2
10
46
-
https://d1y502jg6fpugt.cloudfront.net/25778/archive/files/35ef2f3070d130d3d2dadf7a711e4084.pdf?Expires=1773878400&Signature=oW53pX2W1rzPk42amlx5hlF12XNMDglkIfvyGSWIVuRCXTZD89JgrPjFuGMFSHb96%7E6ll24h3pADxwPnlu6a6ihFWgE3Jk-CKw8HJCBBvhOAGs7WyxnwACSBjSiu96BsPzuuGC-rqhpeHWIsoP5IMVTO17Z52RJI1fE%7ELu3ZrlF85XGuq1D698MxXVSOcu-l9dqXZkaAZU8ayAs4oAirmOcZ5IKXCgvh6Fir0egy0UfUn2PIM5iy5qr%7EXhCDq%7EGN5dZ2StzZ3hJqKwdcHQZXYriv%7Eo0ZtwfuTCtVGutzvvitbl6juOZCoFyB0ufF5%7EJaxC5%7EwkXLJ8GQb%7Ey0y6dO%7EA__&Key-Pair-Id=K6UGZS9ZTDSZM
7bd3950c249561b66962e3050f18d79c
PDF Text
Text
COLLEGE OF LECTURERS.
Vice - Presidents.
Sir Henry M. Vavasour, Manor House, Beaminster.
Sir John Stuart Forbes, Lawrence Kirk, Kincardineshire.
Sir John Page Wood, Bart, Bivenhall Place, Essex.
Edwabd Baines, Esq., M.P., Leeds.
(With power to add to their number.)
Chairman.
The Rev. Henby Christmas, M.A., F.B.S., &c., &c., Danes Inn, Strand.
Council.
Bebbidge, F. Esq., F.R.S.L., St. John’s Wood.
Blake, Babnett, Esq., Agent to the Yorkshire Union of Mechanics’
Institutes.
Cobbet, D., Esq., M.D., Orsett Institute.
Cowen, J. Jun.. Esq., Chairman of the Northern Union of Institutes,
Newcastle-upon-Tyne.
De Meschin, Dr., F.S.A, Chancery Lane.
Hast, Rev. Henby Mabtyn, M.A., Blackheath.
Hitchens, Rev. J. Hiles, F.R.S.L., Peckham Rye.
Jones, J., Esq., Secretary of the South Staffordshire Union of Institutes,
Dudley.
Monk, F. W., Esq., Secretary of the Kent Association of Institutes,
FavershamPlumptre, C. J., Esq., Russell Place, Fitzroy Square.
Rooke, Rev. Thomas, M.A., Secretary of the Berks and Bucks Union
of Institutes, Windsor.
Smith, W. Seymour, Esq. Mill Street, Hanover Square.
Wright, Anderson, Esq., F.B.G.S., F.Z.S., Queen’s Road, Dalston.
(With power to add to their number.)
Honorary Secretary.
Rev, W. Hickman Smith, Penge.
Secretary.
Mr. Joseph Simpson, Edgware, London, N.W.,
(To whom all Communications are to he addressed.)
�^onsfitution af ihq
———♦-----
of
Objects.—-The objects of the College of Lecturers
shall be to establish an Union of Lecturers for professional
purposes.
To publish yearly (in June) a List of Lecturers, with
their Subj’ects, Terms, and other particulars, and to forward such
List to the Institutes; to inform Secretaries the dates when
Lecturers will visit certain localities; and to make arrangements
for the Season (if desired), on both sides.
Plan.—For effecting the foregoing obj’ects, the College
proposes to complete the division of the country into districts,
and to correspond with the Secretaries of such districts.
To obtain information for Lecturers as to the character
of audiences, hotel accommodation, modes of conveyance, and on
all subj'ects likely to be of interest to a Lecturer.
To communicate with Colleges and Schools, to furnish
them with informationas to Lecturers, and Lecturers with Lists of
Schools, and to give general information on both sides.
To negociate, when desired, as to Terms.
To secure the influence of the Press, and, as far as
possible, to correspond with Editors, and to secure Reporters.
To raise the character and social position of Lecturers,
as a body, by such means as may seem most advisable to the
Members of the College.
Officers.—The entire management and superintendence
of all the affairs of the College shall be entrusted to a Patron
and Vice-Patrons, a President and Vice-Presidents, a Council,
a Chairman of Council, an Honorary Secretary and an Acting
Secretary, a Treasurer and Bankers.
Laws.—General Meetings.—-An Annual Meeting of the
Fellows and Members of the College shall be held in the Spring,
when the report of the Council shall be read ; the Council and
Officers for the ensuing year elected; and any other business
discussed and decided upon.
�3
)
Tn the Election of Council and Officers, the personswh o
shall have the greatest number of votes shall be declared duly
elected; and if any doubt or difficulty shall happen in relation
thereto, or to the particular manner of voting, the same shall be
determined by the President and majority of the Council for the
preceeding year then present.
All vacancies among the Officers of the College, occur
ring between the Annual Meetings, shall be provisionally supplied
by the Council.
The President and Council shall have power to summon
at any time an Extraordinary General Meeting, the same notice
being given as for a General Annual Meeting.
Council,—The Council shall meet once a quarter, if
necessary, for the election of Fellows and Members of the College,
and for the dispatch of general business.
Upon a requisition, in
writing, of any three Members of the Council, directed to either
of the Secretaries, a Special Meeting of the Council shall be
summoned.
Four Members of the Council shall constitute a quorum.
All the Members of the Council shall be summoned by
by notice, signed by one of the Secretaries, to attend each and
every Meeting thereof.
All questions before the Council shall be determined by
a majority of votes, and the Chairman for the time being shall, in
addition to his own vote, have, in case of an equality of numbers,
a second or casting vote.
Admission of Fellows and Tl/mSers.-—Candidates for
union with the College shall be divided into two classes—-Fellows
and Members. Fellows shall be such as hold a degree in any
faculty of any University, Members of the Chartered Societies,
Scientific or Literary, or of any one of the learned professions.
All candidates not so distinguished shall be Members.
Every candidate, in order to be elected Fellow or Mem
ber, shall be proposed and recommended by three Fellows or Mem
bers of the College, who shall deliver to one of the Secretaries a
paper signed by themselves recommending the candidate; the paper
thus attested shall be read at the next Meeting of the Council,
and the election shall at once take place by ballot; and such
Candidates as shall have full two thirds of the votes of the
Members of the Council present in their favour, shall be duly
elected.
�The Annual Subscription of every Fellow and Member
shall not be less than £1 Is. Od., to be paid in advance, and
shall become due on January 1st in every year ; each Subscriber
to be entitled to The Institute and Lecturers’ Gazette,
monthly, free.
It shall be lawful for any five Fellows or Members of the
College to move the Council to call a General Meeting for the
expulsion of any Fellow or Member on showing sufficient cause,
but no Fellow or Member shall be expelled unless due notice of
such motion shall have been given to every Fellow and Member
of the College two months at least before the General Meeting to
be specially summoned for that purpose, and unless full two-thirds
of such Meeting shall concur in voting for his expulsion.
�%* For Terms, see page 15.
Artis, Gt. L., 92, Eastern Road, Kemp Town, Brighton.
1.—Lectures on Elocution, with Illustrations, Serious and
Comic. 2.—A Night with the Poets. 3.—Popular Lecture on
Singing. 4.—Personification of Fifteen Shakspearian Characters
in Fifteen Minutes. 5.—Recital of Hamlet. 6.—Recital of The
Merchant of Venice. 7.—Lecture on The Power of Conscience,
with Selections from Macbeth. 8.—-A Night with Shakspeare.
9.—Recital of Shakspeare’s Play, King John. 10.—-Lecture on
Tragedy, with Selections from Dramatic Poets. 11.—Lecture on
Comedy, with Selections from Dramatic Poets. 12.—Recital of
Shakspeare’s Play, The Tempest. 13.—-Recital of Marston’s
Tragedy, The Patrician’s Daughter. 14.—Recital of The Gamester
(Moore).
15.—Entertainment; Passion, Poetry, Life, and.
Character, with Popular Illustrations. 16.—Fortune’s Buffets
(Artis). 17.—Recital of The World, and How it was Made
(Drew). 18. Lecture on Lady Macbeth. 19.—Recital of A
Midsummer Night’s Dream. 20.—-Recital of Othello. 21.—Re
cital of Romeo and Juliet. 22.—Recital of As You Like It.
23.—Lecture on Milton’s Paradise Lost, with Recitals. 24.—Lec
ture on the Life, Times, Genius, &c., of Milton. 25.—Recital of
J. S. Knowles’ Hunchback. 26.—Recital of Sir Edward Bulwer
Lytton’s Lady of Lyons. 27.—Lecture on Addison, with Selec
tions from his Works. 28. Recital of Lillo’s Fatal Curiosity.
29.—Comic Entertainment, Mr. Snipe’s Evening Party; or.
Speech Making, introducing 16 amusing Characters (Artis).
Berridge, Fred., F.R.S.L., F.C.L., M.C.P., Winchester House,
Winchester Road, Adelaide Road, St. John’s Wood, N.W.
Readings.—1.—The Plays of Shakespeare. 2.—The Poets ;
Selections, Grave and Gay. 3.—The English Wits and Humour
ists. 4.—Prose Readings from Dickens, Thackeray, Goldsmith,
Addison, &c.
5.—The Poets and Poetry of America, with
selections. 6.—The Art of Reading Poetry, with selections. 7.
—The Lady of Lyons. 8.—Mary Barton, in four chapters.
Lectures.—9.—Two sides of a Picture. 10.—Some Friends of
Mine (a new Entertainment). 11.—Literary Imposters. 12.—
�(
6
)
Frederick the Great at Home. 13.—Men who have Risen. 14.
—Popular Hallucinations.
15.—The Pilgrim Fathers. 16.—
Travelling; Past, Present, and Future. 17.—China and China
men. (The three preceding Illustrated). 18.—Life Portraits,
drawn by Charles Dickens. 19.—Sheridan ; Dramatist, Orator,
Statesman, and Wit. 20.—The Life of Chatterton.
Illustrated with Dissolving Views.—21.—The Orbs of Heaven.
22.—The Crust of the Earth. 23.—Historical Sites. 24.—Some
more Friends of mine, part 2. 25.—Loose Pictures from the
Book of Nature. 26.—A Few Words about Many Places. 27.—
The Land of Promise.
Christmas, Rev. Henry, M.A., F.R.S., Late Professor of
British History and Archaeology in the Royal Society of
Literature, Member of the Royal Academy of Archoeology of
Madrid, Member of the Imperial Society of Antiquaries of
the Morini, §c., §c., §c., 3, Danes Inn, Strand, W.C.
1.—The Moorish Cities of Spain (2 lectures). 2.—Turkey
and the Turks f2 lectures). 3.—Venice, Florence, and North
Italy. 4.—Greece and her Islands. 5.—Portugal and the
Portuguese. 6.—The Balearic Islands. 7.—Piedmont and the
Piedmontese. 8.—The Dutch and their Doings. 9.—A Visit to
the Seven Churches in Asia. (The above-named Lectures contain
the results of personal observation, and narratives of personal
adventure.^ 10.—Popular Superstitions (2 lectures). 11.—Phren
ology (3 lectures).
12.—The Philosophy of Wit and Humour.
13. — Wellington.
14. — Napoleon I.
15. — Napoleon III.
16.—Nicholas I. of Russia. 17.—The Inquisition. 18.—A
Lecture on “ Half-a-Crown.” 19.—Popular Superstitions, illus
trated by the Poets (2 lectures).
20.—The Literature of Greece,
Rome, Italy, and Spain (4 lectures). 21.—The Ocean and its
Phenomena. 22.—Life among the Patriarchs. 23.—Life among
the Assyrians. 24.—Life among the Egyptians. 25.—Progress
of the Fine Arts. The following 53 Lectures have been delivered
before the Royal Society of Literature:—26.—Historic and
Philosophic Romance (8 lectures). 27.—Archaeology (15 lec
tures). 28.—Historical Lectures on the period from 1640-1660
(8 lectures). 29.—Pioneers, of the English Mind (8 lectures).
30.—The Dramatic Histories of Shakespeare (14 lectures).
These last-named Lectures are illustrated by copious Readings from
the above Plays, their object being to exhibit the Great Bard as also
the Great Historian ; to note the mode in which he developes the
character and policy of those Sovereigns whose lives he has made
the subjects of his wondrous dramas, and to observe how, while
occasionally varying from the letter, he keeps ever true to the
spirit of the reign.
�(
?
)
Lectures on the Elements of Science, illustrated by Diagrams.
-—31.—Mechanics (2 lectures). 32.—Optics (2 lectures). 33.—
Astronomy (4 lectures). 34.—Geology (5 lectures). 35.—Physio
logy (3 lectures). 36.—Hydrostatics (2 lectures). 37.—Pneumatics
and Acoustics (2 lectures). 38.—Electricity and Magnetism (4
lectures). 39.—Chemistry (4 lectures).
Crawford, Robert, 46, Sloane Square, Chelsea, S.W.
Lectures upon Historical and Biographical subjects. Readings
of 1.—Lord Byron’s Drama of Manfred. 2.—The History of
Little Nell (from Dickens’ Curiosity Shop). 3.—Macbeth.
4.—Othello. 5.—Selections from the best Poets and Prose
writers, including Shakspeare, Milton, Byron, Scott, Macaulay,
Hood, Poe, Ingoldsby, Tennyson, Jerrold, Dickens, Thackeray,&c.
Denman, T. J., formerly Lecturer in Chemistry and Physical
Science in the National Society's College of School-Masters,
Battersea, St. Mark's College, Chelsea, §c., §c., Hortulan
House, Upper Church Street, Chelsea, S.W.
Chemistry.-— Courses of 3, 5, or 10 Lectures on 1.—The NonMetallic Elements. 2.—The Chemistry of the Metals. 3.—
Organic Chemistry, chiefly in relation to Common Life. 4.—
Agricultural Chemistry and Theory of Manures.
Single Lectures on the following subjects5.—The Study of
Chemistry. 6.—Chemistry, Botany, and the Microscope. 7.—
The Chemical History of the Gaseous food of Animals and Plants.
8.—Explosive Compounds. 9.—Combustion. 10.—Respiration.
Electricity and Magnetism.—3 or 5 Lectures on 11.—Electri
city. 12.—Galvanic Electricity. 13.—Magnetism. 14.—Elec
tricity.
. Botany.—15.—Economic Botany ; its importance in Common
life ; Means of acquiring a practical Knowledge of Plants.
Geology.—16.—Elements of Geology and Mineralogy, and
applications in the Arts, Sciences, and Manufactures.
Physiology.—17.—Physiology and Physiological Chemistry.
(The whole of the Lectures will be fully illustrated; those
on Chemistry and Electricity by numerous brilliant experiments
on a large scale, and by diagrams. The Physiological and Bota
nical Lectures by life-size drawings, Specimens, and microscopic
demonstrations of the circulation of blood, sap, &c., &c. Those
on Geology and Mineralogy by specimens, diagrams, and experi
ments on the properties of minerals).
�(
8
)
Dexter, Thomas E., Member of the Society of Arts, Royal
Military Asylum, Chelsea, S.W.
Illustrated Lectures.—1.—The Crusades and the Crusaders;
showing the Rise, Progress, and Results of these Remarkable
Events. 2.—The Castles and Abbeys of the United Kingdom;
with various Cathedrals, Halls, Manor Houses, and other places of
interest, with appropriate Illustrations of the most Remarkable
Scenes and Events connected with them in English History.
3.—Scenes in Many Lands; or, All Round the World: a Series
of Photographic and other Views of Various Places rich in
historic interest. 4.—Japan and the Japanese; illustrating, by
means of a Series of first-class Pictures, the Physical Features,
Natural Productions, Manufactures, Form of Government, Reli
gion, Public and Domestic Life, Mode of Dress, Amusements,
and many of the most important Cities of this remarkablyinteresting nation. 5.—The Progress of Arctic Discovery, part I.;
an Account of the Efforts made to discover the North-west
Passage, during the Voyages of Davis, Hudson, Bylot, Baffin,
Parry and Ross, Dease and Simpson, with interesting Dioramic
Effects illustrative of the peculiar Phenomena of those Regions.
6.—Footprints of Franklin, part II.; or, the History and Fate of
the Franklin Expedition, with interesting Episodes connected with
the Discoveries of Austin, Collinson, Pim, M‘Clure, M‘Clintock,
and others. (The two preceding Lectures can be given with Maps
and Diagrams, or with Dissolving Views.) 7.—The British
Soldier; a Descriptive Account of Scenes and Incidents of
distinguished and conspicuous gallantry, of dashing intrepidity,
and heroic self-devotion, performed by the British Soldier in the
presence of the Enemy in various parts of the World. 8.—Geo
graphical Discoveries in Africa, from the earliest period to the
present time, including those of Dr. Livingstone, and Captains
Burton, Speke, and Grant. 9.—Natural Phenomena; or, a
Description of various Wonders in Nature. 10.—Astronomy;
illustrated by a series of Movable and other Diagrams, descriptive
of Celestial Phenomena. (These Lectures will be illustrated by
magnificent Dissolving Views, executed in the highest style of art,
and combining beauty of design and accuracy of detail, brilliantly
illuminated by the Oxy-hydrogen Light, and each Scene beauti
fully displayed with Stereoscopic reality on a large surface of
Canvas.)
Natural History.—11.—Economic Botany; or, Plants and
their Uses, showing some of the ways in which Plants are useful
to Man for Food, Medicine, Manufactures, and Articles of Luxury.
Copiously illustrated by a series of Diagrams, explanatory of
Vegetable Physiology, and also by a collection of Natural Sub
�stances (without the Lantern). 12.—On the Application of
Animal Substances to Industrial Life. Part I.—The Invertebrate
Animals. 13.—Part II.—The Vertebrate Animals. Each Lec
ture, complete in itself, will be illustrated by a series of beautiful
Diagrams, showing at one view a general Classification of the
Animal Kingdom, and also by a large collection of actual
Specimens derived from its various divisions and classes.
Syllabus of each Lecture forwarded on application.
Fairbairn, Angus, and The Misses Bennett, 29, Guildford
Road, Greenwich, S.E.
Scottish Musical Entertainments, given in Highland costume.
Pianist, Miss E. Bennett. 1.—A Nicht wi’ Burns, introducing
the best known and most admired of his Songs, with a Biographical
Sketch. 2.—A Second Nicht wi’ Burns. 3.—Bonnie Prince
Charlie; or, The Hero of ’45, with Selections from the heart
stirring Jacobite Melodies. 4.—The Songs o’ A.uld Lang Syne,
Humourous, Domestic, and Heroic. 5.-—Musical Comparisons,
comprising Selections from the works of the popular Song Poets
of Great Britain and Ireland. 6.—Whistle Binkie; or, The
Piper of the Party. 7.—In preparation, a New Character Enter
tainment, entitled, The Amateurs.
Fearn, Joseph, Lecturer to the Crystal Palace, $c., Phoenix
Fire Office, Lombard Street, E.C., and 3, Albion Square,
Dalston, N.E.
1.—The History of British Poetry from the earliest Times to
the present (a Course). 2.—The Romance of History (2 lectures).
3.—An Evening with Washington Irving. 4.—Sir Walter Scott.
5,—Coleridge. 6.—Oliver Goldsmith. 7.—Longfellow, the Poet.
8.—Longfellow, the Novelist. 9.—Two Evenings with Charles
Mackay, the Poet of Progress. 10.—An Evening with Eliza
Cook, the People’s Poet. 11.—Two Evenings with Cowper.
12.—Uncle Tom’s Cabin (2 lectures). 13.—The Courtship of
Miles Standish and the Pilgrim Fathers (2 lectures). 14.—The
Poets of America. 15.—The Novelists of America. 16.—Popular
Blunders. 18.—Readings from Enoch Arden, &c., &c.
Harrison, Rev. Charles, 9, St. Ann’s Gardens, Haver
stock Hill, N.W.
1.—Ancient Wardour and its Siege; a Wiltshire Tale of the
Olden Time. 2.—Beckford of Fonthill; a Biographical Sketch,
with Notices of Fonthill Abbey and its Fate. 3.—Longleat and
its Associations. 4.—The Hungerford Family; or, Greatness in
Desolation. (A.11 the preceding specially adapted to Wiltshire.)
�(
10
)
5.—The Druidical System of Ancient Britain, in its Secular and
Religious aspects. 6.—Relic Worship. 7.^-Prince Albert; his
Personal Character, his Home Relationships, and his Public
Influence. 8.—■•■The Oracles of God; their Inspiration, Authen
ticity, &c. 9.—The Power of Knowledge. 10.—The Moral and
Spiritual. Improvement of Young Men, the Claim of the Times.
IL—India, in its Peoples, Religion, and Morals.
12.—St.
Columba, and the Culdees of Iona.
Hitchens, Rev. J. Hiles, F.R.S.L., F.C.L., and Member of the
Council; Author of “ Words from the Watchtower,” $c., $c.;
Minister of Peckham Rye Church; 1, Albion Villas, Linden
Grove, Peckham Rye, S.E.
1.—The Tower of London. 2.—A Stroll in the Strand.
3. —A . Sail, on the Thames.
4.—The Human Face. (The
preceding with pictorial illustrations.) 5.—Our Merry Men (with
amusing quotations). 6.—The Merry Monarch; his Life and
Times.
7.—Oratory and Orators. 8.—Hymns and Hymn
writers. 9.—Readings from Eminent Poets.
Inglis, Mrs. Bessie, 395, City Road, E.C.
1.—The Influence of Woman. 2.—The Life of Mrs. Elizabeth
Fry. 3.—Isabella of Castile. 4,—Mothers of Famous Men.
5.—Wives of Famous Men. 6.—Self-Cultivation. 7.—The Law
of Kindness. 8.—An Evening with the Women Poets. 9.—
Readings from the Modern English Poets. 10.—An Evening
with Elizabeth Barrett Browning. 11.—An Evening with
American Poets. 12.—-Readings from the Older English Poets.
Jones, Charles Theodore, of the Chamber of London, Guildhall, formerly Secretary of the Working Mens Educational
Union, 23, Brunswick Crescent. Cold Harbour Lane, Camber
well, S.
Illustrated Lectures.—1.—-Homes and Firesides. 2. Travel
ling in the “ Good Old Times.” 3.—Life in Australia (2 lectures).
4. —London in the Days of Old (2 lectures). 5.—Nineveh, the
Buried City.
6.—The Wonderful Book.
7.—Harmony of
Science with Revelation. 8.—The Air we Breathe. 9.—The
Clothes we Wear. 10.—Sleep and Dreams. 11.—Thoughts not
Thought of. 12.—Sights and Sounds. 13.—Light and Colours.
14.—Marvels of the Microscope. 15.—Wonders of the Telescope.
16.—Language of the Skies (4 lectures). 17.—The War in
America. 18.—The Pilgrim’s Progress. 19.—The Reformation
in England. 20.—The Pilgrim Fathers, 21,--The Sources of
England’s Greatness,
�(
n
)
Mr. Jones can undertake distant tours (i.e. beyond 70 miles
from London) only in Christmas week, Easter week, Whitsun
week, and the month of September. Lectures at any places
within 70 miles from London at all periods of the year.
Kinkel, Gottfried, Ph. D., F.R.G.S., Examiner of German to
the University of London,23, Blomfield Road, Maida Hill, W.
Literature.—1.—On the method of studying German Language
and Literature. 2.—German Literature of the past century
(3 lectures, separable). 3.—German Literature during the last
fifty years (4 lectures, separable).
2.—History and Geography.—-4.—On the method of teaching
Geography in Ladies’ Schools. 5.—On the History of Germany
since the year 1848 (3 lectures). 6.—Physical and Political
Geography of Italy. 7.—The United States (3 or 4 lectures).
8.—Australia (2 or 3 lectures).
History of the Fine Arts.—9.—How much of Art School Chil
dren should be taught. 10.—On the Origin of Art. 11.—On
the Difference and Relation of the seven Sister Arts. 12.—On
Sculpture, with reference to the Collections in the British Museum
and the Crystal Palace (3 lectures). 13.—Ancient Art (8 lectures,
separable). 14.—Mediaeval and Modern Art (8 lectures, separa
ble).
All the Lectures on Art are illustrated by numerous
Diagrams, Drawings, and Engravings.
Lisle, the Misses, Taunton.
Readings from Shakespeare and other Plays, and Miscellaneous
Pieces.
Long, Alfred, from the Royal Polytechnic Institution, 3, Ayles
bury Terrace, Walworth, S.
1.—His New Invention, the Patent Metabolical Machine and
its Uses, with regard to the New System for the acquisition of
Languages without the use of books; for the Composition of
Music; for the attainment of the art of Shorthand Writing,
Arithmetic, Evening Amusements, &c. &c. Music composed by
the Machine during the Lecture will be performed by Dr.
Bennett Gilbert.
Plumptre, Charees J., Barrister-at-Law, Professor of Rhetoric
and English Literature at the Crystal Palace School of Art,
and Lecturer on Elocution, Oxford and London, §c., 19, Rus
sell Place, Fitzroy Square,W., and Essex Court, Temple, E.C.
Poetical Lectures.—1.—Life andWritings of Chaucer. 2.—Spen
ser, 3,—-Shakespeare, 3.—-Milton, 5,-—Dryden, 6.—Pope,
�(
12
)
Literary and Biographical Lectures.—7.—The Theory and
Practice of Elocution in reference to Professional and Public
Life (6 lectures). 8.—The Life and Character of Edmund Burke.
9-—The Oratory of Edmund Burke. 10.—The Life and Writings
of Talfourd.
11.—The Life and Times of Washington.
12.—Cardinal Richelieu.
13.—Cardinal Wolsey. 14.—The
Poetry of the Hebrews and other Eastern nations. 15.—The
Doubtful Plays of Shakespeare (2 lectures). 16.—The Oratory
of the Pulpit, the Senate, and the Bar (3 lectures). 17.—Daniel
Webster and his Speeches at the American Bar. 18.—Nature
and her Marvels; the Heavens, the Earth, the Sea, the Air (4
lectures). 19.—Readings from the Great Dramatists, Poets and
Humourists of England and America.
Musical Lectures.—The Great Composers.—20.—The Life
and Compositions of Matthew Locke. 21.—Handel. 22.—Beet
hoven. 23.—Haydn. 24.—Mozart. 25.—Weber. 26.—Mey
erbeer. 27.—Mendelsohn.
(In the foregoing Lectures Mr.
Plumptre is assisted in the Musical Illustrations by Frederic
Kingsbury, Esq., P. E. Van Noorden, Esq., Madlle. Van Noorden,
and other eminent artists).
Simpson, Joseph, Secretary of the College of Lecture^ and
Editor of “ The Institute and Lecturers’ Gazette,”
ec Institute” Office, Edgware, N.W.
1.—Mechanics* Institutes and similar Associations; their
Origin,. History, and Objects.
2.—Lectures, as Means of
Acquiring Knowledge. (Especially adapted for the commence
ment of a Course of Lectures in connection with a Mechanics’ or
Working Men’s Institution). 3.—Science and Religion, their
Connection and Mutual Influence.
(Especially adapted for
Young Men’s Christian Associations). 4.—Popular Superstitions ;
their Nature, Causes, and Remedies.
5.—Ghosts and Appari
tions ; are they Real or Imaginary ? 6.—Instinct and Reason.
7.—Christmas; its Customs, Legends, Pastimes, and Superstitions.
(A Holiday Lecture for Scholastic Establishments). 8.—Alfred
the Great; his Life, Character, and Times. 9.—Henry the
Eighth and his Six Wives. (Photographs of each, from original
Paintings by Holbein, in Windsor Castle, will be exhibited.)
Cardinal Wolsey; his Life, Character, and Times. 10.—The
Reformation. (Especially adapted for Young Men’s Christian or
Protestant Associations.)
11.—John Howard; his Life and
Labours. 12.—Old English Sports and Pastimes; or, The
Amusements of our Forefathers. 13.—“ The Good Old Times;”
or, Glimpses of our Ancestors. 14.—“ The Times we Live in;”
or, a Glance at Ourselves. 15.—Money; its Antecedents, History,
Uses, and Abuses.
�(
13
Illustrated Lectures.—16.—London and London Life in Olden
Times. 17.—The Habitations of Mankind. 18.—-Travelling in
our Forefathers’ Style and Our Own. 19.—The Bible under
many Phases. (Especially adapted for Young Men’s Christian
Associations.) 20.—The History of Printing. 21.—The News
paper Press.
Syllabus of each Lecture, with Testimonials and Opinions of
the Press, upon application.
Smith, Rev. W. Hickman, 3, Grove Villas, Penge, S.E.
Lectures, Orations, Readings, and Recitals.
I. —Literary Subjects.—1.—The Creations of Charles Dickens.
2.—A Saunter in the By-ways of Literature. 3.—Verbal Curi
osities ; or, Pictures of Men and Things laid up in Words.
4.—An Hour with eminent American Writers. 5.—Characteristics
of English Oratory.
II. —Biographical Subjects.—6.—Daniel Defoe. 7.—Thomas
Carlyle. 8.—Shakspere; Poet, Humorist, Philosopher, Teacher.
9.—The Apostle Paul. 10.—Living British Statesmen. 11.—
Napoleon the Third. 12.—Charles Lamb ; Poet and Essayist.
13,—Douglas Jerrold.
III.—Historical Subjects.—14.—Hogarth’s Pictures, as illus
trating his Times, 15.—Some Chapters of Domestic Romance
from the Records of Great Pamilies. 16.—English Social Life at
three Epochs, 1565, 1665, and 1765; or, How and Where our
Fathers lived.
IV. —Social Subjects.—17.—People I have Met; or, Verbal
Sketches of Modern Society. 18.—Popular Errors and Supersti
tions. 19.—Life Portraits, drawn by Popular Writers. 20.—
Sketches of Life and Character, by Modern Authors. 21.—Traits
of American Life and Humour.
V. —Poetical Subjects.'—22.—Living British Poets, with Critical
Notices and Specimens. 23.—The Poets of America. 24.—Poets
of the Day; English, Colonial, American. 25.—Modern British
Ballads and Lyrics. 26.—Poets of the People.
VI. —Humorous.—27.—An Evening with Charles Dickens.
28.—English Wits, Humorists, and Satirists. 29.—Representative
Men and Women, sketched by Modern Humorists. 30.—Types
of Character, drawn by Modern Humorists. 31.—Modern
Portraitures by Eminent Humorists. 32.—Manners and
Customs of ye Englyshe, described by the Humorists. 33.—An
Evening with some less-known Wits and Humorists.
VII. —Readings.-—34.—Poetical, Descriptive, and Humorous
Readings, 35.—Readings for Christmas-tide,
�Smith, W. Seymour, 4, Mill Street, Conduit Street, Hanover
Square, W.
J.—New Monologue, Thoughts of the Past, Grave and Gay,
Lively and Severe, with Vocal and Instrumental Illustrations, by
Mr. Seymour Smith. 2.—Popular Entertainment, Music, Past
and Present, ditto, by Mr. and Mrs. Seymour Smith. 3.—Inter
esting Lecture, The Influence of Music on the Human Mind,
ditto, ditto.
Tyler, Moses Coit, M.A., F.C.L., M.C.P., care of W.
Tweedie, Publisher, 337, Sfrand, W.C.
1.—The Orators and Oratory of America. 2.—American Wit
and Humour. 3.—The Pilgrim Fathers of New England. 4.—
Richard Brinsley Sheridan. 5. — Gymnastics, Ancient and
Modern. 6.—Muscular Ethics. 7.—The Empire of Popular
Song. 8,—Abraham Lincoln, the Martyr President.
White, W. H., M.B.S., F.C.L., &c., care of Mr. Joseph Simpson,
Secretary to the College of Lecturers, Edgware, N.W.
1.—Astronomy. 2.—Physical Geography. 3.—The Atmos
phere, and other popular branches of Physical Science. Illustrated
by a unique series of brilliantly-illuminated pictorial and other
diagrams, experiments, &c. (courses of 4 elementary lectures each).
4.—Volcanoes and Earthquakes (2 or 3 lectures), illustrated by a
Model Volcano in action. 5.—The Beauties of the Heavens.
6.—The Wonders of the Earth. 7.—Atmospheric Electricity.
8.—A tour among the Stars. 9.—An hour with the Astronomers,
and other popular Scientific subjects.
�)
15
WI4 of
Name.
London provinces provinces provinces Scotland Scotland
& Ireland & Ireland
and
page within 3 nights, 5 nights, 10 nights 4 nights, 8 nights,
each
each
each
each
each
20 miles
Artis, G. L...........
5
£ s. d. £ s. d. £ s, d. £ s. d. £ s. d. £ s. d.
5 5 0 6 6 0 5 5 0 5 5 0 6 6 0 6 6 0
Berridge, Fred...
5
3
Christmas, Rev. H.
6
Crawford, R.........
7
3
0 0 3
Denman, T. J. ..
7
5
5
Dexter, T. E........
8
Forward ed upon applicati on
Fairbairn, Angus
9
Accord ing to cir cumstan ces
Fearn, Joseph ..
9 2
Harrison, Rev. C.
9
3
0 5
5
0 3
3
0
Accord ing to ag reement
2
0
0
0 2 12
Special
0 3
6 2
6
0 3
3
0 2 12
6
3
0 5
5
0 4
4
0
5
0 4
4
0
arrange ments
3 0
Subject to mutu al arrang ement
Hitchens, RevJ.H. 10 3 3
0 4
4 0 3 13
Inglis, Mrs. Bessie 10 3
0 4
4
0 3 3 0 3 3
0 5
Jones, 0. T........... 10 2' 2 0 3
3
0 2 2
0
3
Kinkel, Dr...........
11
11
0 2
2
Subject to arran gement
Lisle, the Misses
6 3
Open to arrange ment
Long, Alfred .... 11
7 7
0
Plumptre, 0. J... 11
5
5
0 5
5
0 4
12 3
3
0 4
4
Smith, Rev. W.H. 13 3
3
0 4
Smith, Seymour.. 14 4 4 0 3
(with Mrs. Smith)
Tyler, Moses Coit 14 3 3 0 4
Simpson, Joseph
White, W. H.........
14 2 2
0 3
0 3 3
0 5
5
0 4
4
0
0 3 13
6 3
3
0 5
5
0 4
4
0
4
0 3 13
6 3
3 0 5
5
0 4
4
0
3
0 3
0 7
7
0 6
6 0
4
0 3 13
6 3
0 5
5
0 4
4
3
0 2 10
0 2 2
4
3 0 3 3
3
0
0
*** This Scale refers, not necessarily to a Series of Lectures in the same place, but to one in the
same district; it being understood that the charges to each Institute for a single Lecture are as stated. Each
Lecturer reserves the option of declining, or of naming a higher Fee, if there be not a sufficient number of
applications from the same locality.
��
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Victorian Blogging
Description
An account of the resource
A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
Creator
An entity primarily responsible for making the resource
Conway Hall Library & Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
Publisher
An entity responsible for making the resource available
Conway Hall Ethical Society
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Pamphlet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
College of Lecturers
Creator
An entity primarily responsible for making the resource
College of Lecturers
Date
A point or period of time associated with an event in the lifecycle of the resource
[n.d.]
Identifier
An unambiguous reference to the resource within a given context
G5685
Description
An account of the resource
Place of publication: [London}
Collation: 15 p. ; 22 cm.
Notes: From the library of Dr Moncure Conway.
Publisher
An entity responsible for making the resource available
[College of Lecturers]
Subject
The topic of the resource
Education
Rights
Information about rights held in and over the resource
<img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /><br /><span>This work (College of Lecturers), identified by </span><span><a href="https://conwayhallcollections.omeka.net/items/show/www.conwayhall.org.uk">Humanist Library and Archives</a></span><span>, is free of known copyright restrictions.</span>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
English
Conway Tracts
Education
-
https://d1y502jg6fpugt.cloudfront.net/25778/archive/files/fe6781239e469b8c124f6e600cdde962.pdf?Expires=1773878400&Signature=E%7ESA37YtAlgNUpTncsy1J2G%7E4B6K9%7Ea-PZml5wOlJEWN3VorJCBtYcJdJ7CMWGKy1Yfk0%7EEgbvJuDMqkum0%7EmKBfRFF360XyxMJJqDUE1Rsn5havDVjepvFPjHtTh51veL1zUEEzDNlkozJ9FURi7U7Dwu15bsji0izeFk8zjKCfQQPFqn525LyMKXFLjCIUGqKSH%7EnO%7E8172VPqKSI%7ErmxgKIKTyD63a37W0Jy9U9Qvmdy4SFWre-vSHdgUFdwg8Sffa6F6feHZZ908nXMaNcUEUiB6z52Pq1LOhxS8G-e8sz6OhwE9%7EywEbfM1k3VcE8sAKPG8qAsZqhylh-Q8Sw__&Key-Pair-Id=K6UGZS9ZTDSZM
f0a2459e50f0cdad9cd6f9d474eebca1
PDF Text
Text
THE
RELIGION OF CHILDREN
A DISCOURSE, WITH READINGS AND MEDITATION,
given at
SOUTH PLACE CHAPEL,
OCTOBER
2i, 1877,
BY
MONCURE D. CONWAY, M.A.
frige twopence.
�ORDER
1. Hymn 132—
“ Smiles on past misfortune’s brow.”—Gray.
2. Readings, pages 3 to 7.
3. Hymn 180—
“I think if thou could’st know.”—Adelaide Procter.
4. Meditation, p. 8.
5. Anthem 22—
“Gently fall the dews of eveP—Saralt P. Adams.
6. Discourse, p. 9.
7. Hymn, 191 —
“ Oh yet we trust that somehow good
Will be the final goal of ill. ”—Tennyson.
8.
Dismissal.
�HYMN 132.
READINGS.
HEBREW PROVERBS.
My son, if base men entice thee,
■Consent thou not.
Walk not in the way with them :
Keep back thy foot from their paths :
Tor their feet run to evil.
.'Surely in vain the net is spread,
In the sight of any bird ;
But these lay snares for their own lives.
.Such are the ways of everyone greedy of gain;
The life of those addicted to it, it taketh away.
Because they hated knowledge,
Therefore they shall eat of the fruit of their own way,
And from their own counsel they shall be filled.
T’or the turning away of the simple shall slay them,
And the carelessness*of fools shall destroy them.
�4
ORIENTAL FABLE.
The learned Saib, who was entrusted with the education of the
son of the Sultan Carizama, related to him each day a story.
One day he told him this from the annals of Persia
“A magi
cian presented himself before King Zohak, and breathing on his
breast, caused two serpents to come forth from the region of the
king’s heart. The king in wrath was about to slay him, but the
magician said, ‘ These two serpents are tokens of the glory
of your reign. They must be fed, and with human blood. Thisvon may obtain by sacrificing to them the lowest of your people ;
but they will bring you happiness, and whatever pleases you isjust.’ Zohak was at first shocked ; but gradually he accustomed
himself to the counsel, and his subjects were sacrificed to the
serpents. But the people only saw in Zohak a monster bent on
their destruction. They revolted, and shut him up in a cavern
of the mountain Damarend, where he became a prey to the two
serpents whose voracity he could no longer appease.
“ What a horrible history ! ” exclaimed the young prince, when
his preceptor had ended it. “ Pray tell me another that I can
hear without shuddering.” “ Willingly, my lord,” replied Saib.
“ Here is a very simple one :—-A young sultan placed his confi
dence in an artful courtier, who filled his mind with false ideas of
glory and happiness, and introduced into his heart pride and volup
tuousness. Absorbed by these two passions, the young monarch
sacrificed his people to them, insomuch that in their wretchedness
they tore him from the throne. He lost his crown and his
treasures, but his pride and voluptuousness remained, and being
now unable to satisfy them, he died of rage and despair.” The
young prince of Carizama said, “ I like this story better than theother.” “ Alas, prince,” replied his preceptor, “itis neverthelessthe same.”
�5
FROM “THE SPIRIT’S TRIALS.”
By J. A. Froude.
A TALENT, of itself unhealthily precocious, was most unwisely
pushed forward and encouraged out by everybody—by teachers
Ld schoolmasters, from the vanity of having a little monster to
display as their workmanship; by his father, because he vms
anxious for the success of his children in life, and the quicker
they <mt on the better : they would the sooner assume a position
It had struck no one there might be a mistake about it. Tw one
could have ever cared to see even if it were possible they migat,
or five minutes’ serious talk with the boy, or to have listened to
his laurh, would have shown the simplest of them that t rey we. e
but developing a trifling quickness of faculty ; that the powe
which should have gone for the growth of the entire rec
bein-directed off into a single branch, which was su ed g
disproportioned magnitude, while the stem was quietly decaying.
L to the character, of the entire boy-his temper, dispos tion, health of tone in heart and mind, all that was presumem
It made no show at school exhibitions, and at east due dy
assumed no form of positive importance as regarded after
So this was all left to itself. Of course, if a boy knew half the
Iliad by heart at ten, and had construed the Odyssey through a
eleven, all other excellences were a matter of course. . .
was naturally timid, and shrunk from all the amusements and
Xes of other boys. So much the better : he would keep to his
books
He was under-grown for ms age, infirm, an un
healthy'"and a disposition might have been observed in him
even then in all his dealings with other boys and with Ins master
X evade difficulties instead of meeting them-a feature whi
should have called for the most delicate handling, anc uou
have far better repaid the time and attention which were w
�6
in forcing him beyond his years, in a few miserable attainments,
. . In a scene so crowded as this world is, or as the little world
of a public school is, with any existing machinery it is impossible
to attend to minute shades of character. There is a sufficient
likeness among boys to justify the use of general, very general
laws indeed. They are dealt with in the mass. An average
treatment is arrived at. If an exception does rise, and it happens
to disagree, it is a pity, but it cannot be helped. “Punish,” not
“prevent,” is the old-fashioned principle. If a boy goes wrong,
whip him. Teach him to be afraid of going wrong by the pains
and penalties to ensue—just the principle on which gamekeepers
used to try to break dogs. But men learned to use gentler
methods soonest with the lower animals. As to the effects of the
treatment, results seem to show pretty much alike in both cases ;
but with the human animal an unhappy notion clung on to it,
and still clings, and will perpetuate the principle and its disas
trous consequences, that men and boys deserve their whipping,
as if they could have helped doing what they did in a way dogs
cannot. . . It would be well if people would so far take
example from what they find succeed with their dogs, as to learn
there are other ways at least as efficacious, and that the desired
conduct is better if produced in any other way than in that. . .
On the whole, general rules should have no place in family
education. It is just there, and there perhaps alone, that there
are opportunities of studying shades of difference, and it should
be the business of affection to attend to them. When affection
i s really strong, it will be an equal security against indulgence
and over-hasty severity. . . .
I take it to be a matter of the most certain experience in
dealing with boys of an amiable, infirm disposition, that exactly
the treatment they receive from you they will deserve. In a
general way it is true of all persons of unformed character who.
�7
Come in contact with you as your inferiors, although with men it
cannot be relied on with the same certainty, because their feel
ings are less powerful, and their habit of moving this way or that
wZy under particular circumstances more determinate. But with
the very large class of boys of a yielding nature who have very
little self-confidence, are very little governed by a determined
will or judgment, but sway up and down under the impulses of
the moment, if they are treated generously and trustingly, it
may be taken for an axiom that their feelings will be always
strong enough to make them ashamed not to deserve it. Treat
them as if they deserved suspicion, and as infallibly they soon
actually will deserve it. People seem to assume that to be
governed by impulse means, only “ bad impulse,” and they
endeavour to counteract it by trying to work upon the judg
ment, a faculty which these boys have not got, and so cannot
possibly be influenced by it. There never was a weak boy yet
that was deterred from doing wrong by ultimate distant con
sequences he was to learn from thinking about them. It is idle
to attempt to manage him otherwise than by creating and foster
ing generous impulses to keep in check the baser ones. And
the greatest delicacy is required in effecting this. It is not
enough to do a substantial good. Substantial good is Oiten diy
or repulsive on the surface, and must be understood to be
valued ; just, again, what boys are unable to do. . . Strong
natures may understand and value the reality. Women, and
such children as these, will not be affected by it, unless it shows
on the surface what is in the heart. Provided you will do it in
a kind, sympathising manner, you may do what you please with
them ; otherwise nothing you do will affect them at all.
HYMN iSo.
�8
MEDITATION.
As we gather to-day, apart from the conventional world of
worshippers, we are still between those vast realms of moral
good and evil which are reflected in all human consciousness.
Beneath, stretches that abyss which human imagination has
peopled with demons and devils, and the manifold tortures of
souls in eternal pain and despair ; above, the fair realms of joy
with its spirits of light, angels, cherubim and seraphim. But
these are all within each of us. All those demons mean only
hearts sunk low in selfishness ; all those angels mean hearts
raised high in burning love. Not mean or poor is any lot which
gives room to deny self, to put all self-seeking passions under
foot, to ascend by the ardour and spirit of love. There is the
grand conflict between angel and demon waged, the struggle
between light and darkness, and there the victory is being won.
Great is love 1 Whether it sends its sweet influence through a
community or a home, whether it is saving a world or a heart,
great and divine is love! For it closes over and hides
the dark region of guilt and baseness within us, it quickens the
mind and expands the heart to their fulness of life. In each
heart are the two doors—one opening downward to the pit of
selfishness in all its forms, one opening upwards to the purest
joys ; and it is when we give all to the spirit of Love that the
hell is for ever conquered, and we build around us henceforth our
eternal heaven.
ANTHEM 22.
�THE RELIGION OF CHILDREN.
In some respects the child living in the present age
finds its lines fallen in pleasant places. It is not, like
its ancestors, tortured with nauseous drugs, nor so
much with the rod. The clergyman no longer pro
nounces over the babe at baptism, as he once did,
“ I command thee, unclean spirit, that thou come out
of this infantnor delivers it up to be dealt with as
if its natural temper and will were efforts of the unclean
spirit to get back again. In Iceland the old people
account for elves by saying that once when the Al
mighty visited Eve after the fall, she kept most of her
children out of the way because they were not washed;
on which these were sentenced to be always invisible,
were turned into elves, and became the progenitors of
such. But we are beginning to be more merciful than
that even for the unwashed, and have gone a consider
able way towards humanising them and making them
presentable.
�Id
As to their literary culture and entertainment, there
were probably more good and attractive books for
children published in the last ten years than in the
whole of the last century. Many of the finest writers
of our generation—Dickens, Thackeray, Hawthorne,
Kingsley—the list would be long—have rightly thought
it a high task of genius to write books for children.
But in religious matters the children can hardly be
congratulated on the age upon which they have fallen.
The child is a piece of nature—physical, mental, moral
nature. Heaven and earth meet in it; the laws of
reason are in its instincts as well as zoologic laws;
and these harmonise in it. The child is a unit. Con
science is for a time external; it knows good and evil
in the parental conscience, not in itself. There is no
divorce between the two kinds of goodness—what
is good for eye and mouth, and what is good, for the
soul. There is no fruit inwardly forbidden. Confucius
said 11 Heaven and earth are without doubleness,’’ but
Hebrew Scriptures say God has made all things double
—one is set against the other. Our theology has been
largely evolved out of this Hebraism, but our children
live morally in that primitive age which cannot realise
profoundly any dualism. The child, therefore, lives in
a heaven and earth without doubleness; if its parent
only consents to a thing, it feels no misgiving; but it
is early introduced to a religion full, not only of double-
�II
ness, but of duplicity. It is the gangrene of our
age that it says one thing and means another; professes one thing and believes another; and nearly
.
every child, taught any religion at all, is taug t mgs
incongruous. I used, in childhood, to wonder about
the meaning of that prayer in the Zh Dam,
e
us never be confounded;” but as time went on,
whatever else was obscure, the confusion grew clear.
Not only that old sense of a word which reqmres
philology to explain ; but the sense of every chapter
•n the Bible, every sentence in the Catechism,
requires the interpretation of knowledge and. expe
rience; whilst the sentences being m Eng ,
apparently, the young mind is compelled
p
some meaning into them-a meaning pretty certain
to be wrong—or else be put to confusion It is not,
however, the double tongue of formal teaching wh 1
is worst; the mental confusion is not so bad as the
moral; and there it is impossible to conceive anything
more anomalous than most of the rehg.ous induct o
—so-called—around us. It is the necessity of the
home, the nursery, and of the school, that the c>
should be taught to be forgiving, gentle knd and
never angry or hateful. It is instructed that all
X be «». But just so fast, and so far as
dogmas can be crammed into the child, it is1 asyste
which begins with God’s wrath against the whole
�12
world, and ends with Christ’s damnation of vast
multitudes. A little boy in an American family with
which I am acquainted, being in a passion with his
playmate, declared that he hated him, and never
would see him again. His sister rebuked him, told
him that was very wrong, and not like Christ. “ Christ
never hated and abused others, not even his enemies.”
“No,” said the boy, “but he’s going to.”
It may be that only one boy in many would be
clear-headed enough to say that, but many can feel
what one or none can say. It is impossible that
children can be taught in one breath a vindictive
Christianity and a gentle Christianity—dogmas of
fear and principles of trust—and not imbibe either
muddy waters of confusion or the waters of bitterness,
where they should find only fountains of light and joy.
In one respect the Reformation had an unhappy effect
upon the work of nurturing little children. It trans
ferred the care of “ saving its soul,” as it is called,
from the outside to the inside of a head too small to
manage it. In the Catholic family the drop of holy
water and sign of the cross on the child’s forehead are
alone required; and for many years it is mainly left to a
natural growth; at any rate, not encouraged to grapple
with everlasting problems.
Under the reformed
religion there grew an increasing anxiety as to how
the souls of the children were to be saved; and the
�13
way fixed on was to stimulate strongly its fears and its
hopes.
Luther brought with him a bright children s para
dise from the Church of Rome. Here is his letter to
his son, aged 4 :—•
il Grace and peace in Christ, my dearly beloved
little son. I am glad to know that you are learning
well and that you say your prayers. So do, my little
son, and persevere; and^hen I come home I will
bring home with me a present from the annual fair.
I know of a pleasant and beautiful garden into which
many children go, where they have golden little coats,
and gather pretty apples under the trees, and pears,
and cherries, and plums (pflaumen), and yellow
plums (spillen); where they sing, leap, and are
merry; where they also have beautiful little horses,
with golden bridles and silver saddles. When I
asked the man that owned the garden ‘ Whose are
these children ? ’ he said ‘ They are the children that
love to learn, and to pray, and are pious.’
“ Then I said, ‘ Dear Sir, I also have a son I he is
called Johnny Luther (Hanischen Luther). May he
not come into the garden, that he may eat such
beautiful apples and pears, and ride such a little
horse, and play with these children ? ’ Then the man
said ‘ If he loves to pray and to learn, and is pious,
he shall also come into the garden; Philip too, and
�14
little James; and if they all come together, then they
may have likewise whistles, kettle-drums, lutes and
harps; they may dance also, and shoot with little
crossbows.’
“Then he showed me a beautiful green grass
plot in the garden prepared for dancing, where hang
nothing but golden fifes, drums, and elegant silver
cross-bows. But it was now early, and the children
had not yet eaten. Thereupon I could not wait for
the dancing, and I said to the man, ‘ Ah, dear Sir,
I will instantly go away and write about all of this to
my little son John; that he may pray earnestly, and
learn well, and be pious, so that he may also come
into this garden; but he has an aunt Magdalene,
may he bring her with him ? ’ Then said the man,
(So shall it be ; go and write to him with confidence.’
Therefore, dear little John, learn and pray with de
light ; and tell Philip and James, too, that they must
learn and pray; so you shall come with one another
into the garden. With this I commend you to
Almighty God—and give my love to aunt Magdalene ;
give her a kiss for me. Your affectionate father,
Martin Luther.” (In the year 1530.)
It is plain that the man who wrote that letter was
himself a child. Thunder for the Emperor, lightning
for the Pope, but a shower of rainbows for little
Johnny. But that child’s paradise is now as obsolete
�iS
as the Elysian Fields, or the Indian’s happy hunting
ground There was already a worm amid its blossoms
while Luther described them: for Calvinism was
lurking near, with terrors to blacken not only the earth
but the blue sky. Happily for Johnny, his father was
not logical, else it might have occurred to him that if
prayer and piety were the way to reach the heavenly
garden, they would naturally be the chief occupation
there. But Calvin was logical; and there is no worse
affliction than your logical man when his premisses
are false. Calvinism made heaven into a large Presby
terian assembly, all the children turned to rigidly
righteous elders ; no children there at all. One by one
in the child’s paradise the blossoms fell blighted.
Instead of the dance, behold a Puritan Sabbath school;
instead of plums and cherries, texts and hymns ; cross
bows yield to catechisms ; and the child learned at last
that its heaven was to be a place where congrega
tions ne’er break up, and Sabbaths have no end.
Well, we have measurably recovered from that. . At
least, many well-to-do families have; the Puritan
paradise is one we are generally quite willing to give to
the poor. It is still largely the ragged-school para
dise, and I suspect that endless Sabbath fixes m many
a ragged boy the resolve never to go there. Meanwhi e,
for the children of a happier earthly lot, the fading away
of the little Luther paradise has left them almost none at
�i6
all. Protestantism, with its education, has shot out
into various theories of the future life for grown-up
people. The Reformer hopes for a scene of endless
progress. The Theologian imagines the supreme bliss
of seeing his own doctrines proved true, and his oppo
nents’ all wrong. The Baptist’s heaven shows the
sprinkling parson confounded; and the Wesleyan will
shout glory at the convicted Calvinist. “ There,” say all
of them, “ we shall see eye to eye”—that is, everybody
shall see as we always saw.
But what has all this to do with the children ? They
do not care for the theological heaven, nor the heaven
of endless progress. The learned Protestant world is
so absorbed in the controversy whether there be any
future at all, that it forgets the little ones who would
like to know whether it be a future worth having.
What is provided for them as the reward of their
prayers, piety, and self-denial ? They go to church ;
they read the Bible; they sit through the tragedy;
but when they look for the curtain to rise on beauty
and happiness, it rises on metaphysical mist, not by
any means attractive or even penetrable to a child.
Since, for us, Luther’s plum-paradise, and the
Puritan paradise, are equally gone beyond recall, we
may look at them calmly and impartially; and we
may see that both have their suggestiveness, and
point to a truth. Luther’s letter is a celebration of
�17
the child’s nature—the purity and sweetness and
even holiness of its little aims and joys. It is like
birds singing over again the old theme—“ Of such
is the kingdom of heaven.’’ But the paradise
Luther promised his child was much too definite.
He went too far into detail; and when little
Johnny grew from the age of four to ten or
twelve, and during that time had learned his lessons,
he would see his paradise losing its summer beauty.
By that time he might have outgrown the whistles, and
become careless of kettle-drums. He might prefer
gold in his pocket to a golden coat. He might find
it, as time went on, impossible to stimulate prayer by
a prospect of silver cross-bows, or even of yellow
plums. And so leaf by leaf, blossom by blossom, his
paradise would fade away; and it could never bloom
again.
On the other hand, the Puritan paradise, with all its
sombreness, did have the advantage of raising the
mind to large conceptions. It was false—cruelly false
__in crushing the innocent mirth and despising the
little aims of the child. That which Puritanism called
petty, was not petty. The boy at his sports is training
the sinews which master the world. The doll quickens
to activity maternal tenderness. It is said Zoroaster
was born laughing, and a sage prophesied he would
be greatest of men. That sage was wiser than the
�i8
Puritan. But it is not necessary to chill the mirth or
to dispel the illusions of childhood, in order to
keep it from the delusion of holding on to its small
pleasures as if the use of existence lay between a
penny trumpet on earth and a golden trumpet in
heaven.
It appears to me that the true religion of a child
is to grow ; and when it is old, its religion will
still be to grow. The child ■will turn from its toys ;
will return to them after longer and longer intervals ;
and lastly leave them, and turning say, “ Mother, what
shall I be when I grow up ? ”
If the mother only knew it, all the catechisms on
earth have no question so sacred as that! The
child that dreams of its future in the great wrorld has
already learned far enough for the time the pettiness
of life’s transient aims : it is already overarched by
an infinite heaven. In the great roaring world, seen
from afar, nothing is defined, nothing limited—it is a
boundless splendour of possibility. All that man
or woman may dream of heaven, a child may dream
of the great world of thought and action into which it
must enter at last, and find there a heaven or a helk
Religion can teach the child no higher lesson than
that, nor stimulate its good motives by any nobler
conception. As its sports train to manly strength, its
little pleasures develop the longing for intellectual
�i9
and moral joys. And if the parent’s tongue is not
equal to the high task of telling the truth about the
tragic abyss of evil to be shunned, or the beautiful
heights of excellence to be won, there are noble
books awaiting the child, the boy, the youth j ready
to meet every phase of the growth, and follow every
fading leaf with a flower more fair, more full of
promise than the cast-off toy or pastime.
What a training for the child entering upon school
life are the stories of Miss Edgeworth—a training in
manliness, independence, sincerity, and justice,
which can make the playground the arena of heroism
and duty ! And there is Scott: the horizon grows
lustrous with noble presences, as the boy reads.
Dickens will tell him the romance of humble life
how kindness and sympathy can find pearls in London
gutters, and scatter them again wherever they go.
Plutarch’s “Lives” frescoe earth and heaven with
heroic forms that remain through life as guardians of
conscience and measures of honourable conduct.
Happily the catalogue is long—too long to be now
repeated—of the good books which tell the young,
what brave and faithful men have done, and can do,
to help the weak, redress wrong, uplift truth and
justice, and make human lives melodious and beau
tiful amid the jarring discords of the world.
And the lives of noblest men and women have for
�20
their dark background the evils they conquered, the
wrongs they assailed; evils and wrongs which are the
■only real hell to be shunned. It is only the fictitious
hell that terrifies the child. The snare set on pur
pose to injure it by a “ ghostly enemy ” ; the dangers it
incurs unknowingly, from an invisible assailant it
may not avoid; these are the terrors that unnerve
and unman. The real dangers of life, when seen,
nerve the strength, man the heart, endow with resolu
tion and courage.
The old man said to a child afraid to go into the
dark—“Go on, child; you will see nothing worse
than yourself.” And that is the fundamental doctrine
for a child. All the hells—their mouths wide open
on the street—the seductive haunts of vice in all its
shapes—they are the creations of human passion and
appetite. According to what they find in us do those
fell dragons devour us, or else feel the point of our
spear in their throat.
And even so we make or mar our own heaven.
Our acts our angels are, or good or ill,
Our fatal shadows that walk by us still.
The little boy came to his mother, angry and weep
ing, complaining that in the hills some other boy
had called him bad names. He had searched, but
could not find him. But the mother well knew that
other concealed abuser of her son. il It was,” she said,
�21
“but the echo of your own voice. Had you called
out pleasant names, pleasant names had been returned
to you; and all through life, as you give forth to the
world, so shall it be returned unto you.
Amid these ever-present hells and heavens your
child must move—onward from the cradle to the
grave : why give it dismay or hope of heavens and
hells not present ? Do not pour that living heart into
ancient moulds and examples, even the best. While
it has to thread its way through London, why give it
the map of Jerusalem? While it must live high or
low in the nineteenth century, why bid it build for a
distant age or clime? True it is, that a noble and
brave life is worthy to be studied, whether lived mthe
year One or One thousand or in r877 J but its noble
ness is in itself, not in its accidents of time and space,
not in its vesture of name and scenery. When a youth
reads of the fidelity of Phocion, is it that he may
confront Alexander, or withstand the follies oi
Athenians ? It is that he may be true and faithful m
his relations to living men and women. If he fancies
that it is like Phocion to slay the slain, and deal with
dead issues, let him repair to Don Quixote, and see
what comes of fighting phantoms and giants that do
not exist And if the life be that of Christ, the fact is
nowise changed. That life is not yet written ; we have
the figure-head of a Jewish sect, painted to suit itself, and
�22
-called Christ; the figure-head of Gentile sect, painted
to suit itself, and called Christ; and so we have a Greek,
an Alexandrian, a Roman, a Protestant Christ, each
with its sectarian colours and glosses; each an anomaly
.and an impossibility. There is no volume you can put
into the hand of a child, and honestly call the Life of
Christ. The time has not come when that great man
can be brought forth as he really was, to quicken men
instead of supporting prejudice. But where there is
no prejudice instilled, the heart may be trusted to
pick out from the New Testament the record of a
valiant soul, the deeds of a hero, thoughts of a sage,
death of a martyr; and these too will help to idealise
life for the young, and teach them its magnificent
possibilities. Let the child know well that all it reads
of Christ is true of itself. Let him know that all he
reads there or elsewhere which marks that or any
■other life off from human life, as something miracu
lous, is mere fable• and that his own daily life
is passed amid wonders equally great, and conditions
just as sacred and sublime. Ah, how sublime!
What tears are there to be wiped away ; what faces
of agony to which smiles may be called ; what wrongs
to be righted, high causes to be helped; what heights
of excellence to be won—summits all shining with the
saintly souls that have climbed them, and radiant with
the glories of which poets and prophets have dreamed I
�23
That teaching which belittles our own time, and
lowers our powers beneath those of any other, may be
called a religion, but it is a moral blight and a curse.
When we demand of our children the very highest
aims that were ever aspired to, the very truest,
noblest lives ever lived—nor let them be overshadowed
by any names, however great—then shall we see rising
our own prophets and heroes, and see our own world
redeemed by a devotion not wasted on a buried society,
by an enthusiasm no longer lavished on a world for us
unborn.
HYMN 191.
Oh yet we trust that somehow good
Will be the final goal of ill,
To pangs of nature, sins-of will,
Defects of doubt, and taints of blood.
DISMISSAL.
Printed
by waterlow and sons limited,
London wall, London.
�WORKS TO BE OBTAINED IN THE LIBRARY.
BY M. D. CONWAY, M.A.
The Sacred Anthology: A Book
of Ethnical Scriptures.........................
The Earthward Pilgrimage
Do.
do.
Republican Superstitions.........................
Christianity
>.....................................
Human Sacrifices in England ..
David Frederick Strauss.........................
Sterling and Maurice.........................
Intellectual Suicide .
.........................
The First Love again.........................
Our Cause and its Accusers
Alcestis in England
.........................
Unbelief: its nature, cause, and cure ..
Entering Society ..
PRICES.
8.
IO
5
2
2
1
1
0
0
0
0
0
0
0
0
d.
0
0
6
6
6
0
3
2
2
2
1
2
2
2
NEW WORK BY M. D. CONWAY, M. A.
Idols and Ideals {including the Essay
on Christianity^ 350 pp.
7 6
Members of the Congregation can obtain this
work in the Library at 5/-.
BY A. J. ELLIS, B.A., F.R.S., &c., &c.
Salvation....................................................... 0
'
Truth
....................................................... 0
1
0
Speculation
..
••
■•
••
1
0
Duty
.•
.....................................'
The Dyer's Hand........................................... 0
1
2
2
2
2
2
BY REV. P. H. WICKSTEED, M.A.
0
1
2
The Modern Analogue of the Ancient
Prophet....................................................... 0
1
2
Going Through and Getting Over
••
BY REV. T. W. FRECKELTON.
BY W. C. COUPLAND, M.A.
The Conduct of Life
Hymns and Anthems
................................ 0
*
..
2
V-, 2Si-
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Victorian Blogging
Description
An account of the resource
A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
Creator
An entity primarily responsible for making the resource
Conway Hall Library & Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
Publisher
An entity responsible for making the resource available
Conway Hall Ethical Society
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Pamphlet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The religion of children : a discourse, with readings and meditation, given at South Place Chapel, October 21, 1877
Creator
An entity primarily responsible for making the resource
Conway, Moncure Daniel, 1832-1907
Description
An account of the resource
Place of publication: [London]
Collation: 23, [1] p. ; 15 cm.
Notes: Includes extract from the text of 'The spirit's trials' by J.A. Froude. Printed by Waterlow and Sons Limited, London Wall. With a list of 'works to be obtained in the Library' of South Place Chapel at the end of pamphlet. Part of Morris Miscellaneous Tracts 1.
Publisher
An entity responsible for making the resource available
[South Place Chapel]
Date
A point or period of time associated with an event in the lifecycle of the resource
[1877]
Identifier
An unambiguous reference to the resource within a given context
G3337
Subject
The topic of the resource
Religion
Education
Child rearing
Rights
Information about rights held in and over the resource
<img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /><br /><span>This work (The religion of children : a discourse, with readings and meditation, given at South Place Chapel, October 21, 1877), identified by </span><span><a href="https://conwayhallcollections.omeka.net/items/show/www.conwayhall.org.uk">Humanist Library and Archives</a></span><span>, is free of known copyright restrictions.</span>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
English
Child Rearing-Moral and Ethical Aspects
Children
Moral Education
Morris Tracts
Religious Education
-
https://d1y502jg6fpugt.cloudfront.net/25778/archive/files/53bfa41313db56eccb63212164c15c29.pdf?Expires=1773878400&Signature=Tvi8K27kZve9EBA51L0m2v290Zz0mHNGvvDgZJufzFRrrhxqccg3TDusZk-rxRusULVbtEmx-hrxia%7ElrA4jT1SlTI5iz5GKd4nUJnQXerwl7owLCqrMJRms3PNxKibwK24HJ94yylgZyPkkGIindIQyYJ5H95l07kgsspgsuirdUdJt3A46nXD1h0E2yxfKrHHyTgjtHVu4M29Kz4c4D5FieDXoOBS7M9otOQOrPUDl3IxJU%7EIzyamKw43PC9dum8sDBd7PdPnBLaMe5UfGbbGG2IqKSPoFZwGazuBLqUPCdYgGNubTJmEdIoa48Nqjul4j0BdpqhfUJ3jh4nqs6w__&Key-Pair-Id=K6UGZS9ZTDSZM
69c80e3607ec801e86ef41f04ce465fb
PDF Text
Text
�J
'ML
A
�In establishing a college on the ordinary basis, and with the
ordinary scope, there are few difficulties which earnest men and
moderate means will not readily surmount. The course required
is simple and single; the equipment is compact; instructors are
readily found for every department; precedents at every point are
abundant.
But the work committed to the Trustees of the Cornell Univer-.
sity is far larger, far more complicated. In most cases it has few
available precedents, in many it has none. The committee upon
organization, therefore, cannot hope to present a plan which shall
cover every point likely to arise in carrying on the institution
now to be commenced; but they hope to present a plan which
shall aid in setting the University in operation, and to suggest
ideas which will aid it in developing healthfully and largely.
Theory
of the
Plan
of
Organization.
The theory on which the committee have based their plan is
that throughout the national and State legislation preparatory to
the establishment of the institution, and also throughout the ideas
of the founder of the Cornell University, as explained to us by
himself, are two leading convictions as to the educational needs
of the country, and two corresponding ideas as to meeting these
needs.
Each of these convictions, and its corresponding idea, is sepa
rate and distinct, yet each is necessary to the other.
The first of these convictions is that there exists a necessity
never yet fully met, for thorough education in various special
departments, and, among them, the science and practice of Agri
culture, Industrial Mechanics, and kindred departments of thought
and action. The corresponding practical idea is that institutions
be founded where such instruction can be conducted with every
appliance necessary in discovering truth and in diffusing truth;
that such instruction be not subordinated to any other; that the
agricultural and industrial professions be regarded as the peers ’of
�every other; that access to these departments be opened as widely
as possible, and progress in them be pushed as far as possible.
