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+The Project Gutenberg EBook of Colleges in America, by John Marshall Barker
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Colleges in America
+
+Author: John Marshall Barker
+
+Contributor: Sylvester F. Scovel
+
+Release Date: May 9, 2008 [EBook #25400]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK COLLEGES IN AMERICA ***
+
+
+
+
+Produced by Bryan Ness, Chris Logan and the Online
+Distributed Proofreading Team at https://www.pgdp.net
+
+
+
+
+
+
+
+COLLEGES IN AMERICA.
+
+BY
+
+JOHN MARSHALL BARKER, PH. D.
+
+WITH AN INTRODUCTION BY
+
+REV. SYLVESTER F. SCOVEL, LL. D.,
+
+PRESIDENT OF THE UNIVERSITY OF WOOSTER.
+
+[Illustration]
+
+THE CLEVELAND PRINTING & PUBLISHING CO.,
+CLEVELAND, OHIO.
+1894.
+
+
+
+
+COPYRIGHT, 1894,
+THE CLEVELAND PRINTING & PUBLISHING CO.
+
+
+
+
+TO ONE OF THE
+GREATEST LIVING SCHOLARS AND EDUCATORS,
+REV. WILLIAM F. WARREN, LL. D.,
+PRESIDENT OF BOSTON UNIVERSITY.
+
+
+
+
+NOTE.
+
+
+The author of this volume aims to give the reader a brief survey of
+the growth, functions, and work of the American Colleges. It has been
+a pleasure to visit many of the colleges and gather facts, receive
+impressions and carry away many pleasant recollections regarding them.
+
+The following authorities have been helpful in the preparation of the
+work: "A History of Education," by F. V. N. Painter; "The Rise and
+Early Constitution of Universities," by S. S. Laurie; "Education in
+the United States," by Richard G. Boone; "Essays on Educational
+Reformers," by Robert H. Quick; "Education," by Herbert Spencer;
+"Universities in Germany," by J. M. Hart; Huxley's "Technical
+Education;" Froude's "Essay on Education,"; "The American College and
+the American Public," by President Noah Porter; "Prayer for Colleges,"
+by Professor W. S. Tyler; "American Colleges: their Life and Work,"
+and "Within College Walls," by President Chas. F. Thwing;
+"Universities on the Continent," and "Culture and Anarchy," by Matthew
+Arnold; "Educational Essays," by Bishop Edward Thomson; "Christianity
+in the United States," by Daniel Dorchester; "College Life," by
+Stephen Olin; "The Intellectual Life," by P. G. Hamerton; "Essays on a
+Liberal Education," by F. W. Farrar; "History of Higher Education" in
+the several States, prepared by the Bureau of Education; "Reports of
+the Commissioner of Education for 1890-'91;" and the periodical
+literature bearing on the subject.
+
+
+
+
+CONTENTS.
+
+       I. The Rise of Universities in the Old World,               13
+
+      II. The Planting of Colleges in the New World,               36
+
+     III. Characteristics of the American College,                 69
+
+      IV. The Functions of the American College,                  104
+          _a._ A Symmetrical Development.
+          _b._ The Advancement of Knowledge.
+          _c._ Preparation for Service.
+
+       V. Student Life in College,                                156
+
+      VI. The Personal Factors in a College Education,            178
+
+     VII. The Practical Value of an Education,                    196
+
+    VIII. Our Indebtedness to Colleges,                           229
+
+
+
+
+INTRODUCTION.
+
+
+I cannot be unwilling to avail myself of any opportunity to turn the
+attention of the Christian public to the Christian College. It is a
+noble public and an equally noble object. I can conceive of no
+worthier or more Christian thing than the caretaking of one generation
+that the next one which must necessarily lie so long under its
+influence and for which it is therefore so thoroughly responsible,
+should receive a Christian education.
+
+To put Christ at the center and make Him felt to the circumference (as
+Bungener said in speaking of Calvin's school policy), is exceedingly
+difficult. But it is exceedingly important. It is, indeed, vital and
+pivotal.
+
+The dangers about it are great and ever greater. They come from the
+general worldliness of all things and everybody in this age of
+unprecedentedly rapid and splendid material development. They are
+increased by the growth of speculative infidelity whether of the
+philosophical or scientific phase. They spring out of everything which
+lowers the Bible from that supreme and sovereign consideration by
+which alone it can hold the place in education which the Old Testament
+economy gave it, and which all the books of all the other
+book-religions of the world most unquestioningly possess. They are
+born of all that false theorizing about the limits of government and
+the liberty of conscience which issues in the demands for utter
+secularization of every institution of the State, while at the same
+time the necessities of popular government are demonstrating that
+education must be by the State. They are intensified by the divided
+opinion of the church universal, of which the Catholic and Greek
+sections hold that education must be religious and under the care of
+the Church; while the State-Church Protestant section holds that it
+may be religious under certain conditions, and the extreme
+secularistic protestant wing holds that it cannot be religious because
+conducted by the State, and a rather diminishing protestant section in
+free-church nations holds that the higher education should be
+Christian, while the secondary and primary may safely be left to the
+secular State.
+
+These dangers are not only imminent but actual. The whole effort to
+support a Christian education in the public schools is sometimes
+called a "bootless wrangle." One section is thrown over towards
+secularism, pure and simple, in recoiling from Church-education
+exclusive and reactionary. The leading of the little child, the
+favorite indication of the millennium's arrival, is frustrated amid
+the clamor of the free thinkers and the uncertainty of the Church and
+the necessities of the State. We are slowly but surely, if we go on
+in this way, taking our children out of Christ's arms and our youth
+from beside His footsteps. And that is at once the most fearful sin
+against Him, and the most terrible injustice to them, we could
+possibly commit. Who can do anything to stay this destructive
+tendency? "God bless him," I would say in Livingstone's spirit,
+"whoever he may be," that will help to heal this open wound of the
+world.
+
+I think Mr. Barker's little book will help. It supplies much
+information carefully collected from scattered sources, given in brief
+and explicit statements. Its range of themes is wide and upon them all
+some standard thoughts are given. It is addressed to all readers and
+should find them among parents (whom it should make patrons), among
+those who have hearts to pray and those who have hands to help. It
+will prove to be of rare interest to all whose duty it is to teach,
+and it has much wise counsel for those who are to study.
+
+The treatment of the function of the College for the cultivation of
+the moral and spiritual nature (Chapter IV) deserves special
+attention. Its declarations are firm, its ideals high and its selected
+opinions apt and forcible. It ought to end the reign of any
+institution in which religion is not put at the center and kept as
+efficient as human instrumentalities can make it. The demand for
+professors of pronounced Christian character and convictions is timely
+and is fearlessly made.
+
+The discussion of the currents and counter-currents of influences in
+college life cannot but be useful, with a possibly increased emphasis
+against the secret societies and a caution against organizations of
+undergraduates for active partisan work in politics. The time for
+these fruits is "not yet."
+
+Admirably the author shows that we have the best College material in
+the world and that it behaves itself best. And there can be no lack of
+agreement as to the arousing arguments and the closing chapters
+concerning the usefulness of colleges to the individual and the
+community. May it serve to kindle and to extend when kindled the
+wholesome enthusiasm its respected author manifests both by word and
+work.
+
+    SYLVESTER F. SCOVEL.
+
+    The University of Wooster,
+      July 9, 1894.
+
+
+
+
+COLLEGES IN AMERICA.
+
+
+
+
+I.
+
+THE RISE OF UNIVERSITIES IN THE OLD WORLD.
+
+
+The American college system is deeply rooted in the past. It will be
+better understood if we trace briefly its historic connection with the
+ancient and European seats of learning. Higher education has been
+promoted among all great nations. Flourishing colleges were founded
+among ancient people. In the kingdoms of Judah and Israel, schools of
+the Prophets were located at Bethel, Gibeah, Gilgal, Jericho and
+Naioth. The Academy of Athens, the Museum of Alexandria, the Athenæum
+of Rome were once centers of intellectual activity and spread their
+influence over the civilized world.
+
+The Greek race especially commands our attention for its activity in
+matters relating to higher education. The Academy of Plato flourished
+for nine hundred years. The schools of Athens are noted for their
+great and permanent influence in awakening thought and shedding the
+light of their teaching among the nations of the world. "So charged,"
+says Cardinal Newman, "is the moral atmosphere of the East with Greek
+civilization, that down to this day those tribes are said to show to
+most advantage which can claim relation of place and kin with Greek
+colonies established two thousand years ago." The influences of the
+scholastic halls of Plato and Aristotle span the centuries with their
+light and power.
+
+Here truths were taught that have found universal acceptance. Down to
+the second century, Athens was a favorite resort for students. The
+college at Alexandria, where so many of the Fathers of the Church
+were educated, was founded and carefully organized by Ptolemy two
+centuries before the Christian era. For six hundred years it exerted a
+great influence on the youth who gathered from all parts of the
+civilized world to receive instruction from its eminent professors.
+
+Roman colleges likewise exerted a wholesome influence in their day.
+They began during the life-time of Quintilian, in the second century,
+and it continued to be the deliberate policy of Augustus, Vespasian
+and Hadrian to multiply and extend the influence of endowed schools in
+Rome and provincial towns. Their object, says Merivale, was to
+"restore the tone of society and infuse into the national mind
+healthier sentiments." These Romano-Hellenic schools were so tenacious
+of life that they continued to flourish down to the fifth century.
+Owing to the decline of personal morality and the low conceptions of
+the ends of human life, and other general influences which led to the
+downfall of the empire, these schools finally degenerated and could no
+longer survive.
+
+"Some great new spiritual force," says Professor Laurie, "was needed
+to reform society and the education of the young. That force was at
+hand in Christianity; and if it very early assumed a negative, if not
+a prohibitory, attitude to the old learning, it may be conceded that
+this was an inevitable step in the development of a new ethical idea."
+
+The Christian system of education gradually superseded the pagan
+system. Christianity fortified the sense of personality and introduced
+the idea of a broader and deeper sentiment of human brotherhood, which
+helped to diffuse the spirit of education among the people and awaken
+in the human mind a sense of its native dignity and power.
+
+There were in the first century such men as Clemens, Ignatius and
+Polycarp, who employed their talent to build up Christianity and
+encourage the education of the people. In the second century, "the
+number of the learned men increased considerably, the majority of whom
+were philosophers attached to the elective system." It was at the
+close of this century (181 A. D.) that the first Christian
+catechetical school was established at Alexandria, in accord with
+Christian requirements. Such schools soon became numerous and
+efficient, and were under the superintendence of the Bishops. The
+priests, as well as the laity, were educated in them. At the end of
+the fourth century they had entirely superseded the schools of the
+_grammaticus_, when ancient culture became practically extinct.
+
+The monastic schools arose in the fifth century to supplant the
+Romano-Hellenic schools. Chief among the founders in the West was
+Benedict, who in 428 A. D. founded a monastery on Monte Cassino, near
+Naples. "He had educational as well as religious aims from the first,
+and it is to the monks of this rapidly extending order, or to the
+influence which their 'rule' exercised on other conventual orders,
+such as the Columban, that we owe the diffusion of schools in the
+early part of the Middle Ages and the preservation of ancient
+learning. The Benedictine monks not only taught in their own
+monasteries, but were everywhere in demand as heads of Episcopal or
+Cathedral schools."[A]
+
+[A] Laurie.
+
+The monastic schools multiplied rapidly throughout Europe and took the
+lead in education and gained more influence than the episcopal
+schools. These schools, sheltered by the church, existed from the
+fourth to the twelfth century for the benefit of the ecclesiastical
+body. The majority of them did not admit lay instruction until the
+middle of the ninth century. Education during this period, with few
+exceptional centers, was crude and unenlightened. The power of the
+mediæval machinery was such that these schools gave to the clergy only
+the mere rudiments of learning. The conception of education at first
+did not embrace the culture of the whole man. It was commonly thought
+that the religious life opposed the life of the world, and that the
+temporal life should be one of abnegation and asceticism. It was the
+belief that human reason could not be trusted to have independent
+activity, and so dogma was substituted for its free movement. The mind
+was cribbed and confined by rules, for fear that speculations in
+philosophy and free investigations would disturb and rationalize
+theology. Thought was so fettered that philosophy, literature and
+science were almost forgotten. Everything was done to subserve the
+faith and suppress heresy. The Latin and Greek classics were denounced
+as the offspring of the pagan world. It required several centuries for
+the Christian world to conceive that there was no antagonism between
+reason and authority, and between Greek and Roman culture and the
+Christian religion. These schools, however, did a valuable service to
+the cause of education by transcribing manuscripts and becoming
+repositories of ancient learning.
+
+The intellectual chaos began to end about the tenth century. The
+re-establishment of civilization and the revival of learning was still
+more manifest during the eleventh century, and soon university life
+became possible. The time was evidently ripe for Europe to awake from
+its intellectual sleep and begin a new educational development. The
+general causes which contributed to give fresh impulse to higher
+education at this time were the growing tendency to organization, the
+Saracen influence and the desire for higher learning in the more
+important centers. "The universities were founded," says Professor
+Laurie, "by a concurrence of able men who had something they wished to
+teach, and of youth who desired to learn. * * * It was the eternal
+need of the human spirit in its relation to the unseen that originated
+the University of Paris. We may say then that it was the improvement
+of the professions of medicine, law and theology which led to the
+inception and organization of the first great schools."
+
+The people felt the need of providing and obtaining instruction beyond
+the monastic and episcopal schools. By the natural development of
+these, a number of high-grade schools were established which
+afterwards gave rise to the universities. They came into existence
+without charter from either ecclesiastical or civil power, and were
+not controlled or directed by either. The importance of these
+institutions was soon discovered by both Pope and Emperor, who
+cultivated friendly relations with these free, voluntary and
+self-supporting centers of learning and gave them special privileges
+and encouragement.
+
+Among the first European schools was that of Salerno, in Italy, which
+was known as a school of medicine as early as the ninth century. The
+University of Bologna arose at the close of the twelfth century. In
+1211 the University of Paris became a legal corporation. Oxford began
+as a secondary school, and passed to the rank of a university in 1140,
+and Cambridge was established in the year 1200. Professor Laurie says
+that "in the course of the twelfth and thirteenth centuries there grew
+up in Europe ten universities; while in the fourteenth century we find
+eighteen added; and in the fifteenth century twenty-nine arose,
+including St. Andrew's (1411), Glasgow (1454), Aberdeen (1477). The
+great intellectual activity of the fourteenth century, which led to
+the rise of so many universities, coincides with the first revival of
+letters, or rather was one manifestation of the revival." The main
+center of this great intellectual movement was the University of
+Paris, the mother of universities, which gained pre-eminence in the
+great studies of theology and philosophy. It was chartered by Philip
+Augustus in the thirteenth century, and was fostered by France,
+Picardy, Normandy and England. These united and organized the Faculty
+of Arts, which became its chief glory. It taught the three arts, Latin
+grammar, rhetoric and dialectics, known as the _trivium_. The
+_quadrivium_, embracing arithmetic, geometry, astronomy and music, was
+likewise taught. The Faculty of Theology was created in 1257, that of
+Law in 1271, and that of Medicine in 1274.
+
+Matthew Arnold says that "the University of Paris was the main center
+of mediæval science, and the authoritative school of mediæval
+teaching. It received names expressing the most enthusiastic devotion,
+the _Fountain of Knowledge_, the _Tree of Life_, the _Candlestick of
+the House of the Lord_. * * * Here came Roger Bacon, Saint Thomas
+Aquinas and Dante; here studied the founder of the first university of
+the empire, Charles the Fourth, Emperor of Germany and King of
+Bohemia, founder of the University of Prague."
+
+The intellectual lead which belonged to France in the twelfth and
+thirteenth centuries passed to Italy in the fourteenth century. Some
+of the universities in Italy ranked among the best in Europe. They
+were chiefly distinguished for their studies in law and medicine. In
+the early part of the thirteenth century, the University of Bologna
+was famous throughout the world, having at one time 12,000 students
+from all parts of Europe. These universities continued to exert a
+powerful influence until Catholicism triumphed over the abortive
+attempts at religious reform, and there settled down over the
+brilliant Italy of the Renaissance an unprogressive and
+anti-intellectual influence from which she has never fully recovered.
+
+"The importance of the university in the thirteenth and fourteenth
+centuries," says Matthew Arnold, "was extraordinary. Men's minds were
+possessed with a wonderful zeal for knowledge, or what was then
+thought knowledge, and the University of Paris was the great fount
+from which this knowledge issued. The University and those depending
+on it, made at this time, it is said, actually a third of the
+population of Paris. * * * One asks oneself with interest, what was
+the mental food to which this vast, turbulent multitude pressed with
+such inconceivable hunger. Theology was the great matter; and there is
+no doubt that this study was by no means always that barren and verbal
+trifling which an ill-informed modern contempt is fond of representing
+it. It is evident that around the study of theology in the mediæval
+University of Paris there worked a real ferment of thought, and very
+free thought. But the University of Paris culminated as the exclusive
+devotion to theological study declined, and culminated by virtue of
+that declension."
+
+The great business of the universities from the twelfth to the
+seventeenth century was that of scholastic philosophy, which largely
+governed their teaching.
+
+The scholastic philosophy was "the legitimate development of the
+philosophy of Aristotle and his successors, and was the only
+philosophy possible in its day. Nay, it was an integral essential
+element in human progress. It taught men to distinguish and define,
+and has left its impress upon the language and thought of all
+civilized peoples, 'in lines manifold, deep-graven and ineffaceable.'
+Out of it has grown our modern civilization."
+
+The schoolmen would freely canvass the deep problems of the mind and
+soul, but would blindly exclude the new influences at work in society.
+They had to meet the opposition of the humanists, who made the study
+of Latin and Greek the basis of culture. The humanists were great
+writers and artists, who worked for more modern ideas and a newer
+civilization. They introduced the Renaissance, which was a literary
+movement that began in Italy in the fourteenth century. It was
+believed that vital knowledge was gained by knowing oneself, and that
+the best way to attain this was to study poetry, philosophy, history
+and all knowledge that was created by the spirit of man.
+Unfortunately, the knowledge of letters in Italy tended to paganize
+its adherents. Infidelity spread and immorality abounded in all ranks
+of society.
+
+The great movement of the Renaissance secured a stronghold in Germany,
+where its power was extended to the established systems of instruction
+and utilized in the interests of a purer Christianity. Melancthon and
+Erasmus and all the chief reformers except Luther, were eminent
+humanists and friends of classical learning. They were outside the
+established schools, and were the leading spirits in intellectual
+culture, so that the Renaissance triumphed with the Reformation. These
+two forces united and gave spirit and power to the humanists. The
+influence of the new learning in Germany was marked by comparative
+freedom from frivolities, skepticism and immoralities. There was a
+critical and enlightened study of classical literature and a reverent
+and rational study of the Bible. The literary treasures of antiquity
+were made to minister to religion. The Reformation also gave fresh
+impulses to all the schools and institutions of learning. The school
+teacher and preacher of the gospel joined hands in the common work of
+education.
+
+The universities, however, under the control of the schoolmen,
+retrograded and decayed because they chose to remain mediæval. They
+refused to become the educational agencies of the times, and so failed
+to be at the head of a great intellectual movement. They could not be
+induced to assimilate the new studies and make themselves the organ of
+the Renaissance and the Reformation. The rapid growth of positive and
+experimental science, however, was fatal to scholasticism. The narrow
+scholastic spirit was exemplified by Cremonini, who is called the last
+of the schoolmen, and who was professor at Padua in 1631.
+
+This countryman of Galileo, after the discovery of Jupiter's
+satellites, judging that this discovery contradicted Aristotle, would
+never consent to look through a telescope again. One could not have a
+better incident to end the career of the scholastic philosophy.
+
+The Jesuits adopted a more liberal spirit and method. They established
+and controlled a large number of universities and schools, and made
+them the great channels of the movement of the counter-Reformation.
+Their educational activity gained for them a great reputation for
+teaching and a large patronage. In 1710, they had 612 colleges, 157
+normal schools, 24 universities and 200 missions. They were inspired
+not so much by the value they placed on culture for its own sake, as
+to promote the authority of the old religion and prevent heresy.
+
+The powerful initial impulse given to the cause of education by means
+of the humanists and the reformers in the fifteenth and sixteenth
+centuries began to flag in the seventeenth century, when the
+Protestant Church, like the Catholic, became cold and petrified. The
+universities were regarded as appendages of the church, and classical
+training largely lost its hold in Europe.
+
+The condition of contemporary institutions for superior instruction in
+the old world is full of promise. The importance of building up great
+universities is conceded by nearly all nations. In the judgment of Mr.
+L. D. Wishard, the Foreign Secretary of the College Y. M. C. A., there
+are 500,000 young men in Asia in the high-class institutions.
+
+The government of Japan, that has lately joined the Western nations in
+the onward march of civilization, gives enlightened direction to
+higher education. There are, besides the Imperial College of Tokio,
+five great secondary schools located in different centers throughout
+the empire, which serve as feeders to the university. There are 5,000
+youth in Christian colleges and schools in the kingdom. In the
+Christian university at Kioto there are 600 youth pursuing a college
+education under Christian teaching.
+
+China has always encouraged colleges for the education of her
+magistrates. "The literary class consisting of the graduates, and
+those who attend the examinations for degrees, numbering some two and
+a half millions, are the rulers of China."
+
+There is a growing tendency to universal education in India. "It is
+computed," says Bishop Hurst, "that in the small area of Calcutta and
+suburbs there are 28,000 alumni who have completed the curriculum in
+the five Christian colleges. There are about 2,000 who are alumni or
+students of the Calcutta University, and there are 1,000 youths
+besides who are studying up to the matriculation examinations of the
+university." The English language is the medium of instruction in all
+these institutions. It may not be wide of the mark to suppose that in
+all India there are not less than 40,000 natives who have graduated at
+some school of high grade, and that ten per cent. of the number have
+passed the university degrees. The number is now more probably 50,000.
+These men enjoy the highest respect and are the recognized leaders of
+native thought. Already many are, and many more are to be judges,
+lawyers, magistrates, professors, teachers, orators, physicians,
+engineers, merchants, authors and journalists of the country.
+
+The University of Fez, in Morocco, established in the eighth century,
+is one of the oldest universities outside of Asia. The Mohammedan
+University at Cairo, in Egypt, has more than 200 instructors and
+10,000 students assembled from Europe, Asia and Africa to be
+instructed in the Moslem faith.
+
+If we turn to Europe, we find that the planting and enlarging of the
+institutions for superior instruction has the most hopeful outlook. In
+Great Britain and Ireland there are 11 universities with 834
+professors and 18,400 students. Besides, there are the old established
+and excellent schools at Eaton, Harrow, Winchester and Rugby.
+
+A new era for the classical schools of Germany began in 1783, when
+Baron Sedlitz, encouraged by Frederic the Great, was able to revive
+"the dormant sparks planted in them by the Renaissance and they awoke
+to a new life, which since the beginning of this century has drawn the
+eyes of all students of intellectual progress upon them." Germany had
+in 1890, 250 gymnasia and 22 universities. The latter are manned by
+2,431 instructors and have 31,803 students, or one student to every
+151 of the population.
+
+France has 19,152 students in her professional and technical schools.
+There are fifteen institutions of higher learning in the University of
+France, with 180 professors and 12,695 students. These are under the
+control and patronage of the State. The government appropriated in
+1889-90, 12,000,000 francs for university purposes. Besides, there
+were expended in the same year 99,000,000 francs for new buildings for
+the advancement of higher education. In 1890, there were 598
+professional chairs in the several universities, in which were taught
+17,630 students, or one student to every 217 of the population.
+
+The Austria-Hungary Empire had in 1891 eleven universities, eight of
+which were in Austria, with 1,112 professors and 14,272 students. The
+remaining three were in Hungary and had 322 professors and 4,098
+students. There were for the same year in Switzerland nine
+universities, with 434 professors and 2,619 students.
+
+The Catholic Church in Italy continued for years to exert an
+unprogressive and anti-intellectual influence. The present government
+of Italy, however, is fully awake to the importance of a university
+education for the people, and now maintains several universities at a
+large annual outlay.
+
+This brief outline reveals the facts that all civilized nations are
+encouraging and maintaining schools for the higher education of the
+people, and suggests that a comparative study of them is both helpful
+and fruitful.
+
+Many of the universities in the Old World lack the stimulus of the
+strong Protestant denominational influence and the marked religious
+character of the American colleges. They consequently fail to attain
+the highest results for the general good, but they are inaugurating an
+intellectual movement which will eventuate in a more glorious future.
+
+
+
+
+II.
+
+THE PLANTING OF COLLEGES IN THE NEW WORLD.
+
+
+Our national existence came into full bloom under the light of a
+Christian civilization. The political, social and religious
+institutions were sufficiently well organized in the Old World to be
+advantageously introduced, with some modifications, into a young
+nation in the New World.
+
+The early colonists first founded a church, then a school, and then a
+college. They felt that the colonial organization was incomplete
+without a college to inculcate such piety, virtue and intelligence as
+would preserve and perfect the highest social order and secure the
+blessings of liberty. These colleges, modelled at first after the
+universities of Europe, soon mapped out a pathway for themselves, and
+have now come to occupy a unique place in our national life.
+
+The Pilgrim Fathers sought to establish in the New World three great
+principles: civil and religious liberty, and to make education their
+corner-stone. The scholarly impulses were so dominant at this early
+day that when the entire population of New England did not exceed four
+thousand, the people determined to establish a college, which Cotton
+Mather says "was the best thing they ever thought of." It is estimated
+that this meager population contained as many as one hundred men who
+had received the training of Oxford and Cambridge. Sixty of them were
+from the University of Cambridge; twenty were from Oxford, and others,
+apparently, from the Scotch universities. The colleges they founded
+show traces of all these institutions. These intelligent and refined
+men, with breadth of culture and political foresight and public
+spirit, constituted the chief source of greatness in the early days
+of New England.
+
+The three leading colonial colleges, Harvard, Yale, and William and
+Mary, were planted and permeated with the spirit of republican liberty
+and primitive Christianity. They began in a very modest way.
+
+Harvard, the oldest of American colleges, was founded in the beginning
+of the colonial days, only eighteen years after the Pilgrim Fathers
+landed on Plymouth Rock, and when Boston was a village of twenty-five
+or thirty houses, and when only twenty-five towns had begun to be
+settled in the colony. In 1636, six years after the settlement of
+Boston, the colonial legislature voted the sum of four hundred pounds
+(equivalent to a tax of fifty cents to every person in the colony)
+towards the founding of Harvard College, with the avowed purpose of
+training young men for the ministry. This sum was increased in 1637 by
+the munificence of John Harvard, who was a graduate of Cambridge, and
+a finished scholar and clergyman from England. He gave eight hundred
+pounds and his library, consisting of three hundred volumes, towards
+the endowment, whereupon the college took his name. "The colony caught
+his spirit," says Boone. "Among the magistrates themselves, two
+hundred pounds was subscribed, a part in books. All did something,
+even the indigent; one subscribed a number of sheep; another, nine
+shillings' worth of cloth; one, a ten-shilling pewter flagon; others,
+a fruit dish, a sugar spoon, a silver-tipped jug, one great salt, one
+small trencher salt, etc. From such small beginnings did the
+institution take its start. No rank, no class of men, is
+unrepresented. The school was of the people." There is nothing in
+history to parallel the heroic spirit and boldness of these early
+settlers in attempting to found a college, surrounded as the people
+were with poverty, scanty subsistence, and savage enemies. They did
+not realize the wisdom of their liberality and sacrifice and its
+influence upon the future civilization of the Western World. Harvard
+College was located at Cambridge, with a single building, on less than
+three acres of land. It was supported by government appropriations and
+private philanthropy. For years the college was financially
+embarrassed. The salaries were small, and for nearly one hundred years
+were paid out of the colonial treasury. The President received a
+salary of $600. The total grants made to the college by the colony
+during the first century amounted to about $8,000. The total annual
+income from all sources at the close of the first century of its
+history was but £750. Down to 1780 the total amount contributed out of
+the public treasury was $68,675 and 3,793 acres of land. Individuals
+in England and America had likewise given $90,412.
+
+No one at this period would have dared to predict that Harvard College
+would have in 1892 an endowment of $12,000,000 and an annual revenue
+of more than $1,000,000, with seventeen departments of instruction,
+three hundred teachers, and three thousand students. But such has been
+the phenomenal growth of some of our American institutions.
+
+Among the colonial colleges, that of William and Mary is one of the
+most important. As early as 1617, an attempt was made in England to
+raise money to found a college among the Virginia settlers. In 1619,
+fifteen hundred pounds were in the hands of the treasurer, and ten
+thousand acres of land were granted by the Virginia Company. A
+preparatory school was founded two years later, but owing to the
+Indian massacre of 340 settlers which followed, the enterprise was
+suspended. The effort to found a college was subsequently revived in
+1660. The Virginia Assembly enacted that "for the advancement of
+learning, education of youth, supply of the ministry, and promotion of
+piety, there be land taken for a college and free school." Nothing
+came of this until 1688, when a subscription was taken from wealthy
+planters for twenty-five hundred pounds for the college. Five years
+later (1692) the first royal educational charter in America was
+granted. The college was established at Williamsburg, Virginia, and
+was given £2,000 and 20,000 acres of land, a tax of a penny a pound on
+all tobacco exported from Virginia and Maryland, and the duty on furs,
+skins, and liquors imported, besides other fees and privileges of the
+Surveyor General's office. "In its royal foundation, its generous
+endowment, and liberal patronage," says R. C. Boone, "it stands in
+sharp contrast to the early years of Harvard. This was established by
+the Puritans, and stood for the severest of ultra-orthodox though
+dissenting Protestantism; that was founded to be and was an exponent
+of the most formal ceremonialism of the Church of England. The one was
+nursed by democracy; the other befriended by cavalier and courtier.
+Endowment for the one came from the purses of an infant and needy
+settlement; the other was drawn from the royal treasury. The one was
+environed and shaken for a hundred years by the schisms of a
+controversial people; the roots of the other were deep in the great
+English ecclesiastical system." This college has been called a school
+of statesmen. It was here that Jefferson, Randolph, Tyler, Monroe,
+Blair, Marshall, and other prominent statesmen received their
+training.
+
+The history of Yale College is full of interest. The original design
+of the founders of the New Haven Colony was to establish a college. A
+lot was set apart for this purpose as early as 1647. A plan was
+proposed in 1698 to found a college, and to be placed under the
+general care of the churches. In 1700, sixty-three years after the
+founding of Harvard College, a society consisting of eleven ministers
+met to take the initial step. At a second meeting, in the same year,
+each of the trustees, numbering ten of the principal clergymen of the
+colony, were without money, but they brought forty volumes of books,
+and, placing them on a table, presented them to the body, saying in
+substance: "I give these books for the founding of a college in this
+colony." This was the humble beginning of Yale College. The colony had
+a population at this time of fifteen thousand people, fifty of whom
+were college-trained men. The outlook for this college was not very
+encouraging, in view of their limited means and scattered population.
+The work, at first, lacked system and unity. In 1718, the college was
+permanently located at New Haven, Connecticut, and named in honor of
+Elihu Yale, who was born in Boston in 1648. He received his education
+in England, and was afterward made Governor of Madras, and, later,
+Governor of the East India Company. His donation to Yale College was
+largely in books, and amounted to five hundred pounds. This gift was
+followed by that of Rev. George Berkely, who gave ninety-six acres of
+land in Rhode Island and one thousand volumes to the library. The
+college received for its support, in a century and a half, $100,000
+from the commonwealth of Connecticut. It has been supported chiefly by
+private means. In 1890, there were 143 instructors and 1,500 students.
+There is no college in America that has a more enviable reputation for
+giving a thorough Christian education to the thousands of youth who
+have gone forth from her halls of learning.
+
+It is a matter of record that our ancestors showed much self-denial,
+courage, and genius, to turn aside from the work of organizing a new
+social order, and the readjustment of themselves to their surroundings
+in a new country to provide for the higher education of the people.
+The founders and supporters of these colleges, as a rule, were men of
+high intellectual and religious character, and worked intensely and
+earnestly for the highest good of society. It would prove an
+inestimable blessing to our nation if every American citizen were
+inspired with the zeal of the early colonists in behalf of the cause
+of higher education. They, out of their poverty, poured their gifts
+into the treasury of the colleges in order to leave future generations
+a great and glorious heritage. Gratitude should prompt us to excel
+them in our love for the education of the present and future
+generations by cheerfully giving of our abundance for the same high
+and holy ends.
+
+Other colleges were founded within the century. Aside from the three
+colonial colleges, six more were founded prior to the Revolution, and
+four during the war of independence. Following the Revolution was a
+period of expansion, and by the close of the century there were
+twenty-four colleges established. These colleges, scattered throughout
+the Union, appeared as a galaxy of stars in the literary firmament of
+the nation. They were founded and located as follows:
+
+        _Institution._                 _State._                _Date._
+
+     1. Harvard,                       Massachusetts,           1637
+     2. William and Mary,              Virginia,                1693
+     3. Yale,                          Connecticut,             1701
+     4. Princeton,                     New Jersey,              1746
+     5. University of Pennsylvania,    Pennsylvania,            1749
+     6. Columbia,                      New York,                1754
+     7. Brown,                         Rhode Island,            1764
+     8. Dartmouth,                     New Hampshire,           1769
+     9. Queen's Rutgers,               New Jersey,              1766
+    10. Hamden-Sidney,                 Virginia,                1776
+    11. Washington and Lee,            Virginia,                1782
+    12. Washington University,         Maryland,                1782
+    13. Dickinson,                     Pennsylvania,            1783
+    14. St. Johns,                     Maryland,                1784
+    15. Nashville,                     Tennessee,               1785
+    16. Georgetown,                    Dist. of Columbia,       1789
+    17. University of N. Carolina,     North Carolina,          1789
+    18. University of Vermont,         Vermont,                 1791
+    19. University of E. Tennessee,    Tennessee,               1792
+    20. Williams,                      Massachusetts,           1793
+    21. Bowdoin,                       Maine,                   1794
+    22. Union,                         New York,                1795
+    23. Middlebury,                    Vermont,                 1795
+    24. Frederick College,             Maryland,                1796
+
+It remained for the nineteenth century to exhibit in the New World an
+unprecedented multiplication and expansion of institutions of higher
+learning.
+
+At the opening of the century there were only twenty-four colleges in
+the United States. Thirty years later the number had reached
+forty-nine. In 1850, there were 120 colleges, manned by 1,300
+teachers, with 17,000 students. There were besides 42 theological
+seminaries, 35 medical schools, and 12 law schools.
+
+By 1890, the number of colleges and universities had grown to 415,
+having 7,918 instructors and 118,581 students. There were in the same
+year 117 medical schools, with 7,013 students, and 54 law schools,
+with 4,518 students. These facts bear witness to the determination of
+the American people to satisfy the needs of their higher nature, and
+not to rest content with material growth and the bare necessities of
+life.
+
+The spirit of our early ancestors was never more manifest than in
+their earnest advocacy of religious liberty, and their protest against
+all ecclesiastical authority. The numerous settlements in different
+sections of the country, with their different nationalities and
+diverse religious opinions, tended to multiply the religious
+denominations and to establish churches with divergent aims and plans.
+These independent sects gave rise to a great number of schools
+claiming to be colleges. These schools they regarded as essential and
+supplementary to their churches. Harvard owes its origin to
+non-conforming clergymen. The Episcopal Church claimed William and
+Mary College. The Congregationalists of Connecticut founded Yale.
+Princeton was founded under the auspices of a Presbyterian synod, and
+Brown was established by an association of Baptist Churches. One
+hundred and four of the first one hundred and nineteen colleges
+established in the United States had a distinctively Christian origin.
+Their founders intended that they should be, in some sense,
+ecclesiastical as well as religious. Notwithstanding their diversity,
+there was unity in their general character and design. While they
+maintained a denominational character, they were in nowise illiberal,
+and set up no religious test for entrance.
+
+The Christian Churches have been not only pioneers of education, but
+their followers recognize as never before the power and efficiency of
+the Christian College to further the Kingdom of God on earth. Out of
+415 colleges in 1890, 316 of them were under the control of some
+religious denomination. These were distributed in 1890 among the
+several denominations as follows: Methodist, 74; Presbyterian, 49;
+Baptist, 44; Roman Catholic, 51; Congregational, 22; Christians, 20;
+Lutheran, 19; United Brethren, 10; Protestant Episcopal, 6; Reformed,
+6; Friends, 6; Universalist, 4; Evangelical Association, 2; German
+Evangelical, 1; Seventh Day Adventist, 1; New Church (Swedenborgian),
+1.
+
+The leading denominations are especially active in promoting the cause
+of higher education. We summarize the educational work of a few of
+them:
+
+The Congregational Churches, with a membership of 525,097, had, in
+1890, thirty-eight schools of distinctly college rank, with 1,034
+instructors and 13,601 students. This denomination has generously
+endowed many of her colleges. She has been pre-eminent in her efforts
+to extend a liberal education to the people.
+
+The Roman Catholic Church in the United States claimed to have, in
+1894, 116 colleges, 637 academies, and 768,498 pupils in parochial
+schools. This church, that numbers among its adherents one-tenth of
+the population of this country, has one-fourth of all the colleges.
+
+The Regular Baptists of the United States have one hundred and
+fifty-two chartered institutions of learning, with an endowment and
+property valuation of $32,162,904. Of these, seven are theological
+seminaries, with 54 professors, 776 students, and $3,701,620 of
+endowments and property. Thirty-five are universities and colleges
+open to both sexes, with 701 professors and instructors, 9,088
+students, and endowment and property to the amount of $19,171,045.
+Thirty-two are colleges exclusively for women, with 388 professors and
+instructors, 3,675 students, and endowment and property, $4,121,906.
+Forty-seven are seminaries and academies, male and co-education, with
+369 professors and instructors, 5,250 students, and endowment and
+property worth $3,787,793. And thirty-one are institutions of learning
+for colored people and Indians, several of which are chartered
+colleges, with 279 instructors, 5,177 students, endowment and property
+worth $1,380,540.
+
+Among the church families in the United States the Presbyterians stand
+third, having about 1,500,000 members, 13,476 organizations, and
+church property valued at $94,869,000. They have always been favorable
+to the higher education of ministers and people, and therefore liberal
+in support of the better class of schools and colleges. They now have
+under their immediate care 56 colleges, with an enrollment of 10,143
+students. The estimated value of property owned by these institutions
+is $6,780,600, and their permanent endowment funds amount to
+$6,891,800. There are, besides, four colleges which are jointly owned
+and patronized by Presbyterians and Congregationalists. In addition
+there are some forty classical academies, under the care of different
+Synods and Presbyteries, which have over 3,000 students, and property
+whose net value is over $1,000,000. Fourteen theological seminaries
+are scattered over the country, with more than 1,200 students. These
+have property and endowments amounting to $8,164,762. This makes the
+total investment of the churches in classical institutions and
+seminaries to reach the large sum of $22,837,162. Immediately
+connected with these halls of learning are some 700 of the church's
+finest scholars and most devoted Christians acting as teachers, while
+14,343 of the best and brightest young men and women sit at their feet
+as learners.
+
+Methodism has been a great educational force in this country. It took
+its rise in a university, and its leaders were trained in the oldest
+of English universities. The Methodist zeal for higher education has
+put her in the front ranks of the moral and educational forces of the
+age. Though among the youngest of Christian bodies of this country,
+the magnitude and extent of her educational work is second to none.
+
+The Methodist Episcopal Church comprises less than one-half of the
+Methodists in the United States, yet she has 49 institutions of
+collegiate grade, with property and endowment of over $17,000,000, and
+from the 6,000 students there are sent out annually 1,500 graduates
+with the Bachelor's degree. In 1892, she had 195 institutions of
+learning of every grade, with property and endowment valued at
+$26,000,000, with 2,343 professors and teachers and 40,026 students.
+
+"The increase in population in the United States from 1880 to 1890 was
+26.7 per cent.; for the same period the increase of students in
+college classes in all schools in the United States was 53.1 per
+cent.; in all Methodist schools in the United States, 52.3 per cent."
+It is certainly a hopeful indication of the ambition and lofty purpose
+of Methodist youth that one-eighth of the whole number of students of
+the Johns Hopkins University are Methodists, seeking the broadest
+educational facilities. A church with such a record will not lose her
+hold upon the intellect and scholarship of the age.
+
+Methodism has wisely undertaken to establish the American University
+in Washington City. The founding of such a university was the dream of
+Washington and other great statesmen. This is the most strategic
+educational center in America. The scientific and literary treasures
+of the government, aggregating a cost of more than $33,000,000, and
+maintained at an annual expense of three and one-half millions of
+dollars, will be at the service of this university. The funds of the
+university will not be tied up in expensive buildings and equipment,
+but, like the great German universities, employed in paying
+enthusiastic professors of the broadest scholarship and culture to
+instruct graduate students in every department of learning, and to
+widen the horizon of knowledge. This is certainly one of the most
+magnificent opportunities in the history of the Christian Church to
+establish a powerful and comprehensive agency to help uphold and
+expand and organize a Christian civilization. It will gain an
+increasing power through coming generations.
+
+The Federal Government has, likewise, favored and materially
+encouraged the cause of education. The wisest statesmen believe that
+the colleges are not solely the auxiliary of the churches, but that
+they have an equal value to the State. They firmly believe that
+education is essential to the general good of the community, and
+worthy of favorable legislation. "During the first century of its
+existence, the United States made land grants for educational purposes
+of nearly 80,000,000 acres, a territory greater than all the landed
+area of Great Britain and Ireland, and more than half of all France.
+What a tribute to learning this munificence presents. Of these gifts
+it is estimated that more than 80 per cent. went to permanent funds
+for the elementary schools."
+
+The spirit of the American people was shown in the Magna Charta of the
+Northwest, framed in 1787, which declared that "Religion, morality and
+knowledge being necessary to good government and the happiness of
+mankind, schools and the means of education shall forever be
+encouraged." In obedience to this spirit, the Federal government made
+grants of land to encourage and support institutions of learning, as
+follows: "One section of land in every township for common schools,
+and not less than two townships in every State for founding a
+university." Appropriations have since been made by the general
+government to establish and foster State universities. In 1862, the
+Morrill act was passed by Congress, whereby a liberal grant was made
+to provide for "the endowment, support and maintenance of at least one
+college, where the leading object should be, without excluding other
+scientific and classical studies, and including military tactics, to
+teach such branches of learning as are related to agriculture and
+mechanic arts, in such manner as the legislature of the States may
+prescribe, in order to promote the liberal and practical education of
+the industrial classes in the several pursuits and professions of
+life." This act was supplemented in 1890 by an additional provision of
+$25,000 a year for the better equipment and endowment of each of the
+colleges of agriculture and mechanic arts. The land grant made by the
+general government to all the States aggregated 9,597,840 acres, from
+which was realized $15,866,371.
+
+The Hatch act of 1887 made generous Federal provision for the
+establishment of agricultural experiment stations "for the
+investigation of the laws and principles that govern the successful
+and profitable tillage of the soil."
+
+The State universities numbered 30 in 1890, having 12,846 students and
+964 instructors. The value of the grounds and buildings aggregated
+$15,146,588, and the productive fund $10,411,964. The total income for
+the State schools reached the handsome sum of $2,176,250. These State
+universities have become fixed factors in our civilization, and give
+promise of accomplishing a great work for the people. What the
+character of the work shall be, remains with the American people to
+decide.
+
+This century has witnessed in the United States the beginning and
+growth of _Colleges for Women_. This is the fruit of the increasing
+development of the idea and sentiment in favor of women sharing with
+men in the privileges of the highest culture and all rational
+enjoyment. Exclusive privileges and distinctions on account of sex are
+contrary to the character and genius of a free people. "If," says
+President Dwight, "education is for the growth of the human mind--the
+personal human mind--and if the glory of it is in upbuilding and
+outbuilding of the mind, the womanly mind is just as important, just
+as beautiful, just as much a divine creation with wide-reaching
+possibilities as the manly mind. When we have in our vision serious
+thought as the working force and end of education, the woman makes the
+same claim with the man, and her claim rests, at its deepest
+foundation, upon the same grand idea." The history of the movement in
+favor of the collegiate education of women is interesting and
+instructive. One of the first steps in this direction was taken by
+Mrs. Emma Willard, who opened a school for girls in Middlebury,
+Vermont, in 1808, which in 1819 was removed to Waterford, New York.
+Two years later she founded the Troy Female Seminary. Education for
+women received a new impulse through Miss Catharine E. Beecher, who,
+in 1822, opened at Hartford, Conn., an academy for girls, and it met
+with excellent success. Further efforts were made to extend education
+to young women of more mature years and give them the advantages of an
+intellectual training equal with that of colleges for men. The
+Wesleyan Seminary for women was founded at Kent's Hill, Maine, in
+1821, and Granville College for women in 1834. Through the earnest
+effort of Miss Mary Lyon, Mount Holyoke Female Seminary was
+incorporated February 10, 1836. The Elmira Female College was founded
+in 1855. These colleges multiplied rapidly and now there are more than
+two hundred institutions of higher learning devoted exclusively to the
+education of women.
+
+Colleges for women have been quite liberally endowed by high-minded
+and generous individuals, and the stability and permanency of these
+colleges have thus been secured. Vassar College was incorporated in
+1861. Mr. Matthew Vassar, the founder, gave 200 acres of land near
+Poughkeepsie, on the Hudson, which with his other gifts aggregated
+$788,000. The total productive endowment in 1892 was $1,018,000, and
+the value of the grounds, buildings, etc., was $792,080 additional.
+
+Wellesley College was founded by H. F. Durant in 1875, at Wellesley,
+near Boston. He gave 400 acres of land and an endowment of more than
+one million dollars. Smith College was founded through the beneficence
+of Sophia Smith, who gave $400,000. Bryn Mawr, near Philadelphia, was
+opened in 1885, through the generosity of J. W. Taylor, M. D., whose
+gifts amounted to $1,000,000.
+
+In 1890, there were 179 colleges devoted exclusively to the education
+of women, having grounds and buildings valued at $11,559,379, with
+scientific apparatus valued at $419,000 more, and the productive
+funds aggregated $2,609,661. The total number of students in these
+colleges for the same year was 24,851, and taught by 2,299 teachers.
+
+The co-education of the sexes in colleges is also constantly growing
+in favor among those colleges which have given it the most thorough
+trial. Two hundred and seventy-two colleges in this country, or 65.5
+per cent., excluding those devoted exclusively to the education of
+women, are open equally to both sexes. The favorable results as to
+scholarship, manners and morals of the two sexes have abundantly
+confirmed the wisdom of this method. The question of co-education has
+its complications, but with proper restrictions these are not serious.
+There is no more danger of women developing bold or masculine
+qualities of character in a college where co-education exists than in
+the high schools, or in social and business life outside of college.
+The charm and beauty of a lady are found in the qualities of modesty
+and grace. The private life of the ladies attending a college where
+co-education exists is in most cases so regulated as to secure such
+home care and retirement as will help to preserve the charming
+qualities of womanhood. The ladies in these schools gain a certain
+poise and independence without boldness, which is of inestimable
+advantage. Aside from this they get a knowledge of character and life
+that is not likely to be secured in any other way.
+
+The growth of the colleges since the war in the sixteen Southern
+States for both white and black population is very encouraging. Fully
+one-third of the colleges and universities and one-third of the
+instructors and students of the nation are located in the Southern
+States. Many of these colleges are only first-class academies, but
+they are doing an excellent service. Benefactions in behalf of higher
+education in the South have been something phenomenal in the history
+of philanthropic work. The Peabody Fund for education in the South
+was $3,100,000. The Slater Fund $1,000,000. Tulane and Vanderbilt each
+gave $1,500,000 towards founding universities in the South. It is
+estimated that more than $20,000,000 have been given by special donors
+for this purpose since the war. This vast sum has been augmented by
+the annual gifts of the churches for this object. The Methodist
+Episcopal Church had expended up to 1892 the sum of $6,187,630.46 to
+promote higher institutions of learning among both white and black
+population in the South.
+
+Other denominations have given largely in the same direction. These
+benefactions have given new impulses to the cause of education, which
+have been of vital importance in the regeneration of the social
+conditions of this section of the country. The annual outlay for
+schools in the Southern States increased from $11,400,000 in 1878 to
+$20,000,000 in 1888. All these educational influences have contributed
+to establish a New South that presages far-reaching possibilities for
+good for all time to come.
+
+The growth, number and progress of the American colleges and
+universities is more and more attracting the attention of the
+civilized world. In 1890, they numbered 415, with grounds and
+buildings valued at $65,000,000, with scientific apparatus and
+libraries valued at $9,000,000, and the productive endowment funds
+aggregated $75,000,000. The total income of these higher institutions
+of learning from all sources was $11,000,000.
+
+The colleges and universities and professional schools in the United
+States for the same year contained 135,242 students and 7,819
+instructors. In the colleges and universities alone there were 46,131
+men and 11,992 women. There were 34,964 in the normal schools, 6,349
+in agricultural and mechanical colleges, and 35,806 in the various
+professional schools. Besides, there were 117 medical schools with
+4,552 students, and 145 theological schools with 7,013 students, and
+54 law schools having 5,518 students.
+
+These facts give us some faint conception of the extensive educational
+agencies which have been provided, chiefly by private enterprise and
+by the churches, for higher education.
+
+It is claimed by some that the number of colleges in this country
+exceeds at present the demand. It should be remembered, however, that
+we are building for a population that is likely to reach 500,000,000
+people. There is no doubt but that the planting and expansion of
+colleges on a meager basis has been somewhat over done. The duty of
+the hour is for the American people to cease establishing more
+colleges, and to give their attention to strengthening those already
+founded, in order that they may increase their power and efficiency.
+The founders have planted better than they knew. The unfavorable
+conditions and sacrifice surrounding many of their beginnings
+strengthen the desire that these colleges may grow and flourish with
+each succeeding generation, and continue in their beneficent work of
+moulding Christian character and promoting human brotherhood.
+
+
+
+
+III.
+
+CHARACTERISTICS OF THE AMERICAN COLLEGE.
+
+
+The American college occupies a distinctive place among the
+educational systems of the world. It differs from the English and
+Scotch systems, and is diverse in form and purpose from the German
+university system. The American college signifies more than the
+English _Grammar_ school, the French _Lycée_ or the German
+_Gymnasium_, and its course of study is broader and more
+comprehensive. The German _gymnasia_ hold the place of our high
+schools and academies, and their course of study carries the student
+through what is an equivalent to our Sophomore year in college.
+
+The colleges established in the early history of our country were
+shaped in some measure after the English model, but the American
+college of to-day "is the bright consummate flower of democracy." We
+may apply to it what Lowell says of Lincoln:
+
+   "For him her old-world moulds aside she threw,
+    And choosing sweet clay from the breast
+    Of the unexhausted West,
+    With stuff untainted shaped a hero new."
+
+The American colleges have held fast to the best of the ancient
+learning and utilized the best experiences and ideas of the English,
+German and French systems of education, and mapped out a distinctive
+system for themselves. They have sought to meet the needs of our age
+and the requirements of our generation, and we have as a product the
+modern American college, adapted to the wants of the people and the
+formation of a strong national character.
+
+The American people believe in individual rights and personal
+sovereignty. They have accordingly shaped their institutions in
+harmony with this view. In Germany the man is educated largely for
+the State, but here we educate the man as a citizen and as an
+individual whose intrinsic dignity and value are worthy of training.
+The American college makes adequate provision for the full development
+of all the human powers and the exercise of the functions of the
+noblest manhood and womanhood. Her halls have always been wide open to
+all the youth of the land, who have gathered by the thousand to drink
+in "the American spirit of freedom and brotherhood of mankind, of
+reverence for God, for law, for the Bible and for the Sabbath." Our
+colleges have been built up through the generous and effective support
+of the several churches, and of the patriotic people. For more than
+two and a half centuries it has been the settled policy of the
+American people to maintain and perpetuate colleges. They are deeply
+rooted in the hearts of the people, since they are the offspring of
+their free-offerings and voluntary sacrifices.
+
+A few unthinking people are indifferent and fail to see and realize
+the vital relations the colleges sustain to the national welfare; but
+the more enlightened public opinion is eager and restless for their
+advancement and influence. Our colleges are the pride and the crowning
+glory of the American people. They bring the nation more renown than
+all her fertile plains, rich treasures and splendid palaces.
+
+In order to particularize some of the distinctive features of the
+American college, we need to understand our educational system as a
+whole. We start with the public school and impart to the youth a
+primary education. In the high school or academy the pupil is
+introduced into a higher circle of thought and life and then passes on
+to the college, where the aim is to extend general culture and prepare
+for special work. The educational system culminates in the university,
+which is devoted chiefly to technical and professional education.
+
+These educational agencies do not differ in kind, but in degree. There
+is not as yet, however, a sufficient co-ordination of them to secure
+the greatest economy of time and strength in mental effort. The
+richest and broadest culture and scholarship demand a friendly and
+harmonious relation between all of these educational agencies. We are
+approaching co-operation and unity on these lines, but there are
+practical difficulties which it is hoped that time will help to solve.
+One of the difficulties has been that the standard of admission into
+many of our colleges has outgrown the capacity of the high schools. In
+order to supply the need of a more thorough preparation, a preparatory
+department has been maintained in many colleges. The present aim and
+tendency of our educational system is to introduce the pupil from the
+high school to the rank of Freshman in college. This condition can not
+become general unless there be a greater differentiation in the
+courses of study in our high schools. It is encouraging to see that
+in many States the high schools, academies and colleges are coming to
+a helpful understanding of each other's province, and that there is a
+practical agreement among them regarding a uniform minimum requirement
+for entrance into the Freshman class in college.
+
+The prescribed _courses of study_ in the average American college are
+broad and comprehensive. They cover the general field of knowledge.
+The regular parallel courses of study are usually designated
+Classical, Scientific, Literary and Philosophical. These special
+arrangements aim to encourage thought and study along different lines.
+The groupings vary according to the time devoted to the study of
+languages and other special branches. Each of the courses includes the
+study of language, mathematics, science, mental and moral philosophy,
+and covers a period of four years, generally designated Freshman,
+Sophomore, Junior and Senior years. As a rule, in the Classical
+course the study of Greek and Latin is required, while Greek is
+omitted in the Scientific course, and more attention is given to the
+study of the sciences. The Literary and Philosophical courses
+substitute one or more of the modern languages for the ancient
+classics. The number of these courses may be multiplied indefinitely,
+especially in the universities where the grouping of studies is
+essential to the highest success.
+
+The work of _the college and the university_ so overlap each other
+that it is difficult to make clear their distinction. The word
+university is an elastic term in the United States, because until
+within a brief period we have had nothing more than colleges. Many of
+our colleges are called universities because of their chartered
+privileges, but their aim is to become universities in fact.
+
+Hence the terms are often used interchangeably. The few universities
+we have are modelled largely after those in Germany and have grown up
+by a natural development out of colleges. The reverse is true in
+England, where the college has grown up within the university. The
+college originally signified a society of scholars. In this country it
+is an incorporated school of instruction in the liberal arts, having
+one faculty, with advanced courses of study.
+
+The college and university differ first in their _aim_. The college
+endeavors to discipline the mind and form character for the broader
+work in a chosen field of university study. The thorough scholastic
+training is now regarded quite an essential preparation for the more
+advanced work of the university. On the other hand, the university
+aims at universal culture, and includes, if possible, every
+description of knowledge for the training of specialists in the
+various professions. Its aim is rather to do graduate work
+exclusively.
+
+Again they differ in their _courses of study_. In the college, the
+courses of study include the higher branches of learning; and are so
+arranged as to give the student an outline survey of the field of
+knowledge. The study is largely restricted to preparing the student
+for his advanced professional and technical work. The university goes
+further and arranges its courses of study so as to supplement the
+instruction given in college and direct the student in an advanced
+grade of work in any department of intellectual life. The courses have
+the broadest scope and embrace departments in liberal arts, law,
+medicine, theology and science, each having a faculty composed of able
+professors. Gladstone gives the true historic idea of a university in
+these words: "To methodize, perpetuate and apply all knowledge which
+exists and to adopt and take up into itself every new branch as it
+comes successively into existence."
+
+The college and the university likewise differ in their _methods of
+work_. The college seeks the highest results in discipline. Its method
+is more formal and didactic. In the later years of the college course
+a certain amount of specialization is usually allowed, both for the
+ends of discipline and as a provision for the work of the university
+proper. The university adopts methods of work along the line of
+original discovery, literary productivity, and the advancement of the
+kingdom of knowledge. The inspiring aim of the university is the
+discovery of truth. The student imbued with the spirit of research
+passes from the known to the unknown, and feels that he lives in an
+atmosphere of investigation, and in the center of the latest thought.
+
+Finally, they differ in their resources. The college is usually
+limited in its means and appliances. On the contrary, the university,
+with abundant resources, great libraries and laboratories, affords a
+broader scope and wider opportunities for work and growth.
+
+The _State and denominational colleges_ have a common intellectual
+aim. The first of the two often have larger resources and aim to give
+more instruction in "practical affairs." Both State and
+denominational colleges are generous and liberal in their spirit and
+teaching. It is somewhat unfortunate that there should have arisen any
+occasion for criticism by the friends of either the State universities
+or of those under denominational control. One class of critics are
+ready to declare that the colleges and universities under Protestant
+denominational control are sectarian. Whereas it is unfair to
+designate such colleges as sectarian, since as a class they are not
+founded solely in the interest of any single Christian sect and are
+not intolerant and bigoted. They set up no denominational standard for
+entrance, and teach no particular creed or dogma, but extend their
+privileges equally to all and on the same basis as the State
+universities. Hence, they are denominational, but not sectarian.
+
+It is equally unfair to assert that our State universities are godless
+and run by political parties. The managers of them have possibly laid
+themselves open to this criticism because they often fail to
+recognize either the scientific bases or practical value of religion
+and do not permit it to rank equally with the other sciences in the
+courses of study. The right policy would not necessarily involve the
+teaching of religious dogma, but only of facts concerning man's
+spiritual nature, and the relative importance of the Christian
+religion among the religious systems of the world to meet the demands
+of man as a religious being. No reasonable man in a Christian nation
+should object to this recognition of the science of religion. The
+State universities should be at least religious in character without
+having any denominational bias. The teaching of dogma in our colleges
+for the sake of dogma would be narrow bigotry and rightly deserving of
+censure. The State universities are as likely to be open to this
+charge as the denominational colleges. The dogmas of scientists,
+politicians, legalists and physicians are as intolerant and engender
+as much strife as those of theologians. We are glad to believe
+however, that the dogmatic spirit in all lines of study is fast
+disappearing from our American colleges, and from the professions.
+
+Again, the majority of the professors in the State universities are
+avowedly Christian. Possibly one-third of the State universities have
+Christian clergymen for presidents. After careful inquiry from those
+in a position to know, it was ascertained that in one of the oldest
+State universities there were eight professors out of more than one
+hundred who were unbelievers or skeptics, and in one of the youngest
+there were but three known skeptics among more than eighty professors.
+Even this small number should not be possible, because one
+"anti-Christian sophist or a velvet-footed infidel" may work moral and
+religious disaster to the young in any college. "A college," remarks
+President Gates, "must be either avowedly and openly Christian, or by
+the very absence of avowed Christian influence it will be strongly
+and decidedly un-Christian in its effects upon students."
+
+The State universities will gain greater influence if they will
+rigidly exclude from their teaching force the brilliant skeptic who
+"becomes the center of a coterie without his gifts, dazzled by his
+boldness, infected by his skepticism;" but rather employ Christian
+professors who will inspire a "noble ambition that unites in its scope
+the life that now is and that which is to come, that comprehends
+earth-born sciences and the philosophy of salvation, the tongues of
+men and the language of the city of the great King."
+
+Likewise the State and denominational colleges and universities have
+the largest freedom and independence. Their boards of management are
+comparatively free from interference on the part of party politicians
+and demagogues, or of those influenced by denominational prejudices.
+Party leaders in the church or state may be equally liable to an undue
+bias or a partisan spirit and influence which is beneath the dignity
+of those who claim to represent the people in a Christian Republic.
+
+The American college is a chartered institution, under the control of
+a _Board of Trustees_ or _Regents_. These boards are composed of about
+twenty or thirty representative men in church or state. They are, in
+some cases, a self-perpetuating corporation, while others are chosen
+for a term of years by the affiliating conferences or synods.
+Occasionally, the Alumni of the college may elect some of the
+Trustees. The State universities are under a Board of Regents
+appointed by the Governor, with the consent of the legislative body,
+or are chosen by popular election. These boards meet once or twice a
+year. Their principal duties are to make laws for the government of
+the college; appoint the officers and professors, and fix their
+salaries and tenure of office, and hold all property entrusted to the
+college, and retain general supervision and control of all
+expenditures. These boards are the ultimate source of authority in
+all matters pertaining to the welfare of the college.
+
+The Chicago University and some others have a _University Council_,
+composed of the chief administrative officials of the university. They
+direct all administrative matters. The _University Senate_ is composed
+of the heads of the departments of instruction. It is their duty to
+control all educational affairs. The _Harvard Corporation_ consists of
+the President, five Fellows, and the Treasurer, with the right to fill
+their own vacancies. Their acts are "alterable" by the _Board of
+Overseers_, to whom they are responsible. This board consists of
+thirty-two members, elected by the Alumni.
+
+_The Faculty_ is a body of instructors. The universities may have as
+many faculties as there are departments of instruction. In the
+American college proper there is but one faculty, composed of all the
+instructors. It varies in number and efficiency according to the
+number of students and financial resources of the college. The
+proportionate number of professors to the students follows the custom
+of the best English and German universities, which usually is one
+professor for every twenty or thirty students. _The Dean_ is an
+administrative officer of a department in a university, and is
+concerned with the internal discipline and executive affairs.
+
+_The Presidents_ of the American colleges are usually clergymen. They
+are chosen with reference to their pre-eminent ability as scholars and
+administrators. The President has oversight of the plan of
+instruction, the maintenance of discipline, and is the representative
+head of the college before the public. Considerable importance is
+attached to the office of the President, since the success of the
+college in a great measure depends on his individual talent and
+character.
+
+The American college _professors_, as a class, may be characterized as
+having a living scholarship and a genuine speculative spirit,
+combined with tact and firmness in teaching. They are enthusiastically
+devoted to their work. There is a growing disposition to break away
+from mechanical and plodding routine, and adopt an intellectual,
+energizing style of questions in class work, that elicit enthusiasm
+and aid the student. Lecturing is but little used. The teaching is
+more of an active, earnest conversation on a special subject between
+the teacher and the pupil. The instructor seeks to lead, but not to
+carry, the student through the study. There is also less inclination
+to dogmatize, and the student's mind is trained to habits of original
+and philosophical investigation.
+
+_The students_ in our American colleges have been well estimated by
+Professor Von Holst in these words: "I have not only visited, but
+lived in a number of countries, and the results of my observations of
+their higher educated youth is that, though by no means as to
+knowledge, yet as to the earnestness, steadiness and enthusiasm in
+the pursuit of knowledge, the American students stand first. And
+nature has not been in a stingy mood when weighing out their allotment
+of brains! Give them but the opportunities, and you will soon see
+whether they need to shun comparison with the scholars of any other
+nation."
+
+_College government_ is an important question. The college, as a
+distinct and separate community, has rules and regulations based on
+well-established principles, which aim to conserve the general good of
+the whole body of students. The college honor can not be sustained
+unless there is a recognition of authority and responsibility.
+
+The college legislation and government rests principally with the
+faculty, overseers and trustees, who aim to be liberal, yet firm.
+College sentiment among students is often capricious and subject to
+sudden revolutions. Some of them have strong passions, immature
+judgments, and impetuous and weak wills, and authority must be lodged
+with those who will sacredly uphold law and exercise a firm, rigorous
+discipline.
+
+In the early stages of college life in this country the regulations
+were quite severe. In many cases the college authorities did not
+hesitate to inflict upon the students corporal punishment for certain
+offenses. College Presidents would sometimes personally attend to the
+flogging of students, resorting to this punishment with great
+solemnity. Mr. George C. Bush tells us what occurred at Harvard
+College in 1674: "On that occasion the overseers of the college, the
+President and Fellows, the students who chose to attend having been
+called together in the library, the sentence was read in their
+presence and the offender required to kneel. The President then
+offered prayer, after which 'the prison keeper at Cambridge,' at a
+given signal from him 'attended to the performance of his part of the
+work.' The President then closed the solemn exercise with prayer."
+
+Possibly this relic of severe college government found its example
+across the water, where it is related that in a bygone age a Fellow at
+Oxford, "who had been proved guilty of an over-susceptibility to the
+charms of beauty, was condemned, as a penance, to preach eight sermons
+in the Church of Saint Peter-in-the-East." In the days of President
+Dunster, of Harvard, "no possible conduct escaped his eye. Class
+deportment, plan of studies, personal habits, daily life, private
+devotions, social intercourse, and civil privileges, were all
+directed."
+
+The student should feel that, in disobeying the rightful authority of
+the college, he abridges the rights and privileges of every student.
+The college sentiment should be so strong against unworthy conduct
+that a student would as soon shrink from doing a mean action, and
+having it known, as any citizen outside the college community. When it
+is discovered that a student has mean and unworthy motives and wilful
+evil tendencies, he should be summarily dismissed.
+
+In some colleges the students participate in the governing affairs.
+This is done by having representatives chosen from each college class,
+elected by their fellow-students, who unitedly compose a College
+Senate, with power to interpret the college laws, and deal with all
+questions relating to the good order and decorum of students. The
+President of the college is chairman, and has the power to veto the
+decision of the senate. There are many favorable features of this
+system. In the first place, it lessens the antagonism sometimes
+manifest between the faculty and students. There are no less
+requirements upon all college classes and duties, and it helps to
+remove any feeling of suspicion and the semblance of espionage. The
+students feel that they have been taken into confidence with the
+college authorities and will get strict, even-handed justice in
+college discipline. The result is that there comes to exist a more
+pleasant and friendly relation between the professors and students.
+
+Again, this system gives the freest scope for teaching. The
+professor's time is not occupied doing police duty or sitting as a
+juror, but is given wholly to his work as teacher.
+
+The self-responsibility of the student also has an educating
+influence, giving to the worthy and right-minded a better training for
+future citizenship. It is undoubtedly true that the autonomy of a
+college is an important factor in shaping the future liberties of our
+country. No college, however, can hope to uphold the highest standard
+of conduct by trusting to the force of rules and penalties. The spring
+of right action is in the heart. All college authorities must rely
+principally upon appeals to calm reason and an enlightened conscience,
+reinforced by religious faith and feeling.
+
+The general good order and morals of the students in American colleges
+are changing for the better. In a large proportion of our colleges
+only a small per cent. of the students use intoxicating drinks or
+tobacco. All reprehensible conduct must be carried on so secretly as
+to elude the college authorities. Those disposed to do evil represent
+only a very small proportion of the great body of students, but these
+give occasion for some supercilious and conceited correspondent of the
+public press severely to criticise the college government, and to give
+gross caricatures and exaggerated statements of the mischief done by
+this small percentage of students, and then include the entire
+academic body in the same general censure. It is generally believed by
+those qualified to know that the average morals and good conduct of
+the students in college are much better than those of the same number
+of young men outside the college community.
+
+The chartered colleges are entitled to confer _degrees_ as a measure
+of honor the college wishes to bestow on men and women of merit. This
+privilege has been so much abused by some colleges that a little
+confusion arises as to the true value and significance of the degrees
+conferred. In 1890, there were 8,290 degrees conferred in course or on
+examination, and 727 honorary degrees, by 415 colleges and
+professional schools.
+
+In the best American colleges, the student completing the classical
+course receives the degree of _Bachelor of Arts_ (A. B.)--_bas
+chevalier_, a knight of low degree; it signifies "inception in arts."
+If the student, after taking his bachelor's degree, pursues for a few
+years some literary or scientific study, he may receive the degree of
+Master of Arts (A. M.), meaning fitness to teach, a title which began
+to be conferred in the twelfth century. These degrees are granted as a
+reward of merit, based on examination and general fitness. The degrees
+of Doctor of Divinity (D. D.) and Doctor of Laws (LL. D.) are granted
+as honorary degrees to men of pre-eminent ability or for conspicuous
+services. The student who completes a college course or its
+equivalent, and follows it with a professional course in a university,
+receives a degree recognizing the fact. Schools of Theology confer the
+degree of Bachelor of Divinity (D. B.) Schools of Law, Bachelor of Law
+(LL. B.), and Schools of Medicine, Doctor of Medicine (M. D.)
+
+A post-graduate course of study, looking to the degree of Doctor of
+Philosophy (Ph. D.), has reference not so much to the professional and
+practical side of life as to the original investigation and
+exploration of a special subject, with no other immediate aim than the
+discovery of truth and a philosophical insight into the same. The
+student, before receiving the degree in the best universities, is
+required, at the close of his post-graduate work, to write a thesis
+which would be regarded as an original contribution to the subject
+discussed.
+
+There is no practical uniformity in the scope and requirement of the
+work for this degree. The Doctor's degree should stand in this
+country, as it does in Europe, for research, and a general knowledge
+of philosophy, with ability to open up original sources of
+information. The student should be a resident graduate for at least
+one year, and after rigorous examination be required to contribute
+something to the advancement of knowledge, and withal be a man of good
+character and judgment, before receiving this most desirable degree in
+American and European universities. With such a uniform standard, this
+degree will not likely depreciate in public esteem, but have, as all
+degrees should, a uniform value. A federation of colleges may help to
+attain this end.
+
+College degrees are not essential to a man's success in life, but when
+they are obtained as a reward of merit have a certain social value
+which usually insures a speedier entrance into any chosen field of
+work.
+
+Another characteristic of American colleges is that they are _endowed_
+either by churches, by the state or by individual donors. The
+endowment is generally in the form of property or stocks yielding an
+annual revenue. It may be a sum of money given to the college, to be
+loaned and the interest to be permanently appropriated to the support
+of professors or applied to the current expenses. The amount necessary
+to endow a professorship varies from twenty-five to fifty thousand
+dollars. The fund thus given remains intact, and the interest or
+revenue of it alone is used to carry out the purpose of the donor.
+
+No college of a high grade can exist without a generous endowment or
+aid from some source. Education in the colleges and universities
+throughout the world is given almost as a gratuity. It is maintained
+principally through the benefactions of wealthy men who erect
+buildings, found professorships and establish libraries for the use of
+others.
+
+The resources of American colleges surpass those of any other country
+in the world. In 1890, the value of grounds, buildings and apparatus
+for 378 colleges in the United States was $77,894,729, and the
+productive fund of 315 colleges aggregated $74,090,415. In Germany,
+the twenty-two universities are national property, and are supported
+out of the national treasury at a large annual expense. The annual
+incomes of Oxford and Cambridge in England aggregate more than
+$3,500,000.
+
+Many of the American colleges have wealthy foundations. Harvard
+College has in grounds, buildings and productive endowment the sum of
+$12,000,000, with an income in 1892 of $978,881.92. Columbia College
+claims $13,000,000, with an annual income of $629,000. The estimated
+value of the funds of Cornell College is $9,000,000, with an annual
+income of more than $400,000, and Johns Hopkins University has
+$5,000,000 endowment. In 1892, Yale College had $4,019,000, with an
+annual income of $520,246. The Northwestern University has nearly
+$3,000,000 endowment and an annual income of $225,000. Boston
+University has more than $1,500,000 endowment and an annual income of
+$160,000. Chicago University is one of our youngest universities, and
+yet it has in property and endowment $7,500,000. These are only a
+small portion of the 415 colleges and universities in this country
+whose aggregate wealth and income are a source of satisfaction to all
+the friends of higher education.
+
+The munificence of the wealthy men of this nation in behalf of higher
+education has excited the surprise and admiration of the old world.
+Within the last quarter of a century nearly seventy-five million
+dollars has been given for this cause. We recall with satisfaction
+some of these distinguished donors: George Peabody left $6,000,000 of
+his estate to the cause of education; Isaac Rich, $1,000,000 to Boston
+University; Johns Hopkins, $3,140,000 to found a university in
+Baltimore which bears his name; Asa Packard gave $3,000,000 to Lehigh
+University; D. B. Fayerweather left a bequest of nearly $3,000,000 to
+various colleges; Cornelius Vanderbilt gave $1,000,000 to the
+Vanderbilt University; John C. Green gave $1,500,000 to Princeton
+College; Amasa Stone, $600,000 to Adelbert College; George I. Seney,
+$450,000 to Wesleyan University; Matthew Vassar, $800,000 to Vassar
+College for women; John D. Rockefeller's gifts to the Chicago
+University aggregate $4,500,000, and Leland Stanford's estate will
+yield from $12,000,000 to $15,000,000 for the university that bears
+his name on the Pacific Coast. These men and a host of others will be
+remembered through succeeding generations for their generous
+liberality. The wisdom of these noble benefactions commends itself to
+the enlightened judgment of all good citizens. We believe, with
+President Schurman, that "the heart behind American wealth is at the
+bottom generous and discerning, and so long as money can foster
+intelligence, that heart will not suffer our civilization to become a
+prey to ignorance, brutishness and stupid materialism. No one knows
+better than the millionaire that man lives not by bread alone." The
+colleges are not founded to make money but to benefit the public by
+training and fitting men for the highest service. The majority of the
+students in American colleges are of limited means. If it were
+possible to sustain a first-class college by means of the income from
+students, the tuition would be so high as to limit the great advantage
+of a higher education to a few children of rich men. The annual cost
+of each undergraduate to the University at Oxford is $700, at
+Cambridge $600, and at Harvard $300. If the actual expenses of running
+a college of high grade were divided proportionately among the
+students, they would have to pay three or four times the amount they
+now do for tuition. It is important that these educational advantages
+and incentives come within the reach of the humblest youth of the
+Republic, in order that they may be productive of the noblest manhood
+and womanhood.
+
+Time and experience confirm the claim that the wisest and most
+permanent use of money is to help endow a college. Large wealth
+imposes obligations to make the best and most permanent use of it.
+Every man of means ought to be a patron of learning, because it yields
+the most satisfactory returns. "What better gift can we offer the
+Republic," says Cicero, "than to teach and instruct the youth."
+Wendell Phillips says that "education is the only interest worthy
+deep, controlling anxiety of thoughtful men," and President Gilman
+makes an equally forcible statement when he says that "to be concerned
+in the establishment of a university is one of the noblest and most
+important tasks ever imposed on a community or on a set of men."
+
+Many of our denominational colleges are parsimoniously sustained. If
+their constituency, both rich and poor, would become imbued with the
+spirit of the Colonial fathers, and arouse themselves to give
+liberally, their power and influence would be multiplied a hundred
+fold. "Let it not be forgotten," says President Thwing, "that if the
+college and university have large need of the wealth of the community,
+this wealth has yet a larger need of the college and university.
+Without the aid of the higher education in the past, much of the
+wealth could not have been created; and without the higher education
+of the present, wealth would now become sordid; gold-dust is no less
+dust because it is golden. The rich man needs the college as his
+beneficiary to help him to be a noble man quite as much as the college
+needs his benefactions to help it make noble men. A college in poverty
+can make men; a rich man (or a poor man, indeed,) cannot hoard in
+meanness without degradation of manhood." The colleges are the
+agencies to help call out the constructive talent of the nation. They
+open the pathway of opportunity to every young man and woman who
+desires to do the most for himself and humanity. Each one may link
+himself through his means and prayers to these powerful agencies for
+good.
+
+
+
+
+IV.
+
+THE FUNCTIONS OF THE AMERICAN COLLEGE--A SYMMETRICAL DEVELOPMENT.
+
+
+The function of the American college is to train and develop all the
+human powers and faculties and help the student to attain a complete
+individuality. The broadest educational theory estimates the worth of
+all the human powers and has the highest notion of personality, the
+development of which demands the impact of physical, intellectual,
+moral, and religious forces. A rounded human development provides for
+the fullest and freest exercise of all the powers of being. "Culture,"
+says Matthew Arnold, "is a harmonious expansion of all the powers
+which make the beauty and worth of human nature, and is not
+consistent with the over-development of any one power at the expense
+of the rest."
+
+Man is a unit, but inasmuch as God has endowed him with various
+capacities, his highest glory should be to develop them. The only
+limit to the college student is his native abilities and aptitudes,
+modified by the parental training, various social influences, and the
+preliminary discipline in the public schools. The college that
+receives the students, with their different aims and predilections and
+acquirements, and leads them to appreciate the greater possibilities
+of their natures, and arouses and encourages them to strive for their
+fullest development, is worthy of confidence and support.
+
+A symmetrically developed manhood or womanhood implies _the training
+of the mind to think accurately and systematically_. The tried and
+historic conception of education is expressed in the Latin word,
+_educare_: to lead out. It is to draw out of the living soul, by the
+aid of books, appliances, and instructors, all its latent capacities,
+to help in the formation of correct intellectual habits, and
+pre-eminently to form character, and thus to enrich and broaden the
+whole range of life. The purpose of a liberal education is not to cram
+the mind with facts and principles, but "to build up and build out the
+mind" by the natural process of growth, so that all knowledge from
+without will be assimilated by a living mental organism. The important
+work of the college is to develop intellectual power. It is to aid in
+giving such a directive power of mind as will enable the student, by a
+fixed determination, to recall facts, apply principles, and perform
+acts as if they were spontaneous. It is so to train the judgment and
+reasoning faculties of the student that in the end he will have
+acquired power to do earnest intellectual work.
+
+The direct aim of the instruction in college is to give the student
+access to vital and formative knowledge by studying man and his
+works, and nature and her works. He is thus led to know himself and to
+know the world, and the laws which govern nature, and man as a part of
+nature. He comes to see things as they are and to understand the laws
+of things, and thus he thinks and acts on more perfect knowledge. If
+the student is to be trained to independent thought and action, he
+must have a sounder basis of knowledge than the teachings of those
+whose ideas and opinions are shaped by current, ephemeral literature.
