Reminiscences of Princeton College, 1845-1848

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PRINCETON COLLEGE

1845-1848

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EDWARD WALL

CLASS OF 1848
Emeritus Professor, Stevens Institute of Technology

PRINCETON UNIVERSITY PRESS

PRINCETON

1914

PREFATORY NOTE

These Reminiscences are due to a suggestion of the Editor of the
General Catalogue. Professor Collins requested me, as one of
the older alumni, to send him my recollections of Princeton
while I was a student. When they were written, some of my friends
were sufficiently interested to want copies ; and the opinion was
expressed by one, whose knowledge and experience give weight to
his opinions, that some of the alumni might be interested in these
memorials of Princeton in the late forties, in "these old forgotten
things, and battles long ago".

When my brother and myself were admitted to the Sophomore
Class of Princeton in 1845, the College Year commenced in mid-
summer. The first term began in the second week of August. There
were two vacations in the College Year, with six weeks vacation in
summer and six in winter. It was said, that this division of the year
was made to accommodate the Southern students, who then num-
bered about one-third of the whole number of students. It enabled
the students from the South to visit their homes in the cooler season,
and then spend mid-summer in the more bracing air of the north.
I never experienced any inconvenience from studying in August.
The thick stone walls of the college buildings kept the air of the
rooms free from sultriness and sleep at night was refreshing.

The examination for admission to the College was held in the
President's study, — a room in the house which is now the Dean's
where the weekly meetings also of the Faculty were held. It was
oral, and was on the Latin, Greek and Algebra studied in the Fresh-
man year.

The recitation rooms of the Freshman and Sophomore classes
were in the basement of a stone building that stood directly in the
rear of the President's house, facing the front campus. The base-
ment was only two or three feet below the surface of the ground, and
well lighted and ventilated. The first story, which was reached by a

3

4 REMINISCENCES OF PRINCETON COLLEGE

high flight of stone steps, was used by the Junior class, and the
second story was the College Library. In the basement of a similar
building, across the front campus, was the Refectory. And the first
story was the Lecture Room of the Senior class for Physics
Chemistry.

THE PROFESSORS

Albert B. Dod

The chief event in the first term was the death of Professor
Albert B. Dod. His character and popularity among the students,
as well as the antecedent circumstances of his death made this event
unusually impressive. Professor Dod was of middle height, well
formed, with an intellectual face, the most striking feature of which
was his eyes. These were large and dark with plenty of dormant fire.
Indeed, while greatly admired, respect was mingled with fear, — fear
of his sarcasm, which came down on the offender like a lash. He
always wore a frock coat buttoned, which gave a slightly military
air to his bearing. The slight stoop of his head suggested the habitual
student. He was all that and had been from boyhood.

He was the best preacher in the Faculty. This was the opinion of
Dr. James W. Alexander, who before he went to New York, while
a Professor in the college, was his only rival. He was as a preacher
direct, practical and incisive. He made a greater use of irony than
most preachers do. His delivery was quiet, and even the finest
passages were spoken with calmness, but with evidences of reserved
power.

He only preached once in the College Chapel during the fall
before he died. His text was "Rejoice, O Young Man, in Thy
Youth, &c." He described in the sermon young men drinking. At
length, one of them sinks down insensible, overcome with liquor, and
his companions carry him home on a shutter. As he reached this
point, he remarked, making a slight pause, and with a tone and
manner which expressed many blended feelings. "He is happy
now."

Professor Dod was also an eloquent talker, was at home in a wide
range of subjects besides Mathematics, of which he was Professor.
He had from boyhood neglected exercise, and in the fall of '45 he
began to try to repair the error. Just then an event happened, which
contributed to sap his strength.

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6 REMINISCENCES OF PRINCETON COLLEGE

A student named Boudinot, a relative of Mrs. Dod, went out
shooting with a companion, and accidentally shot himself. The
wound was in his head, and ultimately proved fatal. He was taken
to Professor Dod's house, and Professor Dod become his most
constant attendant, watching assiduously by his bedside, and remov-
ing the portions of brain that oozed out from the fractured skull.
Each day he wrote a long and graphic account of the condition of
the patient to a lady, a relative of the dying boy. After his death,
he himself was taken sick.

When this occurred, the interest of Faculty and students and
townspeople was so great that daily bulletins of his condition were
issued. In this way it may be said that both town and college
watched by his bedside. There were touching interviews between
him and Dr. Charles Hodge, a lifelong friend. In some of these
interviews. Professor Dod lamented that the study of the books
of certain thinkers had cost him the loss of half his life. Dr. Hodge
at the funeral of Professor Dod repeated this statement, and
summed up the general character of these writers under the designa-
tion "New Schoolism". It was an unfortunate phrase. The Presby-
terian Church was at that time divided into New and Old School,
and some ministers of the New School thought the reference was
to them, and found fault with Dr. Hodge for introducing contro-
versial matters in a funeral sermon. But Dr. Hodge denied having
any reference to the New School. He probably referred to the
German successors of Kant, the great German metaphysician, who
as his followers say woke Europe from her dogmatic slumbers.

Dr. MacLean, the Vice-President, and Professor Dod had not
always agreed in the faculty meetings. Dr. MacLean hated innova-
tions, and Professor Dod was not averse to them. At the Profes-
sor's death, there was an interchange of assurances of mutual esteem
and affection notwithstanding their occasional disagreements. Ten-
der messages were sent to his aged mother, who was living in New
Brunswick, and to his sisters.

His medical treatment was what was then customary in Princeton,
and included profuse bleeding. He died in middle life, leaving a
widow and a family of seven children without means. A feeling of
personal loss was quite general. It was felt that not only his family

REMINISCENCES OF PRINCETON COLLEGE 7

and the college had met with a loss, but even the whole community
and country. His friends and admirers were found all over the
union, and were not confined to his own church. It was felt that
he was fitted to produce works of permanent value to the church and
society. A few reviews, which attracted much attention at the time,
were all the contributions he made to literature during his life.

E. M. Topping

In Greek we were taught, during the Sophomore year by Adjunct
Professor Topping, who was a close friend of Professor Dod. He
was a very exact and thorough instructor. He would strive in trans-
lating a passage, for instance in the Iliad, to find terms, which would
not only give a meaning, but which would give also the mood of the
speaker. He would sometimes pause long on a passage, reproducing
the situation, and suggesting one synonym after another to express
the precise shade of meaning. To some it was interesting, and of
permanent value, but not to all the students. I think that Professor
Topping was not altogether a man after Dr. MacLean's heart. The
Doctor once remarked in my presence that Professor Topping
was doing work that belonged to him. This implied that Professor
Topping was not doing his own work. At any rate, Professor
Topping left college at the close of the year, and took charge of a
classical school in Baltimore, where his passion for accuracy, and a
slight nervous irritability interfered with his financial success.

