W!** & U m ■* u '&k ^ ; ^> •^Of *N vxC:;V>> ><\v vS. *V^, 4 \:' ( - AN INAUGURAL ORATION, PRONOUNCED MARCH 18, 1818, JOSHUA BATES, A. M. PRESIDENT MIDDLEBURY COLLEGE. PUBLISHED BY REaUEST OE THE CORPORATION. MIDDLEBURY, (Vt.) PRINTED BY J. W. COPELA1VD. 1318. J 1? INAUGURAL ORATION, &c "Education forms the mind." The great philo- sopher of human intellect, by a thorough analysis of the understanding, and a complete investigation of its properties, has successfully refuted the an- cient doctrine of "innate ideas," and thus justified the inference, that the contemporaneous doctrine of "intuitive knowledge" is unsupported by sound philosophy. — In the uncultivated mind intellectual powers do indeed exist ; but, like the unpolished diamond, they exist in obscurity. Education brings them to light, displays their brilliancy, unfolds their beauty, and exhibits their real value ; it excites their latent energies and controls their operations; it gives them activity, and applies them to the pur- poses, for which they were designed, and to which they are adapted, by Infinite Wisdom. We can, indeed, discern nothing in the human mind, distinct from the effects of education, but a capacity to re- ceive instruction — a faculty to learn — a power to acquire and retain knowledge. Of this capacity, it is admitted* that there are various degrees be- tween those extremes, which are denominated gen- ins and stupidity. These extremes, however, are rarely found in nature. In most cases, ordinary minds, under the fostering hand of education, uni- ted with persevering industry, may rise to excel- lence and obtain the rewards of genius ; or by neg- lect and sloth, may sink to the lowest depths of stupidity, and remain the mere receptacles of folly. BufFon has said, "genius is nothing but patience.'' If this position is not true, in its full extent — if the attention and patience of an age would invent noth- ing, without a peculiar disposition of the organs of sense and a native acuteness of the powers of per- ception ; yet it is certain, that the acquisitions of genius always suppose vigorous application and patient investigation. With a very few exceptions, the distinctions among men, in knowledge, in strength of understanding, and even in brilliancy of imagination depend more on variety in educa- tion, than on original difference in capacity. And even the difference, which does exist, is often exag- gerated. "If, as Seneca says, there is no great genius without some mixture of folly, perhaps also there is no great folly without some mixture of genius." Hence we perceive the high importance of a good education for all the purposes of life. And the consideration of this subject, will not be thought unappropriate ; nor, I hope, be found uninteresting on the present occasion. — It is not my intention, however, to discuss the subject in its largest extent, nor take a comprehensive view of all its branches and relations. Moral culture and religious instruc- tion constitute a part, and unquestionably the most important part of education. Indeed, without these, the cultivation of the intellectual powers would be useless, and often worse than useless. Unsancti- fled learning, so far from adding to the happiness or usefulness of a man, serves only to increase his capacity for suffering, and extend his pernicious and corrupting influence in society. — To prescribe rules for the religious education of children ; and, by an exhibition of the most commanding motives, to urge on parents and guardians the duty of "bring- ing them up in the nurture and admonition of the Lord," would be a pleasant employment. But these topics fall not within the appropriate limits of this dissertation. I shall treat of them, there- fore, no farther, than they are connected with lite- rature and science ; and view them only, as they belong to a course of academick instruction. A common education is of the first importance ; and it is all, that is necessary for the ordinary pur- poses of life. It is abundantly sufficient for those, who cultivate the soil ; for those, who devote them- selves to the mechanick arts ; for those, who con- duct the commercial concerns of society. These occupations, though among the most honourable and useful employments, allow but little time for study and mental cultivation t nor do they require an extensive acquaintance with the sciences. A knowl- edge of the rudiments of learning, such as may be acquired in almost every village in New-England, is all that is necessary (may I not add) — all that is beneficial in these departments of social life. A more refined education and a highly cultivated taste, by dividing the attention> might even unfit a man for excellence and energy in these pursuits. Eut without that degree of instruction, by which a person is enabled to read with facility, write with propriety, and compute with accuracy ; no one is prepared to act well his part in any station in soci- ety, or pursue any employment with satisfaction to himself and usefulness