one time president of the Khode Island Historical Society, and assisted in the formation of a peace society, of which he was pres- ident. He was a member of the Mechanics' Association, and in connec- tion with this organization he began to work for a system of free ]>ublic schools.' • History of Public Education in lihode lsl;iiicl9; Henry Rousmaniere, 1861-1 8G3; Hon. T. W, Bicknell, 1809-1875; Hon. T. B. Stock well, 1875 till the preseiv: time, PART II. ACADEMIES AXD PREPARATORY SCHOOLS. INTRODUCTOKY. The educatioual j)hases of the academy in ]^ew England within the last century and a 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 the 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 otfered tlie 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 prytan^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. Tlien, 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 offered 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, iu 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 important. In education nothing is small, for often an idea or an impulse is imj)lanted in the mind of someone so that he is the means of placing within the grasp of others those advantages from which he himself was debarred. Between the years 1790 and ISOo 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. Siu^b were some of the institutious which made application for charters, as they appear on the records of the assembly. Some advanced no fartlier than the clmrter; others made a creditable beginning; while a few existed for such a period that a more detailed account is fitting. There was only one college in the State — Tihode 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 instrnction iu navigation, and tliat was taught at the academy. If it appears 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 affording opi>ortunity for the student to pursue studies taught in the freshman class of our colleges. A great amount of good was accom- plished by the moral influence of these schools through the strong personality exerted 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 1704. 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 iu 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 re<| nested me to take and educate their sous, this may inform them, and others disposed to put their children under my care, that the Latin school is now removed and set up m the college edifice, where proper attention shall he given, by a master duly qualiiied, 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 attended to. Any who choose their sous should board iu commons may be accommodated at the same rate with the students, six shillings per week being the price. And I flatter myself tiiat such attention will be paid to their learning and morals as will entirely satisfy all who send their children. All books for the school, as well as the classical authors .read iu college, may he had. at tbe lowest rate, of the subscriber. Jamk.s Manning- Providence, July 10, 1772. ACADEMIES AND PREPARATORY SCHOOLS. 35 The early accounts of tlie school are meager, but Mauuiug wrote to a friend in 1773 that the Latin school under his care had about 20 boys. The next public noti<'e 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 propriety, as well as in writing and arithmetic, such part of their time as their parents or guardians direct. College Libuary, March 22, 1116. 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 i)er quarter; English at 16 shillings. Wilkinson and Learned. Pkoa'idence, Octoher 20, 178G. From 1786 till 1791 the school seems to have been independent of the college. In 1791 the corporation voted to secure the school again : VoUd, That the president use his intluence and endeavor to establish a grammar school in this town as an appendage 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 keep 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., l)e 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. 41 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 1824, but from 36 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. tliis time it is uncertain wlietlier or not tlie 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 supplied by Emory Lyon. The school continued under theprincipalship of J)rs. 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 i)resent 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 Avho 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 j^er quarter. Students from abroad can be boarded in the vicinity of the school at rates varying from $2 to $3.50 per week. CLASSICAL DEPARTMENT. 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 Caisar, 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 accomj)anied by daily exercises in the Greek grammar or Greek prose composition. Ancient history and geography and the Greek and Roman mythol ogy and anti(]uities 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 Brown University and other colleges.. .. 82 The summary for the year 1871-'72 gives the following: Teachers 18 Students 1871-72 90 Students 1845-'70 837 ACADEMIES AND PREPARATORY SCHOOLS. 37 That year there were representatives from E-horle Island, Massachu- setts, Connecticut, New Jersey, Japan, and Burmah. 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- laud, Alabama, Tennessee, Maine, Pennsylvania, Virginia, Cuba, Wiir- temburg, Italy and China. COUKSE 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 prejiaratory department. ENGLISH DEPARTMENT. .First year. — Bradbury's Eaton's Practical Arithmetic, Greene's Introduction to English Grammar, geography completed, written exercises in spelling and English grammar through the course, Swinton'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 continued, writing con- tinued. Tliird 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, Remseu'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, Harkness's Latin Grammar, through the course, Harkness's Csesar commenced. Second year. — Harkness's First Greek Book, Hadley's Greek Grammar, through the course, Boise's Xenophon's Anabasis commenced, C*sar 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 JEneid, 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 studj^ include all that is usually recjuired 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 continvie their English studies in the gram- mar and high school departments. Weekly exercises in composition and declamation are required. 3f tlie society was Semper surgamus. 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 '-onstitution." Tlie regular meeting was to be held each Friday evening. Tiic coni- 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 membershii) included the faculty of the scliool, at that time three in number. A second society called the " What Cheer Lyceum," was organized December 27, 185G. This society chose for its motto PatienUa et perseverantia omnia vuicunt. Tlieir preamble was the same as that of the Hope Debating Society. The board of ofticers were Thomas T. Caswell, president; Orville A. Barker, vice-i)resident; G. Lyman Dwiglit, 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. MEK1U(M< LYON. From persoinil recollections as a student 1 can say that he was a genial man and of a kindly disposition. He had a merry twinkle in his eye, and those eyes would shine when a student gave some rule iii 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 cominaj 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 ])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 froni Brown University in the class of 1841. His life work was teaching, and he taught in Providence, lu 1845 he was principal of the University (hammar School. He was ACADEMIES AND PREPARATOUY SCHOOLS. 39 a fellow and a trustee of Brown, filliug the vacancy iu tlie 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, and in tlie early days was lowly. There are facts in the history of this academy which make it among the most interesting of all. It was situated in South Kingston, in the southern part of the State. From ISll) till 1832, among the list of students, in addition to representatives from Ehode 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. The genesis of this academy extends back to the year 1695. 1695. Samuel Sewal, esq., of Boston, for the consideration of a nomiual sum. and for the encouragement of literature and good education and the maintenance of a learned, sober, and orthodox schoohuaster, conveyed 50 acres of land iu Pettaquam- scut, in special trust, to .John Walley, for the procuring, settling, supporting, and maintaining a learneil, sober, and 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 proprietors of the place, to road 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 suc(;essors. In spite of such a formidable appointing power, nothing was done till 1781, when a schoolhouse was built in Tower Hill. Constant South- worth, Increase Hewitt, John Hazard, William Kichols, Robert F. Noyes, and Benjamin Hill were the schoolmasters till 1810. In that year the academy was moved to Kingston. The next change in the institution was one of name only, when in 1823 the academy was incor- 40 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. porated under the name of " Pettiquamscut Academy." The disposi- tion of the school lauds will be seen from the petition to the assembly this same year, 1823. Whereas Elisha K. Potter, James Helme, Thomas S. Taylor, Robert F. Noyes, and other iuhabitants within the Petticjuamscut pnrchase, in the county of Washington, and trustoes of Pettiquamsciit Academy, have represented to the assembly that on tiie 4th of November, 1695, .Samuel Sewall, esq., and Hannah Sewall, wife of said Samuel, h-ite of Bostcm, in the State of Massachusetts, conveyed by their deed of that date ilOO 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 nuiintenance of a schoohnastor 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 purcliase, and appointed an instructor who now ex<^rcises a superintendence of the school ; and that said school is now iuc()ri)orated by the name of the "Trustees of the Pettiquamscut Academy ;" and that said Elifjia R. Potter, James Helme, Thomas S. Taylor, Robert F. Noyes, and othei-s have i)ra-yed this assembly to authorize the sale of said 500 acres of land, the same now being little prodvictive, and cause the proceeds of said siile to be vested in the funds of the institution and the interest thereof so applied as most effectually 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 182G the assembly was petitioned that the name be changed to Kingston Academy. This was granted. From the date of the estab- lishment of the academy in Kingston, in 1819, to the end of the school year ending April 20, 1832, there had been 158 students. The princi- pals had been Oliver Brown, A. m.; Nathaniel Helme, A. m. ; Alfred Gardner; Hinman B. Hoyt, A. m.; William G. Hammond, A. B.; Asa Potter, A.. M.; William Cragg, A. n.; Elisha Atkins, a. b.; Henry M. Davis; Christopher Comstock, es(].; William Gammell, A. b. The year 1832 marked the beginning of the period of greatest pros- perity. For 1832 the number of students Avas 88; 1833, 137; 1830, 110; 1S37, 80. 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 the 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 TREPARATORY SCHOOLS. 41 Olney's Modemi and Worcester's Ancieut 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 Rbmse, Ciesar's Commentaries, Sallust, Virgil, Cicero, Li vy, Horace, Greek Reader, Grieca Minora, Greek Testament, Grjieca 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 pronanence 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 powers. The Friends School was an i;istitution 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, with a devotion to what made for the interests of human- ity, it seemed as though among them education would be sheltered and fostered. What a delightful character the Quaker tradition imparted to everything that it touched! A certain grave and sweet simplicitj^, 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 ^i^i^^ smug duplicity as those which were told of the smooth knave in drab. ^G^ 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 identified with Friends, as with them and among them, but not of them, still delight in the recollection and associate with them still a refined superiority.' Tlio Quaker idea of education and the sentiments of our founder can be seen from the following address, which was presented to the yearly ' George William Curtis. 42 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. meeting' by a man who had this institution close to his heart and worked for it at all times: If, therefore, the quarterly meetings could jiromote a school where boarding scholars might 1)6 received and taught in such a manner as to qualify our youth 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 recjuire. 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 occupa- tions as are suitable to their sex and stations. I believe it is the wish of all con- cerned in this important affair 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 benefi- cence one toward another, to bring forward into the society and into its ser%'iee a nuni1)er of youths who may have been made acquainted, under such tuition, in degree, 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 every duty in life, yielding content in affliction, moderation in prosperity, becoming at once the safeguard and ornament of every stage in life from youth to ripe old age. The man through whose exertions the school was started and cou- tinue- kins, in securing the location of the college in Providence. He gave the college a donation of books and $1,000. He was never a member of the corporatiou, altboiigli elected a trustee aucl repeat- edly urged by his associates to accept the i)08itiou. lu 1774, at the age of 36, he became a member of the Society of Friends. Withdrawing at this time from the bustle of commerce and trade, he sought that retirement which was more congenial to his early formed taste for intellectual pursuits. Here, on his beautiful estate iu the environs of Providence, in rural quiet and simplicity, he spent a long an()(). He also ko])t the matter before the society. In 1814 he ottered to the school a lot of 43 acres in Providence, and a sum of money, which, Avith all that had been accumulating from the old fund, amounted to -tL>0,(K)0. Jn 181G lie conveyed the land to the trustees of the school, and buildings were erected, S(> that the school was again opened in 181!>. I.KTrKli WITH (ilFT OK LAND. Th(^ following letter, accompanying the gift of land, will show the intxMcst of the donor: PitoviDKNCK Ini OK 5x11 Mo., 1814. lo the iMccHn;/ for iSuffcrinj/H: ])kai{ Fkiknds: As my feeble slate of health i)revents my attending the Meeting at this time, I thonght best to inform yon that in the course of my conhnemcnt by bodily indisjiosition lor sonn^ time past, tho subject of the Yearly Meeiing's School has bei^n renew(5dly brought under my consideration. And Il(^lieving that a porma- uout institution for a guarded education of the rising gouoratiou will be ])ronHitive of their nsefulucsa in society and the honor of truth, I have, for tho furtherance of these desirable objects, concluded to give a tract of land on the west part of my homestead farm, containing about forty-three acres, for the purpose of erecting suitable buildings for the IJoardiug School thereon; provided the Meetiug should consider it an eligible situation, and conchide to carry into effect the establishment of the benevolent institution thereon. If the Meeting should ai)i)oint a committee to view tho ground, consider of the proposal and roi)ort their prospect to the next Meeting for Sulferings, which may be more generally attended, they can then act upon it, as it shall ap]»oar to them best. You will however dispose of the ])roposal in this or any otlu^r way that appears to you best. As treasurer of the School Fund, I may for your information mention, that its present amount is about nine thousand three hundred dollars. With desires that this importiint subject may Ix^ considered, and proceeded in, in conformity to the mind of Truth, that we may hope for its blessing, I concludt>, your atil'ectionato friend MosE.>* 1 Shown. ACADEMIES AND I'REPAKATORY SCHOOLS. 45 In addition to this .^ift, hogjivc; iinnually $l()t) to ('(Incatc i)oor(;liil(li«^n, anotlier lot of land, and $15, ()()() by legacy. In 1822, his son Obadiah gave the school $10(>,()0(). Two interesting facts in connection with this be(inest are mentioned. This is said to be the largest snm of money which any institution of learning in the United States up to this time had received, and this money was made by the manufacture of cotton, for which industry the father had done so much in connection with Slater. Moses Brown died in 1 8.'{<>, 1)0 years of age. The last seventeen years of his life witnessed the successful operation of the school which was so dear to him. '' No monument marks the humble grave of Moses Brown; but his life work is his monument, and it rests upon four foundations: Manufajcturing industry, patriotism, education, and phi- lanthropy," KAllLY SCHOOL DAYS. In 1818, when the new buildings were nearly completed, it was feared that no suitable teachers could be obtained, for there did not appear to be any from the Yearly Meeting who were com])etent. Two young girls from Nantucket, Mary Mitchell and Dorcas (hirdner, leaving pleasant homes, gratuitously gave their servi(;es, and entered u])on their duties before either of the other tea<;hers arrived. From letters which had been presented by Mary Mitchell, an idea of the school then may be gathered. They left Nantucket in a small sloo]), December 30, 1818, via New Bedford, for i*roviden<;e. One day's sail brought them to New Bedford, and one day's ride in an extra stage brought them, late in tlie evening, to Moses Brown's door. Our driver was not acquaiutcd with the road ; we liad Ijeeu detaiiie rod table. Second day, iiioi'iiiuii'. A kind of scliool. We ivqnest and the books come. The Hro\Yn8 and Almys bny whatever we ask for, except a carpet and a telescope; two luxuries we wisli the j;;ood people of Nautuckot would furnish. Moses Browu brings us whatever he can spare from his " garden stores.'' 3d day : Our two superintendents, two male teachers, three females, 7 girls and 6 boys, all went into the basement story, sat and ate at a long red i)ainted table. 1st mo., 19th: Can not some of the industrious housewives of Nantucket sjjiu the institution a carpet? No matter what the ligure, or stars or stripes! None of our floors are painted; none of the walls whitewashed; the ceiling is very high; it is a noble building. All it needs is to he finished. Dr. R.Green says: "Invite t .e children to eat browu bread; white bread, as constant food, is so prejudicial to health.'" So we have plates of each kind on the table. Milk we are supplied with by a person who ofl'ered to bring the school as much as it needed. We have no cows as yet. No coffee is drunk, shells and Souchong tea are the substitutes. The girls do well. The branches taught are grammar, reading, writing, arithmetic, and geogra- phy. 2dmo.,-tth: We have 39 scholars, 'i'hey arrive daily . Our task becomes greater and greatei . 2dmo. ,10th: GOscholars. We rise before the sun; colleersoTial let- ter from O. B. Haercentage of Friends being but 37i. The membership in 1889 was 201, including representatives from eighteen of our States and of all religious denominations. The percentage of Friends was !'(;; of the instructors one-half are Friends. rHKSKNT STATUS. The present status of the school is progressive; the standard is high and in accord with modern educational ideas. Until within compara- tively recent years the Quaker ideas as to music and art were in vogue, but nearly ten years ago the ground was taken by the present principal that instruction in music and art were needful to a well-rounded educa- tion ; that without tliese an education could not be liberal. To-day "musical education receives careful attention and instruction is given by excellent teachers on the pianoforte and in singing. Not only is the musical training made subservient to education, but it is the means of bringing pupils in touch with the people of the city. Quoting from the Providence Journal of March, 1880: It is a pleasant custom for the authorities of the Friends' school to give during the year at least one evening with the music of the best autliors. Thereby not only do the young- gentlemeu and ladies (»f the school get u glimpse into the most impor- 48 HISTOKY OF HIGHER EDUCATION IN RHODE ISLAND. tant branch of culture, but many lovers of music without the walls have the oppor- tunity to hear music of a kind Provitleuce affords all too little of. The concert ^ips delightful and doubly so, as being the only oue of its kind that the 120,000 or 130,000 people of Providence will have any opportunity to hear this season. It has been the practice to give at least one of such concerts each season. The oue here referred to was given by talent from Boston, and not by the students. In the de])artinent of art "instruction is given in nie(;hanical, pencil and crayon drawing, and painting in oil and water colors. The aim is to educate the mind to the essential princi- I)les of art and to train the eye and hand to its successful practice." Scattered through the various rooms of the building, but especially m those rooms where the students spend most of their time, are paintings and etchings. The institution is the fortunate possessor of two busts executed by Theed, of London ; one of John Bright and the other of Elizabeth Fry. Between these two is hung a portrait of the "Quaker Poet" Whittier, to whom this school is dear, and whose name is rever- ently honored within its walls. Said Robert C. Winthrop in an address, speaking of these two marble busts and this portrait: Elocjuence, jjoetry, and philanthropy will form an inspiring group for your scholars to have ever before their eyes, and may lead them to emulate what they admire. So mucli for the art side. For industrial training during the past few years there has been established "a department in the practi- cal use of tools in wood and metal work, including wood carving." This is optional and is under a competent instructor. The display of this department at the close of the year 1889 was creditable and the work well done. One piece found a ready sale at $100. Not only are the boys interested in this department, but also the girls. The library consists of about 6,000 volumes, with a rare and valuable collection of material relative to Friends. "Familiarity with libraries and books, acquired by daily contact and use, is an exceedingly impor- tant part of school work. Knowledge where information may be obtained is next to possessing it." Liberal methods are pursued with re- gard to the library. The discipline of the school is on a broad basis. The good disci- pline of the institution demands unqualified obedience to its rules. But its moral and social training, the most important matter in educa- tion, teaches individual responsibility and obedience to personal con- viction of right and duty. This method lies at the foundation of true character and is the educator's most delicate and difficult field of service. The end to be attained is that the child shall stand safely and firmly when the fostering influences of school and home are with- drawn. Special attention is given to the care and guidance of the pupils, for we are impressed with the conviction that education is derived not merely from the acqui- sition of knowledge, but to a still greater extent from that potent and shaping influence which comes from contact of youth with mature minds. The endeavor is, by constant intercourse and watchful care, by jirecept and example, to mold and ACADEMIES AND PREPARATORY SCHOOLS. 49 form iiR well as instruct; to prepare the pupils to become not only accurate scholars but noble men and women. To the attainment of this end the discipline is mainly directed. Although the organization of the school is of such a character that the personal influence of all the teachers is felt to a considerable extent, yet the imme- diate care of the scholars is committed, under the general direction of the principal, to two officers, whose special duty is to exercise a constant and controlling influence over the pupils at all hours. For the attainment of this same end, i. e., the refining and molding influence upon character, the boys and girls recite together and sit at the same tables iu the dining hall, over each of which a teacher presides; occa- sionally, also, the officers and pupils meet for social intercourse in the public halL Experience has shown that the benefit arising to both girls and boys from such coeducation can hardly be overestimated. It is no longer a matter of experiment^ and is shown to be quite as beneficial to the girls as to the boys. tSucli is the present status of the school. The j)rogressive spirit here obtaining, and characteristic to a greater degree of Friends in general^ is well summed up by George William Curtis: The muses were but pagan goddesses to the older Quakers. James Naylor and George Fox would have put aside the sweet solicitations of color and of song as St. Anthony avoided the blandishments of the lovely siren whom he knew to be the devil. But gently the modern Quakers have been won over. That grim austerity^ as of the Puritan, has yielded to kindly sympathies, and the wholesome gayeties and the refining graces of life are not disowned bj' the Quietists. Nay, even in a 8e\crer day Avas there not a certain elegance of taste iu Friends' raiment? If the bonnet were rigidly of the Quaker type was it not of exqiiisite texture? Was not the fabric of the dress as delicate and soft as if woven in Persian looms? Was a sense of Quaker aristocracy unknown, and has no Quaker eiiuipage been seen which rolled with an air as superior as that of a cardinal's carriage? SOCIETIKS. Among valuable contributory sources to education are the literary societies formed for purposes of improvement and debate. Many of the Greek-letter societies in our colleges maintain a debating society as a part of their literary training. At a recent reunion in Providence of one of the Greek-letter fraternities of Brown, an eminent lawyer said : To my training and practice iu my society debating club, I owe very much of my success iu pleading and appearing before the public. The Lyceum Phoenix was established at the Friends' School in 1833. Eegular meetings are held and conducted in accordance with the rules of parliamentary usage. Debates are held and literary exercises of a more general character. This society published a pamphlet called ^' The Phoenix Echo." The work is like the annuals published iu so many of our colleges, and for the good taste and subject matter will com[)are favorably with the best of them. There is one other society of a sim- ilar nature, called "The Athenieum," founded in 1874. The member- ship in each is open to both the young men and ladies of the school. There are two literary societies of which the membership is comi){)sed entirely of the young ladies: The "League," of which the motto is ^^Animi cultus humanitatis cibus,^^ and the Tennyson Club, '■'■Better not 1123 R I 4 50 HISTORY OP HIGHER EDUCATION IN RHODE ISLAND. to he at all, than not he nohle^ The average membership in each is about 15. There is also a Young Men's Christian Association. COURSE OF STUDY. The present faculty numbers IG. The course of 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. Tliere are two courses, the classical and the literary and sci- entific. Classical course. First year. — First term: Latin, beginner's book; algebra; English analysis. Sec- ond term: Latin, beginner's book; Ciesar, 13 chapters. Book i ; algebra, to complete 19 chapters ofWentworth ; Roman history. Second year. — First term: Ciesar, Books ii and in; Greek grammar; Greek lessons; Greek history; English composition. Second term: Ca?8ar, Books i and iv, or Sal- lust and Ci^isar, Book iv; Greek grammar ; Greek lessons ; Anabasis, 3 chapters ; Latin composition ; geometry ; 6 books. Third year. — P'irst 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 in 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; Xcnoplion; Hellenica (optional). Second term — Virgil — Eclogues, or Ovid (optional); C;esar, Cicero, and Virgil, including Book III, reviewed; ^ Anabasis reviewed;- mathematics reviewed; reading Greek and Latin at siglit. Literary and scieutijic course. First year. — First term: Elementary 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 Cjesar 13 chapters; mental arithmetic. Second year. — First term: Geometry, 6 books; history of England; reading and composition; English grammar; Cmsar, Books ii and iii. Second term: English analysis; botany; reading and composition ; Cicsar, Book i ; physics. Third year. — First term: English literature; rhetoric and English analysis; trig- onometry and astronomy ; reading and composition ; Virgil, Books i and li; civil gov- ernment. Second term : German or French; advanced American history ; reading and composition; civil government; cliemistry ; Shakespeare. Fourth year. — First term: Old English and Anglo-Saxon; German or French; com- position; mental philosophy: geology. Second term: English ])oetry ; history of civilization ; German or French ; physiology. Attention will be 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. ^Instead of this review, 50 pages of Herodotus and 1 book of Homer's Odyssey may be substituted. ACADEMIES ANI> PREPARATORY SCHOOLS. 51 Mineralogy, zoology, logic, evifleiices of Christianity, bookkeeping, ancient his- tory, surveying, and drawing will bo elective studies in the second and third years, and Latin in the fourth year. Should students desire to pursue a more extended course in the classics and mathematics (for which provision is made), a longer time than four years will be necessary. BUILDINGS. It seems eminently fitting that an institution of learning sbonld be located in tbe midst of pleasant surroundings. Many of the acade- mies of Rhode 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 tbe 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 higli, and contains recitation rooms, dormitories, the girls' school- roori, 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 this hall are held all the public 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. Eeference 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. LI.ST OF PRINCIPALS. The foundation of an institution which has sent from its walls stu- dents to the number of 10,000 into all stations in 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 Purington, 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 IlISI'oliY ol' IIKJIIMIf, llDlJCA'riON IN IfHODK ISLAND. i87!) ris('(l tin' pcrsonncsl of l.lic Kchool in days ^onc- by. 'rix'tu', arc- otluus who, if 1M)I, so well known, ha.vc, done Caithrnl and (•(»ns<-i('n( ions work, thereby i)iakinj;an integral pari, in the Hnni tola! of Mm', ^naini resuH. Its^radii- at«'.s have j^oim'- into all professions and pnrsnils, anpnlation. WASHINGTON ACADIOMV. VVashin«;(on Acach'iny \\as fonnde wvvo. inlci'ested in Newport, IMovidem-e, and Waiw i('l< decided to fonml an academy and locate, it at Warwick, n'lie moxcmenf was actnalcd by the pu]>lic sjiiril of the fonnders, and r<'presentcd a, ;ii'eat amount of self sacrilice. As wasnsnal tinui, a part of th<', e\p«'nso was d«'fiayed by a> lottery. Shares at. $'20 vac]] were <)lll'ei'(Ml, and subseriptions were, solicited. Unlbrt nnat<'ly the records nr<^ in a, ba drait a chartei' and see, that the necessary ste]>H were taken to scenic it. 'I'he pni'pose of tln)s<», who were interested in tills acad- emy can be shown by the Ibllowin;^' seleetitMis from the charter: Wliririi.s iii,sl il.iil.ioiiH for lili('i:il cd iicii t ion !ir(^ liifjlily IxMiolicin.l to HO(!i(d,y, l»y fVniiiiiif; Mm ri8ni|i^ j^«mi(rj;ani(^l 11. lljxiikd, lt(Ui,ja,inin h'oynold.s, I'liilip rillinghacil, William ACADKMIKS AND I'ltKI'MiATORY SCHOOLS. 53 Ellcry, liobort N. Aiicliiniity, S.'iiiiiiol I'.liui), Joliii 1. (Jlarkti, TlioiauH 1'. Ivos, (JhrisLo- plior (i. Chiiiii])liii, William Hunter, Waltor Clianiiiiiff, Daniel Lynnui, Jind Ashor KobbinH appear as undertakorH in tliiw clcHiyii ; and tlienjiiinin P'owior, trejisurer; J)anJel K. Updike, s<',< lelary. At this meeting the hind, consisting- of 1 sieres, was pnisonlod for the site of the academy. This gift was made by Mr. Nicholas H[)ink and Ann, his wife, Mr. John l^'riiidi\ cd this. .J. G. Chadsky. The engagement was the acceptance of a position of assistant at Kent Academy, where he remained nearly four years. The uext letter ACADEMIES AND PREPARATORY SCHOOLS. 55 ■will show his success as a teacher, aud the reply of the coimiiittee at the Central School in Warwick, to his application for the i)ositi()n. East (iHKKXWiCH, January 31, 1807. Gentlemen: Being informed that your Central School is without a teacher, I take the liberty to retommend 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 this applause of all who were concerned in it, and uni\ersal satisfaction of the gentlemen who have attended his examinations. I sincerely regret his withdrawing his useful instruction from this academy, aud I fear we shall not be able to fill tlie place he quits witli equal abilities. He has a very happy faculty of giving instruction aud obtaining the love and esteem of his pupils. He is modest, mild, inoffensive and unassuming, and able to give complete Batisfaction to his employers. With sincere wishes for the prosjierity of your Cen- tral School, I am, gentlemen, your luost obedient, humble, servant. Peter Tukneu. To the Cextiial School Committee, Warwick. Warwick, FeVy oth, 1S07. Sir: We, the committee of the Warwick Central School Society, having met aud noticed your application, do inform you that there will be a vacancy for a preceptor in our school on the first of April next, and having examined your several recom- mendations, which perfectly meet our approbation with respect to your literary knowledge and other competent qualifications for a preceptor, do grant to you the privilege of filling the same should your terms of tuition meet our approbation. We are, with much esteem and respect, yours, &c., .lO.SEPH AUNOLO (S.C). Charles Brayton. George Arnold. Mr. .1. G. Chadsey. A bill rendered by Mr. Chadsey to one of the patrons of the school will show the current charges. Mr. Chrintophtr (rreene, Ih\ 1807. April 27. To cash delivered to his son Sam'l $0. 