+The majority of men act on too imperfect knowledge, because they will
+not take the time and exercise the patience to study the facts and
+principles relating to any given subject, and to do their own
+thinking. Goethe says: "To act is easy, to think is hard." The remedy
+is found in the college courses of study which involve the study of
+ourselves through psychology, logic, and mental, moral, political and
+social philosophy, and the study of nature through the sciences and
+the laws of the world about us.
+
+Another method, aside from the nature and scope of the studies
+pursued, to attain the end, is through the strong personality of the
+college professor. Alexander the Great said: "Philip gave me life,
+Aristotle taught me how to live well," and Emerson's judgment was that
+"it is little matter what you learn; the question is, with whom you
+learn." It is within the power of the college professor to help
+enlighten the understanding, strengthen and guide the intuitions and
+reasoning faculties, and to awaken within the student a consciousness
+of his new powers and capacities, and incite him to mental activity.
+The highest scholastic training demands that the professor studiously
+avoid all those methods of instruction which tend to mechanical habits
+of thought, and which check the mind's spontaneity of growth and
+repress the individuality so essential to true scholarship.
+
+Incidental to intellectual culture in college is the ability to find
+promptly the information we want. "Next to knowing a thing," says Dr.
+Johnson, "is to know where to find it." No student can become a
+walking encyclopædia, but he should learn while in college how to
+avail himself advantageously of reference books, libraries and other
+sources of information.
+
+A college education likewise implies the ability to express one's
+ideas in a clear, appropriate style. The student should be able to
+tell what he knows. This clearness of thought and precision of
+expression is best acquired in the class room, in the literary
+societies, and in the classes devoted especially to the study of
+expression.
+
+The intellectual aim of a college should be not only to awaken and
+develop independent thinking power as an abiding impulse which will
+prompt to effective intellectual work, but withal the will, the
+imagination, and emotive nature should be so trained that the student
+will have a mental taste and moral appreciation for the best and
+noblest thought. Mental discipline and the dull routine of study will
+become cold and insipid unless the student is inducted into those
+fields of science and literature where he will find the richest
+sources of refined and elevating pleasures, and through them be
+incited to noble action. It is on these lines of study that the
+student acquires that spirit of study which becomes spontaneous,
+attractive, and joyous. He loves culture for culture's sake, and does
+not abandon its acquisition on leaving college.
+
+A symmetrically developed manhood or womanhood involves _physical
+culture_. The ascetic idea of college life no longer prevails. The
+body, as well as the mind, is trained. The value to a student of good
+health and an alert and vigorous body cannot be overestimated.
+Educators are coming to realize more fully than in the past that the
+physical and psychical factors of life are inseparable. The body and
+mind are mutually related and affected. Systematic exercise
+stimulates quickness of mental processes and promotes brain power.
+
+The leading American colleges are conducted on better physiological
+and hygienic principles than in the past. The student, on entering
+college, is subject to a careful physical examination by a competent
+physician, and a course of systematic physical training is prescribed.
+Any organic defect or incipient disease is discovered, and, if
+possible, corrected. Physical training has become an integral part of
+a good college course. Exercise is largely compulsory, because
+studious and ambitious students are likely to sacrifice physical for
+intellectual training.
+
+A well-equipped gymnasium is essential for the most thorough physical
+culture. Bath-rooms, with facilities for plunge and shower baths, are
+an important adjunct in promoting that healthy condition of the skin
+which follows from frequent bathing. An athletic field for outdoor
+sports is, likewise, a valuable accessory to develop a lithe and
+active body.
+
+The master of the gymnasium is generally a vigorous and enthusiastic
+instructor, who is able to conduct skillfully daily gymnastic class
+work, and relieve monotony and evoke interest by introducing a variety
+of exercises for the different college classes. He is also the
+hygienic adviser in all matters relating to study and recreation. The
+students are taught that regular exercise, sufficient sleep, personal
+cleanliness, and proper diet will correct most of the so-called
+pernicious effects of over-study.
+
+Outdoor sports, under proper restrictions, promote health and foster
+mental qualities. Foot-ball and base-ball have gained an undue
+prominence in some colleges. It is questionable whether they are the
+most desirable forms of exercise for physical development, since only
+a very small portion of the students at any one time can engage in
+them.
+
+The evil features of inter-collegiate games, especially as practiced,
+offset their advantages. The undue excitement and spirit of rivalry
+fostered is foreign to the true idea of an earnest student life. The
+college is no monastery to make the student a recluse, but it should
+be a place of solitude, a modern cloister, where the student may be
+kept in partial isolation and away from the turbulent stream of public
+life and distracting social influences. The student may keep in the
+midst of the current of actual modern thought and life without
+sacrificing the quiet seclusion which is an essential requirement for
+the best scholarship.
+
+These inter-collegiate games have been attended with temptations
+perilous to character. Abundant testimony is not wanting to show that
+their tendency has been toward rowdyism, gambling, debauchery, and
+other disgraceful conduct. Some of the games scarcely rise above the
+brutality of the prize fight. They have no elevating tendency, and no
+apology can be made for their roughness and bad moral effects.
+
+The fine natural instincts of the majority of American people are
+repelled at such physical prowess. It is not necessary to introduce
+the element of pugilism in order to give vent to the superabundance of
+youthful animal spirits.
+
+The abuse of these outdoor sports should not make us blind to the fact
+that they have a legitimate use. It is wiser to control and direct
+them than to curb the exuberance of good feeling which they call
+forth, and which might find expression in less appropriate channels.
+It should be borne in mind that all physical training is a failure
+unless the aim is to maintain and develop health, to make the student
+symmetrical, strong, graceful and better fitted for the duties of
+living.
+
+A symmetrical development involves, likewise, _the cultivation of the
+moral and spiritual nature_.
+
+The Christian religion affords the broadest educational basis,
+because it presents the most exalted notion of personality and its
+development. It takes account of the deepest facts of our nature, and
+teaches philosophical principles that are true for all created
+intelligences. Hence it is that Christianity is essential to the best
+educational system. It precedes and governs true education. A narrow
+and false conception of man leads to building only one side of his
+nature. The will, the conscience, the emotional and spiritual natures
+demand a share in the broadest culture. We cannot divide these
+essential elements against themselves. The religious sentiment is so
+interwoven with our being that it cannot be eliminated or dethroned.
+It takes no subordinate place, because it is supreme. There is no true
+theory of life without the spiritual element. All theories of
+education and principles of action that do not recognize the relations
+of the human soul to the supernatural are out of harmony with the laws
+governing human life.
+
+These truths have been impressed on the noblest minds. "The greatest
+thought," said Daniel Webster, "that ever entered my mind, is the
+thought of my personal accountability to God." And Channing says that
+"man's relation to God is the great quickening truth, throwing all
+other truths into insignificance, and a truth which, however obscured
+and paralyzed by the many errors which ignorance and fraud have
+hitherto linked with it, has ever been a chief spring of human
+improvement. We look to it as the true life of the intellect. No man
+can be just to himself, can comprehend his own existence, can put
+forth all his powers with an heroic confidence, can deserve to be the
+guide and inspirer of other minds, till he has risen to communion with
+the Supreme Mind; till he feels his filial connection with the
+Universal Parent; till he regards himself as the recipient and
+minister of the Infinite Spirit; till he feels his consecration to the
+ends which religion unfolds; till he rises above human opinion, and
+is moved by a higher impulse than fame."
+
+The Christian religion is in harmony with intellectual activity,
+because it favors application to study, and enjoins the duty of
+seeking truth, as well as awakens and intensifies the love of the good
+and beautiful. In fact, the human intellect owes its greatest triumphs
+to Christianity. From the beginning, the Christian religion has
+assimilated and employed human learning, and has become a great
+formative force in modern intellectual movements. It favors a broad
+catholic spirit, and is the counterpoise and remedy of a narrow range
+of intellectual activity. History teaches that it has been a strong
+incentive in the search after truth, and the chief factor in training
+the race to a higher civilized life. The changes in the progress in
+modern civilization are stimulated and guided by Christian knowledge.
+The whole trend of modern thought and instruction in the higher
+intellectual circles is to apply Christian principles to the problems
+of life. In every age it has stimulated and invigorated the human
+mind. It has introduced nobler and better ideas of life, given impetus
+to self-development, and has produced the highest types of manhood and
+of womanhood. The inspiration and encouragement in advancing general
+intelligence and founding the higher institutions of learning is
+principally due to the Christian religion.
+
+"From the days of the Apologists onwards," says Prof. John De Witt,
+"learning has always advanced under the fostering care of our
+religion. In the schools of Antioch and of Alexandria, in Carthage and
+Hippo, in the old Rome on the Tiber, and in the new Rome on the
+Bosphorus, throughout the period of the ancient church, religion is
+the great inspiration of intellectual labor. How true this is of the
+Middle Age I need not stop to say. Religion in Anselm assimilates the
+philosophy of Plato. In the Anglican doctor it employs the dialectic
+and metaphysics of Aristotle. And the true father of the inductive
+philosophy, who anticipated the Organon and the very Idola of his
+great namesake, is Roger Bacon, the Franciscan brother. It was to this
+wonderful and unique power of Christianity to assimilate and employ
+all the triumphs of the human intellect, that the Western World is
+indebted for the universities by which, most of all, learning was
+increased and transmitted from generation to generation. Bologna and
+Naples, the school of Egbert at York, the schools of Charlemagne in
+the New Christian Empire, with Alcuin as minister of education; the
+later universities, with their tens of thousands of eager
+students--Paris, Cologne, and Oxford--sprang into being obedient,
+indeed, to a thirst for knowledge, but a thirst for knowledge which,
+in turn, owed its existence and intensity to the unique fact that
+Christianity alone among religions can assimilate and employ all the
+truths of human philosophy, of science, and of literature."
+
+The importance of promoting religious culture in our colleges cannot
+be overestimated. Dr. Thomas Arnold has spoken words that should be
+preserved in letters of gold. "Consider," he says, "what a religious
+education, in the true sense of the word, is: It is no other than a
+training our children to life eternal; no other than the making them
+know and love God, know and abhor evil; no other than the fashioning
+all the parts of our nature for the very ends which God designed for
+them; the teaching our understandings to know the highest truth; the
+teaching our affections to _love_ the highest good!" One of the
+greatest teachers, Mark Hopkins, on the fiftieth anniversary of his
+connection with Williams College, said: "Christianity is the greatest
+civilizing, molding, uplifting power on this globe, and it is a sad
+defect in any institution of higher learning if it does not bring
+those under its care into the closest possible relation to it." The
+profound French philosopher, Victor Cousin, declares that "any system
+of school training which sharpens and strengthens the intellectual
+powers without supplying moral culture and religious principle is a
+curse rather than a blessing." And President M. E. Gates says: "In
+place of the fermenting despair of nihilism, the reckless immoralities
+of atheism, and the suicidal negations of agnosticism which have
+cursed liberally-educated Europe, if we are to have here in America an
+influence strong, binding and beneficient in our social system, as the
+result of collegiate education, it must be, it can be only by
+retaining in that system a clear faith in God, and by making
+prominent, as the highest aim of life, the service of God in serving
+the best interests of one's fellow-men."
+
+The goal of all education is fulness of stature of men and women in
+Christ. Art and science are a vain show without this aim. A man may
+have a brain as keen as a Damascus scimiter, and yet he is wanting
+without piety. This moral and religious equipment is necessary for
+right conduct which, Matthew Arnold says, is three-fourths of life.
+Other things being equal, the student that is touched and saturated
+with the religious life will be under the strongest motives and attain
+the highest culture and efficiency in life. A pure heart and a clear
+brain are closely related. "Our education will never be perfect
+unless, like the ancient temples, it is lighted from above." Martin
+Luther said: "To have prayed well is to have studied well," which
+accords with the idea of the best scholars in former days at
+Cambridge: _Bene orasse est bene studisse_.
+
+The Christian spirit is eminently favorable to culture and to the
+promotion of literary productivity. It helps to make brilliant and
+earnest teachers, and lends zest to professional ambition. "Other
+things being equal," says Noah Porter, "that institution of learning
+which is earnestly religious is certain to make the largest and most
+valuable achievements in science and learning, as well as in literary
+tastes and capacities."
+
+President Gates forcibly expresses the thought in these words: "Man is
+not, and was not meant to be, pure disembodied intellect. True
+philosophy, as well as common sense, teaches that the heart and the
+will have their rightful domain in every man's life. If the
+understanding becomes arrogant and spurns the aid of the other powers
+of the mind, not only does the man become an incomplete man, but his
+intellect itself inevitably loses poise and clearness. The man ceases
+to be a man, and becomes a calculating machine, and his intellect
+becomes subject to those sudden reversals of legitimate processes and
+results which the law of construction for calculating machines renders
+inevitable in them, but from which _life_ saves the living man, the
+feeling, worshiping soul."
+
+There is nothing more important to equip the complete scholar and
+gentleman than the Christian religion. Tennyson's poetic
+interpretation of this truth is thus beautifully expressed:
+
+   "Let knowledge grow from more to more,
+      But more of reverence in us dwell,
+      That mind and soul, according well,
+    May make one music, as before,
+          But vaster."
+
+The _methods of promoting religious life in college_ are widely
+varied. One of the most effective means is the positive Christian
+faith and the personal religious influence of the college professors.
+The student enters college at a vital and perilous period of life. The
+judgment is often immature and the life principles unsettled. In this
+speculative period the student may be blindly endeavoring to adjust
+his faith to his reason. Especially at this time he needs professors
+of superior reason, strength of faith and spiritual discernment to
+unveil the divine mysteries and aid in dispelling doubt. Ex-President
+Seelye, of Amherst, once said: "We should no more think of appointing
+to a post of instruction here an irreligious man than we should an
+immoral man, or one ignorant of the topics he would have to teach." It
+is certainly no narrow bigotry that leads the Christian public to
+demand that the colleges select professors loyal to the truth and the
+Christian Church. United with their scientific culture and
+professional ability as teachers they should embody Christian
+earnestness and purity of life, and aim to send out students with a
+positive and rational faith.
+
+The parent who realizes that the moral character of his children will
+be fixed, in a large measure, while in college, believes that it would
+be moral suicide to permit them to come under the influence of a
+professor whose religious indifference, or unfavorable remarks about
+Christianity, might infuse the poison of skepticism, doubt, or
+indifference, and perhaps unsettle their early religious convictions,
+and "send them forth confused and adrift on the endless sea of
+conflicting notions."
+
+The courses of study in college should be arranged so as to favor the
+study of the essential facts and truths of the Christian religion, and
+through them promote practical piety. There is no valid reason why the
+Christian religion, which is the chief energy and force in all
+intellectual culture, should not be distinctly and permanently
+recognized in the college curriculum. The well-established and
+accepted facts of the Christian religion should be gathered and
+studied with as much painstaking care, freedom of spirit, and loyalty
+to truth as the scientist studies his facts and constructs his
+theories. This method implies that the teacher and pupil hold in
+abeyance all those probable theories, speculations, and conjectures
+which are not established, as irrelevant to the work in hand. When
+this scientific spirit is more effectively introduced into the study
+of the Christian religion in our colleges, it will prepare the way
+for the restatement of doctrine so as to commend it with increasing
+force to every intelligent student. Christian truth is capable of
+being built up into a system as scientific as any other. The
+professor, in leading the earnest student in search of spiritual
+truth, will exercise tolerance and tact, so that he will not awaken
+suspicions of being actuated by a narrow bigotry, or appear as a lover
+of dogmatic teachings.
+
+Again, it is better to select text-books that have been written by
+capable men who are in sympathy with the Christian religion. The
+student with an immature mind, who seeks to build his faith and
+theories of life on the teachings of those whose predilections are
+away from Christianity, will find it fatal to his lofty ideals and
+aspirations, while instruction based on Christian theism tends to lift
+the mind upward, and to foster a hopeful and earnest moral and
+intellectual life.
+
+We grant that Christian character can only be incidentally produced
+through the subjects studied. The same study may be taught in
+different ways, and with entirely different results. The intellectual
+processes involved in study do not necessarily exert a spiritual
+influence. The aim and spirit of the professor and student will
+determine whether the study pursued shall contribute to the
+cultivation of greater reverence and exaltation of the soul. The charm
+of scientific study may so occupy the student's attention as to
+exclude all thoughts of the spiritual and eternal, or he may "look
+through nature up to nature's God." The student may be so absorbed
+with the human events and material conditions of history as to
+overlook the light of God's presence and guiding hand in it all.
+
+To be liberally educated in Christian America, one should have a
+knowledge of the English Bible. It is the fountain and conservator of
+pure English and the storehouse of the most inspiring thought. Its
+classic beauty and lofty speculations and sublime morality are
+essential to a liberal education. "Froude calls the Bible the best of
+all literatures. Daniel Webster read the Bible through every year for
+its effect upon his mind. Charles Sumner kept the Bible at his elbow
+on his desk, and could find any passage without a concordance. Great
+men have found the Bible a great inspiration. But not this alone--as a
+great and inspiring literature,--but as a source of spiritual life and
+power, the Bible is the basis of true collegiate growth."
+
+The study of the English Bible in colleges is important in developing
+the will and the conscience, and in evoking religious feelings which
+have a practical influence on conduct. It certainly imparts a vigorous
+character to education, and brings men face to face with the facts of
+sin and its remedy. The presence of Christianity in the intellectual
+life of the student is corrective of selfishness and other vices which
+enslave the intellect and render life a disastrous failure.
+
+It is encouraging to note that the study of the Bible is finding a
+place in the American college curriculum on a level with other
+studies, and time is allotted to attain a certain intellectual mastery
+of it. The active class instruction is as exacting and exhausting as
+any part of the college course. The student is led to trace the
+historic movements and to perceive the organic character, the literary
+forms and personal factors in its composition. The inductive method
+adopted develops original and independent students of the Word. The
+intellectual, devotional, and practical ends attained by this study
+are a powerful factor in upholding and maintaining the moral and
+spiritual character of the students.
+
+Another method is that of _religious worship_. Students living in a
+community with a separate intellectual and social life should be
+required to meet daily for religious worship and instruction. The
+sacred moments spent in the college chapel by the whole college
+community are an appropriate recognition of the worth and power of the
+Christian religion, and do something to meet the spiritual needs and
+aspirations of the human soul. The daily gathering of the academic
+body to listen to a brief but suggestive exposition of scripture, and
+to unite in praise and prayer, cultivates reverence and devotion in
+the student, and will be regarded by many of them in after years as
+among the most delightful experiences in college life. If the
+religious services are not made perfunctory, but attractive and
+inspiring, in college, the students may pass to the university in
+their maturer years with devotional habits, and, likely, to avail
+themselves of its voluntary system of daily religious exercises.
+
+The colleges should ever keep in view the original aim of the founders
+to make them centers of evangelical power. Piety, however, should not
+be a substitute for honest scholarly work. They should never permit
+their enthusiasm for an intellectual training and the growth of the
+sciences to obscure or conceal Him who is the Light and Life of all
+men. Their immediate and primary aim should be to promote intellectual
+culture, but this in nowise involves a departure from the spirit of
+the forefathers who made them agencies for defending and propagating
+the gospel, and for leading the youth to remember that "the fear of
+the Lord is the beginning of wisdom."
+
+It is evident, then, that the function of the college is to unfold the
+intellectual, physical, moral, and spiritual life of the young people,
+and especially to form character that shall be fully equipped for
+carrying out the divine purpose of life.
+
+
+THE ADVANCEMENT OF KNOWLEDGE.
+
+Another function of the American college is to extend the objective
+field of knowledge. The enlarged range of knowledge in our day is
+owing principally to the clear thinking and earnest, original,
+productive work done by college professors and students. They have
+done more to extend the empire of thought than any other class of
+intellectual workers. The college is the home of the arts and
+sciences, and it exists to teach and promote them. Professors should
+have the ability and the time, more and more, to make investigations,
+to extend the domain of truth, and to give philosophical and
+scientific guidance to the nation.
+
+The university proper, as now being developed, regards as its special
+function the training of men for research and professional work. Its
+ample facilities and its methods of work give advanced students rare
+privileges in any department of research.
+
+"The modern university," says Professor Josiah Royce, "has its highest
+business, to which all else is subordinate, the organization and
+advance of learning. Not that the individual minds are now neglected.
+They are wisely guarded as the servants of the one great cause. But
+the real mind which the university has to train is the mind of the
+nation--that concrete social mind whereof we all are ministers and
+instruments. The daily business of the university is, therefore, first
+of all, the creation and the advance of learning, as the means whereby
+the national mind can be trained."
+
+The constructive intellectual spirit so paramount in the university
+begins in the college. The more formal methods of disciplinary work at
+the beginning of a collegiate course gradually shade off, during the
+closing years, into the methods and spirit of original discovery
+adopted in university work. In the college there is kindled in the
+student the love of new truth and an enthusiasm for the advancement of
+learning. He is led to undertake creative work, and become an active,
+intellectual producer, with aspirations to widen the horizon of
+thought and weave the best results of his discoveries into the warp
+and woof of the social organism.
+
+The steps leading up to the important period in the student's life
+where research is for the sake of fruitfulness are traceable in the
+historic development and requirements of college studies. In nearly
+all the colleges there is manifest a growing spirit of freedom in
+pursuing a course of study. There is little doubt that elective
+courses of study are a recognized necessity and benefit. It remains,
+however, an open question what studies should be required and what
+elected, and when the work of specialization should begin. If we keep
+in view the fact that the primary aim of a college education is to
+elevate and broaden the student by training him to clear and exact
+thought and accurate observation and expression, we will see that,
+whatever the course or subject of study chosen, it is only the means
+to this end.
+
+Required studies should be based upon the principle of the
+instrumental, substantive and interpretative elements in a liberal
+education. For example, the study of language is important as the
+instrument of thought. A knowledge of the rich and copious foreign
+languages opens up the wisdom of the past and present, and their study
+develops memory and precision, as well as stimulates and provokes
+thought. A knowledge of some of them is essential to the highest
+professional success. The student who can read and appreciate the
+foreign languages and appropriate their contents has a decided
+advantage.
+
+Mathematics is, likewise, an instrument of thought. It is the
+foundation of the physical sciences and the framework of the material
+universe. Its study trains the mind to think in relations and
+quantities, and helps to obviate loose and confused thinking. Logic
+and psychology are also important factors in developing the power of
+orderly and protracted thought.
+
+The substantive element in a liberal education is found in the study
+of the natural and moral sciences. The study of them is both
+attractive and stimulating, and helps to store the mind with useful
+facts and principles. A general study of science should be required. A
+knowledge of any favorite science involves in some measure a knowledge
+of others. Physics, chemistry, biology, astronomy, are all more or
+less related. There is an interacting and interweaving of the facts
+and principles. Aside from the information imparted, there is no other
+class of study that will so effectively train the mind to accurate
+habits of observation.
+
+Philosophy is the interpretative element in education, and helps to
+give unity to our knowledge. No one can reasonably lay claim to be
+liberally educated who has not some knowledge of the philosophical
+principles which underlie and explain the phenomena of history and
+life.
+
+These required studies should be embraced and upheld in all college
+courses in order to give unity and consistency to the knowledge of the
+student. The value of these different studies cannot be reasonably
+doubted. The colleges of the past developed strength by studying these
+few subjects. No technical studies or professional training can be
+substituted for this scholastic training. The professional man
+especially needs this general culture, in order to escape the danger
+of concentrating and contracting his intellectual interest. Colleges
+may vigorously adhere to these scholarly requirements, and yet
+advantageously introduce the elective system. The student must have
+depth as well as breadth of scholarship. This can be effectively done
+by the specialization which the elective system affords. The character
+of the different studies chosen, however, should have a cohesive and
+logical connection in order to secure concentration and attain the
+best results.
+
+The student who has had the advantages of a thorough preliminary
+training for admission to college, and has done faithful work in the
+required studies of the Freshman and Sophomore years, should have
+acquired such mental discipline and reached such a plane of
+scholarship that he is prepared for the more advanced work in special
+studies looking toward his life work. He should then be allowed to
+choose, within reasonable limits, those subjects for study during the
+Junior and Senior years in which his natural aptitudes and modes of
+thought would lead him to seek the highest degree of proficiency. This
+plan accords with the German system of education at the point where
+the student leaves the required work of the gymnasium and enters upon
+the elective work of the university. The most aggressive colleges in
+America have adopted this method, and are satisfied with the results.
+
+The elective system is beset with difficulties. Liberty is always
+subject to abuse, but the best attainments are found where negligence
+and mental trifling are possible. The advantages, however, are many.
+When the student decides upon a course of study suited to his real or
+imaginary needs, he exhibits more enthusiasm than if it is imposed.
+He is spurred on to his best effort, and develops personal power in
+original work. He gains depth and breadth of training, and is better
+fitted for more extended study in a university where the means and
+facilities are unlimited for the highest attainments in technical and
+professional training.
+
+This is the sure way to raise up a class of experts and investigators
+who will keep in touch with the sources of knowledge, and, by doing
+original work, contribute something new that will widen the horizon of
+knowledge and extend the empire of thought.
+
+
+PREPARATION FOR SERVICE.
+
+The function of the college is something more than developing men and
+women and promoting knowledge. Its aim is, likewise, _to prepare the
+student for service_. The knowledge and culture gained in college are
+only a means to an end. The student must not only know something, but
+be able to do something in the sphere of life. The ultimate object of
+all culture is to equip a person for life's work. Milton declares that
+the proper system of training is "that which fits man to perform
+justly and skillfully and magnanimously all the offices, both private
+and public, of peace and war;" and Herbert Spencer says that "the
+function which education has to discharge is to prepare us for
+complete living." And again, "the great object of education," says
+Emerson, "should be commensurate with the objects of life." The mind,
+placed in actual conscious relations with existing realities and
+phenomena, should be prepared for the largest service. To know, see,
+and learn the truth is a preparation for doing. The high type of
+manhood and womanhood which a liberal culture in college aims to
+promote should fit the student for every walk of life, in the family,
+society, church, and state.
+
+The purpose of a college education should be twofold--_professional_
+and _humanitarian_--to prepare for one's vocation in life, and to
+cultivate humanitarian sympathies for the largest service. A person
+possessed of the humanitarian spirit realizes that the individual life
+is rooted in God, and consequently has a broader and deeper sense of
+human brotherhood, which enables him to keep in vital and sympathetic
+relation with human activity and experience. When these two aims
+blend, the best results are obtained, both for the individual and the
+community.
+
+Aside from the scientific passion for knowledge, there is a view of
+culture, as Matthew Arnold puts it, "in which all the love of our
+neighbor, the impulses toward action, help, and beneficence, the
+desire for removing human error, clearing human confusion, and
+diminishing human misery, the noble aspiration to leave the world
+better and happier than we found it--motives eminently such as are
+called social--come in as a part of the grounds of culture, and the
+main and pre-eminent part."
+
+It is to be feared that in some colleges the ideals and spirit are
+such as to lead the student to place power on wealth above culture,
+and social position above usefulness. Professor J. M. Hart estimates
+that nearly one-half of the students who attend Cambridge and Oxford
+Universities, in England, do so not for the sake of study, but in
+order to form good social connections. Liberal culture should not be
+sacrificed to preparing men for idle social life and paying places.
+Colleges do not exist to train the students' powers for personal
+benefits, but to promote culture, to the end that a larger service may
+be rendered to human progress. "An education," says President Hill,
+"that fails in producing lofty character, sustained and nourished by a
+pure faith, may, indeed, fill the world with capable and masterly men
+in their vocation; but, unless it can soften the heart of success and
+open the palm of power, it only strengthens the grasp of greed, and
+misses the making of noble men."
+
+The true conception of man and his duties leaves but little room for
+individualism or insolent self-assertion. No one can divorce himself
+from his fellow-men and their interests without lowering and debasing
+his own vocation in life, and becoming enfeebled and stunted in his
+own development. "The supreme object of the college," says President
+M. E. Gates, "is _to give an education for power in social life_."
+Every advancement in knowledge should tend to strengthen the bonds of
+human sympathy. Learning should be turned to the advantage of the
+people, and thus cause intelligence and helpfulness to go together.
+The great example of Christ teaches that a life of service is the only
+real human life. The quality of the student's character will be
+determined by his use or abuse of opportunity for service.
+
+The very character of culture is social and beneficent. The great men
+of the world have most fully represented humanity. Touching the hearts
+of men, they have brought out the best of humanity in themselves,
+illustrating the truth of the divine law whereby we attain eminence,
+"Power to him who power exerts." The best thought not only contributes
+to the fulfillment of duty, but we receive impulse and mental activity
+by obedience to duty. Farrar says: "There are some who wish to know
+only to be known, which is base vanity; and some wish to know only
+that they may sell their knowledge, which is covetousness. There are
+some others who wish to know that they may be edified, and some that
+they may edify; that is heavenly prudence. In other words, the object
+of education is not for amusement, for fame, or for profit, but it is
+that one may learn to see and know God here, and to glorify Him in
+heaven hereafter. Our education is desired that, in the language of a
+Harrow prayer, we may become profitable members of the church and
+commonwealth, and hereafter partakers of the immortal glories of the
+resurrection." The measure and worth of a college should depend upon
+the pure and forceful character manifest in its students, and upon
+their willingness to employ the ability and knowledge acquired to
+serve the highest good of their fellow-men. The college that does this
+most efficiently will produce the best results.
+
+When this conception of the function of a college is more thoroughly
+fixed upon the attention of educators and students, it may help to
+present in a clearer light some educational problems in regard to
+culture and practical training in college. On the one hand, there is a
+demand that the work of our colleges should become higher and more
+theoretical and scholarly, and, on the other hand, the utilitarian
+opinion and ideal of the function of a college is that the work should
+be more progressive and practical. One class emphasizes the
+importance of true culture and of making ardent, methodical, and
+independent search after truth, irrespective of its application; the
+other believes that practice should go along with theory, and that the
+college should introduce the student into the practical methods of
+actual life.
+
+They are both, in a measure, right. There are forces at work in
+society to strengthen the demand that colleges teach the branches of
+industry, as well as prepare men for the so-called learned
+professions. The demand is based on the worth and dignity of
+intelligent labor. In fact, a scientific and technical education in
+some branch of industry has already won its way to the rank of a
+learned profession.
+
+The demand for industrial education has grown out of a reorganization
+of the industries and trades of the world. The great industries of the
+country require men of trained minds and directive intelligence to
+organize and control them. Mechanical skill is in great demand, and
+workmen must be trained not merely in dexterity and skill in the use
+of tools, but they must be so instructed in the principles governing
+science that they shall be able to reach results of the highest
+practical value in the sciences and arts. This age requires better
+mechanics, manufacturers, foremen, architects, farmers, and
+engineers--men whose creative genius will help to awaken the
+aspirations of the race to master the forces of nature and bring in an
+era of more convenience, comfort, and leisure for the cultivation of
+the mind and heart.
+
+Our systems of education are planning to meet the needs of the people.
+Manual training that is adapted to youth between twelve and seventeen
+years of age is incorporated in the curricula of many of the existing
+public schools. Besides, we have in the United States more than one
+hundred advanced schools in technology founded as independent
+organizations. One-third of them have shops for laboratory practice.
+
+The fact that such a prominent place has been given to the physical
+and practical sciences in the courses of study in colleges shows that
+these institutions are responding to the constantly increasing demands
+of a practical age. Scientific departments have been advantageously
+established in connection with our well-endowed universities. It is
+both desirable and practicable to give instruction in mechanical,
+electrical, and civil engineering in our high grade colleges. This
+should not be done, however, at the expense of liberal culture.
+
+How far the colleges can meet the demand for technical and practical
+education depends upon their condition and resources. They cannot make
+bricks without straw. Wealthy men cannot perform a more generous act
+than to help establish these schools of technology in connection with
+our colleges, in order to give instruction in the practical and useful
+arts of life.
+
+There is danger, perhaps, in pressing the utilitarian principle in
+education too far. It is not the colleges that make the greatest show
+of utility that develop the most effective men. In the effort to
+secure a practical education, it is important not to lessen the power
+to understand and apply the foundation principles which underlie
+actual practice.
+
+In the German universities the practical and technical are left alone.
+Professor J. M. Hart says of them that their "chief task, that to
+which all their energies are directed, is to develop great
+thinkers--men who will extend the boundaries of knowledge." We are
+under different conditions in this country, but the importance of the
+principle should not be overlooked. Every one has not the desire or
+ability to be a great scholar and thinker, but preparation for all the
+so-called practical careers of life should at least carry the student
+through the rigorous discipline of a college course up to the Junior
+year, when he may elect studies of a more technical nature looking to
+his life work. This is the best way to get a profound insight into
+principles from which to deduce practice and promote the interests of
+human society.
+
+Professor Josiah Royce has well said that "the result of this
+'conflict' between the two ideals of academic work has been the union
+of both in the effort of all concerned to build up a system of
+university training whose ideal is at once one of scholarly method and
+of scientific comprehension of fact. For the scholar, as such, be he
+biologist, or grammarian, or metaphysician, the exclusive opposition
+between 'words' and 'things' has no meaning. He works to understand
+truth, and the truth is at once word and thing, thought and object,
+insight and apprehension, law and content, form and matter. * * *
+There is no science unexpressed; there is no genuine expression of
+truth that ought not to seek the form of science."
+
+The importance of scientific theories leading to the best practical
+results is illustrated in the case of Columbus, whose investigations
+led him to believe in the sphericity of the earth and the probability
+of land in the far West. "Adams and Leverrier discovered Neptune
+simultaneously and independently, simply because certain observations
+had revealed perturbations that could be most naturally accounted for
+by the existence of an unknown planet." After Professor Helmholtz and
+others had made known the subtle laws of the transmission of sound,
+there was only a step to its practical application in the use of the
+telephone.
+
+The essential condition in all industrial and social progress is the
+acquisition of judgement, skill, and foresight by patient study of
+facts and principles. It is energy within the being that gives birth
+to achievement in the outward sphere of practical life. It is
+certainly the prerogative of the colleges to extend the best
+educational opportunities to the people. It should embrace their
+intellectual and industrial pursuits.
+
+The lofty and sacred purpose to render the highest service, to advance
+the welfare of men, is best reached by training men and women for
+leadership. The demand for educated and influential Christian
+leadership is greater than the supply. In 1890 there were about
+15,000,000 pupils in the public schools receiving elementary
+instruction, while only one in 455 of the population was under
+superior instruction in colleges. The majority of this small number
+will be among the real leaders of the country. The character of the
+nation will, in a large measure, depend on the character of the
+colleges which train and shape these leaders.
+
+A comparatively few men act as leaders, frame platforms, and shape
+legislation. It is quite difficult to find even this small number who
+are qualified for leadership. Nearly all our political and social
+reform movements are asking for a Moses, or a Luther, or a Lincoln,
+to lead them to victory. Some organizations of labor are officered by
+foreign born leaders who are ignorant and out of sympathy with the
+moral ideas and principles that have shaped our national life. There
+is a large number of imperfectly equipped men in all professions and
+in social movements, presuming to act as leaders, who might well be
+replaced by disciplined and cultured men, able to grapple with modern
+social problems, and to conduct the people to higher thought and
+nobler action. Men who are to become leaders and gain a strong hold on
+society must have a good foundation of general knowledge, and be
+trained to think on complicated questions. The man of thorough
+training, whether literary, scientific, or practical, has an immense
+advantage in leadership.
+
+It is the prerogative of the college, in its aim to serve the people,
+to extend such educational opportunities to youth as will equip them
+for true leadership in every vocation of life.
+
+The American college student should be sent forth with a purpose even
+stronger than that of the Greek youth, who took the oath of
+citizenship in these words:
+
+    "I will transmit my fatherland [its institutions, its
+    civilization, its system of education, its people], not only not
+    less, but greater and better, than it was committed to me."
+
+
+
+
+V.
+
+STUDENT LIFE IN COLLEGE.
+
+
+Admission to college is dependent upon the mental and moral fitness of
+the student. If the student has completed the work of an advanced high
+school, or that of an academy, he may in many colleges pass
+immediately into the Freshman year without examination. The student is
+generally required to have, as a necessary preparation to gain
+admission to the Freshman class, three years of Latin and two of
+Greek, or an amount of modern languages equivalent to the Greek,
+besides mathematics, history, and English. In some cases the
+qualifications of the candidate must be such as to enable him to read
+at sight either Greek, Latin, French, or German. An essay in English
+must be correct in composition, spelling, grammar, expression, and
+division into paragraphs.
+
+Some favor admitting the student on trial, and giving him an
+opportunity to show his fitness and worth by application to study.
+Certainly the best test of the student's knowledge is the ability to
+pursue advantageously the prescribed course of study.
+
+After admission to college the student has at least fifteen hours per
+week of class room work. He may select, within a limited range, his
+studies. This selection is done under the guidance of the professors,
+and depends largely on the acquirements or deficiencies of the
+student. About three-fourths of the Freshman and Sophomore years are
+devoted to the classics and mathematics. A large share of the work in
+the Junior and Senior years may be devoted to specialization in
+science, language, mathematics, history, sociology, or philosophy. In
+some cases elocution, music, and the fine arts rightly receive a fair
+share of attention on the part of a large number of students
+throughout the college course.
+
+The advantages of a college education do not consist alone in the
+training of the faculties and the acquisition of knowledge, but one of
+its chief advantages grows out of the incidental noble and generous
+associations and influences.
+
+The college is a homogeneous community of a distinct and peculiar
+type. It is a little world by itself. The professors and students are
+separated from the common activities of life, and a common feeling
+unites all in a common bond. There are poured into this community the
+hopes, aspirations, habits, and tastes of the different students,
+which are soon molded into a common life, and become, in turn, an
+important factor in forming the character and directing the life of
+the student.
+
+The college classes become the organic centers of college life. For
+four years the students meet, at least in the smaller colleges, in
+the same lecture rooms for common studies, and become acquainted with
+each other's talents, tempers, and characteristics. It is within this
+charmed circle that the students find their associates and form warm
+and lasting friendships. It is not to be wondered at that class spirit
+runs high and class sentiment becomes a strong abiding power with the
+student. It is worth much to any young man or woman to be initiated
+into this hallowed sanctuary and catch its spirit and receive its
+uplifting influence. These central forces of the college classes
+naturally combine into a community with a common life. Thus each
+college comes to have a _genius loci_ of its own. The subtle and
+fascinating influence of the common life and spirit is the _esprit de
+corps_ of a college, and exerts no small influence over the life of
+the students. It gives exhilaration and stimulus to the students, and
+its formative power is felt throughout their lives, molding character
+and giving form to their opinions and direction to their aims, so
+that the college becomes a real _Alma Mater_. It is this spirit that
+makes and enforces a peculiar sentiment in the college community,
+which becomes almost as strong as positive law. These influences
+emanate in various ways. No one can trace them to their ultimate
+source, but all feel the effect of these dominant forces, and realize
+that their lives are, in some measure, gradually but surely becoming
+molded and shaped by them. These influences are among the most
+cherished recollections in after years, and unite the student to his
+college with affectionate regard. There is certainly no better place
+for our youth to form and solidify a manly character, and develop
+independent convictions and humanitarian sympathies which will be of
+lasting satisfaction.
+
+Noah Porter, in speaking of the benefits of association in a college
+community, truthfully says: "It is enough for us to be able to assert
+that thousands of the noblest men, who stand foremost in the ranks of
+social and professional life, would be forward to acknowledge that
+they are indebted to the cultivating influences of college friendships
+and college associations for the germs of their best principles, their
+noblest aspirations, and their most refined tastes. * * * True
+manhood, in intellect and character, is in no community so sagaciously
+discerned and so honestly honored as in this community. Pretension and
+shams are in none more speedily and cordially detected and exposed.
+Whether displayed in manners or intellectual efforts, conceit is
+rebuked and effectually repressed. Modest merit and refined tastes are
+appreciated, first by the select few, and then by the less discerning
+many. Each individual spectator of the goings-on of this active life
+is learning intellectual and moral lessons which he cannot forget if
+he would, and which he would not if he could, and he comes away with a
+rich freight of the most salutary experiences of culture in his
+tastes, his estimates of character, his judgments of life, as well as
+of positive achievements in literary skill and power."
+
+Some of the effective means of social life among the students are the
+_open_ and the _secret_ societies. They are purely voluntary, and are
+originated and managed by the members.
+
+The _Greek Letter Societies_ are _secret_, and prevail in nearly all
+colleges. They are generally limited to ten or twenty members, and the
+chapters in the different colleges bear a friendly and mutual relation
+to each other. Among the Eastern colleges, nearly all these societies
+have elegant chapter houses, in which the members have rooms, and
+where they enjoy homelike comforts; while in the Western colleges the
+societies have attractive rooms, with tasteful appointments, which
+become a place of rendezvous for their members. Their only bond is
+congeniality. Some very different types of character are manifest in
+these societies. Students group themselves according to their common
+tastes, habits, and character. Some societies aim at scholarship or
+literary excellence, while others make wealth or social qualities an
+essential requirement. Even "fast fellows," if there be such, are
+eager to group themselves together into a secret society. A few of
+these societies are of a literary character, but the object of the
+majority is to promote sociability. It is claimed that their influence
+in some colleges is positively injurious, while in others they are
+beneficial and helpful in cultivating social qualities and in
+establishing warm intimate friendships among the members.
+
+It is a question whether the attendant evils do not offset their
+advantages. They are expensive, and often accompanied with
+distractions unfavorable to student life. Sometimes the late hours and
+suppers and other convivial indulgences absorb time and lower
+scholarship. They afford opportunity secretly to do evil. The members
+may plan escapades and hatch intrigues, and cover them up so as to
+make it almost impossible for the college authorities to discover the
+guilty ones. Yet many excellent things are said of them and of the
+mutual benefits to their members.
+
+The _open_ societies, devoted exclusively to literary work, need no
+justification. They are voluntary associations for general literary
+and forensic culture. Oratorical and literary accomplishments are a
+prerequisite to the highest success and usefulness. The student who
+improves the opportunities of these societies need not neglect his
+regular college work, but in them can train himself to think
+consecutively, and gain facility of expression and an acquaintance
+with parliamentary law. If he makes faithful preparation, he will
+escape bombast and loose thinking and expression, and will become
+familiar with public movements, political questions, and social
+tendencies. For these and other reasons the literary societies should
+be encouraged, and students should consider it a privilege to become
+members of the same.
+
+Political clubs are, likewise, organized among the colleges to promote
+the success of their several parties and the triumph of their
+respective principles. At the time of national contests the clubs are
+especially active at mass meetings, in joint debates, and speeches,
+which set forth the merits of party principles and candidates. These
+experiences are both pleasant and instructive. The dignified
+participation of students in active political work tends to fire their
+patriotism and better equip them for the important social and civil
+duties of life. Political leagues are now organized in nearly all our
+colleges, with a view to strengthen the political party ties of the
+students in the several colleges and extend the party spirit and
+principle.
+
+Glee clubs and other musical clubs, together with classical and
+scientific clubs, likewise afford ample opportunity for cultivating
+social life, and furnish pleasant entertainment.
+
+Interest in athletic sports and outdoor amusements is often intense.
+Foot-ball and base-ball are the most popular games. Boat clubs are
+especially popular at Harvard and Yale. Bicycle clubs and lawn tennis
+clubs are made quite enjoyable to a large class of students.
+
+College students also edit and publish college newspapers and
+journals. They are issued as daily, weekly, or monthly papers, and are
+supposed to voice the sentiment of the college and reflect its social,
+intellectual, and moral conditions. These journals help to keep the
+alumni and the undergraduate students in touch with the college and
+its work.
+
+The religious life in college is very important. One of the primary
+purposes of the founders of American colleges was to promote such a
+religious life among students that they would go forth into all
+vocations as religious teachers and leaders of the people. This
+religious purpose has not been entirely thwarted. The general
+religious interest was never more marked and aggressive than at
+present. From one-half to five-sevenths of the students in American
+colleges make an open confession of Christ. In 1893, there were 70,419
+young people in Protestant colleges. Of these, 38,327 were members of
+churches. Within the last few years the religious tone of our colleges
+has been elevated and improved. The average American student feels the
+need of educating the spiritual nature, and that there is no better
+way to attain this end than through a knowledge of the Bible and the
+soul touch of the Christ-life.
+
+College authorities, recognizing the student's need of daily spiritual
+food, almost universally require once a day attendance at college
+prayers, which last from fifteen to thirty minutes. The students have
+frequent opportunities to meet the college pastor or one of the
+professors for conversation on personal religion.
+
+Revivals are of frequent occurrence in many of our American colleges.
+These religious awakenings are strong and pervasive, and not only show
+the deep religious interest, but give a Christian tone to the body of
+students. The extent and intensity of these revivals in some colleges
+is so manifest that from three-fourths to nine-tenths of the graduates
+go out from their halls professing Christians.
+
+The Young Men's and Young Women's Christian Associations are organized
+in nearly all the colleges, to secure growth in the Christian life and
+to encourage aggressive work among the students. They have either
+separate buildings on the college campus, or rooms fitted up in some
+of the college buildings, for their regular religious meetings. These
+associations are operated through standing committees, composed of one
+or more members from each college class. These societies have done
+much to awaken, increase, and intensify the interest of the students
+in religious matters, and by prayer and mutual sympathy have
+strengthened each other's Christian character and principles during
+the trying years of college life.
+
+The morals of students should not be expected to rise much above the
+morals of the homes from which they come. The formative period of the
+student begins prior to college life. Parents who neglect this
+opportune time for training the moral life should not place this
+responsibility upon college professors and expect them to make up for
+parental neglect. It is a well-known fact, however, that only a very
+small per cent. of college students are known to be immoral. The
+prevalence of the drinking habit is decreasing. In one or two of the
+Eastern colleges a large per cent. of the students will take a social
+glass on public occasions and at inter-collegiate games, but in
+Western colleges this custom is rarely practiced. Money supplied by
+over-indulgent parents is the occasion of most of the immoralities.
+There is no general laxity of college law and sentiment in regard to
+the morals of the student. Most college authorities deal severely with
+known cases of drunkenness, theater going, and gambling.
+
+The consensus of opinion among college authorities is that the morals
+of students are better than those of the same number of youth outside
+the college. "Our opinion is," says Noah Porter, "and we believe it
+will be confirmed by the most extended observation and the most
+accurate statistics, that there is no community in which the
+pre-eminently critical period of life can be spent with greater safety
+than it can in the college." President Timothy Dwight bears this
+testimony: "There is no community of the same number anywhere in the
+world which has a better spirit, or is more free from what is
+unworthy, than the community gathered within our university borders.
+The religious life of the community has been earnest and sincere. The
+proportion of Christian men in the university is very large, and the
+influence exerted by them is manifest in its results."
+
+President Thwing says: "I do believe, and believe upon evidence, that
+the morals of the American college student are cleaner than the morals
+of the young man in the office, or behind the counter, or at the
+bench. His life and associations belong to the realm of the intellect,
+not to the realm of the appetite. His discipline is a training in that
+virtue the most comprehensive of all virtues--the virtue of
+self-control. He is able to trace more carefully than most the
+relations of cause and effect in the sphere of moral action. He
+recognizes the penalties of base indulgence. It is, therefore, my
+conviction that the college man is at once less tempted to the
+satisfaction of evil appetites, and less indulgent towards this
+satisfaction, than are most young men."
+
+The _expenses_ in college vary according to the means and dispositions
+of the students themselves. In making general estimates, it is
+impossible to be strictly accurate.
+
+The average cost per year of an education at Harvard is estimated at
+about $900; at Yale and Columbia, $700; at Princeton, Boston, Cornell,
+and Amherst, $600; at Wellesley, Smith, and Vassar Colleges, $500 to
+$600. The average cost of an education in most Western colleges does
+not exceed $300 or $400. At Oberlin College, Wooster University, and
+the Ohio Wesleyan University the average yearly expenses are reduced
+to $200 or $250.
+
+It is evident that higher education is more expensive in Eastern than
+in Western colleges. The difference arises from various causes. The
+tuition ranges from $100 to $150 in Eastern colleges, and from $30 to
+$50 in Western colleges. Again, the professors in most of the Western
+colleges receive smaller salaries than those in the Eastern colleges.
+In many of the smaller college towns the cost of living is low.
+
+Then the student's personal and social habits play an important part
+in making up the general average. The large room rent and elaborate
+furnishings, expensive athletic sports, and costly fraternity life is
+much more manifest in the Eastern than in the Western colleges. The
+students are prone to follow the standards of home expenses, and fall
+in with the spirit of the wealthy social class, and indulge in
+elaborate living. Parents should discourage any display of wealth or
+extravagance in college if they wish their sons not to spend their
+time attending clubs, theaters, and questionable places of amusement,
+but to devote their attention to attaining true scholarship.
+
+The student's manner of living varies according to location and
+circumstances. In Eastern colleges the students reside mostly in
+dormitories located on the college campus, or in fraternity chapter
+houses, and secure their board outside in clubs or restaurants. These
+rooms rent from $50 to $300 a year, and the price of board varies
+from $3 to $7 per week. The dormitory system does not prevail to any
+great extent among Western colleges. Students rent rooms in private
+residences, paying from 50 cents to $2 per week, and find board in
+families or clubs at a cost of $2 to $3 per week. The students
+boarding in clubs are comparatively free from restraints, and often
+fail to cultivate the social amenities and table manners which should
+characterize a cultivated gentleman. For this reason, boarding in
+private families, where a woman's presence usually lends grace and
+dignity to social life at the table, is better for the student. The
+college student cannot afford, for the sake of cheapness in club life,
+to become rude or coarse. The people look to the college-trained man
+for that inherent polish which reveals itself in good taste and
+refined manners. Success and usefulness in life often depend upon
+these small matters.
+
+The students in American colleges are not measured by social and
+financial standards. The colleges sustain democratic ideals and
+methods by discouraging costly luxury, and encouraging simplicity of
+living without making life bare of all that is elevating and refining.
+They believe that "plain living and high thinking" is the way to call
+out the talent hedged about by financial difficulties, as well as to
+spur those gifted with fortune to higher aims and nobler efforts. The
+student who has the promise of a large inheritance has intimate social
+relations with those whose only capital is brain and heart. The true
+college test is thus expressed by President Thwing: "Brain is the only
+symbol of aristocracy, and the examination room the only field of
+honor; the intellectual, ethical, spiritual powers the only test of
+merit; a mighty individuality the only demand made of each, and a
+noble enlargement of a noble personality the only ideal." This is a
+healthful condition in college life, and tends to develop in the
+student self-respect and independence as an essential element in true
+citizenship.
+
+Students of limited means are encouraged to secure an education. The
+young man of ability and perseverance, who commands the esteem of the
+college community, will receive encouragement and support to complete
+his course in college. There are many charitable foundations to help a
+needy young man in college. Harvard gives away annually to students
+nearly $100,000 in prizes, scholarships, and fellowships. Cornell has
+six hundred free scholarships, and other colleges deal generously with
+earnest and worthy students. The hesitating young man who desires an
+education would do well to follow Franklin's advice, "Young man, empty
+your purse in your head." If necessity requires that the student
+should go through college poorly dressed and with plain living, he can
+afford to face these apparent disadvantages when he is confident that
+within a few years, by force of application, he can win a position of
+honor and independence as the reward of true merit. It is a
+significant fact that the majority of the students in our American
+colleges come from homes of moderate means, and that fully one-third
+are earning their way through college.
+
+
+
+
+VI.
+
+THE PERSONAL FACTORS IN A COLLEGE EDUCATION.
+
+
+One of the personal elements entering into a college education is the
+choice of a college to attend. This decision is a problem of the first
+importance, and should not be left to ignorance or caprice, but ought
+to be carefully considered, inasmuch as it largely involves the future
+type of character a student will have after the formative period of
+college life. The college puts a life-long stamp upon its graduates.
+It largely shapes their tastes, determines the company they keep, and
+greatly influences the serious work of their lives. There are a few
+principles by which we may test the excellence of a college without
+undue disparagement of any.
+
+In the first place, a young man or woman should select a college where
+the standard of scholarship is high. The number and extent of studies
+in the college curriculum is not so important as the quality and tone
+of instruction. The world has come to require accuracy and
+thoroughness in instruction. What little a student knows he ought to
+know thoroughly, and then he can speak and act with assurance. A low
+intellectual tone or lack of critical work on the part of a college
+has a debilitating influence on the student. The professors should
+have a ripe scholarship, and be earnest and strong in their work, as
+well as inspire scholarly ambitions. Their bearing should be kind,
+courteous, and gentlemanly, in order that the students may come to
+possess more manly and womanly qualities of character as well as
+scholarship. Such teachers, in close personal contact with students,
+will awaken new powers, and help to discipline the mind to clear
+thinking, and impart noble impulses that will enrich manhood and
+womanhood.
+
+Again, the college buildings, libraries, apparatus, and general
+equipment are important, but not as essential as the teaching force.
+President Gates says: "Harvard ranked as a small training college, and
+had no cabinets illustrative of science, when she trained Emerson and
+Holmes and Lowell, among all her gifted sons still her triple crown of
+glory. Bowdoin had no expensive buildings upon her modest campus when
+Hawthorne and Longfellow there drank at the celestial fount. Amherst,
+among her purple hills, boasted no wealth of appliances or endowment
+when she printed the roll of undergraduates rendered forever
+illustrious by the names of Richard S. Storrs, Henry Ward Beecher, and
+Roswell D. Hitchcock. Presidents Woolsey and Wayland, and Mark Hopkins
+and Martin B. Anderson, were trained for their noble and ennobling
+work in colleges which lacked rich appliances and thronging numbers."
+Such, however, has been the growth of the sciences and advancement in
+the methods of teaching, that in our modern schools for superior
+instruction the well-equipped college has a decided advantage over
+those with meager appliances.
+
+Likewise, select a college where the life and _esprit de corps_ is the
+very best. The college is not an exercising ground for the intellect
+alone, but a place for inspiring ideas and aims. These are the soul of
+college life. They are more important than college buildings,
+endowment or libraries.
+
+The religious principle should have the ascendancy in the choice of a
+college, because religion demands the supreme place in life. The moral
+and religious character is by no means fixed when the student enters
+college, and he needs to come into a pure Christian atmosphere, where
+the heart, as well as the mind, is molded and stimulated.
+
+Other things being equal, the student should favor a college of his
+own denomination, or the one that he thinks best represents the spirit
+and form of Christianity. His church affiliations should be
+strengthened. In advising this, we do so not from any sectarian
+bigotry. The probabilities are that if the student attends a college
+of another denomination, the impressions made may tend to produce
+indifference to the church of his fathers, or weaken his own Christian
+efficiency in it. The young should maintain personal loyalty to the
+church that has helped to build up their Christian character and to
+inspire in them a thirst for a broader culture.
+
+It is claimed to be an advantage to the student living in the West to
+select a college in his own state, where he will form his friendships
+and associations, which afterward may be of value to him in his chosen
+profession. In such cases, it is thought advisable to take graduate
+work in the East, in some university which is pre-eminent for its
+special courses, libraries, laboratories, and appliances. On the other
+hand, it would often be an advantage for the Eastern student to take
+work in the best universities of the West.
+
+We come now to speak of some of the _personal hindrances and
+advantages_ in acquiring an education. Student life has its
+hindrances. All have not the same capacity to assimilate culture. It
+requires more effort for some to master a college course than for
+others. A thorough college training costs arduous labor. Many are not
+willing to pay the price, and to practice the self-denial necessary to
+acquire the power to think and master the great subjects of study. It
+demands all the force of a strong conviction and an earnest resolution
+to go through college and win a place among the thinkers of the world.
+One reason why so many students enter college and drop out before they
+complete their course of study, arises from the fact that they have
+not acquired the power of application. Their feeble wills and
+intellectual lethargy succumb before mental tasks requiring eight or
+ten hours of hard, earnest work a day. They should be encouraged with
+the words of Lord Bacon, who says: "There is no comparison between
+that which we may lose by not trying and not succeeding, since by not
+trying we throw away the chance of an immense good, and by not
+succeeding we only incur the loss of a little human labor."
+
+Again, there are those who are led to look for some short cut to
+obtain a college education. This is a serious mistake. "Whatsoever a
+man soweth, that shall he also reap," is as true in an intellectual
+career as in any other work of life. The laws of mental growth must be
+observed to make the most of ourselves, and to do the most for
+humanity and God. The young must learn that it takes years of work to
+get a college education. "If I am asked," says President J. W.
+Bashford, "why Methodism does not produce more John Wesleys, I assign
+as one reason of this failure the fact that none of us observe the
+laws of mental development as John Wesley kept them, and devote the
+time to mental growth which John Wesley gladly gave. I turn to
+Arminius, and find that he spent between twelve and thirteen years at
+the universities of Europe before he began to preach. Arminius died at
+fifty-nine. Yet he left behind him a work on divinity which ranks him
+with La Place and Newton, with Calvin and Augustine and Spinoza, as
+one of the world's master minds. Calvin spent nine years at college,
+and later was able to devote three years more to study. Augustine
+devoted thirteen years to study after his father sent him away to
+college before he accepted the professorship at Milan. It was eleven
+years after Luther left home for college before he left the scholar's
+bench for the professor's chair. Four years later, Luther took another
+scholastic degree, showing that he was still pursuing his studies.
+Five years more were required for Luther to reach clear convictions
+on religion and theology. Paul was a student in the most celebrated
+schools in Jerusalem for fifteen years. If, therefore, you do not seem
+to have that mastery of truth, if you do not find yourself the
+intellectual giant which you once thought you might become, do not
+blame the Lord, do not depreciate your talent, until you have devoted
+as many years to college studies as did Arminius, and Calvin, and
+Augustine, and Wesley, and Luther, and Paul. If you would do a great
+work in the world, fulfill the conditions by which men outgrow their
+fellows." The student should be willing to begin at the bottom of the
+ladder and work upward. It will take more time, but it will yield rich
+returns and bring real satisfaction.
+
+Again, if the college life is to be profitable and pleasant, the
+student should refuse to enter an advanced class when his general
+culture or discipline is so deficient as to render it difficult to
+make reasonable progress in his studies. It is true that the entrance
+examination is not always a fair test of the student's capacity or
+promise. The difficulty cannot be corrected, and study be made a
+pleasure, unless a student himself shows frankness, and is willing to
+begin where every step forward is thoroughly understood.
+
+Among the _personal advantages_ of a college education is the fact
+that it helps to _emancipate the individual_. The studies pursued take
+the student out of his narrow self and his present environment, and
+make him conversant with other ages and conditions, where he finds his
+larger self. The personality becomes enlarged and enriched by a wider
+vision and a knowledge of the great and good men who have lived to
+make the world better. The best thoughts of the past and the present
+are at the student's command. He may place himself in touch with all
+ages and peoples and feel that he is contemporaneous with the best
+spirit and thought of all that have gone before. Truth thus gathered
+and stored up in life and character has a wonderful emancipating
+power. The gateway of truth is always thrown open to those who
+earnestly knock and search for her hidden treasures. The individual in
+this age, more than in any other, needs the emancipating power of
+truth to act intelligently and effectively in the drama of life.
+
+A college education likewise _tends to liberalize the individual_ by
+first eliminating any self-conceit, or inclination to rashness or
+falsity, and to build up firmness, judgment, and sincerity of
+character. The aim of the college is to enable the student to know
+himself and his mission in life. He must have a right conception of
+self, because he must everywhere live and act with self. He owes it to
+himself, and to the race, and to God, to make the most of life by
+developing his God-given faculties. God had a purpose in creating each
+person, and the aim of each individual should be to live worthy of his
+origin, by finding out what God wants of him, and then training his
+faculties and aptitudes on the line of this purpose. He who lives in
+willful ignorance lives beneath the privileges and possibilities of a
+human being created in the divine image. No one ought to be satisfied
+with anything short of the noblest and best possibilities for himself.
+The majority of men and women have rich capacities, and their natures
+are full of resources, but these are not always called out. Their
+incipient powers often need some outside impulse or suggestion to open
+the chambers of the soul and lead them to discover their unconscious
+capacities, natural aptitudes, and untried powers.
+
+There are hidden forces in our nature and in life about us of which we
+little dream. The marvelous forces of electricity are being applied to
+all human activities, and are unfolding to us new life and new
+possibilities. We are told that there are mightier currents in the
+atmosphere above us than those in the Mississippi or the Amazon.
+Likewise, the science of education exhibits how the trained powers of
+man reveal unexpected forces and capacities, which have needed only
+the touch of truth and personality to awaken a higher life and to
+impart fresh inspiration. Now the college is the best place to
+discover our inborn energies, and to awaken talent and develop
+greatness through the influence of men and books.
+
+The student is also liberalized by a knowledge of the truth. Ignorance
+is the synonym for narrowness and bigotry. Charity, good-will, and
+human brotherhood spring from a kind heart and an enlightened
+understanding. The student, by reason of years of study, is better
+able to see truth in its various human relations and personally
+exhibit a breadth of charity unknown to those of narrow vision. His
+informed judgment and quickened conscience will enable him to act
+generously and to stuffer courageously, because his soul is quietly
+resting in the bosom of truth.
+
+A college education likewise _helps to fortify the individual_ for
+complete living. It is in the college that the student gains a deeper
+consciousness of his own ability, which gives independence to
+character. Through genius, or by dint of extraordinary application, he
+attains an intellectual ability which gives him the right to wield his
+trained powers to uphold the truth and work for the general good. His
+mental powers, stores of knowledge, and humanitarian sympathies
+naturally give greater opportunity for influence and usefulness. The
+judgment and reasoning powers have been trained so that the student
+goes forth fortified against the acceptance of plausible delusions and
+sophisms, and can speak with rightful authority as to the facts or
+principles he has observed and verified. Truth and personality, thus
+coupled together, face practical duties and questions with the
+confident strength and heroic courage which presage victory.
+
+The college-trained man, who enters his vocation in life as a
+vigorous, virtuous and capable being, equipped with facts and
+principles as the propelling power of life, will wield the greatest
+influence for good. He will be fortified for the battles of life, and
+able to maintain himself in honest independence.
+
+The college offers another safeguard to the student by conserving
+scholarly tastes and habits. The student who acquires a literary taste
+is never at a loss to know how he may best employ his time. The baser
+things of life are crowded out to give place to nobler thoughts and
+higher aims. He finds his real happiness in cultivating the inner life
+of exalted thought and generous impulses. He realizes that, as the
+body demands sustenance, and the soul needs "bread from heaven," so
+the mind must have intellectual food, which gratifies a taste for the
+best thoughts of the best thinkers.
+
+The student is also helped to fortify himself with a noble purpose. He
+is led to feel that he has a mission in life, and the power of this
+purpose gives an elevation to the spirit and a dignity and loftiness
+to conduct. More than anything else, it helps to strengthen the will
+to resist temptation and to conform to the highest moral code. By far
+too many of our youth are drifting through life without any particular
+aim or purpose. They fail to act in life under the inspiration of a
+devotion to a great purpose. Henry D. Thoreau was right when he wrote:
+"The fact is, you have got to take the world on your shoulders, like
+Atlas, and put along with it. You will do this for an idea's sake, and
+your success will be in proportion to your devotion to ideas. It may
+make your back ache occasionally, but you will have the satisfaction
+of hanging it or twirling it to suit yourself. Cowards suffer; heroes
+enjoy." Any worthy calling or useful employment will lead to honor and
+a broader development of self, providing that self is filled with an
+absorbing love to God, so that it will be the unit of measure for
+action towards a neighbor and the true base line from which his rights
+and boundaries are surveyed and determined.
+
+The college helps to fortify the young by imparting good impulses,
+which enable them to enter upon life full of hope and courage. It is
+the place to kindle the youth with a glow of enthusiasm, and impart an
+inspiration which will pervade the whole career of life. It speaks for
+the immaterial and unseen forces of life, and supplies the purest
+motives by which to form a true and beautiful character.
+
+No young man can afford to enter the wide-open door of the twentieth
+century without a harmonious development of his faculties, and a
+nature sensitive to the best and holiest influences, and responsive to
+the most generous impulses. The aspirations of bright minds and noble
+natures can never excel the lofty descriptions of wisdom by the wisest
+of men.
+
+   "Happy is the man that findeth wisdom
+    And the man that getteth understanding,
+    For the merchandise of it is better than silver,
+    And the gain thereof than fine gold.
+    She is more precious than rubies,
+    And all things thou canst desire are not to be compared unto her.
+    Length of days is in her right hand,
+    And in her left hand riches and honor;
+    Her ways are ways of pleasantness,
+    And all her paths are peace."
+
+
+
+
+VII.
+
+THE PRACTICAL VALUE OF EDUCATION.
+
+
+Prince Bismarck is reported to have said that in Germany "there were
+ten times as many people educated for the higher walks as there were
+places to fill." Many uninformed persons are ready to make similar
+statements in regard to this country, and believe that we are
+over-educating the people. Colonel R. G. Ingersoll says: "You have no
+idea how many men education spoils. Colleges are institutions where
+brickbats are polished and diamonds dimmed."
+
+The public schools have nearly fifteen million pupils enrolled, or
+nearly one-fourth of the population of the entire country. In 1890,
+the four hundred and fifteen colleges had 118,581 students in all
+departments. This vast army of youth receiving instruction is
+regarded, on the part of some people, with a little disquietude, and
+it is believed that we are likely to have too many college-trained men
+and women. There are certainly no grounds for fear if we take
+education to mean the broadest culture for complete living.
+
+If we examine more closely the figures regarding our school
+population, we will find that, of the large number of pupils enrolled
+in 1890, there was only "an average of three and one-half in one
+hundred pupils studying any branches above the courses of study laid
+down for the first eight years; that is, between the ages of six and
+fourteen years."
+
+Of the 118,581 students in our colleges, there were only 35,791 men
+and 7,847 women in the collegiate department, making a total of 43,638
+receiving higher instruction. The remaining number were in the
+preparatory, normal, and professional departments. These students are
+scattered over a great nation, and if we take students in all
+departments they represent one in four hundred and fifty-five of the
+population who are under superior instruction, and only one male
+student in the collegiate department to a group of 1,770 of the
+population. Many of those enrolled in college do not complete the
+course of study. It is evident that the number of students in our
+colleges is proportionately small, considering our population and the
+requirements of our age, and the proportion of graduates is even
+smaller.
+
+The practical value of a college education is seriously questioned by
+many good people unacquainted with the facts. There is abundant
+evidence, however, which goes to prove that the college graduate has
+better chances for success than the non-graduate.
+
+It is admitted at the outset that some self-educated men have
+succeeded without a college education, while some college-trained men
+have failed in active life. It should be remembered that colleges do
+not exist to make ability, but to develop it. There is certainly
+nothing in a college education which unfits men for the practical
+duties of life. Some college students have meager talent to begin
+with, and a college training aims to help them make the most of
+themselves.
+
+The so-called "self-made" men have undergone the severest discipline.
+By force of native ability and energy, they have surmounted
+difficulties and achieved success which merits the warmest praise.
+There is scarcely one of them who would not have availed himself of a
+collegiate or technical training if force of circumstances had not
+ordered otherwise. They feel keenly their educational disadvantages,
+and believe that they would have had greater success if they could
+have had the disciplinary training of a college course. Many feel as
+did the distinguished orator, Henry Clay, who, when in Congressional
+debate with John Randolph, a collegian, is said to have acknowledged,
+with tears, the disadvantage he suffered from not having had a liberal
+education.
+
+Washington, Franklin, and Lincoln achieved success by their
+application, but they were among the foremost to recognize the value
+of a college training. These examples show that a college education is
+not always essential to the highest service. The only just claim for a
+collegiate training is that it increases the probabilities of a
+person's success in life.
+
+The criteria of comparison of the achievements of men are imperfect,
+and the measure of success is not easily calculated. Great men are not
+those who simply climb up to some conspicuous position. It is
+important to estimate the quality of the work done, as well as the
+place occupied. A greater premium should be placed upon the manhood
+and womanhood put into the work, rather than the place filled. The
+teachings of Christ show that there is no place in the Kingdom of God
+for a place hunter, but that greatness is measured by service. In the
+competition for success in life, it is often necessary to have not
+only ability and worth, but the commercial instinct to gain public
+recognition. The safe rule for men of talent to follow is to make
+themselves conspicuously great in their present position, and make it
+a stepping-stone for something greater. Charles Kingsley occupied, in
+England, an apparently humble position in his rural pastorate, but the
+thinking world has felt the power and influence of his great life.
+
+Bearing in mind these restrictions in regard to the idea of success,
+we offer a few suggestive facts to show the number of college men who
+have made a record in the annals of the country.
+
+The college has been the open doorway to positions of eminence and
+usefulness in all countries. Lord Macaulay, in one of his speeches in
+Parliament, said: "Take the Cambridge Calendar, or take the Oxford
+Calendar for two hundred years; look at the church, the parliament, or
+the bar, and it has always been the case that men who were first in
+the competition of the schools have been first in the competition of
+life."
+
+Speaking of the advantages of a university education in Germany,
+Professor J. M. Hart says: "I am warranted in saying that the majority
+of the members of every legislative body in Germany, and three-fourths
+of the higher office holders, and all the heads of departments, are
+university graduates, or have at least taken a partial course--enough
+to catch the university spirit. All the controlling elements of German
+national life, therefore, have been trained to sympathize with the
+freedom, intellectual and individual, which is the characteristic of
+the university method."
+
+It is estimated that only one-half of one per cent. of the male
+population in America receives a college education, and yet this small
+contingent of college men furnishes one-half of the Senators and
+Vice-Presidents, two-thirds of the Presidents and Secretaries of
+State, and seven-eighths of the Justices of the Supreme Court of the
+United States.
+
+Rev. W. F. Crafts says: "I have examined the educational records of
+the seventy foremost men in American politics--Cabinet officers,
+Senators, Congressmen, and Governors of national reputation--and I
+find that thirty-seven of them are college graduates; that five more
+had a part of the college course, but did not graduate, while only
+twenty-eight did not go to college at all. As not more than one young
+man in five hundred goes to college, and as this one-five-hundredth of
+the young men furnishes four-sevenths of our distinguished public
+officers, it appears that a collegian has seven hundred and fifty
+times as many chances of being an eminent Governor or Congressman as
+other young men."
+
+The college graduate generally has the pre-eminence among professional
+men. The proportion of successful men in the professions is difficult
+to obtain, but if a wide reputation be regarded as the criterion of
+success, the college-bred men take the lead.
+
+President Thwing has carefully estimated that, of the 15,142 most
+conspicuous persons of our American history, whose record is sketched
+in "Appleton's Cyclopædia of American Biography," 5,326 are college
+men. Among the latter, the percentage found in the various callings is
+as follows: "Pioneers and explorers, 3.6 per cent.; artists, 10.4 per
+cent.; inventors, 11 per cent.; philanthropists, 16 per cent.;
+business men, 17 per cent.; public men, 18 per cent.; statesmen, 33
+per cent.; authors, 37 per cent.; physicians, 46 per cent.; lawyers,
+50 per cent.; clergymen, 58 per cent.; educators, 61 per cent.;
+scientists, 63 per cent." He further estimates that one college man
+in every forty attains recognition, to one in every ten thousand
+non-college men; and a college-bred man has 250 times the chance of
+attaining recognition that the non-college man has.
+
+Dr. Channing says: "The grounds of a man's culture lie in his nature,
+and not in his calling;" and, in keeping with this, the primary aim of
+a college is to train men. Yet, it should be the door of approach to
+all professions. The studies pursued in college are the foundations of
+the practice of the various professions, and a young man does himself
+and his profession no credit when he neglects to master a college
+course because of his impatience to rush into a professional career,
+and thus help to swell the army of poorly-equipped professional men.
+
+"To practice law or medicine in France," says Matthew Arnold, "a
+person must possess a diploma, which serves as a guarantee to the
+public that such a person is qualified for his profession. A
+licentiate of law must first have got the degree of Bachelor of
+Letters; have then attended two years' lectures in a faculty of law,
+and undergone two examinations, one in Justinian's Code, and the Codes
+of Civil Procedure and Criminal Instruction. The new bachelor must
+then, in order to become licentiate, follow a third year's lectures in
+a faculty of law; undergo two more examinations, the first on the
+Institutes of Justinian again, the second on the Code Napoleon, the
+Code of Commerce, and Administrative Law, and must support a thesis on
+questions of Roman and French Law. To be a physician or surgeon in
+France, a man must have a diploma of a doctor either in medicine or in
+surgery. To obtain this, he must have attended four years' lectures in
+a faculty of medicine, and have two years' practice in a hospital.
+When he presents himself for the first year's lectures, he must
+produce a diploma of Bachelor of Letters; when for the third, that of
+a Bachelor of Sciences, a certain portion of the mathematics generally
+required for a third degree being, in his case, cut away. He must pass
+eight examinations, and at the end of his course he must support a
+thesis before his faculty."
+
+Young men with talent and ambition are led to believe that the
+professions are so over-crowded that there is very little opportunity,
+in these days, for a collegian to succeed in a professional career. A
+comparative study of the number of students in the professional
+schools in Germany, France, and the United States, for 1890 reveals
+the following facts:
+
+    KEY:
+
+    A: _Law._
+    B: _No. to every 100,000 population._
+    C: _Medicine._
+    D: _No. to every 100,000 population._
+    E: _Theology._
+    F: _No. to every 100,000 population._
+
+                        A      B         C       D        E       F
+
+    Germany,          6,304    13      8,886     18     5,849     12
+    France,           5,152    14      6,455     17       101     ..
+    United States,    4,518     7     14,884     24     7,013     11
+
+We glance briefly at the promises which the so-called learned
+professions hold out to young men. The opening for young men in the
+legal profession has many difficulties, but it is not without its
+rewards. David Dudley Field estimated that in 1893 there were 70,000
+lawyers in the United States. If we estimate the population of the
+nation at 70,000,000, there would be one lawyer for every 1,000 of the
+population. Assuming that three-fourths of the population are women,
+children, and men under age, there would be one lawyer to every 250
+males of full age in the United States.
+
+Germany, with a population of 50,000,000, has about 7,000 lawyers, or
+one to every 7,000 persons. In the State of New York, with a
+population of 6,000,000, there are 11,000 lawyers, or one for every
+545 of the population. Of this number of lawyers, there is a great
+proportion engaged in real estate business, or other outside matters,
+which enables them to secure a maintenance. Others have entered the
+law because of its promise of social position and honor.
+
+Aside from the numbers in the legal profession, there are other
+considerations in the problem. The people of to-day are less disposed
+to controversy, and avoid employing lawyers to settle disputes and
+differences in court, and others often hesitate to employ a lawyer for
+fear of being made a victim of the rapacity of some who have brought
+the profession into disrepute. Again, there is less confusion in the
+laws. They are being collected, condensed, arranged, and simplified,
+and people are coming to understand the codes. Likewise, the courts
+are adopting simpler rules and codes of civil procedure, which give
+less room for pettyfogging hindrances and delays in litigation. A
+lawyer of talent, with the aid of a good stenographer and typewriter
+and other advantages of to-day, can do double and treble the work of a
+lawyer twenty-five years ago.
+
+Finally, the qualifications of a lawyer never reached so high a
+standard. To attain the greatest professional success, it is
+indispensable to get the highest development which a college training
+can give. Chauncey M. Depew says that three-fifths of the lawyers are
+unfit for their profession from lack of ability or training. The
+people demand abler and better lawyers. The requisite qualities of a
+good lawyer to-day are not only knowledge and a good judgment, but
+patience, industry, honesty, and certain other aptitudes for his work.
+He must be ready to compete with a trained and talented rival. Special
+training is of great value. A lawyer of several years' standing at the
+bar in New York, in a recent conversation, remarked: "I studied law in
+a lawyer's office. My brother, here, several years younger than
+myself, went through the law school, and he has so much the advantage
+of me, in consequence of that training, in the studious habits he has
+formed, in being brought into immediate contact with the best legal
+minds, in being held to the highest standards, that this fall I shall
+enter the law school and take the entire course."
+
+In facing these difficulties, let it be remembered that there are
+always openings for young men of superior qualifications. Some one
+asked Daniel Webster whether the legal profession was not
+over-crowded, and he replied that there was always room at the top. An
+ambitious young man of ability can win his way to the front, while
+mediocrity will wait for patronage. There is jostling and crowding in
+the rear ranks of every profession. It is surprising how few
+thoroughly trained men are entering the profession. In 1890 there were
+in the various law schools in this country 4,518 students, and only
+1,255 of these had degrees in letters or science. In the same year,
+1,514 were graduated in the schools of law, which was only 2.4 in
+every 100,000 of the population. There is a demand for specialists.
+The field is enlarging in the department of patent law, railroad law,
+and other legal specialties. The business transactions of this age are
+more complex, and the interests more important. Corporation
+controversies need to be adjusted by those who thoroughly understand
+the principles and practices of equity. "I was a teacher of law to
+young men for more than twenty years," says Judge Hoadley, "and have
+never seen any reason to discourage a sober, honest, and industrious
+young man from studying law. He needs, first of all, absolute
+fidelity, trustworthiness, and integrity; secondly, devotion to his
+calling--in other words, industry that will not be interfered with by
+the distraction of society or pursuit of politics. If he be honest and
+willing to work, he will, with reasonable intelligence make a
+sufficient success, if he have the patience to wait for success. If,
+in addition, he have what I may call the lawyer's faculty--that
+God-given power to appreciate leading principles and apply them to
+facts as they arise, coupled with ability to reason, and to state
+results cogently and persuasively,--he will make a shining success."