to others. It should never be forgotten, therefore, by the guardians of society and the friends of humanity, that common schools, to which the children of the poor as well as of the rich may have free access, are of Ihe first importance to a community ; impe- riously demanding their attention and patronage. Especially, in a country like ours, and under forms of government like ours, neither publick virtue nor civil liberty can be maintained, without a general diffusion of knowledge, and a liberal provision for the support of schools. But, although a common school education is am- ply sufficient, and even best adapted to qualify youth for the common purposes and ordinary em- ployments of life ; there are functions to be per- formed in civilized society, which require a more liberal education; which cannot indeed be well performed without extensive knowledge and en- larged views of men and things — without an ac- quaintance with general literature and the greafc circle of human science. For what are usually de- nominated the learned professions, a partial and limited education is certainly inadequate. As Ci- cero well observes, "Omnes artes, quae ad humani- tatem pertinent, habent quoddam commune vincu- lum, et quasi cognatione quadam inter se continent tttr." It is indeed a truth, established by literary experience, that no branch of liberal education can: be successfully pursued independently of others, nor any neglected without injury to the whole. — Gan a man be well versed in legal science, civil pol- ity, and jurisprudence ; unless he is likewise ac- quainted with natural philosophy, logical induc- tion and metaphysical reasoning? And can he* without this knowledge, execute the functions of the several departments of well organized govern- ment, with understanding, consistency and des- patch ? It is true, natural talents, acute discern- ment, and much experience and careful observation may, in a great measure, supply the deficiency of early education ; but they can never become a com- plete substitute. Without the fostering care of lib- eral education, we should look in vain for another Puffendorf or Blackstone or Stilly or Burke or Ames. Those men, who by native energy of mind and unwearied assiduity have overcome the disad- vantages of defective instruction, raised them- selves to offices of trust, and devoted themselves to the publick good, surely deserve well of their country, and merit peculiar praise. But how much higher would the same men have risen, and how much farther would their benign influence have been extended, if the superstructure of their knowledge had been erected on a broader founda- tion — if in youth they had received a literary and scientifick education — if their noble minds hadbeen disciplined by study, and directed by instruction — if they had walked the Lycaeum, had inhaled the pure air of Parnassus, and tracing the streams of literature and science to their fountain, had imbi- bed its unpolluted waters ! The same inquiries might be made ; and we should be led to the same result concerning those, who practise " the healing art." The profession of physick requires men of cultivated minds and studious habits. Medical science itself opens an extensive field for cultivation and research. It is, moreover, intimately connected with many other branches of general knowledge ; some of which are indispensable to it, and all highly auxiliary. Botany, chemistry and anatomy are its handmaids. The pages of Linnaeus and his successours, of La- voisier and his followers, of Bell and his coadju- tors must be familiar to every physician, who looks 9 for distinction in his profession. It cannot, indeed* be denied, that some, whose early education was deficient* have made respectable attainments in these branches of knowledge, become men of ex- tensive erudition, and by long and successful prac- tice risen to eminence. But the same remark, which was made with reference to legal science, oc- curs here with equal force. If they have accom- plished so much, under such disadvantages, what would they not have done, with the aid of a finish- ed education ! They w T ould have been Boerhaaves and Cullens and Harveys and Rushes and War- rens ! — Beside, in estimating the value of general science and systematical education to the profession of physick, we must not forget the awful conse- quences of ignorance and presumption. While some men of native discernment, acute discrimina- tion, and persevering research, have become skil- ful physicians, and even risen to eminence and dis- tinguished usefulness, with few advantages ; how many have only increased the virulence of disease and the anguish of death ! How much mischief has been done by the nostrums and specifiers of impos- ture and the boasted panacea of empiricism ! How many hecatombs, not of bulls and goats, but of hu- man beings have been sacrificed on the altar of iEsculapius ! For the other learned profession, a classical and scientifick education is surely not less