13 July. To 1 (juire paper for Nath'l 25 Sept. o. To 1 lb. caudles 22 Sept. 28. To boarding his son Sam'l 24 weeks, at $1 .2.5 ,30. 00 To his tuition and contingents th(! above time 6. 14 To schoolhouse rent do. 07 To boarding his sou Nath'l iU weeks, at $1.2.5 11.88 To teaching him navigation the above time 4.00 ■ 1808. Mch. 2. To cash delivered to Nath'l 2.5 Mch. 28. To boarding his sons Nathanael and Richard (from Dec. 28 to March 28) 7 weeks, at $1 .25 S. 75 To their tuition the above time 1 . 7.5 To schoolhouse rent, firewood, & c 39 5G IIISTOUY OF IIl(iIli:U EIX'CATION IN liHODK ISLAND. A k'tU'T lioiii Mr. Cliadscy sliows his rciisoiis lor leiiviiig this scliool at Warwick iind some of liis ich'as ic.f^-jirtliiifij the profession. Theliist I)art of tlio re[»ly of the eoiiiinittc,*', luis been torn from tlui orij^inal letter, bnt it was evidently a short sentence, as what folh>ws <;ontains tlic .ureal <■!• j)art. Gic.\rjJ';iMi:.\ : i now lia\ <^ tlio ofil'er of uiioilusr sc^hool, wliic^li I conceive to be iikho luci'iifcive tliiiii .yours, iuid mh tlio Hiipi)<)rti of my fainily (Icpciids oiitiroly upon my oarnhigH I fool it iidiify wliich I owo to myself juid family to omhiaoo the o|)por- tniiity, and tlioroforo must hofj leave of Ixiiuj^ disoliarf^ed IVom your institution, hut not without oxi)rosHinf;- lo you my fjjratitudc of the kind trcatnumt you have ever luauifostod to un\ and throuf>h yon must return my suuu're thanks to my employora in {fonoral. I am sori'y llial. il was not^ in my powci- (o i;i\<'- yon oarliei' notice ; but I can ivKsni'ci you, jfoutlonuui, that- I had not- (ho least id(!a, of lejivinfj;' you till within two diiys )iast, and that I have no other object in going but that of increasing my pay. When you ('onsider the length of lime that I have been in your service, and iJiat il shift of instructors is necessary for the discipline of a school (for by a long jic(|uaintance between the- master and scholars a familiarity is I'ormed whicjh ends many times (dther in a negligence to govern or an unwillingiuiss to he governed), I Bay, genllcmen, when you take these things into consideralion you will think that my removal is as nere<'ipitate detcinnination. Tiiat your institution may liouiish under fhe care of all instructors, and bceen(l and caliMilale upon us at. all times as your friend. KmiUI II. GlJKICNE. Mr. Cliadscy is a I libcrt.y to show the above to whom hi' ])leas(»s. E. H. (JlU'IENK,. Mr. .1. (i. ('IIADSKV. HKNl'.WAI, (IK CMAUTKI!. About Ihirty yeai's alitor tlic Ibnndinu' of the academy the interest in it s(M'nuMl to (U'crease. It may have been tliat otlier academies were then in sncc<>ss(nl <»])eration in the 8tate, or that more of the youn' higher asi)irntions generally than in affording very many conspicuous examples of brilliant careers. Very many men and Avomen of sterling and substantial qualities ower. tinny Miles. 1801. Dec. 17. 'I'd llio liiiCHiii ol" iiiw son 22 \vc»ilo, was not inferior to lii.s i»()W(*r of iirii)aiting l{Tiowlodf;o. To my mind, and I Icikjw liiin well in after years, lie was tlic ideal sclKxdiiiastcr. For tuition in ISOS the rates were, for i-eading- and si>elliiig, $2; reading', writing, and 8i)elling, $-5.2;"); arithmetic, with bookkeeping, $2.50: I^viiglish grammar, $.">; ('<)m])()sition and speaking, $.'5; Latin and (}re(>k languages, .f.'i; th(i principles of astronomy and geography, with the use of tiie globes, $3.50. Tlic following extract ai»i>cars IVom the recoi'ds of IHIO: 7i't'.s((/i'w/, That the eonllnitt^^o, eolhuitively and indi vidnally, attend at least onco in the we(ik at the academy, and if necessary j^ive the jirecejitor tho friendly and can- did advice respeetinjjf the ynian and jiarental kiiidmiss may dictate. Till ISLJO (he institution seems to have been no pecuniary gain to tho ])roprietors. 'IMiat same year it was — llcnoh'cd, That the secretary's account for the sum of threo dollars he jiaid to him for re(;ordin{!; th(< proeoedings of the trustees from th(^ founding of the institution to 18l'0. Ill ISi^'J Nathan VVhiliiig was elected jireceptor. TluM'c has n(^ver 1)C(M1 a scluxd before or since \vhcr(^ the sclndars enjoyed such per- fect hapiiiness as tli(\y did under tho administralion of Mr. Whiting. Although he was a line classical stdiolar, jiossessing an ahundauceof general knowledge hiinsolf, lie had very litth^ faculty to coiiininnicat(< it to others. Being ralhcr absent-minded and very iiuwilling to])iinish disohedienceor neglect, unfair advantageofthesefailings was taken and (Mijoy (1(1 supremely. Oeeaaioual ly, on pleasant summer a fteriioous, piijtila were allowed, during school hours, to sit on the front st(5ps of the academy, under the jiretciiseof studying in tlie()])eu air. where they would amuse themselves in comimsiug satirical jioetry on their teachers' ,'ccenlri(ities, and S(|uihs on (tach other. Vet in sjiito of all this, some learned nioKi in certain hraiu lies of knowledge during Mr. AVhiling's administration than ever before, particularly g(M)graphy and general Iviiowledge of the world. Previous to this all the information acipiired was from Morse's geograjihy, Avliich was committed to memory and then recited, but Mr. Whit- ing taught bv using tho atlas and denumstration with the terrestrial giolxi.' History of East (Jreenw icli, Dr. D. II. (Irceue. ACADKMIKS AND I'lilOI'AliATOJiY SCHOOLS. 61 TICX'l-ltOOKH. From flic lirKt ciitjilo^iM', issued in 1810, the. list, of teachers is tiikeii. Kcv. ])}ivir niore advanced scholars in Latin and (jlroek the books vary to accord with their al'ter-conrse of study. 'J'liose usne. 'J'lie catalogue shows an att(uidance of 108: males, 52; ^emah^s, 50. There were 4 teacjhers in addition to tliej)iin- cii)al. I-'rom 1840 various j)i in(;ipals have had charge of the academ.y. In 1847 the Hcademy (jlosed witli only 7 students, but tlie next year tli«;re w:is a retnrn to its old time i)r()S|)erity. F'rom the list of primtipals some naincs will ai)p<;;u' whi(;h have moi'c than a local r(;j)ntat ion. A))iier Ahlen, A. M.; Joseph J>, 'J'illinghast, A. M.; Aaion I'utniim, A. M.; \v/Mku'\ Ki(jh, A. M.; James Underwood, A. M.; K(;v. Daniel Widdo; lienjamin F. Allen, A. m.; Nathan Whiting, A. M.; Charles II. Alden, A. M.; Itev. l'>benezer Coleman; ('hristopher Robinson, A. m.; J^'V. Henry Kdes; I'ennel Corlxitt, A. M.; Ceorge W. (Jreene, a. m.; Joseph Harrington, A. M.;Joshua(). Coburn, A. M.; ^I'homas I*. Hod- man, A. M.; Kev. James Kichards(m; Jtev. I>aniel (1. Allen; Kev. lien jamin F. Teft; Jtev. (n'orge F. I'ool; Rev. Daniel (J. Albm ; George ii. Cone, A. M.; Kev. William JJagnall; K<;v. Kobert Allyne; Jiev. (ieorge W. (^uereau; liev. Micah J. Tan)ot; Rev. Bernce ]). Ames; Jtev. James T. Edwards; K<;v. David II. Kla; liev. Francis 1). Blake8le(i. The a(;ademy buildings are situated on an (Mninence overlooking lOast Greenwich Jiay. The grounds (contain 5 acres, and here are Winsor House, the acadeniy, and the boaiding hall. In the academy building are the recitation rooms, library, and c]iaj)(;l. In this building are tlu'. botanical, mineralogical, and geological cabin(;ts. The rooms vary in si/c, accordijjg to tli(i d(;partnients for which they are ne Geometry 5 Koman history 1 English readings 1 Cicero 2 . JDneid and eclogues 5 Roman history 4 Ancient /ieography 1 Constitution of tlie United States 5 CoUege preparatory — classical. Wesleyan and Brown universities and other colleges admit our students witlioiit examination upon certificate from the principal. Fall. Latin grammar and les- sons .") Eui^lish grammar 'i t'nited States history 5 Knglish readings and spell- ing 1 Cajsar, Cicero, and Latin prose 4 Greek grammar and les- sons 5 Algebra 5 Koman history 1 English readings 1 Cicero 2 Anabasis and Greek prose. 3 French 5 ( ieometry 5 English readings 1 ^neid and eclogues .5 Homer 5 Roman history 4 Grecian history 1 Ancient geography 1 Winter. Latin grammar and les- sons 5 Arithmetic, mental and written 5 Physics or physiology 5 English readings and spell- ing 1 Spring. Latin, Cffisar .'j Modern history.. 5 Arithmetic completed 5 English readings 1 Cicero and Latin prose 5 Greek, -Vnabasis 5 Algebra .'> Knglish readings 1 MnaiA 5 Anabasis i Rhetoric 5 Grecian history 2 Latin review .5 Greek review 5 Mathematical review .5 English readings 1 Cicero and Latin prose 5 Greek grammar and les- sons 5 Algebra 5 J^nglish readings 1 Virgil's Jineid 3 Anabasis and Greek prose. 2 French -5 Geometry 5 English readings 1 Georgics 5 Homer 5 Mathematical review 3 Roman history 1 French review 1 English readings 1 64 HISTORY OV HKUIER EDirCATION IN RHODE ISLAND CoUctje iircjxtriilorji — Hc'icntijic. TliiH (^oni'HO Ih ;iri;iiii;<' pi'i^iniriil ion lor (lie Hciciil.iCic coiu'Hd in collcjrc. jind for hcIkhiIh of tochiiolofry. In tluN (Icpjirtniisnt, Hpccijil attt-ntion is p.iid (o pracUcal work in tlio lal)oratory. The st,iiil(Mi(M thoniHclvoH jicrforni nioHt of tlici oxpcriniciits in jiIivhIch and clionnstry, and [lurnuo more or Iohh of original inv(s«tigatioiiH in geology, botany, and aHtronouiy. Full. Winter. SiiiMiij:. Mod(trii liisfory. Oj llnihid StiitfH liihic.rv. I'liysics. t-. Al;;.l.ni. Algebra. Alftebia. (N.iiMtiliiMon of tll.^ Uiiit.Ml I'liyHiolofry. Khctoric. C! SInli'H. Frce-liaiid drawing. Free-hand dm wing. 1-5 Knuli.Hli roadiiiHH hikI h|><'11 ing (1). I''ii)nch or (icnuiin. Kroiu'li or (iorniaii. FroiK'li or (lOtniiin k. (idoiiiclry. ( iioiiuilry. L(>ni(^ or (rinononictrv . > History ot hue arts. History of fine arts. Art criticism. ^ Oil painting. Oil painting. Oil painting. .2 India ink and sepia drawing. Drawing in colored crayons. Drawing from hfe. eg English readings (1). English readings (1). English readings (I). Essays upon art will be written during the second and third years. Aiuither 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 tlw. 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. Freiiuent opportunities are given for the recitation in public of illustrative selections. u Fall. Winter. Spring. t-1 1- .o '3 s >-> Vocal technique. Speech, defects and remedies. United States history. English readings. Vocal technique. Physical harmony. Physiology. English readings. Vocal expression. Studies in emotion. Mod(Hn history. English readings. Vocal gymnastics. Analysis of gesture. French or (Jerman. English readings. Vocal effects. Gesture. French or German. English readings. Forensic oratory. Personation. French or German. English readings. a Delsnrte philosoi)hy of expres- sion. Dramatic studies. Moral philosophy. English readings. Principles and methods of t(;aching. Criticism of authors. Englisli literature. English readings. Applied methods. General review. Khetoric. English readings. Xonnal. The object of this course is to furnish instruction, in both the theory and practice of teaching, to those who cau not well i)ursue 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 66 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. noniml seljools of tlie country, has charge of ibis depar*^ment. The interruediate department of the academy furuishes snriierior opportunities for practice in teacli- iny was to represent the teachers. The 22d of iV'biuary that year was a very stormy day, and such a severe snow storm ju-evailed that there was no suitable conveyunce to the seminjuy, which was located 10 miles from I'rovidciu^e. The exercises were accordingly postponed to the next day. When the company then assend)led it was announced that the lion. r>cnedictLapham had offered to buy the })roperty if the association would ])ut it in repair. The offer of Mr. Lapham was acc«'i)tcd, and $5,000 was raised by the associa- tion. In recognition of this action on the ])art of Mr. Lai)ham the name of the seminary was changed to Lapham Institute. Under th(i new regime Uev. IJenjamin F. Hayes v/as chosen principal, and the school was successfully conducted by him. He was called to the chair of mental and moral i)hilosophy at Bates College. At the close of his List year the attendan(;e was 207. In the catalogue for that year au interesting footnote is nnide on the subject of expense, that "in conseciuence of the high i)rices now pievailing, 10 ])er cent is •lor the present added to the term bills." Prof, Hayes was succeeded by his assistant, Thomas li. Angell, he, too remaining but two years, leaving to accept the chair of modern languages at Bates College. The n(^\t princii)al, George II. Tiickcr, K^nained seven years, and under him the school enjoyed au enviabhi reputation for the admirable classical training it afforded. He, too, was called away, to accept a ])rofessorship in Latin and Greek at Hillsdale College, Michigan. Jt speaks well for the grade of the academy, that three successive princii)als had been called to professor- shii)s in colleges. Prof. Kicker left in J874. Ho was followed by A. G. Monlton, who dicid soon after the close of his first year. Dr.rAKTMKNTS OF .STl'in'. Tiie last catalogue issued under his principalship offered tho follow- ing courses and dei);irtmen t s of study : ( 1 ) A college i)reparat()ry coui-se; (2) A ladies collegiat(i course; (3) an l^lnglish and scientific coursej (4) a department in painting and drawing; (f)) a nui sic department. ACADEMIES AND PREPARATOKY SCHOOLS. 71 The summary of students in these courses were: Classical, 14; Eng- lish, 70; musical, 27. The same grade of instruction was maintained, but a more modern series of text- books had been introducjcd. 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 edu(;ated for all pursuits and pvofessioiis. The class of students which it gathered within its walls appreciated the advantages of an <>ducatioi), 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 tin; graduates have made for themselves a local reputation, but among those more widely known are Janu\s 15. Angell (IJrown University '49) president of Michigan University; ex (Jovernor Henry Howard, of Khode Island, and his brother, lieuteiiant-govenor; Prof. Thomas L. Angell, of Bates Col- lege; liev. George T. Day. The private schools for boys have maintained a high grade in the State, and many of them have ])repared students for college. Some of these schools receive only day i)uj)ils and others are boarding schools. Among the former is the English and classical school in Trovidence. Since its organization, in February, 18G4, the whole number of boys admitted has ])e('n 2,150, of whom 250 were fitted for college and nearly 100 went directly to scientilic, medical, and law schools. This school is the largest. Among the others was the Union Hall School, under the managenuMit of Samuel Austin. This was established in 1847 and tiouiished till 1S07. In 1852 girls were admitted. The I'ruit Hill School, with Mr. Stanton Belden as its last proprietor, Avas a successful boarding school for boys and fitted students foi- the New I'^ngland col- leges, besides offering instruction in navigation and surveying. The Kev. Charles H. Wheeler had a private school for boys and i)re- l)ared students for IJrown and the New England colleges. There were other private schools for boys in the State, but they Avere on a smaller scale. .^,^11™!''!!:!.!) ACADEMY, UNION VJI.I.AGK, ISIO-ISI!!. The beginning of this academy was due t<; 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 v/ere now produ(;ing results in the petition of Peleg Arnold, Richard Steere, Ezekiel Corn- stock, Joel Aldrich, John W.C.Baxter, and David Aldrlcli 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 tUe assem- bly, 1810. At the first 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 Avere 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 tlie i)reparatory 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 Christopher Eobinsou. At one period of the school previous to 1830 there was no settled teacher, and 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 principal's home and in the homes of some of the towns- people. The price of tuition was $9 per quarter, and board $2.50 per week. In the case of Smithfield 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. PROF. JAMES BUSHEE. He was born in Smithfield 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 public school in Union Village, in the Smithfield Academy. The next year he ojiened 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 imi)ression of greater height than he really had : Ho reminded one much of Abraham Lincoln, both in the style of features and in the fact that acquaintance with him invariably removed the im^jression at first sight uufavorablo and left a far fairer one produced by a knowledge of the noble 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. ilegarding Lis 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 fiir 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 put away their books, for he wanted to have some play. The play was a list of figures which he would give the wScholars 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 philosophj^, 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 money, 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 offender 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 in his school. He would allow the students to assemble whenever they j^leased in his parlor to siug the " Old Granite State," such was his love for that hymn. One night one of the boys who boarded in his family, as he was fall- ing asleej), 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 thought thee must be sick from the distressing noise I heard." Prof. Bushee did more than simply labor in the station where his life work was cast. His interest in the instruction of the masses was keen. Wlien 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 Id Worcester. The speeches and reminiscences show the esteem aud 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 x>lace 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 filty-eight years been under the instruction of the professor. As early as 2 o'clock the guests began to assemble, aud it was a pleasing sight to vv^itness ihe meeting of old friends and schoolmates, who had not seen each other for years. In places here and there, small groups might be seen discussing inci- dents of their school days and relating the little tricks they played on the i^rofessor. 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 axd Gentlemen: It is now my pleasant duty to welcome you. I heartily welcome you to our hearts and homes ; welcome you again to the old academy, whero 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 exiierienced 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. Wo have here the bell which tolled hero 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 mj' eightieth birth- day. This is my fifty-eighth year in teaching— twenty-eight in Massachusetts and thirty in Rhode Island — but I have finally returned to the old academy, a most fit- ting jdace for my years. I wished to have this j)resent 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 pui)ils to comiinme together, to spcakof the thoi'us and crosses scattered along their paths, and to relate how they have passed their time. This is the bell that called you to your duties as students. This is the Biblj with which the morning services were commenced. This morning the bidl 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 mo to read a few appropriate verses, which yf)U have so often heard from this long-since familiar book. The professor then read a fev/ verses from the Book of Psalms, "Blessed is the man that walketh not in the counsel of the ungodly," Mr. Bushee was the last one in charge of the academy, and when he v/ithdrew its career was termiuated. PART III. EDUCATIOi^ OF WOMEi^. A chapter on the education of women has been deemed essential to the comi)Jete 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 giveu 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 youug 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 youug 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. TOUNG LADIES' HIGH SCHOOL, JOHN KINGSBURY, PRINCIPAL, 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 department of education for women, especially in their higher educa- tion. There are such colleges as Bryn Mawr, Vassar, Smith, and Wellesley, which are entirely devoted to the higher education of 77 7S iiisTom' or iiKiiii'.ii i^ducation in IvMiodk islamd. woiiion, ;iimI iii:iiiy oI" (lie imi\('isit i(>s aicoixMiiiij; (licii- doors (o wonieiK WoiiicM aro takin.!^- courses iii nuMliciiu', and (Iumc is bt'iiii;' iMOclod in Cliii'a.U'o an inslitiilion wIumc women may reccivci Ihcolo^ical training. Nearly all (liccdncational advanlaiics wliicli ar(^ o])»mi to men arc also ojxMi to women, while n(>ariy all tlu^ professions lm\(^ admitted women. The Vonn;;- Ladies' lli<;h Stdiool was tho pu)neer in the institutions at rrovidcneo for hi,i»iier education. At that time the name high school was not used to indicate the lughost grade in the i)ubli(^ schools. Imt signifu^d an institution of higher education. As illustrating the change in the ideas of educatuui of wonuMi in the beginningof this century and to day, the following account, in Mr. Kingsbury's own words, will b(> of interest. This account was given by huu at the close of his con- nection with this school, in lSr>8: To those who ;iro ruimhar with pubhc scntiinont with ro'^iird to iMliuation now, Iml who Know, *>x('('i>t iiH ii m.-ittiT of history, littU^ of the chiuigo which h:is t:iKc'u phicc diiriui:' tho i);r;ition of a school Jik^^ (his in:i.v scciii a. small atVair. Could wc, however, i)laco thciii at the liofiiniiiuj;' of this. scries of yeara and witli them trace all tho circumstances adverse to success it would bo much easier to make that impression w liich is so neci'ssary to a pcrtVct nndcrstanduii; of tho subject. Allow \uo to !;ivi> two or tliico illustra- tions for this ])iiij)08(\ At that period tho raii-^c* of studies in female education was very limited in conii)arisou with tho jn'osent. Jn addition to the elementary brauclu>s a little of liistory, a smattering of l''rcnch, and a. few lessons in painting or emliroidciy wcr(> thought to be sulliciont for the education of girls. The study of the l.atiu language, of algebra, of geometry, and of tho higher Knglish branches was introdiuH'd into few si'hools out of the city of IJoston, and it was thought visionary to attempt the stiuly i)f tlu'in lieri>. In fact, it was hardly possible to escape ridicule in malviug the experiment. I'.\imi the boys in the street were sometimes heard to say 111 derision, " 'Wiero goes the man who is l(>acliiiig the girls to learn Latin." 'the subject of vacations will furnish another illustration. Thirty years ago the [niblio schools wert^ allowed tho I'mlay after eaih (juarterly examination. Thus the euornuuis amount of just four days lu the year, in addition ty tho Fourth of July and Thanksgiving, was allowed for vacation. Trivate schools generallj' had no vacation at all. Such was the state of public opinion that in tho organization of this school i^ was not deemed politic to take more than four wei^ks' vacation at tirst, and this was thought by soiiii^ j>ersons to bo an unwarrantablo liberty. Tho same i)ublic opinion w ill not now be satislicd with less than eight weeks' vacation even in public schools. Again, the terms lor tuition in private schools will furnish another illustration. Thirty years ago (ho price of luititm in the liigbest classical school in this city was .fr> a (piartcr. 1 had thi< temerity to charge $lL'.r>0 tor the same time, or $M) a year; and what is most marxelons, teaidiers wero most olVended at tho innovation. It may be i)roper here to speak of the si'lioolroom and fiiriiilnre. At tho cnitset it was deemed important to arrange and furnish tho schoolroom in such a manner that the transition from well-furiushed homes to places of study should not i)resout the wretched contrast which had been too conimon previous to that i)eriod. Fro- ipiently a room set aside as unlit oven for trade or incchaniial purposes was soloc(ed and (itted up in tho cheapest manner as tho place where the daughters of our richest and most vespectable people wero to bo instructed. Thereforo, in order to avoid this mistake, a building which had been used by the venerable Oliver Augell, of this city, lor a schoolroom was ])rocured and entirely rolltted for the purpose. The old »losks and seats were removed, the walls were neatly i)apcred, the whole lloor was car- peted — a luxury till then unknown iu this country, so I'ur as I have been able to learn — EDUCATION OF WOMEN. 79 and fhc room wiis fuiiiislnd with desks fovcred with hroadclotb, and with chairs iriHtf'iid of Htifil-hackcd Ho/.itn. Soriio very exccllf-nt peo])]e lifted up their hands in a:sto!i'shiiHnt, and Haid it would he a pity to liave ko much riKoney wasted; that this fiirnitnro would need to ]>e, renewed so often that the expense could not he sus- tained. The novelty of such a scdioolrooni attracted many visitors, not only from this city hut from abroad. One j;entlem!in from Kentucky, being in Hartford, came here soh-Iy to see it. The old room was low studded and badly ventilated. There- fore, at the enil of twenty years and in accordiince with the iucreascd knowledge of physiology and school architecture, the old building gave j)lace to the present struc- ture, which for beauty, convenience, comfort and health, is surpassed by lew, if any, in the country. And hero it may lie proper to say that the desks and chairs, which were thought to he an expenditure so extravagant and wasteful at the organization of the school, arc still standing in the new building. After having been used thirty years they are so good that with proper care they rnay last many years longer. Tlie cstiiiKitc of lii^lier education for women lias been noted, as well as the assing 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 gratifying to describe a man like Kingsbury, who was possessed of such a liberal and catholic spirit that President Wayland could say, while addressing the ladies of this school: Though you, ladies, have had so mufOi, you have not nad all of .John Kingsbury. While he has thus labored f(jr you there has hardly Ijccn a benevolent effort in this 80 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. city which has not felt the benefit 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. Xiliil tctUjil quod uon ornarit, quod -non a-dificavit. Such Las been, and is, your hon- ored iustructor, aud we come here to unite with you to-day to testify to the appre- ciation he is held bj' all good men in the city of Providence. John Kiugsbury was born m Connecticut May 26, 1801. He was educated by his own exertions, for lie was the son of a farmer in moder- ate circumstances. The education of his early years was what he obtained at the district school till he was 15. By teaching he obtained the money to take him through college, although he also taught while in college. He graduated from Brown University in 1826 with the honor of salutatorian. After leaving college he taught in a private school in Providence for two years, and then organized his own school, over which he presided for thirty years. While teaching he had a class in the Eichmoud Street Congregational Church, where many young men came within the influence of his thought and teaching. He also actively allied himself with the Franklin Lyceum, a scientific associa- tion. He was its secretary for some time, and also president. He was one of the founders of the American Institute of Instruction in 1830, and continued to be actively interested in it. Said Mr. Barnard, the retiring commissioner of public schools, in 1849 : To the uniform personal 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 punctual attendance aud valuable addresses in every meet- ing of the institnte 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 plans which have been adopted by this department, I desire to bear this pub- lic testimony aud to make my grateful acknowledgements, both personal and official As showing the confidence reposed in him it will be only necessary to mention the institutions with which he was connected : The American Board of Commissioners for Foreign Missions, corporate member; Butler Hospital for the Insane, trustee; Brown University, trustee; afterwards one of the board of fellows and secretary of the corporation. In addi- tion to these duties he secured the greater part of the subscriptions for a new religious society, the Central Congregational Church. He was also a very prominent member of a committee, in 1850, to raise $125,000 for the more complete endowment of Brown University. He closed his labors as a teacher to accept the position of commissioner of public instruction. From this brief sketch, almost a mere catalogue of the offices of trust he held, may be seen the esteem in which he was held by his fellow citizens. Nearly all of these duties he fulfilled while he was teaching. In a letter from one who knew Mr. Kingsbury the 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 Kiugsbury, and who, through membership in his Bible class EDUCATION OF WOMEN. 81 at the Richmond. Street church, entered upon an acqiiaintance 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 winsomeuess 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 honor. 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 you 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 upon 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 pleasant 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 sucli a man as Kingsbury at the head of the school, and the high standard which he set up, it is no surj^rise that the institution was 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. (G) To train them to happiness and usefulness by a harmonious cultivation of all the powers of the mind rather than to render them remarkable for genius or intellect. (7) To make them intelligent and efiQcient without being prone to ostentation or pretension. (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 E I 6 82 HISTORY OF IIir.IIKIi MDirCATrON IN RHODE ISLAND. so tliMl/ s)K>lIiii,y- — ()l(l-f;ishi()ii('(l six-lliii^ — ;iii. to nialvesonie nddil ioiial ini|)roveinent, as I felt at (irst for siu;cess itselC. (1) AdoptJnj^' evciry rc^al improvement in (Mlucation, whether it was demanch'd by i>nbli<', sentiment, or not. (T)) IJeJeetiny; everything;' w hid i did not approve itself lo my Jiul<^- nu'nt after examination and tiial, though it mi^iit be (lema-nd(!d by l)ublic sentiment. ((») Never a.ih)win^' tlie public to Ix'come better ax'ciuainted than myself ^Yith educational interests, especially such as related to the education of youn;;' ladies. (7) Daily stacking the special aid of heaveidy wisdom ami guidance. These truly are lofty and noble purposes and could be tak<'n as models by every educator in the land. It is gratifying iu the extreme to note tluit a school with a lolfy ])urp()se eouhland did succeed, and that, too, with no glittering announcement fi'oni catalogue or cir<;ulai'. The oc(!a,sion of the close of Mr. Ivingsbury's relations to his school was celebrated by a reunion of his ])upils in the chapel of the college. The sident Wayland ])r(>sided, and the governor of th(^ State, the mayor of the ('ity, professors from tli<^ university, and clergymen wore among those assembled. Said President Wayland, after explaining the reason of tlu'- reunion: To mo this giitli(>riiif;; possosHcs ix-ciiliiM" iIl^(>l■(^s^, for 1 liavo known this instHuliou from its conuMCMiconicnt, ninl have oliscrvt^d its ))i(>,ni(>ss to tlio prcseut lionr. It !n"os(» as tlu^ sun iVtMpiontly arises on I1h< morninLC ol' a most brilliant daiy, amidst cIoikIh and mist. Tho greater jiart ol' our citizens IooIumI at. (lie at tem])t as very ])nl)li(;-.s]iiriled hut very chimerical. Onr ])oi)ulation was ahont onivthird of its ))res<'nt nnmh<'r. It was hocii that Bnch schools as we needed could ho sustained in Jioston, New York, and rhiladel|thia, hut Ncry few believed wo couhl sustain ono in rrovidenc<>. ^fr. Kingsbury thought dill'crently. ll(< knew ns better than wo knew oursehcs. Mr. Kingsbury (hitermined to hav(> a lailii's' school which should bo an lunn)r to I'rovid<>neo, or ho would ha\(^ nom^ at all. He has realized his idea and tho results are spread before tlu^ world. Th("re is hardly a i'amily amongst us, which, in Honio of its braiwhea, does not; ai'knowledgo with gra.titudotho benefit of his instruc- tions and i)ors()iKil inllucncc. I'ivo hundred of his ])Ui)ilslo(dv upon liini with grati- tude and vent'ration and at this very moment aro returning Hianks to tho man whoso wludo life hns been so successfully dovotod to labors for their intolloctual and moral improve luent. EDUCATION OK WOMKN. 83 YouNCr j.Ai)ii:s' s(Mi()()i-. (I'l;*),". lin(;oi.n.) Ul)on the witlHh;iw;iI of Mr. Ivin^shmy fioin his si^hool it was taken by l*i'of. J. li. Lincoln and c.onUiuuid undfu' Mk; nanio.of tlic Yonnj^ La,(Ii(;s' School. In >S<4)t«;nil)cr, 1807, Prof. Lincoln look charf^c. At that time it was the only private school for younj;- ladies in the city, iind as the a))j)]iciitions for admission wen', always in exct^ss of the nnnd)er which conld be a(;<;oniinodat(Ml, the school was select. There were; scats for (lily stiid(;nits. In addition to that nuniber, I'rof. Lin(;oln Iiad sixjcial classes that (;aine in for English literature, or the s(;ienc(is. Then; were alwnys two regular assistants. Prof. (Jhace lectured on geology, Prof. Apple- ton on chemistry, and his brother, William, on history. Tlui prinei[»al of the school had the classics, '^riie course of study embracisd a pciriod of four years, and the young ladies received such an education as would liav(5 prei)ar(Ml them for enti"anc<', to colleges like Vassar or Smith. In som(; branches, sii(;ii as physics and philosophy, nuuital, moral, and nat- ural, tli(!y were further advanced than the ])rcparatory studies. There were no (;olleg(^s Ibr- wf)men then, and it was the aim of the school to give a young lady a training that would enable her to follow tin; jho- fession of teaching, or to occupy Innself in any station of life which might i)res(Mit itself. lint the influence and power of tin; school can not b(i estimated by numbers. As indicative of the cliaracter of the school, it will Ixi suffi- cient to say that the standard marked out by the founder was followed. While maintaining his scdiool Prof. Lincoln also haaptist Association, and they decided to place it in Uhode Island. Manning, who had been selected by the association as its agent in the matter, came to Khode Island and began the establishment of a college. The Baptists, then a small denomination, felt the need of an institution where their youtli could be trained in their belief. There was the academy at Hopewell, N. 