Universities in America by Erastus O. Haven
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Title:Universities in America. An inagural address delivered in Ann Arbor, Michigan, October 1st, 1863. By Rev. E. O. Haven, …

Author:Haven, E. O. (Erastus Otis), 1820-1881.

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Print Source:Universities in America. An inagural address delivered in Ann Arbor, Michigan, October 1st, 1863. By Rev. E. O. Haven, …

Haven, E. O. (Erastus Otis), 1820-1881.

31 p. 21 1/2 cm.

Published by the University Ann Arbor, C. G. Clark, Jr., printer,

1863.

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UNIVERSITIES IN AMERICA. ‘n uau uddt~T DELIVERED IN ANN ARBOR, MICHIGAN, October 1st, 1S863. BY REV. E. O. HAVEN, D.D., LL. D. PRESIDENT OF THIE

UNIVERSITY OF MICIAIG AN. PUBLISHED BY THE UNIVERSITY. ANN ARBOR: C. G.

CLARK, JR., BOOK AND JOB PRINTER, CO U RI R OF I C E. 1863. Ii?5 > -3 3 “I 27 aD ‘k

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A D DR E S S. [PREFATOR~ i-NOTE.-On Thtrsday, October 1st, 1863, the beginning of a College year for tile University of I1ichligai, Rev. Dr.

Haveu was inaugurated( as President of the University, in the morninig, in the Presbyterian Church in Ann Arbor. In the afternoon the nIew Law Buildiiig was opened with appropriate exercises lheld in the Law Lecture Room. These exercises consisted of Prayer offered by Rev. Dr. lHogrth of Detroit, a Dedicatory Address by Prof. Thlomas M. Cool,ey, and a Poeml by D. Betiniice Duffield, Esq., of D)etroit. ii the evein,.itddresses were givenll in tile Iresbyteriain Clturch l y Rev. LueitLu D. Chjpin, A.., I’I roftsor of Morl a li(,l Iltellectual I’hilosoplly, lxid Stamultl G.

Armor,. 1)., IIProfessor of IIstitutes of Medicinre and Mateia led(ica.

Th.e Iinaliiural Eixercises conlisted of IPrayer by Rev. Mr. IJglis of DI)etroit. an Introductory Address ty HIon. Donald MAiclityre of Ann Arbor, in behalf,f tLe Buord of iPgeLits, and tie folloing Inaguralll Address: GENTLElMENX OF TIll, BOARD OF REGCINTS: I ai ilil)p-essed wvitli the conviction tlhat tle office to Whlich you have called mie demands all the tlloughlt’nld energy and industiryv of wlicili I atn capable.

AVTlatever I inav succeed iii accomlpli.shiing, tlheie will still be a vast area suggested to the imaginiation, of Nwhat wil l al,peal.r pos sible aiId desiable I enter lupont these diuties withl a deep sense of the necessity of the hleaity co-op)era tion of all who aire iitterested in ti(he Ilanagoment of thlle Ulniversity, alid withl a profound feelitng of dependelee ul)oin tlhe al))roval and bl-essinig of. Altnighlty God. The Un,iversity of Iicligaln has not, like sonie institutionsI of the kiild ini other cottntrii* a history of a thousand years, with usag,es that seem to rival in regulaiity the laws of nature. Such univeisities it mnst be compl)ti-atively easy to manage, for the macliil)ery h-as move(d o long and regularly as to seem almob to have acquired the power of spontaneous action. The I 7

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4 ambition of their wisest friends is, therefore, to reform abuses, to remove incumbrances, to introduce new elements of efficiency) and to adjust the enginery to modern times. “University Reform” is for this reason a common term in the older countries. But here everything is young.

We have no moss-covered buildings poorly adapted to present use; no perverted patrimonies entailed to perpetuate usages that have lost their significance or are defunct; no ceremonies that have ceased to be significant; no sinecures occupied by men who ob. serve the letter and violate the spirit of the law; no recogni. tion of caste, exalting the undeserving and rejecting the wortlhy; no trammels upon the conscience; nor any other relies of the dark ages of Europe. Our difficulties are those which beset the early days of an enterprise. We have not yet passed out of the age of exuberant hopefulness, when rash experimenta. tion often leads to waste of energy. Our greatest danger is dissatisfaction with the present and an impulsive determination to change what experience has proved to be useful and wise. The University of Michigan is only about twenty years old. MaDy of those far-seeing and patriotic men who projected it and watched over its infant growth, and to whose commanding position and influence in public afairs its existence is due, are still with us, wearing the well-won honors of a patriotic and Chris. tian life. Some of its earliest instructors still honor and strengthen the Faculty by their presence and labors. These first fiiends of the University are permitted to see, on the foundation which their own hands have laid, a majestic fabric arise, whose proportions I believe will yet expand into a temple, more majestic even than their imaginations ever conceived. In spite of difficulties, and revocations of plans, and disappointments-no greater, however, than might be expected, in so complicated and so novel an enterprise-the University of Michigan stands before the world to-day, a vital proof that a State University wan prosper and be made to accomplish all that an intelligent community can demand of such an Institution. In reviewing the brie history of this University we find Ak ‘7 I

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5 much to commend, and no great errors the exposure of which is needful for our future guidance. The mistakes that have been made are not such as would be likely to be repeated. Its first professors were men who had been educated in the older American colleges, who wisely adopted a course of study and instruction which accorded with the commonly received views of their time and country, and which American experience had ascertained to be the best adapted to meet the necessities of out youth. The first Faculty of the College of Science, Literature, and the Arts, were wise in establishing a high standard of schol arship as a requisite to graduation, which gave this University, at the first, a fair reputation among the oldest and best colleges of the country. This reputation it has always maintained. Great credit is due to those who managed the affairs of this University during its early history, though for some reason an impression has prevailed among those unacquainted with the facts, that the University was not so conducted for several years as to meet the anticipation of its founders or the proper de mands of the State. This impression is wrong. It is true that for a time the University was embarrassed by local rivalries and a jealousy of centralization, and an honest though impracticable effort to divide it into branches, which, if it had been persisted in, would have substituted several high schools for one strong University; yet, in spite of these jealousies and differences of opinion, and in spite of the fearful monetary revolution which swept over the State and threatened to engutilf all the property of the University, its course firom the first was highly honorable and successful. All honor to the noble pioneers of this State, who, like the Pilgrims of New England, had scarcely set foot upon the soil and erected their humble dwellings and houses of worship, before they directed their attention to schools and a University. And honor too to the first Regents and ]acalty, whose plans were so wisely laid and so carefully commenced, that all who have followed them have largely entered into their labors and enjoyed the fruit of their energy and sagacity. he first classes that graduated

