Morning journal and courier. [volume] (New Haven [Conn.]) 1848-1894, 1886-07-02

future of our own, but a future which has |
promise and life and blessing in it, the fu-
ture of Yale college as it becomes univer-
sity.
In connection with this historic develop |
ment, which bears in it the promise of the |
coming era there are two great ideas of edu- |
cation which have been held to be essential |
to the college life, and which ia essential also |
to the university life if i: is to have vital |
union with the past. One of these has rela- |
ton to the mind: the other to the character. |
With few words with respect to each I |
bring the suggestions of the hour to close. |
The fundamental idea of our theory of |
mental education is that of She superiority |
of man to his uses. Our primal thought |
has been to develop the individual man |
roundly and fully in himself. The service |
which he does for the world is the natural
outcome of what he is. Education Is like
Christianity in this regard. Christianity |
seeks first to lead its disciples to be good, |
result because it knows that, if it is secured,
the latter will surely follow its great and
first object in the individual life. Every
thing is the outgrowth of this. So it is
with true education. It does for the mind
what religion does for the heart 1t builds
when it has accomplished its
work within him. can use
his knowledge and his powers wherever the
werldsmay need them, aud he will do SO If
the noble impulses of educated manhood are
in the spirit. 1t is for this reason that we
have held to prescribed and common course
of study for each of our undergraduate de-
partments in the earlier year or years, and in
the later years, especially in that one of them
which is designed to prepare for the more
general walks of educated life, have limited
the freedom of choice to within certain def
mite lines, which should admit of and lead
to large and full education on every side.
We believe that it is better that young
men should not be disciplined and trained
from the beginning for one thing only;
that, whatever may be their future work,
they will be larger and wiser and more
useful men, if very broad foundation is
laid and if their minds are Strengthened by
the strictly disciplinary studies and
opened to a wide survey of knowledge. We
believe that it is often more healthful for
them to have their thoughts and efforts turn
ed not only to that which may excite their
natural impulses in earlier life, but to those
whose bearing upon mental ws1l-being may
not at least be fully understood. One of the
gravest evils of our national life in the i'm
mediate future, as it seems to me, is likely
to be the one sidedness of education-the
fact that are to have one line of thought
only, moving within the sphere of their own
single profession or business, and are to have
their idea of the minds life limit
ed to its practical results, and
not enlarged to the comprehen-
sion of which the mind is in and for itself.
The signs of this coming evil are already
apparent in our popular and public life; and
cannot but think that the subject which it
suggests is worthy of most serious considers
ton ON the part of all whose home and work
are in our various seats of learning.
Let me remark, also. in passing, that, with
the happy and healthful changes in the
modes of instruction which have been large
ly introduced in these recent years, the pos
sibilities greater than ever before of
awakening enthusiasm in the minds of all
for any and every branch of learning. The
living teacher may now come into
more immediate intellectual contact with
the student than he did in a former
generation, when instruction was much
more closely confined to the text book. With
the opportunity which is at present so freely
afforded for direct communication from the
teacher to the pupil and the more pleasant
relation which exists between them as be-
tween an older scholar and younger one in
common field, there is no reason why inter
est should not be excited in the studies of a
general course and why the mind should not
be thus cultivated to its own pleasure and
satisfaction while it is at the same time cul-
tivated widely. The opposition to the study
of the ancient classics-so far as have been
able to read the essays of recent
writer's on the subjects in reality
opposition to certain unhappy meth
DDS of teaching them. No man who
has learned to read Homer or Demosthenes
in any measure he would read the best
English or German authors has ever regret
ted it. No one who has even learned,
through the knowledge of the Greek lam
guage, to appreciate, in any measure, the
poetry or oratory or philosophy of Greece,
has grieved over the hours spent in gaining
that knowledge. I do not myself believe
that any such man to the end of time will
ever have such grief or regret, or will be
otherwise than thankful that his mind was
thus lifted above the work of his daily
life. The disputes about education which
have filed the air for tho last few years we
may well remember are not yet ended. 1t
will be a strange thing in the worlds history
if in this regard the permanent future does
not find it's fountain of life in the permanent
past.
Closely united with our theory of educa-
ton for the mind is that which has relation
to character. The men who have carried
forward this college from its beginning I'M
til now have believed that in the making OF
men the framing of the mind alone is not
enough. They have labored for the moral as
we'll as the intellectual life. This is emil
nently true of all those who have had the
highest distinction as teachers and have Civ
en- the institution its widest reputation. In
the case of these men whose fame is part
of our rich inheritance the work which they
accomplished for science and learning was
never greater than that which they did for
true character. AS we grow in the future
towards the realization of the university
idea we must, if We move according to the
Yale thought, keep steadily on in the same
pathway. 1t is the priceless privilege of q
university teacher to help the manly youth
around him in their souls living, to make
them more generous, more truthful, more fit
for life in this earnest and struggling world,
more worthy of love and respect. The teach
or who thinks his work is ended when he has
heard his recitation or given his lecture has
little conception, in my judgment, of what
his work is. As for myself I may truly say
that, if I were not hopeful that the young
men of these coming years would look back
in after life upon some blessings for their
souls living derived from their intercourse
with me and the friendly relations which
exist between us here, 1 would turn aside
from the Office which opens before me at this
very hour of its beginning.
And the best of all, living for the soul is
Christian living. The gift which the
fathers who founded the college
priced above all others, the one which they
handed down to their descendants of the
later generations as the most precious of in
heritances, was the Christian truth. It abides
here to-day. [ believe that I utter the senti-
ment of almost all the living graduates of
this college when I say that we
mean, SO far as in us lies, that it shall
abide here as the college passes into the |
university and through all the future. And |
that God may enable us to carry out this pur-
pose is our earnest prayer, for we know that |
if, at any period in the FIGURE, the guardians
and teachers of this home-learning shall |
prove faithless to this most sacred of all |
trusts-though there may, indeed, be some |
thing yet remaining he-e-it will not be the |
Yale college upon. which our deepest love |
centers and from which our inmost and no |
blest life has been drawn.
HOrsfOrd's Acid Phosphate
In Sick Headache.
DIR. w. W. Gray, Cave Spring, Ga, says:
81 have given it in several cases Of habitual |
sick headache, with perfect success"
je28 eod3tw1t
'Vegetine is the great health restorer, COM