important, than for those which have been named. If a c ml- 20 Ian, in order to become acquainted with the prin- ciples of jurisprudence and civil polity, must be a man of general knowledge — if a physician, to be well qualified for practising " the healing art," must be a man of erudition ; then surely those, who undertake " the cure of souls," should not be novices. They should be thoroughly versed in the science of theology ; and of course their youthful minds should be w T ell stored with the knowledge of ancient customs and languages — with that litera- ture and those sciences> which will aid them in il- lustrating, vindicating and enforcing the principles of the gospel. They should stand on dassick, be- fore they step on holy ground. They should drink largely at the Castalian fount, before they under- take to conduct thirsty souls to the fountain of liv- ing waters. It is not contended, that learning is the first, much less the sole qualification, requisite for a preacher of the gospel. Christian principle — an experiment- al knowledge of the doctrines and duties of Chris- tianity is unquestionably of the first importance for the sacred office* Indeed, this qualification is not only primary, but indispensable. Destitute of it a man, how r ever learned and however eloquent, cannot preach the gospel — cannot speak the truth in love — cannot " allure to brighter worlds and lead the way." On the contrary his ministry will serve only to confirm the unbelieving in their infidelity, and harden the impenitent in their sins ; it will ren* II der him only " a savour of death unto death to them that perish." The tempter, in the form of an angel of light — an enemy to truth and holiness, in the garb of a messenger of salvation, may lead thousands astray ; and "if it were possible, would deceive the very elect." " I venerate the man, whose heart is "warm, Whose hands are pure, whose doctrine and whose life Coincident, exhibit lucid proof, That he is honest in the sacred cause." Thus important — thus essential is christian prin- ciple to a minister of the gospel. It must not be forgotten, however, that every christian is not pre- pared to become a teacher of Christianity, All, who are " born of God," are not " called of God" to the w T ork of the ministry. An inspired apostle has decided, that a bishop, or christian minister, must be apt to teach — able to convince gainsayers* This qualification, always important, is peculiarly requisite at the present period and in the existing state of the church and the w r orld. Since miracles have ceased — since too unsanctified learning has been employed with the most consummate art and indefatigable industry, to fortify the strong holds of infidelity and wickedness, it has become pecu- liarly important, that those, who are " set for the defence of the gospel," should be men of cultivat- ed minds an4 extensive erudition. I do not affirm, that a public or collegial educa- tion is necessarily connected with this qualification. A man may have passed through all the forms of 12 academical instruction, and still remain illiterate — » '"a graduated dunce." There have been men too, who have derived from private tuition and person- al application the principal advantages of a liberal education. The able and successful labours of Winter and Newton and Jay, and many in our own country, whom propriety forbids me to name, furnish conclusive evidence, that industry and tal- ents may, in a good degree, supply the place of publick education, and render a man sufficiently learned for extensive usefulness in the ministry— "a scribe well instructed unto the kingdom of heaven." These, however, are exceptions to a general rule. Ordinarily men will not—nay, cannot acquire, ex- tensively and in well digested order, that kind of knowledge, which is highly important to a minister of the gospel, without the discipline and instruction of a liberal education. It is admitted, that some illiterate men, of native energy of mind, actuated-by motives of piety and benevolence, have undertaken to preach the gos- pel ; and in places, destitute of more able teachers, they may have been instrumental of much good. Eut how much more extensive and permanent would their good influence have been, if they had been better qualified — if they had been able to answer the objections of learned infidels, and detect and expose the errours of subtle hereticks ! With the same advantages of education, they might have 13 stood on equal ground with Doddridge and Scott and Edwards and D wight — might have extended the sphere of their usefulness beyond the narrow compass of the human voice and the short period of human life — might have imparted instruction to people of different nations and successive genera- tions — might have proved a blessing to thousands yet unborn ! — Beside, how much has the cause of pure religion suffered ; and how many have been led to despise the gospel, through the unhallowed influence of ignorant fanaticks and false pretend- ers to