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6 ~,om this University were large in proportion to the population ,of this part of the couintry-pioneers though they werc-and they were well educated men, and have ftiinished as large a proportion of eminently useful men as the alutnini of any American college. In this reqpect, ai least, the Unliversity of’ Michi gan has been uniformly sucesful. The difeictlties of its early Iistory-snueh as they were arose mostly firom a want of money, for it is as impossil)le for a University to be stiong and steadfast withoult an adequ.ate material foundation, as for a soul to exist in this world withlout a body.; For the past ten years, with the rapid increase of tle State of M[ichig an and the siiurrounding States, in polpulation and vwealth, the Univelrsity has nat ually increased. Its Facllties l]fve increasecd, and its workings hlave been redneuced to a systenm. Its Pi’ofessors have becomie widelly knownn as emiinent in their respective professions. Its allimiii lhave enIlarged its influence And attractiveness. By thle just geneiositv of tle State the U’niversity has been relieved firom tile pressure of an enormous claim a.gainst it which it would seemi, however, f,‘on tl-le record,-, it had already more tlhan pai(1,-and lns tlius more thlan dolubled its efficiency, and( has recived otlher tokens of nmaterial aid, tlhat has inereased the pal)uiinm Cf its life. FrIom these facts, for which it is indebted to tlte intelligence and enterprise of the peop)le of Iicltigan, and to the ftliiti-fl and energetic labois of its late Piesident, the RIev. Di. II. P. Tappan, the Universitv has been enabled to increasc its Buildingrs, to e, large i ts Libraries, its it Iscms, its Apparatu,s, to call a greater niumber of learned men into the Faculty of the Colle,ge of Sceence, Literature atd the Ait,, to establislh and furnish what may, without Ioasting, be pronounced one of the best Medical colleges in tile United States, and to endow a Law School, which, tlhough olwng, already rivals the older colleges in comeliness and.iifluenee, and to-day, for the first time, is to l)e provided with a building adequate to its growing majesty :ald strength. Btut astonishing as this lis, thle University has no more than Ak -r 0

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kept pace with the State in growtlh an& intluence. The people of th)is State do not deservre the flattering compliment that they hiave outstripped tlheir ability or duty in attention to education. In 1845, when this University was but four years old, an(l already a resl)ectable college, graqluating its first class of welltrained youIng men, this State wifs to a great extent an unbrolkei wildeliness. Over a large part of it the wvolves still howled(. scarcely disturbed by tle j)ioueei hunter. Its productive w-ealtll. tl)e restilt of labor, aside firoi the nominal value of its uninl)roved lands, w,v’ts probably not more than a thlird of wha’t it is now. N ow rail,wavs cross its territory ana conniect tv eacti other; itz streams a.i’e noisy withl thie mill and factory; its priiries arie covered witih whleat; flocks of sheep take the pIlace of thle wolv -s; beautifuil dwellings have dlisplaced the log cottages of the hardy l;io1eers; spi’es, pointing heavenwiard, indicate tIhe faitli aund hope of the people, aind that g’loiious galaxy into whicht it. star wias admitted only in 183,, beiing now threatened l)v the mnurlky clo(uds of treason and rebellion, iIiehigan has sent fortlh hler thirity thousand volunteers, andi stands ready to sen(i oiit as mauy more, amnong whom are seen, a large proportion of the graduates of the University, ready to go where the strife is hottest, and to deal the heaviest blows for “T,iberty and U’nioii, now anld foiever, one and inseparable.” Bchlold what a few years llave accompl)isbhed! Thel desert place has become a garden, the wvilderness blossoms as tlhe rose. Can it be possil)le that a Univeisity belong,ing to sucelt a peop)le will not prosper’ Is iiot its tfame linked with the State whose name it bear,s AWill it not (,row with its growth and strengthen with its strength? Universities in some form exist in all Christian countries. They are the liighest institutions of learninig in those countries, emi)loying the most accomplished teachers, to whom thlose youth resort who are the most devoted to the cultivation of the mind. It has been flippantl denied that there are universities

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8 in America. So have I heard it reproachfully stated that America has no Church, and once it was common to assert that she had no army, and only an apology for a navy. There are those who cannot recognize an identity of character without an absolute identity of form. Though our nation has no established Church, like the Greek’Church of Russia, or the National Church of England, or of Prussia, yet it requires no extraordi nary powers of observation to perceive, beneath the indepen dent and numerous denominations of Christians in this country, an unorganized unity of sentiment and action, accomplishing, perhaps more efficiently, the genuine object of a Church. So too, though our army in time of peace, and our navy, do not rival the proportions of some inferior States, yet the experience of the past two years has proved that Amrerica was not destitute of the nucleus of organization for defense equal to any of their kind in the world. The United States of America have long had institutions of learning that might justly bear the name of universities. To that class they clearly belong, and by the proper standard of such institutions they claim to be judged. They partake, by nlecessity, of the character of the nation. Universities everywhere are sensitive to those complicated influences which make lup the national character, and are therefore continually changing. In spite of the apparent immobility whlicl is supposed to( attach to them, they and the national character are reciprocally sensitive, and constantly act and react -ipoti each other.

Generally, with only a few extraordinary exceptions national influence and the glory of the universities rise and fall together. As the nation girows in wealth and consideration the universities increase in power, though there are instances in which abundance and luxury have lowered the standard of severe study, and poverty and disaster have impelled the ambitious to earnest intellectual labor, thus preparing the way, by one of the divine methods of compensation, for national relief and triumph.