John MacLean, Vice-President

The member of the faculty that was most popular among the
students, was, by all odds. Dr. MacLean. The reason of this was
because he was a magnanimous warm hearted man, the friend of
every one that was in trouble, even if the trouble was a crop of
wild oats.

His character was so well known and he was so popular in the
South, that it was said of him during the Civil War, that he could
have gone any where in the Confederacy unchallenged.

It was said that he was born in North College, where his father
a noted Scotch scientist had apartments. It was believed by the
students that he never took off his clothes during term time. He

8 REMINISCENCES OF PRINCETON COLLEGE

wore during cool weather a loose fur lined overcoat, which it was
said had been brought from Russia by his uncle, Commodore Bain-
bridge, and presented to him. Another tradition was that when the
outer cloth of the coat was worn out, it would be renewed, and when
the fur was the worse for wear, it would be renewed. And that
these alternate renewals had taken place several times, promising an
immortality to the coat, similar to that of the deacon's one horse
shay.

He was, although well on in years, the most active member of the
faculty in detecting disorder. He would prowl around on dark
nights, lurking behind trees, or around the corners of buildings, and
suddenly flash the light of the dark lantern he carried on the faces
.•of the roysterers, everyone of whom he knew. He said that, when
he was a young man, he could give a student quite a number of
yards start, between North College and the street, and yet catch
him before he reached the fence of the front campus.

He liked his detective work. This was the declaration to me
of Professor Hope. And he added that Dr. MacLean said he did
not, but he did. He triumphed in matching his ingenuity in detecting
against the ingenuity of the students in concealing lawless pranks.
But when guilt was brought home to the evil doers, and the crimin-
als were brought up for sentence, he would intercede for them, so
that they might escape with a reprimand, or rustication for a week
at a neighboring farm house. Even when the culprits endeavored
to cover their tracks by lying, he still made excuses for them. He
went to Old Testament history to find extenuations. He said,
"Abraham lied, and Isaac lied, and Jacob lied, and David lied, and
what can you expect from boys whose principles are not yet fixed,
when they find themselves in a tight place".

But he did not devote all his days and nights to detective work.
He was a good scholar, and had contributed learned articles to
reviews. And Dr. McCosh, in his Inaugural, when he succeeded
Dr. MacLean in the Presidency of the College, said that there was
not a department of the college, which Dr. MacLean could not fill
with credit.

The following incidents are here not out of place. On the night
of the Senior ball of the Class '47, about 12 o'clock, my brother and

REMINISCENCES OF PRINCETON COLLEGE 9

I were sitting in our room on the ground floor of W. C, when
we heard a dull sound like a thud at the hall door. We hurried out,
and found a young man lying on the flat stone before the door,
evidently in great distress. He had fallen out of the window at the
end of the second story hall. He had come from the ball, — he was
in evening dress, — and had gone to his room for some purpose, and
on coming down stairs thought he had reached the front door, when
he had reached the front window of the second story. He fell
through the opening, the window having been taken out. His leg was
broken. I hurried over to Dr. MacLean's, found him in his study, and
related what had happened. He told me to bring the young man to
his house. I ran back, and my brother, taking the sufferer in his
arms and adjusting the broken leg as well as possible to avoid pain,
carried him over to Dr. MacLean's study and laid him on a lounge.
A doctor was sent for immediately. The leg was set, but it was six
weeks before it could be used, during which time the patient was
tenderly cared for by Dr. MacLean's maiden sister. Miss Mary, who
presided over his household.

During the Sesqui-Centennial exercises, on the afternoon of
President Cleveland's reception at Prospect, I went to the cemetery.
I strolled among the tombs, reading the names of men and women,
whom I had known fifty years before in Princeton. And on not one
of the tombs did I find any flowers, except on Dr. MacLean's. On
the old bachelor's tomb, to whom Princeton College was wife and
child, some one to whom his memory was dear, had placed flowers,
a memorial of love.

Joseph Henry

As the death of Professor Dod, in my first year in college inflicted
a loss on the college, which could not be repaired, so during my
last year, the college met with a similar loss in the resignation by
Professor Henry of his Professorship. He had been appointed
Secretary of the Smithsonian Institute. Professor Henry did not
remove immediately to Washington on his election. Our class there-
fore had his lectures on Physics.

In connection with the Smithsonian Institute, which he planned
and afterwards organized, the following incident is not without in-

lo REMINISCENCES OF PRINCETON COLLEGE

terest to me. One morning, immediately after the study hour had
begun, an attendant of the college came to my room and said Pro-
fessor Henry wished to see me. I found him in his study. He said
he wished me to write, while he dictated. I sat down and wrote the
whole day, with the exception of a few minutes for lunch. And
when I had finished, the sheets contained the plan of the Smithson-
ian Institute. I went to my room in the twilight a tired young man,
but with several dollars in my pocket, which were not there in the
morning.

Professor Henry was a large man, standing very erect, to which a
slight tendency to corpulency inclined him all the more. In ordinary
intercourse, his bearing was marked by affability and dignity, with
a slight stateliness in his manner, which was accentuated by his size.
It was said of him by Judge Field, that when any one was jocose
when he was present, his laughter began after the others present, as
he had stopped to analyze the jest. The salaries of the Professors at
that time were so low, that it was said Mrs. Henry made his suits.

In the lecture room, there was much in his bearing that showed
that he was a man of power. In speaking there was often an impli-
cation of self restraint, that he was holding himself in, that he was
using the curb. There was a nervous tension, which showed itself
in his quick glances, and in the tones of his voice, although these
were always conversational. And when the attention of any student
flagged, he brought down the rattan cane that he used in the lecture
room with an impatient whack on the high table before him, and
with a vigor that showed that there was plenty more nervous energy
behind the arm that wielded the cane. If the whack came, when
the nerves were tense while writing, it was like an electric shock.