The second of these convictions is that the system of collegiate
instruction now dominant leaves unsatisfied the wants of a very
large number, and perhaps the majority of those who desire an
advanced general education; that although there are great num
bers of noble men doing noble work in the existing system, it has
devoted its strength and machinery mainly to a single combination
of studies, into which comparatively few enter heartily; that where
more latitude in study has been provided for, all courses outside
the single traditional course have been considered to imply a
lower caste in those taking them; that the higher general educa
tion has therefore lost its hold upon the majority of the trusted
leaders of society, that it has therefore become under-estimated
and distrusted by a majority of the people at large, and that there
fore it is neglected by a majority of our young men of energy
and ability.
The corresponding practical idea is that colleges of wider scope
be founded; that no single course be insisted upon for all alike;
that various combinations of studies be provided to meet various
minds and different plans; thus presenting a general course to
meet that general want which existing colleges fail to satisfy.
Fundamental Plan of Instruction.
The labor imposed upon us then is two-fold.
First, we are to make provision for special courses—special
instruction in the departments of agriculture, mechanic arts, &c.
Secondly, we are to provide a general course—a general course
in which such instruction and culture be afforded as shall be de
manded by the young men who come to group themselves in the
different special courses.
Even if it should be claimed that the whole effort of the trus
tees ought to be devoted to agriculture and the mechanic arts
alone; even if we were to construe away the plain words of the
original act of Congress, which speaks of “other scientific and
classical branches ” as part of the object of the government grant
of lands, still the oft-repeated declaration of our founder that he
“ wishes to make such provision that every person can find oppor
tunity here to pursue any study he desires,” would be our suffi
cient warrant in using at least his munificent gift in supplementing
�5
the special instruction with general instruction, and rounding it
out into the proportions of an university.
•
Again, even were we to found merely technical schools, giving
instruction merely in special departments, the committee believe
that we should be very soon obliged to supplement these special
courses with a general course. Common sense, as well as general
experience teaches that there must be some variation in mental
labor. With rare exceptions, any man who pursues one science
or art alone, devoting his mind entirely to that, though he may at
first progress rapidly, soon shows that such progress is not normal.
It is very firmly believed that the great majority of men who
wish to attain a high place in any science or art, can rise higher,
even in that, by enlarging the mind by some parallel studies,
than by narrowing the mind constantly to their single pursuit.
Such contracted study gives facility and accuracy, but it is too
often fatal to the qualities which ensure eminence.
Your committee are therefore of the opinion that there should
be two great divisions of the university.
The first division should comprise the separate departments
devoted each to a special science and art. The second division
should comprise the department of Science, Literature and the
Arts in general.
In accordance with this division is presented the following plan:
Organization of Instruction.
I. Division of Special Sciences and Arts.
1. Department of Agriculture.
2. Department of Mechanic Arts.
3. Department of Civil Engineering.
4. Department of Commerce and Trade.
5. Department of Mining.
6. Department of Medicine and Surgery.
7. Department of Law.
8. Department of Jurisprudence, Political Science and History,
9. Department of Education.
II. Division of Science, Literature and the Arts in General.
1. 1st General Course.
2. 2d General Course.
3. 3d General Course.
4. Scientific Course.
5. Optional Course.
�6
The character of each of the departments named in the first
division is in the main, sufficiently explained by its title. Details
of courses of instruction in each cannot well be arranged until, the
trustees shall have consulted with the faculty, and it is recom
mended that at periods previous to the commencement of active
instruction, the Academic Senate be requested to convene for the
purpose of discussing.this subject and presenting plans.
But there is one department, regarding which, perhaps, some
explanation is needed here : the department of Jurisprudence—
Political and Social Science, and History.
We believe that although there will be some attention to these
subjects in the general course, there is need of a separate depart
ment devoted to a study of them, wider and deeper. We
believe too, that such a department should be established so soon
as we approximate a full corps of professors.
In various connections with institutions of learning, and in
various public employments, the committee have been convinced:
First—That great numbers of the most active young men long
for such a department, would work vigorously in it, and would
secure good discipline by it, and that these young men are many
of them not attracted to the existing colleges.
o
o
Secondly.—We believe that the State and nation are constantly
injured by their chosen servants, who lack the simplest rudiments
of knowledge which such a department could supply. No one
can stand in any legislative position and not be struck with the
frequent want in men otherwise strong and keen, of the simplest
knowledge of principles essential to public welfare. Of technical
knowledge of law, and of practical acquaintance with business,
the supply is always plentiful, but it is very common that in
leciding great public questions, exploded errors in political and
social science are revamped, fundamental principles of law disre
garded, and the plainest teachings of history ignored.
In any republic, and especially in this, the most frequent ambi
tion among young men will be to rise to positions in the public
service, and the committee think it well at least to attempt to
provide a department in view of the wants of these; a depart
ment where there should be something more than a mere glance
over one or two superseded text books,—where there should be
large and hearty study and comparison of the views and methods
of Guizot, and Mill, and Lieber, and Woolsey, and Bastiat, and
Carey, and Mayne, and others.
�There are among you, gentlemen of the board of trustees,
representatives of every walk in life, of every important profes
sion, of every party. There are among you, representatives of
the highest state and national employments, and we appeal to you
for corroboration of the statement, that whatever may be the
opinion of cloistered men, the opinion of men active in the world
at large, is decided, that there is a great branch of instruction
here, for which the existing colleges make no adequate provision.
It may be said that the function of colleges is to give discipline,
that knowledge is subordinate. We answer that they should give
both, and that as a rule, the attempt to give mental discipline by
studies which the mind does not desire, is as unwise as to attempt
to give physical nourishment by food which the body does not desire.
Discipline comes not by studies which are “droned over.”
Again, we believe that the knowledge given, is far more
important than many would have us think. The main stock in
political economy and history of most of our educated public men,
is what they learned before they studied for their professions.
Many an absurdity uncorrected at college has been wrought into
the constitutions and statutes of our great commonwealths, and
when we consider that constitution making for new states and old,
is to be the great work in this country, of this and succeeding
generations, surely, we do well to attempt more thorough instruc
tion of those on whom the work is likely to fall.
. One other department, needs, perhaps a few words of explan
ation—that of Commerce and Trade. Throughout the country
have sprung up schools known as “commercial colleges.” The
number of persons attending them is such as to show that they
meet a want widely felt, and the idea has suggested itself that at
some future day it might be well to try the experiment of a
department under the above name, in which a more thorough and
large instruction could be given, than in those at present so
numerous. Anything which will bring some university culture
to bear upon those preparing to lead in commerce and trade, will
be a benefit to the country. How far it can be done your com
mittee will not venture to say. At least one great European uni
versity has kept up a course of this sort for many years.
In the second division, it is necessary to give a more detailed
explanation of courses, and ideas upon which the courses are
based.
�8
The 11 First General Course ” comprises a combination of studies
mainly like the classical course at the existing colleges.
The “ Second General Course,” comprises a combination of
studies like the first, with the substitution of the German lano-uao’o
for the Greek. Giving, as such a course would, the two great
elements of our language, the Romanic and the Teutonic, it is
believed that it would be received with great favor by many of
the best minds dissatisfied with the existing college courses.
The “Third General Course,” comprises the same studies as the
previous courses, except that the two languages studied are French
and German.
The “ Scientific Course'' is combined in view of the wants of
those who intend devoting themselves wholly or mainly to the
natural sciences.
The “ Optional Course" is one in which the student is required
to choose three subjects of study from all those pursued in the
University, and to pass examination therein. This it is believed,
will add greatly to the efficiency of the institution. It is a course
permitted in some of the great universities of continental Europe,
and with excellent results. It has been tried thoroughly at the
State University of Michigan, and to nothing in its organization
is that institution more indebted for its acknowledged efficiency.
It is not recommended that all these departments be established
at once. The Cornell University must have a development—a
growth, though it is believed that its growth may be very rapid.
But your committee do not hesitate to declare their belief that
neither of these departments will attain full efficiency until all are
established. They believe that each additional department and
additional course will strengthen every other, by attracting more
and more earnest minds among teachers and taught; by stimula
ting emulation among professors and students: by throwing light
upon each science and art from every other; by presenting every
element of the best culture.
The committee, however, recommend the immediate establish
ment only of so much of the first division as is embraced in the
departments of Agriculture, the Mechanic Arts, Civil Engineer
ing and Mining.
o
o
They recommend the immediate establishment of so many
courses in the second division as shall be found necessary to meet
the wants of the students presenting themselves at the beginning
of the first term.
�9
In the second division it seems advisable to present some ideas
which have influenced them in determining the courses into which
the division is separated.
University Liberty
in
Choice
of
Studies.
The first question which arises in arranging general plans of
instruction is as to the amount of liberty to be allowed the student
in selecting his course.
On one hand are they who declare that students at the usual age
of entering college are unfit to select a course, and that it must be
chosen for them. Of those taking this view are some men held
in deserved honor throughout the country.
Ou the other hand are they who declare that the usual imposi
tion of a single, fixed course is fatal to any true university spirit in
this country; that it cramps colleges and men; that it has much
to do with that strange anomaly under the existing system—
scholars stepping out of the highest scholastic positions in college
classes into nonentity in active life; that it has been the main agent
in bringing about that relaxation of the hold which colleges once
had upon the nation, which all thoughtful men deplore.
The committee see much truth in the latter view. They think
that the first view contains a fallacy in the virtual assumption that
because a young student is not aperfect judge regarding his com
plete wants, therefore he is no judge at all, and shall have others
to choose for him; and but one course opened to their choice.
We hold, indeed, that most students need advice as to details
of study, and that probably none could construct the best possible
course of study; but we also hold that an overwhelming majority
of students are competent to choose between different courses of
study, carefully balanced and arranged by men who have brought
thought and experience to the work. By the aid of older friends,
and the faculty of the university, a young man ought to be able to
make a choice based upon his previous education and means of
future education—-upon his tastes, position and ambition. Cer
tainly the results could not be more wretched under such a sys
tem than under the existing system, even by the confession of its
most earnest advocates.
The committee have carried out these views by naming different
courses, so that while the student may have the benefit of the ex
perience of men older than himself, he may have some liberty of
choice; and they have added one course, giving to more mature
students complete freedom of choice.
�10
.
Leading Disciplinary Studies
in a
General Course.
The next question which arises regarding a general course, is as
to the classes of studies to be relied upon for mental discipline,
fundamental knowledge and general culture.
A large party unhesitatingly declare for the Greek and Latin
classics. They believe that nothing else gives so valuable a disci
pline or so perfect a culture.
The committee declare here their belief in the great value of
classical studies. They do not hesitate to advise those who have
time and taste for them to study them—the Greek for its wonder
ful perfection—the Latin for its great practical value as a key to
modern languages and to the nomenclature of modern sciences—
and both Greek and Latin for their value in the cultivation of
judgment. But while it is believed that these studies ought to
hold an honored place, the committee are strongly opposed to the
attempt to fetter all students to them, if for no other reason be
cause this would be to defeat the plain intentions of those who
framed the act of Congress to which the establishment of the uni
versity is due.
In the courses provided, the modern languages most in use, and
the sciences which in theory and practice have in latter years
attained such great importance, must be recognized at their full
value in imparting instruction, and in securing mental discipline.
The committee cannot forbear noticing here a fallacy regarding
mental discipline which they will endeavor to avoid in presenting
courses of study.
That fallacy consists in the idea that the only mental discipline
is that which promotes a certain keenness and precision of mind.
We believe that there is another kind of mental discipline quite
as valuable—discipline for breadth of mind. For the former, such
studies as mathematics and philology are urged; for the latter,
such studies as history and literature. To say that the latter are
not disciplinary is to ignore, perhaps, the most important part of
mental discipline. In American life there will always be enough
keenness and sharpness of mind. But the danger is that there will
be neglect of those noble studies which enlarge the mental horizon
and increase mental powers in reaching out toward it—studies
which give material for thought and suggestions for thought upon
the great field of the history of civilization.
Happily no studies are more enjoyed by the best American stu
dents than those which give this mental breadth—historical and
�11
political studies. This being the case, there need be no fears as
to their value in mental discipline, for discipline comes by studies
which are loved, not by studies which are loathed. There is no
discipline to be obtained in droning over studies. Vigorous,
energetic study, prompted by enthusiasm or a high sense of the
value of the subject, is the only kind of study not positively hurt
ful to mental power. Hence the great evil of insisting on the
same curriculum for all students, regardless of their tastes or plans.
Combination and Separation of Professorships.
In making provision for these different departments it will be
seen that they interpenetrate each other, one professorship
frequently extending through two or three departments.
So frequently is this the case, that it will be seen to be impos
sible to provide professors fully for any one department without
at the same time, making almost sufficient provision for the others.
Of the professorships to be filled at an early day, we would
present the following schedule :—
1st.
2d.
3d.
4th.
5th.
6th.
7th.
8th.
9tb.
I. Department of Agriculture.
Professor of the Theory and Practice of Agriculture.
Professor of Agricultural Chemistry.
Professor of General and Analytical Chemistry.
Professor of Geology and Mineralogy.
Professor of Zoology and comparative anatomy.
Professor of Botany.
Professor of Civil Engineering.
Professor of Veterinary Surgery and Breeding of Animals.
Physiology, Hygiene, and Physical Culture.
1st.
2d.
3d.
4th.
5th.
6th.
II. Department of Mechanics.
Professor of Physics and Industrial Mechanics.
Professor of Civil Engineering.
Professor of Architecture.
Professor of General and Analytical Chemistry.
Professor of Geology and Mineralogy.
Professor of Mathematics.
III. Department of Civil Engineering.
1st. Professor of Civil Engineering.
2d. Professor of Architecture.
�12
3d. Professor of Physics and Industrial Mechanics.
4th. Professor of Geology and Mineralogy.
5th. Professor of Mathematics.
1st.
2d.
3d.
4th.
Professor
Professor
Professor
Professor
IV. Department of Mining.
of Mining and Metallurgy.
of Civil Engineering.
of Geology and Mineralogy.
of General and Analytical Chemistry.
V. Department of Science, Literature, and the Arts.
1st. Professor of Moral and Mental Philosophy.
2d. Professor of History.
3d. Professor of Political Economy.
4th. Professor of Municipal Law.
5th. Professor of Constitutional Law.
6th. Professor of Ancient Languages.
7th. Professor of French and South European Languages.
8th. Professor of German and North European Languages.
9th. Professor of English Language and Literature.
10th. Professor of Rhetoric, Oratory and Vocal Culture.
11th. Professor of Mathematics.
12 th. Professor of Astronomy.
13th. Professor of Physics and Industrial Mechanics.
14th. Professor of Geology and Mineralogy.
15th. Professor of Zoology and Comparative Anatomy.
16th. Professor of Botany.
17th. Professor of Physiology, Hygiene and Physical Culture.
18th. Professor of Chemistry, General and Analytical.
19th. Professor of ^Esthetics, and the History of the Fine Arts.
20th. Professor of Architecture.
21st. Professor of Military Tactics.
22d. Professor of Physical Geography and Meteorology.
The entire university, therefore, would comprise the following
professorships:—
1. Theory and Practice of Agriculture.
2. Agricultural Chemistry.
3. Veterinary Surgery and the Breeding of Animals.
4. General and Analytical Chemistry.
5. Botany.
�13
6. Zoology and Comparative Anatomy.
7. Geology and Mineralogy.
8. Physics and Industrial Mechanics.
9. Mathematics.
10. Astronomy.
11. Civil Engineering.
12. Physiology, Hygiene and Physical Culture.
13. Moral and Physical Culture.
14. History.
15. Political Economy.
16. Municipal Law.
17. Constitutional Law.
18. Rhetoric, Oratory and Vocal Culture.
19. English Language and Literature.
20. French, and South European Languages.
21. German, and North European Languages.
22. Ancient Languages.*
23. ./Esthetics, and History of the Fine Arts.
24. Architecture.
25. Military Tactics and Engineering.
26. Physical Geography and Meteorology.
It will be seen, therefore, that there are twenty-six professor
ships needed at an early day. But it is not thought that it will
be necessary to have so many separate professorships at once, nor
to place all upon the same basis. Some professors must, to be
efficient, reside permanently at the seat of the university, giving
daily recitations or lectures, and conducting daily experiments.
Some will be perfectly efficient by a temporary residence,
during which recitations are heard, or lectures given. Hence
occurs at once, another division of a kind very different from any
we have previously made—the division into resident and non
resident professors.
Having in view this division, the committee present the follow
ing schedule:—
1.
2.
3.
4.
Resident Professors.
Theory and Practice of Agriculture
Agricultural Chemistry.
General and Analytical Chemistry.
Botany.
■To be separated into two or more professorships when circumstances shall demand it.
�14
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Zoology and Comparative Anatomy.
Geology and Mineralogy.
Physics and Industrial Mechanics.
Mathematics.
Astronomy.
Civil Engineering.
Moral and Mental Philosophy.
History.
Rhetoric, Oratory and Vocal Culture.
French, and South European Languages.
German, and North European Languages.
Ancient Languages.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Non-Resident Professors.
Veterinary Surgery and the Breeding of Animals.
Physiology, Hygiene and Physical Culture.
Political Economy.
Municipal Law.
Constitutional Law.
English Language and Literature.
^Esthetics and the History of the Fine Arts.
Architecture.
Military Tactics and Engineering.
Physical Geography and Meteorology.
Temporary Modifications of the Plan.
The question now arises, how much of this plan can be made
practical during the first year—how many of th3se professors
can we employ to advantage while the university is beginning its
operations?
Two plans suggest themselves. The first is to fill all these
chairs immediately, to make a beginning which shall give us a
reputation at once, to strike public attention on the first day of
the first term, by a large programme fully carried out.
The second plan is to hold during the first year, some professor
ships in abeyance, and of the remaining departments to combine
temporarily, several in one, thus commencing in a manner less
striking, feeling our way somewhat at first, finding gradually
what are the departments most needed.
The committee pronounce for the latter method. The policy
of the Cornell University has not been to make much proclamation
�15
of great purposes. Its founder has steadily gone on, always
performing more than his promises, and there are goodly signs
that the university authorities have caught his spirit. Two of
the noblest buildings for university purposes in the United States
have been reared; but there has been no pompous laying of corner
stones, no loud proclamations of new discoveries in the theory
and practice of education, no publication of programmes out of
all proportion to revenues, and it is to be hoped that we shall not
begin an ad captandum policy now. The only question worthy of
us is: What does the university practically need the first year?
It is believed that the duties may be so arranged that during the
first year eight or ten professors will be sufficient.
Possible Modifications of the Plan in Future.
Such is a general scheme offered as a point of departure in
arranging professorships. The committee know well that in
details it must often be departed from. The peculiar talents of a
valuable member of the faculty, have much to do with the final
shaping of the list of professorships. The demands made by stu
dents have also very much to do with it. A great demand upon
the professorship of Physiology, Hygiene and Physical Culture,
would make it necessary to change it from the non-resident to the
resident list, and so with others.
The number of students too, must have a very great influence
on this matter. As numbers increase, professorships must be sub
divided. Thus, until the numbers are large, the professor of
Physics can discharge the duties of professor of Industrial
Mechanics, but afterwards the latter department would probably
be detached.
As numbers increase, too, some departments will require
assistants. In some departments one system must be pursued and
the responsibility fixed on one man; it cannot therefore be divided.
But when numbers are greatly increased, it will probably be
necessary to appoint an assistant professor or instructor, who
should be subject as regards their plan of instruction, to the head
of the department. As any department developes also, it will be
necessary to subdivide it, and increase the number of professor
ships in it. Thus, for example, the department of Civil Engineer
ing, would be separated into three or four new departments, each
devoted to a special part of the work, and then must be added
instructors in geometrical and topographical drawing, &c.
�Non-resident Professors
for short
terms, or
University
Lecturers.
But there is a feature in the full organization which the
committee ask the trustees to consider especially. It is one which
several educators have in the recent years arrived at independ
ently of each other. It is one promising great results, but
demanding great care. This is the establishment of a system of
non-resident, short term professors, or university lecturers. The
plan is as follows : Have the full equipment of full term profes
sors above given, let the trustees elect each year a small number
of short-term professors or lecturers, from among the most distin
guished in their several departments, in this or other states;
let no general rule as to term of service, number of lecturers or
compensation be laid down, but let such special agreement be
made between each person thus called and the trustees, as shall
best secure the object desired.
Let the professors thus selected be either persons who are
accepted as authorities regarding matters upon which they
discourse, or persons whose talents, acquirements and reputations
are of the highest. Let them deliver, each, a certain number of
lectures, representing in a form and style as nearly suited to their
audiences as possible, what they themselves, consider the highest
results, or a summary of the main results of their labors. Let
their course of lectures be fully announced in the public prints to
the country at large. The advantage of such an addition to the
regular means of instruction, are believed to be very great.
First, great good would doubtless result to the Resident Faculty.
The great difficulty with bodies of professors remote from great
cities, and centres of thought and action is, that they lose connec
tion with the world at large, save through books; they become
provincial in spirit ; they lose that enthusiasm which contact
with other leading minds in the same pursuits would arouse;
they “ breed in and in;” their whole range of thought becomes
inevitably narrow. But, under this system now proposed, there
would be a constant influx of light and life from the great centres
of thought and action. The resident professors would be thrown
into close relations at once, with the special professors thus called.
Their views would be enlarged, their efforts stimulated, their
whole life quickened.
Secondly, great good would result to students in regular attend
ance. A great difficulty among students assembled in college is
�17
a regularity in routine, a dullness, a listlessness, a want of enthu
siasm. The general result of this, as regards study, is that it is
done mechanically; that most of the scholarly work is poor in
quality and small in quantity. The general result as regards conduct, is that too often, in a spirit of reaction against this listless
ness, the energies which would do great things if directed to study,
are directed to dissipation. It is believed by your committee that
if these special professors were men of the greatest ability and
eminence, an enthusiasm might be aroused among the students in
regard to various departments of knowledge, which would direct
their energies mainly into channels of study and thought.
The objection has indeed been made that these special courses
might cause confusion and dissipation in the minds of the students.
It is believed, however, that this will be the result with compara
tively few students, and even with these but temporarily. It is
believed that in the great majority of cases, the enthusiasm created
will far outweigh in good effects any evil effects arising from the
disturbance of the regular routine.
Thirdly, great good would result to large portions of the pub
lic in general, which under ordinary circumstances would not avail
itself of the ordinary privileges of the University. It is believed
that such special courses of lectures by distinguished men would
attract large numbers of citizens for brief terms, resulting in good
to them and to society at large, by an immediate extension of the
activity of the University among the matured minds and men
already in active life.
Fourthly, great good would result to the University itself. It
would enable the University to make a division of labor, selecting
members of the Resident Faculty, for their energy and working
ability, selecting men who have a name to make and ability to
make it, and not selecting men for the resident professors—for the
hard work of the University—who have attained eminence and so
outlived their willingness to do hard work.
Again, it would greatly strengthen the University as to reputa
tion. Let there be widely published each year, in leading jour
nals, in addition to a meritorious Resident Faculty, a number of
special professors or lecturers, whose ability in research, or in
presenting the results of research, is acknowledged, and the insti
tution would arrive in a very short time at a height of reputation
which other institutions have failed to achieve during long years
of ordinary administration.
2
�Again, the system thus proposed would strengthen the Univer* sity by attracting great numbers of students. The same simple
reasoning which we have used to show that this system would
give the University efficiency and power, also shows that it would
draw great numbers of students.
Nor would such a result be merely gratifying to pride. There
is an educating force of no mean value in the presence of a very
large body of students—a means of education through large
acquaintance, and through wide observation of character—a stimu
lus to effort through emulation, which in a small group can hardly
be attained.
Character
of
Scholarship in Professors.
The question next arises, what manner of men shall these pro
fessors be?
To maintain the efficiency and reputation of the University, its
faculty must constantly keep in view two great objects: first,-the
discovery of truth; secondly, the diffusion of truth.
By a certain class of men deservedly in high repute, there has
been fostered a spirit which tends not to the undue exaltation of
the discovery of new truth in science, for that cannot be unduly
exalted, but to the undue depreciation of the diffusion of scientific
truth.
Your committee believe that in the selection of a faculty, neither
of these two great functions of every professor should be exalted
at the expense of the other. It is not doubted that in the largest
minds devoted to science, the power of discovering truth and the
power of imparting it, are almost invariably found together. Men
should be sought for the faculty who can go on discovering truth
and imparting it. But it should not be forgotten that in an insti
tution of learning, facility and power in imparting truth are even
more necessary than in discovering it.
Where can these Professors be Found?
Many persons of high standing have answered this question
much as follows: “Your endowment is large: select the greatest
men in this country and other countries. Have perhaps fewer
professors, but range the country through and take from the lead
ing institutions their leading men, the men who give standing to
science, literature and art in America. Have the best.”
Other persons thoughtfully considering this problem have ans
�19
wered the question in a very different way: “ Your endowment is
indeed large, but it has to cover an immense field. The most effi
cient men for professorships are by no means necessarily those
most frequently paraded in newspapers. Often a hard working
man, who has never arrived at more than a local reputation, or a
young man who has not arrived at any reputation at all, is practi
cally better than men whose reputation is made, and who have out
lived the necessity of hard thought and work.”
There are important elements of truth in both these responses;
but your committee would answer this question as follows:
The division of the instructing body into the three great classes
of resident, non-resident and special professors or lecturers, already
recommended, suggests a solution of the problem.
To bring the University to the highest standard in science, lite
rature and the arts, at once,—to get such general advantages as
come from distinguished men and great names,—have a careful
eye to the selection of special lecturers; secure men for courses of
twelve or fifteen or twenty lectures, who, while they could not at
any sum be engaged permanently, can be secured for so short a
term by liberal compensation and the display of a promising field
of labor.
If it be said that such instruction will be fragmentary and super
ficial, we answer, that we believe such an assertion to be a great
mistake. The greatest course of lectures ever delivered before
an University,—the one which remodeled the science of history,
and which is felt to-day in every historical treatise of repute, con
sisted of but fifteen lectures. We refer to Guizot’s renowned
lectures on civilization ; and there are multitudes of similar exam
ples.
But for the steady hard work of the regular resident faculty, it
would be vain to seek such eminent men. It would cost immense
sums to take even a few of them out of the high places into which
they have climbed ; to tear them from the associations of a life
time ; to take them from the midst of their assistants, and to put
them again into a fresh field to begin their life-work anew.
To take Agassiz permanently from Cambridge, we must outbid
the Emperor of the French, who has already offered the most
tempting prizes in vain.
To take Dana permanently from Yale, or Dwight or Lieber from
Columbia, Guyot from Princeton, or Park from Andover, would
require our whole income ; and it is even then doubtful whether
�20
these men would do our work well as resident professors, building
up a new institution.
The opinion of the committee is, that the better course for filling
the resident body is to find out the names and characteristics of
of the most promising young men, who, under these distinguished
professors, have already commenced a career. Select those who
have a name to make, and who can make it. We can thus secure
enthusiasm, energy, ambition, willingness to work, and without
paying enormous salaries.
We do not, indeed, advise making up the faculty entirely of
such young men. It would be judicious to select from the most
successful instructors in the existing schools and colleges, men of
more experience to give the faculty steadiness ; but as a rule, the
committee believe that for a time, at least, the University must
rely upon young men for the hard work in building up this great
benefaction to the State and Naticn.
General Culture
of
Professors.
But while the first thing to be sought in professors is ability to
discover truth and to impart it, there is another requirement of
hardly less importance—general good culture and manliness.
If, to secure some great genius in any special department, we
have to bear with some lack of general culture, we ought perhaps
to sacrifice the lower qualifications for the higher ; but nothing
short of such extreme necessity should lead us to place men of a
low grade, as to general culture, among young men whose habits
of thinking and living are just receiving the form and impress
which they are to bear during life.
This University must not only make scholars : it has a higher
duty ; it must make men—men manly, earnest, and of good gen
eral culture. We must not make the mistake so common in older
colleges—in selecting to govern and guide bright, high-spirited
young men, tutors who do not and cannot know anything of the
world and of what the world is thinking,—instructors who lead
students to associate learning with boorishness or clownishness.
We must make no man an instructor simply because he is poor or
pious or a “squatter” on the college domain. We must have
men who are what we would have our sons be, and we must have
them at any cost.
And here the committee desire to say, that for instruction in
modern languages, as a rule, our best course is to secure Amcri-
�21
cans. The slight advantage in correct accent possessed by an
instructor from a foreign country is almost always too dearly pur
chased by sacrifice of the qualities which ensure success in lectures
or recitations. This suggestion is not made, of course, in any
narrow spirit of dislike for men of foreign birth, but under the
certainty that teaching American young men by foreigners has
almost universally proved a failure, both as to instruction and
discipline.
Methods
of bringing the General Culture of
BEAR UPON THE STUDENTS.
Professors
to
One of the saddest deficiencies in existing colleges is want of
free intercourse, and even of acquaintance, between professors and
students. In most of the larger colleges the great mass of stu
dents know really nothing of either President or Professors. They
are generally strangers, or worse than strangers. They have met
in lecture rooms or recitation rooms, but they have met as natural
enemies. Their only conversation outside the lecture room has
been when the student made excuses, or the professor gave re
proofs ’ and in these the student is normally a culprit, and the
professor a detective.
It seems all the more strange that such want of intercourse
should exist under a system which deifies classic culture, when the
Athenian ideal of that culture was obtained by frank, full, genial
conversation between teacher and taught.
It seems all the more sad, when every reflecting man knows
that hearty, manly sympathy in studies and pursuits established
between a young man and a man of thought, learning, character
and experience, is worth more than all educational programmes
and machinery.
In excuse for this it is asserted that the number of students in
college classes is generally so large that professors cannot know
them. It is believed by your committee, that this difficulty is
by no means insuperable. It has from time to time been over
come at various large colleges, and it is worth our trouble to try
some experiments at least in bringing students within range of
the general culture of professors, and keeping them within it.
- It is therefore recommended that the duty of acquaintance and
social intercourse with students be impressed upon the faculty,
and that additions be made to professors’ salaries expressly as an
indemnity or provision for such social privileges to students. The
�22
same principle which has led wise governments to make extra
allowances to ambassadors, for the express purpose of keeping up
genial social relations with the people among whom they are sent,
is the basis of the experiment now suggested. The experiment
can be tried, either by moderate additions to salary or deductions
from rents of University houses.
It is also suggested that some provision be made for weekly or
fortnightly reunions of faculty and students ; that at an early day
pleasant rooms be allotted for that purpose, and that some small
expenditure be made to render such gatherings attractive and pro
fitable. Even if some little time is taken from the ordinary rou
tine, the experiment is well worth trying.
Relations
of
Professors to Each Other.
The committee desire to impress here an idea which they con
ceive most essential to the success of the University ; simply this :
The University will tolerate no feuds in the faculty.
It may seem strange that this should be alluded to ; but in view
of the fact that more than one American college has been ruined
by such feuds, and that very many have been crippled ; in view
of the cognate fact that the odium theologicum seems now outdone
by hates between scientific cliques and dogmas ; that as a rule it
is now impossible to secure an impartial opinion from one scien
tific man regarding another; and that these gentlemen, in their
jealousies and bickerings, are evidently only awaiting some one
with a spark of the Moliere genius to cover them before the country
with ridicule and contempt, we do not think that the Board is
likely to give too much importance to this.
We advise that in the common law of the University it be a
fundamental principle, that harmony and hearty co-operation in
the work here are far more essential than any one or any half
dozen professors, and that in case feuds and quarrels arise, every
professor concerned be at once requested to resign, unless the dis
turbing person can be identified beyond a reasonable doubt ; that
if ever a general want of harmony be observed, and a rapid adjust
ment is impossible, the Gordian knot be cut, and that all con
cerned be replaced by others who can work together. Better to
have science taught less brilliantly, than to have it rendered con
temptible.
�23
How shall Professors be Found ?
Various methods of securing the best mon have been resorted
to, in the institutions already established.
One method is, to give notice quietly that a position is vacant;
to receive testimonials regarding candidates, consisting of their
own statements and the written recommendations of their friends :
and to select the person whose recommendations are the most
numerous or laudatory.
We believe such a method wretchedly delusive. A sad sort of
common law obtains in our country, by which a candidate for any
place has a right to demand that his townsman, neighbor or friend
shall put his name to any statement necessary to secure an elec
tion. No man of recent experience can doubt that an immense
array of petitions could be obtained for the rebuilding of the
Tower of Babel, and that an immense array of testimonials could
be obtained, attesting the fitness of the most knavish contractor
to build it.
Considering this facility with which recommendations are ob
tained, they ought never to be considered final, though they ought
always to be demanded.
It should also be laid down at the outset, as a fundamental law,
that no testimonials are to have any weight, no matter how great
the abilities of the giver, except as they are statements upon im
portant qualifications from persons who are unquestionable authothorities upon these particular qualifications. It ought to be fully
understood that the vague testimony of the foremost lawyer in
the State, as to attainments in organic chemistry or microscopic
anatomy, or other branches of science in which the legal gentle
man is not an expert, pass with this Board as so much blank paper.
Another method sometimes resorted to in Great Britain is, to
advertise for candidates—stating duties, salary, with testimonials
or tests. This has some advantages ; but after correspondence
regarding this plan, with some leading men who have thought and
wrought much for higher education, we do not recommend it.
The only safe method would seem that, by committee or other
wise, we make investigations for ourselves ; to obtain confidential
statements as to the abilities of candidates—statements sud sigillo
confessionis from those who desire our success and the promotion
of the most worthy, and who can give us real information and not
conventional praise.
It has happened that the papers of candidates have been thus
�24
far referred to this committee, and so far as possible, in the
absence of full powers, we have acted upon the plan here sug
gested. We recommend that some existing committee or some
new committee be authorized to receive the testimonials of candi
dates ] to make the investigations required, and to report to the
Board at a very early day.
The Administering Body.
Thus far the committee have occupied themselves with the
Instructing Body. They now turn to the question of the Admin
istering Body.
The immediate administering or governing body, subject to the
trustees, is naturally, as regards discipline, details of instruction,
&c., the Faculty. At the head of the Faculty should stand a Pre
sident, and in so large an institution there are reasons why it might
be well to name a Vice-President. These, while taking part in
the instruction, should take the lead'in the administration. The
experience of all institutions of learning puts it beyond a doubt
that such headship is necessary. The single attempt to dispense
with it, is one of the most wretched failures in the educational
history of this country.
The committee recommend that there be elected at an early
day a President of the University.
Method
of
Administration.
The question now arises, how shall the government or adminis
tration by the Faculty be conducted ?
Two methods have been in existence :
First. The discipline of students, and, indeed, the great mass
of ordinary business of the institution, is committed to the Presi
dent. The Faculty, in this plan, merely, as a rule, present reports
and give advice, leaving the initiation of measures and the final
decision and action upon them, to the head of the instructing body,
This is the method practiced in many colleges of New England,
and generally, it is believed, in those of New York.
According to the other method, the Faculty occupy altogether
a different position. They are not merely advisors, but legisla
tors. They cannot throw the responsibility upon the head of the
institution; they must take part in it themselves. This is the
system adopted in a few of the American colleges, and, among
them, in the State University of Michigan.
�25
Your committee are decidedly in favor of the latter method.
They believe that to the looseness of method incident to the
former system, are due many of the difficulties which disgrace
Faculties, and much of the bad discipline which ruins students.
Your committee recommend, therefore, that in each department
of the University, the Faculty belonging to that department form
a legislative body, with sittings at regular and short intervals,
presided over by the President, Vice-President, or a Dean elected
for that purpose ; that rules of order be observed ; that in cases
of discipline, or conferring degrees, every resident and non-resi
dent professor have a vote, and that such vote be by ballot.
The committee recommend that the combined Faculty of the
whole University also have stated meetings at regular intervals not
greater than once a month, presided over by the President, VicePresident, or a President pro tempore, for the purpose of conduct
ing the general administration of the institution and memorializing
the trustees ; discussing general questions of educational policy ;
presenting papers upon special subjects in literature, science and
the arts ;—that this body be known as the Academic Senate ; that
its proceedings be conducted according to rules of order; that
every person engaged in instruction, whether resident professors,
non-resident professors, lecturers or instructors, have permission
to speak, but that the right of voting be confined to the resident,
non-resident professors, and to assistant professors representing
complete departments in which no professor is appointed.
Official Term
of
Professors.
As regards the term of office of professors, the committee ask
your attention to the following considerations :
The usual, in fact the universal plan hitherto has been, to elect
professors to serve indefinitely. The power of removal in such
cases remains in the trustees ; but practically it has been found
difficult to exercise it, even where there has been great reason for
it. In his work on University Education, Dr. Wayland alludes
to the great difficulty under the existing system of removing
incompetent or superannuated professors. It has been a great
difficulty. Hardly a college which has not suffered from retaining
men not sufficiently capable, because it required positive action to
remove them, which action no one wished to initiate.
On the other hand, it is a matter of difficulty to engage good
men for short terms of service in a Faculty. The acquirements
�of a professor are not like those of a lawyer or physician, whichs
if not appreciated in one town, can be exercised in the next. His
fields of labor are comparatively few, and he naturally hesitates
greatly to commit himself to the chance of being cast out in a few
years. He will be very likely, under such circumstances, to prefer
a place of less honor and more permanence. To overcome this
feeling, salaries would have to be much larger than under the
usual system.
Again : It is not improbable that such reelections might lead to
cabals and intrigue, thus distracting the institution, defiling it,
and thwarting the purposes of this provision.
The advantages of engaging professors for short terms are appa
rent. Incompetent men would easily drop out at the end of six
years, if not before. Such a system, too, would probably inspire
every member of the Faculty to constant exertion. It is a ques
tion, however, whether his exertion would be mainly directed to
retaining his professorship by energy in instruction, or energy in
intrigue.
Your committee are not prepared to make any recommendation
regarding the term of service of the Faculty, leaving it entirely
to the future discussions of the Board.
Salaries of Professors.
Another question arises, of much immediate importance, regard
ing the salaries of the Faculty.
Professors’ salaries in the United States vary greatly. The sala
ries at Columbia College are generally about four to five thousand
dollars per annum; at Brown University, Providence, they are
fixed at about twenty-five hundred dollars ; at Yale College, at
about twenty-three hundred dollars ; at Union College, at about
eighteen hundred to two thousand dollars ; at Hamilton College,
at about twelve hundred dollars ; at Hobart College, at about one
thousand to fourteen hundred dollars; at the University of
Michigan, at about seventeen hundred dollars.
Your committee would be glad to see their way clearly to a
recommendation that each professor be paid according to an agree
ment with the trustees, having in view the value of services ; but
practically, they fear, this would be a matter of great difficulty.
The main value of one professor consists in his earnestness ; of
another, in his quickness ; of another, in his eloquence; of ano
ther, in his reputation. The value of one professor is determined
�27
by many hours, every day, of hard labor; the value of another,
by a single hour, every day, of brilliant labor. To balance the
claims of these is very difficult. To do it at all, without arousing
jealousies which would be likely to interfere with the easy work
ing of the institution, your committee fear would be impossible.
The committee, however, recommend for trial, that grades of
salary be established for resident professors and assistant profess
ors, which grades, however, shall make no difference in the stand
ing of such professors or assistant professors. The grade shall be
determined in each case at the election of the professor, and the
grade may be raised at any time by a vote of the trustees, regard
being had to the amount and value of services rendered, or to the
experience of the persons rendering them. Tn this view, they
present the following
Schedule of Salaries.
I. Resident Professors.
x
1st grade_________________________ _____ ___ $2,250
2d grade........ . ............. . ..................... ..... ................. 2,000
3d grade____ __________ _________ ______ ___
1,750
II. Resident Assistant Professors.
1st grade........ . ..................... ............. ......................... $1,750
2d grade___________________________ _______
1,500
3d grade............ ........... ......... ................... ............... .. 1,200
4th grade_____________ _____ ______ _________
1,000
The compensation of the non-resident professors, special pro
fessors and lecturers should be arranged by special agreement in
each case.
In addition to the officers already named for administrative pur
poses, will be required a Steward, who should occupy an office'
upon the grounds, keep close watch of the grounds and buildings,
superintend repairs, present certificates, receive dues, keep books,
etc., etc. His salary also should be matter of agreement.
Modification
in the
Official Term of Trustees.
In considering the arrangement of the governing body, the com
mittee cannot forbear to make a suggestion as to a modification of
the present charter. By that, the Board of Trustees are a selfperpetuating body; each trustee elected for life, and the whole
body form a close corporation. None can deny that while such
�28
an organization lias advantages as regards stability, it has disad
vantages as regards progress and activity. Your committee be
lieve that the history of great educational institutions, when fully
written, will show that this method of electing trustees is the
great cause why institutions of learning have so often been
dragged on behind the age, instead of being recognized as leaders
of the age. We are not prepared to present in all its details a
plan for the change desired ; but we recommend that as soon as it
shall be deemed expedient, some legislation be had by which the
term of office for trustees shall be six years; that the elected
trustees be classified by lot, and that a certain number of trustees
be elected each year. The committee would suggest that each
year, three new members be elected into the Board by the trus
tees, to take the places of three who annually leave it. They
recommend that this continue until such time as the graduates of
the University shall number one hundred ; that thereafter two
persons be elected annually into the Board by the Trustees, and
one be elected by the graduates. They also recommend that the
elections of the Board of Trustees be conducted in every case by
ballot, and that it require a two-thirds vote of the electing body
to re-elect a former trustee.
The advantages of this plan in general are evident. First, it
secures an influx of new life into the Board. Secondly, it does
this without any jar or disturbance of harmony. - Thirdly, it
recognizes the fact that the alumni of the institution never lose
their vital connection with it. Fourthly, it prompts every alumnus
to maintain a deep interest in the institution.
The committee recommend that by the same legislation, the
number of absences from meetings of the Board allowed by the
Revised Statutes, be diminished. It is surely not too much to ask
that men having the honor of a position in a Board of Trustees
like this, should discharge the duties, or that if they cannot dis
charge them, they give place to those who can. On a full attend
ance upon the meetings of the Board, depends in a great measuie
the success of this noble enterprise.
The Equipment
and
Illustrative Collections.
The next point to which the committee would call attention, is
the Equipment.
For the department of Agriculture there are two sorts of equip
ments. First, some farm buildings and tools are necessary at an
�29
/
early day to meet the demands of simple practical instruction.
Secondly, to give the department the character and efficiency it
deserves, there must be begun and carried on as rapidly as pos
sible, a Museum of Agriculture, embracing collections of imple
ments, productions, and matters generally relating to the depart
ment, in character similar to the State Agricultural collection at
Albany.
In the department of the Mechanic Arts, your committee believe
that the order of equipment needed is exactly the reverse; that
whereas in the Agricultural department an experimental farm is
first needed and the illustrative collection is secondary, in the
department of Mechanics the illustrative collection is first needed,
and the model workshop is secondary.
The reasons for this belief are as follows:
For the experiments in agriculture one farm is sufficient; the
main outlines of procedure in practical culture and experiments
are simple ; a small range of implements is sufficient for the whole
work.
To cover an equally extensive field in the mechanic arts would
necessitate a very great number of shops, with scores of processes
entirely dissimilar, with an immense range of machines and tools.
In agriculture one field will answer for nearly all the different
processes and experiments ; in mechanics, as a rule, one workshop
will only answer for each single branch to which it is devoted.
But, in addition to this great difference between the two depart
ments, in the ease of simple instruction in elementary practice,
your committee conceive there is a radical difference between the
necessities of the two departments. Scientific agriculture depends
largely on experiments. Whatever may be the results of strictly
scientific deductions, these results are not to be accepted until
experiment has proved them useful. Thus, agricultural chemistry
alone,, as a science coming out of the laboratory, is inadequate.
Its results must be submitted to practice on the farm. In actual
practice a great number of elements constantly arise to disturb
theoretical results.
In the department of Mechanic Arts, on the other hand, the
results of strict scientific investigation are seldom modified by
practice. Every calculation given by mathematical theory will be
found to work in practice.
In machines, theoretical calculations of power, modified by cal
culations of friction will, as a general rule, express practical
�30
results. There is, then, no such need of experimental workshops
in this department as of experimental farms in the other.
There are other reasons which might be adduced, but the com
mittee would pass them, and recommend at an early day that there
be commenced in this department a general collection, embracing
drawings, casts, sectional and working models, in general character
like the “Conservatory of Arts and Trades” at Paris.
They also recommend that the Board take into consideration the
establishment of a workshop, where young men may be employed
in making sundry implements and machines for the agricultural
department, and models for the collections illustrating various
other departments.
In the department of Engineering, collections are necessary of
drawings, engravings, models, casts, &c., in general scope like
that at Union College ; and among these the committee recom
mend at an early day, in the department of Mathematics, the
acquisition of a collection of the Olivier models, similar to those
at the Paris Conservatory, and at Union, Harvard and Columbia
Colleges, and at the Military Academy at West Point.
In the division of Science, Literature, and the Arts in general,
various collections are necessary. Of these, collections in Geology.
Mineralogy, Zoology, Comparative Anatomy and Botany, are those
most immediately needed. The University, by the munificence
of its founder, possesses already one of the finest collections extant
in Geology, only needing small additions in Lithology to make it
sufficient. It is here submitted that much might be done in build
ing up the collections, by employing active students in the work
of collecting specimens most accessible, and in conducting ex
changes. At the same time it will probably be advantageous to
keep watch of the collections which are from time to time offered
for sale in this country and in Europe, and thus secure, at comparativelv small cost, such collections as the Ward collection at
Rochester; the Lederer collection at Ann Arbor, and the Gibbs
collection at New Haven.
Philosophical Apparatus.
Another very important part of the equipment of any institution
of a high class is its collection of Philosophical Apparatus. It
is undoubtedly true that a skillful professor, with little apparatus,
is better than a bungler with much ; yet as it is our ambition to
have not only the best instructors, but also the best means of illus
�31
tration, it is our duty to look carefully to this portion of the
equipment, and to decide upon a policy regarding it.
The committee believe that the trustees should make every effort
to have the best; and that our policy should be two-fold : First,
the professors in the department of General Chemistry, Physics,
and kindred departments, should be furnished with the means of
illustrating the latest results of research and initiating new re
searches. Secondly, they should have the means of publicly illus
trating these brilliantly. We therefore hope to see, at an early
day, in the collections of the University, such comparatively rare
pieces of apparatus as that of Bianchi or Thilorier for the solidi
fication of carbonic acid ; the English apparatus for the direct
generation on a large scale of electricity from steam; the Boston
modification of Ruhmkorf’s coil for presenting on a large scale the
effects of electricity induced by the Galvanic current; the new
French apparatus for experimenting upon light; and in general
those aids to instruction and illustration proper to an institution
which we hope to place among the first of this country.
The earlier the philosophical apparatus is put on this footing,
the better; and while the committee do not urge an immediate
outlay sufficient to compass all that these departments should con
tain, they earnestly recommend at an early day a liberal expendi
ture toward a worthy beginning.
Collections Illustrative
of
Art.
The University can never attain to the proportions we hope for
it, without some collections illustrative of the great Arts of Architecture, Sculpture and Painting.
While galleries of statues and paintings by artists just now in
fashion, are too expensive to be thought of, art-collections of far
greater educational value can be formed at an outlay compara
tively trifling.
The collections of casts at the German University at Bonn, and
in the institutions at Boston, Ann Arbor and Toronto • the collec
tions of photographs and medallions illustrating architecture and
sculpture, and the collection of engravings illustrating the History
of Painting, now forming at the University of Michigan, furnish
examples of the equipment which ought ere long to be given to
this department.
�32
The Observatory.
In the ordinary working of an ordinary college, an observatory
can be dispensed with. But when an institution is to be made a
centre for men of the highest intellect,—when it is sought to in
crease knowledge,—when the aim is to bring every appliance to
bear in revealing the power of God and in developing the power
of man,—those in charge will naturally think of the establishment
of an observatory. So it has been almost without exception in
the great universities of the old world. So it has been at Har
vard College, at Yale, at the, University of Michigan, at the Uni
versity at Chicago, at the University of Alabama, at Hamilton Col
lege, and at Vassar College, in our own country.
It may be said that an observatory gives no part of what is
known as practical instruction. Even if it did not, the investi
gations which it aids are so noble, that the most severely practical
men have always held them in honor. But every man at all ac
quainted with higher education, will declare that the observatory
does promote practical education. From the observatories have
come some of the most practical benefactois of the race, and among
them, Newton, LaPlace, Lalande, Oersted, Arago, Mitchell. No
observatory was ever planned in a collegiate town, without stimu
lating greatly the study of the exact sciences, and thus promoting
progress and achievement in the departments where the exact
sciences bear practically upon the welfare of mankind.
We are sure that all the trustees join in our hope to see, at no
distant day, standing upon our grounds, an observatory which
shall be an honor to the State and Nation. No better gift could
be made by any of our wealthy citizens, and no nobler monument
could be reared by those who long to live in the memories of their
fellow men.
The cost of a suitable observatory varies. To erect a building
and place in it a telescope, meridian circle, astronomical clock, and
chronograph, wrould cost from forty thousand to eighty thousand
dollars, according to the size and perfection of the instruments.
The committee urge that this part of the equipment be not lost
sight of, though at present they do not recommend any applica
tion of funds for it.
�33
The Library.
The part of the equipment to which the committee would call
attention, finally, is the library. It is the culmination of all
touching all departments—meeting the needs of teachers and
taught. In it all Sciences and Arts meet; from it they draw a
vast part of their sustenance. We believe that, from the first, the
building up of a library suited to the wants of the institution, and
worthy of its aims, should be steadily kept in view. A large
library is absolutely necessary to the efficiency of the various de
partments. Without it, our men of the highest ability will be
frequently plodding in old circles and stumbling into old errors.
Say what we may of the necessity of original investigation, the
fact remains that science has never made great achievements save
when its votaries have had a plentiful supply of books wherein
to find necessary information and hints as to studies and investiga
tions. The history of the progress of modern science is the history
of development and accretion—development out of previous
thought and work—accretion upon previous thought and work.
The great progress in modern science is, to a very small degree,
the result of the original investigations of men removed from
access to the recorded labors of their predecessors.
This is the case with every science. To attempt either -of the
great functions of an university—the discovery of truth, or the
diffusion of truth, regarding the two main branches of our in
struction, Agriculture and Mechanics—without a liberal library,
would be to cripple these departments ; and to continue instruc
tion long in the departments generally without an ample library,
would be a farce, were it not so sad to see a body of professors,
ambitious to render services to science and to the institutions with
which they are connected, crippled by want of books.
What should be the character of the books ? It has been su<rgested that a library should be of the newest and best; that it
need only present the latest works as embodying the highest
results of thought. There is a germ of truth in this, which ought
to be borne in mind ; yet it should not be forgotten that there is
not a science or an art in which there are not some old investio-ations never superseded or surpassed.
There are multitudes of old works which must be within reach,
in order to an understanding of almost any science or art. The
general rule is, that a worthy library should possess the works of
every man who has made his mark in literature, science or the
3
�arts. This is true of different sciences and arts in different de
grees, but it is sufficiently true even of the most recent sciences
and arts, to show that no talk about old books and musty tomes
should for a moment delude us.
How should these books be obtained ?
Three methods suggest themselves : First, the different mem
bers of the Faculty might present lists of works in their several
departments, with indication of those most needed, and after a
collation of these lists by a committee, and a classification accord
ing to comparative necessity, purchases might be made from year
to year. This is an approved practical method, and is recom
mended.
But this does not cover the whole want of the institution. There
must be a reserved force of books. Very often a book necessary
to the success of an important investigation is not thought of until
the moment it is wanted. Very often a professor of great acquire
ments does not know where to find the record of an experiment;
and that hint at a method or fact of immense value to him, he
must seek in a full collection of works in his department, many
of which he would not think of naming as those most immediately
necessary.
The successful use of recent books, too, necessitates a large col
lection of those partially superseded. Partial quotations must
often be known wholly; doubtful quotations must often be verified.
A collection is needed as a centre to which men in all grades in
every kind of investigation may gather.
This can only be obtained by other methods. One of these is,
to take the catalogues of leading publishers and booksellers, and
having marked their valuable works, receive proposals for their
purchase. This is often a useful way, and is also recommended.
Another method of use in beginning a library, is the purchase
wholly, or in part, of carefully gathered special collections of
private individuals. Thus the University of Rochester purchased
the Neander Library, and Yale College the Thilo Library.
When and how can this be done ? Not in this country to any
extent, for nowhere in the world are valuable books sought so
eagerly and held so tenaciously. It is in foreign cities, and espe
cially in London, that collections of works in every department,
made by the most distinguished scholars, are brought under the
hammer of the auctioneer. Hardly a number of the London
Atheneeum is issued without advertisements of such collections.
�35
Within a very few years, the private library of Buckle, so full in
all its departments ; the private library of Lord Macaulay, con
taining vast stores in English history; the library of Humboldt,
containing the accumulations of his life ; and scores of others even
more important, have been thus broken up in the London market.
Your committee find that the prices of books thus disposed of
in mass are very low, except in the case of rarities competed for by
bibliomaniacs, and these are the very things for which the Univer
sity cares little or nothing. The solid material of a large library
*—the standard authorities and works of reference—the sets of
lieviews, periodicals and Journals of Societies, with few excep
tions, go at low prices. The committee are assured by one of its
members, who has himself frequented, and bought largely in these
sales, that collections of vast value, selected during a lifetime by
the most eminent scholars in various branched, and enriched often
with their notes, references and corrections, are constantly sold at
prices astonishingly low.
The committee, therefore, without recommending any hasty
action, would suggest that an eye be kept upon these frequent
sales, and that at the earliest convenient season an attempt be
made to avail ourselves of them.
It is also recommended that steps be taken to obtain for the
library certain valuable works published by foreign governments;
such as the wonderful Monographs upon the European Rural Popu
lation, by LePlay, published by the French government; and,
above all, in the department of Industrial Mechanics, the great
series of Patent Reports published by the English government,
copies of which are in the State Library at Albany, in the Astor
Library at New York, and in the Public Library at Boston. It
is believed that a copy can be obtained ot the English government
at the mere cost of mounting the plates and binding the several
volumes. A more valuable and appropriate work for that depart
ment could hardly be designated.
Preparation
of a
Code for
the
University.
To this committee was entrusted the preparation of a code of
laws for the government of the University. A large collection
of the statutes of different colleges has been made, but at the out
set a question meets us : What shall be the theory of discipline in
the institution ? Shall it be after the military pattern ; shall it be
the oidinaiy collegiate discipline which has been in part inherited
�36
from England ; shall it be an adaptation of the free university
system of continental Europe, where comparatively little is done
by college police, and much is left to the students themselves ? It
will be seen at once that this question must be decided before any
body of statutes is framed; for the radical difference between
these fundamental systems involves an entire difference between
the codes which express them. The first, the military system, has
undoubted advantages. It puts all students upon an equality in
mere outward advantages of dress, style and living ; it subjects
students to a more perfect control; it gives from among the stu
dents, officers to aid in enforcing rigid discipline. On the other
hand, the uniformity in dress, which is admired by some as con
tributing to equality, deprives the professor of one of his best
means of knowing who are before him in the lecture room,—how
he shall deal with individuals, and what allowances are to be made.
None acquainted with the best American colleges, will hesitate to
declare that, as a rule, no student loses anything among his pro
fessors or his fellow students, by clothing indicating poverty
and frugality. It is only in after life that this makes an impor
tant difference. In no community on earth is man estimated so
exactly by what is supposed to be his real worth, as in a commu
nity of college students. No collections of men were ever more
democratic. The rigid military government, it is believed, could
not possibly be applied to the whole University: for, by the fun
damental theory of the institution, there will be students of a great
number of different grades,—some attending merely courses of
lectures for a single season; some in regular courses of several
years ; some men not far from middle age ; some far below their
majority • some residing in the college building; some residing
in the town. While, therefore, military instruction must always
form part of the courses, it is not recommended that the govern
ment be military, except, perhaps, in some single departments,
where efficiency may be promoted by military forms.
As to the next system, the ordinary collegiate plan, although
to a certain extent it may have to be adopted on account of our
partial resort to dormitories, yet the system as a finality is not
favored by the committee.
The system of university freedom of government is believed by
the committee to be our best government. In this system laws
are few but speedily executed, and the University is regarded
neither as an asylum nor a reform school. Much is trusted to the
�manliness of the students. The attempt is to teach the students
to govern themselves, and to cultivate acquaintance and confidence
between Faculty and students. This the committee believe is pos
sible. They believe that by rigid execution of a few disciplinary
laws • by promotion of pleasant, extra-official intercourse between
teachers and taught, in ways hereafter to be specified ■ by placing
professors over students, not as police, but as a body of friends,
this government may be made to work better than any other. The
boundaries between government of students by university autho
rities and government by town authorities, will be discussed else
where.
The committee will, on a future day, recommend a simple pledge
and ceremony of matriculation, having in view self-governmenf by
the students.
Having thus given a basis for a code, we think it best to defer
details until a future report. The necessity for by-laws is not im
mediate, and much light can, it is believed, be gained from the
Faculty about to be chosen.
Remunerative Manual Labor
by
Students.
One of the most interesting questions which arises in the estab
lishment of our departments of Agriculture and the Mechanic Arts,
regards the experiment of employing students at manual labor
during a portion of the day.
The argument generally used of late against this experiment is,
that it has been tried several times unsuccessfully.
This argument would have more force were it shown that the
institutions where the manual labor system has failed, have had
the means of trying the experiments fully and fairly. It is be
lieved that such has not been the case, and that our country has
seen no institution having such ample means of trying this experi
ment as has the Cornell University. Nor is it true, as is often
loosely stated, that this experiment has uniformly failed. The
reports of the State Agricultural College of Michigan, at Lansing,
show that its success there, if not brilliant, is substantial. Several
young men have supported themselves entirely, paying their fee
of tuition, room rent, board, fuel, washing, clothing, books and
traveling expenses out of their earnings upon the college pro
perty ; and a very large number in the same way have paid their
expenses partially.
Your committee are satisfied that the University ought to try
�38
this experiment. We are not, however, prepared to recommend
that every student in the University be required to do a certain
amount of manual labor. This we think would impose fetters
upon the student body, very dangerous to that character of
breadth and freedom which we hope to establish.
If, as is certain to be frequently the case, a student advanced
in years considerably beyond the usual student age, and who
already has labored and accumulated means to defray his expenses,
presents himself and wishes, in the shortest time possible, to tit
himself for a place as engineer, superintendent of chemical works,
or scientific miner, it would seem doubtful policy to force him
to give those hours which he desires to crowd with study, to
manual labor in which he has had full experience, and remunera
tion which he does not need.
True, it is often urged that the student can do more and better
mental work, with deduction of two or three hours of physical
labor, than without it. Though not one man in a million among
men at large acts upon this belief, it may be so among students.
But, until this theory proves itself by practice, we believe that it
would be a great mistake to attempt to place the entire University
rigidly upon this basis. When, in our progress here, this theory
shall be substantiated, there will be ample opportunity to enforce
this system in all the departments.
Again : Your committee are by no means certain that physical
labor among young men can be made to take wholly the place of
athletic sports and gymnastic exercises in giving restoration from
mental labor. Even if it keep up bodily strength, it seems hardly
possible that the minds of young men could be kept fresh, elastic
and energetic, when the only relief from tension is the change
from one form of labor to another.
We understand that even in manual labor schools it has been
found necessary to give some time to free, manly sports and games.
But there is one practical objection which will doubtless be
conclusive, even if theoretical objections are not.
If any such number of students as we expect, enter the Univer
sity, we could not provide labor for all of them.
The State University of Michigan, with far less attractions than
we hope to present, has fifteen hundred (1500) students. At two
hours a day of manual labor by each student,—and this is an hour
less than the usual allowance,—granting that the different divi
sions of working students succeed each other with perfect preci
�39
sion, one corps taking up the tools the instant the previous corps
throws them down, there would be a constant force to be profitably
employed and paid, equivalent to three hundred (300) laborers,
and the University cannot employ any such force with profit for
any long time.
But while we do not recommend general compulsory labor, we
are in favor of organizing corps of laboring students, and holding
out every inducement to join them ; and we are not prepared to
say that it may not be necessary to require manual labor from all
the students in some special departments.
We believe that a system of manual labor, rightly organized,
will work to the mutual advantage of the University and the stu
dents. There is a large amount of labor required at once upon
the ornamental grounds and the farm. There are trees to be
felled, roads and paths to be cut, depressions to be filled, eleva
tions to be graded down. There will be much work requiring
mere physical ability, and there will be much requiring the scien
tific guidance of the Professors of Agriculture, of LandscapeGardening and Engineering.
It will also be of use to the students in their muscular develop
ment, and we believe can be made to give substantial aid to many
pecuniarily.
Physical Culture.
Many plans of education have given goodly place to Physical
Culture in theory ; very few have given any adequate place to it
in practice.
No mistake could be more unfortunate. Better the mere rudi
ments of knowledge with a body sound, firm and strong, than the
best culture of the schools with a body permanently emaciated and
debilitated.
It is one of the strange things in the history of education, that
American votaries of classical scholarship have been so neglectful
of that bodily culture which, in the ancient civilization they justly
honor, was the main culture.
We cannot insist upon this part of an education too strongly.
As long as highly educated men are dyspeptics, so long will they
be deprived of their supremacy in society by uneducated eupevand so it ought to be.
We recommend: First, that in all, except the Optional Course,
attendance be required on a plain series of lectures upon Anatomy,
Physiology and Hygiene.
�40
Secondly, that there be provided, at the opening of the Univer
sity, a well-equipped Gymnasium, and that training in it, or equi
valent training in manual labor or exercises in the open air, be
obligatory upon all.
Thirdly, that an instructor in Gymnastics be appointed, who
shall conduct exercises at the gymnasium under some careful pro
gressive system, with as much regularity and under as stringent
rules regarding attendance and decorum, as are observed in any
college exercise whatever.
Fourthly, that in arranging hours for study, recitations or lec
tures, physical training be regarded as equally entitled to conside
ration with mental training, and that a regular and sufficient time
be always allowed for that purpose.
Fifthly, that grounds be set apart for the national game of base
ball, and that the formation of clubs be encouraged; also that
encouragement be given to the formation of clubs for boating upon
Lake Cayuga.
Sixthly, that the experiment be tried of framing an university
statute to the effect that deterioration in physical culture will be
held in the same category with want of progress in mental cul
ture, and that either will subject the delinquent to deprivation of
university privileges.
Seventhly, in view of the importance and practical novelty of
this whole subject, it is recommended that to the regular standing
committees of the Board of Trustees there be added a “ Committee
upon Physical Culture.”
Military Education.
It is recommended that the requirements of the congressional
law be met by careful provisions for teaching Military Engineer
ing and Tactics, and that the Board of Trustees at an early day
adopt some plan for encouraging military drill, or for making it
obligatory.
Actual Commencement of Instruction.
4
The committee would also report as to the actual commencement of instruction,—the practical beginning of general university
operations.
A sufficient number of professors having been secured, it is
recommended that at least three (3) months before the opening
of the University, an advertisement be inserted in papers of wide
�41
circulation, stating concisely the day when the examinations for
admissions begin, the courses of instruction, the professors and
their departments, the charges for instruction, the approximate
charges for board and lodging, the number and character of free
Scholarships, the duties of school commissioners in examining can
didates for them under the charter, and the names of persons to
■whom applications may be made for further details.
The University Year.
It is recommended that there be two terms in the University
year ; the first commencing on the second Thursday of September
and ending on the third week-day preceding Christmas ; the
second term commencing on the third week-day following New
Year’s day, and ending upon the third Thursday in June, when
shall be held the annual Commencement.
In order, however, to commemorate an event which the insti
tution ought ever to hold in remembrance, and, incidentally, to
give some intermission in the second term, which is much longer
than the first, it is recommended that the ordinary exercises be
Suspended on the fourteenth day of May, the day wThen the act
incorporating the University was passed, and that that day be
forever known as Founder’s Day, and that exercises be then held
expressive of gratitude to the benefactors of the University, and
to renew the memory of their benefactions.
It is recommended that some inaugural exercises be held at or
near the beginning of the first term.
Fees.
In nothing do American institutions of learning vary more than
in the fees required of students. At Yale College the charges
are as follows :
For tuition .................
$45
rent and care of one-half* room, average_________ 20
expenses of public rooms, repairs, &c._______ ___ 10
use of gymnasium_____ ______ _________ ____
4
society tax________________ ____ ____
g
Besides these, there are charges at graduation amounting to
average price of board, $5.50.
I11 the Massachusetts Institute of' Technology, at Boston, the
�42
fees in the first year arc $100; second year, $125; third and
fourth, $150 each.
At Harvard College the fees are as follows :
Instruction, library and lecture rooms, and gymnasium___ $104
Rent and care of room, &c._________________________
28
Special repairs_________ _______ ______________ ____
1
$133
Board is said to range from $4.50 to $7 per week.
In the Lawrence Scientific School, at Cambridge, the student
taking the courses of chemistry, engineering, botany, &c., pays in
regular fees each year, from $250 to $300.
In the Cambridge School of Mines, the fees are, for the first
year, $150, and $200 for each succeeding year.
At the State University of Michigan, by the catalogue of 1866,
any student from without the State pays a matriculation fee of
$20, and an annual fee of $-5.
At Dartmouth College, tuition in the Scientific School is, per
annum, $36 in the third and fourth, and $42 per annum in the
first and second years. In the College proper, the fees are :
For tuition.........................
$51
room rent from $6 to------------- ----------------------- 12
$57 to $63
At Hamilton College the tuition is .................
$45
Room rent........ ............
9
Sweeping and contingencies--------------- ------------------ 21
$75
At the State Agricultural College of Michigan, at Lansing,
tuition to students from that State is free, but from all other
States, per annum, $20 ; room rent, $4 ; matriculation fee, $5.
From this great diversity no rule can be deduced. After con
sideration, the committee, although there are one hundred and
twenty-eight (128) free scholarships already provided by law, and
although it is believed that instruction of the very best kind will
be furnished, have concluded to suggest that the charges for the
first year be very low, and they present the following schedule :
Matriculation fee------------------ --------------------------- - $15
Annual fees at $10 per term........................................... 20
$35
�43
For room rent they have based their calculations upon the per
centage which the dormitories ought to contribute upon the outlay
for them, arranging the rents so as to give a return of seven (7)
per cent per annum. The rent of a full suite of rooms in the main
building would be 55 cents, 73 cents, 109 cents per week for each
student, according as they have four, three or two occupants.
Arranging rents so as to bring a return of four per cent per
annum, the charges would be 32 cents, 42 cents, 63 cents per
week, according as the suites of rooms are occupied by four, three
or two persons.
But it is not expected that any large number of the students
can be accommodated in the University dormitories. There are
provided in the first building, accommodations for from sixtv-four
to one hundred and twenty-eight students. But it is believed
that these will fall short of the accommodations required.
It is not doubted that the citizens of Ithaca will do their utmost,
even subjecting themselves to inconvenience, in providing rooms
for students. And it is believed that they will do this at the
lowest terms possible ; for nothing could be more unfortunate for
the town and University than at the outset to have the impression
gain ground that student lodgings in Ithaca are costly.
Board.
In regard to board, the committee are decidedly .of the opinion
that the trustees should have nothing to do with furnishing it,
unless events force them to do so. For this the citizens of Ithaca
must be relied upon entirely. The same necessity for liberal
treatment and low prices obtains in regard to board as in regard
to lodgings. And in view of the great importance of a right
beginning in this matter, it is recommended that the President of
the Board designate a committee of the citizens of Ithaca, who
shall bring the matter before their fellow citizens and obtain assur
ances which shall enable the trustees in their first announcement
to offer, with the other attractions of the institution, the very
decided one of cheap rates of lodgings and board.