Intellectual forces and moral integrity lie at the basis of ultimate success. The universities of America are for the most part Ask 0

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9 young, and are therefore inferior to some in older nations, both in useful material and useless lumber; in the powers of time honored usages and in the embarrassment of absurd or effete forms; they are inferior in wealth-but superior in enterprise; inferior in the number and experience of learned professions, but superior in their industry and effort to benefit the students; inferior in their power to secure the attendance of the students for a long term of years, but siperior in their ability to crowd into a limited time the greatest amount of information and discipline. Many of these peculiarities are becoming modified with the increasing maturity of the nation, but some are permanent and others will arise. American colleges were originally modelled after the colleges of Great Britain, inasmuch as our earliest learned men were graduates of those colleges, and naturally attempted to reproduce those mnodes of instruction and culture with which they were familiar. But as our government and statute and coinmmon law, though growing out of those of Great Britain, are peculiar, so the founders of American colleges soon found that there were several defects and blemishes in English universities, arising firom the state of society, which they would not reproduce if they could; and time has demonstrated that there are other peculiarities in the universities of Great Britain which. we could not reproduce if we would. The recognition of caste in society, even in the requirements of the colleges, and in the classification of the students; the adoption of two courses of study, the one for the studious and ambitious and the other for the lazy and feeble who, for their rank, or morley, must be allowed to graduate without a thorough education-indicated by the terms “pass course” and “class course; ” the system of hasty preparation for examination’ by the aid of private tutors; the observance of multitudinous regulations founded on the stipulations of’ ecctric benefactors; the foundation of fellowships the hollers of which are bound to celibacy; the direct connection of the institutions with the government of the nation, giving them in some cases representatioan in the lw

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10 National Parliament-these and many other peculiarities conld no more be transferred to America than its Lords and Commons, or its clouds and skies. On the other hand the universities of America have found that they must conform themselves to the demands of the people, and therefore greatly niodify.and improve old courses of ttidy, establish new methods of discipline and of the division of labor, new penialties aiid rewards and new customs, thus acquiring, as all vital tliings lhave, a chllaracter of tlheir own. Every nation must have its own peculiar institutions. All imitations are necessarily weaker than their models, while vital growtlhs alone are stron g. I shall enter into no labored comparison of the merits of American colleges with those of other landls, only hlere observing, tlhat, in vigor of growth, in nobility of purpose, in the advancement of science, in thle careful attention to the moral good of their pupils, and in a healthful result uponI the civilization and welfare of the people, Ameiicnn universities have not been surp)assed by any in the world clduiing thle past half century. Areeric a1n colleges have prinei)pally educlated our prIofesional nmen andcl statesmen; they have been the bi,tth-pla,ces of great imoral enterprises that are shedding tlhc liglht of scier,ne and religion uipon this and otlhei lands, and of thoughlts eml)odied( in books whose potency no matihematics can measure and no finite mind comprellellnd. The higllest institutions of learniing in this country have been mostly of two classes, whichl for convenience I shall denominate Church colleges and State colleges. A Church college is one which is recognized as l)elonging to a particular denomination of Clhristianis, with which principally or entiuely its Trustees and i’aculty are connected. The oldest of the Amrerican colleges were mostly of this class. Among them may be mentioned Harvard College, Unitarian, though of late the State of 3Iassachusetts, on accoutnt of having rendered it great pecuniary aid, has assumed a oo-ardinate superintendance of its managemnent; Yale College,Trinitarian Congre,gational; Princeton 9

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11 College, Presbyterian; Brown University, Baptist; Columbia College, Protestant Episcopal; and the WVesleyan Univorsity, M[ethodist Episcop31.

These I mention merelv as well known Fpecimens of Church umiversities. Ill al of them and in others of tlis class, the course of stiudy is asnrigid and tihorough as young nien of fair intellectual ability and apl)lication, can complete in foui’ years, after a prescribed course of preparatory study pursued elsewlieie, while some of thiemi have also professional schiools of Law, miedicine, and Thleology, and some of them have also, of late, offered thlle use of books, lectiures, apparatus and instruction, )ly which investi.gation into some departments of science can be puiistied fiitither than in the course of study prescribed in the inndeirgra(inate collrege and in thle professional colleges. The,great induicemenlts to yoli,ngr men to enter at once into active life in tlhis country, h-ave, as yet, prevented a very exteiisive call for niliversity instruction in advanced studies and topics remote fron general practice, but as the call increases ouri o?ldest and abl)lest ulniversities are pepaing to respond.

Conirses of Uniiiveisity Lectiures are nl,reaoly provided for in Hlarvarld Ujniversity and-in Yale U,iiversity, and inust be provided in a few of tlhe largest universities in different parts of the country. Clturelh univeriesities have some peculiar advant.ag,es. There i, a compnct and vigoirons aoenev responsible for their cliarac ter. TI’ley alppeal to a clearly recognized part of the cornmmunity for patronrae and stuppoit. The denominations to which they belong watch over their interests, and usually harmonioy is easily mnilntained among the trustees and faculties. It would impug,n history to deny that colleges of this chl)aracter have accomplished and are still accompl)lishling incalculable good. But it is evident that there are some disadvantages inseparably connected with Chuirchi universities. An institution belonging to a particular denomnination cannot possibly be so liberal and impartial as one re.sticng upon the broad basis of the state. No efforts at impartiality, can possibly prevent, at least, an indirect preference of the party or section which it principally depends ok 7 

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12 for character an(I support. This peculiarity is much stronger in some Church Colleges than in others-in some being scarcely noticeable, in others so marked as to be decidedly disagreeable to all except those who sympathize with the views and usages of the denomination owning she institution. The second class of the highest institutions of learning, which are denominated State Universities, are of later growth, being naturally the last institutions established, or receiving any good degree of completion, as a part of the great American system of education.

Whatever may have been the fact elsewhere, in this country theprimary public schools, designed directly for all the children, received, properly, the first attention of the States, and systems of public education were devised and put into operation and largely developed, before the attention of the community was called, through their legislative bodies, to the importance of colleges or universities, as an inseparable part of a public system of education. Therefore, leading minds, of enter)rise and philanthropy, were compelled to establish the first colleges without much public assistance. Thle legislatures would indeed incorporate their trustees, and, in a few instances, grant them pecuniary aicl, but it was long before the people came to perceive and feel the necessity of completing their system of public education, by establishing normal schools and universities. In some instances the States, having aided the Church colleges, demanded some control in their government, and thus it has come to pass that several of the older Church colleges are perceptibly changing their character into State universities, and it is not improbable that many of them will yet be placed solely under the government of the representatives of all the people. There are also a few institutions called State universities, whi(;h were originally largely the product of individual benevolence, and are controlled b trustees so far removed firom the influence of the people that they cannot be regarded as fair specimens of that kind of universities, which are properly called State universities, and which form a natural and necessary part of the American system of public education, whea it is complete. AM 9

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13 The University of Michigan is the oldest, largest, and most Nlourishing of the class of institutions that may rightly be regard ed as State universities Founded by a grant of land made by the United States, aided by grants made by the State of Mich igali, recognized in the Constitution of the State, and governed, according to its provisions, by a Board of Regents, elected from time to time by the people, it is purely a STATE

UNIVERSITY, en. tirely free from sectarian or sectional control or bias.