His mode of lecturing was different in some respects from other
lecturers on scientific subjects. Before he took up his special subject,
he gave the class a lecture on Inductive Reasoning. He defined and
explained the meaning of the terms, — fact, observation, experi-
ment, hypothesis, inductive inference, verification, theory and law.
When he took up any department of Physics, — a full syllabus of the
lecture having been put on the black board by one of the class, —
he reproduced the first steps in the history of the science, and
connected each step in the progress of its discovery with the logical

REMINISCENCES OE PRINCETON COLLEGE ii

act which led to it. So that each lecture illustrated an act of reason-
ing as well as gave instruction in Physics.

He would, in the beginning, group together the facts, which the
Physicist was considering, — often reproducing them, — and then give
the hypothesis, which they suggested to the mind of the investigator
as the probable explanation of them. Then he would proceed to
test this hypothesis by experiments, which he would give, varying the
conditions while still retaining the invariable antecedent. And in
like manner he would illustrate the other logical operations until the
law was reached, and the investigator was enabled by the possession
of the law to predict phenomena. And this he did with each branch
of Physics as he traced its history. He required the students to take
notes on his lectures, to write them up fully in blank books, and
submit them to him to be graded. No textbook was used.

It was to me a most instructive and mind-quickening method. It
gave not merely a congeries of physical facts, but truths as connected
with the inductive process to which their discovery was due. And
the method was capable of application to many of the circumstances
of practical life.

As I thought of this, I regretted that this instruction was not
given to the class earlier in the course, and the studies, which re-
quired purely abstract thought, like mental Philosophy and Ethics,
unaided by diagrams or experiments, given later in the College
Curriculum. I understood at the time that Professor Henry thought
that Physics should be given in the Senior year; and that students
should come to the study with minds somewhat trained. The more
the training, of course, the better for the student. But in this
opinion, I believe Professor Henry, great a man as he was, was
mistaken. Most educators now think so. Princeton now requires a
part of the knowledge, which Professor Henry gave us for ad-
mission and continues the study of Physics in the Freshman class.
Even the elementary conceptions of Inductive Logic, which he gave
us in beginning his lectures, are now given to the Freshman class of
Princeton University, with ample illustrations and exercises, thus
placing the reason at the outset of the course of study in a proper
attitude to all subsequent subjects in which the reason is exercised,
and making all such subjects more fruitful as mental disciplines.

12 REMINISCENCES OF PRINCETON COLLEGE

Whoever suggested that such a book should be placed in the hands
of Freshmen was an enlightened educator.

All of the professors were characterized by what has always been
a quality of Princeton, — unpretending thoroughness. They differed,
of course, in their aptness to teach, — in the power of lucid exposition,
in the ability to place themselves in imagination in the position of
the learner. Occasionally one or more of them forgot that children
in knowledge can only take one step at a time, and that a short one.

All of the professors or almost all were specialists in their depart-
ments, and their hearts were in their work. They were just and
impartial in their intercourse with the students, and tolerant of the
freakishness and waywardness of youth.

Yet, for all that, the spirit of the college looked backward, not
forward. Its critics said that it was timid and an opportunist.
There was that much truth in the criticism, that Princeton left the
task of making experiments in education to other colleges. This
was its position when I was a student. But when progress became
inevitable and Princeton moved, her friends say that she put herself
at the head of the progressive movement in education in this coun-
try. And her critics are either silent or converted into friends.

THE CURRICULUM

Princeton College, in the late forties, was as it had always been a
great school of Christian learning, where the minds of successive
generations of youth had been trained, and their characters formed.
Its graduates were to be found in all walks of honorable life at
home and some of them abroad. Its curriculum possessed the great
essential studies of a sound education, — languages, mathematics and
philosophy. If there were gaps in its curriculum, according to pres-
ent-day standards, they were not peculiar to Princeton. They were
to be found in the courses of study in other colleges ; they were due
to the state of education at that time in the country.

It was natural in colleges founded by clergymen, who belonged
to conservative churches, that Trustees and Faculties should chal-
lenge the modern sciences, and ask their advocates to show cause
why they should be allowed a place in the circle of the long estab-
lished sciences, and kinship with them. Some of these sciences had
been used as a means of assailing what was then understood to be
the chronology of the Bible ; and others seemed but little fitted, in
the eyes of these grave men, to be used in education.

As one places the catalogues of '48 and of 1912 side by side, there
are two reflections that will be suggested. One is, how greatly the
course of study has been secularized. The old college of fifty years
ago, which still bore traces of its church origin, and was a fortress of
conservatism, has new tenants. The unworldliness of the old college
has not been effaced, but relatively it is not so much in evidence.
The old curriculum is included in the new, but the ampler develop-
ment of modern society has caused the introduction of many new
subjects, some of which like Art and Politics would have been
thought unsuitable by the men of the old regime. It is now a definite
purpose that the sons of Princeton should not only be strong, but
accomplished. Whatever has permanent interest to mankind has
now interest to Princeton. This is shown also in Princeton's dis-
tribution of honorary degrees. What is said of wisdom in Proverbs

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14 REMINISCENCES OF PRINCETON COLLEGE

viii. 31st, that her delight is with the sons of men, may now be
said of Princeton ; her deHght is with the sons of men.

Another reflection, which is suggested by a comparison of the
catalogues of '48 and 1912, is that many of the studies of '48 are
now among the subjects required for admission to the University in
1912. Thus room has been made for the advanced study of these
subjects, and for many important subjects such as, — English Liter-
ature, Civics, Anthropology, Botany, Geology, and Political Econ-
omy, which either had no place in the old curriculum, or were
dismissed in two or three lectures.

Of course, the problem of the relation of college studies to the
studies of Professional Schools is by no means solved. The large
number of students, that enter the Scientific Departments of Univer-
sities and Technical Schools, shows that many parents are unwilling
that their sons should begin their life work as late as their twenty-
sixth or seventh, or eighth year, when that work is itself a Post
Graduate Course requiring from two to five years to master.

CLASSMATES

Casper Wistar Hodge

The two youngest members of the class of '48 were C. W. Hodge
and Alfred Young. Both had entered college, when they were about
fourteen years of age, — the latter before he was fourteen. Yet
Hodge was Latin Salutatorian, and his average grade for the whole
course was 99. He was modest but not diffident ; sedate in manner,
sparing of speech and occupied apparently altogether with his
studies. He had no associates in the class. This was possibly due
in part to the fact that he lived in town, and at some little distance
from the college.