inspiration ! — "From such apostles, O ye men of God, Preserve the church ; and lay not careless hands On sculls, that cannot teach, and will not learn." The beneficial effects of liberal education and literary institutions, however, are not confined to these learned professions. They are seen and felt in all the ranks of civilized society. — Colleges fur- nish instructors for academies and common schools; and thus their benign influence, in some cases im- mediately and in others more remotely, reaches every man, and diffuses general knowledge through the w 7 hole community. They resemble the majes- tick and fertilizing Nile ; which, rising from a sin- gle source, pursues its winding way through dis- tant regions ; and which stops not in all its course, nor by its many mouths falls into the sea ; till it has watered and enriched all the plains of Egypt. The hand, which should destroy these nurseries of science, would at the same stroke demolish the 14 beautiful fabrick of society, and reduce mankind to their primitive state of ignorance and barba- rism. The cottage and the palace would feel the shock alike ; and the intellectual world again be- come a chaos. The deluge of Deucalion w r ould not be wanted, to sweep away the works of art ; nor the fire of Omar, to consume the literature of ages. Liberal education and literary institutions drew forth from the cloister the light of life, which had been concealed for more than ten centuries ; and gave liberty of conscience to the Christian world. The principal actor in the glorious reformation of the sixteenth century was a professor in the univer- sity at Wurtem burgh : When Europe had long groaned beneath the chains of Papal superstition, and yielded implicit obedience to its despotick man- date ; "Submit yourselves to authority without exam- ination ;" Luther opened the treasures of litera- ture, burst the leading strings of science, and ris- ing with the energy of truth and the power of di- vine grace, established forever the right of free inquiry, and vindicated this noble principle and liberal prescription of Protestantism ; "Examine, and submit yourselves only to conviction.' 9 From that period learning and religion became mutual coadjutors ; and though sometimes unnaturally di- vided, they have generally maintained an intimate alliance, and united their influence to civilize the world and bless mankind. As learning had lent 15 her aid, to break the chains, in which religion her- self was bound ; so religion in turn gave new en- ergy and lustre to learning. Ancient literature a- woke from her slumbers. Science pushed her re- searches. Copernicus rose with Luther, and fol- lowed the track of the heavenly bodies. Newton succeeded them, and investigated the laws of na- ture. And Locke, pursuing in the train, analyzed the human mind. It may seem superfluous to proceed farther irr commending and vindicating the cause of litera- ture and literary institutions— of science and libe- ral education. Objections, however, have been made and should be answered. — As an objection to the scientifick part of a liberal education, it has been said, that natural philosophy, mathematical science, and metaphysical research have sometimes produced a spirit of skepticism, and lent their sup- port to the cause of infidelity. The fact, on which this objection is founded, must indeed be admit- ted ; but the answer to the objection itself is short and conclusive. It was not sound philosophy — it was not deep investigation, which landed the self-named philosophers of the last century on in- fidel ground. The infidelity of that period may be traced with more propriety to superficial re- search, unrestrained love of theory, and an un- bounded spirit of innovation. "A little philoso- phy," says a philosopher himself, "inclineth men to atheism; but depth in philosophy bringeth their 16 minds back to religion." He, who with Newtori looks through nature, "looks up to nature's God." While he views, with philosophick eye, the beau- ty, proportion and harmonious operations of the complex machine of the visible universe ; he 'be- holds, with an eye of faith, the Hand, which made and moves the whole— -he sees Divinity impressed on all the works of creation, and perceives the skill of Omniscience and the energy of Omnipo- tence in all its laws — he approves and justifies the decision of the pious bard ; "An undevout astron- omer is mad" — he even feels the spirit and adopts the language of the inspired psalmist ; "O Lord, how manifold are thy works ? in wisdom hast thou made them all !" A more plausible objection, however, may be m&de to another portion of the usual course of lib- eral education — to the study of the ancient clas- sicks and polite literature. The writers of these classic'ks were heathens ; and through the medium of their works, the whole machinery of their my- thology is exhibited to the inexperienced and " ar- dent mind of the youthful student. Gods and god- desses, not the work of men's hands, but the more