care of some minister at a distance till he should show signs of reformation and be fit to take a degree. Hinman, Kellogg, Kingsbury, and Botsford were fined 2s. 6d. for being at the dance at Milford.

"Wednesday, 14. The method in which I divide my time is as follows nearly: Go to bed at 9 o'clock; rise about -[torn off; probably 6]; prayers and recitation which last to about 7; go to breakfast, and, if ye weather is good, commonly take a small walk. This carries it to 8 or 84. Commonly from this time till 11 pursue my studies, unless something special; then attend recitation, which lasts to 12; then go to dinner; after, walk or follow some other exercise till-[torn off]; then pursue my studies again till near 6, when I attend on Prayers; after prayers go to supper, and spend ye remainder of the evening commonly in conversation.

"21. N. B.-Got through 16th Book of Homer, where I shall stop for ye present. Afternoon. In Pope's Homer. Spent remainder of ye afternoon in drinking tea and conversation.

"Evening felt melancholy and dejected on thinking of ye difficulties my DADDE must undergo to provide for me here at college."

The diary gives a picture of the life and work of a soberminded student. He attends properly to his sleep, exercise, studies, and food. Apparently, he sleeps at least eight hours. He exercises, through walking largely, for probably an hour. Recitations and preparation for them occupy nine of the twentyfour hours. Although he pays much attention to his studies, he does not neglect good-fellowship. The evening is spent in conversation. The hard work of the day is done in its early part. Homer and the Septuagint represent his more important studies. The preaching to which he listens on Sundays, and the exposi tion of the Scripture which he hears at college prayers twice a day, represent great subjects. He is willing to interpret Homer through Pope's paraphrases, and also reads "Mr. Milton's Paradise Regained." His writing syllogistic arguments on such questions" Whether Adam knew he would be eternally damned if he ate the forbidden fruit," opens opportunity for all manner of speculation. He is a good son as well as a good student. He feels anxious on account of the difficulty which his father meets in keeping him at college.

The college student is not a class, he is a race, and he is

a race which is the same, apparently, in all centuries as in all climes.

A few years after the time Baldwin was keeping his diary, John Trumbull was writing a poem. Trumbull became known as the author of " Macfingal"; but while he was a tutor at Yale he wrote a poem called "The Progress of Dullness." The poem is a satire, but the lines serve to give a picture of the college coxcomb, and also to intimate certain changes in the college curriculum which Trumbull desired. He makes demands for the abolition of the ancient languages and for paying larger attention to English as a modern language:

"Lo!...

The coxcomb trips with sprightly haste,
In all the flush of modern taste;

Oft turning, if the day be fair,
To view his shadow's graceful air;
Well pleased, with eager eye runs o'er
The laced suit glittering gay before;
The ruffle, where, from open'd vest,
The rubied brooch adorns the breast;
The coat, with lengthening waist behind,
Whose short skirts dangle in the wind;
The modish hat, whose breadth contains
The measure of the owner's brains;
The stockings gay with various hues;
The little toe-encircling shoes;

The cane, on whose carv'd top is shown
An head, just emblem of his own;
While wrapp'd in self, with lofty stride,
His little heart elate with pride,
He struts in all the joys of show,
That tailors give or beaux can show.

"And yet, how oft the studious gain
The dullness of a lettered brain;
Despising such low things the while,
As English grammar, phrase and style;
Despising ev'ry nicer art

That aids the tongue, or mends the heart;

When sense shall point to youths their way;
Through every maze of science guide;
O'er education's laws preside;

The good retain, with just discerning
Explode the quackeries of learning;
Give ancient arts their real due,
Explain their faults, and beauties too;
Teach where to imitate, and mend,
And point their uses and their end.
Then bright philosophy would shine,
And ethics teach the laws divine;
Our youths might learn each nobler art,
That shows a passage to the heart;
From ancient languages well known
Transfuse new beauties to our own;
With taste and fancy well refined,
Where moral rapture warms the mind,
From schools dismiss'd, with lib'ral hand,
Spread useful learning o'er the land;
And bid the eastern world admire

Our rising worth, and bright'ning fire."1

Throughout the prerevolutionary period the number of graduates at Yale and Harvard, and in the succeeding decades of the eighteenth century, increased. In the decade closing in 1710 Yale had thirty-six graduates, Harvard a hundred and twenty-three; in 1720 Yale had forty-seven, Harvard a hun

William L. Kingsley's "Yale College," vol. i, pp. 97, 98.

dred and forty-four; in 1730, Yale had increased to a hundred and thirty-five, and Harvard to three hundred and fifty; in 1740, Yale had a hundred and seventy-seven, and Harvard three hundred and twenty-six; in 1750, Yale had increased to two hundred and twenty-two, and Harvard had fallen off to two hundred and forty-two; in 1760, for the first time in their respective histories, Yale showed a larger number; Yale had increased to two hundred and seventy-four, and Harvard had increased only to two hundred and fifty-six; in 1770, Yale had three hundred and thirty-eight, and Harvard four hundred and thirteen; in the decade closing in 1780, both had suffered a slight diminution, Yale having three hundred and sixteen, and Harvard four hundred and six students. The call of arms was more persuasive than the call of wisdom.1

The general result of the first sixty-five years of the history of Yale is well summed up by President Clap in an appendix to his "Annals," in which he says: "The proficiency made by the students is various, according to their different genius and application: a number in each class are generally finished scholars in the languages and the liberal arts and sciences, and were they dignified with some kind of peculiar laurel, it might be an additional stimulus; but their superior qualifications are soon known to the world; and they, in a little time, make a useful figure in the church or State. Most of our superior gentlemen who have shined brightest at the Council Board, on the Bench, at the Bar, or in the Army, have had their education in this Society. And some of them of late years have applied the principles of mechanical and experimental philosophy to the improvement of Agriculture; and have been able to instruct their neighbors in the science, for the publick Good." 2

CHAPTER IV

PRINCETON, PENNSYLVANIA, AND COLUMBIA

SIXTY-FIVE years divide the foundation of Harvard from the foundation of Yale, and forty-five years divide the foundation of Yale from the foundation of the fourth college in the New World. Within, however, the period covered by the last half of the fifth decade of the eighteenth century and the first half of the sixth decade are founded three colleges. In space, Harvard and Yale are separated by about a hundred and seventy-five miles, but the three colleges founded in the middle of the century are situated within a hundred miles of one another. These three colleges-Princeton, the University of Pennsylvania, and Columbia-represent, as a group, the beginning of the movement of establishing institutions of the higher learning in nearness of both space and time, a movement characteristic of the last hundred and fifty years of American life. Geographical relationships henceforth have small value in determining the foundation of colleges.

The remoteness of Harvard and Yale in respect to the time of their foundation, and the contemporaneousness of the estab lishment of the three institutions in the middle colonies, are in no greater contrast than is found in the conditions of the people among whom the two sets of institutions existed. The New England colleges were indeed New England institutions. The people who constituted them were alike in origin, language, civil and religious constitution, and environments. They were all influenced by the same purposes in their crossing the sea. Until after the Revocation of the Edict of Nantes, in 1685, which resulted in the addition to the New England population of a small number of Huguenots, it would have been difficult to have heard any other language than the English between Popham on the Kennebec and the settlements on the lower Con