mass ^ /7 ^ ^- ■ y Copiglrt'N?. CQFXRIGHT DEFOSm DR. WILLIAM LEROY BROUN -N Digitized by the Internet Archive in 2010 with funding from The Library of Congress http://www.archive.org/details/drwilliamleroybrOObrou Frontispiece DR. WILLIAM LEROY BROUN COMPILED BY THOMAS L. BROUN ASSISTED BY BESSIE LEE BROUN AND SALLY F. ORDWAY NEW YORK THE NEALE PUBLISHING COMPANY 1912 ."^ v^\r Copyright, 1912, By THOMAS L. BROUN ^^ ^-o ©CLA330077 CONTENTS PAGE William LeRoy Broun A Brief Summary of His Life I Notes of Dr. Broun's Early Life as Taken Down by Bessie Lee Broun 3 A Letter to Mr. Edwin Broun, 1847 12 Notes Found in Dr. Broun's Trunk Concerning the Life and Death of His Wife 14 Notes on His Daughter's Death • . • 33 From a Birmingham Newspaper, 1891 36 A Letter From Judge Emory Speer 38 The Great Teacher 39 From the Alumni Bulletin of the University of Virginia, July, 1902 40 By J. W. Mallet 45 By Milton W. Humphreys 48 Personal Letters at the Time of Dr. Broun's Death From His Daughter, Mrs. Fulghum S3 From' Professor Milton W. Flumphreys 55 From Dr. Edward S. Joynes 57 From Dr. Charles C. Thach 59 From Professor C L. C. Minor 60 From C. F. Ordway 61 From Professor C. L. C. Minor 60 Articles on Dr. Broun's LifeI and Work From The United States Experiment Station Record, 1902, Vol. Xni, No. 6 63 Another "Arnold of Rugby," By Ex-Gov. G. W. Atkinson, Ph.D 65 Dr. William LeRoy Broun, in The Glomerata, Vol. VI, 1903 70 Chancellor Hill's Tribute to Dr. Broun 7Z Professor P. H. Mell, Auburn, Ala 76 From the Church Record, February, 1902 80 The Rectory, Holy Innocents' Parish . 81 CONTENTS PAGE From the Age-Herald, Birmingham', Ala., January 24, 1902 83 From the Age-Herald, Birmingham, Ala., January 26, 1902 88 From the Gulf States Historical Magazine, March-May, 1904 90 From the University of Virginia 91 A Letter From the Acting President After Dr. Broun's Death 93 What Is the True Conception of Education? .... 95 Alexander H. Stephens's Fight Against Broun . . . .100 The Addresses of Dr. Broun Improvements Required in Southern Colleges . . . .107 Technical Education in Alabama 137 Alabama's Duty to Herself I53 Speech Before the Inter-State Farmer's Association . . 170 Report on the Solar Eclipse 189 The Moon 196 The Red Artillery — The Difficulty of Obtaining Confederate Ordnance During the War 214 Address Delivered on Memorial Day 232 An Address (Made to the Graduating Class of 1890 at Au- burn, Ala.) 239 An Address (Made to the Graduating Class of 1894, at Auburn, Ala.) 242 Baccalaureate Address 244 ILLUSTRATIONS \^ Dr. William LeRoy Broun Frontispiece Facing Page Mrs. William LeRoy Broun Uly^ The First Faculty of the University of Texas, of which Dr. William LeRoy Broun was Chairman, 1883-1884 ... 48 t/ Dr. William LeRoy Broun and His Daughter Bessie, in His Office ^ ^ WILLIAM LEROY BROUN A BRIEF SUMMARY OF HIS LIFE [From "The South in the Building of the Nation," vol. XI, pp. 125-126.] BROUN, William LeRoy, educator: born Loudoun County, Va., 1827; died Auburn, Ala., January 23, 1902. He was educated in private schools and at the Uni- versity of Virginia, where he was graduated in 1850. He taught for a year in a private school in Virginia, for two years (1852-54) in a small college in Mississippi, and for two years (1854-56) as professor of mathe- matics in the University of Georgia. He then taught in a private school until the outbreak of the War of Seces- sion. He rose to the rank of lieutenant colonel in the ordnance department of the Confederate army. Colonel Broun made many interesting and valuable experiments and inventions while in the ordnance department, some of which he later described in the army service journals. At the close of the war he was elected professor of nat- ural philosophy of the University of Georgia, and from 1872-75 was president of the Georgia Agricultural and Mechanical College, a branch of the University. From 1875-82 he was professor of mathematics in Vanderbilt University. 'He was professor of mathematics in the University of Texas, 1883-84, and president of the Ala- 2 DR. WILLIAM LEROY BROUN bama Polytechnic Institute (A. and M. College) 1882-83, and from 1884 to his death in 1902. It was at the last named institution that the great work of Dr, Broun was done. He was a good executive and a practical educator, and under his supervision the Alabama Poly- technic Institute became a pioneer and a model for all Southern technical schools. To him chiefly is due the development of industrial and technical training in the South. His was the most constructive, the most influ- ential of the work done since the War of Secession in Southern education. . \ General George E. Pickett and Dr. William LeRoy Broun were descendants of William Pickett, whose will, dated September 26, 1766, was recorded in the clerk's office of Fauquier County, Virginia, November 24, 1766. His sons, William Pickett and Martin Pickett, were his executors. He died leaving five sons and two daughters. His daughter, Mary Ann Pickett, married in 1766 the Rev. William Marshall (a Baptist preacher), of West- moreland County, Virginia, uncle of Chief Justice Marshall, and moved to Kentucky. The emigrant, George Pickett, of France, settled in Westmoreland County, Virginia, and resided there in 1680. He was the father of the William Pickett from whom General George E. Pickett was a descendant. See " Colonial Families of the Southern States of America," by Stella Pickett Hardy, published in New York in 191 1. DR. WILLIAM LEROY BROUN 3 NOTES OF DR. BROUN's EARLY LIFE AS TAKEN DOWN BY BESSIE LEE BROUN When eleven years old I was left an orphan. My mother called all her children about her, and kissed each of us good-by. I remember well that when she kissed me she said, " Remember your Redeemer." All the young boys were accustomed before breakfast to drive the cows to the farm, a mile and a half distant, and to go after them in the afternoon. As soon as school was out, — we had two sessions, morning and afternoon, and school was dismissed about five o'clock, ■ — when the other boys were out playing, I would start after the cows and bring them home. About a year after the death of my mother, one afternoon about five o'clock it was evident that my father was dying. The thought occurred to me that the cows ought to be brought up, and that there was no one to do it but me. I did not wish to leave father, and I was afraid that he would die before I could get back. Still, I was so impressed that it was my duty to go that I left the room and went to the farm, where, to my delight, I met the old colored man. Uncle Jim, who had gone after the cows. This enabled me to get back before father died. After father's death I was stopped from school by my brother Edwin, and was put in his store, where I stayed about a year. Then I was sent to school again for a while to VanDyke Neil. But in a short time I was told that I must stop and go to work in Gibson's store, because the estate could not afford to send me to school. 4 DR. WILLIAM LEROY BROUN I begged them to let me stay at school until I could finish arithmetic. Gibson paid me by giving me my board. In those days a boy was paid in that way, not in money nor clothes, but only in board. I was also permitted to sleep in the store. My business there was to open the store early in the morning and sweep it out. There were few customers, and I usually spent hours riding over the country, — go- ing to farm houses, and trying to collect debts that had been made years before, — but I hardly collected ten dol- lars in so many months. About two years before this time, when I was in my brother Edwin's store, I had asked him to buy me a book when he went to Alexandria. I gave him the money, some little that I had made, and he bought me '' Rollin's Ancient History," the driest thing on earth, in eight volumes. From a sense of duty I read the whole thing through. I stayed in Gibson's store about two years, when I was sent to Alexandria, Va., to be in McVeigh's whole- sale grocery, where I was again paid by board alone. I was there about two years. While there I joined a debating society, became an active member, was elected to make the Fourth of July oration, and I made two, — one in the morning and one in the evening. Forming while there a great desire to be educated, I determined that I would be. I used to write long let- ters to Thomas, my older brother, and, in order to save DR. WILLIAM LEROY BROUN 5 postage, — which was twelve and a half cents, and twenty-five cents on a double letter, — I used to send them by wagoners, who' would come down from Mid- dleburg. Our letters were about our plans of getting an education, for Thomas, too, had determined to go to college and to study law. Edwin wrote me that if I would come up he would send me to Neil for a while, as Neil owed him. My de- sire for an education was so great that I was willing to do anything that was honorable. I went back to Mid- dleburg, and went to school to Neil a part of the year, walking two miles every day to school, and carrying my dinner with me. I used to study my Greek grammar on the way, walking down. That year Edwin borrowed the money for me and I went to Warrenton, Virginia, to the Warren-Green Academy, where I pursued my studies under R. M. Smith, a first-rate teacher. My desire for an education continued to increase, and I studied closely, being always interested in my work. When the reports for each year's work were published I was classed first in every class of which I was a member. This gave me a good reputation among the boys during the two years that I was at Warren-Green. When I left there I borrowed money, Edwin going my security, and went to the University of Virginia. I was then about twenty years old. At the end of two more years I had graduated in all six schools and re- ceived the degree of Master of Arts. Then I taught school and made money enough to pay back the thou- 6 DR. WILLIAM LEROY BROUN sand dollars that I had borrowed and also the accrued interest. I returned to the University the year after my gradu- ation and took a postgraduate course in higher mathe- matics and German. At the same time, to support my- self, I taught a small school, composed of the young daughters of the professors of the University. The next year I taught at Ridgeway, in Albemarle County, Va., in the academy conducted by Col. Frank Minor, and v^hile there I received the appointment as professor of natural philosophy and physics in Oakland College, Mississippi. This college v^as under the care of the Presbyterian Church. Leaving Virginia in the spring, I went to Mississippi, by way of New Orleans, La., traveling by railroad, stage, and steamer, and going by Auburn, Ala. The trip took ten days; now it would take twenty-four hours. I re- mained at Oakland two years, and was then elected professor of mathematics in the University of Georgia, in Athens. Governor Gilmore and his wife lived at Lexington, about fifteen miles from Athens, and they were my par- ticular friends. Mrs. Gilmore called her husband " Old Sug " and he called her " Old Lady." I used often to visit their home and have spent many happy hours play- ing chess with Mrs. Gilmore. I was a very fair chess- player and was very fond of the game. We often played until aroused by the dinner bell, when she would say, " Well, come on and let us see what Martha has got for DR. WILLIAM LEROY BROUN 7 dinner," and a fine dinner we would see on the table. I remained in Athens two years, and remember it as a most charming place, with charming society all through the town. At the end of that time the president and some of the faculty had a quarrel that was published in the newspapers, and its effect was so injurious to the college that the trustees requested the resignation of all the faculty. I then returned to Virginia and opened " Bloomfield Academy,'* Albemarle County, Va., in connection with Willoughby Tebbs, and we conducted it for four years, from 1857 to 1 86 1. When the war began all the stu- dents and all the teachers volunteered and went in the army. Therefore the academy was closed. In November, 1859, ^ was married and brought my wife to Bloomfield, where a large and pleasant gathering of friends greeted us upon our arrival. My wife, brought with her four young ladies that had waited on her at her wedding, and they stayed several weeks. Four large parties were given to us by the professors of the University of Virginia, one being a large dinner party at Mr. Frank Minor's. My eldest son, LeRoy, was one year old when I vol- unteered in the army and was made lieutenant of artil- lery in the Albemarle Artillery Company. The com- pany was sent near Yorktown, Va. I never in the world expected to come back, and my wife went to her father's, Dr. George Fleming's, in Hanover County, Va. The next spring I was ordered to Richmond, Va., by the 8 DR. WILLIAM LEROY BROUN Secretary of War, Colonel Randolph, and was made major in the ordnance department and superintendent of armories in the regular army of the Confederate States. This was regarded as a life position and was thought very important at the time. Afterward I was made lieutenant colonel of the ordnance department, commandant of the Richmond arsenal, in charge of which I remained until the surrender of Gen. R. E. Lee. After the war I went to Georgia, with my wife and my three children, — Roy, Mary, and Maud, — and lived on a plantation in Houston County, where I tried my fortune at making cotton. The plantation was bought during the war by Dr. Fleming and myself, and the slaves that belonged to the family were sent there from Virginia during the war. When my wife reached there she found the old servants that knew her well, and they were all glad to see her. They regarded us as their pro- tectors after the war was over, and I hired them for the next year, preparatory to planting cotton. I also opened a school, and had about fifteen pupils, eight of whom were boarders. I taught every day until two o'clock, and the balance of the day I rode over the place to at- tend to the plantation work. When we arrived at the house we had no furniture of any kind. As we had brought only one mattress with us from Virginia, I made beds out of shucks and cotton, — and delightful beds they were. The negro carpenter made the bedsteads out of the grape-arbor frame, and in a short time we DR. WILLIAM LEROY BROUN 9 were so comfortable that we lived happily for a year in this simple style. In July a neighbor rode up to the house and gave us the mail, — we got the mail about once in two weeks, — and in this mail I received a letter informing me that I had been elected professor of physics at the University of Georgia. I accepted the position on condition that they would permit me to wait until Christmas before I came. I wanted to finish gathering the fifty-five bales of cotton that I had made that year instead of the one hundred bales that I had expected to make. I rented the place for the next year and left in Jan- uary for Athens, Ga., with my wife and three children, — Roy, Mary, and Maud. The fall of that year my brother Conway, , who was sick with consumption, came down with Annie, my sister, and they too went to Athens with us. They stayed six months. During my life on the plantation I was kept very busy, and was therefore interested in the work. Our life there was happy, although we had some trials. Dur- ing the war, which I entered as a private, I never so- licited an appointment to a position; my promotions were pleasant surprises, and likewise my appointment to the professorship at Athens was a surprise and was made without solicitation. It was an agreeable surprise, and gave me an opportunity to return to a profession to which I was devoted, and for which I felt that I was prepared. My life in Athens was very pleasant; my wife had a great many friends, all the best people of the town were 10 DR. WILLIAM LEROY BROUN devoted to her, and this caused us to spend many pleas- ant days there. And my work in the college was agree- able, — with both the students and the faculty. In the summer of 1875 I was elected professor, of mathematics at Vanderbilt University, Nashville, Tenn., and was informed from Virginia that I would be in- vited to fill the chair of applied mathematics there if I would accept. But the salary at the University of Vir- ginia was not so large as that at Vanderbilt. While my wife and I both felt great love for the University of Virginia and a desire to go there, we felt that it was our duty to our children to accept a larger salary. So in the fall of 1875 I resigned my position at Athens and went to Vanderbilt. Some things at Athens, due to the action of the trustees, made my position unpleasant. If this had not been the case I would not have resigned. My life at the Vanderbilt University was different from that at Athens. I went to Vanderbilt alone, leav- ing my family in Athens until Christmas. Then I came down and saw my family off to Virginia, — Chantilly, — where I joined them in the summer, and later brought them to Nashville, in the fall of 1876. We lived two years near the city, then moved to a new building put up for us on the Vanderbilt grounds. There my daugh- ter Mary was married to Mr. Ordway. In 1882 I was elected president of the college at Auburn. After much hesitation I accepted the position, and brought my family to Alabama. The appearance of Auburn College was entirely different from that of DR. WILLIAM LEROY BROUN ii Vanderbilt University. The buildings were old and many of them had been pulled down, while the lack of paint and fencing was discouraging. During that year I was elected professor of mathe- matics in Texas, with a large salary. At the close of the year I accepted the position, against the entreaties of all my friends and of the trustees of the college. I went to Texas by myself, leaving my family in Auburn, with their mother and Roy, who was in Auburn as as- sistant professor. In less than three months I received a telegram from home telling me of my wife's sudden death. The shock was inexpressibly great, and I left immediately for Auburn. I arrived in time for the funeral and re- mained two weeks in Auburn ; then I returned to Austin, Texas. At the close of the session I was elected chairman of the faculty, and after the closing exercises I returned to Auburn to be with my children. While at Auburn I was again elected president of the Auburn College, Colonel Boyd having resigned. Owing to the condition of my family, I accepted this position and resigned the one in Texas. I have been in Auburn ever since, and have put the work of my life on this college, endeavoring in every way possible to build it up and to advance the cause of education in Alabama. 12 DR. WILLIAM LEROY BROUN A LETTER TO MR. EDWIN BROUN, 1 847. Warren-Green, Warrenton, Va., October 22, 1847. Dear Cousin: Although I have proved false to my promise, still I claim the privilege of calling you by that endearing title of cousin. The very fact of the relationship that ex- ists between us assures me that I am cheerfully forgiven. You recollect probably that I spent a few days with you and Cousin Charles in the summer of 1845. ^^ you have forgotten it I've not, though t'would appear so from my long and protracted silence. Cousin, the facts are briefly this: I left Northumberland with a heart full of gratitude and kind feeling toward all my relations, having a fixed determination to write to you and the others, as I promised, as soon as I commenced school. But, as you are aware, that determination was never carried into effect. Procrastination must bear the blame. Often and often have I fixed a day for writing to you, but as often have let that thief of time steal away the day without accomplishing my purpose. After I left Northumberland I employed my time un- til the summer of 1846 in studying at a country school near Middleburg, since which time I have been at War- ren-Green Academy, Warrenton, where I am at pres- ent, and where I expect to remain until August, 1848. I expect then, if I can make suitable arrangements, to go to the University of Virginia for two years. Thomas is here now ; he will graduate next August. DR. WILLIAM LEROY BROUN 13 My desire to obtain a thorough collegiate education and I'm determined to accomplish it, if possible. I'm confident that if I commence to take an active part in the drama of life with a mind well drilled and stored with useful knowledge, success will crown my every ef- fort. If I can't succeed in going to the university, I expect to teach school for a year or two before taking a decisive step. Change has taken place in our family in the past year, occasioned by the death of my dear sister Ellen, in her thirteenth year. No doubt you have heard of her death, which happened last April. Last month my sister Maria was married to Foushee Tebbs ; probably you know him, as his first circuit was Westmoreland. Foushee's pres- ent circuit is in Clark and Frederick Counties. Edwin is still merchandizing in Middleburg. He is doing an excellent business; sold the other week nearly to the amount of two thousand dollars. Conway, my younger brother, is in the store with Edwin. The rest of the family are yet living with Miss Waugh. Susan visited Westmoreland in the winter of 1846. I don't think she has had an opportunity of seeing you. The academy I'm now at is an excellent school of the kind. If Cousin Charles hasn't sent, his son from home and would be willing to trust him so far from him, he coulci safely place him in the hands of Mr. Smith, our principal. We have about eighty scholars. The ex- penses are only one hundred and thirty dollars for board and tuition. 14 DR. WILLIAM LEROY BROUN I hope that this short letter will be but the beginning of a long and regular correspondence. I feel confident that you'll forgive me for partaking of your hospitality, and then not deigning to write to you as to my where- abouts. My very best love to your wife, Cousin Charles and his wife, and all other friends and relations. Yours truly, William LeRoy Broun. Mr. Edwin Broun, Northumberland C. H., Va. notes found in dr. BROUN S TRUNK CONCERNING THE LIFE AND DEATH OF HIS WIFE On Friday night, November i, 1883, about eight o'clock I was at a meeting of the faculty of the Uni- versity of Texas, in the temporary capitol at Austin, when one of the professors who had gone to the post- office handed me a postal from my dear wife, in which she wrote that she came very near giving me a surprise visit by reaching Austin on November i, the anniversary of our wedding day, but that she did not feel very well and was deterred from the trip, but that she hoped to come in a very short while, and asked for special direc- tions in regard to the journey. The next morning, Saturday, November 2, I was in my lecture room at the capitol, sitting at my table writ- ing a letter in reference to the university library, when MRS. WILLIAM LEROY BROUN Facing Page 14 DR. WILLIAM LEROY BROUN 15 a telegram was handed me at half-past eight, which read : " Come home immediately, Ma is very ill." Signed " Roy." I immediately rose, placed the unfinished let- ter on my table, showed the telegram to Dr. Mallet and Professor Humphreys, and started for the station, hoping to leave at once. I had not gone far down Con- gress Avenue when Professor Humphreys overtook me. I remarked to him I did not apprehend anything serious. I was sure my presence would do more good than any medicine. He said he feared the case was serious and continued to repeat his fears, and added that he was afraid I was too late, that it might be all over. I at once insisted on knowing why he thought so — had he heard anything? — when he replied that he had just re- ceived a telegram from Roy saying she was dead, and asking him to inform me. Oh, my God! was ever mortal man visited with a more severe affliction, so unexpected, so sudden! With her all the light of my life went out. She was to me the very light of my life, the inspiration of every hope, my all in all. The loveliest woman in beauty of face and character I ever knew^ Every impulse of her heart was kindness and love. Everywhere, in every com- munity, she attracted the best love of the best hearts, and in her own family love, pure, guileless love, reigned supreme, all radiating from her as a center. To me she was loyal, devoted, and true, — no sacrifice was too great, so unbounded was her love. Her warm, sympathizing heart extended beyond her own family, to the sorrowing 1 6 DR. WILLIAM LEROY BROUN and distressed in every community where she lived. To' a distressed child or a sick servant she at once showed her sympathy in acts of kindness and attention. With a heart filled with unutterable sorrow, after Pro- fessor Humphreys had informed me of the nature of his telegram, I went to the station and found I would have to wait till that evening at six o'clock before I could leave Austin. I went back to the telegraph office and telegraphed to Roy and Mary and Thomas. I reached Houston at seven o'clock Sunday morning, suffering with neuralgia. Oh, the sad, sad, sorrowful Sunday at Hous- ton! At half-past six Sunday evening I left Houston and reached Auburn, Ala., Monday night, the fourth, at half- past eleven. Roy was at the station to meet me. At home Maud and Willie were up to give me a sorrowful greeting, and Malcolm was there also. Soon they went with me into the parlor where the body of her whom I loved above all else on earth was enclosed in a coffin, prepared for her silent resting-place. Through the glass of the coffin her sweet face was vis- ible, beautiful with the seal of death upon it; but her pure spirit had passed from earth to heaven. We all knelt down around the coffin and prayed to our Heavenly Father to bless us and give us strength to bear this great affliction and cause us in our lives to imitate her example and abound as she had done in deeds of love and kind- ness; and, with full hearts, we thanked God that there was left to us her precious memory. We thanked Him DR. WILLIAM LEROY BROUN 17 for the example of her pure and unselfish life, for the inestimable gift of so true a wife, so devoted a mother. The next morning early Bessie, Sallie, George, and Katie came down just as I had dressed, to see me. Poor, darling, motherless children, how my heart yearned toward them, too young to know the full extent of their irreparable loss ! Tuesday morning, Nov. 5, we all went into the parlor and held family prayers around the coffin containing her body. So often we had held prayers together; now she was present only in body, her pure spirit was with the blessed in Heaven. How earnestly we all prayed our Heavenly Father to bless us, to fill our hearts with love and purity and to strengthen us to perform with cheer- fulness the duties of life! About eleven o'clock we all went into the parlor, and each, with sorrowful hearts and weeping eyes, kissed the glass above the face, thus taking a last sad farewell of all we loved. Just before the coffin was removed the question was asked, if we were ready? When again, so loth to give her up, we each went back and sorrowfully kissed a last sad farewell. The coffin was taken to the Methodist Church, where the services were held by the Rev. Mr. Beckwith, of Atlanta, and the Rev. Mr. Stringfellow, of Montgomery. At the grave the services were concluded by the Rev. Mr. Beckwith. She now lies buried in the cemetery at Auburn, Ala. Her grave is visited daily by my very dear children, who' find a sad gratification in cov- ering it with flowers. i8 DR. WILLIAM LEROY BROUN I first met her in Richmond, Va., about 1850, when she was but fourteen years old. I met her at a party given by Miss Boiling. I was then a student at the Uni- versity of Virginia. She was large for her age, and it was her first party. Her beautiful face and sweet ex- pression induced me to ask for an introduction and to accompany her to the supper room. I was soon appointed professor in Oakland College, Mississippi, and afterward professor at the University of Georgia; then, in 1857, I opened an academy at Bloomfield, Albemarle Co., Va. In the summer of 1858 I was at the White Sulphur Springs, Va., and there met her again, a charming young lady, with a pleasant company of friends. We were married at Chantilly, Hanover Co., Va., November i, 1859, and went to Bloomfield, Albemarle Co., Va., where I had a large boarding-school of about ninety boys and young men. On the night of the day we reached Bloomfield, Friday, Nov. 3, I had pre- pared for a large party. The house was beautifully dec- orated and illuminated; she was beautiful as a bride, admired by every one. Miss Harvie, Miss Thomas, Miss Marshall, Miss Coleman, and the Misses Fontaine went to Bloomfield with her, — young ladies, her friends, who had acted as her bridesmaids, — and re- mained about two weeks. Professor Coleman, her brother; Professor F. H. Smith, and Professor Bledsoe, of the University of Virginia, each gave on successive weeks large parties for her, and Professor Minor and DR. WILLIAM LEROY BROUN 19 Mr. Franklin Minor each a large dinner party. She was admired by all and greatly beloved. At the school the boys were devoted to her. We had a housekeeper and thus her life was relieved of the drudgery of attending to the table. The house was beautiful and we had a large collection of flowers, which gave her great pleasure. She spent the summer of that year at Chantilly, where Roy was born. The next year we went to Bloomfield. Owing to the threatening Civil War, the school was not large. In the spring of 1861 the excitement of the war caused the school to close early, when boys and teachers all volunteered in the army. I volunteered in the Albemarle company, used efforts to organize it, and was elected lieutenant in the Albemarle artillery. Roy had been named Lewis Minor for Professor Cole- man, her brother. Now, as I was going to the army and she never expected to see me again, she determined to change his name, and in the month of May he was baptized in St. Paul's Church, Albemarle, with my name. All eyes in the church were filled with tears at the scene, as no one expected to survive the war. I was ordered to Williamsburg, Va., with our com- pany. She, with my sister, remained at Bloomfield. What anxiety she suffered all her letters told so plainly, but still she was brave and endured it all nobly. My first furlough was in February. She had frequently written me that Roy had grown to be a fine boy, could talk and knew me perfectly from my picture, and called 20 DR. WILLIAM LEROY BROUN it " Pa," and would run to me to greet me as soon as I would reach home. It was snowing when I reached the station, and not being expected that day, I walked home a mile in the snow and reached the house, with my army overcoat covered with snow, and walked in. After her joyous greeting she ran for little Roy, who, as soon as he saw me, ran with fright screaming to his mother and buried his face in her lap. The beard and the coat with the snow were too much for the little fellow. Oh, I re- member now how mortified she was! He had so com- pletely denied the warm greeting her letters promised. That winter she had a severe attack of typhoid fever, and soon fortunately left for Chantilly, where, under the kind nursing of her father, her life was saved. While at Yorktown I received a telegram calling me at once to Chantilly, — she was not expected to live. General Magruder had just given orders that no furloughs were to be granted, as an attack from Burnside was expected. But Colonel Randolph got the general to order me to Richmond on the special duty of preparing sights for the old cannon in the fort. I took my horse with me and rode from Richmond to Chantilly; was with her two days. News came that Burnside was advancing up the peninsula, and thinking my duty called me back to my company at once, I went to her room and took what I thought was in all probability a final farewell. I hastened back by a dark night ride to Richmond and to my company. In the spring I was ordered to report at Rich- DR. WILLIAM LEROY BROUN 21 mond for special ordnance duties. She came to Rich- mond to see me, and in the week we were together I wrote a Httle book on the subject of artillery, which was published. I was sent to Holly Springs, Miss. While there she became very anxious because she did not hear from me, and wrote a letter to a friend in Rich- mond, requesting him to send it by telegraph to me. It cost her nearly all the money she had. She used fre- quently to describe the scene at Chantilly when her father and mother discovered the amount of money she had spent on her telegram. She made her home at Chantilly now for the rest of the war. Mary and Maud were born there in 1863. I was then at Dublin, Southwest Va., and I remember receiving a telegram from my sister, Mrs. Tebbs, who was also at Chantilly, saying, " Sallie and the babies are doing well ; come home." I could not understand it and hastened to Chantilly, where I found the little twin cherubs, Maud and Mary. Two colored wet nurses were furnished for them, — one Martha, a free woman, for Mary, and Agnes, a slave, for Maud. When they be- gan to talk little Maud used to tease Mary by saying to her, '* Oh, you got a free Martha for your ' Mammy.' " In April I was appointed commandant of the Rich- mond arsenal and spent the last two years of the war in Richmond. In the winter of 1865, January, she came to Richmond with the children, where we had rooms and kept house after war style. She had many friends in Richmond and enjoyed her war life there, though often 22 DR. WILLIAM LEROY BROUN suffering great anxiety because of the close approach of the enemy. The siege guns near Richmond would some- times make the windows of her room rattle violently. I remember during the Lenten season of the last year of the war how she enjoyed attending the early morning service at St. Paul's. Two weeks before the surrender, anticipating the near end, I put her and Mary and Maud in an ambulance and carried them to Chantilly. After the surrender I passed by Chantilly on my retreat to Lynchburg, and from Lynchburg returned to Chantilly, where I spent the summer, awaiting the decision of the election at the University of Virginia. She was in- tensely disappointed at the result. I then determined, after visiting Georgia and exam- ining the plantation, to take her and the children and try our fortunes there. After the surrender the only money we had was forty-five dollars in gold, which I gave her to sew up in her dress. We lived at Springhill plantation, in Houston Co., Ga., from November, 1865, to January, 1867. I opened a school there and managed a plantation also. My life was laborious, but I never objected to work. She enjoyed the life, was never homesick, and took an intense interest in the plantation and the boys at school. We had ten boarders. The boys formed a romantic attachment for her, and were always proud of attending the school, mainly, I think, on her account. I bought some hens, and she took great interest in them. I remember one evening on coming home I found her sitting down by the hearth, with eight or ten DR. WILLIAM LEROY BROUN 23 young chicks just hatched, — all dead, — and she crying as if her heart would break. An old negro woman had told her to touch each one with a little spirits of turpen- tine, and as she did it she put them in an old pitcher, to tell which she had touched, and the vapor of the turpen- tine had killed them. I came in just as she had finished, and well remember her great grief. There was an old African woman living on the place, and when she was sick I remember with what interest my wife would prepare something nice for her, and take it down to the cabin herself. Every servant on the place loved her and would do anything she asked of them. Sometimes I had to go to Macon and would leave her and the three children, — Roy, Mary, and Maud. At sundown I would leave Macon and ride all night to get home, and oh, the joyous greeting she would give me! How pure and devoted was her love, always ready to do anything in her power to advance my interest and that of the children. On Sunday evenings we would walk over the planta- tion woods, and with what delight she would pluck the beautiful wild flowers ! She found interest in everything and never complained of the fortunes of life. On a rainy summer day Mr. Felder brought the mail, which contained two or three letters informing me of my election to the chair of physics and astronomy in the University of Georgia, with a salary of two thousand dollars. This gave her great pleasure, and finally we concluded to accept. That winter my brother Conway, 24 DR. WILLIAM LEROY BROUN who was declining with consumption, came to spend some months with us, and Annie came with him. How she prepared everything for him, in the best way our means admitted of, and how much interest she continued to take in his recovery! On January 15, 1867, we all left the plantation to go to Athens, Ga. I had formerly ordered furniture, and we were soon very comfortable, in the brick house under the hill below the forest on the college grounds. Then, on March 27, Bessie was born, and Conway was well enough to act as physician. Conway and Annie left us in April, and him I never saw afterward. What a sweet baby Bessie was, how much pride her mother had in her sweet appearance! Now I remember the bright, cheerful room, the curtains she made herself, and the joy she manifested when I came over the stile. Sallie was born in November of 1868, and at the close of the year I moved up to the brick house on the campus, now occupied, I understand, by Professor Wil- cox. Here I think we spent the happiest years of our lives. I was enthusiastic in my profession, and she had a host of friends, everybody loved her. Often have I heard it said she was the most popular woman in Athens. She enjoyed society, especially that of the young, and made companions of the young girls she loved. The days and evenings all passed away with joy and pleasure. Professor Morris and Mrs. Morris were added to our circle and she loved them both earnestly; also Professor Wilcox and Mrs. Wilcox and Mrs. Waddell. George DR. WILLIAM LEROY BROUN 25 and Katie were both born at that house. How earnestly she loved her little George and how proud she was of him! Every Christmas was a season of pure, sweet happi- ness. How much pleasure she took in preparing the presents for each one! And was never satisfied unless she gave something to each of her friends, including those at a distance. She always loved Athens, loved to talk of it and of its people, — so happy were the days we spent there. In 1875 I accepted the position at the Vanderbilt Uni- versity. The trustees at the University of Georgia had declared all our places vacant, and she was never satis- fied after that to remain connected with the University. But before we left Athens, when Katie was a baby, she went to Virginia with Mr. Nelson and Mary Mor- ris, his wife, and left all the children with me. I urged her to go. The trip was all determined on in a few hours, and now how thankful I am that I insisted on her leaving all the children ! So much pleasure she had and so much pleasure she gave. The freedom from care and anxiety for the children, and the joyous greeting her friends gave her, and the beauty of the scenery, especially that of the Potomac river, all gave her so much intense enjoyment. When she returned she got home early in the morning, and was in the back yard when the servants raised the alarm. Then, in a moment, all rushed down in their night clothes and clung to her neck and covered her with kisses. She was so glad to get home. Of that 26 DR. WILLIAM LEROY BROUN trip she always spoke with great satisfaction. How thankful she was that she had seen her father and all her and my relatives, and that she had gotten home and found all well! Her great heart was filled with grati- tude. Her joy of life and of friends and of what is beautiful was far more intense than that possessed by ordinary mortals. She was demonstrative to a marked degree in her affections, and often chided me for being too quiet and not showing more enthusiasm and demonstration of affection in meeting my friends. In her whole life she illustrated the power of love. She won all hearts and made friends with all with whom she held converse. Her sweet, most charming ways, oh how charming they were! How captivating to all! Now gone, gone for- ever from this present life. What would I give to see her again ! How blessed she made my life ! How much sweet happiness in this life has radiated from her, and spread a charm over all who were fortunate to be with her, to know her and to love her. I never knew any woman like her, — never any so lovely. She knew how much I loved her, and I rejoice now in everything I did to gratify her. I was not able to do much, but what ex- treme pleasure it is now to think of anything I did that gave her happiness ! But, to return: in the summer of 1875 I went to Vir- ginia to visit my relatives. While there I was assured that the position of professor of applied mathematics in the University of Virginia would be offered to me, if I DR. WILLIAM LEROY BROUN 27 would accept. But they could not then afford to pay- more than two thousand dollars and a house. And be- fore I returned I was also assured that if I would tele- graph acceptance I would be invited to the Vanderbilt, with a larger salary. On my return, the question was open. I left it to her. She was very anxious to go to Virginia ; but thought it best, for the sake of the children, to go to the Vanderbilt, with a larger salary. That year she remained in Athens until April, then went to Chantilly, where she remained till September of 1876. How well she managed everything in my ab- sence, living as economically as possible! I visited the family at Christmas, and what joy my arrival gave to all! Then, in April, I came to Athens and went with them to Augusta. She spent a happy summer at Chan- tilly, and soon had, by agreement. Miss Ellen Mell, Miss Bessie Rutherford, and Em, now Mrs. Vivian Fleming, to visit her, there at the old country home. She enjoyed everything and was the life of the company. The many happy, joyous days of that summer! I reached Nashville first, arranged the house and furni- ture, then telegraphed to her at Lynchburg to come on. I remember the warm summer night of her arrival. She said nothing, but she told me afterward of her sad, sad, lonely feeling. We lived in the McGavock street house two years. Our enjoyment was all within ourselves. Afterward we moved to our house on the Vanderbilt grounds, and there lived four years. She came to know many of the people of Nashville and became very fond 28 DR. WILLIAM LEROY BROUN of them. But she never loved the Vanderbilt as she had loved Athens. The last year I bought her a little car- riage (barouche) and horse. I gave her this as a pres- ent when Mary was married. I never did anything in my life that gave her more pleasure, and to-day it gives me great pleasure to remember it. How true it is that what we give we never lose ! How pleasant now it is to remember every instance in which I was able to gratify her taste or contribute to her comfort! She often spoke of the carriage and the great pleasure it gave her. That served to make her last year at the Vanderbilt very happy. Nearly every evening in the spring she would go down to take Mary out — to give Mary and her friends the pleasure of a ride was for her a far greater enjoyment than she herself experienced in the ride, as much as she enjoyed it. She was supremely unselfish. In no way whatever did I ever know her to indicate the least selfishness, and there was no trait in any character that she so abhorred as selfishness. She had no toler- ance for any person who exhibited it in the least manner. It was so foreign to her nature ; she could not understand how any Christian could exhibit it. She had been educated as a Baptist. Her father had formerly been a communicant in the Episcopal Church, and her mother a Baptist. She was baptized by immer- sion by Dr. Burrows, in Richmond, Va. In Athens, Ga., in 1868, she was confirmed by Bishop Beck with in Emanuel Church. In all her life she exhibited in her conduct, in her thoughts as expressed in all her acts, the DR. WILLIAM LEROY BROUN 29 love of Christ. Her nature was so keenly sympathetic that to relieve those in trouble was an impulse of heart which grew to be a principle of action. Nowhere did she know of the sick, especially if humble and poor, but she immediately exerted herself to make for them some- thing delicate to tempt the appetite, and often carried it with her own hands. Sickness or distress excited all the sweet kindness of her nature. All her life was spent in doing little acts of kindness to those about her and, above all, to those of her own household. Her heart abounded in the purest Christian love, and in all things she showed her faith by her works. A purer, more un- selfish, more lovely character, in all respects lovely, — I never knew. How earnestly she loved every member of her family, and oh, how earnestly she was beloved! No husband ever had a more devoted wife, no children a more lov- ing mother. How much we miss her, and even now, though eight weeks have passed to-night since she was called to her home in heaven, her absence, her loss, is still so constantly present. To me she was all in all ; — the light of my life, the inspiration of every hope, the constant joy of my life. Oh, how I loved to meet her on my return home from college, and so often she would come part of the way to meet me, or would greet me at the door, or would call me cheerily to her room as I entered the hall. Sweet, sweet memory, ever precious. '' But the tender grace of a day that is dead will never come back to me." Oh, the past, the past, what sweet 30 DR. WILLIAM LEROY BROUN happiness I have enjoyed in her love, how single! how pure! How I loved to be with her, to sit with her, to help her about domestic matters, to talk with her and walk with her ! But now she is in heaven, a purified be- ing, an immortal spirit, and I am left to work, to do my duty. May God help me to do my whole duty faithfully. I go on, but I cannot help calling to mind the lines she used to repeat and make little George commit to memory : " And the stately ships go on To the haven under the hill, But oh for the touch of a