fascinating work of human imagination, are pre- sented to his view, adorned with all the drapery> and embellished with all the dazzling colours, which poetry and rhetorick, could cast upon them. He may not, indeed, be in danger of regarding the nod of Jupiter and his sons, nor of bowing down 17 to Diana and her sisters ; but is there no danger, that he will be charmed into effeminacy by the songs of Circe, or plunged into dissipation amidst the orgies of Bacchus ? — is there no danger, that fa- miliarity with scenes of superstition will produce in his mind contempt for the sublime mysteries and holy rites of religion ? — is there no danger, that he will learn to regard the instructions of Christianity and Paganism with equal indifference ? — is there no danger, that the doctrines of the only living and true God will lose, at least, a portion of their sanc- tifying influence on the heart of one, who is thus early conducted into the temple of idolatry ?-- Beside, the very spirit of the classicks is directly opposed to the spirit of the gospel. The one is a spirit of peace, humility, meekness and love ; the other of war, pride, ambition and revenge. The classicks inculcate the doctrines of selfiishness and retaliation ; the gospel teaches us to love our breth- ren, to forgive our enemies, and do good to all men. The examples and precepts of the former are the result of depravity and blinded reason ; those of the latter flow from sanctifying grace and heavenly wisdom. The study of these productions of Greece and Rome, therefore, as far as it has any influence on the temper and character of youth, must have a pernicious and corrupting influence — must re- straint he power, and counteract the spirit of Chris- tianity. — It is, indeed, much to be feared, that those, who commence these studies in childhood, c 18 and pursue them unaccompanied with religious in* struction— who read the fabulous stories of heathen gods, without a familiar acquaintance with the word of the God of truth, will become prejudiced against the doctrines, indifferent to the authority, and cal- lous to the spirit of the gospel. "It would require" (1o adopt with a slight variation the language of an admired writer) — "it would require a very affect- ing impression of christian truth, a very strongly marked idea of christian character* and a habit of thinking with sympathetick admiration of the most elevated class of christians, to preserve entire the evangelical spirit," among the seducing examples, and exposed to the corrupting sentiments, which ap- pear in such works as the Iliad of Homer and the uEneid of Yirgil ; adorned, as they are, with all the facinating charms of poetry. Nor does the objection end with the productions of antiquity. Modern literature is not free from the charge of corrupting influence on the young mind. Among our most celebrated historians, we find a Hume, a Gibbon and a Voltaire; avowed in- fidels, embracing every opportunity to reproach the christian character and shake the foundations of christian hope. With the exception, too, of Milton and Watts and Cowper and Young and a few of minor importance, the influence of our Eng- lish poets is not much more favourable to evangel- ical truth and holiness. Indeed, many of the finest writers of the last century, both in prose and verse # 19 if not avowed enemies to Christianity, were certain- ly not its friends. The highest ground, on which they ever stand, is that of strict neutrality ; and too often they may be found even in the enemy's camp. It is surely to be lamented, that so many of the streams of modern literature have been poisoned at the fountain — that, while the cup of knowledge is gilded without, and the draught rendered sweet to the palate, it frequently contains a secret infu- sion of poison for the incautious youth, in whose hand it is placed. The objection to classical studies and polite lite- rature, arising from these considerations, is surely plausible and imposing. It is sufficient to excite a deep solicitude in the parental bosom; and it should be regarded, and as far as possible obviated, in forming the plans and conducting the business of liberal education. But shall it be suffered to prevail in its full extent ? Shall it be permitted to exclude from our seminaries of learning the best models of taste and sublimity in composition, and close the most direct avenues to the temple of lit- erature and science ? Shall we, through fear of the possible evil of classical studies, voluntarily relin- quish the benefits, which result from them ? Shall we indulge the timid spirit of Laocoon ; and with reference to the great body of literary productions, both ancient and modern, adopt his cautious max- im ; "timeo Danaos et dona ferentes ?" Shall the friends of religion and humanity retire from clas- 20 sick ground ; and leave the field of knowledge ex- clusively to "men of corrupt minds, reprobate con* cerning the faith 2" Shall the enemies of our holy religion be suffered to occupy all the