He was mature above his years ; and indeed, how could he help
but be, having Dr. Charles Hodge for his father, and Dr. Addison
Alexander for his tutor. His nature resembled a deep and quiet
stream. Young as he was, he had learned the secret of success, —
concentration. He afterwards became a distinguished Professor
in Princeton Theological Seminary. Possibly his concentration on a
few subjects narrowed his views, and limited his sympathies. In his
mature life he was more conservative than his father. He found
much in the tendencies of modern life to condemn. The success,
which he achieved as a student and as a Professor, followed him in
his business ventures, to which he probably gave but little attention.
When he died he left his family a competence.

John Edwards

John Edwards was the English Salutatorian with an average grade
of 98.8, only two tenths below Hodge's. Edwards was a large young
man, with a vigorous mind, and an energetic manner. He was a
man of few words, which were always to the point, and sometimes
brusque. His bearing and manners betokened a strong nature, but
regardless of the little conventions of life. He labored as a mis-
sionary among the Western Indians.

15

i6 REMINISCENCES OF PRINCETON COLLEGE

William C. Cattell

W. C. Cattell was somewhat below the middle height, and stoutly-
built. His manners were popular and his bearing free and easy.
His ready laugh and word made him acceptable to any group of stu-
dents he joined. Judging by his demeanor, one would say that he
loved laughter better than study; he was apparently so free from
preoccupation. But those, who thought that his nature was of a gay
and festive order, did not look beneath the surface. He was in
reality a close and an ambitious student, and attained a high grade
in the class. He cultivated the acquaintance of students like Cam-
eron of '47 and Emerson of '49, — men that he could use. Then he
put them forward, where they would meet opposition, the conse-
quences of which they inherited, but which he escaped. Cameron
after a while woke up to a knowledge of the use that had been
made of him and resented it.

Thus early Cattell began to practice that most useful gift, — the art
of managing men, and he kept in the practice during his life. He
measured men by their success in managing men. To ascribe this
power to a man was in his judgment a eulogy, while the want of this
power crippled a man in the race of life.

A large part of his active life was spent in offices, to the adminis-
trative duties of which his nature took kindly.

Henry Cooper Pitney

H. C. Pitney joined the class of '48 at the beginning of the Junior
year. He was a large young man, and one of the strongest in every
respect in the class. His, distinguishing characteristics as a student
were force, independence and loyalty to friends, and these qualities
were shown on every suitable occasion in after life.

His independence and loyalty to his friends placed him in a false
position on one occasion. The circumstances were these : At the
final examination in Mathematics in the Junior year, someone had
obtained a copy of the questions. A group of students went in to
the examination with the problems worked out. The cheat was
detected by the examiner. Professor Stephen Alexander, and another
examination was ordered. Some rebelled against the order. They
said that the class had taken the regular examination, and it was

REMINISCENCES OF PRINCETON COLLEGE 17

unjust to exact another. Permission to hold a meeting of the class
was obtained. Most of the leaders of the class that spoke, held
that the Faculty was perfectly within their rights, and said that they
would attend the additional examination. As Edwards put it, the
Faculty had a right to order as many examinations as they pleased.
Pitney from a feeling of comradeship, and some others did not attend
the second examination. Many years afterwards, he told me that
that escapade lowered his grade ten units. Yet notwithstanding this
mishap, his average grade for the whole course was 92.3. He was
an excellent student, and one of the Commencement speakers. At
the 50th anniversary of the graduation of the Class, he was selected
to represent the Class. And Mr. Joline of New York, who was
Toastmaster, in introducing him spoke of him as a great authority
in Equity Law. He was for many years one of the Vice-Chancellors
of the State.

James McMullin Crowell

An interest attaches itself to the name of James Crowell, because
he is an example and an encouragement to every young man, who
shows no special aptitudes. He showed no gifts above mediocrity,
except fluency, and possibly industry, and yet his life was one of
marked success and usefulness. It was the harmonious union of his
gifts, the strength which each imparted to the other gifts that were
associated with it, that was the secret of his success. As in the fable
of the rods, each rod was weak, and could be easily broken, but when
laid side by side with others, and tightly bound together, the bundle
was strong, and could not be broken. In Crowell's case the bond
that bound his powers together was industry.

Crowell was a patient and an industrious student, impartially
giving the alloted time to each subject of study, unseduced by the
charms of good fellowship or literature. His final average was
consequently high. He entered the ministry, and after a few years
in a rural parish, he was called to be pastor of one of the principal
churches in Philadelphia. Here he remained many years, and had a
successful pastorate.

He was a serious and an attractive speaker. His flow of language
was easy and abundant. His voice was pleasant to listen to, and
sympathetic. A little after he became pastor of this church, he was

i8 REMINISCEiNCES OF PRINCETON COLLEGE

elected a Trustee of Princeton College, the only member of the
class that attained that honor. When he resigned the pastorate of
his church, he also resigned as Trustee in Princeton. During his
latter years he was Secretary of the American Sunday School Union.
His was a useful and an honored life. His years were given to
commending the truths of religion to the hearts and minds of
thousands, and in carrying its consolations to the distressed in mind
and body.

Isaac Chauncey Wyman

The only member of the Class of '48 that will be mentioned a few
years hence, and that on account of his connection with the Graduate
School, is Wyman. He was, when a student, a tall and slender young
man, very shy, shrinking from acquaintanceship rather than seeking
it. He, therefore, had hardly any friends. The only one that made
any progress with him was Pitney. He was a fair student. I can
scarcely be said to have known him. He was a Clio, and a difference
of halls, was in our day an inseparable barrier to any more intimate
relation than a speaking acquaintance. On the subject of Wyman's
peculiarities there is in Judge Pitney's letter to me, which is in the
possession of the Editor of the General Catalogue, information at
first hand, which may be of interest.

The following facts, which were given to me by an intelligent
resident of Salem, who often saw Wyman, and was also ac-
quainted with his public reputation, may in this connection be worth
preserving.

The family of Wyman, both on his father's and mother's side
were extensive landholders in the region between Salem and Marble-
head, and he inherited real estate. He lived in a two-story frame
house a little out of Salem, on the road to Marblehead. His house-
hold consisted of himself and housekeeper, — an elderly and quite
plain woman, who milked the cow, and attended to all chores outside
the house as well as everything within. He was very neat in his
dress, very polite, never went into society, or visited any one, or
received visitors at his house. There were a few business men in
Salem with whom he was intimate. He was away from home a
good deal looking after his real estate. He was never known to
give a dollar to anyone or object of any kind.

REMINISCENCES OF PRINCETON COLLEGE 19

Did he like Johns Hopkins make a virtue of penuriousness, because
he purposed to consecrate his accumulations to some such object as
the Graduate School ?

