« PreviousContinue »
Professors and Students.
Literatur-Zeitung gives the subjects of the various courses, with the names of the lecturers, from which we learn the extent of ground travelled over and the variety and richness of the matters treated. The same Professor frequently delivers two or more courses. Thus in theology Neander is announced as delivering four courses, Uhlemann, two, Hengstenberg, three, etc.; the thirty-four courses in theology being divided among fourteen Professors. A large portion of the Professors lecture on the same subject five times, or five hours, a week, some six, others three or two. From the number of courses and the subjects announced, admitting that a large portion of these courses are delivered, we may infer the immense amount of labor performed by the German Professors. But then their time is not taken up by recitations – lectures constituting the sole mode of teaching in the German Universities, — and the principle of the division of labor is carried to an extent elsewhere unknown. Thus in the theological department, different periods of Church history are treated by different Professors, and a single book of the Bible or a single Epistle forms the subject of a course; and sometimes the same book, of two courses by two different Professors.
Dr. Perry gives as the sum received by the University of Berlin from the Prussian Government “about £15,500 per annum,” though he says, that within the last few years this sum must have been considerably increased; from other sources about £470; fees for matriculation and graduation nearly £2,400, which is divided among the members of the Faculties. The fees paid by the students to the Professors amount to £10,300, the number of students being given as 1,757, besides others entitled to hear the lectures, making in all 2,140, or according to the Literatur-Zeitung, for the winter term of 1844–5, 2,015.
The same journal assigns to the University of Bonn for the winter semester seventy-eight teachers, fourteen of them belonging to the Theological Faculties, Protestant and Catholic, being equally divided between them. The number of students belonging to the University is given as 721. Breslau has not far from the same number of both teachers and pupils, the Theological Faculty consisting of three Catholic and ten Protestant teachers. The number of students at Leipsic, Tübingen, and Heidelberg, is a little VOL. XLI. - 4TH. S. VOL. VI. NO. I.
greater; Halle has a little over 700; the number at Göttingen has already been given; Giessen, Würzburg, and Jena have between 400 and 500 students each ; several other Universities have a smaller number, and Munich between 1,300 and 1,400. The number of Professors varies, but the specifications above given will be sufficient to enable our readers to form some general opinion on the subject. Dr. Perry states at a “rough computation” the number of German Professors in all as amounting to 1,500, and the students 15,000, "instructed through the medium of the German language.”
We cannot close our remarks, to which, however wide the range they may appear to have taken, we have been led by the very suggestive and prolific Address which has furnished the subject of this article, without availing ourselves of this first opportunity which has presented itself since the Inauguration of President Everett, to add to the language of gratulation which has arisen on every side, a few words expressive of our own deep sense of the great good fortune which has accrued to our ancient University, and to the cause of science and liberal culture, by his acceptance of the high trust on the duties of which he has entered. No event could have been hailed throughout the land, by every friend of learning and of sound moral and intellectual education, and every lover of the truest glory of his country, with a more sincere and profound joy. Not a single discordant note, not a whisper of discontent at his elevation to the high post he now occupies, has been heard from any party, or so far as we know, from any individual. All strife respecting the College, the sounds of which had been for months falling harshly on our ears, has suddenly ceased. All hearts have welcomed his coming to take the oversight and guidance of the “oldest establishment for secular education on this Western continent." He has brought his well earned fame, all the stores of his rich and varied learning, all his valuable experience, and the powers of his vigorous intellect, yet in its prime, and like a dutiful son laid them at the feet of his venerable Alma Mater, who, to adopt the language employed of the chief magistrate of the Commonwealth in the ceremony of investiture, had “adorned” him “with her brightest honors, and bade”
Inauguration of President Everett.
him “go forth into the world.” Important as are the services he has already rendered to his country, at home and abroad, it is felt, we believe, universally, that he has yet higher to render. For ourselves, we anticipate the noblest results from his administration of the affairs of the University. We are fully aware of the responsibleness of his position. In regard to the most important influences which can be brought to bear on the minds of the young, - those of a moral and religious character, — the closing part of his Address, which we know was heard with peculiar satisfaction, inspires us with the strongest confidence for the future. The end he proposes commends itself to all who have at heart the best interests of education among us, and should he succeed, by well advised measures, in attaining it, he will secure a warmth of gratitude which, added to his own consciousness of high aims, he will feel to be more valuable than all the laurels which now flourish green on his brow.