The same citizen’s committee should also be relied upon to fur
nish the University steward with names of persons willing to
accommodate students, and with lists of prices, so as to provide
at once for students on their arrival.
If, however, such appeal be unsuccessful, which is not believed
possible, it is recommended that the executive committee be em
�44
powered to lease in the town, or erect upon the college grounds,
a dining hall and kitchen, with the full understanding, however,
that the University shall not undertake to manage it further than
to lease it to the students. The students thus leasing it, shall
choose their own stewards, employ their own servants, purchase
their own provisions, and manage it in their own way, except that
the trustees may vote to advance money to the clubs thus formed,
to purchase leading articles of supply at wholesale, according to
the system recently established in the Yale College dining clubs ;
and the University authorities shall take measures, in case of need,
to preserve general decency and order.
Fuel.
It is strongly recommended that the University purchase fuel
at wholesale, to be retailed to the students at cost. This plan is
found to work beneficially at Yale, Harvard and many other
colleges.
The Dormitory System.
Two radically different ideas as to the function of an Univer
sity have produced two different systems of lodging students and
of supervision of them while not engaged in public exercises.
Under the first, the student is lodged in a dormitory and kept,
or rather supposed to be kept, under surveillance of the Univer
sity authorities. Under the second, lodging and any other than
general surveillance are looked upon as outside the proper
function of an University, and the student left to make arrange
ment for his lodging as any other person coming for a time into
the town would do, subject to certain general regulations by the
University. Care of him as a citizen is left to the town authori
ties ■ care of him as a member of a family, to the household with
which he is lodged—the University, of course, reserving the right
to inflict penalties for offences against University common law and
statutes.
The committee believe the latter system the more sound in
theory and the more satisfactory in practice. Large bodies of
students collected in dormitories often arrive at a degree of tur
bulence which small parties, gathered in the houses of citizens,
seldom if ever reach. No private citizen, who lets rooms in his
own house to four or six students, would tolerate for an hour the
anarchy which most tutors in charge of college dormitories are
compelled to overlook.
�45
But even were the discipline of dormitories thoroughly en
forced; the system tends to put the professorial corps in the atti
tude of policemen. And the situation is made all the worse by
the fact that the professor is armed with no authority under the
law of the land, and so comes to be regarded not even as a police
man, but as a spy—not as a judge, but as an inquisitor. Nothing
could be more fatal to hearty, kindly relations between teachers
and taught.
The dormitory system, as it has existed at Oxford and Cam
bridge, has been carried out logically in the construction of quad
rangles—great enclosures from which egress at unsuitable hours
is supposed to be rendered difficult, and in which good order can
be more easily maintained. That even this most costly plan has
failed every one knows, who has at all looked into the subject;
blit even the poor merit of the English system seems wanting
among ns,
The reasons for adopting even temporarily any modification of
the dormitory system in a new institution like ours, are two :
First, the necessity of some check upon persons disposed to ask
too large a price for student lodgings. Secondly, the necessity
of observations, experiments and work upon the college land by
large numbers of students. Of these reasons the first weighs
little ; the second, it is hoped, will weigh less and less as the
village of Ithaca is extended nearer and nearer to the University
domain ;—but they have been strong enough to induce the Board
of Trustees to erect a dormitory in which are provided tasteful
and well-ventilated study and sleeping rooms for from sixty-four
to ninety-six students. It is believed that no better accommoda
tions are afforded in any college within the United States.
It is recommended, however, that at the outset the policy of
tbe trustees be declared to be in favor of making residence in the
college buildings a reward of good work and conduct, and that
good order in every student hall be entrusted to the self-govern
ing powers of the students residing in it, with a full understanding
that the University authorities will enter into no inquisitorial pro
cess to discover the authors of disorder, but that if the tenants are
not able to maintain good order, they must give place en masse
to those who can. If this does not accomplish the purpose, the
hall should be closed altogether.
It is hoped that ere many years accommodations for students
may be mainly provided among citizens residing in neat, tidy
�46
dwellings bordering upon the University property. In these a|
kindly, restraining family influence would be exercised upon stu-|nja^|ofi(|#1 1
dents, never found in the prevalent poor imitation of the EnglisMaH^ifeEW
semi-monastic system.
1
The committee are decidedly opposed to any large adoption ofl
a dormitory system.
Relations between the Cornell University and other Insti-I
tutions of Learning in the State.
It is believed that the institution now to be founded can be
brought into perfect harmony with the sister institutions of the hl
State, While we hope for large numbers of students, it is highly fmmiQi,
4-1------------------ K---------- . .U„
-ly
[ij
improbable that the number at the .a.._ collegeswill 1be any M*
other
smaller than at present. Facilities for education, like facilities'!
for travel, increase the number of those using them. In this great,
commonwealth of four million souls, there is work for all.
.[Ji
So far from injuring the existing colleges, it is hoped that we s*'
can benefit them in one way at least most gratifying to their officers. In the Faculties of these colleges are some of the best^W Wp
minds in the country—some of the noblest men.' They are to-dayj
almost without exception, kept upon salaries wretchedly inadequate, and to a number of students far less than ought to enjdJ^MjW^W
the benefit of their teachings.
By our plan of Non-resident Professors, we can avail ourselvew
of the talents of these men—can give them a larger field and
newer, and can add to their salaries sums which will enable them |i
to work more freely in the colleges with which they are immediately connected. This plan also offers an incentive to every active
professor in every college, to distinguish himself as an investigatoiwO^bsfci
or instructor in some department, and thus will benefit science amH
education at large.
•
a
Relations
of the
a
University with the School System of the !
State.
The provisions of the charter of the Cornell University show k
that its promoters recognized the necessity of a vital connection
with the school system of the State. As that system is the sulm
stratum of all we hope to build, it cannot be left out of sight. It
ought never to be forgotten that we arc to draw life from it, and
that we must return life into it. No scholastic traditions should jWfemi.-fi
lead us to slight or undervalue this relation. It will be a greatj
�47
honor to us if we knit our work as an esteemed part, into the fabric
of education for a commonwealth of four millions of people.
Pains have been taken to establish a relation such as has never
existed between the system and any existing college. The Super
intendent of Public Instruction is ex officio a trustee, and thus
forms a vital link in the connection. The provision in the act of
incorporation regarding the choice of students to scholarships in
the different assembly districts, brings us directly into relations
with the whole body of school commissioners throughout the
State. Our labor should be to strengthen the ties thus established.
Entering heartily into this vast educational work, so cherished by
the people of this State, we are strong—holding ourselves aloof
from it, we are weak indeed.
irrnt
-»q
fonii
arm!
>" 9flt
itav<
iufeH
A Special Test in our Work.
In the arrangement of departments and in provision for them,
there is one test very simple and very effectual—the original Law
of Congress. That law we must neither wrest nor warp. We
f^iica must satisfy its requirements without mental reservation. We
must never lose sight of that great body of men to whose mental
needs the act makes special reference, and of whom it speaks as
the “ industrial classes.’7
ff. p The munificence of our founder does, indeed, enable us to add
to this provision; but nothing can allow us to take from it.
The monstrous perversion of trusts recently revealed by the
il'is^l Parliamentary Commission on Collegiate Education in England,
fguig must find no parallel here.
iiT 5
That original law will not fetter us in our endeavors to give the
qoaq people of this State the most advanced university privileges.
irrsq Having guarded us from a common error, and secured certain
faoT •;reat branches of practical education, it gives us by express declaroiii; ations the largest university scope—only insisting that we keep
n view the real wants of this land and people.
bl J
[tT J
The General Test
in
University Education.
The committee have now considered the practical questions
most likely to arise at the beginning of our work. That all such
questions have been met, is not claimed. In regard, however,
Ito those which may hereafter arise, we desire in conclusion to
present a general principle, fundamental and formative—a prin
ciple to serve as a test and guide ;—it is the principle so admirably
T
�enunciated by Wilhelm von Humboldt, and elaborated by John
Stuart Mill: “ The. great and leading principle is the absolute and
essential importance of human development in its richest diversity.”
This we conceive to express the object of any really great institu
tion of learning; this our founder proclaimed in his declaration
already cited.
This principle we believe can only be made operative through
the greatest freedom in study consistent with an University organ
ization—freedom in choice of studies—freedom in range of studies.
Development under this principle—moral, intellectual and phy
sical—Can only be normal and healthful in an atmosphere of love
of truth, beauty and goodness,’and adoration of the Centre of
truth, beauty and goodness.
We have under our charter no right to favor any sect or to pro
mote any creed. No one can be accepted or rejected as trustee,
professor or student, because of any opinions and theories which
he may or may not hold. On that point our charter is most care
fully guarded, and made to conform to the fundamental ideas of
our Republic—ideas which too many institutions of learning have
forgotten. Fervor, valor and strength in labors for truth, goodness and beauty, are the qualities to be sought in those who are
to work here; and if we secure men of this fervor, valor and
strength, we may be sure that, whatever their individual theories
on this or that dogma, their joint labors will be for the glory of
God and the elevation of man.
Upon the members of the Board the committee desire to im
press the necessity of earnest thought and energetic action. A
trusteeship of this University will be no sinecure. Never was a
nobler trust confided to any body of men. May we all feel our
great responsibilities in this matter, and work earnestly to dis
charge them; and in laying these foundations may we have the
blessing of Heaven, that all may be fitly builded.
ANDREW D. WHITE,
(Signed.)
Tor the Committee on Organization.
1
I
���
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Victorian Blogging
Description
An account of the resource
A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
Creator
An entity primarily responsible for making the resource
Conway Hall Library & Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
Publisher
An entity responsible for making the resource available
Conway Hall Ethical Society
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Pamphlet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Report of the Committee on Organization, presented to the trustees of the Cornell University, October 21st 1866
Creator
An entity primarily responsible for making the resource
Cornell University
Description
An account of the resource
Place of publication: Albany, USA
Collation: 48 p. ; 24 cm.
Notes: From the library of Dr Moncure Conway.
Publisher
An entity responsible for making the resource available
[s.n.]
Date
A point or period of time associated with an event in the lifecycle of the resource
1867
Identifier
An unambiguous reference to the resource within a given context
G5690
Subject
The topic of the resource
Education
Rights
Information about rights held in and over the resource
<img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /><br /><span>This work (Report of the Committee on Organization, presented to the trustees of the Cornell University, October 21st 1866), identified by </span><span><a href="https://conwayhallcollections.omeka.net/items/show/www.conwayhall.org.uk">Humanist Library and Archives</a></span><span>, is free of known copyright restrictions.</span>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
English
Conway Tracts
Cornell University
Education-United States
-
https://d1y502jg6fpugt.cloudfront.net/25778/archive/files/886b0dee9bfe1d02569e9288a73f0ec6.pdf?Expires=1773878400&Signature=NhNawYf2CpbYwbGncuLQXktjoZ9uHEhOFzhnexd7VU9ZMPCwFEhv2fN2Up8nASKqtsMQskeHvXsuGqsIfGqxVFoOD5Q3-MO1OzzwwpsIrUhtua5z7Gwh1pOJGnLPdVhVhuUlrXHfIbk%7EM3AaQDdVDTMbZHpHt2sTKskIDsfQihfFMF8jeCwMrZyOLbo1rv7SZ3LAxz8UNicUoSFn8rZ1%7E7E--JGXTiN3kjdKWxpP8l-cp5rkiD8Q11B0kzi2OXDEkU1qKrBEG8MYzHwMzGj-GhKtu71DsBJffjuR1klChaDJ66%7E3DbIpT4wADOxunRZq-L3%7E4I9xDJesE9Sxe3YqrA__&Key-Pair-Id=K6UGZS9ZTDSZM
9722b50d4c5abe162a404b6d28b7fa54
PDF Text
Text
T 'JET K/
CORNELL UNIVERSITY
AT ITHACA, N. Y.
FIRST GENERAL ANNOUNCEMENT.
TRUSTEES.
*His Excellency, REUBEN E. FENTON, Governor.
*His Honor STEWART L. WOODFORD, Lieutenant-Governor.
*Hon. WILLIAM HITCHMAN, Speaker.
*Hon. THOMAS H. FAILE, President State Agricultural Society
*Hon. VICTOR M. RICE, Superintendent of Public Instruction.
*Hon. EZRA CORNELL, Chairman of Board of Trustees.
*Hon. ANDREW D. WHITE, President of the University.
*FRANCIS M. FINCH, Esq., Librarian Cornell Public Libra/ry.
*ALONZO B. CORNELL, Esq., Ithaca.
Hon. HORACE GREELEY, New York.
Hon. EDWIN D. MORGAN, New York.
Hon. ERASTUS BROOKS,k New York.
Hon. WILLIAM KELLY, Rhinebeck.
Gen. J. MEREDITH READ, Albany.
Hon. GEORGE H. ANDREWS, Springfield, Otsego Co.
Hon. ABRAM B. WEAVER, Deerfield, Onf.tda Co.
Hon. CHARLES J. FOLGER, Geneva.
Hon. EDWIN B. MORGAN, Aurora.
Hon. JOHN M. PARKER, Owego.
*
HIRAM SIBLEY, Esq., Rochester.
Hon. JOSIAH B. WILLIAMS, Ithaca.
Hon. GEORGE W. SCHUYLER, Ithaca, Treas.ofthe University,
WILLIAM ANDRUS, Esq., Ithaca.
JOHN McGRAW, Esq., Ithaca.
* Trustees Ex Officio.
��RESIDENT PROFESSORS.
HON. ANDREW D. WHITE, EL. D.,
PRESIDENT AND PROP. OP HISTORY.
EVAN W. EVANS, M. A.,
PROP. OF MATHEMATICS.
WILLIAM CHANNING RUSSELL, M. A.,
PROP. OF SOUTH EUROPEAN LANGUAGES AND ASSOCIATE PROF. OF HISTORY.
ELI WHITNEY BLAKE, M. A., PH. D.,
PROF. OF PHYSICS AND INDUSTRIAL MECHANICS.
GEORGE C. CALDWELL, M. S., PH. D.,
PROF. OP AGRICULTURAL CHEMISTRY.
JAMES M. CRAFTS, M. S., PH. D.t
PROF. OF GENERAL AND ANALYTICAL CHEMISTRY.
BURT G. WILDER, M. D.,
PROF. OF COMPARATIVE ANATOMY AND NATURAL HISTORY.
JOSEPH HARRIS,
PROF. OF PRACTICAL AND EXPERIMENTAL AGRICULTURE.
Major JOSEPH H. WHITTLESEY (U. S. Army),
PROF. OF MILITARY SCIENCE.
LEBBEUS H. MITCHELL, B. A., PH. D.,
PROF. OF MINING AND METALLURGY.
DANIEL WILLARD FISKE, M. A., PH. D.,
PROF. OF NORTH EUROPEAN LANGUAGES AND LIBRARIAN.
The following are to be elected in July and September.
PROF. OF MORAL AND INTELLECTUAL PHILOSOPHY.
PROF. OF GENERAL, ECONOMIC AND AGRICULTURAL GEOLOGY.
PROF. OF CIVIL ENGINEERING.
PROF. OF ANCIENT LANGUAGES.
*
�4
FACULTY.
PROF. OF BOTANY, HORTICULTURE AND ARBORICULTURE.
PROF. OF RHETORIC, ORATORY AND VOCAL CULTURE
NON-RESIDENT PROFESSORS AND LECTURERS.
LOUIS AGASSIZ, LL. D.,
prof, of natural history
.
(20 Lectures).
Hon. FREDERICK HOLBROOK, LL. D.,
PROF. OF MECHANICS APPLIED TO AGRICULTURE (12 Lectures)
JAMES HALL, LL. D.,
PROF. OF GENERAL GEOLOGY (12 Lectures).
JAMES RUSSELL LOWELL, M. A.,
PROF. OF ENGLISH LITERATURE
(12 Lectures).
Hon. GEORGE WILLIAM CURTIS, M. A.,
PROF. OF RECENT LITERATURE
(12 Lectures).
Hon. THEODORE W. DWIGHT, LL. D.
PROF. OF CONSTITUTIONAL LAW AND LECTURER ON THE CONSTITUTION OF THE UNITED
states
(13 Lectures).
The following are to be elected at an early day.
PROF. OF POLITICAL ECONOMY.
PROF. OF RURAL ECONOMY AND ARCHITECTURE.
PROF. OF AMERICAN HISTORY.
PROF. OF VETERINARY SURGERY AND BREEDING OF ANIMALS.
PROF. OF ECONOMIC ENTOMOLOGY AND LECTURER ON INSECTS INJURIOUS TO VEGETATION.
S
*
>
�CORNELL UNIVERSITY.
FIRST GENERAL ANNOUNCEMENT.
The first term of the Cornell University, at Ithaca, N. Y.,
will open on the last Wednesday in September, 1868, with the
inauguration of’ the President and Professors.
The examination of candidates for admission will be con
ducted by the Professors elect in the several departments, on
the Monday and Tuesday preceding.
Though students can be received at a later period, it is
greatly desired that they appear on Monday and Tuesday as
above.
The organization of Divisions, Departments, Courses and
Classes will immediately follow the inauguration exercises, and
there will be no delay in the commencement of instruction.
All instruction at the University will be comprehended
under two Divisions.
I. The Division of Special Sciences and Arts.
II. The Division of Science, Literature, and the Arts in
GENERAL.
Departments and Courses, in these two Divisions, will be
organized as follows:
I. DIVISION OF SPECIAL SCIENCES AND ARTS.
1. The Department of Agriculture.
2.
“
“
The Mechanic Arts.
3.
“
“
Civil Engineering.
4.
“
“
Military Engineering and Tactics.
5.
“
“
Mining and Practical Geology.
6.
“
“
History, Social and Political Science.
�6
THE CORNELL UNIVERSITY.
In all the instruction in these Departments a constant effort
will be made to educate men to speedily become practically
useful in developing the resources and in aiding in the general
progress of the country.
In the DEPARTMENT OF AGRICULTURE, science and
practice will go together, not to rear a body of amateur agri
culturists, but to bring scientific methods to bear in ordinary
agriculture, so that, tried by an economic test, the result shall be
to advance the prosperity of the country. Special attention
will be given to the education of young men, ambitious to
become instructors and professors in the numerous agricultural
colleges now rising in nearly all the States of the Union.
In the DEPARTMENT OF THE “ MECHANIC ARTS,”
science will also be applied to practice, fitting men to take
positions of influence and usefulness, in developing the manu
facturing and mechanical resources and interests of the country.
Special attention will be paid to the practical education of
those who wish to take charge of manufactories and work-shops
of various sorts.
In the DEPARTMENT OF CIVIL ENGINEERING the
same idea of making thoroughly scientific men for speedy prac
tical use will be carried out.
The DEPARTMENT OF MILITARY ENGINEERING
AND TACTICS is placed under the supervision of graduates
of the National Academy at West Point.
The DEPARTMENT OF MINING AND PRACTICAL
GEOLOGY has for its aim the fitting of men to develop the
vast mineral resources of the nation. When it is considered
* what immense losses have been incurred under the manage
ment of unscientific or half-scientific men, the importance of
this Department will be recognized. Situated, as the Univer
sity is, near one of the greatest mining districts of the United
States, it presents special attractions to all students desiring
real preparation for work of the kind contemplated.
In the DEPARTMENT OF HISTORY, SOCIAL AND
POLITICAL SCIENCE, the need of the country for a higher
and more thorough education for the public service, will be
�THE CORNELL UNIVERSITY.
7
constantly kept in view. Principles, as thought out hy Econo
mists, Statesmen and Historians, will be constantly applied to
what has been actually wrought out in society. The trustees
will endeavor, in questions of Political Economy, upon which
good and able men differ, to have both sides ably presented and
discussed. No attempt will be made, however, to proselyte
students to any peculiar or partisan views.
II. DIVISION OF SCIENCE, LITERATURE, AND TILE
ARTS IN GENERAL.
1. First General Course, or “Modern Course.”
This will extend through four years. To Modern Languages,
which have become so indispensable in a good education,
will be mainly assigned the place and labor usually given to
Ancient Languages. The course will be suited to the needs of
students, so far as possible, by the allowance of options-between
studies in the latter years of the course, on a plan somewhat
similar to that lately adopted at Harvard University.
2. “Modern Course Abridged.”
This course will extend through three years. This, as well
as the abridged courses which follow, are intended to meet the
needs of those students who have not time for a full general
course. It will give the main studies of the extended course,
the subordinate studies being omitted so as to decrease the time
one year.
3. Second General Course, or “ Combined Course.”
This course will extend through four years. In this the lan
guages studied will be Latin and German, the remainder of the
course being essentially the same as the “ General Course.” To
those who wish to make a thorough study of Modern Languages
this course will be valuable, as combining the most useful parts,
practically, of the courses usually pursued in Colleges, with a
broader course; giving the two sides of all the great Modern
Languages and literatures, including our own, and aiding the
�8
THE CORNELL UNIVERSITY.
scientific student greatly in the literature and nomenclature of
science.
4. “ Combined Course Abridged.”
This wifi extend through three years.
character.
Its name explains its
5. Third General Course, or “ Classical Course.”
This will be mainly like the “First General Course,” with
the option of Ancient Languages for Modern. While making
full provision, in other courses, for Scientific instruction, full
attention will be given, in this course, to Classical instruction.
The aim will constantly be to provide a Classical Course, as
full and thorough as that of any College in the land—to make,
not smatterers, but sound classical scholars; to strengthen the
student, by giving him an insight into the great thoughts of
great thinkers—not to burden his mind with scraps of doubtful
philosophy and second-hand pedantry.
6. “ Scientific Course.”
This will extend through three years, affording a general
scientific preparation for either of the first four departments in
the “ First Division,” as named above. A special effort will be
made to bring this department fully up to the needs of the
times, both by the course adopted and by the professors elected
to maintain it.
7. Scientific Course Abridged.
This will extend through two years. Its name explains its
character.
8. Optional Course.
This is similar to that allowed American students in the
greater German Universities; also like the “Select Course” at
the University of Michigan ; and which, in both cases, has been
very successful. In this course the student, on consultation
with friends and the appropriate instructors, selects any three
studies for which he may be fitted, from the whole range of
studies pursued in .the entire University, follows them up to
*
�THE CORNELL UNIVERSITY.
9
such a point as may be agreed upon, and receives, from the
Governing Board of the University, at the completion of his
work, a certificate, showing the extent of the course he has
taken.
9. Degrees, Diplomas and Certificates.
Appropriate degrees, attested by diplomas or certificates, wiii
be conferred upon all students passing satisfactorily through
any of the above named departments or courses. But it is
thoroughly to be understood that no distinction will be made
between the courses extending through four years, as to the
name, character or value of the degree or diploma, and the
trustees pledge themselves to use every effort to prevent any
caste-spirit in any department or course as compared with
another. It is intended to confer the degree of A. B. (Bachelor
of Arts) on all students wTho shall have satisfactorily passed
either of the above courses, requiring four years of study.
It is intended to confer the degree of B. S. (Bachelor of Science)
on all students passing through the “ Scientific Course” (No. 6),
requiring three years of study.
REQUIREMENTS FOR ADMISSION.
General Requirements. ’
All candidates for admission to any department or course
must present satisfactory evidences of good moral character.
All candidates for admission to any of the special depart
ments in the “First Division ” must be at least sixteen years
of age. All candidates for admission to any of the courses of
the “ Second Division ” must be at least fifteen years of age.
Candidates for advanced standing will be examined in the
previous studies of the course which they purpose to enter, and
if they come from another College or University will present
certificates of honorable dismission.
Entering the University will be considered a pledge to obey
its rules and regulations.
Candidates for admission to any department or course must
have received a good common English education, and be
2
�10
THE CORNELL UNIVERSITY.
morally, mentally and physically qualified to pursue to advan
tage the course of study to which they purpose to give their
attention.*
Special Requirements.
Department oe Civil Engineering- and Archi
Military Engineering and Tactics, and Mining and
Practical Geology. In addition to the general requirements,
candidates will be examined in the whole of Elementary and
Plane Geometry.
2. For the “ Combined Course ” in the Second Division, in
which Latin is taken as an optional study in place of one of
the Modern Languages, in addition to the general require
ments the candidate will be examined in Caesar’s Commen
taries, Cicero’s Select Orations, six books of the EEneid and
forty-five exercises in Arnold’s Prose Composition, or in a
course equivalent to this.
3. For the “ Third General Course,” or “ Classical
Course,” an examination will be made similar to that for enter
ing the first year at the existing Colleges of a good grade.
1. In
the
tecture,
Of Candidates Imperfectly Prepared.
For candidates* found to be of good mental quality, but
defective in preparation, provision will be made for special pre
paratory instruction in a department separate and distinct, but
under the control and direction of the University Faculty,
until such students are fully competent to enter the University.
Students intending to enter are urged to give their main atten
tion, from the time of receiving this circular, to strengthening
themselves in a “sound, ordinary English education
such
as can be obtained in every good public school or academy.
Let their efforts be laid out in perfecting themselves in the
following course:
In English Grammar, the general practical principles, with
the strictest attention to exercises in Orthography. In En* The same qualifications as those named for the Lawrence Scientific School at Cam
bridge.
�THU CORNELL UNIVERSITY.
11
glisli composition each applicant should take pains to cultivate
skill and facility. To this end frequent and brief essays and
»imprCMnptu compositions, oral and written, are recommended.
In Geography, the leading facts of General Geography, with
special attention to the Geography of Europe and America, to
be learned, not by ‘"parroting” from text books, but by com
mon-sense study of any atlas, taking one map after another,
fastening into the mind the leading, physical and political
features in the Geography of each continent and of each
country, and finally grouping them mentally together. To
this end map drawing will be found of the greatest use. Three
weeks’ study, in this way, will do more than “ three years’ ”
study after the ordinary method. In Arithmetic, attention
should be especially directed to fundamental principles. These
should be clearly apprehended, and fairly fixed in the student’s
mind. In view of the course to be pursued in the University,
too much importance cannot be given to a thorough prelimi
nary drill in Mental Arithmetic.
Good health, good habits, and a good thorough education in
the common English branches, are then the simple requirements
for admission. Every failure in institutions for higher educa
tion may be traced to a defect in one of these respects. On
these, as a basis, the University pledges itself to build a good
superstructure.
Fees eor Tuition.
The fees for tuition to persons not exempt under the charter
as “ State Students,” are ten dollars for each term, or thirty
dollars for the year. Neither matriculation fees nor initiation
fees are required.
In special cases of students of decided merit, who are proven
to be in great need, a remission will be made, either wholly or
in part, of tuition fees, such remission being considered as a
loan, the student giving a note or promise to pay them so soon
as he shall become able after leaving the University. In all
other cases payment for each terra must be made in advance.
Students will be held responsible for any injury which mav be
done by them to the University property.
�12
* Payments
THE CORNELL UNIVERSITY.
for
Materials
used in
Laboratory Practice.
Chemicals and other materials used in laboratory practice
will be charged to the student using them at actual cost price.
“ State Students.”
In the original act of incorporation of the University is the
following section:
“ § 9. The several departments of study in the said Univer
sity shall be open to applicants for admission thereto at the
lowest rates of expense consistent with its welfare and effi
ciency, and without distinction as to rank, class, previous
occupation or locality. But, with a view to equalize its advan
tages to all parts of the State, the institution shall annually
receive students, one from each Assembly District in the State,
to be selected as hereinafter provided, and shall give them
instruction in any or in all the prescribed branches of study in
any department of said institution, free of any tuition fee, or
of any incidental charges, to be paid to said University, unless
such incidental charges shall have been made to compensate
for damages needlessly or purposely done by the students to
the property of said University. The said free instruction shall
moreover be accorded to said students in consideration of their
superior ability, and as a reward for superior scholarship in the
academies and public schools of this State. Said students shall
be selected as the Legislature may, from time to time, direct,
and until otherwise ordered, as follows: The School Commis
sioner or Commissioners of each county, and the Board of
Education of each city, or those performing the duties of such
a board, shall select annually the best scholar from each acad
emy and each public school of their respective counties or
cities as candidates for the University scholarship. The candi
dates thus selected in each county or city shall meet at such
time and place in the year as the Board of Supervisors of the
county shall appoint, to be examined by a board consisting of
the School Commissioner or Commissioners of the county, or
by the said Board of Education of the cities, with such other
persons as the Supervisors shall appoint, who shall examine
said candidates and determine which of them are the best
scholars; and the Board of Supervisors shall then select there
from to the number of one for each assembly district in said
county or city, and furnish the candidates thus selected with a
certificate of such selection, which certificate shall entitle said
student to admission to said University, subject to the examina
�THE CORNELL UNIVERSITY.
13
tion and approval of the Faculty of said University. In
making these selections, preference shall be given (where other
qualifications are equal) to the sons of those who have died in
the military or naval service of the United States; considera
tion shall be had also of the physical ability of the candidate.
Whenever any student selected as above described shall have
been, from any cause, removed from the University before the
expiration of the time for which he was selected, then one of
the competitors to his place in the University from his district
may be elected to succeed him therein, as the School Commis
sioner or Commissioners of the county of his residence, or the
Board of Education of the city of his residence, may direct.”
Under this the Superintendent of Public Instruction will, at
an early day, issue a circular defining the duties of School
Commissioners regarding the examinations under this act, and
making suggestions as to the best manner of conducting them.
All students presenting themselves at the University with a
certificate, such as is contemplated in the section above cited,
showing that after an examination he has been adjudged the
“ best scholar,” will be admitted to any department or course
for which he is fitted, and continue for four years, or as long
as he shall profitably employ his time in the University, free
of all matriculation fees, term taxes, or any other payment for
tuition.
Booms.
Suites of rooms will be provided, in the College buildings
and near the grounds, sufficient for the accommodation of
about two hundred students. Each suite in the buildings con
sists of a study with bedrooms and closets adjoining. They
are large and convenient, with careful provision for heat and
ventilation, and no study or bedroom has been or will be con
structed without direct communication with the outer light
and air.
It is intended, at the expense of the University to provide
neat and durable furniture. The rent of rooms and furniture
will range from sixty cents to one dollar per week, according
to the occupation of the suite of rooms by two students or by
three. Rooms can also be obtained, at reasonable rates, with
families in the town.
�14
THE CORNELL UNIVERSITY.
Board.
Board can be obtained in the village at moderate rates.
Probably good board could be secured, at a lower price, by the
formation of clubs among the students. The University stew
ard will be authorized, in such case, to aid clubs, by the pur
chase of stores for them at wholesale, and by securing rooms.
Fuel.
The direct communication with the neighboring coal mines
D
O
gives advantages in this respect. The University steward will
purchase coal at wholesale, and retail it to students at whole
sale prices.
OFFICERS AND EQUIPMENT OF THE UNIVERSITY.
Faculty.
A resident Faculty will be in readiness, which, it is believed,
will command the confidence of all friends of advanced and
extended education. In addition to these, it is intended to
secure, as non-resident professors, a number of gentlemen
especially distinguished to deliver courses of lectures in their
several departments. Several gentlemen of acknowledged
eminence in science, literature and the practical arts, have
already signified their willingness to accept such positions, and
it is intended to announce the names of the Faculty, resident
and non-resident, through the public prints, early in the summer
of 1868. The system recommended by the President in his
“Plan of Organization,” has been adopted, which is to “secure
for the resident professorships, for the hard work of building
up the University, active, energetic young men who have a
reputation to make and who can make it; and for the non
resident professors, men of the highest reputation, who will at
once elevate the whole tone of instruction and give us from the
outset a position which could not be attained in any other
manner.”
Buildings.
Two large stone buildings, four stories in height, have
already been erected; another of the same character is in prog
�THE CORNELL UNIVERSITY.
15
ress. In these, besides dormitories for over three hundred
students, are library, lecture and recitation rooms, over thirty
in number, and of various sizes.
Laboratories.
There will be two laboratories well equipped, one under the
'direction of the professor of agricultural chemistry, and the
other under the professor of general chemistry.
Collections.
The University already possesses the Jewett collection in
Palseontology and Geology, at a cost of ten thousand dollars,
and has received a donation from the State of a collection of
duplicates from the State geological collection, and has funds
now in hand to make large additional collections for illustration
in the different departments.
Libraries.
The trustees feel warranted in stating that the University
will commence with a scientific and general library sufficient
for the immediate wants of Faculty and Students, and constant
appropriations will be made for its increase.
Student Labor and Practical Instruction in Agriculture.
There is much labor to be done upon the farm attached to
the Agricultural department, and a large number of students
can be employed from one to three hours a day, at fair prices.
Shortly after the organization of the University, the University
steward will organize voluntary corps for systematized and
remunerated labor, unde” the direction of the Professors of
Agriculture and Engineering.
Student Labor and Practical Instruction in the
Mechanic Arts.
It is intended to erect workshops upon the University prop
erty where students, under proper direction, can have practical
instruction in Mechanic Arts. The first of these will be a
£
�16
THE CORNELL UNIVERSITY.
workshop fitted with the proper machinery for working in
wood and iron, in which students can labor at fair prices
upon agricultural implements and machinery in general, and
upon models for the University collections of machinery and
apparatus.
Accomplished artisans will superintend this work, and the
attention of those young men who would qualify themselves,
by scientific study, for the most responsible and remunerative
positions as master mechanics and superintendents of work
shops, is invited to this feature in the course of practical
instruction.
Prizes.
The following prizes are offered by the Founder of the Uni
versity to aid meritorious students :
To the student of the Volunteer labor Corps in Agricul
ture, who, without neglecting his other University
duties, shall have shown himself most efficient,
practically and scientifically, upon the University
farm,............................................................................. $50
To the second in merit,..................................................... 20
To the third in merit,......................................................... 10
To the student of the Volunteer labor Corps in the
Mechanic Arts, who, without neglecting his other
University duties, shall have shown himself most
efficient, practically and scientifically, in the Uni
versity workshops,..................................................... 50
To the second in merit,..................................................
20
To the third in merit,............ '..............................
10
The above shall be known as the “ Founder’s prizes.”
00
00
00
00
00
00
The following prizes are offered by the President of the
University to aid meritorious students :
To the student showing the most satisfactory progress
in the “ Modern Course ” during the first year,... $50 00
To the second in merit,..................................................... 20 00
�17
THE CORNELL UNIVERSITY.
7
To the student showing the most satisfactory progress
in the “ Combined Course ” during the first year,.
To the second in merit,.....................................................
To the student showing the most satisfactory progress
in the “ Classical Course ” during the first year,...
To the second in merit,.....................................................
To the most meritorious student in General and Analytical Chemistry,.....................................................
To the second in merit,.....................................................
To the most meritorious student in Chemistry as ap
plied to Agriculture,................................................
To the second in merit,....................................................
To the most meritorious student in Practical Mechanics
and Physics,.................................................................
To the second in merit,.....................................................
To the most meritorious student in Civil Engineering,
To the second in merit,.....................................................
To the most meritorious student in General History,..
To the second in merit,.....................................................
To the most meritorious student in Modern History,..
To the second in merit,.....................................................
To the most meritorious student in Botany,..................
Tb the second in merit,.....................................................
To the most meritorious Report or Thesis upon an
original investigation in Agriculture,....................
To the second in merit,.....................................................
To the most meritorious Report or Thesis upon an
original investigation in Geology,..........................
To the second in merit,.....................................................
To the writer of the best English Essay,......................
To the second in merit,.....................................................
To the third in merit,.........................................................
To the student who, without neglecting his other duties
as a member of the University, shall make the
most satisfactory development in physical culture,
To the second in merit, .. <,...............................................
To the third in merit,........................................................
8
K
$50 00
20 00
50 00
20 00
50 00
20 00
50 00
20 00
50
20
50
20
50
20
50
20
50
20
00
00
00
00
00
00
00
00
00
00
50 00
20 00
50
20
50
20
10
00
00«
00
00
00
50 00
20 00
10 00
�18
THE CORNELL UNIVERSITY.
The committees of examination reserve the right to withhold
a prize where the competition shows a standard not sufficiently
elevated.
*
The above shall be known as the “President’s prizes.”
ORIGIN OF THE UNIVERSITY.
The establishment of the Cornell University is due to the
combined bounty of the General Government and of the lion.
Ezra Cornell.
On the second of July, 1862, Congress passed an act grant
ing public lands to the several States and Territories which
may provide Colleges for the benefit of Agriculture and the
Mechanic Arts.
1
Under this act thirty thousand acres for each of its Sena
tors and Representatives in Congress were appropriated to each
State, and under this provision the share of the State of New
York was in land scrip representing 990,000 acres.
From the first, the State of New York determined to cease
the policy of scattering its educational resources, and to con
centrate this fund in a single institution worthy so great a
Commonwealth.
Common sense, with the very signal failure of the Sta>te
of Michigan in scattering such a fund, and her great success
after concentrating it were conclusive in favor of such a
policy.
Acting upon this idea, the State first appropriated the entire
amount of land scrip to the People’s College upon certain very
easy conditions. These conditions not being complied with,
the Legislature, by chapter 585, of the Laws of 1865, following
the same policy of concentration, against much opposition and
many attempts to scatter the fund, re-affirmed its old decision
to concentrate the fund, by overwhelming majorities in each
house, and gave the proceeds of the entire amount of scrip to
the Cornell University on certain conditions, of which the most
important were, that Ezra Cornell should give to the Institu
tion five hundred thousand dollars, and that one student should
annually be received and educated, free of all charge for tuition,
�THE CORNELL UNIVERSITY.
19
from each of the one hundred and twenty-eight Assembly Dis
tricts of the State, as a reward of merit for superior scholarship
in the public schools or academies. Such.student to be desig
nated by a competitive examination, to be conducted on a plan
laid down in the act.
At the first meeting of the trustees thereafter, Mr. Cornell
complied with the conditions of the charter by a gift of five
hundred thousand' dollars in due form. He then made the
additional gift of two hundred acres of excellent land, with
buildings, as a farm to be attached to the Agricultural Depart
ment ; the Jewett collection in Geology and Palaeontology,
which had cost him ten thousand dollars, and since that time
other gifts to the amount of twenty-five thousand dollars.
Besides this, Mr. Cornell has expended about three hundred
thousand dollars in purchasing the land scrip anti locating the
lands for the University, and it is proper to state here, that, *
previous to all these gifts, he had erected in the village of
Ithaca, at a cost of nearly one hundred thousand dollars, a
free public library with large halls, and with lecture rooms
which will be exceedingly useful as affording supplementary
accommodations for the lectures and public exercises of the
University. Thus laying the foundation for a sure and a large
endowment, sufficient to enable the trustees to tender, as soon
as the fund shall suffice, free board as well as instruction to the
State Students.
Relations
oe the
University to the State.
The act organizing the Cornell University makes it an
organic part of the educational system of the State. The
Governor, Lieutenant-Governor, Secretary of State,. Superin
tendent of Public Instruction and Speaker of the House of
Assembly are ex officio trustees. • The President of the State
Agricultural Society is also ex officio a member of the board.
It’may be mentioned here, that the Board of Trustees are not
a body sitting for life, but that they are constantly renewed,
the term of office being five years ; three being selected every
year—one of them by the Alumni whenever they shall number
�20
THE CORNELL UNIVERSITY.
fifty. This, it is hoped, will do much to insure vigor and
prevent the stagnation from which so many institutions of
learning have suffered.
Scope op the University.
The special department referred to above will be developed
conscientiously and as thoroughly as possible. The prominence
plainly given the first two by the Act of Congress will be loy
ally remembered. It must also be constantly recollected that
education is here to be made, not only scientific, but practical.
Military education will also be provided for. Moreover, the
trustees are also pledged to try fully and fairly the experiment
of allowing students in appropriate departments to do some
thing toward paying their way by organized manual labor,
under scientific direction. This, however, will be voluntary,
as the freedom of our University demands.
But beside these special departments, the trustees provide,
in accordance with the clearly expressed intent of the Congres
sional act, general instruction. Mr. Cornell’s gift is made in
order to round the whole institution into the proportions of an
University worthy of the State. He expressed plainly and
tersely the whole University theory when he said, “ I would
found an institution where any person can find instruction in
any study T
Features of the University.
First. Every effort will be made that the education given be
practically useful. The idea of doing a student’s mind some
vague general gofod by studies which do not interest him, will
not control. The constant policy will be to give mental disci
pline to every student by studies which take practical hold upon
the tastes, aspirations and work of his life.
Second. There is to be University liberty of choice. Several
courses carefully arranged will be presented, and the student,
aided by friends and instructors, can make his choice among
them.
When we consider that young men are constantly obliged to
make choice unaided in regard to matters of even more difii-
�*
THfi CORNELL UNIVERSITY.
21
culty and danger than courses of study, it will not be thought
so absolutely necessary that but one single course should be
allowed, and all men pf all minds forced to fit it.
Third. There will be no Fetichism in regard to any single
course of study. All good studies will be allowed their due
worth. While the beauty and worth of ancient classics will
not be denied, it is hoped to give the study of modern classics,
especially those of our own language, a far more important
place than they have hitherto held in our colleges. Special
attention will be paid to these.
Fourth. Historical studies and studies in Political and Social
science will be held in high honor, and will have more atten
tion than is usual in our higher institutions of learning.
Besides thorough regular courses, it is intended to present
special courses of lectures by non-resident professors of emi
nence.
Fifth. There will be no petty daily marking system, a pe
dantic device, which has eaten out from so many colleges all
capacity among students to seek knowledge for knowledge’s
sake. Those professors will be sought who can stir enthusiasm,
and who can thus cause students to do far more than under a
perfunctory piecemeal study.
Sixth. It enters into the plan adopted by the Board of the
Cornell University to bring about a closer and more manly
intercourse and sympathy between Faculty and students than
is usual in most of the colleges.
Seventh. The study of Human Anatomy, Physiology and
Hygiene, with exercises for physical training, will be most
carefully provided for.
Eighth. The Cornell University, as its highest aim, seeks to
promote Christian civilization. But it cannot be sectarian.
Established by a general government which recognizes no dis
tinctions in creed, and by a citizen who holds the same view,
it would be false to its trust were it to seek to promote any
creed or to exclude any.
The State of New York, in designating this institution as the
recipient of the bounty of the general government, has also
�2^
THE CORNELL UNIVERSITY.
declared the same doctrine. By the terms of the charter, no
trustee, professor or student can be accepted or rejected on
account of any religious or political opinions which he may or
may not’hold.
”
*
The success of the University of Michigan, where the Faculty
comprises men of all religious sects and of all parties, is a suffi
cient refutation of those who assert that an institution of learn
ing must be sectarian to be successful.
Access
to the
University Town.
The Cornell University is established at Ithaca, Tompkins '
county, New York. From the south, east and west, the most
easy access is by the New York and Erie railway, leaving that
road at Owego and taking the cars for Ithaca.
From the north, east and west, access is easy by the New
York Central railroad, taking the “old road” between Roch
ester and Syracuse, and leaving it at Cayuga Bridge, whence
steamboats run directly to Ithaca.
Any additional information can be obtained of Francis M.
Finch, Secretary of the Board of Trustees, Ithaca, New York,
or of Andrew D. White, President of the University, Syracuse,
New*York.
'
'
REPORT.
To give in brief the latest exhibit of the affairs of the
University, the following report of the recent meeting of the
Trustees is appended, as published in the Albany Evening
Journal, of February 15th :
The meeting of the Trustees of the Cornell University, held
Thursday at the Agricultural Rooms, was one of the most
gratifying since the inception of that enterprise.
The reports presented by the various committees showed the
most satisfactory condition of the University in every respect.
The financial basis seems even better than the most sanguine
�THE CORNELL UNIVERSITY.
23
have hoped. Of the buildings, one large edifice in stone is
ready for students, and two more will be ready at the opening
of the University in September; giving excellent accommoda
tions for nearly four hundred students.
The Jewett Cabinet in Geology, etc., is all arranged ready
for use, and negotiations were ordered in relation to other
scientific collections, including that of Dr. Newcomb, of San
Francisco; which, with one or two exceptions, is the finest of
its kind in existence.
The report of the President showed that seven Professors
had already been appointed, as follows : .
President—Andrew D. White, LL. D., formerly Professor
of History in the State University of Michigan.
Professor of Mathematics—Evan W. Evans, A. M.
Professor of South European Languages and Associate
Professor of History—W. C. Russell, A. M.
Professor of Physics and Medicine—Eli W. Blake, Ph. D.
Professor of Chemistry—James M. Crafts.
Professor of Agricultural Chemistry—George C. Caldwell.
Professor of Comparative Anatomy and Natural History—
Burt G. Wilder, M. D.
•
The following Professors were elected Thursday:
Professor of Military Science—Major J. H. Whittlesey,
United States Army.
Professor of North European Languages and Librarian—
Daniel W. Fiske, A.M.
Professor of Mining and Metallurgy—J. II. Mitchell, A. B.
Also, the following as non-resident Professors:
Professor of Natural History—Louis Agassiz, LL. D.
Duties, twenty lectures each year.
Professor of Mechanics applied to Agriculture—Governor
Frederick Holbrook, of Vermont. Duties, twenty lectures
each year.
Professor of General Geology—James Hall, LL. D., State
Geologist of New York. Duties, twenty lectures each year.
Professor of English Literature—James Russell Lowell
Duties, twelve lectures each year.
�24
THE COKNELL UNIVERSITY.
Professor of Recent Literature—(jEorge Wm. Curtis.
Duties, tweive lectures.
Professor of Constitutional Law—Theodore W. Dwight,
LL. D. Duties, twelve lectures on the Constitution of the
United States.
All these gentlemen, with the exception of Governor Hol
brook, have already entered heartily into the plan, and will be
ready to give instruction at Ithaca during the first year, and it
is believed that Governor Holbrook will not hesitate to accept
this position. His election was the result of a vote taken in
the Executive Committee of the State Agricultural Society, at
the request’of the Cornell trustees.
It is intended to commence instruction on the third Wednes
day in September, with eighteen resident and about ten non
resident professors.
All the leading courses, general and special, will then be
opened, including modern course, scientific course, and classical
course, and special courses in agriculture, mechanic arts, civil
engineering, mining, military science, and history.
A gift was received from President White of one thousand
dollars to be distributed in premiums, to the most meritorious
students in the various departments, who jshall enter the first
year.
Another gift of three * hundred dollars was received from
another gentleman to be applied to the same purpose.
On motion of Hon. William Kelly, President White was
requested, during his approaching visits, to investigate the insti
tutions for Agricultural and Industrial Education in England,
France and Germany, and to report at his return. Also to
superintend purchases of bonks, apparatus, collections, etc.
The plan of general military instructions presented by Major
Whittlesey, was ably supported in its main features by Lieu
tenant-Governor Woodford, and adopted.
Much satisfaction was experienced regarding the elections
thus far for the Faculty.
The plan of organization of the President has been carried
out fully in this respect. That plan is “to have for the hard
�THE CORNELL UNIVERSITY.
25
work of building up the University mainly young and active
men—men who have a reputation to make, and who can make
it.” Great pains have been taken to secure the most promising
young men for this purpose, and the Committee have been
strongly aided by Professors Agassiz, Dana, Gibbs, Chandler,
President Alden, President Wilson, President McClintock
and others. With one exception, every one of these young
resident Professors "have had the best instruction, both in lead
ing American and European institutions.
Professor Evans, who graduated with the highest honors at
Yale, in 1851, was afterward acting Professor of Mathematics
at that institution, and then at Marietta College, Ohio, and in
both of these positions he distinguished himself as a teacher
and a writer. lie is the author of a mathematical text-book in
extensive use, and of papers in Silliman’s Journal. For the
last year he has been studying a second time in Europe.
Professor Russell graduated at Columbia College, N. Y.,
and won golden opinions as a Professor at Horace Mann’s Col
lege in Ohio. lie is now studying in Europe.
Professor Caldwell studied at the Agricultural College at
Cirencester, England, and afterward at the University of Got
tingen, Germany, and is now Vice-President of the State
Agricultural Society of Pennsylvania.
Professor Blake graduated at Yale, first in the classical and
afterward in the scientific school, then studied at Heidelberg,
Germany, four years. He has been Professor in the Uni
versity of Vermont, and is now acting Professor at Columbia
College.
Professor Crafts, after graduating at the Harvard Scientific
School, studied chemistry four years in France and Germany.
Though a young man, his original investigations were published
by the French Academy of Sciences and Silliman’s Journal.
He is now lecturing in the Cambridge Scientific School, where
he is Assistant Professor.
Professor Wilder is a graduate of the Lawrence Scientific
School, and now the First Assistant of Professor Agassiz.
Though one of the youngest of all he has distinguished himself
4
�26
THE CORNELL UNIVERSITY.
as a lecturer, he having delivered a course of the “ Lowell Lec
tures” in Boston, and a course of University lectures at
Harvard. He is the author of sundry contributions to Silliman’s Journal and the Atlantic Monthly.
Professor Harris studied at the Agricultural College at
Cirencester, England; was afterward leading editor of the
Genesee Farmer, and lias succeeded in applying science to
agriculture in a common-sense way and in 'making it pay.
Professor' Whittlesey is a graduate of West Point, Major in
the regular army, and the estimation in which he is held is
shown by the fact that he was appointed by General Grant
expressly to draw up a national plan for military education to
meet the wants of the increased army, to be presented to
Congress.
Professor Fiske was formerly at Flamilton College, where
he attracted attention for his zeal in literature. lie afterward
studied at the University of Heidelberg, in Germany, and
Upsala, in Sweden. Returning to America, he contributed to
the New American Encyclopaedia, and did other excellent
literary work. Going abroad again, he was .for a time the
secretary and trusted friend of Motley, the historian, our min
ister at Vienna. Returning, he was made literary editor of
the Syracuse Daily Journal, where he gained the respect of a
large circle of friends.
He is now traveling in Egypt and the Holy Land as a cor
respondent of several leading journals. It should be mentioned
that while he was contributing to Appleton’s Encyclopaedia he
was assistant librarian at the Astor Library, where he gained
the experience which induced the Cornell authorities to make
him not merely a professor but also librarian of the University.
Professor Mitchell is a St. Lawrence county boy, who studied
engineering at Union College under the lamented Gillespie;
then was an engineer upon sundry railroads, then Principal of
the High School at Davenport, Iowa, where he organized the
whole school system and distinguished himself as an instructor;
thence to Harvard, where he graduated among the first in his
class; then into the army, where he did faithful service in the
�THE CORNELL UNIVERSITY.
27
Topographical Engineers; then to the Training Schools of Paris
and Frey berg.
It will be seen that these are “ live men,” and in selecting,
them the Committee have been guided by the fact, not merely
of their energy and ability, but also of nobleness of character.
The Committee have been mindful of the fact that a Professor
to succeed must be not only a scholar, but a man and a gentle
man, and it is believed that in the above selections such have
been secured.
Of the non-resident Professors it is unnecessary to speak.
The reputations of Agassiz, Governor Holbrook, James Rus
sell Lowell, James Hall, George William Curtis and Theo
dore W. Dwight, are part of American History.
ft was determined to have a joint meeting of Trustees and'
Faculty immediately after the return of President White early
in July, and to make at that time all final arrangements neces
sary for commencing active instructions in September.
��
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Victorian Blogging
Description
An account of the resource
A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
Creator
An entity primarily responsible for making the resource
Conway Hall Library & Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
Publisher
An entity responsible for making the resource available
Conway Hall Ethical Society
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Pamphlet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The Cornell University at Ithaca, N.Y. : First general announcement
Creator
An entity primarily responsible for making the resource
Cornell University
Description
An account of the resource
Place of publication: Ithaca, USA
Collation: 27 p. ; 23 cm.
Notes: From the library of Dr Moncure Conway.
Date
A point or period of time associated with an event in the lifecycle of the resource
[1868]
Identifier
An unambiguous reference to the resource within a given context
G5684
Subject
The topic of the resource
Education
Rights
Information about rights held in and over the resource
<a href="http://creativecommons.org/publicdomain/mark/1.0/"><img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /></a><span> </span><br /><span>This work (The Cornell University at Ithaca, N.Y. : First general announcement), identified by </span><a href="https://conwayhallcollections.omeka.net/items/show/www.conwayhall.org.uk"><span>Humanist Library and Archives</span></a><span>, is free of known copyright restrictions.</span>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
English
Conway Tracts
Cornell University
Education-United States
-
https://d1y502jg6fpugt.cloudfront.net/25778/archive/files/af3591f80513bf9327a7c17237d6084c.pdf?Expires=1773878400&Signature=N3unzMBOXkxW3DC0JCo2VFa9x-EWTpml7yuYYySOgZZQQtA-RFppVdP18TGE52RFEo7Sroxnq97T7-Tr5kKxTGRqRZ-hJ5VIZwSlB9g0ZET8CeRpj5NTULRuWGjU5m9%7El4C6BjtZGnMOaF8zG9qtyICLreYokgzHjJVTgE%7EQMS0bSFuaSj9CWFyRj0duR7d6H7wu4gP%7ETEYYqnhRM3q37QwlN3ylie96N%7EGaEUP%7EL4s76pK-RITGhusAXEy8GmitOHJVKJzrl-xxxIQDVeGPXZPm0BUHFAHabaIgC0Zmlx1edHALcED7y1X5P-TS8Iw8AzdImucUf%7EHp0VZ2dXvWag__&Key-Pair-Id=K6UGZS9ZTDSZM
1c86029ef7378356f93744061fc366d2
PDF Text
Text
& 2-37 2-
NATIONAL SECULAR SOCIETY
PRICE TWOPENCE
THE
RELIGIOUS EDUCATION
OF CHILDREN
BY THE LATE
Rev. JAMES CRANBROOK
(EDINBURGH)
[issued for the rationalist press association, ltd.]
London :
WATTS & CO.,
17, JOHNSON’S COURT, FLEET STREET, E.C.
1908
��THE RELIGIOUS EDUCATION OF
CHILDREN
Religion is only a form of feeling. This needs to be dis
tinctly understood, or else we shall blunder at every step we
take. But I feel I have no occasion to go into any very
elaborate proof of it, as most rational thinkers have become
familiar with the arguments on which it rests. They know
that religion is not the observance of forms and ceremonies,
inasmuch as men may observe all these most punctiliously
and yet be mere hypocrites and pretenders to the religious
life. Nor is religion the belief of certain creeds, inasmuch
as men have held parts of every kind of orthodoxy, and yet
been most atrociously impious. But, as it is generally
expressed, it is a state of the heart, of the feelings, a state
of faith, reverence, awe, love, dependence, or fear, according
to the character of the divine object presented to the mind.
No distinction can be more important than that of this
modern one between theology and religion. It is necessary
to the interpretation of all the religious history of the past,
and to all intelligent religious action in the present. Religion
is the feeling which arises when a divine object is presented
to the mind ; theology is the explanation the intellect gives
of that object, its nature, character, and relations, the analysis
of the feeling itself, and the exposition of the forms of expres
sion or worship to which the feeling gives rise. So that it is
quite clear that religion must precede theology in the order of
time; the thing analysed and explained, ?>., must come
before the analysis and explanation. And it is further clear
that religion and theology may exist quite independently of
3
�4
THE RELIGIOUS EDUCATION OF CHILDREN
each other—i.e., the intellectual process which explains is
quite a different thing from the emotional state which seeks
for the explanation. A man may feel deeply, and yet, through
defect of intellect, be entirely without the theological know
ledge ; or he may through his power of intellect understand
the whole question of the theology, and yet seldom or never
in the faintest degree be the subject of the religious feeling.
Bearing in mind, then, these distinctions, what is it we are
inquiring into when we propose to ourselves the subject of
a child’s religious education ?
By religious education do we mean the education of that
feeling which arises upon the perception of a divine object?
or do we mean the analysis and ascertaining of the truths or
facts respecting the divine object of the feeling—z.e., theo
logy? or do we mean both the education of the feeling and
of the intellectual process of its interpretation ? Now, if I
mistake not, the popular idea of religious education is wholly
limited to the second meaning—z.e., the learning of theology.
Hence, e.g\, you will see in the prospectuses of various
schools a long rigmarole about the great importance they
attach to religious education, and the pains they give to it ;
and then, when you come to look into the processes by which
they carry on this important work, you will find that it often
happens that the sole effort they make in this direction with
one class for a whole year is to instruct their pupils in the
question of the Christian evidences 1 Now, I admit to the
fullest extent the great importance of this question. It is
one of the great questions of the day. In matters of theo
logy, it is the great question. But it is not a question of
religion. It is a question of historical criticism. And
historical criticism is a science of recent times, and requires
more learning, hard and dry study, power of acute and
accurate reasoning, and maturity of judgment than any other
science of the same class. To set children, therefore, to the
study of the Christian evidences, and then to call this
�THE RELIGIOUS EDUCATION OF CHILDREN
5
proceeding their religious education, seems to me as egregious
a piece of blundering as ever was perpetrated, and at the
same time proves what I said—that in popular estimation
religious education means, for the most part, education in
theology.
I do not mean to say, however, that there is no religious
education. On the contrary, there is a great deal of it,
Sometimes too much, and out of all proportion. But it is
carried on, and especially by pious mothers, without any
idea that it is education, and, consequently, without any
thought or system. The only thing called and attended to
as education consists of theological doctrines. But, in the
sense in which I speak of religious education, it is the first
of those I named—z’.e., the education of that feeling or those
feelings which arise upon the presentation to the mind of a
divine object, or, in other words, on the contemplation of the
mystery of the universe—the education of the feelings of
wonder, awe, reverence, love, and dependence. It is not
forming our minds to the study of theological truth. That
may be used as a means of religious education indirectly ;
and we may see thereafter that it is a means. But the
religious education itself is the development, direction, and
promotion of the growth of the religious feeling, the
purifying it from gross superstitions and sensual elements,
and rendering it elevated and elevating, pure and purifying,
noble and ennobling. Now, by what process is this to be
effected ? I have already alluded to the means generally
employed. Pious parents feel it their duty at the very
earliest period to begin with teaching their children theology—
notions respecting God, the soul, eternity—and in instructing
them in the feelings they ought to cherish with regard to
these objects. As soon as they can lisp, they teach them to
say prayers ; as soon as they can repeat sentences like a
parrot, they teach them a catechism. Now, not only is this
most destructive to the intellect, by teaching the child to use
�6
THE RELIGIOUS EDUCATION OF CHILDREN
words without a meaning, but it is creating in the child, so
far as it awakens religious feeling at all, a merely super
stitious religion founded on a false theology, which it will
afterwards have to correct. It is sad to reflect that in most
schools children receive to-day the same ideas in regard to
the universe and the destiny of man which their ancestors
entertained, and which are in direct contradiction to con
temporary knowledge.
Let us take as an illustration of what I mean the first two
questions of the simplest and the most generally used cate
chism for little children I know—Dr. Watts’s. I have known
it taught to children three years old, and, of course, before
they could read ; and have constantly heard it referred to as
the very model of a manual for the purpose. And most
certainly it represents the spirit—and very much of the letter
—of teaching children yet in their early years. It begins
with asking: “Can you tell me, child, who made you?”
The answer is: “The Great God who made heaven and
earth.” Now, here at the very outset are two notions
involving the most recondite and difficult ideas, which lie
utterly beyond a child’s comprehension. What idea can a
child have of God which is not utterly false ? Whatnotion
can the words convey but what is grossly superstitious? To
give the word “ God ” to a young child without explanation
is to teach him to use words without meaning—the greatest
curse of most people’s lives. To attempt to give him an
explanation is simply to call his creative fancy into play, by
means of which he will form for himself a most ridiculous
idol. If you awaken religion at all—i.e., feeling towards this
misconceived object, this idol—it will be a religion as super
stitious as ever was that of pagan nations. But then, in this
answer there is another notion besides that of God, and as
utterly incomprehensible to a child—that of a cosmogony—
the generation of a world, of the universe. What are you
going to say to a young child about God’s making the
�THE RELIGIOUS EDUCATION OF CHILDREN
7
heavens and the earth? Will you explain, supposing you
are able to do so? He could not comprehend. Would you
leave it unexplained, and let him form his own notions?
“ Oh,” you say ; “ who would think to teach a child your fine
scientific ideas ? I would leave him to the plain common
sense meaning of the words; every child knows what to make
means.” To be sure ! You are quite right. A child knows
what to make means, for he has seen your cook make pastry,
or he has made mud houses in the streets ; so he takes the
meaning of to make as thus learned—the only thing he can
do, according to the laws of thought—and applies the notion
to God’s making the heavens and the earth ! Is that, how
ever, the meaning you would have him take the words in ?
Do you think such a notion will produce in him any deep
religion—that is, reverence, wonder, love, dependence upon
him who has done for the heavens and the earth what the
child knows he has done for the mud house made in the
streets? It is all an absurdity together. If the child think
and feel about it at all, it will be false thought and feeling.
If he do not think and feel, he has learned to use words
without attending to the ideas they represent.
Let us now go on to the second question in the cate
chism, recollecting we quote it, not merely because it is very
generally used, but because it exactly expresses the spirit of
what is called “ religious ” education where it is not used.
That question is : “ What does this Great God do for you?”
“He keeps me from harm by night and by day, and is always
doing me good.” Now, the criticism upon this is very short
and very sharp. In the only sense in which a young child
could understand it, it is absolutely untrue. In the only
sense in which anybody could understand it, it is partially
untrue. God does not keep us from harm by night and by
day, and is not always doing us good. He sometimes lets
us get into a very great deal of harm, and sometimes does us
a great deal of evil. “Oh, but that is all for wise and
�8
THE RELIGIOUS EDUCATION OF CHILDREN
gracious purposes.” But the catechism does not say so ;
and besides, whatever the purpose, harm is harm, evil is
evil ; and, in the sense of the catechism, God does not keep
us from the one and does inflict the other. What of truth
would there have been in the answer if those children who
lost their lives in the fire last week had repeated it before they
went to bed? “ He keeps me from harm by night and by day,
and is always doing me good ’’—and yet to wake up in the
agony of suffocation and a horrible death by fire ! “ Oh,
yes,” you say ; “ but those poor children may have been saved
from worse calamities by this premature death, agonising
and dreadful as it was.”
Ay ! but to die and go we know not where,
To lie in cold obstruction and to rot;
This sensible, warm motion to become
A kneaded clod........... ’tis too horrible !
The weariest and most loathed worldly life
That age, ache, penury, and imprisonment
Can lay on nature is a paradise
To what we fear of death.
But, indeed, all the poets might be quoted in the same strain,
showing that our human nature shrinks from death as the
greatest of earthly evils ; nor could any sophistry persuade
one that it were better to die the agonising death of those
children than to live on in poverty. What I say, therefore,
is that that catechism does not teach truth when it teaches
“God keeps us,” etc. He may have higher and wiser pur
poses to serve than we could comprehend; but in our mortal
state harm is constantly happening to us, and we constantly
suffer evil. If, therefore, the child’s religion be founded upon
such teaching, it will be an erring, blind, superstitious reli
gion. It will trust God for what it will not get, depend upon
him for what he will not do ; and the consequence will be, if
the child ever become thoughtful, he will have to abandon,
and perhaps with agonising conflicts and doubts, all you
have ever taught.
�THE RELIGIOUS EDUCATION OF CHILDREN
9
Having thus prepared the way, the next step generally
taken in the child’s religious education is to introduce a
catechism of a more theologically recondite character. It
may be taught at school or at home. But, with any notion
of religion, the idea of training a child in it at school,
surrounded by a large and restless class, and all the want of
seriousness which belongs to children’s nature, is simply
preposterous. It is the work of home ; of solitude, if pos
sible ; of quiet, if not sombre ; but certainly serious
circumstances. However, that is of no consequence now.
Let the education be conducted at home or at school, it is
generally most pernicious. The catechism most commonly
used in this country (Scotland) is, as everyone knows, the
Assembly’s. Now, I do not speak yet of the truth or untruth
of what it teaches—I speak of the capacity of the child to
comprehend. And I know of no thoughtful person who
would pretend that a boy or girl between eight and sixteen
could comprehend the doctrines, philosophical, metaphysical,
and theological, it contains. Again, I will pass over the
intellectual injury done by teaching a child to handle words
which convey to him no distinct or clear idea ; and I simply
ask, What is the result? It is obvious throughout society.
Children so taught are not even grounded in theology—they
are simply furnished with theological words ; they, therefore,
MS they advance in life, easily become indoctrinated with that
weak, watery, and illogical form of evangelicalism which has
become popular in our pulpits during recent years, and which
is infinitely more detestable than the stern, consistent, daring
Calvinism of the catechism. The last is the system of men
of strong, trained, logical minds ; the first is pure fanaticism.
But, even supposing a child could understand, what would
you have gained in the way of religious education? What
could the knowledge of some 500 (as I have heard say there
are) difficult questions of metaphysics, physics, philosophy,
and theology do towards developing in his nature the feelings
�IO
THE RELIGIOUS EDUCATION OF CHILDREN
of reverence, wonder, love, and dependence? Does feeling
spring forth from metaphysics ; emotion from philosophy ;
love from theology? Divine humanity, how thy history
shudders at the thought I No, it is other things than dry,
intellectual propositions which inspire feeling, and so long
as you are occupying the mind with the propositions of the
catechism you are necessarily keeping the attention from
those other things. And then, when you add to these
considerations the utter falsehood of the theology of the
catechism, the gross and wicked representations it contains
of the character and government of God, and the pernicious
effect this, so far as it is understood and heartily believed,
must have upon the whole character, one is forced to conclude
that the so-called “ religious ” education of the masses of
children in this country is altogether irreligious, and one
continued misnomer and mistake.
There is one other catechism used, upon which I need
here only make but a passing remark. I refer to the
catechism of the Church of England, used in this country
also, I believe, by the Episcopalians. As an epitome of
theology, it is altogether deficient. It has the advantage,
however, of being entirely practical in the body of it, and,
therefore, immeasurably superior to the Assembly’s as a
manual for a child. But then, on the other hand, it begins
and ends with the monstrous notions about the sacraments
which place the system bound up with them on a level with
the magic of the rain-makers of South Africa. I would
rather, however, that children were taught this than to think
of God under the awfully malignant aspects in which he is
represented in the Assembly’s catechism. I have already
referred to the additions which are made to the religious (!)
education of children in some schools by instruction in the
evidences of Christianity, and in the same connection may
be mentioned what is called Bible history. I have shown
you that teaching the evidences is not teaching religion, but
�THE RELIGIOUS EDUCATION OF CHILDREN
ii
the application of the science of historical criticism, and that,
if it be done thoroughly, it requires a knowledge and a
development of faculties no child can possess. And how
Bible history could be thought specially connected with
religion one would be at a loss to imagine, if it were not
for that doctrine of inspiration which is now becoming
rejected by all the more advanced of even the orthodox
school. It is true that Bible history refers all events to the
immediate and direct management of God ; but so do all the
histories of people in their ancient, barbarous state. In the
early histories of Greece and Rome, e.g., the gods were
always interfering as much as in the early history of the
Hebrews, and if this fact constitutes the Bible history
religious, all ancient histories are religious. And then,
while I grant that certain forms of religious feeling may be
excited by some of the facts and events of Bible history, I
must add, they are superstitious and erroneous forms, mostly
connected with that doctrine of a special providence against
which the whole experience of mankind protests. I do not say
anything now about the intellectual mischief done by teaching
Bible history as it stands ; because it is not greater than that
done by teaching the events of the siege of Troy, the
wanderings of Ulysses, and the stories of Romulus and
Remus as true history, excepting, indeed, that the sacred
element mingled with the Bible history renders it more
difficult to discern the purely mythical character of the
narrative.