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 a<'Count of the change of location must be very brietly anticipated. The lirst location was at Warren, in 1 704; six years later, after nuich discussion, the university was removed to Providence. A movement was at once started by those who had wished the location to be at Newport, to secure a charter for a new college at that town. The cor- poration of Rhode Island College at once decided to ])etition the gen- eral assembly for the rejection of the new charter. A memorial was prepared and a committee chosen to i)reseiit it in the assend)ly. This document will clearly sliow the reason for the establishment of the col- lege. To the honorable the general assevihly of Ihc eolouy of h'hode Ixhuut, to all at yetrport o7i the first Wednesdaij in May, 1770. The reiiionstnxnoo of tlio trustees and follows oftho corporation of Ibo college in said colonics liiinibly showctb — That tlio several denominations of Baptists residin;.'; in most of tbo Hritisli north- ern colonies are, taken collectively, a cousidorablo body of Christians; and those BROWN UNIVERSITY. 95 people having of late years taken into consideration that tliern arc; no pn])lic semi- naries for the education of youth where those of that persuasion can enjoy equal freedom and advantages with others, were thereby induced to form a resolution to erect a college and institute a seminary for the education of youth somewhere in North America, to bo effected chiefly, if not altogether, by the application and at the cost amPexpeuse of tho Baptist churches. That, having proceeded thus far, they began to inquire after the most convenient place for executing their design, and on deliberation, finding that the colony of Rhode Island was settled chiefly by Bap- tists, that a very considerable part 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 jiroper place for founding a college, and in which the infant institution might be most encouraged; and accord- ingly they applied to tho general assembly of said colony for a charter of incorpora- tion, which they thankfully acknowledge was freely granted them. That in forming this charter care was taken that, notwithstanding tho burden of expense was to fall chi(;fly on the Bai)tists, jet no other Christian society should be excluded from the benefits of it, and, accordingly, asufficient number from each of the principal of them was taken in to be 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 eujoy equal advantages in every respect as the Baptists themselves, without being burdened with any religious test or complaint whatsoever. ' SKETCH OF .JAMi:S MANNING. James Maniiiii,!'- was born in Elizal^etlitown, JJ?. J., October 22, 1738. His father was a farmer. Of liis mother it was said " she exemplified in her daily life tho happy and sanctifying influences of tho Christian religion." In later years Manning was said to have preeminently good sense, and there is no doubt but tliat ho owed much of it to his homo training. Of his schoolboy days but little is known. Said the editor of his published letters : " I l)ave not found in tlie whole series of letters one missi)elled word." That fact indic-ates some degree of diligence and a}>plication in tlie elementary education which he received. He entereil a preparatory school at Hopewell, where an academy bad been opened " for the education of youth for the ministry." At the ago 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 by 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 i>rofession 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 Ilhode 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. R. A. Guild. Pp. 205, 206. OG HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. tliat lie was \ovy prominent in (lie work of organization. Tlie eliarter was secured in February, 17(>-4, but no home for the college had been provided. It seemed desirable that the location should be in some jdace ■where the president conld i)rt'a('h, in addition to the work of instruc- tion. The two ehurehes in Newport had eonji)eteut preH^hers and there were reasons why a settlement at rrovideuce was undesirable at that time. In April of the same year Manning removed with his family to Warren, where he opened a Latin school, 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 coii)orat ion held in Newport, Sep- tend)er, ITtJo, waselectcd ''president of the college, i)rofessor of languages and other branches of learning, with full power to act in these capaci- ties at \Varren, or elsewhere." Manning IVom the very beginning of his connection with the college had its wellare deeply at heart, lie knew nothing which was para- mount to the state of religion in the country and Kliode Island College. Thedctailsof his life hencet\)rth are so clos(>ly identilied with the phases and crisis of the college that they Avill be given in their appropriate place. lOUKKSl'ONDKNCK. Manning was an active eorrespoudeut 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 Kev. John Eyland, of Kngland, he says: "What think you of an ai>i)lu'atiou to Enghinil, by sonio snitablo porsou, in order to anj>nu'ut our little ami insuniciout fund, as Mr. Edwards made but a partial applica- tion; or would a welJ-conocrtod scheme of a lottery to raise £1,000 or £2,000 meet with oiicourajieuuMit by the sale of tickets in England? 'V\w reply to this ])art of the letter is as follows: As to raising moni\v by a hit (cry, I dislike it fiom the bottom of my heart. 'Tis a scheme dishonorable to the supri'me head of all worlds and of «>very true church. We have our till of these cursed gambling lotteries in London every year. They are l)ig' with ten thousand evils. Let the devil's childriMi liavi* tlu>in all to them.^elves. Lot us not touch or taste. Injustice to the sentiments of Manning on the subject of lotteries he continues to the same friend ii» reply : Your oi)inion of lotteries coincides with mine; but some of our friends urged me to mention the subject, as they could not see a ])rospect of supplies in any other way. Besides, I believe there have not been such initiuitous methods used in this matter with ns as in the State lotteries at home. They have been used to promote good designs. In another letter to a friend in England he says: Do you think it would be worth while for an American Indian, as we are generally deenuMl, to visit England on the errand of collecting some more money lor our col- lege? BROWN UNIVERSITY. 97 A list of " worthy men of learning and character who desire the hon- ors of Ehode Island College" iii England had been sent to Manning. Before honoring them tlius 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 harm. Manning, who had conducted tlie correspondence, was informed in reply by Ryland : For mc 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 unsought, yea iinthought of, constitutes its chief excellence and acceptahleness to men of fine feelings. For my own part I would not have given you a single farthing, or so much as a thanks, 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 Europe. 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 AA'ere 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 K I 7 98 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. more than eiglit iiionths, and traveled through Georgia and South Caro- Hna. The friends in these provinces came to the help of the cause ho ])leaded and he reported to the corporation the sum of $2,500. Tlie funds raised by ]*]dwards were devoted to an income for meeting the salary of the president, and those raised by Smith were devoted to build- ing purposes. In the South these subscriptions ranged from £100 to 10 shilhngs, and represented a large number of subscribers, but were not sufficient to sustain the college. Before steps could be taken to raise more money, another (piestion arose. This was a point involving the location of the college, whether it should remain at Warren, or be removed to sonui other part of the State. Morgan Edwards, one of the early chroniclers of the college writes: To tho year 1769 this sominary was for the most part friendless and moneyless, aud therefore! forlorn, in so nmcli that a college edifice Avas hardly to be thought of. lUit Mr. Edwards making reuuttanccs from England, some began to hope, aud many to foar that tho institution -would come to something and stand. Then a building and a jjlaco for it ■were talked of, Avhich opened a new scene of troubles and contentions that had well-uigh ruined all. Warren was at first agreed upon as a proper situa- tion, where a small wing was to be erected in tho spring of 1770, aud about £800 raised towards it. 'But soon afterwards some who were unwilling it should bo there, and some who were unwilling it should bo anywhere, did so far agree as to lay aside the said location aud propose that the county which should raise most money should have tho college. Then the i'our counties went to work with subscriptions. T'lie four counties were Bristol, Kent, Newport, and Providence, although at tho 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 jiart of the county of Bristol, and it was so voted. Soon after that meeting a notice appeared in the Providence aud Newport paper that— Application has been made by the gentlemen of Kent County setting forth that they have opened a subscrijition for founding and endowing said college, on condi- tion that the edifice be erected in tho coiuity of Kent; aud desiring an opportunity for a.ssiguing their reasons to the corporation for a rcconsidi'ratiou of tlieir vote at their last meeting, for erecting tho edifice in the county of Bristol. The meeting of the corjioration was called to meet at Newport November 14, 1769, at which time aud place the gentlemen concerned in securing subscriptions for the diflVrent places arc desired, by themselves or their committees, to appear, present their several sub- scriptions, and otTcr their reasons in favor of the respective places. This notice at once brought the matter under discussion again. Moses Br(>wn appears to have been the iirst to suggest that the college be located in Providence. At the meeting of the corporation memor- ials were x)resented Irom the towns that were striving to secure the l)rize. 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 placed there: First, that it is absolutcdy luu^'ssary that there be money enough collected for erecting tho college edifice aud other buildings. Sensible of this tho inhabitants BROWN UNIVERSITY. 99 we represent generously subscribed £800, ui)on principles of regard tind esteem for so useful aud 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 centraf 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 of all kinds of provision, fuel, clothing, and cheapness of board. The ease and convenience with which parents may visit their children to see their proficiency, as well as in case of sickness or accidents, where the best physicians and remedies arc at hand. * <• " We liave a public library whicli, 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 law or j)hysic (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 be very useful in the prosecution of such studies. We 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 opi)ortunities of displaying their genius upon any and useful subjects, and which must excite in them an emulation to excel in their studicNs. lu the memorial from East Greenwich : 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 eftoctually accommodate each respective county, and therefore if the corporation should ever petition for the aid and assistance of government, it is more probable thej- will unite in forwarding and promotiong such grants. Secondly. The local subscriptions of Kent, united witli the several general sub- scriptions, are sufiQcient 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 in 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 quite unsuitable for seminaries of learning to be placed in. The town of East Greenwich, on tlie contrary, is well situated as to pleasantness, the town being large enough to accommodate the students effectually, and situated upon the i)ost road, so that an easy correspondence might be had with any part of the continent, there being likewise a iiost-offico 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 plan, therefore they say they have singular advantages over Kent as to the accommodations of the different religious denominations. In answer to this we can 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 the smallness of the college funds it is certain that the principal and surest support must arise from tho number of students; and-svhoever considers the number of inhabitants in Newport, the reputation of the island for health and pleasantness, the easj' communication we have with all parts of this government, and with the Western and Southern colonies, and the cheaimess with which pupils may be boarded, must confess that no place in this colony is so proper to fix tho college in, nor so likely to afford a sufficient number of students, as this town of Newport. Besides, a considerable advantage may be derived to the professors and stuilents from the library (Tbe Redwood) in this town. A library calculated for men of learn- ing, consisting of a great number of well-chosen books upon all arts and sciences, as well as a very great number in the learned languages, the use of whicli may be 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 the tone and such were the arguments used by the memorialists, although the memorials have not been given in full. In the light of the present 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, 1769, continued three days. Wednesday morning it was resolved : To recede from the vote of the last jueeting to erect the college edifice in the town of Bristol. In the afternoon it was voted : That tho business of the corporation be not postponed to a distant adjournment. Thursday morning it was resolved: That the place for erecting tho college bo 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 superior to any now offered, or that shall then be oft'ered, and the corporation be 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 in 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 in 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 utmost 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 in Newport. It was favorably received in the house, but indefinitely postponed by the Senate. BROWN UNIVERSITY. 101 FIRST COMMENCEMENT. The historian Arnold wrote of the first commencement, »Sei)teraber, 1769: Four years had elapsed since tlie college at Warren was organized, and the gradu- ating exercises of commencement day now opened a new era and established the earliest State holiday in the Ifistory of Rhode Island. It was a great occasion for the people of the colony, and as each recurring anniversary of this time-honored institu- tion of learning calls together from distant places the widely scattered alumni of Brown University we do but renew on a more extended scale the congratulations that crowned this earliest festival of Rhode Island college. The first graduating class consisted of 7 members, some of whom were destined to fill conspicuous places 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.' The members of the class were Charles Thompson, valedictorian, and afterwards a chaplain in the Eevolutionary army; liichard Stiles, salutatorian ; Joseph Belton, Joseph Eaton, William Williams, William Rogers, afterwards a chaplain in the Revolutionary army, and James Mitchell Yarnum, afterwards a brigadier-general in the Revolution, an eloquent member of Congress from Rhode Island, and finally judge of the Northwestern territory. From 1 pui)il (William Rogers) at the ' Contrast with the above, the following account of the commencement of June, 1878, by Prof. Diman : Among the great festivals which break the rapid and unending round of the sea- eons there is none that brings with it the peculiar associations which 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 when hope was bright and when aspiration was high, and the long procession with which it fills our streets, lead by the 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 places are filled 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 turn aside from the accustomed 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 youth and renew the cordial fellowship which is the distinctive note of a liberal culture. It is easy to imderstand the 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 which 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 IIISTOKY OF HIGHER EDUCATION IN RHODE ISLAND. opoiiiiig- of the college, it had grown to the number of 7 at grad- uation. From the daily paper is taken the order of exercises: 1. 'I'ho s;ilut;vtory oriition. Wifliaril (Utiles. 2. Tho Ainciiouns, in thoir present circuinstancos, ran not (oiisisU'nt with ^ood ])olioy ivllVct to become an independent state; ;i, forensic dispnte. .lames M. Varnnni and William Williams. I!. An oration on benevolence. AVilliam Rogers. •1. Materia cof>itare non potest. A syllogistic dispntation in Latin. William Wil liams, .Joseph lielton, .loseph Eaton, "William Rogers, James M. Varnnm. f). Tll(^ oratorial art; an oration Avith the valedictory addresses. Charles 'i'lumip- son. The following aecount of the iirst eomnuMicenu'nt appeared in the Providence Gazette and County Journal: On 'riuirsday, tho 7th instant, was celebrated at Warnni (ho Iirst conuneucement in th(^ college of this colony. About 10 o'clock a. m. the gentlemen concerned in conducting the atlairs of tho college, togother Avith the candidates, -went in ])roce8- siou to tho mcetinghonso. After they bad taken their seats, respectively, and tho audience were composed the president introduced tho business of tho day with prayer. Then followed a salutatory oration iu Latin, pronounced with mnch spirit, by Mr. Stiles, whiili procured him great .applause from tho learned i>art of tho assembly. He spoke upon tho advantages of liberty and learning and their mutual dei)endence upon each otluu', concluding with jiroper salutations to tho chancellor of the college, governor of tho colony, etc., particularly exi)ressing the gratitude of all the friends of the college to tho Rev. JMorgau Edwards, who has encountered many difliculties in going to Europe to collect donations for the institution and has lately returned. To which succeedtMl a forensic dispute, in English, on the following thesis, namely : "The Americans, in their present circumstaucos, can not, consistent with good pol- icy, alfeet to become an independent State." ISIr. A'arunm ingenuously defended it by cogent arguments handsomely dressed, though he was subtly but delicately opposed by Mr. Williams, both of whom spoke with emphasis and propriety. As a conclu- sion to tho exorcises of tho forenoon tho audience were agreeably entertained with an oration on bonovolenco by Mr. Rogers, in which, among many other pertinent observations, ho particularly noticed the necessity which that infant seminary stands in of tho salutary etfects of that truly Christian virtue. At 3 o'clock p. m., tho audience being convened, a syllogistic dispute was intro- duced on this thesis: '• Materia cogitare iion potest" — Mr. Williams the respondent; Messrs. I>elt(m, Eaton, Rogers, and Varnnm tho oi>poucnts — in tTie course of which dispute the ])rincipal arguments on both sides were j)roduced toward settling that critical point. The degree of bachelor of arts was then conferred on the candidates. A ccmciso, ]>ertinent, and solemn charge was then given to the bachelors by the president, concluding with his last paternal benediction, which naturally introduced, tho valedictory oratoi', Sir. Thompson, who, after some remarks upon tho excoUeneo of tho oratorical art and Qxpressions of gratitude to tlu> ])atronsand oflicers of tho college, together with a valediction to them and all i>resent, took a most alVectionate leave of his classmates. The scene was tender, tho subject felt, and the audience adected. The president concluded the exercises w"ith prayer. The whole waa concluded with a ])ropriety and solemnity suitable to tho occasion. The audience (consisting of the jtrincipal gentlemen and ladies of this colony and many from the neighboring gov- ernments"), though large and crowded, l)ehaved with the utmost decorum. In the evening Rev. Morgan Edwards, by particular lequest, preached a sermon, especially addressed to tho graduates and students, from Phil, in : 8 : " Yea. doubtless, and I count all things but loss lor the excellency of the knowledge of Christ Jesus my Lord," iu which (after high eiicumiums on the liberal arts and sciences,) the superior BROWN UNIVERSITY. 103 knowledge of Cliriat, or the Christian srieuec, was clearly and fully illustrated iu several striking examples and. gimiles, one of which follows : "When the sun is below the horizon the stars excel in glory; but when his orb irradiates our heniisi)heie their glory dwindles, fades away, and. disajjpcars." Not only the caudiorl;uul Hill. After learning their names and places ot" residence he pornuttcd tbeni to {uocood. One of the vonnjj men proved to be a student in the college, and tho president, being informed of the circumstance. Avrotc to the clerk of the monthly meeting the following letter: PKO^■In^^'CK. Dcctiiibcr I:S, 1770. Sir: Yon may think strange that I. a stranger to you, should address yoii by this epistle, but ^vill excuse mc when I give the reason, which is an informatitm that I have received that one Scott, a youth under my tuition, some time ago, riding tbrongh Sr.iithtield (in company with one Dennis, of Newport), rode np to and in a most audacionsly wicked manner broke the windows of the Friends' meeting-house in said town, of Avhicli meeting I nuderstaud you are clerk. Upon the lirst hearing of this scandalons report I charged liim with the tact, which lie confessed, with no small degree of apparent penitence; whereupon I thought good to inform you, and by you the meeting, that they shall have ample reparation of damages and such other satisfaction as they shall think x^t'oper, being determined to punish Avith 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 bo so good as to let me know when the tirst 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 liim in this way, and should be very glad that some of the heads of the meeting Avonld admonish him fai*hfully, and show lum 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 bo agreeable to me. M'hen this is settled, we shall discipline him with the highest luiuishmciit wo inflict, nest to banishment from the society; and with that, if he does not comply with the above. The youth has been but few mouths under my care, is a child of a respectable family 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 thoughtless, vicious pupil; but am determined this shall be the last enormity, one excepted, of which he shall be guilty while under my care. I hope the meeting will inform me how he complies with these injunctions, if they think proper to take these or any other methods. Please, by the first op])ortunity. to favor mo with a line in answer to the above requests and you will do a favor to a real friend. J.VMES M.\XXING. Mr. TuoM.vs l..vi'U.\M, Jk., in SmithHeld. In repl.N to which, as requested. Thomas Lapham, Jr.. sent him the following letter: Smithfield, the 17th of l^ih mo., 1770. Eestectep Fiur.XD: 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 are held on the last tilth day of every month; so that our next will be oil the last fifth day (or Thursday) of this instant, at the house where the windows were broken. A meeting for worship 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 afl'airs of the college iiiaj' be so conducted as to be a means of promot- ing virtue and piety, which are far preferable to arts and sciences, is the real desire of one who wishes well unto all. Thomas Lai'ha.m, .Ik. BROWN UNIVEKSITY. 107 Tho young man, accordinjj to tlio direction of the president, appeared before tlio next monthly meeting for business, and informed the meeting what he had done, made a suitable aeknowledgnn.-nt, paid the damage done to the windows, received some wholesome ailinonition and a liUILDINCJS. The first oi' tha college buildings erected in l*rovidence was Univer- sity Hall. This was modeled after !Nassaii 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 Revolution, barracks and a hospital were made from the hall; its rooms were used for dormitories and for recitations. The old stiuleut in returning to Brown to-day Avould 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 changerojection 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 portion of the "home lot" of Chad Brown (who was one of the original proprie- tors after the native Indians of whom it was imrchascd). 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 iiretty easy of ascent and commanding a prospect of the town of Providence below, of the Narragansett Bay and tlie 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 cm rent prices of that day. « . 'Brown University with illustrative documents. R. A. Guild, 232. The cost of the land was $730. 108 IllSI'oliV OK IJIGIIIOK EDUCATION IN iillOUE ISLAND. 177(1. £ a. p. .liiii. 1. 'I'<>(!i.sli p.iid Col' I lio postago of ;i. IcM.or (-() tll(^ cni-porntion I H Miiy 'J'.U 'I'd ;{ i)tH. iiiiii iill(»wo»l John .loncUt'S i'or t.lui scow moil (i 10 Miiy -•"•• To oii(^-liii'r(lii.y'H work of ICiirlo'H iK^gro I (> Miiy L'r>. To cjihIi paid (loiiiHlock lor ouo-liiill' day'H ciiiliiig willi (,lii'C(i crea- 1 linn ;j .liinr 1. 'I'd Olid whcolltarr()w, iK'W, lm(. broke. Aug. -r>. 'I'd 1 gallH. VVc^hI; liulia, nun, viMy good an 1771. I'"db. 7. To 1 box glass Cor i>rcsid('nt.'H lionst> .3 3 Mar. .S. To cash paid J'lbdno/.cr la^land (or painting llio cdllcgc^ and jtrosi- (IdllfH hoiiHo t) IMOVOMiriONAUV I'KKMOl). Kliod*' Ishiiid, loi^cMuT witli I. lie. oMicr colonics, liad felt Mi<>, o])prea- sioii wliicli l)roii;;iit on Mu^ Ivc^volution; tlio sentiments of (he yoniioj mcin as oxin'essed in tlieii' j^riuliuiting" speeches indicated Ji strong ])atii()tisin. In June, 1775, the following extract appeared in the IMovidence ( J azett e : 'I'o (lid rtntTdud ])roHi(UMit, boiiorablo iirol'cssor, and rest of tlidlionorabbi corpoiatiou ol' LMiodd Island Collcgd — the dntiCnl i)Otitiou of tho ecuior cIusb: Most Wokthy rA'rijoNs: l)^H^])ly addctcd with tho dislrcss of our opjiroHsod c.onntry, which now, most un.jiislly, feels (lio bant^ful dllVx^ts of arbilrary power, provoked to the greatest lieiglit of cruelty and vengeance by tho uoble and manly resistance of a fr(^d and ty of holding the ensuing commencement in :i piildic manner, as usual; whethtM' siicb a celebration of that aunivorsary would bo in conformity to the eighth article of the association formed by tho grand American Congress, anil wliich all tho colonics are all ndigiously executing, and that you would be iileased to signify unto us your resolution respecting the same, that wo may govern ourselves accordingly. .loaiAit Kr.Ki), Andhkw Law, Jamks ]''ui.ton, Comniittre in Jk'half of the iSvnior ClaaS. Coi.i.KC.K IN I'i£()\ ii>iCN(M'., ,hine S, 1775. The corporal ion recogni/cd the ])atriotisni ol'tho class and the sacri- lice that would be entailed by tho omission of the comniencemeut exer- cises. This was a groat sacrilico, for the conimoncemeut then was an imi)ortant event in the life of tlu^ student. The day was a holiday in the city, and many went to the exercises to do tho young nuMi honor. Concluding tho reply to tho petition, it was said: Institutions of learning ^vill d(Uibtless jiartake in the common calamities of our country, as arms have ever proved unfriendly to the more relined and liberal arts and sciences; yet wo arc res(dved to continue college orders here as usual, excepting that the usual eomnicncenient, by the advic(^ of hiicIi of the corporation as couhl conv;-niently b(> consulted, will not be jciblic. BROWN UNIVERSITY. 109 The graduating class numbered ten, and theirs was the last commence- ment till 1782. In December, 1770, 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 tlio students that their attendance on college orders is hereby dispensed 'witii until the end of the next spring vacation, and that they are at lib- erty to retnrn home or prosecute their studies elsewhere, as they think proper, and that those who jjay 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 Manning. Pi{0\'n)KNCK, December 10, 1776. Accordingly, till May, 1782, the course of studies was suspended. In 1761) there were 13 students, and the whole number from that date to the year 1776 was 197. In 1780 a meeting of the corporation 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 Avith 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 una assez jolie petite ville, tr^s commercante avant la guerre, il u'y a rien de curieux qu'un hopital de la plus grande beauti?. 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 hospital. The money for its repair was raised by the corporation. The public commence- ments were resumed 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 language, and sejtarated 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 Avith avidity whatever can give them information respecting the char- acter, genius, and influence of a people they have such reason to admire — a nation 80 eminently distinguished for polished humanity. To satisfy this laudable thirst of knowledge nothing was wanting but to encour- age and 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 i^ro- duced. 110 HIBTORY OF HIGHER "EDUCATION IN RHODE ISLAND. This address was given to Thomas Jefferson to i)reseut to the king, but in his judgment it was thought inopportune. As tlie matter had been intrusted to him his opinion was accepted. Manning was constantly writing to get his friends in England inter- ested in the college. To Thomas Llewelyn, of London, he wrote, sug- gesting that he make 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 Hollis, New Haven of a Yale, and New Hampsliire of a Dartmouth, who have given their luimes 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 chosen unanimously to represent Rhode Island in the Congress of the Con- federation. At first he was averse to accepting the election on account of his connection with the college, but a feeling of public spirit and devotion to the college influenced him to accept. That the latter was the chief reason appears in one of his letters of that year: Pi'ay dou't be alarmed sliould you hear that I am iu Cougiess. The motive of ray accepting this most uucxpected, uusolicited, but unanimous appointment of the State to that office ^as the recovery of a considerable sum due to the college for the use taken of the edifice and the damage done to it by theiiublic in the late war. It was thought by those most acciuaiuted with the state of our application to that honorable body that my presence would facilitate that grant; more especially since none of the persons likely to be 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 floor except to reply to an attack which was made against New England. It Avas 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 i)ro and con. In a letter to a friend he says : I am treated with respect by Congress and the lieado of Departments. The present Congress possess great integrity and a good share of abilities, but for want of more States on the floor the public and important business is from day to day neg- lected. Wo are, however, in daily expectation of a fuller delegiition. His views on the inadequacy of the Confederation and the necessity of union 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 was being discussed by Massachusetts he attended the debates and ])roceedings of the convention. He him- self said that Massachusetts was the hinge on which the whole must turn. BROWN UNIVERBITY. Ill By this time he had been relieved of the greater part 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 i^osted on all the important movements of the day. CLOSING YEAKS OF MANNING. From 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 Ai)ril, 1791, he preached his farewell sermon to his people, and at a meeting of the corporation of the college held 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 apoj)lectic 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 sketched 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 pojiular 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 bis youth he was remarkable for his dexterity in athletic exercises, for the symmetry of his body and gracefulness 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. He was formed for enterprise. His address was pleasing, his manner enchanting, his voice harmonious, and his eloquence almost irresistible. Having deeply imbibed the sjiirit of truth himself as a preacher of the Gospel, he was faithful in declaring the whole counsel of God. He studied jilainness of speech and to be useful more than to be celebrated. The good order, learning, and respec- tability of the Bajitist churches in the Eastern States are much owing to his assidu- ous attention to their welfare. The credit of his name, and his personal inHuence 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 sujierior personal appearance, added to all his shining 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-five 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. characterized by brilliancy and new departures, but 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 Manning 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 I^robably 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 commencement after his inauguration, during the illumination of the college, a transparency was placed in one of the upper windows dis- playing his name with "President, 24 years old." His policy then was to conserve what had been gained, and he seems to have accomplished it. This, then, may account for the fact that no record can be made daring his administration of new buildings or of large bequests. It was said of his presidency : He was one whose name and fame are identified with its rejiutation and whose mildness, dignity, and goodness, e<)naled only by his genius, learning, and eloquence, subdued all envy, made all admirers friends, and gave him an irresistible sway over the minds of those placed under his care. Under his administration the college acquired a reputation for belles-lettres and eloquence inferior to no seminary of learn- ing in the United States. His pupils saw in him. an admirable model for their imi- tation, and the influence of his pure and cultivated taste was seen in their literary performances. ' SKETCH OF TRESIDENT MAXCY. President Maxcy was born in Massachusetts September 2, 1768. His father is mentioned as one of the most respectable inhabitants of the town; but it seems to have been to his mother that he owed those traits of piety and mildness which characterized his more mature years. His mother, says his biographer, was a woman of strong mind and devoted piety, and beautifully exemplified the practical influence of the Christian religion, by the uniform consistency which marked the whole tenor of her life. Upon her devolved the delightful duty of implanting in the mind of her son those seeds of truth and righteousness, which should in after years bud and blossom into usefulness. In early years he gave promise of talent and of maturity of intellect. It is of interest to note that when a boy he was fond of speaking and ' President Maxcy's Remains, by Romeo Elton, j). 