It should therefore aim to become a model of its class. Its influence is not confined to itself, great as that influence may be. Its growth, members and power will undoubtedly cause it to be regarded either as an example or a warning to the younger States of the Union, and, in the course of time, even to the oldest States, as they successively may establish universities of this kind, It cannot be denied that such an institution is exposed to pe. culiar difficulties and dangers. It may be well to examine them that we may be prepared if possible to surmount them.

Allow ine to suggest the two greatest, interrogatively. Is it necessary that State universities should be irreligious? Is it a fatal necessity, growing out of their very constitution, that they should neglect the doctrines and the practices of Christianity, and by consequence have no foundation for morality? Must they be the fountains of intemperance and vice, and must the education they furnish be secular and atheistic? That this is the charge of their enemies, and the serious apprehension of some of their friends cannot be denied. But this charge, it should be observed, is not confined to State universities, but ap plies with equal force to all schools of every grade that are sup ported and controlled by our American States. It seems to be the conviction of some persons, mostly those who were educated in the older nations which have national churches, that a Re. public, like the United States, without an established church, and granting equal protection to all religions, must be infidel, and specially do they believe, that educational institutions sue tained by such a government, and on so liberal a foundation, must be irreligious, if not atheitic Even some men in our own

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14 country, of feebler minds, or who simply echo the sentimnents of their foreign theorists, with whom they have a fancie seivile connection, have repeated the same apprehlensions. The fact however is that, practically, Amierican schools, supported by the government,.are more truly religious than the average character of the pe6p-le they are designed to accommodate. It is worthy of notice that the most devout and truly religious portion of educated men are the most likely to be interested in educational matters. By sympathy they are attracted to the profession of the teacher, in which the consciousness of usefulness is a greater rewvard than the sudclden fortunes and gratifications of ambition, promuised in other departments of indus try. The people too, well taught in tlheir respective rieligious or gavizations, expect and deniand tlhat their l)nl)lic selools slhoutld recognize the Bible as the foundation of imorality, and should iln culcate in the mindsis of the youngl the great principles of Christ ian faith and practice. Therefoie, in tlhis country, our public schools, our normal schools, and all selcools of any igrade, supported by public funds or taxation, have taugtilt nmorality and religion as purely and efliciently as any denoniinational schools whatever. Now what has been found true in this country with regard to the primary schools, the hig,helr public schllools, and thle normal schools, may and should be also true of tlhe State universities. The average relig,iots character of the people o,ught to be such, and I believe it is such, that they will and do deinai.id, by a docisive majority, that the instruction giveu in their unive’rsities shall be permeated with geinuine religious trutll and piactice. It would shock and disgust the people to learn that in their unlliversities science was divorced firom religion, or thtat the professors formed so strangre an exception amiong the linei devoted to teaching, as not to give proper prominence to the theoretical and l)ractical principles of our common Chlristianity. Thus first, merely as an effect and not as a cause, State uliversities, ia &ates where thepeople Ire religious, must reflect the charactr 0

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15 of the people. But they will in the second place, also rise above the average popular character, in morality and religion, from the natural tendency of religious men to the profession of teaching, and also from the fact, never to be forgotten in the consideration of democratic institutionsa that the judgments of the people are always stuperior to their practice, so that even men who in their private character disregard the requirements of true piety demand it in those public institutions for which with others they are equally responsible. There is a sense in which the old maxim, vox p()p~t,l vox Dei expresses a profound truth.. I maintain, therefore, that a State University in this country mhould ba religious. It should be Christian, without being Lectarian. The great and common principles of morality, received by all Christians, should be sedulously taughlt and scrupulously regarded, not Imerely as conventional rules but as principles of divine truth. The true basis of them, which is God’s own worid, should be recog’nizel and hlonoied. Those imple and central common practices of the worship of God and Christ, in which all can engage, should be iregularly observed. The lloly Scriptures should be read and explained, psalms and hymlns of praise should be sung, and all who resort to the University for instruction shlould be encouraged to adhere faithfutlly to the usages of that branch of tlhe Clhurchl of’

Christ with whichl they may be connected. Especially shlould the bonds of union between science and revelation be shown. The professors should be men capable of perceiving and illustrating the evidences of the divine origili of Christianity, in languac-e, imathematics, the laws of material things, and of vegetable and animal life; in histo,y and art, and in the mind of man. The errors of the irreli,gi-ous, ancient and modern, with their )ernicious conse(quences, should be fearlessly exposed. Especially should American youth be taughlt that the perpetuity of our fiecedoi-depends entirely upon the initegrity and genuine Clhristianity of the people. Those questions upon which denominations differ-howNrever vital they mnay appear  should be lef’t to their acknovledged teachers out of the Unit

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16 versity, or be so respectfully and impartially stated as not to offend the conscience of any sincere believer. I earnestly invoke, therefore, in behalf of the religious charactor of this University, the sympathy and hearty co-operation of all Christians of all denoninations in the State. I assure them that the University shall co-operate with them, in teaching and enforcing and illustrating Christian faith and practice; and I trust that there shall go out from its halls many hundreds of men, who, as ministers of the Gospel, lawyers and physicians and teachers, and as faithful workmen in all the industrial pur suits of life, shall, together with many of this character already amopg the alumni of this University, enforce and exhibit sound morality and genuine Christian culture. Let it be the object of the Faculty to show that the grand theory of American education’has no fatal defect; that, on the voluntary system, Christianity may flourish and be re!pected, and may comfort and sustain and adorn those who embrace it, not by compulsion, but as the choicest gift of Heaven to minan, through him who assures us that his kingdom is not of this world.

The professors in this University must not and will not consent to be deprived of the glorious satisfaction of being co-workers with Christ, in the divinely appointed enterprise of evangelizing the world. No earthly reward could tempt them to such a compact with evil. Were their salaries to be multiplied a hundred fold, so as, instead of affording them, as now, merely a comfortable support, to give them each an independent fortune, they would not be bribed to dissociate themselves fiom the greatest leaders in science and culture in this and every land, who are striving to elucidate the will of God and to benefit their fellow men. Another objection to State universities is suggested in the inquiry, Miust they necessarily be political institutions? In free countries like ours the word political has acquired a limited and unworthy signification,-similar to the word sectional or partisan. From some profound law of human nature it is found that in all free countries there alwts are two parties, nearly balanced, Aw 9

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and fi e-qiently exchanging with each other the responsibility of holding thle reins of the government. I cannot here pause to investigate whethl)er the existence of these two parties arises from a natural contest between the conservative and the pro giessive elements of society, or fi.om a natural desire for the honors and rewards of political power, or firom the divine inten tion of a constant exchange of responsibility in government, as regular as the circulation of the blood in the living body or the great tidal waves in the ocean and air, essential to purification and life.

