New-York tribune., 1878-11-26


first president, the Rev. Henry p. Tappan,
who had been appointed to tine office at
| the suggestion of Mr. Bancroft, is repre-
sented as admirably qualified for the work of de-
| veloping a university in all its relations. lie
brought to the position not only unusual ability
and rare degree of culture, but special enthusl-
asm for the advancement of education. lie had
carefully studied the European systems' especially
| that of Prussia, of which he was an ardent ad-
| mrer and on going TO Michigan he had only TO
| carry out the policy which bad been recommended
| fifteen years before, but had never been put into
practical effect President Tappan gave reality TO
what had hitherto been only an idea Ihe Trans
| formation which he wrought out was almost III
| mediate and of pregnant importance. lie eAel'eu
vast influence in the moulding of pnDlic opinion.
| His occasional addresses before the people anu
| the students combined with the charm OF
| his personal presence tended powerfully to
| bring the people of the State, and especially
| the students and alumni, into hearty sym
pathy with the institution. The success of las ad-
ministraton was largely due to his policy III regard
| to the interior development OF the university
Among other changes, he insisted on the abolition
| of the monastic system which had been borrower
| from England the dormitories were swept away
and the students INDUCED in the freedom which Is
essential to the healthy growth of the lntellectual
| faculties. The courses of study were also greatly
multiplied. The most important branches OF phyS'-
cal science were added to the former almost exclu
siyelv classical course In his choice Of professors
! and instructors, President Tappan was eminently
happy They were selected solely with reference to
their fitness for their posts without regard to secta
rian influences. He thus became surrounded with
remarkable corps of educational assistants. Con-
spicuous among these were Professor Briinnow, who
was called from Berlin to the chair of astronomy;
Professors Peck and TrowbTidge, who had just re-
ceved the highest hOnOrs from the Military Acad-
envy at West Point and who took charge oil the SCI
entic course of study; Professors Boise and Frieze
for the chairs of Greek aud Latin, who gave such an
impulse to those departments that no subsequent
changes in the course of study has been aole 10
shake the prominence of classical learning IN the
estimation of the students and Professor Andrew
White. now widely known as the head of Cornell
University, whose instruction in history was new
revelation to students accustomed to dry and
coorless lectures and the mechanical use OF the reg
ulation textbooks. Professor White came to the
university fresh from European studies, and en-
tered upon his labors with the peculiar enthusiasm
which is so important a condition of successful
teaching The excellence of his instruction con-
sisted largely IN the spirit which he infused into his
students. He not only instructed, but he inspired
So long he remained in the chair, no study III the
university was pursued with so much interest as
that OF history. Since the retirement OF President
Tappan in 1868, the university has continued It's
prosperous course, with the exception OF certain
degree of pecunary embarrassment occasfoned by
the financial arrangement consequent upon the
civil war. Since the accession of President Angel
in 1871 the classes of the university have been
open to women, several new departments, includ- |
ing q char of homeopathy, have been introduced,
81 rl nf been
amply redeemed in its present position among |
American colleges.
The publication Of this volume is significant |
event in the history of education in the United |
States. 1t presents cheerful view of the progress
of good learning in the community and the attach
ment of the American people to the interests OF
literary and scientific culture The vast amount OF
money that has been appropriated to this cause |
affords an illustration of the sound wisdom, high
principle, and practical common sense which will |
be found to mark the bone and muscle" OF our |
population. Nor is the work less gratifying as |
proof of the elevated standard Of learning and char
acter which prevails among the seats of education
that 80 thickly stud the soil with their stately !
towers and spacious halls. They cannot be charged
with being the abOdes of learned ease and idle lux
ury stepped in Port and prejudice,' as great |
English scholar described his Alma Mater, but must
be regarded on the whole. as the resorts OF sudous
industry, lofty aspiration, and strenuous endeaVor
whatever examples of cowardce sloth, and youth |
full wrongheadedness may mar theserene barmonies
of the attractive picture. The influence OF the
American colleges, as they are represented in this
volume, on public opinion, sound habits Of
thought, and noble rules OF conduct can
scarcely be overrated. Apart from their
position as conservators of wholesome tradi-
tions as barrier to the prevalence of wild and Wis
onary ideas as magnetic powers so to speak, to ex-
tricate the grains Of pure metallic ore from
the mass of sand and rubbish. they exercise
q potent and most salutary influence by the
personal character Of the men who have
made their high official places the instruments
of public good. The examples Of such illustrious
names as John Thornton Kirkland, James Walker,
Ezra Stiles. Timothy Dwight, jeremiah Day. Bcnja-
min Sillman, James L. Kingsley, Edward ID. Griffin,
Heman Humphrey, Edward Hitchcock. John With
erspoon, John Wheelock, Jonathan Maxey, Francis
Wayland Elphalet Mott. Jesse Appleton. Stephen
Olin, Wilbur Fiske, James Marsh, and others whose
living excellence forbds reference TO their charac
ters are among the most precious treasures of the
commonwealth, and their benefcent activity was
largely inspired by their position in the colleges OF
which they were the pride.
PRACTICAL SPELLING LESSONS, BY OCULAR IN;
and I@Y " s. scuoFiELD Philadelphia: s. Potts CO.
In this work novel method is presented of
teaching hand to spell directly without first teach
ing the ear II originated IN France where 1t was intro
duced while NJ. WaddngtOn Minister OF Public In
structon under Jules Smon and last year 1t was re-
ported that 1t was In successful use In more than 1000
Of the French primary schools The method consists in
the expression to the eye Of the sounds contained in the
words OF the spelling lessons by simple signs which have
no resemblance to the letters Of ordinary type script
Although the system is founded on phonetic basis
use is made OF arbitrary types spelling, not OF
the diacTeal marks that figure on the pages OF spelling