+
+Again, the advantages of a thorough medical education are generally
+recognized. The sacred work of ministering to the suffering demands
+the most thorough instruction in medicine and methods of treatment. In
+1890 there were 15,404 students in 116 medical schools in the United
+States, distributed as follows: Regulars, 13,521; eclectics, 719;
+homeopathists, 1,164. For the same year there were 4,492 graduates, or
+7 in every 100,000 of the population. Sixteen of the medical schools
+had no students enrolled who had previously obtained a literary or
+scientific degree. Only 15 per cent. of all the students matriculated
+had obtained a degree before entering the medical schools. There is an
+evident lack of thorough preparation in foundation studies on the part
+of the students. The medical profession is second to none in
+importance, and the students of medicine who will give time to the
+more extended culture of a college course will naturally obtain
+greater skill and a broader range of thought, which will contribute to
+their efficiency as practicing physicians.
+
+It is also encouraging to know that the statistics of each decade
+indicate that an increasing proportion of young men entering the
+ministry have received a college education. There were 112 theological
+schools in 1890, that reported 7,013 students, of whom 1,372 were
+graduated, or two for every one hundred thousand of population. This
+is certainly not over-crowding.
+
+Of the students in theology enrolled in the schools of the various
+denominations in 1890, the proportion was as follows: Baptists, 15.6
+per cent.; Presbyterians, 15 per cent.; Methodists, 14.9 per cent.;
+Lutheran, 14.7 per cent.; Roman Catholic, 13.4 per cent.;
+Congregational, 9.7 per cent.; Christian, 5.5 per cent.; Episcopal,
+4.7 per cent.; Hebrew, .5 per cent. Of the total enrollment, 7,013,
+only 1,559 students had received degrees in letters or science. The
+church demands educated men for the pulpit. A call to the ministry in
+these days means that a man should prepare for the work. God does not
+honor the slothful, but the man who seeks to make full proof of his
+ministry. This is done when a man of piety takes the time to acquire
+mental culture and refinement, and to become able properly to guide
+and instruct the people. Such ministers, "thoroughly furnished unto
+every good word and work," honor the church, and strengthen the cause
+of Christ. Their mental endowments command respect and inspire
+confidence. There never has been a time in the Christian ministry when
+there was such a demand as now for ministers with minds cultivated and
+well stored with knowledge, and hearts set on fire by the Holy Ghost.
+
+The old idea that a college graduate must study for medicine, law, or
+the pulpit, has attracted a large number of them into these
+professions. We have learned, however, that these professions are not
+superior to other avenues in science and business. A college training
+is only a means to an end. It is giving a man fitness for work of any
+kind. The departments opening up to college-trained men in all lines
+of work are multiplying and expanding with each succeeding year.
+
+The future is bright for those who will take up statesmanship as a
+profession. Nothing has a more important bearing on the social
+interests of the people than the science of civil government. The
+nation is burdened with politicians, but intelligent Christian
+statesmen are few. The intelligent people of this nation are asking
+for men educated in history, political and social science, who, with
+clear heads and loyal hearts, will use their ability for the welfare
+of the public. Good citizens have too long held themselves aloof from
+the great concerns of our organized society. All civic matters are
+worthy of our best thought and noblest effort. The management of our
+political and social interests has too often been usurped by
+politicians, who, with little self-respect, efficiency, or character,
+have worked not for the public good, but on the principle that "to the
+victors belong the spoils." Their rapacity and greed have led them to
+sacrifice principle to party. They aim to manage caucuses, pervert
+elections, override the wishes and defy the moral sense of the people,
+and corrupt the sources of national life.
+
+We have come to ask for a remedy. Its answer must be found in the
+young men whose patriotism will lead them to thoroughly prepare
+themselves for public service and make statesmanship a profession.
+Along with a broad and comprehensive knowledge of the science of
+government they should cultivate the capacity for effective public
+speech, in order to present political and social themes with such
+power as to guide public opinion in the right direction. They must be
+willing to carry their independent convictions into civil affairs, and
+help to ennoble the national spirit, and purify public life, and make
+it expressive of the highest intelligence and the best moral
+sentiments of the people. Statesmanship is a sacred calling, and the
+people are ready to uphold and encourage young men who will dedicate
+themselves to this exalted work.
+
+It is an omen of good that chairs of political and social science are
+being established in all our high grade colleges to train young men
+for this service. They ought to prosper, and will. Milton saw this
+need years ago, and said: "The next remove must be to the study of
+politics, to know the beginning, end, and reasons of political
+societies; that they may not, in a dangerous fit of the commonwealth,
+be such poor, shaken, uncertain reeds, of such a tottering conscience,
+as many of our great counsellors have lately shown themselves, but
+steadfast pillars of the state."
+
+Those who are to be trained for this leadership, and expect to gain a
+strong hold on society, should be taught and trained to think upon
+complicated questions, and able not only to frame platforms and shape
+legislation, but to grapple with modern social problems, and lead the
+people to nobler action.
+
+Journalism is another important field for talented young men and
+women. The journalists of to-day need breadth and concentration of
+mind to meet the demands of a reading and thinking people. They need a
+knowledge based on history, literature, and politics in order to
+report speeches correctly and to discuss living questions clearly,
+cogently, and with a broad knowledge of principles and facts. The
+press wields an influence next to the pulpit, and it should be
+consecrated to the highest service through men qualified for editorial
+work.
+
+The profession of teaching has justly assumed a position in this
+country second to none in influence and power.
+
+There are 15,000,000 pupils in the public schools of this country.
+There are 364,000 teachers employed in giving instruction to this army
+of youth. College graduates are rapidly acquiring a control of the
+high positions in these schools. The superintendents, principals, and
+the majority of the male assistants are college graduates. A college
+education is fast becoming an absolute necessity to secure a position
+in the best schools. School boards will rarely select a superintendent
+or a principal of the high school who has not received a collegiate
+education. There is an increasing demand for thoroughly trained men
+and women in this work. Few teachers can hope to attain prominence in
+their profession without these advantages.
+
+There is, likewise, a rich and fruitful field opening up to those who
+receive a careful scientific education. The application of science to
+the arts and industries is rapidly changing the social and economic
+conditions of the people. We are unable to conceive of the
+ever-widening field in which educated men will be needed to discover
+new methods of concentrating and transmitting electrical and
+mechanical power, thereby reducing the cost of production, and adding
+to the comfort and happiness of the human family. There is a growing
+demand for men versed in electrical science, who can take charge of
+establishments for the transmission of power. Civil and mechanical
+engineers are needed, who can wisely and economically construct our
+bridges and highways of commerce, and who can apply the highest
+scientific skill to all the constructive enterprises of the country.
+
+"The Swiss and Germans aver," says Matthew Arnold, "if you question
+them as to the benefit they have received from their _realschulen_ and
+_polytechnicums_, that in every part of the world their men of
+business, trained in these schools, are beating the English when they
+meet on equal terms as to capital, and that where English capital, as
+so often happens, is superior, the advantage of the Swiss or German in
+instruction tends more and more to balance this superiority. I was
+lately saying to one of the first mathematicians in England, who has
+been a distinguished senior wrangler at Cambridge and a practical
+mathematician besides, that in one department, at any rate--that of
+mechanics and engineering,--we seemed, in spite of the absence of
+special schools, good instruction, and the idea of science, to get on
+wonderfully well. 'On the contrary,' said he, 'we get on wonderfully
+ill. Our engineers have no real scientific instruction, and we let
+them learn their business at our expense by the rule of thumb, but it
+is a ruinous system of blunder and plunder. A man without a requisite
+scientific knowledge undertakes to build a difficult bridge; he builds
+three which tumble down, and so learns how to build a fourth which
+stands, but somebody pays for the three failures. In France or
+Switzerland he would not have been suffered to build his first bridge
+until he had satisfied competent persons that he knew how to build it,
+because abroad they cannot afford our extravagance.'"
+
+We find, likewise, that our industries are demanding men trained in
+applied chemistry. The application of the principles of chemical
+philosophy to manufacturing steel, chemical fertilizers, artificial
+preparation of articles of food, bleaching, dyeing, and printing of
+cloths, offers a very inviting field of study. We might multiply
+instances, but enough has been said to suggest to our minds the rich
+possibilities before educated young men and women. We are only on the
+edge of the future of applied science.
+
+We need, also, to carry our culture and training into business
+careers. Business is conducted by different methods than in the past.
+The management affords a broader field for judgment and thought. Many,
+in the future, may succeed without a college education, but they will
+work at a disadvantage. The chances are always in favor of the man who
+is well educated. It is a common belief that a college education
+unfits a man for practical work. He often does appear at a
+disadvantage on leaving college, but, other things being equal, he
+will distance, within a few years, the man of like ability who has not
+been rigorously trained to see, think, and judge. "Experience also
+confirms this impression by the decisive testimony gathered from a
+multitude of witnesses," says Noah Porter, "that the young man who
+leaves college at twenty-one, and enters a counting or sales-room,
+will, at twenty-three, if diligent and devoted, have outstripped in
+business capacity the companion who entered the same position at
+sixteen and has remained in it continuously, while in his general
+resources of intellect and culture he will be greatly his superior."
+
+Germany has for more than fifty years insisted that her youth should
+not only have the foundation of a general education, but that
+opportunities should be given for higher commercial instruction. This
+superior education and training is producing its legitimate results.
+Notwithstanding the many unfavorable circumstances which have combined
+to prevent her growth in commerce and industry, Germany has gained an
+amount of skill and experience in mercantile training that has no
+parallel in France, England, or America. The advance of German trade
+is due to the superior fitness of the Germans through their systematic
+training in technical schools.
+
+M. Ricard, in his report to the French Chamber of Commerce, said:
+"Every intelligent man must admit that the invasion of our commerce by
+foreigners is due entirely to this educational inferiority. The
+Germans are taking our places everywhere. They even supplant the
+English. Let the merchants of France take warning in time. German
+commerce has better instruction, better discipline, and greater
+enterprise than French commerce; it is at home everywhere; no
+languages are foreign to it; it keeps a lookout over the world; it is
+not ashamed to go to school, and if you do not awake from your
+lethargy, it will annihilate you."
+
+The London Chamber of Commerce found, on examination, that ninety-nine
+per cent. of Englishmen who take to commercial life are unable to
+correspond in any foreign language. The comparative disadvantage, on
+all commercial lines, of England with Germany, is owing to "a higher
+average of mercantile intelligence all round." It is not to be alleged
+that the English are mentally inferior to the Germans, but, as
+Professor W. G. Blackie said before the Educational Institute of
+Scotland: "The question is solely an intellectual one, and must be
+solved through educational means. It assumes the aspect of an
+educational duel between the mercantile population of this country and
+their competitors on the continent, in which the mastery is sure to
+remain with those who are the most fully equipped for the contest."
+
+The report on the superior instruction of Antwerp contains the
+following words: "Men have seemed to imagine that, in order to
+prosper, commerce and industry have only required money and favorable
+treaties of commerce. Governments have occupied themselves with the
+material side of the future merchant, without taking care to develop
+his intellectual capacity, which is, indeed, the spirit of his
+operations, without taking care to improve his intelligence, which is
+the germ of enterprise in the commercial life of a nation."
+
+Young men and women are often led to believe that there is no chance
+for them to have a successful career, and so fail to attend college
+and develop their capacity, and, as a consequence, often become
+restless and idle. But this is no age for triflers. The world is in
+need of educated men in all of the higher walks of life. There is
+abundant room for men of ability and culture who can bring things to
+pass. The fact that earnest, talented, and consecrated men and women
+are overworked in their professions shows that there is a place in the
+front ranks of all useful professions and vocations.
+
+The door of the twentieth century swings open and invites the
+ambitious men and women of talent and consecration to the service of
+humanity, and extends the widest opportunities and the most exalted
+privileges ever vouchsafed to man. Will the youth of the land be ready
+to enter?
+
+
+
+
+VIII.
+
+OUR INDEBTEDNESS TO COLLEGES.
+
+
+The American colleges hold the most intimate relation to the whole
+community, for which they have done a vast work. They rightly enjoy
+the confidence and esteem of the American people, since they have
+infused into society some of the most purifying and life-giving
+influences. Many of the first settlers were among the best educated
+men of England, and they recognized that education was the
+corner-stone of civil and religious liberty. Pembroke, Delaware,
+William Penn, Roger Williams, the Winthrops, and a large number of
+worthy men who settled in the early colonies came from the classical
+shades of Oxford and Cambridge, and retained the educational
+predilections which were so firmly established in their mother
+country. The spirit and principles of our wise and godly ancestry were
+early introduced into the colleges, which have conserved and
+perpetuated them down to the present day.
+
+The American people owe much to the colleges for training capable and
+worthy men to fill the posts of honor and power in the nation. The men
+who have given shape and character to the early political
+organizations and spirit have been mostly collegians.
+
+These institutions for higher education have trained men in history,
+philosophy, and the principles of government, who have become the
+right hand of strength to the nation. Their extensive knowledge and
+thoroughly disciplined and comprehensive minds have been largely
+instrumental in perfecting our system of government, and in elevating
+the nation to the rank of one of the greatest political powers.
+
+The colleges have trained the intellect and conscience of the
+majority of students so that they have gone forth as leaders, and have
+exerted a prodigious influence among the people for right thinking and
+right acting. They have not only disciplined the powers of the
+masterly statesmen, but have fostered among them a sense of fraternity
+concerning our civil destinies. The students that have been gathered
+into the colleges from the different portions of the nation have
+become imbued with one sentiment, and entered upon public life linked
+together by the bonds of a common intellectual life and strong
+friendships, which have resulted favorably for the republic.
+
+Some of the colonial colleges have richly repaid the nation for all
+the effort and sacrifice it cost to found them. William and Mary
+College has sent out twenty or more members of Congress, fifteen
+United States Senators, seventeen Governors, thirty-seven Judges, a
+Lieutenant General and other high officers of the Army, two
+Commodores to the Navy, twelve professors, seven Cabinet officers; the
+chief draughtsman and author of the Constitution, Edmund Randolph; the
+most eminent of the Chief Justices, John Marshall, and three
+Presidents of the United States.
+
+Harvard has furnished two Presidents, one Vice President, fifteen
+Cabinet officers, twenty Foreign Ministers, twenty-nine United States
+Senators, one hundred and four Congressmen, and nineteen Governors.
+
+Princeton has beaten the Harvard record in everything except the first
+and fourth items. It has given to the country one President, two Vice
+Presidents, nineteen Cabinet officers, nineteen Foreign Ministers,
+fifty-five United States Senators, one hundred and forty-two
+Congressmen, and thirty-five Governors.
+
+The collegians have ranked among the principal leaders in the
+political life of the nation. Fifty-eight per cent. of the chief
+national offices have been filled by them. Thomas Jefferson, author
+of the "Declaration of Independence," was a college man. Hamilton,
+Madison, and Jay, who took such a prominent part in the framing of the
+Constitution of the United States, were college-trained men.
+Three-fourths of the signers of the Declaration of Independence were
+college graduates. These and other superior men in public life, at
+this period, were educated and possessed a scholarship that was in
+compass and variety more than abreast with the learning of the time.
+George Washington was a self-made man, but he had recourse to
+America's greatest statesman, Alexander Hamilton, a graduate of
+Columbia College, in preparing his state papers.
+
+The counsellors of Abraham Lincoln, during the stormy days of the
+Rebellion, were men of trained minds. "All the leaders," says
+Professor S. N. Fellow, "in that Cabinet were college-trained men.
+William H. Seward, the shrewdest diplomatist, who held other nations
+at bay until the Rebellion was throttled; Salmon P. Chase, whose
+fertile brain developed a financial system by which our nation was
+saved from national bankruptcy, and made national bonds as good as the
+gold in foreign markets; Edwin M. Stanton, that man of iron, who
+organized a million of raw recruits into an army equal to any in the
+world; Gideon Welles, who, almost from nothing, created a navy
+sufficient for our needs,--each of these, and every other member of
+Lincoln's Cabinet, save one, was a college graduate. So, also, in the
+army. It was not until thoroughly trained and disciplined men filled
+the chief places in command that the Federal forces overwhelmed and
+destroyed the Rebellion. We repeat, the law is, and it is believed to
+be universal, that the higher the rank or position, the larger per
+cent. of college graduates are found in it."
+
+Education was an important factor in deciding the issues of our Civil
+War. Thoroughly trained and disciplined men filled the chief places
+in command in the Federal Army. The Northern soldiers were better
+educated than those of the South. It has been said that "in the German
+Army that fought the battles of the Franco-Prussian war, those who
+could neither read nor write amounted to only 3.8 per cent., while in
+the French Army the number amounted to 30.4 per cent." According to
+the admission of the defeated, the universities conquered at Sedan.
+Perhaps it is not too much to say that the great number of colleges in
+the Northern States conquered at Appomattox.
+
+A large per cent. of the leaders in the American Congress, during the
+trying period of our country's history from 1860 to 1870, were either
+college graduates or had taken a partial course in college and gained
+its inspiration.
+
+The college graduates have furnished 33 per cent. of the Congressmen,
+46 per cent. of the Senators, 50 per cent. of the Vice Presidents, 65
+per cent. of the Presidents, 73 per cent. of the Associate Judges,
+and 83 per cent. of the Chief Justices of the Supreme Court of the
+United States.
+
+Again, we are especially indebted to the colleges for encouraging
+private and public schools, through which we have become an
+enlightened people. It is impossible to estimate the indebtedness of
+popular to collegiate education. There is an intimate and vital
+relation between the college and the public schools, which differ not
+in kind, but only in the degree of instruction. "The success and
+usefulness of common schools," says Professor W. S. Tyler, "is exactly
+proportioned to the popularity and prosperity of the colleges, and
+whatever is done for or against the one is sure to react, with equal
+force and similar results, upon the other."
+
+The colleges have been foremost in advocating that the education of
+the youth should not be left to those of meager attainments and narrow
+sympathies. They have maintained that, in order to reap the best
+advantages of our public schools, it is important to have wise,
+competent, Christian men and women to give instruction, as well as to
+prepare text-books, and to increase the appliances employed in
+teaching.
+
+It has been a difficult task to bring our public school system to the
+present condition of progress. The work has proceeded slowly and
+steadily under the example and inspiration of great educational
+centers. The excellence and usefulness of our school system has
+advanced just in proportion to the culture and ability of the
+teachers. A collegiate education has always tended to foster and
+encourage higher standards of scholarship among teachers, and this
+influence has been diffused into the public school system. President
+Charles W. Super truthfully says: "That which leads up to the highest
+must always be supervised and directed by that which is at the top. A
+system of elementary and secondary education which does not culminate
+in the university, and make that the goal towards which its efforts
+are directed, is an absurdity. There must be good teachers before
+there can be good schools, and good teachers can only be formed in
+institutions that are chiefly concerned with knowledge at first hand.
+This has been a recognized principle in Germany for half a century, or
+longer; is now almost universally admitted in France, and is the goal
+toward which the whole civilized world is rapidly moving."
+
+The efficiency of our public schools has been felt in every department
+of our social organization. They have been a strong bulwark against
+the influences of a raw and uninstructed foreign population, who, like
+a tidal wave, have flooded our shores. Some of these have not only
+been ignorant and infidel, but filled with monarchical ideas and
+un-American sentiment. The public schools have brought their children
+into accord with our American institutions, and developed intelligent
+patriotism. They have taught the youth common rights and privileges,
+and helped to generate a union of sympathy and sentiment which leads
+to the consolidation of our society into a homogeneous body.
+
+The colleges, working through the public school teachers, have
+likewise helped to educate the millions of the manumitted and
+enfranchised colored people, and to break up sectionalism, allay party
+strife, and make for the peace, prosperity, and unity of the nation.
+Our political safety has called for a wise and vigorous effort to
+educate the masses and to assimilate the heterogeneous elements into
+our body politic. The public schools and colleges, with their
+interdependence, have in a great measure met the demand, and given us
+a legacy of peace, prosperity, and intelligence enjoyed by all the
+people.
+
+Likewise, the colleges have contributed largely to the general
+prosperity and material progress of society. They are the real centers
+of power of this enterprising and progressive age. "The revival of
+learning and the epoch of discovery ushered in the epoch of natural
+science, which has made possible the epoch of useful inventions."
+
+College-trained men are the most practical and useful of men. They
+have been the creators of material wealth and prosperity. Their
+discoveries and inventions have revolutionized business and social
+life. Every department of life is teeming with the fruits of science
+and philosophy, which have been largely built up by colleges and
+college-trained men. Bacon, Newton and Locke were sons of the English
+universities. Watt and Fulton associated with college men, and
+"derived from them the principles of science which they applied in the
+development of the steam engine and steam navigation. Professor Morse,
+the inventor of the electric telegraph, was not only a college
+graduate and professor, but made his great experiments within the
+walls of a university." Likewise, many other scientists, who have
+demonstrated the limitless possibilities of steam and electricity, and
+other valuable discoveries and inventions, were either trained in the
+colleges or received from them the working principles which were
+essential to their success. These human inventions are of priceless
+value to the people. The steam engine has contributed greatly to human
+welfare. It represents, in the United States alone, 20,000,000 horse
+power in the form of locomotives, or the steam power of 300 horses for
+each thousand inhabitants. Besides all this, 6,000,000 horse power in
+stationary steam engines manufacture goods for us. They give the vast
+force which toils for us, and the laborer furnishes only the guiding
+power. These inventions have enabled us to increase our wealth at the
+rate of $2,000,000,000 a year during the last decade, and helped to
+make our people sharers in the products of the world, and in all the
+blessings of civilization.
+
+Professor Huxley was right when he said: "If the nation could purchase
+a potential Watt, or Davy, or Faraday, at a cost of a hundred thousand
+pounds down, he would be dirt cheap at that money." Fifty-two of the
+inventions now prized by the civilized world were made in Germany, and
+within the influence of her universities. All these discoveries are
+opening the doors for more wonderful disclosures. All the great
+industries of the country require men of trained minds and directive
+intelligence to organize and control them, and the colleges are
+recognized agencies to help produce them.
+
+Our literature is also largely the fruit of college labor and tastes.
+The colleges, as centers of intellectual life, have fostered literary
+tastes in those who have built up and enriched literature. Their
+libraries and lectures have gathered together men of literary aims and
+ambitions, so that the seat of the college has become the home of new
+and grand ideas, which at once encourage literature and science. This
+congenial intellectual atmosphere has incited many a young person to
+project noble literary plans.
+
+The majority of great writers have spent years at the university. Lord
+Bacon outlined his gigantic plan for "the Instauration of the
+Sciences" during the four years spent in the University of Cambridge.
+Milton laid the foundations of his classical scholarship in the
+university. "Newton was matured in academic discipline, a fellow in
+Trinity College, Cambridge, and a professor of mathematics. He passed
+fifteen years of his life in the cloisters of a college, and solved
+the problems of the universe from the turret over Trinity gateway."
+
+The literary influences of our colleges were early manifest in our
+nation. The scholarship, classical taste, and fine literary style of
+the superior men in public life led the Earl of Chatham, in the House
+of Lords, in 1775, to pay "a tribute of eloquent homage to the
+intellectual force, the symmetry, and the decorum of the state papers
+recently transmitted from America, which was virtually an announcement
+that America had become an integral part of the civilized world, and a
+member of the republic of letters."
+
+The colleges have nourished the conditions out of which a pure,
+classical literature may grow. Such men as Edward T. Channing, of
+Harvard, and Webster, Worcester and Goodrich, of Yale, have performed
+an inestimable service in preparing the way for our mother tongue to
+be spoken in its purity.
+
+In the line of history, the American colleges have given the nation
+such men as Bancroft, Parkman, Palfrey, Prescott, Motley, Winthrop and
+Adams. In the sciences, there are Dana, Gray, Cooke, Walker, Porter,
+Woolsey and Agassiz. In law and political science, we have Hamilton,
+Jefferson, Adams, Evarts, Webster, Chase, Choate, Everett and Sumner.
+These men have been the true architects of the state. The pulpit is
+represented by such men as Mather, Edwards, Dwight, Storrs, Warren,
+Beecher, Talmage, Cook, Thomson and Brooks.
+
+Literary genius has been displayed by men like Longfellow, Bryant,
+Lowell, Holmes, Hawthorne, Mitchell, Holland, Emerson and a host of
+lights scarcely less brilliant. These men, who have written in a terse
+and graphic style, received their stimulus and training in college,
+and are among the bright examples of classical scholarship, and the
+results of their genius have enriched character and enlightened the
+world.
+
+The periodical literature reflects the prevailing ideas, sentiments
+and spirit of the American people. The college-trained men have been
+especially quick to utilize this throne of power to guide the public
+mind to right principles and inspiring motives. The colleges must
+continue to be fountains whence shall flow a pure, earnest, and
+truthful literature, which will, in a great measure, determine the
+destiny of the present and future generations.
+
+We are especially indebted to the colleges for the maintenance of the
+ascendency of the moral and religious principles which have done so
+much in unfolding and shaping our national life. The religious
+sentiment has been the controlling spirit of the nation, and our
+patriotism has issued from a meditative and religious temper, which
+the colleges have been foremost in fostering. Nearly all the great
+religious and reformatory movements have proceeded from the colleges
+and universities, whereby great good has come to society. "It was
+through the interchange of students between the Universities of Oxford
+and Prague that the teachings of Wycliff passed over into Bohemia and
+issued in the splendid work of Huss. It was from college students of
+Florence that Colet, and Erasmus, and More caught somewhat of the
+spirit of Savonarola, and felt the power of truths that emerged in
+the Italian Renaissance, and made them contribute so grandly to
+religious liberty in England. It was in the presence of the college
+students of Germany that Martin Luther nailed his thesis to the doors,
+and burned the papal bull, and lit the watch-fire of the Reformation
+that has awaked an answering brightness from ten thousand hills. It
+was from a little circle of Oxford students that God led forth Wesley
+and Whitfield to shake the mighty pillars of unbelief in the
+eighteenth century."
+
+President William F. Warren says: "By means of the great religious
+movement called Puritanism, the English University of Cambridge
+shaped, for nearly two hundred years, the intellectual and spiritual
+life of New England. Emmanuel College, the one in which John Harvard,
+Thomas Hooker, John Cotton, and many of the early New England leaders
+were educated, was founded for the express purpose of providing a
+nursery for the propagation of Puritan principles. Never were the
+hopes of founders more fruitfully fulfilled. The New World, then just
+opening, furnished a field of unimagined extent, with motives and
+social forces and ranges of opportunity which even yet are a marvel.
+By founding a new England beyond the sea, and planting a new Emmanuel
+College in a new Cambridge, English Puritanism was enabled to
+transcend itself, to exchange the attitude of a struggling
+ecclesiastical party for that of an Established Church. It gained the
+opportunity to originate a new social order, and to impress itself
+upon a new age, built upon new and democratic principles. The initial
+and fundamental covenant out of which grew the chief of all New
+England colonies--that of Massachusetts Bay--was formulated and signed
+in ancient Cambridge. In fact, in American Puritanism, with its
+social, civil, and religious results, may be seen the high-water mark
+of the intellectual and spiritual influence which, in the whole course
+of history, have thus far proceeded from the banks of the Cam." The
+church, in harmony with the genius of Christianity, has always
+fostered education. It assumes to guard Christianity by directing
+education as one of its most powerful of organized forces.
+
+The existence and support of colleges are largely due to the Christian
+Church. They are the offspring of a dominant desire to promote the
+cause of Christ, and make them powerful agencies for a positive and
+aggressive Christianity. In the middle ages the pious princes,
+Charlemagne and Alfred, established schools for the elevation of the
+clergy. Oxford, Cambridge and Glasgow Universities were established
+and fostered by the church to educate more fully the clergy. The
+founders of Harvard College thus described their motive: "Dreading to
+leave an illiterate ministry to the churches, when our ministers shall
+lie in the dust." Yale College was founded by preachers for a like
+purpose. Princeton College was founded "to supply the church with
+learned and able preachers of the Word." The fact is that prior to the
+eighteenth century there was no university founded save those
+established for the glory of God and the good of the church.
+
+The chosen mottoes of the colleges indicate the spirit of the
+founders. That of Oxford is, "The Lord is My Light;" Harvard, "Christ
+and the Church;" Yale, "Light and Truth." Eighty-three per cent. of
+the colleges in our land were founded by Christian philanthropy, and
+are under denominational control. The spirit of infidelity does not
+lead men to make the sacrifices to found colleges. Perhaps there is
+not more than one in our nation.
+
+The majority of colleges are positively religious. According to Dr.
+Dorchester, even Harvard, the oldest college in the United States,
+that wishes to be understood as non-denominational, has been, for more
+than half a century, "under the direction of a Board of Fellows, all
+of whom have been Unitarians, except one elected within a few years;
+and, besides, the theological school of Harvard College is usually
+mentioned in the Unitarian Year Book as a Unitarian institution."
+Leland Stanford University is one of the youngest and richest of our
+American colleges. The regulations declare it to be the duty of the
+trustees "to prohibit sectarian instruction, but to have taught the
+immortality of the soul, the existence of an all-wise and benevolent
+Creator, and that obedience to His laws is the highest duty of man."
+
+Both of these colleges, reported as "non-sectarian," generously
+provide buildings and pastors for religious services and lectures. Dr.
+Dorchester believes that one-third of the State universities are under
+the presidency of evangelical divines. He further states that "in 1830
+the students in the denominational colleges were 76.6 per cent. of the
+whole; in 1884, they were 79.2 per cent."
+
+All the foregoing facts show the strong and enduring progress of
+Christianity in the United States; that it is "identified with the
+highest educational culture of the age; that the denominational
+institutions are incalculably leading in number and students all the
+undenominational colleges, and that the great principles and blessed
+experiences of Christianity are voluntarily and intelligently adopted
+by a far larger proportion of college students than ever before."
+
+The colleges have upheld the vital truths of the gospel by expounding
+the scriptures, and setting forth their ethical and religious
+teaching. They recognize that the divine order in saving men is
+through the inward working of the truth and spirit of God in their
+souls. Since knowledge is essential to salvation, it is a duty to
+enlighten men and bring them to understand the divine plan of
+salvation. The Bible has been communicated to us in foreign languages,
+and requires prolonged study and extensive knowledge in order that
+these oracles of God may be known and accepted among men.
+
+The colleges have given a higher efficiency to the Christian ministry.
+There are those who have obtained their training and knowledge outside
+of the college who have accomplished great good. There are pious and
+devoted men who are illiterate, but whose Christian work has been
+attended with more apparent results than some college-trained
+ministers. These, however, are the exception. The rule is that those
+who combine with their piety scholarly acquisitions exert by far the
+greatest influence for good. The history of Christianity shows how God
+has raised up a multitude of scholarly men to uphold the supremacy of
+the gospel over all its foes. Paul, Luther, Melancthon, Calvin, Knox,
+Cranmer, Wesley and Fletcher were all college-trained men. These men,
+with others, endowed with mental vigor, great learning and executive
+force, have been used by God to accomplish His great task of building
+up His kingdom on earth.
+
+The church has learned that there is no need of antagonism between
+knowledge and spirituality. Knowledge and intellectual training may
+work evil in an undevout mind, but when consecrated to the service of
+Christ, learning becomes the handmaid of piety. The strength and power
+of the Christian Church of to-day are attributable in no small degree
+to the Christian colleges, that have not only encouraged mental
+training, but have fostered refinement and humble evangelical piety.
+The union of scholarly training and a holy life has raised the
+ministry in the public estimation so that it commands more respect and
+influence for good than ever before. The cause of Christ never took
+such hold on the popular mind, and its influence never penetrated so
+deeply the foundations of our social organism as it does in our day.
+
+It is farthest from our aim to exalt and magnify the knowledge that
+"puffeth up," or unduly to glorify the human faculties, but we do
+plead that the widest opportunity be offered our youth to enlarge
+their knowledge, and strengthen and train their mental powers, and
+make the most of themselves, and that they may be consecrated to the
+Master's service. Men and women thus trained in our Christian
+colleges, and eminent alike for learning and piety, will more and more
+esteem the divine revelations, and through them help to hasten the
+establishment of the Kingdom of righteousness on the earth.
+
+The Students' Volunteer Movement began in 1876. It aims to awaken a
+deeper interest in foreign missions among college students, and to
+enlist their services. Within a brief period, more than 4,000 students
+consecrated their lives to this heroic Christian work. Already, since
+the movement began, 600 young men and women have entered the mission
+field, and thousands of others are waiting on a hesitating church to
+furnish the means to send them to work in foreign lands. Well did
+Ex-President McCosh say that the Christian Church had not witnessed
+such a spirit of consecration since the day of Pentecost.
+
+The colleges have done another valuable service in awakening and
+strengthening in the national life a deeper sense of the value and
+importance of human knowledge. They are monuments of the dignity and
+worth of ideas, and the aspirations of the human soul.
+
+In a new country, with its marvelous possibilities, the danger has
+been in having an excessive and exaggerated estimate of our national
+advantages, and our civilization has tended to take on a too
+mechanical and material character. We need to have more time to
+cultivate the nobler nature, and, by Christian and scholarly
+associations and more intimate friendships, discover and prize the
+fineness and sweetness of character in others, which may enrich our
+own life and incite us to worthy action. It is the province of higher
+education to help foster those conditions of mind and heart whose
+flexibility and natural aptitudes lead the individual "to draw ever
+nearer to a sense of what is indeed beautiful, graceful, and
+becoming." Such wisdom and goodness are of the highest practical
+utility in the life of a nation. The colleges have helped to offset
+the material tendency of our civilization by holding up high ideals
+and emphasizing the supremacy of the unseen mental, moral, and
+spiritual forces in our life. Through their leadership in the schools,
+and through the press, platform and pulpit, they have introduced into
+the fomenting mind of the republic the noblest ideals and the most
+generous incentives, which have, in a large measure, transformed
+public sentiment for the better. We have, at least, learned one great
+lesson in our history: that if we would have peace, contentment,
+happiness and prosperity, we must give the people a Christian
+education, and put all we can into character.
+
+The college receives students from all ranks and conditions of
+society, and holds open to them its great opportunities, and worthily
+trains them to go forth into those professions and higher walks of
+life where their generous character and refreshing influences may be
+of larger service to the whole community. In the language of President
+Thwing, it may be said that "it is to the people that the college and
+university desire to give more than they receive from the people. It
+is not unjust to say that the people are debtors. The community has
+given to Yale, and to Princeton, and to Harvard, much, but Yale, and
+Princeton, and Harvard have given to the community more. For the
+college and the university are set to hold up the worth of things to
+the mind, and these things are the worthiest. In an age democratic and
+material, they are to represent the monarchy of the immaterial. In an
+age of luxuriousness, they are to declare the words of Him, homeless
+and pillowless, who said: 'A man's life consisteth not in the
+abundance of things which he hath.' They stand for the continuity of
+the best life, intellectual, ethical, religious, Christian. In the
+realm of thought, they stand for the value of ideas; in the realm of
+morals, for the value of ideals; in the realm of being, like the
+church, for the value of character."
+
+Next to the home, the college has been the ruling spirit in private
+and public life. The colleges have rigorously upheld the principles of
+piety, justice and sacred regard for truth as the best foundation of
+social order. The true wealth and power of the nation are the great
+and good men produced by the colleges whose example and influence have
+been to promote intelligence and good order in society.
+
+We look over our vast territory, with its multiplied resources and
+growing population, and rejoice in our material possibilities and
+social privileges. But what is better and grander than all these, is
+the fact that more than 300 Christian colleges are scattered over our
+land as beacon lights in our national life, building up Christian
+character as the best legacy for present and future generations. Some
+of the colleges are yet weak and struggling, but they glory in their
+aspirations and prospects of future grandeur. The great fabric of our
+national life is radiant with the golden threads of good influences
+emanating from these centers of superior intelligence and instruction,
+where time is given for careful thought and reflection on the great
+problems of life.
+
+Education by the Christian college is essential to the largest growth
+and progress of the state, the church, and all humanitarian movements.
+"The progress grows more rapid," says William T. Harris, "as the
+Christian spirit which leavens our civilizations sends forward, one
+after another, its legions into the field; for great inventions, as
+well as great moral reforms, proceed from Christianity."
+
+No one can afford to be indifferent to the power and influence for
+good of the Christian college. These are immeasurable. The Christian
+Church and all the friends of human progress and welfare must, more
+and more, emphasize the lesson that, if we educate in our colleges the
+leading minds of the nation, we will be able so to control the
+prevailing habits and modes of thought throughout the country as to
+secure the permanency and glory of Christian liberty and religious
+institutions.
+
+These truths may be enforced by many historic examples. The Jesuits
+have always been eminent for their adroit management of men. They
+recovered a large part of Europe to the papacy by seizing and
+controlling the colleges and universities as fountains of power. They
+had at one time under their control 600 colleges. They made it their
+business to educate the leading minds, and through them to guide and
+govern communities and nations. When only one in thirty of the
+inhabitants of Austria adhered to the papacy, Professor Ranke says
+that "the Jesuits obtained a controlling influence in the
+universities, and in a single generation Austria was lost to the
+Reformation and regained to the papal hierarchy."
+
+In the sixteenth century, the Protestant King of Poland appointed a
+Jesuit minister of public instruction, who soon filled the professors'
+chairs with members of his own order. The "scale was soon turned, and
+the doctrines of the Reformation never again recovered the
+ascendency."
+
+In our own day, the influence of a college education is seen in the
+case of a number of young Bulgarians at Roberts College, in
+Constantinople. These students rekindled hope and courage in the
+people and revived the feeling of nationality in the hearts of the
+Bulgarians. This prepared the way for a general uprising in 1876, the
+bloody repression of which brought on the war with Russia, which led
+to the liberation of the province. Thus, influences descend with power
+from above into society. The colleges are the right arm of strength
+for all noble efforts for human welfare. Professor Van Holst, in his
+recent address, delivered at Chicago, said: "The most effectual way to
+lift the masses to a higher plane--materially, intellectually and
+morally--is to do everything favoring the climbing up of an
+ever-increasing minority to higher and higher intellectual and moral
+altitudes. Therefore, universities of the very highest order become
+every year more desirable--nay, necessary--for the preservation and
+the development of the vital forces of American democracy.
+Undoubtedly, to have them established is the interest of those who
+would frequent them, but it is still infinitely more in the interests
+of the American people in its entirety."
+
+It is impossible to estimate all the good that comes to society
+through the influence of the college. It is quite evident that our
+colleges stand for the production of the highest manhood and
+womanhood, and their friends should marshal their forces to enhance
+their growth and usefulness. It is the underlying forces at work for
+good in our colleges that insure the integrity and safety of our
+social and religious organizations. Men and women who have means
+should regard it a privilege to lavish their gifts upon the colleges
+that labor for the imperishable things of life, and provide incentives
+for the highest Christian character and activity. He who consecrates
+his money to found a professorship in a Christian college erects a
+monument to the worth of the human soul, and perpetuates his own fame.
+He helps the colleges to determine, in a large measure, the character
+of the persons who shall fill our pulpits, teach our schools, edit our
+papers, write our books, and give direction to all the political and
+social movements. The dangers that menace our nation lie in the lack
+of intelligent Christian leadership. It is within the power of friends
+of the colleges to enroll among the college graduates a vast army of
+the youth of our land, whose largeness of manhood and womanhood and
+magnificence of character will commend themselves to the love and
+esteem of the lowly and suffering in every land.
+
+Lord Macaulay once said that "the destiny of England is in the great
+heart of England," and we may safely say that the power for usefulness
+of the colleges is in the great heart of the Christian people of
+America, who will be more and more loyal to the sacred trust.
+
+
+
+
++--------------------------------------------------------------------+
+| TRANSCRIBER'S NOTE.                                                |
+|                                                                    |
+| The ordering of the table in Chapter II has been left as           |
+| originally printed, although Dartmouth and Queen's Rutgers are not |
+| in chronological order.                                            |
++--------------------------------------------------------------------+
+
+
+
+
+
+End of Project Gutenberg's Colleges in America, by John Marshall Barker
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+
+The Project Gutenberg EBook of Colleges in America, by John Marshall Barker
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Colleges in America
+
+Author: John Marshall Barker
+
+Contributor: Sylvester F. Scovel
+
+Release Date: May 9, 2008 [EBook #25400]
+
+Language: English
+
+Character set encoding: ISO-8859-1
+
+*** START OF THIS PROJECT GUTENBERG EBOOK COLLEGES IN AMERICA ***
+
+
+
+
+Produced by Bryan Ness, Chris Logan and the Online
+Distributed Proofreading Team at https://www.pgdp.net
+
+
+
+
+
+
+</pre>
+
+
+
+<h1>COLLEGES IN AMERICA.<br /><br />
+<span class="title_by">BY</span><br /><br />
+<span class="title_author">JOHN MARSHALL BARKER, Ph. D.</span></h1>
+
+<p class="title_intro_by">WITH AN INTRODUCTION BY</p>
+
+<p class="title_intro_author">REV. SYLVESTER F. SCOVEL, LL. D.,</p>
+
+<p class="title_intro_president">PRESIDENT OF THE UNIVERSITY OF WOOSTER.</p>
+
+<div class="logo" style="width: 94px;">
+<img src="images/logo.png" width="94" height="116" alt="Logo" title="Logo" />
+</div>
+
+<p class="title_publisher">The Cleveland Printing &amp; Publishing Co.,<br />
+Cleveland, Ohio.<br />
+1894.</p>
+
+
+<div class="section_break"></div>
+<p class="copyright">Copyright, 1894,<br />
+The Cleveland Printing &amp; Publishing Co.</p>
+
+
+
+<div class="section_break"></div>
+<p class="dedication">TO ONE OF THE<br />
+GREATEST LIVING SCHOLARS AND EDUCATORS,<br />
+<span class="dedication_to">REV. WILLIAM F. WARREN, LL. D.,</span><br />
+PRESIDENT OF BOSTON UNIVERSITY.<br />
+</p>
+
+
+
+<div class="section_break"></div>
+<h2><a name="NOTE" id="NOTE"></a>NOTE.</h2>
+
+
+<p>The author of this volume aims to give the reader a brief survey of
+the growth, functions, and work of the American Colleges. It has been
+a pleasure to visit many of the colleges and gather facts, receive
+impressions and carry away many pleasant recollections regarding them.</p>
+
+<p>The following authorities have been helpful in the preparation of the
+work: "A History of Education," by F. V. N. Painter; "The Rise and
+Early Constitution of Universities," by S. S. Laurie; "Education in
+the United States," by Richard G. Boone; "Essays on Educational
+Reformers," by Robert H. Quick; "Education," by Herbert Spencer;
+"Universities in Germany," by J. M. Hart; Huxley's "Technical
+Education;" Froude's "Essay on Education,"; "The American College and
+the American Public," by President Noah Porter; "Prayer for Colleges,"
+by Professor W. S. Tyler; "American Colleges: their Life and Work,"
+and "Within College Walls," by President Chas. F. Thwing;
+"Universities on the Continent," and "Culture and Anarchy," by Matthew
+Arnold; "Educational Essays," by Bishop Edward Thomson; "Christianity
+in the United States," by Daniel Dorchester; "College Life," by
+Stephen Olin; "The Intellectual Life," by P. G. Hamerton; "Essays on a
+Liberal Education," by F. W. Farrar; "History of Higher Education" in
+the several States, prepared by the Bureau of Education; "Reports of
+the Commissioner of Education for 1890-'91;" and the periodical
+literature bearing on the subject.</p>
+
+
+
+<div class="section_break"></div>
+<h2><a name="CONTENTS" id="CONTENTS"></a>CONTENTS.</h2>
+
+<div class="toc">
+<table summary="Table of contents.">
+<tbody>
+<tr>
+  <td class="table_right">I.</td>
+  <td>The Rise of Universities in the Old World,</td>
+  <td class="table_right"><a href="#I">13</a></td>
+</tr>
+<tr>
+  <td class="table_right">II.</td>
+  <td>The Planting of Colleges in the New World,</td>
+  <td class="table_right"><a href="#II">36</a></td>
+</tr>
+<tr>
+  <td class="table_right">III.</td>
+  <td>Characteristics of the American College,</td>
+  <td class="table_right"><a href="#III">69</a></td>
+</tr>
+<tr>
+  <td class="table_right">IV.</td>
+  <td>The Functions of the American College,</td>
+  <td class="table_right"><a href="#IV">104</a></td>
+</tr>
+<tr>
+  <td>&nbsp;</td>
+  <td class="toc_section_name"><em>a.</em> A Symmetrical Development.</td>
+  <td>&nbsp;</td>
+</tr>
+<tr>
+  <td>&nbsp;</td>
+  <td class="toc_section_name"><em>b.</em> The Advancement of Knowledge.</td>
+  <td>&nbsp;</td>
+</tr>
+<tr>
+  <td>&nbsp;</td>
+  <td class="toc_section_name"><em>c.</em> Preparation for Service.</td>
+  <td>&nbsp;</td>
+</tr>
+<tr>
+  <td class="table_right">V.</td>
+  <td>Student Life in College,</td>
+  <td class="table_right"><a href="#V">156</a></td>
+</tr>
+<tr>
+  <td class="table_right">VI.</td>
+  <td>The Personal Factors in a College Education,</td>
+  <td class="table_right"><a href="#VI">178</a></td>
+</tr>
+<tr>
+  <td class="table_right">VII.</td>
+  <td>The Practical Value of an Education,</td>
+  <td class="table_right"><a href="#VII">196</a></td>
+</tr>
+<tr>
+  <td class="table_right">VIII.</td>
+  <td>Our Indebtedness to Colleges,</td>
+  <td class="table_right"><a href="#VIII">229</a></td>
+</tr>
+</tbody>
+</table>
+</div>
+
+
+<div class="section_break"></div>
+<p><span class='pagenum'><a name="Page_7" id="Page_7">Page 7</a></span></p>
+<h2><a name="INTRODUCTION" id="INTRODUCTION"></a>INTRODUCTION.</h2>
+
+
+<p>I cannot be unwilling to avail myself of any opportunity to turn the
+attention of the Christian public to the Christian College. It is a
+noble public and an equally noble object. I can conceive of no
+worthier or more Christian thing than the caretaking of one generation
+that the next one which must necessarily lie so long under its
+influence and for which it is therefore so thoroughly responsible,
+should receive a Christian education.</p>
+
+<p>To put Christ at the center and make Him felt to the circumference (as
+Bungener said in speaking of Calvin's school policy), is exceedingly
+difficult. But it is exceedingly important. It is, indeed, vital and
+pivotal.</p>
+
+<p>The dangers about it are great and ever greater. They come from the
+general<span class='pagenum'><a name="Page_8" id="Page_8">Page 8</a></span> worldliness of all things and everybody in this age of
+unprecedentedly rapid and splendid material development. They are
+increased by the growth of speculative infidelity whether of the
+philosophical or scientific phase. They spring out of everything which
+lowers the Bible from that supreme and sovereign consideration by
+which alone it can hold the place in education which the Old Testament
+economy gave it, and which all the books of all the other
+book-religions of the world most unquestioningly possess. They are
+born of all that false theorizing about the limits of government and
+the liberty of conscience which issues in the demands for utter
+secularization of every institution of the State, while at the same
+time the necessities of popular government are demonstrating that
+education must be by the State. They are intensified by the divided
+opinion of the church universal, of which the Catholic and Greek
+sections hold that education must be religious and under the care of<span class='pagenum'><a name="Page_9" id="Page_9">Page 9</a></span>
+the Church; while the State-Church Protestant section holds that it
+may be religious under certain conditions, and the extreme
+secularistic protestant wing holds that it cannot be religious because
+conducted by the State, and a rather diminishing protestant section in
+free-church nations holds that the higher education should be
+Christian, while the secondary and primary may safely be left to the
+secular State.</p>
+
+<p>These dangers are not only imminent but actual. The whole effort to
+support a Christian education in the public schools is sometimes
+called a "bootless wrangle." One section is thrown over towards
+secularism, pure and simple, in recoiling from Church-education
+exclusive and reactionary. The leading of the little child, the
+favorite indication of the millennium's arrival, is frustrated amid
+the clamor of the free thinkers and the uncertainty of the Church and
+the necessities of the State. We are slowly but surely, if we go on
+in<span class='pagenum'><a name="Page_10" id="Page_10">Page 10</a></span> this way, taking our children out of Christ's arms and our youth
+from beside His footsteps. And that is at once the most fearful sin
+against Him, and the most terrible injustice to them, we could
+possibly commit. Who can do anything to stay this destructive
+tendency? "God bless him," I would say in Livingstone's spirit,
+"whoever he may be," that will help to heal this open wound of the
+world.</p>
+
+<p>I think Mr. Barker's little book will help. It supplies much
+information carefully collected from scattered sources, given in brief
+and explicit statements. Its range of themes is wide and upon them all
+some standard thoughts are given. It is addressed to all readers and
+should find them among parents (whom it should make patrons), among
+those who have hearts to pray and those who have hands to help. It
+will prove to be of rare interest to all whose duty it is to teach,
+and it has much wise counsel for those who are to study.</p>
+
+<p>The treatment of the function of the Col<span class='pagenum'><a name="Page_11" id="Page_11">Page 11</a></span>lege for the cultivation of
+the moral and spiritual nature (Chapter IV) deserves special
+attention. Its declarations are firm, its ideals high and its selected
+opinions apt and forcible. It ought to end the reign of any
+institution in which religion is not put at the center and kept as
+efficient as human instrumentalities can make it. The demand for
+professors of pronounced Christian character and convictions is timely
+and is fearlessly made.</p>
+
+<p>The discussion of the currents and counter-currents of influences in
+college life cannot but be useful, with a possibly increased emphasis
+against the secret societies and a caution against organizations of
+undergraduates for active partisan work in politics. The time for
+these fruits is "not yet."</p>
+
+<p>Admirably the author shows that we have the best College material in
+the world and that it behaves itself best. And there can be no lack of
+agreement as to the arousing arguments and the closing chap<span class='pagenum'><a name="Page_12" id="Page_12">Page 12</a></span>ters
+concerning the usefulness of colleges to the individual and the
+community. May it serve to kindle and to extend when kindled the
+wholesome enthusiasm its respected author manifests both by word and
+work.</p>
+
+<p class="signed">Sylvester F. Scovel.</p>
+
+<p>The University of Wooster,<br />
+July 9, 1894.</p>
+
+
+<div class="section_break"></div>
+<p><span class='pagenum'><a name="Page_13" id="Page_13">Page 13</a></span></p>
+<h2><a name="COLLEGES_IN_AMERICA" id="COLLEGES_IN_AMERICA"></a>COLLEGES IN AMERICA.</h2>
+
+
+
+<div class="thought_break"></div>
+<h3><a name="I" id="I"></a>I.<br /><br />
+
+THE RISE OF UNIVERSITIES IN THE OLD WORLD.</h3>
+
+
+<p>The American college system is deeply rooted in the past. It will be
+better understood if we trace briefly its historic connection with the
+ancient and European seats of learning. Higher education has been
+promoted among all great nations. Flourishing colleges were founded
+among ancient people. In the kingdoms of Judah and Israel, schools of
+the Prophets were located at Bethel, Gibeah, Gilgal, Jericho and
+Naioth. The Academy of Athens, the Museum of Alexandria, the Athen&aelig;um
+of Rome were once centers of intellectual ac<span class='pagenum'><a name="Page_14" id="Page_14">Page 14</a></span>tivity and spread their
+influence over the civilized world.</p>
+
+<p>The Greek race especially commands our attention for its activity in
+matters relating to higher education. The Academy of Plato flourished
+for nine hundred years. The schools of Athens are noted for their
+great and permanent influence in awakening thought and shedding the
+light of their teaching among the nations of the world. "So charged,"
+says Cardinal Newman, "is the moral atmosphere of the East with Greek
+civilization, that down to this day those tribes are said to show to
+most advantage which can claim relation of place and kin with Greek
+colonies established two thousand years ago." The influences of the
+scholastic halls of Plato and Aristotle span the centuries with their
+light and power.</p>
+
+<p>Here truths were taught that have found universal acceptance. Down to
+the second century, Athens was a favorite resort for students. The
+college at Alexandria, where<span class='pagenum'><a name="Page_15" id="Page_15">Page 15</a></span> so many of the Fathers of the Church
+were educated, was founded and carefully organized by Ptolemy two
+centuries before the Christian era. For six hundred years it exerted a
+great influence on the youth who gathered from all parts of the
+civilized world to receive instruction from its eminent professors.</p>
+
+<p>Roman colleges likewise exerted a wholesome influence in their day.
+They began during the life-time of Quintilian, in the second century,
+and it continued to be the deliberate policy of Augustus, Vespasian
+and Hadrian to multiply and extend the influence of endowed schools in
+Rome and provincial towns. Their object, says Merivale, was to
+"restore the tone of society and infuse into the national mind
+healthier sentiments." These Romano-Hellenic schools were so tenacious
+of life that they continued to flourish down to the fifth century.
+Owing to the decline of personal morality and the low conceptions of
+the ends of human life, and other general in<span class='pagenum'><a name="Page_16" id="Page_16">Page 16</a></span>fluences which led to the
+downfall of the empire, these schools finally degenerated and could no
+longer survive.</p>
+
+<p>"Some great new spiritual force," says Professor Laurie, "was needed
+to reform society and the education of the young. That force was at
+hand in Christianity; and if it very early assumed a negative, if not
+a prohibitory, attitude to the old learning, it may be conceded that
+this was an inevitable step in the development of a new ethical idea."</p>
+
+<p>The Christian system of education gradually superseded the pagan
+system. Christianity fortified the sense of personality and introduced
+the idea of a broader and deeper sentiment of human brotherhood, which
+helped to diffuse the spirit of education among the people and awaken
+in the human mind a sense of its native dignity and power.</p>
+
+<p>There were in the first century such men as Clemens, Ignatius and
+Polycarp, who employed their talent to build up Chris<span class='pagenum'><a name="Page_17" id="Page_17">Page 17</a></span>tianity and
+encourage the education of the people. In the second century, "the
+number of the learned men increased considerably, the majority of whom
+were philosophers attached to the elective system." It was at the
+close of this century (181 A. D.) that the first Christian
+catechetical school was established at Alexandria, in accord with
+Christian requirements. Such schools soon became numerous and
+efficient, and were under the superintendence of the Bishops. The
+priests, as well as the laity, were educated in them. At the end of
+the fourth century they had entirely superseded the schools of the
+<em>grammaticus</em>, when ancient culture became practically extinct.</p>
+
+<p>The monastic schools arose in the fifth century to supplant the
+Romano-Hellenic schools. Chief among the founders in the West was
+Benedict, who in 428 A. D. founded a monastery on Monte Cassino, near
+Naples. "He had educational as well as religious aims from the first,
+and it is to the monks of this rapidly extending order,<span class='pagenum'><a name="Page_18" id="Page_18">Page 18</a></span> or to the
+influence which their 'rule' exercised on other conventual orders,
+such as the Columban, that we owe the diffusion of schools in the
+early part of the Middle Ages and the preservation of ancient
+learning. The Benedictine monks not only taught in their own
+monasteries, but were everywhere in demand as heads of Episcopal or
+Cathedral schools."<a name="FNanchor_A_1" id="FNanchor_A_1"></a><a href="#Footnote_A_1" class="fnanchor">[A]</a></p>
+
+<div class="footnote"><p><a name="Footnote_A_1" id="Footnote_A_1"></a><a href="#FNanchor_A_1"><span class="label">[A]</span></a> Laurie.</p></div>
+
+<p>The monastic schools multiplied rapidly throughout Europe and took the
+lead in education and gained more influence than the episcopal
+schools. These schools, sheltered by the church, existed from the
+fourth to the twelfth century for the benefit of the ecclesiastical
+body. The majority of them did not admit lay instruction until the
+middle of the ninth century. Education during this period, with few
+exceptional centers, was crude and unenlightened. The power of the
+medi&aelig;val machinery was such that these schools gave to the clergy only
+the mere rudiments of<span class='pagenum'><a name="Page_19" id="Page_19">Page 19</a></span> learning. The conception of education at first
+did not embrace the culture of the whole man. It was commonly thought
+that the religious life opposed the life of the world, and that the
+temporal life should be one of abnegation and asceticism. It was the
+belief that human reason could not be trusted to have independent
+activity, and so dogma was substituted for its free movement. The mind
+was cribbed and confined by rules, for fear that speculations in
+philosophy and free investigations would disturb and rationalize
+theology. Thought was so fettered that philosophy, literature and
+science were almost forgotten. Everything was done to subserve the
+faith and suppress heresy. The Latin and Greek classics were denounced
+as the offspring of the pagan world. It required several centuries for
+the Christian world to conceive that there was no antagonism between
+reason and authority, and between Greek and Roman culture and the
+Christian religion. These schools, however, did a valuable serv<span class='pagenum'><a name="Page_20" id="Page_20">Page 20</a></span>ice to
+the cause of education by transcribing manuscripts and becoming
+repositories of ancient learning.</p>
+
+<p>The intellectual chaos began to end about the tenth century. The
+re-establishment of civilization and the revival of learning was still
+more manifest during the eleventh century, and soon university life
+became possible. The time was evidently ripe for Europe to awake from
+its intellectual sleep and begin a new educational development. The
+general causes which contributed to give fresh impulse to higher
+education at this time were the growing tendency to organization, the
+Saracen influence and the desire for higher learning in the more
+important centers. "The universities were founded," says Professor
+Laurie, "by a concurrence of able men who had something they wished to
+teach, and of youth who desired to learn. *&nbsp;*&nbsp;* It was the eternal
+need of the human spirit in its relation to the unseen that originated
+the University of Paris. We may say then<span class='pagenum'><a name="Page_21" id="Page_21">Page 21</a></span> that it was the improvement
+of the professions of medicine, law and theology which led to the
+inception and organization of the first great schools."</p>
+
+<p>The people felt the need of providing and obtaining instruction beyond
+the monastic and episcopal schools. By the natural development of
+these, a number of high-grade schools were established which
+afterwards gave rise to the universities. They came into existence
+without charter from either ecclesiastical or civil power, and were
+not controlled or directed by either. The importance of these
+institutions was soon discovered by both Pope and Emperor, who
+cultivated friendly relations with these free, voluntary and
+self-supporting centers of learning and gave them special privileges
+and encouragement.</p>
+
+<p>Among the first European schools was that of Salerno, in Italy, which
+was known as a school of medicine as early as the ninth century. The
+University of Bologna arose at the close of the twelfth century. In<span class='pagenum'><a name="Page_22" id="Page_22">Page 22</a></span>
+1211 the University of Paris became a legal corporation. Oxford began
+as a secondary school, and passed to the rank of a university in 1140,
+and Cambridge was established in the year 1200. Professor Laurie says
+that "in the course of the twelfth and thirteenth centuries there grew
+up in Europe ten universities; while in the fourteenth century we find
+eighteen added; and in the fifteenth century twenty-nine arose,
+including St. Andrew's (1411), Glasgow (1454), Aberdeen (1477). The
+great intellectual activity of the fourteenth century, which led to
+the rise of so many universities, coincides with the first revival of
+letters, or rather was one manifestation of the revival." The main
+center of this great intellectual movement was the University of
+Paris, the mother of universities, which gained pre-eminence in the
+great studies of theology and philosophy. It was chartered by Philip
+Augustus in the thirteenth century, and was fostered by France,
+Picardy, Normandy and England. These<span class='pagenum'><a name="Page_23" id="Page_23">Page 23</a></span> united and organized the Faculty
+of Arts, which became its chief glory. It taught the three arts, Latin
+grammar, rhetoric and dialectics, known as the <em>trivium</em>. The
+<em>quadrivium</em>, embracing arithmetic, geometry, astronomy and music, was
+likewise taught. The Faculty of Theology was created in 1257, that of
+Law in 1271, and that of Medicine in 1274.</p>
+
+<p>Matthew Arnold says that "the University of Paris was the main center
+of medi&aelig;val science, and the authoritative school of medi&aelig;val
+teaching. It received names expressing the most enthusiastic devotion,
+the <em>Fountain of Knowledge</em>, the <em>Tree of Life</em>, the <em>Candlestick of
+the House of the Lord</em>. *&nbsp;*&nbsp;* Here came Roger Bacon, Saint Thomas
+Aquinas and Dante; here studied the founder of the first university of
+the empire, Charles the Fourth, Emperor of Germany and King of
+Bohemia, founder of the University of Prague."</p>
+
+<p>The intellectual lead which belonged to France in the twelfth and
+thirteenth cen<span class='pagenum'><a name="Page_24" id="Page_24">Page 24</a></span>turies passed to Italy in the fourteenth century. Some
+of the universities in Italy ranked among the best in Europe. They
+were chiefly distinguished for their studies in law and medicine. In
+the early part of the thirteenth century, the University of Bologna
+was famous throughout the world, having at one time 12,000 students
+from all parts of Europe. These universities continued to exert a
+powerful influence until Catholicism triumphed over the abortive
+attempts at religious reform, and there settled down over the
+brilliant Italy of the Renaissance an unprogressive and
+anti-intellectual influence from which she has never fully recovered.</p>
+
+<p>"The importance of the university in the thirteenth and fourteenth
+centuries," says Matthew Arnold, "was extraordinary. Men's minds were
+possessed with a wonderful zeal for knowledge, or what was then
+thought knowledge, and the University of Paris was the great fount
+from which this knowledge issued. The University and<span class='pagenum'><a name="Page_25" id="Page_25">Page 25</a></span> those depending
+on it, made at this time, it is said, actually a third of the
+population of Paris. *&nbsp;*&nbsp;* One asks oneself with interest, what was
+the mental food to which this vast, turbulent multitude pressed with
+such inconceivable hunger. Theology was the great matter; and there is
+no doubt that this study was by no means always that barren and verbal
+trifling which an ill-informed modern contempt is fond of representing
+it. It is evident that around the study of theology in the medi&aelig;val
+University of Paris there worked a real ferment of thought, and very
+free thought. But the University of Paris culminated as the exclusive
+devotion to theological study declined, and culminated by virtue of
+that declension."</p>
+
+<p>The great business of the universities from the twelfth to the
+seventeenth century was that of scholastic philosophy, which largely
+governed their teaching.</p>
+
+<p>The scholastic philosophy was "the legitimate development of the
+philosophy of<span class='pagenum'><a name="Page_26" id="Page_26">Page 26</a></span> Aristotle and his successors, and was the only
+philosophy possible in its day. Nay, it was an integral essential
+element in human progress. It taught men to distinguish and define,
+and has left its impress upon the language and thought of all
+civilized peoples, 'in lines manifold, deep-graven and ineffaceable.'
+Out of it has grown our modern civilization."</p>
+
+<p>The schoolmen would freely canvass the deep problems of the mind and
+soul, but would blindly exclude the new influences at work in society.
+They had to meet the opposition of the humanists, who made the study
+of Latin and Greek the basis of culture. The humanists were great
+writers and artists, who worked for more modern ideas and a newer
+civilization. They introduced the Renaissance, which was a literary
+movement that began in Italy in the fourteenth century. It was
+believed that vital knowledge was gained by knowing oneself, and that
+the best way to attain this was to study poetry, philosophy,<span class='pagenum'><a name="Page_27" id="Page_27">Page 27</a></span> history
+and all knowledge that was created by the spirit of man.
+Unfortunately, the knowledge of letters in Italy tended to paganize
+its adherents. Infidelity spread and immorality abounded in all ranks
+of society.</p>
+
+<p>The great movement of the Renaissance secured a stronghold in Germany,
+where its power was extended to the established systems of instruction
+and utilized in the interests of a purer Christianity. Melancthon and
+Erasmus and all the chief reformers except Luther, were eminent
+humanists and friends of classical learning. They were outside the
+established schools, and were the leading spirits in intellectual
+culture, so that the Renaissance triumphed with the Reformation. These
+two forces united and gave spirit and power to the humanists. The
+influence of the new learning in Germany was marked by comparative
+freedom from frivolities, skepticism and immoralities. There was a
+critical and enlightened study of classical<span class='pagenum'><a name="Page_28" id="Page_28">Page 28</a></span> literature and a reverent
+and rational study of the Bible. The literary treasures of antiquity
+were made to minister to religion. The Reformation also gave fresh
+impulses to all the schools and institutions of learning. The school
+teacher and preacher of the gospel joined hands in the common work of
+education.</p>
+
+<p>The universities, however, under the control of the schoolmen,
+retrograded and decayed because they chose to remain medi&aelig;val. They
+refused to become the educational agencies of the times, and so failed
+to be at the head of a great intellectual movement. They could not be
+induced to assimilate the new studies and make themselves the organ of
+the Renaissance and the Reformation. The rapid growth of positive and
+experimental science, however, was fatal to scholasticism. The narrow
+scholastic spirit was exemplified by Cremonini, who is called the last
+of the schoolmen, and who was professor at Padua in 1631.</p>
+
+<p><span class='pagenum'><a name="Page_29" id="Page_29">Page 29</a></span>This countryman of Galileo, after the discovery of Jupiter's
+satellites, judging that this discovery contradicted Aristotle, would
+never consent to look through a telescope again. One could not have a
+better incident to end the career of the scholastic philosophy.</p>
+
+<p>The Jesuits adopted a more liberal spirit and method. They established
+and controlled a large number of universities and schools, and made
+them the great channels of the movement of the counter-Reformation.
+Their educational activity gained for them a great reputation for
+teaching and a large patronage. In 1710, they had 612 colleges, 157
+normal schools, 24 universities and 200 missions. They were inspired
+not so much by the value they placed on culture for its own sake, as
+to promote the authority of the old religion and prevent heresy.</p>
+
+<p>The powerful initial impulse given to the cause of education by means
+of the humanists and the reformers in the fifteenth<span class='pagenum'><a name="Page_30" id="Page_30">Page 30</a></span> and sixteenth
+centuries began to flag in the seventeenth century, when the
+Protestant Church, like the Catholic, became cold and petrified. The
+universities were regarded as appendages of the church, and classical
+training largely lost its hold in Europe.</p>
+
+<p>The condition of contemporary institutions for superior instruction in
+the old world is full of promise. The importance of building up great
+universities is conceded by nearly all nations. In the judgment of Mr.
+L. D. Wishard, the Foreign Secretary of the College Y. M. C. A., there
+are 500,000 young men in Asia in the high-class institutions.</p>
+
+<p>The government of Japan, that has lately joined the Western nations in
+the onward march of civilization, gives enlightened direction to
+higher education. There are, besides the Imperial College of Tokio,
+five great secondary schools located in different centers throughout
+the empire, which serve as feeders to the university. There are<span class='pagenum'><a name="Page_31" id="Page_31">Page 31</a></span> 5,000
+youth in Christian colleges and schools in the kingdom. In the
+Christian university at Kioto there are 600 youth pursuing a college
+education under Christian teaching.</p>
+
+<p>China has always encouraged colleges for the education of her
+magistrates. "The literary class consisting of the graduates, and
+those who attend the examinations for degrees, numbering some two and
+a half millions, are the rulers of China."</p>
+
+<p>There is a growing tendency to universal education in India. "It is
+computed," says Bishop Hurst, "that in the small area of Calcutta and
+suburbs there are 28,000 alumni who have completed the curriculum in
+the five Christian colleges. There are about 2,000 who are alumni or
+students of the Calcutta University, and there are 1,000 youths
+besides who are studying up to the matriculation examinations of the
+university." The English language is the medium of instruction in all
+these institutions. It may not be wide of the mark to<span class='pagenum'><a name="Page_32" id="Page_32">Page 32</a></span> suppose that in
+all India there are not less than 40,000 natives who have graduated at
+some school of high grade, and that ten per cent. of the number have
+passed the university degrees. The number is now more probably 50,000.
+These men enjoy the highest respect and are the recognized leaders of
+native thought. Already many are, and many more are to be judges,
+lawyers, magistrates, professors, teachers, orators, physicians,
+engineers, merchants, authors and journalists of the country.</p>
+
+<p>The University of Fez, in Morocco, established in the eighth century,
+is one of the oldest universities outside of Asia. The Mohammedan
+University at Cairo, in Egypt, has more than 200 instructors and
+10,000 students assembled from Europe, Asia and Africa to be
+instructed in the Moslem faith.</p>
+
+<p>If we turn to Europe, we find that the planting and enlarging of the
+institutions for superior instruction has the most hopeful outlook. In
+Great Britain and Ireland<span class='pagenum'><a name="Page_33" id="Page_33">Page 33</a></span> there are 11 universities with 834
+professors and 18,400 students. Besides, there are the old established
+and excellent schools at Eaton, Harrow, Winchester and Rugby.</p>
+
+<p>A new era for the classical schools of Germany began in 1783, when
+Baron Sedlitz, encouraged by Frederic the Great, was able to revive
+"the dormant sparks planted in them by the Renaissance and they awoke
+to a new life, which since the beginning of this century has drawn the
+eyes of all students of intellectual progress upon them." Germany had
+in 1890, 250 gymnasia and 22 universities. The latter are manned by
+2,431 instructors and have 31,803 students, or one student to every
+151 of the population.</p>
+
+<p>France has 19,152 students in her professional and technical schools.
+There are fifteen institutions of higher learning in the University of
+France, with 180 professors and 12,695 students. These are under the
+control and patronage of the State. The government appropriated in
+1889&ndash;90, 12,<span class='pagenum'><a name="Page_34" id="Page_34">Page 34</a></span>000,000 francs for university purposes. Besides, there
+were expended in the same year 99,000,000 francs for new buildings for
+the advancement of higher education. In 1890, there were 598
+professional chairs in the several universities, in which were taught
+17,630 students, or one student to every 217 of the population.</p>
+
+<p>The Austria-Hungary Empire had in 1891 eleven universities, eight of
+which were in Austria, with 1,112 professors and 14,272 students. The
+remaining three were in Hungary and had 322 professors and 4,098
+students. There were for the same year in Switzerland nine
+universities, with 434 professors and 2,619 students.</p>
+
+<p>The Catholic Church in Italy continued for years to exert an
+unprogressive and anti-intellectual influence. The present government
+of Italy, however, is fully awake to the importance of a university
+education for the people, and now maintains several universities at a
+large annual outlay.</p>
+
+<p>This brief outline reveals the facts that<span class='pagenum'><a name="Page_35" id="Page_35">Page 35</a></span> all civilized nations are
+encouraging and maintaining schools for the higher education of the
+people, and suggests that a comparative study of them is both helpful
+and fruitful.</p>
+
+<p>Many of the universities in the Old World lack the stimulus of the
+strong Protestant denominational influence and the marked religious
+character of the American colleges. They consequently fail to attain
+the highest results for the general good, but they are inaugurating an
+intellectual movement which will eventuate in a more glorious future.</p>
+
+
+
+<div class="section_break"></div>
+<p><span class='pagenum'><a name="Page_36" id="Page_36">Page 36</a></span></p>
+<h3><a name="II" id="II"></a>II.<br /><br />
+
+THE PLANTING OF COLLEGES IN THE NEW WORLD.</h3>
+
+
+<p>Our national existence came into full bloom under the light of a
+Christian civilization. The political, social and religious
+institutions were sufficiently well organized in the Old World to be
+advantageously introduced, with some modifications, into a young
+nation in the New World.</p>
+
+<p>The early colonists first founded a church, then a school, and then a
+college. They felt that the colonial organization was incomplete
+without a college to inculcate such piety, virtue and intelligence as
+would preserve and perfect the highest social order and secure the
+blessings of liberty. These colleges, modelled at first after the
+universities of Europe, soon<span class='pagenum'><a name="Page_37" id="Page_37">Page 37</a></span> mapped out a pathway for themselves, and
+have now come to occupy a unique place in our national life.</p>
+
+<p>The Pilgrim Fathers sought to establish in the New World three great
+principles: civil and religious liberty, and to make education their
+corner-stone. The scholarly impulses were so dominant at this early
+day that when the entire population of New England did not exceed four
+thousand, the people determined to establish a college, which Cotton
+Mather says "was the best thing they ever thought of." It is estimated
+that this meager population contained as many as one hundred men who
+had received the training of Oxford and Cambridge. Sixty of them were
+from the University of Cambridge; twenty were from Oxford, and others,
+apparently, from the Scotch universities. The colleges they founded
+show traces of all these institutions. These intelligent and refined
+men, with breadth of culture and political foresight and public
+spirit, constituted the<span class='pagenum'><a name="Page_38" id="Page_38">Page 38</a></span> chief source of greatness in the early days
+of New England.</p>
+
+<p>The three leading colonial colleges, Harvard, Yale, and William and
+Mary, were planted and permeated with the spirit of republican liberty
+and primitive Christianity. They began in a very modest way.</p>
+
+<p>Harvard, the oldest of American colleges, was founded in the beginning
+of the colonial days, only eighteen years after the Pilgrim Fathers
+landed on Plymouth Rock, and when Boston was a village of twenty-five
+or thirty houses, and when only twenty-five towns had begun to be
+settled in the colony. In 1636, six years after the settlement of
+Boston, the colonial legislature voted the sum of four hundred pounds
+(equivalent to a tax of fifty cents to every person in the colony)
+towards the founding of Harvard College, with the avowed purpose of
+training young men for the ministry. This sum was increased in 1637 by
+the munificence of John Harvard, who was<span class='pagenum'><a name="Page_39" id="Page_39">Page 39</a></span> a graduate of Cambridge, and
+a finished scholar and clergyman from England. He gave eight hundred
+pounds and his library, consisting of three hundred volumes, towards
+the endowment, whereupon the college took his name. "The colony caught
+his spirit," says Boone. "Among the magistrates themselves, two
+hundred pounds was subscribed, a part in books. All did something,
+even the indigent; one subscribed a number of sheep; another, nine
+shillings' worth of cloth; one, a ten-shilling pewter flagon; others,
+a fruit dish, a sugar spoon, a silver-tipped jug, one great salt, one
+small trencher salt, etc. From such small beginnings did the
+institution take its start. No rank, no class of men, is
+unrepresented. The school was of the people." There is nothing in
+history to parallel the heroic spirit and boldness of these early
+settlers in attempting to found a college, surrounded as the people
+were with poverty, scanty subsistence, and savage enemies. They did
+not realize the<span class='pagenum'><a name="Page_40" id="Page_40">Page 40</a></span> wisdom of their liberality and sacrifice and its
+influence upon the future civilization of the Western World. Harvard
+College was located at Cambridge, with a single building, on less than
+three acres of land. It was supported by government appropriations and
+private philanthropy. For years the college was financially
+embarrassed. The salaries were small, and for nearly one hundred years
+were paid out of the colonial treasury. The President received a
+salary of $600. The total grants made to the college by the colony
+during the first century amounted to about $8,000. The total annual
+income from all sources at the close of the first century of its
+history was but &pound;750. Down to 1780 the total amount contributed out of
+the public treasury was $68,675 and 3,793 acres of land. Individuals
+in England and America had likewise given $90,412.</p>
+
+<p>No one at this period would have dared to predict that Harvard College
+would have in 1892 an endowment of $12,000,000<span class='pagenum'><a name="Page_41" id="Page_41">Page 41</a></span> and an annual revenue
+of more than $1,000,000, with seventeen departments of instruction,
+three hundred teachers, and three thousand students. But such has been
+the phenomenal growth of some of our American institutions.</p>
+
+<p>Among the colonial colleges, that of William and Mary is one of the
+most important. As early as 1617, an attempt was made in England to
+raise money to found a college among the Virginia settlers. In 1619,
+fifteen hundred pounds were in the hands of the treasurer, and ten
+thousand acres of land were granted by the Virginia Company. A
+preparatory school was founded two years later, but owing to the
+Indian massacre of 340 settlers which followed, the enterprise was
+suspended. The effort to found a college was subsequently revived in
+1660. The Virginia Assembly enacted that "for the advancement of
+learning, education of youth, supply of the ministry, and promotion of
+piety, there be land taken for a col<span class='pagenum'><a name="Page_42" id="Page_42">Page 42</a></span>lege and free school." Nothing
+came of this until 1688, when a subscription was taken from wealthy
+planters for twenty-five hundred pounds for the college. Five years
+later (1692) the first royal educational charter in America was
+granted. The college was established at Williamsburg, Virginia, and
+was given &pound;2,000 and 20,000 acres of land, a tax of a penny a pound on
+all tobacco exported from Virginia and Maryland, and the duty on furs,
+skins, and liquors imported, besides other fees and privileges of the
+Surveyor General's office. "In its royal foundation, its generous
+endowment, and liberal patronage," says R. C. Boone, "it stands in
+sharp contrast to the early years of Harvard. This was established by
+the Puritans, and stood for the severest of ultra-orthodox though
+dissenting Protestantism; that was founded to be and was an exponent
+of the most formal ceremonialism of the Church of England. The one was
+nursed by democracy; the other befriended by cavalier and<span class='pagenum'><a name="Page_43" id="Page_43">Page 43</a></span> courtier.
+Endowment for the one came from the purses of an infant and needy
+settlement; the other was drawn from the royal treasury. The one was
+environed and shaken for a hundred years by the schisms of a
+controversial people; the roots of the other were deep in the great
+English ecclesiastical system." This college has been called a school
+of statesmen. It was here that Jefferson, Randolph, Tyler, Monroe,
+Blair, Marshall, and other prominent statesmen received their
+training.</p>
+
+<p>The history of Yale College is full of interest. The original design
+of the founders of the New Haven Colony was to establish a college. A
+lot was set apart for this purpose as early as 1647. A plan was
+proposed in 1698 to found a college, and to be placed under the
+general care of the churches. In 1700, sixty-three years after the
+founding of Harvard College, a society consisting of eleven ministers
+met to take the initial step. At a second meet<span class='pagenum'><a name="Page_44" id="Page_44">Page 44</a></span>ing, in the same year,
+each of the trustees, numbering ten of the principal clergymen of the
+colony, were without money, but they brought forty volumes of books,
+and, placing them on a table, presented them to the body, saying in
+substance: "I give these books for the founding of a college in this
+colony." This was the humble beginning of Yale College. The colony had
+a population at this time of fifteen thousand people, fifty of whom
+were college-trained men. The outlook for this college was not very
+encouraging, in view of their limited means and scattered population.