Whatever the causes, actual or final, such parties always have existed in popular governments, and may be presumed to be an inseparable adjunct of freedom. But the vital question with us, in this connection, is, Must the State institutions of education, on this account, in free countries, be vascillating and fluctuating? Must they be continually chang ing their policy and character? Must their Faculties be ex posed to the danger of sudden removal with the frequent trans fers of political power from party to party? Must schools become a part of the spoils of office? This has been a serious apprehension of theorists, and it must be confessed too, that some facts have arisen showing that the apprehension is not altogether fanciful and theoretical. We mnay arrive at the true solution of this inquiry by observimg that the American States have established and are maturing a system of education, beginning with the primary school and ending with the University. All the parts are alike essential to this system. Each part must prosper to make the other parts prospeir. If the primary schools are vigorous and healthy, the Uuiversity will naturally be strong, but if’ the University suffers the primary schools will suffer.

From all this wondrous chain whatever link you strike, Tenth or ten thousandth breaks the chain alike. o Now is it the will of the American people, or is it a fearful necessity of popular governments, that their educational institutions should be complicated with the fluctuations of political 2 17 I

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18 parties? I answer decidedly, No. Facts also answer, No. These schools, like the mountains and plains and oceans and rivers, are to be permanent, while the superficial atmospherical phenomena of political partizanship play around them. These are too essential, too sacred,:to bh constantly changing. By common consent these are to be cherished whatever transitions in other matters may be allowed. The American people are sufficiently enlightened and impressed withi the intrinsic Value of these institutions, to maintain and show to the world that no changes in opinions or in office holders shall b3 allowed to interfere with the primal interests of public welfare, represented inll their public schools, firom those in which the alphla.)et is taught, to that in whichl the last resuilts of lhuiman itnvestigration are made known. The primary schools, the )ipublic.cad(ecmies, the normal schools, and the universities, are enitirely lremoved fiomn the manipulations of party politics. It is only ill young States, not yet skilled ili self control, or disciplined by bitter expelienee, that the goverinment of the university is sensitive to popular political excitements. It is an indication of iimmaturity, and of a want of the highest civilization, to carlry party politics into educational matters; and it is a serious reproachi to any State that ever the preferences of any political party shlould Lo seriously insisted upon in the choice of an officer to superintend general educational matters, or to hold a position as an instructor in any public school. No man is competent for such an office who does not, at least in all his official duties, rise above subserviency to party control or preference. This theory is already verified in the practice of our most enlightened States.

It is true of Michigan. I aver that the example of Michigan shows that a.

State University is not nec. essarily involved in partisan politics. I am not aware that any such influence has ben felt in its government for many years. It may indeed be questioned whether it was ever felt, certainly not since it received from the peorl4e its present admirable system of goaernment. Itshould be one of our objects to show to the youngQ St,tes and to all the world, that a greet univer Aft

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sity can be established and maintained and’ continnect in action’ as regular as the laws of nature, without any sensitiveness whlat ever to those revolutions in public opinion on political matters; wlhich give rise to changes in the administrat’oai of the govern mel.t of State or Nation.

Btit whlile the university rises serenely and supremely above( pai’tisan tturmoil, I desire plaiiily to announce, that in my opii ion the University of Mlichigian should have a decidl.d i)olitic:.l clharacter. If it be a fault, nevertheless I acknowledge it.is:a logicil and moral necessity, -‘owiig outt of its orlgin and fill (liamiental character. The Ulliversity of Miclig:l is lirtly tile gift of th-e United States of Atneric.a to the people of this Stat, aild paitly the result of the enterprise of this State itself. For its ellndowment alnd st pport it is coordinaitely ilndebted to tfle Nationii aind to the State whose name it bears. It owes allegi ance thlerefore both to Nation and State. The life-blood tlh:t flows itrouIgh its veilis comes from evecrv State iii the Tjnic,tll. Its sttidelits come firoin many States. It is the product of Amen ica!- eitcrpiise and Aizericean thought. It is one of the ex[o ents otf the filet that the Uniited States of Aimerica plize souztl learinrig and thoro,gh culture. Its liitory forms a strikilng, clh.&leter in the history of thle Natiota, showing tehat this wl~lIe I,eople prize civilizationl, science, literature, thoug;,ht. The UlTiAversittv therefore owes allegiance, fidelity, and the best support it can give to tile whlole urjndivided nation. It would be unworthy and disgiaceffl for the University to teactl or countenanc(, or tolerate within its precincts, the presence of treason. It, must therefore be political, in the highest and’

best sense. It i. Am’erican. It is democratic, not aristocratic. It is republicansx, not monarchical. It holds to the I)Iincilles which Halnmiltoni promulgated and which W’asliington maintained on the field anl ill tlie Presidential chair. ItsJi’of;essois must, and always lii, aid always can, show from nature and history and science, that thle Almighty Ruler is in favor of theose sublime and benign principles that finally blossom anc ripen in self-government and aii enjoyment of the right to life, liberty, and the pursuit of h.a:l i 1‘9

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20 ness. And;ihen an emergency arises, be it from foreign des )ots or rebels at home, it should be found that the great body of its alumni will be ready, as now, to dlevote their fortunes, hlonors and lives to the Nation that has giveen them their educa tion and p)ower. Thank God-that the University of I%iichig,an iias always been political in this noble sense. A university in order to attain the mnaximum usefulness must lave some riimal elements of success, which it may be profita l,le to notice.