In conclusion, we may say of the pamphlet entitled “Addresses at the Inauguration," etc. that it contains, besides a notice of the proceedings of the day, and President Everett's own larger Address, the neat and appropriate Address of Governor Briggs, on investing him with the trust, and the President's Reply; an Oration in Latin, marked by fit sentiment and classical diction, by George M. Lane, of the Senior class; and also the Addresses delivered at table by President Hitchcock, of Amherst College, and Professor Silliman of Yale, both worthy of the reputation of their distinguished authors, and inserted in the pamphlet as “not having been fully reported in the papers.” In addition to their intrinsic merit, they are valuable as affording gratifying evidence of the good understanding and kind feeling existing between Harvard and her sister institutions. We cannot better bring our present article to an end than by giving the “sentiments" with which the gentlemen just alluded to concluded their remarks. — “ The sacred Fire of Learning, first kindled by our Pilgrim Fathers upon the altars of Harvard, with such a priest to guard and fan it as has this day been consecrated, we need not fear that it will be extinguished, or its splendor diminished.” — “Perpetuity and Prosperity to Harvard."
NOTICES OF RECENT PUBLICATIONS.
Self-Formation ; or, the History of an Individual Mind: In
tended as a Guide for the Intellect through Difficulties to Success. By a Fellow of a College. First American from the London Edition. Boston: Crosby & Nichols. 1846. 12mo. pp. 504.
Of the authorship, age, or history of this book, nothing is told, and we know nothing. It has had a good name abroad, and the favor with which it was welcomed here by the few who received it from England, has now led to its publication in Boston, with a preface from some one at Cambridge. That preface says — “it is, almost without question, the most valuable and useful work upon the subject of self-education that has yet appeared in our own, if not in any other language.” This may be true, if intended only as comparative. But as a positive assertion, it implies more than a perusal of the book prepares us to admit. We should not speak of it disparagingly, nor yet extravagantly. It has decided excellencies, and obvious defects. Its plan is one of the best, — the writer's familiar and easy account of his own progress in mental and moral development, from infancy to maturity. He shows us the many difficulties to which a boy is subjected in the usual modes of teaching and discipline, both in school and college, particularly in the high schools of England. And the aim and moral of the book is, to show that these and all difficulties, however great, are constantly aggravated by the wrong temper with which they are encountered, and may be wholly overcome by a docile, resolute, and religious spirit. In this plan and purpose there is nothing novel, but in the execution there is freshness, if not originality. By his own real or supposed case, the writer takes us along with him step by step through the whole course of education, showing us the child, the learner, the idler, the thinker, the castle-builder, gambler, sportsman, pedant, and the sober-minded, religious
The narrative is broken by constant digressions, sometimes tedious, and discussions, short or long, of almost all questions belonging to education and “self-formation.” Many of these discussions are able, all are suggestive. But we should enjoy them more, if they were fewer, and less interlarded with quotations from various languages. The style of the whole is diffuse to a fault, and yet has attractions that carry us on, and reward us in the end. With less of the religious element and influence than we hoped to find, there is apparent, throughout, a high regard for religion, a painful sense of its absence in him
Notices of Recent Publications.
self and in even the best schools of England, and a disposition to give it its true place in all mental training. Exactly the writer's views of religion, the opinions with which he begins or ends, it is not easy to determine. He says he had been taught, that it was
“certain speculative doctrines that constituted Christianity;” and one or two expressions show that these doctrines were of the narrowest and darkest kind. Still they seem to have had little influence over him, and he gives a sad account of their effect, or want of effect, on the clergy of the Established Church.
In a word, the book contains a great deal, — much that is doubtful in taste and value, more that is sound, practical, and encouraging. It is a book particularly for the young man, and the student; and judiciously used, it cannot fail to be of essential benefit. Had such a book been put into our hands in early life, we are confident it would have proved a better guide, a more effective monitor and teacher, than any treatise we then found, or can now name, on the subject of self-culture. At the same time, we can conceive of a much better book, and only wonder that so able a writer did not make a better.
Lessons on the Parables of the Saviour, for Sunday Schools and
Families. By Rev. F. D. HUNTINGTON. Boston: Crosby & Nichols. 1846. 18mo.
pp. 246. Questions adapted to the Text of the New Testament, designed
for Children in Sunday Schools : with Hints for explanation and remark by the Teachers. Number Two. Luke and John. By C. Soule Cartee, one of the Superintendents of Harvard Church Sunday School, Charlestown, Mass. Boston : Crosby & Nichols. 1846. 18mo. pp. 96.
We have more than once taken occasion to express gratification at perceiving a growing disposition amongst those who have had largest experience in Sunday schools, and who have bestowed the most thought upon systems of religious instruction proper to be employed in them, to make a more liberal and thorough use of the Bible, and especially of the New Testament. We are fully convinced that that “ best of books” should be the source and centre of the instructions of the Sunday school, and that, in the hands of an enlightened and judicious teacher, it will furnish and suggest inexhaustible materials for interesting as well as profitable conversations and lessons.
Mr. Huntington's book is a new and valuable confirmation of the justice of this opinion. It illustrates, better than any Sunday school book we have yet seen, the fruitfulness of the New Testament in subjects of conversation with the young, and the