+The work, at first, lacked system and unity. In 1718, the college was
+permanently located at New Haven, Connecticut, and named in honor of
+Elihu Yale, who was born in Boston in 1648. He received his education
+in England, and was afterward made Governor of Madras, and, later,
+Governor of the East India Company. His donation to Yale College was
+largely in books, and amounted to five<span class='pagenum'><a name="Page_45" id="Page_45">Page 45</a></span> hundred pounds. This gift was
+followed by that of Rev. George Berkely, who gave ninety-six acres of
+land in Rhode Island and one thousand volumes to the library. The
+college received for its support, in a century and a half, $100,000
+from the commonwealth of Connecticut. It has been supported chiefly by
+private means. In 1890, there were 143 instructors and 1,500 students.
+There is no college in America that has a more enviable reputation for
+giving a thorough Christian education to the thousands of youth who
+have gone forth from her halls of learning.</p>
+
+<p>It is a matter of record that our ancestors showed much self-denial,
+courage, and genius, to turn aside from the work of organizing a new
+social order, and the readjustment of themselves to their surroundings
+in a new country to provide for the higher education of the people.
+The founders and supporters of these colleges, as a rule, were men of
+high intellectual and religious character, and worked in<span class='pagenum'><a name="Page_46" id="Page_46">Page 46</a></span>tensely and
+earnestly for the highest good of society. It would prove an
+inestimable blessing to our nation if every American citizen were
+inspired with the zeal of the early colonists in behalf of the cause
+of higher education. They, out of their poverty, poured their gifts
+into the treasury of the colleges in order to leave future generations
+a great and glorious heritage. Gratitude should prompt us to excel
+them in our love for the education of the present and future
+generations by cheerfully giving of our abundance for the same high
+and holy ends.</p>
+
+<p>Other colleges were founded within the century. Aside from the three
+colonial colleges, six more were founded prior to the Revolution, and
+four during the war of independence. Following the Revolution was a
+period of expansion, and by the close of the century there were
+twenty-four colleges established. These colleges, scattered throughout
+the Union, appeared as a galaxy of stars in the literary firmament of<span class='pagenum'><a name="Page_47" id="Page_47">Page 47</a></span>
+the nation. They were founded and located as follows:</p>
+
+<p><a name="Table_colleges" id="Table_colleges"></a></p>
+<table summary="College locations and foundation dates.">
+<thead>
+<tr>
+  <th>&nbsp;</th>
+  <th>Institution.</th>
+  <th>State.</th>
+  <th>Date.</th>
+</tr>
+</thead>
+<tbody>
+<tr>
+  <td class="table_right">1.</td>
+  <td>Harvard,</td>
+  <td>Massachusetts,</td>
+  <td>1637</td>
+</tr>
+<tr>
+  <td class="table_right">2.</td>
+  <td>William and Mary,</td>
+  <td>Virginia,</td>
+  <td>1693</td>
+</tr>
+<tr>
+  <td class="table_right">3.</td>
+  <td>Yale,</td>
+  <td>Connecticut,</td>
+  <td>1701</td>
+</tr>
+<tr>
+  <td class="table_right">4.</td>
+  <td>Princeton,</td>
+  <td>New Jersey,</td>
+  <td>1746</td>
+</tr>
+<tr>
+  <td class="table_right">5.</td>
+  <td>University of Pennsylvania,</td>
+  <td>Pennsylvania,</td>
+  <td>1749</td>
+</tr>
+<tr>
+  <td class="table_right">6.</td>
+  <td>Columbia,</td>
+  <td>New York,</td>
+  <td>1754</td>
+</tr>
+<tr>
+  <td class="table_right">7.</td>
+  <td>Brown,</td>
+  <td>Rhode Island,</td>
+  <td>1764</td>
+</tr>
+<tr>
+  <td class="table_right">8.</td>
+  <td>Dartmouth,</td>
+  <td>New Hampshire,</td>
+  <td>1769</td>
+</tr>
+<tr>
+  <td class="table_right">9.</td>
+  <td>Queen's Rutgers,</td>
+  <td>New Jersey,</td>
+  <td>1766</td>
+</tr>
+<tr>
+  <td class="table_right">10.</td>
+  <td>Hamden-Sidney,</td>
+  <td>Virginia,</td>
+  <td>1776</td>
+</tr>
+<tr>
+  <td class="table_right">11.</td>
+  <td>Washington and Lee,</td>
+  <td>Virginia,</td>
+  <td>1782</td>
+</tr>
+<tr>
+  <td class="table_right">12.</td>
+  <td>Washington University,</td>
+  <td>Maryland,</td>
+  <td>1782</td>
+</tr>
+<tr>
+  <td class="table_right">13.</td>
+  <td>Dickinson,</td>
+  <td>Pennsylvania,</td>
+  <td>1783</td>
+</tr>
+<tr>
+  <td class="table_right">14.</td>
+  <td>St. Johns,</td>
+  <td>Maryland,</td>
+  <td>1784</td>
+</tr>
+<tr>
+  <td class="table_right">15.</td>
+  <td>Nashville,</td>
+  <td>Tennessee,</td>
+  <td>1785</td>
+</tr>
+<tr>
+  <td class="table_right">16.</td>
+  <td>Georgetown,</td>
+  <td>Dist. of Columbia,</td>
+  <td>1789</td>
+</tr>
+<tr>
+  <td class="table_right">17.</td>
+  <td>University of N. Carolina,</td>
+  <td>North Carolina,</td>
+  <td>1789</td>
+</tr>
+<tr>
+  <td class="table_right">18.</td>
+  <td>University of Vermont,</td>
+  <td>Vermont,</td>
+  <td>1791</td>
+</tr>
+<tr>
+  <td class="table_right">19.</td>
+  <td>University of E. Tennessee,</td>
+  <td>Tennessee,</td>
+  <td>1792</td>
+</tr>
+<tr>
+  <td class="table_right">20.</td>
+  <td>Williams,</td>
+  <td>Massachusetts,</td>
+  <td>1793</td>
+</tr>
+<tr>
+  <td class="table_right">21.</td>
+  <td>Bowdoin,</td>
+  <td>Maine,</td>
+  <td>1794</td>
+</tr>
+<tr>
+  <td class="table_right">22.</td>
+  <td>Union,</td>
+  <td>New York,</td>
+  <td>1795</td>
+</tr>
+<tr>
+  <td class="table_right">23.</td>
+  <td>Middlebury,</td>
+  <td>Vermont,</td>
+  <td>1795</td>
+</tr>
+<tr>
+  <td class="table_right">24.</td>
+  <td>Frederick College,</td>
+  <td>Maryland,</td>
+  <td>1796</td>
+</tr>
+</tbody>
+</table>
+
+<p>It remained for the nineteenth century to exhibit in the New World an
+unprecedented multiplication and expansion of institutions of higher
+learning.</p>
+
+<p><span class='pagenum'><a name="Page_48" id="Page_48">Page 48</a></span>At the opening of the century there were only twenty-four colleges in
+the United States. Thirty years later the number had reached
+forty-nine. In 1850, there were 120 colleges, manned by 1,300
+teachers, with 17,000 students. There were besides 42 theological
+seminaries, 35 medical schools, and 12 law schools.</p>
+
+<p>By 1890, the number of colleges and universities had grown to 415,
+having 7,918 instructors and 118,581 students. There were in the same
+year 117 medical schools, with 7,013 students, and 54 law schools,
+with 4,518 students. These facts bear witness to the determination of
+the American people to satisfy the needs of their higher nature, and
+not to rest content with material growth and the bare necessities of
+life.</p>
+
+<p>The spirit of our early ancestors was never more manifest than in
+their earnest advocacy of religious liberty, and their protest against
+all ecclesiastical authority. The numerous settlements in different
+sections of the country, with their different<span class='pagenum'><a name="Page_49" id="Page_49">Page 49</a></span> nationalities and
+diverse religious opinions, tended to multiply the religious
+denominations and to establish churches with divergent aims and plans.
+These independent sects gave rise to a great number of schools
+claiming to be colleges. These schools they regarded as essential and
+supplementary to their churches. Harvard owes its origin to
+non-conforming clergymen. The Episcopal Church claimed William and
+Mary College. The Congregationalists of Connecticut founded Yale.
+Princeton was founded under the auspices of a Presbyterian synod, and
+Brown was established by an association of Baptist Churches. One
+hundred and four of the first one hundred and nineteen colleges
+established in the United States had a distinctively Christian origin.
+Their founders intended that they should be, in some sense,
+ecclesiastical as well as religious. Notwithstanding their diversity,
+there was unity in their general character and design. While they
+maintained a denominational<span class='pagenum'><a name="Page_50" id="Page_50">Page 50</a></span> character, they were in nowise illiberal,
+and set up no religious test for entrance.</p>
+
+<p>The Christian Churches have been not only pioneers of education, but
+their followers recognize as never before the power and efficiency of
+the Christian College to further the Kingdom of God on earth. Out of
+415 colleges in 1890, 316 of them were under the control of some
+religious denomination. These were distributed in 1890 among the
+several denominations as follows: Methodist, 74; Presbyterian, 49;
+Baptist, 44; Roman Catholic, 51; Congregational, 22; Christians, 20;
+Lutheran, 19; United Brethren, 10; Protestant Episcopal, 6; Reformed,
+6; Friends, 6; Universalist, 4; Evangelical Association, 2; German
+Evangelical, 1; Seventh Day Adventist, 1; New Church (Swedenborgian),
+1.</p>
+
+<p>The leading denominations are especially active in promoting the cause
+of higher education. We summarize the educational work of a few of
+them:</p>
+
+<p>The Congregational Churches, with a<span class='pagenum'><a name="Page_51" id="Page_51">Page 51</a></span> membership of 525,097, had, in
+1890, thirty-eight schools of distinctly college rank, with 1,034
+instructors and 13,601 students. This denomination has generously
+endowed many of her colleges. She has been pre-eminent in her efforts
+to extend a liberal education to the people.</p>
+
+<p>The Roman Catholic Church in the United States claimed to have, in
+1894, 116 colleges, 637 academies, and 768,498 pupils in parochial
+schools. This church, that numbers among its adherents one-tenth of
+the population of this country, has one-fourth of all the colleges.</p>
+
+<p>The Regular Baptists of the United States have one hundred and
+fifty-two chartered institutions of learning, with an endowment and
+property valuation of $32,162,904. Of these, seven are theological
+seminaries, with 54 professors, 776 students, and $3,701,620 of
+endowments and property. Thirty-five are universities and colleges
+open to both sexes, with 701 professors and instructors, 9,088
+students,<span class='pagenum'><a name="Page_52" id="Page_52">Page 52</a></span> and endowment and property to the amount of $19,171,045.
+Thirty-two are colleges exclusively for women, with 388 professors and
+instructors, 3,675 students, and endowment and property, $4,121,906.
+Forty-seven are seminaries and academies, male and co-education, with
+369 professors and instructors, 5,250 students, and endowment and
+property worth $3,787,793. And thirty-one are institutions of learning
+for colored people and Indians, several of which are chartered
+colleges, with 279 instructors, 5,177 students, endowment and property
+worth $1,380,540.</p>
+
+<p>Among the church families in the United States the Presbyterians stand
+third, having about 1,500,000 members, 13,476 organizations, and
+church property valued at $94,869,000. They have always been favorable
+to the higher education of ministers and people, and therefore liberal
+in support of the better class of schools and colleges. They now have
+under their immediate care 56 colleges, with an enrollment of 10,143<span class='pagenum'><a name="Page_53" id="Page_53">Page 53</a></span>
+students. The estimated value of property owned by these institutions
+is $6,780,600, and their permanent endowment funds amount to
+$6,891,800. There are, besides, four colleges which are jointly owned
+and patronized by Presbyterians and Congregationalists. In addition
+there are some forty classical academies, under the care of different
+Synods and Presbyteries, which have over 3,000 students, and property
+whose net value is over $1,000,000. Fourteen theological seminaries
+are scattered over the country, with more than 1,200 students. These
+have property and endowments amounting to $8,164,762. This makes the
+total investment of the churches in classical institutions and
+seminaries to reach the large sum of $22,837,162. Immediately
+connected with these halls of learning are some 700 of the church's
+finest scholars and most devoted Christians acting as teachers, while
+14,343 of the best and brightest young men and women sit at their feet
+as learners.</p>
+
+<p><span class='pagenum'><a name="Page_54" id="Page_54">Page 54</a></span>Methodism has been a great educational force in this country. It took
+its rise in a university, and its leaders were trained in the oldest
+of English universities. The Methodist zeal for higher education has
+put her in the front ranks of the moral and educational forces of the
+age. Though among the youngest of Christian bodies of this country,
+the magnitude and extent of her educational work is second to none.</p>
+
+<p>The Methodist Episcopal Church comprises less than one-half of the
+Methodists in the United States, yet she has 49 institutions of
+collegiate grade, with property and endowment of over $17,000,000, and
+from the 6,000 students there are sent out annually 1,500 graduates
+with the Bachelor's degree. In 1892, she had 195 institutions of
+learning of every grade, with property and endowment valued at
+$26,000,000, with 2,343 professors and teachers and 40,026 students.</p>
+
+<p>"The increase in population in the United States from 1880 to 1890 was
+26.7<span class='pagenum'><a name="Page_55" id="Page_55">Page 55</a></span> per cent.; for the same period the increase of students in
+college classes in all schools in the United States was 53.1 per
+cent.; in all Methodist schools in the United States, 52.3 per cent."
+It is certainly a hopeful indication of the ambition and lofty purpose
+of Methodist youth that one-eighth of the whole number of students of
+the Johns Hopkins University are Methodists, seeking the broadest
+educational facilities. A church with such a record will not lose her
+hold upon the intellect and scholarship of the age.</p>
+
+<p>Methodism has wisely undertaken to establish the American University
+in Washington City. The founding of such a university was the dream of
+Washington and other great statesmen. This is the most strategic
+educational center in America. The scientific and literary treasures
+of the government, aggregating a cost of more than $33,000,000, and
+maintained at an annual expense of three and one-half millions of
+dollars, will be at the service of<span class='pagenum'><a name="Page_56" id="Page_56">Page 56</a></span> this university. The funds of the
+university will not be tied up in expensive buildings and equipment,
+but, like the great German universities, employed in paying
+enthusiastic professors of the broadest scholarship and culture to
+instruct graduate students in every department of learning, and to
+widen the horizon of knowledge. This is certainly one of the most
+magnificent opportunities in the history of the Christian Church to
+establish a powerful and comprehensive agency to help uphold and
+expand and organize a Christian civilization. It will gain an
+increasing power through coming generations.</p>
+
+<p>The Federal Government has, likewise, favored and materially
+encouraged the cause of education. The wisest statesmen believe that
+the colleges are not solely the auxiliary of the churches, but that
+they have an equal value to the State. They firmly believe that
+education is essential to the general good of the community, and
+worthy of favorable legislation. "During<span class='pagenum'><a name="Page_57" id="Page_57">Page 57</a></span> the first century of its
+existence, the United States made land grants for educational purposes
+of nearly 80,000,000 acres, a territory greater than all the landed
+area of Great Britain and Ireland, and more than half of all France.
+What a tribute to learning this munificence presents. Of these gifts
+it is estimated that more than 80 per cent. went to permanent funds
+for the elementary schools."</p>
+
+<p>The spirit of the American people was shown in the Magna Charta of the
+Northwest, framed in 1787, which declared that "Religion, morality and
+knowledge being necessary to good government and the happiness of
+mankind, schools and the means of education shall forever be
+encouraged." In obedience to this spirit, the Federal government made
+grants of land to encourage and support institutions of learning, as
+follows: "One section of land in every township for common schools,
+and not less than two townships in every State for founding a
+university." Appropriations<span class='pagenum'><a name="Page_58" id="Page_58">Page 58</a></span> have since been made by the general
+government to establish and foster State universities. In 1862, the
+Morrill act was passed by Congress, whereby a liberal grant was made
+to provide for "the endowment, support and maintenance of at least one
+college, where the leading object should be, without excluding other
+scientific and classical studies, and including military tactics, to
+teach such branches of learning as are related to agriculture and
+mechanic arts, in such manner as the legislature of the States may
+prescribe, in order to promote the liberal and practical education of
+the industrial classes in the several pursuits and professions of
+life." This act was supplemented in 1890 by an additional provision of
+$25,000 a year for the better equipment and endowment of each of the
+colleges of agriculture and mechanic arts. The land grant made by the
+general government to all the States aggregated 9,597,840 acres, from
+which was realized $15,866,371.</p>
+
+<p><span class='pagenum'><a name="Page_59" id="Page_59">Page 59</a></span>The Hatch act of 1887 made generous Federal provision for the
+establishment of agricultural experiment stations "for the
+investigation of the laws and principles that govern the successful
+and profitable tillage of the soil."</p>
+
+<p>The State universities numbered 30 in 1890, having 12,846 students and
+964 instructors. The value of the grounds and buildings aggregated
+$15,146,588, and the productive fund $10,411,964. The total income for
+the State schools reached the handsome sum of $2,176,250. These State
+universities have become fixed factors in our civilization, and give
+promise of accomplishing a great work for the people. What the
+character of the work shall be, remains with the American people to
+decide.</p>
+
+<p>This century has witnessed in the United States the beginning and
+growth of <em>Colleges for Women</em>. This is the fruit of the increasing
+development of the idea and sentiment in favor of women sharing with
+men in the privileges of the highest culture<span class='pagenum'><a name="Page_60" id="Page_60">Page 60</a></span> and all rational
+enjoyment. Exclusive privileges and distinctions on account of sex are
+contrary to the character and genius of a free people. "If," says
+President Dwight, "education is for the growth of the human mind&mdash;the
+personal human mind&mdash;and if the glory of it is in upbuilding and
+outbuilding of the mind, the womanly mind is just as important, just
+as beautiful, just as much a divine creation with wide-reaching
+possibilities as the manly mind. When we have in our vision serious
+thought as the working force and end of education, the woman makes the
+same claim with the man, and her claim rests, at its deepest
+foundation, upon the same grand idea." The history of the movement in
+favor of the collegiate education of women is interesting and
+instructive. One of the first steps in this direction was taken by
+Mrs. Emma Willard, who opened a school for girls in Middlebury,
+Vermont, in 1808, which in 1819 was removed to Waterford, New York.<span class='pagenum'><a name="Page_61" id="Page_61">Page 61</a></span>
+Two years later she founded the Troy Female Seminary. Education for
+women received a new impulse through Miss Catharine E. Beecher, who,
+in 1822, opened at Hartford, Conn., an academy for girls, and it met
+with excellent success. Further efforts were made to extend education
+to young women of more mature years and give them the advantages of an
+intellectual training equal with that of colleges for men. The
+Wesleyan Seminary for women was founded at Kent's Hill, Maine, in
+1821, and Granville College for women in 1834. Through the earnest
+effort of Miss Mary Lyon, Mount Holyoke Female Seminary was
+incorporated February 10, 1836. The Elmira Female College was founded
+in 1855. These colleges multiplied rapidly and now there are more than
+two hundred institutions of higher learning devoted exclusively to the
+education of women.</p>
+
+<p>Colleges for women have been quite liberally endowed by high-minded
+and generous individuals, and the stability and<span class='pagenum'><a name="Page_62" id="Page_62">Page 62</a></span> permanency of these
+colleges have thus been secured. Vassar College was incorporated in
+1861. Mr. Matthew Vassar, the founder, gave 200 acres of land near
+Poughkeepsie, on the Hudson, which with his other gifts aggregated
+$788,000. The total productive endowment in 1892 was $1,018,000, and
+the value of the grounds, buildings, etc., was $792,080 additional.</p>
+
+<p>Wellesley College was founded by H. F. Durant in 1875, at Wellesley,
+near Boston. He gave 400 acres of land and an endowment of more than
+one million dollars. Smith College was founded through the beneficence
+of Sophia Smith, who gave $400,000. Bryn Mawr, near Philadelphia, was
+opened in 1885, through the generosity of J. W. Taylor, M. D., whose
+gifts amounted to $1,000,000.</p>
+
+<p>In 1890, there were 179 colleges devoted exclusively to the education
+of women, having grounds and buildings valued at $11,559,379, with
+scientific apparatus valued at $419,000 more, and the productive
+funds<span class='pagenum'><a name="Page_63" id="Page_63">Page 63</a></span> aggregated $2,609,661. The total number of students in these
+colleges for the same year was 24,851, and taught by 2,299 teachers.</p>
+
+<p>The co-education of the sexes in colleges is also constantly growing
+in favor among those colleges which have given it the most thorough
+trial. Two hundred and seventy-two colleges in this country, or 65.5
+per cent., excluding those devoted exclusively to the education of
+women, are open equally to both sexes. The favorable results as to
+scholarship, manners and morals of the two sexes have abundantly
+confirmed the wisdom of this method. The question of co-education has
+its complications, but with proper restrictions these are not serious.
+There is no more danger of women developing bold or masculine
+qualities of character in a college where co-education exists than in
+the high schools, or in social and business life outside of college.
+The charm and beauty of a lady are found in the qualities of modesty<span class='pagenum'><a name="Page_64" id="Page_64">Page 64</a></span>
+and grace. The private life of the ladies attending a college where
+co-education exists is in most cases so regulated as to secure such
+home care and retirement as will help to preserve the charming
+qualities of womanhood. The ladies in these schools gain a certain
+poise and independence without boldness, which is of inestimable
+advantage. Aside from this they get a knowledge of character and life
+that is not likely to be secured in any other way.</p>
+
+<p>The growth of the colleges since the war in the sixteen Southern
+States for both white and black population is very encouraging. Fully
+one-third of the colleges and universities and one-third of the
+instructors and students of the nation are located in the Southern
+States. Many of these colleges are only first-class academies, but
+they are doing an excellent service. Benefactions in behalf of higher
+education in the South have been something phenomenal in the history
+of philanthropic work. The Peabody Fund for ed<span class='pagenum'><a name="Page_65" id="Page_65">Page 65</a></span>ucation in the South
+was $3,100,000. The Slater Fund $1,000,000. Tulane and Vanderbilt each
+gave $1,500,000 towards founding universities in the South. It is
+estimated that more than $20,000,000 have been given by special donors
+for this purpose since the war. This vast sum has been augmented by
+the annual gifts of the churches for this object. The Methodist
+Episcopal Church had expended up to 1892 the sum of $6,187,630.46 to
+promote higher institutions of learning among both white and black
+population in the South.</p>
+
+<p>Other denominations have given largely in the same direction. These
+benefactions have given new impulses to the cause of education, which
+have been of vital importance in the regeneration of the social
+conditions of this section of the country. The annual outlay for
+schools in the Southern States increased from $11,400,000 in 1878 to
+$20,000,000 in 1888. All these educational influences have contributed
+to establish a New South that presages far-<span class='pagenum'><a name="Page_66" id="Page_66">Page 66</a></span>reaching possibilities for
+good for all time to come.</p>
+
+<p>The growth, number and progress of the American colleges and
+universities is more and more attracting the attention of the
+civilized world. In 1890, they numbered 415, with grounds and
+buildings valued at $65,000,000, with scientific apparatus and
+libraries valued at $9,000,000, and the productive endowment funds
+aggregated $75,000,000. The total income of these higher institutions
+of learning from all sources was $11,000,000.</p>
+
+<p>The colleges and universities and professional schools in the United
+States for the same year contained 135,242 students and 7,819
+instructors. In the colleges and universities alone there were 46,131
+men and 11,992 women. There were 34,964 in the normal schools, 6,349
+in agricultural and mechanical colleges, and 35,806 in the various
+professional schools. Besides, there were 117 medical schools with
+4,552 students, and 145 theological schools with<span class='pagenum'><a name="Page_67" id="Page_67">Page 67</a></span> 7,013 students, and
+54 law schools having 5,518 students.</p>
+
+<p>These facts give us some faint conception of the extensive educational
+agencies which have been provided, chiefly by private enterprise and
+by the churches, for higher education.</p>
+
+<p>It is claimed by some that the number of colleges in this country
+exceeds at present the demand. It should be remembered, however, that
+we are building for a population that is likely to reach 500,000,000
+people. There is no doubt but that the planting and expansion of
+colleges on a meager basis has been somewhat over done. The duty of
+the hour is for the American people to cease establishing more
+colleges, and to give their attention to strengthening those already
+founded, in order that they may increase their power and efficiency.
+The founders have planted better than they knew. The unfavorable
+conditions and sacrifice surrounding many of their beginnings
+strengthen the desire<span class='pagenum'><a name="Page_68" id="Page_68">Page 68</a></span> that these colleges may grow and flourish with
+each succeeding generation, and continue in their beneficent work of
+moulding Christian character and promoting human brotherhood.</p>
+
+
+
+<div class="section_break"></div>
+<p><span class='pagenum'><a name="Page_69" id="Page_69">Page 69</a></span></p>
+<h3><a name="III" id="III"></a>III.<br /><br />
+
+CHARACTERISTICS OF THE AMERICAN COLLEGE.</h3>
+
+
+<p>The American college occupies a distinctive place among the
+educational systems of the world. It differs from the English and
+Scotch systems, and is diverse in form and purpose from the German
+university system. The American college signifies more than the
+English <em>Grammar</em> school, the French <em>Lyc&eacute;e</em> or the German
+<em>Gymnasium</em>, and its course of study is broader and more
+comprehensive. The German <em>gymnasia</em> hold the place of our high
+schools and academies, and their course of study carries the student
+through what is an equivalent to our Sophomore year in college.</p>
+
+<p>The colleges established in the early history of our country were
+shaped in some<span class='pagenum'><a name="Page_70" id="Page_70">Page 70</a></span> measure after the English model, but the American
+college of to-day "is the bright consummate flower of democracy." We
+may apply to it what Lowell says of Lincoln:</p>
+
+<div class="poem"><div class="stanza">
+<span class="i0">"For him her old-world moulds aside she threw,<br /></span>
+<span class="i0">And choosing sweet clay from the breast<br /></span>
+<span class="i0">Of the unexhausted West,<br /></span>
+<span class="i0">With stuff untainted shaped a hero new."<br /></span>
+</div></div>
+
+<p>The American colleges have held fast to the best of the ancient
+learning and utilized the best experiences and ideas of the English,
+German and French systems of education, and mapped out a distinctive
+system for themselves. They have sought to meet the needs of our age
+and the requirements of our generation, and we have as a product the
+modern American college, adapted to the wants of the people and the
+formation of a strong national character.</p>
+
+<p>The American people believe in individual rights and personal
+sovereignty. They have accordingly shaped their institutions in
+harmony with this view. In Germany<span class='pagenum'><a name="Page_71" id="Page_71">Page 71</a></span> the man is educated largely for
+the State, but here we educate the man as a citizen and as an
+individual whose intrinsic dignity and value are worthy of training.
+The American college makes adequate provision for the full development
+of all the human powers and the exercise of the functions of the
+noblest manhood and womanhood. Her halls have always been wide open to
+all the youth of the land, who have gathered by the thousand to drink
+in "the American spirit of freedom and brotherhood of mankind, of
+reverence for God, for law, for the Bible and for the Sabbath." Our
+colleges have been built up through the generous and effective support
+of the several churches, and of the patriotic people. For more than
+two and a half centuries it has been the settled policy of the
+American people to maintain and perpetuate colleges. They are deeply
+rooted in the hearts of the people, since they are the offspring of
+their free-offerings and voluntary sacrifices.</p>
+
+<p><span class='pagenum'><a name="Page_72" id="Page_72">Page 72</a></span>A few unthinking people are indifferent and fail to see and realize
+the vital relations the colleges sustain to the national welfare; but
+the more enlightened public opinion is eager and restless for their
+advancement and influence. Our colleges are the pride and the crowning
+glory of the American people. They bring the nation more renown than
+all her fertile plains, rich treasures and splendid palaces.</p>
+
+<p>In order to particularize some of the distinctive features of the
+American college, we need to understand our educational system as a
+whole. We start with the public school and impart to the youth a
+primary education. In the high school or academy the pupil is
+introduced into a higher circle of thought and life and then passes on
+to the college, where the aim is to extend general culture and prepare
+for special work. The educational system culminates in the university,
+which is devoted chiefly to technical and professional education.</p>
+
+<p><span class='pagenum'><a name="Page_73" id="Page_73">Page 73</a></span>These educational agencies do not differ in kind, but in degree. There
+is not as yet, however, a sufficient co-ordination of them to secure
+the greatest economy of time and strength in mental effort. The
+richest and broadest culture and scholarship demand a friendly and
+harmonious relation between all of these educational agencies. We are
+approaching co-operation and unity on these lines, but there are
+practical difficulties which it is hoped that time will help to solve.
+One of the difficulties has been that the standard of admission into
+many of our colleges has outgrown the capacity of the high schools. In
+order to supply the need of a more thorough preparation, a preparatory
+department has been maintained in many colleges. The present aim and
+tendency of our educational system is to introduce the pupil from the
+high school to the rank of Freshman in college. This condition can not
+become general unless there be a greater differentiation in the
+courses of<span class='pagenum'><a name="Page_74" id="Page_74">Page 74</a></span> study in our high schools. It is encouraging to see that
+in many States the high schools, academies and colleges are coming to
+a helpful understanding of each other's province, and that there is a
+practical agreement among them regarding a uniform minimum requirement
+for entrance into the Freshman class in college.</p>
+
+<p>The prescribed <em>courses of study</em> in the average American college are
+broad and comprehensive. They cover the general field of knowledge.
+The regular parallel courses of study are usually designated
+Classical, Scientific, Literary and Philosophical. These special
+arrangements aim to encourage thought and study along different lines.
+The groupings vary according to the time devoted to the study of
+languages and other special branches. Each of the courses includes the
+study of language, mathematics, science, mental and moral philosophy,
+and covers a period of four years, generally designated Freshman,
+Sophomore, Junior and Senior years. As<span class='pagenum'><a name="Page_75" id="Page_75">Page 75</a></span> a rule, in the Classical
+course the study of Greek and Latin is required, while Greek is
+omitted in the Scientific course, and more attention is given to the
+study of the sciences. The Literary and Philosophical courses
+substitute one or more of the modern languages for the ancient
+classics. The number of these courses may be multiplied indefinitely,
+especially in the universities where the grouping of studies is
+essential to the highest success.</p>
+
+<p>The work of <em>the college and the university</em> so overlap each other
+that it is difficult to make clear their distinction. The word
+university is an elastic term in the United States, because until
+within a brief period we have had nothing more than colleges. Many of
+our colleges are called universities because of their chartered
+privileges, but their aim is to become universities in fact.</p>
+
+<p>Hence the terms are often used interchangeably. The few universities
+we have are modelled largely after those in Germany and have grown up
+by a natural de<span class='pagenum'><a name="Page_76" id="Page_76">Page 76</a></span>velopment out of colleges. The reverse is true in
+England, where the college has grown up within the university. The
+college originally signified a society of scholars. In this country it
+is an incorporated school of instruction in the liberal arts, having
+one faculty, with advanced courses of study.</p>
+
+<p>The college and university differ first in their <em>aim</em>. The college
+endeavors to discipline the mind and form character for the broader
+work in a chosen field of university study. The thorough scholastic
+training is now regarded quite an essential preparation for the more
+advanced work of the university. On the other hand, the university
+aims at universal culture, and includes, if possible, every
+description of knowledge for the training of specialists in the
+various professions. Its aim is rather to do graduate work
+exclusively.</p>
+
+<p>Again they differ in their <em>courses of study</em>. In the college, the
+courses of study include the higher branches of learning; and are<span class='pagenum'><a name="Page_77" id="Page_77">Page 77</a></span> so
+arranged as to give the student an outline survey of the field of
+knowledge. The study is largely restricted to preparing the student
+for his advanced professional and technical work. The university goes
+further and arranges its courses of study so as to supplement the
+instruction given in college and direct the student in an advanced
+grade of work in any department of intellectual life. The courses have
+the broadest scope and embrace departments in liberal arts, law,
+medicine, theology and science, each having a faculty composed of able
+professors. Gladstone gives the true historic idea of a university in
+these words: "To methodize, perpetuate and apply all knowledge which
+exists and to adopt and take up into itself every new branch as it
+comes successively into existence."</p>
+
+<p>The college and the university likewise differ in their <em>methods of
+work</em>. The college seeks the highest results in discipline. Its method
+is more formal and didactic. In the later years of the college course
+a<span class='pagenum'><a name="Page_78" id="Page_78">Page 78</a></span> certain amount of specialization is usually allowed, both for the
+ends of discipline and as a provision for the work of the university
+proper. The university adopts methods of work along the line of
+original discovery, literary productivity, and the advancement of the
+kingdom of knowledge. The inspiring aim of the university is the
+discovery of truth. The student imbued with the spirit of research
+passes from the known to the unknown, and feels that he lives in an
+atmosphere of investigation, and in the center of the latest thought.</p>
+
+<p>Finally, they differ in their resources. The college is usually
+limited in its means and appliances. On the contrary, the university,
+with abundant resources, great libraries and laboratories, affords a
+broader scope and wider opportunities for work and growth.</p>
+
+<p>The <em>State and denominational colleges</em> have a common intellectual
+aim. The first of the two often have larger resources and aim to give
+more instruction in "practical<span class='pagenum'><a name="Page_79" id="Page_79">Page 79</a></span> affairs." Both State and
+denominational colleges are generous and liberal in their spirit and
+teaching. It is somewhat unfortunate that there should have arisen any
+occasion for criticism by the friends of either the State universities
+or of those under denominational control. One class of critics are
+ready to declare that the colleges and universities under Protestant
+denominational control are sectarian. Whereas it is unfair to
+designate such colleges as sectarian, since as a class they are not
+founded solely in the interest of any single Christian sect and are
+not intolerant and bigoted. They set up no denominational standard for
+entrance, and teach no particular creed or dogma, but extend their
+privileges equally to all and on the same basis as the State
+universities. Hence, they are denominational, but not sectarian.</p>
+
+<p>It is equally unfair to assert that our State universities are godless
+and run by political parties. The managers of them have possibly laid
+themselves open to this<span class='pagenum'><a name="Page_80" id="Page_80">Page 80</a></span> criticism because they often fail to
+recognize either the scientific bases or practical value of religion
+and do not permit it to rank equally with the other sciences in the
+courses of study. The right policy would not necessarily involve the
+teaching of religious dogma, but only of facts concerning man's
+spiritual nature, and the relative importance of the Christian
+religion among the religious systems of the world to meet the demands
+of man as a religious being. No reasonable man in a Christian nation
+should object to this recognition of the science of religion. The
+State universities should be at least religious in character without
+having any denominational bias. The teaching of dogma in our colleges
+for the sake of dogma would be narrow bigotry and rightly deserving of
+censure. The State universities are as likely to be open to this
+charge as the denominational colleges. The dogmas of scientists,
+politicians, legalists and physicians are as intolerant and engender
+as much strife as those<span class='pagenum'><a name="Page_81" id="Page_81">Page 81</a></span> of theologians. We are glad to believe
+however, that the dogmatic spirit in all lines of study is fast
+disappearing from our American colleges, and from the professions.</p>
+
+<p>Again, the majority of the professors in the State universities are
+avowedly Christian. Possibly one-third of the State universities have
+Christian clergymen for presidents. After careful inquiry from those
+in a position to know, it was ascertained that in one of the oldest
+State universities there were eight professors out of more than one
+hundred who were unbelievers or skeptics, and in one of the youngest
+there were but three known skeptics among more than eighty professors.
+Even this small number should not be possible, because one
+"anti-Christian sophist or a velvet-footed infidel" may work moral and
+religious disaster to the young in any college. "A college," remarks
+President Gates, "must be either avowedly and openly Christian, or by
+the very absence of avowed Christian influence it<span class='pagenum'><a name="Page_82" id="Page_82">Page 82</a></span> will be strongly
+and decidedly un-Christian in its effects upon students."</p>
+
+<p>The State universities will gain greater influence if they will
+rigidly exclude from their teaching force the brilliant skeptic who
+"becomes the center of a coterie without his gifts, dazzled by his
+boldness, infected by his skepticism;" but rather employ Christian
+professors who will inspire a "noble ambition that unites in its scope
+the life that now is and that which is to come, that comprehends
+earth-born sciences and the philosophy of salvation, the tongues of
+men and the language of the city of the great King."</p>
+
+<p>Likewise the State and denominational colleges and universities have
+the largest freedom and independence. Their boards of management are
+comparatively free from interference on the part of party politicians
+and demagogues, or of those influenced by denominational prejudices.
+Party leaders in the church or state may be equally liable to an undue
+bias or a par<span class='pagenum'><a name="Page_83" id="Page_83">Page 83</a></span>tisan spirit and influence which is beneath the dignity
+of those who claim to represent the people in a Christian Republic.</p>
+
+<p>The American college is a chartered institution, under the control of
+a <em>Board of Trustees</em> or <em>Regents</em>. These boards are composed of about
+twenty or thirty representative men in church or state. They are, in
+some cases, a self-perpetuating corporation, while others are chosen
+for a term of years by the affiliating conferences or synods.
+Occasionally, the Alumni of the college may elect some of the
+Trustees. The State universities are under a Board of Regents
+appointed by the Governor, with the consent of the legislative body,
+or are chosen by popular election. These boards meet once or twice a
+year. Their principal duties are to make laws for the government of
+the college; appoint the officers and professors, and fix their
+salaries and tenure of office, and hold all property entrusted to the
+college, and retain general supervision and control of all
+expenditures.<span class='pagenum'><a name="Page_84" id="Page_84">Page 84</a></span> These boards are the ultimate source of authority in
+all matters pertaining to the welfare of the college.</p>
+
+<p>The Chicago University and some others have a <em>University Council</em>,
+composed of the chief administrative officials of the university. They
+direct all administrative matters. The <em>University Senate</em> is composed
+of the heads of the departments of instruction. It is their duty to
+control all educational affairs. The <em>Harvard Corporation</em> consists of
+the President, five Fellows, and the Treasurer, with the right to fill
+their own vacancies. Their acts are "alterable" by the <em>Board of
+Overseers</em>, to whom they are responsible. This board consists of
+thirty-two members, elected by the Alumni.</p>
+
+<p><em>The Faculty</em> is a body of instructors. The universities may have as
+many faculties as there are departments of instruction. In the
+American college proper there is but one faculty, composed of all the
+instructors. It varies in number and<span class='pagenum'><a name="Page_85" id="Page_85">Page 85</a></span> efficiency according to the
+number of students and financial resources of the college. The
+proportionate number of professors to the students follows the custom
+of the best English and German universities, which usually is one
+professor for every twenty or thirty students. <em>The Dean</em> is an
+administrative officer of a department in a university, and is
+concerned with the internal discipline and executive affairs.</p>
+
+<p><em>The Presidents</em> of the American colleges are usually clergymen. They
+are chosen with reference to their pre-eminent ability as scholars and
+administrators. The President has oversight of the plan of
+instruction, the maintenance of discipline, and is the representative
+head of the college before the public. Considerable importance is
+attached to the office of the President, since the success of the
+college in a great measure depends on his individual talent and
+character.</p>
+
+<p>The American college <em>professors</em>, as a class, may be characterized as
+having a<span class='pagenum'><a name="Page_86" id="Page_86">Page 86</a></span> living scholarship and a genuine speculative spirit,
+combined with tact and firmness in teaching. They are enthusiastically
+devoted to their work. There is a growing disposition to break away
+from mechanical and plodding routine, and adopt an intellectual,
+energizing style of questions in class work, that elicit enthusiasm
+and aid the student. Lecturing is but little used. The teaching is
+more of an active, earnest conversation on a special subject between
+the teacher and the pupil. The instructor seeks to lead, but not to
+carry, the student through the study. There is also less inclination
+to dogmatize, and the student's mind is trained to habits of original
+and philosophical investigation.</p>
+
+<p><em>The students</em> in our American colleges have been well estimated by
+Professor Von Holst in these words: "I have not only visited, but
+lived in a number of countries, and the results of my observations of
+their higher educated youth is that, though by no means as to
+knowledge, yet as to the<span class='pagenum'><a name="Page_87" id="Page_87">Page 87</a></span> earnestness, steadiness and enthusiasm in
+the pursuit of knowledge, the American students stand first. And
+nature has not been in a stingy mood when weighing out their allotment
+of brains! Give them but the opportunities, and you will soon see
+whether they need to shun comparison with the scholars of any other
+nation."</p>
+
+<p><em>College government</em> is an important question. The college, as a
+distinct and separate community, has rules and regulations based on
+well-established principles, which aim to conserve the general good of
+the whole body of students. The college honor can not be sustained
+unless there is a recognition of authority and responsibility.</p>
+
+<p>The college legislation and government rests principally with the
+faculty, overseers and trustees, who aim to be liberal, yet firm.
+College sentiment among students is often capricious and subject to
+sudden revolutions. Some of them have strong passions, immature
+judgments, and impetuous and weak wills, and authority<span class='pagenum'><a name="Page_88" id="Page_88">Page 88</a></span> must be lodged
+with those who will sacredly uphold law and exercise a firm, rigorous
+discipline.</p>
+
+<p>In the early stages of college life in this country the regulations
+were quite severe. In many cases the college authorities did not
+hesitate to inflict upon the students corporal punishment for certain
+offenses. College Presidents would sometimes personally attend to the
+flogging of students, resorting to this punishment with great
+solemnity. Mr. George C. Bush tells us what occurred at Harvard
+College in 1674: "On that occasion the overseers of the college, the
+President and Fellows, the students who chose to attend having been
+called together in the library, the sentence was read in their
+presence and the offender required to kneel. The President then
+offered prayer, after which 'the prison keeper at Cambridge,' at a
+given signal from him 'attended to the performance of his part of the
+work.' The President then closed the solemn exercise with prayer."</p>
+
+<p><span class='pagenum'><a name="Page_89" id="Page_89">Page 89</a></span>Possibly this relic of severe college government found its example
+across the water, where it is related that in a bygone age a Fellow at
+Oxford, "who had been proved guilty of an over-susceptibility to the
+charms of beauty, was condemned, as a penance, to preach eight sermons
+in the Church of Saint Peter-in-the-East." In the days of President
+Dunster, of Harvard, "no possible conduct escaped his eye. Class
+deportment, plan of studies, personal habits, daily life, private
+devotions, social intercourse, and civil privileges, were all
+directed."</p>
+
+<p>The student should feel that, in disobeying the rightful authority of
+the college, he abridges the rights and privileges of every student.
+The college sentiment should be so strong against unworthy conduct
+that a student would as soon shrink from doing a mean action, and
+having it known, as any citizen outside the college community. When it
+is discovered that a student has mean and unworthy motives<span class='pagenum'><a name="Page_90" id="Page_90">Page 90</a></span> and wilful
+evil tendencies, he should be summarily dismissed.</p>
+
+<p>In some colleges the students participate in the governing affairs.
+This is done by having representatives chosen from each college class,
+elected by their fellow-students, who unitedly compose a College
+Senate, with power to interpret the college laws, and deal with all
+questions relating to the good order and decorum of students. The
+President of the college is chairman, and has the power to veto the
+decision of the senate. There are many favorable features of this
+system. In the first place, it lessens the antagonism sometimes
+manifest between the faculty and students. There are no less
+requirements upon all college classes and duties, and it helps to
+remove any feeling of suspicion and the semblance of espionage. The
+students feel that they have been taken into confidence with the
+college authorities and will get strict, even-handed justice in
+college discipline. The result is that there comes<span class='pagenum'><a name="Page_91" id="Page_91">Page 91</a></span> to exist a more
+pleasant and friendly relation between the professors and students.</p>
+
+<p>Again, this system gives the freest scope for teaching. The
+professor's time is not occupied doing police duty or sitting as a
+juror, but is given wholly to his work as teacher.</p>
+
+<p>The self-responsibility of the student also has an educating
+influence, giving to the worthy and right-minded a better training for
+future citizenship. It is undoubtedly true that the autonomy of a
+college is an important factor in shaping the future liberties of our
+country. No college, however, can hope to uphold the highest standard
+of conduct by trusting to the force of rules and penalties. The spring
+of right action is in the heart. All college authorities must rely
+principally upon appeals to calm reason and an enlightened conscience,
+reinforced by religious faith and feeling.</p>
+
+<p>The general good order and morals of the students in American colleges
+are<span class='pagenum'><a name="Page_92" id="Page_92">Page 92</a></span> changing for the better. In a large proportion of our colleges
+only a small per cent. of the students use intoxicating drinks or
+tobacco. All reprehensible conduct must be carried on so secretly as
+to elude the college authorities. Those disposed to do evil represent
+only a very small proportion of the great body of students, but these
+give occasion for some supercilious and conceited correspondent of the
+public press severely to criticise the college government, and to give
+gross caricatures and exaggerated statements of the mischief done by
+this small percentage of students, and then include the entire
+academic body in the same general censure. It is generally believed by
+those qualified to know that the average morals and good conduct of
+the students in college are much better than those of the same number
+of young men outside the college community.</p>
+
+<p>The chartered colleges are entitled to confer <em>degrees</em> as a measure
+of honor the<span class='pagenum'><a name="Page_93" id="Page_93">Page 93</a></span> college wishes to bestow on men and women of merit. This
+privilege has been so much abused by some colleges that a little
+confusion arises as to the true value and significance of the degrees
+conferred. In 1890, there were 8,290 degrees conferred in course or on
+examination, and 727 honorary degrees, by 415 colleges and
+professional schools.</p>
+
+<p>In the best American colleges, the student completing the classical
+course receives the degree of <em>Bachelor of Arts</em> (A. B.)&mdash;<em>bas
+chevalier</em>, a knight of low degree; it signifies "inception in arts."
+If the student, after taking his bachelor's degree, pursues for a few
+years some literary or scientific study, he may receive the degree of
+Master of Arts (A. M.), meaning fitness to teach, a title which began
+to be conferred in the twelfth century. These degrees are granted as a
+reward of merit, based on examination and general fitness. The degrees
+of Doctor of Divinity (D. D.) and Doctor of Laws (LL. D.) are granted<span class='pagenum'><a name="Page_94" id="Page_94">Page 94</a></span>
+as honorary degrees to men of pre-eminent ability or for conspicuous
+services. The student who completes a college course or its
+equivalent, and follows it with a professional course in a university,
+receives a degree recognizing the fact. Schools of Theology confer the
+degree of Bachelor of Divinity (D. B.) Schools of Law, Bachelor of Law
+(LL. B.), and Schools of Medicine, Doctor of Medicine (M. D.)</p>
+
+<p>A post-graduate course of study, looking to the degree of Doctor of
+Philosophy (Ph. D.), has reference not so much to the professional and
+practical side of life as to the original investigation and
+exploration of a special subject, with no other immediate aim than the
+discovery of truth and a philosophical insight into the same. The
+student, before receiving the degree in the best universities, is
+required, at the close of his post-graduate work, to write a thesis
+which would be regarded as an original contribution to the subject
+discussed.</p>
+
+<p>There is no practical uniformity in the<span class='pagenum'><a name="Page_95" id="Page_95">Page 95</a></span> scope and requirement of the
+work for this degree. The Doctor's degree should stand in this
+country, as it does in Europe, for research, and a general knowledge
+of philosophy, with ability to open up original sources of
+information. The student should be a resident graduate for at least
+one year, and after rigorous examination be required to contribute
+something to the advancement of knowledge, and withal be a man of good
+character and judgment, before receiving this most desirable degree in
+American and European universities. With such a uniform standard, this
+degree will not likely depreciate in public esteem, but have, as all
+degrees should, a uniform value. A federation of colleges may help to
+attain this end.</p>
+
+<p>College degrees are not essential to a man's success in life, but when
+they are obtained as a reward of merit have a certain social value
+which usually insures a speedier entrance into any chosen field of
+work.</p>
+
+<p><span class='pagenum'><a name="Page_96" id="Page_96">Page 96</a></span>Another characteristic of American colleges is that they are <em>endowed</em>
+either by churches, by the state or by individual donors. The
+endowment is generally in the form of property or stocks yielding an
+annual revenue. It may be a sum of money given to the college, to be
+loaned and the interest to be permanently appropriated to the support
+of professors or applied to the current expenses. The amount necessary
+to endow a professorship varies from twenty-five to fifty thousand
+dollars. The fund thus given remains intact, and the interest or
+revenue of it alone is used to carry out the purpose of the donor.</p>
+
+<p>No college of a high grade can exist without a generous endowment or
+aid from some source. Education in the colleges and universities
+throughout the world is given almost as a gratuity. It is maintained
+principally through the benefactions of wealthy men who erect
+buildings, found professorships and establish libraries for the use of
+others.</p>
+
+<p><span class='pagenum'><a name="Page_97" id="Page_97">Page 97</a></span>The resources of American colleges surpass those of any other country
+in the world. In 1890, the value of grounds, buildings and apparatus
+for 378 colleges in the United States was $77,894,729, and the
+productive fund of 315 colleges aggregated $74,090,415. In Germany,
+the twenty-two universities are national property, and are supported
+out of the national treasury at a large annual expense. The annual
+incomes of Oxford and Cambridge in England aggregate more than
+$3,500,000.</p>
+
+<p>Many of the American colleges have wealthy foundations. Harvard
+College has in grounds, buildings and productive endowment the sum of
+$12,000,000, with an income in 1892 of $978,881.92. Columbia College
+claims $13,000,000, with an annual income of $629,000. The estimated
+value of the funds of Cornell College is $9,000,000, with an annual
+income of more than $400,000, and Johns Hopkins University has
+$5,000,000 endowment. In 1892, Yale College had $4,019,000, with an
+annual income<span class='pagenum'><a name="Page_98" id="Page_98">Page 98</a></span> of $520,246. The Northwestern University has nearly
+$3,000,000 endowment and an annual income of $225,000. Boston
+University has more than $1,500,000 endowment and an annual income of
+$160,000. Chicago University is one of our youngest universities, and
+yet it has in property and endowment $7,500,000. These are only a
+small portion of the 415 colleges and universities in this country
+whose aggregate wealth and income are a source of satisfaction to all
+the friends of higher education.</p>
+
+<p>The munificence of the wealthy men of this nation in behalf of higher
+education has excited the surprise and admiration of the old world.
+Within the last quarter of a century nearly seventy-five million
+dollars has been given for this cause. We recall with satisfaction
+some of these distinguished donors: George Peabody left $6,000,000 of
+his estate to the cause of education; Isaac Rich, $1,000,000 to Boston
+University; Johns Hopkins, $3,140,000 to found a university in
+Baltimore<span class='pagenum'><a name="Page_99" id="Page_99">Page 99</a></span> which bears his name; Asa Packard gave $3,000,000 to Lehigh
+University; D. B. Fayerweather left a bequest of nearly $3,000,000 to
+various colleges; Cornelius Vanderbilt gave $1,000,000 to the
+Vanderbilt University; John C. Green gave $1,500,000 to Princeton
+College; Amasa Stone, $600,000 to Adelbert College; George I. Seney,
+$450,000 to Wesleyan University; Matthew Vassar, $800,000 to Vassar
+College for women; John D. Rockefeller's gifts to the Chicago
+University aggregate $4,500,000, and Leland Stanford's estate will
+yield from $12,000,000 to $15,000,000 for the university that bears
+his name on the Pacific Coast. These men and a host of others will be
+remembered through succeeding generations for their generous
+liberality. The wisdom of these noble benefactions commends itself to
+the enlightened judgment of all good citizens. We believe, with
+President Schurman, that "the heart behind American wealth is at the
+bottom generous and discerning, and so long as<span class='pagenum'><a name="Page_100" id="Page_100">Page 100</a></span> money can foster
+intelligence, that heart will not suffer our civilization to become a
+prey to ignorance, brutishness and stupid materialism. No one knows
+better than the millionaire that man lives not by bread alone." The
+colleges are not founded to make money but to benefit the public by
+training and fitting men for the highest service. The majority of the
+students in American colleges are of limited means. If it were
+possible to sustain a first-class college by means of the income from
+students, the tuition would be so high as to limit the great advantage
+of a higher education to a few children of rich men. The annual cost
+of each undergraduate to the University at Oxford is $700, at
+Cambridge $600, and at Harvard $300. If the actual expenses of running
+a college of high grade were divided proportionately among the
+students, they would have to pay three or four times the amount they
+now do for tuition. It is important that these educational advantages
+and incentives come<span class='pagenum'><a name="Page_101" id="Page_101">Page 101</a></span> within the reach of the humblest youth of the
+Republic, in order that they may be productive of the noblest manhood
+and womanhood.</p>
+
+<p>Time and experience confirm the claim that the wisest and most
+permanent use of money is to help endow a college. Large wealth
+imposes obligations to make the best and most permanent use of it.
+Every man of means ought to be a patron of learning, because it yields
+the most satisfactory returns. "What better gift can we offer the
+Republic," says Cicero, "than to teach and instruct the youth."
+Wendell Phillips says that "education is the only interest worthy
+deep, controlling anxiety of thoughtful men," and President Gilman
+makes an equally forcible statement when he says that "to be concerned
+in the establishment of a university is one of the noblest and most
+important tasks ever imposed on a community or on a set of men."</p>
+
+<p>Many of our denominational colleges are parsimoniously sustained. If
+their constit<span class='pagenum'><a name="Page_102" id="Page_102">Page 102</a></span>uency, both rich and poor, would become imbued with the
+spirit of the Colonial fathers, and arouse themselves to give
+liberally, their power and influence would be multiplied a hundred
+fold. "Let it not be forgotten," says President Thwing, "that if the
+college and university have large need of the wealth of the community,
+this wealth has yet a larger need of the college and university.
+Without the aid of the higher education in the past, much of the
+wealth could not have been created; and without the higher education
+of the present, wealth would now become sordid; gold-dust is no less
+dust because it is golden. The rich man needs the college as his
+beneficiary to help him to be a noble man quite as much as the college
+needs his benefactions to help it make noble men. A college in poverty
+can make men; a rich man (or a poor man, indeed,) cannot hoard in
+meanness without degradation of manhood." The colleges are the
+agencies to help call out the constructive talent of<span class='pagenum'><a name="Page_103" id="Page_103">Page 103</a></span> the nation. They
+open the pathway of opportunity to every young man and woman who
+desires to do the most for himself and humanity. Each one may link
+himself through his means and prayers to these powerful agencies for
+good.</p>
+
+
+
+<div class="section_break"></div>
+<p><span class='pagenum'><a name="Page_104" id="Page_104">Page 104</a></span></p>
+<h3><a name="IV" id="IV"></a>IV.<br /><br />
+
+THE FUNCTIONS OF THE AMERICAN COLLEGE&mdash;A SYMMETRICAL DEVELOPMENT.</h3>
+
+
+<p>The function of the American college is to train and develop all the
+human powers and faculties and help the student to attain a complete
+individuality. The broadest educational theory estimates the worth of
+all the human powers and has the highest notion of personality, the
+development of which demands the impact of physical, intellectual,
+moral, and religious forces. A rounded human development provides for
+the fullest and freest exercise of all the powers of being. "Culture,"
+says Matthew Arnold, "is a harmonious expansion of all the powers
+which make the beauty and worth of human nature, and<span class='pagenum'><a name="Page_105" id="Page_105">Page 105</a></span> is not
+consistent with the over-development of any one power at the expense
+of the rest."</p>
+
+<p>Man is a unit, but inasmuch as God has endowed him with various
+capacities, his highest glory should be to develop them. The only
+limit to the college student is his native abilities and aptitudes,
+modified by the parental training, various social influences, and the
+preliminary discipline in the public schools. The college that
+receives the students, with their different aims and predilections and
+acquirements, and leads them to appreciate the greater possibilities
+of their natures, and arouses and encourages them to strive for their
+fullest development, is worthy of confidence and support.</p>
+
+<p>A symmetrically developed manhood or womanhood implies <em>the training
+of the mind to think accurately and systematically</em>. The tried and
+historic conception of education is expressed in the Latin word,
+<em>educare</em>: to lead out. It is to draw out of<span class='pagenum'><a name="Page_106" id="Page_106">Page 106</a></span> the living soul, by the
+aid of books, appliances, and instructors, all its latent capacities,
+to help in the formation of correct intellectual habits, and
+pre-eminently to form character, and thus to enrich and broaden the
+whole range of life. The purpose of a liberal education is not to cram
+the mind with facts and principles, but "to build up and build out the
+mind" by the natural process of growth, so that all knowledge from
+without will be assimilated by a living mental organism. The important
+work of the college is to develop intellectual power. It is to aid in
+giving such a directive power of mind as will enable the student, by a
+fixed determination, to recall facts, apply principles, and perform
+acts as if they were spontaneous. It is so to train the judgment and
+reasoning faculties of the student that in the end he will have
+acquired power to do earnest intellectual work.</p>
+
+<p>The direct aim of the instruction in college is to give the student
+access to<span class='pagenum'><a name="Page_107" id="Page_107">Page 107</a></span> vital and formative knowledge by studying man and his
+works, and nature and her works. He is thus led to know himself and to
+know the world, and the laws which govern nature, and man as a part of
+nature. He comes to see things as they are and to understand the laws
+of things, and thus he thinks and acts on more perfect knowledge. If
+the student is to be trained to independent thought and action, he
+must have a sounder basis of knowledge than the teachings of those
+whose ideas and opinions are shaped by current, ephemeral literature.
+The majority of men act on too imperfect knowledge, because they will
+not take the time and exercise the patience to study the facts and
+principles relating to any given subject, and to do their own
+thinking. G&oelig;the says: "To act is easy, to think is hard." The
+remedy is found in the college courses of study which involve the
+study of ourselves through psychology, logic, and mental, moral,
+political and social philosophy, and the study of<span class='pagenum'><a name="Page_108" id="Page_108">Page 108</a></span> nature through the
+sciences and the laws of the world about us.</p>
+
+<p>Another method, aside from the nature and scope of the studies
+pursued, to attain the end, is through the strong personality of the
+college professor. Alexander the Great said: "Philip gave me life,
+Aristotle taught me how to live well," and Emerson's judgment was that
+"it is little matter what you learn; the question is, with whom you
+learn." It is within the power of the college professor to help
+enlighten the understanding, strengthen and guide the intuitions and
+reasoning faculties, and to awaken within the student a consciousness
+of his new powers and capacities, and incite him to mental activity.
+The highest scholastic training demands that the professor studiously
+avoid all those methods of instruction which tend to mechanical habits
+of thought, and which check the mind's spontaneity of growth and
+repress the individuality so essential to true scholarship.</p>
+
+<p><span class='pagenum'><a name="Page_109" id="Page_109">Page 109</a></span>Incidental to intellectual culture in college is the ability to find
+promptly the information we want. "Next to knowing a thing," says Dr.
+Johnson, "is to know where to find it." No student can become a
+walking encyclop&aelig;dia, but he should learn while in college how to
+avail himself advantageously of reference books, libraries and other
+sources of information.</p>
+
+<p>A college education likewise implies the ability to express one's
+ideas in a clear, appropriate style. The student should be able to
+tell what he knows. This clearness of thought and precision of
+expression is best acquired in the class room, in the literary
+societies, and in the classes devoted especially to the study of
+expression.</p>
+
+<p>The intellectual aim of a college should be not only to awaken and
+develop independent thinking power as an abiding impulse which will
+prompt to effective intellectual work, but withal the will, the
+imagination, and emotive nature should be so trained that the student
+will have a<span class='pagenum'><a name="Page_110" id="Page_110">Page 110</a></span> mental taste and moral appreciation for the best and
+noblest thought. Mental discipline and the dull routine of study will
+become cold and insipid unless the student is inducted into those
+fields of science and literature where he will find the richest
+sources of refined and elevating pleasures, and through them be
+incited to noble action. It is on these lines of study that the
+student acquires that spirit of study which becomes spontaneous,
+attractive, and joyous. He loves culture for culture's sake, and does
+not abandon its acquisition on leaving college.</p>
+
+<p>A symmetrically developed manhood or womanhood involves <em>physical
+culture</em>. The ascetic idea of college life no longer prevails. The
+body, as well as the mind, is trained. The value to a student of good
+health and an alert and vigorous body cannot be overestimated.
+Educators are coming to realize more fully than in the past that the
+physical and psychical factors of life are inseparable. The body and
+mind<span class='pagenum'><a name="Page_111" id="Page_111">Page 111</a></span> are mutually related and affected. Systematic exercise
+stimulates quickness of mental processes and promotes brain power.</p>
+
+<p>The leading American colleges are conducted on better physiological
+and hygienic principles than in the past. The student, on entering
+college, is subject to a careful physical examination by a competent
+physician, and a course of systematic physical training is prescribed.
+Any organic defect or incipient disease is discovered, and, if
+possible, corrected. Physical training has become an integral part of
+a good college course. Exercise is largely compulsory, because
+studious and ambitious students are likely to sacrifice physical for
+intellectual training.</p>
+
+<p>A well-equipped gymnasium is essential for the most thorough physical
+culture. Bath-rooms, with facilities for plunge and shower baths, are
+an important adjunct in promoting that healthy condition of the skin
+which follows from frequent bathing. An athletic field for outdoor
+sports is, like<span class='pagenum'><a name="Page_112" id="Page_112">Page 112</a></span>wise, a valuable accessory to develop a lithe and
+active body.</p>
+
+<p>The master of the gymnasium is generally a vigorous and enthusiastic
+instructor, who is able to conduct skillfully daily gymnastic class
+work, and relieve monotony and evoke interest by introducing a variety
+of exercises for the different college classes. He is also the
+hygienic adviser in all matters relating to study and recreation. The
+students are taught that regular exercise, sufficient sleep, personal
+cleanliness, and proper diet will correct most of the so-called
+pernicious effects of over-study.</p>
+
+<p>Outdoor sports, under proper restrictions, promote health and foster
+mental qualities. Foot-ball and base-ball have gained an undue
+prominence in some colleges. It is questionable whether they are the
+most desirable forms of exercise for physical development, since only
+a very small portion of the students at any one time can engage in
+them.</p>
+
+<p>The evil features of inter-collegiate<span class='pagenum'><a name="Page_113" id="Page_113">Page 113</a></span> games, especially as practiced,
+offset their advantages. The undue excitement and spirit of rivalry
+fostered is foreign to the true idea of an earnest student life. The
+college is no monastery to make the student a recluse, but it should
+be a place of solitude, a modern cloister, where the student may be
+kept in partial isolation and away from the turbulent stream of public
+life and distracting social influences. The student may keep in the
+midst of the current of actual modern thought and life without
+sacrificing the quiet seclusion which is an essential requirement for
+the best scholarship.</p>
+
+<p>These inter-collegiate games have been attended with temptations
+perilous to character. Abundant testimony is not wanting to show that
+their tendency has been toward rowdyism, gambling, debauchery, and
+other disgraceful conduct. Some of the games scarcely rise above the
+brutality of the prize fight. They have no elevating tendency, and no
+apology can be<span class='pagenum'><a name="Page_114" id="Page_114">Page 114</a></span> made for their roughness and bad moral effects.</p>
+
+<p>The fine natural instincts of the majority of American people are
+repelled at such physical prowess. It is not necessary to introduce
+the element of pugilism in order to give vent to the superabundance of
+youthful animal spirits.</p>
+
+<p>The abuse of these outdoor sports should not make us blind to the fact
+that they have a legitimate use. It is wiser to control and direct
+them than to curb the exuberance of good feeling which they call
+forth, and which might find expression in less appropriate channels.
+It should be borne in mind that all physical training is a failure
+unless the aim is to maintain and develop health, to make the student
+symmetrical, strong, graceful and better fitted for the duties of
+living.</p>
+
+<p>A symmetrical development involves, likewise, <em>the cultivation of the
+moral and spiritual nature</em>.</p>
+
+<p>The Christian religion affords the broad<span class='pagenum'><a name="Page_115" id="Page_115">Page 115</a></span>est educational basis,
+because it presents the most exalted notion of personality and its
+development. It takes account of the deepest facts of our nature, and
+teaches philosophical principles that are true for all created
+intelligences. Hence it is that Christianity is essential to the best
+educational system. It precedes and governs true education. A narrow
+and false conception of man leads to building only one side of his
+nature. The will, the conscience, the emotional and spiritual natures
+demand a share in the broadest culture. We cannot divide these
+essential elements against themselves. The religious sentiment is so
+interwoven with our being that it cannot be eliminated or dethroned.
+It takes no subordinate place, because it is supreme. There is no true
+theory of life without the spiritual element. All theories of
+education and principles of action that do not recognize the relations
+of the human soul to the supernatural are out of harmony with the laws
+governing human life.</p>
+
+<p><span class='pagenum'><a name="Page_116" id="Page_116">Page 116</a></span>These truths have been impressed on the noblest minds. "The greatest
+thought," said Daniel Webster, "that ever entered my mind, is the
+thought of my personal accountability to God." And Channing says that
+"man's relation to God is the great quickening truth, throwing all
+other truths into insignificance, and a truth which, however obscured
+and paralyzed by the many errors which ignorance and fraud have
+hitherto linked with it, has ever been a chief spring of human
+improvement. We look to it as the true life of the intellect. No man
+can be just to himself, can comprehend his own existence, can put
+forth all his powers with an heroic confidence, can deserve to be the
+guide and inspirer of other minds, till he has risen to communion with
+the Supreme Mind; till he feels his filial connection with the
+Universal Parent; till he regards himself as the recipient and
+minister of the Infinite Spirit; till he feels his consecration to the
+ends which religion unfolds; till he rises<span class='pagenum'><a name="Page_117" id="Page_117">Page 117</a></span> above human opinion, and
+is moved by a higher impulse than fame."</p>
+
+<p>The Christian religion is in harmony with intellectual activity,
+because it favors application to study, and enjoins the duty of
+seeking truth, as well as awakens and intensifies the love of the good
+and beautiful. In fact, the human intellect owes its greatest triumphs
+to Christianity. From the beginning, the Christian religion has
+assimilated and employed human learning, and has become a great
+formative force in modern intellectual movements. It favors a broad
+catholic spirit, and is the counterpoise and remedy of a narrow range
+of intellectual activity. History teaches that it has been a strong
+incentive in the search after truth, and the chief factor in training
+the race to a higher civilized life. The changes in the progress in
+modern civilization are stimulated and guided by Christian knowledge.
+The whole trend of modern thought and instruction in the higher
+intellectual circles is to apply Christian<span class='pagenum'><a name="Page_118" id="Page_118">Page 118</a></span> principles to the problems
+of life. In every age it has stimulated and invigorated the human
+mind. It has introduced nobler and better ideas of life, given impetus
+to self-development, and has produced the highest types of manhood and
+of womanhood. The inspiration and encouragement in advancing general
+intelligence and founding the higher institutions of learning is
+principally due to the Christian religion.</p>
+
+<p>"From the days of the Apologists onwards," says Prof. John De Witt,
+"learning has always advanced under the fostering care of our
+religion. In the schools of Antioch and of Alexandria, in Carthage and
+Hippo, in the old Rome on the Tiber, and in the new Rome on the
+Bosphorus, throughout the period of the ancient church, religion is
+the great inspiration of intellectual labor. How true this is of the
+Middle Age I need not stop to say. Religion in Anselm assimilates the
+philosophy of Plato. In the Anglican doctor<span class='pagenum'><a name="Page_119" id="Page_119">Page 119</a></span> it employs the dialectic
+and metaphysics of Aristotle. And the true father of the inductive
+philosophy, who anticipated the Organon and the very Idola of his
+great namesake, is Roger Bacon, the Franciscan brother. It was to this
+wonderful and unique power of Christianity to assimilate and employ
+all the triumphs of the human intellect, that the Western World is
+indebted for the universities by which, most of all, learning was
+increased and transmitted from generation to generation. Bologna and
+Naples, the school of Egbert at York, the schools of Charlemagne in
+the New Christian Empire, with Alcuin as minister of education; the
+later universities, with their tens of thousands of eager
+students&mdash;Paris, Cologne, and Oxford&mdash;sprang into being obedient,
+indeed, to a thirst for knowledge, but a thirst for knowledge which,
+in turn, owed its existence and intensity to the unique fact that
+Christianity alone among religions can assimilate and employ all the
+truths of<span class='pagenum'><a name="Page_120" id="Page_120">Page 120</a></span> human philosophy, of science, and of literature."</p>
+
+<p>The importance of promoting religious culture in our colleges cannot
+be overestimated. Dr. Thomas Arnold has spoken words that should be
+preserved in letters of gold. "Consider," he says, "what a religious
+education, in the true sense of the word, is: It is no other than a
+training our children to life eternal; no other than the making them
+know and love God, know and abhor evil; no other than the fashioning
+all the parts of our nature for the very ends which God designed for
+them; the teaching our understandings to know the highest truth; the
+teaching our affections to <em>love</em> the highest good!" One of the
+greatest teachers, Mark Hopkins, on the fiftieth anniversary of his
+connection with Williams College, said: "Christianity is the greatest
+civilizing, molding, uplifting power on this globe, and it is a sad
+defect in any institution of higher learning if it does not bring
+those under its care into<span class='pagenum'><a name="Page_121" id="Page_121">Page 121</a></span> the closest possible relation to it." The
+profound French philosopher, Victor Cousin, declares that "any system
+of school training which sharpens and strengthens the intellectual
+powers without supplying moral culture and religious principle is a
+curse rather than a blessing." And President M. E. Gates says: "In
+place of the fermenting despair of nihilism, the reckless immoralities
+of atheism, and the suicidal negations of agnosticism which have
+cursed liberally-educated Europe, if we are to have here in America an
+influence strong, binding and beneficient in our social system, as the
+result of collegiate education, it must be, it can be only by
+retaining in that system a clear faith in God, and by making
+prominent, as the highest aim of life, the service of God in serving
+the best interests of one's fellow-men."</p>
+
+<p>The goal of all education is fulness of stature of men and women in
+Christ. Art and science are a vain show without this<span class='pagenum'><a name="Page_122" id="Page_122">Page 122</a></span> aim. A man may
+have a brain as keen as a Damascus scimiter, and yet he is wanting
+without piety. This moral and religious equipment is necessary for
+right conduct which, Matthew Arnold says, is three-fourths of life.
+Other things being equal, the student that is touched and saturated
+with the religious life will be under the strongest motives and attain
+the highest culture and efficiency in life. A pure heart and a clear
+brain are closely related. "Our education will never be perfect
+unless, like the ancient temples, it is lighted from above." Martin
+Luther said: "To have prayed well is to have studied well," which
+accords with the idea of the best scholars in former days at
+Cambridge: <em>Bene orasse est bene studisse</em>.</p>
+
+<p>The Christian spirit is eminently favorable to culture and to the
+promotion of literary productivity. It helps to make brilliant and
+earnest teachers, and lends zest to professional ambition. "Other
+things being equal," says Noah Porter,<span class='pagenum'><a name="Page_123" id="Page_123">Page 123</a></span> "that institution of learning
+which is earnestly religious is certain to make the largest and most
+valuable achievements in science and learning, as well as in literary
+tastes and capacities."</p>
+
+<p>President Gates forcibly expresses the thought in these words: "Man is
+not, and was not meant to be, pure disembodied intellect. True
+philosophy, as well as common sense, teaches that the heart and the
+will have their rightful domain in every man's life. If the
+understanding becomes arrogant and spurns the aid of the other powers
+of the mind, not only does the man become an incomplete man, but his
+intellect itself inevitably loses poise and clearness. The man ceases
+to be a man, and becomes a calculating machine, and his intellect
+becomes subject to those sudden reversals of legitimate processes and
+results which the law of construction for calculating machines renders
+inevitable in them, but from which <em>life</em> saves the living man, the
+feeling, worshiping soul."</p>
+
+<p><span class='pagenum'><a name="Page_124" id="Page_124">Page 124</a></span>There is nothing more important to equip the complete scholar and
+gentleman than the Christian religion. Tennyson's poetic
+interpretation of this truth is thus beautifully expressed:</p>
+
+<div class="poem"><div class="stanza">
+<span class="i0">"Let knowledge grow from more to more,<br /></span>
+<span class="i2">But more of reverence in us dwell,<br /></span>
+<span class="i2">That mind and soul, according well,<br /></span>
+<span class="i0">May make one music, as before,<br /></span>
+<span class="i6">But vaster."<br /></span>
+</div></div>
+
+<p>The <em>methods of promoting religious life in college</em> are widely
+varied. One of the most effective means is the positive Christian
+faith and the personal religious influence of the college professors.
+The student enters college at a vital and perilous period of life. The
+judgment is often immature and the life principles unsettled. In this
+speculative period the student may be blindly endeavoring to adjust
+his faith to his reason. Especially at this time he needs professors
+of superior reason, strength of faith and spiritual discernment to
+unveil the divine mysteries and aid in dispelling doubt. Ex-President
+Seelye, of<span class='pagenum'><a name="Page_125" id="Page_125">Page 125</a></span> Amherst, once said: "We should no more think of appointing
+to a post of instruction here an irreligious man than we should an
+immoral man, or one ignorant of the topics he would have to teach." It
+is certainly no narrow bigotry that leads the Christian public to
+demand that the colleges select professors loyal to the truth and the
+Christian Church. United with their scientific culture and
+professional ability as teachers they should embody Christian
+earnestness and purity of life, and aim to send out students with a
+positive and rational faith.</p>
+
+<p>The parent who realizes that the moral character of his children will
+be fixed, in a large measure, while in college, believes that it would
+be moral suicide to permit them to come under the influence of a
+professor whose religious indifference, or unfavorable remarks about
+Christianity, might infuse the poison of skepticism, doubt, or
+indifference, and perhaps unsettle their early religious convictions,
+and<span class='pagenum'><a name="Page_126" id="Page_126">Page 126</a></span> "send them forth confused and adrift on the endless sea of
+conflicting notions."</p>
+
+<p>The courses of study in college should be arranged so as to favor the
+study of the essential facts and truths of the Christian religion, and
+through them promote practical piety. There is no valid reason why the
+Christian religion, which is the chief energy and force in all
+intellectual culture, should not be distinctly and permanently
+recognized in the college curriculum. The well-established and
+accepted facts of the Christian religion should be gathered and
+studied with as much painstaking care, freedom of spirit, and loyalty
+to truth as the scientist studies his facts and constructs his
+theories. This method implies that the teacher and pupil hold in
+abeyance all those probable theories, speculations, and conjectures
+which are not established, as irrelevant to the work in hand. When
+this scientific spirit is more effectively introduced into the study
+of the Christian religion in our colleges, it will<span class='pagenum'><a name="Page_127" id="Page_127">Page 127</a></span> prepare the way
+for the restatement of doctrine so as to commend it with increasing
+force to every intelligent student. Christian truth is capable of
+being built up into a system as scientific as any other. The
+professor, in leading the earnest student in search of spiritual
+truth, will exercise tolerance and tact, so that he will not awaken
+suspicions of being actuated by a narrow bigotry, or appear as a lover
+of dogmatic teachings.</p>
+
+<p>Again, it is better to select text-books that have been written by
+capable men who are in sympathy with the Christian religion. The
+student with an immature mind, who seeks to build his faith and
+theories of life on the teachings of those whose predilections are
+away from Christianity, will find it fatal to his lofty ideals and
+aspirations, while instruction based on Christian theism tends to lift
+the mind upward, and to foster a hopeful and earnest moral and
+intellectual life.</p>
+
+<p>We grant that Christian character can<span class='pagenum'><a name="Page_128" id="Page_128">Page 128</a></span> only be incidentally produced
+through the subjects studied. The same study may be taught in
+different ways, and with entirely different results. The intellectual
+processes involved in study do not necessarily exert a spiritual
+influence. The aim and spirit of the professor and student will
+determine whether the study pursued shall contribute to the
+cultivation of greater reverence and exaltation of the soul. The charm
+of scientific study may so occupy the student's attention as to
+exclude all thoughts of the spiritual and eternal, or he may "look
+through nature up to nature's God." The student may be so absorbed
+with the human events and material conditions of history as to
+overlook the light of God's presence and guiding hand in it all.</p>
+
+<p>To be liberally educated in Christian America, one should have a
+knowledge of the English Bible. It is the fountain and conservator of
+pure English and the storehouse of the most inspiring thought. Its
+classic beauty and lofty speculations and<span class='pagenum'><a name="Page_129" id="Page_129">Page 129</a></span> sublime morality are
+essential to a liberal education. "Froude calls the Bible the best of
+all literatures. Daniel Webster read the Bible through every year for
+its effect upon his mind. Charles Sumner kept the Bible at his elbow
+on his desk, and could find any passage without a concordance. Great
+men have found the Bible a great inspiration. But not this alone&mdash;as a
+great and inspiring literature,&mdash;but as a source of spiritual life and
+power, the Bible is the basis of true collegiate growth."</p>
+
+<p>The study of the English Bible in colleges is important in developing
+the will and the conscience, and in evoking religious feelings which
+have a practical influence on conduct. It certainly imparts a vigorous
+character to education, and brings men face to face with the facts of
+sin and its remedy. The presence of Christianity in the intellectual
+life of the student is corrective of selfishness and other vices which
+enslave the intellect and render life a disastrous failure.</p>
+
+<p><span class='pagenum'><a name="Page_130" id="Page_130">Page 130</a></span>It is encouraging to note that the study of the Bible is finding a
+place in the American college curriculum on a level with other
+studies, and time is allotted to attain a certain intellectual mastery
+of it. The active class instruction is as exacting and exhausting as
+any part of the college course. The student is led to trace the
+historic movements and to perceive the organic character, the literary
+forms and personal factors in its composition. The inductive method
+adopted develops original and independent students of the Word. The
+intellectual, devotional, and practical ends attained by this study
+are a powerful factor in upholding and maintaining the moral and
+spiritual character of the students.</p>
+
+<p>Another method is that of <em>religious worship</em>. Students living in a
+community with a separate intellectual and social life should be
+required to meet daily for religious worship and instruction. The
+sacred moments spent in the college chapel by<span class='pagenum'><a name="Page_131" id="Page_131">Page 131</a></span> the whole college
+community are an appropriate recognition of the worth and power of the
+Christian religion, and do something to meet the spiritual needs and
+aspirations of the human soul. The daily gathering of the academic
+body to listen to a brief but suggestive exposition of scripture, and
+to unite in praise and prayer, cultivates reverence and devotion in
+the student, and will be regarded by many of them in after years as
+among the most delightful experiences in college life. If the
+religious services are not made perfunctory, but attractive and
+inspiring, in college, the students may pass to the university in
+their maturer years with devotional habits, and, likely, to avail
+themselves of its voluntary system of daily religious exercises.</p>
+
+<p>The colleges should ever keep in view the original aim of the founders
+to make them centers of evangelical power. Piety, however, should not
+be a substitute for honest scholarly work. They should never<span class='pagenum'><a name="Page_132" id="Page_132">Page 132</a></span> permit
+their enthusiasm for an intellectual training and the growth of the
+sciences to obscure or conceal Him who is the Light and Life of all
+men. Their immediate and primary aim should be to promote intellectual
+culture, but this in nowise involves a departure from the spirit of
+the forefathers who made them agencies for defending and propagating
+the gospel, and for leading the youth to remember that "the fear of
+the Lord is the beginning of wisdom."</p>
+
+<p>It is evident, then, that the function of the college is to unfold the
+intellectual, physical, moral, and spiritual life of the young people,
+and especially to form character that shall be fully equipped for
+carrying out the divine purpose of life.</p>
+
+
+<h4>THE ADVANCEMENT OF KNOWLEDGE.</h4>
+
+<p>Another function of the American college is to extend the objective
+field of knowledge. The enlarged range of knowledge in our day is
+owing principally to the<span class='pagenum'><a name="Page_133" id="Page_133">Page 133</a></span> clear thinking and earnest, original,
+productive work done by college professors and students. They have
+done more to extend the empire of thought than any other class of
+intellectual workers. The college is the home of the arts and
+sciences, and it exists to teach and promote them. Professors should
+have the ability and the time, more and more, to make investigations,
+to extend the domain of truth, and to give philosophical and
+scientific guidance to the nation.</p>
+
+<p>The university proper, as now being developed, regards as its special
+function the training of men for research and professional work. Its
+ample facilities and its methods of work give advanced students rare
+privileges in any department of research.</p>
+
+<p>"The modern university," says Professor Josiah Royce, "has its highest
+business, to which all else is subordinate, the organization and
+advance of learning. Not that the individual minds are now neglected.