15. BROWN UNIVERSITY. 113 some of his oratorical efforts even tlieu were creditable. In view of these early indications, bis j)arents decided to give him a liberal edu- cation, and he was sent to the Wrentham Academy, kept by William Williams, one of the first graduates from the college. He entered Brown, or Ehode Island College, as it was then called, in 1783, at the age of 15. His conduct in college was such as to win the esteem of instructors and classmates. From the discipline of college his mental powers were stimulated and invigorated. It is said his writings were recommended as models to his classmates; that they were eminent for delicacy of taste, and that his conceptions were embodied in lan- guage of classic purity. He was graduated with the highest honors of his class. A position of tutor becoming vacant in the college, it was offered to him, and was accepted. For four years he filled this position with satisfaction to his colleagues and to the students, lu 1790 he was licensed to preach, and in this field his marked ability for oratory was so pronounced that he was invited to take charge of the church from which President Manning had resigned. Maxcy was ordained in 1791, and on the same day was elected profes- sor of divinity by the corporation. Says Tristam Burgess of Maxcy : His voice seemed not to have reached the doej) tone of full age ; but most of all to resemble that of those whom the Savior of the world said, " Of such is the kingdom of heaven." The eloqueucy of Maxcy was mental. You seemed to hear the soul of the man; and each one of the largest assembly, in the most extended jilace of w6r- ehip, received the slightest impulse of his silver voice as if he stood at his very ear. So intensely Avould he enchain attention, that in the most thronged audience you heard nothing but him and the pulsations of your own heart. His utterance was not more perfect than his whole discourse was instructive and enchanting. That same year (1791) President Manning was seized by an apoplectic fit and died within a few days. The most natural successor was Maxcy, and at the following commencement he was elected president pro tem- pore. As an instructor he was very successful, because his influence over his pupils was strengthened by his experience and reputation as a man of ability. He regarded his students as his sons, and in all his relations towards them endeavored to inculcate the principles of virtue and piety. He was thoroughly interested in all their concerns, and took great delight in bringing to them the results of his own expe- rience. To those students who sought him for advice he was particu- larly cordial, and they felt that in him they had a true friend. Eefined and dignified in manner, of brilliant conversational powers, and pos- sessing the ability of adajiting his instruction to the attainments of his students, he was very successful as a teacher. He had the power of grasping a subject as a whole and then presenting it attractively to the class. His discipline was described as "reasonable, firm, and uniform, and marked in its administration by kindness, frankness, and dignity." There Avas an absence of austerity in his manner, and he treated his 11'33 K I 8 114 HISTORY OF IIKJIIEIJ EDUCATION IN KILODE ISLAND j)U|>il8 Jis yoiiii;^' f;'tMi(,l(Mii(')i. IIo iil\v;iy.s jippciilcd to tluMr uii. in the thought lliatlu^ woidd not withdraw from academic life. He a('('<>j)ted a call to the i)rcsiden(!y of Union College, {Schenectady, I'e-maining there till ISOl. In that year he ;iccei)ted the picsidcncy ol South Carohna. (College. Iie> died atC/obim- bia, S. C, .lun(^ I, ISi'O. I>IM',S1I)KNT AlKSSKU-, 1S02-1S2(;. This ]>eriod in the history of the college immediately ])receded that of Dr. W'ayland. The latter, taking all things into consideration, Avas regarded by many as the moat brilliant period of its history. Messer was conne(;te(l with I lie university iK^forc) lie toolc the i)resi(lency, and ha founding of the professorship of oratory by Nicholas Brown and tlic circum- BROWN UNIVERSITY. 1 1 5 stances wliicli load to the (;liang(5 of iiaino from Itliodc IsIiukI ('ollcgc, to iJrowii University. ill a Jotter wntton by Jolin Brown, who was obliged to resign the position of treasurer, on account of declining health, towards the close, was added : Being loratod in llio center of New Knglimd, and Avith one ol' llie most liberal cliiirtcrs that lian over been granted, to warrant and Heeiiro a lair and generons 0(|uality to bo extended to every religiouH sect, I do most Kincerely reeoinmcnd the jtroniotion of its liiglie.sfc intcroHts to every branch of the government oi the col- ]eaking -was a principal object, to my certain knowledge, of tho first friends of this <;oll(!go, I do wish that the honorable corporation may find means during their dcdiberations of this week to cstaljlish a professorship of English oratory, and that suitable funds for the ))ur- poso may bo BO placed that the annual income only can be touclie it was voted tliat tlie donation of $r),0()0, if made to this col- lego within one year from tlie late commcMiccmcint, shall entith; the donor to name the college. Tho feelings of John Hrown to the (;olleg<5 w(!i(i shown by tii<;al)ove letter, as well as by the faithful discharge of his official duti<;s. 'i'liat the same feelings were cherished by the son will be shown .by 1 his hitter to the corporation. riUA'lUKNCK, Sc.itlvmhtr 0, 1S04, (jii'-NTi.r.Mi.N : It is not unknown to youthatlhave lon;^ had an attachment to this institution, as the jdaco where my deceascid brother, Moses, and inyself received our education. Tliis attachnHuit derives additional strength from the recollection that my late honored father was among the earliest and most zealous ])atrons of tho college, and is coniirmcd })y my regard for tho cause of literature in general. L'nuowN. This fund accumulated from year to year till it more than doubled. In 1820 baidc stock to tlie amount of $10,000 was i)urchasject of the new col- lege edifice at the meeting to be holden by adjournment in the university chapel on Mondaj^, the 13th of January Instant, to which communication the committee invite the attention of the corjioration. Respectfully submitted by the committee. In the communication referred to, Mr. Brown said : To tlie Corporation of Brown University : It affords me great pleasure at this adjourned meeting of the corporation to state that the college edifice erected last season and located on the land purchased by the corporation of Mr. Nathan "Waterman is completed. Being warmly attached to the institution where I received my education, among whoso founders and benefactors was my honored father, deceased, and believing that the dissemination of letters and knowledge is the great means of social Jiappi- ness, I have caused this edifice to be erected wholly at my expense, and now present it to the corporation of Brown Universitj^, to bo 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. Il7 in the iiromotion of virtue, science, and literature, to those of the present and of future generations Tvho may resort to this university for education. With respect- ful and affectionate 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 corporation in accepting 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. Eesolved, That in compluiuce with the suggestion of the donor, the new edihce be denominated Hope College. At the same meeting it was also voted that the old college edifice be named University Hall. Sketch of President Messer. Rev. Asa Messer was born in Methuen, Mass., in 1769. He, too, was graduated from Rhode Island College in the class of 1790. He was chosen as tutor the next year, and held that position till 1790, when he was elected professor of the learned languages. He also held the pro- fessorship of mathematics and natural philosophy in 1799 and retained it till 1802. When the iiresidency became vacant by the resignation of President Maxcy in 1802, he was made president pro tempore. He became president in 1801 and retained this position till his resignation in 1820. 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 tliat he was conversant with its needs and shaped his policy 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 imi^rovements 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 Rhode Island this war was especially disastrous because disordering her commerce, which was then one of the chief sources of prosperity in the State. The demand of the day was for more ele- 118 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. nientary educjitiou. The country liad 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 vv'ork 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 policy 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 expensive education and, in fact, it v.'as by self-sacrillce, 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 tlie twenty-four years of his i)resi- dency ? HIS POLICY. Says Prof, (roddard, in a biographical sketch of Messer, in 1839: During his adniinistration tlic college ooiitinned to flourish. Au increased num- ber of pujiils resorted thither, and at no antecedent or wubsequcnt period of its his- tory have the classes ever been so large. Says a member of the class of 1S23, regarding the cliaractoristics of the students during Messer's administration : Th<^ last half century will show them to you in every part of the land. lu 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 arc 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 tlie 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 Mes- ser as a college president and an (ulucator of young men. zVs a man he v\'as popular; in his family relations lie was charming; and ho was held in esteem by his fellow-townsmen, for they elected him to offices of public trust. For young men struggling to obtain a college education, and working in the chains of the ret (i>i(/iisia domi, Dr. Messer had a. heart of fatherly tenderness. Whenever ho saw eager as])iration9 after knowledge, a high sense of duty and a resolute deter- mination to prepare for an honorable and useful discharge of the responsibilities of life, there ho was ever ready with the words of encouragement and the hand of hclii. One more quotation from the same source will show how the college was regarded by those who wore seeking an education: There can bo no doubt that the young men trained up under Dr. Messer were dis- tinguished for habits of manly thought and self-reliant investigation, tempered with BROWN UNIVERSITY. 119 conservative good sense ; and there can be as little doubt that for these high ([nalities they were greatly 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 recent centennial discourse; Of my old president I can not speak but with respect and affection. He had a vigorous and manly style of thought,, and was a genial, jjleasant teacher. In disci- pline, in his best days, ho was adroit, having a keen insight into human nature, and touching at will, skillfully, all the chords of the student's heart. Earelj"- was he mistaken in the character of a young man, or in the motive to which he appealed, in order to influence him. Foibles and weaknesses he treated with some degree of indulgence; l)nt vice and willful wrong he treated with unsparing severity. In government ho followed no abstract principles, which 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 gre;i.t shrewdness, ho was sometimes called "tlie cunning president." One of the many anecdotes related of him is, that lie kept in his room a bottle of picra for sick students, and that everyone who came to him to bo excused from duty on account of headaches, found it necessary to swal- low a dose before leaving him. * * * His individuality, both in body and mind, was strongly marked. He 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 the case, more to prac- tical wisdom and prudence than to either. ' * Ilis was not a mind to leave its own impress on that of his i^upils. lie had no imitators; ho wished to have none. The many eminent men educated under him had no other resemblance to each other than freedom from authority. Thero is among them no uniform stylo of thought, resulting from its being run in the same mold. Even among the undergraduates, thero was a personal independence of character and thought, and a manliness of deportmer.t and self-respect, that gave a certain air of dignity to the two upper classes. Each man was expected to develop and retain his o-wn individuality, without being schooled down to tamenesa, 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 followin;™' will sliow the esteem in which Dr. Messer was held by his co-laborers in his academic staif : 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, IlesoJved, 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 Uader the Presidency of Asa Messer. 120 HISTORY OP HIGHER EDUCATION IN RHODE ISLAND. its presidiug officer, is uo more ; that we are impressed 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. Ur. Messer received tbe degree of D. D. from Lis alma mater in 1806, and the same honor from Harvard in 1820. His administration coukl not be characterized as brilhant, yet it formed an important imrt in the history of Brown University. President Wayland, 1826-1855. Dr. Wayhiud was one of the presidents who was known not only at home but abroad, on account. of his prominence as an educator. He was the sou 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 Xew York, March 11, 1796. He early went to school, but his days 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 much 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 considered 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 j)hilology 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 inspired 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 probably BROWN UNIVERSITY. 121 tlie most popular pnlpit orator of tlie day. He was a universal favor- ite." A friend of Wayland's suggested to the deacons of" this cburcli that they call him. It was done, and in 1821 he entered upon the pastorate which he retained till 1827. His j)astorate was a trying one for hiin. He linew the call was not unanimous; he was conscious of his own deficiencies, unfitting him for anything like pulpit oratory; and he had a large i)lace to fill in taking the jjosition held by Dr. Stillman. The rich experience that his medical training liad given him, and the broad knowledge that he had. 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 power he had with his 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 the causes of his notoriety was a sermon preached before the 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 for publication and various editions were quickly exhausted. Says his biographer : lu proportion to tho population and the niiiubers tbeu found in America, it is doubtful if its circulation has been exceeded by any American sermon, and certainly no other has held its place so permanently. Dr. Wayland's ministry was successful; he was prominent in his own denomination, and from the distinguished merit of the sermon referred to, he had become prominent in the world of letters. On the resigna- tion of Dr. Messer from the presidency of Brown in September, 1826, all eyes were turned to Way land, and he was unanimously elected to the presidency, in December, 1826. CHARACTERISTICS. What, 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 resijonsibility 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 opj)ortunity of gaining 122 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. useful inroiniatioii while visiting . He ia agreat leiicher in the art of fisliiug, iiKiiiagiiig a boat, etc." On another occasion, " Observe care- fully the modes of thinking, and esix^cially tlie ])oints that are takeu for granted. The things men take for granted withont aflirmiiig are frequently of much greater importance tliau all that they afiirm," The life-long motto of the president was, " Whatever is worth doiug at all is worth doing well," and he was also in the habit of saying to his friends, " Notliing can stand before days' works." Perhaps uo para- graph conld better state his cliaracter than the advice he gave to a young friend: Let 1110 urge upon yon, if yon Avish to l)o respected, to bo tboronglily master of your studies. I would sit up till midnight r;xth(!r than not know them. Never thiulj "This will do," unless it bo done as well as yon can possibly do it. You will thus acquire Hie 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 ! tudents is stated by Prof, (^hace in his commemorative discourse: As the students then, with few exceptions, lived within the college buildings and tnok their meals in Commons Hall, they constituted much more than at present, a (oinmunity by themselves. They were more readily swayed by common impulses, i.;id more susceptible of commourcd forth not at random, but with a knowledge of the laws of uritieerpetuatiug some violation of law, their seniors would tell tliem distinctly what would be the inevitable conse- quence, and theirpredictions rarely failed of fulfillment. The principles which gov- erned in such cases were Avell understood, and it was known that by these principles all cases of discipline were to be decided. SERVICES FOB THE COLLEGE. No two persons carry away just the same impression from seeing a beautiful painting, nor do they use the same thoughts in attempting its description. Perhaps another phase of what Dr. Wayhind did for Brown may be seen from the graphic delineation given by Prof. Biman: 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 defy 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 i)ersonality. 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 ever associated with a text-book of moral science or of political 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 jmblication his more ornate and elaborate productions. He appears in some of these as he used 126 HISTORY OP HIGHER EDUCATION IN RHODE ISLAND. to appear, arrayed in cap an;l gown, in tlio stately ceremonial of couinieuccment day, or, as ho will appear to posterity, in the stilf full-length portrait, hanging in Rhode Island Hall, which, as an achievement of high art in wood, is only equaled hy a work of the came artist, the picture of Mr. Webster in his reply to Hayno, that usurps so undue a share of Faneuil Hall. How little does all this rcsemhlo the image so viv- idly recalled as we 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 sophomores beat, with their heels, an unseemly march. With what utter disregard of conventional proprieties, yet Vr-ith what genuine and awful sense of divine sanctities, the voice rolls out the strains of Hebrew David, and anon melts in humble, fervent prayer. Never did Dr. Wayland seem so grand, one 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 iu his missionary sermon would not compare for eloquence with some of those pungent appeals that at times electrified tbe students at their Wednesday evening prayer meeting. How the chapel v/ould be hushed with the stillness of death itself, as, in tremulous accents and voice sinking to a whisper, ho would dwell on the dread responsibilities of the soul. There Avas never any cant of stereotyped exhortation, never any attempt to rouse a superficial emo- tion, but always direct appeal to conscience and to all the highest instincts of youth- ful hearts. In this most difficult task of dealing with young men at the crisis of their spiritual history, Dr. Wayland was unsuriias^.ed. How wise and tender his counsels at such a time! How many v.'ho have timidly stolen to his study door, their souls burdened with sti'ango thoughts, and bewildered with unaccustomed questionings, remember with what instant appreciation of their errand the green shade was lifted from the eye, the volume thrown aside, and with what genuine, hearty interest that Avholo countenance would beam. At such an interviev/ ho would often read the parable of the returning prodigal; and who that heard can over forget the pathos with which ho would dwell upon the words, "But when ho was yet 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 mucli what is said, as tbe way in which it is said." Never was the truth of an aphorism more patent than when a descrip- tion is attempted of Dr. Wayland's method of conducting a recitation. But the picture would be incomplete without that detail. The fol- lowing reminiscence is l)y Ilev. Dr. Silas Bailey, who entered Brown in 1S30: In a resumd of what he did for the university, his first service was reorganization in discipline and instruction. A new era had opened and its demands were diflerent from those of the jireceding period. The need of education then had been for what was elementary. The country now was feeling the mighty possibilities that were inherent in itself and was developing them. The 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 duo the credit of inaugurating the new sys- tem at Brown, and of disseminating his ideas as an instructor to the country. In the class room he did away with the use of text-books. His theory was that the Instructor should himself know what he was to teach, and should draw out the pupil so that he could state in a thorough manner what had become a i>art of his own BEOWN UNIVERSITY. 127 knowledge. The metliod was analytic; tbat method which was used so master! j' 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 saj'^ 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 Avas in the habit of addressing each as "my son," and impressing upon him his own jicrsonality. In an estimate of what ho did for the individual members of Brown, says Prof. Chacc : "Wo should look rather to the characters lie molded, and to the moral and reli- gions forces ho set in action. These, as well as the productions of his pen, still live and v/iir continue to live. Where in all the land can be found a place in which to-day ho is not working, directly or indirectly, through those whose minds he formed and inspired. Nor will his influence terminate with thelives of those who were its imme- diate recipients. Moral forces never die. By a law of their nature they perpetuate and estend 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. As a writer of text-books ho placed 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 Avas an exposd of a system of morals not culled from pthcr 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 Avero of A-aluo to his own students, and, like his Moral Philosophy, Avcre used by other institutions. The library rcceiA^ed under him careful attention, and he fostered and developed its life. The scientific resources of the college Avore jilaced on a lirm basis. PUBLIC SERVICES. Dr. Wayland labored not alone for the college, although that was ever first in'his thoughts, but was always alive to what he could do for the couiraunity. He was the first citizen in the State, and the university was the center from which emanated those impulses that guided and maintained a high tone in the community. True, the city was not so large, and tlie desperate struggle for wealth had not set in, but a man of narrower mind could have caused the position of the college as a center to bo much less. The public charities found in him a ready helper, and with many he had an official connection. Through his aid as an inspector the State pri.son became a reformatory and not a i)lacc Avhere criminals were confined. During a largo part of the last twenty years of his life he conducted every Aveek a Biblo class composed of couA-icts. The spectacle presented Avas most impressive- one which the angels might desire to look upon— as Avith heart full of loA-e to God and man, and thought intent on serving one and doing good to the other, he took his way on the quiet Sabbatli morning toward yonder prison, to seek there the outcasts from society, the children of shame and sin and crime, to gather them around him and toll 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 tliem ; to awaken anew their moral affections, and to restore their broken relations to humanity, to God, and to heaven. He may have done many things of which the world will think njore and longer, but his great life offers nothing surpassing in moral grandeur these almost divine labors.' For bis fellow-townsmen lie was always ready to address thein in words of cheer or of admonition 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 exhibitioii 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 wailiugs 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 inflamed 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 cii-cumstances ! 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 upon 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. He 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 worshij) in every bosom. God is no longer at a distance, but all around and Avithin 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 he embodied his ideas. As this system made a change in educational methods, an abstract of the pajier is presented: The present condition of the university can not be well understood without con- Bidering 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 measTires 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 be accom- plished by endowment for the reduction of tuition and for furnishing it gratuitously to our colleges have been, wo 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- tiou that our colleges are not filled because we do not furnish the education desired by the peojjle. 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 of the college and of the impending crisis. If the institution was to be maintained some means must be ddopted 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, within 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 iiarticular course of instruction would be determined by the nature of the course itself and not by its supposed relation to the wants of any particular profession. 1123 R I 9 130 HISTOllY OF HIGHER EDUCATION IN RHODE ISLAND. III. Tlio various courses should bo so urriiiii^ed that in so far as it is practicable every student might wtudy what ho cliose, all that ho chose, and uothiug but what he chose. The faculty, liowover, at tho rociucst of a ])arcnt or guardian, should have authority to assign to any student such courses they might deem for his advantage. IV. Every course of instruction, after it has been commenced, should be continued without interruption until it has been completed. V. In addition to the present courses of instruction, such should be established as the wants of tho various classes of tho community may require. VI. Every student attending a particular course should bo at liberty to attend any other that he may desire. VII. It should, bo required that no student be admitted as a candidate for a degree unless he has honorably sustained his examination in such studies as may be ordained by the corporation; that no student be nndi;r any obligation to proceed to a degree unless lie choose to do so. VIII. Every student should be entitled to a certificate of such proficiency as ho may have made in every course that he has pursued. The courses of instruction to bo pursued in thia institution might be as follows: I. A course iu Latin, occupying two years. II. A course iu Greek, two years. III._ A course in three modern languages. IV. A course in pure mathematics, two years. V. A course in mechanics, optics, and astronomy, either with or without mathe- matical demonstrations, ono and one-half years. VI. A course in chemistry, physiology, and geology, one and one-half years. VII. A course iu tlio English language and rhetoric, ouo year. VIII. A course in moral and intidlectual pliilosophy, one year. IX. A course in political economy, ouo term. X. A course in history, one term. XI. A course in the science of teaching. XII. A course on tho i)rinciple3 of agriculture. XIII. A course on the application of chemistry to the arts. XIV. A course on tho application of science to the arts. XV. A course in the science of law. By extending its advantages to every class iu the community the number of pupils would bo increased for the following reasons: I. The course of instruction will, it is hoped, piesent a better preparation for the learned professions than that iiursued at present. There is no reason, therefore, why this class of persons should be diminished. t II. Opiiortunity would be afforded to those who wished to pursue a more general course of professional education to remain in college profitably for five or six years instead of four, as at present. III. Many young men who intend to enter tho professions are unwilling or unable to spend four years iu the preparatory studies of college. They would, however, cheerfully spend ouo or two years in such study if they were allowed to select such branches of science as they chose. This class would probably form an important addition to our numbers, and we Avould thus, in some degree, improve the education of a largo portion of all the i)rofe88ions. IV. If we except the ancient languages, 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 the active departments of life. If these several courses were so arranged as 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. V. It is not prob.able that the courses of instruction in agriculture or chemistry, or science applied to the arts, will, of necessity, occupy all tho time of tho student. BROWN UNIVERSITY. 131 Many of these persons will" desire to avail lliemselvea of the advantages so easily- placed in their power. Another source of demand for the courses in genernl science -would thus be created. If reasons need be offered for attempting the change in our collegiate system that has been indicated, the following Avill readily suggest themselves: I. It is jr.