The New York herald. [volume] (New York [N.Y.]) 1840-1920, 1852-06-30

University Of New Y0wk.
THE ALUnkI Assoo1 ArOu.
~ne anniversary Of this association ives ocisbrstod ast
evening al the Church Il the MesaA In the press~os Of
snsms rors and hishl, respectable auditory Tho Rev
O. 4 hesry D. D., dslivcred tho orston, and Mr. j. v.
Huntnedcn the poem for the occasloo
The orator observed that the state Of tho hisher de.
partment Of pubic instruction which was re-
garded by every eDlehtensd man In this country snd
lilo uetruction implied exensive course Of study
Common schools should exlst in every district Aoade
mics were Institutions vhcrc both sexes were pre-
psredtby a superior education, especially necessary
for tho preparation Of young men for colleges In
the United States there univcrsities We
had colleges but they needed reformation. We
was an institution that afforded the for the at
taDmeDt Of every kind OF learning and of pursuing
70 inc utmost extent with all the necessary aids
Ugsbc prn ple Its central and constituent prinoipe
WAS well Organized body Of learned men dispensing IN
cation given by general smsttcror Out Of this dvi-
don resulted perfection in every part and made the
university the place Of unlimited learning, truth and
beauty. buildings lecture libraries apparatus
So, were necessarily conpeccd with the
our cole could not ul6 tho functions
out were simply colleges. In theoretical view they
were designed for the attainment of liberal education
fitting for professional position preparation Tor
the upversty Colleges were deficient In ibrories pro-
feseor &c. for high and universal Instruction What
advantages did colleges present for carrying out
a university SYSTEM None! We needed : certain
numbsr eS universities with their appliances for tho
sdvaI cement OF letters, which bound up with mo-
raiis, and intellect - with the prosperity OF tho
multiplied, which AAed persons fsr the univerN-
ties. The college could not make profound men
OF learning IL was not its function. 1t not
the function Of the university to form the young
man. but took him already prepared think and 70
study and carried him forward TO the greatest possible
perfection Of knowledge in scisnce and learaing
MS whA
did not 10 the universities and needed greater
number OF educated young men in oar community
Ineee institutions did not stand in comparison but
both OF the highest value to the commonwealth Let
the oosges he places for giving really liberal education
lie h,id the classical, mathematical, logical, and
rhetorical studies, well proporoncd The highe view
The list Of college studies crammcd like those Of
schools Tor Young ladies' where every modern language
and accomplish nj could DO learned in three years
Laughter Multtudrs entered the colleges without
sufficient Preparation and consequently derived but little
benefit some derived enough to enable them to study
hereafter, and many left with diploma upon which
they could not bear an examination This came fiom
attempting too much, and doing nothing thoroughly
mo remedy Lay in returning to the original de-
sign OF the college, and not crowding it with
learning that was adapted to the university lie
sciences being connected. Colleges provided such
courses in the nature of them either literary or
Most vacations proceeded upon scientific principles and
which demanded knowledge Of those principles. Leo
lures on soap making and everything useful should be
sdtsed into our colleges But he insisted they should
not be crowded into the under graduate In the
matter OF degrees colleges conferred the title of mas
ter and DOCTOR but they could not fern the thing 1t
self made after the college had been gone through
and which titles il did not really confer Let them think
the title Of doctor Of laws lighting upon the head OF
emneOt politician who knew nothing of either the civil
or canon law and whose title Of LII. D. a cabastio
appendsge to many and who not made clergyman
teri Let these titles be conferred only whore they had
been iry earned in The various branches of learning
they should be conferred only after rigid examination
tDsse msy 10 exceptions In the Dr. Johnston
and Ehu Durrt whose titles were but inadsauate TO
their learning We could . university without
theological faculty Inths he compelled diTer
from his predecessor and successor in the chair which
hh (tho orator's) Ill health compelled him resign
His friend proposed to out out necessary part Of
university instruction The State the proper power
TO provide proper system Of public instruction and u
was moreover the only power that capable OF
properly doing this public work These institutions
preparations Of money necessary to carry out
this object university in this city would require
sixty professors the University Of Berlin had hun
drcd professors The expense OF this and Of libraries
apparatus Co. would be at least three millions That
three millions might be saved in few years by cutting
Oh the unnecessary expenditure Of this town He
cided his academic life by invoking them to the attain
mont OF this object Great obstacles lay in false and in
ness and envy The orator humorousiy sketched speo
mems OF various classes OF society who deprec educa
ton Ivy their general Indifference especially. Quntus
Squeeey The editor of the Daily Trumpet, who began
work with his fellow printer apprentices and although
thinker and writer not Of education. Then
came Torguecnd the democratic orator who believed
IN nothing but the gullibty OF the people (aughter
Add TO these obstacles the edn heoogcum They would
tius what difficulty presented but which could
he overcome by Perseverance the PRONUNCIATION OF
truth lie had hoped to be with them in the labor Of
building the college and university Of this city, but
s shatend health deprived him Of that pleasure The
ator concluded by coqueny commencing the work to
heir exertions and retired amid long and ensAa astc
applause n
yered the poem which exhibited much real beauty sud
sentms mt and we'll appreciated and appauded The
then terminated.