+They are wisely guarded as the servants of the<span class='pagenum'><a name="Page_134" id="Page_134">Page 134</a></span> one great cause. But
+the real mind which the university has to train is the mind of the
+nation&mdash;that concrete social mind whereof we all are ministers and
+instruments. The daily business of the university is, therefore, first
+of all, the creation and the advance of learning, as the means whereby
+the national mind can be trained."</p>
+
+<p>The constructive intellectual spirit so paramount in the university
+begins in the college. The more formal methods of disciplinary work at
+the beginning of a collegiate course gradually shade off, during the
+closing years, into the methods and spirit of original discovery
+adopted in university work. In the college there is kindled in the
+student the love of new truth and an enthusiasm for the advancement of
+learning. He is led to undertake creative work, and become an active,
+intellectual producer, with aspirations to widen the horizon of
+thought and weave the best results of his discoveries into the warp
+and woof of the social organism.</p>
+
+<p><span class='pagenum'><a name="Page_135" id="Page_135">Page 135</a></span>The steps leading up to the important period in the student's life
+where research is for the sake of fruitfulness are traceable in the
+historic development and requirements of college studies. In nearly
+all the colleges there is manifest a growing spirit of freedom in
+pursuing a course of study. There is little doubt that elective
+courses of study are a recognized necessity and benefit. It remains,
+however, an open question what studies should be required and what
+elected, and when the work of specialization should begin. If we keep
+in view the fact that the primary aim of a college education is to
+elevate and broaden the student by training him to clear and exact
+thought and accurate observation and expression, we will see that,
+whatever the course or subject of study chosen, it is only the means
+to this end.</p>
+
+<p>Required studies should be based upon the principle of the
+instrumental, substantive and interpretative elements in a liberal
+education. For example, the study<span class='pagenum'><a name="Page_136" id="Page_136">Page 136</a></span> of language is important as the
+instrument of thought. A knowledge of the rich and copious foreign
+languages opens up the wisdom of the past and present, and their study
+develops memory and precision, as well as stimulates and provokes
+thought. A knowledge of some of them is essential to the highest
+professional success. The student who can read and appreciate the
+foreign languages and appropriate their contents has a decided
+advantage.</p>
+
+<p>Mathematics is, likewise, an instrument of thought. It is the
+foundation of the physical sciences and the framework of the material
+universe. Its study trains the mind to think in relations and
+quantities, and helps to obviate loose and confused thinking. Logic
+and psychology are also important factors in developing the power of
+orderly and protracted thought.</p>
+
+<p>The substantive element in a liberal education is found in the study
+of the natural and moral sciences. The study of them is both
+attractive and stimulating,<span class='pagenum'><a name="Page_137" id="Page_137">Page 137</a></span> and helps to store the mind with useful
+facts and principles. A general study of science should be required. A
+knowledge of any favorite science involves in some measure a knowledge
+of others. Physics, chemistry, biology, astronomy, are all more or
+less related. There is an interacting and interweaving of the facts
+and principles. Aside from the information imparted, there is no other
+class of study that will so effectively train the mind to accurate
+habits of observation.</p>
+
+<p>Philosophy is the interpretative element in education, and helps to
+give unity to our knowledge. No one can reasonably lay claim to be
+liberally educated who has not some knowledge of the philosophical
+principles which underlie and explain the phenomena of history and
+life.</p>
+
+<p>These required studies should be embraced and upheld in all college
+courses in order to give unity and consistency to the knowledge of the
+student. The value of these different studies cannot be reasonably<span class='pagenum'><a name="Page_138" id="Page_138">Page 138</a></span>
+doubted. The colleges of the past developed strength by studying these
+few subjects. No technical studies or professional training can be
+substituted for this scholastic training. The professional man
+especially needs this general culture, in order to escape the danger
+of concentrating and contracting his intellectual interest. Colleges
+may vigorously adhere to these scholarly requirements, and yet
+advantageously introduce the elective system. The student must have
+depth as well as breadth of scholarship. This can be effectively done
+by the specialization which the elective system affords. The character
+of the different studies chosen, however, should have a cohesive and
+logical connection in order to secure concentration and attain the
+best results.</p>
+
+<p>The student who has had the advantages of a thorough preliminary
+training for admission to college, and has done faithful work in the
+required studies of the Freshman and Sophomore years, should have<span class='pagenum'><a name="Page_139" id="Page_139">Page 139</a></span>
+acquired such mental discipline and reached such a plane of
+scholarship that he is prepared for the more advanced work in special
+studies looking toward his life work. He should then be allowed to
+choose, within reasonable limits, those subjects for study during the
+Junior and Senior years in which his natural aptitudes and modes of
+thought would lead him to seek the highest degree of proficiency. This
+plan accords with the German system of education at the point where
+the student leaves the required work of the gymnasium and enters upon
+the elective work of the university. The most aggressive colleges in
+America have adopted this method, and are satisfied with the results.</p>
+
+<p>The elective system is beset with difficulties. Liberty is always
+subject to abuse, but the best attainments are found where negligence
+and mental trifling are possible. The advantages, however, are many.
+When the student decides upon a course of study suited to his real or
+imaginary needs,<span class='pagenum'><a name="Page_140" id="Page_140">Page 140</a></span> he exhibits more enthusiasm than if it is imposed.
+He is spurred on to his best effort, and develops personal power in
+original work. He gains depth and breadth of training, and is better
+fitted for more extended study in a university where the means and
+facilities are unlimited for the highest attainments in technical and
+professional training.</p>
+
+<p>This is the sure way to raise up a class of experts and investigators
+who will keep in touch with the sources of knowledge, and, by doing
+original work, contribute something new that will widen the horizon of
+knowledge and extend the empire of thought.</p>
+
+
+<h4>PREPARATION FOR SERVICE.</h4>
+
+<p>The function of the college is something more than developing men and
+women and promoting knowledge. Its aim is, likewise, <em>to prepare the
+student for service</em>. The knowledge and culture gained in college are
+only a means to an end. The student must not only know<span class='pagenum'><a name="Page_141" id="Page_141">Page 141</a></span> something, but
+be able to do something in the sphere of life. The ultimate object of
+all culture is to equip a person for life's work. Milton declares that
+the proper system of training is "that which fits man to perform
+justly and skillfully and magnanimously all the offices, both private
+and public, of peace and war;" and Herbert Spencer says that "the
+function which education has to discharge is to prepare us for
+complete living." And again, "the great object of education," says
+Emerson, "should be commensurate with the objects of life." The mind,
+placed in actual conscious relations with existing realities and
+phenomena, should be prepared for the largest service. To know, see,
+and learn the truth is a preparation for doing. The high type of
+manhood and womanhood which a liberal culture in college aims to
+promote should fit the student for every walk of life, in the family,
+society, church, and state.</p>
+
+<p><span class='pagenum'><a name="Page_142" id="Page_142">Page 142</a></span>The purpose of a college education should be twofold&mdash;<em>professional</em>
+and <em>humanitarian</em>&mdash;to prepare for one's vocation in life, and to
+cultivate humanitarian sympathies for the largest service. A person
+possessed of the humanitarian spirit realizes that the individual life
+is rooted in God, and consequently has a broader and deeper sense of
+human brotherhood, which enables him to keep in vital and sympathetic
+relation with human activity and experience. When these two aims
+blend, the best results are obtained, both for the individual and the
+community.</p>
+
+<p>Aside from the scientific passion for knowledge, there is a view of
+culture, as Matthew Arnold puts it, "in which all the love of our
+neighbor, the impulses toward action, help, and beneficence, the
+desire for removing human error, clearing human confusion, and
+diminishing human misery, the noble aspiration to leave the world
+better and happier than we found it&mdash;motives eminently such as are
+called<span class='pagenum'><a name="Page_143" id="Page_143">Page 143</a></span> social&mdash;come in as a part of the grounds of culture, and the
+main and pre-eminent part."</p>
+
+<p>It is to be feared that in some colleges the ideals and spirit are
+such as to lead the student to place power on wealth above culture,
+and social position above usefulness. Professor J. M. Hart estimates
+that nearly one-half of the students who attend Cambridge and Oxford
+Universities, in England, do so not for the sake of study, but in
+order to form good social connections. Liberal culture should not be
+sacrificed to preparing men for idle social life and paying places.
+Colleges do not exist to train the students' powers for personal
+benefits, but to promote culture, to the end that a larger service may
+be rendered to human progress. "An education," says President Hill,
+"that fails in producing lofty character, sustained and nourished by a
+pure faith, may, indeed, fill the world with capable and masterly men
+in their vocation; but, unless it can soften the<span class='pagenum'><a name="Page_144" id="Page_144">Page 144</a></span> heart of success and
+open the palm of power, it only strengthens the grasp of greed, and
+misses the making of noble men."</p>
+
+<p>The true conception of man and his duties leaves but little room for
+individualism or insolent self-assertion. No one can divorce himself
+from his fellow-men and their interests without lowering and debasing
+his own vocation in life, and becoming enfeebled and stunted in his
+own development. "The supreme object of the college," says President
+M. E. Gates, "is <em>to give an education for power in social life</em>."
+Every advancement in knowledge should tend to strengthen the bonds of
+human sympathy. Learning should be turned to the advantage of the
+people, and thus cause intelligence and helpfulness to go together.
+The great example of Christ teaches that a life of service is the only
+real human life. The quality of the student's character will be
+determined by his use or abuse of opportunity for service.</p>
+
+<p><span class='pagenum'><a name="Page_145" id="Page_145">Page 145</a></span>The very character of culture is social and beneficent. The great men
+of the world have most fully represented humanity. Touching the hearts
+of men, they have brought out the best of humanity in themselves,
+illustrating the truth of the divine law whereby we attain eminence,
+"Power to him who power exerts." The best thought not only contributes
+to the fulfillment of duty, but we receive impulse and mental activity
+by obedience to duty. Farrar says: "There are some who wish to know
+only to be known, which is base vanity; and some wish to know only
+that they may sell their knowledge, which is covetousness. There are
+some others who wish to know that they may be edified, and some that
+they may edify; that is heavenly prudence. In other words, the object
+of education is not for amusement, for fame, or for profit, but it is
+that one may learn to see and know God here, and to glorify Him in
+heaven hereafter. Our education is desired that, in the language<span class='pagenum'><a name="Page_146" id="Page_146">Page 146</a></span> of a
+Harrow prayer, we may become profitable members of the church and
+commonwealth, and hereafter partakers of the immortal glories of the
+resurrection." The measure and worth of a college should depend upon
+the pure and forceful character manifest in its students, and upon
+their willingness to employ the ability and knowledge acquired to
+serve the highest good of their fellow-men. The college that does this
+most efficiently will produce the best results.</p>
+
+<p>When this conception of the function of a college is more thoroughly
+fixed upon the attention of educators and students, it may help to
+present in a clearer light some educational problems in regard to
+culture and practical training in college. On the one hand, there is a
+demand that the work of our colleges should become higher and more
+theoretical and scholarly, and, on the other hand, the utilitarian
+opinion and ideal of the function of a college is that the work should
+be more progressive and prac<span class='pagenum'><a name="Page_147" id="Page_147">Page 147</a></span>tical. One class emphasizes the
+importance of true culture and of making ardent, methodical, and
+independent search after truth, irrespective of its application; the
+other believes that practice should go along with theory, and that the
+college should introduce the student into the practical methods of
+actual life.</p>
+
+<p>They are both, in a measure, right. There are forces at work in
+society to strengthen the demand that colleges teach the branches of
+industry, as well as prepare men for the so-called learned
+professions. The demand is based on the worth and dignity of
+intelligent labor. In fact, a scientific and technical education in
+some branch of industry has already won its way to the rank of a
+learned profession.</p>
+
+<p>The demand for industrial education has grown out of a reorganization
+of the industries and trades of the world. The great industries of the
+country require men of trained minds and directive intelligence to
+organize and control them. Mechanical<span class='pagenum'><a name="Page_148" id="Page_148">Page 148</a></span> skill is in great demand, and
+workmen must be trained not merely in dexterity and skill in the use
+of tools, but they must be so instructed in the principles governing
+science that they shall be able to reach results of the highest
+practical value in the sciences and arts. This age requires better
+mechanics, manufacturers, foremen, architects, farmers, and
+engineers&mdash;men whose creative genius will help to awaken the
+aspirations of the race to master the forces of nature and bring in an
+era of more convenience, comfort, and leisure for the cultivation of
+the mind and heart.</p>
+
+<p>Our systems of education are planning to meet the needs of the people.
+Manual training that is adapted to youth between twelve and seventeen
+years of age is incorporated in the curricula of many of the existing
+public schools. Besides, we have in the United States more than one
+hundred advanced schools in technology founded as independent
+organizations. One-third of them have shops for laboratory practice.</p>
+
+<p><span class='pagenum'><a name="Page_149" id="Page_149">Page 149</a></span>The fact that such a prominent place has been given to the physical
+and practical sciences in the courses of study in colleges shows that
+these institutions are responding to the constantly increasing demands
+of a practical age. Scientific departments have been advantageously
+established in connection with our well-endowed universities. It is
+both desirable and practicable to give instruction in mechanical,
+electrical, and civil engineering in our high grade colleges. This
+should not be done, however, at the expense of liberal culture.</p>
+
+<p>How far the colleges can meet the demand for technical and practical
+education depends upon their condition and resources. They cannot make
+bricks without straw. Wealthy men cannot perform a more generous act
+than to help establish these schools of technology in connection with
+our colleges, in order to give instruction in the practical and useful
+arts of life.</p>
+
+<p><span class='pagenum'><a name="Page_150" id="Page_150">Page 150</a></span>There is danger, perhaps, in pressing the utilitarian principle in
+education too far. It is not the colleges that make the greatest show
+of utility that develop the most effective men. In the effort to
+secure a practical education, it is important not to lessen the power
+to understand and apply the foundation principles which underlie
+actual practice.</p>
+
+<p>In the German universities the practical and technical are left alone.
+Professor J. M. Hart says of them that their "chief task, that to
+which all their energies are directed, is to develop great
+thinkers&mdash;men who will extend the boundaries of knowledge." We are
+under different conditions in this country, but the importance of the
+principle should not be overlooked. Every one has not the desire or
+ability to be a great scholar and thinker, but preparation for all the
+so-called practical careers of life should at least carry the student
+through the rigorous discipline of a college course up to the Junior
+year, when he may elect<span class='pagenum'><a name="Page_151" id="Page_151">Page 151</a></span> studies of a more technical nature looking to
+his life work. This is the best way to get a profound insight into
+principles from which to deduce practice and promote the interests of
+human society.</p>
+
+<p>Professor Josiah Royce has well said that "the result of this
+'conflict' between the two ideals of academic work has been the union
+of both in the effort of all concerned to build up a system of
+university training whose ideal is at once one of scholarly method and
+of scientific comprehension of fact. For the scholar, as such, be he
+biologist, or grammarian, or metaphysician, the exclusive opposition
+between 'words' and 'things' has no meaning. He works to understand
+truth, and the truth is at once word and thing, thought and object,
+insight and apprehension, law and content, form and matter. *&nbsp;*&nbsp;*
+There is no science unexpressed; there is no genuine expression of
+truth that ought not to seek the form of science."</p>
+
+<p>The importance of scientific theories<span class='pagenum'><a name="Page_152" id="Page_152">Page 152</a></span> leading to the best practical
+results is illustrated in the case of Columbus, whose investigations
+led him to believe in the sphericity of the earth and the probability
+of land in the far West. "Adams and Leverrier discovered Neptune
+simultaneously and independently, simply because certain observations
+had revealed perturbations that could be most naturally accounted for
+by the existence of an unknown planet." After Professor Helmholtz and
+others had made known the subtle laws of the transmission of sound,
+there was only a step to its practical application in the use of the
+telephone.</p>
+
+<p>The essential condition in all industrial and social progress is the
+acquisition of judgement, skill, and foresight by patient study of
+facts and principles. It is energy within the being that gives birth
+to achievement in the outward sphere of practical life. It is
+certainly the prerogative of the colleges to extend the best
+educational opportunities to the people. It<span class='pagenum'><a name="Page_153" id="Page_153">Page 153</a></span> should embrace their
+intellectual and industrial pursuits.</p>
+
+<p>The lofty and sacred purpose to render the highest service, to advance
+the welfare of men, is best reached by training men and women for
+leadership. The demand for educated and influential Christian
+leadership is greater than the supply. In 1890 there were about
+15,000,000 pupils in the public schools receiving elementary
+instruction, while only one in 455 of the population was under
+superior instruction in colleges. The majority of this small number
+will be among the real leaders of the country. The character of the
+nation will, in a large measure, depend on the character of the
+colleges which train and shape these leaders.</p>
+
+<p>A comparatively few men act as leaders, frame platforms, and shape
+legislation. It is quite difficult to find even this small number who
+are qualified for leadership. Nearly all our political and social
+reform movements are asking for a Moses, or a<span class='pagenum'><a name="Page_154" id="Page_154">Page 154</a></span> Luther, or a Lincoln,
+to lead them to victory. Some organizations of labor are officered by
+foreign born leaders who are ignorant and out of sympathy with the
+moral ideas and principles that have shaped our national life. There
+is a large number of imperfectly equipped men in all professions and
+in social movements, presuming to act as leaders, who might well be
+replaced by disciplined and cultured men, able to grapple with modern
+social problems, and to conduct the people to higher thought and
+nobler action. Men who are to become leaders and gain a strong hold on
+society must have a good foundation of general knowledge, and be
+trained to think on complicated questions. The man of thorough
+training, whether literary, scientific, or practical, has an immense
+advantage in leadership.</p>
+
+<p>It is the prerogative of the college, in its aim to serve the people,
+to extend such educational opportunities to youth as will<span class='pagenum'><a name="Page_155" id="Page_155">Page 155</a></span> equip them
+for true leadership in every vocation of life.</p>
+
+<p>The American college student should be sent forth with a purpose even
+stronger than that of the Greek youth, who took the oath of
+citizenship in these words:</p>
+
+<div class="blockquot"><p>"I will transmit my fatherland [its institutions, its
+civilization, its system of education, its people], not only not
+less, but greater and better, than it was committed to me."</p></div>
+
+
+
+<div class="section_break"></div>
+<p><span class='pagenum'><a name="Page_156" id="Page_156">Page 156</a></span></p>
+<h3><a name="V" id="V"></a>V.<br /><br />
+
+STUDENT LIFE IN COLLEGE.</h3>
+
+
+<p>Admission to college is dependent upon the mental and moral fitness of
+the student. If the student has completed the work of an advanced high
+school, or that of an academy, he may in many colleges pass
+immediately into the Freshman year without examination. The student is
+generally required to have, as a necessary preparation to gain
+admission to the Freshman class, three years of Latin and two of
+Greek, or an amount of modern languages equivalent to the Greek,
+besides mathematics, history, and English. In some cases the
+qualifications of the candidate must be such as to enable him to read
+at sight either Greek, Latin, French, or German. An essay in English
+must be<span class='pagenum'><a name="Page_157" id="Page_157">Page 157</a></span> correct in composition, spelling, grammar, expression, and
+division into paragraphs.</p>
+
+<p>Some favor admitting the student on trial, and giving him an
+opportunity to show his fitness and worth by application to study.
+Certainly the best test of the student's knowledge is the ability to
+pursue advantageously the prescribed course of study.</p>
+
+<p>After admission to college the student has at least fifteen hours per
+week of class room work. He may select, within a limited range, his
+studies. This selection is done under the guidance of the professors,
+and depends largely on the acquirements or deficiencies of the
+student. About three-fourths of the Freshman and Sophomore years are
+devoted to the classics and mathematics. A large share of the work in
+the Junior and Senior years may be devoted to specialization in
+science, language, mathematics, history, sociology, or philosophy. In
+some cases elocution, music, and the fine arts rightly receive a<span class='pagenum'><a name="Page_158" id="Page_158">Page 158</a></span> fair
+share of attention on the part of a large number of students
+throughout the college course.</p>
+
+<p>The advantages of a college education do not consist alone in the
+training of the faculties and the acquisition of knowledge, but one of
+its chief advantages grows out of the incidental noble and generous
+associations and influences.</p>
+
+<p>The college is a homogeneous community of a distinct and peculiar
+type. It is a little world by itself. The professors and students are
+separated from the common activities of life, and a common feeling
+unites all in a common bond. There are poured into this community the
+hopes, aspirations, habits, and tastes of the different students,
+which are soon molded into a common life, and become, in turn, an
+important factor in forming the character and directing the life of
+the student.</p>
+
+<p>The college classes become the organic centers of college life. For
+four years the students meet, at least in the smaller col<span class='pagenum'><a name="Page_159" id="Page_159">Page 159</a></span>leges, in
+the same lecture rooms for common studies, and become acquainted with
+each other's talents, tempers, and characteristics. It is within this
+charmed circle that the students find their associates and form warm
+and lasting friendships. It is not to be wondered at that class spirit
+runs high and class sentiment becomes a strong abiding power with the
+student. It is worth much to any young man or woman to be initiated
+into this hallowed sanctuary and catch its spirit and receive its
+uplifting influence. These central forces of the college classes
+naturally combine into a community with a common life. Thus each
+college comes to have a <em>genius loci</em> of its own. The subtle and
+fascinating influence of the common life and spirit is the <em>esprit de
+corps</em> of a college, and exerts no small influence over the life of
+the students. It gives exhilaration and stimulus to the students, and
+its formative power is felt throughout their lives, molding character
+and giving form to their opinions and<span class='pagenum'><a name="Page_160" id="Page_160">Page 160</a></span> direction to their aims, so
+that the college becomes a real <em>Alma Mater</em>. It is this spirit that
+makes and enforces a peculiar sentiment in the college community,
+which becomes almost as strong as positive law. These influences
+emanate in various ways. No one can trace them to their ultimate
+source, but all feel the effect of these dominant forces, and realize
+that their lives are, in some measure, gradually but surely becoming
+molded and shaped by them. These influences are among the most
+cherished recollections in after years, and unite the student to his
+college with affectionate regard. There is certainly no better place
+for our youth to form and solidify a manly character, and develop
+independent convictions and humanitarian sympathies which will be of
+lasting satisfaction.</p>
+
+<p>Noah Porter, in speaking of the benefits of association in a college
+community, truthfully says: "It is enough for us to be able to assert
+that thousands of the noblest men, who stand foremost in the<span class='pagenum'><a name="Page_161" id="Page_161">Page 161</a></span> ranks of
+social and professional life, would be forward to acknowledge that
+they are indebted to the cultivating influences of college friendships
+and college associations for the germs of their best principles, their
+noblest aspirations, and their most refined tastes. *&nbsp;*&nbsp;* True
+manhood, in intellect and character, is in no community so sagaciously
+discerned and so honestly honored as in this community. Pretension and
+shams are in none more speedily and cordially detected and exposed.
+Whether displayed in manners or intellectual efforts, conceit is
+rebuked and effectually repressed. Modest merit and refined tastes are
+appreciated, first by the select few, and then by the less discerning
+many. Each individual spectator of the goings-on of this active life
+is learning intellectual and moral lessons which he cannot forget if
+he would, and which he would not if he could, and he comes away with a
+rich freight of the most salutary experiences of culture in his
+tastes, his estimates of character, his<span class='pagenum'><a name="Page_162" id="Page_162">Page 162</a></span> judgments of life, as well as
+of positive achievements in literary skill and power."</p>
+
+<p>Some of the effective means of social life among the students are the
+<em>open</em> and the <em>secret</em> societies. They are purely voluntary, and are
+originated and managed by the members.</p>
+
+<p>The <em>Greek Letter Societies</em> are <em>secret</em>, and prevail in nearly all
+colleges. They are generally limited to ten or twenty members, and the
+chapters in the different colleges bear a friendly and mutual relation
+to each other. Among the Eastern colleges, nearly all these societies
+have elegant chapter houses, in which the members have rooms, and
+where they enjoy homelike comforts; while in the Western colleges the
+societies have attractive rooms, with tasteful appointments, which
+become a place of rendezvous for their members. Their only bond is
+congeniality. Some very different types of character are manifest in
+these societies. Students group themselves according to their common<span class='pagenum'><a name="Page_163" id="Page_163">Page 163</a></span>
+tastes, habits, and character. Some societies aim at scholarship or
+literary excellence, while others make wealth or social qualities an
+essential requirement. Even "fast fellows," if there be such, are
+eager to group themselves together into a secret society. A few of
+these societies are of a literary character, but the object of the
+majority is to promote sociability. It is claimed that their influence
+in some colleges is positively injurious, while in others they are
+beneficial and helpful in cultivating social qualities and in
+establishing warm intimate friendships among the members.</p>
+
+<p>It is a question whether the attendant evils do not offset their
+advantages. They are expensive, and often accompanied with
+distractions unfavorable to student life. Sometimes the late hours and
+suppers and other convivial indulgences absorb time and lower
+scholarship. They afford opportunity secretly to do evil. The members
+may plan escapades and hatch in<span class='pagenum'><a name="Page_164" id="Page_164">Page 164</a></span>trigues, and cover them up so as to
+make it almost impossible for the college authorities to discover the
+guilty ones. Yet many excellent things are said of them and of the
+mutual benefits to their members.</p>
+
+<p>The <em>open</em> societies, devoted exclusively to literary work, need no
+justification. They are voluntary associations for general literary
+and forensic culture. Oratorical and literary accomplishments are a
+prerequisite to the highest success and usefulness. The student who
+improves the opportunities of these societies need not neglect his
+regular college work, but in them can train himself to think
+consecutively, and gain facility of expression and an acquaintance
+with parliamentary law. If he makes faithful preparation, he will
+escape bombast and loose thinking and expression, and will become
+familiar with public movements, political questions, and social
+tendencies. For these and other reasons the literary societies should
+be<span class='pagenum'><a name="Page_165" id="Page_165">Page 165</a></span> encouraged, and students should consider it a privilege to become
+members of the same.</p>
+
+<p>Political clubs are, likewise, organized among the colleges to promote
+the success of their several parties and the triumph of their
+respective principles. At the time of national contests the clubs are
+especially active at mass meetings, in joint debates, and speeches,
+which set forth the merits of party principles and candidates. These
+experiences are both pleasant and instructive. The dignified
+participation of students in active political work tends to fire their
+patriotism and better equip them for the important social and civil
+duties of life. Political leagues are now organized in nearly all our
+colleges, with a view to strengthen the political party ties of the
+students in the several colleges and extend the party spirit and
+principle.</p>
+
+<p>Glee clubs and other musical clubs, together with classical and
+scientific clubs, likewise afford ample opportunity for culti<span class='pagenum'><a name="Page_166" id="Page_166">Page 166</a></span>vating
+social life, and furnish pleasant entertainment.</p>
+
+<p>Interest in athletic sports and outdoor amusements is often intense.
+Foot-ball and base-ball are the most popular games. Boat clubs are
+especially popular at Harvard and Yale. Bicycle clubs and lawn tennis
+clubs are made quite enjoyable to a large class of students.</p>
+
+<p>College students also edit and publish college newspapers and
+journals. They are issued as daily, weekly, or monthly papers, and are
+supposed to voice the sentiment of the college and reflect its social,
+intellectual, and moral conditions. These journals help to keep the
+alumni and the undergraduate students in touch with the college and
+its work.</p>
+
+<p>The religious life in college is very important. One of the primary
+purposes of the founders of American colleges was to promote such a
+religious life among students that they would go forth into all
+vocations as religious teachers and leaders<span class='pagenum'><a name="Page_167" id="Page_167">Page 167</a></span> of the people. This
+religious purpose has not been entirely thwarted. The general
+religious interest was never more marked and aggressive than at
+present. From one-half to five-sevenths of the students in American
+colleges make an open confession of Christ. In 1893, there were 70,419
+young people in Protestant colleges. Of these, 38,327 were members of
+churches. Within the last few years the religious tone of our colleges
+has been elevated and improved. The average American student feels the
+need of educating the spiritual nature, and that there is no better
+way to attain this end than through a knowledge of the Bible and the
+soul touch of the Christ-life.</p>
+
+<p>College authorities, recognizing the student's need of daily spiritual
+food, almost universally require once a day attendance at college
+prayers, which last from fifteen to thirty minutes. The students have
+frequent opportunities to meet the college pastor or one of the
+professors for conversation on personal religion.</p>
+
+<p><span class='pagenum'><a name="Page_168" id="Page_168">Page 168</a></span>Revivals are of frequent occurrence in many of our American colleges.
+These religious awakenings are strong and pervasive, and not only show
+the deep religious interest, but give a Christian tone to the body of
+students. The extent and intensity of these revivals in some colleges
+is so manifest that from three-fourths to nine-tenths of the graduates
+go out from their halls professing Christians.</p>
+
+<p>The Young Men's and Young Women's Christian Associations are organized
+in nearly all the colleges, to secure growth in the Christian life and
+to encourage aggressive work among the students. They have either
+separate buildings on the college campus, or rooms fitted up in some
+of the college buildings, for their regular religious meetings. These
+associations are operated through standing committees, composed of one
+or more members from each college class. These societies have done
+much to awaken, increase, and intensify the interest of the students
+in<span class='pagenum'><a name="Page_169" id="Page_169">Page 169</a></span> religious matters, and by prayer and mutual sympathy have
+strengthened each other's Christian character and principles during
+the trying years of college life.</p>
+
+<p>The morals of students should not be expected to rise much above the
+morals of the homes from which they come. The formative period of the
+student begins prior to college life. Parents who neglect this
+opportune time for training the moral life should not place this
+responsibility upon college professors and expect them to make up for
+parental neglect. It is a well-known fact, however, that only a very
+small per cent. of college students are known to be immoral. The
+prevalence of the drinking habit is decreasing. In one or two of the
+Eastern colleges a large per cent. of the students will take a social
+glass on public occasions and at inter-collegiate games, but in
+Western colleges this custom is rarely practiced. Money supplied by
+over-indulgent parents is the occasion of most of the immoralities.
+There is no<span class='pagenum'><a name="Page_170" id="Page_170">Page 170</a></span> general laxity of college law and sentiment in regard to
+the morals of the student. Most college authorities deal severely with
+known cases of drunkenness, theater going, and gambling.</p>
+
+<p>The consensus of opinion among college authorities is that the morals
+of students are better than those of the same number of youth outside
+the college. "Our opinion is," says Noah Porter, "and we believe it
+will be confirmed by the most extended observation and the most
+accurate statistics, that there is no community in which the
+pre-eminently critical period of life can be spent with greater safety
+than it can in the college." President Timothy Dwight bears this
+testimony: "There is no community of the same number anywhere in the
+world which has a better spirit, or is more free from what is
+unworthy, than the community gathered within our university borders.
+The religious life of the community has been earnest and sincere. The
+proportion<span class='pagenum'><a name="Page_171" id="Page_171">Page 171</a></span> of Christian men in the university is very large, and the
+influence exerted by them is manifest in its results."</p>
+
+<p>President Thwing says: "I do believe, and believe upon evidence, that
+the morals of the American college student are cleaner than the morals
+of the young man in the office, or behind the counter, or at the
+bench. His life and associations belong to the realm of the intellect,
+not to the realm of the appetite. His discipline is a training in that
+virtue the most comprehensive of all virtues&mdash;the virtue of
+self-control. He is able to trace more carefully than most the
+relations of cause and effect in the sphere of moral action. He
+recognizes the penalties of base indulgence. It is, therefore, my
+conviction that the college man is at once less tempted to the
+satisfaction of evil appetites, and less indulgent towards this
+satisfaction, than are most young men."</p>
+
+<p>The <em>expenses</em> in college vary according to the means and dispositions
+of the stu<span class='pagenum'><a name="Page_172" id="Page_172">Page 172</a></span>dents themselves. In making general estimates, it is
+impossible to be strictly accurate.</p>
+
+<p>The average cost per year of an education at Harvard is estimated at
+about $900; at Yale and Columbia, $700; at Princeton, Boston, Cornell,
+and Amherst, $600; at Wellesley, Smith, and Vassar Colleges, $500 to
+$600. The average cost of an education in most Western colleges does
+not exceed $300 or $400. At Oberlin College, Wooster University, and
+the Ohio Wesleyan University the average yearly expenses are reduced
+to $200 or $250.</p>
+
+<p>It is evident that higher education is more expensive in Eastern than
+in Western colleges. The difference arises from various causes. The
+tuition ranges from $100 to $150 in Eastern colleges, and from $30 to
+$50 in Western colleges. Again, the professors in most of the Western
+colleges receive smaller salaries than those in the Eastern colleges.
+In many of the smaller college towns the cost of living is low.</p>
+
+<p><span class='pagenum'><a name="Page_173" id="Page_173">Page 173</a></span>Then the student's personal and social habits play an important part
+in making up the general average. The large room rent and elaborate
+furnishings, expensive athletic sports, and costly fraternity life is
+much more manifest in the Eastern than in the Western colleges. The
+students are prone to follow the standards of home expenses, and fall
+in with the spirit of the wealthy social class, and indulge in
+elaborate living. Parents should discourage any display of wealth or
+extravagance in college if they wish their sons not to spend their
+time attending clubs, theaters, and questionable places of amusement,
+but to devote their attention to attaining true scholarship.</p>
+
+<p>The student's manner of living varies according to location and
+circumstances. In Eastern colleges the students reside mostly in
+dormitories located on the college campus, or in fraternity chapter
+houses, and secure their board outside in clubs or restaurants. These
+rooms rent<span class='pagenum'><a name="Page_174" id="Page_174">Page 174</a></span> from $50 to $300 a year, and the price of board varies
+from $3 to $7 per week. The dormitory system does not prevail to any
+great extent among Western colleges. Students rent rooms in private
+residences, paying from 50 cents to $2 per week, and find board in
+families or clubs at a cost of $2 to $3 per week. The students
+boarding in clubs are comparatively free from restraints, and often
+fail to cultivate the social amenities and table manners which should
+characterize a cultivated gentleman. For this reason, boarding in
+private families, where a woman's presence usually lends grace and
+dignity to social life at the table, is better for the student. The
+college student cannot afford, for the sake of cheapness in club life,
+to become rude or coarse. The people look to the college-trained man
+for that inherent polish which reveals itself in good taste and
+refined manners. Success and usefulness in life often depend upon
+these small matters.</p>
+
+<p>The students in American colleges are<span class='pagenum'><a name="Page_175" id="Page_175">Page 175</a></span> not measured by social and
+financial standards. The colleges sustain democratic ideals and
+methods by discouraging costly luxury, and encouraging simplicity of
+living without making life bare of all that is elevating and refining.
+They believe that "plain living and high thinking" is the way to call
+out the talent hedged about by financial difficulties, as well as to
+spur those gifted with fortune to higher aims and nobler efforts. The
+student who has the promise of a large inheritance has intimate social
+relations with those whose only capital is brain and heart. The true
+college test is thus expressed by President Thwing: "Brain is the only
+symbol of aristocracy, and the examination room the only field of
+honor; the intellectual, ethical, spiritual powers the only test of
+merit; a mighty individuality the only demand made of each, and a
+noble enlargement of a noble personality the only ideal." This is a
+healthful condition in college life, and tends to develop in the<span class='pagenum'><a name="Page_176" id="Page_176">Page 176</a></span>
+student self-respect and independence as an essential element in true
+citizenship.</p>
+
+<p>Students of limited means are encouraged to secure an education. The
+young man of ability and perseverance, who commands the esteem of the
+college community, will receive encouragement and support to complete
+his course in college. There are many charitable foundations to help a
+needy young man in college. Harvard gives away annually to students
+nearly $100,000 in prizes, scholarships, and fellowships. Cornell has
+six hundred free scholarships, and other colleges deal generously with
+earnest and worthy students. The hesitating young man who desires an
+education would do well to follow Franklin's advice, "Young man, empty
+your purse in your head." If necessity requires that the student
+should go through college poorly dressed and with plain living, he can
+afford to face these apparent disadvantages when he is confident that
+within a few years, by force of application, he can<span class='pagenum'><a name="Page_177" id="Page_177">Page 177</a></span> win a position of
+honor and independence as the reward of true merit. It is a
+significant fact that the majority of the students in our American
+colleges come from homes of moderate means, and that fully one-third
+are earning their way through college.</p>
+
+
+
+<div class="section_break"></div>
+<p><span class='pagenum'><a name="Page_178" id="Page_178">Page 178</a></span></p>
+<h3><a name="VI" id="VI"></a>VI.<br /><br />
+
+THE PERSONAL FACTORS IN A COLLEGE EDUCATION.</h3>
+
+
+<p>One of the personal elements entering into a college education is the
+choice of a college to attend. This decision is a problem of the first
+importance, and should not be left to ignorance or caprice, but ought
+to be carefully considered, inasmuch as it largely involves the future
+type of character a student will have after the formative period of
+college life. The college puts a life-long stamp upon its graduates.
+It largely shapes their tastes, determines the company they keep, and
+greatly influences the serious work of their lives. There are a few
+principles by which we may test the excellence of a college without
+undue disparagement of any.</p>
+
+<p><span class='pagenum'><a name="Page_179" id="Page_179">Page 179</a></span>In the first place, a young man or woman should select a college where
+the standard of scholarship is high. The number and extent of studies
+in the college curriculum is not so important as the quality and tone
+of instruction. The world has come to require accuracy and
+thoroughness in instruction. What little a student knows he ought to
+know thoroughly, and then he can speak and act with assurance. A low
+intellectual tone or lack of critical work on the part of a college
+has a debilitating influence on the student. The professors should
+have a ripe scholarship, and be earnest and strong in their work, as
+well as inspire scholarly ambitions. Their bearing should be kind,
+courteous, and gentlemanly, in order that the students may come to
+possess more manly and womanly qualities of character as well as
+scholarship. Such teachers, in close personal contact with students,
+will awaken new powers, and help to discipline the mind to clear
+thinking, and impart<span class='pagenum'><a name="Page_180" id="Page_180">Page 180</a></span> noble impulses that will enrich manhood and
+womanhood.</p>
+
+<p>Again, the college buildings, libraries, apparatus, and general
+equipment are important, but not as essential as the teaching force.
+President Gates says: "Harvard ranked as a small training college, and
+had no cabinets illustrative of science, when she trained Emerson and
+Holmes and Lowell, among all her gifted sons still her triple crown of
+glory. Bowdoin had no expensive buildings upon her modest campus when
+Hawthorne and Longfellow there drank at the celestial fount. Amherst,
+among her purple hills, boasted no wealth of appliances or endowment
+when she printed the roll of undergraduates rendered forever
+illustrious by the names of Richard S. Storrs, Henry Ward Beecher, and
+Roswell D. Hitchcock. Presidents Woolsey and Wayland, and Mark Hopkins
+and Martin B. Anderson, were trained for their noble and ennobling
+work in colleges which lacked rich appliances and throng<span class='pagenum'><a name="Page_181" id="Page_181">Page 181</a></span>ing numbers."
+Such, however, has been the growth of the sciences and advancement in
+the methods of teaching, that in our modern schools for superior
+instruction the well-equipped college has a decided advantage over
+those with meager appliances.</p>
+
+<p>Likewise, select a college where the life and <em>esprit de corps</em> is the
+very best. The college is not an exercising ground for the intellect
+alone, but a place for inspiring ideas and aims. These are the soul of
+college life. They are more important than college buildings,
+endowment or libraries.</p>
+
+<p>The religious principle should have the ascendancy in the choice of a
+college, because religion demands the supreme place in life. The moral
+and religious character is by no means fixed when the student enters
+college, and he needs to come into a pure Christian atmosphere, where
+the heart, as well as the mind, is molded and stimulated.</p>
+
+<p><span class='pagenum'><a name="Page_182" id="Page_182">Page 182</a></span>Other things being equal, the student should favor a college of his
+own denomination, or the one that he thinks best represents the spirit
+and form of Christianity. His church affiliations should be
+strengthened. In advising this, we do so not from any sectarian
+bigotry. The probabilities are that if the student attends a college
+of another denomination, the impressions made may tend to produce
+indifference to the church of his fathers, or weaken his own Christian
+efficiency in it. The young should maintain personal loyalty to the
+church that has helped to build up their Christian character and to
+inspire in them a thirst for a broader culture.</p>
+
+<p>It is claimed to be an advantage to the student living in the West to
+select a college in his own state, where he will form his friendships
+and associations, which afterward may be of value to him in his chosen
+profession. In such cases, it is thought advisable to take graduate
+work in the East, in some university which is<span class='pagenum'><a name="Page_183" id="Page_183">Page 183</a></span> pre-eminent for its
+special courses, libraries, laboratories, and appliances. On the other
+hand, it would often be an advantage for the Eastern student to take
+work in the best universities of the West.</p>
+
+<p>We come now to speak of some of the <em>personal hindrances and
+advantages</em> in acquiring an education. Student life has its
+hindrances. All have not the same capacity to assimilate culture. It
+requires more effort for some to master a college course than for
+others. A thorough college training costs arduous labor. Many are not
+willing to pay the price, and to practice the self-denial necessary to
+acquire the power to think and master the great subjects of study. It
+demands all the force of a strong conviction and an earnest resolution
+to go through college and win a place among the thinkers of the world.
+One reason why so many students enter college and drop out before they
+complete their course of study, arises from the fact that they have
+not acquired the power of appli<span class='pagenum'><a name="Page_184" id="Page_184">Page 184</a></span>cation. Their feeble wills and
+intellectual lethargy succumb before mental tasks requiring eight or
+ten hours of hard, earnest work a day. They should be encouraged with
+the words of Lord Bacon, who says: "There is no comparison between
+that which we may lose by not trying and not succeeding, since by not
+trying we throw away the chance of an immense good, and by not
+succeeding we only incur the loss of a little human labor."</p>
+
+<p>Again, there are those who are led to look for some short cut to
+obtain a college education. This is a serious mistake. "Whatsoever a
+man soweth, that shall he also reap," is as true in an intellectual
+career as in any other work of life. The laws of mental growth must be
+observed to make the most of ourselves, and to do the most for
+humanity and God. The young must learn that it takes years of work to
+get a college education. "If I am asked," says President J. W.
+Bashford, "why Methodism does not produce more John<span class='pagenum'><a name="Page_185" id="Page_185">Page 185</a></span> Wesleys, I assign
+as one reason of this failure the fact that none of us observe the
+laws of mental development as John Wesley kept them, and devote the
+time to mental growth which John Wesley gladly gave. I turn to
+Arminius, and find that he spent between twelve and thirteen years at
+the universities of Europe before he began to preach. Arminius died at
+fifty-nine. Yet he left behind him a work on divinity which ranks him
+with La Place and Newton, with Calvin and Augustine and Spinoza, as
+one of the world's master minds. Calvin spent nine years at college,
+and later was able to devote three years more to study. Augustine
+devoted thirteen years to study after his father sent him away to
+college before he accepted the professorship at Milan. It was eleven
+years after Luther left home for college before he left the scholar's
+bench for the professor's chair. Four years later, Luther took another
+scholastic degree, showing that he was still pursuing his studies.
+Five<span class='pagenum'><a name="Page_186" id="Page_186">Page 186</a></span> years more were required for Luther to reach clear convictions
+on religion and theology. Paul was a student in the most celebrated
+schools in Jerusalem for fifteen years. If, therefore, you do not seem
+to have that mastery of truth, if you do not find yourself the
+intellectual giant which you once thought you might become, do not
+blame the Lord, do not depreciate your talent, until you have devoted
+as many years to college studies as did Arminius, and Calvin, and
+Augustine, and Wesley, and Luther, and Paul. If you would do a great
+work in the world, fulfill the conditions by which men outgrow their
+fellows." The student should be willing to begin at the bottom of the
+ladder and work upward. It will take more time, but it will yield rich
+returns and bring real satisfaction.</p>
+
+<p>Again, if the college life is to be profitable and pleasant, the
+student should refuse to enter an advanced class when his general
+culture or discipline is so deficient as to render it difficult to
+make reasonable<span class='pagenum'><a name="Page_187" id="Page_187">Page 187</a></span> progress in his studies. It is true that the entrance
+examination is not always a fair test of the student's capacity or
+promise. The difficulty cannot be corrected, and study be made a
+pleasure, unless a student himself shows frankness, and is willing to
+begin where every step forward is thoroughly understood.</p>
+
+<p>Among the <em>personal advantages</em> of a college education is the fact
+that it helps to <em>emancipate the individual</em>. The studies pursued take
+the student out of his narrow self and his present environment, and
+make him conversant with other ages and conditions, where he finds his
+larger self. The personality becomes enlarged and enriched by a wider
+vision and a knowledge of the great and good men who have lived to
+make the world better. The best thoughts of the past and the present
+are at the student's command. He may place himself in touch with all
+ages and peoples and feel that he is contemporaneous with the best
+spirit and thought of all that have<span class='pagenum'><a name="Page_188" id="Page_188">Page 188</a></span> gone before. Truth thus gathered
+and stored up in life and character has a wonderful emancipating
+power. The gateway of truth is always thrown open to those who
+earnestly knock and search for her hidden treasures. The individual in
+this age, more than in any other, needs the emancipating power of
+truth to act intelligently and effectively in the drama of life.</p>
+
+<p>A college education likewise <em>tends to liberalize the individual</em> by
+first eliminating any self-conceit, or inclination to rashness or
+falsity, and to build up firmness, judgment, and sincerity of
+character. The aim of the college is to enable the student to know
+himself and his mission in life. He must have a right conception of
+self, because he must everywhere live and act with self. He owes it to
+himself, and to the race, and to God, to make the most of life by
+developing his God-given faculties. God had a purpose in creating each
+person, and the aim of each individual should be to live worthy of his
+origin, by finding out<span class='pagenum'><a name="Page_189" id="Page_189">Page 189</a></span> what God wants of him, and then training his
+faculties and aptitudes on the line of this purpose. He who lives in
+willful ignorance lives beneath the privileges and possibilities of a
+human being created in the divine image. No one ought to be satisfied
+with anything short of the noblest and best possibilities for himself.
+The majority of men and women have rich capacities, and their natures
+are full of resources, but these are not always called out. Their
+incipient powers often need some outside impulse or suggestion to open
+the chambers of the soul and lead them to discover their unconscious
+capacities, natural aptitudes, and untried powers.</p>
+
+<p>There are hidden forces in our nature and in life about us of which we
+little dream. The marvelous forces of electricity are being applied to
+all human activities, and are unfolding to us new life and new
+possibilities. We are told that there are mightier currents in the
+atmosphere above us than those in the Mississippi or the<span class='pagenum'><a name="Page_190" id="Page_190">Page 190</a></span> Amazon.
+Likewise, the science of education exhibits how the trained powers of
+man reveal unexpected forces and capacities, which have needed only
+the touch of truth and personality to awaken a higher life and to
+impart fresh inspiration. Now the college is the best place to
+discover our inborn energies, and to awaken talent and develop
+greatness through the influence of men and books.</p>
+
+<p>The student is also liberalized by a knowledge of the truth. Ignorance
+is the synonym for narrowness and bigotry. Charity, good-will, and
+human brotherhood spring from a kind heart and an enlightened
+understanding. The student, by reason of years of study, is better
+able to see truth in its various human relations and personally
+exhibit a breadth of charity unknown to those of narrow vision. His
+informed judgment and quickened conscience will enable him to act
+generously and to stuffer courageously, because his soul is quietly
+resting in the bosom of truth.</p>
+
+<p><span class='pagenum'><a name="Page_191" id="Page_191">Page 191</a></span>A college education likewise <em>helps to fortify the individual</em> for
+complete living. It is in the college that the student gains a deeper
+consciousness of his own ability, which gives independence to
+character. Through genius, or by dint of extraordinary application, he
+attains an intellectual ability which gives him the right to wield his
+trained powers to uphold the truth and work for the general good. His
+mental powers, stores of knowledge, and humanitarian sympathies
+naturally give greater opportunity for influence and usefulness. The
+judgment and reasoning powers have been trained so that the student
+goes forth fortified against the acceptance of plausible delusions and
+sophisms, and can speak with rightful authority as to the facts or
+principles he has observed and verified. Truth and personality, thus
+coupled together, face practical duties and questions with the
+confident strength and heroic courage which presage victory.</p>
+
+<p>The college-trained man, who enters his<span class='pagenum'><a name="Page_192" id="Page_192">Page 192</a></span> vocation in life as a
+vigorous, virtuous and capable being, equipped with facts and
+principles as the propelling power of life, will wield the greatest
+influence for good. He will be fortified for the battles of life, and
+able to maintain himself in honest independence.</p>
+
+<p>The college offers another safeguard to the student by conserving
+scholarly tastes and habits. The student who acquires a literary taste
+is never at a loss to know how he may best employ his time. The baser
+things of life are crowded out to give place to nobler thoughts and
+higher aims. He finds his real happiness in cultivating the inner life
+of exalted thought and generous impulses. He realizes that, as the
+body demands sustenance, and the soul needs "bread from heaven," so
+the mind must have intellectual food, which gratifies a taste for the
+best thoughts of the best thinkers.</p>
+
+<p>The student is also helped to fortify himself with a noble purpose. He
+is led to<span class='pagenum'><a name="Page_193" id="Page_193">Page 193</a></span> feel that he has a mission in life, and the power of this
+purpose gives an elevation to the spirit and a dignity and loftiness
+to conduct. More than anything else, it helps to strengthen the will
+to resist temptation and to conform to the highest moral code. By far
+too many of our youth are drifting through life without any particular
+aim or purpose. They fail to act in life under the inspiration of a
+devotion to a great purpose. Henry D. Thoreau was right when he wrote:
+"The fact is, you have got to take the world on your shoulders, like
+Atlas, and put along with it. You will do this for an idea's sake, and
+your success will be in proportion to your devotion to ideas. It may
+make your back ache occasionally, but you will have the satisfaction
+of hanging it or twirling it to suit yourself. Cowards suffer; heroes
+enjoy." Any worthy calling or useful employment will lead to honor and
+a broader development of self, providing that self is filled with an
+absorbing love to God,<span class='pagenum'><a name="Page_194" id="Page_194">Page 194</a></span> so that it will be the unit of measure for
+action towards a neighbor and the true base line from which his rights
+and boundaries are surveyed and determined.</p>
+
+<p>The college helps to fortify the young by imparting good impulses,
+which enable them to enter upon life full of hope and courage. It is
+the place to kindle the youth with a glow of enthusiasm, and impart an
+inspiration which will pervade the whole career of life. It speaks for
+the immaterial and unseen forces of life, and supplies the purest
+motives by which to form a true and beautiful character.</p>
+
+<p>No young man can afford to enter the wide-open door of the twentieth
+century without a harmonious development of his faculties, and a
+nature sensitive to the best and holiest influences, and responsive to
+the most generous impulses. The aspirations of bright minds and noble
+natures can never excel the lofty descriptions of wisdom by the wisest
+of men.</p>
+
+<p><span class='pagenum'><a name="Page_195" id="Page_195">Page 195</a></span></p>
+<div class="poem"><div class="stanza">
+<span class="i0">"Happy is the man that findeth wisdom<br /></span>
+<span class="i0">And the man that getteth understanding,<br /></span>
+<span class="i0">For the merchandise of it is better than silver,<br /></span>
+<span class="i0">And the gain thereof than fine gold.<br /></span>
+<span class="i0">She is more precious than rubies,<br /></span>
+<span class="i0">And all things thou canst desire are not to be compared unto her.<br /></span>
+<span class="i0">Length of days is in her right hand,<br /></span>
+<span class="i0">And in her left hand riches and honor;<br /></span>
+<span class="i0">Her ways are ways of pleasantness,<br /></span>
+<span class="i0">And all her paths are peace."<br /></span>
+</div></div>
+
+
+
+<div class="section_break"></div>
+<p><span class='pagenum'><a name="Page_196" id="Page_196">Page 196</a></span></p>
+<h3><a name="VII" id="VII"></a>VII.<br /><br />
+
+THE PRACTICAL VALUE OF EDUCATION.</h3>
+
+
+<p>Prince Bismarck is reported to have said that in Germany "there were
+ten times as many people educated for the higher walks as there were
+places to fill." Many uninformed persons are ready to make similar
+statements in regard to this country, and believe that we are
+over-educating the people. Colonel R. G. Ingersoll says: "You have no
+idea how many men education spoils. Colleges are institutions where
+brickbats are polished and diamonds dimmed."</p>
+
+<p>The public schools have nearly fifteen million pupils enrolled, or
+nearly one-fourth of the population of the entire country. In 1890,
+the four hundred and<span class='pagenum'><a name="Page_197" id="Page_197">Page 197</a></span> fifteen colleges had 118,581 students in all
+departments. This vast army of youth receiving instruction is
+regarded, on the part of some people, with a little disquietude, and
+it is believed that we are likely to have too many college-trained men
+and women. There are certainly no grounds for fear if we take
+education to mean the broadest culture for complete living.</p>
+
+<p>If we examine more closely the figures regarding our school
+population, we will find that, of the large number of pupils enrolled
+in 1890, there was only "an average of three and one-half in one
+hundred pupils studying any branches above the courses of study laid
+down for the first eight years; that is, between the ages of six and
+fourteen years."</p>
+
+<p>Of the 118,581 students in our colleges, there were only 35,791 men
+and 7,847 women in the collegiate department, making a total of 43,638
+receiving higher instruction. The remaining number were in the
+pre<span class='pagenum'><a name="Page_198" id="Page_198">Page 198</a></span>paratory, normal, and professional departments. These students are
+scattered over a great nation, and if we take students in all
+departments they represent one in four hundred and fifty-five of the
+population who are under superior instruction, and only one male
+student in the collegiate department to a group of 1,770 of the
+population. Many of those enrolled in college do not complete the
+course of study. It is evident that the number of students in our
+colleges is proportionately small, considering our population and the
+requirements of our age, and the proportion of graduates is even
+smaller.</p>
+
+<p>The practical value of a college education is seriously questioned by
+many good people unacquainted with the facts. There is abundant
+evidence, however, which goes to prove that the college graduate has
+better chances for success than the non-graduate.</p>
+
+<p>It is admitted at the outset that some self-educated men have
+succeeded without<span class='pagenum'><a name="Page_199" id="Page_199">Page 199</a></span> a college education, while some college-trained men
+have failed in active life. It should be remembered that colleges do
+not exist to make ability, but to develop it. There is certainly
+nothing in a college education which unfits men for the practical
+duties of life. Some college students have meager talent to begin
+with, and a college training aims to help them make the most of
+themselves.</p>
+
+<p>The so-called "self-made" men have undergone the severest discipline.
+By force of native ability and energy, they have surmounted
+difficulties and achieved success which merits the warmest praise.
+There is scarcely one of them who would not have availed himself of a
+collegiate or technical training if force of circumstances had not
+ordered otherwise. They feel keenly their educational disadvantages,
+and believe that they would have had greater success if they could
+have had the disciplinary training of a college course. Many feel as
+did the distinguished orator, Henry<span class='pagenum'><a name="Page_200" id="Page_200">Page 200</a></span> Clay, who, when in Congressional
+debate with John Randolph, a collegian, is said to have acknowledged,
+with tears, the disadvantage he suffered from not having had a liberal
+education.</p>
+
+<p>Washington, Franklin, and Lincoln achieved success by their
+application, but they were among the foremost to recognize the value
+of a college training. These examples show that a college education is
+not always essential to the highest service. The only just claim for a
+collegiate training is that it increases the probabilities of a
+person's success in life.</p>
+
+<p>The criteria of comparison of the achievements of men are imperfect,
+and the measure of success is not easily calculated. Great men are not
+those who simply climb up to some conspicuous position. It is
+important to estimate the quality of the work done, as well as the
+place occupied. A greater premium should be placed upon the manhood
+and womanhood put into the work, rather than the<span class='pagenum'><a name="Page_201" id="Page_201">Page 201</a></span> place filled. The
+teachings of Christ show that there is no place in the Kingdom of God
+for a place hunter, but that greatness is measured by service. In the
+competition for success in life, it is often necessary to have not
+only ability and worth, but the commercial instinct to gain public
+recognition. The safe rule for men of talent to follow is to make
+themselves conspicuously great in their present position, and make it
+a stepping-stone for something greater. Charles Kingsley occupied, in
+England, an apparently humble position in his rural pastorate, but the
+thinking world has felt the power and influence of his great life.</p>
+
+<p>Bearing in mind these restrictions in regard to the idea of success,
+we offer a few suggestive facts to show the number of college men who
+have made a record in the annals of the country.</p>
+
+<p>The college has been the open doorway to positions of eminence and
+usefulness in all countries. Lord Macaulay, in one of<span class='pagenum'><a name="Page_202" id="Page_202">Page 202</a></span> his speeches in
+Parliament, said: "Take the Cambridge Calendar, or take the Oxford
+Calendar for two hundred years; look at the church, the parliament, or
+the bar, and it has always been the case that men who were first in
+the competition of the schools have been first in the competition of
+life."</p>
+
+<p>Speaking of the advantages of a university education in Germany,
+Professor J. M. Hart says: "I am warranted in saying that the majority
+of the members of every legislative body in Germany, and three-fourths
+of the higher office holders, and all the heads of departments, are
+university graduates, or have at least taken a partial course&mdash;enough
+to catch the university spirit. All the controlling elements of German
+national life, therefore, have been trained to sympathize with the
+freedom, intellectual and individual, which is the characteristic of
+the university method."</p>
+
+<p>It is estimated that only one-half of one<span class='pagenum'><a name="Page_203" id="Page_203">Page 203</a></span> per cent. of the male
+population in America receives a college education, and yet this small
+contingent of college men furnishes one-half of the Senators and
+Vice-Presidents, two-thirds of the Presidents and Secretaries of
+State, and seven-eighths of the Justices of the Supreme Court of the
+United States.</p>
+
+<p>Rev. W. F. Crafts says: "I have examined the educational records of
+the seventy foremost men in American politics&mdash;Cabinet officers,
+Senators, Congressmen, and Governors of national reputation&mdash;and I
+find that thirty-seven of them are college graduates; that five more
+had a part of the college course, but did not graduate, while only
+twenty-eight did not go to college at all. As not more than one young
+man in five hundred goes to college, and as this one-five-hundredth of
+the young men furnishes four-sevenths of our distinguished public
+officers, it appears that a collegian has seven hundred and fifty
+times as many chances of being an<span class='pagenum'><a name="Page_204" id="Page_204">Page 204</a></span> eminent Governor or Congressman as
+other young men."</p>
+
+<p>The college graduate generally has the pre-eminence among professional
+men. The proportion of successful men in the professions is difficult
+to obtain, but if a wide reputation be regarded as the criterion of
+success, the college-bred men take the lead.</p>
+
+<p>President Thwing has carefully estimated that, of the 15,142 most
+conspicuous persons of our American history, whose record is sketched
+in "Appleton's Cyclop&aelig;dia of American Biography," 5,326 are college
+men. Among the latter, the percentage found in the various callings is
+as follows: "Pioneers and explorers, 3.6 per cent.; artists, 10.4 per
+cent.; inventors, 11 per cent.; philanthropists, 16 per cent.;
+business men, 17 per cent.; public men, 18 per cent.; statesmen, 33
+per cent.; authors, 37 per cent.; physicians, 46 per cent.; lawyers,
+50 per cent.; clergymen, 58 per cent.; educators, 61 per cent.;
+scientists,<span class='pagenum'><a name="Page_205" id="Page_205">Page 205</a></span> 63 per cent." He further estimates that one college man
+in every forty attains recognition, to one in every ten thousand
+non-college men; and a college-bred man has 250 times the chance of
+attaining recognition that the non-college man has.</p>
+
+<p>Dr. Channing says: "The grounds of a man's culture lie in his nature,
+and not in his calling;" and, in keeping with this, the primary aim of
+a college is to train men. Yet, it should be the door of approach to
+all professions. The studies pursued in college are the foundations of
+the practice of the various professions, and a young man does himself
+and his profession no credit when he neglects to master a college
+course because of his impatience to rush into a professional career,
+and thus help to swell the army of poorly-equipped professional men.</p>
+
+<p>"To practice law or medicine in France," says Matthew Arnold, "a
+person must possess a diploma, which serves as a guarantee to the
+public that such a person<span class='pagenum'><a name="Page_206" id="Page_206">Page 206</a></span> is qualified for his profession. A
+licentiate of law must first have got the degree of Bachelor of
+Letters; have then attended two years' lectures in a faculty of law,
+and undergone two examinations, one in Justinian's Code, and the Codes
+of Civil Procedure and Criminal Instruction. The new bachelor must
+then, in order to become licentiate, follow a third year's lectures in
+a faculty of law; undergo two more examinations, the first on the
+Institutes of Justinian again, the second on the Code Napoleon, the
+Code of Commerce, and Administrative Law, and must support a thesis on
+questions of Roman and French Law. To be a physician or surgeon in
+France, a man must have a diploma of a doctor either in medicine or in
+surgery. To obtain this, he must have attended four years' lectures in
+a faculty of medicine, and have two years' practice in a hospital.
+When he presents himself for the first year's lectures, he must
+produce a diploma of Bachelor of Letters; when for the third,<span class='pagenum'><a name="Page_207" id="Page_207">Page 207</a></span> that of
+a Bachelor of Sciences, a certain portion of the mathematics generally
+required for a third degree being, in his case, cut away. He must pass
+eight examinations, and at the end of his course he must support a
+thesis before his faculty."</p>
+
+<p>Young men with talent and ambition are led to believe that the
+professions are so over-crowded that there is very little opportunity,
+in these days, for a collegian to succeed in a professional career. A
+comparative study of the number of students in the professional
+schools in Germany, France, and the United States, for 1890 reveals
+the following facts:</p>
+
+<table summary="Students in professional schools in 1890.">
+<thead>
+<tr>
+  <th class="table_cell_0110">&nbsp;</th>
+  <th class="table_cell_1111">Law.</th>
+  <th class="table_cell_1111">No. to every 100,000 population.</th>
+  <th class="table_cell_1111">Medicine.</th>
+  <th class="table_cell_1111">No. to every 100,000 population.</th>
+  <th class="table_cell_1111">Theology.</th>
+  <th class="table_cell_1111">No. to every 100,000 population.</th>
+</tr>
+</thead>
+<tbody>
+<tr>
+  <td class="table_cell_1111">Germany,</td>
+  <td class="table_cell_1111 table_center">6,304</td>
+  <td class="table_cell_1111 table_center">13</td>
+  <td class="table_cell_1111 table_center">8,886</td>
+  <td class="table_cell_1111 table_center">18</td>
+  <td class="table_cell_1111 table_center">5,849</td>
+  <td class="table_cell_1111 table_center">12</td>
+</tr>
+<tr>
+  <td class="table_cell_1111">France,</td>
+  <td class="table_cell_1111 table_center">5,152</td>
+  <td class="table_cell_1111 table_center">14</td>
+  <td class="table_cell_1111 table_center">6,455</td>
+  <td class="table_cell_1111 table_center">17</td>
+  <td class="table_cell_1111 table_center">101</td>
+  <td class="table_cell_1111 table_center">..</td>
+</tr>
+<tr>
+  <td class="table_cell_1111">United&nbsp;States,</td>
+  <td class="table_cell_1111 table_center">4,518</td>
+  <td class="table_cell_1111 table_center">7</td>
+  <td class="table_cell_1111 table_center">14,884</td>
+  <td class="table_cell_1111 table_center">24</td>
+  <td class="table_cell_1111 table_center">7,013</td>
+  <td class="table_cell_1111 table_center">11</td>
+</tr>
+</tbody>
+</table>
+
+<p><span class='pagenum'><a name="Page_208" id="Page_208">Page 208</a></span>We glance briefly at the promises which the so-called learned
+professions hold out to young men. The opening for young men in the
+legal profession has many difficulties, but it is not without its
+rewards. David Dudley Field estimated that in 1893 there were 70,000
+lawyers in the United States. If we estimate the population of the
+nation at 70,000,000, there would be one lawyer for every 1,000 of the
+population. Assuming that three-fourths of the population are women,
+children, and men under age, there would be one lawyer to every 250
+males of full age in the United States.</p>
+
+<p>Germany, with a population of 50,000,000, has about 7,000 lawyers, or
+one to every 7,000 persons. In the State of New York, with a
+population of 6,000,000, there are 11,000 lawyers, or one for every
+545 of the population. Of this number of lawyers, there is a great
+proportion engaged in real estate business, or other outside matters,
+which enables them to secure a mainte<span class='pagenum'><a name="Page_209" id="Page_209">Page 209</a></span>nance. Others have entered the
+law because of its promise of social position and honor.</p>
+
+<p>Aside from the numbers in the legal profession, there are other
+considerations in the problem. The people of to-day are less disposed
+to controversy, and avoid employing lawyers to settle disputes and
+differences in court, and others often hesitate to employ a lawyer for
+fear of being made a victim of the rapacity of some who have brought
+the profession into disrepute. Again, there is less confusion in the
+laws. They are being collected, condensed, arranged, and simplified,
+and people are coming to understand the codes. Likewise, the courts
+are adopting simpler rules and codes of civil procedure, which give
+less room for pettyfogging hindrances and delays in litigation. A
+lawyer of talent, with the aid of a good stenographer and typewriter
+and other advantages of to-day, can do double and treble the work of a
+lawyer twenty-five years ago.</p>
+
+<p>Finally, the qualifications of a lawyer<span class='pagenum'><a name="Page_210" id="Page_210">Page 210</a></span> never reached so high a
+standard. To attain the greatest professional success, it is
+indispensable to get the highest development which a college training
+can give. Chauncey M. Depew says that three-fifths of the lawyers are
+unfit for their profession from lack of ability or training. The
+people demand abler and better lawyers. The requisite qualities of a
+good lawyer to-day are not only knowledge and a good judgment, but
+patience, industry, honesty, and certain other aptitudes for his work.
+He must be ready to compete with a trained and talented rival. Special
+training is of great value. A lawyer of several years' standing at the
+bar in New York, in a recent conversation, remarked: "I studied law in
+a lawyer's office. My brother, here, several years younger than
+myself, went through the law school, and he has so much the advantage
+of me, in consequence of that training, in the studious habits he has
+formed, in being brought into immediate contact with the<span class='pagenum'><a name="Page_211" id="Page_211">Page 211</a></span> best legal
+minds, in being held to the highest standards, that this fall I shall
+enter the law school and take the entire course."</p>
+
+<p>In facing these difficulties, let it be remembered that there are
+always openings for young men of superior qualifications. Some one
+asked Daniel Webster whether the legal profession was not
+over-crowded, and he replied that there was always room at the top. An
+ambitious young man of ability can win his way to the front, while
+mediocrity will wait for patronage. There is jostling and crowding in
+the rear ranks of every profession. It is surprising how few
+thoroughly trained men are entering the profession. In 1890 there were
+in the various law schools in this country 4,518 students, and only
+1,255 of these had degrees in letters or science. In the same year,
+1,514 were graduated in the schools of law, which was only 2.4 in
+every 100,000 of the population. There is a demand for specialists.
+The field is en<span class='pagenum'><a name="Page_212" id="Page_212">Page 212</a></span>larging in the department of patent law, railroad law,
+and other legal specialties. The business transactions of this age are
+more complex, and the interests more important. Corporation
+controversies need to be adjusted by those who thoroughly understand
+the principles and practices of equity. "I was a teacher of law to
+young men for more than twenty years," says Judge Hoadley, "and have
+never seen any reason to discourage a sober, honest, and industrious
+young man from studying law. He needs, first of all, absolute
+fidelity, trustworthiness, and integrity; secondly, devotion to his
+calling&mdash;in other words, industry that will not be interfered with by
+the distraction of society or pursuit of politics. If he be honest and
+willing to work, he will, with reasonable intelligence make a
+sufficient success, if he have the patience to wait for success. If,
+in addition, he have what I may call the lawyer's faculty&mdash;that
+God-given power to appreciate leading principles and apply them to<span class='pagenum'><a name="Page_213" id="Page_213">Page 213</a></span>
+facts as they arise, coupled with ability to reason, and to state
+results cogently and persuasively,&mdash;he will make a shining success."</p>
+
+<p>Again, the advantages of a thorough medical education are generally
+recognized. The sacred work of ministering to the suffering demands
+the most thorough instruction in medicine and methods of treatment. In
+1890 there were 15,404 students in 116 medical schools in the United
+States, distributed as follows: Regulars, 13,521; eclectics, 719;
+homeopathists, 1,164. For the same year there were 4,492 graduates, or
+7 in every 100,000 of the population. Sixteen of the medical schools
+had no students enrolled who had previously obtained a literary or
+scientific degree. Only 15 per cent. of all the students matriculated
+had obtained a degree before entering the medical schools. There is an
+evident lack of thorough preparation in foundation studies on the part
+of the students. The medical profession is sec<span class='pagenum'><a name="Page_214" id="Page_214">Page 214</a></span>ond to none in
+importance, and the students of medicine who will give time to the
+more extended culture of a college course will naturally obtain
+greater skill and a broader range of thought, which will contribute to
+their efficiency as practicing physicians.</p>
+
+<p>It is also encouraging to know that the statistics of each decade
+indicate that an increasing proportion of young men entering the
+ministry have received a college education. There were 112 theological
+schools in 1890, that reported 7,013 students, of whom 1,372 were
+graduated, or two for every one hundred thousand of population. This
+is certainly not over-crowding.</p>
+
+<p>Of the students in theology enrolled in the schools of the various
+denominations in 1890, the proportion was as follows: Baptists, 15.6
+per cent.; Presbyterians, 15 per cent.; Methodists, 14.9 per cent.;
+Lutheran, 14.7 per cent.; Roman Catholic, 13.4 per cent.;
+Congregational, 9.7 per cent.; Christian, 5.5 per cent.; Episcopal,<span class='pagenum'><a name="Page_215" id="Page_215">Page 215</a></span>
+4.7 per cent.; Hebrew, .5 per cent. Of the total enrollment, 7,013,
+only 1,559 students had received degrees in letters or science. The
+church demands educated men for the pulpit. A call to the ministry in
+these days means that a man should prepare for the work. God does not
+honor the slothful, but the man who seeks to make full proof of his
+ministry. This is done when a man of piety takes the time to acquire
+mental culture and refinement, and to become able properly to guide
+and instruct the people. Such ministers, "thoroughly furnished unto
+every good word and work," honor the church, and strengthen the cause
+of Christ. Their mental endowments command respect and inspire
+confidence. There never has been a time in the Christian ministry when
+there was such a demand as now for ministers with minds cultivated and
+well stored with knowledge, and hearts set on fire by the Holy Ghost.</p>
+
+<p>The old idea that a college graduate must study for medicine, law, or
+the pulpit,<span class='pagenum'><a name="Page_216" id="Page_216">Page 216</a></span> has attracted a large number of them into these
+professions. We have learned, however, that these professions are not
+superior to other avenues in science and business. A college training
+is only a means to an end. It is giving a man fitness for work of any
+kind. The departments opening up to college-trained men in all lines
+of work are multiplying and expanding with each succeeding year.</p>
+
+<p>The future is bright for those who will take up statesmanship as a
+profession. Nothing has a more important bearing on the social
+interests of the people than the science of civil government. The
+nation is burdened with politicians, but intelligent Christian
+statesmen are few. The intelligent people of this nation are asking
+for men educated in history, political and social science, who, with
+clear heads and loyal hearts, will use their ability for the welfare
+of the public. Good citizens have too long held themselves aloof from
+the great concerns of our organized society.<span class='pagenum'><a name="Page_217" id="Page_217">Page 217</a></span> All civic matters are
+worthy of our best thought and noblest effort. The management of our
+political and social interests has too often been usurped by
+politicians, who, with little self-respect, efficiency, or character,
+have worked not for the public good, but on the principle that "to the
+victors belong the spoils." Their rapacity and greed have led them to
+sacrifice principle to party. They aim to manage caucuses, pervert
+elections, override the wishes and defy the moral sense of the people,
+and corrupt the sources of national life.</p>
+
+<p>We have come to ask for a remedy. Its answer must be found in the
+young men whose patriotism will lead them to thoroughly prepare
+themselves for public service and make statesmanship a profession.
+Along with a broad and comprehensive knowledge of the science of
+government they should cultivate the capacity for effective public
+speech, in order to present political and social themes with such
+power as to guide public opinion in the<span class='pagenum'><a name="Page_218" id="Page_218">Page 218</a></span> right direction. They must be
+willing to carry their independent convictions into civil affairs, and
+help to ennoble the national spirit, and purify public life, and make
+it expressive of the highest intelligence and the best moral
+sentiments of the people. Statesmanship is a sacred calling, and the
+people are ready to uphold and encourage young men who will dedicate
+themselves to this exalted work.</p>
+
+<p>It is an omen of good that chairs of political and social science are
+being established in all our high grade colleges to train young men
+for this service. They ought to prosper, and will. Milton saw this
+need years ago, and said: "The next remove must be to the study of
+politics, to know the beginning, end, and reasons of political
+societies; that they may not, in a dangerous fit of the commonwealth,
+be such poor, shaken, uncertain reeds, of such a tottering conscience,
+as many of our great counsellors have lately shown themselves, but
+steadfast pillars of the state."</p>
+
+<p><span class='pagenum'><a name="Page_219" id="Page_219">Page 219</a></span>Those who are to be trained for this leadership, and expect to gain a
+strong hold on society, should be taught and trained to think upon
+complicated questions, and able not only to frame platforms and shape
+legislation, but to grapple with modern social problems, and lead the
+people to nobler action.</p>
+
+<p>Journalism is another important field for talented young men and
+women. The journalists of to-day need breadth and concentration of
+mind to meet the demands of a reading and thinking people. They need a
+knowledge based on history, literature, and politics in order to
+report speeches correctly and to discuss living questions clearly,
+cogently, and with a broad knowledge of principles and facts. The
+press wields an influence next to the pulpit, and it should be
+consecrated to the highest service through men qualified for editorial
+work.</p>
+
+<p>The profession of teaching has justly assumed a position in this
+country second to none in influence and power.</p>
+
+<p><span class='pagenum'><a name="Page_220" id="Page_220">Page 220</a></span>There are 15,000,000 pupils in the public schools of this country.