The first of these, and most essential, is money. Nothilg else can supply thb place of material strength. If tile love of inoney is a root of all evil, money itself is a root of all ,ood. Carefuil observation wNill show that the want of propelrty is the greatest hindrance to the full development of a university in a inew country. There is not a university in the Ulnited States of America that (has yet esealped the constant g:llitig 1)ressure of poverty. Our oldest and best endowed colleges of tlhe Eastern States, which have received, fobr moire than a cellnturyt, donations fiom individuals and aid fiom the State, fin]l themse lves constantly prevented fi’om-accomiplishingi thleiri owll conepI)tions of what science and the best interests of the coinnunity demand, by the want of money. Our most eminent scientific mnen are often seen spending a large part of their time in earnestly soliciting donations to the literary and scientific schools with whichl they are connected. Some of tliem deprive themselves of niearly all the luxuries of lifb that they may I)rosecute their investigations and diffuse infbrmation. Science lj.,s ts mnartyrs as certainly as reli.gion. A university needs money to procure suitable lands, buil(dngs, libraries and apparatus, and to support competent instructor1s. 5Iuch of the material employed is perishable and needs firequent renewal. Often special investigations are desirable, requiring large sums of oneyv the ireturns for which are not to be expected in ross substance that can be measured and weighed, but in the settlement or explosion of a theory, the suggestion of a new hypothesis, demanding in its turn to be tested, or in some enlargement of the area of correct thought.

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21 In these experiments many failures are to be expected, but the expenditure of time and money is not therefore lost. Superfi cial and narrow observers often complain of such an expendi ture of material, and seem to think that the money employed to promote science and the highest e]ucation is wasted. They are not aware of the inconsiderableness of the amount of money thus expended, when compared withl that employed for otller objects, nor of the value of the profit received. They ]lave not observed, perhaps, that the cost of building and equipping one ship of war would endow a university as liberally as the University of Michig(,n, and the expense of keeping a ship of war in repair and in active duty would more than sup ply all the demands of such a university after its endowment. The cost in money, of a single battle, would more than double the permanent resources of this University. The amnount of money expended in this country on a single fourth of July, in the explosion of gunpowder and other filmiiiants for noise alone, would give the Nation several valuable institutions of learning I adduce these facts not to express disapproval of ships of war, or battles, or even of the explosion of powder for noise. M1an liveth not by bread alone. Man needs more than food and raiment. It is one of the shallowest conceits of feeble minds that whatever does not produce glross lproperty is useless. WVe nee(d civil law and a sound government, and if these carTm.ot be secured without ships of war and cannon, an(d the paid labor of strong and educated minds and of stro(ng and trained blodies, let the requisite demand be met, though it cost a hundred fold more than now. So too man needs amiu-sement, the pleasures of social life, and the cultivation of the heart and mind, and thouglh these should cost a thoiusand fold more of labor and money than now, the expenditure would be wisely made. Universities are on.e of the essentials of civization. They are not excirescences. or superfluities, but an inseparable element of a civilized Natiol,. No nation, state, or city yet, has ever been extravagant il. their support. The maximim of good to be obtained fi’on,, tlheia has never been reached, and till that point is attained a.L I

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22 ‘ncrcase of expenlditure upon them, if wisely directed, is good ecconotmy, and all withbolding of money from them is wasteful .nd imnpoverishing. LIooking at society as it is, with only its present degree of en.lightenment, at the enoinrmous tasks set before the people in this new world of America, and at the abundance of demagogues wN-ho are seeking power by fomnenting the piejudices of the people, and by stimulating a jealousy of educated men, it is a mat~ter to awaken profound gratitude to Almighty God, and to increase confidence in tlhe competency of the people to secure ;tlhcir own best interests, tllat so much has been done in this country for the promotion of education. From this poinit of yiew the prospect is briglit and encouraging. But when we conllsider tl)at much of the educational property in this country has airisen firomn th-e sale of wild lands, and firom contributions iiade mernely for pecuniary speculation, and also in many cases tlirough the enterprise of a few leading and.oble individuals to wlhich the great mass of thle communtity simply assented or did not opeinly disapprove, but sliowed no hearty co-operation in these enterprises, the matter assumes a less favorable aspect. And when we reflect that the resources from wild land in this countr’v must soon cease, and that the income firom invested fiiids will gradually dclepreciate, aiid that whatever material increnmeuts to our educational power is lhereafter.made must sooner or later come firom the direct and voluntary devotions of tie people; it is evidently seen to be the duty of every enlightCcued( man to impress upoil all otlher miulds, so far as lie can, tho fact that educational institutions, from the primary school to the university, are an essential elemenit of civilization, and need still more of the people’s power andcl suppor’t. The University of Iiclligan has a strong and broad founda. toii. It cannot compnlin of the past. But it is yet, like the State wIhose nan, s it bears, young. It would be a reproach to tllhe State should it now cease to grow in strength and wealth. T’hie State itself will findfiequent opportunities, without ian ap,r.eciable icrease of its burdens, to add to the resources of the I

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23 UIniversity. Benevolent individuals in this State, will yet emulate the libeiml and patriotic men and women of the older States, and leave to the University funds for the endowment of new 4,-)iofessorships, or for the enlargement of its resources and usefullness. This elenient of pover, I tirust, i’tl)e day of need, will not loig be wanting. Thanktifil fov the past we will tru.st God for tlhe filtire, wlhile we sti-ive to i’ender the University, fiom its effiiency and high moral and scientific chai’.acter, wolthy -of the liberal suppi)ort of al)le and benevolent individuals in the commtniiitv, and of the State. I doubt not tlle time will come when this TUniiversity sihall be honored withl many benefactions, and shall become a monument of individual entei-piise, as well as of p)ublic piatriotismI and wisdom. Another element of suIccess in a Univeisity is a competent and( eflicient Goveirinment. The body of mien iwho stand behind thle FaLnlty, and hold the springs of the institution, can, if weakl, or’

l)artisan, or malicious, i-uin the iuniversity, ancl must’ il all cases be iiitellig,ent, comIpetent and honest, to give to it a lproper clharactelr.

In some universities tllis p)ower is a IBoard( ot’of Ti’istees elected for life and almost indepeudent of all infliences bnt public ol)‘iiion. In some ini.tances, ii othler countries, the diuectiig power is tlhe Goveiinmeiieit of the State and entirely iiidepeiident of the people.

Wisely, in tlhis Univeisity tlle l)oard of Rlegents is elected by the peoplle of the State, eachl Regent for eiglt years,s. and hereafter two eveiy two years, so as to securie a co)i-staiit and regular renewal of tlhe Board, without abrupt chaues, wvlich are likely to be attended with great disasters. No genuilie Aimerican should regret that the people of the State tius directly control the University. This is the ttue republican idea. It harmonizes wlithll our institutions. All exl)erience tends to p)ro~v that in such a way an enlightened and honest Board Qf Re(rgents will be obtained. The people will naturally select for such an office men who have exhibited an interest in educational matters, and who from habits of t4oghlit and experience are competent to the management of s,

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24 important an enterprise. At the same time if an abuse, real or fancied, arises, the public will not be slow to elect men who will remove the evil.