vanished hand, And the sound of a voice that is still." To return to our life at the Vanderbilt. She enjoyed very much the society of her friends, but at times com- plained of the time occupied in social visiting. Her do- mestic duties were onerous, but no one was more skillful with the needle, or could do needlework more neatly or more rapidly. So many garments had to be made, — so many for each of the children. She would sit by her machine and work from early morn till late at night. So often I would beg her to stop and take rest. Mary was married in June, 1880, at the Vanderbilt. How much interest she took in the preparation of her trousseau; then how sad she was after Mary left; then the grief she felt at the death of little Saida, — the first death in our family. During the summer at the Vanderbilt, always after tea she would have the large wicker chair brought out in the i DR. WILLIAM LEROY BROUN 31 front yard, then sit in the moonlight till after 1 1 o'clock, enjoying the beautiful flood of mellow light and the balmy breeze; and often she would recall verse after verse of poetry that was descriptive of the scene, or sug- gested by the occasion. Her pure spirit had an exqui- site enjoyment of all that was beautiful in art or nature or in literature, and the beautiful poetry she read in her childhood was remembered and could be recalled or re- peated without an effort. In this she was very remark- able; she could repeat more poetry than any one I ever knew, and was familiar in a far more than ordinary de- gree with Scott, her favorite, and with Dickens and Thackeray and the best literature of that character. All this made her charming in society. In every company she was the central figure, and gave a charm by her pres- ence to every circle, old and young. To the young she was especially attractive, so keenly did she sympathize with them in their sorrows and their hopes. When I left the Vanderbilt and went to Auburn, the change was great, but she never murmured. We were saving nothing at the Vanderbilt, and it was absolutely necessary that we should provide a home for our chil- dren. She soon made warm friends of everybody, — all loved her. On Thanksgiving day we gave a dinner to the students. How beautiful she looked and how all enjoyed the day! In November I was elected to the University of Texas. How often, how often we talked over and over again in regard to what was best! Both were content to remain 32 DR. WILLIAM LEROY BROUN at Auburn, but we thought it was not best for our chil- dren. I felt it, and at last decided not to accept the po- sition on the salary offered, and I so telegraphed to Austin. But in two days the reply came that the salary was increased to four thousand. I brought the telegram home and asked, '' What shall I do ? " She and I agreed that I ought to accept, and I so telegraphed. It was all for our children, and not for ourselves. She had gone that spring to Chantilly to see her father, who was thought to be very ill, and returned about t^e day I was telegraphed from Texas. How well she nursed her father! How devoted he was to her! Just before we left the Vanderbilt her father came to see her, and how she enjoyed his visit! What extreme pleasure it gave her to gratify him! Everywhere she took him in her carriage and derived therefrom so much happiness. How gratifying it is now to reflect that I thus was the means of making so many hearts happy! At Auburn I planned a visit to Athens. She went while Maud was there, I think in February or January; and how much pleasure it gave her to visit her former friends, and how much pleasure she gave letters I have received testify. To-day I received a sweet letter from Mrs. Morris, saying how thankful she was that she had enjoyed the privilege of seeing her and talking with her and how young and beautiful she looked. Oh, what a treasure was mine ! How precious above all else on earth is her memory. The surroundings at Auburn were not attractive, but DR. WILLIAM LEROY BROUN 33 we enjoyed many pleasant walks, and the people were kind, — abounding in kindness. The vacation was spent in pleasant, quiet, domestic enjoyment, looking with no pleasure to our anticipated temporary separation till Christmas, by which time I expected to rent a house and move all my family to Austin. I left Auburn for Texas on Wednesday, August 28, in the afternoon, near sundown. I kissed George and Maud, the other children went to the depot with me, and there I gave her a sorrowful, sad, and, as it proved to be, farewell kiss. Oh, my God! how well I remem- ber her sad, sad expression, all showing heart sorrow, yet trying to be brave; submitting so calmly, hoping, praying that God would bless us and grant us many years of happiness and usefulness! Brave, gentle, true, loving, loyal, devoted wife! words are inadequate to ex- press my heart appreciation of all thy sweetness, of all thy excellency. Sweet, angelic spirit! if permitted to commune with those on earth, grant me a foretaste of that sweet communion which, with the blessing of God, I firmly hope shall be ours forever and forever. Austin, Texas, December 28, 1883. After recovering from a severe attack of the jaundice, I left Auburn, Ala., on Monday, August 18, to visit the industrial colleges of the north, in reference to similar work here. All my children were well, and all insisted 34 DR. WILLIAM LEROY BROUN on my going, urging that the trip would be of benefit to me. My darling child, Sallie, was bright and happy, — in perfect health. The day after I left home she was taken sick, to all appearances with an extremely mild attack of typhoid fever. No letters from home spoke of her sickness, and I continued my journey to New York, entirely ignorant of any sickness at home. The doctor thought she would be well, or nearly so, by the time I returned. On our return (my son Roy was with me), at Louisville, Ky., about ten o'clock in the even- ing on Wednesday, September lo, a telegram was handed me on the cars, saying my dear daughter Sal- lie was dead. She whom I had just left so abounding in health, so full of happiness, so beautiful, so lovely, I was never to see again on earth. No words can express our deep, deep sorrow. The earth and all that made it attractive seemed passing from under my feet. She was not regarded ill until Saturday, the sixth. On Monday, the eighth, she was very ill, and telegrams were sent everywhere to find me. I was then on my way home, and hence failed to receive any of them. On Saturday she was regarded ill; on Sunday she was delirious. The disease had violently attacked her brain. She thus continued unconscious, with momentary lucid intervals. Surrounded by her sisters and kind friends of Auburn, she quietly passed from earth to heaven at twenty minutes after twelve at night. On the morning of Wednesday, Sept. lo, I telegraphed to delay the burial DR. WILLIAM LEROY BROUN 35 until my arrival. I met Mr. Ordway, with George and Mary, at the depot in Nashville, and brought George with me. We reached Auburn at half-past eleven Thursday night, and met my sorrowful, afflicted chil- dren, quietly awaiting our arrival. The body of our darling Sallie, enclosed in a coffin, was resting in the parlor, where just ten months before lay the body of her sainted mother. On Friday morning at ten o'clock, she was laid beside her dear mother and her grave covered with sweet flowers. She was, in my eyes, surpassingly beautiful, and all her actions showed her to be unconscious of her charm and beauty. She had not yet passed her sixteenth sum- mer, full of present happiness and of promise for future usefulness and enjoyment. All the charming grace of manner and beauty and loveliness of countenance of her mother she inherited in a remarkable degree. Her love for her brothers and sisters and for her mother and father was not ordinary, but intense. I well remember after her mother's death, when I had to leave for Texas, how earnestly and long she embraced me, so full of in- tense love; and when I returned her joy was in every way manifested. She seemed happier when close by my side. Often I walked to the cemetery with Bessie and Sallie, one on either side, and placed flowers on their mother's grave. Just the summer before I left Auburn for the north, we all three walked there together, and the next time I was there was to stand by the grave of my darling daughter. 36 DR. WILLIAM LEROY BROUN We miss thee, my precious child, morning, noon, and eve; thou wert so full of sweet promise, so kind, so lov- ing to all, so bright, so much beloved by brothers, sis- ters, by all; a sweet, precious, daughter, how earnestly I loved her; how we all loved her! Our Heavenly Father took her to her home in Heaven to be with her sainted mother, and to us are left alone such sweet, precious memories. Not a single recollection of mother or daughter but is cherished as precious, — sweet mem- ory of the past, — to comfort me and be with me all my remaining days. Mother was confirmed by Bishop Beckwith, in Georgia, and my darling Sallie by Bishop Wilmer, in Auburn, Ala. May the sweet memories of dear mother and daughter ever abide with us, and may their spirits commune with us here on earth until God calls us to unite again with them in the home of the blessed. William LeRoy Broun. Auburn^ Ala., September 22, 1884. FROM A BIRMINGHAM NEWSPAPER, 189I They are doing a great work at the Agricultural and Mechanical College at Auburn. There are over two hundred and eighty names on the catalogue, and the college was never so prosperous and never so useful. The technological department is especially interesting, the students displaying remarkable skill in wood and iron DR. WILLIAM LEROY BROUN 37 work. The engine and dynamo which supply the elec- tric light were made by the boys, and the visitor is shown numberless evidences of their skill in other directions. To the visitor, Auburn's chief charm lies in its sociability. The entire village, including the temporary inhabitants, in brass-buttoned uniforms, seems to be made up of one large family. Everybody keeps '' open house '' all the year round, and the very gates to the front yard are kept ajar to save the trouble of the constant opening and shutting to which they would be subjected. The students are thus kept constantly under home influences, and the result is most happy. And the wanderer from the outside world is made to feel welcome to the tree- embowered homes of " sweet Auburn," and there he would fain linger awhile and praise the gods for the good things set before him. There is more of human kindness, of human fellowship, of human sympathy, of human refinement and intelligence in that quaint and happy college town of Alabama than in almost any other community which one calls to mind. There is less of humbug, less of sham, less of veneering, less of unholy pretense there. Those shady streets echo more laughter, and those lovely homes give one more light than one finds in communities that cry aloud their vulgar pinch- beck wares of assumed greatness. It is a pity that every man who has a son at Auburn doesn't go there and " bide a wee." President Broun, of the Auburn College, is a grand man. It is safe to say that there is no nobler educator 38 DR. WILLIAM LEROY BROUN in the South. Alabama has not had an abler in a gen- eration, if it ever had. He is a man whose soul is in his work, and added to his great learning is his rare ad- ministrative ability. Dr. Broun is like a father to those hundreds of boys, and there is not one among them who does not love and reverence him. He is doing a greater work than is in the power of any politician, and how en- viable his position ! Sturdily and bravely he goes on his way, and the world is the better because he is a part of it. A LETTER FROM JUDGE EMORY SPEER Macon, Georgia, March 31, 1896. My dear sir: I have received your letter inviting me to deliver the commencement address this year for the great institu- tion over which you preside. I am very grateful for the compliment the invitation implies, and especially be- cause it came through you. I know of no man any- where whom I am more anxious to serve. It is, how- ever, true that from Monday next, until after your com- mencement, I shall be in New Orleans as a member of the circuit court of appeals. I have received the printed calendar of cases assigned, together with letters from the clerk of that court, satisfies me that I will have no time either to devote to the preparation of such an address as would be appropriate to your important occasion, or indeed to depart from the sessions of the court itself. I DR. WILLIAM LEROY BROUN 39 have delayed replying to your letter with the hope that I might see my way clear to a reply more in consonance with my own wishes, but I am at length reluctantly con- vinced that I must decline. I beg, my dear Professor, that you will convey to the Faculty my high sense of the honor they have conferred on me and the unfeigned regret with which I must decline it. I perceive that I have called you " Professor." You will pardon me, I know. Some of the brightest and hap- piest recollections of my life exist in my memory of the " Professor," and not of the " President." In both characters you richly enjoy, permit me to say, the love and veneration of those whom your unselfish, distin- guished labors and your kindly counsel have aided in the journey of life. May you, my dear sir, ever enjoy the serene and radiant happiness so well deserved by one who has consecrated his noble life to the service of his fellow-men. With warmest afifection and esteem. Faithfully your friend and pupil, Emory Speer. PtiESiDENT William LeRoy Broun, Auburn, Alabama. THE GREAT TEACHER " ' Dr. William LeRoy Brown, president of the Ala- bama Polytechnic Institute, at Auburn, is visiting his daughter, Mrs. Frederick A. Fulghum, 2700 South Twenty-Seventh Street.' 40 DR. WILLIAM LEROY BROUN " That was the way the linotype machine sought yes- terday to obscure the fact that the oldest, the most suc- cessful, and the most honored college president in the South, Dr. William LeRoy Broun, was in Birming- ham, visiting his charming daughter, Mrs. Fulghum," said an old student. " It would be interesting to know how many times Dr. Broun's honored name has been misprinted during his brilliant career of great useful- ness, which now covers more than fifty years. There was a time when that sort of thing annoyed the greatest of all the Alabama educators, but Dr. Broun doesn't care now; he knows that his name is spelled correctly in fame's illustrious company, and that it sounds clearly and truly in the hearts of thousands of good men who largely owe their places in public esteem to his teaching. It may well be doubted if any other man has lived in the South whose noble life resulted in such wide and deep general good as the life and work of William Le- Roy Broun. In faithfulness, modesty, brave worth, and wisdom this Old Man Educator is one of the most splen- did figures of our South; and he has ever been great in goodness, in charity, in sweetness of life, and in that in- effable charm which comes of great learning in a calm mind." FROM THE Alumni Bulletin of the UNIVERSITY OF VIRGINIA, JULY, ig02 Of the students whom I found here in 1849 there were many who became prominent in after life, and several DR. WILLIAM LEROY BROUN 41 who achieved national fame. High up among these must be written the name of William LeRoy Broun. He entered the university in 1848, and in two years was graduated with its highest honor, the degree of master of arts. When I entered in 1849 I heard much of his high standing, and heard it with pride, because he came from my own county of Loudoun, although I had never met him before. He was not only known for his uncommon talents and success in his studies, but he was regarded by his comrades as a splendid fellow socially, as ready for the jest and the pipe before the dormitory fire as for the blackboard and the professor's queries in the lec- ture-room. He passed so easily from the grave to the gay that each seemed to be his natural frame. Who that knew him can ever forget his cheery laugh, his quick apprehension of a good point, his ability to give as well as to receive a witty sally. He was one of the best- liked students of his time. I never heard an ill-natured remark of him or from him. These two facts may have the relation of effect and cause. Like all generous students, he had a warm regard for his faithful professors. This he retained through life. The men who taught him were worthy of their succes- sors. No future distinguished occupants of these chairs need blush for their predecessors of 1850, who did such honest, manly work here, at a time when the university had by no means the advantages it now enjoys. Har- rison, Courtenay, the two Rogerses, McGuffey, and 42 DR. WILLIAM LEROY BROUN Scheie De Vere would have made any institution in the land notable. LeRoy Broun had, I think, an especial respect, warmed by love, for Courtenay, to whom he owed, perhaps, his preference for and power in mathe- matics. Years afterward, when the estate of his be- loved preceptor was administered, among the articles offered for sale by the executor were the manuscript and printed courses of lectures given by Mr. Courtenay, in- cluding several large rolls of cotton cloth upon which the professor had, with infinite labor, stenciled the entire courses of descriptive and analytical geometry and calculus. All these were eagerly bought by LeRoy Broun, glad tO' have these touching memorials of an honored benefactor and to preserve them with a tender care. Alas, how mixed are tears and smiles in this life! These precious sheets, when the war came on, were stored in Hanover, at his father-in-law's. Dr. Flem- ing's. With what irresistible fun, nigh unto tears, did Colonel Broun afterward relate that when cotton be- came so scarce that negroes were in danger of being compelled to resume the primitive garb of their African ancestors, Dr. Fleming was obliged to invade the sacred deposit, and soon the pickaninnies were tumbling about with so much calculus and geometry on their backs that an observant traveler might have reviewed no inconsid- erable part of his mathematical education in a ride through the farm. After graduation in 1850, Broun chose for his life- work the honorable and then uncommonly well paid pro- DR. WILLIAM LEROY BROUN 43 fession of teaching. First in Mississippi, then in Georgia, he filled a professor's chair. At Athens he was associated with his life-long friend, Charles Scott Ven- able. They were both enamored with the honor system, the written examinations and school dependence of their alma mater. In their youthful enthusiasm they wished to introduce these features into Franklin College. They did not sufficiently allow for the inertia of settled cus- tom and Southern prejudice against innovation. While unsuccessful then, the seed they sowed has since borne its fruit, and the changes, we believe, have all been made. Retiring from Georgia, Professor Broun, in conjunc- tion with Willoughby Tebbs, opened a high school at beautiful Bloomfield, west of Charlottesville. This was growing in power and usefulness when the Civil War put an abrupt end to nearly all the arts of peace. He soon entered the service of the Confederacy, and after no long interval was placed in an office for which he was peculiarly fitted, and in which his services were inval- uable. Of these services one will presently speak who knew them well and can write with authority. After the war Colonel Broun again engaged in teach- ing. Professor's chairs in several institutions awaited his choice. At Athens a second time, at Vanderbilt, at Auburn, at Austin, Texas, and at Auburn again, he gave full proof of his ability as a teacher and his worth as a college officer. Of these relations an honored as- sociate of his will speak, with a full knowledge and a full heart. 44 DR. WILLIAM LEROY BROUN After leaving Austin, Colonel Broun finally reached the place where his greatest renown was to be achieved and his greatest public service to be rendered. He re- turned to Auburn and assumed the control of the Agri- cultural and Mechanical College of Alabama. His friends may turn with pride to the astonishing history of this institution since that date. It was a Herculean task he undertook. Without State aid, to erect build- ings, equip them with ample, costly apparatus, assemble a competent faculty, direct and coordinate their labors, — do such work and turn out such graduates as to win the confidence of the public; to adapt honest, thorough teaching to imperfectly prepared youths ; silently to raise the standard, without discouraging them; to stimulate and support the teachers, while restraining their en- thusiasm to moderate demands on their pupils. All this apparently impossible coordination of imcompatible con- ditions he accomplished; and did it so that his students loved him and loved their work and did their best. His trustees grew to confide so completely in his wisdom that it is said they merely met to register his conclusions. The people of Alabama held him in growing honor. They mourn his loss as perhaps they have mourned no other of the great teachers who have distinguished their commonwealth. The University of Virginia may well join in this sor- row, for among the many sons, who, side by side with students possessing wealth or powerful friends, have borne of! her highest honors, there is no one who has DR. WILLIAM LEROY BROUN 45 more fully exemplified her lessons of thoroughness, truth and honor than William LeRoy Broun. Francis H. Smith. BY J. W. MALLET The writer's personal knowledge of Dr. Broun was limited to two comparatively short periods in his life, — namely, the last two years of the Civil War and the one year which he spent at Austin, Texas, as professor of mathematics in the then newly established University of Texas. In 1862 he was superintendent of the Confederate States' armory, at Holly Springs, Miss., as shown by the official papers preserved in the War Records Office at Washington; and in June, 1863, he became superin- tendent of the Confederate arsenal at Richmond, Va., re- maining at that post to the close of the war. The duties of the position were arduous and important, not only because they involved provision for nearly all the ord- nance supplies of the army of Northern Virginia as well as for occasional large demands from other forces, but also by reason of the close relation in which the Rich- mond arsenal stood to the Tredegar Works, — the only first-class machine shops available for Confederate ord- nance, railroad, and miscellaneous purposes after the loss of the Leed's Foundry on the fall of New Orleans. At each of several principal ordnance establishments in the South, there being a number of good soldiers de- 46 DR. WILLIAM LEROY BROUN tailed from field service on account of their skill as me- chanics and artisans, these were organized, armed and drilled as companies and battalions for local defense, and on several occasions these forces v^ere called out on active service, v^hen attack by the enemy v^as made or threat- ened. Dr. Broun was lieutenant colonel in command of the Fifth Virginia Battalion for Local Defense, and as such he was, it is the impression of the writer, at least once thus called out on the occasion of the cavalry raid aimed at Richmond by Kilpatrick and Dahlgren in March, 1864. Communication with him on the part of the writer during 1863-4-5 was mainly limited to official correspondence, — of which there was a good deal, — with a few interviews when the writer came to Richmond to report personally to the chief of ordnance, at the head of this bureau of the War Department, General Josiah Gorgas. General Gorgas was an able and efficient offi- cer, educated at West Point and serving in the ordnance department of the U. S. army before the Civil War; vigilant and vigorous in the conduct of the important work with which he was charged by the Confederate government; quiet and patient amid the almost over- whelming difficulties which hampered his efforts; firm, just, and kindly in his relations with his subordinates, most of whom had come from civil life to deal with the perplexing demands of extemporized military forces for material of war on a large scale in a country shut in by blockade and most scantily provided with manufactur- DR. WILLIAM LEROY BROUN 47 ing resources. He had a high opinion of the value of Colonel Broun's services, — his steadiness, organizing ability, control of men, and resourcefulness in facing difficulties. Naturally, there was no officer in charge of a Confederate arsenal whose work was so immedi- ately and constantly under the eye of his chief as that of Colonel Broun. Being in Richmond, the latter was at the same time in responsible command of the important arsenal there, and practically stood in a relation much like that of an informal chief of staff to General Gorgas. When it was decided that the number of young ord- nance officers should be increased, in order to fill sub- ordinate positions at the arsenals and with the brigade and division staffs in the field, provision was made for competitive examinations for these appointments, and Colonel Broun was one of the three or four officers charged with preparing papers, — a duty for which he was well fitted by his mathematical knowledge and his previous experience as a teacher. In 1883 he left the Alabama Agricultural and Me- chanical College, to which he had gone some time before from the Vanderbilt University at Nashville, Tenn., to become a member of the first corps of teachers of the newly established State University of Texas, taking charge of the school of mathematics. As members of this faculty he and the writer were associated for a single season, — that of 1883-4. He proved himself a painstaking and successful teacher, ready to recognize the good spirit and encourage the desire for knowledge 48 DR. WILLIAM LEROY BROUN shown by most of the pupils who placed themselves un- der his guidance, and ready also to make allowance for the poor preparatory training which many of them had had. In regard to the numerous questions which called for consideration and settlement in getting the new in- stitution under way and establishing rules for its man- agement, Dr. Broun could always be relied upon as a prudent, sensible, and well balanced adviser; and in all personal relations he was a frank and kindly friend. During the year spent at Austin he was under a heavy cloud of sorrow because of the death of his wife, to whose coming to join him in Texas he had looked for- ward with so much hope that the unexpected news of her death came as a grievous blow. This event over- shadowed the latter part of the session, after the close of which the writer had but once or twice an opportunity of seeing again him whom it is pleasant to be able to re- call in memory as a friend and comrade. J. W. Mallet. BY MILTON W. HUMPHREYS It was my good fortune to be a colleague of Dr. William LeRoy Broun at two great institutions of learn- ing. In 1875 we both were called to Vanderbilt Uni- versity, and in 1883 to the University of Texas. In each case the institution was just entering upon its ex- istence, when it is of so great importance that no errors should be committed, but the best possible foundation K u 1— 1 K ^ 00 fe o CO U) < X ;^ w <: H s fT,, p^ O < 1— 1 rfi C/5 P^ W '^ > ^ 8 w n H ;^ t. o o P^ K-i § P < H ^ yi Ph Pi fe P W K H DR. WILLIAM LEROY BROUN 49 should be laid for subsequent years to build upon, since the students of each session in large measure transmit their general characteristics to those of the following session. Nb more suitable man than Dr. Broun could have been selected for this responsible work. To give an account of what he did at those institutions would be almost to write a history of the minutest details relating to the courses of studies, requirements for degrees, meth- ods of discipline and instruction, and the countless other things that go to make up the practical working of a university. But not only as an organizer did he render invaluable service, but as a skillful teacher who devoted his faithful attention to the instruction of his pupils, and as a pro- fessor who never neglected any duty that devolved upon him as a member of the faculty. What guided him both in the direction of his own individual work and in the deliberations of the faculty was the greatest good to the student body. The question with him was not " What will most please the students ? " nor " What will bring us most students?" but "What is best for the young men now in our care ? " With his prolonged experience in educational matters he was still not so wedded to any policy as to be incapable of changing his views. Him- self a member, for instance, of a Greek letter fraternity, he believed that their influence was bad, especially upon the literary societies, which he thought should be made as efficient as possible. Accordingly he strongly advo- cated prohibiting fraternities from the start, and this 50 DR. WILLIAM LEROY BROUN policy was adopted. But as soon as it was discovered that demoralizing evasions and subterfuges were being resorted to by young men, who, after all, did belong to active fraternities, he was among the first to favor aban- doning the fight against them, on the ground that it was doing more harm than good. His capability of looking at all sides of a question is illustrated also by his attitude on another question. The method of reporting grades of students to their parents and of recording them in the books of the university was under consideration, and some of the professors strongly favored the system of relative grades (showing each student's position in his class) as being adapted to stimulate young men to great exertion. Dr. Broun made a firm stand against this system, pointing out the fact that both the successful and the unsuccessful aspirants for " honors " were injured by the result, the former perhaps even more than the lat- ter. As a consequence no competition was allowed in the classes at Vanderbilt ; and when he went to the Uni- versity of Texas, one of the first measures adopted was a resolution of his that no honors based on competition should be conferred by that institution. His position on this subject was, no doubt, determined partly by the fact that he was in a high degree humane. He did not think that the temporary exultation of the very few, resulting too often in an ill founded self-esteem, at all compen- sated for the humiliation and mortification of the many. This humane feeling pervaded his whole life and being. He took the most charitable view of faults that the cir- DR. WILLIAM LEROY BROUN 51 cumstances rendered possible, and was always ready to contribute what he could to the alleviation of suffering. When on one occasion a colleague was for a long time so ill that his life was despaired of by experienced phy- sicians, Dr. Broun frequently spent the whole night sit- ting in the room of sickness, and not rarely members of his family would bring quantities of beautiful flowers to cheer the sufferer. His thoughtful attention in these re- spects exceeded those of all other neighbors combined. This kindness of heart was specially manifested in his devotion to his family. His chief aim in life was to make his wife and children happy. The bitterest lan- guage I ever heard him use was when the failure of a life insurance company swept away all his savings. It was not the first time he had suffered the same calamity. His bitterness was expressed, not against the wrong done him, but against the harm done his family. When he went to Texas he left his family temporarily in Alabama. Not long after the University of Texas opened its first session he received a telegram one morn- ing simply announcing the illness of his wife. He did not debate for a moment what to do. While we were at Vanderbilt I had taken charge of his classes while he removed his family and effects to Nashville, and at the University of Texas a young man assisted both Dr. Broun and myself, so that he naturally turned to me to look after the interests of the young men and women in his school. He simply turned over to me the manage- ment of his classes, with the request that I should do the 52 DR. WILLIAM LEROY BROUN best I could for them, and prepared to take the first train to Alabama. In the meantime I received a telegram saying that Mrs. Broun had passed away, and requesting me to break the news to Dr. Broun. This was one of the most trying duties I ever had to perform ; and when finally I told him, as gently as I could, that all was over he was as much affected as a little child. The death of Mrs. Broun determined his subsequent career. Though elected chairman of the faculty for the next season, he could not persuade himself to take his young, motherless daughters from among old friends and place them among absolute strangers; so, to the great disappointment and even discouragement of the rest of the faculty, he resigned both the chairmanship and his professorship. Perhaps the most marked characteristic of Dr. Broun was his equanimity. He was absolutely imperturbable. Many illustrations of this quality might be cited; but I must forbear, and simply say that, in my opinion, his enormous influence for good was largely due to this rare quality, possessed in so high a degree. In conclusion I wish to say that I esteem it one of the great privileges and advantages of my life to have been long and intimately associated with Dr. William LeRoy Broun. Milton W. Humphreys. PERSONAL LETTERS AT THE TIME OF DR. BROUN' S DEATH FROM HIS DAUGHTER, MRS. FULGHUM Auburn, Ala., January 27, 1902. My dearest Aunt Sue: Poor dear Aunt Annie has not felt able to write you to-day, and we are anxious for you to know some of the particulars of our precious father's death. Mr. Fulghum, the baby, and I were all at home for the Christmas holidays, and Papa seemed so well and so bright, taking such an interest in everything, such a pleasure in having little Vivian with him and in watch- ing her childish joy over Santa Claus. I am so thank- ful I had this last opportunity of being with him. Bessie says for a few days previous to his death he had not been well, but had not missed a moment at college, attending to every duty in detail ; and no uneasi- ness was felt, as he so often had these attacks of indi- gestion. Wednesday night Bessie says he told her he felt bet- ter and thought he was getting all right. Thursday morning, the cook being sick, Bessie was out in the kitchen trying to get Papa's breakfast ready and Sallie, Mamie's daughter, had gone into Papa's room to help him finish dressing, as Bessie usually did. As Sallie came in he asked her where Bessie was and how she 53 54 DR. WILLIAM LEROY BROUN felt. He said he felt pretty well and went on with his dressing in the most natural manner. He had put on his collar, tie, watch, attending to each little detail of his dress, when Sallie asked him to let her tie his shoes. He would not let her, but tied them both himself, and as he finished the last one he staggered and caught hold of a chair. Sallie caught him, thinking he had stumbled. As she caught him he gave way and she eased him to the floor and ran for Bessie, thinking he had fainted. He did not utter a sound nor give the least sign of pain. When the doctor reached the house the noble spirit of our father had flown to its everlasting rest. We consider his death was a mere fulfillment of his wishes. Life would have been so bitter to him, had he been made inactive by any lingering disease. Brother says it is very possible, from the nature of things, that his death may have occurred from the rupture of a blood vessel. This might have caused him to be bedridden. See what God in His mercy has spared him. We have nothing to grieve for, only all to be thankful for in his noble and grand life and beautiful death. It is so hard to realize that Papa is gone, — Papa who has been with us always, — a mother and father, too, since Mama's death, — but I feel that he is taking so joyfully his well earned rest with God and his beloved ones gone before. Aunt Annie has borne up wonderfully. Dear Aunt Annie, we all love her so devotedly and could not do without her, — she has always been the sweetest solace PERSONAL LETTERS 55 and comfort to us in sorrow and has shared so feeHngly our joys. She will write you definitely of their plans, but for the present Bessie will keep open the home and all will go on as usual. Aunt Annie has such sweet associations here that she will be happier with Bessie than anywhere, else I'd claim her. But if the home is broken up, she will come to me. Love for all of you. I wish you could have been with us in our sorrow, for you loved dear Papa so much. Write to Aunt Annie when you can. Devotedly your niece, Kate B. Fulghum. FROM PROFESSOR MILTON W. HUMPHREYS University of Virginia, Charlottesville, Va., January 28, 1902. My dear Colonel Broun: My first information of the death of your honored and distinguished brother was obtained from an article in the Charlottesville Daily Progress, of last Saturday. Strange to say, the article was headed " Col. Wm. Le- Roy Brown," but in the body of the article the name was spelled correctly. If I can procure it, I will send you a copy of the paper. The outline of his life in the article is very defective, omitting entirely his connection with the University of Texas. I suppose that I was better acquainted with Dr. Broun as an educator, and possibly as a mature man, even 56 DR. WILLIAM LEROY BROUN than you, his own brother. He, Joynes, and I drew up the whole course of study and formulated the details of administration for Vanderbilt University. There we worked together for seven years. His wife and mine (a daughter of Chancellor L. C. Garland, of Vanderbilt) were also very intimate friends, and I think some con- nection existed between them. At Austin it devolved upon me to break to him the news of the death of his wife. What you say of him as an educator and what the articles you send say of him as a man and an edu- cator are true beyond the possibility of question. In those days I still kept up my mathematics a little, and when Dr. Broun was removing his family to Nash- ville I conducted his school in addition to my own. So when he was called to Auburn by the death of his wife he simply turned over his classes to me to look after and have them provided with instruction. Though I had at Austin both Latin and Greek, I took personal charge of his more advanced classes in mathematics during the month he spent away. During this time he corre- sponded with me and directed the work. These are merely some of the incidents which brought him and me together. I have never known a man to whom I was more devoted as a friend, nor whose genius and effi- ciency as an educator I more admired. I do not know whether you ever learned of the death of my wife on the thirteenth of last April. She was visiting her sister at the University of Alabama when she died suddenly. PERSONAL LETTERS 57 Please present my highest regards to all your people. Yours sincerely, Milton W. Humphreys. FROM DR. EDWARD S. JOYNES At the Memorial Exercises held in honor of Dr. Broun at the Alabama Polytechnic Institute in Auburn, Alabama, June, 1902, the following letter from Professor Edward S. Joynes, of .the South Carolina College, at Columbia, to Professor C. C. Thach (the new president) was read and made part of the published proceedings then held at Auburn. South Carolina College, Department of Modern Language, Columbia, S. C, January 25, 1902. My dear Professor Thach: He was the friend of my youth — of my maturer life — and of our common old age. When I entered the University of Virginia in 1850 LeRoy Broun was already an advanced student. Our intimacy of friendship and sympathy, then begun, has never ceased. For a few years we were colleagues in the Vanderbilt University, which drew us still more closely together. Among the friends of our youth he and I had remained, almost alone, survivors until now. His death severs one of the last bonds that yet bound me to the days of my student life and younger manhood and work as a professor; and in him I feel a personal loss which cannot be repaired. 