In thinking of the Class of '48 and of my classmates, I am
impressed with the greater tolerance of the Faculty at that time with
delinquent students. I cannot recall the name of a single student,
who if his conduct was correct, and if he attended regularly the reci-
tations and lectures, was dropped from the class. I do not say that
none was dropped for deficient scholarship, but that I never heard
of such an instance.

In the final circular, which contains the names of all members
of the class, who have grades above 70, only fifty of such names
are given. Seventy-five students were graduated. So that there
were twenty-five whose grades were below 70, or who might be
otherwise designated.

I thought at the time that there were evidences of a different
view on the subject of such students, from that which is now taken
by the Faculties of all our Colleges and Universities. Whether the
following considerations had any weight with the Faculty of Prince-
ton, I do not know, but they may have for they are obvious. The
low-grade students, who were retained in their classes, were in an
intellectual atmosphere, and imbibed a certain amount of knowledge
and culture by a kind of intellectual absorption. They were, also,
while they remained in college, members of a community, where the
social distinctions of the world, such as wealth, honorable descent,
and social position had a diminished influence ; but where intellect
and character were fully recognized. They were accustomed, too, to
see in their professors, whom they respected, religion and learning
associated, and they became accustomed to think that they should
always be, that knowledge should always be joined to religion and
religion to knowledge.

If the delinquent students were readers, if the lure that drew them
away from their textbooks was literature, if they had fallen under
the dominion of the great masters of thought and style of English
Literature, "those dead but sceptered sovereigns, whose spirits still
rule us from their urns", then some of them maintained, — heretics
as they were, — that their gain was greater than their loss, that for

20 REMINISCENCES OF PRINCETON COLLEGE

their work in life, if lawyers, or ministers, or men of leisure, that
they carried away in their knowledge of literature more than they
left behind. They carried home with them, also, as their more
studious classmates the memory of college friendships, and cherished
associations, which made Princeton in Lowell's phrase, one of the
"Meccas of the mind" ; and the love and reverence they felt for
Princeton was transmitted to those who came after them.

The Civil War made havoc of the Class of '48. It began a little
less than thirteen years after the class had left college. Those of its
members, who entered the professions, had taken their degrees,
and established themselves in their professions. All of the members
of the Class of '48 as young men shared more or less the new
thought of their localities. They had acquired a local prominence,
so that when the war came, they could not escape leadership, if they
would. Many of them entered the opposing armies, and a number
lost their lives by wounds or sickness. The one who attained the
highest rank in the army was Wm. Worth Belknap. He became a
Major-General, and after the war was Secretary of War from
1869 to 1876.

COLLEGE LIFE

The day began at 6.30 with the clamorous ringing of the "rouser"
as the College bell was called. Woe to the students who turned over
in their beds for another sleep. The next morning they probably
heard no bell and visions of an interview with the Faculty loomed
before their eyes, which straightway became a reality. But most
of the students tumbled out of bed, and some of them, so anxious
were they not to miss the morning prayers went half dressed. They
put on their trousers and shoes, and throwing a dressing gown
around their shoulders, hastened to the chapel.

After prayers the members of the two lower classes attended a
7 o'clock recitation. The Juniors and Seniors might go to bed again,
which some of them did. The other recitation hours were 1 1 and 4,
at each of which the bell rang. After the last recitation, there was
chapel again at 5. After chapel most of the students spent the inter-
vening time to supper in the open air, usually in walking.

The roll of the college was called twice every day, once at each
chapel service. Three times every day your room was visited by a
Tutor or Adjunct Professor. At 9, 2 and 8 p.m., the beginning of
each study hour, the door of your room was opened by him without
knocking, to see if you were in your rooms. To be out on the
campus or in the street after 9 p.m. without a good reason was
disorderly. On Sunday, worship in the chapel at 11 o'clock was
attended by all the students. The Professors, who were clergymen,
preached in turn. Bible class was in the afternoon. Speeches
were delivered in the chapel by the Seniors to which the public was
admitted. The bright dresses of the ladies made a contrast with
the sober garments of the Professors and students. The new
chapel, the predecessor of Marquand, was then not finished.

There was at that time a serious attempt made to supervise the
daily life of the student. Each student was individualized and the
oversight in some degree adjusted to the known character of the
student. Dr. MacLean in '82, when I talked with him, lamented the

22 REMINISCENCES OF PRINCETON COLLEGE

growth of the college since Dr. McCosh had come, because this
supervision was no longer possible.

During Commencement week, the President gave a reception to
the Senior Class, and their friends, and to the Faculty, — the only-
social function of the college year. On the afternoon of the day
before Commencement, an Alumnus, chosen alternately by each Hall,
delivered an oration. In the evening the eight Junior orators, — four
from each Hall, — spoke. During the week the Senior ball was given.
Commencement Day was a local holiday, with the usual accompani-
ments of a holiday.

No distinctive dress or cap was used by the students. A negligee
dress while on the campus, or around the college buildings, was
the vogue. Almost any article of dress, however well worn, could
be used. When they went into town, or for their evening walk,
they spruced up a little. This was true of the many. We always
had some precisians in dress. On Sunday, neatness was the order
of the day with all.

Life in college was democratic, real and manly, dashed occasion-
ally with a thrill of sentiment. These years were to many among
the happiest years of their lives. To some the development of their
intellectual powers, the increase of knowledge, and the birth of new
feelings, brought a better knowledge of themselves, and a new view of
life. They then seemed for the first to become acquainted with
themselves, and they began to listen to the voices which were calling
to them from the future.

REFECTORIES

There were two refectories, or a refectory and a poor house, as
the cheaper one was called. The poor house was a long narrow
frame building, that stood on the Southeast corner of what was then
William Street and the Prospect driveway. A vestibule opened into
a long dining room, with windows on each side, and a passage way
leading from end to end. On each side of this the tables were ar-
ranged. The food was plain but abundant. The service and table
furniture were also plain. The students were always orderly at
meals. The only accompaniment of the business of the hour, was
friendly and quiet chat. The price of board was $2.25 a week.

REMINISCENCES OF PRINCETON COLLEGE 23

The other dining hall was in the basement of the building east of
North College, the first story of which was used for the Senior
lectures. It was called The Refectory. Here the board was thought
to be better. It was frequented by the richer students. Here there
was an occasional ripple of disorder, plates with their contents were
sometimes turned up side down, and sometimes broken as a gentle
criticism by the students of their fare. The board was $3.25
or $3.50 per week. Both of these refectories were conducted by
the college with the design of keeping down the price of board in
town.