A university thus governed will never be allowed to become a fountain of error or immorality, but will cxecute the purpose of the people. Whatever therefore tends to benefit the entire community will benefit the Unixversity. At the same time through such a government healthy reforms, may be easily accomplished. The newv and special demands of the present times will not be disregarded, and the University will therefore not be a slavish imitation of some distant models nor an unchanging relic of the past, but will be kept constantly in vital sympathy with the present demands of the communnLity. The people of this State have reason to be gratefiul that the RIegents wvhom they have elected have faithfuilly replresented the State in a profound regard for a thorough and practical edlucation, for pure morality and genuinte religion, and that they have managed the University with suchl successful economy in its financial interests, and with such fidelity in all the grave trusts reposed in them.

Another most essential element of success to a university is an able Faeulty. Without competent instructors all other ma.tcrial is usel,ess; with tlhein, by ingenuity, genius and skill, the lack of other nmaterial ear be to a great extent oveircome. A Newton with an ordinary spy-glass will accoml)lishl nmore than an indolent or inefficient man with the best telescope ever constlructed. Nothing can be substituted for intellect, discipline and culture, wlhich will be manifested iii, a ready comman d of material and in a commanding influence over yotung and studious mninds.

The choicest men in their respective departments should be employed as professors in a university. Those only who have the requisite mental power, and who exhibit an aptitude for their peculiarwoi-k should be honored with such a post. The character and efficiency of the university come from them. The silent and passionless printed page can never take the place of the flashing ee add the living voice.. The first an,t I

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25 most efficient medium of conveying thought ad emotion,from mind to mind is by the exercise of speech, and therefore the office of a professor can never become obsolete. The power of a university will bear an exact ratio to the number of competent men it can employ in its Faculties. As an institution increases in wealth And strength the division of labor which it will secure by the multiplication of departments, or increased subdivisions made in the boundless area of human knowledge and investigation, will enable it to accomplish more and more successfully the fundamental object of a university. Itere, however, in our American universities a great practical difficulty arises. The traditions and usages of our colleges are in-favor of certain courses of study, limited in time, and there  fore limited in their range of investigation. The undergradu ate course, so called, taking young men at that degree of ad vancement in the classics and in science which they easily reach in our union schools and academies, has been limited to four years, at the expiration of which the students, if they have average capacity and have maintained proper diligence, are accounted worthy of graduation as bachelors of arts. IHere the college life of many of the students has been accustomed to end. Professional colleges for those who wish to study mnedicine, law and theology. have been respectively connected with our ablest universities, in which also courses of study limited to two or three years have been established, at the expiration of which the students, if successful, graduate as physicians, lawyers, or clergymen.

But it has been found that outside of the branches of study pursued in these respective departments or colleges, there are other subjects of investigation in which many are interested, and for the prosecution of which the university should flurnish adequate material and personal aid.

This demand has been met more promptly and efficiently in American universities than in the Engish universities, and yet much remnains to be done. To supply this demand various means have been suggested, and to some extent tried. It has been proposed to force into the four ytars’ course of study for umder

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26 graduates a-greater variety of subjects, and to bring the students under the tutelage of a greater number of professors. A fatal objection to this course is the inevitable consequence that what is gained in surface is lost in depth. So simple a problem ought not to puzzle any mind.

Onhofactor in the problem-the term of foulr years-is limited; the’

capacity of the youthftil mind to obtain information and discipline is also limited, and to expect any perceptible increase of result, when these factors are em ployed, must be fallacious. Whenever this has been tried, therefore, it has practically failed. Othlers have suggested that with the improvements of the times the undergraduate course of study should be amended by thie rejection of certain branches which are said to be obsolete and unnecessary, and by the substitutfion of others more imimediately and universally useful. This objection generally takes the foirn of undervaluing the Latin and Greek lang,agTes, and of some departments of tho pure mathematics, and recommends the substitution of modern languages and the study of nature. This proposed method of relief is undoubtedly illusory and radically vwron,, based as it is on a fatal wan’t of comprehension of the real object and absolite advantag,e of a thoroullh training in Latin and Greek and the mathematics. This object is not so much practical information as practical strength; and with due respect to the opinions of a very small numbier of genuine scholars who may think otherwise, there is no doubt in the minds of the al)lest and best scholars, that no course of study can be devised so well fitted to securie a thorough and harmonious development of the whole mind and heart, and to serve as the basis of the most thorough scholarship, as the curriculum of study which is pursueid in the classical course of our colleges, and in all institutions through - out the civilized world, in which the foundations of what is called a liberal c.tucation are laid. To lay aside or to interfleto with this course,oexcept to perfect it, would be suicidal of the best interests of the university. The end proposed, therefore, cannot be obtained by the omission of any branch.

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It has been proposed by others to extend the undergradliLte course of study from fonr to five years or more, thus giving op^ portunity for the multiplication of topics. To this there is the strong objection that it wouqd make our undergradutate course different fiom that of other institutions in the same country, while vet it would bear the same name.

It would not secure the attendlance of anv more students in advanced s,tudies and would simnply lessen the number that would graduate. The true qutlestion at issue is, not when a student shall graduate, but how shall hle be aided to stludy all that appears desirable? There is l)ut one proper or practical wvay to meet the difficulty. As far as mXay be, let extra courses of study be provided for. WIhenever a sufficient numbibe of students aplply for a uniform course of instruction, differing firom those primarily established, let a, dep.artment be created and recognized, and let the system of classification, as far as possible, be combined with the gratification of individual preferences. This is alre,ady largely done in the University of Micliian. The Scientific Department is a full f)our years’ course of rigid study, omitting the ancient langtuagces and substituting Gelrnman and French pnd a thorough study of our own lancguage. Let those vwho prefer this course enjoy the advantag,es of the UTniversity to tle largest extent whichi thley desire. The classes in An,alytica,l Cheliistiy and in Civil En(,ineering have also oppor1tunities to l)ress thleir investigations inuder compl)etent professors, and with abundant material as far as tley may desire. Prov’sion is also made for those who wNish to investigate any other delpartment, by the aploinitment of competent professor8 who stand ready to rend(ler all needed aid. I would respectftilly suggiest that a demand for the advantages of the higitlest university instruction, aside firom and in 3dvance of oir regullar courI of study, must be encouraged by -the university itself,before it will assume any great magnitude or intensity. The taste even for a colleg(e education is not altogether a natural instinct, but is encouraged in the community hy the great body of college graduates, and by the evident re 21