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 tlie agricul- turist, tlie 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 tlie greatest national importance to spread broad- cast over the community that knowledge by which alone the useful arts can be multiplied and perfected. III. It is necessary. Anyone who will observe the progress which, 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 practically restricted to a class vastly smaller and rapidly decreasing in influence can not pos- sibly continue. The fourth topic discussed the history of degrees, and a comparative view of them as in use here and in England was presented. The fear was exjtresscd that the amount of study on tlie classics would be diminished. To this it was replied if, by i)laciug Latin and Greek upon their own merits, they are unable to retain their present place iu the education of civilized and Christianized man, then let them give place to something better. They have by right no preeminence over other studies, and it is absurd to claim it for them. In view of these facts and a.rguments, tlie committee have arrived at the follow- ing conclusions : I. This college can not, under any circumstances, be 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, niiiess 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 the present system might, if the system were modi- fied in the manner above suggested, add greatly to the number of students and at the same time confer inestimable advantages on every class of society. This report was adopted and the sum of $125,000 raised. This pam- phlet created uo little excitement in academic circles, and was criti- cised favorably and unfavorably. Suffice it to say, it marked the dawn- ing of a new era in education. The system was never adopted iu 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, was the gift of Nicholas Brown, who gave it the name, Manning Hall, in honor of the first presi- dent. The ground floor 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 Avho fell in the civil war. The building 132 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. possesses some interest from the fact that it is a model of the 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 1836 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 nuiversity received a letter from a lady interested in the prosperity of the institntion, generonsly offering the sum of $500, to Vie appointed to the increase of the means of instruction in physical science, provided that the additional sum of $1,500 should, within a spccitled time, he 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 the 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 nuiniticent benefactor of this institution — the Hon. Nicholas Brown — a letter, of which the following is a copy : Providexce, March IS, 1SS9. Moses Brown Ives, Esq., Treasurer of Broun 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, andlikewiseof 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 buildings, so necessary to the welfare of the institution, should be erected without delay, I hereby tender to the acceptance of the corjioration 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 I 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 means of instruction in the departments of chemistry, mineralogy, etc., provided an equal amount be subscribed bj' the friends of the university before the Ist of May next. I am, with 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 Ehode 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 i^ermit him to carry on the resjDonsibilities of the office. Eegretfully this was accepted. During his retirement he pur- sued his literary duties, and in 1857 he resumed pastoral duties for a year. He never ceased to identify himself with every goo.d word and work. His death occurred at his home in Providence, September 30, 1865.1 UNIVERSITY EXTENSION. * In late years much has been said and accomjjlished 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. Eeference 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 their 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 1890 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 presidency in 1855, and the corpora- tion, by a unanimous vote, elected the Eev. Barnas Sears to be his suc- cessor. Wayland by his withdraAval had made a large place vacant, and the position demanded a man of ability. At the time of his accept- ance Dr. Sears had been serving as secretary of the Massachusetts Board of Education, to which office he had been elected upon the res- iDr. Wayland is the author of that characteristic saying quoted with evident ap- proval by ex-President A. D. White, "A college president's time is nibbled away by ducks." President Edward Everett, on learning that Fisher Ames had once declined the presidency of Harvard College, said to Jared Sparks, "Fisher Ames is a wise man." — Ed. 134 HISTOKY OF HIGHER EDUCATION IN RHODE ISLAND. ignatiou of Horace Mann in 1848. Sears was prominent as an edu- cator and bad filled all the positions of trust with sucli fidelity and efficiency tliat lie was the choice of the corporation for the jn^esidency of the college. His labor was honorable not only to his (tlma mater, but also to the nation, to whom he had rendered devoted and efficient service in his wise administration of a great philanthropy, of which he was the general agent. BIOGRAPHY. Barnas 'Sears was born in Sandisfield, Mass., 1802. His father was a farmer and his mother a woman of piety. As a boy Barnas was said to be bright and full of fun. When he reached the age of 15 he asked his father for his time, in order that he might support him- self. At this time an uncle of his told the father that he might as well let the boy go, as he was nothing but a book boy anyhow, and never seemed to care about work. The boy was a lover of books, and his eager desire for a liberal education was encouraged and stimulated by his mother. So eager was he in the inirsuit of knowledge that it is said he would spend the noonings in reading, and would sometimes encroach on the work hours. The crisis of his life dated from his thir- teenth year, when he united with the church. It was then that he decided to consecrate himself to the Christian ministry, and his later effort at self-support was to secure the means for the fulfillment of his life's purpose. By laboring on the farm in the summer and teaching school in the winter he accumulated the means for his collegiate edu- cation. He entered Brown, graduating in the class of 1825. He said while in college that it was his ambition at the outset of his college career to stand at the head of his class, but subsequently he preferred a broader scholarship without "cramming," and therefore he devoted himself to a wider range of study than that which was prescribed in the ordinary curriculum. The following statement vx'hich he made to Prof. Stearns will illus- trate his thoroughness. He told him that he once failed to locate an event which happened in Constantinople. In consequence he secured all the maps and plans he could find concerning the city, and made himself so familiar with its lanes and streets that he believed were he to visit it he would be as much at home as in the city of Boston. A favorite maxim of his was, "Whatever is worth doing at all is Avorth doing well." After the completion of his course at Brown he entered the Theo- logical Seminary at Newton, graduating with the class of 1828. He took the pastorate of a Baptist church in Hartford, but in conseciuence of ill health was obliged to leave after two years. From there he went to the professorship of ancient languages in Hamilton Literary and Theological Institution, now Colgate University. At his suggestion a change was made in the course of study in theology, and he was transferred to the chair of Biblical theology. Ill health and the fact BROWN UNIVERSITY. 135 that no class was ready for instruction in the new department enabled liini to study in Germany for a season. From Halle lie went to Leipsic and came under the influence of Winer, Eosenmiiller, and Hermann, "stimulated," as he says, "by their getiius and learning." Here we find the old love for classical studies coming to the front. "I am drinking," he says, "at the fountain of Greek and Eoman literature, and could easily make this the pursuit of my life. English is becoming a dead language to. me and Latin a living one." From Leipsic he went toBerlin. Here, to use his own language, he came into " more or less relationship with Milller (with whom no living philol- ogist can dispute the palm); Bopp, the founder and richest ornament of the Sanskrit school of comparative philology; Bockh, the greatest living master of Grecian antiquity; Bekker, the greatest editor of the Greek classics from manuscript authorities; Zumpt, the Latin gram- marian;; Grimm, the greatest German lexicographer and antiquary; Charles Eitter, the prince of geographers; Eanke, the historian, with no rival but Guizot; Neander, the reformer and almost the creator of philosophical church history ; and Tieck, the poet, until recently the pride of the court of Dresden."' In these three universities, Halle, Leipsic, and Berlin, he laid the foundations and marked the boundaries- of the department of Biblical theology in Hamilton. Sears had gone to Germany at a time when few, especially in the department of Biblical criticism, had been able so to do; but he felt the need of a fresh study of the Hebrew and Greek, with all the side lights. He himself was unwilling " to rest until a conscious mastery of the scholarship and advanced thought of Germany had rendered him master of the situation as a helper, interpreter, and leader of the advancing thought of his own cotintry." Eeturning to this country he was called to Newton, but he felt that Hamilton had the prior claim, although before the year closed he accepted the call to Newton, and was there till 1848. While at Newton, in a report to the trustees, he said: "The leading- objects of the teachers have been: (1) To create a deep interest in the work; (2) to jioint out the extent and connections of the subject of inquiry, together with the method to be i^ursued, and the means to be employed; (3) to have the results of such investigations and reflections presented, first by the student, then by the class, and lastly by the teachers, in free but not polemic discussions; to have the fundamental doctrines, collateral topics in any branch of study, the most important works, ancient and modern, on theology, the best chapters and treat- ises on particular topics made the subject of analysis, critiques, trans- lations, etc., to be read before the class and followed by oral discus- sions. Neither the examination of text-books nor formal lectures have been adopted." Such were his methods vfhile at the seminary. 'Prof. O. S. Stearns. Baptist Quarterly Review, 1883. No. 17. 136 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. PUBLIC SERVICES. When Dr. Sears assumed the presidency of Brown he had gained a practical insight into educational matters, inasmuch as he had suc- ceeded Horace Mann as the secretary of the Massachusetts Board of Education. Previous to that he had taught at Madison University and also at Newton. The time spent in foreign study was used most advan- tageously, as may be seen from his letter quoted above. The success which he had acquired by his management of the Board of Education may be seen from the remarks made by Mr. Boutwell : When the intellectual powers of Dr. Sears were in their fullness, when his scholar- ship was recognized generally by learned men and by uniTersities, when his capac- ity for useful public services had been decided and justified by experience, he accepted the office of secretary of the Massachusetts Board of Education. His pre- decessor — his only predecessor — was Horace Mann, that eminent leader of public opinion, the reformer of the methods and the results of education, who had impressed his ideas upon the people and woven his policy into the institutions of the State before his career had been a career of adversity, in which, indeed, he had triumphed. But there lingered in the minds of many the belief that the changes which he had introduced and the reforms which he had established would in no distant day be overthrown. The State in Dr. Sears secured an exponent, an advocate, and a most temperafo defender of the reforms which Horace Maun had introduced. There was no step backward, but he presented always a genial and attractive side to every sub- ject to the public. In the normal schools, in the teachers' institutes, in the county associations, he brought into the public service eminent men and distinguished teachers, of whom I may mention Prof. Felton, Prof. Agassiz, Lowell Mason, and others ; and thus were the youth and the children of the State brought under the influ- ence of persons who gave them high ideas of life and the best practical illustration of the art of teaching. What had been regarded in Mr. Manns time by many as experimental became under Dr. Sears an established and recognized institution of the State. Our system of education — schools for all the people and sustained by the people — was placed upon a foundation as immovable as the foundation of the State itself. 1 PEABODY TRUST FUND. From these experiences, that were rich in developing and round- ii)g his scholarly mind, he took the presidency of Brown University. He was at its head till 1807. In order to understand what a rare man he was, and what an institution would gain with him at his head, his career from 18G7 wall be sketched. It is apropos of his presidency, because he was called away from the very midst of his duties at the university, and was able at once to assume the duties of his new posi- tion, which was that of general agent of the Peabody Trust Fund, for promotion of education in the more destitute portions of the Southern and Southwestern States. Mr. Peabody had told his intention to Robert C. Winthrop and that gentleman knew his wishes. The board which be had chosen to care for the trust, was organized in February, 1807, but was at a loss as to how the trust should be executed. Mr. Winthrop met Dr. Sears the next month in Boston, and told him the perplexities ' Remarks by Hon. George S. Boutwell on the death of Dr. Sears BROWN UNIVERSITY. 137 and embarrassments which were weighing npon him, for Mr. Peabody had wished him to direct the primary action of the board. He asked Dr. Sears if he would give him the benefit of his advice and judgment on the whole matter. Dr. Sears consented and Avrote him a letter, which contained in suggestion the very policy which was adopted in the execution of the trust. He also j)romised that he would meet with the board for aid and counsel if his helj) should be needed.' The board did need him and he met with it in March at the adjourned meeting. He was unanimously chosen as its general agent, but did not accept till the 9th of April. He served in this capacity for thirteen years, till his death, in 1880, at Saratoga. The administration of this trust of $2,000,000 was difficult and deli- cate. The South was in that coudition in which a country is left after the conclusion of a civil war; there was no precedent which could be followed in the execution of the trust; and such a course of conduct must be followed that should prove advantageous for the future. In the words of Mr. Winthrop, in reference to the letter of suggestion which Dr. Sears wrote him — This letter, so hastily written, has indeed proved to he a perfect chart of our course, as the writer of it has proved to have been a perfect pilot. The relations existing between Dr. Sears and Mr. Winthrop were close, and the choice of Dr. Sears was a wise one. How wise was his management, the following extract from Mr. Peabody's own words will indicate: I must not omit to congratulate you, and all who have at heart the best interests of this educational enterprise, upon your obtaining the highly valuable services of Dr. Sears as your general agent — services valuable not merely in the organization of schools and of a system of public education, but in the good effect Avhicli his con- ciliatory and sympathizing course has had, wherever he has met or become associated with the communities of the South, in social or business relations.' The general esteem in which Dr. Sears was held, as agent of the Peabody Fund, was voiced by Mr. Winthrop when he addressed the board at its meeting in February, 1881, the year following the death of Dr. Sears: * * * But he did not conclude that letter without recalling the words of encouragement addressed to him by Mr. Peabody when they parted for the last time: "Your name will be remembered in connection with mine." And so it will be. It is not too much for me to say, and I am sure you will all agree with me, that whenever and wherever the name of George Peabody shall be remembered and honored as the munificent founder of this great trust for Southern education — the earliest signal manifestation of a spirit of reconciliation toward those from whom we have been so unhappily alienated — the name of Dr. Barnas Sears will be recalled and honored also, as the original organizer and devoted administrator of the trust for the 'first thirteen years of its existence — the years which have determined its policy and insured its success." ' Peabody Educational Fund. Proceedings, Vol. ii, p. 314. ^ Hon. Robert C. Winthrop in Peabody Educational Fund. Proceedings, Vol. ii, p. 320. 138 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. RECOLLECTIONS OF 1)K. SEARS. The public, sci'vices of Dr. Soars just prinjcdiui^ and suhscipu'ut to Lis presidency of the college, luivo l)e(>ii cited to show the generous equipiuent of the man who was to preside over the academic councils of the nniversity. Ilis genius was excelled ouly by his modesty. Said one aaIio knew him well at this ])eriod: Ho was Olio of tho most iiiKissuniiii!;- men 1 cvrr saw. Tlu< cliainis of his coiivor- eatioii I shall uovcr lbr<;ot. The students respected and loved ])r. Sears. It was his practice to put the young men on their honor, ami )ie also abolished many of the minor penalties of college discipline, lie wished his pupils to feel that they could conlide in him and that they would allow him to aid them. But while his disci[)liuo was paternal, he could also be severe if the occasion warranted it, and the student who incurred his righteous indignation found him strict and stern. He was able to arouse in his pupils a desire to know the truth and to set betbre them lofty ideals, whereby they could luako better their own and the lives of their fel- Icws. Said one of his students: 11" I have niailo any attainmouts in study or douc any <;ood Avork for tlio chinch of Christ it has been largely duo to tho inllncneo of Dr. Soars. I havo always cherishod a filial rovcrenco for tho groat teacher who inspired mo, and .a genuine lovo for tho largo-hearted Christian, who has boon to mo an ideal manhood. The best imi)ression of his class-room manner is obtained from this reminiscence by J. !>. (5. Pidge, of rhiladeli)hia: Tllel■|^ will 1)0 no sincercr ^uournors for Dr. Soars than tho graduMtes of lU'own under his ]>r(\sidenfy from lSr)5-18()7. They will feel sueh sorrow at his loss as is only experienced at tho dcatli of a dear friend. They will roeall him as tho woll- belovod president, tho inspiring teacher, tho broad aiul generous scholar. \Vhat- cver other testinutnios his memory may receive, tho students of lirowu during those years will ])ay tho tribute of lovo. For Dr. Sears was, above all, perhaps, a "lovod" jiresident. Tho students in his classes wore led, not driven. Perhaps on thisaccount lazy and dull students made but littlo progress under him, and those who only learned what they must camo forth from hia instructions with a smaller amount of actual information than they were in tho habit of carrying away from a course of titudy. Hut oven such students came forth with minds bi'oadenod with contact with scholarship so complete and well M'ounded, and if ho did not succeed in enticing them to a lovo of good learning ho made them feel tho inuuenso superiority of triui scholarship and culture, the culture and scholarship which emhraco both heart and mind, to that education which makes a man nu'rely a walking text-book. It was doubtless an easy task for the indolent to ])ass through tlio studies of Dr. Soars's course, for ho was not a severe disciplinarian, and those wlio had been in mortal dread of tho recitation rooui felt that thoy had at last reached a haven of rest. The littlo book iu which the professor was wont to mark tho value of a stu- dent's recitation Avas no longer seen. It was a tradition in the college that Dr. Soars did all the marking of his classes at tho end of tho term. But, however that might be, tho students were well aware that their I'ocitations Avoro estimated notby any accidental qualities Avhich they might possess, but by their general character. Ho know that ho should not receive any special credit for some sudden brilliancy nor any discredit for some momentary doliciency. Dr. Soars acted on the princijdo that learning should bo sought for its own sake; and, therefore, he kept eutircl}- iu BROWN UNIVERSITY. 16\) tlio background every other incentive. The student who could not be stimulated by the mere lovo of Icarniug had, therefore, au easy time of .it and brought away but small results. But for those who could bo led by such au incentive the intro- duction to IJr. Scars's classes marked au epoch in their mental development. The recitation room lost the feverish interest it had possessed as a place where each day the student's measurement was takeu and recorded, .".nd became a place of purest enjoyment. Study was made easy for the bright as well as for the dull student, but it was made easy for the former because it was rendered so attractive. He began to see the difference betv/eeu 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 tliey had not been sifted before. No mere parrot-like recitations would nov>' suffice — such scholarship ^vas at a dis- count. It was no longer mere fluency of tongue and readiness of memory, nor on the other hand any pretensions aud profound egotism that stepped to the front, but the true scholar who loved htarning, but also enduring labor as a necessary means to its acquisition. Audi am convinced that the influence of that recitation room has been a larger one than wo ever dreamed it could become. Dr. Sears cared so little to impress his own ideas upon us that ho used to say lie cared not whether wo rememben (l what ho taught or not, so that we only learned to think for our- selves. Few of his students, perhaps, will bo able to remember his views of dis- puted points in i)hilosophy, for he never made them jirominent; but they can never forget the general tenor of his instructions, which sought to imbue them with a lovo of truth and goodness, and made the good life appear the only true life. Ilis task was a dilficult one, in that lio was called to be tlio successor of Dr. Wayland, who for twenty-five years had served the university. But by his devotion to the cause of religiou 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 ho awakened our admiration by the stores of knowledge which he had always ready at either hand, how ho impressed all with profound respect for religiou and lovo of God. I am sure that all his jiupils, whether in the class room where he taught them or in thecha])el where he preached to them, wen; impressed by the soundness of his judgments, and I think ho bound them to him by the sincerity and unaffected interest which ho always showed for their personal welfare. SCHOLARSHIPS. In th(i (lay.s of Manning a scheme had been devised by him whereby worthy young men could be aided in securing an education when they Lad not sufficient means of their own. Manning's views are embodied in a letter v/hich he wrote in 1783 to Dr. Stennett, of London: Several pious youths, Avho ])romised fair for the ministry, having picked up some grammar learning, have applied to mo to know whether 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 conimitteo of the corporation, and in caseof tlio deniiso of any of them their number to be filled up from time to time l)y themselves, who, or the major part of them, shall examine or approve of such as shall be candidates to receive the assist- ance which may be proffered to worthy characters in that way, aud to say in what proportions! it shall be dealt out to them. It will be easy to procure a vote of the 140 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. corporatidii to invest this committeo with nil necessary powers to dischavgo this trust, and I have fixed npon men whose doctrinal and practical principles, as well as their character iu this country, will entitle them to the highest couiidenco of benefactors to this fund. I was long convinced that a plan of this kind Avonld ho vastly serviceable and proposed it to some of my friends, wh)so 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 Avould bo induced to give for this purpose who would not on any other consideration. Should a donation be oHercd, and these persons bo mentioned for the trust iu this way I have suggostetl, by some geutlemanout of the corporation, I am convinced that it would immediately take, and that something considerable could soon bo raised, which would be of stand- ing benefit to our churches and more widely disseminate the knowledge of truth. Such has been the feeling through New England in favor of a college education that our pious illiterate ministers are greatly circumscribed in their sphere of usefulness, of which many of them are sufticieutly sensible, and heartily wish their successors may be enabled to obviate this objection. A great and efi'ictuai door is opened for the labors of Bajitist ministers throughout our vast, extended frontiers, and many nej\' churches have been latelj- constituted in that howling wilderness; and indeed the labors of our society seem there generally preferred. Notliiiij? was accomplished at tliis time, because there was no pro- vision made by which funds coukl be secured for that purpose. It was problenuitical wliat Dr. Stennctt wouhl liave done had he lived, for he died nearly three months before this letter was sent. The letter, how- ever, indicated Manning's sentiments on the matter. During* the presidency of Dr. Sears a system of scholarships was founded upon a basis very similar to that suggested by Manuiug, 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 past year are received, not only as au 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 jiatrons. 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 first time that the i)eopIe 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 lund 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 scholarships, at $1,000 each. In addition to those there were 36 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 appointed by the corporation, to meritorious students who may need pecuniary assistance; but a scholarship is forfeited if the candidate incurs college censure, or fails to secure at least 75 per cent of the maximum marking. The $1,000 scholarshii)S are as BROWN UNIVERSITY. 141 follows, each, unless otherwise indicated, bearing the 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 Scholarship, 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 E. 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 Scholarshii). 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 Scholarshij), founded by Mrs. Margaret Buck nell. The Horatio !N. Slater Scholarshii^. The Earl P. Mason Scholarship. The Newport Scholarship, founded by William Sauford 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 Sun ford Rogers. 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 Scholarship, founded by Hon. Benjamin F. Thurston. The Rufus Babcock Scholarship, founded by Mrs. Caroline Vassar 142 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. Babcock Jones, in memory of her father, Rev. E-ufus Babcock, d. d., of thedass of 1821. Besides the above scliohirships there are others, the assignment of which is made subject to si^ecial provisions. Tliese are as follows: The Bartlett Scholarship, of $1,000, founded by Mrs. Elizabeth Slater Bartlett, the income to be "devoted to the support of one or more stu- dents needing pecuniary aid and giving promise by studious aims and by character and scholarship of rising to distinction and usefulness." The Glover Scholarships, of $5,000, founded by Henry R. 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 1839." 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 of 1838, and also assigned upon the basis of character and scholarship. The Philadelphia Alumni Scholarship, of $1,500, founded by the "Philadelphia Alumni Association of Brown University." The Joseph Charles Hartshorn 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 Scholarships of the Department of Agriculture. By resolutions of the general assembly gf the State of Rhode 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, each at the rate of $75 per annum, to the extent of the entire annual income. Appointments to these scholnr- ships are made, on the nomination of the general assembly, by the governor and secretary of state, in conjunction with 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. And furthermore, for the greater encouragement of this seminary of learning, and that the same may be amply endowed and enfranchised with the same privileges, dignities, and immunities enjoyed by the American colleges and European universi- ties, we do grant, enact, ordain, and declare, and it is hereby granted, enacted, ordained, and declared, that the college estate, the estates, persons, and families of the president and professors, for the time being, lying and being within the colony, with the persons of the tutors and students, during their residence at the college, shall be freed and exempted from all taxes, serving on juries, and menial services. Such were the provisions of the 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 cordial the relations between the university and the city. This was not, however, the first 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 presi- dent and the i)rofessors. 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 prevailed. The following document, found in the archives of the university, will show the feeling in the college on the subject : In order to give satisfaction to the town of Providence, we whose names are underwritten do declare and make known that it is our real sentiment that the col- lege estate within the town (the edifice itself, president's house and garden, and the laud appropriated 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 proportion of the town rates. Therefore, we do publicly and sol- emnly promise, under the freemen of the town now in town meeting assembled, that we 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 we have hereunto set our hands, in Providence, this 19th day of April, A. D. 1774. The discussion Avas revived during the period of the " late unpleas- antness " and conducted with calmness on each side. The president, with an eye to the future good of the college, argued that the wealthy professors were the ones who would receive the greater advantage from such exemption, and not those who had but little proi^erty 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- ingness to bear their proper share of the taxation necessary for the ureservation 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. 1764, as exempts the estates, persons, and families of the president and j)rofessors of said institution, now known as Brown University, from taxation, is hereby repealed. In the house there was a spirited debate on this act, and it was voted to refer the matter to the committee on the judiciary, with instructions 144 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. tliat the subject be presented to tlie corj)oration of the uuiversity. The final act, as below given, will indicate the next succeeding- steps and the compromise which was adopted. The corporation 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 had 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 hereby voted and declared by the corporation of Brown Uuiversity that, being authorized by the president and professors of said uuiversity, this corporation does, in 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 was considered by each side to be fair. It did much to remove any prejudice wliich 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, where 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 respectively prescribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions of life." The State legislature made the proper application, and the propor- tionate number, 120,000 acres (30,000 acres for each Senator and Eep- resentative in Congress from the State in question), fell to Ehode 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 dejiartment 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 per 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 depart- ment. BROWN UNIVERSITYo 145 The sale of these lands brought into the treasury of the university the sum of $50,000. In the report of President Andrews, to the corporation for 1890, there appears the following sentiment regarding the agricultural fund: The attention of the corporation is invited to the agricultural fund of $50,000, which originated from the sale of the land scrip donated to the State of Rhode Island by act of Congress. July 2, 1862, and to Brown University by an act of the Rhode Island general assembly in January, 1863. Although decisions by the highest courts iu the land are to the effect that this money actually belongs to us and uot to the State, yet now that Rhode Island has its own college devoted to agricultural studies, it seems to m^ both just and wise to let the State, whence we derived it, receive it back. Being applied in the way of scholarships, it affords no sustenance to our teaching stalf — the reverse, rather, since it is ours only on condi- tion that we maintain a course in. agriculture, which would otherwise, however desirable, not be strictly necessary. Much as this fund has enlarged our ability to aid students, we shall manage to get on without it; while the relinquishment of it can uot but affect favorably the name and influence of the University throughout this State. Should the gift be refunded, it might be well to stipulate that all the worthy men upon the foundation at the time remain its beneficiaries till their grad- uation. Such being the opinion of the president, a committee was chosen to consider the question, and report to the corporation at its meeting in September, 1890. The committee on the return of the agricultural fund reported that while the university was under certain obligations to the State, it had hot come under any obligation to the United States by the acceptance of the sum, which would make it improper to return it to the State without the ifational Government's consent. The committee therefore thinks it will be the part of wisdom and good policy for the corporation to make the return providing it can be made on such terms as will be proper and satisfactory and as will relieve the corporation from further duties and obligations in the matter. CHEMICAL LABORATORY. As the college had been adding to the facilities in the departments of the arts and sciences, a laboratory for chemistry was needed. In 1862 a building for such a purpose was erected, through the instru- mentality of Kathaniel P. Hill, who obtained subscriptions to the amount of $14,250. The credit of the plans without and the arrangements within are due to Prof. Hill. He had visited some of the best labo- ratories in the State and had given much attention to the department of science. The building was well adajjted for its uses and has served as a model for other institutions which have been seeking one of a sim- ilar nature. PROFESSOR DUNN. During the latter jmrt of this j^eriod occurred the death of Prof. Dunn, who, for the last sixteen years, had occai^ied the chair of rhetoric 1123 R I 10 144 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. that the subject be i>resented to the corporation of the university. The iinal act, as below given, will indicate the next succeeding steps and the compromise which was adopted. The corporation referred to the fact that the legislature proposed to free from taxation property under the value of $10,000, belonging to the academic stafifj that the institution had 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 hereby voted and declared by the corporation of Brown University that, being authorized by the president and professors of said university, this corporation does, in 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 was considered by each side to be fair. It did much to remove any prejudice which was beginning to arise on the jKirt of the people against the college. AGRICULTURAL LANDS. In 18G2 the coflege 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 "Eiulow- ment, support, and maintenance of at least one college, where 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 respectively prescribe, in order to promote the liberal and practical education of the industrial classes in the several pursuits and professions of life." The State legislature made the x)roper 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 Rhode 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 per annum, to the extent of the entire annual income from said proceeds, sitbject 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 depart- ment. BROWN UNIVERSITY. 