58 DR. WILLIAM LEROY BROUN In all these years, — more than half a century, — I have loved, admired, and honored him. For many years I have regarded him as the foremost representative among all the survivors of his generation of the ideal type of the Southern gentleman, scholar, and teacher. In my long career I have been privileged to know many men, in my own profession, of high gifts and com- manding character and influence. At the head of them all, — along with one other, who was a pupil of his, — I have placed William LeRoy Broun. Able, wise, and good, brave as a lion, yet gentle as a woman ; modest as he was great, generous friend and wise counselor, patriotic and far-sighted, progressive yet prudent, ut- terly incapable of any narrow or selfish thought, and personally as sympathetic and tender as he was strong and self-reliant, — he lives in my heart and memory as the man, the teacher, the leader most worthy to be loved and trusted and followed. No eulogy, no monument can portray his services. He will live in what he has done; yet, most of all, in what he was. Mississippi, Virginia, Georgia, Tennessee, Texas, Alabama, owe him incal- culable debts. And we all who have known him, and his thousands of pupils all over the South, will ever cherish his memory and his example. Please convey to his family and to your faculty this feeble expression of my love and sorrow, in which Mrs. Joynes unites. Yours faithfully, Edward S. Joynes. PERSONAL LETTERS 59 FROM DR. CHARLES C. THACH Alabama Polytechnic Institute, Auburn, Ala., Office of the President, March 8, 1905. My dear Sir: I thank you very cordially for the notes on the Broun family and their kindred. I assure you that I am inter- ested in any information on this subject. I take pleasure in sending you a reprint from the Ala- bama Historical Society publications of my first ar- ticle on Dr. Broun. I think you have it in effect already. You perhaps are aware of the fact that we have hang- ing in our president's office here a very excellent oil portrait of the Doctor. I can very accurately say that my admiration for his wisdom, character, and learning continually increases. I have found it a most questionable policy, — and cer- tainly one always demanding the most careful consid- eration, — to make the least variation in his policy con- cerning the college. He had tremendous power of analysis and insight into the outcome of his plans. With best wishes, I am, Yours sincerely, Charles C. Thach. Major Thomas L. Broun, Charleston, W. Va. 6o DR. WILLIAM LEROY BROUN FROM PROFESSOR C. L. C. MINOR 1002 McCuLLOH Street, Baltimore, Md., February 9, 1902. Thank you, dear Major Broun, for sending to me the circular about the death of my dear old friend, your brother LeRoy. Of course I had seen the announcement of it and grieved to know of it. May I venture to suggest that any permanent record of his career should not fail to contain and make promi- nent his wonderful work in the Confederate States ar- senal in Richmond? You know he kept our army fit to meet the best equipped army the world had ever seen, though on our side everything had to be made from the egg. From mining iron and coal to growing peas on rented land and making lubricating oil for his machin- ery — he did it all. Yours very truly, C. L. C. Minor. FROM PROFESSOR C. L. C. MINOR 1002 McCuLLOH Street, Baltimore, Md., March 27, 1902. Dear Major: George Fleming has sent to my sister a lot of news- paper clippings, not one of which refers to the brilliant achievements in the Confederacy of my dear old friend, your brother LeRoy. PERSONAL LETTERS 6i Colonel Wilcox iBrown is the only person I can recall that knows all about it, and he is able to record it in ex- cellent shape. After Jackson and Lee no man that served under President Davis was a more necessary part of all that was accomplished than Colonel LeRoy Broun. Now that the Yankees are learning to know the splen- dor of our people's achievements and are trying to claim a share in them as " Americans," we will surely claim for our own heroes the mead of honor. Yours truly, C. L. C. Minor. FROM C. F. ORDWAY MURFREESBORO, TeNN., February 4, 1902. My dear Sir: I thank you very much for the careful reprints of the articles concerning the life and the work of Colonel Broun ; I will file them away for Mary to read when she returns home from Auburn. Having two sick children, I remained at home so that Mary could be with her dear people at this sad time. I so desired to look upon the brave, noble face, resting in perfect peace after life's work well done, — the face of the noblest man I ever knew, the most unselfish, a Christ-like philosopher in his self-abnegation, in his de- votion to high duty. He was as modest as a true woman, and the South is 62 DR. WILLIAM LEROY BROUN but beginning to learn that William LeRoy Broun was her wisest educator. Following new and original meth- ods, his genius was both creative and executive; he builded so wisely, so surely, seeming never to retrace his steps but always to go forward. Yet, withal, so modest, so engrossed in his noble work, so very happy in making those around him happy, so peacefully en- wrapped in his lofty but practical ideals, that he sought not the applause of the large world. He was happy in the consciousness of duty well done, laboring like a spiritual giant for the good of the common people. Mary has often said, " I'm going to ask Uncle Tom to write a sketch of my father's life as an officer during the war." His children were so young and he was such a busy man that they know but little of his war record. I am expecting Mary home within another week. With kindest regards for Mrs. Broun and yourself, I am very truly, C. F. Ordway. Major Thomas L. Broun, Charleston, W. Va. ARTICLES ON DR. BROUN'S LIFE AND WORK From The United States Experiment Station Record, 1902, Vol. XIII, No. 6 The death of Dr. WilHam LeRoy Broun, of Alabama, removes one who has been a prominent figure in educa- tional matters in the South for nearly a half century. His splendid career as president of the Alabama Poly- technic Institute for nearly twenty years stamps him as a man of rare wisdom in educational affairs, marked ex- ecutive ability, and a strength of character which com- manded the confidence and support of his colleagues and legislators alike. He maintained the individuality and integrity of the institution during a period which was fraught with many disruptive and formative changes in other colleges, guiding it along the lines of a well con- ceived plan, and developing one of the foremost institu- tions of its kind. A Virginian by birth and an honor graduate of the University of that State, Dr. Broun's entire mature life was devoted to educational work except during the period of the Civil War. As an instructor he occupied succes- sively the chairs of mathematics and of physics in a col- lege in Mississippi, the University of Georgia, Vanderbilt University, and the University of Texas. He founded Bloomfield Academy, in Virginia, in 1856, which he con- 63 64 DR. WILLIAM LEROY BROUN ducted successfully until the outbreak of the war; and he was for three years (1872-1875) president of the Agri- cultural and Mechanical College in Georgia. His connec- tion with the Alabama Polytechnic Institute, formerly the Agricultural and Mechanical College, dated from 1882, when he was elected president, but he remained only a year. He was recalled in 1884, and continued as the guiding hand of that institution up to the time of his death, retaining the details of administration very largely in his own hands. He was the executive officer of the Experiment Station from 1892 to 1897, and was presi- dent of the Station council at the time of his death. Although of late Dr. Broun had not been active in edu- cational movements outside his State, there were many evidences of his continued interest in the progress of ed- ucation. He was one of the pioneers in technical educa- tion, his interest being especially strong in that branch relating to the mechanic arts. He established the first manual training laboratory in the South and the first well equipped electrical engineering plant. He had a high appreciation of the study of the natural sciences, and encouraged the building up of a first-class biological lab- oratory. His high conception of the aims and purposes of the land-grant colleges was clearly set forth in his presidential address before the Association of American Agricultural Colleges and Experiment Stations at the New Orleans meeting in 1892. This was an earnest plea for that form of technical education which trains and de- velops the mind as well as the hand, and this, he urged. HIS LIFE AND WORKS 65 called for both breadth and liberality in the curriculum. The institution whose development he is so largely re- sponsible for is a worthy exponent of his views on that subject. ANOTHER ARNOLD OF RUGBY BY EX-GOV. G. W. ATKINSON, PH. D. In the month of January of the present year the life of one of the truly great educators of the South went out and over to a brighter and nobler sphere. At his home in Auburn, Ala., Colonel William LeRoy Broun, brother of Major Thomas L. and Captain Joseph M. Broun, of this city, at the mature age of 74 departed this life. His career as a citizen and educator was so marked and his usefulness was so pronounced that his death, among those who had come under his notice and training, pro- duced an universal sorrow. The record that he made, under disadvantages which to many would be regarded as insurmountable, will doubtless prove an inspiration to young men everywhere. Born in the '' Mother State," of honorable parentage, yet with limited means, Mr. Broun struggled on until he became, through his own efforts, one of the leading scholars and educators of the entire country. He was the fifth of eleven children. His mother died when LeRoy was but ten years old, and his father the next year joined his mother on " the other shore." Amid the gloom that then surrounded him, though less than 66 DR. WILLIAM LEROY BROUN twelve years old, he announced to the other members of the family his intention to become a scholar and educa- tor; and his determination never left him, for even an hour, until he reached the goal of his ambition. Un- aided he w^ent through the lower grade schools of his home section, which subsequently included academic training, and through the generosity of a friend he se- cured the loan of one thousand dollars, which enabled him to take a classical course at the University of Virginia, which was followed still by postgraduate work in different universities until he became equipped as a teacher for the highest grades of instruction in college and uni- versity. Thus fortified, he started higher and grew taller every year. His motto evidently was similar to the one adopted by his personal friend and school associate, the Rev. Dr. John A. Broadus, whose learning and power as a minister of the Gospel delighted and thrilled all with whom he came in contact. '' Fear God and work. Take it to your bosom, w^ite it on your heart. Make it the rule of your life, — fear God and work." Marvelous motto ! Marvelous man! And this, I think, may be said with equal propriety of Professor William LeRoy Broun, M. A., LL. D., the subject of this necessarily brief sketch. At the time of his demise Dlr. Broun was president of the Alabama Polytechnic Institute at Auburn, which po- sition he had ably filled for twenty years. He was a great organizer and possessed the rare genius of controlling students, and at the same time he knew how to teach. Like Thomas Arnold, of the world-renowned " Rugby i HIS LIFE AND WORKS 6^ School," the student bodies that were committed to his keeping respected and obeyed. Seemingly they delighted to do his bidding, and by this rare art of obtaining the confidence and the respect of his pupils he indelibly im- pressed his personality and rare characteristics of head and heart upon them to the extent that a lifetime could not erase such impressions. One of his pupils, himself an educator of distinction, thus eulogized him : '' For over a half century I have loved, honored, and admired him. I regard him as the foremost represestative, among all the survivors of his generation, of the ideal type of a gentle- man, scholar, and teacher. . . . No eulogy, no mon- ument, can portray his services. He v^ill live in what he has done. Mississippi, Georgia, Tennessee, Texas, Ala- bama, and Virginia owe him incalculable debts. We all who have known him and his thousands of pupils all over the South will cherish his memory and his example." And I beg to add, what more could be said of any man? In 1850 he took the degree of master of arts at the University of Virginia. In 1852 he was elected to a pro- fessorship in Oakland College, Mississippi, near Port Gib- son, filling the chair for two years. In 1854 he was elected professor of mathematics in the University of Georgia, at Athens, remaining there two years. In 1856 he organized the Bloomfield Academy, a successful insti- tution near the University of Virginia. From 1856 to the breaking out of the Civil War he was the principal of this academy. This was for many years one of the noted schools of 68 DR. WILLIAM LEROY BROUN Virginia. The war came on and Professor Broun en- tered the Confederate army and remained until the close of the war. He was one of the chief officers in the ordnance department in the Army of Northern Virginia, attaining the rank of lieutenant colonel. After the close of the war, Dr. Broun became professor of natural philosophy in the University of Georgia, at Athens. From this position he was called in 1872 to the chair of physics in the Georgia Agricultural and Mechanical Col- lege. From 1875 to 1882 he was professor of mathe- matics at Vanderbilt University, in 1883 and 1884 he was professor of mathematics in the University of Texas, be- ing the while chairman of the faculty, and while filling this position in the most satisfactory manner was tendered and accepted the presidency of the Alabama Polytechnic Institute at Auburn, where he remained until he was summoned to his eternal home. President Broun was unquestionably a man of varied and accurate scholarship and of rare wisdom, as I have already stated, in the control of great institutions of learn- ing. Broadly rounded in the principles of educational science, he never failed to plan wisely, and was the first among Southern educators to introduce manual training, electrical engineering, and more extended work in biology in the colleges of that region. He was, in short, a master in all lines of technical and scientific branches of college work, and as such will ever be remembered in a goodly number of the Southern States. Such men are rare, and therefore all the more valuable to the times in which they HIS LIFE AND WORKS 69 live. Another fact should not be overlooked, and that is, he never sought position in the faculty of any college. He was the one sought after, and he went from one school to another because of the great pressure that was brought to bear upon him, and the places he vacated were invariably regretted by the managers of the institutions that had employed him. His purpose in life was to accomplish the greatest amount of good possible, and he therefore went into the fields of labor that seemed to his mind to be the broadest for usefulness in his lines of work. Following new and original methods, his genius was evidently both creative and executive, and he builded so wisely, so surely that his steps were always forward and never backward. One of his students said of him, and no doubt justly, that " He was so modest, so engrossed in his noble work, so happy in making those around him happy, so peacefully enwrapped in his lofty but practical ideals, that he sought not the applause of the large world, — ■ but was happy in the consciousness of duty well done, laboring like a spiritual giant for the good of the common people." No greater encomium could be passed upon any man. He was also a Christian, and his life- work is an ideal for the young in all lands, and is an ex- ample for others to follow, among the poor as well as the rich, throughout the generations yet to come. He is gone from among us, but his works will live after him. Charleston, W. Va., March 31, 1902. 70 DR. WILLIAM LEROY BROUN DR. WILLIAM LEROY BROUN In The Glomerata, Vol. vi, 1903 Dr. William LeRoy Broun died at Auburn, Ala., Jan- uary 23, 1902'. In the death of Dr. Broun the cause of education throughout the State and the South suffered an incalculable loss. He was indeed one of the foremost educators of the country, and during his educational career of half a century was associated with the most eminent men of his profession throughout the South, gaining their sincerest admiration as a man and their highest esteem and respect as a scientist, educator, and college executive. He was a formative influence in such institutions as the University of Georgia, Vanderbilt University, the University of Texas, and the Alabama Polytechnic Institute. Dr. Broun was born in 1827, in Loudoun County, Va., was graduated with the degree of master of arts at the University of Virginia in June, 1850, and he represented the best traditions of scholarship and culture of that great seat of learning. Dr. Broun began his eminent educational career in 1853 ^^ professor in a Mississippi college. Later he was professor of mathematics in the University of Georgia. In 1856 he established Bloom- field Academy, one of the most successful and famous of the classical schools in Virginia. In 1861, at the call of his State, Dr. Broun hastened to the front. His high scientific and mathematical ability soon made him an authority in ordnance and artillery, and he was placed in HIS LIFE AND WORKS 71 charge of the arsenal at Richmond, superintending the manufacture of guns and all the munitions of war of the Confederacy. He rose to the rank of lieutenant-colonel, and was, perhaps, the most thoroughly equipped technical and scientific officer in the Confederate service, being held in highest esteem by General Lee and General Gorgas, his chief in the ordnance department. It was while engaged in this scientific work that he first realized the fatal de- ficiency of Southern youth and Southern education in re- gard to technical and industrial training. After the war he was elected to the chair of mathematics in the Univer- sity of Georgia, and by Henry W. Grady, W. B. Hill, the present cultured chancellor of the University of Georgia, and a host of distinguished sons of Georgia Dr. Broun was regarded with marked esteem, and his memory is to-day tenderly cherished throughout the common- wealth. At the founding of the Vanderbilt University, Dr. Broun, with a corps of other eminent educators, was called to organize its course of studies and to define its plans and policies. Later, with such leaders as Mallet, of the University of Virginia, Humphreys, of Vanderbilt, Tallichet, of Sewanee, he performed the same great task for the University of Texas. Of this distinguished fac- ulty Dr. Broun served as chairman. In 1882 Dr. Broun was called to the Presidency of the Alabama Polytechnic Institute, and here, after the age of fifty, he achieved a national reputation as a pioneer and master in scientific and technical education. 72 DR. WILLIAM LEROY BROUN Dr. Broun established in this institute the first manual training school in the South and the first laboratory of any significance in biology, electricity, and mechanics. He also introduced into our institutions of higher learn- ing in the State the principle of coeducation. As a scholar Dr. Broun was thorough and accurate, at once broad and profound, sensitive to all the delicate charms of culture, yet robust and independent, bold to plan and sagacious to execute. He was splendidly equipped as a lecturer and teacher; and by his keen analysis, his discriminating ac- curacy, his scorn of intellectual sham and pretense, his unswerving devotion to truth, exerted a vigorous, strengthening influence in the intellectual life of thousands of young men throughout the South. Dr. Broun was a public-spirited citizen, and took the liveliest interest in all the great questions and movements in civic life at home and abroad. He was, above all, a devout Christian. Free from cant and any touch of pharisaism, he inculcated in his students the highest principles and noblest ideas. His Saturday morning lectures to the young men were full of spiritual uplift. In many phases of his intellectual equipment and of his general attitude toward discipline, and college life at large. Dr. Broun re- sembled, to a marked degree, that most distinguished English teacher, the great Arnold of Rugby. He was himself one of our greatest teachers, in sympathetic touch with every agency that makes for the betterment of the social and spiritual life of the people. Auburn enjoyed a rare privilege in feeling the influ- HIS LIFE AND WORKS 73 ence of this great mind, and Auburn should cherish the memory of his name and fame. To William LeRoy Broun Late President of the Alabama Polytechnic Institute this volume is dedicated as a token of respect for his attainments as a scholar and as a scientist, as a grateful acknowledgment of the debt which the whole college owes to his wise guidance and stimulating leadership, and as a mark of the personal affection of his old pupils, who found in him not only an inspiring teacher but also a kind and patient friend. \ chancellor hill's tribute to dr. broun In the Atlanta Journal, February 3, 1902 University of Georgia, February 3. — Chancellor Hill recently made a short memorial address on the life and works of the late Dr. William LeRoy Broun, who for some time was a member of the faculty of this university. Chancellor Hill spoke of him as a professor under whom he had received instructions in physics, and men- tioned incidents connected with the lecture-room of Dr. Broun, showing the greatness and goodness of this man. " He was a man of the greatest intellect," said the chancellor, " who could have easily obtained more pecu- 74 DR. WILLIAM LEROY BROUN niary reward by turning his great brain in other channels, but he would not. He devoted his whole life to the education of Southern boys. " Dr. Broun at different times in his life filled most acceptably the chairs of physics and mathematics in five of the leading universities of the South." The chancellor closed his short address by reading the following paragraph from " The Study of Religion " : " I do not know that there is anything in nature (un- less, indeed, it be the reputed blotting out of suns in the stellar heavens) which can be compared in wastefulness w^ith the extinction of great minds. Their gathered re- sources, their matured skill, their luminous insight, their unfailing tact, are not like instincts that can be handed down. They are absolutely personal and inalienable, grand conditions of future power, unavailable for the race and perfect for an ulterior growth of the individual. If that growth is not to be, the most brilliant genius bursts and vanishes as a firework in the night. A mind of bal- anced and finished faculties is a production at once of in- finite delicacy and of most enduring constitution. Lodged in a fast perishing organism, it is like a perfect set of astronomical instruments, misplaced in an observ- atory shaken by earthquakes or caving in with decay. The lenses are true, the mirrors without a speck, the movements smooth, the micrometer exact ; what shall the Master do but save the precious system, refined with so much care, and build for it a new house that shall be f ovinded on a rock ? " HIS LIFE AND WORKS 75 The following resolutions, taken from the minutes, were read : *' The faculty of the University of Georgia have learned with profound sorrow of the death at Auburn, Ala., on Thursday, January 2^, 1902, of William LeRoy Broun, M. A., L.L. D., late president of the Alabama Polytechnic Institute and some time professor in this university and president of the Georgia State College of Agriculture and Mechanical Arts. " For a period of fifty years, — save four, which he gave to the military service of his country during the war between the States, — Dr. Broun was continuously and actively engaged in the education of the youth of the South, filling the important chairs of mathematics and physics, successively, in no less than five leading Southern institutions of learning. " As a great and successful teacher he achieved a repu- tation both among his own people and abroad probably second to that of no man of his generation. " As a lover of science, for the sake of the truth dis- closed by science, he was conspicuous for his devotion to research and his enthusiasm in exposition. " As an executive he administered the afifairs of great institutions of learning with wisdom, energy, and ex- traordinary success. I " As a man he was admired in all the relations of ■ life, — a devout Christian, a lovable, loving gentleman, an I f inspiration to his pupils, an exemplar to his associates. vn'^iM "In testimony of the great esteem in which he was 76 DR. WILLIAM LEROY BROUN held by this faculty, among whose members are some who were his pupils and some who were his colleagues, and as an expression of their profound sorrow occasioned by his death, it is '' Ordered, i. That this minute be inscribed upon a page of the faculty records set apart for the purpose. " 2. That the chancellor be requested to read these minutes before the students of the university in chapel assembled and to make such comments thereon as to him may seem appropriate. " 3. That a copy hereof be sent by the secretary of the faculty to the family of Dr. Broun, in token of the respectful sympathy of this faculty with them in their great bereavement. " 4. That a copy hereof be furnished the press for publication." PROFESSOR p. H. MELL, AUBURN, ALA. In the Confederate Veteran, May, 1902 Dr. William LeRoy Broun, who died January 23, 1902, in Auburn, Ala., was a lieutenant colonel in the Confed- erate army, and was in command of the Richmond arsenal. After the close of the war he was engaged in teaching, and filled important chairs in the Universities of Georgia, Vanderbilt, Texas, and the Alabama Poly- technic Institute. At the time of his death he was presi- dent of the latter institution. He was not only distin- HIS LIFE AND WORKS yy guished as an educator in the institutions named, but was well known and esteemed by the leading educators throughout the United States. He entered the service of the Confederate government as an artillery officer, and spent one year in the field with the Army of Virginia. He was then ordered to Rich- mond and made superintendent of armories, with the rank of major, and was detailed to examine into the re- sources and facilities at the command of the South for the manufacture of arms and ammunition. He visited many places, particularly in North Carolina and Georgia, to determine the practicability of making sulphuric acid and other chemicals required for making powder and percussion caps. In 1862 he was stationed at Holly Springs, Miss., in charge of a factory designed for the manufacture of small arms, but the defeat of General A. S. Johnston's army at Shiloh, Tenn., compelled him to remove the machinery to Meridian, Miss., and shortly afterward he was attached to the ordnance department and ordered to Richmond, where he remained until its evacuation. Some illustrations here given show the importance of Dr. Broun's services in the Confederate cause : He suggested and conducted the first civil service exam- ination ever held in this country. This was brought about by the numerous applications for service in the ordnance department, because of an enactment of the Confederate Congress authorizing the appointment of fifty new ordnance officers. This examination was held 78 DR. WILLIAM LEROY BROUN in 1862; Colonel Broun was the president of the board of examiners. He prepared a field Ordnance Manual by abridging the old United States Manual and adapting it to the Confed- erate service. This work was published by the govern- ment and distributed in the army. He was appointed commander of the Richmond arsenal in 1863, where the greater part of the ordnance stores were manufactured. It is said that but for the valuable work performed in this connection by Colonel Broun the Confederate struggle would have ended long before it did. His fertile genius used every available resource. In an article published several years ago in an issue of the Journal of the United States Artillery Colonel Broun speaks of this work as follows : " Cannon were made in the Tredegar Iron Works, including siege and field guns, napoleons, howitzers, and banded cast-iron guns. Steel guns were not made. We had no facilities for making steel and no time to experiment. The steel guns used by the Confederate States were highly valued, and, with the exception of a few purchased abroad, were all captured from the Federals." In this arsenal the old United States machine, which did not yield a large supply of percussion caps, was greatly improved, so that two men with six boys and girls were able to complete 300,000 caps every eight hours, or it had a capacity of one million caps per day. Under his direction sulphuric acid was manufactured in Nbrth Carolina, after many failures in attempting to HIS LIFE AND WORKS 79 obtain the lead required for lining the chambers. Niter was obtained from caves and from leaching in ricks the remains of dead horses and other animals. The sulphuric acid and niter were made into nitric acid at the arsenal, and thus was developed the fulminate required for the manufacture of caps. The mercury supply becoming ex- hausted near the close of the war, the problem became a serious one how to make the caps without fulminate of mercury. Experiments, however, were conducted, re- sulting in the use of a combination of chlorate of potash and sulphuret of antimony. Battles around Petersburg were fought with caps made of this compound. He developed a plan for increasing the accuracy and range of the smooth bore muskets, which were in general use by the armies at the opening of the war. The " idea was to fire an elongate, compound projectile made of hard wood or papier mache." The plan proved to be theoretically correct. All orders from General Lee for arms and ammunition were honored, and even an order for a trainload of am- munition was sent to Petersburg after the order was received for the evacuation of Richmond. Probably the last order given in Richmond was issued by Colonel Broun to the keeper of the magazine to de- stroy these stores at five o'clock on the morning of April 13, 1865. The work of Colonel Broun in the manufacture of arms and ordnance stores is wonderful, when we know that at the opening of the war the South had no manufactories 8o DR. WILLIAM LEROY BROUN of this kind nor skilled mechanics. This fact being well understood, one marvels how it was possible that so large an army was supplied with all the munitions of war dur- ing the four years of the most stupendous struggle the world has ever witnessed. FROM THE Church Record, February, 191 2 Holy Innocents' Parish, Auburn, Ala., January 24, 190:^. Whereas, Almighty God, in His infinite wisdom, has called from our midst Dr. William LeRoy Broun, for the past eighteen years the beloved Senior Warden of this parish. Resolved, i. That we, the Rector and the Vestry of Holy Innocents' Parish, desire to place upon record our high appreciation of his noble character and exalted vir- tues, and to bear witness that he was ever faithful and zealous in the discharge of every duty imposed upon him. He was a devout and earnest Christian and a loyal and devoted Churchman, whose memory will be revered and cherished by all who knew him. Resolved, 2. That a copy of these resolutions be sent to the bereaved family as evidence of our heartfelt sym- pathy in this hour of our common affliction. Resolved, 3. That copies of these resolutions be furnished by the secretary to the papers for publication. HIS LIFE AND WORKS 8i The Rectory, Holy Innocents' Parish, 1 Auburn, Ala., February 4, 1902. The secular press has already announced to the readers of the Record the sad news of the death of Dr. William LeRoy Broun, for the past eighteen years the faithful and beloved senior warden of this parish. Abler pens than mine have told the story of his remark- able career and called attention to his achievements as an educator of the young men of the South. Every pen that has written of him has paid just tribute to the nobil- ity of his character and borne witness to the fact that he was true to every trust committed to his keeping. A believer in the " Patriotism of Efficiency," he in- sisted that the hand as well as the head should be educated and trained to useful pursuits; and the various depart- ments of the Alabama Polytechnic Institute are the direct results of his persistent efforts along the different lines of technical education. And in all the years to come all who shall visit the campus of this well equipped institu- tion of learning will have but to " look around them " to see on every hand the monuments of his labor and wit- nesses of his genius, for every building upon the campus to-day was erected under his special supervision. For nearly seven years, as missionary in charge of this parish, it has been my privilege to minister to his spirit- ual necessities, and it is a profound respect, ripened into a sincere personal affection, that prompts me to pay my humble tribute to his character as a man and as a Church- man. , . 82 DR. WILLIAM LEROY BROUN In this connection, I trust that the readers of the Record will pardon a personal allusion. In the second year of my ministry, when Bishop Wilmer, at the coun- cil in Tuscaloosa, announced to me that it was his wish that I should take charge of the church at Auburn, the first thought that flashed into my brain was, " How can I preach to such a man as Dr. Broun? " Conscious of my youth and inexperience, I confess that it was with many misgivings that I entered upon my new field of labor. I soon realized that in him, whose criticism I had dreaded most, I had a loyal and s)niipathetic friend. To- night, as I pen these words, I recall from his lips many expressions of encouragement and appreciation, but not one word of censure nor unkind criticism. I remember, with gratitude, many acts of kind thoughtfulness and con- sideration, but have never known nor heard of a single act of antagonism nor selfishness. Deeply interested in all that pertained to the welfare of the parish, he was always ready to counsel and advise, when asked, but never assumed the privilege of age and experience to dictate. Every plan and enterprise in- augurated by the rector received his unqualified endorse- ment and hearty support. I shall miss the inspiration of his presence and the encouragement of his kind and at- tentive face. A devout and consistent Christian, he died, as he had often expressed the wish to die, in harness. Just as he was about to enter upon the duties of an- other day the silent messenger of his Master came to HIS LIFE AND WORKS 83 pilot him into the great beyond, and found him ready to go. " Nor blame I death, because he bore The use of virtue out of earth ; I know transplanted human worth Will bloom to profit, otherwhere." R. C. Jeter. FROM THE Age-Herald, Birmingham, ala., JANUARY 24, 1902 Auburn, January 23. — (Special.) — Dr. William Le- Roy Broun, president of the Alabama Polytechnic In- stitute, died this morning at a quarter past seven o'clock. His death was entirely unexpected, and his friends could hardly believe the sad news. He had been a little unwell for a few days, but had attended to his college duties as usual and spent the day at his office yesterday. This morning he arose and dressed at the usual hour and was preparing to leave his room when he fell dead at the feet of his granddaughter. Miss Ordway, who had just entered. The news of his death was soon known throughout the town, and business was practically suspended. The faculty of the institution met at ten o'clock at the call of Dr. Smith, senior member of the faculty. After officially notifying the governor and the board of trustees by wire of the death of President Broun a committee was appointed to provide a suitable floral 84 DR. WILLIAM LEROY BROUN offering, and all college exercises were ordered sus- pended until Monday. Dr. Broun's wife died some years ago, but he leaves several children. His daughter. Miss Bessie, lived with him ; his other children, — Dr. LeRoy Broun, of New York; Mrs. Ordway, of Murfreesboro, Tenn. ; Mrs. Tancred Betts, of Huntsville, Ala., and Mrs. Fred Ful- ghum, of Birmingham, are expected to-morrow, and the funeral arrangements will not be made until after their arrival. The funeral services will probably be conducted in Langdon Hall Saturday, and many prominent men from this and other States will probably be present. His remains will be interred here beside his wife. Dr. Broun has been president of the Alabama Polytechnic Institute for nearly twenty years, and the high position which it now takes among the educational institutions of the coun- try is largely due to his wisdom, sagacity, and executive ability. Although seventy-four years old at the time of his death and apparently somewhat feeble, Dr. Broun was constantly at his desk during office hours and dis- charged the many and varied duties of his position with consummate skill and ability. One of the oldest mem- bers of the faculty is authority for the statement that Dr. Broun has not failed to attend morning chapel exercises at the college more than four or five times in the last fif- teen years. The news of his death will sadden the hearts of the many hundred alumni of the institution over which he presided, who will remember him not only as their friend HIS LIFE AND WORKS 85 and adviser, but also as a gentleman of the highest per- sonal character and a true Christian. He was one of the foremost educators of the country, and from time to time he had been prominently associated with the leading edu- cational institutions of the South. In the recent years he was conspicuous for the great work he accomplished as a pioneer in the field of technical education. Since 1884 be has been president of the Ala- bama Polytechnic Institute, and under his wise and pro- gressive guidance this institution has been developed into a highly successful and widely known college of applied science. This institution will stand as a monument to his name, and his death will be an immense loss to the cause of southern and national education. He was a native of Virginia, born in Loudoun County in 1827, and a distinguished master of arts of the University of Vir- ginia, where he was a fellow student and an intimate friend of a group of prominent Southerners, including Dr. J. A. Broadus, William Wirt Henry, and Prof. Frank Smith, of the University of Virginia, and others. In 1859 he married Miss Sallie J. Fleming, of Hanover County, of a prominent Virginia family. He perhaps gave the last order in Richmond directing the blowing up of the Confederate arsenal. Broadly rounded in the principles of educational science, he always planned wisely, and was the first to es- tablish and develop several new branches of scientific education in the South, such as manual training, elec- trical engineering, and biology. 86 DR. WILLIAM LEROY BROUN The college at Auburn burned in 1887, and it was un- der the direct supervision of Dr. Broun that the present magnificent edifice and seven laboratories were built and most of the trees planted on the campus. Through his personal endeavor all branches of the college were en- larged and improved. It is thought that some one now connected with the institute will be elected president to fill out the unexpired term. The State has sustained a heavy loss in the death of this famous educator and Auburn has lost one of its most beloved citizens. William LeRoy Broun, M. A., LL. D., president of the Alabama Polytechnic Institute, was born in Loudoun County, Virginia, in 1827. He graduated at the Uni- versity of Virginia in 1850, receiving the degree of mas- ter of arts. In 1852 he was elected to a professorship in Oakland College, in Mississippi, near Port Gibson, filling the chair two years. He was then elected to the chair of mathematics in the University of Georgia, at Athens, remaining there two years, after which he organized Bloomfield Academy, situated near the University of Vir- ginia, conducting this school until 1861, when he vol- unteered in the Confederate service, and was elected lieu- tenant of an artillery company in Albemarle County, Vir- ginia. He was subsequently made commandant of the Richmond arsenal, with the rank of lieutenant colonel in the ordnance department. i At the close of the war he accepted the chair of natural HIS LIFE AND WORKS 87 philosophy in the University of Georgia, and in 1872 was elected president of the Georgia Agricultural and Mechanical College, a department of the university. In 1874 the degree of LL. D. v^as conferred upon him by St. John's College, Maryland. In 1875 he accepted the chair of mathematics in Vanderbilt University at Nashville, and held this position until 1882, when he was elected president of the Agricultural and Mechanical Col- lege at Auburn, Alabama. In 1883 he was elected professor of mathematics in the University of Texas, at Austin, and was afterward elected chairman of the faculty. After one year's service he re- signed and at the urgent solicitations of the trustees of the Agricultural and Mechanical College of Alabama (subsequently named the Alabama Polytechnic Institute) he accepted and returned to the position he held at the time of his death. The degree of LL. D. was conferred upon him in 1892 by the University of Georgia. Dr. Broun was a man of the highest personal char- acter, a Christian gentleman, and an educator and scien- tist of national reputation. Under his wise and able ad- ministration the college has developed into a scientific institution of the highest rank. Its patronage has in- creased from one hundred and twenty students in 1882 to four hundred and twelve in 1901. The number of its courses of study and of its faculty has doubled and its old laboratories have been greatly enlarged and many new ones established. News of the death of Dr. Broun was a great shock 88 DR. WILLIAM LEROY BROUN to Birmingham, where many members of the Auburn alumni and friends of the institution reside. A meeting of the alumni was called for to-day at twelve o'clock in the office of Garrett, Underwood, & Thach to take ap- propriate action on his death. FROM THE Age-Herald, Birmingham, ala., JANUARY 26, 1902 The Alabama colony in Washington is greatly grieved over the death of Dr. William LeRoy Broun, whom most of us here personally knew and loved. Alabama surely never had an educator whose work has done the State greater or more enduring good, and the Alabamians in Washington were gratified by the worthy tribute paid by the Age-Herald to him who was so preeminently a benefactor of our people. His moral and practical in- fluence was greater than that of any other one man within the State, for he had been primarily responsible for the proper training of thousands of young men during the past twenty years. Dr. Broun was one of the strongest and greatest of men, one of the bravest, truest, tender- est. His master mind was devoted to all those minor de- tails which go to make the great things of life; his heart was moved by love of the little truths and tendernesses that make the great heart of the world beat in human love and devotion. He was emphatically a man to do noble things and to inspire others to do them. To those of us privileged to know him in the intimacy HIS LIFE AND WORKS 89 of his own hospitable and ideal home he was both master and friend whom we adored. It may be said of him, in its broadest significance : " His life was beautiful. In life he was noble, in death he is blessed. His good deeds will live forever." One may not intrude upon the grief of that daughter who never left the home nest because she realized that spiritually she was his other self ; nor of the other daugh- ters, one fair one of whom adorns our valley of Bir- mingham; but the world would be better if it knew of the surpassing faith and beauty of their lives under the family roof tree. To the one who remained with him Alabama owes a debt that may not be paid, for she, most gifted and gracious of young women, was his right hand, his gentler genius, his active assistant in his monumental work as head of the great college in Auburn. Dr. Broun's familiar and most amiable expression, " Tut-tut," has done more real good in the world than have thousands of sermons. As an evidence of his remarkable energy and his deep devotion to the college which he made great it may be said that a few days before his death he wrote powerful appeals to congressmen in Washington in support of Auburn, with regard to the proposed appropriation for the benefit of schools of mines and mining. 90 DR. WILLIAM LEROY BROUN FROM THE Gulf States Historical Magazine, MARCH-MAY, I904 William LeRoy Broun, A. M., LL. D., whose death oc- curred at Auburn, Ala., January 23, 1902, was a native of Virginia, a gentleman of profound scholarship and far-sighted wisdom, and was for half a century con- nected with the most prominent educational institutions in the South. He was a master of arts graduate of the University of Virginia in the class of 1850, and began teaching in 1852, in Oakland College, near Port Gibson, Mississippi. He was for two years in charge of the de- partment of mathematics in the University of Georgia; then he organized Bloomfield Academy, a classical school, near the University of Virginia, from which he entered the Confederate service as a lieutenant in an artillery company from Albemarle County, rising to the rank of lieutenant colonel in the ordnance department of the Con- federate army. He was in command of the Confeder- ate arsenal in Richmond when the closing pressure of Federal troops compelled the evacuation of that city, and the arsenal was blown up by his orders. After the war he was the professor of mathematics in the University of Georgia, and later was the president of the Georgia Agricultural and Mechanical College. In 1875 he was elected to the chair of mathematics in the Vanderbilt University, and in 1881 was elected to the chair of mathe- matics in the University of Texas, in Austin. While in this latter position his wife died. He then continued educational work in Alabama, being elected to the presi- HIS LIFE AND WORKS 91 dency of the Alabama Agricultural and Mechanical Col- lege, the name of which was changed to the Alabama Pol3rtechnic Institute by his suggestion to the State legis- lature. Of this institution he was president for nearly twenty years. He lifted it to marked success, enlarging its courses of study, introducing departments of biology, electrical engineering, and other subjects not before em- phasized in Southern colleges. He made the institute recognized as one of the leading scientific schools in America. He lived to be seventy- four years old, im- pressed himself upon the age in which he lived, and died beloved and honored. President Charles C. Thach, his successor in the presidency of the Alabama Polytechnic Institute, in a speech at the memorial services in honor of Dr. Broun, said of him : " His was the greatest intel- lect that I have ever known; absolutely accurate, full of refinement and delicacy, appreciative of the finest shades of culture, yet vigorous, robust, constructive, bold to plan and work out new lines, and capable of carrying those plans to the most successful issue." FROM '' THE UNIVERSITY OF VIRGINIA " Dr. William LeRoy Broun became a well known figure in educational circles in the South, and for nearly twenty years was the president of the Alabama Polytechnic In- stitute. He was a man of rare wisdom in educational affairs, marked executive ability, and strength of char- acter. He was born in Loudoun County, Virginia, and 92 DR. WILLIAM LEROY BROUN completed his own education in the University of that State. He had no pecuniary nor family advantages to aid him at the outset of his career, but his strong pur- pose, honorable determination, and inherent ability en- abled him to advance to a position of distinction in his chosen walk of life. Throughout his entire professional career he was con- nected with educational work, and as an instructor he occupied successively the chair of mathematics and physics in a college in Mississippi, the University of Georgia, Vanderbilt University, and the University of Texas. He founded Bloomfield Academy, Virginia, in 1856, and remained at the head of that institution until the outbreak of the Civil War. From 1872 until 1875 he was the president of the Agricultural and Mechanical College in Georgia. His connection with the Alabama Polytechnic Insti- tute, formerly the Agricultural and Mechanical College, dated from 1882, when he was elected president. He re- mained only a year at that time, however, but was re- called in 1884 and continued to occupy the presidency up to the time of his death, retaining the details of the administration very largely in his own hands. He was the executive officer of the Experiment Station from 1892 until 1897 and was president of the Station Coun- cil at the time of his demise, January 2-}^, 1902. Dr. Broun's efforts were not limited entirely to the advancement of the institution with which he was in- dividually connected, but reached out to larger lines of HIS LIFE AND WORKS 93 development that have been of direct benefit to the South. He estabHshed the first manual training laboratory in the South, and the first well equipped electrical engineering plant. He had a high appreciation of the value of the study of the natural sciences and encouraged the up- building of biological laboratories. His high concept tion of the aims and purposes of the land-grant colleges v^as clearly set forth in his presidential address delivered before the Association of American Agricultural Col- leges and Experiment Stations at the New Orleans meet- ing in 1892. This was an earnest plea for that form of technical education which trains and develops the mind as well as the hand, and this, he urged, called for both breadth and liberality in the curriculum. He was the author of various articles upon educational subjects, set- ting forth advanced ideas, many of which have been adopted by different colleges and universities of the South. He was recognized by prominent educators throughout his section of the country as the peer of the ablest representatives of the profession and one of the most distinguished of the alumni of the University of Virginia. A LETTER FROM THE ACTING PRESIDENT AFTER DR. BROUN's death To the Honorable Board of Trustees: By the death of Dr. W. L. Broun, the duties and re- sponsibilities of president devolve upon me. 94 DR. WILLIAM LEROY BROUN Dr. Broun's death was the more deplorable because it left incomplete important plans partially formulated for the enlarged usefulness of the institution. At no time in its history had he evinced deeper in- terest in its welfare. His intense devotion to higher scientific education and technical training, his broad and comprehensive knowledge, his great wisdom, and con- summate judgment, his wide and varied experience, his intimate acquaintance with the needs of the South, and his enlightened conservatism were all brought into requi- sition in the maturing of his plans for the future. It is more than probable that he fell a martyr to his de- votion to the institution. It is unnecessary for me to dwell upon the work he has accomplished and the still greater work he pur- posed. His preeminence as an educator in his chosen field was recognized not only throughout the South, but through- out the United States. Succeeding such a man, one may well feel his inability to take up his labor and carry on his work. But so well organized were the various departments, so excellent the discipline and morale of the students, so efficient the corps of isstructors, that the work of the college has gone on without friction, and without appreciable de- terioration in any department. I have had the hearty sympathy and support of my colleagues. There is no reason to apprehend that the work of the college will suffer seriously during the