+There are 364,000 teachers employed in giving instruction to this army
+of youth. College graduates are rapidly acquiring a control of the
+high positions in these schools. The superintendents, principals, and
+the majority of the male assistants are college graduates. A college
+education is fast becoming an absolute necessity to secure a position
+in the best schools. School boards will rarely select a superintendent
+or a principal of the high school who has not received a collegiate
+education. There is an increasing demand for thoroughly trained men
+and women in this work. Few teachers can hope to attain prominence in
+their profession without these advantages.</p>
+
+<p>There is, likewise, a rich and fruitful field opening up to those who
+receive a careful scientific education. The application of science to
+the arts and industries is rapidly changing the social and economic
+conditions of the people. We are unable<span class='pagenum'><a name="Page_221" id="Page_221">Page 221</a></span> to conceive of the
+ever-widening field in which educated men will be needed to discover
+new methods of concentrating and transmitting electrical and
+mechanical power, thereby reducing the cost of production, and adding
+to the comfort and happiness of the human family. There is a growing
+demand for men versed in electrical science, who can take charge of
+establishments for the transmission of power. Civil and mechanical
+engineers are needed, who can wisely and economically construct our
+bridges and highways of commerce, and who can apply the highest
+scientific skill to all the constructive enterprises of the country.</p>
+
+<p>"The Swiss and Germans aver," says Matthew Arnold, "if you question
+them as to the benefit they have received from their <em>realschulen</em> and
+<em>polytechnicums</em>, that in every part of the world their men of
+business, trained in these schools, are beating the English when they
+meet on equal terms as to capital, and that where English<span class='pagenum'><a name="Page_222" id="Page_222">Page 222</a></span> capital, as
+so often happens, is superior, the advantage of the Swiss or German in
+instruction tends more and more to balance this superiority. I was
+lately saying to one of the first mathematicians in England, who has
+been a distinguished senior wrangler at Cambridge and a practical
+mathematician besides, that in one department, at any rate&mdash;that of
+mechanics and engineering,&mdash;we seemed, in spite of the absence of
+special schools, good instruction, and the idea of science, to get on
+wonderfully well. 'On the contrary,' said he, 'we get on wonderfully
+ill. Our engineers have no real scientific instruction, and we let
+them learn their business at our expense by the rule of thumb, but it
+is a ruinous system of blunder and plunder. A man without a requisite
+scientific knowledge undertakes to build a difficult bridge; he builds
+three which tumble down, and so learns how to build a fourth which
+stands, but somebody pays for the three failures. In France or
+Switzerland he<span class='pagenum'><a name="Page_223" id="Page_223">Page 223</a></span> would not have been suffered to build his first bridge
+until he had satisfied competent persons that he knew how to build it,
+because abroad they cannot afford our extravagance.'"</p>
+
+<p>We find, likewise, that our industries are demanding men trained in
+applied chemistry. The application of the principles of chemical
+philosophy to manufacturing steel, chemical fertilizers, artificial
+preparation of articles of food, bleaching, dyeing, and printing of
+cloths, offers a very inviting field of study. We might multiply
+instances, but enough has been said to suggest to our minds the rich
+possibilities before educated young men and women. We are only on the
+edge of the future of applied science.</p>
+
+<p>We need, also, to carry our culture and training into business
+careers. Business is conducted by different methods than in the past.
+The management affords a broader field for judgment and thought. Many,
+in the future, may succeed without a college<span class='pagenum'><a name="Page_224" id="Page_224">Page 224</a></span> education, but they will
+work at a disadvantage. The chances are always in favor of the man who
+is well educated. It is a common belief that a college education
+unfits a man for practical work. He often does appear at a
+disadvantage on leaving college, but, other things being equal, he
+will distance, within a few years, the man of like ability who has not
+been rigorously trained to see, think, and judge. "Experience also
+confirms this impression by the decisive testimony gathered from a
+multitude of witnesses," says Noah Porter, "that the young man who
+leaves college at twenty-one, and enters a counting or sales-room,
+will, at twenty-three, if diligent and devoted, have outstripped in
+business capacity the companion who entered the same position at
+sixteen and has remained in it continuously, while in his general
+resources of intellect and culture he will be greatly his superior."</p>
+
+<p>Germany has for more than fifty years insisted that her youth should
+not only<span class='pagenum'><a name="Page_225" id="Page_225">Page 225</a></span> have the foundation of a general education, but that
+opportunities should be given for higher commercial instruction. This
+superior education and training is producing its legitimate results.
+Notwithstanding the many unfavorable circumstances which have combined
+to prevent her growth in commerce and industry, Germany has gained an
+amount of skill and experience in mercantile training that has no
+parallel in France, England, or America. The advance of German trade
+is due to the superior fitness of the Germans through their systematic
+training in technical schools.</p>
+
+<p>M. Ricard, in his report to the French Chamber of Commerce, said:
+"Every intelligent man must admit that the invasion of our commerce by
+foreigners is due entirely to this educational inferiority. The
+Germans are taking our places everywhere. They even supplant the
+English. Let the merchants of France take warning in time. German
+commerce has better<span class='pagenum'><a name="Page_226" id="Page_226">Page 226</a></span> instruction, better discipline, and greater
+enterprise than French commerce; it is at home everywhere; no
+languages are foreign to it; it keeps a lookout over the world; it is
+not ashamed to go to school, and if you do not awake from your
+lethargy, it will annihilate you."</p>
+
+<p>The London Chamber of Commerce found, on examination, that ninety-nine
+per cent. of Englishmen who take to commercial life are unable to
+correspond in any foreign language. The comparative disadvantage, on
+all commercial lines, of England with Germany, is owing to "a higher
+average of mercantile intelligence all round." It is not to be alleged
+that the English are mentally inferior to the Germans, but, as
+Professor W. G. Blackie said before the Educational Institute of
+Scotland: "The question is solely an intellectual one, and must be
+solved through educational means. It assumes the aspect of an
+educational duel between the mercantile population of this country and
+their<span class='pagenum'><a name="Page_227" id="Page_227">Page 227</a></span> competitors on the continent, in which the mastery is sure to
+remain with those who are the most fully equipped for the contest."</p>
+
+<p>The report on the superior instruction of Antwerp contains the
+following words: "Men have seemed to imagine that, in order to
+prosper, commerce and industry have only required money and favorable
+treaties of commerce. Governments have occupied themselves with the
+material side of the future merchant, without taking care to develop
+his intellectual capacity, which is, indeed, the spirit of his
+operations, without taking care to improve his intelligence, which is
+the germ of enterprise in the commercial life of a nation."</p>
+
+<p>Young men and women are often led to believe that there is no chance
+for them to have a successful career, and so fail to attend college
+and develop their capacity, and, as a consequence, often become
+restless and idle. But this is no age for triflers. The world is in
+need of educated<span class='pagenum'><a name="Page_228" id="Page_228">Page 228</a></span> men in all of the higher walks of life. There is
+abundant room for men of ability and culture who can bring things to
+pass. The fact that earnest, talented, and consecrated men and women
+are overworked in their professions shows that there is a place in the
+front ranks of all useful professions and vocations.</p>
+
+<p>The door of the twentieth century swings open and invites the
+ambitious men and women of talent and consecration to the service of
+humanity, and extends the widest opportunities and the most exalted
+privileges ever vouchsafed to man. Will the youth of the land be ready
+to enter?</p>
+
+
+
+<div class="section_break"></div>
+<p><span class='pagenum'><a name="Page_229" id="Page_229">Page 229</a></span></p>
+<h3><a name="VIII" id="VIII"></a>VIII.<br /><br />
+
+OUR INDEBTEDNESS TO COLLEGES.</h3>
+
+
+<p>The American colleges hold the most intimate relation to the whole
+community, for which they have done a vast work. They rightly enjoy
+the confidence and esteem of the American people, since they have
+infused into society some of the most purifying and life-giving
+influences. Many of the first settlers were among the best educated
+men of England, and they recognized that education was the
+corner-stone of civil and religious liberty. Pembroke, Delaware,
+William Penn, Roger Williams, the Winthrops, and a large number of
+worthy men who settled in the early colonies came from the classical
+shades of Oxford and Cambridge, and retained the educational
+predilections which were so<span class='pagenum'><a name="Page_230" id="Page_230">Page 230</a></span> firmly established in their mother
+country. The spirit and principles of our wise and godly ancestry were
+early introduced into the colleges, which have conserved and
+perpetuated them down to the present day.</p>
+
+<p>The American people owe much to the colleges for training capable and
+worthy men to fill the posts of honor and power in the nation. The men
+who have given shape and character to the early political
+organizations and spirit have been mostly collegians.</p>
+
+<p>These institutions for higher education have trained men in history,
+philosophy, and the principles of government, who have become the
+right hand of strength to the nation. Their extensive knowledge and
+thoroughly disciplined and comprehensive minds have been largely
+instrumental in perfecting our system of government, and in elevating
+the nation to the rank of one of the greatest political powers.</p>
+
+<p>The colleges have trained the intellect<span class='pagenum'><a name="Page_231" id="Page_231">Page 231</a></span> and conscience of the
+majority of students so that they have gone forth as leaders, and have
+exerted a prodigious influence among the people for right thinking and
+right acting. They have not only disciplined the powers of the
+masterly statesmen, but have fostered among them a sense of fraternity
+concerning our civil destinies. The students that have been gathered
+into the colleges from the different portions of the nation have
+become imbued with one sentiment, and entered upon public life linked
+together by the bonds of a common intellectual life and strong
+friendships, which have resulted favorably for the republic.</p>
+
+<p>Some of the colonial colleges have richly repaid the nation for all
+the effort and sacrifice it cost to found them. William and Mary
+College has sent out twenty or more members of Congress, fifteen
+United States Senators, seventeen Governors, thirty-seven Judges, a
+Lieutenant General and other high officers of the Army, two<span class='pagenum'><a name="Page_232" id="Page_232">Page 232</a></span>
+Commodores to the Navy, twelve professors, seven Cabinet officers; the
+chief draughtsman and author of the Constitution, Edmund Randolph; the
+most eminent of the Chief Justices, John Marshall, and three
+Presidents of the United States.</p>
+
+<p>Harvard has furnished two Presidents, one Vice President, fifteen
+Cabinet officers, twenty Foreign Ministers, twenty-nine United States
+Senators, one hundred and four Congressmen, and nineteen Governors.</p>
+
+<p>Princeton has beaten the Harvard record in everything except the first
+and fourth items. It has given to the country one President, two Vice
+Presidents, nineteen Cabinet officers, nineteen Foreign Ministers,
+fifty-five United States Senators, one hundred and forty-two
+Congressmen, and thirty-five Governors.</p>
+
+<p>The collegians have ranked among the principal leaders in the
+political life of the nation. Fifty-eight per cent. of the chief
+national offices have been filled by them.<span class='pagenum'><a name="Page_233" id="Page_233">Page 233</a></span> Thomas Jefferson, author
+of the "Declaration of Independence," was a college man. Hamilton,
+Madison, and Jay, who took such a prominent part in the framing of the
+Constitution of the United States, were college-trained men.
+Three-fourths of the signers of the Declaration of Independence were
+college graduates. These and other superior men in public life, at
+this period, were educated and possessed a scholarship that was in
+compass and variety more than abreast with the learning of the time.
+George Washington was a self-made man, but he had recourse to
+America's greatest statesman, Alexander Hamilton, a graduate of
+Columbia College, in preparing his state papers.</p>
+
+<p>The counsellors of Abraham Lincoln, during the stormy days of the
+Rebellion, were men of trained minds. "All the leaders," says
+Professor S. N. Fellow, "in that Cabinet were college-trained men.
+William H. Seward, the shrewdest diplomatist, who held other nations
+at bay<span class='pagenum'><a name="Page_234" id="Page_234">Page 234</a></span> until the Rebellion was throttled; Salmon P. Chase, whose
+fertile brain developed a financial system by which our nation was
+saved from national bankruptcy, and made national bonds as good as the
+gold in foreign markets; Edwin M. Stanton, that man of iron, who
+organized a million of raw recruits into an army equal to any in the
+world; Gideon Welles, who, almost from nothing, created a navy
+sufficient for our needs,&mdash;each of these, and every other member of
+Lincoln's Cabinet, save one, was a college graduate. So, also, in the
+army. It was not until thoroughly trained and disciplined men filled
+the chief places in command that the Federal forces overwhelmed and
+destroyed the Rebellion. We repeat, the law is, and it is believed to
+be universal, that the higher the rank or position, the larger per
+cent. of college graduates are found in it."</p>
+
+<p>Education was an important factor in deciding the issues of our Civil
+War. Thoroughly trained and disciplined men<span class='pagenum'><a name="Page_235" id="Page_235">Page 235</a></span> filled the chief places
+in command in the Federal Army. The Northern soldiers were better
+educated than those of the South. It has been said that "in the German
+Army that fought the battles of the Franco-Prussian war, those who
+could neither read nor write amounted to only 3.8 per cent., while in
+the French Army the number amounted to 30.4 per cent." According to
+the admission of the defeated, the universities conquered at Sedan.
+Perhaps it is not too much to say that the great number of colleges in
+the Northern States conquered at Appomattox.</p>
+
+<p>A large per cent. of the leaders in the American Congress, during the
+trying period of our country's history from 1860 to 1870, were either
+college graduates or had taken a partial course in college and gained
+its inspiration.</p>
+
+<p>The college graduates have furnished 33 per cent. of the Congressmen,
+46 per cent. of the Senators, 50 per cent. of the Vice Presidents, 65
+per cent. of the Presi<span class='pagenum'><a name="Page_236" id="Page_236">Page 236</a></span>dents, 73 per cent. of the Associate Judges,
+and 83 per cent. of the Chief Justices of the Supreme Court of the
+United States.</p>
+
+<p>Again, we are especially indebted to the colleges for encouraging
+private and public schools, through which we have become an
+enlightened people. It is impossible to estimate the indebtedness of
+popular to collegiate education. There is an intimate and vital
+relation between the college and the public schools, which differ not
+in kind, but only in the degree of instruction. "The success and
+usefulness of common schools," says Professor W. S. Tyler, "is exactly
+proportioned to the popularity and prosperity of the colleges, and
+whatever is done for or against the one is sure to react, with equal
+force and similar results, upon the other."</p>
+
+<p>The colleges have been foremost in advocating that the education of
+the youth should not be left to those of meager attainments and narrow
+sympathies. They have maintained that, in order to reap the<span class='pagenum'><a name="Page_237" id="Page_237">Page 237</a></span> best
+advantages of our public schools, it is important to have wise,
+competent, Christian men and women to give instruction, as well as to
+prepare text-books, and to increase the appliances employed in
+teaching.</p>
+
+<p>It has been a difficult task to bring our public school system to the
+present condition of progress. The work has proceeded slowly and
+steadily under the example and inspiration of great educational
+centers. The excellence and usefulness of our school system has
+advanced just in proportion to the culture and ability of the
+teachers. A collegiate education has always tended to foster and
+encourage higher standards of scholarship among teachers, and this
+influence has been diffused into the public school system. President
+Charles W. Super truthfully says: "That which leads up to the highest
+must always be supervised and directed by that which is at the top. A
+system of elementary and secondary education which<span class='pagenum'><a name="Page_238" id="Page_238">Page 238</a></span> does not culminate
+in the university, and make that the goal towards which its efforts
+are directed, is an absurdity. There must be good teachers before
+there can be good schools, and good teachers can only be formed in
+institutions that are chiefly concerned with knowledge at first hand.
+This has been a recognized principle in Germany for half a century, or
+longer; is now almost universally admitted in France, and is the goal
+toward which the whole civilized world is rapidly moving."</p>
+
+<p>The efficiency of our public schools has been felt in every department
+of our social organization. They have been a strong bulwark against
+the influences of a raw and uninstructed foreign population, who, like
+a tidal wave, have flooded our shores. Some of these have not only
+been ignorant and infidel, but filled with monarchical ideas and
+un-American sentiment. The public schools have brought their children
+into accord with our American institutions, and developed intelligent
+patriotism. They<span class='pagenum'><a name="Page_239" id="Page_239">Page 239</a></span> have taught the youth common rights and privileges,
+and helped to generate a union of sympathy and sentiment which leads
+to the consolidation of our society into a homogeneous body.</p>
+
+<p>The colleges, working through the public school teachers, have
+likewise helped to educate the millions of the manumitted and
+enfranchised colored people, and to break up sectionalism, allay party
+strife, and make for the peace, prosperity, and unity of the nation.
+Our political safety has called for a wise and vigorous effort to
+educate the masses and to assimilate the heterogeneous elements into
+our body politic. The public schools and colleges, with their
+interdependence, have in a great measure met the demand, and given us
+a legacy of peace, prosperity, and intelligence enjoyed by all the
+people.</p>
+
+<p>Likewise, the colleges have contributed largely to the general
+prosperity and material progress of society. They are the real centers
+of power of this enterprising<span class='pagenum'><a name="Page_240" id="Page_240">Page 240</a></span> and progressive age. "The revival of
+learning and the epoch of discovery ushered in the epoch of natural
+science, which has made possible the epoch of useful inventions."</p>
+
+<p>College-trained men are the most practical and useful of men. They
+have been the creators of material wealth and prosperity. Their
+discoveries and inventions have revolutionized business and social
+life. Every department of life is teeming with the fruits of science
+and philosophy, which have been largely built up by colleges and
+college-trained men. Bacon, Newton and Locke were sons of the English
+universities. Watt and Fulton associated with college men, and
+"derived from them the principles of science which they applied in the
+development of the steam engine and steam navigation. Professor Morse,
+the inventor of the electric telegraph, was not only a college
+graduate and professor, but made his great experiments within the
+walls of a university."<span class='pagenum'><a name="Page_241" id="Page_241">Page 241</a></span> Likewise, many other scientists, who have
+demonstrated the limitless possibilities of steam and electricity, and
+other valuable discoveries and inventions, were either trained in the
+colleges or received from them the working principles which were
+essential to their success. These human inventions are of priceless
+value to the people. The steam engine has contributed greatly to human
+welfare. It represents, in the United States alone, 20,000,000 horse
+power in the form of locomotives, or the steam power of 300 horses for
+each thousand inhabitants. Besides all this, 6,000,000 horse power in
+stationary steam engines manufacture goods for us. They give the vast
+force which toils for us, and the laborer furnishes only the guiding
+power. These inventions have enabled us to increase our wealth at the
+rate of $2,000,000,000 a year during the last decade, and helped to
+make our people sharers in the products of the world, and in all the
+blessings of civilization.</p>
+
+<p><span class='pagenum'><a name="Page_242" id="Page_242">Page 242</a></span>Professor Huxley was right when he said: "If the nation could purchase
+a potential Watt, or Davy, or Faraday, at a cost of a hundred thousand
+pounds down, he would be dirt cheap at that money." Fifty-two of the
+inventions now prized by the civilized world were made in Germany, and
+within the influence of her universities. All these discoveries are
+opening the doors for more wonderful disclosures. All the great
+industries of the country require men of trained minds and directive
+intelligence to organize and control them, and the colleges are
+recognized agencies to help produce them.</p>
+
+<p>Our literature is also largely the fruit of college labor and tastes.
+The colleges, as centers of intellectual life, have fostered literary
+tastes in those who have built up and enriched literature. Their
+libraries and lectures have gathered together men of literary aims and
+ambitions, so that the seat of the college has become the home of new
+and grand ideas, which at once<span class='pagenum'><a name="Page_243" id="Page_243">Page 243</a></span> encourage literature and science. This
+congenial intellectual atmosphere has incited many a young person to
+project noble literary plans.</p>
+
+<p>The majority of great writers have spent years at the university. Lord
+Bacon outlined his gigantic plan for "the Instauration of the
+Sciences" during the four years spent in the University of Cambridge.
+Milton laid the foundations of his classical scholarship in the
+university. "Newton was matured in academic discipline, a fellow in
+Trinity College, Cambridge, and a professor of mathematics. He passed
+fifteen years of his life in the cloisters of a college, and solved
+the problems of the universe from the turret over Trinity gateway."</p>
+
+<p>The literary influences of our colleges were early manifest in our
+nation. The scholarship, classical taste, and fine literary style of
+the superior men in public life led the Earl of Chatham, in the House
+of Lords, in 1775, to pay "a tribute of elo<span class='pagenum'><a name="Page_244" id="Page_244">Page 244</a></span>quent homage to the
+intellectual force, the symmetry, and the decorum of the state papers
+recently transmitted from America, which was virtually an announcement
+that America had become an integral part of the civilized world, and a
+member of the republic of letters."</p>
+
+<p>The colleges have nourished the conditions out of which a pure,
+classical literature may grow. Such men as Edward T. Channing, of
+Harvard, and Webster, Worcester and Goodrich, of Yale, have performed
+an inestimable service in preparing the way for our mother tongue to
+be spoken in its purity.</p>
+
+<p>In the line of history, the American colleges have given the nation
+such men as Bancroft, Parkman, Palfrey, Prescott, Motley, Winthrop and
+Adams. In the sciences, there are Dana, Gray, Cooke, Walker, Porter,
+Woolsey and Agassiz. In law and political science, we have Hamilton,
+Jefferson, Adams, Evarts, Webster, Chase, Choate, Everett and Sumner.<span class='pagenum'><a name="Page_245" id="Page_245">Page 245</a></span>
+These men have been the true architects of the state. The pulpit is
+represented by such men as Mather, Edwards, Dwight, Storrs, Warren,
+Beecher, Talmage, Cook, Thomson and Brooks.</p>
+
+<p>Literary genius has been displayed by men like Longfellow, Bryant,
+Lowell, Holmes, Hawthorne, Mitchell, Holland, Emerson and a host of
+lights scarcely less brilliant. These men, who have written in a terse
+and graphic style, received their stimulus and training in college,
+and are among the bright examples of classical scholarship, and the
+results of their genius have enriched character and enlightened the
+world.</p>
+
+<p>The periodical literature reflects the prevailing ideas, sentiments
+and spirit of the American people. The college-trained men have been
+especially quick to utilize this throne of power to guide the public
+mind to right principles and inspiring motives. The colleges must
+continue to be fountains whence shall flow a pure,<span class='pagenum'><a name="Page_246" id="Page_246">Page 246</a></span> earnest, and
+truthful literature, which will, in a great measure, determine the
+destiny of the present and future generations.</p>
+
+<p>We are especially indebted to the colleges for the maintenance of the
+ascendency of the moral and religious principles which have done so
+much in unfolding and shaping our national life. The religious
+sentiment has been the controlling spirit of the nation, and our
+patriotism has issued from a meditative and religious temper, which
+the colleges have been foremost in fostering. Nearly all the great
+religious and reformatory movements have proceeded from the colleges
+and universities, whereby great good has come to society. "It was
+through the interchange of students between the Universities of Oxford
+and Prague that the teachings of Wycliff passed over into Bohemia and
+issued in the splendid work of Huss. It was from college students of
+Florence that Colet, and Erasmus, and More caught somewhat of the
+spirit of Savonarola, and<span class='pagenum'><a name="Page_247" id="Page_247">Page 247</a></span> felt the power of truths that emerged in
+the Italian Renaissance, and made them contribute so grandly to
+religious liberty in England. It was in the presence of the college
+students of Germany that Martin Luther nailed his thesis to the doors,
+and burned the papal bull, and lit the watch-fire of the Reformation
+that has awaked an answering brightness from ten thousand hills. It
+was from a little circle of Oxford students that God led forth Wesley
+and Whitfield to shake the mighty pillars of unbelief in the
+eighteenth century."</p>
+
+<p>President William F. Warren says: "By means of the great religious
+movement called Puritanism, the English University of Cambridge
+shaped, for nearly two hundred years, the intellectual and spiritual
+life of New England. Emmanuel College, the one in which John Harvard,
+Thomas Hooker, John Cotton, and many of the early New England leaders
+were educated, was founded for the express purpose of providing a
+nursery for the propagation of<span class='pagenum'><a name="Page_248" id="Page_248">Page 248</a></span> Puritan principles. Never were the
+hopes of founders more fruitfully fulfilled. The New World, then just
+opening, furnished a field of unimagined extent, with motives and
+social forces and ranges of opportunity which even yet are a marvel.
+By founding a new England beyond the sea, and planting a new Emmanuel
+College in a new Cambridge, English Puritanism was enabled to
+transcend itself, to exchange the attitude of a struggling
+ecclesiastical party for that of an Established Church. It gained the
+opportunity to originate a new social order, and to impress itself
+upon a new age, built upon new and democratic principles. The initial
+and fundamental covenant out of which grew the chief of all New
+England colonies&mdash;that of Massachusetts Bay&mdash;was formulated and signed
+in ancient Cambridge. In fact, in American Puritanism, with its
+social, civil, and religious results, may be seen the high-water mark
+of the intellectual and spiritual influence which, in the whole course
+of history,<span class='pagenum'><a name="Page_249" id="Page_249">Page 249</a></span> have thus far proceeded from the banks of the Cam." The
+church, in harmony with the genius of Christianity, has always
+fostered education. It assumes to guard Christianity by directing
+education as one of its most powerful of organized forces.</p>
+
+<p>The existence and support of colleges are largely due to the Christian
+Church. They are the offspring of a dominant desire to promote the
+cause of Christ, and make them powerful agencies for a positive and
+aggressive Christianity. In the middle ages the pious princes,
+Charlemagne and Alfred, established schools for the elevation of the
+clergy. Oxford, Cambridge and Glasgow Universities were established
+and fostered by the church to educate more fully the clergy. The
+founders of Harvard College thus described their motive: "Dreading to
+leave an illiterate ministry to the churches, when our ministers shall
+lie in the dust." Yale College was founded by preachers for a like
+purpose. Princeton College was founded "to<span class='pagenum'><a name="Page_250" id="Page_250">Page 250</a></span> supply the church with
+learned and able preachers of the Word." The fact is that prior to the
+eighteenth century there was no university founded save those
+established for the glory of God and the good of the church.</p>
+
+<p>The chosen mottoes of the colleges indicate the spirit of the
+founders. That of Oxford is, "The Lord is My Light;" Harvard, "Christ
+and the Church;" Yale, "Light and Truth." Eighty-three per cent. of
+the colleges in our land were founded by Christian philanthropy, and
+are under denominational control. The spirit of infidelity does not
+lead men to make the sacrifices to found colleges. Perhaps there is
+not more than one in our nation.</p>
+
+<p>The majority of colleges are positively religious. According to Dr.
+Dorchester, even Harvard, the oldest college in the United States,
+that wishes to be understood as non-denominational, has been, for more
+than half a century, "under the direction<span class='pagenum'><a name="Page_251" id="Page_251">Page 251</a></span> of a Board of Fellows, all
+of whom have been Unitarians, except one elected within a few years;
+and, besides, the theological school of Harvard College is usually
+mentioned in the Unitarian Year Book as a Unitarian institution."
+Leland Stanford University is one of the youngest and richest of our
+American colleges. The regulations declare it to be the duty of the
+trustees "to prohibit sectarian instruction, but to have taught the
+immortality of the soul, the existence of an all-wise and benevolent
+Creator, and that obedience to His laws is the highest duty of man."</p>
+
+<p>Both of these colleges, reported as "non-sectarian," generously
+provide buildings and pastors for religious services and lectures. Dr.
+Dorchester believes that one-third of the State universities are under
+the presidency of evangelical divines. He further states that "in 1830
+the students in the denominational colleges were 76.6 per cent. of the
+whole; in 1884, they were 79.2 per cent."</p>
+
+<p><span class='pagenum'><a name="Page_252" id="Page_252">Page 252</a></span>All the foregoing facts show the strong and enduring progress of
+Christianity in the United States; that it is "identified with the
+highest educational culture of the age; that the denominational
+institutions are incalculably leading in number and students all the
+undenominational colleges, and that the great principles and blessed
+experiences of Christianity are voluntarily and intelligently adopted
+by a far larger proportion of college students than ever before."</p>
+
+<p>The colleges have upheld the vital truths of the gospel by expounding
+the scriptures, and setting forth their ethical and religious
+teaching. They recognize that the divine order in saving men is
+through the inward working of the truth and spirit of God in their
+souls. Since knowledge is essential to salvation, it is a duty to
+enlighten men and bring them to understand the divine plan of
+salvation. The Bible has been communicated to us in foreign languages,
+and requires pro<span class='pagenum'><a name="Page_253" id="Page_253">Page 253</a></span>longed study and extensive knowledge in order that
+these oracles of God may be known and accepted among men.</p>
+
+<p>The colleges have given a higher efficiency to the Christian ministry.
+There are those who have obtained their training and knowledge outside
+of the college who have accomplished great good. There are pious and
+devoted men who are illiterate, but whose Christian work has been
+attended with more apparent results than some college-trained
+ministers. These, however, are the exception. The rule is that those
+who combine with their piety scholarly acquisitions exert by far the
+greatest influence for good. The history of Christianity shows how God
+has raised up a multitude of scholarly men to uphold the supremacy of
+the gospel over all its foes. Paul, Luther, Melancthon, Calvin, Knox,
+Cranmer, Wesley and Fletcher were all college-trained men. These men,
+with others, endowed with mental vigor, great learning and executive
+force, have been used by<span class='pagenum'><a name="Page_254" id="Page_254">Page 254</a></span> God to accomplish His great task of building
+up His kingdom on earth.</p>
+
+<p>The church has learned that there is no need of antagonism between
+knowledge and spirituality. Knowledge and intellectual training may
+work evil in an undevout mind, but when consecrated to the service of
+Christ, learning becomes the handmaid of piety. The strength and power
+of the Christian Church of to-day are attributable in no small degree
+to the Christian colleges, that have not only encouraged mental
+training, but have fostered refinement and humble evangelical piety.
+The union of scholarly training and a holy life has raised the
+ministry in the public estimation so that it commands more respect and
+influence for good than ever before. The cause of Christ never took
+such hold on the popular mind, and its influence never penetrated so
+deeply the foundations of our social organism as it does in our day.</p>
+
+<p>It is farthest from our aim to exalt and<span class='pagenum'><a name="Page_255" id="Page_255">Page 255</a></span> magnify the knowledge that
+"puffeth up," or unduly to glorify the human faculties, but we do
+plead that the widest opportunity be offered our youth to enlarge
+their knowledge, and strengthen and train their mental powers, and
+make the most of themselves, and that they may be consecrated to the
+Master's service. Men and women thus trained in our Christian
+colleges, and eminent alike for learning and piety, will more and more
+esteem the divine revelations, and through them help to hasten the
+establishment of the Kingdom of righteousness on the earth.</p>
+
+<p>The Students' Volunteer Movement began in 1876. It aims to awaken a
+deeper interest in foreign missions among college students, and to
+enlist their services. Within a brief period, more than 4,000 students
+consecrated their lives to this heroic Christian work. Already, since
+the movement began, 600 young men and women have entered the mission
+field, and thousands of others are waiting on a hesi<span class='pagenum'><a name="Page_256" id="Page_256">Page 256</a></span>tating church to
+furnish the means to send them to work in foreign lands. Well did
+Ex-President McCosh say that the Christian Church had not witnessed
+such a spirit of consecration since the day of Pentecost.</p>
+
+<p>The colleges have done another valuable service in awakening and
+strengthening in the national life a deeper sense of the value and
+importance of human knowledge. They are monuments of the dignity and
+worth of ideas, and the aspirations of the human soul.</p>
+
+<p>In a new country, with its marvelous possibilities, the danger has
+been in having an excessive and exaggerated estimate of our national
+advantages, and our civilization has tended to take on a too
+mechanical and material character. We need to have more time to
+cultivate the nobler nature, and, by Christian and scholarly
+associations and more intimate friendships, discover and prize the
+fineness and sweetness of character in others, which may enrich<span class='pagenum'><a name="Page_257" id="Page_257">Page 257</a></span> our
+own life and incite us to worthy action. It is the province of higher
+education to help foster those conditions of mind and heart whose
+flexibility and natural aptitudes lead the individual "to draw ever
+nearer to a sense of what is indeed beautiful, graceful, and
+becoming." Such wisdom and goodness are of the highest practical
+utility in the life of a nation. The colleges have helped to offset
+the material tendency of our civilization by holding up high ideals
+and emphasizing the supremacy of the unseen mental, moral, and
+spiritual forces in our life. Through their leadership in the schools,
+and through the press, platform and pulpit, they have introduced into
+the fomenting mind of the republic the noblest ideals and the most
+generous incentives, which have, in a large measure, transformed
+public sentiment for the better. We have, at least, learned one great
+lesson in our history: that if we would have peace, contentment,
+happiness and prosperity, we must give the people a<span class='pagenum'><a name="Page_258" id="Page_258">Page 258</a></span> Christian
+education, and put all we can into character.</p>
+
+<p>The college receives students from all ranks and conditions of
+society, and holds open to them its great opportunities, and worthily
+trains them to go forth into those professions and higher walks of
+life where their generous character and refreshing influences may be
+of larger service to the whole community. In the language of President
+Thwing, it may be said that "it is to the people that the college and
+university desire to give more than they receive from the people. It
+is not unjust to say that the people are debtors. The community has
+given to Yale, and to Princeton, and to Harvard, much, but Yale, and
+Princeton, and Harvard have given to the community more. For the
+college and the university are set to hold up the worth of things to
+the mind, and these things are the worthiest. In an age democratic and
+material, they are to represent the monarchy of the immaterial. In<span class='pagenum'><a name="Page_259" id="Page_259">Page 259</a></span> an
+age of luxuriousness, they are to declare the words of Him, homeless
+and pillowless, who said: 'A man's life consisteth not in the
+abundance of things which he hath.' They stand for the continuity of
+the best life, intellectual, ethical, religious, Christian. In the
+realm of thought, they stand for the value of ideas; in the realm of
+morals, for the value of ideals; in the realm of being, like the
+church, for the value of character."</p>
+
+<p>Next to the home, the college has been the ruling spirit in private
+and public life. The colleges have rigorously upheld the principles of
+piety, justice and sacred regard for truth as the best foundation of
+social order. The true wealth and power of the nation are the great
+and good men produced by the colleges whose example and influence have
+been to promote intelligence and good order in society.</p>
+
+<p>We look over our vast territory, with its multiplied resources and
+growing population, and rejoice in our material possibili<span class='pagenum'><a name="Page_260" id="Page_260">Page 260</a></span>ties and
+social privileges. But what is better and grander than all these, is
+the fact that more than 300 Christian colleges are scattered over our
+land as beacon lights in our national life, building up Christian
+character as the best legacy for present and future generations. Some
+of the colleges are yet weak and struggling, but they glory in their
+aspirations and prospects of future grandeur. The great fabric of our
+national life is radiant with the golden threads of good influences
+emanating from these centers of superior intelligence and instruction,
+where time is given for careful thought and reflection on the great
+problems of life.</p>
+
+<p>Education by the Christian college is essential to the largest growth
+and progress of the state, the church, and all humanitarian movements.
+"The progress grows more rapid," says William T. Harris, "as the
+Christian spirit which leavens our civilizations sends forward, one
+after another, its legions into the field; for great inven<span class='pagenum'><a name="Page_261" id="Page_261">Page 261</a></span>tions, as
+well as great moral reforms, proceed from Christianity."</p>
+
+<p>No one can afford to be indifferent to the power and influence for
+good of the Christian college. These are immeasurable. The Christian
+Church and all the friends of human progress and welfare must, more
+and more, emphasize the lesson that, if we educate in our colleges the
+leading minds of the nation, we will be able so to control the
+prevailing habits and modes of thought throughout the country as to
+secure the permanency and glory of Christian liberty and religious
+institutions.</p>
+
+<p>These truths may be enforced by many historic examples. The Jesuits
+have always been eminent for their adroit management of men. They
+recovered a large part of Europe to the papacy by seizing and
+controlling the colleges and universities as fountains of power. They
+had at one time under their control 600 colleges. They made it their
+business to educate the<span class='pagenum'><a name="Page_262" id="Page_262">Page 262</a></span> leading minds, and through them to guide and
+govern communities and nations. When only one in thirty of the
+inhabitants of Austria adhered to the papacy, Professor Ranke says
+that "the Jesuits obtained a controlling influence in the
+universities, and in a single generation Austria was lost to the
+Reformation and regained to the papal hierarchy."</p>
+
+<p>In the sixteenth century, the Protestant King of Poland appointed a
+Jesuit minister of public instruction, who soon filled the professors'
+chairs with members of his own order. The "scale was soon turned, and
+the doctrines of the Reformation never again recovered the
+ascendency."</p>
+
+<p>In our own day, the influence of a college education is seen in the
+case of a number of young Bulgarians at Roberts College, in
+Constantinople. These students rekindled hope and courage in the
+people and revived the feeling of nationality in the hearts of the
+Bulgarians. This prepared the way for a general uprising in 1876,<span class='pagenum'><a name="Page_263" id="Page_263">Page 263</a></span> the
+bloody repression of which brought on the war with Russia, which led
+to the liberation of the province. Thus, influences descend with power
+from above into society. The colleges are the right arm of strength
+for all noble efforts for human welfare. Professor Van Holst, in his
+recent address, delivered at Chicago, said: "The most effectual way to
+lift the masses to a higher plane&mdash;materially, intellectually and
+morally&mdash;is to do everything favoring the climbing up of an
+ever-increasing minority to higher and higher intellectual and moral
+altitudes. Therefore, universities of the very highest order become
+every year more desirable&mdash;nay, necessary&mdash;for the preservation and
+the development of the vital forces of American democracy.
+Undoubtedly, to have them established is the interest of those who
+would frequent them, but it is still infinitely more in the interests
+of the American people in its entirety."</p>
+
+<p>It is impossible to estimate all the good<span class='pagenum'><a name="Page_264" id="Page_264">Page 264</a></span> that comes to society
+through the influence of the college. It is quite evident that our
+colleges stand for the production of the highest manhood and
+womanhood, and their friends should marshal their forces to enhance
+their growth and usefulness. It is the underlying forces at work for
+good in our colleges that insure the integrity and safety of our
+social and religious organizations. Men and women who have means
+should regard it a privilege to lavish their gifts upon the colleges
+that labor for the imperishable things of life, and provide incentives
+for the highest Christian character and activity. He who consecrates
+his money to found a professorship in a Christian college erects a
+monument to the worth of the human soul, and perpetuates his own fame.
+He helps the colleges to determine, in a large measure, the character
+of the persons who shall fill our pulpits, teach our schools, edit our
+papers, write our books, and give direction to all the political and
+social<span class='pagenum'><a name="Page_265" id="Page_265">Page 265</a></span> movements. The dangers that menace our nation lie in the lack
+of intelligent Christian leadership. It is within the power of friends
+of the colleges to enroll among the college graduates a vast army of
+the youth of our land, whose largeness of manhood and womanhood and
+magnificence of character will commend themselves to the love and
+esteem of the lowly and suffering in every land.</p>
+
+<p>Lord Macaulay once said that "the destiny of England is in the great
+heart of England," and we may safely say that the power for usefulness
+of the colleges is in the great heart of the Christian people of
+America, who will be more and more loyal to the sacred trust.</p>
+
+<div id="trannote">
+<h2>TRANSCRIBER'S NOTE.</h2>
+
+<p>The ordering of the <a href="#Table_colleges">table</a> in Chapter II has been left as originally
+printed, although Dartmouth and Queen's Rutgers are not in chronological
+order.</p>
+</div>
+
+
+
+
+
+
+
+
+<pre>
+
+
+
+
+
+End of Project Gutenberg's Colleges in America, by John Marshall Barker
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+The Project Gutenberg EBook of Colleges in America, by John Marshall Barker
+
+This eBook is for the use of anyone anywhere at no cost and with
+almost no restrictions whatsoever.  You may copy it, give it away or
+re-use it under the terms of the Project Gutenberg License included
+with this eBook or online at www.gutenberg.org
+
+
+Title: Colleges in America
+
+Author: John Marshall Barker
+
+Contributor: Sylvester F. Scovel
+
+Release Date: May 9, 2008 [EBook #25400]
+
+Language: English
+
+Character set encoding: ASCII
+
+*** START OF THIS PROJECT GUTENBERG EBOOK COLLEGES IN AMERICA ***
+
+
+
+
+Produced by Bryan Ness, Chris Logan and the Online
+Distributed Proofreading Team at https://www.pgdp.net
+
+
+
+
+
+
+
+COLLEGES IN AMERICA.
+
+BY
+
+JOHN MARSHALL BARKER, PH. D.
+
+WITH AN INTRODUCTION BY
+
+REV. SYLVESTER F. SCOVEL, LL. D.,
+
+PRESIDENT OF THE UNIVERSITY OF WOOSTER.
+
+[Illustration]
+
+THE CLEVELAND PRINTING & PUBLISHING CO.,
+CLEVELAND, OHIO.
+1894.
+
+
+
+
+COPYRIGHT, 1894,
+THE CLEVELAND PRINTING & PUBLISHING CO.
+
+
+
+
+TO ONE OF THE
+GREATEST LIVING SCHOLARS AND EDUCATORS,
+REV. WILLIAM F. WARREN, LL. D.,
+PRESIDENT OF BOSTON UNIVERSITY.
+
+
+
+
+NOTE.
+
+
+The author of this volume aims to give the reader a brief survey of
+the growth, functions, and work of the American Colleges. It has been
+a pleasure to visit many of the colleges and gather facts, receive
+impressions and carry away many pleasant recollections regarding them.
+
+The following authorities have been helpful in the preparation of the
+work: "A History of Education," by F. V. N. Painter; "The Rise and
+Early Constitution of Universities," by S. S. Laurie; "Education in
+the United States," by Richard G. Boone; "Essays on Educational
+Reformers," by Robert H. Quick; "Education," by Herbert Spencer;
+"Universities in Germany," by J. M. Hart; Huxley's "Technical
+Education;" Froude's "Essay on Education,"; "The American College and
+the American Public," by President Noah Porter; "Prayer for Colleges,"
+by Professor W. S. Tyler; "American Colleges: their Life and Work,"
+and "Within College Walls," by President Chas. F. Thwing;
+"Universities on the Continent," and "Culture and Anarchy," by Matthew
+Arnold; "Educational Essays," by Bishop Edward Thomson; "Christianity
+in the United States," by Daniel Dorchester; "College Life," by
+Stephen Olin; "The Intellectual Life," by P. G. Hamerton; "Essays on a
+Liberal Education," by F. W. Farrar; "History of Higher Education" in
+the several States, prepared by the Bureau of Education; "Reports of
+the Commissioner of Education for 1890-'91;" and the periodical
+literature bearing on the subject.
+
+
+
+
+CONTENTS.
+
+       I. The Rise of Universities in the Old World,               13
+
+      II. The Planting of Colleges in the New World,               36
+
+     III. Characteristics of the American College,                 69
+
+      IV. The Functions of the American College,                  104
+          _a._ A Symmetrical Development.
+          _b._ The Advancement of Knowledge.
+          _c._ Preparation for Service.
+
+       V. Student Life in College,                                156
+
+      VI. The Personal Factors in a College Education,            178
+
+     VII. The Practical Value of an Education,                    196
+
+    VIII. Our Indebtedness to Colleges,                           229
+
+
+
+
+INTRODUCTION.
+
+
+I cannot be unwilling to avail myself of any opportunity to turn the
+attention of the Christian public to the Christian College. It is a
+noble public and an equally noble object. I can conceive of no
+worthier or more Christian thing than the caretaking of one generation
+that the next one which must necessarily lie so long under its
+influence and for which it is therefore so thoroughly responsible,
+should receive a Christian education.
+
+To put Christ at the center and make Him felt to the circumference (as
+Bungener said in speaking of Calvin's school policy), is exceedingly
+difficult. But it is exceedingly important. It is, indeed, vital and
+pivotal.
+
+The dangers about it are great and ever greater. They come from the
+general worldliness of all things and everybody in this age of
+unprecedentedly rapid and splendid material development. They are
+increased by the growth of speculative infidelity whether of the
+philosophical or scientific phase. They spring out of everything which
+lowers the Bible from that supreme and sovereign consideration by
+which alone it can hold the place in education which the Old Testament
+economy gave it, and which all the books of all the other
+book-religions of the world most unquestioningly possess. They are
+born of all that false theorizing about the limits of government and
+the liberty of conscience which issues in the demands for utter
+secularization of every institution of the State, while at the same
+time the necessities of popular government are demonstrating that
+education must be by the State. They are intensified by the divided
+opinion of the church universal, of which the Catholic and Greek
+sections hold that education must be religious and under the care of
+the Church; while the State-Church Protestant section holds that it
+may be religious under certain conditions, and the extreme
+secularistic protestant wing holds that it cannot be religious because
+conducted by the State, and a rather diminishing protestant section in
+free-church nations holds that the higher education should be
+Christian, while the secondary and primary may safely be left to the
+secular State.
+
+These dangers are not only imminent but actual. The whole effort to
+support a Christian education in the public schools is sometimes
+called a "bootless wrangle." One section is thrown over towards
+secularism, pure and simple, in recoiling from Church-education
+exclusive and reactionary. The leading of the little child, the
+favorite indication of the millennium's arrival, is frustrated amid
+the clamor of the free thinkers and the uncertainty of the Church and
+the necessities of the State. We are slowly but surely, if we go on
+in this way, taking our children out of Christ's arms and our youth
+from beside His footsteps. And that is at once the most fearful sin
+against Him, and the most terrible injustice to them, we could
+possibly commit. Who can do anything to stay this destructive
+tendency? "God bless him," I would say in Livingstone's spirit,
+"whoever he may be," that will help to heal this open wound of the
+world.
+
+I think Mr. Barker's little book will help. It supplies much
+information carefully collected from scattered sources, given in brief
+and explicit statements. Its range of themes is wide and upon them all
+some standard thoughts are given. It is addressed to all readers and
+should find them among parents (whom it should make patrons), among
+those who have hearts to pray and those who have hands to help. It
+will prove to be of rare interest to all whose duty it is to teach,
+and it has much wise counsel for those who are to study.
+
+The treatment of the function of the College for the cultivation of
+the moral and spiritual nature (Chapter IV) deserves special
+attention. Its declarations are firm, its ideals high and its selected
+opinions apt and forcible. It ought to end the reign of any
+institution in which religion is not put at the center and kept as
+efficient as human instrumentalities can make it. The demand for
+professors of pronounced Christian character and convictions is timely
+and is fearlessly made.
+
+The discussion of the currents and counter-currents of influences in
+college life cannot but be useful, with a possibly increased emphasis
+against the secret societies and a caution against organizations of
+undergraduates for active partisan work in politics. The time for
+these fruits is "not yet."
+
+Admirably the author shows that we have the best College material in
+the world and that it behaves itself best. And there can be no lack of
+agreement as to the arousing arguments and the closing chapters
+concerning the usefulness of colleges to the individual and the
+community. May it serve to kindle and to extend when kindled the
+wholesome enthusiasm its respected author manifests both by word and
+work.
+
+    SYLVESTER F. SCOVEL.
+
+    The University of Wooster,
+      July 9, 1894.
+
+
+
+
+COLLEGES IN AMERICA.
+
+
+
+
+I.
+
+THE RISE OF UNIVERSITIES IN THE OLD WORLD.
+
+
+The American college system is deeply rooted in the past. It will be
+better understood if we trace briefly its historic connection with the
+ancient and European seats of learning. Higher education has been
+promoted among all great nations. Flourishing colleges were founded
+among ancient people. In the kingdoms of Judah and Israel, schools of
+the Prophets were located at Bethel, Gibeah, Gilgal, Jericho and
+Naioth. The Academy of Athens, the Museum of Alexandria, the Athenaeum
+of Rome were once centers of intellectual activity and spread their
+influence over the civilized world.
+
+The Greek race especially commands our attention for its activity in
+matters relating to higher education. The Academy of Plato flourished
+for nine hundred years. The schools of Athens are noted for their
+great and permanent influence in awakening thought and shedding the
+light of their teaching among the nations of the world. "So charged,"
+says Cardinal Newman, "is the moral atmosphere of the East with Greek
+civilization, that down to this day those tribes are said to show to
+most advantage which can claim relation of place and kin with Greek
+colonies established two thousand years ago." The influences of the
+scholastic halls of Plato and Aristotle span the centuries with their
+light and power.
+
+Here truths were taught that have found universal acceptance. Down to
+the second century, Athens was a favorite resort for students. The
+college at Alexandria, where so many of the Fathers of the Church
+were educated, was founded and carefully organized by Ptolemy two
+centuries before the Christian era. For six hundred years it exerted a
+great influence on the youth who gathered from all parts of the
+civilized world to receive instruction from its eminent professors.
+
+Roman colleges likewise exerted a wholesome influence in their day.
+They began during the life-time of Quintilian, in the second century,
+and it continued to be the deliberate policy of Augustus, Vespasian
+and Hadrian to multiply and extend the influence of endowed schools in
+Rome and provincial towns. Their object, says Merivale, was to
+"restore the tone of society and infuse into the national mind
+healthier sentiments." These Romano-Hellenic schools were so tenacious
+of life that they continued to flourish down to the fifth century.
+Owing to the decline of personal morality and the low conceptions of
+the ends of human life, and other general influences which led to the
+downfall of the empire, these schools finally degenerated and could no
+longer survive.
+
+"Some great new spiritual force," says Professor Laurie, "was needed
+to reform society and the education of the young. That force was at
+hand in Christianity; and if it very early assumed a negative, if not
+a prohibitory, attitude to the old learning, it may be conceded that
+this was an inevitable step in the development of a new ethical idea."
+
+The Christian system of education gradually superseded the pagan
+system. Christianity fortified the sense of personality and introduced
+the idea of a broader and deeper sentiment of human brotherhood, which
+helped to diffuse the spirit of education among the people and awaken
+in the human mind a sense of its native dignity and power.
+
+There were in the first century such men as Clemens, Ignatius and
+Polycarp, who employed their talent to build up Christianity and
+encourage the education of the people. In the second century, "the
+number of the learned men increased considerably, the majority of whom
+were philosophers attached to the elective system." It was at the
+close of this century (181 A. D.) that the first Christian
+catechetical school was established at Alexandria, in accord with
+Christian requirements. Such schools soon became numerous and
+efficient, and were under the superintendence of the Bishops. The
+priests, as well as the laity, were educated in them. At the end of
+the fourth century they had entirely superseded the schools of the
+_grammaticus_, when ancient culture became practically extinct.
+
+The monastic schools arose in the fifth century to supplant the
+Romano-Hellenic schools. Chief among the founders in the West was
+Benedict, who in 428 A. D. founded a monastery on Monte Cassino, near
+Naples. "He had educational as well as religious aims from the first,
+and it is to the monks of this rapidly extending order, or to the
+influence which their 'rule' exercised on other conventual orders,
+such as the Columban, that we owe the diffusion of schools in the
+early part of the Middle Ages and the preservation of ancient
+learning. The Benedictine monks not only taught in their own
+monasteries, but were everywhere in demand as heads of Episcopal or
+Cathedral schools."[A]
+
+[A] Laurie.
+
+The monastic schools multiplied rapidly throughout Europe and took the
+lead in education and gained more influence than the episcopal
+schools. These schools, sheltered by the church, existed from the
+fourth to the twelfth century for the benefit of the ecclesiastical
+body. The majority of them did not admit lay instruction until the
+middle of the ninth century. Education during this period, with few
+exceptional centers, was crude and unenlightened. The power of the
+mediaeval machinery was such that these schools gave to the clergy only
+the mere rudiments of learning. The conception of education at first
+did not embrace the culture of the whole man. It was commonly thought
+that the religious life opposed the life of the world, and that the
+temporal life should be one of abnegation and asceticism. It was the
+belief that human reason could not be trusted to have independent
+activity, and so dogma was substituted for its free movement. The mind
+was cribbed and confined by rules, for fear that speculations in
+philosophy and free investigations would disturb and rationalize
+theology. Thought was so fettered that philosophy, literature and
+science were almost forgotten. Everything was done to subserve the
+faith and suppress heresy. The Latin and Greek classics were denounced
+as the offspring of the pagan world. It required several centuries for
+the Christian world to conceive that there was no antagonism between
+reason and authority, and between Greek and Roman culture and the
+Christian religion. These schools, however, did a valuable service to
+the cause of education by transcribing manuscripts and becoming
+repositories of ancient learning.
+
+The intellectual chaos began to end about the tenth century. The
+re-establishment of civilization and the revival of learning was still
+more manifest during the eleventh century, and soon university life
+became possible. The time was evidently ripe for Europe to awake from
+its intellectual sleep and begin a new educational development. The
+general causes which contributed to give fresh impulse to higher
+education at this time were the growing tendency to organization, the
+Saracen influence and the desire for higher learning in the more
+important centers. "The universities were founded," says Professor
+Laurie, "by a concurrence of able men who had something they wished to
+teach, and of youth who desired to learn. * * * It was the eternal
+need of the human spirit in its relation to the unseen that originated
+the University of Paris. We may say then that it was the improvement
+of the professions of medicine, law and theology which led to the
+inception and organization of the first great schools."
+
+The people felt the need of providing and obtaining instruction beyond
+the monastic and episcopal schools. By the natural development of
+these, a number of high-grade schools were established which
+afterwards gave rise to the universities. They came into existence
+without charter from either ecclesiastical or civil power, and were
+not controlled or directed by either. The importance of these
+institutions was soon discovered by both Pope and Emperor, who
+cultivated friendly relations with these free, voluntary and
+self-supporting centers of learning and gave them special privileges
+and encouragement.
+
+Among the first European schools was that of Salerno, in Italy, which
+was known as a school of medicine as early as the ninth century. The
+University of Bologna arose at the close of the twelfth century. In
+1211 the University of Paris became a legal corporation. Oxford began
+as a secondary school, and passed to the rank of a university in 1140,
+and Cambridge was established in the year 1200. Professor Laurie says
+that "in the course of the twelfth and thirteenth centuries there grew
+up in Europe ten universities; while in the fourteenth century we find
+eighteen added; and in the fifteenth century twenty-nine arose,
+including St. Andrew's (1411), Glasgow (1454), Aberdeen (1477). The
+great intellectual activity of the fourteenth century, which led to
+the rise of so many universities, coincides with the first revival of
+letters, or rather was one manifestation of the revival." The main
+center of this great intellectual movement was the University of
+Paris, the mother of universities, which gained pre-eminence in the
+great studies of theology and philosophy. It was chartered by Philip
+Augustus in the thirteenth century, and was fostered by France,
+Picardy, Normandy and England. These united and organized the Faculty
+of Arts, which became its chief glory. It taught the three arts, Latin
+grammar, rhetoric and dialectics, known as the _trivium_. The
+_quadrivium_, embracing arithmetic, geometry, astronomy and music, was
+likewise taught. The Faculty of Theology was created in 1257, that of
+Law in 1271, and that of Medicine in 1274.
+
+Matthew Arnold says that "the University of Paris was the main center
+of mediaeval science, and the authoritative school of mediaeval
+teaching. It received names expressing the most enthusiastic devotion,
+the _Fountain of Knowledge_, the _Tree of Life_, the _Candlestick of
+the House of the Lord_. * * * Here came Roger Bacon, Saint Thomas
+Aquinas and Dante; here studied the founder of the first university of
+the empire, Charles the Fourth, Emperor of Germany and King of
+Bohemia, founder of the University of Prague."
+
+The intellectual lead which belonged to France in the twelfth and
+thirteenth centuries passed to Italy in the fourteenth century. Some
+of the universities in Italy ranked among the best in Europe. They
+were chiefly distinguished for their studies in law and medicine. In
+the early part of the thirteenth century, the University of Bologna
+was famous throughout the world, having at one time 12,000 students
+from all parts of Europe. These universities continued to exert a
+powerful influence until Catholicism triumphed over the abortive
+attempts at religious reform, and there settled down over the
+brilliant Italy of the Renaissance an unprogressive and
+anti-intellectual influence from which she has never fully recovered.
+
+"The importance of the university in the thirteenth and fourteenth
+centuries," says Matthew Arnold, "was extraordinary. Men's minds were
+possessed with a wonderful zeal for knowledge, or what was then
+thought knowledge, and the University of Paris was the great fount
+from which this knowledge issued. The University and those depending
+on it, made at this time, it is said, actually a third of the
+population of Paris. * * * One asks oneself with interest, what was
+the mental food to which this vast, turbulent multitude pressed with
+such inconceivable hunger. Theology was the great matter; and there is
+no doubt that this study was by no means always that barren and verbal
+trifling which an ill-informed modern contempt is fond of representing
+it. It is evident that around the study of theology in the mediaeval
+University of Paris there worked a real ferment of thought, and very
+free thought. But the University of Paris culminated as the exclusive
+devotion to theological study declined, and culminated by virtue of
+that declension."
+
+The great business of the universities from the twelfth to the
+seventeenth century was that of scholastic philosophy, which largely
+governed their teaching.
+
+The scholastic philosophy was "the legitimate development of the
+philosophy of Aristotle and his successors, and was the only
+philosophy possible in its day. Nay, it was an integral essential
+element in human progress. It taught men to distinguish and define,
+and has left its impress upon the language and thought of all
+civilized peoples, 'in lines manifold, deep-graven and ineffaceable.'
+Out of it has grown our modern civilization."
+
+The schoolmen would freely canvass the deep problems of the mind and
+soul, but would blindly exclude the new influences at work in society.
+They had to meet the opposition of the humanists, who made the study
+of Latin and Greek the basis of culture. The humanists were great
+writers and artists, who worked for more modern ideas and a newer
+civilization. They introduced the Renaissance, which was a literary
+movement that began in Italy in the fourteenth century. It was
+believed that vital knowledge was gained by knowing oneself, and that
+the best way to attain this was to study poetry, philosophy, history
+and all knowledge that was created by the spirit of man.
+Unfortunately, the knowledge of letters in Italy tended to paganize
+its adherents. Infidelity spread and immorality abounded in all ranks
+of society.
+
+The great movement of the Renaissance secured a stronghold in Germany,
+where its power was extended to the established systems of instruction
+and utilized in the interests of a purer Christianity. Melancthon and
+Erasmus and all the chief reformers except Luther, were eminent
+humanists and friends of classical learning. They were outside the
+established schools, and were the leading spirits in intellectual
+culture, so that the Renaissance triumphed with the Reformation. These
+two forces united and gave spirit and power to the humanists. The
+influence of the new learning in Germany was marked by comparative
+freedom from frivolities, skepticism and immoralities. There was a
+critical and enlightened study of classical literature and a reverent
+and rational study of the Bible. The literary treasures of antiquity
+were made to minister to religion. The Reformation also gave fresh
+impulses to all the schools and institutions of learning. The school
+teacher and preacher of the gospel joined hands in the common work of
+education.
+
+The universities, however, under the control of the schoolmen,
+retrograded and decayed because they chose to remain mediaeval. They
+refused to become the educational agencies of the times, and so failed
+to be at the head of a great intellectual movement. They could not be
+induced to assimilate the new studies and make themselves the organ of
+the Renaissance and the Reformation. The rapid growth of positive and
+experimental science, however, was fatal to scholasticism. The narrow
+scholastic spirit was exemplified by Cremonini, who is called the last
+of the schoolmen, and who was professor at Padua in 1631.
+
+This countryman of Galileo, after the discovery of Jupiter's
+satellites, judging that this discovery contradicted Aristotle, would
+never consent to look through a telescope again. One could not have a
+better incident to end the career of the scholastic philosophy.
+
+The Jesuits adopted a more liberal spirit and method. They established
+and controlled a large number of universities and schools, and made
+them the great channels of the movement of the counter-Reformation.
+Their educational activity gained for them a great reputation for
+teaching and a large patronage. In 1710, they had 612 colleges, 157
+normal schools, 24 universities and 200 missions. They were inspired
+not so much by the value they placed on culture for its own sake, as
+to promote the authority of the old religion and prevent heresy.
+
+The powerful initial impulse given to the cause of education by means
+of the humanists and the reformers in the fifteenth and sixteenth
+centuries began to flag in the seventeenth century, when the
+Protestant Church, like the Catholic, became cold and petrified. The
+universities were regarded as appendages of the church, and classical
+training largely lost its hold in Europe.
+
+The condition of contemporary institutions for superior instruction in
+the old world is full of promise. The importance of building up great
+universities is conceded by nearly all nations. In the judgment of Mr.
+L. D. Wishard, the Foreign Secretary of the College Y. M. C. A., there
+are 500,000 young men in Asia in the high-class institutions.
+
+The government of Japan, that has lately joined the Western nations in
+the onward march of civilization, gives enlightened direction to
+higher education. There are, besides the Imperial College of Tokio,
+five great secondary schools located in different centers throughout
+the empire, which serve as feeders to the university. There are 5,000
+youth in Christian colleges and schools in the kingdom. In the
+Christian university at Kioto there are 600 youth pursuing a college
+education under Christian teaching.
+
+China has always encouraged colleges for the education of her
+magistrates. "The literary class consisting of the graduates, and
+those who attend the examinations for degrees, numbering some two and
+a half millions, are the rulers of China."
+
+There is a growing tendency to universal education in India. "It is
+computed," says Bishop Hurst, "that in the small area of Calcutta and
+suburbs there are 28,000 alumni who have completed the curriculum in
+the five Christian colleges. There are about 2,000 who are alumni or
+students of the Calcutta University, and there are 1,000 youths
+besides who are studying up to the matriculation examinations of the
+university." The English language is the medium of instruction in all
+these institutions. It may not be wide of the mark to suppose that in
+all India there are not less than 40,000 natives who have graduated at
+some school of high grade, and that ten per cent. of the number have
+passed the university degrees. The number is now more probably 50,000.
+These men enjoy the highest respect and are the recognized leaders of
+native thought. Already many are, and many more are to be judges,
+lawyers, magistrates, professors, teachers, orators, physicians,
+engineers, merchants, authors and journalists of the country.
+
+The University of Fez, in Morocco, established in the eighth century,
+is one of the oldest universities outside of Asia. The Mohammedan
+University at Cairo, in Egypt, has more than 200 instructors and
+10,000 students assembled from Europe, Asia and Africa to be
+instructed in the Moslem faith.
+
+If we turn to Europe, we find that the planting and enlarging of the
+institutions for superior instruction has the most hopeful outlook. In
+Great Britain and Ireland there are 11 universities with 834
+professors and 18,400 students. Besides, there are the old established
+and excellent schools at Eaton, Harrow, Winchester and Rugby.
+
+A new era for the classical schools of Germany began in 1783, when
+Baron Sedlitz, encouraged by Frederic the Great, was able to revive
+"the dormant sparks planted in them by the Renaissance and they awoke
+to a new life, which since the beginning of this century has drawn the
+eyes of all students of intellectual progress upon them." Germany had
+in 1890, 250 gymnasia and 22 universities. The latter are manned by
+2,431 instructors and have 31,803 students, or one student to every
+151 of the population.
+
+France has 19,152 students in her professional and technical schools.
+There are fifteen institutions of higher learning in the University of
+France, with 180 professors and 12,695 students. These are under the
+control and patronage of the State. The government appropriated in
+1889-90, 12,000,000 francs for university purposes. Besides, there
+were expended in the same year 99,000,000 francs for new buildings for
+the advancement of higher education. In 1890, there were 598
+professional chairs in the several universities, in which were taught
+17,630 students, or one student to every 217 of the population.
+
+The Austria-Hungary Empire had in 1891 eleven universities, eight of
+which were in Austria, with 1,112 professors and 14,272 students. The
+remaining three were in Hungary and had 322 professors and 4,098
+students. There were for the same year in Switzerland nine
+universities, with 434 professors and 2,619 students.
+
+The Catholic Church in Italy continued for years to exert an
+unprogressive and anti-intellectual influence. The present government
+of Italy, however, is fully awake to the importance of a university
+education for the people, and now maintains several universities at a
+large annual outlay.
+
+This brief outline reveals the facts that all civilized nations are
+encouraging and maintaining schools for the higher education of the
+people, and suggests that a comparative study of them is both helpful
+and fruitful.
+
+Many of the universities in the Old World lack the stimulus of the
+strong Protestant denominational influence and the marked religious
+character of the American colleges. They consequently fail to attain
+the highest results for the general good, but they are inaugurating an
+intellectual movement which will eventuate in a more glorious future.
+
+
+
+
+II.
+
+THE PLANTING OF COLLEGES IN THE NEW WORLD.
+
+
+Our national existence came into full bloom under the light of a
+Christian civilization. The political, social and religious
+institutions were sufficiently well organized in the Old World to be
+advantageously introduced, with some modifications, into a young
+nation in the New World.
+
+The early colonists first founded a church, then a school, and then a
+college. They felt that the colonial organization was incomplete
+without a college to inculcate such piety, virtue and intelligence as
+would preserve and perfect the highest social order and secure the
+blessings of liberty. These colleges, modelled at first after the
+universities of Europe, soon mapped out a pathway for themselves, and
+have now come to occupy a unique place in our national life.
+
+The Pilgrim Fathers sought to establish in the New World three great
+principles: civil and religious liberty, and to make education their
+corner-stone. The scholarly impulses were so dominant at this early
+day that when the entire population of New England did not exceed four
+thousand, the people determined to establish a college, which Cotton
+Mather says "was the best thing they ever thought of." It is estimated
+that this meager population contained as many as one hundred men who
+had received the training of Oxford and Cambridge. Sixty of them were
+from the University of Cambridge; twenty were from Oxford, and others,
+apparently, from the Scotch universities. The colleges they founded
+show traces of all these institutions. These intelligent and refined
+men, with breadth of culture and political foresight and public
+spirit, constituted the chief source of greatness in the early days
+of New England.
+
+The three leading colonial colleges, Harvard, Yale, and William and
+Mary, were planted and permeated with the spirit of republican liberty
+and primitive Christianity. They began in a very modest way.
+
+Harvard, the oldest of American colleges, was founded in the beginning
+of the colonial days, only eighteen years after the Pilgrim Fathers
+landed on Plymouth Rock, and when Boston was a village of twenty-five
+or thirty houses, and when only twenty-five towns had begun to be
+settled in the colony. In 1636, six years after the settlement of
+Boston, the colonial legislature voted the sum of four hundred pounds
+(equivalent to a tax of fifty cents to every person in the colony)
+towards the founding of Harvard College, with the avowed purpose of
+training young men for the ministry. This sum was increased in 1637 by
+the munificence of John Harvard, who was a graduate of Cambridge, and
+a finished scholar and clergyman from England. He gave eight hundred
+pounds and his library, consisting of three hundred volumes, towards
+the endowment, whereupon the college took his name. "The colony caught
+his spirit," says Boone. "Among the magistrates themselves, two
+hundred pounds was subscribed, a part in books. All did something,
+even the indigent; one subscribed a number of sheep; another, nine
+shillings' worth of cloth; one, a ten-shilling pewter flagon; others,
+a fruit dish, a sugar spoon, a silver-tipped jug, one great salt, one
+small trencher salt, etc. From such small beginnings did the
+institution take its start. No rank, no class of men, is
+unrepresented. The school was of the people." There is nothing in
+history to parallel the heroic spirit and boldness of these early
+settlers in attempting to found a college, surrounded as the people
+were with poverty, scanty subsistence, and savage enemies. They did
+not realize the wisdom of their liberality and sacrifice and its
+influence upon the future civilization of the Western World. Harvard
+College was located at Cambridge, with a single building, on less than
+three acres of land. It was supported by government appropriations and
+private philanthropy. For years the college was financially
+embarrassed. The salaries were small, and for nearly one hundred years
+were paid out of the colonial treasury. The President received a
+salary of $600. The total grants made to the college by the colony
+during the first century amounted to about $8,000. The total annual
+income from all sources at the close of the first century of its
+history was but L750. Down to 1780 the total amount contributed out of
+the public treasury was $68,675 and 3,793 acres of land. Individuals
+in England and America had likewise given $90,412.
+
+No one at this period would have dared to predict that Harvard College
+would have in 1892 an endowment of $12,000,000 and an annual revenue
+of more than $1,000,000, with seventeen departments of instruction,
+three hundred teachers, and three thousand students. But such has been
+the phenomenal growth of some of our American institutions.
+
+Among the colonial colleges, that of William and Mary is one of the
+most important. As early as 1617, an attempt was made in England to
+raise money to found a college among the Virginia settlers. In 1619,
+fifteen hundred pounds were in the hands of the treasurer, and ten
+thousand acres of land were granted by the Virginia Company. A
+preparatory school was founded two years later, but owing to the
+Indian massacre of 340 settlers which followed, the enterprise was
+suspended. The effort to found a college was subsequently revived in
+1660. The Virginia Assembly enacted that "for the advancement of
+learning, education of youth, supply of the ministry, and promotion of
+piety, there be land taken for a college and free school." Nothing
+came of this until 1688, when a subscription was taken from wealthy
+planters for twenty-five hundred pounds for the college. Five years
+later (1692) the first royal educational charter in America was
+granted. The college was established at Williamsburg, Virginia, and
+was given L2,000 and 20,000 acres of land, a tax of a penny a pound on
+all tobacco exported from Virginia and Maryland, and the duty on furs,
+skins, and liquors imported, besides other fees and privileges of the
+Surveyor General's office. "In its royal foundation, its generous
+endowment, and liberal patronage," says R. C. Boone, "it stands in
+sharp contrast to the early years of Harvard. This was established by
+the Puritans, and stood for the severest of ultra-orthodox though
+dissenting Protestantism; that was founded to be and was an exponent
+of the most formal ceremonialism of the Church of England. The one was
+nursed by democracy; the other befriended by cavalier and courtier.
+Endowment for the one came from the purses of an infant and needy
+settlement; the other was drawn from the royal treasury. The one was
+environed and shaken for a hundred years by the schisms of a
+controversial people; the roots of the other were deep in the great
+English ecclesiastical system." This college has been called a school
+of statesmen. It was here that Jefferson, Randolph, Tyler, Monroe,
+Blair, Marshall, and other prominent statesmen received their
+training.
+
+The history of Yale College is full of interest. The original design
+of the founders of the New Haven Colony was to establish a college. A
+lot was set apart for this purpose as early as 1647. A plan was
+proposed in 1698 to found a college, and to be placed under the
+general care of the churches. In 1700, sixty-three years after the
+founding of Harvard College, a society consisting of eleven ministers
+met to take the initial step. At a second meeting, in the same year,
+each of the trustees, numbering ten of the principal clergymen of the
+colony, were without money, but they brought forty volumes of books,
+and, placing them on a table, presented them to the body, saying in
+substance: "I give these books for the founding of a college in this
+colony." This was the humble beginning of Yale College. The colony had
+a population at this time of fifteen thousand people, fifty of whom
+were college-trained men. The outlook for this college was not very
+encouraging, in view of their limited means and scattered population.
+The work, at first, lacked system and unity. In 1718, the college was
+permanently located at New Haven, Connecticut, and named in honor of
+Elihu Yale, who was born in Boston in 1648. He received his education
+in England, and was afterward made Governor of Madras, and, later,
+Governor of the East India Company. His donation to Yale College was
+largely in books, and amounted to five hundred pounds. This gift was
+followed by that of Rev. George Berkely, who gave ninety-six acres of
+land in Rhode Island and one thousand volumes to the library. The
+college received for its support, in a century and a half, $100,000
+from the commonwealth of Connecticut. It has been supported chiefly by
+private means. In 1890, there were 143 instructors and 1,500 students.
+There is no college in America that has a more enviable reputation for
+giving a thorough Christian education to the thousands of youth who
+have gone forth from her halls of learning.
+
+It is a matter of record that our ancestors showed much self-denial,
+courage, and genius, to turn aside from the work of organizing a new
+social order, and the readjustment of themselves to their surroundings
+in a new country to provide for the higher education of the people.
+The founders and supporters of these colleges, as a rule, were men of
+high intellectual and religious character, and worked intensely and
+earnestly for the highest good of society. It would prove an
+inestimable blessing to our nation if every American citizen were
+inspired with the zeal of the early colonists in behalf of the cause
+of higher education. They, out of their poverty, poured their gifts
+into the treasury of the colleges in order to leave future generations
+a great and glorious heritage. Gratitude should prompt us to excel
+them in our love for the education of the present and future
+generations by cheerfully giving of our abundance for the same high
+and holy ends.
+
+Other colleges were founded within the century. Aside from the three
+colonial colleges, six more were founded prior to the Revolution, and
+four during the war of independence. Following the Revolution was a
+period of expansion, and by the close of the century there were
+twenty-four colleges established. These colleges, scattered throughout
+the Union, appeared as a galaxy of stars in the literary firmament of
+the nation. They were founded and located as follows:
+
+        _Institution._                 _State._                _Date._
+
+     1. Harvard,                       Massachusetts,           1637
+     2. William and Mary,              Virginia,                1693
+     3. Yale,                          Connecticut,             1701
+     4. Princeton,                     New Jersey,              1746
+     5. University of Pennsylvania,    Pennsylvania,            1749
+     6. Columbia,                      New York,                1754
+     7. Brown,                         Rhode Island,            1764
+     8. Dartmouth,                     New Hampshire,           1769
+     9. Queen's Rutgers,               New Jersey,              1766
+    10. Hamden-Sidney,                 Virginia,                1776
+    11. Washington and Lee,            Virginia,                1782
+    12. Washington University,         Maryland,                1782
+    13. Dickinson,                     Pennsylvania,            1783
+    14. St. Johns,                     Maryland,                1784
+    15. Nashville,                     Tennessee,               1785
+    16. Georgetown,                    Dist. of Columbia,       1789
+    17. University of N. Carolina,     North Carolina,          1789
+    18. University of Vermont,         Vermont,                 1791
+    19. University of E. Tennessee,    Tennessee,               1792
+    20. Williams,                      Massachusetts,           1793
+    21. Bowdoin,                       Maine,                   1794
+    22. Union,                         New York,                1795
+    23. Middlebury,                    Vermont,                 1795
+    24. Frederick College,             Maryland,                1796
+
+It remained for the nineteenth century to exhibit in the New World an
+unprecedented multiplication and expansion of institutions of higher
+learning.
+
+At the opening of the century there were only twenty-four colleges in
+the United States. Thirty years later the number had reached
+forty-nine. In 1850, there were 120 colleges, manned by 1,300
+teachers, with 17,000 students. There were besides 42 theological
+seminaries, 35 medical schools, and 12 law schools.
+
+By 1890, the number of colleges and universities had grown to 415,
+having 7,918 instructors and 118,581 students. There were in the same
+year 117 medical schools, with 7,013 students, and 54 law schools,
+with 4,518 students. These facts bear witness to the determination of
+the American people to satisfy the needs of their higher nature, and
+not to rest content with material growth and the bare necessities of
+life.
+
+The spirit of our early ancestors was never more manifest than in
+their earnest advocacy of religious liberty, and their protest against
+all ecclesiastical authority. The numerous settlements in different
+sections of the country, with their different nationalities and
+diverse religious opinions, tended to multiply the religious
+denominations and to establish churches with divergent aims and plans.
+These independent sects gave rise to a great number of schools
+claiming to be colleges. These schools they regarded as essential and
+supplementary to their churches. Harvard owes its origin to
+non-conforming clergymen. The Episcopal Church claimed William and
+Mary College. The Congregationalists of Connecticut founded Yale.
+Princeton was founded under the auspices of a Presbyterian synod, and
+Brown was established by an association of Baptist Churches. One
+hundred and four of the first one hundred and nineteen colleges
+established in the United States had a distinctively Christian origin.
+Their founders intended that they should be, in some sense,
+ecclesiastical as well as religious. Notwithstanding their diversity,
+there was unity in their general character and design. While they
+maintained a denominational character, they were in nowise illiberal,
+and set up no religious test for entrance.
+
+The Christian Churches have been not only pioneers of education, but
+their followers recognize as never before the power and efficiency of
+the Christian College to further the Kingdom of God on earth. Out of
+415 colleges in 1890, 316 of them were under the control of some
+religious denomination. These were distributed in 1890 among the
+several denominations as follows: Methodist, 74; Presbyterian, 49;
+Baptist, 44; Roman Catholic, 51; Congregational, 22; Christians, 20;
+Lutheran, 19; United Brethren, 10; Protestant Episcopal, 6; Reformed,
+6; Friends, 6; Universalist, 4; Evangelical Association, 2; German
+Evangelical, 1; Seventh Day Adventist, 1; New Church (Swedenborgian),
+1.
+
+The leading denominations are especially active in promoting the cause
+of higher education. We summarize the educational work of a few of
+them:
+
+The Congregational Churches, with a membership of 525,097, had, in
+1890, thirty-eight schools of distinctly college rank, with 1,034
+instructors and 13,601 students. This denomination has generously
+endowed many of her colleges. She has been pre-eminent in her efforts
+to extend a liberal education to the people.
+
+The Roman Catholic Church in the United States claimed to have, in
+1894, 116 colleges, 637 academies, and 768,498 pupils in parochial
+schools. This church, that numbers among its adherents one-tenth of
+the population of this country, has one-fourth of all the colleges.
+
+The Regular Baptists of the United States have one hundred and
+fifty-two chartered institutions of learning, with an endowment and
+property valuation of $32,162,904. Of these, seven are theological
+seminaries, with 54 professors, 776 students, and $3,701,620 of
+endowments and property. Thirty-five are universities and colleges
+open to both sexes, with 701 professors and instructors, 9,088
+students, and endowment and property to the amount of $19,171,045.
+Thirty-two are colleges exclusively for women, with 388 professors and
+instructors, 3,675 students, and endowment and property, $4,121,906.
+Forty-seven are seminaries and academies, male and co-education, with
+369 professors and instructors, 5,250 students, and endowment and
+property worth $3,787,793. And thirty-one are institutions of learning
+for colored people and Indians, several of which are chartered
+colleges, with 279 instructors, 5,177 students, endowment and property
+worth $1,380,540.
+
+Among the church families in the United States the Presbyterians stand
+third, having about 1,500,000 members, 13,476 organizations, and
+church property valued at $94,869,000. They have always been favorable
+to the higher education of ministers and people, and therefore liberal
+in support of the better class of schools and colleges. They now have
+under their immediate care 56 colleges, with an enrollment of 10,143
+students. The estimated value of property owned by these institutions
+is $6,780,600, and their permanent endowment funds amount to
+$6,891,800. There are, besides, four colleges which are jointly owned
+and patronized by Presbyterians and Congregationalists. In addition
+there are some forty classical academies, under the care of different
+Synods and Presbyteries, which have over 3,000 students, and property
+whose net value is over $1,000,000. Fourteen theological seminaries
+are scattered over the country, with more than 1,200 students. These
+have property and endowments amounting to $8,164,762. This makes the
+total investment of the churches in classical institutions and
+seminaries to reach the large sum of $22,837,162. Immediately
+connected with these halls of learning are some 700 of the church's
+finest scholars and most devoted Christians acting as teachers, while
+14,343 of the best and brightest young men and women sit at their feet
+as learners.
+
+Methodism has been a great educational force in this country. It took
+its rise in a university, and its leaders were trained in the oldest
+of English universities. The Methodist zeal for higher education has
+put her in the front ranks of the moral and educational forces of the
+age. Though among the youngest of Christian bodies of this country,
+the magnitude and extent of her educational work is second to none.
+
+The Methodist Episcopal Church comprises less than one-half of the
+Methodists in the United States, yet she has 49 institutions of
+collegiate grade, with property and endowment of over $17,000,000, and
+from the 6,000 students there are sent out annually 1,500 graduates
+with the Bachelor's degree. In 1892, she had 195 institutions of
+learning of every grade, with property and endowment valued at
+$26,000,000, with 2,343 professors and teachers and 40,026 students.