Well, then, when I consider what religion is, and what is
the formal and systematic education given to a child to culti
vate the religion, I am forced to conclude there is little of a
directly systematic religious character in it; and that what
little there is is of an erroneous character, only leading to
mischief. Parents and teachers substitute theology for reli
gion, and indoctrinate with a theology which I deem utterly
false. But I do not mean that children therefore get no
�12
THE RELIGIOUS EDUCATION OF CHILDREN
religious education. Nature has been to them too bountiful
for that, and begins their education in religion almost as soon
as it is begun in knowledge. She surrounds the child from
its earliest days with objects calling forth its reverence,
wonder, love, dependence, worship, and thus gradually
prepares it for the devout recognition of God. Spontane
ously, Nature furnishes the child with all that is necessary
for the culture of its religious life for many years. First of
all, just as in the Book of Exodus Jehovah is represented as
saying to Moses, “ Lo! I have made thee God unto Pharaoh ”
—z.e., by the miracles he enabled him to work—so Nature
makes the parent God to the child through the miracles of
power, wisdom, and goodness which the parent seems to the
child to display. The parent, if of ordinary attainments and
character, stands up before the child as a mysterious source
of knowledge, wisdom, supply, protection, and happiness—
incomprehensible to it, and calling forth all its wonder and
faith, all its devotion and love, all its reverence and depen
dence. The word of the parent is infallible ; the action of
the parent is necessarily right. He has a seeming omni
potence about him, an irresistible will. What is there a little
child thinks his father cannot do? What is there his mother
does not know? For what of love will he not trust her
wholly? Yes, a little child has nothing greater he could
imagine to make a God out of than the parent. Nothing he
could imagine (seeing it would be but an imagination) could
by any means call forth half the depth and intensity of reli
gious feeling the parent calls forth. Practically the parent is
the young child’s God ; he knows no other, can know no
other; and no other, simply by the knowing, could do him
any good. And when the mother, in her ignorance, takes
him upon her knee and strives to make him understand
about the God she imagines, and is ready, perhaps, to burst
into tears because her efforts are so much in vain, all the
while great Nature is developing the child’s deepest and
�1
THE RELIGIOUS EDUCATION OF CHILDREN
13
truest religious life through the trust and love awakened in
his heart by the light and love which pour into his soul from
her eyes. By and by, however, as the child’s intellectual
nature is developed, the perception dawns upon him that the
parent is not quite so powerful and wise as he had thought.
There are things he cannot do, things he does not know ;
trust gets disappointed, dependence is shaken. Then a
higher object becomes necessary to call forth the perfect
reverence and trust the parent can no longer do ; and,
generally, that object is found in the teacher. I would not
speak with the same certainty with respect to the teachers of
large schools as with regard to those in smaller ones, where
the connection between master and pupil is more intimate.
But in a well-ordered school a boy looks up with profound
reverence and trust to his master, and regards him for long
years as the very embodiment of wisdom and knowledge.
Here again, then, is the provision made in nature for the
direct culture of the religious nature of the child—not by
means of a dogma, but by bringing the mind into contact
with real objects, which necessarily excite those feelings in
the exercise of which religion consists. After a while, how
ever, even the teacher’s wisdom is found sometimes to fail,
and his knowledge to have its soundings. Then the sceptical
period in the child’s mind is renewed. There are, however,
other provisions as useful as these, which, at this later
period, come into more active operation — I refer to the
grander object of Nature herself, ever appearing more grand
and glorious as our knowledge extends. From early years
such objects make some impression on the child, and they
would do more if he had judicious parents to guide his eye
sight. But it is in after years, when science has interpreted
the laws, the order, the forces of these objects to him, that
they make the deepest impression and excite the deepest
reverence, adoration, wonder, and dependence. It is then
that inquiry leads to the perception of the grand and awful
�i4
THE RELIGIOUS EDUCATION OF CHILDREN .
mystery which surrounds the whole universe ; and the mind
takes refuge from its exhausting, fruitless questionings in the
conception of an infinite, efficient, conscious force working in
all and by all. It is at this point religion and theology
mingle, and the latter becomes of any practical service to
the former. For when the active intellect has begun seriously
to inquire into the nature and origin of those deep feelings
which the great objects of the universe, its order, its mystery,
excite, its answers react upon these feelings according to the
attributes with which the answers clothe its conception of that
infinite, efficient Force into which it resolves the whole. If
that force be dealt with subjectively, and so have ascribed to it
human qualities and affections, there results an imagined
object which excites many other feelings besides those of
reverence, wonder, love, and dependence, and which may
degenerate into the lowest forms of superstition to which man
is liable. But if it be dealt with objectively, then it remains
the sublimely generalised conception of all the forces in the
universe, and is known, worshipped, and adored only as it
manifests itself in man and the outer world.
Now, this being the only form in which I can think of
God, the course of the child’s religious education seems to
me very simple. It merely consists in leading him face to
face with those objects which excite religious feeling. First,
as parents, by the development of his own nature to the
highest, preserving his reverence, wonder, love, and depen
dence until the last moment—which is natural ; then, as
teachers, securing his devotion by the real resources of
wisdom and knowledge we have treasured up in ourselves ;
and then, finally, when both these fail—and even concur
rently with them—ever lead him forth to gaze upon those
wondrous objects of which physical nature is full, and those
not less wondrous characters and events of which the history
of humanity is full. And as he gazes and marvels, the
deepest feelings of his being will be stirred, and he will
�THE RELIGIOUS EDUCATION OF CHILDREN
i5
begin to wonder and adore. But wonder and adore what?
At first blindly, and simply instinctively. But if this happen
before his knowledge is matured, he will soon construct for
himself a fetish. It is yours to stand by, and, by means of
clear, intellectual light, beat down the fetish. And so, in the
whole course of his progress, you must help him to destroy
all the false gods he will create for himself whilst attempting
to solve that mystery of Nature which makes him feel so
deeply, until, at last, he come to rest on the only thought
which remains for this and the coming age—a God who is
the all-in-all, ever immanent in all that is, the one absolute
force ; unknown in himself and unknowable, but recognised
and felt in the forces and order of universal Nature. To sum
up, then, I say : Never attempt to give a God to a child until
the child’s nature asks for one. And then your work will be
more destructive than positive—-the destruction of his idols as
he forms them. Leave theology as much as possible alone
until he learns it in history. If, in the meanwhile, you would
have his religious life be growing, reverence, adoration,
wonder, love, and dependence becoming deeper and more
habitual, you must not create for him imaginary beings by
the play of the metaphysical fancy, but you must lead him
to whatever is great, sublime, glorious, and divine in this
universe. To that direct his eye steadily, and by the act you
will place him under the influence of all that has power to
‘ inspire a pure, religious life.
WATTS AND CO., PRINTERS, 17, JOHNSON*S COURT, FLEET STREET, LONDON, E.C.
��
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Victorian Blogging
Description
An account of the resource
A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
Creator
An entity primarily responsible for making the resource
Conway Hall Library & Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
Publisher
An entity responsible for making the resource available
Conway Hall Ethical Society
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Pamphlet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The religious education of children
Creator
An entity primarily responsible for making the resource
Cranbrook, James
Description
An account of the resource
Place of publication: London
Collation: 15 p. ; 22 cm.
Notes: Published for the Rationalist Press Association. Part of the NSS pamphlet collection.
Publisher
An entity responsible for making the resource available
Watts & Co.
Date
A point or period of time associated with an event in the lifecycle of the resource
1908
Identifier
An unambiguous reference to the resource within a given context
N181
Subject
The topic of the resource
Education
Religion
Child rearing
Rights
Information about rights held in and over the resource
<a href="http://creativecommons.org/publicdomain/mark/1.0/"><img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /></a><span> </span><br /><span>This work (The religious education of children), identified by </span><a href="https://conwayhallcollections.omeka.net/items/show/www.conwayhall.org.uk"><span>Humanist Library and Archives</span></a><span>, is free of known copyright restrictions.</span>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
English
Children
Education
NSS
Religious Education
-
https://d1y502jg6fpugt.cloudfront.net/25778/archive/files/c6c7097b0a9b4471c70519013be208b9.pdf?Expires=1773878400&Signature=qzXblBkheC4xfv2csdb0UUgT1ThkX%7E1Rj22XHsRFmy6B4mNzdLDAiXWkDrr5iSF62SBHl%7EmZLkOlkxz2Lf5WA%7E66tLCDHW8igZQhLSqERebeBBOmwp34hFUz0HwERw7tEBqwZ2Soo2virqC-M-fcpgwuOQvHFswiqQyMZ5zRhei8FVtfIvQgU4oV5LT3hYHZzJce6md5cD6Ki%7EilYPQkWyycny6ocV5olrmX%7ErIlewFtXtyMoyKfqhE-w9z91fnmeEmDvpks6Uaki-5-gGttyrCN5FeQiiRpydnCDbordECXQVZ7Zen9b1k2fPfKj42NO28UE8fos8PdZsBHUsQOPw__&Key-Pair-Id=K6UGZS9ZTDSZM
991e81bb8d1705de9328b385dcd5da74
PDF Text
Text
Dickinson College.
THE HISTORY OF A HUNDRED YEARS.
ALUMNI ORATION
DELIVERED AT THE
Centennial Commencement of the College,
Wednesday, July 27TH, 1883,
at 8 P. M.,
BY THE
Rev. Geo. R. Crooks, D. D., LL. D.,
Professor of Church History in Drew Theological Seminary,
Madison, New Jersey.
��PREFATORY NOTE.
In response to the wish of many who heard the address of
Dr. Crooks to have it in permanent form, as also in the interest
of the College, he consented, on request, to allow its publication.
It adds to our satisfaction in sending it forth, that many, not
favored to take 'part in the Centennial Commemoration may
thus have some compensation for their loss. While for the
former its perusal will renew the memory of a great pleasure,
for the latter it will at least instance and type the good things
which sons and friends prepared in honor of that event. The
College, too, will thereby profit, for its history of a hundred
years is the record of such heroic striving and honorable
achievement that it must, in the measure it is known, turn to
its advantage.
The address itself is every way admirable. The story of “
Dickinson has not before been told so fully or so well. To
begin with, there was evidently wide and painstaking research.
Every accessible source of information seems to have been laid
under contribution. From early local annals, from biographies
of men conspicuous in founding and fostering the College or in
conducting its operations, and from records of legislation, were
gathered the facts which so enrich the narrative. Especially
was Dr. Crooks favored in having access to a large collection of
manuscript letters preserved in the Ridgway Library of Phila
delphia, in large part the correspondence of Dr. Rush and
Dr. Nisbet, having immediate reference to the history of the
College, and now first availed of in making up the record of its
history.
Though not of special relevance to the address, it yet may be
of interest to its readers to state the result of efforts made to
strengthen the resources of the College. On adopting plans for
the Centennial Commemoration, the trustees expressed the
(3)
�4
judgment that the securing of One Hundred and Fifty
Thousand Dollars was the least amount at which the effort
ought to aim; two-thirds of this sum to be for increase of
endowment, and one-third for the erection of a building for
general college purposes. The noble gift of $30,000 by
Mr. Thomas Beaver, of Danville, Pa., and, shortly after, that,
equally noble, of the Rev. David H. Carroll, D. D., of Baltimore,
Md., of $10,000, both for the first of the designated objects,
greatly cheered those on whom lay the burden of solicitation.
Other donations of smaller amount, but in equal witness of
good-will, had at the date of the Commemoration increased the
aggregate to upwards of $45,000. In the annual meeting of
the trustees at the time of this event, order was taken for the
special appropriation of $20,000 to the erection of a building
for scientific purposes, and thereupon this amount was subscribed,
nearly all by members of the Board. At the social reunion on
the afternoon of the same day, on a proposition to endow a
professorship in honor of Dr. John McClintock, and to bear his
name, $23,000 were subscribed. Including the sums previously
subscribed and paid on the work of thoroughly renovating
East and West Colleges, the Centennial contributions to the
present time aggregate about $93,000. It will thus be seen
that the College enters on its second century not alone with
cause for glorying in the past, but with auspices of cheer. Like
Paul at Appii Forum, we devoutly feel, to thank God and
take courage.
j. a. McCauley.
Dickinson College, July 18th, 1883.
In a note from Dr. Crooks, received after this prefatory statement was in type, he thus
acknowledges his obligation to this correspondence:—“Many of the facts relative to the
founding of Dickinson College, the author of this address has derived from examination
of the unpublished correspondence of Dr. Benjamin Rush and his friends, now in the
possession of the Ridgway Library of Philadelphia. Through the courtesy of its Librarians
the author has drawn freely from this large storehouse of information and desires here to
express his thanks to them. To other friends who have also supplied original documents,
thanks are due and are here gratefully tendered.”
�Early in July, 1763, Carlisle presented an unwonted aspect.
The fort in its centre, the houses, the streets were filled with
fugitives from the surrounding regions. The Indians, for once
bound together in unity by the eloquence of Pontiac, had begun
the work of murder, and had attacked the settlements of the
frontier from Detroit to the Susquehanna. Carlisle and Bedford
were places of refuge for the panic-stricken inhabitants. Later
in the month Colonel Bouquet set forth from this town, where
we are now assembled, with a little army of five hundred sol
diers to relieve Fort Pitt. As the Scotch Highlanders marched
out upon the main road westward, the people watched their
receding ranks with many misgivings of their coming fate. In
a few months Bouquet returned victorious to Carlisle, bringing
with him wives and children who had been snatched by the
Indians from their .homes in this valley, but were now restored
again. The many affecting scenes of the restoration, of the
recognition by each other of relatives long parted, have been
much dwelt upon by the local historians of the County of
Cumberland.
This was in 1763. In 1783, just twenty years after, it was
resolved by wise and good men, the leaders of public opinion
in the Commonwealth, to found in this same borough of
Carlisle, so lately one of the frontier posts of civilization, a
school of learning. It was a bold undertaking, and yet it
sagaciously forecasted the future. It was bold, for in the mean
time the war of the Revolution had followed the war of Pontiac.
The country was exhausted; trade had been deranged by enor
mous issues of paper money; the thirteen colonies, now states,
loosely held together by the Articles of Confederation, were
without real political unity; Washington had not yet surren
dered his commission as commander-in-chief of the American
armies; the treaty of peace with Great Britain had not yet
been ratified by Congress. Before, therefore, the country had
adjusted itself to its new position, the founders of Dickinson
(5)
�6
1
College had begun their beneficent task. Indeed, this was, in
their minds, a leading part of the adjustment of the country to
the new conditions of its life. “Whereas,” they declare in the
College charter, “ the happiness and prosperity of every country
depends much on the right education of the youth, who must
succeed the aged in the important offices of society, and the
most exalted nations have acquired their pre-eminence by the
virtuous principles and liberal knowledge instilled into the
minds of the rising generation.
“And, Whereas, After a long and bloody contest with a
great and powerful kingdom, it has pleased Almighty God to
restore to the United States of America the blessings of a general
peace, whereby the good people of this State, relieved from the
burthens of war, are placed in a condition to attend to useful
arts, sciences and literature, &c., &c.
“Be it therefore enacted, That there be erected and hereby is
erected and established in the borough of Carlisle, in the County
of Cumberland, in this State, a college for the education of
youth in the learned and foreign languages, the useful arts,
sciences and literature, the style, name and title of which said
college shall be as is hereafter mentioned and defined.
“That is to say, (1.) In memory of the great and important
services rendered to his country by his Excellency, John Dick
inson, President of the Supreme Executive Council, and in
commemoration of his very liberal donation to the institution,
the said college shall forever hereafter be called and known by
the name of Dickinson College.”
The “forever” of the charter has thus far been made good,
and after a hundred years of vicissitude the college named of
John Dickinson still stands and welcomes another generation,
here gathered to celebrate with appropriate honors its centennial
day.
At this time Pennsylvania was living under its provisional
constitution framed in 1776; there was as yet no wagon-road
over the Alleghanies, and, not till several years after 1783, a
mail from Philadelphia to Pittsburg. The active mind of Dr.
Benjamin Rush had, however, already conceived the plan of a
�7
complete system of education for the State. In an address to
the Legislature, presented in 1786, he gives its outlines: “Let
there be one university in the State, and let this be established
in the capital (Philadelphia). Let law, physic, divinity, the
law of nature and nations, and economy, &c., be taught in it by
public lectures, in the winter season, after the manner of Euro
pean universities, and let the professors receive such salaries
from the State as will enable them to deliver their lectures at a
moderate price. Let there be four colleges, one at Philadelphia,
one at Carlisle, a third, for the benefit of our German citizens,
at Lancaster, and a fourth, some years hence, at Pittsburg. In
these colleges let young men be instructed in mathematics,
and in the higher branches of science, in the same manner that
they are now taught in our American colleges. After they
have received a testimonial from one of these colleges, let them,
if they can afford it, complete their studies, spending a season
or two in attending the lectures in the university. Let there
be free schools established in every township or district consist
ing of one hundred families. By this plan, the whole State will
be tied together by one system of education. The university
will in time furnish masters for the colleges, and the colleges
will furnish masters for the free schools, while the free schools
will in.their turn supply the colleges and the university with
scholars, students and pupils.”
Such was the scheme, broad and comprehensive, of which
Dickinson College was a part. It drew for its realization
largely upon the future; but these men knew themselves to
be the founders of a State and provided intelligently for the
years to come.
Yet it was none the less the purpose of Dr. Rush that the
College should be Presbyterian. In a paper from his pen,
entitled “ Hints for Establishing a College at Carlisle,” dated
Philadelphia, September 3d, 1782, he writes thus: “Every re
ligious society should endeavor to preserve a representation of
itself in government. The Presbyterians suffered greatly under
the old government from the want of this representation. At
present they hold an undue share in the power of Pennsylvania.
�8
They have already excited the jealousy of other societies, and
powerful combinations are forming against them. To secure a
moderate and just share of the power of the State, it becomes
them to retire a little from office, and to invite other societies to
partake of these with them. To prevent the effect of these com
binations against them, reducing them to their ancient state of
oppression and insignificance, it becomes them above all things
to entrench themselves in schools of learning. These are the
true nurseries of power and influence. In the present pleni
tude of the power of the Presbyterians let them obtain a charter
for a college in Carlisle. The advantages of a college at Carlisle
are:—1. It will draw the Presbyterians to one common centre
of union. 2. It will be nearly central to the State, and will
command the youth of the new and growing western counties
and perhaps states. Let all the trustees, as well as the principal
of the college and its professors, be Presbyterians. This will
be necessary in order to connect religion and learning; in the
present constitution of things religion cannot be inculcated
without a system or form of some kind.” In accord with
this scheme a petition to the Legislature was drawn up and
signed by sundry inhabitants of Cumberland County, asking
for a college charter. Among the signers are Blair, Snodgrass,
Johnston, Gordon, McMillan and James Crooks.
In all the movement to prepare the way for the securing of
a charter, as well as in the care of the college, after the charter
was granted, Dr. Rush was the master spirit. He writes to
Montgomery, to Armstrong, to the leaders of the Presbytery of
Carlisle, he conducts the negotiations with Dr. Nisbet, he wel
comes Nisbet to America, he sends forward suggestions to Car
lisle for the proper reception of the principal of the college
there, he procures subscriptions to the funds, books, philosophi
cal apparatus, cheers the despondent, urges on every measure of
progress, and ceases not in his labor of love until death. May
20th, 1783, he issues a paper entitled “ Reasons Against Founding
a College at Carlisle,” intended to meet with irony the sectarian
opposition to the obtaining of a charter. Among the reasons is
the following: “A college at Carlisle, from its situation, will
�9
necessarily fall into the hands of the Presbyterians, who are a
most intolerant set of people, and who should not be permitted
to herd together, lest they should awaken the jealousies of other
religious societies, who are at present universally in love with
Presbyterian manners, character and government, insomuch that
in a few years (if Dr. Kush and two or three other hot-headed
fanatics do not prevent it) the whole State, and especially the
Tories and Quakers, will accept the Presbyterian religion.”
Thus the first opposing force encountered by the founders of
the College was sectarian jealousy. Dr. Rush, however, held
firmly to his fundamental principles, that “learning without
religion does real mischief to the morals of mankind,” and that
religion is best supported under the patronage of particular
societies. Ultimately the plans were so far modified that, while
Presbyteriarf control was secured, other religious bodies were
represented, in the Board of Trustees. “The design,” writes
Dr. Rush, March 19th, 1783, “is equally patronized by men of
every political and religious party in the frontier counties of
Pennsylvania. The trustees (who have been named) have been
drawn equally from Constitutionalists and Republicans, from
Old and New Lights. And still farther to remove all jealousies
respecting the Presbyterians, five dr six of the trustees are taken
from the English and Lutheran churches.” Thus, like a wise
general, did Dr. Rush harmonize differences and keep the forces
on which he depended well together. The president of the
State, John Dickinson, a Quaker of the warlike type, was
placed at the head of the Board of Trustees.
In these initial trials of the College Dr. Rush hovered over
it with a watchful, brooding love. He writes to General Mont
gomery in 1783: “I rejoice to find you in such good spirits
with respect to our College. It will, it must prosper.” His
mind rests, with fondness of recollection, upon the spot where
he and the General first discussed the project. In 1784 he
makes the memorandum: “The first conversation upon the sub
ject of a college at Carlisle between J. Montgomery and B.
Rush took place at Mr. Bingham’s porch.” Now and then a
letter or a postscript is playfully signed “Bingham’s Porch,” as
�10
though that had been a trysting place where two noble souls
had pledged themselves to each other to do this good work for
the Church and the State. Referring to the opposition encoun
tered, he writes to Montgomery, near the end of 1784: “I well
remember the inscription over the Foundling Hospital in Paris,—
‘My father and my mother have abandoned me, but the Lord
hath taken care of me.’ Let this be the motto of our college.”
And still again, early in 1785: “Give up our college? God
forbid! No, not if every trustee in the board (half a dozen
excepted) perjured himself by deserting or neglecting his trust.
The reasons and advantages of a college at Carlisle appear the
same to me as they did in the year 1782, when we first pro
jected it. We must succeed.” His form of speech is suggestive
of deep affection; it is never the college, but “ our collegehe
had taken it to his heart of hearts.
*
As we are here to do honor to the memory of the founders
of Dickinson College, let us pause and dwell for a moment
longer upon the evidences which time has preserved of their
religious spirit. It is customary to contrast the coldness of the
religious life of the eighteenth century with the fervors of the
nineteenth, but the faithful Christians of the former period
fought an unflinching battle with Deism, and among the most
uncompromising in the assertion of their faith were Rush and
Dickinson. “I prefer,” says Dickinson, in a note to the Letters
of Fabius, “the broadcloth of a Locke or a Lardner to the
cobwebs of a Hume or a Gibbon.” “The only foundation,”
says Rush, in his address to the Legislature, “for a useful
education in a republic is laid in religion. The religion I
mean to recommend in this place is the religion of the New
Testament.” In another essay, he defends the use of the Bible
in schools. “The present fashionable practice,” he writes, “of
rejecting the Bible from our schools, I suspect, has originated
with the deists. They discover great ingenuity in their new
method of attacking Christianity. If they proceed in it they
will do more in half a century in extirpating religion, than
Bolingbroke or Voltaire could have effected in a thousand years.”
And then he adds a sentiment which is as useful for the State
�11
of Pennsylvania to-day, as it was a century ago: “ On the ground
of the good old custom of using the Bible as a school-book, it
becomes us to entrench our religion.” The founders of Dickin
son College had a clear prevision of what would come of the
inroads of the deism, then fashionable; they intended this
school to be a home of New Testament Christianity, and they
embodied their faith in their corporate seal, “Pietate et Doetrina,
tuta Libertas.” In their system of thought, religion and liberty
were connected by the closest ties. “A Christian,” writes Rush,
“ cannot fail of being a republican, for every precept of the Gospel
inculcates those degrees of humility, self-denial and brotherly
kindness which are directly opposed to the pride of monarchy and
the pageants of a court.” The founders of Dickinson College
understood their time; they knew that a great future was before
them, and iff all their thoughts and plans they linked together
that blessed, indissoluble trinity—religion, learning, liberty.
Such were our founders as Christians; the country has for
the century past honored their virtues as patriots. Rush was a
signer of the Declaration of Independence, and but for a doubt
of the expediency of the Declaration at that precise moment,
Dickinson would have been also. Dickinson had helped to
prepare the country for separation from Great Britain by his
“Farmer’s Letters.” Writing under the guise of a prosperous
cultivator of the soil, he so won the people by his argument
that every letter was hailed with expressions of joy. There
are passages in these immortal writings of Demosthenic vigor.
In all the productions of his pen given to the country during the
Revolutionary period, Dickinson is fully abreast of Jefferson
himself; in cogency of reasoning and in fiery appeal he is
second to no man of his time. The conclusion of the Farmer’s
seventh letter sounds like a trumpet peal: “ These duties which
will inevitably be levied upon us are expressly levied for the
sole purpose of taking money. This is the definition of taxes.
They are therefore taxes. The money is to be taken from us.
We are therefore taxed. Those who are taxed without their
consent, expressed by themselves or their representatives, are
slaves. We are taxed without our own consent, expressed by
�12
ourselves or by our representatives. We are, therefore, slaves«2
With such lucid statement the people could not fail to compre
hend what taxation by the British Crown meant. But more
stirring still, and equalling the Declaration of Independence in
vigor, was the Declaration of the Colonies drawn up by Dick
inson, and adopted July 6th, 1775, in which were set forth the
causes and the necessity of taking up arms. “We are reduced,”
says this memorable paper, “to the alternative of making an
unconditional submission to the tyranny of irritated ministers
or resistance by force. The latter is our choice. We have
COUNTED THE COST OF THE CONTEST AND FIND NOTHING SO
slavery.
Honor, peace and
humanity forbid us tamely to surrender that freedom which
we have received from our gallant ancestors, and which our
innocent posterity have a right to receive from us. We cannot
endure the infamy of resigning succeeding generations to that
dreadful as voluntary
~i)
wretchedness which inevitably awaits them if we basely entail
hereditary bondage upon them. With hearts fortified by these
animating reflections, we most solemnly before God and the
world declare, that, exerting the utmost energy of those powers
which our beneficent Creator hath graciously bestowed upon
us, the arms we have been compelled by our enemies to assume
we will, in defiance of every hazard, with unabating firmness,
employ for the preservation of our liberties, being with one mind
resolved to die freemen, rather than to live slaves.” When this
Declaration was read to Putnam’s division of the Continental
army, on Prospect Hill, near Boston, “they shouted,” says the
historian, “in three huzzas, a loud Amen.” Thus did Dickinson
point the meaning of the spirit of resistance which had shown
the first pulsations of its vigor in the battle of Bunker Hill,
three weeks before.
But there was a beginning before this beginning. Our
founders had a spiritual ancestry which should be named with
reverence to-day. Princeton, Dickinson, Jefferson, Hampden
Sydney, and Washington Colleges are all the fruits of a little
seed sowed in the soil of Pennsylvania, the early part of the
eighteenth century. They are the progeny of the Log College,
�13
established in Bucks County by the elder Tennent. Let us
gather together the elements of this picture. Mr. Tennent, a
native of Ireland and a thoroughly trained classical scholar,
settled in Neshaminy, about twenty miles north of Philadel
phia, in the year 1726. Solicitous for the training of ministers
to serve the Presbyterian churches, he built near by his home, a
log house, and there taught sacred and classical learning to the
end of his life. Hither came Whitefield, who found in Tennent
a congenial spirit. “ The place,” writes Whitefield, in his journal,
“ is, in contempt, called the College. It is a log house, about
twenty feet long, and as many broad; and to me it seemed to
resemble the schools of the old prophets, for their habitations
were mean; and that they sought not great things for themselves
is plain from those passages of Scripture wherein we are told
that each of them took a beam to build them a house.” Hither
too came Beatty, afterwards a founder of Princeton, carrying
his pedlar’s pack, and astonishing the head of the college, by
addressing him in correct Latin. Hither came Samuel Blair,
who, entering the Presbyterian ministry, followed the example
of his preceptor, and established a school at Fagg’s Manor, in
this State, where he trained the Rev. Samuel Davies, afterwards
president of Princeton. Hither came John Blair, afterwards
vice-president of Princeton, and Professor of Divinity. Hither
too, if tradition may be trusted, came Samuel Finley, who in
turn founded a school in Nottingham, Pennsylvania, where he
educated in the classics Dr. Benjamin Rush, and James Waddell,
famous as “the blind preacher” of Virginia, and ended his life
in the presidency of Princeton. Here were to be found, by
natural right, the sons of the principal, all of them preachers,
and one of them, Gilbert Tennent, the organizer of a Presby
terian church in Philadelphia, “chiefly composed of those who
were denominated converts and followers of Mr. Whitefield.”
To the school of Samuel Blair, in Fagg’s Manor, came Robert
Smith, who, after entering the ministry of the Presbyterian
Church, founded at Pequea, in Lancaster County, another
school of the prophets, after the model of the Log College.
From this school went forth Samuel Stanhope Smith, the
�14
founder of Hampden Sydney College and Professor of Moral
Philosophy in Princeton, and John Blair Smith, first president
of Union College, Schenectady, New York. From the school
of Blair, at Fagg’s Manor, went John McMillan, the pioneer
of Presbyterianism in Western Pennsylvania and the father
of Jefferson College. These men founded Log Colleges after
the pattern of the humble structure on the Neshaminy.
McMillan trained in his, hard by his home, one hundred
ministers. Joseph Smith, another pioneer of Presbyterianism
in Western Pennsylvania and a graduate of Princeton, opened
his school of the prophets in a kitchen adjoining his dwelling,
cheerfully surrendered by his wife for the purpose. This kitchen
was the seed out of which Jefferson College grew.
Nor did the zeal for learning terminate with the founders of
these schools; their students were as»ardent in devotion to
knowledge as their teachers. While the Hampden Sydney
College building was in preparation, the young men in attend
ance put up huts and booths for themselves while pursuing
their studies, and sitting on planks construed their Greek and
Latin and worked their problems in Mathematics. Such zeal
carries us back to the days of Abelard and the Paraclete, with
his thousands of students housed in rude huts about his mon
astery. The Log College graduates and their associates of the
Presbyterian ministry worked with an intensity which rapidly
consumed them. Few of them lived bevond sixty-five years,
many of them died young. They were teachers of classical
and sacred learning, preachers, and men of unfaltering courage
in times of peril. Such was Duffield, whose church at Mona
han, ten miles from Carlisle, was protected by ramparts, on
which sentinels stood while the congregation worshipped. Such
was Elder, of Paxton and Derry, who preached with his rifle
beside him in the pulpit, and whose congregation were often
attacked by lurking Indians, when on the way from church to
their homes. They were as strong for liberty as they were for
learning and religion. Tt is but simple justice to say that the
Scotch-Irish preachers of Pennsylvania, all of them of the
Presbyterian faith, were the leaders of their people in the
�15
conflict with Great Britain, and the people trained by them were
worthy of their ministers. The men of Cumberland County
were among the first to condemn in public meeting the closing
of the port of Boston by the British Crown. Immediately
after the battle of Lexington, the county mustered fifteen hun
dred armed men, from which number several companies were
chosen during the summer of 1775 to go to Boston, as a part
of Washington’s army there. “They were,” say the local historian, “men for the times, inured to toil and exposure, stout
and athletic. They were soldiers who could march, when an
emergency required, without tents or baggage-wagons, carrying
their equipments in their knapsacks. With a blanket they
could sleep on the bare earth, with the open air for their apart
ment, and the sky for their covering. Many of these men are
known to have remained, from that time, in the military service
of their country for years, and some of them till Independence
was acknowledged and the army was disbanded; others had in
other colonies a soldier’s burial and grave.”*
If we have traced this history with clearness, it will have been
seen that from the Log College of Neshaminy proceeded the
Presbyterian Log Colleges which during the Colonial period
dotted the central and western regions of this State. From
the humble school of the elder Tennent also proceeded the
collegiate system of New Jersey, Pennsylvania, and the valley
of Virginia. “The ministers,” says Dr. Archibald Alexander,
“who exerted themselves in the establishment of the New Jersey
College, were all the friends of the Log College, and most of
them had received their training, both in classical and in
theological learning, within the walls of that humble institution.
Besides Dickinson and Burr, who were graduates of Yale, the
other friends and founders of Nassau Hall are the Tennents,
Blairs, Finley, Smith, Rogers, Davies and others, who had
received their education in the Log College, or in schools
instituted by those who had been instructed there.”f
* Tribute to the Irish and Scotch Early Settlers of Pennsylvania, by George Chambers,
page 95.
f The Log College, pages 82-3.
�16
The debt which this country owes to the Scotch-Irish Pres
byterians has not been understood, much less acknowledged..
They, in their synod which met in Philadelphia in 1775,
were the first religious body “ to declare themselves in favor of
open resistance” to the king; they issued the first Declaration
of Independence, that of Mecklenburg, May 20th, 1775. They
were, as we have seen, the founders of the schools of learning in
the Middle States and, notably, the founders of Dickinson College.
They were rugged men and could handle with equal power the
sword of the spirit and the sword of steel. Aggressive and
indomitable though they were, they were, for all, lovers of peace,
for they knew well that learning and religion thrive best where
peace reigns. Their love of learning was a deep religious
passion, inspired by the desire to furnish to the then new country
a cultured ministry. They carried in their minds the ideal of a
lofty civilization, and amid the rigors of frontier life established
the beginnings of the culture which adorns society in its most
advanced stage. In their plan of life, the fort which warded
off Indian assaults, the Church, and the classical school were
mingled together and contemporary. Compelled by the neces
sities of their times, they fought with the one hand and built
with the other. Before the sounds of tlAs savage war-whoop
had quite died away, their chosen sons were construing Demos
thenes in the Greek’, and Moses in the Hebrew. Their history
has as yet been but imperfectly told; but the time will come,
when the Scotch-Irish Presbyterian of Pennsylvania will take
his place alongside of the New England Puritan, as one of the
founders of learning and liberty in the New World. The race
which has given to the country John Witherspoon, Alexander
Hamilton, James Wilson, Andrew Jackson, Robert Fulton,
Horace Greeley, and others of equal or lesser fame, is one whose
memory men cannot willingly let die.
At the precise point of time when Dickinson College was
chartered, John Witherspoon, a Scotchman by birth, a descend
ant of John Knox, a fellow-student in Edinburgh of Blair
and Robertson, was president of Princeton; John Ewing, an
American Presbyterian of Irish descent, was Provost of the
�17
University of Pennsylvania; John Blair Smith, an American
Presbyterian, also of Irish descent, was president of Hampden
Sydney College in Virginia. Presbyterian preachers, mostly of
Irish lineage, were organizing the schools which, in time, became
Washington and Jefferson Colleges. James Waddell, whom
Wirt has immortalized, Irish born and Log College bred, was
preaching and teaching in Virginia. The shaping of the liberal
culture of the Middle States was in the hands of ScotchIrish Presbyterians. What more natural than that the founders
of Dickinson College should look to Scotland for a principal of
the new school ? Dr. Rush, when a student at Edinburgh, had
negotiated, in 1767, the transfer of Witherspoon to America.
Witherspoon had at first declined the nomination to the presi
dency of Princeton, and had recommended in his place his
friend, the Rev. Charles Nisbet, “as the fittest man of all his
acquaintance to be the head of a college.” The two were close
friends, Witherspoon being fourteen years the elder. Subse
quently the refusal, was reconsidered and Witherspoon accepted
the invitation to Nassau Hall, where he lived, from 1768 to
1794, a life of great usefulness and honor. Who should so
readily occur to Dr. Rush in his eager effort to procure a suit
able head for Dickinson as Dr. Nisbet? One fact recommended
Nisbet: he had, during the war of the Revolution, been a warm
friend of the cause of the Thirteen Colonies; moreover, he be
longed to the party in the Presbyterianism of Scotland which
most nearly coincided with the New Side party of Presbyterians
in America. At home he had attained great fame as a scholar;
his pupil, Dr. Miller, of Princeton, says of him, that he was
“ regarded as among the most learned men of Scotland.” Even
there he was frequently called “The Walking Library,” an
epithet applied to him as frequently during his life in the United
States. An extraordinary facility in the acquisition of knowl
edge was supplemented by an equally extraordinary retentive
ness of memory. Besides being critically versed in Greek,
Latin and Hebrew, he read with facility French, German,
Italian, Spanish and Portuguese. His attainments in theology
made him the peer of the foremost among Scotch theologians.
�18
An affluent wit gave its charm to his conversation, while his
fine social qualities had secured him a circle of choice friends,
among whom were some wearers of lordly titles. In Scotland
he was faultlessly adjusted to his position, a position without
privations, affording useful labors, ample facilities for study and
a life in the midst of all the refinements of culture. To give up
these for the rawness and newness of a life in a nation just born,
a school just chartered, amid associations which could but im
perfectly replace those left behind him, demanded a largeness
of sacrifice to which he cheerfully yielded his consent, but
which it is clear now, he only imperfectly understood. What
ever reluctance he may have had to accept the new position was
overcome by the enthusiasm of Dr. Rush, who saw only a smil
ing future before both the College and the nation. In their
frequent letters to each other, every point was canvassed and
every consideration that could influence the mind of Dr. Nisbet
received ample justice from Dr. Rush’s facile pen. Dr. Rush
had, no doubt, before his mind the career of Nisbet’s friend,
Witherspoon, the scholar, the patriot, the mighty man in word
and deed. Though but eleven years in the Colonies when the
war of the Revolution began, Witherspoon had become an
American of Americans, had signed the Declaration of Inde
pendence; and had uttered words, so courageous in its defence
that they will be repeated for centuries to come. Peace had
returned and the wise master-builder was wanted again. Dr.
Nisbet was the chosen man.
By the time of Dr. Nisbet’s arrival, the expectations cher
ished of him by the trustees of the College, had spread through
out the State. Had he been a prince, or ambassador from
Prance, our friendly ally, his coming could not have created
greater pleasure. I find in the Pennsylvania Gazette, of July
20th, 1785, this description, by a correspondent, of the reception
given him as he approached Carlisle: “On Monday, July 4th,
the Rey. Dr. Charles Nisbet, principal of Dickinson College,
arrived at this place.’ He was met with his family at the
Spring Forge, five miles from the town, by near one hundred
ladies and gentlemen, about two o’clock, when, being introduced
�19
x
to the whole company, they sat down to an elegant entertain
ment in a bower erected for the purpose. The afternoon was
spent in the most agreeable manner, each of the company seem
ing to vie with others, in attention and congratulations to the
Doctor and his family. In the evening they all rode into town
together. The next day the Professors of the College conducted
the students in procession to the church, where they were met
by the Doctor and the principal inhabitants of the village.
After the company was seated, Mr. Ross, the Professor of Lan
guages, rose and delivered a Latin address to the Doctor, con
gratulating him on his safe arrival, and anticipating the great
advantages to the College and the State from his taking charge
of that institution. This was followed by an English address
to the Doctor by Mr. John Montgomery, Jr., one of the students
of the College. The joy manifested by the whole village in
seeing the completion of their wishes respecting the establish
ment of the College, by the arrival of Dr. Nisbet may more
easily be conceived than described. Indeed, if we may be
allowed to form a judgment of the future importance of the
College from the great politeness and hospitality with which
the Doctor was received and treated at Lancaster, at Yorktown,
and the whole country through which he passed on his way to
this town, from the Doctor’s abilities, extensive learning and
amiable manners, from the late and rapid increase of the num
ber of students, and from the natural situation of the College,
there can be little doubt of Dickinson College rivaling in a few
years, both in reputation and in number of students, the oldest
seminaries on the continent.”
A beautiful Idyl! We are for the moment in Arcadia, where
Apollo, god of light, tunes his lute and peace smiles and reigns.
It was the scholar’s triumphal progress, a tribute to learning
by the plain people of the county of Cumberland. Here, too,
Dr. Rush’s active mind had anticipated every possible event.
He had written to his friend Montgomery, “ Would it not be
well to ring the court-house bell on Dr. Nisbet’s arrival?”
The people of the borough did much more, in the way of
showing honor, as we have seen. Dr. Nisbet soon found that
�20
i
whatever was needed to give permanence to the College was yet]
to be done, that its money resources were slender, that he must
encounter all the trials of a builder who has yet to lay his
corner-stone,—in short, that he was in a new world. It is no
disparagement of his many fine qualities to say that he was
not fitted for the work of a pioneer. He was refined, sensitive,
unused to dealing with men of all sorts and conditions. He
was a total stranger to the hardy self-reliance so characteristic of
American life. Unfortunately too, his home was assigned him
at the Barracks, and he was thereby shut out from close contact
with society. The uncurbed Letort Spring at that time over
flowed the lowlands on either side of its channel. He was
soon prostrated by fever, and while suffering from consequent
low spirits offered his resignation, which was reluctantly accepted.
In his letter of resignation, he says of himself: “ I hope the
/ trustees will consider the great loss I have sustained in health
and circumstances, being without a charge in a distant country,
unable to fulfil or remove myself at my own expense, and
having no benefice to return to.”
The letters of Dr. Nisbet to Dr. Rush during 1785-6 must
have been exasperating to that large-hearted philanthropist.
From the first Dr. Nisbet’s wife and children were dissatisfied. In
the month of his arrival at Carlisle h£ writes to Rush: “My wife
and children are unhappy and laying plans to return to Scot
land and to convey me thither. I know not where this will
end. Perhaps all emigrants are uneasy for some time, even
when they recover afterwards. When I consider my present
position I am often filled with melancholy, and consider myself
a deposed minister, a deserter of my charge.” He complains
that fever has almost destroyed his memory and weakened the
activity of his other faculties of mind. “Yet,” he adds, “it
perplexes and grieves me to be obliged to leave a people who
are so kind, and among whom I promised myself so much
satisfaction.” By September, 1785, his letters to Dr. Rush
betray much irritation. “The meanest thing I know,” he
writes, “is to decoy a poor man out of a peaceable and estab
lished station, into a climate like a frying-pan, and then bid him
�21
kill himself if he is the least uneasy.” And in the same month
again: “I only wish to get quietly and as quickly as possible
out of the country.” He negotiated for a ship to carry him
home again; and but for the fact that he would not sail in one
commanded by an Irish captain, would have sailed in the winter
of’85-6. By the spring of 1786 his health had rallied, and he
consented to a re-election. With heroic purpose he addressed
himself to the duties of his position, suppressing his disgust and
showing an example of herculean energy in work. Without
appearing to overtax himself he carried on concurrent lectures
in Moral Philosophy, Logic, Philosophy of the mind, BellesLettres and systematic Theology, teaching after the method of the
Scotch universities, which must have been imperfectly adapted
to the raw and untrained youth under his charge. His lectures,
some of which are preserved in the College and Ridgway
libraries, ranged over the whole field of ancient and modern
learning. To me Dr. Nisbet is most admirable in this, that
under circumstances so depressing he stood manfully to his task,
and remitted not his devotion to the College till death gave him
rest. He saw and spoke freely of the defective condition of
higher education in the United States. In November, 1786,
he presents a formal report to the trustees: “ There are forty
students in the grammar school; besides these, twenty attend
the Professor of Mathemattics, and have begun the study of
Natural Philosophy. The same twenty attend the Professor of
geography, chronology and history as much as their attend
ance on the other classes will permit, and lately began the study
of Logic and Metaphysics as a preparation for that of Moral
Philosophy. The students are in great want of books, as none
fit for their use are sold here.” From these facts Dr. Nisbet
draws an unfavorable augury of the future of the College, and
expresses the opinion that the academy at York, and the gram
mar school at Hagerstown “already surpass it in popularity.”
From his letters to his intimate friend, Judge Allison, of Pitts
burg, we also get glimpses of his inner feelings and the hardy
courage with which he held on his way. Writing to the Judge
in 1792, he gives this account of himself: “My occupation is
�22
/
to read lectures on Logic, Metaphysics and Moral Philosophy, to
which I premise a short account of the Greek and Latin classics,
a course of lectures on the History of Philosophy and another
on Criticism. I sometimes explain a classic critically in the
beginning, before the class is fully assembled. We have a sort
of four classes, though as most of our students are at their own
disposal, they attend several at the same time. You may be sure
our lectures are very imperfect, for we are yet in the day of
small things. I have only mentioned this summary for your
own private satisfaction, as I would not wish it to be known in
Scotland what poor doings we are about in America.”
All this must have been depressing to the trustees, yet Dr.
Rush was not depressed. No lack of good fortune could chill
the fervor of his zeal. He knew that America was not Europe,
and that there must be seed sowing and culture before the
harvest is gathered in. The resignation and discontent of Dr.
Nisbet were a heavy blow to him, but he bated not one jot of
heart or hope. Unquestionably Dr. Nisbet was a century in
advance of his fellow-citizens here; it has required the century
to enable us to reach the ideal he had in his mind. Princeton
is just founding her school of philosophy; the University of
Pennsylvania is becoming more and more a true university;
the Johns Hopkins School would not have been possible even
fifty years ago. Dr. Nisbet was harassed, too, by the narrow
views of higher education held by many of the trustees whom
he served. If he chafed under the hard necessities of his posi
tion, it was very human. Let us to-day do honor to his memory,
and resolve not to rest till the College is made all he wished it
to be.
Though, in its administration, Presbyterian, Dickinson College
was not distinctively a church institution. It was founded for
the benefit of the State, and to the State its founders looked for
aid. Pennsylvania was then an inchoate commonwealth; it had
been for nearly a century governed jointly by a popular assem
bly and the representatives of the descendants of Penn. Carlisle
had been surveyed and laid out under proprietary authority; at
that time all the region westward of the new borough, was liter
�23
,
ally Penn’s woods. The State was poor, yet out of its poverty
it gave help to this school of learning, whose life was to be
interwoven with its own destinies. The grant of the charter
was soon followed by a gift of money and of ten thousand
acres of land; before the close of the century still other gifts
followed. In 1826, in a season of dire extremity for the College,
the legislature voted a grant of $3000 yearly for seven years.
Without being committed by any pledge or covenant to the
support of Dickinson, Pennsylvania was its fosterer, and for all
that the good old Commonwealth has done for us we desire to
record our grateful thanks on this centennial day. That the
bond between the State and College was intended to be close is
seen in the history of the period. The language of the charter
shows it, the oath taken under the charter by every trustee to
be true and faithful to the Commonwealth of Pennsylvania
shows it, the constant reference of the founders of the College
to its influence on the State’s future shows it. Rush, in all
his planning for higher culture, was planning for the rearing of
great citizens for a great commonwealth. His ideal was a loftier
one than we have yet reached, but the service of the State gave
his ideal color and form. In his essay, addressed to the legis
lature, on “ The Modes of Education Proper for a Republic,” he
speaks with the loftiness of a seer: “Let our pupil be taught
that he does not belong to himself but that he is public property.
Let him be taught to love his family, but let him be taught at
the same time, that he must forsake and even forget them when
the welfare of his country requires it. He must watch for the
State as if its liberties depended on his vigilance alone, but he
must do this in such a manner as not to defraud his creditors
or neglect his family. He must love private life, but he must
decline no station, however public or responsible it may be, when
called to it by the suffrages of his fellow-citizens. He must love
popularity, but he must despise it when set in competition with
the dictates of his judgment or the real interests of his country.
He must love character and must have a due sense of injuries, but
he must be taught to appeal only to the laws of the State to
defend the one, and punish the other. He must love family
�24
honor, but he must be taught that neither the rank nor the
antiquity of his ancestors can command respect without personal
merit. He must avoid neutrality on all questions that divide
the State, but he must shun the rage and acrimony of party
spirit. He must be taught to love his fellow-creatures in every
part of the world, but he must cherish with a more intense and
peculiar affection the citizens of Pennsylvania and the United
States.”
We have departed far from this ideal, but it may do us good
to gaze on it for a moment. We have been in some respects,
during the century, narrower than Rush and Dickinson and
their coadjutors, but we are broadening our views again.
Their scheme was impracticable; it was not possible even for
good men in a board of college trustees to rid themselves of
political and sectarian jealousies. The care of higher education
has passed from the State to the churches, and instead of a State
we have a churchly system. Nothing less than this change
could satisfy the intense religious spirit of our c^itury. We
have gained- much thereby and perhaps have lost something.
The growth of a true university system has no doubt been
retarded, but the moral and religious culture of young men
has been more certainly assured. The gifts of single citizens
for higher learning have reached a largeness which the State
could not possibly have reached a century ago, and which the
State even now does not emulate. We look now to private
bounty to do what the State did but imperfectly when Dick
inson received its charter, and we do not look in vain; Some
thing has been lost, however, of the fervor of citizenship, of the
sense of obligation to enter into the service of the State, of the
recognition of the claims of public duty upon all cultured men.
Our ideal and that of our fathers are similar but not the same.
They would build up the citizen; we, the man. They were
intensely political; we, except in great crises of fate, everything
but political. They dreamed the dream of a common people
swayed by the educated few; we have realized the fact of a
common people thinking for themselves, and deciding of them-j
selves, the State’s destiny. Perhaps the true mean will be found,
�25
in time, between our fathers’ scheme of life and that of their
sons. At all events let us be duly thankful to-day to the dear
old Commonwealth, in whose bracing air of freedom our college
has, for a century, lived. For all the help of the State, for all
its loving care of Dickinson College, we desire to-day to record
our gratitude.
In 1798, the present College campus was bought of the Penn
family for one hundred and fifty dollars. Until then, the work
of teaching had been done in a small two-story house on Bedford
Street near Liberty Alley. On the ground thus purchased the
plan, discussed for several years, of erecting a suitable building
was carried into effect. In 1792, Dr. Nisbet had expressed
serious doubts of the expediency of erecting a permanent struc
ture in Carlisle. He writes to Dr. Rush: “ I have no private
ends to serve in wishing that the students might have proper ac
commodations, and that the College were in such a situation as
to admit of increase, which, I think, cannot be the case if it is
established in this dirty town, where students must wade through
deep mud several times a day at the risk of their health, and
afterwards be cooped up like pigs, in narrow apartments and
mean houses, and in such numbers in one room as renders it
almost impossible for them to continue their studies.” He is
scandalized by the fact that “in the town there are pools that
could float a boat.” On this point, the trustees thought more
wisely than the College Principal, and the building was erected,
but just at the point of completion it was burned down, Feb
ruary, 1803. Nassau Hall, Princeton, was destroyed by fire
very shortly before. Dr. Nisbet, who was in this period of his
administration bitter against the trustees, on account of the tardy
payment of the salaries of the faculty, writes of the event to
his friend Judge Allison, in this strain: “You must have heard
that our New College was burned down on the 3d current. We
had been bothered by our trustees to make our College conform
to Princeton College. We have now attained a pretty near con
formity to it, by having our new building burnt down to the
ground. But it could not stand, as it was founded in fraud and
knavery. I have been meditating on Jeremiah xxiii, 13,—
�26
‘Woe unto him that buildeth his house by unrighteousness, and
his chambers by wrong; that useth his neighbor’s service without
wages, and giveth him not for his work.’ ” In August of the
same year, the corner-stone of a new edifice, the present West
College, was laid. Before its completion Dr. Nisbet died, after
a laborious service of nineteen years, July 18th, 1804. Thus
passed away a noble soul misplaced. Dr. Nisbet must have
often tried Rush’s temper, yet Dr. Rush says of him: “Few
such men have lived and died in any century.” In the midst
of an environment of circumstances, in many ways disagreeable
to him, still he fought the good fight and endured to the end.
Peace to the memory of the great scholar, preacher, theologian,
wit.
In reviewing the history just narrated, so full of the painful
experience of hope deferred, of imperfect sympathies, of honest
but unfortunate antagonisms, we must not fail to do justice to
the good and wise men, who planned and labored for this school
of learning. To Dr. Rush, of all the founders, belongs the
honored name of Father of Dickinson College. What buoyant
hopes were his! What unwavering love for the child of his
affections! In all the labors required, whether the collec
tion of funds, the choosing of professors, the details of manage
ment, his energy and zeal were conspicuous above the energy
and zeal of other men. His letters to the trustees, written when
he could not meet them, are full of the loving wisdom which
always wins the affection and support of one’s fellows. “ What
ever you conclude upon,” he writes in one letter, “shall find in
me the same support, as if it had been proposed by myself. I
have no will of my own in the great work of humanity in
which we are engaged.” And again : “ The difficulties in the
establishment of our College are now nearly at an end. We
have passed the Red Sea and the wilderness. A few of us have
been bitten by the fiery serpents in the way, but the conscious
ness of pure intentions has soon healed our wounds. We have
now nothing but the shallow waters of Jordan before us. One
more bold exertion will conduct us in safety and triumph to the
great objects of our hopes and wishes.” He appreciated the
�27
inconveniences which the faculty were compelled to bear, in the
narrow quarters where the College work was done, but exhorts
to patience: “The credit of our College will not be impaired
by our professors teaching in the school-house, which is, at
present, occupied by them. The foundation of the reputation of
the College of Princeton was laid in a private room at Newark,
by that great man of God, the Rev. Mr. Burr. It is said that
before the time of the Emperor Constantine, the churches had
wooden pulpits but golden ministers, but after he took Chris
tianity under his protection, the churches had golden pulpits but
wooden ministers. If we have golden professors, the frugal size
and humble appearance of our College will not prevent its
growth, or injure its reputation for study and useful learning.”
And again: “If there should be any deficiency of patience or
self-denial on the part of the teachers, let it be supplied out of
the stock of the public spirit of the trustees. Let us reflect
that we are doing infinitely less for our posterity than our
ancestors did for us, and that without their sacrifices, we should
never have known the inestimable advantages of religion and
learning. It has pleased God to call us into existence at an
important era. In such eras great men have been formed and
good men have delighted to live. Let us show ourselves worthy
of our present station in the country, and thank God for the
opportunity he has afforded us of imitating the example of the
Saviour of the world, by fresh acts of self-denial and benev
olence.”
The enthusiasm of Dr. Rush was needed, for dark days were
at hand. Dr. Nisbet was succeeded by the versatile Dr.
Davidson as pro tempore President. Could Dr. Davidson have
been induced to accept the principalship permanently, no doubt
the College would have bounded forward on a prosperous
career; but he preferred his pastorate at Carlisle, and decided to
devote himself wholly to that. The Rev. Jeremiah Atwater
was elected in 1809, and resigned in 1815 in consequence of col
lisions with the trustees in relation to internal discipline. All
the operations of the College were suspended from 1816 to
1821. During Dr. Atwater’s term of office, the brilliant
�28
Thomas Cooper held the chair of chemistry. It is difficult to
say what Thomas Cooper was not: English-born, and Oxford*]
bred, versed both in medicine and law, companion of French!
Girondists, an antagonist of Edmund Burke, a calico printer, a
practising lawyer, a judge, a college professor and then a college
president, he combined, like Priestley, devotion to physics,
with an accompanying interest in every study that touches
human welfare. His commentary on Justinian was issued
from his study in Carlisle, and may be claimed as one of the
contributions of Dickinson College to literature. His ability
was unquestioned, but his strong political prejudices made his
appointment distasteful to many of the lovers of learning in the
United States.
After an interval of five years, the College was reopened
with Dr. John M. Mason, one of the chiefs of Presbyterianism,
as Principal. It was a condition of his acceptance that he
should select his own Faculty. Henry Vethake became Pro
fessor of Natural Philosophy and Mathemetics, Alexander
McClelland of Belles-Lettres and Philosophy of the mind,
Joseph Spencer of Languages, and the Rev. Lewis Mayer of
History. This combination promised well, especially as the
State came forward with a grant of $10,000 in five annual pay
ments. Dr. Mason was in impaired health, having already had
two strokes of paralysis; he had accepted the post of Principal
in the hope that a change of climate and labor would restore
him. His hope was disappointed ; and in 1824 he resigned his
office, and retired wholly from public life. By the appointment
of the Rev. Lewis Mayer to the chair of History, the Theological
Seminary of the German Reformed Church was, for a time, con
nected with Dickinson College. “This event,” says Dr.
Gerhart, “marked the most important epoch in the history
of the German Reformed Church. It introduced a new ele
ment of power, which revived its energies, developed its re
sources, restored its theology, established its character, ex
tended its influence, and supplied it with able and efficient
ministers.” The combination existed till 1829, when the
Seminary was removed to Mercersburg, where Rauch, and
�29
Nevin, and Schaff made it illustrious. Of Dr. Mason’s faculty
none has left such a tradition of oratorical power as
McClelland. His fame still lingers in Cumberland County.
When announced to preach in the Presbyterian church of the
borough, seats, and aisles, and windows would be packed with
hearers, who listened with rapture to his brilliant rhetoric.
The chronic plague of the institution, the interference of the
trustees with the administration of discipline, still followed all
its steps. In the revised statutes of 1822, it was provided that
in all the cases adjudged by the Faculty to demand dismission or
expulsion, the facts should be presented in writing to the trus
tees, who alone had authority to determine whether the penalty
should be inflicted. The maintenance of order under such cir
cumstances was simply impossible.
Another statute sheds
light on the character of the times. It runs in these words:—
“ If any student shall fight or propose to fight a duel, or be in
any way concerned in promoting or abetting it, or in the giving
or accepting a challenge, or shall reproach, traduce or treat
contemptuously any student for having refused to accept a
challenge, he shall be expelled.” One duel, perhaps the only
one in the history of the College, fought in 1815, resulted in
the death of an only son, and this statute was probably a warn
ing against a repetition of the offence.
The prospects of the College were now dark indeed. The
Rev. Wm. Neill, a native of Western Pennsylvania, a graduate
of Princeton, and a successful Presbyterian pastor, was called to
the presidency. In his autobiography Dr. Neill rehearses his
difficulties with great simplicity and candor. Dr. Mason’s
resignation had shaken public confidence in the fortunes of
Dickinson. Funds were lacking, and only from forty to fifty
students were in attendance. “ An annual allowance,” says Dr.
Neill, “for the term of seven years, from the State treasury, was
obtained by dint of hard pleading and perseverance, by an act
of the Legislature, on condition that a report of the state of the
Institution should be laid before that body yearly, till the ex
piration of the said term.” Under the new auspices there was
a brief period of prosperity: six professors were chosen, and the
�30
students increased to one hundred in number. But the old
trouble—the interference of the trustees in the administration of
discipline—reappeared. The election of a number of members of
the Board from one Christian denomination raised a cry of
sectarianism, and the affairs of the College were brought before
a committee of the Legislature for investigation ; a rebellion of
the students completely shattered authority. “We never/’ says
Dr. Neill, “recovered from the effects of this insurrection; one
of the remote effects was that the whole Faculty left the College
and it was closed for several years.”
Wearied with the fruitless struggle Dr. Neill resigned in
1829. His successor, the Rev. Samuel B. How, entered on his
duties in 1830. Once more the lovers of the College rallied to
its support. Says the College historian, Professor Himes:
“ A new course of study was made out and fuller statutes. The
Alumni Association issued an address full of encouragement.
Among the signatures of the committee was that of James
Buchanan. At the Commencement of 1830, the procession
moved to the church escorted by a troop of horse and several
companies of volunteers. The Alumni oration was delivered
by William Price, Esq., of Hagerstown, Maryland, and the
question, ‘Would it be expedient for the United States to
establish a national university?’ was discussed by Benjamin
Patten, Esq., and Hon. John Reed.” But the old organic trou
ble returned to plague all parties. While discussing, in 1832,
changes of the charter the trustees resolved to close the school.
The light went out in darkness.
In tracing this history of alternating hope and disappoint
ment the causes of disaster have plainly appeared. The first
was the interference of the trustees with the faculty in the
details of government. “The trustees,” says Dr. Neill, “had
too many meetings; the subjects of discipline were always dis
posed to make their appeal directly or indirectly to the higher
court; and from their ex parte statements of their case, which
they had opportunity of making in families of trustees resident
in the borough, a sympathy was enlisted in their favor and the
authority of the Faculty was put in jeopardy.” The second cause
�31
was sectarian jealousy. Though predominantly, Dickinson Col
lege was not exclusively Presbyterian. “We had,” says Presi
dent Npill, “suspicions and contests for pre-eminence. The
hue and cry, sectarianism! religious domination! was used as
a handle by which we were dragged before the legislature of
the State, where a tedious and vexatious investigation was had
without convicting anybody of misdemeanor, for there was no
evidence.” The College lacked unity, and lacking unity it
lacked power.
One practicable course remained, and only one, namely, to
pass the College over to other hands, to make it strictly and
wholly the institution of some one Church. It might, it is true,
have become a State university, but the entire charge of any
school of the higher learning is contrary to the settled policy
of Pennsylvania. During these years of struggle, the Metho
dists had grown into a great and prosperous body, and Dickin
son College was offered to them. On March 12th, 1833, the
trustees were summoned to consider a proposal of transfer from
the Baltimore Annual Conference of the Methodist Episcopal
Church. The Philadelphia Conference was soon after associated
with the Baltimore in the negotiations. “The transfer of this
large interest,” says Professor Himes, “to the control of the
Methodist Church was, in the language of the trustees, a proper
expedient for the effectual and direct promotion of the original
design of the founders of the College. A committee with
plenary powers, after carefully considering the subject in sessions
running through a week, reached an affirmative decision. The
mode of transfer was very deliberately considered in all its legal
J aspects, and finally it was regarded as most desirable that it
should be accomplished by the gradual resignation of the trus
tees then in office, and the election in their stead of those provi
sionally appointed by the conferences?’
On a beautiful July morning in 1834, the writer of this
address left Philadelphia with his parents for Carlisle. A
journey of a day brought the travellers to Columbia, and another \
of more than half the night by stage, to Harrisburg. Setting
out early the next morning, the tedium of the slow progress was
�32
relieved by the charm of the conversation of Chief Justice
Gibson, who, though unknown to us, was as affable as an old
and cherished acquaintance. What a scene of calm repose lay
before the wondering eyes of the city boy! The old College
graceful in its unadorned simplicity, the budding green of the
newly planted trees of the campus, the haze of the blue that
softened the aspect of the mountains on either side, made a
picture which stamped itself forever on the memory. Nor care,
nor grief, nor toil, nor absence can corrode one of its outlines,
or dim a single tint. Surely this was “the Happy Valley” shut
in and consecrated to quiet meditation and blissful thought!
A school had been opened, and under Alexander F. Dobb, a
thorough drill-master of the English style, boys and youth were
making good progress in the classics. Woodward was already
there, and Rhodes, and Waters, and the Lyons, and the elder
Lamberton, and Knox, and Zug, and others whom I cannot now
name. A sweet homelike feeling pervaded the school, for this
was the blossom time of tender hope. The old tree which had
borne the blasts of half a century was putting forth the promise
of a new fruitage. On the 10th of September, the procession
of President, trustees and scholars was formed and we marched
to the plain old church in Methodist Alley, where Dr. Durbin
delivered his inaugural address. How many such processions
had Carlisle seen, how many openings and reopenings whose
bright promise had faded away into the darkness of the night,
and whose broken hopes had saddened devoted hearts? Would
this one, bald in its simplicity, foretoken success or failure ? It
meant success; not because the new organizers were more tena
cious of purpose than the old, but because Dickinson College
had now become one in and with itself. Hereafter it was to
have but one spirit; but one purpose, and that avowed; one
source of sustenance, the Church, of which it was to be the
organ. Poverty was before it, trials were before it, but in all
the poverty and all the trials it was understood that Dickinson
College was to live or to die, as it was sustained or not sustained,
by the Methodist Episcopal Church.
�33
,
The two churches, the giver and the receiver of this valuable
property, were not alien from each other. Presbyterianism and
Methodism had been in some measure linked together, in the
preceding century, through the labors of Whitefield. The great
Oxford evangelist and the Tennents had been of one heart and
purpose; the spirit of religious revival of which the one was
the messenger, had broken into the Presbyterian body, and had
produced the excision of the New Brunswick Presbytery, and
the division of Presbyterians into “the Old Side” and “the New
Side.” It is needless to say that the great development of
education in the Middle States was due to the New Side or
revivalist Presbyterians. “We of the Presbyterian Church,”
says Dr. Archibald Alexander, “are more indebted to the men
of the Log College for our evangelical views and our revivals
of religion than we are aware of. By their exertions, and the
blessing of God on their preaching a new spirit was infused
into the Presbyterian body; and their views and sentiments
respecting experimental religion have prevailed more and more,
until at last opposition to genuine revivals of religion is almost
unknown in our Church.” The grandfather and grandmother
of Dr. Archibald Alexander were awakened under the preaching
of Whitefield. In the year 1743 a great revival in Virginia
among the Presbyterians resulted from the reading of a volume
of Whitefield’s sermons brought over to America by a young
Scotchman. Gilbert Tennent, in Philadelphia, and William
Tennent, Jr., in Freehold, propagated Whitefield’s spirit and
were imitators of his earnest evangelism. Though not recog
nizing the fact, the two churches were kindred, and working
towards the same end,—the spread of the great evangelical revi
val which had its origin in the early years of the eighteenth
century. Under such conditions and under the liberal policy
of-the new government, Presbyterian and Methodist students
sat side by side as brothers on the same class benches, and
to-day our Alma Mater cherishes the memory of Thomas Verner
Moore as tenderly as that of any son who has borne her name
and done her honor in the world.
�34
The new Board of Trustees had wisely determined not to ,
open the College till $40,000 had been raised for endowment.
By May, 1834, pledges to the amount of $48,000 had been
secured. After a suspension of two years and a half the work
of education began again; with twenty students distributed into
two classes, and with seventy scholars in the grammar school;
by the year 1836 the number of students had increased to one
hundred and two, and in 1837 the first class under the Methodist
administration, represented here to-day by our beloved Bishop
Bowman, was graduated.
Come to me ye memories of long past years, and bring before
me again those beloved, those idolized men, the members of our
first Faculty. I see Emory, the picture of manly vigor, walking
up the chapel aisle and taking the oath of office administered
by Judge Reed. Durbin, whose large, lustrous eyes fascinate the
beholder, reads once more, with slow and measured accent, the
morning lesson from the chapel pulpit, and offers the simple
prayer of childlike faith and trust. Caldwell, the Christian
Aristides, tender and just, sits again in his chair, and with slow
and hesitating speech unfolds the intricacies of mathematics or
clears up a dark point in psychology. McClintock, as radiant
as Apollo and as swift, too, as a beam of light, amazes us by the
energy with which he quickens our minds. Allen, massive in
form and solid as his own New England granite, moves among
us to show us how transcendant power can be blended and inter
fused with a sunny temper. But what shall I say of him, the
man of genius of that brotherhood, whose lips had been touched
with celestial fire, orator, administrator, the matchless John P.
Durbin I In the class room his conversation was more brilliant
than the text which he explained. His fertile and suggestive
mind wandered from point to point, and we sat exhilarated as
new vistas of truth, one after the other, opened before us. Or
it is Sabbath morning and he occupies his throne, the pulpit.
The text is “ Wherefore God also hath highly exalted him, and
given him a name which is above every name;” the theme, the
humiliation and exaltation of Christ. The first propositions are
so simple that they seem to be truisms, the first manner is so
�35
didactic that but for the composure of the speaker* you would
resent the attempt to fix your attention by such methods. State
ments are made so obviously convincing that you wonder you had
never thought of them before. He holds you and you cannot
choose but listen. All the time the enchanter is weaving his
spell about you and preparing for the triumphant assertion of
his power. Suddenly, as suddenly as the lightning’s flash, his
vehemence and passion burst upon you. The torrents of feeling
which he had until now sternly repressed, flow forth with
irresistible force. He has made no mistake; he has calculated to
a nicety his possession of your sympathy, and you are borne
along by him whithersoever he will. His port and bearing have
changed; his manner is that of one fully conscious of mastery
over the hearts of his fellows, and his voice, vibrant with
emotion, searches all the recesses of the soul. You are absorbed,
captured, and when all is over you are aware that for a time
you had wholly lost consciousness of yourself.