re- i HIS LIFE AND WORKS 95 mainder of the session, whomsoever you may select as temporary president. It does not become me to make any suggestions as to Dr. Broun's successor. My colleagues and I feel as- sured that you fully appreciate the vital importance of the appointment to the future welfare of the institution. We have entire confidence that you will take as a stand- ard of qualification for the office of president those ac- quirements, qualities, and endowments, intellectual and moral, which preeminently qualified Dr. Broun for the position he occupied. Respectfully, C. D. Smith, Acting President. WHAT IS THE TRUE CONCEPTION OF EDUCATION? From the Daily Progress, Charlottesville, Virginia, November 15, 1909 Dr. Eliot was during his forty years' presidency of Harvard University perhaps the foremost figure in America in the world of education. No one could there- fore have a fuller preparation than he to discuss the ob- jects of an education, and the methods of instruction that should prevail in educational institutions. He was accordingly on familiar ground in dealing with the theme of his second lecture, on Thursday evening : " The struggle between collectivism and individualism in its re- lation to education in a Democracy." It would seem. 96 DR. WILLIAM LEROY BROUN therefore, to be the height of presumption for the Daily Progress to call in question the correctness of any posi- tion that he took, or any view that he advanced, in the discussion of his subject. Nevertheless, the Progress does undertake to challenge the correctness of a view that he advanced, — and that view the principal contention or postulate of the entire lecture. This contention or postulate was that the subjects or topics of instruction in schools and colleges should be those special ones which are along the lines of the particular pursuit which the student expects to follow when he shall take up the actual work of life; in other words that the instruction given the student should be upon the special subjects which will fit him for the craft, or calling, or occupation, upon which he expects to enter when he shall leave the school or col- lege. To use the lecturer's own words : " Utility should be the goal of all education." Our paper of Friday last contained a condensed re- port of this lecture of Dr. Eliot's, and those of our read- ers who perused it will remember that this was the gist of the lecturer's contention or argument. We differ radically from this view of the subject. We do not be- lieve this to be the proper method of education, the proper aim of school or college instruction. On the contrary, we believe that the aim of education should be not to store the mind with information, whether such in- formation be the facts of science, or the mysteries of any particular craft or calling; but to improve the mind, strengthen the intellect, quicken the understanding, and HIS LIFE AND WORKS 97 sharpen the faculties. We believe that by adhering to this as the aim of education you best furnish the in- dividual with the tools or implements with which to suc- ceed and excel in the particular calling or occupation upon which he may enter as a life-work, and by which he hopes to attain distinction, or acquire the means of subsistence. In other words, we believe that the best equipment for success in life is a full, rounded, symmet- rical education, and not a so-called practical education, — that is, an education of a special character, and along the lines of the particular calling or occupation which the student expects to follow. And we believe that if you give a student this equipment of a full, rounded, symmetrical education he will in the battle of life outstrip the student who has the special training, even where both adopt the same calling or occupation, — that is, he will outstrip his specially trained competitor even in the very occupation or calling for which such competitor was specially trained. The reason of this is not far to see. In the one case the education is one-sided; in the other it is many-sided, every-sided. In the one case some few of the faculties are abnormally developed; in the other all the mental faculties are developed, and there is a symmetrical, healthy expansion of the intellectual ca- pacities. We could name many instances of the truth of the proposition we here lay down. We will give some of them. At the University of Virginia commencement of 1850 there were six graduates who took the M. A. de- 98 DR. WILLIAM LEROY BROUN gree, three of them being John A. Broadus, William Wirt Henry, and William LeRoy Broun. They all three rose to the highest eminence in their chosen pursuits in life, these pursuits lying along lines for which their edu- cation at school and at the university had no reference, — none whatever. Broadus became the miost prominent and distinguished preacher and theological professor in the Southern Baptist Church. Henry rose to eminence in the legal profession, being a foremost figure at the Richmond bar. He was also an author of note. But the case of LeRoy Broun is a still more striking instance of the truth for which we are contending. For ten years after he left the university, and until the outbreak of the Civil War, he was the professor of mathematics, first in one and then in another of our Southern colleges; and after the war he was for twenty years president of the Alabama Polytechnic Institute. But it was the incalcu- lable service he rendered to the cause of the Confed- eracy during the Civil War that most signally illustrates our point. That war caught the seceding Southern States in a condition of almost absolute unpreparedness. They were, we may say, entirely without munitions of war of any description; without magazines of powder or small arms; without cannon or any equipment for the stupendous struggle on which they were entering. Colonel Josiah Gorgas, who stood high as an ordnance officer in the war department of the Federal government, — being, we believe, its chief of ordnance, — came South and was put in command of the ordnance department of HIS LIFE AND WORKS 99 the Confederacy. In some way he got hold of LeRoy Broun and put him to work. Broun probably knew no more about the special work he was called to perform than a ten year old child; but he bent his splendid abili- ties, with an ardor that was well-nigh furious, to the ac- quisition of the requisite knowledge, and soon became Gorgas' right hand man and main dependence in the work of his department. In a few months he seemed to know as much about it as Gorgas, who had spent his life at it. His thoroughly trained mind and sharpened facul- ties, as it were, instantly grasped and mastered the in- tricacies of his new and difficult occupation; and it was largely, very largely, due to him that the Confederacy was able to send into the field her armies furnished with arms, ammunition, and equipment in every branch of the service, — infantry, artillery, and cavalry, — those armies that against vastly superior numbers gained victories more glorious than those which ancient Rome achieved with her iron legions that thundered along the Appian Way to the conquest of the world. Could there be a more striking demonstration that it is the man of a full, rounded, symmetrical education, and not your man of special training in a given direction, who will most suc- cessfully grapple with the problems of life, and achieve the greatest eminence in any field of activity which he may enter upon and adopt as a vocation ? And, lastly, there is one other consideration to which we have not adverted. To the man of generous and noble instincts there is something more than the capacity loo DR. WILLIAM LEROY BROUN to supply our physical wants, something more than the accumulation of money, something even more than the achievement of fame and distinction. We should ac- quire an education for sweet learning's sake, for far be- yond all mere bodily comforts, and beyond the achieve- ments that bring the applause of men, is the happiness which she bestows. Learning is so closely akin to virtue itself that we may paraphrase or metamorphose the in- vocation of the spirit in Milton's " Comus," and say: Love learning, she Alone is free. She can teach ye how to clime Higher than the sphery chime. Or if learning feeble were, Heaven itself would stoop to her. ALEXANDER H. STEPHENS S FIGHT AGAINST BROUN Washington, February i. — ^ (Special.) — The recent death of Professor William LeRoy Broun, the distin- guished educator, at Auburn, Ala., has developed the in- tensely interesting story of his resignation from the presi- dency of the State College of Georgia in 1875. The story is of exceptional value because it reveals a plan that was once on foot to bring Alexander H. Stephens to the chancellorship of the University of Georgia. Be- sides this fact it deals with prominent and historic per- sons, such as Stephens, Gen. John B. Gordon, Henry Grady, and Congressman W. H. Fleming. HIS LIFE AND WORKS loi Professor Broun was acknowledged one of the edu- cational leaders of the South. At the time of his serv- ice in Georgia he was at the zenith of his power. He was beloved of students and citizens alike. Governor Smith, at that time, said of him, " He is the brainiest man I ever met." In short. Professor Broun's influence was felt throughout the entire State. Yet in the very midst of this growing career he re- signed and went to Vanderbilt University. His de- parture from Georgia was a blow to the commonwealth and every section of the State felt it keenly. This story tells, for the first time publicly, why he resigned. Professor Broun quit Georgia through the indirect in- fluence of a tornado, a newspaper headline, and a mis- taken idea on the part of Alexander Stephens, — an idea Mr. Stephens finally realized as a mistaken one, since it foreran an action the great commoner regretted to his dying day. Professor Broun wanted the appropriation of the Fed- eral government to the State College applied to the de- velopment of technical science, something on the order of the present Technological School at Atlanta. He be- lieved such a course of instruction would be of immense value to the State, an opinion fully vindicated and prac- tically demonstrated by the remarkable success of the State Technological School. He called the attention of the State Agricultural Society to the use of the fund for other purposes. General Gordon, who was then a trustee of the uni- 102 DR. WILLIAM LEROY BROUN versity, opposed Professor Broun's plan for the expendi- ture of the Federal appropriation. He contended that the money could be better spent otherwise in the uni- versity and took exceptions to the technical science plan. This difference of opinion brought politics into the faculty, whereupon General Gordon, it is said, led a fight against Professor Broun to remove him from the presi- dency of the college. In this effort to unseat the president. General Gordon was unsuccessful until joined by Mr. Stephens, who was also a trustee at the time. Together the two powerful Georgians made the situation so uncomfortable for the president that he resigned. It has never been clearly understood in Georgia why Mr. Stephens joined General Gordon in his fight against Professor Broun. Congressman Fleming, who was a student at the university when the resignation was handed in, and who was also an intimate associate of Mr. Stephens, knew at least one reason why, but until now he has not made public the story. He related the details yesterday in a conversation at the capitol. A tornado had swept the State of Georgia, carrying considerable destruction in its path. This disaster had occurred some few months before the fight waged by General Gordon against Professor Broun. Mr. Stephens made an address before the State Agricultural Society on the subject of tornadoes and it was published for general information. In this address he took the posi- tion that a tornado was a powerful column of air dragged HIS LIFE AND WORKS 103 along by the movements of an upper current of air. A copy of the address fell into the hands of Mr. Fleming. He read it and promptly observed that Mr. Stephens was wrong in his definition of tornadoes. The next day he met Professor Broun in a classroom and commented on the address of Mr. Stephens, '' Why don't you reply to it? " suggested the professor to the student. " Write your own views of the tornado and have them published." Subsequently Mr. Fleming wrote an article on tor- nadoes and took an entirely different view of their cause from that of Mr. Stephens. He contended that there was no adhesive element in air by which a twisting column could be held to moving strata, as Mr. Stephens had suggested. He made light of Mr. Stephens's theory of the tornado and used this expression : " A column of air and a rope might be alike in the fact that neither is a toothpick nor a fence-rail, but there is scarcely any other resemblance." This article Mr. Fleming sent to the Atlanta Herald, the editor of which was Hienry W. Grady. Mr. Grady read the article and published it under big head-lines : " LITTLE ALEC ON TORNADOES " '' A State College Student Takes Him to Task on His Scientific Views '' The article was signed: " Student — State College." Mr. Stephens read the article in the Herald. He con- ceived the idea that he was being ridiculed by some one I04 DR. WILLIAM LEROY BROUN at the university. The head-lines Mr. Grady put on the Fleming article created this idea, though Mr. Fleming in his article had no such intention. Mr. Stephens furthermore believed that Professor Broun wrote or in- spired the article, for he knew that Professor Broun dif- fered from him on his theory of tornadoes, and was pres- ent at the State Agricultural Society when his address was made. Convinced, therefore, in his own mind, that Professor Broun had sought to make him appear ridiculous and was not his friend, Mr. Stephens joined General Gordon in his fight. Shortly thereafter the resignation of the State College's president was handed in and accepted by the board of trustees. Mr. Stephens did not find out until weeks later that he labored under a mistaken idea as to Professor Broun's attitude toward him. Mr. Fleming paid him a visit at Liberty Hall in Crawfordville. The student had stopped over on his way home from college on a standing invi- tation from Mr. Stephens. During the visit the subject of the resignation of Professor Broun came up in con- versation. '' Yes," said Mr. Stephens, in his shrill voice, " I think I had something to do with defeating Broun." The visitor replied : " Professor Broun was one of the most capable edu- cators the university ever had. He was greatly beloved by the students and his magnificent work was recognized throughout the State." HIS LIFE AND WORKS 105 Mr. Stephens did not bring up the subject of the authorship of the article which is supposed to have influ- enced him to fight the president. Mr. Fleming would have admitted the authorship at once, if the subject had come up. But the conversation took another turn. '' Then again, Professor Broun was a great admirer of yours, Mr. Stephens," the visitor continued. " Do you remember that you were offered the chair of history at the university after the war? " " I do," Mr. Stephens answered. " Professor Broun aided to bring about that offer," said Mr. Fleming. " He told me in a conversation that he did. He said it was the first step in a plan he had in view which had for its end your becoming the chairman of the faculty and finally the chancellor of the State uni- versity." At this Mr. Stephens looked surprised. His express- ive countenance began to assume a look of pain and he placed his hand over his eyes. " Professor Broun compared you as a statesman to General Lee as a soldier," Mr. Fleming went on. '* He remarked to me that the mistake of your life was in not following the example of Lee and becoming the presi- dent of a Southern college or university to educate South- ern youth." Mr. Stephens leaned back in his chair. He sighed heavily as he realized that he had made a mistake in fighting the educator. He knew now that he had mis- construed the educator's position toward him and his io6 DR. WILLIAM LEROY BROUN sensitive mind suffered keenly. It flashed over him, too, that he had helped in depriving the State of one of its most valuable instructors. He thought he had been fighting an enemy. He knew now he had wounded and wronged a friend. He was silent for a long time. — Milt Saul. THE ADDRESSES OE DR. BROUN IMPROVEMENTS REQUIRED IN SOUTHERN COLLEGES (Read before the Teachers' Association of Georgia, December, ip, i86/) As the social condition of man changes he requires new forms of government and new systems of educa- tion adapted to his altered development. The changes that take place in the forms of governments of the vari- ous nations of the world are necessitated by the fact that the old is no longer adapted to the wants and con- dition of the people. They require a change; and this change generally indicates progress. But while we see constitutions modified to suit society, we do not observe similar changes in the working of those educational institutions in which our youth are trained. They are required to prosecute the same studies, by the same method, and frequently with the same text-books that were used by our fathers. " True cultivation involves progress and movement, while ab- solute stability produces a condition of stagnation; and social stagnation is death." While progress is evinced in all other departments, in this, the most important of all, the education of the youth, have we nothing better to offer than the old well tried plan of our forefathers? Is the same order of education suited to all classes and to 107 io8 DR. WILLIAM LEROY BROUN all ages? Do not new conditions necessitate new meth- ods adapted to them ? ^ Let us examine these questions and see if the old system at present retained in so many of our institu- tions is the best adapted to the wants and altered con- ditions of the people of the South. We allude to the old prescribed college curriculum, embracing four years of study. It is a time-honored system, introduced in this country from England in the early Colonial days. It has done in many instances most excellent work. But it is a question whetlier the conditions which its estab- lishment presupposed ever did exist among us, es- pecially among the Southern States. The college cur- riculum of four years presupposed the existence of well organized academies and high schools, where the appli- cants for admission would be thoroughly drilled in the elements of mathematics and ancient languages. The system, though adapted to England, with such schools as Rugby and Eton, was transferred here, when in many of the States the existence of a high school was an exception. The result has been that our colleges have 1 " It would seem' that our whole system of instruction requires an honest, thorough, and candid revision. It has been for centuries the child of authority and precedent. If those before us made it v/hat it is, by applying to it the resources of earnest thought, I can see no reason why we by pursuing the same course might not im- prove it. God intended uS' for progress, and we counteract his design when we deify antiquity and bow down and worship an opinion, not because it is either wise or true, but merely because it is ancient." Extract from an Address delivered at Union College, by Francis Way land, D. D, HIS ADDRESSES 109 been compelled to do the work that belonged to high schools. They have been forced to begin with the ele- ments of science and literature, and hence have had to close the four years' curriculum in many instances, pain- fully conscious that only a superficial knowledge of many important subjects had been obtained, — conscious of the deficiency, without the power of remedy. The professors in Southern colleges mainly depend on the precarious tuition fees of the students for their support, and hence the necessity of having a large num- ber of students. Here we have a powerful tendency to lower the standard of scholarship. If the standard of admission in the various colleges is made very high and observed with rigorous exactitude, the number of students diminishes correspondingly, for the reason that the requisite preparatory schools do not exist. It is true that we must look to the colleges to give tone and character to the education of the State. The elevation will not begin at the schools, for they will do no more than they are required to do by the college catalogue. The students leave the schools for the col- lege as soon, generally, as they can enter the lower classes. On the contrary, if much more is required for admission in the vain attempt thus to elevate the stand- ard of scholarship, the college is hopelessly crippled for want of funds by reason of the small number of stu- dents that are admitted. It would seem, then, with the system adopted, there is small hope to be entertained that scholarship will be no DR. WILLIAM LEROY BROUN so elevated in the South as to make real, bona Me, good mathematicians, or good linguists, or superior belles-lettres scholars. Even were a college endowed so as to be independent of the tuition fees, it could secure a high standard of admission only at the expense of the number of its stu- dents. Schools and colleges are intimately associated with one another, and nowhere is the equality of action and reaction more fully established than in their rela- tion. Yet, is our system so arranged as to admit of no progress? While the system is not so interlocked as to be compelled to remain absolutely stationary, yet, it is true, that our Southern colleges, cumbered with pov- erty as they are, admit of very slow progress in ele- vating scholarship. Facts bear us out in this statement. Examine our college catalogues and see what are the requisites for graduation now and what were the requi- sites a quarter of a century ago. Has any great prog- ress been made? If any change has been made, we will probably see there has been introduced in a course of a few weeks' length some professional, scientific study of very questionable educational value and a correspond- ing amount of pure, educational science or literature, of less popular name, abstracted therefrom. There has been change, but often of questionable advantage. The controlling motive has been how to make the institution popular, and not how to elevate genuine scholarship. There has been decided improvement in the discipline and in the manner of governing young men. That dis- HIS ADDRESSES iii graceful system of espionage^ which begot a spirit of antagonism between the teacher and student, is among the things that were, and students and professors now act toward one another as gentlemen should. It has been remarked that " a general education ought to develop with equal care all the dispositions and all the faculties whose assemblage composes the superior or rational nature of man," that the principle of edu- cation is " universal in its character, excluding all private interests or special ends." While we cordially subscribe to this view which teaches that the object of education is to lead us to that perfection of which we are capable, yet it is obvious that this cannot be attained by all that class of people called educated. The education of each individual depends on circumstances that are peculiar to himself. We of the South are not now in a condition to theorize in regard to the ultimate aim of education, and to adopt our institutions accordingly. We are more concerned at present with that education which necessity has imposed upon us. New views in regard to educa- tion should not be hastily adopted, but should be ex- amined with that care which the importance of the sub- ject demands; yet we should not rest quietly under the adoption of a system because it is endeared to us by the remembrances of the past, and refrain from examining its adaptations to our present necessities on account of its antiquity. Are there no defects in the present four years curriculum? Is it the best that can be adopted? Is it the best for our present condition? 112 DR. WILLIAM LEROY BROUN (i.) Among the objections that may be urged to this system may be mentioned, first, that too Httle time is devoted to each department of study. So many sub- jects are crowded together within the four years, each having its own merits, that often breadth is gained at the expense of depth. A large area is passed over, but not closely examined. Thoroughness is lost, and super- ficiality gained; and the student is not made aware that education is a thing of three dimensions. This objection is inherent in the system. The time allotted to one sub- ject cannot be increased without trenching on some other department. (2.) In the expansiveness of science, as new subjects are developed which become essential to a complete course, it is impossible without a sacrifice of some other department to introduce them. This objection is vital in its character, and furnishes the clew why the system so opposes progress; or, if not in opposition to progress at least is not in sympathy with it. (3.) Again, is it not the iron-hed system, which classes all minds together; subjects them to the same treatment, to the same lines of thought; enforces the prosecution of the same subjects; compels clever minds and dull minds to spend the same time in the same classes, and affords no opportunity whatever for an extended prosecution of any literary or scientific studies? Is not the restrictive system, or '' close course," as it is called, Procrustean in its character? (4.) When students are admitted in the regular HIS ADDRESSES 113 classes, they generally are not equally well prepared in all the departments. The consequence is that it is im- possible to maintain a uniform high standard of scholar- ship. A diploma from the college is not refused for a deficiency in one subject, and cannot be. (5.) In this system it is customary to regard of much greater importance the examination for admission into college than the final examination, when the col- legiate course is completed. It is considered that scholar- ship is elevated by having a high standard of admission. The applicant, especially for a higher class, is closely examined; but if once admitted to enter, provided he violates no rule of the college, he can have an easy time of it, and with a very small amount of study pass a mere formal examination at the close of the course, and receive a diploma. The final examinations are generally matters of form. For deficiency in them how many students are refused diplomas? Only one instance has come under our observation in a large experience. Does it not, therefore, appear that we put the gate at the wrong end of the road? We make it difficult to get in, as if scholarship depended on that, and very easy to get out. The system should be reversed; admission to en- ter should not be difficult, but the closest possible exam- inations should be made at the close to determine who are fit to receive the award of the diploma. The restrictive system, therefore, prevents a uniform high standard of scholarship, and has degraded the sig- nification of a diploma simply to a certificate that the 114 DR. WILLIAM LEROY BROUN possessor has enjoyed collegiate advantages; nothing more. It has no reference whatever to the amount of knowledge he has acquired, nor to the mental training he has undergone. If the student will attend his recitations and act quietly, at the close of the course he will receive the attestation of all his professors that he is so skilled in the department of arts as to deserve the honor of a degree, — though he may be unable to solve a simple equation in algebra ; unable to translate into correct Eng- lish an ordinary sentence of Latin or Greek; unable to read the very diploma which declares his proficiency. Yet he goes forth into the world, stamped with the broad seal of the college as an educated person. This system does not encourage and require thoroughness. It stamps the clever student, the thorough scholar, and the super- ficial smatterer with the same seal. But we do not desire to be understood as asserting that ripe scholars have not been made in our Southern colleges. Many are the names that reflect credit on their foster-mothers. But this matured scholarship was the result, not of the system, but despite it. So also we have honored names of those who never enjoyed the ad- vantages of a collegiate education who were indebted for their advancement alone to their own energy and their powers of self-development. (6.) The system does not admit of expansiveness. This appears in the limited time that is allotted to each subject. Though a professor may earnestly desire to continue the subject further, it is not in his power to do HIS ADDRESSES 115 so. The time allotted to him will not admit of any ad- dition to his course. (7.) It places the elevation of the standard of scholarship on the schools and the academies. Not being able to expand its own course in the fixed time, it endeavors, by increasing the amount of knowl- edge required for admission, to begin at a more ad- vanced point. If the requisite high schools and acad- emies are not in existence, this disciplinary course can- not be complied with. Therefore the college conducted on " the close system," desirous of elevating the stand- ard of scholarship, must remain on its high pinnacle without students until the high schools and academies have been so multiplied in the land as to perform the requisite amount of disciplinary work. Consequently, according to this system, until the good schools increase, the scholarship of the colleges must remain stationary. But how can the good schools in- crease without good teachers? And how can our teach- ers be made better with a stationary college course, which both lacks expansiveness and fails to exact thoroughness, yet looks to the schools to elevate its standard? Are we not here in the " vicious circle " ? And does not this furnish a satisfactory reason for our very slow progress in the department of education? We recapitulate, therefore, the following objections to which the restrictive system is liable : 1st. The time devoted to each department of study is too limited. ii6 DR. WILLIAM LEROY BROUN 2d. It subjects all minds to the same iron-bed sys- tem. 3d. It effectually places the examination at the be- ginning, instead of the close of the course. 4th. It prevents a uniform high standard of scholar- ship. 5th. It renders a diploma of doubtful significance. 6th. It is neither expansive nor progressive. 7th. It relies mainly for elevation of scholarship on the schools and academies. 8th. It degrades the degree of master of arts to an award of ignorance, inasmuch as three years of forget- fulness are required for its bestowal. In contrast with this restrictive course, we have the open or elective system, known very generally in the South as that of the University of Virginia. For the better comprehending of our argument, we state its distinguishing features. The subjects in the departments of science and lit- erature are made distinct and separate. The separate departments, or " schools," as they are called, with their professors and assistants, may represent so many dis- tinct colleges. A student can enter any one of these distinct schools without examination; and will receive a diploma with the title of graduate when he has passed a satisfactory examination, and not until then. Time, in no respect, enters as an element of gradua- tion, but qualification alone is the test. ;He may gradu- ate in a school in one year, in five years, or he may never HIS ADDRESSES 117 be able to graduate. When he has graduated in a cer- tain number of schools, he receives the degree of bachelor of arts; and when he has graduated in all the depart- ments, he receives the highest honor in the gift of the University, the degree of master of arts. Some of the advantages of this elective system are of the following character : (i.) Its elective character especially adapts it to the necessities of the youth of the South, and at no time more eminently than in their present condition of limited re- sources. A student whose means will not permit him to remain time sufficient to acquire a complete and liberal educa- tion by mastering all those subjects universally recog- nized as essential to complete development can devote himself especially to those subjects which bear more di- rectly upon his proposed profession or business. And thus in a limited time may acquire considerable profi- ciency in some specialty that may be immediately applied to practical life. It may be supposed that this will en- courage a one-sided development and discourage genuine liberal scholarship, as produced by the long cherished method of the established curriculum. Such a result does not necessarily follow. Admit, if you please, that it would be desirable to give every youth in the land a complete education in all the departments of science and literature, — an admission which we by no means make, — would it not be under any circumstances impossible to accomplish the result? We ii8 DR. WILLIAM LEROY BROUN must look at things as they are, and not maintain a false position, if our reasoning so demonstrates it. Very few young men now have the means to justify the completion of what is called a liberal course of education. This course was originally designed for those who expected to adopt one of the so-called learned professions, — namely, law, medicine, or divinity, — or whose means enabled them to spend a life of leisure. Our Southern colleges in former days were filled gen- erally with young men of large expectations, who by the prevailing spirit had been taught to despise work and energy and industry, and to honor wealth. They were sent to college because it was usual for gentlemen's sons to go, and because they there acquired a certain degree of refinement. Their object was not work at college; nor their expectation work in after life. Now a change has taken place. Our colleges are filled with young men who come to work, who desire solid im- provement, who wish to be best prepared not simply for the enjoyment of the life of a gentleman nor for one of the professions, but for all the walks of life, — especially for the useful arts that can be immediately made avail- able in furnishing the means of living. Therefore we infer that the restrictive system always limited in its adaptation to a fixed class of students is now wholly unsuited to the enlarged wants of our young men. It is too narrow, too contracted. (2.) The great problem that presses itself upon edu- cators for solution is how to reconcile the conflicting views of those who advocate a purely scientific training HIS ADDRESSES 119 and those who insist that the large amount of time that is now devoted to the study of ancient languages is es- sential to a complete education. It cannot be expected that uniformity of opinion on the subject of education will obtain. The advocates of a scientific training have very properly urged that the close system so totally ignored their views as not to afford the opportunity of testing them, and have now in many instances compelled the formation of a second prescribed scientific course, formed for the purpose of supplying a felt necessity. Some insti- tutions have adopted the French system of hifurcaiion, which presents at a certain part of the course the choice of either a classical or scientific training. This has only partly met the difficulty. Instead of con- fining all to one course it gives the choice of two; and compels provision still for a class of students who do not desire to conform to either prescribed curriculum. The elective system is therefore adapted equally to all classes. It furnishes a solution, so far as collegiate edu- cation is concerned, of that important problem ; not, it is true, by deciding whether the mental training received through the study of the ancient languages can be ad- vantageously superseded by the rigorous discipline of the sciences, but by affording equal opportunities to all to test the merits of their peculiar views. It permits a student to make a specialty of science, to the exclusion of ancient languages ; or to devote his whole time, if he prefers, to the study of the classics. That the old college routine of studies is no longer I20 DR. WILLIAM LEROY BROUN suited to the demands of the age is apparent by the effort that many of our colleges are making to retain still the old cherished system, and to graft on thereto a special sci- entific course. (3.) It is a broad, flexible, expansive, and progressive system. Its breadth and flexibility are apparent in its adaptation to the prejudices and necessities of all classes of students; to the rich and the poor; to those who are able to spend many years at college as well as to those whose limited means will only allow of one year ; to those who desire to become accomplished scholars as well as to those whose necessities demand a more practical educa- tion. Its expansive and progressive nature appears in the facility with which new departments are organized under new professors, without conflicting in any manner with those already in existence. This arises from the in- dependent nature of the several departments, acting as so many distinct colleges, under a common government con- stituting a university. (4.) But it is urged against this system that it is only adapted for well disciplined minds; and hence not suited to our wants where we have comparatively untaught pupils to deal with. It is true that in our lamentable deficiency of high schools, our universities and colleges are compelled to do tutorial work. But the adoption of the elective system does not prevent the performance of the work which should have been done at schools, if the class of pupils is such as requires this preliminary discipline to adapt them HIS ADDRESSES 121 to a more thorough and higher university course. With the aid of assistants, such preHminary classes can be formed as may be necessary, and the students subjected to rigorous mental training immediately under the eye of the professor. A guarantee would thus be secured that the teaching would be well done. It does not follow that a preparatory school would have to be established by each professor. Some students, for example, might be able to attend advantageously the lectures of the professor in the department of ancient languages, but would derive great advantage from the training given by the daily searching questions of an as- sistant in the department of mathematics. In this the system offers great advantages over the pre- scribed curriculum. The student is classified in each de- partment according to his proficiency, or soon classifies himself. Assistant instructors would be required for the tutorial work according to the number and qualifications of the students. As these views are designed to be practical in their character, we will be excused for particularizing, and at- tending to the working of special institutions. Washington College in Virginia, over which General Lee presides, is organized upon the elective system. It has enjoyed in the past few years unparalleled prosperity. Many students are there who would not be admitted in our colleges organized upon the close curriculum. And, on the contrary, it may be, many students are permitted to leave our colleges awarded with a diploma, honored with 122 DR. WILLIAM LEROY BROUN the title of graduate^ who would require several years of study to receive a similar honor at the institution al- luded to. The system thus exacts thorough scholarship as the requisite for a diploma, while it is adapted to do the disciplinary work designed properly for high schools. It includes both tutorial and professorial labors, and for that reason is most eminently and specially adapted to our immediate wants. It thus can be made to supply the existing deficiency of which all our colleges so justly com- plain, — that their lower classes are filled with undisci- plined and untrained students. Nowhere else is the ex- pansiveness of the system more apparent. It secures improvable material, descends to tutorial work, and dig- nifies with a diploma only those who exhibit high attain- ments, tested as they are, by means not of a formal oral examination, but by written examinations that are rigor- ous and searching. The system demands labor, — earnest, enthusiastic work on the part of both student and professor. It be- gets life, activity, and energy. A drone cannot live in the atmosphere it generates. And sometimes, unfortu- nately for the cause of education, it must be confessed that drones are found in college chairs. It enables the professor to exact a higher standard of attainment than he is permitted to do in a prescribed cur- riculum, for the reason that in a prescribed course the institution is pledged to graduate on the completion of a certain definite amount of each subject; and deficiency in HIS ADDRESSES 123 some departments is atoned for in the general average by success in others. But in the elective system the distinctiveness of each department and the plan of separate diplomas render each professor absolute in his own sphere, and leave him un- trammeled in his decisions by the success or failure of the student in other departments. The system, therefore, of giving special diplomas in each department does not degrade scholarship but elevates it. This fact is easily demonstrated by remarking the very great disproportion existing between the number of students and the number of graduates in attendance at those institutions where the elective system is adopted, in comparison with the number of graduates and students at those which adhere to the restrictive system. This dis- proportion demonstrates the high standard necessary to be attained to receive a diploma, and not that there is more study done under the restrictive system. Because not a single student was declared a graduate in a well known college from a body of nearly four hun- dred young men, and because of two hundred students in mathematics at another institution using the elective system only twelve were declared graduates, it would be great injustice to the teachers and students of those insti- tutions to infer that a small amount of study was done, that the system " encouraged literary triflers," as a dis- tinguished president of one of our Southern colleges once declared. It only demonstrates the high standard of scholarship required for graduation. The probabilities 124 DR. WILLIAM LEROY BROUN are that one- fourth of the number who failed to graduate had prosecuted successfully a more extended course of study than is accomplished by the average grade of grad- uates of the colleges adhering to the close system. A high standard of scholarship is maintained by rigor- ous examinations at the close of the collegiate course, and not by formal ones at the beginning. In the close course there is a formal difficulty to get in but still less to get out, while in the elective system it is not the admission but the passing out with a diploma that is attended with difficulty. This diploma is the reward of merit, of proficiency, as attested by examina- tions of the strictest scrutiny, and is not a mere certificate of so many years' residence at college. (6.) The high energizing reactive influence which this demand upon the student's mental powers exerts upon the professor brings about a degree of mental activity among students and professors rarely equaled or approximated to in the dull routine of the curriculum. Its influence is also soon recognized in the improvement of the schools. The high standard of attainments required of its grad- uates causes them to become most skillful and exact teach- ers. They thus undertake to perform the tutorial work in the academies, and thereby soon relieve the college of this necessity. Experience soon demonstrates that the more thoroughly a student is prepared in the academies, the more certain he is of success. The consequence is that in the academies which undertake to prepare stu- dents for this elective system they often complete a more HIS ADDRESSES 125 extensive course in the classics and in mathematics than is required for graduation in many of our colleges.^ 2 It is not an uncommon thing for pupils of those high schools conducted by graduates of the University of Virginia to complete at the school the usual Latin and Greek course taught at colleges, including several plays of Euripides or Sophocles, — to write largely of Latin and Greek prose; in mathematics, to complete Descriptive Geometry, a full course of Analytical Geometry, including Geometry of Three Dimensions, and a course of Calculus, as Courtenay's; in French, to translate several of the plays of Moliere and Racine; in German, to translate Schiller's Wilhelm Tell, or its equivalent. The writer's former connection with schools of the class alluded to enables him to speak definitely and accurately. As an example, there is submitted the following examination in Analytical Geometry, which was given in one of these preparatory schools : L Prove that the general equation of the second degree between two variables will always represent one of the conic sections. IL Find the equation of the conchoid and construct the curve. IIL Prove that the cosine of the angle included between two lines is equal to the product of the cosines of the angles which the lines in space form with the co-ordinate axes. IV. Determine graphically the roots of the equation x^ + 8a'3 4- 23x2 + S2X -f 16 = o. V. Find the general equation of a plane. VI. Prove that every equation of the first degree between three variables is the equation of a plane. VII. Find the value of the perpendicular drawn from the point (x' y' z') to the plane 8;»r -{- 93; — 2r-|-^=o. VIII. Find the value of the angle included between the two planes represented by the equations — 5^ — 7^ + 3^ + I = 0. 2;r+y — 35r = o. IX. Find the equation of a right cone with an elliptical base. X. Discuss the equation Mz^ + Ny"^ -f Lx"^ -j- P = 0, and determine the surface represented. XL Determine the general equation of the tangent plane to sur- faces which have a center. 