150

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teaching in all our schools of whatever grade. Especial-
ly may we hope that our collegiate institutions, at pres-
ent the parallels and equivalents of the Gymnasia of
Germany, will be content to confine themselves to their
proper work of disciplinary education; and no longer
pretend, as at present, to teach every subject within the
entire range of human knowledge within the brief pe-
riod of four years. And as it is true in point of fact,
that the teaching of the highter institutions determines
the character of the teaching in all below them, since
directly or indirectly it is through them that the teacher
must be formed, it follows that no change can affect the
higher education for good or for ill, which is not accom-
panied or followed by a corresponding change through-
out the whole educational field.

It is, indeed, historically true, that our whole existing
educational system has been the growth of University
teaching. The early Universities of Europe gathered
multitudes within their halls, constituting as they did
the sole fountains from which learning could be drawn.
With the enlargement of the field of knowledge, it be-
came matter first of conscience, and finally of necessity,
that some preliminary attainment should be exacted of
their pupils as preparatory to entering upon the course
of teaching which they pursued. Hence grew the insti-
tutions properly disciplinary--represented by the Gym-
nasia of Germany. By the operation of similar causes,
the Gymnasia produced the secondary schools, and these
finally the rudimentary. It follows thus that popular
education of the most elementary kind has been actual-
ly the offspring of University education; and certainly
the influence which has actually created education for
the people, cannot fail still to influence in a manner
most emphatic and marked the character for thorough-
ness of the same education. Of the enlightenment of a
people it has been well said, that it ascends not from
the lowest level to the highest. It is not a tree germi-
nating at the service of the earth, and afterward lifting
its head into the air above:--it is rather a fountain
overflowing at the mountain top, and irrigating and fer-
tilizing all the low lands and valleys as it descends.

As an educator, therefore, I rejoince at the near realiza-

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tion of the splendid project which occupies and interests
us to-day, not so much on account of the knowledge
which will here be directly gathered from the teachings
of the University, or the opportunities and encourage-
ment which will here be offered to independent research
and original investigation--effects which however real
and valuable will be felt only by the comparatively few
--as on account of that influence for good which up-
springing here, is destined to overspread and benefit
the entire people of these Southern States--even those
who never look upon its halls, or have any conscious-
ness of the blessings which it brings them.

About this bold and admirable project, there are one
or two peculiarities that deserve a moment's considera-
tion. One of these relates to the location which has
been selected in which to rear this great temple of learn-
ing. We are here on a mountain top in the heart of a
forest, remote from the crowded habitations of men.
The early Universities for the most part held their
teachings in populous towns, concerning themselves lit-
tle in regard to the accommodation of their students,
or with provisions for their physical wants. For such
necessities, they relied upon the communities which sur-
rounded them. Colleges were later erections, mainly
founded by benevolence, to supply these essentials to the
indigent. Their present function of teaching did not orig-
inally belong to them. We, on the other hand, have, in a
large majority of instances, erected our seats of learning
where no surrounding population exists to offer the
shelter and the provision for the daily wants of life,
which are necessary to the very existence of any com-
munity. We have accepted therefore the obligation to
create these indispensable conveniencies ourselves. It
is in my view an unwise policy; and accordingly, in the
inauguration of a new institution of this magnitude and
importance, I saw originally with regret, the favor with
which the proposition to plant it on this spot was re-
ceived. But understanding, as I do, that the design of
the enlightened originator of this enterprise, and
the views of those who co-operate with him,
favor no more than my own the erection
here of permanent and costly edifices mere-
ly to serve as lodgings or dormitories for learners--