Elizabeth daily monitor. [volume] (Elizabeth, N.J.) 1868-1880, 1868-10-28

Inc address OF the Hon. William u.
Alexander of tie class of 1924, and now
President of the Equitable Life Insur-
ance Company of New York, was re
plete with beautiful thoughts most
beautifully expressed. The speaker
recalled the associations of his youthful
days spent at Nassau Hall, and SEE med
for the moment to be living over again
the happy hours of the by-gone time.
Ex-Governor Pollock, of the class of
1881, responded ON behalf of the Al
umni in an eloquent address, closing
with tribute to the retiring President,
and his successor, and fervid hope f, r
the happy future Of the College,
DIR. M'Cosh was then presented 10
Chancellor Z;,briskie by Ex-Governor
Haines, Ex-Governor Olden and the
Trustees, and the oaths administered
When the President stepped forward
to affix his signature to the roll of
Presidents, he Princeton boys made
the roof ring with their peculiar shout.
The charter and keys of the college
were then delivered to the new Presi-
dent by ex-President Mclean, who
was too much moved to say more than
a few words in which he explained the
Significance of the ceremony, and point
ed out the main duties devolving upon
his successor. The scene was very
impressive one.
DR.. M'Cosh's inaugural was on the
subject of Academic Teaching. It oc-
cupied almost two hours in the delivery
and was listened to with the greatest
attention. He first considered the ques-
ton, 'What university education ought
to be, and pointed out many of the
evils which incrust the system in Eu-
rope to show that even where there has
been the greatest opportunity for i'm
provement, much still remains to be
done to bring the system up to a pro-
per standard of excellence. The MAX
ing of Latin and Greek verses, labor
which almost every STRIPPING was forced
to perform, was like drawing blood
from the nose. The study of the dead
languages and the mathematics was
carried to extremes. There were other
things equally important which receiv-
ed much less than their share of atten-
ton. Physical culture, mental and
moral science, and political economy,
for instance should be attended to. But
ont of these and other evils, or rather
out of knowledge of them, and an APP
probation of their influence upon the
human mind, will arise great improve
ments. 'EAllow me freedom of speech.
Applause. If am wrong, [ am ready
to chan ge my views as soon as I am
convinced that they are not correct
[ do not desile to revolutionize youl
American system, which so admirably
combines the practical with the theo-
retical, yet which even your own edu-
Gators admit is by no means perfect
L have visited your colleges. They are
not institutions to be rashly meddled
with. You have your opinions on the
subject of education which can be man.
aged only by time and experience. IL
your common school system you lead
the world. Europe must look to you
for good system of elementary school,
but for universities you must look tc
Europe What is the idea or final cause
of University teaching. Some, the re-
alistic, think that its object is the fit
ting of youth for the practical business
of life. The idealists believe that it is
to educate the mind, to elevate it to the
position which the Creator designed it
to occupy. God has made nothing
perfect. He has left much for his peo-
pie to complete, that they may have
honorable employment. The mind is
one Of the complete works, the body
another; and all studies and all system
of study should be SO organized as to
meet the demands of mental. moral,
and physical nature. The university
system should encourage art as well as
literature, and teach esthetics as we'll as
mathematics. 1t should cultivate taste
in form as well as in letters. 1t should
train the eye and the heart as well as
the mind. It should teach that there
may be a higher end than the mere at
tainment of knowledge, which is not
the only means of training the nobler
part of humanity. We do not know