126 DR. WILLIAM LEROY BROUN The argument therefore is that it is impossible to ele- vate the standard of scholarship to any great degree so long as we are unprovided with good disciplinary schools and academies, and that the mental training of the acad- emy depends on the attainments of the teacher that are demanded by the college for his graduation, and not on the requirements the college makes for the admission of students to the lower classes. The college is thus de- barred from exacting high attainments, and produces no reactive influence on academies. It is compelled by its own prescribed course to conform itself year after year to the same standard. Whereas in the elective system the growth is perceptible from year to year. The acad- emies improve, the students go to the college better pre- pared, and the professor is enabled to pretermit the tutorial work in a great degree, and to go forward and render his course each year more extensive and more thorough. (7.) The elective system is the greater and includes the lesser. It does all that the prescribed course does and more also. It is capable of descending lower and ascend- ing higher. It can both supply the deficiency of academies and offer a postgraduate course. The pro- fessor can exact certain generally attainable acquirements for ordinary graduation ; and besides can organize for the more clever students, and for those who desire to perfect themselves more thoroughly in certain departments, a postgraduate course, which will in no manner conflict with the general arrangement, but will be a coordinate part of the system. HIS ADDRESSES 127 We sum up the arguments we have presented in favor of the elective system, as follows : 1st. Its character especially adapts it to the varying wants of the young men of the South : and particularly to those whose limited means will not admit of a complete course, hence its especial adaptation to our present neces- sities. 2d. It is equally adapted to those who desire a practical and scientific training and to those who prefer to become disciplined in those habits of thought superinduced by a study of the ancient languages. 3d. It is broad, flexible, expansive, and progress- ive. It includes the prescribed curriculum and more, and is ready to introduce without change any subject that time may prove essential to the well-being of so- ciety. 4th. It supplies the deficiency of academies, perform- ing when necessary tutorial work. 5th. It elevates scholarship to a far higher rank than is attainable in the restrictive system. 6th. It excites an unusual amount of mental activity among students and professors, and reacts to the im- provement of academies. 7th. It admits without change of plan a postgraduate 3 The educational reform exciting at present so much interest in England ceases to be a subject of controversy with the adoption of the elective system, for equal opportunities are here presented to the advocates of a literary or a scientific culture. But we are in- clined to regard the capacity of this system to elevate scholarship 128 DR. WILLIAM LEROY BROUN These general arguments are conclusive in favor of the elective system. But we must be understood, for we do not pretend that it will do all that is claimed for it without the proper men. No system can make a clever man of one constitutionally dull, and none can make a good professor of a naturally stupid man. Yet, we are convinced that the system that places a pro- fessor upon his own merits and requires him to desert text-books and lecture regularly will incite cleverness, and serve as an antidote to what otherwise would be natural dullness. It compels work, earnest work, on the part of both professor and student. We speak advisedly when we say that we have known professors under this elective system to do more real work in the preparation of their and exact thoroughness as one of its chief merits. Says Mr. J. M. Wilson, " I hold that a boy is best educated by learning something of many things, and much of something."' In the prescribed course, when the time for each subject is limited, does the boy learn much of something, in the sense here used? Says Professor A. De Mor- gan, in a lecture delivered at University College, London, — " When the student has occupied his time in learning a moderate portion of many different things, what has he acquired, — extensive knowledge or useful habits? Even if he can be said to have varied learning, it will not be long true of him, for nothing flies so quickly as half digested knowledge; and when this is gone there remains but a slender portion of useful power. A small quantity of learning quickly evaporates from a mind which never held any learning, except in small quantities; .... men who have given deep at- tention to one or more liberal studies can learn to the end of their lives ; and are able to retain and apply very small quantities of other kinds of knowledge; while those who have never learned much of any one thing seldom acquire new knowledge after they attain to years of maturity, and frequently lose the greater part of that which they once possessed." HIS ADDRESSES 129 lectures and to perform more of the real drudgery of teaching in one month than we have seen some perform in the course of the whole collegiate year under the pre- scribed system. We remember having once heard a pro- fessor in perfect naivete remark that in a certain well known text-book his course consisted of eighteen lectures, and that, as he had committed them perfectly to memory and could repeat them word for word, therefore he had nothing more to do! Such a system as would tolerate such a professor has been an obstacle to progress, a positive injury to the youth, who, under the guise of being educated, of having their mental faculties unfolded, educed, and disciplined, have often had them dwarfed and in some instances ruined by the fatal mistake of regarding the filling the mind as a vast storehouse with an undigested collection of facts as the object of collegiate education. It is strange that it is found so hard to induce some teachers to leave off their mental swaddling-clothes. Useful formation and not useful information should constitute the chief object of collegiate education. The system the peculiar features of which we have en- deavored to explain was established in this country, through the influence of Mr. Jefferson, and found its full development in the University of Virginia. Established in 1825, it met the concurrent opposition of all the re- ligious denominations; and, under the obloquy of infidel- ity to the Christian religion, struggled, with few students and with frequent and serious riots, until its high standard I30 DR. WILLIAM LEROY BROUN of scholarship and the Christian character of its pro- fessors established its reputation and secured its success. It has been the means of totally reforming the system of teaching in the academies and schools in the State of Virginia, and in very many of those in the other Southern States. The superiority of scholarship attained at the institu- tion where this system was first introduced was clearly attested during the late war. When it became necessary to reorganize the ordnance department of the Confederate States, the secretary of war ordered the examination of all candidates for appointment. Under this order, exam- inations were held at the several headquarters of all the armies then in the service of the Confederate States. The result was that four-fifths of those recommended by the board of examiners were graduates in some form of the University of Virginia.* Its success in elevating scholarship and in extending its healthful influence to high schools has attracted de- served attention, and we find that three important colleges in Virginia, the University of South Carolina, and the Kentucky University have abolished the old curriculum for the more expansive elective system. Their success will only be secured by maintaining a high standard of scholarship.^ * The writer was appointed by the secretary of war to prepare the examinations, and to conduct the same at the several headquar- ters of the armies. The examinations were all conducted in writ- ing. This was an unexpected, but no doubt deserved compliment. 5 Since this Report was read, we learn that the trustees of the HIS ADDRESSES 131 After a sufficient number of good schools have been estabhshed throughout the South to do the requisite elementary training, it may remain a question for discus- sion whether it will then be advisable to continue the elective system in those colleges that depend on local patronage, the majority of whose students are content with a limited education. Such colleges should corre- spond to the gymnasia of Germany, and by becoming thorough training schools, confining themselves to the permanent studies, they would greatly advance the cause of sound learning. But for an institution that aspires to be a university not in name alone; that aspires to be universal in its character, adapted to all classes ; that undertakes to teach the '' permanent studies that link us to the past, and the progressive studies that connect us with the present and future " ; that professes both to educate, and to fit by in- struction in special schools for practical life, — the elec- tive system is that best adapted to enable it fully to per- form its functions under all circumstances. The people require this universal system adapted to all classes, a system adapted to the rich as well as to the poor, a system equally adapted for liberal culture or special instruction. Its adoption would winnow the chaff from the wheat, substitute sense for sound, knowledge for the University of North Carolina propose to reorganize that institu- tion upon a plan better adapted to meet the wants of the age ; in the main, adopting the plan whose advantages it has been the object of this report to present, — that is, the elective system of independent schools. 132 DR. WILLIAM LEROY BROUN symbol of knowledge, and render a diploma a mark of real attainments. But objections of this kind have been urged by some against this elective system : " Before they [the boys] are properly prepared, they present themselves for ad- mission into college, and are allowed to make their own selection of studies. Are they qualified to reach a wise conclusion in a subject of such importance and difficulty? Do they not generally select those subjects which require the least effort ? Unquestionably this has been the result where the elective system has been adopted." ^ Let us see if such has been the result. Examine the catalogue of the University of Virginia, the only institu- tion in America where the elective system has been in successful operation for more than forty years, and where it existed a quarter of a century before Dr. Wayland at- tempted to introduce it in Brown University. How does the number of students in the more difficult and less diffi- cult subjects compare? We find, from an accurate table of the number of students in attendance in each class from 1825 to 1867, the following to be the result : In the Department of Mathematics, 4672 Students " " " " Latin and Greek, 4117 '* " Modern Languages, 3720 " " " " " Natural Philosophy, 3215 " " " " Moral Philosophy, 2967 " " " " Chemistry, 2122 « A new scheme of organization, instruction, and government for the University of Alabama, by James T. Murfee, architect and late commandant cadets, Tuskaloosa, Alabama, — 1867. HIS ADDRESSES 133 We see, therefore, that an experience of forty-two years proves that just the opposite to what objectors have urged is true. The more difficult subjects as mathe- matics and ancient languages, which constitute the basis of all thorough education, are more frequently elected than the less difficult ones of moral philosophy and chemistry. The practical working of the system is that the election is made for the young student by his parent or teacher long before he enters college, or by his professor for him when he enters. What studies shall he take the first year and what the second year constitute a subject of anxious inquiry on the part of the parent, teacher, and student; and the conclu- sion is only reached after much consultation with friends capable of advising, when all the circumstances appli- cable to the particular care are considered, including pro- ficiency, aptness to acquire, studious habits, probable pro- fession or business, and the number of years he may be able to attend college. The untutored boy, therefore, in fact does not elect his own studies, but those do who best know his capacity and know what training is best suited for his peculiar develop- ment. The boy is left neither to himself nor to a fixed prescribed course. We regard this system as eminently adapted to our present necessities, and therefore, so far, provisional in its character. A complete system of educational institu- tions would require the common school, the grammar 134 DR. WILLIAM LEROY BROUN school, the high school, the college, and the university, each performing its own peculiar functions without trenching on the other; all coordinated together and forming one graduated and complete system. The uni- versity should rank superior to the college by affording opportunities for special instruction in the various profes- sions of life, and by a more extended course in science and literature than is adapted to collegiate education. The great cost of the machinery of education for scien- tific professional life, where it is necessary to furnish ex- pensive apparatus and models, demonstrates the economy of concentration. Hence it is neither economical nor wise to attempt to multiply universities. A university organized on this system should properly be designed only for those who have already received a fair collegiate training; but, as previously remarked, in the absence of those good schools necessary to give the requisite train- ing, by this system the required disciplinary work can be performed. We do not desire to be understood as advocating practical knowledge only; yet, while we adopt Kant's definition that " the duty of education is to reveal to our consciousness — to evolve — the inherent ideal of divinity in man," we must say, with Herbert Spencer, the im- portant question for us is, '' how to live." " In what way to treat the body," says he; " in what way to treat the mind ; in what way to bring up a family ; in what way to behave as a citizen; in what way to utilize all those sources of happiness which nature supplies; how to use HIS ADDRESSES 135 all our faculties to the greatest advantage of ourselves and others, constitute the great thing needful for us to learn, and by consequence is the great thing which educa- tion has to teach." We cannot hope to do everything at once. We ac- knovv^ledge the high and noble ultimate aim of education to develop the " inherent divinity " within us, but we must be content now to lay the basis, the groundwork of that noble superstructure. There can be no development, no high culture without leisure. There can be no leisure without wealth. Hence the necessity that is upon us, the people of the South, to do what our forefathers did, — to do the work that is essential in a frontier civilization, in order to es- tablish the basis of a higher culture : and hence the ne- cessity of an education adapted to that end, and of a system, provisional it may be for colleges, that admits of special instruction; that undertakes both to supply the present deficiency of schools, and to elevate the standard of scholarship; that is equally adapted to those whose means will admit of a liberal education as well as to those who are compelled to be content with that partial educa- tion which necessity has imposed upon them. Is it not a proof of the failure of our system of col- legiate education, and of its non-adaptation to the wants of the people, that so many of our colleges are losing pat- ronage as to be incapable of self-support? Are not our colleges losing the confidence of the people by their failure to furnish the men needed by the times ? Are' they doing 136 DR. WILLIAM LEROY BROUN the work needed ? These are grave questions worthy of careful consideration. The successful establishment of the scientific schools of Harvard, Yale, and Columbia Colleges as independent departments, and the recent establishment of the Institute of Technology in Boston all indicate the requirements of the times, as well as the attempt to introduce a scientific course in very many of our Southern colleges. But in many of the colleges alluded to the attempt has been made to '' tack on " a scientific course as a mere appendage to the old traditional system. By consequence we will thus have two totally different educations, " incongruous in aim and alien in spirit," which will not only fail to strengthen and support each other, but may exert mutually an injurious influence. By the elective system this antagonism is destroyed, and a certain repression of classical studies can be effected by those who desire it, and the time spent in the prosecution of those subjects which hardly existed in name a quarter of a century ago, the development of which so eminently distinguish the age in which we live. No other proof need be offered to demonstrate the necessity of a radical change in our system of collegiate education and its lack of adaptation to our present necessities than the fact that since the present curriculum was introduced new sciences have been discovered with which men are now compelled to be familiar, otherwise they are not educated for the age in which they live; otherwise they cannot hope to furnish living illustrations of Milton's noble definition of a " com- HIS ADDRESSES 137 plete and generous education," as " that which fits a man to perform justly, skillfully, and magnanimously all the offices, both private and public, of peace and war." TECHNICAL EDUCATION IN ALABAMA (Baccalaureate Address at the Agricultural and Mechanical College, Auburn, Ala.) I deem it not inappropriate on this occasion to present in a brief, distinct form the educational work of this col- lege as now organized by the authority and the approval of the trustees. The State of Alabama is trustee of the fund consti- tuting the endowment of the college, given by the con- gress of the United States, which endowment is subject to certain conditions, expressed in the often quoted act of congress. This act declares, " The leading object of the col- lege established with this fund shall be, without exclud- ing other scientific and classical studies and includ- ing military tactics, to teach such branches of learning as are related to agriculture and the mechanic arts." I would have you mark the language of the law which constitutes the charter of this college. It does not say the exclusive object, or even the leading object, shall be to teach agriculture and the mechanic arts, but the lead- ing object shall be to " teach such branches of learning as are related to agriculture and the mechanic arts." This at once leads us to inquire what are the branches 138 DR. WILLIAM LEROY BROUN of learning related to these subjects? What are related to agriculture ? First, above all others, must remain chemistry, that wonderful science of atoms and molecules that treats of the affinities and interchanges of matter, of matter so minute as to be invisible with the most powerful micro- scope ; that science that tells of the laws that govern the growth of plants and animals, that enters the dark re- cesses of the earth and with her torch illumines the hid- den processes by which the dead mineral is made living matter, — is made part of the living plant, thus furnishing man with food and clothes. This science that has grown in the last generation to be an overshadowing tree, giving in its varied applications to the arts the rich fruit on which modern civilization has flourished, is of all others preeminently related to agriculture, being that by which scientific agriculture has been made possible, and on which its future advance- ment depends. Hence the study of chemistry is made one of the lead- ing objects of this institution, being made to cover three years of consecutive work, in which the student is taught not simply the laws of chemical science, but by hand work and eye work is taught how, by the unerring bal- ance, to separate a compound into its component parts, to determine its constituent elements, to determine the nature of the soil and the value of the fertilizers he would apply thereto. He is taught not only chemistry in its applications to agriculture, but also its applications to HIS ADDRESSES 139 the varied useful arts that distinguish modern life. But the intelligent farmer would also wish to know something of the laws by which, under the influence of moisture, the heat rays cause the seed to change from its dormant condition, in which it may remain for years, and burst into life, into a living, growing plant, — somewhat of that mysterious power possessed by solar light that enables the green plant leaf to build up its form by ad- ding atom by atom of carbon from the air we breathe, — something of all those hidden and, to some extent, yet unexplained laws of life and of heat and of electricity also that influence life and growth on the earth we inhabit. He would wish to know the causes that control the gentle dews and refreshing rains, or that send the blight- ing frost and destructive storm. He would wish to know how capillary action is promoted by deep plowing; why a distressing drought is not an unmitigated evil; how the fertilizing salts brought from the unreached depths may increase the fertility of the soil and give in subsequent years abundant harvest. This and kindred knowledge he would attain by the study of physics, for which ample provision is made in this institution. Again, the organic structures and the functions of ani- mal and plant life constitute a large field of inquiry, em- braced in these comprehensive studies, — botany, zoology, and physiology. All these find a place in our educational work and are classed among the leading objects of study, extending over four years of college life, including in their 140 DR. WILLIAM LEROY BROUN manner of treatment special applications to the study of insects injurious and beneficial to plant life, and to the study of diseases and remedies incident thereto. Nor is it paper science alone that is here taught in this depart- ment. With nearly a score of microscopes at the dis- posal of the students, they learn in the laboratory to deal with things, not words; they learn how, with hand and eye, to observe, analyze, determine, the plant or animal submitted for examination. All this is work, scientific work, required of our students as one of the branches of learning related to agriculture. Again, the educated, scientific farmer should, know something of the origin of the soil he cultivates so as to form a correct conclusion of the character of the fertility it exhibits. He should also understand the constitution of its rocks and minerals as well as be able to recognize by the outcrop the character of his geological horizon. Hence mineralogy and geology in its economic relations are branches of learning related to agriculture, for which the student will here find special facilities. Not alone are the sciences of chemistry, physics, botany, mineralogy, physiology, and geology branches of learning related to agriculture, but in its wider sense these applications of the general laws of physics that con- stitute the science of meteorology must not be neglected ; and at this institution they receive special attention as witnessed in the monthly bulletins giving the results of the meteorological observations and in the weather fore- casts indicated by daily signals, HIS ADDRESSES 141 But the authorities of the college, with intent to ful- fill in any and every respect all the requirements of the law, have not only provided for instruction in the branches of learning we have just named, but also have provided in the Farm and Experiment Station that the great laboratory of nature shall be questioned, that our students may learn when and how to plant and sow, how to cultivate and harvest; may see the deductions of the class-room verified in nature's laboratory; may have the results of the accumulated experiences of the most intelligent and successful farmers set forth in lectures that constitute a storehouse of knowledge, invaluable to those who may follow the vocation of the farmer. But their efforts to benefit the large interests of agri- culture in Alabama have not been limited simply to in- struction given to students who enter the halls of this college. Through the Experiment Station where numerous ex- periments in horticulture and agriculture are annually made, where results and conclusions are widely dis- tributed throughout the State, we may reasonably expect an increased scientific knowledge among the farmers, and hence an increase of agricultural products as the re- sult of the adoption of improved methods. But this Experiment Station, in the interest of the agriculturists, has also an important function in pro- tecting the farmers of Alabama from imposition in the sale of inferior fertilizers; and in the short time it has been established it has, — by the more than five thou- 142 DR. WILLIAM LEROY BROUN sand separate chemical analyses here determined, and by the dissemination of the results and conclusions of the experiments made, — already returned to the farm- ers many times in value the amount expended on its sup- port; and from it in coming years, with proper encour- agement from the State, important results must follow. But not alone must the leading object of this college be to teach the branches of learning that relate to agri- culture, but also, as the law requires, its object is to teach those branches of learning that relate to mechanic arts. And what are the branches related thereto, and how has the law been complied with ? The arts by which the raw material is converted into food and clothing for civilized men, by which towns and cities are built, by which rivers are spanned and roads and canals are con- structed, by which the ocean is made a highway for transportation and manufacturing rendered possible, — all these and all that mark the high progress of the pres- ent century are directly or remotely dependent on the progress in mechanic arts. The studies that relate to mechanic arts are the studies that relate to busy, active life in some of the phases that mark' this industrial age. Hence, to comply with the charter, we must teach chemistry in its applications, physics with its phenomena and laws, mechanics with its law of forces and its application to machinery and con- struction. We must teach all these applications of chemistry. HIS ADDRESSES 143 physics, and mechanics that are not recognized as classed under the general name of engineering. Definite pro- vision is made for instruction in these subjects that are not overshadowed, nor placed in the background, but are made, in the courses of study established, to constitute a leading object of education. But, to comply with the spirit of the wise provisions of this law to its full extent, the trustees have recently established, as soon as means were provided therefor, a special laboratory of mechanic arts, — a laboratory where manual training, where hand work and brain work are daily combined. Here the students daily work with the plane, the saw, the chisel, or construct mate- rial into the prescribed form by the whirling lathe, or determine by rigid science the efficient power of the en- gine that controls the machinery of the laboratory. Here by this hand training, working from drawings by a series of graded lessons, not only does the hand ac- quire skill and the eye accuracy, but the brain thinks and a spirit of inquiry and investigation is encouraged. This laboratory is not simply manual training, but it is brain training and character training. Here the boy sees labor dignified, elevated. He is no longer afraid nor ashamed to work. He hesitates not to learn how to ex- press his brain thought in the concrete through hand- work, and takes a just pride in every proof of manual skill. In no sense, we may add, is this laboratory designed simply to make skilled mechanics. Its object is through 144 DR. WILLIAM LEROY BROUN the hand and eye better to educate the boy, to give him increased power, to teach him to do something, and thus better fit him for the duties of life in this industrial age, whatever his vocation may be. Says Ruskin : " To know the use, either of land or tools, you must know what useful things can grow from the one and be made with the other. And therefore I know what is useful and what is useless. And to be skilled, to provide the one, and wise to scorn the other, is the first need of all industrial men." At the tercentenary celebration of the University of Edinburgh, the rector declared that for three centuries that university had been famous for two things, " plain living and high thinking." Here we would fain hope that in the years to come it may be said this college was famous for/ three things, — ^ plain living, true thinking, and earnest working, — earnest working with tools. " Man," says Carlyle, " is a tool-using animal. No- w^here do you find him without tools ; without tools he is nothing, with tools he is all." This training of the hand and eye in the use of tools is rapidly coming to be recognized as an important and essential feature in modern, education. In all techno- logical institutes, in Europe and in this country, also, it holds an important place; and, in some form, its intro- duction in the public schools is earnestly advocated. While we were engaged establishing our plant of the mechanic art laboratory at this college last summer the board of education of the city of Philadelphia were call- HIS ADDRESSES 145 ing attention to their new manual training school. " This manual training," they said, " is intended to give the boys such a knowledge of the tools and materials employed in the chief industrial pursuits of our time as shall place them in more direct and sympathetic relation with the great activities of the business world." " This school," they add, " will make our public edu- cation not only more complete and systematic in char- acter than it has been, but it will be at the same time better adapted to enable the pupils to win their way in life. No matter what future a parent may have marked out for his boy, whether he be intended for an industrial, mercantile, or professional occupation, it is believed that such an education will be of immense advantage to him." We have here in these expressions a confirmation of views which now are generally concurred in by educa- tors. In establishing this laboratory the trustees have placed Alabama in the front of progress in industrial educa- tion, as she was thereby among the first of the South- ern States to adopt what is now being introduced else- where with approbation. This review of the character of education provided for in this college for the youth of Alabama would be incomplete should we fail to mention that drawing in its elementary, as well as in its higher and technical forms, is made a prominent feature. Practice is daily required in this valuable auxiliary in industrial education by which the eye is trained to accuracy of form and ob- 146 DR. WILLIAM LEROY BROUN servation and the hand to express rapidly and vividly by this universal language the forms which the mind conceives. In all scientific education the study and prac- tice of drawing holds an important place, whether re- garded as a means of educational discipline or in its practical relations to the industries of life. There is also in this college, on the practical side of education, provisions made for acquiring skill in the art of printing, in practical telegraphy, and in type- writing. But the question is asked, are these studies that we have named the only branches of learning that are re- lated to agriculture and the mechanic arts, and are not time and attention given to those subjects of general education pursued at other colleges? Universal experience has demonstrated that educa- tional success requires a broad, solid foundation on which to build; that general education, general culture must precede special training; that, to prosecute science and its applications, that student will meet with the great- est success whose mind has been trained and disciplined by the continued study of mathematics and language; hence in the early years of a student's college life he is here subjected to daily training in the study of the Eng- lish language that he may learn to express his thoughts with precision, and in its higher forms receive that cul- ture that comes of familiarity with the pure and en- nobling thoughts that the true and high have bequeathed to the ages. He is also here subjected to daily train- HIS ADDRESSES 147 ing in the stern discipline of mathematics that he may learn to reason logically, that he may learn the language in which science is expressed. On this broad founda- tion well laid is the superstructure of scientific educa- tion raised. But the broad and comprehensive charter under which this college exists gives other duties, other responsibili- ties than those which have been discussed and defined to be '' its leading objects." It says that these things shall be done, but that others shall not be left undone, — that its leading object shall be accomplished " without ex- cluding other scientific and classical studies," and all this shall be done in order to promote " liberal and prac- tical education." Hence there is provided also a gen- eral course of education which includes Latin and mod- ern languages, — a course less technical, less scientific, to meet the wants of those who have selected no definite vocation in life as well as of those who propose to en- gage in teaching or some commercial business. And as far as the time permits, without trenching too much on the leading object, the education given here includes also some general knowledge of those compre- hensive sciences which treat of the laws and relations of commerce, of labor and capital, and the phenomena and laws of mind and morals, not neglecting the history of former generations of men, nor the sublime story of the heavens. The charter also names one subject that shall be taught, and it is the only subject that is named. It says 148 DR. WILLIAM LEROY BROUN the education given in this college must include military tactics ; and, as organized at present, the students of this college enjoy in this department equal advantages with those who are under the care of the government at the National Military Academy. In this examination of the character of the education given here, we see that the leading object, as defined by the charter, is kept clearly in view, and the courses of education are made with distinct reference thereto. In all the States these colleges established under the national grant have been subjected to criticism, ofteq adverse, generally unwise and unjust, arising from a misapprehension in regard to the object to be accom- plished, as so clearly defined in the act of congress. This misapprehension arises in the public mind in a great degree, I apprehend, from the name the colleges bear. Their leading object is to teach, — to teach not agriculture nor mechanic arts simply — it is nowhere so nominated in the act — but to teach those branches of learning related thereto. Hence they are in fact — and should so be known — the national schools of science, the technical institutes of America. And in con- formity with this general and more comprehensive view, the trustees permit that this college may also bear the name of the Alabama Polytechnic Institute ; and we ear- nestly hope that it may, in the not distant years, prove itself worthy of the name. Our object being to teach the principles and applica- tions of science, to accomplish this in the best possible HIS ADDRESSES 149 way the distinctive feature of laboratory instruction is made specially prominent. Hence in the interest of practical education, — not only in agriculture, with the appliances in use, and in the mechanic arts, with the plane, the saw, the chisel, and the lathe, — are things, not words, taught to the hand and eye; and also in the allied sciences are working laboratories established, where students work with hand and eye; in chemistry, with crucible, retort, and balance; in botany, with their microscopes; in engineering, with the transit and level; in drawing, with the dividers, scale and square, and in printing and telegraphy, with the same appliances that are used in practical operations. All these are laboratory means of education, where in applying the principles of science the hand and eye are taught skill and accuracy, and thus a more complete and rounded education is given than where they are neg- lected. The boy is taught the art of doing things, is taught to execute, to do something ; and by his increased power acquires strength and self-reliance. And the boy who possesses skill in the use of his hands and fingers in some useful art possesses a something which will not only make bread-winning easier, but also make his hap- piness greater and his usefulness larger. Ever keeping in mind the fundamental truth that general education must precede technical, that technical education, to be of real worth and bear fruit, must be founded on that general education that imparts mental discipline and vigor and trains the mind to think and ISO DR. WILLIAM LEROY BROUN reason accurately, this college, loyal to this truth, will use every effort to advance in the applications of science, every effort to promote technical education as best it may with the means at its disposal, taking care to ad- vance as rapidly as its environments will permit, but at the same time taking care not to advance too rapidly. But all training of the hand and eye, all discipline of the mind, no matter how excellent and thorough it may be, will all bear bitter fruit, all be but ashes and dross, unless the heart is filled with a high sense of duty, un- less self is made to retire, unless love of what is pure and high give inspiration to noble deeds, unless the spirit of Christian philosophy fill the soul. No college can take the place of home, but college can supplement home work, can guard, guide, direct, and inspire. We cannot always reform, but under the blessing of our Heavenly Father we may do much toward forming true men, — men who love the truth and fear only evil, — and to this end all the efforts of the officers are directed. But one word in regard to what has been accomplished in the past few years, since the State for the first time gave substantial support to this institution. The trus- tees of the college have established in the interest of ag- riculture an experiment station, one of the first then es- tablished in the South; have provided officers; have equipped laboratories, — all fof work in the exclusive interest of the farmers of the State. The function of this station is four-fold, — for pro- tection, discovery, dissemination, and illustration; pro- HIS ADDRESSES 151 tection by chemical analysis from imposition of imper- fect fertilizers ; discovery by experiment and observation (as all discoveries in science are made) of the best method of cultivation, of the varieties of plants best adapted to our soil and climate, and of their diseases and remedies; dissemination of the results and conclusions to those most interested, and for illustrating to students the most improved methods used. The Experiment Station has just begun its work. It has before it a work of great magnitude: no less than to improve the methods of agriculture now adopted in this State and thereby increase its production, to raise Alabama from the position assigned her in the last census and give her that to which she is entitled by the fertility of her soil. Farmers cannot, even when they possess the intelli- gence necessary, expend the time and means required to solve questions in agriculture by experiment. This must be done, if done at all, at the public expense for the common good. The Experiment Station, we must bear in mind, is es- tablished exclusively in the farmer's interest; and if the national government should fail to make the liberal ap- propriation now proposed in congress, our own State should extend its fostering hand, build up commodious laboratories and equip them with all modern appliances for the different departments of chemistry, that hand- maid of agriculture, without which scientific progress is not possible. It should increase its facilities, and not 152 DR. WILLIAM LEROY BROUN permit the important work begun, whose potent results lie in the future, to be abridged for lack of the appli- ances required. Again, there has been established and partly equipped by the trustees the Mechanic Arts Laboratory, that es- sential adjunct in all technical education, where skill and the use of tools is acquired ; and where labor, guided by the brain, is lifted from the plane of drudgery to the post of honor; a laboratory which we hope will soon be completed in all its parts, and be made the equal in ap- pliances of any in the Union. In this important modern phase of scientific education, Alabama has priority in time, and should not consent to inferiority in equipment. But what relation has technical education to modern civilization, and what benefit may be expected there- from? Let me simply mention two statistical facts for your consideration : " In the manufactures of Great Britain alone, the power which steam exerts is esti- mated to be equal to the manual labor of four hundred millions of men, or more than double the number of men supposed to inhabit the globe." Here is the remarkable fact that a few millions of peo- ple in the limits of Great Britain, by the means of tools, by the foundry, the forge, and machine shops applied to manufactures, — using steam as designed by their own Watt, — exert to-day more industrial power than all the combined people of the whole earth exerted one hun- dred years ago. HIS ADDRESSES 153 Again, as exhibiting the value of thought and skill applied to raw material, the statistics of the United States show that while the capital and number of per- sons employed in manufactures is less than one-third of the capital and number of persons employed in agri- culture, yet the increased value of the manufactured product above that of the raw material used, the in- creased value given to the raw material by two of the machines, directed by skill and intelligence, is nearly equal in value to the total production of all the farms in the United States. These two striking facts show the value of skill and intelligence over unskilled labor, of brain power over brawn; they indicate the important part that skilled in- dustrial power has in modern civilization; and they clearly demonstrate that for a State to equip her youth by a proper education for this age of steam and steel, for Alabama to realize the possibilities of her fertile fields, of her natural highways of commerce, of her vast re- sources of wood, coal, and iron, for Alabama to plan wisely now for the future of her own sons, her foster- ing hand should maintain, support, and encourage tech- nical education. Alabama's duty to herself Milton defined education to be that which fits a man to perform skillfully, magnanimously, and justly all the offices, both public and private, of peace and war. Education, according to this definition, does not look to 154 DR. WILLIAM LEROY BROUN self nor to culture for enjoyment's sake, but to the per- formance of duties, — duties of the most practical char- acter, " public and private, in peace and war." An edu- cated man must be able to perform with skill and with justice whatever offices life may impose upon him. This definition we see looks to the end, to the results, and not to the means employed. But, judged by this standard, how many college graduates would we call educated? In fact, but few men would fill the require- ment. It is so broad and comprehensive, and, indeed, may be regarded as the ideal standard to which we should endeavor to approximate. But the idea involved in the definition, old as it is, is what all educators will accept. It is the fitting for the duties of life. But in regard to the means best adapted for this preparation arises educational contro- versy that will continue to occupy a large space in lit- erature. Is this fitting, this training, this discipline which con- stitutes the ground work of all good education, best at- tained by the. old,' time-honored, classical course which involves a prolonged study of Latin and Greek, or by the study of modern science? I do not propose to occupy your time by entering upon the discussion of this question. In my opinion it is a question of time more than of relative advantages. I yield to none in my high appreciation of the disciplin- ary training resulting from the study of the classics, but am not prepared to admit its superiority to the study HIS ADDRESSES 155 of science, even of a mental discipline, apart from its im- portant applications to life. So far as mental discipline is an object of education, no one can maintain that the whole of discipline nor the best of discipline is monopolized by the classics alone, while it is true that it is not so much the nature of a subject that renders it a means of valuable mental dis- cipline as the method in which that subject is taught and the teachers by whom it is taught. Yet, it is no less true that scientific education, not the memorizing a string of scientific results, but the logical and accurate study of scientific principles, is a mental discipline of inestimable value not enjoyed by linguistic studies. It cultivates the faculty of accurate observa- tion and accurate thought and what preeminently gives it value; it forms by the study of methods by which scientific truth has been obtained the habit of inductive thought, and thus renders the mind familiar with the logic of what in every day life is called the wisdom of common sense. The question is, or should be, not whether this or that study is of advantage or not, but when all the circum- stances of the individual and his probable future voca- tion in life are considered, which study, in the limited time devoted to mental improvement, will be to him of most advantage? It is obvious that this view narrows the field to a selection of subjects with reference to fu- ture utility. While an extended study of the classics is of undoubted value to the future theologian and the 156 DR. WILLIAM LEROY BROUN study of calculus of value to the teacher, investigator, or engineer, these studies are not of equal value to all. In many instances time and money are wasted in the study of the classics, simply because in the common mind such studies are supposed to indicate culture of a higher order than they are justly entitled to; and our own ex- perience, on the other hand, has taught us that much val- uable time is frequently lost in the vain attempt to in- still into the minds of some students the subtle mys- teries of the calculus. Elementary mathematics is a mental discipline in- dispensable to all, but we have no hesitation in affirm- ing that a profound study of higher mathematical analy- sis is not only of little benefit but may be of posi- tive injury to him whose profession in life may require a ready vocabulary and a graceful use of the modes of expressing thought and sentiment. The language of higher mathematics is the language of symbols, and a continued use of this symbolic language habituates the mind to condense thought in bare jejune propositions of too concentrated a character to be of force in com- mon life, or to be appreciated by minds not similarly trained. Hence we regard it, an error for one whose profession is to be law or theology to devote too much time to higher mathematical analysis. The proposition we affirm is that all studies are not equally well adapted to all minds, and that in the se- lection of studies of most advantage reference must be had to the mental structure of the individual as well as I HIS ADDRESSES 157 to his probable future vocation in life. But we may consider a little closer some of the advantages of scien- tific education, as it is this training that constitutes the basis of all technical education. When science is properly taught it consists in train- ing the mind to comprehend relations, not in storing it with isolated facts. Should I content myself with tell- ing a student that the mass of the earth is eighty times greater than that of the moon, that Jupiter has four satellites, that heat is a mode of motion, that water con- sists of oxygen and hydrogen, I would no more educate him than I would were I to tell him the number of square feet in the floor of this room or the difference between a carpenter's hand-saw and a cooper's adz. I would be simply storing his mind with facts — be giv- ing him brick as material to construct his house. These facts would have their value, but they would continue to form a shapeless pile unless I should go further and show by inductive thought how to cement these bricks together into a comely edifice. But as bricks are essential elements tO' a house, so facts are essential ele- ments of an education. They all have their value, but they are not of equal value. And if mental discipline, in- ductive habit of thought, can be formed by studying the relation of facts that are themselves of value to the pos- sessor, then of so much more worth is that study which comprehends such facts. The mind trained in scien- tific methods of investigation, habituated to scrutinize closely, learns to regard a fact as only a link in a chain. 