145 The sale of these lauds brought into the treasury of the university the sum of $50,000. lu the rei)ort of President Andrews, to the corporation for 1890, there appears the following sentiment regarding the agricultural fund: The attention of the corporation is invited to the agricultural fund of $50,000, which originated from the sale of the land scrip donated to the State of Rhode Island by act of Congress. July 2, 1862, and to Brown University by an act of the Rhode Island general assembly in January, 1863. Although decisions by the higliest courts iu the land are to the effect that this money actually belongs to us ami not to the State, yet now that Rhode Island has its own college devoted to agricultural studies, it seems to md' both just and wise to let the State, whence we derived it, receive it back. Being applied iu the way of scholarships, it affords no sustenance to our teaching staff — the reverse, rather, since it is ours only on condi- tion that we maintain a course in. agriculture, which would otherwise, however desirable, not be strictly necessary. Much as tliis fund has enlarged our ability to aid students, we shall manage to get on without it ; while the relinquishment of it can not but affect favorably the name and influence of the University throughout this State. Should the gift be refunded, it might be well to stipulate that all the worthy men upon the foundation at the time remain its beneficiaries till their grad- uation. Such being the opinion of the i^resident, a committee was chosen to consider the question, and report to the corporation at its meeting in September, 1890. The committee ou the return of the agricultural fund reported that while the university was under certain obligations to the State, it had not come under any obligation to the United States by the acceptance of the sum, which would make it impro])er to return it to the State without the National Government's consent. The committee therefore thinks it will be the part of wisdom and good policy for the corporation to make the return providing it can be made on such terms as will be proper and satisfactory and as will relieve the corporation from further duties and obligations in the matter. CHEMICAL LABORATORY. As the college had been adding to the facilities in the departments of the arts and sciences, a laboratory for chemistry was needed. In 1862 a building for such a purpose was erected, through the instru- mentality of Kathauiel P. Hill, who obtained subscriptions to the amount of $14,250. The credit of the plans without and the arrangements within are due to Prof. Hill. He had visited some of the best labo- ratories in the State and had given much attention to the department of science. The building was well adapted for its uses and has served as a model for other institutions which have been seeking one of a sim- ilar nature. PROFESSOR DUNN. During the latter part of this period occurred the death of Prof. Dunn, who, for the last sixteen years, had occuijied the chair of rhetoric 1123 R I 10 146 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. and Englisli literature. Prof. Diraaii, in a discourse which he delivered on Prof. Dunn, called him a Christian scholar. Too often chief impor- tance is attached to what is taught rather than to the ability and influence of the teacher. Such was the opinion of Prof. Dinian, who said of him, I aiu inclined to estimato his success and nsefuluess as an instructor, yet I am not sure that, after -all,one of the cliief advantages which his pupils derived fronacoutiut with him was the inestimable privilege of being so long and so familiarly associated with such a polished gentleman. It is fitting, therefore, that in the history of the university he loved so well particular tribute should be paid to him. He was graduated from Brown at the age of little more than 18, and secured the highest honors of the class. For the two years succeeding 1844 he gave instruction in Frei:ch at the university. Three years were devoted to study at the theological seminary at Princeton, where he excelled as a Hebrew scholar. In 1848 ho had a parish in Camden, and from there, in 1851, received a call to the professorship of rhetoric and English literature at Brown. To this position he brought an ability in the languages and a love for his work. He was a man of great conscientiousness; hence in making such a change from the luilpit to a professorship he was influenced by the most serious convictions. Prof. Dunn did not embrace a literary career as a mere refuge from irksome obli- gations. He relinquished the ministry with profound regret, and often looked back upon it with longing eyes. It was evident to all that he did not enter upon his new position enamored of that lettered ease, which, with too many, is the chief recom- mendation of a literary life. Still less did he look upon it as a mere support, to be laid aside when some more lucrative enii)loymeut should present itself. The unconscious influence of a man like him upon the students was impressive, how impressive they never knew till, without the spell of its quiet and calm, they could reflect and then feel its loss. Ho was not one of those supreme natures that grasp and hold ; he rather by his genial and subtle contact unconsciously insinuated into others something of his own refinement, so that perhaps he really shaped them most Avheu they seemed least sub- ject to his sway. Perhaps 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 the best editions of the best authors, he was satisfied with his moderate stipend, and no outside inter- ests ever chilled his zeal in his proper work. With this work nothing was ever allowed to interfere. Earlj- and late it filled his thoughts. It pursued him in the seasons set apart for rest and relaxation, and often called him back in the heat of summer, and when his colleagnes were yet oblivious of all college cares, to direct, through weary days and sleepless nights, the laborious prejiarations for commence- ment. It was characteristic of the man that he left full directions for the day which he did not live to witness. Of books his favorite was Bacon's Essays. On Sunday he would read the Christian Year, and always the Collect. Thackeray had for him a peculiar charm, and when tired, he would find amusement in the BROWN UNIVERSITY. 147 mirth-provoking pages of Pick^Yick. He was a man of simple, unaf- fected faitli. " He entered the kingdom of Heaven as a little child, and the simple unquestioning faith of childhood he never lost." In a man of scholarly attainment it is always a pleasure to note a broad outlook and a catholicity of view. "As his experience became richer, his sym- pathies became more enlarged. The longer he lived the less he regarded what is outward and accidental, the more what is inward and essential." In concluding the sketch of the life of Prof. Dunn, we may quote the eulogy paid to cultured scholarship so characteristic of him: But the culture of Prof. Dunn, whether displayed in his conversation or in his style, derived its peculiar charm from its inseparable connection with himself. It wa3 not, as with so many, a mere external varnish; it permeated the whole man. To this was duo its delightful simplicity and its constant growth. Because it was so vital it was so assimilative. With his unusual versatility of talent he might have become a superlicial, showy scholar; but no man was ever farther from mero display of parts. The impression of learning that he made was never disproportioued to his solid acquisitions. On subjects respecting which he was but moderately informed, he rarely ventured an opinion. When ho spoke it was of things that ho imdeistood 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 pertinence of his illustrations, were jiroofs of a full mind and of a culture intrinsic and unaf- fected. In this respect Prof. Duun realized a type of scholarship but seldom wit- nessed in this country. He resembled rather the fine products of the English univer- sities, those ancient seats whose centuries of traditional refinement soi'ten 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 men. We need a serener social life, a fuller emancipation from material interests, to make culture loved for its own sake. But if, as Matthew Arnold claims, sweetness and light compose the highest culture, this child of our training would not havo 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 profound sense of the loss which they sustained in the deprivation of his strength and usefulness, and paid a tribute to his fidelity, scholarship, and character. Reviewing 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 been made to the college funds. The new system had been modified, 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 i^ractical education were still afiorded. 150 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. nocd bo, and that ^Yith sovority, too, Imt it waa ;i rcbnko that caino from thti heart; you felt that it was ma,tlo in tho interost of truth; it stirred ii > liard fccliui;', and loft no stinging rcinombrauco, as when ono is piorcod by au arrow of censuro which h is boon tijipod with satire ; in short, it Avas a moral rebuke, and wrought its whoh-soir^ moral eClect. Indeed, in tho chiss room and in all tho interior discipline of college, a large part of which devolved upon him, a chief source of his success was in Iiis liue personal character. You never felt as a student that ho hold only official relatiouM to you; ho never met you with i)rofes8ional stateliuoss or reserve; thomaninhiui was far morn and hotter th:iu tho mere professor, tho man of large heart, of generous sympathies and warm affections; as you came into his lecture room or study, you felt that you wore in tho air of a genial humanity, in a friendly, humane presences, that inspired your coufidenco and awakened your love. An unspeakable blessing it is for a young man in his college days to have such a teacher oxer moving before him and near him, and insensibly instilling into his developing nature and life tho lino virtues of a true cliaracter ; whose words of counsel and warning, of admonition ami onconragement, are 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 influence; how he quite won the heart of a student, who, in his first college term was summoned homo by tho tidings of his father's sudilen illness, and reached tho door where he had gone out only tv,o months before with that father's blessing upon his head, now only to join the procession that was bear- ing him to tho grave. When that youth came back to college, tho first great grief of his life heavy on his heart, Prof. Caswell came 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 the fatherless boy felt rising in him tho hope that ho had a teacher near bj' him Avho might be his paternal friend; and such I have reason to know he was and has been through a long series of snbseie reunited forever to the associates and ])artner8 alike in church and college of his gloriotis eiirthly toils. If the K'oman orator, unblessed by revelation, could brenk forth into exultant joy . it the ]»rospect of departing to the divine council of souls, surely, with the vision He ])laces in our hearts, in whom life mid immortaUty hare been brought to light, we may see His redeeniea ones united in higli and holy converse in the heavenly world, beholding together His glory and enjoying the full felicities of His everlasting kingdom. To that blest kingdom and its sweet societies, into which entrance has been ministered to him, the heart of one of his pujjils, who owes him more than any words of his own can express, Avould fain go after him now in filial salutation, while it cherishes the wish that his benediction might rest uj)on this service, which, all imperfect as it is, lias yet been done in siu- cerest honor of his dear meiiior\ : " Salve, care parens, alti nunc a'theris lucres, Et fruere aiternis, np hy tl;-,; con- tribution of the same gentleman, Nicholas Brown. It was completed by the contri- bntions of the men and women of Rhode Island of that time. Some years afterwards the Cheniical Hall was erected also by the contributions of i>eople of Rhode Island — I may say almost entirely by people of Providence, and very largely by those who resided in the immediate neighborhood of the university. Thrn cmo yonder match- less Library Hall, the gift of Mr. .John Carter Brown, as i)rovided in Lis will and completed by Mrs. Brown, to whom the college owes a debt of gratitude for a bene- faction vrhich v/as prompted by a sentiment such as belongs to this which we to-day rtecive. It was the continuation of a work in memory of her lius.band. After this came the building of Slater Hall, the gift also of a Rhode Island man, Mr. Horatio N. Slater; for, though ho lives just at present in Ma.ssachusetts, we shall never cease to call him a Rhode Island man any more than we shall allow his family name to be blotted froi:i Rhode Island history. And now wo have this hall, our latest and crowning benefaction, by another citi- zen of Rhode Island, completing the list of eight halls that have been erected by people who belong to this State. Nor is this all. Our leading foundations for pro- fessorships, in like manner, all were given by citizcis of Rhode Island. The first was given by Mr. Nicholas Brown, long ago, as the basis of a professorship of ora- tory and belles-lettres ; another given by Mr. Rowland G. Hazard, as the foundation of the Hazard professorship of physics; another, given by Mr. ^yilliam S. Roj^ers, a Bon of Rhode Island, as the foundation of the Newport-Rogers professorship of chem- istry ; another by the Rev. Dr. Elton, long a profes.9or hero, and a citizen of Rhode Island to the end of his life, as the foundation of a professorship as yet not com- pleted, of natural theology; another of a lectureship ou the fine arts, by Mr. Mar- shall Woods, and last of all the Olney professorship of natural history, which has just been received by the college. All these halls and these professorships, one and all, constituting the greatest benefactions which the university has ever received, have come from citizens of the State of Rhode Island. I do not by any means mean to forget, or to show the slightest indifference to the gifts which have come to us from beyond the limits of our little territory; but it is to the credit of the State and to the credit of her citizena that so much has been done by those who have lived just around the college. And I may add tliat the State itself, ])y its legislature, has ajipropriated the funds which were received from the United States for the use of the college, in the agricultural department. That, too, Mr. President, is to the credit — very highly to the credit of the State. This Memorial Hall will now stand with the others, the glory of the college, and also the honor of the State — and I like to link the two together, for I can not think that tliey are separable. "V\Tiat adds to one, adds to the other; and what takes from one, takes from the other. If the State loses its high character it ceases to bo so attractive a place for the education of the young. If the college is not able to fulfill its destiny the State is less worthy and less desirable as a place of residence or a home of learning. I am not indifferent in any way to the beautiful spots which our State presents, whether upon inland streams or by the shores of the sounding sea; I am not indifferent to the great works which genius and capital, combining with industry, have spread over all our territory, and made it such a hive of labor, and given it such a renown for the beautiful products which it sends over the world. Still less am I indifferent to our benevolent institutions — to our noble hospitals, to our homes for neglected infancy and for wearied and exhausted old age — but I know not where on the soil of this State the people have more cause for congratulation and pride than in these few acres of college grounds given by her own citizens, and covered with halls erected by their munificence, and dedicated to that science which is shaping the civilization of mankind ; to that literature and those studies so fitted for the nur ure of the young, so fitted to adorn human character and to dignify 150 HISTORY OF IIIGIIER EDUCATION IN RHODE ISLAND. hniiian lifo, aiiil in (>viMy way so wortli y oi' the civilization of ■\vliicli wo boast. As it has been in the jiast, so let it bo iu the future. Let it still bo tine that the people of Khodo Island shall be the groat and leading snpimrtcra of tho collogo; let it ever be true, also, Mr. President, that the college shall be tnio and faithful, loyal and devoted to tho interests and tho fame of Rhode Isla,ud. THE LIBRARY. Tlio new library building- was the tiist of n series of tlireo erected duniig- the presideiu-y of Dr. TJobiiison. The second was Slater Hall and the third Sayles Menu>rial Hall. The library biiildino; ^vas tho gift of John Carter Brown. The private library whicli bears his name is one of the most valuable for its collection of Americana, and the owner was always glad to open it to scholars. There are certain names that are prominent in the life of a community or an institution. But still more wortliy of note is the fact that a family from gcncratiou to generation identilics itself with the highest welfare of an institution. The changed name of the university to Brown University attests the grateful recognition of its indebtedness to the family in whose honor it has received its name. Ji)hn Carter Brown was the son of Nicholas Brown, who had done so much for the college. He had given books, money, buildings, and his personal interest. Ho had founded the pernument library fund. He had given ]\[anning Hall. It was the great nnclc 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 important gift of books. His grandfather was one of the members of the corporation in 17G4. It will tlius be seen how closely allied to the interests of tho 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- sented rare and costly books to the library of the uni\ersity. Partic- ularly valuable Avere the collections of Italian, I'rench, and (iernmn books. As has been stated in the description of the library i)roper, its home in Planning Hall was unsuitable, because the building was not fire- proof, and the arrangements of the room were inadequate and incon- venient. February 8, 1800, Mr. Brown subscribed conditionally $25,000 for t|ie university. Of this $15,000 was to be used towards the erection of a fireproof building for the library. Previously he had bought the lot where the building was erected. In 1800 the conditions of his bequest of 1800 had been fulfilled, so that the library fund was now b(\guu. Before the death of Mr. Brown, in 1874, he gave the lot and made i)rovision in his will for the addition of $50,000 to the sum i)re- viously given by him. The corporation at once took steps towards the erection of the build- ing. Messrs. Alexis Caswell, Rowland Hazard, and J. C. Hartshorn were elected to serve as the library building committee. On the BROWN UNIVERSITY. 157 death of Dr. Caswell, President Robinson was cliosen to fill the vacancy. The personnel of tliis committee was a pledge that the work intrusted to it would be accomplished so as to insure the most satis- factory results. Work was begnn on the bnilding in 1875 and the edifice was completed in 1877. The architecture is Venetian-Gothic. The situation on a corner lot, ox)posite 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 Avere placed on the walls, commemorating the benefactions of the donor of the bnilding, the change of the name of the college, the erection of the building under the care of the corporation, and an extract from the Vnlgate. The inscriptions are placed in the north, west, east, and south panels respectively : Johannes Cartkr Biu)wn Natus a. D. MDCCXCVII ViVUS HrjUS BlBLIOTilECvE FaL'TOU MoRiENS Annuo Memor HuNC Locum Pecuniamque Huic Aedificio Htruendo Testamento Legavit. Obiit a. D. MDCCCLXXIV. Collegium Insulve Riiodien'sis A. D. MDCCLXIV Conditum Propter LiUERALrrATEM Nicolai Brown Ab Ejus Nomine Ai'pelatum Est Univkrsitas Bri'nensis A. D. MDCCCIV. Hoc Aedificium ViRI Ex COLLEGIO AcADEMICO DrLECTI Faciendum Curaverunt. A. D. MDCCCLXXV Incepti m A. D. MDCCCLXXVII Finitum Est. Melior Est Enim Fructus Meus Auro Et Lapide Pretioso Et Gemina Mea Argento Electo. Beatus Homo Qui Audit Me Et Qui Vigilat Ad Fores Meas Quotidie Et OiiSERVAT Ad Postes Ostii Mei. Prov. VIII. —19, 34. 158 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. The total value of the building is $120,000, Alterations and unfore- seen cxi)enses had brought the cost of the building above the amount voted by the corporation, Tliis 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 bust of the donor. This was also the gift of Mrs, Brown. President llobinson said in accepting the keys: This library stands here au ouduring, a most worthy, inonnment to themuuiticence of its donor. It was fitting that ho, who more than all others had enriched the library of Brown University, should close the long series of his generous deeds by providing tlie means for a structure that should be at once a safe rejjository and a perpetual memorial. Great libraries, it is true, bo Ihey ever so large, ever so select, do not necessarily make either great or good universities. A university is made great, not by its library, not by tho number of its students, not by the multiplicity of its departments of instruction, but by the character of its instructors and the quality of tlieir work; and the highest stylo of work can never bo produced except tho instructors shall themselves be instructed by tho productions of the best intellects tbat have lived. A great library is au 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 asiiiring minds will come beneath this roof eager in the pursuit of knowledge; they will gaze upon the features of that bust; tliey will read tho inscription upon the uplifted walls of this dome; they will catch the inspiration of great thoughts and worthy deeds. The still air of delightful studies that will ever brood amid these alcoves will breed in their youth- ful minds lofty aspirations; and catchiugthe inspirations that will come to them from these crowded shelves they will not be unmindful of their predecessors, and they will give th.anks to God for the inestimable treasures that will here be stored for their use. Great will be their heritage, and great, we trust, will be in the future the results growing out of tho erection of this building and the filling it with the best productions of the best minds of our 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 which is here to be stored, let us still bear up and steer right onward. PKOFESSOR DIjVIAN. In the early part of the year 1881 the college was called to mourn the death of one of the faculty, endeared to all who 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 pri^•ate citizen. But Prof. Diman was beloved by all who (;ame within the sphere of his presence, and admired by all who knew him. He had held the chair of history and political economy since 18(54:. .leremiah Lewis Diman was born in Bristol, B, I,, jMay 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 wliat 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 grandmotlier was a grandniece of Benjamin Franklin, as Frances Franklin, her grandmother, was sister of the i)hilosopher. Diman'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 — Of 8UC'li parents, with fevicli an ancestry of pure, pions ]>eople, was he horn. In him all the virtues of the various lines seemed to unite. His nohle hearing spoke of the Puritan; his grace of manner of the livelier French Itlood; his philosophic mind ■was the true descendant of tlie 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 IG, 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 analysis of what he read, or jot down his reflections. Thus he made 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 sj)irits, and it was their testimony that Diman 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 185G he was licensed to preach, and in December of the same year he was ordained as the pastor of the church at Fall River. He remained with this parish till ISGO. That year he 100 inSTOKY OF HIGHER EDUCATION IN RHODE ISLAND. was married and establishod liislioiuc in Brookliiie as tlic pastor of t ho OoiigTegatioual CLurcb. Till 1804 he held this charge, when be with- drew to aocopt tho diair of history and political oconoiuy at Brown University. Prof. JMniau was now o7. Trained in the best methods of his alma wj<(/cr, to Avhieh were added his etmrse of (wo years at Andover, and two years of Kuroi)ean travi'l, he was a well-ronnded seholar. 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 leadinj;' chnrches. All these facts conspired to make him a i)rofessor with all the noble trails of the Christian g-entleman. In addition to his college duties he i)reaclied from time to tinie. He lectured before the Nornnil School and the Friends' School. Perhaps his inlbience was as great in connection with the writing which he did for the Providence Journal from 18(1(1 to the close of his life. A vigor- ous and scholarly writer, he could express himself as freely as he M'ished. TTis own idea ol' the innction of' a newspaper will best show the spirit of the nmn : Tlio snccosst'ul conduft of iv daily i):i|>er, aiinini;' to tako lii;;li rank as a. j'uidci of /ublio opinion, is attemlotl with |ie<'uliar diflicultios, dinienltios Avliichour ivadora can not fully approoiato. If wo conceived that onr only function was to wait on public scntinuMit and echo the jnovailing- scutinunit around ns, the labor would be greatly simplified. But believing that our readers kxdc lo us for an honest and straightforward expression of our own sentiments, we can not avoid the peril at times of olVendiug some for whom wo cherish the utmost respect, and of being mis- xmderstood by others ui>on whose good oiiiniou we ])laee the highest value. Too often the charge of exchisiveness can be bionght against the scholar; that he does not let the comiuunity have the beneiit 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, lie 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 \vere 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 ia so easy and sweet to remember, and so hard to put into any fit description. The silvei' resonance of that voice still dwells in onr ears, though it is silent forever. That line sarcasm which I sec now going down that speaking face, a'.ul into his nose and lijis and tones; that incisive wit and wisdom which penetrated his very voice and manner; that swift passage of his mird and hia 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 ia 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 xVmherst in 18G9, and at Harvard in 187G. He gave a course of BROWN UNIVERSITY. IGl lectures at tl)c Lowell Institute in Boston and at tlic Johns noi)kin8 Univ'ersity. Of liis manner as a lecturer President Gilman says: Ho seoincd to Ix; talking to a fompany of fiieiidH on a Hiibjoctof great iiii]»ortatif;e, wliicli ho i»(!rf«ctiy underHtood, witli an unlic.sitatitig coriiinand, not only of iiairios and diitoH, but of f!xa<^t epithets and diHcririiinaJiiigHciitenccH. The eaHO with which lie lectured, under cirouinstauceHof very coii.siderahle dif/iculty, was only eqiiiiiled by the instructiou and jihaHiire he gave the auditors. Friday, January 28, 1881, Prof, Diman delivered liis last lecture to tlie senior class in history. There was no suspicion that the pain in his face of wiiicli lie complained would jnove s(;rious. 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. Diman be dead? The exercises in the chai)el on tlie foUowing moining were particularly impressive, and the entire university showed by the solemnity and quiet their sense of sorrow at the great loss whi(;h it had sustained. Not only was his alma mater a mourner, but the city and the State felt that its favorite son had bt-en taken. So closely had he identified himself with the city and the State that on any sj)e<;ial occasion it was to him that the municiiial and State authorities looked us the man to do honor to the (iveiit. 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 i)ay the final resi)ects to the dead showed how wide was the circle of mourners, not oidy 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 a<;ademy of letters had gone one whose loss woidd be keenly felt. liesolutions of res])ect and condolence were passed by the assembly, the corporation of tlie 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, I'rof. 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. Hut our rejoicing is this, that his work was linished here in the university of which he had ever been a filial son, ill the city which was proud of him, in the State wliich he loved, and with whoso 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 amonj^- the mountains and lakes and by the sounding sea. Recruited apparently by it, he had gone partly through the winter's work. For the first time in his life did that work seem to drag him along with it, instead of iieing triumph- antly lifted and borne by him. Disease came at length so tieaciierously 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. Nothing could have been more touebiug nud nothing could have been more significant. Months havepassed, and yet we ask ourselves, " Is he gone? " The vitality that was in him, so exuberant, so large, making 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 Memoriam" so closely applicable to our beloved dead: *' If one should bring me this report That thou hadst touched the land to-day, And I went down unto the quay And found thee lying m tlie port; " And standing muftled round in woe, Should see thy passengers in rank Come stepping lightly down the plank And beckoning nnto those they know; " And, if along with tho3c 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." Wo buried him in the snows of Avinter. The sky over our heads as we bore him to the cemetery was full of blessed sunlight. There was "cahn and deep peace iu the wide air." There was calm and deep peace, too, in our hearts as we remem- bered the noble life and recalled the words, " Blessed are the dead that die in the Lord." We thought of the coming spring, in which he always so delighted, and the spring has come to us. He is, in the langu.age of a favorite hymn, where Everlasting spring abides, And never withering flowers. Yet ho himself has uttered words in one of his sermons which are so deeply true and so (ouchingly xjcrtinent that they i)roTe the fittest conclusion to this com- memorative service. •'Even when iu middh^ life tlio strong man is suddenly stricken down, dj'ing 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 image which afifection cheri.shed is a grateful one. And especially is this the case when into the zealous and faithful labor of a few years have been conij)ressed the work of a long life. We 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, "I have learned more from men than from books." Ill the history of an institution there are certain men who stand forth promineut for their moral worth and for the imijressiou BROWN UNIVERSITY. 