+
+"The increase in population in the United States from 1880 to 1890 was
+26.7 per cent.; for the same period the increase of students in
+college classes in all schools in the United States was 53.1 per
+cent.; in all Methodist schools in the United States, 52.3 per cent."
+It is certainly a hopeful indication of the ambition and lofty purpose
+of Methodist youth that one-eighth of the whole number of students of
+the Johns Hopkins University are Methodists, seeking the broadest
+educational facilities. A church with such a record will not lose her
+hold upon the intellect and scholarship of the age.
+
+Methodism has wisely undertaken to establish the American University
+in Washington City. The founding of such a university was the dream of
+Washington and other great statesmen. This is the most strategic
+educational center in America. The scientific and literary treasures
+of the government, aggregating a cost of more than $33,000,000, and
+maintained at an annual expense of three and one-half millions of
+dollars, will be at the service of this university. The funds of the
+university will not be tied up in expensive buildings and equipment,
+but, like the great German universities, employed in paying
+enthusiastic professors of the broadest scholarship and culture to
+instruct graduate students in every department of learning, and to
+widen the horizon of knowledge. This is certainly one of the most
+magnificent opportunities in the history of the Christian Church to
+establish a powerful and comprehensive agency to help uphold and
+expand and organize a Christian civilization. It will gain an
+increasing power through coming generations.
+
+The Federal Government has, likewise, favored and materially
+encouraged the cause of education. The wisest statesmen believe that
+the colleges are not solely the auxiliary of the churches, but that
+they have an equal value to the State. They firmly believe that
+education is essential to the general good of the community, and
+worthy of favorable legislation. "During the first century of its
+existence, the United States made land grants for educational purposes
+of nearly 80,000,000 acres, a territory greater than all the landed
+area of Great Britain and Ireland, and more than half of all France.
+What a tribute to learning this munificence presents. Of these gifts
+it is estimated that more than 80 per cent. went to permanent funds
+for the elementary schools."
+
+The spirit of the American people was shown in the Magna Charta of the
+Northwest, framed in 1787, which declared that "Religion, morality and
+knowledge being necessary to good government and the happiness of
+mankind, schools and the means of education shall forever be
+encouraged." In obedience to this spirit, the Federal government made
+grants of land to encourage and support institutions of learning, as
+follows: "One section of land in every township for common schools,
+and not less than two townships in every State for founding a
+university." Appropriations have since been made by the general
+government to establish and foster State universities. In 1862, the
+Morrill act was passed by Congress, whereby a liberal grant was made
+to provide for "the endowment, support and maintenance of at least one
+college, where the leading object should be, without excluding other
+scientific and classical studies, and including military tactics, to
+teach such branches of learning as are related to agriculture and
+mechanic arts, in such manner as the legislature of the States may
+prescribe, in order to promote the liberal and practical education of
+the industrial classes in the several pursuits and professions of
+life." This act was supplemented in 1890 by an additional provision of
+$25,000 a year for the better equipment and endowment of each of the
+colleges of agriculture and mechanic arts. The land grant made by the
+general government to all the States aggregated 9,597,840 acres, from
+which was realized $15,866,371.
+
+The Hatch act of 1887 made generous Federal provision for the
+establishment of agricultural experiment stations "for the
+investigation of the laws and principles that govern the successful
+and profitable tillage of the soil."
+
+The State universities numbered 30 in 1890, having 12,846 students and
+964 instructors. The value of the grounds and buildings aggregated
+$15,146,588, and the productive fund $10,411,964. The total income for
+the State schools reached the handsome sum of $2,176,250. These State
+universities have become fixed factors in our civilization, and give
+promise of accomplishing a great work for the people. What the
+character of the work shall be, remains with the American people to
+decide.
+
+This century has witnessed in the United States the beginning and
+growth of _Colleges for Women_. This is the fruit of the increasing
+development of the idea and sentiment in favor of women sharing with
+men in the privileges of the highest culture and all rational
+enjoyment. Exclusive privileges and distinctions on account of sex are
+contrary to the character and genius of a free people. "If," says
+President Dwight, "education is for the growth of the human mind--the
+personal human mind--and if the glory of it is in upbuilding and
+outbuilding of the mind, the womanly mind is just as important, just
+as beautiful, just as much a divine creation with wide-reaching
+possibilities as the manly mind. When we have in our vision serious
+thought as the working force and end of education, the woman makes the
+same claim with the man, and her claim rests, at its deepest
+foundation, upon the same grand idea." The history of the movement in
+favor of the collegiate education of women is interesting and
+instructive. One of the first steps in this direction was taken by
+Mrs. Emma Willard, who opened a school for girls in Middlebury,
+Vermont, in 1808, which in 1819 was removed to Waterford, New York.
+Two years later she founded the Troy Female Seminary. Education for
+women received a new impulse through Miss Catharine E. Beecher, who,
+in 1822, opened at Hartford, Conn., an academy for girls, and it met
+with excellent success. Further efforts were made to extend education
+to young women of more mature years and give them the advantages of an
+intellectual training equal with that of colleges for men. The
+Wesleyan Seminary for women was founded at Kent's Hill, Maine, in
+1821, and Granville College for women in 1834. Through the earnest
+effort of Miss Mary Lyon, Mount Holyoke Female Seminary was
+incorporated February 10, 1836. The Elmira Female College was founded
+in 1855. These colleges multiplied rapidly and now there are more than
+two hundred institutions of higher learning devoted exclusively to the
+education of women.
+
+Colleges for women have been quite liberally endowed by high-minded
+and generous individuals, and the stability and permanency of these
+colleges have thus been secured. Vassar College was incorporated in
+1861. Mr. Matthew Vassar, the founder, gave 200 acres of land near
+Poughkeepsie, on the Hudson, which with his other gifts aggregated
+$788,000. The total productive endowment in 1892 was $1,018,000, and
+the value of the grounds, buildings, etc., was $792,080 additional.
+
+Wellesley College was founded by H. F. Durant in 1875, at Wellesley,
+near Boston. He gave 400 acres of land and an endowment of more than
+one million dollars. Smith College was founded through the beneficence
+of Sophia Smith, who gave $400,000. Bryn Mawr, near Philadelphia, was
+opened in 1885, through the generosity of J. W. Taylor, M. D., whose
+gifts amounted to $1,000,000.
+
+In 1890, there were 179 colleges devoted exclusively to the education
+of women, having grounds and buildings valued at $11,559,379, with
+scientific apparatus valued at $419,000 more, and the productive
+funds aggregated $2,609,661. The total number of students in these
+colleges for the same year was 24,851, and taught by 2,299 teachers.
+
+The co-education of the sexes in colleges is also constantly growing
+in favor among those colleges which have given it the most thorough
+trial. Two hundred and seventy-two colleges in this country, or 65.5
+per cent., excluding those devoted exclusively to the education of
+women, are open equally to both sexes. The favorable results as to
+scholarship, manners and morals of the two sexes have abundantly
+confirmed the wisdom of this method. The question of co-education has
+its complications, but with proper restrictions these are not serious.
+There is no more danger of women developing bold or masculine
+qualities of character in a college where co-education exists than in
+the high schools, or in social and business life outside of college.
+The charm and beauty of a lady are found in the qualities of modesty
+and grace. The private life of the ladies attending a college where
+co-education exists is in most cases so regulated as to secure such
+home care and retirement as will help to preserve the charming
+qualities of womanhood. The ladies in these schools gain a certain
+poise and independence without boldness, which is of inestimable
+advantage. Aside from this they get a knowledge of character and life
+that is not likely to be secured in any other way.
+
+The growth of the colleges since the war in the sixteen Southern
+States for both white and black population is very encouraging. Fully
+one-third of the colleges and universities and one-third of the
+instructors and students of the nation are located in the Southern
+States. Many of these colleges are only first-class academies, but
+they are doing an excellent service. Benefactions in behalf of higher
+education in the South have been something phenomenal in the history
+of philanthropic work. The Peabody Fund for education in the South
+was $3,100,000. The Slater Fund $1,000,000. Tulane and Vanderbilt each
+gave $1,500,000 towards founding universities in the South. It is
+estimated that more than $20,000,000 have been given by special donors
+for this purpose since the war. This vast sum has been augmented by
+the annual gifts of the churches for this object. The Methodist
+Episcopal Church had expended up to 1892 the sum of $6,187,630.46 to
+promote higher institutions of learning among both white and black
+population in the South.
+
+Other denominations have given largely in the same direction. These
+benefactions have given new impulses to the cause of education, which
+have been of vital importance in the regeneration of the social
+conditions of this section of the country. The annual outlay for
+schools in the Southern States increased from $11,400,000 in 1878 to
+$20,000,000 in 1888. All these educational influences have contributed
+to establish a New South that presages far-reaching possibilities for
+good for all time to come.
+
+The growth, number and progress of the American colleges and
+universities is more and more attracting the attention of the
+civilized world. In 1890, they numbered 415, with grounds and
+buildings valued at $65,000,000, with scientific apparatus and
+libraries valued at $9,000,000, and the productive endowment funds
+aggregated $75,000,000. The total income of these higher institutions
+of learning from all sources was $11,000,000.
+
+The colleges and universities and professional schools in the United
+States for the same year contained 135,242 students and 7,819
+instructors. In the colleges and universities alone there were 46,131
+men and 11,992 women. There were 34,964 in the normal schools, 6,349
+in agricultural and mechanical colleges, and 35,806 in the various
+professional schools. Besides, there were 117 medical schools with
+4,552 students, and 145 theological schools with 7,013 students, and
+54 law schools having 5,518 students.
+
+These facts give us some faint conception of the extensive educational
+agencies which have been provided, chiefly by private enterprise and
+by the churches, for higher education.
+
+It is claimed by some that the number of colleges in this country
+exceeds at present the demand. It should be remembered, however, that
+we are building for a population that is likely to reach 500,000,000
+people. There is no doubt but that the planting and expansion of
+colleges on a meager basis has been somewhat over done. The duty of
+the hour is for the American people to cease establishing more
+colleges, and to give their attention to strengthening those already
+founded, in order that they may increase their power and efficiency.
+The founders have planted better than they knew. The unfavorable
+conditions and sacrifice surrounding many of their beginnings
+strengthen the desire that these colleges may grow and flourish with
+each succeeding generation, and continue in their beneficent work of
+moulding Christian character and promoting human brotherhood.
+
+
+
+
+III.
+
+CHARACTERISTICS OF THE AMERICAN COLLEGE.
+
+
+The American college occupies a distinctive place among the
+educational systems of the world. It differs from the English and
+Scotch systems, and is diverse in form and purpose from the German
+university system. The American college signifies more than the
+English _Grammar_ school, the French _Lycee_ or the German
+_Gymnasium_, and its course of study is broader and more
+comprehensive. The German _gymnasia_ hold the place of our high
+schools and academies, and their course of study carries the student
+through what is an equivalent to our Sophomore year in college.
+
+The colleges established in the early history of our country were
+shaped in some measure after the English model, but the American
+college of to-day "is the bright consummate flower of democracy." We
+may apply to it what Lowell says of Lincoln:
+
+   "For him her old-world moulds aside she threw,
+    And choosing sweet clay from the breast
+    Of the unexhausted West,
+    With stuff untainted shaped a hero new."
+
+The American colleges have held fast to the best of the ancient
+learning and utilized the best experiences and ideas of the English,
+German and French systems of education, and mapped out a distinctive
+system for themselves. They have sought to meet the needs of our age
+and the requirements of our generation, and we have as a product the
+modern American college, adapted to the wants of the people and the
+formation of a strong national character.
+
+The American people believe in individual rights and personal
+sovereignty. They have accordingly shaped their institutions in
+harmony with this view. In Germany the man is educated largely for
+the State, but here we educate the man as a citizen and as an
+individual whose intrinsic dignity and value are worthy of training.
+The American college makes adequate provision for the full development
+of all the human powers and the exercise of the functions of the
+noblest manhood and womanhood. Her halls have always been wide open to
+all the youth of the land, who have gathered by the thousand to drink
+in "the American spirit of freedom and brotherhood of mankind, of
+reverence for God, for law, for the Bible and for the Sabbath." Our
+colleges have been built up through the generous and effective support
+of the several churches, and of the patriotic people. For more than
+two and a half centuries it has been the settled policy of the
+American people to maintain and perpetuate colleges. They are deeply
+rooted in the hearts of the people, since they are the offspring of
+their free-offerings and voluntary sacrifices.
+
+A few unthinking people are indifferent and fail to see and realize
+the vital relations the colleges sustain to the national welfare; but
+the more enlightened public opinion is eager and restless for their
+advancement and influence. Our colleges are the pride and the crowning
+glory of the American people. They bring the nation more renown than
+all her fertile plains, rich treasures and splendid palaces.
+
+In order to particularize some of the distinctive features of the
+American college, we need to understand our educational system as a
+whole. We start with the public school and impart to the youth a
+primary education. In the high school or academy the pupil is
+introduced into a higher circle of thought and life and then passes on
+to the college, where the aim is to extend general culture and prepare
+for special work. The educational system culminates in the university,
+which is devoted chiefly to technical and professional education.
+
+These educational agencies do not differ in kind, but in degree. There
+is not as yet, however, a sufficient co-ordination of them to secure
+the greatest economy of time and strength in mental effort. The
+richest and broadest culture and scholarship demand a friendly and
+harmonious relation between all of these educational agencies. We are
+approaching co-operation and unity on these lines, but there are
+practical difficulties which it is hoped that time will help to solve.
+One of the difficulties has been that the standard of admission into
+many of our colleges has outgrown the capacity of the high schools. In
+order to supply the need of a more thorough preparation, a preparatory
+department has been maintained in many colleges. The present aim and
+tendency of our educational system is to introduce the pupil from the
+high school to the rank of Freshman in college. This condition can not
+become general unless there be a greater differentiation in the
+courses of study in our high schools. It is encouraging to see that
+in many States the high schools, academies and colleges are coming to
+a helpful understanding of each other's province, and that there is a
+practical agreement among them regarding a uniform minimum requirement
+for entrance into the Freshman class in college.
+
+The prescribed _courses of study_ in the average American college are
+broad and comprehensive. They cover the general field of knowledge.
+The regular parallel courses of study are usually designated
+Classical, Scientific, Literary and Philosophical. These special
+arrangements aim to encourage thought and study along different lines.
+The groupings vary according to the time devoted to the study of
+languages and other special branches. Each of the courses includes the
+study of language, mathematics, science, mental and moral philosophy,
+and covers a period of four years, generally designated Freshman,
+Sophomore, Junior and Senior years. As a rule, in the Classical
+course the study of Greek and Latin is required, while Greek is
+omitted in the Scientific course, and more attention is given to the
+study of the sciences. The Literary and Philosophical courses
+substitute one or more of the modern languages for the ancient
+classics. The number of these courses may be multiplied indefinitely,
+especially in the universities where the grouping of studies is
+essential to the highest success.
+
+The work of _the college and the university_ so overlap each other
+that it is difficult to make clear their distinction. The word
+university is an elastic term in the United States, because until
+within a brief period we have had nothing more than colleges. Many of
+our colleges are called universities because of their chartered
+privileges, but their aim is to become universities in fact.
+
+Hence the terms are often used interchangeably. The few universities
+we have are modelled largely after those in Germany and have grown up
+by a natural development out of colleges. The reverse is true in
+England, where the college has grown up within the university. The
+college originally signified a society of scholars. In this country it
+is an incorporated school of instruction in the liberal arts, having
+one faculty, with advanced courses of study.
+
+The college and university differ first in their _aim_. The college
+endeavors to discipline the mind and form character for the broader
+work in a chosen field of university study. The thorough scholastic
+training is now regarded quite an essential preparation for the more
+advanced work of the university. On the other hand, the university
+aims at universal culture, and includes, if possible, every
+description of knowledge for the training of specialists in the
+various professions. Its aim is rather to do graduate work
+exclusively.
+
+Again they differ in their _courses of study_. In the college, the
+courses of study include the higher branches of learning; and are so
+arranged as to give the student an outline survey of the field of
+knowledge. The study is largely restricted to preparing the student
+for his advanced professional and technical work. The university goes
+further and arranges its courses of study so as to supplement the
+instruction given in college and direct the student in an advanced
+grade of work in any department of intellectual life. The courses have
+the broadest scope and embrace departments in liberal arts, law,
+medicine, theology and science, each having a faculty composed of able
+professors. Gladstone gives the true historic idea of a university in
+these words: "To methodize, perpetuate and apply all knowledge which
+exists and to adopt and take up into itself every new branch as it
+comes successively into existence."
+
+The college and the university likewise differ in their _methods of
+work_. The college seeks the highest results in discipline. Its method
+is more formal and didactic. In the later years of the college course
+a certain amount of specialization is usually allowed, both for the
+ends of discipline and as a provision for the work of the university
+proper. The university adopts methods of work along the line of
+original discovery, literary productivity, and the advancement of the
+kingdom of knowledge. The inspiring aim of the university is the
+discovery of truth. The student imbued with the spirit of research
+passes from the known to the unknown, and feels that he lives in an
+atmosphere of investigation, and in the center of the latest thought.
+
+Finally, they differ in their resources. The college is usually
+limited in its means and appliances. On the contrary, the university,
+with abundant resources, great libraries and laboratories, affords a
+broader scope and wider opportunities for work and growth.
+
+The _State and denominational colleges_ have a common intellectual
+aim. The first of the two often have larger resources and aim to give
+more instruction in "practical affairs." Both State and
+denominational colleges are generous and liberal in their spirit and
+teaching. It is somewhat unfortunate that there should have arisen any
+occasion for criticism by the friends of either the State universities
+or of those under denominational control. One class of critics are
+ready to declare that the colleges and universities under Protestant
+denominational control are sectarian. Whereas it is unfair to
+designate such colleges as sectarian, since as a class they are not
+founded solely in the interest of any single Christian sect and are
+not intolerant and bigoted. They set up no denominational standard for
+entrance, and teach no particular creed or dogma, but extend their
+privileges equally to all and on the same basis as the State
+universities. Hence, they are denominational, but not sectarian.
+
+It is equally unfair to assert that our State universities are godless
+and run by political parties. The managers of them have possibly laid
+themselves open to this criticism because they often fail to
+recognize either the scientific bases or practical value of religion
+and do not permit it to rank equally with the other sciences in the
+courses of study. The right policy would not necessarily involve the
+teaching of religious dogma, but only of facts concerning man's
+spiritual nature, and the relative importance of the Christian
+religion among the religious systems of the world to meet the demands
+of man as a religious being. No reasonable man in a Christian nation
+should object to this recognition of the science of religion. The
+State universities should be at least religious in character without
+having any denominational bias. The teaching of dogma in our colleges
+for the sake of dogma would be narrow bigotry and rightly deserving of
+censure. The State universities are as likely to be open to this
+charge as the denominational colleges. The dogmas of scientists,
+politicians, legalists and physicians are as intolerant and engender
+as much strife as those of theologians. We are glad to believe
+however, that the dogmatic spirit in all lines of study is fast
+disappearing from our American colleges, and from the professions.
+
+Again, the majority of the professors in the State universities are
+avowedly Christian. Possibly one-third of the State universities have
+Christian clergymen for presidents. After careful inquiry from those
+in a position to know, it was ascertained that in one of the oldest
+State universities there were eight professors out of more than one
+hundred who were unbelievers or skeptics, and in one of the youngest
+there were but three known skeptics among more than eighty professors.
+Even this small number should not be possible, because one
+"anti-Christian sophist or a velvet-footed infidel" may work moral and
+religious disaster to the young in any college. "A college," remarks
+President Gates, "must be either avowedly and openly Christian, or by
+the very absence of avowed Christian influence it will be strongly
+and decidedly un-Christian in its effects upon students."
+
+The State universities will gain greater influence if they will
+rigidly exclude from their teaching force the brilliant skeptic who
+"becomes the center of a coterie without his gifts, dazzled by his
+boldness, infected by his skepticism;" but rather employ Christian
+professors who will inspire a "noble ambition that unites in its scope
+the life that now is and that which is to come, that comprehends
+earth-born sciences and the philosophy of salvation, the tongues of
+men and the language of the city of the great King."
+
+Likewise the State and denominational colleges and universities have
+the largest freedom and independence. Their boards of management are
+comparatively free from interference on the part of party politicians
+and demagogues, or of those influenced by denominational prejudices.
+Party leaders in the church or state may be equally liable to an undue
+bias or a partisan spirit and influence which is beneath the dignity
+of those who claim to represent the people in a Christian Republic.
+
+The American college is a chartered institution, under the control of
+a _Board of Trustees_ or _Regents_. These boards are composed of about
+twenty or thirty representative men in church or state. They are, in
+some cases, a self-perpetuating corporation, while others are chosen
+for a term of years by the affiliating conferences or synods.
+Occasionally, the Alumni of the college may elect some of the
+Trustees. The State universities are under a Board of Regents
+appointed by the Governor, with the consent of the legislative body,
+or are chosen by popular election. These boards meet once or twice a
+year. Their principal duties are to make laws for the government of
+the college; appoint the officers and professors, and fix their
+salaries and tenure of office, and hold all property entrusted to the
+college, and retain general supervision and control of all
+expenditures. These boards are the ultimate source of authority in
+all matters pertaining to the welfare of the college.
+
+The Chicago University and some others have a _University Council_,
+composed of the chief administrative officials of the university. They
+direct all administrative matters. The _University Senate_ is composed
+of the heads of the departments of instruction. It is their duty to
+control all educational affairs. The _Harvard Corporation_ consists of
+the President, five Fellows, and the Treasurer, with the right to fill
+their own vacancies. Their acts are "alterable" by the _Board of
+Overseers_, to whom they are responsible. This board consists of
+thirty-two members, elected by the Alumni.
+
+_The Faculty_ is a body of instructors. The universities may have as
+many faculties as there are departments of instruction. In the
+American college proper there is but one faculty, composed of all the
+instructors. It varies in number and efficiency according to the
+number of students and financial resources of the college. The
+proportionate number of professors to the students follows the custom
+of the best English and German universities, which usually is one
+professor for every twenty or thirty students. _The Dean_ is an
+administrative officer of a department in a university, and is
+concerned with the internal discipline and executive affairs.
+
+_The Presidents_ of the American colleges are usually clergymen. They
+are chosen with reference to their pre-eminent ability as scholars and
+administrators. The President has oversight of the plan of
+instruction, the maintenance of discipline, and is the representative
+head of the college before the public. Considerable importance is
+attached to the office of the President, since the success of the
+college in a great measure depends on his individual talent and
+character.
+
+The American college _professors_, as a class, may be characterized as
+having a living scholarship and a genuine speculative spirit,
+combined with tact and firmness in teaching. They are enthusiastically
+devoted to their work. There is a growing disposition to break away
+from mechanical and plodding routine, and adopt an intellectual,
+energizing style of questions in class work, that elicit enthusiasm
+and aid the student. Lecturing is but little used. The teaching is
+more of an active, earnest conversation on a special subject between
+the teacher and the pupil. The instructor seeks to lead, but not to
+carry, the student through the study. There is also less inclination
+to dogmatize, and the student's mind is trained to habits of original
+and philosophical investigation.
+
+_The students_ in our American colleges have been well estimated by
+Professor Von Holst in these words: "I have not only visited, but
+lived in a number of countries, and the results of my observations of
+their higher educated youth is that, though by no means as to
+knowledge, yet as to the earnestness, steadiness and enthusiasm in
+the pursuit of knowledge, the American students stand first. And
+nature has not been in a stingy mood when weighing out their allotment
+of brains! Give them but the opportunities, and you will soon see
+whether they need to shun comparison with the scholars of any other
+nation."
+
+_College government_ is an important question. The college, as a
+distinct and separate community, has rules and regulations based on
+well-established principles, which aim to conserve the general good of
+the whole body of students. The college honor can not be sustained
+unless there is a recognition of authority and responsibility.
+
+The college legislation and government rests principally with the
+faculty, overseers and trustees, who aim to be liberal, yet firm.
+College sentiment among students is often capricious and subject to
+sudden revolutions. Some of them have strong passions, immature
+judgments, and impetuous and weak wills, and authority must be lodged
+with those who will sacredly uphold law and exercise a firm, rigorous
+discipline.
+
+In the early stages of college life in this country the regulations
+were quite severe. In many cases the college authorities did not
+hesitate to inflict upon the students corporal punishment for certain
+offenses. College Presidents would sometimes personally attend to the
+flogging of students, resorting to this punishment with great
+solemnity. Mr. George C. Bush tells us what occurred at Harvard
+College in 1674: "On that occasion the overseers of the college, the
+President and Fellows, the students who chose to attend having been
+called together in the library, the sentence was read in their
+presence and the offender required to kneel. The President then
+offered prayer, after which 'the prison keeper at Cambridge,' at a
+given signal from him 'attended to the performance of his part of the
+work.' The President then closed the solemn exercise with prayer."
+
+Possibly this relic of severe college government found its example
+across the water, where it is related that in a bygone age a Fellow at
+Oxford, "who had been proved guilty of an over-susceptibility to the
+charms of beauty, was condemned, as a penance, to preach eight sermons
+in the Church of Saint Peter-in-the-East." In the days of President
+Dunster, of Harvard, "no possible conduct escaped his eye. Class
+deportment, plan of studies, personal habits, daily life, private
+devotions, social intercourse, and civil privileges, were all
+directed."
+
+The student should feel that, in disobeying the rightful authority of
+the college, he abridges the rights and privileges of every student.
+The college sentiment should be so strong against unworthy conduct
+that a student would as soon shrink from doing a mean action, and
+having it known, as any citizen outside the college community. When it
+is discovered that a student has mean and unworthy motives and wilful
+evil tendencies, he should be summarily dismissed.
+
+In some colleges the students participate in the governing affairs.
+This is done by having representatives chosen from each college class,
+elected by their fellow-students, who unitedly compose a College
+Senate, with power to interpret the college laws, and deal with all
+questions relating to the good order and decorum of students. The
+President of the college is chairman, and has the power to veto the
+decision of the senate. There are many favorable features of this
+system. In the first place, it lessens the antagonism sometimes
+manifest between the faculty and students. There are no less
+requirements upon all college classes and duties, and it helps to
+remove any feeling of suspicion and the semblance of espionage. The
+students feel that they have been taken into confidence with the
+college authorities and will get strict, even-handed justice in
+college discipline. The result is that there comes to exist a more
+pleasant and friendly relation between the professors and students.
+
+Again, this system gives the freest scope for teaching. The
+professor's time is not occupied doing police duty or sitting as a
+juror, but is given wholly to his work as teacher.
+
+The self-responsibility of the student also has an educating
+influence, giving to the worthy and right-minded a better training for
+future citizenship. It is undoubtedly true that the autonomy of a
+college is an important factor in shaping the future liberties of our
+country. No college, however, can hope to uphold the highest standard
+of conduct by trusting to the force of rules and penalties. The spring
+of right action is in the heart. All college authorities must rely
+principally upon appeals to calm reason and an enlightened conscience,
+reinforced by religious faith and feeling.
+
+The general good order and morals of the students in American colleges
+are changing for the better. In a large proportion of our colleges
+only a small per cent. of the students use intoxicating drinks or
+tobacco. All reprehensible conduct must be carried on so secretly as
+to elude the college authorities. Those disposed to do evil represent
+only a very small proportion of the great body of students, but these
+give occasion for some supercilious and conceited correspondent of the
+public press severely to criticise the college government, and to give
+gross caricatures and exaggerated statements of the mischief done by
+this small percentage of students, and then include the entire
+academic body in the same general censure. It is generally believed by
+those qualified to know that the average morals and good conduct of
+the students in college are much better than those of the same number
+of young men outside the college community.
+
+The chartered colleges are entitled to confer _degrees_ as a measure
+of honor the college wishes to bestow on men and women of merit. This
+privilege has been so much abused by some colleges that a little
+confusion arises as to the true value and significance of the degrees
+conferred. In 1890, there were 8,290 degrees conferred in course or on
+examination, and 727 honorary degrees, by 415 colleges and
+professional schools.
+
+In the best American colleges, the student completing the classical
+course receives the degree of _Bachelor of Arts_ (A. B.)--_bas
+chevalier_, a knight of low degree; it signifies "inception in arts."
+If the student, after taking his bachelor's degree, pursues for a few
+years some literary or scientific study, he may receive the degree of
+Master of Arts (A. M.), meaning fitness to teach, a title which began
+to be conferred in the twelfth century. These degrees are granted as a
+reward of merit, based on examination and general fitness. The degrees
+of Doctor of Divinity (D. D.) and Doctor of Laws (LL. D.) are granted
+as honorary degrees to men of pre-eminent ability or for conspicuous
+services. The student who completes a college course or its
+equivalent, and follows it with a professional course in a university,
+receives a degree recognizing the fact. Schools of Theology confer the
+degree of Bachelor of Divinity (D. B.) Schools of Law, Bachelor of Law
+(LL. B.), and Schools of Medicine, Doctor of Medicine (M. D.)
+
+A post-graduate course of study, looking to the degree of Doctor of
+Philosophy (Ph. D.), has reference not so much to the professional and
+practical side of life as to the original investigation and
+exploration of a special subject, with no other immediate aim than the
+discovery of truth and a philosophical insight into the same. The
+student, before receiving the degree in the best universities, is
+required, at the close of his post-graduate work, to write a thesis
+which would be regarded as an original contribution to the subject
+discussed.
+
+There is no practical uniformity in the scope and requirement of the
+work for this degree. The Doctor's degree should stand in this
+country, as it does in Europe, for research, and a general knowledge
+of philosophy, with ability to open up original sources of
+information. The student should be a resident graduate for at least
+one year, and after rigorous examination be required to contribute
+something to the advancement of knowledge, and withal be a man of good
+character and judgment, before receiving this most desirable degree in
+American and European universities. With such a uniform standard, this
+degree will not likely depreciate in public esteem, but have, as all
+degrees should, a uniform value. A federation of colleges may help to
+attain this end.
+
+College degrees are not essential to a man's success in life, but when
+they are obtained as a reward of merit have a certain social value
+which usually insures a speedier entrance into any chosen field of
+work.
+
+Another characteristic of American colleges is that they are _endowed_
+either by churches, by the state or by individual donors. The
+endowment is generally in the form of property or stocks yielding an
+annual revenue. It may be a sum of money given to the college, to be
+loaned and the interest to be permanently appropriated to the support
+of professors or applied to the current expenses. The amount necessary
+to endow a professorship varies from twenty-five to fifty thousand
+dollars. The fund thus given remains intact, and the interest or
+revenue of it alone is used to carry out the purpose of the donor.
+
+No college of a high grade can exist without a generous endowment or
+aid from some source. Education in the colleges and universities
+throughout the world is given almost as a gratuity. It is maintained
+principally through the benefactions of wealthy men who erect
+buildings, found professorships and establish libraries for the use of
+others.
+
+The resources of American colleges surpass those of any other country
+in the world. In 1890, the value of grounds, buildings and apparatus
+for 378 colleges in the United States was $77,894,729, and the
+productive fund of 315 colleges aggregated $74,090,415. In Germany,
+the twenty-two universities are national property, and are supported
+out of the national treasury at a large annual expense. The annual
+incomes of Oxford and Cambridge in England aggregate more than
+$3,500,000.
+
+Many of the American colleges have wealthy foundations. Harvard
+College has in grounds, buildings and productive endowment the sum of
+$12,000,000, with an income in 1892 of $978,881.92. Columbia College
+claims $13,000,000, with an annual income of $629,000. The estimated
+value of the funds of Cornell College is $9,000,000, with an annual
+income of more than $400,000, and Johns Hopkins University has
+$5,000,000 endowment. In 1892, Yale College had $4,019,000, with an
+annual income of $520,246. The Northwestern University has nearly
+$3,000,000 endowment and an annual income of $225,000. Boston
+University has more than $1,500,000 endowment and an annual income of
+$160,000. Chicago University is one of our youngest universities, and
+yet it has in property and endowment $7,500,000. These are only a
+small portion of the 415 colleges and universities in this country
+whose aggregate wealth and income are a source of satisfaction to all
+the friends of higher education.
+
+The munificence of the wealthy men of this nation in behalf of higher
+education has excited the surprise and admiration of the old world.
+Within the last quarter of a century nearly seventy-five million
+dollars has been given for this cause. We recall with satisfaction
+some of these distinguished donors: George Peabody left $6,000,000 of
+his estate to the cause of education; Isaac Rich, $1,000,000 to Boston
+University; Johns Hopkins, $3,140,000 to found a university in
+Baltimore which bears his name; Asa Packard gave $3,000,000 to Lehigh
+University; D. B. Fayerweather left a bequest of nearly $3,000,000 to
+various colleges; Cornelius Vanderbilt gave $1,000,000 to the
+Vanderbilt University; John C. Green gave $1,500,000 to Princeton
+College; Amasa Stone, $600,000 to Adelbert College; George I. Seney,
+$450,000 to Wesleyan University; Matthew Vassar, $800,000 to Vassar
+College for women; John D. Rockefeller's gifts to the Chicago
+University aggregate $4,500,000, and Leland Stanford's estate will
+yield from $12,000,000 to $15,000,000 for the university that bears
+his name on the Pacific Coast. These men and a host of others will be
+remembered through succeeding generations for their generous
+liberality. The wisdom of these noble benefactions commends itself to
+the enlightened judgment of all good citizens. We believe, with
+President Schurman, that "the heart behind American wealth is at the
+bottom generous and discerning, and so long as money can foster
+intelligence, that heart will not suffer our civilization to become a
+prey to ignorance, brutishness and stupid materialism. No one knows
+better than the millionaire that man lives not by bread alone." The
+colleges are not founded to make money but to benefit the public by
+training and fitting men for the highest service. The majority of the
+students in American colleges are of limited means. If it were
+possible to sustain a first-class college by means of the income from
+students, the tuition would be so high as to limit the great advantage
+of a higher education to a few children of rich men. The annual cost
+of each undergraduate to the University at Oxford is $700, at
+Cambridge $600, and at Harvard $300. If the actual expenses of running
+a college of high grade were divided proportionately among the
+students, they would have to pay three or four times the amount they
+now do for tuition. It is important that these educational advantages
+and incentives come within the reach of the humblest youth of the
+Republic, in order that they may be productive of the noblest manhood
+and womanhood.
+
+Time and experience confirm the claim that the wisest and most
+permanent use of money is to help endow a college. Large wealth
+imposes obligations to make the best and most permanent use of it.
+Every man of means ought to be a patron of learning, because it yields
+the most satisfactory returns. "What better gift can we offer the
+Republic," says Cicero, "than to teach and instruct the youth."
+Wendell Phillips says that "education is the only interest worthy
+deep, controlling anxiety of thoughtful men," and President Gilman
+makes an equally forcible statement when he says that "to be concerned
+in the establishment of a university is one of the noblest and most
+important tasks ever imposed on a community or on a set of men."
+
+Many of our denominational colleges are parsimoniously sustained. If
+their constituency, both rich and poor, would become imbued with the
+spirit of the Colonial fathers, and arouse themselves to give
+liberally, their power and influence would be multiplied a hundred
+fold. "Let it not be forgotten," says President Thwing, "that if the
+college and university have large need of the wealth of the community,
+this wealth has yet a larger need of the college and university.
+Without the aid of the higher education in the past, much of the
+wealth could not have been created; and without the higher education
+of the present, wealth would now become sordid; gold-dust is no less
+dust because it is golden. The rich man needs the college as his
+beneficiary to help him to be a noble man quite as much as the college
+needs his benefactions to help it make noble men. A college in poverty
+can make men; a rich man (or a poor man, indeed,) cannot hoard in
+meanness without degradation of manhood." The colleges are the
+agencies to help call out the constructive talent of the nation. They
+open the pathway of opportunity to every young man and woman who
+desires to do the most for himself and humanity. Each one may link
+himself through his means and prayers to these powerful agencies for
+good.
+
+
+
+
+IV.
+
+THE FUNCTIONS OF THE AMERICAN COLLEGE--A SYMMETRICAL DEVELOPMENT.
+
+
+The function of the American college is to train and develop all the
+human powers and faculties and help the student to attain a complete
+individuality. The broadest educational theory estimates the worth of
+all the human powers and has the highest notion of personality, the
+development of which demands the impact of physical, intellectual,
+moral, and religious forces. A rounded human development provides for
+the fullest and freest exercise of all the powers of being. "Culture,"
+says Matthew Arnold, "is a harmonious expansion of all the powers
+which make the beauty and worth of human nature, and is not
+consistent with the over-development of any one power at the expense
+of the rest."
+
+Man is a unit, but inasmuch as God has endowed him with various
+capacities, his highest glory should be to develop them. The only
+limit to the college student is his native abilities and aptitudes,
+modified by the parental training, various social influences, and the
+preliminary discipline in the public schools. The college that
+receives the students, with their different aims and predilections and
+acquirements, and leads them to appreciate the greater possibilities
+of their natures, and arouses and encourages them to strive for their
+fullest development, is worthy of confidence and support.
+
+A symmetrically developed manhood or womanhood implies _the training
+of the mind to think accurately and systematically_. The tried and
+historic conception of education is expressed in the Latin word,
+_educare_: to lead out. It is to draw out of the living soul, by the
+aid of books, appliances, and instructors, all its latent capacities,
+to help in the formation of correct intellectual habits, and
+pre-eminently to form character, and thus to enrich and broaden the
+whole range of life. The purpose of a liberal education is not to cram
+the mind with facts and principles, but "to build up and build out the
+mind" by the natural process of growth, so that all knowledge from
+without will be assimilated by a living mental organism. The important
+work of the college is to develop intellectual power. It is to aid in
+giving such a directive power of mind as will enable the student, by a
+fixed determination, to recall facts, apply principles, and perform
+acts as if they were spontaneous. It is so to train the judgment and
+reasoning faculties of the student that in the end he will have
+acquired power to do earnest intellectual work.
+
+The direct aim of the instruction in college is to give the student
+access to vital and formative knowledge by studying man and his
+works, and nature and her works. He is thus led to know himself and to
+know the world, and the laws which govern nature, and man as a part of
+nature. He comes to see things as they are and to understand the laws
+of things, and thus he thinks and acts on more perfect knowledge. If
+the student is to be trained to independent thought and action, he
+must have a sounder basis of knowledge than the teachings of those
+whose ideas and opinions are shaped by current, ephemeral literature.
+The majority of men act on too imperfect knowledge, because they will
+not take the time and exercise the patience to study the facts and
+principles relating to any given subject, and to do their own
+thinking. Goethe says: "To act is easy, to think is hard." The remedy
+is found in the college courses of study which involve the study of
+ourselves through psychology, logic, and mental, moral, political and
+social philosophy, and the study of nature through the sciences and
+the laws of the world about us.
+
+Another method, aside from the nature and scope of the studies
+pursued, to attain the end, is through the strong personality of the
+college professor. Alexander the Great said: "Philip gave me life,
+Aristotle taught me how to live well," and Emerson's judgment was that
+"it is little matter what you learn; the question is, with whom you
+learn." It is within the power of the college professor to help
+enlighten the understanding, strengthen and guide the intuitions and
+reasoning faculties, and to awaken within the student a consciousness
+of his new powers and capacities, and incite him to mental activity.
+The highest scholastic training demands that the professor studiously
+avoid all those methods of instruction which tend to mechanical habits
+of thought, and which check the mind's spontaneity of growth and
+repress the individuality so essential to true scholarship.
+
+Incidental to intellectual culture in college is the ability to find
+promptly the information we want. "Next to knowing a thing," says Dr.
+Johnson, "is to know where to find it." No student can become a
+walking encyclopaedia, but he should learn while in college how to
+avail himself advantageously of reference books, libraries and other
+sources of information.
+
+A college education likewise implies the ability to express one's
+ideas in a clear, appropriate style. The student should be able to
+tell what he knows. This clearness of thought and precision of
+expression is best acquired in the class room, in the literary
+societies, and in the classes devoted especially to the study of
+expression.
+
+The intellectual aim of a college should be not only to awaken and
+develop independent thinking power as an abiding impulse which will
+prompt to effective intellectual work, but withal the will, the
+imagination, and emotive nature should be so trained that the student
+will have a mental taste and moral appreciation for the best and
+noblest thought. Mental discipline and the dull routine of study will
+become cold and insipid unless the student is inducted into those
+fields of science and literature where he will find the richest
+sources of refined and elevating pleasures, and through them be
+incited to noble action. It is on these lines of study that the
+student acquires that spirit of study which becomes spontaneous,
+attractive, and joyous. He loves culture for culture's sake, and does
+not abandon its acquisition on leaving college.
+
+A symmetrically developed manhood or womanhood involves _physical
+culture_. The ascetic idea of college life no longer prevails. The
+body, as well as the mind, is trained. The value to a student of good
+health and an alert and vigorous body cannot be overestimated.
+Educators are coming to realize more fully than in the past that the
+physical and psychical factors of life are inseparable. The body and
+mind are mutually related and affected. Systematic exercise
+stimulates quickness of mental processes and promotes brain power.
+
+The leading American colleges are conducted on better physiological
+and hygienic principles than in the past. The student, on entering
+college, is subject to a careful physical examination by a competent
+physician, and a course of systematic physical training is prescribed.
+Any organic defect or incipient disease is discovered, and, if
+possible, corrected. Physical training has become an integral part of
+a good college course. Exercise is largely compulsory, because
+studious and ambitious students are likely to sacrifice physical for
+intellectual training.
+
+A well-equipped gymnasium is essential for the most thorough physical
+culture. Bath-rooms, with facilities for plunge and shower baths, are
+an important adjunct in promoting that healthy condition of the skin
+which follows from frequent bathing. An athletic field for outdoor
+sports is, likewise, a valuable accessory to develop a lithe and
+active body.
+
+The master of the gymnasium is generally a vigorous and enthusiastic
+instructor, who is able to conduct skillfully daily gymnastic class
+work, and relieve monotony and evoke interest by introducing a variety
+of exercises for the different college classes. He is also the
+hygienic adviser in all matters relating to study and recreation. The
+students are taught that regular exercise, sufficient sleep, personal
+cleanliness, and proper diet will correct most of the so-called
+pernicious effects of over-study.
+
+Outdoor sports, under proper restrictions, promote health and foster
+mental qualities. Foot-ball and base-ball have gained an undue
+prominence in some colleges. It is questionable whether they are the
+most desirable forms of exercise for physical development, since only
+a very small portion of the students at any one time can engage in
+them.
+
+The evil features of inter-collegiate games, especially as practiced,
+offset their advantages. The undue excitement and spirit of rivalry
+fostered is foreign to the true idea of an earnest student life. The
+college is no monastery to make the student a recluse, but it should
+be a place of solitude, a modern cloister, where the student may be
+kept in partial isolation and away from the turbulent stream of public
+life and distracting social influences. The student may keep in the
+midst of the current of actual modern thought and life without
+sacrificing the quiet seclusion which is an essential requirement for
+the best scholarship.
+
+These inter-collegiate games have been attended with temptations
+perilous to character. Abundant testimony is not wanting to show that
+their tendency has been toward rowdyism, gambling, debauchery, and
+other disgraceful conduct. Some of the games scarcely rise above the
+brutality of the prize fight. They have no elevating tendency, and no
+apology can be made for their roughness and bad moral effects.
+
+The fine natural instincts of the majority of American people are
+repelled at such physical prowess. It is not necessary to introduce
+the element of pugilism in order to give vent to the superabundance of
+youthful animal spirits.
+
+The abuse of these outdoor sports should not make us blind to the fact
+that they have a legitimate use. It is wiser to control and direct
+them than to curb the exuberance of good feeling which they call
+forth, and which might find expression in less appropriate channels.
+It should be borne in mind that all physical training is a failure
+unless the aim is to maintain and develop health, to make the student
+symmetrical, strong, graceful and better fitted for the duties of
+living.
+
+A symmetrical development involves, likewise, _the cultivation of the
+moral and spiritual nature_.
+
+The Christian religion affords the broadest educational basis,
+because it presents the most exalted notion of personality and its
+development. It takes account of the deepest facts of our nature, and
+teaches philosophical principles that are true for all created
+intelligences. Hence it is that Christianity is essential to the best
+educational system. It precedes and governs true education. A narrow
+and false conception of man leads to building only one side of his
+nature. The will, the conscience, the emotional and spiritual natures
+demand a share in the broadest culture. We cannot divide these
+essential elements against themselves. The religious sentiment is so
+interwoven with our being that it cannot be eliminated or dethroned.
+It takes no subordinate place, because it is supreme. There is no true
+theory of life without the spiritual element. All theories of
+education and principles of action that do not recognize the relations
+of the human soul to the supernatural are out of harmony with the laws
+governing human life.
+
+These truths have been impressed on the noblest minds. "The greatest
+thought," said Daniel Webster, "that ever entered my mind, is the
+thought of my personal accountability to God." And Channing says that
+"man's relation to God is the great quickening truth, throwing all
+other truths into insignificance, and a truth which, however obscured
+and paralyzed by the many errors which ignorance and fraud have
+hitherto linked with it, has ever been a chief spring of human
+improvement. We look to it as the true life of the intellect. No man
+can be just to himself, can comprehend his own existence, can put
+forth all his powers with an heroic confidence, can deserve to be the
+guide and inspirer of other minds, till he has risen to communion with
+the Supreme Mind; till he feels his filial connection with the
+Universal Parent; till he regards himself as the recipient and
+minister of the Infinite Spirit; till he feels his consecration to the
+ends which religion unfolds; till he rises above human opinion, and
+is moved by a higher impulse than fame."
+
+The Christian religion is in harmony with intellectual activity,
+because it favors application to study, and enjoins the duty of
+seeking truth, as well as awakens and intensifies the love of the good
+and beautiful. In fact, the human intellect owes its greatest triumphs
+to Christianity. From the beginning, the Christian religion has
+assimilated and employed human learning, and has become a great
+formative force in modern intellectual movements. It favors a broad
+catholic spirit, and is the counterpoise and remedy of a narrow range
+of intellectual activity. History teaches that it has been a strong
+incentive in the search after truth, and the chief factor in training
+the race to a higher civilized life. The changes in the progress in
+modern civilization are stimulated and guided by Christian knowledge.
+The whole trend of modern thought and instruction in the higher
+intellectual circles is to apply Christian principles to the problems
+of life. In every age it has stimulated and invigorated the human
+mind. It has introduced nobler and better ideas of life, given impetus
+to self-development, and has produced the highest types of manhood and
+of womanhood. The inspiration and encouragement in advancing general
+intelligence and founding the higher institutions of learning is
+principally due to the Christian religion.
+
+"From the days of the Apologists onwards," says Prof. John De Witt,
+"learning has always advanced under the fostering care of our
+religion. In the schools of Antioch and of Alexandria, in Carthage and
+Hippo, in the old Rome on the Tiber, and in the new Rome on the
+Bosphorus, throughout the period of the ancient church, religion is
+the great inspiration of intellectual labor. How true this is of the
+Middle Age I need not stop to say. Religion in Anselm assimilates the
+philosophy of Plato. In the Anglican doctor it employs the dialectic
+and metaphysics of Aristotle. And the true father of the inductive
+philosophy, who anticipated the Organon and the very Idola of his
+great namesake, is Roger Bacon, the Franciscan brother. It was to this
+wonderful and unique power of Christianity to assimilate and employ
+all the triumphs of the human intellect, that the Western World is
+indebted for the universities by which, most of all, learning was
+increased and transmitted from generation to generation. Bologna and
+Naples, the school of Egbert at York, the schools of Charlemagne in
+the New Christian Empire, with Alcuin as minister of education; the
+later universities, with their tens of thousands of eager
+students--Paris, Cologne, and Oxford--sprang into being obedient,
+indeed, to a thirst for knowledge, but a thirst for knowledge which,
+in turn, owed its existence and intensity to the unique fact that
+Christianity alone among religions can assimilate and employ all the
+truths of human philosophy, of science, and of literature."
+
+The importance of promoting religious culture in our colleges cannot
+be overestimated. Dr. Thomas Arnold has spoken words that should be
+preserved in letters of gold. "Consider," he says, "what a religious
+education, in the true sense of the word, is: It is no other than a
+training our children to life eternal; no other than the making them
+know and love God, know and abhor evil; no other than the fashioning
+all the parts of our nature for the very ends which God designed for
+them; the teaching our understandings to know the highest truth; the
+teaching our affections to _love_ the highest good!" One of the
+greatest teachers, Mark Hopkins, on the fiftieth anniversary of his
+connection with Williams College, said: "Christianity is the greatest
+civilizing, molding, uplifting power on this globe, and it is a sad
+defect in any institution of higher learning if it does not bring
+those under its care into the closest possible relation to it." The
+profound French philosopher, Victor Cousin, declares that "any system
+of school training which sharpens and strengthens the intellectual
+powers without supplying moral culture and religious principle is a
+curse rather than a blessing." And President M. E. Gates says: "In
+place of the fermenting despair of nihilism, the reckless immoralities
+of atheism, and the suicidal negations of agnosticism which have
+cursed liberally-educated Europe, if we are to have here in America an
+influence strong, binding and beneficient in our social system, as the
+result of collegiate education, it must be, it can be only by
+retaining in that system a clear faith in God, and by making
+prominent, as the highest aim of life, the service of God in serving
+the best interests of one's fellow-men."
+
+The goal of all education is fulness of stature of men and women in
+Christ. Art and science are a vain show without this aim. A man may
+have a brain as keen as a Damascus scimiter, and yet he is wanting
+without piety. This moral and religious equipment is necessary for
+right conduct which, Matthew Arnold says, is three-fourths of life.
+Other things being equal, the student that is touched and saturated
+with the religious life will be under the strongest motives and attain
+the highest culture and efficiency in life. A pure heart and a clear
+brain are closely related. "Our education will never be perfect
+unless, like the ancient temples, it is lighted from above." Martin
+Luther said: "To have prayed well is to have studied well," which
+accords with the idea of the best scholars in former days at
+Cambridge: _Bene orasse est bene studisse_.
+
+The Christian spirit is eminently favorable to culture and to the
+promotion of literary productivity. It helps to make brilliant and
+earnest teachers, and lends zest to professional ambition. "Other
+things being equal," says Noah Porter, "that institution of learning
+which is earnestly religious is certain to make the largest and most
+valuable achievements in science and learning, as well as in literary
+tastes and capacities."
+
+President Gates forcibly expresses the thought in these words: "Man is
+not, and was not meant to be, pure disembodied intellect. True
+philosophy, as well as common sense, teaches that the heart and the
+will have their rightful domain in every man's life. If the
+understanding becomes arrogant and spurns the aid of the other powers
+of the mind, not only does the man become an incomplete man, but his
+intellect itself inevitably loses poise and clearness. The man ceases
+to be a man, and becomes a calculating machine, and his intellect
+becomes subject to those sudden reversals of legitimate processes and
+results which the law of construction for calculating machines renders
+inevitable in them, but from which _life_ saves the living man, the
+feeling, worshiping soul."
+
+There is nothing more important to equip the complete scholar and
+gentleman than the Christian religion. Tennyson's poetic
+interpretation of this truth is thus beautifully expressed:
+
+   "Let knowledge grow from more to more,
+      But more of reverence in us dwell,
+      That mind and soul, according well,
+    May make one music, as before,
+          But vaster."
+
+The _methods of promoting religious life in college_ are widely
+varied. One of the most effective means is the positive Christian
+faith and the personal religious influence of the college professors.
+The student enters college at a vital and perilous period of life. The
+judgment is often immature and the life principles unsettled. In this
+speculative period the student may be blindly endeavoring to adjust
+his faith to his reason. Especially at this time he needs professors
+of superior reason, strength of faith and spiritual discernment to
+unveil the divine mysteries and aid in dispelling doubt. Ex-President
+Seelye, of Amherst, once said: "We should no more think of appointing
+to a post of instruction here an irreligious man than we should an
+immoral man, or one ignorant of the topics he would have to teach." It
+is certainly no narrow bigotry that leads the Christian public to
+demand that the colleges select professors loyal to the truth and the
+Christian Church. United with their scientific culture and
+professional ability as teachers they should embody Christian
+earnestness and purity of life, and aim to send out students with a
+positive and rational faith.
+
+The parent who realizes that the moral character of his children will
+be fixed, in a large measure, while in college, believes that it would
+be moral suicide to permit them to come under the influence of a
+professor whose religious indifference, or unfavorable remarks about
+Christianity, might infuse the poison of skepticism, doubt, or
+indifference, and perhaps unsettle their early religious convictions,
+and "send them forth confused and adrift on the endless sea of
+conflicting notions."
+
+The courses of study in college should be arranged so as to favor the
+study of the essential facts and truths of the Christian religion, and
+through them promote practical piety. There is no valid reason why the
+Christian religion, which is the chief energy and force in all
+intellectual culture, should not be distinctly and permanently
+recognized in the college curriculum. The well-established and
+accepted facts of the Christian religion should be gathered and
+studied with as much painstaking care, freedom of spirit, and loyalty
+to truth as the scientist studies his facts and constructs his
+theories. This method implies that the teacher and pupil hold in
+abeyance all those probable theories, speculations, and conjectures
+which are not established, as irrelevant to the work in hand. When
+this scientific spirit is more effectively introduced into the study
+of the Christian religion in our colleges, it will prepare the way
+for the restatement of doctrine so as to commend it with increasing
+force to every intelligent student. Christian truth is capable of
+being built up into a system as scientific as any other. The
+professor, in leading the earnest student in search of spiritual
+truth, will exercise tolerance and tact, so that he will not awaken
+suspicions of being actuated by a narrow bigotry, or appear as a lover
+of dogmatic teachings.
+
+Again, it is better to select text-books that have been written by
+capable men who are in sympathy with the Christian religion. The
+student with an immature mind, who seeks to build his faith and
+theories of life on the teachings of those whose predilections are
+away from Christianity, will find it fatal to his lofty ideals and
+aspirations, while instruction based on Christian theism tends to lift
+the mind upward, and to foster a hopeful and earnest moral and
+intellectual life.
+
+We grant that Christian character can only be incidentally produced
+through the subjects studied. The same study may be taught in
+different ways, and with entirely different results. The intellectual
+processes involved in study do not necessarily exert a spiritual
+influence. The aim and spirit of the professor and student will
+determine whether the study pursued shall contribute to the
+cultivation of greater reverence and exaltation of the soul. The charm
+of scientific study may so occupy the student's attention as to
+exclude all thoughts of the spiritual and eternal, or he may "look
+through nature up to nature's God." The student may be so absorbed
+with the human events and material conditions of history as to
+overlook the light of God's presence and guiding hand in it all.
+
+To be liberally educated in Christian America, one should have a
+knowledge of the English Bible. It is the fountain and conservator of
+pure English and the storehouse of the most inspiring thought. Its
+classic beauty and lofty speculations and sublime morality are
+essential to a liberal education. "Froude calls the Bible the best of
+all literatures. Daniel Webster read the Bible through every year for
+its effect upon his mind. Charles Sumner kept the Bible at his elbow
+on his desk, and could find any passage without a concordance. Great
+men have found the Bible a great inspiration. But not this alone--as a
+great and inspiring literature,--but as a source of spiritual life and
+power, the Bible is the basis of true collegiate growth."
+
+The study of the English Bible in colleges is important in developing
+the will and the conscience, and in evoking religious feelings which
+have a practical influence on conduct. It certainly imparts a vigorous
+character to education, and brings men face to face with the facts of
+sin and its remedy. The presence of Christianity in the intellectual
+life of the student is corrective of selfishness and other vices which
+enslave the intellect and render life a disastrous failure.
+
+It is encouraging to note that the study of the Bible is finding a
+place in the American college curriculum on a level with other
+studies, and time is allotted to attain a certain intellectual mastery
+of it. The active class instruction is as exacting and exhausting as
+any part of the college course. The student is led to trace the
+historic movements and to perceive the organic character, the literary
+forms and personal factors in its composition. The inductive method
+adopted develops original and independent students of the Word. The
+intellectual, devotional, and practical ends attained by this study
+are a powerful factor in upholding and maintaining the moral and
+spiritual character of the students.
+
+Another method is that of _religious worship_. Students living in a
+community with a separate intellectual and social life should be
+required to meet daily for religious worship and instruction. The
+sacred moments spent in the college chapel by the whole college
+community are an appropriate recognition of the worth and power of the
+Christian religion, and do something to meet the spiritual needs and
+aspirations of the human soul. The daily gathering of the academic
+body to listen to a brief but suggestive exposition of scripture, and
+to unite in praise and prayer, cultivates reverence and devotion in
+the student, and will be regarded by many of them in after years as
+among the most delightful experiences in college life. If the
+religious services are not made perfunctory, but attractive and
+inspiring, in college, the students may pass to the university in
+their maturer years with devotional habits, and, likely, to avail
+themselves of its voluntary system of daily religious exercises.
+
+The colleges should ever keep in view the original aim of the founders
+to make them centers of evangelical power. Piety, however, should not
+be a substitute for honest scholarly work. They should never permit
+their enthusiasm for an intellectual training and the growth of the
+sciences to obscure or conceal Him who is the Light and Life of all
+men. Their immediate and primary aim should be to promote intellectual
+culture, but this in nowise involves a departure from the spirit of
+the forefathers who made them agencies for defending and propagating
+the gospel, and for leading the youth to remember that "the fear of
+the Lord is the beginning of wisdom."
+
+It is evident, then, that the function of the college is to unfold the
+intellectual, physical, moral, and spiritual life of the young people,
+and especially to form character that shall be fully equipped for
+carrying out the divine purpose of life.
+
+
+THE ADVANCEMENT OF KNOWLEDGE.
+
+Another function of the American college is to extend the objective
+field of knowledge. The enlarged range of knowledge in our day is
+owing principally to the clear thinking and earnest, original,
+productive work done by college professors and students. They have
+done more to extend the empire of thought than any other class of
+intellectual workers. The college is the home of the arts and
+sciences, and it exists to teach and promote them. Professors should
+have the ability and the time, more and more, to make investigations,
+to extend the domain of truth, and to give philosophical and
+scientific guidance to the nation.
+
+The university proper, as now being developed, regards as its special
+function the training of men for research and professional work. Its
+ample facilities and its methods of work give advanced students rare
+privileges in any department of research.
+
+"The modern university," says Professor Josiah Royce, "has its highest
+business, to which all else is subordinate, the organization and
+advance of learning. Not that the individual minds are now neglected.
+They are wisely guarded as the servants of the one great cause. But
+the real mind which the university has to train is the mind of the
+nation--that concrete social mind whereof we all are ministers and
+instruments. The daily business of the university is, therefore, first
+of all, the creation and the advance of learning, as the means whereby
+the national mind can be trained."
+
+The constructive intellectual spirit so paramount in the university
+begins in the college. The more formal methods of disciplinary work at
+the beginning of a collegiate course gradually shade off, during the
+closing years, into the methods and spirit of original discovery
+adopted in university work. In the college there is kindled in the
+student the love of new truth and an enthusiasm for the advancement of
+learning. He is led to undertake creative work, and become an active,
+intellectual producer, with aspirations to widen the horizon of
+thought and weave the best results of his discoveries into the warp
+and woof of the social organism.
+
+The steps leading up to the important period in the student's life
+where research is for the sake of fruitfulness are traceable in the
+historic development and requirements of college studies. In nearly
+all the colleges there is manifest a growing spirit of freedom in
+pursuing a course of study. There is little doubt that elective
+courses of study are a recognized necessity and benefit. It remains,
+however, an open question what studies should be required and what
+elected, and when the work of specialization should begin. If we keep
+in view the fact that the primary aim of a college education is to
+elevate and broaden the student by training him to clear and exact
+thought and accurate observation and expression, we will see that,
+whatever the course or subject of study chosen, it is only the means
+to this end.
+
+Required studies should be based upon the principle of the
+instrumental, substantive and interpretative elements in a liberal
+education. For example, the study of language is important as the
+instrument of thought. A knowledge of the rich and copious foreign
+languages opens up the wisdom of the past and present, and their study
+develops memory and precision, as well as stimulates and provokes
+thought. A knowledge of some of them is essential to the highest
+professional success. The student who can read and appreciate the
+foreign languages and appropriate their contents has a decided
+advantage.
+
+Mathematics is, likewise, an instrument of thought. It is the
+foundation of the physical sciences and the framework of the material
+universe. Its study trains the mind to think in relations and
+quantities, and helps to obviate loose and confused thinking. Logic
+and psychology are also important factors in developing the power of
+orderly and protracted thought.
+
+The substantive element in a liberal education is found in the study
+of the natural and moral sciences. The study of them is both
+attractive and stimulating, and helps to store the mind with useful
+facts and principles. A general study of science should be required. A
+knowledge of any favorite science involves in some measure a knowledge
+of others. Physics, chemistry, biology, astronomy, are all more or
+less related. There is an interacting and interweaving of the facts
+and principles. Aside from the information imparted, there is no other
+class of study that will so effectively train the mind to accurate
+habits of observation.
+
+Philosophy is the interpretative element in education, and helps to
+give unity to our knowledge. No one can reasonably lay claim to be
+liberally educated who has not some knowledge of the philosophical
+principles which underlie and explain the phenomena of history and
+life.
+
+These required studies should be embraced and upheld in all college
+courses in order to give unity and consistency to the knowledge of the
+student. The value of these different studies cannot be reasonably
+doubted. The colleges of the past developed strength by studying these
+few subjects. No technical studies or professional training can be
+substituted for this scholastic training. The professional man
+especially needs this general culture, in order to escape the danger
+of concentrating and contracting his intellectual interest. Colleges
+may vigorously adhere to these scholarly requirements, and yet
+advantageously introduce the elective system. The student must have
+depth as well as breadth of scholarship. This can be effectively done
+by the specialization which the elective system affords. The character
+of the different studies chosen, however, should have a cohesive and
+logical connection in order to secure concentration and attain the
+best results.
+
+The student who has had the advantages of a thorough preliminary
+training for admission to college, and has done faithful work in the
+required studies of the Freshman and Sophomore years, should have
+acquired such mental discipline and reached such a plane of
+scholarship that he is prepared for the more advanced work in special
+studies looking toward his life work. He should then be allowed to
+choose, within reasonable limits, those subjects for study during the
+Junior and Senior years in which his natural aptitudes and modes of
+thought would lead him to seek the highest degree of proficiency. This
+plan accords with the German system of education at the point where
+the student leaves the required work of the gymnasium and enters upon
+the elective work of the university. The most aggressive colleges in
+America have adopted this method, and are satisfied with the results.
+
+The elective system is beset with difficulties. Liberty is always
+subject to abuse, but the best attainments are found where negligence
+and mental trifling are possible. The advantages, however, are many.
+When the student decides upon a course of study suited to his real or
+imaginary needs, he exhibits more enthusiasm than if it is imposed.
+He is spurred on to his best effort, and develops personal power in
+original work. He gains depth and breadth of training, and is better
+fitted for more extended study in a university where the means and
+facilities are unlimited for the highest attainments in technical and
+professional training.
+
+This is the sure way to raise up a class of experts and investigators
+who will keep in touch with the sources of knowledge, and, by doing
+original work, contribute something new that will widen the horizon of
+knowledge and extend the empire of thought.
+
+
+PREPARATION FOR SERVICE.
+
+The function of the college is something more than developing men and
+women and promoting knowledge. Its aim is, likewise, _to prepare the
+student for service_. The knowledge and culture gained in college are
+only a means to an end. The student must not only know something, but
+be able to do something in the sphere of life. The ultimate object of
+all culture is to equip a person for life's work. Milton declares that
+the proper system of training is "that which fits man to perform
+justly and skillfully and magnanimously all the offices, both private
+and public, of peace and war;" and Herbert Spencer says that "the
+function which education has to discharge is to prepare us for
+complete living." And again, "the great object of education," says
+Emerson, "should be commensurate with the objects of life." The mind,
+placed in actual conscious relations with existing realities and
+phenomena, should be prepared for the largest service. To know, see,
+and learn the truth is a preparation for doing. The high type of
+manhood and womanhood which a liberal culture in college aims to
+promote should fit the student for every walk of life, in the family,
+society, church, and state.
+
+The purpose of a college education should be twofold--_professional_
+and _humanitarian_--to prepare for one's vocation in life, and to
+cultivate humanitarian sympathies for the largest service. A person
+possessed of the humanitarian spirit realizes that the individual life
+is rooted in God, and consequently has a broader and deeper sense of
+human brotherhood, which enables him to keep in vital and sympathetic
+relation with human activity and experience. When these two aims
+blend, the best results are obtained, both for the individual and the
+community.
+
+Aside from the scientific passion for knowledge, there is a view of
+culture, as Matthew Arnold puts it, "in which all the love of our
+neighbor, the impulses toward action, help, and beneficence, the
+desire for removing human error, clearing human confusion, and
+diminishing human misery, the noble aspiration to leave the world
+better and happier than we found it--motives eminently such as are
+called social--come in as a part of the grounds of culture, and the
+main and pre-eminent part."
+
+It is to be feared that in some colleges the ideals and spirit are
+such as to lead the student to place power on wealth above culture,
+and social position above usefulness. Professor J. M. Hart estimates
+that nearly one-half of the students who attend Cambridge and Oxford
+Universities, in England, do so not for the sake of study, but in
+order to form good social connections. Liberal culture should not be
+sacrificed to preparing men for idle social life and paying places.
+Colleges do not exist to train the students' powers for personal
+benefits, but to promote culture, to the end that a larger service may
+be rendered to human progress. "An education," says President Hill,
+"that fails in producing lofty character, sustained and nourished by a
+pure faith, may, indeed, fill the world with capable and masterly men
+in their vocation; but, unless it can soften the heart of success and
+open the palm of power, it only strengthens the grasp of greed, and
+misses the making of noble men."
+
+The true conception of man and his duties leaves but little room for
+individualism or insolent self-assertion. No one can divorce himself
+from his fellow-men and their interests without lowering and debasing
+his own vocation in life, and becoming enfeebled and stunted in his
+own development. "The supreme object of the college," says President
+M. E. Gates, "is _to give an education for power in social life_."
+Every advancement in knowledge should tend to strengthen the bonds of
+human sympathy. Learning should be turned to the advantage of the
+people, and thus cause intelligence and helpfulness to go together.
+The great example of Christ teaches that a life of service is the only
+real human life. The quality of the student's character will be
+determined by his use or abuse of opportunity for service.
+
+The very character of culture is social and beneficent. The great men
+of the world have most fully represented humanity. Touching the hearts
+of men, they have brought out the best of humanity in themselves,
+illustrating the truth of the divine law whereby we attain eminence,
+"Power to him who power exerts." The best thought not only contributes
+to the fulfillment of duty, but we receive impulse and mental activity
+by obedience to duty. Farrar says: "There are some who wish to know
+only to be known, which is base vanity; and some wish to know only
+that they may sell their knowledge, which is covetousness. There are
+some others who wish to know that they may be edified, and some that
+they may edify; that is heavenly prudence. In other words, the object
+of education is not for amusement, for fame, or for profit, but it is
+that one may learn to see and know God here, and to glorify Him in
+heaven hereafter. Our education is desired that, in the language of a
+Harrow prayer, we may become profitable members of the church and
+commonwealth, and hereafter partakers of the immortal glories of the
+resurrection." The measure and worth of a college should depend upon
+the pure and forceful character manifest in its students, and upon
+their willingness to employ the ability and knowledge acquired to
+serve the highest good of their fellow-men. The college that does this
+most efficiently will produce the best results.
+
+When this conception of the function of a college is more thoroughly
+fixed upon the attention of educators and students, it may help to
+present in a clearer light some educational problems in regard to
+culture and practical training in college. On the one hand, there is a
+demand that the work of our colleges should become higher and more
+theoretical and scholarly, and, on the other hand, the utilitarian
+opinion and ideal of the function of a college is that the work should
+be more progressive and practical. One class emphasizes the
+importance of true culture and of making ardent, methodical, and
+independent search after truth, irrespective of its application; the
+other believes that practice should go along with theory, and that the
+college should introduce the student into the practical methods of
+actual life.
+
+They are both, in a measure, right. There are forces at work in
+society to strengthen the demand that colleges teach the branches of
+industry, as well as prepare men for the so-called learned
+professions. The demand is based on the worth and dignity of
+intelligent labor. In fact, a scientific and technical education in
+some branch of industry has already won its way to the rank of a
+learned profession.
+
+The demand for industrial education has grown out of a reorganization
+of the industries and trades of the world. The great industries of the
+country require men of trained minds and directive intelligence to
+organize and control them. Mechanical skill is in great demand, and
+workmen must be trained not merely in dexterity and skill in the use
+of tools, but they must be so instructed in the principles governing
+science that they shall be able to reach results of the highest
+practical value in the sciences and arts. This age requires better
+mechanics, manufacturers, foremen, architects, farmers, and
+engineers--men whose creative genius will help to awaken the
+aspirations of the race to master the forces of nature and bring in an
+era of more convenience, comfort, and leisure for the cultivation of
+the mind and heart.
+
+Our systems of education are planning to meet the needs of the people.
+Manual training that is adapted to youth between twelve and seventeen
+years of age is incorporated in the curricula of many of the existing
+public schools. Besides, we have in the United States more than one
+hundred advanced schools in technology founded as independent
+organizations. One-third of them have shops for laboratory practice.
+
+The fact that such a prominent place has been given to the physical
+and practical sciences in the courses of study in colleges shows that
+these institutions are responding to the constantly increasing demands
+of a practical age. Scientific departments have been advantageously
+established in connection with our well-endowed universities. It is
+both desirable and practicable to give instruction in mechanical,
+electrical, and civil engineering in our high grade colleges. This
+should not be done, however, at the expense of liberal culture.
+
+How far the colleges can meet the demand for technical and practical
+education depends upon their condition and resources. They cannot make
+bricks without straw. Wealthy men cannot perform a more generous act
+than to help establish these schools of technology in connection with
+our colleges, in order to give instruction in the practical and useful
+arts of life.
+
+There is danger, perhaps, in pressing the utilitarian principle in
+education too far. It is not the colleges that make the greatest show
+of utility that develop the most effective men. In the effort to
+secure a practical education, it is important not to lessen the power
+to understand and apply the foundation principles which underlie
+actual practice.
+
+In the German universities the practical and technical are left alone.
+Professor J. M. Hart says of them that their "chief task, that to
+which all their energies are directed, is to develop great
+thinkers--men who will extend the boundaries of knowledge." We are
+under different conditions in this country, but the importance of the
+principle should not be overlooked. Every one has not the desire or
+ability to be a great scholar and thinker, but preparation for all the
+so-called practical careers of life should at least carry the student
+through the rigorous discipline of a college course up to the Junior
+year, when he may elect studies of a more technical nature looking to
+his life work. This is the best way to get a profound insight into
+principles from which to deduce practice and promote the interests of
+human society.
+
+Professor Josiah Royce has well said that "the result of this
+'conflict' between the two ideals of academic work has been the union
+of both in the effort of all concerned to build up a system of
+university training whose ideal is at once one of scholarly method and
+of scientific comprehension of fact. For the scholar, as such, be he
+biologist, or grammarian, or metaphysician, the exclusive opposition
+between 'words' and 'things' has no meaning. He works to understand
+truth, and the truth is at once word and thing, thought and object,
+insight and apprehension, law and content, form and matter. * * *
+There is no science unexpressed; there is no genuine expression of
+truth that ought not to seek the form of science."
+
+The importance of scientific theories leading to the best practical
+results is illustrated in the case of Columbus, whose investigations
+led him to believe in the sphericity of the earth and the probability
+of land in the far West. "Adams and Leverrier discovered Neptune
+simultaneously and independently, simply because certain observations
+had revealed perturbations that could be most naturally accounted for
+by the existence of an unknown planet." After Professor Helmholtz and
+others had made known the subtle laws of the transmission of sound,
+there was only a step to its practical application in the use of the
+telephone.
+
+The essential condition in all industrial and social progress is the
+acquisition of judgement, skill, and foresight by patient study of
+facts and principles. It is energy within the being that gives birth
+to achievement in the outward sphere of practical life. It is
+certainly the prerogative of the colleges to extend the best
+educational opportunities to the people. It should embrace their
+intellectual and industrial pursuits.
+
+The lofty and sacred purpose to render the highest service, to advance
+the welfare of men, is best reached by training men and women for
+leadership. The demand for educated and influential Christian
+leadership is greater than the supply. In 1890 there were about
+15,000,000 pupils in the public schools receiving elementary
+instruction, while only one in 455 of the population was under
+superior instruction in colleges. The majority of this small number
+will be among the real leaders of the country. The character of the
+nation will, in a large measure, depend on the character of the
+colleges which train and shape these leaders.
+
+A comparatively few men act as leaders, frame platforms, and shape
+legislation. It is quite difficult to find even this small number who
+are qualified for leadership. Nearly all our political and social
+reform movements are asking for a Moses, or a Luther, or a Lincoln,
+to lead them to victory. Some organizations of labor are officered by
+foreign born leaders who are ignorant and out of sympathy with the
+moral ideas and principles that have shaped our national life. There
+is a large number of imperfectly equipped men in all professions and
+in social movements, presuming to act as leaders, who might well be
+replaced by disciplined and cultured men, able to grapple with modern
+social problems, and to conduct the people to higher thought and
+nobler action. Men who are to become leaders and gain a strong hold on
+society must have a good foundation of general knowledge, and be
+trained to think on complicated questions. The man of thorough
+training, whether literary, scientific, or practical, has an immense
+advantage in leadership.
+
+It is the prerogative of the college, in its aim to serve the people,
+to extend such educational opportunities to youth as will equip them
+for true leadership in every vocation of life.
+
+The American college student should be sent forth with a purpose even
+stronger than that of the Greek youth, who took the oath of
+citizenship in these words:
+
+    "I will transmit my fatherland [its institutions, its
+    civilization, its system of education, its people], not only not
+    less, but greater and better, than it was committed to me."
+
+
+
+
+V.
+
+STUDENT LIFE IN COLLEGE.
+
+
+Admission to college is dependent upon the mental and moral fitness of
+the student. If the student has completed the work of an advanced high
+school, or that of an academy, he may in many colleges pass
+immediately into the Freshman year without examination. The student is
+generally required to have, as a necessary preparation to gain
+admission to the Freshman class, three years of Latin and two of
+Greek, or an amount of modern languages equivalent to the Greek,
+besides mathematics, history, and English. In some cases the
+qualifications of the candidate must be such as to enable him to read
+at sight either Greek, Latin, French, or German. An essay in English
+must be correct in composition, spelling, grammar, expression, and
+division into paragraphs.
+
+Some favor admitting the student on trial, and giving him an
+opportunity to show his fitness and worth by application to study.
+Certainly the best test of the student's knowledge is the ability to
+pursue advantageously the prescribed course of study.
+
+After admission to college the student has at least fifteen hours per
+week of class room work. He may select, within a limited range, his
+studies. This selection is done under the guidance of the professors,
+and depends largely on the acquirements or deficiencies of the
+student. About three-fourths of the Freshman and Sophomore years are
+devoted to the classics and mathematics. A large share of the work in
+the Junior and Senior years may be devoted to specialization in
+science, language, mathematics, history, sociology, or philosophy. In
+some cases elocution, music, and the fine arts rightly receive a fair
+share of attention on the part of a large number of students
+throughout the college course.
+
+The advantages of a college education do not consist alone in the
+training of the faculties and the acquisition of knowledge, but one of
+its chief advantages grows out of the incidental noble and generous
+associations and influences.
+
+The college is a homogeneous community of a distinct and peculiar
+type. It is a little world by itself. The professors and students are
+separated from the common activities of life, and a common feeling
+unites all in a common bond. There are poured into this community the
+hopes, aspirations, habits, and tastes of the different students,
+which are soon molded into a common life, and become, in turn, an
+important factor in forming the character and directing the life of
+the student.
+
+The college classes become the organic centers of college life. For
+four years the students meet, at least in the smaller colleges, in
+the same lecture rooms for common studies, and become acquainted with
+each other's talents, tempers, and characteristics. It is within this
+charmed circle that the students find their associates and form warm
+and lasting friendships. It is not to be wondered at that class spirit
+runs high and class sentiment becomes a strong abiding power with the
+student. It is worth much to any young man or woman to be initiated
+into this hallowed sanctuary and catch its spirit and receive its
+uplifting influence. These central forces of the college classes
+naturally combine into a community with a common life. Thus each
+college comes to have a _genius loci_ of its own. The subtle and
+fascinating influence of the common life and spirit is the _esprit de
+corps_ of a college, and exerts no small influence over the life of
+the students. It gives exhilaration and stimulus to the students, and
+its formative power is felt throughout their lives, molding character
+and giving form to their opinions and direction to their aims, so
+that the college becomes a real _Alma Mater_. It is this spirit that
+makes and enforces a peculiar sentiment in the college community,
+which becomes almost as strong as positive law. These influences
+emanate in various ways. No one can trace them to their ultimate
+source, but all feel the effect of these dominant forces, and realize
+that their lives are, in some measure, gradually but surely becoming
+molded and shaped by them. These influences are among the most
+cherished recollections in after years, and unite the student to his
+college with affectionate regard. There is certainly no better place
+for our youth to form and solidify a manly character, and develop
+independent convictions and humanitarian sympathies which will be of
+lasting satisfaction.
+
+Noah Porter, in speaking of the benefits of association in a college
+community, truthfully says: "It is enough for us to be able to assert
+that thousands of the noblest men, who stand foremost in the ranks of
+social and professional life, would be forward to acknowledge that
+they are indebted to the cultivating influences of college friendships
+and college associations for the germs of their best principles, their
+noblest aspirations, and their most refined tastes. * * * True
+manhood, in intellect and character, is in no community so sagaciously
+discerned and so honestly honored as in this community. Pretension and
+shams are in none more speedily and cordially detected and exposed.