158 DR. WILLIAM LEROY BROUN It is not the phenomena but the relations between the phenomena that are considered. True knowledge, when other powers than those of memory are exercised, con- sists in a knowledge of relations. This is true science, and this searching for relations, this looking for the golden thread of induction that will bind the seemingly disconnected links together is the distinctive discipline of the study of science, a study by which the full strength of the intellect is educed. One of the distinctive characteristics of the discipline imparted by the study of science is independence of thought and consequent self-reliance. The truths of science rest upon a firmer basis than the authority of men, however eminent for their knowledge; they rest upon the solid basis of inductive logic. Opinions in science are valuable only so far as they represent gen- eralizations of observed phenomena — authority, as such, has little weight. In this respect scientific discipline differs greatly from that of linguistic and historical studies, where, on all disputed points, authority is the final refuge. Neither does science overestimate the value of words. " Words," says Hobbes, '^ are the counters of wise men, but the money of fools." Science deals not with words but with things, not so much with the formal expression of the concept as with the concept. Hence it cultivates not talk, but thought, not speech, but science; and this discipline of science is extremely wholesome to many. The South in a marked degree at the present time needs HIS ADDRESSES 159 not talkers, but doers ; not speech-makers, but corn-mak- ers, and iron-makers; not word-skill, but mechanical skill; not men who wish to be something, but men who wish to do something. In a peculiar manner is scien- tific education adapted to the people of the South at the present time. A higher order of literary culture, de- sirable as it is among people, is profitable only with them who enjoy leisure. Time is requisite for this culture, and leisure for its enjoyment and indulgence in advanc- ing life. This leisure is only possible where wealth ex- ists. When the labors of nine-tenths of a man's work- ing hours are required to provide for the physical ne- cessities of life only one-tenth is left for culture. Where the demands of physical life, food, raiment, and shelter are furnished by accumulated capital, representing the potential energy of former generations stored up for present use, then only the mental energies, unimpeded by physical necessities, may be directed to high intel- lectual culture. Situated as we are, our hope is in the wide and gen- eral diffusion of scientific knowledge. The South needs men familiar with the application of modern science, progressive agriculturists, architects, builders, civil and sanitary engineers, skilled mechanics, practical chemists and geologists, — men who will develop new in- dustries, bring to use her rich resources, and add to her wealth by increasing her productive capacity; and this necessity should be supplied by imparting to her own young men the requisite science training, a training that i6o DR. WILLIAM LEROY BROUN will familiarize them with principles as well as with re- sults; for technical education means not simply results and methods, but scientific principles as a basis of train- ing. With education there should be an adaptation, a fitting of its character to the wants of the people for whom it is designed. It should not be limited to a portion of the people, but be made to meet all their varied demands. Hence the necessity for both scientific and clerical insti- tutions. Now if education be a preparation, a fitting for the skillful performance of the duties of life, education in science is a necessity and not a luxury, — especially with us a necessity. A thorough absorption, an imbibition of scientific methods and scientific energy among our people, would energize the whole State. We teachers of Alabama all agree with the French commissioner, Simon, that '' that people who have the best schools are the first people; if not to-day, they will be to-m.orrow." That fact is our grand commission — to work for the to-morrow, to work for Alabama, to fit her youth to fight manfully and bravely the battle of life — to fit them, so far as in our power lies, to per- form, " skillfully, magnanimously, and justly all the of- fices, both public and private, of peace and war." " The common sense view of education," says Walter Smith, " is not culture for culture's sake, but — among a people who know what is meant by the pinching of poverty, who are compelled to look at the material com- HIS ADDRESSES i6i forts of life — that education is of value which carries with it a wage-earning power, which in some measure fits a man for the proper and satisfactory performance of the functions of life." This is the common sense view, not culture for culture's sake for a people who do not possess the ac- cumulations of former generations and hence have not the leisure to enjoy culture; but that is true education which increases the productive capacity of the individual and enables the young man who has to carve his own fortune to grapple manfully with the concrete problems of life and to stand on his feet and walk alone. This is preeminently the function of education in science. Hence we regard the future of Alabama in a large de- gree dependent on a wide and general diffusion of scientific knowledge. Especially do we regard this true, as its tendency is to impress upon those brought under its influence that lesson of supreme importance to our young men, — that corner-stone of the coming civiliza- tion, — the dignity of labor, of hand labor, directed and energized by brain power. A great English painter was once asked with what he mixed his paints. His reply was, "With brains, sir; with brains;" and among all the applications of power to economize labor the most efficient ever known is the educated brain power engine. We have discussed with you thus briefly the disci- plinary effects of the study of science, as that, in our view, is the groundwork of all technical education, of i62 DR. WILLIAM LEROY BROUN that education which includes the principles and the ap- plications of science. To learn empirically the application of science or the methods used in art is not technical education, but be- longs to the lower plane of industrial education. Let us note the difference in the meaning of the expressions. Technical education is an education in the principles and the application of science. It demands that a general education in the principles shall precede the special edu- cation in the applications, that general culture shall not be divorced from practical skill, and looks to attain the general culture chiefly given by the study of science; whereas industrial education is limited to a narrower sphere, and looks simply to the acquisition of practical skill. A technical college demands that facilities shall be offered for teaching the applications of science in its different departments; that laboratories shall be pro- vided and equipped for teaching the applications of chemistry and physics, for teaching mining, engineering, mechanics, drawing, and all subjects related to these de- partments to which the college gives prominence. Among these laboratories there is one, the laboratory of mechanic arts, whose studies are of an elementary character, constituting the course in manual training, which has in recent years largely occupied the attention of educators, and to which I beg more particularly to in- vite your attention. Let me disabuse your mind of any misapprehension HIS ADDRESSES 163 that may exist in regard to the object of a course of manual training in a technical college. It is not to make skilled mechanics, not to teach a trade, but to educate the hand, and the brain through the hand, and thus to give increased power to the individual. To introduce a trade in an American college would substitute narrow- ness for breadth, and do violence to the boy's birth- right, — that is, his right to be merchant or manufac- turer, farmer or physician, artist or artisan, preacher or president. A trade is too narrow a basis on which to establish a system of education for American youth. We can best understand the functions of this school by briefly mentioning its history and giving the methods used in the instruction. About twenty years ago the imperial technical school in Moscow, Russia, worked out and adopted in its work- shop the principles of separating the department of in- struction from that of construction. " Everybody," says the director, " is well aware that the successful study of any art whatsoever, — drawing, music, singing, or painting, — is only attainable when the first attempts are strictly subject to the laws of gradation, where every student adheres to a definite method, surmounting little by little the difficulties to be overcome." To the imperial technical school of Russia belongs the initiative in working out this question in its application to the study of hand labor, and in introducing a system- atic method of teaching the arts as distinct from the trades. This scientific and systematic method of teach- i64 DR. WILLIAM LEROY BROUN ing by well graded lessons these manual arts was soon adopted in all the technical schools of Russia, and in 1876, after the exhibition of the products of the im- perial school at Philadelphia, this method was adopted at the school of technology in Boston, and subsequently in other cities, and made in some a part of the high school education for boys. This education of the hand is not revolutionary, but rather supplementary. It proposes to supplement and complete the unity and soundness of a general educa- tion by giving that training which is not simply manual training, but brain training and character training. It does not follow that all who take a course in manual training must necessarily become mechanics any more than it follows that all who study drawing must become draughtsmen. Its value as a factor in general educa- tion consists in the fact that it cultivates " care, close ob- servation, exactness, patience, and method; and hence is a valuable training and preparation for all studies and pursuits." With us work in this laboratory is required of all the students in all lower classes as an element of general education of a special value in teaching patience and ac- curacy and in developing the constructive faculties. We do not hold that a course in manual training by itself is of special educational value, but that in a marked de- gree it supplements most advantageously the ordinary studies of the class-room, and cultivates in a peculiar manner the powers of expression. HIS ADDRESSES 165 As teachers we say that the receptive powers are cultivated by numbers, languages, and history; and the expressive powers by reading and writing. Just here comes in the manual training and adds thereto as a means of cultivating expression, drawing, and the work of con- struction. Here the boy learns to express his thoughts without words, and has to express it in the most ac- curate manner, as the smallest error in measurements vitiates his whole work. Hence we affirm that rightfully manual training is entitled to its place as a factor in general education. And we may add that with the acquisition of skill comes executive ability, self-reliance, and that inspiration of a love of work that is happiness to the boy as well as to the man. *' For work," says Carlyle, " is the grand cure of all the maladies and miseries that ever beset man- kind — honest work which you intend getting done." So far I have occupied your time discussing technical education and its scientific basis. This occupies a higher plane than industrial education, as the latter looks mainly to the acquisition of practical skill. But since I have been announced to address you on industrial edu- cation, let me say one word in reference thereto. There has been much said, not, I think, always wisely, in regard to the industrial education of young women, especially recently of the young women of Alabama. I yield to no one in my high appreciation of any efforts to advance and elevate the education of women, or in my sympathy for the " landless, homeless, moneyless " i66 DR. WILLIAM LEROY BROUN young woman whom fortune has made dependent on herself for the necessities of life. But let us think of this matter. Is the plan proposed, of devoting an in- stitution in Alabama exclusively to the industrial edu- cation of young women, a wise one ? Is it wise to found an institution for young women where culture must be subordinated to work? Should we, with a sparse agri- cultural population, attempt to build up a school fitted for a densely populated city? Would a father consent that his daughter, made proficient as a typewriter or a typesetter, should leave the shelter of his home, how- ever humble it might be, to go as a stranger to a city to accept employment in the capacity for which the in- dustrial school may have fitted her? Must the young girl leave her home to learn the arts of domestic econ- omy? What is fitted for a city, for a people without homes of their own, is not fitted for a sparsely settled agri- cultural people with homes. And of all educations ever given none in the sweet influences that give a charm to life surpass that received by a young daughter in a well ordered Christian home. If the object is the education of our young women in the higher departments of literature and science, to give them equal facilities with those possessed by the young men, would it not be more consistent with economy and wisdom to have established an annex to one of our State institutions where young women of mature minds, who were qualified to appreciate the facilities offered, could HIS ADDRESSES 167 enjoy all the advantages now given by the bounty of the State? I merely present this thought for your consideration; but in the meantime desire to be understood as heartily favoring any movement that looks to the higher edu- cation of young v^omen, v^hether it be to establish an annex as an independent institution. But there is another view of industrial education that is worthy of our consideration, concerning which, in an important sense, it is our duty as teachers to con- sider carefully and to speak clearly and distinctly. Upon our race devolves the solution of the greatest problem of modern civilization: how shall the inferior race be guided, directed, and educated, so as to be made an element of strength and progress to the State, and not weakness? And we should remember in considering this question that we, in civilization and progress and enlightenment, represent a race which is " the heir of all the ages, in the foremost files of time," and that upon us devolves the duty of conserving by wise legislation that civilization which by heredity we possess. If there is wisdom in the principle of adapting edu- cation to the environment, it is conspicuous here in call- ing for a large share of industrial education adapted to the wants of this inferior race, in imparting to it manual skill in the various forms of mechanical pursuits and thereby increasing its productive capacity. We should remember that a knowledge of the three r's no more con- stitutes an education than a pile of bricks makes a 1 68 DR. WILLIAM LEROY BROUN house; and, as has been observed, unless something else than the three r's is taught, a fourth r, rascaldom, is apt to be developed therewith, and the truth of this say- ing we are all prepared to verify. There was an ancient form of education that com- mends itself with great favor in this connection, which I submit to you for your consideration as a practical so- lution of this problem. It was simple in character and potent in its results, and embraced in its curriculum but few subjects, consisting only of the ten commandments and a handicraft. It was a form of industrial educa- tion in a marked degree adapted to the necessities of this inferior race, a people who constitute a part of the chil- dren of the human family, and as such demand our pro- tective care and firm guidance. The ten commandments and a handicraft, widely dif- fused, would bring physical comfort and moral eleva- tion to the race and add wealth and power to the State. But there is another view of technical education worthy of attention. We should consider it not only in relation to the individual, but also in relation to the State. We live in an age of steel, steam, and electricity. The applications of science have transformed civilization and produced all the material progress of our century. These applications constitute the study of our technical schools and colleges — hence the necessity of their ex- istence. The future of our civilization demands it. Science has taught us how to substitute the forces of HIS ADDRESSES 169 nature for brute animal force, how by consuming three pounds of coal in an hour, or even less, to produce the work of one horse, or of seven men; and such progress has been made in the world in the application of the marvelous power of steam — and nowhere else has it been greater than in our own State, and in this vicinity — that now it is estimated that the motive force of the world amounts to as much as 46,000,000 horse power. This represents the work of 1,000,000,000 men, more than double the working population of all the inhabit- ants of the world. Hence we see that science, through steam, hasi increased threefold the w^orking power of man on earth. Here is the remarkable fact, that at a few centers of industry in the world we have through steam done work representing an industrial power equal to that of all the combined people of the earth one hundred years ago. Again, in proof of the value of educated brain power, of thought and skill applied to raw material, the statis- tics of the last century show that although the capital and the number of persons employed in manufactures is less than one- third of the capital and persons em- ployed in agriculture, yet the increased value of the manufactured products above those of the raw material used — the increased value given to raw material by tools and machines, directed by skill and intelligence, — was nearly equal to the total production of all the farms in the United States. If, then, manufacturing the raw material into prod- 170 DR. WILLIAM LEROY BROUN ucts of utility enhances its value in so large a degree, education that looks to qualifying our young men by technical training for entering upon the varied indus- tries required by the State is the education needed by the majority of our youths, and hence justly claims rec- ognition and support. These facts show the increase of power by science and of value by skill, and they further show the value of intelligence of brain power over brawn, and indicate the important part skilled industry has in modern civ- ilization; and they clearly demonstrate that for a State to equip her youth by proper education for this age of steam and steel, for Alabama to realize the possibilities of her fertile fields, of her natural highways of com- merce, of her vast resources of wood, coal, and iron — for Alabama to plan wisely now for the future, her fos- tering hand should, with wise liberality, maintain and encourage technical education. SPEECH BEFORE THE INTER-STATE FARMERS ASSOCIATION (Delivered in the Hall of the House of Representatives, Montgomery, Ala., August 20, 1889) An English professor recently said in a public address : " He who lived and worked only for himself, or even only for himself and his family, led an incomplete life." To complete it he needed to work with others for some broad and his:h aim. HIS ADDRESSES 171 Your presence here in this association shows that you appreciate the truth of this philosophy, and that in rendering your lives complete you have formed this as- sociation and are v^orking together for broad and high aims; not to benefit self, but to benefit your fellow-man, to improve his condition and make life better and hap- pier. With this object in view you have assigned vari- ous subjects for discussion, but none more far-reaching or more closely related to the well-being of society than industrial education. Education in any form is a mat- ter of intense interest to every man and woman of large mind and heart. Upon this, the proper education of the youth of to- day, depends the civilization of the future, for none can doubt the saying that " that people which have the best schools are the first people; if not to-day, they will be to-morrow." And that, I take it, is the purport of this discussion. How can our schools be improved? Are our children receiving that form of education best adapted to discipline, train, and develop their mental powers, and form their characters for all that is good, — that training best adapted to fit them for the age in which they live? These are not dead questions, but full of life and interest to every citizen of broad mind and high endeavor. We must remember that we are living in the close of the nineteenth century, in a flood of light with which earnest workers in science have illuminated our paths. We live in an age of steel, steam, and electricity. All 172 DR. WILLIAM LEROY BROUN advances in modern civilization are due to the discover- ies and applications of modern science. The application of steam is a motive power, on which modern commerce depends, and by which the crude products of nature are converted into articles of comfort and luxury; and the more recent varied applications of electricity by which human thought and mechanical power are transmitted and the remarkable application of chemistry to agriculture are all contributions of science to civilization. Science has taught us how to subdue the forces of nature and has added new fields to the area of human knowledge. With new knowledge came new life, a new civilization, and hence a new education was demanded. Here we have the impelling force that resulted in es- tablishing industrial colleges, technological and poly- technical institutes, agricultural colleges and schools of science throughout Europe and in every State in this Union. Civilization demanded that that department of knowledge which had so largely contributed to its own advancement should form a prominent feature in the system of education. With the growth of science came the demand for reform, for a new education, not a new education to the suppression of the old, but a new order of education better adapted to place the rising genera- tion in harmony with the spirit of the age; for a new education engrafted in the old, and supplementary thereto. For we must distinctly understand, industrial or technical education is not revolutionary in character, HIS ADDRESSES 173 but only supplementary. It proposes to use all old methods as far as advisable, and to engraft therein such a training and discipline in modern science and its ap- plication as will fit a boy for the age in which he lives. But it does not propose to send a young man forth to fight the battle of life, to contend with the artillery of modern science, armed alone with the " Roman short sword and the Grecian shield." To meet the demand for education in science and its applications, the congress of the United States, more than a quarter of a century ago, enacted a law granting to each State a munificent donation of lands to establish a college, wherein should be taught, not agriculture and mechanical arts, as is often supposed from the name gen- erally given to these institutions, but wherein should be taught " such branches of learning as are related to ag- riculture and mechanical arts." This is the broad charter on which these colleges, these national schools of science rest; not to teach the arts simply, but to teach the science also on which the arts depend. What are the branches of learning related to agriculture and mechanical arts? There immediately occur to your minds chemistry, physics, geology, anat- omy, botany, zoology, entomology, veterinary science, mechanics, mathematics, drawing, and all the allied sciences, including, if you please, all the subjects com- prising the broad field of the natural sciences; for agri- culture, as an applied science, covers the widest pos- sible field, and places under contribution, with but 174 DR. WILLIAM LEROY BROUN few exceptions, the entire domain of modern science. Let it be borne in mind and clearly understood that industrial education does not mean an inferior educa- tion for an inferior class, but that it means a training in the principles and applications of science, of use to all, but especially adapted to all who' in life design to engage in any gainful occupation. It does not un- dertake to develop manual skill, nor to teach trades, nor to teach how to manufacture anything, from a mouse- trap to a steam-engine. No college can compete in this line with the thousands of shops and farms that cover our land. Do you want your son to learn how to plow? Place him on one of the thousand farms of our country and there let him acquire that skill that practice alone can give, that skill which no college can impart. Do you want him to learn why to plow? Send him to a good science college, and there let him learn the influence of the sunshine, of the heat rays and the light rays, of the dews and the frost, of the dissolving rains and the ab- sorbing soils; let him learn the necessity of rotation, the function of vegetable matter in soils, the true value of fertilizers, and thus becoming familiar with the prin- ciples of physics and chemistry, he will know somewhat of those laws of plant life which constitute the basis of all rational agriculture. On this point one more word, in order to disabuse your minds of any misapprehensions that may exist in res'ard to the relation of industrial education to manual HIS ADDRESSES 175 labor. There is no education in mere labor, no edu- cation in mere drudgery. There is no education in chop- ping cotton or grubbing briers with a hoe, or carrying mortar in a hod. That is pure drudgery, which fails of every element of education. It does not require, ex- cept in the least possible way, habit to become dexterous therein, nor does compulsory labor ever induce the habit of voluntary labor. But shall we not, in industrial education, teach our boys to work, and thus tend to form habits of industry that will affect their characters beneficially through all life? By all means; but no boy was ever impressed with the honor and dignity of labor by the compulsory performance of mere drudgery at a college. But by a thorough science training, theoretical and practical, by the performance of work for a scientific purpose with the brain active in observing, devising, planning, he becomes so imbued with the scientific energy that he cannot re- main idle; work is a pleasure, and no punishment is greater than enforced idleness. Much of science, to be properly absorbed and appre- ciated, must find its way to the brain through the finger tips. And when duly appreciated she will not permit her votaries to live in the castle of indolence. Science deals with things, with nature, and thus the studies of observation and experiment fit one for action, for brain work and hand work alike; and when one becomes by this training imbued with the true scientific spirit, he illustrates in his life that fundamental law of nature that 176 DR. WILLIAM LEROY BROUN rest, quiet, inaction, physical or mental, is death, but that action, motion, is light and life. Education is not manumission from labor, but only enables one to labor more intelligently, more successfully. And that educa- tion which would cause one to hesitate about engaging in labor of any character, should necessity require it, is not true but false education. The determining principle in this manual labor or manual training can be properly introduced in a science school for the purpose of educa- tion only when there is education in the work performed, only when the brain is exercised and never for the simple purpose of performing the labor. This is the guiding principle, — not the work, but the education in the work ; not the acquisition of manual skill, but the acquisition of the habits of study; not the simple manual training, but brain training and character training. Again I would impress upon you that industrial or technical education is not simply the learning of rules, nor the methods of art, not an empirical " rule o' thumb " kind of education, but it means all that is meant by that education which includes the principles and the applications of science. It should have for its founda- tion a liberal education, especially in the principles of those sciences whose applications are studied as a voca- tion in life. Hence it means all that science-education means, with its applications to the arts. Not the skillful hand alone, but *' the cultured mind and skillful hand." But let me invite your attention, briefly, to a phase of industrial education that is now exciting large atten- HIS ADDRESSES 177 tion throughout the country. The arts by which the raw material is converted into food and clothing, by which towns and cities are built, by which rivers are spanned and roads and canals are constructed, by which the ocean is made a highway for commerce and manufacturing rendered possible, all these and all that mark the high progress of the present century are directly or remotely dependent on the progress in mechanical arts. Hence the necessity that the studies which relate thereto shall occupy a prominent place in any course of education adapted for our youth. We must educate our young men that in the department of applied science there are valued prizes to be gained. We must teach them that the world at large holds in much higher esteem as a benefactor of his race him who invents a valued labor- saving machine, or an economic process in the industrial arts, than it does the representative orator or successful politician. It is by teaching of this character that they may become so inspired with a love of science as to lay the foundation for the future Stevensons and Bessemers of the South. Hence the important question, " How shall this phase of industrial education be presented to our youth ? " We are indebted to the scientific thought of Russian and American educators for its solution. Their work forms the basis of all manual training about which so much has been written. The arts common to the dif- ferent industrial vocations have been classified and ar- ranged as they are in any scientific study, and the boy is 178 DR. WILLIAM LEROY BROUN taught the use of tools and the arts of construction by a regular series of lessons, proceeding from the simple to the difficult. No trade of any character is taught. A trade is too narrow properly to have place in any Ameri- can college. To secure the valuable educative power in this form of training, the prime object of the school must be the education of the boy, and not the char- acter of the work done, the instruction of the class, and not the construction of the material. When presented in this form it cultivates in the boy faculties of observa- tion and invention, trains the hand to skill and accuracy in execution, develops executive ability, imparts habits of industry and love of work, gives self-reliance with the sense of increased power, and thus trains not the hand only, but the brain and the character; and hence, while of especial value to him who may be engaged in farming, will be of value to any one, whatever his voca- tion in life may be. This form of education has passed the experimental stage, and is now adopted with marked success in many collegiate and academic institutions. Its effect, when largely introduced in the South, must prove most bene- ficial in the increase of new industries that it will tend to produce. Again I would call your attention also to the ex- cellent mental discipline resulting from the study of science, on which industrial education depends. For none can hope to be successful without the study of the principles and the methods of science. Culture must HIS ADDRESSES 179 go with skill to be of real worth. The engineer must know something more of metals than is learned at the blast furnace, the artisan something more than manual skill in the use of tools, and the farmer more than he can learn in his cotton field or barnyard. It is by the study of science that one is subjected to that discipline which gives to the mind a clear conception of the limits of his own knowledge, that enables him to sharply draw the line where his knowledge ends and his ignorance be- gins. With it, when properly taught, there is no half-way knowledge. The man of scientific training knows what he does know and knows what he does not know, and hence knows when to use that prudent caution that Cometh of doubt. Again, it is the study of science, forming as it does the basis of all sound industrial or technical education that forms in the mind the habit of inductive thought. The truths of natural science all depend on experiment and observation. They are general truths inferred by induction from a large number of particular facts, and scientific study teaches the legitimate value of one ex- periment and the error of drawing a general conclusion therefrom. This habit of mind guards one against placing too high an estimate on his individual experi- ence. It shows him that general conclusions result from the aggregate and not from individual experience, an error in reasoning which farmers not infrequently commit. And then again, if we pass from the practical i8o DR. WILLIAM LEROY BROUN to a higher plane, it is the study of science that imparts a love of abstract truth. It places truth before victory, and thus constitutes the " euphrasy and rue " by which that state of mental purity is produced that reflects only the lineaments of truth. But let us pass from this abstract consideration of the nature of the discipline of the study of science and see what has been done in the direction of industrial educa- tion, in this country and elsewhere, as related to agri- culture, and why this character of education should be still further encouraged. In 1844 Liebig published his famous work on " Chemistry as Applied to Agriculture." Agricultural schools had been previously established in Germany, but from this date they received a new im- pulse and agriculture became an applied science. From this date the number of schools steadily increased until now we find that Prussia has four higher agricultural colleges, with eighty professorships and more than forty lesser schools with model farms. She has special schools for teaching the cultivation of meadows, the growing of fruit trees, for teaching horse-shoeing, silk-raising, but- ter-making, the raising of bees and the cultivation of fish, with twenty schools for the education of gardeners, and fifteen for the cultivation of the grape. Without going into details we may state generally that the other German states have eighty-four agricultural colleges and over three hundred separate agricultural associations. And what has been the result? Simply this, that while in every one of the American States, as is shown by the HIS ADDRESSES i8i agricultural reports, the average crop an acre has been growing less and less, the average crop in Germany has been as steadily growing more and more. These facts show how this character of education is elsewhere ap- preciated, and what important results have followed therefrom in connection with other auxiliaries of which we shall speak presently. In 1862 the Morrill land-grant bill, by act of Con- gress, became a law. In virtue of this act each of our States has now established a college or a depart- ment of its university whose special function it is to teach the principles and the applications of science, especially as related to agriculture and the mechanic arts. This was a munificent donation to industrial educa- tion on the part of the general government, made to the people, to be held in trust by the States for the educa- tion of all future generations. And at this day we can- not forbear to express our admiration of that wise states- manship which, while the most stupendous civil war of history was rocking the very foundations of the gov- ernment, hesitated not to plant in each State a college whose helpful influence should cast the light of science along the pathway of the centuries to come. This munificent grant for educational purposes amounted to 7,430,000 acres of the public lands, and the sum realized by the sale of the land script has been largely increased by donations from the several States, and now we find more than forty colleges established on 1 82 DR. WILLIAM LEROY BROUN this foundation, in different States, which with nearly five hundred professors, give instructions in science to more than five thousand students. Through their teach- ing and influence agriculture as a science has become known to the masses of the people, and this important fact has been taught the farmers " that for everything you take out of the soil you must put something back, or the time will come when nature's cashier will refuse to honor your drafts and you will end in bankruptcy." Everywhere by these colleges has been taught the value of phosphoric acid, of potash and nitrogen, and every- where have our Southern colleges made known this fact, of especial value to the Southern farmer, that the seed from every bale of cotton takes from the land twenty- five pounds of phosphate, twelve pounds of potash and twenty-five pounds of nitrogen, a significant fact which carries with it its own lesson. The great law, first discovered by science, that the three elements, phosphoric acid, potash, and nitrogen, are essential to plant growth, has been a valuable contri- bution of science to agriculture. How much has it been worth to the world ? Compute the money value thereof, if you can. The traffic of the railroads, the business of the merchant, the products of the farm, have all been in- creased by an amount, of which some judgment may be formed, when we remember that Georgia alone spends annually from five to six millions in commercial fer- tilizers; and while the application of this law has in- creased the wages of the laboring man and cheapened HIS ADDRESSES 183 his bread, it has at the same time rendered fertile and productive our worn and depleted land. But these schools of science, established by the bounty of the general government, have other functions of a high educational character besides setting forth and teaching the public the contributions of science to agri- culture, as valuable and as far-reaching as they have been. And as very often these institutions have been severely and unjustly criticised on the one hand for do- ing too little, and on the other hand for attempting too much, you will permit me to refer you to the broad language of the charter, and give you a quotation from an address by Senator Morrill, the author of the bill, showing his interpretation of the meaning of the act of congress. " The land-grant colleges," says Senator Morrill, " were founded on the idea that a higher and broader education should be placed in every State, within the reach of those who may have the courage to choose industrial vocations." It would be a mistake to suppose it was intended that every student should become either a farmer or a mechanic, when the design comprehended not only instruction for those who may hold the plow or follow a trade, but such instruction as any person might need, " with the world all before them where to choose," and without the exclusion of those who might prefer the classics. Milton, in his famous discourse on education, gives a definition of what an education ought to be, which would seem, says the Senator, very com- pletely to cover all that was proposed by the land-grant i84 DR. WILLIAM LEROY BROUN colleges. He says : " I call, therefore, that a complete and generous education which fits a man to perform justly, skillfully, and magnanimously all the offices, both private and public, of peace and war." These national schools of science are supporting and strengthening and building up the piers of the arch of material civilization in the education given to the youth of this generation in that they are teaching how to in- crease the products of the earth and how to convert the raw material of nature into products of utility and com- fort for the millions of its people. But this munificent grant of the general government to industrial education in establishing these land-grant colleges is not all that has been done. It was early seen that the great object to be accomplished, the diffusion of scientific knowledge among the people and the making of scientific investigations and research of value to farm- ers, would make but little progress in institutions mainly devoted to teaching boys the elements of science. Hence the necessity for a special endowment for research and investigation. The field was large and the work to be accomplished great. Besides the determination by chemical analysis of the valuable constituents in the fer- tilizers, there were diseases of plants and animals to be investigated and remedies to be provided therefor, and the chemistry of the soils, the value of foods, the prod- ucts of the dairy, and all the innumerable questions of science on which agriculture depends, to be examined with reference to the climate and soil of each section. HIS ADDRESSES 185 To accomplish these objects, there has been established, under the act of congress, in each State in connection with the land-grant colleges an agricultural experiment station, where officers, scientifically trained, are devoted to investigation and research in respect to subjects of interest and profit to the farming community. With the experiment stations, as with the agricultural colleges, Germany ranks all countries in number and priority. Nearly forty years ago (1851) in the German village of Moeckern by a company of farmers and the aid of the government the first experiment station was estab- lished. A chemist was placed at its head and there was organized research '' as a necessary and permanent branch of agricultural business." To-day there are more than an hundred of these experiment stations in the different countries of Europe. Two years ago congress passed an act establishing in each State and Territory an experiment station in con- nection with its land-grant colleges, so that there are at present forty-six experiment stations in the United States, and these stations have in their employment over three hundred and seventy men, selected for their scien- tific training, whose time and talents are devoted to in- vestigation and research for the improvement of agri- culture. The appropriations made by congress have been most generous and liberal. The last congress appropriated $600,000 to the experiment stations alone, and to this the States have made an additional appropriation of $125,- i86 DR. WILLIAM LEROY BROUN ooo, making nearly three-fourths of a million of dollars appropriated for scientific investigation in respect to questions concerning agricultural labor. This large sum donated by the general government is none too large, when we consider the object to be ac- complished and the work to be done. It is only one cent for each of the sixty million people who depend on farming for their food, and only fifty dollars for every million dollars invested in agriculture. An experiment station, as designed and intended by the act of congress, is an organized corps of officers, trained in special de- partments of science, engaged in scientific investigation concerning subjects that relate to agriculture; and for this scientific research there must be provided labora- tories of chemistry, pathology, physiology, botany, and veterinary science, with plant houses and stables for ex- periment, which all require a costly equipment of mod- ern scientific apparatus. A farm is valuable, but not in all cases absolutely necessary. Many stations in Europe have no farm attached. The questions to be solved are of too intricate and delicate a nature to be answered alone by conducting field experiments. These have their value; but the fact that duplicate plants, side by side, of the same character of soil, planted with seed in all re- spects similar and cultivated in the same manner, yet give different results and cannot be made uniformly to give results alike, demonstrates that we are not yet prepared to draw general conclusions from field ex- periments alone. There are unknown factors in the HIS ADDRESSES 187 growth of plants which science has yet to determine. While this fact shows the necessity of the most ac- curate observations of all possible factors concerned in plant-growth, it determines also the further necessity of frequent repetition under varied conditions of the same experiments. It is plain then that the great work of value to agriculture that may be realized from ex- periment stations must be done by the earnest and la- borious work of scientific experts provided with all need- ful appliances. '' Experience has shown," says Pro- fessor Atwater, " that, generally speaking, the things which most help farmers outside of what they can study on their own farms the stations can best find out in the laboratory of the greenhouse and the experiment stable. They have learned that costly and most valuable lesson that the kind of experimenting which seems on the sur- face the most practical is apt to prove the least useful, and that it requires constant and profound research to discover those things which the farmer wishes to know." To complete the work of the experiment stations in diffusing knowledge of practical value to farmers, farm- ers' institutes have been established in several of the States; and by the last legislature of Alabama a special appropriation was made, and the commissioner of agri- culture was directed to conduct such institutes in differ- ent sections of this State. In one of the northwestern states, where a large appropriation was made for this purpose, more than eighty institutes were held last year, which were attended by over fifty thousand farmers. 