fortresses of learning* and secure to themselves all the weapons of literature, by which we might effectually de- fend the citadel of our faith against their attacks ? In a word, shall our colleges be deserted by pious instructors and pious students, and left to the man- agement and use of infidels ; and thus rendered exclusively nurseries of infidelity — the very hot- beds of licentiousness ? — Rather let every friend to the cause of truth and righteousness be induced* to guard with unceasing solicitude, and encourage by renewed patronage these literary institutions-— institutions, which must and will exert a powerful influence on the principles, character and happiness of the great mass of society. Let him give them his efficient support, not only by his charities, but by his counsels and prayers. Let those especially, who are concerned in their government and in- struction, unite their efforts, and exert their com- bined wisdom and energy, to correct the abuses of learning and purify the fountains of knowledge. Let them incorporate in the system of liberal ed^ ucation an explicit recognition of the truth and duties of Christianity. Let them see, that every authorized pursuit, within the walls of college, be- gins and ends with God. "Let the Bible, as in the early controversies of christians, he placed on an 21 elevated throne, and the most admired volumes of human production lie at its feet ;" let it be found at the head of every alcove in the library ; let it be the first book to be consulted in the morning, and the last to be read at night ; let it, especially, be the only classick for holy time. With such precautions and under such regula- tions, a pious youth will surely be safe in college. Thus protected he will have no occasion to fear the baleful influence of ancient paganism or mod- ern skepticism. Surrounded by these guards and armed with the panoply of heavenly grace, he may effectually resist the shafts and completely palsy the arm of infidel philosophy. Having a mind deeply imbued with religious sentiment, well fur- nished with religious knowledge and daily exercis- ed in religious duties, he may read the classicks, ancient and modern, without injury to his princi- ples or character — he may even discover in these works clear illustrations and striking proofs of the doctrines of the gospel ; and thus actually find his christian faith confirmed by them ; — "Atque inter sylvas Academi quserere verum." Concerning those youth, who commence a course of liberal education, before they have furnished to their pious friends any evidence of religious prin- ciple and christian character, there is, indeed, much cause for anxiety. Happy, therefore, are those parents, who see their children established in the faith and walking in the truth, before they step on 22 ciassick ground. But this happiness is not the por- tion of all, who wish to give their sons a finished education : It must, of course, be a serious ques- tion, w r hether they shall deny them the privileges of collegiate instruction, or expose them to the dangers, which the usual course of liberal educa- tion necessarily involves ? — I dare not attempt a definite solution of the difficult question. I will not say, that pious parents should send their chil- dren to a literary institution ; while they are evi- dently destitute of religion ; especially, if they are openly vicious and strongly inclined to dissipation. I should rather say, let none of this character be admitted within the walls of college. I would even stand at the gate of the temple of science, and proclaim the irrevocable prohibition, — "Procul, O procul, este profani !" But in cases of habitual regularity, and freedom from immoral conduct, may not the anxious parent be encouraged to commit his darling son to God, under the guardian care and instruction of pious and faithful teachers ? May he not indulge the hope, that his covenant God will regard the parent- al tear, and answer the parental prayer ; and ren- der the temple of science, to his beloved and de- voted child, "the house of God" — "the gate of heaven ?" — There can be no question, however, that it is the duty of parents, never to send their sons to college, without at least a speculative knowledge of Christianity and an habitual rever- 23 ence for its institutions. Ye anxious fathers ! ye tender mothers ! as you regard the happiness of your children, in time and eternity, let them not go from your domestick altar ; till the language of the sacred scriptures is rendered familiar to their minds, and a portion of their precious truths are inscribed upon their memories. Follow them, too, with your daily prayers, and frequent warnings and counsels. Above all, see that they are placed un- der the care of instructors of approved character and unquestionable piety ; and in a seminary evi- dently favoured of Heaven, and often visited with the effusions of the Holy Spirit. — It should never be forgotten, indeed, that a young man destitute of religion, in a college