Quite a number of students boarded in town. And a still larger
number boarded in clubs. These were informal associations of stu-
dents, numbering about twelve, who provided their own provisions,
and each paid the housekeeper, who cooked the food, twenty-five
cents a week. A purveyor, who took charge of the business of the
club, received his board free. In this way the cost of board could be
regulated as the members of the club wished, or their means made
necessary.

SPORTS

There were no organized athletics in Princeton, while I was there.
Occasionally there would be a game of shinny in the rear campus,
and still more seldom a game of baseball. Walking between evening
chapel and supper was the favorite exercise. And while a few
students might be found, who set their faces in different directions,
the favorite walk was to Jugtown. And by an odd coincidence, some
of the young ladies of the town occasionally chose that hour and
place for their evening stroll. On Saturday afternoons, when the
students had more time, longer tramps were essayed.

My brother and myself had resources in the way of exercise, which
the other students did not possess. He had taken lessons in boxing
and fencing, and I had profited somewhat by his skill. So that
whenever we had leisure, or the day was stormy, we would have a
bout with either gloves or the foils, and sometimes there would be a
spectator or two.

One day during our Junior year a fencing master, a German,
came to Princeton. He was sent to our room. The fencing lessons
were resumed, pupils obtained for the teacher, and exhibitions were

24 REMINISCENCES OF PRINCETON COLLEGE

given. But fencing never became popular, and the interest after a
while died out.

HAZING AND OTHER IRREGULARITIES

There was no organized hazing of the Freshman class by the
Sophomores while I was in Princeton. The number at that time
in the Freshman class was insignificant. When I entered college it
amounted to about a baker's dozen. When I graduated the number
had crept up to twenty. The Sophomore class treated the Freshman
class as they did the other classes. There was no compelling the
class to wear a distinctive article of dress, no imposition on them of
humiliating stunts, or compelling them to step ofif the side walk
into the street, when they met higher classmen. If anything, there
was a slight disposition to move such rude courtesies a peg higher,
and for the Juniors to play the petty tyrants with the Sophomores.
But the latter were numerous enough and strong enough to take
care of themselves.

But although there was no class persecution, there was hazing of
individuals, but the victims were not confined to the Freshman class,
nor was the hazing done by Sophomores. Such cases when they
occurred were punished, if the perpetrators were detected, as other
acts of disorder. These were such as injuries to the property of
the college or townspeople. For instance : Professor Hope, who
was then living in the house west of North College, woke up one
morning and found that his cow had been painted during the night,
and the words "mixed metaphor", — he was Professor of Rhetoric, —
had been chalked in many places on his house and fences.

There was a fire, too, while I was a student, and students were
the incendiaries. Some out buildings, which had become ofifensive
to them, were set on fire and consumed.

An ungracious act, altogether too common, was for the students
when any sightseers, who had anything of a rustic, or otherwise
noticeable appearance, strayed into the rear campus, to throw up
their windows, and begin to chaff them. The visitors would stop,
look around them, and from college building to college building in
their bewilderment, then turn and leave hastily, as though detected

REMINISCENCES OF PRINCETON COLLEGE 25

in trespassing. I never saw any, who had sufficient self-possession
and independence to continue their walk.

A favorite mode of relieving nervous tension, after the afternoon
recitation, was the shuffling of feet and stamping at afternoon
chapel, when the roll was called. The form of the chapel lent itself
readily to such an abuse. It was the room in North College directly
opposite the main entrance. Right over the entrance was a gallery,
and opposite was a high platform, on which was the pulpit, with
large windows on each side. On this high platform stood the tutor
or adjunct professor, who called the roll. He was so high up, that
he could not see beneath the gallery. The roll call was therefore
accompanied by a continual chorus of stamping to prevent the
answers of the students, when their names were called, from being
heard. Especially was this instrumental accompaniment loud from
the Juniors, when the roll of the Sophomores was called.

But the Saturnalia of riotous disorder was called a barring out.
This was an event, which had to be carefully planned beforehand,
and tactfully executed. Stout boards or small sticks of cord wood
were accumulated in the rooms of North College and secreted. Then
some evening, just before the tutors and adjunct professors had re-
turned to their rooms, the doors of North College would be slammed
to and braced, the bell would be set ringing as though it was rung by
a tipsy bellman, and shouts would be raised by the students within,
who were in the plot.

Almost immediately, as if by magic, the building would be sur-
rounded by students drawn by curosity to see the fun. Dr. MacLean
and the Adjunct Professors and Tutors would appear, and the assault
of the beleaguered fortress would begin. It was in caricature Locks-
ley and the Black Knight assaulting Front de Boeuf's castle. And
as in that case, the assailants would finally prevail. They would
select some door, and bend all their energies to bursting it open,
while the rioters within would strive to strengthen their defences.

During the first and only barring out that I witnessed, my brother
and myself were sitting quietly in our room, which was then in North
College, when a classmate came to the room and asked us to come to
his room, which was next the door assailed, and see the fun. We
went to his room, where quite a crowd was assembled. We had not

26 REMINISCENCES OE PRINCETON COLLEGE

been there long and had just got a glimpse of the situation around
the college door, when it gave way and Professor Giger appeared
at the door of the room we were in, his clothes whitened either with
flour or lime, and soiled as though he had been rolled on the ground,
his face flushed, and named in succession the names of the students
in the room, our names among the number.

After all had quieted down, we went over to Professor Henry's
study, and told him how we came to be in the room in which Giger
found us ; and that was the last we heard of the matter. But it was
not so with all. Major Lee as he was called, on account of his mili-
tary bearing, a classmate, who roomed next to us, was caught in a
compromising position, and knew that he would be suspended.
When we went to his room to sympathize with him, we found him
reading the Prayer Book. After he left college, we heard that he
was shot in a street fight in the South. That reckless and generous
nature was soon at rest.

A SOPHOMORE COMMENCEMENT

Towards the end of the Sophomore year, our class resolved to
have a Sophomore Commencement. All the class were in favor of
it. Hodge was excused because he lived in town, and Cattell because
his brother Thomas was an Adjunct Professor in the college. Dr.
MacLean soon got wind of it, and one day came into the class room
and forbade it. But while walking out of the room he added, "some
of the last Sophomore class after their Commencement got drunk
and were disorderly. And the Faculty are resolved that there shall
not be a repetition." These words furnished us with our cue. We,
too, resolved that there should not be a repetition. Some of the
prospective speakers prepared a paper in which the members of the
class pledged themselves to abstain from all intoxicating liquors dur-
ing the day and evening of the Commencement. And made their
taking part in the afifair depend on all signing it. All signed it.