1 88 DR. WILLIAM LEROY BROUN These institutes, properly conducted, where lectures on agricultural subjects are delivered by practical and scientific men, will exert an important influence in bring- ing the best results of agricultural research directly home to the farmers. They will be instrumental in impart- ing new ideas, in exciting thought, and in giving en- larged views. '' With its practical lessons, its stimu- lating discussions, and its intellectual quickening, the in- stitute will prove an educational agency of undoubted potency." Here, then, we have the most splendid system of in- dustrial education as applied to agriculture that the world has ever seen. Throughout Europe and America the best of science has been placed under contribution by the oldest of all arts, the art of agriculture. Experi- ments in the field and laboratory, investigation, and re- search are going on day and night, and whatever is of value is sent to the home of every farmer in the land, whose interest is sufficient to ask for the information. Results of great value must in time accrue to the farmers, and hence to the whole community. Impor- tant questions are to be solved, the value of which the farmer fully recognizes and at the same time sees his inability to answer. He wishes to know in regard to the restoration of soils the nature and action of fer- tilizers, the economy of animal foods, the best methods of culture, the comparative value of ensilage and dry fodder, the value of cotton seed, and the thousand and one other questions that daily arise. The business of i HIS ADDRESSES 189 the station is to experiment and investigate, and to give to the farmer the best that science has to offer. We have a right in due time to expect much from this army of workers. The general government has established these col- leges, wherein is provided that education demanded by the large majority of our youth. The stations have been, in virtue of the act of congress, established in every State " as a necessary and permanent branch of agricultural business." And what the general govern- ment has established the States must supplement and support. Hence it becomes the duty of all men of thought, of all men of leading and light everywhere, to exert their influence to the end that this great work be- gun shall receive that encouragement, that fostering care, that the magnitude of its interests demand. REPORT ON THE SOLAR ECLIPSE University of Georgia, August 16, 1869. Sir: — I have the honor to report that in accordance with the resolution of the trustees of the university I left Athens on Wednesday night, August 4, accom- panied by Professor Charbonnier and by Messrs. W. S. Bean, W. R. Hammond, H. B. Van Epps, and J. T. White, of the graduating class, for the purpose of mak- ing observations on the solar eclipse of the seventh in- 190 DR. WILLIAM LEROY BROUN stant. We arrived at Bristol, Tenn., on the evening of the sixth. Through the interest manifested in this expedition by the governor, there was secured for the party free passage from Atlanta to Bristol and return; hence the appropriation made by the trustees was more than suffi- cient to defray all necessary expenses. Herewith, then, is returned to the treasurer the sum of fifty-eight dol- lars and fifteen cents, being the amount not expended. Bristol was one of the most accessible points, being on the railroad and near the central line of the eclipse. By calculation, the central line ran about three miles south of our station; though in regard to this there was a slight difference between the calculations of the Eng- lish and American astronomers, depending on the Lunar Tables. We met at Bristol a corps of observers from the United States Coast Survey, under General Cutts, to whom we were indebted for marked courtesy; also a corps of amateur observers from Philadelphia. The corps from the University of Virginia had taken a posi- tion on Eden's Bridge, a point southeast of Bristol about fifteen miles. Early on the morning of the seventh we mounted our instruments on the " red hill " about five hundred yards southeast of the little observatory erected by the Coast Survey corps. The morning was very unfavorable; heavy clouds prevented any observation being made, even to determine our local time ; hence we used the time previously determined by the Coast Survey. After the HIS ADDRESSES 191 sun passed the meridian the clouds in the west disap- peared, and the evening sky became singularly clear and bright from its lack of moisture. It was, therefore, a most favorable time for observations. Our position was 1670 feet above sea level; latitude, thirty-six degrees, thirty-five minutes, fifty-one seconds; longitude, twenty minutes, thirty-three seconds, west from Washington. According to calculation, the time of emersion was, Bristol local time, four hours, forty- three minutes, thirty-six seconds. Beginning of total obscuration, five hours, forty-one minutes, twelve sec- onds. End of total obscuration, five hours, forty-five minutes, forty-seven seconds. Making thus the dura- tion of total obscuration amount to two minutes and thirty-three seconds. These calculated times were most accurately verified, when the proper allowance was made for the error in the rate of the watch. In the absence of a sidereal chronometer, we had to observe by a stop watch with an independent second hand. Two observers were directed to watch the effect of the diminution of light on terrestrial objects; also to note the stars and planets visible to the naked eye, and to ob- serve what kind of type could be read, and to note the action of animals, and so on. Professor Charbonnier and I directed our attention to the sun with the tele- scopes. Each had an assistant to mark time. Just at the calculated time, though no evidence whatever of the position of the moon could be previously seen, I ob- served a slight tremulous motion on the western limb, 192 DR. WILLIAM LEROY BROUN one hundred and twenty-eight degrees, sixteen minutes, from the vertex, immediately at the point where it was known by calculation that the first point of contact would occur. In a few moments it became visible to the crowd as- sembled. The dark spots of the sun were carefully observed, and the time of first contact and total emer- sion of the most important of them noted. No change whatever was observed either in the penumbra or the umbra of any of the spots during the approach or the recession of the moon. The moon gradually covered the sun from view; its outline was projected back on the disk of the sun, — not in a regular, well defined curve, but in quite a roughened, serrated outline, indicative of its mountains and valleys. Just before the total obscuration occurred the crescent of the sun gradually and rapidly faded to a delicate thread of silver light. My attention was concentrated on the line of fading light, to detect, if possible, what astronomers designate as Baily's beads, — that is, the sudden breaking up of this thread of light into a num- ber of segments, or distinct points, like disjointed silver beads. I detected no indication whatever of such sep- arate points of light. The extinction of this thread of light was sudden and instantaneous. I am inclined to the opinion that one would anticipate naturally, from the serrated character of the moon's disk on the sun, that svich would be the case; and with his mind thus prepared to observe such an effect, it would not be diffi- HIS ADDRESSES 193 cult to mistake the optical effect produced by refraction of light through different media for separate points or beads. On the eve of total obscuration directions were given to the crowd to be silent, so as to hear the beats of the chronometer. The instant the silver line of light dis- appeared an universal exclamation of amazement and wonder burst from the crowd at the superb spectacle of beauty immediately revealed. The disk of the moon, projected on a sky of livid hue, was plainly seen, of a dark, grayish color, caused by the reflected earthlight, surrounded by a bright halo of gradually fading silver light, extending through a breadth of at least half of the sun's diameter. Through the bright halo of light there radiated off from the sun great mountain peaks of roseate light of exquisite beauty. One of the largest was plainly discernible with the naked eye and pointed toward the horizon; its base, resting on the disk of the moon, was of extreme brilliance, like a living coal of fire, while its mass appeared radiating off from the sun as a gushing fountain of rose-colored light, shading off in intensity toward its apex in delicate violet hues. The wonderful beauty of this " solar cloud," — which sub- tended an angle of more than three minutes, and conse- quently was nearly a hundred thousand miles in height, — was so great that when I directed the large equatorial toward it, it riveted my attention for a full half min- ute, hence I failed to do all I had marked out in the critical two minutes and a half. At the time of total 194 DR. WILLIAM LEROY BROUN obscuration Mercury, Venus, and Arcturus were plainly discernible with the naked eye. In the total eclipse of 1868 one of these rose-colored protuberances was observed with an apparent altitude of eighty thousand miles. These protuberances were formerly supposed to be similar in character to our ter- restrial clouds ; but Dr. Jannsen, the chief of the French expedition sent to the East to observe the total eclipse of August, 1868, examined their light with the spec- troscope and found them to be masses of incandescent gas, consisting largely of hydrogen. Mr. Lockyer, of England, who has examined them with care, pronounces them to be accumulations of gaseous envelope surround- ing the sun. After the lapse of two minutes and thirty- three sec- onds suddenly an intensely diamond-bright ray of light shot out from near the point of first contact, dazzling in its effect and immediately dissipating the livid gloom that overshadowed the earth and giving cheer to the affrighted animals and wondering spectators that sur- rounded us. The thermometer exposed to the rays of the sun was observed to fall from ninety-two degrees to sixty-six degrees during the time that elapsed from the first contact to the total obscuration. The barometer in- dicated a fall of only one-twentieth of an inch. The observers appointed to note terrestrial objects re- ported that the rapid approach of the dark shadow over the western landscape, which spread out before us with its symmetrical hills and shaded valleys, was plainly dis- HIS ADDRESSES 195 cernible. Its effect on reaching the observer was de- scribed as almost like a physical object striking his body, so plainly was its passage marked. In a few seconds (for it traveled at about one mile a second) it wrapped in its mantle of gloom the high ridge of the Alleghany mountains, about fifteen miles distant, which enclosed the southeast view. Hogs and cattle feeding near by were observed at the moment of total obscuration to start affrighted and to hurry homeward; whippoorwills came out from their retirement and began their evening song; bats flew around for some moments and chickens were seen hastening to their roost. The dusky, livid color that overspread the face of nature, the death-like pallor of the spectators, the silver- bright corona around the dark, grayish body of the moon, and the rose-colored protuberances of gushing light, all contributed to make it a scene of awe and sub- lime beauty, producing a sense of profound reverence and deep humility, long to be remembered as one of the most distinguished moments of a lifetime. I have the honor to be, Very respectfully yours, W. LeRoy Broun. A. A. Lipscomb, D. D., Chancellor, University of Georgia. 196 DR. WILLIAM LEROY BROUN THE MOON (A Scientific Address on the Lunar Superstitions Delivered Before the Agricultural Society) In compliance with a resolution passed at your last semi-annual convention, I appear before you to address you on the subject assigned me for discussion, and in so doing I am reminded of an incident in the life of the French astronomer, Laplace. On one occasion a depu- tation of French astronomers had an audience with Louis XVIII, who, on entering the room, immediately remarked, " Gentlemen, I am charmed to see you, for now you can tell me all about the red moon, and ex- plain to me why it is so injurious to vegetation." Laplace, to whom the remark was addressed, and who, though acknowledged as the first astronomer of the world, had not even so much as heard of the red moon, with confusion replied, " Sir, the red moon has no place in our astronomical theories; we extremely regret our inability to gratify the curiosity of your Majesty." I apprehend, Mr. President, that you will unite with me, on the conclusion of this discussion, in regretting my inability to gratify the curiosity of this convention. The belief that the moon exercises an influence, both beneficial and injurious, on the life of plants and ani- mals is very widespread, and dates back to remote an- tiquity. It is held by the ignorant generally and by many intelligent persons, and finds adherents in the most civilized and highly enlightened communities. HIS ADDRESSES 197 The advocates of this behef urge as an evidence that it is correct and well established the fact that the opin- ion is very generally entertained in countries widely sep- arated, and has been for many centuries past. The an- tiquity and universality of the belief, they contend, im- plies its correctness. In discussing this question it is important that we should first disabuse our minds of the erroneous concep- tion. It is a fallacy to conclude because an opinion has been generally entertained that it is therefore well es- tablished and founded in truth. To convince ourselves of this, we need only call to mind the early history of astronomy. The motions of the stars and the planets in the early history of mankind were studied by reason of the influence they were supposed to exert upon the destiny of individuals and nations. Astrology dates back to prehistoric ages, beyond the time of the build- ing of the pyramids. During all the long centuries pre- ceding the Christian era, and for fifteen centuries after- ward, astrologers were found ready to cast the horo- scope of an individual and determine his destiny, pro- vided the hour and place of his nativity were given. Whether his life was to be a success or a failure, whether it was to be happy or miserable, depended not on himself but on the position of Mars or Venus, Jupiter or Saturn, at the time of his birth. Astronomy was preceded by astrology, and may be regarded as its offspring. It has been called '* the wise daughter of a foolish mother " ; but, in its early history, what erro- 198 DR. WILLIAM LEROY BROUN neons conceptions were entertained in regard to the mo- tions and nature of the heavenly bodies. For many centuries men taught that the earth was the center of the universe and that the sun and all the planets and stars revolved around it as the center; such was the astronomy taught by the great intellects of an- tiquity. It has only been about three centuries since Copernicus first enunciated the true system of astronomy, — that the sun was the center around which all the planets, with the earth, revolved. And to show how widespread was the error that the earth was the cen- ter, and with what tenacity it was adhered to at that day, we only refer to the persecutions of the old Italian philosopher, Galileo, by the church of Rome for teach- ing what the church regarded as heresy, that the sun was the center of the solar system. You remember that for teaching this doctrine he was cast into prison, branded as a heretic, denied the rights of a citizen, and even after death denied the right of burial. Views of the most absurd character were held in regard to the heavenly bodies. Comets were regarded as fiery monsters, harbingers of evil, foretelling pestilence and war. A comet with a tail curved as a sword foretold war ; a comet with a streaming, hairlike tail foretold the death of a prince. In the fifteenth century a fiery comet ap- peared and caused great consternation. So great was the apprehension that the Pope, Calixtus III, issued an edict ordering the people everywhere to pray to God to deliver them from the evil of the Turk and the comet. HIS ADDRESSES 199 At the time of the assassination of JuHus Caesar a comet appeared, which the Romans regarded as a chariot to transport the soul of Csesar to the celestial regions. William the Conquerer claimed that a comet, then visi- ble, manifested his divine right to invade England; and Napoleon I always believed that a comet that appeared the year of his birth was his protecting genius. These facts are sufficient to show the widespread superstitions of the people in former years and clearly to demonstrate that universality or antiquity of belief is no criterion of its correctness. Superstition is an element of human nature, finds its home in ignorance, and is only dissipated by the light of science. The superstition in regard to the controlling influence of the planets on human destiny, once so gen- erally entertained, was sedulously cultivated in some quarters during the middle ages, and even as late as 18 12 a large volume explanatory of the art was pub- lished in England. Now that form of superstition has been abandoned, yet not wholly so. Traces of the as- trological belief of the influence of the sun when in dif- ferent signs of the zodiac can be seen on the title page of every almanac of the present day, and men can be found everywhere who exhibit their faith in this sup- posed solar influence and who do not value an almanac without the customary frontispiece. A few years ago a publishing house determined not to yield to this popular superstition, and • issued their almanacs without their usual astrological diagrams, when the whole edition was 200 DR. WILLIAM LEROY BROUN returned as unsalable. We see, then, that this super- stition is not entirely eradicated from the world. For- merly men thought that planetary influence controlled human destiny. Now they believe, at least some do, that the lunar influence controls plant life. And the ad- herents of this belief demand of science an explanation of the cause of this influence. Is this a question of science or is it a question of fact? While it is true that no phenomenon can occur in nature that is beneath the dignity of science to investigate, yet we must bear in mind that science demands as pre- liminary to all investigation that the question of fact be established, and that it be established beyond a doubt. When the fact of the phenomenon is conclusively estab- lished, then it is the business of science to give the ex- planation required. Until this is done no proper de- mand can be made on science. Just here we might con- clude the discussion and demand that all the facts be proven. But to many this would be unsatisfactory. Before proceeding to examine the various popular be- liefs in regard to lunar influence, let us state in general terms what we know of the laws that govern plant life, and what we know of the moon. Then we will be able, under standingly, to discuss the multiform popular opin- ions in the light of modern science. What do we know of plant life? We know that moisture and heat are re- quired for the seed to germinate, and that sunlight is essential for the full and healthy development of the plant. We know that food is taken in a soluble form, HIS ADDRESSES 201 and that the various constituents in the soil are dis- solved by the action of soil-water and permeate by a peculiar force called " ormose," the outer covering of the delicate rootlets of the plant, and thence flow through the plant, where they undergo the process of assimilation. We know that the carbonic acid of the atmosphere is absorbed and decomposed in the green leaves of the plant by the action of the sunlight; that the decomposi- tion and assimilation of the carbon only take place in the chlorophyl, — the green portion of the leaf, — when un- der the influence of sunlight ; besides the soil and atmos- phere, moisture, heat, and sunlight are essential to plant development. Let us see next what we know of the moon. We know that it revolves around the earth once in twenty-nine and a half days ; that its average distance from the earth is 240,000 miles; that it is of all the celestial bodies the nearest to the earth, though still so far removed that did a railway track extend from the earth to the moon a train running twenty miles an hour, without stopping day or night, would require one and one-third years to complete the journey. Could an acoustic vibration pass to the moon with the velocity that it has in our atmos- phere, and could we speak sufficiently loud to cause a lunar inhabitant (if there are such) to hear our message, it would require fourteen days for the sound to pass from our earth to the moon. Were we to address our supposed auditor in the new moon, it would be full moon before he would receive the message. 202 DR. WILLIAM LEROY BROUN We know also that the moon is a spherical-shaped body, and revolves once on its axis in twenty-seven and a third days, in the same time that it makes an exact rev- olution around the earth, and hence always presents the same half toward the earth. We know that there is no atmosphere on the moon such as there is around the earth, and no water on its surface. If the moon has an atmosphere, it is extremely attenuated, not over one mile in height; probably as attenuated as the vacuum made by the air-pump, according to Sir J. Herschel, two thou- sand times less dense than our atmosphere. Hence we infer that plant and animal life do not exist on the moon, as the conditions essential for their existence and development are not present. We know also that the surface of that half of the moon turned toward the earth is covered with moun- tains with high peaks and precipitous cliffs. A great portion of the moon is covered with what appears to be extinct volcanoes. So far as we know, it is a cold opaque mass of matter, with its fires extinguished, dependent on the sun both for light and heat. For fourteen days one-half of the moon is under the blaze of the sun, with no atmosphere or vapor to temper its rays. Hence it must be subjected to much greater heat than we ever experienced on earth; and then, for an equal length of time, that half is enveloped in total darkness and sub- jected to intense cold. We who inhabit the earth can only see one-half of the moon. That half has been very closely examined with the telescope. The heights of HIS ADDRESSES 203 more than a thousand mountains have been measured. Charts have been made representing the mountains and planes, which are all named, and even models of the moon have been made, representing with great accuracy the form and heights of the mountains and craters. In- deed, so closely has the moon been scanned with the tele- scope, and so carefully has it been studied, that now the geography (so to speak) of the moon is better under- stood than that of the earth, for the moon has, in the half presented to the earth, no unknown portion equal in extent to that of the unknown portion of central Africa. We are thus particular in giving a minute statement of our knowledge of the physical condition of the moon, as this is necessary to discuss properly its supposed in- fluence on the earth. We have seen, then, that the moon has no air and no water, but is an opaque spherical mass, covered seem- ingly with extinct volcanoes, receiving its light and heat from the sun; that it shines by the light reflected from the sun. When between the earth and the sun, pre- senting its dark side toward the earth, you call it new moon. In seven and one-half days thereafter, with one- half appearing illuminated, it is said to be in the first quarter; in seven and one-half days more it presents the bright face of the full moon ; then in seven and one-half days more it is said to be in the last quarter. The phases of the moon are periodical and depend simply on its position with respect to the earth or sun. Every 204 DR. WILLIAM LEROY BROUN twenty-nine and one-half days they must and do recur with the most exact precision. But, say the adherents of the behef in lunar influences affecting plant and animal life on earth, the lunar influ- ence is effective through the agency of its light and heat. Let us examine this view by the aid of modern science. How much light do we receive on earth from the full moon? Not less than a half million of full moons would be required to give light equal to that of the sun, and this is twice as many as could occupy the visible hemi- sphere of the heavens. According to Wollaston, the full moon is 800,000 times weaker than the sunlight. The light of the sun is found equal to 5563 wax candles at the distance of one foot, while that of the moon was only an 144th of a candle. Hence, even if the whole celestial vault were closely packed with full moons, all giving light to the earth, their united light would be less than that of the sun. But what about the heat that comes from the moon? Does not that exert an important influence on plant life? The most refined experiments, made with the most deli- cate apparatus, have failed to indicate any heat received from the moon. Even when the moonlight has been con- centrated by large concave mirrors on delicate thermom- eters they have failed to cause any increase of tempera- ture. One astronomer thought that he had obtained a degree of heat from the moon on the top of Teneriffe; but his instrumental means were imperfect. Professor Tyndall says that his experiments indicated rays of cold 4 HIS ADDRESSES 205 from the moon. The heat of the sun that is reflected from the moon to the earth is all absorbed in the upper regions of the atmosphere. Heat is without doubt re- flected from the moon; but the rays are obscure or dull, and are wholly absorbed by the air and vapors that sur- round the earth. Hence, so far as science has determined the question, we conclude that plants on the earth receive no visible heat from the moon. Let us now proceed to apply these principles of science to the examination of some of the most specially popular beliefs in regard to lunar influence. The English gar- deners give the name of the " red moon " to that which fell between the middle of April and the close of May, because, as they allege, the light of the moon killed and turned red the delicate buds of the tender plants. Hence their custom was to protect by some covering the tender buds from the injurious influence (as they believed) of the light of the moon. When thus pro- tected from the light they were uninjured. The garden- ers were right as to the fact, but wrong as to the cause. The moon was not the agent, but simply a wit- ness. It is a well known fact in physics that some sub- stances will radiate heat more readily than others, and hence, when exposed to the atmosphere, will become chilled in a greater degree and indicate a lower tempera- ture. The young buds of a plant are good radiators of heat, and hence on a clear night when there are no clouds to intercept the rays of moonlight, nor the radiant 2o6 DR. WILLIAM LEROY BROUN heat from the plants, the young buds may radiate heat so readily as to become chilled down to freezing, while the thermometer may indicate even ten degrees higher temperature. The fact that this takes place also on a clear night when the moon is not visible shows that it is not the moonlight that causes the injury. In some countries the opinion was generally enter- tained that timber, to be preserved, should be felled only during the decline of the moon. It is said that the forest laws of France at one time forbade the cutting of timber during the increase of the moon; and that the same opinion was entertained and acted on in England, Germany, and Brazil. To test whether or not this pop- ular opinion was true, a celebrated French agriculturist, M. Duhanel du Monceau, instituted a series of careful experiments and clearly established the fact that the en- during qualities of timber are wholly independent of the phase of the moon in which it is felled. Gardeners and agriculturists generally, who believe in the influence of the moon, hold that vegetables, plants, and trees which are expected to flourish and grow vig- orously should be planted, grafted, and pruned during the increase of the moon. Though this opinion, we find, is subject to many modifications in different sections of the country. In what manner, then, does the moon af- fect plant life? What explanation does science offer of this lunar influence? These are the questions given to us to answer. First, we ask, is it a fact? Has the fact been established by careful and well conducted experi- HIS ADDRESSES 207 ments? The careful experiments conducted by French agriculturists proved that the increase or decrease of the moon has no appreciable influences on the phenomena of vegetation. But the believers in lunar influence assert that their experience confirms their belief. One experi- ment, which they well remember, fully establishes, as they reason, the existence of lunar influence. Now, the causes that influence plant-growth are extremely com- plex. It is one of the most difficult questions in nature properly to estimate the influence of each of the sep- arate factors, so to speak, that enter into and produce the well developed plant. What, then, are the factors that enter into a question of plant growth? Let us men- tion some of them: 1. The chemical constitution of the soil. 2. The mechanical condition of the soil, the depth of the plowing, and the degree of pulverization. 3. The temperature of the soil and the air. 4. The character of the drainage. 5. The amount and frequency of the water supply. 6. The character of the cultivation, the depths and the frequency of the plowing and the hoeing. 7. The plant room, — that is, the number of plants to the row. 8. The quality of the seed used. Here we have mentioned eight separate factors, each of which plays an important part in the character of the crop realized; and to make an experiment, to test lunar influence, the effect produced by the presence or ab- 2o8 DR. WILLIAM LEROY BROUN sence of each of these factors must be carefully ob- served, and that effect must be correctly eliminated be- fore the supposed lunar influence can be estimated. But this is not the method adopted by those who are con- firmed in their opinions in regard to lunar influence by their own observations. They observe only one thing, the phase of the moon, and every other influence is neg- lected. They conclude, therefore, that the influence of the moon on plant life has been established as a ques- tion of fact* Wine-makers have a maxim that wine made in two moons is of an inferior quality. The only influence that the moon would exert on the fermenta- tion would be by affecting the temperature, and we have already shown that the influence of the moon in affect- ing the temperature on the earth was inappreciable. This maxim is not established as a fact, and hence must be classed along with that popular belief among sail- ors, equally unfounded, that the light of the moon has a peculiar potency to darken the complexion. It is an old maxim, mentioned by ancient writers, that the moonlight facilitates the putrefaction of animal sub- stances ; that fresh meat and fish exposed to the light of the moon undergo decomposition rapidly. In this case, as in others, the moon is charged with a deed of which it is innocent. Moisture facilitates decomposition of animal substances ; and on a clear night, when the moon is visible, heat radiates into space rapidly, the animal substances are exposed and chilled, and hence are cov- ered with dew. The moisture thus produced by a HIS ADDRESSES 209 physical cause, and not by the Hght of the moon, de- termines the putrefaction. The opinion is common in some countries, and also expressed in some of the old Latin writers, that oysters become larger during the increase of the moon. This question has been carefully tested by the balance and found not to be a fact. Butchers in some localities hold that the marrow found in the bones of animals increases and decreases with the moon. A German scientist put this opinion to the test of observations conducted with great care for a period of twenty years, and established by the unerring balance that the belief was without foundation. One of the most ancient forms which belief in regard to lunar influences assumed was that the moon exerted a direct influence over physical and mental maladies; that it entered the sick chamber and controlled the phe- nomena of disease, and at times injuriously affected the mental faculties. So generally has this latter power been attributed to the moon as to give origin in our own lan- guage to the term ** lunacy." So strong was the faith of the ancients in the influence of the moon and the planets that one of the writers recommended that no physician be trusted who is ignorant of astronomy. In disease, the different changes or phases of the moon were thought to correspond to the sufferings of the patient. The critical days of the disease were the seventh, the fourteenth, and the twenty-first. In support of this supposed celestial influence on the 2IO DR. WILLIAM LEROY BROUN action of disease, it is related that in 1693, when an epidemic was prevaiHng throughout Italy, an unusual number of persons died at the moment of the lunar eclipse. This fact, if it be a fact, can readily be ex- plained by the influence exerted on the minds of the patients by the occurrence of a phenomenon, so full of interest and so little understood. It is related that patients were, as late as 1654, by order of the physicians shut up in close chambers, dark and well perfumed, to escape the baleful influence of an eclipse. The num- bers who flocked to confession among the peasantry of France were so great that the priests could not adminis- ter the rite ; and in one instance so great was the crowd that a village curate seriously informed his flock that the eclipse was postponed for a fortnight. It is said that Bacon fainted at every lunar eclipse and only re- covered when the moon recovered her light. But, as Arago, the French astronomer, remarks, before we can admit that this instance proves the existence of lunar in- fluence " we must establish the fact that feebleness and pusillanimity of character are never connected with high qualities of mind." Against the prevalent belief of the influence of the moon over physical and mental mala- dies we bring the general fact of periodicality in dis- ease, both physical and mental, and periodicity of the phases of the moon. Hence we would anticipate nu- merous fortuitous coincidences. The law of probabili- ties show that these recurring periods, being separated by nearly the same interval, must give frequent co- HIS ADDRESSES 211 incidences. But coincidences do not recur always at the same phase of the moon, nor do they recur with suffi- cient frequency to indicate the relation between cause and effect. The cause of the critical days in human maladies must be sought for in the law of periodicity, as now recognized by physicians, and not in the changes of the moon. But this supposed relation has been care- fully examined. Dr. Olbers, a distinguished astronomer who was also a physician, says that, after having sub- jected this opinion to a careful test by an examination of numerous facts, he was never able to discover the slightest trace of any connection between the phe- nomena of disease and the phases of the moon. The belief that is more widespread probably than any other is the influence which the moon is supposed to ex- ert on the changes of the weather. Even prognostica- tions in regard to the weather throughout the month were made to depend on the appearances of the moon in the crescent form. A Latin writer, who was regarded as one of the wisest of the Romans, gave the following rule by which to foretell the state of the weather : " If the upper horn of the crescent moon appears hazy, rain will happen in the decline of the moon; if the lower horn is hazy, it will rain before the full moon; if the center is hazy, it will rain at the full moon." We know now that the hazy appearance of the moon is due to the vapor in the atmosphere of the earth, and not to a con- dition of the moon ; and that a change of locality on the earth of a few miles would be sufficient to project the 212 DR. WILLIAM LEROY BROUN vapor on the upper or lower horn. Hence the absurdity of the old Roman rule is obvious. The belief is very general that a change of the weather accompanies a change of the moon, and that we have more rainy and cloudy days about the full moon. Is this a fact? Suppose we place in one column all the rainy days of the year, and in a parallel column the phases of the moon. Now let this table be continued during a long series of years, and if there is a physical connection between the condition of the weather and the phase of the moon, it will be made manifest by the numerous coincidences. Meteorological tables, kept for a long series of years in Germany, France, and England, have been carefully examined with reference to this sup- posed lunar influence. Arago has shown from these registers that a slight preponderance of rain falls near the new moon over that which falls near the full. Sir John Herschel, from his own observations, concludes that it is a meteorological fact that " there is a tendency to a disappearance of clouds under the full moon." The examination of the records seems to show that there is a slight tendency to fair weather about the full moon, and by consequence more cloudy weather about the new moon. This tendency is extremely slight and often marked by local causes, and this is the only perceptible influence on the weather that the records indicate that can be attributed to the moon. What, then, is the scientific explanation of this tendency to cause fair weather at full moon? The heat that radiates from the HIS ADDRESSES 213 moon is of that character that is absorbed in the upper regions of the atmosphere. It cannot reach the earth, but is all absorbed by the vapor and air. Hence at and about full moon the excess of heat radiated from the lunar surface tends to dissipate the clouds. The amount of heat radiated to the earth is a maximum at full moon; thence the greater tendency about the lunar phase to have less cloudy nights. Science does not undertake to prove the negative of this question of lunar influence. True, science is cautious. She does not deal with the unknown. She does not arrogate to herself the power to determine all the possibilities and impossibilities of nature. But, in the most positive manner, she demands as preliminary to all investigations that the facts be well established. This question then, in its multiform aspect, is not a ques- tion of science, but one of fact. Our conclusion is that with the exception of the slight influence on the weather already explained, the popular opinions in regard to lunar influence are not founded on fact, are not supported by the laws of physical science, but rest on tradition and furnish evidence of a wide- spread inherited superstition. The moon is not an agent but simply a witness, and in all fairness must be acquitted of the many misdeeds attributed to her. 214 DR. WILLIAM LEROY BROUN THE RED ARTILLERY THE DIFFICULTY OF OBTAINING CONFEDERATE ORDNANCE DURING THE WAR From the Journal of the United States Artillery, Published at Fortress Monroe In complying with your request to write an article for your journal, giving experiences and difficulties in ob- taining ordnance during the war, I will endeavor, relying on my memory and some available memoranda pre- served, to give you a statement of the collection and man- ufacture of ordnance stores for the use of the Confed- erate army, so far as such manufacture was under my ob- servation and control. After a year's service in the field as artillery officer I was ordered to Richmond and made superintendent of armories, with the rank of major in the regular army, a new office in the Confederate States army, and sent to various points in North Carolina and Georgia to inspect and report on the facilities possessed by different manufactories for making arms, swords, sul- phuric acid, and so on. As a general rule, the facilities for manufacturing were meager and crude, giving little prospect for an early service of the product. Early in the spring of 1862 I was ordered to report at Holly Springs, Miss., and take charge of a factory just purchased by the Confederacy, and designed for the man- ufacture of small arms. It was not many months before the defeat of the Confederate army under General Albert Sidney Johnston at Shiloh, Tenn., caused a hurried re- moval of all the machinery to Meridian, Miss. Having reported to the chief of ordnance at Richmond, Va., I HIS ADDRESSES 215 was assigned to duty connected with the ordnance depart- ment. The Confederate congress had authorized the appointment of fifty new ordnance officers, and the appH- cations to the war department became so numerous and persistent for these appointments that the secretary of war, Colonel Randolph, ordered that all applicants should submit to an examination and that appointments would be made in order of merit, as reported by the board of examiners. Thus what we are now familiar with as civil service examinations were introduced by the Confederate war department in 1862, in the appointment of ordnance officers. I was made lieutenant colonel of ordnance, and as president of the board, with two other officers, con- stituted the board of examiners. By direction of Gen- eral J. Gorgas, the chief of ordnance, I prepared a field ordnance manual by abridging the old United States manual and adapting it to our service when necessary. This was published and distributed in the army. The examination embraced the field ordnance manual as contained in this abridged edition, the elements of algebra, chemistry, and physics, with some knowledge of trigonometry. The first examinations were held in Rich- mond. Of course the fact of the examinations greatly diminished the number of applicants. Of those recom- mended by the board so many were from Virginia that the president declined to appoint them until an equal op- portunity was given to the young men of the different armies of the Confederacy in other States. Hence I was directed to report to and conduct exam- 2i6 DR. WILLIAM LEROY BROUN inations in the armies of Generals Lee and Jackson in Virginia, General Bragg in Tennessee, and General Pem- berton in Mississippi. Under other officers examinations were conducted in Alabama and Florida. The result of this sifting process was that the army was supplied with capable and efficient ordnance officers. Early in 1863 I was appointed commandant of the Richmond arsenal. Here the greater part of the ord- nance and ordnance stores were prepared for the use of the Confederate armies. The arsenal occupied a number of tobacco factories at the foot of Seventh street near the Tredegar Iron- Works, between Gary street and James river. It in- cluded all the machine shops for working wood and iron, organized into different departments, each under sub- ordinate officers, arranged to manufacture ordnance stores for the use of the Confederate army. Can- non were made at the Tredegar Iron-Works, includ- ing siege and field guns, napoleons, howitzers, and banded cast iron guns. Steel guns were not made. We had no facilities for making steel, and no time to experiment. The steel guns used by the Confederates were highly valued, and with the exception of a few purchased abroad were all captured from the Federals. At the beginning of the v/ar the machinery belonging to the armory at Harper's Ferry was removed to Richmond and there established. This armory manufactured Enfield rifles and the product was very small, not exceeding five hun- dred a month. With the exception of a few thousand HIS ADDRESSES 217 rifles, the soldiers at the beginning of the war were armed with the old smooth-bore muskets and with the old Austrian and Belgian rifles that were imported. These they exchanged for Enfield rifles as they were favored by the fortunes of war. In the summer of 1863, after the seven days' battle around Richmond between General Lee and General McClellan, men were detailed to collect arms from the field, which were carried to the Richmond Arsenal, and then as quickly as possible repaired and re- issued to the army. Subsequently, through the blockade runners, a large importation of excellent rifles were re- ceived and distributed. When the men detailed for this purpose were collecting the thousands of Enfield rifles left by the Federals on the battle-fields around Richmond, I remember seeing a few steel breastplates that had been worn by the Federal soldiers who were killed in the battle. They were solid steel in two parts, shaped to fit the chest, and were worn under the coat. These were brought as curiosities to the arsenal and had been pierced by bullets. I remember this as a fact of my own knowledge. Some years ago the charge that some of the Federal soldiers wore breastplates was denied and decried as a gross slander, and in reply thereto I published in the Nation the statement here made. These no doubt repre- sented a few sporadic cases, worn without the knowledge of others. The Confederate soldiers had to rely for improved arms on captures on the battle-field and on Im- portation when the blockade could be avoided, having available no large armory. 