It abates nothing from these facts that Dr. Durbin’s power as
an orator declined after he had committed himself wholly to
administrative tasks. In his later years he lived among us less
as an orator and more as a statesman;
“With shoulders, fit to bear
The weight of mightiest monarchies.”
He himself never grieved over the change, and welcomed the
men who increased in public favor while he decreased; for he
was careless of fame, solicitous only to do his appointed work
thoroughly well. It was characteristic of him that he destroyed
most of his private papers and forbade the writing of his life.
The members of our first Faculty taught as much by their
virtues as by their formal lessons. They have gone to their
graves. Allen, the last of the company, whom we had hoped
to have with us to-day, has joined his colleagues in the better
land. Of their successors it does not become me in this place to
speak. In 1848 Caldwell and Emory died; McClintock was
called by the Church to another post, and only Allen remained,
to become a few years later President of Girard College. Their
�36
successors, Peck, Baird, Collins and Johnson, and Tiffany, and
Marshall, and Dashiell, and others whom I will not tarry to
name, not forgetting the present distinguished Faculty, con
ducted the College often in the midst of sore discouragement,
but always with undying faith. They were animated by the
spirit of Rush when he said, in 1783: “Our College, it must,it will prosper.” Since 1834 it has steadily prospered; it has
been loved, not always with a clear vision of its needs, but
still tenderly loved. Through the forbearance of the detachment
of the Confederate army which held Carlisle for several days
during 1863, neither grounds nor buildings were harmed. God
be thanked that when grim-visaged war ruled the hour, this
homage was paid to the mother of us all.
Brothers, my task is done. I have rehearsed, very imper
fectly to be sure, the story of a hundred years. It is a story of
devotion which, despite many vicissitudes, has not failed of its
object; of the cares and prayers, of the labor and pains of a
succession of strong men, given without stint that this College
might live. Our College is hallowed to us by the aspirations
of patriots who were founders of American liberty; by the
fragrant memories of saints who were beloved in two great
churches. What thoughts have in these hundred years been
turned towards it; what anxieties expended upon it! From
their graves, our fathers call to us to cherish this product of
their heart and brain, of their love for our country and their
love for God. How well, too, has this school vindicated their
wisdom, in the long succession of worthy men who have gone
from it to do their duty in the world. Our mother stands
before us to-day clad with the honors of a century. Sweet
mother! though poor, making many rich. As she has lifted
us up, let us in return give her a queenly seat; her true place
is among the highest, the greatest, the proudest of the schools.
Thus, in ennobling her, we ennoble ourselves; and each of us will
feel a deeper joy in saying, “I, too, am a son of Dickinson.”
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Victorian Blogging
Description
An account of the resource
A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
Creator
An entity primarily responsible for making the resource
Conway Hall Library & Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
Publisher
An entity responsible for making the resource available
Conway Hall Ethical Society
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Pamphlet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Dickinson College; the history of a hundred years: alumni oration delivered at the Centennial Commencement of the College, Wednesday, July 27th,1883, at 8 P.M.
Creator
An entity primarily responsible for making the resource
Crooks, George Richard
Description
An account of the resource
Place of publication: [Carlisle, PA]
Collation: 35 p. ; 23 cm.
Notes: From the library of Dr Moncure Conway.
Publisher
An entity responsible for making the resource available
[s.n.]
Date
A point or period of time associated with an event in the lifecycle of the resource
[1883?]
Identifier
An unambiguous reference to the resource within a given context
G5616
Subject
The topic of the resource
Education
Rights
Information about rights held in and over the resource
<a href="http://creativecommons.org/publicdomain/mark/1.0/"><img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /></a><span> </span><br /><span>This work (Dickinson College; the history of a hundred years: alumni oration delivered at the Centennial Commencement of the College, Wednesday, July 27th,1883, at 8 P.M.), identified by </span><a href="https://conwayhallcollections.omeka.net/items/show/www.conwayhall.org.uk"><span>Humanist Library and Archives</span></a><span>, is free of known copyright restrictions.</span>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
English
Conway Tracts
Dickinson College
-
https://d1y502jg6fpugt.cloudfront.net/25778/archive/files/59ccdfb11019e8c8dde6b0cc69bdc38e.pdf?Expires=1773878400&Signature=o-GYb00l7ifxjBLmzzUOlRN%7EjeDqMw-J-0JF3R%7E02Bme5mZb41g%7Ed9F670a67x1g8gIAUA7iILa-wj9xPitfIT6k9a1MWqRikyTINqAp%7EcXcpFk1C%7ECYj4tPB5prl6QHPwRLhGn5us3tqyaxajz9SLF3L5vi8PfcrZW8Dk16UihtyMeeDhGMAwJwO04qHOdspqY3gRg69e0PVxFJgQv-hoiDjvs3EwQScxGeg3zbLceM0kT9gAvZiTUR19akXFPz0RLaaRfaXNxhSuRmzlZfKKAy7Rv-MGPb8wkpsKM6b4SJIUuzIK%7EcLxf-nERUf0R-79QXA1ZEo3gI-U0rvlcbdQ__&Key-Pair-Id=K6UGZS9ZTDSZM
ff8a686b7730c6edf13068430281026c
PDF Text
Text
K 237^
nJ
NATIONAL SECULAR SOCIETY
THE EDUCATION OF GIRLS.
4
(S. -“3 aXA-x^vx,
essa;y i.
Jod. Thou breathest to
Thou who art life itself.’
us the breath of life,
hi. IV. II
The student who has patiently followed these essays thus
far through the labyrinth of cumbrous dissertations is now
to lift his head from the darkness which abides under the
skirt of Wisdom, and from groping after Her secret trea
sures of This Place nro mpn m, to behold for a season
the light of Her countenance without: to the end that from
that which is above he may understand that which is below,
and from that which is below may seek that which is above:
and so learning to live for Her by whom and for whom all
worlds exist may strive and fight for Her, not as one that
beateth the air.
We are now to breathe a new atmosphere, the daylight
of the outer and upper sky where it gleams abroad on the
busy world, on the vast mart of individual and social
interests. The shadowy cloister of philosophy must soon
throw open its doors, and our disputants Ish and Adam
walk forth together into the high road and join the motley
throng of human beings as they are, in order to see and
hear what now is, and to judge what shall be hereafter.
They must carry with them no prejudices, not even such as
seemingly tend to the social elevation of woman ; for flat
tery is hardly less detrimental to that cause than deprecia
tion. Preceding arguments have more than once been
directed to point out the all-important philosophic distinc
tion between woman and women; and we must not mix up
the eternal Divinity of the former with the manifold and
multiform failings and imperfections of the latter. Our
task is to teach what women are born to be, and to show
that the education and consequent habits of the world
hitherto have directly tended to bring girls up to woman
hood in complete and exact reversal of that course of
development which belongs to their innate qualities and
�2
THE EDUCATION OE GIBUS.
powers; the consequence of which perversion—that is, thcfirst consequence ; for a ghastly and almost endless train
attaches to it—is the undeniable, though perhaps not
obvious, fact, that no one has ever yet seen a real grown-up
woman, and no one knows what such a woman woidd be
capable of.
This may seem a paradox, but it is really an axiom. No'
existing woman nor man would have become what she or
he is at this moment but for her or his social surroundings,
past and present. We are each and all what our social
circumstances and the use we have put them to have made
us ; and the vast differences, especially mental differences,
which we observe among members of the same sex are,
generally speaking, quite as much, if not more, induced
from without than arising from within; no idiosyncracy
being strong enough to stand quite alone in all matters
whatever against the current of the time.
Well, then, who can point to a time and a place in the
world’s history where the current of social life, the influenceof the social atmosphere, flowed in the direction of treating
woman as the spiritual superior, or even equal, of man ?
Where and when has this been done, I ask—done soearnestly and effectually that adverse influences from with
out could never penetrate and vitiate that hallowed sphere ;
When and where did any woman, during her growth to
womanhood, ever breathe a social atmosphere the main,
weight of which was not dead against female supremacy in
either world ? But if such a state of things can nowhere
be pointed at, we come back perforce to this conclusion: a
real grown-up woman has not yet appeared in this icorld.
And even this is not all; the question follows, whether man
can be fully human while woman is not. In the subsequent
pages it will be considered whether he can. Meanwhile
here is on exposition of her views on the great social
question, written by a lady to the Examiner periodical of'
May 20th, 1871, showing how some few of our women, even
*
as they are, can rise equal to occasion.
WOMAN SUFFRAGE.
Sir,—At the various meetings and conferences that have
been held, and in the lectures that have been delivered, during
the last few weeks on the Woman Suffrage question, an enor
mous amount of reason and argument in favour of the removal of
�THE EDUCATION OF GIRLS.
o
political disabilities from women has been brought to bear on it.
It has, indeed, been asserted by several of the speakers, that all
the reason is on their side of the question, and the assertion has
not been disproved. “The objections of our opponents,” said
Dr. Lyon Playfair at the meeting at St. James’s Hall, “are
entirely of a sentimental character.”
Now, while perfectly concurring in the judgment that in
deciding all questions affecting great human interests, reason
should have the first place and sentiment the second; and that
in this particular question there is a weight of reason on one
side, and on the other nothing but sentiment, and sentiment
mostly of a very weak and washy character, it ought not to be
put so completely out of the question as the advocates of the
measure generally do. For even were the stout offensive weapons
of reason sheathed altogether, it could hold its ground, and ulti
mately win its way by the preponderating force of the highest
and purest sentiment it has in its favour.
There is now, say the opponents of Woman Suffrage, an
amiable forbearance to the ignorances and follies of women, and
an affection—occasionally a little contemptuous, no doubt—for
their weakness and defects, on the part of men, which is very
pleasant to see; while, on the other hand, women look up to
men with a sweet fearful humility, confide their whole social
and moral well-being to them with a beautiful unquestioning
trustfulness that is equally delightful and refreshing to behold.
All of which would be utterly destroyed by the social equality
of the sexes that the gift of political power to women would
necessary entail; and also by the intellectual equality that,
women’s minds being thus raised to take interest in a higher
range of subjects than they have yet done, must inevitably
follow. One honourable member of the House of Commons, in
the recent debate, reminded his brethren that a woman’s husband
should rule over her, and that “fear and blushing” were her
proper mental and physical conditions: while another dutifully
called to their remembrance the “ illogical and unreasonable
words which they had heard at their mothers’ knees,” and
warned them that if this bill passed their sons and grandsons to
come would have no such agreeable recollections to solace and
comfort them in manhood and old age. He also called upon
them to observe the dangerous element of priestly power that
would thus be introduced into our legislature, priests and such
like persons having always a pernicious influence over the illo
gical minds of women; a line of talk—I won’t dignify it by the
name of argument—carried still further by another honourable
member, who, with the eye of a seer, perceived in Woman
Suffrage the beginning of a Jesuitical rule that would ultimately
submerge all the Protestant liberties of England.
r!
But none of these honourable gentleman saw in this Bill the
foundation of a hope that finds a place in the breast of every
�4
THE EDUCATION OF GIRLS.
one who takes a large and comprehensive view of society as it
has been, as it is, as it may be in the time to come ; for a new
and higher, and—for both—a happier moral and intellectual
relation of the sexes than the contemptuous forbearance and
terrified confidence—the latter too often misplaced—that, on the
showing of those who are doing their utmost to maintain it,
form the type of the existing state of things. Looking each no
further than himself and his own illogical woman—or women,
as the member for Kilmarnock naively suggested—whom he
finds it agreeable to him to have and to hold in a state of admir
ing subjection to his superior wisdom, their minds were closed
to that far nobler conception of the human life, in its twofold
aspect, that the promoters of this Bill aspire to see realised
among us; not, as now, exceptionally, but universally, as
humanity advances still further towards perfection. The conception of man and woman united, not as the master and the
slave, the possessor and the possessed, which places an almost
insurmountable barrier between their moral natures, but as co
inheritors of all freedom and knowledge and truth; working
together for the same great end, the moral, intellectual, and
physical advancement of the human race. The diversities of
the two natures, not of necessity dividing them in every aim
and object and pursuit in life, but recognised rather as intended
that, the two working for the same purpose, each shall supply
the lack of the other. The inequalities of two natures fitted
together until they become one nature ; the greater breadth of
thought filling the space left by the narrower ; the firmer grasp
of mind holding the weaker in its place ; the quicker perceptions
stimulating the slower; the readier sympathies bringing out the
more backward; and the more acute reasoning faculties, and
the more profound, giving each to each what the other wants,
all joined together harmoniously to form a perfect whole.
This is the relation between the sexes that those who are
demanding the political equality of women hope to see arise,
upon the destruction of the other which the opponents of the
measure say—and with the very correct prescience—will be its
inevitable result.
But that such a relation could be established until women
have equal political rights and equal educational advantages
with men is impossible. It is met with now, no doubt, but only
in rare individual cases where men, contemning the power the
law gives them, practically make it a dead letter, and where
women, having educated themselves, notwithstanding that they
are deprived of political rights, work by any indirect means that
they can to advance great political ends, the furtherence of social
reforms and the general welfare of the community. But the
number of men who, having power, will not use it, are few.
And the number of women who will have convictions and
interests without the right to give them effect, and who will have
�THE EDUCATION OF GIRLS.
$
tie Courage and resolution to work on themselves to undo all
that governess, and the schoolmistress, and the world in general
have done for them—and when they have destroyed the super
structure of folly and frivolity and falsehood that these have
raised up upon their minds to build another of true knowledge
and common sense there instead—are fewer still. For it is a
(much harder thing to do ; truly any one of the labours of Hercules was light in comparison ! And yet this is what every
woman must do who wants to raise herself out of the slough of
Ignorance and apathy and error about everything that is good
and great, in which the majority of her sex are sunk, unless she
kappen to have had the good fortune not to be educated at all,
When her labour is diminished one half.
®ie folly that supposes political rights and educational advan
tages would make every woman aspire to rule the State and
toeglcet her personal duties, is scarcely worth noticing. It is
sufficient for its refutation to say that as the power to vote does
not make the bank-clerk or the shopkeeper neglect his desk or
OffittBter, to indulge in dreams of being Chancellor of the Ex
chequer or Prime Minister, there can be no possible grounds for
Supposing that it would make his mother or sister do so : or, if
dreaded universal suffrage came to pass, his wife or daughter
either; even though they were all educated to be bank clerks
and shopkeepers’ wives and mothers, instead of poor imitations
of fine ladies as they are at present. Placing women on an
equality with men would never raise them .above them. The
*
terror that some of these lower orders of men now indulge in, of
the world under the new regime coming to such a pass that they
Would have none but female Gladstones and John Stuart Mills
®nd Professor Huxleys in petticoats to marry, is without a shadow
of .foundation. Education will always be controlled by capacity,
if not by circumstance ; while, given its fair chance, genius is
sure to rise to its own level.
But, as all political economists know, everyone who works
Conscientiously and intelligently in his own place—be that place
ever so small and obscure a one—is giving his quota of help to
#ie prosperity of the State. And it is hard for women, whatever
be their place, to work either conscientiously or intelligently,
with the moral and mental obliquities, consequent on their mis
directed education, and the degraded social status that they suffer
from at present.
Another of the fanciful terrors that haunt the minds of men
opposed to women having political power, and the natural con
sequence of political power, political convictions, is, that
politics would then form one of the general topics of conversa
tion between men and women in society, and would introduce
an dement of bitterness and dissension instead of the sweet
That remains to be seen.
[Present Author.}
�6
THE EDUCATION OF GIRLS.
melliferousness that now characterises such intercourse. This
spectre, it is true, has some more reality about him than those
already disposed of; he has rattling bones at least, and is Lnot
one of the mere “airy nothings” they were. I admit that
women having a knowledge of, and an interest in, questions that
men only are now informed about and interested in, would be
likely to alter, to a very considerable degree, what is at present
the almost prevailing tone of the mixed society of both sexes.
But I cannot think that this would be an evil; on the con
trary, I believe that it would be a good; and a good so great
that to bring it about would be alone worth making the change.
As society at present exists, conversation between young men
and women, who are in person or manner excessively un
attractive to each other, is utterly insane and uninteresting to
both, and done merely as a duty to society. But, on the con
trary, if there be anything outwardly attractive in either to the
other, often when only very slightly attractive, sometimes
when merely negative, this intercourse assumes a tone called
by different names in the parlance of society, but which is, in
reality, a mutual excitation, or attempt at excitation, in a greater
or less degree, of sexual feelings, equally pernicious in its
effects on both. This will doubtless be called exaggeration,
but I need only point to the lists of broken troth-plights and
miserable marriages that the newspapers and each person’s
private circle of acquaintance furnish to verify the truth of the
assertion. What do these innumerable cases of men and
women, without the slightest real affinity in their natures, rush
ing into engagements and unions that end either in shameful
faithlessness or miserable bondage arise from but the fact that,
in the ordinary intercourse between men and women, there is
no opening for either to know anything of the other’s real mind
or disposition, while every effort is made on both sides to excite
a spurious admiration and love ? *
With no fear that educated Englishmen and Englishwomen
will ever be roused by political feeling to throw wine-glasses or
tea-cups at each other’s heads, or, in any other way, to forget
the respect due to each other, and each other’s honest convic
tions, serious thinking people might well rejoice to see elements
introduced into their association that would develop their real
sympathies and antipathies, bringing together only those whom
nature intended to be brought together, and sundering those
who ought to be sundered. “Fancy,” cry the ghoul-hunted
“a Conservative man married to a Radical woman, or vice versa!
There would be an end to all domestic peace ! ” We need
fancy no such thing. The skeleton of the rattling bones puts
* As spurious it is no doubt pernicious ; but were Divine Order fol
lowed, and sexual relations placed on a different footing, it would not be
so. [Present Author.]
�THE EDUCATION OF GIRLS.
7
this phantom completely to rout. On the showing of those
whose imaginations are frighted by these hobgoblins, such a
thing would be an impossibility. But without going so far as
to suppose that Conservative young men and Radical young
women, or the reverse, would ever be led, by the difference of
their opinions, to pull each other’s hair or punch each other’s
heads when they met in society, we must believe that the great
differences of mind that lead to these two mental conditions
would then be so apparent that there would be no possibility of
making a mistake on the subject; though the mistake may
easily occur under the present state of things, when, if a woman
happen to have any unlawful political opinions, she is frightened
into concealing them by the threat of her else incurring the
dreaded odium of all her male acquaintances.
But, with a new era of equal rights and equal knowledge for
women, we may hope to see this reign of terror for both sexes
come to an end. Then the day will come when a man will
not shrink, through a miserable vanity and self-conceit, from
owning that his wife is gifted with reason, as he is, and has the
same right to use it; above all, when he will be ashamed to
proclaim before his countrymen that he believes her to be such
a slave to the bigotry and superstition of priests, that even his
great controlling wisdom cannot direct her how to use her liberty
aright, and that he, therefore, dreads to give her the common free
dom and rights of a citizen—rather when he will rejoice in
having beside him a companion and fellow-worker to aid him in
carrying out his greatest aims, and in realising his highest
aspirations.—I am, &c.,
Alice Perrier.
Still more powerful is the following extract from a pam
phlet on the same subject by a well-known writer and
lecturer, Mrs. Annie Besant:—
Lastly, I would urge on those who believe in women’s natural
inferiority, why, in the name of common sense, are you so
terribly afraid of putting your theory to the proof? Open to
women the learned professions; unlock the gates which bar her
out from your mental strifes; give her no favour, no special
advantage; let her race you on even terms. She must fail, if
nature be against her—she must be beaten, if nature has in
capacitated her for the struggle. Why do you fear to let her
challenge you, if she is weighted not only with the transmitted
effects of long centuries of inferiority, but is also bound with
nature’s iron chain? Try. If you are so sure about nature’s
verdict, do not fear her arbitration; but if you shrink from our
rivalry, wemustbelievethatyoufeel ourequality, and, to cover your
own doubts of your superiority, you prattle about our feebleness.
“Women are indifferent about the possession of the fran
chise.” If this is altogether true, it is very odd that there
�8
THE EDUCATION OF GIRLS.
should be so much agitation going on about the subject. But I
am quite willing to grant that the mass of women are indif
ferent about the matter. Alas! it has always been so. Those
who stand up to champion an oppressed class do not look for
gratitude from those for whom they labour. It is the bitterest
curse of oppression that it crushes out in the breast of the
oppressed the very wish to be free. A man once spent long
years in the Bastille ; shut up in his youth, old age found him
still in his dungeon. The people assailed the prison, and
amongst others, this prisoner was set free; but the sunshine
was agony to the eyes long accustomed to the darkness, and the
fresh stir of life was as thunder to the ears accustomed to the
silence of the dungeon; the prisoner pleaded to be kept a prisoner
still. Was his action a proof that freedom is not fair? The slaves,
after generations of bondage, were willing to remain slaves
where their masters were kind and good. Is this a proof that
liberty is not the birthright of a man ? And this rule holds
good in all, and not only in the extreme cases I have cited.
Habit, custom, make hard things easy. If a woman is educated
to regard man as her natural lord, she will do so. If the man
to whom her lot falls is kind to her, she will be contented; if
he is unkind, she will be unhappy; but, unless she be an excep
tional character, she will not think of resistance. But women
are now beginning to think of resistance ; a deep, low, mur
muring is going on, suppressed as yet, but daily growing in
intensity; and such a murmur has always been the herald of
revolt. Further, do men think of what they are doing when
they taunt the present agitators with the indifference shown
by women? They are, in effect, telling us, that if we are in
earnest in this matter, we must force it on their attention; we
must agitate till every home in England rings with the subject;
we must agitate till mass meetings in every town compel them
to hear us ; we must agitate till every woman has our arguments
at her fingers’ end. Ah! you are not wise to throw in our
*
teeth the indifference of women. You are stinging us into a
determination that this indifference shall not last; you are nerving
us to a struggle, which will be fiercer than you dream ; you are
forcing us into an agitation which will convulse the State. You
dare to make indifference a plea for injustice. Very well; then
the indifference shall soon be a thing of the past. You have as
yet the frivolous, the childish, the thoughtless on your side; but
the cream of womanhood is against you. We will educate women
to reason and to think, and then the mass will only want a leader.
However, it is not to be pretended that philosophic, any
* Argumentative agitation ought of course, to be tried in the first
place; but, should arguments fail, women have a reserve force in
waiting. [Present Author. ]
�THE JEOTJCATION OR GIRLS.
more than diplomatic, controversy can be carried on withont a definite basis of negotiation ; and if we are to predi
cate right and wrong of a given state or states of society at
large, we must adopt some standard of what ought to be,
whereby to judge the character of what is. It hardly needs
to be said that the standard adopted in this work is the
hypothesis of the work—namely, the essential spiritual
Supremacy of woman over every other being in the universe,
and so of course over the universe of Nature itself, in the
same manner in which an individual woman is over and
above her own speech or her own clothes. Hence it is
necessary to take the religious aspect of the question as the
fundamental groundwork of every other aspect; for indeed
religion is truly but the final summing-up of all kinds of
practical utility.
The great lesson to be learnt, the fundamental axiom to
be engrained upon the mind of every one who aspires to
break the fetters wrought by a false and evil social edu
cation, is that this question of woman’s spiritual birthright
is one about which there can be no sort of parley or com
promise. The writer of the letter to the Examiner speaks in
a tone which seems to encourage the idea of sexual equality.
Now this is right enough in a certain restricted sense, but
in that only. It is only in view of the temporal co-operatfon of the sexes toward reunion in the Divine Female
Unity that the question of equality can be entertained. It
is certainly requisite that women should compete with men
on fair and equitable terms in all mundane matters, great and
small, in the government of Europe and America, as at the
chess-board, or in any other game. But to infer, from the
fact of the two sexes getting on best by mutual help and
competition in the earth-world, that man can be the equal
of woman spiritually, is neither more nor less than to make
Good and Evil equal, or two Infinites—a manifest ab
surdity. It is the destiny of the masculine or evil principle
in the universe to be finally reabsorbed into the feminine or
good principle, and so annihilated; hence doctrine or prac
tice which may be inconsistent with this knowledge must
always end in futility and failure, as it always has done.
This being clearly understood, and the spiritual dominion
*
* Demonstration of the doctrines thus sketched cannot be given
■within the compass of this pamphlet, which has a more immediate and
practical purpose.
�10
THE EDUCATION OE GIRLS.
being put aside as inherently and essentially belonging to
woman only, we can afford to be quite impartial between
the sexes in all other concerns. And the best service
which those who have the opportunity can render to women
is not to flatter or favour them, but to provide fair oppor
tunities for both sexes to compete, and then pay or reward
by results only, and not according to the sex of the worker,
or on any other extraneous consideration. There will, pro
bably, always be some physical matters in which a man can
do better than a woman, just as there are others in which a
horse or ox can do better than a man; these will soon show
themselves under any regime. For the rest open competition
will prove woman’s best title-deed.
The one-sided system under which we live cramps
the efforts even of wealthy benevolence. We see many
a wealthy philanthropist, no doubt, men who would do
good far and wide if they could, and who would not be
narrow and selfish if they could help it. But they cannot
help it so long as the social atmosphere they breathe is one
of general suspicion and distrust, of caution against being
over-reached, even by one’s friends, for their own benefit or
aggrandisement; so long as misunderstanding and envy
take the place of co-operation and sympathy. And I say
that so long as one of the sexes—and that the higher sex—
is kept from its rights, and artificially stunted in its capaci
ties, this state of things cannot be altered. History will
repeat itself with its woes and horrors, for there is
nothing to prevent similar circumstances kindling similar
passions, however hard they may have been scrubbed
in the meanwhile by the polishing-brush of an unsound
civilisation.
The Dialogists may now appear.
Adam. You know well, Ish, how to state your views
forcibly; but a good statement does not always involve a
strong case. Granted the folly and unmanliness of sitting
down helpless under admitted evils, it does not follow that
we are safe in receiving with open arms the first worldbetterer who comes forward with an offer of ready made
universal regeneration. Many plausible panaceas have been
tried, and you will agree with me that they have all failed
in their main object. Wh^ should we expect for yours a
better fortune than for all those that have gone before ?
�THE EDUCATION OF GIRLS.
11
Ish. The upshot of all which is—that there is never to he a
sensible improvement here in the circumstances of mankind!
If so, I think Wordsworth’s supposition about fire coming
down from far to scorch earth’s pleasant habitations and
dry up old ocean, in his bed left singed and bare, was no
idle one. The sooner this planet is burnt the better. After
all, the idea is not peculiar to Wordsworth or to his times.
Paul, I think, said something about the elements melting
some day with fervent heat; and thus much, at any rate, is
well known, that certain of the heavenly bodies have
already disappeared suddenly and unaccountably. May we
not reasonably fancy that their inhabitants had been offered
the last chance and would not take it ? But putting poets
and theologians aside, it is quite safe to say that in the
absence of much greater knowledge than our men of science
yet possess concerning the possible contingent causes of
sudden generation of excessive heat in the sun or in some
still more powerful star—the tenure of this little tem
poral home of ours, with its beauties and its drawbacks,
may be much more precarious than we are accustomed
to believe.
A. Save us, Ish! that is a tremendous threat. I hope
this earth will take care to improve before so violent a
remedy as that becomes necessary.
I. Not on its present style of going on. But my hope and
belief is that things will change for the better and obviate
all occasion for the human race to be rubbed out, and have
to begin again at the beginning.
A. I hope so too. I do not go so far as to deny the
likelihood of the world being bettered, I assure you.
I. Well, then, how far do you go ? Let us have something
definite.
A. I mean no more than what I have already said, that a
heavy burden of proof lies on the side of such innovation as
yours.
I. As heavy as you please. Only the proof, mind you,
lies not in talking, but in doing. I do not ask you or society
to take my words for anything ; I ask you to do your duty
by woman, and set her free from her present thralls, and it
will then be for her, not me, to prove the truth of what I
say. The burden of proof may |ie upon me, but the burden
of unperformed duty lies upon your side ; and that is a far
more serious matter.
�12
THE EDUCATION OF GIRLS.
A. Ah, then you do not rest your claim for woman’s
emancipation upon the fact of her essential divinity ?
I. Certainly not. I make, it is true, both claims; but
they are quite independent of each other. I arraign you in
the first instance for systematically ill-treating a portion,
the greater portion, I believe, of mankind. That is the first
step ; my assertion of her exclusive divinity is a step beyond.
A. I see. Well, then, to deal with the first step; how
does it happen that the female race exists in a generally
inferior position to the male race all over the world? You
denounce the fact as an abuse; but I should like to hear
you account for it.
I. It happens simply by the law of brute force; which
law, as humanity develops more, that is, rises in the scale of
its own being, gradually gives way to the higher law, that
of spiritual force, which is woman’s strength.
A. You mean, then, that man has no other superiority
over woman than that which great brutes have over him.
I. Just so.
A. But is it so? Putting causes aside, and looking to
their effects, do you not find yourself obliged for candour’s
sake to allow that, as men and women have hitherto been
and still are, the male sex has excelled the female in per
formances which savour not at all of the brutal, but quite
the contrary ? To take notorious instances near home,
what woman has written like Shakspere, has composed like
Beethoven—in short, not to enlarge, where have women
hitherto accomplished works in any department open to both
sexes equal to the best that men have accomplished ? It
does seem to me strange at the outset, that the superior sex
should be beaten by the inferior in nearly all—I am by no
means sure I might not say quite all—real practical doings.
I will add that, let alone higher things, it has yet to be
shown that men could not, by practice, also tend children,
and make beds, and mend clothes, and do all other domestic
duties commonly supposed to be women’s special province,
as well, aye and better, than women themselves. I am free
to avow that my notion of superiority is one of superior
performance even more than of beautiful appearance; and
if women generally cannot do what men generally can, what
is their superiority worth, even if it exist? You see, it is
one thing to aspire to the glories of heaven, and another to
condescend to recognise the utilities of earth.
�THE EDUCATION OF GIRLS.
13
I. Is that meant to imply that the glories of heaven are
not worth taking trouble about, while the utilities of earth
are? At any rate, then, let the glories of heaven be left
to woman, and let man confine himself to the utilities of earth.
A. No, but I don’t see how to reach the higher without
employing the lower.
I. Well, man has certainly not reached the glories of
heaven by his able use of earthly means. There can hardly
therefore, be that connection between the two which you suppose J
A. Come then, I waive heaven; woman shall be welcome
to it, so long as you leave earth to man.
I. I might retort that a compulsory cession is not meri
torious ; but let that pass. I cannot, however, leave man
to his misrule and usurpation of earth.
A. I suppose he must go to hell, then ?
I. Nay, nay; justice between the sexes in this world
makes the best earth for the male sex and the best heaven
for the female. But that justice has yet to be done.
When it is done, done in fulness without stint or reserve,
then the nations who sit in darkness and in the shadow of
death will have seen the beginning of a new heaven and a
new earth wherein shall dwell righteousness.
I grant, however, that your case would look strong enough
so far as regards the test by works, if only you could show
that women have had equal opportunities with men, and
therefore that their backwardness in productive arts must
proceed from some inherent defect of their nature. But
my argument—which I shall proceed to make good in detail
—is that the reason why women have not turned out Shaksperes and Beethovens, &c., is because they have not
been trained from early youth in such a manner as to give
their latent faculties a fair chance. I do not say but what
there might always remain a perceptible sexual difference
of mind as well as of body; but you have no ground for
assuming that such difference would place the female at
disadvantage; on the contrary, it is evident that analogy__
the only test we have to go by—points to a superiority on
the female side in the department of mind corresponding
to that she already undisputedly possesses in that of matter
—her physical beauty. Meanwhile, I am satisfied for the
present if you sincerely concede the first step and give up
the religious department of life to woman unreservedly.
�14
THE EDUCATION OF GIFTS.
ESSAY
‘ But now
‘
II.
been, how worse than
[blind !
Day by day we resist thy saving grace.’
blind have we
in. iv. iv.
The Dialogists may resume.
A. Come to the point, Ish; what do you formally pro
pose to substitute for a woman’s present surroundings and
bringing up ?
I. I propose, in a few words, that woman, from her
earliest infancy shall be systematically developed instead of
being systematically repressed and snubbed, as she is.
A. How is she so ? I must say that I cannot see it.
I. Let us begin, then, at the beginning proper, the
earliest influences common to childhood; and you will
discover, before we have done, that these influences are the
same as, or strictly analogous with, those which determine
our character at the close of this life—character, that one
thing which though we brought it not with us into the world,
yet it is certain we must carry out. The child is father to
the man, as Wordsworth says, in this sense, that the career
of the adult is foreshadowed by the peculiarities of the
infant; but then these peculiarities themselves assume a
healthy or an unhealthy form, accordingly as they are judi
ciously or injudiciously treated by those who have the rear
ing of the young mind.
Now, although between the treatment respectively of a
girl and of a boy just born there can hardly be much external
difference, there will, nevertheless, be a difference, too
subtle for ordinary people to observe, perhaps, but by no
means too subtle to affect the infants. I mean the differ
ence of what is termed atmosphere, in reference to the
spiritual world. Even while the new-born babe is wrapped
in a flannel covering and taken in the nurse’s arms, the
�THE EDUCATION OF GIRLS.
15
persons around the latter will begin to make their observa
tions ; and their words, which the babe cannot understand,
will be accompanied with looks expressive of affection or of
indifference, which there is good reason to believe it can.
The tones of the voice also have ei idently a strong effect
both on children and on lower animals. Now, without
assuming that we should everywhere meet with much differ
ence in the welcome given to a male or a female child;
without any ignoring of the fact that girls are often wel
comed where boys would not be—still I maintain that the
impulses generally evoked by the birth of a girl into a family,
the discussion of her promise of attractiveness, her possible
prospects in matrimony, &c., in short, her tacitly recognised
place as a tributary and appendage to the male—these things
floating and being ventilated around her, almost from the
very hour of her birth, coagulate the first stratum of that
poisoned spiritual atmosphere wherein she is destined to
grow up. The fondness for a baby girl felt in particular
instances by her parents and nurses may happen to exceed
that for a boy; but the fondness is of a different kind.
Ordinary persons have been accustomed to look upon boys
as those intended hereafter to be equals among themselves
in proportion to rank and wealth, and to be the masters of
women in their respective degrees. Consequently, it is not
to be expected that the future superior and the future
inferior in all matters of life should be regarded at the
outset of their lives with the same kind of affection, even
where the degree of it is in favour of the girl.
Thus, even before parents or guardians have begun to
dogmatise about the religious or moral training up of the
new-born girl, the atmosphere of that small society into
which she comes at her birth is dead against her. Of warm
love she may receive plenty; but it is rarely love of the
most precious kind; at the best, it is love that will provide
all attainable comforts and advantages for her lower nature,
and leave—nay, lead—her higher nature to perish. Be they
to whose care the infant is committed Jews, Christians,
Mahomedans, non-religionists, what you will, they all agree
in a common warfare against the divine order of the universe.
So the new-born girl inhales an atmosphere dead against her
spiritual life, so soon as her young eyes can discern faces
and her ears distinguish tones.
Let it not be thought that kindness of any sort, however
�16
THE EDUCATION OE GTKL.S.
mistaken its mode of working, is to be depreciated. The
young blind, led by the adult blind, will both, indeed, fall
into the ditch; but no one is further than I am from
disbelieving that the blind guides, as a rule, do their best
for their infant charge; and, moreover, I am sure that
there are some amongst them so honest and single-minded in
their simplicity, as to be capable of turning aside from the
evil way and walking in the right one, if only they could be
shown it. But, unfortunately, these are not the persons
who in this world form the mind and set the fashions of
society. It would almost seem as if mental culture were
laboured for only to be abused, so that in place of the head
being ruled by a good heart, the heart is misruled by a
perverted head until it has ceased to be honest. At any
rate, the knowledge of the sanctity hitherto attained by the
classes who make it their profession, has not exceeded that
amount which is proverbially dangerous ; the history of
priestcraft being a history of knowledge sufficient to become
an engine for misleading the masses, but not sufficient to
demonstrate beforehand what the event proves, that such
policy must bring about the falsification and corruption of
all social relations, and sooner or later bring down on its
authors and promoters the just execration of the lamely pro
gressing nations of the earth—still just, even although the
nations themselves were doubly in fault; first for having
made to themselves those crooked rules, and then for not
cutting them down like rotten trees so soon as ever their
character appeared. That character, it is true, depends
upon society, which thus moves in a vicious circle. A
superstitious laity sets up priests without natural qualifica
tion for their office; and these naturally take advantage of
their position to keep the laity conveniently superstitious.
And so the wheel goes round, without remedy, that I can
see, but in calling to our aid the dormant capacity of the
female race, and substituting the religion of nature and true
humanity for an ignoble idolatry which usurps its place.
�THE EDUCATION OF GIRLS.
17
ESSAY III.
[The same continued.']
I. I said that the fact of its social surroundings tending
to affect the character of an infant, is one which not all
minds may be able to comprehend. I think, however, that
few will be able to follow me into the next field of inquiry,
a spacious and sunny ground, where the objects to which I
shall direct attention are large, and simple, and common;
so that no hearer of my words shall be able to plead the
miserable excuse of his own intellectual weakness.
However hazy may be the notions many people have
concerning such things as spiritual atmosphere, they ought
to be able to follow me when 1 pass on to the period where
children begin to speak their little syllables and to take in
the drift of short sentences spoken to them, to distinguish
faces constantly seen, and to exercise acts of recent memory.
And here, in this manifest opening of education, comme-ces
the working of that evil spell which is to bruise and bll lit
the opening powers of the female child, and through her to
ruin the character of the male children with whom she con
verses, and through both to people the world with beings
who grow up, the one sex to be but half men, the other, it
is hardly exaggeration to say, not women at all.
Where, then, is the commencement of this evil spell’s
operation ? A little girl who has brothers ought to be inti
lectually the better for it; the sexual character of mines,
under the present terrestrial dispensation, being as much
intended for reciprocation as that of bodies. But what
benefits do we actually find ? The girl a year or two old,
just able to prattle and comprehend a few sentences, is at
once put by her mother or nurse, or both, into subjection
under her male companions on every occasion of a little
nursery quarrel about playthings, or some other storm in a
tea-cup. At best the little brothers are told that they should
give way to the little sisters on principles of chivalry, &c.,
�18
THE EDUCATION OF GIRLS.
so far as children can be taught such things ; that is to say,
because they are supposed to be the stronger, being: boys,
and the strong should always be generous to the weak. The
boy is to be kind to the girl on the principle that the merci
ful man is to be kind to his beast. I don’t mean that people
tell boys this in express words : but if they insinuate it that is
just as bad. They are doing their best, however unwit
tingly, to train up a child in the way of sacrilege and wrong;
and when he is old—nay, when he has attained the prime
of life—he will not depart from it.
A. Spoken like yourself, Ish. And, indeed, I am alive to
the reality of how much may be done by early impressions
for good or ill; but are you not making too much of it ?
For my part, I should be inclined to leave mothers and
nurses alone until the children are old enough to come
under wider influences, and then take care that these new
influences, which can easily be made to obliterate the old
ones, are of the right sort.
I. But why, my good friend, why go putting off to a
convenient season the duty which it behoves us to do to
day ? Why adopt or sanction a system of beginning wickedly
and foolishly, in the ungrounded confidence that you will
afterwards proceed righteously and wisely? If you may
spiritually debase your daughters at, say, four years old,
why not at seven ; if at seven, why not at seventeen, and so
on? Do you imagine it is so easy to say to the powers of
darkness, Thus far shall je go, and no further? No, no;
the only safety is in teaching children the principles of
divine order so soon as they are able to learn anything.
And I do not pretend that it will be a light task to neutra
lise the evil influence of so many past generations. But it
has to be done ; therefore, the sooner all classes buckle to
the business the better for all.
A. Well, but, Ish, how, for instance, in teaching young
children, would you account to them for the greater brute
force of the male ?
I. In the first place, I have great doubts whether this
quiet assumption about the male’s greater physical force is
not an utter delusion—I mean, of course, when we com
pare males and females of the same calibre. Of course, I
do not deny that men in general grow to a larger stature
than women in general, and have proportionally so much
more of that force which is identical with material weight.
�THE EDUCATION OF GIRLS.
It
Although, mind you, there is no reason why this order of
nature should continue. A very few generations might reverse
it. For instance, I believe the largest and tallest huma^
being now alive is a woman who lately exhibited herse1^London; and I lately read somewhere that Cuvier remarked ’
that the largest and heaviest brain he ever exfLmine(j wag...
that of a woman. These little straws show that tpe wjnq
seed not always set in the direction of Loan’s superiority
*
even in mere brute weight and its force, Moreover let me
remind you that enormous importance should attach to the
notorious fact that the existing modes of life of men and
boys generally is very much more calculated to develop
and haiden muscle than that of women and girls. So much
the worse for society and its customs; nevertheless, such
is the fact. And the difference between the muscles of the
same person properly exercised and not properly exercised,
is second only to that between the muscles of different
persons. Meanwhile, if great brute weight or force is ■
to be called superiority well and good. Only in that case, while you point out to children how 11 superior ” man isto woman, you must also point out to them how “ supe
rior” the elephant is to man, how “ superior” a great steamengine is to an elephant, how “superior” a falling cliff or
an irruption of the sea is to the steam-engine. Let it once
be cleaily settled that superiority means simply a greater
mass of inert matter, and then the assertion that man is
generally woman’s “ superior ” remains harmless so lon°- as
it holds good.
°
A. But are you sure that in a state of society where men
am women had equal opportunities and no favour physically
Old mentally, there would not be some performances in which
men would always excel women, as there would be others
m which women would excel men ?
7. I know of no evidence to show that men need always
surpass women in anything except those kinds of hard
labour, e.g., carrying heavy loads, which a woman in preg.
nancy, or during her menstrual periods, ought certainly to
avoid if possible.
J
. .4’
now> Ish, how would you take measures for
initiating very young children into your doctrine of Divine
‘
Order, so as to prevent the young religious or aspiring
faculty from going wrong ?
X I do not see that there is any necessity fcr trying thei?
�20
THE EDUCATION OF GIRLS
heads with deep matters at all. Not the ineffable Tetragrammaton, the universal one, but Elohim, the Godhead or
Divine Plurality—in other words, not Woman, but her re
presentative aspects, or individual women—constitute the
temporal object of worship which alone can belong to our
temporal conditions. We can worship and behold the One
olny through and in the Many.
A. Bless us, Ish ! do not you call that a deep matter? I
should like to find the child who could be posted up in it.
I. But, my dear Sir, alb you have to teach children is
that they are never to worship any other object than a
female—their own mother in the first instance, if you like.
As they get older, the idea can be gradually extended from
the single individual. Surely that is both simple and
natural.
A. Not quite such plain sailing as it might seem It is
all very well to talk of worship; but you yourself, Ish, had
you been taught on your present principles when you were
a child, would have knelt before a particular woman or girl,
and prayed to her with a homage as purely external and
objective as the attention paid to an article of food set
before you, and perhaps also as vague as, let us say, one’s
ordinary notion of “ London ” or “ the sea.”
1. Well, I cannot help that. Of course children’s worship
will be childish. All we can do is to see that rudimentary
and inchoate religion shall not develop wrongly. If a child
can only “ love ” a woman in the way that “ Charley Cram
loved raspberry jam,” that, at any rate, is better than its
living in awe of the detestable nightmare of a false god,
as all children who are taught religion at all are still com
pelled to do.
A. Return your sword, Ish; we must examine these
minutiae dispassionately.
1. Willingly. I have said nothing, however, but what I
am prepared deliberately to repeat.
A. Well then, now suppose that a child has reached that
stage of religious development where it can begin to extend
the sphere of its worship of women, or rather of woman ;
and suppose that two or more of those lovely objects of
worship happen to fall out and tear each other’s character
to rags, in their young devotee’s presence. It strikes me
that the growing Church of the Future would soon learn
that in mutual scolding, if in nothing else, the Divine
�THE EDUCATION OP GIRLS.
Plurality undoubtedly excels her humble subject, the
male.
I. Well, that would be the first lesson—rather a rude one,
it is true, and therefore to be avoided if possible—upon the
difference hetween the Unity and the Plurality, between
perfection and imperfection. Indeed they are pretty sure
to find out imperfections and inconsistencies in the objects
of their worship under even the most favourable circum
stances ; therefore it is to be kept in view that they should
learn to look higher than the individual, so soon as they are
able to understand the simple formula that there is a Woman
greater and better than all other women, who rules the
(world, and some day or other will set right everything that
goes wrong here. This, of course, is but a child’s way of
looking at the matter, and perhaps better modes of convey
ing the truth might be stated; all I strenuously insist on is
that though it may be impossible to convey the whole truth
to the young child, it is at all events possible, and a solemn
duty, moreover, to convey to it nothing but the truth.
Where there’s a will there’s a way : and if mothers, nurses,
&c., only set themselves right, it is not likely that the infants
and children under their care will wander far from the path
of Divine Order.
41. I should be glad, nevertheless, to hear something more
like explicit directions.
I. You must not rate any directions of this sort which I
can give as anything more positive than suggestion. Here
is a suggestion, however, if you please. If it be desired that
children begin religious practice very early, say by repeating
a short sentence at bed-time, why not tell them that the God
to whom this little prayer is made is simply a Woman, like,
btft more lovely than, all other women together, and that
though She cannot be seen and talked with in this life, yet
if we pray to Her and trust in Her now, we shall live in
enjoyment with Her in a happier life hereafter? To a very
intelligent child it might be added that in that happier life
there will be only women and girls, all good men having
been changed into them; but this could only be said use
fully to very thoughtful children. There then, Adam, I
have done my best to throw you out a hint or sketch; you
or others might, no doubt, easily improve upon it. Anyhow
it is right so far as it goes, though that be only a little way.
You would have shown the children—or put them in the
�22
THE EDUCATION OF GIRLS
right road to find out—that the God to whom they pray is
an ever ready help and comfort in trouble, an ever ready
eompanion and sympathiser in pleasures, be they ever so
childish, a real God at hand to heal and bless, not a false
and mean and revengeful and selfish God afar off to disap
point and mock.
A. Yes ; I see no objection to that.
I. Contrast such a faith of living warm sweetness and
reality, which daily experience and spontaneous observation
would mainly tend to confirm without the aid of unnatural
distortive struggles of imagination—contrast it with the cold
blast of Infinity, or with the bloody horrors of the historic
tragedy on Calvary. Is there not between the two kinds of
religious education almost the difference between giving a
a child its mother’s milk, and dashing its head against the
stones ?
Those who have young children to bring up will do well
to consider that they live in an age of rapid transition,
when the old faiths are crumbling away and fated soon to
lie mingled with the dust. Hence, to bring up children in
reliance upon those collapsing walls is decidedly worse
than to give them no religious education at all. It is but
to expend time, labour, and means upon work which will
have to be picked to pieces, upon lessons which will have
to be unlearnt, and unlearnt by no means cheaply. If in
deed a new and higher dispensation appear too startling to
be acquiesced in at once, it is surely better to suspend
judgment than to persist in a futile and discreditable course.
Let parents consider that their children, when they are
grown up men and women, living under a stronger and
purer light, will assuredly not hold them blameless, will
assuredly not esteem blundering affection any sufficient
excuse for having forced their young charge to cling by
their side to that which was visibly and palpably rotten.
A. You speak very harshly of beliefs which, although I
do not share them, are dear to many harmless and benevo
lent people.
I. I mean no injury to any one’s creed, regarded as a
purely religious ideal. But when that creed is made the
pretext for a social and political code of injustice and
oppression, it must incur the condemnation due to the
wrongs which it is abused to sanction.
�THE EDUCATION OF GIRLS.
23
ESSAY IV.
[Ish’s Discourse continued.]
*
1 Sic fatur lacrymans classique immittit habenas the
Saturday Review of January 4th, 1868 :—
'There are, it must be owned, few things on earth of less interest
at first sight than a girl in her teens. She is a mere bundle of
pale, colourless virtues, a little shy, slightly studious, passively
obedient, tamely religious. Her tastes are “simple;” she has
to particular preference, that is, for anything; her aims incline
mildly towards a future of balls to come ; her rule of life is an
hourly reference to “ mamma.” She is without even the charm
of variety; she has been hot-pressed in the most approved
finishing establishments, and is turned out the exact double of
her sister, or her cousin, or her friend, with the same stereotyped
manner, the same smattering of accomplishments, the same con
tribution to society of her little sum of superficial information.
We wonder how it is that any one can take an interest in a creature
of this sort, just as we wonder how any one can take an interest
in the Court Circular. And yet there are few sentiments more
pardonable, as there are none more national than our interest in
that marvellous document___ It is precisely the same interest
which attaches us to the loosely-tied bundle of virtue and accom
plishments which we call a girl. We recognise in her our future
ruler. The shy, modest creature who has no thought but a
dance, and no will but mamma’s, will in a few years be our
master, changing our habits, moulding our tastes, bending
our character to her own. In the midst of our own drawing
room, in our pet easy chair, we shall see that retiring figure
quietly establish, with downcast eyes and hands busy with their
crochet needles, what Knox called, in days before a higher
knowledge had dawned, “ The Monstrous Regimen of Woman.”
,..... Feminine rule is certainly not favourable to anything like
largeness of mind or breadth of view...... Woman lives from her
childhood in a world of petty details, of minute household and
other cares...... The habit of mind which is formed by these and
similar influences becomes the spirit of the house—a spirit
admirable, no doubt, in many ways, but excessively small. The
quarrels of a woman’s life, her social warfare, her battles about
precedence, her upward progress from set to set, have all on
�24
>
THE EDUCATION OE GIKLS.
them the stamp of Lilliput. But it is to these small details,
these little pleasures, and littie anxieties, and little disappoint
ments, and little ambitions, that a wife generally manages to
bend the temper of her spouse. He gets gradually to share her
indifference to large interests, to broad public questions. He
imbibes little by little the most fatal of all kinds of selfishness—
the selfishness of the home...... Whether from innate narrowness
of mind, or from defective training, or from the excessive
development of the affections, family interests far outweigh in
the feminine estimation any larger national or human consideration...... Justice is a quality unknown to woman, and against
which she wages a fierce battle in the house and in the world.
The first question here is whether the accusations quoted,
or any of them, be true. If not, there is no occasion to
give them a thought; they may be set affde with the easy
supposition that such writers are bachelors, or others,
“ crossed iD love,” and seeking to revenge indiscriminately
upon the sex at large the wrongs, or fancied wrongs, they
have suffered at the hands of individuals. But if, on the
other hand, even growling bachelors and disappointed
voluptuaries have nevertheless a real, solid foundation in
fact for their ungallant observations, the evils they complain
of will not be cured by being shrugged at and hushed up;
on the contrary, the more you whitewash the outside, the
more the inside will fester.
It is not quite accurate to say that a girl can be “ turned
out the exact double ” of another girl; the differences
between characters are as irrepressible as between faces.
Yet, just as the soldiers in a regiment, with all their various
characters, can be drilled into something like uniformity in
working, so can the girls in a house or in a school, and
thence in a larger or smaller circle of society, be drilled
after the pattern of a fixed conventionality, until their life
becomes a tissue of hypocrisy so thorough and so subtle
that it may almost be called conscientious hypocrisy. The
great Oriental maxim of human wisdom is reversed; and
Know not Thyself becomes the rule of polite society, the
basis of good manners, and last, not least, the chevcd de
lataille of that art of arts, that sport of sports, man
catching.
Let women of culture and of independent courage say what
they will for themselves ; I revere—surely I have well
shown how deeply—the bright side of their disposition;
but I am now obliged to treat of the dark one. And I
�THE EDUCATION OE GIRLS.
25
contend that the sway of the False God throughout known
history has so darkened the world with its evil shadow
that the most powerful among female minds now on this
earth can hardly hope to shake it off completely—at least,
I have not met with such an one. Turn to any religion or
to any doctrinal system you please, and the Male is still
practically in the ascendant; can we wonder, then, that lay
society, which voluntarily entrusts its spiritual interests to
the hands of a professional class, should model both its
morals and its fashions after the accepted teaching ?
When it has come to this, that a cultivated writer in a
periodical can state, without provoking the resentment of
all readers, that “ a girl in her teens ” is one of the most
uninteresting objects in the world, we may sit down. The
world, in that case, must be quite topsy-turvy, and the
whole must be less than its part. So it is futile to go any
further with science or philosophy; those useless occupa
tions had better be cast aside ; for the further they go, the
more they will go wrong. If she who is—or was intended
to be—the crown and consummation of nature be among
the most uninteresting objects of nature, it is hard to see
reason for taking an interest in anything. According to this,
it were better to be a mummy than a living and useful
human being. Yet, for all that, is the apparent blasphemy
entirely devoid of foundation ? I fear not.
For example, some time ago I read a series of private
letters addressed to a female relative from an unfortunate
young lady, who had given birth to an illegitimate child,
and had evidently suffered much in mind, if not in body,
before she departed this life a short time after. The letter#
evinced no want of good feeling of a certain sort; they ex
pressed no anger against any one but herself; but here was
just the hitch. I confess that, with all good will to sympa
thise with the girl’s sufferings, I could not help laughing at
these letters, and feeling my sympathies cheated. It was
all such unexceptionable sin, sorrow, and repentance; the
regular old story unaltered. The sin and sorrow were all
done into such correct, angular, book-like phrases; they
were so much in the style of the Perfect Letter-writer, so
unmistakeably the sin and sorrow of a well-drilled Miss,
instead of the unobtrusive grief of a natural, fresh girl; the
Oh !’s and Ah !’s came into their right places with such” a
weary, dreary precision of unbroken common-place; the
�26
THE EDUCATION OF GIRLS.
whole business was so exactly what one has met with over
and over again in penny romances—that the most pathetic
passages in the communications of this accurately-sinning
and accurately-repenting Miss were certainly more provoca
tive of a guffaw than of a sigh. It was the most complete
travestie and burlesque of woe that I ever came across
A. Poor Miss ! You are a very hard-hearted philosopher,
Ish.
I. I hope not; but I freely admit that I hate humbug,
especially second-hand humbug. And especially, to do our
English girls justice, does it sit ill upon them, who have
the sterling heart-of-oak nature hidden beneath all this con
founded rubbish, which would enable them to rise high
above it all, if they chose.
A.' Well, well; continue.
I. The amount of mischief, both to the individual and to
the society whereof the future woman or man is to form a
part, which is done by this systematic early perversion is
not to be estimated—unless, indeed, by forcing ourselves to
contemplate all the misery and wickedness that contact
with the world can reveal. From the horrors of a gigantic
war, with its mangled and agonised bodies, its desolated
and desecrated homes, down to the pettiest domestic trou
bles and quarrels, we may only too safely affirm that early
false impressions respecting good and evil lie at the bottom
of it a.
A. That is an awful impeachment. And I must say, it
seems to me far too much to assume.
I. Treat it as an assumption if you will, but I think you
will find examination bear it out. Let us continue the
examination. The first antagonism between children that
rests on inculcated principle is that of the sexes. This,
therefore, leaves its traces on brothers and sisters perma
nently, while all other differences and quarrels are effaced.
The young girl has been distorted and coerced into a false
appreciation of the other sex from her earliest years of in
telligence ; is she likely to forget the lesson during those
most susceptible years of her life, the years approaching
puberty ? Nay, nay; fidelity to her education, be it good
or bad, is, if any other, a characteristic of the female ; after
you have once spoilt her in early youth, it is very hard—
although I do not say impossible—to un-spoil her after
wards. Very well, then ; the character of the future mis
�THE EDUCATION OF GIRLS.
27
tress of the home, as the Saturday Reviewei’ says, is dormant
in the mis-educated, and therefore uninteresting, girl “ in
her teens ” that he sees before him. But to vitiate the
home is to vitiate the world; for the characters, male or
female, which can withstand home influence are few and
far between. And the home influence is polluted thus in
all departments. While the children are very young the
boy is encouraged to be rough and “ manly” in his exploits
under the nursery-table, or among the garden flower-beds,
or in the orchard, while the girl is to be meek and mincing
and “maidenly;” never to wrestle and kick about and
harden her muscles, nor to raise her voice and strengthen
her lungs. And now, when the children are passing out of
childhood, and leaving off extremely childish things, the
same principle is carried on, only that, in addition to pre
vious repression, the girl’s mind, as well as her body, is
attacked by her blind guides, and she is taught to repress
her natural curiosity about sexual relations, which could be
legitimately satisfied with judicious, but thoroughly scien
tific, instruction, analysing the passions, and bringing them
jfcrto subjection to the cultivated intellect; and so she is
forced to think about these things only in that cramped,
unwholesome, morbid, cowardly, and generally idiotic way
in which a polite society or a polite church dares to think
of them. Is it any wonder if a girl in her teens is made
uninteresting? Yet, for all that there is a part of her
which not even this persistent regime of devilry can sup
press : and whoso hath eyes to see it, let him see it.
A. The compliments of the season seem to be flying
about to-day. Would it not be well, perhaps, to ventilate
the matter in a rather more forensic tone ?
I. No ; I doubt if it would. Silver speech is not likely
to be listened to by those with whom I have to deal. Well,
then, again ; to take another point of a girl’s education.
A favourite feminine virtue is supposed to be humility.
But humility towards whom or what? If humility of the
individual human being towards the universal Human
Being were meant, well and good. But then this would
apply even more to man than to woman, since he is only
the indirect form of the Universal One, while she is the
direct form. Or if it were meant to convey that mankind,
children especially, should never be too proud to learn, but
always take to heart a useful hint on any subject, no matter
�28
THE EDUCATION OE GIRLS.
from how obseure a quarter; or if it were meant that we
should be just, even in our quarrels, and never ashamed to
recede from a clearly false position, and to make amends
to the extent of our error—this humility also would be most
commendable- and valuable.
I doubt whether any one
could become a philosopher without it, or indeed attain
real greatness in any walk. So here are two kinds of
humility which I admit to be very desirable in man or
woman. But it is easy to see that the “humility ” incul
cated by priestcraft and its morals is something altogether
different. By this sacerdotal humility, which enslaves the
conscience, beauty is to be humbled to material size and
weight, sweetness to coarseness, intelligence and refinement
to stupidity and brutality, the law of love to that of physical
tyranny among barbarous peoples, and of moral tyranny
among others ; the higher organism is to be humbled to the
lower; and thence by logical necessity—although this is
not admitted—Spirit to Matter, the Creator of the world to
its subordinate forms, Good to Evil.
A. You have a fine talent for making mountains out of
molehills.
I. I thought you said just now that the miseries of this
world were not a molehill, but an awful contemplation.
They are the molehill which the perversion of young girls
has created.
M. Nay, that is just the question.
I. Be it so ; you will tread any other road in vain to
settle the question. But that, of course, can only be finally
decided by your own experience. Meanwhile, pray go and
“ humble ” yourself as the Chair of St. Peter would tell you,
and see whither your “humility” will lead.
M. Well, keep your course again.
I. Not even the excuse of negligenee—a fault to which
we are all more or less prone in our various ways—can be
alleged in defence of the ideas of their mutual duties in
which those responsible cause the young of each sex to
grow up. It will not avail for parents to say, “ Ah, well;
we can’t be at the trouble to bring up our children differ
ently from other people’s children; they must take their
chance.” This kind of shelving the dispute will not hold,
because to take trouble is just what they do, as it happens.
They take enormous pains and trouble, only it is in a wrong
direction. The work, of encouraging the frolics and freaks
�THE EDUCATION OF GIRLS.
29
and gambols and outspokenness of boys, and of snubbing
and strait waistcoating those of girls, is an aggregate of
trouble in itself. Even if the work be shifted altogether to
schoolmasters and mistresses, a sacrifice of money is gene
rally entailed on the parents ; and a few would send their
children off without any inquiries about the place of their
paid-for instruction ; so that in any case a conscious effort
has been made, and its results deliberately calculated upon.
Hence, supposing that utter indifference what becomes of
children were an excuse for allowing them to be perverted,
that indifference is, generally speaking, not a fact, and the
excuse falls to the ground. But, indeed, it is hardly worth
considering; for there are comparatively few children so
isolated from their home as to be out of the way of home
influence on social relations.
Example is a powerful agent in the education of the
young. Any attempt to give them a sound ideal of conduct
is sure to fail, so long as girls and boys hear grown-up
women talking about the inability of ladies to do this or
that, to take long walks, to bear heat or cold, to be out in
the evening damp, to take their part thoroughly in any
game or amusement, in anything that calls for exertion of
body or mind ; and while they hear grown-up men ratifying
and encouraging all this absurd nonsense and delicateladyism, contrasting feminine fragility and good-for-nothingness with their own god-like strength and wisdom. Is it to
be expected that the buds of ideality, coming out in that
imitation of men and women at which all children delight
to play, should take any other form than that of setting up
their men as heroes or villains of unlimited power, and
their women as a set of washy fairies, bound to wait on
their hirsute lords, and do their pleasure ? These things
are not trifles ; for the future character of children is made
even more at play than at work. The same vein runs
through their amusements, whether they be children or
adults. From “ This is the man all tattered and torn, that
kissed the maiden all forlorn, that milked the cow with
the crumpled horn,” &c., up—if, indeed, it be not rather
down than up—to the most fashionable of sensational love
novels, the same light and airy aspect of woman as the
“ forlorn ” dependent of man, awaiting his favour, is pre
sented by a myriad of channels to the imagination of youth.
In the nursery, in the playground at school, at table with
�30
THE EDUCATION OF GIRLS
their elders, at public worship interpreted from the pulpit,
in the entire routine of daily and weekly life, it is the same
old story, the same sophistry and hypocrisy and arrogance
on the one side; the same external cringing acquiescence,
but practical hostility, on the other. On the one side are
developed selfishness and contempt; on the other, servility,
guile, and spite. This is not said at wedding-breakfasts;
but it is, nevertheless, the ugly reality inaugurated there and
everywhere else. And children cannot fail to see it, no,
not more than they can fail to acquire the rudiments of
their mother tongue. It may be wrapped in a silver paper
of plausibilities, but it is a poison whose work is sure.
I hardly need insist longer on the importance of early
impressions ; these have always been recognised, and acted
upon, alas! with only too fatal success by the self-seeking
enemies of light and knowledge. The question before us
is this: has any people in any age ever tried the experiment
of an unprejudiced and unrestrictive education of girls, an
education which, starting with no foregone conclusions
about feminine capacity or duty, seeks rather to find out
what girls can do than to restrain them from doing ? If
not, it is surely time that we should turn and try while
liberty of choice is left. The old religions of the world
have proved themselves to be mostly delusions; the morals
of the world have been something worse; failure has been
stamped upon every undertaking, however grand, to improve
the condition of mankind at large in any degree proportioned
to the sacrifices demanded. But expediency is only one
view of the question, and some might think it the lower
view. There are the requisitions of eternal truth and justice
to be satisfied; and if we who have the task entrusted to us
to perform freely and generously, neglect our duty from
short-sighted motives of whatsoever kind—those laws of
disintegration which are inexorable in reforming the lower
kingdoms of nature, will certainly not be long delayed in
their action upon a community which has shown repeatedly
that it is not fit to work out its destiny for itself.
London: Printed by Annie Besant and Charles Bbadlaugh,
28, Stonecutter Street, E.C.
���
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Victorian Blogging
Description
An account of the resource
A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
Creator
An entity primarily responsible for making the resource
Conway Hall Library & Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
Publisher
An entity responsible for making the resource available
Conway Hall Ethical Society
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Pamphlet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
The education of girls
Description
An account of the resource
Edition: 2nd ed.
Place of publication: [London]
Collation: 30 p. ; 18 cm.
Notes: Four essays, mainly in the form of dialogues between "Adam" and "Ish". Printed by Annie Besant and Charles Bradlaugh. Date of publication from British Library. Part of the NSS pamphlet collection.
Creator
An entity primarily responsible for making the resource
Dalton, Henry Robert Samuel
Publisher
An entity responsible for making the resource available
[Freethought Publishing Company]
Date
A point or period of time associated with an event in the lifecycle of the resource
[1879]
Identifier
An unambiguous reference to the resource within a given context
N184
Subject
The topic of the resource
Women's rights
Education
Rights
Information about rights held in and over the resource
<a href="http://creativecommons.org/publicdomain/mark/1.0/"><img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /></a><span> </span><br /><span>This work (The education of girls), identified by </span><a href="https://conwayhallcollections.omeka.net/items/show/www.conwayhall.org.uk"><span>Humanist Library and Archives</span></a><span>, is free of known copyright restrictions.</span>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
English
Education of Girls
Suffrage
Women's Emancipation
Women's Rights
-
https://d1y502jg6fpugt.cloudfront.net/25778/archive/files/6ceced6ee8e4975b9a5a02cca1497d4f.pdf?Expires=1773878400&Signature=QFlQpmQJJrRZIVWKpFp%7EoYNSvCJGa7ZdS1rflMAUHnp1NMpn21bwLttiW6eX5ugMSkqzHwhufUWnntSinoY8VJWBhluVleL88zotMlPgJKRLTxsfbe5tQxAYUvar2MR-c6Mxly3Fkq7B7SIhd0SiHBUwXsKZmdiqhxtwQ28RqqAYQgY%7ER4ULYZID1hepBp0plzmwQg6Rs87rTFbSQ4durnQ1jmen0VeXiRfcso9xf7WEpB0br75D4ZkUb91Q8T3RdZ2QDIf1Umpj80U7YBxMUKVK9otqLHlqco7UyuJA3Bz13aJhXYLuigZ98aBw8mnBdP8YEppXqOxBMIFdPQq-Fw__&Key-Pair-Id=K6UGZS9ZTDSZM
19860e1e392392fe2c6662c14f975b77
PDF Text
Text
e>2^7£
NATIONAL SECULAR SOCIETY
ISH’S CHARGE TO WOMEN.
BY
H. R. S. DALTON, B.A.,
AUTHOR OF
“the
education of girls”
AND
“religion and priestcraft.”
LONDON:
FREETHOUGHT PUBLISHING COMPANY,
28, Stonecutter Street, E.C.
PRICE
FOURPENCE.
�LONDON :•
PRINTED BY ANNIE BESANT AND CHARLES BRADLAUGH,
28, STONECUTTER STREET, E.C.
�PREFACE.
The following extract is the concluding portion of the same
book (second or prose volume) from which the author’s
former pamphlet, “ The Education of Girls,” was taken.
The asterisks mark omission of such passages as would
be likely to give the reader a false impression, when sepa
rated from the main work to which they belong and which
as intended for scholars.
��ISH’S CHARGE TO WOMEN.
I hold that all fundamental reforms must begin at the
foundation, not at the summit. The foundation of a State
is its masses, not its select few. The few may influence
the many to move, but move without them they cannot;
•or, if they do, the new position thus taken up is soon
found inharmonious and untenable. We cannot be just
in our estimation of historic despots, lay or ecclesiastical,
without recognizing the fact that the serfdom of any
people is in the last resort its own fault, after all, or
•at any rate is its own doing. No one can be king or priest
but by consent or submission of the masses over whom he
presides; the mode of bringing about that acquiescence
may be another matter; but there it is in any case, and is
indispensable to the existence of any domination, good or
bad. If you tell me that minds of high quality and culture
•easily lead the sheep-like plebs, as these in their turn govern
■domestic animals by virtue of human understanding—I
reply that the people are not born to be sheep-like, while
the lower animals cannot help being what they are. The
same kind of effort which creates an aristocracy, or the
more powerful aristocracy of talent, would, if exerted, at
least raise the masses to a capacity for self-government in
matters of routine ; so that the idea of a divine right to
govern despotically from above, is as one-sided and unphilosophic as the opposite extreme one, that the masses
■can act without organization. I do not say, mind you, that
the masses are to be expected to originate the ideas which
lead to change ; what I say is that no matter by whom pro
gress has been conceived, it must be executed by the mass
moving voluntarily under leaders, not by leaders trying to
move the unwilling mass.