163 they make on their studeuts. One of the benefits derived from contact with a great teacher is the personality which he impresses by examijle and precept. Too often the student in 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 ai)preciation will be jiaid. If any excuse need be offered for the biography of men prominent in the college, it can be urged that only as their lives arc known can be seen the motives and i^urposes which have given them the influence they wielded. Said Prof. Diman on one occasion : Admiraljlo culture of whatever kiucl must have its roots in the moral seutiment. Scientific training, unless regulated and qualified hy broader culture, can only end in debilitating instead of enlarging the spiritual natui'e * * * foj. education must receive its shape 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 in Massachusetts. Entering the sophomore class in 1827, while Dr. Wayland was president, he proved himself an enthusiastic student, graduating with the highest honor. He determined ui>on teaching as his vocation in life, and his after career showed how wise was this choice. He accepted the principalship oi" an academy 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 philosophy. Prom this time his instruction in the natural sciences began. The next year he held the chair of chemistry, and in 183G the dejiartment 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 jjosition among the ranks of mathematicians. After the resignation of President Sears, Prof. Chace held the presi- dency of the college for 1SG6-'G7. There was a feeling that as all the other presidents had been clergy- men such a i^recedent should be followed. This was 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 confidence that his work 164 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. would be well done. Nor was this trust uiisplaced. The hold which he had upon his classes in this department niay'be seen from a quota- tion liom the petition of the class of 1872, when there was a i)ros})ect that he would not be able to complete the course of that collegiate year : » # ;* Yonr iniitruction can not, wc feel, be replaced to us; still less can be filled the place which vou occupy in our hearts. We desire, therefore, as a class, to return to you our heartfelt thanks for the past ; and while expressing our preference for your instruction over that of anyone who nii.yht succeed you, we sincerely hope that it may be within your power to complete our course of instruction iu moral philosophy, when we 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 18G7 he had written to his sister: I prefer to close my professional, career while I am in full strength and vigor, and ■while I havetstill freshness of interests enough to find other occupations attractive. Prof. Chace was one who brought his academic culture into the com- munity, tie lectured before the Peabody Institute and the Smithso- nian. Under Dr. Waylaiid the methods of university education were reorganized, and scientific instruction in the processes of the arts was to be given to the community. Accordingly, Prof. Chace delivered a course of lectures for tiie benefit of those engaged in the working of metals. The course was eminently successful, and those who attended expressed their appreciation by presenting the professor with a silver pitcher. He was one of the original members of tlie Friday Evening Club, of wliich Prof Diinan was such a valued member. Here, in the discussions and in the papers which he presented, was seen the wide range of his scholarly mind. He Avas also a contributor to leading reviews. Perhaps the most successful of his addresses was that com- memorative of Dr. Wayland. This was delivered in 186(3, and extracts have been given in connei-tioii 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 in philanthropic work. Tiie respect and tlie esteem in Avhicli he was held by his fellow- citizens were shown by the tributes to him from all sides. Mindful to the last of his devotion to his alma mater, he left $0,000 to be devoted to two scholarsliips. llis death occurred April 29, 1885. The following extract from a resolution oflered by Prof Lincoln, on the part of the alumni, will indicate the opinion of his colleagues : His rare ability iu tlio sciences, both iu the iuvestigatiou and in the communica- tion of truth; his clearness and fullness of comprehension iu the statenunit of i)rin- cijdes, and his skill and aptness in their illustration; the stimulating iuiliience of his instruction toward the i)ursuit and ;ici|uisitiou of sound knowledge, and their molding moral force iu producing right habits of thinliiug and noble forms of BROWN UNIVERSITY. • 165 character — all these -will ever be cherished by his pupils among the choicest inerao- 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, we would not forget the new course of service, no less useful, on which he entered at the completion of that career. He might reasonably then have sought a studious retirement, where he might spend his declining years in meditation upon the elevated themes of philosophj' and religion so familiar to him by nature and by habit. But so strong Avcre 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 ho then gave liimself with fresh zeal and devotion to the promotion of the great interests of philanthropy, morality, and religion, in connec- tion with charitable and iiublic 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, vrho was a man alike of action and of tliought: "Nil actum credetis, dumquid superesset agendum." 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 wise 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 vicious. Such was the end that crowned the work of his life. PROFESSOR GREENE. In January, 1883, occurred tbe death of Prof. Samuel S. Greene. From his identification with the higher educational interests in the State, not only at the college but in the city, mention should be made of what he did. He, too, was a graduate of Brown, of the class of 1837. He taught till 1810, when he was appointed agent of the Massachusetts board of education. After the adoption of the new system, he was appointed 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. Perhaps he is as widely known through his text-books : Analysis of the English Language, First Lessons in Grammar, Elements of Enghsh Grammar, English Grammar, and Introduction to English Grammar. The minute which was entered on the records of the faculty will show the esteem in which he was held by those who were associated with him. His extensive and accurate acquaintance with literary as well as with scientific subjects,, and his enthusiastic devotion to the cause of education, both in the public schools and in the university, are widely known and are appreciated, and have con- tributed lai^gely to the reputation and dignity of tliis institution. We recall, too, his almost unequaled skill as a teacher of abstruse and difficult sciences, his unwearied efforts in imparting knowledge, the noble serenity and dignity of his Christian character, which left so deep au impress on all his pupils, and we feel that, as a corps of instructors, we have met with a loss well-nigh irreparable. 1G6 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. THE COLLEGE IN 1889. The last report of Dr. Eobinson to tlie corporation in 1889 gatbered 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 j^hilosophy had been con- ferred on two students Avho pursued special courses of resident graduate study. On this side of the university work he continued : It is earnestly to be lioiietl that courses of graduate study, to be rewarded by higher degrees, which have thus been begun, will hereafter become i^ermauent parts of the educational opportunities afforded at Brown University, and that these courses of study will be so far multiplied and extended as to embrace the chief branches of literature and science. Surely a college that has existed for a century and a quarter, has existed in the midst of a rich and populous city from which it derives a largo 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 the sphere of work, and pleading that provision be made for advanced instruction, nothing is further from my thought than that the distinctive work of the college should in any way be interfered with, or its courses of study or standards of excellence be 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 with the university, or to attempt instruc- tion in the higher ranges of knowledge without a thorough grounding in its ele- ments. With reference to the deportment of the students the i)resident 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 oar students have done during the last year. For ten years or more there has been a steady and uniform improvement of manners and deportment. The contrast between the deport- 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 with equal con- fidence of a corresponding improvement in studiousness and attainments. In saying this, 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 who.se 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 for 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 solf-respect. Student life with us has been brought into closer relations than once existed with the social life of the city. The iuilnenco of this has been restraining and refining, though it may not always have been intel- lectually quickening. In conclusion reference was made to his withdrawal from the presi- 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 which ought never to liave 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 the corporatiou, when the resignation of Dr. Eob- inson was presented, and a committee chosen to select his successor, Prof. Gammell made the following remarks: The fnuds 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 be 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 iidelity, the ability, and the diligence of President Robinson. During those seventeen years he has never been absent from a college duty, from a recitation, or from a chapel exer- cise, except when called away by public duties. How few professional men have a similar record. Of his instruction I may speak with conlidence, having had two sous under his instructions, and it having been my duty in various vrays to know the iuternal 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. 1 consider this a fair statement of the results of Dr. Robinson's instruction. President Andrews, 1889. Upon the resignation of Dr. Eobinson, a committee of 9 was chosen to elect a new president. The task was difficult 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 m 1874. He held a pastorate in Beverly, Mass., for one year, and was the president of Oenison 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 position 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 denominatioualist, but a man of broad catholic sympathies, comprehensive learning, and commanding force. He is 168 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. Biiigularly well adapted for the work of completely emanoipatiug that college from sectarian iulluences aud establishing it on the broad foundation of higher scholar- ship and good letters. Under his predecessor, Brown has made remarkable progress during the last seventeen years, and he will enter upon his work under the most favorable auspices, a new gymnasium having been already practically secured. Dr. x\ndrews, however, is not an educator who is dependent upon rich endowments or the size and iiumbiu" of college buildings. lie 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 n genius lor teaching and (or commanding the sympathies of young men. The personality of the head of au institution will be inii)ressed on its working' force. A man of broad ideas, progressive and energetic, can do much to bring au 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 line equipment of laboratories aud libraries will not bring a college to the front — but there must be a man 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 staff, 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 i)ride in it, will its sphere of usefulness be increased. In the opinion of the friends of the institution, such quali- fications are happily 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 prosperity is opening up before the university. A college must depend for its main support on the body of its alumni. Tliose 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 Ilall 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 i)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 1889 two students received the degree of doc tor of philosophy after special courses of stuon the subjects studied, and to submit written essays upon assigned topics. {G) 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 l)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 ottered to graduate students a course in the middle high German, including: 1. A course in middle high German and its relations to old and new high German. 2. A course of readings in the Miunesiinger, Walther von der Vogel- weide, and Wolfram von Eschenbach. 3. A reading and critical study of the national epic, Das Nibelungen- lied. FRENCH. Candidates for degrees are examined at their entrance to college upon French grammar and upon easy French prose. Tliey are then sepa- rated into divisions based uiDon scholarshi}). The course extends over the first two years, three hours a week. The general aim is the same as that already set forth in German. (1) Elementary course, of one-half year. Tlie second and third divisions of the freshman class are given a course in grammar work and in the reading of easy prose, in which grammatical drill is the prominent feature. (2) Course in Eacine, of one-half year, ojien to the first division of the freshman class during the first half year, and to the second and third divisions during the second Ualf year. In this course attention to the literary work and to grammatical analysis are given equal prom- inence. Especial attention is given to reading in the original, to trans- lation, to versification, to grammatical and critical anaylsis BROWN UNIVERSITY. 175 (3) Course in Conieille, of oue-balf year, ox)eu to the first division of tlie freshman class during the second half year. The main work is a careful study of the author's masterpieces, on the literary side, though considerable time is given to the study of the language. (4) Course in Moliere, of one-half year, open only to those who have coinpleted course 3. Several of the masterpieces of Moliere are read, with a careful examination of the style and the peculiarities in lan- guage. (5) Course in Yoltaire and later writers, of one-half year, open to those who have completed course 4. (G) Honor course, of two years, open on the same conditions as the similar course in German, to which the work corresponds in quantity and character. (7) Graduate course, corresponding to the parallel course in German. This study is offered as an elective during the first half of the senior year. The aim is to impart afacility in reading and translating readily and accurately easy prose and verse. ITALIAN. This study is at present offered during the last half of the senior year as an elective. The aim is similar to that in Spanish. MATHEMATICS, PURE AXD APPLIED. The full course of mathematics occupies four years. Pure viailivinaiics. First year. — (1) Geometry, solid and spherical, with original propo- sitions, taught by means of oral recitations and frequent written exer- cises. (2) Trigonometry, analytical, plane and spherical, the use of logarithmic tables and trigonometrical formulas, and solutions of prac- tical problems. (3) Algebra, embracing the theory of quadratic equa- tions, permutations and combinations, undetermined coefficients, the binomial theorem for negative and fractional exponents, summation of series, and logarithms. Second year. — Analytic geometry, comprising the straight line, the circle, the parabola, the ellipse, the hyperbola, the general equation of the second degree, higher plane curves in analytic geometry of two dimen- sions, and the point, the straight line, the plane, and surfaces of space, revolution in analytic geometry of three dimensions. Third year. — (1) Differential calculus, comprising the differentiations of algebiaic and transcendental functions, successive differentiations, the 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 aud tlieir application to the determiuatiou of areas and volumes, and the rectification of curves. Fourth year. — (1) A continuation of the course iu integral calculus and the general theory of equations. Applied mathematics, including engineering. 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 practice aciiuired in a partial course will be prac- tical and available. Ample provision wUl be made for the instruction of any who desire a more extended course than is here indicated iu engineering aud in higher mathematics. Any part of the engineering course is open to all students as an elective, if they are prepared by previous 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 i)rinciples of j^ro- 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 thi'ee i^arts, viz, recitation work, field work, and plotting. In these are embraced a study of the construction, use, and adjustment of engineering instruments, comi)ass and transit surveying, computation of areas, supi)lyiug omissions, laying out and dividing land, section leveling, cross-section W'ork, computation of earth- work, topograi)hy, 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 persi>ective, and isometrical projections. Third year. — (1) Differential and integral calculus, as indicated in the third year of pure mathematics. (2) Advanced surveying, com- Ijrising recitation work, field work, and plotting, construction, use, and adjustment of instruuients not considered in the first year, land sur- veying, topographical surveying by the transit and stadia, hydro- graijhic mining and city surveying, the measurement of volume, geo- BROWN UNIVERSITY. 177 detic surveying, and iirojectiou 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 tlie structure of walls of buildings, arches, retaining walls, and piers, and trigonometrical calculations of strains on different varieties of framed structures, including trussed and suspension 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 aifd 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, hjalraulics, 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 pipes, 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 appli- 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 develox)meut of the reasoning powers. In the higher elective classes in pure mathematics: (1) Mental dis- cipHiie 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 i)ursue by himself more extended works. (3) To i^re- l)arc 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. lu. on. every week day except Saturday. It is the design of this department to afford instruction in the general principles of chemistry, iu analytical chemistry, and in the practical applications of the sub- 1123 E I 12 178 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. ject. Attentiou is given to raetailurgy, medical cbemi.stry, agricultural cliemistry, and the application of cliemistry to manufacturing i)rocesses. The courses are not confined to undergraduates — other i>ersons, if prepared to pursue the study to advantage, being admitted; but a knowledge of the general principles of chemistry is absolutely necessary to profitable studj^ in any of the more advanced courses. All students i;i the working laboratory are required, in additioji to their experimental study, to attend weekly exercises covering ii review and discussion of topics in 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 nonmetalsj the other term, organic chemistry. These exercises are supplemented by lectures, explaining recent progress in chemical theory, and new applications of chemical substances and new inventions. The coui'se in x>hysics begins in the first term of sophomore year, with the study of the principles of mechanics. The text-book used is Dana's Elementary Mechanics, which is supplemented by experimental illustrations in the class room. Three hours per w eek 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 week, in lectures abundantly illus- trated by experiments. Frequent examinations, both oral and in writ- ing, are held to test the progress of the class. PHYSICAL LAUOUATOUY. 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 IOC feet, with a height of 70 feet. It is built of granite and sandstone, with special regard to the soliditj^ 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 si^ecial researches; and it is liberally supplied with the ap])liances 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 are now offered: {a) A course in mechanical experiment and construc- tion, intended to meet the needs of those expecting to follow mechan- ical i)ursuits. (h) A general experimental course in sound, light, heat, and electricity, intended for such as propose to tea(;h these subjects, (c) A sjiecial course in electricity. Opportunities for special investigations are allorded for advanced students. BROWN UNIVERSITY. 179 AST">OXOMY. The courses of study at present offered in astronomy are two: (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 supiilemented by lectures and by abstracts pi'epared by members of the class ujion assigned topics. The latter is a technical study of the theory of astronomical instruments and j)ractice 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- tutle, are solved by actual observation and calculation. THE LADD ASTHONOMICAI. 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 biologj^, 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 anatomy. 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 ty^ie 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 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. Special facilities are oHered to anyone desiriug' to do more advanced work ill zooloj^y. Specimens of the following rarer types have lately been added for use in this department: African lung-fish (Protopferus) Folyptcrm, Sw'en, Amphiuma, Gax-Mia, and a skin and skeleton of the Australian vspiny ant-eater {Echidna); also skeletons and other osteological preparations of iishes, batrachians, lizards, birds, and niaiiunals. Collections illus- trating the invertebrate, crustacean, lish, amphibian, reptilian, and bird fauna of Khode Island have been set apart in the museum; and valuable histological and embryological prei)arations have been added. Instruction in geology is given during the first college half year by means of lectures, laboratory work, and field excursions, with especial r('fer('n, ^1'*^ ^''^i'*^ of the digestive functions and the eyesight, and other matters in which the habits of students are so often faulty. In the junior year elementary instruction is given in anatomy and physiology, the subjects being considered from a scientific rather than from a pra(!tical standi)oint. 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 m this connection receiving the most attention. Instruction in botany is given by means of lectures and laboratory practice. The course occupies two years. The first year is devoted to general morphology, practice in analyz- ing and describing plants, and the preparation of a small herbarium. A few ditlicult families, such as Composite^, Cruciferce, and Umbelli- fene are specially treated. Field excursions to neighboring i>oints of interest and visits to couserv^atories 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 then taken up, and the preparation of microscopic objects. At the same time there are lec- tures on vegetable i)liy8iology, geographical botany, etc. Collateral reading is again required, with an occasional paper on some given subject. Each student is ex'pected to pay a small lee per term for the i)ur- 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 independent reasoning and thoughtful comparison. THE IIERIJARIA. 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 atljoiuing, 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 Uartford, 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 extended to them and to visitors generally. AGRICULTURE. The course of instruction in agriculture includes the courses in the preparatory branches, chemistry, physics, botany, physiology, zoology, and comparative anatomy. It also embraces special lectures on agri- culture. These relate to tlui study of soils and to a[)plied 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, Jtoinan, Spanish, and English nations to the for- mation of agricnltural aad jiorticultural societies in the United States, with a brief account of the earlier ones formed within the years from 1785 to 1829, inclusive. The subject is then continued by the discus- sion of the following topics: (1) Primary condition of matter; (2) for- mation of soil from inorganic elements; (3) source of organic matter; (4) constituents of plants required by soil; (5) constituents of soil in the mass; (6) results of experiments with unfertilized and fertilized soils; (7) composition of fertile soil; (8) cardinal law in agriculture;' (9) rotation of crops; (10) discriminating application of fertilizers. Under the general head of economic zoology are discussed the dis- tinctive 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 desired by the class. WILSON HALL. By the will of the late George F. Wilson, of Providence, the sum of $I(K),000 was bequeathed to the coi-poratiou of Brown University, "for a building devoted to scientific purposes." It was decided that this sum should be applied to the construction of a physical laboratory, to be called Wilson Ilall. In June, 1887, a committee was apj)ointed by the corporation to obtain plans 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, 1889. The building is designed in a style of Bomanesque architecture, modified to suit the special purpose for which it was erected. Its exterior is of granite and sandstone, and has a front of 81 feet and a depth of 100 feet. The total floor area is about 14,000 square feet. It is constructed in the most thorough man- ner with a view 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 — x^rivate 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 pipes 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 ordimiry working table, the other 10 feet long by 4i feet wide and of the same height as the preceding. This not only serves as a good working pier, but also supports an arch of solid masonry, surmountcMl by a beveled slab of stone 11 feet long by 3 feet wide, which comes BROW^ UNIVERSITY. 183 flush with the hiboratory room above. Ui^on this shib the working- table may be i)laced, or be removed at will, leaviug the entire- floor space free. lu the lecture room the lecture desk is supported ou a similar slab, 12 by 3J feet, resting on a i)ier of masonry and flush with the plattorm. All the i)iers are kept entirely free from the flooring. Besides the i^iers, stone slabs supported on brackets bnilt into the outer walls have been provided as working tables, since experience seems to show that their stability compares very favorably with that of the piers 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 givQ special attention to these branches of physics. For the present a larger share of l)urely constructive work is planned for than perhaps properly belongs to a i)hysical laboratory in the higher sense, but a movement is on foot which promises ultimately to enable us to create a special department of appUed 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 community is obliged to go out of the State for a technical training. There is a demand for such a school and it would receive the supjiort of all those interested in industrial x)ursuits. Such a school should have a department of design to which a student could come for that one branch. He would 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 fav^ors 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, Newport, Fall River, or any part of the State where classes might be formed. In this way the university could be brought to the people and they would be made to feel its influence. 1S4 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. At (he opening" of tlic iU'iulomic year of ISOO, arran^oincnts will be luatlc for obtaining ins^tnu'tion in electrical engineering, nnder the charge of a coiu]>etent instrnctor. Wilson ITall contains the latest and most improved facilities in the dei)artnient of physics. Then, too, there are exceptional advantages in the city of Provi- dence for what the nniversity Avonld olVer Mere there a facnlty of law. To begin horc a good coniso in la\Y would not, howovor, bo oostlv, and thorc ia much not only to render effort iu that direction desirable, but also to assure its suc- cess. The university once had a law department, or at least a professor in that branch. The common law preferences and procedure characteristio of the Ixhode Island judicial system render a law school almost a necessity in this State. A noble law library is ;it our doors. Courts m all varieties, Federal, State, and municipal, before Avhich are to bo hoard some of the greatest lawyers of the land, are in oi)era- tion within ten minntes' Avalk of our chapel. At the start, three new professors would suthce; 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 nniversity extension, and from a faculty of law, it has been and still is his cherished i>urpose to broaden and dee]>en the present foundations. The courses in Latin, (.Ireek, the sciences, mathe- matics, and modern languages would be made so broad and thorough that Brown would rank anumg the leading colleges of the land. The education should be such that the student while specializing wouhl not be a mere specialist. He should be taught to use his mind. Ijaboratorics, while showing him how to do so, should be so utilized that the mind would be made still more efVective. The whole trend of tlie education should bo tow-ards the development of the mind by the roundness of an education truly liberal. Brown is cosmopolitan in the personnel of the students. Although the college is denomina- tional, students representing nearly all the various denominations come here. The contact of the men from the various sections of the country is an important element in the education which is here received. A student thus learns tbat there are 44 States besides his own comprising the Union. Tho following extracts are made from Tresident AndreAvs's report to the corporation for lS89-'00 : We do well, in view of this and such })ositions which we shall have to equip as tho years pass, to direct, so far as possible, whether at homo or abroatl, tho advanced stmlies of our most brilliant graduates. A system of homo and traveling fellowships would iuuuensely aid us in this. Four hundred dollars a year would support a grad- uate student at homo; $500 abroad. Oifls of these sums for these purposes, or. bet- ter, of foundal ions assurnig them, would be among the most acceptable means for promoting high scholarship among us. While 1 hojie that we shall never till our faculty with mere specialists, it is no longer safe to depend for men to become pro- fessors upon specially apt general scholars, promoted withoiUi particular training, from the ranks of the various learned professions. Nor is there any excuse tor «loing this, since there is talent enough available for all re(iuired teaching, if it is only sought out and guided. Our range of choice bi'iug so wide, contracts with instructors should be strictly construed as holding only from year to year, so that none need be retained who do not give promise of uncommou success. New professors, too, unless men of settled reputation, should be engaged at Iirst for but throe or five years, loav- BROWN UNIVERSITY. 185 ing tlio nnivprsity in condition to rolievc itself of any who may prove inert, inapt, or without amliition. The literary institutions of the country suffer distressingly to-day from professors and other officers who, sure of their tenure, have remitted zeal and como 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 nic to be, on the whole, very encouraging. Wo 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. .Sui)posiiig that wo miiy hope for advance, what ought to be our policy? My sen- tence 18 that wo should toil primarily, sedulously, unremittingly, and always to enlarge and strengthen the old plant, 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 proicssorships are needed — a professorship of European history, a profes- sorship of political and social science, a professorship of philosophy, a professorship of English and Am-rican literature apart from rhetoric, and a professorship of the history and criticism of the fine arts. Wo must speedily have, besides, an assistant professor in chemistry and another in physics. With such an increase of force — indisi)en8able, 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 University duiiug the year 188S-'89, under the. auspices of the Brown University llistorical and Economic Association, maintained two courses of lectures. These were held in Manning Hall, and were oi)en to the public. Large audiences showed the interest whicli was manifested. In 1889-'90 there were two courses, one of G lectures on The State and Social Eeform, and the otlier of 4 lectures on Railroad Problems. The lectnrers in the first course were: Prof Woodrow Wilson, LL. D., of Wesley an University; Eev. John G. BrookvS, of Brockton, Mass.; Hon. Francis Wayland, ll. u., 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 ill the second course Prof Davis R. Dewey, of the Massachusetts Insti- tute of Technology; Edward Atkipson, 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 tlie winter of 18130 '1)1 there were two courses, the flrst 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 oi' 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 186 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. Federalist Period; Prof. Charles II. Leverinore, of tlic Massacliusetts Institute of Teclinology, The Eiseof the Whig Party aud of Jaeksonian Democracy. The lecturers iu the second course and their subjects were as follows: Dr. B. 