2i8 DR. WILLIAM LEROYi BROUN The Tredegar Iron- Works at Richmond, Va., was the chief manufactory of siege and field guns, all cast-iron and smooth-bore. The large columbiads were made there, also the howitzers, twelve-inch bronze napoleons, and so on; but the highest valued banded Parrot three- inch rifles, with which the army was well supplied, were as a rule captured on the battle-field. As the war continued great difficulties were experi- enced in obtaining the needful ordnance supplies and many devices were resorted to. After the battles about Chattanooga, Tenn., when the Confederacy lost posses- sion of the copper mines, no more bronze napoleons could be made, but instead thereof a light cast-iron twelve- pounder, well banded after the manner of the Parrot guns, was made, and found to be equally as effective as the napoleon. At the beginning of the war it must be remembered the Confederacy had no improved arms, no powder mills, no arsenals, no armories, no cap machines, and no improved cannon. All supplies at first were ob- tained by importation, though the blockade subsequently cut off this foreign supply. All arms were percussion- cap muzzle loaders. In the beginning the old flint-lock, smooth-bore muskets were changed to percussion-cap lock, and issued to the troops. To keep a supply of the percussion caps was a difflcult and very serious problem, as the demand for caps was about twice as great as it was for cartridges. The ma- chines made after the United States pattern did not yield a large supply, and simpler and much more efficient ma- HIS ADDRESSES 219 chines for making, fitting, pressing, and varnishing caps were invented and made by Southern mechanics. After the Federals obtained possession of the copper mines of Tennessee great anxiety was excited as to the future store of copper from which to manufacture per- cussion caps. The casting of bronze field-guns was im- mediately suspended and all available copper was care- fully hoarded for the manufacture of caps. It soon be- came apparent that the supply would be exhausted and the armies rendered useless unless other sources of supply could be obtained. No reliance could be placed on the supply from abroad, though large orders were forwarded, so stringent was the blockade; of course the knowledge of this scarcity of copper was made public. In this emergency it was concluded to render available, if pos- sible, some of the copper, turpentine, and apple brandy stills which still existed in North Carolina in large num- bers. Secretly, with the approval of the chief of ord- nance, an officer was dispatched, with the necessary authority to purchase or impress all copper stills found available, and ship them, cut into strips, to the Richmond arsenal. By extraordinary energy he was enabled to forward the amount necessary for our use. The strips of copper of these old stills were re-rolled and handed over to the cap manufacturer, and thus were all the caps issued from the arsenal and used by the armies of the Confed- erate States during the last twelve months of the war manufactured from the copper stills of North Carolina. After the completion of cap machines, which were an 220 DR. WILLIAM LEROY BROUN improvement on the old United States machine, eight hands, only two being men, the others being boys and girls, frequently manufactured from the strips of copper over 300,000 caps within eight hours, — stamping, filling, preparing, and varnishing them. These cap machines thus had a capacity of producing a million a day. These caps made at the arsenal were frequently tested and pro- nounced superior in resisting effects of moisture and in general efficiency. For the completion of these machines the Confederate government awarded the inventor, — an employe of the arsenal, — the sum of twenty-five thousand dollars, being then equal to two thousand dol- lars in gold. To manufacture the fulminate of mercury we needed nitric acid and mercury. A quantity of mercury was obtained early in the war from Mexico. To make nitric acid we required niter and sulphuric acid. The sulphuric acid was manufactured in North Carolina, after many failures and difficulties, especially in obtaining the lead to line the chambers. Niter was made by the Niter and Mining Bureau, especially organized for that purpose. Everywhere about the environs of Richmond could be seen large earthen ricks and heaps* which contained dead horses and other animals, designed for use in the manu- facture of niter. The available earth from caves was also made to yield its quota of niter. With this sul- phuric acid and niter on the banks of the James river we manufactured the nitric acid required in the manufacture of fulminate. Near the close of the war the supply of HIS ADDRESSES 221 mercury became exhausted. Here was a most serious difficulty. We had not and could not obtain the mercury, an essential material with which to manufacture fulmi- nate of mercury, and without caps the army could not fight, and must be disbanded. This was an extremely serious situation, and no mercury could be obtained in the limits of the Confederacy. We began to experiment on substitutes, and fortunately found in Richmond two substances, — chlorate of potash and sulphuret of anti- mony, — which when properly combined answered the purpose satisfactorily. And the battles around Peters- burg during the last few months of the war were fought with caps filled with this novel substitute. Our lead was obtained chiefly, and in the last years of the war entirely, from the lead mine near Wytheville, Va. The mines were worked night and day and the lead converted into bullets as fast as received. The old regulation shrapnel shells were filled with leaden balls and sulphur. The Confederacy had neither lead nor sulphur to spare, and used instead small iron balls, filled with asphalt. We had no private manufactories established which could furnish the appliances needed, and frequently everything had to be done from the very beginning by the ordnance department and the army in the field. For instance, to run the forges, to make the irons for the artillery car- riages, we needed charcoal. To obtain this I purchased the timber of a number of acres of woodland on the south side of the James river and secured a detail of men to burn the charcoal for the use of our forge department. 222 DR. WILLIAM LEROYi BROUN During the winter the men from General Lee's army cut the timber and shipped it to Richmond, and of it artil- lery carriages were made on which to mount the guns to fight the battles in the spring. Men appointed for that purpose followed the army and collected the hides of the slaughtered animals that were used to cover the saddle- trees made of timber cut by temporary details of men from the army in the field. As the war continued, efforts were made to build per- manent and well appointed arsenals as at Macon and Au- gusta, Ga. The large arsenal at Augusta, under the management of Colonel Rains, was especially devoted to the manufacture of powder. Toward the close of the war it was making an abundant supply of very superior character, equal and in some respects superior to that imported from foreign countries. Under the demands of necessity in many instances cotton converted into rubber cloth was used in the manu- facture of infantry accouterments, and was found especially useful in making belts for machinery. Models of inventions were frequently sent to the arsenal, of which large numbers were valueless, and those good in theory could not be tried for want of skilled machinists and ordnance supplies. I remember on one occasion, the last year of the war, that a large number of Spencer breech- loading rifles, the result of a capture, were turned over to the arsenal, and though greatly desired by the troops, could not be reissued for want of ammunition. In the effort to make the cartridges for the Spencer rifles in HIS ADDRESSES 223 the first place tools had to be devised with which to make the tools used for making the cartridges. Hence the surrender at Richmond came before the cartridges were made. A plan was proposed at the arsenal to in- crease the accuracy and range, and thus render avail- able and more efficient the smooth-bore muskets in pos- session of the Confederacy. The plan proposed was theoretically correct, and is worth mentioning inasmuch as very late in the war the identical plan was sent to President Diavis from Canada as a scientific gift of great value. This was sent by him to the war department, and hence found its way to the arsenal, where the drawings were regarded with inter- est, since they corresponded exactly with those made at the arsenal years previously. The idea was to fire an elongated compound projectile, made of lead and hard wood, or papier mache. In the diagram the heavy lines represent a section of the leaden arrow bullet, with center of gravity well for- ward; the dotted lines represent the hollow sabot of wood, or hard papier mache. On firing, the lighter material moving first would press outward the arrowhead and thus destroy the windage, 224 DR. WILLIAM LEROYi BROUN and the flight of the trajectory would be as an arrow without rotating on the shorter axis, inasmuch as the center of inertia of the projectile would be in advance of the center of the resistance of the air. At least, that was the theory of the compound projectile devised for the old smooth-bore musket. An attempt was made to use on the field round con- cussion shell from the howitzer as mortars. In this con- cussion shell a friction primer, properly wrapped, acted as a fuse, its head terminated in a bullet which rested on the shoulder of the brass fuse that screwed into the shell, having an unfilled hollow space about the bullet. When the round shell struck any point, except that ex- actly in the rear of the prolongation of the wire, put in the axis of the bore by using a sabot, the momentum of the bullet would draw the friction primer and ex- plode the shell, regardless of the point on which a round shell struck. A gun-carriage was made for howitzers, with a jointed trail, as thus they could be used as mor- tars and fired at a high angle. These were rather ex- periments than instances of success, and are only men- tioned now to show that the ordnance ofiicers did some- thing more than simply to imitate the Federals. They were prevented from accomplishing what they planned by reason of the want of machinery to do the necessary work. During the siege around Petersburg it was discovered that the shells used for the large Parrot guns were very defective, — that is, had but very short range. The I HIS ADDRESSES 225 shells would start off and fly well and straight, revolv- ing on the longer axis, during the first half of the tra- jectory, then suddenly whirl on the shorter axis and drop almost vertically. One can tell by the ear the in- stant the axis of revolution changes, if one gun is fired. The action of the shell being observed, the cause was obvious and a remedy suggested itself. The center of the resistance of the air at the summit of the trajectory was in advance of the center of inertia, and produced a couple that caused the rotation on the shorter axis. The obvious remedy was to make the front of the shell hemispherical instead of conoidal and to diminish its length, and thus put the center of gravity forward of the center of resistance. With this change made, the maximum range was attained, and the complaints of the artillerist ceased. When we consider the absence of manufactories and machinery and of skilled mechanics in the South at the beginning of the war, its successfully furnishing ord- nance supplies for so large an army during the four eventful years is a striking evidence of the energy and resources and ability of its people. The success of the ordnance department was due to its able chief, General J. Gorgas, and in large measure to the intelligence and devotion of its officers, selected by the sifting process of special examinations. I must add this, that never was an order received from Gen- eral Lee's army for ammunition that it was not imme- diately supplied, even to the last order to send a train- 226 DR. WILLIAM LEROYi BROUN load of ammunition to Petersburg after the order was received for the evacuation of Richmond. As continuous work was necessary to keep a supply of ammunition, at times serious difficulties threatened the arsenal, not only from scarcity of supplies of ma- terial, but also from depreciation of our currency. Food supplies were very scarce in Richmond, and became enormously high in Confederate currency; and during the very severe last winter of the war all the female operatives who filled cartridges with powder left the arsenal and struck for higher wages. These were trained operatives, and the demand for ammunition was too great to afford time to train others, even if they could have been secured. An increase in money would not relieve the difficulty. I remember once being early in the morning on the island in James river, with the ice and frost everywhere, surrounded by a number of thinly clad, shivering women; and mounting a flour barrel, I attempted to persuade them, by appeals to their loyalty and patriotism, to con- tinue at their work until better arrangements could be made. But patriotic appeals had no effect on shivering, starving women. Very fortunately at this juncture a vessel with a cargo for the ordnance department ran the blockade at Wilmington, N. C, laden not with rifles and powder, but with bacon and syrup and articles for food and clothing, these being of extreme value. An ordnance store was immediately established, and food and clothing to the employes of the arsenal at one- HIS ADDRESSES 227 fourth the market price. This fortunate cargo made them all happy, and relieved the immediate difficulty. I submit herewith a statement of the principal issues from the arsenal made up to January i, 1865. This can be relied on as accurate, having been copied from the official reports preserved at the arsenal, consolidating all issues. The report was prepared by my order, fur- nished by the Richmond Enquirer, and published the day of the evacuation of Richmond. A copy was published in the New Eclectic Magazine, April, 1869, from which the following extract is taken: " Statement of principal issues from the Richmond arsenal from July i, 1861, to January i, 1865: " Artillery equipments, etc., — 341 columbiads and siege-guns; 1,306 pieces of all descriptions; 1,375 Md- gun carriages; 875 caissons; 152 forges; 6,825 sets artillery harness; 925,441 rounds field, siege, and sea- coast ammunition; 1,456,120 friction primers; 1,110,966 fuses; 17,423 port fires; 3,985 rockets. " Infantry and cavalry arms, accouterments, etc., — 323,321 infantry arms; 34,067 cavalry arms; 6,074 pistols; 44,877 swords and sabers; 375,510 sets of in- fantry and cavalry accouterments; 188,181 knapsacks; 478,498 haversacks; 328,977 canteens and straps; 115,-- 087 gun and carbine slings; 72,413,854 small arm cart- ridges; 146,901,250 percussion caps; 69,418 cavalry sad- dles; 85,139 cavalry bridles; 75,611 cavalry horses; 35,464 saddle-blankets; 59,624 pairs of spurs; 42,285 horse brushes; 56,903 currycombs." 228 DR. WILLIAM LEROYi BROUN The enormous amount of " thirteen hundred field- pieces of all descriptions," classed among the issues, does not signify that that number was manufactured at the arsenal, but that number includes all those obtained by- manufacture, by purchase, or by capture, and afterward issued therefrom. The writer, in the Enquirer, further says : " Assuming that the issues from the Richmond arsenal have been half of all the issues to the Confed- erate armies, which may be approximately true, and that one hundred thousand of the enemy were killed, not re- garding the wounded and those who died of disease, it will appear from the statement of issues that about one hundred and fifty pounds of lead and three hundred and fifty pounds of iron were fired for every man killed; and if the proportion of the killed and wounded be as one to six, it would further appear that one man was dis- abled for every two hundred pounds expended. In former wars with the old smooth-bore muskets it was generally said, ' His weight in lead is required for every man who was killed.' " And from the issues of the arsenal it does not appear that the improved rifle required a pound less. It will appear to one fond of statistics, who may re- duce the moving force of the projectile to horse-power, that the force required to kill one man in battle will be represented by about one thousand horse-power. Some general remarks in reference to the conclusion of the war and the destruction of the arsenal may not be out of place. HIS ADDRESSES 229 There was a large number of Federal prisoners in and about the city. Libby prison was filled with offi- cers and Belle Isle with many privates. To release these was the object of cavalry raids against the city, when the main army was absent. All the operators of the arsenal and the Tredegar Works and the employes of the departments were organized into regiments and were called to the field when a raid was expected. So they literally worked with their muskets by their sides, and so valuable were the lives of the skilled artisans that it was said that if three iron- workers in the regi- ment of the arsenal were killed the manufacture of cannon would stop. But the end was approaching. In the Confederate senate I remember listening to an ani- mated discussion in regard to enlisting negro troops in the army. It was urged by some of the senators that we should enlist and arm fifty thousand negroes, of course with a pledge of freedom. I knew we could not possibly arm five thousand. The ordnance department was exhausted. One company of negroes was formed and I witnessed the drill in the Capitol Square, but I understood that as soon as they got their uniforms they vanished in one night. As the spring of 1865 approached the officers often discussed the situation. We knew that Lee's lines were stretched to breaking, and we knew the exhausted con- dition of every department, and we knew that the end was near. Sunday, April 2, was a bright, beautiful spring day, 230 DR. WILLIAM LEROYi BROUN and Richmond was assembled at church. I was at St. Paul's Church. About four pews in front of me sat President Davis ; and in a pew behind me, Gorgas, chief of the ordnance department and my chief. During service and before the sermon the sexton of the church, a well known individual in the city, stepped lightly for- ward, and touching Mr. Davis on the shoulder, whis- pered something to him. Mr. Davis immediately arose and walked out of the church, with a calm expression, yet causing some little excitement. In a moment the sexton came back and called out General Gorgas. I con- fess I was made extremely uneasy, and was reflecting on the probable cause when, being touched on the shoul- der and looking around, the sexton whispered to me that a messenger from the war department awaited me at the door. I instantly felt that the end had come. I was ordered to report to the war department, where I soon learned that General Lee had telegraphed that his line was broken and could not be repaired, and that the city must be evacuated at twelve o'clock that night. I was ordered to remove the stores of the arsenal as far as could be done to Lynchburg, and was informed that the president and chief officials would proceed to Danville, and the line be reestablished between Danville and Lynchburg. I immediately had the canal-boats of the city taken possession of, and began to load them as rapidly as pos- sible with machinery, tools, stores and so on, to be car- ried to Lynchburg. HIS ADDRESSES 231 As a large supply of prepared ammunition could not be taken, I had a large force employed in destroying it by throwing it into the river. Supplies of value to families were given away to those who applied. By midnight the boats laden with stores were placed under charge of officers and started for their destination, which they never reached. What be- came of them I never knew. About two o'clock in the morning General Gorgas, chief of ordnance, came to the arsenal to tell me that he was about to leave with the President for Danville, and to report to him there. I never reported to him till fifteen years later, when I met him at Sewanee, Tenn., the vice-chancellor of the University of the South. Every possible effort was made to prevent the de- struction of the arsenal. I, as commanding officer, visited every building be- tween three and four o'clock in the morning of the third of April, and had the gas extinguished and the guards instructed to shoot any man who attempted to fire the buildings. One hour afterward (I was then four miles from the city) the rapid and terrible explosion of shells heard in the distance proved that that part of the city occu- pied by the arsenal was being made desolate by the torch applied by the frantic mob. Shortly after the presi- dent left the city the gunboats were blown up. After witnessing the explosion from the steps of the 232 DR. WILLIAM LEROYi BROUN arsenal I sent for the keeper of the magazine, and sat- isfying myself that life would not be endangered by its destruction, wrote an order for him to explode the magazine at five in the morning, the last order of the ordnance department, and among the last orders of the Confederate government given in the city of Richmond. As I rode out of the city in the early dawn I saw a dense cloud of smoke suddenly ascend, with a deafening re- port, that shook the city to its center. Thus ended the surrender of the city of Richmond. The mob imme- diately took possession, looted the stores, and fired the city. A large part of beautiful Richmond was burned to the ground. The Federal troops marched into the burning city in splendid order, took possession, dis- persed the mob, and saved by their energy and discipline the city from total destruction. ADDRESS DELIVERED ON MEMORIAL DAY (Before the Students of the Alabama Polytechnic Institute in May, i8pi) Assembled together as we are on this Memorial Day to do honor to the memory of the dead, to those who died as soldiers in the Civil War, it may be well for the sake of the young who are present and whose fathers in many instances were participants in that historic struggle to allude briefly to the opinions and strong con- victions that generally prevailed among Southern men preceding the beginning of the conflict; as thereby they HIS ADDRESSES 233 will be able to form just and correct views of the cause of the war, which they now know as the lost cause that was so dear to the hearts of their fathers. From the days of Henry and Madison, of Hamilton and Adams, from the earliest days of the reformation of the general government and the adoption of the con- stitution, there were two conflicting and contending principles or political elements, one contending for the authority and power of the Union, the other for the rights and sovereignty of the States. The one was an element of unity and strength and power, the other an element of division and weakness. It was urged that the States existed prior to the general government, and by their act as separate, independent sovereignties formed the Union and delegated certain powers and privileges thereto under the constitution. The contention was that the State was sovereign, and in entering the Union had never parted with her sovereignty, but had only dele- gated to the general government certain limited, well defined powers; and that the State as sovereign was the sole judge of the infraction of the constitution, and when she decided that it was violated, she had; the reserved right to withdraw from the Union, the right to secede, and to assert her supreme and original sovereignty. This was the doctrine of the right of se- cession. There was scarcely a fireside in the State of Virginia, about which I can speak more definitely, around which there was not almost daily discussed and rediscussed the 234 DR. WILLIAM LEROYi BROUN reserved rights of the States ; and had been so discussed since the days of Henry and Madison. The generation before imbibed it in their youth, read it in the press, heard it from the platform, breathed it in the atmos- phere, that their allegiance was due first to the State, and second to the Union; that the State was sovereign, had not and could not surrender her sovereignty, but held reserved rights to be exercised when, in her judg- ment, it became necessary. It was that principle, when in the exercise of her sovereignty Virginia passed the ordinance of secession, that caused Commodore Maury, the eminent scientist, to resign his position as chief of the national observa- tory and offer his services to his State; it was that prin- ciple that caused General Lee, then colonel in the United States army, to resign his commission and offer his sword to the governor of Virginia. Slavery was not the cause of the war; it was the oc- casion, not the cause. It was not for silver and gold, not for slavery, not for property in any form, that your fathers suffered the hardships of four long years of war, and freely offered and sacrificed their lives on the field of battle; but it was to maintain what they regarded the rights of the States. It is difficult now to realize and make plain to you the electric thrill that filled the atmosphere when it became evident that honor demanded that the State must re- assume her sovereignty and withdraw from the Union she loved so devotedly, and to form which she had in HIS ADDRESSES 235 former years acted so prominent a part in council and on the field. I well remember an occasion that may serve to illus- trate this. The Virginia Convention at Richmond v^as discussing the solemn question of secession or continu- ance in the Union. A meeting was called at Charlottes- ville. A distinguished speaker, Professor Holcombe, of the University of Virginia, mounted a table and ad- dressed a large crowd on the great question then to be decided: not a word about slavery, not a word about property, but all about honor. The honor of the State, the sovereignty of Virginia, was in peril. In eloquent terms he told of the direful consequences of war; that Virginia was to be the seat of the conflict ; that her fields were to be laid waste; her homes destroyed; her men sacrificed; — but the honor of Virginia was in peril. Not property, but honor, was his theme. I well remem- ber he told the story of Latour d'Auvergne, that gallant captain of the grenadiers of the army of Napoleon, — how long after his death, by order of the emperor, his name continued to be called at the morning roll, and that the oldest sergeant stepped to the front and, to tlie name Latour d'Auvergne, answered : " Dead, — died on the field of honor." So, he said, should disaster come, and Virginia be destroyed by the fury of war and her name cease to exist as a sovereign State, when the future his- torian should call the roll of commonwealths, let there come forth in answer to the name of Virginia, " Dead, — died on the field of honor." 236 DR. WILLIAM LEROY BROUN I am very confident there was not a man in the hear- ing of the speaker's voice that day who did not deem it his high duty and glorious privilege to offer his life in defense of the flag of Virginia. It was that spirit that pervaded the army, from the humblest private to the commanding general ; it was that spirit that caused the soldiers to suffer hardships and privations without complaint and freely to offer their lives on what they regarded the altar of their country; it was that spirit that caused the Southern army in the years gone by to make in history a page bright with im- perishable deeds of valor, to make a history that, in the long years to come, will be read with a glow of pride by all who esteem patriotic valor and chivalric honor. To illustrate the hardships, I remember an instance that I may mention, which shows that the plans of the commanding general were sometimes modified by insuffi- cient clothing. I was ordered by the chief of ordnance just previous to the battle of Fredericksburg to report to General Lee for special duty. After dinner he invited me to his tent. General Jackson, who was then re- ported in the Northern press to be " bottled up " in the Valley of Virginia, had just arrived and joined General Lee on the right bank of the Rappahannock, to oppose the advance of General Burnside. On my expressing gratification at this juncture. General Lee said that he had intended to send Jackson across the Rappahannock to the rear of Burnside's army, but the reports from his quartermaster showed that many of hi? men were with- HIS ADDRESSES 237 out shoes, and he could not order the poor fellows in that condition to undertake so severe a march during that inclement weather. It was then in the winter and the ground was covered with snow and ice. When Jack- son's corps arrived, the appearance of many of his sol- diers showed the hardships that they had endured. Still, — though their uniforms were worn and ragged, their feet, in some instances, protected from the snow and ice by rawhide moccasins made by their own hands, — the manly step, the purpose and resolve in the counte- nance told that to them there was something more val- uable than ease and comfort, something more highly prized than property, something dearer than life itself, — and that something was honor, exemplified in their loyalty to their sovereign State. Young gentlemen, take this lesson from the life of the Confederate soldier home to your bosoms ; there is some- thing more valuable than property; there is something dearer than life itself,— your honor, your character. Keep, by the grace of God, keep the shield of your honor untarnished : death is tolerable, but dishonor can- not be borne. But in the wisdom of an omniscient Providence the question of the right of secession, thus referred to the arbitration of the field, was decided amid the thunders of artillery irrevocably and forever. . . And this we now know to have been an ele- ment of division and weakness in our government has been forever removed; and to-day we stand as one peo- ple, one nation, under one flag, " an indissoluble Union 21,^ DR. WILLIAM LEROY BROUN of indestructible States," " distinct as the billows, yet one as the sea." Our patriotism is none the less intense, only it is less provincial, and embraces a wider horizon. The conflict was inevitable. Two opposing princi- ples, contending for supremacy. The soldier of each army did his duty as he saw the right. The South was overwhelmed, but not disgraced; defeated, but not dis- honored; and in coming years future generations, all over this broad land, — north, south, east, and west, — will read with pride to their children's children the story of Lee and Jackson. Then, when you leave this hall and repair to the cemetery, cover the graves with flowers on this Me- morial Day, and thus honor yourselves in honoring the memory of the Confederate dead. The three following addresses, delivered at the closing exercises of the Alabama Polytechnic Institute by the late revered and beloved president, Dr. William LeRoy Broun, are published here to show how solicit- ous he was for all the graduates, how earnestly he strove to make out of each of them true Christian gentlemen of the highest type. These short talks will recall to all the old students the tender, fatherly care that Dr. Broun exercised over them. To the new students, whose misfortune it was to be associated with him but a short time, these ad- HIS ADDRESSES 239 dresses will give a clear insight into the high, noble, Christian character that he possessed. They will show to them how much at heart he had the interest of those whom he sent out from here; the kindly advice and warning in these short, sweet talks are none other than that given to a son by a loving, solicitous father when he sends him out into the world to fight his own bat- tles. Before Dr. Broun lost his voice it was customary with him, after delivering the diplomas to the graduates, to have them line up in front of him, when he would give them short talks. Such were the occasion of these ad- dresses. These talks show briefly the greatest object that Dr. Broun had in view in educating young men, — that of in- stilling thoroughly into their minds the great importance of a true Christian character. AN ADDRESS (Made to the Graduating Class of i8po a^t Auburn, Ala.) Young Gentlemen Graduates : — I congratulate you on the honors you have just received; I congratulate you on the earnest, faithful work you have done at the in- stitution, and on the good order that has marked your college residence here; and not only to yourselves but to the entire body of students, in behalf of the faculty and citizens, I express our grateful acknowledgments and 240 DR. WILLIAM LEROY BROUN thanks for the excellent year that is now about to close. To-day, young gentlemen, you enter upon a new phase of life. This is your " Commencement Day," the day on which you are relieved of the restraints of college discipline, assume the manly toga of self-control, and commence your active life. Each of you, happy in the joyful strength of youth, looks forward to a bright future, — each of you with confident hopes of success. And the question occurs, What is your desire, and how will you gain it? You have received the mental training and discipline that comes of a general education, and now you must special- ize for your life-work, — for your particular vocation. Day by day study your vocation, whatever it may be. Learn to love it, to love to work in it, and strive to master it in its larger aspects, as well as in its minutest details. Whether you engage in farming or manu- facturing, whether your vocation be commercial or pro- fessional, competition you will find everywhere, with no honors for laggards. Hence you must learn to sharpen your wedge and drive it with the sharp end foremost. Remember that what makes the difference between men in active life is just what makes the difference between students at college. It is not talent, but energy; not the possession of gifts, but the persistent, energetic use of these gifts to the attainment of an object worthy of your best manhood. And remember again that the influence you may exert in the sphere of life depends not on learning so much HIS ADDRESSES 241 as on wisdom; not on intellect so much as on character. See the assembled thousands but yesterday in a dis- tant land with uncovered heads paying tribute to that highest type of Christian manhood that the century has ever produced. They bowed in honor, not to intellect alone, but to that true and noble character which you and Southern youth should cherish with special pride as the ideal standard of true excellence. The attainment of position, the accumulation of wealth, without the highest regard and affection of your fellow-men, is not success, — but failure. Success, with esteem, comes with purity of life, integrity of character, earnest, true, and faithful performance of your duty to the best of your ability. Then what must you do? Do your best; do your best in all things, and be true, — ^true in thought, true in word, and true in deed. But after all your best efforts have been made, disappointment may come and failure may stalk in your path; but remember it is the true, courageous man who knows that the way to success lies through partial failure ; who knows that failures have their lessons and should serve to correct mistakes and nerve the heart of the brave to a more determined effort. It is not prosperity, but adversity, disappointment, and failure, that develop what is true and noble in man. Then, if pitfalls and obstacles lie in your pathway, only work the more earnestly, and ever remember that your Heavenly Father has granted you privileges and oppor- tunities, and has given you talents which are not to lie hid in a napkin but are to work for righteousness, in- 242 DR. WILLIAM LEROY BROUN fluencing others by the elevating influence of the Chris- tian character. Be, then, true, worthy sons of your alma mater, and so act that in years to come the students who fill these halls will feel honored that your names are enrolled among its graduates. Take this word home to your bosoms, think of it, make it in after years a part of your character : "Let thought be in thine eye, And from thy brow the dew of labor start, And let the love of what is pure and high, Be strong within thy heart." AN ADDRESS (Made to the Graduating Class of i8p4j at Auburn, Ala.) With the diploma you have just received, our con- nection as student and instructor ceases to exist; and now you are about to begin life in a new sphere, with new surroundings to influence you, and new hopes to inspire you, carrying with you your diploma as a testi- monial of honest work done, in laying a broad and se- cure foundation on which to build the superstructure of your life's work. What have you gained during your residence here? What in your estimation will be of special value? Do you suppose it is the knowledge you have gained of chemistry, of agriculture, of mathematics, of physics, HIS ADDRESSES 243 or any other department taught in the college? If so, you are mistaken. It is not the knowledge you have obtained, not the facts and the principles you have stored up in your mind, but rather the discipline and the train- ing of your mental faculties in acquiring that knowledge. It is not the amount of food that gives strength and vigor to the body, but rather its transformation as- similated into nerve and fiber and muscle. It is not the knowledge acquired, small or large as it may be, but the effort of its getting, the tendency thereby given to your mental energies, the cultivation of accurate observation, of logical reasoning; the opening to your view the ex- pansive fields of knowledge and the inspiration to work, to obtain more knowledge. Let me remind you that you have no cause for con- ceit by reason of large acquirements. You best know that you have just crossed the threshold and are simply prepared to begin work ; and the question now confronts you, will you do the work, will you go forward? Are you content to rest on what you have done, or will you build a noble structure on the foundation here? Will you look backward, or forward until work ceases to be toil and becomes a joy? Let me give you a motto to take with you as you now sever your connection with the college. I am reminded that now many years have passed since I stood where you stand and received my degree from the university of a sister State; and by my side was a young man who was then among his fellow-students 244 DR. WILLIAM LEROY BROUN highly esteemed for his noble Christian character and supreme talents, and in honor of whose memory but very recently memorial celebrations have been held in church and religious assemblies throughout the South- ern States, telling in eloquent terms of the loss by his death to learning and religion, to Church and State. He, Dr. John A. Broadus, nobly illustrated in his life the motto with which he closed his address before the faculty and students of that university, and that motto I give you to-day to keep and to treasure, — " Fear God and work." Take it to your bosom, write it on your heart, make it the rule of your life. " Fear God and work." BACCALAUREATE ADDRESS (Delivered at the Agricultural and Mechanical College, Auburn, Ala., June, ic Young Gentlemen Graduates : — Your connection with us as students has closed; you are now alumni of the college, and as such have special duties imposed upon you. Your duty to yourselves is to prove by your hon- orable conduct, by your faithful performance, by energy of character, by love of truth, and by love of work, with brains and hands, that you have profited by the lessons here taught you, and that you are worthy of the honor you have this day received. This day upon which you graduate is an era in the history of the college, a day from which we shall hence- forth date. HIS ADDRESSES 245 To-day is to be laid with impressive ceremonies the corner-stone of the new college. This will be no idle dis- play, but will be full of significance. Its construction means that Alabama appreciates her position in the march of civilization and intends to offer to her youth the best known facilities for their thorough preparation for the duties of life. It means that Alabama recog- nizes that that people " who have the best schools are the first people, — if not to-day, they will be to-morrow," and that she, with foresight and wisdom, is laying her plans to-day for a grand to-morrow. It means that she intends that her youth shall not be laggards in the race for supremacy for lack of training in all that makes men. It m.eans, likewise, the confidence the authorities of this institution have that the State intends to fulfill her ob- ligation to provide here a college, — an obligation im- posed both by the charter of the institution as well as by the relation that exists between technical education and progress in civilization. For to-day thoughtful men everywhere acknowledge this as a truism, — that there is no progress in modern civilization without technical edu- cation. As alumni of this college, be loyal to your alma mater. It has a great work to perform for Alabama, and you, by cherishing this institution, can serve your State and generation. It has now fairly begun its work and has a mission of its own in the educational world, important and essential. Show, as we have always taught you, that technical education, to be of value, to be of worth 246 DR. WILLIAM LEROY BROUN to you and to the State, must be founded on a sound general education, that the broader the base the more permanent the superstructure. Show that the college does not sanction low conduct or low teaching, but that it ennobles all it teaches by its devotion to truth and science; show that it is as honorable to analyze a soil as to analyze a sentence, and often of more utility. And show, as you can, that to construct a steam-engine re- quires brain work of a higher order than to construct the customary college poem. Show that you intend to be something by doing something, and that the training you have here received has given you manly self-reliance that will enable you, whatever fortune may betide you, to stand on your feet and walk alone. Illustrate your education here by showing your ability to analyze a soil or a sentence, to make a speech or a steam-engine, as oc- casion may determine. Correct the misapprehension that may exist in regard to the character of our work. Show that, in conformity with the charter of our col- lege, there is here given a liberal as well as a practical education. Show that our students are taught science through their eyes, through their hands, through their finger tips, as well as through their brains, so that, being infused with scientific methods, their actions may be marked and their lives made prosperous, as I hope yours will illustrate, by scientific method and scientific energy. Show, — by your own eagerness and energy, by your de- votion to truth and devotion to work, — that to educate the brain to reason, the eye to observe, the hand to form HIS ADDRESSES 247 and execute, that to teach how to increase products of the earth, how to convert the crude products of nature into the refined works of art, how to bridle and control and make subservient to our uses the forces of nature, is not half to educate, but better to educate. And above all, honor the college, honor yourselves by showing in your love of truth, — truth of action, truth of thought, truth of conduct, — that the training which you have received prepares you for that high. Christian, earnest, working life that will make you a blessing to your community and an honor to your State. THE END i I i £0 4 1912