The Commencement took place in the Academy, a frame building
on Washington Road. The room was lit with tallow candles, so in
more senses than one, it was not a very brilliant affair. The Seniors
had circulated a satirical program the day before. Dr. MacLean
came after we were under way and obtained a copy of ours. The

REMINISCENCES OF PRINCETON COLLEGE 27

audience of students was orderly, and there was occasionally faint
applause, with now and then the word "louder".

After the exercises were over, a line was formed, and we marched
to the hotel, where we took our places in a row around the long
dining room, and ate sandwiches and replied briefly to sentiments
that were offered. We then separated, and went to our rooms. All
the members of the class kept their pledge. After I gained my room,
and the excitement was all over, I felt like a man that had fallen
down stairs.

Nothing was done about it by the Faculty, during the few re-
maining days of the college year. But when the college reopened,
the speakers were summoned before the Faculty. When questioned
in regard to the Commencement, we all had the same defense. We
said that we agreed perfectly with Dr. MacLean and the Faculty, —
that we like them had resolved that there should not be another
disorderly Sophomore Commencement, but a sober orderly exem-
plary one, and such a commencement we had given them. Dr.
MacLean tried to point out the difference between the Faculty's idea
and ours, but we could not see it. We only said that we thought, if
we gave them such a commencement as we did, they would not find
fault. Nothing was done with us. That was the last Sophomore
Commencement that I ever heard of, or at least that was held in
Princeton.

WHIG AND CLIO HALLS

The two Halls did yeoman service in the cause of education in my
time, and supplemented the curriculum of the College. I think the
Faculty leaned on them in some things.

Their founders had admirably enlisted a principle, which has
contributed greatly to the prosperity and growth of Anglo-Saxon
commonwealths, — a principle which has made English colonies a
success, while the colonies of other countries, subjected to govern-
ment control have been failures. It is the principle of individual
liberty and self-government. The possession and exercise of this
liberty in the Halls, to which secrecy lent a zest, made work agree-
able because it was self-imposed, and the work of the Halls made
them no insignificant vestibules of the great world, which their

28 REMINISCENCES OF PRINCETON COLLEGE

members were so soon to enter. But these advantages were chiefly
possessed by those who made use of their opportunities. All of the
College students were then members of either one or the other Hall.
There was a serious quarrel between the two Halls during my
Junior Year. It arose in this way. A member of Whig Hall was
observed near CHo Hall, while its members were in session, and
Clio charged him with eavesdropping. After a few notes were inter-
changed, Clio refused an answer to Whig Hall's communications.
Whig Hall then retaliated by posting Clio in language borrowed from
the duelling code. Clio retaliated by refusing to speak to Whigs.
Things looked squally for a time. The Faculty took it up. A
committee was appointed consisting of one graduate, a member of
the Faculty, and a member of Whig Hall. Whig Hall finally with-
drew the offensive paper, and amity was restored.

W. W. LORD

There was one man, who was much in evidence in Princeton dur-
ing the six years of my student Hfe, and who also, at one time, was
connected with the College. It was W. W. Lord. He belonged to a
prominent Presbyterian family, being a younger brother of Dr.
Lord, of Buffalo, N. Y. He had published a small volume of poems,
which were regarded by good judges as giving evidences of poetic
power. Dr. James W. Alexander once said to me, that there were
lines in Lord's poems, that reminded him of Milton. Professor
Dod was one of his admirers, and an intimate friend, and by his
influence Lord was appointed a Fellow of the College.

To one who met and talked with Lord for the first time, he
seemed altogether an extraordinary man. He had an oracular way
of speaking, often putting his ideas in a figurative form. For in-
stance, he once said, after he entered the Episcopal Church, when I
was present, "They say that the Church of the Middle Ages was
dead. If she was dead, she grew in her grave." And on another
occasion, he called pride, lust and hate the sucking devils of the
breast.

I sometimes met him at the houses of the Princeton residents, and
occasionally walked with him. He was about five years my senior,
and better read, and could reproduce the scenes and characters of his
favorite authors with vividness. But after a while the glamour
sensibly waned. I began to discover that he was opinionated, and
masterful, and that his general statements were sometimes inaccu-
rate. Once at Dr. Hodge's house, he made some sweeping statement
about the Reformation. Dr. Hodge contradicted him, and in a grave
tone added, "It is a solemn thing to falsify history".

If Lord was seriously opposed, or offended — and he was easily
offended — he kept no terms with the person he was talking to. One
of his favorite weapons was ridicule. He did not restrain himself
even before ladies, whose presence acted as a restraint on his oppon-
ents. His encounter with Dr. Torrey, a Professor in the College, and

29

30 REA/[INrSCENCES OF PRINCETON COLLEGE

a much older man, at an evening entertainment, furnished matter
for gossip in Princeton for some time.

Candor compels me to say that a number of the Princeton Pro-
fessors regarded him as superficial and pretentious. Dr. MacLean
was neither in sympathy with his spirit or his opinions. Professor
Hope told me that, when Lord went to Amherst College, as Assist-
ant Professor of Mental Philosophy, he made a failure of it.

And yet Dr. Hodge, true to his friendship for Professor Dod —
Lord's friend — appeared with him before the Diocesan Committee of
New Jersey, when Lord made application for admission to orders in
the Episcopal Church, to certify to his character. Mrs. Patterson,
the wife of the Episcopal Minister in Princeton, was pleased with
this, and when she met Dr. Hodge, she said, "Dr. Hodge, you should
be made a Bishop". "Madam," Dr. Hodge answered, "I am one."

Lord went South after he was ordained, but he never rose to
any high position in the Episcopal Church, which is what might have
been expected. A man so tactless and passionate, in the office of a
bishop, would have been the bull in the china shop. He was in
Vicksburg during the siege of that city by Grant, and daily
harangued the people. When Vicksburg surrendered. Grant offered
to send him to his brother, Judge Lord of St. Louis, whom Grant
knew. Lord declined the offer and preferred to remain within the
Confederacy. When, Sherman was on his march north from Savan-
nah, he passed through the village in which Lord had found refuge.