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 IN'eed More Money?; Prof. J. Laurence Laughlin, of Cornell University, The Subtreasury System. UNIVERSITY EXTENSION. As early as 1785 a course of public lectures was given in the State House, under the auspices of the university. Under the presidency of Dr. Wayland, the professor in chemistry oifered 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 uature have been given in Manning Hall, and the public has been invited. The Historical and Economic Association of Brown Univer- sity, for the last five years has offered 2 courses each year in the field of history and politics. But in the winter of 1890-'91 a course in university extension was started in Pawtucket, a manufacturing and industrial center. This course was experimental, but so successful as to encourage the introduction of similar courses iu other cities iu the State. The following announcement of the scheme was given a wide distri- bution in the city : RHODE ISLAND UNIVERSITY EXTENSION. After the example of the great Euglish universities, it is proposed to open iu tbe high scliool building in Pawtucket, soon after January 1, 1891, provided that by this date fifteen applications for each course have been received, two courses of thorough scientific lectures by members of the faculty of Brown University, one on astronomy, the other on botany, each course consisting of 12 lectures. If they prove to meet a public want, these courses will bo followed iu subscciuent years by the same and by similar ones on other subjects, covering in a few seasons the entire round of science, philosophy, and literatui'c, so far as such subjects can be presented iu the English language. The lectures, while as free as possible from mere techni- calities, and open to persons of both sexes and all ages, will be intended not for the curious, but only for thoughtful aud studious people, clergymen, teachers, clerks, mechanics, and others who are willing to pursue attentively at least one entire course. At the end of each course pupils who desire will bo examined, and, if they pass, receive a certificate of that fact. Those who j^ass in ten courses, making up a "cycle," will receive an engraved diploma, constituting them members of the Rhode Islaud University Extension. The fees will be $3 for each person for each course, with 50 cents additional per person for each examination. Persons desiring to take one or both of the above courses are requested to register their names at once with the superintendent of schools, Pawtucket. For further information apply to E. Benj. Andrews. Bkown Univehsity, Noremhcr 1, 1S90. BROWN UNIVERSITY. 187 Tlie superintendent of i)ablic schools sent circulars like the follow- ing to the manufacturers, who i)ut them in the hands of their opera- tives : Pawtucket, R. I., December IS, 1S90. In cooperation -with President Andrews, of Brown University, I am trying to spread the knowledge of the university extension as widely as possible. It is desired especially to reach the more intelligent laboring classes. May I trespass upon your good nature to the extent of asking you to post one of the inclosed circulars where it will bo seen by your employes, and to have the others handed to persons likely to be interested. I shall be glad to send more circu- lars if desired. Trusting that you will be interested in advancing the movement, and thanking you for your trouble in the matter, I am, Youi's, sincerely, Henky ISI. Maxsox, Superintendenl of rtiblic Schools. Tlie programme of the courses given stated : In carrying out the proposed plan of putting the advantages of- the university within the reach of every person, without regard to his residence or circumstances, the president and professors of Brown University have arranged for this year the following courses of lectures to be given at the Pawtucket high school. There are 12 lectures in each course, one occurring each successive week at 8 p. m., astronomy beginning January 12; botany, January 14; German literature, January 17. Asironomtj, l»j Prof. TViiisJow Vpton. The course will treat upon the motions of the heavenly bodies, the diurnal motion of the heavens, the annual motion of the sun, the motion of the moon, planetary motions, and stellar motions, describing each in its turn and referring it to its true cause. The results of their combinations will be discussed and certain practical applications shown as they are used in measuring time and arranging the calendar. BolaiDj, hij Prof. W. TV. Bailey. 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 j)lauts by himself after the course has been finished. The class will be set to work, flower and microscope in hand, after the class-room method used in the university. German literature, hy Prof. Alon: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 Niebelungenlied 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 permit; 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 apian 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 names should be previously sent to me at Music Hall, but persons may join the opening night if this is not convenient. The specimen card gives the details of the course affecting the stu- dent : [Preserve this.] RHODE ISLAND UNIVERSITY EXTENSION. CARD OF MATEICULATION.I The holder- of tliis card, M , of , [Name in full.] Rhode Island University extension courses, as indicated below ha.s been enrolled and examined^ in Name of course. Date of begin- ning. Fee, $3.'» j Date of Signature of in- ex.nnina- structor. Ition'aud result. Signature of ex- aminer. Fee, 50 cents." *No person is a member of the class who has not a matriculalion card. Each card has spaces for 10 courses, or a cycle. 2 Let the pupil write his or her name in full, and residence. The instructor will then write in the proper places the name of the course, the date of beginning it, and the word " paid' when the fee is collected. 3No examination is required, but any pupil who desires can be examined in any course Examina- tions passed in 10 courses, or a cycle, entitle to a diploma. ^Fees are due in advance. The word "paid" in this space, in the handwriting of the instructor, is- a sufiEicieut receipt for the fee. ^"Write "passed" or "failed." Fee must be paid in either case. ^Theword "paid" in this space, in the handwriting of tUe examiner (usually the same as the instructor), is a sufficient receipt. While these courses are experimental, the indications show a spirit of apijreciation on the part of those following them. By February 1, 1891, the average attendance was 30, a few students taking the 3 courses, but the majority following 1. The students are chiefly from the i)rofessional classes, and the cooperation of those engaged in industrial pursuits has not been so largely secured as could be wished. President Andrews expressed himself as pleased with the initiative courses, and has organized others in different parts of the State. PROFESSOR GrAMMELL. In the history of an institution of learning there are certain profess- ors who stand out in bold relief. They have not been content simply to do well what have been their allotted tasks, but they have recog- nized the high possibilities of their calling. Men of strong person- ality, they have left impressions of character on their students, who will remember these lessons long after those of the class room have faded from memory. BROWN UNIVERSITY. 189 Such men knew that they had the jiossibilities of molding the lives and shaping the character of their pupils. How well they succeeded may be seen in the tributes of resjiect and gratitude which are paid by their students when they learn that they, in common with their col- lege, are called to mourn the departure of an honored teacher. Many such tributes bear testimony to the fact that aspirations were aroused and noble purposes were deepened by the contact and by the influence of a manly professor. It has been the rare good fortune of Brown that she has always had men like these, either in the active labors of the academic staff or in the . prudent counselings of governing boards. Many of these men came under the influence of Waylaud during his presidency, and they in tarn testify their indebtedness to him. It is admitted that the influence of Wayland in the history of the college has been most productive of good, and his successors, as they have approached his characteristics, have received an additional word of i^raise. Prof. William Gammell, whose death occurred in 1889, was one of the names that the university will cherish. Although he left the aca- demic chair in 1867, he had not ceased to identify himself with the university.* After thirty-two years of service, as tutor and professor, he withdrew in the prime of his powers. His influence may be said to have continued, in that his successor to the professorship of history was Dimau, his pupil. Prof. Gammell's connection with the university was contemporaneous with some of the most honored and brilliant men who were called to preside over or guide the instruction. He was associated with Wayland, Sears, Chace, Dunn, Caswell, Lincoln, Diman, and many others who had the best welfare of the college at heart. Graduating in 1831 with the highest honors of his class, he was called the following year to a tutorship at the college. He was called tutor and lecturer in the Latin language and literature. His promo- tion to the assistant professorship of belles-lettres followed in 1835. He was associated in this chair with Prof. William G. Goddard. In 1837 he was appointed professor of rhetoric, and the chief labor of the department devolved upon him, owing to the poor health of Prof. Goddard. The " new system," as planned by Wayland in the reorganization of the instruction of the college, constituted a separate department of history. To this chair Prof. Gammell was transferred and held the professorship of history and political economy till his withdrawal in 18G7. But his withdrawal from the duties of a professor by no means withdrew him from the heartiest cooperation in the interests of the college. He was elected a member of the corporation in 1870, and was actively identified with the management of the college. After his resignation from his professorship he devoted liimself to labors in behalf of public charity and philanthropy. This President Wayland and Prof. Ohace had also done. 190 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. In the biograpliy of Prof. Gamraell appears tbe following letter, of wliicli a part is quotetl. It was written by Dr. Thayer, of Newport: Newpokt, March 15, 1S90. I have been asked, to join in a, testimonial to Prof. Gammell. My increasing iuter- conrso witli liim of lato years has made mo feel his loss too much not to comply with the request. One shrinks from a formal tribute to a friend. Yet it is a real tribute which I pay Prof. Gammell in saying that through all the changes a1>out him he pre- served his identity. For all agree that a wonderful process of assimilation is going on, and everybody is becoming like everybody else. Perpetual contacts with all sorts of people are unconscious attritions that rub down personal peculiarities to an unin- teresting sameness. Fashionable lil'e renders its votaries indi.stinguislial>le by the enamel it puts on them. Politics bring men into disgusting resemblance, while our lit- erature of all kinds is strangely alike and forms its readers to its own average. What wonder, then, that men lose or greatly qualify their identities, that colleges are con- forming to the pattern of the age, and that presidents and professors are becominglike the rest of mankind — the presidents largely employed in collecting funds, and the pro- fessors no longer living and working in the college only, but playing the scholar in politics and acting in iieripatetic universities. But Prof. Gammell was wholly formed in Brown University when — defects and all — it was the old. American college, and his life was concentrated there with singular devotion. That cast of character ho never lost, not obtrusively, but decidedly it impressed you, and it was easy to con- ceive him in the classroom. His opinions were positive and given emphatically, but not offensively ex cathedra. He loved racy good English, taught it antl used it, though I doubt notiic exercised literary charity for his pupils and friends who have come to prefer poets and thinkers whose meaning is not plain to their readers nor prob- ably was to themselves. The professor was a *' gentleman of the old school," and to those who did not know the man he might have seemed reserved, but from the testi- mony of his pu]3ils he had. a warm fund of sympathy and a genial interest for them. Ho was a member of the "Friday Club," and his interest and devotion to it contrib- uted to the success of the gathering. Some of the papers there presented have been printed. THE LIBRARY. The historian of an institution is able to appreciate the benefit to it of founders who were men of wisdom. President Manning appreciated the need of books for the college. The culture and learning- of the day were. in books, and these were expensive. The professors were not able to provide themselves with such books as were necessary for their own libraries in the various dei^artments. It was necessary that the centers of learning should have libraries, not only for the nse of the students but for consultation by the instructors. If Rhode Island College was to be an influence in the comnutnity and if it was to be a center of learning, it must have a working library. President Mannijig clearly saw the necessity for this and very early used his influence towards its accomplishment. The success which attended his efforts has been evinced by the steady growth in the col. lege and the formation of the nucleus of an excellent library. Two years after the removal of the college to Providence the number of books was 250, " not well chosen, being such as our friends could best spare." BROWN UNIVERSITY. 191 In 1782, at tbo reorganization of the college after tlie interval of tlie Kevolution, there were 500 books, '-most of Avhich are both very amieut and very useless, as well as very ragged and unsightly."' By subscriptions and by the gifts of friends additions were made so that the number was increased to about 4,000. It is of interest to note that several do;}ations of books were made by Englishmen, showing their interest in the college, although the incidents of the Eevolution were still fresh in mind. The library was phiced in the east room on the second floor of Univer- sity Hall, till it was removed to Manning Hall. The books com- posing the library were theological and biographical chiefly, although some were scientific and historical. Very many of the early accessions were obtained by purchase, the money having been subscribed by friends, so that the deficiencies of any department could be suj)i)lied. From the by-laws adopted in 1785 are taken the following extracts: The librarian shall keep the library room neat and clean, and in delivering out books ho shall suffer none of the students to derange or handle them on the shelves. He shall demand and receive a fine of sixpence 'for every time that any student hath suffered a library book to be uncovered in his possession. Ho shall open the library room on such day of the week as the i>resideut shall from time to time direct, and shall keep it open from 1 to 3 o'clock in the afternoon. The sum of $25 was paid the librarian in 1792, and in 170o the fresh- man class was admitted to the use of the library on the same terms as the other students. The friends of the college remembered the library, and legacies of valuable books were left to it. That of the Kev. William Eichards, of Lynn, England, was rich in books illustrative of Welsh and English antiquities. Other smaller but valuable bequests were made. In 1831 an eftbrt was made to raise $25,< 00 for the purchase of books and apparatus for the philosophical and chemical departments. jSTearly $20,000 was secured and invested till it should reach the desired sum of $25,000. The room in University Hall was by this time " crowded to excess, unsightly, and wholly unsuited for the i>urpose to which from necessity it was devoted."' In 1835 Manning Hall was dedicated. This building had been erected by the generosity of Nicholas Brown, and was to serve as a chapel and library. This building afforded more room, but was not conveniently adapted for a library, nor was it fireproof. However, the library remained in this l)uildmg till 1878, when it was removed to the present building. In 1843 the number of volumes was about 10,500. In the next decade valuable additions of French, German, and Ital- ian books were added, having beew carefully selected by Prof. Jewett, who was at the time in Europe. He was also successful in securing a valuable collection of English books, including one of Shakespeariana. A collection of patristic works was commenced in 1847. This was enlarged by the efforts of some of the city clergymen, and a very com- plete set was secured. 192 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. Such was, ill outline, the growth of the library till its removal in 1878 to the present building. The words of President Robinson at the ded- ication of the building fittingly characterize the library. '* Admirable, spacious, complete, massive, imposing, enduring as is this structure, the library which is to occupy it is not unworthy of its place. No college library perhai^s in the country is better fitted to the uses for which such libraries are supposed to be gathered. It has never been the recep- tacle of cast-olf books; it has never been encumbered by gifts of unsal- able private libraries. Its 50,000 volumes have been selected under scrutinizing eyes with unremitted care that the best authorities in every department of learning should find a place on its shelves. Even its largest purchases have been made with extremest care and by well- read men.'' These facts bridged a mighty chasm between the present and that early day, when the library had but 250 volumes, " not well chosen, being such as our friends could best spare." The present building is fireproof, and the plan is that of a cross with octagonal radiating wings. The reading room is in the center. Light is obtained from the large windows of the cupola and also by small windows in each alcove. Particular attention wasj^aid to lighting and ventilation, two excellencies which here have been secured. Each of the three wings, octagonal in shape, contains 24 alcoves. The west wing is devoted to history. Over the window in each alcove is the general classification: Biblical literature, theology, religious history, biogra})hy, voyages and travels, American history, English history, general history. The north wing is devoted to science, with the follow- ing classification : Jurisprudence, political economy, philosophy, natural history, medical science, useful and fine arts, mathematics, chemistry, physics. The east wing is devoted to literature. The classifications are: Bibliography and literary history, philology, Greek and Latin classics, colk'cted works, English and American literature, foreign liter- ature, i)eriodicals. Each alcove is supplied with a table and chairs so that the book can be consulted there. The students have free access to all the alcoves on the ground lloor, and may obtain permission to consult books on the two upper ones. Eegarding the free access of students to the books the librarian says: It was curly my conviction, ami an oxporiouce of fortj' years as a librarian has only served to confirm it, that the books of a college library shonltl be so arranged as to allow the stndents to consult and handle them freely. Catalogues, however necessary and accessible and however carefully and skillfully prepared, can never take the place of the books tliemselves iu a collegiate institution. It requires, more- over, no small degree of knowledge and patience to consult a modern catalogue of a large collection of books. Hence, the president of Harvard College, at a recent meeting of the American Library Association, facetiously remarked that although he might claim to be as intelligent as the ordinary Ircqmnters of a library, he did not know enough to use a card catalogue. The library has open shelves where the books can be roadly handled by all, and quiet, well-hghted alcoves, with couveuiont tables and seats, mvitiug to study and research. BROWN UNIVERSITY. 193 This arrangement is of great advantage to the student, for he can see very quickly whether a book is one that lie may Avaiit. In addi- tion he gains some knowledge from the titles, for he knows Avhere to go for a book although he may not need it at once. Alumni from neighboring cities have come to consult this library simply because they had free access to the shelves, and they have been rewarded by finding books of which they had no knowledge. One member of the class of 1858 felt indebted to the library to such an extent that he pre- sented a valuable collection of works on pedagogics. The catalogue is of the card system, arranged so as to shew titles, authors, and subjects. The books are recorded by numbers which show the alcove, press number, shelf number, and the number of the book on the shelf. Thus G-1-9-26 means alcove six, j)ress one, shelf nine, book twenty-six. Ou the ground lloor 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 fiom the late Pi'of. 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 Way- land, was raised by subscrijjtion in 1831, and is called the "library fund." To this the Hon. Nicholas Brown contributed $10,000. The library is open in term time each week day, excei)t 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 $500 or more to tlie funds of the university, may use the library without charge. The library committee can grant this privilege 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 $5 each, per annum. During the year 1800 the library was increased by the addition of 575 volumes by purchase and 540 volumes and 1,884 pamphlets by gift. It now numbers about 80,000 bound volumes and 20,000 pamphlets. There has been jdaced in the rotunda of the library building an ad- ditional long table, upon which are idaced 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 v/ith topics dis- cussed in the lecture room, also works illustrative of archaeology. Any mention of the library would be incomi)lete without reference 1123 R I 13 194 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. to the librarian, Dr. 11. A. Guild. ^ He is one of tlie best friends of tlie students, nor does lie forget tliem after they graduate. Each alumnus as he returns to the 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 nearly 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 away. He is sure to make some inquiry regarding 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 library, 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. Reference should be made to the part which the university took in the scenes of 1861-1865. The echoes of conflict are now growing fainter and fainter, so that mention can be made of events which reflect credit on the college, without exciting aversion from those who took oi>posite sides. 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 Eevolution, still seemed to be present. 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 scholar 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 speak at tliis time iu behalf of the faculty it is for the purpose of making it distiuctly uuderstood that their part in the work now cousummated has been merely formal. To the undergraduates all the praise belongs. From them the suggestion came, and save that to my colleague, the professor of Latin, they owe theter.se and admirable inscription, they have had the matter wholly in their own hands. I need hardly say that this gives a peculiar interest to our present services. So far as I am aware, no such tribute has been paid in any of our sister colleges. Some, with imposing ceremonies, have commemorated their unreturuiug dead. One has with great propriety decided to devote a chapel to the precious memory of sacrifices which, in an earlier age, would have swelled the lists of saints and martyrs, while our most ancient university seeks expression for her proud sorrow in a memorial 'Dr. Guild and the late Prof. Diman had much to do with building up the library collections of Brown University. — Ed. BROWN UNIVERSITY. 195 hall, "^hose stately front ■svill 1iep.rtlie names of her heroes, while its inner walls will be eloquent with their pictured lips. But such costly offerings can come only from the whole body of alumni, while the simjile tablet which we set up to-day derives its distinctive value from the fact that it is a student's tribute. And if, as the Roman historian holds, next to the doing of great deeds must be reckoned the right appreciation of them, this tablet ^^'ill servo iu two ways as an enduriug testimo- nial; for whih;, on the one hand, it will bear witness to the magnanimity and love of country of those quipro libertate ct pro 7'cipuhlicce integrltato laid down their lives on the blood-stained field, or languished them away in the unwholesome prison, so, on the other, will it furnish the evidence that one mind animated the mass, and that those who could not themselves share iu the sacrifice were jirompt 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 be erected here ; that here, as wo gatber to our daily devotions, we might be reminded of those who only a short time since sat with us on these benches and joined with ua in our accustomed hymns of praise ; and that hero those who in years to come 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 discipline becomes contemptible if not coupled with the manly virtues. Not what we learn, but the use we make of our learning, is what tells the story. Surely, if the instructors in this institution ever grow negligent in inculcating these high lessons the very stone will cry out. And if any of you, who have been long out of college, are curious about the kind of training that has been furnished of late years, you maj^ study the best proof of it in that inscription, Aheiint sfudia in mores — let the lofty public sjiirit of those chil- dren of our common mother, their fidelty to duty, their valor, their endurance speak for the training she gave them. She carves their names iu her holiest place, iu recognition of the new lustre they have added to her ancient fame. The evidence here furnished of the intrinsic worth of our established method of academic disci- pline is the more striking, because it is just here that the common objections to it are urged with the greatest force. That method, you are aware, has been severely criticised as unsuited to the present age. Such exclusive devotion, it has been claimed, to abstract studies but poorly fits the understanding to deal with practical concerns; such prolonged contact with the part is ill adapted to awaken sympathy with the living jiresent. Thus we furnish a puny intellectualism at the price of those manly qualities which are the conditions of all real success. How far these rei)roaches Avere well founded, let the experience of this, and kindred institutions, show. When the call of the President revealed the public peril, who sprang to arms? Where all professions, 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 those who hurried earliest to the strife, iu those shameful days when one and another of the men who had been trained at West Point was proving faith- less to his trust, was a large proportion of the students of our college; a proportion, in some instances, so large as seriously to interfere with the routine of academic duties. It is safe to affirm that no one class of the American people was represented in so liberal a ratio as the very class whose training has been decried as tending to keep them at a distance from the questions of the day. And in this respect our experience has been the experience of those before us. In that matchless eulogy which Pericles pronounced at the beginning of the Peloponnesian war he proudly claimed that Athens had lost nothing in the cultivation of those arts to which she owed her highest fame; and we, too, on looking back on our record, remembering the readiness with which so many of our educated youth made sacrifice of the hopes of years, recognizing the conspicuous ability so often shown iu the novel and arduous positions to Avhich they were summoned, bewailing, alas, what may not even now be mentioned without renewing in the hearts of some here present a grief too 196 HISTORY OF HIGHER EDUCATION IN RHODE ISLAND. Bacred and too recent to be disturbed, may repeat witb 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 v/as said before the rebellion, that our educated men, as a class, are the most disloyal to our iustitutions. There is no such antagonism between liberal culture and republican ideas. From a certain narrow national conceit, thooflspring 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 us 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 philosojihy and history, a thoughtful survey of the forces which have shaped society, a just appreciation of the controlling political ideas that underlie the mighty move- ments of modern times, have any tendency to shake our confidence in the great experiment for which the New World was reserved by Divine Providence for so many years, our recent experience has triumj)hantly disproved. It is the wiser judg- ment of one of the profoundest political thinkers of our d;iy, 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 civihzation, in the society to which it is applied," and if, as Guizot affirms, modern 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 ou a block of wliite marble, which is placed in Mauuiug Hall. In. Memokiam. Fkatrum. Suorum Qui. Pro. Libertate Et. Pro. Reipublic^. Integritate In. Bello. Civili. Ceciderunt LiTERARUM. StUDIOSI In. Hac. Universitate. Commorantes Hang. 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 preamble; Impressed with a sense of the numerous temptations to which 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 for 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 and was a conference meeting. A yearly public meeting was held in the First Baptist Church, and a sermon Avas preached 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 change 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 possess the means of extend- ing their knowledge respecting the moral and more especially the reli- gious condition of the workl." In 1834 the original name was resumed, because a special society for missionary inquiry had been organized. In 1863 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. Eeligious services are held in the chaj)el every morning, except Saturday and Sunday. LITEKAUY SOCIETIES. Particular attention had been given at Ehode 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 i)romotion of social intercourse and for Improvement in forensic discussion" was formed iu 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 liuman happiness, and happiness is the ultimate end of human existence. Individual weakness forbida extensive research in the fields 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. wliicli ■was the university library. The society was limited to a raem- bersliip of 45. In 1800 there were upwards of 100 students residing at the university, and another society was organized, known as the " United Brothers.-' Its constitution was siinilnr to the " Pliiler- menian.'' These two societies were of course rivals, but the emulation on the whole was healthy and productive of good. The Philermeuians were inclined to the Federal and the Brothers to the Republican party. A room was given to the Philermenian kSociety in Hope College on its erection in 1823 and the library Avas removed to that building. In 1824 the Franklin Society was established. The reason for this organization was similar to that of the Brothers. That year a. large 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 flourish. In 1841 a joint celebration was effected. In 1849 the number of books in the Philer- menian library was 3,224 and about the same number in that of the Brothers. Still another cause at that tiiiio contributed very considerably to enhance the practical value of an education at Brown University. There were then m the col- lege two literary societies, composed of undergraduates. These had largo and valu- able libraries. These volumes were very generally read by the students. But the jiriucipal value of these societies was found in their frequent stated meetings for practice in debate, and for reading and criticising compositions. Emulaticm was then excited in the useful arts of writing and speaking. The studi'nts thus accus- tomed themselves to think upon the great questions of the day and acquired the power of using their knowledge so as most effectually to convince and ])ersnade others. From these debates they went forth to instruct society and to sway i)opular assemblies by their eloquence. Facts show that those who were then most active in these societies as writers and debaters have since done most for themselves and for the world. Here they trained their youthful faculties and acquired the skill which has since made their iiower felt. From these societies th-^y looked out upon the theater before them and prepared for the battles to bo fought and the work to be done iu the great world of living men, where they were expecting to act their part. By these exercises the graduates of Brown University were prepared, when they went forth into the world, very soou to acquire an enviable distinction as popular speakers, ready debaters, men of good seuse, and actual power in the con- duct of affairs. Hence the opinion, then widely prevalent, that for all practical purposes an education in Brown University was even more desirable than one in most of the other colleges. This result was in no small degree duo to the president, who always looked upon these societies as important auxiliaries in his work and warmly cherished them by his counsels and his encouragement. Wo are sorry that they arc now so far abandoned. One of the best methods of practical training is here lost to the students. We do not believe that any e., LL. D. June 19, 1877, Prof. John L. Lincoln. Providence, 1877. (Pamphlet.) Memoir 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 the Rev. J. Lewis Diman. A memorial volume edited by J. O. Murray. Boston, 1882. This volume has the memorial 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, 1883. 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 0. Murray. Boston, 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 Magazine, 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 Avas chairman of the committee chosen by the corporation to consider the changes in the system of education. Exercises at the opening of Sayles Memorial Hall, Brown University, June 4, 1881. (Panvphlet.) Providence;, 1881. Collections of the "Liber Bruuensis," the annuals published by the Greek letter fraternities. College catalogues and collections of the programmes of various academic exercises. \ LBuL'iS