on which the dews of heaven- ly grace never descend, is placed in a situation of peculiar danger. He stands upon a precipice ; and all beneath is death ! With an unsanctified heart within him, and unsanctified books before him, and unsanctified companions about him, and unsancti- fied instructors over him, what is there to restraia him from errour and vice — what is there to pre- serve him from the abyss of infidelity and licen- tiousness ! This objection, therefore, viewed in all its bear- ings, and traced to all its results, is full of instruc- tion. It should on the one hand stimulate the pi- ous to exertion, and on the other induce them to act with caution, in the momentous business of ed- ucation. Where the evil can be corrected, every 24 prudent measure should be adopted for its correc- tion ; and where the danger cannot be avoided, it should be met with fortitude, and overcome by res- olution and perseverance. — The simple fact, that knowledge is sometimes perverted — that men of literature and science do sometimes devote their tal- ents to the cause of errour and wickedness — that learning is sometimes employed, as an engine of destruction against the best institutions of religion and society,— should rouse the friends of God and human happiness to activity, in the cause of truth and righteousness — should induce them to furnish their children, especially their pious sons, with the means of good education ; and thus provide for them, and through them for society, a sure defence against the attacks of infidelity and licentiousness. If the world must have its Bolingbrokes and Byrons and Condorcets ; let it have, too, its Newtons and Cowpers and Wilberforces. If the doct r ines of the gospel must be attacked and perverted by such men, as Priestly and Belsham and Fellows and Yates ; let them be defended and illustrated, like- wise, by men, like Horsley and Magee and Scott and Wardlaw. If men of corrupt minds will en- ter the temple of science, and kindle on its altars the unhallowed fire of infidelity and errour ; let not those, who love the truth, be inactive spectators of their profanation — let them see, that the pure and holy flame, which came down from heaven, may never be extinguished. 25 Gentlemen of the Corporation of Middlehury Col- lege, it is a deep conviction of the truth of the po- sitions, maintained in this discourse — it is an im- pressive view of the importance of learning and literary institutions to the church and the world — to our children and our country, which has brought me before you this day. Nothing, but the hope of becoming a humble instrument in promoting the cause of sound learning and pure religion, in this infant, but highly respectable In- stitution, could have induced me to leave a belov- ed church and people, with whom I had spent fif- teen years in uninterrupted peace — to whom I was bound by a thousand tender ties ; by the most endearing considerations, by the most pleas- ing associations, by the most powerful sympathies ; by those cords of affection, which are entwined about the heart and moistened by the very cur- rent of life. But encouraged by the zeal and lib- erality, with which you and the numerous patrons of this Institution have raised it up, and given it support ; and by a view of the tokens of Divine approbation, which have attended your labours, I have been constrained to accept your invitation, to take part in its government and instruction. I do, accordingly, this day solemnly devote myself to its interests. And though I feel diffident of my qualifications for the discharge of the moment- ous duties of the office, to which I am called ; yet united with experienced and approved instructors, D 26 assured of the candour and support of able coun- sellors, followed by the prayers of christian friends, and relying on the strength of Divine grace, I enter upon these duties with cheerfulness and hope. Gentlemen, the cause, in which we are engaged, is worthy of zeal and perseverance ; and the cir- cumstances, under which we act, are full of en- couragement. The Institution has already ac- quired a reputation, and obtained a rank among the most favoured seminaries of our country. It has risen w 7 ith a rapidity of growth almost unpar- alleled in the annals of literature. It has gained the confidence of the religious publick. It has attracted the attention, and secured an interest in the prayers of christians. Let it not fall through our neglect. Let it not be said, that its "glory is departed." By the wisdom of its counsels and the fidelity of its instructions, let it still deserve the patronage of the pious and liberal — of the friends of literature and religion. — May it still enjoy the smiles of Heaven ! May the sphere of its useful- ness be still enlarged ! May it extend through this Commonwealth, and far beyond its limits, an influ- ence, pure as the air of our own mountains, and refreshing as the streams which descend from their lofty summits ! LIBRARY OF CONGRESS 019 739 742 1 m X.