+Whether displayed in manners or intellectual efforts, conceit is
+rebuked and effectually repressed. Modest merit and refined tastes are
+appreciated, first by the select few, and then by the less discerning
+many. Each individual spectator of the goings-on of this active life
+is learning intellectual and moral lessons which he cannot forget if
+he would, and which he would not if he could, and he comes away with a
+rich freight of the most salutary experiences of culture in his
+tastes, his estimates of character, his judgments of life, as well as
+of positive achievements in literary skill and power."
+
+Some of the effective means of social life among the students are the
+_open_ and the _secret_ societies. They are purely voluntary, and are
+originated and managed by the members.
+
+The _Greek Letter Societies_ are _secret_, and prevail in nearly all
+colleges. They are generally limited to ten or twenty members, and the
+chapters in the different colleges bear a friendly and mutual relation
+to each other. Among the Eastern colleges, nearly all these societies
+have elegant chapter houses, in which the members have rooms, and
+where they enjoy homelike comforts; while in the Western colleges the
+societies have attractive rooms, with tasteful appointments, which
+become a place of rendezvous for their members. Their only bond is
+congeniality. Some very different types of character are manifest in
+these societies. Students group themselves according to their common
+tastes, habits, and character. Some societies aim at scholarship or
+literary excellence, while others make wealth or social qualities an
+essential requirement. Even "fast fellows," if there be such, are
+eager to group themselves together into a secret society. A few of
+these societies are of a literary character, but the object of the
+majority is to promote sociability. It is claimed that their influence
+in some colleges is positively injurious, while in others they are
+beneficial and helpful in cultivating social qualities and in
+establishing warm intimate friendships among the members.
+
+It is a question whether the attendant evils do not offset their
+advantages. They are expensive, and often accompanied with
+distractions unfavorable to student life. Sometimes the late hours and
+suppers and other convivial indulgences absorb time and lower
+scholarship. They afford opportunity secretly to do evil. The members
+may plan escapades and hatch intrigues, and cover them up so as to
+make it almost impossible for the college authorities to discover the
+guilty ones. Yet many excellent things are said of them and of the
+mutual benefits to their members.
+
+The _open_ societies, devoted exclusively to literary work, need no
+justification. They are voluntary associations for general literary
+and forensic culture. Oratorical and literary accomplishments are a
+prerequisite to the highest success and usefulness. The student who
+improves the opportunities of these societies need not neglect his
+regular college work, but in them can train himself to think
+consecutively, and gain facility of expression and an acquaintance
+with parliamentary law. If he makes faithful preparation, he will
+escape bombast and loose thinking and expression, and will become
+familiar with public movements, political questions, and social
+tendencies. For these and other reasons the literary societies should
+be encouraged, and students should consider it a privilege to become
+members of the same.
+
+Political clubs are, likewise, organized among the colleges to promote
+the success of their several parties and the triumph of their
+respective principles. At the time of national contests the clubs are
+especially active at mass meetings, in joint debates, and speeches,
+which set forth the merits of party principles and candidates. These
+experiences are both pleasant and instructive. The dignified
+participation of students in active political work tends to fire their
+patriotism and better equip them for the important social and civil
+duties of life. Political leagues are now organized in nearly all our
+colleges, with a view to strengthen the political party ties of the
+students in the several colleges and extend the party spirit and
+principle.
+
+Glee clubs and other musical clubs, together with classical and
+scientific clubs, likewise afford ample opportunity for cultivating
+social life, and furnish pleasant entertainment.
+
+Interest in athletic sports and outdoor amusements is often intense.
+Foot-ball and base-ball are the most popular games. Boat clubs are
+especially popular at Harvard and Yale. Bicycle clubs and lawn tennis
+clubs are made quite enjoyable to a large class of students.
+
+College students also edit and publish college newspapers and
+journals. They are issued as daily, weekly, or monthly papers, and are
+supposed to voice the sentiment of the college and reflect its social,
+intellectual, and moral conditions. These journals help to keep the
+alumni and the undergraduate students in touch with the college and
+its work.
+
+The religious life in college is very important. One of the primary
+purposes of the founders of American colleges was to promote such a
+religious life among students that they would go forth into all
+vocations as religious teachers and leaders of the people. This
+religious purpose has not been entirely thwarted. The general
+religious interest was never more marked and aggressive than at
+present. From one-half to five-sevenths of the students in American
+colleges make an open confession of Christ. In 1893, there were 70,419
+young people in Protestant colleges. Of these, 38,327 were members of
+churches. Within the last few years the religious tone of our colleges
+has been elevated and improved. The average American student feels the
+need of educating the spiritual nature, and that there is no better
+way to attain this end than through a knowledge of the Bible and the
+soul touch of the Christ-life.
+
+College authorities, recognizing the student's need of daily spiritual
+food, almost universally require once a day attendance at college
+prayers, which last from fifteen to thirty minutes. The students have
+frequent opportunities to meet the college pastor or one of the
+professors for conversation on personal religion.
+
+Revivals are of frequent occurrence in many of our American colleges.
+These religious awakenings are strong and pervasive, and not only show
+the deep religious interest, but give a Christian tone to the body of
+students. The extent and intensity of these revivals in some colleges
+is so manifest that from three-fourths to nine-tenths of the graduates
+go out from their halls professing Christians.
+
+The Young Men's and Young Women's Christian Associations are organized
+in nearly all the colleges, to secure growth in the Christian life and
+to encourage aggressive work among the students. They have either
+separate buildings on the college campus, or rooms fitted up in some
+of the college buildings, for their regular religious meetings. These
+associations are operated through standing committees, composed of one
+or more members from each college class. These societies have done
+much to awaken, increase, and intensify the interest of the students
+in religious matters, and by prayer and mutual sympathy have
+strengthened each other's Christian character and principles during
+the trying years of college life.
+
+The morals of students should not be expected to rise much above the
+morals of the homes from which they come. The formative period of the
+student begins prior to college life. Parents who neglect this
+opportune time for training the moral life should not place this
+responsibility upon college professors and expect them to make up for
+parental neglect. It is a well-known fact, however, that only a very
+small per cent. of college students are known to be immoral. The
+prevalence of the drinking habit is decreasing. In one or two of the
+Eastern colleges a large per cent. of the students will take a social
+glass on public occasions and at inter-collegiate games, but in
+Western colleges this custom is rarely practiced. Money supplied by
+over-indulgent parents is the occasion of most of the immoralities.
+There is no general laxity of college law and sentiment in regard to
+the morals of the student. Most college authorities deal severely with
+known cases of drunkenness, theater going, and gambling.
+
+The consensus of opinion among college authorities is that the morals
+of students are better than those of the same number of youth outside
+the college. "Our opinion is," says Noah Porter, "and we believe it
+will be confirmed by the most extended observation and the most
+accurate statistics, that there is no community in which the
+pre-eminently critical period of life can be spent with greater safety
+than it can in the college." President Timothy Dwight bears this
+testimony: "There is no community of the same number anywhere in the
+world which has a better spirit, or is more free from what is
+unworthy, than the community gathered within our university borders.
+The religious life of the community has been earnest and sincere. The
+proportion of Christian men in the university is very large, and the
+influence exerted by them is manifest in its results."
+
+President Thwing says: "I do believe, and believe upon evidence, that
+the morals of the American college student are cleaner than the morals
+of the young man in the office, or behind the counter, or at the
+bench. His life and associations belong to the realm of the intellect,
+not to the realm of the appetite. His discipline is a training in that
+virtue the most comprehensive of all virtues--the virtue of
+self-control. He is able to trace more carefully than most the
+relations of cause and effect in the sphere of moral action. He
+recognizes the penalties of base indulgence. It is, therefore, my
+conviction that the college man is at once less tempted to the
+satisfaction of evil appetites, and less indulgent towards this
+satisfaction, than are most young men."
+
+The _expenses_ in college vary according to the means and dispositions
+of the students themselves. In making general estimates, it is
+impossible to be strictly accurate.
+
+The average cost per year of an education at Harvard is estimated at
+about $900; at Yale and Columbia, $700; at Princeton, Boston, Cornell,
+and Amherst, $600; at Wellesley, Smith, and Vassar Colleges, $500 to
+$600. The average cost of an education in most Western colleges does
+not exceed $300 or $400. At Oberlin College, Wooster University, and
+the Ohio Wesleyan University the average yearly expenses are reduced
+to $200 or $250.
+
+It is evident that higher education is more expensive in Eastern than
+in Western colleges. The difference arises from various causes. The
+tuition ranges from $100 to $150 in Eastern colleges, and from $30 to
+$50 in Western colleges. Again, the professors in most of the Western
+colleges receive smaller salaries than those in the Eastern colleges.
+In many of the smaller college towns the cost of living is low.
+
+Then the student's personal and social habits play an important part
+in making up the general average. The large room rent and elaborate
+furnishings, expensive athletic sports, and costly fraternity life is
+much more manifest in the Eastern than in the Western colleges. The
+students are prone to follow the standards of home expenses, and fall
+in with the spirit of the wealthy social class, and indulge in
+elaborate living. Parents should discourage any display of wealth or
+extravagance in college if they wish their sons not to spend their
+time attending clubs, theaters, and questionable places of amusement,
+but to devote their attention to attaining true scholarship.
+
+The student's manner of living varies according to location and
+circumstances. In Eastern colleges the students reside mostly in
+dormitories located on the college campus, or in fraternity chapter
+houses, and secure their board outside in clubs or restaurants. These
+rooms rent from $50 to $300 a year, and the price of board varies
+from $3 to $7 per week. The dormitory system does not prevail to any
+great extent among Western colleges. Students rent rooms in private
+residences, paying from 50 cents to $2 per week, and find board in
+families or clubs at a cost of $2 to $3 per week. The students
+boarding in clubs are comparatively free from restraints, and often
+fail to cultivate the social amenities and table manners which should
+characterize a cultivated gentleman. For this reason, boarding in
+private families, where a woman's presence usually lends grace and
+dignity to social life at the table, is better for the student. The
+college student cannot afford, for the sake of cheapness in club life,
+to become rude or coarse. The people look to the college-trained man
+for that inherent polish which reveals itself in good taste and
+refined manners. Success and usefulness in life often depend upon
+these small matters.
+
+The students in American colleges are not measured by social and
+financial standards. The colleges sustain democratic ideals and
+methods by discouraging costly luxury, and encouraging simplicity of
+living without making life bare of all that is elevating and refining.
+They believe that "plain living and high thinking" is the way to call
+out the talent hedged about by financial difficulties, as well as to
+spur those gifted with fortune to higher aims and nobler efforts. The
+student who has the promise of a large inheritance has intimate social
+relations with those whose only capital is brain and heart. The true
+college test is thus expressed by President Thwing: "Brain is the only
+symbol of aristocracy, and the examination room the only field of
+honor; the intellectual, ethical, spiritual powers the only test of
+merit; a mighty individuality the only demand made of each, and a
+noble enlargement of a noble personality the only ideal." This is a
+healthful condition in college life, and tends to develop in the
+student self-respect and independence as an essential element in true
+citizenship.
+
+Students of limited means are encouraged to secure an education. The
+young man of ability and perseverance, who commands the esteem of the
+college community, will receive encouragement and support to complete
+his course in college. There are many charitable foundations to help a
+needy young man in college. Harvard gives away annually to students
+nearly $100,000 in prizes, scholarships, and fellowships. Cornell has
+six hundred free scholarships, and other colleges deal generously with
+earnest and worthy students. The hesitating young man who desires an
+education would do well to follow Franklin's advice, "Young man, empty
+your purse in your head." If necessity requires that the student
+should go through college poorly dressed and with plain living, he can
+afford to face these apparent disadvantages when he is confident that
+within a few years, by force of application, he can win a position of
+honor and independence as the reward of true merit. It is a
+significant fact that the majority of the students in our American
+colleges come from homes of moderate means, and that fully one-third
+are earning their way through college.
+
+
+
+
+VI.
+
+THE PERSONAL FACTORS IN A COLLEGE EDUCATION.
+
+
+One of the personal elements entering into a college education is the
+choice of a college to attend. This decision is a problem of the first
+importance, and should not be left to ignorance or caprice, but ought
+to be carefully considered, inasmuch as it largely involves the future
+type of character a student will have after the formative period of
+college life. The college puts a life-long stamp upon its graduates.
+It largely shapes their tastes, determines the company they keep, and
+greatly influences the serious work of their lives. There are a few
+principles by which we may test the excellence of a college without
+undue disparagement of any.
+
+In the first place, a young man or woman should select a college where
+the standard of scholarship is high. The number and extent of studies
+in the college curriculum is not so important as the quality and tone
+of instruction. The world has come to require accuracy and
+thoroughness in instruction. What little a student knows he ought to
+know thoroughly, and then he can speak and act with assurance. A low
+intellectual tone or lack of critical work on the part of a college
+has a debilitating influence on the student. The professors should
+have a ripe scholarship, and be earnest and strong in their work, as
+well as inspire scholarly ambitions. Their bearing should be kind,
+courteous, and gentlemanly, in order that the students may come to
+possess more manly and womanly qualities of character as well as
+scholarship. Such teachers, in close personal contact with students,
+will awaken new powers, and help to discipline the mind to clear
+thinking, and impart noble impulses that will enrich manhood and
+womanhood.
+
+Again, the college buildings, libraries, apparatus, and general
+equipment are important, but not as essential as the teaching force.
+President Gates says: "Harvard ranked as a small training college, and
+had no cabinets illustrative of science, when she trained Emerson and
+Holmes and Lowell, among all her gifted sons still her triple crown of
+glory. Bowdoin had no expensive buildings upon her modest campus when
+Hawthorne and Longfellow there drank at the celestial fount. Amherst,
+among her purple hills, boasted no wealth of appliances or endowment
+when she printed the roll of undergraduates rendered forever
+illustrious by the names of Richard S. Storrs, Henry Ward Beecher, and
+Roswell D. Hitchcock. Presidents Woolsey and Wayland, and Mark Hopkins
+and Martin B. Anderson, were trained for their noble and ennobling
+work in colleges which lacked rich appliances and thronging numbers."
+Such, however, has been the growth of the sciences and advancement in
+the methods of teaching, that in our modern schools for superior
+instruction the well-equipped college has a decided advantage over
+those with meager appliances.
+
+Likewise, select a college where the life and _esprit de corps_ is the
+very best. The college is not an exercising ground for the intellect
+alone, but a place for inspiring ideas and aims. These are the soul of
+college life. They are more important than college buildings,
+endowment or libraries.
+
+The religious principle should have the ascendancy in the choice of a
+college, because religion demands the supreme place in life. The moral
+and religious character is by no means fixed when the student enters
+college, and he needs to come into a pure Christian atmosphere, where
+the heart, as well as the mind, is molded and stimulated.
+
+Other things being equal, the student should favor a college of his
+own denomination, or the one that he thinks best represents the spirit
+and form of Christianity. His church affiliations should be
+strengthened. In advising this, we do so not from any sectarian
+bigotry. The probabilities are that if the student attends a college
+of another denomination, the impressions made may tend to produce
+indifference to the church of his fathers, or weaken his own Christian
+efficiency in it. The young should maintain personal loyalty to the
+church that has helped to build up their Christian character and to
+inspire in them a thirst for a broader culture.
+
+It is claimed to be an advantage to the student living in the West to
+select a college in his own state, where he will form his friendships
+and associations, which afterward may be of value to him in his chosen
+profession. In such cases, it is thought advisable to take graduate
+work in the East, in some university which is pre-eminent for its
+special courses, libraries, laboratories, and appliances. On the other
+hand, it would often be an advantage for the Eastern student to take
+work in the best universities of the West.
+
+We come now to speak of some of the _personal hindrances and
+advantages_ in acquiring an education. Student life has its
+hindrances. All have not the same capacity to assimilate culture. It
+requires more effort for some to master a college course than for
+others. A thorough college training costs arduous labor. Many are not
+willing to pay the price, and to practice the self-denial necessary to
+acquire the power to think and master the great subjects of study. It
+demands all the force of a strong conviction and an earnest resolution
+to go through college and win a place among the thinkers of the world.
+One reason why so many students enter college and drop out before they
+complete their course of study, arises from the fact that they have
+not acquired the power of application. Their feeble wills and
+intellectual lethargy succumb before mental tasks requiring eight or
+ten hours of hard, earnest work a day. They should be encouraged with
+the words of Lord Bacon, who says: "There is no comparison between
+that which we may lose by not trying and not succeeding, since by not
+trying we throw away the chance of an immense good, and by not
+succeeding we only incur the loss of a little human labor."
+
+Again, there are those who are led to look for some short cut to
+obtain a college education. This is a serious mistake. "Whatsoever a
+man soweth, that shall he also reap," is as true in an intellectual
+career as in any other work of life. The laws of mental growth must be
+observed to make the most of ourselves, and to do the most for
+humanity and God. The young must learn that it takes years of work to
+get a college education. "If I am asked," says President J. W.
+Bashford, "why Methodism does not produce more John Wesleys, I assign
+as one reason of this failure the fact that none of us observe the
+laws of mental development as John Wesley kept them, and devote the
+time to mental growth which John Wesley gladly gave. I turn to
+Arminius, and find that he spent between twelve and thirteen years at
+the universities of Europe before he began to preach. Arminius died at
+fifty-nine. Yet he left behind him a work on divinity which ranks him
+with La Place and Newton, with Calvin and Augustine and Spinoza, as
+one of the world's master minds. Calvin spent nine years at college,
+and later was able to devote three years more to study. Augustine
+devoted thirteen years to study after his father sent him away to
+college before he accepted the professorship at Milan. It was eleven
+years after Luther left home for college before he left the scholar's
+bench for the professor's chair. Four years later, Luther took another
+scholastic degree, showing that he was still pursuing his studies.
+Five years more were required for Luther to reach clear convictions
+on religion and theology. Paul was a student in the most celebrated
+schools in Jerusalem for fifteen years. If, therefore, you do not seem
+to have that mastery of truth, if you do not find yourself the
+intellectual giant which you once thought you might become, do not
+blame the Lord, do not depreciate your talent, until you have devoted
+as many years to college studies as did Arminius, and Calvin, and
+Augustine, and Wesley, and Luther, and Paul. If you would do a great
+work in the world, fulfill the conditions by which men outgrow their
+fellows." The student should be willing to begin at the bottom of the
+ladder and work upward. It will take more time, but it will yield rich
+returns and bring real satisfaction.
+
+Again, if the college life is to be profitable and pleasant, the
+student should refuse to enter an advanced class when his general
+culture or discipline is so deficient as to render it difficult to
+make reasonable progress in his studies. It is true that the entrance
+examination is not always a fair test of the student's capacity or
+promise. The difficulty cannot be corrected, and study be made a
+pleasure, unless a student himself shows frankness, and is willing to
+begin where every step forward is thoroughly understood.
+
+Among the _personal advantages_ of a college education is the fact
+that it helps to _emancipate the individual_. The studies pursued take
+the student out of his narrow self and his present environment, and
+make him conversant with other ages and conditions, where he finds his
+larger self. The personality becomes enlarged and enriched by a wider
+vision and a knowledge of the great and good men who have lived to
+make the world better. The best thoughts of the past and the present
+are at the student's command. He may place himself in touch with all
+ages and peoples and feel that he is contemporaneous with the best
+spirit and thought of all that have gone before. Truth thus gathered
+and stored up in life and character has a wonderful emancipating
+power. The gateway of truth is always thrown open to those who
+earnestly knock and search for her hidden treasures. The individual in
+this age, more than in any other, needs the emancipating power of
+truth to act intelligently and effectively in the drama of life.
+
+A college education likewise _tends to liberalize the individual_ by
+first eliminating any self-conceit, or inclination to rashness or
+falsity, and to build up firmness, judgment, and sincerity of
+character. The aim of the college is to enable the student to know
+himself and his mission in life. He must have a right conception of
+self, because he must everywhere live and act with self. He owes it to
+himself, and to the race, and to God, to make the most of life by
+developing his God-given faculties. God had a purpose in creating each
+person, and the aim of each individual should be to live worthy of his
+origin, by finding out what God wants of him, and then training his
+faculties and aptitudes on the line of this purpose. He who lives in
+willful ignorance lives beneath the privileges and possibilities of a
+human being created in the divine image. No one ought to be satisfied
+with anything short of the noblest and best possibilities for himself.
+The majority of men and women have rich capacities, and their natures
+are full of resources, but these are not always called out. Their
+incipient powers often need some outside impulse or suggestion to open
+the chambers of the soul and lead them to discover their unconscious
+capacities, natural aptitudes, and untried powers.
+
+There are hidden forces in our nature and in life about us of which we
+little dream. The marvelous forces of electricity are being applied to
+all human activities, and are unfolding to us new life and new
+possibilities. We are told that there are mightier currents in the
+atmosphere above us than those in the Mississippi or the Amazon.
+Likewise, the science of education exhibits how the trained powers of
+man reveal unexpected forces and capacities, which have needed only
+the touch of truth and personality to awaken a higher life and to
+impart fresh inspiration. Now the college is the best place to
+discover our inborn energies, and to awaken talent and develop
+greatness through the influence of men and books.
+
+The student is also liberalized by a knowledge of the truth. Ignorance
+is the synonym for narrowness and bigotry. Charity, good-will, and
+human brotherhood spring from a kind heart and an enlightened
+understanding. The student, by reason of years of study, is better
+able to see truth in its various human relations and personally
+exhibit a breadth of charity unknown to those of narrow vision. His
+informed judgment and quickened conscience will enable him to act
+generously and to stuffer courageously, because his soul is quietly
+resting in the bosom of truth.
+
+A college education likewise _helps to fortify the individual_ for
+complete living. It is in the college that the student gains a deeper
+consciousness of his own ability, which gives independence to
+character. Through genius, or by dint of extraordinary application, he
+attains an intellectual ability which gives him the right to wield his
+trained powers to uphold the truth and work for the general good. His
+mental powers, stores of knowledge, and humanitarian sympathies
+naturally give greater opportunity for influence and usefulness. The
+judgment and reasoning powers have been trained so that the student
+goes forth fortified against the acceptance of plausible delusions and
+sophisms, and can speak with rightful authority as to the facts or
+principles he has observed and verified. Truth and personality, thus
+coupled together, face practical duties and questions with the
+confident strength and heroic courage which presage victory.
+
+The college-trained man, who enters his vocation in life as a
+vigorous, virtuous and capable being, equipped with facts and
+principles as the propelling power of life, will wield the greatest
+influence for good. He will be fortified for the battles of life, and
+able to maintain himself in honest independence.
+
+The college offers another safeguard to the student by conserving
+scholarly tastes and habits. The student who acquires a literary taste
+is never at a loss to know how he may best employ his time. The baser
+things of life are crowded out to give place to nobler thoughts and
+higher aims. He finds his real happiness in cultivating the inner life
+of exalted thought and generous impulses. He realizes that, as the
+body demands sustenance, and the soul needs "bread from heaven," so
+the mind must have intellectual food, which gratifies a taste for the
+best thoughts of the best thinkers.
+
+The student is also helped to fortify himself with a noble purpose. He
+is led to feel that he has a mission in life, and the power of this
+purpose gives an elevation to the spirit and a dignity and loftiness
+to conduct. More than anything else, it helps to strengthen the will
+to resist temptation and to conform to the highest moral code. By far
+too many of our youth are drifting through life without any particular
+aim or purpose. They fail to act in life under the inspiration of a
+devotion to a great purpose. Henry D. Thoreau was right when he wrote:
+"The fact is, you have got to take the world on your shoulders, like
+Atlas, and put along with it. You will do this for an idea's sake, and
+your success will be in proportion to your devotion to ideas. It may
+make your back ache occasionally, but you will have the satisfaction
+of hanging it or twirling it to suit yourself. Cowards suffer; heroes
+enjoy." Any worthy calling or useful employment will lead to honor and
+a broader development of self, providing that self is filled with an
+absorbing love to God, so that it will be the unit of measure for
+action towards a neighbor and the true base line from which his rights
+and boundaries are surveyed and determined.
+
+The college helps to fortify the young by imparting good impulses,
+which enable them to enter upon life full of hope and courage. It is
+the place to kindle the youth with a glow of enthusiasm, and impart an
+inspiration which will pervade the whole career of life. It speaks for
+the immaterial and unseen forces of life, and supplies the purest
+motives by which to form a true and beautiful character.
+
+No young man can afford to enter the wide-open door of the twentieth
+century without a harmonious development of his faculties, and a
+nature sensitive to the best and holiest influences, and responsive to
+the most generous impulses. The aspirations of bright minds and noble
+natures can never excel the lofty descriptions of wisdom by the wisest
+of men.
+
+   "Happy is the man that findeth wisdom
+    And the man that getteth understanding,
+    For the merchandise of it is better than silver,
+    And the gain thereof than fine gold.
+    She is more precious than rubies,
+    And all things thou canst desire are not to be compared unto her.
+    Length of days is in her right hand,
+    And in her left hand riches and honor;
+    Her ways are ways of pleasantness,
+    And all her paths are peace."
+
+
+
+
+VII.
+
+THE PRACTICAL VALUE OF EDUCATION.
+
+
+Prince Bismarck is reported to have said that in Germany "there were
+ten times as many people educated for the higher walks as there were
+places to fill." Many uninformed persons are ready to make similar
+statements in regard to this country, and believe that we are
+over-educating the people. Colonel R. G. Ingersoll says: "You have no
+idea how many men education spoils. Colleges are institutions where
+brickbats are polished and diamonds dimmed."
+
+The public schools have nearly fifteen million pupils enrolled, or
+nearly one-fourth of the population of the entire country. In 1890,
+the four hundred and fifteen colleges had 118,581 students in all
+departments. This vast army of youth receiving instruction is
+regarded, on the part of some people, with a little disquietude, and
+it is believed that we are likely to have too many college-trained men
+and women. There are certainly no grounds for fear if we take
+education to mean the broadest culture for complete living.
+
+If we examine more closely the figures regarding our school
+population, we will find that, of the large number of pupils enrolled
+in 1890, there was only "an average of three and one-half in one
+hundred pupils studying any branches above the courses of study laid
+down for the first eight years; that is, between the ages of six and
+fourteen years."
+
+Of the 118,581 students in our colleges, there were only 35,791 men
+and 7,847 women in the collegiate department, making a total of 43,638
+receiving higher instruction. The remaining number were in the
+preparatory, normal, and professional departments. These students are
+scattered over a great nation, and if we take students in all
+departments they represent one in four hundred and fifty-five of the
+population who are under superior instruction, and only one male
+student in the collegiate department to a group of 1,770 of the
+population. Many of those enrolled in college do not complete the
+course of study. It is evident that the number of students in our
+colleges is proportionately small, considering our population and the
+requirements of our age, and the proportion of graduates is even
+smaller.
+
+The practical value of a college education is seriously questioned by
+many good people unacquainted with the facts. There is abundant
+evidence, however, which goes to prove that the college graduate has
+better chances for success than the non-graduate.
+
+It is admitted at the outset that some self-educated men have
+succeeded without a college education, while some college-trained men
+have failed in active life. It should be remembered that colleges do
+not exist to make ability, but to develop it. There is certainly
+nothing in a college education which unfits men for the practical
+duties of life. Some college students have meager talent to begin
+with, and a college training aims to help them make the most of
+themselves.
+
+The so-called "self-made" men have undergone the severest discipline.
+By force of native ability and energy, they have surmounted
+difficulties and achieved success which merits the warmest praise.
+There is scarcely one of them who would not have availed himself of a
+collegiate or technical training if force of circumstances had not
+ordered otherwise. They feel keenly their educational disadvantages,
+and believe that they would have had greater success if they could
+have had the disciplinary training of a college course. Many feel as
+did the distinguished orator, Henry Clay, who, when in Congressional
+debate with John Randolph, a collegian, is said to have acknowledged,
+with tears, the disadvantage he suffered from not having had a liberal
+education.
+
+Washington, Franklin, and Lincoln achieved success by their
+application, but they were among the foremost to recognize the value
+of a college training. These examples show that a college education is
+not always essential to the highest service. The only just claim for a
+collegiate training is that it increases the probabilities of a
+person's success in life.
+
+The criteria of comparison of the achievements of men are imperfect,
+and the measure of success is not easily calculated. Great men are not
+those who simply climb up to some conspicuous position. It is
+important to estimate the quality of the work done, as well as the
+place occupied. A greater premium should be placed upon the manhood
+and womanhood put into the work, rather than the place filled. The
+teachings of Christ show that there is no place in the Kingdom of God
+for a place hunter, but that greatness is measured by service. In the
+competition for success in life, it is often necessary to have not
+only ability and worth, but the commercial instinct to gain public
+recognition. The safe rule for men of talent to follow is to make
+themselves conspicuously great in their present position, and make it
+a stepping-stone for something greater. Charles Kingsley occupied, in
+England, an apparently humble position in his rural pastorate, but the
+thinking world has felt the power and influence of his great life.
+
+Bearing in mind these restrictions in regard to the idea of success,
+we offer a few suggestive facts to show the number of college men who
+have made a record in the annals of the country.
+
+The college has been the open doorway to positions of eminence and
+usefulness in all countries. Lord Macaulay, in one of his speeches in
+Parliament, said: "Take the Cambridge Calendar, or take the Oxford
+Calendar for two hundred years; look at the church, the parliament, or
+the bar, and it has always been the case that men who were first in
+the competition of the schools have been first in the competition of
+life."
+
+Speaking of the advantages of a university education in Germany,
+Professor J. M. Hart says: "I am warranted in saying that the majority
+of the members of every legislative body in Germany, and three-fourths
+of the higher office holders, and all the heads of departments, are
+university graduates, or have at least taken a partial course--enough
+to catch the university spirit. All the controlling elements of German
+national life, therefore, have been trained to sympathize with the
+freedom, intellectual and individual, which is the characteristic of
+the university method."
+
+It is estimated that only one-half of one per cent. of the male
+population in America receives a college education, and yet this small
+contingent of college men furnishes one-half of the Senators and
+Vice-Presidents, two-thirds of the Presidents and Secretaries of
+State, and seven-eighths of the Justices of the Supreme Court of the
+United States.
+
+Rev. W. F. Crafts says: "I have examined the educational records of
+the seventy foremost men in American politics--Cabinet officers,
+Senators, Congressmen, and Governors of national reputation--and I
+find that thirty-seven of them are college graduates; that five more
+had a part of the college course, but did not graduate, while only
+twenty-eight did not go to college at all. As not more than one young
+man in five hundred goes to college, and as this one-five-hundredth of
+the young men furnishes four-sevenths of our distinguished public
+officers, it appears that a collegian has seven hundred and fifty
+times as many chances of being an eminent Governor or Congressman as
+other young men."
+
+The college graduate generally has the pre-eminence among professional
+men. The proportion of successful men in the professions is difficult
+to obtain, but if a wide reputation be regarded as the criterion of
+success, the college-bred men take the lead.
+
+President Thwing has carefully estimated that, of the 15,142 most
+conspicuous persons of our American history, whose record is sketched
+in "Appleton's Cyclopaedia of American Biography," 5,326 are college
+men. Among the latter, the percentage found in the various callings is
+as follows: "Pioneers and explorers, 3.6 per cent.; artists, 10.4 per
+cent.; inventors, 11 per cent.; philanthropists, 16 per cent.;
+business men, 17 per cent.; public men, 18 per cent.; statesmen, 33
+per cent.; authors, 37 per cent.; physicians, 46 per cent.; lawyers,
+50 per cent.; clergymen, 58 per cent.; educators, 61 per cent.;
+scientists, 63 per cent." He further estimates that one college man
+in every forty attains recognition, to one in every ten thousand
+non-college men; and a college-bred man has 250 times the chance of
+attaining recognition that the non-college man has.
+
+Dr. Channing says: "The grounds of a man's culture lie in his nature,
+and not in his calling;" and, in keeping with this, the primary aim of
+a college is to train men. Yet, it should be the door of approach to
+all professions. The studies pursued in college are the foundations of
+the practice of the various professions, and a young man does himself
+and his profession no credit when he neglects to master a college
+course because of his impatience to rush into a professional career,
+and thus help to swell the army of poorly-equipped professional men.
+
+"To practice law or medicine in France," says Matthew Arnold, "a
+person must possess a diploma, which serves as a guarantee to the
+public that such a person is qualified for his profession. A
+licentiate of law must first have got the degree of Bachelor of
+Letters; have then attended two years' lectures in a faculty of law,
+and undergone two examinations, one in Justinian's Code, and the Codes
+of Civil Procedure and Criminal Instruction. The new bachelor must
+then, in order to become licentiate, follow a third year's lectures in
+a faculty of law; undergo two more examinations, the first on the
+Institutes of Justinian again, the second on the Code Napoleon, the
+Code of Commerce, and Administrative Law, and must support a thesis on
+questions of Roman and French Law. To be a physician or surgeon in
+France, a man must have a diploma of a doctor either in medicine or in
+surgery. To obtain this, he must have attended four years' lectures in
+a faculty of medicine, and have two years' practice in a hospital.
+When he presents himself for the first year's lectures, he must
+produce a diploma of Bachelor of Letters; when for the third, that of
+a Bachelor of Sciences, a certain portion of the mathematics generally
+required for a third degree being, in his case, cut away. He must pass
+eight examinations, and at the end of his course he must support a
+thesis before his faculty."
+
+Young men with talent and ambition are led to believe that the
+professions are so over-crowded that there is very little opportunity,
+in these days, for a collegian to succeed in a professional career. A
+comparative study of the number of students in the professional
+schools in Germany, France, and the United States, for 1890 reveals
+the following facts:
+
+    KEY:
+
+    A: _Law._
+    B: _No. to every 100,000 population._
+    C: _Medicine._
+    D: _No. to every 100,000 population._
+    E: _Theology._
+    F: _No. to every 100,000 population._
+
+                        A      B         C       D        E       F
+
+    Germany,          6,304    13      8,886     18     5,849     12
+    France,           5,152    14      6,455     17       101     ..
+    United States,    4,518     7     14,884     24     7,013     11
+
+We glance briefly at the promises which the so-called learned
+professions hold out to young men. The opening for young men in the
+legal profession has many difficulties, but it is not without its
+rewards. David Dudley Field estimated that in 1893 there were 70,000
+lawyers in the United States. If we estimate the population of the
+nation at 70,000,000, there would be one lawyer for every 1,000 of the
+population. Assuming that three-fourths of the population are women,
+children, and men under age, there would be one lawyer to every 250
+males of full age in the United States.
+
+Germany, with a population of 50,000,000, has about 7,000 lawyers, or
+one to every 7,000 persons. In the State of New York, with a
+population of 6,000,000, there are 11,000 lawyers, or one for every
+545 of the population. Of this number of lawyers, there is a great
+proportion engaged in real estate business, or other outside matters,
+which enables them to secure a maintenance. Others have entered the
+law because of its promise of social position and honor.
+
+Aside from the numbers in the legal profession, there are other
+considerations in the problem. The people of to-day are less disposed
+to controversy, and avoid employing lawyers to settle disputes and
+differences in court, and others often hesitate to employ a lawyer for
+fear of being made a victim of the rapacity of some who have brought
+the profession into disrepute. Again, there is less confusion in the
+laws. They are being collected, condensed, arranged, and simplified,
+and people are coming to understand the codes. Likewise, the courts
+are adopting simpler rules and codes of civil procedure, which give
+less room for pettyfogging hindrances and delays in litigation. A
+lawyer of talent, with the aid of a good stenographer and typewriter
+and other advantages of to-day, can do double and treble the work of a
+lawyer twenty-five years ago.
+
+Finally, the qualifications of a lawyer never reached so high a
+standard. To attain the greatest professional success, it is
+indispensable to get the highest development which a college training
+can give. Chauncey M. Depew says that three-fifths of the lawyers are
+unfit for their profession from lack of ability or training. The
+people demand abler and better lawyers. The requisite qualities of a
+good lawyer to-day are not only knowledge and a good judgment, but
+patience, industry, honesty, and certain other aptitudes for his work.
+He must be ready to compete with a trained and talented rival. Special
+training is of great value. A lawyer of several years' standing at the
+bar in New York, in a recent conversation, remarked: "I studied law in
+a lawyer's office. My brother, here, several years younger than
+myself, went through the law school, and he has so much the advantage
+of me, in consequence of that training, in the studious habits he has
+formed, in being brought into immediate contact with the best legal
+minds, in being held to the highest standards, that this fall I shall
+enter the law school and take the entire course."
+
+In facing these difficulties, let it be remembered that there are
+always openings for young men of superior qualifications. Some one
+asked Daniel Webster whether the legal profession was not
+over-crowded, and he replied that there was always room at the top. An
+ambitious young man of ability can win his way to the front, while
+mediocrity will wait for patronage. There is jostling and crowding in
+the rear ranks of every profession. It is surprising how few
+thoroughly trained men are entering the profession. In 1890 there were
+in the various law schools in this country 4,518 students, and only
+1,255 of these had degrees in letters or science. In the same year,
+1,514 were graduated in the schools of law, which was only 2.4 in
+every 100,000 of the population. There is a demand for specialists.
+The field is enlarging in the department of patent law, railroad law,
+and other legal specialties. The business transactions of this age are
+more complex, and the interests more important. Corporation
+controversies need to be adjusted by those who thoroughly understand
+the principles and practices of equity. "I was a teacher of law to
+young men for more than twenty years," says Judge Hoadley, "and have
+never seen any reason to discourage a sober, honest, and industrious
+young man from studying law. He needs, first of all, absolute
+fidelity, trustworthiness, and integrity; secondly, devotion to his
+calling--in other words, industry that will not be interfered with by
+the distraction of society or pursuit of politics. If he be honest and
+willing to work, he will, with reasonable intelligence make a
+sufficient success, if he have the patience to wait for success. If,
+in addition, he have what I may call the lawyer's faculty--that
+God-given power to appreciate leading principles and apply them to
+facts as they arise, coupled with ability to reason, and to state
+results cogently and persuasively,--he will make a shining success."
+
+Again, the advantages of a thorough medical education are generally
+recognized. The sacred work of ministering to the suffering demands
+the most thorough instruction in medicine and methods of treatment. In
+1890 there were 15,404 students in 116 medical schools in the United
+States, distributed as follows: Regulars, 13,521; eclectics, 719;
+homeopathists, 1,164. For the same year there were 4,492 graduates, or
+7 in every 100,000 of the population. Sixteen of the medical schools
+had no students enrolled who had previously obtained a literary or
+scientific degree. Only 15 per cent. of all the students matriculated
+had obtained a degree before entering the medical schools. There is an
+evident lack of thorough preparation in foundation studies on the part
+of the students. The medical profession is second to none in
+importance, and the students of medicine who will give time to the
+more extended culture of a college course will naturally obtain
+greater skill and a broader range of thought, which will contribute to
+their efficiency as practicing physicians.
+
+It is also encouraging to know that the statistics of each decade
+indicate that an increasing proportion of young men entering the
+ministry have received a college education. There were 112 theological
+schools in 1890, that reported 7,013 students, of whom 1,372 were
+graduated, or two for every one hundred thousand of population. This
+is certainly not over-crowding.
+
+Of the students in theology enrolled in the schools of the various
+denominations in 1890, the proportion was as follows: Baptists, 15.6
+per cent.; Presbyterians, 15 per cent.; Methodists, 14.9 per cent.;
+Lutheran, 14.7 per cent.; Roman Catholic, 13.4 per cent.;
+Congregational, 9.7 per cent.; Christian, 5.5 per cent.; Episcopal,
+4.7 per cent.; Hebrew, .5 per cent. Of the total enrollment, 7,013,
+only 1,559 students had received degrees in letters or science. The
+church demands educated men for the pulpit. A call to the ministry in
+these days means that a man should prepare for the work. God does not
+honor the slothful, but the man who seeks to make full proof of his
+ministry. This is done when a man of piety takes the time to acquire
+mental culture and refinement, and to become able properly to guide
+and instruct the people. Such ministers, "thoroughly furnished unto
+every good word and work," honor the church, and strengthen the cause
+of Christ. Their mental endowments command respect and inspire
+confidence. There never has been a time in the Christian ministry when
+there was such a demand as now for ministers with minds cultivated and
+well stored with knowledge, and hearts set on fire by the Holy Ghost.
+
+The old idea that a college graduate must study for medicine, law, or
+the pulpit, has attracted a large number of them into these
+professions. We have learned, however, that these professions are not
+superior to other avenues in science and business. A college training
+is only a means to an end. It is giving a man fitness for work of any
+kind. The departments opening up to college-trained men in all lines
+of work are multiplying and expanding with each succeeding year.
+
+The future is bright for those who will take up statesmanship as a
+profession. Nothing has a more important bearing on the social
+interests of the people than the science of civil government. The
+nation is burdened with politicians, but intelligent Christian
+statesmen are few. The intelligent people of this nation are asking
+for men educated in history, political and social science, who, with
+clear heads and loyal hearts, will use their ability for the welfare
+of the public. Good citizens have too long held themselves aloof from
+the great concerns of our organized society. All civic matters are
+worthy of our best thought and noblest effort. The management of our
+political and social interests has too often been usurped by
+politicians, who, with little self-respect, efficiency, or character,
+have worked not for the public good, but on the principle that "to the
+victors belong the spoils." Their rapacity and greed have led them to
+sacrifice principle to party. They aim to manage caucuses, pervert
+elections, override the wishes and defy the moral sense of the people,
+and corrupt the sources of national life.
+
+We have come to ask for a remedy. Its answer must be found in the
+young men whose patriotism will lead them to thoroughly prepare
+themselves for public service and make statesmanship a profession.
+Along with a broad and comprehensive knowledge of the science of
+government they should cultivate the capacity for effective public
+speech, in order to present political and social themes with such
+power as to guide public opinion in the right direction. They must be
+willing to carry their independent convictions into civil affairs, and
+help to ennoble the national spirit, and purify public life, and make
+it expressive of the highest intelligence and the best moral
+sentiments of the people. Statesmanship is a sacred calling, and the
+people are ready to uphold and encourage young men who will dedicate
+themselves to this exalted work.
+
+It is an omen of good that chairs of political and social science are
+being established in all our high grade colleges to train young men
+for this service. They ought to prosper, and will. Milton saw this
+need years ago, and said: "The next remove must be to the study of
+politics, to know the beginning, end, and reasons of political
+societies; that they may not, in a dangerous fit of the commonwealth,
+be such poor, shaken, uncertain reeds, of such a tottering conscience,
+as many of our great counsellors have lately shown themselves, but
+steadfast pillars of the state."
+
+Those who are to be trained for this leadership, and expect to gain a
+strong hold on society, should be taught and trained to think upon
+complicated questions, and able not only to frame platforms and shape
+legislation, but to grapple with modern social problems, and lead the
+people to nobler action.
+
+Journalism is another important field for talented young men and
+women. The journalists of to-day need breadth and concentration of
+mind to meet the demands of a reading and thinking people. They need a
+knowledge based on history, literature, and politics in order to
+report speeches correctly and to discuss living questions clearly,
+cogently, and with a broad knowledge of principles and facts. The
+press wields an influence next to the pulpit, and it should be
+consecrated to the highest service through men qualified for editorial
+work.
+
+The profession of teaching has justly assumed a position in this
+country second to none in influence and power.
+
+There are 15,000,000 pupils in the public schools of this country.
+There are 364,000 teachers employed in giving instruction to this army
+of youth. College graduates are rapidly acquiring a control of the
+high positions in these schools. The superintendents, principals, and
+the majority of the male assistants are college graduates. A college
+education is fast becoming an absolute necessity to secure a position
+in the best schools. School boards will rarely select a superintendent
+or a principal of the high school who has not received a collegiate
+education. There is an increasing demand for thoroughly trained men
+and women in this work. Few teachers can hope to attain prominence in
+their profession without these advantages.
+
+There is, likewise, a rich and fruitful field opening up to those who
+receive a careful scientific education. The application of science to
+the arts and industries is rapidly changing the social and economic
+conditions of the people. We are unable to conceive of the
+ever-widening field in which educated men will be needed to discover
+new methods of concentrating and transmitting electrical and
+mechanical power, thereby reducing the cost of production, and adding
+to the comfort and happiness of the human family. There is a growing
+demand for men versed in electrical science, who can take charge of
+establishments for the transmission of power. Civil and mechanical
+engineers are needed, who can wisely and economically construct our
+bridges and highways of commerce, and who can apply the highest
+scientific skill to all the constructive enterprises of the country.
+
+"The Swiss and Germans aver," says Matthew Arnold, "if you question
+them as to the benefit they have received from their _realschulen_ and
+_polytechnicums_, that in every part of the world their men of
+business, trained in these schools, are beating the English when they
+meet on equal terms as to capital, and that where English capital, as
+so often happens, is superior, the advantage of the Swiss or German in
+instruction tends more and more to balance this superiority. I was
+lately saying to one of the first mathematicians in England, who has
+been a distinguished senior wrangler at Cambridge and a practical
+mathematician besides, that in one department, at any rate--that of
+mechanics and engineering,--we seemed, in spite of the absence of
+special schools, good instruction, and the idea of science, to get on
+wonderfully well. 'On the contrary,' said he, 'we get on wonderfully
+ill. Our engineers have no real scientific instruction, and we let
+them learn their business at our expense by the rule of thumb, but it
+is a ruinous system of blunder and plunder. A man without a requisite
+scientific knowledge undertakes to build a difficult bridge; he builds
+three which tumble down, and so learns how to build a fourth which
+stands, but somebody pays for the three failures. In France or
+Switzerland he would not have been suffered to build his first bridge
+until he had satisfied competent persons that he knew how to build it,
+because abroad they cannot afford our extravagance.'"
+
+We find, likewise, that our industries are demanding men trained in
+applied chemistry. The application of the principles of chemical
+philosophy to manufacturing steel, chemical fertilizers, artificial
+preparation of articles of food, bleaching, dyeing, and printing of
+cloths, offers a very inviting field of study. We might multiply
+instances, but enough has been said to suggest to our minds the rich
+possibilities before educated young men and women. We are only on the
+edge of the future of applied science.
+
+We need, also, to carry our culture and training into business
+careers. Business is conducted by different methods than in the past.
+The management affords a broader field for judgment and thought. Many,
+in the future, may succeed without a college education, but they will
+work at a disadvantage. The chances are always in favor of the man who
+is well educated. It is a common belief that a college education
+unfits a man for practical work. He often does appear at a
+disadvantage on leaving college, but, other things being equal, he
+will distance, within a few years, the man of like ability who has not
+been rigorously trained to see, think, and judge. "Experience also
+confirms this impression by the decisive testimony gathered from a
+multitude of witnesses," says Noah Porter, "that the young man who
+leaves college at twenty-one, and enters a counting or sales-room,
+will, at twenty-three, if diligent and devoted, have outstripped in
+business capacity the companion who entered the same position at
+sixteen and has remained in it continuously, while in his general
+resources of intellect and culture he will be greatly his superior."
+
+Germany has for more than fifty years insisted that her youth should
+not only have the foundation of a general education, but that
+opportunities should be given for higher commercial instruction. This
+superior education and training is producing its legitimate results.
+Notwithstanding the many unfavorable circumstances which have combined
+to prevent her growth in commerce and industry, Germany has gained an
+amount of skill and experience in mercantile training that has no
+parallel in France, England, or America. The advance of German trade
+is due to the superior fitness of the Germans through their systematic
+training in technical schools.
+
+M. Ricard, in his report to the French Chamber of Commerce, said:
+"Every intelligent man must admit that the invasion of our commerce by
+foreigners is due entirely to this educational inferiority. The
+Germans are taking our places everywhere. They even supplant the
+English. Let the merchants of France take warning in time. German
+commerce has better instruction, better discipline, and greater
+enterprise than French commerce; it is at home everywhere; no
+languages are foreign to it; it keeps a lookout over the world; it is
+not ashamed to go to school, and if you do not awake from your
+lethargy, it will annihilate you."
+
+The London Chamber of Commerce found, on examination, that ninety-nine
+per cent. of Englishmen who take to commercial life are unable to
+correspond in any foreign language. The comparative disadvantage, on
+all commercial lines, of England with Germany, is owing to "a higher
+average of mercantile intelligence all round." It is not to be alleged
+that the English are mentally inferior to the Germans, but, as
+Professor W. G. Blackie said before the Educational Institute of
+Scotland: "The question is solely an intellectual one, and must be
+solved through educational means. It assumes the aspect of an
+educational duel between the mercantile population of this country and
+their competitors on the continent, in which the mastery is sure to
+remain with those who are the most fully equipped for the contest."
+
+The report on the superior instruction of Antwerp contains the
+following words: "Men have seemed to imagine that, in order to
+prosper, commerce and industry have only required money and favorable
+treaties of commerce. Governments have occupied themselves with the
+material side of the future merchant, without taking care to develop
+his intellectual capacity, which is, indeed, the spirit of his
+operations, without taking care to improve his intelligence, which is
+the germ of enterprise in the commercial life of a nation."
+
+Young men and women are often led to believe that there is no chance
+for them to have a successful career, and so fail to attend college
+and develop their capacity, and, as a consequence, often become
+restless and idle. But this is no age for triflers. The world is in
+need of educated men in all of the higher walks of life. There is
+abundant room for men of ability and culture who can bring things to
+pass. The fact that earnest, talented, and consecrated men and women
+are overworked in their professions shows that there is a place in the
+front ranks of all useful professions and vocations.
+
+The door of the twentieth century swings open and invites the
+ambitious men and women of talent and consecration to the service of
+humanity, and extends the widest opportunities and the most exalted
+privileges ever vouchsafed to man. Will the youth of the land be ready
+to enter?
+
+
+
+
+VIII.
+
+OUR INDEBTEDNESS TO COLLEGES.
+
+
+The American colleges hold the most intimate relation to the whole
+community, for which they have done a vast work. They rightly enjoy
+the confidence and esteem of the American people, since they have
+infused into society some of the most purifying and life-giving
+influences. Many of the first settlers were among the best educated
+men of England, and they recognized that education was the
+corner-stone of civil and religious liberty. Pembroke, Delaware,
+William Penn, Roger Williams, the Winthrops, and a large number of
+worthy men who settled in the early colonies came from the classical
+shades of Oxford and Cambridge, and retained the educational
+predilections which were so firmly established in their mother
+country. The spirit and principles of our wise and godly ancestry were
+early introduced into the colleges, which have conserved and
+perpetuated them down to the present day.
+
+The American people owe much to the colleges for training capable and
+worthy men to fill the posts of honor and power in the nation. The men
+who have given shape and character to the early political
+organizations and spirit have been mostly collegians.
+
+These institutions for higher education have trained men in history,
+philosophy, and the principles of government, who have become the
+right hand of strength to the nation. Their extensive knowledge and
+thoroughly disciplined and comprehensive minds have been largely
+instrumental in perfecting our system of government, and in elevating
+the nation to the rank of one of the greatest political powers.
+
+The colleges have trained the intellect and conscience of the
+majority of students so that they have gone forth as leaders, and have
+exerted a prodigious influence among the people for right thinking and
+right acting. They have not only disciplined the powers of the
+masterly statesmen, but have fostered among them a sense of fraternity
+concerning our civil destinies. The students that have been gathered
+into the colleges from the different portions of the nation have
+become imbued with one sentiment, and entered upon public life linked
+together by the bonds of a common intellectual life and strong
+friendships, which have resulted favorably for the republic.
+
+Some of the colonial colleges have richly repaid the nation for all
+the effort and sacrifice it cost to found them. William and Mary
+College has sent out twenty or more members of Congress, fifteen
+United States Senators, seventeen Governors, thirty-seven Judges, a
+Lieutenant General and other high officers of the Army, two
+Commodores to the Navy, twelve professors, seven Cabinet officers; the
+chief draughtsman and author of the Constitution, Edmund Randolph; the
+most eminent of the Chief Justices, John Marshall, and three
+Presidents of the United States.
+
+Harvard has furnished two Presidents, one Vice President, fifteen
+Cabinet officers, twenty Foreign Ministers, twenty-nine United States
+Senators, one hundred and four Congressmen, and nineteen Governors.
+
+Princeton has beaten the Harvard record in everything except the first
+and fourth items. It has given to the country one President, two Vice
+Presidents, nineteen Cabinet officers, nineteen Foreign Ministers,
+fifty-five United States Senators, one hundred and forty-two
+Congressmen, and thirty-five Governors.
+
+The collegians have ranked among the principal leaders in the
+political life of the nation. Fifty-eight per cent. of the chief
+national offices have been filled by them. Thomas Jefferson, author
+of the "Declaration of Independence," was a college man. Hamilton,
+Madison, and Jay, who took such a prominent part in the framing of the
+Constitution of the United States, were college-trained men.
+Three-fourths of the signers of the Declaration of Independence were
+college graduates. These and other superior men in public life, at
+this period, were educated and possessed a scholarship that was in
+compass and variety more than abreast with the learning of the time.
+George Washington was a self-made man, but he had recourse to
+America's greatest statesman, Alexander Hamilton, a graduate of
+Columbia College, in preparing his state papers.
+
+The counsellors of Abraham Lincoln, during the stormy days of the
+Rebellion, were men of trained minds. "All the leaders," says
+Professor S. N. Fellow, "in that Cabinet were college-trained men.
+William H. Seward, the shrewdest diplomatist, who held other nations
+at bay until the Rebellion was throttled; Salmon P. Chase, whose
+fertile brain developed a financial system by which our nation was
+saved from national bankruptcy, and made national bonds as good as the
+gold in foreign markets; Edwin M. Stanton, that man of iron, who
+organized a million of raw recruits into an army equal to any in the
+world; Gideon Welles, who, almost from nothing, created a navy
+sufficient for our needs,--each of these, and every other member of
+Lincoln's Cabinet, save one, was a college graduate. So, also, in the
+army. It was not until thoroughly trained and disciplined men filled
+the chief places in command that the Federal forces overwhelmed and
+destroyed the Rebellion. We repeat, the law is, and it is believed to
+be universal, that the higher the rank or position, the larger per
+cent. of college graduates are found in it."
+
+Education was an important factor in deciding the issues of our Civil
+War. Thoroughly trained and disciplined men filled the chief places
+in command in the Federal Army. The Northern soldiers were better
+educated than those of the South. It has been said that "in the German
+Army that fought the battles of the Franco-Prussian war, those who
+could neither read nor write amounted to only 3.8 per cent., while in
+the French Army the number amounted to 30.4 per cent." According to
+the admission of the defeated, the universities conquered at Sedan.
+Perhaps it is not too much to say that the great number of colleges in
+the Northern States conquered at Appomattox.
+
+A large per cent. of the leaders in the American Congress, during the
+trying period of our country's history from 1860 to 1870, were either
+college graduates or had taken a partial course in college and gained
+its inspiration.
+
+The college graduates have furnished 33 per cent. of the Congressmen,
+46 per cent. of the Senators, 50 per cent. of the Vice Presidents, 65
+per cent. of the Presidents, 73 per cent. of the Associate Judges,
+and 83 per cent. of the Chief Justices of the Supreme Court of the
+United States.
+
+Again, we are especially indebted to the colleges for encouraging
+private and public schools, through which we have become an
+enlightened people. It is impossible to estimate the indebtedness of
+popular to collegiate education. There is an intimate and vital
+relation between the college and the public schools, which differ not
+in kind, but only in the degree of instruction. "The success and
+usefulness of common schools," says Professor W. S. Tyler, "is exactly
+proportioned to the popularity and prosperity of the colleges, and
+whatever is done for or against the one is sure to react, with equal
+force and similar results, upon the other."
+
+The colleges have been foremost in advocating that the education of
+the youth should not be left to those of meager attainments and narrow
+sympathies. They have maintained that, in order to reap the best
+advantages of our public schools, it is important to have wise,
+competent, Christian men and women to give instruction, as well as to
+prepare text-books, and to increase the appliances employed in
+teaching.
+
+It has been a difficult task to bring our public school system to the
+present condition of progress. The work has proceeded slowly and
+steadily under the example and inspiration of great educational
+centers. The excellence and usefulness of our school system has
+advanced just in proportion to the culture and ability of the
+teachers. A collegiate education has always tended to foster and
+encourage higher standards of scholarship among teachers, and this
+influence has been diffused into the public school system. President
+Charles W. Super truthfully says: "That which leads up to the highest
+must always be supervised and directed by that which is at the top. A
+system of elementary and secondary education which does not culminate
+in the university, and make that the goal towards which its efforts
+are directed, is an absurdity. There must be good teachers before
+there can be good schools, and good teachers can only be formed in
+institutions that are chiefly concerned with knowledge at first hand.
+This has been a recognized principle in Germany for half a century, or
+longer; is now almost universally admitted in France, and is the goal
+toward which the whole civilized world is rapidly moving."
+
+The efficiency of our public schools has been felt in every department
+of our social organization. They have been a strong bulwark against
+the influences of a raw and uninstructed foreign population, who, like
+a tidal wave, have flooded our shores. Some of these have not only
+been ignorant and infidel, but filled with monarchical ideas and
+un-American sentiment. The public schools have brought their children
+into accord with our American institutions, and developed intelligent
+patriotism. They have taught the youth common rights and privileges,
+and helped to generate a union of sympathy and sentiment which leads
+to the consolidation of our society into a homogeneous body.
+
+The colleges, working through the public school teachers, have
+likewise helped to educate the millions of the manumitted and
+enfranchised colored people, and to break up sectionalism, allay party
+strife, and make for the peace, prosperity, and unity of the nation.
+Our political safety has called for a wise and vigorous effort to
+educate the masses and to assimilate the heterogeneous elements into
+our body politic. The public schools and colleges, with their
+interdependence, have in a great measure met the demand, and given us
+a legacy of peace, prosperity, and intelligence enjoyed by all the
+people.
+
+Likewise, the colleges have contributed largely to the general
+prosperity and material progress of society. They are the real centers
+of power of this enterprising and progressive age. "The revival of
+learning and the epoch of discovery ushered in the epoch of natural
+science, which has made possible the epoch of useful inventions."
+
+College-trained men are the most practical and useful of men. They
+have been the creators of material wealth and prosperity. Their
+discoveries and inventions have revolutionized business and social
+life. Every department of life is teeming with the fruits of science
+and philosophy, which have been largely built up by colleges and
+college-trained men. Bacon, Newton and Locke were sons of the English
+universities. Watt and Fulton associated with college men, and
+"derived from them the principles of science which they applied in the
+development of the steam engine and steam navigation. Professor Morse,
+the inventor of the electric telegraph, was not only a college
+graduate and professor, but made his great experiments within the
+walls of a university." Likewise, many other scientists, who have
+demonstrated the limitless possibilities of steam and electricity, and
+other valuable discoveries and inventions, were either trained in the
+colleges or received from them the working principles which were
+essential to their success. These human inventions are of priceless
+value to the people. The steam engine has contributed greatly to human
+welfare. It represents, in the United States alone, 20,000,000 horse
+power in the form of locomotives, or the steam power of 300 horses for
+each thousand inhabitants. Besides all this, 6,000,000 horse power in
+stationary steam engines manufacture goods for us. They give the vast
+force which toils for us, and the laborer furnishes only the guiding
+power. These inventions have enabled us to increase our wealth at the
+rate of $2,000,000,000 a year during the last decade, and helped to
+make our people sharers in the products of the world, and in all the
+blessings of civilization.
+
+Professor Huxley was right when he said: "If the nation could purchase
+a potential Watt, or Davy, or Faraday, at a cost of a hundred thousand
+pounds down, he would be dirt cheap at that money." Fifty-two of the
+inventions now prized by the civilized world were made in Germany, and
+within the influence of her universities. All these discoveries are
+opening the doors for more wonderful disclosures. All the great
+industries of the country require men of trained minds and directive
+intelligence to organize and control them, and the colleges are
+recognized agencies to help produce them.
+
+Our literature is also largely the fruit of college labor and tastes.
+The colleges, as centers of intellectual life, have fostered literary
+tastes in those who have built up and enriched literature. Their
+libraries and lectures have gathered together men of literary aims and
+ambitions, so that the seat of the college has become the home of new
+and grand ideas, which at once encourage literature and science. This
+congenial intellectual atmosphere has incited many a young person to
+project noble literary plans.
+
+The majority of great writers have spent years at the university. Lord
+Bacon outlined his gigantic plan for "the Instauration of the
+Sciences" during the four years spent in the University of Cambridge.
+Milton laid the foundations of his classical scholarship in the
+university. "Newton was matured in academic discipline, a fellow in
+Trinity College, Cambridge, and a professor of mathematics. He passed
+fifteen years of his life in the cloisters of a college, and solved
+the problems of the universe from the turret over Trinity gateway."
+
+The literary influences of our colleges were early manifest in our
+nation. The scholarship, classical taste, and fine literary style of
+the superior men in public life led the Earl of Chatham, in the House
+of Lords, in 1775, to pay "a tribute of eloquent homage to the
+intellectual force, the symmetry, and the decorum of the state papers
+recently transmitted from America, which was virtually an announcement
+that America had become an integral part of the civilized world, and a
+member of the republic of letters."
+
+The colleges have nourished the conditions out of which a pure,
+classical literature may grow. Such men as Edward T. Channing, of
+Harvard, and Webster, Worcester and Goodrich, of Yale, have performed
+an inestimable service in preparing the way for our mother tongue to
+be spoken in its purity.
+
+In the line of history, the American colleges have given the nation
+such men as Bancroft, Parkman, Palfrey, Prescott, Motley, Winthrop and
+Adams. In the sciences, there are Dana, Gray, Cooke, Walker, Porter,
+Woolsey and Agassiz. In law and political science, we have Hamilton,
+Jefferson, Adams, Evarts, Webster, Chase, Choate, Everett and Sumner.
+These men have been the true architects of the state. The pulpit is
+represented by such men as Mather, Edwards, Dwight, Storrs, Warren,
+Beecher, Talmage, Cook, Thomson and Brooks.
+
+Literary genius has been displayed by men like Longfellow, Bryant,
+Lowell, Holmes, Hawthorne, Mitchell, Holland, Emerson and a host of
+lights scarcely less brilliant. These men, who have written in a terse
+and graphic style, received their stimulus and training in college,
+and are among the bright examples of classical scholarship, and the
+results of their genius have enriched character and enlightened the
+world.
+
+The periodical literature reflects the prevailing ideas, sentiments
+and spirit of the American people. The college-trained men have been
+especially quick to utilize this throne of power to guide the public
+mind to right principles and inspiring motives. The colleges must
+continue to be fountains whence shall flow a pure, earnest, and
+truthful literature, which will, in a great measure, determine the
+destiny of the present and future generations.
+
+We are especially indebted to the colleges for the maintenance of the
+ascendency of the moral and religious principles which have done so
+much in unfolding and shaping our national life. The religious
+sentiment has been the controlling spirit of the nation, and our
+patriotism has issued from a meditative and religious temper, which
+the colleges have been foremost in fostering. Nearly all the great
+religious and reformatory movements have proceeded from the colleges
+and universities, whereby great good has come to society. "It was
+through the interchange of students between the Universities of Oxford
+and Prague that the teachings of Wycliff passed over into Bohemia and
+issued in the splendid work of Huss. It was from college students of
+Florence that Colet, and Erasmus, and More caught somewhat of the
+spirit of Savonarola, and felt the power of truths that emerged in
+the Italian Renaissance, and made them contribute so grandly to
+religious liberty in England. It was in the presence of the college
+students of Germany that Martin Luther nailed his thesis to the doors,
+and burned the papal bull, and lit the watch-fire of the Reformation
+that has awaked an answering brightness from ten thousand hills. It
+was from a little circle of Oxford students that God led forth Wesley
+and Whitfield to shake the mighty pillars of unbelief in the
+eighteenth century."
+
+President William F. Warren says: "By means of the great religious
+movement called Puritanism, the English University of Cambridge
+shaped, for nearly two hundred years, the intellectual and spiritual
+life of New England. Emmanuel College, the one in which John Harvard,
+Thomas Hooker, John Cotton, and many of the early New England leaders
+were educated, was founded for the express purpose of providing a
+nursery for the propagation of Puritan principles. Never were the
+hopes of founders more fruitfully fulfilled. The New World, then just
+opening, furnished a field of unimagined extent, with motives and
+social forces and ranges of opportunity which even yet are a marvel.
+By founding a new England beyond the sea, and planting a new Emmanuel
+College in a new Cambridge, English Puritanism was enabled to
+transcend itself, to exchange the attitude of a struggling
+ecclesiastical party for that of an Established Church. It gained the
+opportunity to originate a new social order, and to impress itself
+upon a new age, built upon new and democratic principles. The initial
+and fundamental covenant out of which grew the chief of all New
+England colonies--that of Massachusetts Bay--was formulated and signed
+in ancient Cambridge. In fact, in American Puritanism, with its
+social, civil, and religious results, may be seen the high-water mark
+of the intellectual and spiritual influence which, in the whole course
+of history, have thus far proceeded from the banks of the Cam." The
+church, in harmony with the genius of Christianity, has always
+fostered education. It assumes to guard Christianity by directing
+education as one of its most powerful of organized forces.
+
+The existence and support of colleges are largely due to the Christian
+Church. They are the offspring of a dominant desire to promote the
+cause of Christ, and make them powerful agencies for a positive and
+aggressive Christianity. In the middle ages the pious princes,
+Charlemagne and Alfred, established schools for the elevation of the
+clergy. Oxford, Cambridge and Glasgow Universities were established
+and fostered by the church to educate more fully the clergy. The
+founders of Harvard College thus described their motive: "Dreading to
+leave an illiterate ministry to the churches, when our ministers shall
+lie in the dust." Yale College was founded by preachers for a like
+purpose. Princeton College was founded "to supply the church with
+learned and able preachers of the Word." The fact is that prior to the
+eighteenth century there was no university founded save those
+established for the glory of God and the good of the church.
+
+The chosen mottoes of the colleges indicate the spirit of the
+founders. That of Oxford is, "The Lord is My Light;" Harvard, "Christ
+and the Church;" Yale, "Light and Truth." Eighty-three per cent. of
+the colleges in our land were founded by Christian philanthropy, and
+are under denominational control. The spirit of infidelity does not
+lead men to make the sacrifices to found colleges. Perhaps there is
+not more than one in our nation.
+
+The majority of colleges are positively religious. According to Dr.
+Dorchester, even Harvard, the oldest college in the United States,
+that wishes to be understood as non-denominational, has been, for more
+than half a century, "under the direction of a Board of Fellows, all
+of whom have been Unitarians, except one elected within a few years;
+and, besides, the theological school of Harvard College is usually
+mentioned in the Unitarian Year Book as a Unitarian institution."
+Leland Stanford University is one of the youngest and richest of our
+American colleges. The regulations declare it to be the duty of the
+trustees "to prohibit sectarian instruction, but to have taught the
+immortality of the soul, the existence of an all-wise and benevolent
+Creator, and that obedience to His laws is the highest duty of man."
+
+Both of these colleges, reported as "non-sectarian," generously
+provide buildings and pastors for religious services and lectures. Dr.
+Dorchester believes that one-third of the State universities are under
+the presidency of evangelical divines. He further states that "in 1830
+the students in the denominational colleges were 76.6 per cent. of the
+whole; in 1884, they were 79.2 per cent."
+
+All the foregoing facts show the strong and enduring progress of
+Christianity in the United States; that it is "identified with the
+highest educational culture of the age; that the denominational
+institutions are incalculably leading in number and students all the
+undenominational colleges, and that the great principles and blessed
+experiences of Christianity are voluntarily and intelligently adopted
+by a far larger proportion of college students than ever before."
+
+The colleges have upheld the vital truths of the gospel by expounding
+the scriptures, and setting forth their ethical and religious
+teaching. They recognize that the divine order in saving men is
+through the inward working of the truth and spirit of God in their
+souls. Since knowledge is essential to salvation, it is a duty to
+enlighten men and bring them to understand the divine plan of
+salvation. The Bible has been communicated to us in foreign languages,
+and requires prolonged study and extensive knowledge in order that
+these oracles of God may be known and accepted among men.
+
+The colleges have given a higher efficiency to the Christian ministry.
+There are those who have obtained their training and knowledge outside
+of the college who have accomplished great good. There are pious and
+devoted men who are illiterate, but whose Christian work has been
+attended with more apparent results than some college-trained
+ministers. These, however, are the exception. The rule is that those
+who combine with their piety scholarly acquisitions exert by far the
+greatest influence for good. The history of Christianity shows how God
+has raised up a multitude of scholarly men to uphold the supremacy of
+the gospel over all its foes. Paul, Luther, Melancthon, Calvin, Knox,
+Cranmer, Wesley and Fletcher were all college-trained men. These men,
+with others, endowed with mental vigor, great learning and executive
+force, have been used by God to accomplish His great task of building
+up His kingdom on earth.
+
+The church has learned that there is no need of antagonism between
+knowledge and spirituality. Knowledge and intellectual training may
+work evil in an undevout mind, but when consecrated to the service of
+Christ, learning becomes the handmaid of piety. The strength and power
+of the Christian Church of to-day are attributable in no small degree
+to the Christian colleges, that have not only encouraged mental
+training, but have fostered refinement and humble evangelical piety.
+The union of scholarly training and a holy life has raised the
+ministry in the public estimation so that it commands more respect and
+influence for good than ever before. The cause of Christ never took
+such hold on the popular mind, and its influence never penetrated so
+deeply the foundations of our social organism as it does in our day.
+
+It is farthest from our aim to exalt and magnify the knowledge that
+"puffeth up," or unduly to glorify the human faculties, but we do
+plead that the widest opportunity be offered our youth to enlarge
+their knowledge, and strengthen and train their mental powers, and
+make the most of themselves, and that they may be consecrated to the
+Master's service. Men and women thus trained in our Christian
+colleges, and eminent alike for learning and piety, will more and more
+esteem the divine revelations, and through them help to hasten the
+establishment of the Kingdom of righteousness on the earth.
+
+The Students' Volunteer Movement began in 1876. It aims to awaken a
+deeper interest in foreign missions among college students, and to
+enlist their services. Within a brief period, more than 4,000 students
+consecrated their lives to this heroic Christian work. Already, since
+the movement began, 600 young men and women have entered the mission
+field, and thousands of others are waiting on a hesitating church to
+furnish the means to send them to work in foreign lands. Well did
+Ex-President McCosh say that the Christian Church had not witnessed
+such a spirit of consecration since the day of Pentecost.
+
+The colleges have done another valuable service in awakening and
+strengthening in the national life a deeper sense of the value and
+importance of human knowledge. They are monuments of the dignity and
+worth of ideas, and the aspirations of the human soul.
+
+In a new country, with its marvelous possibilities, the danger has
+been in having an excessive and exaggerated estimate of our national
+advantages, and our civilization has tended to take on a too
+mechanical and material character. We need to have more time to
+cultivate the nobler nature, and, by Christian and scholarly
+associations and more intimate friendships, discover and prize the
+fineness and sweetness of character in others, which may enrich our
+own life and incite us to worthy action. It is the province of higher
+education to help foster those conditions of mind and heart whose
+flexibility and natural aptitudes lead the individual "to draw ever
+nearer to a sense of what is indeed beautiful, graceful, and
+becoming." Such wisdom and goodness are of the highest practical
+utility in the life of a nation. The colleges have helped to offset
+the material tendency of our civilization by holding up high ideals
+and emphasizing the supremacy of the unseen mental, moral, and
+spiritual forces in our life. Through their leadership in the schools,
+and through the press, platform and pulpit, they have introduced into
+the fomenting mind of the republic the noblest ideals and the most
+generous incentives, which have, in a large measure, transformed
+public sentiment for the better. We have, at least, learned one great
+lesson in our history: that if we would have peace, contentment,
+happiness and prosperity, we must give the people a Christian
+education, and put all we can into character.
+
+The college receives students from all ranks and conditions of
+society, and holds open to them its great opportunities, and worthily
+trains them to go forth into those professions and higher walks of
+life where their generous character and refreshing influences may be
+of larger service to the whole community. In the language of President
+Thwing, it may be said that "it is to the people that the college and
+university desire to give more than they receive from the people. It
+is not unjust to say that the people are debtors. The community has
+given to Yale, and to Princeton, and to Harvard, much, but Yale, and
+Princeton, and Harvard have given to the community more. For the
+college and the university are set to hold up the worth of things to
+the mind, and these things are the worthiest. In an age democratic and
+material, they are to represent the monarchy of the immaterial. In an
+age of luxuriousness, they are to declare the words of Him, homeless
+and pillowless, who said: 'A man's life consisteth not in the
+abundance of things which he hath.' They stand for the continuity of
+the best life, intellectual, ethical, religious, Christian. In the
+realm of thought, they stand for the value of ideas; in the realm of
+morals, for the value of ideals; in the realm of being, like the
+church, for the value of character."
+
+Next to the home, the college has been the ruling spirit in private
+and public life. The colleges have rigorously upheld the principles of
+piety, justice and sacred regard for truth as the best foundation of
+social order. The true wealth and power of the nation are the great
+and good men produced by the colleges whose example and influence have
+been to promote intelligence and good order in society.
+
+We look over our vast territory, with its multiplied resources and
+growing population, and rejoice in our material possibilities and
+social privileges. But what is better and grander than all these, is
+the fact that more than 300 Christian colleges are scattered over our
+land as beacon lights in our national life, building up Christian
+character as the best legacy for present and future generations. Some
+of the colleges are yet weak and struggling, but they glory in their
+aspirations and prospects of future grandeur. The great fabric of our
+national life is radiant with the golden threads of good influences
+emanating from these centers of superior intelligence and instruction,
+where time is given for careful thought and reflection on the great
+problems of life.
+
+Education by the Christian college is essential to the largest growth
+and progress of the state, the church, and all humanitarian movements.
+"The progress grows more rapid," says William T. Harris, "as the
+Christian spirit which leavens our civilizations sends forward, one
+after another, its legions into the field; for great inventions, as
+well as great moral reforms, proceed from Christianity."
+
+No one can afford to be indifferent to the power and influence for
+good of the Christian college. These are immeasurable. The Christian
+Church and all the friends of human progress and welfare must, more
+and more, emphasize the lesson that, if we educate in our colleges the
+leading minds of the nation, we will be able so to control the
+prevailing habits and modes of thought throughout the country as to
+secure the permanency and glory of Christian liberty and religious
+institutions.
+
+These truths may be enforced by many historic examples. The Jesuits
+have always been eminent for their adroit management of men. They
+recovered a large part of Europe to the papacy by seizing and
+controlling the colleges and universities as fountains of power. They
+had at one time under their control 600 colleges. They made it their
+business to educate the leading minds, and through them to guide and
+govern communities and nations. When only one in thirty of the
+inhabitants of Austria adhered to the papacy, Professor Ranke says
+that "the Jesuits obtained a controlling influence in the
+universities, and in a single generation Austria was lost to the
+Reformation and regained to the papal hierarchy."
+
+In the sixteenth century, the Protestant King of Poland appointed a
+Jesuit minister of public instruction, who soon filled the professors'
+chairs with members of his own order. The "scale was soon turned, and
+the doctrines of the Reformation never again recovered the
+ascendency."
+
+In our own day, the influence of a college education is seen in the
+case of a number of young Bulgarians at Roberts College, in
+Constantinople. These students rekindled hope and courage in the
+people and revived the feeling of nationality in the hearts of the
+Bulgarians. This prepared the way for a general uprising in 1876, the
+bloody repression of which brought on the war with Russia, which led
+to the liberation of the province. Thus, influences descend with power
+from above into society. The colleges are the right arm of strength
+for all noble efforts for human welfare. Professor Van Holst, in his
+recent address, delivered at Chicago, said: "The most effectual way to
+lift the masses to a higher plane--materially, intellectually and
+morally--is to do everything favoring the climbing up of an
+ever-increasing minority to higher and higher intellectual and moral
+altitudes. Therefore, universities of the very highest order become
+every year more desirable--nay, necessary--for the preservation and
+the development of the vital forces of American democracy.
+Undoubtedly, to have them established is the interest of those who
+would frequent them, but it is still infinitely more in the interests
+of the American people in its entirety."
+
+It is impossible to estimate all the good that comes to society
+through the influence of the college. It is quite evident that our
+colleges stand for the production of the highest manhood and
+womanhood, and their friends should marshal their forces to enhance
+their growth and usefulness. It is the underlying forces at work for
+good in our colleges that insure the integrity and safety of our
+social and religious organizations. Men and women who have means
+should regard it a privilege to lavish their gifts upon the colleges
+that labor for the imperishable things of life, and provide incentives
+for the highest Christian character and activity. He who consecrates
+his money to found a professorship in a Christian college erects a
+monument to the worth of the human soul, and perpetuates his own fame.
+He helps the colleges to determine, in a large measure, the character
+of the persons who shall fill our pulpits, teach our schools, edit our
+papers, write our books, and give direction to all the political and
+social movements. The dangers that menace our nation lie in the lack
+of intelligent Christian leadership. It is within the power of friends
+of the colleges to enroll among the college graduates a vast army of
+the youth of our land, whose largeness of manhood and womanhood and
+magnificence of character will commend themselves to the love and
+esteem of the lowly and suffering in every land.
+
+Lord Macaulay once said that "the destiny of England is in the great
+heart of England," and we may safely say that the power for usefulness
+of the colleges is in the great heart of the Christian people of
+America, who will be more and more loyal to the sacred trust.
+
+
+
+
++--------------------------------------------------------------------+
+| TRANSCRIBER'S NOTE.                                                |
+|                                                                    |
+| The ordering of the table in Chapter II has been left as           |
+| originally printed, although Dartmouth and Queen's Rutgers are not |
+| in chronological order.                                            |
++--------------------------------------------------------------------+
+
+
+
+
+
+End of Project Gutenberg's Colleges in America, by John Marshall Barker
+
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