As, then, little argument is needed to show that woman’s
influence in the home and in social gatherings is already
next to omnipotent in swaying the prejudices both of her
own and of the other sex, I may safely affirm that whatever
�ish’s charge to women.
changes are to be made in the old grooves of thought and'
feeling by the present adult generation—I mean apart from
the boundless resource at hand in a revolutionized training
of the young—must depend for their reality and permanence
on the hearty co-operation, if not the independent will, of
the female community at large. The emancipation of
women must be effected primarily by women themselves.
Since the opponents of woman’s emancipation are sofond of babbling the old ditty that her sphere is the home,
I will take them at their word; not, indeed, to the extent
of admitting that woman’s sphere ought to be anywise
restricted to the home, but to the extent of giving themcarte blanche to exaggerate her power there as they please.
I believe their most dilated expressions about, the sway
of woman’s secret influence will not much overshoot the
mark. And what is more, the men who are most perma
nently affected by it are those of strong character, because
the source of such strength lies in receptivity whereby they
consolidate the results of others’ experience. Hence the
rulers among men being themselves subtly and secretly
guided by women, it may be said with some truth that
women govern the world after all, though they are denied'
any formal acknowledgment of their sway.
How, then, women of our day, do you employ your
powers, such as they are ? I do not so much ask with what
motives you employ them, as with what results. The
motives may be generally conscientious; but are the results
generally beneficial ? What has your influence done toward
improving and ennobling mankind ? Has it produced in
ternational peace and concord ? Has it established internal
content with any people ? Has it removed the injustice of
the contrast between pauperism and wasteful superfluity ?
Has it uniformly discouraged all cruel sports—Spanish bull
fights, for example—wherein helpless- lower animals are the
sufferers ? Has it done anything which might not equally
well have been brought about in due time, had each com
munity consisted only of men ? I fear we shall find it hard
to prove that women have moved en masse toward many—
if, indeed, any—really humanizing events. Good and highminded women there are in abundance, scattered over the
world; but there are also good and high-minded men.
What I seek to discover is something special and peculiar
which has been wrought by women acting in a collective
�ish’s charge to women.
7
capacity; something which shows that, the man-breeding
office apart, this world would not have got on as well with
out them.
I believe we shall have a tremendous revolution; and
then order, the true and Divine Order, will emerge out of
the chaos. But all this does not. and cannot make the
present abuses tolerable; and it is my duty to place them
before you without gloss, however little grace and favour I
may win by so doing.
What are we to conclude from the obvious facts just noted ?
Anything against woman’s untutored nature ? No. The
nature of woman is faultless; it is what women are made
that is corrupt and abominable, amn VJn
nnu>
in Corruptions Heis .? Nay. Her children,
theirs is the spot, perverse and crooked generation that they
are ! Women are capable of everything both for good and
evil; and it is evil that they are mostly reared amidst. And
so far, of course, the fault is not theirs individually; but it
is their fault individually as well as collectively, that when
they are called upon to rise, either by men ' or by other
women possessed of exceptional wisdom, they are deaf to
every appeal that ranges 'higher than petty personalities
which afford occasion for over-reaching and mean jealousy.
Esprit de corps, with the average female, means nothing like
the dignity of the female sex ; it means only the ephemeral
consideration one clique or party may succeed in gaining
over another, to go in its turn to the wall when new favourites
come into fashion. How easily, too, the warmest friendship
between women is cooled and changes into spite when one
of them happens to obtain a little worthless social triumph,
or still more when she wins a race for the condescension of
one of us sons of God ! The dear sweet angelic darling of
yesterday is the nasty detestable creature of to-day, as all
black now as she was all white then. I do not need to be
told that women, like men, must have their occasional
quarrels ; but a fit of anger and even a fierce resentment
prolonged until the cause is removed, are quite different
things from a systematic black envy which is called forth by
the success of a friend, and would rather hinder than helj?
many an acknowledged good work because it is associated
with a particular person and a rival.
In the face of such treachery in the camp, such untrust
worthiness of women in relation to each other, is it any
wonder that the female race has not yet shaken off its
�ISH S CHARGE TO WOMEN.
vassalage? Unity of purpose and of plan is needed to
effect the liberation ; and the only unity that I have observed
consists in a common consent to do nothing that may
efface personal importance for the general good.
I do
not deny that there are exceptions to be found, but they are
as one in a thousand. What, then, is the use of trying to
better those who virtually reply that they do not want to
be bettered? To what purpose is the multitude of philo
sophies and sciences and studies and arts to which many
of you, female friends, equally with us give both reverence
and practical attention, when as an answer to the urgent
representation that study ought, among other things, to
raise you to a position of utility where it will be possible
for your hidden capacities to come forth, you treat what
is said as though such notions were mere jugglers' tours de
force, or curiosities kept in a cupboard to be shown to
visitors and put back again when they have afforded amuse
ment ? For I will challenge any man who has woman’s cause
at heart—and I am thankful to believe that there do exist a
few such men at last—to broach opportunely any depart
ment of this great subject, say at a quiet evening or afternoon
party where there are young ladies to talk to—not some two
or three superior women gathered with difficulty out of the
society of a metropolis, but just chance acquaintances of
the average stamp—and I will ask you to imagine for your
selves what kind of response he will meet with or what
impression he will make. Immediately the strange novelties
of reform are propounded, the girls will glance into his face
to see if he is essaying a sally of humour at which they are
expected to laugh: and finding that he is not, they will
politely compliment him on his chivalrous and liberal feel
ings toward ladies, fancying that this stale old compliment
was what he was fishing for, of course. And then, as soon
as they get an opportunity to change the subject without
rude abruptness, they will lightly laugh it all off, as who
should say, £ Ah, these world-reforming ideas are very
romantic, and gentlemen can make very pretty speeches to
ladies upon them; but of course they wouldn’t do for real
life; we should all be unsexed and lose our chance of a
good match.’ I really do not apprehend having exaggerated
the case; the shallowness of the average young lady’s mind
is something that must be probed to be believed. The pro
cess is not without interest for the curious psychologist; he
need but press her a little toward first principles upon any
�ish’s charge to women.
9
topic whatever, even her favourite one, and he will soon find
that her first principles consist' in some great—or still
better, fashionable—person’s ipse dixit, which it has never
occurred to her to examine, far less to call in question. From
religion downwards—or perhaps I should say upwards
in this case—-the finished young lady does and thinks
almost everything that she does and thinks merely because
some one told her to do so ; and it does not much matter
to her who that some one was. Independent judgment is,
in the first place, beyond her capacity, and in the second,
as indecorous in her opinion as independent action would
be. So there she lives and moves and has her being, a
flaccid automaton of the Proprieties, an Elegant Pheno
menon, from whom both quantity and quality have been
successfully washed out; her very talent, if she has any,
having been trimmed and pared to avoid originality and to
produce indifferent copies of the work of some one with a
name. Such is the description of building we style a young
lady ; and of ladies not young it may be said that the de
parted grandeur of a youth like this leaves traces of its glory
in the midst of their decay.
These are not pleasant contemplations, but they have
to be faced; nor can I halt in the task to be performed
through fear of provoking the enmity of those I would serve.
Yet let not the position be misunderstood. If instead of
what I now see when I look around in the world, I saw women
everywhere awake to their degradation, complaining bitterly
of their moral chains, and striving unanimously to cast
them off, with mean jealousies and petty rivalries for worth
less objects laid aside in presence of that great purpose,
just as the heterogeneous states of a federation waive their
differences in order to withstand a common enemy ; not a
hint would I then have breathed touching their acknow
ledged evils, which I should regard as already put away
by the earnest determination that they shall be. But when,
so far from perceiving such a mind in women, I find them
for the most part indolent and apathetic, and that, not
because their sympathies and interests are absorbed in some
other great problem demanding imperatively a prompt solu
tion, but merely because they find it less troublesome to
bow before idols than to ’ be valiant for any form of truth
upon earth, less irksome to submit to small trials and
feel small pleasures, to live in a sphere altogether small,
than to ennoble themselves by one serious effort; then I
�IO
.
ish’s charge to women.
am bound to say that it is not so much vice or crime which
can drag human nature down to the lowest depths, as this
vile, sneaking, pitiful weakness of character, which amalga
mates only with the worst side of experience, not having
energy to turn adversity to account, to make past pain an
instrument of present wisdom. All things in lower nature
either answer their purpose perfectly as they are, or struggle
onwards in gradual development to its accomplishment.
She alone who is the crown and archetype of nature wilfully
stands in her own light, and perpetuates her own and man’s
misery.
The purpose for which it is dispensed to us to be born
into this world is twofold—the formation of noble character
in the individual, and the furtherance of the race toward
development of the true Humanity, the stature of the fulness
of its own divinity. But . the attainment of either of these
objects of existence depends upon the part assigned to
each being played by each and not- shifted on to someone
else’s shoulders. It is folly, indeed, to refuse to learn from
others, but it is worse than folly never to achieve anything
oneself from which others may learn. He who does the
first may be a self-punishing egoist, but he who defaults in
the second is a cumberer of the ground. To dread being,
original, where originality means production of something
beautiful or useful, is to shun humanity itself; and yet it is
a patent fact that women as a class do systematically hide
under a bushel whatever gifts they possess ; or if they let
them appear, it is with timidity and uncertainty, caused,
not by a doubt whether what they originate be good of its
kind—such hesitation is sometimes desirable—but as to
what people will say, especially the people who lead to-day’s
fashions. There are plenty of brilliant original ideas to be ■
found among women, even as society has made women; but
there is a want of wholeness and consistency and moral
sinew when these ideas come to be definitely put forward,
which completely prevents them from forcing a place for
themselves in the current of actual life. The reason I take
to be that the head and the heart do not work together.
The woman’s heart is always trying to pull her aright; her
poor addled head is always sending her wrong.
Yet, moreover, in speaking thus confidently of the inherent
goodness of woman’s heart, let it be clearly understood that
I mean her innate feelings, not that mess of washy senti-
�ish’s charge TO WOMEN.
II
ments which has been inculcated upon her. These senti
ments only too often follow the lead of the head, and render
the woman to all intents and purposes little better than
heartless....... I assure you this is no ugly phantom of my
own conjuring up; I speak from personal knowledge, from
what I have actually seen of respectable and so-called reli
gious women; and if the majority here can plead not
.guilty to any charge of this sort, I cannot but think that
the chief reason is because they have never been tempted.
Often have I myself known the male as unwilling
to let himself down to the depth of 'feminine heartlessness
as he is unable, on the 'other hand, to. rise to the
heights of feminine goodness; often have I known her
who is bom the Saviour of mankind, and the form of heaven,
trying in vain to eradicate all truthfulness and tenderness
from the heart of him who is born in the opposite character
and form. It. is even so. One woman regards another
Simply as a weed which may be allowed to grow in peace
so long as she herself does not happen to covet its place;
when she does, it is to be torn thence by the root.
*
And
who are these heartless supplanters, once more ? Do they
belong to the “dangerous classes,” are they the companions
■of burglars and garotters ? No; they are the very same per
sons whose lady v. gentleman conduct is in the most un
exceptionable taste, and who, if you were to hint at a more
natural and less selfish and one-sided code of sexual
morality than the ecclesiastical one still in vogue, would dis
play by countenance and gesture the very latest thing out in
■shocked modesty, or perhaps quote an apostle against you.
Their reading of the duty towards one’s neighbour, how
ever, is so far original as to consist in this, that while a
woman who takes a fancy to a man may rightfully lacerate
another woman’s, deepest affections wholesale, and make
the rest of her life miserable, she must, still try to keep up
appearances so far as attainment of the object will allow.
Hearts maybe broken, but Society must not be scandalised.
Think not that I am taking too much upon myself in
■censuring the frailties of others, while I of course have other
frailties of. my own that are doubtless quite as bad in their
way. It is not your frailties, my friends, but rather your
* Dialogist Ish is haranguing a female audience from a platform.
Let us hope that the consciences of most of his hearers would acquit
them of this bitter and sweeping charge.
�ish’s charge to women.
12
fictitious virtues that I inveigh against. I will even go so
far as to say that were it not for these rotten “ virtues ” of
yours, your frailties would have remained mere momentary
impulses, to be overcome the next moment by a better
impulse. If only you had not been made’ such models of
Christian behaviour, it is probable you would have attained
something of real human worth, and the world would have
been a step nearer toward the knowledge of what a woman
can be.
This is no place to recur to the now well ventilated
subject of sensual passions; but I cannot pass on without
saying thus much, that so long as women think it their duty
to cultivate flabbiness and imbecility under the names of
delicacy and innocence, it is really they, the chaste ladies,
who are accountable for whatever morbid abuses of the flesh
may exist in the world.
*
*
*
There are several morbid gratifications which are un
doubtedly injurious; and it is for these, I say, that the whole
race of women is to blame, just in proportion as they
truckle to the depositaries of effete superstition, and submit
to be locked up in the village pound of an ignorant and
corrupt prudery.
Another matter which also makes the few champions of
women’s cause among our sex despair is the puny, febrile,
baseless character of feminine resolution. To adduce an
example : many a good essay or article has of late years
been written in journals' and periodicals by women on
women’s rights and duties ; • productions so able, so graceful
and even scholarlike, so replete with combined sweetness
and strength, as to show clearly how women might, if they
chose, add [in their own persons the divine presence and
influence of womanhood to all those powers that are dis
tinctly human in men. But only let a leading newspaper
or other organ of public opinion print an illogical sour
critique against the newly come forward champion of
woman’s liberty, reproving her in the old set terms and
phrases of conventional pig-headedness, for want of modesty,
&c., &c., and we almost invariably see the hopeful volunteer
“ subside into her boots,” with apologetic explaining away
and deprecation of censure, instead of gladly seizing the
opportunity for an uncompromising and crushing reply.
�ish’s charge to women.
13
What can be done for a class so destitute "of back-bone
that it allows its dearest wishes to be snubbed down by
shallow critics, when it has, after all and in the last resort,
full power to enforce them 2 Want of self-assertion and selfreliance in the face of public prejudice casts a not-altogether
undeserved discredit upon the quieter virtues of kindness
and generosity which women exhibit so largely. A slave’s
virtues cannot be regarded quite as those of a freeman.
They may proceed from spontaneous goodness, but the
world is more likely to set them down as drilled habits or
the results of weakness rather than strength, the products of
compulsion and fear rather - than of love. The courage of
meek endurance may win approbation—especially from the
oppressor, whose interest it suits, of course—but it does not
win the great battles of life; it does not further mankind
toward happiness and unity. On the contrary, were there
no other virtues in the world than those which fashion
stamps as the Frauen-Zimmer virtues, the ornamental
qualities of the lady’s bower—the state of modern society,
bad as it is already, would then be far worse. Abject
superstition overhead; narrow selfishness around, broken
only by occasional idolatry of some favourite, the roc’s egg
of the season; thorns and briars of evil temper and suspi
cion and spiteful envy and hollow artifice and mean motives
and “ whatsoever loveth and maketh a lie,” besetting every
path underfoot—all that is noble and aspiring and progres
sive in these hard days of ours would be eliminated from
life, and the peace of hell which hateth all understanding
would have to be purchased by each one of us at the price
of degradation to be helpless sloths or murderous reptiles
before our time.
Another among the evil consequences of a false standard
of honour set up in female society is the vulgar snobbish
emulation of each class of social rank by that one just below
it in the scale. Women, having been educated to frivolity,
can seldom look upon works of any kind as honourable in
themselves. . They regard them as mere stepping-stones to
personal distinction and social consideration, as instruments
of mammon worship, to be cast aside when done with and
to be kept as much in the background as possible while
they are being used. Hence they do not care to excel in
their several stations, but each must needs trespass on the
station next above. For example, the maid-servant, having
�14
ish’s charge to women.
no conception of any more solid mental pleasure, stints
herself in the necessaries of health in order to buy a smart
bonnet or cloak and make herself look as much of a “lady”
as possible on Sundays and other holidays; often the un
becoming ill-assorted finery is a direct though bad imitation
of something worn by her own mistress. Of course she has
as much right to her own tastes as the mistress herself; but
that is no reason why either should be frivolous. Then
look at the mistress whom she apes. Probably she is a
lady properly so called, but of 'inconsiderable fortune and
therefore not justified in attempting the display, whether in
dress or other matters, which her neighbour the nobleman’s
wife or large proprietress can make without sacrifice. But
she must needs in her turn ape her titled or opulent neigh
bour and live at agony point in order to keep up a style
which may make her seem to hold a different position from
that she really does. And so on with each class in its way;
each resolves on seeming what it is not; and so long as
women act thus, is it to be expected that men should keep
themselves free from the taint ? Snobbishness, vulgarity,
hollowness, heartlessness, whatever is greasy and unclean in
polished morals will always remain prominent characteristics
of our civilization, so long as our women have no worthier
ambition than that of ephemeral peacock rivalry—a rivalry
in which the successful competitor gains little that is real,
except the spiteful envy and back-biting of the dear
sisters she has outstripped in the discreditable race. I fear
too that the women of England are more to blame than any
others for the spreading of this social ulcer. However it
may suit foreigners to have their jokes against England
about this or that, it is none the less a fact patent enough to
any one who will take the trouble to observe, that this
country exercises a deeper influence upon the ideas of the
epoch than any other in the world. This is not the place—
nor do I profess to be historian or anthropologist enough—
to inquire why it is so. What is more to the purpose is to
ask whether we whose example is secretly so powerful
abroad are taking care that that example shall be a good
one. Are we endeavouring honestly to colonize the lands,
so far as we may, with justice and truthfulness and
humanity ? Perhaps we are; but what success is the
endeavour likely to have, while the very source of justice
and rectitude and fellow-feeling remains by our own consent
and act a poisoned spring ? Bear this in mind, my
�ish’s charge to women.
1-5
countrywomen: it is not merely the house or village or town
you each inhabit, not merely your own small fidgeting and
discontented circle, that suffers by your studied falsification
of the name and nature of Woman ; there is a great world
outsideTupon which your lives collectively and individually
work with occult but immense effect; and you are each
responsible to a far greater extent than you have any notion
of for the happiness or misery of entire mankind. • If, then,
you would not shrink from the task you are born into this
world to fulfil, you must alter your course and cast aside your
shams, though it be pain and grief to you; aye even if those
shams constitute the whole of your present religion and
nearly half of your present morality.
I would not, my hearers, that you should think I am too
swayed by passion to form a just judgment on these
matters. Nor am I conscious of ingratitude to the Past; I
do not forget that what is worn out and worse than useless
now, was once justly hailed as a deliverance and a blessing.
But I do refuse to admit the doctrine that expedients which
were good for a bye-gone age should necessarily hold good
for the present age. For instance, both Christianity and
Christian marriage have had their day. The Christian form
of hero-worship was a step in the direction of anthropomor
phism from the negative Judaism which was its immediate
predecessor; and as regards old heathendom, Christianity
was better than creeds which sanctioned human sacrifice and
torture. And Christian marriage, no doubt, came as a boon
to .races of women liable to be bought and sold by the
drove. But those times are gone, and we need not continue
to apply the remedies which belonged to them; if we do,
they become injuries instead of remedies, like a course of
medicine which is still persisted in after its work in the body
has long been done. Let us render the Past all the thanks
due to it, and then bow it out of the door. We do not
want it or its morals any longer; we are entering upon a
different dispensation. We are getting up from all-fours
upon our feet, and intend to walk without external props.
We require no St. This or St. That to tell us our duty or
supply us with canons of faith; the night of authority is past,
the sunrise of rational liberty is at hand; the ungrown
nations are beginning to foretaste their manhood, and they
will not longer submit to be tied with the leading-strings of
tradition. Let those who would so tie them beware ; they
�*6
ish’s charge to women.
make the attempt at their peril. An irreversible fiat has
gone forth against the old order of things. Delenda est
Carthago.
It rests with you, women of our generation, to overcome
the insanity of being ruled by a nightmare. You alone can
remove the dreamy incubus of these false and hollow morals
which have pinched and worried the masses of mankind
until crime and cruelty became the inevitable outlets of
suppressed heat; it rests with you to say,. Let there be light;
and the rays of liberty shall dart into every gloomy abode of
scowling hatred and murderous violence and pining misery,
turning the blackness of darkness into rainbow colours, and
the poisonous reek of disease into the zephyr of rejuve
nescent health. The philanthropists of centuries have
essayed in vain what you can accomplish in a few years if
you will; great men here and there have educated them
selves by long and painful ordeals, and when their steel
has been tempered at last, they have, in their own persons,
withstood the pressure and shocks of the current, and have
persuaded a sprinkling of lesser minds to stand by them as
against it; but you have the power, if you choose, to turn
the course of the current itself, so that vice will become
difficult and virtue easy, not indeed in the distorted sense
hitherto borne by those terms, but when virtue shall have
come to mean something that benefits oneself and others,
and vice the deliberate preference of morbid excitement to
sound and healthful' pleasures at hand. For, indeed, as
things are yet, it may really be a question whether “virtue ”
is not, on the whole, a rather worse evil than vice. It rests
with you, I say, to look back shortly from a position of dignity
and beneficence upon these grey cold days through which we
are passing, with a shudder at your former infatuation. Ele
vated to the divine throne, your birthplace, in matters spiritual,
and set free to live instead of vegetating and wasting away mil
dewed, in matters mundane—you will then, for the first
time in history, become sensible that a woman ought not to
be merely a well-dressed female biped; that she exists for
something more than to make a little show and a little fuss
in a little place and then vanish.
Strike with a will, and you will soon find out the strength
of your arm. You will soon find out what a pitiful weapon
the alleged superior strength of men is against the fixed
determination of woman to conquer by the power of sexual
�ISH S CHARGE TO WOMEN.
17
fascination J I mean, plainly, to reward those who will stand
by and advance her social and other rights, and punish all
those who oppose them, no matter how they stand related.
*
It is useless to disguise the fact that women can and must
enforce their rights. To trust in the generosity of the essen
tially selfish is like waiting for the sun to rise in the west;
those who will have to be deposed for woman’s elevation
are not likely to yield but under compulsion. The day for
that hope has passed; the crisis of your destiny is at hand,
•and the reserve must be called up.
Thus you see, women of every stage and station in life,
it is to your better nature and your higher faculties that I
would appeal in order to awaken you to a sense of the
. evils you are fostering and to the ready modes of putting an
end to them. But it is also my duty to show, that if you
are determined to “keep the universal track which vain
persons have trodden,”+ vain will be found those tinsel de
fences of yours on which you rely for the conservation of a
tinsel society; your narrow prudishness, your regulated
■coyness, your paste-board dignity—not too dignified, how
ever, to stoop to any meanness—your stereotyped recipes
for-catching- eligible men in matrimonial toils, your creed
that marriage is a woman’s stimmum bonum to which she is
to sacrifice every sound quality with which she was born ;
vain, I repeat, will be these old bulwarks against the iron
mis,sites ready to be hurled at them, when the victims of long
imposture shall have found out the worthlessness of those
ia whose hard service they have groaned with unrewarded
patience, and shall have risen like one man to shatter their
chains and grind the forgers of them in the dust. You
■cannot win in such a struggle, but you can by thus taking
the wrong side aggravate all the miseries it may engender.
It is, then, a practical question, female friends, which you
at this day called upon to determine—no mere philosophic
■Speculation like the Sexual Symbol Theory, for example—
but a vital matter which concerns this world rather than the
■Other, at all events, in the first and foremost place. You
* This, of course, applies only to vindicating the rights of the female
The Dialogist does not mean that women would be
justified in making the home unhappy for the sake of any mere
private personal whim.
sex at large.
f jib* »nn 10m note ninon
[Job xxii., 15.]
dSv
nnstn
�13
ish’s charge to women.
have to choose between two positions for your sex at large,
and so for your individual selves as members of it, either of
which positions wholly excludes the other.
By the one you will be emancipated from the long term
of bondage which has dwarfed your minds and enervated
your constitutions ; you will be made to feel an independent
dignity instead of the menial one of belonging to a husband
—in theory at any rate—as a dog or horse might belong to
you; you will take your equal share in that humanizing
sense of responsibility which the holding a worthy office in
the human commonwealth and in that of your own country
begets; you will know what freedom means, that it is poor
freedom to be physically at large without having the soul
free from influences of superstition more imperious and
wayward and hurtful than any tyrant’s commands; and -in
this true freedom you will lift your heads up and away from
gazing upon the footprints of some historic hero and expect
ing the empty shadow of his name to support you in the
inevitable trials of life. You will become conscious of a
power for good over all the departments of human—aye of
animal—existence, very different from maudlin sentiment
and impotent benevolence that wishes well but does nothing.
You will see before you definite objects of a worthy ambi
tion, which your own talents and energies may win without
fear of being thwarted by bad laws and worse customs
established by men in their selfishness as against you. It
will be yours to command wars to cease in all the world,
and nations to adjust their differences by arbitration, so that
the miseries of wholesale maiming and bloodshed shall be
counted among the horrors of vanished night; and crime
under your wiser administration shall be reduced at all
events from being an organized system into an occasional
result of temporary passion. Above all, in this new posi
tion, your rightful place, you will be the recognized home
and source of each nobler human aspiration, and everything
great and good and beautiful that the whole world contains,
will be valued and admired in its relation to you. Your
special pleasures will no longer be confounded with mere
animal wants or with the coarseness of profane revelry•
they will be understood as constituting that Holy Place
which nothing unclean may come nigh. Thus known asthe prime source and final end of every keen physical
delight and the one worthy object of every sublime ideal
ecstasy, at the same time the'never-failing help and comfort
�ish’s charge to women.
19.
in what sorrow and-darkness may still remain—the king
doms of this world will have become the kingdoms of your
mercy and truth meeting together, your righteousness and
peace kissing each other. As the waters cover the sea,,
so will your knowledge cover the earth, its Saviour and
Love and Life.
Turn now to the other side, the alternative position.
According to this you will indolently suffer things to go on
as they are, even if you do not actively strive to keep them
so. As a matter of fact, you1 are no more able to prevent
the great final consummation, the “ one far off divine event
to which the whole creation moves,” and which consists in
*
the liberation and elevation of your sex, than you can stop
the next comet. But it is easy to conjecture what disastrous
results will accrue to yourselves in the meanwhile, if you
persist in suffering for a bad cause through moral cowardice
or perverse obstinacy. You will forfeit the good opinion of
those whose admiration you evidently value more than selfrespect ; their affections and esteem being transferred to
that class whon| you make outcasts and despise. You will
bring honesty and honour into discredit by showing that
they who clamour for those principles are themselves hollow
and vain; and narrow self-seeking will through your fault
reconimend itself as the only safe rule for the conduct of
life. You will give a. colouring of justice to the brutalities
brutal men commit against their wives or other women, if
they say, “ It’s all very well to preach about conduct to
women; but you’ll find, sir, if you try it, that to be kind to
a woman is only to feed a snake to bite you.”' By conde
scending to fight man, where you must or wish to fight him,
with weapons more ignoble than his own, you will still
insure, as you have hitherto done, the easy victory of his;
worse nature over his better and itsyet more easy victory over
you. . By your contrivance the name of “ old woman” will
remain the contemptuous epithet it always has been, and
that of young woman will only fare better because of the
sensual gratifications attached to youth, sensual gratifica
tions having no more of the spiritual in them, if so much,
as the coition of beasts of the field. By this perversity of'
yours, misunderstanding, the cause of so much otherwise
causeless hatred, will be perpetuated in the world, there
being no common ground for the sympathy of diverse
religions, philosophies and ethics ; so that no new light will.
�20
ISHS CHARGE TO WOMEN.
■ever be able to appear as light to all, nor will aught be meat
for one soul without being poison for others ; conflict, con
flict everywhere will be the normal state of the inhabitants
of the earth, there being no judge to set the opponents
right. Your rule will not be a rule of right, but of cunning
inspired by malignity against each other; and it will be con
stantly over-ruled by the decision of men whom you gra
tuitously make judges in their own cause. Discontent,
beginning in your own hearts and homes, will grow louder
and louder as it pervades all classes and expresses itself in
various forms of unreason and disorder, until all are ready
for an outbreak which will inundate the privileges of classes,
and necessitate a painful reconstruction of society from its
slowly settling foundations. Thus at every turn scorn and
contumely will meet you; the God of your faith will prove
a liar, and the men you idolize will sneer at you and turn to
those other women whom you set at naught. Heavenly aid
a mockery, and trust in man a disappointment, there will
remain for you no refuge but the hell of your own concoct
ing, where womanhood and manhood melt away alike.
tK-
Rouse yourselves, then, women, from your criminal supine
ness, and take your destiny into your own hands, and be
truly women and not “ dumb driven cattle ” without the
cattle’s good qualities. The time is ripe for your united
action ; action that is not united may accomplish a little, but
not what the exigencies of the case demand. Make common
cause for the assertion of your rights social, political, pro
fessional, and religious; if assertion be not sufficient to
obtain them, make common cause for coercion in that way
you can coerce. Try and look at the matter seriously and
■act in it seriously ; do not treat it as a new sensation, which
is to have a season’s run and be done with, lest haply the
next great season’s sensation be one you will not like at all.
Strive, above all things, to cast that slough of yours, that
worst and most hideous part of undeveloped feminine
■character, your mutual jealousy and envy. When men are
�ish’s charge TO WOMEN.
21
jealous of each other—well, they are fools for their pains
*
and that is ail; having no unborrowed spiritual worth, they
cannot throw such away by misconduct. But you who have
and are the very spiritual gold, and yet tarnish it by thwart
ing and hating one another, especially when you do this in
reference to rivalry for the admiration of some particular
man or men, are guilty of profaning the Sanctuary itself, so
that they who approach it in order to be cleansed become
but doubly defiled.
Rouse yourselves and doubt not your capacity to work
OUt your own perfect regeneration and ours. The evidences,
of your capacity are plentiful, and are daily increasing, as a
Slightly more liberal education brings them out. No candid
observer can fail to remark how, when a woman does take
Up a thing in good earnest, she accomplishes it with a
finish &nd grace unattainable by men, though her work may
as yet lack that weight and depth which a man derives
from his advantageous mental training both of private study
and of public association.
This training, then, is one of the things you have to
insist upon, my friends, if you would choose the upward
path ; and there is now no middle course between going up
and going down. The age is in a transition state; old land
marks are crumbling away, and new ones are not yet set up;
the mariner has lost his former chart, and another is not
-provided for him; the light in the compass binnacle hasgone out, and there is no pilot across the waves of this
troublesome world. The portents of the latter day come
thick upon us in the ever louder refusal on all sides to bow
to the old ipse dixits ; the spirit of independence is breaking
out violently, and is only here and there moderated by
breadth of view. International associations, trade unions,,
strikes, democratic forces of every kind, reasonable and
unreasonable, are surging to the front; and though with
Anglo-Saxon peoples they may rarely lead to serious riotsz
their operation is all the more sure for being comparatively
Steady and quiet. The so-called conservative section of
society has not its heart in the defence of that which it
defends; while the opposite party is not exactly certain what
it is clamouring for, but would rather “ go it blind ” in the
direction of any smash than stifle and stagnate longer under
our fathers’ regime.
Yours, women, yours alone is the healing hand that can
allay all this fermentation ; not, indeed, in the way of arrest-
�22
xsh’s charge to women.
ing the great changes that are to come about, but so as to
prevent animosity and injustice between the classes affected
by them, and all classes must be affected in their turn.
Learning, in the first place, to look upon each other with
different eyes from what has hitherto been, your first thought
will not be that of shining at each other’s expense, but of
.grouping together to form a beautiful and efficient whole.
Here—in the mutual love of women—may be realised the
enjoyment of passions neither degrading nor defiling. It
may be, however, that no such stimulant is needed to awaken
women to a sense of their mutual obligation ; and in any
-case when once they are awakened, the keen wits heretofore
so sharp to create and foster unworthy class jealousies and
estrangement, will be as ready and able to cement cordiality
•and good understanding. Classes will not revile one another
when each and all have felt the sweet feminine influence
from each; bitterness will be short-lived as the hoar-frost
melting before the morning sun. By the advent of woman’s
reign on earth as in heaven will then be realised what a
■contemporary poet has made the answer of Liberty—
“ Liberty ! what of the night ?
I feel not the red rains fall;
Hear not the tempest at all,
Nor thunder in heaven any more :
All the distance is white
With the soundless feet of the sun ;
Night, with the woes that it wore
Night is over and done.”*
The time for that great change is coming near, and those
who refuse to join in the movement once fairly afoot, will
dimply be swept away by it. They will have to go in the
same direction after all, only with a bad grace and without
'claim for consideration.
They will be self-appointed
martyrs in an utterly thankless cause, that can neither
•defend the ramparts of the past nor lay any foundation for
the future. They will lose what they have and receive
nothing ’in its stead, or nothing which they are able to
appreciate. Ambition with them having proved a delu
sion and affection become a smouldering ruin, their latterday judge will be their own heart, and one to pronounce
their doom.
Women, can you hesitate between these opposite courses,
* Swinburne’s “ Songs before Sunrise.”
“ A Watch in the Night.”
�ish’s charge to women.
23
the upward and the downward path ? The voice of the age
is rising loud around you, the looks of the age are growing
fixed upon you ; the decisive hour of your .destiny is striking,
and il it is a knell which summons you to heaven or hell.”
By all you hold most dear in this life and all you most hope
for in worlds to come; by the loves you trust to continue,
the griefs you wait to put away; by the noble ambitions,
the refined tastes, the pure and properly human joys you
would develop instead of losing ; by everything which now
or hereafter may constitute the happiness of you and yours
-out of the deep we call to you to obliterate the disgrace
of your woeful past, and no more to let the name of your
-sex be a jeer in the mouths of thoughtless men, a bye-word
for what is weak and pitiful. You and you alone by your
-energy—your combined energy, undistracted by mean jea
lousies of each other—can at once make this world better
•and happier than it is, and can raise us all to a clearer
insight and a firmer faith respecting what is to follow. On
the other hand, you and yo.u alone will be the responsible
authors of greater anguish than mankind has yet endured,
if you continue to prostitute yourselves to falsehood and its
votaries, and idly fold your saving hands, and while cower
ing before the ills which your own apathy keeps alive, list
lessly repeat silly commonplaces to the effect of saying,
Peace, peace, when there is no peace.'
Choose ye this day whom ye will serve ; the God whose
•express image ye are, and who in your persons only can be
worshipped and loved; or that vain deluded “world ” which
has no personality but yet enough reality to continue what
it has ever, been, the means of your distortion and degrada
tion and bitter wrongs and woe.
&
-5^
^4.
There shall be quiet and safety for evermore among all
the inhabitants of the earth, when she who is born’ their
perfection and crown, their God and Giver of Life/ their
Comforter, shall come to the knowledge of herself and her
power, and shall arise and cast aside these unclean graveclothes under whose weight she has lain so long. In that
sunrise of everlasting peace shall the night of woe and dis
cord be remembered.no more; nation shall not rise up
against nation, nor kingdom against kingdom; they shall
not waste their precious substance any more in preparation
for misery and blood.
They shall not call bloodshed
glory, nor make trophies of their fellow-creatures’ pain, nor
�24
ish’s charge to women.
be thoughtless and cruel toward the creatures below, as.
though these, forsooth, had no kinship with us, no feelings
as keen as ours. The sweet Holy Spirit of Woman, the
Risen Saviour, shall lighten all dark and noisome corners,
of existence with such rays as it has nowhere yet shed. As
for the old false gods with their fiendish creeds, they shall
be as forgotten filth by the wayside; and the True God
nigh, in recognition of Herself, shall never again stoop,
down to that reeking refuse, nor look away from her own
sex for the joys of heaven.
Acknowledged universally as the physician of- body and
mind, their chief refuge and stay in trouble, their sole object
of worship in health; as the only confessor to whom theheart’s secrets may be laid bare, and in whose hand is theonly power to absolve; as the healer and purifier and sanc
tifier, the dispenser of blessings and author of good, the
rewarder of virtue and talent; as the main theme of science
and philosophy, the final aim of art’s highest ideals; as the
source, end and eternal paragon of wisdom, beauty and love
—to her alone shall belong all praise, might, majesty,,
dominion and glory, in all worlds for ever and ever.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Victorian Blogging
Description
An account of the resource
A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
Creator
An entity primarily responsible for making the resource
Conway Hall Library & Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
Publisher
An entity responsible for making the resource available
Conway Hall Ethical Society
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Pamphlet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Ish's charge to women
Creator
An entity primarily responsible for making the resource
Dalton, Henry Robert Samuel
Description
An account of the resource
Place of publication: London
Collation: 24 p. ; 18 cm.
Notes: "The following extract is the concluding portion of the same book (second or prose volume) from which the author's former pamphlet "The education of girls" was taken."--Preface. Date of publication from KVK. Part of the NSS pamphlet collection.
Publisher
An entity responsible for making the resource available
Freethought Publishing Company
Date
A point or period of time associated with an event in the lifecycle of the resource
[1878]
Identifier
An unambiguous reference to the resource within a given context
N185
Subject
The topic of the resource
Women's rights
Education
Rights
Information about rights held in and over the resource
<a href="http://creativecommons.org/publicdomain/mark/1.0/"><img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /></a><span> </span><br /><span>This work (Ish's charge to women), identified by </span><a href="https://conwayhallcollections.omeka.net/items/show/www.conwayhall.org.uk"><span>Humanist Library and Archives</span></a><span>, is free of known copyright restrictions.</span>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
English
NSS
Women
Women-Education-Great Britain
-
https://d1y502jg6fpugt.cloudfront.net/25778/archive/files/59304d9f6afbd999ed8c2da29c6a1304.pdf?Expires=1773878400&Signature=QGxTbX2mYg5GaFwObKhYYtCkrv9mF4WRs-F44NdJDNWdBBIIzzRrnQvkNKQdYLQPw80LNapxtBXpKfxUkbOE9xUg3Z6zje0G-jTwWM9-avkMLRYI9uF4YRSgv%7E%7E6Y4ydpFHz65MHpaLOetvpKRXMMc8Hw10ECL-7jq2ld4zD85gHFNinkAg-VXFjUTCS7RPHAGtBD1RubOuwRPfGRukOcmsfAuMZRGwoNKhm%7Ez0K2EgmuIf13vvrakTDq3-zqhwaYTCu2zY4QXADiLkgA8kVmWsM4WSCST505UEv-mCKQoo8pMGUFsa12VFzhklzhF1wj468E3sIe9iMJO8Lfy4jhg__&Key-Pair-Id=K6UGZS9ZTDSZM
37bef7a29b8cacb6a1699046c0f65fed
PDF Text
Text
—---------------------------------------------------------
CATALOGUS
SENATUS
ACADEMICL,
ET EORUM
QUI MUNERA ET OFFICIA ACADEMICA GESSERUNT,
QUIQUE ALICUJUS GRADUS LAUREA DONATE SUNT,
COLLEGIO DICKINSONIENSI,
CARLE OLI,
IN
REPUBLICA PENNSYLVANIENSI.
PHILADELPHIA:
-
MDCCCLXIV.
FEDERATE AMERICA! BEIPUBLICi SUMMA! POTESTATIS
ANNO LXXXVII.
�MONITUM.
Magistrates summi et optimates maiusculis:
Evangelii ministri literis Italicis, impressi:
Jurisconsulti, litera j, designati sunt.
Qui nullo titulo notantur Baccalaurei sunt.
Qui e vivis cesserunt, stelligeri sunt.
PHILADELPHIA:
TYPIS, COLLINS, 705 JAYNE STREET.
�CATALOGUS SENATUS ACADEMIC!
CURATORES.
ACCESSUS.
*
EXITUS.
A. D.
A. D.
1783
*Johannes Dickinson, LL. D.................................................. 1807
1783
*Henricus Hill.......................................................................1798
1783
*Jacobus Wilson, LL. D........................................................ 1798
1783
*Gulielmus Bingham .
1783
*Benjamin Rush, M. D., LL. D. .
.
.
.
.
.
. 1804
.
.
.
. 1813
1783
*Jacobus Boyd...................................................................... Yl&l
1783
*Johannes McDowell............................................................ 1825
1783
*Henricus-Ernestus Muhlenberg, S. T.D. .
.
. 1815
1783
^Gulielmus Hendel............................................................. 1802
1783
*Jacobus Jacks...................................................... . 1802
1783
*Johannes Black............................................................. 1802
1783
*Alexander Dobbins............................................................ 1809
1783
*Johannes McKnight, S. T. D.............................................. 1794
1783
*Jacobus Ewing...................................................................... 1810
1783
*Robertus McPherson................................................... 1789
1783
*Henricus Slagle............................................................. 1810
1783
*Thomas Hartley...............................................
. 1801
1783
*Michael Hahn...................................................................... 1792
1783
*Johannes King, S. T. D........................................................ 1813
1783
*Robertus Cooper, S. T. D...........................................1805
�CATALOGUS DICKINSONIENSIS.
4
EXITUS.
ACCESSUS.
A.D.
A. D.
......
.
1798
■.......................................
.
1807
1783
*Gulielmus Linn, S. T. D.................................
.
1787
1783
*Johannes Linn................................................
.
1821
1783
*Johannes G. Armstrong
.
1794
1808
1794
1783
*Jacobus Lang
1783
*Samuel Waugh
....
1783
*Johannes Montgomery
....
.
1783
*Stephanus Duncan......................................
.
1783
*Thomas Smith ...
.
.
1809
.
1790
.
1815
1783
*Robertus Magaw......................................
1783
*Samuel A. McCoskry
1783
Christophorus-Emanuel Shulze .
.
1788
.
1794
.
.
1788
....
.
1794
.
.
1796
.
1792
.
.
. .
1783
*Petrus Spyker................................................
1783
Johannes Arndt .
1783
*Gulielmus Montgomery
.
1783
*Gulielmus Maclay
1783
*Bernardus Dougherty
....
1783
*David Espy
...
.
1795
1784
1788
.
.
.
1783
*Jacobus Sutton .
.
.
.
.
1783
*Alexander McClean .
.
.
.
1783
*Gulielmus McOleerv......................................
.
1788
1784
Nicholas Kurtz................................................
.
1796
1787
*Josephus Montgomery
.
1794
1787
*Jacobus Latta, S. T. D....................................
.
1801
.
1803
.
.
.
.
1788
*Gulielmus Irvine
1788
*Robertus Johnston......................................
.
1808
1788
*Patricus Alison, S. T. D. .
.
1788
1788
*Jacobus Snodgrass......................................
.
1833
*Johannes Creigh......................................
.
1813
1788
.
.
.
�5
OATALOGUS DICKINSONIENSIS.
ACCESSUS.
EXITUS.
A. D.
A. D.
. ..................................
.
1799
1790
*Thomas Duncan, LL. D............................................
.
1816
1792
*Georgius Stevenson, M. D.......................................
.
1&27
1792
*Ephraimus Blaine................................................
.
1804
1794
*Robertus Cathcart, S. T. D......................................
.
1833
1794
*Nathanael-R. Snowden......................................
.
1827
1794
*Samuel Laird.........................................................
/ 1807
1794
*Carolus M cClure
1789
*Josephus Thornburg
.
.
.
1794 *Jacobus Hamilton................................................
1794
*Michael Ege
.
•
•
1811
.
•
1820
.
• * •
1815
1821
1795
*Samuel Weakley................................................
.
1796
*Johannes Campbell, S. T. D.....................................
.
1820
1796
*Jacobus Armstrong................................................
.
1826
1802
1798
* Thomas McPherrin,
......
.
1798
*Jacobus Riddle................................................
,
1833
1798
*Franciscus Gurney................................................
.
1815
1799
*Carolus Smith, LL.D................................................
.
1824
1801
*David Denny.........................................................
.
1833
1801
*David Watts..........................................................
.
1820
1802
*Joshua Williams, S. T. D.
.
1821
1802
^Johannes Young
......
.
1803
1802
*Robertus Coleman................................................
.
1826
1802
David McConaughy, S. T. D....................................
.
1834
1803
*Hugo-H. Brackenridge......................................
.
1816
1803
Franciscus Herron, S.T. D......................................
.
1816
1804
*J onathan Walker................................................
.
1824
1805
*Nathan Grier...............................................
.
1814
1807
*Jonathan Helfenstein......................................
.
1826
.
�6
CATALOGUS DICKINSONIENSIS.
EXITUS.
ACCESSUS.
A. D.
A. D.
. .
.
.
1808
.
1820
1807
*Jacobus Duncan
1808
*Jacobus Gustine................................................
1808
*Gulielmus Alexander......................................
.
1814
1833
.
.
1808
*Jacobus Hendel................................................
.
1809
*Robertus Davidson, S. T. D.
.
1812
1809
Gulielmus-M. Brown................................................
.
.
.
' .
.
1827
.
1826
1811
*Robertus Blaine
1814
*Andreas Carothers................................................
.
1833
1814
*Johannes Lind.........................................................
.
1825
.
1828
.
...
1814
*Franciscus Pringle .
1815
Nathaniel Chapman, M. D.........................................
.
1833
1815
*E dvardus-J acobus Stiles....................................... '
.
1827
1815
*Johannes McKnight, S.T. D...................................
.
1820
1815
Albertus Helfenstein................................................
.
1826
1815
Georgius-A. Lyon................................................
.
1833
1816
*Johannes-Bannister Gibson, LL. D. .
.
1829
1816
Amos Ellmaker..........................................................
.
1821
1820
Georgius Duffield, S. T. D.
.
1833
1820
*Henricus-R. Wilson................................................
.
1825
1820
Johannes Swartzwelder......................................
.
1825
1820
*Isaias Graham
.
1834
1820
Johannes Moodey
................................................
.
1834
1820
Isaacus-B. Parker................................................
.
1833
1820
Alexander Mahon................................................
.
1827
1820
*Josephus Knox..........................................................
.
1827
1820
Gulielmus-N. Irvine................................................
.
1833
1820
*Jacobus Alter..........................................................
.
1823
1820
*Andreas Boden................................................
.
1827
.
.
...
...
�7
CATALOGUS DICKINSONIENSIS.
EXITUS.
ACCESSUS.
A. D.
A. D.
1821
Gulielmus-R. Dewitt, S. T. D...................................
.
1834
1821
*Johannes Reed, LL.D.............................................
.
1828
1821
Johannes-S. Ebaugh................................................
.
1833
1821
Gulielmus-C. Chambers, M.D...................................
.
1833
1823
*Ashbel Green, S. T. D., LL. D................................
.
1826
1824
^Michael Ege.........................................................
.
1827
1824
Benjamin Keller................................................
1824
*Johannes-F. Grier, S. T. D....................................
1824
Jacobus Hamilton................................................
.' 1833
1825
* Georgius Lochman, S. T. D....................................
.
1826
1825
Georgius Metzger................................................
.
1833
1825
Johannes-Duncan Mahon......................................
.
1834
1826
Redmond Conyngham.......................................
.
1827
1826
Benjamin Stiles......................................
.
1827
1826
Ricardus Rush.........................................................
.
1832
1827
David Elliott, S. T. D.......................................
.
1829
1827
*Johannes Nevin
.
1830
1827
Samuel Agnew, M.D.......................................
.
1832
1827
*Johannes McClure................................................
.
1833
1827
*Johannes Creigh................................................
.
1833
1827
Georgius Chambers................................................
.
1834
1827
Carolus-Bingham Penrose......................................
.
1833
1827
*Samuel Alexander................................................
.
1833
1828
Samuel-S. Schmucker, S.T. D.
.
1833
1833
.
.
\
.
.
.
1833
.
.
.
1829
1828
*Calvinus Blythe................................................
.
1828
Fredericus Watts................................................
.
1833
1828
*Gabriel Hiester................................................
.
1833
*Jacobus Coleman................................................
.
1833
1828
�OATALOGUS DICKINSONIENSIS.
8
EXITUS.-
ACCESSUS.
A. D.
A. D.
1829
Jacobus-M. Haldeman
........................................... 1833
1829
*Samuel Baird
........................................... 1833
1829
Johannes Paxton, M.D.
........................................... 1833
1829
*Alexander Fridge
........................................... 1833
1829
*Johannes-V.-E. Thorn
........................................... 1833
1830
Alexander Nisbet
........................................... 1833
1831
Jesse-Duncan Elliott .
........................................... 1833
1833
*Rt.-Rev. Johannes Emory, S.T. D..................................... 1836
1833
*Johannes McLean, LL.D. Cur. Sup. Feed. Iud. Ads.
1833
*Stephanas-Georgius Roszel
........................................... 1841
1833
*Josephus Lybrand
........................................... 1844
1833
Alfredus Griffith
1833
*Samuel Harvey .
1833
Job Guest
1833
*Henricus Antes .
1833
*Theodorus Myers, M. D.
...........................................1839
1833
*Johannes-M. Keagy, M.D.
........................................... 1835
1833
*Samuel Baker, M. D. .
........................................... 1836
1833
Johannes Davis
1833
*Johannes Phillips
...................................... 1860
1833
Matthaeus Anderson, M. D.
........................................... 1838
1833
Ira Day, M.D.
1833
*Ricardus Benson
........................................... 1844
1833
*Thomas Sewall, M. D.
........................................... 1845
1833
Henricus Hicks .
........................................... 1837
1833
Georgius-W. Nabb
...........................................1840
1833
Samuel-H. Higgins
........................................... 1837
1833
Carolus-A. Warfield
1855
........................................... 1848
......
........................................... 1836
.
.
.
.
1840
.......................................... 1843
.
.
...........................................1837
�9
CATALOGUS DICKINSONIENSIS.
ACCESSUS.
EXITUS.
A. D.
A. D.
Jacobus Roberts.........................................................
.
1835
1833
Jacobus Dunlop.........................................................
.
1839
1833
*Benjamin Matthias
.
1850
1846
1833
I
.
.
'.
1833
*Carolus McClure................................................
.
1833
Samuel-E. Parker................................................
.
1835
1833
*Gulielmus-M. Biddle................................................
.
1855
1833
Thomas-A. Budd................................................
.
1843
1833
*Thomas-Emerson Bond, M.D..................................
.
1835
1833
Jacobus-B. Longacre
1833
Josephus Holdich, S. T. D..........................................
.
1835
1833
* Carolus Pitman,
.
1854
1834
Henricus Boehm .......
.
1838
1834
Gulielmus Hamilton................................................
.
1838
1834 Jacobus Watson.........................................................
.
1839
.
1847
1834 *Johannes Harper
1834
....
.
.
.
.
.
1837
.
1836
.
.
1837
Jacobus Massey.........................................................
.
1834
'
Carolus-F. Mayer
1835
Thomas-Chapman Thornton
1835
Josephus-S. Carson .
1835
Solomon Higgins................................................
.
1838
1835
Matthaeus Sorin ...
.
1838
1835
Thomas-Jefferson Thompson
1835
Jacob Weaver......................................
.
1850
1836
Rt.-Rev. Jacobus-Osgood Andrew, S.T. D.
.
1839
1836
Comfort Tiffany.........................................................
.
1858
1836
Samuel-B. Martin, M.D..............................................
.
1838
1836
*Georgius-Grimston Cookman .
.
1840
1837
Samuel Ashmead................................................
.
1855
...
...
.
.
.
�10
CATALOGUS DICKINSONIENSIS.
ACCESSUS.
EXITUS.
A. D.
A. D.
1837
Henricus Holden ....
.
1840
1837
Alexander-L. Hays
.
1841
1837
Jacobus Wright .
.
1859
1837
Thomas-B. Sargent, S. T. D.
1837
Johannes-A. Elkinton, M.D.
.
1840
1838
*Ricardus Battee
.
1848
1838
Martinus-W. Bates, LL. D.
.
1851
1838
Johannes-S. Porter
.
1855
.
1838
Edmundus-S. Janes
.
1839
1838
Manning Force .
.
1843
1838
*Johannes Davis
.
1854
1839
Levi Scott
.
1841
.
.
.
.
1839
*Gulielmus-D. Seymour
.
1841
1839
Robertas Morris .
.
1841
1839
*Rt.-Rev. Beverly Waugh, S. T. D.
.
1858
1839
Jacobus-S. Owens
'.
1845
1840
Jacobus Carrigan
.
1857
1840
Johannes Herr
.
1845
1840
Johannes Buckman
.
1842
1841
Gulielmus Hamilton, S.T.D.
1841
*Robertus Emory, S.T.D.
.
1845
1841
Johannes Kennaday, S. T. D.
.
1852
1841
Jacobus Bishop .
.
1861
1841
*Henricus Antes
.
1856
1841
Fredericus Watts
.
1844
1842
Carolus-W. Roberts
.
1845
1843
Garolus-B. Tippett, S. T. D.
1843
Ricardus-W. Dodson .
.
1847
.
�11
CATALOGUS DICKINSONIENSIS.
ACCESSUS.
EXITUS.
A. D.
A. D.
.
1851
1843
Archibaldus Wright................................................
1844
Jacobus-J. Boswell................................................
.
1850
1844
Edvinus-L. Janes................................................
.
1845
1844
*Johannes-J. Myers, M.D..........................................
.
1854
1845
Thomas Browne
......
.
1850
1845
David Creamer
1845
Andreas Hay.........................................................
.
1857
1845
*Stephanus-Asbury Roszel......................................
.
1852
1845
Johannes-Price Durbin, S. T. D.
1846
Jesse Bowman.........................................................
.
1859
1846
Ricardus-H. Carter................................................
.
1848
1847
Albertus-J. Ritchie, M.D..........................................
.
1856
1847
Abrahamus-Herr Smith
1848
Daniel-Moore Bates
.
1859
.
1857
.
1860
.
1856
1848
Walker-P. Conway
1848
Johannes McClintock, S.T.D....................................
1848
S.-A. Barton, M.D.
1850
G-ulielmus-H. Allen, M. D., LL. D.
1850
Johannes Whiteman
1850
Christianus Stayman
1850
Johannes-F. Bird, M. D.
1850
Spencer-F. Baird, D. P. S...........................................
1851
Alexander Cummings .
.
•
/ •
1852
Franciscus Hodgson, S.T.D.
1852
Jesse-Truesdale Peck, S.T.D....................................
1854
Aquila-A. Reese, S.T.D.
1854
Johannes Tonner
1855
Pennel Coombe
�12
CATALOGUS DICKINSONIENSIS.
EXITUS.
ACCESSUS.
A.D.
A. D.
1855
. 1855
Gulielmus-H. Miller
Daniel Pierson.
1857
1855
Carolus-Josephus Baker
1856
Hon. Augustus-O. Hiester
1856
Johannes-Armstrong Wright
1857
W.-E. Tunison .
1857
Edvinus Wilmer
1857
Johannes-O. Harkness.................................................... 1859
1858
Gulielmus-E. Perry
1858
1858 Hon. Johannes-H. Phillips
1858 Hon. Georgius-F. Fort..................................................... 1862
1858
Samuel-A. Williams, M.D.
1858
Bev. Bernardus-Harrison Nadal, S.T.D.
1858
Rt.-Rev. Levi Scott, S.T.D.
1859
Johannes Carson
1859 Gulielmus-Ryland Woodward
1859 Samuel-Y. Munroe
1859
Jacobus Rheem
1860
Isaacus-P. Cook
1861
Jacobus-Fowler Rusling
1862
Josephus-C. De Lacour
�CATALOGUS DICKINSONIENSIS.
13
Curatorum numerus integer...........................................265
Ex officio decesserunt.............................................................. 225
Supersunt adhuc......................................................................... 40
Evangelii Ministrorum numeros............................................. 95
Ex officio decesserunt................................................................ 72
Supersunt adhuc......................................................................... 13
PRESIDES CURATORUM.
EXITUS.
ACCESSUS.
A. D.
A. D.
*Johannes Dickinson, LL.D......................................
.
1808
1808
*Johannes King, S.T.D.............................................
.
1808
1808
*Jacobus Armstrong................................................
.
1824
1824
*Johannes-Bannister Gibson, LL.D. .
.
1829
1833
1783
1829
*Andreas Carothers
.....
.
1833
*Johannes Emory, S.T.D......................................
.
1834
1834
Johannes-Price Durbin, S.T.D. »
.
1845
1844
1847
1842
*Robertus Emory {pro tern.)
....
.
1845
*Robertus Emory, S. T. D..........................................
.
1848
*Rt.-Rev. Beverly Waugh, S.T.D. {pro tern.) .
.
1848
1849
Jesse-Truesdale Peele, S.T.D...................................
.
1852
1852
Carolus Collins, S.T.D..............................................
.
1860
1860
Uerman-Merrills Johnson, S.T.D.
�CATALOGUS DICKINSONIENSIS.
14
SCRIB ZE.
EXITUS.
ACCESSVS.
A. D.
A. D.
.
1784
.
1792
1783
* Gulielmus Linn, S. T. D. .
1784
*Thomas Duncan, LL.D.
1792
*Thomas Creigh .
.
1796
1796
*Jacobus Duncan
.
1806
1806
*Alexander-P. Lyon
.
.
1808
1808
*Andreas Carothers
.
.
1814
1820
•
.
1814
Isaacus-B. Parker
.
1820
Jacobus Hamilton
.
1824
1824
Fredericus Watts
.
1828
1828
Samuel-A. McCoskry, S.T.D.
.
1831
1831
*Gulielmus-M. Biddle .
.
1833
1833
Carolus-Bingham Penrose .
.
1837
1837
Johannes McClintock .
.
1848
1848
Gulielmus-Henricus Allen .
.
1850
1850
Jacobus-Gulielmus Marshall
.
1854
1854
Otis-Henricus Tiffany
.
1857
1857
Jacobus-Gulielmus Marshall
.
1858
1858
Gulielmus-Laws Boswell.
THESAURARII.
1784
*Samuel Laird
.
1790
1790
*Samuel Postlethwaite
.
1798
1798
*Johannes Montgomery
.
1808
1808
*Johannes Miller
.
1821
1821
Andreas McDowell
.
1833
�CATALOGUS DICKINSONIENSIS.
15
ACCESSUS.
EXITUS.
A. D.
A.D.
....
1833
*Johannes-Jacobus Myers, M.D.
1841
*Gulielmus-D.Seymour..................................................... 1854
1854
Jacobus-Gulielmus Marshall.......................................... 1861
1861
Samuel-Dickinson Hillman.
1841
BIBLIOTHECARII.
1784
*Jacobus Ross, A.M.................................................... 1792
1794
*Gulielmus Thomson, A. M...........................................1804
1804
Johannes Borland, A.M..........................................................1805
1807
Johannes Hayes, A. M............................................................. 1809
1809
*Henricus-R. Wilson, A.M................................................... 1813
1813
Josephus Shaw, A/AL................................................... 1815
1815
Gerardus-E. Stack, A.M......................................................... 1816
1822
*Josephus Spencer, A.M........................................................ 1830
1830
Carolus-Dexter Oleaveland, A.M......................................... 1832
1834
*Robertus Emory, A..AL........................................................ 1840
1840
Johannes McClintock, A.M...................................................1848
1848
Jacobus-Gulielmus Marshall,A.M........................................ 1860
1860
Gulielmus-Laws Boswell, A.M.
�PRIM ARII.
EXITUS.
ACCESSUS.
A. D.
A. D.
1784
* Carolus Nisbet, S. T. D.............................................
.
1804
1804
*Robertus Davidson, S. T. D. (pro tem.)
.
1809
1809
Jeremias Atwater, S. T. D.
.
1815
1815
*Johannes McKnight, S. T. D. (pro tem.)
.
1816
1821
Johannes-Mitchell Mason, S. T. D.
.
1824
1824
Gulielmus Neill, S. T. D.............................................
.
1829
1830
Samuel-B. How, S. T. D.............................................
, 1832
1833
Johannes-Price Durbin, S. T. D.
.
1845
1845
*Robertus Emory, S. T. D.
.
1848
.
.
1848
Jesse-Truesdale Peck, S. T. D.
1852
Carolus Collins, S.T.D...............................................
1860
Herman-Merrills Johnson, S. T. D.
.
.
1852
.
1860
PROFESSORES.
PHILOSOPHIC MORALIS
1809
Jeremias Atwater, S.T.D. ;
.
.
1815
1815
*Johannes McKnight, S.T.D...................................
.
1816
1821
*Johannes-Mitchell Mason, S.T.D.
.
1824
1824
Gulielmus Neill, S.T. D..............................................
.
1829
1830
Samuel-B. How, S. T. D..............................................
.
1832
1833
Johannes-Price Durbin, S. T. D.
.
1845
�17
CATALOGUS DICKINSONIENSIS.
ACCESSUS.
EXITUS.
A. D.
A. D.
1845
*Robertus Emory, S. T. D. . -
1848
.
.
1848
Jesse-Truesdale Peck, S.T D....................................
.
1852
1852
Carolus Collins, S. T. D..............................................
.
1860
1860
Herman-Merrills Johnson, S.T.D.
LINGUARUM LITERARUM GRH3CZE ET LATINZE.
1784
*Jacobus Ross, A. M.
.
1792
1794
*Gulielmus Thomson, A. M.
.
1804
1804
Johannes Borland, A. M.
...
.
1805
1807
*Johannes Hayes, A. M....................................
.
1809
1809
*Henricus-R. Wilson, A. M.
.
1813
1813
Josephus Shaw, A. M.
.
1815
1816
Gerardus-E. Stack, A. M. (pro terni) .
.
1816
1822
*Josephus Spencer, A.^IL..................................
.
1830
1830
Carolus-Dexter Cleveland, A. M.
.
1832
1834
*Robertus Emory, A. M..................................
.
1840
1840
Johannes McClintock, A. M.
.
1848
1846
Georgius-Ricardus Crooks, A.M. (Adjunct).
.
1848
1848
Jacobus-Gulielmus Marshall (Adjunct).
.
1850
1850
Jacobus Gulielmus Marshall
.
1860
HISTORI2E, GEOGRAPHIZE, CHRONOLOGIZE
ET RHETORICZE.
1785
* Robertas Davidson, S. T. D.
.
1804
MATHESIS ET PHILOSOPHIZE NATURALIS.
1786
*Robertus Johnston, A. M.
1792
1821
.
>
.
1787
*Jacobus McCormick, A. M.
.
1811
Henricus Vethake, LL. D.
2
.
1829
�CATALOGUS DICKINSONIENSIS.
18
PHILOSOPHIC NATURALIS.
EXITUS.
ACCESSUS.
a.
A. D.
1804
* Robertas Davidson, S.T.D.
n.
•
1811
.
1814
MATHESIS.
1811
*Jacobus McCormick, A. M.
1814
Eugenius Nulty, A. M.......................................
1830
Alexander McFarlane, A. M.
1834
*Merritt Caldwell, A. M...................................
1836
Johannes McClintock, A. M.
1840
*Thomas-Emory Sudler, A. M.
1816
•
1840
.
.
1832
•
.
1851
1836
1848
Otis-Henricus Tiffany, A. M. (Adjunct)
■
1851
1851
Otis-Henricus Tiffany, A. M.
•
1857
1857
Gulielmus-Laws Boswell, A. M.
•
1860
1860
Samuel-Dickibson Hillman, A. M.
.
CHEMISE ET PHILOSOPHIC NATURALIS.
1811
*Thomas Cooper, M. D., LL. D.
.
1815
1828
Johannes-K. Finley, M.D.
•
1829
1830
Henricus-D. Rogers, A. M.
•
1831
1835
*Johannes-M. Keagy, M. D.
.
1836
1836
Gulielmus-Henricus Allen, A. M., M. D.
.
1848
1848
Spencerus-F. Baird, A.M., M.D.
•
1850
1850
Erastus Wentworth, A. M., S. T. D. .
1854
Gulielmus-Carlisle Wilson, A. M.
1854
LINGUC ET LITERARUM GRCCARUM.
1811
Johannes Borland, A. M....................................
1812
�19
CATALOGUS DICKINSONIENSIS.
LINGUARUM RECENTIORUM.
ACCESSUS.
EXITUS.
A. D.
A. D.
1814
Claudius Berard, A. M.
1825
.
Ludovicus Mayer, S. T. D.
, .
.
.
.
.
1816
.
.
.,
.
.
1826
RHETORICS, METAPHYSICORUM ET ETHICORUM.
1821
Alexander Me Clelland, S. T. D.
....
1829
JURISPRUDENTI2E.
1834
Johannes Reed, LL.D.............................................................. 1850
1862
Jacobus-Hutchison Graham, LL. D.
METAPHYSICORUM ET ECONOMISE POLITICAL
1836
*Merritt Caldwell, A.M............................................................ 1848
LINGU2E ET LITERARUM LATINARUM.
1837
*Stephanus-Asbury Roszell, A. M.......................................... 1838
LINGUARUM ORIENTALIUM ET RECENTIUM.
.
1846
Carolus-Edvardus Blumenthal, A.M., M.D.
1854
Alexander-J. Schem, A.M............................................ 1860
.
1854
PHILOSOPHIES ET LITERARUM ANGLICARUM.
1848
Gulielmus-Henricus Allen, A.M., M.D.
.
.
.
1850
1850
Herman-Merrills Johnson, A.M., S.T.D. .
.
.
1860
�CATALOGUS DICKINSONIENSIS.
20
LINGUARUM LATINH5 ET GALLI CHI.
EXITUS.
ACCESS US.
A. D.
A. D.
1860
Jacobus-Gulielmus Marshall, A.M....................................
1862
1861
Johannes-Keagy Stayman, A.M. (Adjunct).
1862
1862
Johannes-Keagy Stayman, A.M.
1860
Gulielmus-Laws Boswell, A. M.
LINGUARUM GRH1CHJ ET GERMANICHS.
TUTORES ET PKTCEPTORES.
1785
Robertus Johnson, A. M......................................................
1786
1788
*Jacobus McCormick, A. B................................................
1792
1792
Carolus Huston, A. B.................................................
1793
1793
Henricus-L. Davis, A. B.......................................................
1794
1805
Johannes Hayes, A. B..........................................................
1807
1810
Fredericus Aigster, A. B.
1810
Johannes McClure, A. B......................................................
1811
1812
Robertus-C. Grier, A. B........................................................
1813
1826
Johannes-W. Vethake, A.M., M.D. Chem. Prcel.
1827
1827
Johannes-K. Finley, M.D. Chem. Prcel.
1828
1831
1811
.
Olmstead, A. M. Ghem. Prcel.. .
1832
1838
Thomas-Verner Moore, A. B..............................................
1839
1839
*Johannes Zug, A. B.................................................
1840
1839
Gulielmus-Smith Waters, A. B...........................................
1840
1851
Amos-Forry Musselman, A. B............................................
1854
1854
Benjamin Arbogast, A. B.
1856
.......................................
�1864:.
PRIMARIUS.
HERMAN-MERRILLS JOHNSON, S.T.D
PROFESSORES.
GULIELMUS-CARLILE WILSON, A. M.,
CHEMI® ET PHILOSOPHISE NATURALIS PROFESSOR.
GULIELMUS-LAWS BOSWELL, A.M.,
LINGUARUM GR®C® ET GERMANIC® PROFESSOR.
SAMUEL-DICKINSON HILLMAN, A. M.,
MATHESIS PROFESSOR.