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28 wards that follow its faithful accomplishment By the same principle the valuable discipline and information that the uni versity stands ready to impart, above that which has been cus tomarily crowded, in American collegres, into the undergraduate course and the ordinary course* of professional study, must be ad vertised by the university. Universities must accommodate them selvesto the spirit of thie age, and advertise their powers. Tho facts must be kept before the public; and those who would qualifythemselves for professorships and the higher walks of science, should be informed that in the University of Michigan, ample facilities for such an object are supplied. However few persons may apply for the advantages, they should be accom modated, it being constantly borne in mind that the higher the education furnished in any institution, the smaller will be the number of those seeking it. Our very highest classes will per haps always be small in number. In this way our American sys tem of education may be developed into a beauty and efficien cy unrivaled, and become as clearly superior in its highest as it already is in its elementary departments. There is no good reason why those departments of education principally attended to in what are called theolog,cal schools, should be systematically neglected in a State university. Such a neglect betrays either a wrong conception of education or a fear of opposition, calculated rather to awaken the contempt of the people, than their approval. The first organic law of the Territory of MIich;gan for the establishment of a university, contemplated givingi due attention to such studies. The first report of the first Superintendent of Public Instrutction eloquent ly and logically showed its necessity. The late Piresident of the university, in his excellent Inaugural Address, delivered here nearly eleven years ago, said: ” Ouri institution being a State institution, and therefore coInnected with no particullar denomination, cannot establish a The, ological School on the University fund. But it is to be hope(l that the different denominations will establish professorships im the different branches of theological science ia this town. Ii I I

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29 ;some of these -ranches they might unite, in others they would -choose to establish separate professorshps.” This is certainly a valuable thought; but vwhlat is to hinder the immediate establishment of a professorshlip of the Hebrew language and the cognate languages, and their literature? Is there fear of offending any persori whose opinion is entitled to any consideration, in the careful study of one of the primal lan,guages of human speech, in which poets sung and orators spoke, when Greece herself was barbarous, and the seven-hilled city was an unbroken wild? If not for the sacredness of its revelations, still, for its antiquity, and for its essential value in philological investigation, it should not be neglected in a university. And what mind is so squeamish about offending prejudice or conceit as to pronounce it impossible properly to consider, in a State university, the thoughts, beliefs, and revolutions ofopinion and action that constitute the basis of what is properly termed ecclesiastical history? The very foundation and frame-work of every modern nation in Europe and America have been shaped by ecclesiastical thought and action, and now to turn away from it or to neglect it, or not to give it proper attention and study, betrays a timidity that might well awaken the contempt of the truly intellectual and liberal. With the two professorships of the Hebrew Language and Ecclesiastical History, any denomination of Christians might easily, and with little expense, furiiish the small additional instruction which, outside of the university provisions, they might deem necessary for those whom they intend to recognize as worthy to be teachers of the people in morality and religion. Thus the university of MIichigan would fill a chasm which some have supposed inseparable from ian institution founded by an American State. Thus we should be prepared to show that in no particular is it compelled to fall behind the best and most Complete universities of this or other lands. I trust that this suggcrestion will awaken the attention of those who most appreciate the essential value of religion as the central element of true culture. *What is essential in the individual

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30 is essential in a perfect institutionl, and its elements and pr;nc, pies should be properly pursued. Another requisite for the success of a university is a proper sytipathy with it and demand for it in the community tfrom ulwhich it receives its support. By this I do not refer to the peo ple in the town or city wherd it happl-)ens to be, who are liable to be deceived abouit what they cannot understand, and who have no nmore to do with tile ililiversity, on account of its being neat to them, thiain the university has to do with thleir fac tories, or shops, o. farms, or gardens; but I refier to the peo)le of the whole State, in their constitutional relations to tile uiiiversitv. WVithout their approval their university cannot flilly accomplish its work. They must be taught to fel its lnecessity and value. To supply thlis demand, I appeal to the aliumrni, who have ex perienceld its advantages and( know its value. I appeal to those vwho lhave been heretofore lioiiored to preside over its in terests as Regents, and vlwho have directed its great and( benefi cent influences. I appeal to tlhe teachers of our puLblic schools, remindiing them of wmhat they already appreciate, that all tihe public schools of the State form one system, and that the seoind(i prosperity of a part is only to be secured by the prost)erity of every other part. Especially do I appeal to the priicipals and teachers of our higher classes in the union schools, who are presumed, firom their position, to be men.of ctlture and liberal thougrht. I ask tlIen) to keep before the minces of their pupils that those whose taste or genius inclines thieni to it, have an opportnLity freely furnished to them by the State t(o prosecute their inquilries into science and thourght still farther, in the university, with all tile facilities that the most ambitious could desire. I ask them constantly to orga[ize and preservoe classes of pupils in preparation for the university. Thlis is clearlya part of their duty, as it is ours to do all that we can to maintain the honor andfefliciency of all the public schools ia. the State. Let the vulgar prejudice agatnst knowledge be discountenanced and banished forever fiom~an intelligent and free people.

Let I

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831 Beence continue to anlock her resource and revea’ them to our gaze.

Let the people continue,> heretofore, through the aid; of science, to rise in the scale of being and in comfort, till one by one the curses of ignorance, poverty, and feebleness are removed. Let the great forces of nature be made our obedient servants; let the experience of past ages wvarn us against evil and show us good; and let those engaged in the discipline and instruction of the mind, together with those employed in the, spread of the Gospel of Christ, succeed in making this earth, g80 far as we can, an ante-chamber of Iteaveyn, a Paradise of God. Such, gentlemen, is my ambition. Suchl, I doubt not, is the purpose of all associated with me, and together responsible with me, in the manag(ement of this uniiivcrsity. The hopes of its founders shall not perish. As its walls crumble they shall be replaced by ethers. -Its penrannency shall be that of the soul, incorruptible and eternal. It sliall be the perpetual fountain of sound scholarship, genuine morality, true christianity. It 8hall be a gloe y and a bulwark of thie State whose honored name it bears.

That this may be thle fact, may the approval and blessing of the Father of lights, firom wh;om cometh down every good gift and every perfect gift, be upon it, not for any worth of our own, but fiomn his soverei,gn mercy and for the gloiry of his name. :} U 0 0 a T I F

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