After the war, he came North, and was rector of the Episcopal
Church in Cooperstown, N. Y. H he published anything after his
book of poetry, I am ignorant of it. Towards the close of his life,
he tried to persuade Mrs. Edwin A. Stevens of Hoboken, — the
Miss Martha B. Dod of some 60 years before, of whom in the old
days he had been a suitor, to become responsible for the cost of pub-
lishing a book he had written. But the proposition was declined.
Lord died at a hotel in New York City in 1907, aged 88.

THE STUDENTS AND THE TOWNSPEOPLE

There were in Princeton in my day three distinct social sets, be-
tween which there was but Httle intercourse. There was, first, a
group of wealthy families made up of Commodore Stockton's family,
and the family of his son John Stockton, the three Potter families,
the family of ex-Governor Thomson, whose widow was afterwards
a benefactress of the Graduate School and a few others. Most of
these families had intermarried at some time in their history. They
were all Episcopalians. They lived in spacious houses, sometimes
with extensive grounds attached, of which Prospect and Morven
are, or rather were, examples.

This class, which may be called the leisure class or the aristocrats,
differed from the next class, the professors, in wealth, in style of liv-
ing, in their standards, and aims. Sometimes a man belonging to
this class would marry the daughter of a Professor, accepting the
dower of beauty in place of any other. And sometimes the daughter
of an aristocrat would look with favorable eyes on a young Profes-
sor, or promising graduate. Her parents, in their remonstrance with
her, might say "we don't know where this young man has come
from". But the daughter was sure she knew where the young man
was going, and wanted to go with him;* and so there would some-
times be a wedding.

Among the second class, the Professors, there was but little socia-
bility. The families of course exchanged visits. But the preoccupa-
tion of the professors in their work, and their scanty incomes pre-
cluded an interchange of entertainments. In this class, while good
family was valued, yet personal ability and good character were
valued more.

There is one exception to be made to the statement as to the
lack of sociability among the Professors. It was the family of Dr.
Torrey. Mrs. Torrey, who had three attractive daughters, gave
entertainments occasionally. At one of them Dr. Samuel Miller of

* Said of Philip Henry the father of Matthew Henry.

31

32 REMINISCENCES OF PRINCETON COLLEGE

the Theological Seminary was present. Charades were given. Dr.
Miller was shocked. He felt that he had been invited to a play, and
left the house without ceremony. The conflict between a sense of
duty and politeness was brief. Conscience had its way.

Dr. Miller's manners had been formed in the school of Chester-
field. He was called the Chesterfield of the American clergy. His
courtesy was elaborate but genuine. It was a glimpse of old world
manners to see him bow to ladies on the street. However cold and
windy the day, his hat was raised exposing his bald head to the
wind, and his bow was deliberate and profound. But his goodness
was as manifest as his courtesy, and impressed and attracted even
worldlings.

But there were a number of intelligent families in Princeton, who
were reckoned socially with the Professors, who had occasional
entertainments, musical or social. They were those who. had
been attracted to Princeton as a desirable place of residence, or
families who had sons in college. In these families there were ladies
interested in literature and music, and more than one highly educated.
They, together with the Professors and professional people in
town, — Doctors, Lawyers and Ministers made up the second class.

The third class was made up of the storekeepers and master
mechanics. The last two classes met in church work, and had
more or less to do with one another in business, and the local politics
of the town. But they did not interchange visits, and very rarely
intermarried.

The feeling between the students and shopkeepers was cordial.
The door knobs which were wrenched oflf, or signs displaced, while
I was a student were a negligible quantity. The students as a whole
found their college life with its lessons, and Halls and comradeship
sufficient, and did not go into society in town. A few students
brought letters of introduction to town families, the presentation of
which was followed by invitations to dinner. And some students
introduced in other ways, became visitors in the town. Acquain-
tanceship in some cases led to more serious feelings, and some of
the college graduates returned, and took Princeton girls home as
wives. But it passed into a proverb, what effect crossing Stony
Brook had on the memories and affections of some men, even when

REMINISCENCES OF PRINCETON COLLEGE 33

there had been mutual attraction between them, and the companions
of their idle hours.

My brother and myself taught during our Senior year, each an
hour a day, in a young ladies' school in town. And this led to an
acquaintance with the parents of the young ladies. During the three
years of our seminary life, we also gave lessons in families in town,
and we became visitors in some of their homes. And we were as
well acquainted with the people of Princeton at that time, as almost
any students, whose families were not residents.

CONCLUSION

Princeton has so greatly changed that if a graduate of fifty or
sixty years standing, who had not visited Princeton in the interval,
should be set down on the campus, in the midst of the new Halls, he
would not know where he was. The changes are so great that the
surroundings would be unrecognizable. Only three of the old
College buildings are left, — relics of an earlier generation. But these
relics, in their simple outlines, are in keeping with the singleness of
aim, and strength of purpose of the characters of their founders,
and of the great church with which they were in sympathy, and with
the characters of the Faculty and Trustees to which the fortunes of
the College were entrusted. As that church has always looked out
for the things that are most worth while, so did the Faculty and
Trustees of Princeton in the late forties. Beauty or majesty of
proportions were then not considered prime assets.

As one wanders amid the new Halls, which possess both beauty
and majesty, he realizes that the men, whose hands are now on the
helm of affairs also look out for the things that are most worth
while, that while of old the fortunes of its friends were numbered
by tens of thousands, the fortunes of its friends now are numbered
by millions. And all feelings of regret for the Princeton of past
times, pictures of which live in the memories of a few, are excluded
by exultation in the evidences of life and growth, which are seen
on every hand. The changes, which he sees, are the changes which
appear when a higher form of free progressive and exulting life
manifests itself.

And all the growth of Princeton and a still more varied develop-
ment will be needed, if Princeton is to hold her place as a national
university, if her graduates are to be fitted for leadership in develop-
ing the manifold interests of modern society, and if Princeton shall
continue in the future as she has in the past, to send out men with
intellects and characters fitted to safeguard and adapt the institutions
of religion and the state to the growing needs of the country. For

34

REMINISCENCES OF PRINCETON COLLEGE

35

seldom in the history of mankind have the forces of the enemies
of religion and our political institutions, and of our business pros-
perity been more numerous, or better organized or more active.
They are found in every community, and therefore their battle line
may be said to extend from ocean to ocean, with fortresses at each
wing, and not a few scattered along the line. In the conflicts, which
are inevitable, the graduates of Princeton must acquit themselves
like men.

I

DATE DUE

WMgM

1

1

GAYLORD

PRI^fTED IN USA