JOHANNES-KEAGY STAYMAN, A. M.,
LINGUARUM LATIN® ET GALLIC® PROFESSOR.
JACOBUS-HUTCHISON GRAHAM, LL.D.,
JURISPRUDENT!® PROFESSOR.
�CATALOGUS DICKINSONIENSIS.
1787.
*Isaias Blair, A. M.
*Johannes Boyce.
*Johannes Bryson.
*Robertus Duncan, A. M.
*Jacobus Gittings.
*David McKeehan, A. M.
*Steel Semple, A. M.
*Jonatban Walker, j, A. M.
*David Watts, j, A. M.
1788.
*Johannes Boyd.
*Thomas Creigh, j, A. M.
* David Denny, A. M.
*Jacobus Duncan, j, A. M.
*Isaacus Grier, A. M.
*Jacobus McClanahan.
*Jacobus McClean.
*Johannes McPherrin.
^Matthceus Sinclair.
*Gulielmus Speer, A. M.
* Johannes Young, A. M.
1789.
Samuel Brown.
*Jacobus Calhoun, A. M.
Jacobus Crawford.
*David Hoge.
*Carolus Huston, j, Tutor, Reip.
Penn. Cur. Sup. Jurid.
*Samuel Mahon.
*Jacobus More.
* Alexander Sanderson.
Jacobus Scott.
9
1790.
* Gulielmus Baldridge.
9 Jacobus-P. Boyd.
*Jacobus-B. Brotherton, A.M.
*Franciscus Dunleavy.
*Josephus-S. Galbreath.
Ricardus Henderson.
*1809. *Thomas-G. Peachey.
*1845. *Johannes Purviance, j.
*Johannes Shippen.
*Robertus Smith.
Johannes Thompson.
*Robertus-G. Wilson, S.T.D.,
Coll. Neo-Caes. 1818., Univ. Ohio
Praeses.
*1851.
12
11
1792.
^Johannes Brackenridge.
*Robertus Callender, A. M.
Gulielmus Carcaud.
*David Casset, j, A. M.
*Johannes Creigh, M. D. Univ.
Penn., A. M.
*1848—75.
�CATALOGUS DICKINSONIENSIS.
23
*Franciscus Herron, A. M., S.T.D.
*Samuel Davidson.
Coll. Jeff.
*1860.
Georgius Dugan.
*Callender Irvine.
Hayden Edwards.
Johannes Jack.
*J ohannes Foulke.
*Ricardus Johns.
Jacobus Gilleland.
Robertus Knox.
Jacobus Hemphill.
*Franciscus Laird.
*Gulielmus Hunter.
*Gulielmus Laird, M. D.
*Jacobus Laird.
Austin Leake.
*Josias Leake.
*Johannes Lyon, Rhet. et Ment. Randall McGavock.
Jacobus McGill.
Phil. Prof. Un. Op. Coll.
*Alexander Nisbet, j, A. M.
Maxwell McDowell, A. M.
*Gulielmus Noland.
Johannes McJimsey.
*Gulielmus Patten.
*Johannes McKesson.
Austin Wharton.
Jacobus Me Knight.
Jesse Wharton, Reip. Faed. Sen.
Johannes Moore.
20
*Jacobus Postlethwaite.
Samuel Reynolds.
1795.
Carolus Ross.
Austin Smith.
Gualterus Breden.
Jacobus Smith.
*Samuel Bryson.
*Andreas Steel.
*Abrahamus Craig.
*Gulielmus Steel, A. M.
Gulielmus Creighton.
Johannes Steel, A. M.
*Patricus Davidson, A. M.
Johannes Todd.
Samuel Donald.
Isaacus Wayne, A. M.
Gulielmus-Aston Harper.
Robertos Whitehill, e Cong. Jacobus Hasson.
Repr.
*Jacobus Irvine, A. M., M. D.
Johannes Wilson.
*Johannes Kennedy, j, Reip. Penn.
* Gulielmus Woods.
33
Cur. Sup. Jurid.
*Johannes Lyon, j.
1794.
*Thomas McClelland.
McConaughy, A. M,
Gulielmus Brown.
S.T.D., Coll. Jeff., Coll. Wash.
*Ma tthae us Bro wn, S. T. D., C oil.
Neo-Caes. et Coll. Wash. 1823;
Praeses.
LL.D. Coll. Hamilt. 1835 ; Coll. Andreas Moore.
Wash, et Jeff. Praeses.
*1852. *Johannes Nevin.
*Henricus Lyon Davis, S. T. D. Johannes Passmore.
*Georgius Reid, A. M.
Coll. Sane. Johann. Praes.
*Gulielmus-O. Sprigg.
*Alexander Dow.
Gulielmus Sterret.
David Hayes, A. M.
�24
CATALOGUS DICKINSONIENSIS.
Gulielmus Stuart.
Rogerus-Brooke Taney, j, A. M.,
LL.D. 1831, Reip. Faed. Civ.
Sec., Attorn. Prine., et Cur. Sup.
Jurid. Prine.
*Josias Williams, A. M., S. T. D.
Coll. Jeff.
Josua Williams.
Edvardus Work.
24
1797.
* Gulielmus Breden.
*Jacobus Graham.
* Thomas Grier.
*Robertus Kennedy, A. M.
*Thomas McComb.
*Moses Montgomery,
Edvinus Putnam, A. M.
Henricus-M. Ridgeley, A. M.,
Reip. Faed. Sen.
Jacobus Thompson, A. M.
9
1798.
■
*Jacobus Adair.
*Samuel Agnew, A. M., M. D. Coll.
Jeff. Med.
*Johannes-B. Alexander, j.
*Jacobus Brady, A. M.
*Andreas Buchanan.
*Levi Bull, S. T. D.
Johannes Cooper.
*Gulielmus Downey, M.D. Univ.
Penn.
Jacobus-D. Greason, A. M.
*Jacobus Gustine, A. M., M. D.
Jacobus Guthrie.
*Georgius Hayes.
*Thompson Holmes, A.M., M.D.
Univ. Penn.
*Robertus Houston. M. D.
Josua Knight.
*Amos-A. McGinley, S.T.D.
*Gulielmus-F. Mitchel.
* Alexander Monteith.
*Robertas Proudfit, A. M., S. T. D.,
Lingg. Graec. Rom. q. Prof. Coll.
Cone.
* Gulielmus Rainey.
*Thomas Stockton.
*Johannes Waugh, A. M.
*Renricus-R. Wilson, A. M.,
S. T. D., Lingg. Graec. Rom. q.
Prof.
*Johannes Wright.
*185524
1799.
*Samuel Ball.
* Alexander-H. Boyd, A. M.
Armstrong Brandon.
* Carolus Cummins, A. M., S. T. D.
Coll. Sane. Johann. 1830.
*1863—86.
Jacobus Gilleland.
Thomas Hood.
Johannes Preston.
*Stewart Williamson, A. M.
8
1800.
*Jesse Duncan.
*Georgius-D. Foulke, A.M., M.D.
Isaacus Grier.
*Johannes Hillyard.
* Georgius Stevenson.
5
1802.
Samuel Bell.
* J acobus-Rice Black, A. M., Reip.
Del. Cur. Sup. Jurid.
*Johannes Hutchinson.
* Johannes Lind, A. M.
*Johannes McClure, A. M., Tut.
Gulielmus Patterson.
�CATALOGUS DICKINSONIENSIS.
25
David Elliot, A. M., S. T. D.,
Coll. Jeff., Coll. Wash., et Acad.
Theol. Occid. Praeses.
*Johannes Fisher.
1803.
Jacobus-H. Miller, M.D. Univ.
*Alexander Boyd, A. M.
Penn., Praes. et Prof. Anat. et
*Jacobus Buchanan.
Physiol. Univ. Wash. Balt.
*Johannes-Ferguson Grier, A. M., *Franciscus Pringle.
S.T.D.
*Jacobus Pringle.
Johannes- 0 'Neil.
*Henricus Shippen, A. M.
* Jacobus Sharon.
*1843. *Jasper Slaymaker.
Johannes Williamson.
11
Crawford White.
Samuel Woods.
8
1805.
(VIII. CAL. MAI.)
1809.
*Georgius Clark, A. M.
Alexander Brackenridge, j, A. M.
*Johannes Clark, A. M.
Jacobus Buchanan, j, A.M., LL.D.
*Robertus Graham.
1842, et Coll. Rutg. 1849 et Neo*Ricardus Gustine.
Caes. 1850, e Cong. Reip. Faed.
*Johannes Hayes, A. M., Tutor,
Repr. Etiam. Sen., Apud. Caes.
Rom. etGraec. Lingg.etLitt.Prof.
Russ. Legatus., Apud. Maj. Brit.
* Georgius Stewart, A. M.
Legatus, Reipublic^e F^ederat^e
Prases.
(vn. CAL. OCT.)
*Henricus-M. Campbell, j, A. M.
*Gulielmus Barr.
*Alfredus Foster, A. M., M.D.
Georgius Buchanan, A. M.
Johannes-N-Caldwell Grier,S.T.D.
Stephanus Duncan, M. D.
Johannes-Hays Grier.
Jacobus Linn, A. M., S. T. D.
Johannes-Walker Grier, Reip.
*Alexander Mahon, j.
11
Faed. Nav. Capel.
Robertus-Smith Grier.
1806.
*Gulielmus Irwin.
Robertus Laverty.
*Jesse Magaw, M.D.
*Gulielmus Mcllvaine.
*David Pringle,
Lloyd Noland.
*Andreas-K. Russell.
Johannes Smith, A. M. et Tutor Samuel Parke.
Neo-Caes.
4 *Gulielmus Williamson.
*Jacob Zell.
15
1808.
*Johannes-W. Armor.
*Gulielmus-A. Boyd.
*Samuel-P. Duncan.
1810.
'
*Johannes-E. Grier, M. D.
Paulus-S. Pierce.
�26
CATALOGUS DICKINSONIENSIS.
*Samuel-D. Ramsey.
*Thomas-Bull Smith.
Samuel-A. Marsteller, j.
4 Carolus-F. Mayer, j, A. M.
*Jacobus McCormick.
Gulielmus-S. McPherson, j.
1811.
Robertus Patton, j.
Benjamin Collett.
*Georgius-L. Potter.
*Gulielmus Findley, j.
*Jacobus D. Riddle.
*Carolus-P. Gordon, j, A. M.
Jacobus-Sproat Green, j, A. M. Jacobus Sykes.
Neo-Caes. ibique Curat, et Juris- Jesse Taylor.
prud. Prof., Reip. Faed. Dist. Neo- *Georgius Travers.
Gulielmus-M. Worthington, A.M.
Caes. Attorn.
26
Timotheus-J. Harrison.
Johannes-A. Henderson.
1813.
*Georgius-R. Hopkins.
^Johannes Knox, S. T. D. Coll. *Jacobus-B. Beverly.
Wash.
*1858. Lenox Birckhead.
*Jacobus-S. Craft, j, A.M.
*Thomas-M. Read.
*Thomas-B. Veazey, A. M.
10 *Harmar Denny, j, e Cong. Repr.
*1852.
Jacobus-B. Finley, A. M.
1812.
*Dennis Hagan.
*Samuel Alexander, j, A. M.
Josephus-A. Maybin, j, A.M.
Addison Belt.
*Gulielmus McFarlane.
Gulielmus-B. Beverly.
*Jacol)us-G. McNeiley, A.M. Gram.
Thomas-T. Blackford, M.D. Univ.
Sch. Prim.
Penn.
*Gulielmus-D. Mercer, M. D.
*Calvinus Blythe, j, A.M., Sec. Pol. Isaacus-A. Ogden, A. M.
et Att. Gen. Reip. Penn.
*Robertus Ralston.
Johannes Brown.
Jacobus Somerville.
Colin Cooke.
Ricardus Wootton.
*Jacobus Dunlop, j, A. M.
*Gulielmus Young.
15
*Gulielmus Goldsborough, M. D.
Thomas-J. Graham.
1814.
Robertus-C. Grier, j, A.M., Tutor,
LL. D., Reip. Faed. Cur. Sup. *Samuel-D. Blackiston.
*Ephraimus-M. Blaine, M.D. Univ.
Jurid. Ads.
Penn.
Jacobus Hamilton, j, A.M.
Jacobus Brown.
Alexander-L. Hays, j, A. M.
* Johannes Carothers, M.D. Univ.
Jeremias-Furman Learning.
Penn.
Ricardus-Henricus Lee, A. M.
1826, LL. D. 1854, Rhet. Prof. *Jesse-Y. Castor.
*Gulielmus Chambers, M. D.
Coll. Wash.
�CATALOGUS DICKINSONIENSIS.
*Jeremias Chamberlain, S. T. D.
Coll. Cent., Coll. Louis, et Coll.
Oakl. Praeses.
*1850.
Josias Clapham.
*Thomas-B. Cobean, M. D. Univ.
Penn.
*Gulielmus-H. Denny, M. D. Univ.
Penn.
Festus Dickinson.
Josias Hawkins.
Johannes-J. Linton.
*Johannes-Duncan Mahon, j, A.M.
*1861.
Mardochaeus McKinney, j, A. M.
Humphredus-B. Powell.
Ricardus-R. Randolph.
Jacob Snyder.
Carolus-F. Spoering.
Gulielmus Tingle.
Johannes-F. Tyler.
*Stephanus-Duncan Walker, j, A.M.
*Jacobus S. Woods, S. T. D. *1862.
23
1815.
Franciscus-W. Brooke.
Julius Forrest.
*David-W. Huling, j.
Petrus-H. Ihrie, e Cong. Repr.
David-N. Mahon, A. M., M. D. Univ.
Penn.
Georgius-T. Martin, M. D.
*Carolus-N. McOoskry, M. D. Univ.
Penn., Reip. Faed. Exerc. Chir.
Georgius-W. Nabb.
*Alder Piper.
*Gulielmus-M. Sharp^M. D. Univ.
Penn.
Georgius Sweeny, e Cong. Repr.
Gulielmus Thomas.
David Wills.
13
27
*1816.
Georgius-C. Harrison, j.
Thomas-O. Kelly, A. M.
Johannes-E. Page.
Jacobus Smith.
Gulielmus Stuart.
Ross Wilkins, j, Reip. Faed. Cur.
Dist. Mich. Jurid.
6
1822.
*Thomas-R. Lee.
*Jacobus-Hall Mason.
2
1823.
Johannes-Holmes Agnew, A. M.,
S. T. D., Lingg. Graec. Rom. q.
Prof. Nov. Arc. et Coll. Wash,
et Univ. Mich.
Alfredus Armstrong, A. M.
* Georgius-W. Bethune, A. M., S.
T. D. 1823 et Univ. Penn., Sem.
Neo-Brun. Theol. Past. Prof.
*1862.
Ira-Condit Boice, A. M.
*Gulielmus Cahoone, A.M.
*Alexander-B. Codwise, A.M.
Gulielmus-L. Helfenstein, j, A. M.,
LL.D.
Jacobus Holmes, A. M., S. T. D.
Talbot Jones, j, A. M.,
Abrahamus-J. Labagh, A. M.
Isaacus-P. Labagh, A. M.
* Erskine Mason, A. M., S. T. D.
Coll. Columb., Eccl. Hist. Prof.
Ext. Acad. Theol. Nov. Ebor.
*1851.
*Daniel McKinley, A. M., S. T. D.
*1855.
Johannes-G. Morris, A.M., S. T. D.
Coll. Penn.
*Digby-D.-B. Smith, j, A. M.
�28
CATALOGUS DICKINSONIENSIS.
Cornelius Van Cleef, A.M.
Carolus Whitehead, A. M.
Gulielmus-H. Williams, A. M.
*Johannes-C. Young, A. M.,
S. T. D. Coll. Neo-Oses. 1839, Coll.
Cent. Ky. Praeses.
*1857.
19
1824.
Gulielmus Annan, S. T. D.
*Johannes-E. Annan, A. M. Math.
Prof. Univ. Miami.
*1826.
Samuel Boyd, M. D. Coll. Med.
Nov. Ebor.
Robertus Bridges, A. M., M. B.
Univ. Penn., Coll. Pharm. Phil.
Ohim. Prof.
Gulielmus-Porter Cochran, A. M.
*Jacobus Culbertson, A.M., M.D.
Univ. Penn.
*1857.
Johannes-M. Dickey, A.M., S.T.D.
Johannes-R.-W. Dunbar, A. M.,
M. D. Univ. Penn., Anat. et
Chirur. Prof. Univ. Wash. Balt.
David Eyster, A. M.
Jacobus Knox, A. M.
*Robertus-P. Lee, A. M.
*Carolus McClure, j, A. M., e
Cong. Repr.
Samuel-A. McCosery, A.M., S.
T. D. Coll. Oolumb., Eccl. Episc.
Dios. Mich. Episcopus.
Isaacus Mcllvaine, A. M.
Samuel Montgomery, A. M.
Gulielmus-B. Norris, j, A. M.
*Jacobus Nourse, A. M.
*1855.
Andreas Parker, j, A. M., e Cong.
Repr.
*Matthceus-B. Patterson, A. M.
*Matthaeus-V. L. Ramsey.
Samuel Smith, A. M.
*Paris Spohn, A.M.
Henricus-M. Watts, j, A.M.
Moses Williamson, A. M.
24
1825.
Johannes-W. Campbell, j, A.M.
Johannes Chamberlain, A.M.
*Johannes-T.-Marshall Davie,
A.M.
*1852.
Pelatias-W. Gordon, A. M.
Gulielmus-H. Gray, A. M.
Josephus-G. Gray, A.M., M.D.
Univ. Penn.
Henricus Haverstick, A. M.
Mattliceus-H. Henderson, A. M.
Samuel-Buthford Huston, A. M., in
Graec. Mission.
Gulielmus-H. Kurtz, j, A. M., e
Cong. Repr.
Georgius-A. Lyon, A. M., S. T. D.
Samuel Maclay, A. M., M. D. Univ.
Penn.
Alexander Macbeth, j, A. M.
Johannes-W. McCulloch, A.M.
Gulielmus-B. Mcllvaine, A. M.
Johannes-C. Reynolds, A. M.
*Nicholas-G. Sharretts, A. M.
Robertus-E. Taylor, A. M.
*Georgius-S. Whitehill, A.M.
Thomas Williams, in Cong. Repr.
20
1826.
Henricus-Ludovicus Baugher,
A.M., S.T.D. 1848, Ling, et Litt.
Graec. Prof. Coll. Penn, et nune
ejusd. Praes.
*Georgius-W. Buchanan, j, A. M.,
Reip. Faed. Dist. Occid. Penn.
Attorn.
Thomas-L. Cathcart, A. M.
�CATALOGUS DICKINSONIENSIS.
Thomas Craighead, A. M.
Ludovicus Eichelberger, A. M., S.
T. D.
Gulielmus-W. Gerhard, A.M., M.D.
Univ. Penn, ibique Prof.
*Adamus Gilchrist, A. M.
*1861.
Gulielmus-N. Johnston, A.M.
*Robertus-J. Poulson, A.M. *1862.
9
' 1827.
*Ricardus Armstrong, A. M., in
Sand. Inss. Mission, et Instruc.
Pub. Min.
1 Jacobus-M. Campbell, j, A. M.
*Daniel Denny, A. M.
*Petrus-H. Engle, A. M.
Sidneius-Georgius Fisher, j, A.M.
Jacobus-Hutchison Graham, j,
A.M., LL.D. 1862, Jurisp. Prof.
*Alexander Gwin, j, A. M.
*Lorenzo-N. Henderson, A. M.
Augustus-F. Hinsch, A. M.
Jacobus-M. Hopkins, A.M.
Johannes-M. Krebs, Gram. Sch.
Prim., A.M., S.T.D. 1841.
Samuel-M. Magraw, A. M.
Josephus Mahon, A. M. et Coll.
Jeff., Gr. Sch. Prine.
*Gulielmus-B. McClure, j, A. M.
*Jacobus-X. McLanahan, j, A. M.,
e Cong. Repr.
*1862.
Gulielmus-V. Neill, A. M.
Gulielmus-M. Nevin, A. M. Ling.
Lat. Prof. Fran, et Mar. Coll.
Johannes-H. Price, j, A. M.
Daniel-M. Smyser, j, A.M.
Matthaeus Spencer, A. M.
*Alexander-M.tSterritt, j, A.M.
Franciscos West, A. M., M. D.
Univ. Penn.
22
29
1828.
*Jacobus-G. Brackenridge, A. M.
Madison Brown, j, Faed. Cur. Jurid.
Ter. Neb.
*Robertus Bryson, A. M.
-Eefoardus-Pountj Buchanan,KM.
*Jacobus Burnside, j, A.M. *1861.
Gulielmvs-H. Campbell, A. M.,
S.T.D., Sem. Theol. Neo-Brun.
Heb. Prof., Coll. Rutg. Praes.
Thomas Creigli, A. M., S. T. D.
Robertus Davidson, A. M.,
S.T.D., Univ. Tenn. Praes.
*Benjamin Gerhard, j, A. M.
*Johannes-A. Gray.
Augustus-Otto Hiester, j, A. M.
*Johannes-C. Jenkins, A.M., M.D.
Univ. Penn.
Jacobus-Miller McKim, A.M.
Josephus-C. Neid6, A. M.
Benjamin Patton, j, A. M. e
Cong. Repr.
Samuel Pollock, M.D. Univ. Penn.
*Edvardus Ritchie.
*Baker-J. Ross.
*Gulielmus-J. Thompson, A.M.
Jacobus Vanhorn, A.M.
Nathan-G. White, A. M.
21
1829.
David Agnew.
Johannes-R. Agnew.
Robertus Birch, A.M. Yal.
*Jacobus-Hall Bready, A. M.
Josephus Briggs.
Andreas-B. Buchanan.
Thomas-K. Bull, A. M.
*Thomas-A. Carothers.
Jacobus-K. Davidson, M.D. Univ.
Penn.
�30
CATALOGUS DICKINSONIENSIS.
Gulielmus-H. Davis.
Thomas Forster.
Ludovicus-W. Foulke, M. D. Univ.
Mar., A. M.
*Carolus-Franciscus Himes.
Gulielmus-J. Holmes, M. D. Univ.
Penn.
Edvardus C. Humes.
Johannes-A. Inglis.
*Cyrus-H. Jacobs.
*1836.
*Jacobus-Franciscus Latta, M. D.
Univ. Penn.
*1862.
*Edvardus-J. Lowrey.
Samuel McCulloch.
Johannes-C. McKinney.
Robertus McClelland, Reip.Mich.
Gub., Reip. Fsed.. Sec. Int.
Gulielmus-S. McPherson, A. M.,
M. D. Univ. Penn.
Philippus-N. Meade.
Hiester-Henricus Muhlenberg,
1831.
*Jacobus-W. Bell.
Gulielmus-Steel Bishop, A. M.
*Gulielmus-S. Frisby.
Thomas-Bently Jacobs.
*Armstrong McGinnis.
5
1837.
Gulielmus-M. Baird, j, A.M.
Thomas Bowman, A.M., S.T.D.
Ohio Wes. Univ. 1853, Univ.
Asciburg. Prseses.
Edvardus-Anderson Lesley, j, A. M.
Josua-Albertus Massey, A. M.
*Gulielmus-Brown Parker, A. M.
*1862.
Joshua Sweet, A. M., S. T. D. alibi.
*Johannes Zug, Tutor, A. M.,
LL. B. 1840.
7
M. D. Univ. Penn., A. M.
1838.
Gulielmus-F. Nelson.
Benjamin-M. Nyce.
Albertus-Brown Clark.
Jacobus-O. Palmer.
Carolus Denison, j, in Cong. Repr.
Johannes-B. Patterson.
Georgius-Purnell Fisher, j, Att.
Jacobus-A. Slaymaker.
Gen. et Sec. Pol. Reip. Del., e
*Johannes-Christian Spayd, M.D.
Cong. Repr., Feed. Cur. Dam.
Univ. Penn.
J urid.
Isaacus Van Bibber.
32 *Edvardus-Emilius Leclerc, j.
Benjamin-Addison Massey.
Thomas-Verner Moore, A.M. Tu
1830.
tor, S. T. D. 1853.
Carolus-Wesley Pitman, j, e
Henricus Aurand, A. M.
Cong. Repr.
*Jacobus Bell.
Alfredus Creigh, j, A.M., LL.D. Josephus-Clubine Rhodes, j, A. M.
Amos Slaymaker, j.
Univ. Kent. 1862.
Jacobus-R. Irvine, A. M., M. D. Jacobus-McFarlane Thompson,
M. D. Univ. Penn.
Univ. Penn.
Gulielmus-Smith Waters, Tutor,
Johannes-L. McKim.
A. M., LL. B. 1842.
Johannes Owens.
6
�31
CATALOGUS DICKINSONIENSIS.
Georgius-Alexander Coffey, j, A.M.,
Gulielmus-Ryland Woodward,
Reip. Faed. Att. Ori. Dist. Penn.
LL. B. Harv. 1842.
Johannes-Armstrong Wright. 13 Georgius-Ricardus Crooks, A. M.,
S.T. D. 1857.
* Georgius-Bowman Denison, A.M.
1839.
*Uenricus-Mandeville Denison,
A.M.
Samuel Baird, A. M.
Daniel-Elzey-Moore Bates, j, A.M. David-G. Eshleman, j, A. M.
Jacobus-Dundas Biddle, A. M.
Samuel-Georgius Hare, A.M.
Gulielmus-Henricus Butler, A. M. Samuel-Alexander Harrison, A. M.,
Carolus-Manning-Force Deems,
M. D. Univ. Penn.
A. M.,S.T. D. Coll. R. M. et Prof. Ricardus-Beale McAllister, j, A.M.
Jacobus-Gilbreath Hamilton, A.M. *Henricus-Augustus Muhlen
Jacobus-Alfredus Inness, A. M.
berg, A.M., e Cong. Repr. *1854.
* Gulielmus Lyon, A. M.
*1862. Carolus O’Neill, j, A.M., in Cong.
Johannes Lyon, A. M.
Repr.
Arthurus- Wellington Milby, A. M. Johannes Phillips, A. M.
Johannes-Proctor Officer, A. M. Johannes-Mansfield Sims, A.M.
Abrahamus-Herr Smith, j, A. M.
1857.
Gulielmus-Fletcher Roe, j, A. M. Jacobus-Norton Temple, A. M.
19
1855, Lingg. Ant. Shelb. Coll., Jacobus Wallace, j, A. M.
Lingg. Ant. et Log. et Metaphys.
Mand. Coll., Lingg. Rec. El.
Fem. Coll. Prof.
Jacobus-Brown Scouller, A.M.
Lemuel Todd, j, A.M., e Cong.
Repr.
*Gulielmus Toy, A. M.
*Georgius-Ross Veazey, j, A.M.
Thomas Wright, j, A. M.
17
1840.
Clemens-Edvinus Babb, A. M.
Edmundus-Burke Babb, A. M.
Spencer-Fullerton Baird, A. M.,
M. D., D. P. S. 1856, Chim. et
Phil. Nat. Prof., Smith. Inst.
Sec. Adj.
Johannes-Franciscus Bird, A. M.,
M. D. Univ. Penn.
1841.
Carolus-Josephus Baker, A. M.
Benjamin-FranklinBrooke, A. M.
David-Evans Bruner, A. M.
Georgius-Griffin Butler, A M.
Gulielmus-Brown Carr, A. M., Coll.
Rand. Mac. Lingg. Ant. Prof.
Georgius-David Cummins, A. M.,
S. T. D. Coll. Neo. Caes. 1857.
Albertus-Troup Emory, j.
Henricus-BakerHarnsburger, A.M.
Georgius-Washington Knox, j,
A.M.
Jacobus Lesley, A. M.
Ricardus-Van-Boskick Lincoln,
A. M.
Thomas-Edvinus Massey, A. M.
*Benjamin-Morsell McConkey,
A.M.
*
�32
CATALOGUS DICKINSONIENSIS.
Carson-Courtland Moore, j.
Banister-Gibson Peacock, A. M.
Johannes-Henricus Reed, A. M.
Wilson-Lee Spottswood, A. M.
Johannes-Keagy Stayman, A.M.,
Lingg. Lat. et Gal. Prof.
Gulielmus-Henricus Stewart, j.
Edvardus Stout, A. M.
Carolus-Henricus Tilghman.
Augustus-Baker Tizzard, A. M.
Gulielmus-Ryland White, A. M.
23
Robertus McPherson.
Robertus-Henricus Pattison, A. M.
Jonas-Johannes Potts, A. M.
Josias Snow, A. M.
Gulielmus-Lebbeus Whitney, j,
A.M.
Leonardus Woodward, A. M.
Gulielmus-Smith Young.
14
1844.
Grafton-Marsh Bosley, A.M., M.D.
Johannes-Davis Boswell, A.M.
Henricus-Donnell, j.
1842.
Jacobus-Morrill Follansbee, A.M.
Alexander-Blain Anderson, j, A. M.
Univ. Soule Prof.
Johannes-Summerfield Battee,
*Johannes-Stansbury Gorsuch,
M.D.
A. M.
*1852—29.
Ricardus-Ridgely Battee, j, A. M.
* Gulielmus-Armstrong Graham,
Perry-Gardner Buckingham.
A. M.
*1857—33.
Jonathan-E. Bulkley, A. M.
Ebenezer-Denny Harding, A. M.
Gulielmus-Rufus Creery, A. M.
Diego-Johannes-Miller Loop, A. M.
Archer-Gifford Miller.
Perley-Ray Lovejoy, A. M. Univ.
*Robertus-Frazer Morris.
Newt. Prof.
Johannes-Ricardus Pattison, A.M.
Josephus-Henricus Martin, A.M.
*Thomas-W.-P. Rider, M.D.
Georgius-Hankins McCabe, j, A.M.
Carolus-P. Wilkins, A. M.
Alfredus-Brunson McCalmont, j.
Benjamin-F. Wright.
12
IsaiasWillis McCord, A.M.
Thomas-Brown Parker, j, A. M.
Gulielmus-M. Penrose, j.
1843.
Samuel-Jacobus Powell.
Ricardus-Hughlett Bryan, A. M.
OtisSenricus Tiffany, A.M., S. T.
Joliannes-Franciscus Chaplain,
D. 1858, Math. Prof.
17
A.M.
Isaac Dillon, A. M.
1845.
Johannes-Lyttleton Harmanson,
Gulielmus-Donland Agnew.
M.D.
Warren Holden, A. M. 1861, Coll. *Johannes-Ha.ys Blair.
Johannes Carson,-j, A. M.
Gir. Math. Prof.
Robertus-Alexander Lamberton, j, Jacobus-Wallace Duncan, j.
A.M.
Josephus Dysart, A.M.
Jacobus R. Finch, A. M.
Washington Lee, j, A. M.
�CATALOGUS DICKINSONIENSIS.
*Georgius-Willis Foulke, A. M.,
M.D.
*Jacobus-Biddle Gordon, j, A.M.
Johannes Gracy.
Samuel-Henricus Griffith, A. M.
Robertus-Miller Henderson, j,
A. M.
David Knox.
Robertus-Samuel Maclay, A. M.,
Miss, in Chin.
*Johannes McClure.
Josephus Benson McEnally,j, A.M.
*Johannes-Horace Stevens, A. M.
*1860.
Carolus-Henderson Stinson, j.
Isaac-Newton Urner, A.M. 1855,
Coll. Miss. Praeses.
18
1846.
Johannes-Davenport BtackweU,
A. M.
Gulielmus-Plummer Bird, A. M.,
M. D. Univ. Md.
Carolus-Mifflin Boyd, A. M.
*Carolus-Henricus Brown, A. M.
Stephanus-Tilton Brown, A. M.
Robertus-Laurenson Dashiel,ANL
*J acobus-Andreas Devinney, A.M.,
Gram. Sch. Prim.
*1852—32.
Alexander-Severus Gibbons, A. M.
Carolus Hall.
J ohannes-Gulielmus-Fletcher
Hank, M. D. Univ. Penn., A. M.
1859.
*Jacob-Brandt Keller, A. M.
Johannes-Roberts Kennaday, j,
A.M.
Ricardus-Alexander-F. Penrose,
A. M., M. D., Obst. Univ. Penn.
Prof.
Johannes-Arthur Phelps.
3
33
Alfredus-Gulielmus Sims.
*Beverly-Roberts Waugh, A. M.
*1861—38.
16
1847.
Carolus-Wesleius Carrigan, j.
Wesleius Cochran, A. M.
*Gulielmus Field,j, A.M.
Josephus-Lord Gates.
Norman Hall.
Jehu-Newman Hank, Huntsv. Fem.
Coll. Prof, et vice Praes.
Johannes-Lemon Harper.
*Samuel Levis.
DeWitt-Clinton Lloyd, j, A. M.
Jacobus-Andreas McCauley, A. M.
Carolus-Jacobus-Thompson McIn
tire, j, A. M.
Johannes Mitchel Robinson, j.
Moses Walton, j.
Edvinus-Hanson Webstee, A. M.
in Cong. Repr.
Samuel-C. Wingard, j.
15
1848.
Thomas-Montgomery Biddle, A. M.
Gulielmus-Laws Boswell, A. M.,
Nov. Arc. Coll, et Gen. Coll.
Lingg'. Graec. et. Lat. Prof.,
Math., Lingg. Graec. et Germ.
Prof.
Johannes-Neff Coombs, A. M. 1851.
JOHANNES-AnDEEAS JACKSON CrESwell, j, A.M. 1851, in Cong.
Repr.
Henricus-Clay Dallam, j.
Gulielmus Daniel, j, A. M.
Johannes Summerfield Deale, A.M.
Johannes Greenbank.
*Jacobus-Bernardus Hank.
�34
CATALOGUS DICKINSONIENSIS.
Garrick-Mallery Harding, j.
Henricus-Martyn Harman, A. M.
J ohannes-Wesleius Heisley, j, A. M.
Gulielmus Ing, A. M.
*Carolus-Gulielmus Keesee, A. M.
Franciscus-Alexander Macartney,
j, A.M.
Jacobus-Gulielmus Marshall, A. MLingg. antiq., Lingg. Lat. et Gall.
Prof.
Benardus-Harrison Nadal, A. M.
Hon. Caus. Eod. An., S. T. D.
1857, Univ. Asciburg. Phil, et
Rhet. Prof.
Jacobus-Gulielmus Nicholls.
Elijah-Barrett Prettyman, A. M.
1853.
Samuel-Aaron Rawlings, j, A. M.
Jacobus-Groves Sewell.
Benjamin-Franklin Snow, A. M.,
Ill. Wes. Univ. Ling. Lat. Prof.
Thomas-Snowden Thomas, A. M.
Johannes Wilson, A. M. Wes. Fem.
Coll. Praeses.
Henricus-Merryman Wilson, A.M.,
M.D.
Johannes-Ogden Winner, A. M.
Archib aldus-Wesleius Wright,
A.M., M. D.
Carolus-Bedford Young, A-. M. 28
Samuel-Alexander Graham, j, A. M.
Thomas-Talbot Hutchins, j, A. M.
Johannes-Jeremias Jacob, A. M.
1854.
Johannes-Henricus Kauffman.
Georgius-DeBonneville Keim, j.
Caleb-Burwell-Rowan Kennerly,
A.M.
Nathaniel-T.-C. Lupton, A. M.
Johannes-Gulielmus Medairy, j,
A.M.
Marcus-Junius Parrot, j, e Cong.
Deleg. e Terr. Kans.
Henricus-Bascom Ridgaway,A.M.
Henricus-Gere Smith.
Jacobus-Henricus Thomas, A. M.,
M. D.
Georgius-Washington Waesche.
Johannes-Henricus Watters, M. D.,
Sane. Lud. Med. Coll. Phys, et
Med. Jurisp. Prof.
21
1850.
Flavel-Clingan Barber, A. M. 1854.
Jesse-Gulielmus Barrett, A.M. 1859.
*Josua-Soule Bowman, j.
*1853Jacohus-McHenry Caldwell, A. M.
Benjamin-Davenport Chenoweth, j.
Josephus-Conner Collinson, A.M.
Jacobus-Basil Duke.
1849.
Gulielmus-Thomas Gough.
Alexander-McNutt Hamilton.
Alfredus-Augustus-Heno Ames,
Arminius-Summerfield Hank.
A.M., M.D.
Jonathan-Perrv Harrison, A. M.
Chapman-Vinson Brooks.
Ricardus-Gassaway Chaney, A.M. Samuel-Dickinson Hillman, A. M.
1851 lion, caus., Gram. Sch. Prim.,
Gulielmus-Daniel Conn, j.
Moncure-Daniel Conway, re. M
Math. Prof.
Gulielmus-Jacobus Hiss, A. M.
Johannes-Redman Coxe, j, A. M.
Phil-Moore Leakin.
Georgius Duffield, A. M.
�CATALOGUS DICKINSONIENSIS.
Gulielmus-Jacobvs Maclay,
A.M. 1854, Univ. Pacif. Praes.
Johannes-Gideon Markle.
Arcliibaldus-Gifford Marlatt,
A.M. Univ. Wes., Irv. Fem.
Coll. Praes.
Samuel-Ricardus Peale, j.
Samuel-Henricus Reynolds, A. M.
Granville-Ross Rider.
Ricardus-DQrsey Sellman.
Ludovicus-Griffith Sparrow, M.D.
Dugald Thompson.
Carolus-Comfort-Tiffany, A. M.
Gulielmus- Van-Bergan Tudor,
A.M.
Simpson-Talbot Van-Sant, j, A. M.
Gulielmus-Carlile Wilson, A. M.,
Nat. Sci. Prof.
27
35
1852.
Henricus Anderson, M. D.
Jacobus-Taylor Carlile.
Theodorus-M. Carson.
Thomas-Green Chattie, M. D.
Georgius-Jacobus Conner, A. M.,
1860.
Reuben-B. Dietrick, A. M.
Gulielmus-Lutherus Haller.
Ulysses Hobbs, j. A.M.
Christianus-Philippus Humrich, j.
Carolus-Brown Lore, j.
*Jethro-Gorsuch Lynch, M. D.
Thomas-Lyttle ton Lyon, A. M.
Johannes McCarty.
*Theophilus-Norman McCeney, j.
*Samuel-H. Peach, j.
Jonathan-Knowles Peck, A.M.
1861.
'
1851.
Ralph Pierce, A. M., Miss, ad Ind.
Johannes-Maxwell Bailey, A. M.
Thomas Sherlock, A. M.
Georgius-Ricardus Bibb.
Gulielmus-Andreas Snively, A. M.
Johannes-Price Clark, A.M. 1858. Johannes Weller, j, A. M.
Georgius-Banghart Day, A. M.
Josephus-Blake Wilson.
21
Israel-Smyser Diehl, A. M. 1856.
Decius-Wadsworth Edmonston,
1853.
A.M.
Gulielmus-Henricus Engel, A. M. Johannes-Wesleius Awl, j, A. M.,
Jacobus-Munroe Kimberlin, Univ.
1857.
Pacf. Lingg. Antiq. Prof.
Johannes-Emory Clawson, A. M.,
Georgius-Henricus Lowe.
M.D.
Gulielmus-Bumgardner McGilvray, *Jonathan-Jacobus Melson, A. M.
A.M.
*1858—25.
Amos-Forry Musselman, Tutor, j, Gulielmus-Cyrus Rheem, j, A. M.
Agib Ricketts, j, A. M.
A.M.
Philippus Myers, j, A. M.
Albertus Ritchie, j, A. M.
Daniel-F. Rohrer.
Caleb-Sipple Pennewill.
Gulielmus-Carolus-F. Reed, A. M. Augustus Marion Sawyer, j, A. M.
Martin-Thomas Rohrer.
Edmundus-Bayley Seymour, j, A.M.
Jacobus-Sewall Thomas
16 Jacobus-Mitchell Shearer, A. M.,
M. D.
io
�36
CATALOGUS DICKINSONIENSIS.
1854.
Carolus-Franciscus Himes, A.M.,
Univ. Troj. Math. Prof.
Nathaniel-Garland Keirle, M. D.,
A. M. 1863.
Josias-Forrest Kennedy, A. M.,
M. D. Univ. Penn., Reip. Fsed.
exerc. Chir.
Joliannes-Moore Leonard, A. M„,
Univ. Orient. Tenn. Lingg. Re
cent. Prof.
Sewell-Taylor Milbourne, j, A.M.
Johannes-A. Munroe, A. M.
Georgius-Philippus Rhinehart.
Augustus-S. Sassaman, A. M.
Henricus-Robinson Torbert, j, A.M.
Johannes-Southgate Tucker, A. M.
1860, Univ. Misso. Prof.
Jacobus-Douglass Wade.
Henricus-Young Weems.
Archibaldus-Georgius Wilson.
Thomas Wilson, A. M.
23
Benjamin Arbogast, A. M.
Gulielmus-Jacob us Bowdle, A.M.,
M.D.
Noah Bowlus, j.
*Samuel-Gulielmus Emory, j, A. M.
*1862—29.
Nehemiah Fountain.
Georgius-Tankard Garrison, A. M.
Asher-Davidson Gibson.
Otis Gibson, A. M. 1860, Miss,
in Chin.
Ferdinandus-Jacobus-Samuel Gorgas, A. M.
Gulielmus-Duffield Halbert, j.
Johannes-Loren Heysinger, A. M.
Johannes-Fletcher Hurst, A. M.
1858.
Johannes Peach, M.D.
Josephus-Benson Perrie, A. M.
Henricus-Hamilton Pfeiffer.
Jacobus-Fowler Rusling, j, A. M.
1856.
Alfredus-Christopher Stone.
David-Harrison Walton.
*Gulielmus-R. Aldred, A. M.
Marcus White, A. M.
20
*1862—33.
Rignal-W. Baldwin, j.
Isaacus-D. Clark, A. M.
Marvinus-Emory Clark, j, A. M.
1855.
Samuel-Middleton Dickson, A.M.
-Noel Eccleston.
E.
Gulielmus-Tell Barnitz, A. M.
Johannes-Calhoun Gilmore, A. M.
Jacobus-Hervey Barton, A. M.
Gulielmus-W. Harnsberger.
Shadrach-Leacock Bowman.
Andreas-Hemphill Dill, j, A. M. Jacobus-Edvardus-D. Jester.
Jacobus-Pede Marshall, A. M.
1859.
Gulielmus-Henricus Eckels, j, A.M. Gulielmus-M. Parsons, A. M.
Johannes-Robertus Effinger, A. M. Jacobus-F. Purvis, A. M.
1859.
Adamus-F. Townsend, A. M.
Jacobus-W. Troxel, A.M.
Thompson-Prettyman Ege, A. M.
Gulielmus-B. Walston.
Ludovicus-McKendree Griffith.
*Cyrus-Franklinus Gulden. *1357—27. Jacobus-D. Waters.
�OATALOGUS DICKINSONIENSIS.
1857.
Cornelius-Fletcher Barnes, A. M.
1862.
Gustavus-Claggett Bird.
Gulielmus- W. Brim, A. M.
Daniel-S. Burns, A. M.
Thomas-Nelson Conrad, A. M.
Georgius-W. D. Davis, A.M.
O.-Irving Ditty, j.
Gulielmus-H. Effinger, j.
Franciscus-S. Findlay.
Valentinus Friese, A.M.
Edvinus-Lycurgus Griffith.
Johannes Hays, j.
*Owen Johnson.
*1858—22.
Samuel-J. Jones, A.M., M.D. Univ.
Penn., Reip. Faed. Nav. Chir.
Georgius-B. Keen.
Gulielmus-Fletcher Perrie, A.M.
Benjamin-Franklin Pursel, j.
Josephus-Culbertson Snively.
Andreas-Jackson Wilcox, j.
19
1858.
Josephus-Benson Akers, A. M.
Robertus-Newton Baer.
Silas-Benson Best, A. M.
Jacobus-Iverson Boswell.
Josephus-E. Broadwater.
Johannes-C. Brooking, A. M.
Samuel-Cushman Caldwell, j.
Thomas Care.
Daniel-Mountjoy Cloud.
Philippus-W. Downes, j.
Jacobus-Kent Dukes.
Robertus-Newton Earhart.
Daniel-Webster Friese.
Gulielmus-Henricus Getzendaner,j.
Marcus-Lucius Gordon.
Henricus-Dorsey Gough.
16
37
Thomas-Morris Griffith, A. M.
Gulielmus-Hamilton Griffith, A. M.
*Samuel-O. Hopkins, A.M., M.D.
*1862—27.
*Jennings-Marion- Clarke Hulsey,
*1862—28.
Horatio-Collins King, j, A.M. 1863.
Johannes-Henricus Leas, A. M.
Benjamin- Crispinus Lippincott,
A. M.
Joshua Allen Lippincott, A.M.
Carolus-E. Maglaughlin, j.
Henricus Marriott, M. D. Univ.
Penn.
Johannes-H. Martin, M.D.
Samuel-M. McPherson, M. D. Univ.
Penn.
Alfredus - Foster Mullin, A. M.,
Gram. Sch. Prine.
Thomas-Sargent Reese, A. M.
Albertus-H. Slape, j.
Gulielmus-Jacobus Stevenson.
Gulielmus- Theophilus-Lofthouse
Weech.
Johannes-J. White.
Josephus-P. Wright, A. M., M.D.,
Reip. Feed. Mil. Chir.
35
1859.
Daniel-A. Beckley.
Jeremias-Howard Beckwith, A. M.
1863.
Gulielmus-Emory-Fisk Deal, A. M.
*Zebulon Dyer.
*1862—25.
Alexander-Hemphill Ege, A. M.
David-Clarke John.
Georgius-Whitefield John, Univ.
Asciburg. Lingg. Recent. Prof.
Samuel-L. Lupton, A. M. 1863.
*Gulielmus-Wallace Merrick.
*1862—24.
�38
CATALOGUS DIOKINSONIENSIS.
Isaacus-Brown Parker, A. M.
Thomas-Sargent Parker, j, A.M.
1863.
Jacobus-J. Patterson.
Clayton-O. Penuel.
Jacobus-Alexander-Ventress Pue.
Duke Slavens.
David D. Stone.
Joshua-Dorsius Warfield.
David-Stone Woods.
Johannes-Wesleius Wright.
Georgius-Henricus Zimmerman,
A.M.
20
Petrus-H. Whisner.
Seth-Hart Yocum.
24
1861.
Jacobus-Glasgow Archer.
Jacobus Barton, j.
Henricus-Clay Cheston, A. M.
1863, Gr. Sch. Prim.
Carolus-Henricus Gere.
Elbridge-Hoffman Gerry, M. D.
Gulielmus-Franciscus Godwin,
M.D.
Henricus-Harrison Gregg.
Levi Haverstick.
Gulielmus-Henricus Maxwell.
Johannes-Edvardus McCahan.
1860.
Thomas-Jefferson McOants.
*Henricus-Stoner Munroe. *1861—24.
Henricus- Winslow Abbott.
Benjamin-Franklin Ball.
Carolus-Wesleius Neff.
Georgius Baylor.
Franciscus-Benjamin Sellers.
Philippus-A.-H. Brown.
Carolus-R. Snyder.
David-B. Bruner, A.M.
Johannes-Brown Storm.
*Gulielmus-Laws Cannon. *1863—24. Gulielmus-Henricus Zimmerman.
Georgius-B. Creamer.
17
Jacobus-L. Crook.
Hugo-A. Curran.
1862.
Merritt Eckman.
Jacobus-Valentinus Gotwaltz.
Johannes-Horatius Buckner.
Johannes-H. Grabill.
Thomas-Morris Chaney.
Thomas-Morris Gunn, A.M.
Wilmer Coffman.
Carolus Heydrick.
Gulielmus-Oliver Cornman.
Amos-Preston Gilbert.
Olarentius-G. Jackson, j.
Johannes-Weslieus Landis, j, A. M. Martinus-Christianus Herman.
Josephus-Benson Parker, A.M.,
Jacobus-Henricus Loomis.
M. D., Reip. Feed. Nav. Chir.
Daniel-Webster McCurdy.
Jacobus-W. Sanders.
Isaacus McCurley.
Georgius-Troxel Motter.
Rufus-Edmondus Shapley, j.
Gulielmus-Miller Ogilby.
J.-Lester Shipley.
Alfredus-Newton Weir.
Ricardus-Southron Shreve.
Gulielmus-Princeton Willey.
13
Johannes-S. Stamm.
�CATALOGUS DICKINSONIENSIS.
1863.
39
1864.
ADSECTURI GRADUM ANNO CURRENTE.
Gulielmus-Reed Cisna.
Asburius-Jones Clarke.
Gulielmus-Daily Clayton.
Georgius-Nathaniel Glover.
Johannes-Criswell Graham.
Jacobus Hart.
Henricus-Francis Isett.
Thomas-Baltzell Long.
Leander Makely.
Gulielmus-Leander McDowell.
Ben-Pulaski McIntyre.
Edvinus-Franklinus Pitcher.
Henricus-Clay Speake.
Augustinus Bierbower.
Sebastianus Brown.
Albertus-Tayler Canfield.
Jacobus-Smith Elliott.
Gulielmus Hamilton.
Johannes Hood.
Henricus-Quincy Keyworth.
Gulielmus-David Luckenbach.
Moses-Allen Points.
Niles-Harrison Shearer.
Gulielmus-Sylvanus Smith.
Theodorus-Tyler Wing.
13
Josephus-B. Zeigler.
12
�CATA10GUS
LEGUM BACCALAUREORUM,
QUI SINGULIS ANNIS PRO MERITO LAUREATI SUNT.
Jacobus-H. Bull.
Jonathan-K. Cooper, A.B. Coll.
J.-N. McAllister.
Jeff.
Gulielmus-P. Orbison, A. B. Coll.
Jonathan-K earsley Henderson,
Jeff.
A. B. Coll. Jeff.
1836.
Jacobus-M. Johnson.
Jacobus-H. Carter.
Gulielmus-C. Lawson.
Hiatt-P. Hepburn.
Alexander Ramsey.
Hugo-W. Reynolds, A. B. Coll.
1837.
Jeff.
A.-Adams Anderson, A. B. Coll.
Thomas-C. Sharp.
Jeff.
Nathan-B. Smithers, A. B. Coll.
Andreas-Gregg Curtin, Reip.
La Fay.
Penn. Gub.
Gulielmus-M. Stewart, A.B. tloll.
Robertus-A. McMurtrie, A.B. Coll.
Jeff.
Jeff.
Johannes Zug, A. B. 1837.
Alfredus Nevin, A. B. Coll. Jeff.
1834, S. T. D. Coll. Laf. 1858.
1835.
1841.
Gulielmus-Smith Waters, A. B.
1838.
1838.
-E. Bailey, A. B. Coll. Jeff.
F.
Edgar-B. Wakeman, A. M.
F.-W. Hughes.
*1862.
Johannes-Jacob Myers,
M. D. *Gulielmus-B. Knox.
Univ. Wash. Balt.
1839.
1842.
Thomas Wright.
Carroll Spense.
Josephus-S. Dillenger.
Jacobus-M. Duncan, A.B. Coll.
Neo-Ctees.
1843.
Johannes-Brown Parker, A. B.
Gulielmus-H. Lamberton.
Univ. Penn.
1840.
*J.-Ellis Bonham.
Johannes Breitenback.
1846.
Henricus-Edgar Keene.
Johannes-Penn Brooke.
�LAUREATI
QUI ALIBI INSTITUTI FUERUNT VEL APUD NOS GRADU
HONORARIO SUNT DONATI.
1810.
1789.
*Robertus Cunningham, A. B.
*Alexander-W. Martin, A.B.
1790.
2
*Jacobus McCormick, Math, et
Phil. Nat. Prof., A. M.
1814.
*Nathaniel-R. Snowden, Coll. Neo. *Gulielmus Watson, A.M.
Caes. 1787, A. M., Curat. *1850.
1816.
1792.
Samuel-Brown Wylie, Prof. Heb.
Graec. et Rom. Lingg. Univ.
. *Robertus Cooper, Coll. Neo. Caes.
Penn., S.T.D.
1763, S.T.D.
*1797.
*Johannes King, S.T.D.
1823.
*Jacobus McCormick, Tut. A. B.,
1810 A. M., Math, et Phil. Nat. *Adamus Hays, A.M., M.D. Univ.
Penn.
Prof.
*Phtlippus Lindsly, Neo. Caes.
*Samuel-Eusebius Maccorkle, Coll.
1804 et A. M. ibique Tut. Lingg.
Neo. Caes. 1772, S.T.D. *isn.
Prof, et Vice-Praes., S. T. D.,
Jacobus Waddell, S.T. D.
5
Univ. Nash. Prteses., in Acad.
Theol. Nov. Alb. Jud. Archaeol.
1800.
Bibl. et Polit. Eccl. Prof. *1855.
Robertus Black, S. T. D.
2
1806.
1824.
Paulus Immel Hettick, A. M.
* Thomas Scott, S.T.D.
1808.
Jacobus-R. Butler, A. B.
1826.
Johannes Buchanan, LL. D., Cur.
Sup. Reip. Md. Jurid. Prine.
�42
CATALOGUS DICKINSONIENSIS.
Thomas Duncan, LL.D., Cur. Sup.
Reip. Penn. Jurid.
Ricardus-Henricus Lee, 1812, A.M.
*Jacobus McGraw, S. T. D.
Gulielmus Paxton, S. T. D.
*Johannes Sargeant, Neo. Caes.
1795 et A.M., LL.D, et Cone.
1822 et Harv. 1844, e Cong.
Repr., ad Panam. Conv. Amer.
Legatus.
*1852.
6
1827.
1831. •
*Jacobus-C. Biddle, A. M.
Alexander McLeod, A. M.
Jacobus Schoonmaker, S. T. D.
Rogerus Brooke Taney, 1796,
LL.D.
4
1839.
Franciscus Hodgson, A.M., S.T.D.
Del. Coll.
Reverdy Johnson, LL. D., Reip.
Faed. Sen.
2
1840.
David Kirkpatrick, A. M.
Johannes Vethake, Chem. Prsel., *Thomas-Emory Sudler, A. M.,
Acad. Mil. Reip. Faed. ibique
A. M., M. D., Chem. Prof. Univ.
Math. Prof., Math. Coll. Sanet.
Wash. Balt.
2
Johan, et Dick. Coll. Prof.
1828.
Josephus-A. Maybin, A. M.
1841.
*Johannes-A. Collins, A. M.
Edvardtts Cooke, Univ. Wes.'
1838., A.M. et Univ. Wes., S.T.D.
1829.
Coll. McKend, 1854, et Harv.
R.- W. Cushman, A. M.
1855., Univ. Laurent. Praes.
Alexander McFarland, A. M.
2 Jacobus Floy, A.M., S.T.D. Univ.
Wes. 1847.
JohannesM. Krebs, S. T. D. 1827.
1830.
4
Edvardus-H. Barton, A. M., M. D.
1842.
Univ. Penn.
Alexander McClelland, A. M. Coll. Jacobus Buchanan, 1809, LL. D.
Neo. Caes. et Cone., S. T. D. et Lutherus Kidder, A. M.
■ Cone., Rhet. Metaphys. Eth. q. Gulielmus Kingston, A.M., Math.
Viet. Coll. Prof.
Prof., Lingg. Rutg. Coll. Prof.,
et in Acad. Theol. Nov. Bruns. Howard Malcolm, A. M. et Univ.
Brun. 1827, Cone. S.T.D. etUniv.
Crit. Bibl. Prof.
Virid. 1843., Georgiop. Coll, et
Gulielmus-H. Price, A.M.
Univ. Ludob.Praes.,LL.D. Univ.
Johannes Reed, LL.D., Coll. ^Vash.
Ludob. 1857.
Leg. Prof.
4
�CATALOGUS DICKINSONIENSIS.
43
Robertus Newton, S.T.D. etUniv. Gulielmus-M. Harvard, A. M.
West. 1843.
5 Hugh-Holmes McGuire, A. M.
Henricus-Graham McGuire, A. M.
Bernardus-Harrison Nodal, 1848,
1843.
A.M.
6
* Georgius- W. Bethune. 1823, S.
T. D.
*1862.
Gulielmus-Balthrop Edwards,
1849.
A. M.
Robertus-S. Ashby, A. M.
Edmundus-S. Janes, A. M.
J. L. Kemp, A. M., Math. Univ. Henricus Hickok, A. M.
Josephus-Asbury Morgan, A.M.
Trans. Adj. Prof.
3
J. N. McLeod, S.T.D.
5
1844.
1850.
Johannes-H. Dashiel, A. M.
Gulielmus Arthur, A. M.
Thomas Jackson, S. T. D.
*L ucien- W. Berr 7, S. T. D., Univ.
Elmundus-S. Janes, A. M. 1843,
Ascib. et Univ. Misso. Praeses.
*1861.
S. T. D.
Eccl. Meth. Episc.
Gulielmus Pennington Burgess,
Episcopus.
* Gulielmus Wicks, S. T. D. *is62.
A.M.
3
4
1845.
Gulielmus-H. Gilder, A. M.
Ricardus-A. Morgan, S. T. D.
C.-C. Van-Arsdale,S.T.B.
1847.
1851.
Carolus Collins, Univ. Wes.1837
et A.M., S.T.D., Coll. Em. et
3
Hen. atq. Coll. Dick, et Coll.
Fem. Tenn. Praeses.
Job R. Tyson, LL.D.
2
Johannes Beecham, S. T. D.
Henricus Brewerton, LL. D., Supt.
et Comt. Acad. Mil. Reip. Faed.
1852.
Edvardus Neville, S. T. D.
Osmon-Cleander Baker, A. M.
Josephus Salkeld, A.M.
4
Univ. Wes. 1837, S. T. D. et Univ.
Wes., in Acad. Theol. Cone. Neo1848.
Hant. Prof, et Praeses, Eccl.
Meth. Episc. Episcopus.
Henricus-L. Baugher, 1826,
Johannes P. Gray, M. D., A. M.
S.T.D.
Alexander-Crawford Donaldson, Samuel-Dickinson Hillman, 1850,
A.M.
3
A.M.
�44
CATALOGUS DICKINSONIENSIS.
1853.
A. B. Ivins, A. M.
Johannes-R. Jarboe, A. M.
Thomas-Verner Moore, 1838,
S.T.D.
1854.
Georgius-Ricardus Crooks, 1840,
S. T. D.
Gulielmus Elliott, A. M.
Bernardus-Harrison Nadal, 1848,
S. T.D.
3
Conway-Phelps Wing, Coll. Ham.
1828, S. T. D.
5
Ricardus-Henricus Lee, 1812,
1858.
LL.D.
Nelson Rounds, Coll. Cone. 1830,
Gulielmus Butler, S. T. D., Miss, in
A. M. Univ. Wes. 1833, S. T. D.
Ind.
2
Robertus-Daniel Chambers, A. M.
1855.
Alfredus Cookman, A. M.
*Gulielmtjs Darlington, M. D., Gulielmus Cox, S. T. D.
e Cong. Repr., LL. D. Yal. 1848, Gulielmus-H. Goodwin, S. T. D.
D. P. S.
*1863-80. Littleton-F. Morgan, S. T. D.
Thomas Daugherty, M. D., A. M. Isaacus- W. Wiley, M. D., A. M.,
Stearns Patterson, A. M., Wilm.
Miss, in China.
7
Fem. Coll. Prof.
*Jacobus-H. Perry, Reip. Fsed.
1859.
Acad. Mil., S. T. D.
*1862.
J. A. Reubelt, A. M., Lingg. Recent.
Georgius-F. Brown, S. T. D.
Prof. Coll. La. et Ascib. Univ.
Thomas Carlton, S. T. D.
Gulielmus-H. Rule, S. T. D.
Gulielmus-G. Deale, M.D., A.M.
*Carolus-H. Zchiegner, A. M. *1860.
Ebenezer-E. Jenkins, A. M., Miss.
7
in Ind.
1856.
Johannes McClintock, Univ.
Spencerus-Fullerton Baird, 1840,
Penn, et A. M. et S. T. D. 1848,
D. P. S.
LL.D., Math, et Lingg. Antiq.
Jonathan-Townley Crane, Neo.
Prof., Univ. Troj. Prseses.
Cses. et A. M., S. T. D.
Otis-Henricus Tiffany, 1844,
Gulielmus-Balthrop Edwards,
S. T. D.
6
A. M. 1843, S. T. D. .
Edvardus-C. Seymour, A. M., in
1860.
Polytech. Nov. Ebor. Prof.
Elias Welty, A. M. .
5 David-W. Bartine, M.D., S.T.D.
Benjamin-Franklin Crever, A.M.
1857.
Gulielmus Dyson, LL. D.
Josephus Castle, A. M. Coll. Hamil. Henricus Slicer, S. T. D.
T.-R.Vickroy, A.B.
5
1835, S.T.D.
�CATALOGUS DICKINSONIENSIS.
1861.
Edvardus Bannister, Univ.Wes.
1838 et A. M., S. T. D., Univ.
Pacf. Praeses.
Edvardus Bates, LL. D. et Harv.
1858, e Cong. Faed. Repr., Reip.
Faed. Attorn. Prine.
* Gulielmus-H. Brisbane, A.M.
*1862.
Alexander-E. Gibson, A. M.
Georgius-S. Grape, A. M.
Georgius-F. McFarland, A. M.
45
Gulielmus Mann, S. T. D.
*1862.
Enoch-Hooven Supplee, A. M.
8
1862.
Gulielmus Cooper, S. T. D.
Jacobus-Hutchison Graham, 1827,
LL.D.
Thomas Sewell, S. T. D.
Gulielmus-Henricus Shock, A. M.
Benjamin Shoemaker, A. M.
5
�SUMM ARIUM.
Numerus integer................................................................................. 1157
E vivis cesserunt stelligeri .
.
.
.
.
.
.318
Supersunt adhuc................................................................ 839
Alumnorum numerus integer....................................................... 988
E vivis cesserunt stelligeri................................................................ 292
Supersunt adhuc
................................................................ 696
Legum Baccalaureorum numerus integer
....
35
E vivis cesserunt stelligeri.................................................................... 2
Supersunt adhuc.................................................................. 83
Alibi institutorum et honorariorum numerus integer
.
.
134
E vivis cesserunt stelligeri.................................................................. 24
Supersunt adhuc..........................................................110
Ecclesiarum pastorum numerus integer
....
317
E vivis cesserunt stelligeri.................................................................. 92
Supersunt adhuc................................................................ 225
Ecclesiarum pastorum alumnorum numerus integer
.
.
241
E vivis cesserunt stelligeri.................................................................. 80
Supersunt adhuc
.
.
.
•
•
.161
�INDEX
CATALOGI DICKINSONIENSIS.
a indicat Laureatos, qui alibi instituti fuerunt, vel apud nos gradu honorario donati.
I indicat Legum Baccalaureorum, qui singulis annis pro merito laureati
sunt.
Armstrong
Abbott
1823 Alfredus
1827 Ricardzes
1860 Henricus-W.
Adair
Arthur
1798 Jacobus
Bannister
a 1861 Edvardus
Ashbey
1798 Samuel
1823 Johannes-H.
1829 David
1829 Jolianves-R.
1845 Gulielmus-D.
Barber
a 1849 Robertus-S.
Aurand
1830 Henricus
Akers
Awl
1858 Josephus-B.
1835 Wesleius-J.
Aldred
Babb
1856 Gulielmus-R.
1840 Clemens-B.
1840 Edmundus-B.
Alexander
1798 Johannes-B.
1812 Samuel
1858 Robertus-N.
1849 Alfredus-A-BI,
1 1838 F-E.
1831 Johannes-M.
Z 1837 A.-Adams
1842 Alexander-B.
1852 Henricus-A.
Baird
1837
1839
1840
«1856
Annan
1824 Gulielmus
1824 Johannes-E.
Gulielmus-M.
Samuel
Spencer-F.
Spencer-F.
Baker
Argobast
1841 Carolus-J.
a 1852 Osmon-C.
1854 Benjamin
Baldridge
Archer
1790 Gulielmus
1861 Jacobus-G.
I
1857 Cornelius-F.
Barnitz
1855Gulielmus-T.
Barr
1805 Gulielmus
a I860 David- W.
Barton
Bailey
Anderson
1850 Flavel-C.
Barnes
Bartine
Baer
Ames
1808 Johannes-W.
1799 Samuel
1860 Benjamin-F.
a 1850 Gulielmus
Agnew
Armor
Ball
Baldwin
1856 Rignal-W.
a 1830 Edvardus-H.
1855 Jacobus-H.
1861 Jacobus
Bassett
1850 Jesse-G.
Bates
1839 Daniel-E.-M.
a 1861 Edvardus
Battee
1842 Johannes-S.
1842 Ricardus R.
Baughei’
1826 Henricus-L.
�48
INDEX CATALOGI DICKINSONIENSIS.
Blackford
Baylor
I860 Georgius
Beckley
1859 Daniel-A.
Beckwith
1859Jeremias-H.
Bedell
a 1830 Gregorius- T.
Beecham
a 1847 Johannes
Bell
1802 Samuel
1830 Jacobus
1831 Jacobus-W.
Belt
1812 Addison
Berry
a 1850
Best
Lucien-~W.
1858 Silas-B.
Bethune
1823 Georgius-W.
a 1843 Georgius-W.
Beverly
1812 Gulielmus-B.
1813 Jacobus-B.
Bibb
1851 Georgius-B.
Biddle
a 1831 Jacobus-O.
1839 Jacobus-D.
1848 Thomas-M.
Bierbower
1864 Augustinus
Birch
1829 Robertus
Birckhead
1813 Lennox
Bird
1840 Johannes-F.
1846 Gulielmus-F.
1857 Gustavus-C.
Bishop
1831 Gulielmus-S.
Black
a 1800
Robertus
1802 Jacobus-R.
1812 Thomas-T.
Blackinston
1814 Samuel-D.
Blackwell
1846Johannes-D.
Blaine
1814 Ephraimus-M.
Blair
1799 Armstrong
Bready
1829 Jacobus-H.
Breden
1795 Gualterus
1797 Gulielmus
Breitenbach
l 1840 Johannes
Brewerton
1787 Isaias
1845 Johannes-H.
Blythe
a 1847 Henricus
Bridges
1824Robertus
1812 Calvinus
Briggs
1829 Josephus
Boice
1823 Ira-Condit
Bonham
1 1840 J.-Ellis
Bosley
1844 Grafton-M.
Boswell
1844 Johannes-D.
1848 Gulielmus-L.
1858 Jacobus-J.
Bowdle
1854 Gulielmus-J.
Bowlus
1854 Noah
Bowman
1837 Thomas
1850 Jesse-S.
1855 Shadrach-Jj.
Boyce
1787 Johannes
Boyd
1788
1790
1799
1803
1808
1824
1846
Brandon
Johannes
Jacobus-P.
Alexander
Alexander
Gulielmus-A.
Samuel
Carolus-M.
Brackenridge
1792 Johannes
1809 Alexander
1828 Jacobus-G.
Brady
1798 Josephus
Brim
1857 Gulielmus- W.
Brisbane
a 1861 Gulielmus-H.
Broadwater
1858 Josephus-E.
Brooke
1815 Franciscus
1841 Benjamin-F.
1 1846 Johannes-P.
Brooking
1858 Johannes-C.
Brooks
1849 Chapman-V.
Brotherton
1790 Jacohus
Brown
1789
1794
1794
1812
1814
a 1816
1828
1846
1846
a 1859
1860
1864
Samuel
Gulielmus
Matthaus
Johannes
Jacobus
Samuel
Madison
Carolus-H.
Stephanus-T. Georgius-F.
Philippus-A.-B.
Sebastianus
Bruner
1841 David-E.
1860 David-B.
Bryan
1845 Ricardus-H.
�INDEX CATALOGI DICKINSONIENSIS.
Bryson
Cannon
1787 Johannes
1795 Samuel
' 1828 'Robertus
Carcaud
Buchanan
Care
1798
1803
1805
1809
1826
a 1826
’ 1828
1829
al842
Andreas
Jacobus
Georgius
Jacobus
Georgius-W.
Johannes
Edvardus- Y.
Andreas-B.
Jacobus
Buckingham
1842 Perry-G.
Buckley
1842 Jonathan-E.
Buckner
1862 Johannes-H.
Bull
1798 Levi
1829 Thomas-K.
I 1840 Jacobus-H.
Burgess
a 1850 Gulielmus-P.
Burns
1857 Daniel-S.
Burnside
1828 Jacobus
Butler
<z 1808
1839
1841
<2 1858
Jacobus-R.
Gulielmus-H.
Georgius-G.
Gulielmus
Cahoone
1823 Gulielmus
Canfield
1864 Albertus-T.
Caldwell
1850 Jacobus-McH.
1858 Samuel-C.
Calhoun
1789 Jacobus
Callender
1792 Robertus
Campbell
1809
1825
1827
1828
Henricus-M.
Johannes-W.
Jacobus-M.
Gulielmus-H.
4
1860 Gulielmus-L.
1792 Gulielmus
1858 Thomas
Carlisle
1852 Jaeobus-T.
Carlton
a 1859 Thomas
Carothers
1814 Johannes
1829 Thomas-A.
Carr
1841 Gulielmus-B.
Carrigan
1847 Carolus-W.
Carson
1845 Johannes
1852 Theodorus-RL.
Carter
1 1836 Jacobus-H.
Cassat
1792 David
Castor
1814 Jesse-Y.
Cathcart
1826 Thomas-L.
Chamberlain
1814 Jeremias
1825 Johannes
Chambers
Clapham
1814 Josias
Clark
1805 Georgius
1805 Johannes
1838 Albertus-B.
1851 Johannes-P.
1856 Isaacus-D.
1856 Marvinus-E.
1863 Asburius-J.
Clawson
1853Johannes-E.
Clayton
1863 Gulielmus-D.
Cloud
1858 Daniel-M.
Cobean
1814 Thomas-B.
Cochran
1824 Gulielmus-P.
1847Wesleius
Cod wise
1823Alexander-B.
Coffey
1840Georgius-A.
Coffman
1862Wilmer
Collett
1811 Benjamin
Collins
<2 1841 Johannes-A.
a 1851 Carolus
1814 Gulielmus
<2 1858 Robertus-D.
Collinson
Chaney
Conn
1849 Ricardus-G.
1862 Thomas-M.
Chaplin
1843 Johannes-F.
Chattie
1852 Thomas
Chenowith
1850 Benjamin-D.
Cheston
1861 Henricus-C.
Cisna
1863 Gulielmus-R.
1850 Josephus-C.
1849 Gulielmus-D.
Conner
1852 Georgius-J.
Conrad
1857 Thomas-N.
Conway
1849 Moncure-D.
Cooke
1812 Colin
a 1841 Edvardus
Cookman
a 1858 Alfredus
49
�INDEX CATALOGI DICKINSONIENSIS.
50
Coombs
1848 Johannes-N.
Cooper
a 1792
1798
11840
a 1862
Robertus
Johannes
Jonathan-K.
Gulielmus
Corn man
1862 Gulielmus-O.
Cox
a 1858 Gulielmus
Coxe
1849 Johannes-R.
Craft
1813 Jacobus
Craig
1795 Abrahamus
Craighead
1826 Thomas
Crane
a 1846 Jonathan- T.
Crawford
1789 Jacobus
Creamer
I860 Georgius-B.
Creery
1842 Gulielmus-R.
Creigh
1788 Thomas
1792 Johannes
1828 Thomas
1830 Alfredus.
Creighton
1795 Gulielmus
Creswell
1848Johannes-A.-J.
Crever
a 1860 Benjamin-F.
Crook
1860 Jacobus-L.
Crooks
1840 Georgius-Ricardus
a 1857 Georgius-R.
Culbertson
1824 Jacobus
Cummins
1799 Carolus
1841 Georgius-D.
Cunningham
a 1789 --------
Curran
I860 Hugo-A.
1814 Gulielmus-H.
1827 Daniel
Devinney
1846 Jacobus-A.
Dickey
1824 Johannes-M.
Dickinson
1814 Festus
Curtin
1 1837 Andreas-G.
Cushman
a 1829 R------ W.
Dallam
1848Henricus-C.
Daniel
1848 Gulielmus
Darlington
a 1855 Gulielmus
Dashiel
Dickson
1856 Samuel-M.
Diehl
1851 Israel-S.
Dietrick
1852 Reuben-B.
Dill
1855 Andreas-H.
Dillinger
1 1839 Josephus-S.
a 1844 Johannes-H.
1846Robertus-L.
Dillon
Daugherty
Ditty
a 1855 Thomas
Davidson
1792
1795
1828
1829
Samuel
Patricus
Robertus
Jacobus-K.
Davie
1825 Johannes-T.-M.
Davis
1794 Henricus-L.
1829 Gulielmus-H.
1857 Georgius-W.-D.
Day
1851 Georgius-B.
1843 Isaacus
1857 C.-Irving
Docharty
a 1851 Gerardus-B.
Donald
1795 Samuel
Donaldson
a 1848 Alexander-C.
Donnell
1844 Henricus
Dow
1794 Alexander
Downes
1858 Philippus-W.
Deale
Downey
1848 Johannes-S.
1859 Gulielmus-E.-F.
a 1859 Gulielmus-G.
Duffield
Deems
Dugan
1839 Carolus-M.-F.
Denison
1838 Carolus
1840 Georgius-B.
1840 Henricus-M.
Denny
1788 David
1813 Harmar
1798' Gulielmus
1849 Georgius
1792 Georgius
Duke
1850 Jacobus
Dukes
1858Jacobus-K.
Dunbar
1824 Johannes R.-W.
«.
�51
INDEX CATALOGI DICSBSOXIEXSIS.
Duncan
1787 Roberins
3788 Jacobus
1800 Jesse
1805 Stephanus
1808 Saaoel-P.
a 1826 Thomas
11839 Jaeobus-AL
1845 Jacobus-W.
Dnnleavy
1812 Jacobus
Dyer
1859 Zebulon
Dysart
1845 Josephus
Dyson
a I860 Gulielmus
Earhart
1S5S Robertus-N.
Eccleston
1856 E.-Noel
Eckels
1855 Gulielmus-H.
Eckman
1860 Alerritt-D.
Edmonston
1851 Decius-W.
Edwards
1792 Haden
a 1843 G-tilielmus-B.
a 1856 G-ulielmus-B.
Effinger
1855 Johannes-R.
1857 Gulielmus-H.
Ege
1855 Thompson-P.
1859 Alexander-H.
Eichelberger
1826 Ludovicus
Elliott
1808 David
a 1857 Gulielmus
1864 Jacobus-S.
Emory
1841 Albertus-T.
1854 Samuel-G.
1837 Josephus-L.
I Engle
|
Gere
1827 Perrus-H.
Eshleman
1846 Durid-G.
1 Eyster
I
I
1861 Car^us-H.
Gerhard
1826 Gulielmus-W.
1338 Benjamin
j
'Gerry
1824
1861 Elbridge-H.
Field
1790 Frmtdscus
Dunlop
Gates
Engel
1351 Gulidma^-H.
1847 Gulielmus
* Getzendaner
I Finch
|
1858 Gulielmus-H.
Findlay
I
Gibbons
1845 Jaeobus-B.
1S57 Franeis-S.
i Finley
1811 Gulielmus
1813 Jacobus-B.
1845
Gibson
1
1854 Asher~D.
1S54 Otis
a1861 Alcjaander-E
Usher
ISOS Johannes
1S27 Sidneius-G.
1833 Georgius-P.
Floy
Gilbert
1862 Amos-P.
Gilchrist
1826 Adamus
a 1841 Jacobus
Follansbee
1844 Jacobus-M.
Forrest
1815 Julius
Forster
1829 Thomas
Gilder
<i 1845 GvliclmHs-H.
Gilleland
1792 Jacobus
1799 Jacobus
Gilmore
1S56 Johannes-C.
Gittings
Foster
1S09 Alfredus
Foulke
1792
1800
1829
1S45
I
I
Johannes
Georgius-D.
Ludovicus-W.
Georgius-W.
Fountain
1854 Nehemiah
Friese
1857 Valentinus
1858 Daniel-W.
Frisby
1831 Gulielmus-S.
Galbreath
1790 Josephus-S.
Garrison
1851 Georgius-T.
1787 Jacobus
Glover
1863 Georgius- N.
Godwin
1861 Gulielmus-F.
Goldsborough
1812 Gulielmus
Goodwin
a 1S5S Gitliclintis-ff.
Gordon
1811
1825
1845
185S
Carolus-P.
Pelatius-W.
Jacobus-B.
Marcus-L.
Gorgas
1854 Ferdinandus-J.-S.
Gorsuch
1844 Johannes-S.
�INDEX CATALOGI DICKINSONIENSIS.
52
Gotwaltz
1850 Jacobus-V.
1855 Cyrus-F.
1850 Gulielmus-T.
1858 Henricus-D.
Grabill
I860 Johannes-H.
1860 Thomas-M.
Gustine
1798 Jacobus
1805 Ricardus
Guthrie
Gracy
1845 Johannes
Graham
Jacobies
Robertus
Thomas-J.
Jacobus-H.
Gulielmus-A.
Samuel-A.
Jacobus-H.
Johannes-C.
Grape
a 1861 Georgius-S.
1825
1825
1828
a 1852
Gulielmus-H.
Josephus-G.
Johannes-A.
Johannes-P.
Greason
1798 Jacobus-D.
Green
1811 Jacobus-S.
Greenbank
1848 Johannes
Gregg
1861 Henrieus-H.
Grier
1788
1797
1800
1803
1809
1809
1809
1809
1810
1812
Isaacus
Thomas
Isaacus
Johannes-F.
Johannes-C.
Johannes-H.
Johannes- W.
Robertus-S.
Johannes-E.
Robertus-C.
Griffith
1845
1855
1857
1858
1858
1798 Jacobus
"Gwin
1827 Alexander
Hagan
1813 Dennis
Halbert
1854 Gulielmus-D.
Hall
1846 Carolus
1847 Norman
Samuel-H.
Ludovicus-McK.
Edvinus-L.
Gulielmus-H.
Thomas-M.
Hamilton
1812
1839
1850
1864
Jacobus
Jacobus-G.
Alexander-McN.
Gulielmus
Hank
1846
1847
1848
1850
1863 Jacobus
Hassan
1795 Jacobus
Haverstick
1825 Henricus
1861 Levi
Hawkins
1814 Josias
Hayes
1805 Johannes
Hays
1794
1798
1812
a 1823
1857
David
Georgius
Alexander-L.
Adamus
Johannes
Heisley
Haller
1852 Gulielmus-L.
Gray
1840 Samuel-A.
1850 Jonathan-P.
Hart
Gunn
Gough
1797
1805
1812
1827
1844
1849
a 1862
1863
Gulden
Johannes-G.-F.
Johannes-N.
Jacobus-B.
Arminius-S.
Harding
1844 Ebenezer-D.
1848 Garrick-M.
Hare
1840 Samuel-D.
Harman
1848 Henricus-M.
Harmanson
1843 Johannes-L.
Harnsberger
1841 Henricus-B.
1856 Gulielmus-W.
Harper
1795 Gulielmus-A.
1847 Johannes-L.
Harrison
1811 Timotheus-J.
1816 Georgius.
1848 Johannes-W.
Hiester
1828 Augustus-O.
Helfenstein
1823 Gulielmus-L.
Hemphill
1792 Jacobus
Henderson
1790
1811
1825
1827
1 1840
1845
Ricardus
Johannes-A.
Matthceus-H.
Lorenzo-N.
Jonathan-K.
Robertus-M.
Hepburn
I 1836 Hiatt-P.
Herman
1862 Martinus.
Herron
1794 Franciscus
Hettick
a 1824 Paulus-J.
Heysinger
1854 Johannes-R.
Heydrick
I860 Carolus
Hickok
a 1849 Henricus
�INDEX CATALOGI DICKINSONIENSIS.
Hillman
1850 Samnel-D.
<z!852 Samuel-D.
Hillyard
1800 Johannes
Himes
1829 Carolus-F.
1855 Carolus-F.
Hinch
1827 Augustus-F.
Hiss
1850 Gulielmus-J.
Hobbs
1852 Ulysses
Hodgson
a 1839 Franciscus
Hoge
1789 David
Holden
1843 Warren
Holmes
1798 Thompson
1823 Jacobus
1829 Gulielmus-J.
Hood
1799 Thomas
1864 Johannes
Hopkins
1811 Georgius-R.
1827 Jacobus-M.
1858 Samuel-C.
Howard
a 1847 Gulielmus-M.
Hughes
1 1838 F.-W.
Huling
1815 David-W.
Hulsey
1858 Jennings-M.-C.
Humes
1829 Edvardus-C.
Hum rich
1852 Christianus-P.
Hunter
1792 Gulielmus
Hurst
1854 Johannes-F.
53
1859 Georgius-W.
Huston
1789 Carolus
1798 Robertus
1825 Samuel-R.
.
Johns
1794 Ricardus
Johnson
Hutchens
1849 Thomas-T.
Hutchinson
1802 Johannes
Ihrie
1815 Petrus-H.
1 1840 Jacobus-M.
a 1839 Reverdy
1857 Owen
Johnston
1826 Gulielmus-N.
Jones
Ing
1848 Gulielmus
Inglis
1829 Johannes-A.
1823Talbot
1857 Samuel-J.
Kaufman
1849 Johannes-K.
Inness
1839 Jaeobus-A.
Irvine
Keen
Georgius-B-
1794 Callender
1795 Jacobus
1830 Jacobus-R.
Irwin
1807 Gulielmus
Isett
1863 Henricus-F.
Ivins
a 1853 A.-B.
Jack
1794 Johannes
Keim
1 1846 Henricus-E.
1849 Georgius-De’B.
Keirle
1855 Nathaniel-G.
Keesee
1848 Carolus-G.
Kellar
1846 Jacobus-B.
Kelly
1816 Thomas
Jackson
a 1844 Thomas
1860 Clarentius-G. ’
Kemp
Jacob
Kennaday
1849 Johannes I.
a 1843 J.-L.
1846 Johannes-R.
Kennedy
Jacobs
1829 Cyrus-D.
1834 Thomas-B. '
Janes
1795 Johannes
1797 Robertus
1855 Josias-F.
a 1843 Edmundus-S.
a 1844 Edmundus-S.
Kennerly
Jarboe
Key worth
a 1853 Johannes-R.
1849 Caleb-B.-K.
1864 Henricus-Q.
Jenkins
Kidder
1828 Johannes-C.
a 1859 Ebenezer-E.
Kimberlin
Jester
a 1842 Luther
1851 Jacobus-M.
a 1856 Jacobus-E.-D.
John
1859 David-C.
4*
King
a 1792 Johannes
1858 Horatius-C.
�INDEX CATALOGI DICKINSONIENSIS.
54
a 1827 David
1822 Thomas-R.
1824 Robertus-P.
a 1826 Ricardus-H.
1843 Washington
a 1853 Ricardus-H.
Knight
Leonard
Kingston
a 1842 Gulielmus
Kirkpatrick
1798 Josua
Knox
1794
1811
1824
1841
11841
1845
1855 Johannes-M.
Lesley
Robertus
Johannes
Jacobus
Georgius-W.
Gulielmus-B.
David
Krebs
1837 Edvardus-A.
1841 Jacobus
Levis
1847 Samuel
Lincoln
1841 Ricardus-Van’B.
1827 Johannes-M.
a 1841 Johannes-M.
Lind
Kurtz
Lindsly
a 1823 Philippus
Linn
1825 Gulielmus-H.
Labagh
1823 Abrahamus-J.
1823 Isaacus-P.
Laird
1792 Jacobus
1794 Frhnciscus
1794 Gulielmus.
Lamberton
1843 Robertus-A.
11843 Gulielmus-H.
Landis
1860 Johannes-W.
Latta
1829 Jacobus-F.
Laverty
1809 Robertus
Lawson
1 1840 Gulielmus-C.
Leake
1792 Josias
1794 Austin
Leakin
1850 Phil-M.
Learning
1812 Jeremias-F.
Leas
1858 Johannes-H.
Leclerc
1838 Edvardus-E.
Lee
1812 Ricardus-H.
1802 Johannes
1805 Jacobus
Linton
1814 Johannes-J.
Lippincott
1858 Benjamin-C.
1858 Joshua-A.
Lloyd
1847 DeWitt-C.
Long
1863 Thomas-B.
Loomis
1862 Jacobus-H.
Loop
1844 Diego-J.-M.
Lore
1852 Carolus-B.
Lovejoy
1844 Perley-R.
Lowe
1851 Georgius-H.
Lowry
1829 Edvardus-J.
Lupton
1849 Nathaniel-T.-G.
1859 Samuel-L.
Lynch
1852 Jethro-G.
Lyon
1792 Johannes
1795 Johannes
1825 Georgius-A.
1839 Gulielmus
1839 Johannes
1852 Thomas-L.
Macartney
1848 Franciscus
Macbeth
1825 Alexander
Maclay
1825 Samuel
1845 Robertus-S.
1850 Gulielmus-J.
Macomb
1797Thomas
Magaw
1806 Jesse
Maglaughlin
1858 Carolus-E.
Magraw
1827 Samuel-M.
Mahon
1789
1805
1814
1815
1827
Samuel
Alexander
Johannes-D.
David-N.
Josephus
Malcolm
a 1842 Howard
Makeley
1863 Leander
Mann
a 1861 Gulielmus
Markle
1850 Johannes-G.
Marlatt
1850 Archibaldus-G.
Marriott
1858 Henricus
Marshall
1848 Jacobus G.
1856 Jacobus-P.
Marsteller' •
1812 Samuel-A.
Martin
a 1789
1815
1844
1858
--------Georgius-T.
Josephus-H.
Johannes-H.
�INDEX CATALOGI DICKINSONIENSIS.
McConkey
Mason
1822 Jacobus-Hall
1823 Erskine
Massey
1841 Benjamin-M.
McCord
1844 Isaias-W.
1837 Josua-Albertus
McCorkle
1838 Benjamin-Addison a 1792 Samuel
1841 Thomas-E.
Maxwell
1861 Gulielmus-H.
Maybin
1813 Josephus-A.
a 1828 Josephus-A.
Mayer
1812 Carolus-F.
McAllister
1 1835 J.-N.
1840 Ricardus-Beale
McCabe
1844 Georgius-H.
Me C ah an
1861 Johannes-E.
McCalmont
1844 Alfredus-B.
McCants
1861 Thomas-J.
McCarty
1852 Johannes
McCeney
1852 Theophilus
McCauley
1847 Jacobtcs-A.
McClanahan
1788 Jacobus
McClean
1788 Jacobus
McClelland
1795 Thomas
a 1830 Alexander
McClintock
a 1859 Johannes
McClure
1802
1824
1827
1845
Johannes
Carolus
Gulielmus-B.
Johannes
McConaughy
1792 David
McCormick
a 1792 Jacobus
a 1810 Jacobus
1812 Jacobus
McCoskry
1815 Carolus-N.
1824 Samuel-A.
McCulloch
1825 Johannes-W.
1829 Samuel
McCurdy
1862 Daniel-W.
McCurley
1862 Isaacus
McDowel
1792 Maxwell
1863 Gulielmus-L.
McEnally
1845 Josephus-B.
McFarland
a 1861 Georgius-F.
55
1824 Isaacus
1825 Gulielmus-D.
McIntyre
1847 Carolus-J.-T.
1863 Ben-P.
McJimsey
1792 Johannes
McKeehan
'
1787 David
McKesson
1792 Johannes
McKim
1828 Jacobus-M.
1830 Johannes-L.
McKinley
1823 Daniel
McKenney
1814 Mordekias
1829 Johannes-C.
McKnight
1792 Jacobus
McLanahan
1827 Jacobus-X.
McLelland
1829 Robertus
McLeod
McFarlane
a 1831 Alexander
a 1834 I.-N.
1813 Gulielmus
a 1829 Alexander
McMurtrie
McGavock
1794 Randolph
McGill
1794 Jacobus
McGilvray
1851 Gulielmus-B.
McGinley
1798 Amos-A.
McGinnis
1831 Armstrong
McGraw
a 1826 Jacobus
McGuire
1 1837 Robertus-A.
McNeil ey
1813 Jacobus-G.
McPherrin
1788 Johannes
McPherson
1812
1829
1843
1858
Gulielmus-S.
Gulielmus-S.
Robertus
Samuel-M.
Meade
1829 Philippus-N.
Medairy
1849 Johannes-G.
a 1848 Hugh-H.
a 1848 Henricus-G.
Melson
Mcllvaine
Mercer
1809 Gulielmus
1853 Jonathan-J.
1813 Gulielmus-D.
�INDEX CATALOGI DICKINSONIENSIS.
56
Merrick
1859 Gulielmus-W.
Milby
1839 Arthurus-W.
Milbourne
1855 Sewell-T.
Miller
1808 Jacobus-H.
1842 Archer-G.
Mitchell
1798 Gulielmus
Monteith
1798 Alexander
Montgomery
1797 Moses
1824 Samuel
Moore
1792 Johannes
1795 Andreas
1838 Thomas-V.
1841 Carson-C.
a 1853 Thomas- V.
More
1789 Jacobus
Morgan
a 1849 Josephus-A.
a 1845 Ricardus
a 1858 Littleton-F.
Morris
1823 Johannes- G.
1842 Robertus-F.
Motter
1862 Georgius-T.
Muhlenberg
1829 Hiester-H.
1840 Henricus-A.
Mullin
1858 Alfredus F.
Munroe
1855 Johannes-A.
1861 Henrieus-S.
Musselman
1851 Amos-F.
Myers
1 1838 Johannes-J.
1851 Philippus
Nabb
1815 Georgius-W.
Nadal
1848 Bernardus-H.
a 1857 Bernardus-H.
Neal
a 1802 Jacobus-A.
Neff
1861 Carolus-W.
Neide
1828 Josephus-C.
Neill
1827 Gulielmus-W.
Nelson
1829 Gulielmus-F.
Neville
a 1847 Edvardus
Nevin
1795 Johannes
1827 Gulielmus-M.
1 1837 Alfredus
Newton
Palmer
1829 Jacobus-C.
Parke
1809 Samuel
Parker
1824 Andreas
1837 Gulielmus-B.
1 1839 Johannes-B.
1844 Thomas-B.
1859 Isaacus-B.
1859 Thomas-S.
1860 Josephus-B.
Parrott
1849 Marcus-J.
Parsons
1856 Gulielmus M.
Passmore
1795 Johannes
Patten
1794 Gulielmus
a 1842 Robertus
Patterson
Nisbet
1802
1824
1829
1859
a 1855
1794 Alexander
Noland
1794 Gulielmus
1809 Lloyd
Norris
1824 Gulielmus
Nourse
1824 Jacobus
Nyce
1829 Benjamin-M.
Ogden
1813 Isaacus-A.
Ogilby
1862 Gulielmus-M.
O’Neil
1803 Johannes
O’Neill
1840 Carolus
Orbison
1 1835 Gulielmus-P.
Owens
1830 Johannes
Page
1816 Johannes-E.
Gulielmus
Matthceus-B.
Johannes-B.
Jacobus-J.
Stearns
Pattison
1842 Johannes-R.
1843 Robertus-H.
Patton
1812 Robertus
1828 Benjamin
Paxton
a 1826 Gulielm/us
Peach
1852 Sa.muel-H.
1854 Johannes
Peachey
1790 Thomas-G.
Peacock
1841 Bannister-G.
Peale
1850 Samuel-R.
Peck
1852 Jonathan-K.
Pennewill
1851 Caleb-S.
�INDEX CATALOGI DICKINSONIENSIS.
■ Penrose
1844 Gulielmus-M.
1846 Ricardus-A.-F.
Penuel
1859 Clayton-C.
Perrie
1854 Josephus-B.
1857 Gulielmus-F.
Perry
a 1855 Jacobus-H.
Pfeiffer
1854 Henrieus-H.
Phelps
1846 Johannes-A.
Phillips
1840 Johannes
Pierce
1810 Paulus-S.
1852 Ralph
Piper
1815 Alder
Pitcher
1863 Edvinus-F.
Pittman
1838 Carolus-W.
Points
1864 Moses-A.
Pollock
1828 Samuel
Postleth waite
1792 Jacobus
Potter
1812 Georgius-L.
Potts
1843 Jonas-J.
Poulson
1826 Robertus-I.
Powel
1814 Humphredus-B.
1844 Samuel-I.
Preston
1799 Johannes
Prettyman
1848 Elijah-B.
Price
1827 Johannes-H.
a 1830 Gulielmus-H.
Rheem
Pringle
1806 David
1808 Franciscus
1808 Jacobus
Procter
1839 Johannes-O.
Proudfit
1798 Robertus
Pue
1859 Jacobus-A.-V.
Pursel
1857 Benjamin-F.
Purviance
1790 Johannes
Purvis
1853 Gulielmus-C.
Rh einhart
1855 Georgius-P.
Rhodes
1838 Josephus-C.
Rickets
1853 Agib
Riddle
1812 Jacobus-D.
Rider
1842 T.-W.-P.
1850 Granville-R.
Ridgaway
1849 Henriczts-B.
1856 Jacobus-F.
Putnam
1797 Edvinus
Rainey
1798 Gulielmus
Ralston
1813 Robertus
Ramsey
1810 Samuel-D.
1824 Mattheeus-V.-L.
1 1840 Alexander
Randolph
1814 Ricardus-R.
Rawlings
1848 Samuel-A.
Read
1811 Thomas-M.
Reed
Ridgely
1797 Henricus-M.
Ritchie
1828 Edvardus
1853 Albertus
Robinson
1847 Johannes-M.
Roe
1839 Gulielmus-F.
Rohrer
1851 Martin-T.
1853 David-F.
Ross
1792 Carolus
1828 Baker-J.
Rounds
a 1854 Nelson
Rule
a 1855 Gulielmus-H..
a 1830 Johannes
1841 Johannes-H.
1851 Gulielmus-C.-F.
Rusling
Reese
Russell
1858 Thomas-S.
Reid
1806 Andreas-K.
Salkeld
1795 Georgius
Reubelt
a 1855 J.-A.
Reynolds
1792
1825
11840
1850
1854 Jacobus-F.
Samuel
Johannes-C.
Hugo-W.
Samuel-H.
a 1847 Joseph
Sanders
1860 Jacobus-W.
Sanderson
1789 Alexander
Sassaman
1855 Augustus-S.
57
�INDEX CATALOGI DICKINSONIENSIS.
58
Speake
Sims
Sawyer
1840 Johannes-M. ’
1846 Alfredus-G.
1853 Augustus-M.
Schoonmaker
Sinclair
a 1831 Jacobus
1788 Matthaus
Scott
Slape
Scouler
Slavens
1858 Albertus-H.
1859 Duke
Sellers
1861 Franciscus-B.
Sellman
1850 Ricardus-D.
Semple
1787 Steel
'
Sergeant
a 1826 Johannes
Sewell
1848 Jacobus-G.
a 1862 Thomas
Seymour
1853 Edmundus-B.
a 1856 Edvardus-C.
Shapley
I860 Rufus-E.
Sharon
1803 Jacobus
Sharp
Slaymaker
1808 Jasper
1829Jacobus-A.
1838Amos
a 1860 Henricus
Robertus
Austin
Jacobus
Johannes
Thomas-B.
Jacobus
Digby-D.-B.
Samuel
Abrahamus-H.
Henricus-G.
Gulielmus-S.
Smithers
1 1840 Nathan-B.
Smyser
Sharretts
Snively
Shearer
1853 Jacobus-M.
Sherlock
1852 Thomas
Shipley
1860 J.-Lester
Shippen
1790 Johannes
1808 Henricus
Shock
a 1862 Gulielmus-H.
Shoemaker
a 1862 Benjamin
Shreve
I860 Ricardus-S.
1827 Matthseus
Spcering
1814Carolus-F.
S,phon
1824 Paris
1841Wilson-L.
Sprigg
Smith
1815 Gulielmus-M.
1 1840 Thomas-C.
1825 Nicholas-G.
Spencer
Spottswood
Slicer
1790
1792
1792
1806
1810
1816
1823
1824
1840
1849
1864
1 1842 Carroll
Speer
1788 Gulielmus
1789 Jacobus
a 1806 Thomas
1839 Jacobus-B.
1863 Henricus-C.
Spence
1827 Daniel-M.
1852 Gulielmus-A.
1857 Josephus-C.
Snow
1843 Josias
1848 Benjamin
1795 Gulielmus
Stamm
1860 Johannes-®.
Stayman
1841 Johannes-K.
Steel
1792 Andreas
1792 Gulielmus
1792 Johannes
Sterret
1795 Gulielmus
Sterritt
1827 Alexander-M.
Stevens
1845 Johannes-H.
Stevenson
1800 Georgius
1858 Gulielmus- T.
Stewart
a 1790 Nathaniel-R.
1805 Georgius
1 1840 Gulielmus-M.
1841 Gulielmus-H.
Snyder
Stinson
Snowden
1814 Jacobus
1861 Carolus-R.
Somerville
1813 Jacobus
Sparrow
1850 Ludovicus
Spayd
1829 Johannes-C.
1845 Carolus-H.
Stockton
1798 Thomas
Stone
1854 Alfredus-C.
1859 David-D.
Storm
1861 Johannes-B.
�INDEX CATALOGI DICKINSONIENSIS.
Townsend
Stout
1841 Edvardus
Stuart
1795 Gulielmus
1816 Gulielmus
Sudler
a 1840 Thomas-Emory
Supplee
a 1861 Enoch-H.
Sweeny
1815 Georgius
Sweet
1837 Joshua
Sykes
1812 Jacobus
Taney
1795 Rogerus-Brooke
Taylor
1812 Jesse
1825 Robertus-E.
a 1831 Rogerus-Brooke
Temple
1840 Jacobus-Norton
Thomas
1815
1849
1848
1851
Gulielmus
Jacobus-H.
Thomas
Jacobus-S.
Thompson
1790 Johannes
1797 Jacobus
1828 Gulielmus-J.
1838 Jacobus-McF.
1850. Dugald
Tiffany
1844 Otis-H.
1850 Carolus-C.
a 1859 Otis-H.
Tilghman
1841 Carolus-H.
Tingle
1814 Gulielmus
Tizzard
1841 Augustus-B.
Todd
1792 Johannes
1839 Lemuel
Torbert
1855 Henricus-R.
1856 Adamus-E.
Toy
1839 Gulielmus
Travers
1812 Georgius
Tucker
1855 Johannes-S.
Troxel
1856- Jacobus-W.
Tudor
1850 GulielmusVan B.
Tyler
1814 Johannes-F.
Urn er
1845 Isaac-N.
Van Arsdale
a 1845 A.-C.
Van-Bibber
1829 Isaacus
Van-Cleef
1823 Cornelius
Vanhorn
1828 Jacobus
Vansant
1850 Simpson-T.
V eazey
1811 Thomas-B.
1839 Georgius-Ross
Vethake
a 1827 Johannes-W.
Vickroy
59
Walston
1856 Gulielmus-B.
Walton
1847 Moses
1854 David-H.
Warfield
1859 Josua D.
Waters
1838 Gulielmus-S.
1849 Johannes-H.
1856 Jacobus-D.
Watson
a 1814 Gulielmus
Watts
1787 David
1824 Henricus-M.
Waugh
|
1798 Johannes
1845 Beverly-R.
Wayne
1792 Isaacus
Woesche
1849 Georgius-W.
Webster
1847 Edvinus-H.
Weech
1858 Gulielmus-T.-L.
Weems
1855 Henricus-Y.
Weir
1862 Alfredus-N.
Weller
1852 Johannes
Welty
a 1860 T.-R.
a 1856 Elias
Waddell
West
j?1792 Jacobus
Wade
1855 Jacobus-D.
Wakeman
Z 1841 Edgar-B.
Walker
1787 Jonathan
1814 Stephanus-Duncan
Wallace
1840 Jacobus
1827 Franciscus
Wharton
1794 Austin
1794 Jesse
Whisner
I860 Petrus-H.
White
1802
1828
1841
1854
1858
Crawford
Natlian-G.
Gulielmus-B.
Marcus
Johannes-J.
�- (
INDEX CA^LOGI DICKINSONIENSIS.
^.60
Wilson
Whitehead
1823 'Carolus
Whitehill
1792 Robertas
1825 Georgius-S.
Whitney
1843.Gulielmus-L.
Wicks a 1844 Gulielmus
Wing
Wilcox
1857
Andreas-J.
Wiley
a 1858 Isaacus-W.
Wilkins
1816 Ross
1842 Carolus-P.
Willey
1862 Gulielmus-P.
Williams
1795
1795
1823
1825
.'
Josias
JoSua
Gulielmus-H.
Thomas
Williamson
1799
1808
1809
1824
Stewart
Johannes
Gulielmus y ‘
Moses
Willis
1815 David
1790 Robertus-G.
1792 Johannes
1798 Henricus-R.
1848 Johannes
1848 Henricus-M.
1850Gulielmus-C.
1852 Josephus-B.
1855Archibaldus-G.
1855 Thomas
1798
1838
1839
1842
I 1842
1848
1858
1859
Johannes
Johannes-A.
Thomas
Benjamin J?.
Thomas
Archibald-W. '
Josephus-P.
Johannes-W.
Wylie
a 1816 Samuel-Brown
a 1857 Conway-R.
1864 Theodorus-T.
Wingard
1847 Samuel C.
Winner
1848 Johannes-O.
Woods
1792
1802
1814
1859
Wright
Gulielmus
Samuel
Jacobus
David-S.
Woodward
1838 Gulielmus-R.
1843 Leonidas
Wootton
1813 Ricardus
Work
1795 Edvardus
Worthington
1812 Gulielmus-M.
Yocum
1860 Seth-Y.
Young
1788
1813
1823
1843
1848
Johannes
Gulielmus
Johannes-C.
Gulielmus-S.
Carolus-B.
Zcheigner
a 1855 Carolus-H.
Zeigler
1864 Josephus-B.
Zell
1809 Jacob
Zimmerman
1859 Georgius-H.
1861 Gulielmus-H.
zug
1837
Johannes
I 1840 Johannes
a
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Victorian Blogging
Description
An account of the resource
A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
Creator
An entity primarily responsible for making the resource
Conway Hall Library & Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
Publisher
An entity responsible for making the resource available
Conway Hall Ethical Society
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Pamphlet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Catalogus senatus academici, et eorum qui munera et officia academica gesserunt, quique alicujus gradus laurea donatic sunt, in Collegio Dickinsoniensi, carleoli in republica Pennsylvaniensi
Description
An account of the resource
Place of publication: Philadelphia
Collation: 60 p. ; 23 cm.
Notes: From the library of Dr Moncure Conway. Date in Roman numerals.
Publisher
An entity responsible for making the resource available
[s.n.]
Date
A point or period of time associated with an event in the lifecycle of the resource
1864
Identifier
An unambiguous reference to the resource within a given context
G5617
Subject
The topic of the resource
Education
Creator
An entity primarily responsible for making the resource
Dickinson College
Rights
Information about rights held in and over the resource
<a href="http://creativecommons.org/publicdomain/mark/1.0/"><img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /></a><span> </span><br /><span>This work (Catalogus senatus academici, et eorum qui munera et officia academica gesserunt, quique alicujus gradus laurea donatic sunt, in Collegio Dickinsoniensi, carleoli in republica Pennsylvaniensi), identified by </span><a href="https://conwayhallcollections.omeka.net/items/show/www.conwayhall.org.uk"><span>Humanist Library and Archives</span></a><span>, is free of known copyright restrictions.</span>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
Latin
Conway Tracts
Dickinson College
Education
Universities
-
https://d1y502jg6fpugt.cloudfront.net/25778/archive/files/cc6a58fab172aa4271d2bc2a982048bd.pdf?Expires=1773878400&Signature=i9tGtqXHB8i28KS9nrccUTAltpn1-TkIGDOImUt%7E1vC6ZyW-UlCFKNk56HVl7ysLkGz8fOnLY%7Ec4dlLNYWOtDo76PYJiOZI8FQ-m%7EWRYDo6kOcCR14rW2THzwj7O6XfY-Y2ujU17lsjgRrWYtTmEyft4slKJoqhTIgJUNImJHna5aS0SyzrTwMzSrAKzgZvKFEyXwXxYIyDsYP3yv%7E%7E-sGogS%7EMFzG2AW%7ELVZfxhfm81EQpY0NsTnMHZoKGNepStRoSYbCO1%7EtoiVDzbgNg9qhsOvXLxLWkF2nkcuEJ3gyHLX63Hc3DMR8kBOZYzhIQ5LiqKGcAwUo-O9k490va2iA__&Key-Pair-Id=K6UGZS9ZTDSZM
34d596f23a1319c1cad76f235cfe628b
PDF Text
Text
COMBINATIONS AND STRIKES
FROM
THE TEACHER’S POINT OF VIEW.
BY
WILLIAM ELLIS.
^Reprinted from “ The Museum and English Journal of Education.”)
LONDON:
THOMAS NELSON AND SONS, PATERNOSTER ROW:
»
AND EDINBURGH.
MDCCCLXV.
�COMBINATIONS AND STRIKES FROM THE TEACHER’S POINT
OF VIEW.
N a journal not devoted to education,
some apology might be required for
introducing a subject so hackneyed
as “Combinations and Strikes.’’ This
subject, like that of education itself,
has become distasteful to the general reader, on ac
count of the flood of vague and irrelevant matter
with which our periodical literature has been
deluged, both directly from the pen, and indirectly
from speeches at public meetings, where these sub
jects have been treated of.
The subject of Combinations and Strikes can
not, however, have become distasteful to teachers
as teachers, because it has seldom found its way
into schools. And our purpose now is to invite
them to consider whether this subject do not de
serve some of their attention, and whether the
judicious treatment of it in schools will not shield
it from some of that ill-treatment outside which
it has met with so undeservedly.
If we can show teachers that correct views
upon the probable influence of Combinations and
Strikes will materially affect the future well-being
of their pupils, and also that it is quite within the
scope of school instruction that correct views shall
be formed by the pupils in their schools, we feel
quite sure of obtaining their attention; and if
we cannot do thus much, none of their atten
tion ought to be bestowed upon us, due as it may
be, nevertheless, to the matter which we shall
have failed in elucidating.
As for the importance to the young of correct
views upon the probable effect of Combinations
and Strikes, we need do little more than state
what that effect is expected to be, viz., increased
wages, or, which is the same thing, less work with
undiminished wages. Few teachers can contem
plate the present state and future prospects of
adults now at work, without desiring for their
pupils better prospective wages than those which j
widely prevail, however well they may be recon- I
efled to the modicum reasonably to be expected
at starting. Neither can teachers consider this
thought to be otherwise than a wholesome one for |
their pupils to carry into industrial life ;—w By 1
what means may we hope to become entitled to
and possessed of, such wages as will enable us, at
least, to live decently and comfortably?”
How far it is possible to qualify the young
while yet in our schools, to judge of the means
likely to be accessible to them for obtaining satis
factory wages, or for obtaining an increase of the
unsatisfactory wages which they may be com
pelled to put up with for a time, is a matter to
which a little space and attention must be de
voted before we can ask teachers to agree or to
discuss with us. We must bespeak, at the same
time, a certain amount of indulgence, if our at
tempted exposition should be more elementary
and elaborate than might appear called for be
tween teachers and teachers. They will kindly
bear in mind that we are addressing the parents
of the children in their schools as well as them
selves. We can hardly hope to escape mystifica
tion, confusion, and obscurity, except by avoiding
to use many of the general terms in common use,
or by deferring their use until we have established
the existence, and obtained a firm hold of the
ideas, for which those terms are the names. To
this precaution against admissions not warranted
by experience under cover of vague and ambigu
ous language, may be added another against the
unguarded introduction into schools of subjects
that are beyond the comprehension of the children
to be instructed in them. Such subjects might
be overlooked in a crowd. To secure inspection,
therefore, we will enumerate, one by one, some of
the subjects which, in our judgment, are at once
important to be known, and teachable to the
young. Attention will thus be fixed upon each
separately, and whatever is deemed inadmissible
can easily be objected to at once.
Assuming it to be desirable that all the young
should take from school as correct and vivid an
impression as is possible at their age, of the
nature of the life which awaits them, we will pro
ceed, briefly and succinctly, to place before our
readers some of the matters important to be under
stood, on which the young may be brought to ob
serve, and. jiudge correctly, and feel strongly, if
�COMB[XATIOWS AND STRIKES
thW’ be but under the direction of teachers cap
able qL supporting and guiding them.
1. They and all their fellow-creatures are subsisting upon the produce of past labour—partly
even of the labour of some of the men who lived
many ages ^go. If the produce of past labour
were suddenly destroyed, all men would perish,
with the exception of a few here and there in the
warmer climates, who might subsist upon the
spontaneous products of the earth.
2. They and their fellow-creatures are day by
day consuming the produce of past labour—some
things rapidly, as articles of food; others more
slowly, as articles of clothing, and furniture, and
dwellings. If, then, men are to continue to live
as comfortably, and in as large numbers, as at
present, the produce of past labour must be re
placed as fast as it is consumed. If they are to
live more comfortably, and in larger numbers, the
produce consumed must be more than replaced.
No portion of the labour, and of the knowledge
and skill to assist it, which were at work in the
past, can be spared in the present and future, if
society is not to deteriorate. More of each must
be brought to bear upon production, if society is
to be improved.
3. Maintenance of the stores of produce, and
encouragement of future production, are indis
pensable for the continued subsistence of society
as it is. Other efforts must be added to these, in
order to bring about an improved state of society.
Side by side with these truths, it has become
known to us that some men will not work to pro
duce, and will spoil and waste as well as consume.
Not only do they fail to replace what they con
sume, but they would, if not prevented, destroy
the produce of other men’s labour, and thereby
discourage their efforts to produce and save for
the future.
4. A consciousness of the existence of such illdisposed persons interspersed among the other
members of society, fear of their increase, and
alarm lest the industry, knowledge, skill, and
economy upon which the subsistence and improve
ment of society depend, should decline or perish
under their assaults, have led to efforts to resist,
and, if possible, to overcome them. Combinations
Mil. contrivances for these purposes fall within
the province of what goes by the name of government, and must ever be the work of those who
desire to defend the happiness and progress of
society against those who are indifferent or averse
to that which is indispensable for the general
welfare.
L, 5. The conclusion arniled at, and acted upon,
by those who have been accgpted_as most, com
3
petent to organize and administer the powers of
government, is, that their efforts must be directed,
First, To securing to each member of society the
undisturbed enjoyment of the produce of his
industry: implying liberty to exchan gejjEroWirei
and sell, to lend and borrow, to give£and ^.lso
to appoint, subject to some few restrictions, who,
at his death, shall succeed to his possessions. The
powers thus enjoyed under the protectiorg^of
government constitute the “rights of property.”
The declarations of these rights by government
are a portion of the laws under which we enffij
property. The products of industry being cfflMal
“wealth,” property consists of wealth, and those
titles to wealth recognised by law. The penaltrM
by which rights are protected against those who
would invade them, are another portion of laws.
Second, To securing, chiefly through the pro
motion of the teaching and training of the young,
that knowledge, skill, and good habits—the human
agents in the production, preservation, and enjoy
ment of wealth—shall as nearly as possible be co
extensive with life itself.
6. A very cursory survey of society enables us
to recognise who are the principal possessors O’m
wealth, as we see them around us, and as they have
grown up under the protection of our laws, and
also who are those that possess little or no wealth.
The former are the elders, the inheritors of wealth, I
and the more capable, that is, the more intelligent,
industrious, economical, and trustworthy. The
latter are the younger, and the less capable, that
is, the uninstructed, the indolent, the dissipated,
and the untrustworthy. It cannot be qnAstiane J
that the former are much better fitted than the
latter to hold and dispose of that wealth, the
replacement of which, as fast as it is consumed, is
so essential to the welfare of society. To entw^giM
it to the latter is impossible, and would be fatal
were it possible. Nevertheless, no human being,
whatever his disqualifications, can be entirely shnj
out from access to some portion of wealth. To
shut him out, would be to sentence him to death
by starvation. It remains to be shewn how the
“rights of property” maybe maintained while
the “ duties to humanity ” are performed
7. The difficulty in the way of performing each
of these duties, without neglecting the other, al
though by no means overcome, is seen to be
greatly diminished when once attention is directed
to the practice prevailing among a large portion
of the possessors of wealth, and a still larger por
tion of the wealthless ; the first, devoting some of
that wealth which they reserve as a provision
against future want, to the purchase of lalwnj
wherpwith to acquire more; the second, selling^
�4
COMBINATIONS AND STRIKES.
their labour for some of that wealth, without
which they could neither work nor live. The
readiness, on one side, to part with present wealth
in order to obtain increased wealth in the future,
and on the other, to surrender the direction and
produce of one’s own labour to obtain the produce
of* past labour, has been accompanied and fol
lowed by a succession of contrivances, in the form
of machinery and other instruments of production,
by which the labour purchased is made to accom
plish results otherwise unattainable, and to bring
about the continually increasing accumulations of
wealth everywhere observable. It must be evi
dent that the duties to property and to humanity
will be performed together more and more in har
mony, progressively as the wealthy become less
wasteful, and the wealthless less incapable.
8. This practice of applying wealth to the pur
pose of procuring more wealth in the future, has
given rise to a number of arrangements and bar
gains to suit the convenience and ciroumstances
of the various persons disposed to apply a portion
of their wealth to this purpose.
AV hat these arrangements and bargains are,
ought to be understood ; but it would be tedious
to describe them without using the terms in general
use ; and it is dangerous to use these terms with
out making sure of the things which the terms are
the names of. Let us, therefore, rapidly run over
these things, and mention the names which have
been given to them.
a. Wealth applied to the purpose of obtaining
ncrease is called capital. Originally, capital can
have been little more than wealth, destined by its
owners for the purchase of labour. Progressively,
larger and larger portions of capital have assumed
the form of instruments of production, among the
latest developments of which may be named rail
ways and their appendages, agricultural, mining
and manufacturing machinery, ships, docks, har
bours, and canals.
b. Wealth obtained by sale of labour is called
wages. The portion of oapital set apart for this
purpose is spoken of as a wages-fund, to distin
guish it from other portions of capital evidently
no longer available for purchasing labour.
c. The increase of wealth, looked forward to
from the application of wealth as capital, is called
' profit.
d. Many owners of capital are not administra
tors of capital; some administer the capital of
others as well as their own. Where they are not,
as in the case of those who prefer to work for
wages, of professional men, and of men conscious
of incapacity for directing labour, they lend their
capitals, surrendering their title to the larger but
uncertain return called profit, and bargaining with
the borrower for a smaller but certain stipulated
return. This smaller and stipulated return, is
called interest.
e. Besides these arrangements for facilitating
the co-operation of capital and labour in the work
of production, there are various forms of partner
ship and joint-stock association, admitting, accord
ing to the tastes, capabilities, and means of each,
the separation, partial or complete, of the elements
of the total future profit expected ; these elements
being, remuneration for the superintendence, for
the risk, and for the use, without risk, of the
capital. The latter of these elements, as before
stated, is called interest.
f. Wealth, capital, wages, profit, and interest,
are more frequently than otherwise measured in
money, and distributed with the aid of money.
They are also, spoken of, and written about, as
money. But each of them is a thing of itself, inde
pendently of money. And money is another thing.
With the assistance of these terms, bearing in
mind that they are familiar to thousands who
attach no definite meanings to them, and keeping
on our guard, so as not to be entrapped into using
them, sometimes in one sense, sometimes in an
other, quite unconscious that the matters denoted
by them have been shifted, let us proceed further
to indicate what the pupils in our schools can be
led to deduce for themselves from what they have
already observed and thought over.
9. The tendency of administrators of capital or
employers, is for them to distribute the wagesfund at their command among the labourers whom
they employ, according to the estimate which they
form of the producing powers of each. Making
use of the term “labourers” in its widest signifi
cation, employers will give to some, £5000 a-year;
to some, £10 a-week; to some, 3s. a-day; and to
others they will refuse wages or employment
altogether.
10. The total capital, and hence the total wagesfund, is a limited quantity. If it were distributed
among labourers in equal portions to each, the
portion of each could not be more than the quo
tient of the whole wages-fund divided by the
number of labourers. If this portion or wage
were considered insufficient, its increase could
only be procured by increasing the total wagesfund, or hy diminishing the number of labourers.
The latter mode of increasing average wages does
not require to be considered, and the former can
only be brought about at some future time, near
or distant, rapidly or slowly, according to oppor
tunities and the means resorted to.
11. Increase of wages to all is no more possible
�FROM THE TEACHER'S POINT OF VTEW1
at once, because the wages-fund is distributed
among labourers according to their respective
producing powers, than if it were distributed
among them equally and irrespectively of their
comparative producing powers. If more than the
average share be given to some, there must re
main less than the average share for others. But
there are two compensating circumstances at
tached to the apportionment of wages according
to producing powers. Greater future wealth is
produced, and as the wages fall into the posses
sion of more capable men, they are more likely to
be well used, and to be partly added to capital
forthwith.
12, Employers and employed,—they who have
bought and they who have sold labour,—it will
be observed, are two classes much more distin
guishable than capitalists and labourers. In every
country where the industrial virtues flourish, and
in proportion as they flourish, labourers, except
ing the youngest, whose power of earning and
hence of saving is as yet undeveloped, are capi
talists. They lend their capitals because they
can earn more through wages and interest than
they see their way to earn by administering their
own capitals, either separately or in co-operation
with other capitalists. The savings banks alone,
with their deposits of more than £40,000,000, are
proofs apparent to everybody, and many more
might be produced, of the extent to which, in a
community still deplorably afflicted with ignor
ance and misconduct, labourers are capitalists.
The chart of life, and the sailing directions
which the young will take out of schools where
they receive this kind of instruction, points to
wealth as the reward of intelligence and good
conduct,—wages small at first, because producing
power is small, but growing with the growth of
the estimate formed of producing power. The
capable labourer does no damage to his less capa
ble fellow-labourer. He assists in the increase,
so urgently required, of future capital. If he
save, a portion of his wages becomes capital at
once, wherewith employers distribute more wages.
The incapable, he assists to support. Lessons
easy and pleasant to learn in schools become difficult and painful if deferred till those who never
learned such lessons begin to suffer from their
ignorance. To children who leave school with
correct chart and good sailing directions, with
capacity for using them and resolution to act
upon them, the world opens not as a scene of
storm and tempest,"in which shipwreck can with
difficulty be escaped, but as an arena for the exer
cise of industry, intelligence, and the other social
5
virtues, with probable success in the future, and
certain satisfaction from the performance of duty
in the present. Little comfort can be derived by
the victims of ignorance and vice from the know
ledge, if communicable to them, that their desti
tution and suffering are the consequences of
previous mistaken conduct. In the presence of
misery, it would be brutal, if possible, to trace to
the sufferers the causes, no longer removable, of
their sufferings.
Taking our leave of school days, we will accom
pany the young as they leave the schools in which
they had received instruction such as we have
faintly sketched. Four out of every five of them
will be more or less dependent for subsistence
upon the sale of their labour. They will rejoice
rather than complain that there are employers to
be found able and willing to buy their labour, and
able and willing to afford them opportunities of
increasing their powers of usefulness. They may
regret, if service satisfactory to themselves and
their friends is not easy to be found, that capital
and employers are not more abundant. They
will surely not murmur if employers, with capital
at command, are so much in want of labour that,
not waiting to be sought, they apply at the schools
to obtain recruits likely to be made efficient la
bourers and deserving of wages.
They have entered upon their industrial career
With the assistance of their friends they have
sought the best service accessible, in the estimate
of which neither prospective nor present advan
tages will have been overlooked. Some will be
less successful than others in the selection of the
employments offered to therm Employers also
will not always find the services which they have
hired worth the wages which they have bargained
to pay. Shiftings and re-engagements will be of
frequent occurrence. But in subsequent, as well
as in original engagements, there will be one
thought prevailing among employers and la
bourers. Each will wish to do the best for them
selves; and if their efforts in this direction are
made intelligently, they will also do the best for;
one another, the employers seeking labourers
whose labour will produce most in proportion to
the wages paid, and the labourers seeking em
ployers whose service is most likely to lead to
those industrial rewards of which immediate wages
are hut a part.
There is an incessant and, we may say, a
healthy activity of thought and effort for in
dividual and general advancement. It is felt
that there is room for improvement. Th era is
no denying that a very large number of people
are inadequately fed, clothed, and lodged; that
�6
COMBINATIONS AND STRIKES.
they have no capital; and that, thrown entirely
upon the wages-fund for support, they obtain
wages insufficient for decent and wholesome liv
ing. It would be a sadder spectacle to see this
state of things contentedly and inertly put up
with, than even to be compelled to acknowledge
that efforts at amelioration were taking a wrong
^direction. In this country, happily, there is no
danger of such passive submission, on the part
either of the immediate sufferers, or of society in
general. But efforts at amelioration will probably
be not wholly either in the right or in the wrong
direction ; susceptible, therefore, of better direc
tion. And it is desirable that the young should
be prepared to form a correct judgment upon the
plans submitted to them for obtaining increase of
wages, and for bettering their condition in other
respects.
We may now ask the specific question whieh
we had in our thoughts at starting : How should
the young, instructed as we say they ought to be,
deal with proposals to them to unite in combina
tions and strikes ?
We mention combinations and strikes together
because they are so commonly brought to our
notice together. But we may dismiss “strikes”
in a few words, and without much ceremony.
Strikes are acknowledged by everybody to be
evils, and they are resorted to only, as many other
evils are, to avert greater—as the destruction of
buildings to check the spread of conflagration, as
a jettison to preserve from foundering, or as am
putation to save life. Because strikes bring to
our notice the existence of combinations, it must
not be forgotten that many combinations exist
keeping clear of strikes. And it is contended
that all might be so managed as to keep clear of
strikes.
We may be quite sure that when combinations
are formed, the prevailing wish must be to keep
clear of strikes. Strikes are no more intended by
labourers who combine, than indigestions by the
hungry who eat. Proposals, accordingly, will
be made to the young to unite in a combination
by itself, and not in conjunction with a strike in
vidiously tacked to it. But before they could
accede to any such proposal, they would wish to
understand what advantages might be reasonably
expected by them and their fellows, and what
ought not to be expected, if they would escape
disappointment.
They might begin by considering the probable
effect of a combination upon wages. It ’ would
not increase the wages-fund. It could not, there
fore, increase general wages. If it were to alter
the distribution of the wages-fund, it would only
do so by interfering with the efforts of employers
to distribute the wages-fund among labourers
according to their several producing powers.
But that would be to diminish future wealtre, and
hence to check the growth of the future wagesfund.
But might it not maintain a high level of wages
in particular branches of business, or raise the
level of wages previously felt to be too low? It
could only do this by excluding additional labourers from access to those branches, or by
bringing additional capital into them. But additional capital cannot be attracted into a business
except by the prospect of profit equal to or greater
than that seen to be obtainable elsewhere. And
with this prospect, capital would flow in, not in
consequence, but in spite of a combination which
prevents labourers from following or accompany
ing the capital to share in the advantages offered by
it. The forcible exclusion of labourers from par
ticular branches of business can only mean con
demnation of the labourers excluded, to lower
wages, in order to maintain or to raise the wages
of those in possession.
Combinations among labourers, so far as they
can influence wages, can only do so by preventing
that distribution of the wages-fund which would
be made by employers left uncontrolled in their
efforts to employ their capitals to the greatest ad
vantage. Combinations among labourers can
scarcely, then, be said to be so much against emplovers as against other labourers, since they
can only control employers by withholding from
labourers permission to be employed. If decrease
of production be the consequence, future wages
will decrease also.
It will not be lost sight of that employers strive
to distribute the wages-fund among labourers
according to their respective producing powers,
i. e. according to the estimate formed of their re
spective industrial virtues. If the authority of
employers be susperseded by that of a combina
tion of labourers, will they also wish to distribute
the wages-fund so as to reward and encourage
the industrial virtues ? If so, which of the two,
the employers or the labourers, are, from their
experience and position, more likely to form a
correct estimate of industrial merits ? If not, the
development of those qualities upon which the
happiness and progress of communities depend
would scarcely be promoted by combinations
among labourers.
One can conceive of a combination among
labourers in which attempts to encroach upon the
prerogative of employers should neither be made
nor contemplated. Its object might be to dis-
!j
t I
1
*
a
L
’I ■
W
I
j
11
',
.
I
j
I
i
g
jj
1
U
fI
|
i7
J1
j|
I
If
j>
s |l
1E
/I
�FROM THE TEACHER'S POINT OF VIEW.
countenance ill conduct, to contribute out of their
wages towards the maintenance of those tem
porarily incapacitated, to introduce promising
recruits, to find other employment for super
numeraries, to form their capitals into a joint
stock, or to add them to a joint stock already
formed. A combination of labourers thus directed
would be a co-operation of labourers with capi
talists, and also of capitalists with one another.
Combinations have been formed, we are not
sure that some are not in existence still, to ex
clude machinery, or new contrivances for making
labour more effective, from particular branches of
business. Our intelligent young people could not
possibly enter into a combination for such a purposa. They would not be misled by the com
plaint, that it was wished to supersede labour by
machinery. Their intellectual exerdises will have
brought to their notice, that language may be used
to conceal a fallacy, as well as to express a truth.
The spade, the plough, and the thrashing-machine
make labour more effective, they do not supersede
it. And the pumping-engine which drains a
mine, which, without it, must remain submerged,
makes labour possible where it was previously im
possible. To obstruct employers in their efforts
to make the labour which they purchase as re
munerative as possible, is to obstruct the growth
of the wages-fund, from which alone general im
provement in wages is to be expected.
There are, and will continue to be, epochs in
most branches of industry, when, from the flow of
capital faster than that of labourers into them,
wages will rise; and also when, from the flow of
capital faster than that of labourers out of them,
wages will fall. If combinations, by spreading
information and organising facilities, could expe
dite the influx and efflux of labourers, to make
them correspond with the movements of capital,
they would unquestionably be useful, by assisting
to diffuse the benefits anticipated from the altered
applications of capital, and to diminish the suffer
ing of those who were about to be abandoned by
the capital upon which they depend for wages.
But if combinations attempt to make labourers
refuse to accommodate themselves to the move
ments of capital, they can only succeed by exclud
ing some from opportunities for bettering their
(condition, and by condemning others to look on
and clamour for undiminished wages, and, per
haps, pine in want, while the tide of capital is
flowing towards other parts, to confer increased
wages upon those who choose to accompany it.
When the workmen of employers who remain to
the last in a declining branch of business, or who
persist in conducting it by means since surpassed
by others, are compelled to submit to lower wages,
can it be said with propriety that capital has
w triumphed” ?
If combinations be so much less capable than
they have been imagined to be, of improving the
condition of under-paid and over-worked labourers, \
is there, it may be asked, no escape for them from
their misery in the present, and no hope of re
dress in the future? Before attempting to an
swer that appeal, it may be observed that there
are few instances of misery so sad that they might
not be made much sadder, and few lots so dark
that they might not be made darker; and com
binations would rather work in those directions
or encourage hopes doomed to disappointment.
There are expressions familiar to us all, which,
whether manufactured on purpose, or diverted
from former uses, have helped to blind us to our
follies and mistakes.* Restrictions on trade were
recommended to us under the name of “protec
tion.” Persistence in error so long as our neigh
bours chose to go wrong, was advised under the
name of “reciprocity.” The free circulation of
capital between borrowers and lenders was long
prevented through fear of the “extortions of
usurers.” And now, combinations among work
men are recommended as bulwarks against the
“tyranny of capitalists.”
The young should leave our schools qualified
not only to use language to express their own
thoughts appropriately, but to detect the misuse
of language by which they might otherwise be
confounded and misled. A tyrant, they know, is
supposed to be an oppressor. When they make
* For specimens of this use of language see letters from Mr
Fawcett in the Times of 17th and 22d March 1865. Some mat
ters are referred to by Mr Fawcett upon which, although beyond
the scope of our text, we would gladly have a little more in
formation. Mr Fawcett, speaking of the labourer of the present
times, says:—
“ He hears our statesmen eloquently describing the vast in
crease in the nation’s wealth, and he does not find that his own
lot is perceptibly improved; mechanical inventions have caused
untold wealth to be created, and yet his hours of toil have not
been materially shortened ; he hears glowing descriptions of
the growth of this mighty metropolis, and at the same time he
knows that the home of the London working man is not more
comfortable, because, as new streets are opened and other im
provements are introduced, places where the labourers can
dwell are more and more restricted.”
Is it true that labourers have not been benefited by “ the vast
increase in the nation’s wealth,” and are less comfortably
lodged in this metropolis ? If these statements cannot be made
with truth of labourers in general, to which in particular will
they apply 1 and why have some been excluded from participa
tion in the blessings enjoyed by others ? If he will tell us what
becomes of the labourers who are refused admittance to, or dis
missed from, the establishments of such employers as Sir Fran
cis Crossley, and thriving co-operative societies, and why they,
in common with the crowds at our dock gates, are thus unfor
tunately situated, he will assist us, and perhaps himself also, to
the information of which we are in search.
�8
COMBINATIONS AND STRIKES
their first attempts to sellltheir^abour, they
scarcely believe themselves. ioB™n the look out
for tyrants. When they obtain an advance of
wages, they do not become conscious of any
tyranny. When some new employer, hearing of
their efficiency, offers them better wages than
their former employers [can afford to give, they do
not suspect the tyrant. W hen employers attract
labourers from districts where they are earning
ten jfflEnings a-weekf by the promise of twenty
shillings; or when enterprising labourers, unsoli
cited by others, quit places where they were
earning ten shillings and apply for employment
at twenty shillings, the acceptance of their ser
vices will not appear tyrannical to them, unwel
come and tyrannical as it may appear to other
labourers in the receipt of thirty shillings.
We have no thought of escaping criticism or
refutation by affirming, that the expositions which
we have attempted are consistent with “ the prin
ciples of political economy,” or are correct appli
cations of those principles. Principles of political
economy, in common with all other principles,
are liable to be misinterpreted and misapplied,
and we do not seek shelter, accordingly, behind
them. Nor shall we be greatly alarmed by those
who do no more than assert that we have sinned
against political economy. Calculations can be
verified, and the analysis of a compound can be
tested by experiment, without ostentatiously ap
pealing to “ the principles of arithmetic or che
mistry.” We beg that our estimate of the probable
influence of combinations upon wages and well
being may be examined by similar methods.
We doubt whether any political economist, master
of his subject, would find much to dissent from in
what we have written. If he would not, he
certainly ought to refrain from the use of such
expressions as “antagonism between capital and
labour,” the effect of which must be to make
truth and sound doctrine unpalatable.
We were told, on one occasion, when comment
ing, perhaps a little warmly, upon this mischievous
trifling with matters of life and death, that such
11 bosh" did ~ot deserve our attention. To this
we replied, it may be very well for you to despise
“ bosh,” but those who listen to bosh as if it were
sense may rush to their ruin, and those who talk
bosh will never know nor talk sense till they can
see through their own bosh.
.
The expression, “ antagonism between capital
and labour,” must have been invented to foster a
prejudice rather than to recommend a truth. We
might as well talk of the antagonism between
food and appetite, or between the shivering body
and clothes. Passing from capital and labour to
capitalists and labourers, they seem to us to be
more attracted towards, than repelled from, each
other. Their respective wants and means of sup
plying wants draw them together. Apart they
are powerless. Buyers and sellers, borrowers
and lenders, are similarly drawn towards each
other. The antagonism, if there be any, is be
tween capitalists and capitalists, labourers and
labourers, buyers and buyers, sellers and sellers,
borrowers and borrowers, lenders and lenders,
each contending for a common object, and appear
ing to frustrate those against whom they contend.
We will not close this paper without reminding
teachers, that the subjects which we have been
urging upon their attention cannot be left un
heeded by their pupils. They, at the close of
school-life, will be compelled to act. The alter
native before them is not action or inaction, but
judicious or injudicious action, the one leading
towards well-being, the other away from it.
Surely there is misery enough caused by wilful
misconduct, and by “ the ills which flesh is heir
to.” Its increase through ignorance is a reproach
to those by whom the ignorance might have been
prevented. It is more in sorrow than in anger
that we blame the courageous, enduring, and
energetic men, who are adding misery to misery
by their mistaken efforts to obtain relief. But
we cannot suppress our anger at the apathy of
those instructors of youth, who persist in a course
of instruction, the end of which is to leave their
pupils in ignorance upon matters, a knowledge of
which is indispensable to good self-guidance
well-being.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Victorian Blogging
Description
An account of the resource
A collection of digitised nineteenth-century pamphlets from Conway Hall Library & Archives. This includes the Conway Tracts, Moncure Conway's personal pamphlet library; the Morris Tracts, donated to the library by Miss Morris in 1904; the National Secular Society's pamphlet library and others. The Conway Tracts were bound with additional ephemera, such as lecture programmes and handwritten notes.<br /><br />Please note that these digitised pamphlets have been edited to maximise the accuracy of the OCR, ensuring they are text searchable. If you would like to view un-edited, full-colour versions of any of our pamphlets, please email librarian@conwayhall.org.uk.<br /><br /><span><img src="http://www.heritagefund.org.uk/sites/default/files/media/attachments/TNLHLF_Colour_Logo_English_RGB_0_0.jpg" width="238" height="91" alt="TNLHLF_Colour_Logo_English_RGB_0_0.jpg" /></span>
Creator
An entity primarily responsible for making the resource
Conway Hall Library & Archives
Date
A point or period of time associated with an event in the lifecycle of the resource
2018
Publisher
An entity responsible for making the resource available
Conway Hall Ethical Society
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
Pamphlet
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Combinations and strikes from the teacher's point of view
Creator
An entity primarily responsible for making the resource
Ellis, William
Description
An account of the resource
Place of publiction: London and Edinburgh
Collation: 8 p. ; 23 p.
Notes: From the library of Dr Moncure Conway. Reprinted from 'The Museum and English Journal of Education'. Printed in double columns. Date in Roman numerals.
Publisher
An entity responsible for making the resource available
Thomas Nelson and Sons
Date
A point or period of time associated with an event in the lifecycle of the resource
1865
Identifier
An unambiguous reference to the resource within a given context
G5620
Subject
The topic of the resource
Education
Working conditions
Rights
Information about rights held in and over the resource
<a href="http://creativecommons.org/publicdomain/mark/1.0/"><img src="http://i.creativecommons.org/p/mark/1.0/88x31.png" alt="Public Domain Mark" /></a><span> </span><br /><span>This work (Combinations and strikes from the teacher's point of view), identified by </span><a href="https://conwayhallcollections.omeka.net/items/show/www.conwayhall.org.uk"><span>Humanist Library and Archives</span></a><span>, is free of known copyright restrictions.</span>
Format
The file format, physical medium, or dimensions of the resource
application/pdf
Type
The nature or genre of the resource
Text
Language
A language of the resource
English
Conway Tracts
Education
Political Economy
Strikes
Working Classes